Backward Design - Weebly



Instructional Strategies and Management

1 Unit Plan

Name: Shannon Geer, William White, & Kellie Berg

Course/Section: ED 327 C02

Unit Topic: Transcendentalism & Transcendental Authors/Poets

Subject: English

Grade Level(s): 11-12

Submission Date: 4 December 2014

Percentages:

- William White: 40 %

- Kellie Berg: 30 %

- Shannon Geer: 30 %

|Student Population |

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|A. Description of the School, Student Population, Diversity, Economics: |

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|*Rural, Central, PA. Approximately 800 students attend the school. There is little to no diversity, primarily |

|Caucasian students. Families are middle to lower class. |

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|B. Age/Grade Level(s): |

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|17-18 year old seniors. |

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|C. Ability Levels (High, Average, Below) and Students With Special Needs: |

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|1 student with a learning disability (three years behind), with several high ability and average ability students. |

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|D. Number of Students by Gender: |

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|30 students in total, twenty females and ten males. |

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|E. Prior Knowledge (Background Skills and Knowledge) to be Successful with the Expectations for This Unit: |

|Previous poetry class (poetic structures and terminology) |

|Previous English classes (know how to write paper, read poetry/essays) |

|Prior knowledge regarding William Blake |

|Prior knowledge on Renaissance and Civil War |

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|Bibliography (APA: At least five entries) |

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|1. Hampson, T. (2012) I Hear America Singing. Retrieved from |

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|2. Dowden, B. & Fieser, J. Renaissance Humanism Retrieved from |

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|3. Folsom, E. & Price, K. M. (October 2014) The Walt Whitman Archive. Retrieved from |

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|4. Agamben, G. (2012) Walt Whitman Biography. Retrieved from |

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|5. Figgis, Mike (2010) Henry David Thoreau. Retrieved from . Web. 2 December 2014. |

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|6. Smith, L. (2014). Restoring Walden Woods and the Idyll of Thoreau I: From Literary Landscape to Politicized Landscape. Ecological Restoration, |

|32(1), 78-85. |

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|7. Academy of American Poets. Ralph Waldo Emerson. (n.d.). Retrieved December 4, 2014, from |

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|8. MOVIECLIPS Trailers. The Hunger Games: Mockingjay - Part 1 Official Trailer #1 (2014) - THG Movie HD. (2014, September 16). Retrieved December 1, |

|2014, from |

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|9. European Graduate School EGS (2012) Emily Dickinson Biography. Retrieved from . Web. 1 December|

|2014. |

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|10. Franke, W. (2008). "The Missing All": Emily Dickinson's Apophatic Poetics. Christianity & Literature, 58(1), 61-80. |

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|Appendix (All hard copy unit materials and resources) List the entries by day and place all the actual appendix items AFTER EACH LESSON PLAN) |

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|Day One: Introduction to Transcendentalism |

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|Day Two: Walt Whitman |

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|* See attached PowerPoint for corresponding lesson* |

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|- Following three poems were to be read in class: |

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|One's Self I Sing |

|One’s-Self I sing, a simple, separate person; |

|Yet utter the word Democratic, the word en-Masse. |

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|Of physiology from top to toe, I sing; |

|Not physiognomy alone, nor brain alone, is worthy for the Muse |

|I say the Form complete is worthier far; |

|The Female equally with the Male I sing. |

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|Of Life immense in passion, pulse, and power, |

|Cheerful for freest action form’d, under the laws divine, |

|The Modern Man I sing. |

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|O'Pioneers, O'Pioneers |

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|COME, my tan-faced children, |

|Follow well in order, get your weapons ready; |

|Have you your pistols? Have you your sharp edged axes? Pioneers! O pioneers! |

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|For we cannot tarry here, |

|We must march my darlings, we must bear the brunt of danger, |

|We, the youthful sinewy races, all the rest on us depends, Pioneers! O pioneers! |

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|O you youths, western youths, |

|So impatient, full of action, full of manly prid and friendship, |

|Plain I see you, western youths, see you tramping with the foremost, Pioneers! O pioneers! |

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|When I Heard the Learn'd Astronomer |

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|When I heard the learned astronomer, |

|When the proofs, the figures, were ranged in columns before me, |

|When I was shown the charts and diagrams, to add, divide, and |

|measure them |

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|When I sitting heard the astronomer where he lectured with much |

|applause in the lecture-room, |

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|How soon unaccountable I became tired and sick, |

|Till rising and gliding out I wander'd off by myself, |

|In the mystical moist night-air, and from time to time, |

|Look'd up in perfect silence at the stars. |

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|Day Three: Henry David Thoreau: |

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|- Handout Containing Excerpt: I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could |

|not learn what it had to teach, and not, when I came to die, discover that I had not lived. I did not wish to live what was not life, living is so |

|dear; nor did I wish to practise resignation, unless it was quite necessary. I wanted to live deep and suck out all the marrow of life, to live so |

|sturdily and Spartan-like as to put to rout all that was not life, to cut a broad swath and shave close, to drive life into a corner, and reduce it to |

|its lowest terms, and, if it proved to be mean, why then to get the whole and genuine meanness of it, and publish its meanness to the world; or if it |

|were sublime, to know it by experience, and be able to give a true account of it in my next excursion. |

|From Walden Chapter 2 “Where I Lived, and What I Lived For” |

|- Handout Containing Excerpt: In such a day, in September or October, Walden is a perfect forest mirror, set round with stones as precious to my eye as|

|if fewer or rarer. Nothing so fair, so pure, and at the same time so large, as a lake, perchance, lies on the surface of the earth. Sky water. It needs|

|no fence. Nations come and go without defiling it. It is a mirror which no stone can crack, whose quicksilver will never wear off, whose gilding Nature|

|continually repairs; no storms, no dust, can dim its surface ever fresh; —a mirror in which all impurity presented to it sinks, swept and dusted by the|

|sun’s hazy brush,—this the light-dust cloth,—which retains no breath that is breathed on it, but sends its own to float as clouds high above its |

|surface, and be reflected in its bosom still. |

|A field of water betrays the spirit that is in the air. It is continually receiving new life and motion from above. It is intermediate in its nature |

|between land and sky. On land only the grass and trees wave, but the water itself is rippled by the wind. I see where the breeze dashes across it by |

|the streaks or flakes of light. It is remarkable that we can look down on its surface. We shall, perhaps, look down thus on the surface of air at |

|length, and mark where a still subtler spirit sweeps over it…. |

|….It struck me again tonight, as if I had not seen it almost daily for more than twenty years — Why, here is Walden, the same woodland lake that I |

|discovered so many years ago; where a forest was cut down last winter another is springing up by its shore as lustily as ever; the same thought is |

|welling up to its surface that was then; it is the same liquid joy and happiness to itself and its Maker, ay, and it may be to me. |

|From Walden Chapter 9 “The Ponds” |

|- Handout on the poem, 'I am the Autumnal Sun': |

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|Sometimes a mortal feels in himself Nature |

|-- not his Father but his Mother stirs |

|within him, and he becomes immortal with her |

|immortality. From time to time she claims |

|kindredship with us, and some globule |

|from her veins steals up into our own. |

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|I am the autumnal sun, |

|With autumn gales my race is run; |

|When will the hazel put forth its flowers, |

|Or the grape ripen under my bowers? |

|When will the harvest or the hunter's moon |

|Turn my midnight into mid-noon? |

|I am all sere and yellow, |

|And to my core mellow. |

|The mast is dropping within my woods, |

|The winter is lurking within my moods, |

|And the rustling of the withered leaf |

|Is the constant music of my grief... |

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|Day Four: Ralph Waldo Emerson |

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|* See attached PowerPoint for following lesson on Emerson* |

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|Day Five:Emily Dickinson |

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|- Handout on the following poem: 'My Life Closed Twice Before Its Close' |

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|My life closed twice before its close— |

|It yet remains to see |

|If Immortality unveil |

|A third event to me |

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|So huge, so hopeless to conceive |

|As these that twice befell. |

|Parting is all we know of heaven, |

|And all we need of hell. |

|- Handout on the following poem: 'The Soul Selects Her Own Society' |

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|Then — shuts the Door — |

|To her divine Majority — |

|Present no more — |

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|Unmoved — she notes the Chariots — pausing — |

|At her low Gate — |

|Unmoved — an Emperor be kneeling |

|Upon her Mat — |

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|I’ve known her — from an ample nation — |

|Choose One — |

|Then — close the Valves of her attention — |

|Like Stone — |

|- Handout on the following poem: 'Because I Could Not Stop for Death' |

|Because I could not stop for Death– |

|He kindly stopped for me – |

|The Carriage held but just Ourselves – |

|And Immortality. |

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|We slowly drove – He knew no haste |

|And I had put away |

|My labor and my leisure too, |

|For His Civility – |

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|We passed the School, where Children strove |

|At Recess - in the Ring - |

|We passed the Fields of Gazing Grain– |

|We passed the Setting Sun – |

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|Or rather – He passed us – |

|The Dews drew quivering and chill – |

|For only Gossamer, my Gown – |

|My Tippet – only Tulle – |

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|We paused before a House that seemed |

|A Swelling of the Ground – |

|The Roof was scarcely visible – |

|The Cornice – in the Ground – |

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|Since then –‘tis Centuries – and yet |

|Feels shorter than the Day |

|I first surmised the Horses’ Heads |

|Were toward Eternity – |

Backward Design Unit Plan Template

|STAGE ONE (Desired Results) |

|PA Academic Standards and Assessment Anchors (where applicable) |

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|C.C.1.3.11-12.A: Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction |

|of the themes; provide an objective summary of the text. |

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|C.C.1.3.11-12.D: Evaluate how an author’s point of view or purpose shapes the content and style of a text. |

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|C.C.1.3.11-12.F: Evaluate how words and phrases shape meaning and tone in a text. |

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|C.C.1.2.11-12.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions |

|based on and related to an author’s implicit and explicit assumptions and beliefs. |

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|C.C.1.2.11-12.E: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the |

|structure makes points clear, convincing, and engaging. |

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|Enduring Understandings (In-depth statements (generalizations) that |Essential Questions (Open-Ended questions that encourage the students to think |

|capture the big ideas of the unit) |in-depth about the big ideas) |

| |What role do freedom and nonconformity play in the development of transcendental |

|The students will understand that transcendentalism brought about many |thought? |

|societal and religious impacts. | |

| |Are Thoreau’s values easy to implement and live by? |

|The students will understand that transcendentalists were highly |What makes an American? |

|criticized for being radicals. |Is Walden an ideal world? |

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|Students will examine the human experience through the lens of the |At what point is it necessary to break the law? |

|transcendentalist writers and reach their own conclusions about these | |

|views. |Where is the individual closest to nature? |

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|The Students will understand that American Literature forms a continuum|Who determines right and wrong for the individual |

|that connects every generation of Americans to every other. | |

| | |STAGE TWO (Assessment Evidence) |

| | |Formative Assessment |

|Content (Include WHAT you will teach.) |Objectives (The students will [verb and content]) | |

| | |Day One |

|Day One |Day One | |

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|Background on Transcendentalism | | |

|Dates/Time period | |Review dates and times at the end of class |

| |The students will recall the dates and time period in | |

|Ideas transcendentalism is based on |which transcendentalism began. (Knowledge) | |

| |The students will recognize the ideas that |Discussion- How transcendentalism still exists in |

|How Transcendentalism is still used today. |transcendentalism was founded on. (Comprehension) |the students everyday lives. |

| |The students will examine how transcendentalism’s | |

| |ideals are still echoing in today’s society and their | |

| |own lives. (Analysis) | |

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|Day Two |Day Two | |

| | |Day Two |

|1.)Bio |1.a-c) The students will identify basic background | |

|a.)When he lived |info on Whitman | |

|b.) Influenced by | |1.)Compare: differences between Emerson and Whitman|

|c.)Things he did (other than writing) | | |

| |1&2.) The students will discuss similarities between | |

|2.)Whitman’s Poetry |the idea of transcendentalism and Whitman’s poems. |1&2.) Exit slip asking them to list three things |

|a.)One’s Self I Sing | |they learned in class and one thing that they would|

|b.)When I heard the Learn’d Astronomer |2.a-c.) The students will identify parallels between |like clarified in the next class |

|(optional) |what wasdepicted in Levi’s “Go Forth” Commercial and | |

|c.)Pioneers! O Pioneers! |Whitman’s idea of patriotism expressed in “Pioneers! O|2.a-c.): Questions with students regarding their |

| |Pioneers!” |thoughts on poems and how they are |

| | |“transcendental.” |

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| |Day Three | |

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|Day Three |Day 3.A.1-3: Students will be provided information on |Day Three |

| |the background of Henry David Thoreau. They will also | |

|Day 3: Thoreau's Biography and Back |learn about the banter and friendship between Emerson |Day 3. A. 1-3: Students will be required to take |

|Information and examples of his works: |and Thoreau during their lives. They will be given a |notes on the information provided about Thoreau's |

|A) Background Information |brief background on Thoreau's experience on living in |background. |

|1) Biography |Emerson's cabin away from society for two years. | |

|2) Influences from Ralph Waldo Emerson | |Day 3.A.B.1-2: Students will be tasked to write |

|3) Experiences from 1845-1847 Living on |Day 3.A.B.1-2: Students will use the information |down their ideas and discuss them among their peers|

|Emerson's land in a cabin. |provided about Thoreau's experience at Emerson's cabin|regarding Thoreau's experiences at Emerson's cabin.|

|B) Thoreau's Works |from 1845-1847. | |

|1) Chapter 2: “Where I Lived and What I Lived | |Day 3.B.3: Students will be given the following |

|For (Walden) |Day 3.B.3: Students will read the following poem and |poem as a handout and asked to draw references and |

|2) Chapter 9: “The Pond” (Walden) |draw parallels on Thoreau's experience in solitude |parallels between the poem and the two chapters |

|3) 'I am the Autumnal Sun' |towards the ideals presented in the poem. |covered in Walden. |

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| |Day Four | |

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| |4.a: The students will recall basic background | |

| |information on Emerson. |Day Four |

|Day Four |4.b.1.a-c: The students will discuss the importance of| |

|Day 4: Ralph Waldo Emerson |self-reliance and why it is still relevant to us |4.b.1-c: Bell Ringer: At what point is it necessary|

|a. Background info on Emerson |today. |to break the law? Is it democratic to be a |

|b. Essays |4.b.1.a-c: The students will analyze the ways in which|nonconformist? |

|1. “Self-Reliance” |Emerson’s ideas are realistic and in which ways they |4.b.1-c: Small group discussion: How much of one’s |

|a. Importance of self-reliance |represent a utopian society. |values must one compromise to live in society? Who |

|b. Self-reliance & the individual | |determines right and wrong for the individual? |

|c. Self-reliance & society | |4.b.1-4: Short Answer Essay: Does the world Emerson|

| | |writes about seem utopian or realistic? Are his |

| | |ideas democratic? Does he believe in free will? Is |

| | |he just naïve? In this time period & with what |

| | |you’ve learned so far, do you think Emerson’s |

| | |values are extreme? Why or why not? |

| | |(C.C.1.3.11-12.D) |

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| | |Day Five |

| |Day Five |Day 5.A.1-3: Students will fill out a background |

|Day Five | |information sheet on Dickinson. Be able to recall |

| |Day 5.A.1-3: The students will be provided background |basic facts on the poet. |

|Day 5 – Dickinson's Bio and Examples of her |information and a packet to fill out for their own | |

|poetry |study purposes relating to Emily Dickinson's life. |Day 5. A-B: Question and Answer with students on |

|A) Background Information | |how Emerson influenced Dickinson's writings and how|

|1) Bio |Day 5 A&B: Students will discuss how Emerson's |her work connects to transcendentalism. |

|2) Influences in her writings |writings influenced Dickinson and how she incorporated|Day 5.B.1-3: Exit slip which asks the students to |

|3) Famous transcendentalist writers her |ideas of transcendentalism into her works. |write a paragraph on how the soul connects to |

|parents did not approve. | |nature and everyday society. Students can also add |

|B) Dickinson's Poetry |Day 5.B.1-3: Students will connect parallels between |questions that they may have that will be covered |

|1) My Life Closed Twice Before Its Close |the three poems and how the soul relates to |in the following class. |

|2) The Soul Selects Her Own Society |transcendentalism. | |

|3) Because I Could Not Stop For Death | | |

|STAGE TWO (Assessment Evidence) |

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|SUMMATIVE Assessment |

|Two (2) (Summative Assessments: Each unit MUST have at least one performance assessment. Align and CODE the performance assessment(s) to the Enduring |

|Understandings). The performance assessment(s) must address all the Enduring Understandings. |

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|1. Essay |

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|The students will write a three to four page paper on one of two prompts that link both transcendentalism and transcendental writers to their own personal |

|lives. |

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|1.) Take into consideration Emerson’s views from “Self-Reliance.” He speaks about a world that is entirely different from our own, where people are |

|released from societal restraints and are much more dependent on themselves. We’ve discussed these concepts in class and have discussed whether or not we |

|think these ideas are utopian or realistic. Take your beliefs and views on the world and compare them to Emerson’s by creating your own version of a |

|utopian world that incorporates Emerson’s ideas. The structure and function of this world can either work or not work, but provide reasons why it does or |

|does not. Page requirement: 4 pages. Times New Roman, size 12, double-spaced. |

|2.) We’ve learned that Walt Whitman was extremely patriotic and loved the idea of Western expansion. He was fearless when it came to the ability of the |

|self and he believed in constantly moving forward to bigger and better things. Emerson, his mentor, did not believe in democracy or following any type of |

|status quo. He believed the individual should come first, and that no one should try to serve the greater good. Yet, both of these men and their writings |

|are transcendental. How is it, then, that such opposing views can still fall under the same category, especially when it’s mentor versus mentee? Discuss |

|the ways in which Whitman’s and Emerson’s ideas are similar and how they are different. Compare their ideas in terms of what would work and what would not.|

|You may also wish to consider the backgrounds of the authors. Page requirement: 4 pages. Times New Roman, size 12, double-spaced. |

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|2. ) Students will have a final exam, which will consist of 20 multiple choice questions (20 points), a choice of 3 out of 5 short answer questions (30 |

|points), and a choice of one essay out of two (50 points). The total test will be 100 points. The 20 multiple choice will be on the authors’ backgrounds. |

|The short answer questions will be discussing the themes of the poems or essays and the transcendental aspects of them. The essays will be comparing |

|Emerson and Thoreau, or Dickinson and Whitman. |

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|Students will also have to complete an essay, out of two essay options: |

|Prompt 1 |

|Consider Emerson and Whitman's political views. Whitman is a very patriotic and Democratic individual, while Emerson hates structure and formal government.|

|Nonetheless, they work extremely well together using each other to fuel their writings. Do you have a similar relationship in your life? Is Emerson's and |

|Whitman's relationship alone transcendental? Why or Why not? |

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|Prompt 2 |

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|Take a moment to reflect on the transcendentalists idea of “The Self.” Transcendentalists appreciated both the physical and non-physical aspects of the |

|human body. They celebrated the simplicity and value of the “everyman” and the beauty of one's “trueness” or soul alongside their physical features. Do you|

|think this view has changed in society today? What do you value in “The Self?” |

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The Lesson Plan Template

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|STAGE THREE (Learning Experiences: Daily Lesson Plan) |

|Name: Shannon Geer |

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|Title of Lesson: Intro to Transcendentalism |

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|Grade Level(s):11 & 12 |

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|Common Core State Standards, PA Academic Standards, and Assessment Anchors (where applicable): |

|Evaluate how an author’s point of view or purpose shapes the content and style of a text. |

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|Enduring Understanding(s): |

|The Students will understand that American Literature forms a continuum that connects every generation of Americans to every other. |

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|The students will understand that American Transcendentalism mirrored the English Renaissance Movement. |

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|Essential Question(s): |

|Transcendentalists are a group whose beliefs can be mirrored in today’s society. Do you still see them present? Where do you see transcendentalism? What |

|beliefs (if any) of yours reflect those of transcendentalists? |

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|Where is the individual closest to nature? |

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|Content (Code) |

|Day 2.1.) Basics |

|-Dates |

|-Connection to English Renaissance |

|-Emerson |

|Day 2.2.) Fundamental parts |

|-Humanism |

|-The Self |

|-Nature |

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|Objectives (Code) |

|1.) Discuss the Dates and the major founders of the movement |

|2.) Go into depth of what transcendentalism means and what it entails. |

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|Formative Assessments (Code) |

|1.) Q&A about Emerson quote. What do they get from it? What do they think after they understand what transcendentalism is? |

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|2.) Homework: How do they feel transcendentalism applies in today’s society. |

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|Procedures (Include and Label ALL Components: DETAILED: |

|Lesson Beginning (Motivation, Review, Overview) |

|Review: N/A (first lesson of Unit) |

|Overview: The lesson will |

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|Motivation: |

|Upon entering the classroom, the students will see a picture of a quote on the projector. |

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|“The only person you are destined to become is the person you decide to be” |

|-Ralph Waldo Emerson |

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|The students will be instructed to take out a piece of paper and write a paragraph of what they think this quote is telling them. After the students finish,|

|they will be split off into groups to discuss what they wrote with each other. Afterwards they will be asked to bring their attention back up front. |

|Volunteers from each group will be asked to discuss what the group said. |

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|Lesson Development |

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|It will be revealed that the quote was written by Ralph Waldo Emerson, a transcendentalist writer. Basic background information will be talked about first: |

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|Transcendentalism was an American movement. |

|It lasted from 1830-1880 (roughly) |

|Involved authors such as Emerson, Whitman, Dickinson, and Throeau |

|Emerged at the heart of the American Renaissance (Post Industrial Revolution) |

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|What exactly is it? |

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|Sparked by Ralph Waldo Emerson |

|Centered greatly around: |

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|Humanism |

|-Originally started in the English Renaissance and is now being mirrored in the American Renaissance. |

|-A simple definition would be a human’s own capability |

|-Could be considered secular |

|-Self efficacy (I think I can! I think I can!) |

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|The Self |

|-The “self” or the human body is portrayed in more artistic and appreciative ways, once again, much like the English renaissance. This is highlighted |

|greatly in Whitman’s “Song of Myself” and “I Sing the Body Electric” and other works in his book of poetry “Leaves of Grass.” |

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|-Display The Birth of Venus by Botticelli |

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|“This is a piece of artwork painted in the English Renaissance by a man named “Botticelli.” “What are |

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|-“The Self” mirrors ideals in the English Renaissance as well. Artists portrayed bodies in a sensual way and they considered it beautiful |

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|Worship through nature |

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|For this, before the lecture continues, Bring up some examples of transcendentalist artwork. Have students raise their hands to tell something they notice |

|about the pictures. |

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|Display picture of Kindred Spirits by Asher B. Durand. |

|“ In it Durand depicts himself, together with Cole, on a rocky promontory in serene contemplation of the scene before them: the gorge with its running |

|stream, the gossamer Catskill mists shimmering in a palette of subtle colors, framed by foliage.” |

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|Transcendentalists are overwhelmed with nature. They appreciate God through the beauty of nature. They may believe in humanism and that they don’t need |

|God’s help to succeed, but they appreciate what he created in the beauty of nature. Go back to Emerson Quote. Reference the trees in the background. Ask why|

|they students think the artist probably decided to put the trees in the background of the quote. |

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|-Use outdoor weddings as a modern example. |

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|Hand out graphic of the “three parts of a transcendentalist” Tell the students to hang onto the paper so they have a big reminder of the key aspects of what|

|a transcendentalist is. |

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|Have the students take out a blank piece of paper. Tell them that their in class writing assignment is to write five paragraphs about modern |

|transcendentalism (Where they see it in today’s society). Their homework will be to take their papers home and type up their thoughts to turn in for |

|tomorrow. |

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|Lesson Ending (Review, Preview, Closure) |

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|Review |

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|Who can tell me some things we talked about today? |

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|Today we talked about transcendentalism and it’ basics. Ralph Waldo Emerson started it. It was a big movement in America around 1830-1880. It seemed to |

|mirror the English renaissance’s humanistic way of thinking. We still see bits and pieces of transcendentalist thinking in today’s society. |

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|Preview Tomorrow we will be talking about Walt Whitman, one of the transcendentalist writers. We will read and analyze some of his poetry. |

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|Closure: Have a good day class and take a minute to appreciate nature when you walk outside the building today! |

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|Meaningful Student Involvement (Indicate how the students will be meaningfully engaged in the lesson): |

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|Students will be actively asked for their opinions on the topic of transcendentalism. They will be engaged and asked to relate the lesson to their current |

|lives. |

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|Special Adaptations/Modifications: |

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|Worksheets of lecture will be handed to students with learning disabilities so they can reference them at a later date. |

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|Anticipated Difficulties AND Modifications: |

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|Projector not working-bring in physical copies of pictures and write quote on the board. |

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|Physical Structure: Desks will be set up in a circle every day |

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|Materials: |

|Projector |

|Lesson Plan |

|Paper |

|Handout of “what a transcendentalist is” |

|Emerson quote |

|References (2) |

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|The Lesson Plan Template |

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|STAGE THREE (Learning Experiences: Daily Lesson Plan) |

|Name: Shannon Geer, William White & Kellie Berg |

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|Title of Lesson: Connecting Transcendentalism to Whitman |

|Grade Level(s): 11 & 12 |

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|Common Core State Standards, PA Academic Standards, and Assessment Anchors (where applicable): |

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|C.C.1.3.11-12.D: Evaluate how an author’s point of view or purpose shapes the content and style of a text. |

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|Enduring Understanding(s): |

|Students will examine the human experience through the lens of the transcendentalist writers and reach their own conclusions about these views. |

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|Essential Question(s): |

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|What role do freedom and nonconformity play in the development of transcendental thought? |

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|Content (Code) |

|Day 2.: Whitman’s Bio and Examples of his Work |

|A.) Bio |

|1.)When he lived |

|2.)Influenced by |

|3.)Things he did (other than writing) |

|B.)Whitman’s Poetry |

|1.)One’s Self I Sing |

|2.)When I heard the Learn’d Astronomer |

|3.)Pioneer! O Pioneers! |

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|Objectives (Code) |

|The students will be able to |

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|Day 2.A 1-3 The students will identify basic background info on Whitman |

|Day 2. A&B.:The students will discuss similarities between the idea of transcendentalism and Whitman’s poems. |

|Day 2.B 1-3. The students will identify parallels between what was depicted in Levi’s “Go Forth” Commercial and Whitman’s idea of patriotism expressed in |

|“Pioneers! O Pioneers |

|Formative Assessments (Code) |

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|Day 2.A 1: Compare: differences between Emerson and Whitman |

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|Day 2.B 1-3: Questions: Q & A with students regarding their thoughts on the poems and how they are “transcendental.” |

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|Day 2.A &B Exit slip asking them to list three things they learned in class and one thing that they would like clarified in the next class. |

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|Procedures (Include and Label ALL Components: DETAILED: |

|Lesson Beginning (Motivation, Review, Overview) |

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|Lesson Beginning |

|Motivation: |

|Bell Ringer |

|- Have a picture of Whitman and William Blake on the screen before students enter the classroom. |

|-Have students write in their journals differences between the appearances of the two men. |

|. |

|Post Bell Ringer, ask for students to volunteer to discuss what they wrote and encourage others to join. |

|-What differences did you see between the two men? What values do you think the first man would have compared to the other? What societies do you|

|think they live in? What jobs do you think they have? Are they religious? |

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|Review: Touch base on what transcendentalism is again. It is a movement marked by tones of humanism and appreciation of self and nature. Some more religious|

|members of the “transcendentalist” movement worshiped god through nature. |

|-Reveal each man’s identity to the class. |

|-Review who Blake is (he was taught in an earlier Unit on Early British Poets) |

|-Begin Discussion on Whitman’s Bio |

|-Flip to slide with basic facts: |

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|Overview: We will be discussing Walt Whitman today, our first transcendentalist writer. We will be reading “Of One’s Self I Sing, When I heard the Learn’d |

|Astronomer, and “Pioneers! O Pioneers!” We’ll dive into the poems and discuss what makes them and Walt Whitman’s background “transcendental.” |

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|Lesson Development: |

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|Cover basic background information on Walt Whitman |

|Walter Whitman, was born on the 31st of May, 1819 in Long Island, New York, US. He was an essayist, poet and journalist, as well as a volunteer nurse in the|

|course of the American Civil War (1861–65). Walt Whitman participated in the shift from transcendentalism towards realism, and both views are present in his|

|works. Walt Whitman, being one of the most influential American poets, is often referred to as "the father of the free verse". |

|-Walt’s Odd Jobs – nurse in war, assistant to doctor and lawyer, freelanced as typesetter for local publications, school teacher in Long Island, editor of |

|The Long Islander newspaper, freelance journalist |

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|Question: What other jobs do you think Whitman held in his lifetime? Was He a farmer, or judge? An Architect? |

|Discuss How Whitman Got his Start |

|-Discuss how Emerson brought Whitman into fame. Touch base on the first edition of Leaves of Grass. |

|-Flip to slide showing Apple logo. Discuss/draw comparisons between Apple advertising software from another company to Emerson critiquing and reviewing |

|Whitman’s Leaves of Grass. |

|Flip to slide showing Whitman’s “Of One’s Self I Sing” |

|-Hand out copies of Whitman’s poem to the students and ask them to only read “Of One’s Self I sing” to themselves quietly, taking notes on what they see as |

|fitting under the “transcendentalist” theme. |

|-After a minute or two, ask for volunteers to read the first stanza aloud. Allow them to read, and have them popcorn a second reader for the last stanza. |

|-After concluding the reading, turn to a blank slide of the power point. Ask for volunteers to call out what they saw as transcendentalist on the slide. |

|After they stop calling, discuss why their examples are or not “transcendental.” |

|-Make sure to mention the key reasons why it is transcendental in case they are not called out: The humanistic tone in the poem, the separation of the body |

|from the church or deity, his connection to nature. |

|He doesn’t need formally taught about the stars to appreciate them. |

|Flip to the slide showing “When I heard the Learn’d Astronomer” |

|-Ask the students to read the poem to themselves quietly, again taking notes, but this time, have them draw comparisons between “Of One’s Self I Sing” and |

|the poem they just read. Make sure to ask them whether or not they think this poem is transcendentalist, and why or why not it is. Encourage a debate |

|between the students. |

|Prompt the students to begin reading “Pioneers! O Pioneers!” on their handout. As the students are reading the poem, pull up the Levi’s “Go Forth” video. |

|-Have the video pulled up and ready to play. After the students have finished reading, ask what some of the students thought about the poem. |

|-After hearing a few responses, play the video after asking the students to consider this question: “Does a poem have to mention religion to be considered |

|transcendental?” |

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|Lesson Ending (Review, Preview, Closure) |

|Review |

|-Ask the students about the images they saw and how they think they reflect the poem and Walt Whitman’s beliefs and writings in general. |

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|-“So today we took that concept of “transcendentalism” and applied it to one of the writers of the time, Walt Whitman. We saw the theme of transcendentalism|

|laced in his poems. What were some of those things? |

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|-Have the students write three things they learned today about Walt Whitman and his connection to transcendentalism and one question (if they have one) that|

|they would like clarification on next class. Have them turn it in before they leave.(Use as bell ringer next day) |

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|Preview |

|-Next week we will be covering a new transcendentalist writer, Henry David Thoreau. I’m passing out a copy of an excerpt of “Civil Disobedience” now. For |

|homework, please highlight parts of the essay that you feel are transcendental, and write at least three reasons why you think they are, which you’ll turn |

|in tomorrow. |

|Closure: Collect exit slip and tell the students to have a good day. |

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|Meaningful Student Involvement (Indicate how the students will be meaningfully engaged in the lesson): |

|Group Discussions |

|Exit Slip |

|Enduring questions |

|Reading aloud |

|Students calling on other students |

|Visual Scaffolding |

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|Special Adaptations/Modifications: |

|Provide easily read footnotes to poems handed out to students with reading disability. |

|Video that reads the poem to the whole class after students read the poem to themselves. |

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|Anticipated Difficulties AND Modifications: |

|If the video doesn’t work, still pictures from the video can be provided and handed out during the class for the students to view. |

|Projector is dysfunctional: Copy slides for own personal reference and for the students to see the pictures of William Blake and Walt Whitman |

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|Physical Structure: |

|Open circle to evoke discussion. |

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|Materials: |

|Powerpoint, Youtube; Pictures; Worksheets; Poems |

| (Pioneers O’ Pioneers) |

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|References (2) |

|Hampson, T. (2012) I Hear America Singing. Retrieved from |

|Dowden, B. & Fieser, J. Renaissance Humanism Retrieved from |

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The Lesson Plan Template

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|STAGE THREE (Learning Experiences: Daily Lesson Plan) |

|Name: William White |

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|Title of Lesson: A Philosophy on Life, Henry David Thoreau |

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|Grade Level(s): 11-12, English |

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|Common Core State Standards, PA Academic Standards, and Assessment Anchors (where applicable): |

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|C.C.1.3.11-12.A: Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction |

|of the themes; provide an objective summary of the text. |

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|C.C.1.2.11-12.E: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the |

|structure makes points clear, convincing, and engaging. |

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|Enduring Understanding(s): Students will understand that the philosophy Henry David Thoreau invoked about his experiences in solitude can be compared to |

|that of a student's own life experiences and how their outlook on life can be altered. |

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|Essential Question(s): How can you experience a period of solitude to formulate new ideas and experiences on life? |

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|Content (Code) |

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|Day 3: Thoreau's Biography and Back Information and examples of his works: |

|A) Background Information |

|1) Biography |

|2) Influences from Ralph Waldo Emerson |

|3) Experiences from 1845-1847 Living on Emerson's land in a cabin. |

|B) Thoreau's Works |

|1) Chapter 2: “Where I Lived and What I Lived For (Walden) |

|2) Chapter 9: “The Pond” (Walden) |

|3) 'I am the Autumnal Sun' |

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|Objectives (Code) |

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|Day 3.A.1-3: Students will be provided information on the background of Henry David Thoreau. They will also learn about the banter and friendship between|

|Emerson and Thoreau during their lives. They will be given a brief background on Thoreau's experience on living in Emerson's cabin away from society for |

|two years. |

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|Day 3.A.B.1-2: Students will use the information provided about Thoreau's experience at Emerson's cabin from 1845-1847. |

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|Day 3.B.3: Students will read the following poem and draw parallels on Thoreau's experience in solitude towards the ideals presented in the poem. |

|Formative Assessments (Code) |

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|Day 3. A. 1-3: Students will be required to take notes on the information provided about Thoreau's background. |

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|Day 3.A.B.1-2: Students will be tasked to write down their ideas and discuss them among their peers regarding Thoreau's experiences at Emerson's cabin. |

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|Day 3.B.3: Students will be given the following poem as a handout and asked to draw references and parallels between the poem and the two chapters |

|covered in Walden. |

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|Procedures (Include and Label ALL Components: DETAILED: |

|Lesson Beginning (Motivation, Review, Overview) |

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|- Bell Ringer: Students will be asked to write down a quick two to three sentence idea on how their lives would potentially change if they were placed |

|into isolation (referencing Thoreau's experiences in the woods). After a minute or two, ask the students to present their ideas in class and see if there|

|are any similarities on how they would approach life after coming back to civilized society. |

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|Review: Review the idea of Walt Whitman's previous lesson on how nature can affect ones attitude on life. How embracing nature can calm one and change |

|their perspective on the advances of society. |

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|Overview/Opening/Background Information: Pull up the PowerPoint slide of Henry David Thoreau and begin the lesson explaining about his background |

|information and development as a writer in society. |

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|- Thoreau was born in 1817 in Massachusetts, USA. A graduate from Harvard, Thoreau was a prolific writer who left behind a vast body of work from poetry |

|to philosophy, from transcendentalism to history, from resistance against unjust states to abolitionism, compiling in over 20 volumes of work. Thoreau |

|invested in a philosophy of life and praxis as opposed to a way of thinking and writing, he was a thinker that thought in terms of nature and the human |

|condition. He was a very well read thinker with an excellent knowledge base from ancient Greek thought, passing through Asian traditions, and the western|

|philosophy of his time. |

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|- Thoreau only published two works, A Week on the Concord and Merrimack Rivers, and Walden, neither of which gave him any sort of income. Thoreau also |

|worked in his family's pencil factory and as a land surveyor for most of his adult life. He died at the age of 44 after almost thirty years struggling |

|with tuberculosis, and is buried in Concord, Massachusetts. |

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|- Walden was a result of Thoreau traveling to Emerson's land to live on it and create a distance between him and society. There, he build for himself a |

|cabin where he lived between 1845 and 1847. After this experience, he spent nine years editing and re-editing the work, trying to get it published. The |

|work takes up the seasons as a metaphor for the human life and explores the relation to, and preservation of, nature, harmony, and the idea of beauty, |

|claiming that those ideas should frame the social, the cultural, and the political. |

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|Lesson Development |

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|- Students will be given an excerpt from Chapter 2 of Thoreau's work on Walden, “Where I Lived, and What I Lived For,”. They will be tasked for reading |

|the lengthy paragraph and formulating ideas on the ideals and philosophy that Thoreau represents in this piece. Ask the students the following question: |

|“Why did Thoreau move closer to nature to conduct this experiment?” Ask the students if they have ever lived in a different environment where there own |

|mindset changed about their surroundings and on how to live. Give the students two to three minutes to write down their thoughts and ideas, then have |

|them report to the instructor (me) about the questions. The questions are open-ended enough that they should have a wide variety of answers to go off of |

|and discuss among their peers as well. |

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|- Hand the second excerpt from Walden, this being Chapter 9, “The Pond,” and ask the students to quietly read and write any questions they have about the|

|section of literature they need help understanding. Once completed, ask the question, “Do you have a place, outside in nature, which serves as your |

|“mirror” or brings you joy? How has this place influenced your view of the environment and your environmental ethic?” Have the students have another open|

|discussion on the question, giving them time to think on what they've read and thought about. |

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|- Finally, hand out the final prompt on the poem, 'I am the Autumnal Sun'. Have the students do an outlout popcorn reading of the two stanzas. After the |

|poem has been read, ask the students to first discuss for one to two minutes with another partner, analyzing the work and to pick out specific passages |

|that interested them. |

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|Lesson Ending (Review, Preview, Closure) |

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|Review: Ask the students if they have any questions about the excerpts or poem they read in class today. Remind them of how Thoreau's experiences can be |

|similar to one of their own if they wish to travel into the woods and take a time of solitude. Explain how the distance from society can change ones mind|

|and their own perspective on the materialistic ideals of society. |

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|Preview: Tell the students about the next transcedentalist writer that will be covered the next class, Ralph Waldo Emerson. Give them a heads up that |

|there will be on essay due on the writer after the lesson is completed for homework. |

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|Closure: Give the students an exit slip asking them to write down any questions they have had regarding Thoreau's experience. They are to bring in any |

|questions they have the following class if they choose. |

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|Meaningful Student Involvement (Indicate how the students will be meaningfully engaged in the lesson): |

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|- Students will be actively engaged discussing both chapters from Walden and the poem, 'I am the Autumnal Sun'. |

|- Students will be able to draw parallels from Whitman's poetry and Thoreau's work, making connections between the transcendentalist writers. |

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|Special Adaptations/Modifications: |

|- Ensure to speak loudly and clearly for all students that may have hearing impairments so that they can listen to their peers's ideas on the works. |

|- Ensure that the font size for the background information on Thoreau is large enough for anyone in the class to read and take notes on. |

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|Anticipated Difficulties AND Modifications: |

|- Possible issues with the PowerPoint not working, ensure that there is a physical copy on Thoreau's background that can be referenced for the students. |

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|Physical Structure: |

|- Physical structure of the classroom will be set as that in a circle so that students can directly interact with one another when discussing key points |

|within the works and the lesson. Students will have the opportunity to work in pairs of two to three and discuss their ideas on naturalist views from |

|Thoreau and their own perspectives. |

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|Materials: |

|1) Students will be given excerpts from Walden, Chapter 2, “Where I Lived, What I Lived For,” and Chapter 9, “The Ponds,”. The will also be given a |

|handout of the poem, 'I am the Autumnal Sun'. |

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|2) PowerPoint slide with the basic background information on Henry David Thoreau. |

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|References (2) |

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|Figgis, Mike (2010) Henry David Thoreau. Retrieved from . Web. 2 December 2014. |

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|Smith, L. (2014). Restoring Walden Woods and the Idyll of Thoreau I: From Literary Landscape to Politicized Landscape. Ecological Restoration, 32(1), |

|78-85. |

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The Lesson Plan Template

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|STAGE THREE (Learning Experiences: Daily Lesson Plan) |

|Name: Kellie Berg |

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|Title of Lesson: Ralph Waldo Emerson |

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|Grade Level(s): 11-12 |

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|Common Core State Standards, PA Academic Standards, and Assessment Anchors (where applicable): |

| |

|C.C.1.3.11-12.A: Determine and analyze the relationship between two or more themes or central ideas of a text, including the development and interaction |

|of the themes; provide an objective summary of the text. C.C.1.3.11-12.D: Evaluate how an author’s point of view or purpose shapes the content and style |

|of a text. C.C.1.3.11-12.F: Evaluate how words and phrases shape meaning and tone in a text. |

|Enduring Understanding(s): |

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|The students will understand that Ralph Waldo Emerson influenced future thinkers and created social change due to his writings. |

|The students will understand that Ralph Waldo Emerson challenged commonly accepted beliefs and perceptions in the 19th century. |

|Essential Question(s): |

|Who determines right and wrong for the individual? |

|What is the individual’s obligation to society? |

|How much of one’s values must one compromise to live in society? |

|At what point is it necessary to break the law? |

|Content (Code) |

|Day 4: Ralph Waldo Emerson |

|a. Background info on Emerson |

|b. Essays |

|1. “Self-Reliance” |

|a. Importance of self-reliance |

|b. Self-reliance & the individual |

|c. Self-reliance & society |

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|Objectives (Code) |

|4.a: The students will recall basic background information on Emerson. |

|4.b.1.a-c: The students will discuss the importance of self-reliance and why it is still relevant to us today. |

|4.b.1.a-c: The students will analyze the ways in which Emerson’s ideas are realistic and in which ways they represent a utopian society. |

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|Formative Assessments (Code) |

|4.b.1-c: Bell Ringer: At what point is it necessary to break the law? Is it democratic to be a nonconformist? |

|4.b.1-c: Small group discussion: How much of one’s values must one compromise to live in society? Who determines right and wrong for the individual? |

|4.b.1-4: Short Answer Essay: Does the world Emerson writes about seem utopian or realistic? Are his ideas democratic? Does he believe in free will? Is he|

|just naïve? In this time period & with what you’ve learned so far, do you think Emerson’s values are extreme? Why or why not? (C.C.1.3.11-12.D) |

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|Procedures (Include and Label ALL Components: DETAILED: |

|Lesson Beginning (Motivation, Review, Overview) |

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|Motivation: |

|Play “Mockingjay” YouTube video. |

|After video, discuss this quote: President Snow says, “It’s the things we love most that destroy us.” What could he mean by this? What are daily |

|privileges that we have that we may take advantage of without even realizing it? Does technology ever become a burden? Are we trying to advance too |

|quickly as humankind? Is freedom ever a bad thing? |

|The video clip portrays Katniss taking a stand against the Capitol, taking up arms and rallying rebels. Your Bell Ringer discussed breaking the law and |

|challenged the idea of democracy. When is it acceptable to break the law? Is it patriotic to be a nonconformist? When should the individual come before |

|the government? |

|(All these questions are to be up on a PowerPoint and ready for when the video clip is finished). |

|Overview: |

|Similarly to Katniss leading a rebellion, we’ll be discussing Ralph Waldo Emerson’s ideals that challenged the status quo and raised questions around |

|America. As an author and a poet, Emerson called people out for being followers and not standing against institutions. We’ll learn a bit about his life |

|and some of the things that influenced him to think this way, and we’ll be going over the essays you were to read for homework. |

|Review: |

|Now, to refresh your minds: We just talked about Whitman and Thoreau and their positions within Transcendentalism. We’ve seen some ideas of patriotism |

|and religion within nature. We’ve also discussed the importance of the self. Today we’ll be taking a different turn into some societal issues, but |

|nonetheless, Emerson is still a Transcendentalist writer. Keep in mind, though, the types of transcendentalism we’ve seen in Whitman and Thoreau’s |

|writings and look for those types of things within Emerson’s. |

|Lesson Development: |

|We’ll begin by covering the basic background info on Emerson. |

|Ralph Waldo Emerson was born on May 25, 1803, in Boston, Massachusetts. He studied at Harvard for a brief time for a degree in Education. After he taught|

|for a bit, he decided to enter the ministry. He became appointed to the Old Second Church in Boston, but soon came to resent it. He no longer could |

|stomach preaching the gospel, and after the death of his 19 year old wife to tuberculosis, he resigned in 1831. |

|The following year, he sailed for Europe to visit fellow authors Thomas Carlyle and Samuel Taylor Coleridge. Carlyle in particular was known for his |

|writing on hypocrisy and materialism, as well for his major distrust of democracy. He highly believed in the power of the individual. His friendship with|

|Emerson was lasting and significant. Carlyle ultimately helped Emerson form his own personal philosophy. |

|Upon his return to New England, Emerson became well-known for his new ideas that challenged traditional thought. Once he married his second wife, Lydia |

|Jackson, in 1835, he moved to Concord, Massachusetts and became known as the “Sage of Concord.” He became the “chief spokesman” for Transcendentalism, |

|which was a reaction against scientific rationalism. His life motto, “Trust thyself,” impacted other Transcendentalist writers of the time. His novels |

|and poems pushed people to question their place in society as well as in nature. It pushed them to seek God within Nature, outside of mankind, and to |

|trust your own judgment above the opinions of others. Ever the optimist, Emerson declined the presence of evil within the world and was criticized by |

|authors such as Herman Melville, Nathaniel Hawthorne, and Henry James, Sr. On April 27, 1882, Emerson died of pneumonia. |

|Today, we’ll be diving into the essays you were to read for homework: “Self-Reliance” and “The Poet,” both of which highlight Emerson’s ideas of reliance|

|on intuition, the importance of the self, and questioning institutions. |

|“Self-Reliance” : |

|Broken into 3 main sections |

|Paragraphs 1-17: Importance of Self-Reliance |

|Paragraphs 18-32: Self-Reliance & the Individual |

|Paragraphs 33-50: Self-Reliance & Society |

|Emerson believed that self-reliance was an ideal or a virtue, thus making it extremely important. As such, he also believed that man’s self-reliance |

|should be intrinsic, or come from within, and not be developed from an outside source. In other words, you should be self-reliant because you want to be.|

| |

|He also believed in “genius,” or a spark within each individual that was a piece of God. Because of this spark, no man was inherently evil. Each man had |

|the potential to do and be whatever he wanted, and by proxy, whatever he chose to be or do would be inherently good because of that spark. It was only |

|when people realized they had this spark and when they began to choose and love God that they would begin to reach their full potential. |

|Pay particular attention to specific phrases that are highlighted within the text and discuss how the wording may come across to readers and influence |

|their thinking. (Some of Emerson’s points come across very harsh). (C.C.1.3.11-12.F). |

|1st paragraph: discuss – “They teach us to abide by our spontaneous…” (don’t take opinions from others) Man should trust in his own instincts |

|2nd paragraph: discuss – “There is a time in every man’s education when…” (it’s good to be misunderstood because you’re an individual -> no one knows |

|things about you, which keeps your identity safe -> no one can copy you) |

|7th paragraph: discuss – “Whoso would be a man must be a nonconformist.” (again, individuality is key -> your mind is the most sacred -> don’t easily |

|swayed by society -> laws are not sacred -> stand your ground) |

|9th paragraph: discuss – “What I must do is all that concerns me, not what the people think.” (don’t live for others’ opinions, formulate your own -> you|

|know yourself better than others -> solitude is sweet) discuss – “The objection to conforming…” (conforming ruins who you are/your values) |

|10th paragraph: discuss – “For nonconformity the world whips you…” (know how to deal with conformists -> don’t take their word -> people will rage at you|

|but stay solid) |

|11th paragraph: discuss – “The other terror that scares us…” (past has no effect on present) |

|14th paragraph: discuss – “Your genuine action…” (you explain yourself, not your actions) |

|17th paragraph: discuss – “Our reading is mendicant…” (reading is false, books are not truth) |

|21st paragraph: discuss – “Man is timid and apologetic;” (you need to live in the present) |

|36th / 37th paragraph: discuss – “In manly hours, we feel that our duty is place.” (you need to travel) |

|39th paragraph: discuss – “Insist on yourself…” (don’t imitate others) |

|45th paragraph: discuss – “They measure their esteem…” (possessions don’t make you who you are) |

|Extra points of discussion: Emerson believed that people gave to charity because they feel obligated and they want to look good to others. This, in turn,|

|goes against paragraph 9. It also causes dependence in others, and according to Emerson, you should never be dependent on anyone but yourself. |

|Emerson also greatly hated institutions, thus why he quit both teaching and ministry. Educational institutions were his least favorite because he |

|believed teachers were indoctrinating students with false “truths.” By being a student, you are subjecting yourself to what other people, including those|

|who are long dead, have said. |

|Emerson also hated careers because careers do not make people; people make people. He believed that careers led to imitation, as well as a loss of |

|understanding who you are as an individual. |

|Class discussion: Why do you think Emerson chose an essay format? Why not a poem? Would people have taken his views seriously if it was in poetic form? |

|Do you think a poem may have left too much room for interpretation, and that Emerson wanted to clearly state what he believed? Do you think this text was|

|one that could be read aloud? How do you think the audience would have reacted? (C.C.1.3.11-12.A). |

|Small group discussion: How much of one’s values must one compromise to live in society? Who determines right and wrong for the individual? |

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|Lesson Ending (Review, Preview, Closure) |

|Review: Go over Emerson’s main points from “Self-Reliance” by calling on students to name things that they learned. |

|Closure: For homework -- Short Answer Essay: Does the world Emerson writes about seem utopian or realistic? Are his ideas democratic? Does he believe in |

|free will? Is he just naïve? Essay must be two pages, double-spaced, Times New Roman, size 12. No research/sources required. |

|Preview: |

|Tomorrow, we’ll be discussing Emily Dickinson and her position within Transcendentalism. You won’t need to read ahead for tomorrow since her poems are |

|short enough that we can read them aloud in class and discuss. |

|Meaningful Student Involvement (Indicate how the students will be meaningfully engaged in the lesson): |

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|Students will be seated in an open circle, so that when they are engaged in meaningful discussions, the discussion will be more open and flow better. |

|Students will also have visual scaffolding: video & PowerPoint. Students will be asked questions that require in-depth thinking, and at times they will |

|have to present these ideas with the class, or discuss them in small groups. |

|Special Adaptations/Modifications: |

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|Enlarge and print off the PowerPoints for students with reading disabilities. Be sure to read the questions aloud so that they can still hear it. |

|Anticipated Difficulties AND Modifications: |

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|If the video fails for some reason, have the quote by President Snow written down and have still images of Katniss fighting and/or in battle ready to |

|display on the PowerPoint. |

|Physical Structure: |

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|The classroom will be set up into an open circle, so that it’s easier for student discussions. As this lesson is based on in-depth questions, it’s nicer |

|to be able to face all the students and it allows a flow to discussion. |

|Materials: |

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|YouTube video: The Hunger Games: Mockingjay – Part One Official Trailer |

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|References (2) |

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| (Mockingjay) Ralph Waldo Emerson - |

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|STAGE THREE (Learning Experiences: Daily Lesson Plan) |

|Name: William White |

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|Title of Lesson: Formation of the Soul (Emily Dickinson) |

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|Grade Level(s): 11-12 |

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|Common Core State Standards, PA Academic Standards, and Assessment Anchors (where applicable): |

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|CC.1.2.11–12.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions |

|based on and related to an author’s implicit and explicit assumptions and beliefs. |

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|Enduring Understanding(s): Students will understand that the human soul can be connected through nature and other bodies by experiences in life. |

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|Essential Question(s): What role does the soul play in transcendentalism and how does it connect to Dickinson's poems? |

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|Content (Code) |

|Day 5 – Dickinson's Bio and Examples of her poetry |

|A) Background Information |

|1) Bio |

|2) Influences in her writings |

|3) Famous transcendentalist writers her parents did not approve. |

|B) Dickinson's Poetry |

|1) My Life Closed Twice Before Its Close |

|2) The Soul Selects Her Own Society |

|3) Because I Could Not Stop For Death |

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|Objectives (Code) |

|Day 5.A.1-3: The students will be provided background information and a packet to fill out for their own study purposes relating to Emily Dickinson's |

|life. |

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|Day 5 A&B: Students will discuss how Emerson's writings influenced Dickinson and how she incorporated ideas of transcendentalism into her works. |

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|Day 5.B.1-3: Students will connect parallels between the three poems and how the soul relates to transcendentalism. |

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|Formative Assessments (Code) |

|Day 5.A.1-3: Students will fill out a background information sheet on Dickinson. Be able to recall basic facts on the poet. |

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|Day 5. A-B: Question and Answer with students on how Emerson influenced Dickinson's writings and how her work connects to transcendentalism. |

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|Day 5.B.1-3: Exit slip which asks the students to write a paragraph on how the soul connects to nature and everyday society. Students can also add |

|questions that they may have that will be covered in the following class. |

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|Procedures (Include and Label ALL Components: DETAILED: |

|Lesson Beginning (Motivation, Review, Overview): |

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|Bell Ringer: Open with a quote on a PowerPoint slide of Emily Dickinson giving a quote on life. Ask the students to read it quietly and think on it, |

|jotting down any ideas they have about the quote and how it connects to their life. |

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|Quote will be: “Find ecstasy in life; the mere sense of living is joy enough.” |

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|- Collect previous essay on Emerson from last lesson from all students to be graded. |

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|Review: |

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|1)We will quickly touch base on the fundamentals of transcendentalism and the previous lesson with Walt Whitman and his contributions to the ideal. |

|2) We will then begin going into a slide regarding Dickinson's bio and background information. Students will have a worksheet to copy down the answers on|

|the slides to be used for a final exam. |

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|Overview: We will be discussing Emily Dickinson, a transcendentalist poet, (1830-1886). We will be reading and discussing the three poems, 'My Life |

|Closed Twice Before Its Close,' 'The Soul Selects Her Own Society', and 'Because I Could Not Stop For Death'. |

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|Lesson Development |

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|Background Information on Emily Dickinson: Emily Elizabeth Dickinson was born on December 10, 1830, in Amherst, Massachusetts. Her family had deep roots |

|in New England. Her paternal grandfather, Samuel Dickinson, was well known as the founder of Amherst College. Due to an emotional setback in her early |

|twenties, primarily caused by depression, Dickinson decided to live a life of solitude. It is also speculated that she lived in solitude due to her being|

|a guardian for her sick mother, who would pass in 1882. During this time period though, she wrote the majority of her works we see today. |

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|Dickinson was urged not to publish her works by friend, Thomas Wentworth Higginson. After her death though, her sister Lavina published her works, but |

|they were significantly altered from their original form. |

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|Alterations: |

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|1) Dashes were removed |

|2) Capitalization was undone |

|3) Some words were completely removed from the original text |

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|Poems - |

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|Hand the students the first poem they are to read, 'My Life Closed Twice Before Its Close.'Give them roughly one to two minutes to read, then another |

|minute to write down anything in particular about the poem that stuck out to them. |

|- From the last two lines, “Parting is all we know of heaven, / And all we need of hell,” as readers we can infer that the speaker has experienced |

|devastating losses or partings in her life. Ask the students what they feel about these lines and how the loss of life changes the mind and soul of a |

|person through experience. |

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|Prompt the students to begin reading 'The Soul Selects Her Own Society' via a handout. The students will have one to two minutes to read the poem, then |

|in the group refer to one or two peers about what they read. They can then ask the instructor (me) questions about the poems and any difficulties they |

|had. |

|- Ask the question from the following line, “The Soul selects her own Society,”. What is the “soul” doing in this poem. Ask for students to have an open |

|discussion about the soul and how it interact with other beings. |

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|For the final poem, give the final handout and have the class begin to read 'Because I Could Not Stop For Death,'. Allow the students one to two minutes|

|to read and analyze the poem from their own perspective. |

|- Begin the discussion by asking the students the reason for “Death” being capitalized in the poem. Ask, “Why does Death stop for the speaker,”? |

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|Lesson Ending (Review, Preview, Closure) |

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|At the end of the lesson, tell the students to write down two to three sentences about how the soul can change and attitudes towards life and the |

|experiences that can change ones self. The students will then discuss what they felt about the poems and if any experiences in life change themselves |

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|Remind the students that the following week, there will be a test on all four of the transcendentalist writers we discussed during our unit (Whitman, |

|Emerson, Thoreau, and Dickinson). Tell the students that the next class they are to think of any questions they may have regarding the exam and to bring |

|them to class to go over for review. |

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|Meaningful Student Involvement (Indicate how the students will be meaningfully engaged in the lesson): |

|* Students will be working in groups, pairs of two or up to four students on their worksheets regarding Dickinson's works. |

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|Special Adaptations/Modifications: Ensure that not only I, but all students discussing are loud and concise in case there are students with any hearing |

|impairments. For the PowerPoints, try to keep the slides to the point, with the information being large enough in size for every student so that the |

|information can be read and written down into their handouts without issues. |

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|Anticipated Difficulties AND Modifications: |

|1) If the projector for the PowerPoint is not working, have a handout of the slides that were going to be used for reference. |

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|Physical Structure: The classroom will be setup in an open circle so that the students can easily converse and discuss their opinions on the works of |

|Dickinson. I feel this allows it to be easier for students to talk and formulate new ideas with their peers. |

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|Materials: Handouts of all three poems for the students to keep and read. A brief, fill in the blank study guide that focuses on Emily Dickinson's |

|biography, and finally a PowerPoint where students can read the information presented to them about Dickinson's bio. |

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|References (2): |

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|European Graduate School EGS (2012) Emily Dickinson Biography. Retrieved from . Web. 1 December |

|2014. |

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|Franke, W. (2008). "The Missing All": Emily Dickinson's Apophatic Poetics. Christianity & Literature, 58(1), 61-80. |

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