This is a reminder that the final deadline for submitting make up work for this class is Friday, January 16th at 3pm.
I will accept missing homework submitted after that, but cannot guarantee I will have time to grade it and enter it before the end of the semester.
If you are not sure what work you are missing, refer to your snapgrades report at www.snapgrades.com.
If you need a printout of your report, see me in the Writing Center 5th period ONLY.
Thanks & best of luck,
Ms. Smith
Wednesday, January 14, 2009
Revised Lesson Plan & Homework for Wednesday, January 14
AIM: How can I use active reading strategies to summarize the main ideas of Transcendentalism in Walden?
Do Now: Copy notes from yesterday’s class. (Overhead projector)
Group Work: Identify main idea in paragraphs 20-24.
Share out group work.
Number the paragraphs in “Conclusion” from Walden.
Independent Reading: Begin reading “Conclusion” using your active reading strategies. On a separate sheet of paper, write the main idea for each paragraph (use the numbers we assigned in class to organize your notes).
Homework: Finish reading “Conclusion” using your active reading strategies. On a separate sheet of paper, write the main idea for each paragraph (use the numbers we assigned in class to organize your notes).
Do Now: Copy notes from yesterday’s class. (Overhead projector)
Group Work: Identify main idea in paragraphs 20-24.
Share out group work.
Number the paragraphs in “Conclusion” from Walden.
Independent Reading: Begin reading “Conclusion” using your active reading strategies. On a separate sheet of paper, write the main idea for each paragraph (use the numbers we assigned in class to organize your notes).
Homework: Finish reading “Conclusion” using your active reading strategies. On a separate sheet of paper, write the main idea for each paragraph (use the numbers we assigned in class to organize your notes).
Tuesday, January 13, 2009
WALDEN: Notes on Reading "Where I Lived and What I Lived For"
WALDEN: Notes on Reading
Compiled by Ms. Smith’s English Class
Paragraph 5: Needs inspiration and ideas to write. You need to be committed to what you do; no matter what this is.
Paragraph 6: Generosity pays off and allows you to feel good about what you do.
Paragraph 7: It is better to be isolated form society. Then you do not need to worry about what people think. Allows you to be true to yourself.
Paragraph 8: Everything worth doing takes time. Make the most of what you have so you can fulfill your own potential.
Paragraph 9: You should live close to nature. Animals- all natural life- thrives on instinct and is more truthful than human society. We should follow nature’s example.
Paragraph 10-11: Most human society is not necessary; commune with and meditate on natural world for “divine inspiration”.
Paragraph 12: The place Thoreau lived was indefinitely satisfying to him because he made a conscious effort to take in every detail.
Paragraph13: We look to far away worlds for inspiration, and fantasize majestic worlds beyond our reach while overlooking the glorious details of the “here and now” in the world we occupy.
Paragraph 14-15: “Every morning was a cheerful invitation to make my life of equal simplicity…and innocence, as with nature herself.” In other words, each new day is a fresh opportunity to refresh his perspective and simplify his life there by freeing Thoreau to observe and learn from the beauty of Nature.
Paragraph 16: “I went into 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”. Thoreau wanted to live with purpose: experiencing it as full and as truthfully as possible so that he could as he could die without regretting wasting his life.
Paragraph 17: Simple life and simplicity is important because it forces you to rely on yourself. That makes you stronger and freer.
Paragraph 18: Society ruined by pursuit of “luxury”. They depend on technology not just for information but for status. People focus on “improving” life by acquiring material goals, while their spirit and intellect rots and withers.
Paragraph 19: If you ring the church bell because there is a fire people come running. But no one runs to hear the truth even though it is just as urgent to know the truth as it is just as urgent to know the truth as it is to put out a fire. We hurry to waste time.
Compiled by Ms. Smith’s English Class
Paragraph 5: Needs inspiration and ideas to write. You need to be committed to what you do; no matter what this is.
Paragraph 6: Generosity pays off and allows you to feel good about what you do.
Paragraph 7: It is better to be isolated form society. Then you do not need to worry about what people think. Allows you to be true to yourself.
Paragraph 8: Everything worth doing takes time. Make the most of what you have so you can fulfill your own potential.
Paragraph 9: You should live close to nature. Animals- all natural life- thrives on instinct and is more truthful than human society. We should follow nature’s example.
Paragraph 10-11: Most human society is not necessary; commune with and meditate on natural world for “divine inspiration”.
Paragraph 12: The place Thoreau lived was indefinitely satisfying to him because he made a conscious effort to take in every detail.
Paragraph13: We look to far away worlds for inspiration, and fantasize majestic worlds beyond our reach while overlooking the glorious details of the “here and now” in the world we occupy.
Paragraph 14-15: “Every morning was a cheerful invitation to make my life of equal simplicity…and innocence, as with nature herself.” In other words, each new day is a fresh opportunity to refresh his perspective and simplify his life there by freeing Thoreau to observe and learn from the beauty of Nature.
Paragraph 16: “I went into 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”. Thoreau wanted to live with purpose: experiencing it as full and as truthfully as possible so that he could as he could die without regretting wasting his life.
Paragraph 17: Simple life and simplicity is important because it forces you to rely on yourself. That makes you stronger and freer.
Paragraph 18: Society ruined by pursuit of “luxury”. They depend on technology not just for information but for status. People focus on “improving” life by acquiring material goals, while their spirit and intellect rots and withers.
Paragraph 19: If you ring the church bell because there is a fire people come running. But no one runs to hear the truth even though it is just as urgent to know the truth as it is just as urgent to know the truth as it is to put out a fire. We hurry to waste time.
Monday, January 12, 2009
HW Email Jan 12-16
Monday, Jan. 12
Lesson 4: Excerpts from Walden
AIM: What is the connection between Thoreau and Emerson?
Do Now: HW on desk for NB check. During notebook check, make a list of possible advantages and disadvantages to conforming to society’s expectations, at least three each.
Class Work:
Read aloud, “Where I lived and what I lived for”.
Review/summarize main points in Thoreau reading. Assign each group a paragraph to analyze main point and share out with the class.
Ask students to identify how Thoreau is practicing the philosophy Emerson writes about in the excerpts read previously.
Explain the historical connection between the two writers: Emerson as teacher and Thoreau as practitioner.
Ask students to go back to the web they created in Session One, and have them revise their responses based on what they have learned so far about Transcendentalism.
By the end of the session, you should have revised and clarified your class definition of transcendentalism. Students should have a good working knowledge of the characteristics of transcendentalism before moving on to the next session.
Discuss Questions 1,3,7, and 26 in “Teaching Guide” to Walden. (p. 277)
Share Out: Worksheet responses from 2-3 groups.
HW: Complete the “What is Thoreau is trying so say…” worksheet. REMINDER: All make up work is due in class on Friday, Jan. 16th.
Tuesday, Jan. 13th
AIM: What does it mean to “live a life of quiet desperation”?
Do Now: Explain in your own words what it means to “live a life of quiet desperation”. Describe what your life would be like if you were “living quietly but desperately”.
Class Activities: Read aloud selection from “Conclusion”.
Ask students to share out HW quotes from the night before, and discuss selections from the text to clarify student understanding.
Discuss questions 8,9,11, and 18 (p. 351-352 in “Teaching Guide”) and Q. 26, 29-31 in “Teaching Guide”).
If time allows, review the quotation worksheet as a class.
Reflection: Making inferences based on your interpretations of the selected quotations from Walden, what kind of person was Thoreau?
HW:
Begin working on your final essay on Transcendentalism. This should be a highly personal, thoughtful response to the ideas we discussed in class. You must provide a reason and rationale for your philosophy; think of it as a personal response to the literature. REMINDER: All make up work is due in class on Friday, Jan. 16th.
Wednesday, Jan. 14
Lesson 9: Writing a Transcendental Essay
AIM: What are the steps I need to complete to outline my essay?
Do Now: Class meeting re: essays
Class Activities
Review outline format.
Give students 20-30 minutes in class to choose topic and begin outlining.
HW: Tonight at home, complete a rough draft of your Transcendentalism essay. You will write this in class tomorrow for a test grade. REMINDER: All make up work is due in class on Friday, Jan. 16th.
Thursday, Jan. 15
Lesson 6: Connecting to Walden
AIM: What does transcendentalism have to do with cartooning?”
Do Now: What characteristics of transcendentalism can we identify in comics?
Class Activities:
1) Explain that during the next few sessions, you'll look for examples of transcendental thought in popular culture. In particular, you'll be looking at comic strips and songs, but encourage students to share examples that they find in other media as well (e.g., sitcoms, television dramas, children's cartoons, movies, commercials).
2) Divide students into small groups, and provide each group with copies of several comic strips that reflect the transcendental qualities discussed to this point. Ideally, if you have published collections of comic strips available, each group can search a book.
3) Ask the students to read the strips paying close attention to both the text and the drawings with the goal of identifying the literary elements of transcendentalism.
4) Review the characteristics of transcendentalism from previous sessions.
5) Give the groups 15 to 20 minutes to read and enjoy the comics, asking them to find connections to the concepts you've discussed regarding transcendentalism. In their groups, ask students to record their findings using the Examples of Transcendental Thought Interactive or copies of the Handout.
Group Work:
After the allotted reading time, each group can share at least two comics that they've identified that have strong literary connections to the ideas of Emerson and Thoreau. As students share the comic strips, encourage them to discuss specific lines from the texts that you've studied that can be connected to the comics.
Mini-Lesson: Using the “comic generator” tool to create a comic. While students work in groups, meet with each group and show them how to use the comic generator.
HW: Continue working on your comic. Find a quotation from either Emerson or Thoreau about which you feel strongly. Brainstorm a list of scenarios you can create to make a comic. Do not worry, if you are not artistically talented—I have a solution! J REMINDER: All make up work is due in class on Friday, Jan. 16th.
Friday, Jan. 16
Lesson 7: Contemporary Transcendental Cartoons
AIM: How can I create a “transcendental” cartoon?
Do Now: Turn in ALL Make up work!
Trade your cartoon sketch with a partner.
Class Activities: This is your independent work time! Create and complete your transcendental comic this period. It is due at the end of the class period. See me if you were absent yesterday!
Assist students as needed.
Share Out: Have students share comics in small groups, and create an impromptu gallery. Over the course of the day, students will vote on the best five comics. Winners will get prizes!
HW: Technically, none—however, continue working on your Thoreau Field Trip assignment. Remember, this is for a test grade and will be shared with the entire class!
Lesson 4: Excerpts from Walden
AIM: What is the connection between Thoreau and Emerson?
Do Now: HW on desk for NB check. During notebook check, make a list of possible advantages and disadvantages to conforming to society’s expectations, at least three each.
Class Work:
Read aloud, “Where I lived and what I lived for”.
Review/summarize main points in Thoreau reading. Assign each group a paragraph to analyze main point and share out with the class.
Ask students to identify how Thoreau is practicing the philosophy Emerson writes about in the excerpts read previously.
Explain the historical connection between the two writers: Emerson as teacher and Thoreau as practitioner.
Ask students to go back to the web they created in Session One, and have them revise their responses based on what they have learned so far about Transcendentalism.
By the end of the session, you should have revised and clarified your class definition of transcendentalism. Students should have a good working knowledge of the characteristics of transcendentalism before moving on to the next session.
Discuss Questions 1,3,7, and 26 in “Teaching Guide” to Walden. (p. 277)
Share Out: Worksheet responses from 2-3 groups.
HW: Complete the “What is Thoreau is trying so say…” worksheet. REMINDER: All make up work is due in class on Friday, Jan. 16th.
Tuesday, Jan. 13th
AIM: What does it mean to “live a life of quiet desperation”?
Do Now: Explain in your own words what it means to “live a life of quiet desperation”. Describe what your life would be like if you were “living quietly but desperately”.
Class Activities: Read aloud selection from “Conclusion”.
Ask students to share out HW quotes from the night before, and discuss selections from the text to clarify student understanding.
Discuss questions 8,9,11, and 18 (p. 351-352 in “Teaching Guide”) and Q. 26, 29-31 in “Teaching Guide”).
If time allows, review the quotation worksheet as a class.
Reflection: Making inferences based on your interpretations of the selected quotations from Walden, what kind of person was Thoreau?
HW:
Begin working on your final essay on Transcendentalism. This should be a highly personal, thoughtful response to the ideas we discussed in class. You must provide a reason and rationale for your philosophy; think of it as a personal response to the literature. REMINDER: All make up work is due in class on Friday, Jan. 16th.
Wednesday, Jan. 14
Lesson 9: Writing a Transcendental Essay
AIM: What are the steps I need to complete to outline my essay?
Do Now: Class meeting re: essays
Class Activities
Review outline format.
Give students 20-30 minutes in class to choose topic and begin outlining.
HW: Tonight at home, complete a rough draft of your Transcendentalism essay. You will write this in class tomorrow for a test grade. REMINDER: All make up work is due in class on Friday, Jan. 16th.
Thursday, Jan. 15
Lesson 6: Connecting to Walden
AIM: What does transcendentalism have to do with cartooning?”
Do Now: What characteristics of transcendentalism can we identify in comics?
Class Activities:
1) Explain that during the next few sessions, you'll look for examples of transcendental thought in popular culture. In particular, you'll be looking at comic strips and songs, but encourage students to share examples that they find in other media as well (e.g., sitcoms, television dramas, children's cartoons, movies, commercials).
2) Divide students into small groups, and provide each group with copies of several comic strips that reflect the transcendental qualities discussed to this point. Ideally, if you have published collections of comic strips available, each group can search a book.
3) Ask the students to read the strips paying close attention to both the text and the drawings with the goal of identifying the literary elements of transcendentalism.
4) Review the characteristics of transcendentalism from previous sessions.
5) Give the groups 15 to 20 minutes to read and enjoy the comics, asking them to find connections to the concepts you've discussed regarding transcendentalism. In their groups, ask students to record their findings using the Examples of Transcendental Thought Interactive or copies of the Handout.
Group Work:
After the allotted reading time, each group can share at least two comics that they've identified that have strong literary connections to the ideas of Emerson and Thoreau. As students share the comic strips, encourage them to discuss specific lines from the texts that you've studied that can be connected to the comics.
Mini-Lesson: Using the “comic generator” tool to create a comic. While students work in groups, meet with each group and show them how to use the comic generator.
HW: Continue working on your comic. Find a quotation from either Emerson or Thoreau about which you feel strongly. Brainstorm a list of scenarios you can create to make a comic. Do not worry, if you are not artistically talented—I have a solution! J REMINDER: All make up work is due in class on Friday, Jan. 16th.
Friday, Jan. 16
Lesson 7: Contemporary Transcendental Cartoons
AIM: How can I create a “transcendental” cartoon?
Do Now: Turn in ALL Make up work!
Trade your cartoon sketch with a partner.
Class Activities: This is your independent work time! Create and complete your transcendental comic this period. It is due at the end of the class period. See me if you were absent yesterday!
Assist students as needed.
Share Out: Have students share comics in small groups, and create an impromptu gallery. Over the course of the day, students will vote on the best five comics. Winners will get prizes!
HW: Technically, none—however, continue working on your Thoreau Field Trip assignment. Remember, this is for a test grade and will be shared with the entire class!
WALDEN POST-READING QUESTIONS
WALDEN POST-READING QUESTIONS
Write your answer to each question (and each question-within-a-question) using complete sentences and academic English.
“Where I lived and what I lived for”
1) Thoreau says, “I should not talk so much about myself if there were anybody else whom I knew as well.” Do you feel you know yourself better than you know anyone else? Explain.
3) Thoreau loves to depict an upside-down, paradoxical world.
a. Why does he say that farms, houses, barns, cattle, and tools “are more easily acquired than got rid of”?
b. Would most men agree that possessions are more easily acquired than giving up? Why or why not?
7) Thoreau says that we do not treat each other as thoughtfully as we should. In what ways can you treat people with more humanity and thoughtfulness?
“Conclusion”
8)Thoreau mentions “stupid sailors.” Elsewhere Thoreau has spoken despairingly of farmers, villagers, people in general. William Rounseville Alger, a contemporary of Thoreau, once wrote him, “He was unhealthy and unjust in all his thoughts on society; underrating the value, overrating the dangers, of intercourse with men.” Do you agree with the writer that Thoreau was “unhealthy and unjust” in his comments about society? Explain.
9) What does Thoreau mean when he says, “It would be nobler game to shoot one’s self”?
11) What does Thoreau have to say about the danger of falling into a rut? What kinds of ruts are there?
26) “However mean your life is, meet it and live it; do not shun it and call it hard names….The fault finder will find faults even in paradise. Love your life, poor as it is.” Would many young people today agree with Thoreau? Explain.
29) “Superfluous wealth can buy superfluities only. Money is not required to buy one necessary of the soul.” Do you agree with Thoreau? Explain.
30) “Rather than love, than money, than fame, give me truth.” What does Thoreau mean by “truth”?
31) “There is an incessant influx of novelty into the world, and yet we tolerate incredible dullness.”) Does Thoreau link sermons with novelty or dullness?
Write your answer to each question (and each question-within-a-question) using complete sentences and academic English.
“Where I lived and what I lived for”
1) Thoreau says, “I should not talk so much about myself if there were anybody else whom I knew as well.” Do you feel you know yourself better than you know anyone else? Explain.
3) Thoreau loves to depict an upside-down, paradoxical world.
a. Why does he say that farms, houses, barns, cattle, and tools “are more easily acquired than got rid of”?
b. Would most men agree that possessions are more easily acquired than giving up? Why or why not?
7) Thoreau says that we do not treat each other as thoughtfully as we should. In what ways can you treat people with more humanity and thoughtfulness?
“Conclusion”
8)Thoreau mentions “stupid sailors.” Elsewhere Thoreau has spoken despairingly of farmers, villagers, people in general. William Rounseville Alger, a contemporary of Thoreau, once wrote him, “He was unhealthy and unjust in all his thoughts on society; underrating the value, overrating the dangers, of intercourse with men.” Do you agree with the writer that Thoreau was “unhealthy and unjust” in his comments about society? Explain.
9) What does Thoreau mean when he says, “It would be nobler game to shoot one’s self”?
11) What does Thoreau have to say about the danger of falling into a rut? What kinds of ruts are there?
26) “However mean your life is, meet it and live it; do not shun it and call it hard names….The fault finder will find faults even in paradise. Love your life, poor as it is.” Would many young people today agree with Thoreau? Explain.
29) “Superfluous wealth can buy superfluities only. Money is not required to buy one necessary of the soul.” Do you agree with Thoreau? Explain.
30) “Rather than love, than money, than fame, give me truth.” What does Thoreau mean by “truth”?
31) “There is an incessant influx of novelty into the world, and yet we tolerate incredible dullness.”) Does Thoreau link sermons with novelty or dullness?
Tuesday, January 6, 2009
Median Score Update!
The contest intensifies this week...Check out these scores!
Pd. 3- 74.0%
Pd 4 - 70.2%
Pd. 7- 71.5%
Pd. 8 - 71.2%
Pd. 9 - 70.5%
I'm entering more grades this week and I'm impressed with the make up homework that's pouring in...so keep up the good work and let's get these numbers up!
Ms. Smith :)
Pd. 3- 74.0%
Pd 4 - 70.2%
Pd. 7- 71.5%
Pd. 8 - 71.2%
Pd. 9 - 70.5%
I'm entering more grades this week and I'm impressed with the make up homework that's pouring in...so keep up the good work and let's get these numbers up!
Ms. Smith :)
HW Jan 5-9
Monday, Jan. 5:
Lesson 1: Introduction to Transcendentalism
AIM: Who are the Transcendentalists and what are they trying to transcend?
Do Now: Read “Who are the Transcendentalists”.
Mini-Lecture:From 1840-1855, literature in America experienced a rebirth called the New England Renaissance. Through their poetry, short stories, novels, and other works, writers during this period established a clear American voice. No longer did they see their work as less influential than that of European authors. Transcendentalism was a part of this “flowering” of American literature. Ralph Waldo Emerson and Henry David Thoreau were important voices in this philosophical movement that sought to have individuals “transcend” to a higher spiritual level. To achieve this goal, the individual had to seek spiritual, not material, greatness and the essential truths of life through intuition. Emerson was the philosopher and teacher. Thoreau was the student and the practitioner.
Class Activities: As a class, create a web w/characteristics of Transcendentalism. During Review of worksheet, students can mark up (underline, write questions, make connections, etc.) and then discuss the text.
Discuss the Transcendentalist’s perception of the relationship between man, nature and oversoul.
Read and discuss “The Rhodora” in class, break into groups to share out answers to discussion questions.
Reflection: Fill in examples of transcendental thought on the “Examples of Transcendental Thought” grid.
HW: Read “Self-Reliance”. Underline words you do not know (and look them up!) and be prepared to discuss questions in class. REMINDER: All make up work is due in class on Friday, Jan. 16th. Streetcar Essays due by 3PM on Friday, Jan. 9th.
Tuesday, Jan. 6
Lesson 2-3: Introduction to Emerson and Self-Reliance
AIM: What is Emerson’s definition of “self-reliance”?
Do Now: Read Emerson’s biography.
Class Work:
Review/summarize main points in Emerson’s essay. Assign each group a paragraph to analyze main point and share out with the class.
Group Work: Complete the “What is Emerson trying so say…” worksheet.
Share Out: Worksheet responses from 2-3 groups.
Reflection: Fill in examples of transcendental thought on the “Examples of Transcendental Thought” grid.
HW: Complete your Emerson worksheet at home tonight; write your responses using complete sentences. REMINDER: All make up work is due in class on Friday, Jan. 16th. Streetcar Essays due by 3PM on Friday, Jan. 9th.
Wednesday, JAN 7th
MANDATORY PSAT SCORE REVIEW then we will spend the day catching up on class business. You will have time to work on your Streetcar Essay and do a peer edit; so bring a copy of your essay to class unless you turned it in early. Streetcar Essays due by 3PM on Friday, Jan. 9th.
AIM: Why is it important to understand my PSAT score?
Do Now: Class meeting
Class Activities:
-Discuss PSAT scores and how they are calculated
-Explain how scores reveal student strengths and areas for improvement
Group Work
-Review individual PSAT scores
- Identify own strengths and areas for improvement
Reflection
- Answer the AIM
If time allows, continue discussion of Ralph Waldo Emerson’s “Self-Reliance” and give students time to copy summary of main points from yesterday’s class.
Homework
- Work on your Streetcar essay—remember, it is due Friday, Jan. 9th by 3pm.
-Complete two make up assignments of your choice. If you do not owe me any work, take the night off!
Thursday, Jan. 8th
AIM: Is it true that “To be great is to be misunderstood”? Why or why not?
Do Now: Choose two of the selected quotations (or find your own) from “Self Reliance”. Do you agree with what Emerson is saying? Is the quotation relevant today? Why or why not?
Class Work: Great Books discussion of Emerson quotation.
Reflection: Fill in examples of transcendental thought on the “Examples of Transcendental Thought” grid.
HW: Write a letter to Mr. Emerson, in which you either make a case for agreeing with his assertions in “Self Reliance” or disagree. Your letter must be at least two paragraphs long and must contain at least two quotes from “Self Reliance”. REMINDER: All make up work is due in class on Friday, Jan. 16th. Streetcar Essays due by 3PM on Friday, Jan. 9th.
Friday, Jan. 9
ALL STREETCAR ESSAYS DUE IN CLASS TODAY!
Lesson 3: Introduction to Thoreau
AIM: Who is this Henry guy and why is he hitchhiking? What does he think he is-- a transcendentalist or something?
Do Now Read Biography of Thoreau.
Do Next: Chairs in a circle—it’s STORY TIME!!!!!
Class Activities: Read Henry Hikes to Fitchburg to class.
While I read, find parallels between Henry Thoreau, and Henry the Bear. J
After reading, write student responses on the board. Add to “Transcendentalism” web.
HW: None! Enjoy your night off! J However, the on-time deadline for your Streetcar/ Companion Text essays is tomorrow (Friday, Jan. 9th) in class. If you need to print, go to the Writing Center pd. 4,5,6,7,or 9. REMINDER: All make up work is due in class on Friday, Jan. 16th.
Lesson 1: Introduction to Transcendentalism
AIM: Who are the Transcendentalists and what are they trying to transcend?
Do Now: Read “Who are the Transcendentalists”.
Mini-Lecture:From 1840-1855, literature in America experienced a rebirth called the New England Renaissance. Through their poetry, short stories, novels, and other works, writers during this period established a clear American voice. No longer did they see their work as less influential than that of European authors. Transcendentalism was a part of this “flowering” of American literature. Ralph Waldo Emerson and Henry David Thoreau were important voices in this philosophical movement that sought to have individuals “transcend” to a higher spiritual level. To achieve this goal, the individual had to seek spiritual, not material, greatness and the essential truths of life through intuition. Emerson was the philosopher and teacher. Thoreau was the student and the practitioner.
Class Activities: As a class, create a web w/characteristics of Transcendentalism. During Review of worksheet, students can mark up (underline, write questions, make connections, etc.) and then discuss the text.
Discuss the Transcendentalist’s perception of the relationship between man, nature and oversoul.
Read and discuss “The Rhodora” in class, break into groups to share out answers to discussion questions.
Reflection: Fill in examples of transcendental thought on the “Examples of Transcendental Thought” grid.
HW: Read “Self-Reliance”. Underline words you do not know (and look them up!) and be prepared to discuss questions in class. REMINDER: All make up work is due in class on Friday, Jan. 16th. Streetcar Essays due by 3PM on Friday, Jan. 9th.
Tuesday, Jan. 6
Lesson 2-3: Introduction to Emerson and Self-Reliance
AIM: What is Emerson’s definition of “self-reliance”?
Do Now: Read Emerson’s biography.
Class Work:
Review/summarize main points in Emerson’s essay. Assign each group a paragraph to analyze main point and share out with the class.
Group Work: Complete the “What is Emerson trying so say…” worksheet.
Share Out: Worksheet responses from 2-3 groups.
Reflection: Fill in examples of transcendental thought on the “Examples of Transcendental Thought” grid.
HW: Complete your Emerson worksheet at home tonight; write your responses using complete sentences. REMINDER: All make up work is due in class on Friday, Jan. 16th. Streetcar Essays due by 3PM on Friday, Jan. 9th.
Wednesday, JAN 7th
MANDATORY PSAT SCORE REVIEW then we will spend the day catching up on class business. You will have time to work on your Streetcar Essay and do a peer edit; so bring a copy of your essay to class unless you turned it in early. Streetcar Essays due by 3PM on Friday, Jan. 9th.
AIM: Why is it important to understand my PSAT score?
Do Now: Class meeting
Class Activities:
-Discuss PSAT scores and how they are calculated
-Explain how scores reveal student strengths and areas for improvement
Group Work
-Review individual PSAT scores
- Identify own strengths and areas for improvement
Reflection
- Answer the AIM
If time allows, continue discussion of Ralph Waldo Emerson’s “Self-Reliance” and give students time to copy summary of main points from yesterday’s class.
Homework
- Work on your Streetcar essay—remember, it is due Friday, Jan. 9th by 3pm.
-Complete two make up assignments of your choice. If you do not owe me any work, take the night off!
Thursday, Jan. 8th
AIM: Is it true that “To be great is to be misunderstood”? Why or why not?
Do Now: Choose two of the selected quotations (or find your own) from “Self Reliance”. Do you agree with what Emerson is saying? Is the quotation relevant today? Why or why not?
Class Work: Great Books discussion of Emerson quotation.
Reflection: Fill in examples of transcendental thought on the “Examples of Transcendental Thought” grid.
HW: Write a letter to Mr. Emerson, in which you either make a case for agreeing with his assertions in “Self Reliance” or disagree. Your letter must be at least two paragraphs long and must contain at least two quotes from “Self Reliance”. REMINDER: All make up work is due in class on Friday, Jan. 16th. Streetcar Essays due by 3PM on Friday, Jan. 9th.
Friday, Jan. 9
ALL STREETCAR ESSAYS DUE IN CLASS TODAY!
Lesson 3: Introduction to Thoreau
AIM: Who is this Henry guy and why is he hitchhiking? What does he think he is-- a transcendentalist or something?
Do Now Read Biography of Thoreau.
Do Next: Chairs in a circle—it’s STORY TIME!!!!!
Class Activities: Read Henry Hikes to Fitchburg to class.
While I read, find parallels between Henry Thoreau, and Henry the Bear. J
After reading, write student responses on the board. Add to “Transcendentalism” web.
HW: None! Enjoy your night off! J However, the on-time deadline for your Streetcar/ Companion Text essays is tomorrow (Friday, Jan. 9th) in class. If you need to print, go to the Writing Center pd. 4,5,6,7,or 9. REMINDER: All make up work is due in class on Friday, Jan. 16th.
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