Grade: 11

Content Area: English Language Arts

Course Name: American Literature

Unit: Transcendentalism in America (1830-1850)

Description of Course: During this unit students will track the American train of thought, reflected in literature. In the 1830’s, a small group of intellects moved on the notion that people are inherently good and nature is harmonious and plentiful, but religion and governing bodies are more likely to corrupt that goodness in people and nature than help it. Students will read texts from that time and examine the arguments from the primary sources. Students will be asked to take a stance in regards to their opinion of transcendental philosophies and argue their findings in writing. Students will study authors from this time period including: Henry David Thoreau, Ralph Waldo Emerson, Margaret Fuller, Walt Whitman and Emily Dickinson, along with Native Americans who shared similar views. Additionally, students will view criticisms of this philosophy by authors including Nathaniel Hawthorne and Edgar Allen Poe. Lastly, students will be asked to ponder the value of reading texts from Americans in this time period.

Approximate Time Needed: 15 days based on 50 minute class periods

Learning Targets

Assessments

Instructional Considerations

Instructional Approach

Resources

5.1 I can…

Examine the differing approaches that authors take to similar themes, issues, and events

5.2 I can…

Determine how a central theme originates and develops over time in a text

5.3 I can…

Identify a writer’s strategies for establishing a central theme in a text and explain how s/he develops the theme over time

5.4 I can…

Justify the value and importance of reading complex texts

5.5 I can…

Measure the impact discussions with students and the teacher have on student         learning

5.6 I can…

Defend the necessity of sound grammar, usage, punctuation, spelling, and                capitalization for a credible writer/speaker

5.7 I can…

Model sound grammar, usage, punctuation, spelling, and capitalization in        writing and speech

Pre-Assessments:

Transcendentalism Quiz

Formative Assessments:

Organize and articulate a summary of Transcendentalism

Construct a Venn Diagram showing the benefits of reading complex vs simple texts

Build an ongoing Metacognitive Reflection Journal measuring the learning that takes place in discussions

Complete a Self-Assessment Rubric of the first draft of written piece

Benchmark Assessment:

Compose a Written Piece relating to a theme present in the transcendentalist time period

Student Background Knowledge:

American Literature from Pre-Colonial to 1830.

Essential Questions:

How do different authors with different perspectives treat similar themes or                issues?

How does studying complex texts benefit the reader versus someone who reads simple texts?

How does a central theme in the piece develop over the course of the text?        

What strategies might a writer utilize to convey a central theme of a text to a specific audience?

How might discussions with other students or the teacher add meaning to the concepts being learned?

Why might someone declare that it is essential to master grammar and usage of the English language when writing?

Why might someone declare that it is essential to master grammar and usage of the English language when speaking?

How do errors in punctuation, capitalization, and spelling affect a writer’s credibility?

Academic Language:

Examine, justify, determine, identify, measure, defend, model

Content Specific Language:

Lists can be found on each lesson plan.

Lesson Plan (Link to lesson plans for unit) Template

Cross-Content Integration:

Web Resources:

To be found in each lesson.

Research:

To be found in each lesson.

Technology Resources:

Google docs, webtools, Internet access, online fiction, device for accessing internet and word processing.

Community Resources:

Library, teachers, parents