TRANSCENDENTALISM LGT Jan. 3- Feb. 3

Transcendentalism—an american movement

                                                English 11 Jan. 3 – Feb 3, 2011

                                                       Mr. Carson-room 569

                           

Correlating Quotes 

 “As I am, so I see.”

                                    Ralph Waldo Emerson

“Are you he who would assume a place to teach or be a poet here in the States? The place is august, the terms obdurate.”

                                                                                                Walt Whitman

Whitman -(1819-1892)

"Always considered writing my duty on earth."

                                                                        Jack Kerouac (1922-1969)

"I do not propose to write an ode to dejection, but to brag as lustily as chanticleer in the morning, standing on his roost, if only to wake my neighbors up."

Henry David Thoreau (1854—1915)

Essential Questions

How does literature reflect upon humanity’s inner sense of being?

What other beliefs systems are related to Transcendentalism?

Why is understanding this movement important to all people?

 

Materials: — “Civil Disobedience,” by Henry David Thoreau

—“Self Reliance”, by Ralph Waldo Emerson (1803-1882)

—Selected poems by  Emily Dickinson, Margaret Fuller

Fuller ( 1810-50)                                 Dickinson (1830-1886)

            — “Transcendental Ethos: Thoreau’s Philosophy & Antebellum Reform,” by Michael J. Frederick

—   “Dead Poets Society”, Directed by Peter Weir—with Robin Williams, Robert Sean Leonard

and Ethan Hawke (1989)

—   excerpts Last Words: A Memoir, by George Carlin

—   excerpts What Would Susie Say?: Bulls**t Wisdom About Love, Life and Comedy, by

            Susie Essman

—   Walt Whitman: American Experience PBS documentary (2008) approx: 2 hours
—    Whitman Poems – “O Captain, My Captain”, “Song of Myself” and others

—   Calvin and Hobbs (snowman cartoons)
—   http://quizlet.com/3603567/transcendentalist-poetry-terms-flash-cards/

—   “Nature: Determine It” by Melissa Carry, The Peoples’ Proverb and Freequensee (aka Kyle

Carson)

—   CURRENT EVENTS (may include one or all from these below)

o      “The Daily Show with Jon Stewart”    (Jan 4, Jan 11 episodes)  
o      “The Colbert Report” (selected episodes 1-11 through 1-13-11)

o      excerpts from George Carlin stand-up routines

o      PBS Nightly/World News

Themes: Transcendentalism, reason, rationale, identity, rhetoric, pathos, American Renaissance, intuitive vs. empirical,

Time frame 3-4 weeks

Common Core Standards

Reading

      —Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

       

      —Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

       

      —Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

       

      —Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

       

      —Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

       

      —Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

       

      —Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

   —Analyze a particular point of view or cultural experience reflected in a work of literature from within the United States, drawing on a wide reading of world literature.

      —Analyze how an author draws on and transforms source material in a specific work

Writing

      —Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

—Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Listening

— Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

         a. Come to discussions prepared, having read and researched material under study;  explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

         b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

         c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

         d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. 

         e. Actively seek to understand other perspectives and cultures and communicate effectively with audiences or individuals of varied backgrounds. 

At the end of this unit I will be able to:

1.  Writing for SELF 

           

a—Begin to assert scholar’s own unique voice

b—utilize greater understanding of terms, vocabulary and themes

c—explore creative voice through original “slave narratives”

2. Continued work on effectively producing stronger Transitions, using vocabulary and cited quotes 

           

a—eliminating GFEs = Gross Factual Errors  -misspleeled names, wrong dates or factual inaccuracies.

b—improving overall quality of daily writing

c—bridging Humanities themes and background information within writings

             

3. Understand Greater importance of Reading

           

a—For content—new uniquely American genre

            b—building stamina (up to an hour every night, including weekends and holidays)

            c— building vocabulary, for practical use

             

             

4. Understand two of four Reading Strategies (1-2)

           

a—scanning

            b—annotating (highlighting, margins, etc.)

            c—Post-Its

            d—Window Journals = (WJs) (cross-connect to Note-Taking) = Cornel Notes

           

5. Continue to utilize five of eight methods of Time Management (College Readiness)

           

a— study groups

            b— bi-weekly visits with Guidance Counselors

c— communicating concerns and strengths

d—delegating and compromising

e—re-organizing

f— PRIORITIZING

g— dissect the 24-hour day into manageable hours of production, rest, relaxation and extras

6. Begin to navigate technologies using:

            a—continued perusal of  www.mygradebook.com , www.goodreads.com , www.freerice.com , www.easybib.com—to create the flawless bibliography; www.easywhois.com —to learn whom own a domain; —   http://quizlet.com/3603567/transcendentalist-poetry-terms-flash-cards/ quiz vocab words, viewing "Dead Poets Society"
http://www.youtube.com/watch?v=1vK9FDLaqHg  = Part 1
http://www.youtube.com/watch?v=QxFPc3Q_Lh4&feature=related   = Part 2
http://www.youtube.com/watch?v=TiKM6g-dfBo&feature=related    = Part 3
http://www.youtube.com/watch?v=wB5izYRF6jA&feature=related   = Part 4
http://www.youtube.com/watch?v=vzG8CNMB2Us&feature=related = Part 5
http://www.youtube.com/watch?v=-meLjxRTg8A&feature=related    = Part 6
http://www.youtube.com/watch?v=3NaQBSPJFT4&feature=related  = Part 7
http://www.youtube.com/watch?v=Vpn0uRuBp_M&feature=related = Part 8. 1
http://www.youtube.com/watch?v=HZKgkcc3UFM&feature=related = Part 8.2.1
http://www.youtube.com/watch?v=e8CBIIlaqwc&feature=related      = Part 8.2.2
http://www.youtube.com/watch?v=xYYy-6mG-iA&feature=related  = Part 9
http://www.youtube.com/watch?v=I0z7li9RNd0&feature=related     = Part 10
= Part 11
= Part 12
= Part 13
= Part 14

           

b—www.bigwords.com, www.textbooks.com or www.half.com — to order books and other

materials—CHEAPER

            c—better utilizing BOOLEANS, KEYWORDS and other tools for Safe Searching every

topic—ALWAYS

d. —e-mail to send ATTACHMENTS of written work, PowerPoints and photos

to fellow classmates, team members and teacher for edits, feedback and credit.

            e. — Saving everything in three places: laptop, Flash and e-mailing everything as RichText, Word 1997 or similar documents that MHSHS computers recognize and can open.

f—visiting Ms. Tartaglione (Librarian) for more information, books and magazines for IRBs 

Vocabulary

—pathos, transcendental, obdurate, surreal, mysticism, existentialism, hypothetical, abstruse, recondite, Romanticism, a priori, dogma, intuition, intuitive, American Renaissance, synecdoche, eminent, ascribe, naught, efficacy, lyceums, infidelity, exaltation, epigrams, piquancy, suffrage, Unitarianism, Universalist, Trinitarianism, empiricism, objective, subjective, transcendent,

Anticipate your learning

Based on my prior knowledge and review of this sheet, what am I most interested in learning about in this unit?

Knowledge Inventory  =   K-W-W-L

In the two areas provided, list what you already know about [UNIT SUBJECT] and what you would like to know regarding [UNIT SUBJECT] in the other.

What do I know about UNIT already?