Unit+Plan+-+Naturalistic+Poetry+and+Social+Action

Naturalist Poetry and Social Action __Unifying Concept__: Starting off with Transcendentalist movement and poetry, we will explore the use of nature then and now. We will see how nature is seen as an alternative sanctuary to the modern world by these poet and Chris McCandless in //Into the Wild//. Using McCandless’s rejection of modern society as a jumping off point, we will investigate how to help the world through social change. __Canonical Works__: The poetry of Emily Dickenson, Ralph Waldo Emerson, Henry David Thoreau, Robert Frost, and various haiku. __Supplementary Texts__: “Nature” – Ralph Waldo Emerson __Young Adult Literature__: //Into the Wild// – John Krakauer Krakauer’s journalistic account of Christopher McCandless – Giving up a “bright” future, McCandless leaves the modern world behind to find himself hitchhiking his way to Alaska. This novel gives an objective and modernistic view of nature as solace and as treacherous. Seeing a young man in his early twenties make such a drastic life change for something he believes in will give the students a realistic view of the Transcendentalist’s outlook. //A Teen’s Guide to Global Action// – Barbara A. Lewis Instead of giving it all up, how can we help? As a practical alternative to McCandless’s rejection, Lewis’ guide introduces major social issues and how teens can get involved. There are a variety of topics to choose from, so students will pick what interests them though a book talk, read the corresponding section, and come up with a group project. __Response Activities__: 1. **Student Portfolio**: Throughout the unit, students will respond to the texts in a variety of different ways: a. __Journaling__ – teacher-created prompts will give the students a jumping off point. We will journal as least three days a week as a warm-up activity. b. __Artistically__ – students will draw and/or act out scenes from the poetry we read in class. c. __Group Response__ – cooperative learning activities will also be collected to demonstrate mastery of major concepts. 2. **Found Art Project**: As a class, we will perform a cleanup around the school grounds and near the main road. Using the trash we collect, small groups will use the found materials to create an artistic display with the naturalistic poetry as inspiration. 3. **Socratic Seminar**: Students will participate in two Socratic seminars. The first will discuss poetry, and the second will discuss //Into the Wild// (halfway through the reading). 4. **Comparative Essay**: We will view //Into the Wild// movie, and students will respond to it and the text with a comparative essay (only 2-3 pages) started in class and finished for homework. 5. **Social Action - Group Project**: I will give a “book talk” about each section of //A Teen’s Guide to Global Action// using the text and short video clips to explain the major issues. Students will pick their top three choices, and I will group them according to these choices. As a group, students will come up with a plan on how to make other students and the community aware of these local and globally issues. I will provide an outline to assist in the formulation of the project.

Stephanie Steele