Alice Oara University of North Carolina at Charlotte...

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Alice Oara

University of North Carolina at Charlotte

December 7, 2010

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TABLE OF CONTENTS

Introduction and Overview .................................................................... 3

Rationale ............................................................................................... 5

Goals, Objectives, and Assessment ........................................................ 8

Lesson Plans

Day One ........................................................................................ 13

Day Two ........................................................................................ 16

Day Three ...................................................................................... 19

Day Four ........................................................................................ 21

Day Five ........................................................................................ 24

Resources ............................................................................................. 27

Bibliography ........................................................................................ 41

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Introduction and Overview

The lesson plans that I have created are the first five lessons of a longer unit on

American Romanticism, designed for an 11th

grade American Literature course. This

literary period, which emerged in the early nineteenth century and leads up to the Civil

War, is considered by many to be the first prolific period of American literature,

transitioning from the more dry, nonfiction prose of the earlier periods into a period of

imagination, beauty, and social significance. Aside from containing many fascinating

works of literature, during this period also emerge many themes that are the

cornerstone of American culture and society, such as individualism, resistance to

government, and the creation of an all-American style and folklore. This unit will cover

the first few lessons of a longer unit on Romanticism, which will begin with an

introduction to the period and then lessons on the first subsection, Transcendentalism.

Authors that are discussed in this segment are Whitman, Thoreau, Emerson, and

Poe, as well as Gandhi and MLK. Jr. (in reference to one of Thoreau’s works.) The entire

unit, however, would also discuss writers such as Poe, Hawthorne, Irving, Dickenson,

and Melville. Before this unit, students covered a unit on American Colonialism and the

emergence of a new, young nation following the Revolutionary War. The previous

material they would have covered centered mostly around nonfiction, including essays,

sermons, and other religious texts. They would be familiar with the notion of

Enlightenment, which values the importance of logical and reasoning, and will soon

notice a stark contrast in Transcendental works. They would be familiar with the issues

revolving around the development of a new nation and the American identity, reading

from Puritan works, Native American works, and writings from religious sermons and

civil leaders. Transcendentalism marks a great changing point in American literature,

and the students are encouraged to compare this unit to the past writers they covered

during the first few lessons of this unit.

The unit will begin with an overview, including PowerPoint notes, an anticipation

guide, along with the short poem, Whitman’s “When I Heard the Learn’d Astronomer,”

so students can begin thinking about the themes in the unit. Students will then be

introduced to Emerson’s “Nature” and Thoreau’s “Walden,” focusing on imagery and

the themes of nature and voluntary simplicity. This would also be an opportunity for an

interdisciplinary unit with math, as students will be considering the values of a

consumer culture. This would be an interesting way for them to combine

Transcendentalist philosophy with data and mathematical analysis of economics and the

way that people spend money. Students will be asked to reflect on these themes on a

journal that we will complete outdoors. They will also complete an activity that asks

them to create a visual representation of Thoreau’s cabin at Walden. Then, students will

read Thoreau’s “Resistance to Civil Government,” comparing it to select readings from

MLK. Jr. and Gandhi. This will also be an opportunity for an interdisciplinary unit with

American History, since Thoreau’s ideas about civil disobedience had a profound impact

on future leaders for social justice. Students will complete a Body Biography to

demonstrate their understanding of civil disobedience and these important figures.

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Students will then read “Self-Reliance,” focusing on aphorisms and Emerson’s notions of

non-conformity and individualism. They will be asked to write a letter from Emerson to

a modern audience to demonstrate their knowledge of the themes from Emerson’s

works. As a culminating activity, students will complete an assessment that requires

them, in groups, to tour various stations set up around the classroom and respond to

various activities posted there. These activities include the vocabulary from the unit, as

well as requiring them to apply their knowledge of Transcendental themes to popular

culture and social movements. This activity will not only be an assessment, but will also

be a learning experience.

Along with the aforementioned texts, students will also be introduced to the

concept of Transcendentalism through a variety of contemporary or alternate formats.

For example, students will listen to music to compare to Transcendentalist works and

view images from Walden Pond. Students will also have many opportunities to write,

beginning with daily journals that ask them to relate their own personal experiences to

the experiences and ideas of the Transcendentalists. This unit has many opportunities

for collaboration, especially on the work that is to be turned in and graded. Students will

be encouraged to work together on many activities in the unit. Along with the

Transcendental spirit of individualism, students will also be asked to respond informally

on their own opinion of issues being discussed, allowing them to form their own

conceptualization of what the themes mean to them.

This unit is designed to meet the needs of diverse learners, allowing them

freedom to form their own opinions, the chance to work collaboratively, and the ability

to demonstrate their knowledge in various ways. The classroom in which I will be

student teaching is an 11th

grade standard English classroom at a rural/ suburban

Cabarrus County high school. The school has been given the prestigious title of “Honors

School of Excellence” for the past two years. The students are predominantly white,

although there are a few minority students as well. The students generally come from

working class or middle class neighborhoods. This class does not have any students with

IEPs, although there are several students that are struggling with staying on or getting to

grade level, including a few students who are at risk for dropping out. The lessons are

designed, however, to account for individual expression and learning needs. I will

anticipate possible learning difficulties by preparing guided notes and giving students

options to have more time on assignments and a quiet space for the assessment. Each

class period is 90 minutes long.

This school is fortunate enough to more than adequately provide access to

resources, including technology, to its students. Our particular classroom has a

SMARTboard and a computer, which allows the teacher to easily integrate technology

into the classroom to keep students interested. Technology will be used to complement

some of the lessons, including PowerPoint, the SMARTboard, video clips, images, and

music. Technology plays a pivotal role in the lessons, not only to engage the students

and help present material, but also to show how Transcendentalist thought is very

present in modern times. The lessons are designed to be hands-on, interactive, and

allow for student interpretation and diversity. The activities are varied in order to give

students with different learning styles, whatever those may be, a chance to succeed.

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Rationale

Transcendentalism, although it was short literary period over 150 years ago,

remains a very important movement in American literature. The readings from the unit

will show students how Transcendentalist thought still resonates in American society

because of the legacy that these authors have left. This movement had a profound

impact on American literature, art, politics, and philosophy. The main themes include

self-reliance, the importance of nature, individualism, and confidence. My teaching

philosophy, especially for American Literature, is that students will discover the

background of American society and how it relates to them. This relates to the

overarching theme of the class: What is America? I hope to show the students, in this

unit and throughout the class, that America is a building with each individual American

as the building blocks. This unit will make a connection between the literature and

students’ lives as well as American society today, allowing them to see the importance

of the unit and draw connections between the texts and their own lives.

Students need to learn about Transcendentalism because it is a very important

movement that, although it only in the 1830s and 40s, it had a significant impact on

American literature, art, philosophy, and politics. This movement was largely a reaction

to the Enlightenment or the Age of Reason, which valued the importance of human

reasoning and devalued imagination and free thought. It had been decades since

America achieved independence from England, and Americans desperately desired to

assert their independence and freedom. One way they did this was through literary

individuality by creating works that were markedly different than English works,

including all-American folklore, representations of the American notion of freedom, and

a separation from the English influence of the Colonialist period. This separation

including departing from the emphasis on reason, formal decorum, and Calvinist

predestinationalism. Essentially, this period is when truly American literature began to

take shape.

Transcendentalism was also influenced by changes in American political life,

including westward expansion, industrialization, and social movements such as abolition

and women’s rights. These political issues are reflected in the great essays of Thoreau

and Emerson, who reject the notion that civilization is best rather than pure nature, and

hold firm to the believe in self-reliance and individualism. With the founding of the

Transcendental Club in Cambridge, Massachusetts on September 8, 1836, the

Transcendental movement was official started by New England intellectuals. Many of

the essays from these brilliant minds still resonate in American society, and I will

encourage my students to think about how their notions of freedom and individuality

apply today (“Transcendentalism,” 2008).

Transcendentalism focused on the belief that in determining the ultimate reality

of God, the universe, the self, and other important matters, one must transcend, or go

beyond, everyday human experience in the physical world. It suggests that every

individual is able to connect to a higher truth through intuition. Transcendentalists’

main beliefs include a belief in self-reliance, an optimistic view of the world, an

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emphasis on individualism and free thought, the belief that humans are innately good,

and that nature can bring the human spirit to a higher level and closer to the divine. The

Father of Transcendentalism is Ralph Waldo Emerson, and students will gain a deep

understanding of this movement by reading his groundbreaking essay, “Nature,” as well

as his essay “Self-Reliance,” both of which contain themes that are ever-present in the

lives of Americans. They will also benefit from Thoreau’s essay “Resistance to Civil

Government,” which had a profound impact on future generations and their fight for

social justice. By reading “Walden,” students will consider how materialism plays a role

in their lives and how Thoreau sought to simplify his life.

Students will greatly benefit from this unit because they will take away a great

deal of cultural significance. It is my personal teaching philosophy that texts must be

relevant to students’ lives and allow them to make a personal connection. This is

certainly the case with Transcendentalism, as the ideas and themes found in the works

they will be reading had a great influence on the time period, which this unit will show.

Students will see a radical departure from the Puritan view of human depravity and

seriousness to themes that are evident in the current culture. They will truly be

witnessing the emergence of American culture as they know it today and is very present

in their current lives. I want this unit to relate to them and to provide a space for

discussion on those themes and their impact in their lives by allowing students many

opportunities to respond personally in their journals and react to the texts in

imaginative ways.

This unit also reflects my personal educational philosophy by catering towards

students’ individual ways of knowing. The unit allows students to demonstrate their

knowledge by responding to music, images, and video clips, as well as responding to

writing prompts and creating drawings to illustrate themes in the literature. There will

also be many chances for discussion, both in connection to the text and to students’

own personal responses. These varying means of expression allow for students to

experiment with what Tom Romano calls “genre promiscuity” (2004, p. 91) because, as

he states, the “emotion combined with the opportunity to write in multiple genres

awakens a boldness of expression in students” (2004, p. 101). By using technology and

allowing students to express themselves in multiple ways, they will not only gain a

greater understanding of the unit concepts but they will also be more interested in the

material.

This unit is designed to necessitate very few accommodations or modifications,

because it is already designed in a way to cater towards students’ individual responses

based on their readings. I do not believe in what Smagorinsky calls “authoritative ways

of relating” in which people take an authoritative view of the world and the purpose of

school is to pass on the teacher’s knowledge of texts rather that students personal

analysis and emotional responses (2008, p. 15). Rather, I believe in what he calls

connected ways of related, which “refers to ways of relating to other people and

constructing knowledge that are more collaborative, less competitive, and more likely

concerned with the personal relationships of the people involved” (2008, p. 16). This is

shown in the unit by the high emphasis on collaboration in constructing knowledge.

Students are to come to their own opinions, but do so by discussion with others in the

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classroom. Nearly every activity is collaborative, including most of the graded

assignments and the final assessment. I believe in teaching in a constructivist way,

which Smagorinsky notes “refers to the notion that knowledge is constructed rather

than received through a transmission” (2008, p. 8). I constantly try to relate the material

to students’ personal experiences and the social/ cultural importance of the text to

students’ lives. I will give students the freedom to decide how they feel about

Transcendentalism and if they agree with its concepts.

Transcendentalism is a very important movement in literature as it had a

profound impact on American culture and future literary works. It is impossible to truly

understand the importance of this unit without exposure to the literature.

Transcendentalism must be taught in an American Literature classroom because of its

significance in American literature as well as its relevance to students’ lives.

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Goals, Objectives, and Assessment

In participating in this unit, I hope that students will be able to identify and

understand the key themes of Transcendentalism, and be able to draw connections

between those themes and issues that are relevant today. The goals I have will be

assessed in ways to determine if students are able to synthesize the main messages in

Transcendentalism and apply them to various forms. This will also allow for

differentiation, as students will be able to give different responses, rather than a

right/wrong answer that multiple choice questions give. These are the following goals

that I have for the unit:

Goal 1 – Draw connections between Transcendentalism and the Enlightenment period. I

want students to be able to see how Transcendentalism both builds on the previous unit

and also how it deviates from it. I will do this by having them takes notes on

Transcendentalism, and along with their notes from the last unit, create a Venn Diagram

to create a visual representation of the comparisons and contrasts.

Goal 2- Students will develop and demonstrate an understanding of the major themes

of Transcendentalism, such as independence, civil disobedience, nature, and simplicity,

by discussing in class and demonstrating their knowledge creatively through a Body

Biography, sketch of Thoreau’s cabin, and letter-writing.

Goal 3 – Students will draw connections between Transcendentalism and their own lives

by personally relating to the material. They will do this throughout the unit by constant

journal writing, an anticipation guide, and double-entry reading journals.

Goal 4 – Students will think like Transcendentalists by applying the themes of

Transcendentalism to other forms, including popular culture. They will do this for an

assessment, rather than a traditional multiple choice test, by thinking like a

Transcendentalist to respond to songs, images, and a modern book. They will also be

applying Thoreau’s notion of civil disobedience to other social movements by analyzing

civil disobedience in MLK Jr., Gandhi, and Rosa Parks.

The essential questions of the unit reflect the unit goals:

What is Transcendentalism?

What are the main elements of Transcendentalism?

How does Transcendentalism differ from literature we’ve read in the past?

How is Transcendental thought reflected today?

The goals that I have listed that will be accomplished in this unit also align with

several standards from the North Carolina Standard Course of Study. These are the

standards which will be covered in this unit:

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1.02 Reflect and respond expressively to texts so that the audience will:

investigate connections between life and literature.

explore how the student's life experiences influence his or her response to the

selection.

recognize how the responses of others may be different.

articulate insightful connections between life and literature.

consider cultural or historical significance

1.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex

print and non-print expressive texts appropriate to grade level and course literary focus,

by:

selecting, monitoring, and modifying as necessary reading strategies appropriate

to readers' purpose.

identifying and analyzing text components (such as organizational structures,

story elements, organizational features) and evaluating their impact on the text.

providing textual evidence to support understanding of and reader's response to

text.

demonstrating comprehension of main idea and supporting details.

summarizing key events and/or points from text.

making inferences, predicting, and drawing conclusions based on text.

identifying and analyzing personal, social, historical or cultural influences,

contexts, or biases.

analyzing and evaluating the effects of author's craft and style.

analyzing and evaluating the connections or relationships between and among

ideas, concepts, characters and/or experiences.

identifying and analyzing elements of expressive environment found in text in

light of purpose, audience, and context.

4.01 Interpret meaning for an audience by:

interpreting the effect of figures of speech (e.g., personification, oxymoron) and

the effect of devices of sound (e.g., alliteration, onomatopoeia).

analyzing stylistic features such as word choice and links between sense and

sound.

demonstrating how literary works reflect the culture that shaped them.

4.02 Develop thematic connections among works by:

connecting themes that occur across genres or works from different time

periods.

4.03 Assess the power, validity, and truthfulness in the logic of arguments given in

public and political documents by:

identifying the intent and message of the author or artist.

recognizing how the author addresses opposing viewpoints.

articulating a personal response to the message and method of the author or

artist.

4.04 Demonstrate the ability to read, listen to and view a variety of increasingly complex

print and non-print critical texts appropriate to grade level and course literary focus, by:

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selecting, monitoring, and modifying as necessary reading strategies appropriate

to readers' purpose.

identifying and analyzing personal, social, historical or cultural influences,

contexts, or biases.

making connections between works, self and related topics.


analyzing and evaluating the connections or relationships between and among

ideas, concepts, characters and/or experiences.

5.01 Interpret the significance of literary movements as they have evolved through the

literature of the United States by:

relating ideas, styles, and themes within literary movements of the United

States.

understanding influences that progress through the literary movements of the

United States.

evaluating the literary merit and/or historical significance of a work from

Colonial Literature, the Romantic Era, Realism, the Modern Era, and

Contemporary Literature.

5.02 Analyze the relationships among United States authors and their works by:

making and supporting valid responses about the text through references to

other works and authors.

comparing texts to show similarities or differences in themes, characters, or

ideas.

6.01 Demonstrate an understanding of the conventions of language by:

revising writing to enhance voice and style, sentence variety, subtlety of

meaning, and tone in considerations of questions being addressed, purpose,

audience, and genres.

Furthermore, the unit also covers many of the national standards for English Language

Arts:

1. Students read a wide range of print and non-print texts to build an

understanding of texts, of themselves, and of the cultures of the United States

and the world; to acquire new information; to respond to the needs and

demands of society and the workplace; and for personal fulfillment. Among

these texts are fiction and nonfiction, classic and contemporary works.

2. Students read a wide range of literature from many periods in many genres to

build an understanding of the many dimensions (e.g., philosophical, ethical,

aesthetic) of human experience.

3. Students apply a wide range of strategies to comprehend, interpret, evaluate,

and appreciate texts. They draw on their prior experience, their interactions with

other readers and writers, their knowledge of word meaning and of other texts,

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their word identification strategies, and their understanding of textual features

(e.g., sound-letter correspondence, sentence structure, context, graphics).

4. Students adjust their use of spoken, written, and visual language (e.g.,

conventions, style, vocabulary) to communicate effectively with a variety of

audiences and for different purposes.

5. Students employ a wide range of strategies as they write and use different

writing process elements appropriately to communicate with different audiences

for a variety of purposes.

6. Students apply knowledge of language structure, language conventions (e.g.,

spelling and punctuation), media techniques, figurative language, and genre to

create, critique, and discuss print and non-print texts.

7. Students develop an understanding of and respect for diversity in language use,

patterns, and dialects across cultures, ethnic groups, geographic regions, and

social roles.

8. Students participate as knowledgeable, reflective, creative, and critical members

of a variety of literacy communities.

9. Students use spoken, written, and visual language to accomplish their own

purposes (e.g., for learning, enjoyment, persuasion, and the exchange of

information)

Based on the goals I have outlined, my assessment methods will be learning

experiences that allow students to demonstrate their knowledge of the main themes

and ideas of Transcendentalism and the texts we’ve read. A traditional test or quiz

would not align with the goals for this unit, as students would be required to focus on

small details and facts rather than large ideas. It would also not align with my goal of

having students think like Transcendentalists, as Transcendentalists emphasized

intuition, personal freedom, and individuality over logic and reasoning. Many students

are also not good test-takers, and tests can consistently been shown to be poor

indicators of understanding. Thus, students will be completing activities that require

them to perform a close reading and use text evidence, but to come up with their own

conclusions. For example, they will be drawing a sketch of Thoreau’s cabin at Walden

Pond, using examples from the text of imagery to explain their drawings. This will allow

them to demonstrate their knowledge of the imagery in the test in a creative way.

Students will not be graded for artistic skill, but for using images in the text to explain

their interpretation.

Throughout the unit, I will be informally assessing student understanding

through their personal responses and our class discussions. They will have numerous in-

class, collaborative activities for classroom grades. They will be listening, responding,

journaling, drawing, and creating. The final assessment, worth a quiz grade, will also

measure student understanding and align with the goals of this unit by having students

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apply their knowledge of Transcendentalism to other mediums. For example, they will

be listening to three songs (and given the lyrics) and explain how the songs demonstrate

Transcendental themes. This will also be cultural relevant to them, as they will see how

those themes are evident in music that they may listen to. After Transcendentalism,

students will be moving on to subsections of Romanticism, the Dark Romantics and the

Fireside Poets. At the end of the Romantic Period, students will be given a project that

allows them to choose between several creative outlets, using technology, in order to

demonstrate their knowledge of Romanticism, including digital storytelling, a short film,

CD with songs, etc. The final assessment results will be sent home to students and

parents.

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Transcendentalism Lesson 1: Introduction

Subject/Course

English

Grade Level

11th grade

Approximate Time

90 minutes

Purpose/ Objective

SWBAT to identify the major themes of Transcendentalism

SWBAT compare and contrast elements of Transcendentalism to the Age of

Reason

North Carolina Goals and Objectives:

What standards will be addressed?


connecting themes that occur across genres or works from different time periods.

4.04 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-

print critical texts appropriate to grade level and course literary focus, by:

selecting, monitoring, and modifying as necessary reading strategies appropriate to readers'

purpose.

identifying and analyzing personal, social, historical or cultural influences, contexts, or biases.



analyzing and evaluating the connections or relationships between and among ideas, concepts,

characters and/or experiences.

5.01 Interpret the significance of literary movements as they have evolved through the literature of the

United States by:

relating ideas, styles, and themes within literary movements of the United States.

understanding influences that progress through the literary movements of the United States.

evaluating the literary merit and/or historical significance of a work from Colonial Literature, the

Romantic Era, Realism, the Modern Era, and Contemporary Literature.

Learning Activities or Tasks:

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1. Warm-up on Smart board: Students respond to the following prompt in their journals: In this unit,

we will be learning about Transcendentalism. As you view this video that exemplifies several

elements of this movement, (http://www.youtube.com/watch?v=TkV-of_eN2w “Colors of the

Wind” from Pocahontas) write down the thoughts, emotions, key points, etc. that come to

mind.(5m)

a. Ask the students for a few of the ideas they came up with. Explain that this video

demonstrates several elements of Transcendentalism, including a love for (untamed)

nature, rejection of materialism/ “civilized” society, rejection of government imperialism,

belief in wisdom that can be found through nature and intuition rather than logic and

reasoning. (5m)

2. Unit Introduction: PowerPoint overview of Transcendentalism. Students will be given a packet with

guided notes to follow along, as well as vocabulary. The vocabulary words will be posted around

the room as a visual reminder to use them on a regular basis and point them out during readings

(20m)

3. Using their notes from today and their notes from the last unit, along with Elements of Literature,

students complete Venn Diagram in groups of two, comparing and contrasting the Age of Reason

with the Romantic Period. I will circulate the room to guide their work. (15m)

4. Anticipation guide: Students will respond to a handout asking them to agree or disagree with the

following statements (followed by one sentence of explanation) (10m) –

a. A simple person who lives in the county has a greater wisdom and insight into the

mysteries of life than a sophisticated person from the city.

b. Logic and facts are more important than emotions and feelings

c. Nature should be controlled by humans.

d. People should follow standards and traditions set forth by society

e. We should never be satisfied with the status quo, but rather we should desire radical

change.

f. The needs of individuals are more important than the needs of society as a whole.

g. People should act with moderation and self-restraint and avoid expressing the extremes of

their personalities in public.

e. I tend to follow my gut instinct in most situations

f. I tend to see the glass half full

5. Class discussion of anticipation guide (15m)

6. Class reads “When I Heard the Learn’d Astronomer” by Walt Whitman, which is a very short poem

that is an excellent example of Transcendentalist thought (1-3m)

7. Class discussion: (10m)

a. How does the speaker feel about science?

b. Was Walt Whitman a Transcendentalist? Why?

c. How is this poem different from past works we’ve read? What characteristics of

Transcendentalism does it have?

d. Have you ever felt like what you were being taught in school could be learned better

through experience? Why is it important to go to school and get real life experience?

8. Questions, comments, concerns (5m)

Homework:

- Students will read “from Nature” by Emerson and complete double entry journal with at least five

quotes. Students will have already completed a double entry journal in the previous unit, so they

will be familiar with the requirements.

- Students will be responsible for looking up the vocabulary words in their dictionaries by day 5.

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Required Materials and Resources:

� Elements of Literature

� Venn Diagrams

� PowerPoint introduction to Transcendentalism

� Transcendentalism Packet (guided notes and vocabulary)

� Anticipation guides

� Smart board for journal prompt/ video clip

� Either a printout, overhead slide, or copy in text of Whitman’s “When I Heard the Learn’d

Astronomer”

Student Assessment:

Students will complete and turn in the anticipation guides, which will be checked for completion/

participation. They will also turn in the Venn Diagrams they have completed with a partner for classwork

credit. I will monitor for understanding during class discussions.

Accommodations for Differentiated Instruction:

Students will receive guided notes for the note-taking portion of the class. For the Venn Diagram, students

will be working with the partner next to them, that I will have assigned them on my seating chart. Students

that may need help navigating through the text will have been paired with more skilled readers. The rest of

the work in the class will be graded on effort, which will allow for varying levels of response. Throughout

the unit, I will give preferential seating to those who may need to sit closer to the front in order to see the

screen better or to avoid distractions.

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Transcendentalism Lesson 2: Nature

Subject/Course

English

Grade Level

11th grade

Approximate Time

90 minutes

Purpose/ Objective

SWBAT identify the elements of Transcendentalism in Thoreau’s “Walden”

SWBAT identify imagery in Walden

SWBAT draw a creative sketch of Thoreau’s Walden to depict understanding




explore how the student's life experiences influence his or her response to the selection.

recognize how the responses of others may be different.


consider cultural or historical significance

1.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-

print expressive texts appropriate to grade level and course literary focus, by:


purpose.

identifying and analyzing text components (such as organizational structures, story elements,

organizational features) and evaluating their impact on the text.

providing textual evidence to support understanding of and reader's response to text.




identifying and analyzing personal, social, historical or cultural influences, contexts, or biases.


analyzing and evaluating the connections or relationships between and among ideas, concepts,

characters and/or experiences.

identifying and analyzing elements of expressive environment found in text in light of purpose,

audience, and context.


interpreting the effect of figures of speech (e.g., personification, oxymoron) and the effect of devices

of sound (e.g., alliteration, onomatopoeia).

analyzing stylistic features such as word choice and links between sense and sound.


Link to Prior Learning

Students will have a general understanding of Transcendentalism from class yesterday. They will

have read and responded to Emerson’s “Nature” for homework, giving them a deeper

understanding of the importance of nature for this period.


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(students turn in homework from last night)

1. Warm-up: Explain to students that Walden was the most significant place for Thoreau and a source

of inspiration. Thoreau teaches us that that one does not need to travel far to find curious and

inspiring things. In fact, he spend most of his life in and around Concord, MA. He believes that the

special places are the ones we know well. To him this place was Walden. What is your “Walden?”

This is up to you: it does not need to be a pristine or spectacular place, just what is your place.(5m)

a. Then, have students participate in the following activity which allows them to think of their

own sense of place: Using Google Maps, display on the SMARTboard a topographical map

of the community that the students live in. Have the students come up to the board and

mark a place (or more than one place) that is significant to them and provides an escape.

b. In their journals, have students reflect the importance of this place to them. Ask them to

use imagery to describe this place.

2. Discuss the students’ answers, noting images. (10m)

3. Students are given brief background knowledge about Thoreau and Emerson. Emerson is

considered the “Father of Transcendentalism” and Thoreau is his student. Thoreau lived in an

isolated log cabin at Walden Pond for two years in isolation. He stresses the importance of

simplicity and escape from the industrialized, material-obsessed culture. (5m)

4. If permitted, class will be taken outside to a quiet location outside(the Transcendentalists would

have wanted this!) If not possible, then play this video clip of nature images with relaxing music:

http://www.youtube.com/watch?v=sdHxITplBWY&feature=related.

5. Students will be asked to complete a journal that asks them to respond to the following questions

(they will receive a paper copy of the questions): (20m)

a. How are you affected by nature? Do you find comfort in it? Do you reflect the moods of nature?

b. What is the role of nature in your life?

c. What is meant by an individual’s spiritual side?

d. Is there a connection between the individual spirit and nature?

e. Define individualism(what it means to you)

f. If you have answered these questions, spend the rest of the time reflecting on nature in any way

you choose.

6. In groups of two, students read excerpts from “Walden” by Thoreau from Elements of Literature.

Students will sketch out their interpretation of Thoreau’s cabin and Walden Pond. They must use 5

quotations from the text to explain their depictions to show how Thoreau uses imagery. (30m)

7. Now, show students a clip from the film Koyaanisquatsi , which shows images of nature contrasted

with often negative portrayals of civilization. (polluted, busy, hostile.)

http://www.youtube.com/watch?v=LFBijDU8PpE (5m)

a. Ask students how those images are contrasted from the images of Walden.

8. Give students the following statistics: (5m)

• In 1958, only 4 percent of American homes had dishwashers. Now more than half do.

• Less than 1 percent had color televisions. Now 97 percent do. In addition, in the '50s there

were no microwave ovens, VCRs, or personal computers.

• Today, many new homes have three-car garages and are nearly 900 square feet (the same

as an entire house in the 1950s).

• Americans fly 25 times as many passenger miles as they did in the 1950s.

• Although Americans had fewer material goods, the number of Americans who say they are

very happy peaked back in 1957.

• Seventy percent of Americans visit malls each week, more than attend churches or

synagogues.

• On average, Americans shop six hours a week and spend only 40 minutes playing with

their children.

9. Have a classroom discussion, asking students to respond to the following questions: (10m)

a. Are Americans too materialistic?

b. Does money equal happiness?

c. Why might people be so obsessed with buying mere “things?”

18

d. What might Thoreau think about society today?

e. What are ways to combat this obsession with money and materialism?

Homework: Students will read Thoreau’s “from On Resistance to Civil Government” and complete a double-

entry journal with at least 5 quotes.

Required Materials and Resources:

Elements of Literature

SMARTboard/ Google Maps

Youtube

Student Assessment:

During the lesson, there are several class discussions that give me the opportunity to assess student

learning. To assess their understanding of “Walden” I will have students turn in the sketches they draw of

Thoreau’s cabin. This will show me that they understand the imagery in the text through a creative medium.

Transcendentalism Lesson 3: Civil Disobedience

Subject/Course

English

Grade Level

11th grade

Approximate Time

90 minutes

Purpose/ Objective

SWBAT identify key points and arguments from “Resistance to Civil

Government”

SWBAT connect Thoreau’s philosophy of civil disobedience to later social

movements

SWBAT create a profile of an important figure to demonstrate their

understanding of civil disobedience.


1.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and

non-print expressive texts appropriate to grade level and course literary focus, by:


Because of the preferential seating chart that I will have designed, lower-level readers will be paired with

more skilled readers, giving them a chance to practice their reading skills while reading “Walden” in pairs.

Students will also work in those pairs to draw a sketch of Walden cabin.

19





identifying and analyzing personal, social, historical or cultural influences, contexts, or

biases.



analyzing and evaluating the connections or relationships between and among ideas,

concepts, characters and/or experiences.

identifying and analyzing elements of expressive environment found in text in light of

purpose, audience, and context.



using specific references to validate connections.

examining how representative elements such as mood, tone, and style impact the

development of a theme.\

5.01 Interpret the significance of literary movements as they have evolved through the literature of

the United States by:


evaluating the literary merit and/or historical significance of a work from Colonial

Literature, the Romantic Era, Realism, the Modern Era, and Contemporary Literature.


making and supporting valid responses about the text through references to other works

and authors.

comparing texts to show similarities or differences in themes, characters, or ideas.


� Students will have read from “Resistance to Civil Government” and completed a double-

entry journal. They will have a basic understanding of Transcendentalism from past in-class

activities, which we will be expanding on today. They likely will have heard of MLK Jr. and

Gandhi and will be expanding their knowledge of the concept of civil disobedience today.

They will have already completed a Body Biography in the past unit, so they will be

somewhat familiar with its guidelines.


1. Warm-up: Students respond to the following journal prompt - “From your reading last night,

you discovered that Thoreau believed that the government which governs least is best. He

even was sent to jail for his refusal to pay a poll tax. Do you agree with him? Over what major

social issue would you be willing to go to prison?” (5m).

2. Discuss their journal answers (5m)

3. Briefly explain how Thoreau practiced civil disobedience in his own life and spent a night in

jail for his refusal to pay taxes in protest of the Mexican War. He was opposed to American

imperialism and saw this as an excuse to expand slavery. Thoreau’s idea of civil disobedience

was used to inspire many future protesters. (5m)

4. Class reads MLK Jr.’s “Letter from Birmingham Jail” and then a Gandhi’s “from On Nonviolent

Resistance” in Elements of Literature. (Including the brief introductions to both people.)

Students read in pairs and take turns reading. I will be monitoring their reading to ensure

that they remain on-task. (20m.)

5. In groups of four that I will assign, students are then asked to complete an activity that will

demonstrate their understanding of the civil disobedience by creating a Body Biography of

either MLK Jr., Gandhi, or Thoreau, based on the texts we read and the brief introductory

material in the textbook. Students will sketch an outline of this person, along with images

20

and words that define, describe, and explain the person.

a. Assign students into groups of three. Give out instructions for the activity. Explain

that it is open ended and not to worry if they are not skilled artists. (5m)

b. Have students begin working on their activity. Rotate the room to answer any

questions and ensure they stay on task (35m)

c. Ask students to come up in front of the class and share their Body Biographies,

explaining why they chose to depict the person the way they did. (15)

Required Materials and Resources


� Smart board for journal prompt

� Body Biography assignment sheet

Student Assessment

Students will be responsible for completing a Body Biography with a group member. This

assignment will be presented and graded. It is a chance for students to demonstrate what they

learned from the text in a visual way. It is open-ended, as each student pair may choose to depict

the person in different ways. What counts is that they show how they understood the person and

demonstrate that to me by including quotes from the book.


In their paired groups that I have paired with achievements in mind, students will be working at their

own pace to read to each other and design their Body Biographies. This is a self-paced assignment,

and students who work more quickly will be encouraged to continue their artistic depiction and

make it a more skilled work.

21

Lesson Four – Self-Reliance

Subject/Course

English

Grade Level

11th grade

Approximate Time

90 minutes

Purpose/ Objective

SWBAT identify Thoreau’s main points in “Self-Reliance”

SWBAT identify aphorisms in “Self-Reliance”

SWBAT apply elements from Thoreau’s works by writing a letter from

him to a modern audience.




explore how the student's life experiences influence his or her response to the selection.


consider cultural or historical significance.




purpose.





identifying and analyzing personal, social, historical or cultural influences, contexts, or

biases.



identifying and analyzing elements of expressive environment found in text in light of

purpose, audience, and context.


interpreting the effect of figures of speech (e.g., personification, oxymoron) and the effect of

devices of sound (e.g., alliteration, onomatopoeia).

analyzing stylistic features such as word choice and links between sense and sound.


4.03 Assess the power, validity, and truthfulness in the logic of arguments given in public and

political documents by:

identifying the intent and message of the author or artist.

recognizing how the author addresses opposing viewpoints.

articulating a personal response to the message and method of the author or artist.


� Students will have received notes on the key themes of Transcendentalism, which they will

be expanding on today. They have also read a previous work by Emerson.


1. Warm-up: As citizens of a bold, young nation, Americans have always taken tremendous

pride in their personal liberty. Emerson nourished this individualistic creed with his essay

“SR.” What associations do you make with the world self-reliance? How does self-reliance

differ from selfishness and self-centeredness? (5m)

22

2. Discuss journals (5m)

3. Define aphorism: “A saying embodying a general truth.”

4. Read “Self-Reliance” as a class, with the teacher calling on students to read. Students are

asked to be thinking about aphorisms as they read. (20m)

5. Ask students the following questions: (5m)

a. What are the benefits of nonconformity? Of conformity?

b. Does Emerson remind you of Benjamin Franklin? How are they alike/ different?

c. How has Emerson shaped our concept of the American Dream?

6. In groups of two, ask students to write down and respond in one sentence to each the

following quotes from the text: (20m)

a. There is a time in every man’s education when he arrives at the conviction that

envy is ignorance, that imitation is suicide, and that he must take himself for better

or worse as his portion.

b. Society everywhere is in conspiracy against the manhood of every one of its

members.

c. Whoso would be a man must be a nonconformist. A foolish consistency is the

hobgoblin of little minds. With consistency a great soul has simply nothing to do.

d. To be great is to be misunderstood.

e. It is easy in the world to live after the world's opinion; it is easy in solitude after own

own; but the great man is he who in the midst of the crowd keeps with perfect

sweetness the independence of solitude.

f. Insist on yourself; never imitate.

7. Based on the class’ readings of Emerson’s “Nature” and “Self-Reliance,” students will imagine

that Emerson were alive today. In the same groups of two, students will write a letter from

Emerson to a person/ group alive today. In the letter, they must have at least 5 aphorisms

from either “Nature,” “Self-Reliance,” or a mix of both. This letter should include Emerson’s

thoughts about Americans today, particularly the group/ person to whom he is writing.

These suggestions could be offered as options, although in the spirit of “Self-Reliance,”

students are also encouraged to come up with their own ideas. Make the letter interesting!

(35m)

a. The president/ a political party

b. A social group at school

c. Environmentalists

d. A celebrity

Homework:

Prepare for a culminating activity tomorrow, worth a quiz grade, by reviewing and gathering your

notes.


� SMARTboard for journals


Student Assessment

I will assess student learning during and after class reading by asking questions and circling the class

during group work. I will assess their understanding of the material by having them turn in a letter

that Thoreau might have written to a modern audience (using text evidence,) which will show me

that they understood Thoreau’s ideas well enough to apply them to new situations.


I have differentiated this assignment for my students by allowing them to work in collaborative pairs.

This is a self-paced assignment, in which students have the option of making their letter as simple or

complicated as they desire (as long as they fulfill guidelines.) There may be time left over at the end,

23

in which case I will have some students share their work.

24

Lesson 5: Culminating Activity

Subject/Course

English

Grade Level

11th grade

Approximate Time

90 minutes

Purpose/ Objective

SWBAT demonstrate their knowledge of the main themes of

Transcendentalism by applying them to various situations

SWBAT apply the definitions of the vocabulary words from the unit to

form sentences.





purpose.






analyzing and evaluating the connections or relationships between and among ideas,

concepts, characters and/or experiences.



using specific references to validate connections.

examining how representative elements such as mood, tone, and style impact the

development of a theme.

5.01 Interpret the significance of literary movements as they have evolved through the literature of

the United States by:

relating ideas, styles, and themes within literary movements of the United States.


evaluating the literary merit and/or historical significance of a work from Colonial

Literature, the Romantic Era, Realism, the Modern Era, and Contemporary Literature.


making and supporting valid responses about the text through references to other works

and authors.

comparing texts to show similarities or differences in themes, characters, or ideas.

6.01 Demonstrate an understanding of the conventions of language by:

revising writing to enhance voice and style, sentence variety, subtlety of meaning, and tone

in considerations of questions being addressed, purpose, audience, and genres.


� This assessment will be a culmination of the period thus far.


As an assessment of the Transcendentalist movement and before moving on to another segment of

American Romanticism, the Dark Romantics, students will participate in an activity that will

encourage them to think like Transcendentalists and demonstrate their knowledge of the key themes

25

of the movement. The activity is as follows: Students will be assigned into groups, roughly five groups

of six. Six “stations” will be set up across the room, each with a specific activity/assignment that the

students must complete at that station. These relate directly to the readings they have completed so

far in the unit. (If there is not room for stations on the side of the room, the desks can be formed into

groups prior to the students coming to class, and the students will move from desk group to desk

group.) They will each begin at a station that is numbered based on the number of their group (1-5)

that the teacher will display on the board. They have 15 minutes at each station. Students will be

required to turn in individual work (although they will be discussing in groups) that demonstrates

their knowledge of how the activity/item at each station relates to transcendentalism. They should

include specific evidence from the texts when possible, either paraphrased or quoted.

Explain the process, take any questions. Students get into groups (10m)

Students visit the following stations, taking 15 minutes at each station (75)

1. Students play the following songs and read along with the lyrics. They will explain how each song

relates to Transcendental thought, whether it agrees or disagrees with the themes of the

movement, by quoting the lyrics and directly relating it to one of the works we read.

a. “Where the Green Grass Grows” – Tim McGraw

b. “My Way” – Frank Sinatra

c. “Material Girl” - Madonna

2. The book “Affluenza” for them to glance through. Students take a brief “quiz” that can help them

discover if they have this disease. (found in Resources section of unit plan.)

3. Using the SMARTboard, have students take an interactive tour of Walden Pond. They must reflect

on the importance of this location and describe at least five images they see.

http://www.mass.gov/dcr/parks/walden/

4. Students will be asked to complete sentences using at least 7 of their vocabulary words that they

were previously asked to look up definitions for. They will be required to use all of the words in a

paragraph that illustrates a theme from Transcendentalism. For example, they could write a

paragraph about self-reliance, nature, individualism, etc.

5. At this station, students will find a description of the life of Rosa Parks. They will be asked to

explain how this relates to Transcendentalism using at least three quotes from a text we’ve read.

Questions, Comments, Concerns (5m)


� SMARTboard

� Affluenza

� Affluenza quiz

� Radio with CD or tape with Transcendentalist songs

� Song lyrics

� Printout of Rosa Park’s life

Student Assessment

This whole class period is reserved for an assessment of students’ learning thus far. They will be

demonstrating their knowledge of Transcendentalism by applying key themes from the notes and the

works we’ve read, using evidence, to pop culture, images, news articles, etc.


This assignment is open book/note and the students work in groups. It is designed to be a fast-paced

assignment, because students should already be familiar with the key themes of Transcendentalism

and the works we’ve read thus far. For students who may have learning disabilities, I will

26

accommodate them by allowing them extra time. They may complete any of the activity that they did

not have time for during lunch or after school. This is likewise the case for students with ADD, who

may have difficulty with the high level of noise. The assignment has been differentiated to be

culturally relevant and allow for a variety of student responses.

27

Resources

• Powerpoint slides

• Guided notes

• Vocabulary

• Body Biography assignment sheet

• Article about Rosa Parks

• Affluenza Quiz

• Lyrics – “Where the Green Grass Grows”

• Lyrics – “My Way”

• Lyrics – “Material Girl”

31

Guided Notes Transcendentalism

An Introduction

• Belief in a higher level of truth than can be attained through

human reasoning

• In determining the ultimate reality of God, the universe, the self,

and other important matters, one must ________, or go beyond,

everyday human experience in the physical world.

Can you pronounce it? Can you Spell it?

________________________

Historical background

• The American Revolution inspired artists to create an

___________________ separate from England

• To a large degree, it was a reaction against the Enlightenment or

Age of Reason, especially its emphasis on the power of human

reasoning, formal decorum and a suppression of the imagination

or “fancy.”

• Radical changes in political life

• _______________ was booming, cities were expanding

• The Gold Rush and westward expansion

• Technological advances

Transcendentalism

• A branch of Romanticism, along with Dark Romantics and

Fireside Poets, which we will cover later.

• Began in Germany

32

Immanuel Kant, philosopher

1700’s

• Developed in United States in _______

• Transcendental Club in Boston established in 1936 led by

____________________________

TRANSCENDENTALIST BELIEFS

Nature

• Nature was an escape from the evils and ________ of society

• Nature is a manifestation of the divine

• One can reach a higher level of _______________ in nature

• Nature should remain pure and untamed

• __________: Man, universe and nature are intertwined

Individualism

• Rejection of standard societal beliefs

• Belief in being true to oneself and following ones __________

• Belief in nonconformity

• Self-________

Optimism

• Fundamentally __________, convinced of the essential goodness

of life

• This optimism would later be shunned by the Dark Romantics,

sometimes called the Anti-Transcendentalists

• Belief that people are naturally _______

Other Main Elements

• Suggests that every individual is able to connect to a higher truth

through _________

• Civil disobedience

• Reject ____________

• Support of abolition and women’s rights

33

• Remains very hard to define – a philosophical, literary, artistic,

and social movement!

Ralph Waldo Emerson (1803-1882)

• __________ of Transcendentalism

• Ordained a Unitarian minister in 1829, resigned after three years

due to theological conflicts

• Settled in Concord, Massachusetts in 1836 and founded the

_____________ Club with his colleagues

• Banned from Harvard for 30 years following his Divinity School

address

• Expressed Transcendentalist views in his essay, “Nature”

• Wrote “Self-Reliance”

Henry David Thoreau (1817 – 1862)

• Lived the ideas that ___________ espoused

• Spend two years living at _______________ in order to “live

deliberately” a simple life in nature

• Wrote “Resistance to Civil Government,” and “Walden.”

• Thoreau refused to _________ because of his opposition to the

Mexican-American War and slavery, and he spent a night in jail

because of this refusal

34

Transcendentalism Vocabulary On your own time, look up the definitions of these words from the dictionary and

prepare to use them in an activity on day 5

1. Transcendental

2. conformity

3. anaphora

4. aversion

5. admonition

6. tumultuous

7. individualism

8. idealism

9. intuition

10. self-reliance

11. expedient

12. evitable

13. alacrity

35

Body Biography

For your chosen person, you will create a body biography - a visual and written portrait

illustrating several aspects of the character's life and act of civil disobedience. After

completing this portrait, you will participate in a "showing" of your masterpiece where

you will verbally explain your choices to the class. In this showing you should:

• Discuss what makes this person significant.

• Review the significant events and choices involving this person

• communicate to the class the full essence of your person by emphasizing traits

• promote discussion of your character

Requirements

Although I expect your biography to contain additional dimensions, your portrait must

contain:

• An outline of the person’s body

• A review of significant points in the text

• Visual symbols

• The five most important quotes regarding your person

• The significance of this person’s act of civil disobedience.

You have many possibilities for filling up you paper; as always, the choices you make

should be based on the text.

Things to consider

• Placement: Carefully choose the placement of your artwork. For example, the

area where your person's heart would be might be appropriate for illustrating

the important relationships within his or her life.

• Color: Colors are often symbolic. What color do you associate with your

character's primary trait? Why?

• Symbols: What objects can you associate with your person that illustrate that

person's essence? Are there objects mentioned within the text itself that you

could use?

• Changes: How has your person changed the world?

36

PBS – “Civil Rights Leader Dies”

Ezra Billinkoff

Rosa Parks, who inspired a generation to fight for civil rights, died on Monday at age 92. Parks, a black

woman, refused to give up her seat on a city bus to a white man in Montgomery, Alabama, nearly 50 years

ago. She was arrested and fined for breaking the law.

In response to her arrest, black men and women in Montgomery boycotted, or refused to use, the city buses.

They demanded an end to segregation, or laws that denied equal rights to black people. A young pastor at

the local church named Martin Luther King Jr. led the boycott. Because of the protesters' refusal to ride the

buses, the bus system nearly went out of business.

Many believe that Parks's bold decision triggered the civil rights movement, a struggle to grant Americans

the same rights, regardless of their color. "She sat down in order that we might stand up," said civil rights

leader Jesse Jackson yesterday. "Her imprisonment opened the doors for our long journey to freedom."

Parks's action showed how one person could make a big impact. She inspired others, including Martin

Luther King Jr., to use nonviolence and civil disobedience as a way to protest problems in society.

After Montgomery

The Montgomery bus boycott lasted 381 days. Throughout those months, churches and homes in the black

community were attacked. Despite threats to their lives, the community continued to refuse to ride the

buses. In November 1956, the U.S. Supreme Court outlawed segregation on buses. After the court order

arrived in Montgomery, blacks began riding the buses again, sitting wherever they pleased.

Following the boycott, Parks moved with her family to Detroit, Michigan. A newly elected member of the

House of Representatives named John Conyers Jr. hired her as a staff assistant. She remained there until

1988, when she retired.

"There are very few people who can say their actions and conduct changed the face of the nation," said

Conyers. "And Rosa Parks is one of those individuals."

On December 1, Montgomery will celebrate the 50th anniversary of Parks's stubbornness. Thousands of

children from the area will participate in the Montgomery Children's Walk, beginning in the spot where

Parks was arrested and ending at the state capitol.

37

Do You Have Affluenza?

Diagnose yourself using the key below.

1. I'm willing to pay more for a t-shirt if it has a cool corporate logo on it.

2. I believe that if I buy the cocktail dress, the cocktail party will come.

3. I have a shoe collection Imelda Marcos would envy.

4. When I'm cold, I take my clothes off and turn up the heat.

5. I'm willing to work 40 years at a job I hate so I can buy lots of stuff.

6. When I'm feeling blue, I like to go shopping and treat myself.

7. I want a sports utility vehicle, although I rarely drive in conditions that warrant

one.

8. I usually make just the minimum payment on my credit cards.

9. I believe that whoever dies with the most toys wins.

10. Most of the things my friends/family and I enjoy doing together are free.

11. I don't measure my self-worth (or that of others) by what I own.

12. I know how to pinch a dollar until it screams.

13. I worry about the effects of advertising on children.

14. To get to work, I carpool, ride my bike or use public transportation.

15. I'd rather be shopping right now.

For questions 1-9 and 15, give yourself 2 points for true and 1 point for false.

For questions 10-14, give yourself 0 points for true and 2 points for false.

If you scored:

10-15 No dangerous signs of Affluenza at this time.

16-22 Warning: You have mild Affluenza.

23-30 Cut up your credit cards and call a doctor!

38

Lyrics: Tim McGraw, “Where the Green Grass Grows”

Six lanes

Taillights

Red ants marchin' into the night

They disappear to the left and right again

Another supper from a sack

A ninety-nine cent heart attack

I got a poundin' head and an achin' back

And the camel's buried in a big straw stack

I'm gonna live where the green grass grows

Watchin' my corn pop up in rows

Every night be tucked in close to you

Raise our kids where the good Lord's blessed

Point our rocking chairs towards the west

Plant our dreams where the peaceful river flows

Where the green grass grows

Well I'm from a map dot

A stop sign on a black top

I caught the first bus I could hop from there

But all this glitter is gettin' dark

There's concrete growin' in the city park

I don't know who my neighbors are

And there's bars on the corners and bars on my heart

I'm gonna live where the green grass grows

Watchin' my corn pop up in rows

Every night be tucked in close to you

Raise our kids where the good Lord's blessed

Point our rocking chairs towards the west

Plant our dreams where the peaceful river flows

Where the green grass grows

39

Lyrics: Frank Sinatra, “My Way”

And now the end is near

And so I face the final curtain

My friend I'll say it clear

I'll state my case of which I'm certain

I've lived a life that's full

I traveled each and every highway

And more, much more than this

I did it my way

Regrets I've had a few

But then again too few to mention

I did what I had to do

And saw it through without exemption

I planned each charted course

Each careful step along the byway

And more, much more than this

I did it my way

Yes there were times I'm sure you knew

When I bit off more than I could chew

But through it all when there was doubt

I ate it up and spit it out, I faced it all

And I stood tall and did it my way

I've loved, I've laughed and cried

I've had my fill, my share of losing

And now as tears subside

I find it all so amusing

To think I did all that

And may I say not in a shy way

Oh no, oh no, not me

I did it my way

For what is a man what has he got

If not himself then he has not

To say the things he truly feels

And not the words of one who kneels

The record shows I took the blows

And did it my way

40

Lyrics: Madonna, “Material Girl”

Some boys kiss me, some boys hug me

I think they're O.K.

If they don't give me proper credit

I just walk away

They can beg and they can plead

But they can't see the light, that's right

'Cause the boy with the cold hard cash

Is always Mister Right, 'cause we are

[Chorus:]

Living in a material world

And I am a material girl

You know that we are living in a material world

And I am a material girl

Some boys romance, some boys slow dance

That's all right with me

If they can't raise my interest then I

Have to let them be

Some boys try and some boys lie but

I don't let them play

Only boys who save their pennies

Make my rainy day, 'cause they are

[chorus]

Living in a material world (material)

Living in a material world

[repeat]

Boys may come and boys may go

And that's all right you see

Experience has made me rich

And now they're after me, 'cause everybody's

[chorus]

A material, a material, a material, a material world

41

Bibliography

American Transcendentalism Web (n.d.) Retrieved from http://www.vcu.edu/engweb

/transcendentalism/

Billinkoff, Ezra. (2005, October 6). Civil Rights Leader Dies. Scholastic News.

Retrieved from http://www2.scholastic.com/browse/article.jsp?id=11135

Elements of Literature Sixth Course: Essentials of British and World Literature (1997).

Austin, TX: Holt, Rinehart, and Winston.

Henry David Thoreau. (2009 October 2). In Stanford Encyclopedia of Philosophy.

Retrieved from http://plato.stanford.edu/entries/thoreau/

Hinomiko16 (Poster) (2006, April 19). Colors of the Wind [Video] Retrieved from

http://www.youtube.com/watch?v=TkV-of_eN2w

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