Unit on Henry David Thoreau

Elizabeth Griffin

Framingham High School

American Literature (survey course)

 

These plans are designed for an average college-prep American Literature class which must cover examples of literature from 1600-2000 in two semesters.

 

Duration of this unit:  7 classes  --- 5 classes in a row and then 2 classes after about a week for student presentations of independent reading.  [Note:  Framingham High uses a modified block schedule.  In each cycle of 7 days, classes meet 5 times, twice for 84 minutes and three times for 54 minutes.]

 

Texts: 

·        Walden (Signet Classic edition)

·        Civil Disobedience and Other Essays (Dover Thrift Edition)

·        Excerpts from Walden taken from the section called “The Flowering of New England” in Adventures in American Literature.  New York: Holt, Rinehart, 1996.

·        Journal entries from the Thoreau Institute web site

 

Required Reading:

·        Excerpts from Walden

·        Journal selections

·        “A Plea for Captain John Brown”

·        One additional complete essay by Thoreau from any source (student’s choice)

 

Required student writing/projects:

·        Three student journal entries in the style of Thoreau on observations of nature or daily life --- one of student’s choice to be graded

·        An essay summarizing the main points of essay read independently, including at least three important passages quoted, explained in context and commented on regarding personal relevance

·        Oral presentation (5-8 minutes) of the work on the essay read independently (copies of Walden and the Dover Press collection will be provided to class to aid students presenting)

·        A poster or art project in any medium illustrating any Thoreau passage or quotation memorable to the student

·        Presentation of the art project to the class (3 minutes)

 

Outline of  classes:

 

Day 1:

·        Access prior knowledge of Thoreau, his contemporaries and historical context

·        Teacher presents biographical information, historical context, time line

·        Oral reading of some journal entries to establish Thoreau’s first “voice” :  the working scholar, neighbor, story teller

 

(Assignment for Day 2:  read the rest of the journal entries)

 

Day 2:

·        Review/discuss the journal entries --- emphasis: Thoreau as neighbor, working man, citizen of Concord

·        Teacher lecture on his education and working life, family, interests --- introduce the Walden experience

·        Begin reading the excerpts from Walden in class.  Comment/discuss style of writing, content, themes --- similar or in contrast to journal entries read?

 

(Assignment for day 3:  read some or all of the excerpts, depending on when next class falls.  Begin the student journal entries.)

 

Day 3:

·        Look at grammatical structure of writing for author’s rhetorical skill.  Analyze style to improve student understanding.

·        Discuss Walden excerpts for content and theme.

·        Place Thoreau in the tradition of “nature writers” or authors whose settings are paramount to work’s meaning.  [ Make specific reference to Winterdance by Gary Paulsen, Out of the Dust by Karen Hesse, The Old Man and the Sea by Ernest Hemingway, similar books read by many students in sophomore year in which strong use of place is made.] 

·        Review/explain the poster project.  Students should be watching for a favorite passage and begin the art work as soon as possible.  Presentation will be due the day the unit ends.

 

(Assignment for day 4:  finish excerpts if necessary.  Finish journal entries to hand in after day 5 class.)

 

Day 4: 

·        Teacher gives historical background on 1850 Fugitive Slave Act, Abolitionist Movement, John Brown’s life, Thoreau’s interest, attitudes, involvement in political issues of his time

·        Begin reading “A Plea for John Brown” in class.  Contrast tone and style of essay with previous Thoreau readings.  Establish clear understanding of this, Thoreau’s third distinct tone in his writings.  Look at his view of Brown; compare it to our historical perspective.

 

(Assignment for Day 5:  Journal entries due.  Finish reading “A Plea for John Brown”;  take detailed notes tracing why Thoreau so admires Brown and who or what he favorably compares him to;  be prepared to defend Brown’s actions in Thoreau’s words.)

 

Day 5:

Hand in journal entries.

Discussion of John Brown essay for content, theme(s), tone.

Overview of different “voices” of Thoreau’s writings.

Students “sign up” for their choice of essay for independent study;  review the details of the assignment and due date(s) for summary/analysis, presentation, and art project.

 

(After fifth class, students will have approximately a week to read their choice of essay, write the essay about it, prepare a 5-8 minute oral report on their work, and complete the art project.  Depending on how the school schedule and the teacher’s plans fall, this independent study time may vary from 5 to 10 days.)

 

Days 6 and 7:

·        All student essays will be due day 6.

·        Order of presenters will be by lottery.  Some will speak on day 6 and others on day 7.

·        Classmates will ask questions, make comments.

·        All art projects will be handed in day 7 and posted on classroom bulletin boards with brief comments by each student about his or her choice of quotation and art work.

 

 

Massachusetts Learning Standards included in the classes outlined in this unit plan:

 

1.      Language Strand Standards 1, 3,4, 5, (possibly 7 in discussion of obscure vocabulary)

2.      Literature Strand Learning  Standards 8, 9, 11, 13, 15, 17

3.      Composition Strand Learning Standards 19, 20,21, 22, 23, 25