Project Design

Susan Costa

Pathfinder High School, Palmer, MA

 

 

    Who:      My two sections of Senior English

 

   What:      Studying Thoreau as “philosopher” and developing a personal “philosophy                                                        

                  of life” (both metaphorically and literally)

 

  When:      The first two weeks of school (20 periods (42 min.) of English)

 

                  Then – five periods of English or half of an academic week during 2^nd and 3^rd    

                  quarters

                 

                  Finally, the last week of school before final exams (10 periods of English)

 

Where:      The classroom, the school yard (especially the “swamp” and the “garden”)

                  The planet, the universe……….

 

 

“What does education often do? It makes a straight-cut ditch of a free meandering brook.”

 

 

Enduring Understandings

 

 

1.)    To come to an understanding of the interconnectedness of the natural world

2.)    To come to a realization that studying our natural surroundings affects the way we view our individual place on the planet

 

 

    How:     

 

1.)    Begin by using several of Thoreau’s writing (excerpts) as the initial

      Context for discussing:

A)    a personal “philosophy of life”

B)     observing the natural world

C)    writing about the natural world

 

 

“You may say of a philosopher that he was in this world as a spectator.”

 

 

Activities

 

 

1)      Weekly journal writing (both free and directed) ongoing throughout the school year

2)      Several visits to observation site:

3)       

 

A)    describe areas-trees, soil, level of wetness, other flora, bird and insect sounds, other fauna

B)     free write response to visit in journal

C)    original poem based on site visit

D)    “specimen collection”

 

 

4)      Written personal “philosophy of life” (September- revised in May)

 

 

“I am a mystic, a transcendentalist, and a natural philosopher to boot.”

 

 

 

5)      Reading excerpts from:  Walden, Walking, Life without Principle, Slavery in Massachusetts, Wild Fruits and Faith in a Seed.

 

A)    answering response questions in journals

B)     small group discussion and brief presentations of main ideas

C)    longer written assignments based on reading: short essays, letters, poems, newspaper articles.

 

6)      Viewing videos of Thoreau and Walden Pond

 

A)    Written Response in journals

B)     Small group discussions and brief presentation of main ideas

 

 

“Surely joy is the condition of life.”

 

 

7)      Quarterly projects/final projects

 

                  In addition to personal “philosophy of life”, students will complete a final project                   which will hopefully bring them “closer” to their natural world.  Each quarter                                     one segment of this project will be handed in for a grade.

 

 

Possible Project Choices

 

 

A)    a nature journal ( mostly writing)

B)     a nature journal ( mostly drawing)

C)    a specimen collection

D)    a book of poetry

E)     a book of nature writing

 

 

“Simplify, simplify.”

 

F)     a book of photography

G)    an outdoor reflecting area (in schoolyard)

H)    any combination or variation of the above

I)       your own design

 

 

 

Assessment

 

 

                  Both quarterly and final projects will be assessed using the following Rubric                                     outline.

 

1)sheer volume - # of poems, photos, drawings, specimens etc.

2)depth – evidence of abstract thought, reflection and analysis, concrete detail and information

3)written competency – adherence to accepted classroom standards

4)overall presentation – effort, neatness, creativity

 

 

“To be a philosopher is not merely to have subtle thoughts, nor even to found a school, but so to love wisdom as to live accordingly to its dictates, a life of simplicity, independence, magnanimity and trust.”

 

 

 

 

“Hope to’s”

 

 

1)Field Trip to Walden Pond and Thoreau Society

2)Guest Speakers:

 

A.     Mass. Audubon

B.     A nature artist

C.     Friends of Quabbin

D.     Norcross Wildlife Sanctuary

 

3)Read aloud regularly from Charlotte’s Web

4)Create library display of student work

5)Have students present projects to a meaningful audience and comment on their connection with the natural world.

 

“All good things are wild and free.”