Going out of town is good, and it is bad, especially if you are a teacher and a mom, oh...and did I mention a wife, too-yes-that has it's very own category! ha ha :-)
So, anyway, all kidding aside, I have some work to do.
This weekend I had the opportunity to visit the north Georgia mountains with my family. I love the mountains, and I think I could possibly live there. It is so peaceful and beautiful. We stayed at the Unicoi State Lodge, which I highly recommend. Our room had two beds and a loft room for the kids, which they loved. The lodge held nightly concerts, mostly folk music, which only made me more determined to play in a folk band at some point in my life. Love--love--love folk music. I'm thinking a guitar might be a great Christmas present, so I could learn a few songs for my students before the year ends. Hmmm...I like this idea.
Ok...I still need to get to, as my principal likes to say, "the meat and potatoes." My experiences in nature this weekend, brought to my mind several poets who wrote about their love of the outdoors. My thought is to introduce these poets to my students, and conduct a surprise field trip outside, where we can make discoveries about nature, and then write a poem from our observations.
I believe that this lesson may take 2 days.
EQ: Define the transcendentalist movement and describe how it applies to you today?
RL.6.2: Determine a theme or central idea of a text
RL.6.4: Determine the meaning of words and phrases as they are used in a text.
RL.6.6: Explain how an author develops the point of view of the narrator or speaker in a text.
Bellringer: Students will write a response to the following:
What is autumn to you? Think about shapes, colors, and the feel of fall. Think about seasonal celebrations like football games, the World Series, Halloween, Thanksgiving, hay-rack rides, etc.
Introduce transcendentalist or idealism movement.
- The students will read, annotate, and summarize the following piece on the Transcendentalist movement. They will also look up and write down any new vocabulary.
The American Renaissance and the Transcendentalist Movement
The following is a great link on the poets of this era, and what the transcendentalist movement was about.
2. I will have a variety of clips on hand to further illustrate the poets that make up the "idealist" or "transcendentalist" movement.
3. Secondly, students will be grouped in fours. They will be assigned specific roles: speaker, note taker, reader, task master. Then each group will rotate around 7 stations in the classroom. Each station will introduce the group to a new transcendentalist poet. Each station will include a picture and article of a poet from that period. The students will look for elements of poetry from their work and write it on large butcher paper hanging on the wall. The elements will be different depending on the station: figurative language: metaphors, similes, personification, theme, conflicts, plot, resolution.
They may also answer questions such as:
Explain how a particular stanza fits into the overall structure of a text and how it contributes to the theme or plot.
How does the plot unfold within the poem?
What is the central idea of the poem?
Poets will include Emerson, Thoreau, Hawthorne, Margaret Fuller, the Alcotts, Walt Whitman in Brooklyn or Emily Dickinson
3. Students will come back to their groups and report their findings. We will also discuss what we would look for or observe in nature from the transcendentalist poet perspective.
4. Students will go outside for some nature time. They will continue to work in their groups. They will be allowed to take pictures on their iPhone of observations.
-Group one observes animals, clues and signs of their presence. They make a list of everything they find and use their camera.
-Group two observes plants and makes a list of everything they find and use their digital camera. They need to name as many of the plants as possible.
-Group three observes evidence of insects, rocks, or landscapes and they make a list of everything they find and use their digital camera.
Each group will write a single journal based on their observations and experiences while observing. They also need to review their photos.
The groups come together and compare findings. How do animals, plants and humans affect each other? What are the positive and negative effects? What can we do to ensure that nature is persevered? How does nature affect our well being?
THE AMERICAN RENAISSANCE & TRANSCENDENTALISM
|American Transcendentalism||The term Transcendentalism was derived from the
philosopher Kant, who called "all knowledge transcendental which is concerned
not with objects but with our mode of knowing objects." The roots of the
American philosophy ran deep into German and English Romanticism. From German philosophers such as
Fichte and Herder, it received its mystic impulse; from Goethe, Novalis,
Jean-Paul, Heine, and the other great German Romantic poets it acquired its
imagistic language and themes. Acquaintance with German thought, by and large,
filtered through English translations--Coleridge and Carlyle's among the
best--and acquaintance with these and the work of other English Romantics such
as Blake, Wordsworth, Shelley, Keats, and Byron enriched the Americans'
perspectives as well.|