ERIC ED380951: Threads of Change in 19th Century American Literature: A Language Arts Unit for Grades 7-9.

210 Pages·1994·4.2 MB·English

by  ERIC

DOCUMENT RESUME
ED 380 951
EC 303 825
AUTHOR
Crossett, Becky F.; And Others
TITLE
Threads of Change in 19th Century American
Literature: A Language Arts Unit for Grades 7-9.
INSTITUTION
College of William and Mary, Williamsburg, Va. School
of Education.; Washington-Warren-Hamilton-Essex
Counties Board of Cooperative Educational Services,
Hudson Falls, NY. Southern Adirondack Educational
Center.
SPONS AGENCY
Department of Education, Washington, DC.
PUB DATE
94
NOTE
210p.
AVAILABLE FROM
College of William & Mary, School of Education,
Center for Gifted Education, 232 Jamestown Rd.,
Williamsburg, VA 23185 ($20 plus 10% shipping and
handling).
PUB TYPE
Guides
Classroom Use
Teaching Guides (For
Teacher) (052)
Tests/Evaluation Instruments (160)
Reference Materials
Bibliographies (131)
EDRS PRICE
MF01/PC09 Plus Postage.
DESCRIPTORS
*Change Agents; Computer Software; Feminism; *Gifted;
Industrialization; Junior High Schools; Lanulage
Arts; Lesson Plans; *Literary Criticism; Literature
Appreciation; *Nineteenth Century Literature;
Romanticism; Student Educational Objectives;
Student
Evaluation; Teaching Models; *United States
Literature; *Units of Study
IDENTIFIERS
Abolitionism; Transcendentalism
ABSTRACT
This unit of study for junior-high level high-ability
language arts students explores five themes in 19th
century American
history through literature of the times: romanticism,
transcendentalism, abolitionism, industrialism, and
feminism. Each of
the five "isms" has its own "literature box" that
contains
appropriate documents to serve as
a resource for small investigative
teams of students. The "isms" are investigated
as change agents in
American life through the study of key writings
of the period,
including writings of Nathaniel Hawthorne,
Herman Melville, Edgar
Allen Poe, Henry David Thoreau, and Ralph Waldo
Emerson, among
others. Speeches, essays, short stories,
poems, and novels were
selected to illustrate the principles of the five
influences on the
thinking of writers of the time. In
response to the literature
selections, students produce both written and
oral presentations of
their findings and their ideas. This guide
presents goals and
outcomes, an assessment model, a
paper analyzing the concept of
change, teaching models, 23 lesson plans,
assessment forms, a list of
42 works taught in the unit and
resources used in its development,
and a list of 41 computer software
resources. (JDD)
***********************************************************************
*
Reproductions supplied by EDRS
are the best that can be made
from the original document.
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Office of Educations' Research and ImprovemT
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
Ohm document has been reproduced as
received from the person or organization
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Minor changes have been made to improve
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A Language Arts Unit for Grades 7-9
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Acknowledc
for their helpful comments
the following reviewers
We would like to thank
on this unit:
Phyllis \V. Aldrich
Project
Davits Language Arts
Director. National
Education
Coordinator, Gifted
BOCES
Wasliirigton-Saratoga-Warren-Hamilton-Essex
Dr. Penny Koloff
Curriculum Director
Cranbrook School
Di. Gail McEachron-Hirsch
School of Education
ASS/Stant Professor.
Virginia
William & Mary in
The College of
Gilder McKim
Humanities Teacher
BOCES
Satatosa-Wanen -Hamilton-Essex
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Getalciine Nawrucki-Cutie
Hirmaniries Teacher
BOCES
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Df. A. Harry Passm.v
Education
Schiff Professor of
Emeritus, Teachers College
Columbia University
Paul R. Phillips
Humanities Teacher
'sex Rocr,L;
Warren-Hamilton
Wachino,r,,n -.,;,-11,3roga-
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BEST COPY AVAILABLE
Table
of
Contents
Introductory Framework
I.
1
The Concept of Change
18
II,
Teachinc Models
31
Lesson Plans
48
IV.
Assessments
V.
179
Appendix
VI.
190
Unit Bibliocraphies
VII.
198
I. Introduction to the Unit
This unit explores five themes in nineteenth century American
history
through literature of the times: romanticism, transcendentalism,
abolitionism, industrialism, and feminism. Each of the five "isms" has
its
own "literature box" that contains appropriate documents to serve
as a
resource for small investigative teams of students. The "isms"
are
investigated as change agents in American life through the study of
key
writings of the period, including Hawthorne, Melville, Thoreau,
and
Emerson. Students produce both written and oral presentations of
their
findings and ideas.
1
Rationale and Purpose
This unit was developed to
expose 7-9 grade students to the highest
quality literature of 19th Century America through
the study of significant
influences and movements of that period:
romanticism, transcendentalism,
feminism, industrialism, and abolitionism. Speeches,
essays, short stories,
poems, and novels were selected to illustrate the principles of
those five
influences on the thinking of writers of the
time. Writing assignments, oral
communication, and language study evolved from
an understanding of key
works of the period. Students also explored
an issue of significance from
this literary period.
The 19th Century provides a rich and important
literary landscape to
study. Short stories gave form and meaning
to nineteenth century American
literature for the first time through the works of
Poe and Hawthorne. A
unique form of American poetry
was developed by Dickinson, and the
earliest known American work about the underclass
was written by Rebecca
Harding Davis. The novels of Hawthorne, Melville,
and Twain gained an
international reputation.
2
Differentiation for High Ability Learners
work at enhanced levels
A.ctivities that are used in this unit represent advanced
for high ability learners.
of complexity that are essential curriculum elements
these learners
Specific adaptations made throughout the unit to accommodate
include:
specific criteria for high
1. Literature selections have been selected using
Section III.
ability learners. A detailed description of the criteria is given in
adds another
In addition, the inclusion of multicultural literature
dimension of complexity.
from initial reactions to
2. The inquiry model of discussion moves students
analysis and interpretation of a reading or speech. It invites students to
consider multiple perspectives.
It models the
definitions.
3. Vocabulary studs' in the units goes beyond
study of challenging words including investigation of etymology, antonyms.
synonyms, and related words.
of sophistication.
4. Consideration of issues is treated at several levels
of
Individual points of view are supported and argued through techniques
other
persuasion. Students are also required to consider and address
points of view.
of rules.
5. Grammar is treated as a system of thought rather than a set
6. Interdisciplinary connections are made in the units not only by
integrating the language arts with the "sister" arts of music and visual arts
but also by addressing changes in social, cultural, economic, and political
aspects of various societies.
3
S
Goals and Outcomes
Content Goals and Outcomes:
GOAL #1: To develop analytical and interpretive skills in literature.
Students will be able to:
A. Describe what a selected literary passage means.
Cite similarities and differences in meaning among selected works of
B.
literature.
C. Make inferences based on information in given passages.
D. Create a title for a reading selection and provide a rationale for the
creation to justify it.
Applications for the unit:
1. A preassessment and a postassessment using literary analysis and
interpretation were embedded in each unit.
Literature webs and other graphic organizers were used in each
2.
unit to promote literature understanding and response.
Response journals were used to link literature to writing in the
3.
immediacy of the classroom discussion.
Specific study of vocabulary and language was embedded in key
4.
selections of literature to enhance literary understanding.
Each selected literary piece was used in a shared inquiry model of
5.
discussion that focused on students' constructing meaning based
on their reading.
4
Content Goals and Outcomes:
GOAL #2: To develop persuasive writing skills.
Students will be able to:
A. Develop a written persuasive essay (thesis statement, supporting reasons,
and conclusion), given a topic.
B. Complete various pieces of writing using a three-phase revision process
based on peer review, teacher feedback, and self-evaluation.
Applications for the unit:
1. A preassessment and a postassessment using a persuasive writing
model were embedded in each unit.
2. Students wrote expository paragraphs and essays using the
persuasive writing model throughout the unit.
Students engaged in the writing process throughout the unit
3.
Students developed at least one issue of significance in written
4.
form (e.g.,research paper or essay).
Students used concept maps to organize their thinking prior to
5.
writing.
6. Assessment of written work included peer, self, and teacher
evaluation.
10
5