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Copy/Paste your Diverse Text Set Assignment here: Sophie Olsen EDC 448/Coiro Diverse Text Set 10/14/08  **   “In the Woods”  ** ** Context for using the text set: ** The multiple texts selected here are intended for the unit entitled “In the Woods,” which is targeted for a 10th grade language arts class. The texts selected represent varying levels of difficultly so it can easily be adapted for low level to advanced level learners. This unit focuses on literature in which nature plays an integral role in the plot, conflict, and or in the development of its main character(s). Not only does nature play a literal role in these texts, but students will also examine the potential figurative meaning of how “in the woods” could be interpreted. For several characters in the following texts, “in the woods” suggests not only battling Mother Nature, but also an escape from societal conventions and expectations. ·  Text Summary: //Walden// is the product of famous naturalist and philosopher Henry David’s Thoreau’s 26 month stay in a small cabin on Walden Pond in Massachusetts during the mid 19th century. The book celebrates the unity of nature, divinity, and humanity, something which Thoreau believed he attained while living on Walden Pond. ** Text #11: William Shakespeare//,// As You Like It Lesson Plans and Teaching Resources** The texts listed in this text set are intended for the unit “In the Woods,” as explained in the introduction. The texts represent a sample of texts that can be used for the unit’s theme, but not all of them are required. Rather, a teacher can pick and chose from the texts listed in order to select texts that will work best in their classroom, depending on students different literacy levels. For my own class, I would begin the unit by reading //Into the Wild//, because it introduces both the literal and figurative meaning of the unit theme very well. Throughout the students’ reading of the book, students will also view portions of the Charlie Rose interview with Jon Krakauer to help deepen understanding of the book. I would use //Walden// after //Into the Wild// because I believe the two texts complement each other nicely and students would be able to make text to text connections well between the two. The remaining texts could be taught in any order, with the screening of //Never Cry Wolf// at the end as a “treat” for successfully completing the unit. From the wide range of texts provided in this set I believe students will end the unit with an excellent grasp of how the phrase “in the woods” can be interpreted, and the powerful role nature can play in literature and in our own lives. **W-10-3.3** In response to literary or informational text, students make and support analytical judgments about text by ... Using specific details and references to text or relevant citations to support __thesis, interpretations, or conclusions__ (State) ** W-10-3.4 ** In response to literary or informational text, students make and support analytical judgments about text by ... Organizing ideas, using transitional words/phrases and drawing a conclusion by synthesizing information (e.g., demonstrate a connection to the broader world of ideas) (State) ** R-10-5.2 ** Analyze and interpret elements of literary texts, citing evidence where appropriate by ... __Examining__ characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions (__including relationships__), citing thoughts, words, or actions that reveal character traits, motivations, or changes over time (State) **R-10-5.3** Analyze and interpret elements of literary texts, citing evidence where appropriate by ... Making inferences about cause/effect, internal or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text (e.g., describing the interaction among plot/subplots) (State)
 * A. Print Resources:  **
 * Text #1: //As You Like It// **
 * Citation: Shakespeare, W. (1994). //As You Like It//. New York, NY: Penguin Popular Classics.
 * Text Summary: In this Shakespearian comedy, Rosalind and her cousin Celia are banished to the Forest of Arden, after Rosalind’s father the Duke, was previously banished by his younger brother Duke Frederick. However Rosalind’s love interest Orlando is also in the forest, unaware that Rosalind has decided to disguise herself as a man. Then, when Rosalind is disguised as the male Ganymede, she meets the heartsick Orlando in the forest and agrees to give him advice on how to cope with his broken heart.
 * Rationale: //As You Like It// introduces students to the realm of the “green world” where societal conventions are dismissed and less conventional norms are embraced. Students will learn how the “in the woods” theme can be interpreted not just in the literal sense but also figuratively. It may represent an escape from modern society and all its trappings.
 * Use of text: This would be one of the required in class texts for the unit if the curriculum required a work of Shakespeare. If it is a lower level class, or not required by the curriculum, the play can be skipped. The play will be read aloud as a class, and hopefully with some costumes and props!
 * Attachment: This is a 109-page text so it is not included here.
 * Text #2: //Housekeeping// **
 * Citation: Robinson, M. (1999). //Housekeeping.// New York: Farrar, Straus, and Giroux.
 * Text Summary: This is the story of two sisters, Ruth and Lucille, who after their mother commits suicide are raised by their grandmother and two great-aunts in Fingerbone, Idaho. The town sits next to a glacial lake, which plays an integral role in the story. When the girls’ eccentric and transient Aunt Sylvie takes over their care, Ruth embraces Sylvie’s eccentricities and lifestyle while Lucille rejects it.
 * Rationale: This novel will play a central role in helping the students analyze symbolism, metaphor, and imagery, something this text is full off. This text also corresponds to the figurative meaning of “in the woods,” as the students will discover through Sylvie’s different interpretation of “housekeeping.”
 * Use of text: This text will deepen student knowledge of symbolism, metaphor, and imagery. It is recommended as an option for higher level students.
 * Attachment: This was a 219-page book, so I did not include it here.
 * Text #3: //Into the Wild// **
 * Citation: Krakauer, J. (1996). //Into the Wild//. New York: Anchor Books.
 * Text Summary: This is the story of the life and death of Chris McCandless, who after graduating from college rid himself of all his possessions and money and traveled through the United States. After many adventures Chris heads into the isolated Alaska interior where he dies after several months from starvation.
 * Rationale: This book demonstrates the humbling power of nature over man, while also symbolizing man’s attraction to the untamed wilderness in order to live a more simple life and to escape modern society.
 * Use of text: This text will introduce the students to the unit, because it nicely incorporates elements of both the literal and figurative meaning of “in the woods.” It is recommended for all level learners.
 * Attachment: This was a 200-page book, so I did not include it here.
 * Text #4: //Walden and Civil Disobedience// **
 * Citation: Thoreau, H.D. (2003). //Walden and Civil Disobedience.// New York: Barnes and Noble Classics.
 * Rationale: Aside from being on the quintessential books people think of why they think about man, nature and society, Walden can help shed some additional insight into what attracts man to living close to nature and the benefits of leaving society behind.
 * Use of text: Students would be asked to read the first two chapters of //Walden// and then compare and contrast Chris McCandless to Thoreau.
 * Attachment: This was a 150-page book, so I did not include it here.
 * Text #5: //To Build a Fire// **
 * Citation: London, J. //To Build a Fire//. Retrieved from: http://wwwjacklondons.net/buildafire.html
 * Text Summary: This is the story of a young man and his dog making their way through a section of Yukon, on their way back to base camp. The freezing temperatures coupled with the young man’s bad judgment lead to his death.
 * Rationale: I selected this short story because it illustrates man’s vulnerability to nature and how quickly things can spiral out of control. Also, students can compare and contrast the man’s instincts to that of his dog, which can lead to the question of whether modern man’s instincts are capable of survival in the wilderness.
 * Use of text: This will be a required text for all students, and will be used in the middle of the unit. It will be used for a read aloud lesson, and students will be asked to pose “I wonder” questions throughout the reading.
 * Attachment: See attachment #1
 * Text #6: //Hatchet// **
 * Citation: Paulson, G. (1988). //Hatchet.// New York: The Trumpet Club.
 * Text Summary: This is the story of Brian, who while traveling on a small plane to visit his father, crashes in the wilderness. With only the clothes on his back, and his hatchet, he must learn to survive alone until he is rescued.
 * Rationale: I selected this text because it may be easier and more appropriate to use if there are lower level learners in the class. It is also a very exciting story of survival whose protagonist is the same age as the students. I used it because it is relatable and students can make text to self connections and wonder “what would I do?”
 * Use of text: This text will be used as a reading option for the lower level learners in the class. It can be used as an alternative to //Housekeeping// or //As You Like It//.
 * Attachment: This is a 195 page text so it is not attached.
 * B. Media Resources **
 * Text #7: //Never Cry Wolf// **
 * Citation: Allen, L.M. (Producer), & Ballard, C. (Director). (1983). //Never Cry Wolf// [Motion Picture]. United States: Walt Disney Pictures.
 * Text Summary: This is the story of Tyler, a city scientist sent to the Arctic to study wolves and their part in the rapid decline of the caribou population. While observing the wolves, and learning to survive in the harsh landscape, Tyler befriends not only the wolves, but also two Inuits. This film is the adaptation of Farley Mowat’s true account of living in the Arctic as a scientist.
 * Rationale: I selected this text because it stays true to our “in the woods” theme while also providing the students with beautiful visuals of the desolate landscape; a landscape that is similar to the landscapes described in //Into the Wild//, and //To Build a Fire//.
 * Use of text: Students will view this film at the end of the unit. They will be required to answer questions about the film while they view it, however the main goal with the film is to sit back and enjoy it.
 * Text #8: Charlie Rose interview with Jon Krakauer **
 * Citation: Rose, C. (Interviewer) & Krakauer, J. (Interviewee). (1996). //An interview with Jon Krakauer.// Retrieved from Charlie Rose website: http://www.charlierose.com/shows/1996/01/30/3/an-interview-with-jon-krakauer
 * Text Summary: In this interview conducted by Charlie Rose, Jon Krakauer discusses his inspiration for his book //Into the Wild//, and provides other insights into the book and Chris McCandless’s character.
 * Rationale: I selected this text because it provides additional insight and information for //Into the Wild//, and help deepen students’ knowledge of the book.
 * Use of text: I will show students different sections of the interview in class to provide students with additional information about the story and its author. Students will be required to take notes on the interview.
 * C. Online interactive resources **
 * Text #9: Nature Poems **
 * Citation: Casa Poema-Famous Poems, New Poetry, Photos, and Quotes. Retrieved October 11, 2008, from http://judithpordon.tripod.com/poetry/id91.html
 * Text Summary: This website has many poems that center around nature by many well-known and lesser known poets. Robert Frost, Edgar Allen Poe, William Wordsworth, and Edna St. Vincent Millay are a sample of writers whose poems on nature are found on this website.
 * Rationale: Reading poetry strengthens students understanding of language and analytical thinking. Reading poems written about nature will provide an additional perspective to the stories the students have been reading, and provide insight as to power nature has over many people and why it is important in their lives.
 * Use of text: Students will be given the website and asked to find one poem they connected to and share it with the class. Students will be asked to write a reflection on the poem, explaining why they choose it, what they found interesting about it.
 * Attachment: See attachment #2 for the homepage of the website
 * Text #10: Ecology Hall of Fame: Henry David Thoreau **
 * Citation: Weiss, D. (2003). Ecotopia: A Design Strategy for the New Millennium. Retrieved October 11, 2008 from [|http://www.ecoltopia.org]
 * Text Summary: This is an online site that has additional information of Henry David Thoreau. It provides his biography, work, and links to additional writings that can be found online.
 * Rationale: This webpage provides information on Thoreau that students would otherwise not know about by simply reading the two chapters from //Walden.// The website provides students with additional background knowledge of Thoreau and his philosophies, while also providing a historical context for //Walden//.
 * Use of text: Students will be assigned to go to this website before reading //Walden//. They will be given instructions to click on the “Ecology Hall of Fame” link and then to click on the “Thoreau” link. Once they are on Thoreau’s page they will be instructed to explore the links and find four interesting pieces of information on Thoreau to share with the class.
 * Attachment: See attachment # 3.
 * D. Instructional Resources **
 * Citation: Beard, C. (2008) //William Shakespeare, As You Like It Lesson Plans and// //Teaching Resources.// Retrieved October 11, 2008, from Web English Teacher Website: http://www.webenglishteacher.com/ayli.html
 * Text Summary: The Web English Teacher website provides numerous links to lesson plan ideas for teaching //As You Like.// Links are provided for plot summary, themes, motifs and symbolism found in the play, as well as links to numerous downloadable lesson plans created by creditable sources such as Signet Classic.
 * Rationale: I don’t think there is a single beginning English teacher who doesn’t get intimidated at the idea of teaching Shakespeare to high school students. This website provides valuable links to lesson plans that will help the teacher teach one of the more challenging texts of the unit.
 * Use of text: This website is intended for teacher use, to help generate ideas and lesson plans that will help with the text //As You Like.//
 * Attachment: See attachment #4
 * Using these texts together in the classroom: **
 * Learning Objectives:  **
 * Content Area Objective: **
 * Reading Strategy Objectives: **

Hi Sophie, Reading through your text set, I feel like it is all way over my head! I am a science girl, never really got into/had a hard time with literature. I do like to read Jodi Piccoult, if you know of her series she is an amazing writer. Anyways, I like how connected all of your texts around the same central theme. I do really enjoy your nature poems, that is more my speed. I think that one day you will be a great teacher, you are a great writer, very organized and have really good approach to teaching literature. Good luck with your unit project and your future as a lit teacher, whip those kids into shape!


 * Roberta, 10.28.08