Examining Transcendentalism through Popular Culture
Review Publish Date: 2021-03-26 12:39:35
Reviewer: INFOhio Reviewer
Rubric Version: Reviews Review Rubric Version 0.92
Endorsements
Flexible Learning Endorsement |
Summary: Students have the opportunity to learn about transcendentalism through exploring a variety of texts.
Usability
Meets
Expectations
Flexibility and Adaptability
Meets
Expectations
Inclusive Teaching
Meets
Expectations
Research-Based Strategies
Meets
Expectations
Usability : 3/6 Top
a. Materials follow Web Content Accessibility Guidelines.
b. Material(s) are not overly resource intense that would require consistent high-speed internet access, such as large video files and multiple high-resolution photos.
Reviewer Notes: Comic Creator requires FLASH - try utilizing a similar program to get the same results. c. The visual design of materials is clean and coherent, lending itself to ease of learning.
Flexibility and Adaptability: 3/6 Top
d. Materials are flexible to allow students to access and complete work online or offline as needed.
e. Materials can support and/or facilitate learning in hybrid and/or online delivery methods.
f. Teacher supports, documentation, and/or guides for effective use are present.
Reviewer Notes: In the article that inspired this lesson plan, Colleen A. Ruggieri explains, "As we English educators spend our days in the classroom, we want all of our students to come to love language as much as we do, even if they don't have a natural aptitude for the subject. We also want all of our students to be able to understand the material covered in class, as well as to see its relevance in the real world" (68). Ruggieri's technique of using comics and music to catch the interest of students work well to urge students to think more openly about the language and creative choices that an artist makes-whether a writer, a musician, or a comic strip author. Students are more willing to embrace the world of comic strips and the speaker of lyrics, especially when the songs and comics are left to students' own choice. Once they've identified concepts like transcendentalism in popular culture resources such as these, the relevance of texts by writers such as Emerson and Thoreau becomes simpler to establish.
Note: Because of the importance of this article to the lesson plan, the entire article has been made available. The article is protected by copyright and all rights are reserved.
Further Reading
Ruggieri, Colleen A. "Multigenre, Multiple Intelligences, and Transcendentalism." English Journal 92.9 (November 2002): 60-68. Inclusive Teaching: 4/6 Top
g. Content is presented with an objective view on topic and is free of bias.
h. Content creates student experiences that enable all children to reach empowering and rigorous learning outcomes regardless of their race or income.
Reviewer Notes: Students read and discuss excerpts from Emerson's “Nature” and “Self-Reliance” and Thoreau's Walden i. Content cultivates an awareness and acceptance of a variety of ages, cultures, races, religions, and gender roles and identities.
Research-Based Strategies: 7/14 Top
j. Content builds on prior learning
k. Content leads to further learning by gradually removing supports and requiring advanced skills and concepts.
l. Content provides for authentic learning, application of literacy skills, student-directed inquiry, analysis, evaluation and/or reflection.
m. Content engages students through discussion questions and other supports that build toward independence.
n. Uses technology and media to deepen learning and engage students.
o. Content includes options for differentiation to meet needs of all learners.
p. Instructional approaches used are reflective of best practices and research on what works in education.
Reviewer Notes: Common Core and National Standards are noted:
NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS
1.
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
2.
Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
3.
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
8.
Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. |
Usability
Flexibility and Adaptability
Inclusive Teaching
Research-Based Strategies
|
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Endorsements
The Accelerating Learning endorsement indicates that the material meets or exceeds expectations for both the Standards Alignment and Research-Based Strategies indicators.