Lesson Topic/Lesson Length: Dark

Name: Matthew Chaney

Romanticism/Transcendentalism background
Content Area: English Grade Level(s): 11th Grade/AP English
Class Context: This is for two 11th Grade AP Language and Composition classes at Albemarle High
School. One class has 28 students and the other class has 24 students, including one student who has
IEP accommodations based on struggles with reading and writing in a timed setting, and one student
who has an IEP concern related to his being identified as being on the autism-spectrum. These classes
are otherwise not particularly racially diverse, with the majority of students being white with a few Asian
and African American students.

Lesson Content

Background Information/ Relevance/ Context/ Rationale (Purpose) – Please be clear about how this
particular lesson is situated within the current instructional sequence (i.e., unit), why is this content
important for students to learn, and how you will convey the relevance and significance of this lesson to
students.

This lesson is part of a larger unit on nature, in which the primary text is Into the Wild. In addition to Into
the Wild, students are reading independent reading texts that they have chosen. Options include A Walk
in the Woods, Wild, A Visit From the Goon Squad, Into Thin Air, and others.

As part of the unit, students will discuss American literary movements which relate to nature and Into the
Wild. Two of these are Dark Romanticism and Transcendentalism, which both fit under the umbrella of
American Romanticism. The protagonist of Into the Wild, Christopher McCandless, read the works of
Henry David Thoreau, including Walden. It is suggested that he was motivated, in part, by a belief in
romantic values (he sought to transcend everyday human experiences, sought to perfect himself, and
held a very optimistic belief in his own abilities, but this is debatable). To give context, we will explain
what American Romanticism is, and go in depth comparing and contrasting its sub-movements
Transcendentalism and Dark Romanticism.

Both transcendentalism and dark romanticism seem relevant when considering McCandless’s values. In
order to better understand McCandless’s actions, and to gain a deeper understanding of American
literature as it relates to nature, students should be able to identify the characteristics of the two genres
and use them to analyze other texts, including Into the Wild (and their independent reading texts).

To establish a background on these literary movements, we will go over the following powerpoint at the
end of class on Tuesday (https://docs.google.com/presentation/d/1iszL70vUxWqK-
MrC73zKIy3win1qWThckQZgnxpxvkI/edit#slide=id.g70b5ae221e_0_97), using a reading guide:
https://docs.google.com/document/d/16zBy11cQzRH37UwDglkgbCYCzTPFL3Cxj_JlVx9IRPI/edit and
review at the beginning of class Thursday.
Relevant VSOLs/CCSSs – Include only the standards addressed by this particular lesson
11.4 The student will read, comprehend, and analyze relationships among American literature, history,
and culture.
b) Compare and contrast the development of American literature in its historical context
c) Analyze American literature, as it reflect traditional and contemporary themes, motifs, universal
characters, and genres

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Learning Targets -- Please reference these learning targets throughout your lesson plan.
As a result of this lesson, students will…

U1: Understand that American Romanticism, Transcendentalism, and Dark Romanticism can inform our
study of nature and the book Into the Wild.
U2: Understand that the characteristics of a specific literary movement can be applied to texts from
outside that movement to gain a deeper understanding of a text.

K1: Know the historical context of American Romanticism: 1) formed in the U.S. in the 1830s in reaction
to Puritanism and the Age of Reason
K2: Know the characteristics of American Romanticism: 1) content dealt with emotions 2) valued
individuality/having individual experiences 3) sometimes opposed to urbanization/industrialization 4)
opposed to authority and conformity
K3: Know the characteristics of the transcendentalist movement: 1) believed in the inherent goodness of
people and nature 2) believed society and institutions corrupt the purity of the individual 3) people are
best when self-reliant and independent from society 4) valued subjective intuition over rationalism 5)
believed in the perfectibility of humans/growth through experiences
K4: Know the characteristics of dark romanticism: 1) Also valued intuition and emotions over logic, but
less idealistic 2) nature is not all good, nor is it harmless 3) similarly, not all humans are good; in fact
they’re prone to sin and self-destructive behavior

D1: Students will be able to identify the characteristics of and relationships between American
Romanticism, Transcendentalism, and Dark Romanticism
D2: Students will be able to identify a text as transcendentalist or dark romantic based on its
characteristics, giving supporting evidence
D3: Students will be able to apply the characteristics of American Romanticism to make connections with
and analyze other texts

Assessments: – How will you know if students have met/made progress towards the learning targets?
Be sure these assessments are integrated throughout the procedures and steps in the lesson outlined
below.
Diagnostic Formative Formative
Method of assessment: Padlet Method of assessment: Method of assessment:
discussion Walden Reading Notes (side 1) Walden Reading Notes (side 2)

Description of assessment: Description of assessment: Description of assessment:

Students go to the following The top question is a pre-reading Students answer questions on
website: activity to get students to access the back side of the same
https://padlet.com/mchaney7/ct0 what they already know about handout, making connections
610ozelho and respond to Henry David Thoreau and between Walden and Into the
questions digitally. They are also Walden. The 2nd and 3rd Wild.
allowed to respond to one questions ask students to apply
another’s questions. The whole what they’ve learned about Aligned with which Learning
class then talks about the transcendentalism to identify Target(s): U2, D3
responses on the screen: What what makes Walden an example
are the common themes, of this. Criteria for assessment:
questions, concerns that need to Students should be able to cite
be addressed. And then we Students will discuss these in evidence from Into the Wild to
summarize as a group. pairs and then share out to the describe how the main character
class. can be considered either a
transcendentalist or dark
romantic figure
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Aligned with which Learning Aligned with which Learning
Target(s): U1, K1, K2, K3, K4, Target(s): D2 How data will be used:
D1 To decide if we need to spend
Criteria for assessment: more time making the connection
Criteria for assessment: Students will accurately describe between American Romanticism
Students should be able to how Walden is a and Into the Wild more explicit.
accurately describe the transcendentalist text, in writing
similarities and differences and verbally. (I will take up the
between dark romanticism and handouts after class and give
transcendentalism them back after checking over
them)
How data will be used: Gives
me an idea of where students How data will be used:
are in their understanding of the To assess whether students
qualities of and relationships need more practice identify what
between secondary movements makes a text transcendentalist
within American Romanticism
Materials/ Supplies/ Sources/ Digital and Interactive Instructional Technology (if appropriate): –
Please list all necessary instructional supplies, materials, and sources. Make sure that these are clearly
labeled and referenced throughout the lesson plan to enhance clarity.
-American Romantic Movement Powerpoint (to be read for homework):
https://docs.google.com/presentation/d/1iszL70vUxWqK-
MrC73zKIy3win1qWThckQZgnxpxvkI/edit#slide=id.g70b5ae221e_0_97

-American Romantic Movement Powerpoint Reading Guide (to be done during last class):
https://docs.google.com/document/d/16zBy11cQzRH37UwDglkgbCYCzTPFL3Cxj_JlVx9IRPI/edit

-Class instructions Powerpoint:

https://docs.google.com/presentation/d/1brdOIaRDprO8nbbSGw7jq8CdICjHZWyYAVpEVkbAdTQ/edit#s
lide=id.p

-American Romanticism Padlet: https://padlet.com/mchaney7/ct0610ozelho

-Walden excerpt reading notes:

https://docs.google.com/document/d/1RRct8TVJlnrA0Zi1vxZwQowhWiQspJ2X4NdhEm48U0k/edit

-Excerpts from Walden by Henry David Thoreau:

https://docs.google.com/document/d/11HoKsizaqE3WRY00eAY2wIBW-4pJzS_o6XzzR98sUB8/edit

Beginning Room Set Up: -How is the room set up when the students enter? Is there anything written
on the board or projected on the screen? Are their handouts, books, etc. that are laid out for students to
pick up as they enter?

Desks are set up as they normally are, with evenly spaced, 2-person low tables scattered throughout the
room, two groups of taller desks in the back corners of the room (1 2-desk group, 1 3-desk group), and a
large, high 8-person table in the rear center. There are also two comfortable arm chairs located next to
the teacher’s desk on the front right of the room, opposite the door.

The following handouts are printed (although not available to be handed out yet): Walden excerpt
reading notes:
https://docs.google.com/document/d/1RRct8TVJlnrA0Zi1vxZwQowhWiQspJ2X4NdhEm48U0k/edit;
Excerpts from Walden by Henry David Thoreau:
https://docs.google.com/document/d/11HoKsizaqE3WRY00eAY2wIBW-4pJzS_o6XzzR98sUB8/edit
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And the overhead projector is on the 1st slide of this:
https://docs.google.com/presentation/d/1brdOIaRDprO8nbbSGw7jq8CdICjHZWyYAVpEVkbAdTQ/edit#s
lide=id.p

Proactive Planning for Learning Differences: – What planned supports have you included to make
the content accessible for all learners (i.e., groups of students and/or specific students) and to build upon
learners’ diversity? Be sure any modifications are explicitly explained in the procedures/steps outlined
below.

Procedures/Steps in the Lesson: -- May follow a specific model (i.e., Direct Instruction, Jigsaw) or be
more open-ended. Be sure to think about what students will be doing during each step, in addition to
what you are doing. Scripting and/or estimated time frames may or may not be included, but the plan
should be clear and explicit enough that another person would be able to teach from it.

Students enter class (2-3 minutes):

-Students are greeted as they enter, having read through the powerpoint slides as a group during the
last class. The Powerpoint gave context and explained the literary movements: American Romanticism,
Transcendentalism, and Dark Romanticism
-As the pledge and moment of silence happen, students are asked to review the KWL/reading guide
notes that they were supposed to fill out while reading/going over the powerpoint at the end of the last
class.
-Before the pledge, say, O.k. guys, before we get started, please get out your KWL Reading guide on
American Romanticism from last class, and have your laptop on but closed.

Background: (2-3 minutes)

O.k. guys before we get started I want to give you an idea of what we’re doing today. We’re going to do a
brief review of American Romanticism before reading an excerpt from Walden, practicing with identifying
what makes the text transcendentalist, and then connecting this to our reading of Into the Wild.

Review of Romantic characteristics: (15 minutes)

-Paired discussion (5 minutes): [Go to slide 3] O.k. guys before we get started, let’s turn and talk to a
partner about the following questions to review what we learned about transcendentalism and dark
romanticism last class. We will share this information with the class via the computer in a moment, and
have a whole class discussion, but first, take about 5 minutes to talk about the following questions:
1) What did you learn about American Romanticism, Transcendentalism, and Dark Romanticism?
2) What are some of the similarities and differences between Transcendentalism and Dark
Romanticism?
3) What remaining questions do you have, if any? What would you like to know more about?

-Large Group review (5 minutes):

-[Slide 4]
-Students are instructed to get out their laptops for the following activity, while the linked webpage is
pulled up on the overhead projector
-Alright guys, go ahead and open up your laptops and go to the following webpage:
https://padlet.com/mchaney7/ct0610ozelho
1) Respond to at least two of the questions by clicking the plus sign below each question and typing
your response.
2) Feel free to respond to your classmates’ questions as you see them

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-[Slide 5] Whole Class verbal reflection (5 minutes); verbally ask the following questions and lead a
whole class discussion:
1) What do we notice about our responses? Are there common themes that we can group together?
2) Are there common questions or concerns that need to be addressed?
3) What are the main takeaways from the PowerPoint? Can anyone summarize?

Once we’ve covered all the connections, we’ll move on to Walden: O.k. guys, we’re going to transition
here from the overview/background information on American Romanticism to read an example of a
prominent romantic text: Walden.

Read the background on Walden/Pre-Reading (5 minutes)

-[Slide 6]
-Pass out the 3-page excerpt from Walden
(https://docs.google.com/document/d/11HoKsizaqE3WRY00eAY2wIBW-4pJzS_o6XzzR98sUB8/edit),
along with the reading notes handout
(https://docs.google.com/document/d/1RRct8TVJlnrA0Zi1vxZwQowhWiQspJ2X4NdhEm48U0k/edit)
-O.k. We’re going to go ahead and start looking at Walden to understand why Walden is considered to
be a defining transcendentalist text. Before we get started with reading, please read the two paragraphs
of background at the top of the page and, using the handout, write 2-3 questions that you have about the
text based on what you read.
1) Have students read the background on Walden at the top
2) Students then take the time to write 2-3 questions they have about the text, based on the
background information

Read the excerpt from Walden (20 minutes): [Slide 7] Now that you’ve read the background, and have
a good idea of the context of what we’re about to read, take a moment to look over the reading guide
questions before you get started. Does anybody have any questions about anything written on the first
page? [pause and give opportunity to ask clarifying questions] O.k. then, let’s go ahead and take the
next twenty minutes to read the excerpt and answer the questions. Again, only answer the questions on
the front page. When you finish, feel free to take a five-minute break.
-Instruct students to take 20 minutes to read the excerpt and answer questions.
-While they read, students will respond to the reading notes questions. Once finished with the first half,
they can take their break.

Break (5 minutes) [Slide 8]

Reflect on Walden (10 minutes) [Slide 9]

-When students return (at about 9:45 a.m. in the first class and 11:05 in the second class), tell them that
we’re going to turn and talk to a partner again. Hey guys, now that we’re all back, take a moment to
reflect on what you wrote about the second two questions on the reading guide and/or reflect on whether
the questions you asked in the first response were answered.
OR
-Talk with your partner about why you think Walden is considered to be a defining text of
transcendentalism. Reference your notes. What qualities does the essay espouse?
-Keep an eye on the time, if we’re ahead, have students share out to the class...if we’re behind, move
along to the back of the study guide.

Reflect on connections between Walden and Into the Wild (10 minutes) [Slide 10]
So, I want to be clear that the type of analysis you did with Walden and other Transcendentalist texts can
be applied to other texts, like Into the Wild. The questions you’re about to answer will guide you and help
you reflect on how transcendentalist and dark romantic ideas exist in Into the Wild.

Have students flip the graphic organizer over and reflect on the following questions on the back:
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Now flip your study guide over and take a moment to answer the questions on the back connecting what
you’ve read so far from Into the Wild to Walden. The questions are also listed on the overhead here:
1) Besides the obvious connection you’ve already read about (McCandless read Walden and had a
copy of it with him when he died), what other connections can you make between the excerpt you
read from Walden and what you’ve read so far about McCandless? These should include both
level 1 details and level 2 meanings taken from both Walden and Into the Wild.
2) There are elements of both dark romanticism and transcendentalism in the way McCandless
considers the world (at least, in how Krakauer portrays McCandless). Which do you think
McCandless most aligns with? Use level 1/level 2 evidence from Into the Wild to explain why.

Homework (5 minute explanation at the end) [Slide 11]

Read the next chunk of Into the Wild (Chapters 9-13)

Students turn in graphic organizer for feedback which I will return next class period. Alright guys, before
you head out, I’m going to take up your graphic organizer that you worked on today for a completion
grade. Before we get going, I just want to remind you that we have a rhetorical terms quiz coming up
tomorrow and by Tuesday you should have read through chapter 13 in Into the Wild. Thanks and have a
great weekend rest of your week.

Materials Appendix (if appropriate):-Please include the slides, images, links to texts, handouts, etc.
that are used in this lesson. They should be “Student Ready”

-American Romantic Movement Powerpoint (this was gone over in the last class):
https://docs.google.com/presentation/d/1iszL70vUxWqK-
MrC73zKIy3win1qWThckQZgnxpxvkI/edit#slide=id.g70b5ae221e_0_97

-American Romantic Movement Powerpoint Reading Guide (this was filled out in the last class):
https://docs.google.com/document/d/16zBy11cQzRH37UwDglkgbCYCzTPFL3Cxj_JlVx9IRPI/edit

-Class instructions powerpoint:

https://docs.google.com/presentation/d/1brdOIaRDprO8nbbSGw7jq8CdICjHZWyYAVpEVkbAdTQ/edit#s
lide=id.p

-American Romanticism Padlet: https://padlet.com/mchaney7/ct0610ozelho

-Walden excerpt reading notes:

https://docs.google.com/document/d/1RRct8TVJlnrA0Zi1vxZwQowhWiQspJ2X4NdhEm48U0k/edit

-Excerpts from Walden by Henry David Thoreau:

https://docs.google.com/document/d/11HoKsizaqE3WRY00eAY2wIBW-4pJzS_o6XzzR98sUB8/edit