Outdoor Literature

Exploration and the Outdoors - 2 weeks

During this time students will learn about the people who went where none had gone before.  By reading excerpts of memoirs, short stories, and articles, students will learn about exploration from the earliest accounts to the most recent.

Survival - 2 weeks

Students will dive into research during this unit, when they study climates, maps, and stories of people who’ve lived through seemingly insurmountable odds.  They will then use their knowledge to create a survival guide on a chosen region.

The Outdoor Experience - 2 weeks

Students will engage in literary circles (book clubs) for this unit as they read texts that are heavily driven by the author’s outdoor experiences.  Students will use the elements of literature to help them analyze and work with the texts as they read and connect the ideas from the texts to poetry, prose, and other examples of nature writing.  This unit will also include reflective writing on their own experiences with the outdoors, as well as the culminating project of creating a podcast with their literary circle.

Conservation and Ethics - 2 weeks

During this unit, students will become familiar with the history of conservation and the question of ethics when it comes to our world’s natural resources.  Students will read about, research, and discuss topics that are both historical and current, and help each other to form important and informed opinions.  

Final Research Project - 1 week

The final project for this class is research based and will allow students to choose a previously studied topic to expand on for an oral and written presentation.  Students will work on their research and writing skills to provide an in-depth report and presentation on one previously studied aspect of the class.

1) A planner/organizer

2) notebook

3) Pens and pencils. No red or purple pens.

4) Binder to keep work/notes in

5) Highlighters

All students are to adhere to rules and expectations set by the Pittsville Student Handbook. In addition:

1) Students must arrive to class on time every day ready to give their best effort. This means having all materials as well as a good attitude.

 2) Students have 2 days after an excused absence to make up work.  Once that time has passed, and for all other late work, students must fill out a “late work request” form.

3) Make-up tests will be offered to students who fill out the “re-teach, re-do, re-take request” form and complete all necessary components.

4) Cheating will not be tolerated.  This includes plagiarism. Cheating/plagiarizing will result in having to re-do the assignment as well as disciplinary action.

5) Students are expected to be respectful of all people, spaces, and materials

Tests/quizzes/projects/exams/essays…………………………..50%

Classwork…………………..……………………………………………...30%

Homework…………………..…………………………………………….20%

93 – 100 A 80 – 82 B- 67 – 69 D+

90 – 92 A- 77 – 79 C+ 63 – 66 D

87 – 89 B+ 73 – 76 C 60 – 62 D-

83 – 86 B 70 – 72 C- Below 60 F 

RL.4 - Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

RL.3 - Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

RL.1/RI.1 - . Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

RI.2 - Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

W.2 - . Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic)

W.6 - Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 

W.7. - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.8 - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation

SL.1 -. Initiate and participate effectively in a range of collaborative discussions (one on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

SL.4 - Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.