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Walden: A Case Study in Virtue and Environmental Ethics by Frank Casale, Ph.D. Benchmarks Walden: A Case Study in Virtue and Environmental Ethics Miami-Dade County Competency-Based Curriculum Standards Language Arts English III (Grade 11) Component: Literature Competencies: A & B Objectives: 2. Recognizes how works and/or universal themes in American literature are reflections of and reactions to contemporaneous historical events and cultural and social settings. 3. Discusses figurative language and rhetorical devices in literary selections 4. Discusses literary devices with respect to their importance in the development of a work (to include tone, symbolism, irony, satire, imagery, allusion, foreshadowing, dialect, and parody) 9. Examines own values in light of those expressed in American literature and cited similarities and differences Component: Composition Competencies: A & B Objectives: 1. Understands and practices the reading/writing connection 3. Writes a precise thesis statement that is declarative, controlling, and defensible, andsupports it with fully developed paragraphs 5. Writes multi-paragraph compositions to include essays of five paragraphs or more reflecting sound organization, logical development (including comparison/contrast, cause/effect,classification, order of importance, and spatial relationships), and accepted rules of written standard American English Component: Listening/Speaking/Viewing Objectives: 2. Applies appropriate listening, speaking, and viewing skills in a variety of cooperative settings. 3. Designs, delivers, and evaluates classroom oral presentations. 4. Analyzes and critiques a variety of audiovisual presentations. Miami-Dade County Curriculum Pacing Guide for Language Arts/Reading: This module may be used during any of the four nine-week periods because the skills taught fall into the category of Ongoing Objectives. Teachers may use discretion based on area emphasized in lesson activities. Broward County Curriculum Map for Language Arts (Grade 9) April/May Essential Question In what ways can the American dream be defined? How does the American dream differ from person to person? State of Florida-Sunshine State Standards Language Arts Grades 9-12 Reading Standard 1: The student uses the reading process effectively. (LA.A.1.4) 1. selects and uses strategies to understand words and text, and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations Standard 2: The student constructs meaning from a wide range of texts. (LA.A.2.4) 1. determines the main idea and identifies relevant details, methods of development, and their effectiveness in a variety of types of written material 2. determines the author's purpose and point of view and their effects on the text 4. locates, gathers, analyzes, and evaluates written information for a variety purposes, including research projects, real world tasks, and self improvement Writing Standard 1: The student uses writing processes effectively. (LA.B.1.4) 2. drafts and revises writing that: is focused, purposeful, and reflects insight into writing situation; has an organizational pattern that provides for a logical progression of ideas; has effective use of transitional devices that contribute to a sense of completeness; has support that is substantial, specific, relevant, and concrete; demonstrates a commitment to and involvement with a subject; uses creative writing strategies as appropriate to the purposes of the paper; demonstrates a mature command of language with freshness of expression; has varied sentence structure; has few, if any, convention errors in mechanics, usage, punctuation, and spelling. 3. produces final documents that have been edited for: correct spelling; correct punctuation, including commas, colons, and common use of semicolons; correct capitalization; correct sentence formation; correct instances of possessives, subject/verb agreement, instances of noun/pronoun agreement, and the intentional use of fragments for effect; and correct formatting that appeals to readers, including appropriate use of a variety of graphics, tables, charts and illustrations in both standard and innovative formats. Standard 2: The student writes to communicate ideas and information effectively. (LA.B.2.4) 3. writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization. Listening, Viewing, and Speaking Standard 1: The student uses listening strategies effectively. (LA.C.1.4) 1. selects and uses appropriate listening strategies according to the intended purpose, such as solving problems, interpreting and evaluating the techniques and intent of a presentation, and taking action in career-related situations. 3. uses effective strategies for informal and formal discussions, including listening actively and reflectively, connecting to and building on the ideas of a previous speaker, and respecting the viewpoints of others. 4. identifies bias, prejudice, or propaganda in oral messages. Standard 3: The student uses speaking strategies effectively. (LA.C.3.4) 1. uses volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic. 2. selects and uses a variety of speaking strategies to clarify meaning and to reflect understanding, interpretation, application, and evaluation of content, processes, or experiences, including asking questions when necessary, making appropriate and meaningful comments, and making insightful observations. 4. applies oral communication skills to interviews, group presentations, formal presentations, and impromptu situations. 5. develops and sustains a line of argument and provides appropriate support. Literature Standard 1: The student understands the common features of a variety of literary form. (LA.E.1.4) 1. identifies the characteristics that distinguish literary forms. 2. understands the different stylistic, thematic, and technical qualities present in the literature of different cultures and historical periods. Standard 2: The student responds critically to fiction, nonfiction, poetry, and drama. (LA.E.2.4) 6. recognizes and explains those elements in texts that prompt a personal response, such as connections between one's own life and the characters, events, motives, and cause of conflicts in texts 7. examines a literary text from several critical perspectives National Standards English (National Council of Teachers of English & International Reading Association) 1. Students read a wide range of print and non-print 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. 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). 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

Walden: A Case Study in Virtue and Environmental Ethics

by Frank Casale, Ph.D.

Benchmarks

Walden: A Case Study in Virtue and Environmental Ethics
Miami-Dade County Competency-Based Curriculum Standards

Language Arts

English III (Grade 11)

Component: Literature

Competencies: A & B

Objectives:
2. Recognizes how works and/or universal themes in American literature are reflections of and reactions to contemporaneous historical events and cultural and social settings.
3. Discusses figurative language and rhetorical devices in literary selections
4. Discusses literary devices with respect to their importance in the development of a work (to include tone, symbolism, irony, satire, imagery, allusion, foreshadowing, dialect, and parody)
9. Examines own values in light of those expressed in American literature and cited similarities and differences

Component: Composition

Competencies: A & B

Objectives:
1. Understands and practices the reading/writing connection
3. Writes a precise thesis statement that is declarative, controlling, and defensible, andsupports it with fully developed paragraphs
5. Writes multi-paragraph compositions to include essays of five paragraphs or more reflecting sound organization, logical development (including comparison/contrast, cause/effect,classification, order of importance, and spatial relationships), and accepted rules of written
standard American English

Component: Listening/Speaking/Viewing

Objectives:
2. Applies appropriate listening, speaking, and viewing skills in a variety of cooperative settings.
3. Designs, delivers, and evaluates classroom oral presentations.
4. Analyzes and critiques a variety of audiovisual presentations.

Miami-Dade County Curriculum Pacing Guide for Language Arts/Reading:

This module may be used during any of the four nine-week periods because the skills taught fall into the category of Ongoing Objectives. Teachers may use discretion based on area emphasized in lesson activities.

Broward County Curriculum Map for Language Arts (Grade 9)

April/May

Essential Question
In what ways can the American dream be defined? How does the American dream differ from person to person?

State of Florida-Sunshine State Standards

Language Arts Grades 9-12

Reading

Standard 1:
The student uses the reading process effectively. (LA.A.1.4)

1. selects and uses strategies to understand words and text, and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations

Standard 2:
The student constructs meaning from a wide range of texts. (LA.A.2.4)

1. determines the main idea and identifies relevant details, methods of development, and their effectiveness in a variety of types of written material
2. determines the author's purpose and point of view and their effects on the text
4. locates, gathers, analyzes, and evaluates written information for a variety purposes, including research projects, real world tasks, and self improvement

Writing

Standard 1:
The student uses writing processes effectively. (LA.B.1.4)

2. drafts and revises writing that: is focused, purposeful, and reflects insight into writing situation; has an organizational pattern that provides for a logical progression of ideas; has effective use of transitional devices that contribute to a sense of completeness; has support that is substantial, specific, relevant, and concrete; demonstrates a commitment to and involvement with a subject; uses creative writing strategies as appropriate to the purposes of the paper; demonstrates a mature command of language with freshness of expression; has varied sentence structure; has few, if any, convention errors in mechanics, usage, punctuation, and spelling.
3. produces final documents that have been edited for: correct spelling; correct punctuation, including commas, colons, and common use of semicolons; correct capitalization; correct sentence formation; correct instances of possessives, subject/verb agreement, instances of noun/pronoun agreement, and the intentional use of fragments for effect; and correct formatting that appeals to readers, including appropriate use of a variety of graphics, tables, charts and illustrations in both standard and innovative formats.

Standard 2:
The student writes to communicate ideas and information effectively. (LA.B.2.4)

3. writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization.

Listening, Viewing, and Speaking

Standard 1:
The student uses listening strategies effectively. (LA.C.1.4)

1. selects and uses appropriate listening strategies according to the intended purpose, such as solving problems, interpreting and evaluating the techniques and intent of a presentation, and taking action in career-related situations.
3. uses effective strategies for informal and formal discussions, including listening actively and reflectively, connecting to and building on the ideas of a previous speaker, and respecting the viewpoints of others.
4. identifies bias, prejudice, or propaganda in oral messages.

Standard 3:
The student uses speaking strategies effectively. (LA.C.3.4)

1. uses volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic.
2. selects and uses a variety of speaking strategies to clarify meaning and to reflect understanding, interpretation, application, and evaluation of content, processes, or experiences, including asking questions when necessary, making appropriate and meaningful comments, and making insightful observations.
4. applies oral communication skills to interviews, group presentations, formal presentations, and impromptu situations.
5. develops and sustains a line of argument and provides appropriate support.

Literature

Standard 1:
The student understands the common features of a variety of literary form. (LA.E.1.4)

1. identifies the characteristics that distinguish literary forms.
2. understands the different stylistic, thematic, and technical qualities present in the literature of different cultures and historical periods.

Standard 2:
The student responds critically to fiction, nonfiction, poetry, and drama. (LA.E.2.4)

6. recognizes and explains those elements in texts that prompt a personal response, such as connections between one's own life and the characters, events, motives, and cause of conflicts in texts
7. examines a literary text from several critical perspectives

National Standards

English (National Council of Teachers of English & International Reading Association)

1. Students read a wide range of print and non-print 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.

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).

4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.