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~W. 9-10. 4: (Production and Distribution of Writing) “Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.”

~W. 9-10.9: (Research to Build and Present Knowledge) “Draw evidence from literary or informational texts to support analysis, reflection, and research.”

~W. 9-10.10: (Range of Writing) “Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences..”

Source: Ohio Department of Education Website: http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/English/Grades_9-10_ELA_Model_Curriculum_March2015.pdf.aspx

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~Reading: Informational Text. 9-10. 5: (Craft and Structure) “Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).”

~W. 9-10. 1: (Text Types and Purposes) “Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.”

-W. 9-10. 1e: (Text Types and Purposes) “Provide a concluding statement or section that follows from and supports the argument presented.”

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~RL. 9-10.2: (Key Ideas and Details) “Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.”

~RL. 9-10.7: (Integration of Knowledge and Ideas) “Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.”

~Reading: Informational Text. 9-10. 1: (Key Ideas and Details) “Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.”

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Students will be able to…

~list three defining

characteristics of the genre of Nature Writing

~name/identify three prominent Nature Writers
~relate the quotation by John Muir to his/her own experience in a short creative writing response sample paragraph (10 sentences, minimum)

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Students will be given a second quotation on which to write another personal journal reflection response independently. Modeled off of and including conventions present within the genre of Nature Writing, responses will then be read to the class by the students. The responses may also be presented via a Voki that students create.

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Students, in groups, using Google Slides and Glogster, will collaborate to compile their own individual quotation reflection response paragraphs into a collective journal, modeled off of early workings of the Nature Writers.

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Using Glogster, students will piece together a presentation highlighting the elements of Nature Writing, implementing various mediums, from photos, to audio clips and music, to videos, to poetry, to prose, etc. in order to prove the point that the inspiration for Nature Writing comes in many forms.

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Students will read a quotation by John Muir and write a personal quotation journal reflection on the quotation. Next, students will record themselves reading their journal entries and insert the presentation into Knovio along with the text of the quotation and nature images in order to present it to the class.

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Students will be shown a Nearpod presentation which details the unit standards and objectives, conventions of Nature Writing, and brief author bios: (https://np1.nearpod.com/presentation.php?doEdit=1&id=33800724&&&isEdit=1 ) and take the quiz at the end.

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Students' background knowledge and exposure to Nature Writing will be evaluated through the use of a Google Survey.