Unit – Place in
MATTAPOISETT AND THE WRITINGS OF
THE ESSENTIAL QUESTION:
HOW IS THE NATURAL SETTING OF MATTAPOISETT IN
THE MID-NINETEENTH CENTURY REFLECTED IN
PLACE HAS A SIGNIFICANT EFFECT ON THE DESCRIPTIVE AND SENSORY DETAILS IN AN AUTHOR’S WRITINGS.
Web sites for student use:
· Elizabeth Barstow Stoddard – http://www.csustan.edu/english/reuben/pal/chap3/stoddard.html
· Official town site – http://www.mattapoisett.net
· Historical Society – http://www.mattapoisett.net/CLUBS/historicalsoc.htm
Stoddard, Elizabeth. The Morgesons.
Mattapoisett and Old
· Wood, Edward F.R. Old Mattapoisett: A Summer Portrait, Quadequina Publishers, Mattapoisett, 1995.
· Map of Mattapoisett, 1856, in Mattapoisett and Old Rochester (see above).
· Reading from selections of Elizabeth Barstow Stoddard’s writings – journals, journalism articles, excerpts from the novel
· Field trip – walking tour of the village and harbor
· Visit to the Mattapoisett Historical Society with curator Betty Roberts
· Journal writing – series of journals on surroundings in Mattapoisett
· (optional) photographs of sites in the village and of natural surroundings in Mattapoisett
· Analysis of 5 writings – journal entries and journalism pieces - according to rubric
· Series of student journals – at least 5 entries – according to rubric
· Individual Project – from list of choices
· Oral presentation of project
1. Mattapoisett brochure – then (mid 1800’s) or now (with photos)
2. Menu featuring local foods
3. Two correspondent articles on place
4. Short story set with details of place in Mattapoisett
5. Mid-nineteenth century home model with quotes from E.B.S.’s writing
Unit is designed for high school juniors or seniors and for blocks of 80-90 minutes.
1. Students will understand the time and place of Elizabeth Barstow Stoddard’s writing.
2. Students will experience how place and time influence personal writing.
3. Students will become aware of the similarities and differences in regard to present day and mid-19th century Mattapoisett.
4. Students will become more skilled in word choice and sensory appeal in their journal writing.
5. Students will become more skilled in the oral presentation of creative projects.
ELA LEARNING STANDARDS INCLUDED IN UNIT:Language- Students will…
2. pose questions, listen to ideas, etc.
3. make oral presentations - appropriate consideration of audience, purpose, etc.
Literature- Students will…
8. decode accurately and understand new words encountered in reading
10. identify, analyze, and apply knowledge of the characteristics of different genres
15. identify and analyze how an author’s choice of words appeals to the senses, creates imagery, suggests mood, and sets tone
Composition- Students will…
20. select and use appropriate genres, modes of reasoning, etc., when writing
22. use standard English conventions to edit their writing
Media- Students will…
26. obtain information by using a variety of appropriate media, etc.
28. design and create coherent media productions, etc.
1. Students will become familiar with Elizabeth Barstow Stoddard, the scope of her writings, and her time and place in Mattapoisett.
2. Students will identify similarities and differences between Mattapoisett in 1856 and in the present
map of Mattapoisett 1856 (primary source) and Chart of Descent of Barstow Family
photocopied copies of pp. xi-xxxiii Biography and Critical Introduction and the novel, Chapters 1-8, pp.5-34 in The Morgesons
pp. 307-332, Journalism
pp. 333-358, Manuscripts – Letters and Journals
· Given the map, students will find familiar streets, houses, landmarks, etc.
· Students will share whether they know anyone who lives on the streets and in the houses on the map.
· Given the photocopied writings, students will organize folders of the novel sections, journals, and journalism articles.
· Students will go as a group to the computer lab to explore the websites suggested by the teacher (see above).
· For homework, students will read the Journal and Journalism sections of the handouts.
1. Students will demonstrate familiarity with the writings assigned.
2. Students will identify descriptive and sensory details in the assigned reading.
3. Students will use descriptive and sensory details in their own writing.
· Teacher will lead a discussion of the assigned readings to assess student understanding, appreciation, and reactions.
· Teacher will distribute highlighters and direct students to read through the assigned reading again, noting and highlighting descriptive and sensory details, especially those of nature and of place.
· Students will share their analyses.
· Students will describe a familiar place in a journal entry, giving particular attention to sensory details of place. (quiz grade)
Journal assessment -
FCA’s: (Focus Correction Areas):
At least one page – 20
Sensory details – 30
Sense of place - 30
Smooth, accurate writing – 20
1. Students will acquire an understanding of Mattapoisett history, in particular the mid-1800’s when Elizabeth Barstow Stoddard lived and wrote in Mattapoisett.
2. Students will become familiar with the Mattapoisett Historical Society and the primary sources available.
3. Students will discover places mentioned in Elizabeth Barstow Stoddard’s writings.
4. Students will take digital photographs of notable natural features, as well as landmarks.
· Teacher will arrange a field trip to Mattapoisett Village, which will include a tour of the Mattapoisett Historical Society with Betty Roberts, curator, as guide.
· Field Trip will also include a walking tour of Mattapoisett Village.
· Students will share several digital cameras to record views and natural features.
· Students will take notes as they walk through the village, especially noting views, sights, things of nature, and landmarks similar to those mentioned in E.B.S.’s writings.
Students will hand in completed notes taken during Field Trip.
Students will write a journal on the walking tour. (see FCA’s above).
1. Students will identify similarities and differences between Mattapoisett of 1856 and present day.
2. Students will understand the choices for culminating projects for the unit.
· Students will work in groups of 3 or 4 to identify and list similarities and differences between Mattapoisett of E.B.S.’ s day and the present day.
· Teacher will lead a discussion of the groups’ determinations.
· Teacher will hand out list of project choices with rubric for grading.
· Students will discuss the choices and ask clarifying questions.
Culminating Project Choices:
o Mattapoisett brochure – then (mid 1800’s) or now (with photos)
o Menu featuring local foods
o Two correspondent articles on place
o Short story set with details of place in Mattapoisett
o Mid-nineteenth century home model with quotes from E.B.S.’s writing
Additional Culminating Project – Required of all students:
All students will write a series of at least 5 journal entries on their own place and their own day. Students will focus on including effective descriptive and sensory details of place in their journal entries. Students will also pay particular attention to diction and word choice in their entries.
Rubric for Grading Place Projects: scoring 1-10
· Shows understanding of Elizabeth Barstow Stoddard’s Time and Place ____
· Shows a familiarity with Elizabeth Barstow Stoddard’s writings_____
· Shows understanding of descriptive and sensory details _____
· Product executed with care and completeness _____
· Product shows creativity and originality_____
· Oral presentation well-planned and well-executed, using clear voice and enthusiasm _____
Rubric for Grading Journal Entries: scoring 1-10
· At least 5 journal entries ______
· Effective details of place_____
· Strong use of sensory details _____
· Excellent word choice and diction_____
Use of Technology:
· Websites for research and photos
· Digital camera
· Desktop publishing for brochures and menus