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Ongoing “String Journals” develop observation, writing, and mindfulness while supporting academic study skills and structured grading criteria.",{"@graph":63,"@context":122},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":46,"@type":70,"position":76},"https://docshare.wps.com/template/paper-templates/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/gregory-bruce-curriculum-unit-live-simply-finding-thoreau-in-the-american-teenagers-world/170567/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/gregory-bruce-curriculum-unit-live-simply-finding-thoreau-in-the-american-teenagers-world/170567.png","ImageObject",442,249,{"name":88,"@type":89},"Bintang","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-10-05","2026-09-01",true,{"@type":98,"interactionType":99,"userInteractionCount":47},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114,118],{"name":105,"@type":106,"acceptedAnswer":107},"本单元的核心目标是什么？","Question",{"text":108,"@type":109},"单元利用梭罗的文字与观点，帮助学生反思日常、培养视角转换能力，并获得“Sense of Place”，把自然观察与社区生活相连接。","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"单元的主要活动与写作工具有哪些？",{"text":113,"@type":109},"通过每周小组课学习相关概念，并以“String Journals”进行持续的细致观察、写作与正念练习，最后完成阶段性写作任务。",{"name":115,"@type":106,"acceptedAnswer":116},"课程如何设置为大约四周并延伸到全年？",{"text":117,"@type":109},"初始阶段持续约四周、每周一节，通过后续“String Journals”全年持续进行；同时计划在学年后期补充更多主题课程。",{"name":119,"@type":106,"acceptedAnswer":120},"本单元的评分如何体现参与与投入？",{"text":121,"@type":109},"课堂与课程活动按参与和投入程度计分（0-3分），家庭作业同样纳入计入课程成绩，并根据完成与参与情况进行区分。","https://schema.org",{"og:url":78,"og:type":124,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":126,"canonical":78},"index,follow",{"doc_id":128,"site_id":56},170567,1789958722,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":88,"user_avatar":133,"doc_module":9,"category_id":45,"category_name":46,"doc_title":59,"doc_description":61,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":47,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":139,"language":140,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":61,"update_tm":144,"read_time":145},962085564381,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Gregory Bruce\nBelmont High School\n221 Concord Avenue Belmont, MA 02478\nGrades 9-12\nSpecial Education: Social, Emotional and Behavioral Program\nJuly 30, 2015\nTable of Contents\nTitle and Short Abstract\t\t\t\t\t\tpage 2\nDuration and Objectives\t\t\t\t\t\tpage 2\nOutline\t\t\t\t\t\t\t\t\tpage 3\nGrading System\t\t\t\t\t\t\tpage 4\nLesson Details\t\t\t\t\t\t\t\tpage 5-12\nState Standards\t\t\t\t\t\t\tpage 13\nBibliography\t\t\t\t\t\t\t\tpage 14\nAppendix\t\t\t\t\t\t\t\tpage 15-19\nLive Simply: Finding Thoreau in the American Teenagers World\nIn today’s world many of our students (and sometimes the adults who teach them) go through their day-to-day activities without taking much time to think, reflect, or observe the world around them.  Rather, they rush from activity to activity, are plugged into electronics all day, and often lose sight of not only their role in the world, but also the world itself.  The aim of this unit is to use Thoreau’s words and writings, to help peel back the barriers that stand between my students and the wonders of the world around them.\nWorking in a program that supports students with social, emotional, behavioral and/or learning challenges I have a great opportunity to look for pathways to introduce my students to new ideas and concepts.  As an educator, I always work to show my students different ways to think, but strive to never tell them what to think.  In this vain, I aim to utilize our weekly group lessons to introduce them to different ideas that relate to Thoreau’s writings and beliefs as well as today’s world in order to make it relevant to their own lives. Additionally, the unit will also work to help them gain a ‘Sense of Place’ in their own community.  Among the concepts we will focus on include perspective taking, living simply, observing nature and following their own path.\nDuration and Objectives:\nThe unit will last approximately 4 weeks initially, with one lesson per week.  There will be additional lessons utilizing ‘String Journals’ throughout the year to help develop a ‘Sense of Place’\nObjectives for the unit include:\nUse Thoreau’s writings and quotes to connect his world to ours today and show the relevance of his words in our modern society\nHelp each student use a perspective taking activity of nature to connect it to their own lives, their community and recognize how one can transfer this skill to daily living and social relationships\nFor students to evaluate the daily choices they make, in terms of how they spend their time, and to consider whether or not they will look back and value how they spent their time when they are older\nUse ‘String Journals’ to develop their observation, writing, and mindfulness skills, as well as give them a ‘Sense of Place’\nTo help each of my students understand that no path is the same for anyone and if their path looks different than their peers that it is just fine, as long as they are content with it and they listen to their own “drummer”\nUnit Outline:\nThis unit is designed for my classes which are part of a program that supports students with social, emotional, behavioral, and/or learning challenges. The students attend class four days per week and of the four days, two are dedicated entirely to supporting them with their content-area class work. During one class per week we work on study skills and during the fourth class we have a group lesson during their triple block. The triple block is longer than other classes and runs 78 minutes and this is when the lessons from this unit will be implemented.  Our group lessons typically last from 25-45 minutes and are then followed by academic support time for their content-area classes. \u000b\u000bAt the start of the unit we will spend time determining the students understanding of Thoreau, his life, work and legacy. In addition we will give a general overview of these things as a springboard to the unit. The first lesson, 'An Insects View', will focus on perspective taking, both in nature and their social relationships. The second lesson, 'Time To Wake Up And Smell The Jelly Bea","cbCaimYDrW19HnHz","https://ap.wps.com/l/cbCaimYDrW19HnHz","docx",154411,19,"English","# Table of Contents\n## Title and Short Abstract\n## Duration and Objectives\n## Outline\n## Grading System\n## Lesson Details\n## State Standards\n## Bibliography\n## Appendix\n## Live Simply: Finding Thoreau in the American Teenagers World","[{\"question\":\"本单元的核心目标是什么？\",\"answer\":\"单元利用梭罗的文字与观点，帮助学生反思日常、培养视角转换能力，并获得“Sense of Place”，把自然观察与社区生活相连接。\"},{\"question\":\"单元的主要活动与写作工具有哪些？\",\"answer\":\"通过每周小组课学习相关概念，并以“String Journals”进行持续的细致观察、写作与正念练习，最后完成阶段性写作任务。\"},{\"question\":\"课程如何设置为大约四周并延伸到全年？\",\"answer\":\"初始阶段持续约四周、每周一节，通过后续“String Journals”全年持续进行；同时计划在学年后期补充更多主题课程。\"},{\"question\":\"本单元的评分如何体现参与与投入？\",\"answer\":\"课堂与课程活动按参与和投入程度计分（0-3分），家庭作业同样纳入计入课程成绩，并根据完成与参与情况进行区分。\"}]","Gregory Bruce Curriculum Unit - Live Simply: Finding Thoreau in the American Teenagers World | DOCX",1788273002,7]