The lesson plan is designed for the book “A Sand County Almanac” with essays on Conservation from Round River, by Aldo Leopold. (New books are around $6.00 retail).

Day one is very important in that it provides the structure for a book some students might find very difficult to read because the nature of the book is poetry, science, and journal (you will also find that some students will claim this book and will forever claim it as one of their all time favorites). The book is technically modern literature because it was first published in 1949, but follows in the rich tradition of post-modernism in literature today.

DAY ONE INTRODUCTION:

A) Go over the reading schedule with the students day by day and explain that the reading worksheets are to be due the first minute after class begins each day. It is very important for students to follow this schedule to keep them on tract with literature comprehension. Read a reading worksheet out loud and make sure each students receives 8 worksheets.
B) Go over the projects. You should break up into groups on day one so everyone knows what group they are in to be responsible for bringing in their own poster boards, colored pencils, and other materials on group work days. Your group is responsible for bringing in the materials that day or will be penalized. Go over the creative methods to present visually and presentations.
C) Go over the test. Explain there is only one “test”, which is open book essay. The more you write, the better the essay. Include quotes from the book and explain the meaning of each quote selected.
D) Go over the outdoor journal days.

Journal Entry 1: For this journal entry each student will take a perspective of one of the following: micro organisms (in the soil or soil), insects, birds, plants, mammals, predator or prey.

Find an outdoor area away from traffic and loud noises. While sitting outside have the students write an 800-word minumum essay (may include poems and drawings) on their subject's perspective (eyes), then from our eyes (humans, or the students).

What is the subject's relationship with humans in this place?

Journal Entry 2: Students go outdoors and break into pairs to share their journal entry with another student who wrote from a different perspective. Have students write about what they expected to read from the other student you shared with, what he/she found, comparisons and contrasts.

In the journals have students write about athropocentric influences to their subject or their partner's subject.

Journal Entry 3: Assign students Macro (all systems living and not together in synergy), rock or soil, water, and air/weather. Again, discuss your topic from the "eyes" of what you are writing about. Then each student will sit outside and write an 800-word minumum essay.

Journal Entry 4:A student shares his or her journal with another student who had a different topic. Write about what you expected to read from the student you shared with, what you found, comparisons and contrasts.

In the journals have students write about athropocentric influences to their subject or their partner's subject.

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