https://www.thirteen.org/edonline/concept2class/interdisc
iplinary/lp_high.html
In this lesson, students read excerpts (or the entirety) of the Dillard memoir, preferably aloud with the
teacher.
Standards:
ELA: (New York State)
Standard 1: Students will read, write, listen, and speak for information and understanding.
Standard 2: Students will read, write, listen, and speak for literary interpretation.
Standard 4: Students will read, write, listen, and speak for social interaction.
Science: (Illinois)
Recognize and apply connections of important information and ideas within and among learning areas.
Express and interpret information and ideas.
Organizing Theme:
Dillard's memoir expresses the writer's childhood fascination for learning about science, nature, and
the arts.
Essential Questions:
Why does Annie Dillard write about the subjects that she chooses?
What are the unifying themes throughout the memoir?
How can Dillard's memoir help us deepen our understanding of science?
1. Distribute copies of the memoir and give a brief overview, reading selected parts aloud.
2. Give students the following homework assignment: Get the "lay of the land" of this memoir,
flagging chapters and passages that you think other students would enjoy reading and learning more
about.
3. Have the class exchange suggestions about parts of the book they would like to study as a group.
The class and the teacher should establish consensus on several chapters that they would like to read
as a group.
4. Optional: The students can read the balance of the book on their own.
5. Reading: Employ the following instructional strategies for the selected chapters.
6. Because this is a memoir, discussion invites personal anecdotes by readers. Give the students the
following reflection prompt: Have we ever experienced what the writer has experienced? Felt what she
has felt? Seen what she's seen? Then have students list the following kinds of responses that come to
mind after having read and reflected upon the selections in a reader response journal: memorable
images; a sentence that helps you understand something about minerals; new words, including
scientific terminology; scientific concepts.
Culminating Activity:
Science Writing: Tell students to use the terminology found in the vocabulary section or glossary of
their science text in writing a piece modeled after a segment of AN AMERICAN CHILDHOOD. In other
words: tell them to write a first-person memoir as though they were someone intensely interested in
some aspect of science that they have made part of their life. Tell them to be sure to employ as many
scientific terms and concepts as possible, but to do so in a way that invites the reader to share their
interest.
Follow-up:
Students may read other literary science writers. Excellent passages can be found in the works of
James Michener (HAWAII, ALASKA), Lewis Thomas, and Rachel Carson; and in other works by Annie
Dillard.
Extensions:
The following are segments of AN AMERICAN CHILDHOOD that can be used as the basis for discussion
and inquiry in the subject areas indicated.
Social Studies: pages 3-5: In this segment, Annie Dillard writes about the topography of her home
town, Pittsburgh. Particularly important to her are the rivers. How have rivers played a social,
economic, and ecological role in your region of the world?
Social Studies: pages 73-77: The history and culture of Pittsburgh: Who are the "patron saints" of
Pittsburgh? What is the city known for? What were/are its key industries, and how did these industries
shape its culture and economics? Consider the great art museums and public institutions of the city of
Pittsburgh.
Art, Biology: pages 78-83: In this segment, Annie Dillard refers to several nonfiction books, such as
the NATURAL WAY TO DRAW and FIELD GUIDES TO PONDS AND STREAMS. Find these books and
peruse them. Do you share Annie Dillard's enthusiasm for what they have to offer?
Earth Science: pages 100-110: What causes tornadoes? What are the effects of tornadoes?