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Abstract

This paper describes, in detail, the process I followed to plan a unit on Hermann Hesse’s novel, Siddhartha. The primary argument of this paper is that inner-city, undereducated students can understand and relate to culturally disparate literary works when teachers plan backwards, develop art projects, and design thematically-based writing assignments. This article has been divided into three sections: a summary of the novel, a brief review of professional theories and research on teaching literature to secondary students, and an in-depth look at the student assignments.

Author Biography

Assistant Professor in the Department of Curriculum

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