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    Discipline & Grade Level - ELA, Grade 11

    Unit Title: Exploring and Examining American Soldiers Experiences in the Vietnam War

    LEARNING CONTEXT:

    The purpose of exploring The Things They Carriedby Tim OBrien is to increasestudents awareness of the devastation war causes, the challenges and burdens soldiers

    encounter, and how adolescents dealt with the brutality of war. The lesson will focus primarilyupon the Vietnam War and how the characters struggle to cope with their unfortunate

    circumstances. To gain understanding of the characters experiences, students will engage in

    active learning by reflecting upon the traumatic events of the novel and their effect on adolescentand adult soldiers. To supplement textual analysis, the teacher will include outside resources,

    such as poetry, film adaptations, and current news articles to implement in the classroom. These

    resources will help students reflect upon the experiences of American soldiers returning home

    from Iraq and Afghanistan and draw connections between war and conflict, and emotional and

    physical devastation. The students will engage in a multi-faceted learning experience through theexploration of different resources. The combination of the text and these resources will promote

    a greater overall understanding of the Vietnam War and soldiers experiences, engage students in

    active participation and reading in the classroom, and increase students abilities to uncover

    important themes through textual analysis and by providing evidence for findings.

    To satisfy the standards, formative and summative assessments will be conducted

    throughout the entire unit. Some outside experience regarding the Vietnam War would benefit

    students in gaining a deeper understanding of the novel, but one lesson will be devoted to

    examining the Vietnam War. Students will increase their knowledge of the Vietnam War and itsdevastation by reading The Things They Carried, but also improve their reading, writing, and

    critical thinking skills through the various discussions, activities, reflections, and projects

    regarding the Vietnam War by connecting what they learn to the outside world.

    ELA Common Core Standards - 11th

    Grade

    Reading, Literature & Informational Texts

    Anchor Standard:1. Read closely to determine what the text says explicitly and to make logical inferences from it; citespecific textual evidence when writing or speaking to support conclusions drawn from the text.Grade Level Standard:1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly

    as well as inferences drawn from the text, including determining where the text leaves matters

    uncertain.

    Reading, Informational Texts

    Anchor Standard:7. Integrate and evaluate content presented in diverse formats and media, including visually and

    quantitatively, as well as in words.

    Grade Level Standard:

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    7. Integrate and evaluate multiple sources of information presented in different media or formats

    (e.g., visually, quantitatively) as well as in words in order to address a question or solve aproblem.

    Reading, Literature

    Anchor Standard:11.Respond to literature by employing knowledge of literary language, textual features, and

    forms to read and comprehend, reflect upon, and interpret literary texts from a variety of genres

    and a wide spectrum of American and world cultures.

    Grade Level Standard: Reading, Literature11. Interpret, analyze, and evaluate narratives, poetry, and drama, aesthetically and

    philosophically by making connections to: other texts, ideas, cultural perspectives, eras, personalevents, and situations.

    WritingAnchor Standard:

    3. Write narratives to develop real or imagined experiences or events using effective technique,well-chosen details, and well-structured event sequences.

    Grade Level Standard:3e. Provide a conclusion that follows from and reflects on what is experienced, observed, or

    resolved over the course of the narrative.

    Speaking/Listening

    Anchor Standard:4.Present information, findings, and supporting evidence such that listeners can follow the line

    of reasoning and the organization, development, and style are appropriate to task, purpose, andaudience.

    Grade Level Standard:4. Present information, findings, and supporting evidence, conveying a clear and distinct

    perspective, such that listeners can follow the line of reasoning, alternative or opposingperspectives are addressed, and the organization, development, substance, and style are

    appropriate to purpose, audience, and a range of formal and informal tasks.

    Assessment Plan:

    RUBRIC

    Beginning Developing Effective Exemplary

    Reading, Literature

    & Informational

    TextsGrade LevelStandard: #1 Cites

    strong and thorough

    textual evidence to

    Fails to cite any

    specific details

    from text(s) to

    support ideas

    and analyses

    Cites only weak

    pieces of textual

    evidence that

    fails to clearly

    support ideas

    Cites some

    effective pieces

    of evidence to

    support ideas

    and analyses

    Cites many

    strong textual

    evidences to

    support ideas

    and analyses

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    support analysis of

    what the text says

    explicitly as well as

    inferences drawn

    from the text,

    including determining

    where the text leaves

    matters uncertain.

    Fails to cite

    and/or draw any

    inferences from

    any of the

    text(s)

    and analyses

    Weakly cites

    and draws weak

    inferences from

    the text(s)

    Effectively cites

    and draws

    inferences from

    the text(s)

    Strongly and

    thoroughly cites

    areas containing

    inferences

    drawn from the

    text(s)

    Reading,

    Informational Texts

    Grade Level

    Standard: #7Integrates and

    evaluates multiple

    sources of

    information presented

    in different media orformats (e.g.,

    visually,

    quantitatively) as well

    as in words in order to

    address a question or

    solve a problem.

    Fails to integrate

    and evaluate any

    information in

    different media

    or formats in

    class including

    the PBS

    website, WarVeterans

    website, news

    articles, or

    research articles.

    Weakly

    integrates and

    evaluates OR

    only integrates

    OR only

    evaluates

    sources of

    information indifferent media

    or formats in

    class including

    the PBS website,

    War Veterans

    website, news

    articles, or

    research articles.

    Effectively

    integrates and

    evaluates

    information in

    differences

    sources of

    media or

    formats in class,but fails to fully

    develop

    integration or

    evaluation of the

    PBS website,

    War Veterans

    website, news

    articles, or

    research articles.

    Successfully and

    fully integrates

    and evaluates

    information in

    all different

    media or

    formats

    examined inclass including

    the PBS website,

    War Veterans

    website, news

    articles, or

    research articles.

    Reading, LiteratureGrade Level

    Standard: #11Interprets, analyzes,

    and evaluates

    narratives, poetry, and

    drama, aestheticallyand philosophically

    by making

    connections to: other

    texts, ideas, cultural

    perspectives, eras,

    personal events, andsituations.

    Fails to

    successfully

    interpret,

    analyze, and

    evaluate any of

    the narrative of

    The Things They

    Carried

    Fails to make

    any meaningful

    connections

    between The

    Things They

    Carriedand

    personal

    experiences,

    current news

    Weakly

    interprets,

    analyzes, or

    evaluates some

    of the narrative

    ofThe Things

    They Carried

    Weakly makes

    meaningful

    connections or

    inaccurate

    connections

    between The

    Things They

    Carriedand

    personal

    experiences,

    Effectively

    interprets,

    analyzes, and/or

    evaluates the

    narrative ofThe

    Things They

    Carried

    Makes some

    accurate and/or

    meaningful

    connections

    between The

    Things They

    Carriedand

    personal

    experiences,

    current news

    Successfully

    interprets,

    analyzes, and

    evaluates the

    narrative ofThe

    Things They

    Carried

    Successfully

    draws

    meaningful

    connections

    between The

    Things They

    Carriedand

    personal

    experiences,

    current news

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    articles, research

    articles, PBS

    website, and/or

    War Veterans

    website

    current news

    articles, research

    articles, PBS

    website, and/or

    War Veterans

    website

    articles, research

    articles, PBS

    website, and

    War Veterans

    website

    articles, research

    articles, PBS

    website, and

    War Veterans

    website

    Writing

    Grade Level

    Standard: #3eProvides a conclusion

    that follows from and

    reflects on what is

    experienced,

    observed, or resolved

    over the course of the

    narrative.

    Fails to provide

    any thoughtful,

    concluding

    reflections in

    Kiowas Eulogy,

    Journal

    Reflections, and

    Symbolic Poster

    on Mary Anne

    over the course

    ofThe Things

    They Carried

    Provides weak

    or inappropriate

    concluding

    reflections in

    Kiowas Eulogy,

    Journal

    Reflections,

    and/or Symbolic

    Poster on Mary

    Anne over the

    course ofThe

    Things They

    Carried

    Provides

    effective, but

    lacks some

    thoughtful,

    concluding

    reflections in

    Kiowas

    Eulogy, Journal

    Reflections, and

    Symbolic Poster

    on Mary Anne

    experiences,

    observations,

    and resolutions

    over the course

    ofThe Things

    They Carried

    Provides

    exemplary,

    thoughtful,

    concluding

    reflections in

    Kiowas Eulogy,

    Journal

    Reflections, and

    Symbolic Poster

    on Mary Anne

    over the course

    ofThe Things

    They Carried

    Speaking/Listening

    Grade LevelStandard: #4Presents information,

    findings, and

    supporting evidence,

    conveying a clear and

    distinct perspective,such that listeners can

    follow the line of

    reasoning, alternative

    or opposing

    perspectives are

    addressed, and theorganization,

    development,

    substance, and style

    are appropriate to

    purpose, audience,

    and a range of formaland informal tasks.

    Fails to clearly

    present any orall information

    and findings in

    Jigsaw

    Presentation of

    Mary Anne with

    accurate

    supportive

    evidence from

    The Things They

    Carried

    Fails to convey

    a clear

    understanding of

    Mary Anne

    through the

    perspective of

    Weakly presents

    any or most ofthe information

    and findings in

    Jigsaw

    Presentation of

    Mary Anne with

    some inaccurate

    and accurate

    supportive

    evidence from

    The Things They

    Carried

    Fails to

    effectively

    convey a clear

    understanding of

    Mary Anne

    Effectively

    presents someinformation and

    some findings in

    Jigsaw

    Presentation of

    Mary Anne with

    accurate

    supportive

    evidence from

    The Things They

    Carried

    Effectively

    conveys a

    somewhat clear

    understanding of

    Mary Anne

    through the

    Clearly presents

    all informationand findings in

    Jigsaw

    Presentation of

    Mary Anne with

    accurate

    supportive

    evidence from

    The Things They

    Carried

    Conveys a clear,distinct

    understanding of

    Mary Anne

    through the

    perspective of

    the author Tim

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    the author Tim

    OBrien after

    addressing the

    Jigsaw

    Questions in the

    presentation

    Organization,

    development,

    substance, and

    style during the

    Jigsaw

    presentation of

    Mary Anne are

    inappropriate

    and/or

    incomplete

    Presentation

    fails to provide

    any

    understanding of

    Mary Anne to

    the audience;

    fails to address

    and/or answer

    any questions on

    the Jigsaw

    Worksheet both

    completely and

    reflectively

    through the

    perspective of

    the author Tim

    OBrien after

    addressing the

    JigsawQuestions in the

    presentation

    Organization,

    development,

    substance, and

    style of the

    poster and

    presentation are

    somewhat

    appropriate to

    increasing the

    understanding of

    Mary Annes

    character, but

    lacks sufficient

    clarity during

    the presentation

    Presentation

    fails to provide a

    clear

    understanding of

    Mary Anne to

    the audience;

    fails to address

    all questions on

    the Jigsaw

    Worksheet

    completely and

    reflectively

    perspective of

    the author Tim

    OBrien after

    addressing the

    Jigsaw

    Questions in thepresentation

    Most of the

    organization,

    development,

    substance, and

    style of the

    presentation of

    Mary Anne are

    appropriate to

    increasing the

    audiences

    understanding

    Presentation

    conveys a

    somewhat clear

    understanding of

    Mary Anne to

    the audience by

    answering most

    the of questions

    on the Jigsaw

    Worksheet

    completely

    and/or

    reflectively

    OBrien after

    addressing the

    Jigsaw

    Questions in the

    presentation

    Presentation

    contains

    exemplary

    organization,

    development,

    substance, and

    style

    Presentation

    conveys a clear

    understanding ofMary Anne to

    the audience by

    answering the

    questions on the

    Jigsaw

    Worksheet

    completely and

    reflectively

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    Specific Assignments:

    Formative Assessments Summative Assessments

    Bell Ringers/Exit Slips Essay/Project

    Journal Reflections

    Socratic DialogueSilent Reading Reflections

    Article, Website, and Stations Guided

    Worksheets

    Kiowas Eulogy

    Jigsaw Worksheet

    Presentation Evaluation Sheet

    All in-class worksheets, Reflections, Bell Ringers, and Exit Slips will be collected at the end of

    every day, unless they are assigned for homework that night. Students will complete a Bell

    Ringer every day at the beginning of class; Exit Slips will be completed at the end of each classperiod. The Bell Ringers and Exit Slips (on the same sheet) will be collected at the end of each

    day.

    STUDENT WORK:N/A

    PROCEDURE:

    NOTE: All handouts/worksheets for each lesson are located below each

    corresponding lesson plan.

    Lesson 1, Day 1: Chapters 1 2

    Bell RingerProblematic SituationImagine you are forced to go to an island with another

    group of people that you dont know. You have no family with you and the weatheris humid,

    hot, and rainy. List five things you would take with you why. Please complete explanations in

    complete sentences.

    Teacher will list students response from Bell Ringer on the board and ask the students to label

    the items either need/want. After the teacher generates a list on the board, students will search in

    chapter 1 for items that soldiers carried when they were in Vietnam. Teacher writes findings on

    the board and afterwards, prompts students: What do all of these items have in common?Most

    students will probably list physical, tangible items from their chart and the chapters chart

    teacher will build understanding that the soldiers carried more than physical objects; they

    carried emotional burdens as well. This prompt should lead into a brief discussion about how

    soldiers in war carry more than physical items; they carry emotional burdens. Also, that some of

    these items are needs and some are wants.

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    Teacher then transitions to a group activity. Teacher divides class using note cards with matching

    physical and abstract pictures. Students will work in pairs; so students find their partner with

    their matching card. Based on the matching note cards they receive, students will identify how

    this particular burden impacts a specific soldier in the chapter or all soldiers in general. With

    their partner students will fill out a guided worksheet about their item and afterwards they can

    share their item and responses to the class.

    Exit SlipIn a minimum of four sentences, describe what tangible or non-tangible item creates

    the heaviest burden for soldier(s) in this chapter.

    Homework AssignmentJournal Reflection #1: In a one-two paragraph entry, describe

    something in your life that burdens you. Does it physically and/or emotionally weigh you down?

    How?

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    Name: _____________________ Date: ___________________

    The Things They Carried: Chapter One

    Bell Ringer: Imagine you are forced to go to an island with another group of people that you

    dont know. You have no family with you and the weather is humid, hot, and rainy. List fivethings you would take with you why. Please complete explanations in complete sentences.

    Exit Slip: In a minimum of four sentences, describe what tangible or non-tangible item creates

    the heaviest burden for soldier(s) in this chapter and why.

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    Name: _______________________________

    Partner: ______________________________

    Date: ________________________________

    The Things They Carried: Exploring the Burdens of Soldiers

    Directions: Answer the following questions with your partner in complete sentences based on

    the note card you received. If you use any evidence from the text in your answer, either quotes or

    paraphrases, cite the page number using MLA format. Ex: (OBrien 24).

    1. What is your item? Is the item tangible or non-tangible?

    2. Who in the chapter carries this item?

    3. Why does this individual or group of individuals carry this item?

    4. Would you carry this item? Why or why not?

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    Lesson 2, Day 1: Library Day

    Bell RingerList 3 things that you think you know about the Vietnam War.

    Students will use the library computers to individually explore the PBS.org website: Vietnam

    Outline: American Experience. Students will complete the Guided Worksheet as they examinethis site and build their historical knowledge of the Vietnam War as they continue to read the

    novel.

    Exit SlipRefer back to your Bell RingerDid what you find today support the three things

    you knew? Why or why not? ALSO, list three more things you learned after exploring the

    PBS.org website.

    Homework AssignmentComplete PBS.org website worksheet if you didnt finish today;

    Read Chapters 3-5.

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    Name: _________________________________ Date: _____________________

    The Things They Carried: Research Day

    Bell Ringer: List 3 things that you think you know about the Vietnam War.

    Exit Slip: Refer back to your Bell RingerDid what you find today support the three things you

    knew? Why or why not? ALSO, list three more things you learned after exploring the PBS.org

    website.

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    Name: ________________________________ Date: ________________________

    Exploring the PBS.org Vietnam Outline: American Experience

    Directions:Answer all of the following questions in complete sentences. The headings of each

    section, except for the Website Evaluation section, indicate the location of the information toanswer your questions.

    Timeline

    1. Under the 1961-1965 categoryDescribe the incident that occurred, which resulted in the

    U.S. waging war on North Vietnam. What year did this incident happen?

    2. What U.S. president declared that is was the U.S.s duty to "take all necessary measures to

    repel any armed attack against forces of the United States and to prevent further aggression."?

    What is he talking about?

    3. In 1966, LBJ meets with South Vietnam leaders. What do they discuss?

    4. Who becomes the next president in 1968?

    5. Summarize what happened at My Lai.

    Primary Sources

    1. Read Aggression from the North. What is the conflict between North Vietnam and South

    Vietnam?

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    Website Evaluation

    1. Which section on the website was the easiest to understand and describe? Why?

    2. Did the photos on the site supplement your understanding of the text? Why or why not?

    3. Explain what you found most interesting about the site.

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    Lesson 3, Day 3: Chapters 3-5

    Bell RingerQuick WriteIn a minimum of four sentences, explain how OBrien reacts when

    he receives his draft notice. Cite specific evidence from the text to support your answer.

    After students share their responses to the Bell Ringer, students will engage in a SocraticDialogue activity. Teacher prompts students with the question What would you do if you were

    OBrien? Would you run away from the draft? Or would you join the military and fight?

    After this activity, students transition into a reading activity. In groups of two, students will read

    What I Did Was Legal, But Was It Right? by James Dannenberg and complete a Guided

    Worksheet.

    Exit SlipStart working on Journal Entry #2: Do you think a draft is fair in times of war? Why

    or why not?Who made the right decision, OBrien or Dannenberg? Use evidence from both texts

    to support your responses.

    Homework AssignmentFinish Journal Entry #2

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    Name: _____________________ Date: ___________________

    The Things They Carried: Chapters 3-5

    Bell Ringer: Quick WriteIn a minimum of four sentences, explain how OBrien reacts when

    he receives his draft notice. Cite specific evidence from the text to support your answer.

    Exit Slip: Start working on Journal Entry #1 Questions: Do you think a draft is fair in times of

    war? Why or why not?Who made the right decision, OBrien or Dannenberg? Use evidence

    from both texts to support your response.

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    Name: ____________________________________ Date: _________________________

    Socratic Dialogue

    Directions: Respond to the first question below when the teacher says begin and continue

    writing a response until she asks you to stop. When she asks you to stop, exchange papers with apartner and read his/her response. After you finish reading his/her response, create a question to

    ask your partner based on his/her response to the question.

    First Question:What would you do if you were OBrien? Would you run away from the

    draft? Or would you join the military and fight? Explain why or why not.

    Response:

    Partners Question:

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    Response to Partners Question:

    Partners Second Question:

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    Name: ______________________________________ Date: _________________________

    Partner: _____________________________________

    What I Did Was Legal, But Was It Right? by James Dannenberg

    Directions: Answer all of the following questions below in complete sentences and cite specific

    evidence from both texts to support your answers.

    1. How did Dannenberg avoid the draft?

    2. Does Dannenberg feel guilty about avoiding the draft? Why or why not?

    3. Why could Dannenberg avoid the draft, but not OBrien?

    4. Explain what Dannenberg means when he says I only hope that I did not use my privilege to

    avoid military service out of cowardice, even as I admit to having been afraid.

    5. How did OBriens and Dannenbergs experiences differ during this decision making process?

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    Lesson 4, Day 4: Chapters 6-8

    Bell RingerQuick Write - Answer the question in a minimum of four complete sentences -

    Does a true story have elements of fiction within it? Why or why not?

    Student have the entire period to read as much of Chapters 6-8 as they can finish within aboutforty minutes. Students will complete a SSR (Silent Sustained Reading) Reflective worksheet

    before they leave.

    Exit SlipTurn in SSR Reflective Worksheet.

    Homework AssignmentFinish reading Chapter 6-8

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    Name: ________________________________________ Date: _________________________

    The Things They Carried: Chapter 6-8

    Bell RingerQuick Write - Answer the question in a minimum of four complete sentences -

    Does a true story have elements of fiction within it? Why or why not?

    Exit SlipTurn in SSR Reflective Worksheet.

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    Silent Reading Response Sheet

    The Things They Carriedby Tim OBrien

    Name: ________________________________ Date: ___________________________

    Chapter: ________ Starting Page: ____ Ending Page: ____

    Directions: Respond to the following questions based on the pages you read today. Use

    complete sentences and include MLA citations from the text.

    While you read: write down questions, memorable quotes, personal connections, and/or

    comments about the chapter.

    After you read: write a 1-2 paragraph reflection about what you read today. Avoid

    describing what happened; think about how and why things happened. Cite at least one

    quote from the text.

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    Lesson 4, Day 5: Chapters 6-8

    Bell RingerQuick WriteWhat do you think OBrien means when he states Almost

    everything is true. Almost nothing is true (81). Cite evidence from text to support your answer.

    After students share responses to Bell Ringer, students transition to a reading and discussionactivity. Students will read a section of Jack Smiths interview with Tim OBrien and engage in a

    Fishbowl discussion that reflects up the interview and the novel. (See resource section to access

    article) Students will complete Fishbowl Discussion Worksheet in-class and finish it up for

    homework.

    Exit SlipStart Journal Reflection #3: Explain why you think OBrien blends fiction and non-

    fiction into the same story? Cite one specific quote from the passage and at least one quote from

    The Things They Carriedto support your explanation using proper MLA citation.

    Homework AssignmentFinish Fishbowl summarizing sheet; Finish Journal Reflection #3;

    Read Chapter 9

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    Name: ________________________________________ Date: ___________________

    The Things They Carried: Chapters 6-8

    Bell RingerQuick WriteWhat do you think OBrien means when he states Almosteverything is true. Almost nothing is true (81). Cite evidence from text to support your answer.

    Exit SlipStart Journal Reflection #3: Explain why you think OBrien blends fiction and non-

    fiction into the same story? Cite one specific quote from the passage and at least one quote from

    The Things They Carriedto support your explanation using proper MLA citation.

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    Name: ___________________________________ Date: ________________________

    The Things They Carried: Fishbowl Discussion Activity

    Directions: As a class, we will engage in a Fishbowl Discussion, which consists of activelylistening and participating in group conversation. There will be two groups: inner circle and

    outer circle. Everyone will be a part of both groups at some point during the discussion. Pleaseread below for more specific directions regarding each group.

    Inner Circle Directions:After the teacher provides the discussion prompt, engage in anactive conversation with your peers that discusses the teachers prompt. Use information from

    the novel or any other material you have viewed in class as well. Eventually, you will beexchanging seats at any time, so will become part of the outer circle as well. Write down some

    notes to use for your summary at the end of class.

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    Outer Circle Directions: As you observe and actively listen to your classmates discussiontaking place in the inner circle, write down any questions, thoughts, or comments you have as a

    result of their conversation. You will be entering the discussion at any moment so be prepared to

    participate and add to the conversation. Write down some notes to use for your summary at the

    end of class.

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    Directions: After participating and actively listening in your groups, write a one paragraph (6-8

    sentences) summary of what you learned from your peers. Refer to the text and your notes for

    information. Refer to and cite specific events from the text or other resources we have discussedin class.

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    Lesson 5, Day 6: Chapter 9

    Bell RingerQuick WriteIn a minimum of three sentences, describe what you think

    happened to Mary Anne at the end of Chapter 9. Be prepared to share your response with the

    class.

    After students think-pair-share their Bell Ringers, students complete a Jigsaw Activity that

    focuses on Chapter 9. Teacher breaks class up into four groups and provides a handout that

    explains the directions for activity and includes focused questions for each group to answer

    collaboratively. Each group will have different passages from the text and questions that

    correspond to those passages.

    Students have the remainder of the period to work on Jigsaw.

    Exit Slip In a minimum of three sentences, explain why you think Mary Anne is an important

    character in the novel.

    Homework AssignmentNONE

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    Name: __________________________ Date: __________________

    The Things They CarriedChapter 9

    Bell Ringer: Quick WriteIn a minimum of three sentences, describe what you think happened

    to Mary Anne at the end of Chapter 9. Be prepared to share your response with the class.

    Exit SlipIn a minimum of three sentences, explain why you think Mary Anne is an importantcharacter in the novel.

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    Name: ___________________ Date: ____________________

    Group Members Names: ______________________________________________

    Jigsaw Activity

    Within your group, scan pages 89-97 in Chapter 9. After re-visiting this section in the chapter,

    find the following excerpt below and answer the following questions in complete sentences.

    Vietnam was full of strange stories,formed by sensation... (OBrien 89).

    1. Who is the speaker of this passage and what story is he referring to?

    2. What is the speaking trying to tell the readers about this particular story?

    3. Think about the character Mary Anne from this chapter. How does she arrive in Vietnam? Cite

    specific details from the text.

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    4. How and why is Mary Anne interested in the war? Cite specific details from the text.

    5. Do you think that this story about Mary Anne is true? Why or why not?

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    Mini-Group Project:

    After answering the above questions, think of a symbol that you could present to the class that

    represents Mary Anne in your passage and assigned pages of text. Explain why this particularsymbol represents Mary Annes character and find a way to connect this symbol to the themes

    weve discussed in the text thus far.

    You may use a large piece of poster paper (thats pre-cut in the shape of a puzzle piece) to create

    your symbol on with any craft materials. You will present this symbol and provide a detailed

    explanation of its significance to the class tomorrow (3-5 minutes).

    Please use below to brainstorm possible ideas and include a brief explanation.

    Possible Symbols:

    Explanation(s):

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    Name: ___________________ Date: ____________________

    Group Members Names: ______________________________________________

    Jigsaw Activity

    Within your group, scan pages 97-102 in Chapter 9. After re-visiting this section in the chapter,

    find the following excerpt below and answer the following questions in complete sentences.

    She wasnt dumb,so did Mary Anne (OBrien 97).

    1. Who is the speaker of this passage and what is he talking about?

    2. What is the speaking trying to tell the readers about Mary Anne?

    3. Think about the character Mary Anne from this chapter. What is Mary Anne like when she

    lives in Vietnam with her boyfriend? How does she change? Cite specific details from the text.

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    4. How and why does Mary Anne become more and more curious about the war? Cite specific

    details from the text.

    5. Do you think that this story about Mary Anne is true? Why or why not?

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    Mini-Group Project:

    After answering the above questions, think of a symbol that you could present to the class that

    represents Mary Anne in your passage and assigned pages of text. Explain why this particularsymbol represents Mary Annes character and find a way to connect this symbol to the themes

    weve discussed in the text thus far.

    You may use a large piece of poster paper (thats pre-cut in the shape of a puzzle piece) to create

    your symbol on with any craft materials. You will present this symbol and provide a detailed

    explanation of its significance to the class tomorrow (3-5 minutes).

    Please use below to brainstorm possible ideas and include a brief explanation.

    Possible Symbols:

    Explanation(s):

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    Name: ___________________ Date: ____________________

    Group Members Names: ______________________________________________

    Jigsaw Activity

    Within your group, scan pages 102-110 in Chapter 9. After re-visiting this section in the chapter,

    find the following excerpt below and answer the following questions in complete sentences.

    The wilderness seemed to draw her in. not all of her. (OBrien 105).

    1. Who is the speaker of this passage?

    2. What happened to Mary Anne? Where did she go?

    3. What seems to be happening to Mary Anne since she arrived in Vietnam?

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    4. What does OBrien mean But in a sense she never returned. Not entirely, not all of her? Cite

    specific details from the text.

    5. Do you think that this story about Mary Anne is true? Why or why not?

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    Mini-Group Project:

    After answering the above questions, think of a symbol that you could present to the class that

    represents Mary Anne in your passage and assigned pages of text. Explain why this particularsymbol represents Mary Annes character and find a way to connect this symbol to the themes

    weve discussed in the text thus far.

    You may use a large piece of poster paper (thats pre-cut in the shape of a puzzle piece) to create

    your symbol on with any craft materials. You will present this symbol and provide a detailed

    explanation of its significance to the class tomorrow (3-5 minutes).

    Please use below to brainstorm possible ideas and include a brief explanation.

    Possible Symbols:

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    Explanation(s):

    Name: ___________________ Date: ____________________

    Group Members Names: ______________________________________________

    Jigsaw Activity

    Within your group, scan pages 110-116 in Chapter 9. After re-visiting this section in the chapter,

    find the following excerpt below and answer the following questions in complete sentences.

    What happened to herturned to craving (OBrien 114).

    1. Who is the speaker of this passage?

    2. What happened to Mary Anne?

    3. How and why did Mary Anne change? Cite specific details from the text.

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    4. On page 116, OBrien describesShe had crossed to the other side. She was part of the

    landShe was dangerous. She was ready for the kill. What does he mean?

    5. Do you think that this story about Mary Anne is true? Why or why not?

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    Mini-Group Project:

    After answering the above questions, think of a symbol that you could present to the class that

    represents Mary Anne in your passage and assigned pages of text. Explain why this particularsymbol represents Mary Annes character and find a way to connect this symbol to the themes

    weve discussed in the text thus far.

    You may use a large piece of poster paper (thats pre-cut in the shape of a puzzle piece) to create

    your symbol on with any craft materials. You will present this symbol and provide a detailed

    explanation of its significance to the class tomorrow (3-5 minutes).

    Please use below to brainstorm possible ideas and include a brief explanation.

    Possible Symbols:

    Explanation(s):

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    Lesson 5, Day 7: Chapter 9

    Bell RingerOrganize yourselves back into the groups you were in yesterday and finish any

    questions you have left. Pick up a large piece of white poster paper at the front of the room and

    begin drawing or putting together your symbol that represents Mary Anne. NoteMake sure the

    symbol is large enough for the entire class to see on the board.

    Students will finish working on their Jigsaw and then present their symbol to the class (as

    indicated in the directions on the worksheet) Students will actively listen to other groups

    presentations and complete a Group Presentation Evaluation sheet.

    Students will complete their symbol on a large piece of white poster board that is in the shape of

    a puzzle piece. When students complete their presentation, they will tape their poster to the board

    andput the pieces of the chapter together on the board and in their minds.

    Exit SlipIn a minimum of three sentences, add why you think Mary Anne changed based on

    your reading and your classmates presentations.

    Homework AssignmentRead chapters 10-13

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    Name: __________________________ Date: __________________

    The Things They CarriedChapter 9

    Bell Ringer: Organize yourselves back into the groups you were in yesterday and finish any

    questions you have left. Pick up a large piece of white poster paper at the front of the room andbegin drawing or putting together your symbol that represents Mary Anne. NoteMake sure the

    symbol is large enough for the entire class to see on the board.

    Exit Slip: In a minimum of three sentences, add why you think Mary Anne changed based on

    your reading and your classmates presentations.

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    Name: _____________________________ Date: ___________________

    Group Members Symbol Two Positive Comments One Question

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    Lesson 6, Day 8: Chapters 10-13

    Bell RingerQuick WriteIn a minimum of four sentences, explain one of the worst dreams

    youve ever had? Did you have this dream occur more than two nights in a row? How did you

    feel?

    After students share their Bell Ringers with the class, students will find a partner, read the article

    Talking Out Loud About War, and Coming Home from theNew York Times, and complete the

    guided worksheet. Students will have the rest of the period to read and complete worksheet; if

    there is time, students can share their responses to the questions with the class.

    Exit SlipQuick WriteIn a minimum of three sentences explain if you think this type of

    group counseling would help soldiers reconcile their traumatic experiences. Why or why not?

    Homework AssignmentFinish in-class worksheet

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    Name: _____________________ Date: ___________________

    The Things They Carried: Chapters 10-13

    Bell Ringer: Quick WriteIn a minimum of four sentences, explain one of the worst dreams

    youve ever had. Did you have this dream occur more than two nights in a row? How did youfeel?

    Exit Slip: Quick WriteIn a minimum of three sentences, explain if you think this type of

    group counseling would help soldiers reconcile their traumatic experiences. Why or why not?

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    Name: _______________________________ Date: ___________________

    Talking Out Loud About War, and Coming Home by Karen Zraick

    Directions:Out loud or silently, read Karen Zraicks article Talking Out Loud About War, and

    Coming Home with your partner. Underline important quotes or sentences that seem interestingto you as you read. After reading, answer the following questions in complete sentences and cite

    information from The Things They Carriedand the article in your responses.

    1. Who created these meetings and why?

    2. What two types of people attend these group meetings? Why?

    3. What is the purpose of these group meetings? What goes on?

    4. Why did Scott Schumacher say Hell,my name should be up therebecause I didnt come

    home.?

    5. Do you think that these types of meetings help ease soldiers emotional pain? Why or why

    not?

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    6. In chapter 12, The Man I Killed, OBrien fails to speak to anyone; why doesnt he talk to

    anyone?

    7. Do you think veterans that attend these meetings experience the same type of trauma that

    OBrien experienced?

    8. It seems the veterans that attend these meetings feel guilty and emotionally tormented. Provide

    at least two specific examples from chapters 10-13 showing how OBriens experiences torment

    him.

    9. Why is it hard for veterans to talk about these graphic war experiences?

    10. Do you think if OBrien went to one of these meetings he would open up about hisexperiences?

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    Lesson 7, Day 9: Chapters 14-16

    Bell RingerQuick WriteWhat is your definition of courage?

    Student have the entire period to read as much of Chapters 14-16 as they can finish within about

    forty minutes. Students will complete a SSR (Silent Sustained Reading) Reflective worksheetbefore they leave.

    Exit SlipTurn in completed SSR worksheet.

    Homework AssignmentFinish reading Chapters 14-16

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    Name: __________________________________________ Date: __________________

    The Things They Carried: Chapter 14-16

    Bell RingerQuick WriteWhat is your definition of courage?

    Exit Slip: Turn in SSR Reflection Sheet.

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    Silent Reading Response Sheet

    The Things They Carriedby Tim OBrien

    Name: ________________________________ Date: ___________________________

    Chapter: ________ Starting Page: ____ Ending Page: ____

    Directions: Respond to the following questions based on the pages you read today. Use

    complete sentences and include MLA citations from the text.

    While you read: write down questions, memorable quotes, personal connections, and/or

    comments about the chapter.

    After you read: write a 1-2 paragraph reflection about what you read today. Avoid

    describing what happened; Think about how and why things happened. Cite at least one

    quote from the text.

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    Lesson 7, Day 10: Chapters 14-16

    Bell RingerRespond to this quote "Courage is doing what youre afraid to do. There can be nocourage unless youre scared." -- Eddie Rickenbacker, WWI flying ace

    After students share their responses the Bell Ringer, they will visit the library and explore a linkoff the Library of Congress website: http://www.loc.gov/vets/stories/courage.html Experiencing

    War: Stories from the Veterans History Project. They will read various soldiers stories off this

    website and write a two page reflection on courage within that particular article, video or audio

    clip.

    Exit SlipHow does the websites definition of courage differ from OBriens?

    Homework AssignmentFinish reflection; Read Chapters 17-19

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    Name: _____________________ Date: ___________________

    The Things They Carried: Chapters 14-16

    Bell Ringer: Respond to this quote "Courage is doing what youre afraid to do. There can be no

    courage unless youre scared." -- Eddie Rickenbacker, WWI flying ace

    Exit Slip: How does the websites definition of courage differ from OBriens?

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    Name: __________________________________ Date: ________________________

    Library of Congress:Experiencing War: Stories from the Veterans History Project

    Directions:After you locate the website: http://www.loc.gov/vets/stories/courage.html,

    browse through various veterans stories by clicking the linkA-Z list. Select two stories that areinteresting to you: ONE of these stories must be about an individuals experiences in the

    Vietnam War; the other can be another veteran from a different war of your choice. There are

    many stories, so be sure to browse through many before making your choices. After you make

    your selections, fill in the necessary information below completely.

    You should complete Part I today in class; Part II will be for homework.

    You will turn in Part I & II completed tomorrow.

    PART I:

    Name of individual: _____________________________________________________________

    War: _________________________________________________________________________

    Years of Service: _______________________________________________________________

    Branch of Military: _____________________________________________________________

    Rank: ________________________________________________________________________

    Birth location: _________________________________________________________________

    Brief description of this individual:

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    Listen to AT LEAST two audio clips (interview excerpts) and record the following information:

    1. Full Title of Audio Clip: _______________________________________________________

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    Summary:

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    2. Full Title of Audio Clip: _______________________________________________________

    Summary:

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

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    Print out 1-2 photos of this individual and paste them below; include a brief description under

    each photo.

    Name of individual: _____________________________________________________________

    War: _________________________________________________________________________

    Years of Service: _______________________________________________________________

    Branch of Military: _____________________________________________________________

    Rank: ________________________________________________________________________

    Birth location: _________________________________________________________________

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    Brief description of this individual:

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    Listen to AT LEAST two audio clips (interview excerpts) and record the following information:

    1. Full Title of Audio Clip: _______________________________________________________

    Summary:

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    2. Full Title of Audio Clip: _______________________________________________________

    Summary:

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

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    ______________________________________________________________________________

    ______________________________________________________________________________

    Print out 1-2 photos of this individual and paste them below; include a brief description under

    each photo.

    PART II:

    After you complete Part I, begin writing a reflection of the information you learned today and the

    novel by selecting one of the questions provided below.

    1. According to OBrien, Norman Bowker won the Combat Infantrymans Badge, the Air

    Medal, the Army Commendation Medal, the Good Conduct Medal, the Vietnam Campaign

    Medal, the Bronze Star, and the Purple Heart (141). Did any of the individuals you researchedwin any of these medals? Do you think winning these medals makes someone courageous? Why

    or why not? Include evidence from The Things They Carriedto support your answer.

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    2. Eddie Rickenbacker claims Courage is doing what youre afraid to do. There can be no

    courage unless youre scared. Do you think your two veterans were scared and courageous? Do

    you think OBrien would agree or disagree with this statement? Why or why not? Include

    evidence from The Things They Carriedto support your answer.

    Response # _____

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

    ______________________________________________________________________________

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    Lesson 8, Day 11: Chapters 17-19

    Bell RingerQuick WriteWhy does Norman ask OBrien to write about Kiowas death? Cite

    specific details from the text.

    After students share their responses to Bell Ringer, students will transition into a StationsActivity. Teacher groups students in three different groups using matching Station note cards

    (Station 1: Quote Explication; Station 2Questions; Station 3: Article Reflection) Teacher asks

    students to report to each designated station and passes out a Stations question packet to each

    student. Teacher reads and explains directions for each station activity.

    Students rotate stations every 10-12 minutes and complete as much of the worksheet as they can

    before rotation.

    Exit SlipQuick WriteIn a minimum of three sentences explain who you think is to blame

    for Kiowas death and why.

    Homework AssignmentFinish Stations Packet if you didnt finish it in class today.

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    Name: _____________________ Date: ___________________

    The Things They Carried: Chapters 17-19

    Bell Ringer: Quick WriteWhy does Norman ask OBrien to write about Kiowas death? Cite

    specific details from the text.

    Exit Slip: Quick WriteIn a minimum of three sentences, explain who you think is to blame for

    Kiowas death and why.

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    Name: _____________________________________ Date: ___________________

    The Things They Carried: Stations Activities

    Station 1: Quote Explication

    Directions: Explicate and analyze the provided quotes (refer to your book for entire quote) and

    then find two quotes from Chapters 17-19 to explicate on your own. You may have to look up

    the context of the quote in the chapter to gain a better understanding of the meaning of the quote.

    Quote Context, Connections, Thoughts

    When a man died, .the climate (177).

    The filth seemed to erase identities,units of

    command (163).

    Man, talk about irony. classic irony

    (165).

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    Station Two: Chapters 17-19 Questions

    Directions: Collaborate with your group and answer the following questions in complete

    sentences. Cite specific examples from the text.

    1. What are the men looking for in the field?

    2. What does Lt. Cross think about while he searching in the field?

    3. Who is responsible for Kiowas death?

    4. According to OBrien, what function do stories serve?

    5. Why does OBrien return to Vietnam?

    6. Why does OBrien return to the field?

    7. After his mission is complete, how does OBrien feel?

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    Station 3: Article Reflection

    Directions: Read the following newspaper article about Alvin Reiners experiences in Vietnam

    and respond the following questions individually or within your group.

    1. Look at the photo on the first page of the article and read the caption. What is Reiner doingand why? Why would they put this photo on the front page of the newspaper?

    2. Why does Reiner say the less I knew the better?

    3. What does Reiner claim becomes part of your life?

    4. Why does Reiner sell his hunting rifle upon returning home? What does this say about his

    memories about the war?

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    5. How do you think Reiner feels about his experiences as a Vietnam soldier?

    6. How are OBriens and Reiners experiences similar? How are they different? Use may listyour similarities and differences below or use the Venn Diagram.

    Similarities Differences

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    Lesson 8, Day 12: Chapters 17-19

    Bell RingerWhat is a eulogy?

    After students share their responses to the Bell Ringer with each other, teacher will explain the

    purpose and how to write a eulogy. Teacher will model examples and show students how towrite one. Students will practice writing a pretend eulogy for a deceased loved one or friend.

    Students will then individually start writing a eulogy for Kiowa in class and finish it for

    homework. (RAFT Assignment)

    Exit SlipQuick WriteWhy is it important to write a eulogy for someone? ANDShow

    teacher at least one paragraph of your eulogy before leaving today.

    Homework AssignmentFinish eulogy for Kiowa;Read Chapters 20-22

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    Name: _____________________ Date: ___________________

    The Things They Carried: Chapters 17-19

    Bell Ringer: What is a eulogy?

    Exit Slip: Quick WriteWhy is it important to write a eulogy for someone? ANDShow

    teacher at least one paragraph of your eulogy before leaving today.

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    Name: ____________________________________ Date: ___________________

    Writing a Eulogy

    Directions: Read the following steps on how to write a eulogy then read the sample eulogy for a

    friend. We will practice writing one after we discuss the steps and sample.

    1. Gather informationabout the person you are writing a eulogy for. Its important to know

    how to describe that person accurately and fully to your audience, which is usually friends andfamily of the deceased individual at a funeral service.

    2. Provide memorable experiences youve had with this individual. This helps comfort theaudience know that the deceased led a happy life despite the past few days of emotional

    suffering.

    3. Be aware of your audience. Its important to share memories with family and friends, but be

    aware of your tone. A eulogy should comfort the audience, not make them feel worse about theindividuals death.

    Sample eulogy for a friend(see resource section to access sample eulogy)

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    Name: ________________________________ Date: ___________________

    RAFT: Writing a Eulogy for Kiowa

    In Chapter 17 In the Field, we learn of Kiowas unfortunate death. Many characters in the

    novel discuss and contemplate Kiowas death including OBrien, Jimmy Cross, the youngsoldier, and Norman Bowker. All of these soldiers blame themselves for his death.

    Directions: Now that you have practiced writing a eulogy in class, write a 2 page, doubled

    spaced reflective, personal eulogy for Kiowa using the sample handout you received in class

    today.

    Select a ROLE: Tim OBrien, Jimmy Cross, the young Soldier, or Norman Bowkero Everything else is provided: AUDIENCE = Kiowas family and friends;

    FORMAT = Eulogy; TOPIC= Kiowas life experiences, his personality, your

    memories of him, and his tragic death

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    Lesson 9, Day 13: Chapters 20-22

    Bell Ringer Quick WriteHow does OBrien feel burdened in this novel? Cite examples from

    text.

    After students share their responses, students will get into groups of about five or less andcomplete Character Silhouette Activity. The teacher will provide a handout, explain the activity,

    and students will have the remainder of the period to work with their groups. They students will

    be creating a large poster of Tim OBrien and providing evidence from the text to support

    various themes/topics provided by teacher. Teacher and students will discuss Tim OBriens

    character, beliefs, values, and experiences as a class after students complete the poster and

    display it to the class.

    Students will complete Reading Evaluation Sheet for homework, which allows the teacher to see

    if students enjoyed the novel or not.

    Exit Slip: In three to four sentences, what do you think Tim OBriens heaviest burden was and

    why?

    Homework Assignment: Select a final project topic from the provided list; Complete The

    Things They Carriedreading evaluation sheet

    NOTE: The final assessment will be due at a later date (approximately fiveseven days);

    students will begin transitioning into a new unit after this lesson.

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    Name: _____________________ Date: ___________________

    The Things They Carried: Chapters 20-22

    Bell Ringer: Quick WriteHow does OBrien feel burdened in this novel? Cite examples from

    text.

    Exit Slip: In three to four sentences, what do you think Tim OBriens heaviest burden was andwhy?

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    Name: ________________________________________ Date: ___________________

    Character Silhouette: Understanding Tim OBrien

    Throughout this novel, Tim OBrien explores the devastation of war and its effect on soldiers

    experiences and himself. While these stories seem truthful, we discover that the novel blendsfiction with non-fiction.

    Directions:Using chapters 20-22 and other chapters we discussed in class, you will work in

    groups offiveor less to complete the following activity. You will make a character silhouette on

    a large piece of poster paper that reflects Tim OBriens thoughts, feelings, and actions. See the

    picture below of topics you need to address; all ideas should include textual evidence with

    proper MLA citation and at least one other resource we used in class this unit. You must ADD

    one more topic to a corresponding body part to the poster; you should have FIVE topics total. Be

    CREATIVE and have FUN!

    Consult with your group and assign roles:Artist = draws the character on the poster, Writer

    = writes text on the poster, 2 Researchers = find information from the text and other resources;

    Mediator = helps everyone compromise on ideas to include

    HEAD: Thoughts about war

    stories and their purpose, why

    he wrote the novel about

    Vietnam

    MOUTH: Specific quotes

    from the text that express his

    beliefs about war, experiences,

    and others.

    GUN: Emotional trauma from

    the war including but not

    limited to, killing others and

    watching others die, guilt,

    shame

    BOOTS: Physical exhaustion

    and burdens from the tangible

    things he carried through

    Vietnam

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    Name: _________________________________________ Date: ___________________

    The Things They Carried: Reading and Unit Evaluation

    Directions: Please answers the questions below based on the novel you just read, The Things

    They Carriedby Tim OBrien. Please answer the questions honestly, your grade will not reflectwhether you enjoyed or dislike the novel; it will reflect the thoughtfulness of your responses.

    1.

    2. What was your favorite activity or assignment while reading this novel and why?

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    3. What was your least favorite activity or assignment while reading this novel and why?

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    Two positive thoughts about the novel:

    1.

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    2.

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    Two negative thoughts about the novel:

    1.

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    2.

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    4. What would you have liked to learn more about while reading this novel and why?

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    5. Do you understand the major themes of the novel and why they are important? Why or why

    not?

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    6. Would you recommend this novel to a friend? Why or why not?

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    7. Please include any other comments or questions below about the assignments, activities, or the

    novel.

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    Summative Assessment:

    The Things They Carried: Final Project

    Directions: Select ONE of the following to complete as your final project. Read through each

    thoroughly so you address each piece of the question. If you have alternate idea for a project,speak with me in advance.

    Be aware and write down the following due dates -

    Topic Selection Due:

    Rough Draft Due:

    FINAL DRAFT DUE:

    1. Write an analytical essay on one character from The Things They Carriedby exploringtheir traumatic experiences during the war and relating these experiences to one of themajor themes of the novel. Minimum of three pages, double spaced, and must include

    citations from the text.

    2. Write a comparison and contrast essay on The Things They Carriedand another piece ofliterature/film discussed in class (poems, letters, movie, news articles, etc) Minimum of

    three pages, double spaced, and must include citations from the text .

    3. Create a collage that reflects one of the major themes from The Things They Carried.Collage must include: text, pictures, and a title. In addition, a formal reflection of the

    meaning of the collage must be handed in as well. Minimum of three pages, double

    spaced, and must include citations from the text.

    4. Conduct research on Tim OBrien and determine why he chose to write The Things TheyCarried. Must include two credible, outside resources other than the novel. Minimum of

    three pages, double spaced, must include citations from the text.

    5. Interview a Vietnam War veteran. Write a descriptive essay that discusses yourconversation and findings by comparing the veterans experiences with characters

    experiences in The Things They Carried. Must provide a list of at least ten questions forthe teacher to review before the interview. Minimum of three pages, double spaced, must

    include citations from the text.

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    RESOURCES:

    Dannenberg, James. What I Did Was Legal, But Was It Right?Newsweek. 18 Feb. 2002. Print.

    This article discusses how and why a young adolescent boy avoided the draft during the Vietnam

    War. He reflects upon his experiences now and in the past as he describes his decision to attendcollege instead of joining the military.

    Eulogy Speech Guide. Eulogy Speech Guide.EulogySpeech.net. 2010Web. 9 May 2011.

    The website http://www.eulogyspeech.net/ provides a list of sample eulogies and ways to write a

    eulogy. The text is clear and easy to understand, which allows students to gain a better

    understanding of what is usually included in a eulogy.

    OBrien, Tim. The Things They Carried. Boston: Houghton Mifflin, 1990. Print.

    This fictional novel is the main source of information for the entire unit. It focuses on a personalaccount of soldier, Tim OBrien, as he reveals this devastating, emotionally filling portrayal of

    American soldiers in Vietnam. Students will read all twenty two Chapters on this novel and

    reflect upon the physical and emotional impact human beings experiences.

    PBS.org. American Experience: Vietnam Online. PBS. WGBH, 2009. Web. 1 May 2011.

    This website provides a large amount of information about the events surrounding the Vietnam

    War including: timelines of events, personal essays and articles about experiences in Vietnam,video clips, visual imagery (photos), summaries of significant people of the war in the U.S.,North Vietnam, and South Vietnam, interactive maps that include descriptions of battles and

    locations,

    Reiner, Alvin. A Look Inside the Day-to-Day Life of a Local Vietnam Soldier. Press-

    Republican. 11 November 2007, C1. Print.

    This article describes the past experiences of a local Vietnam veteran living in the Plattsburgh

    area. Alvin Reiner describes his day-to-day life in Vietnam, what he saw, how he felt, and the

    war itself. His article provides an in-depth account of his experiences in Vietnam.

    Smith, Jack. "The things he carries: For Tim O'Brien, the Vietnam War has remained a crucible

    in his fiction, but the power of imagination and memory, and 'our elusive interior worlds,'

    loom large, too." Writer123.7 (2010): 16-47.Academic Search Complete. EBSCO. Web.

    27 Apr. 2011.

    http://www.eulogyspeech.net/http://www.eulogyspeech.net/
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    This source contains a piece of an interview conducted by Jack Smith with Tim OBrien. Smith

    asks OBrien to explore how and why he blended fiction with non-fiction in his novel. OBrienreveals his purpose in this mixture of realistic fictional and non-fictional events, characters, and

    stories. OBrien expresses the importance of combining these two worlds to provide a very

    descriptive and engaging story of how war affects soldiers.

    Veterans History Project. Experiencing War: Stories from the Veterans History Project. The

    Library of Congress. 18 February 2005. Web. 6 May 2011.

    This website provides several personal experiences of soldiers through text and video clips. They

    provide descriptive experiences to inform others about the challenges and the courage theyencountered in Vietnam.

    Zraick, Karen. Talking Out Loud About War, and Coming Home.New York Times. New York

    Times, 7 Feb. 2011. Web. 1 May 2011.

    This article discusses the current Iraq/Afghanistan soldiers that return from the war overseas andhow they cope with their experiences. The article provides personal information regarding

    soldiers emotional mentality, civilians concerns, and reasons why a group of doctors founded

    this organization.

    INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS:

    Instruction, assignments, and activities will encompass a variety of learningstyles/intelligences including visual, auditory, interpersonal, and intrapersonal.

    Lessons will occur in classroom environment If students feel uncomfortable reading certain passages in the novel, accommodations can

    be arranged for the student to skip that chapter or read a different novel

    Students can move seats to work in groups or move around to a different location withinthe room

    Students with disabilities:BlindAccess to a Braille text so that the student can readalong with the class;DeafIf the school has access to a teacher who can do Sign

    Language, the student could still participate in the class, but perhaps outside class time

    with the English teacher or the Sign Language teacher may be necessary; Learning

    DisabledTeacher would need to differentiate learning by challenging all students at

    different abilities; WheelchairAny students with any physical disability will be able to

    participate in class discussions, group work, and complete the homework. All students

    will work together as much as possible to promote community in the classroom and to

    help address the diverse needs of each individual student

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    TIME REQUIRED:

    The unit will take a little longer than two weeks. Prep time for each lesson will take about

    a half hour to an hour every day. Grading should take approximately two hours each day. Bell

    Ringers and Exit Slips will be graded and returned to the students the following day; this

    provides a daily check for understanding by the teacher. Worksheets, Journal Reflections, or anyother type of in-class activity should be returned to students within two to four days to ensure

    understanding. This allows the teacher to make adjustments to the schedule as needed.

    REFLECTION:

    Its important that students recognize and understand the brutality of war, the devastating

    consequences it inflicts upon individuals, and the irreversible effects on soldiers. By reading an

    engaging and personal story of various soldiers lives in the novel, students possess the ability to

    relate directly to certain characters as they follow the soldiers experiences. Even more,

    broadening their perspective of literature using current newspaper articles and interviews willsupplement their understanding of how and why literature is created. Even more, by reading the

    novel, students improve their ability to write reflectively by including their thoughts about the

    novel in connection to their own lives. They also discover the importance of supporting their

    conclusions with specific evidence from the text. Students achieve an in-depth understanding of

    the major events in the Vietnam War and personal experiences of soldiers and non-soldiers in the

    war as well.