Joseph Satterthwaite

Prof, Mueller

ENGL-611

Unit Plan

Class Level: College Undergraduate (Freshman-Sophomore)

Class Length:60-85 minutes, 2-3 Days a week

Objective

The final goal of this unit will be a revised draft of a literary analysis eventually ending

with a polished essay. Using at least one scholarly article, and the work we completed in class. I

hope to cover a broad spectrum of ideas related to The Old Man and the Sea by Ernest

Hemingway. Discussing his themes, characters, language, structure, context, reader etc.

Rationale

The unit will be focused on the teaching of Ernest Hemmingway The Old Man and the

Sea . The story is simple yet powerful. The book has been read and taught for a long time. I have

read and been taught this book a plethora of times and every time has been different. I would like

to use the theme of Courage as a catalyst for examining the novella from many angles. The

reason for the focus on courage is we all have felt down and out or have a fear of things we don’t

know or understand. This novel written simply can leave its reader with an example of a

universal approach to life and having a positive mental attitude.

Coming from the military and learning the importance of not giving up and grinding

towards your goals. The things you want as well as when your lost continuing to move forward.

One of the things I like about this novel is its location Cuba and its main character the Santiago

the old man. Both of these places are more than likely unfamiliar to my local student attending

college and high school English classes. I believe that not understanding these characters can

allow the reader to learn and form new understandings of what people are capable of and how to

be successful.

Furthermore, the book will introduce the students to one of the many great American

authors. I have always been attracted to what I like to call legends of Literature. The well-known

and universally praised works of art. Ernest Hemingway won the Nobel Prize for Literature in

1954 for this novel. So why not study his highest awarded piece. If the entire world recognizes,

and has decided this work is the best for that year. Why not dive into The Old Man and The Sea

and see what we come up with.

Pulling away from the power and praise of this novella, I will ask the students to try and gather

personal questions, ideas, connections, and use them in their own writing.

Artifact

https://www.youtube.com/watch?v=W5ih1IRIRxI

Lesson Plan #1

Skills

Personal knowledge- what the students bring with them to class

The opportunity to introduce themselves and hear their own voices and their other

classmates voice in the classroom setting.

Objective

Students will bring their own personal understanding of what courage means to them to

class. I hope to extract their ideas and experience with courage and allow the class to talk about

it. This will allow the class to start a dialogue amongst each other. Opening up communication

lines.

Reasoning

Encouraging students to use their own knowledge about a subject will hopefully build

courage and deconstruct the stress of participating in class.

Procedure

I imagine this being the beginning of a new class. Starting the class with introductions.

The usually: What’s your name? Your major. Etc. just to open up the class and allow

everyone to hear and feel themselves speak in class.

After these introductions which may take anywhere from 10-20 minutes I would like to

start a discussion about what does being a hero or being courageous mean to you. The

usual response is brave, fearless, truthful etc. These are all fine

What I would like to try and initiate is a deeper conversation about what it means to be

courageous. Why are people courageous? When are they courageous?

Furthering this conversation and if time allows I would like the class to open their

notebooks and describe a person they think of as courageous or a hero. A real person in

their life or history, a fictional character is also acceptable (we are going to be discussing

a fictional novel after all)

Homework

At this point class will be close to over and I will not ask for the students to tell me who

their courageous person is but answer these questions for homework and pass in a short two page

paper answering these questions.

Who represents courage to you?

What type of characteristics does this person need to have courage?

Why would a person express these feelings and actions?

Are there different types of courage?

Lesson plan #2 background knowledge (context)

Skills

Small writing sample

Background knowledge

Public speaking

Objective

Students will have had the chance to return and consider what it means to be courageous

and who in their opinion is courageous. This short and again personal response will allow me to

see an example of their writing as well as some insight into their background knowledge and

who they may hold valuable. Then I will introduce the novella and its author. I hope to

challenge their ideas of courage and the people who express it with the work we will be reading.

Reasoning

I am not always a fan of using background knowledge before I start reading a book, but

in this case when I am framing the novel around courage. I feel it is best to allow for context.

Challenging their ideas of what courage is will allow for growth. The acceptance of others.

Procedure

Continuing the conversation;

Allow the students to talk about their person that they discussed. I would than

compile a list of courage based characteristics, people, actions, ideas, etc.

whatever the students come up with. Taking in all the information the students

provide I would continue the conversation but introduce The Old Man and the

Sea and Ernest Hemingway.

Homework

Asking the questions, can an old man be courageous? Is he capable at his old age to

perform courageous acts? Ending the conversation at the end of class and assigning the first 30

pages of reading, and having the students come back with a 250 response to the reading. Is the

old man courageous why or why not?

Artifact

The artifact I would like to hand out or allow students to access on the internet. Is an article

about Hemmingway and the book? It is a ten facts about Hemming way and the book article.

Nothing extraneous, or hard to understand just enough facts to interest the students in the reading

. Hemmingway, Cuba, large fish, it is all very intriguing to add pictures and fun facts only amps

up the excitement.

http://mentalfloss.com/article/64363/11-facts-about-hemingways-old-man-and-sea

Lesson #3 Culture

Skills

Close reading

Cultural awareness

Juxtapose their lives with those of the Cuban people

Empathy

Objective

After reading the first 30 pages of the novella, the students will realize the difference in

their life and that of the characters in the novella. I hope to have the students recognize and

define the differences in the culture of the Cuban people compared to their own life as well as the

courageous person they described.

Reasoning

The students can learn how different cultures express similar attributes of courage as they

define it. Santiago and Manolin face different obstacles every day that maybe he students don’t

but they still express the same attributes that lead towards being courageous.

Procedure

The students will work independently on compiling a list comparing their lives to that of

Santiago and Manolin’s cultures are the same and different.

o Possessions

What things do each individual own that are essential to their survival?

What do they own that is extra?

How do we pay for these Possessions?

o Personal goals and ambitions

What are some of your goals and what are theirs?

How do they differ?

o Relationships

The old man and the young boy

Manolins family relationship

How does this compare to your family and acquaintances?

After the students spend 10-15 minutes working on the noticeable differences in their

own cultures and that of Cuba’s. They will enter into groups of 3 or 4 and discuss the

different ways they noticed the differences in their own lives and those of Santiago and

Manolin. The group work will last again about 10-15 minutes. I want them to really hash

out the differences. Truly try and discover and understand the differences each of them

are going through.

Bring it back to a class discussion (this may be too much in one class) How do the

different cultures affect how they express different forms of courage? Does living in a

fishing town on an island make what you do less courageous than if you live in NYC.

Why are they doing these things? Is it a way of survival and isn’t that one of the biggest

motivators to be courageous. To live.

Homework

Read pgs 30-60

Using the reading assigned find three examples that could answer the question presented

in class. How does culture impact how someone might express their courage. How do

existing in different cultures change acts of courage and how do they remain the same?

With the reading this would be a 250-500 word response.

Lesson # 4 Characters

Skills

Close reading

Textual Evidence

Authorship and Readership

Objective

Identify and express the main characters in the novella. Santiago and Manolin are the

main characters but we will be focusing mainly on Santiago as he is our model for which to

compare our definitions of courage.

Rationale

The students have read through the first half of the novella. Santiago has had multiple

conversations with Manolin, has gone fishing and is struggling to catch the fish. I think it is

important for the students at this point to take a step back and analyze the character.

Procedure

As the class proceeds hopefully their definition of what is courage changes as well.

Hopefully it will move beyond acts of bravery and further into the reasons behind these

acts and the character of a person.

Create of current list of qualities that make up what courage means to them now.

I would like the class to go back into their books and find textual evidence of Santiago

being courageous talking about aspects of courage.

How many of the qualities on your list have been used in the novel. The ones that were

how do they apply to Santiago and the ones that don’t do they apply to your idea of

courage?

Expanding off of the quotes How does Hemingway uses aspects of courage to develop

the character of Santiago?

How does Santiago express his courage?

Homework

Read pgs 60-90

From the pages read for homework find 3 quotes that serve as an example of Hemingway

continuing the process of defining courage from the examples gave in class.

Lesson #5 Language

Skills

Identify Language and its multiple purposes

Investigate further than surface readings of the language

Critical thinking and Close reading

Objective

The Students will be advised to pay attention to the language Hemingway uses in the

novella. He is known for using simple language with deeper meanings. I found a few sources that

described it as “iceberg language”. The little that is showing is only a small percentage of what

he is actually saying. The students will acknowledge the simplicity of language and examine

what possible meanings may be trying to find their ways to the surface.

Rationale

This is my favorite part of the English language. The intentions a few simple words put

into context with connections with in the novel, the real world, and whatever is brought to the

novella. I hope that by discovering the possibilities of language the students will unlock the

complexity of their own language. I believe this is the most important tool in communicating,

empathy, and critical thinking.

Procedure

I will provide the class with selections from the novella up to the point they have read to

for class.

I will allow the students to work independently on the multiple meanings each phrase

could potential be discussing. 5-10 minutes

After the class has completed I will break them up into groups of 3 in order to discuss

their findings.

Once they have discussed all possibilities. I would like them to elect one speaker to

announce if there is any meaning everyone in the group came up as well as unique

meanings that maybe caught the rest of the members by surprise.

Depending on the class size this could take the whole class or only a portion of it.

I will also introduce another aspect of language that is not specific to Hemingway’s

writing but unique to an English language work. The use of words in another language.

Hemingway uses the other language as a point of emphasis. Having already discussed simple use

of language that also contains another level of meaning. We can also believe that the use of

another language also has deeper meaning.

Homework

Read 90-120 (end of the novella)

As they read the end of the novella notice and select 3 Spanish words.

In a paragraph for each investigate the possibilities of its meaning as well as why do we

think the author chose this specific word to be in Spanish.

Lesson #6 Dialogue

Objective:

Reading is a process. The best understanding of reading similar to writing is allowing

your thoughts and ideas to become public. Turning a very individual experience like reading into

a social one. Some of the best understanding, wisdom, and exploration comes from conversations

with peers. By reading and discussing literature students can develop intellectual discipline that

will deepen critical thinking as well as confidence.

Reasoning:

Hemingway uses dialogue masterfully to engage the reader as if we are intruding but not

entirely caught up to speed on all the ins and outs of the conversation between the two main

characters Santiago and Manolin. The excerpt I have chosen leaves even more to the

imagination. I think picking up in the middle, a climatic section of the short story can leave the

reader wanting more, piecing together the puzzle, and creating their own worlds around the

writing. Therefore, I think it is a wonderful exercise to construct and criticize Hemingway’s

writing in order to further the intellectual thinking of the reader, and then discuss it to even

further push the boundaries of understanding.

Procedure

Introduce the excerpt, and what I expect the students to do while they engage in the

reading process.

Allow for 5-10 min of reading and re-reading of the excerpt

o Instructing the students to take notes

What do you notice? (theme, projection of possible arrival and departure from this scene,

characters, and anything that grabs your attention or provokes thought/ possibilities)

After the reading and notes are complete ask the students to write down what they

experienced as a reader?

o As you read and maybe re-read the story, did more questions arise? Did the story

become more clear or less? How did reading affect not only the questioned you

had about the story and its characters but yourself as well? Where did you

imagine the story going and where does that say about yourself?

Break into groups (10 minutes)

o Discuss your findings and any questions

o As a group do your best to answer each other’s questions. The answers do not

have to be based in fact but your own projection of the story.

Open the discussion up for the classroom

o Leads into further questions

Homework

Dialogue is an important part of Hemingway’s ability to inform the reader, deepen the

characters and their relationships, as well as progress the story. The novella is written in

third person and we are privileged to the inner thoughts of Santiago. Find some inner

dialogue from Santiago.

Write approximately 500 words investigating what Santiago’s conscious is saying, and

what Hemingway is permitting us to read. Why is Santiago thinking this?

o Where in his long life has he come to express these thoughts?

o What is he contemplating and what has allowed or persuaded him to feel

this way?

o How will they impact his or Mandolin’s future?

Lesson #7 Reflection and Progression

Objectives

Students have carried the question; What is Courage? With them for the entirety of the

novella. Having completed the novel hopefully the students have a better understanding of what

it means to be courageous. In the end the novella will reveal different aspects of life and how

courage plays a role in it. I would hope the students have discovered how the novella has

impacted them and will be able to express the connections they made.

Rationale

The novella is complete. Now what? Reflection and progression, the real work begins.

The beginning of their analytical and cumulative paper. While courage has been the catalyst

throughout the novel, other themes have or have not presented themselves. As a way to

rationalize the entire novel. I would like to contemplate whether Santiago was successful or not.

Procedure

Open the floor for thoughts now that the novella is finished. Allow for class discussion.

Prompt the class after a few minutes of dialogue: Is Santiago successful or does he fail?

Does that impact whether he is courageous or not? Do you have to be successful to be

considered courageous?

Splitting the class into 4 teams, I would like open up a debate. Two teams for successful

and the other for failure and how it impacts his status as courageous or not. Both sides

have evidence that will be very obvious and therefore whether you believe one or the

other it does not matter which because each side can be supported with textual evidence.

Once the class is split I would like every student to find a quote in the book which

exemplifies whether or not.

The teams will discuss and decide which quote best supports their side. Allowing a scribe

to write their quote up on the board.

The class will than continue to debate using the quotes that are on the board as evidence

for or against their assigned perspective.

Homework

Read and annotate a scholarly article I provide.

Artifact

Stephens, Gregory, and Janice Cools. "Out Too Far": Half-Fish, Beaten Men, And

The Tenor Of Masculine Grace In "The Old Man And The Sea." Hemingway Review

32.2 (2013): 77-94. Academic Search Complete. Web. 14 July 2016.

Vancouver/ICMJE References

Lesson # 8 Scholarly Article

Objective

I will introduce a scholarly article about the novella. I believe in the process of producing

your own literature analysis it will help to see another work as a model of potential.

Rationale

By reading and discussing the Scholarly article I hope to model the potential every

student has when producing their own papers from experiences, ideas, and work done for and in

class.

Procedure

Scholarly Articles can be intimidating. Openly admitting that and providing comfort

in the understanding that they are not always going to be easy.

I will have thoughts and questions about the article, but I would hope that the class

has questions.

o A confusing part

o An idea that goes beyond the article

o An idea in the article they do not agree with, or one that persuaded

them.

o Reaffirmed an idea they also had about the article

I will introduce the question of gender. In most if not all of Hemingway’s writings

the female character plays a minor role, usually servicing the male character. In

this novella little is mentioned about a female character.

The only feminine connection is Santiago’s relationship with the ocean being that

of mother nature.

Open up the discussion to discuss gender roles, and the potential lack of.

o Authorship

o Historical context

o Current Culture

Homework

Find and bring in your own Scholarly Article that addresses any theme you are interested

in focusing on Hemingway, The Old Man and the Sea, courage, any topic/ theme we have

covered or skipped since the beginning of class.

Be prepared to share your article, as well as its connection the work we have done in

class

Lesson #9 Oral Presentation

Skills

Public speaking

Research

Objective

The students will bring in their own scholarly article. We will allow approximately 5-10

minutes per student to present their article and its relevance to the class.

Rationale

The students will bring in their own research on the topic of their choosing. They will

also be prepared to orally present the overall claim of their article, whether or not they agree, and

how it relates to our class. This lesson will address research, oral speaking skills, and expanding

the conversation outside of the classroom. Introducing new and helpful concepts to the rest of the

class.

Procedure

Ask the students to give a short explanation and connection to class their article brought

to the table. If the article did not relate to the class, what was the process of deciding to

try and find this article.

o It does not mean the article or their idea is wrong, only that potentially they found

a missing connection and have the opportunity to fill the void.

Homework

Begin a rough draft.

Using your scholarly article and whatever theme you have chosen to focus on please

write 3-5 pg. rough draft. Explaining your article. Your theme you are addressing. Your

personal thoughts on the matter. 2-3 quotes from the novella as well as 2-3 quotes from

your scholarly article.

I am only giving them the amount of time between classes to produce this rough draft.

Therefore, I will give them the option of addressing each part of the essay separately.

o They can summarize their article in its own paragraph

o Explain their theme they plan on addressing

o Personal thoughts on the subject

o Connections between the material covered in class, your thoughts,

and the article

o 2-3 quotes from your article with explanation as to why you chose

each quote

o 2-3 quotes from the novella with an explanation as to why you

chose it.

This will allow the students to produce and organize material that will be used in their

final papers.

Lesson #10 Peer Review

Skills

Rough Draft

Editing

Peer Review

Social Writing and its importance

Objective

Peer Review. We have discussed a scholarly article. Learning about the claims, we agree

with it as well as the claims we disagree with. We have addressed possible holes in the academic

research. The class will begin to understand that no matter who writes an article it is never fully

expressed. The collaboration and review of peers will constantly progress an idea.

The students will bring in their rough drafts allowing their classmates to review and

annotate their drafts.

Rationale

The process of writing is not an individual event. It should be social and it should be

constructive. At any time during the writing process from having an open discussion in class,

debating, sharing, writing ideas. All of these steps are conducted amongst peers. The peer review

is of the utmost importance. The more eyes and ideas you can get on your work the more

complete and intelligent your work will be.

Procedure

The students will hand in two copies of their rough drafts at the beginning of

class.

I will randomly shuffle the papers and hand them back to the students

o Keeping a copy of every draft for my own review

Taking approximately 10 minutes.

o Annotate

o Acknowledge strengths and weaknesses.

o Express possible ideas to further the paper

Once the 10 minutes is up pass the paper to the person behind you and repeat the

process.

After going through two rounds of peer review, return the paper to its owner and

allow the students to go over the notes on the paper.

Now we will discuss any questions about the paper or the notes that have been

made on their paper.

Homework

Organize your papers, so that your ideas and textual evidence construct a

thorough claim.

Acknowledge your peers review and make any correction you believe will help

your paper. Remember not every suggestion is valid but worth the time

contemplating its importance and what role it may play in your paper.

The students will not have to turn their papers in the next class, but I will return their papers with

my notes and annotations so that they will have another set of notes to consider as they continue

to write their papers.

Artifacts

https://www.youtube.com/watch?v=W5ih1IRIRxI

Stephens, Gregory, and Janice Cools. "Out Too Far": Half-Fish, Beaten Men, And The Tenor

Of Masculine Grace In "The Old Man And The Sea." Hemingway Review 32.2 (2013): 77-

94. Academic Search Complete. Web. 14 July 2016. Vancouver/ICMJE References

http://mentalfloss.com/article/64363/11-facts-about-hemingways-old-man-and-sea

Hemingway, Ernest. The Old Man and the Sea. New York: Scribner, 1952. Print.

I will pass out the rationale from the beginning of this unit plan as a handout the Students

may keep as a reference for why we are talking about this novella and what I expect the class

to progress through.

Lesson #7- Debate Grading Rubric

Class Debate: Santiago a failure or success

         

Teacher Name: joseph

satterthwaite

Student Name:     ________________________________________

CATEGORY 4 3 2 1

Use of Every major Every major Every major Every point was

Facts/Statistics point was well

supported with

several relevant

facts, statistics

and/or examples.

point was

adequately

supported with

relevant facts,

statistics and/or

examples.

point was

supported with

facts, statistics

and/or examples,

but the relevance

of some was

questionable.

not supported.

Information All information

presented in the

debate was clear,

accurate and

thorough.

Most information

presented in the

debate was clear,

accurate and

thorough.

Most information

presented in the

debate was clear

and accurate, but

was not usually

thorough.

Information had

several

inaccuracies OR

was usually not

clear.

Rebuttal All counter-

arguments were

accurate, relevant

and strong.

Most counter-

arguments were

accurate,

relevant, and

strong.

Most counter-

arguments were

accurate and

relevant, but

several were

weak.

Counter-

arguments were

not accurate

and/or relevant

Respect for Other

Team

All statements,

body language,

and responses

were respectful

and were in

Statements and

responses were

respectful and

used appropriate

language, but

Most statements

and responses

were respectful

and in

appropriate

Statements,

responses and/or

body language

were consistently

appropriate

language.

once or twice

body language

was not.

language, but

there was one

sarcastic remark.

not respectful.

Work Cited

Blau, Sheridan. The Literature Workshop. Portsmouth, NH. Heinemann, 2003. Print

Filkins, Scott. Reading with Purpose in the Content Areas. NCTE.

http://www.readwritethink.org/professional-development/strategy-guides/reading-with-

purpose-content-30514.html

Filkins, Scott. Supporting Student Comprehension in Content Area Reading. NCTE.

http://www.readwritethink.org/professional-development/strategy-guides/supporting-

student-comprehension-content-30517.html

NCTE.org

Readwritethink.org

Rubistar.4teachers.org

Simon, Cathy. Using RAFT Writing Strategy. NCTE.

http://www.readwritethink.org/professional-development/strategy-guides/using-raft-

writing-strategy-30625.html