learning experience - the things they carried
TRANSCRIPT
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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?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. What was your least favorite activity or assignment while reading this novel and why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Two positive thoughts about the novel:
1.
____________________________________
____________________________________
____________________________________
____________________________________
2.
____________________________________
____________________________________
____________________________________
____________________________________
Two negative thoughts about the novel:
1.
____________________________________
____________________________________
____________________________________
____________________________________
2.
____________________________________
____________________________________
____________________________________
____________________________________
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4. What would you have liked to learn more about while reading this novel and why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. Do you understand the major themes of the novel and why they are important? Why or why
not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6. Would you recommend this novel to a friend? Why or why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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.