UNIT PLAN

Instructor: Course/Grade Unit:

Sara Oster English/11 The Things They Carried Part 1

Essential Questions:
 Why do we go to war?
 What is bravery?
 What happens to soldiers when they go to war?
 Does war push people do things they wouldn’t otherwise do?
Enduring Understandings:
 Students will gain deeper understanding of what war is, how it affects soldiers and how
that, in turn, affects our country
 Students will redefine bravery and understand that bravery comes in different forms
 Students will gain a deeper understanding of our limits as humans and what happens
when those limits are pushed

Common Core State Standards:

 RL1 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.
 RL3 Analyze the impact of the author’s choices regarding how to develop and relate
elements of a story or drama (e.g., where a story is set, how the action is ordered, how
the characters are introduced and developed).
 RL4 Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)
Mastery Objectives Content: Mastery Objectives Skills:
 Students will relate events that occur  Students will define bravery
within the text to previous  Students will analyze rhetorical devices
knowledge of history. used in text and determine the author’s
purpose in using these devices
 Students will design a service learning
project centering around soldiers
Relevance: Junior year is commonly the year students study American Literature. America’s
has taken the position of a sort of “world police” and has spent the majority of these students’
lives at war. To discuss American literature without discussing war and its effects on soldiers and
citizens alike would be to do our students a great disservice. The crux of this unit (both parts 1
and 2) is a service learning project that gets students directly involved with soldiers, allowing
them to gain a deeper understanding of what it means to be a citizen of a country at war and a
deeper appreciation for those men and women who serve in the military.
Final Project/Assessment:
 There are two “assessments” for part one of this unit.
o The first assessment comes at the end of week one. Students will debate one
 another, addressing both broad and specific topics related to the readings (ie: “Is
killing in war moral?” or “Was Tim O’Brien a coward for going to war?”
o The second assessment leads the students into part 2 of this unit. For this
assignment, students will split into groups or pairs and design their service
learning project, which will be completed, along with a presentation, as the
summative assessment at the end of part 2 of this unit.
Instructional Strategies:
 Socratic Circles
 Debate
 Guided note-taking
 In-class discussion
 Journaling
References:
Louis Silverstein-Presentation

News Article: http://news.yahoo.com/blogs/lookout/troops-getting-gear-charity-u-military-

braces-budget-165300942.html

News Article: http://news.yahoo.com/im-monster-veterans-alone-guilt-081744648.html

Unit Calendar – On last page

Opening Day Activity: Students will create (with teacher facilitation) a mind-map of
everything they know about the war in Vietnam. Once this map is created, students will discuss,
with teacher facilitation, what it means to be a soldier and will come up with a class definition of
“bravery”.
Lesson Plans: As follows
Lesson: The Things
Author: Sara Oster
They Carried Part 1
TOPIC of this lesson
(content/activity ex. Ch 3
Mice/Men, analyze
character)
Common Core Standards
Mastery Objectives (use
Bloom’s taxonomy)
What students will be
able to do
Materials and Resources
Needed for the Lesson
(list)
Opening/Activity
•How will ideas be
introduced and linked to
prior knowledge?
•How will the opening
activity motivate
students?
Agenda
(explicitly describe
instructional activities)
Course: Jr. English Date: 4/1/13
The Things They Carried
Pre-reading/preparation
Mind-map
 CCRL4 Determine the meaning of words and phrases as they are
used in the text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful. (Include Shakespeare as
well as other authors.)
 CCSL1: Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
 Students will diagram everything they know about a specific time in
history (the war in Vietnam)
 Students will create a definition (or re-definition) of “bravery”
 Overhead or document camera
 Acronyms and Terms graphic organizer
1. “Right about now you should all be starting your discussion of the war in
Vietnam in your U.S. history classes. To sort of supplement that, we are
going to be starting a novel by Tim O’Brien called The Things They
Carried. Before we do that, I want to find out what you all already know
about the war in Vietnam and what was happening in the U.S. during the
60s and 70s.” (5 min. whole class)
2. Students will create a whole-class mind-map which the teacher or
student volunteer will record either using the overhead or document
camera. During the construction of this mind-map, teacher will also lead
short discussions based on the points generated by students. (30 min.
whole class)
 3. Having discussed the Vietnam War, students will pair off and discuss
what it means to be “brave” and then share those definitions with the
class and come to a consensus regarding the definition of “bravery”. (10
min. small group and whole class)

Closure (check for 4. Hand out Acronyms and Terms graphic organizer and assign it for
understanding) homework. (5 min. whole class)
How will the lesson
end and bridge to
learning for the future?
Differentiation Students who are not comfortable with whole class discussion may write
How will I support down what they know about Vietnam and give it to the teacher at the end of
varying styles (VAK) and class. The teacher will then add it to the mind-map before making copies for
multiple intelligences? the whole class.

Extension activities N/A

for students who have
mastered the material
Homework Finish Acronyms and Terms graphic organizer.
Oster
English 3
Vietnam Acronyms and Terms
Term Meaning/What It Is
KIA
SOP
RTO
PFC
Spec-4

VC
USO

LZ
LP
Gook

Napalm

Agent Orange

Mamasan

Conscientious Objector
Lesson: The Things
Author: Sara Oster
They Carried Part 1
TOPIC of this lesson
(content/activity ex. Ch 3
Mice/Men, analyze
character)
Common Core Standards
Mastery Objectives (use
Bloom’s taxonomy)
What students will be
able to do
Materials and Resources
Needed for the Lesson
(list)
Opening/Activity
•How will ideas be
introduced and linked to
prior knowledge?
•How will the opening
activity motivate
students?
Course: Jr. English Date: 4/2/13 (Day 2)
The Things They Carried Ch. 1 “The Things They Carried”
50lb backpack, read aloud Ch. 1 and discuss O’Brien’s use of rhetorical
devices and meta-fiction.
 CCRL4: Determine the meaning of words and phrases as they are
used in the text, including figurative and connotative meanings;
analyze the impact of specific word choices on meaning and tone,
including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful. (Include Shakespeare as
well as others)
 CCRL5: Analyze how an author’s choices concerning how to
structure specific parts of a text (e.g., the choice of where to begin
or end a story, the choice to provide a comedic or tragic resolution)
contribute to its overall structure and meaning as well as its
aesthetic impact.
 Students will examine O’Brien’s use of rhetorical devices and meta-
fiction in order to explain its effect on the story he’s telling.
 Students who wear the 50lb backpack will identify with soldiers
during the Vietnam War and the physical weight they carry
 Students will compare themselves to the characters within the text
when they create a list of the things they carry.
 The Things They Carried by Tim O’Brien
 50lb Backpack
 Acronym/Terms G.O.
 Class mind map and definition of bravery
1. “Yesterday we began talking about the war in Vietnam and came up
with a sort of map of everything we know about Vietnam. We also
came up with a class definition of bravery.” Hand out class map and
definition. “Today we’re going to start looking closely at the text. As
we read, have out your acronyms and terms G.O.. Don’t forget to
annotate the text with questions or thoughts you may have and
make note of rhetorical devices you see O’Brien using. Recall
rhetorical devices you learned during our Literary Elements Unit but
also consider devices we may not have previously discussed like
word choice, anecdote placement and meta-fiction.” (5 min whole
 class)

Agenda 2. Begin reading Ch.1 “The Things They Carried”. During reading, point
(explicitly describe out interesting things O’Brien mentions, answer questions, ask
instructional activities) questions, guide students through the text and discussing meta-
fiction (30 min out loud whole class)

3. Students will have noticed, during this reading, that O’Brien lists
items and their weight throughout the chapter. Pull out the 50lb
backpack. Ask for a student to volunteer to wear it and walk around
the room and up and down the stairs in the hall wearing it. Multiple
students may volunteer. Ask them what it feels like to carry that
weight. Imagine being a soldier carrying that through Vietnam... (10
min. Individual/whole class)

Closure (check for
understanding)
How will the lesson end
and bridge to learning for
the future?
4. Exit slip: Write down a list of 3 things you carry physically and 3
things you carry metaphorically. Think about what O’Brien MEANS
when he talks about what a soldier carries and his examples of both
the physical and the mental/emotional (5 min. individual)

Differentiation Students who have a hard time imagining what the text describes can
How will I support volunteer for a chance to wear the 50lb backpack, giving them a physical
varying styles (VAK) and representation of what a soldier carries. Students who are better visual
multiple intelligences? learners may follow along as the teacher reads, students who would rather
read aloud may volunteer to do so, rather than the teacher reading.

Extension activities for There is still little material to “master,” however students may choose to
students who have read at their own pace while the text is being read aloud to the rest of the
mastered the material class and may also choose to read a chapter or two ahead in the text for
homework.

Homework Finish Ch. 1—active reading will be checked in during class tomorrow.
Lesson: The Things
Author: Sara Oster
They Carried Part 1
TOPIC of this lesson
(content/activity ex. Ch 3
Mice/Men, analyze
character)
Common Core Standards
Mastery Objectives (use
Bloom’s taxonomy)
What students will be
able to do
Materials and Resources
Needed for the Lesson
(list)
Opening/Activity
•How will ideas be
introduced and linked to
prior knowledge?
•How will the opening
activity motivate
Course: Jr. English Date: 4/3/13 (Day 3)
The Things They Carried Ch. 1 “The Things They Carried”
Discussion of how we carry things—O’Brien’s description of both the
physical and mental/emotional things we carry.
In class writing—what students carry. Students will mimic the writing style of
O’Brien’s first chapter.
 CCW3 (including b-e): Write narratives to develop real or imagined
experiences or events using effective technique, well-chosen details,
and well-structured event sequences.
 CCW4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1–3 above.)
 CCW5: Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and
audience. (Editing for conventions should demonstrate command of
Language standards 1–3 up to and including grades 11–12 on page
54.)
 Students will reconstruct the first chapter of The Things They Carried
using their own life experiences
 Students will apply their knowledge of rhetorical devices to create
compelling writing that mimics the style of the text
 Students will explain O’Brien’s decision to include both the physical
and the mental/emotional in his description of the things soldiers
carry
 The Things They Carried books
 Computers (lab)
 Exit slips from 4/2/13
1. Give back exit slips from 4/2/13. “Take a close look at the things you
carry. What does this say about you? What did the things the
soldiers carried in O’Brien’s book say about them? How do we carry
things and why?” (10 min. whole class discussion)
students?

Agenda 2. For the rest of class students will create a piece of original writing,
(explicitly describe mimicking O’Brien’s style and use of rhetorical devices, illustrating
instructional activities) what it is they carry. (35 min. Individual)

3. While students are writing, teacher will go around and check in their
active reading. This check is simply to make sure students are
reading and annotating the text.

Closure (check for 4. Collect any completed pieces of writing, hand back books after check
understanding) in, and assign homework for the evening (5 min. whole class)
How will the lesson end
and bridge to learning for
the future?

Differentiation Students may choose to write their piece in a different format but
How will I support should include rhetorical devices similar to those O’Brien uses. Students may
varying styles (VAK) and also choose to handwrite their piece if they prefer to do so.
multiple intelligences?

Extension activities for Students who finish their writing early may begin working on that night’s
students who have homework. Students who excel at this type of writing assignment will be
mastered the material encouraged to write a second chapter expanding an anecdote from their first
into a complete story.

Homework Tonight, finish your writing if you haven’t. ACTIVELY read pages 27-38 in the
text. As you read, create a double-sided journal. The left side should contain
quotes from the text and the right should include questions you have,
thoughts or comments (did this surprise you? what about it was interesting?
etc.) This will be collected in class tomorrow.
Oster
English 3

The Things You Carry

Utilizing the list you made at the end of yesterday’s class and your reading of chapter 1 of
The Things They Carried, rewrite “The Things They Carried” so that it tells your story. What do
you physically carry? What do you carry mentally or emotionally? Why? Tell the stories of how
you acquired these things and why they’re important. You should attempt to mimic the writing
style of Tim O’Brien. To do so, fill out the following chart with rhetorical devices O’Brien uses
(think outside the box!) and the meaning created by his use of those devices.

Rhetorical Device Meaning Achieved

After picking three devices O’Brien uses, begin writing your chapter. You should use the
same three devices in your chapter. This is due in class tomorrow. Remember: EDIT EDIT EDIT!
Lesson: The Things
Author: Sara Oster
They Carried Part 1
TOPIC of this lesson
(content/activity ex. Ch 3
Mice/Men, analyze
character)
Common Core Standards
Mastery Objectives (use
Bloom’s taxonomy)
What students will be
able to do
Materials and Resources
Needed for the Lesson
(list)
Opening/Activity
•How will ideas be
introduced and linked to
prior knowledge?
•How will the opening
activity motivate
students?
Agenda
(explicitly describe
instructional activities)
Closure (check for
Course: Jr. English Date: 4/4/13 (Day 4)
The Things They Carried “On the Rainy River”
In class reading and discussion—Tim O’Brien’s use of Meta-Fiction, the
question of bravery v. cowardice.
 CCRL3: Analyze the impact of the author’s choices regarding how to
develop and relate elements of a story or drama (e.g., where a story
is set, how the action is ordered, how the characters are introduced
and developed).
 CCRL5: Analyze how an author’s choices concerning how to
structure specific parts of a text (e.g., the choice of where to begin
or end a story, the choice to provide a comedic or tragic resolution)
contribute to its overall structure and meaning as well as its
aesthetic impact.
 Students will justify their evaluation of O’Brien’s bravery
 Students will criticize O’Brien’s actions in “On the Rainy River”
 Students will apply the class definition of bravery to interpret
O’Brien’s actions
 The Things They Carried by Tim O’Brien
1. “So far our reading of this text has been pretty light. We haven’t
really delved into the depths and meaning of the text. Today we’re
going to read aloud as a group. ‘On the Rainy River’ is, in my opinion,
one of the most important chapters of this book and I really want
you to have a solid understanding of why O’Brien chose to include
it.” (5 minutes whole class)
2. Read aloud “On the Rainy River” and discuss the text as well as
O’Brien’s use of meta-fiction. (30 min. whole class)
3. Discussion of bravery v. cowardice. O’Brien uses this chapter to call
into question what it means to be brave and what it means to be a
coward. Students will discuss in groups of 3 or 4 what it means to be
brave. (10 min. collaborative)
4. Exit slip: Was Tim O’Brien a coward for going to war? Why or why
understanding) not? This will be discussed in class tomorrow
How will the lesson end
and bridge to learning for
the future?
Differentiation Students who are better visual learners may follow along as the teacher
How will I support reads, students who would rather read aloud may volunteer to do so, rather
varying styles (VAK) and than the teacher reading.
multiple intelligences?

Extension activities for Students who read faster are welcome to read on their own while the
students who have class is reading aloud. Again, there isn’t much material to “master” here.
mastered the material This is a discussion of the text and the questions raised.
Homework Finish “On the Rainy River” and come to class tomorrow with two
questions and two discussion points.
Lesson: The Things
Author: Sara Oster
They Carried Part 1
TOPIC of this lesson
(content/activity ex. Ch 3
Mice/Men, analyze
character)
Common Core Standards
Mastery Objectives (use
Bloom’s taxonomy)
What students will be
able to do
Materials and Resources
Needed for the Lesson
(list)
Opening/Activity
•How will ideas be
introduced and linked to
prior knowledge?
Course: Jr. English Date: 4/5/13 (Day 5)
The Things They Carried “On the Rainy River”
Socratic Circle
Begin debate prep
 CCRL1: 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.
 CCRL2: Determine two or more themes or central ideas of a text
and analyze their development over the course of the text,
including how they interact and build on one another to produce
a complex account; provide an objective summary of the text.
 CCSL1a: Come to discussions prepared, having read and
researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well
reasoned exchange of ideas.
 CCSL4: Present 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 the organization, development,
substance, and style are appropriate to purpose, audience, and a
range of formal and informal tasks.
 Students will question a soldiers reasons for going to war
 Students will examine events from the text to understand how each
chapter builds upon the themes of the text
 Students will interpret the meaning of the anecdotes included in the
text
 The Things They Carried by Tim O’Brien
 Student created questions and discussion topics
 Debate Assignment sheet
1. “Yesterday we began reading ‘On the Rainy River’ and you discussed
with your small groups whether or not O’Brien was a coward for
going to war. Today we’re going to dig even deeper into this chapter.
Grab your book, questions and discussion topics and take a seat in
•How will the opening the circle.” (5 minutes whole class)
activity motivate
students?

Agenda 2. Socratic circle centering around student generated questions and

(explicitly describe
instructional activities)
Closure (check for
understanding)
How will the lesson end
and bridge to learning for
the future?
topics, as well as teacher created questions (30 min. Whole group)
3. “During our discussion, many questions were raised and some of
you had differing opinions. Tomorrow we are going to debate these
controversial topics. Take a look at the assignment sheet. This is your
homework for this evening. You have the rest of the period to get a
little bit of a start on it.” (10 minutes individual)

Differentiation Students who are uncomfortable speaking aloud during class may spend
How will I support the last ten minutes of class writing a summary of the conversation and/or a
varying styles (VAK) and statement of their opinions or thoughts regarding the topics discussed. This
multiple intelligences? will count toward participation for that day.

Extension activities for Students who have developed strong opinions during the Socratic circle
students who have or reading are encouraged to write a persuasive essay defending their
mastered the material position on any of the given topics.
Homework Debate planning/outline
Oster
English 3

“On the Rainy River” Debate

In class tomorrow we are going to do a four corner debate. To prepare, consider the following
statements:

1. Tim O’Brien was a coward for going to war.

2. Tim O’Brien was a coward for running away at first.
3. It is immoral to kill, even in war.
4. The government is right to invoke a draft when it needs more soldiers.
5. Government officials who vote to go to war should have to fight themselves or have a
family member go to war.

Take a stance on each of these issues; agree, disagree, strongly agree, strongly disagree. Tonight,
prepare an outline using quotes from the text to back up your stance. You may also use online
research but you MUST cite your sources. Part of your outline should include counter-arguments
you anticipate your classmates might make and evidence you could use against those counter-
arguments.
Lesson: The Things
Author: Sara Oster
They Carried Part 1
TOPIC of this lesson
(content/activity ex. Ch 3
Mice/Men, analyze
character)
Common Core Standards
Mastery Objectives (use
Bloom’s taxonomy)
What students will be
able to do
Materials and Resources
Needed for the Lesson
(list)
Opening/Activity
•How will ideas be
introduced and linked to
prior knowledge?
•How will the opening
activity motivate
students?
Agenda
Course: Jr. English Date: 4/8/13 (Day 6)
The Things They Carried “On the Rainy River”
4-corner Debate
 CCSL1 (including a-d): Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 11–12 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and
persuasively.
 CCSL4: Present 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 the organization, development, substance, and style
are appropriate to purpose, audience, and a range of formal and
informal tasks.
 CCSL6: Adapt speech to a variety of contexts and tasks,
demonstrating a command of formal English when indicated or
appropriate. (See grades 11–12 Language standards 1 and 3 on page
54 for specific expectations.)
 Students will argue, using textual evidence, to defend their stance in
a debate
 Students will discuss evidence in their groups in order to compose a
solid argument
 Students will support their argument with textual or research based
evidence
 Student created outlines
 The Things They Carried by Tim O’Brien
1. “For homework this weekend, you created outlines supporting your
stance on a topic up for debate. Today we’re going to do something
different. I don’t want you to simply stand up here and debate with
one another according to traditional debate form; I want you to
converse with one another regarding these topics in a new way.
Please take out your outlines and your books.” (5 minutes, whole
class)
2. Show students where each of the four corners are. These will be
(explicitly describe labeled, but teacher will point them out anyway. (Strongly Disagree,
instructional activities) Disagree, Agree, Strongly Agree) Explain to students how a 4-corner
debate works (5 minutes, whole class)

3. Have students participate in multiple 4-corner debates, covering

each of the topics from that weekend’s homework (these can be
found on the assignment sheet from day 5). (30 min. Whole class)

Closure (check for
understanding)
How will the lesson end
and bridge to learning for
the future?
4. Exit slip- At your seats answer the following:
1. Did any of your classmates convince you to shift your position?
Who, on what topic and how?
2. Did your outline help prepare you to discuss these topics? Why or
why not?
3. What other topics do you think we could have debated here today
and what position would you have taken?
4. Did these debates help you in your understanding of the book, the
war in Vietnam or war in general? How? (5 min. individual)

5. Collect exit slips and outlines. Give homework. (5 min. whole class)

Differentiation Students who are not comfortable speaking in class will be given credit
How will I support for participation if they write a 1-2 page persuasive essay based on one of
varying styles (VAK) and the debate topics. This activity is beneficial for students who learn better
multiple intelligences? through actively participating and students who learn better through writing,
as it incorporates both aspects.
Extension activities for Students are always welcome to read ahead.
students who have
mastered the material
Homework Read ps. 62-66 for class tomorrow and come prepared with 2 questions
and 2 discussion points
Lesson: The Things
Author: Sara Oster
They Carried Part 1
TOPIC of this lesson
(content/activity ex. Ch 3
Mice/Men, analyze
character)
Common Core Standards
Mastery Objectives (use
Bloom’s taxonomy)
What students will be
able to do
Materials and Resources
Needed for the Lesson
(list)
Opening/Activity
•How will ideas be
introduced and linked to
prior knowledge?
•How will the opening
activity motivate
students?
Agenda
(explicitly describe
instructional activities)
Course: Jr. English Date: 4/9/13 (Day 7)
The Things They Carried “Enemies” and “Friends”
In class discussion
Service Learning Project
 CCSL1a: Come to discussions prepared, having read and researched
material under study; explicitly draw on that preparation by referring
to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.
 CCW7: Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
 Students will design a service learning project
 Students will examine the needs of soldiers and veterans
 Students will relate the issues facing characters in the book to the
issues soldiers face today
 The Things They Carried by Tim O’Brien
 Student generated questions and discussion points
 Service Learning Project Questionnaire/Planning Sheet
1. Discussion “Last night’s reading was quite short but pretty heavy in
terms of content. What was happening there? Let’s talk about these
two chapters for a little while. What questions do you have? What
points do you want to bring up?” (20 min. whole class)
2. After discussion of chapters, teacher will lead into a brief
conversation about what war does to soldiers. This will absolutely
stem from the conversation about “Enemies” and “Friends” (5 min.
whole class)
3. Hand out Service Learning Project assignment sheet and explain to
students the idea of service learning. (5 min. whole class)
 4. Student will split into small groups and discuss ways they can get
involved with soldiers (current or veterans) and possible projects (10
min. small groups)

5. While students are discussing, collect questions/discussion points

from them and check in

6. Students from small groups will share their ideas with the whole
class (5 min. whole class)

Closure (check for 7. Give out Service Learning Questionnaire/Planner sheet and assign
understanding) homework. (5 min. whole class)
How will the lesson end
and bridge to learning for
the future?
Differentiation As always, students who are uncomfortable speaking aloud in class will
How will I support receive credit for that day’s lesson based on the questions/talking points
varying styles (VAK) and they prepared.
multiple intelligences?

Extension activities for Students who have an idea in mind for the service learning project may
students who have begin writing up a proposal.
mastered the material
Homework SLP questionnaire/planner sheet
Oster
English 3

Service Learning Project

Our discussions so far have centered on the idea of how war impacts a soldier both mentally and
physically. We have discussed what it is soldiers carry with them; the weight of those things and
how it impacts them during the war. Now it’s time to shift our focus to soldiers who are still
fighting these battles, be they stationed overseas or veterans here at home. By the end of our
reading you are going to have created and participated in a service learning project. This project
should address the questions and situations we’ve discussed in class and/or a current issue
soldiers face. You will need to turn in the following:

1. The service learning questionnaire/planning sheet (Due 4/10/13)

2. A typed proposal stating what you’re going to do for your project. Will you be
working alone or with a group? If with a group, who is working with you? When are
you going to do this project? What steps do you need to do to complete it? Who
might you need to contact to get this project completed? When are you going to
contact them and how (include phone numbers and/or addresses)? (Due 4/12/13)
3. If you are doing a project that requires written materials (posters, letters, pamphlets)
you will need to turn in copies of those for approval no later than 4/17/13)
4. You will be presenting your project to the class and therefore will need to turn in any
presentation materials (poster, powerpoint, video, pictures, etc.) on the day of
presentations.
5. A self reflection. This will be explained as we get closer to the presentations and the
end of the book.

Do you want to do a project that centers around the politics of war? See me to discuss this.

Oster
English 3
 Service Learning Questionnaire

1. I like to...

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
2. Some things I’m good at (talents & skills) are...

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
3. My interests include...

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
4. I think this soldiers need...

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
5. Something I can do to make a difference is...

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Oster
English 3

Service Learning Planner

List 3 project ideas you have. Feel free to rank them.

 1.

2.

3.

Pick your favorite. What change do you hope to make with this project? What need does it fulfill
or problem does it solve?

Why did you choose this project?

What research might you need to do to complete your project? Who might you need to contact?

Will you work with friends, family, alone?

Who are your current resources for this project? Do you know a soldier, a veteran, a government
official, a teacher who might be able to help?

What problems might you encounter and how will you solve those problems?

What might you gain from the completion of this project?

How does this project relate to The Things They Carried?

Oster
English 3

Service Learning Project

4 3 2 1
Student’s proposal is Student’s proposal is Student’s proposal is Student’s proposal
complete and his or missing an element missing many appears to have been
her project addresses but his or her project elements but thrown together with
an issue facing addresses an issue student’s project little thought. His or
soldiers or veterans facing soldiers or addresses an issue her project only
today. veterans today. facing veterans or touches on an issue
soldiers today. facing soldiers or
veterans.
Student followed Student followed Student attempted to Student did not follow
through entirely and through on his or her follow through but through on project
student participated project but appears to did not take the and did not
in the spirit of the have been more project to its end. He participate according
assignment. focused on getting the or she appears to to the spirit of the
project done than have been simply assignment.
actively participating trying to get the
in the experience. assignment done.
Student’s Student Student does not Student’s
presentation demonstrated what appear to have taken presentation shows
demonstrated what he or she did but did the project as no interest in the
the student did and not touch on what he seriously as he or she project completed
what the student or she got from the should have. The and students seems
learned from it. He or project. Student presentation was not to have learned
she spoke clearly and spoke clearly but the thrown together and from the experience.
included presentation was was missing evidence His or her
documentation of the missing some of what student did. presentation has no
completed project. documentation of the documentation of
project. what the student did.
Lesson: The Things
Author: Sara Oster
They Carried Part 1
TOPIC of this lesson
(content/activity ex. Ch 3
Mice/Men, analyze
character)
Common Core Standards
Mastery Objectives (use
Bloom’s taxonomy)
What students will be
able to do
Materials and Resources
Needed for the Lesson
(list)
Opening/Activity
•How will ideas be
introduced and linked to
prior knowledge?
•How will the opening
activity motivate
students?
Course: Jr. English Date: 4/10/13 (Day 8)
“’I’m a monster’: Veterans ‘alone’ in their guilt” article by Pauline Jelinek
“Troops getting gear from charity as U.S. military braces for budget cuts”
article by Jason Sickles
Think-Pair-Share
 CCRI7: 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 a
problem.
 CCSL1b: Work with peers to promote civil, democratic discussions
and decision making, set clear goals and deadlines, and establish
individual roles as needed.
 CCSL4: Present 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 the organization, development, substance, and style
are appropriate to purpose, audience, and a range of formal and
informal tasks.
 Students will devise a plan to solve a current problem facing soldiers
 Students will explain their plans to their classmates
 Students will question who’s responsibility it is to solve the problems
soldiers face
 “’I’m a monster’: Veterans ‘alone’ in their guilt” article by
Pauline Jelinek
 “Troops getting gear from charity as U.S. military braces for
budget cuts” article by Jason Sickles
 Overhead
1. “To get you thinking further about your Service Learning Project, I
found some articles that present current issues facing soldiers.
We’re going to spend the period discussing these issues and how
they might be resolved.” hand out 2 articles (5 minutes whole class)
Agenda 2. Explain to students the process of think-pair-share and put the
(explicitly describe questions for each article on the overhead. Also hand out a physical
instructional activities) copy of questions to each pair of students. (5 min whole class)

3. Think-pair-share activity (40 min, small groups). Each pair will also fill
out the question sheet for each article.

Closure (check for 4. Students will complete the after activity sheet. Collect these, the
understanding) think-pair-share questions and assign homework. (10 min. small
How will the lesson end groups)
and bridge to learning for
the future?
Differentiation In their pairs, students may choose to read silently before discussing the
How will I support questions or read aloud before discussing.
varying styles (VAK) and
multiple intelligences?

Extension activities for None

students who have
mastered the material
Homework Read “How to Tell a True War Story” Remember SLP proposal is due
FRIDAY!
Oster
English 3

Think-Pair-Share
Jelinek Article

1. How does the problem presented in this article relate to The Things They Carried?

2. Who’s responsibility is it to solve that problem?

3. How could you help solve the problem?

Think-Pair-Share
Sickles Article

1. How does the problem presented in this article relate to The Things They Carried?

2. Who’s responsibility is it to solve that problem?

3. How could you help solve the problem?

Oster
English 3

After Activity Questions

1. Did any of your classmates suggest solutions you hadn’t thought of? Who?

2. What was the most creative or innovative solution someone suggested?

3. Did this activity help you come up with an idea for your service learning project?

4. If you already had an idea for your project, did this idea help you develop it further?
How?
Lesson: The Things
Author: Sara Oster
They Carried Part 1
TOPIC of this lesson
(content/activity ex. Ch 3
Mice/Men, analyze
character)
Common Core Standards
Mastery Objectives (use
Bloom’s taxonomy)
What students will be
able to do
Materials and Resources
Needed for the Lesson
(list)
Opening/Activity
•How will ideas be
introduced and linked to
prior knowledge?
•How will the opening
activity motivate
students?
Agenda
(explicitly describe
instructional activities)
Course: Jr. English Date: 4/11/13 (Day 9)
The Things They Carried “How to Tell a True War Story”
Reading quiz
Service Learning Project
In-class planning time
 CCW1d: Establish and maintain a formal style and objective tone
while attending to the norms and conventions of the discipline in
which they are writing.
 CCW2a: Introduce a topic; organize complex ideas, concepts, and
information so that each new element builds on that which precedes
it to create a unified whole; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
 CCW7: Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
 Students will compose a complete project proposal
 Students will identify a need in the lives of soldiers
 Students will devise a solution to the problem they’ve identified
 Reading Quiz
 SLP questionnaire/planner sheet
1. “Last night’s reading was difficult; no question about it. There
was a lot going on in that one chapter. To make sure you’re
reading and to see how well you understand the material, we
are going to take a quick reading quiz, after which we’ll spend
the rest of the period working on your SLPs.” (5 min whole class)
2. Give and collect Reading Quiz (10 min. individual)
3. Hand back SLP questionnaire/planner sheet. Students will have
the rest of the period to work on their SLPs alone or with
partners. This time should be spent putting together a proposal,
 researching or asking questions. (30 min. individual or small
group)

Closure (check for
understanding)
How will the lesson end
and bridge to learning for
the future?
4. “Remember, tomorrow your typed proposal is due. Even if
you’re working with partners, each of you needs to hand in a
proposal.” Give students a bit of information about Louis
Silverstein for day 10. (5 min whole class)

Differentiation Students have the option to work alone or with a group on the project
How will I support and may spend the period working at their own pace.
varying styles (VAK) and
multiple intelligences?

Extension activities for None

students who have
mastered the material
Homework Typed SLP proposal. 2 questions for Louis Silverstein
Oster
English 3

Reading Quiz
“How to Tell a True War Story”

1. True or false: Tim O’Brien says a true war story has to be moral and have a point.

2. How did Curt Lemon die?

3. A true war story does what to the reader/listener?

a) embarrasses them

b) makes their stomach turn

c) suggests models of proper behavior

d) both a and b are correct

4. Why did Rat Kiley kill the baby buffalo?

5. Tim O’Brien says, “We had witnessed something essential, something brand-new
and profound, a piece of the world so startling there was not yet a name for it.” To
what is he referring? Hint: This answer has two parts; the obvious and the subtle.

6. What kind of story does O’Brien say the buffalo story is?

7. True or false: Whether or not a war story actually happened doesn’t matter.
Lesson: The Things
Author: Sara Oster Course: Jr. English Date: 4/12/13 (Day 10)
They Carried Part 1

TOPIC of this lesson

(content/activity ex. Ch 3 Louis Silverstein-Conscientious Objector/Activist
Mice/Men, analyze Presentation/discussion
character)

Common Core Standards  CCSL2: Integrate multiple sources of information presented in

Mastery Objectives (use
Bloom’s taxonomy)
What students will be
able to do
diverse formats and media (e.g., visually, quantitatively, orally) in
order to make informed decisions and solve problems, evaluating
the credibility and accuracy of each source and noting any
discrepancies among the data.
 CCSL3: Evaluate a speaker’s point of view, reasoning, and use of
evidence and rhetoric, assessing the stance, premises, links among
ideas, word choice, points of emphasis, and tone used.
 Students will compare Louis’ experiences as an activist in the U.S. to
the characters’ in The Things They Carried
 Students will distinguish the differences between life in the U.S. and
life in Vietnam during the war.

Materials and Resources  Student prepared questions for Louis

Needed for the Lesson
(list)
Opening/Activity 1. “Today we have a guest in our classroom. Louis Silverstein was a
•How will ideas be conscientious objector and anti-war activist during the war in
introduced and linked to Vietnam. He is going to spend this period telling you about his
prior knowledge?
experiences and answering any questions you have.” (5 minutes,
•How will the opening
activity motivate whole class)
students?

Agenda 2. Louis Silverstein Presentation/Discussion (40 minutes, whole class)

(explicitly describe
instructional activities)
Closure (check for 3. Thank Louis for speaking with us. Collect Service Learning proposals.
understanding) (5 minutes, whole class)
How will the lesson end
and bridge to learning for
the future?
Differentiation None needed
How will I support
varying styles (VAK) and
multiple intelligences?
Extension activities for None
students who have
mastered the material
Homework For Monday, read the next 2 chapters in The Things They Carried and
write a .5-1 page reflection on or reaction to Louis’ presentation. What
surprised you? What did you find most interesting? How do Louis’
experiences differ from Tim O’Brien?
Day 1 2 3 4 5
Activity -Mindmap: -50lb backpack -Discussion of -Read aloud -Socratic
Everything we ways we “On the Circle: “On
know about -Read aloud Ch. “carry” things Rainy River” the Rainy
Vietnam 1 Discuss River”
Discuss -In class O’Brien’s use
-Class O’Brien’s use writing: What of imagery, -Hand out
definition of of lit. elements do you carry? meta-fiction, debate
“bravery” /meta-fiction Write like etc. topics
O’Brien
-Start G.O. with
Acronyms to
Know
Homework Finish G.O. Finish Ch. 1 -Read ps. 27-38 -Finish “On -Debate
the Rainy Outline
-Finish your in River”
class writing
-Come to
class with 2
discussion
points/ques
tions
Day 6 7 8 9 10
Activity -4 Corner -Discussion of -Think-Pair- -Reading -Louis
Debate students' Share activity Quiz Silverstein
questions with 2 articles presentation
-Exit slip -In class
-Assign Service time to work
Learning on Service
project and Learning
In class Project
brainstorm
-Tell
students
about Louis’
presentation
on day 10
Homework -Read ps. 62-66 - SLP planner -Typed Service -2 questions -2 ch. in
due with 2 sheet Learning for Louis TTTC
questions or Project - Project
discussion proposal due Proposal -Reflect on
points. day 10! presentation
-Read “How to
Tell a True War
Story”