A Farewell To Arms 256d58

A Farewell to Arms By Ernest Hemingway Reading Schedule 1/23 Preview HW: Afghanistan/Iraq Article 1/30 Emotional Disconnect: PTSD Media Portrayal Journal Check HW: p. 142-159 2/6 Symbolism& Fig. Language Journal Check HW: p. 289-311

1/24 Exposition Media Portrayal

1/25 Setting & Characters

1/26 Character Development

1/27 Fictional Portrayal of Realities of War

HW: p. 3-32 1/31 Conditions of War

HW: p. 33-61 2/1 Allusions & Symbolism

HW: p. 62-88 2/2 Conditions of War: Return to the Front Joyeux Noel

HW: p. 88-141 2/3 Conditions of War Joyeux Noel

HW: p. 163-193 2/7

HW: p. 194-225 2/8 Conclusions & Character Project Finalization

HW: p. 226-242 2/9

HW: p. 243-285 2/10

Reading Day HW: Rhetorical Analysis Essay Due Tomorrow!

Project Presentations

Synthesis Essay

Rhetorical Analysis Due

Please note that this schedule is definitely subject to change, but is meant to provide you a basic overview of the readings and discussion topics to come. This means that you are not excused from a reading assignment due to an absence – it is your responsibility to stay on track with the readings and with your dialectical journal. Unit Overview: This unit will guide us through Ernest Hemingway’s A Farewell to Arms, which is a beautifully written depiction of one soldier’s experience with World War I. As your generation has grown up in a time of war/conflict, and has not really experienced peace time, this novel is incredibly relevant to your understanding of the world around you. The central project of this unit will invite you to compare your stateside experience with the conflicts in Afghanistan and Iraq against that of the soldiers’ families during WWI. Ultimately, you will come out on the other side with a Rhetorical Analysis of Hemingway’s characters, and a synthesis essay that utilizes an eye-opening compilation of artifacts from the WWI era. In order to be successful at this, you will keep a dialectical journal on the readings. These will help you to engage in a thoughtful conversation with the text and with your peers, which will lead to the development of sophisticated conclusions about the text. For each night of reading, your dialectical journal will need to contain the following:  1-2 questions, connections or clarifications  1-2 reflections or predictions  1 Literary Device and/or word choice  And at least one notation (i.e. evaluate, challenge – others may be used) on your character You should encourage yourself to begin having a conversation with these higher level texts – do not simply stare at the page and call it reading. If you can learn to read like this now, your life will be a LOT easier in college and beyond!!!

 Sample Dialectical Journal Entries ages from the text

Comments & Questions

“-they carried like freight trains; they carried it on their backs and shoulders-and for all the ambiguities of Vietnam, all the mysteries and unknowns, there was at least the single abiding certainty that they would never be at a loss for things to carry” (O’brien 2).

(R) O’brien chooses to end the first section of the novel with this sentence. He provides excellent visual details of what each solider in Vietnam would carry for day-to-day fighting. He makes you feel the physical weight of what soldiers have to carry for simple survival. When you combine the emotional weight of loved ones at home, the fear of death, and the responsibility for the men you fight with, with this physical weight, you start to understand what soldiers in Vietnam dealt with every day. This quote sums up the confusion that the men felt about the reasons they were fighting the war, and how they clung to the only certainty - things they had to carry - in a confusing world where normal rules were suspended. (Q) What does it take for a government to get to the point where it goes this far in exerting its influence? How does a nation get to the point where they will accept this kind of rule? Is this happening anywhere right now for real? (WC) It’s strange that Orwell chose Big Brother as the name for the head of the government. Why isn’t there a name? Maybe it’s to be vague so the real person can change power without the people noticing or maybe there is no one really in charge and it is a big corrupt system that is running the nation. Either way, the choice of “Big Brother” seems overly heavy handed/obvious.

“In the end the Party would announce that two and two made five, and you would have to believe it” (Orwell 80). “Big Brother is watching” (4).

[For specifics on what to write in each column, look below] CHOOSING AGES FROM THE TEXT (LEFT COLUMN): Look for quotes that seem significant, powerful, thought provoking or puzzling. For example, you might record: o o o o o o o o o o

ages that illustrate characteristics of Romanticism ages that illustrate a profound, thoughtful idea or insight Effective and/or creative use of stylistic or literary devices ages that remind you of your own life or something you’ve seen before Structural shifts or turns in the plot A age that makes you realize something you hadn’t seen before Examples of patterns: recurring images, ideas, colors, symbols or motifs. ages with confusing language or unfamiliar vocabulary Events you find surprising or confusing ages that illustrate a particular character or setting

RESPONDING TO THE TEXT (RIGHT COLUMN):  You can respond to the text in a variety of ways. The most important thing to is that your observations should be specific and detailed.  You can write as much as you want for each entry with a minimum of four sentences or questions per entry.  Aim for a variety of interactions with the text. Below are ways you may interact with the text. As much as you can, label your responses using the following codes: o (Q) Question — Raise questions about the beliefs and values implied in the text or ask about something in the age that is unclear o (C) Connect — make a connection to your life, the world, another text, or something that already happened in the text o (P) Predict — anticipate what will occur based on what’s in the age o (CL) Clarify — answer earlier questions or confirm/disaffirm a prediction

o o o o o

(R) Reflect —think deeply about what the age means in a broad sense – not just to the characters in the story. What conclusions can you draw about the world, about human nature, or just the way things work? (E) Evaluate — make a judgment about the character(s), their actions, or what the author is trying to say (CH) Challenge—Disagree with a character or what the author does (WC) Word Choice—note reoccurring words that seem important or symbolic or significant words that the author has made up for the world of the text (LD) Literary device—analyze the text for use of literary devices (metaphor, tone, structure, style, imagery)

Name 1: __________________________

Name 2: ___________________________

Pd: ___

Crate in the Attic You and your partner will be developing a vision of the home life of _______________________. Using clues from the text, you will compile a packet of artifacts that gives us some insight into not only the character him/herself, but also into their hometown and family. **Your packet of artifacts will include: _____/10

A letter exchange between your character and someone from home. There should be 2 letters from your character, and 2 from their loved one at home. You are welcome to make this to/from 2 different people.

_____/10

An article from your character’s hometown newspaper about an event that takes place in the novel. The article should reflect the language and perspective of the time and location, and should be no less than 500 words.

_____/10

Three photographs or other visuals that your character might carry with them on the front. These might include photos of people, property, animals, etc. and should contain an explanation of who/what they are and why they are significant to the character.

_____/20

A rhetorical analysis of the character’s development utilizing 3-5 citations from the novel. These might include direct quotations of the character, or scenes that involve them.

_____/50

Total

You will be presenting these artifacts to the class. So, please be sure to make these visually appealing!!!

Name 1: __________________________

Name 2: ___________________________

Pd: ___

Crate in the Attic You and your partner will be developing a vision of the home life of _______________________. Using clues from the text, you will compile a packet of artifacts that gives us some insight into not only the character him/herself, but also into their hometown and family. **Your packet of artifacts will include: _____/10

A letter exchange between your character and someone from home. There should be 2 letters from your character, and 2 from their loved one at home. You are welcome to make this to/from 2 different people.

_____/10

An article from your character’s hometown newspaper about an event that takes place in the novel. The article should reflect the language and perspective of the time and location, and should be no less than 500 words.

_____/10

Three photographs or other visuals that your character might carry with them on the front. These might include photos of people, property, animals, etc. and should contain an explanation of who/what they are and why they are significant to the character.

_____/20

A rhetorical analysis of the character’s development utilizing 3-5 citations from the novel. These might include direct quotations of the character, or scenes that involve them.

_____/50

Total

You will be presenting these artifacts to the class. So, please be sure to make these visually appealing!!!

The following pages were posted online for student review at any time. General Progression 1/23

WWI Front Load Homework: Preview Novel Bring in sample of contemporary propaganda with ½ page write-up of why you consider this to be propaganda

1/24

Media Portrayal of War/Conflict - Students present their news articles in small groups and answer a series of questions - As a large group, students will consider how conflict is portrayed in print media - As a large group, students will read the first 1-2 chapters of FTA discussing rhetoric & exposition Homework: p. 3-32 no dialectical journal yet

1/25

Warm-Up Prompt: Discuss: Group:

Homework: 1/26

Hemingway is acclaimed as being one of, if not the greatest American writer. What might set him apart from other American authors that you have read?

Exposition and character introductions Students will select partners and create character profiles for each of our central characters: Lt. Fred Henry Catherine Rinaldi The Priest Students will be introduced to the guiding project for this unit. p. 33-61 w/ dialectical journal – focus on writing techniques & character development

Warm-Up Prompt:

1. What instructions does Lt. Henry give to the injured/ill soldier on the road? 2. What does this tell you about the conditions of war? What effect does this have on the reader’s understanding of the situation? 3. Consider the moments leading up to the explosion. What effect does this sequence of events have on the actual moment of impact for you as a reader?

Discuss:

Students will evaluate the questions asked, and be introduced to next week’s task of becoming the quiz writers. Trench warfare; Conditions as they are presented thus far Students will read a selection of poetry from WWI that depicts some of the realities of trench warfare, versus a selection of media portrayals.

Homework:

Read p. 62-88 w/ dialectical journal – focus on the mirrored chapters: Priest:Rinaldi

1/27 Warm-Up Prompt: Evaluate the effect of the mirrored chapters (Priest:Rinaldi). What message does the intertwining of these two visits have on our understanding of the situation? What does this combination do to the tone of the section? What specific examples demonstrate your claim? (you do not need to cite the text, but you do need to demonstrate your familiarity with the chapters by leading your writing to specific points in the text). What do these chapters tell us about the conditions in which these soldiers live, even in the hospital?

1/30

Discuss:

Students will clarify the 3 mirrored chapters and consider the effect on the situation and our understanding of the characters. Also, there is a significant amount of “chain-ofthinking” writing. This is a huge style choice on the part of Hemingway. Revert back to their original writing prompt.

Group:

With remaining time, students may work on character profiles for partner project.

Homework:

Read p. 88-141 w/ dialectical journal. Focus on military rank and formalities.

Warm-Up (5 mins): Partners (10 mins):

Quiz (15 mins):

Students submit their quiz question Get together with partner to evaluate Vietnam letter, and decide what their letter exchange will consist of. (Switch quiz questions during this time) Questions to answer: 1. To whom will this letter be written? 2. What would you like the letter to be about? (You may want to pick a specific event at this point, or you may want to wait until we’ve read more…) 3. What things would you definitely include, and what things would you definitely leave out? Quiz questions will be resubmitted to students. Students will evaluate the question (rating it 1-5, with 5 being outstanding), answer the quiz question, then bring it to our circle discussion.

Discussion (15 mins):

Students will present their questions/answers to the class.

Emergency Prompts:

What is Lt. Henry’s life like at this point in the novel? What purpose does this set of conditions have on our consideration of the conditions that we have seen thus far? Rain is mentioned several times in Lt. Henry’s interactions with Catherine. What is the significance of this repetition? What predictions do you have based on this?

1/31

2/1

Warm-Up (15 mins):

Journal Prompt Evaluate Lt. Henry’s observation that “that train was always crowded.” What is he implying in making this observation? Consider the conditions that he experiences on his actual train ride. What is Hemingway’s purpose in setting this scene? Collect Dialectical Journals to Date (5 mins) Discussion (25 mins)

Evaluate Hemingway’s use of foreshadowing Identify the symbolism that seems to come up (Rain, in particular) Focus on the “Back to basics” style choices in Hemingway Revisit poems – consider the observation of who the “sick hearts” might be

Warm-Up (10 mins):

Free Write: Pick a point in the reading to focus on, and express your thoughts about the meaning, purpose and significance of your focal point.

Introduction (5-10):

Recollect the materials that we’ve collected so far for Synthesis Essay:

A Farewell to Arms 2 Poems Today we’re adding a visual. Video: Joyeux Noel (20 mins): Items to identify –

Vietnam Letter

ardent children, praising country, etc. (intro) conditions

2/6

Collect Dialectical Journals & Other outstanding material Introduction: Tie in of previous Synthesis materials Escape leads to greater fears; what is the right thing to do? Discussion: Development of moral dilemma in military situations. Film: Breakdown of humanity leads to a universal connection. Handout: Black Hearts w/ introduction and overview. Send home to be previewed.

2/7

Reading Day Class Read with discussion about conclusion of novel. Handout: Draw connections (literally) between synthesis materials.

2/8

Discuss:

Partners:

Timing & Planning on timed writing exams. Practice: 7 minute plan. 1. Brainstorm: What connections are being made? 2. Plot: Determine pros & cons (outlining potential counterpoints) 3. Decide: Choose a side to argue based on strength of 4. Outline: Select which ing arguments are strongest and order them from weakest to strongest for your essay. (The process up to now should take 7 minutes) 5. Write: For 30 minutes, write your essay. 6. Review: Take 3 minutes to review your writing for serious errors. Wrap up partner project.

2/9

7 Minute Plan Practice (provide ACT prompt) Group Work: In small groups, partners will present their projects.

2/10

Synthesis Essay