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link to the poem for you guys to like: http://washingtonart.com/beltway/spellman.html


 * Unit objectives:**
 * Students will explore the social, ethical, and civic implications of war.**
 * Students will develop an understanding of the art of story-telling.**
 * Students will be able to write their own story.**


 * January**
 * Introduction to the Unit Day (Monday homework: Julie)**
 * Tuesday**
 * The Things They Carried (Julie)**
 * Objectives: Set them up for the journey they are about to take **
 * Stepping in stuff **
 * Slowing down their reading **
 * Get students accustomed to the organization of the chapter—tapestry

character chart themes/motifs/important quotes questions and brainstorming ** V. war chronology **
 * Worksheets:
 * Love & Spin (One day)-narrative section with no lesson plan**
 * Introduce the idea of dichotomy in war **

I**n the Rainy River (Two days) -Julie** Objectives: Contextualize the novel historically and critically Start making connections between contexts in the story and identifying contexts in own life.


 * Enemies (and Friends)- narrative**
 * Objectives: **
 * Examine chapter titles **


 * How to Tell a True War Story (Kelly)**
 * Objectives: **
 * Students will explore the concept of truth. **
 * Students will develop a criteria for telling a true war story **
 * Students will compare these criteria to that of story-telling in general. **
 * Students will develop skills for structural modeling of a writer’s work (connects to a later cumulating experience). Narrative **

Objectives: Story-telling as keeping someone alive What affect does this have that this was structured this way?
 * The Dentist –filler day Thursday**


 * Sweetheart of the Song Tra Bong**
 * Objectives: **
 * Students will build envisionment. **
 * Students will step out and re-think the conventions of war story. **
 * Students will re-examine the issue of truth. **
 * Students will identify the role audience and how it story-telling. **

Students will build envisionment (in order to help identify elements of irony) Students will identify elements of irony. Students will revisit dichotomies that war rises.
 * Church + Stockings**
 * Objectives: **
 * Close-reading **


 * The Man I Killed**
 * Objectives: **
 * Students will be able to recognize the author’s use of repetition and its effects. **
 * Students will be able to describe the functions of language to capture the horror of death. **

Objectives:
 * Ambush**

-This short chapter haunts me a bit -This fourteen-year-old girl is a mystery to me -This is a really cool idea for an activity: In class, students could start to write the background story on this girl using The Man I Killed as a sort of style guide. In that chapter, O’Brien projects an entire background onto the young man with the star-shaped hole for an eye. Using that chapter as a model, students could do the same for the girl who is dancing outside of the hut. I think this could be really cool. Before students started writing, the class could do a close reading of The Man I Killed to identify elements of structure, voice, diction, literary devices etc. to use as a model for their own writing.
 * Style**


 * Insert Walt Whitman’s the Wound-Dresser**

Students will revisit the ideas of war stories and audience (who wants to hear them? What are their expectations?) Students will identify elements of point-of-view and narration. Students will examine the post-war effects. Students will identify symbols within the text and discuss their meanings within the text. What is the role of the story-teller and story-telling and voice.
 * Speaking of Courage (Kelly) + Notes (filler day)**
 * Objectives: **

Students will identify symbols within the text and discuss their meanings. Students will examine issues of blame. Students will analyze the perspectives that contribute to blame.
 * In the Field**
 * Students will do some envisionment building. **

WE NEED A PLAN FOR THIS DAY TO LINK IT TOGETHER
 * Good Form + Field Trip (filler day)**

Students will compare situations of brutality in the novel and in other contexts. Students will analzye the psychological processes of brutality in war. Students will analyze the language of the chapters as it contributes to imagery, characterization, emotional effect for the reader, and the meaning of the word "fear". Students will analyze the language that contributes to noticeable shifts in character.
 * The Ghost Soldiers + Night Life**

Students will prewrite about a topic to begin addressing main issues in class. Students will discuss the literary structure of the text as a whole (this is where the class can determine if this is really the end or not). Students will analyze the role of Linda within the context of a war story. Students will discuss the elements that make up Tim O'Brien's war story.
 * The Lives of the Dead**