Lessons+Plans+for+The+Things+They+Carried

Day 1 Lesson Plan Class Time Needed: 50 minutes Objectives:
 * Discussion Activity**
 * Students will compare and contrast the things they carry everyday to characters in the book “The Things They Carried.”
 * Students will enhance their critical thinking skills
 * Students will reflect on the things/burdens we all carry in our lives

Materials needed: Blackboard/overhead projector

Activity: How far have you traveled? Was it a long or short journey? Was it difficult or easy? Then ask the students about the materials they may have brought with them on the Journey? E.g. backpacks, athletic shoes, homework, books. 2. Using the prior conversation as a stimulus, have the students take out a piece of paper and list all the things they carry with them; literally and symbolically- everyday of their lives. 3. As students begin to make their lists prompt them with some additional questions to help the process. What do you carry everyday to school? What might you carry in the summertime? What do you carry to do work in school? What things do you carry that are visible to the world? What things do you carry that are hidden from the world? What things do you carry that are placed upon you by others? Are the things you carry abstract or symbolic? What do you carry that you would like to put down? 4. When students are done making their lists, either have them share and you (the teacher), or a few of the students share their lists by writing them on the board. You may also want other students to add to the existing list made by their peers. 5. Using the list created on the board, ask students to categorize their list by using headings such as: “luxuries”, “necessities” “things I Love” “Things that make me ME” and “Things I would like to put down”. The purpose of this exercise is to help students realize that everyone has burdens/things they carry that they would rather not. 6. Ask students to estimate the symbolic weights that they may carry. Ex. One student may be carrying a book in a subject that they do not like which to them may weigh 50lbs, yet to another student it may feel weightless. This is help students realize that the things we carry hold significance to us depending on our personal experiences. Day 2 Lesson Plan Class Time Needed: 50 Minutes
 * 1) As the students enter the room ask students what it has taken them to get to your classroom. Prompt the discussion with such questions as:
 * Pre-Writing Activity**
 * Objectives:**
 * Students will connect the reading of “The Things They Carried” through a visual writing activity.
 * Students will explore their own writing direction.
 * Students will have to think and write about a realistic uncomfortable/controversial picture.
 * Students will connect with real life soldiers and explore the things they carried through visual representation.

Access to a computer lab; or a computer to share images as a class. Paper and writing utensil
 * Materials Needed:**

Focus on a clear, well defined incident or a series of related events. Develops plot, character, and setting with specific detail. Uses description and dialogue as appropriate to develop setting and character Uses language which shows events rather than just telling about them. Language maintains appropriate tone and point of view Uses logical and effective pattern of organization, such as chronological order, flashback, or flash-forward Maintains coherence and establish sequence within and between paragraphs. Note: This lesson could be adapted to have the students write a letter addressed to the soldiers about the things they carried in the portrait. Day 3 Lesson Plan After reading “The Things They Carried” by Tim O’Brian, students will eventually compose a letter which addresses the personal burdens they carry in their lives.
 * Activity:**
 * 1) Access the internet and have the students look at the images of Vietnam Soldiers at [|Vietnam War Soldier Images]+
 * 2) Ask the students to select a picture which contains soldiers, and ask them to observe what these soldiers are carrying.
 * 3) Ask the students to write a few notes as to what the soldiers are carrying
 * 4) As a class brainstorm about the possible events or things this particular picture illustrates. As the students to share their ideas on the board under such headings as Character, setting, situation, and most importantly paying attention to the articles/things that soldiers in the Vietnam War Carried.
 * 5) Ask the students to write from a soldier’s point of view. Emphasis that they may write about a soldiers feelings or thoughts, tell a story that led up to the photograph, or tell a story about the events that may have followed. By allowing the students the freedom of choice they are able to examine and take points of view which appeal to them.
 * 6) Remind students to focus the writing of their narrative around the items soldiers carried throughout the Vietnam War.
 * 7) Remind students of the characteristics of narrative writing, you may want to write these on the board for students to refer to as they are writing their story.
 * Class Time Needed:** 50 minutes


 * Objectives:**
 * students will be able to examine and reflect on burdens we all carry in our lives
 * students will brainstorm on the burdens they carry in their daily lives
 * Students will make connections between characters in literature and their own lives to promote empathy for others.


 * Materials Needed:** paper and pencils and blackboard

In this class period, we will take the time to discuss the burdens young Vietnam soldiers faced, in the book “The Things They Carried”, and how they can apply this story to their own lives. Read the following excerpt from Tim O’Brian’s book and have the students reflect on the following paragraph through the prompt questions listed below
 * Overview:**

The things they carried were largely determined by necessity. Among the necessities or near-necessities were P-38 can openers, pocket knives, heat tabs, wrist watches, dog tags, mosquito repellent, chewing gum, candy, cigarettes, salt tablets, packets of Kool-Aid, lighters, matches, sewing kits, Military payment Certificates, C rations, and two or three canteens of water. Together, these items weighed between fifteen and twenty pounds, depending upon a man's habits or rate of metabolism. Henry Dobbins, who was a big man, carried extra rations; he was especially fond of canned peaches in heavy syrup over pound cake. Dave Jensen, who practiced field hygiene, carried a toothbrush, dental floss, and several hotel-size bars of soap he'd stolen on R&R in Sydney, Australia. Ted Lavender, who was scared, carried tranquilizers until he was shot in the head outside the village of Than Khe in mid-April. By necessity, and because it was SOP, they all carried steel helmets that weighed five pounds including the liner aid camouflage cover. They carried the standard fatigue jackets and trousers. Very few carried underwear. On their feet they carried jungle boots-2.1 pounds - and Dave Jensen carried three pairs of socks and a can of Dr. Scholl's foot powder as a precaution against trench foot. Until he was shot, Ted Lavender carried six or seven ounces of premium dope, which for him was 2 necessity. Mitchell Sanders, the RT0, carried condoms. Norman Bowker carried a diary. Rat Kiley carried comic books. Kiowa, a devout Baptist, Carried an illustrated New Testament that had been presented to him by his father, who taught Sunday school in Oklahoma City, Oklahoma. As a hedge against bad times, however, Kiowa also carried his grandmother's distrust of the white man, his grandfather's old hunting hatchet. Necessity dictated. Because the land was mined and booby-trapped, it was SOP for each man to carry a steel-centered, nylon-covered flak jacket, which weighed 6.7 pounds, but which on hot days seemed much heavier. Because you could die so quickly, each man carried at least one large compress bandage, usually in the helmet band for easy access. Because the nights were cold, and because the monsoons were wet, each carried a green plastic poncho that could be used as a raincoat or groundsheet or makeshift tent. With its quilted liner, the poncho weighed almost two pounds, but it was worth every ounce. In April, for instance, when Ted Lavender was shot, they used his poncho to wrap him up, then to carry him across the paddy, then to lift him into the chopper that took him away. What burdens/ things did the characters in this story carry? Are these burdens symbolic or real? How did these burdens affect these characters? Did these burdens affect the actions they took during their time in Vietnam? If so, how?
 * Possible Prompt Questions:**

Ask the students about what burdens they feel they carry throughout their daily lives. As the students reflect upon the burdens they carry i.e. a parents divorce, college applications, being afraid, being shy all these things help students reflect upon what they fear and feel like are burdens they carry. Write these things on the blackboard, and then have the students write a short paragraph about the burden/burdens they feel they carry, and how these burdens affect their lives. End the class period by handing out the letter assignment sheet they will need for instructions on how to compose their letter. Express to the students that they have the choice to choose a topic which may be serious or humorous. This letter should be addressed to the person or circumstance responsible for their weight and should reflect the appropriate tone and voice. Hand Out Letter Assignment Sheet [|Letter Assignment Handout]

Day 4-7 individual conference time with teacher/composition of letter Day 8 lesson plan Class Time Needed: 50 minutes Students should have completed their letter assignment and this session is devoted to a grammar mini-lesson in hopes of helping students to be more prepared to the revision process. Objectives: Activity: · Ask one student to walk in quickly, but not to run, to walk as if she is late or in a hurry. · Ask one student to walk in normally, but to act if she is in a good mood, or as if she is very pleased with herself. · Ask one student to walk into the class as if they are not interested in class, and has plenty of time to get to the seat. 2. Write the following sentence on the board “she walked into the room” discuss the meaning of the sentence. Explain that the sentence really does not express much about the action taking place as she walked into the room. 3. Send the three students out of the room and ask them to walk in according to your directions. As each student walks into the room change the sentence on the board to reflect an action verb which should be injected into the sentence, with each different action displayed by the volunteer students. Revised sentences could include Explain that the usage of verbs not only add to the sentence but help us to visualize the action of the person or the type of person which may be walking into the room. Pay particular attention to how connotation and word choice can change the meaning of a sentence 4. Ask students to suggest other verbs to inject into the sentence and discuss the related connotations. Explain to the students that verb choice can construct a mental image of a person or object and how effective word choice can affect and enhance writing. 5. Ask students to revise their letter considering effective and vivid word choice to enhance their text. Explain that you want their letter to reflect to the reader the action that happens and the setting in which it takes place.
 * Grammar Lesson**
 * Define and explore the meaning of connotation
 * Examine how word choice affects meaning
 * Revise a piece to reflect a vivid connotative language
 * 1) Before beginning this lesson pull aside three students to demonstrate how to walk into the room in a particular manner. In this lesson work with the sentence “she walked into the room”
 * She rushed into the room. Or she entered the room in a hurried manner.
 * She bounced in the room. Or she bounced happily in the room.
 * She walked slowly into the room or she walked in the room in a lazy manner.

Day 9 Lesson Plan
 * Peer Review**

Objectives:
 * Students will work collectively in the process of peer review
 * Students will learn about the revision process
 * Students will receive insights about their writing to help them recognize the powerful meaning in words.

Activity [|Reader Response for the Things They Carried] Session 10- Remind students of letter format making sure their letter is addressed and formatted correctly as they revise.
 * 1) In this class period students will workshop their letters with members of the class. Distribute reader response sheet (see below) to groups of four or five. Hand each student a sheet.
 * 2) Have the students each read their letter within the group. As a group, have the students complete the reader response for each student/letter. This activity is meant to help students have a better understanding of how and what should be revised within their letter.
 * 3) Next, have the group decide which piece or letter they feel is powerful and well written to share with the rest of the class. Have each group read aloud a particular piece to help the students recognize the good qualities of writing.
 * 4) At this time, allow students who are struggling with aspects of their letter or writing to attain help from others in the class. Take suggestions from other students to help students understand that everyone has a different view of writing and it process. Encourage students to think about their personal process and how it may differ from another classmate. Encourage the inclusion of the entire class to help students realize that often writing is subjective and that there is no right or wrong answer.

Session 11 Allow students time to revise and perfect their letter. Session 12 Complete Assessment and self-reflection and encourage your students to send their letter to the appropriate person, but remind them that this is optional and not required. [|Student Reflection Questions for The Things They Carried] Assessment rubric for the things they carried