The Things They Carried Unit Plan

Rationale
This unit is designed for a 10th/11th grade English class. The book The Things They Carried by
Tim OBrien relates stories from the Vietnam War. We are teaching this unit because this
particular novel can be an engaging novel for this age group and its subject matter is historically
relevant. The narrator (OBrien) uses a series of short stories to describe the characters in
creative ways, blur the line between fact and fiction and provide commentary on several themes
like love, guilt, fear and loneliness. This unit is designed for students to examine literary
techniques used in the novel, discuss major themes surrounding the content and produce pieces
of writing that reflect their understanding of both the content in the novel and how it relates to
their lives.
Students will begin the unit by examining various elements of media to discuss the emotions and
perceptions surrounding war (especially the Vietnam War). After activating prior knowledge
regarding the war, students will also gain a better understanding of the historical background for
the Vietnam War so they have an appropriate context in which to discuss the events that
occurred. Because OBriens writing demonstrates a strong and unique way to develop
characters, students will mimic some of his literary techniques used in the novel to demonstrate
their understanding of concepts like characterization. (OBrien describes the things men carry in
order to describe their characters rather than using traditional descriptions, a unique method that
students should be familiar with.)

Often throughout the unit, students will participate in literary circles. These circles will allow for
discussion about the book they are reading through perceptions and various lenses. Students
need to be able to talk about the book they are reading in self-sufficient small groups. The
smaller groups allow for a more intimate conversation as opposed to the large group and it forces
students to be accountable for their reading. These circles will develop reading analysis skills,
communication and team building abilities.
In addition to discussing major themes of the book, students also need to develop their literacy
by writing about the book theyre reading. The newspaper and letter writing assignment are
designed for students to produce writing samples about the text. The newspaper asks for a
recollection of specific events in the text while the letter writing assignment invites students to
imagine themselves as the author responding to questions about his narrative.

UNIT PLAN THE THINGS THEY CARRIED
Lesson 1 Lesson 2 Lesson 3 Lesson 4
Gallery Activity Background on Things Activity Character Study

Vietnam War Peer Review
Read pp. 1-38
Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9
Theme: Courage Lit Circle Prep Watch Films: Dear Lit Circles Theme: True War
America, Forest Story Fable
Read pp. 39-61 Gump Read pp. 62-88
Theme: Newspaper Newspaper Lit Circles Newspaper *

Transformation
Read pp. 117-136
Read pp. 89-116
Theme: Guilt Assign final essay Letter Activity Lit Circles Lit Circles
Presentations and
Read pp. 137-188 Read pp. 189-235 Assessments *
Lesson 20
Silent Discussion
The Things They Carried
Gallery Walk
Date: Day 1
Length of Lesson: 50 minutes
Rationale: The Things They Carried is a powerful recounting of stories about the Vietnam War
and its impact on the soldiers who served. Even with the country at war again, most high school
students will not have personal, immediate experiences that will help them relate to OBriens
visceral images or lyrical descriptions of life and death among soldiers. This gallery activity
presents students with a collection of photographs, quotes, and Vietnam War era popular music in
order to activate prior knowledge, excite interest, raise questions, provide images and language
that aid in seeing the story world, and making connections between the text and the students
own lives.
Standards Addressed: (4) Students apply thinking skills to their reading, writing, speaking,
listening, and viewing; (6) Students read and recognize literature as a record of human
experience.
Objectives: In viewing and responding to the images and text presented in the gallery walk,
students will:
practice observation skills;
respond in writing to visual images and quotes from text;
generate questions and make predictions about the unit;
become interested in learning more about the Vietnam War and the novel.
Literacy:
Reading: excerpts from the novel and photos of the Vietnam War
Writing: short responses to written prompts
Listening: to partners and whole class discussion
Speaking: to partners and whole class
Materials:
Teacher: photos from Vietnam War, quotes from text, Vietnam War era music, worksheets
Students: worksheet, clipboard, pen
Agenda:
Opening/Anticipatory Set (5 min.): Teacher assembles students in the hallway outside the
room to explain the gallery activity, directing the students to observe and respond to the
photos and quotes displayed on the wall quietly or in silence, if possible. Teacher hands out
worksheets and begins music.
Activities/Procedures (30 min.): Students observe the gallery items and respond to questions
on their worksheets. After students have completed the worksheets, they pair-share their
impressions and questions.
Class Reflection and Closing (15 min.): In the whole group, students share their impressions
and questions. Teacher will record their questions on an overhead which can be reviewed at
the end of the unit. Homework: Read pp. 1-38 in The Things They Carried for Day 3.
Assessment: Students will turn in written responses to gallery photos and quotes.
Make-up Plans: Students can view the images and quotes before/after school or during free
period and complete the worksheet.
Name ______________________________________________ Date ___________________
GALLERY WALK
As you walk through the gallery, choose 2 photos and 2 quotes that intrigue you.
Write your responses to the questions below.
Photograph 1:
What is happening in this photo? __________________________________________________
_____________________________________________________________________________
This photo makes me think/feel . . . _________________________________________________
_____________________________________________________________________________
I want to know more about . . . ____________________________________________________
_____________________________________________________________________________
Photograph 1:
What is happening in this photo? __________________________________________________
_____________________________________________________________________________
This photo makes me think/feel . . . _________________________________________________
_____________________________________________________________________________
I want to know more about . . . ____________________________________________________
_____________________________________________________________________________
Quote 1:
What is the quote about? ________________________________________________________
_____________________________________________________________________________
How would you describe the speaker? ______________________________________________
_____________________________________________________________________________
This quote makes me think/feel . . . _________________________________________________
_____________________________________________________________________________
TURN OVER
Quote 2:
What is the quote about? ________________________________________________________
_____________________________________________________________________________
How would you describe the speaker? ______________________________________________
_____________________________________________________________________________
This quote makes me think/feel . . . _________________________________________________
_____________________________________________________________________________
Write two questions that you have after viewing the gallery.
1.
2.
Gallery Walk
Vietnam War Photos and
Quotes from The Things They Carried
Excerpts from The Things They Carried
First Lieutenant Jimmy Cross carried letters from a girl named Martha, a junior at Mount
Sebastian College in New Jersey. They were not love letters, but Lieutenant Cross was hoping,
so he kept them folded in plastic at the bottom of his rucksack.
Even in the deep bush, where you could die any number of ways, the war was nakedly and
aggressively boring.
Forty-three years old, and the war occurred half a lifetime ago, and yet the remembering makes
it now. And sometimes remembering will lead to a story, which makes it forever.
There should be a law, I thought. If you support a war, if you think its worth the price, thats
fine, but you have to put your own precious fluids on the line. You have to head for the front and
hook up with an infantry unit and help spill the blood. And you have to bring along your wife, or
your kids, or your lover. A law, I thought.
I couldve done it. I couldve jumped and started swimming for my life. Inside me, in my chest,
I felt a terrible squeezing pressure. Even now, as I write this, I can still feel that tightness. And I
want you to feel it the wind coming off the river, the waves, the silence, the wooded frontier.
Youre at the bow of a boat on the Rainy River. Youre twenty-one years old, youre scared, and
theres a hard-squeezing pressure in your chest. What would you do?
The rest of us stood in a ragged circle around the baby buffalo. For a time, no one spoke. 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.
Mitchell Sanders took out his yo-yo. Well, thats Nam, he said. Garden of Evil. Over here,
man, every sins fresh and original.
Sometimes I want to eat this place. Vietnam. I want to swallow the whole country the dirt,
the death I just want to eat it and have it there inside me. Thats how I feel. Its likethis
appetite.
There was no music. Most of the hamlet had burned down, including her house, which was now
smoke, and the girl danced with her eyes half closed, her feet bare. She was maybe fourteen. She
had black hair and brown skin. Whys she dancing? Azar said.
We called the enemy ghosts. Bad night, wed say, the ghosts are out. To get spooked, in the
lingo, meant not only to get scared but to get killed. Dont get spooked, wed say. Stay cool,
stay alive. Or wed say: Careful, man, dont give up the ghost.
Hows the war today? somebody would ask, and Ted Lavender would give a little smile to the
sky and say, Mellow a nice smooth war today.
LP 2 History of Vietnam War
Day: 2
Length of lesson: 50 minutes
Rationale: Students need to understand the history and setting in which the novel The Things
They Carried takes place. The Vietnam War is a critical part of United States history and its
important for students to be able to separate war myths from realities. It is also important for
students to view events from different perspectives.
Colorado Model Content Standards Addressed:

2: Students write and speak for a variety of purposes and audiences.
4: Students apply thinking skills to their reading, writing, speaking, listening, and viewing.
6: Students read and recognize literature as a record of human experience .
Lesson Objectives Addressed:

Students will read materials relating to the Vietnam War from different perspectives. Students
will highlight important information, write a summary and report their findings to a small group.
Materials:
Various sources of information pertaining to the Vietnam War (below)
Opening/Anticipatory Set: (5 minutes)

-Revisit KWL chart about the Vietnam War from previous day
-Explain that there is a lot we know about the war, but there are also things we dont
know. Fill out the W portion as a large group. Students provide examples of things they
want to know.
Activities/Procedures: (35 minutes)

-Students split into small groups. Each group is assigned a website with information
from a particular perspective of someone in the war. Students are two examine information
and write down key points. Each student writes a five- sentence summary of that
perspectives viewpoint on the war. If technology is unavailable, the teacher can print off website
information in advance.
Websites:
- http://www.bbc.co.uk/dna/h2g2/A715042
- http://www.pwhce.org/textvnhr.html
- http://www.historynet.com/historical_conflicts/3583141.html
-Jigsaw! One or two students from each group form new groups and share out
information, esp. their summary, but also any interesting facts.
Adaptations/Individualizations:
ESL Students should be given the shorter, more brief articles to review rather than the
long narratives. Information in the short articles is more succinct and easy to access.
TAG Students will brainstorm and choose a perspective other than the ones presented
and do independent research on the war from that point of view. If this is not possible,
students should be asked to compare/contrast information from various points of view
and explain why there are differences in opinion.
504 A visually impaired student can have an article read aloud to him/her as important
facts are recorded.
SPED Students with cognitive disabilities can use the vocabulary list to create a piece
of writing. (Attached)
Assessment(s):
Ticket out the door: 3, 2, 1
Closure: (10 minutes)
-3, 2, 1 On a note card, students write three things they learned from the jigsaw
activity, 2 things they are still unsure of and 1 interesting numerical fact.
Students who are absent:

Review the various materials and write a one paragraph summary on each perspective in
the war.
Reflection: (To be completed after execution)

LP 3
What do People Carry?
Day: 3
Rationale: Students should recognize, understand and use good elements of writing. By
looking at Tim OBriens original method for describing characters in his story, students might
be able to create unique ways to describe characters in their own writing.

6: Students read and recognize literature as a record of human experience .
Students will read The Things They Carried and identify ways in which the author
describes his characters other than saying Mrs. X is ______. Students will mimic this style in
their own writing.
Materials:
-Worksheet
-Quick mini-lesson on defining characters.
-Use a well-known figure (celebrity) to have students describe in pairs.
Write words/phrases on overhead.
-Point out how individual is describes (ex: Michael Jordan is skilled, a
leader, energetic, etc.)
-How could we say all of this without ever saying MJ is?
Activities/Procedures: (30-35 minutes)
-Hand out worksheet for students. Give directions. Begin read-aloud of the first section
of The Things They Carried.
-Students should keep track of all the things they hear are carried by
each character.
-Students also underline any unknown vocabulary.
-Students choose a character on the list and get into small groups based on the
character they chose (instructor may need to facilitate this if groups are uneven).
-First, groups compare lists of things and scan the rest of the chapter to
see if there is anything else that should be included.
-Within the group, every person is assigned an item that their character
carries. Their job is to make meaning of what that item symbolizes or says
about that character.
-Students share out orally and record answers.
ESL Students experiencing language difficulties can benefit from the read aloud. They
may also be assigned to specific characters (Lee, Dave, Norman) as their descriptions are
shorter and easier to understand.
TAG Using information from the previous day, TAG students can brainstorm what
members of the various Vietnam armies would carry. Why is this different? Or the same?
504 Visually impaired students can listen to the read-aloud and complete the
assignment without writing their ideas and instead orally dictating their responses.
SPED A student with a cognitive disability can view pictures of the items that some
soldiers might or might not carry. Pointing at pictures that are appropriate could be a
good assessment.
Assessment(s):
-Students are assessed as the teacher moves from group to group peeking at lists and
listening to discussion.
-Students will create a piece of writing mimicking this writing style to be turned in
tomorrow.
Closure: (5-10 minutes)

-Explain homework assignment.
-Students are to write a short story about someone they know (or
themselves). The reader should get an accurate description of this person
without the author directly describing them. Students do not have to use
the example of carrying things, instead they might describe:
-the places they go
-the people they see
-the things they say
-the pictures on their wall
-the websites they visit
-Remind students to include a story of some kind. Their must be a
beginning/middle/end.

-Review the chapter on their own. Complete the entire worksheet for characters
through page 13. Choose one specific character and completely fill out their list.
Complete the individual writing assignment.

The Things They CarriedWhat are They Carrying?
Listen to the story as it is read aloud. Also follow along in your own book if you like. Listen for
the items that the author says are carried by each person. List them on the left side of the page.
Note there is a section for items carried by the whole group.
After you are done listing items for each person, to the right you will identify what each item
means. See the examples below.
Whole Group
Jimmy Cross
Compass, maps -Things of a leader, knows where to go, knows the
best way to do things
Henry Dobbins
Big machine gun w/ extra ammo -Strong, killer type of man. Always thinking about
the enemy
Ted Lavender
Mitchell Sanders
Norman Bowker
Rat Kiley
Kiowa
Dave Jensen
Lee Strunk
LP 4 Peer Review
Day: 4
Rationale: Students need to be able to present their work to their peers. Sharing written work
will boost student confidence as well as promote a healthier class community. Students also need
to be able to provide useful feedback and use feedback to better their writing.

3: Students write and speak using conventional grammar, usage, sentence structure, punctuation,
capitalization, and spelling.
Students will share their writing with peers and provide useful feedback on their
writing. Students will use feedback to identify ways in which their writing could be
improved.
Materials: Students writing from night before.

Peer review worksheet

-Introduce procedures for the class period
-Remind students of class rules (esp. respect)
-Ask students what it looks like to respect peers when giving feedback.
-Ask students why this is important.
-(POST ON CHALKBOARD) Students get into groups of 5. Each student reads
their story. After each story is read, the rest of the group provides feedback based on the
categories in the attached worksheet. Everyone must provide one positive piece of feedback!!
The writer takes notes on both positives and negatives of their writing.
-After each person has read and received feedback, students return to their seats and
begin making edits to their stories. Final drafts along with rough drafts are due the next day.
ESL Students with language difficulties can possibly be grouped together. If this is not
possible, ESL students can be instructed to talk about their story and explain it rather than
read it out loud.
TAG If TAG students do not need a great deal of editing on their original story, they can
be challenged to turn it into a different genre of writing for their final draft (poetry,
drama, newscast, etc)
504 A visually impaired student may tell their story to the group, play their story if it is
recorded previously, or have someone else read the story if it was typed by someone at
home. (Depends on level of skill with assisted technologies)
SPED A student with a cognitive disability can rewrite their paragraph using all five of
the vocabulary words instead of just three. This can also be dictated to an aide if one
exists.
Assessment(s):
Students turn in their rough draft, final draft and peer review sheets during the next class.
Share quote on courage. Courage is going from failure to failure without losing
enthusiasm. Winston Churchill
Ask class who is someone you know who is courageous? Close your eyes and think
about what makes that person courageous. Are they always courageous? How would you
define courage? Can you be courageous sometimes and not others?
Take three peer review sheets and find three people to review their story (can be
anyonefellow classmates, siblings, parents, teacher, etc.) Complete the editing and
final draft process.
PEER REVIEW WORKSHEET
How well did the writer describe the character in the What part of the story did you like the most? Why?
story? Do you know what this character is like? What is
he/she like?
How could the writer improve in describing the Write down at least one writing technique this author
characters in the story? Please be specific!! used that you would like to use in your own writing.
Day: Lesson 5
Rationale: The main idea is to help students recognize various literary devices in the context of
understanding and appreciating the general point of the chapter which is the social construction
of courage and the general terror of preparing to go to war.

Standard 1: Students read and understand a variety of materials
Standard 4: Students apply thinking skills to their reading, writing, speaking, listening, and
viewing.
Standard 6: Students read and recognize literature as a record of human experience.

Students will actively listen and participate in discussion of courage
Students will appropriately apply literary techniques to draw their own conclusions
Students will consider and think critically about courage in their own lives and consider
the prospect of going to war
Materials: Tim OBrien The Things They Carried
Opening/Anticipatory Set: Quiz (5 minutes)

This quiz is what we hope would be pretty easy questions that would assess merely whether
students read or didnt read. Of course if it was too hard, then we would compensate but I think
that having recently read the material, things like this would be fresh in students minds. This is
the idea with all of the quizzes for this unit and there might be the option of dropping the lowest
grade of a quiz for this unit or something like that.
1. Where does OBrien work the summer that he received his draft notice? A meatpacking
plant, specializing in pork.
2. The Rainy River separates Canada from what state? Minnesota.
3. What is the name of the Lodge that OBrien stays at? Tip Top Lodge.
4. How much money does his six day stay cost him? Nothing, he actually makes $200
dollars which he doesnt take.
5. Name three people that OBrien sees on the Minnesota shore while being 20 yards from
Canada. He sees just about everyone from his past: parents, teachers, old girlfriends. He
sees political people and pop culture people. He even sees some people from his future:
wife, daughter, man he kills in war.
Activities/Procedures: Guided Discussion: On the Rainy River (35 minutes)

Main symbols to discuss:
-meatpacking plant- slaughterhouse foreshadows slaughter in war, haunting dreams,
smells sink in and dont leave
-separation of Minnesota and Canada- OBrien literally and metaphorically riding line,
image of all his history watching him on shore.(58)
Important quotations:
This is one story Ive never told before.(39)
All of us, I suppose, like to believe that in a moral emergency we will behave like the
heroes of our youth(39)
I feared the war, yes, but I also feared exile(44)
the man saved me(48) ferocious silence(49)
And right then I submitted.(59) I was a coward. I went to the war.(61)
Closure: Application to students lives. Empathizing with OBrien and soldiers presently going
to Iraq. Social construction of courage in students everyday lives. Youre at the bow of a boat
on the Rainy River(56) quotation begs the question of what students would do. (10 minutes)
Assessment(s): Answer students questions to check for understanding. Quiz checks for
completed reading.

Lit Circles: Reading as a Film Crew
Date: Days 6, 8, 13, 18, 19

Length of Lesson: 5 50 minute periods
Rationale: Todays high school students have grown up watching movies from their earliest days,
and they discuss easily the ways in which films develop characters, plot, setting, tone, point of
view, and themes. This lesson attempts to transfer students enthusiasm for discussing movies to
discussing literature by substituting film production roles for traditional literature circle roles.
The film production roles provide students with a familiar vehicle for applying reading strategies
and discussing literary elements in The Things They Carried. The lit circles format provides an
opportunity for students to practice student-initiated and student-led small group discussions. At
the end of the unit, each lit circle will create a storyboard or movie poster that retells a significant
event in the novel, requiring the students to synthesize and present the ideas they have discussed.
Standards Addressed: (1) Students read and understand a variety of materials; (2) Students write
and speak for a variety of purposes and audiences; (4) Students apply thinking skills to their
reading, writing, speaking, listening, and viewing; (6) Students read and recognize literature as a
record of human experience.
Objectives: By participating in weekly lit circles reframed as film production crews, students
will:
practice student-initiated and student-led discussion of literature;
use reading comprehension skills to understand characterization, setting, plot, point of
view, tone, and themes within The Things They Carried;
articulate their ideas about the reading and support those ideas with textual evidence;
increase their understanding of storytelling, and use retelling to enter the story world and
make connections to their lives.
Literacy:
Reading: novel
Writing: responses to worksheets on film production roles
Listening: to small group discussion and final group presentations
Speaking: to small group and to class
Materials:
Teacher: The Things They Carried, film crew worksheets, transparencies of film roles, lit
circle assignments, peer and self assessments, poster paper, colored pencils, markers
Students: The Things They Carried, worksheets, pen/pencils
Agenda Pt. 1 (Day 6):
Opening/Anticipatory Set (10 min): Teacher invites students to share their experiences with
formal and informal discussions about books and about movies. How do they compare?
What makes the various discussions different? Teacher explains concept and objectives of lit
circles and responds to student questions and comments.
Activities/Procedures: (30 min.): Fishbowl: Students observe a model lit circle discussion by
adults selected and prepped by the teacher. The adults will have read a short story that has
also been read by the class. After the model discussion, students can ask questions of the
participants, and the teacher facilitates a discussion about the process. Teacher then explains
that the class will be participating in a different version of lit circles. For this project,
students will take on roles found in filmmaking, while reading and responding to stories from
The Things They Carried. Teacher reviews the different roles found in the filmmaking
industry, using the Film Roles handout and discuss how these roles and worksheets will be
used in the discussion groups. Explains that the roles will rotate among members weekly.
Class Reflection and Closing (10 min.): Teacher divides students into pre-assigned groups
and distributes roles/worksheets arbitrarily. For homework, students are to read pp. 62-88 of
the novel and complete their worksheet.

Opening/Anticipatory Set (5 min): Teacher reviews the objectives of the lit circles,
emphasizing that these should be conversational discussions of the book, not just reports on
the worksheets. Encourages students to get into character and really imagine they will be
making a film version of The Things They Carried. Students break into groups.
Activities/Procedures: (35 min.): Using the completed worksheets and novel as references,
students discuss pp. 1-88 of the novel. Teacher circulates among groups to listen and offer
any necessary guidance.
Class Reflection and Closing (10 min.): Teacher asks students for their reflections on the
process: What was that like? What was difficult? What was fun? What could make your
discussion more successful? Then, using overhead, teacher briefly review the lit circle peer
and self assessment that will be used after the next 2 lit circle meetings. Teacher hands out
new copies of worksheets with students exchanging roles for the next week.
Assessment: Teacher will informally observe student preparation and participation in the lit
circle. Completed worksheets will be collected.

Opening/Anticipatory Set (5 min): Teacher reminds students of the suggestions that made
last week for more successful lit circles. Responds to any questions or concerns. Students
break into groups for discussion.
students discuss pp. 89-136 of the novel. Teacher circulates among groups to listen and offer
any necessary guidance.
Class Reflection and Closing (10 min.): Teacher asks students for their reflections on the
process: Were the conversations different this week? In what ways? Are there other things we
should be doing to make these conversations even better? Teacher hands out new copies of
worksheets with students exchanging roles for the next week. Students complete peer and
self assessments before leaving class.
circle. Completed worksheets and peer and self assessments will be collected and reviewed.

Opening/Anticipatory Set (10 min): Teacher informs groups that during this class, their
planning for their movie has paid off the movie is in production, and now they have to
create a poster to promote their film. They will spend 15 minutes discussing the final section
of the book, and then will begin to design and produce the poster. The posters will be
presented to the class during the second half of the next class period.
students discuss pp. 137-235 of the novel. After 15 minutes, students work in groups to
design and produce a movie poster for the novel, using poster board, colored pencils, and
markers available in the classroom. Teacher circulates to offer assistance, as needed.
Class Reflection and Closing (5 min.): Teacher distributes peer and self assessments for
students to complete before leaving class. Reminds students that they will finish their posters
during the first half of the next class period and then present to the class.
circle. Completed worksheets and peer and self assessments will be collected and reviewed.

Opening/Anticipatory Set (5 min): Teacher has written Robert Altman quote on board:
Filmmaking is a chance to live many lifetimes. Asks: What does this quote mean to you?
How does it relate to The Things They Carried? To other stories we have read? To any other
part of your life?
Activities/Procedures: (30 min.): Students work in groups to complete their film posters.
Groups present their posters to the class.
Class Reflection and Closing (10 min.): Teacher leads discussion on the lit circle process:
How is reading within a group different than reading independently? How did the
discussions help your understanding of the novel? How did reading as a film crew change the
way you read? What did we do really well? What would you like to do better?
Assessment: Group work and poster.
Literature Circles with Film Roles Director
In a film, the Director is responsible for the overall look and

feel of the movie. Directors are the ones who run the show.
In this role in your Literature Circle, your job is to develop a
list of questions that your group might want to discuss about
the story. You should act as a facilitator while the group
discusses the story.
Here are some sample questions for you to look at. Choose the ones you like
best and/or develop additional questions to pose to your group.
1
1. Tell a short summary of the action/the story.
2. Why do you think the author had _____________ happen in the story?
3. How did you feel about _____________?
4. How is _____________ alike / different from _____________?
5. What do you think caused _____________?
6. If you had been _____________, how would you have _____________?
7. How would the story have been changed if the author had not let
_____________ happen?
2
8. What might happen in the next section of reading?
9. What are the one or two most important ideas?
NOTES:_________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
______ Adapted from ReadWriteThink, Literature Circle Roles Reframed: Reading as
a Film Crew
Literature Circles with Film Roles
Casting Director
The job of the Casting Director is to look for actors to play

roles. In order to do that, the casting director must
understand characterization. As Casting Director, your job is
to document the characters in the text, as well as the
character traits they possess.
1. As you read, list the major characters in the story.

_____________________________________________________________
_______________________________________________
_____________________________________________
_
1
2. Describe how each character looks (physical description).
_____________________________________________________________
_______________________________________________
_____________________________________________
_
2
3. Tell how a character acts and what s/he does.
_____________________________________________________________
__ ____________________________________________
3
4. Explain how other characters in the story react to this character.
_____________________________________________________________
__ ____________________________________________
4
5. What actor might play this character in a movie version of the story?
_____________________________________________________________
__ ____________________________________________
5
NOTES:_________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
___
Adapted from ReadWriteThink, Literature Circle Roles Reframed: Reading as a Film Crew
6
Sound Designer
Music adds a great deal to the ways we perceive something

and the emotions involved. The Sound Designer is
responsible for the music and sound effects throughout the
film. As you read this story, think about the kinds of music
and songs that would fit in with the story. To help you with this task, think
about the following:
1. Is there a specific genre of music that makes the most sense with this
story? Could several genres be integrated?
2. List some songs that might fit in with the story:

7 ________________________________________________________
__
____________________________________________
____________________________________________
8
3. Choose one specific scene in the story where music is a MUST. Write the
page number and a summary of what is occurring.
9 ________________________________________________________
__
____________________________________________
____________________________________________
10
4. What song would you choose to have play during this section of the story?
Why would it be an appropriate song?
11 ________________________________________________________
__
____________________________________________
____________________________________________
NOTES:_________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
____
Production Designer
In the movies, the Production Designer (sometimes called

the Art Director) creates the overall look and feel of the film,
including the sets, props, and costumes. As you read the
story, try to picture the setting and the characters. To help
you with this task, think about the following questions.
1. How does the author describe the setting?

__________________________________________________________
____________________________________________
____________________________________________
2. What pictures or words come to mind when you think about the
setting?
__________________________________________________________
____________________________________________
____________________________________________
3. Are their any objects (props) that are significant in the story? What is
their significance?
__________________________________________________________
____________________________________________
____________________________________________
4. Choose one of the main characters in the story and describe the
costume you would design for this character. How is this costume
appropriate for the character?
__________________________________________________________
____________________________________________
____________________________________________
NOTES:_________________________________________
_____________________________________________
_____________________________________________
__
_____________________________________________
_
Dialogue Director
Your job as Dialogue Director is to be on the lookout for a

few especially important words or phrases in your reading,
including dialogue and descriptions.
Choose passages that catch your eye. Also, record words
or phrases that are unfamiliar or dont seem to make sense in the story.
Be sure to mark the page number that you find the words on.
After you have recorded your words and phrases, look up the definitions
and write them down.
Write an explanation of how the words or phrases are used in the story.
When your group meets, show them of the section of the story where the
words are, and share the definition with them.
In addition, you should be prepared with reference materials (dictionary
and thesaurus) to define any unknown words of the group.
WORD/PHRASE PAGE # DEFINITION
Literature Circle Peer and Self Assessment
Rate each group member on a scale of 1 to 4, with 4 as the highest. Then

rate yourself as well. Please add written comments to clarify your ratings.
Student Name ________________________

Rating Comments:
Completed assigned reading 4 3 2 1
Listened attentively to other people 4 3 2 1
Had interesting or helpful ideas 4 3 2 1
Asked others questions 4 3 2 1
Prepared worksheet/notes for discussion 4 3 2 1
Student Name ________________________

Rating Comments:
Student Name ________________________

Rating Comments:
Student Name ________________________

Rating Comments:
My Name ____________________________
Rating Comments:
Dear America and Forest Gump
Day: 7
Rationale: The goal is to watch meaningful documentary and Hollywood films about the
Vietnam War. Dear America is an amazing documentary that provides interesting and important
comparisons to the type of first person account that OBrien creates. Forest Gump is a good
representative of Hollywood versions of Vietnam. Other options for this include: Platoon; Full
Metal Jacket; and Good Morning, Vietnam.

viewing.

Students will watch Dear America
Students will watch Forest Gump
Students will discuss both movies in reference to OBrien and documentary film vs.
Hollywood film
Materials: Tim OBrien The Things They Carried, Dear America: Letters Home From Vietnam,
Forest Gump, television with functional VCR/DVD player

Introduction to both films explaining the context and genre of both movies as well as giving
students questions to think about during the movie that will be discussed at the end of the lesson.
The questions include things like: What differences and similarities are there between the
documentary film and the Hollywood film? What differences and similarities are there between
the representations in the two films and in OBrien thus far?
Activities/Procedures:
Dear America: Letters Home From Vietnam (20 minutes)
-The movie is actually 83 minutes long but does not follow a real plot so although not ideal, it
works to watch selections of it.
Forest Gump (15 minutes)
-This movie is also much longer but the parts most pertinent to Vietnam can be seen in roughly
15 minutes.
Closure: Whole class discussion on the films in general. (10 minutes)

They are both powerful movies and are almost certain to generate some discussion. These
reactions will most likely be more meaningful and more important than answering the original
questions but if need be, return to those questions to generate discussion.
Assessment(s): The class discussion will give some indication as to who was paying attention
and thinking about the movies.

A True War Story A War Fable
Date: Day 9
Length of Lesson: 50 minutes
Rationale: In How To Tell a True War Story, Tim OBrien reflects on the nature of storytelling
and role of stories in our lives, central themes in The Things They Carried. He delineates the
characteristics of a true war story, and in doing so, explores ideas of facts, experience, truth,
and narrative. By unpacking the characteristics of a true war story, students can better
understand the structure of the novel, its narrator, and its central themes.
and speak for a variety of purposes and audiences; (3) Students write and speak using
conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling; (4)
Students apply thinking skills to their reading, writing, speaking, listening, and viewing; (6)
Students read and recognize literature as a record of human experience.
Objectives: By listening to a fable about war and then examining Tim OBriens definition of a
true war story, students will:
use comprehension skills to understand a key theme of the novel;
discuss the literary conventions of fables and memoir;
analyze point of view and narration;
use writing to generate and respond to questions raised by the novel.
Literacy:
Reading: novel
Writing: letter to the author
Listening: read aloud of The Harvest That Never Came, Aaron Shepard; class discussion
Speaking: to class in response to teacher prompts
Materials:
Teacher: The Harvest That Never Came, Aaron Shepard, The Things They Carried, post-it
notes, transparencies/markers
Students: The Things They Carried, paper, pen
Agenda:
Opening/Anticipatory Set (15 minutes): Teacher reads aloud, The Harvest That Never
Came, by Aaron Shepard. After reading, asks: What does story make you think/feel?
Discusses the genre of fable, and asks whether fables are true stories. Asks how non-
fiction and memoir differ from fables.
Activities/Procedures (30 minutes): Teacher hands our 3-4 post-it notes to each student.
Using their text of How to Tell a True War Story, students find words and phrases that
define a true war story, write one per post-it, and place them on the wall. Teacher reads the
post-its aloud, then students discuss what they believe are the key ideas while the teacher
records them on an overhead. Students are given the following prompt to respond in writing:
You are reading The Things They Carried, and you have some questions for the author or a
character. Write a letter to Tim OBrien, asking your questions. Make sure you reference the
text when posing your questions. Teacher can read a short example.
Class Reflection and Closing (5 min.): Teacher invites students to share their questions with
the class. In closing, asks students to consider, as they continue reading the novel, to what
extent the novel is true, and why that might matter to them.
Assessment: Teacher will collect letters for review. Letters will be exchanged on Day 17 and
students will write responses.
The Harvest That Never Came
A Swedish Legend
Told by Aaron Shepard
Printed in Cricket, January 1993, and Australias School Magazine, May 1996
For more treats and resources, visit Aaron Shepard at

www.aaronshep.com
Copyright 1993 by Aaron Shepard. May not be published or posted without permission.
PREVIEW: A prisoner of war must somehow return home to be with the woman he loves.
GENRE: Legends, folktales AGES: 7 and up
CULTURE: Swedish LENGTH: 500 words
THEME: Farsightedness
My dearest Arild,
I promised to wait for you forever, but I fear I will not be allowed to. My father
says you will never return, and he has chosen another man to be my husband. Though
I pleaded with him, he has already set the marriage date.
I will love you always.
Your faithful Thale
Arild Ugerup, son of a noble Danish family, sat on his cot, reading the letter by the
dim light of his prison cell. How cruel the tricks played by war, he thought, his eyes
filling with tears.
Though Arild and his family were nobles of Denmark, they had long lived
peaceably in Sweden. When King Erik of Sweden was crowned, Arild had been one of his
honored guests. But then Denmark and Sweden declared war on each other, and Arild
was drafted into the Danish navy. He was captured in battle and imprisoned by King
Erik.
Arilds childhood sweetheart, Thale Thott, had promised to marry him when he
came back from the war. Now it seemed he would lose Thale as well as his freedom.
Arild sat thinking for many hours, the letter lying loose in his hand. At last he
crossed to a small table. Dipping his pen in an inkwell, he began to write.
Your Royal Majesty,
Though I am now your prisoner, you once counted me as a friend. Grant me one
favor. Let me go home to marry the woman I love. Then allow me to stay only long
enough to plant a crop and harvest it.
On my word of honor, I will return to your prison as soon as the harvest is
gathered.
Arild signed and sealed the letter, then called the jailer.
The reply came the next day. King Erik had agreed! Arild was freeat least until
the harvest.
Arild returned home, where Thale met him joyfully. Her father was not happy to
have his plans changed, but in the end the two were married.
Now it was spring, the time for planting. And, in only a few months, Arild would
have to harvest his crop and return to King Eriks prison.
Arild thought long and hard about what he would plant. At last he went to the
fields and planted his seeds, placing each of them six paces from the rest.
Late that fall, a messenger arrived from King Erik. The harvest season is past, he
said. The King awaits your return.
But my crop is not harvested, said Arild. In fact, it has not yet sprouted!
Not sprouted? said the messenger. What did you plant?
Pine trees, replied Arild.
When King Erik heard what Arild had done, he laughed and said, A man like that
does not deserve to be a prisoner.
Arild was allowed to remain home with his beloved Thale. And a magnificent
forest stands today as a testament to his love.
About the Story

This legend is retold from The Master of Ugerup, in Swedish Folk-Lore, by Herman
Hofberg, translated by W. H. Myers, Belford, Clarke & Co., Chicago and New York,
1888; and reprinted in Scandinavian Folk and Fairy Tales, edited by Claire Booss,
Avenel, New York, 1984. Whatever the truth of the legend, it concerns an actual place
and actual families of the mid-1500s, and a forest existing at least in Hofbergs time.
Transformation
Day: Lesson 10
Rationale: The main goal is to aid students in understanding the idea of a framed story in the
context of talking about war affected transformation and change in general. Also to look deeply
into the storytelling techniques of war soldiers and people in general.

viewing.

Students will actively listen and participate in discussion of transformation
Students will appropriately apply literary techniques to the ideas of a framed story and
other story telling techniques including details and personal opinion
Students will consider and think critically about change in their own lives and the stories
that have shaped that change

1. Who tells the story of the Sweetheart of the Song Tra Bong? Rat Kiley.
2. Who does Mary Anne go out on an ambush with? The Green Berets.
3. What kind of necklace is she wearing in the Green Beret hootch? A necklace of tongues.
4. What happens to her in the end? She walks off into the jungle. No one is exactly sure
though.
5. Who is continually irritated with Rats storytelling style? Mitchell Sanders.
Activities/Procedures: Guided Discussion: Sweetheart of the Song Tra Bong (45 minutes)
Idea of framed story: OBrien has Rat tell story, various interruptions
OBrien performs techniques he writes of, self-reflection in writing.
Important Quotations on Storytelling:
facts were formed by sensation(89)
Thats how stories work man.(102)
all that matters is the raw material(106)
Important Quotations on Change:
It was as if she had come up on the edge of something(105)
But in a sense she never returned. Not entirely, not all of her.(105)
Sometimes I want to eat this place. Vietnam.(111)
You come over clean and you get dirty and then afterward its never the same.(114)
completed reading.

Start the Presses: A Vietnam Newspaper
Date: Days 11, 12, and 14

Length of Lesson: 3 - 50 minute periods
Rationale: Summarizing and retelling stories enhance comprehension and critical thinking skills.
Taking on a characters point of view and voice help students relate to the characters and
elaborate on the text. This newspaper activity will require that students read closely to
understand characterization and plot, make inferences, retell, write creatively, and work
collaboratively. It will also provide practice writing news articles and using computers.
and speak for a variety of purposes and audiences; (3) Students write and speak using
conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling; (4)
Students apply thinking skills to their reading, writing, speaking, listening, and viewing; (6)
Students read and recognize literature as a record of human experience.
Objectives: Through developing content and layout for a newspaper based on characters and
events in the text, students will:
use comprehension skills to analyze information and infer ideas from the text;
examine characterization, point of view, plot, and themes;
think critically and creatively to translate information from the text to a different genre;
work cooperatively to develop ideas and create a finished product;
learn about the components of a newspaper and the elements of news stories;
use computers to design and produce a professional-looking newspaper.
Literacy:
Reading: newspapers and novel
Writing: news articles, editorials, obituaries, comics and other newspaper items
Listening: to small group and class presentations
Speaking: to small group and class
Materials:
Teacher: sample newspapers, The Things They Carried, computers/publishing template,
playing cards for grouping
Students: The Things They Carried, paper, pens/pencils, clip art, photos, template
Agenda 1st Day:
Opening/Anticipatory Set (15 min.): Teacher explains that the class will be creating
newspapers based on the characters and events in The Things They Carried. Groups will
have 3 class periods to create the content and layout for a 2 page newspaper written from the
characters points of view, and final projects will be presented orally to the class. Teacher
provides students with sample newspapers to review for several minutes, asking them to note
the different parts of the paper. The class brainstorms a list of components and discusses the
elements of news article. Teacher then show sample of finished newspaper using self-
publishing template. Students will be assessed on group work, content, and visual appeal.
Activities/Procedures (30 min.): Students divide into small groups based on playing cards
handed out by the teacher. In their groups, students plan their newspaper: decide on a theme
(if any), decide which elements to include, decide what graphics might be needed, divide up
work, and begin writing, if time permits. Teacher walks around and assists groups, as needed.
Class Reflection and Closing (5 min.): Teacher checks for understanding about assignment
and previews next days class, during which students will complete their writing and peer
review/edit.
Agenda 2nd Day:

Opening/Anticipatory Set (5 min.): Teacher reviews the assignment and fields any questions.
Teacher reminds students that their newspaper must be based on the characters and events in
The Things They Carried. Students divide into their small groups and begin working.
Activities/Procedures (35 min.): Students work for 20 minutes to complete items. Then,
students exchange items within their group to review, edit, and revise.Teacher walks around
and assists groups, as needed.
Class Reflection and Closing (10 min.): Teacher previews next step of the project, which will
be to use self-publishing template to create the finished document.
Agenda 3rd Day:

Activities/Procedures (40 min.): Students work for 20-25 minutes in computer lab or
classroom to layout and publish their newspapers in the template. Students come back to
classroom and groups present their newspapers to the class.
Class Reflection and Closing (10 min.): Teacher asks: How is creating a newspaper like or
different than other ways of telling stories? How did writing from the characters points of
view affect your understanding of the stories?
Assessment: Group work, content and visual appeal of newspaper.
Guilt
Day: Lesson 15
Rationale: The main idea here is to help students in the recognition of the nature of storytelling,
particularly war stories and the complex web of guilt that catastrophes create. Also important is
the recognition of homecoming and the assimilation of soldiers back into society.

viewing.

Students will actively listen and participate in discussion of storytelling and guilt
Students will appropriately recognize and apply literary techniques to the complex
narration of OBrien
Students will consider and think critically about guilt in their own lives and ponder on the
prospect of resuming normal life after war

1. What kind of car does Norman Bowker drive around the lake? Chevy.
2. Who died in the mud field? Kiowa.
3. What did the boy loose in the mud? Picture of ex-girlfriend.
4. Who does OBrien return with? His daughter, Kathleen.
5. What does he put in the mud on this return? Kiowas moccasins.
Activities/Procedures: Guided Discussion: In the Field (45 minutes)

Main symbols to discuss:
-Norman Bowker drive around lake, story revolve around lake. (158)
-story revolving around field, Kiowa. Story being stuck, Kiowa being stuck, guilt being
stuck. (187)
-Ambiguity of truth in war stories, stories in general.
Important Quotations, Guilt:
the difference between courage and cowardice was something small and stupid.(147)
the problem of finding a meaningful use for his life after the war.(155)
I sort of sank down into the sewage with him(156)
Nobodys fault, he said. Everybodys. (176)
When a man died, there had to be blame.(177)
Storytelling:
He wouldve spoken carefully so as to make it real for anyone who would listen.(149)
Telling stories seemed a natural, inevitable process, like clearing the throat.(157)
By telling stories, you objectify your own experience(158)
That part of the story is my own.(161)
Almost everything else is invented.(179)
I want you to know why story-truth is truer sometimes than happening-truth.(179)
completed reading.

LP 16
Day: 16
Rationale: Students must be able to write analytical essays about texts they are reading in
texts. These essays should focus on major themes within the books and should allow for students
to demonstrate their knowledge concerning events and characters in the text.

-Students will demonstrate their knowledge of theme and characters for The Things
They Carried by writing an analytical essay.
-Students will prepare to write the essay by reviewing notes regarding theme and
characters.
Materials: Essay assignment sheets

Students: notes from past theme lessons
-Introduce procedures for the class period
-Quick review of theme topics covered
-Hand out essay topics
-Students get into small groups to compare notes and discuss possible essay topics
for each prompt.
-If time permits, divide students into 5 groups, have each group discuss
one question and jigsaw half way through.
Assessment(s):
-Students will be assessed when they turn in their essay drafts.
-Review essay expectations, lay out due dates and deadlines.

Unit Essay Assessment
In a well written essay of 5-6 pages, typed, double spaced, respond to one of the following
prompts using examples from the text. Your essay should contain a clear thesis statement that
responds to one of the following.:
1. Discuss the role of courage in the novel. Who has courage? What does it mean to have
courage? How is being courageous a benefit and obstacle? How do you define courage?
2. Discuss the wars that exist in the novel other than the actual conflict between armies. Who
is experiencing a war and who is/are the enemies? How do you define war?
3. Discuss the peace that exists in the novel, citing specific examples. When does peace
occur? Is it long lasting? Is the peace more powerful than the war? How do you define peace?
4. Discuss the role of truth in the novel. Are the stories shared in the novel true? Does their truth
matter? Why or why not?
5. Define guilt in terms of The Things They Carried. Compare the guilt of at least two characters
in the story and how it affects them.
Your essay should be proofread with no grammar errors. The final deadline is two weeks from
today. If you would like to turn in a rough draft for comments and suggestions, it must be turned
in by one week from today.
The grading rubric for this essay is on the back of this assignment sheet.
The Things They Carried Unit Assessment
CATEGORY 4 3 2 1
Thesis The thesis is clear, The thesis clearly The thesis states the main There is no clear thesis.
original, states the states the main topic topic, but does not adequately
main topic and and previews the preview the structure of the
previews the structure structure of the paper, paper nor is it particularly
of the paper. but is not particularly clear or easy to locate.
clear or original.
Support Relevant, telling, Supporting details and Supporting details and Supporting details and
quality details give the information are information are relevant, but information are typically unclear
reader important relevant, but one key several key issues or portions or not related to the topic.
information that goes issue or portion of the of the storyline are
beyond the obvious or storyline is unsupported.
predictable. unsupported.
Conventions Writer makes no errors Writer makes 1-2 Writer makes 3-4 errors in Writer makes more than 4 errors
in grammar or spelling errors in grammar or grammar or spelling that in grammar or spelling that
that distract the reader spelling that distract distract the reader from the distract the reader from the
from the content. the reader from the content. content.
content.
Voice The writer seems to be The writer seems to be The writer relates some of his The writer has not tried to
writing from drawing on knowledge own knowledge or experience, transform the information in a
knowledge or or experience, but therebut it adds nothing to the personal way. The ideas and the
experience. The author is some lack of discussion of the topic. way they are expressed seem to
has taken the ideas andownership of the topic. belong to someone else.
made them "his or her
own."
LP 7 Writing Letters
Day: 7
Rationale:
Students need to know how to write letters and writing letters can be an original means
of conveying meaning from the text. Students can take their understanding of the text and
characters and put that knowledge into a fictional letter.
Students will recall their knowledge about how to write a letter. Students will use
character descriptions and knowledge from the text to create letters home from one of
the characters in the book.
Materials: Sample letter (attached)

-Go over agenda for the day
-Mini lesson review on how to write a letter.
-Use sample letter on overhead to point out specifics such as:
-Greeting, time, date
-Indentations
-Voice

-Students choose a character from the character list (Day 3)
-On their own paper, students answer the following questions about this character:
1. Who would this person write a letter to? Love one? The President?
Mother? Friend?
2. Why would this person write a letter? To complain? To escape the
war? To try and reconnect? To find love?
3. What would this characters letter sound like? Very formal?
Informal?
-Students write a one page letter from the perspective of the character they
choose. Letter is to be turned in on Friday (two days later).
ESL ESL students can write a half-page letter instead of a full page
TAG TAG students can be asked to write a letter from someone not directly in the story.
(A U.S. President during the Vietnam War) What would he say to the troops?
504 A visually impaired student, depending on skill with technological aides can tape
record their letter and answers to the questions or dictate their writing to someone else.
SPED A student with cognitive disabilities can write a letter using standard format, but
from him/herself to a family member rather than from the view of a character in the story.
A template for the letter can be used as well.
Assessment(s):
-Students turn in their letters on Friday
-Throughout class, seek understanding from students orally
-Remind students about lit circles tomorrow and have them make sure to know which
reading role they have.
-Hand out lit circle worksheets/packets (attached)

-Review the sample letter (attached) and complete the assignment as instructed. Write a
letter from the perspective of a character in the story to anyone else. Make sure the letter is
something this character would write!

December 1, 2006
James McDougal
145 Euclid Ave
Colorado Springs, CO 80123
Dear James,
How are you? It has been so long since weve talked. I am oversees right now fighting in
the war. I cannot wait until I get back home. Just the other day I saw one of my friends get taken
out by enemy fire. It scares me to know that my last days could be just around the corner. Have
you heard much about the war? What do they say about it back home?
I think I might be able to come home soon. My lieutenant is putting in special orders for
me to transfer back home and do some grunt work there. Anything would be better than this
place. Im sick, Im tired and I dont even know what Im doing half the time. I would do
anything for a Pepsi and a hot dog. All we get around here is dried meals in a bag. I hope this
letter finds you well. You can try to write back. Who knows where Ill be
Sincerely,
Ben Jackson
Silent Discussion
Day: 20
Rationale: The main goal of the day is to in some way conclude the unit. This activity returns
to students reactions to the first day gallery activity to hopefully create a context for their own
personal change throughout this unit. It also provides a nice platform for students to write to
each other and eventually talk about the things most important to them in this unit.

Standard 2: Students write and speak for a variety of purposes and audiences
viewing.

Students will participate in Silent Discussion activity
Students will respond to photos, quotations, and their original reactions from first day
gallery activity
Students will discuss experience with Silent Discussion activity, other projects and
activities from the semester, The Things They Carried, and Vietnam in general
Materials:
Tim OBrien The Things They Carry
Printed pictures and quotes from day 1 gallery activity (included at the end of lesson
plan)
Typed copies of students reactions from day 1 gallery activity
Depending on classroom: If sufficient whiteboard/chalkboard space- extra dry-erase
markers/chalk; If insufficient writing space- poster size post-it paper and markers
Opening/Anticipatory Set: Activity explanation (5 minutes)

The room will be set up prior to students entering. Depending on the room, space will be used or
created for students to write on wall. Gallery pictures and quotations will be up from first day of
unit as well as typed reactions of students from first day activity. Explain to students the rules of
activity after class has begun. Really there is only one rule: respond to materials on walls and
eventually to each other through writing with absolutely no talking.
Activities/Procedures: Silent Discussion (15-20 minutes)

Students respond to materials on walls and to each other by writing on the boards or paper.
Closure: Whole class discussion (25 minutes)

Hopefully students will generate their own direction for this conversation. If not, there are many
possible discussions to conclude this novel including: the difficulties and realities of telling war
stories, the difficulties and realities of telling any stories, the relationship between love and war,
the power of stories [But this too is true: stories can save us.(225) The Thing about a story is
that you dream it as you tell it, hoping that others might then dream along with you, and in this
way memory and imagination and language combine to make spirits in the head.(230)]. Many
of these topics were discussed at one point or another during the course of the book but all of
them generally come down to two things: storytelling and war; so those are the basic issues to
wrap up (if it is possible to wrap those two things up).
Assessment(s): Hasnt there been enough assessment up to this point?

Gallery Walk
Vietnam War Photos and
Quotes from The Things They Carried
Excerpts from The Things They Carried
First Lieutenant Jimmy Cross carried letters from a girl named Martha, a junior at Mount
Sebastian College in New Jersey. They were not love letters, but Lieutenant Cross was hoping,
so he kept them folded in plastic at the bottom of his rucksack.
Even in the deep bush, where you could die any number of ways, the war was nakedly and
aggressively boring.
Forty-three years old, and the war occurred half a lifetime ago, and yet the remembering makes
it now. And sometimes remembering will lead to a story, which makes it forever.
There should be a law, I thought. If you support a war, if you think its worth the price, thats
fine, but you have to put your own precious fluids on the line. You have to head for the front and
hook up with an infantry unit and help spill the blood. And you have to bring along your wife, or
your kids, or your lover. A law, I thought.
I couldve done it. I couldve jumped and started swimming for my life. Inside me, in my chest,
I felt a terrible squeezing pressure. Even now, as I write this, I can still feel that tightness. And I
want you to feel it the wind coming off the river, the waves, the silence, the wooded frontier.
Youre at the bow of a boat on the Rainy River. Youre twenty-one years old, youre scared, and
theres a hard squeezing pressure in your chest. What would you do?
The rest of us stood in a ragged circle around the baby buffalo. For a time no one spoke. 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.
Mitchell Sanders took out his yo-yo. Well, thats Nam, he said. Garden of Evil. Over here,
man, every sins fresh and original.
Sometimes I want to eat this place. Vietnam. I want to swallow the whole country the dirt,
the death I just want to eat it and have it there inside me. Thats how I feel. Its likethis
appetite.
There was no music. Most of the hamlet had burned down, including her house, which was now
smoke, and the girl danced with her eyes half closed, her feet bare. She was maybe fourteen. She
had black hair and brown skin. Whys she dancing? Azar said.
We called the enemy ghosts. Bad night, wed say, the ghosts are out. To get spooked, in the
lingo, meant not only to get scared but to get killed. Dont get spooked, wed say. Stay cool,
stay alive. Or wed say: Careful, man, dont give up the ghost.
Hows the war today? somebody would ask, and Ted Lavender would give a little smile to the
sky and say, Mellow a nice smooth war today.

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The Things They Carried Unit Plan

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Rationale

students should be familiar with.)

communication and team building abilities.

imagine themselves as the author responding to questions about his narrative.

Lesson 1 Lesson 2 Lesson 3 Lesson 4

Gallery Activity Background on Things Activity Character Study

Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9

Lesson 10 Lesson 11 Lesson 12 Lesson 13 Lesson 14

Theme: Newspaper Newspaper Lit Circles Newspaper *

Lesson 15 Lesson 16 Lesson 17 Lesson 18 Lesson 19

Colorado Model Content Standards Addressed:

Lesson Objectives Addressed:

Opening/Anticipatory Set: (5 minutes)

Activities/Procedures: (35 minutes)

Students who are absent:

Reflection: (To be completed after execution)

Colorado Model Content Standards Addressed:

Closure: (5-10 minutes)

Students who are absent:

Reflection: (To be completed after execution)

Colorado Model Content Standards Addressed:

Materials: Students writing from night before.

Opening/Anticipatory Set: (5 minutes)

Colorado Model Content Standards Addressed:

Lesson Objectives Addressed:

Materials: Tim OBrien The Things They Carried

Opening/Anticipatory Set: Quiz (5 minutes)

Activities/Procedures: Guided Discussion: On the Rainy River (35 minutes)

Reflection: (To be completed after execution)

Date: Days 6, 8, 13, 18, 19

Agenda Pt. 2 (Day 8):

Agenda Pt. 3 (Day 13):

Agenda Pt. 4 (Day 18):

Agenda Pt. 5 (Day 19):

In a film, the Director is responsible for the overall look and

3. How did you feel about _____________?

4. How is _____________ alike / different from _____________?

5. What do you think caused _____________?

6. If you had been _____________, how would you have _____________?

9. What are the one or two most important ideas?

The job of the Casting Director is to look for actors to play

1. As you read, list the major characters in the story.

Music adds a great deal to the ways we perceive something

2. List some songs that might fit in with the story:

In the movies, the Production Designer (sometimes called

1. How does the author describe the setting?

Your job as Dialogue Director is to be on the lookout for a

WORD/PHRASE PAGE # DEFINITION

Rate each group member on a scale of 1 to 4, with 4 as the highest. Then

Student Name ________________________

Student Name ________________________

Student Name ________________________

Student Name ________________________

Colorado Model Content Standards Addressed:

Lesson Objectives Addressed:

Opening/Anticipatory Set: (5 minutes)

Closure: Whole class discussion on the films in general. (10 minutes)

Reflection: (To be completed after execution)

For more treats and resources, visit Aaron Shepard at

4. How is _ alike / different from _?

6. If you had been _, how would you have _?