Storytelling around the Globe

Classroom Activities

Lesson 1: "How to Tell a True War Story" Guided Reading

Goal: Learn to recognize and interpret authorial intent.

Essential Question: Why do we tell stories? What is unique about a war story?

Lesson Objectives: Students will identify descriptive language in the text. Students will recognize explicit prescriptions (what the author claims war stories should be). Students will identify tone and style in a text. Students will draw conclusions about the author's opinions based on their analysis of the writing.

Do Now: What kind of prescriptions (advice or instructions) do authors give readers? Why would an author want to tell you what to do or what to think?

Guided Reading:

1. Students will have read the chapter for homework.
2. In groups of 4-5, students will be assigned 2 page excerpts of the chapter. They will be instructed to read the chapter and identify:1) Prescriptions = paying attention to what war stories should be according to the passage, 2) Descriptions = paying attention to sensory language, 3) Things That Stand Out (at least 3)
3. Groups will share their Prescriptions & Descriptions lists with the class. As groups share, the class will create a complete list of Prescriptions & Descriptions.
4. Reviewing our class list of Prescriptions we will generate a single, comprehensive definition of a True War Story.
5. Check for Understanding: Students will review definitions of literary elements: tone (the writer's attitude toward his readers and his subject; his mood or moral view. A writer can be formal, informal, playful, ironic, and especially, optimistic or pessimistic.) and style (the manner of expression of a particular writer, produced by choice of words, grammatical structures, use of literary devices, and all the possible parts of language use. Some general styles might include scientific, ornate, plain, emotive.).
6. Reviewing our class list of Descriptions and the "things that stand out," we will note indicators of tone and style in the chapter.
7. Based on our reading and our class lists, the class will discuss the author's goals in this chapter. Questions for reflection include: What senses are emphasized in this chapter? Why would the author emphasize listening (especially in Mitchell Sanders' story about the Listening Patrol)? Are any aspects of what makes a true war story more important than others? Were all (or any) of the war stories O'Brien included in the book "true"? Why does O'Brien care about truth? Why would a reader care? Does it matter to you if these stories are true? Why or why not?

Closing Activity: Reflection Question (for reflection journal; started in class, but can be completed for homework): Did this story/chapter change the way you think or feel about the book so far? Why or why not? Be sure to use at least TWO specific quotes from the book in your reflection.

Extension Activity: After completing the whole book, determine which stories qualify as "true war stories" based on the definition the class generated? You can also apply the class definition to other narratives - films or other texts.

Lesson 2 (~3 days): Platoon Viewing Guide and Preview Activities

Goal: Understand the different perspectives on the Vietnam War and how they are captured in war stories and films.

Essential Question: What is the filmmaker's perspective? How can you tell?

Lesson Objectives: Students will develop a critical vocabulary for viewing and comparing films. Students will compare Platoon to The Green Berets and to their reading of The Things They Carried. Students will understand choices that directors and screenwriters make when telling stories to an audience.

Do Now: What kind of movie do you think a soldier would make about Vietnam? Be specific.

Before Viewing Platoon:

1. Vocabulary Review: With partners students will review their Film Elements Vocabulary terms (in Appendix B). Students will be tested on film vocabulary and will also receive credit for using vocabulary words correctly in class discussions.

2. The class will recap their conclusions about The Green Berets and organize (in the The Green Berets section of students' Film Comparison Chart- in Appendix B) conclusions about film and plot elements for comparison to Platoon.

3. The educator will review the Film Viewing Questions (not included in the unit plan) prior to watching the film.

While Viewing Platoon:

1. Students will watch the film over a few (3) class periods.
2. Students will answer Film Viewing Questions independently. Some questions will relate to plot and character development, while other questions focus on film elements from the vocabulary list.
3. When we skip the "party shack" scene we will discuss why we are omitting it in school and why the director may have chosen to include it in the film.

1. Students will complete the Platoon section of the Film Comparison Chart.
2. In small groups students will discuss assigned quadrants of the Film Comparison Chart.
3. As a class we will discuss the similarities and differences between the two films.

Closing Activity: Reflection Question (for reflection journal; started in class, but can be completed for homework): What and who are missing from both The Green Berets and Platoon? What other stories about Vietnam may be out there?

Extension Activity: "Interview the Director" - If you could ask John Wayne (and Ray Kellogg) or Oliver Stone any 3 questions about making their movies, what would you ask and why??

Lesson 3: The Abandoned Field Group Discussion and Reflection Activities

Goal: Develop empathy for a Vietnamese experience of the War.

Essential Questions: What can we learn about the Vietnamese experience of the War from a Vietnamese film? Why does this movie portray Americans the way it does?

Lesson Objectives: Students will view and understand a foreign film (in black and white and subtitled inconsistently). Students will be able to draw conclusions about the Vietnamese experience of the War while avoid over-generalizing! Students will compare The Abandoned Field to the American war films and stories.

Do Now/Free Write: Think back to the village scenes in The Green Berets and Platoon, describe the scene from the perspective of a Vietnamese (civilian or soldier) in that village.

Before Viewing The Abandoned Field:

1. The educator will explain the context of the film - made by a Vietnamese filmmaker in Vietnam in 1979. The educator will also explain the subtitles, which do not correspond to every line spoken. Students will have to pay close attention to other details about the film.
2. Students will review Film Elements Vocabulary.
3. Students will make predictions about what might be different about the film (both technically and with regards to narrative).

During The Abandoned Field:

1. While students watch they will keep track of the Film Elements that they notice in use.
2. Students will also make a list of "Things that Stand Out" and questions that come up while they watch.
3. The educator will pause the film to ensure comprehension.

After Viewing The Abandoned Field:

1. With partners, students will discuss the Film Elements they observed.
2. Students will share and try to answer their questions from viewing the film as a class.
3. In small groups learners will answer Comparison Questions. 1) How was the pacing different in this film? 2) What relationships were emphasized in this film and how is that different? 3) How were Americans portrayed in this film? How is that different from the way Vietnamese people were portrayed in the American films?

Closing Activity: Reflection Question (for reflection journal; started in class, but can be completed for homework): Is The Abandoned Field a war story? Why or why not? Be sure to justify your answer with specific examples from the film.