Eng 90/Barney
Literary Groups
The Things They Carried by Tim O’Brien
Directions: There will be five class periods in which you will discuss The Things They Carried in
your literary groups. The roles need to be assigned for each group meeting; you must do each
role at least once. Each member must prepare for the literary group meeting and is responsible
for turning in his/her assignment. The assignments are due on the day of the group meeting.
All work done prior to class must be typed.
Fill out the schedule below with the group members’ names:
Literary Group #1: Monday, April 2 / Tuesday, April 3
Assigned Reading: Pages 1-81
Discussion Director: _______________________
Highlighter:
_______________________
Illustrator:
_______________________
Summarizer:
_______________________
Literary Group #2: Wednesday, April 11 / Thursday, April 12
Assigned Reading: Pages 82-117
Discussion Director: _______________________
Highlighter:
_______________________
Illustrator:
_______________________
Summarizer:
_______________________
Literary Group #3: Wednesday, April 18 / Thursday, April 19
Assigned Reading: Pages 118-154
Discussion Director: _______________________
Highlighter:
_______________________
Illustrator:
_______________________
Summarizer:
_______________________
Literary Group #4: Wednesday, April 25 / Thursday, April 26
Assigned Reading: Pages 155-179
Discussion Director: _______________________
Highlighter:
_______________________
Illustrator:
_______________________
Summarizer:
_______________________
Literary Group #5: Monday, April 30 / Tuesday, May 1
Assigned Reading: Pages 180-233
Discussion Director: _______________________
Highlighter:
_______________________
Illustrator:
_______________________
Summarizer:
_______________________
1. Discussion Director
Your job is to develop six to eight questions that your group might want to discuss about this
part of the book. Don't worry about the small details; your task is to help your group talk over the
most important ideas in the reading and share their reactions. Avoid simple yes/no questions
and summary questions. Usually the best discussion questions come from your own thoughts,
feelings, and concerns as you read. The questions need to cover all stories included in the
assigned reading.
Turn in your typed questions and notes from the group discussion on each question.
2. Highlighter
Your job is to locate a few special sections of the text that your group would like to hear read
aloud. The idea is to help people remember some interesting, powerful, funny, puzzling, or
important sections of the text. You decide which passages or paragraphs are worth hearing, and
then plan how they should be shared. You can read passages aloud yourself, ask someone else
to read them, have people read them silently and then discuss, or read portions of dialog as if
you were reading a play.
Turn in the typed quotes with page numbers and notes for each quote from the group
discussion. For longer quotes, you may type out the beginning and ending phrases.
3. Illustrator
Your job is to draw some kind of visual image related to the reading. It can be a sketch, cartoon,
diagram, flow chart, map, or a floor plan. You can draw a picture of something that is discussed
specifically in the reading, something that the reading reminded you of, or a picture that conveys
any idea or feeling you got from the reading. You may also find pictures or graphics, rather than
produce them yourself, although you are encouraged to exercise your own creativity in this role.
You may show your picture without comment to the others in the group. One at a time, they get
to speculate what your picture means, to connect the drawing to their own ideas about the
reading. After everyone has had a say, you get the last word: tell them what your picture means,
where it came from, or what it represents to you.
Turn in your picture and notes for your picture from the group discussion. The notes
should include your explanation of the picture and your group’s reaction to the picture.
4. Summarizer
Your job is to prepare a brief summary of the reading. The summary should convey the essence
of the reading assignment, including main ideas and key events. You will summarize the
reading for the group first before the discussion begins.
Turn in 1-2 page typed summary the reading.
EXTRA CREDIT
For each literary group meeting, you may turn in up to two extra credit assignments. Each extra
assignment equals one literary group assignment. Choose from the following roles:
1. Researcher: Your job is to dig up some background information on any topic related to the
book. This might include:
The geography, weather, culture, or history of the book's setting.
Information about the author, his/her life, and other works
Information about the time period portrayed in the book.
Pictures, objects, or materials that illustrate elements of the book
The history and derivation of words or names used in the book
Music, art, or foods that reflect the book or the time
This is not a formal research project. The idea is to find information or material that helps your
group understand the book better. Investigate something that really interests you---something
that struck you as puzzling or curious while you were reading. Please do not simply churn out
webpages, though. You should be able to tell your group about what you found in your own
words.
Turn in a brief (1/2 – 1 page) typed description of the information that you found. Include
the source.
2. Real World Connector: Your job is to find connections between the reading and the world
outside. This means connecting the reading to your own life, happenings at school or in the
community, current national or world events, historical issues, events, or other people or
problems that you are reminded of. You might also see connections between this book and
other writings on the same topic or by the same author. You should be able to tell your group
about the connection you made and support it with details and evidence.
Turn in a brief (1/2 – 1 page) typed description of the connections that you found.