Clark University Master of Arts in Teaching Program
Learning Activity Plan
Emotional Truth and Storytelling in Tim O’Brien’s The Things They Carried
Elizabeth Guarino
06 November 2013
I.
Content: The content of today’s lesson will be Chapters 8 and 9 of Tim O’Brien’s The Things
They Carried. We will first review Chapter 8 “The Dentist” (which is quite short) and then we
will move into summarizing and going over Chapter 9 “Sweetheart of the Song Tra Bong.”
Because Chapter 9 is an important chapter to the rest of the book, it is essential that students
understand both what happened in the chapter and how it relates to the rest of the novel, as a
whole. Major ideas from the chapter include the recognition of a woman situated in war, the use
of storytelling as a catharsis for O’Brien, as well as the kinds of storytelling that can be observed
in the book (i.e. “happening-truth” versus “story/emotional truth”), and most importantly, the
emotional and physical changes that soldiers undergo while at war. I will ensure that students
understand the content of these chapters before they are required to complete a gallery walk.
During the gallery walk, students will grapple with the text in a variety of ways and show their
understanding through responding to quotes, pictures, and ideas related to the book that we have
previously discussed in class.
II.
Learning Goal(s):
- Students will be know the content of Chapter 8 “The Dentist” and Chapter “9” of Tim
O’Brien’s The Things They Carried.
- Students will be able use their knowledge of The Things They Carried to respond to and
identify quotations and ideas from the text.
- Students will be able to use their knowledge of the text to make connections between soldiers
from the Vietnam War and other soldiers in war (specifically, from the war in Afghanistan).
- Students will know how war (not just the Vietnam war, but any war) can change a soldier
both physically and emotionally.
III.
Rationale: Today’s lesson addresses the following unit plan learning goals: (a) Students will be
exposed to a piece of fiction that is strongly based on true events, (d) Students will be skilled at
analyzing how a text states knowledge both explicitly and implicitly, and (e) Students will be able
to explain how short stories and multiple themes connect together to create a whole story and one
large idea.
The reviews of each chapter will aid students in understanding the text as a whole, as well as
in pieces. The gallery walk activity will allow for students to apply their knowledge of the
book and its themes to understand that The Things They Carried is, in fact, based on true
events. Furthermore, the pictures, quotations, and comparison chart that are included in the
gallery walk activity will allow for students to illustrate their understanding of what the text
says both explicitly as well as implicitly.
IV.
Assessment: Students will illustrate their understanding of today’s lesson and whether or not they
have reached today’s learning goals through the conversations had about each poster and the
comments written on each poster during the gallery walk activity. Students will also complete an
exit slip answering the following question: What did you learn today? Did you like the activity
we did? Why or why not? I will be able to gauge what students got out of this lesson and they,
too, will be able to reflect on what they learned. Students’ answers to the “Bellringer” question
(which asks: Describe what you know about Mary Anne. Does she change from the beginning of
the chapter to the end, and if so, how?) will also be utilized to show what they know before they
participate in the lesson.
Revised 5/15/13
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Clark University Master of Arts in Teaching Program
Learning Activity Plan
Emotional Truth and Storytelling in Tim O’Brien’s The Things They Carried
Elizabeth Guarino
06 November 2013
V.
Personalization and equity: This lesson is designed for all students—those with high levels of
understanding, English Language Learners, and students with learning disabilities. The visuals
provided during the gallery walk (i.e. the pictures of soldiers) will be particularly helpful to ELLs
and students with disabilities. These pictures give students a real and authentic representation of
what the book states—the physical and emotional changes that soldiers undergo. The comparison
diagram of “happening truth” and “story (emotional) truth” also gives students a visual—they
will see the terms side by side and be able to view the similarities and differences between these
two ideas of truth. The quotes that will be used during the gallery walk are also helpful to
students because they lend themselves to general and open responses or specific responses, and
therefore, both students with basic or great understanding and knowledge of the text can feel
comfortable responding. The gallery walk activity will also be completed in strategically planned
groups to aid students’ understanding. Before students are to begin the gallery walk in small
groups, we will, as a class, review the chapters, allowing for any questions to be answered and
confusions to be alleviated. We will also be completing a “Character Drawing” of Mary Anne to
ensure that students know exactly who she is, prior to completing the gallery walk activity.
Directions for the gallery walk, as well as grouping, will also be given orally multiple times,
written on the board, and each group written on each poster within the gallery walk. I will also be
circulating during the gallery walk activity to ensure students remain on task and understand what
they are supposed to be doing at all times during the activity.
VI.
Activity description and agenda: 1.5 hour class period
a. (5 minutes) Students will arrive to class and immediately answer the “Bellringer” question in
their “Bellringer” notebooks: Describe what you know about Mary Anne. Does she change
from the beginning of the chapter to the end, and if so, how?
- (5 minutes) Review Chapter 8 “The Dentist” as an entire class, focusing on the significance
of the story and why Curt Lemon decided to have a perfectly healthy tooth pulled.
- (10 minutes) Review Chapter 9 “Sweetheart of the Song Tra Bong” as an entire class,
focusing on a woman situated in war, the use of storytelling as a catharsis for O’Brien, as
well as the kinds of storytelling that can be observed in the book (i.e. “happening-truth”
versus “story/emotional truth”), and most importantly, the emotional and physical changes
that soldiers undergo while at war. We will also review today’s “Bellringer” during this time.
- (8 minutes) As a whole class, we will brainstorm characteristics of Mary Anne and use a
teacher-designed template to create a character drawing for her.
- (5 minutes) Explain the gallery walk activity: how it works, where each poster/station is,
what the pre-assigned groups are (and the necessity to remain in those groups at all times),
and the importance of partaking in the activity in order to receive a participation grade.
- (20 minutes) Get into groups and complete gallery walk activity, switching stations when
told to do so by the teacher (about every 3 or so minutes).
- (15-20 minutes) Return to seats and debrief all posters (one at a time), together, at the front
of the room. Ages of solders will be revealed and any remaining questions will be answered.
The article of where the pictures come from will also briefly be referenced, in order to
illustrate the author’s point of view in how the eyes of the soldiers changed. We will also
make the connection between these soldiers from Afghanistan to the soldiers in the book, and
how O’Brien notes Mary Anne’s change as being noticeable in her eyes.
- (5-10 minutes) Each student will complete an exit slip: What did you learn today? Did you
like the activity? Why or why not?
Revised 5/15/13
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Clark University Master of Arts in Teaching Program
Learning Activity Plan
Emotional Truth and Storytelling in Tim O’Brien’s The Things They Carried
Elizabeth Guarino
06 November 2013
b. I anticipate students having some frustration with their groups being chosen by the teacher,
and I will rearrange groups accordingly and as necessary, during the activity. My goal is to
ensure that students are learning and I do not want unproductive groups to be the reason for
any setbacks. I am also aware that some students do not prefer group learning, but my hopes
are that this activity is engaging and interesting, and that one’s group members help to give
meaning to each poster/station in the gallery walk. A final challenge that I foresee is students
remaining in their groups. I imagine that some students will wander into other groups and
walk through the gallery at their own pace and on their own schedule. I will do my best to
monitor students throughout the duration of the activity, but as long as everyone is not at one
or two posters and students are working efficiently, I do not see this challenge getting in the
way of learning.
VII.
List the Massachusetts Learning Standards this lesson addresses.
- R.I. 10.2 Determine a central idea of a text and analyze its development over the course of
the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text.
- W. 10.3.e Produce a clear conclusion that follows from and reflects what is experienced,
observed, or resolved over the course of the narrative.
- S.L. 10.1 a-b Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups and teacher led with diverse partners) on grades 9-10 topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.
- R.L. 10.7 Analyze the representation of a subject or key scene in two different artistic
mediums, including what is emphasized or absent in each treatment.
VIII.
Reflection
a. In light of all areas of planning, but especially in terms of your stated purpose and learning
goals, in what ways was the activity(ies) successful? How do you know? In what ways was it not
successful? How might the activity be planned differently another time? The activities planned
for this lesson were generally successful for all students. The activities prior to completing the
gallery walk activity appeared to be helpful to many students, as the summaries of chapters
highlighted important aspects of the book and specifically, from Chapter 9, as well as clarified
any questions of confusions students had when reading the chapter on their own the night before.
The character drawing also appeared to help students in that it demonstrated who Mary Anne was
before the war, so students were better able to grasp and respond to the quotes and images
throughout the gallery walk. The gallery walk was not perfect, but it was definitely a success
overall. Most students wrote on their exit slips that they learned how war changes a person
physically and emotionally. Some specific comments made by students in their exit slips include,
“I learned a lot about how people look after the war and how the war took a toll on the soldiers,”
“I learned that war changes you for the good or bad,” “I learned to take careful thinking serious
when I am working and observation is very useful overall,” and “I learned the meaning of a
quote. I learned different things about how people change.” Although, not all students responded
with thoughtful comments illustrating the concept of change, they all responded as getting
something productive out of the activity.
The activity was also successful in that students generally seemed to enjoy the activity and
expressed their enjoyment in their exit slips. One student in particular said, “I like it because I got
to spend time in a group and see what my friends know about the book and see what they have to
Revised 5/15/13
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Clark University Master of Arts in Teaching Program
Learning Activity Plan
Emotional Truth and Storytelling in Tim O’Brien’s The Things They Carried
Elizabeth Guarino
06 November 2013
say about it.” This student’s comment is representative of most comments written on the exit slips
reflecting on the activity. Students that did not enjoy the activity as much thoughtfully explained
why which allows for me to make some changes in the future.
The activity was unsuccessful in terms of students remaining in their assigned groups. At
many points during the activity, I noticed empty posters, and a half a dozen students at a single
station. It was challenging to monitor all students’ whereabouts during the activity and to ensure
that each group was on task and working efficiently. Furthermore, the transitions between each
poster could have been smoother. I figured that I would “eyeball” it and tell students to rotate, as
they seemed ready to move on. I assumed students would need anywhere from 2-3 minutes at
each station, but I soon realized that the amount needed at each poster greatly depended on both
the group and each particular poster. If I were to do this activity again, I might have some kind of
bell to alert students’ movement from their current poster to the next. This way, students would
know exactly when to move forward. I might also suggest that students continue writing if they
finish commenting early; I will emphasize the importance of using all of the time given at each
poster. I would also be interested in seeing how productively students would work in groups that
they form themselves. At this point in the year, I do not believe it would be in students’ best
interest to allow them to choose their own groups, but it is something to think about for later in
the year.
b. What did you learn from the experience of this lesson that will inform your next LAP?
From this LAP, I learned that I need to have clearer transitions and designated time frames for
activities that require constant movement from one place to another. I also realized that I need a
better source of assessing participation in the actual activity itself. The exit slips students filled
out near the end of class were incredibly helpful in determining what they got out of the activity
and how much they liked (or disliked) it and why, but it was challenging to know which students
contributed to the posters and what their contributions were. In my next LAP requiring group
work and writing, I will have students initial their comments and contributions so that I can better
assess who participated, and how much each student participated.
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