Ashley D. Fluhme
Week of 10/1
27
Mnemonic Devices: Student
proctor will provide mnemonic
devices.
Quiz on Chs. 7-9
Recap 3 forms of destruction and
3 forms of comradeship:
recap these ideas.
Changing view of the enemy:
Paul is a German soldier. What
group is he fighting? Look at
this relationship with Russian
soldiers to see if we can see a
shift in his view of the enemy.
Read page 193. Paul doesn’t
know his enemy. They are just
an idea to him. What episode
does he get to know his
enemy Duval scene.
Duval Scene: Read pages 223-225.
What is an abstraction? How
was Duval an abstraction?
Why is Duval no longer an
abstraction? What makes Paul
think of Duval as similar to Kat
and Albert? Why is it
impossible for Paul to write to
Duval’s family? Why does
Paul swear that he will live only
for the sake of Duval? Does
Paul believe that he will fulfill
his promise to Duval? How
does Paul betray this idea of
comradeship?
“The Man He Killed”: Pass out
copies of the poem and discuss
relationship to text.
AP4
Voc. Quiz—Fri
AP Advantage—Fri.
Chapters 10-12 for Wednesday.
1.1, 1.2, 1.3, 1.4, 1.5, 1.7, 1.8
28
29
30
14
Like the enemy, women are
abstractions.
Quiz on Chs. 10-12
Discuss the end of the novel.
Tell Me, Show Me, So What?:
Provide a handout describing these
concepts to the students.
Voc. Quiz: Student proctor will
proctor the quiz.
How does Paul’s shifting view of
women represent his shift from a
Romantic to a Realist
perspective?
The end of novel: Paul’s comrades
have all died—except Tjaden.
He is alone. Not given
description of Kat’s death, as
Paul has lost “contact,” he is
without his comrades. Dies
shortly thereafter.
Men leer at the posters, some put
the woman on a pedestal others
as an object of smut.
Propaganda Posters: Students
will view posters around the room.
Students should describe the way
women are presented in each of the
posters.
Paul seems let down in some
fashion by his own mother and
the actual sex with the French
girls is disappointing. (149-151):
He has Romantic aspirations for
sex. He had hoped it would be
transcending
Earth acts as a mother/sexual
partner (55-56).
Paul’s own Mother (182-185):
How has his visit with his mother
has made his anguish worse? They
do not speak. He is now no longer
hopeless, he is in agony.
Kemmerich’s Mother (180-181)
(IF TIME ALLOWS): Paul lies to
Kemmerich’s mother. He wonders
why there should be such concern
over the death of one soldier (but
he’s insincere even to himself, for
he has agonized over Kemmerich’s
passing and in the episode with his
mother he says that he is in agony
himself)
Worksheet on Chs. 10-12:
Students should complete the
worksheet for chapters 10-12.
1.1, 1.2, 1.3, 1.4, 1.5, 1.7, 1.8
Voc. Quiz—Fri
AP Advantage—Fri.
Paragraph structure: Examine a
sample paragraph on the overhead
as it relates to the physical
destruction of the novel. Apply
terms of Tell Me, Show Me, and So
What? Provide students with a hard
copy of physical destruction
paragraph.
Draft mental and emotional
paragraphs for Mon.
1.1, 1.2, 1.3, 1.4, 1.5, 1.7, 1.8
Voc. Quiz—Fri
AP Advantage—Fri.
1.1, 1.2, 1.3, 1.4, 1.5, 1.7, 1.8
AP Advantage: Students discuss
responses to passage.
Discuss AP Advantage
Procedure: Students will
receive the AP Advantage
packets.
Draft mental and emotional
paragraphs for Mon.
1.1, 1.2, 1.3, 1.4, 1.5, 1.7, 1.8
Ashley D. Fluhme
Week of 10/1
“War”: Discussion and Review of
Student Responses on the Story
Chart and Syllabus requirements.
Students will learn about Jack
London and his status in American
literature. They will discuss the
setting of the novel which is
actually not stated but only inferred
by the illustrations that the textbook
publishers have included. They
will come to know the definitions
and application of the term’s
“universality” and “anonymity.”
Irony of Situation: Students will
apply the concept to the story.
No Homework.
1.1, 1.3, 1.6
“War”: Students will complete
their discussion of “War” and
compile a list of adjectives to
describe the scout. Students will
also apply the concept of
Situational Irony to the story.
“War” quiz: Students will be
quizzed on their comprehension of
the short story.
Essays Returned: Students will
receive their Memory essays and
create writing folders.
Students will be divided into groups
of 6. Each group will be assigned a
topic that will help them understand
some of the background
information essential to tomorrow’s
story. The topics to be researched
on the Internet are as follows:
1. hydroplanes in the 1940‘s.
2. WWII flying ace
3. Firing squad
4. Snow chains: What are they?
How are they put on?
5. Newsboys
6. James Thurber: His life and
major contributions to literature
Students should print their articles
and bring them to class Thursday.
1-1
1.8, 1.1, 1.2, 1.3, 1.6
Student Examples of Irony:
Students will share their examples
from their homework. From their
scenarios the class will try to guess
which type of irony each represents.
War quiz returned: Student
quizzes will be returned and
reviewed.
COMPUTER LAB:
Go to Computer lab if possible?
Listen to Alanis Morrissette’s
Ironic: Students will listen to the
song and identify examples of
irony.
Irony Examples: Students should
complete the worksheet by creating
examples of the three types of irony
discussed in class. Students will
share these examples in class
tomorrow.
Remind students that their research
topics that were assigned yesterday
in class are due for Thursday.
Students should print their articles
and bring them to class Thursday.
To demonstrate your mastery of the
three types of irony, complete the
handout writing an example of
verbal, situational, and dramatic
irony. Irony examples are due for
Friday.
Background - “The Secret Life of
Walter Mitty”: Student groups
will get together and share and
compile information. One student
from each group will be elected
“Spokesperson” to present the
information to the class as
background information for the
setting-in-time of the story. We
will also talk about day dreams, and
how they often represent what we
wish we were, not what we are, and
how they replace boring times of
our lives.
In Class Reading: Students will
read some of the story aloud,
moving toward silent reading.
They will read for about 15
minutes.
Wrap-around: We will discuss the
first incident of Walter Mitty’s
daydream to analyze where and
why it happened.
Complete the reading of the story
for class tomorrow. Don’t worry
about the chart or syllabus
requirements.
1.1, 1.2, 1.3, 1.6, 1.8
Walter Mitty Real v. Imagined
worksheet: Working in pairs and
sharing ideas, students will
complete the worksheet that asks
them to determine the relationship
between the real life that Walter
Mitty is leading and the life that he
imagines.
Oral Overview of Real v.
Imagined Worksheet: We will
review the worksheet to make
certain that the students have the
appropriate responses.
Monday:
Characterization Lesson and
Worksheet: Using the overhead
and student copies of the overhead,
characterization, direct and indirect,
will be explained. Then the
students will transfer that
knowledge to their worksheets
which ask them to trace the
characterization of Walter Mitty
including his appearance, his
words, this thoughts, the reactions
of other characters toward him. We
will review the answers orally. We
will continue to compile adjectives
that describe Mitty’s personality.
Dramatic Irony: The students will
trace the dramatic irony of the story
by determining what it is that we
know that Walter Mitty doesn’t
know and what we know about
Mitty that his wife doesn’t know.