Today we reviewed the week (see below) and then students read "In the Field" (p.162) in pairs or alone.

"In the Field" is a retelling of the incident with Kiowa drowning in the muck next to a river in the middle of a nighttime bombing/fight. Again, Tim O'Brien demonstrates his belief that no one person is guilty or wrong by themselves, but that all the soldiers were complicit in acts of cowardice and atrocity simply by being there. In this story, Kiowa's death becomes the responsibility of Lt. Cross, whereas in "Speaking of Courage," O'Brien describes it as Norman Bowker's fault and then takes the blame himself.

The point O'Brien seems to be making is that no one is guiltless in war. This also continues his theme about truth, that "story truth" is more true than happened truth. O'Brien never does explain who was actually, physically to blame for Kiowa's death.

Unlike "Speaking of Courage," "In the Field" is told in the 3rd person and (among other things) we finally see some redeeming qualities to Azar, the callous and immature soldier who loves to make crude jokes and blow things up.

Reminders:
All LATE work from this first unit is due by Friday, March 13 to receive credit.

The unit test will be on THURSDAY, March 12th. Character notes are due before the test. Please bring your books that day, as we will return them to the library after the test.

This is also your last reminder about the "Westside" Poetry Contest. Entries are due this week.

We completed Journal #5 for TTTC:

Read the following quotes. Pick ONE and respond to it—whatever comes to mind (free associate).

"If at the end of a war story you feel uplifted, or if you feel that some small bit of rectitude has been salvaged from the larger waste, then you have been made the victim of a very old and terrible lie." Chapter 6, pg. 68

"Well, that's Nam. Garden of Evil. Over here, man, every sin's fresh and original." Chapter 7, pg. 80

"I want you to feel what I felt. I want you to know why story-truth is truer sometimes than happening-truth." Chapter 18, pg. 179

After writing for 10 minutes, all journals were collected (1-5).

As a whole class, we reviewed the requirements for the thematic project (due NEXT class!!):
You will create a new book cover for The Things They Carried, which represents ONLY the theme you have chosen to discuss (bravery & courage, the effects of war, truth, or the savior motif--TAG option). If you use any images from digital/internet sources, you must CITE those sources on the backside of your cover design. Your name should also be on the back, not the front.

Stapled to the re-designed cover will be your paragraphs detailing a major theme in TTTC. Remember, I am asking you to focus ONLY on the body paragraphs. You are not creating an introduction or conclusion for this assignment.

Organizational strategies for each theme/motif were discussed in class.

The majority of class time was devoted to writing/revising the paragraphs students had already begun. Teacher feedback was provided as needed.

At the end of class, we watched two video clips from Learn360: one about the effect of photographic images on the sensibilities of the American public and a second clip on the pivotal year of 1968. Connections were made to the book.

SNOW DAY! We had school, but many students were absent or late.

This was a work day--all students wrote outlines/paragraphs and received feedback from the teacher or each other.

Character notes were completed if there were gaps from Tuesday's class.

Reminder: this writing assignment is due next Thursday, BEFORE the grading period ends (March 5th).

We discussed "Night Life" and then segued into the effects of war, which is one of the three main themes we will be focusing on.
All three themes: the effects of war, courage and cowardice, and truth (happened truth vs. story truth). Students worked alone or in pairs to pick a theme and find quotes that support it from the book.

Assignment intro: all students will write three paragraphs or more on ONE of the three themes. We discussed organization structures for each theme and students took notes.
This paper will be worked on in class, but must be typed for the final draft (due March 5).

Character notes were updated. All characters have been introduced at this point EXCEPT Linda, who doesn't come into the story until the last chapter.

Journal #4:
Read the following quote and explain how it might connect to O’Brien’s idea of truth, memory, and storytelling. (Write for 10 minutes.)

“The map is not the territory;

words are just symbols for reality.”

We read "Dentist," "Stockings," or "Church" in small groups. Each group summarized their story for everyone. Groups who read the same story were able to compare their summaries. As a whole class, we discussed the significance of these very short inset chapters to the greater themes/storylines that are emerging in O'Brien's postmodern, seemingly haphazard storytelling style.

Character charts were updated/added to.

HW: Read "Night Life"

NOTE: Due to scheduling sessions this week, this lesson was taught on TUESDAY for those of you in 7th period.

Questions from your reading ("How to Tell a True War Story") were due in class.
Your MEMORABILIA visual from the 1960's was also due.

There was a short lesson on the postmodern literary era and how the novel, The Things They Carried, is a postmodernist text. This will be on the test. If you missed class, be sure to get notes from Mrs. Evans.

Journal Entry #3:

What is courage? Having read about O’Brien’s definition, consider your own definition of courage. Give specific examples. Also define the OPPOSITE of courage, to clarify the boundaries of your idea. (Write for about 10 minutes.)

We read "Speaking of Courage" (chapter 15) in class and discussed it. Particularly, we focused on the dual imagery in the story--a flashback to the war and a post-war Fourth of July day. The repeated visuals reinforced the sense of isolation from ordinary life that Norman Bowker, the main character of this chapter felt. His repetitive driving around and around the lake shows how he is "stuck" and cannot re-enter daily life after his experiences in Vietnam.
"Speaking of Courage" demonstrates other facets of the courage theme the author, O'Brien, introduced in the chapter "On Rainy River."

HW: Read (or re-read, if we started it in class) "Notes"--chapter 16.

Tuesday 5th per. OR Thursday 7th per. (scheduling days)

Answer THREE of the following questions (your choice)
What does the line "A true war story is never moral” mean?

Could this book of stories be considered a "true war story"? Explain.

How does the death of Curt Lemon compare to the deaths of other men from Tim's prospective?

In chapter 7, O'Brien relates a number of episodes. What makes these episodes seem true? Or, to put it another way, how does O'Brien lull you into the belief that each of these episodes are true?

Why is the baby water buffalo scene more disturbing than the death of one of O'Brien's platoon members, Kurt Lemon?

Finally, O'Brien says that "none of it happened. None of it. And even if it did happen, it didn't happen in the mountains, it happened in this little village on the Batangan Peninsula, and it was raining like crazy..." If O'Brien is not trying to communicate historical fact, what is he trying to communicate? Why change the details? What kind of truth is he trying to relate, and why is this truth set apart from historical truth? Is it OK that this "true" war story may or may not be entirely true?

Read “The Man I Killed” and “Ambush”

Journal Entry #2:
Describe an early childhood memory (10 or more years ago). At the end, decide whether you think your memory is accurate or a bit vague. Does this make it feel less real? Why or why not?