LESSON PLAN ON HEMINGWAY

Lesson Plan Info

Title: Hemingway
Created By: Linda Daly
Date Created: 07/04/09
Grade: 9-12
Subject: Literature and Composition
Topic of Lesson: Character Development of the Hero
Type of Lesson Plan: Direct Instruction
Class Submitted For: Ed 520
Instructor: Dr. Massey

Standards

Content Area: Reading & Writing
Standard #: 4
Student apply thinking skills to their reading, writing,
speaking, listening, and viewing.
Benchmark/Grade Level Expectancy:
In order to meet this standard for grades 9-12,
students will
*make predictions, analyze, draw conclusions, and
discriminate between fact and opinion in writing, reading,
speaking, listening, and viewing to define and solve
problems;
*recognize, express, and defend points of view orally and in
writing;
*identify the purpose, perspective, and historical and cultural
influences of a speaker, author, or director; and
*evaluate the reliability, accuracy, and relevancy of
information.
Standard #: 5
Students read to locate, select, and make use of
Relevant information from a variety of media,
reference, and technological sources.
In order to meet this standard, students will
*select relevant material for reading, writing, and
speaking purposes;
*understand the structure, organization, and
use of various media, reference, and
technological sources as they select information for
their reading and writing;
*paraphrase, summarize, organize, and synthesize
information;
*give credit for other’s ideas, images, or information;
and
*use information to produce a quality product.

Overview

Objective:

Mrs. Daly’s high school students will be able to identify and analyze
verbally, in writing and with technology, at least five examples each
of Hemingway’s life and writing style in paired discussion and notes
before using Internet and software resources to revisit Dramatica
theory to analyze character development, which the student then
draws at least one comparison each with examples from classic
literature and film in written blogs and three reply discussions to other students in the group on heroic struggles of the characters with courage in hunting and dreaming of loss of faith and denial of the odds and survival, before identifying one example of a modern day similar struggle, then all of the major points will be developed further with eight Power Point slides complete with graphics, text, music and voice-overs, by each student, for the group to use to formulate a 40 slide Power Point presentation to the class.

Assessment Plan:

The students will be able to identify and analyze verbally in
brainstorming pairs three examples each of Hemingway’s life and
writing style from which they take individual notes with five
sentences about each area. The students will then use their notes to
initiate an interactive discussion blog, in which they write two to three
paragraphs with five examples each of Hemingway’s life and
writing style, as well as character development using Dramatica theory. The student will draw at least one comparisons with examples from classic literature and modern film. The student will then develop one
example of a current day struggle that the student can relate to the struggle of the hero in the literature that the group has been reading. The student will respond in the writing blog to at least three other students in the group. The student will then create eight Power Point slides with graphics and audio text, which the group then works on incorporating into a Power Point presentation to the class.

Learning Context:

The class is studying American Literature this semester and this
particular unit is focused on the Twentieth Century and the
aftermath of two world wars. The current lesson is on character
development of heroes.

The Dramatica theory of character development was recently
studied in web quest on To Kill A Mockingbird, by Lee Harper.
That study will be continued, as the class looks at works by Ernest
Hemingway that include two groups reading, The Old Man and the
Sea and two groups reading, The Snows of Kilimanjaro.

The class will then consider new information tying the struggles of
these heroes with literature of Shakespeare’s, Hamlet, which the
class studied the previous year and Melville’s, Moby Dick, which the
class studied the previous semester. The students will then be
studying women’s literature in the same time period and will be
contrasting Hemingway’s style with that body of work and
evidence of his spirit continuing in contemporary literature, film,
and life events.

Time Allotment:

The class will be studying the works of Hemingway over a five week
period, with this assignment starting on the beginning of week four
of this five week period.

Instructional Materials

Teacher Materials:

The teacher will have literature and films available of the following:
*The Old Man and the Sea, by Ernest Hemingway
*The Snows of Kilimanjaro, by Ernest Hemingway
*Hamlet, by William Shakespeare
*Moby Dick, by Herman Melville

The teacher will also have computer access with Microsoft Office
and Inspiration software installed, along with access to the Internet, as
well as a projector and screen.

The teacher will have Internet resources on hand with text, graphics
and video on Hemmingway’s life and writing style to share with the
class.

Additionally, the teacher will have the Dramatica theory previously
presented in a video complete with Inspiration graphics and video clips
of Star Wars and Jaws for review.

Also the teacher will have an Internet source using classic literature
comparisons with contemporary films, including Shakespeare’
Hamlet and Star Wars, as well as The Old Man and the Sea with
Moby Dick.

Student Materials:

*Two groups will have novels and computer videos of The Old Man
and the Sea, by Ernest Hemingway. They will also have access to
the novel and computer videos of the movie Moby Dick, by Herman
Melville, as well as an Internet site discussing Moby Dick and
comparisons with The Old Man and the Sea.
*Two groups will have novels and of The Snows of Kilimanjaro, by
Ernest Hemingway. They will have access to the play and computer
videos of the movie Hamlet, as well as an Internet site discussing
comparisons between Hamlet and the movie Star Wars.
*The entire class will be presented for review a previously studied
video on Dramatica theory with three Inspiration graphic
organizers of the theory, as applied to character development and
video clips accompanied by theme music and text identifying
Dramatica theory concepts with various characters in Star Wars
and Jaws.
*The entire class will be presented for study Internet text, video and
graphics on Hemmingway’s life, writing style to share with the class.
*All of the students will have computer and Internet access.
The computers will have Microsoft Office products and Inspiration
software installed.

Differentiation of Instruction:

The students will have instruction presented visually, orally and
with kinetic interaction activities involving talking, listening, taking
notes and writing on the computer viewing activities on the
computer, as well as finding graphics to insert on the computer
while reading. All 9 intelligence styles will hopefully be addressed
in this process. The struggling students will be paired with more
advanced students within the groups and given more individual
attention when needed. The grading expectations will be
somewhat relaxed for struggling students. Only three sentences of
notes will be required for each of the areas being reviewed and only
one paragraph required in the blog sharing and only a written
response to two students. The group Power Point should have at
least four entries from struggling students. Advanced students will
be given the opportunity to use Inspiration Software to create
Dramatica based graphic organizers on comparisons of classic
literature and Hemingway’s literature, complete with video, music
and voice over elements on at least one slide.


BRAINSTORMING of Essential Components

Opening:

Denial and Survival and Courage in Hunting and Dreaming of Loss of
Faith are some of the themes we see in Hemingway’s works. Are
there correlations that can be made between the heroes in these
works and classic literature, film or current situations using
Dramatica theory? We will review highlights of the stories and ask
Socratic questions to access previous knowledge.

Present & Structure New Content:

Hemingway’s life, Dramatica theory and information presenting
comparisons between Hemingway’s story and classic examples in
literature will be considered.

Guided Practice:

The students will be given direct instruction, verbal, in text and in
video format on Hemingway’s life, writing style and character
development, using the Dramatica theories. The student will then
be introduced to certain web sites for researching ideas for their
blog and Power Point presentation. The student will also be
instructed on where they can locate a place for the class to blog.
The students write a simple blog and respond to one of their peers,
in a response blog.

Checking For Understanding:

Socratic questions and one to one questions will be asked, as needed,
along with a verbal and visual review of material, as needed.

Independent Practice:

The student’s will work with a partner in their group to brainstorm
ideas before formulating individual notes. They then work as an
individual blogger writing and then responding to other individual
bloggers. The individual will do individual research and formulate
Power Point slides with visual, audio and text elements, which will
then be shared with the larger group to be included in a group
Power Point, which the group will organize and design, based upon
the research efforts of the individual members.

Closure:

The students will all be given a chance to discuss their Power Point
presentations to the class. Then the students will be asked to
consider personal challenges that they might have had, which
resonate in some way, perhaps not with as much drama, but have
meaning to the student. The students will have another discussion
and the class will end.

Sequence of Procedures:

Opening

Gaining Attention:

Love and Loss, Denial and Survival and Hunting and Dreaming are
some of the themes we see in Hemingway’s works that we have
read.

Assessing Prior Knowledge:

Which of these themes to you see and in which work? Can you use
examples that would tell why, when, where, how and who?

State Purpose (Objective) of Lesson:

Mrs. Daly’s high school students will be able to identify and analyze
verbally, in writing and with technology, at least five examples
each of Hemingway’s life and writing style in paired discussion and
notes before using Internet and software resources to revisit
Dramatica theory to analyze and write in a blog two to three
paragraphs and respond to three other blogs on character
development of at least one comparison each from classic literature
and film in written blog discussion on heroic struggles of the
characters with courage in hunting and dreaming of loss of faith and
denial of the odds and survival, before identifying one example of a
modern day similar struggle, then take all the information
highpoints and putting them into eight Power Point slides complete
with graphics, text, music and voice-overs, by each student, for the
group to use to formulate a 40 slide Power Point presentation to the
class.

Body

Teacher Input(s):
The teacher will present Internet material on the life and writings
of Ernest Hemingway and re-present the Dramatica theory material
previously reviewed by the class when studying To Kill a
Mockingbird, by Harper Lee. The teacher will direct the students on
the specifics of the objectives and assessment. The teacher will
present new information on Internet sites that draw comparisons
between the film of Star Wars and Shakespeare’s Hamlet and
Hemmingway’s The Old Man and the Sea and Melville’s Moby Dick.
The teacher will direct the students to the blog sites for each group
on the computer and go over again the expectations to be met with
in-class paired and group brainstorming and individual note taking,
blog writing, blog discussions, as well as the group Power Point.
Advanced and struggling students will be advised of their
differentiated opportunities individually.

Guided Practice(s):

The students will be guided through verbal instructions, projected
material from the Internet and video, and a practice exercise on
logging on and off a blog, which will be new to the class. The
students will also be given written instructions and Internet
resource sites. The rubric will also be available on-line for
students to re-check for expectations, along with on-line resources.

Checks for Understanding:

All students will be asked random Socratic questions, with who,
what, where, why, when and how elements about the information
previously presented, reviewed and/or new information.
Struggling students will be asked specifically to explain the
instructions or information aspects and then assisted with re-
explanation and re-teaching as needed.

Assessment (Independent Practice)

Formal or Informal

See the attached rubric:

Stated Objective or Performance
Student will produce a group Power Point presentation on
Hemingway’s life, style of writing and character development
using Dramatica theories. It will include comparisons on
character development with classic literature and film, as well as
a current life situation. 50%

Beginning 1:

The student will participate in producing a group Power Point
with 25 slides, with each group member creating two slides
containing at least one example each of Hemingway’s,
life and writing style and one example each of comparisons of
character development, [using 82q theories] with classic
literature, film and a current life situation.

Developing 2:

The student will participate in producing a group Power Point of
30 slides, with each group member creating four slides each of
Hemingway’s life and writing style and one example each of
comparisons of character development, [using Dramatica
theories] with classic literature, film and a current life situation.

Very Good 3:

The student will produce a group Power Point of 35 slides, with
each group member creating six slides each of
Hemingway’s life and writing style and one example each of
comparisons of character development, [using Dramatica
theories] with classic literature, film and a current life situation.

Exemplary 4:

The student will produce a group Power Point of 40 slides, with
each group member creating eight slides of Hemingway’s
life and writing style and one example each of comparisons of
character development, [using Dramatica theories] with classic
literature.

Stated Objective or Performance

Student will participate actively as a cooperative group member
in a brainstorming activity. 20%

Beginning 1:

Student will write at least a two-sentence note about ideas that
the student is brainstorming in conjunction with another student
within their group. [This will be worth full points for identified
struggling students.]

Developing 2:

Student will write at least a three-sentence note about ideas that
the student is brainstorming in conjunction with another student
within their group.

Very Good 3:

Student will write at least a four-sentence note about ideas that
the student is brainstorming in conjunctions with another
student within their group.

Exemplary 4:

Student will write at least a five-sentence note about ideas that
the student is brainstorming in conjunction with another student
within their group.

Stated Objective or Performance

Student will write a one to two paragraphs in a blog and respond
to at least three other blogs about Hemingways’s life and writing
styles, as well as character development [using Dramatica
theories] comparing one classic literature piece, film example
and current situation with Hemingway’s literature.

Beginning 1:

The student will write one to two sentences in a blog and
respond to at least one other blog about Hemingway’s life and
writing style, as well as character development [using
Dramatica theories] comparing one classic literature piece, film
example and current situation with Hemingway’s literary
characters.

Developing 2:

The student will write three to four sentences in a blog and
respond to at least two other blogs about Hemingway’s life and
writing style, as well as character development [using
Dramatica theories] comparing one classic literature piece, film
example and current situation with Hemingway’s literary
characters.

Very Good 3:

The student will write one to two paragraphs in a blog and
respond to at least three other blogs about Hemingway’s life
and writing style, as well as character development [using
Dramatica theories] comparing one classic literature piece,
film example and current situation with Hemingway’s literary
characters.

Exemplary 4:

The student will write two to three paragraphs in a blog and
respond to at least three other blogs about Hemingway’s life
and writing style, as well as character development [using
Dramatica theories] comparing one classic literature piece,
film example and current situation with Hemingway’s literary
characters.


Closure:

Students will be given the opportunity for discussion and asked
if they think that Hemingway’s heroes brought on themselves
their hardships intentionally or if fate was responsible. More
discussion will follow. The class will end with the students
being asked to reflect on personal challenges that they may
have had which resonate with the challenges of Hemingway’s
heroes in some perhaps less dramatic manner but nevertheless
important to the student.

Reteaching Activities:

Students who are struggling will have clips reshown from the
movies of the works being studied, the Internet video on
Dramatica theory and additional verbal explanation. In
addition, Special Education staff will be on hand to further offer
additional clarification and assistance in note taking.

Extension Activities:

Advanced students will be given the opportunity to use
Inspiration software to develop a graphic organizer and film
clips of Dramatica character development theory, as applied to
Hemingway’s works that the students have been studying in
their particular group along with Melvilles’ Moby Dick, if the
group that the advanced student is in, has been reading The Old
Man and The Sea and Shakespeare’s Hamlet, if the group that the
advanced student is in, has been reading The Snows of
Kilimanjaro.

Sample Student Products:

(Not Applicable as this lesson has not yet been taught.)

Teaching Materials:

The novels and films of Ernest Hemingway’s, The Snows of
Kilimanjaro and The Old Man and The Sea.


A previous teacher created computer video on Dramatica theory
that utilized Inspiration software for three graphic organizers on
character development theory and film clips of Star Wars
development.


Internet resources and software on Hemingway’s life and writing
styles, which includes videos, graphics and text.

Internet resources on comparisons between Hemingway’s, The Old
Man and the Sea and Melville’s Moby Dick.

Internet resources on comparisons between Star Wars and
Shakespeare’s Hamlet.

Computer and Internet Access with Inspiration Software and
Microsoft Office installed.

References:

Hemingway, Ernest. The Old Man and the Sea. Scribner Classics:
New York, NY, 1952.

The Old Man and the Sea. A DVD by Warner Home Video, March
2001.

Hemingway, Ernest. The Snows of Kilimanjaro and Other Stories.
Scribner Classics: New York, NY, 1955.

The Snows of Kilimanjaro. A DVD by TGG Direct, Jan.2003, starring
Gregory Peck & Susan Hayward.

Melville, Herman. Moby-Dick. Barnes & Noble Classics: New York,
NY 2003. (Note was first published in 1851.)


Academic Fitness Tools for Academic Success: Middle School Software by Fogware Publishing Co., Merriam-Webster, Clearvue & SVE, Inc. Baron’s Educational Series, Inc. and Weekly reader Corporations, 2008-2009.

http://www.emints.org/ethemes/resources/S00001778.shtml
9th - 12th grade http://myhero.com/myhero/go/theteachersroom/lessons_view_bl…
http://www.youtube.com/user/lindadaly1#play/uploads
http://www.classicmovies.org
http://www.dramatica.com
http://www.cde.state.co.us/cdeassess/documents/OSA/standards...
http: books, google.combooks?id=clypdkrGMS38C&1pg=PP1&p
http://www.lostgeneration.com
bardfilm.blogspot.com/
http:www.cummingsstudyguides.net
www.english-blog.com
www.shakespeare-literature.coom/hamlet/index.html.

Tallking on my Wiki

Go to http://www.seedwiki.com and then click on Connections by Cat and you are in!

Writing Connections by Cat Miles

Cat Miles is my fun name. You know me as Linda Daly. This is my first entry for ED 520.