East Meadowschool District

East MeadowSchool District

Curriculum Area Project

The Short Stories of Ernest Hemingway

Writers:

Teresa Arcuri

Jessica Edwards

Vanessa Gehm

English Grade 11R

July 2009-August 2009

School Year 2009-2010

Table of Contents

Abstract3

Rationale4

Unit of Instruction5-6

Introduction to Hemingway7

“Hills Like White Elephants”8-10

“Indian Camp”11-15

“A Clean Well Lighted Place”16-17

The Code Hero18-19

Exam20

Abstract

Ernest Hemingway is one of the most important and influential American authors. Ironically, the core curriculum for our English students does not presently include any of Hemingway’s novels. Because the focus of the eleventh grade English curriculum is American literature, we can introduce this literary genius to our students through Hemingway’s short stories. This CAP will present lesson plans, study guides, and assessments for various short stories written by Ernest Hemingway.Additionally, the lessons in the unit incorporate the NYS Learning Standards:

1. Language for information and understanding

2. Language for literary response

3. Language for critical analysis and evaluation

4. Language for social interaction

Rationale

No American Literature course is complete without exploring the works of Ernest Hemingway. Ernest Hemingway is one of the most important American authors and his writing has influenced many contemporary authors of our time; therefore, it is important that we expose our students to his literary masterpieces. Although our eleventh grade R track students will not be reading a full length novel or novella by Hemingway, they will be exposed to his style of writing, his themes, and his character archetypes through his short stories. Additionally, students will learn about Hemingway’s biography and observe how his life experiences shaped his writing. These lessons are purposely layered beginning with Hemingway’s experiences and the discussion of heroes in general so that the students can ultimately recognize Hemingway’s archetype, the code hero. The students will read, analyze, and interpret three short stories by Ernest Hemingway. Lastly, the class will discuss Hemingway’s code hero and the students will be asked to identify the code hero in each story they read. As a result of this unit, students will develop their reading comprehension and interpretation skills and be better prepared for their college level literature courses in which they are certain to study Hemingway.

Stage 1—Desired Results

Unit:
Ernest Hemingway’s Short Stories
Content Standard(s):
Unit I satisfies the following New York State Standard(s):
NYS English Standards 1,2, 3, & 4
Understanding(s):

Students will understand how to…

Analyze, interpret, discuss and apply the themes and significant literary elements from the stories.

/ Essential Question(s):

What is a hero?
What is loneliness?
Why do people lose hope?
What makes a good relationship?
What is a rite of passage?
What is the nature of life and death?

Student will know…

How to read and interpret a story.
How to identify the code hero.
How Hemingway’s life influenced his writing.

Students will be able to…

Read and interpret Ernest Hemingway’s stories.
Identify significant literary techniques from the stories.
Analyze the themes and characters of the story.
Recognize the code hero
Write a critical analysis essay.

Stage 2—Assessment Evidence

Performance Task(s):

Completion of daily journal assignments
Daily analysis worksheets and activities
Daily reading check quizzes.
Written Unit Exam

/ Other Evidence:

Level of participation in class discussions

Stage 3—Learning Plan

Learning Activities:

Introductory and pre-reading activity as detailed in the Introduction to Hemingway lesson plan.
Daily journal writing assignments as detailed in the DO Now section of the included lesson plans.
Active reading and analysis of the short stories.
Analytical discussion and review activities to be conducted daily as detailed in lesson plans and included worksheets.
Classroom discussion and cooperative learning activities.
Identification of the code hero.
Written unit exam.

English 11R

Introduction to Ernest Hemingway

AIM: Why is Hemingway such an important American author?

DO NOW: What makes someone a hero? List five characteristics of a hero. Who do you consider to be a hero and why?

PROCEDURE:

1)Discuss the responses to the Do Now questions. List responses on the board and separate into the following three columns: 1) Definition 2)Traits of a Hero & 3)Our Heroes. Students will explain their rationale for their choice of heroes.

2) Explain to the class briefly that the class will be studying Ernest Hemingway’s stories in which many of the characters can be considered a very particular type of hero. We will discuss this archetype at the end of the unit.

3)Show the A&E Biography video on Ernest Hemingway and distribute the correlating worksheet to the class. The students will answer the questions as they view the film. This worksheet will count as a quiz grade.

4)After viewing the film, review the worksheet questions with the class.

CLOSURE:Write an obituary for Ernest Hemingway. In the obituary, you will explain what made Hemingway a unique individual, why his writing is important, and why students might be interested in his stories. The response must be at least a half page in length. This assignment will count as a quiz grade.

English 11R

Hills Like White Elephants

AIM: What is the author’s purpose in writing this story?

DO NOW: List five characteristics you need to have in order for a relationship to work. Explain why each

trait is important.

PROCEDURE:

1)Discuss responses to the Do Now questions. Use an attribute web to list the traits of a positive relationship.

2)Distribute the short story and the study guide.

3)Because this story consists completely of a dialogue between a couple, two students will read the story actively to the class. These two students will play the role of the couple in the story. The class will direct the student in regard to the appropriate tone, diction, and body language of this couple.

4)Distribute study guide questions. The students will work with their base groups to complete this assignment. Using the jigsaw cooperative learning structure, each student will be assigned a portion of the discussion guide to complete.

5)Students will meet with their expert groups to compare their answers on the discussion guide.

6)Students will report back to their base groups to exchange their information.

7)Whole class review of discussion guide.

8)Review themes of the story on the board.

CLOSURE:Write the ending to the story. What do you think she will do? Why? What will happen to the couple? Why? Be creative, but you must use textual evidence as support of your response. This response must be at least one page in length.

Name:______English 11R

“Hills Like White Elephants” by Ernest Hemingway

Review and Discussion Guide

1) Completely describe the setting of the story.

2) Describe the tone of the conversation between the man and the woman. What does the tone reveal about their relationship?

3) What does the girl consistently do during their conversation? What does this body language reveal about her?

4) What operation is Jig considering? List all of the clues provided by the author.

5) What differences do you observe between Jig and the American in regard to this operation and their feelings about it?

6) Why does Jig agree to this operation? What is she looking for?

7) What is the significance of their suitcases with the many labels on them? What does this reveal about their relationship? What other clues in the story express a similar idea about their lives?

8)Why does Hemingway rely primarily on dialogue to tell this story?

9) Are you surprised that this story is written by a man? Why? Why not?

10) Discuss the symbolic significance of the following:

The two different landscapes on either side of the station.

The beaded curtain.

Jig’s perception of the hills.

11) Discuss the following themes of the story. You must identify at least four specific examples that support each theme.

Choices and consequences

Gender Differences

Doubt and Integrity

Lesson Plan:

“Indian Camp” by Ernest Hemingway

from In Our Time” 1925

AIM: What does Nick Adams learn about the nature of life and death by the end of the story, “Indian

Camp”?

DO NOW: A rite of passage is defined as: a ritual associated with a crisis or a change of status for an individual. Think about a rite of passage you have experienced in your own life and write about it below. Consider the following: What was the incident that occurred? How old were you? Who else was involved? How did you feel? What made this a life changing event for you?

PROCEDURE/ACTIVITIES:

Students will be instructed to complete the “Do Now” activity.
Upon completion, several volunteers will be asked to share their responses with the class.
Next, the students will be given a copy of Hemingway’s short story, “Indian Camp” to read (either as a class or independently).
Utilizing the accompanying study guide, the class will analyze the important concepts of the story and discuss the crucial themes Hemingway addresses.
See attached study guide.
The class will then discuss the following important question:

Which experience do you believe would be most traumatic for a young boy, witnessing birth or witnessing death? Explain your answer.
Which experience (if either) do you think was most traumatic for Nick?

A T-chart will be set up on the board for the students to record their thoughts on this question.

CLOSURE: What are the advantages or disadvantages of introducing a child to therealities of life at an early stage?

Name:______Period:____Date:______

Study Guide:

“Indian Camp” by Ernest Hemingway

from In Our Time” 1925

AIM: What does Nick Adams learn about the nature of life and death by the end of the story, “Indian Camp”?

------

1. How old do you think Nick could be? What is the evidence for your decision?

2. Does Nick show interest in the adventure?

3. What do you think would be Nick’s first impression of the Indian Camp?

4. What is the attitude of the Indian men outside the shanty in comparison to the Indian women inside?

5. Why do you think Uncle George gives the Indians cigars?

6. What do you think George's relationship with the Indians is?

7. Explain Hemingway’s use of images of sight, sound, and smell to convey the nature of the hut and experiences therein to the reader.

8. What is the situation in the shanty? Identify the conflict.

9. What are your initial impression of the woman in labor and her husband on the upper bunk? Can you make any predictions to the conclusion of the story?

10. None of the Indians in the story have names. Why might Hemingway not have given them any? What does he suggest by not giving them names?

11. When Nick says he knows what is going on, why does his father say, “You don’t know” and “Listen to me,” does Nick really need to know what is happening to the woman? Do you think Nick understands childbirth? Why do you think Nick responded with such an answer? What role is the doctor playing here and how does he react to his son’s indifference to the problem? Does the doctor understand his son’s conflict?

12. How does Nick react to the woman’s scream? How does his father react to his son’s request?

13. Does Nick show interest to his father’s explanation? What is the doctor trying to teach Nick? Why do you think that the father is teaching him about doctoring/surgery? Do you think Nick wants to learn? Do you think his father should be teaching him? Does Nick care how a baby should be born?

14. What is your impression of Uncle George? What role does he play in the story?

15. After having read the story so far, why do you think Nick agrees to be an intern? He obviously is uncomfortable with the situation but does not refuse his father’s request? Do you think he is still curious?

16. The doctor gives Nick a choice of watching the stitches being put, why? Is this process more frightening to Nick then the watching the surgery itself? If not why does he give Nick the choice?

17. “That’s one for the medical journals. George,” he said. “Doing a Caesarian with a jack-knife and sewing it up with nine-foot, tapered gut leaders.” Is the doctor good at his profession? What can you say about his character? Use evidence from text.

18. Why do you think that the Indian committed suicide? Give reasons and explain how Hemingway prepares the reader for the husband’s suicide.

19. Why does Nick’s father ask George to remove Nick from the shanty? Was he unable to control the situation or was he afraid of his son’s reaction?

20. How useful do you think the doctor’s explanation was to Nick?

21. In the end the Doctor apologizes to Nick for bringing him. Do you think he really regrets bringing him? If so, what has caused his regret?

22. How has this experience impacted Nick and his relationship with his father? Go back to the beginning of the story and recall where Nick sat in the boat. How does that compare to where he sits at the end of the story? What could be the significance?

23. Why does Nick say he will never die? What is your explanation?

24. Should Nick's father have brought Nick with him to the Camp? Why or why not?

Identify the major themes Hemingway addresses in the story.

CLOSURE: What are the advantages or disadvantages of introducing a child to the realities of life at an early stage?

English 11R

A Clean Well Lighted Place

AIM: What message about hope and faith does this story deliver?

DO NOW: Why is it important to have hope in life? What happens when one loses his/her ability to hope?

Why? What can one do to hold on to hope in difficult situations?

PROCEDURE:

1)Discuss responses to the Do Now questions. List the students’ responses on the board.

2)Open class discussion: Ask the students to explain how it feels to be lonely. What do people do to escape loneliness? What types of people are more susceptible to loneliness and alienation? Why? Can loneliness lead to a loss of hope? If so, how? \

3)Distribute the short story and the study guide.

4)Read the story together as a class. The class will pause frequently for interpretation questions. Students will be expected to annotate their copy of the short story.

5)How do we know that the old man is lonely? That he has lost hope? What about the waiter?

6)Why is there a contrast of ages in the story? Is loneliness and loss of hope age specific? Why? Why not?

7)Distribute study guide questions. The students will work with their base groups to complete this assignment. Using the jigsaw cooperative learning structure, each student will be assigned a portion of the discussion guide to complete.

8)Students will meet with their expert groups to compare their answers on the discussion guide.

9)Students will report back to their base groups to exchange their information.

10)Whole class review of discussion guide.

11)If you could help the two old men, what would you do? Write them an anonymous letter in which you offer them advice.

CLOSURE:What is the theme of this story? What message is Hemingway trying to convey?

Name: ______English 11R

“A Clean Well Lighted Place” by Ernest Hemingway

Review Guide

1) Why does the old man come to the café each night?

2) What do you learn about the old man’s past? Why might he have done this?

3) Compare the two waiters’ attitudes towards the old man:

Young waiter

Older waiter

4) The older waiter makes reference to “nothing.” What is this “nothing” to which he is referring? How does this relate to the old man?

5) What is the significance of darkness in this story? Why? What is the importance of light in the story?

6) What do the characters in this story do to deal with “darkness?”