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Joseph Satterthwaite
Prof, Mueller
ENGL-611
Unit Plan
Class Level: College Undergraduate (Freshman-Sophomore)
Class Length:60-85 minutes, 2-3 Days a week
Objective
The final goal of this unit will be a revised draft of a literary analysis eventually ending
with a polished essay. Using at least one scholarly article, and the work we completed in class. I
hope to cover a broad spectrum of ideas related to The Old Man and the Sea by Ernest
Hemingway. Discussing his themes, characters, language, structure, context, reader etc.
Rationale
The unit will be focused on the teaching of Ernest Hemmingway The Old Man and the
Sea . The story is simple yet powerful. The book has been read and taught for a long time. I have
read and been taught this book a plethora of times and every time has been different. I would like
to use the theme of Courage as a catalyst for examining the novella from many angles. The
reason for the focus on courage is we all have felt down and out or have a fear of things we don’t
know or understand. This novel written simply can leave its reader with an example of a
universal approach to life and having a positive mental attitude.
Coming from the military and learning the importance of not giving up and grinding
towards your goals. The things you want as well as when your lost continuing to move forward.
One of the things I like about this novel is its location Cuba and its main character the Santiago
the old man. Both of these places are more than likely unfamiliar to my local student attending
college and high school English classes. I believe that not understanding these characters can
allow the reader to learn and form new understandings of what people are capable of and how to
be successful.
Furthermore, the book will introduce the students to one of the many great American
authors. I have always been attracted to what I like to call legends of Literature. The well-known
and universally praised works of art. Ernest Hemingway won the Nobel Prize for Literature in
1954 for this novel. So why not study his highest awarded piece. If the entire world recognizes,
and has decided this work is the best for that year. Why not dive into The Old Man and The Sea
and see what we come up with.
Pulling away from the power and praise of this novella, I will ask the students to try and gather
personal questions, ideas, connections, and use them in their own writing.
Artifact
https://www.youtube.com/watch?v=W5ih1IRIRxI
Lesson Plan #1
Skills
Personal knowledge- what the students bring with them to class
The opportunity to introduce themselves and hear their own voices and their other
classmates voice in the classroom setting.
Objective
Students will bring their own personal understanding of what courage means to them to
class. I hope to extract their ideas and experience with courage and allow the class to talk about
it. This will allow the class to start a dialogue amongst each other. Opening up communication
lines.
Reasoning
Encouraging students to use their own knowledge about a subject will hopefully build
courage and deconstruct the stress of participating in class.
Procedure
I imagine this being the beginning of a new class. Starting the class with introductions.
The usually: What’s your name? Your major. Etc. just to open up the class and allow
everyone to hear and feel themselves speak in class.
After these introductions which may take anywhere from 10-20 minutes I would like to
start a discussion about what does being a hero or being courageous mean to you. The
usual response is brave, fearless, truthful etc. These are all fine
What I would like to try and initiate is a deeper conversation about what it means to be
courageous. Why are people courageous? When are they courageous?
Furthering this conversation and if time allows I would like the class to open their
notebooks and describe a person they think of as courageous or a hero. A real person in
their life or history, a fictional character is also acceptable (we are going to be discussing
a fictional novel after all)
Homework
At this point class will be close to over and I will not ask for the students to tell me who
their courageous person is but answer these questions for homework and pass in a short two page
paper answering these questions.
Who represents courage to you?
What type of characteristics does this person need to have courage?
Why would a person express these feelings and actions?
Are there different types of courage?
Lesson plan #2 background knowledge (context)
Skills
Small writing sample
Background knowledge
Public speaking
Objective
Students will have had the chance to return and consider what it means to be courageous
and who in their opinion is courageous. This short and again personal response will allow me to
see an example of their writing as well as some insight into their background knowledge and
who they may hold valuable. Then I will introduce the novella and its author. I hope to
challenge their ideas of courage and the people who express it with the work we will be reading.
Reasoning
I am not always a fan of using background knowledge before I start reading a book, but
in this case when I am framing the novel around courage. I feel it is best to allow for context.
Challenging their ideas of what courage is will allow for growth. The acceptance of others.
Procedure
Continuing the conversation;
Allow the students to talk about their person that they discussed. I would than
compile a list of courage based characteristics, people, actions, ideas, etc.
whatever the students come up with. Taking in all the information the students
provide I would continue the conversation but introduce The Old Man and the
Sea and Ernest Hemingway.
Homework
Asking the questions, can an old man be courageous? Is he capable at his old age to
perform courageous acts? Ending the conversation at the end of class and assigning the first 30
pages of reading, and having the students come back with a 250 response to the reading. Is the
old man courageous why or why not?
Artifact
The artifact I would like to hand out or allow students to access on the internet. Is an article
about Hemmingway and the book? It is a ten facts about Hemming way and the book article.
Nothing extraneous, or hard to understand just enough facts to interest the students in the reading
. Hemmingway, Cuba, large fish, it is all very intriguing to add pictures and fun facts only amps
up the excitement.
http://mentalfloss.com/article/64363/11-facts-about-hemingways-old-man-and-sea
Lesson #3 Culture
Skills
Close reading
Cultural awareness
Juxtapose their lives with those of the Cuban people
Empathy
Objective
After reading the first 30 pages of the novella, the students will realize the difference in
their life and that of the characters in the novella. I hope to have the students recognize and
define the differences in the culture of the Cuban people compared to their own life as well as the
courageous person they described.
Reasoning
The students can learn how different cultures express similar attributes of courage as they
define it. Santiago and Manolin face different obstacles every day that maybe he students don’t
but they still express the same attributes that lead towards being courageous.
Procedure
The students will work independently on compiling a list comparing their lives to that of
Santiago and Manolin’s cultures are the same and different.
o Possessions
What things do each individual own that are essential to their survival?
What do they own that is extra?
How do we pay for these Possessions?
o Personal goals and ambitions
What are some of your goals and what are theirs?
How do they differ?
o Relationships
The old man and the young boy
Manolins family relationship
How does this compare to your family and acquaintances?
After the students spend 10-15 minutes working on the noticeable differences in their
own cultures and that of Cuba’s. They will enter into groups of 3 or 4 and discuss the
different ways they noticed the differences in their own lives and those of Santiago and
Manolin. The group work will last again about 10-15 minutes. I want them to really hash
out the differences. Truly try and discover and understand the differences each of them
are going through.
Bring it back to a class discussion (this may be too much in one class) How do the
different cultures affect how they express different forms of courage? Does living in a
fishing town on an island make what you do less courageous than if you live in NYC.
Why are they doing these things? Is it a way of survival and isn’t that one of the biggest
motivators to be courageous. To live.
Homework
Read pgs 30-60
Using the reading assigned find three examples that could answer the question presented
in class. How does culture impact how someone might express their courage. How do
existing in different cultures change acts of courage and how do they remain the same?
With the reading this would be a 250-500 word response.
Lesson # 4 Characters
Skills
Close reading
Textual Evidence
Authorship and Readership
Objective
Identify and express the main characters in the novella. Santiago and Manolin are the
main characters but we will be focusing mainly on Santiago as he is our model for which to
compare our definitions of courage.
Rationale
The students have read through the first half of the novella. Santiago has had multiple
conversations with Manolin, has gone fishing and is struggling to catch the fish. I think it is
important for the students at this point to take a step back and analyze the character.
Procedure
As the class proceeds hopefully their definition of what is courage changes as well.
Hopefully it will move beyond acts of bravery and further into the reasons behind these
acts and the character of a person.
Create of current list of qualities that make up what courage means to them now.
I would like the class to go back into their books and find textual evidence of Santiago
being courageous talking about aspects of courage.
How many of the qualities on your list have been used in the novel. The ones that were
how do they apply to Santiago and the ones that don’t do they apply to your idea of
courage?
Expanding off of the quotes How does Hemingway uses aspects of courage to develop
the character of Santiago?
How does Santiago express his courage?
Homework
Read pgs 60-90
From the pages read for homework find 3 quotes that serve as an example of Hemingway
continuing the process of defining courage from the examples gave in class.
Lesson #5 Language
Skills
Identify Language and its multiple purposes
Investigate further than surface readings of the language
Critical thinking and Close reading
Objective
The Students will be advised to pay attention to the language Hemingway uses in the
novella. He is known for using simple language with deeper meanings. I found a few sources that
described it as “iceberg language”. The little that is showing is only a small percentage of what
he is actually saying. The students will acknowledge the simplicity of language and examine
what possible meanings may be trying to find their ways to the surface.
Rationale
This is my favorite part of the English language. The intentions a few simple words put
into context with connections with in the novel, the real world, and whatever is brought to the
novella. I hope that by discovering the possibilities of language the students will unlock the
complexity of their own language. I believe this is the most important tool in communicating,
empathy, and critical thinking.
Procedure
I will provide the class with selections from the novella up to the point they have read to
for class.
I will allow the students to work independently on the multiple meanings each phrase
could potential be discussing. 5-10 minutes
After the class has completed I will break them up into groups of 3 in order to discuss
their findings.
Once they have discussed all possibilities. I would like them to elect one speaker to
announce if there is any meaning everyone in the group came up as well as unique
meanings that maybe caught the rest of the members by surprise.
Depending on the class size this could take the whole class or only a portion of it.
I will also introduce another aspect of language that is not specific to Hemingway’s
writing but unique to an English language work. The use of words in another language.
Hemingway uses the other language as a point of emphasis. Having already discussed simple use
of language that also contains another level of meaning. We can also believe that the use of
another language also has deeper meaning.
Homework
Read 90-120 (end of the novella)
As they read the end of the novella notice and select 3 Spanish words.
In a paragraph for each investigate the possibilities of its meaning as well as why do we
think the author chose this specific word to be in Spanish.
Lesson #6 Dialogue
Objective:
Reading is a process. The best understanding of reading similar to writing is allowing
your thoughts and ideas to become public. Turning a very individual experience like reading into
a social one. Some of the best understanding, wisdom, and exploration comes from conversations
with peers. By reading and discussing literature students can develop intellectual discipline that
will deepen critical thinking as well as confidence.
Reasoning:
Hemingway uses dialogue masterfully to engage the reader as if we are intruding but not
entirely caught up to speed on all the ins and outs of the conversation between the two main
characters Santiago and Manolin. The excerpt I have chosen leaves even more to the
imagination. I think picking up in the middle, a climatic section of the short story can leave the
reader wanting more, piecing together the puzzle, and creating their own worlds around the
writing. Therefore, I think it is a wonderful exercise to construct and criticize Hemingway’s
writing in order to further the intellectual thinking of the reader, and then discuss it to even
further push the boundaries of understanding.
Procedure
Introduce the excerpt, and what I expect the students to do while they engage in the
reading process.
Allow for 5-10 min of reading and re-reading of the excerpt
o Instructing the students to take notes
What do you notice? (theme, projection of possible arrival and departure from this scene,
characters, and anything that grabs your attention or provokes thought/ possibilities)
After the reading and notes are complete ask the students to write down what they
experienced as a reader?
o As you read and maybe re-read the story, did more questions arise? Did the story
become more clear or less? How did reading affect not only the questioned you
had about the story and its characters but yourself as well? Where did you
imagine the story going and where does that say about yourself?
Break into groups (10 minutes)
o Discuss your findings and any questions
o As a group do your best to answer each other’s questions. The answers do not
have to be based in fact but your own projection of the story.
Open the discussion up for the classroom
o Leads into further questions
Homework
Dialogue is an important part of Hemingway’s ability to inform the reader, deepen the
characters and their relationships, as well as progress the story. The novella is written in
third person and we are privileged to the inner thoughts of Santiago. Find some inner
dialogue from Santiago.
Write approximately 500 words investigating what Santiago’s conscious is saying, and
what Hemingway is permitting us to read. Why is Santiago thinking this?
o Where in his long life has he come to express these thoughts?
o What is he contemplating and what has allowed or persuaded him to feel
this way?
o How will they impact his or Mandolin’s future?
Lesson #7 Reflection and Progression
Objectives
Students have carried the question; What is Courage? With them for the entirety of the
novella. Having completed the novel hopefully the students have a better understanding of what
it means to be courageous. In the end the novella will reveal different aspects of life and how
courage plays a role in it. I would hope the students have discovered how the novella has
impacted them and will be able to express the connections they made.
Rationale
The novella is complete. Now what? Reflection and progression, the real work begins.
The beginning of their analytical and cumulative paper. While courage has been the catalyst
throughout the novel, other themes have or have not presented themselves. As a way to
rationalize the entire novel. I would like to contemplate whether Santiago was successful or not.
Procedure
Open the floor for thoughts now that the novella is finished. Allow for class discussion.
Prompt the class after a few minutes of dialogue: Is Santiago successful or does he fail?
Does that impact whether he is courageous or not? Do you have to be successful to be
considered courageous?
Splitting the class into 4 teams, I would like open up a debate. Two teams for successful
and the other for failure and how it impacts his status as courageous or not. Both sides
have evidence that will be very obvious and therefore whether you believe one or the
other it does not matter which because each side can be supported with textual evidence.
Once the class is split I would like every student to find a quote in the book which
exemplifies whether or not.
The teams will discuss and decide which quote best supports their side. Allowing a scribe
to write their quote up on the board.
The class will than continue to debate using the quotes that are on the board as evidence
for or against their assigned perspective.
Homework
Read and annotate a scholarly article I provide.
Artifact
Stephens, Gregory, and Janice Cools. "Out Too Far": Half-Fish, Beaten Men, And
The Tenor Of Masculine Grace In "The Old Man And The Sea." Hemingway Review
32.2 (2013): 77-94. Academic Search Complete. Web. 14 July 2016.
Vancouver/ICMJE References
Lesson # 8 Scholarly Article
Objective
I will introduce a scholarly article about the novella. I believe in the process of producing
your own literature analysis it will help to see another work as a model of potential.
Rationale
By reading and discussing the Scholarly article I hope to model the potential every
student has when producing their own papers from experiences, ideas, and work done for and in
class.
Procedure
Scholarly Articles can be intimidating. Openly admitting that and providing comfort
in the understanding that they are not always going to be easy.
I will have thoughts and questions about the article, but I would hope that the class
has questions.
o A confusing part
o An idea that goes beyond the article
o An idea in the article they do not agree with, or one that persuaded
them.
o Reaffirmed an idea they also had about the article
I will introduce the question of gender. In most if not all of Hemingway’s writings
the female character plays a minor role, usually servicing the male character. In
this novella little is mentioned about a female character.
The only feminine connection is Santiago’s relationship with the ocean being that
of mother nature.
Open up the discussion to discuss gender roles, and the potential lack of.
o Authorship
o Historical context
o Current Culture
Homework
Find and bring in your own Scholarly Article that addresses any theme you are interested
in focusing on Hemingway, The Old Man and the Sea, courage, any topic/ theme we have
covered or skipped since the beginning of class.
Be prepared to share your article, as well as its connection the work we have done in
class
Lesson #9 Oral Presentation
Skills
Public speaking
Research
Objective
The students will bring in their own scholarly article. We will allow approximately 5-10
minutes per student to present their article and its relevance to the class.
Rationale
The students will bring in their own research on the topic of their choosing. They will
also be prepared to orally present the overall claim of their article, whether or not they agree, and
how it relates to our class. This lesson will address research, oral speaking skills, and expanding
the conversation outside of the classroom. Introducing new and helpful concepts to the rest of the
class.
Procedure
Ask the students to give a short explanation and connection to class their article brought
to the table. If the article did not relate to the class, what was the process of deciding to
try and find this article.
o It does not mean the article or their idea is wrong, only that potentially they found
a missing connection and have the opportunity to fill the void.
Homework
Begin a rough draft.
Using your scholarly article and whatever theme you have chosen to focus on please
write 3-5 pg. rough draft. Explaining your article. Your theme you are addressing. Your
personal thoughts on the matter. 2-3 quotes from the novella as well as 2-3 quotes from
your scholarly article.
I am only giving them the amount of time between classes to produce this rough draft.
Therefore, I will give them the option of addressing each part of the essay separately.
o They can summarize their article in its own paragraph
o Explain their theme they plan on addressing
o Personal thoughts on the subject
o Connections between the material covered in class, your thoughts,
and the article
o 2-3 quotes from your article with explanation as to why you chose
each quote
o 2-3 quotes from the novella with an explanation as to why you
chose it.
This will allow the students to produce and organize material that will be used in their
final papers.
Lesson #10 Peer Review
Skills
Rough Draft
Editing
Peer Review
Social Writing and its importance
Objective
Peer Review. We have discussed a scholarly article. Learning about the claims, we agree
with it as well as the claims we disagree with. We have addressed possible holes in the academic
research. The class will begin to understand that no matter who writes an article it is never fully
expressed. The collaboration and review of peers will constantly progress an idea.
The students will bring in their rough drafts allowing their classmates to review and
annotate their drafts.
Rationale
The process of writing is not an individual event. It should be social and it should be
constructive. At any time during the writing process from having an open discussion in class,
debating, sharing, writing ideas. All of these steps are conducted amongst peers. The peer review
is of the utmost importance. The more eyes and ideas you can get on your work the more
complete and intelligent your work will be.
Procedure
The students will hand in two copies of their rough drafts at the beginning of
class.
I will randomly shuffle the papers and hand them back to the students
o Keeping a copy of every draft for my own review
Taking approximately 10 minutes.
o Annotate
o Acknowledge strengths and weaknesses.
o Express possible ideas to further the paper
Once the 10 minutes is up pass the paper to the person behind you and repeat the
process.
After going through two rounds of peer review, return the paper to its owner and
allow the students to go over the notes on the paper.
Now we will discuss any questions about the paper or the notes that have been
made on their paper.
Homework
Organize your papers, so that your ideas and textual evidence construct a
thorough claim.
Acknowledge your peers review and make any correction you believe will help
your paper. Remember not every suggestion is valid but worth the time
contemplating its importance and what role it may play in your paper.
The students will not have to turn their papers in the next class, but I will return their papers with
my notes and annotations so that they will have another set of notes to consider as they continue
to write their papers.
Artifacts
https://www.youtube.com/watch?v=W5ih1IRIRxI
Stephens, Gregory, and Janice Cools. "Out Too Far": Half-Fish, Beaten Men, And The Tenor
Of Masculine Grace In "The Old Man And The Sea." Hemingway Review 32.2 (2013): 77-
94. Academic Search Complete. Web. 14 July 2016. Vancouver/ICMJE References
http://mentalfloss.com/article/64363/11-facts-about-hemingways-old-man-and-sea
Hemingway, Ernest. The Old Man and the Sea. New York: Scribner, 1952. Print.
I will pass out the rationale from the beginning of this unit plan as a handout the Students
may keep as a reference for why we are talking about this novella and what I expect the class
to progress through.
Lesson #7- Debate Grading Rubric
Class Debate: Santiago a failure or success
Teacher Name: joseph
satterthwaite
Student Name: ________________________________________
CATEGORY 4 3 2 1
Use of Every major Every major Every major Every point was
Facts/Statistics point was well
supported with
several relevant
facts, statistics
and/or examples.
point was
adequately
supported with
relevant facts,
statistics and/or
examples.
point was
supported with
facts, statistics
and/or examples,
but the relevance
of some was
questionable.
not supported.
Information All information
presented in the
debate was clear,
accurate and
thorough.
Most information
presented in the
debate was clear,
accurate and
thorough.
Most information
presented in the
debate was clear
and accurate, but
was not usually
thorough.
Information had
several
inaccuracies OR
was usually not
clear.
Rebuttal All counter-
arguments were
accurate, relevant
and strong.
Most counter-
arguments were
accurate,
relevant, and
strong.
Most counter-
arguments were
accurate and
relevant, but
several were
weak.
Counter-
arguments were
not accurate
and/or relevant
Respect for Other
Team
All statements,
body language,
and responses
were respectful
and were in
Statements and
responses were
respectful and
used appropriate
language, but
Most statements
and responses
were respectful
and in
appropriate
Statements,
responses and/or
body language
were consistently
appropriate
language.
once or twice
body language
was not.
language, but
there was one
sarcastic remark.
not respectful.
Work Cited
Blau, Sheridan. The Literature Workshop. Portsmouth, NH. Heinemann, 2003. Print
Filkins, Scott. Reading with Purpose in the Content Areas. NCTE.
http://www.readwritethink.org/professional-development/strategy-guides/reading-with-
purpose-content-30514.html
Filkins, Scott. Supporting Student Comprehension in Content Area Reading. NCTE.
http://www.readwritethink.org/professional-development/strategy-guides/supporting-
student-comprehension-content-30517.html
NCTE.org
Readwritethink.org
Rubistar.4teachers.org
Simon, Cathy. Using RAFT Writing Strategy. NCTE.
http://www.readwritethink.org/professional-development/strategy-guides/using-raft-
writing-strategy-30625.html