Lesson Overview (see also the story with notes)  

I will have to add another section to my page on Types of Class Discussions; today's class does something very different (and we follow this method 3 or 4 times throughout the course of the year).  The story, "Soldier's Home" is not homework - the students are getting started on their reading of The Things They Carried, and I would rather we read this together - aloud in class, as a work of discovery.  

There is no quiz today - and the printed out stories (they need to have a printed version so that they can take copious notes on it - and like the poems, tuck it into their novel when they are reading it) are given out (or placed on a desk) as they enter the classroom.  Briefly, here are the instructions that I give to the students before we begin.

Begin with the first slide on the Power Point Presentation (found below) - Ask the students to look at it carefully.  Ask if anyone has a comment on it (Always ask the most UNPOINTED question that you can).  Someone will spot that one of the screws is different than all of the rest.  That's it!  Don't elaborate - let it sink in - and be a part of the deep background of reading this story.  

• We are going to be reading this story aloud - pens in hands at all times - take copious notes - both on what occurs to you, and if someone asks a question - take notes on that too.  

• As we are reading, if you have a question - let me know - if you are confused by anything ask.

• Underline text that you feel is important or that you want to talk about when we're done.  You will be asked, when we finish to give us  your favorite (most important?) of these and we'll talk about it.

• Look for connections to the poems we've read or the novel that you've just started reading - mark those.  

I then show put the Power Point found below up on the screen to help them focus on what to write.  Here are the focusing questions on that Power Point:

1)How does the italicized opening fit with the rest?

2)What does the picture of the screws we just showed have to do with anything

3)Why does he lie? – connect to little Alma

4)How does he view women? What does it have to do with

   the war? With maps?

5)Can you connect his post war life with some people’s

   obsession with social media – think long & hard

6)How do  you view his parent’s view of his life (postwar)

                 What’s the deal with the paper? Giving him the car?

7)  What type of life does he want – why?  What does this have to do with the war?

8)   What’s the deal with his sister? Why is he relaxed with her – but not other women?

9)  How did you feel about that final exchange with his mother?  Why?

Why does he say what he does to her? Compare it to what he said to his
sister.  WHEN is the lie (What is it?)

10)  What will he do and why?

11) What is he carrying with him?

We then read the story aloud.  Start at the front and go down each row - there is more than enough text here - every student will get  a chance to read.  Do NOT worry if they are the best oral performers in the world - it's important when reading aloud in class that everyone participates.  It makes the entire exercise so much more active and the students will pay all the more attention not wanting to miss when they come in.  Allow the student to read for a while - break at natural points.  As I said, there is enough story here to get to everyone.

When you are done - start again with the first student - and go through everyone's observations, comments, questions.  Time it so that you can get to everyone.  Try to weave your own comments into the students - and make sure you get to what you want to bring in - if not already done - after the last student speaks.   Story-wise, perhaps the most stunning thing to happen is when Harold tells his mother that he doesn't love her - it is like a slap to the reader, and nearly everyone of your students will feel its power.  See my Story Notes.

If there is any time left - show the remainder of the Power Point Presentation:

• The picture of Hemingway in high school - so much like the screws in the first picture - so much like the description of Krebbs in the opening paragraph

• A brief description of the battle mentioned in the story - the "history" that he Krebbs liked to read

• A map - Krebbs liked these even more

• An excerpt of what happened to Hemingway when he was wounded

• Hemingway in Italy after being wounded with his first love Agnes Von Kurowski

• The World War 1 memorial in Hemingway's hometown and his name on it

All of the above should tie Hemingway to the Krebbs in the story - and in turn will help tie all of this to Tim and some of the other men in The Things They Carried.  Hemingway, like Krebbs, lied about what actually happened to him in the war - and like Krebbs - that lying sickened him, and this story is part of that confession.

Thoughts on the Lesson 

When we used to put this text  as the first story to read in  In Our Time (instead of its usual place in that book), during our classroom discussion I always found myself calling Harold Krebbs, Paul Baumer (the name of the main character in All Quiet on the Western Front - the book we read directly before In Our Time.  And when you do get to those books - you want to remind students about "Soldier's Home" - it fits in wonderfully with All Quiet as well.