Embedded Files
"He looked and looked at her, almost as if only then—at that silly, incongruous question—he had suddenly realized at last that his son was really dead—gone for ever—for ever."
All Quiet on the Westrn Front 1 - "War" by Luigi Pirandello: A Story Read Aloud or Group Work: This story about a group of passengers on a train in Italy - during World War 1, is a great way to introduce students to the idea of Home vs. Front that will be so pervasive in their next novel, All Quiet on the Western Front. It is also short enough, that it can be read and discussed in a single class period. And as the icing on the cake - at the very finish of the school year, we read another story by the same author - "The Jar". In that case, the story is full of humor - so much so that it is hard to believe it was written by the same man who wrote "War"'s haunting prose. Oh - by not having reading homework due in class today it allows students to get their first reading for All Quiet done.
Lesson Overview (see also the story with notes)
Lesson Overview (see also the story with notes)
READ ALOUD/SILENTLY LESSON
READ ALOUD/SILENTLY LESSON
Today's class does something different - though we did that same thing with "Soldier's Home" from our last unit on The Things They Carried. If you are doing the Read Aloud version of this lesson, then the story, "War" is not homework - the students are getting started on their reading of All Quiet on the Western Front and I would rather we read this together - aloud in class, as a work of discovery. There is also a way to have students read it to themselves (I did this with AP) looking for very specific items (diction, imagery, connections) and after they are done - get together to have a whole class discussion. This works better with AP because the students are, for the most part, more advanced readers and will finish at close to the same time. Finally, there are Lesson Notes to have a Teacher Led (Ringmaster Teacher) discussion - either after reading it aloud (remember, it's short) or for homework.
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.
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.
Group Work LESSON
Group Work LESSON
See my page on Group Works. Here are some of the things that the Group Work will go over. For more, please take a look at the actual Group Work.
The extended metaphor of the train in the story
How does the imagery enhance the story?
A close look at some of the story's characters
The crisis (and epiphany) that occurs between these characters.
Links back to The Things They Carried - including, how is this a True War Story.
Links back to the story we read before that novel - "Soldier's Home"
The Story, "War" with my notes
The Story, "War" with my notes
These notes include the questions, comments, and material that I hope come up in the students led discussion. If they don't, I will try to work in as many as possible as they really do help with the students reading of All Quiet on the Western Front
I really can't remember doing the story this way - but hey, it's my handwriting so I must have. You can use these notes as the basis of a Ringmaster Teacher Discussion. You could do this either after having read it in class or having the students read it for homework, give them a quiz (see below) and then leading a discussion.
Handout - "War" by Luigi Pirandello
Handout - "War" by Luigi Pirandello
"War" by Luigi Pirandello Docx PDF
The unadorned story with the text big enough for the students to read. I want to emphasize again, how important it is to remind the students that they should be writing all the time as they are listening.
In most of my handouts that have text to be analyzed - I make sure to leave a wide margin for the students to write notes (both as they're reading and as we talk about the texts as a class). T
Handouts - Group Work, Song Lyrics & Quiz for "War"
Handouts - Group Work, Song Lyrics & Quiz for "War"
See above for some of the points that this Group Work goes over - or even better, the Group Work itself. See my Group Work page for more on the reasoning behind this kind of Group Work.
These songs include "No Chance - Regret" by Lou Reed, "hello" by Evanescence and "Fire and Rain" by James Taylor. They are all about that idea of not getting that chance to say goodbye (so prevalent in this story) and that accompanying feeling of not having closure.
The story is short, and can be read (by most readers) in under 15 minutes. If you do assign it as homework or you have them read it in class - here is a quiz.
Power Point Presentations
Power Point Presentations
You may want to revise this presentation to include whatever else you feel is important or even to directly include the opening instructions that I give above in the directions for the lesson.
This was used with my AP Literature Class - to get them to practice finding things like imagery and diction. In this case they read the story to themselves - then we came together to discuss it.
Remote Enhancements
Remote Enhancements
The Power Points (directly above) works wonderfully for remote. Make sure the students have the text of the story before you begin to read aloud.
"War" Songs Playlist
"War" Songs Playlist
If you don't have Spotify (or another music provider) you can find most of these on Apple Music. The lyrics can be found here.
Beside the James Taylor version of "Fire and Rain" (which is so perfect for this story), there is also a wonderful version by Bobby Womack.
Class Recordings (for registered members)
Class Recordings (for registered members)
Audio
Audio
Video
Video
All Quiet #2: Poems and Songs before All Quiet on the Western Front: I am not sure - if this lesson or the next goes first. Looking them over, I can see there are advantages to going either way - and I may have switched it up over the years. Today's lesson is a traditional (well - traditional in my class) collection of poems that is read before a novel. Poems & Songs that are related thematically to what we will be reading together. Rather, than breaking the class up into small groups (partners) like we usually do for these poems - we will read them - mark them up as we read - discuss briefly and move on.
Thoughts on the Lesson
Thoughts on the Lesson
What a subtle, thoughtful text. As I said earlier - it is in many ways a devastating story and it is hard to believe that the same author writes "The Jar" - one of the stories that we read at the end of the year - and that helps pull it all together.
Page updated
Google Sites
Report abuse