Lesson 1: Introduction
WHAT’S ON FOR TODAY:
Today’s lesson will include handing out the novel in class and discussing the style of Winesburg, Ohio. Students will be told about how this novel is more or less a composite of many short stories, some of which are featured in anthologies. They will then be asked to study the cover of the novel and the portrait of the girl lying in the grass, gazing at the houses in the background. In a short writing exercise, students will be asked to write 1-2 paragraphs about what the girl could be thinking, and what the picture conveys to them. When the novel lesson is completed, and the students have read the book in its entirety, they will look back at these writing pieces, and discuss how their view of the picture has changed. Being a novel about relationships and moments of misunderstandings, students will hopefully come to see how we look at different moments in time (e.g. this picture on the cover), and how sometimes we are unable to react in the manner in which we would have liked.
WHAT TO DO:
After the class has been the novel, they will be allowed several minutes to look through it, perhaps to get a feel for it, read the chapter titles, and see if they have any questions. It will be explained that these short stories are all fiction, as is the setting, Winesburg, Ohio. The setting in fact is based on a town in Ohio where Anderson grew up. After reading several chapters of this novel, it becomes evident that the events of this book take place roughly around 1890. However, students will be told that the setting and the time era of this particular novel are not of great importance. They will then be asked to study the cover of the novel, and to write a short 1-2 paragraph essay in which they discuss how the picture affects them. When the class has completed this assignment, it will be collected by the teacher and not graded, but saved until the novel has been completed.
Lesson 2: The Book of the Grotesque:
WHAT’S ON FOR TODAY:
Today, the first chapter of the book will be read in class, as it is only four pages long. After the chapter has been read, students will be asked to go back and find the words ‘old’ and ‘young’ as many times as it appears in the chapter. After, they will be asked to focus on a certain paragraph and later to write a homework assignment on it.
WHAT TO DO:
Assign paragraphs to each of the students. Larger paragraphs will be broken in half in order to allow every student the opportunity to read. When the chapter has been read, students will be asked for a general response: Did you like it? Did you understand all of the wording? What kind of man do you picture in your head after this read? After, students will focus on the paragraph:
That in the beginning when the world was young there were a great many thoughts but no such thing as a truth. Man made the truth himself and each truth was a composite of a great many vague thoughts. All about the world were the truths and they were all beautiful.
After reading this aloud in class several times and making sure that students fully understand what the author is trying to say, students will be given their homework assignment. They will be asked to write down or type five ideas which they consider to be ‘the truth’. Students will also have to explain, in several sentences, why they hold this to be a truth. Assignments will be graded upon completion, as it is very difficult to grade this assignment otherwise. Also, an extra credit assignment will be offered, and it will continue throughout the novel. Students will be given the opportunity to draw the man who is talked about in this chapter. If students are willing, they can continue to draw the characters from this novel, based on how they are depicted, both physically and mentally. This assignment will be handed in at the end of the unit, in one large drawing with all of the characters and will be that student’s particular Winesburg Ohio.
Lesson 3: Hands and the Search for Truth
WHAT’S ON FOR TODAY:
Today students will read "Hands", perhaps the most popular and published of Anderson'’ short stories. As the chapter is eight pages long, there will not be much time at the end of class for a lesson. However, this is a very important chapter in the book and the teacher must be sure that the students read it, and are allowed some time for in class questions and discussion. In this chapter, we are introduced to the ‘main’ character in the book, George Willard.
WHAT TO DO:
After collecting the homework from lesson 2, students will be assigned a paragraph each (there are 24 if them) and read aloud. They will then be asked to write a short response to this chapter in terms of what they wrote for their homework the night before. That is, they will be asked to write about the truth and falsity which surrounded the character in this chapter, Wing Biddlebaum. They will write about what their opinions on Wing, and if they think he is guilty of the crime he was accused of. Assignments will be collected at the end of class. Students will then be reminded of the extra credit assignment and told that they can draw Wing, but not George, as we do not know enough about him at this time. Homework for tonight will then be to read the next chapter, "Paper Pills". This chapter is only five pages long.
Lesson 4: Some Fun With "Paper Pills" and Beginning of "Mother"
WHAT’S ON FOR TODAY:
Teacher will discuss the importance of the paper pills. This might take some work, as it is not a very explicit importance. Students will then make their own paper pills, and read them to someone later on in the day. Class will then begin reading "Mother".
WHAT TO DO:
In "Paper Pills", Doctor Reefy would write down his thoughts on little pieces of paper, crumple them up and save them in his pockets. He would save them for some time and read them to people. He would then laugh, and crumple them back up so that his thoughts became paper pills. It will be explained in class the relationship between the medicinal pills which some people take and the paper pills which this man uses to feel happiness. Students will be asked to tear up a piece of paper into three sections, and write down one thought on each section. The thoughts can be about almost anything, as Dr. Reefy’s were. It goes without saying that they are not allowed to be anything obscene. Students will then crumple up these thoughts and stick them in their pockets, or in their bookbags. For homework, they will have to at some point, take these thoughts out and read them to someone, preferably to someone they know. They will have to log the other persons reactions, as well as their own. The purpose of this assignment is to allow the students to realize what Dr. Reefy did with most of his time, and how this served as a means of expression for him. It is very important when teaching this novel to have the students understand the way in which the characters mind works and sometimes the only way to achieve this is to act as the character does. With what time is left, students will begin reading the next chapter, "Mother" in class.
Lesson 5: "Mother" and Voice Inflection
WHAT’S ON FOR TODAY:
Students will finish reading this chapter in class. The lesson following the reading will focus on voice inflection in order to determine the relationship between George and his mother.
WHAT TO DO:
After completing the reading, the teacher will write the question, "What do you want?" on the blackboard. Students will be given index cards with different emotions written on them such as angry, surprised, confused, annoyed, excited, and happy. Students will then have to ask the question, "What do you want?" in the tone which their index card suggests. Each student will get a turn and the remainder of the class will have to guess what emotion the student reading the card is trying to express. The teacher will then turn the student’s attention to "Mother" and focus on the short conversation between George and his mother:
Mother: "I think you had better be out among the boys. You are too much indoors."
George: "I thought I would take a walk."
This conversation occurs twice in this chapter, once in the beginning and also at the very end. Students will be assigned a partner, and allowed several minutes to prepare a short act. They will be asked to perform this conversation in front of the class. Students will be reminded of the "What do you want?" exercise and to keep in mind the way in which George and his mother converse throughout the chapter. They will be given the choice to perform either the first or second conversation between George and his mother. The remainder of the class will then have to guess which one was performed and explain why they chose that particular conversation. For homework over the weekend, students will be asked to read the next chapter, "The Philosopher" and be ready to for a short quiz on Monday.
Lesson 6: Quiz 1 on The Philosopher and Nobody Knows
WHAT’S ON FOR TODAY:
Students will be administered their first quiz, in order to make sure that they have done their reading over the weekend. When students have completed the quiz, they will read aloud the next chapter, "Nobody Knows" (five pages).
WHAT TO DO:
Hand out the quiz (below). When students have finished, collect the papers and begin the reading of "Nobody Knows". For homework, students will read the first section of "Godliness".
QUIZ FOR THE PHILOSOPHER:
In a short answer essay, answer only ONE of the following questions:
Lesson 7: The First and Second Sections of Godliness
WHAT’S ON FOR TODAY:
After the teacher has graded the essays, he/she will hand them back at the beginning of class, and discuss the answers to the test. The teacher will then begin a class reading of the second section of Godliness. This particular chapter is a difficult read and demands attention from both student and teacher. Teacher will then assign several homework questions on the first two sections.
WHAT TO DO:
Teacher will begin the class reading only after all quizzes have been handed back and explained. Not too much time must be spent on this as the reading of "Godliness" will take up the remainder of the class. Several passages will be stressed in order to come to an understanding of what kind of man Jesse Bentley is. The teacher will then hand out an assignment for homework with the following questions:
Lesson 8: Surrender, Part Three of Godliness
WHAT’S ON FOR TODAY:
Students will read aloud this chapter in hopes of coming to a certain conclusion when the reading is done. There is a certain passage in the beginning of the chapter which deserves attention. When the class is done reading, they will be asked to do an in class writing.
WHAT TO DO:
Assign paragraphs to each of the students for an in class reading. When the reading is complete, turn the student’s attention to the passage, "The story of Louise Bentley, who became Mrs. John Hardy and lived with her husband in a brick house on Elm Street in Winesburg, is a story of misunderstanding". Also, note the title of the chapter, "Surrender". Assign a short in class writing assignment in which students must answer the following two questions:
When the class has finished their writing, collect the papers and make sure to have them graded by the next class.
Lesson 9: Finishing Godliness and a Lesson in Poetry:
WHAT’S ON FOR TODAY:
Today, students will read aloud the last and shortest section of "Godliness", "Terror". The teacher will then give a short lesson on poetry and explain the relationship between reader and text and the way in which this might form our opinion of what is poetry and what is prose. For homework, students will pick their own passage from this novel and rewrite it into poetry.
WHAT TO DO:
Today students will finish the chapter, "Godliness". The teacher will assign paragraphs to each of the students until the reading has been completed. When the reading is done, the teacher will hand out a ditto (enclosed on next page), and ask students to discuss the passage in terms of what they think of as ‘a poem’. The teacher will then turn to the poem and ask students to read it aloud, assigning each line to a student. Each student will take a turn until the poem is complete. The teacher will then examine the poem with the students, line by line and discuss imagery, tone, and the overall meaning of the poem. When the discussion is complete, the teacher will reveal that the poem is in fact not a poem but actually a passage from the comic strip ‘Calvin and Hobbes’. Hopefully, the students are surprised at this. At this point, the teacher will explain to the students that many things we read everyday(even comic strips), could be poetry, if only it were arranged in such a way that it were to appear like a poem. For homework, students will then be assigned to take any passage from this novel and rearrange it into what they would consider to be a poem. These assignments will not be graded or collected at the beginning of the next class. Instead, the class will form a circle and each student will read aloud their specific passage and be questioned as to why they chose it, how they decided to change it into ‘poetry’ and what specific literary devices were used in order to create a poetic tone
HAND OUT FOR POETRY LESSON:
The Days Are Just Packed
There’s Venus. There’s Mars.
And there’s Jupiter!
And I’m stuck here…
On a clear night like this,
You realize how incomprehensibly vast
The Universe really is…
I wonder,
What early man must’ve thought
As he watched
the skies-
He’d see he was
An infinitesimal part of creation
But he’d have no understanding
Of Planets
Or Stars
Or Comets
Or Anything.
Imagine how big and mysterious
The night would’ve seemed to him!
I’ll bet he felt very fragile and afraid…
Don’t you think?
From now on,
I’m going to stay
inside at night,
And watch TV.
Lesson 10: Review of the Poetry Lesson and A Man of Ideas
WHAT’S ON FOR TODAY:
The teacher will not ask the students to hand in their poetry just yet. Instead, the students will read their pieces aloud in class. For each poem, the teacher will discuss it in terms of writing style, tone, etc. When each student has finished, the class will begin to read aloud the next chapter, "A Man of Ideas". Whatever is not finished will be assigned for homework along with the next chapter, "Adventure".
WHAT TO DO:
Teacher will ask the students to take out their poetry pieces at the beginning of class. Students will be graded on this assignment in terms of completion. The teacher will then allow the students to read their pieces aloud, in front of the class and discuss where they got this piece from, why they picked it, and why they think it is poetry. The teacher will ask probing question using such literary terms as figurative language, tone, meter, and symbolism. For whatever time is left at the end of class, students will read aloud the next chapter entitled, "A Man of Ideas". They will told to pay attention to Joe Welling, and be reminded of the first chapter, "The Book of the Grotesque". Students should think about whether or not Joe Welling has tried to take hold of any truths, and decide whether or not he himself is a grotesque. Also, students will be reminded of the extra credit project and told that the weekend can be a great time to catch up their drawings if they wish.
Lesson 11: Brainstorming with ‘Respect’ and Respectability
WHAT’S ON FOR TODAY:
Many of the titles in this novel are obscure terms which cause the reader to wonder who the author is talking about and if the tone of the title is either serious or satirical. For today’s lesson, students will read aloud the chapter "Respectability". When the reading is complete, the teacher will perform a lesson with the word ‘respect’ in order to explore if Wash Williams was a respectable man.
WHAT TO DO:
After the chapter has been read aloud, the teacher will call attention to the title of the chapter. The teacher should then write the word ‘respect’ on the blackboard, and give a definition (e.g. the state of being regarded with deference or esteem, or willingness to show appreciation or consideration). The teacher will then open the discussion up to the class and ask for synonyms for the term ‘respect’. These terms will be written by the teacher on the blackboard as well as copied by the students in their notes. When enough terms or synonyms have been gathered (10-15), the teacher will assign the homework. In a 2-3 paragraph essay, students will choose either Wash Williams or Belle Carpenter and
Students will be told that this will not be graded, but instead discussed at the beginning of the next class.
Lesson 12: Review of Respect and Starting The Thinker
WHAT’S ON FOR TODAY:
Today, the class will begin with a broken down group discussion of the homework from last night. The class will then as a whole discuss Wash Williams and Belle Carpenter in terms of ‘the grotesques’. Following, a class reading of The Thinker will follow.
WHAT TO DO:
In order to review and discuss the homework from the previous night, have the classroom break into groups of three to four students. Anything smaller, and the groups will not have enough ideas and opinions to agree or disagree with. Anything larger, and the group is bound to be overwhelmed with this discussion and ultimately distracted. Allow the groups to discuss their assignments for 15-20 minutes, and walk around the class, observing how the students interact with such an abstract and difficult task. Do not offer any right or wrong answers, as this is merely an adventure in thought and ideal sharing. After the allotted time, ask the class if their opinions have changed after sharing their ideas with their classmates and take a quick survey by show of hands which characters they respected and which they did not. Then, write the word ‘grotesque’ on the blackboard and question the students as to if they believe either of the characters are themselves grotesques? Did either of these characters find any truths? If so, what truths? If not, does this make them less prone to be respected by each other? Allow for a group discussion and exploratory talk. When the discussion has cooled (or come to an abrupt halt), begin reading the next chapter, "The Thinker" with the time left. For homework, students should finish reading this chapter, and answer this one question: Why would Seth want to work at a job where there is not talking? In order to answer this question, students should have to not only do a close reading of the text, but come to an understanding of how Seth sees himself as a contributor to society.
Lesson 12: Performing the Importance of a Name and Tandy
WHAT’S ON FOR TODAY:
Today students will read aloud the short chapter entitled, Tandy, and then three students will perform the conversation between the stranger, Tom Hand and his daughter. For homework, students will have to do assignment with their own name.
WHAT TO DO:
Begin class by reading aloud the short chapter, "Tandy". When the class has finished reading aloud, ask for three volunteers to perform a short conversation in front of the class, while the rest of the class reads the ‘All" section of the play in unison. If time permits, and students enjoy the exercise, ask for three more volunteers and repeat the exercise. Hand out these papers to each student, and allow the rest of the class to enjoy the presentation.
Stranger: I ran away to the country to be cured, but I am not cured. There is a reason. There is something else. I am a lover and have not found my thing to love. That is a big point if you know enough to realize what I mean. It makes my destruction inevitable, you see. There are few who understand that. There is a woman coming. I have missed her you see.
All: TANDY!
Stranger: She did not come in my time. You may be the woman. It would be like fate to let me stand in her presence once, on such an evening like this, when I have destroyed myself with drink and she is as yet only a child.
All: TANDY!
Stranger: They think it’s easy to be a woman, to be loved, but I know better. I understand. Perhaps of all men I alone understand. I know about her, although she has never crossed my path. I know about her struggles and defeats. It is because of her defeats that she it to me the lovely one. Out of her defeats has been born a new quality in women. I have a name for it. I call it Tandy.
All: TANDY!
Stranger: I made up the name when I was a true dreamer and before my body became vile. It is the quality of being strong to be loved. (Turning to daughter) Be Tandy little one.
All: TANDY!
Stranger: Dare to be strong and courageous. That is the road. Venture anything. Be brave enough to dare to be loved. Be something more than man or woman. Be Tandy.
All: TANDY!
Tom Hand: Come, daughter.
Daughter: I don’t want to be called that. I want to be called Tandy- Tandy Hand.
All: TANDY!
Tom Hand: Be good, now.
Daughter: I want to be Tandy. I want to be Tandy. I want to be Tandy Hand.
All: TANDY!
When the performance is complete, assign the homework. It will ask the students to choose a new name for themselves, name which they feel describes their hopes, ambitions and overall personality. Students must provide a name and also a brief explanation for why they chose that name. One last reminder: extra credit with the drawings.
Lesson 13: The Symbolism of The Strength of God
WHAT’S ON FOR TODAY:
Today students will do an in-class reading of the chapter, "The Strength of God". Within this reading, they will also read several words together, to place an emphasis on a symbolic term in this chapter. Then, the class will break into groups and discuss a chapter which has already been read, "Hands".
WHAT TO DO:
Arrange the students so that they are in a circle. Before you begin the reading of this chapter, tell the students that every time the words ‘glass’, ‘God’ and ‘window’ appear, they must make the sound of a window breaking. This will allow for a close reading of the text, and a fun activity. Begin the reading, and when it is completed, begin the lesson on symbolism by focusing attention on the last passage which reads, "I smashed the glass of the window. Now it will have to be wholly replaced. The strength of God was in me and I broke it with my fist." This line, which is spoken by Curtis Hartman, is obviously a symbolic expression of how he has broken his faith, and by doing so, must replace it more fully and more genuinely. Students will then be asked to break into groups of four and look back at the chapter titled, "Hands". They will be asked to look for the symbolism of Wing’s hands. Each group will come up with as many symbols which Wing’s hands may represent. After 15 minutes, bring the class back together and discuss the results. For homework, students will have to read the following chapter, "Loneliness".
Lesson 13: Incorporating The Raven and Loneliness
WHAT’S ON FOR TODAY:
Today, students will begin by reading ‘The Raven" by Edgar Allen Poe. When they are finished, they will write a short essay examining the similarities and differences which the subject of "The Raven" felt and those felt by Enoch Robinson in "Loneliness".
WHAT TO DO:
Hand out "The Raven" (enclosed on next few pages) and begin reading by having each student take three lines. When the poem is completed, write the word loneliness on the blackboard, and ask students to give synonyms and related words. When there are at least 10-15 words on the blackboard, turn the student’s attention to "Loneliness". Point out how Enoch and the narrator of "The Raven" share a similar sense of loneliness. Show how each of these subjects has lost a woman, Enoch’s wife and Lenore. Then, for homework, ask students to complete one of the following:
Be sure to tell students that either assignments will be graded on imagination and use of imagery which they have just witnessed in both literary pieces.
The Raven
Once upon a midnight dreary, while I pondered weak and weary,
Over many a quaint and curious volume of forgotten lore,
While I nodded, nearly napping, suddenly there came a tapping,
As of some one gently rapping, rapping at my chamber door.
`'Tis some visitor,' I muttered, `tapping at my chamber door -
Only this, and nothing more.'
Ah, distinctly I remember it was in the bleak December,
And each separate dying ember wrought its ghost upon the floor.
Eagerly I wished the morrow; - vainly I had sought to borrow
From my books surcease of sorrow - sorrow for the lost Lenore -
For the rare and radiant maiden whom the angels named Lenore -
Nameless here for evermore.
And the silken sad uncertain rustling of each purple curtain
Thrilled me - filled me with fantastic terrors never felt before;
So that now, to still the beating of my heart, I stood repeating
`'Tis some visitor entreating entrance at my chamber door -
Some late visitor entreating entrance at my chamber door; -
This it is, and nothing more,'
Presently my heart grew stronger; hesitating then no longer,
`Sir,' said I, `or Madam, truly your forgiveness I implore;
But the fact is I was napping, and so gently you came rapping,
And so faintly you came tapping, tapping at my chamber door,
That I scarce was sure I heard you' - here I opened wide the door; -
Darkness there, and nothing more.
Deep into that darkness peering, long I stood there wondering, fearing,
Doubting, dreaming dreams no mortal ever dared to dream to dream before
But the silence was unbroken, and the darkness gave no token,
And the only word there spoken was the whispered word, `Lenore!'
This I whispered, and an echo murmured back the word, `Lenore!'
Merely this and nothing more.
Back into the chamber turning, all my soul within me burning,
Soon again I heard a tapping somewhat louder than before.
`Surely,' said I, `surely that is something at my window lattice;
Let me see then, what thereat is, and this mystery explore -
Let my heart be still a moment and this mystery explore; -
'Tis the wind and nothing more!'
Open here I flung the shutter, when, with many a flirt and flutter,
In there stepped a stately raven of the saintly days of yore.
Not the least obeisance made he; not an instant stopped or stayed he;
But, with mien of lord or lady, perched above my chamber door -
Perched upon a bust of Pallas just above my chamber door -
Perched, and sat, and nothing more.
Then this ebony bird beguiling my sad fancy into smiling,
By the grave and stern decorum of the countenance it wore,
`Though thy crest be shorn and shaven, thou,' I said, `art sure no craven.
Ghastly grim and ancient raven wandering from the nightly shore -
Tell me what thy lordly name is on the Night's Plutonian shore!'
Quoth the raven, `Nevermore.'
Much I marvelled this ungainly fowl to hear discourse so plainly,
Thouhg its answer little meaning - little relevancy bore;
For we cannot help agreeing that no living human being
Ever yet was blessed with seeing bird above his chamber door -
Bird or beast above the sculptured bust above his chamber door,
With such name as `Nevermore.'
But the raven, sitting lonely on the placid bust, spoke only,
That one word, as if his soul in that one word he did outpour.
Nothing further then he uttered - not a feather then he fluttered -
Till I scarcely more than muttered `Other friends have flown before -
On the morrow will he leave me, as my hopes have flown before.'
Then the bird said, `Nevermore.'
Startled at the stillness broken by reply so aptly spoken,
`Doubtless,' said I, `what it utters is its only stock and store,
Caught from some unhappy master whom unmerciful disaster
Followed fast and followed faster till his songs one burden bore -
Till the dirges of his hope that melancholy burden bore
Of "Never-nevermore."'
But the raven still beguiling all my sad soul into smiling,
Straight I wheeled a cushioned seat in front of bird and bust and door;
Then, upon the velvet sinking, I betook myself to linking
Fancy unto fancy, thinking what this ominous bird of yore -
What this grim, ungainly, gaunt, and ominous bird of yore
Meant in croaking `Nevermore.'
This I sat engaged in guessing, but no syllable expressing
To the fowl whose fiery eyes now burned into my bosom's core;
This and more I sat divining, with my head at ease reclining
On the cushion's velvet violet lining that the lamp-light gloated o'er,
But whose velvet violet lining with the lamo-light gloating o'er,
She shall press, ah, nevermore!
Then, methought, the air grew denser, perfumed from an unseen censer
Swung by angels whose faint foot-falls tinkled on the tufted floor.
`Wretch,' I cried, `thy God hath lent thee - by these angels he has sent thee
Respite - respite and nepenthe from tha memories of Lenore!
Quaff, oh quaff this kind nepenthe, and forget this lost Lenore!'
Quoth the raven, `Nevermore.'
`Prophet!' said I, `thing of evil! - prophet still, if bird or devil! -
Whether tempter sent, or whether tempest tossed thee here ashore,
Desolate yet all undaunted, on this desert land enchanted -
On this home by horror haunted - tell me truly, I implore -
Is there - is there balm in Gilead? - tell me - tell me, I implore!'
Quoth the raven, `Nevermore.'
`Prophet!' said I, `thing of evil! - prophet still, if bird or devil!
By that Heaven that bends above us - by that God we both adore -
Tell this soul with sorrow laden if, within the distant Aidenn,
It shall clasp a sainted maiden whom the angels named Lenore -
Clasp a rare and radiant maiden, whom the angels named Lenore?'
Quoth the raven, `Nevermore.'
`Be that word our sign of parting, bird or fiend!' I shrieked upstarting -
`Get thee back into the tempest and the Night's Plutonian shore!
Leave no black plume as a token of that lie thy soul hath spoken!
Leave my loneliness unbroken! - quit the bust above my door!
Take thy beak from out my heart, and take tha form from off my door!'
Quoth the raven, `Nevermore.'
And the raven, never flitting, still is sitting, still is sitting
On the pallid bust of Pallas just above my chamber door;
And his eyes have all the seeming of a demon's that is dreaming,
And the lamp-light o'er him streaming throws his shadow on the floor;
And my soul from out that shadow that lies floating on the floor
Shall be lifted - nevermore!
Lesson 14: Comparing Tandy and Drink
WHAT’S ON FOR TODAY:
Today, students will read in class the Drink and then make comparisons between Tom Foster and the stranger that appeared in "Tandy". The class will explore how the two became inebriated and both acted in peculiar ways.
WHAT TO DO:
Assign the class to read aloud the chapter, "Drink". When the class has finished the reading, call their attention to how Tom Foster acted when he became drunk. Ask the class to explain his behavior and what he said that he might not have had he been sober. Then, recall the chapter "Tandy" in which the stranger, who was always drunk, acted towards Tom Hard. Did both of these characters both act the same when they were drunk? Why would Anderson call one chapter "Tandy" and one "Drink"? Were they different kinds of drinking experiences? Do you think that either of these characters has a drinking problem? For homework tonight, although this might be considered a Health subject homework, students are required to go to www.thehumorachives.com/humor/0000507.html
Once they have visited this humorous sight, they must write a short paragraph about the stranger and Tom Foster. Students should look at the five stages and then explain which stages both of these characters where in when they acted as they did, and why. Perhaps I’m going out on a limb with this lesson, but I figured we should have a little fun.
Lesson 15: Death and Poetry
WHAT’S ON FOR TODAY:
Today students will reconstruct a beautiful passage from "Death", in order to create their own poem. After reading this chapter aloud, students will break into group of two to reconstruct this passage, and try to make sense of it.
WHAT TO DO:
Begin the class with the reading of "Death". Do not call any attention to the passage until the reading is complete. When the short chapter is complete, write on the blackboard the following passage:
"Love is like a wind stirring the grass beneath trees on a black night. You must not try to make love definite. It is the divine accident of life. If you try to be definite and sure about it and to live beneath the trees, where soft night winds blow, the long hot day of disappointment comes swiftly and the gritty dust from passing wagons gathers upon lips inflamed and made tender by kisses."
Then explain to students that they can very easily make this prose into poetry. Remind students of the work they did for Lesson 9, in which they found the comic strip’s words to be rearranged into poetry. Since this particular passage is more inherently poetic, explain to students that it is up to them to rearrange the words or leave some out (but never add) in order to create their own unique poem. Break the class into groups of two and allow the students to experiment with their poetry skills until they have completed their assignment. For homework, students will read the next chapter, "Sophistication".
Lesson 16: Departure and Final Essay
WHAT’S ON FOR TODAY:
Today students will finish the novel by reading the last and shortest of the chapters, "Departure". At the end of the class, students will be handed their final essay question which, if answered correctly, will prove they know all about the characters in the book and the relationships they shared.
WHAT TO DO:
Assign the in-class reading. When the chapter has been completed assign the following final essay question:
Throughout the novel Winesburg, Ohio, by Sherwood Anderson, we come across many peculiar characters and indulge ourselves in regretfully short encounters with their lives, their loves and their problems. Pretend you are the most mentioned character in the book, George Willard. You have just jumped on the seven forty five westbound train out of Winesburg. As you sit back in your seat, you wonder about the years you have spent in this town and the people you have met…
In a three page essay, talk about the five people you remember the most, and how they affected you. What about them will make you change your life after you have left Winesburg? Do you think these people will go on to lead successful lives? Are they grotesques?
This assignment will be collected this Friday, which will give the students four nights to accomplish their work.
HOW DID IT GO?
Overall, the main objective in teaching this particular novel is to instill in students a sense of adventure, of fallible human relationships and how a town such as Winesburg is very much an allegory for every town in the United States. Although this novel is a collection of non-fiction short stories, it is occupied with real people. When I read this novel in college, my first impression was that I wished that I had read it in high school. This was because this book holds so many truths, as Anderson would say. These truths can be so very beneficial to confused high school students who cannot relate to reading mundane novels. If I allowed my students to connect on a personal level with one of the characters in this novel, then I feel I have succeeded in teaching it. Perhaps I did not pay as much attention to language use, performance, and the author’s words as one would have liked throughout this lesson. I believe however, that this novel is more than a literary work which should be scrutinized and examined for imagery, tone, and other such literary devices. This novel speaks to those who read it, and ultimately allows us to look into the lives of others and become them in order to transcend and better ourselves. For this reason, I have chosen to teach this novel.