Material related to Ernest Hemingway and more specifically his first novel (collection of short stories), In Our Time.
Submitted by scotese on Fri, 2009-02-06 07:19
In British Literature we continue discussing The Tempest and get to the middle of Act II. Among other things we talk about Prospero and his plans for Miranda and Ferdinand. In World Literature we have a discussion about Hemingway's short story, "The Battler." We discuss the story but we also talk about Hemingway's use of stereotypes and whether or not they have a place in literature or in the classroom.
Submitted by scotese on Thu, 2009-02-05 09:40
A great discussion about a story that many students can relate to. One thing that you may notice in this discussion is that my students don't always agree with me - and that, I think, is a good thing.
38:23 minutes (17.57 MB)
Submitted by scotese on Thu, 2009-02-05 07:07
In World Literature, students worked in groups on Hemingway's "The Three Day Blow" - a story about a young Nick Adams coming to grips with the end of his relationship with Marjorie and the beginning of adulthood. This year questions about All Quiet and The History of Love were added to the mix. In British Literature, students worked on a group exercise about Colonialism in The Tempest - this year I have added the idea of cultural appropriation to the discussion.
Submitted by scotese on Wed, 2009-02-04 10:11
This group work was just revised this year and brings together the first three stories from In Our Time, and also connects (briefly) All Quiet on the Western Front, and Alma from The History of Love to Nick in this text. Because I ask so many questions here (for a 50 minute class with a quiz) I also supply them with a handout (included in this download) that has many of the quotes that they will need to answer these questions. A revised edition of this group work may be found below - in addition to some changes it includes three of The Decalogue films in the questions. And now another revised edition (2012) without The Decalogue but with the Hemingway poem "Along with Youth."
Submitted by scotese on Wed, 2009-02-04 06:45
In Britsh Literature, we begin our discussion of The Tempest in earnest - starting on where they left off after their group readings (line 220, Act I, scene 1). Among other things we discussed the use of The Tempest as a metaphor for Colonialism and slavery. In World Literature, we discussed Hemingway's story, "The End of Something." A story that students seem to readily identify with and we had a great discussion - especially since so many of students (with textual evidence in hand) disagreed with some of what I was saying.
Submitted by scotese on Tue, 2009-02-03 16:27
A general discussion for the story from In Our Time, "The End of Something." The end of what - and did Marjorie really see what was coming - let us know what you think.
Submitted by scotese on Tue, 2009-02-03 09:21
In World Literature students worked in groups on "The Dr. and the Dr.'s Wife," from In Our Time. They, among other things, tried to determine why the doctor took Nick with him in the previous story - if they pay attention - they should see. In British Literature, students do small group readings (with questions and answers) of The Tempest (Act I, scene 2: the longest scene in all of Shakespeare).
Submitted by scotese on Sun, 2009-02-01 23:44
We begin by writing down on slips of paper the emotions that we believe that Nick is feeling when he discovers the fate of the Native American woman's husband. Then we form circles and the person in the center says the word - and the next circle is quieter, than quieter, etc. We then discuss the entire story and end with the incredible touching ending.
27:17 minutes (12.5 MB)
Submitted by scotese on Sun, 2009-02-01 20:55
After 4th comes 5th - and this is the discussion of the story from In Our Time - taken from 5th period, in the year 2009.
37:10 minutes (17.02 MB)
Submitted by scotese on Sun, 2009-02-01 09:32
In World Literature we discuss Hemingway's "Indian Camp," including the idea of why would the Doctor take his son with him on such a trip - we begin by forming concentric circles and speaking (more softly as the words go out of the circle) the emotion that we think Nick is feeling at the time his father discovers the fate of the Native American father. In British Literature, we go to the lunchroom and silently act out the opening shipwreck scene from The Tempest (what better way to understand it?).
Submitted by scotese on Fri, 2009-01-30 20:52
A place for general questions or comments on Ernest Hemingway's story - "Soldier's Home." You may also start a more specific forum in the Soldier's Home forum.
Submitted by scotese on Fri, 2009-01-30 07:16
Yesterday, in World Literature we began Ernest Hemingway's In Our Time. We started with "Soldier's Home" because it has such wonderful connections to our last book, All Quiet on the Western Front - and it was the first time I didn't say "Paul Baumer" while talking of the story for the real character's name, "Harold Krebs." In British Literature, we finished watching students' Illuminated Texts on poetry of the Renaissance.
Submitted by andiewy2009 on Thu, 2009-01-08 22:01
You feel small in the presence of dead men, and ashamed at being alive, and you don't ask silly questions.
The Death of Captain Waskow
AT THE FRONT LINES IN ITALY
January 10, 1944
Submitted by scotese on Thu, 2009-01-08 09:57
In World Literature students will compare Hemingway's fictional writing of an incident that he had earlier covered as a correspondent. They will look at the ideas of truth with regard to fact and fiction. They will also look at Ernie Pyle's war writing - that reads in many ways as a piece of fiction - and bring it all together. In British Literature, we will pick up Macbeth again after 2 1/2 weeks - and read and discuss Act III.
Submitted by scotese on Tue, 2008-12-23 08:11
If you teach American Literature, it is nearly impossible to avoid the ugly language and stereotypes that have haunted some of our writing over the past two-hundred years. If you teach Ernest Hemingway's In Our Time - one of the stories, "The Battler," contains language and images that are particularly offensive. Though it is possible (and quite frankly, often advisable) to sidestep the story - and the issue, for some of us that are lucky enough to teach in a school where these issues can be raised - it may be worthwhile to examine the issue and to use it as a teaching moment (I do not like that term, I must confess). This essay prompt starts with an extended quote from fellow (to Hemingway) Nobel Prize winner Derreck Wolcott - on Hemingway, racism, and the role of an artist.
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