This lesson plan is the eighth in the “Incredible Bridges: Poets Creating Community” series. It provides a video recording of the poet, Richard Blanco, reading the poem “Translation for Mamá.” The companion lesson contains a sequence of activities for use with secondary students before, during, and after reading to help them enter and experience the poem.
This lesson plan provides a sequence of activities that you can use with your students before, during, and after reading Gate A-4. Use the whole sequence, or any of the activities, to help your diverse students enter and experience the poem.
This lesson undertakes an analysis of the story, "Adventure,” which depicts the character Alice Hindman, and her progress (or regression) from “normal” to grotesque. Students then work independently through other stories in the cycle to analyze examples of the grotesque among Anderson’s more minor characters.
This lesson focuses entirely on the central character of George Willard, who can be seen as the protagonist of Winesburg, Ohio, as a whole. Six stories are read and analyzed to see what they nuances they reveal about George’s personality and his relationships with Winesburg’s inhabitants.
The first lesson provides an introduction to the concept of “the grotesque” and to Anderson’s understanding of this concept in his prologue story. One short story in the Winesburg, Ohio story cycle, “Respectability,” is examined.
Portrait of Sherwood Anderson
Credit: Photo, Carol Van Vechten, 1933. Library of Congress Prints and Photographs Division Washington, D.C.
The book is, of course, in no sense a burlesque, but it is an effort to treat the lives of simple ordinary people in an American Middle Western town with sympathy and understanding…. Certainly, I did not write to make fun of these people or to make them ridiculous or ugly, but instead to show by their example what happens to simple, ordinary people—particularly the unsuccessful ones—what life does to us here in America in our times—and on the whole how decent and real we nevertheless are.—Sherwood Anderson
Winesburg, Ohio presents a galaxy of strange and distorted characters in a small town in Sandusky County, not far from Cleveland, well over one hundred years ago. Even a casual glance through a few of the stories leads inevitably to the question: Why are these people all so weird—so grotesque? By contrast, the central character of this short story cycle, George Willard, seems a perfectly normal young man on the brink of maturity and poised to make the life-changing decision to leave Winesburg behind.
This curriculum unit includes three lessons. The first lesson introduces students to the concept of the grotesque, central to the Winesburg, Ohio story cycle, through a close reading of two stories: “The Book of the Grotesque” and “Respectability.”
The second lesson focuses on character development within the short story sequence to analyze the experiences of the character, George Willard. While George is not mentioned in a few of the stories and figures only fleetingly in others, he dominates much of the action across the story cycle and serves as the central thread running throughout the text. This lesson has students focus on the evolution that George undergoes in the course of the following stories: “Mother;” “Nobody Knows;” “An Awakening;” “Death;” “Sophistication;” and “Departure.”
The third lesson returns to the concept of the grotesque and with teachers modeling an analysis of this literary element in the story, “Adventure.” Students are then given the opportunity to independently investigate additional stories in the cycle for applications of this literary element. Extending the lesson activities provide a host of additional research, creative writing, and project opportunities.
Winesburg, Ohio demonstrates Anderson’s belief that people are neither simple nor easily classified. Often distorted by life experiences, his grotesques nevertheless possess a “sweetness of the twisted apples” that evokes our understanding and empathy rather than distaste.
Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Grade level Standards
Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin a story) contribute to its overall structure and meaning as well as its aesthetic impact.
Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Since its publication in 1919, the name “Winesburg” has become synonymous with small town life in the American Heartland. The stories in Sherwood Anderson’s Winesburg, Ohio depict a variety of residents, past and present, and center on George Willard, a young newspaper writer, coming of age in the first decade of the 20th century. The scenes and people in the short story cycle were drawn from Anderson’s formative years in Clyde, Ohio. His experiences there left an indelible mark on his consciousness—only to re-emerge many years later in this fictional narrative.
Sherwood was born in 1876 into a family that was less than prosperous. His family moved frequently around the state of Ohio, settling in 1884 in Clyde, a frontier town where he lived for twelve formative years. As a boy, he was a voracious reader known for accessing books through his school library, as there was no public library in the town at that time. He had a reputation as a hard worker and was nicknamed "Jobby" for taking on a variety of odd jobs around town which occupied him upon dropping out of high school at the age of 14.
After a short stint in Chicago as a laborer, Anderson enlisted with a Clyde unit and served in Cuba during the Spanish-American War. Upon discharge, he attended Wittenberg Academy in Springfield, Ohio, and then moved back to Chicago, where he soon gained some success as an advertising writer. He took a wife and began to raise a family, while running a business in Elyria, Ohio. Anderson continued on that track until the fateful day, November 28, 1912, when at the age of thirty-six, he walked out of his office as president of the Anderson Manufacturing Company in Elyria, Ohio, and threw off the accoutrements of middle class success to embark on an uncertain career as a writer. This event, the stuff of literary legend, is chronicled in an autobiographical essay entitled, “When I Left Business for Literature.”
Viewed from the outside, Anderson’s personal life appears to have been tumultuous. Three of his marriages failed and he rarely saw his children and grandchildren. He did find happiness in his fourth marriage, though, and during that later phase of his life, he also achieved financial security, and set up a homestead in Virginia. He purchased the Marion Published Company, and became editor and publisher of two regional weekly newspapers. His life was cut short while on a vacation trip with his wife to South America. The inscription on Anderson’s grave reads, “Life, Not Death, Is The Great Adventure,” suggesting he had acquired insight into and made peace with the choices that had shaped his life.
Information on Sherwood Anderson’s Influence on Modern America Literature can be found here.
Write an essay providing a vivid explication of the nature of the grotesque that Anderson develops in his short story cycle, Winesburg, Ohio.
In your response, discuss Anderson’s use of story elements—setting, plot structure, and character development. Be sure to use at least five of the characters from the short story cycle, including George Willard. Use evidence from the text in your response.
Worksheet 7 provides a rubric that may assist teachers in developing, revising, and assessing student essays.
Portrait of the Writer Fyodor Dostoyevsky
Credit: 1872, Vasily Perov
In Dostoevsky there were things unbelievable and not to be believed, but some so true they changed you as you read them; frailty and madness, wickedness and saintliness, and the insanity of gambling were there to know as you knew the landscape and the roads in Turgenev. ― Ernest Hemingway
Today Fyodor Dostoevsky is universally viewed as one of the nineteenth century’s greatest and most influential writers. Dostoevsky’s experiences were broad—including brushes with death, the loss of loved ones, political oppression, and years spent in a hard labor camp. His observations of those around him, as well as his own reactions and emotions, are reflected in his fiction, giving it great psychological depth.
Crime and Punishment, first published in 1866 in serial form, is a complex text with a riveting and troubling story line about a young man who steps outside the boundaries of legality and decency and pays a great price for it. It is not a novel for the faint of heart, but it is a superb choice for college-bound juniors and seniors, especially those in Advanced Placement, honors, and International Baccalaureate programs. Several translations are available, including the long-favored one by Constance Garnett, a popular one by David McDuff, and the highly acclaimed one by Richard Pevear and Larissa Volokhansky. Translations vary slightly with some characters' names (for example, Dounia, Dunia, Dunechka). The worksheets included in this unit use Garnett’s interpretations but can be altered, if necessary.
The first lesson focuses on Dostoevsky’s view of human nature and delves into the character Raskolnikov, whose name derives from the Russian word for "schism" or "split." Throughout the text he, as well as other characters, displays a dualistic nature that draws in conflicting directions. The second lesson deals with the theoretical division of human beings into those who are ordinary and the other few who are not bound by limits that affect everyone else. This motif, a split between logic/reason and emotion/instinct, is analyzed to determine the difference between theory and Rakskolnikov's actual experience. The third lesson demonstrates that the societal setting in the novel is also characterized by splits and divisions. Students are challenged to learn from Dostoevsky, as thinkers as diverse as Hemingway and Einstein did, and to articulate what they learn in both classroom discussion and assessment essays.
Each lesson requires students to go beyond character analysis to comprehend Dostoyevsky's underlying themes. What does the novel imply about human nature? Dostoevsky shows his readers that people are neither simple nor easily classified; they are often torn in opposite directions by forces both inside of and outside of themselves, sometimes with catastrophic results.
Determine central ideas or themes of a text and analyze their development; summarize key supporting details and ideas.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including where the text leaves matters uncertain.
Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
Analyze a case in which grasping a point of view requires distinguishing what is directly stated from what is really meant (e.g., satire, sarcasm, irony, or understatement).
Summative Assessment: CCSS.ELA-Literacy.W.11-12.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Crime and Punishment demonstrates Dostoevsky's keen awareness of the society in which he lived. He knew well the chasm between the many have-nots and the few wealthy, as well as the tensions between the Westernizers (who wanted Russia to become more European) and the Slavophiles (who thought the best path for Russia was a return to its Slavic roots.). He had firsthand knowledge of what his character, Raskolnikov, would have experienced being sentenced to a labor camp in Siberia. Dostoevsky also discovered increasing radicalism among young people, including the rise of a political movement popularly called "nihilism," which was based on utilitarian thinking and rejection of religious faith. In its most radical form, Russian nihilism rejected all institutions and laws—it was a complete abrogation of everything that Russian people had believed and practiced for centuries. The novel reflects both the appeal and the limitations of this way of thinking. It shows us the tremendous injustice in 19th-century Russian society, while also suggesting that the rejection of every aspect of this social structure is not the way to create justice.
This is a complex and lengthy literary work about a young man torn in conflicting directions. On one hand instinctively compassionate and kind, Raskolnikov is also coldly intellectual and aloof. The crime he seems to have been contemplating for a long time occurs at the end of Part 1. Punishment fills the rest of the novel; although his mind insists that the old woman he killed was barely human and the world was better off without her, he is wretchedly unhappy and caught in what he sees as a kind of cat-and-mouse game with the authorities. His confession, conviction, and deportation to Siberia comes as a relief, and the novel’s conclusion implies but does not fully explain his redemption as a human being.
The three lessons in this unit stress the polarizations that dominate the novel: characters torn by opposing tendencies; theories that separate ordinary people from the extraordinary; disconnects between intellect and emotion; societal divides that formed the fermenting mixture that led to revolution half a century later.
For information on the life of Dostoyevsky as contextual background to teaching the novel see PDF #1.
For tips on how to handle Russian names and notes on Russian culture in the 19th-century see PDF #2.
Choose a topic about which Dostoevsky demonstrates polarization or division in Crime and Punishment. Write an essay to demonstrate how the author's treatment of the topic underpins a theme or central idea of his novel. Provide specific textual evidence, including carefully chosen quotations from the text, to support your analysis.
Worksheet 8. Final Assessment Rubric provides a tool for both student writing and teacher evaluation.
Translations for Crime and Punishment
(Random House), has been a classroom staple. It is also available online;
Film adaptations of Crime and Punishment
Several recent film adaptations of the novel are available, some more useful than others. Selected clips from one or more versions can be more useful than showing an entire film.
In this triumph of magical realism, One Hundred Years of Solitude chronicles a century of the remarkable Buendía family’s history in the fictional Colombian town of Macondo. The three lessons presented here explore the fantastic elements of this imaginary world, the real history that lies behind them, and García Márquez’s own philosophical musings on writing about Latin America.