The Stars at
By Denis Johnson
A 15 Day Unit Plan
By Joe Orenzo
The Stars at Noon is a book set in the revolutionary world of Nicaragua during 1984. It is a gritty, dangerous world complete with a cast of characters that forces the reader to think about themes of love, independence, isolation and courageousness. Denis Johnson is a superb author whose writing is unparallel in style, form and language. His description of the war-torn country and weathered characters provides 11th and 12th grade students with a perfect opportunity to question their values and beliefs while simultaneously learn about a niche in Central America hardly ever discussed.
Students will explore the country through lessons in narrative, tone,
metaphors, poetry, as well as characterization.
The unit will meet all of the required ELA standards. The lessons
include language for Information and Understanding, for Literacy Response and
Expression, for Critical Analysis ad Evaluation, and language for Social
Interaction. The book, being only 180 pages, has no chapters, just two parts so
assigning around 15 pages night will complete the book in two weeks. There will
be short journal entries assigned before each lesson, two quizzes, homework and
a final project. These assignments will be collected as a portfolio and evaluated
for a culminating grade.
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Day 1 Transforming Exposition |
Day 2 Intro to Johnson |
Day 3 1984 Hot Bed: Nicaragua |
Day 4 The Magic I-narrative types |
Day 5 Imagery Galore |
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Day 6 Poetry Connection-Merwin |
Day 7 Bobby D and Characterization |
Day 8 Tone and Diction |
Day 9 A Lain Love Affair |
Day 10 Language Info/Tricks |
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Day 11 One Liner/Webquest |
Day 12 Cool Hand Luke Video clips |
Day13 Final-intro and prep |
Day 14 Final-prep |
Day 15 Final |
Rubric
30% Webquest/Quizzes
20% Homework
20% Journal Entries
30% Final
Day 1
Student Journal Entry Topic:
“ What purpose does poetry have…?”
Lesson 1: Transforming the
Exposition
What’s on for today: I will introduce the novel by looking at a passage in the middle of the work. This will expose the students to Johnson’s s terse and gritty style and language and also show them how poetry and prose can interchange. But what is central is how the words and images change when the exercise is completed. Words are the most important aspect of the book.
What to do: 1) I will hand out photocopies of the page I want the students to close read. We will read it once and then I will have the students underline 10 images or words they like or feel are important. 2) With these images and words they will compose a short poem. This illustrates how prose can mutate into poetry. The images are the same in both, however the meaning of one work can be totally opposite of the other. The words are what is important and how we read them. 3) Students will share with the class by using the spirit reading-when the spirit comes to them they can read.
How did it go? Was it easy for the students?
Did they grasp the concept?
Was the spirit reading working?
“Here and there in
this country there were telephones, but if one wanted to call Planet Earth, one
put the call through at TELCOR, the small, timeless, dead center of Hell, where
souls were being branded with the shapes of their hope…As soon as you enter you
go deaf-there can be no voice to these cries…If you bring a camera, the film
exposes itself on entering…The minutes stop, but the ticking gets louder…People
blow their noses and cough…the green fire of boredom streaks the air…The
children on their mothers’ laps seem to drip with pain…Nothing happens, you
never get out, and it all just gets worse and worse forever…Imagine a bus
station presided over by demons, some of them hateful and some of them helpful,
where the buses never come…A doctor’s anteroom but the doctor is
dead…Eventually they call a name that sounds like yours and shout the number of
the booth they expect you to enter, and either you get one without a door, so
that everybody waiting to make whatever calls the burning circumstances are forcing
them to make can now memorize the names of your contacts and trace the
character of your desires, or you close yourself up behind the Plexiglas while
the chamber fills with your used breath until you really can just no longer speak.”
Day2
Student Journal Entry Topic:
“Fiction is a world that…”
Lesson 2: Introduction to The
Stars at
What’s on for today: To familiarize students with the new novel and the writing style of
Denis Johnson using the text of the short story “Emergency” from
Johnson’s Jesus’ Son.
What to do:
1) I will lead a discussion concerning the realm of fiction, what it is, how it
is used, what the students think of the genre.
2) The class will be given copies of Johnson’s short story “Emergency.” I
will begin reading and proceed with “popcorn reading” until the story is
finished. This story will give the students a sense of what Johnson’s
descriptive writing is like. The story is on the squeamish side but altogether
readable and surprising. 3) I will ask students if they liked it or not, why or
why not, and what is compelling about the story. I will tell of Johnson’s
background and other works and answer any questions students might pose.
For homework:
The students will write a one page piece of fiction on the topic of their choice and require that they try and add as much description as possible.
How did it go?
Did the students understand what fiction is comprised of?
Did they see how it can be used?
Was the story enjoyable for them/was there a lot of feedback?
________________________________________________________________________
Day 3
Student Journal Entry Topic:
“
Lesson 3: Exploring
What’s on for today Collect and review homework. The situation in
the book is filled with images of Nicaragua in a post revolutionary state. Students would be a little confused if they
do not know who the Contras are and what there cause was and who are these Sandinista
guys? Why was President Reagan so mad
about this country? I will try and give students general background knowledge
of Nicaragua and
What to do: 1) I will lead a group discussion about
For homework
Students will go online and search for some aspects of Central American
culture, music, food. Write about it-would they like to take a trip there/live
there. How would it feel different and why?
How did it go?
Were there a lot of questions about the situation in Central America?
Was the group work beneficial?
Did everyone participate?
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What I Know: |
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What I want to know: |
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What I have learned: |
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US
vs.
Them
Day 4
Student Journal Entry Topic:
“My day as a President/Dictator Harry I…”
Lesson 4: First Person Narrative/The Magic “I”
What’s on for today: Collect homework. To have students
distinguish the differences between first and third person narratives/dialogues
by using Johnson’s narrative voice in The Stars at Noon by using the text
of the novel and a First Person/Third Person sentence worksheet (see attached).
What to do: 1) I will hand out the sentence worksheet will read the sentences while the
students complete the sheet. We will go over the sheet and discuss the
differences between the two types of narratives The students, having read 12
pages, will have an idea of first person narrative.
2) We will explore the first pages of the novel by close reading five/six
paragraphs that reveal the first person narrative exclusively. What makes first
person first person-“The Magic I” does; we will go over what the differences
are. 3) An oversized (two foot) cardboard letter “I” will be placed by magnets
on the board and students will be invited up to write a sentence or dialogue.
They do not have to start with the “I” so, the sentences will be before and after
the letter.
_____ I ____
For homework
Students will find a newspaper/magazine article that has first
person and third person narrative and write a paragraph describing which type
they prefer reading and why.
How do to go?
Did the students know the differences right away/have they done it before?
Was the worksheet helpful?
How “Magic” was the I? Did it work to spark some enthusiasm?
__________________________________________________________________
Name:
Period:
Date:
First/Third Person
Narrative
Directions: Listen to the sentence and
write if it is first or third person narrative on the line next to it.
- And as he rode away, Sarah called to him screaming, “Billy you can’t leave, wait!!” _________________
2. Beth told Mark that scuba diving it is the hardest water activity on the planet, and
you know what-he believed her. _____________
- Back at the ranch I told that annoying hustler that I could not take his disgusting
chewing anymore._________________
- “If you think you can beat me in a race go ahead and try, I highly doubt you have
my speed, endurance and mental quickness.”____________
- “Do you know how crazy you are?” I asked him.____________
- The night was muggy and so Susie took her shoes off.___________
- But now I understood what he’d been waiting for-what he’d put off saying._____
- With a “BANG” the soldier fired his gun above the heads of a few of innocent teens.____________
- I checked in my luggage and went up to my room for a quick drink and a smoke._______________
- Monica swore English is definitely the best subject in high school.____________
Day 5:
Student Journal Entry Topic
“One of my favorite images is…”
Lesson 5: Imagery Galore-They run wild in this book!
What’s on for today: Collect homework and ask for feedback. Johnson’s imagery is fantastic. It is vivid and succinct; every image he creates can be seen clearly through his words. Page 23 has a remarkable sequence of Nicaragua “waking up.” The images follow each other rapidly one more vivid than the next. Today students will try their hand at writing images they have seen or lived.
What to do: 1) We will do a close reading of page 23, going in a circle students will read the paragraph one phrase at a time (until they hit a comma, period or ellipse). We will do this twice. Students will become aware of the conditions surrounding the main character. 2) Afterwards, in groups of three, the students will write their own sequence of their routine. What do they hear, smell, see and taste as the rise for their morning ritual. I will ask them to be as specific as possible. Write at least 10 things in a sequence. When they are done share with their partners. Are there similarities and differences. 3) Once they group is finished. We will convene as a class and ask people to read theirs. How does it compare with a morning in Nicaragua? Are there some things that are the same? What is different?
For homework: Have students look for images on their way home and on the news.
With someone-parent, sibling, friend time them and have
them write done as many images as they can in 1 minute. Use those
images in a paragraph-hopefully they will see how much the world has
to offer.
How did it go?
Was it easy for students?
Was there too many people in a group?
Did they understand the concept
that imagery is everywhere and can be interrelated.
______________________________________________________________________
***Give Quiz #1 first 10
minutes of class***
Day 6
Student Journal Entry Topic
“Did you ever throw away something you wish you hadn’t…”
Lesson 6: Poetry
Connection / W.S. Merwin
What’s on for today: Collect and review homework. To have students explore Johnson’s theme of isolation and abandonment in The Stars at Noon through Merwin’s poem “The Drunk in the Furnace.”
What to do 1) I will lead a class discussion asking the students if they think poetry can
help identify and enlighten different subjects. I will ask students to write
their favorite poet or any poet they know. I will ask students if they enjoy
poetry why or why not. I will then hand out a copy of Merwin’s poem.
W.S. Merwin is mentioned by the protagonist throughout the novel; she
sputters out various lines from different poems of his.2) I will read the poem
through once and have two students read it after I am done, hopefully, the
more they read it the more they will understand it. This poem relates
directly to the main character and her
situation in
discuss the metaphors in the poem and how the can be made to connect with
the novel. I will allow time for various questions (as poetry can be
interpreted in many ways). This poem can shed a different light on the
subject of isolation. How does this poets’ theme compare with Johnson’s.
For homework Be prepared Tuesday to take a short quiz on the novel.
________________________________________________________________________
“The Drunk in the Furnace”
For a good decade
The furnace stood in the naked gully, fireless
And vacant as any hat. Then when it was
No more to them than a hulking black fossil
To erode unnoticed with the rest of the junk-hill
By the poisonous creek, and rapidly to be added
To their ignorance.
They were afterwards astonished
To confirm, one morning, a twist of smoke like a pale
Resurrection, staggering out of its chewed hole,
And to remark then other tokens that someone,
Cosily bolted behind the eye-holed iron
Door of the drafty burner, had there established
His
bad castle
Where he gets his spirits?
It’s a mystery. But the stuff keeps him musical:
Hammer and anvilling with poker and bottle
To his jugged bellowings, till the last groaning clang
As he collapses onto the rioting
Springs of a litter of car-seats ranged on the grates,
To sleep like an iron-pig.
In their tar-paper church
On a text about stoke-holes that are sated never
Their Reverend lingers. They nod and hate trespassers.
When the furnace wakes, though, all afternoon
Their witless offspring flock like piped rats to its siren
Crescendo, and agape on the crumbling ridge
Stand in a row and
learn.
______________________________________________________
Name
Date
Period
Quiz #1 The Stars at Noon
- The first scene in the novel takes place in a ___________________.
- The protagonist is originally from _________________.
- Nicaragua in (year)______________ is under heavy U.S. scrutiny.
- The narrator meets a man in a bar, where is he from?___________
- How does she describe this man?______________________________________.
- Who does the protagonist call when she goes to the TELCOR building?________
- In a few words describe the environment in Nicaragua; the air, the people, the climate?_______________________________________________________________________________________________________________________________________________________________________________________________
- Pick three words that depict the narrator:_______________________________.
- What do we know about the narrator’s employment status in her homeland? How does she make money in Nicaragua?____________________________________
___________________________________________________________________
10. What does the narrator call Nicaragua? The
______________.
Day 7
Student Journal Entry Topic
“If I was away from home on my own I would feel…”
Lesson 7: Characterization
What’s on for today: To have students identify characteristics of the protagonists by
trying to understand the main character through characterization
exercises and activities using the lyrics and CD of Bob Dylan’s
Like a Rolling
Stone.
What to do: 1)The word “character” will be written on the board and I will ask students
for a definition. After we establish one I will have them write down a few
characteristics of a friend or family member. 2) I will then set up the radio
and tell them they will be listening to a song. The lyrics of Dylan’s song
will be passed out and the students will read through them once before I play the song. Our main character through, the first 30 pages seems to have nothing; no real money, no employment and no true friends. The song implies some of these aspects. I will play the song and have students pick out a line or two from the song that they feel fits in the protagonist. 3) I will follow by asking: do you think she is the character in the song? Would she play this if she was getting ready to go out? Would it be appropriate if Johnson mentioned some lines from this song in the book? The students will list characteristics of the female “reporter” while we go over her past up to this point in the book.
How did it go?
Watch for blank stares?
Did students pay attention to the lyrics or the music-was it necessary to play it twice?
Was there as much feedback as you’d
like?
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Once upon a time you dressed so fine |
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Day 8
Student Journal Entry Topic:
“The war on terror is…”
Lesson 8: Tone and Diction
What’s on for today: Through Johnson’s characters students will come an understanding of what tone and diction is and how it is used in The Stars at Noon.
What to do:1) I will ask students about their jobs and have them write the pros and cons of their jobs. We will share what they wrote and have a student write them
the blackboard. We will compare their jobs to the jobs of the first two
characters in the novel: the female “reporter” and the Englishman. 2) I will
write the word “Tone” and “Diction” on the board and ask students if
they know a definition for any of these. We will go over the meanings of
both. I will have them quote with their hands the meanings of the words
“Tone” and “Diction.” Every time the students say Tone, a.k.a the attitude
the author takes, they will quote with both hands. The same procedure for
Diction a.k.a. word choice (sort of like Austin Powers’ Dr Evil and Mini
Me). 3) We will pick specific passages (pgs, 91, 109, 113, 156)that explore
these terms and how they relate to they characters. Why does Johnson make
his main character so brash? What effect does that have on the story? What
kind of person is she/what values doe she have? How does her Tone/Diction
show what kind of woman she is? Is the Englishman a complete wimp? What
is he scared of? How does his choice of words (Diction) show what kind of
person he is? Why does Johnson do this?
For Homework: Have students pick any topic they’d like to take a particular stance on
(i.e. attitude, i.e. “Tone”), and have them write a page about the subject.
Make sure they hold a particular attitude throughout the work.
How did it go?
Did the “Dr. Evil” approach work? Did students like it?
Was a solid definition of Tone and Diction established?
Were the questions about the main character pertinent to Tone and Diction?
Day 9
Student Journal Entry Topic
“What are your feelings about love and marriage…”
Lesson 9: A Latin Love Affair
What’s on for today: Collect and review homework. Love is an experience that is filled with crying, anger, happiness and passion and is a key theme within this novel. As the students read the trials and tribulations of the Englishman and the narrator being chased by the authorities; they are also reading and discovering their love affair. Students can study characterization and how it affects their lives.
What to do: 1) I will pass out the handout on Love and ask the students to work in
groups of two. They will read over what they have read already and write
down what each character says, thinks and does concerning Love. 2) I
will ask the students to write down what these feelings and attitudes
reveals about the character. 3) As a whole class we will discuss their
findings.
For homework: Have students watch TV for one half an hour. Flip around find
something that has to do with love. When they do have the students
writer down lines that the TV characters say and analyze them. Are
they similar to the lines in the book?. Is Love universal? Do some
situations repeat themselves.
How did it go?
Did students respond to the Love topic? Did they ant to talk about it?
Was the chart difficult for them to complete?
________________________________________________________________________
The Lovers Lines
Directions: Read the lines listed in the “characters” column. In
the “lines” column write down what lines appear in the book. Then draw some
conclusions about each line and what it reveals about the characters attitude
towards Love.
Character Lines Conclusions
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Narrator page 17
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Englishman page 19
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Narrator page 50
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Englishman page 92
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Narrator page 178
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Day 10
Student Journal Entry Topic
“Did someone ever say something to you and you took it to mean something else?
Lesson 10: Johnson’s
Language-Witty? Maybe…Sarcastic Definitely!
What’s on for today: Collect and review homework. Language is just as important to a novel as the themes and characters. Starting a novel by introducing students to the words and how the author writes is central if students are to enjoy and understand the work. I will immerse the students into the novel by first getting them accustomed to the language and how Johnson uses it. Throughout the novel there are many phrases that can be said and
interpreted differently depending on the reader. The protagonist is a hardened woman, that has been through a lot, she has seen more than her share of violent times and has put herself through “a pile of dung” while she is in Nicaragua. Johnson has her retort very witty and sarcastic statements throughout the novel. By reading and analyzing them students can assign her emotions and inner thoughts.
What to do: 1) I will write the
sentence “I am the luckiest person in the whole world” on the board. Ask the class the recite it in unison. I will call on different students and ask
them to repeat the sentence using a different accent on each word. One student
place an accent on “I,” another on “luckiest,” etc. We will discuss what effect
it has on the sentence and context. What changes and why? 2) The students will
be given a sheet of twenty phrases said by our narrator. They will read them over once silently and
then aloud-popcorn reading style. The
group will be split up in pairs and assigned two phrase each. 3) They will say each phrase to each other
placing any accent on any word within the
phrase/sentence they like according to the context of the scene.
For homework: Try this at home. At dinner or on the phone change up accents and play
around with your “subtext.” Report your findings tomorrow, what did
your parents and friends say? Quiz Monday
How did it go?
Did the
students understand how changing the subtext changes the context?
Did they enjoy it?
____________________________________________________________________
Narrator Language Sheet
I hoped it wasn’t me he was waving at
It’s so good to see you again
He was embarrassed by my attitude and stared down into
his glass
What made me think I’d last in the Girl Scouts any
longer than I lasted-two and a half days
It was the kind of moment that beats with a sinister
heart
You’re hearing from me now
Just get me to San Jose and I’ll get organized
Just what are you trying to say
Because there’s nothing to see
Are you familiar with the American expression: you’ve
got your ass in a sling”
Can I have one of those Derby’s please
Would I be sitting here if I was the littlest but
sober? No
We’re going to get rid of him down at the Mercado
And what about you, are you a believer?
It isn’t stupid it’s a workable idea
You insist I’m plastered, I’m doing fine, I have the
use of my legs.
I should get my hair washed by a real professional
Somebody took your luggage
*** Give Quiz #2 first 10
minutes of class***
Day 11
Student Journal Entry Topic
“What’s the funniest line you’ve heard recently??”
Lesson 11: One Liner/Webquest
Intro
What’s on for today: Collect homework and ask for feedback. The Webquest is part of the final grade. I will explain what it is and what’s required of them. The webquest should take no longer than two days to complete and should be handed in on the last day on the unit when their finals are due.(Friday).
The narrator blurts out many memorable one-liners. This reveals a lot about her attitude towards her life and surroundings. Students can learn more of Johnson’s theme of independence (and themselves) by analyzing these more closely.
What to do: 1) In groups of four have the students look through the novel and pick out a
few of the narrator’s one liners. 2) Have them discuss among themselves
which one they think represent her the best. 3) As a class we will go from
group to group and share answers. How do these relate to her and her
independence. 4) I will start a discussion about being independent and
what it means. How are high school students independent what do they
do that is like our protagonist?
For Homework: Have students make a list of one-liners they have heard that mean a lot
to them and they have not forgotten. Start the Webquest. Webquest
can be found at: www.oocities.org/jorenzo1/
Click on fiction/poetry link
Email me with any
questions: GTOJojo@aol.com
How did it go?
Was there enough material to work with?
Too many people in a group
Name
Date
Period
Quiz # 2 The Stars at Noon
- Who is the Englishman running away from (what authorities)?____________
- What is the “black money” called?________________
- Where does the narrator go to try and convert her money?___________
- Eyes for Peace is what?_______________________________________
- How long do they wait for the car?_________________
- Do you think that the two are in love-why?______________________________
- Describe the Englishman-either physically or emotionally.
Where does the narrator hope she can get to with her “new” car?______________
Why are they stopped and interrogated at the border?_____________________
- Does she leave Nicaragua? What does he become?
Day 12
Student Journal Entry Topic
“What does it mean to be alone?”
Lesson 12: Cool Hand
Luke-alone or with something inside?
What’s on for today: The movie Cool Hand Luke can be directly related to our novel.
He is alone and befriends his inmates. He spurts out one-liners
and has a past that no one is quite sure of. Could he relate to the
narrator of Johnson’s novel? It’s up to students to find out.
What to do: We will watch certain arts of the movie-parts that show how Newman’s
character can relate to the narrator. Students will be asked to write down any lines they think correspond to the novel. Only certain scenes will be shown (time consideration) There is plenty to work with in the movie: egg scene, road tar scene, escape montage, solitary scenes, lights out scene.
For homework: The students will write how the movie and book can possibly go
together. What are the similarities and differences between the main
characters. What one-liners specifically stand out in both works?
How did it go?
Review homework next day-was there enough of the movie shown?
Did the students find ANY correlation?
Did they grasp the concept of alone but not really alone?
Day 13
Student Journal Entry Topic
“Nicaragua is…”
Lesson 13: Final
Setup-Webquest
What’s on for today: Collect homework. The novel is relatively short,180 pages, and by this time it is just about completed (students read 15 pages a day). The last three days of the unit will be devoted to a webquest and the final exam preparation.
What to do: I will hand out the final exam choices. Students will get together and decide on their options. Before they break into groups I will have them finish their KWL charts (from day 3) and share some answers.
For homework:
Start the Webquest and have it completed by Friday, start working on ideas, and
partners for the final.
How did it go?
Did students like the exam options?
Did they like the Webquest idea?
How
many cringed at the paper? (not that it’s a lot)
Final Exam Options:
1) Write a 3-5 page paper on any one of the themes within the novel: love,
isolation, independence, or war.
The paper must have two secondary sources and have textual evidence.
2) In groups of two or three ACT OUT a
scene in the novel. The scene should be
no
longer than 5 minutes. Use any props you’d like (clothes, hats, music, books) Be
sure to use lines from the book. It can be an in class presentation or a video. With
all of the characterization lessons and narrative activities students should be well
aware of the character’s attitudes and should act accordingly. Inflection, tone,
demeanor will all play a part in the final
grade.
3)
Construct a media press kit for the novel. If The Stars at Noon was a movie it
would have a trailer, reviews, star rating and
merchandise. Make it up. What
actors/actresses would be in the movie? How
would they rate? Write a script for
the trailer using lines from the book. How
many stars would you give it and write
a
review as if you were a critic; what was enjoyable, what were some problems,
if any etc?
What merchandise could you produce from this “blockbuster” of a
movie.
Be Creative and Have Fun With This!!
Day
14:
Student
Journal Entry Topic:
“Fiction is everywhere-what’s the worst lie you’ve ever heard or told”
Lesson
14: Final Thoughts
What’s on for today: I will ask students about their progress and decisions. If most have decided to meet after class to collaborate we will watch some more of Cool Hand Luke or listen and discuss some of Reagan’s speeches about Central America or listen to some Latin music and discuss how it feels to be in a place where everything is totally foreign-especially the music- it’s the student’s choice and it depends of their progress. If they would like to work in class that is welcome as well.
For
Homework: Students should still be working and collaborating on their
Finals; the Webquests should be almost done-they’re due tomorrow with the
Finals. .
_________________________________________________
Day
15
Student
Journal Entry Topic:
“The Stars at Noon…”
Lesson
15: Time to Shine
What’s on for today: 1) Students will be asked to hand in journals, completed KWL charts, and Webquest essays. Students will be presenting finals. 2) Those who have papers will hand them in and relax and watch the show. 3) Those who have chosen to act will volunteer until they are called on 4) Those who made press kits will read their material and hand it in.