Chicago & MichiganItaly ParisSpainKey West CubaAmerican West

Lessons 1 | 2 | 3 | 4 | 5 | 6

Hip on Hemingway
Grades: 6-8

Subject: Language Arts/Social Studies/Technology/

Estimated Time of Completion: One-two weeks

I. Summary
II. Objectives
III. Prerequisites
IV. Procedure
V. Classroom Assessment
VI. Extensions and Adaptations
VII. Relevant Standards

I. Summary

Students will be told that their class will have an official "Hip on Hemingway Club." To become a member, students will learn about Hemingway and then they will create a biography of Ernest Hemingway patterned after an alphabet book. Students will record their "key word" with each of the twenty-six letters of the alphabet. When they have finished and the teacher has checked it for accuracy, students will begin placing these on a web site to create a Hemingway reference for other students. The "key word" and a paragraph making the connection between the key word and Hemingway's life will appear with each letter of the alphabet. Students at the end of completion will receive a class certificate that they have been accepted into the "Hip on Hemingway Club."

II. Objectives

* Students will practice informative writing and research skills.
* Students will demonstrate research skills by using the Internet and reference books and magazines to gather information.
* Students will get practice the five steps of good writing, paragraph writing, putting things into their own words, and identifying characteristics of Hemingway and his life.
* Students will gain knowledge and insight to creating a web site for others to use as reference.
* Students will utilize hardware and software computer skills as they capture graphics, sound, and/or animation into their website.

III. Prerequisites:

* A copy of the Michael Palin's Hemingway Adventures, a television, and a VCR
* Computers with Internet access and either Internet Explorer FrontPage Express or Netscape Composer (or another type of web construction software)
* United States maps and/or state maps of Idaho, Michigan, Florida, Montana, and Illinois
* World Maps and/or maps of Africa, Italy, France, Spain, and Cuba
* Reference materials, which may include a Hemingway biography, magazines with articles about or by Hemingway, books by Hemingway, Hemingway websites
* Pencil, paper, stapler, crayons, markers, rulers
* Web server space to house the Internet student created Hemingway site

IV. Procedure

1. Show Hemingway clip of birthplace and death from film (tape 2 10:00, tape 4, 10: 44). Ask students what usually comes between birth and death. Elaborate on how much this man accomplished in his lifetime. Compare and contrast that to other lives. Explain to students that as Hemingway, they will become writers. Explain that they are going to write a biography. Discuss the differences between biography and autobiography.

2. Hold up an old "ABC" book and show students. Remind students that they probably had one when they were young. Explain that they helped them remember the sounds of letters. Explain that they are going to build a reference site on the Internet to help others remember facts about Hemingway. Students will be told their class will have an official "Hip on Hemingway Club." To become a member, students will learn about Hemingway and they create his biography. Explain that all students could have different thoughts on what might be appropriate for the biography. Explain that accuracy is a major quest for this project. Although there could be different answers, there should be research and documentation of what they choose. Brainstorm possibilities for the first few letters that might go on their website. Suggestions like "A" for Africa, "B" for Bullfighting, "C" for Cuba, "D" for Duck Hunting or Dude Ranch should help students to better understand the task. Explain that all "key words" must be nouns. (A teacher might wish to use nouns and adjectives with older students. This would encourage personal characteristics of Hemingway.) Discuss that everything inthis booklet is about Hemingway (the man and his life). Students will put all the letters of the alphabet on a sheet of paper and then research for things that they will include about Hemingway. When all twenty-six letters have been completed and approved by the teacher, the student can begin the web site.

3. A teacher can decide if all students will do an individual website or if each student will add one letter each to the site.

4. Students will then illustrate their websites and each letter appropriately.

5. When the project is completed, students will receive a certificate that they have been accepted into the "Hip on Hemingway Club." The certificate will announce, "Congratulations! You have qualified to be a member of the Hip on Hemingway Club! Do your best to enjoy writing and reading. Hemingway did! Spread the word about how fun it is to do both!"

6. The teacher will have to obtain Web space to house this Hemingway reference. There are many places for a teacher to obtain free Web space. Here is a good reference for teachers looking for a list of places offering free Web space:

Useful Clips for this project:

Clips found in Michael Palin's Hemingway Adventures would be useful to students as they become acquainted with Hemingway. Provide students access to this resource. If there is only limited time, students will benefit from viewing at least the following:
Tape 1, 10:00 - Running of the Bulls in Spain,
Tape 1, 10:06 - Visiting Valencia and his love of Bullfighting,
Tape 1, 10:26 - Hemingway visits Africa with a passion for hunting
Tape 2, 10:00 - His Birthplace,
Tape 2, 10:25 - Hemingway goes to Italy
Tape 3, 10:00 - Key West, Florida,
Tape 4, 10:00 - Hemingway arrives in Cuba,
Tape 4, 10:44 - Hemingway's last home

Suggested Internet links for students doing research on Hemingway for this project:

A Hemingway Retrospective
American Literature on the Web: Ernest Hemingway (1899-1961)
Ernest Hemingway: The Collection of a Lifetime

V. Classroom Assessment:
Although classroom assessment might differ in each classroom setting, the following should prove useful in grading or approving a student created website.

* Are the facts accurate?
* Is the accompanying paragraph adequate and informative?
* Does the paragraph follow good paragraph rules? Does it contain at least 6-8 sentences? Does it contain a topic sentence, details, and a concluding sentence?
* Are there at least four interesting factual details?

* Is the paragraph written in complete sentences?
* Is it written in the student's own words?
* Did the student give credit for any graphics or words that were not his/hers?
* Do graphics add to the page?

Product and Presentation
* Did the student use clear and concise sentences?
* Was the presentation lively and interesting?
* Are the illustrations attractive and accurate? (Is there neatness,
balance, color, size, and creativity?)
* Is everything complete?

Other areas of considerations might include:
* Giving specific facts about Hemingway when asked
* Writing accurate comparisons and contrasts of places and times of Hemingway's life

VI. Extensions and Adaptations

* A class not yet ready for creating Web pages, could use this source as they create a paper version of a Hemingway Biography. Students will be given seven sheets of typing, computer, or duplicating paper. The paper will be neatly folded in the middle and stapled to create a booklet. Students will create a cover with an original title. They will then create a capital "A" through "Z" on the following pages using one letter on each page. This will resemble the old-fashioned alphabet books. Students will then research as needed to collect one word that begins with each letter of the alphabet that reminds them of Hemingway. Students will then research and write a paragraph on each booklet page using that word to initiate the paragraph. Students will then illustrate their paragraphs appropriately.
* Students can go on to do other authors the same way.
* Students can make an autobiography using this same method for creating a booklet about themselves.
* Students could do this booklet on the computer using a word processor and paint to create their illustrations. Possibly they could get some illustrations off the Internet. This could be bound in booklet form.

VII. Relevant National Standards
From McREL

Language Arts
* Demonstrates competence in the general skills and strategies of the writing process
* Gathers and uses information for research purposes
* Demonstrates competence in the general skills and strategies of the reading process
* Demonstrates competence in the general skills and strategies for reading a variety of literary texts
* Demonstrates competence in the general skills and strategies for reading a variety of informational texts
* Demonstrates competence in speaking and listening as tools for learning

* Knows the characteristics and uses of computer software programs
* Understands the nature of technological design

* Knows the location of places, geographic features, and patterns of the environment
* Understands the physical and human characteristics of place
* Understands the concept of regions
* Understands that culture and experience influence people's perceptions of places and regions