To Kill a Mockingbird 50th Anniversary
Monday, October 17, 2011
Monday, September 19, 2011
The Tell Tale Heart Honors Assignment
http://www.edmodo.com/link?id=6050326&url=http%3A%2F%2Fwww.eastoftheweb.com%2Fshort-stories%2FUBooks%2FTelTal.shtml
Edgar Allan Poe
The Tell Tale Heart
True! - nervous - very, very dreadfully nervous I had been and am; but why will you say that I am mad? The disease had sharpened my senses - not destroyed - not dulled them. Above all was the sense of hearing acute. I heard all things in the heaven and in the earth. I heard many things in hell. How, then, am I mad? Hearken! and observe how healthily - how calmly I can tell you the whole story.
It is impossible to say how first the idea entered my brain; but once conceived, it haunted me day and night. Object there was none. Passion there was none. I loved the old man. He had never wronged me. He had never given me insult. For his gold I had no desire. I think it was his eye! yes, it was this! He had the eye of a vulture - a pale blue eye, with a film over it. Whenever it fell upon me, my blood ran cold; and so by degrees - very gradually - I made up my mind to take the life of the old man, and thus rid myself of the eye forever.
Now this is the point. You fancy me mad. Madmen know nothing. But you should have seen me. You should have seen how wisely I proceeded - with what caution - with what foresight - with what dissimulation I went to work! I was never kinder to the old man than during the whole week before I killed him. And every night, about midnight, I turned the latch of his door and opened it - oh so gently! And then, when I had made an opening sufficient for my head, I put in a dark lantern, all closed, closed, so that no light shone out, and then I thrust in my head. Oh, you would have laughed to see how cunningly I thrust it in! I moved it slowly - very, very slowly, so that I might not disturb the old man's sleep. It took me an hour to place my whole head within the opening so far that I could see him as he lay upon his bed. Ha! - would a madman have been so wise ass this? And then, when my head was well in the room, I undid the lantern cautiously - oh, so cautiously - cautiously (for the hinges creaked) - I undid it just so much that a single thin ray fell upon the vulture eye. And this I did for seven long nights - very night just at midnight - but I found the eye always closed; and so it was impossible to do the work; for it was not the old man who vexed me, but his Evil Eye. And every morning, when the day broke, I went boldly into the chamber, and spike courageously to him, calling him by name in a hearty tone, and inquiring how he had passed the night. So you see he would have been a very profound old man, indeed, to suspect that every night, just at twelve, I looked upon him while he slept.
< 2 >
Upon the eighth night I was more than usually cautious in opening the door. A watch's minute hand moves more quickly than did mine. Never before that night, had I felt the extent of my own powers - of my sagacity. I could scarcely contain my feelings of triumph. To think that there I was, opening the door, little by little, and he not even to dream of my secret deeds or thoughts. I fairly chuckled at the idea; and perhaps he heard me; for he moved on the bed suddenly, as if startled. Now you may think that I drew back - but no. His room was as black as pitch with the thick darkness, (for the shutters were close fastened, through fear of robbers,) and so I knew that he could not see the opening of the door, and I kept pushing it on steadily, steadily.
I had my head in, and was about to open the lantern, when my thumb slipped upon the tin fastening, and the old man sprang up in bed, crying out - 'Who's there?'
I kept quite still and said nothing. For a whole hour I did not move a muscle, and in the meantime I did not hear him lie down. He was still sitting up in the bed listening; - just as I have done, night after night, hearkening to the death watches in the wall.
Presently I heard a slight groan, and I knew it was the groan of mortal terror. It was not a groan of pain or of grief - oh, no! - it was the low stifled sound that arises from the bottom of the soul when overcharged with awe. I knew the sound well. Many a night, just at midnight, when all the world slept, it has welled up from my own bosom, deepening, with its dreadful echo, the terrors that distracted me. I say I knew it well. I knew what the old man felt, and pitied him, although I chuckled at heart. I knew that he had been lying awake ever since the first slight noise, when he had turned in the bed. His fears had been ever since growing upon him. He had been trying to fancy them causeless, but could not. He had been saying to himself - 'It is nothing but the wind in the chimney - it is only a mouse crossing the floor,' or 'it is merely a cricket which has made a single chirp.' Yes, he had been trying to comfort himself with these suppositions: but he had found all in vain. All in vain; because Death, in approaching him had stalked with his black shadow before him, and enveloped the victim. And it was the mournful influence of ht unperceived shadow that caused him to feel - although he neither saw nor heard - to feel the presence of my head within the room.
< 3 >
When I had waited a long time, very patiently, without hearing him lie down, I resolved to open a little - a very, very little crevice in the lantern. So I opened it - you cannot imagine how stealthily, stealthily - until, at length a simple dim ray, like the thread of the spider, shot from out the crevice and fell full upon the vulture eye.
It was open - wide, wide open - and I grew furious as I gazed upon it. I saw it with perfect distinctness - all a dull blue, with a hideous veil over it that chilled the very marrow in my bones; but I could see nothing else of the old man's face or person: for I had directed the ray as if by instinct, precisely upon the damned spot.
And have I not told you that what you mistake for madness is but over acuteness of the senses? - now, I say, there came to my ears a low, dull, quick sound, such as a watch makes when enveloped in cotton. I knew that sound well, too. It was the beating of the old man's heart. It increased my fury, as the beating of a drum stimulates the soldier into courage.
But even yet I refrained and kept still. I scarcely breathed. I held the lantern motionless. I tried how steadily I could maintain the ray upon the eye. Meantime the hellish tattoo of the heart increased. It grew quicker and quicker, and louder and louder every instant. The old man's terror must have been extreme! It grew louder, I say, louder every moment! - do you mark me well? I have told you that I am nervous: so I am. And now at the dead hour of the night, amid the dreadful silence of that old house, so strange a noise as this excited me to uncontrollable terror. Yet, for some minutes longer I refrained and stood still. But the beating grew louder, louder! I thought the heart must burst. And now a new anxiety seized me - the sound would be heard by a neighbour! The old man's hour had come! With a loud yell, I threw open the lantern and leaped into the room. He shrieked once - once only. In an instant I dragged him to the floor, and pulled the heavy bed over him. I then smiled gaily, to find the deed so far done. But, for many minutes, the heart beat on with a muffled sound. This, however, did not vex me; it would not be heard through the wall. At length it ceased. The old man was dead. I removed the bed and examined the corpse. Yes, he was stone, stone dead. I placed my hand upon the heart and held it there many minutes. There was no pulsation. He was stone dead. His eye would trouble me no more.
< 4 >
If still you think me mad, you will think so no longer when I describe the wise precautions I took for the concealment of the body. The night waned; and I worked hastily, but in silence. First of all I dismembered the corpse. I cut off the head and the arms and the legs.
Then took up three planks from the flooring of the chamber, and deposited all between the scantlings. I then replaced the boards so cleverly, so cunningly, that no human eye - not even his - could have detected any thing wrong. there was nothing to wash out - no stain of any kind - no blood-spot whatever. I had been too wary for that. A tub had caught all - ha! ha!
When I had made an end of these labours, it was four o'clock - still dark as midnight. A the bell sounded the hour, there came a knocking at the street door. I went down to open it with a light heart, - for what had I now to fear? There entered three men, who introduced themselves, with perfect suavity, as officers of the police. A shriek had been heard by a neighbour during the night; suspicion of foul play had been aroused; information had been lodged at the police office, and they (the officers) had been deputed to search the premises.
I smiled, - for what had I to fear? I bade the gentlemen welcome. The shriek, I said, was my own in a dream. The old man, I mentioned, was absent in the country. I took my visitors all over the house. I bade them search - search well. I led them, at length, to his chamber. I showed them his treasures, secure, undisturbed. In the enthusiasm of my confidence, I brought chairs into the room, and desired them here to rest from their fatigues, while I myself, in the wild audacity of my perfect triumph, placed my own seat upon the very spot beneath which reposed the corpse of the victim.
The officers were satisfied. My manner had convinced them. I was singularly at ease. They say, and while I answered cheerily, they chatted of familiar things. But, ere long, I felt myself getting pale and wished them gone. My head ached, and I fancied a ringing in my ears: but still they sat and still chatted. The ringing became more distinct: - it continued and became more distinct: I talked more freely to get rid of the feeling: but it continued and gained definiteness - until, at length, I found that the noise was not within my ears.
< 5 >
No doubt I now grew very pale; - but I talked more fluently, and with a heightened voice. Yet the sound increased - and what could I do? I was a low, dull, quick sound - much such a sound as a watch makes when enveloped in cotton. I gasped for breath - and yet the officers heard it not. I talked more quickly - more vehemently; but the noise steadily increased. I arose and argued about trifles, in a high key and with violent gesticulations; but the noise steadily increased. Why would they not be gone? I paced the floor to and fro with heavy strides, as if excited to fury by the observations of the men - but the noise steadily increased. Oh God! what could I do? I foamed - I raved - I swore! I swung the chair upon which I had been sitting, and grated it upon the boards, but the noise arose over all and continually increased. It grew louder - louder - louder! And still the men chatted pleasantly, and smiled. Was it possible they heard not? Almighty God! - no, no! They heard! - they suspected! - they knew! - they were making a mockery of my horror! - this I thought, and this I think. But anything was better than this agony! Anything was more tolerable than this derision! I could bear those hypocritical smiles no longer! I felt that I must scream or die! and now - again! - hark! louder! louder! louder! louder!
'Villains!' I shrieked, 'dissemble no more! I admit the deed! - tear up the planks! here, here! - it is the beating of his hideous heart!'
Edgar Allan Poe
The Tell Tale Heart
True! - nervous - very, very dreadfully nervous I had been and am; but why will you say that I am mad? The disease had sharpened my senses - not destroyed - not dulled them. Above all was the sense of hearing acute. I heard all things in the heaven and in the earth. I heard many things in hell. How, then, am I mad? Hearken! and observe how healthily - how calmly I can tell you the whole story.
It is impossible to say how first the idea entered my brain; but once conceived, it haunted me day and night. Object there was none. Passion there was none. I loved the old man. He had never wronged me. He had never given me insult. For his gold I had no desire. I think it was his eye! yes, it was this! He had the eye of a vulture - a pale blue eye, with a film over it. Whenever it fell upon me, my blood ran cold; and so by degrees - very gradually - I made up my mind to take the life of the old man, and thus rid myself of the eye forever.
Now this is the point. You fancy me mad. Madmen know nothing. But you should have seen me. You should have seen how wisely I proceeded - with what caution - with what foresight - with what dissimulation I went to work! I was never kinder to the old man than during the whole week before I killed him. And every night, about midnight, I turned the latch of his door and opened it - oh so gently! And then, when I had made an opening sufficient for my head, I put in a dark lantern, all closed, closed, so that no light shone out, and then I thrust in my head. Oh, you would have laughed to see how cunningly I thrust it in! I moved it slowly - very, very slowly, so that I might not disturb the old man's sleep. It took me an hour to place my whole head within the opening so far that I could see him as he lay upon his bed. Ha! - would a madman have been so wise ass this? And then, when my head was well in the room, I undid the lantern cautiously - oh, so cautiously - cautiously (for the hinges creaked) - I undid it just so much that a single thin ray fell upon the vulture eye. And this I did for seven long nights - very night just at midnight - but I found the eye always closed; and so it was impossible to do the work; for it was not the old man who vexed me, but his Evil Eye. And every morning, when the day broke, I went boldly into the chamber, and spike courageously to him, calling him by name in a hearty tone, and inquiring how he had passed the night. So you see he would have been a very profound old man, indeed, to suspect that every night, just at twelve, I looked upon him while he slept.
< 2 >
Upon the eighth night I was more than usually cautious in opening the door. A watch's minute hand moves more quickly than did mine. Never before that night, had I felt the extent of my own powers - of my sagacity. I could scarcely contain my feelings of triumph. To think that there I was, opening the door, little by little, and he not even to dream of my secret deeds or thoughts. I fairly chuckled at the idea; and perhaps he heard me; for he moved on the bed suddenly, as if startled. Now you may think that I drew back - but no. His room was as black as pitch with the thick darkness, (for the shutters were close fastened, through fear of robbers,) and so I knew that he could not see the opening of the door, and I kept pushing it on steadily, steadily.
I had my head in, and was about to open the lantern, when my thumb slipped upon the tin fastening, and the old man sprang up in bed, crying out - 'Who's there?'
I kept quite still and said nothing. For a whole hour I did not move a muscle, and in the meantime I did not hear him lie down. He was still sitting up in the bed listening; - just as I have done, night after night, hearkening to the death watches in the wall.
Presently I heard a slight groan, and I knew it was the groan of mortal terror. It was not a groan of pain or of grief - oh, no! - it was the low stifled sound that arises from the bottom of the soul when overcharged with awe. I knew the sound well. Many a night, just at midnight, when all the world slept, it has welled up from my own bosom, deepening, with its dreadful echo, the terrors that distracted me. I say I knew it well. I knew what the old man felt, and pitied him, although I chuckled at heart. I knew that he had been lying awake ever since the first slight noise, when he had turned in the bed. His fears had been ever since growing upon him. He had been trying to fancy them causeless, but could not. He had been saying to himself - 'It is nothing but the wind in the chimney - it is only a mouse crossing the floor,' or 'it is merely a cricket which has made a single chirp.' Yes, he had been trying to comfort himself with these suppositions: but he had found all in vain. All in vain; because Death, in approaching him had stalked with his black shadow before him, and enveloped the victim. And it was the mournful influence of ht unperceived shadow that caused him to feel - although he neither saw nor heard - to feel the presence of my head within the room.
< 3 >
When I had waited a long time, very patiently, without hearing him lie down, I resolved to open a little - a very, very little crevice in the lantern. So I opened it - you cannot imagine how stealthily, stealthily - until, at length a simple dim ray, like the thread of the spider, shot from out the crevice and fell full upon the vulture eye.
It was open - wide, wide open - and I grew furious as I gazed upon it. I saw it with perfect distinctness - all a dull blue, with a hideous veil over it that chilled the very marrow in my bones; but I could see nothing else of the old man's face or person: for I had directed the ray as if by instinct, precisely upon the damned spot.
And have I not told you that what you mistake for madness is but over acuteness of the senses? - now, I say, there came to my ears a low, dull, quick sound, such as a watch makes when enveloped in cotton. I knew that sound well, too. It was the beating of the old man's heart. It increased my fury, as the beating of a drum stimulates the soldier into courage.
But even yet I refrained and kept still. I scarcely breathed. I held the lantern motionless. I tried how steadily I could maintain the ray upon the eye. Meantime the hellish tattoo of the heart increased. It grew quicker and quicker, and louder and louder every instant. The old man's terror must have been extreme! It grew louder, I say, louder every moment! - do you mark me well? I have told you that I am nervous: so I am. And now at the dead hour of the night, amid the dreadful silence of that old house, so strange a noise as this excited me to uncontrollable terror. Yet, for some minutes longer I refrained and stood still. But the beating grew louder, louder! I thought the heart must burst. And now a new anxiety seized me - the sound would be heard by a neighbour! The old man's hour had come! With a loud yell, I threw open the lantern and leaped into the room. He shrieked once - once only. In an instant I dragged him to the floor, and pulled the heavy bed over him. I then smiled gaily, to find the deed so far done. But, for many minutes, the heart beat on with a muffled sound. This, however, did not vex me; it would not be heard through the wall. At length it ceased. The old man was dead. I removed the bed and examined the corpse. Yes, he was stone, stone dead. I placed my hand upon the heart and held it there many minutes. There was no pulsation. He was stone dead. His eye would trouble me no more.
< 4 >
If still you think me mad, you will think so no longer when I describe the wise precautions I took for the concealment of the body. The night waned; and I worked hastily, but in silence. First of all I dismembered the corpse. I cut off the head and the arms and the legs.
Then took up three planks from the flooring of the chamber, and deposited all between the scantlings. I then replaced the boards so cleverly, so cunningly, that no human eye - not even his - could have detected any thing wrong. there was nothing to wash out - no stain of any kind - no blood-spot whatever. I had been too wary for that. A tub had caught all - ha! ha!
When I had made an end of these labours, it was four o'clock - still dark as midnight. A the bell sounded the hour, there came a knocking at the street door. I went down to open it with a light heart, - for what had I now to fear? There entered three men, who introduced themselves, with perfect suavity, as officers of the police. A shriek had been heard by a neighbour during the night; suspicion of foul play had been aroused; information had been lodged at the police office, and they (the officers) had been deputed to search the premises.
I smiled, - for what had I to fear? I bade the gentlemen welcome. The shriek, I said, was my own in a dream. The old man, I mentioned, was absent in the country. I took my visitors all over the house. I bade them search - search well. I led them, at length, to his chamber. I showed them his treasures, secure, undisturbed. In the enthusiasm of my confidence, I brought chairs into the room, and desired them here to rest from their fatigues, while I myself, in the wild audacity of my perfect triumph, placed my own seat upon the very spot beneath which reposed the corpse of the victim.
The officers were satisfied. My manner had convinced them. I was singularly at ease. They say, and while I answered cheerily, they chatted of familiar things. But, ere long, I felt myself getting pale and wished them gone. My head ached, and I fancied a ringing in my ears: but still they sat and still chatted. The ringing became more distinct: - it continued and became more distinct: I talked more freely to get rid of the feeling: but it continued and gained definiteness - until, at length, I found that the noise was not within my ears.
< 5 >
No doubt I now grew very pale; - but I talked more fluently, and with a heightened voice. Yet the sound increased - and what could I do? I was a low, dull, quick sound - much such a sound as a watch makes when enveloped in cotton. I gasped for breath - and yet the officers heard it not. I talked more quickly - more vehemently; but the noise steadily increased. I arose and argued about trifles, in a high key and with violent gesticulations; but the noise steadily increased. Why would they not be gone? I paced the floor to and fro with heavy strides, as if excited to fury by the observations of the men - but the noise steadily increased. Oh God! what could I do? I foamed - I raved - I swore! I swung the chair upon which I had been sitting, and grated it upon the boards, but the noise arose over all and continually increased. It grew louder - louder - louder! And still the men chatted pleasantly, and smiled. Was it possible they heard not? Almighty God! - no, no! They heard! - they suspected! - they knew! - they were making a mockery of my horror! - this I thought, and this I think. But anything was better than this agony! Anything was more tolerable than this derision! I could bear those hypocritical smiles no longer! I felt that I must scream or die! and now - again! - hark! louder! louder! louder! louder!
'Villains!' I shrieked, 'dissemble no more! I admit the deed! - tear up the planks! here, here! - it is the beating of his hideous heart!'
Tuesday, July 19, 2011
NIGHT Study Guide
Night by Elie Wiesel- Study Guide
The following questions are meant to help you focus your reading for the upcoming summer reading test. If you can answer the questions after reading each chapter, you will clearly understand the novel and be prepared—perhaps over prepared—for the test on Monday, August 15, 2011.
Chapter 1
1. Who was Moshe the Beadle?
2. What does Elie Wiesel tell the reader of Moshe?
3. How does Wiesel describe himself as a boy of 12?
4. How does Wiesel describe his father?
5. Why did Elie’s father prohibit him from studying the Cabala?
6. How did Wiesel realize his wish to study the Cabala?
7. What happened to Moshe?
8. Several months later, Elie saw Moshe the Beadle again. What story did Moshe tell?
9. How was Moshe able to escape?
10. How had Moshe changed as a result of his experience?
11. How did people in the village react to Moshe’s story? Why do you suppose they reacted this
way?
12. In the Spring of 1944, what political changes occurred in Hungary?
13. What was the attitude of the Jews of Sighet?
14. What literary device does Wiesel employ to emphasize the foolish optimism and denial of
facts of the Jews living in Sighet? How is it used?
15. After the Germans arrived in Sighet, what was the prevailing attitude among the residents?
16. After Passover, Wiesel says, “the curtain rose.” (p. 8) What does this refer to? What
happened?
17. What was bitterly ironic about the comments that Wiesel’s father made regarding the
wearing of the yellow star?
18. What was the Germans’ next step?
19. How did the Jews react to this?
20. The Germans had other plans for the Jews of Sighet, however. What were those plans?
21. The Wiesel family was among the last to leave the large ghetto. Where were they sent?
22. Where did they go?
23. Despite all that happened, even after the Germans entered the capital of the Budapest,
Wiesel tell us that people still remained optimistic about their future. How can you explain
this optimism?
24. In this Chapter Wiesel uses images from nature. How does he use the sun?
25. What does this imagery of night suggest? Explain in detail.
“Night. No one prayed, so that the night would pass quickly. The stars were only sparks of
the fire which devoured us. Should that fire die out one day, there would be nothing left in
the sky but dead stars, dead eyes.” (p.8)
26. Given the fact that the title of this book is Night, what do you suppose a major theme in this
work will be?
27. A memoir is a story of one’s life told by the person similar to an autobiography. Describe
the tone of this memoir, and speculate on why Wiesel chooses to use this tone.
28. Identify each of the steps in the German plan, and point out how the cunning of the
German plan and the people’s human need for optimism in the face of danger led the Jews
of Sighet to the transports to Auschwitz?
Chapter 2
1. After several days of the travel, what did the prisoners finally realize?
2. Wiesel’s description of Madame Schachter, “she looked like a withered tree in a cornfield’s is
an example of what figure of speech?
3. What happened to Madame Schachter, and what did she do?
4. Madame Schachter’s hysterical screaming of “Fire! Fire!” is an example of what literary
device?
5. How did this affect those in the cattle car with her?
6. When prisoners were finally unloaded from the train, where were they? What was significant
about the time?
Chapter 3
1. Immediately after the Jews were unloaded from the train, what do the German officers do?
2. The men were then marched before Dr. Josef Mengele. What did he do? What was his
purpose?
3. What did another prisoner say would happen to Elie’s group?
4. When some of the younger men wanted to rush the guards, even if they died in the effort,
what did the older people counsel?
5. What did Elie witness while he was standing in line? What was his reaction to what he saw?
6. When Elie realized that he and his father may be burned, what plan did he revise?
7. The scene of Wiesel and his father approaching the inferno is particularly vivid. How is such
artistry achieved?
8. What did Elie revolt against?
9. One way an author has to effectively emphasize a point is through selective repetition of a
word phrase. What phrase does Wiesel employ to highlight the horror of his first night in the
concentration camp?
10. List the things that Wiesel says he shall never forget?
11. Another method of emphasis is through the use of imagery. What images are used
frequently throughout?
12. Elie and his father are spared from the flames. What happened to them next in the course
of their processing at Auschwitz?
13. This marked the end of Elie’s first night at Auschwitz. What natural sign marked the
beginning of the next day? What does Elie tell us of the change in himself?
14. Why did Elie berate himself so severely?
15. Where were Elie and his father marched to?
16. What was Elie’s first impression of Auschwitz?
17. What was the unusual about the prisoner in charge of their barracks?
18. The next day, the prisoners underwent a last step in their admission process. What was it?
19. Who did Elie meet after several days at the camp?
20. What did Stein want?
21. How did Elie respond to Stein’s request for information?
22. Since the prisoner in charge of their block was kind, and since there was no work to be
done, Elie and his father tried to avoid being transported anywhere else. How were they able
to avoid being transported?
23. Why was the prisoner in charge of their block replaced? Find the ironic statement on page
41.
24. Stein continued to visit the Wiesels, but suddenly they no longer saw him again. What
happened to Stein?
25. How did some religious Jews see their troubles? How did Elie feel about God?
26. Finally, Elie and his father were moved from their barracks. Where were they taken?
ENGLISH II DeLong
Chapter 4
1. How did the new camp appear to Elie?
2. As part of their medical examinations, prisoners were examined by a dentist. What
was he looking for?
3. After several days, Elie and his father were assigned to a work detail. What were they
to do?
4. What potential problems were there in this job?
5. Why was Elie called to the dentist?
6. How did Elie avoid having his tooth pulled?
7. Why was Elie so pleased about saving his gold crown?
8. What finally happened to the dentist and why?
9. What happened to Elie one day at the factory?
10. Who cleaned the blood from Elie and soothed him with kind German words? What
was unusual about her?
11. Elie tells of meeting this same woman many years later in Paris. What important
question did he ask her, and what was her reply?
12. What else did Idek do to the Wiesels? How did Elie resond?
13. What did Franek, the Polish foreman, want from Elie? What was Elie’s response?
14. How did the foreman get revenge on Elie and his father for refusing to give up the
gold tooth?
15. How did Elie try to stop the beatings? Was he successful?
16. What did Elie finally do? What was the irony in all of this?
17. All of the Kapos were also prisoners, and most were Jewish, are you surprised about
how cruel and greedy they were?
18. Why did Elie’s unit have to go to the warehouse on a Sunday, even though they
were not required to work?
19. How did Idek punish Elie for spying on him?
20. Why was a prisoner shot during an Allied air raid on the prison camp?
21. Why were the prisoners happy about the air raid even though they might have been
killed by the bombs?
22. One day, the prisoners were told that soup would not be distributed until after roll
call. Why was this?
23. What other public execution does Wiesel write about?
24. Why was this execution particularly cruel?
ENGLISH II DeLong
Chapter 5
1. What literary devices does Wiesel use to illustrate his disillusionment with God?
2. Wiesel’s description of himself as “ashes” is an example of which figure of speech?
What does the term suggest?
3. Wiesel’s assertion that man (and thus Wiesel) himself is stronger than God is an
example of what literary device?
4. During Yom Kippur, what did the prisoners debate?
5. What “gift” did the Germans have for the prisoners for the New Year?
6. The head of Elie’s block gave some words of advice to the prisoners to improve
their chances and avoid being selected. What did he say?
7. When Elie’s number was not written down for selection what joke did his friend
make?
8. What did the head of the block tell everyone after the selection process was over?
Why did he say this?
9. Several days later though, some of the prisoners were told that they were not to
report to work but would instead stay in camp. Who were these prisoners?
10. What was to become of these men?
11. What did Elie’s father give to Elie, and what did Elie ironically call it?
12. What happened to Elie’s father?
13. Why was Akiba Drumer chosen for selection according to Elie?
14. What did Akiba Drumer ask of his fellow prisoners?
15. Why do you suppose they never honored the request?
16. When winter came to the camp, what happened to Elie?
17. What was the Doctor’s diagnosis?
18. Was the operation successful?
19. Two days after Elie’s operation, what rumor began circulating around the camp?
20. Why was this good news for the prisoners?
21. The prisoners had heard similar rumors in the past. Why were they particularly
hopeful this time?
22. Why did Elie’s hospital neighbor refuse to be fooled?
23. What bad news did the prisoners receive that day?
24. What choice did Elie and his father have to make that day? What was their decision?
25. What became of those people who stayed behind in the hospital?
ENGLISH II DeLong
Chapter 6
1. As the prisoners ran through the night, what orders were the S.S. guards under?
2. “Death wrapped itself around me…it stuck to me” is an example of what literary
device? (pg.82)
3. Although Elie felt that he could have easily given up and died, why did he run on?
4. Given the situation and their physical condition, what was remarkable about their
night’s journey?
5. Some time later, Elie was awakened by his father. Why would he not let Elie sleep?
6. What agreement did Elie and his father reach?
7. Who was Rabbi Eliahou looking for?
8. Elie told the Rabbi that he had not seen his son, but later remembered that he had
indeed seen the boy. What else did Elie remember about the Rabbi’s son?
9. What did Elie do in response?
10. The second night’s march is different from the first in what ways?
11. When the prisoners finally reached their destination of Gleiwitz, a new danger arose.
What was it?
12. Who was the boy underneath Elie?
13. Some time during the night, what did Elie hear?
14. After three days, what happened?
15. How did some of the prisoners try to distance themselves from the grim reality of
their existence?
16. This chapter is about hardship, perseverance, caring, and not caring. List some
quotes to support this generalization. Make sure to cite them!
Chapter 7
1. After the transport train stopped in the middle of the field, what orders were given?
2. How did the prisoners respond? How did Elie save his father’s life?
3. How long did they travel?
4. At one stop, a workman tossed in a piece of bread. What happened? How can you
account for the prisoner’s actions?
5. What happened next?
6. Why do you suppose Elie then tells the story about the woman throwing coins to the
natives?
7. Throughout this chapter, how does Elie view the average German civilian?
8. What scene did Elie witness? At the end of this scene why do you suppose Elie tells
us that he was fifteen?
9. During the last day of their journey, what happened?
10. Of the 100 men who had gotten on the train with Elie, how many got out? What
does the death of Meir Katz suggest?
11. Where did the remaining prisoners finally arrive?
ENGLISH II DeLong
Chapter 8
1. After they arrived, the prisoners were supposed to shower. What did Elie’s father
want to do?
2. Why did Elie shout at his father?
3. What finally forced them inside?
4. The next day when Elie went in search of his father, what was his fleeting hope?
5. Weakened further by dysentery, the father could not get out of his bunk? What
further injury did some of the inmates do him?
6. What advice did the block leader give Elie?
7. Of the advice, Elie says—“He was right, I thought in the most secret region of my
heart…” In what sense was the block leader right?
8. After lying ill for over a week, what finally happened to Elie’s father?
Chapter 9
1. How long was Elie’s stay at Buchenwald? What were his thoughts during his time?
2. How did the prisoners know that the end of the war was near?
3. What did the prisoners think was going to happen to them?
4. What did the Germans decide to do with the prisoners?
5. Before all the prisoners could be evacuated, though, what happened?
6. Several hours later, what happened?
7. What comments did Wiesel make about the prisoners’ actions after liberation?
8. What happened to Elie after liberation?
9. What does the last line of the book suggest?
10. Why do you suppose that Wiesel always refers to his persecutors Germans or S.S.,
but never as Nazis?
The following questions are meant to help you focus your reading for the upcoming summer reading test. If you can answer the questions after reading each chapter, you will clearly understand the novel and be prepared—perhaps over prepared—for the test on Monday, August 15, 2011.
Chapter 1
1. Who was Moshe the Beadle?
2. What does Elie Wiesel tell the reader of Moshe?
3. How does Wiesel describe himself as a boy of 12?
4. How does Wiesel describe his father?
5. Why did Elie’s father prohibit him from studying the Cabala?
6. How did Wiesel realize his wish to study the Cabala?
7. What happened to Moshe?
8. Several months later, Elie saw Moshe the Beadle again. What story did Moshe tell?
9. How was Moshe able to escape?
10. How had Moshe changed as a result of his experience?
11. How did people in the village react to Moshe’s story? Why do you suppose they reacted this
way?
12. In the Spring of 1944, what political changes occurred in Hungary?
13. What was the attitude of the Jews of Sighet?
14. What literary device does Wiesel employ to emphasize the foolish optimism and denial of
facts of the Jews living in Sighet? How is it used?
15. After the Germans arrived in Sighet, what was the prevailing attitude among the residents?
16. After Passover, Wiesel says, “the curtain rose.” (p. 8) What does this refer to? What
happened?
17. What was bitterly ironic about the comments that Wiesel’s father made regarding the
wearing of the yellow star?
18. What was the Germans’ next step?
19. How did the Jews react to this?
20. The Germans had other plans for the Jews of Sighet, however. What were those plans?
21. The Wiesel family was among the last to leave the large ghetto. Where were they sent?
22. Where did they go?
23. Despite all that happened, even after the Germans entered the capital of the Budapest,
Wiesel tell us that people still remained optimistic about their future. How can you explain
this optimism?
24. In this Chapter Wiesel uses images from nature. How does he use the sun?
25. What does this imagery of night suggest? Explain in detail.
“Night. No one prayed, so that the night would pass quickly. The stars were only sparks of
the fire which devoured us. Should that fire die out one day, there would be nothing left in
the sky but dead stars, dead eyes.” (p.8)
26. Given the fact that the title of this book is Night, what do you suppose a major theme in this
work will be?
27. A memoir is a story of one’s life told by the person similar to an autobiography. Describe
the tone of this memoir, and speculate on why Wiesel chooses to use this tone.
28. Identify each of the steps in the German plan, and point out how the cunning of the
German plan and the people’s human need for optimism in the face of danger led the Jews
of Sighet to the transports to Auschwitz?
Chapter 2
1. After several days of the travel, what did the prisoners finally realize?
2. Wiesel’s description of Madame Schachter, “she looked like a withered tree in a cornfield’s is
an example of what figure of speech?
3. What happened to Madame Schachter, and what did she do?
4. Madame Schachter’s hysterical screaming of “Fire! Fire!” is an example of what literary
device?
5. How did this affect those in the cattle car with her?
6. When prisoners were finally unloaded from the train, where were they? What was significant
about the time?
Chapter 3
1. Immediately after the Jews were unloaded from the train, what do the German officers do?
2. The men were then marched before Dr. Josef Mengele. What did he do? What was his
purpose?
3. What did another prisoner say would happen to Elie’s group?
4. When some of the younger men wanted to rush the guards, even if they died in the effort,
what did the older people counsel?
5. What did Elie witness while he was standing in line? What was his reaction to what he saw?
6. When Elie realized that he and his father may be burned, what plan did he revise?
7. The scene of Wiesel and his father approaching the inferno is particularly vivid. How is such
artistry achieved?
8. What did Elie revolt against?
9. One way an author has to effectively emphasize a point is through selective repetition of a
word phrase. What phrase does Wiesel employ to highlight the horror of his first night in the
concentration camp?
10. List the things that Wiesel says he shall never forget?
11. Another method of emphasis is through the use of imagery. What images are used
frequently throughout?
12. Elie and his father are spared from the flames. What happened to them next in the course
of their processing at Auschwitz?
13. This marked the end of Elie’s first night at Auschwitz. What natural sign marked the
beginning of the next day? What does Elie tell us of the change in himself?
14. Why did Elie berate himself so severely?
15. Where were Elie and his father marched to?
16. What was Elie’s first impression of Auschwitz?
17. What was the unusual about the prisoner in charge of their barracks?
18. The next day, the prisoners underwent a last step in their admission process. What was it?
19. Who did Elie meet after several days at the camp?
20. What did Stein want?
21. How did Elie respond to Stein’s request for information?
22. Since the prisoner in charge of their block was kind, and since there was no work to be
done, Elie and his father tried to avoid being transported anywhere else. How were they able
to avoid being transported?
23. Why was the prisoner in charge of their block replaced? Find the ironic statement on page
41.
24. Stein continued to visit the Wiesels, but suddenly they no longer saw him again. What
happened to Stein?
25. How did some religious Jews see their troubles? How did Elie feel about God?
26. Finally, Elie and his father were moved from their barracks. Where were they taken?
ENGLISH II DeLong
Chapter 4
1. How did the new camp appear to Elie?
2. As part of their medical examinations, prisoners were examined by a dentist. What
was he looking for?
3. After several days, Elie and his father were assigned to a work detail. What were they
to do?
4. What potential problems were there in this job?
5. Why was Elie called to the dentist?
6. How did Elie avoid having his tooth pulled?
7. Why was Elie so pleased about saving his gold crown?
8. What finally happened to the dentist and why?
9. What happened to Elie one day at the factory?
10. Who cleaned the blood from Elie and soothed him with kind German words? What
was unusual about her?
11. Elie tells of meeting this same woman many years later in Paris. What important
question did he ask her, and what was her reply?
12. What else did Idek do to the Wiesels? How did Elie resond?
13. What did Franek, the Polish foreman, want from Elie? What was Elie’s response?
14. How did the foreman get revenge on Elie and his father for refusing to give up the
gold tooth?
15. How did Elie try to stop the beatings? Was he successful?
16. What did Elie finally do? What was the irony in all of this?
17. All of the Kapos were also prisoners, and most were Jewish, are you surprised about
how cruel and greedy they were?
18. Why did Elie’s unit have to go to the warehouse on a Sunday, even though they
were not required to work?
19. How did Idek punish Elie for spying on him?
20. Why was a prisoner shot during an Allied air raid on the prison camp?
21. Why were the prisoners happy about the air raid even though they might have been
killed by the bombs?
22. One day, the prisoners were told that soup would not be distributed until after roll
call. Why was this?
23. What other public execution does Wiesel write about?
24. Why was this execution particularly cruel?
ENGLISH II DeLong
Chapter 5
1. What literary devices does Wiesel use to illustrate his disillusionment with God?
2. Wiesel’s description of himself as “ashes” is an example of which figure of speech?
What does the term suggest?
3. Wiesel’s assertion that man (and thus Wiesel) himself is stronger than God is an
example of what literary device?
4. During Yom Kippur, what did the prisoners debate?
5. What “gift” did the Germans have for the prisoners for the New Year?
6. The head of Elie’s block gave some words of advice to the prisoners to improve
their chances and avoid being selected. What did he say?
7. When Elie’s number was not written down for selection what joke did his friend
make?
8. What did the head of the block tell everyone after the selection process was over?
Why did he say this?
9. Several days later though, some of the prisoners were told that they were not to
report to work but would instead stay in camp. Who were these prisoners?
10. What was to become of these men?
11. What did Elie’s father give to Elie, and what did Elie ironically call it?
12. What happened to Elie’s father?
13. Why was Akiba Drumer chosen for selection according to Elie?
14. What did Akiba Drumer ask of his fellow prisoners?
15. Why do you suppose they never honored the request?
16. When winter came to the camp, what happened to Elie?
17. What was the Doctor’s diagnosis?
18. Was the operation successful?
19. Two days after Elie’s operation, what rumor began circulating around the camp?
20. Why was this good news for the prisoners?
21. The prisoners had heard similar rumors in the past. Why were they particularly
hopeful this time?
22. Why did Elie’s hospital neighbor refuse to be fooled?
23. What bad news did the prisoners receive that day?
24. What choice did Elie and his father have to make that day? What was their decision?
25. What became of those people who stayed behind in the hospital?
ENGLISH II DeLong
Chapter 6
1. As the prisoners ran through the night, what orders were the S.S. guards under?
2. “Death wrapped itself around me…it stuck to me” is an example of what literary
device? (pg.82)
3. Although Elie felt that he could have easily given up and died, why did he run on?
4. Given the situation and their physical condition, what was remarkable about their
night’s journey?
5. Some time later, Elie was awakened by his father. Why would he not let Elie sleep?
6. What agreement did Elie and his father reach?
7. Who was Rabbi Eliahou looking for?
8. Elie told the Rabbi that he had not seen his son, but later remembered that he had
indeed seen the boy. What else did Elie remember about the Rabbi’s son?
9. What did Elie do in response?
10. The second night’s march is different from the first in what ways?
11. When the prisoners finally reached their destination of Gleiwitz, a new danger arose.
What was it?
12. Who was the boy underneath Elie?
13. Some time during the night, what did Elie hear?
14. After three days, what happened?
15. How did some of the prisoners try to distance themselves from the grim reality of
their existence?
16. This chapter is about hardship, perseverance, caring, and not caring. List some
quotes to support this generalization. Make sure to cite them!
Chapter 7
1. After the transport train stopped in the middle of the field, what orders were given?
2. How did the prisoners respond? How did Elie save his father’s life?
3. How long did they travel?
4. At one stop, a workman tossed in a piece of bread. What happened? How can you
account for the prisoner’s actions?
5. What happened next?
6. Why do you suppose Elie then tells the story about the woman throwing coins to the
natives?
7. Throughout this chapter, how does Elie view the average German civilian?
8. What scene did Elie witness? At the end of this scene why do you suppose Elie tells
us that he was fifteen?
9. During the last day of their journey, what happened?
10. Of the 100 men who had gotten on the train with Elie, how many got out? What
does the death of Meir Katz suggest?
11. Where did the remaining prisoners finally arrive?
ENGLISH II DeLong
Chapter 8
1. After they arrived, the prisoners were supposed to shower. What did Elie’s father
want to do?
2. Why did Elie shout at his father?
3. What finally forced them inside?
4. The next day when Elie went in search of his father, what was his fleeting hope?
5. Weakened further by dysentery, the father could not get out of his bunk? What
further injury did some of the inmates do him?
6. What advice did the block leader give Elie?
7. Of the advice, Elie says—“He was right, I thought in the most secret region of my
heart…” In what sense was the block leader right?
8. After lying ill for over a week, what finally happened to Elie’s father?
Chapter 9
1. How long was Elie’s stay at Buchenwald? What were his thoughts during his time?
2. How did the prisoners know that the end of the war was near?
3. What did the prisoners think was going to happen to them?
4. What did the Germans decide to do with the prisoners?
5. Before all the prisoners could be evacuated, though, what happened?
6. Several hours later, what happened?
7. What comments did Wiesel make about the prisoners’ actions after liberation?
8. What happened to Elie after liberation?
9. What does the last line of the book suggest?
10. Why do you suppose that Wiesel always refers to his persecutors Germans or S.S.,
but never as Nazis?
Summer Reading: NIGHT by Elie Wiesel Overview
I have posted an overview document to Renweb under web documents.
Welcome Class of 2015
The beginning of our new school year is almost here!!! Summer passed quickly, but was refreshing, so here we go again! I hope that you are looking forward to this new phase of your young life! Make the most of it, because it passes in the blink of an eye! Here is your supply list for English I:
1) binder dedicated to English with the following sections and headers:
Grammar
Writing
Vocabulary
Literature
2) BLACK pens...this is for all papers/tests/quizzes that are turned in to me. Homework can be done in pencil or other ink colors.
3) BLUE pencils for proofing/editing
4) highlighters of various colors
5) loose leaf paper: college ruled
6) post it notes
7) standard 3 x 5 notecards (any color)
The following items are good to have, but not a requirement:
8) flash drive
9) email account: google/gmail preferred
10) dictionary/thesaurus (I have a limited number in the classroom)
Looking forward!
1) binder dedicated to English with the following sections and headers:
Grammar
Writing
Vocabulary
Literature
2) BLACK pens...this is for all papers/tests/quizzes that are turned in to me. Homework can be done in pencil or other ink colors.
3) BLUE pencils for proofing/editing
4) highlighters of various colors
5) loose leaf paper: college ruled
6) post it notes
7) standard 3 x 5 notecards (any color)
The following items are good to have, but not a requirement:
8) flash drive
9) email account: google/gmail preferred
10) dictionary/thesaurus (I have a limited number in the classroom)
Looking forward!
Sunday, May 8, 2011
Romeo and Juliet Literary Device flashcards
http://quizlet.com/2304386/romeo-and-juliet-literary-devices-flash-cards/
Monday, April 11, 2011
Thursday, April 7, 2011
Tuesday, April 5, 2011
Link to Wordskills Lesson 5 (honors) on Quizlet
http://quizlet.com/1873110/wordskills-unit-5-flash-cards/
Tuesday, March 22, 2011
Tuesday, March 15, 2011
Shakespeare WebQuest
This is an assignment to be completed at home. DUE NLT 3/25.
English I: Shakespeare WebQuest
Find this website: http://mrslux.pbworks.com/w/page/21790825/Shakespeare-WebQuest
Use this WebQuest as a way to gain precious background knowledge before tackling one of Shakespeare's most famous tragedies, Romeo & Juliet.
Follow the directions carefully, visit the chosen websites, read and gather information, and type your findings into a well organized word document. Save the word document in your own My Documents, and print the document when you finish the WebQuest.
All About Shakespeare:
Short Bio | FAQ | Timeline
Read about William Shakespeare. Write a paragraph (about 150-200 words) about the Bard that includes the
answers to the following questions. It might be easiest to collect the answers and then organize your paragraph
after having them. Include a title or heading for this paragraph.
1. What day do we consider to be Shakespeare's day of birth and how do we know it?
2. What school and what university did Shakespeare attend?
3. Who did Shakespeare marry, and how many children did he have?
4. What tragic family event occurred around the same time as his writing of Romeo & Juliet?
5. What did Shakespeare's great financial gain in 1605 allow him the time to do?
6. What two plays are considered Shakespeare's greatest or most famous?
7. How large is the average person's vocabulary, and how does Shakespeare's compare?
The Elizabethan Theater
Answer the following questions in numbered form and complete sentences in your word document.
Globe Theater
1. When was the original Globe Theater built?
2. Where was the original Globe Theater located?
3. From what was the Globe Theater built?
Owners of the Globe Theater
4. How many owners of the original Globe Theater were there? List their names.
The Plays & Sonnets of Shakespeare
Answer the following questions in numbered form and complete sentences in your word document.
Shakespeare's works
1. What three categories of plays did Shakespeare write?
2. List the title of one play from each category.
All About Elizabethan Love & Marriage:
Betrothal and Wedding | More Wedding Customs | Love and Marriage
Read about the Elizabethan society's norms regarding love and marriage. Write a short paragraph (about 150-
200 words) responding to those norms on a personal level. Somewhere in your response, answer the following
questions. It might be easiest to answer the questions and craft your personal reaction in direct response to
them.
1. At what age may a boy and girl marry, and at what age is marriage for non-noble families common?
2. When a marriage is arranged for a younger couple, what is the usual reason?
3. When is it considered “luckiest” to have the marriage?
4. How is a wedding engagement announced, and what is thought of an unannounced wedding?
5. Marrying for love is generally considered what?
6. Why are most noble marriages arranged, and even some common people marriages?
All About Elizabethan Language:
Ms. Hogue's Chart | Life in Elizabethan England | Proper Britannian
* Note: “wherefore” means “why,” not “where.”
Write a short creative passage (about 100-150 words) using Elizabethan English. Use at least ten of the
Elizabethan words correctly; highlight them with bold font. It might be easiest to include dialogue. (Need
inspiration? Write about a huge feast or party, or write a boy-meets-girl story.) Title this section "My Elizabethan
Language Paragraph."
The Elizabethan Household:
S ervices & Occupations
Look at the list of services and occupations common in Elizabethan society. Answer the following questions in
numbered form and complete sentences in your word document.
1. From whom do you purchase necessary drugs?
2. From whom do you purchase cloth for making clothing?
3. In your own household, what is the title of the person who nurses your baby?
Shakespearean Insults:
Insult Kit | Random Insult
Include a heading that says “My Shakespearean insults.” Visit the insult kit link above and create your own FOUR insults using
the formula:
“Thou” + Column 1 + Column 2 + Column 3 + “!”
Then, read a few of the actual insults taken from Shakespeare's works (from the second link above) and copy your favorite on
your document. For bonus points, explain: why is it your favorite? What do you like about it?
English I: Shakespeare WebQuest
Find this website: http://mrslux.pbworks.com/w/page/21790825/Shakespeare-WebQuest
Use this WebQuest as a way to gain precious background knowledge before tackling one of Shakespeare's most famous tragedies, Romeo & Juliet.
Follow the directions carefully, visit the chosen websites, read and gather information, and type your findings into a well organized word document. Save the word document in your own My Documents, and print the document when you finish the WebQuest.
All About Shakespeare:
Short Bio | FAQ | Timeline
Read about William Shakespeare. Write a paragraph (about 150-200 words) about the Bard that includes the
answers to the following questions. It might be easiest to collect the answers and then organize your paragraph
after having them. Include a title or heading for this paragraph.
1. What day do we consider to be Shakespeare's day of birth and how do we know it?
2. What school and what university did Shakespeare attend?
3. Who did Shakespeare marry, and how many children did he have?
4. What tragic family event occurred around the same time as his writing of Romeo & Juliet?
5. What did Shakespeare's great financial gain in 1605 allow him the time to do?
6. What two plays are considered Shakespeare's greatest or most famous?
7. How large is the average person's vocabulary, and how does Shakespeare's compare?
The Elizabethan Theater
Answer the following questions in numbered form and complete sentences in your word document.
Globe Theater
1. When was the original Globe Theater built?
2. Where was the original Globe Theater located?
3. From what was the Globe Theater built?
Owners of the Globe Theater
4. How many owners of the original Globe Theater were there? List their names.
The Plays & Sonnets of Shakespeare
Answer the following questions in numbered form and complete sentences in your word document.
Shakespeare's works
1. What three categories of plays did Shakespeare write?
2. List the title of one play from each category.
All About Elizabethan Love & Marriage:
Betrothal and Wedding | More Wedding Customs | Love and Marriage
Read about the Elizabethan society's norms regarding love and marriage. Write a short paragraph (about 150-
200 words) responding to those norms on a personal level. Somewhere in your response, answer the following
questions. It might be easiest to answer the questions and craft your personal reaction in direct response to
them.
1. At what age may a boy and girl marry, and at what age is marriage for non-noble families common?
2. When a marriage is arranged for a younger couple, what is the usual reason?
3. When is it considered “luckiest” to have the marriage?
4. How is a wedding engagement announced, and what is thought of an unannounced wedding?
5. Marrying for love is generally considered what?
6. Why are most noble marriages arranged, and even some common people marriages?
All About Elizabethan Language:
Ms. Hogue's Chart | Life in Elizabethan England | Proper Britannian
* Note: “wherefore” means “why,” not “where.”
Write a short creative passage (about 100-150 words) using Elizabethan English. Use at least ten of the
Elizabethan words correctly; highlight them with bold font. It might be easiest to include dialogue. (Need
inspiration? Write about a huge feast or party, or write a boy-meets-girl story.) Title this section "My Elizabethan
Language Paragraph."
The Elizabethan Household:
S ervices & Occupations
Look at the list of services and occupations common in Elizabethan society. Answer the following questions in
numbered form and complete sentences in your word document.
1. From whom do you purchase necessary drugs?
2. From whom do you purchase cloth for making clothing?
3. In your own household, what is the title of the person who nurses your baby?
Shakespearean Insults:
Insult Kit | Random Insult
Include a heading that says “My Shakespearean insults.” Visit the insult kit link above and create your own FOUR insults using
the formula:
“Thou” + Column 1 + Column 2 + Column 3 + “!”
Then, read a few of the actual insults taken from Shakespeare's works (from the second link above) and copy your favorite on
your document. For bonus points, explain: why is it your favorite? What do you like about it?
Monday, March 14, 2011
Wednesday, March 2, 2011
Internet Research vs Library Research
http://www.classzone.com/books/research_guide/page_build.cfm?content=library
Tuesday, March 1, 2011
WordSkills Lesson 3 (Honors)
http://quizlet.com/1899241/wordskills-unit-3-flash-cards/
QUIZ: March 14th
QUIZ: March 14th
Monday, February 28, 2011
Friday, February 25, 2011
Friday, February 18, 2011
Research Project Instructions
9th Grade Research Paper
(Counts as TWO Test Grades)
REQUIREMENTS:
1. Manila Envelope:
Purchase a 9 x 12 inch manila envelope to keep all parts of your research project together.
2. Topic:
This paper is a process paper that will explain the process of achieving the education, career, and home that you plan to have in the future.
BIG QUESTION: Where do I see myself in the future?
● How much money do I want to make? What kind of house do I want to live in?
● What city do I see myself living in? What is the cost of living there?
● What career can help me achieve those goals?
● What kind of education will I need?
In your research, you will explore all of these areas and figure out how to achieve your goals. You will need to research colleges, careers, and potential cities where you might live in this research. The finished product will be a how-to (process) paper that explains how to achieve your future plans.
Careers
You may research any one career that you are interested in pursuing. Your research will need to address the following areas regarding the job you have chosen to research:
Job Environment
■ Will this job require you to work inside or outside?
■ Will you travel, or will you work in one location?
■ Will you work with many people or by yourself?
Specific Tasks
■ How will you be spending your time in this job?
■ What percentage of time will you be spending on various tasks?
Working Hours and Conditions
■ Will you work a regular, 40-hour workweek?
■ Will you work days, nights, weekends?
■ Is there stress involved with this job? Are the working conditions safe, or are they hazardous?
Advantages or Rewards
■ What about this job could be stimulating or rewarding?
■ What would be the greatest advantages for you?
Typical Salary
■ What is the typical beginning salary in NC? in the US?
■ Does the salary increase with years of experience?
Physiological Requirements
■ Are there any special demands on your body for this career?
Personal Characteristics
■ Are there certain personal characteristics desirable, such as friendliness with new people or the ability to work unsupervised?
Disadvantages or Drawbacks
■ What could be the disadvantages to this career?
■ What might be a drawback for you?
Education
You should research schools and degree programs for the specific career you are interested in.
Education and Training
■ Does this career require a high school diploma, a college degree, or an advanced degree?
■ Is on-the-job training provided?
■ Does it require a certificate or a license? Do you have to pass any tests to attain that certificate or license?
■ Are you expected to continue your education and training once you enter into this career?
Special Skills and Abilities
■ Are there any special physical skills required to do this job? Any special talents or abilities?
■ Is the field so competitive that only a few people with specialized talents may enter it?
Cost of Living, Housing, Transportation
A good place to start is to look in the housing section of the local newspaper to find the costs of buying a home, or renting a home. Also, you can look online at prices in other area of the country if you are interested in living out of North Carolina.
3. Research/Content:
Once you have chosen a topic, you will need to research at least five (5) sources to obtain information that will substantiate your presentation. These sources should feature at least one book, one journal article, and one educational website. You must do the following with each source:
a. photocopy or print out copies of the sources used;
b. cite your sources using correct MLA format on your source information sheet; and
c. cite your sources using correct MLA format in a Works Cited page.
4. Criteria:
Research is an important process, and you will be required to meet several deadlines leading up to the presentation’s final due date. Furthermore, while you will be given some class time to work on your project, a majority of work will need to be done outside of class. Keep in mind, each of these items must also be resubmitted in your final packet.
2/28/2011 Research Proposal due
3/7/2011 Photocopies/print outs of 2 Sources with MLA citation info on Source Information Sheets due
3/17/2011 Photocopies/print outs of 3 Sources with MLA citation info on Source Information Sheets due
3/28/2011 Outline with thesis statement due
4/7/2011 **Rough Draft with parenthetical
documentation and works cited page due
4/15/2011 Final Packet: Manila Envelope with
Typed Final Draft and Works Cited page, Copies of Sources with Source Info Sheets attached, Rough Draft, Rubric/Grade Sheet
NO LATE PAPERS WILL BE ACCEPTED. NO EXCEPTIONS!
Research Project Steps
1. Purchase a manila envelope (9 x 12 inch preferred) to keep all research materials together.
2. Choose a topic.
3. Research your topic to find out what information is available using the computer catalog, CD-Rom, Internet, etc. Photocopy/print out copies of sources and copy down all MLA information needed when you have the actual source in your hands!!
4. Highlight information and/or take notes from the research, put all MLA citation information on source information page, and attach copies of the research to the back of the source information page.
5. Create a controlling idea (thesis statement).
6. Organize the material and prepare an outline that you will follow as you write your paper and a rough works cited page using MLA format.
7. Write a rough draft. Your rough draft must be typed.
● Check to be sure that you have used at least FIVE sources in your draft.
● Check to be sure that you have at least two (2) direct quotations and one (1) paraphrase or summary in each body paragraph.
● Be sure to use parenthetical/in-text documentation to cite the source of every piece of information and quotes used.
8. Revise and edit. Remember: to revise is to rewrite, use different and stronger words, and rearrange sentences, write your thoughts more clearly. To edit is to correct punctuation, spelling, and grammar.
9. Type your final draft (double check that all sources are used and correctly documented) and the final works cited page using MLA format.
10. Place all items in the manila envelope: Typed final draft and works cited, rough draft, copies of sources with source information sheets, rubric/grade sheet
Note Taking
The most practical way to prepare your research presentation is to photocopy or print out sources as you find them and highlight the information you wish to use. Jotting notes and all relevant MLA citation information on the Source Information Sheets will make it easy to organize your information later. You can also attach extra sheets if you need more pages to take notes.
All applicable information for the works cited page should be filled in at the top of the Source Information Sheets, and a photocopy/print out of the consulted pages of the source should be attached behind the Source Information Sheet.
Photocopies/Print Outs of relevant pages from all sources of information cited in the paper must be turned in with the paper. Quotations must be highlighted.
Works Cited
No research work can be complete without a listing of all the references consulted in the preparation of the project. The works cited list provides the information necessary for a reader to locate and be able to read any sources you cite. Each source you cite in the written presentation/speech must appear in your works-cited list; likewise, each entry in the works-cited list must be cited in your text.
A formal works cited page must be attached on the back of the rough and final copies of your written paper. There must be AT LEAST five (5) published sources listed – and there must be at least three (3) different types of sources used including a book, a journal article and an educational website.
Here are some guidelines for preparing your works cited list:
List Format
● Begin your works cited list on a separate page from the text of the essay under the label Works Cited (with no quotation marks, underlining, etc.), which should be centered at the top of the page.
● Make the first line of each entry in your list flush left with the margin. Subsequent lines in each entry should be indented one-half inch. This is known as a hanging indent.
● Double space all entries, with no skipped spaces between entries.
● Keep in mind that underlining and italics are equivalent; you should select one or the other to use throughout your essay.
● Alphabetize the list of works cited by the first word in each entry (usually the author's last name).
Basic Forms for Sources in Print
The MLA Style Manual provides extensive examples of print source citations in chapter six; The MLA Handbook for Writers of Research Papers provides extensive examples covering a wide variety of potential sources in chapter six. If your particular case is not covered here consult the MLA Handbook or visit internet MLA sites listed on http://vcaenglish.blogspot.com/ or RENWEB.
Parenthetical (In-text) Documentation
Photocopies or print outs of relevant pages from all information cited in the paper must be turned in with the paper. Quotations must be highlighted.
Each time information is used in the body of the written paper it must be documented. This rule applies not just to directly quoted material, but material that is paraphrased as well. Failure to document sources in the body of the paper leads the reader to suspect plagiarism and question the writer’s credibility. Failure to cite information used will result in a FAILING GRADE!
The proper format of in-text documentation is to follow the researched material in the text of the paper with the author’s name and page that the material appeared in the original source. If you mention the author’s name in the sentence, you only need the page number. For example:
Indirect quotation:
Stacy Douglas, in his essays on the American West, pointed out that the plow was a key tool in settling that region (45).
Direct quotation:
Stacy Douglas wrote, “Plows were essential to the settlement of the West in the late 1800’s” (45).
Paraphrase:
Other tools were necessary to the settlers of the Old West, like the plow (Douglas 45).
Outline
More than two points of specific information SHOULD BE USED to support each main point, so numbering and lettering can and should be expanded and developed for your paper.
NOTE: This sample outline is ONE WAY to set up your paper. You may organize it differently if you want to.
I. Paragraph One (Introduction) This paragraph is the introduction. In this paragraph, you will introduce your career, schools you have researched, living arrangements, and explain why you chose these particular topics.
A. Attention Getting Device - anecdote or information to entice reader
1. Comment on anecdote/statistic/ information
2. Introduction to career field
3. Introduction to location of schools and final city for career
B. Thesis statement (Career you have chosen and three main points you are going to discuss)
II. Paragraph Two This should be a detailed description of your job. What does a person in this field do? What purpose does this job fulfill? Why was it created? What does the future of this career look like? What are the daily activities of this job?
A. First Main Point (Topic Sentence)
B. Specific Information Supporting/Developing First Main Point
C. Specific Information Supporting/Developing First Main Point
D. Specific Information Supporting/Developing First Main Point
E. Specific Information Supporting/Developing First Main Point
F. Concluding Sentence
III. Paragraph Three This should be a detailed analysis of the rewards and benefits that come with this profession. Why are you interested in a career in this field? What benefits are included in this job—financial, personal, community? Why would someone want to be a member of this profession?
A. First Main Point (Topic Sentence)
B. Specific Information Supporting/Developing First Main Point
C. Specific Information Supporting/Developing First Main Point
D. Specific Information Supporting/Developing First Main Point
E. Specific Information Supporting/Developing First Main Point
F. Concluding Sentence
IV. Paragraph Four This should be a detailed explanation of what you need to do to obtain and maintain a job in this field. Consider what education you might need. Do you need to go to college or technical school? What kind of college? Two-year, four-year, or more? What are the best colleges in your field? What other skills do you need to develop in order to succeed at obtaining a job in this field? Do you need any special training (internships, apprenticeships)? Discuss the skills (mental, physical, and other) that will ensure success in this profession. Describe these skills in detail.
A. Third main point (Topic Sentence)
B. Specific Information Supporting/Developing Third Main Point
C. Specific Information Supporting/Developing Third Main Point
D. Specific Information Supporting/Developing Third Main Point
E. Specific Information Supporting/Developing Third Main Point
F. Concluding Sentence
V. Paragraph Five (Conclusion) Begin with a restatement of the main ideas in your body paragraphs. Summarize the research you found on your career. Discuss potential benefits of the location of your career/home. Give your final statement about the career you’ve presented. Make a universal statement about this career.
1. Restatement of ideas in body paragraphs
2. Final judgment about career
3. Discussion of benefits of the location
4. Universal statement/Concluding Sentence
Typed Final Draft
Do not use contractions and make sure that the paper is not written in second person – including no direct address to the reader with written or implied “you” statements. Limit the use of 1st person to the introduction and conclusion paragraphs ONLY!
1. A 12-point Times New Roman font should be used for the final draft and works cited page.
2. All typed pages should be double-spaced. DO NOT SKIP EXTRA LINES BETWEEN PARAGRAPHS.
3. Double-space within works cited entries and double space between each entry.
4. Margins should be set at one inch on all four sides of the page for the presentation notes and works cited page.
5. Page numbers with last names should appear at the top right of each page (use the header function).
6. The words Works Cited should appear at the top of that page and it should be numbered with your typed speech.
7. The title should appear centered at the top of the first page of the written presentation/speech just below the MLA header that is aligned with the left margin.
8. Tab once at the beginning of each paragraph – that will create a ½ inch indent.
Grading
This project is worth 2 test grades. Please see the attached grade breakdown for specifics.
All pieces of this research project (except your notes) should be typed and in MLA format. No exceptions. Due the nature of the project, all process parts are due on the day stated. If you do not have that part on that day, you will receive a zero for that particular section. If you are absent on the day a particular part is due, it is due on the day you return. It is your responsibility to turn it in.
Finally, I WILL NOT ACCEPT LATE RESEARCH PAPERS. Please make sure you are in class on the day the final draft is due. If you are not going to be here, make arrangements for your paper to be here. Thanks!
The following scenarios are considered cheating and can result in an automatic failing grade:
Plagiarism: Presenting someone else’s words or ideas as your own. Correct use of in-text documentation avoids this problem. Failing to document sources (i.e. no photocopies of sources, little or no in-text documentation of information, and/or not using proper format for direct quotations]or extensive paraphrasing without documentation is plagiarism and will result in a failing grade on this assignment.
Collaboration: Working with one or more people to produce a paper as a group project. This assignment is NOT a collaborative effort, so you should complete all of the work on the paper yourself.
Excessive Editing: Allowing other people to write or revise a paper or complete a project that is supposed to be your work alone. Parents or others that mean well can cross this line easily. Make sure that if you receive assistance, it NOT be any more than suggestions about where your paper needs improvement.
**ROUGH DRAFT PROCEDURES: I will be checking your work for completeness during class; however, you will need to schedule an individual conference with me for a later time. I am available on Monday, Wednesday, and Friday from 7:30-7:50, Monday through Friday from 3:00-3:30, and during 5th, 7th, and 8th periods, if you have a study hall during those times. You are not allowed to skip another class to meet with me.
(Counts as TWO Test Grades)
REQUIREMENTS:
1. Manila Envelope:
Purchase a 9 x 12 inch manila envelope to keep all parts of your research project together.
2. Topic:
This paper is a process paper that will explain the process of achieving the education, career, and home that you plan to have in the future.
BIG QUESTION: Where do I see myself in the future?
● How much money do I want to make? What kind of house do I want to live in?
● What city do I see myself living in? What is the cost of living there?
● What career can help me achieve those goals?
● What kind of education will I need?
In your research, you will explore all of these areas and figure out how to achieve your goals. You will need to research colleges, careers, and potential cities where you might live in this research. The finished product will be a how-to (process) paper that explains how to achieve your future plans.
Careers
You may research any one career that you are interested in pursuing. Your research will need to address the following areas regarding the job you have chosen to research:
Job Environment
■ Will this job require you to work inside or outside?
■ Will you travel, or will you work in one location?
■ Will you work with many people or by yourself?
Specific Tasks
■ How will you be spending your time in this job?
■ What percentage of time will you be spending on various tasks?
Working Hours and Conditions
■ Will you work a regular, 40-hour workweek?
■ Will you work days, nights, weekends?
■ Is there stress involved with this job? Are the working conditions safe, or are they hazardous?
Advantages or Rewards
■ What about this job could be stimulating or rewarding?
■ What would be the greatest advantages for you?
Typical Salary
■ What is the typical beginning salary in NC? in the US?
■ Does the salary increase with years of experience?
Physiological Requirements
■ Are there any special demands on your body for this career?
Personal Characteristics
■ Are there certain personal characteristics desirable, such as friendliness with new people or the ability to work unsupervised?
Disadvantages or Drawbacks
■ What could be the disadvantages to this career?
■ What might be a drawback for you?
Education
You should research schools and degree programs for the specific career you are interested in.
Education and Training
■ Does this career require a high school diploma, a college degree, or an advanced degree?
■ Is on-the-job training provided?
■ Does it require a certificate or a license? Do you have to pass any tests to attain that certificate or license?
■ Are you expected to continue your education and training once you enter into this career?
Special Skills and Abilities
■ Are there any special physical skills required to do this job? Any special talents or abilities?
■ Is the field so competitive that only a few people with specialized talents may enter it?
Cost of Living, Housing, Transportation
A good place to start is to look in the housing section of the local newspaper to find the costs of buying a home, or renting a home. Also, you can look online at prices in other area of the country if you are interested in living out of North Carolina.
3. Research/Content:
Once you have chosen a topic, you will need to research at least five (5) sources to obtain information that will substantiate your presentation. These sources should feature at least one book, one journal article, and one educational website. You must do the following with each source:
a. photocopy or print out copies of the sources used;
b. cite your sources using correct MLA format on your source information sheet; and
c. cite your sources using correct MLA format in a Works Cited page.
4. Criteria:
Research is an important process, and you will be required to meet several deadlines leading up to the presentation’s final due date. Furthermore, while you will be given some class time to work on your project, a majority of work will need to be done outside of class. Keep in mind, each of these items must also be resubmitted in your final packet.
2/28/2011 Research Proposal due
3/7/2011 Photocopies/print outs of 2 Sources with MLA citation info on Source Information Sheets due
3/17/2011 Photocopies/print outs of 3 Sources with MLA citation info on Source Information Sheets due
3/28/2011 Outline with thesis statement due
4/7/2011 **Rough Draft with parenthetical
documentation and works cited page due
4/15/2011 Final Packet: Manila Envelope with
Typed Final Draft and Works Cited page, Copies of Sources with Source Info Sheets attached, Rough Draft, Rubric/Grade Sheet
NO LATE PAPERS WILL BE ACCEPTED. NO EXCEPTIONS!
Research Project Steps
1. Purchase a manila envelope (9 x 12 inch preferred) to keep all research materials together.
2. Choose a topic.
3. Research your topic to find out what information is available using the computer catalog, CD-Rom, Internet, etc. Photocopy/print out copies of sources and copy down all MLA information needed when you have the actual source in your hands!!
4. Highlight information and/or take notes from the research, put all MLA citation information on source information page, and attach copies of the research to the back of the source information page.
5. Create a controlling idea (thesis statement).
6. Organize the material and prepare an outline that you will follow as you write your paper and a rough works cited page using MLA format.
7. Write a rough draft. Your rough draft must be typed.
● Check to be sure that you have used at least FIVE sources in your draft.
● Check to be sure that you have at least two (2) direct quotations and one (1) paraphrase or summary in each body paragraph.
● Be sure to use parenthetical/in-text documentation to cite the source of every piece of information and quotes used.
8. Revise and edit. Remember: to revise is to rewrite, use different and stronger words, and rearrange sentences, write your thoughts more clearly. To edit is to correct punctuation, spelling, and grammar.
9. Type your final draft (double check that all sources are used and correctly documented) and the final works cited page using MLA format.
10. Place all items in the manila envelope: Typed final draft and works cited, rough draft, copies of sources with source information sheets, rubric/grade sheet
Note Taking
The most practical way to prepare your research presentation is to photocopy or print out sources as you find them and highlight the information you wish to use. Jotting notes and all relevant MLA citation information on the Source Information Sheets will make it easy to organize your information later. You can also attach extra sheets if you need more pages to take notes.
All applicable information for the works cited page should be filled in at the top of the Source Information Sheets, and a photocopy/print out of the consulted pages of the source should be attached behind the Source Information Sheet.
Photocopies/Print Outs of relevant pages from all sources of information cited in the paper must be turned in with the paper. Quotations must be highlighted.
Works Cited
No research work can be complete without a listing of all the references consulted in the preparation of the project. The works cited list provides the information necessary for a reader to locate and be able to read any sources you cite. Each source you cite in the written presentation/speech must appear in your works-cited list; likewise, each entry in the works-cited list must be cited in your text.
A formal works cited page must be attached on the back of the rough and final copies of your written paper. There must be AT LEAST five (5) published sources listed – and there must be at least three (3) different types of sources used including a book, a journal article and an educational website.
Here are some guidelines for preparing your works cited list:
List Format
● Begin your works cited list on a separate page from the text of the essay under the label Works Cited (with no quotation marks, underlining, etc.), which should be centered at the top of the page.
● Make the first line of each entry in your list flush left with the margin. Subsequent lines in each entry should be indented one-half inch. This is known as a hanging indent.
● Double space all entries, with no skipped spaces between entries.
● Keep in mind that underlining and italics are equivalent; you should select one or the other to use throughout your essay.
● Alphabetize the list of works cited by the first word in each entry (usually the author's last name).
Basic Forms for Sources in Print
The MLA Style Manual provides extensive examples of print source citations in chapter six; The MLA Handbook for Writers of Research Papers provides extensive examples covering a wide variety of potential sources in chapter six. If your particular case is not covered here consult the MLA Handbook or visit internet MLA sites listed on http://vcaenglish.blogspot.com/ or RENWEB.
Parenthetical (In-text) Documentation
Photocopies or print outs of relevant pages from all information cited in the paper must be turned in with the paper. Quotations must be highlighted.
Each time information is used in the body of the written paper it must be documented. This rule applies not just to directly quoted material, but material that is paraphrased as well. Failure to document sources in the body of the paper leads the reader to suspect plagiarism and question the writer’s credibility. Failure to cite information used will result in a FAILING GRADE!
The proper format of in-text documentation is to follow the researched material in the text of the paper with the author’s name and page that the material appeared in the original source. If you mention the author’s name in the sentence, you only need the page number. For example:
Indirect quotation:
Stacy Douglas, in his essays on the American West, pointed out that the plow was a key tool in settling that region (45).
Direct quotation:
Stacy Douglas wrote, “Plows were essential to the settlement of the West in the late 1800’s” (45).
Paraphrase:
Other tools were necessary to the settlers of the Old West, like the plow (Douglas 45).
Outline
More than two points of specific information SHOULD BE USED to support each main point, so numbering and lettering can and should be expanded and developed for your paper.
NOTE: This sample outline is ONE WAY to set up your paper. You may organize it differently if you want to.
I. Paragraph One (Introduction) This paragraph is the introduction. In this paragraph, you will introduce your career, schools you have researched, living arrangements, and explain why you chose these particular topics.
A. Attention Getting Device - anecdote or information to entice reader
1. Comment on anecdote/statistic/ information
2. Introduction to career field
3. Introduction to location of schools and final city for career
B. Thesis statement (Career you have chosen and three main points you are going to discuss)
II. Paragraph Two This should be a detailed description of your job. What does a person in this field do? What purpose does this job fulfill? Why was it created? What does the future of this career look like? What are the daily activities of this job?
A. First Main Point (Topic Sentence)
B. Specific Information Supporting/Developing First Main Point
C. Specific Information Supporting/Developing First Main Point
D. Specific Information Supporting/Developing First Main Point
E. Specific Information Supporting/Developing First Main Point
F. Concluding Sentence
III. Paragraph Three This should be a detailed analysis of the rewards and benefits that come with this profession. Why are you interested in a career in this field? What benefits are included in this job—financial, personal, community? Why would someone want to be a member of this profession?
A. First Main Point (Topic Sentence)
B. Specific Information Supporting/Developing First Main Point
C. Specific Information Supporting/Developing First Main Point
D. Specific Information Supporting/Developing First Main Point
E. Specific Information Supporting/Developing First Main Point
F. Concluding Sentence
IV. Paragraph Four This should be a detailed explanation of what you need to do to obtain and maintain a job in this field. Consider what education you might need. Do you need to go to college or technical school? What kind of college? Two-year, four-year, or more? What are the best colleges in your field? What other skills do you need to develop in order to succeed at obtaining a job in this field? Do you need any special training (internships, apprenticeships)? Discuss the skills (mental, physical, and other) that will ensure success in this profession. Describe these skills in detail.
A. Third main point (Topic Sentence)
B. Specific Information Supporting/Developing Third Main Point
C. Specific Information Supporting/Developing Third Main Point
D. Specific Information Supporting/Developing Third Main Point
E. Specific Information Supporting/Developing Third Main Point
F. Concluding Sentence
V. Paragraph Five (Conclusion) Begin with a restatement of the main ideas in your body paragraphs. Summarize the research you found on your career. Discuss potential benefits of the location of your career/home. Give your final statement about the career you’ve presented. Make a universal statement about this career.
1. Restatement of ideas in body paragraphs
2. Final judgment about career
3. Discussion of benefits of the location
4. Universal statement/Concluding Sentence
Typed Final Draft
Do not use contractions and make sure that the paper is not written in second person – including no direct address to the reader with written or implied “you” statements. Limit the use of 1st person to the introduction and conclusion paragraphs ONLY!
1. A 12-point Times New Roman font should be used for the final draft and works cited page.
2. All typed pages should be double-spaced. DO NOT SKIP EXTRA LINES BETWEEN PARAGRAPHS.
3. Double-space within works cited entries and double space between each entry.
4. Margins should be set at one inch on all four sides of the page for the presentation notes and works cited page.
5. Page numbers with last names should appear at the top right of each page (use the header function).
6. The words Works Cited should appear at the top of that page and it should be numbered with your typed speech.
7. The title should appear centered at the top of the first page of the written presentation/speech just below the MLA header that is aligned with the left margin.
8. Tab once at the beginning of each paragraph – that will create a ½ inch indent.
Grading
This project is worth 2 test grades. Please see the attached grade breakdown for specifics.
All pieces of this research project (except your notes) should be typed and in MLA format. No exceptions. Due the nature of the project, all process parts are due on the day stated. If you do not have that part on that day, you will receive a zero for that particular section. If you are absent on the day a particular part is due, it is due on the day you return. It is your responsibility to turn it in.
Finally, I WILL NOT ACCEPT LATE RESEARCH PAPERS. Please make sure you are in class on the day the final draft is due. If you are not going to be here, make arrangements for your paper to be here. Thanks!
The following scenarios are considered cheating and can result in an automatic failing grade:
Plagiarism: Presenting someone else’s words or ideas as your own. Correct use of in-text documentation avoids this problem. Failing to document sources (i.e. no photocopies of sources, little or no in-text documentation of information, and/or not using proper format for direct quotations]or extensive paraphrasing without documentation is plagiarism and will result in a failing grade on this assignment.
Collaboration: Working with one or more people to produce a paper as a group project. This assignment is NOT a collaborative effort, so you should complete all of the work on the paper yourself.
Excessive Editing: Allowing other people to write or revise a paper or complete a project that is supposed to be your work alone. Parents or others that mean well can cross this line easily. Make sure that if you receive assistance, it NOT be any more than suggestions about where your paper needs improvement.
**ROUGH DRAFT PROCEDURES: I will be checking your work for completeness during class; however, you will need to schedule an individual conference with me for a later time. I am available on Monday, Wednesday, and Friday from 7:30-7:50, Monday through Friday from 3:00-3:30, and during 5th, 7th, and 8th periods, if you have a study hall during those times. You are not allowed to skip another class to meet with me.
Thursday, February 17, 2011
Lord of the Flies Study Guide for final test
Lord of the Flies
By William Golding
Study Guide
Key Ideas:
1. The title of the novel, Lord of the Flies, refers literally to the translation of the word Beelzebub, which can mean: the devil, Satan, or chief devil. When the head of a pig is impaled on a stick and begins to attract flies, the boys refer to it as the Lord of the flies. It represents the devil in form, though throughout the book, Golding shows how evil is present in all of us and within the boys themselves.
2. In the beginning the mood is one of joy and freedom as the boys discover an island paradise without adults. The mood, however, slowly turns to one of darkness and fear, as everything breaks up. At the end, there is no authority or discipline, only savagery, evil, death, and destruction.
3. From beginning to end, Golding has structured Lord of the Flies around the ideas of man's fallen nature and his basic inhumanity to his fellow man. The novel begins with a group of boys who have tried to escape the ravages and savagery of a nuclear war. They crash on an island, a beautiful, tropical paradise. The boys are delighted to be there, away from adults and rules. But they quickly turn their freedom into a nightmare, reverting from civilized to primitive; in the process they become savages and two boys are killed.
4. The symbolic outcome of the story is tragic. The boys revert to a base state of evil and savagery. They ignore the rational advice of Ralph and Piggy and begin to relish brutality, killing Simon and Piggy in the process. Through the outcome, Golding says that mankind often reverts to evil and savagery when placed in a natural, uncivilized environment.
SYMBOLISM
The novel is full of colorful symbolism. Some of the symbols are interpreted below:
The Island - It represents a Garden of Eden, then after the boys arrive, it represents the corrupt nature of mankind.
Piggy's eyeglasses - represents wisdom and knowledge.
The conch shell - represents civilization and authority. It is also a symbol of democracy.
The Signal fire - represents hope and salvation; rescue.
The death of Piggy and the destruction of the conch - represents the absolute breakdown of society and reason.
The pig's head on the spear - represents evil/Satan/darkness.
Lord of the Flies page 2
LIST OF MAIN CHARACTERS:
Ralph
Jack Merridew
Piggy
Simon
USE OF LITERARY DEVICES:
Dramatic Irony
Jack says, “We’ve got to have rules and obey them. After all, we’re not savages.”
Hyperbole
“They walked along, two continents of experience and feeling…”
Foreshadowing
Simon says twice to Ralph, “You’ll get back all right.”
Personification
“Authority sat on his shoulder and chattered in his ear…”
“The sun gazed down like an angry eye.”
Simile
“The sun gazed down like an angry eye.”
Alliteration
“…hopeless fear on flying feet rushing through the forest.”
Metaphor
“He…became fear: hopeless fear…”
Lord of the Flies page 3
IMPORTANT POINTS TO REMEMBER:
● This story is written from the all-knowing narrator, third person point of view.
● The setting of the story is an uninhabited island in the South Pacific.
● The fire on the mountain is a means of signaling to passing ships. It also symbolizes civilization.
● Piggy contributes to the signal fire by allowing his glasses to be used as a fire starter.
● Jack and Ralph are at odds because they have different goals. Jack feels hunting for meat is the most important thing and Ralph wants to provide shelter for the boys and plan a rescue.
● Ralph, Piggy, and Simon are in conflict with the rest of the boys because they are the voices of reason trying to re-establish a society that will result in their working together to be saved.
● The beast from the air is a dead pilot that has landed on the island. His parachute is caught in the trees and flaps in the wind creating the illusion of a living breathing creature.
● Simon hallucinates that the pig’s head is speaking to him.
● Simon climbs the mountain, sees the beast for what it is and returns to the group to tell them. The hunters are dancing and chanting around the pig’s head and when Simon stumbles out of the forest, they mistake him for the beast and kill him in a frenzy of spears, claws, and teeth.
● Piggy is the next boy to die. Roger pushes a large rock and knocks Piggy over the side of the cliff. The conch shell is crushed as well signifying the end of law and order.
● Ralph realizes that he is in danger and hides in the underbrush. The boys set fire to the underbrush to draw Ralph out and set fire to the entire island.
● The boys are rescued by a naval officer that was attracted to the island by the smoke.
Be prepared to discuss one of the following:
● The three beasts and what they appear to be as well as the source of the real beast.
● The progression of savagery of Jack and the hunters.
● The natural condition of man: are we inherently good or evil?
By William Golding
Study Guide
Key Ideas:
1. The title of the novel, Lord of the Flies, refers literally to the translation of the word Beelzebub, which can mean: the devil, Satan, or chief devil. When the head of a pig is impaled on a stick and begins to attract flies, the boys refer to it as the Lord of the flies. It represents the devil in form, though throughout the book, Golding shows how evil is present in all of us and within the boys themselves.
2. In the beginning the mood is one of joy and freedom as the boys discover an island paradise without adults. The mood, however, slowly turns to one of darkness and fear, as everything breaks up. At the end, there is no authority or discipline, only savagery, evil, death, and destruction.
3. From beginning to end, Golding has structured Lord of the Flies around the ideas of man's fallen nature and his basic inhumanity to his fellow man. The novel begins with a group of boys who have tried to escape the ravages and savagery of a nuclear war. They crash on an island, a beautiful, tropical paradise. The boys are delighted to be there, away from adults and rules. But they quickly turn their freedom into a nightmare, reverting from civilized to primitive; in the process they become savages and two boys are killed.
4. The symbolic outcome of the story is tragic. The boys revert to a base state of evil and savagery. They ignore the rational advice of Ralph and Piggy and begin to relish brutality, killing Simon and Piggy in the process. Through the outcome, Golding says that mankind often reverts to evil and savagery when placed in a natural, uncivilized environment.
SYMBOLISM
The novel is full of colorful symbolism. Some of the symbols are interpreted below:
The Island - It represents a Garden of Eden, then after the boys arrive, it represents the corrupt nature of mankind.
Piggy's eyeglasses - represents wisdom and knowledge.
The conch shell - represents civilization and authority. It is also a symbol of democracy.
The Signal fire - represents hope and salvation; rescue.
The death of Piggy and the destruction of the conch - represents the absolute breakdown of society and reason.
The pig's head on the spear - represents evil/Satan/darkness.
Lord of the Flies page 2
LIST OF MAIN CHARACTERS:
Ralph
Jack Merridew
Piggy
Simon
USE OF LITERARY DEVICES:
Dramatic Irony
Jack says, “We’ve got to have rules and obey them. After all, we’re not savages.”
Hyperbole
“They walked along, two continents of experience and feeling…”
Foreshadowing
Simon says twice to Ralph, “You’ll get back all right.”
Personification
“Authority sat on his shoulder and chattered in his ear…”
“The sun gazed down like an angry eye.”
Simile
“The sun gazed down like an angry eye.”
Alliteration
“…hopeless fear on flying feet rushing through the forest.”
Metaphor
“He…became fear: hopeless fear…”
Lord of the Flies page 3
IMPORTANT POINTS TO REMEMBER:
● This story is written from the all-knowing narrator, third person point of view.
● The setting of the story is an uninhabited island in the South Pacific.
● The fire on the mountain is a means of signaling to passing ships. It also symbolizes civilization.
● Piggy contributes to the signal fire by allowing his glasses to be used as a fire starter.
● Jack and Ralph are at odds because they have different goals. Jack feels hunting for meat is the most important thing and Ralph wants to provide shelter for the boys and plan a rescue.
● Ralph, Piggy, and Simon are in conflict with the rest of the boys because they are the voices of reason trying to re-establish a society that will result in their working together to be saved.
● The beast from the air is a dead pilot that has landed on the island. His parachute is caught in the trees and flaps in the wind creating the illusion of a living breathing creature.
● Simon hallucinates that the pig’s head is speaking to him.
● Simon climbs the mountain, sees the beast for what it is and returns to the group to tell them. The hunters are dancing and chanting around the pig’s head and when Simon stumbles out of the forest, they mistake him for the beast and kill him in a frenzy of spears, claws, and teeth.
● Piggy is the next boy to die. Roger pushes a large rock and knocks Piggy over the side of the cliff. The conch shell is crushed as well signifying the end of law and order.
● Ralph realizes that he is in danger and hides in the underbrush. The boys set fire to the underbrush to draw Ralph out and set fire to the entire island.
● The boys are rescued by a naval officer that was attracted to the island by the smoke.
Be prepared to discuss one of the following:
● The three beasts and what they appear to be as well as the source of the real beast.
● The progression of savagery of Jack and the hunters.
● The natural condition of man: are we inherently good or evil?
Tuesday, February 15, 2011
LOTF chapter by chapter summary
Lord of the Flies Chapter Summaries
This chapter summary of Lord of the Flies is intended as a review or preview of the novel. It is not intended as a substitute for reading.
Chapter 1: The Sound of the Shell - A plane evacuating British boys has been shot down in the Pacific. The boys had been ejected safely from the plane and have landed on a remote island. With no adult supervision, they attempt to establish order and a plan for survival. They elect a chief (Ralph) and he selects Jack Merridew, a militant choir bully, to rule over the choir, who become hunters. We also meet Piggy in chapter 1. Piggy is fat, suffers from asthma, and has no social skills. He immediately becomes the target of the other boys who make fun of him.
Piggy finds a conch shell and shows Ralph how to blow it. The sound of the shell calls the boys together for assemblies and to discuss important matters. At each assembly, the boy holding the conch is the only one allowed to speak. At the assembly, Jack, Simon, and Ralph decide to explore the island. They confirm their suspicions that they are on an island. Towards the end of chapter 1, the three explorers find a trapped pig. The pig gets away.
Chapter 2: Fire on the Mountain - The three boys return from their exploration and call an assembly. One of the littleuns mentions a snake thing, a beastie, which sends fear throughout the group. They debate its existence and determine the littluns were having nightmares. Ralph decides they need to make a fire on the mountain as a rescue signal. They use Piggy's glasses to light the fire. The fire rages out of control. One of the littleuns dies in the conflagration (a fancy word for large fire). Piggy and Jack argue.
Chapter 3: Huts on the Beach - Jack is obsessed with hunting pigs although he has yet to catch one. Ralph and Simon work on the huts. Everyone else plays. Jack has become savage in his quest for blood. Ralph and Jack argue. Simon wanders off, helps the littluns get fruit, and continues to an isolated location.
Chapter 4: Painted Faces and Long Hair - Roger and Maurice bully the littluns on the beach. They are still, however, held back by rules they learned in civilization. Jack paints his face for hunting. His mask liberates him from the rules of civilization. He leads the boys on a hunting expedition. As Jack and the hunters are out, a ship passes by. Ralph realizes the hunters have let the fire go out. He races to the top, but is unable to light it in time. Jack and the hunters return with a pig. Ralph and Jack argue. Jack punches Piggy in the gut. One of Piggy's lenses break from his glasses. The boys cook the pig and have a feast. Ralph announces a meeting.
Chapter 5: Beast From Water - Ralph tries to set things in order. He reestablishes rules regarding the fire and where to go to the bathroom. The subject of the beast is brought up. Jack argues the island is too small for a beast. One of the boys claims the beast comes from the sea. The boys argue. Simon suggests that they are the beast. They all make fun of him. The arguing continues. Jack storms away from the meeting with his hunters, who make horrific sounds in the darkness. Piggy begs Ralph to call them back with the conch. He longs for grown ups to make things right.
Chapter 6: Beast from Air - A plane is shot down high above as the children sleep. A dead parachutist lands on the island, stuck in the rocks and trees. Samneric see the dead parachutist and mistake it for the beast. The boys hunt for the beast. They can't find it. Jack thinks he's found a good fort from which to throw rocks at people. After not finding the beast, Ralph notices the fire has gone out. None of the others, especially Jack, seem to care.
Chapter 7: Shadow and Tall Trees - The hunt for the beast continues. The boys come across a pig run and Ralph sticks a boar in the nose with a spear. The boar escapes. The boys act out a pig hunt with Robert playing the part of the pig. Even Ralph enjoys the spectacle. The quest for the beast continues until evening. Jack, Ralph, and Roger agree to scale the mountain. The three boys see the dead parachutist who they mistake for the beast and run away as fast as they can.
Chapter 8: Gift for the Darkness - Jack calls a meeting, insults Ralph, and asks for Ralph to no longer be chief. Nobody else agrees. Jack, embarassed, leaves the tribe and goes into the forest. The assembly continues. Simon suggests they go up the mountain. Piggy suggests they build the fire on the beach since the beast is on the mountain. The boys gather wood. The littluns sing and dance. Roger, Bill, Maurice, and other biguns escape into the woods, following Jack. Simon has also disappeared into his secret spot.
The hunters track down a pig and kill it. They chop off its head and offer it to the beast as a sacrifice. Flies swarm. The hunters race back to the beach to steal fire. Simon arrives at the pig's head after the hunters have left. He imagines the pig's head is speaking to him. The pig's head tells Simon he can't escape. Jack's hunters raid Ralph's camp for fire and invite the others.
Chapter 9: The View to a Death - Simon passes out and wakes up. He explores, discovers the truth about the beast, and heads immediately to the beach to tell the others. Meanwhile, all the boys have left the original camp to join Jack's hunters. Even Ralph and Piggy go. There's a dispute. It rains. Jack and his hunters begin their chant. Simon appears from the forest. They kill him. The dead parachutist is driven by the wind, over the boys, and out to sea. After the storm ceases, the boys gather around dead Simon as his body is washed out to sea.
Chapter 10: The Shell and the Glasses - Ralph, Piggy and Samneric are the only ones left in the original tribe. Ralph and Piggy express their horror over witnessing/participating in Simon's murder. Jack and his crew have taken up residence at the fort. Roger approaches and is told of one of the boys (Wilfred) being tied up and whipped. Jack and his tribe have been transformed into savages. They plot to steal fire. They raid Ralph and Piggy's camp and steal Piggy's glasses.
Chapter 11: Castle Rock - Piggy declares his intention to confront Ralph and demand his glasses back. The four boys go to castle rock, conch in hand. Ralph blows the conch at the fort entrance. Ralph and Jack spar. Ralph demands Piggy's glasses. Jack's savages tie up Samneric. Piggy tries to talk sense into the savages. Roger wedges the giant rock loose. It smashes the conch and knocks Piggy off the cliff. Jack and the others throw spears at Ralph, who runs away.
Chapter 12: Cry of the Hunters - Ralph flees and returns at night to speak with Samneric who are the new guards. They warn Ralph to go away. Ralph learns the tribe will hunt him the next day like a pig. Roger is sharpening a stick at both ends. Ralph hides in a thicket. One of the twins gives away Ralph's location. They eventually fill the thicket with smoke. Ralph charges out and runs for his life. The hunters pursue. Ralph notices the island has caught fire. The hunters chase Ralph down to the beach where he finds a naval officer there to rescue them.
This chapter summary of Lord of the Flies is intended as a review or preview of the novel. It is not intended as a substitute for reading.
Chapter 1: The Sound of the Shell - A plane evacuating British boys has been shot down in the Pacific. The boys had been ejected safely from the plane and have landed on a remote island. With no adult supervision, they attempt to establish order and a plan for survival. They elect a chief (Ralph) and he selects Jack Merridew, a militant choir bully, to rule over the choir, who become hunters. We also meet Piggy in chapter 1. Piggy is fat, suffers from asthma, and has no social skills. He immediately becomes the target of the other boys who make fun of him.
Piggy finds a conch shell and shows Ralph how to blow it. The sound of the shell calls the boys together for assemblies and to discuss important matters. At each assembly, the boy holding the conch is the only one allowed to speak. At the assembly, Jack, Simon, and Ralph decide to explore the island. They confirm their suspicions that they are on an island. Towards the end of chapter 1, the three explorers find a trapped pig. The pig gets away.
Chapter 2: Fire on the Mountain - The three boys return from their exploration and call an assembly. One of the littleuns mentions a snake thing, a beastie, which sends fear throughout the group. They debate its existence and determine the littluns were having nightmares. Ralph decides they need to make a fire on the mountain as a rescue signal. They use Piggy's glasses to light the fire. The fire rages out of control. One of the littleuns dies in the conflagration (a fancy word for large fire). Piggy and Jack argue.
Chapter 3: Huts on the Beach - Jack is obsessed with hunting pigs although he has yet to catch one. Ralph and Simon work on the huts. Everyone else plays. Jack has become savage in his quest for blood. Ralph and Jack argue. Simon wanders off, helps the littluns get fruit, and continues to an isolated location.
Chapter 4: Painted Faces and Long Hair - Roger and Maurice bully the littluns on the beach. They are still, however, held back by rules they learned in civilization. Jack paints his face for hunting. His mask liberates him from the rules of civilization. He leads the boys on a hunting expedition. As Jack and the hunters are out, a ship passes by. Ralph realizes the hunters have let the fire go out. He races to the top, but is unable to light it in time. Jack and the hunters return with a pig. Ralph and Jack argue. Jack punches Piggy in the gut. One of Piggy's lenses break from his glasses. The boys cook the pig and have a feast. Ralph announces a meeting.
Chapter 5: Beast From Water - Ralph tries to set things in order. He reestablishes rules regarding the fire and where to go to the bathroom. The subject of the beast is brought up. Jack argues the island is too small for a beast. One of the boys claims the beast comes from the sea. The boys argue. Simon suggests that they are the beast. They all make fun of him. The arguing continues. Jack storms away from the meeting with his hunters, who make horrific sounds in the darkness. Piggy begs Ralph to call them back with the conch. He longs for grown ups to make things right.
Chapter 6: Beast from Air - A plane is shot down high above as the children sleep. A dead parachutist lands on the island, stuck in the rocks and trees. Samneric see the dead parachutist and mistake it for the beast. The boys hunt for the beast. They can't find it. Jack thinks he's found a good fort from which to throw rocks at people. After not finding the beast, Ralph notices the fire has gone out. None of the others, especially Jack, seem to care.
Chapter 7: Shadow and Tall Trees - The hunt for the beast continues. The boys come across a pig run and Ralph sticks a boar in the nose with a spear. The boar escapes. The boys act out a pig hunt with Robert playing the part of the pig. Even Ralph enjoys the spectacle. The quest for the beast continues until evening. Jack, Ralph, and Roger agree to scale the mountain. The three boys see the dead parachutist who they mistake for the beast and run away as fast as they can.
Chapter 8: Gift for the Darkness - Jack calls a meeting, insults Ralph, and asks for Ralph to no longer be chief. Nobody else agrees. Jack, embarassed, leaves the tribe and goes into the forest. The assembly continues. Simon suggests they go up the mountain. Piggy suggests they build the fire on the beach since the beast is on the mountain. The boys gather wood. The littluns sing and dance. Roger, Bill, Maurice, and other biguns escape into the woods, following Jack. Simon has also disappeared into his secret spot.
The hunters track down a pig and kill it. They chop off its head and offer it to the beast as a sacrifice. Flies swarm. The hunters race back to the beach to steal fire. Simon arrives at the pig's head after the hunters have left. He imagines the pig's head is speaking to him. The pig's head tells Simon he can't escape. Jack's hunters raid Ralph's camp for fire and invite the others.
Chapter 9: The View to a Death - Simon passes out and wakes up. He explores, discovers the truth about the beast, and heads immediately to the beach to tell the others. Meanwhile, all the boys have left the original camp to join Jack's hunters. Even Ralph and Piggy go. There's a dispute. It rains. Jack and his hunters begin their chant. Simon appears from the forest. They kill him. The dead parachutist is driven by the wind, over the boys, and out to sea. After the storm ceases, the boys gather around dead Simon as his body is washed out to sea.
Chapter 10: The Shell and the Glasses - Ralph, Piggy and Samneric are the only ones left in the original tribe. Ralph and Piggy express their horror over witnessing/participating in Simon's murder. Jack and his crew have taken up residence at the fort. Roger approaches and is told of one of the boys (Wilfred) being tied up and whipped. Jack and his tribe have been transformed into savages. They plot to steal fire. They raid Ralph and Piggy's camp and steal Piggy's glasses.
Chapter 11: Castle Rock - Piggy declares his intention to confront Ralph and demand his glasses back. The four boys go to castle rock, conch in hand. Ralph blows the conch at the fort entrance. Ralph and Jack spar. Ralph demands Piggy's glasses. Jack's savages tie up Samneric. Piggy tries to talk sense into the savages. Roger wedges the giant rock loose. It smashes the conch and knocks Piggy off the cliff. Jack and the others throw spears at Ralph, who runs away.
Chapter 12: Cry of the Hunters - Ralph flees and returns at night to speak with Samneric who are the new guards. They warn Ralph to go away. Ralph learns the tribe will hunt him the next day like a pig. Roger is sharpening a stick at both ends. Ralph hides in a thicket. One of the twins gives away Ralph's location. They eventually fill the thicket with smoke. Ralph charges out and runs for his life. The hunters pursue. Ralph notices the island has caught fire. The hunters chase Ralph down to the beach where he finds a naval officer there to rescue them.
Sunday, February 13, 2011
Saturday, February 5, 2011
Thursday, February 3, 2011
Tuesday, January 25, 2011
Monday, January 17, 2011
Honors Reading for 3rd Qtr
Honors students are required to procure their own copies of My Antonia by Willa Cather. You have several options. First of all, this book is available for download to a Kindle or KindlePC at no charge. Amazon.com has the book available for $7.95, and I am sure it is available at the public library. Please begin reading as soon as possible. I will be giving you an assignment sheet with additional information, in the meantime, READ!
Thursday, January 6, 2011
Wednesday, January 5, 2011
Tuesday, January 4, 2011
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