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2010/01/18 | Exam Format and Review guide ENG4U - EXAM Format and Review EXAM FORMAT Part 1 Essay Question ¡V formal essay Part 1: Essay Question -students should review the play Hamlet , their literature circle novel and their ISU novel focusing on the following for each story: plot, characters: major and minor, conflict: internal and external, themes and topics, lessons and morals, etc. As well students should review the theories of literary criticism covered this semester. Part 2: Sight Passage: sight passage ¡V personal essay TIPS FOR SUCCESSFUL EXAM WRITING |
English Grade 12 university ENG4U1 | |
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2010/01/18 | Final Exam outline and review sheet ENG3U - EXAM Format and Review EXAM FORMAT Part 1 Essay Question – 5 paragraph essay Part 2 Sight Passage – short story – 3 Questions -paragraph answers ------------------------------------------------------------------- EXAM REVIEW Part 1: Essay Question Students will write one formal 5 paragraph essay following the same structure as the ISU essay -students should review the play Macbeth, the novel The Lord of the Flies and their ISU novel focusing on the following for each story: plot, characters: major and minor, conflict: internal and external, themes and topics, lessons and morals, etc. As well students should review the theories of literary criticism covered this semester. Part 2: Sight Passage: Short Story Students will be given a literary short story to read and questions to answer in paragraph form. -students should review the elements and structure of a short story, literary devices and terminology, such as: irony, symbolism, foreshadowing, flashback, internal and external conflict, climax, falling action, etc TIPS FOR SUCCESSFUL EXAM WRITING Before: Get a good night’s sleep and have a substantial breakfast Bring a watch, a bottle of water, tissues, extra pens/pencils, whiteout Read over the exam once quickly before you begin writing Decide how much time you will spend on each section and stick to that plan Visit the washroom before coming to the exam as you will NOT be allowed to leave the exam room until you have handed in your completed exam All bags, purses, notebooks, pencil cases, etc must be placed at the back of the room. DO NOT BRING ANY ELECTRONIC DEVICES WITH YOU TO THE EXAM ROOM YOU MUST BE IN FULL UNIFORM to enter the exam room During: If you need assistance, remain seated and raise your hand. The teacher will come to you. For writing pieces, create a plan on scrap paper of what you want to write and refer to it throughout Be as specific as possible when giving details from stories to support your ideas Refer to specific examples from the text(s) whenever possible Keep your eyes on your own paper. Do not risk talking to anyone under any circumstances. If you need whiteout, a sharpener or a pen RAISE YOUR HAND and tell the teacher. Cheating is not worth it and will result in serious consequences from the school administration After: When done, stay seated and raise your hand so teacher may collect your work Wait to be dismissed from the exam room by the teacher. Bring a book to read or notes for your next exam (to be kept at the back of the room) to class in case you finish earlier than the dismissal time |
English Grade 11 university ENG3U1 | |
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2009/12/18 | ISU essays ISU essays will begin on Mon Jan 4 ***Have a safe and joyfull holiday and see you all in the New Year ---f. kibbe |
English Grade 11 university ENG3U1 | |
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2009/12/18 | ISU Essay ISU essays will be written in class starting on Mon Jan.4 ****HAVE A SAFE AND JOYFULL HOLIDAY AND SEE YOU ALL IN THE NEW YEAR --f. kibbe |
English Grade 12 university ENG4U1 | |
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2009/12/18 | ISU package *ISU essay writing will start on Mon Jan 4 **ISU presentations will start Mon Dec 11 ISU Package handed out in class at start of semester is posted below: ENG 3U CULMINATING ACTIVITY COMPARATIVE JOURNEY THROUGH LITERATURE The Independent Study Unit represents 15% of a student’s final mark for the semester, and is equivalent in weighting to their final examination. As such, it is a serious undertaking which requires diligence and time-management to complete successfully. Your main task for this Culminating Activity will be to write a comparative essay, examining the thematic connections between a novel and one of the major works we have studied this semester. Students will first choose a novel and theme topic from the list provided by your teacher. Students should ensure that they choose a topic and novel they are interested in reading about. Students will complete the reading of this novel on their own time, prior to the dates listed below for the in class essay and seminar presentation. Students will write the essay during the week of Jan. 4-8. Students may use their primary sources during the completion of this task. No secondary sources may be brought into the classroom to complete this essay. All work on the essay will be completed during class time and handed back to the teacher at the end of each period. Students will also complete a 5 -8 minute seminar presentation linking the novel and major work with a poem and movie. These seminars will be presented in class during the week of Jan. 11 to 15. (Schedule to follow.) The specific requirements for the essay and the seminar presentation are listed below. Appropriate rubrics for both components are also included in this package. PART A: The Essay The value for the essay component is 100 marks 1 Your task is to write an essay which analyses the treatment and the development of the theme in the novel you read with the treatment of that same theme in one of the major works we have studied this semester. Your essay must follow the 5 paragraph essay format you have been taught. 2 The ACS Style Guide, which is included in your ACS Agenda, will be the reference against which your essay style is evaluated. All of your formative and rough work must be submitted with your final copy of your essay, and include the rubrics provided for assessment. PART B: The Seminar Presentation The presentation component is valued at 50 marks. 1 Your task here is to engage your audience in a presentation of your topic. Your presentation must link your novel and major work selection with a poem and a short movie clip of your choice. Your presentation should be 8 -10 minutes in length. 2 The movie clip must be thematically linked to your novel and short story selections. If your novel selection has been made into a movie, you may not use the movie version of that novel. Your choice of movie must be approved by your teacher. 3 The poem will be read aloud for the audience. You should discuss the thematic connections of the poem to your novel and major work selection. Your poem selection must be approved by your teacher prior to your seminar presentation. 4 Your presentation should also include a brief learning activity that will engage your audience in your subject matter. ORAL PRESENTATION RUBRIC Category Level 1 Level 2 Level 3 Level 4 Knowledge (Knowledge of themes, characters, figurative language, and other relevant literary elements.) Demonstrates limited knowledge of book, topic and poem and relevant literary devices and elements. Demonstrates some knowledge of book, topic and poem and relevant literary devices and elements. Demonstrates considerable knowledge of book, topic and poem and relevant literary devices and elements. Demonstrates a high degree of knowledge of book, topic and poem and relevant literary devices and elements. Thinking (Planning, organizing, analysis of texts and topic.) Demonstrates limited organizational skills, limited analysis of texts. Demonstrates some organizational skills, some analysis of texts. Demonstrates considerable organizational skills, considerable analysis of texts. Demonstrates a high degree of organizational skills, and a highly effective analysis of texts. Communication (Clarity of voice, use of expression, body language, eye contact, pacing, volume, lack of verbal crutches, correct usage.) Communicates with limited effectiveness. Communicates with some effectiveness. Communicates with considerable effectiveness. Communicates with a high degree of effectiveness. Application (Demonstrated ability to understand connections between texts.) Demonstrates limited ability to make connections between texts and topic. Demonstrates some ability to make connections between texts and topic. Demonstrates considerable ability to make connections between texts and topic. Demonstrates a high degree of ability to make connections between texts and topic. CULMINATING ESSAY RUBRIC Category Level 1 Level 2 Level 3 Level 4 Knowledge Knowledge of essay format (introduction with thesis and list of arguments, concluding and topic sentences., pt, proof, exp. format) -- demonstrates limited knowledge of essay format -- demonstrates some knowledge of essay format -- demonstrates considerable knowledge of essay format -- demonstrates a high degree of command of essay format. Knowledge Content Knowledge of text. (characters, plot, setting, themes, literary devices, etc.) -- demonstrates limited knowledge of content -- demonstrates some knowledge of content --demonstrates considerable knowledge of content -- demonstrates a high degree of knowledge of content. Thinking Use of planning and processing skills (Organizing, synthesizing evidence) -- demonstrates limited use of planning and processing skills -- demonstrates some use of planning and processing skills -- demonstrates considerable use of planning and processing skills -- demonstrates a highly effective use of planning and processing skills. Thinking Analysis (Analyzing function and purpose, forming conclusions about meaning.) -- demonstrates limited analysis of function and purpose -- demonstrates some analysis of function and purpose -- demonstrates considerable analysis of function and purpose -- demonstrates a high degree of analysis of function and purpose Communication Expression of ideas (Clarity and coherency of thought, cogency of argument, use of appropriate tone) -- demonstrates limited command of tone, clarity, and coherency. -- demonstrates some command of appropriate tone, clarity and coherency. -- demonstrates considerable command of appropriate tone, clarity and coherency of expression. -- demonstrates a high degree of command of appropriate tone, clarity and coherency of expression. Communication Use of conventions (Grammar, spelling, punctuation, syntax, diction, style.) -- demonstrates limited command of language conventions -- demonstrates some command of language conventions -- demonstrates considerable command of language conventions -- demonstrates a high degree of command of language conventions Application Demonstrated ability to understand key concepts.. -- demonstrates limited understanding and application of key concepts. -- demonstrates some understanding and application of key concepts -- demonstrates considerable understanding and application of key concepts. -- demonstrates a highly effective application and understanding of key concepts. Application Ability to make connections between topic and wider contexts. -- demonstrates limited ability to make connections between aspects of the text. --demonstrates some ability to make connections between aspects of the text. -- demonstrates considerable ability to make connections between aspects of the text. -- demonstrates a high degree of ability to make connections between aspects of the text. |
English Grade 11 university ENG3U1 | |
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2009/12/14 | Oral Dissertations ISU Dissertations will be held in the Library on Monday, Tuesday, and Wednesday Dec. 14, 15, 16 *Students not presenting are expected to use the time as a work period in the library, so please come prepared. |
English Grade 12 university ENG4U1 | |
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2009/12/14 | Schedule for Final Week before Christmas Monday and Tuesday: "The Most Dangerous Game" Work Period Wednesday: Short Story (catch up) Work Period / ISU work Period Thursday: Short Story Test Friday: Christmas Dinner (if cancelled this will be an ISU work period - bring your novels) |
English Grade 11 university ENG3U1 | |
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2009/12/14 | Short Story - “The Most Dangerous Game” The Most Dangerous Game by Richard Connell ________________________________________ "OFF THERE to the right--somewhere--is a large island," said Whitney." It's rather a mystery--" "What island is it?" Rainsford asked. "The old charts call it `Ship-Trap Island,"' Whitney replied." A suggestive name, isn't it? Sailors have a curious dread of the place. I don't know why. Some superstition--" "Can't see it," remarked Rainsford, trying to peer through the dank tropical night that was palpable as it pressed its thick warm blackness in upon the yacht. "You've good eyes," said Whitney, with a laugh," and I've seen you pick off a moose moving in the brown fall bush at four hundred yards, but even you can't see four miles or so through a moonless Caribbean night." "Nor four yards," admitted Rainsford. "Ugh! It's like moist black velvet." "It will be light enough in Rio," promised Whitney. "We should make it in a few days. I hope the jaguar guns have come from Purdey's. We should have some good hunting up the Amazon. Great sport, hunting." "The best sport in the world," agreed Rainsford. "For the hunter," amended Whitney. "Not for the jaguar." "Don't talk rot, Whitney," said Rainsford. "You're a big-game hunter, not a philosopher. Who cares how a jaguar feels?" "Perhaps the jaguar does," observed Whitney. "Bah! They've no understanding." "Even so, I rather think they understand one thing--fear. The fear of pain and the fear of death." "Nonsense," laughed Rainsford. "This hot weather is making you soft, Whitney. Be a realist. The world is made up of two classes--the hunters and the huntees. Luckily, you and I are hunters. Do you think we've passed that island yet?" "I can't tell in the dark. I hope so." "Why? " asked Rainsford. "The place has a reputation--a bad one." "Cannibals?" suggested Rainsford. "Hardly. Even cannibals wouldn't live in such a God-forsaken place. But it's gotten into sailor lore, somehow. Didn't you notice that the crew's nerves seemed a bit jumpy today?" "They were a bit strange, now you mention it. Even Captain Nielsen--" "Yes, even that tough-minded old Swede, who'd go up to the devil himself and ask him for a light. Those fishy blue eyes held a look I never saw there before. All I could get out of him was `This place has an evil name among seafaring men, sir.' Then he said to me, very gravely, `Don't you feel anything?'--as if the air about us was actually poisonous. Now, you mustn't laugh when I tell you this--I did feel something like a sudden chill. "There was no breeze. The sea was as flat as a plate-glass window. We were drawing near the island then. What I felt was a--a mental chill; a sort of sudden dread." "Pure imagination," said Rainsford. "One superstitious sailor can taint the whole ship's company with his fear." "Maybe. But sometimes I think sailors have an extra sense that tells them when they are in danger. Sometimes I think evil is a tangible thing--with wave lengths, just as sound and light have. An evil place can, so to speak, broadcast vibrations of evil. Anyhow, I'm glad we're getting out of this zone. Well, I think I'll turn in now, Rainsford." "I'm not sleepy," said Rainsford. "I'm going to smoke another pipe up on the afterdeck." "Good night, then, Rainsford. See you at breakfast." "Right. Good night, Whitney." There was no sound in the night as Rainsford sat there but the muffled throb of the engine that drove the yacht swiftly through the darkness, and the swish and ripple of the wash of the propeller. Rainsford, reclining in a steamer chair, indolently puffed on his favourite brier. The sensuous drowsiness of the night was on him." It's so dark," he thought, "that I could sleep without closing my eyes; the night would be my eyelids--" An abrupt sound startled him. Off to the right he heard it, and his ears, expert in such matters, could not be mistaken. Again he heard the sound, and again. Somewhere, off in the blackness, someone had fired a gun three times. Rainsford sprang up and moved quickly to the rail, mystified. He strained his eyes in the direction from which the reports had come, but it was like trying to see through a blanket. He leaped upon the rail and balanced himself there, to get greater elevation; his pipe, striking a rope, was knocked from his mouth. He lunged for it; a short, hoarse cry came from his lips as he realized he had reached too far and had lost his balance. The cry was pinched off short as the blood-warm waters of the Caribbean Sea dosed over his head. He struggled up to the surface and tried to cry out, but the wash from the speeding yacht slapped him in the face and the salt water in his open mouth made him gag and strangle. Desperately he struck out with strong strokes after the receding lights of the yacht, but he stopped before he had swum fifty feet. A certain coolheadedness had come to him; it was not the first time he had been in a tight place. There was a chance that his cries could be heard by someone aboard the yacht, but that chance was slender and grew more slender as the yacht raced on. He wrestled himself out of his clothes and shouted with all his power. The lights of the yacht became faint and ever-vanishing fireflies; then they were blotted out entirely by the night. Rainsford remembered the shots. They had come from the right, and doggedly he swam in that direction, swimming with slow, deliberate strokes, conserving his strength. For a seemingly endless time he fought the sea. He began to count his strokes; he could do possibly a hundred more and then-- Rainsford heard a sound. It came out of the darkness, a high screaming sound, the sound of an animal in an extremity of anguish and terror. He did not recognize the animal that made the sound; he did not try to; with fresh vitality he swam toward the sound. He heard it again; then it was cut short by another noise, crisp, staccato. "Pistol shot," muttered Rainsford, swimming on. Ten minutes of determined effort brought another sound to his ears--the most welcome he had ever heard--the muttering and growling of the sea breaking on a rocky shore. He was almost on the rocks before he saw them; on a night less calm he would have been shattered against them. With his remaining strength he dragged himself from the swirling waters. Jagged crags appeared to jut up into the opaqueness; he forced himself upward, hand over hand. Gasping, his hands raw, he reached a flat place at the top. Dense jungle came down to the very edge of the cliffs. What perils that tangle of trees and underbrush might hold for him did not concern Rainsford just then. All he knew was that he was safe from his enemy, the sea, and that utter weariness was on him. He flung himself down at the jungle edge and tumbled headlong into the deepest sleep of his life. When he opened his eyes he knew from the position of the sun that it was late in the afternoon. Sleep had given him new vigour; a sharp hunger was picking at him. He looked about him, almost cheerfully. "Where there are pistol shots, there are men. Where there are men, there is food," he thought. But what kind of men, he wondered, in so forbidding a place? An unbroken front of snarled and ragged jungle fringed the shore. He saw no sign of a trail through the closely knit web of weeds and trees; it was easier to go along the shore, and Rainsford floundered along by the water. Not far from where he landed, he stopped. Some wounded thing--by the evidence, a large animal--had thrashed about in the underbrush; the jungle weeds were crushed down and the moss was lacerated; one patch of weeds was stained crimson. A small, glittering object not far away caught Rainsford's eye and he picked it up. It was an empty cartridge. "A twenty-two," he remarked. "That's odd. It must have been a fairly large animal too. The hunter had his nerve with him to tackle it with a light gun. It's clear that the brute put up a fight. I suppose the first three shots I heard was when the hunter flushed his quarry and wounded it. The last shot was when he trailed it here and finished it." He examined the ground closely and found what he had hoped to find--the print of hunting boots. They pointed along the cliff in the direction he had been going. Eagerly he hurried along, now slipping on a rotten log or a loose stone, but making headway; night was beginning to settle down on the island. Bleak darkness was blacking out the sea and jungle when Rainsford sighted the lights. He came upon them as he turned a crook in the coast line; and his first thought was that be had come upon a village, for there were many lights. But as he forged along he saw to his great astonishment that all the lights were in one enormous building--a lofty structure with pointed towers plunging upward into the gloom. His eyes made out the shadowy outlines of a palatial chateau; it was set on a high bluff, and on three sides of it cliffs dived down to where the sea licked greedy lips in the shadows. "Mirage," thought Rainsford. But it was no mirage, he found, when he opened the tall spiked iron gate. The stone steps were real enough; the massive door with a leering gargoyle for a knocker was real enough; yet above it all hung an air of unreality. He lifted the knocker, and it creaked up stiffly, as if it had never before been used. He let it fall, and it startled him with its booming loudness. He thought he heard steps within; the door remained closed. Again Rainsford lifted the heavy knocker, and let it fall. The door opened then--opened as suddenly as if it were on a spring--and Rainsford stood blinking in the river of glaring gold light that poured out. The first thing Rainsford's eyes discerned was the largest man Rainsford had ever seen--a gigantic creature, solidly made and black bearded to the waist. In his hand the man held a long-barreled revolver, and he was pointing it straight at Rainsford's heart. Out of the snarl of beard two small eyes regarded Rainsford. "Don't be alarmed," said Rainsford, with a smile which he hoped was disarming. "I'm no robber. I fell off a yacht. My name is Sanger Rainsford of New York City." The menacing look in the eyes did not change. The revolver pointing as rigidly as if the giant were a statue. He gave no sign that he understood Rainsford's words, or that he had even heard them. He was dressed in uniform--a black uniform trimmed with gray astrakhan. "I'm Sanger Rainsford of New York," Rainsford began again. "I fell off a yacht. I am hungry." The man's only answer was to raise with his thumb the hammer of his revolver. Then Rainsford saw the man's free hand go to his forehead in a military salute, and he saw him click his heels together and stand at attention. Another man was coming down the broad marble steps, an erect, slender man in evening clothes. He advanced to Rainsford and held out his hand. In a cultivated voice marked by a slight accent that gave it added precision and deliberateness, he said, "It is a very great pleasure and honour to welcome Mr. Sanger Rainsford, the celebrated hunter, to my home." Automatically Rainsford shook the man's hand. "I've read your book about hunting snow leopards in Tibet, you see," explained the man. "I am General Zaroff." Rainsford's first impression was that the man was singularly handsome; his second was that there was an original, almost bizarre quality about the general's face. He was a tall man past middle age, for his hair was a vivid white; but his thick eyebrows and pointed military moustache were as black as the night from which Rainsford had come. His eyes, too, were black and very bright. He had high cheekbones, a sharpcut nose, a spare, dark face--the face of a man used to giving orders, the face of an aristocrat. Turning to the giant in uniform, the general made a sign. The giant put away his pistol, saluted, withdrew. "Ivan is an incredibly strong fellow," remarked the general, "but he has the misfortune to be deaf and dumb. A simple fellow, but, I'm afraid, like all his race, a bit of a savage." "Is he Russian?" "He is a Cossack," said the general, and his smile showed red lips and pointed teeth. "So am I." "Come," he said, "we shouldn't be chatting here. We can talk later. Now you want clothes, food, rest. You shall have them. This is a most-restful spot." Ivan had reappeared, and the general spoke to him with lips that moved but gave forth no sound. "Follow Ivan, if you please, Mr. Rainsford," said the general. "I was about to have my dinner when you came. I'll wait for you. You'll find that my clothes will fit you, I think." It was to a huge, beam-ceilinged bedroom with a canopied bed big enough for six men that Rainsford followed the silent giant. Ivan laid out an evening suit, and Rainsford, as he put it on, noticed that it came from a London tailor who ordinarily cut and sewed for none below the rank of duke. The dining room to which Ivan conducted him was in many ways remarkable. There was a medieval magnificence about it; it suggested a baronial hall of feudal times with its oaken panels, its high ceiling, its vast refectory tables where twoscore men could sit down to eat. About the hall were mounted heads of many animals--lions, tigers, elephants, moose, bears; larger or more perfect specimens Rainsford had never seen. At the great table the general was sitting, alone. "You'll have a cocktail, Mr. Rainsford," he suggested. The cocktail was surpassingly good; and, Rainsford noted, the table appointments were of the finest--the linen, the crystal, the silver, the china. They were eating borsch, the rich, red soup with whipped cream so dear to Russian palates. Half apologetically General Zaroff said, "We do our best to preserve the amenities of civilization here. Please forgive any lapses. We are well off the beaten track, you know. Do you think the champagne has suffered from its long ocean trip?" "Not in the least," declared Rainsford. He was finding the general a most thoughtful and affable host, a true cosmopolite. But there was one small trait of .the general's that made Rainsford uncomfortable. Whenever he looked up from his plate he found the general studying him, appraising him narrowly. "Perhaps," said General Zaroff, "you were surprised that I recognized your name. You see, I read all books on hunting published in English, French, and Russian. I have but one passion in my life, Mr. Rainsford, and it is the hunt." "You have some wonderful heads here," said Rainsford as he ate a particularly well-cooked filet mignon. “ That Cape buffalo is the largest I ever saw." "Oh, that fellow. Yes, he was a monster." "Did he charge you?" "Hurled me against a tree," said the general. "Fractured my skull. But I got the brute." "I've always thought," said Rainsford, "that the Cape buffalo is the most dangerous of all big game." For a moment the general did not reply; he was smiling his curious red-lipped smile. Then he said slowly, "No. You are wrong, sir. The Cape buffalo is not the most dangerous big game." He sipped his wine. "Here in my preserve on this island," he said in the same slow tone, "I hunt more dangerous game." Rainsford expressed his surprise. "Is there big game on this island?" The general nodded. "The biggest." "Really?" "Oh, it isn't here naturally, of course. I have to stock the island." "What have you imported, general?" Rainsford asked. "Tigers?" The general smiled. "No," he said. "Hunting tigers ceased to interest me some years ago. I exhausted their possibilities, you see. No thrill left in tigers, no real danger. I live for danger, Mr. Rainsford." The general took from his pocket a gold cigarette case and offered his guest a long black cigarette with a silver tip; it was perfumed and gave off a smell like incense. "We will have some capital hunting, you and I," said the general. "I shall be most glad to have your society." "But what game--" began Rainsford. "I'll tell you," said the general. "You will be amused, I know. I think I may say, in all modesty, that I have done a rare thing. I have invented a new sensation. May I pour you another glass of port?" "Thank you, general." The general filled both glasses, and said, "God makes some men poets. Some He makes kings, some beggars. Me He made a hunter. My hand was made for the trigger, my father said. He was a very rich man with a quarter of a million acres in the Crimea, and he was an ardent sportsman. When I was only five years old he gave me a little gun, specially made in Moscow for me, to shoot sparrows with. When I shot some of his prize turkeys with it, he did not punish me; he complimented me on my marksmanship. I killed my first bear in the Caucasus when I was ten. My whole life has been one prolonged hunt. I went into the army--it was expected of noblemen's sons--and for a time commanded a division of Cossack cavalry, but my real interest was always the hunt. I have hunted every kind of game in every land. It would be impossible for me to tell you how many animals I have killed." The general puffed at his cigarette. "After the debacle in Russia I left the country, for it was imprudent for an officer of the Czar to stay there. Many noble Russians lost everything. I, luckily, had invested heavily in American securities, so I shall never have to open a tearoom in Monte Carlo or drive a taxi in Paris. Naturally, I continued to hunt--grizzliest in your Rockies, crocodiles in the Ganges, rhinoceroses in East Africa. It was in Africa that the Cape buffalo hit me and laid me up for six months. As soon as I recovered I started for the Amazon to hunt jaguars, for I had heard they were unusually cunning. They weren't." The Cossack sighed. "They were no match at all for a hunter with his wits about him, and a high-powered rifle. I was bitterly disappointed. I was lying in my tent with a splitting headache one night when a terrible thought pushed its way into my mind. Hunting was beginning to bore me! And hunting, remember, had been my life. I have heard that in America businessmen often go to pieces when they give up the business that has been their life." "Yes, that's so," said Rainsford. The general smiled. "I had no wish to go to pieces," he said. "I must do something. Now, mine is an analytical mind, Mr. Rainsford. Doubtless that is why I enjoy the problems of the chase." "No doubt, General Zaroff." "So," continued the general, "I asked myself why the hunt no longer fascinated me. You are much younger than I am, Mr. Rainsford, and have not hunted as much, but you perhaps can guess the answer." "What was it?" "Simply this: hunting had ceased to be what you call `a sporting proposition.' It had become too easy. I always got my quarry. Always. There is no greater bore than perfection." The general lit a fresh cigarette. "No animal had a chance with me any more. That is no boast; it is a mathematical certainty. The animal had nothing but his legs and his instinct. Instinct is no match for reason. When I thought of this it was a tragic moment for me, I can tell you." Rainsford leaned across the table, absorbed in what his host was saying. "It came to me as an inspiration what I must do," the general went on. "And that was?" The general smiled the quiet smile of one who has faced an obstacle and surmounted it with success. "I had to invent a new animal to hunt," he said. "A new animal? You're joking." "Not at all," said the general. "I never joke about hunting. I needed a new animal. I found one. So I bought this island built this house, and here I do my hunting. The island is perfect for my purposes--there are jungles with a maze of traits in them, hills, swamps--" "But the animal, General Zaroff?" "Oh," said the general, "it supplies me with the most exciting hunting in the world. No other hunting compares with it for an instant. Every day I hunt, and I never grow bored now, for I have a quarry with which I can match my wits." Rainsford's bewilderment showed in his face. "I wanted the ideal animal to hunt," explained the general. "So I said, `What are the attributes of an ideal quarry?' And the answer was, of course, `It must have courage, cunning, and, above all, it must be able to reason."' "But no animal can reason," objected Rainsford. "My dear fellow," said the general, "there is one that can." "But you can't mean--" gasped Rainsford. "And why not?" "I can't believe you are serious, General Zaroff. This is a grisly joke." "Why should I not be serious? I am speaking of hunting." "Hunting? Great Guns, General Zaroff, what you speak of is murder." The general laughed with entire good nature. He regarded Rainsford quizzically. "I refuse to believe that so modern and civilized a young man as you seem to be harbors romantic ideas about the value of human life. Surely your experiences in the war--" "Did not make me condone cold-blooded murder," finished Rainsford stiffly. Laughter shook the general. "How extraordinarily droll you are!" he said. "One does not expect nowadays to find a young man of the educated class, even in America, with such a naive, and, if I may say so, mid-Victorian point of view. It's like finding a snuffbox in a limousine. Ah, well, doubtless you had Puritan ancestors. So many Americans appear to have had. I'll wager you'll forget your notions when you go hunting with me. You've a genuine new thrill in store for you, Mr. Rainsford." "Thank you, I'm a hunter, not a murderer." "Dear me," said the general, quite unruffled, "again that unpleasant word. But I think I can show you that your scruples are quite ill founded." "Yes?" "Life is for the strong, to be lived by the strong, and, if needs be, taken by the strong. The weak of the world were put here to give the strong pleasure. I am strong. Why should I not use my gift? If I wish to hunt, why should I not? I hunt the scum of the earth: sailors from tramp ships--lassars, blacks, Chinese, whites, mongrels--a thoroughbred horse or hound is worth more than a score of them." "But they are men," said Rainsford hotly. "Precisely," said the general. "That is why I use them. It gives me pleasure. They can reason, after a fashion. So they are dangerous." "But where do you get them?" The general's left eyelid fluttered down in a wink. "This island is called Ship Trap," he answered. "Sometimes an angry god of the high seas sends them to me. Sometimes, when Providence is not so kind, I help Providence a bit. Come to the window with me." Rainsford went to the window and looked out toward the sea. "Watch! Out there!" exclaimed the general, pointing into the night. Rainsford's eyes saw only blackness, and then, as the general pressed a button, far out to sea Rainsford saw the flash of lights. The general chuckled. "They indicate a channel," he said, "where there's none; giant rocks with razor edges crouch like a sea monster with wide-open jaws. They can crush a ship as easily as I crush this nut." He dropped a walnut on the hardwood floor and brought his heel grinding down on it. "Oh, yes," he said, casually, as if in answer to a question, "I have electricity. We try to be civilized here." "Civilized? And you shoot down men?" A trace of anger was in the general's black eyes, but it was there for but a second; and he said, in his most pleasant manner, "Dear me, what a righteous young man you are! I assure you I do not do the thing you suggest. That would be barbarous. I treat these visitors with every consideration. They get plenty of good food and exercise. They get into splendid physical condition. You shall see for yourself tomorrow." "What do you mean?" "We'll visit my training school," smiled the general. "It's in the cellar. I have about a dozen pupils down there now. They're from the Spanish bark San Lucar that had the bad luck to go on the rocks out there. A very inferior lot, I regret to say. Poor specimens and more accustomed to the deck than to the jungle." He raised his hand, and Ivan, who served as waiter, brought thick Turkish coffee. Rainsford, with an effort, held his tongue in check. "It's a game, you see," pursued the general blandly. "I suggest to one of them that we go hunting. I give him a supply of food and an excellent hunting knife. I give him three hours' start. I am to follow, armed only with a pistol of the smallest calibre and range. If my quarry eludes me for three whole days, he wins the game. If I find him "--the general smiled--" he loses." "Suppose he refuses to be hunted?" "Oh," said the general, "I give him his option, of course. He need not play that game if he doesn't wish to. If he does not wish to hunt, I turn him over to Ivan. Ivan once had the honour of serving as official knouter to the Great White Czar, and he has his own ideas of sport. Invariably, Mr. Rainsford, invariably they choose the hunt." "And if they win?" The smile on the general's face widened. "To date I have not lost," he said. Then he added, hastily: "I don't wish you to think me a braggart, Mr. Rainsford. Many of them afford only the most elementary sort of problem. Occasionally I strike a tartar. One almost did win. I eventually had to use the dogs." "The dogs?" "This way, please. I'll show you." The general steered Rainsford to a window. The lights from the windows sent a flickering illumination that made grotesque patterns on the courtyard below, and Rainsford could see moving about there a dozen or so huge black shapes; as they turned toward him, their eyes glittered greenly. "A rather good lot, I think," observed the general. "They are let out at seven every night. If anyone should try to get into my house--or out of it--something extremely regrettable would occur to him." He hummed a snatch of song from the Folies Bergere. "And now," said the general, "I want to show you my new collection of heads. Will you come with me to the library?" "I hope," said Rainsford, "that you will excuse me tonight, General Zaroff. I'm really not feeling well." "Ah, indeed?" the general inquired solicitously. "Well, I suppose that's only natural, after your long swim. You need a good, restful night's sleep. Tomorrow you'll feel like a new man, I'll wager. Then we'll hunt, eh? I've one rather promising prospect--" Rainsford was hurrying from the room. "Sorry you can't go with me tonight," called the general. "I expect rather fair sport--a big, strong, black. He looks resourceful--Well, good night, Mr. Rainsford; I hope you have a good night's rest." The bed was good, and the pyjamas of the softest silk, and he was tired in every fibre of his being, but nevertheless Rainsford could not quiet his brain with the opiate of sleep. He lay, eyes wide open. Once he thought he heard stealthy steps in the corridor outside his room. He sought to throw open the door; it would not open. He went to the window and looked out. His room was high up in one of the towers. The lights of the chateau were out now, and it was dark and silent; but there was a fragment of sallow moon, and by its wan light he could see, dimly, the courtyard. There, weaving in and out in the pattern of shadow, were black, noiseless forms; the hounds heard him at the window and looked up, expectantly, with their green eyes. Rainsford went back to the bed and lay down. By many methods he tried to put himself to sleep. He had achieved a doze when, just as morning began to come, he heard, far off in the jungle, the faint report of a pistol. General Zaroff did not appear until luncheon. He was dressed faultlessly in the tweeds of a country squire. He was solicitous about the state of Rainsford's health. "As for me," sighed the general, "I do not feel so well. I am worried, Mr. Rainsford. Last night I detected traces of my old complaint." To Rainsford's questioning glance the general said, "Ennui. Boredom." Then, taking a second helping of crêpes Suzette, the general explained: "The hunting was not good last night. The fellow lost his head. He made a straight trail that offered no problems at all. That's the trouble with these sailors; they have dull brains to begin with, and they do not know how to get about in the woods. They do excessively stupid and obvious things. It's most annoying. Will you have another glass of Chablis, Mr. Rainsford?" "General," said Rainsford firmly, "I wish to leave this island at once." The general raised his thickets of eyebrows; he seemed hurt. "But, my dear fellow," the general protested, "you've only just come. You've had no hunting--" "I wish to go today," said Rainsford. He saw the dead black eyes of the general on him, studying him. General Zaroff's face suddenly brightened. He filled Rainsford's glass with venerable Chablis from a dusty bottle. "Tonight," said the general, "we will hunt--you and I." Rainsford shook his head. "No, general," he said. "I will not hunt." The general shrugged his shoulders and delicately ate a hothouse grape. "As you wish, my friend," he said. "The choice rests entirely with you. But may I not venture to suggest that you will find my idea of sport more diverting than Ivan's?" He nodded toward the corner to where the giant stood, scowling, his thick arms crossed on his hogshead of chest. "You don't mean--" cried Rainsford. "My dear fellow," said the general, "have I not told you I always mean what I say about hunting? This is really an inspiration. I drink to a foeman worthy of my steel--at last." The general raised his glass, but Rainsford sat staring at him. "You'll find this game worth playing," the general said enthusiastically." Your brain against mine. Your woodcraft against mine. Your strength and stamina against mine. Outdoor chess! And the stake is not without value, eh?" "And if I win--" began Rainsford huskily. "I'll cheerfully acknowledge myself defeat if I do not find you by midnight of the third day," said General Zaroff. "My sloop will place you on the mainland near a town." The general read what Rainsford was thinking. "Oh, you can trust me," said the Cossack. "I will give you my word as a gentleman and a sportsman. Of course you, in turn, must agree to say nothing of your visit here." "I'll agree to nothing of the kind," said Rainsford. "Oh," said the general, "in that case--But why discuss that now? Three days hence we can discuss it over a bottle of Veuve Cliquot, unless--" The general sipped his wine. Then a businesslike air animated him. "Ivan," he said to Rainsford, "will supply you with hunting clothes, food, a knife. I suggest you wear moccasins; they leave a poorer trail. I suggest, too, that you avoid the big swamp in the southeast corner of the island. We call it Death Swamp. There's quicksand there. One foolish fellow tried it. The deplorable part of it was that Lazarus followed him. You can imagine my feelings, Mr. Rainsford. I loved Lazarus; he was the finest hound in my pack. Well, I must beg you to excuse me now. I always' take a siesta after lunch. You'll hardly have time for a nap, I fear. You'll want to start, no doubt. I shall not follow till dusk. Hunting at night is so much more exciting than by day, don't you think? Au revoir, Mr. Rainsford, au revoir." General Zaroff, with a deep, courtly bow, strolled from the room. From another door came Ivan. Under one arm he carried khaki hunting clothes, a haversack of food, a leather sheath containing a long-bladed hunting knife; his right hand rested on a cocked revolver thrust in the crimson sash about his waist. Rainsford had fought his way through the bush for two hours. "I must keep my nerve. I must keep my nerve," he said through tight teeth. He had not been entirely clearheaded when the chateau gates snapped shut behind him. His whole idea at first was to put distance between himself and General Zaroff; and, to this end, he had plunged along, spurred on by the sharp rowers of something very like panic. Now he had got a grip on himself, had stopped, and was taking stock of himself and the situation. He saw that straight flight was futile; inevitably it would bring him face to face with the sea. He was in a picture with a frame of water, and his operations, clearly, must take place within that frame. "I'll give him a trail to follow," muttered Rainsford, and he struck off from the rude path he had been following into the trackless wilderness. He executed a series of intricate loops; he doubled on his trail again and again, recalling all the lore of the fox hunt, and all the dodges of the fox. Night found him leg-weary, with hands and face lashed by the branches, on a thickly wooded ridge. He knew it would be insane to blunder on through the dark, even if he had the strength. His need for rest was imperative and he thought, "I have played the fox, now I must play the cat of the fable." A big tree with a thick trunk and outspread branches was near by, and, taking care to leave not the slightest mark, he climbed up into the crotch, and, stretching out on one of the broad limbs, after a fashion, rested. Rest brought him new confidence and almost a feeling of security. Even so zealous a hunter as General Zaroff could not trace him there, he told himself; only the devil himself could follow that complicated trail through the jungle after dark. But perhaps the general was a devil-- An apprehensive night crawled slowly by like a wounded snake and sleep did not visit Rainsford, although the silence of a dead world was on the jungle. Toward morning when a dingy gray was varnishing the sky, the cry of some startled bird focused Rainsford's attention in that direction. Something was coming through the bush, coming slowly, carefully, coming by the same winding way Rainsford had come. He flattened himself down on the limb and, through a screen of leaves almost as thick as tapestry, he watched. . . . That which was approaching was a man. It was General Zaroff. He made his way along with his eyes fixed in utmost concentration on the ground before him. He paused, almost beneath the tree, dropped to his knees and studied the ground. Rainsford's impulse was to hurl himself down like a panther, but he saw that the general's right hand held something metallic--a small automatic pistol. The hunter shook his head several times, as if he were puzzled. Then he straightened up and took from his case one of his black cigarettes; its pungent incense like smoke floated up to Rainsford's nostrils. Rainsford held his breath. The general's eyes had left the ground and were traveling inch by inch up the tree. Rainsford froze there, every muscle tensed for a spring. But the sharp eyes of the hunter stopped before they reached the limb where Rainsford lay; a smile spread over his brown face. Very deliberately he blew a smoke ring into the air; then he turned his back on the tree and walked carelessly away, back along the trail he had come. The swish of the underbrush against his hunting boots grew fainter and fainter. The pent-up air burst hotly from Rainsford's lungs. His first thought made him feel sick and numb. The general could follow a trail through the woods at night; he could follow an extremely difficult trail; he must have uncanny powers; only by the merest chance had the Cossack failed to see his quarry. Rainsford's second thought was even more terrible. It sent a shudder of cold horror through his whole being. Why had the general smiled? Why had he turned back? Rainsford did not want to believe what his reason told him was true, but the truth was as evident as the sun that had by now pushed through the morning mists. The general was playing with him! The general was saving him for another day's sport! The Cossack was the cat; he was the mouse. Then it was that Rainsford knew the full meaning of terror. "I will not lose my nerve. I will not." He slid down from the tree, and struck off again into the woods. His face was set and he forced the machinery of his mind to function. Three hundred yards from his hiding place he stopped where a huge dead tree leaned precariously on a smaller, living one. Throwing off his sack of food, Rainsford took his knife from its sheath and began to work with all his energy. The job was finished at last, and he threw himself down behind a fallen log a hundred feet away. He did not have to wait long. The cat was coming again to play with the mouse. Following the trail with the sureness of a bloodhound came General Zaroff. Nothing escaped those searching black eyes, no crushed blade of grass, no bent twig, no mark, no matter how faint, in the moss. So intent was the Cossack on his stalking that he was upon the thing Rainsford had made before he saw it. His foot touched the protruding bough that was the trigger. Even as he touched it, the general sensed his danger and leaped back with the agility of an ape. But he was not quite quick enough; the dead tree, delicately adjusted to rest on the cut living one, crashed down and struck the general a glancing blow on the shoulder as it fell; but for his alertness, he must have been smashed beneath it. He staggered, but he did not fall; nor did he drop his revolver. He stood there, rubbing his injured shoulder, and Rainsford, with fear again gripping his heart, heard the general's mocking laugh ring through the jungle. "Rainsford," called the general, "if you are within sound of my voice, as I suppose you are, let me congratulate you. Not many men know how to make a Malay man catcher. Luckily for me I, too, have hunted in Malacca. You are proving interesting, Mr. Rainsford. I am going now to have my wound dressed; it's only a slight one. But I shall be back. I shall be back." When the general, nursing his bruised shoulder, had gone, Rainsford took up his flight again. It was flight now, a desperate, hopeless flight, that carried him on for some hours. Dusk came, then darkness, and still he pressed on. The ground grew softer under his moccasins; the vegetation grew ranker, denser; insects bit him savagely. Then, as he stepped forward, his foot sank into the ooze. He tried to wrench it back, but the muck sucked viciously at his foot as if it were a giant leech. With a violent effort, he tore his feet loose. He knew where he was now. Death Swamp and its quicksand. His hands were tight closed as if his nerve were something tangible that someone in the darkness was trying to tear from his grip. The softness of the earth had given him an idea. He stepped back from the quicksand a dozen feet or so and, like some huge prehistoric beaver, he began to dig. Rainsford had dug himself in France when a second's delay meant death. That had been a placid pastime compared to his digging now. The pit grew deeper; when it was above his shoulders, he climbed out and from some hard saplings cut stakes and sharpened them to a fine point. These stakes he planted in the bottom of the pit with the points sticking up. With flying fingers he wove a rough carpet of weeds and branches and with it he covered the mouth of the pit. Then, wet with sweat and aching with tiredness, he crouched behind the stump of a lightning-charred tree. He knew his pursuer was coming; he heard the padding sound of feet on the soft earth, and the night breeze brought him the perfume of the general's cigarette. It seemed to Rainsford that the general was coming with unusual swiftness; he was not feeling his way along, foot by foot. Rainsford, crouching there, could not see the general, nor could he see the pit. He lived a year in a minute. Then he felt an impulse to cry aloud with joy, for he heard the sharp crackle of the breaking branches as the cover of the pit gave way; he heard the sharp scream of pain as the pointed stakes found their mark. He leaped up from his place of concealment. Then he cowered back. Three feet from the pit a man was standing, with an electric torch in his hand. "You've done well, Rainsford," the voice of the general called. "Your Burmese tiger pit has claimed one of my best dogs. Again you score. I think, Mr. Rainsford, Ill see what you can do against my whole pack. I'm going home for a rest now. Thank you for a most amusing evening." At daybreak Rainsford, lying near the swamp, was awakened by a sound that made him know that he had new things to learn about fear. It was a distant sound, faint and wavering, but he knew it. It was the baying of a pack of hounds. Rainsford knew he could do one of two things. He could stay where he was and wait. That was suicide. He could flee. That was postponing the inevitable. For a moment he stood there, thinking. An idea that held a wild chance came to him, and, tightening his belt, he headed away from the swamp. The baying of the hounds drew nearer, then still nearer, nearer, ever nearer. On a ridge Rainsford climbed a tree. Down a watercourse, not a quarter of a mile away, he could see the bush moving. Straining his eyes, he saw the lean figure of General Zaroff; just ahead of him Rainsford made out another figure whose wide shoulders surged through the tall jungle weeds; it was the giant Ivan, and he seemed pulled forward by some unseen force; Rainsford knew that Ivan must be holding the pack in leash. They would be on him any minute now. His mind worked frantically. He thought of a native trick he had learned in Uganda. He slid down the tree. He caught hold of a springy young sapling and to it he fastened his hunting knife, with the blade pointing down the trail; with a bit of wild grapevine he tied back the sapling. Then he ran for his life. The hounds raised their voices as they hit the fresh scent. Rainsford knew now how an animal at bay feels. He had to stop to get his breath. The baying of the hounds stopped abruptly, and Rainsford's heart stopped too. They must have reached the knife. He shinned excitedly up a tree and looked back. His pursuers had stopped. But the hope that was in Rainsford's brain when he climbed died, for he saw in the shallow valley that General Zaroff was still on his feet. But Ivan was not. The knife, driven by the recoil of the springing tree, had not wholly failed. Rainsford had hardly tumbled to the ground when the pack took up the cry again. "Nerve, nerve, nerve!" he panted, as he dashed along. A blue gap showed between the trees dead ahead. Ever nearer drew the hounds. Rainsford forced himself on toward that gap. He reached it. It was the shore of the sea. Across a cove he could see the gloomy gray stone of the chateau. Twenty feet below him the sea rumbled and hissed. Rainsford hesitated. He heard the hounds. Then he leaped far out into the sea. . . . When the general and his pack reached the place by the sea, the Cossack stopped. For some minutes he stood regarding the blue-green expanse of water. He shrugged his shoulders. Then be sat down, took a drink of brandy from a silver flask, lit a cigarette, and hummed a bit from Madame Butterfly. General Zaroff had an exceedingly good dinner in his great paneled dining hall that evening. With it he had a bottle of Pol Roger and half a bottle of Chambertin. Two slight annoyances kept him from perfect enjoyment. One was the thought that it would be difficult to replace Ivan; the other was that his quarry had escaped him; of course, the American hadn't played the game--so thought the general as he tasted his after-dinner liqueur. In his library he read, to soothe himself, from the works of Marcus Aurelius. At ten he went up to his bedroom. He was deliciously tired, he said to himself, as he locked himself in. There was a little moonlight, so, before turning on his light, he went to the window and looked down at the courtyard. He could see the great hounds, and he called, "Better luck another time," to them. Then he switched on the light. A man, who had been hiding in the curtains of the bed, was standing there. "Rainsford!" screamed the general. "How in God's name did you get here?" "Swam," said Rainsford. "I found it quicker than walking through the jungle." The general sucked in his breath and smiled. "I congratulate you," he said. "You have won the game." Rainsford did not smile. "I am still a beast at bay," he said, in a low, hoarse voice. "Get ready, General Zaroff." The general made one of his deepest bows. "I see," he said. "Splendid! One of us is to furnish a repast for the hounds. The other will sleep in this very excellent bed. On guard, Rainsford." . . . He had never slept in a better bed, Rainsford decided. |
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2009/12/11 | Oral Dissertation begins Monday—Info enclosed *Dissertations will take place on Mon, Tue, Wed, Dec. 14-16 **Specific dates for students will be determined by Lottery in class on Friday Dec 11. ***If you are absent from class on that day, a date will be drawn for you... and you should come to class on Monday ready to present. USE THE TEMPLATE BELOW TO HELP YOU ORGANIZE FOR THE ORAL DISSERTATIION: ORAL DISSERTATION name: __________________ Chosen theme: __________________________ Novel: _________________________________ Film: ___________________________________ Course work: ____________________________ Recommendation of what to bring to the Oral Dissertation: Completed Preparatory Notes sheet for novel (from ISU package) Completed Preparatory Notes sheet for film (from ISU package) Completed Preparatory Notes sheet for course work (from ISU package) This page with the section below completed ____________________________________________ In preparation for your ISU dissertation, identify your theme and explain how you define it. Consider how it connects to your novel, film and course work. Theme: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________ Using point form notes briefly analyze your theme using the template below. 1st Body Paragraph (identify main topic and 3 subtopics and 3 proofs/quotes): 2nd Body Paragraph (identify main topic and 3 subtopics and 3 proofs/quotes): 3rd Body Paragraph (identify main topic and 3 subtopics and 3 proofs/quotes): |
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2009/12/02 | ISU -Oral Dissertations Oral Dissertations will begin on Dec.10 **** All students must be ready by Dec. 10 |
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2009/12/02 | Lord of the Flies Unit Test on Dec.3 The Unit Test on Lord of the Flies will take place on Dec. 3 *Please bring your novels to class for collection. |
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2009/12/02 | Literature Circle Novel Essay Important dates for Essay on Literature Circle novels: Dec 3 & 4 essay organization days - work with group members and file folder Dec. 7-9 essay writing in class - independent work *essay will address Lit. Circle novel, Hamlet, and one short story. |
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2009/11/27 | Lord of the Flies Review and Test Unit test on Lord of the Flies will take place next week, once essays are done. Please begin reviewing your notes, etc, in preparation for the test. I will post a review quiz. Take time to complete it and bring it to class next week and we will take it up. |
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2009/11/24 | Lord of the Flies Essay Essay on Lord of the Flies begins Wed. Nov. 25 in class. Remember to bring your text book and notes for this unit. |
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2009/11/24 | Hamlet Test Hamlet test today, Tue. Nov. 24 |
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2009/11/13 | Hamlet homework -Complete: Act 5 Scene 2 questions, Vocabulary for Act 4 and 5, and the graphic organizer for Act 5. We will take all these up on Tuesday -Have a great long weekend --F. Kibbe |
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2009/11/10 | Hamlet Complete questions to the end of ACT 4 for tomorrow |
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2009/11/10 | Lord of the Flies -please complete questions and vocabulary for chapter 11 for tomorrow |
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2009/11/04 | Hamlet Test on Act 1,2,3 Test on Friday Nov. 6 |
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2009/11/03 | Lord of the Flies: Vocabulary Attached are all the vocabulary words and literary terms for Lord of the Flies. |
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2009/11/03 | Hamlet Today, we will take up questions for Act 3 Scene 2 and 3. And complete our reading of scene 4. |
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2009/11/03 | Lord of the Flies Research Activity Wed. Nov. 4 will be our 2nd Library Research period *Please note that Presentations will take place on Mon. Nov. 9 **A copy of the assignment is printed below: ENG3U: Creative Extension Activity for Lord of the Flies As part of our novel study, students will be required to create a visual or oral presentation that examines an aspect of British culture during WWII in connection to one of the characters in Lord of the Flies. Step 1: Students will be required to research some aspect of British culture during WWII, the time period in which this story takes place. Step 2: Students are to choose a product, which may be an image, a song, a book, a poem, an advertisement, a television program, film, fashion, war propaganda, etc, from this period of time (WWII) in Britain that can be connected to one of the characters in the novel. For example, you may choose a song that would likely have been used by a school choir similar to the one Jack was a member of OR a children’s TV program that the “littluns” would likely have watched. Step 3: Prepare a presentation where you a) demonstrate and analyze your product, by playing the song, reading the poem, or showing the photograph of your image, etc, and b) explain the significance of the product in British culture during WWII and c) explain the connection between your product to one of the characters from Lord of the Flies. Presentations should be 2-4 minutes in length. Please use the attached rubric for guidance. |
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2009/11/03 | Lord of the Flies complete Chapter 8 questions and Vocab for Thursday. |
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2009/10/30 | Lord of the Flies homework Please complete readings and questions to the end of Chapter 6. Please complete vocabulary list for Chapter 5 and 6 All work will be taken up on Monday. |
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2009/10/28 | Hamlet Complete Act 2 Scene 2 questions and the graphic organizer for Act 2 for tomorrow. |
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2009/10/28 | Lord of the Flies Complete Chapter 4 and 5 reading and questions, as well as vocabulary for chapter 4, for tomorrow. |
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2009/10/27 | Hamlet Questions Attached are all the questions for this unit. |
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2009/10/27 | Lord of the Flies - Chapter Questions All the chapter questions are attached. |
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2009/10/20 | Hamlet Complete questions for Act 1 Scene 2 for homework |
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2009/10/20 | Hamlet --Complete the questions for Act 1 Scene 1 for homework --- |
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2009/10/20 | Lord of the Flies -begin reading chapter one of the novel and working on the questions for chaper one. *****Please ensure you return your Macbeth text ASAP |
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2009/10/19 | Hamlet Introduction Hamlet has onstage action in . . . plenty. A ghost walks the stage; people are killed by stabbing and poisoning; a young woman runs mad, is drowned offstage, and is buried on stage; two skeletons are dug up and scattered over the stage; armies march, and there is a fencing match that ends up in a general slaughter. —Edward Hubler, “Introduction to Hamlet” As Hubler indicates, Hamlet is filled with action. It has long been one of Shakespeare’s most popular and frequently performed dramas, and part of its appeal undoubtedly lies in the dramatic action that takes place on stage. Yet Hubler also points out that one can hardly think of Hamlet as an action play. At the heart of Hamlet are profound questions about the nature of good and evil, and the play contains some of Shakespeare’s most psychologically complex characters. They are people driven to dramatic action by anger, grief, love, and despair. Hamlet is a tragedy, a type of drama that presents a heroic or noble character with conflicts that are difficult or impossible to resolve. Maurice Charney, in How to Read Shakespeare, comments that in a tragedy The characters involve themselves inextricably in that web of circumstances that will constitute their doom. Things change in tragedy, usually for the worse, and there is a sense that no one can resist the tragic momentum. The greatness of Shakespeare’s technique lies in the way he constructs this momentum through intense action, rich language, and layer upon layer of metaphor and symbols. Like many of Shakespeare’s tragic characters, Hamlet has an intensity that is revealed in his complex range of emotions. The climax occurs not only in the outward events on stage, but also, and perhaps more importantly, within the character of Hamlet himself. Shakespeare’s Hamlet corresponds to a legendary figure in Denmark’s history called Amleth.The saga of Amleth was pieced together in the twelfth century by Saxo Grammaticus. He tells the story of young Prince Amleth, whose father is murdered by a brother. The story was retold in the sixteenth century in a collection of tragic tales by French writer Francois de Belleforest. Some scholars say that Belleforest’s version of the story, which was translated into English, was very likely the inspiration for Shakespeare’s tragedy. What causes Shakespeare’s play to stand out from the other stories about Hamlet, or Amleth, is his in-depth characterization of the troubled prince and those around him. In the original legend, Amleth is clearly out for revenge. What distracts him from his purpose are external circumstances, not feelings of doubt or reluctance, or reflections on right and wrong. In Shakespeare’s play, indecision is a major theme. Hamlet is haunted—literally—by his father’s murder and a desperate need to avenge the crime. But something holds him back from acting on this desire for revenge. What that “something” is has been debated for centuries. Scholars at the University of Liège in Belgium have commented that, “For Hamlet nothing is simple, everything raises questions.” Despite the debate––or perhaps because of it–– Hamlet remains popular to this day. Since the advent of film, more than twenty-five movies have been made based on Shakespeare’s Hamlet. Laurence Olivier, a famous British actor who performed the role of Hamlet in a 1948 film, declared You can play it and play it as many times as the opportunity occurs and still not get to the bottom of its box of wonders. It can trick you round false corners and into cul-de-sacs, or take you by the seat of your pants and hurl you across the stars. It can give you moments of unknown joy, or cast you into the depths of despair. Once you have played it, it will devour you and obsess you for the rest of your life. Not everyone thought of Hamlet as a raving success. Writer T. S. Eliot proclaimed it “most certainly an artistic failure,” saying that the emotion found in the character of Hamlet is too intense for the amount of action that actually occurs. Conflicting opinions about the play abound, and controversy will, no doubt, continue. The key is to read the play and form one’s own opinion. THE TIME AND PLACE Actors in the earliest performances of Hamlet dressed in the elaborate clothing of Shakespeare’s England. However, the play is actually set in northern Europe several hundred years before Shakespeare was born. Most of the action takes place in and around Elsinore, Denmark’s royal castle. |
English Grade 12 university ENG4U1 | |
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2009/10/19 | Shakespeare Intorduction Meet William Shakespeare For more than 400 years, the work of poet, playwright, and actor William Shakespeare has fascinated people from all walks of life, all over the world. In fact, many people consider him to be the greatest dramatist ever. Altogether, Shakespeare wrote thirty-seven plays, including comedies, tragedies, and histories. He also wrote more than 150 sonnets, establishing himself as one of the greatest lyric poets of his era. Shakespeare’s many plays and poems reveal his talents as a writer and his keen understanding of human nature. The personalities of his main characters are often complex, revealing the ambiguities and personal conflicts found in all of us. Little is known, however, about Shakespeare’s own personal life, because he left no diaries or letters. Records indicate that Shakespeare spent his youth in Stratford-upon- Avon, a small English village. His father, John Shakespeare, was a glove maker and local political figure. His mother, Mary Arden, came from a family of wealthy land owners. It is believed that young Shakespeare attended the local grammar school, where he probably studied literature and Latin. Unlike many other writers of his time, he did not receive a formal education at a university. In 1582 Shakespeare married Anne Hathaway. In a poem expressing her love for Shakespeare, Hathaway wrote: For queens themselves might envy me, Who scarce in palaces can find My Willie’s form, with Willie’s mind. Hathaway and Shakespeare had three children, Susanna, Hamnet, and Judith. Scholars believe that Shakespeare might have worked as a school teacher during the early years of his marriage. In the late 1580s, Shakespeare moved to London and quickly became prominent in the theater. He joined Lord Chamberlain’s Men, the most popular troupe of actors in London. With this troupe, he acted in productions throughout the 1590s and gave two special performances for Queen Elizabeth I. While acting, Shakespeare was also writing plays and earning recognition as one of the greatest playwrights in England. He wrote in the language of ordinary people during his time, and the characters and situations in his plays appealed to a variety of people in English society—from kings and queens to peasants who could not read or write. In the late 1590s and early 1600s, Shakespeare devoted more time to writing and produced many of his greatest tragedies, including King Lear, Macbeth, and Hamlet. In 1610 he retired and returned to Stratford, where his family had lived throughout his career. Despite the popularity of his work, Shakespeare never created a collection of his own plays for publication. Shakespeare died in 1616 at the age of fifty-two and was buried under the floor of Stratford Church. Knowing that burial space in the church was limited and that graves were often moved after someone died, Shakespeare used his epitaph as a warning: Blest be the man that spares these stones, And curst be he that moves my bones. |
English Grade 12 university ENG4U1 | |
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2009/10/14 | Short works test Short Stories test today. Students should bring their ISU novel to class in case they complete the test before the end of the period |
English Grade 12 university ENG4U1 | |
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2009/10/14 | Macbeth Essay students continue to work on their Macbeth in class essay today. |
English Grade 11 university ENG3U1 | |
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2009/10/09 | Macbeth Essay During the week of Oct. 13-16 students will be writing their essay on Macbeth. Students should bring all their notes, work, questions and text book from this unit to class each day. |
English Grade 11 university ENG3U1 | |
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2009/10/09 | Short Story Unit Test Short Story Unit Test will be on Wed. Oct 14 Students should review all the stories read in this unit as well as all the Literary Critisms covered. |
English Grade 12 university ENG4U1 | |
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2009/10/08 | Litterary Battle Presentations Short Story Literary Battles will begin on Thurday Oct. 8 |
English Grade 12 university ENG4U1 | |
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2009/10/08 | Macbeth Test on Act 3 & 4 The Macbeth Test on Act 3 and 4 will be on Friday Oct. 9 |
English Grade 11 university ENG3U1 | |
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2009/10/01 | Macbeth Trip to Stratford Remember to bring in your $40.00 and permission forms by this Friday Oct. 2 for the trip to Stratford to see the play Macbeth on Wed. Oct. 7 Make sure that your money is in by Friday Oct 2 to reserve your spot on the bus. |
English Grade 11 university ENG3U1 | |
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2009/09/29 | Literary Criticism Battle Today groups were formed for the Short Story Literary Criticism Battle. Students will be given library time over the next 3 periods to research and prepare for their presentations/battle. The presentations will begin next week. |
English Grade 12 university ENG4U1 | |
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2009/09/29 | Macbeth homework After our test today, we read Act 4 Scene 1. Students are to finish the questions for this scene for tomorrow |
English Grade 11 university ENG3U1 | |
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2009/09/28 | Literary Criticism Battle Handout See attached handout to guide you in preparation for the up coming Literary Battle |
English Grade 11 university ENG3U1 | |
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2009/09/28 | ENG4U Literary Criticism Notes See attachment |
English Grade 11 university ENG3U1 | |
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2009/09/28 | Macbeth Test moved to tomorrow Today's test on Macbeth has been moved to tomorrow. This applies to both Period 1 and 2 |
English Grade 11 university ENG3U1 | |
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2009/09/24 | Macbeth Test on Act 1,2 and 3 Test on Act 1,2 and 3 will take place on Monday Sept. 28 |
English Grade 11 university ENG3U1 | |
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2009/09/24 | Macbeth Update All students should now have all questions completed for Act 1, 2 and 3 As well, visual organizers for Act 3 were handed out in class and students are urged to complete these as part of their review of Act 3 and study material and for the first test on Act 1, 2, and 3 |
English Grade 11 university ENG3U1 | |
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2009/09/24 | Short Stories Today students will complete their cue cards for story 3 and 4 |
English Grade 12 university ENG4U1 | |
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2009/09/18 | Macbeth homework Period 1 - please complete Act 2 Scene 2 questions for Monday Period 2 - please complete Act 2 Scene 3 questions for Monday |
English Grade 11 university ENG3U1 | |
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2009/09/17 | Act 1 Graphic Organizers -Students spent part of the period today working on some graphic organizers for Act 1 of the play. These delt specifically on Lady Macbeth and the character development of Macbeth. -Students who were away should see me for copies of these organizers |
English Grade 11 university ENG3U1 | |
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2009/09/17 | Short Story and Literary Criticism -attached is the handout on Stort Story and Literary Critism, given out in class, explaining the use of index cards. |
English Grade 12 college ENG4C1 | |
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2009/09/16 | Macbeth Homework -Complete all questions to the end of Act 1 for homework. |
English Grade 11 university ENG3U1 | |
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2009/09/16 | Personal Essay -work on personal essay continues today -completed essays and all rough work are due at the end of class today. |
English Grade 12 university ENG4U1 | |
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2009/09/11 | Macbeth homework Please complete questions for Act 1, Scene 1 and 2 for Monday. ****Hve a great weekend! |
English Grade 11 university ENG3U1 | |
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2009/09/11 | Homework For homework students should complete the discussion questions on the article "How do you know it is good". I will check homework on Monday. Please bring in on Monday "something" (as discussed in class) to assess its artistic merit. ******Have a great weekend |
English Grade 12 university ENG4U1 | |
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2009/09/10 | Macbeth study questions Attached you will find the study questions for all the acts in the play. Questions will be assigned in chuncks and will be taken up in class. Please keep a copy of the questions in your English binder and bring them to class each day. |
English Grade 11 university ENG3U1 | |
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2009/09/08 | ENG4U Course Information Sheet Please see the attached Course Information Sheet for ENG4U |
English Grade 12 university ENG4U1 | |
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2009/09/08 | Welcome to ENG4U Welcome to grade 12 English (ENG4U)! This semester, in order to save paper, the Course Information Sheet will be posted on this site and a paper copy will not be distributed in class. If you do require a paper copy please let me know and I will get paper copies to those students who request them. We will discuss the Course Information Sheet as a class the first week. –See you then, F. Kibbe |
English Grade 12 university ENG4U1 | |
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2009/09/08 | ENG3U Course Information Sheet See the attached Course Information Sheet for ENG3U |
English Grade 11 university ENG3U1 | |
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2009/09/08 | Welcome to ENG3U Welcome to grade 11 English (ENG3U)! This semester, in order to save paper, the Course Information Sheet will be posted on this site and a paper copy will not be distributed in class. If you do require a paper copy please let me know and I will get paper copies to those students who request them. We will discuss the Course Information Sheet as a class the first week. –See you then, F. Kibbe |
English Grade 11 university ENG3U1 | |
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2009/06/05 | ISU Essay ISU ESSAY WILL BEGIN ON MONDAY JUNE 8 ENSURE YOU ARE FINISHED READING YOUR NOVEL AND HAVE COMPLETED ALL THE PREPATORY WORK. NO EXTRA TIME WILL BE GIVEN TO THOSE STUDENTS WHO DID NOT COMPLETE THEIR NOVEL. |
English Grade 9 academic ENG1D1 | |
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2009/06/05 | EXAM Review Sheet ENG1D - EXAM Format and Review EXAM FORMAT Part 1 Essay Question – 5 paragraph essay Part 2 Fiction Sight Passage – short story – paragraph answers Part 3 Non-Fiction Sight Passage – article – paragraph answers ------------------------------------------------------------------- EXAM REVIEW Part 1: Essay Question Students will write one formal 5 paragraph essay -students will be given a question is based on both the play Romeo and Juliet, and their ISU novel. It is expected that students will discuss both works in their essay response. -students should review their notes on the structure and format of the 5 paragraph essay, as studied in class this semester [introduction with thesis statement, 3 body paragraphs, and conclusion] -students should review the play Romeo and Juliet and their ISU novel focusing on the following for each story: characters: major and minor, conflict: internal and external, themes and topics, lessons and morals, Part 2: Sight Passage: Short Story Students will be given a literary short story to read and questions to answer in paragraph form. -students should review the elements and structure of a short story, literary devices and terminology, compiled this semester, such as: irony, symbolism, foreshadowing, flashback, internal and external conflict, climax, falling action, etc Part 3: Sight Passage: News Article Students will read an article and answer questions including deconstructing and constructing an article as shown in class, i.e.: 5Ws (who, what, where, when, why and how) TIPS FOR SUCCESSFUL EXAM WRITING Before: Get a good night’s sleep and have a substantial breakfast Bring a watch, a bottle of water, tissues, extra pens/pencils, whiteout Read over the exam once quickly before you begin writing Decide how much time you will spend on each section and stick to that plan Visit the washroom before coming to the exam as you will NOT be allowed to leave the exam room until you have handed in your completed exam All bags, purses, notebooks, pencil cases, etc must be placed at the back of the room. DO NOT BRING ANY ELECTRONIC DEVICES WITH YOU TO THE EXAM ROOM YOU MUST BE IN FULL UNIFORM to enter the exam room During: If you need assistance, remain seated and raise your hand. The teacher will come to you. For writing pieces, create a plan on scrap paper of what you want to write and refer to it throughout Be as specific as possible when giving details from stories to support your ideas Refer to specific examples from the text(s) whenever possible Keep your eyes on your own paper. Do not risk talking to anyone under any circumstances. If you need whiteout, a sharpener or a pen RAISE YOUR HAND and tell the teacher. Cheating is not worth it and will result in serious consequences from the school administration After: When done, stay seated and raise your hand so teacher may collect your work Wait to be dismissed from the exam room by the teacher. Bring a book to read or notes for your next exam (to be kept at the back of the room) to class in case you finish earlier than the dismissal time |
English Grade 9 academic ENG1D1 | |
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2009/06/05 | EXAM Review Sheet ENG4C - EXAM Format and Review EXAM FORMAT Part 1 Essay Question ¡V 5 paragraph essay Part 2 Sight Passage ¡V song lyrics ¡V paragraph answers ------------------------------------------------------------------- EXAM REVIEW Part 1: Essay Question Students will write one formal 5 paragraph essay -students will be given a question is based on the play Death of a Salesman, the novella Of Mice and Men and their ISU novel. It is expected that students will discuss all three works in their essay response. -an essay template, the one previously used in class will be provided with your exam -students should review the play Death of a Salesman and the novella Of Mice an Men and their ISU novel focusing on the following for each story: characters, internal and external conflict, themes and topics, lessons and morals Part 2: Sight Passage: Song Lyric Students will be given a lyrics to read and questions to answer in paragraph form. -students should review the literary devices and terminology compiled this semester, such as: irony, symbolism, foreshadowing, flashback, internal and external conflict, climax, symbolism, etc -students should review the short stories read in class this semester. TIPS FOR SUCCESSFUL EXAM WRITING Before: „« Get a good night¡¦s sleep and have a substantial breakfast „« Bring a watch, a bottle of water, tissues, extra pens/pencils, whiteout „« Read over the exam once quickly before you begin writing „« Decide how much time you will spend on each section and stick to that plan „« Visit the washroom before coming to the exam as you will NOT be allowed to leave the exam room until you have handed in your completed exam „« All bags, purses, notebooks, pencil cases, etc must be placed at the back of the room. DO NOT BRING ANY ELECTRONIC DEVICES WITH YOU TO THE EXAM ROOM „« YOU MUST BE IN FULL UNIFORM to enter the exam room During: „« If you need assistance, remain seated and raise your hand. The teacher will come to you. „« For writing pieces, create a plan on scrap paper of what you want to write and refer to it throughout „« Be as specific as possible when giving details from stories to support your ideas „« Refer to specific examples from the text(s) whenever possible „« Keep your eyes on your own paper. Do not risk talking to anyone under any circumstances. If you need whiteout, a sharpener or a pen RAISE YOUR HAND and tell the teacher. Cheating is not worth it and will result in serious consequences from the school administration After: „« When done, stay seated and raise your hand so teacher may collect your work „« Wait to be dismissed from the exam room by the teacher. „« Bring a book to read or notes for your next exam (to be kept at the back of the room) to class in case you finish earlier than the dismissal time |
English Grade 12 college ENG4C1 | |
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2009/06/04 | ISU Part 2 and 3 -Students are continuing their work on their ISU this week. -If anyone still owes Cards from Part 1 you must submit any outstanding ISU Cards ASAP -Students are asked to submit Part 2 and 3 upon completion. Students must schedule their ISU presentation with the teacher. All Presentations must be completed by Friday June 12. -Library time has been scheduled for Monday June 8 for anyone still needing to research newspaper and magazine articles. -Exam review will begin on Thursday June 11. |
English Grade 12 college ENG4C1 | |
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2009/06/01 | Literature Circles Today students will continue working on their novel. Some class time will be provided for reading and meeting in their novel groups. Students are encouraged to continue working on their novel summaries as well as graphic organizers on character development and themes. |
English Grade 9 academic ENG1D1 | |
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2009/06/01 | ISU Part 2 of the ISU begins this week. Students are expected to come to class with their novel and all prepatory work for the ISU completed to date. Today in class students had access to past issues of newspapers to search for theme related articles and letters to the editor to be used for Part 2 of the ISU assignment. |
English Grade 12 college ENG4C1 | |
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2009/05/26 | ISU -Update Part 1 of the ISU - all cards must must now be submitted. The last card was due on May 20. If you still owe any cards please complete and hand them in ASAP. Part 2 of the ISU will begin on Jan 1. Bring your novel and any required materials with you. Check your ISU package for full info. |
English Grade 12 college ENG4C1 | |
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2009/05/26 | Theme Paper Sudents began work on their research paper in class. All work should be completed by the end of class on Friday. Remember to bring your binder and all notes with you each day. |
English Grade 12 college ENG4C1 | |
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2009/05/26 | Novel Study -Students will be spending the better part of the week reading their novel and working on their summaries, etc for their file folders. -Students must bring their novels to class each day. -Literature circle groups will meet during class on Wed. and Friday of this week so get those summaries done. -Remember to read at your own pace but keep in mind next week's dead line to have the novel completely read. |
English Grade 9 academic ENG1D1 | |
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2009/05/21 | Business Portfolio - final reminder Business Portfolios are now past due. They were due on May 12. If you have not handed yours in yet please submit them to me ASAP or speak to me by Friday May 22 to let me know what is going on. |
English Grade 12 college ENG4C1 | |
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2009/05/21 | Creation Myth - final reminder Creation myths are now past due. They were due on May 14. If you have not yet submitted your story, please do so ASAP or speak to me by Friday May 22 to let me know what is going on. |
English Grade 9 academic ENG1D1 | |
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2009/05/21 | Literature Circles This week we began Literature Circles. Students should now all have their novels. If any student is unhappy with their choice of novel, please speak to me so alternate arrangements can be made. *Remember to bring your novel daily to class. |
English Grade 9 academic ENG1D1 | |
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2009/05/13 | *REMINDER* Creation Myth due tomorrow |
English Grade 9 academic ENG1D1 | |
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2009/05/12 | Course Essay Students spent the period today finishing off their essays. Many students are done and spent time working on their Creation Myth assignment (due May 14). *We will begin our Media Unit once the essays are done. **Students will soon be selecting thier novel for the Literature Circles. More information on this will follow shortly. |
English Grade 9 academic ENG1D1 | |
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2009/05/12 | Short Story Unit -Yesterday we began our short story unit by reviewing the list of key literary terms and devices. -Today we read and answered questions on the short story "To Everything There is a Season" in the Passages textbook. ***REMINDER*** Business Portfolio assignment is due TODAY - please submit ASAP!!! |
English Grade 12 college ENG4C1 | |
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2009/05/05 | Business Portfolio Assignment -Students will work on their Media and Business Portfolio assignment in class from Wed. May 6 to Fri. May 8 -the assignment sheet was handed out today and is also posted on the homework page below -When done, students can use the remainder of class time to work on their ISU novel and cards, so bring your ISU work to class with you |
English Grade 12 college ENG4C1 | |
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2009/05/05 | Course Essay -Work on the essay will begin tomorrow in class. -Essay work will continue for the rest of the week -All work will be done in class so ensure you bring your notes on mythology to class each day |
English Grade 9 academic ENG1D1 | |
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2009/05/05 | Reminder: Creation Myth due May 14 **This is a reminder that your creation myth is due on Thursday May 14 A copy of this assignment was handed out in class and is also posted on the homework page below |
English Grade 9 academic ENG1D1 | |
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2009/05/01 | Business Portfolio Assignment Attached is the portfolio assignment handout. It is due May 12. Class time will be given so bring all work/materials to class |
English Grade 12 college ENG4C1 | |
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2009/05/01 | Hero’s Journey - notes Attached are the notes from class on the Hero's Journey |
English Grade 9 academic ENG1D1 | |
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2009/04/28 | Creation Myth assignment ENG1D – Creation Myth Assignment Part 1: For this assignment, you will be expected to write a story of mythology utilizing the characteristics of a creation myth as outlined in class (see class notes). Some possible topics for your story are listed below. If you do not choose one of the ideas below, you must obtain teacher approval before beginning. Your good copy is expected to be a maximum of one page in length, a maximum of 250 words, and you must hand in all rough work with your good copy. Your story, good copy and all rough drafts, are due on: May 14 Myth Ideas: How did the beaver’s tail become flat? / How did the giraffe get its long neck? How did the rainbow get its colour? / Why do raindrops fall from the sky? Why do the stars twinkle in the sky? / Why does the wind blow? Why does a rose have thorns? / Why is a pig’s tail curly? Why does a person’s stomach growl? / Why does the sun rise in the east and set in the west? How did the snail find its shell? / How was the Mt. Everest formed? Why does the snake lose its skin? / Why does a flower smell? Why is the earth round? / How did the skunk get its stink? How did the leopard get its spots? / How did the zebra get its stripes? How did the elephant get its wrinkles? / How did the porcupine get its quills? How did the duck get its webbed feet? / How the ant eater began to eat ants? Why shadows follow people or animals? / Why cats do not have curly hair? |
English Grade 9 academic ENG1D1 | |
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2009/04/23 | Mythology Unit -The Unit on Mythology will begin the week of April 27 -Attached are the notes that will be discussed in class |
English Grade 9 academic ENG1D1 | |
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2009/04/21 | Media Literacy notes Attached are the notes on Media Literacy that we have been discussing in class this week |
English Grade 12 college ENG4C1 | |
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2009/04/21 | Poetry Presentation -Period 5 Poetry presentations for period 5 has been changed to Mon. April 27 |
English Grade 9 academic ENG1D1 | |
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2009/04/20 | ISU novel & silent reading This is a reminder to bring your ISU novel to class everyday for silent reading. |
English Grade 12 college ENG4C1 | |
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2009/04/20 | Poetry Presentation Poetry Presentations will take place on Thursday April 23 |
English Grade 9 academic ENG1D1 | |
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2009/04/09 | Short Story Unit Test - period 5 the unit test will be on Wed. April 15 |
English Grade 12 college ENG4C1 | |
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2009/04/08 | Short Story Unit Test- Period 1 Period 1 will have their Short Story Unit test on Thursday April 9 |
English Grade 9 academic ENG1D1 | |
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2009/04/08 | Of Mice and Men - Unit Test Unit Test on Of Mice and Men will be on Tuesday April 14 |
English Grade 12 college ENG4C1 | |
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2009/04/07 | Of Mice and Men: Major Conflicts Person Vs Society: Lennie inability to control his actions and his fetish with soft things got him into serious trouble. He touched a women's dress once because of his obsession and she cried rape. The townspeople chased George and Lennie out of town because they believed what the girl had said. Lennie was a nuisance to most people and George had to constantly get him out of trouble. He had to take care of Lennie because without George, Lennie could not have survived. They had to travel from town to town because of Lennie's compulsive behavior. Lennie got himself into a huge mess when he was left alone with Curley's wife. He was touching her hair and she told him to stop because she was getting mad, and he got really nervous. He accidentally broke her neck and killed her because he didn't know his own strength. When Curley and the other ranch hands found Curley's wife dead, they soon came to the conclusion that Lennie was at fault. They set out to track him down and ultimately kill him. This forced George situation to make the most important decision in his life. Person Vs Self : George had taken care of Lennie and had done his thinking and talking for him. He was responsible for his well being and was supposed to look out for him. In previous situations George could easily get Lennie out of trouble by getting him away from the problem. This time, however, it was a very different, more complicated situation. George realized he couldn't get Lennie out of this, that they would never have their own farm which was their dream. Lennie would never be safe because he couldn't control himself and would constantly get them into trouble. George had to decide whether to kill Lennie before Curley did, or to let him run away. If he let him run away and hide, then he would just keep experiencing hardship after hardship. His mental disability which produced uncontrollable behavior would always be a hindering factor. Lennie was George's best friend and he trusted him with his life. George didn't want to see Lennie get killed by Curley and decided he had to do it himself. This internal conflict ripped George up inside, debating the "right" thing to do. He always wanted the best for him and this was the last resort, he had to put Lennie out of his own misery. He found Lennie and sat beside him, calming his nerves. When Lennie was persuaded everything was going to be all right he was at ease. That was when George pulled out a gun and aimed it at the back of Lennie's head and pulled the trigger. This was the hardest decision that George had to make in his life. In the end George realized their dream would never be a reality and Lennie would always be a burden, a thorn in his side. There was nothing more he could do but to let him go in the only way he knew how. Lennie could be at peace now without the danger and the ignorance of a society that would never accept someone different from themselves. |
English Grade 12 college ENG4C1 | |
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2009/04/07 | Of Mice and Men: Lessons, Morals, and Applications Of Mice and Men deals with many facets of human responsibility and love. The main moral conflict deals with George's responsibility to Lennie, and to the rest of the group. We know that Lennie is prone to killing things, and George has to keep constant watch over him to make sure he does not hurt or kill anyone or thing. While George was playing horseshoes with his co-workers, Lennie kills Curley's wife by breaking her neck. As George, Curley, and the rest of the group try to find Lennie, he escapes to a river. George eventually does find him. George knows he has two choices to make: kill Lennie and save him from what would happen to him at the hands of the others, or let him live and see what happens. After they talked, George eventually killed him. The central, and biggest, moral issue of the book is confronted at this point of the book. Does George, or anyone else for that matter, have the right to kill Lennie, even though he was a murderer? The popular saying about this type of issue is, two wrongs don't make a right. This is true when it comes to the conflict. George would become just as guilty as Lennie if he were to murder Lennie, which he does, even if he did it in everyone's best interest. Murder is never justified. Obviously, George felt that he did the right thing in killing Lennie, and doing it took courage. But sincere people can be dead wrong. Lennie should have been brought to the police for a fair trial. The ones who were hunting the murderers became murderers themselves. They didn't have the right to kill Lennie. |
English Grade 12 college ENG4C1 | |
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2009/04/07 | Of Mice and Men: Themes and Key Issues Friendship: Friendship plays a major role in the novel. The farm hands all seem to be sympathetic to one another's situations and predicaments. Of course, George and Lennie form the centerpiece of the importance of friendship in the story. Around this center revolve the lives of the other characters. Each of the characters lends another support during the hardships faced throughout the story. The difficulties that the characters face, for example, the abuse that Lenny takes from Curly, the death of Candy's dog, the plight of the Negro farm hand, Crooks, are made less tragic at different points in the book because of the friendship that they feel for one another. A kind word and a sympathetic ear go a long way to help these downtrodden characters to face their difficulties. Power: The theme of power and control over others provides the main impetus to move the story along. Curley symbolizes the aggressive, violent nature of abusive bosses. The pathetic situations of the farm hands offer perfect opportunities to make them objects of ridicule. Curley takes full advantage of these opportunities. This is especially apparent in his dealings with Lennie. His verbal and physical abuse of Lennie are relentless. Ironically, Steinbeck makes sure to show us that Curley's toughness is only a cover-up for his own weaknesses. Loneliness: Every character in the story exhibits loneliness. Curley's wife seeks the attention of the farm hands as a substitute for the lack of attention from the abusive Curley. Crooks keeps to himself because he believes that the white people want nothing to do with a Negro. Candy's only friend is his dog, and when his dog dies, he despairs. Each of the characters in the story is attracted to the plans of Lennie and George. As they fantasize about a future together, their loneliness subsides momentarily. Loyalty and Sacrifice: The issue of loyalty is embodied in the character of George. He is a bright man who could possibly make a successful life for himself on his own. He chooses instead to stay beside his friend Lennie. The dim-witted Lennie needs George for survival. It is this need which propels George to make the great sacrifice he does. He truly loves Lennie through thick and thin. He protects him, he guides him, and ultimately saves him from misery. George has sacrificed a better life for himself in the name of loyalty for a friend. Dreams: The only outlet for the characters in this book to rise above their troubles is a shared dream of a better place. From the beginning of the story Lennie and George ride high on the thought of someday owning a farm. For George, it is the expectation of being his own boss and taking care of his own place. For Lennie, it is the expectation of simply being able to pet animals all day long. When this dream is shared with others, it becomes contagious. Candy and Crooks sign on to this fantasy, which helps them also to transcend their circumstances. Without dreams these characters would have nothing. The Dead Mouse and the Dead Puppy: These two soft, furry creatures that Lennie accidentally kills are both metaphors and foreshadowing devices. As metaphors, they serve as a physical representation of what will happen to George and Lennie's dream: they (Lennie in particular) will destroy it. Lennie never intends to kill the thing he loves, the soft things he wants more than anything, but they die on him nonetheless. The dead mouse is also an allusion to the novel's title, a reminder that dreams will go wrong, even the desire to pet a mouse. And because bad things come in threes, Lennie's two accidental killings of animals foreshadow the final killing of Curley's wife, an accident that seals his fate and ruins the dream for him, George, and Candy. Candy's Dog: "A dragfooted sheepdog, gray of muzzle, and with pale, blind old eyes" (26), Candy's dog is a far cry from his sheepherding days. Carlson says to Candy, in regard to the dog: "Got no teeth, he's all stiff with rheumatism. He ain't no good to you, Candy. An' he ain't no good to himself. Why'n't you shoot him, Candy?" (49). And Candy is left with no other option, but to shoot his longtime companion. This sub-plot is an obvious metaphor for what George must do to Lennie, who proves to be no good to George and no good to himself. Steinbeck re-emphasizes the significance of Candy's dog when Candy says to George that he wishes someone would shoot him when he's no longer any good. And when Carlson's gun goes off, Lennie is the only other man not inside the bunk house, Steinbeck having placed him outside with the dog, away from the other men, his gun shot saved for the novel's end. The Cripples: Four of Steinbeck's characters are handicapped: Candy is missing a hand, Crooks has a crooked spine, Lennie is mentally slow, and Curley acquires a mangled hand in the course of the novel. They are physical manifestations of one of the novel's major themes: the schemes of men go awry. Here, to re-iterate the point, Steinbeck has the actual bodies of his characters go awry. It is as if nature herself is often doomed to errors in her scheme. And whether they be caused at birth, or by a horse, or by another man, the physical deformities occur regardless of the handicapped person's will or desire to be otherwise, just as George and Lennie's dream goes wrong despite how much they want it to be fulfilled. Solitaire: George is often in the habit of playing solitaire, a card game that requires only one person, while he is in the bunk house. He never asks Lennie to play cards with him because he knows that Lennie would be incapable of such a mental task. Solitaire, which means alone, is a metaphor for the loneliness of the characters in the novel, who have no one but themselves. It is also a metaphor for George's desire to be "solitaire," to be no longer burdened with Lennie's company, and his constant playing of the game foreshadows his eventual decision to become a solitary man. |
English Grade 12 college ENG4C1 | |
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2009/04/03 | Of Mice and Men : character notes (other characters) Candy: The old, one-handed swamper who is the first to befriend George and Lennie at Soledad. Humble and weary, Candy seems to be at the end of his line after Carlson shoots his last possession and companion, his old, blind dog. "When they can me here I wisht somebody'd shoot me" (66), Candy confesses to George and Lennie, hoping for a similar fate as his dog. But when he overhears the two talking of their little place, Candy offers all his money and his meager services to be in on the dream. His substantial sum of money and the fact that he knows of a place make it impossible for George to refuse him. Candy clings to this hope of a future as a drowning man would to a piece of driftwood. It rekindles life within him, but it also becomes an obsession, and in his excitement and indignation, he lets the secret slip to both Crooks and Curley's wife. And when Lennie kills Curley's wife and shatters the reality of the dream, Candy becomes hopeless and full of anguish, the broken shell of a man. Curley: The boxer, the son of the boss, the angry and hot-headed obstacle to George's attempt to keep Lennie out of trouble at Soledad. Insecure of his size and over-protective of his wife, Curley is eager to fight anyone he perceives as a threat to his self-image. From the outset, Lennie unwittingly incurs Curley's antagonism simply because of his size, and the reader immediately braces for future confrontation. Curley remains undeveloped, forever little and forever mean, poking his head in at various points in the novel, either to look for his wife or to stir up trouble on account of her. Crooks: Called such because of a crooked spine, Steinbeck does not develop Crooks, the Negro stable buck, until the fourth chapter, describing him as a "proud, aloof man. He kept his distance and demanded that other people keep theirs" (74). Crooks is bitter, indignant, angry, and ultimately frustrated by his helplessness as a black man in a racist culture. Wise and observant, Crooks listens to Lennie's talk of the dream of the farm with cynicism. Although tempted by Candy, Lennie, and George's plan to buy their own place, Crooks is constantly reminded (in this case by Curley's wife) that he is inferior to whites and, out of pride, he refuses join their farm. Curley's Wife: Nameless and flirtatious, Curley's wife is perceived by Candy to be the cause of all that goes wrong at Soledad: "Ever'body knowed you'd mess things up. You wasn't no good" (104-105), he says to her dead body in his grief. The workers, George included, see her as having "the eye" for every guy on the ranch, and they cite this as the reason for Curley's insecurity and hot-headed temperament. But Curley's wife adds complexity to her own characterization, confessing to Lennie that she dislikes Curley because he is angry all the time and saying that she comes around because she is lonely and just wants someone with whom to talk. Like George and Lennie, she once had a dream of becoming an actress and living in Hollywood, but it went unrealized, leaving her full of self-pity, married to an angry man, living on a ranch without friends, and viewed as a trouble-maker by everyone. Slim: The tall, jerkline skinner who Steinbeck describes as something of a living legend: "he moved with a majesty only achieved by royalty and master craftsmen. He was a jerkline skinner, the prince of the ranch, capable of driving ten, sixteen, even twenty mules with a single line to the leaders. He was capable of killing a fly on the wheeler's butt with a bull whip without touching the mule. There was gravity in his manner and a quiet so profound that all talk stopped when he spoke. . . His hatchet face was ageless. He might have been thirty-five or fifty. His ear heard more than was said to him, and his slow speech had overtones not of thought, but of understanding beyond thought" (37). Slim lingers in the shadow of his overwhelming description throughout the novel. He serves as the fearless, decision-maker when conflicts arise among the workers and wins the confidence of George, offering advice, comfort, and quiet words of wisdom. |
English Grade 12 college ENG4C1 | |
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2009/04/03 | Short Story Unit Questions Here is the complete list of short stories read in this unit and the questions for each story. |
English Grade 9 academic ENG1D1 | http://homework.bhncdsb.ca/upload/5381d392fbcf861e26d06c95cafc6f7b.doc"> |
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2009/04/01 | Of Mice and Men -We finished our reading of the novel in class today -Students should begin working on the questions for Chapter 5 and 6, which we will take up tomorrow |
English Grade 12 college ENG4C1 | |
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2009/04/01 | Short Story Unit - assignment -Students are asked to bring in a copy of the song lyrics that they have chosen to use for their short story unit assignment. -Remember, the language must be appropriate and it must connect thematically to the film Simon Birch -song lyrics must be handed in by Monday April 6 |
English Grade 9 academic ENG1D1 | |
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2009/04/01 | Of Mice and Men -Character notes: George & Lennie George: George is the story's main protagonist, a small, quick man with well-defined features. A migrant ranch worker, George dreams of one day saving enough money to buy his own place and be his own boss, living off of the land. The hindrance to his objective is his mentally handicapped companion, Lennie, with whom he has traveled and worked since Lennie's Aunt Clara, whom George knew, died. The majority of George's energy is devoted to looking after Lennie, whose blunders prevent George from working toward his dream, or even living the life of a normal rancher. Thus, George's conflict arises in Lennie, to whom he has the ties of long-time companionship that he so often yearns to break in order to live the life of which he dreams. This tension strains George into demonstrating various emotions, ranging from anger to patience to sadness to pride and to hope. Lennie: George's companion, the source of the novel's conflict. Lennie, enormous, ungainly, and mentally slow, is George's polar opposite both mentally and physically. Lennie's ignorance and innocence and helplessness, his childish actions, such as his desire to pet soft things, contrast his physical bulk, making him likeable to readers. Although devoid of cruel intentions, Lennie's stupidity and carelessness cause him to unwittingly harm animals and people, which creates trouble for both him and George. Lennie is tirelessly devoted to George and delights in hearing him tell of the dream of having a farm, but he does not desire the dream of the American worker in the same way that George does. His understanding of George's dream is more childish and he grows excited at the possibility of tending the future rabbits, most likely because it will afford him a chance to pet their soft hides as much as he wishes. Nevertheless, a dream is a dream, different for everyone, and George and Lennie share the similar attribute of desiring what they haven't got. Lennie, however, is helpless to attain his dream, and remains a static character throughout, relying on George to fuel is hope and save him from trouble. |
English Grade 12 college ENG4C1 | |
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2009/04/01 | Short Story Unit -We are nearing the end of our short story unit. To date we have read and analyzed: "Loathe at First Sight" "The Jade Peony" "Doing Something" "Visitors" "Moonface" "Moving Day" "The Visitation" "Lysandra's Poem" tomorrow we will read: "The Tell-Tale Heart" -Students are urged to ensure that they have read and answered questions on each of these stories in preparation for the upcoming unit test |
English Grade 9 academic ENG1D1 | |
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2009/03/27 | Of mice and Men -Today we took up chapter 3 questions and watched the beginning of the film version of the story. -We will read Chapter 4 on Monday. |
English Grade 12 college ENG4C1 | |
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2009/03/27 | Short Story Unit -We have continued reading short stories this week. To date we have read and analyzed: "Loathe at First Sight" "The Jade Peony" "Doing Something" "Visitors" "Moonface" "Moving Day" ...next week we will read: "The Visitation" Lysandra's Poem" "The Tell-Tale Heart" |
English Grade 9 academic ENG1D1 |
