Questions for classroom discussion:
1) Gad states that the Jews were the only ones to listen to the commandment: Thou shalt not kill. He states that they "must be like everybody else?.and kill those who made us killers." How do Elisha and the other Jews reconcile their violence with their faith?
2) Elisha states that he had killed others before under different circumstances, under the cover of darkness. Why is the question of executing John Dawson a problem for him?
3) What do you make of the repetition of "Don?t torture yourself." by Elisha?s peers?
4) What is learned by reading all the stories of how they each escaped death? How might this change their views on death and killing?
5) Ilana calls Elisha a "Poor boy". This reminds him of Catherine. What does his memory of Catherine have to do with Ilana?
6) What do the reader and Elisha learn from the visit from his dead family?
7) Why is he afraid that his family will judge him? How is he judging himself? Explain.
Wednesday, 30 November 2011
Semi-Colons
Today we will review semi-colons. Videos for semi-colons can be found here
I suggest that you watch them if you don't have a good grasp of how a semi-colon functions.
Go here for warm-up exercises.
We will also read chapter 3 of DAWN and review study questions for chapter 2.
I suggest that you watch them if you don't have a good grasp of how a semi-colon functions.
Go here for warm-up exercises.
We will also read chapter 3 of DAWN and review study questions for chapter 2.
Tuesday, 29 November 2011
Homework for those going on TRIPS
DAWN:
Read to page 44. Answer study questions.
Review notes on punctuation.
Read to page 44. Answer study questions.
Review notes on punctuation.
Comma Exercises
Go here for exercises on using the comma.
Today we'll talk and take notes on the semi-colon and finished chapter two of DAWN.
Homework: I want you to write ten sentences using semi-colons.
As promised I'm posting the study questions:
DAWN chapters 1 and 2
1. Tell why the narrator keeps referring to the crying child. Explain its significance to the story or the evolving theme.
2. .Explain how he learns to tell when day changes into night. Why is night “purer” than day?
3. Explain the significance of his seeing his own face when night comes.
4. Who is the narrator to kill and why? Is there a difference between killing and execution? Comment on this in relation to the line “We are not murderers.”
5. “Violence is the only language the English understand.” Is this true only for the English? Explain why or why not.
6. Why does he feel like he is “falling into a pit’ when told to execute a man?
7. Elisha calls himself a “terrorist.” Why does he call himself that and not a freedom fighter?
8. Explain Elisha’s reasons for coming to Paris.
9. Describe how Gad “appeared” to Elisha.
10. Why does Elisha believe he was a “Meshula” or a messenger? Why does he give it so much importance?
11. Discuss and comment on the following lines. You can include what you know about the history of the people involved. “Until this moment I had believed that the mission of the Jews was to represent the trembling of history rather than the wind which made it tremble.”
12. On page 20 he gives a description of “death.” Explain what it portends for the main character and the book
Today we'll talk and take notes on the semi-colon and finished chapter two of DAWN.
Homework: I want you to write ten sentences using semi-colons.
As promised I'm posting the study questions:
DAWN chapters 1 and 2
1. Tell why the narrator keeps referring to the crying child. Explain its significance to the story or the evolving theme.
2. .Explain how he learns to tell when day changes into night. Why is night “purer” than day?
3. Explain the significance of his seeing his own face when night comes.
4. Who is the narrator to kill and why? Is there a difference between killing and execution? Comment on this in relation to the line “We are not murderers.”
5. “Violence is the only language the English understand.” Is this true only for the English? Explain why or why not.
6. Why does he feel like he is “falling into a pit’ when told to execute a man?
7. Elisha calls himself a “terrorist.” Why does he call himself that and not a freedom fighter?
8. Explain Elisha’s reasons for coming to Paris.
9. Describe how Gad “appeared” to Elisha.
10. Why does Elisha believe he was a “Meshula” or a messenger? Why does he give it so much importance?
11. Discuss and comment on the following lines. You can include what you know about the history of the people involved. “Until this moment I had believed that the mission of the Jews was to represent the trembling of history rather than the wind which made it tremble.”
12. On page 20 he gives a description of “death.” Explain what it portends for the main character and the book
Monday, 28 November 2011
Week of 11/28 - 12/2
This week we are going to do the following: discuss punctuation - particularly how to use commas, semi-colons, colons, and dashes correctly. We going to look at simple, compound and complex sentences and discuss the difference (also why someone would use a variety of each). And, we are going to begin to read DAWN.
As a warm up let us be with a few grammar exercises.
The following are from the book EATS SHOOTS & LEAVES by Lynne Truss. Please move the punctuation, add punctuation or quotations to correct the sentence.
1) Leonora walked on her head, a little higher than usual.
2) The driver managed to escape from the vehicle before it sank and swam to the river-bank.
3) Don't guess, use a timer or watch.
4) The convict said the judge is mad.
To review comma rules go here
Monday, 14 November 2011
DUE POSTS:
Friday 11/18: Study questions from pages 45-65 of NIGHT are due.
Monday 11/21: Final Drafts of Short Stories are DUE.
FINISH NIGHT by next Wednesday 11/23.
SMILE!
Monday 11/21: Final Drafts of Short Stories are DUE.
FINISH NIGHT by next Wednesday 11/23.
SMILE!
Friday, 11 November 2011
Wednesday, 9 November 2011
NIGHT
Study Guide for Night:
For the following characters list everything you know about them:
Elie:
Chlomo:
Moshe the Beadle:
Akiba Drumer:
Madame Schachter:
Juliek:
Joshef Mengele:
Idek:
Franek:
Zalman:
Stein:
Tzipora:
List at least three types of conflict and briefly discuss who the conflict is between:
1)
2)
3)
Name two foreshadows:
List and explain two symbols:
List and explain two ironies:
Pick out two similes:
Pick out two metaphors:
List at least four settings
Discuss how the dynamic character changes
Outline the plot
Wednesday, 2 November 2011
SHORT STORY PROJECTS
Short Story Projects:
The short story project aim is to grant students the chance to think creatively and critically about stories that are in their textbook, giving them hands-on permission to add their own talents and knowledge to a story and to teach the story to the class. The ultimate goal is to create something that will allow future students a chance to learn from it.
The first step in the project is to pick a story from the sign-up list and read the story closely, taking notes on things like character, plot, metaphors, symbols, and so on. The second step will be to outline a presentation (see below) for class. The third step will be to develop a creative connection.
The project is worth 200 points and will be graded upon the following items.
1) 100 points presentation of story to class. You presentation needs to address the following:
a. You should have summary of the story. A detailed account of what happens.
b. In the second part of your presentation you should discuss the literary elements that appear in the story and how they may make meaning. Example: In “Blues Ain’t No Mockin’ Bird” the act of mimicking appears often in the story: Terry copies Tyrone, Cathy copies Granny and adults, Camera and Smilin’ are trying to copy the Cain’s life on film, Granddaddy and Granny in a while mimic the two children hawks, and finally all the places the Cain family move too they find a repetition of disrespect from people. All these acts of mimicking, conscious and unconscious, form the backdrop of the story, the mockingbird of the story, the idea of intrusion which contrasts the blues granny hums which is calm, soothing and represents respect.
c. The third part of your project should be a comparison to a story you have read in class. You can compare characters, themes, ideas, the use of some literary device.
d. The fourth part of your presentation will be some sort of visual aid that corresponds to the story.
A-D are worth 20 points each. The final twenty 20 points will come from a oral presentation rubric, meaning you will be graded on how well you spoke.
2) 100 points for the creative connection. This connection displays an understanding of the story, neatness, enthusiasm and makes the story fun for the class.
POSSIBLE PROJECTS:
1) You can translate the story into a play (with a written script) and act out part of it for the class. You should think about either writing a possible theme song or finding one. You will have to justify your theme song. You could record your play on tape or burn it on a CD. Your play should be close to the original story.
2) You can make the story into a movie (with a written script) and film it in Skagway. You should think of music. Your movie should be at least 15 minutes long and should remain close to the text of the original story. (I’ll show you an example of this soon).
3) You can create a comic book out of the story but your version should remain very close to the text of the original story. Your comic book should be at least ten pages and can contain the sequel to the book. The comic should also have a list of reading comprehensive questions at the end.
4) You could create a magazine about the story—things to include might be: interviews with characters from the story; reviews from critics; short story sequels; poetry about the story; information about the author, drawings; review of movies or radio programs based on the story, etc. You should have at least 6 things in your magazine (magazine should be 6-8 pages).
5) You could write a 2-5 page critical paper on the story. If you decide to do this you must talk to me about your topic and your direction.
6) You could do a power point presentation that includes research on the story, the author and some other aspect of the story.
The short story project aim is to grant students the chance to think creatively and critically about stories that are in their textbook, giving them hands-on permission to add their own talents and knowledge to a story and to teach the story to the class. The ultimate goal is to create something that will allow future students a chance to learn from it.
The first step in the project is to pick a story from the sign-up list and read the story closely, taking notes on things like character, plot, metaphors, symbols, and so on. The second step will be to outline a presentation (see below) for class. The third step will be to develop a creative connection.
The project is worth 200 points and will be graded upon the following items.
1) 100 points presentation of story to class. You presentation needs to address the following:
a. You should have summary of the story. A detailed account of what happens.
b. In the second part of your presentation you should discuss the literary elements that appear in the story and how they may make meaning. Example: In “Blues Ain’t No Mockin’ Bird” the act of mimicking appears often in the story: Terry copies Tyrone, Cathy copies Granny and adults, Camera and Smilin’ are trying to copy the Cain’s life on film, Granddaddy and Granny in a while mimic the two children hawks, and finally all the places the Cain family move too they find a repetition of disrespect from people. All these acts of mimicking, conscious and unconscious, form the backdrop of the story, the mockingbird of the story, the idea of intrusion which contrasts the blues granny hums which is calm, soothing and represents respect.
c. The third part of your project should be a comparison to a story you have read in class. You can compare characters, themes, ideas, the use of some literary device.
d. The fourth part of your presentation will be some sort of visual aid that corresponds to the story.
A-D are worth 20 points each. The final twenty 20 points will come from a oral presentation rubric, meaning you will be graded on how well you spoke.
2) 100 points for the creative connection. This connection displays an understanding of the story, neatness, enthusiasm and makes the story fun for the class.
POSSIBLE PROJECTS:
1) You can translate the story into a play (with a written script) and act out part of it for the class. You should think about either writing a possible theme song or finding one. You will have to justify your theme song. You could record your play on tape or burn it on a CD. Your play should be close to the original story.
2) You can make the story into a movie (with a written script) and film it in Skagway. You should think of music. Your movie should be at least 15 minutes long and should remain close to the text of the original story. (I’ll show you an example of this soon).
3) You can create a comic book out of the story but your version should remain very close to the text of the original story. Your comic book should be at least ten pages and can contain the sequel to the book. The comic should also have a list of reading comprehensive questions at the end.
4) You could create a magazine about the story—things to include might be: interviews with characters from the story; reviews from critics; short story sequels; poetry about the story; information about the author, drawings; review of movies or radio programs based on the story, etc. You should have at least 6 things in your magazine (magazine should be 6-8 pages).
5) You could write a 2-5 page critical paper on the story. If you decide to do this you must talk to me about your topic and your direction.
6) You could do a power point presentation that includes research on the story, the author and some other aspect of the story.
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