GRADE 9 ELA
Oct. 20th
Hello there. Now, look at me sending notes and information to specific
students and parents over this world web! As my sainted mother would have
said, "There's nothing left to invent1"
So far this term we have done 2 journal entries: one asked students'
opinion on what makes a good student, and what are the characteristics of
a good teacher. Two weeks ago, their journal was to speak on behalf of the
poor Thanksgiving turkey, and make a case for not killing and eating him.
This brought some interesting and inventive pleas, such as "I'm not
even finished school." to "I have a wife and kids to feed and
another on the way." Quite creative. Then, for fun, I had a picture
of a thanksgiving turkey, and the students colored their journal page.
The first unit this term was on essays, as students read and identified
the type of essays, being able to defend their choice. (The acronym DRAPEN
became quite important in this unit.) Students then wrote their first
unit test last week, worth 10% of the year's work. Results will follow
Friday.
There are 4 independant novels in the course of grade 9, with a separate
assignment for each novel. This coming Monday, Oct. 25th is the due date
for assignment #1.
With this novel, students were given a book report sheet, with specific
questions. Please find this attached. On Monday, we will have a large
circle, as Oprah's book club does, students speak on their novels for 3
minutes, using the report sheet as a guide. Other classmates may then ask
questions.
To offer a sort of dinner atmosphere, we will also have some food at our
book club table. There will be a sign up sheet for students to bring
either drinks or cookies, etc. I will supply the cups, tablecloth and
napkins.
As of this week, we are on to the next assignment - the research paper.
Each student has a folder and a research guide to follow, and will be kept
in the classroom, as it is necessary for students to use class time
wisely, to stay on task, and research and write in the class. It is not
until I see this first draft that students can bring these home to finish,
as teachers want to be sure this research is of the students' original
doing.
The topic helps us seque into the next phase of the ELA program, and that
is Shakespeare and Romeo and Juliet. As a result, students are asked to
write a 5 paragraph essay on some aspect of Shakespeare, be it his life,
or fashion of the time, to marriage customs and even torture methods in
the Elizabethan period. Please find a copy of this research attached,
though the students have it already.
I will continue to keep students and parents posted on homework and
upcoming events.
OCT. 21
- Today spent the period researching in the library. Outline due next week.
- Tomorrow is reading day...bring your novel.
- Monday is Oprah Book Talk independant novel assignment #1.
NOV. 2
- Last week we had the book talk and each student had his/her time to
present the novel. A few remain, which will be done this week.
- We have had enough research time in the computer lab now. Students were
told on Monday that by Friday of this week, all research is to be
acquired. If students have trouble with their printer at home, or no
access, simply email their info to me, and I will print it off.
- ***Monday, Tuesday, and Wednesday we will be in the library writing jot
notes, arranging the research, and writing a first draft. This is an
assignment to be written in class, and it is imperative students have
their research information in hand so they are ready to write.
- Essay tests have been returned and marks are online Student Achieve.
- We have done 2 introductory lessons on Romeo and Juliet. We will begin
the play proper later in the week, but it will be then temporarily
suspended, in order to get the research paper done.Our love story/tragedy
will resume the following Monday.
- Please be advised that tomorrow, Wednesday, Nov.3 is "Bring your
kid to work day." This is a program for grade 9's, and indications
were today that many students were going to avail of this program.
***AS THIS GROUP IS MY HOMEROOM, PLEASE SEND A NOTE OR E-MAIL THAT YOUR
CHILD IS GCHILD IS GCHILD IS GCHILD IS GCHILD IS GCHILD IS GCHILD IS
GCHILD IS GCHILD IS GCHILD IS GOING TO WORK WITH YOU, as otherwise he/she
will have to be
marked absent unexcused.
Thankyou.
Nov. 3
Please see attached timeline
Grade 9 ELA Ms. O’Brien’s Week-at-a-glance
Nov.8- 12
Monday, Nov. 8, Day 1
- all students have their information on their topic, ready for jot notes.
At the end of this period, I will collect the outline page of your
research paper booklet
*** In terms of validity, you need more than one or 2 sources. Also, make
sure you have the website or book title, as you will need this when I show
you how to do citations and APA style bibliographies
Tuesday, Nov.9, Day 2
- Still writing first draft, based on the outline handed in yesterday.
Wednesday, Nov.10, Day 3
- Last full period of first draft. At this point, some have shown me their
first draft, and are ready to edit for final draft.
Thursday, Nov. 11 – closed for Remembrance Day
Friday, Nov. 12, Day 4
- By the end of this period, I will have seen everyone’s first draft. Some
are on computers typing the final copy.
Monday, Nov.15, Day 5
- Begin lesson in my room, as I show you on smartboard how to do
citations. Then to the lab to do your own.
Research paper due date: Wednesday, Nov. 17th, Day 7
Dec. 12
We have finished reading Romeo and Juliet. In the next week, there will be
notes taken on themes, conflicts, and characterizations.
On Tuesday, Day 5, students will go to the library for a reading period.
Students need to bring a novel from home, or will get a library novel at
that time. The second independant novel assignment will involve making a
collage to represent your novel.
January 3, 2011
Welcome back! Please find an attachment for the second independent novel
assignment - you are to create a collage.
Grade 9 Independent Novel Assignment
Due Date: Monday, Jan. 10, 2011
• Create a collage of images that symbolize important ideas, events,characters, and/or themes from your novel.
• On the back or a separate sheet of paper, explain what three of theimages symbolize.
• The collage can be made from sketches and/or pictures frommagazines/newspapers or other paper sources. The minimum size of thecollage is legal paper. Refer to pages 250-252 of your Resource Lines forreference.
The example shown below is based on Shabanu by Suzanne Fisher
Staples. Beauty is in the eye of the beholder. That beautiful pair of eyes
gazing at you from the top of this page signifies perspective. This book
was written through the eyes of a rambunctious teenager living in a world
quite unlike our own.
The way Shabanu deals with her problems and perceives her feelings is
represented in the diamond because its beauty shines from the center of a
rock like Shabanu. She has so much beauty in her heart but she saves some
of it inside where no one can reach it.
In the background is a footprint in the sand, showing not only the terrain
that Shabanu lives in Pakistan, but also the footprints she has to follow.
Her ancestors long ago made these prints and everyone is forced to follow.
The mouth located in the middle of the collage represents the fact that
Shabanu is not afraid to speak her mind. The sparkly shirts represent the
wedding of Phulan to Murad. All the relatives of the bride dressed up in
beautiful mirrored skirts and shawls.
Blue flowers were placed in clumps at the top of the page because they
show the four experiences that Shabanu endured and also show that there
was a shadow left behind that will always be with her. The loss of
Guluban, the loss of Murad, her betrothal to an older man, and her final
scheme to run away are the experiences that the roses represent.
Audience To whom are you directing this? What interests, experiences, and
knowledge do you think your audience has?
Medium The medium is the vehicle by which your message is communicated. It
could be an illustration, a collage, or a video, to name a few. Think
about what medium of representation best fits the idea you want to
communicate and the audience for whom your message is intended. For
example, what medium would be best to convince your peers of the negative
effects of smoking? Decide what medium your audience requires or finds
appealing.
Tone What mood do you want to set? The look of the words (type style,
size, placement), the kinds of visual elements (colour, texture, form),
and the text of the message all of these work together to create an
overall impression.
Balance The way shapes are arranged. When shapes are balanced, they create
a feeling of order or harmony. When shapes are not balanced, they create
tension.
Colour Colour is made up of hue (or tint), intensity, and value. Hue or
tint refers to the name of the colour, such as red or blue. Intensity is
the purity and strength of a colour, such ass dull red or bright blue.
Value means the lightness or darkness of a colour.
Colour is used by artists to represent the way things really look and
also to create feelings. The effect of colour on the viewer may be
stronger than any element.
Emphasis Drawing attention to something by use of colour, size, or
placement.
Point of Interest The part of a collage on which the artist wants the
viewer to focus or notice first. Ways to make something the point of
interest are to highlight it
through colour, size, and placement on the page.
Unity Refers to the way in which the pictures, objects, and words all
"hang together" or complement one another. Unity is a very
important element in an effective collage.
Focal Point Part of a photograph, drawing, or painting that is the main
area of interest.
Form The height, width, and depth of a structure, all of which can create
perspective.
Harmony The quality that binds the parts of a visual image into a whole.
It is often created through simplicity and repetition.
Line The basic unit of any image that has both length and direction.
Straight lines often suggest order. Jagged lines can suggest power, fear,
or confusion. Curved lines may suggest motions or softness. Diagonal lines
can suggest motion or tension.
Movement A sense of energy in a visual, determined by the spaces between
shapes and by the shapes themselves.
Proportion the Comparative relationship between parts in a visual.
Shape A space that is enclosed by a line. Almost anything can be shown
using three basic shapes: squares, circles, and triangles.
Space The distance or area between, around, above, below, or within
things. Space can isolate an object or make it stand out. It can also
create tension between objects.
Texture The quality or feel of an object's surface, such as roughness or
smoothness. Through the skilled use of lines and dots in visual images,
texture can be "felt" with the eyes.
Collage
The inside of your locker, bulletin boards in your school, the front of
your refrigerator – are all types of informal collages that are all around
you.
A collage is an artistic composition made of various materials – paper,
photographs, string, and/or cloth – that are mounted on a surface.
Photographs of collages are often used on book jackets, album covers,
posters, and advertisements.
How to Create Collages
• You need to have a theme or focus for your collage. Choose a person,
idea, or topic.
• Think about what you are trying to show about your subject. Begin with abrainstorming session and write down all your ideas. Choose your
strongest, most unique idea for your collage.
• Your collage should have a clearly identified theme or subject.• As you begin to collect your materials, think about which shapes,colours, and textures best express your subject. Collect items that winalso communicate the mood you want to share. The list of materials you canuse is endless. • Once you have selected materials, arrange and re arrange the pieces many
times to achieve the composition you want. A meaningful arrangement of
your visuals helps your viewer understand your message.
• When you have a satisfying composition, glue your materials to a pieceof paper or Bristol Board.
Monday, Jan. 10
- Independant novel #2 (collage) due on Monday, Jan. 17th, instead of today.
- English test tomorrow on Romeo and Juliet. It will be a demand piece, in which students will write a multiparagragh response. In terms of study resources, students should have a copy of the play, as well as a worksheet of quotes done in class, some notes written, and an 8 page handout (4 double-sided) on charcter, theme, conflict, and fate.
- Later in the week, students will get their group project on Romeo and Juliet. There will be several options to choose from, and one week will be spent on this in class. Then, students will present their assignments. It looks like it will be quite interesting, and a bit of fun, as one option will be to plan Romeo and Juliet's wedding, from the invitations, to the ceremony, to the meal, to the first dance song. Another option will be to select scenes from the play, transcribe them into Newfoundland language, then to perform them for class.
- Students should be reading a third novel now.
- coming up will be persuasive speeches.
March 4
- students have finished the group projects on Rome and Juliet and marks are online
- for the last 3 weeks, we have been working on persuasive essays. Students have been to the computer lab a few times to research ideas, and then came jot notes, writing plan, and a first draft. After this is tweeked, the final copy is typed. Many students have finished this, and we have moved on to the class novel After the War (this novel is presently being done by all classes). There are a few students still writing, due to family holidays, sickness, or sport tournaments, and although they really want to take this assignment home and finish it, I just cannot. The point of this essay is that it is a process piece, whereby students practise the proper sequence to writing your best piece possible. So, instead of just writing cold, they must make those jot notes, do up a plan for the essay, write a first draft,make
necessary changes, and present a final copy. The teacher has to see all these steps in motion.
- these essays will become their persuasive speech later in the month, as each student will say their essays aloud to the class. One student will be chosen, then, to represent the class in the school speech contest.
- As previously stated, we are reading the novel in class now called After the War.
Story Summary
Ruth Mendenberg has just been released from Buchenwald, one of Hitler’s concentration camps. World War II is over, but Ruth returns to her hometown in Poland to learn that both her home and her family are gone. She is fifteen, alone, and has nowhere to go. Worst of all, she lives with the guilt of having survived when no one else in her family has.
She meets a man named Saul from Eretz Israel, who encourages her to travel toward freedom in Palestine with him and other Jewish refugees. He takes her to a place where the other refugees are housed. Although Ruth believes there is no hope, she agrees to accompany the refugees on the journey. After all, she has nothing or no one else. When an angry mob attacks the house, killing many of the refugees inside, Ruth must once again hide to survive. After soldiers stop the mob, the survivors flee. Ruth is put in charge of twenty orphans. It is her job to lead them safely to Czechoslovakia, Austria, Italy, and then to Palestine. She hopes that this duty will help her forget everything that has happened\
-In a few weeks there will be a comprehension uiz on this novel.
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March 13
We have been reading the novel After the War and will hopefully finish this by Thursday. Below I have a comprehension study guide and questions to think about regarding some chapter passages, facts vs opinions,character sketches,and some new vocab. Early next week we'll then have a test.
- Also, special reminder to students to get those persuasive essays to me by Monday. Some have handed theirs in. Please make sure you have in the folder your jot notes, first draft, and final draft. This was a process piece, which means every step in the process of writing is worth marks.
-Later in the month, these essays will become speeches, as students will present them aloud to the class.
-Students should also be reading their third independent novel. The project will involve participating in a blog with classmates.
AFTER THE WAR
section 1 (up to p7) THINK PAIR SHARE...
1) Ruth trusts the Sabra (whom we later know as Saul) because:
a. He is tall, handsome and smiling
b. He says, “Amcha”
c. He knows her family
d. He shows her an official badge
answer: B
(P7, p2) Sabra says the word “amcha”. (p3) It is explained that “amcha” is Hebrew word meaning “with the people” and is used as a code word among Jews as someone who can be trusted.
2) Problem/Solution:
Ruth wants to find members of her family. What solutions does she try? Were these solutions effective?
answer;
(P1, p3) She goes to Her Uncle’s house
(P4, 1st p) She goes to city hall to look for records
These solutions are not effective.
Passage What is the purpose of each passage?
. 1) (P3, p3) “Smoke endlessly…burned”
ANSWER: This passage is important because it helps the reader understand part of what Ruth was going through, to think that her mother and sister’s ashes could be falling on her, but not knowing. The author’s purpose was to help the reader identify with Ruth.
2) (P3, p4) “I hate these…least expect it.”
ANSWER: I liked the simile, “they jump at me as a ghost in a graveyard.” I think it is interesting that Ruth used to frighten her brothers and sisters (last of P2) with tales of graveyards and the walking dead. The author’s purpose was to inform the reader of Ruth’s state of mind
Character Sketch of the Sabre (SAUL)
Encouraging
How do you know?
ans. (P7, p7) The Sabra tells Ruth, “I don’t want to hear you talk like that again. You’ve survived. You’ve beaten the Nazi’s. You’ve ruined their plans to kill all the Jews. And now we need you in Palestine.” He is trying to give her a reason to believe in herself. Also (P4, p8) “You don’t seem all that weak to me.”
Patient:
How do you know?
ans. Ruth is squeezing his hand (P5, p7), but he doesn’t seem to mind.
Concerned for others:
How do you know?
ans. (P7, p4) He has left his safe home to come help other Jews immigrate.
6) His problem is that Ruth feels worthless. What is a possible solution for him?
ANSWER: Perhaps for him to keep being patient and encouraging, and to give her responsibilities.
Word Wizard:
7) Illuminating (P1,p3) “…the silver candlestick would glean as mother lit the silver candles, illuminating china, the fresh flowers, and our faces all scrubbed and clean waiting patiently…”
ans.
This means to light up, or cause to glow. 8) Ghetto: (P3, p2) Soon we were forced into a ghetto, a small, run-down section of Ostroviec with all the other Jews of the area.
What does it mean?
ans. A ghetto is a section of a city that is often run-down and over-crowded usually where minorities live.
9) Crematoria: (P3, p3) “Perhaps it was their ashes that fell on me later in the day, as the ovens and crematoria of Auschwitz blazed and burned.”
ans. Crematoria are laces were human bodies are burned.
10) Suffocate: (P4, last p) “I feel I’m going to suffocate.”
Ans. To die from not being able to breathe.
section 2 (up to p21) THINK PAIR SHARE...
Summary
The Sabra (Saul) takes Ruth to a house on main street where there are several people bruised, some bloody. A local group of thugs stormed into their Hebrew class, beating some and dragging five into the courtyard where they were shot.
The Sabra introduces her to the others, but remembering interrogations by SS members, lies about her age. She claims to be seventeen rather than fifteen and joins them in a plan to go to Palestine because she knows of no where else to go. She believes life is worthless.
She has learned that tears don’t help you survive, but cries in her sleep on the train on the way to Kielce, where they stay in a Jewish Community’s house. She learns that Saul, whom she is traveling with, is a Brichah (meaning “rescue” or “flight” in Hebrew) organizer, sent from Palestine to help people immigrate there. She learns how the British broke promises to open Palestine to immigration after they were elected.
A young boy in the street screams that the Jews held him prisoner in their basement and made him watch as they cut children’s throats. A mob, including the police chief, storms the house, killing several before soldiers arrive.
Ruth and other survivors travel to Lodz. Saul is there and convinces Ruth to help twenty young children get over the border into Czechoslovakia. She has nothing better to do and it will help keep her from bad memories.
Discussion
1)In this section, why does Ruth claim that she is seventeen?
A: She wants to pass as her older sister
B: So that she can drive
C: She doesn’t want to be treated like she is fifteen
D: She hopes to get a passport and catch a train to Czechoslovakia legally
Answer: C (P11, p8)
2)Problem/Solution (P18, p 1,2,3)
An angry mob is storming the house, what solutions did the characters come up with?
Solution: Call for help, shove couch in front of door, and run upstairs.
4) Fact: Ruth is disgusted with the others in the house. Why?
Answer: Because they haven’t realized the need to always have a hiding place. (P18, p6)
5) Opinion: Why does Ruth think Saul is clever?
Answer. (P20, p 4-7) Saul convinces her to take the twenty children by asking her if she has anything better to do, when he knows she doesn’t, and by telling her she won’t have time for bad memories. (p8) She says, “He is clever, Saul. He knows people’s soft spots.”
Passage What is the purpose of each passage?
(P11, p8) “I can be…helped me survive.”
ANSWER:
I liked this passage because it shows that how independent Ruth is in her situation. I think the author’s purpose is to show Ruth’s awareness of her situation.
Character Sketch of RUTH
Quick witted:
How do you know?
ans. (P18, p6) In an emergency, she is the one who says to move the couch in front of the door.
Logical:
How do you know?
ans. (P11, p8) She realizes others have no way of checking on how old she is, because she has no papers, and all surviving Jewish teenagers are small for their age.
Smart:
How do you know?
ans.(P11, p2, 3, 4) She lies an SS officer about her age, and gets sent to work rather than to be killed.
8) Problem: She doesn’t want to be treated like a baby (P11, p6) What is the solution?
Solution: She lies about her age.(P11, p7)
Word Wizard:
9) Hysterical (P9, p8) “My friend walks over to the hysterical young woman and grasps her hands so she can’t hurt herself.”...
Meaning: Having a wild emotional outburst.
10) Tyrants (P10, p4) “They beat whoever they could, and dragged those five out in the courtyard and shot them, screaming, ‘ filthy Jews, Commie tyrants,’ that sort of thing.”
Meaning: cruel rulers. This is a strange thing for the Jews in this book to be called because they are merely trying to survive; they have no rights, much less being able to rule.
11) Accommodations (P13, p4) “…where we are to stay until the next morning when we’ll find other accommodations.”
Meaning: lodgings, places to stay.
12) Resolution (P15, p1) “It’s a lively place, full of cheerful people, activity, resolution.”
Meaning: Determination, purpose, or will.
Section 3 p.21-29 THINK/PAIR/SHARE
1)The border guards will not be able to tell the difference between Hebrew and:
A: Greek
B: Italian
C: Polish
D: Yugoslavian
Answer: A (P 21, p2)
2) Problem: Nate is arrested and tied to a chair (P56, p5,6). What is the solution?
Solution: Ruth cuts him loose with a broken bottle (P28, p4).
Passage What is the purpose of each passage?
(P25, end of top) There are a couple of girls my age, I think, a couple of boys too, but I don’t let on for a minute that I should be in the group, not leading it.
ANSWER
I like this part because it shows a fifteen-year-old wanting to seem older so that she can have some control in the group when she realizes that she understands the situations better than the older ones. The author’s Purpose: To inform the reader of Ruth’s need to have control.
(P28. P4) Once free, he grabs my hand and shakes it, then forgets that and kissed me on the cheek.
ANSWER
I like this because it shows Nate’s character so well. In a life and death situation, he stops to show gratitude, even though he was wrong. Also, even though they are making some very adult decisions, they are still a young man, and a young girl. The author’s purpose: To inform the reader of Nate’s level of gratitude.
Character Sketch of MIRIAM
Morale booster:
how do you know?
(P24, p7) “What’s this?” she says…singing and clapping.
Nervous:
How do you know?
(P26, p9) She is tall and really quite beautiful, if nervous all the time. She wrings her hands and picks at her skin, and tugs at her hair constantly.
Naïve:
How do you know?
(P26, p8) “Now, what?” Also (P24, p7) and (P28, p9) She is nervous and doesn’t know what to do, except keep the younger ones in a good mood.
6) What is the goal?
ans. To get to Palestine
7) Problem: Getting across the border (P26, p8) What is the solution?
Solution: She relies on Nate and Ruth.(P26, last p)
Word Wizard:
8) Scoff (P22, p5) He looks at me then as if he knows how I scoff at the word “dreams”, as if he wishes he were talking about me.
Meaning: to sneer at.
9) Grimaces (P23, p13) “Family?” She rolls the word around in her mouth and then grimaces.
Meaning: Makes a facial expression of annoyance or disgust.
. 10)Solemnly (P23, last p) “A long time,” she answers solemnly.
Meaning: with seriousness.
11) Agitated (P26, p4) They (the guards) appeared agitated.
Meaning: nervous and upset.
12) Hamlet (P27, p2) We walk…until we reach the top of the rise just before the hamlet.
Meaning: a small village
13) Arduous (P28, p3) It takes me fifteen minutes of arduous careful slicing until I final break through.
Meaning: Exhausting Adjective
14) Forge (P29, Top) We forge ahead as quickly as possible…
Meaning: To move or impel slowly forward (with difficulty).
Section 4 (P30-46)
Summary
They make it over the border where Nate speaks Hebrew and shows their papers, convincing them that they are Greek. They scramble into the back of a waiting truck and leave hurriedly for Nachod to a Red Cross building for Physical exams. Men are checked under their arms for Nazi tattoos, and one is discovered and taken away.
They are all declared fit and get on a train to southeast Czechoslovakia where one of the young girls steals a handful of cherries and cannot believe that there will no longer be a need to steal to satisfy hunger. A girl, Leah, believes only Ruth.
They go to the Hotel Jolen, which has been bombed and is now a refugee center. They read the names refugees have scrawled on the walls in the hopes of finding relatives. Leah recognizes one of them as her aunt. They arrive in Vienna next day by walking to the Czechoslovakia/Austria border and catching a train, which is so crowded they climb to the roof and lie flat.
She is led there by a boy, Zvi, one of the children who is actually older than Leah.. Zvi tells her, “Don’t let them take your heart as well,” and gets them to laugh. At the Rothschild Hospital, Leah finds her aunt.
Discussion
1) Zvi takes Ruth onto the roof of the train because:
A: Food is hidden there
B. He’s found Leah’s mother there
C. He intends to jump off and run
D. It is so crowded she had trouble breathing
Answer: D (P43, p2,3)
Problem: The peasants are angry that Leah has stolen cherries (P36, p2) What is the solution?
Solution: Their guide tells the stand owner she asked the girl to pick up some fruit for breakfast and pays for it. (P36, last p)
Passage What is the purpose of each passage?
1) (P30, p1, 2) “You are stupid idiots…” …with a big smile on his face.
Author’s Purpose: Humor and to show how Nate vents some of his frustration.
Note from Ms. O'Brien: I think it is funny that he is insulting them as he gets them to do exactly what he wants.
2) (P32, last) I have the overwhelming desire to go and rip him up, limb from limb.
Author’s purpose: To inform the reader of Ruth’s inner feelings
Note from Ms. O'Brien: I think it is funny that he is insulting them as he gets them to do exactly what he wants.
3) (P33, p4) “Goodbye, graveyard,” cries a thin, pale girl.
Author’s purpose: To inform the reader of how these children have lost everything.
Note from Ms. O'Brien: This is a sad metaphor of Ruth’s homeland.
4) (P39, last p) I haven’t tasted fresh fruit in six years. It is like eating a little present straight from paradise. (oooo, this is a simile!!!)
Author’s purpose: to inform
Character Sketch of NATE
1)Competent
Proof/evidence/quotes: (P30, p3) …he looks sharp, like he knows what he’s doing … he will get us through.
2Appreciative
Proof/evidence/quotes: (P31, p3) “Hardly,” Nate remarks, “ She single-handedly saved me from being arrested.”
3) Brave:
Proof/evidence/quotes: (P30, p2) He speaks directly and confidently to the guards who can have him killed.
Problem: He needs to convince the guards that he is Greek (P30, p3). What is the solution?
Solution: (P30, p3) He speaks confidently, and smiles.
Word Wizard:
Vermin (P32, Top) “…I thought we were worse that dogs, only vermin.”
Meaning: Pests, or bugs.
Naïve (P32, p3-middle) And then we were so naïve. When they rounded us up did it ever occur to anyone that they would shoot us? Or gas us? Not at first.
Meaningsleek dresses with side splits.
ge]
Skeptically (P37, p4) She gazes at him skeptically, thinking perhaps he is joking with her.
Meaning: Doubtfully, distr ge]
Decipher (P38, p1) …but finds the rough scrawls almost impossible to decipher.
Meaning: Translate, read, or make clear.
ge]
Placidly (P41, p2) We walk through a village where people stare are us placidly except for a young girl who runs up to the line and offers some of us water from the town well.
Section 5 (P47-57)
Summary
In Vienna they get Registration forms on which they claim to be headed for Germany. They tour Vienna and Ruth realizes how many Jews are headed for Palestine. Zvi tells jokes and convinces her to go to an opera. Ruth feels numb and misses Leah.
Zvi finds out that the British are cracking down on the ships coming in to Palestine, sending immigrants to detention camps. But they sing and dance on a train to the Italian border which means a ship to Palestine. After the train rides, they go by truck, then walk. Some girls are terrified to cross a mountain stream so some of the boys lay down across it, letting the girls walk on their backs. Some get so tired they refuse to go further, the others almost carry them.
They arrive in the French zone of Austria, with unfriendly soldiers who don’t believe their papers and phone for someone to take them to a camp.
They stand and fight; the women join them. They are beaten, but the French are bewildered and ashamed and decide to allow them to continue. Italian guards laugh and wave them over.
Members of the Brichah pick them up; trucks and drivers disguised as British. They are in Italy.
Discussion
1) While in Vienna Zvi convinces Ruth to go:
A: To a bar
B: On a hayride
C: To an opera
D: Into a guardhouse to steal weapons
Answer: C (P48, last p)
Problem: Getting over the mountain stream (P53, middle) What is the solution?
Solution: The boys lay down in the water, letting others walk on their backs (P53, middle)
Passage What is the purpose of each passage?
1) (P49, last) I sit on my bunk…. attached to anyone.
ANSWER: An interesting way to show loneliness The author’s Purpose: To inform the reader of Ruth’s feelings.
2) (P55, p1) “This is terrible…confused and stops.
Author’s Purpose: To inform the reader that the situation was confusing for many people, even adults and guards.
Note from Ms. O'Brien: I like this because it shows someone who has just won a fight willing to admit that they were wrong.
Character Sketch of ZVI
1)Optimistic:
Proof/evidence/quotes:(P50, p 3,4) “Never mind …at least we’ll be in Palestine.”
2) Stubborn:
Proof/evidence/quote (P54, p1) He stands unarmed to fight border guards with weapons. (P53, bottom) Ignores his discomforts.
3) Gallant:
Proof/evidence/quotes: (P53, middle) Allows others to walk on his back as he lays in mountain stream
Word Wizard)
Dilapidated (P48, p4) I’d heard travelers…speak of Vienna …how beautiful it was, how grand, how elegant, but today everything looks dilapidated and dirty.
Meaning: Shabby
Partisans (P54, p2) Many of these women have survived by fighting as partisans against the Nazis and they certainly weren’t going to stand by…
Meaning: Fanatical fighters devoted to a particular cause: guerrillas
Here is an example: The partisans kept customers from entering the mall stores during the strike.
Bewildered (P55, top) Soon the scene was a grim one-almost all of us down and bleeding, the French soldiers standing among us looking bewildered and somewhat ashamed.
Meaning: puzzled
Section 6 (P57-77)
Summary
They arrive at an old villa in Italy and are greeted by children with chocolates. Everyone over fifteen is to be a youth leader and all are to attend school. Ruth is to teach, but she only has a fourth grade education. She is to encourage the children to tell their stories and write them down. Ruth does not want to do this. Rivka did not go to a camp; she was a partisan fighter. She is so thin because she cannot eat. Ruth had told herself to forget that food ever existed.
The Children do not want to play hide and seek or tag, but will play “kill the monster”.
The house leader tells Ruth to get the younger children to tell their histories so the world can never say it did not happen. One girl tells of hiding in a closet, putting her three-year-old brother in a suitcase where he was quiet. She lived in a sewer for a year and a half. She tells of the Russians liberating them and then attacking her mother. She says she’ll ask her father if Ruth can be a part of their family.
One boy, at eight, ran with his baby brother, hid in barns and nursed the baby back to health with milk from the cows. He was reported by a farmer and ran to the forest where he saw many Jews murdered, shot so they fell into a ditch, then he saw Zvi crawl out. They sent the baby to a convent, joined the partisans, running errands. After the liberation, they found the baby had been put up for adoption and the family would not give him up.
Jonathan, the boy, gets uncontrollably angry, then both Ruth and he cry. Zvi pulls them both together so he can comfort them both at once.
Discussion
1) Sarah did not go to a camp, instead she lived for a year and a half:
A: in a sewer
B: in a closet
C: in a barn
D: in a basement
Answer: A (P69, last two & P70, p3)
2) Problem: All Zvi’s family is being shot in the forest What is the solution?
Solution: His mother pushed in a pit so that the Nazi’s thought he was one of the dead A (P75, bottom; P76, top)
Passage What is the purpose of each passage?
(P65, p3, 4) “You don’t think you deserve it,” I say, “ because your family died.” … “That’s right,” she whispers, surprised I understand so well.
Author’s Purpose: To inform the reader of how these children relied on each other It is so emotional.
Character Sketch of RUTH
1)Understanding:
Proof/evidence/quotes: (P64, p 2,3,4,5) She understands why Rivka won’t eat
2) Smart:
Proof/evidence/quotes: (P66, last p) She figures out a game the children will be willing to play
3) Stubborn:
Proof/evidence/quotes: (P67) she refuses to ask the children to tell their stories, then (P68, p5) she refuses to let a child not tell his story.
Problem: She has thoughtlessly hurt her friend, Zvi making him angry (P64, p 11,12, 13)
Solution: She apologizes (P64, p14) and touches his hand. (P65, p2)
Word Wizard:
Tentatively (P61, p2) Tentatively , I put up my hand.
Meaning: Carefully and cautiously.
Here is an example: I stepped tentatively past the growling dog.
]
Agony: (P66, last) They throw themselves into this game with relish, screaming with delight every time I fall down in a death agony.
Meaning: Here it means a painful fit, attack, or struggle.
Section 7 (P78-92)
Summary
Ruth has a remembering dream of lying among dead bodies when the American soldiers find that she is alive, but she thinks she is dead. She wakens and whispers “I’m alive,” to Zvi, who kisses her. They eat, laugh, and dance.
They get in a truck disguised as British transport headed for a boat to Palestine. If they are caught they will be sent to camps Cyprus rather than a camp in Palestine.
Rivka agrees to eat small bits of food at a time and her eyes have become clearer, she looks less emaciated.
Hundreds of people wait for hours on the beach to get into dinghies. Looking at wooden bunks in the hold, Ruth is reminded of Auschwiz and she runs back to the deck temporarily. Saul is in the hold.
Mass seasickness, then clear skies, smooth sailing, but Ruth becomes increasingly angry.
Discussion
1)The hold of the boat they are taking to Palestine reminds Ruth of:
A: African slave ships
B: Cyprus
C: Buchenwald
D: Auschwitz
Answer: D (P84, 3)
2) Problem: Mass seasickness (P88, p1) What is the solution?
Solution: Those who are able clean the vomit up – even with their hands (Fanny – middle of P88) and they go up on deck as soon as possible. (P89, p4)
3) Here is an example of the difference between FACT and OPINION
Fact: (P88, p1) The ship is creaking and moaning
Opinion: (same) It’s Ruth’s opinion that if the ship sinks, she’ll “die in a miniature Auschwitz on a fool’s journey to nowhere.”
Passage Picker: What is the purpose of each passage?
4) (P80, p5) “It’s hard to control people who have nothing to lose.”
ANSWER: Author’s Purpose: To inform the reader of why these people were ready to take such risks.
Note from Ms O'Brien: I like this because it is so blunt and true.
5) (P91, bottom - P92, top) “The priest wanted…doesn’t know how to fight.”
ANSWER: Author’s purpose: to show Zvi’s belief and character.
Note from Ms. O'Brien: I like this because it is another, humorous way of saying God helps those who help themselves.
Character Sketch of ZVI
1) Certain of his belief
Proof/evidence/quote: (P92, p4) God is there but doesn’t decide what happens on earth; we do.
2) Thoughtful:
Proof/evidence/quote: (P88, p4) covers Ruth with a blanket.
3) Strong willed:
Proof/evidence/quote: (P89, top) He cleans vomit even though he is sick himself.
Word Wizard:
1) Bayonets (P78,p1) The Nazis began to stick their bayonets into everyone to make sure they were all dead.
Meaning: A knife that attaches to the end of a rifle.
2) Convoy:(P83,p1) We must have been driving in a convoy for the last part of the trip.
Meaning: Vehicles traveling together for protection. In this book the convoy is of trucks. ge]
3) Unaffected (P88,last) …the poor few who are unaffected have the horrible job of…
Meaning: Not bothered by.
Section 8 (P92-101)
Summary
The going is often boring and harsh. There are occasional fights among the children and adults on the boat. Ruth finds her brother, Simon, on the boat. Ruth realizes the maid lied to her, she had seen Simon, but didn’t tell Ruth.
Simon was sick and had been left for dead by the Nazis, but joined the Russians. He tells he their Aunt Sophie is in Palestine.
Also “Crazy Lily” who used to run naked in the fields, is alive and sane.
In a camp, Joshua, Simon’s brother ran to a guard in Simon’s place, and was shot.
Discussion Director:
1) There are many different languages spoken aboard the ship. The most common is:
A: Polish
B: German
C: Hebrew
D: Italian
Answer: A (P94,p1)
2) Problem: (P93, p2) Many of the passengers are cranky and arguing What is the solution?
Solution: (P93 last p) on a pretty day they laugh, sing and dance.
3)Here is an example of the difference between FACT and OPINION
Fact: (P100 last) Joshua ran when the guard called out because Simon was too tired, and was shot instead if Simon.
Opinion: (last of P101) It is Simon’s opinion that he caused Joshua’s death.
Passage Picker : What is the purpose of each passage?
1) (P99, p 9) “Maybe the world around her was too crazy even for her,” I say.
ANSWER: Author’s Purpose: To inform the reader of how the situation affected people mentally.
Note from Ms. O'Brien: I thought this was a good way to show exactly how crazy the situation was.
Character Sketch of SIMON
1) Resentful
Proof/evidence/quotes : (P97, p5) “Bastards,” he muttered.
2) Self-blaming
Proof/evidence/quotes(P100, last p) “…. I should be dead…”
3)
Talkative, informative
Proof/evidence/quotes (P98-101) he is full of news about family and acquaintances.
Word Wizard:
1) Ravenous (P83, p1) Today, I am ravenous.
Meaning: Very hungry.
2) Concertina (P94,p2) A middle-aged man is playing the concertina.
Meaning: A small instrument similar to an accordion
3) Pivots (P95, p5) Slowly he pivots toward me.
Meaning: turns
Section 9 (P102-110)
Summary
Ruth and Simon cry and laugh as they sail for three days. Then a plane buzzes overhead and they are soon instructed as to what their answers are to be if they are caught. They are to resist the British in any way possible. The captain is American, but they never see him. They find items to throw at the British to keep them from coming aboard and taking over the boat. The British will have guns and tear gas.
They all receive illegal documents. More planes buzz around the boat, and then they spot a British warship.
Discussion
1) All the refugees are instructed to say that they are from:
A: Poland
B: Germany
C: Eretz Israel
D: Palestine
Answer: C (P104, last p)
2) Problem: (P110, last) A British war ship is approaching What is the solution?
Solution: (P106-107) They are prepared to fight
Passage Picker: What is the purpose of each passage?
1) (P107, p2) I’m excited that we aren’t just going to let the British capture us and force us to go to Cyprus. The thought that the Haganah leaders see us all as fighters makes me feel like one – proud, almost strong.
ANSWER: Author’s Purpose: To inform the readers of the change in attitude of the victims.
Note from Ms. O'Brien: I like this because it shows that Ruth no longer thinks of herself as a victim.
Character Sketch of RUTH
1) Patient:
Proof/evidence/quote: (P103 bottom – 104 middle) She repeatedly tells a story to the children.
2) Proud:
Proof/evidence/quote: (P107, p2) She says so
3) Concerned for her brother:
Proof/evidence/quote: (109, p2) He is associating with a militant group and she talks with him about it, telling him her doubts.
4) Problem: (P109, bottom – 110, top) the children are becoming unruly. What is the solution?
Solution: She tells them story after story.
Word Wizard:
1) Dwindled (P103, p1) Every day my will to live dwindled, and I began to give up hope.
Meaning: To become less and less
2) Clamor (P103, last p) …they began to clamor for me to tell them the story of me and Simon.
Meaning: A loud repeated noise. These children were begging her loudly and repeatedly
ge]
3) Repatriation (P106, top) I read the certificate quickly and see that it says that I’ve been “found qualified by the representatives of the Jewish Community of Palestine for repatriation to Eretz Israel.”
Meaning: Sent back to her own country.
Section 10 (P111-125)
Summary
The boat is in International waters, but the British warship follows them all day. The captain calls them all on deck and raises a Star of David flag. In darkness, the captain tries to elude the warship, but they are caught in the spotlights.
They enter Palestinian territorial waters and the British prepare to board. The captain goes full speed toward the shore, but the British soldiers board the boat. This group is fought off, but another warship comes, spraying gas.
These too are fought off. Ruth is sad to learn that Simon wanted to shoot them. Instead they were allowed to jump overboard.
A third attack is of gas and gunfire, more soldiers board, and Saul is killed. They continue fighting, and reach the shore. They jump into the water where people are waiting, rushing them along, redressing them into dry clothes. Their papers are burned. They mix with the locals and the British, who arrive by truck, cannot tell them apart. The British decide to simply arrest a thousand, local or refugee. Ruth and Zvi is arrested; Simon is not.
These are put on the boat to Cyprus where the younger children are already aboard. In Cyprus they are taken to a tent city behind barbed wire. Ruth has vowed not to feel anything.
Rivka tells Ruth of an escape plan that Simon has arranged, and calls Ruth a coward for refusing to feel. Ruth insists that she is not going. Nate comes to write down her story, as she did the younger children. Zvi refuses to go with out her, tells a story to the younger children, and once again she cries. She decides to join the escapees
Discussion
1) Which of the refugees were shot as the British boarded the boat?
A: Simon
B: Zvi
C: Nate
D: Saul
Answer: D (P115, p1-4)
2) Problem: British attack their boat What is the solution?
Solution: They fight back with whatever they can find
Passage Picker: What is the purpose of each passage?
1) (P155, p 7) All my rage suddenly explodes…I want to hurt them…I have strength I never knew was possible.
ANSWER: Authors purpose: To show how people can be provoked outside of their nature.
Note from Ms. O'Brien: I like the irony of this passage. She is disappointed that her brother is associating with a militant group, yet she feels this rage and fights against armed soldiers with only a plank.
Character Sketch of NATE
1) Insistent:
Proof/evidence/quote: (P 122, p6) He insists that Ruth tell her story; scolds her into it.
2)Smart:
Proof/evidence/quote: (P123, p6) He realizes that Ruth needs to cry for Saul.
3) Good communicator:
Proof/evidence/quote: (P111, top) He keeps them all informed
Word Wizard:
1) Façade: (P111, p1, middle) …the captain decides there is no use trying to keep up the façade.
Meaning: false front – it is no use pretending the refugees are not aboard.
2) Truncheons: (P113, first p) …soldiers, who are dressed in gas masks, rubber suits, steel helmets, and already have big truncheons out.
Meaning: a club.
3) Interspersed (P118, p3) Soon there are thousands of locals on the beach with us, and we are interspersed with them and they all begin to sing and dance the hora!
Meaning: intermingled; mixed up with
Section 11 (P125-133)
Summary
They go through the barbed wire, but dogs bark and Nate stays behind to throw the guards off course. They dodge jeeps that are searching for them and come to a huge orange grove, where they see a signal light. They head to the beach where there is a boat waiting. The boat takes them to another shore where they swim to a waiting truck and change clothes again. The truck takes them to a house where Simon is.
Discussion
1) The characters search for a house in what kind of orchard?
A: Orange
B: Apple
C: Fig
D: Plum
Answer: A (P128, p6)
2) Problem: (P130, p8) She is afraid to tell Zvi how she feels about him. What is the solution?
Solution: (P130, p9, 10) Zvi tells her it takes more work to be afraid than to live with the fear, and she tells him she loves him.
3) Here is an example of the difference between FACT and OPINION:
Fact: (P 131, p6) Ruth does not like swimming to the boat in the dark
Opinion: (P129, p7) It was Ruth’s opinion (briefly) that the juicy orange was probably the most wonderful taste in the entire world
Passage Picker : What is the purpose of each passage?
1) (P128, p6) … it is an orange grove. I’ve never seen one before. And there are oranges on the trees. Amazing.
ANSWER: Author’s Purpose: To inform the reader of how deprived these young people have been.
Note from Ms. O'Brien: I find it amazing that Ruth has time to be amazed by orange trees when she is so close to freedom, yet in so much danger.
2) (P133, last) “Welcome Home.” This is a wonderful ending. They have found a home.
ANSWER: Author’s purpose: A good ending.
Character Sketch of RUTH
1) Logical:
Proof/evidence/quotes: (p128, p10) She figures out how to find the house in the huge orchard.
2) Smart:
Proof/evidence/quotes: (P129, p7) She puts the orange peels into her pocket so the soldiers won’t be able to trace them.
3) Wise:
Proof/evidence/quotes (P132, p4) She realizes that if she forgets the bad, she will also forget the good
4) Problem: (P128, p8) Finding the house in the huge orchard .What is the solution?
Solution: (P128, p10) To go to the sea shore and work backwarks until the house is found.
Word Wizard:
1) Calamity (P130, p8) I want to tell him how I feel but I’m so scared. Terrified. If I say it, who knows what calamity might befall me?
Meaning: disaster.
2) Admonish (P131, p3) “Fine soldiers we’ll make,” I admonish Zvi.
Meaning: warn
3) Berated: (P132, p3) And she made us eat extra at dinner to ward off the diseases stalking us and kissed us as she berated us.
Meaning: scold; fuss at.
March 22, 2011
-reminder of the big unit test tomorrow on the novel After the War
-above is a study guide
- please find below a copy of the notes for review that were given in class on such elements of the novel as Setting, Character, Conflict, and Theme. (***PLEASE,PLEASE, if you get a question on possible conflictc in the novel, the answer is not complete until you tell me if the conflict is RESOLVED, and,if so, how.)
- good luck tomorrow!
After the War
Review
Setting – refers to the time, place and circumstances a story or event takes place.
After the War begins in Poland at the end of World War IIThe Holocaust is over but Jews are still being killed
Ruth Mendenburg, (the main character) a 15 year old girl, has survived the Holocaustshe has just gotten out of a hospital in Buchenwald she finds that she is all alone as she is unable to find any members of her family
members of an underground organization find her
she joins their quest to smuggle illegal immigrants to Palestine
Atmosphere- the overall feeling that surrounds a text like a blanket. Pathos is created throughout the novel.
(Setting helps create this atmosphere.)the atmosphere of After the War is very sad, gloomy, and bleak
Ruth is all alone and can’t find any members of her familyHer home has been taken over by the maid
Her flashbacks tell stories of horror and death
She is unable to cry
Has very little feelings
She sees life as worthless
The author presents images of people being brutally killed
The survival stories are very sad
- A six month old baby has learned not to cry
- Children do not know how to play the usual childhood games. Real life has been a game of hide and seek. To be found could mean death.
Conflict – is the struggle between opposing forces. It can be internal, a character struggles with a decision or his/her feelings. Conflict can be interpersonal, a character(s) versus another character(s). As well, conflict can be external, a character struggling against the outside world. (ex. A person struggling to survive against a storm or against society.)
External Conflict
One main conflict is external. Ruth struggles against society to survive. The Nazis are eliminating the Jews and other groups they feel are inferior. (Pogrom – the slaughter of Jews.)The author presents images of Jews being beaten with sticks and bricks and being stabbed over and over with knives. They are called “murdering Jews, filthy Communists, child killers" (page 18). The society in which Ruth lives is prejudiced against Jews. Throughout the novel she struggles against this society.Ruth’s flashbacks show her struggle. The Nazis were “rounding up Jews in the Ghetto. Pulling them out of houses, shooting them on the spot.” (page 29)
Resolution
Ruth joins a Brichah – a flight or rescue – to help people who want to immigrate to Palestine
Ruth and the others use deception and force of will
By working together, Ruth and some of the other Jews are able to escape to Palestine.
Internal Conflict - Another main conflict in the novel is internal. Ruth experiences internal conflict in many ways.
At the beginning of the novel she struggles with her feelings of loss. She has lost all of her family. She does not know if any of them has survived. She refuses to remember because it is too painful.
She feels that there is no point to life. Life is worthless.
Ruth struggles with feelings of guilt. She questions if and why she is the only one left of her family. She says, “I don’t deserve it. Or maybe it’s my punishment for being the bad child of the family. Doomed to live when everyone else has left me”. (page 8) Ruth is unable to tell the stories that she used to tell. She used to tell ghost stories to scare her siblings. Now real life is scarier than these stories.
Resolution - Ruth resolves these internal conflicts.
She joins the Brichah. This helps give her a purpose for going on with her life.
The survivors of the Holocaust tell their stories. This helps Ruth realize that others have had similar experiences and similar losses. This helps her cope with her internal conflict, her own feelings of loss.
Eventually, she is able to tell her own story of loss. Talking about her family helps her come to terms with her loss and grief.
She develops feelings for Zvi. Before this point she has not revealed any emotions. She begins to smile. She even dances with Zvi. Because of her feelings for Zvi, Ruth’s outlook on life begins to change. She begins to have hope and determination to survive.Ruth finds her brother, Simon. This too gives her hope and helps her accept the loss of other family members. She no longer feels guilty.
Ruth and some of the other Jews make it safely to Palestine. She no longer has to hide her memories. She can now talk about her family and her experiences. At the end of the novel she says, “If I forget the bad, I have to forget the good, too. The memories are all I have now of my family. And I don’t want to lose them.” She has resolved her internal conflicts.
Possible Themes
Theme – is the main idea, moral or message of a text. It is also known as the central insight.
You have to take the bad with the good.
Ruth is left with nothing after the war. She has no home, no friends and nowhere to go; she can’t find her family.She thinks life is worthless.
She has no hope, no feelings and no dreams.
She doesn’t want to remember. It’s too painful.On her journey Ruth meets new people and makes new friends who help her realize that there are things about which to be happy. Some of the survival stories are miracles.
Ruth finds her brother, Simon. This, too, helps her realize that there is some good in the world.
Ruth develops feelings for Zvi.
Over the course of her journey to Palestine, Ruth realizes that life is worthwhile. She realizes that if she forgets the bad, she will have to forget the good as well. She says, “Memories are all I have now of my family.” She doesn’t want to lose these memories.
Everyone should be treated equally and with respect regardless of race, color, sex, age, ability, etc. The Nazis felt they were superior and wanted to create a superior race. In doing so they killed millions of Jews and other groups they felt were inferior.
Show courage in the face of adversity.
Ruth could not find any of her family members, and was left with very little hope. However, with the help of others she found the courage to go on and fight for a better life.
If you are really determined and try hard you will succeed.
Throughout the course of the novel, Ruth became determined not to give up. Hearing the survival stories and finding her brother made her realize that there was hope. Miracles do happen. She worked hard and with the help of other determined individuals was able to succeed in getting to Palestine and a better life
Sometimes you have to experience hardships to appreciate the good things in life.
Everything in life comes with a price.
Life isn’t always fair.
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April 7, 2011
- all students have written the After the War test, and marks are online
- persuasive essays have been written in class, and once I saw their first draft, students were able to take it home to type and pass in the final. Those marks are also online, as this was a process piece worth 10% of the year.
- Now these persuasive essays have become speeches, and students have been saying theirs to the classes. Topics range from the need for tougher drunk driving penalties, to animal testing, abortion, the Barbie effect, hockey, and even 911 or moon-landing conspiracies. Very interesting!
- the last unit before Easter is on short stories, with a test coming shortly after the Easter break.
- please note a few students still have not passed in their essay. This is crucial, as it is 10%, and then is a speech, which is another 10% of the entire year's grade.
April 18
excellent short story site :
April 19
-tomorrow are the speak-offs for grade 9.
All grade nine students will listen to the speeches second period.
-good luck to our representatives: Kristy Yin (speech is 'animal testing is cruel') and Emma Cole (speech is "bullying is not cool")
MAY 5
Hello,
This is to let you kow what we've been doing in language arts lately, and to keep you apprised of upcoming assignments...
- Both before Easter and up till now, we have been working on the short story unit. Students read several short stories, and analysed them in terms of the irony, conflict, etc.
- This coming Tuesday they will have their big unit test. Students will be given an unseen short story, and will answer both X-choice questions, as well as T/F. Then, there will be 2 long answer questions in which they will write a multi-paragragh response.
- On Tuesday students had their last listening test for the year, worth 5%. They did quite well with this one, as the average was 90%. Marks are online.
- Next up will be a creative writing assignment, in which students will write their own short story. This is the last process piece of the year, and it is crucial the writing is done in class rather than at home. Once I have seen the first draft and helped tweek it, they will be given the OK to type it at home, and pass in. We started today, so I expect to see a first draft of the story inclass by Monday, May 16.
- Students are also to be reading at home, as there are 4 independant novel assignments in grade 9. Classes have been reminded to make sure their latest novel is read over Easter, as next Wednesday they will do the assignment on their novel, which I think will be fun for them... I have set up a blog for each class, and they will go to the computer lab and blog to each other about their novel. As I am the administrator of the site, I will see everything that is written, and reply/comment to all the kids.
In the final weeks, we will spend time on poetry, then a final class novel, then prepare for the CRT's in mid-June.
_ Busy times ahead for sure! I will post this on my HW page as well, along with some notes for students on short story terms.
Thankyou.
MAY 7
SHORT STORY NOTES
Grade 9 English
The Short Story
(Refer to pages 116-122, 41-44, of Resourcelines)
A short story is a fictional, narrative piece of prose that has many of the same elements and characteristics of a novel. However, because it is much shorter than a novel, covering a shorter period of time, the short story is limited in the effects it can achieve.
The main elements are: plot, conflict, setting, theme, character, and point of view. Various other elements such as irony, foreshadowing, tone, atmosphere, flashback, and surprise ending may be present.
Short stories are usually less than 10,000 words in length and meant to be read in one sitting.
Short stories are usually based on one incident.
The plot of a short story often moves rapidly and is suitable for mystery, horror and surprise endings.
The theme of a short story is usually implied and not directly stated.
Short stories have only a few characters.
A short story usually has a single setting and covers a very short period of time.
Character
(Refer to pages 37, 118 of Resourcelines)
A character is a person in a play, novel, short story, or poem. Characterization is the way an author creates these characters. It is, perhaps, the most important of all elements of the short story. A character's traits are usually revealed indirectly by the author.
The author can reveal his/her characters in several ways:
Through the character's name
Through the character's physical appearance
Through the character's occupation
By the way the character dresses
Through the character's home
Through the character's actions
Through what the character says, feels, and thinks
Through what other characters say about him/her
Flat characters (same as static characters)
A minor character in a work of fiction who does not undergo substantial change or growth in the course of a story.
May have one or two traits
Sometimes are stereotypes
Do not affect the plot
Round characters (also called dynamic characters)
Major characters
Have many traits
Encounter conflict and is changed by it
Undergo an important, internal change because of the action in the plot.
Protagonist:
Lead character
Is often the hero and good guy
Experiences a conflict
Antagonist:
Some character or force that acts against the protagonist
The cause of the conflict
Can be an outside force such as nature or society
Can be the villain, enemy
Irony
Irony – refers to a discrepancy of some sort.
Three types of Irony
Situational Irony – This type of irony occurs when the direct opposite of what is expected or intended occurs. There is a contrast between what the character or reader expects to happen and what actually happens. Example – a cancer researcher, who makes great strides toward a cure for cancer, is struck by the disease.
Verbal Irony – the speaker says the opposite of his/her intended meaning. It is a humorous or sarcastic way of expressing the direct opposite of what he/she really means. There is a contrast between what a character or author says and what he/she actually means.
Dramatic Irony –In reference to a story or a novel, dramatic irony occurs when the reader has information a character(s) in the story/novel does not. In reference to a play, dramatic irony occurs when the audience of a play knows something that the character(s) on stage does not. The effect of this irony can be tragic, humorous, or both.
Point of View
(Refer to pages 37, 42, 119 of Resourcelines)
Point of view is the perspective from which a short story (novel or poem) is told. Usually, an author uses one point of view throughout a short story.
Narrator – is the person who is telling the story.
First Person Point of View/Narrator – occurs when the main character tells his/her own story. The narrator is “I”, one of the characters in the story.
Omniscient Point of View/Narrator – when the author is outside of the story and presents the thoughts of all characters objectively. The narrator is all knowing and describes the thoughts and feeling of all the characters but is not a character in the story.
Third Person Limited/Narrator – occurs when the author tells the story from the viewpoint of just one character. The narrator tells the story as he or she.
Point of View |
Advantages |
Disadvantages
|
First Person |
· Reader identifies with the character easily · Excellent for dramatic and verbal irony · Authority of eyewitness more real and immediate
|
· Narrator can be biased· Narrator can be limited in knowledge· No direct interpretation by the author |
Omniscient |
· The author can reveal the thoughts of any/all characters· Author can comment and interpret· Less likely to be biased |
· May not be realistic· May hinder reader from forming own conclusions |
Third Person Limited |
· Realistic – we see the story through one person · The author can describe or comment on characters· Objective – the reader judges |
· Limits the readers knowledge to observation and experiences of one character· Difficult for one character to be aware of all important events
|
Suspense
(Refer to page 117 of Resourcelines)
Suspense is a literary device that creates growing interest and excitement leading up to the climax or resolution of a short story or novel. It is the feeling of excitement and curiosity that keeps the reader turning the pages. A writer creates suspense by providing clues to the resolution without revealing too much information.
Two most common ways to build suspense in a narrative are:
Foreshadowing – Foreshadowing gives clues about what is going to happen later in the story. Writers often use this technique to prepare the reader for a turn of events. These clues may include details of setting, characters, or plot.
Withholding information – by withholding information from the reader, a writer creates a puzzle with a few pieces missing and leaves a mystery to be solved. Curious to find out what will happen, the reader reads on. Mystery writers often withhold some key pieces of information until the final mystery is solved.
When analyzing a narrative, ask yourself the following questions:
Which details in the character descriptions help to build suspense?
What events in the plot help to build suspense?
What aspects of the setting help build suspense?
What are the characters' reactions as the suspense builds?
What atmosphere or mood does the author create? How does it change?
In what ways does the author foreshadow events to come?
What information does the write withhold form the reader?
Setting
(Refer to pages 37 and 118 of Resourcelines)
Setting is the immediate context in which the story takes place. It includes time, place, and circumstances of the story (poem, novel, or essay).
The setting can serve many purposes.
It can provide a physical backdrop for the action of a story. Example – an ocean liner at sea, a remote jungle, a farm in New England.
It can establish atmosphere. Setting often sets the mood of a story. Example – an exotic foreign city or the romantic mood created by a full moon.
It can shape character and action. Setting can provide a background environment that shapes the attitudes and actions of characters. Example – a country boy seeing the big city for the first time.
Setting can reflect character psychology. It can symbolically reflect the inner feelings of the character or the working of a story conflict. Example – a thunderstorm can parallel a character’s inner turmoil. A summer heat wave can accompany the rising tensions of the story.
Authors often use two powerful techniques to create setting.
Use of details – authors often use realistic details to describe the setting. This makes the setting more believable. Example – using authentic details to depict a foreign country, or using authentic names for streets.
Use of sensory images – by describing the setting in images that appeal to the reader’s senses, the author creates a vivid atmosphere. The reader can then associate their experiences with these images. Examples – the feel of swimming in a cold lake, the smell of bread baking, or the sound of rain falling on a tin roof.
Conflict
(Refer to Resourcelines, pages 37 and 119.)
Conflict is the main problem or source of tension in a story, novel, etc. It is the struggle between opposing forces.
There are three main types of conflict:
Internal - a character struggling with his or her own thoughts and feelings.
a character may have a difficult decision to make
a character may be struggling with feelings of guilt
Interpersonal – a character (s) versus another character (s).
External – a character struggling against the outside world. A character may have a struggle with nature (a snowstorm for example) or with society (a racist group for example).
Theme
(Refer to Resourcelines - pages 37, 117)
Theme is the main idea, moral or message of a story, novel, poem, etc. It refers to the central insight about life that emerges from a piece of writing.
Theme is NOT a summary of the plot of a story!!
It is easy to state the theme of stories that have been written deliberately to communicate a specific lesson or moral. Example: Aesop’s fable of “The Tortoise and the Hare” ends with the specific moral – “Slow and steady wins the race”.
Most stories, however, are not as easily reduced to a single simple lesson.
A story communicates its central theme(s) in a variety of ways. When identifying a statement of theme consider these as possible clues:
The title of the story
Important images or symbols in the story
General observations made by the author, narrator, or characters in a story
Any lesson suggested by the outcome of the conflict. Ask yourself, “What did the main character(s) learn once the conflict was resolved?”
“What can the reader learn from the resolution of the conflict?”Avoid using clichés when stating a theme (Ex avoid using “slow and steady wins the race”)
M AY 15
Hello,
I want to let you know what is up for this coming week, as there are only 4 weeks before exams! That’s 19 school days, one of which is the day of your grad, so perhaps there really will be 18 working days.
1) We must do one more class novel, just like when we read “After the War.” I’ve been looking for something short, (less than 100 pages) but still interesting, and with many topics for discussion on many levels. And, I’ve got it…
Dr. Jekyll and Mr. Hyde
This novel was written in the 1880’s and takes place in Victorian London, England. Written by Robert Louis Stevenson (Treasure Island?)
Here is the book online from a few sources
We will read this book here in class.
This blog page is intended for all students to write about their independent novel. That is the assignment for your novel – whereas for one novel, we had an Oprah book club, and for another you made a collage, this time you will write about your novel to the class. You must have at least 3 blog entries:
1) An initial entry telling us about your book, the author, whether you enjoyed it, and why or why not.
2) At least 2 entries where you respond to someone who has emailed you, and/or responding to someone else’s novel. (ex. perhaps one of the students read a novel you too have read – that would make for some great blogging, as you compare and contrast your thoughts on the book. OR, perhaps you are interested in someone’s summary of a novel, and you write your classmate to say that story reminded you of a movie you had seen. That would also make for some great dialogue.)
3) As well, by Friday, everyone will have finished a rough draft of their short story.
Enjoy your week!
