Wednesday, October 31, 2007
Homework 10/29-10/30
Language Arts Students: All students must read in their assigned novel. As students read they must take notes and write down any unfamiliar vocabulary terms. All novel work is due weekly. No late work will be accepted. This assignment is worth 40 points.
Monday, October 29, 2007
http://www.argo217.k12.il.us/departs/english/blettiere/OMAM_flashcards_def.htm
http://www.argo217.k12.il.us/departs/english/blettiere/OMAM_flashcards_def.htm
Analyzing Theme in A Separate Peace: Period 5
Reflection: is central to the novel; the novel is spawned by a visit back to Gene's old school, and the work hinges upon a dialogue between the past and the present, and the relation of a man to his much younger self. Gene confesses that he is still stuck in the time of World War II; his memory still has a tremendous hold on him, as evidenced by his ability to recall the goings on of fifteen years' past with such detail. The presence of memory, and its role over time, is a major theme of this book; when Gene reiterates his thoughts on the past and on the lasting impact of the events he is describing, he only increases the importance of this theme within the novel.
Reality vs. memory: Gene often shows how memory can be tinged by feelings that change how reality is perceived and recalled. This is especially evident when he looks for a tree by the river that has a special meaning to him. "It had loomed in my memory as a huge lone spike dominating the riverbank, forbidding as an artillery piece, high as a beanstalk," he says, his similes characterizing the tree as a great, forbidding mass (5). Yet, when he sees it, he finds it "absolutely smaller, shrunken with age," and nothing like the great giant he had remembered. Perhaps the tree had actually shrunk since Gene's time; but this is a more apt example how things can be obscured or emphasized in the memory via emotional factors, and a good introduction of the theme of memory versus reality. Gene remembers his old campus in one way, yet when he visits, he finds it quite different; this happens often, as things can seem less imposing or important when revisited, yet be so huge in one's memory.
Rebellion vs. conformity: Gene and Finny are a great example of this theme in action; Gene is naturally a rule-abiding person, and Finny has an absolute disregard for rules. This difference is also represented in the differences between the summer session and the fall session. Finny himself embodies both of those, as he is able to fit in well enough at school, yet hold his own very eccentric opinions.
Innocence vs. age: Gene tells of how they were children of "careless peace," set apart from adults by their lack of knowledge of the war, and their utter abandon to their own small, happy worlds. Lackadaisical activities of the happy, peace-enveloped juniors are juxtaposed with the semi-military drills that the seniors have to endure. Just as the war encroaches upon the boys at school, their adulthood also looms before them; Gene feels this especially, and this is one of the things that traumatizes Leper‹being suddenly thrown into the world of adulthood. Throughout the novel, Gene notes the difference between his state 15 years after Devon, and his state while at the school; he notices differences between the way he is and the way he was, and how age has changed him all in all.
Denial: Both Gene and Finny experience a great deal of denial in the novel, but of different types. Gene tries his best to deny that he hurt Finny, and that he has a dark streak in his nature that causes him to lash out at innocent people. Gene is a "savage underneath," as Leper tells him, and he never is able, not even 15 years later, to come to terms with this. Finny's denial is of his best friend causing his accident; he doesn't want it to be true, so he ignores it until Brinker's trial makes sure he cannot deny it anymore. Finny also denies the existence of the war as long as he can, and tries his best to use denial to construct his own kind of fantasy-world.
Conscience and guilt: These two haunt Gene especially; he feels a great deal of sorrow for what he did to Finny, yet he cannot face down his sense of responsibility and get rid of his guilt. Gene is not a bad person‹he does have a conscience, and does feel remorse‹but he cannot face the part of himself that is guilty of the accident.
Gene and Finny as foils: Gene and Finny, however close they are, are very different and in many ways, complementary beings. Gene is academic, Finny is athletic; Gene is a hard worker, Finny is not; Gene follows the rules, and Finny breaks them; Gene heeds authority figures, Finny does his best to ignore them. The pair get along very well, but they seem to have little in common aside from their differences. The differences in their natures and in their reactions to Finny's accident and to the war show them as foils, as their differences, taken together, make a vivid portrait of two very different people.
Time passing: Things change a great deal over time, as Gene knows; as he has changed and grown up, the school has changed entirely for him, and cannot regain the old glory it had once. Gene mentions Finny falling from the tree as being the event that marked old Devon's death; Finny's accident now becomes a symbol of the changing of the guard, the starting point from which time has passed, marking the beginning of Gene's adulthood and disillusionment. Even from the summer session to the fall, so much has changed; and the boys are unable to regain the sense of peace and security that they had over the summer. Once past, things cannot be regained; youth, peace, and innocence are transitory, as the passing of time overwhelms them and makes them unrecoverable.
War and peace: Throughout Gene's schooling, war threatens to break in and destroy the fragile peace of the school. The summer session represents the height of peace, as nothing, except for Finny's accident, was able to interrupt the carefree joy of those days. But, as the fall session begins, war slowly begins to encroach on the boys; they start their "physical hardening" at the school, recruitment officers start to come around, and the boys begin to talk about enlistment and the draft. The divide between peace and war is also representative of the gap between childhood and adulthood; while peace holds out, the boys are free to be oblivious of the outside world, and are weighed down by nothing. But, when they are finally confronted by the war, they have to grow up; the strain changes them from children into adults, and obliterates the peace of their youth.
Appearance vs. reality:
This book is made up of "Gene's" recollections, meaning that the content, events, and characters are all filtered through his individual point of view.
This theme is especially notable in Gene's characterizations of himself, and of Finny. Gene tries to present himself as a rule-abiding, nice kind of person; however, as we see from the events in the book, he is sometimes spiteful, jealous, and has quite a temper when he is stirred up. Gene is not a totally good person, as no one who intentionally injures his best friend and then tries to cover up the truth would be. However, Gene would be hard pressed to admit this, and tries to avoid the subject of his "savage" underpinning. Gene also represents Finny as a happy-go-lucky sort who has been through few problems and has no inner struggles. Even after Finny's accident, Gene insists that Finny has never been conflicted‹after Finny has tried so hard to avoid implicating his friend despite his anger and bitterness. Finny is far more complex, as we find out at the end, than Gene would like to believe him to be; and as Gene finds out, what is on the surface sometimes does not denote what is hidden underneath.
Change under crisis: Many of the boys in the book‹including Leper, Gene, and Finny‹are forced to change when they come upon some sort of crisis situation, or some test of their characters. Under the duress of having entered the military, Leper loses his quiet innocence and becomes confused and angry. Finny's happiness and peace are shattered by Gene's hurtful actions against him, and Gene becomes a better, more forgiving person because of his friend's injuries and early death. As Gene says, all of the boys at the school will change when they discover some oppressive, overwhelming force in the world; change is inevitable, as the boys in the book discover for themselves.
Reality vs. memory: Gene often shows how memory can be tinged by feelings that change how reality is perceived and recalled. This is especially evident when he looks for a tree by the river that has a special meaning to him. "It had loomed in my memory as a huge lone spike dominating the riverbank, forbidding as an artillery piece, high as a beanstalk," he says, his similes characterizing the tree as a great, forbidding mass (5). Yet, when he sees it, he finds it "absolutely smaller, shrunken with age," and nothing like the great giant he had remembered. Perhaps the tree had actually shrunk since Gene's time; but this is a more apt example how things can be obscured or emphasized in the memory via emotional factors, and a good introduction of the theme of memory versus reality. Gene remembers his old campus in one way, yet when he visits, he finds it quite different; this happens often, as things can seem less imposing or important when revisited, yet be so huge in one's memory.
Rebellion vs. conformity: Gene and Finny are a great example of this theme in action; Gene is naturally a rule-abiding person, and Finny has an absolute disregard for rules. This difference is also represented in the differences between the summer session and the fall session. Finny himself embodies both of those, as he is able to fit in well enough at school, yet hold his own very eccentric opinions.
Innocence vs. age: Gene tells of how they were children of "careless peace," set apart from adults by their lack of knowledge of the war, and their utter abandon to their own small, happy worlds. Lackadaisical activities of the happy, peace-enveloped juniors are juxtaposed with the semi-military drills that the seniors have to endure. Just as the war encroaches upon the boys at school, their adulthood also looms before them; Gene feels this especially, and this is one of the things that traumatizes Leper‹being suddenly thrown into the world of adulthood. Throughout the novel, Gene notes the difference between his state 15 years after Devon, and his state while at the school; he notices differences between the way he is and the way he was, and how age has changed him all in all.
Denial: Both Gene and Finny experience a great deal of denial in the novel, but of different types. Gene tries his best to deny that he hurt Finny, and that he has a dark streak in his nature that causes him to lash out at innocent people. Gene is a "savage underneath," as Leper tells him, and he never is able, not even 15 years later, to come to terms with this. Finny's denial is of his best friend causing his accident; he doesn't want it to be true, so he ignores it until Brinker's trial makes sure he cannot deny it anymore. Finny also denies the existence of the war as long as he can, and tries his best to use denial to construct his own kind of fantasy-world.
Conscience and guilt: These two haunt Gene especially; he feels a great deal of sorrow for what he did to Finny, yet he cannot face down his sense of responsibility and get rid of his guilt. Gene is not a bad person‹he does have a conscience, and does feel remorse‹but he cannot face the part of himself that is guilty of the accident.
Gene and Finny as foils: Gene and Finny, however close they are, are very different and in many ways, complementary beings. Gene is academic, Finny is athletic; Gene is a hard worker, Finny is not; Gene follows the rules, and Finny breaks them; Gene heeds authority figures, Finny does his best to ignore them. The pair get along very well, but they seem to have little in common aside from their differences. The differences in their natures and in their reactions to Finny's accident and to the war show them as foils, as their differences, taken together, make a vivid portrait of two very different people.
Time passing: Things change a great deal over time, as Gene knows; as he has changed and grown up, the school has changed entirely for him, and cannot regain the old glory it had once. Gene mentions Finny falling from the tree as being the event that marked old Devon's death; Finny's accident now becomes a symbol of the changing of the guard, the starting point from which time has passed, marking the beginning of Gene's adulthood and disillusionment. Even from the summer session to the fall, so much has changed; and the boys are unable to regain the sense of peace and security that they had over the summer. Once past, things cannot be regained; youth, peace, and innocence are transitory, as the passing of time overwhelms them and makes them unrecoverable.
War and peace: Throughout Gene's schooling, war threatens to break in and destroy the fragile peace of the school. The summer session represents the height of peace, as nothing, except for Finny's accident, was able to interrupt the carefree joy of those days. But, as the fall session begins, war slowly begins to encroach on the boys; they start their "physical hardening" at the school, recruitment officers start to come around, and the boys begin to talk about enlistment and the draft. The divide between peace and war is also representative of the gap between childhood and adulthood; while peace holds out, the boys are free to be oblivious of the outside world, and are weighed down by nothing. But, when they are finally confronted by the war, they have to grow up; the strain changes them from children into adults, and obliterates the peace of their youth.
Appearance vs. reality:
This book is made up of "Gene's" recollections, meaning that the content, events, and characters are all filtered through his individual point of view.
This theme is especially notable in Gene's characterizations of himself, and of Finny. Gene tries to present himself as a rule-abiding, nice kind of person; however, as we see from the events in the book, he is sometimes spiteful, jealous, and has quite a temper when he is stirred up. Gene is not a totally good person, as no one who intentionally injures his best friend and then tries to cover up the truth would be. However, Gene would be hard pressed to admit this, and tries to avoid the subject of his "savage" underpinning. Gene also represents Finny as a happy-go-lucky sort who has been through few problems and has no inner struggles. Even after Finny's accident, Gene insists that Finny has never been conflicted‹after Finny has tried so hard to avoid implicating his friend despite his anger and bitterness. Finny is far more complex, as we find out at the end, than Gene would like to believe him to be; and as Gene finds out, what is on the surface sometimes does not denote what is hidden underneath.
Change under crisis: Many of the boys in the book‹including Leper, Gene, and Finny‹are forced to change when they come upon some sort of crisis situation, or some test of their characters. Under the duress of having entered the military, Leper loses his quiet innocence and becomes confused and angry. Finny's happiness and peace are shattered by Gene's hurtful actions against him, and Gene becomes a better, more forgiving person because of his friend's injuries and early death. As Gene says, all of the boys at the school will change when they discover some oppressive, overwhelming force in the world; change is inevitable, as the boys in the book discover for themselves.
1. The name of Gene's old school is:
Devon
Dover
Dartmouth
Exeter
2. The author, John Knowles, says he based Gene's school on his old school,
Andover
Yale
Trinity
Exeter
3. In Chapter 4, Gene says that his main academic rival is:
Leper Lepellier
Finny
Chet Douglass
Brinker Hadley
4. At Finny's winter carnival, there is a riot over:
the event prizes
a burned copy of The Illiad
a few jugs of hard cider
Finny's cigarettes
5. Brinker Hadley's timid roommate is:
Leper Lepellier
Brownie Perkins
Chet Douglass
Bobby Zane
6. Which of these boys is NOT a member of the "Super Suicide Society"?
Leper Lepellier
Chet Douglass
Bobby Zane
Brinker Hadley
7. Who is the first Devon boy from Gene's class to enlist?
Leper Lepellier
Chet Douglass
Bobby Zane
Brinker Hadley
8. What is Finny's goal for Gene after Finny breaks his leg?
For Gene to become a great all-around Olympic athlete
For Gene to be captain of the football team
For Gene to become a great Olympic marathon runner
For Gene to break some long-standing track records
9. What is Chet Douglass' main non-academic talent?
Running
Playing trumpet
Drinking a lot
Writing songs
10. Who does NOT come to Finny's aid after he breaks his leg on the stairs?
Mr. Ludsbury
Brinker Hadley
Phil Latham
Dr. Stanpole
11. What, for Gene, is the first symbol of the war coming to Devon?
the military recruiters who come to campus
the day at the railyard
Leper's enlistment
The first snowfall
12. At the beginning of the novel, Gene returns to Devon after how many years?
Ten years
Twenty years
Fifteen years
Five years
13. What are the names of the two rivers near campus?
the Devon and the Naguamsett
the Dover and the Naguamsett
the Charles and the Nantahala
the Devon and the Aguah
14. At the beginning of the book, Finny wears what as a show of patriotism?
a pink shirt
a red, white, and blue outfit
the school tie as a belt
khaki army clothes
15. What is the entry requirement for the "Super Suicide Society"?
a show of heroism
showing up at daily meetings
a dive off the tree
a dive into the Naguamsett
16. What branch of the service does Gene finally enlist in?
Marines
Army
Navy
Air Force
17. What part of the campus is finally given to the war effort?
Center Common
Far Common
the First Academy building
the stadium and gym
18. What does Gene consider as the closing act of his school days?
cleaning out his locker
getting his diploma
Finny's death
leaving school for the last time
19. What class were Gene and Finny a part of?
the class of 1941
the class of 1942
the class of 1943
the class of 1944
20. Finny breaks a school record in what sport?
running
swimming
diving
rowing
21. When does Finny tell Gene that Gene is his best friend?
when Gene visits him at home
when they are at the beach
when they do their first jump from the tree
after Finny breaks his leg a second time
22. Who first accuses Gene of causing Finny's accident?
Leper Lepellier
Finny
Chet Douglass
Brinker Hadley
23. What finally convinces Leper to enlist?
a visit from a persuasive recruitment officer
a video of ski troops
his wish to escape from being drafted
his sense of duty toward his country
24. What causes Finny's leg to break the second time?
a fall during a snowball fight
another attempted jump from the tree
Finny trying to play sports again
Finny slipping on some stairs
25. Why does Leper "escape" from the army?
he dislikes the food
the drill sergeant harasses him
he is about to get dischargedGene: The narrator of the book, a student at Devon during World War II. His best friend at school was Phineas, a superior athlete, while Gene was better known for his academic skills. Phineas and Gene spend a lovely summer together at Devon, which is ended when Phineas fell from a tree, an accident which Gene, either consciously or unconsciously, caused. Gene has a definite dark side lurking beneath the surface, though he appears to be a good, honest person in his everyday life. The book is spawned by a later visit to Devon, and of his strong memories and lingering feelings about what happened in 1942 at Devon.
Phineas: Gene's best friend and roommate, a remarkable athlete with a disregard for the rules and an innate ability to win people over. He gets Gene in quite a bit of trouble via his impulsive nature and instinctive disobedience, but he is very good at heart, and thinks the world of his best friend. After his accident, he is unable to play sports, which crushes him; but, he decides that Gene shall take over his old place, and become the wonderful athlete that he was before he shattered his leg.
Brinker Hadley: One of Gene's friends, and his main rival for the top academic spot in the class. Brinker is rather strange‹he makes long-running jokes with rather sinister undertones, seems very independent and determined, and seems like he's his own person. He is the one who starts enlistment fever on campus, and then stops it dead by chickening out since Gene won't go with him. He's a bit of a paradoxical character, and a kind of foil to the rebellious, free-spirited Finny.
Leper Lepellier: One of Gene and Finny's friends; he is a soft-spoken, nature-loving boy, with an old soul and ways that are quite idiosyncratic compared with the other boys. He is an avid skier and naturalist, but, rather uncharacteristically, he decides to enlist, and is the first boy from Devon to do so. He becomes, for a short while, the symbol of American victories abroad; but this is dashed when he deserts the service in a panic.
Chet Douglass: Another of Gene and Finny's friends, and part of the Super Suicide Society. He is not quite as brave with Finny's little stunts, and is a good trumpet player too. He's also one of the top students at the school, though Gene outpaces him because Chet's genuine curiosity for everything keeps him a little behind in class.
Bobby Zane: Another member of the Super Suicide Society, also not terribly adventurous. He likes to follow Finny around and go along with his inventions, but is a very minor character in the book.
Mr. Prud'homme: Gene and Finny's substitute house master for the summer. He is usually rather stern, although Finny is able to get the better of him and get out of trouble for skipping various events.
Mr. And Mrs. Patch-Withers: Other substitute masters for the summer, whom Gene describes as being especially stern and conventional. Nevertheless, Finny is able to weasel his way out of wearing the school tie as a belt during one of their teas, and also gets little moments of friendliness out of this otherwise rule-bent couple.
Dr. Stanpole: The head of the school's infirmary. He is a friendly man who takes care of Finny when he breaks his leg, and Gene seems to know and like him.
Quackenbush: The captain of the crew team, also a generally disliked figure on campus. He and Gene get into a fight, which means the end of Gene's days as assistant captain, though it is no loss. He is rather awkward and humorless, and no one seems to have special regard for him.
Mr. Ludsbury: Gene and Finny's term-time house master, a very stern and straight-laced rule monger who berates Gene for taking advantage of the summer masters, which he really didn't. Not a pleasant sort of fellow, and also not susceptible to Finny's vast charm.
Brownie Perkins: Brinker's roommate, a rather timid boy who is scared of Brinker and is easily bossed around by him. He tries to keep a low profile, and is not terribly involved at the school.
Phil Latham: The school wrestling coach, also an expert in first aid. He helps Finny after his second fall, and stays with him until the doctor arrives.
Devon
Dover
Dartmouth
Exeter
2. The author, John Knowles, says he based Gene's school on his old school,
Andover
Yale
Trinity
Exeter
3. In Chapter 4, Gene says that his main academic rival is:
Leper Lepellier
Finny
Chet Douglass
Brinker Hadley
4. At Finny's winter carnival, there is a riot over:
the event prizes
a burned copy of The Illiad
a few jugs of hard cider
Finny's cigarettes
5. Brinker Hadley's timid roommate is:
Leper Lepellier
Brownie Perkins
Chet Douglass
Bobby Zane
6. Which of these boys is NOT a member of the "Super Suicide Society"?
Leper Lepellier
Chet Douglass
Bobby Zane
Brinker Hadley
7. Who is the first Devon boy from Gene's class to enlist?
Leper Lepellier
Chet Douglass
Bobby Zane
Brinker Hadley
8. What is Finny's goal for Gene after Finny breaks his leg?
For Gene to become a great all-around Olympic athlete
For Gene to be captain of the football team
For Gene to become a great Olympic marathon runner
For Gene to break some long-standing track records
9. What is Chet Douglass' main non-academic talent?
Running
Playing trumpet
Drinking a lot
Writing songs
10. Who does NOT come to Finny's aid after he breaks his leg on the stairs?
Mr. Ludsbury
Brinker Hadley
Phil Latham
Dr. Stanpole
11. What, for Gene, is the first symbol of the war coming to Devon?
the military recruiters who come to campus
the day at the railyard
Leper's enlistment
The first snowfall
12. At the beginning of the novel, Gene returns to Devon after how many years?
Ten years
Twenty years
Fifteen years
Five years
13. What are the names of the two rivers near campus?
the Devon and the Naguamsett
the Dover and the Naguamsett
the Charles and the Nantahala
the Devon and the Aguah
14. At the beginning of the book, Finny wears what as a show of patriotism?
a pink shirt
a red, white, and blue outfit
the school tie as a belt
khaki army clothes
15. What is the entry requirement for the "Super Suicide Society"?
a show of heroism
showing up at daily meetings
a dive off the tree
a dive into the Naguamsett
16. What branch of the service does Gene finally enlist in?
Marines
Army
Navy
Air Force
17. What part of the campus is finally given to the war effort?
Center Common
Far Common
the First Academy building
the stadium and gym
18. What does Gene consider as the closing act of his school days?
cleaning out his locker
getting his diploma
Finny's death
leaving school for the last time
19. What class were Gene and Finny a part of?
the class of 1941
the class of 1942
the class of 1943
the class of 1944
20. Finny breaks a school record in what sport?
running
swimming
diving
rowing
21. When does Finny tell Gene that Gene is his best friend?
when Gene visits him at home
when they are at the beach
when they do their first jump from the tree
after Finny breaks his leg a second time
22. Who first accuses Gene of causing Finny's accident?
Leper Lepellier
Finny
Chet Douglass
Brinker Hadley
23. What finally convinces Leper to enlist?
a visit from a persuasive recruitment officer
a video of ski troops
his wish to escape from being drafted
his sense of duty toward his country
24. What causes Finny's leg to break the second time?
a fall during a snowball fight
another attempted jump from the tree
Finny trying to play sports again
Finny slipping on some stairs
25. Why does Leper "escape" from the army?
he dislikes the food
the drill sergeant harasses him
he is about to get dischargedGene: The narrator of the book, a student at Devon during World War II. His best friend at school was Phineas, a superior athlete, while Gene was better known for his academic skills. Phineas and Gene spend a lovely summer together at Devon, which is ended when Phineas fell from a tree, an accident which Gene, either consciously or unconsciously, caused. Gene has a definite dark side lurking beneath the surface, though he appears to be a good, honest person in his everyday life. The book is spawned by a later visit to Devon, and of his strong memories and lingering feelings about what happened in 1942 at Devon.
Phineas: Gene's best friend and roommate, a remarkable athlete with a disregard for the rules and an innate ability to win people over. He gets Gene in quite a bit of trouble via his impulsive nature and instinctive disobedience, but he is very good at heart, and thinks the world of his best friend. After his accident, he is unable to play sports, which crushes him; but, he decides that Gene shall take over his old place, and become the wonderful athlete that he was before he shattered his leg.
Brinker Hadley: One of Gene's friends, and his main rival for the top academic spot in the class. Brinker is rather strange‹he makes long-running jokes with rather sinister undertones, seems very independent and determined, and seems like he's his own person. He is the one who starts enlistment fever on campus, and then stops it dead by chickening out since Gene won't go with him. He's a bit of a paradoxical character, and a kind of foil to the rebellious, free-spirited Finny.
Leper Lepellier: One of Gene and Finny's friends; he is a soft-spoken, nature-loving boy, with an old soul and ways that are quite idiosyncratic compared with the other boys. He is an avid skier and naturalist, but, rather uncharacteristically, he decides to enlist, and is the first boy from Devon to do so. He becomes, for a short while, the symbol of American victories abroad; but this is dashed when he deserts the service in a panic.
Chet Douglass: Another of Gene and Finny's friends, and part of the Super Suicide Society. He is not quite as brave with Finny's little stunts, and is a good trumpet player too. He's also one of the top students at the school, though Gene outpaces him because Chet's genuine curiosity for everything keeps him a little behind in class.
Bobby Zane: Another member of the Super Suicide Society, also not terribly adventurous. He likes to follow Finny around and go along with his inventions, but is a very minor character in the book.
Mr. Prud'homme: Gene and Finny's substitute house master for the summer. He is usually rather stern, although Finny is able to get the better of him and get out of trouble for skipping various events.
Mr. And Mrs. Patch-Withers: Other substitute masters for the summer, whom Gene describes as being especially stern and conventional. Nevertheless, Finny is able to weasel his way out of wearing the school tie as a belt during one of their teas, and also gets little moments of friendliness out of this otherwise rule-bent couple.
Dr. Stanpole: The head of the school's infirmary. He is a friendly man who takes care of Finny when he breaks his leg, and Gene seems to know and like him.
Quackenbush: The captain of the crew team, also a generally disliked figure on campus. He and Gene get into a fight, which means the end of Gene's days as assistant captain, though it is no loss. He is rather awkward and humorless, and no one seems to have special regard for him.
Mr. Ludsbury: Gene and Finny's term-time house master, a very stern and straight-laced rule monger who berates Gene for taking advantage of the summer masters, which he really didn't. Not a pleasant sort of fellow, and also not susceptible to Finny's vast charm.
Brownie Perkins: Brinker's roommate, a rather timid boy who is scared of Brinker and is easily bossed around by him. He tries to keep a low profile, and is not terribly involved at the school.
Phil Latham: The school wrestling coach, also an expert in first aid. He helps Finny after his second fall, and stays with him until the doctor arrives.
Thursday, October 25, 2007
Of Mice and Men 2nd test Preview
Describe these characters:
George Milton
Lennie Small
Candy
The Boss
Curley
Curlev's Wife
Slim
Carlson
Crooks
Whit
Who is talking here? Explain the context
'I wrote Murray and Ready I wanted two men this morning.' (p.22)
'...what stake you got in this guy? You takin' his pay away from him?' (p.23)
'I seen 'em poison before, but 1 never seen no piece of jail-bait worse than her.' (p.33)
'Hell of a nice fella, but he ain't bright.' (p.36)
'You seen a girl around here?' (p. 38)
George Milton
Lennie Small
Candy
The Boss
Curley
Curlev's Wife
Slim
Carlson
Crooks
Whit
Who is talking here? Explain the context
'I wrote Murray and Ready I wanted two men this morning.' (p.22)
'...what stake you got in this guy? You takin' his pay away from him?' (p.23)
'I seen 'em poison before, but 1 never seen no piece of jail-bait worse than her.' (p.33)
'Hell of a nice fella, but he ain't bright.' (p.36)
'You seen a girl around here?' (p. 38)
Homework 10/25-10/26
Language Arts Students: All students must complete chapter 5 in your grammar and usage books. This assignment is due 10/29-10/30 which ever day I see your class next. No late work will be accepted. All of your grammar assignments are made to help you with your writing in this class.
Wednesday, October 24, 2007
Research Essay Link for Novel Of Mice and Men
http://msdadmin.scican.net/mhs/mhs_area_imc/webquests/Mice%20and%20Men/index.htm
At the end of your novel reading all students will need to write an expository essay. Check out this link for topics and research. This assignment will be due sometime in November.
At the end of your novel reading all students will need to write an expository essay. Check out this link for topics and research. This assignment will be due sometime in November.
Homework 10/24-10/25
Language Arts Students: All students must write a narrative essay to the following prompt.
[Disagreeing] Think of a time when you disagreed with a decision that had been made and did something about it. The decision might have been made by someone you know personally -- your Biology teacher announced a new policy to grade for spelling and grammar on your quizzes and homework, or an older family member decides to cancel a subscription to a magazine that you liked to read. You might have responded by discussing your concerns with your principal or dean, or you might have decided to get a part-time job to earn enough money to buy the magazine yourself. Or the decision could have been made by someone you never met -- perhaps your school board decided to change the lines in your school district so that you would have to go to a different school, or your state legislature has passed a bill that you disagreed with. Your response might have been to write a letter to the editor, to your state representative, or to the school board.
Whatever happened, your job is to write a paper that narrates the events that occurred -- from the decision that was made to your response. Be sure that your paper gives enough details that your readers understand why you disagreed with the decision and why you felt that your response was appropriate. Check for clarity, spelling errors, grammar errors and usage errors. This essay must be 2-4 pages typed. If you cannot type this assignment make sure that you have 4 pages written.
[Disagreeing] Think of a time when you disagreed with a decision that had been made and did something about it. The decision might have been made by someone you know personally -- your Biology teacher announced a new policy to grade for spelling and grammar on your quizzes and homework, or an older family member decides to cancel a subscription to a magazine that you liked to read. You might have responded by discussing your concerns with your principal or dean, or you might have decided to get a part-time job to earn enough money to buy the magazine yourself. Or the decision could have been made by someone you never met -- perhaps your school board decided to change the lines in your school district so that you would have to go to a different school, or your state legislature has passed a bill that you disagreed with. Your response might have been to write a letter to the editor, to your state representative, or to the school board.
Whatever happened, your job is to write a paper that narrates the events that occurred -- from the decision that was made to your response. Be sure that your paper gives enough details that your readers understand why you disagreed with the decision and why you felt that your response was appropriate. Check for clarity, spelling errors, grammar errors and usage errors. This essay must be 2-4 pages typed. If you cannot type this assignment make sure that you have 4 pages written.
Narrative Essay How 's
Writing a Narrative Essay
There's nothing like reading a great narrative. Whether in novel or essay form, a narrative piece of writing transports readers into the time and space of the world portrayed by the writing.
There's also nothing like writing a great narrative. Through reflecting upon an event, and through recreating the experience for other readers, writing a narrative essay can enable you to develop new, subtle, and rewarding perspectives.
Basic qualities of a narrative essay:
A narrative essay is a piece of writing that recreates an experience through time.
A narrative essay can be based on one of your own experiences, either past or present, or it can be based on the experiences of someone else.
In addition to telling a story, a narrative essay also communicates a main idea or a lesson learned.
First steps for writing a narrative essay:
Identify the experience that you want to write about.
Think about why the experience is significant.
Spend a good deal of time drafting your recollections about the details of the experience.
Create an outline of the basic parts of your narrative.
Writing about the experience:
Using your outline, describe each part of your narrative.
Rather than telling your readers what happened, use vivid details and descriptions to actually recreate the experience for your readers.
Think like your readers. Try to remember that the information you present is the only information your readers have about the experiences.
Always keep in mind that all of the small and seemingly unimportant details known to you are not necessarily known to your readers.
Communicating the significance of the experience:
It's often effective to begin your narrative with a paragraph that introduces the experience and communicates the significance. This technique guarantees that your readers will understand the significance of the experience as they progress through the narrative.
Another effective technique is to begin the essay by jumping directly into the narrative and then ending the essay with a paragraph communicating the significance of the experience. This approach allows your readers to develop their own understanding of the experience through the body of the essay and then more deeply connect to your expression of the significance at the end.
You might also consider introducing the experience in the first paragraph but delaying your expression of the significance of the experience until the end of the essay. This approach heightens your readers' sensitivity to the significance of the narrative.
Revising your narrative essay:
After spending time away from the draft of your narrative essay, read through the essay and think about whether the writing effectively recreates the experience for your readers.
Ask other people to read through the essay and offer their impressions.
Identify where more details and descriptions are needed.
Identify and consider removing any information that seems to distract from the focus and main narrative of the essay.
Think about whether you've presented information in the most affective order.
Potential prompts for your narrative essay:
If you're having trouble choosing an experience to write about, take a quick glance through these prompts. They might help you remember or identify a particularly interesting or significant experience to focus on.
A childhood event. Think of an experience when you learned something for the first time, or when you realized how important someone was for you.
Achieving a goal. Think about a particularly meaningful achievement in your life. This could be something as seemingly minor as achieving a good grade on a difficult assignment, or this could be something with more long-lasting effects, like getting the job you desired or getting into the best school to which you applied.
A failure. Think about a time when you did not perform as well as you had wanted. Focusing on an experience like this can result in rewarding reflections about the positive emerging from the negative.
A good or bad deed. Think about a time when you did or did not stand up for yourself or someone else in the face of adversity or challenge.
A change in your life. Think about a time when something significant changed in your life. This could be anything from a move across town to a major change in a relationship to the birth or death of a loved one.
A realization. Think about a time when you experienced a realization. This could be anything from understanding a complicated math equation to gaining a deeper understanding of a philosophical issue or life situation.
There's nothing like reading a great narrative. Whether in novel or essay form, a narrative piece of writing transports readers into the time and space of the world portrayed by the writing.
There's also nothing like writing a great narrative. Through reflecting upon an event, and through recreating the experience for other readers, writing a narrative essay can enable you to develop new, subtle, and rewarding perspectives.
Basic qualities of a narrative essay:
A narrative essay is a piece of writing that recreates an experience through time.
A narrative essay can be based on one of your own experiences, either past or present, or it can be based on the experiences of someone else.
In addition to telling a story, a narrative essay also communicates a main idea or a lesson learned.
First steps for writing a narrative essay:
Identify the experience that you want to write about.
Think about why the experience is significant.
Spend a good deal of time drafting your recollections about the details of the experience.
Create an outline of the basic parts of your narrative.
Writing about the experience:
Using your outline, describe each part of your narrative.
Rather than telling your readers what happened, use vivid details and descriptions to actually recreate the experience for your readers.
Think like your readers. Try to remember that the information you present is the only information your readers have about the experiences.
Always keep in mind that all of the small and seemingly unimportant details known to you are not necessarily known to your readers.
Communicating the significance of the experience:
It's often effective to begin your narrative with a paragraph that introduces the experience and communicates the significance. This technique guarantees that your readers will understand the significance of the experience as they progress through the narrative.
Another effective technique is to begin the essay by jumping directly into the narrative and then ending the essay with a paragraph communicating the significance of the experience. This approach allows your readers to develop their own understanding of the experience through the body of the essay and then more deeply connect to your expression of the significance at the end.
You might also consider introducing the experience in the first paragraph but delaying your expression of the significance of the experience until the end of the essay. This approach heightens your readers' sensitivity to the significance of the narrative.
Revising your narrative essay:
After spending time away from the draft of your narrative essay, read through the essay and think about whether the writing effectively recreates the experience for your readers.
Ask other people to read through the essay and offer their impressions.
Identify where more details and descriptions are needed.
Identify and consider removing any information that seems to distract from the focus and main narrative of the essay.
Think about whether you've presented information in the most affective order.
Potential prompts for your narrative essay:
If you're having trouble choosing an experience to write about, take a quick glance through these prompts. They might help you remember or identify a particularly interesting or significant experience to focus on.
A childhood event. Think of an experience when you learned something for the first time, or when you realized how important someone was for you.
Achieving a goal. Think about a particularly meaningful achievement in your life. This could be something as seemingly minor as achieving a good grade on a difficult assignment, or this could be something with more long-lasting effects, like getting the job you desired or getting into the best school to which you applied.
A failure. Think about a time when you did not perform as well as you had wanted. Focusing on an experience like this can result in rewarding reflections about the positive emerging from the negative.
A good or bad deed. Think about a time when you did or did not stand up for yourself or someone else in the face of adversity or challenge.
A change in your life. Think about a time when something significant changed in your life. This could be anything from a move across town to a major change in a relationship to the birth or death of a loved one.
A realization. Think about a time when you experienced a realization. This could be anything from understanding a complicated math equation to gaining a deeper understanding of a philosophical issue or life situation.
Narrative Essay Guide
A Brief Guide to Writing Narrative Essays
Narrative writing tells a story. In essays the narrative writing could also be considered reflection or an exploration of the author's values told as a story. The author may remember his or her past, or a memorable person or event from that past, or even observe the present.
When you're writing a narrative essay, loosen up. After all, you're basically just telling a story to someone, something you probably do every day in casual conversation. Use first person and talk it through first. You might even want to either tape record your story as if you were telling it to someone for the first time or actually tell it to a friend.
Once you get the basic story down, then you can begin turning it into an essay.If you feel that you lack life experience, then you may choose to write about someone else or write about an observation you've made about a recent event. You could write about your children, your parents, or your favorite sport or hobby. The important aspect to remember is that you should have a story. In a successful narrative essay, the author usually makes a point.
Features
1. The story should have an introduction that clearly indicates what kind of narrative essay it is (an event or recurring activity, a personal experience, or an observation), and it should have a conclusion that makes a point.
2. The essay should include anecdotes. The author should describe the person, the scene, or the event in some detail. It's okay to include dialogue as long as you know how to punctuate it correctly and as long as you avoid using too much.
3. The occasion or person described must be suggestive in that your description and thoughts lead the reader to reflect on the human experience. For instance, I read an excellent student essay that told the story of a young woman forced to shoot several wolves that were attacking her cattle. She told her story and included the inner struggle she faced as she made the choice of saving the cattle or saving the wolves. She shot the wolves, but learned that whatever her choice had been, she would not have been comfortable with it. One of life's lessons is that sometimes there is no right choice, and that was the point of the essay.
4. The point of view in narrative essays is usually first person. The use of "I" invites your readers into an intimate discussion.
5. The writing in your essay should be lively and show some style. Try to describe ideas and events in new and different ways. Avoid using clichés. Again, get the basic story down, get it organized, and in your final editing process, work on word choice.
Narrative writing tells a story. In essays the narrative writing could also be considered reflection or an exploration of the author's values told as a story. The author may remember his or her past, or a memorable person or event from that past, or even observe the present.
When you're writing a narrative essay, loosen up. After all, you're basically just telling a story to someone, something you probably do every day in casual conversation. Use first person and talk it through first. You might even want to either tape record your story as if you were telling it to someone for the first time or actually tell it to a friend.
Once you get the basic story down, then you can begin turning it into an essay.If you feel that you lack life experience, then you may choose to write about someone else or write about an observation you've made about a recent event. You could write about your children, your parents, or your favorite sport or hobby. The important aspect to remember is that you should have a story. In a successful narrative essay, the author usually makes a point.
Features
1. The story should have an introduction that clearly indicates what kind of narrative essay it is (an event or recurring activity, a personal experience, or an observation), and it should have a conclusion that makes a point.
2. The essay should include anecdotes. The author should describe the person, the scene, or the event in some detail. It's okay to include dialogue as long as you know how to punctuate it correctly and as long as you avoid using too much.
3. The occasion or person described must be suggestive in that your description and thoughts lead the reader to reflect on the human experience. For instance, I read an excellent student essay that told the story of a young woman forced to shoot several wolves that were attacking her cattle. She told her story and included the inner struggle she faced as she made the choice of saving the cattle or saving the wolves. She shot the wolves, but learned that whatever her choice had been, she would not have been comfortable with it. One of life's lessons is that sometimes there is no right choice, and that was the point of the essay.
4. The point of view in narrative essays is usually first person. The use of "I" invites your readers into an intimate discussion.
5. The writing in your essay should be lively and show some style. Try to describe ideas and events in new and different ways. Avoid using clichés. Again, get the basic story down, get it organized, and in your final editing process, work on word choice.
Tuesday, October 23, 2007
Of Mice and Men Essay Questions for Test
Chapter 1
1. George and Lennie are obviously committed to each other, yet they often criticize each other or threaten to leave. Examine the negative aspects of this relationship, and then consider why they stay together in spite of all of this. Contrast the language of each, their threats and complaints, with what they really feel. What is it that so strongly binds these two together?
2. Write a character profile of Lennie and George. In addition to describing their physical characteristics, focus on their personalities, their hopes, and their dreams. How is each character...
1. George and Lennie are obviously committed to each other, yet they often criticize each other or threaten to leave. Examine the negative aspects of this relationship, and then consider why they stay together in spite of all of this. Contrast the language of each, their threats and complaints, with what they really feel. What is it that so strongly binds these two together?
2. Write a character profile of Lennie and George. In addition to describing their physical characteristics, focus on their personalities, their hopes, and their dreams. How is each character...
Of Mice and Men Vocabulary
Language Arts Students: Students I have provided a list of terms for you from the novel Of Mice and Men. These terms will be on your weekly test. I will test you in order so we will begin with the first 10. I will test you on 10 words every week. Please study your terms in advance.
Of Mice and Men Test
Language Arts Students: All students will take a test on the novel they are reading. The format will be to describe which character is saying what, to define terms from the novel, and last to describe the context for certain situations. This test is worth 30 points. These test will be given weekly.
Homework 10/22-10/23
Language Arts Students: All students must write a personal narrative about anything they would like to write about. A suggestion may be for you to write about your recent report card. For some students this is a time to reflect on things you may need to change such as work habits, time management, work production, and behavior. In short all students in the 8th grade must pass all of their classes with a "D" or higher the two Fails slide rule is OUT.
Students must write 2-4 pages typed about any aspect of their life. I would like for it to be typed double spaced. If you are unable to type please make sure that you have completed 2 pages front and back.
As always check for grammar, spelling, and usage errors. You will be graded on all of these areas along with content.
This assignment is worth 40 points.
Students must write 2-4 pages typed about any aspect of their life. I would like for it to be typed double spaced. If you are unable to type please make sure that you have completed 2 pages front and back.
As always check for grammar, spelling, and usage errors. You will be graded on all of these areas along with content.
This assignment is worth 40 points.
Monday, October 22, 2007
Of Mice and Men Test Preview
Who is being described here?
Identify the character, and find the page where the description is. Add any notes.
'(He) was small and quick, dark of face, with restless eyes and sharp, strong features. Every part of him was defined: small strong hands, slender arms, a thin and bony nose.'
Character:
Page No.:
Notes:
'A huge man, shapeless of face, with large pale eyes, with wide sloping shoulders. and he walked heavily, dragging his feet a little, the way a bear drags his paws. His arms ... hung loosely ...'
Character:
Page No.:
Notes:
'A tall, stoop-shouldered old man ... he pointed with his right arm, and out of the sleeve came a round, stick-like wrist, but no hand.'
Character:
Page No.:
Notes:
Who is talking here? Explain the context
'I ain't sure it's good water, ... looks kinda scummy.' (p.3)
'I remember about the rabbits, George.' (p.5)
'God a'mighty, if I was alone I could live so easy.' (p.11)
'Guys like us, that work on ranches, are the loneliest guys in the world.' (p.14)
'Hide in the brush until I come for you. Can you remember that?' (p.16)
Define the following terms and create sentences for each word.
Aloof
Appreciate
Apprehend
Belligerent
Bemuse
Brittle
Complacency
Derision
Imperious
Indignation
Identify the character, and find the page where the description is. Add any notes.
'(He) was small and quick, dark of face, with restless eyes and sharp, strong features. Every part of him was defined: small strong hands, slender arms, a thin and bony nose.'
Character:
Page No.:
Notes:
'A huge man, shapeless of face, with large pale eyes, with wide sloping shoulders. and he walked heavily, dragging his feet a little, the way a bear drags his paws. His arms ... hung loosely ...'
Character:
Page No.:
Notes:
'A tall, stoop-shouldered old man ... he pointed with his right arm, and out of the sleeve came a round, stick-like wrist, but no hand.'
Character:
Page No.:
Notes:
Who is talking here? Explain the context
'I ain't sure it's good water, ... looks kinda scummy.' (p.3)
'I remember about the rabbits, George.' (p.5)
'God a'mighty, if I was alone I could live so easy.' (p.11)
'Guys like us, that work on ranches, are the loneliest guys in the world.' (p.14)
'Hide in the brush until I come for you. Can you remember that?' (p.16)
Define the following terms and create sentences for each word.
Aloof
Appreciate
Apprehend
Belligerent
Bemuse
Brittle
Complacency
Derision
Imperious
Indignation
Friday, October 19, 2007
Homework For this Weekend 10/18-10/19 Study guide for district test
Study analogies, idioms, metaphors, literal figurative language for your test
Read 2 or 3 short stories and pick out the theme, and author' s background and heritage.
Practice writing compound sentences, complex sentences, simple sentences, and compound complex sentences.
Write a narrative essay and practice revising the essay for clarity.
Read 2 or 3 short stories and pick out the theme, and author' s background and heritage.
Practice writing compound sentences, complex sentences, simple sentences, and compound complex sentences.
Write a narrative essay and practice revising the essay for clarity.
Monday, October 15, 2007
Homework 10/15 Block Party
Language Arts Students: Theme Essay Write a short essay defining the theme of "Block Party".
Please check for spelling and grammar errors. This assignment is worth 40 points. No late work will be accepted. The assignment should be at least 2 paragraphs in length.
Please check for spelling and grammar errors. This assignment is worth 40 points. No late work will be accepted. The assignment should be at least 2 paragraphs in length.
Classwork 10/15 Block Party
Language Arts Students: As a class we will examine the Memoir "Block Party" by Rhodes. A MEMOIR is a type of autobiography in which the principle interest usually resides in significant events or persons other than the author him- or herself, although s/he was a witness to them. Students will begin by connecting to their life questions about their ideal neighborhood, and questions about their neighbors. We will then look at the geography of the setting. Students will need to define the words to know vocabulary words: hazel, ledge, lumbering, luminous, and stoop. As you define these terms create sentences for each word. After defining these terms please define theme and create an example for theme by using any story that you have read in class or outside of class. The last thing students are asked to do prior to reading is to create a chart distinguishing facts from opinions.
Note Taking/Vocabulary for your novels
Language Arts Students: Note Taking for every 10 pages read students must create one page of notes. Vocabulary development is a separate assignment. All work will be collected on a weekly basis. No late work will be accepted.
Note Taking/Vocabulary for your novels
Language Arts Students: For every 10 pages read from your novels students should generate 1 page of notes. Vocabulary development is separate. All work must be submitted on a weekly basis.
Friday, October 12, 2007
Thursday, October 11, 2007
Thursday/Friday Classwork 10/11-10/12
Language Arts Students: All students will read Block Party written by Jewell Parker Rhodes in their Mc Dougal Littell text book. Students will begin by defining the words to know vocabulary words: hazel, ledge,lumbering,luminous,and stoop. After defining these words students will then create sentences for each of these words. As we begin to read this memoir students will examine theme, and the influence of an authors background. We will make connections with the communities that we live in. We will talk about our background and up bringing.
Students will learn to differentiate between facts and opinions. We will record evidence from the story that will contain factual information and we will also record the opinions of the characters involved in this memoir.
Lastly, we will examine theme and discuss the lesson learned in this memoir.
Students will learn to differentiate between facts and opinions. We will record evidence from the story that will contain factual information and we will also record the opinions of the characters involved in this memoir.
Lastly, we will examine theme and discuss the lesson learned in this memoir.
Thursday/Friday 10/11-10/12 Homework
Language Arts Students: All Language Arts students must complete chapter 8 in their Grammar and Usage Books. Students must also read and take notes from their assigned novel Of Mice and Men. All homework is due 10/11- 10/16 which everyday I meet your class next. No late work will be accepted.
Wednesday, October 10, 2007
Homework example of a Fairy Tale rewrite from a different Point of View : The Three Little Pigs
The Wolf's Side of the story
"Everybody knows the story of the Three Little Pigs. Or at least they think they do. But I'll let you in on a little secret. Nobody knows the real story, because nobody has ever heard my side of the story. I'm Alexander T. Wolf. You can call me Al. I don't know how this whole Big Bad Wolf thing got started, but it's all wrong. Maybe it's because of our diet. Hey, it's not my fault wolves eat cute little animals like bunnies and sheep and pigs. That's just the way we are. If cheeseburgers were cute, folks would probably think you were Big and Bad too. But like I was saying, the whole big bad wolf thing is all wrong. The real story is about a sneeze and a cup of sugar.
THIS IS THE REAL STORY.
Way back in Once Upon a Time time, I was making a birthday cake for my dear old granny. I had a terrible sneezing cold. I ran out of sugar. So I walked down the street to ask my neighbor for a cup of sugar. Now this neighbor was a pig. And he wasn't too bright either. He had built his whole house out of straw. Can you believe it? I mean who in his right mind would build a house of straw? So of course the minute I knocked on the door, it fell right in. I didn't want to just walk into someone else's house. So I called, "Little Pig, Little Pig, are you in?" No answer. I was just about to go home without the cup of sugar for my dear old granny's birthday cake.
That's when my nose started to itch. I felt a sneeze coming on. Well I huffed. And I snuffed. And I sneezed a great sneeze.
And you know what? The whole darn straw house fell down. And right in the middle of the pile of straw was the First Little Pig - dead as a doornail. He had been home the whole time. It seemed like a shame to leave a perfectly good ham dinner lying there in the straw. So I ate it up. Think of it as a cheeseburger just lying there. I was feeling a little better. But I still didn't have my cup of sugar . So I went to the next neighbor's house. This neighbor was the First Little Pig's brother. He was a little smarter, but not much. He has built his house of sticks. I rang the bell on the stick house. Nobody answered. I called, "Mr. Pig, Mr. Pig, are you in?" He yelled back."Go away wolf. You can't come in. I'm shaving the hairs on my shinny chin chin."
I had just grabbed the doorknob when I felt another sneeze coming on. I huffed. And I snuffed. And I tried to cover my mouth, but I sneezed a great sneeze.
And you are not going to believe this, but the guy's house fell down just like his brother's. When the dust cleared, there was the Second Little Pig - dead as a doornail. Wolf's honor. Now you know food will spoil if you just leave it out in the open. So I did the only thing there was to do. I had dinner again. Think of it as a second helping. I was getting awfully full. But my cold was feeling a little better. And I still didn't have that cup of sugar for my dear old granny's birthday cake. So I went to the next house. This guy was the First and Second Little Pig's brother. He must have been the brains of the family. He had built his house of bricks. I knocked on the brick house. No answer. I called, "Mr Pig, Mr. Pig, are you in?" And do you know what that rude little porker answered? "Get out of here, Wolf. Don't bother me again." Talk about impolite! He probably had a whole sackful of sugar. And he wouldn't give me even one little cup for my dear sweet old granny's birthday cake. What a pig!
I was just about to go home and maybe make a nice birthday card instead of a cake, when I felt my cold coming on. I huffed And I snuffed. And I sneezed once again.
Then the Third Little Pig yelled, " And your old granny can sit on a pin!" Now I'm usually a pretty calm fellow. But when somebody talks about my granny like that, I go a Little crazy. When the cops drove up, of course I was trying to break down this Pig's door. And the whole time I was huffing and puffing and sneezing and making a real scene.
The rest as they say is history.
The news reporters found out about the two pigs I had for dinner. They figured a sick guy going to borrow a cup of sugar didn't sound very exciting.
So they jazzed up the story with all of that "Huff and puff and blow your house down"
And they made me the Big Bad Wolf. That's it The real story. I was framed. "
But maybe you could loan me a cup of sugar ?
"Everybody knows the story of the Three Little Pigs. Or at least they think they do. But I'll let you in on a little secret. Nobody knows the real story, because nobody has ever heard my side of the story. I'm Alexander T. Wolf. You can call me Al. I don't know how this whole Big Bad Wolf thing got started, but it's all wrong. Maybe it's because of our diet. Hey, it's not my fault wolves eat cute little animals like bunnies and sheep and pigs. That's just the way we are. If cheeseburgers were cute, folks would probably think you were Big and Bad too. But like I was saying, the whole big bad wolf thing is all wrong. The real story is about a sneeze and a cup of sugar.
THIS IS THE REAL STORY.
Way back in Once Upon a Time time, I was making a birthday cake for my dear old granny. I had a terrible sneezing cold. I ran out of sugar. So I walked down the street to ask my neighbor for a cup of sugar. Now this neighbor was a pig. And he wasn't too bright either. He had built his whole house out of straw. Can you believe it? I mean who in his right mind would build a house of straw? So of course the minute I knocked on the door, it fell right in. I didn't want to just walk into someone else's house. So I called, "Little Pig, Little Pig, are you in?" No answer. I was just about to go home without the cup of sugar for my dear old granny's birthday cake.
That's when my nose started to itch. I felt a sneeze coming on. Well I huffed. And I snuffed. And I sneezed a great sneeze.
And you know what? The whole darn straw house fell down. And right in the middle of the pile of straw was the First Little Pig - dead as a doornail. He had been home the whole time. It seemed like a shame to leave a perfectly good ham dinner lying there in the straw. So I ate it up. Think of it as a cheeseburger just lying there. I was feeling a little better. But I still didn't have my cup of sugar . So I went to the next neighbor's house. This neighbor was the First Little Pig's brother. He was a little smarter, but not much. He has built his house of sticks. I rang the bell on the stick house. Nobody answered. I called, "Mr. Pig, Mr. Pig, are you in?" He yelled back."Go away wolf. You can't come in. I'm shaving the hairs on my shinny chin chin."
I had just grabbed the doorknob when I felt another sneeze coming on. I huffed. And I snuffed. And I tried to cover my mouth, but I sneezed a great sneeze.
And you are not going to believe this, but the guy's house fell down just like his brother's. When the dust cleared, there was the Second Little Pig - dead as a doornail. Wolf's honor. Now you know food will spoil if you just leave it out in the open. So I did the only thing there was to do. I had dinner again. Think of it as a second helping. I was getting awfully full. But my cold was feeling a little better. And I still didn't have that cup of sugar for my dear old granny's birthday cake. So I went to the next house. This guy was the First and Second Little Pig's brother. He must have been the brains of the family. He had built his house of bricks. I knocked on the brick house. No answer. I called, "Mr Pig, Mr. Pig, are you in?" And do you know what that rude little porker answered? "Get out of here, Wolf. Don't bother me again." Talk about impolite! He probably had a whole sackful of sugar. And he wouldn't give me even one little cup for my dear sweet old granny's birthday cake. What a pig!
I was just about to go home and maybe make a nice birthday card instead of a cake, when I felt my cold coming on. I huffed And I snuffed. And I sneezed once again.
Then the Third Little Pig yelled, " And your old granny can sit on a pin!" Now I'm usually a pretty calm fellow. But when somebody talks about my granny like that, I go a Little crazy. When the cops drove up, of course I was trying to break down this Pig's door. And the whole time I was huffing and puffing and sneezing and making a real scene.
The rest as they say is history.
The news reporters found out about the two pigs I had for dinner. They figured a sick guy going to borrow a cup of sugar didn't sound very exciting.
So they jazzed up the story with all of that "Huff and puff and blow your house down"
And they made me the Big Bad Wolf. That's it The real story. I was framed. "
But maybe you could loan me a cup of sugar ?
Novels Issued on 10/10-10/11
Language Arts Students: All students will be assigned a novel. The novel assigned is Of Mice and Men. Students will have the opportunity to read some of the novel in class during our scheduled class meeting time. Students are also required to read the novel at home. While students read the novel students must take notes about the characters, events, and problems that the two main characters encounter. Students must also write down and define any unfamiliar vocabulary they encounter as they are reading the novel.
All students should complete your reading by November 13 or November 14 which ever day I see you on. Enjoy your reading. All of the above work will be collected on a weekly basis. This assignment can be turned in on the first day of the week until the last day of that week. No late work will be accepted.
All students should complete your reading by November 13 or November 14 which ever day I see you on. Enjoy your reading. All of the above work will be collected on a weekly basis. This assignment can be turned in on the first day of the week until the last day of that week. No late work will be accepted.
Tuesday, October 9, 2007
TuesdayWednesday 10/9-10/10 Homework
Language Arts Students: All students must complete pages 11-15 in your vocabulary and spelling books.
All students must rewrite a fairy tale from a different point of view. For instance, The Three Pigs as the wolf would tell it Hansel & Gretel as the witch would tell it OR, use any example you like.
This assignment needs to be at least 4-5 pages typed or 7-10 pages written. Please make sure that you check your grammar and spelling. Students must also proofread their work for errors and clarity. Students must have at least 700-1000 words. All typing must be double spaced and no bigger than a 10 point font.
All students must rewrite a fairy tale from a different point of view. For instance, The Three Pigs as the wolf would tell it Hansel & Gretel as the witch would tell it OR, use any example you like.
This assignment needs to be at least 4-5 pages typed or 7-10 pages written. Please make sure that you check your grammar and spelling. Students must also proofread their work for errors and clarity. Students must have at least 700-1000 words. All typing must be double spaced and no bigger than a 10 point font.
Monday, October 8, 2007
MondayTuesday 10/8-10/09 Classwork
Language Arts Students:
Students will have their first encounter with the elements of a story. We will look at point of view, and narrator as a character in The Witch of Black Bird Pond. HINT: The Witch of Blackbird Pond is told from the third-person point of view.
Assignment: Students are asked to return to the excerpt from The Witch of Blackbird Pond. Students are asked to answer the following questions: What questions would you like to ask the narrator to get a better understanding of the events described? Write an incident in the excerpt from a different point of view.
Students will have their first encounter with the elements of a story. We will look at point of view, and narrator as a character in The Witch of Black Bird Pond. HINT: The Witch of Blackbird Pond is told from the third-person point of view.
Assignment: Students are asked to return to the excerpt from The Witch of Blackbird Pond. Students are asked to answer the following questions: What questions would you like to ask the narrator to get a better understanding of the events described? Write an incident in the excerpt from a different point of view.
Secondary Periodic Assessment
Language Arts Students: All students must receive a score of 28/35 on this test to ensure that they will pass this class with an understanding of the California Standards. These test are designed to give teachers a Formal Assessment of the student's progress in relation to the standards.
Wednesday, October 3, 2007
Wednesday/Thursday 10/3 -10/4 Classwork
Language Arts Students: What A Character. Students are going to analyze interesting and memorable characters for a second time. In this excerpt from The Witch of Blackbird Pond students will learn about the character Kit Taylor. As students read the 2.5 page excerpt, students must make response notes to anything that moves them. On page 45 students are to respond to the questions. On page 46 students are to write the writing prompt in their journal and respond to it in a page or two.
Day Book assignment pages 43-46.
Last 30 minutes of class will be dedicated to peer editing of students narrative essays. Students are encouraged to look for grammar, spelling, and clarity/unity/coherence errors.
Day Book assignment pages 43-46.
Last 30 minutes of class will be dedicated to peer editing of students narrative essays. Students are encouraged to look for grammar, spelling, and clarity/unity/coherence errors.
Tuesday, October 2, 2007
Back to School Night
Thursday October 18 Back to School Night 6-8 pm. Report Cards Distributed. Students will be dimissed on Friday at 12:37.
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