E10/ EF7 Essay rough copy

Discuss how characters in The Chrysalids are deformed by Waknuk society.

          The Japanese say that a nail that sticks up will be hammered down.  So too in any society, a person who is different will feel pressured to conform to the norms of that society.  In The Chrysalids , for David and his ilk, this is a matter of life and death.  David is compelled to change himself and those around him in order avoid detection in Waknuk.

          David cannot express his love for Rosalind openly, forcing him to pretend that they are just friends.  David has to hide his romantic relationship with Rosalind because of family pressure.  This puts stress on them and their relationship as they control what they show to their families and to Waknuk.  In fact, it is only the other telepaths who know the truth.

          As David gets older and his powers increase, he is forced more and more to conceal what his true ability is.  This means he must be very careful in his behaviour when dealing with Norms.  His psychic power must be compartmentalized in ensure that he does stand out as someone different form the Norm.  In a sense, he is living two lives- a rich internal life as a mutant, and a mundane life as a teenage Norm.

          Most interesting of all is how David feels responsible for molding

his siter, Petra.  Although extraordinarily powerful, Petra is only a child who must be nurtured but at the same controlled.  There is a tension that David and all of the group feel as Petra explores her own power.  On one hand, she is beyond anything that other children are, yet on the other hand, she must be contained be them as they teach her to use her power without exposing herself or the group.

          Davidès personality and behaviour is stunted by societal pressures.  Also, his relationship with Rosalind is not allowed to grow normally.  Most importantly, David is teaching Petra to shape herself in order to be safe.  A white rabbit will survive in the winter; a brown rabbit will be eaten by a fox.

E10 EF7 Quick essay

No country is perfect, but Canada definitely has strengths that not all countries have when it comes to tolerance of the many differences that exist among its citizens.  In general, Canada is a very tolerant country.  For the most part, Canadians can live their own lives without interference from others who may be different from them.  The three most important aspects of this are a multicultural social fabric, tolerant legal system, and protection to hold your own beliefs and speak your mind.

Canada’s national program of multiculturalism is based on tolerance.  Since the 1970s, Canadians have been taught to respect differences among others who may not share their lifestyles, whether immigrant or native-born.  For example, people are allowed to dress in whatever traditional clothing they wish.  Also, people can speak their own languages freely, and often be served in those languages in banks, etc.  Finally, people can worship how they wish.  There is also tension in Canada about these differences, but the overarching attitude is one of open-mindedness.

Next, the court system in Canada is one of the most tolerant in the world.  For example, Canadian courts have loosened drug laws in the past number of years.  Also, unlike the US, Canada does not have punitive sentencing based on a “three strike” law.  Also, unlike many countries, Canada does not have capital punishment in any situation. ADD

Most importantly, Canadians are tolerant of each others’ opinions and protect each others’ rights to express opinions that may not be our own.  For example, any person in Canada can question the government without fear of persecution; likewise, we can question religious dogma without fear of punishment. ADD

Although not at all a perfect country, Canada does have a very tolerant attitude toward difference.  Canada is a “live and let live” country where mostly you are free to live, act, and think as you wish, within the confines of the law, without fear of serious punishment from people who may disagree with you.  Allowing you to live, act, and think as you wish does not harm me, and may enrich me.

EF2/3 C-44 sentence combining

Sentence combining

Kernel

Simple

Compound

Complex

C-43

1.     Jim and Ann like pizza.

2.     Abby, Luis, and Carl play soccer every weekend.

Abby, Luis and Carl play soccer every weekend.

Oxford comma ,and- Both ways are OK.

3.     The bus and the Skytrain arrived late because of the snow.

The bus and the sky train arrived late because it is snowing.

4.     Are the Jeep and the Honda on sale?

Is the Jeep or the Honda on sale?

5.     Kam Wong, Sara Smith, Pam Singh, and Ron Adams were at the party.

6.     His daughter, his wife, and his son all needed the car on Friday morning.

His daughter, wife and son needed the car Friday morning.

            C-44

1.     Jim likes pizza and beer.

Jim likes pizza, and he likes beer.

            Jim likes pizza; also, he likes beer.

            Jim likes pizza with beer.

2.     Abby plays soccer, hockey, and pool every weekend.

Abby plays soccer and hockey every weekend.  However, she also likes to play pool every weekend.

Abby plays soccer and hockey every weekend; however, she likes to play pool every weekend.

3.     The bus arrived late and picked up five angry passengers.

The bus arrived late and picked up five angry passengers because it was late. BAD SENTENCE

The bus picked up five angry passengers because it was late. BAD

The bus picked up five passengers (who were angry) (because it arrived late.) MAYBE TOO HARD FOR EF 2/3

4.     Jane parked the car, walked into the video store, and rented two movies.

After Jane parked the car, she walked into the video store and rented two movies.

After Jane parked the car, she walked into the video store because she wanted to rent two movies.

First, Jane parked the car.  Next, she walked into the video store; then, she rented two movies.

Jane, who parked the car, walked into the video store and rented two movies.

EF2/3 C-43 sentence combining

Sentence combining

Kernel

Simple

Compound

Complex

C-43

1.     Jim and Ann like pizza.

2.     Abby, Luis, and Carl play soccer every weekend.

Abby, Luis and Carl play soccer every weekend.

Oxford comma ,and- Both ways are OK.

3.     The bus and the Skytrain arrived late because of the snow.

The bus and the sky train arrived late because it is snowing.

4.     Are the Jeep and the Honda on sale?

Is the Jeep or the Honda on sale?

5.     Kam Wong, Sara Smith, Pam Singh, and Ron Adams were at the party.

6.     His daughter, his wife, and his son all needed the car on Friday morning.

His daughter, wife and son needed the car Friday morning.

E10/EF7 Link to The Chrysalids audio book, dramatization?

http://www.youtube.com/watch?v=v06UNeZx9og

E10/EF7 "The Transformation" sentence combining possible solutions

Sentence variety- simple, compound, complex

2.         We found Judy.

            She was wandering.

            She was in the bedroom.

            She was worrying.

            Her worry was about her decision.

            Her decision had been to buy.

            She bought a house.

            The house was little.

We found Judy wandering in the bedroom, worrying about her decision to buy a little house.

We found Judy in the bedroom, wandering and worrying about her decision to buy a little house.

3.         Everyone chose a job and began.

4.         Jim vacuumed the cobwebs in every corner while Helen dismantled shelves and threw the pieces on the pile of growing garbage; meanwhile, I attached the cupboards.

While Jim vacuumed the cobwebs in every corner, Helen dismantled shelves and threw the pieces on the growing pile of garbage; meanwhile, I attached the cupboards.

While Jim vacuumed the cobwebs in every corner and Helen dismantled shelves and threw the pieces on the growing pile of garbage, I attached the cupboards.

I attached the cupboards while Jim vacuumed the cobwebs in every corner and Helen dismantled shelves and threw the pieces on the growing garbage pile.

VARIETY

5.         The house was slowly prepared for painting.

6.         The scaffolding was delivered at noon, and the first can of paint was opened with ceremony.

After the scaffolding was delivered at noon, the first can of paint was opened with ceremony.

The first can of paint was opened with ceremony after the scaffolding was delivered at noon.

At noon, the first can of paint was opened with ceremony after the scaffolding was delivered.

7.         One month and gallons of paint later, Judy’s home was ready for the next work crew, the movers.

EF2/3 Sentence choices

SIMPLE I am tired.  I drink coffee.

COMPOUND I am tired, so I drink coffee.

COMPOUND I am tired; therefore, I drink coffee.

COMPLEX I drink coffee because I am tired.

COMPLEX Because I am tired, I drink coffee.

EF7/ E10 Examples of sentences with quoted material

INCORPORATE!!

“tiny robot mice”

One example of personification is the “tiny robot mice” (1) that clean the house.

“clever”

The “clever” (4) fire burned the house down.

[] square brackets- used to make small stylistic changes

“silhouette in paint” (1)

On the outside wall of the house were five “silhouette[s] in paint” (1) that were caused by what Bradbury suggests was a nuclear explosion.

Stephen Harper said, “I was talking to [Obama] and he wants to meet next week.”

The house was standing in the middle of the “ruined city”. (1)

Later in the morning, the “angry mice” (2) came out to clean up the house.

After the fire broke out, “scurrying water rats” (3) tried to put it out.

The “bared skeleton” (4) of the house burned as the fire consumed it.

The inside of the house was “maniac confusion” (4) as the robots tried to fight the fire.

                                                           

The stove cooked food at a “psychopathic rate” (4) while the house burned down around it.

The cleaning robots were “darting bravely” (4) to clean up the mess caused by the raging fire.

The cleaning robots “dart[ed] bravely” (4) to clean up the mess caused by the raging fire.

EF 2/3 Some Nice Uses of Transitional Terms

Some Nice Uses of Transitional Terms

1. Bicycles are becoming more popular in the city; nowadays, you can see riders all year round in the bike lanes.
2. I am hopeful inflation will stay low.  Currently, the economy is not strong.
3. He's too weak to do heavy labour.  In addition, his memory is failing him.
4. The school doesn't have money for books.  Furthermore, the building is old.
5. He says he's a vegetarian.  In fact, he eats seafood on occasion.
6. He calls himself a "professor."  Actually, he's only a teaching assistant!
7. He loved her very much.  However, he didn't ask her to marry him.
8. I hated that job with a passion.  Nevertheless, I stayed for ten years.
9. She was hit by a car.  Fortunately, she wasn't killed.
10. He lost his house in the hurricane.  Happily, his whole family survived.
11. She inherited a million dollars.  Unfortunately, she invested the money badly.
12. He did everything to make her happy.  Sadly, she never grew to love him.
13. He worked hard to make his wife happy.  Likewise, she took good care of him.
14. The lady was active in several service groups.  Similarly, her husband helped the poor in their town.
15. Falcons fly 200 miles per hour.  In contrast, ostriches can't fly at all.
16. He whistled on his way to work.  Obviously, he liked his job.
17. He kept yawning while I was speaking.  Apparently, I was boring him.
18. We were tired and hungry.  Therefore, we stopped to rest and eat lunch.
19. He went out partying every school night.  Consequently, he failed his class.
20. He worked seven days a week, twenty hours a day.  As a result, he got sick.
Adapted from http://www.eslprof.com/handouts

E10/ EF7 The Elephant Man

The Elephant Man

Tis true my form is something odd,

But blaming me is blaming God.

Could I create myself anew,

I would not fail in pleasing you.

If I could reach from pole to pole,

Or grasp the ocean with a span,

I would be measured by the soul,

The mind's the standard of the man."

(A poem by Isaac Watts that Joseph Merrick would use to end his letters)

Joseph Carey Merrick (1862–1890) was known as The Elephant Man due to his physical deformities resulting from an unknown congenital disorder.  Merrick began to develop abnormally within the first few years of his life.  His skin appeared thick and lumpy, he developed an enlargement of his lips, and a bony lump grew on his forehead.  One of his arms and both feet became enlarged.  At some point he fell and damaged his hip, resulting in permanent lameness.

When he was 11, his mother died.  After leaving school at the age of 12, Merrick attempted to find employment but had limited success due to his appearance.  He was rejected by his father and stepmother and left home.

After four years in a workhouse, Merrick joined a London-based freak show under the stage title, The Elephant Man.  One customer, a surgeon named Frederick Treves, invited Merrick to London Hospital to be examined and photographed.  Eventually, it was decided that Merrick would be allowed to stay at the hospital for the remainder of his life.  Rooms were adapted for him in the basement of the hospital and he lived there for the next four years.  Treves visited him daily and they developed quite a close friendship.  Merrick also received visits from wealthy ladies and gentlemen of London society.

Merrick died on April 11, 1890, age 27.  The official cause of death was asphyxia, although Treves, who dissected the body, said that it was a dislocated neck.  He believed that Merrick—who had to sleep sitting up, due to the weight of his head—had been attempting to sleep lying down, to "be like other people".  Merrick's skeleton was preserved and remains in the London Hospital.

Adapted from Wikipedia.com

E10 UN Article 1 link: http://www.un.org/en/events/toleranceday/pdf/tolerance.pdf

http://www.un.org/en/events/toleranceday/pdf/tolerance.pdf

E10/EF7 UN Declaration of Principles on Tolerance Article 1

Article 1 - Meaning of tolerance
1.1 Tolerance is respect, acceptance and appreciation of the rich diversity of our world's
cultures, our forms of expression and ways of being human. It is fostered by knowledge, openness,
communication, and freedom of thought, conscience and belief. Tolerance is harmony in difference.
It is not only a moral duty, it is also a political and legal requirement. Tolerance, the virtue that
makes peace possible, contributes to the replacement of the culture of war by a culture of peace.
1.2 Tolerance is not concession, condescension or indulgence. Tolerance is, above all, an active
attitude prompted by recognition of the universal human rights and fundamental freedoms of others.
In no circumstance can it be used to justify infringements of these fundamental values. Tolerance is
to be exercised by individuals, groups and States.
1.3 Tolerance is the responsibility that upholds human rights, pluralism (including cultural
pluralism), democracy and the rule of law. It involves the rejection of dogmatism and absolutism
and affirms the standards set out in international human rights instruments.3
1.4 Consistent with respect for human rights, the practice of tolerance does not mean toleration
of social injustice or the abandonment or weakening of one's convictions. It means that one is free
to adhere to one's own convictions and accepts that others adhere to theirs. It means accepting the
fact that human beings, naturally diverse in their appearance, situation, speech, behaviour and
values, have the right to live in peace and to be as they are. It also means that one's views are not to
be imposed on others.

E10 EF7 Sentence types

Sentences- variety of sentence styles

Different types, kinds

3 different types-

SIMPLE

COMPOUND

COMPLEX

See it!! Show me the sentences!!

Mix it up!!

Beginners use only simple sentences

1.     SIMPLE- subject & verb

One independent clause

Subject & predicate

SV “We are studying sentence styles.”

SSV “The kids and the dog are playing in the park.”

SVV “His mother plays mahjong and cooks for her friends.”

SVVVV “We went downtown, saw a movie, had lunch, and went home.”

POWERFUL- “(You) Be honest.”

Command sentence- imperative sentence- implied subject

2.     COMPOUND SENTENCE- 2 simple sentences joined together

He plays soccer.  She plays volleyball.

,FANBOYS- for, and, nor, but, or, yet, so

He plays soccer, but she plays volleyball.

He likes chocolate, but he hates white chocolate. COMPOUND

He likes chocolate but hates white chocolate.

SIMPLE

FANBOYS

He likes chocolate, yet he hates white chocolate.

so, or, but, and- SOBA

COMPOUND

SV ,SOBA SV.

It’s sunny, but it’s cold.

The superintendent is coming to visit the school today, so we have to make him feel welcome.

SV; SV.

; semicolon

,SOBA = ;

He likes chocolate; he hates white chocolate.

VARIETY IS GOOD!!

He likes chocolate; he hates white chocolate.

SEMICOLON are low frequency- not used often

He likes chocolate; however, he hates white chocolate.

TRANSITIONAL TERMS- powerful

ACADEMIC WRITING- authority, educated

The street light next to my house has been burned out for a month.  I have asked the city to replace it numerous times; however, to date, the light has not been repaired.

The street light next to my house has been burned out for a month.  I have asked the city to replace it numerous times.  However, to date, the light has not been repaired.

HIGH FREQUENCY

SIMPLE

COMPOUND

COMPLEX sentences

Independent clause + dependent clause

ADVERB CLAUSE describes the verb

“She is late because the bus didn’t come on time.”

She is late.  The bus didn’t come on time.

                                              ADVERB- WHY

He is wearing a sweater because it is cold.

because, if, when

Please finish the job if you have time.

                           

                                adverb clause

Call your sister when you get home.

CLAUSE= S&V

Call your sister when you get home.

When you get home, call your sister.

She is saving money so that she can buy a pair of winter boots.

ADJECTIVE CLAUSES- describe nouns

The small white dog is cute.

The small white dog that my sister bought is cute.

that, who, which

My sister who is a nurse plays volleyball.

NOUN CLAUSE- think, feel, believe, say

I think that it will rain.

He feels that she is an honest girl.

She believes that her sister will help her.

The character in the novel said that he didn’t want to live in his hometown.

The character in the novel said, I don’t want to live in my hometown.

SIMPLE COMPOUND COMPLEX

E10/EF7 Transitional Terms

Transitional Terms

            Transitional words and phrases help paragraphs read more smoothly by improving the             connections between supporting sentences.

            MODEL:        Use a period or semicolon between the sentences and a comma after the                                                transitional term.

                                    For example:  Richmond is an exciting city to live in; in particular, its Asian                                                                     influence makes for a very multicultural environment.

HERE ARE A MILLION FOR YOU TO USE:

Addition

also, again, besides, furthermore, in addition, likewise, moreover

Consequence

accordingly, as a result, consequently, for this reason, for this purpose, hence, otherwise, subsequently, therefore, thus

Generalizing

as a rule, as usual, for the most part, generally, generally speaking, ordinarily, usually

Exemplifying

chiefly, especially, for instance, in particular, namely, particularly, specifically, for one thing, as an illustration, as an example, for example

Emphasis

above all, chiefly, especially, particularly, in particular, singularly, moreover, most importantly

Similarity

comparatively, correspondingly, identically, likewise, similarly, by the same token, still, nevertheless,

Contrast

conversely, instead, on one hand, on the other hand, on the contrary, rather, however, in contrast

Sequence

at first, first of all, to begin with, in the first place, at the same time, for now, for the time being, in time, in turn, later on, next, then, soon, later, earlier, simultaneously, afterward, finally

Restatement

in essence, in other words, namely, that is, that is to say, to put it differently

Summarizing

after all, all in all, all things considered, briefly, by and large, in any case, in any event, in brief, in conclusion, on the whole, in short, in summary, in the final analysis, in the long run, on balance, to sum up, to summarize, 

E10/EF7 The Basic Process of Evolution

The Basic Process of Evolution

The basic theory of evolution is surprisingly simple:

1.     It is possible for the DNA of an organism to occasionally change, or mutate.  A mutation changes the DNA of an organism in a way that affects its offspring, either immediately or several generations later.

2.     The change brought about by a mutation is either beneficial, harmful or neutral.  If the change is harmful, then it is unlikely that the offspring will survive to reproduce, so the mutation dies out.  If the change is beneficial, then it is likely that the offspring will do better than other offspring and so will reproduce more.  Through reproduction, the beneficial mutation spreads.  The process of culling bad mutations and spreading good mutations is called natural selection.

3.     As mutations occur and spread over long periods of time, they cause new species to form.  Over the course of many millions of years, the processes of mutation and natural selection have created every species of life that we see in the world today, from the simplest bacteria to humans and everything in between.

                  

Billions of years ago, according to the theory of evolution, chemicals randomly organized themselves into a self-replicating molecule.  This spark of life was the seed of every living thing on Earth.  That simplest life form, through the processes of mutation and natural selection, has been shaped into every living species on the planet.

The process of evolution is based on random but predictable mutations in DNA.  It is not uncommon for the DNA strand in a gene to get corrupted.  An X-ray, a cosmic ray or a stray chemical reaction can change the DNA strand.  In most cases, a cell with a particular gene with mutated DNA will either die, fix the damage in the strand or fail to reproduce.  In other words, most mutations go nowhere.  However, every so often, a mutation will actually survive and the cell will reproduce.

Imagine, for example, a bunch of identical E. coli cells that are living in a petri dish.  With plenty of food and the right temperature, each E. coli cell can duplicate its DNA strand and split into two new cells in 20 minutes.

Now, imagine that someone pours an antibiotic into the petri dish.  When the antibiotic enters the dish, all of the bacteria should die.  However, imagine that, among the many millions of bacteria living in the dish, one of them has acquired a mutation that makes it resistant to the antibiotic.  That one E. coli cell will survive, and since all of its neighbors are dead, it can reproduce and take over the petri dish.  There is now a strain of E. coli that is immune to that particular antibiotic.

In this example, you can see evolution at work.  A random DNA mutation created an E. coli cell that is unique.  The cell is unaffected by the antibiotic that kills all of its neighbors.  This unique cell, in the environment of that petri dish, is able to survive.

Evolution usually happens far more slowly.  Over millions of years, species can change as genetic mutations provide new genes in the gene pool of those species.  Then, natural selection takes over.

Adapted from http://science.howstuffworks.com/evolution

E10/ EF7 Learning English Discussion Questions

1.       What are three ways knowing English benefits you?

2.       In what three situations do you most often use English in your regular life

outside of school?

3.       Do you read literature and poetry?  What are three reasons why or why not?

4.       What are your top three difficulties in using English?

5.       What three steps can you take to overcome these difficulties?

6.       What are your top three goals for studying English 10 this term?

EF3 appositives

1.   My lunch, an onion and garlic sandwich, tastes great.

2.   My son, an engineer, will be moving to Toronto next week.

3.   Jessica, the youngest student in the class, had the highest mark.

4.   The baby, who is six months old, does not sleep well. Adj cl

The baby, a six-month-old, does not sleep well. appositive

5.   Eileen, the marketing manager, organized the ad campaign.

6.   The class was taught by Mrs. McKnight, a retired teacher.

Mrs. McKnight, a retired teacher, taught the class.

7.   The car, a red convertible, was speeding through the neighborhood.

8.   Friends, an American sitcom, is very popular with ESL sstudents.

9.   The Nakdong River, the longest river in Korea, is over 500 km long.

The longest river in Korea, the Nakdong, is over 500 km long.

10.                     English, the language of business, is a challenging language to learn.

English, a challenging language to learn, is the language of business.

EF3 persuasive paragraph example

     Cell phones are very useful in people’s lives for several reasons.  Many people use their phones to take pictures and videos of the things that they see every day.  Also, people can surf the net and get information from websites on their cell phones.  People can get a variety of fantastic apps for their cell phones as well.  Most importantly, cell phones can be used to communicate with people through telephoning, emailing and texting.  For these reasons, cell phones are wonderfully useful inventions.

EF3 run on exercises

1.Our tires are old, we need new ones, we might get into an accident with these. run on RO
Our tires are old.  We need new ones.  We might get into an accident with these. SIMPLE
Our tires are old, so we need new ones.  We might get into an accident with these. COMPOUND

Our tires are old.  We need new ones; otherwise, we might get into an accident with these. COMPOUND

Our tires are old.  We need new ones because we might get into an accident with these. COMPLEX

Ex2

1.Elena was late, so they started the meeting without her.

2.Bill had so much work to do.  He had to do the laundry, go shopping, and make dinner.

3.When Claudia make a mistake, she tried to hide it, but she got caught.

Claudia make a mistake.  She tried to hide it, but she got caught.

cough/ caught- catch

4.Julio found a wallet in the street.  He looked inside it for identification and found a driver's license and some credit cards.

5.The children are tired, so put them to bed.

Put the children to bed because they are tired.

6. We went to the store to buy food, cups and napkins for the party.

7.My son is almost five.  His birthday is next week.

My son is almost five, and his birthday is next week.

My son whose birthday is next week is almost five.

8.Our union may call a strike, so I am very worried.

I am very worried that our union may call a strike.

9.We're leaving soon, so why don't you come with us?

10. Gloria looks sad, so she probably didn't get the job.

Gloria probably didn't get the job because she looks sad.

EF3 sentence fragments

1.    Pete and Bob were sitting on the grass and watching a game of football. SIMPLE

Pete and Bob who were sitting on the grass were watching a game of football. ADJ CL

I saw that Pete and Bob were sitting on the grass and watching a game of football. NOUN CL

Pete and Bob were sititng on the grass because they were watching a game of football. ADV CL

3.    The diamond ring was stolen last Friday night. PASSIVE VOICE

My diamond ring which was stolen last Friday night was a gift from my father. ADJ CL

I was sad when the diamond ring was stolen last Friday night. ADV CL

I think that the diamond ring was stolen last Friday night. NOUN CL

4.    We were hungry while we waited for the mechanic to fix our car.

While we were waiting for the mechanic to fix out car, we robbed a bank.

5.    I’m sorry that I won’t be able to get off work until 6 o’clock tomorrow. NOUN CL

I’m sorry, but I won’t (be able to get off) (finish) work until 6 o’clock tomorrow. COMPOUND CL

I won’t be able to get off work until 6 o’clock tomorrow because it will be a crazy day.

I won’t be able to get off work until 6 o’clock tomorrow because we are going to have an important meeting with a new client/ customer.

7.    Then your mother listened to his friend trying to explain the story.

He stopped reading; then he listened to the friend trying to explain the story. SEMICOLON- COMPOUND SENT

9.    Your 90-year-old grandmother entered the country in May and left again in July.

10.The bank prime rate will remain high/ at 3% even if recession continues.

A lot of people will lose their jobs if the recession continues.

A lot of people in financial companies will get raises even if the recession continues.

EF6 narrative para

The first day of class in a new school

            I changed from a small school to a huge school in Grade 7 when my family moved from my hometown to a big city; although it was nerve-wracking, I did what I could to get comfortable with the new school as quickly as possible.  First thing in the morning, I found all of my classrooms and marked them on a map of the school; also, I chose good places to sit, sitting by the smartest-looking kids.  At lunch, I sat down by myself and watched the other kids while I ate my packed lunch.  I picked out a few friendly-looking kids who I would ask to sit with the next day.  Then I went to afternoon classes.  After school, I went to sign up for two clubs: cross-country running and aquarium club.  When I got home, I prepared for the next day.  My first day of class in the new school had been a thrilling success. 

Narrative OL TIME

Point of View

EF6 "" practice

The mother told the son that “life is hard”.

QUOTATION MARKS TO SHOW EMPHASIS- NO NO NO

Academic work- “” for citation, quoting from text

The mother told her son that her life has not been a “crystal stair”. YES

The mother told her son that her life “ain’t been no crystal stair.”

YES

The mother said that her life was hard “aint been no crystal stair”. NO.

The mother said that her life has a lot of “tacks… and splinters”.

“tacks in it, and splinters”

The mother said that the stairway of her life has a lot of “tacks in it”.

The mother told her son to never “set down on the steps” when he found that life was getting difficult.  Instead, she told him that he should “keep climbin’ on” when he met hard times.  INCORPORATING QUOTED MATERIAL

The mother said that sometimes her life has been so bleak that she has had to walk where there “ain’t been no light”, and therefore has had to be courageous enough to face the challenges in her life despite feeling despair.

EF6 Strike the Father Dead Thought Questions

Strike the Father Dead

Chapter 1 Thought Questions

1.     Describe the protagonist.

2.     What is the setting of the chapter?

3.     What are two conflicts in the chapter?

4.     Who is Nancy?  Why is she important to the narrator?

5.     Why does Jeremy buy a ticket for London?

6.     Why does Jeremy wish he could “live without hurting anyone”?

Strike the Father Dead

Chapter 2 Thought Questions

1.     Why does Jeremy choose to go to London?

2.     What does Jeremy mean when he says he “disappeared”?

3.     Why did jazz become popular in London at the time?

4.     Describe Tim.

5.     Why does Jeremy enjoy spending time with Tim?

Strike the Father Dead

Chapter 3 Thought Questions

Strike the Father Dead

Chapter 4 Thought Questions

1.     Who is the narrator?  Describe the narrator’s state of mind.

2.     What is the conflict between Eleanor and Alfred?

3.     What might be the significance of Eleanor’s bad dream?

4.     What does Eleanor do behind Alfred’s back?

         

Strike the Father Dead

Chapter 5 Thought Questions

Strike the Father Dead

Chapter 6 Thought Questions

1.     Who is the narrator of the chapter?  How does his perspective affect your understanding of the argument?

2.     What does Jeremy want to achieve in this visit with his father? What does Alfred want to achieve?

3.     What is the fundamental difference in Jeremy and Alfred’s ideas about life?

4.     In what fashion does their discussion end?

Strike the Father Dead

Chapter 7 Thought Questions

1.     Why did want Eleanor want Alfred to come into the kitchen?

2.     Why did Alfred feel “beaten”?

3.     What is the conflict between Eleanor and Alfred?

Strike the Father Dead

Chapter 8 Thought Questions

1.     For what reasons does Jeremy go to Paris?

2.     What does Jeremy learn about himself vis-à-vis his father’s principles?

3.     How does Jeremy and Percy’s relationship develop?

4.     What is the conflict between Jeremy and Percy?

Strike the Father Dead

Chapter 9 Thought Questions

Strike the Father Dead

Chapters 10&11 Thought Questions

In what way is Jeremy “standing still”? (72)

How is Jeremy “rescued” from “prison”? (73)

How is the conflict between Jeremy and Alfred resolved?

How does Jeremy embrace his father’s approach to life in the end? (84)