Thursday, June 3, 2010
Monday, May 10, 2010
Here is the final task(the yellow sheet)
FOr those of you who have msplaced the unit outline-here it is. Remember formatting does not work on the blog.
I have been unable to put any powerpoints on the blog.
Lit Circle End of Unit Task
ENGLISH 11 LIT CIRCLE NOVELS
The learning outcomes in this unit include (but are not limited to):
*interact and collaborate in pairs, small groups and large groups
*listen to comprehend, interpret, and evaluate ideas, information, and understanding of texts
*read, both collaboratively and independently, to comprehend a wide variety of literary texts with increasing complexity and subtlety of ideas and form
*explain, support, interpret, analyze, and evaluate ideas, information and understanding from texts read and viewed
*after reading and viewing, select, adapt, and apply a range of strategies to extend and confirm meaning, and to consider the author’s craft
*recognize and explain how structures and features of text shape readers’ and viewers’ construction of meaning and appreciation
*create thoughtful representations that communicate ideas, information, and understanding
*write and represent to explain, support interpret, analyze, and evaluate ideas, information, and understandings from personal and text
*use and experiment with elements of form and style in writing and representing appropriate to purpose and audience to enhance meaning and artistry
*write and represent to synthesize and extend thinking and use metacognitive strategies to reflect on and assess writing and representing
*speak and listen to synthesize and extend thinking and use metacognitive strategies to reflect and assess their speaking and listening
As a group you may opt for occasional reading days in class,(although you will have to read at home as well) but you will also need to leave time to discuss the items below. Class time is for discussion and activity sheets. Please ensure you manage your class time wisely. It is not meant for socializing.
Concepts to discuss and work on:
1. Analyze the characters in terms of the decisions they make and the effect of these decisions on themselves and others.
2. Analyze the novel in terms of literary components, techniques, and devices (symbol, allusion, figurative language, characterization techniques, and importance of setting, themes, plot, point of view and conflict.
:
Assessment & Evaluation
Ongoing:
Stickies: As you read, you are to record any important thoughts, ideas, points, connections etc. anything you can use in your discussion group on a sticky note. You then stick the paper in your novel and you can refer to it in your lit circle discussion. They are also helpful when you complete your assignments.
Journal entries: Once a week, you are to write a reflection on any of your readings during the week. You should connect your readings to an EQ and bring in any thing you have discussed in class.
Involvement in your lit circle discussions
There will be peer and self evaluation of your oral contribution to the group.
Final Summative (individual)
To express your understanding of your novel and the essential questions you will create a multimedia presentation. This presentation will show your thinking about what you have been discussing, exploring and thinking in your lit circle groups.
In essence, your final presentation should be a response to some of the essential questions we have been trying to answer in this unit:
How do one’s decisions affect them and those around them?
What is a decision?
Are all decisions the same?
How does the environment affect one’s decision?
How do one’s decisions impact others?
What factors determine one’s choices and decisions?
How does our context impact the choices we have or the choices we make?
Are decisions part of human nature?
How are decisions represented?
What are the consequences of decisions?
How does the context impact the choices we have on the choices we make?
Your presentation should follow one of the following formats, but how you go about it is up to you.
1. Select a question and have your presentation be the response to it.
2. Develop a thesis and have your presentation prove it.
3. Develop a piece of art(story, poetry, video, song, dance, art object) that synthesizes you ideas and explains it-then you would have to explain your piece to the class.
4. Find a belief about choices and decisions and investigate why people think it then present it and your opinion about it to the class.
5. Your suggestion……
What you need to remember….
• Your presentation must have a thesis- that is the goal of your presentation.
• You need to connect to at least one essential question as they are addressing the theme of the unit.
• You must use some form of media, art or technology in your presentation.
• You need to include evidence(examples, situations) from your novel to support and address at least one essential question
• Your presentation must be a min of 10 minutes in length,
Thesis/topic selection and comprehension • Thinking is well developed, original, insightful and logical.
• Demonstrates a deep understanding of topic and is developed with more than one essential question.
• Logical and straight forward thinking.
• Demonstrates a solid understanding of the topic is developed with more than one essential question.
• Basic, simple, thinking.
• Demonstrates basic understanding of the topic. Has included at least one essential questions as a ffoucus
• Very little thinking,
• Confusing,
• Illogical in places
• Essntial question may be missing.
• Does not fully grasp topic
Has included examples and selected quotes as evidence to support the above explanation • Detailed support, shows several effective elements and can extend /support with quotes from text.
• A variety of specific examples given. • Several examples given and explained accurately.
• Gives reasons and examples to explain/
show thinking • Some examples given and explained accurately.
• Gives reasons and examples to explain/
show thinking • Little or no support.
Understands the concept of the essential questions and can show how they are connected to the novel • Has an insightful, original detailed and effective way in explaining and showing the essential questions and their connections to the story.
• Has several examples with varied quotes.
• Thorough and convincing analysis and interpretations provided • Mentions and discusses essential questions and elements in quite a bit of detail.
• Some examples, usually well explained
• Does mention essential question with some evidence from the text.
• Some examples, may or may not be fully explained
• Limited or lacking identification of idea, and/or essential questions
• Few, if any examples to support explanation
Media Component:
The visual representation shows how they have connected all the elements together visually. • Crafted and pulled together in an insightful, detailed and original way. Visual creatively includes all elements in detail
• Accurately reflects theme, element and concepts with, deep, powerful and original insight.
• Has gone beyond; it is original • A solid connection between all elements
• Shows care in work
• Visual includes all elements
• Accurately reflects, essential questions and connections to novel • A connection between most elements
• Shows some care in work
• Visual includes most elements
• Reflects, essential questions and connections to novel • Partial connection of elements
• Visual is very basic
• Little thinking ,
• Very little creativity
Overall (presentation, conventions, organization, general understanding, clarity of expression) • Outstanding, you have gone beyond expectations
• Communicates ideas with a high degree of clarity and effectiveness • Well done, some concerns about conventions, organization
• Communicates ideas with considerable degree of clarity and effectiveness • Well done, some concerns about conventions, organization
• Communicates ideas with considerable degree of clarity and effectiveness • Bare minimum was done
• Components may be missing or incomplete
• Communicates ideas with limited clarity and effectiveness
I have been unable to put any powerpoints on the blog.
Lit Circle End of Unit Task
ENGLISH 11 LIT CIRCLE NOVELS
The learning outcomes in this unit include (but are not limited to):
*interact and collaborate in pairs, small groups and large groups
*listen to comprehend, interpret, and evaluate ideas, information, and understanding of texts
*read, both collaboratively and independently, to comprehend a wide variety of literary texts with increasing complexity and subtlety of ideas and form
*explain, support, interpret, analyze, and evaluate ideas, information and understanding from texts read and viewed
*after reading and viewing, select, adapt, and apply a range of strategies to extend and confirm meaning, and to consider the author’s craft
*recognize and explain how structures and features of text shape readers’ and viewers’ construction of meaning and appreciation
*create thoughtful representations that communicate ideas, information, and understanding
*write and represent to explain, support interpret, analyze, and evaluate ideas, information, and understandings from personal and text
*use and experiment with elements of form and style in writing and representing appropriate to purpose and audience to enhance meaning and artistry
*write and represent to synthesize and extend thinking and use metacognitive strategies to reflect on and assess writing and representing
*speak and listen to synthesize and extend thinking and use metacognitive strategies to reflect and assess their speaking and listening
As a group you may opt for occasional reading days in class,(although you will have to read at home as well) but you will also need to leave time to discuss the items below. Class time is for discussion and activity sheets. Please ensure you manage your class time wisely. It is not meant for socializing.
Concepts to discuss and work on:
1. Analyze the characters in terms of the decisions they make and the effect of these decisions on themselves and others.
2. Analyze the novel in terms of literary components, techniques, and devices (symbol, allusion, figurative language, characterization techniques, and importance of setting, themes, plot, point of view and conflict.
:
Assessment & Evaluation
Ongoing:
Stickies: As you read, you are to record any important thoughts, ideas, points, connections etc. anything you can use in your discussion group on a sticky note. You then stick the paper in your novel and you can refer to it in your lit circle discussion. They are also helpful when you complete your assignments.
Journal entries: Once a week, you are to write a reflection on any of your readings during the week. You should connect your readings to an EQ and bring in any thing you have discussed in class.
Involvement in your lit circle discussions
There will be peer and self evaluation of your oral contribution to the group.
Final Summative (individual)
To express your understanding of your novel and the essential questions you will create a multimedia presentation. This presentation will show your thinking about what you have been discussing, exploring and thinking in your lit circle groups.
In essence, your final presentation should be a response to some of the essential questions we have been trying to answer in this unit:
How do one’s decisions affect them and those around them?
What is a decision?
Are all decisions the same?
How does the environment affect one’s decision?
How do one’s decisions impact others?
What factors determine one’s choices and decisions?
How does our context impact the choices we have or the choices we make?
Are decisions part of human nature?
How are decisions represented?
What are the consequences of decisions?
How does the context impact the choices we have on the choices we make?
Your presentation should follow one of the following formats, but how you go about it is up to you.
1. Select a question and have your presentation be the response to it.
2. Develop a thesis and have your presentation prove it.
3. Develop a piece of art(story, poetry, video, song, dance, art object) that synthesizes you ideas and explains it-then you would have to explain your piece to the class.
4. Find a belief about choices and decisions and investigate why people think it then present it and your opinion about it to the class.
5. Your suggestion……
What you need to remember….
• Your presentation must have a thesis- that is the goal of your presentation.
• You need to connect to at least one essential question as they are addressing the theme of the unit.
• You must use some form of media, art or technology in your presentation.
• You need to include evidence(examples, situations) from your novel to support and address at least one essential question
• Your presentation must be a min of 10 minutes in length,
Thesis/topic selection and comprehension • Thinking is well developed, original, insightful and logical.
• Demonstrates a deep understanding of topic and is developed with more than one essential question.
• Logical and straight forward thinking.
• Demonstrates a solid understanding of the topic is developed with more than one essential question.
• Basic, simple, thinking.
• Demonstrates basic understanding of the topic. Has included at least one essential questions as a ffoucus
• Very little thinking,
• Confusing,
• Illogical in places
• Essntial question may be missing.
• Does not fully grasp topic
Has included examples and selected quotes as evidence to support the above explanation • Detailed support, shows several effective elements and can extend /support with quotes from text.
• A variety of specific examples given. • Several examples given and explained accurately.
• Gives reasons and examples to explain/
show thinking • Some examples given and explained accurately.
• Gives reasons and examples to explain/
show thinking • Little or no support.
Understands the concept of the essential questions and can show how they are connected to the novel • Has an insightful, original detailed and effective way in explaining and showing the essential questions and their connections to the story.
• Has several examples with varied quotes.
• Thorough and convincing analysis and interpretations provided • Mentions and discusses essential questions and elements in quite a bit of detail.
• Some examples, usually well explained
• Does mention essential question with some evidence from the text.
• Some examples, may or may not be fully explained
• Limited or lacking identification of idea, and/or essential questions
• Few, if any examples to support explanation
Media Component:
The visual representation shows how they have connected all the elements together visually. • Crafted and pulled together in an insightful, detailed and original way. Visual creatively includes all elements in detail
• Accurately reflects theme, element and concepts with, deep, powerful and original insight.
• Has gone beyond; it is original • A solid connection between all elements
• Shows care in work
• Visual includes all elements
• Accurately reflects, essential questions and connections to novel • A connection between most elements
• Shows some care in work
• Visual includes most elements
• Reflects, essential questions and connections to novel • Partial connection of elements
• Visual is very basic
• Little thinking ,
• Very little creativity
Overall (presentation, conventions, organization, general understanding, clarity of expression) • Outstanding, you have gone beyond expectations
• Communicates ideas with a high degree of clarity and effectiveness • Well done, some concerns about conventions, organization
• Communicates ideas with considerable degree of clarity and effectiveness • Well done, some concerns about conventions, organization
• Communicates ideas with considerable degree of clarity and effectiveness • Bare minimum was done
• Components may be missing or incomplete
• Communicates ideas with limited clarity and effectiveness
Sunday, April 25, 2010
Essential questions for this unit
How do one’s decisions affect them and those around them?
What is a decision?
Are all decisions the same?
How does the environment affect one’s decision?
How do one’s decisions impact others?
What factors determine one’s choices and decisions?
How does our context impact the choices we have or the choices we make?
Are decisions part of human nature?
How are decisions represented?
What are the consequences of decisions?
How does the context impact the choices we have on the choices we make?
What is a decision?
Are all decisions the same?
How does the environment affect one’s decision?
How do one’s decisions impact others?
What factors determine one’s choices and decisions?
How does our context impact the choices we have or the choices we make?
Are decisions part of human nature?
How are decisions represented?
What are the consequences of decisions?
How does the context impact the choices we have on the choices we make?
Thursday, March 18, 2010
March 18,2010
I would like you to begin to think about your next Lit Circle Novel. I have selected a variety of possiblities from the bcerac website that will fit in with our next unit. I will post their titles here with a brief synopsis. Please see which ones interest you. Since many of these are new, we do not have them at school. I will tell you what the choices are that I have from the book room. To find out more about the novel you may want to go to Indigo/Chapters/Amazon and see what they have to say.
Title of Novel: Someday This Pain Will Be Useful To You
Author: Cameron, Peter ISBN: 9780374309893 Copyright: 2007
Recommended for Grade(s): 10,11 Estimated readability: At Grade
Plot / Reasons for Recommendation
This coming-of-age tale features a protagonist named James who is nearing graduation and struggles with his trying to find and love his true self. He deals with questions around sexuality and his academic future as well as his familial relationships. James is a loner with a strong voice, much like Holden Caulfield in Catcher in they Rye.
Title of Novel: Thirteenth Tale, The
Author: Setterfield, Diane ISBN: 9780385662857 Copyright: 2006
Recommended for Grade(s): 9,10,11,12 Estimated readability: At Grade
Plot / Reasons for Recommendation
Margaret Lea is a solitary soul who spends most of her time surrounded by books. She is an aspiring biographer and works for her father in his antiquarium bookstore in London. She appears to receive the offer of a lifetime in the form of a proposal by England's most reknowned and celebrated novelist, Vida Winter. Gravely ill, Vida Winter wants Margaret to write her biography. Intrigued by the mysterious Ms. Winter, Margaret agrees to this undertaking, not realizing the emotional and psychological toll this will have on both women. Family secrets and ghosts of the past will have to be confronted and put to bed before either Margaret or Vida can have any peace again. The novel is reminiscent of the gothic genre, full of plot twists, mystery and murder.
The novel has gothic elements that remind the reader of Jane Eyre and Wuthering Heights. Its mystery is engaging and appealing, with many plot twists and surprises along the way. The rich setting and atmosphere appeal to lovers of mystery and the gothic genre.
Title of Novel: Three Cups of Tea
Author: Mortenson, Greg / Relin, David Oliver ISBN: 9780143038252 Copyright: 2006
Recommended for Grade(s): 11,12 Estimated readability: At Grade
Plot / Reasons for Recommendation
Three Cups for Tea is the true story of Greg Mortensen who in 1993, failed to summit a mountain but ended up building schools in the most impoverished areas of Pakistan and eventually Afghanistan. Greg Mortensen, an avid American mountaineer, failed to find success on K2 but decends exhausted and lost, and finds his way to a local village in which the people welcome him and take care of him. After witnessing their poverty, he leaves promising to come back and build them a school. Over the next decade, he succeeds in building 55 schools, some especially for girls. Greg's story allows readers to witness his belief that it is through education and not war that battle with terroism is won.
The story of Greg Mortensen is the story of one man's pursuit of peace in the time of war. This book brings hope for a future for Pakistan, Afghanistan, and all other countries where education is deprived for any one of a myriad of reasons. Students will learn a great deal about tolerance, the culture of Pakistan and Afghanistan, terrorism, and the meaning of true aid. Through Greg's story, one comes to realize that one person can make a difference.
Title of Novel: Book of Negroes, The
Author: Hill, Lawrence ISBN: 9781554681563 Copyright: 2007
Recommended for Grade(s): 12 Estimated readability: Above Grade
Plot / Reasons for Recommendation
This novel tells the story of Aminata Diallo, a skilled midwife who is also able to read and write, and who survives kidnapping by slave traders at the age of 11. Aminata’s story spans six decades and three continents, dramatizing her tale of survival and migration. Born around 1745 in Mali, she is kidnapped as a child and sent across the Atlantic Ocean to South Carolina. She works on an indigo plantation and later as an urban slave before escaping her master in New York City. Aminata ends up serving the British as a midwife and scribe, recording in a British military ledger called the “Book of Negroes”, the names of thousands of fugitive slaves desperate to sail from New York before American patriots take control of the city. At the end of the war, Aminata sails with thousands of blacks to Nova Scotia and discovers that freedom in the British colonies is illusory and life just as dangerous as what she fled in the America. In 1792, she joins the first "back to Africa” movement and sails with 1,200 Black Loyalists to Sierra Leone. After a decade in Africa, she sails to England to advocate for the end of the slave trade and write her life story.
There are many reasons for recommending this novel:
1. This novel chronicles an important part of Canadian history, one that many students have likely not encountered.
2. The novel is beautifully crafted from and literary perspective.
3. The themes and issues are topical.
4. The characterization is powerful and diverse.
5. The narrative itself is gripping and captivating.
6. The events are portrayed realistically.
Title of Novel: Catch Me If You Can
Author: Abagnale, Frank W. ISBN: 9780767905381 Copyright: 1980
Recommended for Grade(s): 11,12 Estimated readability: Below Grade
Plot / Reasons for Recommendation
Catch Me If you Can is based on the true story of Frank W. Abagnale who, armed with numerous aliases, has come to be known as one of the most daring con men and escape artists in the world. Frank travels the world as a mere teenager, impersonating airline pilots, a professor, doctors, lawyer, and FBI agent in order to forge checks and con people to live a life of luxury.
Title of Novel: Cockeyed
Author: Knighton, Ryan ISBN: 9780143051855 Copyright: 2006
Recommended for Grade(s): 11,12 Estimated readability: At Grade
Plot / Reasons for Recommendation
When Ryan turns 18, he is diagnosed with a disease causing progressive blindness. His experiences of dating, falling in love, hiding and finally coming to terms with his disability offers insight into our culture, identity, and values.
This book deepens student's empathy of the disabled without any didactic aspects. Many students will like the fact that it's not too lengthy and that the author begins his engaging memoir as an adolescent student , concerned with such things as driving tests, dating and leaving home.
Any social considerations...
Ryan learns to drive while unseeing. He likes the mosh-pit at clubs because then he can dance and bump into people without embarrassment. His first love is a deaf woman---these tragicomical situations could be regarded by some as irreverent, but help to build his character and to give the reader insight into his issues.
Title of Novel: Five People You Meet in Heaven, The
Author: Albom, Mitch ISBN: 9781401308582 Copyright: 2003
Recommended for Grade(s): 10,11 Estimated readability: At Grade
Plot / Reasons for Recommendation
Eddie, an old man who works as the head maintenance man at the Ruby Pier amusement park, is killed trying to rescue a young girl from a car that comes loose from one of the rides and smashes to the ground. Eddie ascends to heaven and while there meets five different people who have, inadvertently or not, had a significant impact on his life. Through his meetings with these individuals the reader learns Eddie’s life history and Eddie learns how truly important his life on earth really was.
The Five People You Meet in Heaven is an engaging novel with much potential for discussion and critical thinking activities. As the novel explores the importance and value of each person’s contribution to the world, the novel would be excellent for any student who is confronting issues of self-esteem or self-worth. The novel would be an excellent tool to teach point of view as the perspective of several different characters is explored and the novel lends itself well to extension activities such as having students explore who might be the five people they would meet in heaven and what those people might tell them.
Title of Novel: Floor of the Sky, The
Author: Joern, Pamela Carter ISBN: 9780803276314 Copyright: 2006
Recommended for Grade(s): 11,12 Estimated readability: At Grade
Plot / Reasons for Recommendation
This novel, written for an adult audience, tells the story of teenager Lila, who must decide what to do with her un-born child. When she is sent to stay with her grandmother Toby in Nebraska, the reader is exposed to the complicated connections and relationships in Lila’s rural family, and the secrets that lie in Toby’s past.
The novel is a character study of both strong and weak individuals who struggle to make decisions about their future as they deal with the fallout from their past. In the background are the challenges of modern and contemporary rural life: issues such as teenage pregnancy, economic uncertainty, the rise of the superstore and agribusiness, illness, crystal meth addiction, infidelity, death, the role of faith, divorce, and a dominating father-figure.
Title of Novel: Girls, The
Author: Lansens, Lori ISBN: 9780676977967 Copyright: 2005
Recommended for Grade(s): 11,12 Estimated readability: At Grade
Plot / Reasons for Recommendation
The novel begins with a horrific tornado. Just as one child is snatched away by this storm, craniopagus conjoined twins, Rose and Ruby are born, then abandoned. Their life would have been very different, and most likely difficult, if Aunt Lovey and Uncle Stash did not adopt them. With their firm, loving guidance, Rose and Ruby grow up and experience what all girls do - the quest for acceptance, love, secrets, heartbreak, true joys and devasting losses. Throughout their journey together, Rose and Ruby are each other's greatest nemesis and ally. As their thirtieth birthday draws nearer, they realize how lucky they really are to have this incredible physical and emotional bond.
This novel addresses a number of important motifs - acceptance, alienation, love, strength, the power of secrets, fate, the concept of what is 'normal' and the importance of physical and emotional bonds. Lansens provides a wealth of topics for discussion and thought. After reading this novel, one cannot look at 'disability' in the same manner. The structure of the novel is also interesting. The alternating point of view clearly demonstrates how one event can and will be viewed differently. In addition, she creates strong images to convey setting, mood, emotional tone and character. This novel provides numerous insights into the complexity of the human condition.
Title of Novel: Glass Castle, The
Author: Walls, Jeannette ISBN: 9780743247542 Copyright: 2005
Recommended for Grade(s): 11,12 Estimated readability: Below Grade
Plot / Reasons for Recommendation
This powerful memoir is the story of a young woman's childhood. The narrator shares her experiences of living with an alcoholic father and a mother who likely suffered with some mental health issues. As a result of having unstable parents, the family lived in extreme poverty. Frequently, they were forced to move to varying parts of the USA.
This true story sheds light on the resiliency of the human spirit. The author's experiences show how complicated relationships truly are. Her parents, who were, by generally accepted standards, incompetent, also showed moments of unconditional love. As well, they were able to instill a love for learning in their children even though they were not always attending school and often did not have any food to eat.
While this memoir may seem bleak, it does provide the reader with hope. The narrator uses humour and her intelligence to respond to her circumstances. In the end, she, one of her sisters, and her brother, all grow into to capable adults who lead happy lives.
Title of Novel: Invisible Armies
Author: Evans, Jon ISBN: 9780002007696 Copyright: 2006
Recommended for Grade(s): 12 Estimated readability: At Grade
Plot / Reasons for Recommendation
Danielle, a wealthy American studying yoga in rural India, believes she is helping out a friend when she agrees to deliver a passport to an Indian woman living near a mine. After being abducted and imprisoned Danielle manages to escape with the help of Laurent, a mercenary involved in anti-globalization activism. She becomes a member of an eco-terrorist group fighting a transnational mining company which is poisoning thousands of impoverished Indian farmers. With the help of a group of computer hackers Danielle ultimately comes to recognize she cannot trust people she has believed share her desire to make the world a better place and that both sides in the conflict are hiding secrets they will do anything to protect.
This novel is a well-written, fast paced thriller, whose multiple surprise plot twists will keep readers wanting to know what will happen next. The examination of the effects of corporate exploitation will likely appeal to students who have an awareness of global issues. The detailed explanations of high tech Internet hacking will intrigue students interested in technology.
Title of Novel: Kind of Courage, A
Author: Heffernan, Colleen ISBN: 9781551433585 Copyright: 2005
Recommended for Grade(s): 10,11 Estimated readability: At Grade
Plot / Reasons for Recommendation
The story takes place from 1910 to 1918 and is set in the Canadian Prairie and is told in two voices. The first belongs to Hattie, a farm girl, and the second belongs to David, a city boy from a well to do family. Hattie's story explores loss suffered in war. Her mother is broken when her older brother enlists. While Hattie does her best to help with farm work, it is not enough. Father seeks outside help and brings a CO to the farm. The children are disgusted. The conscientious objector is David. His story explores belief and personal integrity. In an interesting twist of fate, it was his relationship with a German immigrant organist that made him aware of the biases around him that seemed based on emotion rather than fact. As the two story tellers lives become entwined, David's story prevails and he wins Hattie over with his courage.
While this is really a story of how war shapes lives, the focus on revealing the heart and mind of a conscientious objector adds a new dimension to the stories of war so many readers and historians know. This book helps to round out the study of war by presenting a new perspective.
Title of Novel: King Leary
Author: Quarrington, Paul ISBN: 9780385666015 Copyright: 1987
Recommended for Grade(s): 11,12 Estimated readability: Above Grade
Plot / Reasons for Recommendation
Ninety year old Percival Leary is invited to travel to King Leary night at the Toronto Gardens to make a commercial for ginger ale. He is accompanied by his alcoholic roommate, Blue Herman, and an orderly from the Home. While this is the narrative’s vehicle, most of the story is reminiscence about the friends, family and career of Leary, the King of hockey. Leary’s memories revolve around an unlikely trio who meet accidentally and go on to careers in professional hockey. Leary recalls the dynamics among the three as he and Manny Oz become hockey players under the unlikely influence of the Bowmanville monks, and Clay Bors Clinton works his way, rather unethically, to becoming manager of the Toronto Leafs. The two stories entwine in the furtive aging mind of Percival Leary. His memories are punctuated by his and Manny’s early athletic pursuits as they skate their way to becoming legends – especially in Percival’s mind. He methodically revisits their respective romances, marriages and families and, darkly, Manny’s fall into alcoholism. The presence of Clay Bors Clinton in their lives casts a long and pervasive shadow. Eventually, Leary’s moments of nostalgia blur with his present reality and impending death, and ghosts begin to accompany his every move.
A passion for hockey infuses the story; this aspect will be most appealing to hockey lovers; however, the game’s history and the changes it has undergone are obvious directions for study. Connections can be made to hockey personalities of the past.
*****0R Finnie Walsh by Stephen Galloway—it may be easier to read. He is a BC author.
Title of Novel: Life of Pi
Author: Martel, Yann ISBN: 9780676973778 Copyright: 2001
Recommended for Grade(s): 11,12 Estimated readability: Above Grade
Plot / Reasons for Recommendation
Life of Pi is a story of survival divided into three parts. Part I establishes the background of the protagonist and his voice, that of an adult recalling an incredible experience. Pi’s formative years occur in India, where he learns that animals are conditioned creatures of habit and that true religion is based on loving God. Part II, the longest section in the novel, deals with Pi's physical ordeal at sea and his psychological survival. Initially, Pi finds himself adrift in a lifeboat accompanied by a zebra, a hyena, an orangutan and a Bengal tiger. After a terrifying struggle for dominance among the animals, Pi manages to keep the 450 lb. cat content and subservient for 227 days. While the reader is drawn into the realism of Pi's relationship with the tiger, the latter events of Part II become surreal when Pi and the tiger encounter a mysterious stranger adrift at sea, and then a carnivorous island. Part III serves as the denouement, where Pi washes ashore in Mexico and is interrogated in his hospital bed by Japanese insurance investigators. They badger Pi for a plausible story, leaving all to question what actually happened during Pi's adventure at sea.
Life of Pi is a powerful novel dealing not only with a boy's coming of age and understanding of his place in the universe, but also with the promotion of tolerance and acceptance.
Title of Novel: Lullabies For Little Criminals
Author: O'Neill, Heather ISBN: 9780060875077 Copyright: 2006
Recommended for Grade(s): 11,12 Estimated readability: Above Grade
Plot / Reasons for Recommendation
Baby, thirteen, lives with her heroin addicted father in Montreal. She becomes involved with drugs and prostitution, yet retains her spirit. In the end, she realizes that redemption must come from within.
O'Neill's novel presents a side of street life not often seen in novels. While not left with the idea that drugs and prostitution are acceptable lifestyles, the reader comes to see that they are a reality for some people. Through rich character development of Baby, we come to understand that life is complex, people can still retain their humanity in troubling situations, and that there are no simple answers in life. Ultimately, the novel provides hope. It deals with themes such as the need for love and acceptance, acceptance of a parent's inability to parent, and redemption. This novel will provide topics for many rich discussions.
Title of Novel: Million Little Pieces, A
Author: Frey, James ISBN: 9780307276902 Copyright: 2003
Recommended for Grade(s): 12 Estimated readability: At Grade
Plot / Reasons for Recommendation
Frey’s autobiography, which he now admits to embellishing, deals with his time spent in a treatment centre after reaching his “bottom” of drug and alcohol abuse. During his time at the centre, Frey comes to terms with his past, formulates his own sense of what ‘recovery’ will look like for himself, and forms strong, healing and lasting friendships with the diverse cast of characters in his recovery unit.
Despite the very lengthy list of cautions that this novel warrants, and some particularly challenging segments, taken on the whole, at no point do any of the considerations outweigh the tremendous value of this novel. It contains rich, deep and complex characters, portrays multiple worthy themes, and is written in an extremely engaging and compelling style. This book has proven very popular with grade 11 and 12 students; it has been particularly gripping for young men, who are often hard to engage in reading. Frey handles the topic of this book with a grittiness and realism that serves to clearly represent the dark world of addiction.
Title of Novel: Namesake, The
Author: Lahiri, Jhumpa ISBN: 9780618485222 Copyright: 2003
Recommended for Grade(s): 10,11,12 Estimated readability: At Grade
Plot / Reasons for Recommendation
The Namesake begins in India and builds up narrative momentum immediately with an arranged marriage and a deadly train crash. But the story quickly shifts to 1968 Boston where the Ganguli family have moved to begin a new and promising life. Soon Ashima Ganguli is pregnant, and a son, Gogol Ganguli, becomes the beloved first addition to their family and a symbol of their new hope. But as he grows up, Gogol seemingly rejects first his name, which he perceives as foreign and foolish, and then further markers of his Bengali heritage. It is his precarious and often exhausting negotiation of old world traditions balanced against new world habits that forms the central motif of the story. Lahiri paints an intimate collection of almost mundane suburban scenes that, bound together, illustrate an expansive family landscape where bonds cannot be broken, even across oceans.
The Namesake is a sensitive portrayal of the difficulties many first-generation young people face when struggling to balance the pull of their parents' old world values and the new world values of their birthplace. Students of recent immigrant families will likely recognize and sympathize with some of Gogol's dilemmas as he tries to fit in, beginning with changing what he perceives is his awkward first (pet) name. Not understanding the import and tradition behind his name becomes a central metaphor for the novel. Lahiri is able to render Gogol's frustration and anger in realistic ways, while maintaining the reader's sympathy for the struggles of Gogol's parents as they do their best to negotiate a world whose rules often bemuse and confuse them. Rich and multi-layered character portraits avoid cliches and maintain student interest as the teen protagonist moves from childish naivete, through embarrassment and shame, to pride and maturity.
Title of Novel: Never Let Me Go
Author: Ishiguro, Kazuo ISBN: 9780676977110 Copyright: 2005
Recommended for Grade(s): 11 Estimated readability: At Grade
Plot / Reasons for Recommendation
As children, Kathy, - the rather naive narrator - Ruth, and Tommy were students at Hailsham, an exclusive boarding school secluded in the English countryside. It was a place of mercurial cliques and mysterious rules. Eventually, the characters understand that they have actually been cloned so that their organs can be harvested, if need be, for the person from whom they have been cloned. The plot moves from the students' youth to their young adulthood as organ donors or "carers" and their "completions", once their bodies are no longer able to function with multiple missing organs.
Students are likely to relate to the portrayal of a naive narrator who questions her own growing sexuality; who describes her dilemmas with cliques and friendships that thrive or disintegrate because of petty squabbles; and who displays stereotypical attitudes toward the institution of school and teachers who appear to be either old and fusty or young and heroic.
Title of Novel: Ordinary Man, An
Author: Rusesabagina, Paul ISBN: 9780143038603 Copyright: 2006
Recommended for Grade(s): 11,12 Estimated readability: At Grade
Plot / Reasons for Recommendation
During the 1994 Rwandan genocide, Paul Rusesabagina, the manager of the upscale Hotel Milles Collines, manages to save not only his immediate family, but more than 1200 other Tutsi and moderate Hutu refugees. Using only his verbal skills (and a few well chosen bottles of alcohol), he keeps everyone safe in the hotel for seventy-six days. The story of this remarkable feat is coupled with his personal history, as well as the history of a country that rose at a slow boil to a horrific conclusion while the rest of the world watched.
For students who have heard so often of the Holocaust, this may be a more immediate reminder of the horrors of war and the consequences of our actions and inaction. This engaging and short auto-biography reminds readers that genocide can and did happen again.
Title of Novel: Radiance
Author: Lambert, Shaena ISBN: 9780679313793 Copyright: 2007
Recommended for Grade(s): 11,12 Estimated readability: At Grade
Plot / Reasons for Recommendation
Keiko is a survivor of the nuclear attack at Hiroshima in World War II. She is chosen to represent the anti-nuclear cause in the United States and flown there. She is taken in by a couple in a home-stay situation. She becomes quite close with her home-stay family. The anti-nuclear project forces her to turn on her home-stay family in order to preserve the original purpose of her trip in a story of hope and betrayal. There is continual reference to the Cold War era.
This novel would appeal to a smaller percentage of students who may be interested in Cold War history and popular culture of the 1950s. The novel may be able to interest female students in Cold War history.
Title of Novel: Rooster
Author: Trembath, Don ISBN: 9781551432618 Copyright: 2005
Recommended for Grade(s): 10,11 Estimated readability: Below Grade
Plot / Reasons for Recommendation
Rooster, an underachieving high school student, has no direction in life until he is given an ultimatum – work with an adult special needs bowling team or don’t graduate from high school. Rooster chooses to work with adults and through his participation with the team, he not only develops dedication to, and appreciation for, the special group of adults, but also gains respect for himself.
Title of Novel: Smashed
Author: Zailckas, Koren ISBN: 9780143036470 Copyright: 2005
Recommended for Grade(s): 11,12 Estimated readability: At Grade
Plot / Reasons for Recommendation
Koren Zailckas, 24, examines her own alcohol abuse as a young teenager. She experiences out of control parties, blackouts, a trip to the hospital and the depression of the problems that impact her life until she is finally able to tackle her problems and right herself.
The author accurately points out that alcohol is a dominant force in our culture;
further, it is widely accepted and destructive to many young people. This subject is explored in an honest, personal manner which leaves many opportunities for important discussions. Without being overly didactic, the author finds solutions
and constructive ways to deal with her problems.
Title of Novel: Sold
Author: McCormick, Patricia ISBN: 9780786851720 Copyright: 2006
Recommended for Grade(s): 11,12 Estimated readability: Below Grade
Plot / Reasons for Recommendation
Lakshmi is a thirteen-year-old girl who lives with her family in a small hut in the mountains of Nepal. Her family is desperately poor. But when the harsh Himalayan monsoons wash away all that remains of the family's crops, Lakshmi's stepfather says she must leave home and take a job to support her family. He introduces her to a glamorous stranger who tells her she will find her a job as a maid working for a wealthy family in the city. Glad to be able to help, Lakshmi undertakes the long journey to India and arrives at "Happiness House" full of hope. But she soon learns the unthinkable truth: she has been sold into prostitution. An old woman named Mumtaz rules the brothel. She tells Lakshmi that she is trapped there until she can pay off her family's debt – then cheats Lakshmi of her meager earnings so she can never leave. Lakshmi becomes a nightmare from which she cannot escape. Still, she lives by her mother's words – "Simply to endure is to triumph" – and gradually she forms friendships with the other girls that enable her to survive in this terrifying new world. Then the day comes when she must make a decision – will she risk everything for a chance to reclaim her life? Written in spare and evocative prose, this powerful novel renders a world that is as unimaginable as it is real and a girl who not only survives but triumphs.
Title of Novel: Someday This Pain Will Be Useful To You
Author: Cameron, Peter ISBN: 9780374309893 Copyright: 2007
Recommended for Grade(s): 10,11 Estimated readability: At Grade
Plot / Reasons for Recommendation
This coming-of-age tale features a protagonist named James who is nearing graduation and struggles with his trying to find and love his true self. He deals with questions around sexuality and his academic future as well as his familial relationships. James is a loner with a strong voice, much like Holden Caulfield in Catcher in they Rye.
Title of Novel: Thirteenth Tale, The
Author: Setterfield, Diane ISBN: 9780385662857 Copyright: 2006
Recommended for Grade(s): 9,10,11,12 Estimated readability: At Grade
Plot / Reasons for Recommendation
Margaret Lea is a solitary soul who spends most of her time surrounded by books. She is an aspiring biographer and works for her father in his antiquarium bookstore in London. She appears to receive the offer of a lifetime in the form of a proposal by England's most reknowned and celebrated novelist, Vida Winter. Gravely ill, Vida Winter wants Margaret to write her biography. Intrigued by the mysterious Ms. Winter, Margaret agrees to this undertaking, not realizing the emotional and psychological toll this will have on both women. Family secrets and ghosts of the past will have to be confronted and put to bed before either Margaret or Vida can have any peace again. The novel is reminiscent of the gothic genre, full of plot twists, mystery and murder.
The novel has gothic elements that remind the reader of Jane Eyre and Wuthering Heights. Its mystery is engaging and appealing, with many plot twists and surprises along the way. The rich setting and atmosphere appeal to lovers of mystery and the gothic genre.
Title of Novel: Three Cups of Tea
Author: Mortenson, Greg / Relin, David Oliver ISBN: 9780143038252 Copyright: 2006
Recommended for Grade(s): 11,12 Estimated readability: At Grade
Plot / Reasons for Recommendation
Three Cups for Tea is the true story of Greg Mortensen who in 1993, failed to summit a mountain but ended up building schools in the most impoverished areas of Pakistan and eventually Afghanistan. Greg Mortensen, an avid American mountaineer, failed to find success on K2 but decends exhausted and lost, and finds his way to a local village in which the people welcome him and take care of him. After witnessing their poverty, he leaves promising to come back and build them a school. Over the next decade, he succeeds in building 55 schools, some especially for girls. Greg's story allows readers to witness his belief that it is through education and not war that battle with terroism is won.
The story of Greg Mortensen is the story of one man's pursuit of peace in the time of war. This book brings hope for a future for Pakistan, Afghanistan, and all other countries where education is deprived for any one of a myriad of reasons. Students will learn a great deal about tolerance, the culture of Pakistan and Afghanistan, terrorism, and the meaning of true aid. Through Greg's story, one comes to realize that one person can make a difference.
Title of Novel: Book of Negroes, The
Author: Hill, Lawrence ISBN: 9781554681563 Copyright: 2007
Recommended for Grade(s): 12 Estimated readability: Above Grade
Plot / Reasons for Recommendation
This novel tells the story of Aminata Diallo, a skilled midwife who is also able to read and write, and who survives kidnapping by slave traders at the age of 11. Aminata’s story spans six decades and three continents, dramatizing her tale of survival and migration. Born around 1745 in Mali, she is kidnapped as a child and sent across the Atlantic Ocean to South Carolina. She works on an indigo plantation and later as an urban slave before escaping her master in New York City. Aminata ends up serving the British as a midwife and scribe, recording in a British military ledger called the “Book of Negroes”, the names of thousands of fugitive slaves desperate to sail from New York before American patriots take control of the city. At the end of the war, Aminata sails with thousands of blacks to Nova Scotia and discovers that freedom in the British colonies is illusory and life just as dangerous as what she fled in the America. In 1792, she joins the first "back to Africa” movement and sails with 1,200 Black Loyalists to Sierra Leone. After a decade in Africa, she sails to England to advocate for the end of the slave trade and write her life story.
There are many reasons for recommending this novel:
1. This novel chronicles an important part of Canadian history, one that many students have likely not encountered.
2. The novel is beautifully crafted from and literary perspective.
3. The themes and issues are topical.
4. The characterization is powerful and diverse.
5. The narrative itself is gripping and captivating.
6. The events are portrayed realistically.
Title of Novel: Catch Me If You Can
Author: Abagnale, Frank W. ISBN: 9780767905381 Copyright: 1980
Recommended for Grade(s): 11,12 Estimated readability: Below Grade
Plot / Reasons for Recommendation
Catch Me If you Can is based on the true story of Frank W. Abagnale who, armed with numerous aliases, has come to be known as one of the most daring con men and escape artists in the world. Frank travels the world as a mere teenager, impersonating airline pilots, a professor, doctors, lawyer, and FBI agent in order to forge checks and con people to live a life of luxury.
Title of Novel: Cockeyed
Author: Knighton, Ryan ISBN: 9780143051855 Copyright: 2006
Recommended for Grade(s): 11,12 Estimated readability: At Grade
Plot / Reasons for Recommendation
When Ryan turns 18, he is diagnosed with a disease causing progressive blindness. His experiences of dating, falling in love, hiding and finally coming to terms with his disability offers insight into our culture, identity, and values.
This book deepens student's empathy of the disabled without any didactic aspects. Many students will like the fact that it's not too lengthy and that the author begins his engaging memoir as an adolescent student , concerned with such things as driving tests, dating and leaving home.
Any social considerations...
Ryan learns to drive while unseeing. He likes the mosh-pit at clubs because then he can dance and bump into people without embarrassment. His first love is a deaf woman---these tragicomical situations could be regarded by some as irreverent, but help to build his character and to give the reader insight into his issues.
Title of Novel: Five People You Meet in Heaven, The
Author: Albom, Mitch ISBN: 9781401308582 Copyright: 2003
Recommended for Grade(s): 10,11 Estimated readability: At Grade
Plot / Reasons for Recommendation
Eddie, an old man who works as the head maintenance man at the Ruby Pier amusement park, is killed trying to rescue a young girl from a car that comes loose from one of the rides and smashes to the ground. Eddie ascends to heaven and while there meets five different people who have, inadvertently or not, had a significant impact on his life. Through his meetings with these individuals the reader learns Eddie’s life history and Eddie learns how truly important his life on earth really was.
The Five People You Meet in Heaven is an engaging novel with much potential for discussion and critical thinking activities. As the novel explores the importance and value of each person’s contribution to the world, the novel would be excellent for any student who is confronting issues of self-esteem or self-worth. The novel would be an excellent tool to teach point of view as the perspective of several different characters is explored and the novel lends itself well to extension activities such as having students explore who might be the five people they would meet in heaven and what those people might tell them.
Title of Novel: Floor of the Sky, The
Author: Joern, Pamela Carter ISBN: 9780803276314 Copyright: 2006
Recommended for Grade(s): 11,12 Estimated readability: At Grade
Plot / Reasons for Recommendation
This novel, written for an adult audience, tells the story of teenager Lila, who must decide what to do with her un-born child. When she is sent to stay with her grandmother Toby in Nebraska, the reader is exposed to the complicated connections and relationships in Lila’s rural family, and the secrets that lie in Toby’s past.
The novel is a character study of both strong and weak individuals who struggle to make decisions about their future as they deal with the fallout from their past. In the background are the challenges of modern and contemporary rural life: issues such as teenage pregnancy, economic uncertainty, the rise of the superstore and agribusiness, illness, crystal meth addiction, infidelity, death, the role of faith, divorce, and a dominating father-figure.
Title of Novel: Girls, The
Author: Lansens, Lori ISBN: 9780676977967 Copyright: 2005
Recommended for Grade(s): 11,12 Estimated readability: At Grade
Plot / Reasons for Recommendation
The novel begins with a horrific tornado. Just as one child is snatched away by this storm, craniopagus conjoined twins, Rose and Ruby are born, then abandoned. Their life would have been very different, and most likely difficult, if Aunt Lovey and Uncle Stash did not adopt them. With their firm, loving guidance, Rose and Ruby grow up and experience what all girls do - the quest for acceptance, love, secrets, heartbreak, true joys and devasting losses. Throughout their journey together, Rose and Ruby are each other's greatest nemesis and ally. As their thirtieth birthday draws nearer, they realize how lucky they really are to have this incredible physical and emotional bond.
This novel addresses a number of important motifs - acceptance, alienation, love, strength, the power of secrets, fate, the concept of what is 'normal' and the importance of physical and emotional bonds. Lansens provides a wealth of topics for discussion and thought. After reading this novel, one cannot look at 'disability' in the same manner. The structure of the novel is also interesting. The alternating point of view clearly demonstrates how one event can and will be viewed differently. In addition, she creates strong images to convey setting, mood, emotional tone and character. This novel provides numerous insights into the complexity of the human condition.
Title of Novel: Glass Castle, The
Author: Walls, Jeannette ISBN: 9780743247542 Copyright: 2005
Recommended for Grade(s): 11,12 Estimated readability: Below Grade
Plot / Reasons for Recommendation
This powerful memoir is the story of a young woman's childhood. The narrator shares her experiences of living with an alcoholic father and a mother who likely suffered with some mental health issues. As a result of having unstable parents, the family lived in extreme poverty. Frequently, they were forced to move to varying parts of the USA.
This true story sheds light on the resiliency of the human spirit. The author's experiences show how complicated relationships truly are. Her parents, who were, by generally accepted standards, incompetent, also showed moments of unconditional love. As well, they were able to instill a love for learning in their children even though they were not always attending school and often did not have any food to eat.
While this memoir may seem bleak, it does provide the reader with hope. The narrator uses humour and her intelligence to respond to her circumstances. In the end, she, one of her sisters, and her brother, all grow into to capable adults who lead happy lives.
Title of Novel: Invisible Armies
Author: Evans, Jon ISBN: 9780002007696 Copyright: 2006
Recommended for Grade(s): 12 Estimated readability: At Grade
Plot / Reasons for Recommendation
Danielle, a wealthy American studying yoga in rural India, believes she is helping out a friend when she agrees to deliver a passport to an Indian woman living near a mine. After being abducted and imprisoned Danielle manages to escape with the help of Laurent, a mercenary involved in anti-globalization activism. She becomes a member of an eco-terrorist group fighting a transnational mining company which is poisoning thousands of impoverished Indian farmers. With the help of a group of computer hackers Danielle ultimately comes to recognize she cannot trust people she has believed share her desire to make the world a better place and that both sides in the conflict are hiding secrets they will do anything to protect.
This novel is a well-written, fast paced thriller, whose multiple surprise plot twists will keep readers wanting to know what will happen next. The examination of the effects of corporate exploitation will likely appeal to students who have an awareness of global issues. The detailed explanations of high tech Internet hacking will intrigue students interested in technology.
Title of Novel: Kind of Courage, A
Author: Heffernan, Colleen ISBN: 9781551433585 Copyright: 2005
Recommended for Grade(s): 10,11 Estimated readability: At Grade
Plot / Reasons for Recommendation
The story takes place from 1910 to 1918 and is set in the Canadian Prairie and is told in two voices. The first belongs to Hattie, a farm girl, and the second belongs to David, a city boy from a well to do family. Hattie's story explores loss suffered in war. Her mother is broken when her older brother enlists. While Hattie does her best to help with farm work, it is not enough. Father seeks outside help and brings a CO to the farm. The children are disgusted. The conscientious objector is David. His story explores belief and personal integrity. In an interesting twist of fate, it was his relationship with a German immigrant organist that made him aware of the biases around him that seemed based on emotion rather than fact. As the two story tellers lives become entwined, David's story prevails and he wins Hattie over with his courage.
While this is really a story of how war shapes lives, the focus on revealing the heart and mind of a conscientious objector adds a new dimension to the stories of war so many readers and historians know. This book helps to round out the study of war by presenting a new perspective.
Title of Novel: King Leary
Author: Quarrington, Paul ISBN: 9780385666015 Copyright: 1987
Recommended for Grade(s): 11,12 Estimated readability: Above Grade
Plot / Reasons for Recommendation
Ninety year old Percival Leary is invited to travel to King Leary night at the Toronto Gardens to make a commercial for ginger ale. He is accompanied by his alcoholic roommate, Blue Herman, and an orderly from the Home. While this is the narrative’s vehicle, most of the story is reminiscence about the friends, family and career of Leary, the King of hockey. Leary’s memories revolve around an unlikely trio who meet accidentally and go on to careers in professional hockey. Leary recalls the dynamics among the three as he and Manny Oz become hockey players under the unlikely influence of the Bowmanville monks, and Clay Bors Clinton works his way, rather unethically, to becoming manager of the Toronto Leafs. The two stories entwine in the furtive aging mind of Percival Leary. His memories are punctuated by his and Manny’s early athletic pursuits as they skate their way to becoming legends – especially in Percival’s mind. He methodically revisits their respective romances, marriages and families and, darkly, Manny’s fall into alcoholism. The presence of Clay Bors Clinton in their lives casts a long and pervasive shadow. Eventually, Leary’s moments of nostalgia blur with his present reality and impending death, and ghosts begin to accompany his every move.
A passion for hockey infuses the story; this aspect will be most appealing to hockey lovers; however, the game’s history and the changes it has undergone are obvious directions for study. Connections can be made to hockey personalities of the past.
*****0R Finnie Walsh by Stephen Galloway—it may be easier to read. He is a BC author.
Title of Novel: Life of Pi
Author: Martel, Yann ISBN: 9780676973778 Copyright: 2001
Recommended for Grade(s): 11,12 Estimated readability: Above Grade
Plot / Reasons for Recommendation
Life of Pi is a story of survival divided into three parts. Part I establishes the background of the protagonist and his voice, that of an adult recalling an incredible experience. Pi’s formative years occur in India, where he learns that animals are conditioned creatures of habit and that true religion is based on loving God. Part II, the longest section in the novel, deals with Pi's physical ordeal at sea and his psychological survival. Initially, Pi finds himself adrift in a lifeboat accompanied by a zebra, a hyena, an orangutan and a Bengal tiger. After a terrifying struggle for dominance among the animals, Pi manages to keep the 450 lb. cat content and subservient for 227 days. While the reader is drawn into the realism of Pi's relationship with the tiger, the latter events of Part II become surreal when Pi and the tiger encounter a mysterious stranger adrift at sea, and then a carnivorous island. Part III serves as the denouement, where Pi washes ashore in Mexico and is interrogated in his hospital bed by Japanese insurance investigators. They badger Pi for a plausible story, leaving all to question what actually happened during Pi's adventure at sea.
Life of Pi is a powerful novel dealing not only with a boy's coming of age and understanding of his place in the universe, but also with the promotion of tolerance and acceptance.
Title of Novel: Lullabies For Little Criminals
Author: O'Neill, Heather ISBN: 9780060875077 Copyright: 2006
Recommended for Grade(s): 11,12 Estimated readability: Above Grade
Plot / Reasons for Recommendation
Baby, thirteen, lives with her heroin addicted father in Montreal. She becomes involved with drugs and prostitution, yet retains her spirit. In the end, she realizes that redemption must come from within.
O'Neill's novel presents a side of street life not often seen in novels. While not left with the idea that drugs and prostitution are acceptable lifestyles, the reader comes to see that they are a reality for some people. Through rich character development of Baby, we come to understand that life is complex, people can still retain their humanity in troubling situations, and that there are no simple answers in life. Ultimately, the novel provides hope. It deals with themes such as the need for love and acceptance, acceptance of a parent's inability to parent, and redemption. This novel will provide topics for many rich discussions.
Title of Novel: Million Little Pieces, A
Author: Frey, James ISBN: 9780307276902 Copyright: 2003
Recommended for Grade(s): 12 Estimated readability: At Grade
Plot / Reasons for Recommendation
Frey’s autobiography, which he now admits to embellishing, deals with his time spent in a treatment centre after reaching his “bottom” of drug and alcohol abuse. During his time at the centre, Frey comes to terms with his past, formulates his own sense of what ‘recovery’ will look like for himself, and forms strong, healing and lasting friendships with the diverse cast of characters in his recovery unit.
Despite the very lengthy list of cautions that this novel warrants, and some particularly challenging segments, taken on the whole, at no point do any of the considerations outweigh the tremendous value of this novel. It contains rich, deep and complex characters, portrays multiple worthy themes, and is written in an extremely engaging and compelling style. This book has proven very popular with grade 11 and 12 students; it has been particularly gripping for young men, who are often hard to engage in reading. Frey handles the topic of this book with a grittiness and realism that serves to clearly represent the dark world of addiction.
Title of Novel: Namesake, The
Author: Lahiri, Jhumpa ISBN: 9780618485222 Copyright: 2003
Recommended for Grade(s): 10,11,12 Estimated readability: At Grade
Plot / Reasons for Recommendation
The Namesake begins in India and builds up narrative momentum immediately with an arranged marriage and a deadly train crash. But the story quickly shifts to 1968 Boston where the Ganguli family have moved to begin a new and promising life. Soon Ashima Ganguli is pregnant, and a son, Gogol Ganguli, becomes the beloved first addition to their family and a symbol of their new hope. But as he grows up, Gogol seemingly rejects first his name, which he perceives as foreign and foolish, and then further markers of his Bengali heritage. It is his precarious and often exhausting negotiation of old world traditions balanced against new world habits that forms the central motif of the story. Lahiri paints an intimate collection of almost mundane suburban scenes that, bound together, illustrate an expansive family landscape where bonds cannot be broken, even across oceans.
The Namesake is a sensitive portrayal of the difficulties many first-generation young people face when struggling to balance the pull of their parents' old world values and the new world values of their birthplace. Students of recent immigrant families will likely recognize and sympathize with some of Gogol's dilemmas as he tries to fit in, beginning with changing what he perceives is his awkward first (pet) name. Not understanding the import and tradition behind his name becomes a central metaphor for the novel. Lahiri is able to render Gogol's frustration and anger in realistic ways, while maintaining the reader's sympathy for the struggles of Gogol's parents as they do their best to negotiate a world whose rules often bemuse and confuse them. Rich and multi-layered character portraits avoid cliches and maintain student interest as the teen protagonist moves from childish naivete, through embarrassment and shame, to pride and maturity.
Title of Novel: Never Let Me Go
Author: Ishiguro, Kazuo ISBN: 9780676977110 Copyright: 2005
Recommended for Grade(s): 11 Estimated readability: At Grade
Plot / Reasons for Recommendation
As children, Kathy, - the rather naive narrator - Ruth, and Tommy were students at Hailsham, an exclusive boarding school secluded in the English countryside. It was a place of mercurial cliques and mysterious rules. Eventually, the characters understand that they have actually been cloned so that their organs can be harvested, if need be, for the person from whom they have been cloned. The plot moves from the students' youth to their young adulthood as organ donors or "carers" and their "completions", once their bodies are no longer able to function with multiple missing organs.
Students are likely to relate to the portrayal of a naive narrator who questions her own growing sexuality; who describes her dilemmas with cliques and friendships that thrive or disintegrate because of petty squabbles; and who displays stereotypical attitudes toward the institution of school and teachers who appear to be either old and fusty or young and heroic.
Title of Novel: Ordinary Man, An
Author: Rusesabagina, Paul ISBN: 9780143038603 Copyright: 2006
Recommended for Grade(s): 11,12 Estimated readability: At Grade
Plot / Reasons for Recommendation
During the 1994 Rwandan genocide, Paul Rusesabagina, the manager of the upscale Hotel Milles Collines, manages to save not only his immediate family, but more than 1200 other Tutsi and moderate Hutu refugees. Using only his verbal skills (and a few well chosen bottles of alcohol), he keeps everyone safe in the hotel for seventy-six days. The story of this remarkable feat is coupled with his personal history, as well as the history of a country that rose at a slow boil to a horrific conclusion while the rest of the world watched.
For students who have heard so often of the Holocaust, this may be a more immediate reminder of the horrors of war and the consequences of our actions and inaction. This engaging and short auto-biography reminds readers that genocide can and did happen again.
Title of Novel: Radiance
Author: Lambert, Shaena ISBN: 9780679313793 Copyright: 2007
Recommended for Grade(s): 11,12 Estimated readability: At Grade
Plot / Reasons for Recommendation
Keiko is a survivor of the nuclear attack at Hiroshima in World War II. She is chosen to represent the anti-nuclear cause in the United States and flown there. She is taken in by a couple in a home-stay situation. She becomes quite close with her home-stay family. The anti-nuclear project forces her to turn on her home-stay family in order to preserve the original purpose of her trip in a story of hope and betrayal. There is continual reference to the Cold War era.
This novel would appeal to a smaller percentage of students who may be interested in Cold War history and popular culture of the 1950s. The novel may be able to interest female students in Cold War history.
Title of Novel: Rooster
Author: Trembath, Don ISBN: 9781551432618 Copyright: 2005
Recommended for Grade(s): 10,11 Estimated readability: Below Grade
Plot / Reasons for Recommendation
Rooster, an underachieving high school student, has no direction in life until he is given an ultimatum – work with an adult special needs bowling team or don’t graduate from high school. Rooster chooses to work with adults and through his participation with the team, he not only develops dedication to, and appreciation for, the special group of adults, but also gains respect for himself.
Title of Novel: Smashed
Author: Zailckas, Koren ISBN: 9780143036470 Copyright: 2005
Recommended for Grade(s): 11,12 Estimated readability: At Grade
Plot / Reasons for Recommendation
Koren Zailckas, 24, examines her own alcohol abuse as a young teenager. She experiences out of control parties, blackouts, a trip to the hospital and the depression of the problems that impact her life until she is finally able to tackle her problems and right herself.
The author accurately points out that alcohol is a dominant force in our culture;
further, it is widely accepted and destructive to many young people. This subject is explored in an honest, personal manner which leaves many opportunities for important discussions. Without being overly didactic, the author finds solutions
and constructive ways to deal with her problems.
Title of Novel: Sold
Author: McCormick, Patricia ISBN: 9780786851720 Copyright: 2006
Recommended for Grade(s): 11,12 Estimated readability: Below Grade
Plot / Reasons for Recommendation
Lakshmi is a thirteen-year-old girl who lives with her family in a small hut in the mountains of Nepal. Her family is desperately poor. But when the harsh Himalayan monsoons wash away all that remains of the family's crops, Lakshmi's stepfather says she must leave home and take a job to support her family. He introduces her to a glamorous stranger who tells her she will find her a job as a maid working for a wealthy family in the city. Glad to be able to help, Lakshmi undertakes the long journey to India and arrives at "Happiness House" full of hope. But she soon learns the unthinkable truth: she has been sold into prostitution. An old woman named Mumtaz rules the brothel. She tells Lakshmi that she is trapped there until she can pay off her family's debt – then cheats Lakshmi of her meager earnings so she can never leave. Lakshmi becomes a nightmare from which she cannot escape. Still, she lives by her mother's words – "Simply to endure is to triumph" – and gradually she forms friendships with the other girls that enable her to survive in this terrifying new world. Then the day comes when she must make a decision – will she risk everything for a chance to reclaim her life? Written in spare and evocative prose, this powerful novel renders a world that is as unimaginable as it is real and a girl who not only survives but triumphs.
Friday, January 29, 2010
"The Rwanda Girl Who Refused To Die," and "Children of the Genocide."
In the article, "The Rwanda Girl Who Refused To Die," the author re-counts her interactions with a young girl that had the horrible misfortune of seeing and experiencing the Genocide. I think the author did a very good job at telling the story as if she were just talking to you, the reader. She used words such as brutality and evil, as well as terrifying, killing and hatred to express the utter devastation of the Genocide. The author integrated imagery into the article by using actual experiences from the children she encountered.
" First they asked people to hand over their money, saying they would spare those who paid. But after taking the money they killed them anyway. then they started to throw grenades. I saw a man blown up in the air, in pieces, by a grenade. The leader said that we were snakes and that to kill snakes you had to smash their heads."
This one quote alone shows the utter brutality of the Genocide. Further in the article the author explains how the Genocide still affects the girl.
"The aunt told me that Valentina has a recurring dream. She imagines her mother coming in the middle of the night. They embrace and then Valentina shows her mutilated hand to her mother, saying: "Mother, look what's become of me. Look what has happened to me." And Valentina wakes up crying and sees that her mother has vanished into the darkness. Then she remembers that her mother is dead and gone forever."
The poor girl still lives with the memories of her brother and father being murdered, as well as the image of her mother laying unmoving and expressionless on the street. This is a perfect example of how the author conveys darkness and evil. Furthermore, she explains that the children would see their friends, and neighbors apart of the horrible killings.
Beth Macklin
" First they asked people to hand over their money, saying they would spare those who paid. But after taking the money they killed them anyway. then they started to throw grenades. I saw a man blown up in the air, in pieces, by a grenade. The leader said that we were snakes and that to kill snakes you had to smash their heads."
This one quote alone shows the utter brutality of the Genocide. Further in the article the author explains how the Genocide still affects the girl.
"The aunt told me that Valentina has a recurring dream. She imagines her mother coming in the middle of the night. They embrace and then Valentina shows her mutilated hand to her mother, saying: "Mother, look what's become of me. Look what has happened to me." And Valentina wakes up crying and sees that her mother has vanished into the darkness. Then she remembers that her mother is dead and gone forever."
The poor girl still lives with the memories of her brother and father being murdered, as well as the image of her mother laying unmoving and expressionless on the street. This is a perfect example of how the author conveys darkness and evil. Furthermore, she explains that the children would see their friends, and neighbors apart of the horrible killings.
Beth Macklin
RESPONSE TO THE TWO ARTICLES
I read the stories, Children of the Genocide, and The Girl Who Refused to Die.
Explain how the authors convey and integrate imagery, setting and work on mood.
In both stories, each author describes what they each saw when they visited Rwanda, and the horrors they experience while they were there. You can almost see what they saw, as they describe the murder, and destruction that occured there. you can feel a dark mood coming from the author as they each retell their tale's.
Think and explain the techniques the authors are using-are the articles similar or different?How are the authors conveying the sense/tone of evil? ex. word choice, images etc…What patterns in society or contexts contribute to the layers you are seeing?
Both articles are similar in the sense that they both talk about what the children of Rwanda experienced during the genocide. In the article about the girl named Valentina, we hear about what happened to the children though her story. The Hutu's slaughtered everyone, and children were not an exception. Children of all ages were murdered cruelly in various ways by heartless soldiers. This shows great evil in the Hutu people.
How do the authors convey the evil, darkness in humanity? Events, people, imagery,setting etc.
When the authors describe what happened in Rwanda, we get both feelings of evil and darkness, and we get a picture of the setting of the post genocide Rwanda.
What impacted you the most and why?
The thing that impacted me most is when Valentina described what happened inside the church. At one point she says that they cut open a pregnant woman, then took the infants and drowned them in human refuse, really affected me greatly because of the fact that anyone could be so cruel as that.
Victoria V.
The Rwandan Girl Who Refused to Die:
By reading this short story you start to realize that evil and darkness does exist. The author does good job at describing what the child went through and making you picture the darkness within the town. By explaining how the child was witnessing everything and was apart in getting hurt you feel and understand what was going on in that time. Valentina was a 13 year old girl when her family had been killed in a massacre carried out by Hutu soldiers and a militiamen a few weeks before in the nearby parish of Nyarubuye. The evil in this story took Valentina's life away and she will never be able to regain it. She is lost because of the darkness. The author does a great job in making you understand emotionally what the survivors are going through even though we have yet to experience anything as harsh and devastating. When the author clearly explains the scenes of the 4 day killing you automatically get a visual in your mind of what was happening. The author at one point started talking about how some of the children would pretend they were dead to fool the killers. After that part in the story I started to imagine what I would do if I was ever faced with evil or darkness like that. However, the author makes me wonder if anything can beat evil or darkness? The part that impacted me the most was the describing of the killing and thinking that children actually saw their families being killed and could do nothing about it. This makes me upset because I could never even begin to think that if I was faced upon by evil or darkness I would do anything I could just to try and save my family from it.
"These children were faced with having to deal with feeding themselves, clothing themselves, whether they went to school or not and just determining their own future," The author of this story gives you the overall understanding of how the children were affected by the killing and what was left of it. When the author writes statuses you begin to wonder why the evil chose the people they killed? Also I started to think about the setting of the rest of the children's lives, whether they'd be okay or suffering everyday till death. "In the wake of the killings, at least half a million had been killed and over two million had been forced to flee." I think this story does a good job in telling you what happened and how everyone, especially the children were affected. The part that impacted me the most was all the information on how many were killed and hurt because of this. As well as how many lives were affected and what the children are left to deal with now.
By Hillary Wolthers
Children Of Rwanda's Genocide
So my essential question is "What does power have to do with fairness and justice?". My first story was Children Of Rwanda's Genocide. My essential question connects with this because the hutu militia had lots of power and were not put to justice for killing hundred of thousand of tutsis. The Hutus were able to take control of Rwanda and did not meet any justice for their relentless killing spree. What was worse was that the Hutus really destroyed the lives of thousands of kids. The author really conveyed imagery and setting through the mood by telling us about their densely populated country being slaughtered by the Tutsis. It made me think that the conditions were absolutely horrible. My second story was The Rwandan Girl Who Refused To Die. My essential question connects to this story because the Hutu militia who entered the church massacred everyone there and showed no mercy even to children. The militia had tremendous power over everyone and fairness, and justice was obviously unachievable because the militia could not be stopped. The author conveyed imagery and setting through the mood by telling us the story about this 13 year old girl who was injured and got to witness her family and friends being killed. The mood I think is extremely depressing when the author describes Valentina's harsh wounds. I believe the two articles are similar because they were both about the cruel genocide in Rwanda and describe horrible and disturbing stories. Both of the authors convey evil when they describe the actions the militia is doing, the authors then tell us about the outcome of the militia's actions and they are often disturbing. One other thing the authors conveyed was the lack of humanity by the Hutus. Their militia killed many men, women, and children like it did not matter to them.
Thursday, January 28, 2010
In class media critique for Friday jan 29
In class today you are to read any of the two articles linked below. Then, I would like for you to write on your blog or on paper and post or submit by the end of class how the articles address an EQ of your choosing. Please make sure that you support your answer with specific evidence that you explain. I also want you to think about the different layers exposed in the article to help you see the depth.
BBC- select one of the 3 stories. This counts as 1 of the choices.
Children of the Genocide
The Rwandan Girl Who Refused to Die
10-years-later-in-rwanda-the-dead-are-ever-present
- Explain how the authors convey and integrate imagery, setting and work on mood.
- Think and explain the techniques the authors are using-are the articles similar or different?How are the authors conveying the sense/tone of evil? Eg word choice, images etc…What patterns in society or contexts contribute to the layers you are seeing?
- Remember to keep thinking about all the layers in the texts and how they are similar and/or different. Back up and explain your examples!!!!!!
- How do the authors convey the evil, darkness in humanity? Events, people, imagery,setting etc
- What impacted you the most and why?
BBC- select one of the 3 stories. This counts as 1 of the choices.
Children of the Genocide
The Rwandan Girl Who Refused to Die
10-years-later-in-rwanda-the-dead-are-ever-present
Wednesday, January 27, 2010
Sweeny Todd
The movie we chose was Sweeny Todd. There are many factors that can contribute to how characters can represent darkness. In Sweeny Todd, the dialogue and lyrics in the movie was very depressing and evil. It always talked about having revenge, and killing, and how no body deserved to live. Their physical appearance was also big because it gave you an idea of what kind of character they were from the first time you saw them. For example, the dark long clothes, the hair, their pale skin, their dark make up, and above all the seriousness and anger on their faces, especially, during or while they were committing the murders. You can also tell that they were bad by the way they were put in their setting. When they were on a nice bright beach, or on a boardwalk in the sun, they would still have a unique look to them that just called out evil. A character can also represent darkness by the actions that they perform.
Brianne and Stephanie
Tuesday, January 26, 2010
Saving Private Ryan
The movie I chose to use is Saving Private Ryan.
My question is: How does the film maker convey evil or darkness?
In Saving private Ryan, Steven speilberg really brings forth darkness in a few ways. The first I noticed was the always overcast skies and the overall lack of brightness throughout the movie. Even when the sky was sunny the scenes still felt dark. I think he made it this way to always make the scenes have a depressing somber tone. Another way darkness was brought forward was through the shooting and the killing scenes. This movie definitely had a lot of that because he wanted to remind us of the realities of World War 2.
My question is: How does the film maker convey evil or darkness?
In Saving private Ryan, Steven speilberg really brings forth darkness in a few ways. The first I noticed was the always overcast skies and the overall lack of brightness throughout the movie. Even when the sky was sunny the scenes still felt dark. I think he made it this way to always make the scenes have a depressing somber tone. Another way darkness was brought forward was through the shooting and the killing scenes. This movie definitely had a lot of that because he wanted to remind us of the realities of World War 2.
Monday, January 25, 2010
Mulan- :D
How can a character represent darkness?
In classic disney style, a character represents darkness and evil very clearly. In Mulan, Shan yu (leader of the Huns) was always shown in a dark/dull enviroment. Also, it seemed as though he was constantly being followed by a cloud, so tat even when he is in a scene with the good guys, he still appears to be shadowed. Furthermore, the general shape of his face and body makes him look inhumane (his sharp features and large frame). A charaters darkness is not just shown through appearence. It can also be shown through voice and personality. For example, Shan yu's voice is very deep and raspy giving him an even scarier feel. Also his actions showed how dark he was. For instance, there is a scene in the movie where the Huns capture 2 members of the imperial army. In this scene, Shan yu tells the captured men to return to the emperor with a message. As the men leave, Shan yu gets one of his men to shoot one of the captured men because "It only takes one man to deliver a message." This action alone shows just how cruel and evil Shan yu was.
Mulan clips
Shan yu:
In classic disney style, a character represents darkness and evil very clearly. In Mulan, Shan yu (leader of the Huns) was always shown in a dark/dull enviroment. Also, it seemed as though he was constantly being followed by a cloud, so tat even when he is in a scene with the good guys, he still appears to be shadowed. Furthermore, the general shape of his face and body makes him look inhumane (his sharp features and large frame). A charaters darkness is not just shown through appearence. It can also be shown through voice and personality. For example, Shan yu's voice is very deep and raspy giving him an even scarier feel. Also his actions showed how dark he was. For instance, there is a scene in the movie where the Huns capture 2 members of the imperial army. In this scene, Shan yu tells the captured men to return to the emperor with a message. As the men leave, Shan yu gets one of his men to shoot one of the captured men because "It only takes one man to deliver a message." This action alone shows just how cruel and evil Shan yu was.
Mulan clips
Shan yu:
Movie respose: Disturbia
I chose the movie Disturbia, which is about a boy who is put under house arrest and during that time, Kale discovers that the new neighbour, Mr. Turner, is responsible of the countless number of missing women.
I chose to answer the EQ: How can a character represent darkness?
I find that a character can display or give the impression of darkness mostly through their actions. In this movie, the person who displayed the most darkness was Mr. Turner because he showed no mercy towards innocent and helpless women. He also represented darkness by deceiving people giving the impression that we was a harmless and friendly neighbour. He took the lives of the innocent with no justified reason. Mr. Turner is a very dark and evil man because he inflicts pain on others for his own pleasure.
Celeste
I chose to answer the EQ: How can a character represent darkness?
I find that a character can display or give the impression of darkness mostly through their actions. In this movie, the person who displayed the most darkness was Mr. Turner because he showed no mercy towards innocent and helpless women. He also represented darkness by deceiving people giving the impression that we was a harmless and friendly neighbour. He took the lives of the innocent with no justified reason. Mr. Turner is a very dark and evil man because he inflicts pain on others for his own pleasure.
Celeste
Pearl Harbor - Jessie and Christine
This is a link to a clip from the movie Pearl Harbor. It is the part ofthe movie when the Japanese attack Pearl Harbor.
There are many layers of context in this film. First of all there is the story of the two childhood friends who fall in love with the same woman. Then there is the bigger picture, the second world war; the attack on Pearl Harbor and multiple other attcks that Rafe and Danny take part in. This film takes place All over the world, in japan, the united states and in Europe.
Sunday, January 24, 2010
Blood Diamond
The expressions of darkness that had the most impact on me was the way that they would take lives and torture innocent citizens to have posessions over diamond's. They would capture villages, and kill the young and the weak who can't work, and take the strong one's to use them as slaves to find more diamond's. Also, they would take some of the little boys, and brainwash them into thinking that all the innocent people are evil, and to kill them by giving them guns. This impacted me the most because they were being unfair to the society in general, and making everyone around scared, not knowing if they will attack they're village or not.
This movie expresses darkness and evil in many ways, and is a good movie for showing how these traits can be involved.
This movie expresses darkness and evil in many ways, and is a good movie for showing how these traits can be involved.
Silence of the Lambs.
Watching this movie for the first time kind of gave me the creeps, and the expression of darkness that had the most impact on me was the way Hannibal Lector talked to others. It had this eerie feeling that gave chills up my spine because he talked so confidently. Too confidently, and that's what scared me about him, and you just knew he was evil. Another expression of darkness that intrigued me was the instant image of the two police guards, one hanging, and one almost dead on the ground. They were covered in blood, and it looked horrifying. It hurt me, and scared me! They were but up, and the one hanging looked like the killer, Hannibal had made the killing look like art! It was disgusting and too scary and dark for my eyes. =(
~Krista
~Krista
Movie Response: LOTR
For me, the expression of darkness most poignant was that it can consume even the best of us, given enough time. Frodo was chosen because he was least resistant to the lure of power by the ring, but even his resolve broke down as he tried to keep it for his own. This impacts me the most because I think we all know of someone who we believe is wholly good and can keep on going no matter what the hardships, yet it is shown that it isn't entirely true. They do have moments of weakness, just like every one of us. We all aren't invincible, and we need to realize that.
ryan and mitch's movie responce
we watched the movie District 9 and the question we chose to answer was:
How does the film maker convey evil or darkness?
The film maker shows evil and darkness through the setting, plot, and the imagery. The setting is the slums. Its disgusting, full of garbage,disease, prostitution, war, and just filth. Its a hell hole. The governments murderous activities to a new race of "prawns" (aliens) almost seems racist. They take control and kill all aliens that show resistance. The image that stuck out to us displaying evil was when Wikus (the main character) had to brutally murder a prawn for absolutely no gain. Another strong image was when a prawn was in a government medical lab and came across his best friends dissected body. It was actually quite sad to see.
How does the film maker convey evil or darkness?
The film maker shows evil and darkness through the setting, plot, and the imagery. The setting is the slums. Its disgusting, full of garbage,disease, prostitution, war, and just filth. Its a hell hole. The governments murderous activities to a new race of "prawns" (aliens) almost seems racist. They take control and kill all aliens that show resistance. The image that stuck out to us displaying evil was when Wikus (the main character) had to brutally murder a prawn for absolutely no gain. Another strong image was when a prawn was in a government medical lab and came across his best friends dissected body. It was actually quite sad to see.
Friday, January 22, 2010
The setting and context of this film are, everyone is out for themselves, living in a poor location they all have next to nothing and need everything. Everyone is in distressed because the country in politically unstable. People are constantly hoping and praying the rebels don't take them or their families. The people are constanly living in horror of the evil and darkness.
By Hillary Wolthers & Victoria VanderBos
By Hillary Wolthers & Victoria VanderBos
Tuesday, January 19, 2010
Movie Project
Homework
Individually or with a partner find a movie on “evil” or “darkness” and share a short (5min) presentation (formative).
1.A brief synopsis of the plot
2.A discussion of one of the following questions:
What are the layers of context/setting in this film?
How does the filmmaker convey evil or darkness? Is it through the plot, imagery, characters, setting? What expressions of darkness had the most impact on you and why?
How can a character represent darkness?
3. A connection-What can you connect your film to and why-please be sure to explain in detail. (T-T, T-S, T-W)
If you can find a quick clip of the movie, please post it on the class blog.
On the class blog please post in writing your thoughts to one of the questions It may be a comment to another’s movie posting. It can be your reaction, your opinion, your thoughts on the way the media has tackled our EQ’s. You may have seen something else in their movie and may want to enrich it.
What are the layers of context/setting in this film?
What expressions of darkness had the most impact on you and why?
Individually or with a partner find a movie on “evil” or “darkness” and share a short (5min) presentation (formative).
1.A brief synopsis of the plot
2.A discussion of one of the following questions:
What are the layers of context/setting in this film?
How does the filmmaker convey evil or darkness? Is it through the plot, imagery, characters, setting? What expressions of darkness had the most impact on you and why?
How can a character represent darkness?
3. A connection-What can you connect your film to and why-please be sure to explain in detail. (T-T, T-S, T-W)
If you can find a quick clip of the movie, please post it on the class blog.
On the class blog please post in writing your thoughts to one of the questions It may be a comment to another’s movie posting. It can be your reaction, your opinion, your thoughts on the way the media has tackled our EQ’s. You may have seen something else in their movie and may want to enrich it.
What are the layers of context/setting in this film?
What expressions of darkness had the most impact on you and why?
Friday, January 15, 2010
Why do people do evil things?
You have read a short story. Think about all the techniques the author used to convey a sense of "darkness" evil, or violence. Write a response either on your blog, as a comment to this post, or handed in as a journal entry. Think about what impacted you the most and why? How did the author do it? Use the questions to guide you and bring in SPECIFIC EXAMPLES FROM THE TEXT TO SUPPORT YOUR ANSWER.
Thursday, January 14, 2010
Short stories
Find a copy of one the stories and listen to it on the internet or read it on line.
YOU will need to record your thoughts in a summary response on either the class blog or your personal blog!!! This is a formative piece of writing.
“The Destructors”-Graham Greene The Destructors
“The Cask of Amontillado”- Edgar Allan Poe The Cask of Amontillado
Lit 2 Go will help you
As you read make note of how the authors convey and integrate imagery, setting and work on mood.
What techniques are the authors using?
How is the setting developed?
How is the author conveying the sense/tone of evil? Eg word choice, images etc…
Is it the character that is the symbol/representation of evil?
What factors contributed to the characters actions?
What patterns in society or contexts help and/or hinder the characters behaviours?
What are the roots of this persons behaviours?
Think about layers…
Is the evil, darkness conveyed through;
plot
imagery
characters
setting
What impacted you the most and why?
YOU will need to record your thoughts in a summary response on either the class blog or your personal blog!!! This is a formative piece of writing.
“The Destructors”-Graham Greene The Destructors
“The Cask of Amontillado”- Edgar Allan Poe The Cask of Amontillado
Lit 2 Go will help you
As you read make note of how the authors convey and integrate imagery, setting and work on mood.
What techniques are the authors using?
How is the setting developed?
How is the author conveying the sense/tone of evil? Eg word choice, images etc…
Is it the character that is the symbol/representation of evil?
What factors contributed to the characters actions?
What patterns in society or contexts help and/or hinder the characters behaviours?
What are the roots of this persons behaviours?
Think about layers…
Is the evil, darkness conveyed through;
plot
imagery
characters
setting
What impacted you the most and why?
Our Essential questions for the unit
Does evil or fear lead one to the following; experience of violence, infliction of violence and/or observation of violence?
Why is it important for people and cultures to construct narratives about their experiences?
What does power have to do with fairness and justice?
Are we implicated in injustice and what can we do about it?
What allows some individuals to take a stand against prejudice/oppression while others choose to participate in it?
How can a reader/viewer infer the author’s intentions based on the text?
In what ways are narratives influenced by bias and perspective?
What is the relevance of studying multi texts?
How does the media shape our view of the world/ ourselves?
How does the study of fiction and nonfiction texts help individuals construct their understanding of reality?
Why is it important for people and cultures to construct narratives about their experiences?
What does power have to do with fairness and justice?
Are we implicated in injustice and what can we do about it?
What allows some individuals to take a stand against prejudice/oppression while others choose to participate in it?
How can a reader/viewer infer the author’s intentions based on the text?
In what ways are narratives influenced by bias and perspective?
What is the relevance of studying multi texts?
How does the media shape our view of the world/ ourselves?
How does the study of fiction and nonfiction texts help individuals construct their understanding of reality?
Enduring Understandings for the Unit
Our perceptions around evil, war, and violence are influenced by our contexts and our experiences.
People and cultures construct narratives about their experiences.
What we create is a representation of what we think and believe; our representations of meaning can be constructed consciously or unconsciously.
A good thinker uses interpretations, analysis, synthesis, and evaluation to deepen and enhance understanding.
People and cultures construct narratives about their experiences.
What we create is a representation of what we think and believe; our representations of meaning can be constructed consciously or unconsciously.
A good thinker uses interpretations, analysis, synthesis, and evaluation to deepen and enhance understanding.
The Essay is in and we are back.......
Here we go again. You will be able to check here for some of the work we have covered in class and to view comments of what occurred in class each day. (The daily log).
I am going to link the 3 video clips I showed in class to start our unit. This way you can see them at home.
Good Bye Earl
The Saddest Song I've Got Annie Lennox I didn't get a chance to show you this one in class.
Angel Sarah McLachlan
Good Bye Saigon Billy Joel
Here are the questions for you to think about and to help you with your placemat:
What do these terms mean?
What do they feel like?
What do they sound like?
What do they look like?
How are evil, violence, war, darkness demonstrated in society?
How are they influenced, supported, and manifested in society?
Why do they exist?
I am going to link the 3 video clips I showed in class to start our unit. This way you can see them at home.
Good Bye Earl
The Saddest Song I've Got Annie Lennox I didn't get a chance to show you this one in class.
Angel Sarah McLachlan
Good Bye Saigon Billy Joel
Here are the questions for you to think about and to help you with your placemat:
What do these terms mean?
What do they feel like?
What do they sound like?
What do they look like?
How are evil, violence, war, darkness demonstrated in society?
How are they influenced, supported, and manifested in society?
Why do they exist?
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