Samples for Independent Reading ENGLISH II AND III HONORS LIZABETH THOMPSON, ENGLISH DEPARTMENT What is included: The following slides contain examples of passages and samples that represent the different types of project choices. Some passages have been used to create several different examples. One Passage, Two Entry Samples Passage from Night: “Within a few minutes, the camp looked like an abandoned ship. Not a living soul on the paths. Near the kitchen, two cauldrons of steaming hot soup had been left, half full. Two cauldrons of soup, right in the middle of the path, with no one guarding them! A feast for kings, abandoned, supreme temptation! Hundreds of eyes looked at them, sparkling with desire. Two lambs, with a hundred wolves lying in wait for them. Two lambs without a shepherd—a gift. But who would dare? Terror was stronger than hunger. Suddenly we saw the door of Block 37 open imperceptibly. A man appeared, crawling like a worm in the directions of the cauldrons. Hundreds of eyes followed his movements. Hundreds of men crawled with him, scraping their knees with his on the gravel. Every heart trembled, but with envy above all. This man had dared. … … Jealousy consumed us, burned us up like straw. We never thought for a moment of admiring him. Poor hero, committing suicide for a ration of soup! In our thoughts we were murdering him” (Wiesel 56-57). Sample Entry 1: Golden Lines Quote: “Two lambs, with a hundred wolves lying in wait for them. Two lambs without a shepherd—a gift” (Wiesel 56). Explanation (author’s tools/literary devices): This quote has three interesting metaphors and some irony. The metaphors are the lambs, wolves and shepherd. The lambs represent the cauldrons of soup and the wolves represent the Jews, who deprived of food, stand looking hungrily at the unguarded pots of soup. The shepherd represents the Nazi guards that would have protected soup under normal circumstances. The irony is that the passive Jews who have been suffering under inhumane conditions are actually being compared to aggressive wolves while the ones who have inflicted all this pain and terror—the Nazis—are characterized as the peaceful shepherds. Sample Entry 2: Plot cartoon/scrapbook See photo posted on the board for the scrapbook “entry.” Quote/Caption: “Within a few minutes, the camp looked like an abandoned ship. Not a living soul on the paths. Near the kitchen, two cauldrons of steaming hot soup had been left, half full. Two cauldrons of soup, right in the middle of the path, with no one guarding them! A feast for kings, abandoned, supreme temptation! Hundreds of eyes looked at them, sparkling with desire. Two lambs, with a hundred wolves lying in wait” (Wiesel 56). Explanation: This is a picture of the time when Elie and others watched as someone was punished for trying to feed himself. It shows how strict the Nazi rules were; you were only allowed one portion of soup per day and it was death to those who broke the rules. It also shows us the extent of their situation because this man must have been extremely hungry. Why else would anyone risk death just to get a little bit of soup? He was either really desperate for food or ready to die and free himself from his suffering. This passage is part of the rising action because it shows the daily stress and how the lack of food made it hard for the Jews. They literally hated this man because they were jealous that he actually got food. It also shows us how much control the Nazis had over the Jews. They could regulate their food and punishment with very little effort. The effect gave the antagonists power over the Elie and the other Jews because they felt they had no way to resist the Nazi control without losing their lives. The flip side of that is that maybe the man did this on purpose so that he could choose when and how he would die—the only choice they had left in a world full of restrictions. Sample Entry 3 (pt. 1) : Word Wizard Word: Part of speech Definition Roots/prefix Sentence es/suffixes from text: and meanings Imperceptibly Adverb Not noticed by the human eye; very subtle or gradual so as not to be noticed Im- = not (Latin) Per- = through (Latin) Capere = to seize (Latin) “Suddenly we saw the door of Block 37 open imperceptibly” (Wiesel 56). Cauldron Noun Large kettle or vat for boiling Calidus = warm (Latin) “A man appeared, crawling like a worm in the directions of the cauldrons” (Wiesel 56). Sample Entry 3 (part 2): Word Wizard My own story using the word wizard words: We all stood waiting for the nobleman to decide. What would the accused peasant’s fate be? Would it be forgiveness or punishment for killing and eating the chicken? We all understood his reason. He was a family man and there were mouths to feed in the harsh wintertime. But, the law was clear: You cannot steal from the lord of the manor. And now it was time for the decision. The hushed crowd closed in as the nobleman eyed the guards. He nodded almost imperceptibly to the man-at-arms. Taking his cue, the soldier positioned himself behind the prisoner. He grabbed the peasant and dragged him to the cauldron. It was to be boiling water, then; he won’t forget that punishment soon… . One Passage, Two Entry Samples Passage from Their Eyes Were Watching God: “Everybody was having fun at the mule-baiting. All but Janie… . ‘They oughta be shamed of themselves! Teasin’ day poor brute beast lak they is! Done been worked tuh death; done had his disposition ruint wid mistreatment, and now they got tuh finish devilin’ ‘im tuh death. Wisht Ah had mah way wid ‘em ali… . A little war of defense for helpless things was going on inside her. People ought to have some regard for helpless things” (Hurston 56). Sample Entry 4 (part 1): Diction and Syntax Diction: The diction in the previous passage is best described as informal slang. The use of contractions such as “ruint” and “wisht” to show past tense show some knowledge of tenses but not of proper endings. This suggests that this person is not well-educated. In fact, this dialect fits that of a poorly educated African American in the South at the turn of the 20th century. The author herself is well-educated and often has passages that are descriptive and grammatically correct, as evidenced by the last two sentences in the passage, which are well-written and correct. However, her protagonist has had no formal education and her speech needs to reflect that. Therefore, the author alternates between Janie’s slang English and the narrator’s fully developed and more accurate sentences. Sample Entry 4 (part 2): Diction and Syntax Syntax: The author uses exclamation points to punctuate Janie’s sentences to show how much Janie dislikes the abuse of the mule. She thinks it is unfair and gets upset, as shown by the end marks in the sentences. Her anger is expressed quickly is short sentences and then she uses longer sentences with more detail to explain the reason for her anger. The longest sentence uses a semicolon to list two ways that the men are picking on the mule (it’s been worked to death and mistreated). She blames the men for this and finishes the sentence by adding the independent clause declaring that the abuse must stop now. This is the whole reason for her actions, making it the longest the sentence in the paragraph. Sample Entry 5: Character Journal Journal entry as Janie: (shows conflict or character’s attitude towards Joe’s social position and towards cruelty to animals) “If Ah has to tell Joe one mo ’time ‘bout messin’ wid dat mule, Ah think Ah might explode! It ain’t fair dat he thinks he can do whatever the sam-hill he thinks jes ‘cause he’s da mayor. Dat mule is older than dirt and people’s done treated him bad. But what can de mule do ‘bout it? Nothin’! Dat’s what. ‘Cause if he fights back, then the man will jes beat ‘im or sell ‘im or worse--kill ‘im and be rid of it. Yessir, dat poor beast done had ‘nuff torment and devilment from those men at de shop. I’se a good mind to let Joe know so’s he can do sumpin’ ‘bout it, too. Entry 6: Theme PSA Note: The information below might appear as one of the entries in the flyer/brochure. Thematic statement from A Separate Peace: Personal battles can make us stronger or break us; nevertheless, we are changed forever. Gene learns that everyone at Devon must face a conflict and deal with it. The school setting itself prepares us for that change with a sign that says “Here Boys Come to Be Made Men” (165).The WWII time period signals change as well. These school boys will soon begin army training for war service, service in which they will have to kill other people in order to survive (204). This is a far cry from the blitzball games and sports competitions of their youth. The adult Gene acknowledges this and says: “When they began to feel that there was this overwhelmingly hostile thing in the world with them, then the simplicity and unity of their characters broke and they were not the same again” (202). It becomes a passage from innocence to adulthood because once they face the conflict, the experience changes their point of view. Passage for Entry 7 From Night: “There was tumult. It was imperative to stay together. ‘Hey, kid, how old are you?’ The man interrogating me was an inmate. I could not see his face, but his voice was weary and warm. ‘Fifteen.’ ‘No. You’re eighteen.’ ‘But I’m not,’ I said. ‘I’m fifteen.’ “Fool. Listen to what I say.’ Then he asked my father, who answered: ‘I’m fifty.’ ‘No.’ The man sounded angry. ‘Not fifty. You’re forty. Do you hear? Eighteen and forty’” (30). Sample for Entry 7 Summary (based on passage from previous page) Elie and his father arrive at the concentration in the middle of the night and have no idea how dangerous the situation is. A stranger who has been at the camp for awhile gives them life-saving advice but he must do it quickly so he won’t be noticed. Elie and his father must lie about their ages if they want to stay alive. At the pivotal moment, they both lie and Elie lives to tell the world about his experience. Retelling from prisoner’s point of view: I saw them standing Reflection: The original POV shows Elie’s confusion and shock as he enters the inhumane camp for the first there, a father and son. The time. He doesn’t even know son was holding his father’s the name of the Jew who hand and they both stared wide-eyed and shocked at the gave him the advice; he only knows that this person has turmoil around them. They wisdom that only comes with don’t deserve to die, I told experience. The man gives myself. I inconspicuously advice and then fades away made my way through the into the darkness, leaving crowd as the Nazis gave the Elie and Chlomo to decide if order to form ranks. I was they can lie to live. In the beside the boy now. He was retelling, we see the too scared to look up. “Hey, kid, how old are you?” I tried stranger’s motive. The camp scene changes because he to say it gently so that he knows what is going on and wouldn’t react and get us he isn’t confused like Elie is both in trouble… … Sample Entry 7: Mash Up Refer to character portraits posted on the board Characters are from A Separate Peace See chart and key on next slide Chart/ Symbols Key for Entry 7 Gene (protagonist): Quote for text: Explanation: “I became quite the student after that. I had always been a good one … . Now, I became not just good but exceptional one” (54). I used the symbol of book to symbolize Gene’s motive. He turns to studying in order to get his mind off Finny’s “accident” and the guilt he feels about it. The books become his excuse. He thinks that Finny deliberately tried to wreck his studies by distracting him with the tree and now he can get back at him by studying harder. “I felt like a wildman who had stumbled in from the jungle to tear the place apart” (69). Gene is feeling guilty about facing Finny for the first time since the accident. His guilt causes him to feel like a wildman on the loose as he waits for the right moment to tell Finny he shook the tree branch. The wildman symbolizes his guilty conscience. Finny (antagonist) Quote: “He did wear it (the pink shirt). No one else in the school could have done so without some risk of having it torn from his back … . I was beginning to see that Phineas could get away with everything” (25). This symbol from the book shows us something about Finny’s stand-out personality. He stands out in a crowd, and because he gets along with everyone, he’s the guy that can get away with wearing unique outfits or having quirky traits. “He forced compliance by leaning against me as we walked along …” (29). The symbol for this is the phone. It reminds me of those telemarketers who won’t take no for an answer. They will not let you get off the phone unless you just get rude and hang up on them.