THE CRYSALIDS
Grade 10 Unit Plan
Sabrina Dzafic / 89922017
Dr. Starla Anderson
LLED 314
December, 2004.
Prescribed Learning Outcomes
This unit covers a significant portion of the Prescribed Learning Outcomes
found in the English 10 IRP’s. The learning outcomes that will be focused
upon are as follows:
Comprehend and Respond (Strategies and Skills)
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Students will describe and assess the strategies they use before, during,
and after reading, viewing, and listening for various purposes.
compose questions to guide their reading, listening, or viewing based on what
they already know about a topic
describe how tone and mood affect the drama of a story, play, or film
Comprehend and Respond (Comprehension)
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interpret the main ideas, events, or themes of a variety of novels, stories,
poetry, other print material, and electronic media
make generalizations, supported by specific details and examples, about the
key concepts, characters, and themes of written, oral, and visual works
use a variety of written or graphic forms to organize ideas acquired from
what they have read, heard, or viewed
interpret and report on information from more than one source that they
have read, heard, or viewed to develop and support positions on a variety of
topics
Comprehend and Respond (Engagement and Personal Response)
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develop imaginative or creative responses to share their ideas
identify and explain connections between what they read, hear, and view and
their personal ideas and beliefs
Comprehend and Respond (Critical Analysis)
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demonstrate their awareness of how the artful use of language can affect
and influence others
Communicate Ideas and Information (Knowledge of Language)
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identify a variety of language errors and conventions that can strongly
influence an audience, including the overuse of jargon and technical language,
the use of double negatives, and the misuse of personal pronouns
Communicate Ideas and Information (Composing and Creating)
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organize their ideas, and adjust their style, form, and use of language to suit
specific audiences and achieve specific purposes
apply various strategies to generate and shape ideas
Communicate Ideas and Information (Improving Communications)
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revise and edit their communications to improve content, organization, and
effect to suit specific audiences and purposes
apply specific criteria to assess and revise communications
Communicate Ideas and Information (Presenting and Valuing)
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demonstrate pride and satisfaction in using language to formulate and
express personal positions
create communications for an increasing range of audiences and purposes
including pleasure and entertainment
create a variety of academic, technical, and personal communications,
including debates, research and technical reports, oral and multimedia
presentations, poetry, and personal essays
Self and Society (Personal Awareness)
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demonstrate confidence in using language in a variety of formal and informal
contexts, both inside and outside the classroom
demonstrate commitment to increasing their proficiency in all aspects of
communications
Self and Society (Working Together)
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demonstrate their commitment to collective goals
show a willingness to consider and elaborate on others' ideas or viewpoints
make effective use of strategies for resolving conflicts, solving problems,
and building consensus
establish and use criteria to evaluate group processes, their own
contributions to them, and the results of their work
Self and Society (Building Community)
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interact purposefully, confidently, and respectfully in a variety of situations
demonstrate an awareness of the relationship of language to group and
community membership
acknowledge and paraphrase views that differ from their own and reassess
their own viewpoints
use language appropriate to specific audiences and purposes to celebrate
special events and accomplishments
Unit Goals
Students will also learn the following in this unit:
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Working together in groups to synthesize and connect new
information
Discuss and write about the developments of the novel
Extend learning by exploring aspects of the novel in a variety of ways
Work independently
Explore the relevancy of the novel to contemporary times
Discuss and write about responses to issues addressed in the novel
Rationale
This unit, focusing on John Wyndman's novel The Chrysalids, invites
readers to develop critical thinking skills in regards to themes encountered
in the novel and related political, social and environmental issues that people
are facing on a global scale today. Thus, in addition to being immersed in the
classical approach to studying any novel [analysis of technical aspects such
as plot structure, foreshadowing and setting] students will be asked to think
about and evaluate how the ideas behind the novel [genetic engineering,
biological and nuclear weapons, religion, oppression and stereotyping] relate
to and influence the present day world. A study of novel will lead students
to recognize examples and discover the relationship between technology,
change and the evolution/devolution of the human race and how it all relates
to both, the characters’ and their own lives.
The unit plan makes use of a variety of short and long term
assignments. Interesting activities and games are included to help students
learn vocabulary, review the novel and explore issues.
Lesson I: INTRODUCTION TO THE CHRYSALIDS
Objectives:
By the end of the lesson, students will be able:
◊ to learn about the author and his background;
◊ to gain an understanding of what this novel is about;
◊ to find about the real nuclear holocaust that took place in Japan and its
nightmarish effect on the place and its victims.
◊ to recall science fiction stories, novels or movies that deal with the "end
of the world" theme;
◊ to discover the difference between "pulp" or unrealistic science fiction
and logical science fiction;
◊ to consider the impact of the logical science fiction on our attitudes
toward preserving the world and avoiding destruction
◊ to analyze the role technology plays in our world by imagining life without
it and creating a futuristic scenario;
◊ to compare and contrast the scenario to the one presented in the novel.
Lesson Format [80 min]:
1. I will brainstorm together with students on the board about the
nuclear wars and stories, novels, movies [i.e. The Day After Tomorrow,
Planet of the Apes, Red Dawn] that developed an idea of how the
world could end. In doing so, I will make sure to direct students into
differentiating between the examples that are mere entertainment
and less likely to happen and realistic examples. I will also lead
students to realize that speculation about how the world could end
can, in fact, help us prevent such a situation. Hopefully, this will spark
an additional interest for reading The Chrysalids. [25 min]
2. I will introduce the author John Wyndham and the overview of the
novel by explaining how Tribulation (nuclear war) destroyed most of
the human population and that this novel focuses on a small community
called Waknuk struggling to create a new life. [15 min]
3. I will assign students to small groups and ask them to:
a) imagine what life in Waknuk would be like, if all technology has
been destroyed by nuclear war and the only book salvaged from
the past is the Bible.
b) briefly outline a scenario of what would Waknuk be like
based upon this information.
[15 min]
4. In-class discussion/sharing of students’ scenarios. [10 min]
5. In-class reading of Chapter 1 - the students that volunteer will
start reading the novel out loud to the rest of the class. [15 min]
Homework:
Students will be asked to finish reading Chapter 1 and Chapter 2.
Lesson II: Chapters 1 and 2
Objectives:
By the end of the lesson, students will able:
◊ to identify and analyze key themes and events in Chapter 1 and Chapter 2
and relate them to their own lives;
◊ to understand relationships between the characters;
◊ to familiarize themselves with the setting of the novel by drawing a map
of Waknuk community and writing a descriptive paragraph about it.
Lesson Format [80 min]:
1. Students will watch an episode* of TV cartoon The Oblongs [most of
the students will be already familiar with this cartoon] and discuss its
similarities with the themes explored in the novel. [25 min]
* see Resources Appendix for the description of the cartoon
2. In-class discussion of The Chrysalids as an allegory of contemporary
society. The class and I will brainstorm the existing parallels in terms
of:
HYPOCRISY: pretending to be what one is not, or pretending to feel
what one is not.
BIGOTRY: narrow-mindedness; a bigot holds blindly to an opinion and is
intolerant of others.
IGNORANCE: is a state of unknowing; there's a common saying:
"ignorance is bliss"
The class and I will also discuss the questions outlined in the handout*
* see Resources Appendix for the handout
3. Students will be given a handout with two different maps of Waknuk
community to look at. I will give them a blank map handout and ask them
to draw their own map of the Waknuk area and to write a descriptive
paragraph about Waknuk. [20 min]
Homework:
Students will be asked to finish the above assignment at home [most
probably, students will be done with the map in class; thus, homework will
mostly consist of descriptive paragraph writing]. Also, students will have to
finish reading Chapters 3 and 4 for the next class.
Lesson III: Chapters 3 and 4
Objectives:
By the end of the lesson, students will be able:
◊ to understand how technological advancement creates social change and
how is this presented in the novel;
◊ to explore the positive and negative aspects of technological advancement
◊ to talk about war [conventional and nuclear] and analyze its devastating
consequences on human beings;
◊ to understand Waknuk’s religion and its principles and how these lead into
actions that are not exactly principled;
◊ to understand the concept of “OTHERING” or discriminating against
others in both, the novel and the real world.
◊ to understand what is satire and how it is used in the novel;
Lesson Format [80 min]:
1. I will define eugenics (the science of improving the human race by
breeding) and talk about genetic engineering (Dolly the sheep) in order to
spark an in class discussion about pros and cons of technology. [10 min]
2. Students will watch the movie Gattaca (first 15 minutes). I will ask them
to reflect how many sci-fi creators hold the cautious opinion about
technology and to answer the questions on the Gattaca handout. [30 min]
3. Mini – lecture on religion and how it is portrayed in the novel. I will help
students explore the ways in which religion is used by characters in the
novel to further their own ends. I will connect the issues of religion to
discrimination and wars. * Most of the questions listed in the handout for
these chapters will be addressed in this lecture. [40 min]
Homework:
I will ask students to read Chapters 5 and 6 for next class. I will remind
them that there is going to be a quiz on Chapters 1-5.
Lesson IV: Chapters 5 and 6
Objectives:
By the end of this lesson, students will be able:
◊ to think critically about interpretation and bias;
◊ to put themselves in the shoes of other characters in order to understand
multiple perspectives;
◊ to argue for both, pro and con of a certain issue.
Lesson Format [8o min]:
1. Students will write a quiz [True or False] on Chapters 1-5. [10 min]
2. In-class debate on the following questions raised in the novel:
What is the true image of man? Who is to judge?
Where did the survivors of Tribulation get the Definition of Man?
Is ‘Nicholson's Repentances’ a reliable resource? Are there any other
possible interpretations of this same document?
[15 min]
3. Mini-lecture on bias. * [15 min]
* see Resources Appendix for the handout
4. I will ask students to fill out THE GREAT DEBATE handout in order to
realize how two different characters view the same issue differently.
Students will be able to better understand bias after completing this
exercise. [15 min]
5.
I will ask students to role-play in pairs the conversation about
Sophie and what happened to her. Students will have to write a short
dialogue in which the characters express their opinion about the
incident that led Sophie and her family into being exiled. Students
will have an option of writing this dialogue through the conversation
of either: a) David/Rosalind or b) Joseph Strorm /David’s mother.
[15 min]
6. I will ask a few students to read out their dialogues. This activity
will further deepen students’ understanding of bias and multiple
perspectives. [10 min]
Homework:
Students will have to read Chapters 7 and 8.
Lesson V: Chapters 7 and 8
Objectives:
At the end of this lesson, students will be able:
◊ to identify with and feel empathy for one of the characters [aunt
Harriet];
◊ to better understand what is telepathy and how is this issue explored in
the novel;
◊ to understand the relationship between telepathic children and the future
that the novel explores;
◊ to analyse and evaluate David’s character growth;
Lesson Format [80min]:
1. I will ask students to imagine that Aunt Harriet left a letter for her
sister before she killed herself. I will ask students to write this
imaginary letter*.
* see Resources Appendix for handout [20 min]
2. Mini- lecture on telepathy and in-class debate whether telepathy is a
gift or a burden or both? [15 min]
3. Students fill out DAVID’s PATH TO SELF-DISCOVERY handout in
pairs. [20 min]
4. Students are asked to think about David’s character in terms of selfesteem and self-respect. Each student will write a paragraph in which
he or she describes uncle Axel’s contribution to David’s positive
development into a young, responsible man. [25 min]
* see Resources Appendix for handout
Homework:
Students have to read Chapters 9 and 10. Also, they have to complete
GIVING ADVICE BY TELEPHATY* activity.
* see Resources Appendix for handout
Lesson VI: Chapters 9 and 10
Objectives:
By the end of this lesson, students will be able:
◊ to understand the reasons for the conflict of generations in the novel;
◊ to further their understanding of different characters in the novel and to
compare the differences between them;
◊ to identify and evaluate the key features of David’s group of friends.
Lesson Format [80 min]:
1. In-class discussion of reasons for the conflict between generations. Why
is the younger generation in conflict with the older generation in the novel?
What are the reasons for the clash of generations in real life? What
differences and similarities exist between students’ and characters’
experiences with the generational divide? [15 min]
2. Students are divided into groups of five in order to complete
characterization exercise*. Each student must pick two characters that he
or she will describe and find evidence in the text to support his or her claim.
Each group presents their findings in front of the class in order for other to
fill in any missing information into their character charts. * see Resources
Appendix for handout [40 min]
3. In-class discussion of David’s group of friends. The following questions
will be discussed:
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What is the group and what does it do?
How do the members take care of each other?
What responsibilities do the members have?
What makes this group special?
Is there any rivalry?
Where does David fit in?
[25 min]
Homework:
Students have to read Chapters 11 and 12. Students will be reminded to get
prepared for writing of Chapter 6-12 quiz.
Lesson VII: Chapters 11 and 12
Objectives:
At the end of the lesson, students will be able:
◊ to fully understand the conflict that arises in David’s group of friends;
◊ to understand the conflict between David’s group and Waknuk society.
Lesson Format [80 min]:
1. Students will write Chapter 6-12 quiz [True or False]. [10 min]
2. I will ask students to discuss the following questions that are raised in
Chapter 10:
What arguments do the members of the group use to try and stop Anne
from marrying Alan? Do you think they are valid? Why or why not?
What does uncle Axel suggest as a solution to the problem of Anne and
Alan? Why is David not going along with it?
What problems do David and Rosalind face?
Why do you think did Anne denounce the group, beside of thinking that they
had plotted Alan's murder?
[15 min]
3. Students are divided in small groups in order to answer questions
from THE GROUP IS IN TROUBLE handout questions. [25 min]
4. Students will be given THE SECRET IS REVEALED handout, which
they will fill out as the whole class brainstorms about the events that
lead to the discovery of the group’s secret and consequent flight to
the Fringes. [10 min]
5. In –class discussion of the open conflict between David's group is
finally and Waknuk because the group presents a threat that goes
beyond the problem of the True Image. What is the threat David's
group presents to the society of Waknuk? [20 min]
Homework:
Students have to read Chapters 13 and 14.
Lesson VIII: Chapters 13 and 14
Objectives:
By the end of this lesson, students will be able:
◊ to understand how is the philosophy of the Fringe people similar to that of
the Waknuk people;
◊ to understand of the philosophy of the Sealand;
◊ to identify analyse how and why the author uses suspense.
Lesson Format [80 min]:
1. In small groups, students explore the treatment of men, women, the
authorities and outsiders in the novel. Each group will look at one of
the different segments (women, men, authorities or outsiders) in one
of the societies (Waknuk, the Fringes and Sealand). The groups will
also have to address the following question:
[30 min]
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Does the author agree with the treatment of people in the novel?
How do you know?
2. Groups present their findings in front of the class. [15 min]
3. Students will receive comparison and contrast [between Waknuk and
Sealand society] handout. I will brainstorm together with students about
both societies and prompt them to find connections of both societies to our
own world. [15 min]
4. Each student has to start doing work on an assignment* that focuses on
David and the connection he has with other characters. The assignment has
to finished at home and handed in next class. [20 min]
* See Resources Appendix for CHARACTER CONNECTIONS handout.
Homework:
Students have to read Chapters 15, 16 and 17.
Lesson IX: Chapter 15, 16 and 17
Objectives:
By the end of the lesson, students will be albe:
◊ to understand the effects of Waknuk society and religion through the
analysis of change in Sophie’s character;
◊ to understand why is the death of Joseph Strorm necessary and symbolic;
◊ to understand why does novel start and end with David’s vision of the
great city in Sealand;
◊ to break down the novel into a traditional five-part plot structure;
Lesson Format [80 min]:
1. Students write Chapter 13-17 quiz. [10 min]
2. In-class discussion of the events outlined in the last portion of the
novel. [35 min]
3. Students are asked to work on The Crysalids Plot Structure handout* in
pairs. [35 min] * see Resources Appendix
Homework:
Students are asked to start thinking [writing a draft] for their comparison
essay, which is to written in class during lesson 11. They will receive a
handout* outlining the requirements for a successful completion of the
report.
*see Resources Appendix
LESSON X : THE CRYSALIDS’ MOTIFS
Objectives:
At the end of this lesson, students will be able:
◊ understand the motifs of the novel that work to tie the events together;
◊ understand what to do in the final project for the unit.
Lesson Format [80min]:
1. Students will work in small groups on identifying novel’s motifs. [30 min]
I will go around the class and visit every group to ensure that students
are comfortable with the activity/to offer extra help.
2. Students will informally express their final comments about the novel in
front of the class. [20 min]
3. Students will be able to pick their own group for the completion of the
final project – the board game. I will explain the assignment and the criteria
that will be used when marking*. Students can start planning their project.
[30 min]
*see Resources Appendix for handout
Lesson XI: COMARISON/CONTRAST ESSAY
Lesson Format :
1. Students will write an essay that compares and contrasts the characters
of Uncle Axel and David’s father [see lesson 9 and Resource Appendix for
more information]. [60 min]
2. Students can continue working with their groups on their board game
project. [20 min]
LESSON XII: GROUP PROJECT TIME
Lesson Format [80 min]:
Students have full hours to work on their board game. I will go around the
class to ensure that students are on task and to offer last comments and
suggestions.
* Most students will probably have to meet outside of the class before they
can present their game the following week.
THE CRYSALIDS
APPENDIX: RESOURCES
THE TITLE ANALYSIS HANDOUT
chrys·a·lis
n. pl.
(kr s -l s)
chrys·a·lis·es or chry·sal·i·des (kr -s l -d z )
1. A pupa, especially of a moth or butterfly, enclosed in a firm case or
cocoon.
2. A protected/ sheltered stage of development/growth.
Latin: chr sallis, from Greek khr sallis, khr sallid-, gold-colored pupa of a
butterfly, from khr sos, gold.
◊ Some of the characters in the novel are trying to force this state of being on humanity?
◊ Who are they?
◊ What are they doing to maintain this state?
The Oblongs is a TV cartoon intended mostly for adults and
teenagers. It was created by Angus Oblong and is very loosely based on a
series of characters he introduced in a picture book entitled Creepy Susie &
13 Other Tragic Tales for Troubled Children. The show centres around the
antics of a family who live in a poor valley community, and as a result of
extreme pollution and radiation, are all severely handicapped and deformed.
The pollution is the direct result of the lavish lifestyle of a rich community
known as "the Hills", who continue to exploit and harm the valley residents,
with little regard for their safety or well being.
The show was heavily criticized for its apparent mocking of the
disabled, but the show's producers have rejected such accusations, saying
that The Oblongs instead portrays the disabled in an honest, non-patronizing
manner. Indeed, the show rarely focuses on the character's disabilities and
instead is mostly about the Oblong family's adventures in dealing with
common problems of modern living. Much of the humour comes not from the
fact that the characters are handicapped, but rather from their often
overly eager attempts to overcome their physical disadvantages. As well, the
Oblongs are portrayed as a generally happy family, and usually display good
values.
Characters:
Bob Oblong, the father, who was born without any arms or legs and works at
a poison factory.
Pickles Oblong, the chain-smoking, alcoholic mother, who was originally a Hill
resident, but moved to the valley after meeting Bob. All her hair has since
fallen out, and her former Hill friends now regard her as an outcast.
Milo Oblong, the middle child, who is afflicted with numerous mental and
social conditions, including everything from attention deficit disorder to
diabetes.
Chip and Biff Oblong, teenage conjoined twins who are attached at
waist.
the
Beth Oblong, the youngest child, who has an odd tumour growing out of her
head.
Other characters include George Klimer, Bob's rich Hill boss, The Debbies,
a gang of annoying teenage girls, and Suzie, Helga, Mikey, and Peggy,
Milo's odd and unpopular friends.
The Oblongs – “Get Off My Back” episode
Everyone is excited about Dump Day - the day when the Valley people get to
loot the stuff the Hill people have thrown away. While looting, Biff and Chip
are humiliated by Hill kids, so they decide to compete in the two-man
triathlon against Jared and Blaine.
* I will use my home-taped VHS of this cartoon [TELETOON – Channel 25 is
running this show]
Chapter 1 / 2
In- Class Discussion HANDOUT
1. What is the Tribulation? Why did it happen?
2. Why can not David tell anyone that Sophie has 6 toes?
3. Why are people considered to be blasphemies? Is this right? Why?
4. Why does the novel begin by telling about David’s dream?
5. Why might this be important?
6. What do religious slogans on the walls of the rooms in David's house
deal with?
7. Why is he so angry when his neighbours are less strict?
8. What do you think is the cause of all the Offences and Deviations?
Why the author does not tell the reader?
9. How does the landscape change when one moves south to south-west
from Waknuk?
11. What happens to a person who moves all the way into the Badlands?
Why would that be so? What is the cause of all this? Why author
does not tell the readers?
12. Who lives in the "Fringes"? Why do they have become a problem
lately? What is the government doing about it?
13. Identify examples of the "Fringes" in our society. Justify the
parallel.
The Waknuk World placed on a present-day map
Chapter 3 / 4
In- Class Discussion HANDOUT
1. What references give you more clues to identify the Old People?
2. Comparing the civilization of Waknuk to those of our historic past, in
what century would you place the technology of Waknuk? Explain your
answer. (For some specific information, see p.24)
3. What is John Wender's occupation? (See p.25)
4. He greeted me more gravely. Mr. Wender is suspicious of David. Why?
What incident would have reassured him about David. Why?
5. What evidences does the author give that reveal Joseph Strorm is a
man to be feared. Is he "crazy"? Explain your answer.
6. It is during the "splinter incident" that the author first begins to
satirize David's society in general, and his father in particular. Explain
the literary term satire and also explain how the "splinter incident" is
used for satire.
7. In Chapter Four, a series of successive crises temporarily relieve
David of his concern for Sophie. List these crises.
8. Why does Uncle Axel warn David about his gift?
9. David never asks his father about the Spider Man from the Fringes.
Who do you guess he was? Does it explain in some way Mr. Strorm's
efforts to rid the region of deviations?
10. What does the incident about Angus Morton's great horses tell you
about the people's general attitude towards deviations?
11. In what ways has the climate of Labrador changed since Tribulation?
Why doesn't the author give you this information in a straight forward
manner, and instead lets in come out, during David's talk with Sophie?
Gattaca Plot Summary1
Genre: Science – Fiction
Year: 1997
Directed by: Andrew Niccol [U.S]
Starring: Ethan Hawke, Uma Thurman and Jude Law
Duration: 106 minutes
In a world where genetically engineered babies are the new elite, babies
born naturally are considered 'in-valid' and deemed second-class. Despite
being one of the flawed group, Vincent Freeman (Hawke) dreams of going
into space with the Gattaca Corps space-navigation programme. He knows his
DNA samples will never make the grade so takes on the identity of another
man - paralysed swimmer Jerome Morrow (Law). Freeman's passage into the
upper echelons of society is smooth, until a murder throws a spanner into
the works.
An underrated sci-fi thriller, which although hardly taxing, is intriguing
nonetheless, and a welcome break from the standard fare of interstellar
1
http://www.channel4.com/film/reviews/film.jsp?id=103721
space opera, galactic warfare and bug-eyed monsters.
Gattaca Handout
Discuss the links between the movie and the novel:
1. In the movie, is genetic engineering a good thing? How do
you know?
2. Are you supposed to think that it is a good thing? How do
you know?
3. How is this movie similar to the novel? How are they
different?
4. What are your views on technology? Support your answer
with the evidence [real life/novels/movies].
WHAT IS BIAS?
American poet John Godfrey Saxe (1816-1887) based the following poem on a fable, which
was told in India many years ago.
The Blind Men and the Elephant
It was six men of Indostan
To learning much inclined,
Who went to see the Elephant
(Though all of them were blind),
That each by observation
Might satisfy his mind.
The First approached the Elephant,
And happening to fall
Against his broad and sturdy side,
At once began to bawl:
"God bless me! but the Elephant
Is very like a wall!"
The Second, feeling of the tusk
Cried, "Ho! what have we here,
So very round and smooth and sharp?
To me `tis mighty clear
This wonder of an Elephant
Is very like a spear!"
The Third approached the animal,
And happening to take
The squirming trunk within his hands,
Thus boldly up he spake:
"I see," quoth he, "the Elephant
Is very like a snake!"
The Fourth reached out an eager hand,
And felt about the knee:
"What most this wondrous beast is like
Is mighty plain," quoth he;
"'Tis clear enough the Elephant
Is very like a tree!"
The Fifth, who chanced to touch the ear,
Said: "E'en the blindest man
Can tell what this resembles most;
Deny the fact who can,
This marvel of an Elephant
Is very like a fan!"
The Sixth no sooner had begun
About the beast to grope,
Than, seizing on the swinging tail
That fell within his scope.
"I see," quoth he, "the Elephant
Is very like a rope!"
And so these men of Indostan
Disputed loud and long,
Each in his own opinion
Exceeding stiff and strong,
Though each was partly in the right,
And all were in the wrong!
The story about six blind men touching the elephant is particularly true in
regards to the newspaper articles or any other form of reporting on the
events. Similar to this story, different people view things differently and
have different opinions about the same issue [because of this, we often say
that almost any information regardless of the source is BIASED].
Therefore, the information that they present about that same issue might
differ tremendously. What is the truth?
Aunt Harriet’s Farewell Letter
Write a letter in which Aunt Harriet explains:
1. why is she going to kill herself and her baby;
2. how she feels about the people of Waknuk;
3. how did she feel when her sister did not want to help her.
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The letter is worth 10 points. It will be marked according to:
Originality [3 points]
Clear Connection to the Novel [3 points]
Contents: all three questions outlined above must be answered
[3 points]
Grammar [1 point]
Telepathy HANDOUT
Telepathy is direct transference of thought from one person (sender or
agent) to another (receiver or percipient) without using the usual sensory
channels of communication, hence a form of extrasensory perception (ESP).
Telepathy is instinctual. Primitive species used it as a survival mechanism. It
involves mind to mind contact - communication - of one mind with another by
means beyond the normal or ordinary - beyond the frequencies of the five
physical senses - sight, hearing, touch, taste, smell.
Telepathic abilities are about connecting frequency with that which you
which to 'read'. It is like turning on a radio and finding the right station. You
just have to know how to 'tune in'. For a few people this skill comes easy but on the norm - telepathy is never developed though many people try.
Different meditation techniques and learning to focus the mind are the key.
Of course the more you practice the better you get.
Once you open the door to telepathy - it should work like a light switch. You
can turn it off - tune off - or turn it on by focusing your thoughts. Rarely
does one find that they are bombarded by the thoughts of others all the
time. It could drive one crazy.
Dreams bring telepathic messages. They are called precognitive dreams. If
they are about the 'world' rather than our personal lives, they are called
'collective dreams'.
Lovers definitely are more in tuned telepathically as being in love at that
level is a very high frequency. This is not just about sex - though it is an
aspect of it. Sexual activity is often telepathic in that one is responding to
the needs of their partner on a higher level of expression.
Telepathy between members of the same family - or close friends is common
as they learn to adjust to each other's frequencies. There always seem to be
one member of every family - usually a woman - who has psychic or telepathic
abilities. Mother's sense when children are in trouble. When you are in panic
mode - the adrenaline flows and the telepathy kicks in to those would tune in
to help you.
People often sense the death of a family member. These make the most
dramatic stories - heightened tension, nick-of-time rescues. However, keep
in mind that telepathic situations may be happening all the time, but we lack
the awareness to recognize them. In times of crisis we sent out our message
and those who are in tune will pick it up.
Twins are often telepathic with each other creating these abilities when
they are infants. They are generally in the same frequency at the same time
and learn to communicate with words. Often it is just about a single thought
- hunger. Telepathy between twins or family members can remain for a
lifetime.
SELF-RESPECT and SELF-ESTEEM Handout
People who are comfortable with themselves and feel that they are
worthwhile human beings are usually comfortable with their physical
appearance and mental abilities. How do you built a positive self-concept?
You can act in a positive or negative way when faced with situations in your
life. When you feel good about yourself as a person, when you are proud of
yourself and what you do, you have self-respect and you have positive or high
self-esteem.
David is worried about the whole question of mutants. He, Rosalind and the
others are different. Uncle Axel tries to put him at ease. What arguments
does he use?
How does Uncle Axel try to build David's self-respect and
self-esteem?
GIVING ADVICE BY TELEPATHY HOMEWORK HANDOUT
In the story, David and Rosalind communicate by telepathy. Check the story
how that is done, then take Rosalind's position giving David advice after he
has told her he wants to run away.
Remember the following:
* David and Rosalind communicate through images and ideas, NOT words.
* Do not make fun of David or be accusatory. Respect his point of view. Try
to express sympathy.
* Remind David that he is not alone. Explain how things might turn out when
he carries out his plan.
* Tell him that you have confidence in his ability to make a sound decision.
* Conclude with your advice to David, and offer strong evidence to back up
what you are advising.
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This assignment is worth 10 points. You will be marked
according to:
*
*
*
*
Grammar [1 point]
Originality [3 points]
Display of empathy [3 points]
Clear Connection to the Novel [3 points]
Character Reference HANDOUT
The author uses a process called characterization to create memorable
details about personalities in the novel.
This can be done as follows:




what the author states directly about the character
what the character says and does
what others say or think about the character
how authors act toward the character
Since the story in The Crysalids is told by David - not the author or an allknowing narrator - you must rely on the on the last three methods to gain
information about characters.
Directions
Each of the following charts lists some traits possessed by a character in
the book. Find several specific pieces of evidence for each trait (from
anywhere in the book as you read the text) to prove the character does have
that characteristic.
Then decide which characterization method (or methods) in each piece of
evidence is used to reveal that trait:
a.
b.
c.
d.
What the character says or thinks
What the character does
What others say or think about the character
How others act toward the character
Below you will find an example of a chart for David. Make a similar chart for
each of the following characters in the book:
Joseph Strorm - Emily Strorm - Aunt Harriet - Uncle Axel - Spider Man Rosalind Morton - Anne - Sophie Wender - The Sealand Lady - The
Inspector
David
Trait
Evidence
curious
questions the
validity of The
Definition of Man.
How is trait
revealed
persistent
sensitive
brave
2. Joseph Strorm
a. narrow-minded
b. authoritarian
c. hardworking
3. Emily Strorm
a. narrow-minded
b. compasionate
c. pathetic
4. Aunt Harriet
a. compasionate
b. understading
c. pathetic
5. Uncle Axel
a. open-minded
b. compasionate
c. honest
6. Spider Man
a. proud
b. narrow-minded
c. pathetic
7. Rosalind
a. proud
b. loving
c. sensible
8. Sophie Wender
a. proud
b. loving
c. pathetic
9. The Sealand Lady
a. proud
b. understanding
c. sensible
10. The Inspector
a. understanding
b. shrewd
c. obedient
One Step Further
Choose a character from the preceding charts for an interview. First write
that character's name, then write down three questions that are designed to
gain information about that character's personality traits.
Finally, prepare answers for your character that seem consistent with his or her
personality and speaking style. Write the character's initial before each response.
Chapter 11: THE GROUP IS IN TROUBLE Handout
1. The group is unquestionably in trouble now, and their detection is
imminent. How does the author maintain suspense, considering that the
reader knows that the group’s cover will be blown?
2. What little hint of a future development is given during the teaching of
Petra by David?
3. In this chapter, the characters are further developed. Using one or two
words, how would you describe the character of (a) Michael, (b) David, (c)
Rosalind, (d) Uncle Axel?
4. The punishment of deviates is clearly revealed for the first time in this
chapter. What is it? Why is it done? How do the people of the Fringes react
to this?
5. In a short paragraph describe how David tries to teach Petra?
Whatproblems does he encounter?
Character Connections Homework Handout2
The Crysalids has a large cast of
characters and they relate to David's life
in a number of ways. To distinguish all
these characters and understand their
relationship to David, a simple visual
diagram can be helpful.
Directions
In each circle below, write the names of at
least three characters that fit the label.
Pick the names from the character box;
some names will be used more than once.
2
CHARACTER BOX
David Strorm
Joseph
Strorm
Emily Strorm
Petra Strorm
Aunt Harriet
Mary Strorm
Uncle Axel
Elias Strorm
Spider Man
Petra
http://www.lowensteyn.com/litunits/chrysalids/ch10.html
Rosalind
Anne
Rachel
Katherine
Sally
Mark
Sophie
Wender
Old Jacob
Alan Ervin
Sealand Lady
Then answer the questions that follow.
Michael
Jerome
Skinner
The Inspector
1. Give an example of a character who serves as both foe and friend to
David. Give examples to show the character's hostile and friendly
actions.
2. Which characters seems to influence David the most? Why do you that
might be so?
3. Which character seems to influence David the least? Why do you think
this might be so?
4. Which character seems most admirable to you? Why?
5. Which character seems least admirable to you? Why?
6. Which two groups seem to overlap the most? Why?
7. Which group do you think influences David the most? Why?
8. Which group do you think influences David the least? Why?
9. Which group seems most admirable to you? Why?
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This assignment is worth 10 points. Each answer to the
question is worth 1 point [9 points]. The complete diagram
is worth 1 point. Half-points will not be given to the
answers that do not state the reason for your choice of
answer!
THE CHRYSALIDS PLOT STRUCTURE Handout3
The Chrysalids breaks down into a traditional five-part plot structure. These
parts are as follows:





exposition - an introduction to the main characters, settings, and
situations of the plot
rising action - the events and complications that lead to an important
and dramatic point in the plot
climax - the point of greatest interest and emotional involvement in
the plot
falling action - the events that develop from the climax and lead to
the conclusion
resolution or denouement - the final outcome which ties up any loose
ends left in the story
This structure can be depicted as a lopsided pyramid, with two base lines.
Directions
Below is a list of major episodes in The Chrysalids. Copy these episodes on a
chart in the order in which they occur.
After you finish putting the events in proper order, turn the diagram
sideways and draw the pyramid diagram (right over your answers in a
different colour ink) to reflect where the five elements of the plot occur.
Then label the parts of the pyramid.
Note: Your pyramid may look lopsided (one side longer than the other)
3
http://www.lowensteyn.com/litunits/chrysalids/ch17.html
Major Episodes:

Petra, through her awesome telepathic powers, gets in touch with a
distant civilization in New Zealand (Sealand).

David meets Sophie Wender and discovers that she is a physical
deviant with six toes on each foot.

David sees his aunt driven to suicide because she has given birth to a
deviant baby.

David, Rosalind, and Petra flee to the Fringes, where they are pursued
by the people of Waknuk, including David's own father.

The birth of David's little sister, Petra, causes innumerable problems.

Under torture Katherine and then Sally admit that David, Rosalind,
and Petra also have the ability of mind reading.

In the Fringes, David, Rosalind, and Petra are captured by the deviate
inhabitants.

David, Petra, and Rosalind escape per helicopter to New Zealand.

David is concerned for his own personal safety when he realizes that
he and his group of E.S.P. friends are also deviants

As a child, David has learned the strict morality of his society:
"Watch Thou for the Mutant," "The Norm is the Will of God," and
"The Devil is the Father of Deviation."
Pyramid of Action Chart
10. _______________________________________________________________
__________________________________________________________________
9. _______________________________________________________________
__________________________________________________________________
8. _______________________________________________________________
__________________________________________________________________
7. _______________________________________________________________
__________________________________________________________________
6. _______________________________________________________________
__________________________________________________________________
5. _______________________________________________________________
__________________________________________________________________
4. _______________________________________________________________
__________________________________________________________________
3. _______________________________________________________________
__________________________________________________________________
2. _______________________________________________________________
__________________________________________________________________
1. _______________________________________________________________
__________________________________________________________________
COMPARISON/CONTRAST WRITING Handout
JOSEPH STRORM VS. UNCLE AXEL
Which of these character traits apply to Joseph Strorm? To Uncle Axel? To
both men? To neither men? Justify your choice with examples from the
novel.
fearful
humane
forms opinions
open minded
ruled by emotions
wise
respectful
loving
mature
irreligious
hesitant
blind
fearsome
immoral
makes prompt decisions
philosophical
analyzes
impulsive
questions things
prejudiced
evaluates
animalistic
accepts facts without question victim
tunnel vision
lateral thinker
relies on set opinions
What is the difference in the way these two characters make use of their
minds?
TRANSITION WORDS USED IN COMPARISON/CONTRAST ESSAY
equally important rather
although
on the contrary
both
but
similarly
on the other hand
while
in contrast
in the same way yet
unlike
whereas
like
however
instead
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Your essay will be marked according to the following:
a) thesis statment;
b) coherence: use of transition words;
c) content – the quality of arguments;
d) originality;
e) grammar/mechanics/spelling.
[The total number of points for this essay is 25. Thus, each of these
assessment categories is worth 5 points.]
The Chrysalids - MOTIFS
One way of tying a story together is through the use of motifs.
Motifs are incidents, images or ideas that appear again and again in a
novel. Like links in a chain, they serve to unite a story.
Some motifs in The Chrysalids are listed below. List four examples of these
motifs from the book.
Motifs:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Death
Lack of personal freedom
Cruelty
Punishment
Humiliation
Weather conditions
Kindness and compassion
Jealousy
Superstition
The Crysalids Board Game Assignment
In this activity, students will create a board game based on the events
described in the novel. In order to do this activity properly, students will
have to consider the life in WAKNUK, FRINGES, THE BADLANDS and
SEALAND. This is a group-work type of assignment. Each group of students
will be asked to identify the goals of their board game, select questions,
create rules, and write directions on how to play the game. The worksheet
outlining their board game plan must be submitted to me before they
proceed to make an actual board game [so that I can assess their progress
and given them additional suggestions if needed]. Then, students will present
their board games to the class and play the games [the groups will exchange
their games among themselves] as a class activity. Each group’s board game
will be assessed by: a) me [the teacher] throughout the course needed for
the completion of this activity; b) the peers from another group that played
the game.
Assignment Objective:


To solidify and creatively represent the knowledge of the novel –
characters, setting, themes.
To learn how to share knowledge effectively and work collaboratively
within a group.
THE CRYSALIDS BOARD GAME ASSIGNMENT
[Student Handout]
As a method of assessing your knowledge of THE CRYSALIDS you
are to design a bard game representing the events relating to DAVID and
other characters of your choosin from the novel. THE FORMAT OF THE
GAME IS ENTIRELY UP TO YOU [STUDENTS], but the game must
accurately cover the events and themes as we discussed them in class during
this unit.
In groups of four, discuss how a board game might be able to convey
information about the life of the characters in the novel. Use the following
questions and to spark your discussion:
1. What could a game board show about the community of WAKNUK and
its neighbouring communities.
2. What kinds of tokens might be used to reflect information or ideas
about the people/mutants living in these areas?
3. What would be an appropriate “reward” during the game—like the play
money in Monopoly?
4. Your game might include positive events that move a player forward,
or negative events that set a player back. Think of a few examples of
positive and negative events surrounding David’s life.
5. How could the game objective and rules tell something about the
themes of the novel?
In addition to creating an actual board game, each group must design a
proposal for their game – that must include: name and the design of the
game, playing pieces [including any tokens, cards, dice or other devices
accompanying it],and instructions and rules that explain how the game is to
be played.
*** See Game Design Worksheet for planning guidelines ***
*** See Peer Evaluation Worksheet to get an idea about my
expectations for this assignment’s final product ***
THE CRYSALIDS
Game Design Worksheet
Use this sheet to plan and design all parts of your game.
GAME CREATORS: __________________________
__________________________
__________________________
__________________________
GAMEBOARD DESIGN ELEMENTS:
[Remember: the board game should include as many important things
as possible about the novel]
GAME TOKENS/PIECES:
GAME OBJECTIVE/GOAL:
NUMBER OF PLAYERS;
GAME INSTRUCTIONS:
[How play proceeds/ends + play-rules; WRITE THE INSTRUCTIONS ON A
SEPARATE PIECE OF PAPER THAT YOU WILL ENCOSE WITH YOUR FINAL
PRODUCT – instructions are a crucial part of the board game]
THE CRYASALIDS BOARD GAME
Peer Evaluation Sheet
Play the game according to the directions,
then rate the game using the following criteria and the point scale!
Game Evaluators:
Marking Criteria: The board game will be evaluated according to its
success in the following categories:
STYLE AND NEATNESS [0-5 points]:
4-5 = The game is aesthetically neat and appealing, features the variety of
interesting tasks that need to be completed during the course of the game,
items needed to play the game are creative.
2-3 = The game board is a little sloppy or some pieces needed to play it are
missing, the tasks are somewhat interesting and varied.
O-1 = The game is boaring [the tasks are too repetitive], aesthetically
unappealing and sloppy, shows no extra effort made in creativity.
CLEAR DIRECTIONS [0-5 points]
4-5 = Includes detailed information and rules ready to duplicate for
handing out to students [neatly typed and without grammatical errors].
Easily read and understood.
2-3 = Includes rules ready to duplicate, but somewhat unclear on details of
the game or includes outline of how game should be played, but lacks specific
rules and content. Some grammatical mistakes are present.
O-1 = The game includes poor information [both in content and grammar]
and features little or no rules of game play.
REPRESENTATION OF EVENTS IN THE NOVEL [0-15 points]:
11-15 = the tasks and questions associated with them relate directly to
the events surrounding Waknuk and the adjoining areas.
6-10 = the tasks and questions partially relate to David and other
inhabitants of Waknuk. Other areas are not incorporated.
0-5 = the tasks’ focus in unclear in its relation to the novel.
GROUP EFFORT [0-5 points]:
4-5 = All members contributed evenly to the group.
2-3 = Most members contributed to the group evenly, evident that some
members contributed more than the others.
0-1 = One member did all of the work or the group was in major conflict and
no work was done
Course Marks:
1.
2.
3.
4.
5.
6.
Board Game = 30 points
Comparison/Contrast Essay = 25 points
Character Connection = 10 points
Telepathy Advice = 10 points
Aunt Harriet’s Imaginary Letter = 10 points
Quizzes = 15 points [3 X 5 points]