Thursday, December 4, 2014

The Lady or the Tiger


Do Now: Explain this saying: "To speak poorly is to think poorly and to think poorly is to live poorly."  

AIM: Is the author using the words, "Lady" and "Tiger" as metaphors for the two polar opposites of what it means to be human?


Can the opposite be as true: "To speak well is to think well and to think well is to live well"?

Is there a connection between advances in the uses of language, such as improving vocabulary, reason, writing, and discussion, and advances in the goals of civilized life?

Why does the study of language and literature give us some direction in choosing whether we are to be human (represented metaphorically by the word "Lady" in the title), or animals, (the Tiger) where the only might, not right, determines what is fair?

VOCABULARY LIST FROM THE STORY!
  1. adapt 
  2. administer 
  3. aesthetic 
  4. anguish
  5. appoint 
  6. ardor 
  7. aspire 
  8. assert 
  9. attained
  10.  
  11. bland 
  12. chorister 
  13. commune 
  14. crook 
  15. cultured
  16. decree 
  17. determinate 
  18. devious 
  19. devour
  20.  
  21. dire
  22. doleful 
  23. downcast 
  24. emanate 
  25. exuberant
  26. fancy 
  27. fateful 
  28. fervent 
  29. fervid 
  30. florid
  31.  
  32. genial
  33. grievous 
  34. idealism 
  35. impartial 
  36. imperious
  37. kindle 
  38. moiety 
  39. novel 
  40. parapet
  41.  
  42. portal
  43. precede 
  44. premise 
  45. presume 
  46. refine
  47. retribution 
  48. rhapsody 
  49. scheme
  50.  
  51. solemnize
  52. strew 
  53. trammel 
  54. tribunal 
  55. valor 
  56. wail 
  57. wend

Pre-reading Vocabulary

http://www.vocabulary.com/lists/179438#view=notes

THE LADY, OR THE TIGER?

by
Frank R. Stockton
In the very olden time there lived a semi-barbaric king, whose ideas, though somewhat polished and sharpened by the progressiveness of distant Latin neighbors, were still large, florid, and untrammeled, as became the half of him which was barbaric. He was a man of exuberant fancy, and, withal, of an authority so irresistible that, at his will, he turned his varied fancies into facts. He was greatly given to self-communing, and, when he and himself agreed upon anything, the thing was done. When every member of his domestic and political systems moved smoothly in its appointed course, his nature was bland and genial; but, whenever there was a little hitch, and some of his orbs got out of their orbits, he was blander and more genial still, for nothing pleased him so much as to make the crooked straight and crush down uneven places.
Among the borrowed notions by which his barbarism had become semified was that of the public arena, in which, by exhibitions of manly and beastly valor, the minds of his subjects were refined and cultured.
But even here the exuberant and barbaric fancy asserted itself. The arena of the king was built, not to give the people an opportunity of hearing the rhapsodies of dying gladiators, nor to enable them to view the inevitable conclusion of a conflict between religious opinions and hungry jaws, but for purposes far better adapted to widen and develop the mental energies of the people. This vast amphitheater, with its encircling galleries, its mysterious vaults, and its unseen passages, was an agent of poetic justice, in which crime was punished, or virtue rewarded, by the decrees of an impartial and incorruptible chance.
When a subject was accused of a crime of sufficient importance to interest the king, public notice was given that on an appointed day the fate of the accused person would be decided in the king's arena, a structure which well deserved its name, for, although its form and plan were borrowed from afar, its purpose emanated solely from the brain of this man, who, every barleycorn a king, knew no tradition to which he owed more allegiance than pleased his fancy, and who ingrafted on every adopted form of human thought and action the rich growth of his barbaric idealism.
When all the people had assembled in the galleries, and the king, surrounded by his court, sat high up on his throne of royal state on one side of the arena, he gave a signal, a door beneath him opened, and the accused subject stepped out into the amphitheater. Directly opposite him, on the other side of the inclosed space, were two doors, exactly alike and side by side. It was the duty and the privilege of the person on trial to walk directly to these doors and open one of them. He could open either door he pleased; he was subject to no guidance or influence but that of the aforementioned impartial and incorruptible chance. If he opened the one, there came out of it a hungry tiger, the fiercest and most cruel that could be procured, which immediately sprang upon him and tore him to pieces as a punishment for his guilt. The moment that the case of the criminal was thus decided, doleful iron bells were clanged, great wails went up from the hired mourners posted on the outer rim of the arena, and the vast audience, with bowed heads and downcast hearts, wended slowly their homeward way, mourning greatly that one so young and fair, or so old and respected, should have merited so dire a fate.
But, if the accused person opened the other door, there came forth from it a lady, the most suitable to his years and station that his majesty could select among his fair subjects, and to this lady he was immediately married, as a reward of his innocence. It mattered not that he might already possess a wife and family, or that his affections might be engaged upon an object of his own selection; the king allowed no such subordinate arrangements to interfere with his great scheme of retribution and reward. The exercises, as in the other instance, took place immediately, and in the arena. Another door opened beneath the king, and a priest, followed by a band of choristers, and dancing maidens blowing joyous airs on golden horns and treading an epithalamic measure, advanced to where the pair stood, side by side, and the wedding was promptly and cheerily solemnized. Then the gay brass bells rang forth their merry peals, the people shouted glad hurrahs, and the innocent man, preceded by children strewing flowers on his path, led his bride to his home.
This was the king's semi-barbaric method of administering justice. Its perfect fairness is obvious. The criminal could not know out of which door would come the lady; he opened either he pleased, without having the slightest idea whether, in the next instant, he was to be devoured or married. On some occasions the tiger came out of one door, and on some out of the other. The decisions of this tribunal were not only fair, they were positively determinate: the accused person was instantly punished if he found himself guilty, and, if innocent, he was rewarded on the spot, whether he liked it or not. There was no escape from the judgments of the king's arena.
The institution was a very popular one. When the people gathered together on one of the great trial days, they never knew whether they were to witness a bloody slaughter or a hilarious wedding. This element of uncertainty lent an interest to the occasion which it could not otherwise have attained. Thus, the masses were entertained and pleased, and the thinking part of the community could bring no charge of unfairness against this plan, for did not the accused person have the whole matter in his own hands?
This semi-barbaric king had a daughter as blooming as his most florid fancies, and with a soul as fervent and imperious as his own. As is usual in such cases, she was the apple of his eye, and was loved by him above all humanity. Among his courtiers was a young man of that fineness of blood and lowness of station common to the conventional heroes of romance who love royal maidens. This royal maiden was well satisfied with her lover, for he was handsome and brave to a degree unsurpassed in all this kingdom, and she loved him with an ardor that had enough of barbarism in it to make it exceedingly warm and strong. This love affair moved on happily for many months, until one day the king happened to discover its existence. He did not hesitate nor waver in regard to his duty in the premises. The youth was immediately cast into prison, and a day was appointed for his trial in the king's arena. This, of course, was an especially important occasion, and his majesty, as well as all the people, was greatly interested in the workings and development of this trial. Never before had such a case occurred; never before had a subject dared to love the daughter of the king. In after years such things became commonplace enough, but then they were in no slight degree novel and startling.
The tiger-cages of the kingdom were searched for the most savage and relentless beasts, from which the fiercest monster might be selected for the arena; and the ranks of maiden youth and beauty throughout the land were carefully surveyed by competent judges in order that the young man might have a fitting bride in case fate did not determine for him a different destiny. Of course, everybody knew that the deed with which the accused was charged had been done. He had loved the princess, and neither he, she, nor any one else, thought of denying the fact; but the king would not think of allowing any fact of this kind to interfere with the workings of the tribunal, in which he took such great delight and satisfaction. No matter how the affair turned out, the youth would be disposed of, and the king would take an aesthetic pleasure in watching the course of events, which would determine whether or not the young man had done wrong in allowing himself to love the princess.
The appointed day arrived. From far and near the people gathered, and thronged the great galleries of the arena, and crowds, unable to gain admittance, massed themselves against its outside walls. The king and his court were in their places, opposite the twin doors, those fateful portals, so terrible in their similarity.
All was ready. The signal was given. A door beneath the royal party opened, and the lover of the princess walked into the arena. Tall, beautiful, fair, his appearance was greeted with a low hum of admiration and anxiety. Half the audience had not known so grand a youth had lived among them. No wonder the princess loved him! What a terrible thing for him to be there!
As the youth advanced into the arena he turned, as the custom was, to bow to the king, but he did not think at all of that royal personage. His eyes were fixed upon the princess, who sat to the right of her father. Had it not been for the moiety of barbarism in her nature it is probable that lady would not have been there, but her intense and fervid soul would not allow her to be absent on an occasion in which she was so terribly interested. From the moment that the decree had gone forth that her lover should decide his fate in the king's arena, she had thought of nothing, night or day, but this great event and the various subjects connected with it. Possessed of more power, influence, and force of character than any one who had ever before been interested in such a case, she had done what no other person had done,—she had possessed herself of the secret of the doors. She knew in which of the two rooms, that lay behind those doors, stood the cage of the tiger, with its open front, and in which waited the lady. Through these thick doors, heavily curtained with skins on the inside, it was impossible that any noise or suggestion should come from within to the person who should approach to raise the latch of one of them. But gold, and the power of a woman's will, had brought the secret to the princess.
And not only did she know in which room stood the lady ready to emerge, all blushing and radiant, should her door be opened, but she knew who the lady was. It was one of the fairest and loveliest of the damsels of the court who had been selected as the reward of the accused youth, should he be proved innocent of the crime of aspiring to one so far above him; and the princess hated her. Often had she seen, or imagined that she had seen, this fair creature throwing glances of admiration upon the person of her lover, and sometimes she thought these glances were perceived, and even returned. Now and then she had seen them talking together; it was but for a moment or two, but much can be said in a brief space; it may have been on most unimportant topics, but how could she know that? The girl was lovely, but she had dared to raise her eyes to the loved one of the princess; and, with all the intensity of the savage blood transmitted to her through long lines of wholly barbaric ancestors, she hated the woman who blushed and trembled behind that silent door.
When her lover turned and looked at her, and his eye met hers as she sat there, paler and whiter than any one in the vast ocean of anxious faces about her, he saw, by that power of quick perception which is given to those whose souls are one, that she knew behind which door crouched the tiger, and behind which stood the lady. He had expected her to know it. He understood her nature, and his soul was assured that she would never rest until she had made plain to herself this thing, hidden to all other lookers-on, even to the king. The only hope for the youth in which there was any element of certainty was based upon the success of the princess in discovering this mystery; and the moment he looked upon her, he saw she had succeeded, as in his soul he knew she would succeed.
Then it was that his quick and anxious glance asked the question: "Which?" It was as plain to her as if he shouted it from where he stood. There was not an instant to be lost. The question was asked in a flash; it must be answered in another.
Her right arm lay on the cushioned parapet before her. She raised her hand, and made a slight, quick movement toward the right. No one but her lover saw her. Every eye but his was fixed on the man in the arena.
He turned, and with a firm and rapid step he walked across the empty space. Every heart stopped beating, every breath was held, every eye was fixed immovably upon that man. Without the slightest hesitation, he went to the door on the right, and opened it.
Now, the point of the story is this: Did the tiger come out of that door, or did the lady?
The more we reflect upon this question, the harder it is to answer. It involves a study of the human heart which leads us through devious mazes of passion, out of which it is difficult to find our way. Think of it, fair reader, not as if the decision of the question depended upon yourself, but upon that hot-blooded, semi-barbaric princess, her soul at a white heat beneath the combined fires of despair and jealousy. She had lost him, but who should have him?
How often, in her waking hours and in her dreams, had she started in wild horror, and covered her face with her hands as she thought of her lover opening the door on the other side of which waited the cruel fangs of the tiger!
But how much oftener had she seen him at the other door! How in her grievous reveries had she gnashed her teeth, and torn her hair, when she saw his start of rapturous delight as he opened the door of the lady! How her soul had burned in agony when she had seen him rush to meet that woman, with her flushing cheek and sparkling eye of triumph; when she had seen him lead her forth, his whole frame kindled with the joy of recovered life; when she had heard the glad shouts from the multitude, and the wild ringing of the happy bells; when she had seen the priest, with his joyous followers, advance to the couple, and make them man and wife before her very eyes; and when she had seen them walk away together upon their path of flowers, followed by the tremendous shouts of the hilarious multitude, in which her one despairing shriek was lost and drowned!
Would it not be better for him to die at once, and go to wait for her in the blessed regions of semi-barbaric futurity?
And yet, that awful tiger, those shrieks, that blood!
Her decision had been indicated in an instant, but it had been made after days and nights of anguished deliberation. She had known she would be asked, she had decided what she would answer, and, without the slightest hesitation, she had moved her hand to the right.
The question of her decision is one not to be lightly considered, and it is not for me to presume to set myself up as the one person able to answer it. And so I leave it with all of you: Which came out of the opened door,—the lady, or the tiger?

Wednesday, December 3, 2014

The Lady or the Tiger Vocabulary Test

Matching

1. florid
2. genial
3. valor
4. decrees
5. incorruptible
6. emanated
7. doleful
8. dire
9. subordinate
10. tribunal

a. came forth
b. court
c. sad; melancholy
d. flowery; showy
e. secondary
f. official orders
g. courage
h. dreadful; terrible
i. friendly; cheerful
j. unable to be bribed or tainted

Multiple-Choice

1. An impartial decision
a. shows no favoritism
b. is unfair
c. is made quickly

2. Something procured is
a. obtained
b. well fed
c. safe to eat

3. A scheme of retribution
a. redistributes wealth
b. asks questions
c. punishes wrongdoing

4. A person with an imperious nature is
a. arrogant
b. heir to the throne
c. soft-spoken

5. Ardor can be described as
a. a love for trees
b. burning resentment
c. strong feeling

6. The portals of a building or structure are its
a. windows
b. doors
c. roof lines

7. The parapet on  which the princess's right arm lay was a
a. cushion
b. low railing
c. desk

8. Devious paths are
a. roundabout and winding
b. long and exhausting
c. clearly indicated and pleasant

9. Reveries are
a. daydreams
b. jealous rages
c. wake-up calls

10. The deliberation that preceded the decision of the princess was marked by
a. a hasty search for documents
b. bitter arguments
c. careful consideration

Tuesday, December 2, 2014

"The Pedestrian" by Ray Bradbury



DO NOW: How do you spend your free time?
What is meant by the expression, "Free time?"  Time for Freedom?  Explain to an extraterrestrial what humans mean by "Free Time" and whether free time is as free as it could be?

Here's a little conversation between two friends to help illustrate the idea:

John called his best friend Harry.  "Hey, Harry.  Do you have any plans for the afternoon?"
      "No, John, I don't.  What do you want to do?"
      "How about we just start walking from your place and take life as it comes.  What do you say?"
      "No thanks man, I need to know what we're going to do.  How about tennis or watch the cheerleaders at practice?"
      "That's not 'Free-Time' Harry, that's choosing how to take the freedom out of free time by deciding, in advance what you're going to do.  It's like, tennis becomes the boss and you have to do things "tennis's" way.   I mean let's just not have any boss and see where life takes us.  Play it by ear, as the saying goes.  Life is too wild and precious to plan, don't you think?"

What do you think?  Are you comfortable with life or do you have to have something boss your time around?




AIM: What crime does Leonard Mead commit?  Why is it a crime?  Is he guilty?

What is "Free Time" in today's society? - Don't we all need to just get away from the world, get off the merry-go-round of daily living from time to time?  

Is walking, when you don't have to be anywhere in particular, a proper use of one's free time?



Homework: Make a list things people do in their free time and label whether it is an ACTIVITY,  (such as doing art, music, exploring,  being creative, volunteer work, etc. ) or whether it is more PASSIVE (such as watching sports, films, observing, Internet, Facebook, etc.)


The grey-eyed morn smiles on the frowning night,
Chequering the eastern clouds with streaks of light,
And flecked darkness like a drunkard reels
From forth day's path and Titan's fiery wheels:
Now, ere the sun advance his burning eye,
The day to cheer and night's dank dew to dry,
I must up-fill this osier cage of ours
With baleful weeds and precious-juiced flowers. - From Romeo and Juliet by William Shakespeare



sordid 
adjective
involving ignoble actions and motives; arousing moral distaste and contempt: the story paints a sordid picture of bribes and scams.

dirty or squalid: the overcrowded housing conditions were sordid and degrading.

forlorn - pitifully sad and lonely
Pagan - someone who follows a religion before the advent of monotheism (Ancient Greeks, with their polytheism, were considered Pagans 
Proteus - a minor sea god of Greek mythology who had the power of prophecy but who would assume different shapes to avoid answering questions.
Triton - Greek Mythology a minor sea god usually represented as a man with a fish's tail and carrying a trident and shell trumpet.

The World Is Too Much With Us

BY WILLIAM WORDSWORTH
The world is too much with us; late and soon,
Getting and spending, we lay waste our powers;—
Little we see in Nature that is ours;
We have given our hearts away, a sordid boon! [sordid boon, meaning a disgusting benefit]
This Sea that bares her bosom to the moon;
The winds that will be howling at all hours,
And are up-gathered now like sleeping flowers;
For this, for everything, we are out of tune;
It moves us not. Great God! I’d rather be
A Pagan suckled in a creed outworn;
So might I, standing on this pleasant lea,
Have glimpses that would make me less forlorn;
Have sight of Proteus rising from the sea;
Or hear old Triton blow his wreathèd horn.

Thursday, November 20, 2014

Charles

CHARLES  by Shirley Jackson



   The day my son Laurie started kindergarten, he gave up his little-boy clothes. He started wearing blue jeans with a belt. I watched him go off that first morning with the older girl next door. He looked as though he were going off to a fight.
    He came home the same way at lunchtime. “Isn’t anybody here?” he yelled. At the table, he knocked over his little sister’s milk.
   “How was school today?” I asked. “Did you learn anything?’’
   “I didn’t learn nothing,” he said.
    “Anything, “ I said. “Didn’t learn anything.”
    “But the teacher spanked a boy,” Laurie said. “For being fresh.”
     “What did he do?” I asked. “Who was it?”
    Laurie thought. “It was Charles,” he said. “The teacher spanked him and made him stand in the corner. He was really fresh.”
    “What did he do?” I asked. But Laurie slid off his chair, took a cookie, and left.
     The next day, Laurie sat down for lunch. “Well,” he said, “Charles was bad again today.” He grinned. “ Today Charles hit the teacher,” he said.
    “Good heavens,” I said. “I suppose he got spanked again?”
    “He sure did,” Laurie said.
    “Why did Charles hit the teacher?” I asked.
    “Because she tried to make him color with red crayons. Charles wanted to color with green crayons. So he hit the teacher. She spanked him and said nobody play with Charles. But everybody did.”
    The third day, Charles bounced a see-saw onto the head of a little girl. He made her bleed. The teacher made him stay inside during recess.
    On Thursday, Charles had to stand in a corner. He was pounding his feet on the floor during story-time. Friday, Charles could not use the blackboard because he threw chalk.
    On Saturday, I talked to my husband about it. “Do you think kindergarten is too disturbing for Laurie?” I asked him. “This Charles boy sounds like a bad influence.”
    “It will be all right,” my husband said, “There are bound to be people like Charles in the world. He might as well meet them now as later.”
    On Monday, Laurie came home late.
“Charles!” he shouted, as he ran up to the house. “Charles was bad again!”
    I let him in and helped him take off his coat. “You know what Charles did?” he said.  “Charles yelled so much that the teacher came in from first grade. She said our teacher had to keep Charles quiet. And so Charles had to stay after school. And so all the children stayed to watch him.”
    “What did he do?” I asked.
    “He just sat there,” Laurie said, noticing his father. “Hi Pop, you old dust mop.”
    “What does this Charles look like? My husband asked. “What’s his last name?”
    “He’s bigger than me,” Laurie said. “And he doesn’t wear a jacket.”
    I could hardly wait for the first Parent-Teachers meeting. I wanted very much to meet Charles’ mother. The meeting was still a week away.
    On Tuesday, Laurie said, “Our teacher had a friend come to see her in school today.”
    My husband and I said together, “Was it Charles’ mother?”
    “Naaah,” Laurie said. “Charles was fresh to the teacher’s friend. They wouldn’t let him do exercises.”
    “Fresh again?” I said.
    “He kicked the teacher’s friend,” Laurie said. “The teacher’s friend told Charles to touch his toes. And Charles kicked him.”
    “What do you think they’ll do about Charles?” my husband asked.
    “I don’t know,” Laurie said. “Throw him out of school, I guess.”
    Wednesday and Thursday were routine. Charles yelled during story-time. He hit a boy in the stomach and made him cry. On Friday, Charles stayed after school again. All the other children stayed to watch him.
    On Monday of the third week, Laurie came home with another report. “You know what Charles did today?” he asked. “He told a girl to say a word, and she said it. The teacher washed her mouth out with soap, and Charles laughed.”
    “What word?” his father asked.
    “It’s so bad, I’ll have to whisper it to you,” Laurie said. He whispered into my husband’s ear.
    “Charles told the little girl to say that?” he said, his eyes widening.
    “She said it twice,” Laurie said. “Charles told her to say it twice.”
    “What happened to Charles?” my husband asked.
    “Nothing,” Laurie said. “He was passing out the crayons.”
    The next day, Charles said the evil word himself three or four times. He got his mouth washed out with soap each time. He also threw chalk.
    My husband came to the door that night as I was leaving for the Parent-Teachers meeting. “Invite her over after the meeting,” he said. “I want to get a look at the mother of that kid.”
    “I hope she’s there,” I said.
    “She’ll be there,” my husband said. “How could they hold a Parent-Teachers meeting without Charles’ mother?”
    At the meeting, I looked over the faces of all the other mothers. None of them looked unhappy enough to be the mother of Charles. No one stood up and apologized for the way her son had been acting. No one mentioned Charles.
    After the meeting, I found Laurie’s teacher. “I’ve been wanting to meet you,” I said. “I’m Laurie’s mother.”
    Oh, yes,” she said. “We’re all so interested in Laurie.”
    “He certainly likes kindergarten,” I said. “He talks about it all the time.”
    “He’s had some trouble getting used to school,” she said. “But I think he’ll be all right.”
    “Laurie usually fits in quickly,” I said. “I suppose his trouble might be from Charles’ influence.”
    “Charles?” the teacher said.
    “Yes,” I said, laughing. “You must have your hands full with Charles.”
    “Charles?” she said. “We don’t have any Charles in kindergarten.”




http://storyoftheweek.loa.org/2010/06/charles.html
https://www.youtube.com/watch?v=ap5OE0LHAdM






—> Make your own list of 10 things you know you are supposed to do and a list of 10 things you are not supposed to do in class.  For example, You are supposed to be attentive to the teacher at all times and you are not supposed to talking with your neighbor while the lesson is going on. Right? 1.2.3.4.5.6.7.8.9.10.

Are you supposed to arrive late to class?  Why not?

Are you supposed to arrive to class without a pen, pencil and paper?  Why not?

Are you supposed to talk during a writing assignment?  Why not?

If student near to you  asks you, “What did the teacher say?” Are you supposed to answer that student or ignore him or her?  (Hint: that student should raise his or her hand and ask the teacher, right?)

If you don’t have a pen or pencil or some paper, are you supposed to raise your hand tell the teacher or talk to the students around you to ask them for what you need?

If the teacher or another student is reading out loud, are you supposed to be talking to your neighbor, fidgeting with your cell phone, or listening and taking notes?

When people are talking, it usually means they aren’t listening, right?  In class, when should you be listening and when should you be talking?

If you don’t follow the rules, shouldn’t you get a lower grade since the rules are for everybody to follow all the time, not just when somebody feels like following them, right?  Later in life those grades are used to judge you.  How do you want to be judged?  

When you are at home, what happens if you don’t follow the rules and you disobey your parents?  

How would your parents feel if they saw you in class at a time when you weren’t following the rules or doing what you are supposed to be doing?  Would it make sad?  


When a student is not doing what the teachers says, should the teacher think, “Oh, that student has bad parents , that’s why they’re not being good in class.”  Is that what you want your teachers to think?  

DO NOW: Explain this saying, "ACTIONS SPEAK LOUDER THAN WORDS."
-Do we better understand someone by what a person actually DOES, or by what a person SAYS?

AIM: How does listing WHAT a character DOES help us to understand the character better?

What is Characterization?  - How does the author create an idea about who Laurie really is?

HOMEWORK: Complete the Hand-out and Selection  Quiz




DO NOW: Remember when your parents would call you in from play and you and your best friend had to go home?  How would you like to have two best friends?  One who you can see and go out with to play, and the other who never has to go, one who is invisible and seen only by you?  What name would you give your invisible friend?

AIM:  Why doesn't the teacher understand who Charles is?

Note about the author: Shirley Jackson is most famous for her stories about the supernatural.  Her most famous work is a movie, The Haunting of Hill House (1963)

Directions: 
Begin, by reading the short story, “Charles”  by Shirley Jackson.
After reading the story, answer each question on loose-leaf, in your best English.

Did something about the ending of the story surprise you?

Who is narrating the short story Charles?

According to the narrator, how did Laurie change when he started kindergarten?

When did Laurie first speak about Charles?  

What does the detail of the spilled glass of milk show about Laurie’s mood?

Why had Charles become a household joke with Laurie’s parents?

Why do you think Laurie’s parents were looking forward to meeting his kindergarten teacher and Charles’s parents?

What did Laurie’s parents think when the teacher told them, “We don’t have any Charles in the kindergarten.” 

Was there ever really a Charles?  

10.  Is there something supernatural or strange going on in this story?

Part II Vocabulary

Vocabulary - Locate the words listed below in the story and copy the sentence.  Then, to make sure, look up the word in the dictionary.

“The day my son Laurie started kindergarten he renounced corduroy overalls with bibs and began wearing blue jeans with a belt

elaborately
simultaneously
incredulously
resolute
benediction 

privilege

AIM:: 

AIM:   Why is making up stories about other people or about yourself such an important part of everyone's life?   Where does Charles come from and when will he return to where he came from?


DO NOW: 1. Write your name in your best handwriting.




Questions on CHARLES by Shirley Jackson - List what Charles does in school

Note about the author: Shirley Jackson is best known for her book and film, The Haunting of Hill House

After reading the story, view a short project based on the story.  

List the events, in the order they occurred.

Homework: create a “Charles” story of your own, using a different name and different things he or she does.











Friday, November 14, 2014

Harrison Bergeron

http://coursesmrhedges.blogspot.com/2013/09/harrison-bergeron.html

AIM:  Which is more valuable: grades or learning? Education or Entertainment?


DO NOW:  What do you like to do best for entertainment?  Read, watch a film, or play sports?
Why is there a conflict between entertainment and education?

In a Democracy, - a system of government of the people, by the people, and for the people, can the People decide to eliminate education and substitute entertainment, in it's place?  Do we, as the People have that right?

Does film  enhance our understanding of a written text or does it turn education into entertainment and have less educational value?



DO NOW: React to a new school-wide policy:
SITUATION: Every student who isn't able to do the work satisfactorily will receive extra credit while every student who is able to do the work satisfactorily or better will have  points taken off.   
Would that lead to a society where everyone would want to read and study or where few people would want to?


In a society where only the few have the desire to read and study, even if it costs them penalties, would there still be students who would rather get lower grades but increase their learning?  Why?


Today we will examine a film, Fahrenheit 451 by Ray Bradbury that explores the consequences of a society, like the one Kurt Vonnegut depicts in Harrison Bergeron- A society that does away with print, text, and reading printed books.







Do Now: Voice your view on two questions below, silently, with your pen or pencil on paper

1.Some people fear success more than they fear failure.  What is your take on that?

2. Some people fear what is different and exceptional about themselves and think it is safer and easier to pretend that they are just like everybody else.  What is your take on that?

AIM: Does society (both today and in the story) pressure individuals to "dummy themselves down" and "fit in," or does our society encourage people to be as exceptional and creative as they can be?

What does Harrison mean when he says, "I am a greater ruler than any man who ever lived! Now watch me become what I can become!"

In other words, why is Harrison's statement about becoming what one can become always seen as an act of rebellion and revolution against society?

Homework: Complete the hand-out





AIM: Where does the sound of the riveting gun that George hears in his head really come from?

DO NOW:  

(a) Is equality an important goal for society?

(b) To achieve that goal, would it easier and more natural and maybe even cheaper to increase everyone's intelligence, to bring up the average, or, might it be easier and cheaper and more realistic to force the brighter, more talented people to"dummy-down" ?

Homework: Complete hand-out sheet on loose-leaf. 

Due Next D and G Band Meeting Next Week

HARRISON BERGERON
by Kurt Vonnegut, Jr.

THE YEAR WAS 2081, and everybody was finally equal. They weren't only equal before God and the law. They were equal every which way. Nobody was smarter than anybody else. Nobody was better looking than anybody else. Nobody was stronger or quicker than anybody else. All this equality was due to the 211th, 212th, and 213th Amendments to the Constitution, and to the unceasing vigilance of agents of the United States Handicapper General.
Some things about living still weren't quite right, though. April for instance, still drove people crazy by not being springtime. And it was in that clammy month that the H-G men took George and Hazel Bergeron's fourteen-year-old son, Harrison, away.
It was tragic, all right, but George and Hazel couldn't think about it very hard. Hazel had a perfectly average intelligence, which meant she couldn't think about anything except in short bursts. And George, while his intelligence was way above normal, had a little mental handicap radio in his ear. He was required by law to wear it at all times. It was tuned to a government transmitter. Every twenty seconds or so, the transmitter would send out some sharp noise to keep people like George from taking unfair advantage of their brains.
George and Hazel were watching television. There were tears on Hazel's cheeks, but she'd forgotten for the moment what they were about.
On the television screen were ballerinas.
A buzzer sounded in George's head. His thoughts fled in panic, like bandits from a burglar alarm.
"That was a real pretty dance, that dance they just did," said Hazel.
"Huh" said George.
"That dance-it was nice," said Hazel.
"Yup," said George. He tried to think a little about the ballerinas. They weren't really very good-no better than anybody else would have been, anyway. They were burdened with sashweights and bags of birdshot, and their faces were masked, so that no one, seeing a free and graceful gesture or a pretty face, would feel like something the cat drug in. George was toying with the vague notion that maybe dancers shouldn't be handicapped. But he didn't get very far with it before another noise in his ear radio scattered his thoughts.
George winced. So did two out of the eight ballerinas.
Hazel saw him wince. Having no mental handicap herself, she had to ask George what the latest sound had been.
"Sounded like somebody hitting a milk bottle with a ball peen hammer," said George.
"I'd think it would be real interesting, hearing all the different sounds," said Hazel a little envious. "All the things they think up."
"Um," said George.
"Only, if I was Handicapper General, you know what I would do?" said Hazel. Hazel, as a matter of fact, bore a strong resemblance to the Handicapper General, a woman named Diana Moon Glampers. "If I was Diana Moon Glampers," said Hazel, "I'd have chimes on Sunday-just chimes. Kind of in honor of religion."
"I could think, if it was just chimes," said George.
"Well-maybe make 'em real loud," said Hazel. "I think I'd make a good Handicapper General."
"Good as anybody else," said George.
"Who knows better than I do what normal is?" said Hazel.
"Right," said George. He began to think glimmeringly about his abnormal son who was now in jail, about Harrison, but a twenty-one-gun salute in his head stopped that.
"Boy!" said Hazel, "that was a doozy, wasn't it?"
It was such a doozy that George was white and trembling, and tears stood on the rims of his red eyes. Two of of the eight ballerinas had collapsed to the studio floor, were holding their temples.
"All of a sudden you look so tired," said Hazel. "Why don't you stretch out on the sofa, so's you can rest your handicap bag on the pillows, honeybunch." She was referring to the forty-seven pounds of birdshot in a canvas bag, which was padlocked around George's neck. "Go on and rest the bag for a little while," she said. "I don't care if you're not equal to me for a while."
George weighed the bag with his hands. "I don't mind it," he said. "I don't notice it any more. It's just a part of me."
"You been so tired lately-kind of wore out," said Hazel. "If there was just some way we could make a little hole in the bottom of the bag, and just take out a few of them lead balls. Just a few."
"Two years in prison and two thousand dollars fine for every ball I took out," said George. "I don't call that a bargain."
"If you could just take a few out when you came home from work," said Hazel. "I mean-you don't compete with anybody around here. You just sit around."
"If I tried to get away with it," said George, "then other people'd get away with it-and pretty soon we'd be right back to the dark ages again, with everybody competing against everybody else. You wouldn't like that, would you?"
"I'd hate it," said Hazel.
"There you are," said George. The minute people start cheating on laws, what do you think happens to society?"
If Hazel hadn't been able to come up with an answer to this question, George couldn't have supplied one. A siren was going off in his head.
"Reckon it'd fall all apart," said Hazel.
"What would?" said George blankly.
"Society," said Hazel uncertainly. "Wasn't that what you just said?
"Who knows?" said George.
The television program was suddenly interrupted for a news bulletin. It wasn't clear at first as to what the bulletin was about, since the announcer, like all announcers, had a serious speech impediment. For about half a minute, and in a state of high excitement, the announcer tried to say, "Ladies and Gentlemen."
He finally gave up, handed the bulletin to a ballerina to read.
"That's all right-" Hazel said of the announcer, "he tried. That's the big thing. He tried to do the best he could with what God gave him. He should get a nice raise for trying so hard."
"Ladies and Gentlemen," said the ballerina, reading the bulletin. She must have been extraordinarily beautiful, because the mask she wore was hideous. And it was easy to see that she was the strongest and most graceful of all the dancers, for her handicap bags were as big as those worn by two-hundred pound men.
And she had to apologize at once for her voice, which was a very unfair voice for a woman to use. Her voice was a warm, luminous, timeless melody. "Excuse me-" she said, and she began again, making her voice absolutely uncompetitive.
"Harrison Bergeron, age fourteen," she said in a grackle squawk, "has just escaped from jail, where he was held on suspicion of plotting to overthrow the government. He is a genius and an athlete, is under-handicapped, and should be regarded as extremely dangerous."
A police photograph of Harrison Bergeron was flashed on the screen-upside down, then sideways, upside down again, then right side up. The picture showed the full length of Harrison against a background calibrated in feet and inches. He was exactly seven feet tall.
The rest of Harrison's appearance was Halloween and hardware. Nobody had ever born heavier handicaps. He had outgrown hindrances faster than the H-G men could think them up. Instead of a little ear radio for a mental handicap, he wore a tremendous pair of earphones, and spectacles with thick wavy lenses. The spectacles were intended to make him not only half blind, but to give him whanging headaches besides.
Scrap metal was hung all over him. Ordinarily, there was a certain symmetry, a military neatness to the handicaps issued to strong people, but Harrison looked like a walking junkyard. In the race of life, Harrison carried three hundred pounds.
And to offset his good looks, the H-G men required that he wear at all times a red rubber ball for a nose, keep his eyebrows shaved off, and cover his even white teeth with black caps at snaggle-tooth random.
"If you see this boy," said the ballerina, "do not - I repeat, do not - try to reason with him."
There was the shriek of a door being torn from its hinges.
Screams and barking cries of consternation came from the television set. The photograph of Harrison Bergeron on the screen jumped again and again, as though dancing to the tune of an earthquake.
George Bergeron correctly identified the earthquake, and well he might have - for many was the time his own home had danced to the same crashing tune. "My God-" said George, "that must be Harrison!"
The realization was blasted from his mind instantly by the sound of an automobile collision in his head.
When George could open his eyes again, the photograph of Harrison was gone. A living, breathing Harrison filled the screen.
Clanking, clownish, and huge, Harrison stood - in the center of the studio. The knob of the uprooted studio door was still in his hand. Ballerinas, technicians, musicians, and announcers cowered on their knees before him, expecting to die.
"I am the Emperor!" cried Harrison. "Do you hear? I am the Emperor! Everybody must do what I say at once!" He stamped his foot and the studio shook.
"Even as I stand here" he bellowed, "crippled, hobbled, sickened - I am a greater ruler than any man who ever lived! Now watch me become what I can become!"
Harrison tore the straps of his handicap harness like wet tissue paper, tore straps guaranteed to support five thousand pounds.
Harrison's scrap-iron handicaps crashed to the floor.
Harrison thrust his thumbs under the bar of the padlock that secured his head harness. The bar snapped like celery. Harrison smashed his headphones and spectacles against the wall.
He flung away his rubber-ball nose, revealed a man that would have awed Thor, the god of thunder.
"I shall now select my Empress!" he said, looking down on the cowering people. "Let the first woman who dares rise to her feet claim her mate and her throne!"
A moment passed, and then a ballerina arose, swaying like a willow.
Harrison plucked the mental handicap from her ear, snapped off her physical handicaps with marvelous delicacy. Last of all he removed her mask.
She was blindingly beautiful.
"Now-" said Harrison, taking her hand, "shall we show the people the meaning of the word dance? Music!" he commanded.
The musicians scrambled back into their chairs, and Harrison stripped them of their handicaps, too. "Play your best," he told them, "and I'll make you barons and dukes and earls."
The music began. It was normal at first-cheap, silly, false. But Harrison snatched two musicians from their chairs, waved them like batons as he sang the music as he wanted it played. He slammed them back into their chairs.
The music began again and was much improved.
Harrison and his Empress merely listened to the music for a while-listened gravely, as though synchronizing their heartbeats with it.
They shifted their weights to their toes.
Harrison placed his big hands on the girls tiny waist, letting her sense the weightlessness that would soon be hers.
And then, in an explosion of joy and grace, into the air they sprang!
Not only were the laws of the land abandoned, but the law of gravity and the laws of motion as well.
They reeled, whirled, swiveled, flounced, capered, gamboled, and spun.
They leaped like deer on the moon.
The studio ceiling was thirty feet high, but each leap brought the dancers nearer to it.
It became their obvious intention to kiss the ceiling. They kissed it.
And then, neutraling gravity with love and pure will, they remained suspended in air inches below the ceiling, and they kissed each other for a long, long time.
It was then that Diana Moon Glampers, the Handicapper General, came into the studio with a double-barreled ten-gauge shotgun. She fired twice, and the Emperor and the Empress were dead before they hit the floor.
Diana Moon Glampers loaded the gun again. She aimed it at the musicians and told them they had ten seconds to get their handicaps back on.
It was then that the Bergerons' television tube burned out.
Hazel turned to comment about the blackout to George. But George had gone out into the kitchen for a can of beer.
George came back in with the beer, paused while a handicap signal shook him up. And then he sat down again. "You been crying" he said to Hazel.
"Yup," she said.
"What about?" he said.
"I forget," she said. "Something real sad on television."
"What was it?" he said.
"It's all kind of mixed up in my mind," said Hazel.
"Forget sad things," said George.
"I always do," said Hazel.
"That's my girl," said George. He winced. There was the sound of a rivetting gun in his head.
"Gee - I could tell that one was a doozy," said Hazel.
"You can say that again," said George.
"Gee-" said Hazel, "I could tell that one was a doozy."


"Harrison Bergeron" is copyrighted by Kurt Vonnegut, Jr., 1961.

Name____________________ ________________________November 24, 2014  Band _____

Did You Get It?

“Harrison Bergeron” by Kurt Vonnegut

1. In what year does the story, “Harrison Bergeron” take place?

2. Why did the author choose that specific number for the setting of the story?  (Hint, what’s a prime number?) 

3. What month did the men from Diana Moon Glampers take Harrison away?

4. What shows the reader that Hazel isn’t very smart? 

5. Why was George required to keep a transmitter in his ear?  

6. What did the transmitter do to make George’s intelligence as low as Hazel’s?

7. In the society Kurt Vonnegut writes about, if you are above average, what does the government do to make you equal to everyone?

8. In order to disguise his natural good looks, what is Harrison forced to wear on his nose and teeth?

9. After executing Harrison, Diana Moon Glampers orders the musicians to put their handicaps back on.  Do they do as they’re told or not?

10. What does it mean when George hears the sound of a rivetting gun in his head?  Does it mean that Diana Moon Glampers had shot the musicians or that the musicians had rebelled against the government?

11. If everyone was equal so nobody was better than anybody else, would the world be a better place?

12. The most effective way to lower a person’s ability the think is to fill their ears with noise.  What is the writer trying to warn us about as we try to learn to think better?


Writing: 

  • What is censorship?  [the practice of officially examining books, movies, etc., and suppressing unacceptable parts]
  • Can thoughts be stopped and censored before the have the chance to make themselves understood?

READING AND LISTENING



Homework: 

When you are reading or watching TV, are you bothered by loud sounds?
Write about a time when you were studying very hard but forgot what you were studying.  Why did that happen?


We are about to read a short story by a famous writer, Kurt Vonnegut who chooses one form of pollution that he considers to be the most dangerous kind of pollution of all.  See if you agree!

As we read the story see if you can discover what kind of pollution he thinks is really the worst.

After we have read the story, we will complete a short writing task that checks your understanding. 


Fill in the blanks and then, copy the completed paragraph into your notebook, composition book, or on loose-leaf.

“Kurt Vonnegut, in his short story Harrison Bergeron, writes about how __________________ pollution is the most dangerous because it harms our _________________.   If our ____________ is constantly bombarded with _______________ we can’t finish a single _____________ and we forget what we wanted to _______________ .   That’s bad for us, both as individuals and as a society.   One example of how _________________ harms people in the story is when ______________________________________________________.
An other example is when _____________________________________________.  The irony of the story is that nobody can do anything about it because they don’t even know that it’s ____________________________________.  Their thoughts are assaulted by _________________ and when the ____________________ ends, they are too  ______________ to _______________     ___________________ about it.


In my opinion,__________________________________________________________  this story makes sense today, even though it takes place in the _____________ because __________________________________.   I wonder, can ________________ pollution get so out of control that we, like the characters in the story, could forget how to ______________?




—>
 Make your own list of 10 things you know you are supposed to do and a list of 10 things you are not supposed to do in class.  For example, You are supposed to be attentive to the teacher at all times and you are not supposed to talking with your neighbor while the lesson is going on. Right? 1.2.3.4.5.6.7.8.9.10.

Are you supposed to arrive late to class?  Why not?

Are you supposed to arrive to class without a pen, pencil and paper?  Why not?

Are you supposed to talk during a writing assignment?  Why not?

If student near to you  asks you, “What did the teacher say?” Are you supposed to answer that student or ignore him or her?  (Hint: that student should raise his or her hand and ask the teacher, right?)

If you don’t have a pen or pencil or some paper, are you supposed to raise your hand tell the teacher or talk to the students around you to ask them for what you need?

If the teacher or another student is reading out loud, are you supposed to be talking to your neighbor, fidgeting with your cell phone, or listening and taking notes?

When people are talking, it usually means they aren’t listening, right?  In class, when should you be listening and when should you be talking?

If you don’t follow the rules, shouldn’t you get a lower grade since the rules are for everybody to follow all the time, not just when somebody feels like following them, right?  Later in life those grades are used to judge you.  How do you want to be judged?  

When you are at home, what happens if you don’t follow the rules and you disobey your parents?  

How would your parents feel if they saw you in class at a time when you weren’t following the rules or doing what you are supposed to be doing?  Would it make sad?  

When a student is not doing what the teachers says, should the teacher think, “Oh, that student has bad parents , that’s why they’re not being good in class.”  Is that what you want your teachers to think?  


AIM: 



  • Do Now: 

Directions: Write your answer each question in a complete thought and in your best English on loose-leaf or in your class composition book.  


  1. What is pollution?  
  2. Give three examples of pollution.
  3. For each of the three examples you give, explain where the pollution comes from who is to blame for making it?
  4. What are the dangers of pollution?  
  5. Explain how pollution can harm our health.
  6. Explain how pollution can harm our environment.
  7. Explain how pollution can harm our economy.
  8. Can pollution be controlled?  
  9. Of all the possible forms of pollution, did you include noise pollution?

Sunday in the Park by Bel Kaufman


Sunday in the Park by Bel Kaufman

Do Now: Living life is a constant learning experience.  Sometimes our lives follow a plan, sometimes it doesn’t.  Write about a situation where you learned something new about yourself.


Suggested situations:Maybe you did better (or worse) on a test?Maybe you were braver at the dentist than you thought you would be?
  • Sports?  
  • Protecting someone from harm?  
  • Holding back emotions?  
  • Handling stress and pressure?
Reading: “Sunday in the Park” by Bel Kaufman

  1. What does the title suggest?  
  2. Is spending a Sunday in the park an ordinary, uneventful, maybe even boring day?
  3. Does that suggest that something extraordinary, not at all boring is going to happen?
  4. What do you like to do when you have a day off from school?  
  5. Do you prefer to do relaxing things or challenging things?
  6. Describe the main character and what she learns about herself.
  7. List the characters and something about them.
  8. How had the situation changed Morton’s wife’s understanding of herself?


Monday, November 10, 2014

The Story of an Hour by Kate Chopin

The Story of an Hour 

by Kate Chopin


http://www.fmgondemand.com/play/4QYHKU


  • A word tells us the name of a thing and can stand in or take the place of the thing when it's not there.
  • Does your name stand in for who you are?
  • Does your first name or your last name best refer to who you are?
  • Before you had a first name, you had a last name. As a word, which one defines you?
  • Does the name stand in for the name of the body or the person who lives within it?


What is Mrs. Mallard first name?  What is the author trying to get us to understand or think about by referring to her as "Mrs. Mallard"? 

Questions

1. Why isn't Mrs. Mallard immediately told of her husband's death?
2. Who brought the news of Mr. Mallard's death?
3. Where did Mr. Mallard's accident happen?
4. How does Mrs. Mallard react when she hears the news?
5. How does the world outside look?
6. How does Mrs. Mallard normally look and how does she look since the news of the accident?
7. What feeling does Mrs. Mallard experience?
8. How does Mrs. Mallard think she will react when she sees her husband's dead body?
9. What is Mrs. Mallard excited about?
10. How does Mrs. Mallard die?

Text

Now her bosom rose and fell tumultuously. She was beginning to recognize this thing that was approaching to possess her, and she was striving to beat it back with her will--as powerless as her two white slender hands would have been. When she abandoned herself a little whispered word escaped her slightly parted lips. She said it over and over under hte breath: "free, free, free!" The vacant stare and the look of terror that had followed it went from her eyes. They stayed keen and bright. Her pulses beat fast, and the coursing blood warmed and relaxed every inch of her body.