ENGLISH FINALREVIEW

English 10 STUDY GUIDE

Short Stories:  Know the themes, plot outline, symbols, characters, and ironies for the following stories:

Harrison Bergeron

The Lottery

The Possibility of Evil

There Will Come Soft Rains

The Pedestrian

Everyday Use

(See attached sheet)

NOVEL: A BRAVE NEW WORLD

Know and be able to give specific examples of the themes

Be able to explain the meaning of major symbols

Outline the plot

Give a summary of the story

List the importance of major characters

List and explain ironies and allusions found in the novel

Discuss how the novel fits the Bildungsroman genre

(See attached sheet)

Oedipus Rex

Be able to answer the following:

1) How does Oedipus Rex fit the traditional role of a Tragic Hero?

2) What does the chorus do in a Greek play?  What is their function?

3) How does this play fit the theme: Person vs. Fate.

4) List two ironies in this play and discuss why they are ironic.

6) What is the climax of the play?

7) What is the resolution?

8)   Discuss the purpose of the following parts of a Greek tragedy:

Prologue:

Exodus:

9) Why does Iocaste tell Oedipus about her baby?  What detail of her story catches Oedipus’s attention?  What does he begin to suspect?

10) Who is the Messenger?  What message does he bring and what does he reveal about Oedipus’s past?

11) What does the shepherd finally reveal?  Why is he so reluctant to say it?

12) Who does Oedipus say is responsible for his actions?

13) What moral does the Chorus see in all this?

14) Why do Oedipus and Teiresias quarrel? 

Be able to talk about the main ideas of the following essays:

“Tolerance”

“The Montgomery Bus Boycott”

STUDY GUIDE:

1)   Be able to outline the Plot

2)   Know the importance of the following people:

Bernard Marx

John

Linda

Lenina

D.H.C. (Tomakin)

Mustapha Mond

Helmholtz Watson

Henry Foster

Fanny Crowne

Pope’

3)   Discuss BRAVE NEW WORLD as a 3-part structure

4) Give examples of the following themes:

The Meaning of Freedom

Individual vs. Society

The Meaning of Power

5)   Discuss five ways people are controlled in this society

6)   Discuss the title and how its meaning changes throughout the course of the novel

7)   Does this novel contain any elements of hope?  Why or why not?

8)   Why is Shakespeare used so often?  Make sure you are able to analyze quotes to Romeo and Juliet, Hamlet, and The Tempest.

9)   For a world that lacks history and literature there are many, many allusions to both history and literature (perhaps Huxley means something by this): list at least three literary and three historical and discuss their meanings.

10)                   Who is FORD?  Why is he an important Symbol of this society?

11)                   Discuss the ways that  everyone is similar.

12)                   List two symbols other than FORD.

13)                   List three ironies.

14)                  Discuss death in this novel and the deaths of the following:

John

Linda

The average person in this society.

15)                  Discuss the “Bokanovsky Process”.

16)                  Is Mustapha Mond really powerful or is he controlled by society as much as anyone else?

17) Why is John an allusion to John the Baptist?  

18) Why are the allusions to so many dictators in the book?  

19) Why are some of the early chapters broken up?  Why are the later chapters not?

20) Discuss religion and soma? 

Wednesday

Oedipus Rex

Prologue: A monologue or dialogue preceding the entry of the chorus, which presents the tragedy's topic or theme.

Parodos: (Entrance Ode) Refers to the section of the play following the prologue, in which the chorus enters chanting or singing verses.

Odes - Refers to songs sung by the chorus throughout the play. There are two sections:
1) Strophe: (turn) A stanza in which the chorus moves in one direction
2) Antistrophe:(counter-turn) A stanza in which the chorus moves in the opposite direction

Exodus: (Exit Song) Refers to the section of the play in which the chorus leaves chanting or singing.

Chorus: 12-15 actors. The chorus comments on themes, and shows how an ideal audience might react to the drama. It also can represent the general city or town people within a story.


Introduction to Greek Tragedy

  Tuesday, October 30, 2018

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Monday - Moving towards Presentations!

5) THE PRESENTATION:  3 minutes—this should be an overview of your project and what you learned.  It should include a visual aid. 

Scoring Rubric for Presentation:

4 – Presentation is more than 3 minutes and contains more than 1 visual.  Presentation offers analysis on the book and an evaluation on the student’s learning.

3 – Presentation is at least 3 minutes and contains at least 1 visual aid.  Presentation offers insight on the student learning.

2 – Presentation is less than 3 minutes, could be missing a visual aid and/or might not offer insight into the student’s learning.

1 – Presentation is very short, could be missing a visual aid (or visual aid is most of the presentation), and/or fails to offer any insight into the student’s learning.

ORAL RUBRIC

Criteria	Exceeds Standard (4)	Meets Standard (3)	Needs Improvement (2)
Volume: How well you can be heard	Voice is loud and clear without the student yelling.  All words are heard.  Student projects words from their diaphragm.	Voice is loud throughout most of presentation.  One or more words might be lost because of projection of volume, but the idea is still clear.	Voice fades in places so that the listener loses or misses parts of the presentation, or parts of the idea
Pronunciation: How well you say all your words	Words are pronounced perfectly and sentences flow off of tongue	The speaker trips in one or two places either in the pronunciation of a word or in reading a sentence.  The presentation is effected only slightly by the mistakes.	The speaker trips in quite a few places.  The presentation is effected more than slightly by the mistakes.   Mistakes either make the presentation hard to listen to or cloud the ideas of the writing
Tone: Do you vary how you say your sentences	Speaker as Actor:  The speaker’s delivery makes the writing come alive by giving it emotion, character, emphasis, by breathing life into it	Speaker varies most of sentences to express emotion or to emphasis importance of parts, but there are still places when the speaker spoke in a lifeless monotone	Speaker speaks in a monotone that reveals no emotion or does not emphasis any importance on any idea
UHMS or AHS	NONE	1 or 2 but the uhms or ahs do not distract the presentation	3 or more uhms or ahs
Eye Contact: do you look at your audience	The speaker made a point to look at everyone in the room and rarely looked as if they were reading from a paper	Some eye contact is made, but mostly the presenter read off of his or her paper	Little or no eye contact.

Friday

Today - you should be working on your third essay.  I will be reading and commenting on your essays in class. 

On Monday, we will work on your presentations and on Tuesday you will be giving your presentations.  Note, all your essays will be due on Tuesday.

GRADING SCALE for Book Review/Personal Response:

4 – Book Review reads like a “real book” review but with a personal twist.  Summary is detailed but condensed.  Personal insight into why someone should read this novel.  Insight includes analysis and textual evidence, very few grammar errors in the writing. 

3 – Summary is detailed and condensed.  Personal insight into why someone should read the novel included.  Review might contain some grammar errors but they do not inhibit readability.

2 – Summary included, but could be overtly long or extremely short.  Personal insight into why someone should read the novel might be missing.  Review could contain multiple grammar errors that distracts the reader and/or affects readability.

1 – Brief reference to task. 

3) THE LITERARY ANALYSIS: Choose one literary element of the book and develop a thesis around it.  Back up your thesis statements with proof from the text.  This paper should be at least 3 pages.

Analysis Rubric:

FOCUS (Claims, set-up)	Hook, Thesis Statement, Order of development connects to an n overarching idea of the novel.  Thesis is manageable..  Hook and thesis are connected by idea.   Hook is witty or insightful.	Hook, Thesis Statement is present in the first paragraph. Hook and thesis are connected by idea.  Order of development is present.	There is a thesis statement but either it is not clear, or the order of development and/or hook is missing.	No thesis statement
Examples and Analysis	At least five pieces of evidence from novel.  Evidence is either direct quotation or paraphrases with page # citation.  Commentary explains relationship between evidence and thesis.	4-5 pieces of evidence.  Evidence is either direct quotations or paraphrases with page # citation.  Provides commentary on evidence; however commentary.  Relationship between evidence and thesis may not be thoroughly developed.	3-4 pieces of evidence.  Evidence maybe mere summary w/o connection to the thesis.  Or there are vague references to the text.  References could be vaguely relevant to thesis.  Little or no commentary (analysis).	No Analysis or examples or examples are unclear.  Repeats information already provide or simply restates the thesis as evidence.
Sophistication of Writing	Point of view is evident.  Clear sense of audience.  Ideas are original.  Work is engaging.  Precise, fresh and original words. Sentence variety.  Effective use of rhetorical devices such as parallelism or figurative language.	A sense of audience.  Conveys ideas to reader.  Use of rhetorical devices.  Engaging vocabulary.	Paper lacks energy.  Essay lacks focus and/or doesn’t persuade.  Language relies on repetition of the same words or there is an overuse of “to be” verbs.	Voice is not apparent, or doesn’t necessary seem that of the author.
Mechanics	One to three small mistakes	Three to five small mistakes that do not affect the reading of the essay	Five to ten mistakes	Numerous mistakes that impair reading

4) THE CONNECTION: 1-2 pages connecting the novel to a short story read in class.  You may focus on theme, characterization (think dynamic), or figurative language.

RUBRIC For Connection/Comparison Essay

	4	3	2	1
Thesis Statement	Clear and defendable thesis, hook and order of development connect with thesis	Defendable thesis, hook present	Thesis statement attempted, but might be clunky, wordy, or unclear	No thesis
Evidence	2 pieces of evidence for each point; evidence is analyzed and makes connections between the evidence and the thesis	Two pieces of evidence for each point; some analysis is made between the evidence and thesis but it might be taken out of context, misinterpreted or oversimplified	Evidence form at least two sources.  No analysis is made between the evidence and the thesis.	Body paragraphs either simply restate the thesis or the evidence is unclear or unrelated to the prompt, or less than two sources are provided.
Sophistication of Writing	Effective paragraph structures, high level vocabulary, vivid writing, varied sentence structures and effective rhetorical choices	Some high level vocabulary and some variety of sentence structures.  Some effective rhetorical strategies.	Essay use same words over and over again.  Sentences are wordy and/or clunky.	Student makes sweeping generalizations or comparisons that are oversimplified.  Very little variety in word choice and sentence structure.

Wednesday

Everyone should have finished essay #1 and you should be working on essay #2.

You might want to begin working on the the personal response essay.  Hopefully, I'm in class to look over your drafts of essay 1 and respond to questions on essay #2.

Monday and Tuesday

I will be gone Monday and Tuesday.  You have this week to work on your literary project.  Most of you have three essays to write - the ANALYSIS (the one worth the most points); the CONNECTION (or comparison essay), and finally the BOOK REVIEW/PERSONAL connection  Try and get one of these written before Wednesday.  Share it with me if you want feedback. 

The Literature Project  

Rationale: The purpose of this project is to assess your ability to read, summarize, analyze, and connect pieces of literature as well as assess your writing skills.  This is your chance to show me everything you know and have learned.  This is your chance to dazzle, shine, dance, sing, shout (during your presentation).

 

Assignment: You will read A Brave New World.  This final project will consist of five parts. 

 

1) A reading log revealing your engagement with the literature.  This part should be very thorough and should contain all the things listed below.

2) A creative connection

3) A book summary/personal response paper

4) An analysis focusing primarily on the development of one striking element in the novel: symbolism, characterization, figurative language, theme, plot and how that element contributes to the development of the novel’s overall meaning.

5) A connection—a one page paper connecting the book to a short story or novel read last year by either symbolism or theme. 

6) A presentation (this could be creative—and has to be 3 minutes with visual aids): this is an overview of your project and your understanding of the novel.

 

POINT VALUES: The analysis is worth 100 points each.  The log, creative connection, personal response, presentation, and connections are worth 50 points each.  Therefore, the total point value is 350 points.  This is nearly your entire project grade for the semester.

EXPECTATIONS:

THE READING LOG:  The reading log reveals your engagement with literature.  Furthermore, a detailed reading log will significantly aid you in the development of the rest of the project.  After reading each chapter, you should write in your log:

n  A short synopsis of the action and character development

n  Your interpretation of the significant events occurring in the chapter

n  Noteworthy figurative language and other literary elements

n  Vocabulary—unfamiliar words

 

Please note that the copying of Cliff Notes or Internet Sites is plagiarism.  I want only your thoughts, don’t steal.  Cheating will equal a ZERO. 

 

THE CREATIVE PART:  Choose one of the three options below:

Take a minor character and write a 1-2 page monologue / journal entry about what they think of the situation / action / motivations in the book so far. 

Make a newspaper story about one of the major events of the novel. How would a journalist take on those events and how would that story be different than John or Bernard's perspective.

Draw a picture (or some sort of visual representation) drawing from the reading. Be sure to include a written component explaining why you chose to create your visual representation.

 

Book Review/ Personal Response:  Give a detailed summary of the book.  What did you like?  What did you not like?  Would you recommend this book to a friend?  Why or why not?

 

THE LITERARY ANALYSIS: Choose one literary element of the book and develop a thesis around it.  Back up your thesis statements with proof from the text.  This paper should be at least 3 pages.

 

THE CONNECTION: 1-2 pages connecting the novel to a short story read in class.  You may focus on theme, characterization (think dynamic), or figurative language.

 

THE PRESENTATION:  3 minutes—this should be an overview of your project and what you learned.  It should include a visual aid.  

 

Also, begin thinking about what your analytical essay
Possible things to write about:

-Meaning of the title (as a symbol)
- How people and why people are controlled
- World Stat's motto: Community, Identity, Stability (and how it works in the novel)
- The purposes of the numerous sayings such as "Ending is Better than Mending" (think consumerism)
- Setting as symbol
- The book is a cautionary tale against?
- Soma
- Shakespeare (how he is used/reference and what those references mean)?
- Caste system
- Meaning of John and Lenina's relationship
- FORD

Quotes about FORD
"in this year of stability, A.F. 632" (Ch. 1)
"the time of Our Ford"(Ch. 3)
"You all remember that beautiful saying of Our Ford's: History is bunk." (Ch. 3)
"Ford's in his flivver. All's well with the world." (Ch.3)
"Don't keep his Fordship waiting." (Ch. 3)
"The introduction of Our Ford's first T-model ... [was] chosen as the opening date of the new era." (Ch. 3)
ponder the quotes, and then ask them what on earth all this Ford business is about. You can use the questions below to help guide your discussion if you like.
What do all of these quotes have in common?
Who is Ford? When did he live? What did he do?
What's a flivver, and what do you think that expression means?
What seems to be Ford's significance in this society?
What do you make of phrases like "Our Ford" and "his Fordship"?

Here are a couple of questions you can ask if you need to probe a little further.
 

If Ford has more or less replaced God in this society, as suggested by the phrases "Our Ford" and "Ford be praised," what qualities, virtues, or morals must this society value most?
 

Did anyone find out if Ford really claimed that "History is bunk"? What's the story behind that quote? Why do you think Huxley referenced it?
Why couldn't Huxley have chosen someone like Edison, who was credited with numerous technological advances, to be the deity figure of Brave New World?