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English 9 Short Story Analysis Name:_____________
Mr. Czarkowski
Task: Find a significant, meaningful, and well-supported connection between two or more works studied in this class.
Stories: “A Twenty Dollar Bill,” “A Hundred Bucks of Happy,” “The Lunch Date,” “The Interlopers,” “The Most Dangerous Game,” “On the Bridge,” and “The Shelter.”
Important terms:
- Quote: Any item taken directly from the text and copied word-by-word into your paper in quotation marks.
- Citation: When you provide credit to the author and the work by including the page at the end of the quote.
- Topic sentence: A sentence at the beginning of the paragraph that shows the reader what your paragraph will be about.
Required Paragraphs:
Introduction: Include the titles of your short stories, the authors, one-sentence summary of each, and the connection.
Body paragraph #1: (5-9 sentences). Explain how your connection is seen in this one story. Use a direct quote in one of your two paragraphs.
Body paragraph #2: (5-9 sentences). Explain the other work and how it fits into the connection you stated in your introduction. Use a direct quote in one of your two paragraphs. You are free to use more than one quote.
Conclusion: Summarize everything you have discussed and end on an interesting, creative observation (2-4 sentences).
Optional body paragraphs:
Optional body paragraph #3: Find a third work (studied in this class) that could fit into the connection stated in your introduction.
Optional body paragraph #4: Find a fourth work from outside this class that could fit your established connection. Use a direct quote in this paragraph.
Johnny Q. Student
English 9
Mr. Czarkowski
3 October 2019
In “The Secret Life of Walter Mitty” by James Thurber, a man drives around the town of Waterbury, Connecticut while being distracted by his vivid daydreams. Richard Connell’s “The Most Dangerous Game” focuses on a twisted general who hunts human beings like animals because he can no longer entertain himself. As one will see, in both stories the main characters create fantasy worlds at the expense of others. (Title of stories, authors, and one-sentence summary of each).
Walter Mitty creates a fantasy world to compensate for his own shortcomings and failed relationships (topic sentence). His wife is a demanding and difficult person who controls what he does almost down to the minute. Instead of standing up for himself, he reverts back to a fantasy world where he is all the things he is not. In one daydream Walter adopts the persona of a fearless captain flying through a hurricane. His crew remark that Mitty “will get us through anything” (328). However, while he is in his world, Mitty is driving recklessly through the streets. It is only when his wife screams at him that he is brought back to reality. His inability to stay in reality has costs both with his safety, but also with his relationships, which he avoids problems rather than facing them head on.
General Zaroff creates a different fantasy world that is more twisted and dangerous as he hunts people whom are he captures (topic sentence). Bored of hunting animals, Zaroff turns his attention to the only animal who can reason---humans. Zaroff brags to Rainsford, his newest victim, about his new game, “Every day I hunt, and I never grow bored now, for I have a quarry with which I can match my wits” (609). Zaroff uses his substantial wealth to create this new world where he subjects his captives
Short Fiction/Poetry:
- “On Turning Ten.”
- “Through the Tunnel.”
- “Shaving.”
- “Marigolds.”
- “By the Waters of Babylon.”
- “All the Troubles of the World.”
- “There Will Come Soft Rains” (poem/story).
Non-Fiction/Video:
“Ten Rites-of-Passage” articles.
Related videos:
- “Bullet Ant Initiation.”
- “Thailand Neck Stretching.”
- “Apache Women’s Ceremony.”
“Number Twelve Looks Just Like You.”
Important Terms:
Thesis Statement: a short statement, usually one sentence, that summarizes the main point or claim of an essay and is developed, supported, and explained in the text by means of examples and evidence.
Embed: to introduce a quote in a way that flows naturally into the subject of your paragraph.
Cite: to give credit to your sources. You simply need to include the author and page number at the end of your sentence. For example: (Lessing 161).
Task: Draft a thesis-driven essay that connects at least two of the works listed above. You are able to use more than two in your essay.
Length: two pages minimum/four pages maximum (double-spaced, typed).
Considerations:
- Don’t retell the stories. Instead, focus on the points that you intend to make. Avoid book reports.
- Select your best evidence.
- It is possible to use two direct quotes in a single body paragraph. Find a balance between quotes and analysis.
- Look for meaningful connections that you can support with evidence.
- Look for meaningful connections that display innovative and analytical thinking.
- Depth is always better than breadth.
- Break up your thoughts. Avoid big blocks of text.
- Look for an interesting idea instead of something that has been discussed in class.
- Include an interesting title (not English Essay).
- Avoid saying that two works share the rite of passage trope. Go deeper.
- The rite of passage trope is common among all the works, but in each one, the way that it is completed is different. Something is gained and lost within each one.
- Brainstorm! Notes are very helpful.
- A higher grade will go to the more interesting idea.
English 10 Honors
Mr. Czarkowski
30 September 2018
Breaking to Make Whole: A Study of Tradition
In the short story “Chee’s Daughter” by Juanita Platero, the title character loses his only daughter when his wife passes away and he is forced to give her away due to tribal law. Chee grapples with his faith in tradition as he watches the modern world encroach upon his land. A similar constraint is felt by John in the story “By the Waters of Babylon” by Stephen Vincent Benét. The young priest is forced by tradition into a small world that holds its inhabitants in ignorance. The elders refrain from exposing the truth behind their post-apocalyptic world. Despite their respect for tradition, both characters sacrifice their faith for the chance at new understanding.
How to embed a quote:
Santiago respects all beings in the ocean, especially those weaker than himself. After his first day of fighting the great fish, he remembers the saddest thing he had ever seen. Years ago, while fishing with the boy, they caught a female marlin and watched as her male partner stayed by the boat and grieved her loss. Santiago recalls that “we begged her pardon and butchered her promptly” (50). This need to ask forgiveness of a fish is an example of how Santiago respects everything. He knows that he must make a living on the sea, but he also knows that these animals have feelings and killing them is not without consequence. Fishing keeps him alive, but also gives him a sense of guilt. This is why he is grateful that he only has to kill the fish, his brothers, and not the sun and the stars.
English 10 Honors Name:__________________
“By the Waters of Babylon” Homework
Please answer the following questions:
1. What is the main conflict of this story? Explain in 3-5 sentences.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. How does the main character, John, change from the beginning of the story to the end? Does he change? Explain in 3-5 sentences.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. What is the point-of-view of the story? What is the setting? How do they influence the events of the story? Explain in 4-5 sentences.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. Consider the nine rites-of-passage ceremonies that we have studied and compare how this story, specifically John’s rite-of-passage, connects, or is similar to, one of the nine featured. Establish your connection in a strong topic sentence and then elaborate on that connection in 4-5 sentences.
Topic sentence (connection): _____________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Elaboration: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
English 9 Vocabulary. “Elements of Fiction” Name:__________________
Part one: Please define the following fifteen words.
1.) Tangible. Part of speech:______________. Definition: ______________________________ ____________________________________________________________________________________________________________________________________________________________
2.) Peril: Part of speech:______________. Definition: ______________________________ ____________________________________________________________________________________________________________________________________________________________
3.) Affable: Part of speech:______________. Definition: ______________________________ ____________________________________________________________________________________________________________________________________________________________
4.) Debacle: Part of speech:______________. Definition: ______________________________ ____________________________________________________________________________________________________________________________________________________________
5.) Condone: Part of speech:______________. Definition: ______________________________ ____________________________________________________________________________________________________________________________________________________________
6.) Venerable: Part of speech:______________. Definition: ______________________________ ____________________________________________________________________________________________________________________________________________________________
7.) Scowl: Part of speech:______________. Definition: ______________________________ ____________________________________________________________________________________________________________________________________________________________
8.) Futile: Part of speech:______________. Definition: ______________________________ ____________________________________________________________________________________________________________________________________________________________
9.) Zealous: Part of speech:______________. Definition: ______________________________ ____________________________________________________________________________________________________________________________________________________________
10.) Precariously: Part of speech:______________. Definition: ___________________________ ____________________________________________________________________________________________________________________________________________________________
11.) Placid: Part of speech:______________. Definition: ______________________________ ____________________________________________________________________________________________________________________________________________________________
12. Motif: Part of speech:______________. Definition: ______________________________ ____________________________________________________________________________________________________________________________________________________________
13. Feign: Part of speech: ______________. Definition: _________________________________ ____________________________________________________________________________________________________________________________________________________________
14. Theme: Part of speech: ____________. Definition: _________________________________ ____________________________________________________________________________________________________________________________________________________________
15. Epiphany: Part of speech: __________. Definition: _________________________________ ____________________________________________________________________________________________________________________________________________________________
Name: __________________
Speech & Debate Vocabulary (20 words):
1.Rhetoric:
2.Brevity:
3.Syntax:
4.Diction:
5.Connotation:
6.Denotation:
7.Circumlocution:
8.Unequivocal:
9.Gesticulation:
10.Anecdote:
11.Analogy:
12.Cadence:
13.Embellish:
14.Verisimilitude:
15.Perspicuity:
16.Bias:
17.Elocution:
18.Aesthetic:
19.Dichotomy:
20.Annotation:
English 10 Honors
Name: ___________________
“Through the Tunnel” Questions and Quotes:
ANSWER ALL QUESTIONS ON A SEPARATE SHEET OF PAPER.
Questions (answer the following questions about the story. Pay attention to the length of the response):
- Who is the antagonist of the story? Who is the protagonist? Explain how they oppose one another and who eventually prevails. (Answer in a 4-5 sentence paragraph).
2. When was the main character’s epiphany? In addition, explain how the main character changes through the course of the story? (Answer in a 4-5 sentence paragraph).
3. What is the theme of the story? State the theme in a sentence and then explain it with supporting evidence (Answer in a 4-5 sentence paragraph).
Part Two: Quote. The following quote has been taken from the short story. In the first part of your response identify the context, or, what is happening when the quote appears. Then, in the second part of your response, explain why this quote is significant (or why I might have selected it).
Consider: does it reveal anything about a character, plot, or theme? Is there any significance to the words the author chose or what associations the reader might make to the words?
4. “She was ready for a battle of the wills, but he gave in at once. It was no longer of the least importance to go to the bay” (167).
Mr. Czarkowski
English 10 Honors
I. Course Description:
This class will build upon important concepts covered in English 9. In order to do well, you must improve upon your ability to analyze, critique, and respond to the increasingly difficult and dense reading materials that this year will bring. It is important that you work hard to adhere to the substantial reading schedule and always try to draw a deeper meaning from of the works that we will be studying.
At several points through the year, you will be asked to read and respond to texts outside the curriculum. This is done in an effort to foster life-long reading skills and build reading stamina.
In addition to the reading, you will also be expected to do some writing. One cannot underestimate the importance of clear and proficient writing. Grammar and mechanics will also be studied in this class, as one cannot write well if he/she does not understand the essential rules of the English language.
If you ever are having trouble with any of the material in this class, you should immediately come and see me for help. I want to make this very clear: I am here to help.
II. Class Goals:
1. Build empathy, responsibility, and work ethic.
2. Improve reading and writing.
3. Foster a love for reading books.
III. Class Rules:
- Be polite.
- Be prepared.
- Be productive.
IV. Grading Structure:
15% Homework
- Homework grades are averaged and put up on Powerschool.
- You will have something to do on most school nights.
- Frequent homework assignments include the following:
- Reading and answering short-answer questions.
- Defining vocabulary and using those words in meaningful sentences.
- Writing quote responses.
10% Classwork and participation.
25% Quizzes. (Weekly vocabulary and open-note reading comprehension quizzes.)
- ALL READING COMPREHENSION QUIZZES ARE OPEN-NOTE!
- If you wish to take notes, you may use those handwritten notes on reading comprehension quizzes.
- An associative tool list can be used on vocabulary quizzes.
50% Tests, projects and papers (summative assessments).
- All essays can be revised for a higher grade provided they are handed in by deadline.
- If you wish to revise an essay you will need to see me for a one-on-one individual work session. I am available during lunch.
- Tests will often have open-note portions.
Mr. Czarkowski Name:_____________________
English 9
I. Course Description:
This class is a broad survey course of English literature and composition. As you enter the high school, it is imperative that you are introduced to essential concepts of English literature and are aided in developing lifelong study skills. I will do everything in my power to ensure that by June you are ready to meet the demands of your sophomore teachers.
In addition to the reading, you will also be expected to do some writing. One cannot underestimate the importance of clear and proficient writing. Grammar and mechanics will also be studied in this class as one cannot write well if he/she does not understand the essential rules of our language.
At several points through the year, you will be asked to read and respond to texts outside the curriculum. This is done in an effort to foster life-long reading skills and build reading stamina.
If you ever are having trouble with any of the material in this class, you should immediately come and see me for help. I want to make this very clear: I am here to help.
II. Class Goals:
1. Build empathy, responsibility, and work ethic.
2. Improve reading and writing.
3. Foster a love for reading books.
III. Class Rules:
- Be polite.
- Be prepared.
- Be productive.
IV. Grading Structure:
15% Homework
- Homework grades are averaged and put up on Powerschool.
- You will have something to do on most school nights.
- Frequent homework assignments include the following:
- Reading and answering short-answer questions.
- Defining vocabulary and using those words in meaningful sentences.
- Writing quote responses.
10% Classwork and participation.
25% Quizzes. (Weekly vocabulary and open-note reading comprehension quizzes.)
- ALL READING COMPREHENSION QUIZZES ARE OPEN-NOTE!
- If you wish to take notes, you may use those handwritten notes on reading comprehension quizzes.
- An associative tool list can be used on vocabulary quizzes.
50% Tests, projects and papers (summative assessments).
- All essays can be revised for a higher grade provided they are handed in by deadline.
- If you wish to revise an essay you will need to see me for a one-on-one individual work session. I am available during lunch.
- Tests will often have open-note portions.
