Slide 1

English 10 EOC Review Ruppel-Lee 2013

Slide 2

Harrison Bergeron by Kurt Vonnegut Jr. Main characters: Harrison Bergeron (14 yr old boy who is not happy with being heavily handicapped), George (HBs father), Hazel (HBs mother), Handicapper General (Diana Moon Glampers) Setting: 2081, George and Hazel Bergeron seem very subdued as they watch TV Conflict:everyone must be handicapped to be the same, Harrison hates being held back by his numerous handicaps Rising action: Harrison breaks out of jail and gets on TV, he wants to be emperor and release everyone from their handicaps Climax: As Harrison and the ballet dancer are truly dancing w/o handicaps, the H-G Diana Moon Glampers storms in, shoots and kills them. Resolution: Harrison is dead, everyone must put on their handicaps, and life resumes as normal with George and Hazel forgetting what they saw

Slide 3

Harrison Bergeron continued Theme: what if everyone were the same? (are people happy being made equal?) Literary terms: conflicta struggle between two opposing forces (the problem) How they apply: Harrison vs. the government/Handicapper General (he wants to be himself, an individual who can enjoy and maximize his abilities, not have to compensate for them) Harrison vs. his handicaps (tremendous pair of earphones, spectacles with thick wavy lenses, scrap metal hanging from him totaling 300 pounds, red rubber ball nose, shaved eyebrows, white even teeth covered with black caps at snaggle-tooth random)

Slide 4

Everyday Use by Alice Walker Main characters: Mama: not very educated, man hands, very strong, okay with being poor and is comfortable in her own skin Maggie: sister to Dee, was burned in the old house fire and is shy and slow, uncertain of herself when around the more forceful Dee Dee: sister to Maggie, is more educated and better looking, ashamed of poor home, believes her mother and sister could do better Setting: at Mamas home in the South Conflict: Dee wants the family quilts, but theyre already promised to Maggie Rising action: Dee takes the quilts and tries to leave with them, Maggie says Dee can have them Climax: Mama took the quilts from Dee and gave them to Maggie Resolution: Dee leaves, mad, without the quilts, and Maggie is happy that Mama chose Maggie over Dee (first time ever) Theme: what makes something valuableDee thinks old things from her family are pretty, and therefore valuable artifacts that should be displayed. Maggie and Mama believe family artifacts should be treasured and used. Every day.

Slide 5

Everyday Use continued Literary terms: conflictstruggle between opposing forces resolutionwrapping up the story after the climax How they apply: conflictDee vs. poor home (ashamed of coming from such poverty, she NEVER brought friends over) Dee vs. Maggie, Momma (wants quilts already promised to Maggie; not used to being told no; thinks her looks and formal education make her better than her family members; disagrees on what is important in life)

Slide 6

The Race to Save Apollo 13 by Michael Useem Main characters: Eugene Kranz (NASA flight director), James Lovell (astronaut) Setting: April 13, 1970, Apollo 13 space flight, Mission Control in Houston, TX Conflict:Houston, weve had a problem. An oxygen tank explosion on Apollo 13 has wrecked vital equipment, limiting the astronauts oxygen and compromising their mission (which was to land on the moon) Rising action: Mission Control needs to figure out how to 1) keep the astronauts alive w/ enough oxygen, 2) how to bring the astronauts back home. Climax:They made it around the moon, how to land on earth? Resolution: With a lot of teamwork and great leadership decisions from Kranz, the astronauts safely returned to earth unharmed.

Slide 7

The Race to Save Apollo 13 continued Theme: achieving the impossible (how can we achieve the impossible) Literary terms: suspensea feeling of excitement or tension about what will happen next How they apply: suspense was built with constant updates of problems/steps needed to solve problems By now, more bad news from Odyssey. piloting a lunar module to Earthsomething never done before and extremely difficult to do with the damaged and powered down spaceship)

Slide 8

Shoofly Pie by Naomi Shihab Nye Main characters: Mattie (recently lost her mother to brain cancer), Johnny (chef at the restaurant, just lost his grandfather), Riyad (understanding Arab American who owns the restaurant, just lost his father) Setting:Good for You Restaurant, Conflict:Mattie needs help getting over her mothers death Rising action: She gets a job at the restaurant, figuring it will occupy her and its the perfect place because so many people are bereaved. Climax: Johnny (whos rude to Mattie in the beginning), learns that she has recently lost her mother. Hes much nicer. Punk. Resolution: Mattie is busy now once shes learned all the ropes of the restaurant and is doing better. So she leaves. Johnnys bummed. Too bad.

Slide 9

Shoofly Pie Theme:grief (is there a cure for grief?) Literary terms: character traitsqualities of a character How they apply: Mattiegrieving, but very level-headed and capable, hard worker Johnnyrude at first, but mellows once he learns about Matties mom Riyadvery understanding boss and owner of the restaurant

Slide 10

The Possibility of Evil by Shirley Jackson Main characters:Miss Strangeworth (meddling old lady, last Strangeworth in the small town), Mr. Lewis (grocer), Helen Crane (new mom who worries her new baby isnt moving around enough), Dave Harris (teen who finds Miss Strangeworths dropped note at the post office box) Setting:in a small town Conflict: Miss Strangeworth feels compelled to keep the town clean, so she writes anonymous letters to neighbors to warn them of the possibility of evil. Rising action: She writes letters to Helen Crane (youre spoiling your baby), Climax: She drops a letter at the post office when dropping three off after hours. Its picked up and delivered by Dave Harris. Resolution: People in the town destroyed her roses once they realized she was behind all the letters that were making everyone upset. She loved those roses, so it was a real blow to her.

Slide 11

Theme:judging (How good are you at judging people?) Literary terms: motivationwhat makes a character do what he/she does How they apply: motivationMiss Strangeworth is motivated to keep the town clean, since her ancestors were important to the town. The townspeople affected by her anonymous letters are motivated by hatred because shes caused them such unnecessary worry and strain. The Possibility of Evil

Slide 12

Like the Sun by R. K. Narayan Main characters: Sekhar (a procrastinator who thinks telling the absolute truth is like staring at the sunblinding and hard to look at, is also a well- known music critic), the headmaster (Sekhars boss who wonders about his true musical abilities) Setting: India Conflict: Sekhar decides to tell the absolute truth all day, no matter the consequences Rising action: He tells his wife her cooking is bad, he tells his co-worker a dead guy was a brute, then his headmaster asks him to give his opinion of his musical talent Climax: Sekhar tells the truththat the headmaster has no musical talent and should quit (Sekhar risks being fired) Resolution: the headmaster thanks Sekhar for his honesty, but the next day makes him grade 100 papers overnight.

Slide 13

Like the Sun continued Theme:honesty (how important is it to tell the truth?) Literary terms: moral dilemmacharacter must choose between two questionable options How they apply: Sekhar risks his wifes happiness, alienating a colleague, and possibly losing his job just to stick to a self-imposed and secret personal challenge to tell the whole truth all day

Slide 14

The Teacher Who Changed My Life by Nicholas Gage Main characters:Nicholas Gage, Miss Hurd, Gages father Setting: 1953 when Gage entered Miss Hurds classroom; 1949 when Gage arrived in NY from Greece Conflict:Gages mother was imprisoned, tortured, and shot by Communist guerrillas in Greece in the spring of 1948 for arranging for her children to be sent to the United States to live with their father. Gage initially resented his father for not getting the entire family to America. Rising action: Gage meets Miss Marjorie Hurd in a newspaper class and later takes as many classes with her as possible. Shes a good influence on him and gets him to share his mothers story with the school and community. Shes tough and persistent. Climax:Gage continues to succeed in his journalistic endeavors and Miss Hurd continues to support him and be present for his lifes major milestones (graduations, marriage, childrens baptisms). His father is very proud of his son and carried a laminated photo of Gage and President Kennedy on his person for 20 years) Resolution: Miss Hurd requested Gage write and deliver her eulogy when the time came, he hopes his remembrance will honor her and suffice instead.

Slide 15

The Teacher Who Changed My Life continued Theme:teachers (Who has made you a better person?) Literary terms: characterizationthe way a writer creates and develops characters personalities (i.e. direct comments, physical appearance, what the character thinks or says or does, or what others think or say or do around that character) How they apply: Miss Hurd is characterized by: what Gage says (a salty-tongued, no-nonsense schoolteacher who nearly dragged me to be a successful writer) physical appearance (formidable, solidly built woman with salt-and- pepper hair, a steely eye and a flat Boston accent) what Hurd says (What are all you goof-offs doing here? she bellowed... youre going to work your tails off here!) Gages father is initially described as a portly, bald, well-dressed man whoseemed a foreign, authoritarian figure but the reader sees how proud the father is of the sons success when he buys a new suit to greet the congratulatory Greek community after Gages picture receiving an award from President Kennedy runs in the local paper.

Slide 16

A Marriage Proposal by Anton Chekov Main characters: Ivan Lomov (neighbor to Tschubukov, wants to marry Natalia, bit of a nervous hypochondriac), Stepan Tschubukov (neighbor to Lomov, father of Natalia, seemingly overjoyed at the thought of his daughter marrying Lomov), Natalia Stepanovna (25 year old daughter to Tschubukov, wants to get out of the house, VERY argumentative and stubborn) Setting:a country estate in late 19 th century Russia, characters are members of the gentry (wealthy land owners) Conflict:Lomov tries to work up the nerve to ask Natalia to marry him. Rising action: Lomov doesnt even get to the proposal because he and Natalia argue over who owns the meadows. Lomov leaves, insulted and agitated. Climax:Natalia learns he meant to propose and is in hysterics to have Lomov return, but they argue again (dogs, this time). Lomov faints and Tschubukov is over the drama. Resolution: Tschubukov joins their hands, says theyre engaged, then tries to give them the boot so they dont start another argument. Hes eager to have them both out of his house.

Slide 17

A Marriage Proposal continued Theme:absurdity (why do people argue over silly things?) Literary terms: farcea humorous play that includes ridiculous situations and dialogue. Characters are usually comical stereotypes who conform to a fixed pattern/single trait. stage directionsdescribe the scenery and props, the actions of characters, or the tone in which dialogue should be delivered asidea short speech directed to the audience or a character but not heard by the other characters onstage. monologue a long speech that is usually delivered by a character who is alone onstage How they apply: farcethe characters have one primary trait about each of them (nervous, joyous, stubborn) stage directions(mimicking him) asideHes come to borrow moneyWhat is it then, dear Lomov? monologue[Lomov]

Slide 18

By the Waters of Babylon by Stephen Vincent Benet Main characters:John (young man in training to become a priestloves learning, is imaginative, and has a strong desire for knowledgeno matter how forbidden), Johns father (also a priest) Setting:future, long after a cataclysmic event that destroyed New York City Conflict:John is consumed with the desire to travel into the forbidden east to see what the Place of the Gods really looks like. He must get permission from his father, a priest, before traveling out on his journey to become a man. Rising action: Permission granted, he nervously heads east after seeing signs of animals heading east. He must overcome his fears as he crosses the river. Climax: John has visions, or an out of body experience, of how the Place of the Gods looked before the Great Burning. He realizes the gods were just humans like him. Resolution: He returns home, eager to share his knowledge with everyone. His father cautions him to reveal the truth slowly. He wants to rebuild New York.

Slide 19

By the Waters of Babylon continued Theme:knowledge (does knowledge come at a price?) Literary terms: first person point of viewthe narrator is a character who speaks directly to the reader and uses the pronoun I. nave narratora narrator who does not fully understand what he sees or experiences tonethe authors attitude toward the storys subject allusionreference to something else How they apply: John is the narrator. He is certainly nave. He did not know how to paddle across the Great River, so he called upon the gods. He also didnt understand the sink / stove / light fixtures in the gods house. The magic was gone. Benet is By the waters of Babylon is an allusion to Psalms 137 in the Bible, when the Jews, newly enslaved in Babylon, cry out for their destroyed homeland of Zion.

Slide 20

Mending Wall by Robert Frost Main characters: narrator (seems playful, wonders about things instead of just accepting them, questions) and his neighbor (does not question things, likes to repeat what hes been told, He will not go behind his fathers saying, / And he likes having thought of it so well / He says again, Good fences make good neighbors.) Setting: Two neighbors get together once a year to mend a stone wall between their properties. Conflict: What causes the wall to require repair? And why repair it at all? It is suggested nature and hunters work to tear a wall down (Something there is that doesnt love a wall). The wall divides pine trees from apple trees, not animals. Why repair it at all? Rising action: The narrator suggests the wall is not needed, but the other neighbor will not think to question the purpose, just accept the presence of the wall and the perceived need to keep it set between them.

Slide 21

Mending Wall continued Theme: nature (how can nature inspire you?) Literary terms: toneauthors overall attitude toward the story How they apply: What tone is used in lines 5-9 of Mending Wall? The work of hunters is another thing: I have come after them and made repair Where they have left not one stone on a stone, But they would have the rabbit out of hiding, To please the yelping dogs. Do you think Frost approves or disapproves of walls between neighbors after reading this poem? What is his overall tone toward the repairing the wall?

Slide 22

from Farewell to Manzanar by Jeanne Wakatsuki Houston and James D. Houston Main characters: the Wakatsuki familyPapa, Mama, brothers, Jeanne Wakatsuki (narrator, seven at the time Setting:Boyle Heights, a minority ghetto in downtown Los Angeles, CA 1941/1942 [post-Pearl Harbor bombing by the Japanese) Conflict: America was newly embroiled in war against Japan after the surprise bombing of Pearl Harbor. Prejudice and limited rights already existed in the west coast against Japanese, the Pearl Harbor made everything worse for those of Japanese descent living in America. The Wakatsuki family moved twice after Papa was arrested and sent to an all male internment camp. Rising action: The Wakatsukis were ordered to report to Manzanar, an internment camp in CA and assigned a number. The government was ill-prepared for so many people and the camps were hastily put together (cracks in walls letting in desert sand during wind), and not culturally sensitive.

Slide 23

from Farewell to Manzanar Climax:Living conditions were cramped, dusty, and stressful. The Wakatsukis worried about keeping the family together, but were relieved to finally be away from the prejudice and hatred outside the internment camps. Resolution: The Japanese internees worked together for the good of the community to make the best of an unpleasant situation. Theme: enemy (What if your government declared you the enemy? How does one define enemy?) Literary terms: cultural details learned from this memoir Shihata ga nai It cannot be helped. It must be done. Isseipeople born in Japan who moved to the USA value of personal privacy rice with salty/savory foods, NOT sweets importance of the family unit and staying together