Monday, June 9, 2014

Ti-Jean and His Brothers (prologue)

Introduction
Playwright:
Derek Walcott
Born in St Lucia
Wrote the play in New York in 1957

The Play:
The play is a folk fable. It incorporates the African storytelling tradition and St Lucian rituals like the Christmas black mass dances.
The play uses “the ancient choric device.”
“The mood is playful and festive.”
A Jamaican reviewer interpreted the play to be about the struggle against colonialism.

Prologue
The Prologue:
introduces the characters
introduces the conflict/plot
introduces the setting
introduces the themes
Chorus
Acts as narrators.
Introduces the central characters
Comments on the action

Stage Directions
The opening stage directions reveal the setting of the play (location, time of day, weather), introduce the chorus and the mother (characters) and hints at the theme of poverty.
Stage directions add to characterization: how Gros Jean walks, how the creatures react, etc.
Show how props and sound effects/music are used.

Props
Related to poverty – empty bowl, bare table
Props are used to indicate the brothers’ jobs (faggots and fishing line) and also interest (books)

Music
Characterization: Gros Jean performs an exaggerated march to music.
A drum roll and comic quatro introduce Mi-Jean, and the mother is introduced with “sad music on flute.”
The mood and music change again with the entrance of the devil and his servants: cymbals, shrieks, thunder.
Bolom enters with the sound of wind, rain and insects.
Bolom later imitates the crying of a child.

Lighting
It is a dark rainy evening.
Red for the devil.
Blue for Bolom.

Comprehension Questions
Introduction
Pages 3-8
1.
Who is the dramatist?
2.
Where was he born?
3.
Where did he write the play?
4.
When was it written?
5.
What type of play does the dramatist call Ti-Jean and His Brothers? (page 4)
6.
What African tradition influenced the play?
7.
What St. Lucian rituals contributed to the play?
8.
Which ‘characters’ form the chorus?
9.
How is the mood of the opening scene described on page 6?
10.
“Intuitive” is used in the introduction to describe Ti-Jean. What does the word mean?
11.
How did the Jamaican reviewer interpret the play? (page 7)
Prologue
1.
How were stage directions used at the start?
2.
Describe the setting. (Read the entire Prologue first.)
3.
Identify two allusions/references to traditional theatre.
4.
Why was Ti-Jean placed in the moon?
5.
Describe each of the brothers.
6.
How do the stage directions and props help in their characterization?
7.
Contrast the music played for the entrance of Mi-Jean and then for the mention of his mother.
8.
Describe the boys’ mother.
9.
Describe the entrance of the devil and his fiends. How is the mood changed again?
10.
How is the stupidity of Gros-Jean and Mi-Jean revealed? What is the effect?
11.
What is the relationship between the two brothers and Ti-Jean?
12.
What two things do they compare him to?
13.
How is the music for Bolom’s entrance described? What other sounds are heard?
14.
Who is Bolom?
15.
How are the mother’s kindness and wisdom revealed?
16.
Why was Bolom sent?
17.
What role do the animals play?
18.
How is the end of the Prologue suspenseful?
19.
Why do you think the dramatist needed a prologue anyway?
20.
What is the effect of the song “Give the Devil a child for dinner”?
21.
Research the history of St. Lucia to explain why French was used.

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Saturday, March 1, 2014

Easter Term Six Weekly

LANGUAGE

The exam consists of 40 questions, both multiple choice and short answer.
Students will be tested on:
- comprehension (main idea, setting, characterization etc.)
- types of imageries
- literary devices
- mood and tone
- adverbs
- adjectives
- synonyms


LITERATURE

 This paper will be divided into 3 sections

Section A - matching the elements of poetry with their definitions (the project should help with this)

Section B - fill in the blanks (stanzas)

Section C - multiple choice questions on "My Parents", "Ana" and an unseen poem
                - identify a literary device and comment on its effectiveness.

*students should know the content of each poem, the various examples of literary devices in each and they should be able to identify examples of various literary devices and be able to comment on their effectiveness.
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"Ana" by Mark McWatt

“Ana” is about two conflicting images of Ana: how her father (the speaker and a poet) expects and hopes she will behave and how she actually does. In the first stanza, the speaker is a proud father of a baby girl and imagines her playing peacefully in a garden. The second stanza (one line) describes the scene as a “calm and quiet” one. It establishes the contrast between the first stanza and the third in which a rambunctious girl creates a chaotic world for the speaker. In the third stanza, the speaker confesses he has given up his ‘dream’ which was described in the first stanza. The finally stanza mirrors the calm and quiet world of the first stanza, as the speaker describes how peaceful she is when she is asleep.

Themes: Hardship, poverty, determination, ambition, class.
Structure: Free verse poem with five stanzas
Tone: 1st, 2nd and 5th stanzas: proud, happy and peaceful. 3rd stanza: angry, aggressive and pitiful (and like a fool/Daddy does it again). 4th stanza: resignation
Mood: happy, peaceful, and chaotic

Literary Devices:
  1. Metaphor
Line 9: “world of green” – youth
3rd – 5th stanzas (in particular lines 22, 48, 49) monkey and wild animal - Ana
  1. Simile
Line 42, 43 – “And yet when she is curled in sleep,/ like a comma”

  1. Alliteration
Line 6, 18, 25
  1. Imagery: (throughout) 23-26, 34-35, 46-49
  2. Bracketed Asides: lines 20, 22
Asides are conventionally used in drama when the actor speaks in an undertone or to the audience without the actors on the stage hearing. It is used similarly in poetry. The speaker may be communicating something to the reader that the other personas in the poem will not hear. In addition, it carries a certain undertone, usually sarcasm. 

Comprehension questions:

  1. What is the speaker’s occupation?
  2. How did he imagine his daughter would behave?
  3. How does she actually behave?
  4. Identify the nouns, verbs and adjectives that show her behaviour.
  5. What metaphor is used to emphasize her behaviour?
  6. What is the speaker’s attitude towards his daughter? Give evidence from the poem.
  7. Do you think she is aware of how he views her?
  8. Does the speaker think she will ever behave the way he wants her to? Give evidence from the poem to support your answer.
  9. When does the speaker find that his daughter matches his expectations of her?
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“My Parents”


“My Parents” is about a son who is forbidden from playing with other children by his parents. Although he desperately wants to be their friends, his parents’ directives and the vast differences in their personalities and conduct make it difficult.

Themes: Youth, rejection, bullying, class.
Structure: The poem is written in three quatrains.
Tone: Disappointed, fearful
Mood: Sympathetic, fearful

Literary Devices:
  1. Simile
Line 2 – “who three words like stones”
Line 5 – “their muscles like iron”
Line 9/10 – “they sprang…/Like dogs to bark at my world”
  1. Metaphor
Line 7 – “the salt coarse pointing”
  1. Alliteration
Line 4: “climbed cliffs and stripped by the country streams.”
  1. Repetition
Lines 5, 7: “I feared…”
  1. Imagery
Line 5: “muscles like iron” (Tactile)
Line 7: “salt coarse pointing” (Tactile, Gustatory)

Similes are the major literary device used. They are primarily used to describe the physical appearance and actions of the “rough” children.

Comprehension questions:

  1. How are the boys described in stanza one?
  2. Give details of their physical appearance as well as their behaviour.
  3. Select the verbs and adjectives which describe the energy of the boys.
  4. What fears does the speaker tell about in stanza two?
  5. Why do you think the words “tigers” and “dogs” are used to describe aspects of the boys’ behavior? (Diction)
  6. How is the speaker different from the boys?
  7. The poem does not give us much information about the speaker’s world at home. What could you infer about the speaker’s parents, home and lifestyle?
  8. Which line expresses the speaker’s attitude to the boys? (Tone)
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Literary Devices

Steps for Discussing the Significance and Effectiveness of a Device:
  1. Identify the device.
  2. Explain the device. If it is a metaphor or simile, what is being compared?
  3. Does it make sense?
  4. How does it contribute to the meaning of the poem? Or the tone? Or the mood? Or the rhythm or rhyme?
Example:
“Jealousy is a monster
Creeping up from behind.”

Response:

One device used in those lines is metaphor. The feeling of jealousy is compared to a monster. It is a good comparison because jealousy is a negative feeling and a monster is also something evil. It is also effective because the use of ‘monster’ (diction) suggests that the speaker has a negative attitude (tone) towards jealousy and this causes the reader to want to avoid it also. 
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Saturday, November 16, 2013

The friendly letter

The Heading
The heading of a friendly letter should contain the return address followed by the date.
In a friendly letter the heading is always indented to the middle of the page.
If the correspondents are familiar enough and the recipient knows the writer's address, or if the stationery is imprinted with the return address, then the return address may be omitted. (Although another reason for the return address is a backup in case the envelope gets damaged...)
Always include the date.
Example:
123 Main St. 
West Newfield
Greater Portmore
St. Catherine
December 14, 2002


The Greeting
The greeting in a friendly letter capitalizes the first word and any noun. It normally ends with a comma.
Example:
Dear Aunt Miriam,


The Body
The body of the letter contains the main text. Each paragraph should be indented.


The Complimentary Close and Signature Line
The left edge of the close and signature line in a friendly letter begins in the center, at the same column as the heading – semi-block.
The complimentary close begins with a capital letter and ends with a comma.
Skip from one to three spaces (two on a typewriter), and type in the signature line, the printed name of the person signing the letter. If the writer and reader are very friendly, or if the letter is handwritten in the same script as the signature, the signature line or the last name in the signature line may be omitted.
Sign the name in the space between the close and the signature line, starting at the left edge of the signature line.
Unless there is great familiarity between the correspondents, the signature should be in blue or black ink.
                                                                   Example:
Truly yours,
(Signature goes here)
Margaret Fong

Full-Block: Everything is “lefted” – kept to the left.
Example:
Truly yours,
(Signature goes here)
Margaret Fong


RUBRIC
CRITERIA
4
3
2
1
SALUTATION AND CLOSING
Salutation and closing have no errors in placement, punctuation or capitalization.
Salutation and closing have few errors and are placed appropriately
Salutation and closing have 3 or more errors. One or both not correctly placed
Salutation and/or closing missing
BODY
Sentences and paragraphs are complete, well-written, varied sentence structure and vocabulary.
All sentences are complete and well written with no fragments or run-ons. Paragraphing is generally well done.
Most sentences are complete and well written. Paragraphs are unorganized.
Many sentence fragments or run on sentences.  No evidence of paragraphing
GRAMMAR AND EXPRESSION
No errors in grammar or spelling in body of letter
2-3  errors in capitalization or punctuation in body of letter that do not interfere in meaning.
Several errors in grammar or spelling in body of letter that interfere in meaning.
Many errors in spelling and/or grammar in body of letter that make the letter illegible.


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Well,  it's time for your second six-weekly exams. Time is really flying!
Here are formats for the exam papers:

LITERATURE

The paper is divided into TWO sections:
A- Fill in the blanks (info from chapters 8-15)
*go through all the short answer questions you got in class. If you got the answers wrong, please ensure you correct them.
B- extended writing (3 paragraphs essay based on the novel)
*revise essays you were asked to write

LANGUAGE

This paper is divided into TWO sections

A- Subject-verb agreement
B- Extended writing ( friendly letter)

ALL THE BEST ON YOUR EXAMS :)
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essay writing

The Three Paragraph Essay:
Your essay must have at least three paragraphs, each of which should have between five and eight sentences.
  1. The Introduction
a)      Identify the novel and the author.
b)      Make a link between the novel and the question being asked.
c)      Thesis statement (What your essay will be about.
d)     Respond to part A of the question with at least three supporting points.
  1. The Second Paragraph
      a)  Topic Sentence 
      b)  Respond to Part B of the question with at least three supporting points.
  1. The Conclusion/ The Third Paragraph
     a) Topic Sentence
     b)  Respond to Part C of the question with at least three supporting points.
                 c)  Restatement of Thesis

“War can have a severe impact on any country.” Based on The Silver Sword:
a) Describe the impact the war on Warsaw and Germany. (7 marks)
b) Explain its impact on one of the protagonists in the novel. ( 9 marks)
c) Explain how the character overcomes the challenges presented by the war. (9 marks)
Content: 25 marks
Expression: 10 marks
Total: 35 marks


SAMPLE ESSAY
(for co-operative essay writing activity in class)
The Silver Sword written by Ian Serraillier shows the devastating impact that war can have on a country. In the novel, Warsaw is a very good example of this because the Nazi invasion left the city in ruins. Public buildings, homes and other infrastructure were destroyed. In addition, families were separated, leaving children orphaned and homeless. Food was scarce and the atmosphere was bleak. When the children arrived in Berlin, they realized the destruction was similar there. It was also in ruins and full of refugees.
            The war did not only affect Warsaw and Berlin, but the protagonists as well. Ruth was one of the protagonists who was greatly impacted by the war. She had many responsibilities because the Nazis had taken away her parents and later Edek. This made her more mature, responsible, assertive and wise. She had to take care of Bronia, her students, Jan and later Edek as well. In order to acquire paper, pencils, food and blankets, she demanded to see the lieutenant and even forced her way past Ivan to do so. Also, she was a disciplinarian who punished Jan for attacking and stealing from Ivan. Finally, she shielded Bronia from the harsh realities of war by keeping her occupied with drawing, stories and play.
            Although Ruth faced many challenges as a result of the war, she was able to overcome them with the support of family, friends and her determination to find her parents. She received help from Edek, Jan and Ivan. After Joseph and Margrit were taken away, Edek provided food, shelter, furniture and their other needs. Jan also protected them and found food for them when Edek was captured. She received important information about her father and brother from Jan and Ivan. In addition, the sight of the silver sword encouraged her when she felt hopeless. Although war can be devastating, its challenges can be overcome with hope, determination and the support of family and friends.


 “Determination is the most important attribute one can have during times of war. Both Joseph and Edek demonstrate determination in The Silver Sword.”
With reference to the novel:
a.       Describe Edek and Joseph.    (6 marks)
b.      Explain how Joseph escaped from the prison in Zakyna, and how Edek escaped from the farm in Germany.                                                     (12 marks)
c.       Explain why you believe determination was important to their success.
(7 marks)
(Expression 10 marks)
(Essay Total: 35 marks)

Homework/Classwork Essay Mark Scheme:
Part A – 6 marks. 3 marks for each character.
Joseph – father of Balickis, headmaster, imprisoned for turning the picture of Hitler to the wall (regardless of where this detail is in the essay, the student should still be given the mark).
Edek – the second child, son of Joseph and Margrit, or brother of Ruth and Bronia. He was caught smuggling cheese by the Nazis (regardless of where this detail is in the essay, the student should still be given the mark).

Part B – 12 marks . 6 marks for describing the escape fully....

Part C – 7 marks. Joseph – 4 marks. Edek 3 marks. Students must show some recognition of the difficulty/danger which the challenges presented. For example, Joseph escaping from Zakyna...other escapees were shot or died as a result of the weather. Joseph’s previous attempt was thwarted by sickness. Edek could have frozen to death under the train and he got extremely sick after. They must argue that determination to see their family made them continue - Joseph would always look at the picture of his family etc and Edek preferred to risk dying in order to go to Switzerland.

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Chapters 12-13

Chapters 12-13
  1. What village did the children go to in chapter 12? Kolina
  2. Why were so many people heading there as well? There was a large soup kitchen.
  3. Which country joined the Russians to fight the Germans? America
  4. What disrupted the order in the soup kitchen? Jan fell and people scrambled to get the remnants of his soup.
  5. Why did Ruth get involved in the scrum? To save Bronia.
  6. How did the children travel to Germany? By train.
  7. How did Mrs. Borowicz convince the doctor to let the children go? She convinced him that only finding their parents could make them better. Page 80.
  8. How did Edek look now? Pinched and hollow cheeks. Unnaturally bright eyes like Jan. He did not look 2 ½ years older.
  9. How differently did Jan behave after Jimpy’s death? He was more helpful and good tempered.
  10. Why did Ruth foresee a conflict between Jan and Edek? “Edek must to some extent usurp the position that Jan had held, and Jan had a jealous nature.” Page 81
  11. What fairytale did Ruth believe Bronia was dreaming about? The Princess and the Brazen Mountains
  12. What is the significance of the fairytale? Happy endings – they would reunite with their parents and live happily ever after. 
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chapters 8-11

Chapters 8-11
  1. For how long was Edek missing? 2 years
  2. What is the name of the Polish general who led the attack against the German garrison? General Bor
  3. What three countries did this General ask for help? Britain, America and Russia
  4. Which of the three assisted eventually? Russia
  5. In what year was Warsaw in Russian hands? 1945
  6. Name two of the three food items that were available in Warsaw when the children returned. Flour, fat and sugar.
  7. How did the “brave defenders” keep fighting throughout autumn? A clever network of tunnels.
  8. What game were the children playing when they met Jan? Air-Raid Alert
  9. What animal did he have and what was its name? Jimpy, Cock
  10. What position did Ivan have in the army? Sentry
  11. Name three of the five items Ruth requests from the lieutenant. Food, clothes, blankets, pencils and paper.
  12. What else did she ask for? News about Edek
  13. What did she write as her address? Bombed Cellar
  14. What two characters had a conflict in these chapters? Ivan and Jan
  15. What gift did Ivan take to the party? Chocolate
  16. Who used this item in chapter 2? Why? Joseph. He used it as a gun to threaten the old polish man who managed the air lift.
  17. What news does Ivan bring? That Edek was in a transit camp at Posen.
  18. How did Ruth get news about her father? The sword fell from Jan’s box when it was broken. Jan told her what he remembered.
  19. What does Ivan bring the children for their journey? Shoes
  20. Why and how does Ruth punish Jan? He stole the box Ivan brought for him, before Ivan had an opportunity to give Jan himself. Jan would not get his shoes before he apologized to Ivan.
  21. What gift did Jan leave for Ivan as a peace offering? A dead lizard
  22. How long does it take them to get to Posen?  4 days
Where was Edek? He ran away.
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Saturday, October 5, 2013

Six weekly exams

Well, five weeks flew by so quickly, and it's time for your first six-weekly exams.
here are formats for the exam papers:

LITERATURE

The paper is divided into four sections:
A- Matching terms and definitions ( elements of literature and prose)
B- True and false (facts on Ian Serraillier and World War II)
C- Fill in the blanks (info from chapters 1-5)
D- extended writing (2 paragraphs) (Joseph's escape)

LANGUAGE

This paper is divided into two sections

A- Comprehension
B- Extended writing ( 2 paragraphs on a topic)

ALL THE BEST ON YOUR EXAMS :)
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answer for comprehension questions

Comprehension Questions
  1. Identify the narrative perspective.
3rd person omniscient
  1. What is the setting?
Poland, during WWII
  1. Who are the members of the family?
Joseph, Margrit, Edek, Ruth, Bronia
  1. What does the narrator say the story is about?
A polish family and of what happened to them during the Second World War and immediately afterwards.
  1. In what year was Joseph taken to prison?
1940
  1. Where is Zakyna?
The mountains of South Poland
  1. How long was he in prison?
Over a year
  1. How does Joseph end up in the aerial luggage lift?
He was hiding in a crate and a lift took up the crate he was hiding in, into the aerial luggage lift.
  1. Where does he go next?
The old couple’s house; a large chalet
  1. What is Joseph’s camp number?
ZAK 2473
  1. Describe the old polish couple.
Brave( for helping Joseph)
  1. Based on what Joseph tells the old woman, what are the effects of the German invasion?
Separation of family
  1. What happens when the soldiers searched the chalet? How does Joseph escape discovery?
Joseph hides in the chimney, they fired two rounds up the chimney but ran away when the soot came down. So when Joseph fell, they had already left the house.
  1. How long does he stay at the chalet? How does he spend his time there?
Two weeks. He spent his time indoors mostly eating and resting
  1. How long does it take Joseph to walk to Warsaw?
Four and a half weeks
  1. Describe Warsaw.
The buildings were damaged, the streets were unrecognizable, tracks of rubble and mountains of bricks, windows were charred and glassless. It was bleak and silent.
  1. How long does it take Joseph to find his street? What does this tell you?
Three days. To show how badly the street and buildings were destroyed.
  1. What information does he receive about his family? Where? From whom?
The Nazis took his wife to Germany to work and they blew up the house and the children have not been seen since. From Mrs. Klause who lived nearby. She believed the children were dead.
  1. What meeting place did Joseph and his families choose to go if they are separated?
Switzerland
  1. What does he find in the rubble that was his house?
The silver sword
  1. Who does he meet? Describe him.
Jan. A small ragged boy. He had fair wispy hair and unnaturally bright eyes.
  1. How does he react to Joseph’s desire to find his children?
Indifferent. He shrugged his shoulders
  1. What agreement do they make?
He’d give him the sword but if he should see his children he should tell them that he met him and that he is going to Switzerland to find their mother.
  1. What is the safest way for Joseph to get to Switzerland?
By train, by night.
  1. What themes are explored in the chapters?
Bravery, love, family relationship, war



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The expository essay

Expository Writing: is the type of writing that is used most in everyday life. It is the base of all forms of writing – narrative, persuasive, descriptive etc. Its main purpose is to explain processes, give instructions and information and describe.
All the types of exposition include the use of appropriate transition words and phrases. These words/phrases are like little helpers; they move the sentences/paragraphs smoothly in the right direction, giving them unity. For example: then, after, next, at the same time, etc.
Explaining a process is when someone is told how to do something.
Giving information is when someone is told about something.
When instructions are given someone is given orders, direction, commands or advice.
When one describes, he/she uses adjectives, sensory details – smell, sight, hearing, taste, feeling – to allow the reader a vivid image of the item, place, etc. that is being described.

SAMPLE PARAGRAPH –  I don’t like mosqitoes
1.      They are annoying
2.      They bites itch
3.      They carry diseases

The first reason I hate mosquitoes is that they are annoying. When I am outside they swarm around and buzz about my ears. Also I have to wear insect spray and it smells horrendous. Then if I don’t want to wear bug spray, I have to wear long sleeves. Besides, who wants to wear long sleeves in the hot sun?  Nothing ruins my day like a bloodsucking mosquito.

Secondly,... 
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Chapters 1-5

Chapters 1 – 5
Joseph is imprisoned for turning the picture of Hitler to the wall in his classroom. He is taken to the prison camp in Zakyna for a little over a year before he escapes. He forces the aerial luggage lift operator, who is also polish to take him to his house, where he reveals that he is a polish prisoner. He stays there for two weeks, before he leaves for Warsaw, a journey which takes him four and a half weeks. He is devastated by the destruction he finds there, but is still determined to find his family. He gets news from Mrs. Krause that the Nazis have taken his wife and that his children were quite possibly killed, when the Nazis returned to bomb the house. As he searches through the rubble which was his home, he finds the silver sword that he gave his wife for a birthday present. He also encounters a strange boy, Jan, who desires the sword. Joseph asks him about his children, and though Jan doubts he will find them, he assists Joseph with catching and goods train to Switzerland. And in exchange for the silver sword, Jan is to tell Joseph’s children, if he comes across them, that they are to meet him in Switzerland.

Mood is the general atmosphere created by the author’s words. It is the feeling or emotion the reader gets from reading those words. It may be the same, or it may change from situation to situation. Some literature makes you feel sad, others joyful, still others, angry. Writers use many devices to create mood, including images, dialogue, setting, and plot. Often a writer creates a mood at the beginning of the story and continues it to the end. However, sometimes the mood changes because of the plot or changes in characters.

Examples: suspenseful, joyful, depressing, excited, anxious, angry, sad, tense, lonely, suspicious, frightened and disgusted.
Comprehension Questions

  1. Identify the narrative perspective.
  2. What is the setting?
  3. Who are the members of the family?
  4. What does the narrator say the story is about?
  5. In what year was Joseph taken to prison?
  6. Where is Zakyna?
  7. How long was he in prison?
  8. How does Joseph end up in the aerial luggage lift?
  9. Where does he go next?
  10. What is Joseph’s camp number?
  11. Describe the old polish couple.
  12. Based on what Joseph tells the old woman, what are the effects of the German invasion?
  13. What happens when the soldiers searched the chalet? How does Joseph escape discovery?
  14. How long does he stay at the chalet? How does he spend his time there?
  15. How long does it take Joseph to walk to Warsaw?
  16. Describe Warsaw.
  17. How long does it take Joseph to find his street? What does this tell you?
  18. What information does he receive about his family? Where? From whom?
  19. What meeting place did Joseph and his families choose to go if they are separated?
  20. What does he find in the rubble that was his house?
  21. Who does he meet? Describe him.
  22. How does he react to Joseph’s desire to find his children?
  23. What agreement do they make?
  24. What is the safest way for Joseph to get to Switzerland?
  25. What themes are explored in the chapters?
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World War II

World War II
The war in Europe began in September 1939, when Germany, under Chancellor Adolf Hitler, invaded Poland. Britain and France responded by declaring war on Germany but took little action over the following months. In 1940, Germany launched its next initiative by attacking Denmark and Norway, followed shortly thereafter by attacks on Belgium, the Netherlands, and France. All of these nations were conquered rapidly.
The Battle of Britain
Later in the summer of 1940, Germany launched a further attack on Britain, this time exclusively from the air. The Battle of Britain was Germany’s first military failure, as the German air force, the Luftwaffe, was never able to overcome Britain’s Royal Air Force.
Greece and North Africa
As Hitler plotted his next steps, Italy, an ally of Germany, expanded the war even further by invading Greece and North Africa. The Greek campaign was a failure, and Germany was forced to come to Italy’s assistance in early 1941.
The USSR
Later in 1941, Germany began its most ambitious action yet, by invading the Soviet Union. Although the Germans initially made swift progress and advanced deep into the Russian heartland, the invasion of the USSR would prove to be the downfall of Germany’s war effort. The country was just too big, and although Russia’s initial resistance was weak, the nation’s strength and determination, combined with its brutal winters, would eventually be more than the German army could overcome. In 1943, after the battles of Stalingrad and Kursk, Germany was forced into a full-scale retreat. During the course of 1944, the Germans were slowly but steadily forced completely out of Soviet territory, after which the Russians pursued them across eastern Europe and into Germany itself in 1945.
The Normandy Invasion
In June 1944, British and American forces launched the D-Day invasion, landing in German-occupied France via the coast of Normandy. Soon the German army was forced into retreat from that side as well. Thus, by early 1945, Allied forces were closing in on Germany from both east and west. The Soviets were the first to reach the German capital of Berlin, and Germany surrendered in May 1945, shortly after the suicide of Adolf Hitler.

The Pacific Theater

Pearl Harbor
The war in the Pacific began on December 7, 1941, when warplanes from Japan launched a surprise attack on the U.S. Navy base at Pearl Harbor, Hawaii. By this time, Japan had already been at war with China for several years and had seized the Chinese territory of Manchuria. After the Pearl Harbor attack, Japan began a massive campaign of expansion throughout the Southeast Asia–Pacific region.
The U.S. Entrance and Battle of Midway
Although the Pearl Harbor attack provoked a declaration of war by the United States on Japan the very next day, it would be several months before U.S. forces would get seriously involved militarily. In late spring of 1942, the United States and Japan engaged in a series of naval battles, climaxing in the Battle of Midway on June 3–6, 1942, in which Japan suffered a catastrophic defeat.
The Solomon Islands and Guadalcanal
For the next year, the United States engaged Japan in a protracted struggle for the Solomon Islands, which lay near vital Allied shipping routes. Between August 1942 and February 1943, Allied forces carried out an invasion on the island of Guadalcanal—the beginning of a long series of Allied offensives that would eventually force the Japanese out of the Solomons and then pursue them from various other Pacific island chains that the Japanese had earlier seized. In the meantime, British and Indian forces were combating Japanese troops in Burma.
The Approach to Japan

Fighting continued throughout the Pacific in 1944 and early 1945, including major battles at Leyte, Iwo Jima, and Okinawa. By the late spring of 1945, most of Japan’s conquests had been liberated, and Allied forces were closing in on the Japanese home islands. As they neared Japan proper, the Allies began heavy bombing campaigns against major Japanese cities, including Tokyo. This process continued through the summer of 1945 until finally, in early August, the United States dropped two atomic bombs on the cities of Hiroshima and Nagasaki. Stunned by the unexpected devastation, Japan surrendered a few days later. 
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Ian Serraillier

Ian Serraillier (24 September 1912 – 28 November 1994) was a British novelist and poet. He was also appreciated by children for being a storyteller retelling legends from Rome, Greece and England. Serraillier was best known for his children's books, especially The Silver Sword (1956), a wartime adventure story which was adapted for television by the BBC in 1957 and again in 1971.

He was born in London, the eldest of four children. His father died as a result of the 1918 flu pandemic when he was only six years old. He was educated at Brighton College, and took his degree at St Edmund Hall, Oxford and became an English teacher. He taught at Wycliffe College in Gloucestershire from 1936 to 1939; at Dudley Grammar School in Worcestershire from 1939 to 1946; and at Midhurst Grammar School in West Sussex from 1946 to 1961. As a Quaker, he was granted conscientious objector status in World War II.

In 1946, his first children’s novel was published. It was followed by several more adventure stories of treasure and spies. His best known work, The Silver Sword, was published in 1956 and has become a classic, bringing to life the story of four refugee children. Three of the children are siblings: Ruth, Edek and Bronia. Jan is another of the many Warsaw war orphans who somehow had met their father, and then fainted near the bombed out basement which served as home for the siblings, and was taken in by them. The four joined together in their search for the siblings' parents in the chaos of Europe immediately after the Second World War. In the United States the book was published under the title Escape from Warsaw.


As well as children’s novels and poetry, Serraillier produced his own retellings of classic tales in prose and verse, including Beowulf, Chaucer and Greek myths. Together with his wife, Anne Margaret Rogers, he founded the New Windmill Series in 1948, by Heinemann Educational Books, which set out to provide inexpensive editions of good stories. He continued as co-editor of the series until the onset of Alzheimer's disease in the early 1990s. The illness finally contributed towards his death in November 1994 at the age of 82.
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Introduction to literature

Literature is the body of creative and/or imaginative writing of a language, period or culture, especially of recognized artistic value.

Genre is a type, class or category.

The three genres are: drama, poetry and prose fiction.

Drama is the oldest of the three (3) genres. Unlike the other two genres it is intended for performance. (nb. The definition will be expanded in term 3.)

Poetry is a condensed form of literature that uses literary devices and the clever use of words for effect and to convey the writer's main concern. (nb. The definition will be expanded in term 2.)

Prose is written or spoken language that does not use a measured structure or rhyme as is the case with poetry. It is greater than composition due to the use of plot and setting. It is used for the novel, short story, some types of letters and biographies. It has chapters and paragraphs.

Elements of Prose
  1. Plot is the storyline or the way the events are arranged.
  2. Characters are the people, animals, robots (etc) that take part in the action of a story.
  3. Theme is the broad idea, message or lesson that is conveyed by a work; for example love, war and family.
  4. Setting refers to the place and time (historical period) in which the action of a story takes place.
  5. Point of View/ Narrative Perspective is the standpoint from which characters and events are presen­ted in a text. The narrator is the “voice” that tells the story. Unless it is an autobiography, the narrator is not identical with the author/writer.

Types of narrators:
a)      First person narrator: The narrator is a character in the story, who uses the first person singular (“I”). This narrator may be either the protagonist or a minor character, who is just an observer
b)      Second person narrator: The second person narrator communicates with the reader directly using “you”. It is a friendly, but uncommon form of writing.

c)      Third person narrator: The narrator stands outside the story and uses the third person (“he”, “she” or “they”) to refer to the characters. This narrator can have limited knowledge of events or can me an omniscient narrator who appears to see and know everything.
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Monday, November 26, 2012

Second form blog site

Here is the link to the second form blog site.
http://atkinssf.blogspot.com/
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Thursday, February 16, 2012

mid term exam

LITERATURE


This paper consists of four sections.
1. The elements of poetry (you will need to know definitions)
2. Stanzas
3. 31 multiple choice questions on three poems you should be familiar with.- "The David Jazz", "Granny Isaacs versus Death" and " A Village Girl".
4. Quote a simile or image from each poem and discuss its effectiveness.


Steps for discussing the significance and effectiveness of a device:
1. Identify the device.
2. Explain the device. If it is a metaphor or simile, what is being compared?
3. Does it make sense?
4. How does it contribute to the meaning of the poem? Or tone? Or the mood? Or the rhythm or rhyme?


Example:
"Jealousy is a monster
Creeping up from behind."


Response:
One device used in those lines is metaphor. The feeling of jealousy is compared to a monster. It is a good comparison because jealousy is a negative feeling and a monster is also something evil. It is also effective because the use of 'monster' (diction) suggests that the speaker has a negative attitude (tone) towards jealousy and this causes the reader to want to avoid it also.
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