Thursday, December 11, 2008

Things to know for TEST

Characters:
Paul Baumer (narrator and protagonist)
Albert Kropp (clearest thinker)
Muller (physics-inclined; carries around his textbooks)
Leer (lusty – likes the officers’ brothels)
Tjaden (locksmith, can eat more than anyone else)
Haie Westhus (large peat-digger)
Detering (married peasant)
Stanislaus Katczinsky (Kat, wise, crafty, cat-like, 40 year-old leader)
Ginger (cook)
Kemmerich (friend dying in chapter 1 – everyone wants his boots)
Kantorek (former school master who tells the boys to join the army)
Himmeltoss (corporal) – drill instructor

Character List

Paul Bäumer:

The narrator and protagonist of the novel, Paul conveys to the reader the profound alienation of the young WWI soldier. For Paul, especially, this alienation emerges in two ways. For one, he is caught in a virtual no-man's-land in his life. He feels dislocated from his past, but can conceive of no possible future for himself. His former schooling seems useless, and he cannot imagine reentering the civilian world in any kind of occupation.

The more terrifying part of his and the typical soldier's alienation, however, is in the way Paul must dull his feelings. Paul frequently explains that soldiers must shut off their emotions, or else go insane from the ravages of war. Paul's tone is often curiously flat when describing even the deaths of close friends. His alienation extends to his family. Paul refuses to allow himself to get too close to his dying mother, let alone the rest of his family and others from home. He feels betrayed by his elders, who have pushed Paul and the German youth into fighting for a cause they have no stake in.

The saving grace for Paul is that he does bond with his fellow soldiers--at least while they are alive. Camaraderie, to him, is the one good thing that has come out of the war, and his intimacy with Kat as the two cook a goose borders on the homoerotic.

Paul also exhibits increasingly anti-nationalistic sentiments as the novel progresses, and his recognition of the arbitrariness of war allows him to grow closer to the Russians in an adjacent prison camp, and to the Frenchman he kills in a shell-hole.

Paul occasionally comments on the impotence of words in describing the brutality of war. He also laments how civilians will never be able to understand the soldier's plight. We may assume that Remarque felt the same way, but decided that by writing about WWI, he might overturn these theories and relate his own alienated war experiences.

Kantorek: Although Kantorek, the former schoolteacher of Paul and his friends, figures in only one present-tense scene, he casts a long shadow over the novel. He represents nationalism, the ideology of unswerving dedication to one's own country that swept Europe before and during WWI, at its worst. His patriotic sentiments and bullying forced Paul and his classmates--what he proudly calls the "'Iron Youth'"--into volunteering for the war. Paul gains some measure of revenge when he sees that Kantorek has been enlisted in the war; at least Kantorek must now fight and possibly die for the war he has helped promote.

Corporal Himmelstoss: Like Kantorek, Himmelstoss is in just a few scenes, but he is an important representative figure. As Paul's friends see it, Himmelstoss epitomizes the way men with little power otherwise--Himmelstoss was a postman before the war--exploit whatever power they gain in the military. A ruthless disciplinarian in the training platoon Paul and his classmates originally joined, Himmelstoss delights in humiliating the inferior-ranking soldiers, especially Tjaden. However, even a coward like Himmelstoss can be redeemed by the camaraderie of war; after he is brought up to fight and has his first experience in the trenches, he makes up with the men he previously punished and insulted.

Stanislaus Katczinsky: Kat, as he is known, is the wise, 40-year-old unofficial leader of Paul's company. A peacetime cobbler, Kat has a knack for making shrewd trades and scrounging up food in seemingly impossible situations. He also seems to have some sympathy with Communism, although this is not well developed in the novel. Though half his age, Paul seems to be closest with Kat of all the soldiers.

Paul's mother: Dying of cancer, Paul's mother awakens some dormant emotions in Paul, but he ultimately represses them, unable to deal with both his own imminent death and hers. She is highly maternal, dispensing advice to Paul about the war that is both caring and naïve.

Albert Kropp: Described by Paul as the "clearest thinker" of his former classmates, Kropp is one of Paul's oldest and closest friends. Paul is fiercely loyal to him, faking illness so he can stay with Kropp when his leg is wounded.

Tjaden: A 19-year-old skinny locksmith, Tjaden is most notable for his vendetta against Himmelstoss, who unfairly punished Tjaden's for his bed-wetting problem in training camp.

Detering: A married peasant farmer, Detering has the most compelling reasons to return home. He also loves animals and is upset that horses are used in a human war.

Müller: A physics-inclined academic from Paul's class, Müller appears crass for wanting the dying Kemmerich's boots, but he is only pragmatic, as all soldiers are.

Leer: Lusty and sexually mature (he was the first to lose his virginity in the boys' class), Leer leads the sexual charges in the novel.

Haie Westhus: A large 19-year-old peat-digger.

Franz Kemmerich: A wounded soldier the boys visit whose expensive boots are passed around throughout the novel when its wearer dies.

Gérard Duval: A French soldier Paul stabs in a shell-hole but must stay with for hours as the man dies. Paul later discovers that Duval is a printer and has a wife and daughter.


Lewandowski: Lewandowski: The oldest soldier in the Catholic Hospital, the other patients help Lewandowski arrange a conjugal visit with his wife.

Joseph Behm: The one student who openly did not want to join the war, Behm was bullied into it by Kantorek and got killed almost immediately.

Mittlestaedt: A former classmate of Paul's, Mittlestaedt ends up in charge of Kantorek and gleefully lords his power over his former schoolteacher.

Ginger: The cowardly and stingy cook of Paul's company at the start of the novel.

THEMES:

The Inhumanity of War
National vs. the Individual


Be able to give three to four scenes that back up these themes.

Symbols:
Boots (think of Kemmerich and the Russian prisoners)
Butterflies and popular trees (childhood)
Horses and animals (brutality and links to the past and how war has changed– think of Detering the farmer who risks his life to save animals or put animals out of their pain)
Women (peace, gentleness but also sexual release)
Hospitals
Dogs and Geese
Trenches
Music from the Russian Violinist

Motifs:
Death
Gore of Warfare
Soldiers acting in animalistic ways
The absurdity of frontline vs. old ideals of soldiering
Ironies:
Be able to pick out five ironies in the book and discuss their meaning.

Outline the plot

Monday, December 8, 2008

CHAPTER 10: Class Assignment -DUE Wednesday

GROUP PRESENTATIONS: EVERYONE IN THE GROUP NEEDS TO PRESENT

As a group discuss your chapter and what happens in your chapter. Your assignment is to teach your chapter to class.

Things you will need to do:

1) Summarize the events in your chapter. Do not leave out any details.
2) Chose a theme and discuss how this theme appears in the chapter.
3) Motif: chose a motif that appears in the chapter and discuss how it appears and what it means.
4) Symbol: chose an image from your chapter and discuss what it represents. Do you think it is an important image for the book?
5) Contrast: Does anything in this chap contrast something that happened earlier
6) Foreshadow—list one thing that might hint at a future event.
7) What is the significance of this chapter (in other words why is this chapter important).

8) Choose 1 scene from the chapter and act out.

Tuesday, December 2, 2008

NOTES: ALL QUIET ON THE WESTERN FRONT

Symbols: boots, marching and saluting, screaming horses, trenches, food.

Ironies: The war seems to have no purpose to the soldiers.
A few individual leaders of a few countries decided on the war for reasons no-one seems to be aware of.
Crude humor about death ("bodies being blown out of their clothes").
Loss of compassion for those who are dying.
Going home is an unpleasant event.
Comrades - closer than lovers or mothers.

Themes:

Nationalism vs. Individualism
Dehumanization of soldiers and civilians during war
Death

Thursday, November 20, 2008

Vocabulary

Please remember to post your vocabulary words on Friday.

Monday, November 10, 2008

New Vocabulary List

voracity
requisition
ceaselessly
queue
derive
palatial
billet
confound
renunciation
pettifogging
attribute
protrude
gangrene
disgruntle
canteen
munitions
aspirant

Wednesday, October 29, 2008


You better be finishing your projects!





Smile.

Monday, October 27, 2008

Personal Essays


You should be rewriting your personal essays this week. Email me if you have problems.

I'm including a picture of my host family. They've invited me to bring students to Hiroshima. They'll house us. Smile. My Japanese is improving.

Sunday, October 19, 2008

Updates FROM JAPAN

Hello! Just wanted to let everyone know that I've graded all your tests and essays. I've asked some of you to rewrite your essays for a higher grade. If you have questions just email me at fieldingkent@hotmail.com . If you've finished your project, start on the rewrites of your personal narratives. You can email me copies of it if you want immediate feedback.

I'm headed out this morning to the Hiroshima Peace Memorial. We'll talk about this park when I return.

Mr. F

Monday, October 6, 2008

Week 10/6 - 10/10

1) I will be handing back your personal narratives and talking with you 1-1 about them. You should start thinking about your rewrites. The next draft will be due on 11/4. Remember feelings and emotions should be expressed in metaphors or similes. Remember that you need to recreate an experience for your readers and therefore you need to invoke the five senses by using imagery and to "Show" and not "Tell". A personal narrative is a story - make sure you have a story, and make sure you have a story that displays an understanding of something larger than just an event. In sense you have to analysis what your choose to write about.


2) On MONDAY, I will be giving you a review guide for your short story test. We will go over these guides on Tuesday. Please fill them out Monday night so you know what you don't know.
Your test will be on Friday.

3) Short Story Projects:

Here are the groups and stories:

Brandy and Alexis - "Inititation"
Bryce and Kaylie -"One Thousand Dollars"
Jesse and Kaitlyn -"After the Ball"
John and Devin -"Pit and the Pendulum"
Monica - "A Christmas Memory"
Sam - "The Most Dangerous Game"

Here is the Description of the Project and Grading:

English 10 – project

Short Stories

To show that you fully understand short stories and literary devices you will read a story from the list below and explore it by taking notes on character, plot, metaphors, symbols, themes and so on.

The project is worth 200 points and is broken into two parts. Groups should be 2 people no more. If you choose to write a story you must do it by yourself.

1st choose a story (no-one may do the same story): Life Without Go-Go Boots, A Christmas Memory, The Pit and The Pendulum, A Sound of Thunder, Initiation, One Thousand Dollars, After the Ball

1) 100 points presentation of story to class. You presentation needs to address the following:
a. You should have summary of the story. A detailed account of what happens.
b. In the second part of your presentation you should discuss one or two literary elements that appear in the story and how they may make meaning. Example: In “Blues Ain’t No Mockin’ Bird” the act of mimicking appears often in the story: Terry copies Tyrone, Cathy copies Granny and adults, Camera and Smilin’ are trying to copy the Cain’s life on film, Granddaddy and Granny in a while mimic the two children hawks, and finally all the places the Cain family move too they find a repetition of disrespect from people. All these acts of mimicking, conscious and unconscious, form the backdrop of the story, the mockingbird of the story, the idea of intrusion which contrasts the blues granny hums which is calm, soothing and represents respect.
c. The third part of your project should be a comparison to a story you have read in class. You can compare characters, themes, ideas, the use of some literary device.
d. The fourth part of your presentation will be some sort of visual aid that corresponds to the story.

A-D are worth 20 points each. The final twenty 20 points will come from a oral presentation rubric, meaning you will be graded on how well you spoke.


2) 100 points for a creative connection. This connection displays an understanding of the story, neatness, enthusiasm, and attention to detail.

Options:

a. You can write a script and create a movie of your story. The movie should introduce the characters, contain all parts of plot, and contain music and sound effects. It should be 5 – 10 minutes in length.
b. You can do a power-point presentation that retells the story. You will need to have visuals for all the characters and visuals for the scenes. You should pre-record a reading of the story. You should have music and original artwork and you must finish with a discussion of either plot or a symbol. 10-15 minutes in length.
c. You can create a readers theatre of the story by creating a script. You readers theatre must be acted out in front of class with blocking and sound effects. You must also turn in a list of character profiles. 10 minutes in length
d. You can write a story of 5 -10 pages that incorporates all the elements of plot and uses symbols, dialect, allusions, foreshadowing, imagery.
e. A comic book adaptations of the story which follows all parts of plot. This should be at-least five pages in length. No stick-figures. This is for the individual who really loves art.

Projects are DUE on 11/5

Wednesday, October 1, 2008

Thursday and Friday: Assignments

Here is what you will be doing while I'm at State with the cross country runners:

Thursday
READ “The Bet” – students should already have copies of this story in their possession as it was handed out on Wednesday.
On BLOGS –
Outline the plot. Pick out and explain on symbol. Pick out the type of conflict, the protagonist, antagonist and make an argument for each.
In two paragraphs connect the story to the themes of “The Meaning of Freedom” and “The Meaning of Home”.


Friday:
Vocabulary Quiz.
Begin studying for the Short Story Final by rereading short stories and looking over notes.


If you lose your story go to this website:

http://www.eastoftheweb.com/short-stories/UBooks/Bet.shtml

Monday, September 22, 2008

Week 9/21 - 9/25

We will finish "Thrill of the Grass" and read "The Californian's Tale" by Mark Twain and "After the Ball" by Leo Tolsoy. For each story you will fill out a short story outline.

You will have blog entries for "Thrill of the Grass" and "The Californian's Tale".

Begin thinking about a personal narrative that you want to write. A short moment in your life that seems to symbolize who you are or what you have become. This personal narrative could be something you can rewrite for college.

Words for the next two weeks:

Recalcitrant
Sublime
Verdant
Acrimonious
Ephemeral
Tremulous
Silhouette
Psychopathic
Sedate
Desolation

Tuesday, September 16, 2008

Week 9/15 - 9/19

In-Class:

We will read "Cold Equations" and "Thrill of the Grass". We will continue to review IRONY (three types), ALLUSION, PLOT (six elements), SYMBOLISM, TONE, MOOD, and FIGURATIVE LANGUAGE. We will also be moving towards your short story projects. Thursday we will play vocabulary charades using both this weeks and last weeks words. Study!

Homework this week:

Monday - Finish your "Harrison Bergeron" scripts.
Tuesday- Blogs on "Cold Equations"
Wednesday - Study for "Cold Equations" quiz and make sure short story outlines are done.
Thursday - Post your vocabulary sentences for the week.
Friday - Study for vocabulary quiz.

Friday, September 12, 2008

Vocabulary for this week 9/12

Insolence
Churlish
Irate
Efficacy
Cajole
Pummel
Perspicacity
Chagrin
Assiduously
Maliciously

Tuesday, September 2, 2008

English 10 Syllabus

Course Description:

Emphasis: The development of critical literary skills needed to analysis the works of fiction and non-fiction. The development of formal essays, research papers, and both creative fiction, non-fiction and poetry.

The primary purpose of English 10th is to build on the foundation established in 9th grade for composing literary, persuasive, and reflective essays, and to produce an original research paper. Additionally, students will utilize proper writing conventions appropriate to their learning level. To accomplish this, students will actively read from an extensive selection spanning all literary genres, analyze these works, develop original theses, and share their ideas in formal compositions (persuasive, reflective, and analytical), class discussions, and oral presentations.

In other words the class will dissect literature (and literary genres) at the roots—for the roots beneath the tree are extensive and only by understanding those roots can one understand the entire tree. We will look at literature as an investigation, an exploration, an adventure. We will examine genres and themes and we will share our ideas, interests and findings by discussion and writing essays, poetry, and fiction and by doing research to find out more.

TEXTS:

In addition to the textbook and various handouts from the instructor, we will read Julius Caesar and/or Macbeth, Huckleberry Finn, All Quiet on the Western Front, and either The Odyssey or The Catcher in the Rye.

BLOGS/JOURNALS

Students will be required to keep a blog throughout the year. This blog will be the student’s journal. In this blg/journal will be reading reflections, lists of literary devices found in stories and novels, creative assignments that correspond with readings, pre-writing exercises, analytical writing.

NOTE: Blogs will count as your journal grade. I read every journal entry and you will lose points for skipping entries or not following directions. If you do not understand an assignment please ask.

GRADES:

Tests – 25% of overall grade
Papers—25% of overall grade
Projects—20% of overall grade
Quizzes, class work, homework—20% of overall grade
Journals—10% of overall grade

Scale:

100- 93 = A
92.49- 90 = A-
89.49- 87 = B+
86.49-83.00 = B
82.49- 80.00 = B-
79.49-77.00 = C+
76.49- 73 = C
72.49-70.00 = C-
69.49-67.00 = D+
66.49- 63.00 = D
62.49- 60 = D-
Below 60 = F

Late Work: Late work is marked down 10% every day it is overdue and will not be accepted after 4 days. Please note that this policy includes papers. Some projects (such as oral presentations) will receive zeros if not done on the day assigned.

Required Materials:

1 Spiral Notebook (use as a journal)
1 Pocket Folders (to keep handouts, note guides, returned work)
1 Binder with loose paper
Something to write with

General Guidelines:

1. Be prepared when class begins. It is imperative that all pencils are sharpened and materials are ready when the bell rings.
2. Class discussions should be conducted in an orderly and respectful fashion. Students should not disrupt their classmates and should respect the opinions of others.
3. Do not talk when I am talking.
4. I dismiss you, not the bell!
5. You may choose you own seat, but I reserve the right to assign seats or move you if I see the need.

Behavioral Expectations

1. Respect others and their property. This respect extends to remaining quiet during announcements, directions, lectures, and presentations.
2. Learning is the 1st priority.
3. Make Good Choices and Be Accountable for the bad ones.

Tuesday, August 26, 2008

English 10

Welcome students!