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English 12 Semester Two January and February 2017 Blocks A and C Name:_____________________________________________________ 2017 Biographical Writing
You are about to write a biography, aka a bio, of someone in this class. Once you have decided whom you will interview, you will need to craft 10 interview questions. Avoid questions that will solicit one word responses and or short phrases; your goal is to garner enough information to write an interesting and engaging depiction of your subject! 1. _____________________________________________________________
_____________________________________________________________ 2. _____________________________________________________________
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_____________________________________________________________ 2 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 After penning your interview questions, spend some time with your person of choice from this class and interview them; gleaning as much information as possible. Record your responses below. You will use this information to write the biography. 1. ___________________________________________________________
___________________________________________________________ 2. ___________________________________________________________
___________________________________________________________ 3. ___________________________________________________________
___________________________________________________________ 4. ___________________________________________________________
___________________________________________________________ 5. ___________________________________________________________
___________________________________________________________ 6. ___________________________________________________________
___________________________________________________________ 7. ___________________________________________________________
___________________________________________________________ 8. ___________________________________________________________
___________________________________________________________ 9. ___________________________________________________________
___________________________________________________________ 10.___________________________________________________________
___________________________________________________________ Type your biography and submit it for grading. Questions and responses are worth 40 marks. The final written biography will be marked out of 60. The bio should be engaging and informative; think magazine OR AN ORAL PRESENTATION 3 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 Descriptive Writing
The elements of descriptive writing include:
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Attitude
Care
Close-up
Commitment
Details
Desire
Emotions
Essences
Heart/full
attending
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Images
Imagination
Impressions
Lingering
Looking
Long shot
Metaphors
Order
Personification
Perspective
! Point of
view
! Precise and
concrete
nouns and
verbs and
adjectives
and
adverbs
! Selection
! Senses
! Spatial
orientation
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Structure
Surprise
Tone
Transformation
Vantage point
Vivid and
specific word
pictures
! Voice
While we see and touch and taste and smell and hear with our physical senses, we should never
forget that each of us has a body that is inextricably connected to the heart. In our descriptive
writing we need to see and smell and touch and taste with our hearts. Keep this in mind as you
respond to each of the following.
Describe any small object.
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4 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 Complete the following table/chart with 10 examples of each.
Smells
Sights
Tastes
Sounds
Textures (Touch)
What is your favourite colour? Record all of the words you know for that particular colour
in the space below.
Close your eyes and listen. How would you describe the sounds that you just heard?
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5 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 Snapshots: Describe you at different stages/phases/ages of your life. (point form is fine) If I
were you, I would probably divide the four stages as 0-5, 6-12, 13-15, 16-now.
Details: Pick an object, any object, and record all the details.
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6 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 Movement: Describe the movement of a person or a thing.
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Peripheral Vision: We depend on our peripheral vision or Side vision, the ability to see
objects and movement outside of the direct line of vision. Concentrate on an object and
describe what you see in your peripheral vision. If you look straight ahead and do not turn
your head, what do you see to your left and right.
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A favourite place
Describe a favourite place so that a person who has never been there can see why it is so
important to you.
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7 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 Time to draw...Find a partner and ask them to describe an object in detail, without naming
it or just saying draw a pencil, so that you can draw it in the space provided based on their
directions.
Conjecturing: We often pass along by places, but never have the chance to actually go
inside. Think of a place that you have never been, but are curious about. Describe what is
beyond the walls of that particular place. (could be a hotel, restaurant, limo, plane, house,
studio...)
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8 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 Elemental Memories: Record your memories/experiences of/with the following elements.
Water
Fire
Air
Earth
Wind
Clouds
Sun
Moon
9 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 Remembering: Recall a place that you have previously visited. Take a few moments to
think about that particular place. Describe the details of the place and anyone who
happened to be there of any significance to you.
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Evoking character: For each of the characters listed below, describe their home, in an
attempt to evoke or bring out their true character. What do you think the place of
residence for each of the following might look like?
An elderly person
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10 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 A college student (s)
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A lonely person
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11 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 Persuasive Writing
In groups of four, take a blank piece of paper. Draw an X through the entire sheet from corner to corner and add a straight line across the top. On the line write the name of what you think is the greatest invention of all time. Circulate the papers in the group taking five minutes to write your opinion on each suggested topic. Repeat the same process on the back side of the paper using a more controversial topic. After you have penned your opinion, take some time to discuss the various viewpoints shared in your group. How would you persuade someone else of your opinion? Not argue, persuade. Submit your completed group sheets. You will be marked on how you responded to each of the suggested topics. Make sure that your name is on your paper, and that all of the papers that you wrote on are stapled together for submission. In a group of four you should write a total of 6 opinions on other peoples’ papers, plus 2 of your own. Write your opinions of your own subjects last, after the others have written theirs. Worth a grand total of 80 marks! 12 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 Composition Fridays What is a composition? Good question. A composition is a multi-­‐paragraphed piece of writing that is often a combination of descriptive, persuasive, and narrative elements. The following characteristics make a very good composition; story-­‐like, emotional, engaging, interesting, meaningful, creative, imaginative, complete with dialogue, and yes you can use I!!! ( 350-­‐500 words) We will use the first few compositions to guide our writing development. Expect lots of descriptive feedback. Every Friday of the semester is designated for in class, dead silent, Composition Writing. Our goal is to improve our writing and our speed. The topics listed below have appeared on provincial exams over the years. Please select one topic per Friday. All compositions must be submitted at the end of class on Friday. Make sure that you put your name and your topic of choice on the top of your paper. 24 marks /0-­‐100% scale As the term progresses low marks will be dropped not averaged!!! November 2004 Self-­‐awareness leads to meaningful change. August 2004 Role models influence our lives. June 2004 Certain events change our impressions of life April 2004 Experiences shape relationships Jan 2004 Our views of the past change as we mature. November 2003 The best gifts are the simplest ones. August 2003 Memories influence our lives. June 2003 We learn the most from people closest to us. April 2003 Our journey into the future begins in the past. January 2003 Certain experiences can mark the beginnings of maturity. November 2002 Challenging circumstances lead to positive actions. August 2002 Forming meaningful connections may enrich lives. June 2002 People can be influenced by their environment. April 2002 Sometimes people are unable to control the directions their lives take. 13 January 2002 People can create their own reality. November 2001 Taking advantage of opportunities can be beneficial. August 2001 Each stage of life brings new choices. June 2001 A good life does not have to be complex. April 2001 It is important to have a realistic view of life. January 2001 Surprises can make life interesting. November 2000 Adapting to new situations in life is essential. June 2000 Being sincere is important. August 2000 Taking charge of your own life is worthwhile. April 2000 The pursuit of freedom involves change. January 2000 Keeping an open mind allows for growth. November 1999 The important things in life endure over time. August 1999 Determination June 1999 Being Unique January 1999 Making commitments St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 This is a sample composition written in this classroom a few years back. Drifting was written in response to the
prompt, We learn from our mistakes. It was a rainy day in Langley, British Columbia. The new asphalt in front of Jeff’s house was as slick as an
ice rink. Jeff was a street car racer and he loved cars, especially racing them. "Ahh" Jeff exclaimed,
"Perfect weather for drifting".
At around noon Jeff was sitting in his gaming chair tactically outsmarting virtual gamers, when his mother
walked into his room. She looked at the screen, then back at Jeff who hadn’t even glanced towards her. "I
saw the new dent in your car Jeff. I’m not impressed".
Not taking his eyes off the screen Jeff smiled and retorted, "that dents been there for awhile mom I have
no idea what you’re talking about".
Jeff’s moms face went stern and red. She snapped, "You know damn well what I’m talking about Jeffery
Schneider! Why do you put yourself in so much danger! Think about your brother do you want to go to
jail?”
Jeff’s temper was rising, so he threw the Xbox controller at the wall, walked past his mother and yelled,
"I’m going for a drive" and he slammed the door as he left the house. Jeff knew his mother was right. He
shouldn’t race, but it was just so exhilarating. Jeff learnt drifting from his older brother who was his
upmost idle. He loved his older brother but, his older brother was in prison for 15 counts of reckless
driving and excessive speed.
Jeff hopped into his Skyline GTR. It was a bright yellow with black 17" low profile racing performance
tires, a twin turbo v6 with a vtec engine, the capability to go from 0-100 in 4.2 seconds. As he turned the
ignition, all his gauges lit up; resembling a spaceship on wheels. Turning his IPod full blast Jeff set off
down 208th and the Langley Bypass. It was raining and the ground was slick.
Jeff approached a stop light at the corner of a 7 11 where a Supra pulled up beside him. In his peripheral,
he noticed the driver rolling down his window. He then looked Jeff in the eyes and flashed him a wad of
cash; his pink slip. Jeff’s eyes were focused, with an impressive stare, as his revving engine accepted the
race.
Jeff turned the music louder and stared as the light on his left went from green, to yellow, to red. Facing
forward Jeff pushed the gas to the floor gaining traction. The two cars were side by side. Jeff felt
confidence; he would win. Hearing a voice in his head saying, “you shouldn’t race Jeff you’re going to end
up like your brother". At that moment the Toyota lost control and slid sideways on the two lane road. Jeff
reached for the E-brake and pulled with all his might. The car slid into oncoming traffic and hit a pole as
the back end swung in a 180 degree narrowly missing the unsuspecting Ford Focus.
Later, Jeff emerged from a deep, dark sleep into a bright emergency room. Confused, he stared at the
ceiling as he tuned in to the surrounding conversations. There was a woman, a man, and a younger stern
sounding male.
The older male sounded relieved as he explained," we did all we could ... the kid’s lucky he’s still alive".
The woman then spoke in a familiar voice, " oh dear Lord, thank you so much doctor".
Then a warm hand touched his shoulder which was sore to move. He listened as a voice wept, "I should
have never let him ride with me! It’s all my fault! My little brother was raised by an immature loser with a
fast car!" Jeff’s eyes swelled up as a tear dropped from his cheek, it was his older brother.
Jeff vowed to never race again.
14 (word count 630)
St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 This is the six point scale used to grade compositions. Please read it over and over and be familiar with
the expectations at each level. Based on the description for each number what would you give the
previous composition? And why? Note the percentage range covered at each scale point.
0
0
1
1-16%
2
17-33%
3
50%
4
51-66%
5
67-83%
6
84-100%
6/84-100% The six paper is superior and may draw upon any number of factors,
such as maturity of style, depth of discussion, effectiveness of argument, use of literary
and/or rhetorical devices, sophistication of wit, or quality of imagination. This
composition exhibits an effective writing style and a sophisticated use of language.
Despite its clarity and precision, this paper need not be error-free.
5/67-83%
The five paper is proficient. The composition displays some manipulation
of language to achieve a desired effect and exhibits a clear sense of voice and of
audience. Content is thoughtful and interesting. Vocabulary and sentence structure are
varied and serve the writer’s purpose successfully. Errors may be present, but are not
distracting.
4/51-66%
The four paper is competent. The composition conveys the writer’s ideas,
but without flair or strong control. Diction and syntax are usually appropriate, but lack
variety. Structure, regardless of type, is predictable and relatively mechanical. The
paper shows a clear sense of the writer’s purpose, but is not engaging. Conventions of
language are usually followed, but some errors are evident.
3/50% The three paper is barely adequate. The paper may feature underdeveloped or
simplistic ideas. Transition[s] may be weak or absent. Support is frequently in the form
of listed details. Little variety in diction and sentence structure is discernible. The
composition may reflect some sense of purpose, but errors may be distracting.
2/17-33%
The two paper is inadequate. The ideas are underdeveloped and simply
or awkwardly expressed. The composition may be excessively colloquial or reflect
inadequate knowledge of the conventions of language. While meaning is apparent,
errors are frequent and rudimentary.
1/1-16%
The one paper is unacceptable and may be compromised by its
deficiency of composition, content, diction, syntax, structure, voice, or conventions of
language.
0/0
The zero paper manifests an achievement less than outlined in a scalepoint one, is written in verse, is off-topic, or is a restatement of the topic.
*Any zero paper must be cleared by the section leader.
NR
A blank paper with no response given.
15 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 Personal Narrative
Personal narratives are often requested as school writing assignments, job
applications, college and university entrance papers, scholarship and bursary
requirements, and a variety of other written tasks. Because they are widely used, you
should have an idea of how to write one and how this form differs from other writing
modes.
A personal narrative is a story told in the first person, often using pronouns like "I,"
"me," and "mine." The story is about real life, not creative fiction or literature. It may be
about the writer, something the writer witnessed, or about someone the writer knows,
having heard it second-hand. Truth and experience are the hallmarks of this style.
The narrative emphasizes a clear focus. It recounts what is probably a short story in an
informal as well as an informational way. Reading a narrative is like listening to
someone tell a story, except that a narrative is based on real life. The focus should be
clear to readers from the beginning; you don't want to use too much suspense in this
type of writing. Rather, save drama for fiction and be frank with readers in telling them
from the outset what to expect.
Your narrative can include autobiographical elements. You may choose to reveal
details from your life or the life of someone you know or care about. If it's not
autobiographical, the story should outline an event, or series of events, with which the
writer is clearly familiar.
By the conclusion of the paper, a narrative will have made a main point. In other
words, if the paper outlines the story of a young woman who survives a tornado's
destruction of her home, readers may ask, "How does this impact me?' "What can I
learn from her experience?" Be ready to offer a nugget of knowledge as an application
for readers; this will become your main point.
A helpful outline for writing a personal narrative is as follows:
¨ WHAT? Tell readers the basic story, as though responding to their collective unasked
question, 'What happened?'
¨ SO WHAT? Then revise your story to make readers care. Bad and good things happen
to us all. Why should they care about the events in your paper? Make it exciting,
meaningful, and purposeful.
¨ NOW WHAT? At the end of the paper, give readers a principle that they can take with
them. By applying what they learn from your narrative experience, they may view the
world or themselves differently.
¨ A typical personal narrative length is 500 to 1,000 words, so gauge your story
accordingly. Write in a natural "tone" as you describe events, and readers will be
encouraged to stay with it to the end.
¨ Plan your story ahead of time by writing an outline or making a list of points to include.
¨ Then flesh out the details in your first draft, addressing grammar and punctuation
problems later. When it's finally ready, your personal narrative will tell a story based on
16 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 real experience that will give your readers something to think about and perhaps even
change their lives for the better.
Simply put, a personal narrative is a story in which the writer tells a story about
a personal experience. It could be about an exciting, scary, or tragic time in your
life, but a narrative will always have certain characteristics.
¨ Facts and Emotions - Personal narratives have so much more depth than a
research paper. They include the facts of what happened as well as the emotions
that came about as a result of the events. Narratives are aimed at making the
reader feel that they are there in the story, watching it unfold. Give it emotion and
draw them in.
¨ Tell It as It Happened - Most narratives also tell the story as it happened in time
-- in chronological order. Sometimes a story will start at the ending and go back
to the beginning to tell how the ending came about. However, only skilled
narrators should attempt this, as the reader could become easily confused. Write
your personal narrative in the order it unfolded to keep your story simple and
poetically moving.
¨ Write In the First Person - A personal narrative is just that -- personal.
Therefore, it must be written in the first person. This means using words such as
"I" and "me" and "myself." You want to tell the story as it happened to YOU, from
your perspective, not from the perspective of someone looking in at the event
happening to you.
¨ Show, Don't Tell What Happened - One of the simplest ways to bring someone
into the story is to use describing words that show what is occurring. This is
easily accomplished by thinking about the five senses as you write. What were
you smelling, touching, or hearing as this particular event unfolded? Describe
these senses in your writing.
17 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 CATEGORY
4
3
2
1
The introduction is
inviting, states the main
topic and previews the
structure of the paper.
The introduction clearly
states the main topic and
previews the structure of
the paper, but is not
particularly inviting to the
reader.
The introduction states the
main topic, but does not
adequately preview the
structure of the paper nor is
it particularly inviting to
the reader.
There is no clear
introduction of the main
topic or structure of the
paper.
Transitions (Organization) A variety of thoughtful
Transitions clearly show
transitions are used. They how ideas are connected,
clearly show how ideas
but there is little variety.
are connected.
Some transitions work
well; but connections
between other ideas are
fuzzy.
The transitions between
ideas are unclear or nonexistent.
Adding Personality
(Voice)
The writer seems to be
writing from knowledge
or experience. The author
has taken the ideas and
made them "his own."
The writer relates some of
his own knowledge or
experience, but it adds
nothing to the discussion of
the topic.
The writer has not tried
to transform the
information in a personal
way. The ideas and the
way they are expressed
seem to belong to
someone else.
Recognition of Reader
(Voice)
The reader's questions are The reader's questions are
anticipated and answered anticipated and answered
thoroughly and
to some extent.
completely.
The reader is left with one
or two questions. More
information is needed to
"fill in the blanks".
The reader is left with
several questions.
Word Choice
Writer uses vivid words
and phrases that linger or
draw pictures in the
reader's mind, and the
choice and placement of
the words seems accurate,
natural and not forced.
Writer uses vivid words
and phrases that linger or
draw pictures in the
reader's mind, but
occasionally the words are
used inaccurately or seem
overdone.
Writer uses words that
communicate clearly, but
the writing lacks variety,
punch or flair.
Writer uses a limited
vocabulary that does not
communicate strongly or
capture the reader's
interest. Jargon or clichés
may be present and
detract from the
meaning.
Support for Topic
(Content)
Relevant, telling, quality
details give the reader
important information that
goes beyond the obvious
or predictable.
Supporting details and
information are relevant,
but one key issue or
portion of the storyline is
unsupported.
Supporting details and
information are relevant,
but several key issues or
portions of the storyline are
unsupported.
Supporting details and
information are typically
unclear or not related to
the topic.
Focus on Topic (Content)
There is one clear, wellfocused topic. Main idea
stands out and is
supported by detailed
information.
Main idea is clear but the
supporting information is
general.
Main idea is somewhat
clear but there is a need for
more supporting
information.
The main idea is not
clear. There is a
seemingly random
collection of
information.
Sentence Structure
(Sentence Fluency)
All sentences are wellconstructed with varied
structure.
Most sentences are wellconstructed with varied
structure.
Most sentences are wellconstructed but have a
similar structure.
Sentences lack structure
and appear incomplete or
rambling.
Conclusion (Organization) The conclusion is strong The conclusion is
and leaves the reader with recognizable and ties up
a feeling that they
almost all the loose ends.
understand what the
writer is "getting at."
The conclusion is
recognizable, but does not
tie up several loose ends.
There is no clear
conclusion, the paper
just ends.
Grammar & Spelling
(Conventions)
Writer makes 3-4 errors in
grammar or spelling that
distract the reader from the
content.
Writer makes more than
4 errors in grammar or
spelling that distracts the
reader from the content.
Introduction
(Organization)
18 Writer makes no errors in
grammar or spelling that
distracts the reader from
the content.
The writer seems to be
drawing on knowledge or
experience, but there is
some lack of ownership of
the topic.
Writer makes 1-2 errors in
grammar or spelling that
distract the reader from
the content.
St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 Planning space for your Personal Narrative:
ü Facts and Emotion What happened?
__________________________________________________________________
ü Tell it as it happened __________________________________________________________________
__________________________________________________________________
ü show, don’t tell __________________________________________________________________
ü First Person POV __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
So what? How did the event impact you?
xxxxxxxxxx __________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Now what? How have you changed? What have you learned?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Write your personal narrative. It should be true, chronological, engaging, and
reveal how one significant event impacted your life. Sample topics: riding a bike,
getting a new sibling, finding a pet, getting lost, having a broken heart, moving,
winning, ...basically anything that personally happened to you. You can use
fictitious names to protect identity! Let’s put 100 marks on this piece.
19 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 Character Analysis Paper: The Necklace Guy Maupassant Read this selection twice; once for the story line and a second time with two distinct colours in hand so that you can highlight each of the characters traits… She was one of those pretty and charming girls born, as if by an error of fate, into a family of clerks. She had no dowry, no expectations, no means of becoming known, understood, loved or wedded by a man of wealth and distinction; and so she let herself be married to a minor official at the Ministry of Education. She dressed plainly because she had never been able to afford anything better, but she was as unhappy as if she had once been wealthy. Women don't belong to a caste or class; their beauty, grace, and natural charm take the place of birth and family. Natural delicacy, instinctive elegance and a quick wit determine their place in society, and make the daughters of commoners the equals of the very finest ladies. She suffered endlessly, feeling she was entitled to all the delicacies and luxuries of life. She suffered because of the poorness of her house as she looked at the dirty walls, the worn-­‐out chairs and the ugly curtains. All these things that another woman of her class would not even have noticed, tormented her and made her resentful. The sight of the little Brenton girl who did her housework filled her with terrible regrets and hopeless fantasies. She dreamed of silent antechambers hung with Oriental tapestries, lit from above by torches in bronze holders, while two tall footmen in knee-­‐length breeches napped in huge armchairs, sleepy from the stove's oppressive warmth. She dreamed of vast living rooms furnished in rare old silks, elegant furniture loaded with priceless ornaments, and inviting smaller rooms, perfumed, made for afternoon chats with close friends -­‐ famous, sought after men, who all women envy and desire. When she sat down to dinner at a round table covered with a three-­‐day-­‐old cloth opposite her husband who, lifting the lid off the soup, shouted excitedly, "Ah! Beef stew! What could be better," she dreamed of fine dinners, of shining silverware, of tapestries which peopled the walls with figures from another time and strange birds in fairy forests; she dreamed of delicious dishes served on wonderful plates, of whispered gallantries listened to with an inscrutable smile as one ate the pink flesh of a trout or the wings of a quail. She had no dresses, no jewels, nothing; and these were the only things she loved. She felt she was made for them alone. She wanted so much to charm, to be envied, to be desired and sought after. She had a rich friend, a former schoolmate at the convent, whom she no longer wanted to visit because she suffered so much when she came home. For whole days afterwards she would weep with sorrow, regret, despair and misery. * 20 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 One evening her husband came home with an air of triumph, holding a large envelope in his hand. "Look," he said, "here's something for you." She tore open the paper and drew out a card, on which was printed the words: "The Minister of Education and Mme. Georges Rampouneau request the pleasure of M. and Mme. Loisel's company at the Ministry, on the evening of Monday January 18th." Instead of being delighted, as her husband had hoped, she threw the invitation on the table resentfully, and muttered: "What do you want me to do with that?" "But, my dear, I thought you would be pleased. You never go out, and it will be such a lovely occasion! I had awful trouble getting it. Every one wants to go; it is very exclusive, and they're not giving many invitations to clerks. The whole ministry will be there." She stared at him angrily, and said, impatiently: "And what do you expect me to wear if I go?" He hadn't thought of that. He stammered: "Why, the dress you go to the theatre in. It seems very nice to me ..." He stopped, stunned, distressed to see his wife crying. Two large tears ran slowly from the corners of her eyes towards the corners of her mouth. He stuttered: "What's the matter? What's the matter?" With great effort she overcame her grief and replied in a calm voice, as she wiped her wet cheeks: "Nothing. Only I have no dress and so I can't go to this party. Give your invitation to a friend whose wife has better clothes than I do." He was distraught, but tried again: "Let's see, Mathilde. How much would a suitable dress cost, one which you could use again on other occasions, something very simple?" She thought for a moment, computing the cost, and also wondering what amount she could ask for without an immediate refusal and an alarmed exclamation from the thrifty clerk. 21 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 At last she answered hesitantly: "I don't know exactly, but I think I could do it with four hundred francs." He turned a little pale, because he had been saving that exact amount to buy a gun and treat himself to a hunting trip the following summer, in the country near Nanterre, with a few friends who went lark-­‐shooting there on Sundays. However, he said: "Very well, I can give you four hundred francs. But try and get a really beautiful dress." * The day of the party drew near, and Madame Loisel seemed sad, restless, anxious. Her dress was ready, however. One evening her husband said to her: "What's the matter? You've been acting strange these last three days." She replied: "I'm upset that I have no jewels, not a single stone to wear. I will look cheap. I would almost rather not go to the party." "You could wear flowers, " he said, "They are very fashionable at this time of year. For ten francs you could get two or three magnificent roses." She was not convinced. "No; there is nothing more humiliating than looking poor in the middle of a lot of rich women." "How stupid you are!" her husband cried. "Go and see your friend Madame Forestier and ask her to lend you some jewels. You know her well enough for that." She uttered a cry of joy. "Of course. I had not thought of that." The next day she went to her friend's house and told her of her distress. Madame Forestier went to her mirrored wardrobe, took out a large box, brought it back, opened it, and said to Madame Loisel: "Choose, my dear." 22 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 First she saw some bracelets, then a pearl necklace, then a gold Venetian cross set with precious stones, of exquisite craftsmanship. She tried on the jewelry in the mirror, hesitated, could not bear to part with them, to give them back. She kept asking: "You have nothing else?" "Why, yes. But I don't know what you like." Suddenly she discovered, in a black satin box, a superb diamond necklace, and her heart began to beat with uncontrolled desire. Her hands trembled as she took it. She fastened it around her neck, over her high-­‐necked dress, and stood lost in ecstasy as she looked at herself. Then she asked anxiously, hesitating: "Would you lend me this, just this?" "Why, yes, of course." She threw her arms around her friend's neck, embraced her rapturously, then fled with her treasure. * The day of the party arrived. Madame Loisel was a success. She was prettier than all the other women, elegant, gracious, smiling, and full of joy. All the men stared at her, asked her name, tried to be introduced. All the cabinet officials wanted to waltz with her. The minister noticed her. She danced wildly, with passion, drunk on pleasure, forgetting everything in the triumph of her beauty, in the glory of her success, in a sort of cloud of happiness, made up of all this respect, all this admiration, all these awakened desires, of that sense of triumph that is so sweet to a woman's heart. She left at about four o'clock in the morning. Her husband had been dozing since midnight in a little deserted anteroom with three other gentlemen whose wives were having a good time. He threw over her shoulders the clothes he had brought for her to go outside in, the modest clothes of an ordinary life, whose poverty contrasted sharply with the elegance of the ball dress. She felt this and wanted to run away, so she wouldn't be noticed by the other women who were wrapping themselves in expensive furs. Loisel held her back. "Wait a moment, you'll catch a cold outside. I'll go and find a cab." 23 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 But she would not listen to him, and ran down the stairs. When they were finally in the street, they could not find a cab, and began to look for one, shouting at the cabmen they saw passing in the distance. They walked down toward the Seine in despair, shivering with cold. At last they found on the quay one of those old night cabs that one sees in Paris only after dark, as if they were ashamed to show their shabbiness during the day. They were dropped off at their door in the Rue des Martyrs, and sadly walked up the steps to their apartment. It was all over, for her. And he was remembering that he had to be back at his office at ten o'clock. In front of the mirror, she took off the clothes around her shoulders, taking a final look at herself in all her glory. But suddenly she uttered a cry. She no longer had the necklace round her neck! "What is the matter?" asked her husband, already half undressed. She turned towards him, panic-­‐stricken. "I have ... I have ... I no longer have Madame Forestier's necklace." He stood up, distraught. "What! ... how! ... That's impossible!" They looked in the folds of her dress, in the folds of her cloak, in her pockets, everywhere. But they could not find it. "Are you sure you still had it on when you left the ball?" he asked. "Yes. I touched it in the hall at the Ministry." "But if you had lost it in the street we would have heard it fall. It must be in the cab." "Yes. That's probably it. Did you take his number?" "No. And you, didn't you notice it?" "No." They stared at each other, stunned. At last Loisel put his clothes on again. "I'm going back," he said, "over the whole route we walked, see if I can find it." 24 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 He left. She remained in her ball dress all evening, without the strength to go to bed, sitting on a chair, with no fire, her mind blank. Her husband returned at about seven o'clock. He had found nothing. He went to the police, to the newspapers to offer a reward, to the cab companies, everywhere the tiniest glimmer of hope led him. She waited all day, in the same state of blank despair from before this frightful disaster. Loisel returned in the evening, a hollow, pale figure; he had found nothing. "You must write to your friend," he said, "tell her you have broken the clasp of her necklace and that you are having it mended. It will give us time to look some more." She wrote as he dictated.* At the end of one week they had lost all hope. And Loisel, who had aged five years, declared: "We must consider how to replace the jewel." The next day they took the box which had held it, and went to the jeweler whose name they found inside. He consulted his books. "It was not I, madame, who sold the necklace; I must simply have supplied the case." And so they went from jeweler to jeweler, looking for an necklace like the other one, consulting their memories, both sick with grief and anguish. In a shop at the Palais Royal, they found a string of diamonds which seemed to be exactly what they were looking for. It was worth forty thousand francs. They could have it for thirty-­‐six thousand. So they begged the jeweler not to sell it for three days. And they made an arrangement that he would take it back for thirty-­‐four thousand francs if the other necklace was found before the end of February. Loisel had eighteen thousand francs which his father had left him. He would borrow the rest. And he did borrow, asking for a thousand francs from one man, five hundred from another, five louis here, three louis there. He gave notes, made ruinous agreements, dealt with usurers, with every type of money-­‐lender. He compromised the rest of his life, risked signing notes without knowing if he could ever honor them, and, terrified by the anguish still to come, by the black misery about to fall on him, by the prospect of every physical privation and every moral 25 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 torture he was about to suffer, he went to get the new necklace, and laid down on the jeweler's counter thirty-­‐six thousand francs. When Madame Loisel took the necklace back, Madame Forestier said coldly: "You should have returned it sooner, I might have needed it." To the relief of her friend, she did not open the case. If she had detected the substitution, what would she have thought? What would she have said? Would she have taken her friend for a thief? * From then on, Madame Loisel knew the horrible life of the very poor. But she played her part heroically. The dreadful debt must be paid. She would pay it. They dismissed their maid; they changed their lodgings; they rented a garret under the roof. She came to know the drudgery of housework, the odious labors of the kitchen. She washed the dishes, staining her rosy nails on greasy pots and the bottoms of pans. She washed the dirty linen, the shirts and the dishcloths, which she hung to dry on a line; she carried the garbage down to the street every morning, and carried up the water, stopping at each landing to catch her breath. And, dressed like a commoner, she went to the fruiterer's, the grocer's, the butcher's, her basket on her arm, bargaining, insulted, fighting over every miserable sou. Each month they had to pay some notes, renew others, get more time. Her husband worked every evening, doing accounts for a tradesman, and often, late into the night, he sat copying a manuscript at five sous a page. And this life lasted ten years. At the end of ten years they had paid off everything, everything, at usurer's rates and with the accumulations of compound interest. Madame Loisel looked old now. She had become strong, hard and rough like all women of impoverished households. With hair half combed, with skirts awry, and reddened hands, she talked loudly as she washed the floor with great swishes of water. But sometimes, when her husband was at the office, she sat down near the window and thought of that evening at the ball so long ago, when she had been so beautiful and so admired. What would have happened if she had not lost that necklace? Who knows, who knows? How strange life is, how fickle! How little is needed for one to be ruined or saved!* One Sunday, as she was walking in the Champs Élysées to refresh herself after the week's work, suddenly she saw a woman walking with a child. It was Madame Forestier, still young, still beautiful, still charming. 26 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 Madame Loisel felt emotional. Should she speak to her? Yes, of course. And now that she had paid, she would tell her all. Why not? She went up to her. "Good morning, Jeanne." The other, astonished to be addressed so familiarly by this common woman, did not recognize her. She stammered: "But -­‐ madame -­‐ I don't know. You must have made a mistake." "No, I am Mathilde Loisel." Her friend uttered a cry. "Oh! ... my poor Mathilde, how you've changed! ..." "Yes, I have had some hard times since I last saw you, and many miseries ... and all because of you! ..." "Me? How can that be?" "You remember that diamond necklace that you lent me to wear to the Ministry party?" "Yes. Well?" "Well, I lost it." "What do you mean? You brought it back." "I brought you back another exactly like it. And it has taken us ten years to pay for it. It wasn't easy for us, we had very little. But at last it is over, and I am very glad." Madame Forestier was stunned. "You say that you bought a diamond necklace to replace mine?" "Yes; you didn't notice then? They were very similar." And she smiled with proud and innocent pleasure. Madame Forestier, deeply moved, took both her hands. "Oh, my poor Mathilde! Mine was an imitation! It was worth five hundred francs at most! ..." 27 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 Write a brief summary of The Necklace
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What is the obvious message/lesson/or theme of The Necklace?
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Why do you suppose The Necklace is often referred to as a classic piece of irony.
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28 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 Create a Descriptor chart for each main character.
Descriptor/Word Methods Quote (s) from the story used to justify my word choice Physical Words and Actions Thoughts Words actions feelings of other characters or the narrator toward the character Direct Characterization 29 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 Create a Descriptor chart for each main character.
Descriptor/Word Quote (s) from the story used to justify my word choice 30 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 Decide which character you want to analyze. Using the descriptors listed on the previous page, complete the graphic organizer below. Use a thesaurus to add synonyms for each character trait. You will use these words in your character paper to avoid repetition. Character’s name: Character Trait________________________ Character Trait:____________________ Synonyms Synonyms Introductory Paragraph complete with a Thesis Statement draft... ______________________________________
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______________________________________ 31 Character Trait:_______________ Synonyms St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 Sample Character Analysis Introductory Paragraphs Sample One In the invigorating short story ‘A little cloud’ James Joyce tells the story of two old friends who, after many years apart, finally meet to trade stories. One of the characters, Chandler, expresses himself as a melancholy man of routine, contrasted by his friend Gallaher’s rowdy, thrill seeking life in the press. Chandler’s introverted composition and methodical execution of everyday life reveals his inner self-­‐
suppressing pessimism. Sample Two In James Joyce’s evocative yet peculiar short story, “ A Little Cloud”, one of the main characters is named Chandler. He decides to meet up with an old friend for drinks. They began to discuss their achievements and dreams, slowly discovering how much they have grown apart. While they talk about life, it becomes quite obvious that Chandler’s meticulous appearance is undermined by his insecure thoughts and obsession with regret. Your introductory paragraph must include: Ø The title Ø The author Ø An adjective for the short story Ø A general description of the plot Ø Three character traits that you will present in detail in the three body paragraphs Look at the two samples above and label each of the requirements. Use the essay planner to do just that; plan. Your final draft should be typed. It should include an introductory paragraph, three body paragraphs and a conclusion. Each of the three body paragraphs must include two short quotations that justify your traits. Any paper with a score less than 75% will be returned with suggestions for improvement. This is a teaching assignments and I will use it to teach you how to write a character analysis. 32 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 Character Analysis Planner
-­‐ The title -­‐The author -­‐An adjective for the short story Intro -­‐A general description of the plot -­‐Three character traits that you will present in detail in the three body paragraphs -­‐a topic sentence Paragraph One -­‐at least two short quotes to prove what you are saying -­‐a discussion of each quote -­‐Synonyms that you would use to avoid being repetitive -­‐a transition to the next point you are going to make -­‐a topic sentence Paragraph Two -­‐at least two short quotes to prove what you are saying -­‐a discussion of each quote -­‐Synonyms that you would use to avoid being repetitive -­‐a transition to the next point you are going to make -­‐a topic sentence Paragraph Three -­‐at least two short quotes to prove what you are saying -­‐a discussion of each quote -­‐Synonyms that you would use to avoid being repetitive -­‐a transition to the conclusion Conclusion -­‐generally a repeat of the introductory paragraph. -­‐what you told me 33 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 Character Analysis Planner
Intro
Para 1
Topic Sentence Evidence (quotes)
Discussion
Synonyms
Para 2
Topic Sentence Evidence (quotes)
Discussion
Synonyms
Para 3
Topic Sentence Evidence (quotes)
Discussion
Synonyms
Conclusion
34 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 Integrating Quotations
Rule 1: Complete sentence: "quotation." (If you use a complete sentence to introduce a
quotation, use a colon (:) just before the quotation.)
Rule 2: Someone says, "quotation." (If the word just before the quotation is a verb indicating
someone uttering the quoted words, use a comma. Examples include the words "says," "said,"
"states," "asks," and "yells." But remember that there is no punctuation if the word "that" comes
just before the quotation, as in "the narrator says that.")
Rule 3: If Rules 1 and 2 do not apply, do not use any punctuation between your words and the
quoted words.
Examples:
Weak:
Little Chandler was shy. “But shyness had always held him back; and so the books had remained
on their shelves.”
Much better:
Although Little Chandler had hordes of books at home he never shared one with his wife,
because, “shyness had always held him back.”
Your Turn!
Write a sentence whereby your integrate a quotation from the story
Your character analysis is due on:
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35 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 Introducing Synthesis Writing
Read the familiar fairy tale of Cinderella and compare and contrast it to Maupassant’s,
The Necklace. In what ways are the two stories alike? And how does The Necklace
invert the story of Cinderella? What do both stories have to say about class?
The Necklace
Cinderella
The Godmother
Clothes
Stairs
Carriage
Gold/Glass Slipper
Class
Attitude
36 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 Cinderella The Brothers Grimm translated by Margaret Taylor (1884)
The wife of a rich man fell sick, and as she felt that her end was drawing near, she called
her only daughter to her bedside and said, "Dear child, be good and pious, and then the
good God will always protect thee, and I will look down on thee from heaven and be near
thee." Thereupon she closed her eyes and departed. Every day the maiden went out to her
mother's grave, and wept, and she remained pious and good. When winter came the snow
spread a white sheet over the grave, and when the spring sun had drawn it off again, the
man had taken another wife.
The woman had brought two daughters into the house with her, who were beautiful and fair
of face, but vile and black of heart. Now began a bad time for the poor step-child. "Is the
stupid goose to sit in the parlour with us?" said they. "He who wants to eat bread must earn
it; out with the kitchen-wench." They took her pretty clothes away from her, put an old grey
bedgown on her, and gave her wooden shoes. "Just look at the proud princess, how decked
out she is!" they cried, and laughed, and led her into the kitchen. There she had to do hard
work from morning till night, get up before daybreak, carry water, light fires, cook and
wash. Besides this, the sisters did her every imaginable injury -- they mocked her and
emptied her peas and lentils into the ashes, so that she was forced to sit and pick them out
again. In the evening when she had worked till she was weary she had no bed to go to, but
had to sleep by the fireside in the ashes. And as on that account she always looked dusty
and dirty, they called her Cinderella. It happened that the father was once going to the fair,
and he asked his two step-daughters what he should bring back for them. "Beautiful
dresses," said one, "Pearls and jewels," said the second. "And thou, Cinderella," said he,
"what wilt thou have?" "Father, break off for me the first branch which knocks against your
hat on your way home." So he bought beautiful dresses, pearls and jewels for his two stepdaughters, and on his way home, as he was riding through a green thicket, a hazel twig
brushed against him and knocked off his hat. Then he broke off the branch and took it with
him. When he reached home he gave his step-daughters the things which they had wished
for, and to Cinderella he gave the branch from the hazel-bush. Cinderella thanked him,
went to her mother's grave and planted the branch on it, and wept so much that the tears
fell down on it and watered it. And it grew, however, and became a handsome tree. Thrice a
day Cinderella went and sat beneath it, and wept and prayed, and a little white bird always
came on the tree, and if Cinderella expressed a wish, the bird threw down to her what she
had wished for.
It happened, however, that the King appointed a festival which was to last three days, and
to which all the beautiful young girls in the country were invited, in order that his son might
choose himself a bride. When the two step-sisters heard that they too were to appear
among the number, they were delighted, called Cinderella and said, "Comb our hair for us,
brush our shoes and fasten our buckles, for we are going to the festival at the King's
palace." Cinderella obeyed, but wept, because she too would have liked to go with them to
the dance, and begged her step-mother to allow her to do so. "Thou go, Cinderella!" said
she; "Thou art dusty and dirty and wouldst go to the festival? Thou hast no clothes and
shoes, and yet wouldst dance!" As, however, Cinderella went on asking, the step-mother at
last said, "I have emptied a dish of lentils into the ashes for thee, if thou hast picked them
37 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 out again in two hours, thou shalt go with us." The maiden went through the back-door into
the garden, and called, "You tame pigeons, you turtle-doves, and all you birds beneath the
sky, come and help me to pick
"The good into the pot, The bad into the crop."
Then two white pigeons came in by the kitchen-window, and afterwards the turtle-doves,
and at last all the birds beneath the sky, came whirring and crowding in, and alighted
amongst the ashes. And the pigeons nodded with their heads and began pick, pick, pick,
pick, and the rest began also pick, pick, pick, pick, and gathered all the good grains into the
dish. Hardly had one hour passed before they had finished, and all flew out again. Then the
girl took the dish to her step-mother, and was glad, and believed that now she would be
allowed to go with them to the festival. But the step-mother said, "No, Cinderella, thou hast
no clothes and thou canst not dance; thou wouldst only be laughed at." And as Cinderella
wept at this, the step-mother said, "If thou canst pick two dishes of lentils out of the ashes
for me in one hour, thou shalt go with us." And she thought to herself, "That she most
certainly cannot do." When the step-mother had emptied the two dishes of lentils amongst
the ashes, the maiden went through the back-door into the garden and cried, You tame
pigeons, you turtle-doves, and all you birds under heaven, come and help me to pick
"The good into the pot, The bad into the crop."
Then two white pigeons came in by the kitchen-window, and afterwards the turtle-doves,
and at length all the birds beneath the sky, came whirring and crowding in, and alighted
amongst the ashes. And the doves nodded with their heads and began pick, pick, pick, pick,
and the others began also pick, pick, pick, pick, and gathered all the good seeds into the
dishes, and before half an hour was over they had already finished, and all flew out again.
Then the maiden carried the dishes to the step-mother and was delighted, and believed that
she might now go with them to the festival. But the step-mother said, "All this will not help
thee; thou goest not with us, for thou hast no clothes and canst not dance; we should be
ashamed of thee!" On this she turned her back on Cinderella, and hurried away with her two
proud daughters.
As no one was now at home, Cinderella went to her mother's grave beneath the hazel-tree,
and cried,
"Shiver and quiver, little tree, Silver and gold throw down over me."
Then the bird threw a gold and silver dress down to her, and slippers embroidered with silk
and silver. She put on the dress with all speed, and went to the festival. Her step-sisters
and the step-mother however did not know her, and thought she must be a foreign
princess, for she looked so beautiful in the golden dress. They never once thought of
Cinderella, and believed that she was sitting at home in the dirt, picking lentils out of the
ashes. The prince went to meet her, took her by the hand and danced with her. He would
dance with no other maiden, and never left loose of her hand, and if any one else came to
invite her, he said, "This is my partner."
She danced till it was evening, and then she wanted to go home. But the King's son said, "I
will go with thee and bear thee company," for he wished to see to whom the beautiful
maiden belonged. She escaped from him, however, and sprang into the pigeon-house. The
38 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 King's son waited until her father came, and then he told him that the stranger maiden had
leapt into the pigeon-house. The old man thought, "Can it be Cinderella?" and they had to
bring him an axe and a pickaxe that he might hew the pigeon-house to pieces, but no one
was inside it. And when they got home Cinderella lay in her dirty clothes among the ashes,
and a dim little oil-lamp was burning on the mantle-piece, for Cinderella had jumped quickly
down from the back of the pigeon-house and had run to the little hazel-tree, and there she
had taken off her beautiful clothes and laid them on the grave, and the bird had taken them
away again, and then she had placed herself in the kitchen amongst the ashes in her grey
gown.
Next day when the festival began afresh, and her parents and the step-sisters had gone
once more, Cinderella went to the hazel-tree and said -"Shiver and quiver, my little tree, Silver and gold throw down over me."
Then the bird threw down a much more beautiful dress than on the preceding day. And
when Cinderella appeared at the festival in this dress, every one was astonished at her
beauty. The King's son had waited until she came, and instantly took her by the hand and
danced with no one but her. When others came and invited her, he said, "She is my
partner." When evening came she wished to leave, and the King's son followed her and
wanted to see into which house she went. But she sprang away from him, and into the
garden behind the house. Therein stood a beautiful tall tree on which hung the most
magnificent pears. She clambered so nimbly between the branches like a squirrel that the
King's son did not know where she was gone. He waited until her father came, and said to
him, "The stranger-maiden has escaped from me, and I believe she has climbed up the
pear-tree." The father thought, "Can it be Cinderella?" and had an axe brought and cut the
tree down, but no one was on it. And when they got into the kitchen, Cinderella lay there
amongst the ashes, as usual, for she had jumped down on the other side of the tree, had
taken the beautiful dress to the bird on the little hazel-tree, and put on her grey gown.
On the third day, when the parents and sisters had gone away, Cinderella went once more
to her mother's grave and said to the little tree -"Shiver and quiver, my little tree, Silver and gold throw down over me."
And now the bird threw down to her a dress which was more splendid and magnificent than
any she had yet had, and the slippers were golden. And when she went to the festival in the
dress, no one knew how to speak for astonishment. The King's son danced with her only,
and if any one invited her to dance, he said, "She is my partner."
When evening came, Cinderella wished to leave, and the King's son was anxious to go with
her, but she escaped from him so quickly that he could not follow her. The King's son had,
however, used a strategem, and had caused the whole staircase to be smeared with pitch,
and there, when she ran down, had the maiden's left slipper remained sticking. The King's
son picked it up, and it was small and dainty, and all golden. Next morning, he went with it
to the father, and said to him, "No one shall be my wife but she whose foot this golden
slipper fits." Then were the two sisters glad, for they had pretty feet. The eldest went with
the shoe into her room and wanted to try it on, and her mother stood by. But she could not
get her big toe into it, and the shoe was too small for her. Then her mother gave her a knife
and said, "Cut the toe off; when thou art Queen thou wilt have no more need to go on foot."
39 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 The maiden cut the toe off, forced the foot into the shoe, swallowed the pain, and went out
to the King's son. Then he took her on his his horse as his bride and rode away with her.
They were, however, obliged to pass the grave, and there, on the hazel-tree, sat the two
pigeons and cried,
"Turn and peep, turn and peep, There's blood within the shoe, The shoe it is too small for
her, The true bride waits for you."
Then he looked at her foot and saw how the blood was streaming from it. He turned his
horse round and took the false bride home again, and said she was not the true one, and
that the other sister was to put the shoe on. Then this one went into her chamber and got
her toes safely into the shoe, but her heel was too large. So her mother gave her a knife
and said, "Cut a bit off thy heel; when thou art Queen thou wilt have no more need to go on
foot." The maiden cut a bit off her heel, forced her foot into the shoe, swallowed the pain,
and went out to the King's son. He took her on his horse as his bride, and rode away with
her, but when they passed by the hazel-tree, two little pigeons sat on it and cried,
"Turn and peep, turn and peep,
There's blood within the shoe
The shoe it is too small for her,
The true bride waits for you."
He looked down at her foot and saw how the blood was running out of her shoe, and how it
had stained her white stocking. Then he turned his horse and took the false bride home
again. "This also is not the right one," said he, "have you no other daughter?" "No," said the
man, "There is still a little stunted kitchen-wench which my late wife left behind her, but she
cannot possibly be the bride." The King's son said he was to send her up to him; but the
mother answered, "Oh, no, she is much too dirty, she cannot show herself!" He absolutely
insisted on it, and Cinderella had to be called. She first washed her hands and face clean,
and then went and bowed down before the King's son, who gave her the golden shoe. Then
she seated herself on a stool, drew her foot out of the heavy wooden shoe, and put it into
the slipper, which fitted like a glove. And when she rose up and the King's son looked at her
face he recognized the beautiful maiden who had danced with him and cried, "That is the
true bride!" The step-mother and the two sisters were terrified and became pale with rage;
he, however, took Cinderella on his horse and rode away with her. As they passed by the
hazel-tree, the two white doves cried -"Turn and peep, turn and peep,
No blood is in the shoe,
The shoe is not too small for her,
The true bride rides with you,"
and when they had cried that, the two came flying down and placed themselves on
Cinderella's shoulders, one on the right, the other on the left, and remained sitting there.
When the wedding with the King's son had to be celebrated, the two false sisters came and
wanted to get into favour with Cinderella and share her good fortune. When the betrothed
couple went to church, the elder was at the right side and the younger at the left, and the
pigeons pecked out one eye of each of them. Afterwards as they came back, the elder was
at the left, and the younger at the right, and then the pigeons pecked out the other eye of
each. And thus, for their wickedness and falsehood, they were punished with blindness as
long as they lived.
40 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen Name:_____________________________________________________ 2017 English 12 Task Tracking Date Description Status Biographical Profile Questions Biographical Profile Responses Biographical Profile Presentation Descriptive Writing (Pages 4-­‐11 inclusive) Persuasive Writing Personal Narrative Composition Fridays and Assessment Scale The Necklace summary, theme, and irony. Character Chart One Character Chart Two Character Graphic Organizer Character Analysis Planner Integrating Quotations Character Analysis Paper The Necklace and Cinderella Synthesis Chart Ten Year Plan (separate handout) Silent Reading / Book Chat Course Overview and Email ü
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41 St. John Brebeuf Regional Secondary School English 12 Semester Two 2017 Mrs. Tobin Careen