Transcript Exposition - John Marshall High School

What we do for two days
1. Get our books from the bookroom.
2. Read about our author.
3. Read Bird Girl and discuss.
4. Explore Exposition of text.
5. Explore Imagery and character in chapter 1.
Learning Targets:
• Understand how the author’s experiences contributed
to the writing of the Chocolate War.
• Understand Theme in “Bird Girl.”
• Review and Understand the key term exposition.
• Locate imagery and reveal its effect on the reader in
chapter 1.
• Understand and explore direct and indirect
characterization in the exposition.
Meet the Author
Robert Cormier
1925 - 2000
Information From:
• http://www.wpi.edu/Academics/Library/Archi
ves/WAuthors/cormier/bio.html
Formative Years
• Robert Cormier was born on January 17, 1925, in
Leominster, MA.
• Like many families during the Depression,
Cormier's family moved many times during his life
but never out of French Hill. They moved
frequently in order to afford rent during the
Depression, and they also moved as the family
grew.
French Hill, MA
Formative Years
• Cormier attended a private
Catholic school, St. Cecilia's
Parochial School. Two experiences at the school
shaped his life and the subject matter he wrote.
• He first wrote a poem in 7th grade; a nun encouraged
him to write. That was the first time he considered
being a writer.
• When he was in eighth grade, he could see that his
family's triple-decker on Laurel St. was on fire from the
classroom window. The Sister would not allow him to
leave and check on his family until he had recited the
Rosary. This incident caused him to have some bitter
feelings toward the Catholic Church for many years.
Formative Years
• His mother would always
encourage him to write, and
she would read his works
without criticizing unlike the
teachers he shared his work
with. She predicted he would
be a writer. According to
Cormier, it seemed unlikely
that a boy whose father was
only a factory worker could
become a writer; he believed
writers came only from
wealthy families.
Formative Years
• When Cormier was a freshman
at Fitchburg State College, a
teacher read one of his
compositions and encouraged
him to write another. He went
home that night and wrote a
short story which she read the
next day.
• She kept it and sent it to a
magazine without telling him. Six
weeks later, she handed him a
check for seventy-five dollars
and told him that his story was
going to be published.
Early Work Life
• Cormier did work as a reporter for the
Telegram and Gazette from 1948 to 1955.
• He then became a reporter for the Fitchburg
Sentinel from 1955 to 1959.
• From 1959 to 1966 he served as the wire
editor for the paper. He became an associate
editor of the paper in 1966 and held the
position until 1978.
Beginning Writing Career
• His first novel, Now and At the
Hour, was published in 1960.
Cormier's father had just passed
away, and to deal with his father's
death, Cormier began to write.
• In 1969, he was asked to write a
human interest column. In 1973
the column won the K. R.
Thomson Newspaper Award for
the best column among writers in
the international group that
owned the paper.
Most Famous Books
• Cormier became inspired to write the
controversial novel, The Chocolate War
when his son Peter refused to sell
chocolates for the Catholic school he
attended. Cormier began to ponder the
question “What if?"
• The book deals with peer pressure,
faculty pressure, and the theme of the
individual against society. It shows a
dark side of the Catholic Church, which
was may have been inspired from his
earlier incident with the fire. The book
was published in 1974.
Most Famous Books
• His next novel I Am the Cheese stirred up the
same controversy when it was published in
1977. I Am the Cheese is about a boy whose
father testified against organized crime
figures. Cormier got the idea from reading
about the U. S. Witness Relocation Program.
Cormier’s Death
• On November 2, 2000, Cormier died of lung cancer at
the age of 75. He left his legacy through his books.
• Cormier wrote powerful and disturbing novels for
young adults, most of which caused controversy.
• His fiction analyzed the turmoil of adolescence. The
teen protagonist in his stories often faced difficult
situations, incredible internal and external conflicts.
• He never compromised what he felt to be the truth in
order to please the novel critics.
• He also did not like the fact that his books were
thought to be intended for young adults because he
did not want adults to think they were too old to read
them.
The Chocolate War
The main focus of this unit is on Robert Cormier’s
The Chocolate War and its question, “Do I dare
disturb the universe?” Although The Chocolate
War is set in a private all-boys school, the issues it
calls attention to are relevant in all students’
lives. Just a few of the topics to be explored in this
book are: abuse of power, heroism, loneliness
(tactical isolation), intimidation (peer pressure),
relationships, rules, control, bullying, and courage.
The Chocolate War
• The issues in the story loom especially large in the
lives of adolescence.
• During the teenage years, many are worried
about self-image and about fitting in.
• The choices made are influenced as much as by
those seen as enemies as by those seen as
friends.
• Perhaps more than any other time of life,
adolescence is a time of worrying about what
others think rather than worrying about doing
what is right.
Bird Girl
1. In Paragraph 2, the author states, “It’s important
when you’re a teenager to join the laughter, lest
the laughter turn on you.” What does he mean?
Is he correct?
2. The author asks, “How can we make teenagers
treat each other like human beings?” How
would you answer this question?
3. Why do you think so many people wrote the
author about “Bird Girl”?
Current Connections
• http://www.today.com/video/today/3924521
3#39245213
Current Connections
• “Bully” Shinedown
• http://www.youtube.com/watch?v=Y7NVxAM
Qn_I
• What are some of the images in the video that
are most striking?
Bird Girl: Continued
1. In Paragraph 2, the author states, “It’s important
when you’re a teenager to join the laughter, lest
the laughter turn on you.” What does he mean?
Is he correct?
2. The author asks, “How can we make teenagers
treat each other like human beings?” How
would you answer this question?
3. Why do you think so many people wrote the
author about “Bird Girl”?
Exposition
• The Exposition - the beginning of the story,
establishment of setting, characters, and
initial conflict.
Introduction to Characters
Jerry Renault
• Protagonist.
• Takes on the bullies in the school.
• Demonstrates strength and individualism.
Introduction to Characters
Archie Costello (The Assigner of the Vigils)
• The antagonist.
• Is revered and feared.
• Designs psychological punishments for the
students at Trinity High School.
• Gets away with everything.
• Psychopathic tendencies; no loyalties; no
favoritism; no feeling.
Introduction to Characters
Emile Janza
• Thug who uses physical cruelty.
• Is being blackmailed by Archie.
• Is under Archie’s complete control.
Introduction to Characters
The Vigils
• Gang of kids (much like a secret society)
who run the school.
• Allowed by the school to operate because
it keeps students under control.
• Archie is the Assigner.
• Obie is the Secretary.
• Carter is the President.
Introduction to Characters
Brother Leon
• Teacher and Head of the School.
• Borrows unauthorized money to fund a
chocolate sale.
• Is corrupt himself and sanctions the Vigils
to do their corrupt deeds at school.
Introduction to Characters
Roland Goubert
• Nicknamed “The Goober.”
• Jerry’s only friend and ally.
• Becomes a victim of the Vigils’
assignments.
Introduction to Setting
Trinity High School:
• Late 1960’s early 1970’s.
• An all boys Catholic high school.
Introduction to Initial
Conflicts
• Jerry’s mother has recently passed away.
• Jerry is trying to make the football team.
• Jerry vs. The Vigil Assigner, Archie.
Reading Chapter 1 as a
class
Imagery in Chapter 1
“They murdered him.”
“A dam burst against his head and a
grenade shattered his stomach.”
“He saw the field through drifting gauze.”
“…like a lens focusing.”
“…a toy boat caught in a whirlpool.”
Imagery in Chapter 1
• Search through pages 2 – 6 and locate
many other unique images.
• Describe the effect that it has on the
reader.
Direct vs. Indirect Characterization
Characterization is an important element in almost every
work of fiction. When it comes to characterization, a
writer has two options:
1. DIRECT CHARACTERIZATION - the writer makes
direct statements about a character's personality and
tells what the character is like.
2. INDIRECT CHARACTERIZATION - the writer reveals
information about a character and his personality through
the character's thoughts, words, and actions, along
with how other characters respond to that character,
including what they think and say about him.
Direct Characterization
These are statements made by the author
about the Jerry.
“His body seemed to telescope into itself,
but all the parts didn’t fit, and he was
stunned by the knowledge that pain isn’t just
one thing…” (2)
“…he was a coward about stuff like that,
thinking one thing and saying another,
planning one thing and doing another” (3).
Indirect Characterization
• Character’s thoughts: “Know what, he asked himself.
What? I’m going to make the team. Dreamer.
Dreamer. Not a dream; it’s the truth” (4 – 5).
• Character’s Words: “I’ve got guts, Jerry murmured…”
(2).
• Character’s Actions: “He opened his eyes,
flutteringly…he was unwilling to abandon this lovely
lassitude, but he had to… He was astonished to find
himself on his feet…” (3).
• Other Character’s: “What the hell you want to play
football for? You need more meat on those bones.
What the hell you trying to play quarterback for? You’d
make a better end. Maybe” (4).
Initial Characterization in
Chapter 1: Discussion
• Describe Jerry’s character in three ways.
1. His physical features.
2. His mental status.
3. His determination.
Initial Characterization Ch. 2
• Reading Chapter 2, Pages 7 – 16.
• Do characterization Handout for Archie
and Obie.
Chapter 2, Pages 7 - 16. Describe the following characters using direct and indirect characterization. Use direct quotes from the text. Using the information,
write a paragraph about each character, describing what he is like. Start with a clear topic sentence, and then describe the character.
Character
Direct Characterization
Indirect, Character’s
Thoughts
Indirect, Character’s
Words
Indirect, Character’s
Actions
Archie’s
Words
Archie’s
Actions
Indirect, What Other
Characters express
Archie
Author’s
Comments
on Archie
What is Archie like?
Archie’s
Thoughts
Obie’s
Words,
thoughts,
actions
about Archie
What we do today
1. Chapters 1 – 4 Reading Quiz
2. Watch the opening of film 6 Minutes
3. Vocabulary Development: Context Clues.
4. Chapter 3 Work.
5. Characterization.
Learning Targets:
• Use Context Clues to discern correct
definitions.
• Explore theme and symbolic development in
Chapter 3.
Chapters 1 – 4 Quiz
1. What sport is Jerry Trying out for?
2. Archie is the _________________of the Vigils.
Obie is the __________________
3. What type of people does Jerry see across the
commons at the bus stop?
4. Why is one of the people upset with Jerry?
5. How many boxes must the students sell?
6. That means every guy is school has to sell how
many boxes?
7. What kind of help does Brother Leon need from
Archie?
8. What word had Archie never been able to speak
aloud to a teacher?
•
•
•
•
•
Context Clues: Vocab. Development
When a reader encounters an unfamiliar
word in a text, he or she should take action
to figure out the definition. At times that
word may convey a meaning that is
important to the overall text.
Use a dictionary
Use a cell phone with access to that
information.
Nooks and Kindles have word definitions.
Use context clues.
What are Context Clues?
• A Context Clue is a type of
inference.
• An inference is a best guess
based on the evidence and
information in the text.
• Example: “He decided to go to
sleep right here, right out on the
fifty yard line…He was going to
sleep, he didn’t care any
more…He was unwilling to
abandon this lovely lassitude
but he had to, of course. He
was sorry to leave the earth, and
he was vaguely curious about
how he was going to give up.
What does
Lassitude
mean? What
are the clues
in the text that
help the reader
make a good
guess at the
word?
Context Clues: Example 2
“He was afraid to open his
mouth wide, wary of any
movement that was not
absolutely essential – he
walked tentatively toward
the sideline…” (4)
What is a good
definition for the
word tentatively?
What are the clues
in the reading that
help the reader?
Figure out the word in context
• Read the passage and
write a definition that
fits best.
1. Page 7: benevolently
2. Page 9: feebly
3. Page 10: baffled
4. Page 12: brooded
5. Page 15: staggering
On the right side
of the handout,
write the words
and probable
definitions.
Probable answers
1. Page 7: benevolently – kind,
compassionate, generous
2. Page 9: feebly – weak, pathetic, half-hearted
3. Page 10: baffled – fooled, puzzled,
perplexed,
4. Page 12: brooded – worry, troubled, anxious
5. Page 15: staggering – amazed, stunned,
shocked
Theme and Symbol Development
Review:
Theme is the author’s message. It is rarely
stated directly.
Symbols are people, objects, ideas, or events
that stand for or represent other people,
objects, ideas, or events.
Early in a novel, themes and symbols are
present but often in their embryonic form. Over
the course of the novel, they develop and grow.
Using the Text, Chapter 3
1. Go to Page 18, Middle of the page and
reread to 21
2. Locate two possible Themes (messages)
that the author may want to start
communicating to the reader, even
though it is early in the novel?
3. Locate two possible symbols and be
ready to express what they might mean at
this early point in the novel?
Chapter 4: Ending the Exposition
• In Chapter 4, the exposition of the text merges
with the rising action portion of the novel.
Exposition Review:
1. Jerry is introduced as a
character.
2. Archie and Obie are introduced
as characters.
3. The Vigils are introduced as a
malicious organization.
4. The basic conflicts, themes,
and symbols are present and
ready for development.
5. Brother Leon is introduced as a
character and his involvement
with the Vigils is established.
Chapter 4 Focus: Brother Leon
• Apply Direct and Indirect Characterization to
Brother Leon.
• When applying characterization, search for
examples that clearly indicate what kind of a
character Leon is.
1. Locate and quote three clear examples of
Direct Characterization for Brother Leon.
2. Locate and quote one clear example of:
• Leon’s words that reveal his character.
• Leon’s actions that reveal his character.
• Archie’s words that reveal Leon’s Character.
• Archie’s thoughts that reveal Leon’s Character.