Harrison Bergeron by Kurt Vonnegut Jr. Main characters:
Harrison Bergeron (14 yr old boy who is not happy with being
heavily handicapped), George (HBs father), Hazel (HBs mother),
Handicapper General (Diana Moon Glampers) Setting: 2081, George and
Hazel Bergeron seem very subdued as they watch TV Conflict:everyone
must be handicapped to be the same, Harrison hates being held back
by his numerous handicaps Rising action: Harrison breaks out of
jail and gets on TV, he wants to be emperor and release everyone
from their handicaps Climax: As Harrison and the ballet dancer are
truly dancing w/o handicaps, the H-G Diana Moon Glampers storms in,
shoots and kills them. Resolution: Harrison is dead, everyone must
put on their handicaps, and life resumes as normal with George and
Hazel forgetting what they saw
Slide 3
Harrison Bergeron continued Theme: what if everyone were the
same? (are people happy being made equal?) Literary terms:
conflicta struggle between two opposing forces (the problem) How
they apply: Harrison vs. the government/Handicapper General (he
wants to be himself, an individual who can enjoy and maximize his
abilities, not have to compensate for them) Harrison vs. his
handicaps (tremendous pair of earphones, spectacles with thick wavy
lenses, scrap metal hanging from him totaling 300 pounds, red
rubber ball nose, shaved eyebrows, white even teeth covered with
black caps at snaggle-tooth random)
Slide 4
Everyday Use by Alice Walker Main characters: Mama: not very
educated, man hands, very strong, okay with being poor and is
comfortable in her own skin Maggie: sister to Dee, was burned in
the old house fire and is shy and slow, uncertain of herself when
around the more forceful Dee Dee: sister to Maggie, is more
educated and better looking, ashamed of poor home, believes her
mother and sister could do better Setting: at Mamas home in the
South Conflict: Dee wants the family quilts, but theyre already
promised to Maggie Rising action: Dee takes the quilts and tries to
leave with them, Maggie says Dee can have them Climax: Mama took
the quilts from Dee and gave them to Maggie Resolution: Dee leaves,
mad, without the quilts, and Maggie is happy that Mama chose Maggie
over Dee (first time ever) Theme: what makes something valuableDee
thinks old things from her family are pretty, and therefore
valuable artifacts that should be displayed. Maggie and Mama
believe family artifacts should be treasured and used. Every
day.
Slide 5
Everyday Use continued Literary terms: conflictstruggle between
opposing forces resolutionwrapping up the story after the climax
How they apply: conflictDee vs. poor home (ashamed of coming from
such poverty, she NEVER brought friends over) Dee vs. Maggie, Momma
(wants quilts already promised to Maggie; not used to being told
no; thinks her looks and formal education make her better than her
family members; disagrees on what is important in life)
Slide 6
The Race to Save Apollo 13 by Michael Useem Main characters:
Eugene Kranz (NASA flight director), James Lovell (astronaut)
Setting: April 13, 1970, Apollo 13 space flight, Mission Control in
Houston, TX Conflict:Houston, weve had a problem. An oxygen tank
explosion on Apollo 13 has wrecked vital equipment, limiting the
astronauts oxygen and compromising their mission (which was to land
on the moon) Rising action: Mission Control needs to figure out how
to 1) keep the astronauts alive w/ enough oxygen, 2) how to bring
the astronauts back home. Climax:They made it around the moon, how
to land on earth? Resolution: With a lot of teamwork and great
leadership decisions from Kranz, the astronauts safely returned to
earth unharmed.
Slide 7
The Race to Save Apollo 13 continued Theme: achieving the
impossible (how can we achieve the impossible) Literary terms:
suspensea feeling of excitement or tension about what will happen
next How they apply: suspense was built with constant updates of
problems/steps needed to solve problems By now, more bad news from
Odyssey. piloting a lunar module to Earthsomething never done
before and extremely difficult to do with the damaged and powered
down spaceship)
Slide 8
Shoofly Pie by Naomi Shihab Nye Main characters: Mattie
(recently lost her mother to brain cancer), Johnny (chef at the
restaurant, just lost his grandfather), Riyad (understanding Arab
American who owns the restaurant, just lost his father)
Setting:Good for You Restaurant, Conflict:Mattie needs help getting
over her mothers death Rising action: She gets a job at the
restaurant, figuring it will occupy her and its the perfect place
because so many people are bereaved. Climax: Johnny (whos rude to
Mattie in the beginning), learns that she has recently lost her
mother. Hes much nicer. Punk. Resolution: Mattie is busy now once
shes learned all the ropes of the restaurant and is doing better.
So she leaves. Johnnys bummed. Too bad.
Slide 9
Shoofly Pie Theme:grief (is there a cure for grief?) Literary
terms: character traitsqualities of a character How they apply:
Mattiegrieving, but very level-headed and capable, hard worker
Johnnyrude at first, but mellows once he learns about Matties mom
Riyadvery understanding boss and owner of the restaurant
Slide 10
The Possibility of Evil by Shirley Jackson Main characters:Miss
Strangeworth (meddling old lady, last Strangeworth in the small
town), Mr. Lewis (grocer), Helen Crane (new mom who worries her new
baby isnt moving around enough), Dave Harris (teen who finds Miss
Strangeworths dropped note at the post office box) Setting:in a
small town Conflict: Miss Strangeworth feels compelled to keep the
town clean, so she writes anonymous letters to neighbors to warn
them of the possibility of evil. Rising action: She writes letters
to Helen Crane (youre spoiling your baby), Climax: She drops a
letter at the post office when dropping three off after hours. Its
picked up and delivered by Dave Harris. Resolution: People in the
town destroyed her roses once they realized she was behind all the
letters that were making everyone upset. She loved those roses, so
it was a real blow to her.
Slide 11
Theme:judging (How good are you at judging people?) Literary
terms: motivationwhat makes a character do what he/she does How
they apply: motivationMiss Strangeworth is motivated to keep the
town clean, since her ancestors were important to the town. The
townspeople affected by her anonymous letters are motivated by
hatred because shes caused them such unnecessary worry and strain.
The Possibility of Evil
Slide 12
Like the Sun by R. K. Narayan Main characters: Sekhar (a
procrastinator who thinks telling the absolute truth is like
staring at the sunblinding and hard to look at, is also a well-
known music critic), the headmaster (Sekhars boss who wonders about
his true musical abilities) Setting: India Conflict: Sekhar decides
to tell the absolute truth all day, no matter the consequences
Rising action: He tells his wife her cooking is bad, he tells his
co-worker a dead guy was a brute, then his headmaster asks him to
give his opinion of his musical talent Climax: Sekhar tells the
truththat the headmaster has no musical talent and should quit
(Sekhar risks being fired) Resolution: the headmaster thanks Sekhar
for his honesty, but the next day makes him grade 100 papers
overnight.
Slide 13
Like the Sun continued Theme:honesty (how important is it to
tell the truth?) Literary terms: moral dilemmacharacter must choose
between two questionable options How they apply: Sekhar risks his
wifes happiness, alienating a colleague, and possibly losing his
job just to stick to a self-imposed and secret personal challenge
to tell the whole truth all day
Slide 14
The Teacher Who Changed My Life by Nicholas Gage Main
characters:Nicholas Gage, Miss Hurd, Gages father Setting: 1953
when Gage entered Miss Hurds classroom; 1949 when Gage arrived in
NY from Greece Conflict:Gages mother was imprisoned, tortured, and
shot by Communist guerrillas in Greece in the spring of 1948 for
arranging for her children to be sent to the United States to live
with their father. Gage initially resented his father for not
getting the entire family to America. Rising action: Gage meets
Miss Marjorie Hurd in a newspaper class and later takes as many
classes with her as possible. Shes a good influence on him and gets
him to share his mothers story with the school and community. Shes
tough and persistent. Climax:Gage continues to succeed in his
journalistic endeavors and Miss Hurd continues to support him and
be present for his lifes major milestones (graduations, marriage,
childrens baptisms). His father is very proud of his son and
carried a laminated photo of Gage and President Kennedy on his
person for 20 years) Resolution: Miss Hurd requested Gage write and
deliver her eulogy when the time came, he hopes his remembrance
will honor her and suffice instead.
Slide 15
The Teacher Who Changed My Life continued Theme:teachers (Who
has made you a better person?) Literary terms: characterizationthe
way a writer creates and develops characters personalities (i.e.
direct comments, physical appearance, what the character thinks or
says or does, or what others think or say or do around that
character) How they apply: Miss Hurd is characterized by: what Gage
says (a salty-tongued, no-nonsense schoolteacher who nearly dragged
me to be a successful writer) physical appearance (formidable,
solidly built woman with salt-and- pepper hair, a steely eye and a
flat Boston accent) what Hurd says (What are all you goof-offs
doing here? she bellowed... youre going to work your tails off
here!) Gages father is initially described as a portly, bald,
well-dressed man whoseemed a foreign, authoritarian figure but the
reader sees how proud the father is of the sons success when he
buys a new suit to greet the congratulatory Greek community after
Gages picture receiving an award from President Kennedy runs in the
local paper.
Slide 16
A Marriage Proposal by Anton Chekov Main characters: Ivan Lomov
(neighbor to Tschubukov, wants to marry Natalia, bit of a nervous
hypochondriac), Stepan Tschubukov (neighbor to Lomov, father of
Natalia, seemingly overjoyed at the thought of his daughter
marrying Lomov), Natalia Stepanovna (25 year old daughter to
Tschubukov, wants to get out of the house, VERY argumentative and
stubborn) Setting:a country estate in late 19 th century Russia,
characters are members of the gentry (wealthy land owners)
Conflict:Lomov tries to work up the nerve to ask Natalia to marry
him. Rising action: Lomov doesnt even get to the proposal because
he and Natalia argue over who owns the meadows. Lomov leaves,
insulted and agitated. Climax:Natalia learns he meant to propose
and is in hysterics to have Lomov return, but they argue again
(dogs, this time). Lomov faints and Tschubukov is over the drama.
Resolution: Tschubukov joins their hands, says theyre engaged, then
tries to give them the boot so they dont start another argument.
Hes eager to have them both out of his house.
Slide 17
A Marriage Proposal continued Theme:absurdity (why do people
argue over silly things?) Literary terms: farcea humorous play that
includes ridiculous situations and dialogue. Characters are usually
comical stereotypes who conform to a fixed pattern/single trait.
stage directionsdescribe the scenery and props, the actions of
characters, or the tone in which dialogue should be delivered
asidea short speech directed to the audience or a character but not
heard by the other characters onstage. monologue a long speech that
is usually delivered by a character who is alone onstage How they
apply: farcethe characters have one primary trait about each of
them (nervous, joyous, stubborn) stage directions(mimicking him)
asideHes come to borrow moneyWhat is it then, dear Lomov?
monologue[Lomov]
Slide 18
By the Waters of Babylon by Stephen Vincent Benet Main
characters:John (young man in training to become a priestloves
learning, is imaginative, and has a strong desire for knowledgeno
matter how forbidden), Johns father (also a priest) Setting:future,
long after a cataclysmic event that destroyed New York City
Conflict:John is consumed with the desire to travel into the
forbidden east to see what the Place of the Gods really looks like.
He must get permission from his father, a priest, before traveling
out on his journey to become a man. Rising action: Permission
granted, he nervously heads east after seeing signs of animals
heading east. He must overcome his fears as he crosses the river.
Climax: John has visions, or an out of body experience, of how the
Place of the Gods looked before the Great Burning. He realizes the
gods were just humans like him. Resolution: He returns home, eager
to share his knowledge with everyone. His father cautions him to
reveal the truth slowly. He wants to rebuild New York.
Slide 19
By the Waters of Babylon continued Theme:knowledge (does
knowledge come at a price?) Literary terms: first person point of
viewthe narrator is a character who speaks directly to the reader
and uses the pronoun I. nave narratora narrator who does not fully
understand what he sees or experiences tonethe authors attitude
toward the storys subject allusionreference to something else How
they apply: John is the narrator. He is certainly nave. He did not
know how to paddle across the Great River, so he called upon the
gods. He also didnt understand the sink / stove / light fixtures in
the gods house. The magic was gone. Benet is By the waters of
Babylon is an allusion to Psalms 137 in the Bible, when the Jews,
newly enslaved in Babylon, cry out for their destroyed homeland of
Zion.
Slide 20
Mending Wall by Robert Frost Main characters: narrator (seems
playful, wonders about things instead of just accepting them,
questions) and his neighbor (does not question things, likes to
repeat what hes been told, He will not go behind his fathers
saying, / And he likes having thought of it so well / He says
again, Good fences make good neighbors.) Setting: Two neighbors get
together once a year to mend a stone wall between their properties.
Conflict: What causes the wall to require repair? And why repair it
at all? It is suggested nature and hunters work to tear a wall down
(Something there is that doesnt love a wall). The wall divides pine
trees from apple trees, not animals. Why repair it at all? Rising
action: The narrator suggests the wall is not needed, but the other
neighbor will not think to question the purpose, just accept the
presence of the wall and the perceived need to keep it set between
them.
Slide 21
Mending Wall continued Theme: nature (how can nature inspire
you?) Literary terms: toneauthors overall attitude toward the story
How they apply: What tone is used in lines 5-9 of Mending Wall? The
work of hunters is another thing: I have come after them and made
repair Where they have left not one stone on a stone, But they
would have the rabbit out of hiding, To please the yelping dogs. Do
you think Frost approves or disapproves of walls between neighbors
after reading this poem? What is his overall tone toward the
repairing the wall?
Slide 22
from Farewell to Manzanar by Jeanne Wakatsuki Houston and James
D. Houston Main characters: the Wakatsuki familyPapa, Mama,
brothers, Jeanne Wakatsuki (narrator, seven at the time
Setting:Boyle Heights, a minority ghetto in downtown Los Angeles,
CA 1941/1942 [post-Pearl Harbor bombing by the Japanese) Conflict:
America was newly embroiled in war against Japan after the surprise
bombing of Pearl Harbor. Prejudice and limited rights already
existed in the west coast against Japanese, the Pearl Harbor made
everything worse for those of Japanese descent living in America.
The Wakatsuki family moved twice after Papa was arrested and sent
to an all male internment camp. Rising action: The Wakatsukis were
ordered to report to Manzanar, an internment camp in CA and
assigned a number. The government was ill-prepared for so many
people and the camps were hastily put together (cracks in walls
letting in desert sand during wind), and not culturally
sensitive.
Slide 23
from Farewell to Manzanar Climax:Living conditions were
cramped, dusty, and stressful. The Wakatsukis worried about keeping
the family together, but were relieved to finally be away from the
prejudice and hatred outside the internment camps. Resolution: The
Japanese internees worked together for the good of the community to
make the best of an unpleasant situation. Theme: enemy (What if
your government declared you the enemy? How does one define enemy?)
Literary terms: cultural details learned from this memoir Shihata
ga nai It cannot be helped. It must be done. Isseipeople born in
Japan who moved to the USA value of personal privacy rice with
salty/savory foods, NOT sweets importance of the family unit and
staying together