ISB Name: English period 1 & 4 October 6 , 2014 Worksheet for Call

Mrs. Edith Wild
International School of Broward
3100 N. 75th Ave
Hollywood, FL 33024
Email: ewild@isbcharterschool.org
Phone: (954) 987-2026
Fax:
(954) 987-7261
_________________________________________________________________________________________
Achieving student progress requires flexibility to ensure That Eachclass’s
unique needs are met. For this reason, please be aware these assignments are
subject to change. Your student will always be notified of such changes in
class
COURSE 8th grade, French Track and English track
RECAP ~ for Monday October 6th: The Call of the Wild and the following work:



You Have studied for the test on Chapters 1 – 4
You have the worksheets for Chapters 1 – 4 turned in.
Begin WS for Chapter 5, below
ISB
Name: ____________________________
English period 1 & 4
October 6th, 2014
Worksheet for Call of the Wild by Jack London
DISCUSSION QUESTIONS
1. Reread London’s first description of Hal and Charles. (41) What do you think will happen to them based on
this initial description?
2. What was Mercedes’ reaction when experienced men went through her belongs to lighten the load? What
does this say about her and about her relationship with her husband and brother?
3. Compare Charles, Hal, and Mercedes to any other characters you’ve met in other books, movies, plays,
television shows,or real life. What traits did Buck have that allowed him to adapt to the north that they lacked?
4. Why do you think London included these three characters in the book? What do they represent?
5. Why did Buck refuse to rise and lead the team? What did he have that his masters lacked?
VOCABULARY: write 1 sentence for each of the words, using the vocabulary correctly
salient (41): important
callow (41): inexperienced, immature
chaffering (41): discussion; bickering
apprehensively (41): with nervousness and fear
remonstrance (42): argument; objection
averred (44): claimed; avowed
jaded (45): dulled, satiated
voracious (46): extremely powerful
cajole (46): convince
innocuously (51): harmlessly
terse (51): concise, brief
inarticulate (52): tongue-tied
ACTIVITIES: choose two and complete
1. Imagine you are one of Buck’s owners: François, Perrault, the Scotch half-breed, Hal, Charles, or
Mercedes. Write a letter home to a friend telling about your experience in the Yukon. Be sure your letter
reflects the personality of the character you have chosen.
2. Choose one of the survivors (50) and write a monologue detailing his perspective. Be sure to maintain
the dog’s character throughout the monologue.
3. Research the idea of “civil disobedience.” How is Buck exhibiting this principle? (52)
4. Read your local paper’s obituary section, and then write an obituary for Hal, Charles, or Mercedes as it
might have appeared in their hometown newspaper.
5.
QUOTATIONS explain each quote
1. “The two mongrels were without spirit at all; bones were the only things breakable about them.” (45)
2. “In the nature of Arctic travel, there was a reason why no fourteen dogs could not drag one sled, and that
was that one sled could not carry the food for fourteen dogs.” (45)
3. “Not only did they not know how to work dogs, but also they did not know how to work themselves.”
(47)
4. “The wonderful patience of the trail that comes to men who toil hard and suffer sore, and remain sweet
of speech and kindly, did not come to these two men and the woman.” (47)
5. “Thornton went on whittling. It was idle, he knew, to get between a fool and his folly; while two or three
fools more or less would not alter the scheme of things.” (51)
6. “They saw Charles turn and make one step to run back, and then a whole section of ice give way and
dogs and humans disappear. A yawning hole was all that was to be seen. The bottom had dropped out of
the trail.” (53)
Tuesday, October 7th: Students will complete EDMODO ACTIVITY for Call of the Wild
Wednesday, October 8th: Students will have read and discussed chapter 4 in class and
complete the questions:
CHAPTER VI:
DISCUSSION QUESTIONS
1. How did Buck’s relationship with John Thornton differ from his relationships with his previous masters? How does
London illustrate Buck’s intense feelings for Thornton? How is this in keeping with his new, more primitive self? How
does Buck balance his love for Thornton with his more primitive self?
2. What does London mean by the following quotation:
“He was older than the days he had seen and the breaths he had drawn.” (57)
3. How does Buck’s love for Thornton compare to Dave’s love of toiling in the traces?
4. Explain the meaning of the following quotation:
“Each] day mankind and the claims of mankind slipped farther from him.
Deep in the forest a call was sounding, and as often as he heard this call,
mysteriously thrilling and luring, he felt compelled to turn his back upon
the fire, and to plunge into the forest … But as often as he gained the soft
unbroken earth and the green shade, the love of John Thornton drew him
back to the fire again.” (57)
VOCABULARY
eloquent (55): expressive
nudge (55); push or prod
reverently (55): respectfully, as if something were holy
feigned (55): pretended
transient (56): not permanent; traveling
aroused (56): awakened
tenderfoot (58): one new at something
contagion (63): spreadable disease
conjuration (64): something created by magic
ACTIVITIES ~ do two of the following activities
1. List in a compare/contrast illustrated diagram Buck’s similarities with John Thornton.
2. Create a collage or photomontage of the pets you have owned or would like to own. Be sure to include what
qualities you have that make you (or would make you) a good pet owner.
3. Research animal rescue organizations and the behaviors of abused animals. How would Buck’s relationship with
John Thornton fit into a behavior pattern of an abused dog?
4. Describe how Thornton exploits Buck’s love for him and why Buck continues to perform seemingly impossible,
yet unnecessary tasks for his master.
QUOTATIONS ~ explain these quotes
1. “Buck had a trick of love expression that was akin to hurt. He would often seize Thornton’s hand in his mouth
and close so fiercely that the flesh bore the impress of his teeth for some time afterward. And as Buck understood
the oaths to be love words, so the man understood this feigned bite for a caress.” (55)
2. “Faithfulness and devotion, things born of fire and roof, were his; yet he retained is wildness and wiliness.” (56)
3. “He must master or be mastered; while to show mercy was a weakness. Mercy did not exist in the primordial life.
It was misunderstood for fear, and such misunderstandings made for death. Kill or be killed, eat or be eaten, was
the law; and this mandate, down out of the depths of Time, he obeyed.” (56)
Thursday: October 9th - study for vocabulary test on Friday
Friday:
Read Chapter 7, Answer the following questions
DISCUSSION QUESTIONS
1. London describes Buck’s dreams of the primitive man: “The salient thing of this other world seemed fear.”
(68) What does he mean by this? Why would that be true? Why isn’t Thornton’s world filled with fear?
2. Why is Buck intent on befriending the wolf? What makes him break off their travels to return to camp? What
does this say about Buck’s place in the world?
3. What does Buck’s fight with the bear and the moose display about his embrace of the call? Why do you think
London included them in the story? What predictions can you make about Buck’s future?
4. What does Buck learn from his slaughter of the Yeehats? Does this make his answering of the call harder or
easier? Explain.
5. Does the book have a happy or sad ending? Explain your answer. What do you think London would say?
VOCABULARY
ramshackle (66): run-down
formidable (73): frightening; imposing
sequential (73): in order
simultaneous (73): at the same time
calamity (76): disaster
discomfited (80): ill at ease
muses (81): reflects, thinks
ACTIVITIES
3. Create a collage showing the conflict between the allure of the wild and Buck’s adoration for John Thornton.
5. In an essay, examine how Buck’s acts of violence change throughout the novel, from his fight with Spitz to
the killing of the Yeehats’ chief. How do the acts represent the changes that are happening to Buck throughout
the novel?
6. Create your own “song of the pack” based on what you know about Buck’s new wolf brothers.
QUOTATIONS
1. “John Thornton asked little of man or nature. He was unafraid of the wild. With a handful of salt and a
rifle he cold plunge into the wilderness and fare wherever he pleased and as long as he pleased.” (66)
2. “Like giants they toiled, days flashing on the heels of days like dreams as they heaped the treasure up.”
(66)
3. “[The call] filled him with a great unrest and strange desires. It caused him to feel a vague, sweet
gladness, and he was aware of wild yearnings and stirring for he knew not what.” (69)
4. “He knew he was at last answering the call, running by the side of his wood brother toward the place
from where the call surely came.” (71)
5. “He had killed man, the noblest game of all, and he had killed in the face of the law of club and fang.”
(78)
6. “The last tie was broken. Man and the claims of man no longer bound him.” (79)
AFTER READING THE NOVEL
QUESTIONS
1. Who is wild and who is civilized in the story? Explain your answer with specific examples.
2. Do you think Buck would be able to rejoin man at some point in his future? Explain.
3. Compare and contrast all of Buck’s masters. What did he learn from each? Which lesson or lessons were
most important to his survival? His happiness?
4. Critics write that London was heavily influenced by Darwin’s idea of survival of the fittest. Give examples
from the novel
to support this position.
ACTIVITIES
1. Research Jack London’s life, then research and compare it to that of contemporary author Gary Paulsen. How
are their
lives similar? Different? How is Gary Paulsen influenced by Jack London’s work?
2. Collect poetic lines from the novel to create your own poem entitled “The Call of the Wild.”
3. Write an alternative ending to the novel telling what would have happened if John Thornton had not died.
4. Look back at the epigraph (lines of poetry at the beginning of the novel). Write an essay explaining how the
epigraph
serves to highlight the themes and spirit of this novel. How does Buck’s journey reflect these words?
5. Write an essay comparing London’s tale with one or more works by Gary Paulsen.
Special Notes:
There is a test review for Call of the Wild on Monday, October 13th and an
exam on Tuesday October 14th.
Call of the Wild by Jack London is the Book
Read least 30 minutes every night! Annotate your story – study your notes! We can use extra
copy paper and black expo markers for the class.
For French Track Students or other ESOL (English for Speakers of Other Languages) a website
has come to our attention as a useful English learning tool: https://www.duolingo.com/
**********************************************************************************************************
COURSE 9th grade
HW LISTED BY DATE ~ Lord of the Flies begins Monday October 6th
REcaP … Approach Paper for Fahrenheit 451 (due October 7th)
ISB
Name______________________________
English
Date of Assignment__________________
Writing an Approach Paper
Several times during the school year, you will be asked to write an "approach paper" concerning the novels read in
class. Please type your approach paper using one inch margins, 12 point ‘Times New Roman’ font. Writing the
Approach Paper: An approach paper consists of several sections:
maximum points
general needs to make the points
(2 points) I. Proper heading with your name, date, class, and novel/play title
(15 points)II. Summary Paragraph: A 15 -18 sentence paragraph which explains the ENTIRE novel using
as much description and detail as you can manage. To encourage your writing style, every sentence must start
out in a different way. Prepositional phrases, gerund phrases, normal word order clauses, participial phrases,
and infinitive phrases are some of the different ways you might choose to start these sentences. This helps make
your writing more interesting to read. This is often the most difficult section of the approach paper to write. It
will take some time to condense the happenings of the novel/play into these few sentences which all start in a
different way.
(17 points) III. Character Descriptions: Choose three or four main characters in your novel or play. By
each of these character's name, list 12 - 15 words which describe the character distinctly. This is a good time to
think about vivid vocabulary words we have studied and to check the dictionary and thesaurus for ideas. If you
use a particular word to describe one character, you may not use that same word to describe another character.
(20 points) IV. Discussion/Essay Questions: Write three questions that a teacher might ask you about the
novel or play either in class or for an essay. These questions should be thought-provoking and almost always
take more than one line to type because they ask readers to combine more than one idea. Just writing these
types of questions helps you to anticipate what questions might be asked of you in class discussion or on a test
and encourages you to think more insightfully about the book or play. Answer one of the questions
completely.
(15 points) V. Key Passage: Choose the most important passage in the novel/play (in your opinion), cite the
page number(s). Type it up word-for-word in the approach paper. Make sure to identify the speakers.
(31 points) VI. Key Passage Explanation: In a fully-developed composition (4 - 6 paragraphs), explain why
your chosen passage is important to understanding the novel/play. In your explanation, make sure you integrate
quotes (actual words or phrases) from the key passage to strengthen your explanation. Often, this selected
passage will offer clues to the novel/play themes. Explain any mentioned or inferred themes connected to the
key passage.
(25 points) VII. Your Opinion: This is the only place in this paper where your directly state and defend your
opinion - does the book have merit? Why? Why not? Did you learn anything interesting or have any insights?
Can you criticize the book in any regard - or can you praise the book, do so now. Defend your position.
Tuesday 10/7 :
Turn in
Fahrenheit 451 ~ Approach Paper
This worksheet should be completed…before class
Background Information
Lord of the Flies
by William Golding
Published in 1954
“It was simply what seemed sensible for me to write after the war when everyone
was thanking God they weren’t Nazis. I’d seen enough to realize that every single
one of us could be Nazis.” William Golding
What does this quote mean to you?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____________
Background & Context:
Lord of the Flies was written during the ________________; however, it was based during
______________.
The Cold War was a “ ” where the US the spread of communism and nuclear attack from the Soviet
Union.
WWII was a “ ,” where the allied powers (Britain, France, US, and Russia) fought the axis powers
(Germany, Italy, and Japan) in their attempt for ____________.
In 1938 Britain tried to avoid another war with _________________ by signing a treaty with
Germany. But when Hitler ____________ the agreement a few months later, it was clear they had to
go to war.
Soon aerial ______________ of cities began. In order to save the future generations from death,
civilians, particularly _____________ were moved to rural areas.
Prior to the Battle of Britain, __________ people were relocated.
What are the major similarities between the cold war and WWII?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
British Society:
The British are very _____________. Showing up late is viewed as very ______________.
The British culture is influenced by their idea of _____________. One would never pass someone of
the street without saying ______________.
The British are also very particular about the way that they _____________. Blazers, coats,
___________ are worn on special occasions.
The British pride themselves on their __________________ existence.
The British live in an extremely ________________ society. Ancient buildings, churches, and
______________ reflect their heritage.
The _______________ exists in conjunction with the Parliament. The royalty of British represent
the national _______________ of the country.
If you traveled to Britain, how would you have to adapt to conform to their culture?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________
William Golding:
Born September 19, 1911; died June 19, 1993.
British ________________, poet, and playwright.
He was first interested in _______________ following in the footsteps of his father before
transferring him major to __________________.
During WWII he fought in the ________________, and when it was over, he returned to teaching
and _____________________.
Do you think an author’s life contributes to the books that they write? Why/Why not?
Imagine If…
Journaling: Entry 1st:
The war on terror has escalated its fighting throughout the eastern border of the
United States. The adults feel that they must protect future generations. You and
your classmates are being sent away via plane to save you from death in the case
that we are bombed. You know some of the people on the plane but not all of
them. Suddenly, the plane is struck and goes plummeting to the ground. Now you
and others have emerged from the plane. You don’t recognize your surroundings.
There are no houses or buildings anywhere. Standing on the sand, all you can see
are trees in front of you and ocean on all sides. What would be your initial
reaction?
Wednesday 10/8/2014
chapter 2
Begin Lord of the Flies, review chapter 1, read
Questions handed out in class
Vocabulary Due at the End of the Unit (format handed out in class)
Do -Chapter 2 Due - Journal 2 Due - Comprehension Questions Due for Chapter 1 & 2 on Monday 10/6
Special Notes:
Read your assigned novel at least 30 minutes every night! Annotate your novel (per instructions)
– study your notes! We can use extra copy paper and black expo markers for the class.
For French Track Students or other ESOL (English for Speakers of Other Languages) a website
has come to our attention as a useful English learning tool: https://www.duolingo.com/
*********************************************************************************************************************************
COURSE 10th grade
RECAP ~
Monday, October 6th :
VERmEER’s backgRound foR Girl With A Pearl Earring please print out these
PDF documents
http://deyoung.famsf.org/files/johannes_vermeer_girl_with_a_pearl_earring.pdf
Please take notes on this document. Some of the information will be on the tests
http://www.macmillan.ru/upload/The_students/olimp/cao/mezhpredmetnye_proe
kty/project%201.pdf
Tuesday, October 7th :
Approach Paper for Cry Beloved Country is (due October 7th)
ISB
Name______________________________
English
Date of Assignment__________________
Writing an Approach Paper
Several times during the school year, you will be asked to write an "approach paper" concerning the novels read in
class. Please type your approach paper using one inch margins, 12 point ‘Times New Roman’ font. Writing the
Approach Paper: An approach paper consists of several sections:
maximum points
general needs to make the points
(2 points) I. Proper heading with your name, date, class, and novel/play title
(15 points)II. Summary Paragraph: A 15 -18 sentence paragraph which explains the ENTIRE novel using
as much description and detail as you can manage. To encourage your writing style, every sentence must start
out in a different way. Prepositional phrases, gerund phrases, normal word order clauses, participial phrases,
and infinitive phrases are some of the different ways you might choose to start these sentences. This helps make
your writing more interesting to read. This is often the most difficult section of the approach paper to write. It
will take some time to condense the happenings of the novel/play into these few sentences which all start in a
different way.
(17 points) III. Character Descriptions: Choose three or four main characters in your novel or play. By
each of these character's name, list 12 - 15 words which describe the character distinctly. This is a good time to
think about vivid vocabulary words we have studied and to check the dictionary and thesaurus for ideas. If you
use a particular word to describe one character, you may not use that same word to describe another character.
(20 points) IV. Discussion/Essay Questions: Write three questions that a teacher might ask you about the
novel or play either in class or for an essay. These questions should be thought-provoking and almost always
take more than one line to type because they ask readers to combine more than one idea. Just writing these
types of questions helps you to anticipate what questions might be asked of you in class discussion or on a test
and encourages you to think more insightfully about the book or play. Answer one of the questions
completely.
(15 points) V. Key Passage: Choose the most important passage in the novel/play (in your opinion), cite the
page number(s). Type it up word-for-word in the approach paper. Make sure to identify the speakers.
(31 points) VI. Key Passage Explanation: In a fully-developed composition (4 - 6 paragraphs), explain why
your chosen passage is important to understanding the novel/play. In your explanation, make sure you integrate
quotes (actual words or phrases) from the key passage to strengthen your explanation. Often, this selected
passage will offer clues to the novel/play themes. Explain any mentioned or inferred themes connected to the
key passage.
(25 points) VII. Your Opinion: This is the only place in this paper where your directly state and defend your
opinion - does the book have merit? Why? Why not? Did you learn anything interesting or have any insights?
Can you criticize the book in any regard - or can you praise the book, do so now. Defend your position.
Wednesday October 8th:
Thursday: October 9th : read chapters 1 & 2 from The Girl With a Pearl Earring ~
annotate at least 10 post-its and bring in 2 good paragraphs on motif found in this section
quiz next class, discussion
Friday: October 10th : The Girl With A Pearl Earring, Read Chapters 3 & 4
Vocabulary site link (will also be on Edmodo, please do it!)
Girl with a Pearl earring ~Object Information Sheet
Artist….Johannes Vermeer,ca.1665
Special Notes:
Read your assigned novel at least 30 minutes every night! Annotate your novel– study your
notes! We can use extra copy paper and black expo markers for the class.
For French Track Students or other ESOL (English for Speakers of Other Languages) a website
has come to our attention as a useful English learning tool: https://www.duolingo.com/