Sunday, October 30, 2011

Anh Do - Winner of Australian Literary Prize 2011



  Who did Anh’s father rescue from the concentration camp?
a)      His eldest son who would later become Young Australian of the Year
b)      His wife’s two brothers who had worked for the Australian military
c)       Two of the armed guards at the camp who were really employees of the Australian military and were in disguise.
2.       What was the length of the fishing boat in which they escaped and how many people were on it?
a)      40 metres long with 9 people
b)      9 metres long with 40 people
c)       20 metres long with 20 people
3.       What honour was Anh’s brother given in 2005?
a)      Australian Refugee of the Year
b)      Australian of the Year
c)       Young Australian of the Year
4.       What was the main lesson which Anh’s parents insisted that he learn after coming to Australia?
______________________________________________________________________________________________________________________________________________________
5.       Why was Anh able to attend a prestigious school like St Aloyisius?
a)      He worked in a sweatshop to earn enough money to pay his fees
b)      He won a half scholarship
c)       St Aloyisius always takes in a certain number of refugees as part of their charity work
6.       Explain how Anh tried to overcome the problem of having no text books for his lessons.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________
7.       Describe what he wore instead of the official sports uniform.
______________________________________________________________________________________________________________________________________________________
8.       True or false:
a)      His mother earned less than $7 an hour as a cleaner in a hotel.  T   or  F
b)      At school, Anh was the class clown and this was when he knew he had a future as a comedian.    T   or   F
c)       He was often punished at school with a strap.    T   or   F
d)      No-one at school knew at the time that Anh and his family were poor.  T   or   F
e)      Anh’s father left the family when Anh was growing up.   T   or  F
9.       What did Anh study at University?
a)      Fine Arts, majoring in Drama
b)      Law
c)       Pure Mathematics
10.   What did Anh do for his mother when he was only 23 years old?
a)      Gave her money for a holiday back in Vietnam
b)      Arranged for her to come and see his first public performance as a comedian
c)       Bought her a house
11.   How old was Anh at the time of this interview?
a)      30
b)      33
c)       40
12.   What was the motto which Anh’s father taught his children to live by?
______________________________________________________________________________________________________________________________________________________
13.   Was Anh the victim of racism as he grew up?
14.   Write ONE extra question which you would like Adam to have asked Anh, and what do you think the answer would have been?
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Thursday, October 27, 2011

Wei-Lei and Me (Aditi Gouvernel)


Wei-Lei and Me (Aditi Gouvernel)
1.  What word in the opening sentence means ‘short and flat’?
2.  What is so ‘Australian’ about Barry West?
3.  What is the opening interaction between the two characters about?
4.  What is the protagonist’s home country?
5.  What word means “noble and splendid”? (p75)
6.  In what way is the protagonist’s home country “aristocratic”?
7.  Where did the protagonist’s father move his family to? Why?
8.  What is the protagonist’s attitude towards the citizenship ceremony? (pp75-6)
9.  How is Barry West the antagonist?
10.What is the irony of the comments made by Amy and Cris? (p76)
11.What is “you have to face the world” a metaphor for? (p76)
12.What is the teacher’s hair compared to? Is this an example of a metaphor or simile? (p77)
13.How is the children’s cruel creativity put into action once Wei-Lei arrives? (p77)
14. Explain the relevance of the ‘cat and toy’ metaphor. (p77)
15.How does the children’s cruel creativity have a more sinister side?
16.What does the protagonist mean by “the afternoon passed like a death sentence”? (p78)
17.Why does the protagonist see everything Indian “lit by a spotlight”? (p78)
18.How does the story build to a climax? (p79)
19.What is the irony of Barry’s fate? (p80)
20.Explain what the protagonist means by “as our faces changed, so did Canberra” (p81).
21.What do you think the protagonists’ definition of being Australian would be? (p81)

Thursday, October 20, 2011

why does it matter?

Read any story that we haven't read yet and write a review of the story and explain why it matters. Why should anyone care about the story/read it?

Ginseng Tea and a Pair of Thongs  by Haitha Lee

The author presents a stark portrayal of an immigrant family from Vietnam surviving the slums in an attempt to transition into their new lives.

What is most confronting about the story is the raw objective style that the author employs. This description of Em suffering from allergies, a relatively minor difficulty, exemplifies the authors tendency to exaggerate the pain felt in this family. 'Her dull eyes, the white no longer white, the black with yellow...' This is a haunting description of a group of people suffering through their new life. This challenges the cliched version of the immigrant experience that usually include a narrative of hard work and perseverance triumphing.

Continuing with this stark writing style is the brutal honesty the author employs. The description of Youngest Con 'abnormally curious about sex' and possessing a brain hat 'thinks of being a lady' gives access deep into the psyche of the immigrant. This honesty is again confronting. It challenges the cliched representation of immigrants as quiet and reserved inside their new worlds. Here we have a family full of struggle both externally and internally.

The importance of this story is that it removes the veneer of the immigrant experience. It doesn't beg for sympathy or admiration but rather attempts to show the suffering that the immigrant transition often brings. The result is that the reader is left jaw agape wondering how people chose to live and made it through such experiences.

Monday, October 17, 2011

My First Kiss by Lian Low


My First Kiss by Lian Low
1. How does the author describe Malaysia in regards to showing affection?
2. What happens to the author when she hits puberty?
3. What is the author’s experience at school when she first arrives to Melbourne?
4. What is it that made the author feel that she wasn’t Australian even though she spoke English fluently?
5. What else was it about the author that further alienated her from her peers?
6. What does the use of description like ‘crash hot’ do to the audience’s perception of the author?
7. What opportunity does university give the author? What is it about university which would allow her to express herself more freely?
8. What role does creativity play for the author? Why do you think that creativity would be so important to her?

Teenage Dreamers by Phillip Tang


Teenage Dreamers by Phillip Tang
1. What are the first two sentences of the story and how do they create a tension in the story?
2. What has happened to the author’s father as a result of his wife’s death?
3. How does the description of the father removing his hands from his face as ‘unmasked’ related to the seriousness of his following statement?
4. Consider how the father lives his life and conducts himself and the other people in the theatre for the film the author and his father are watching. How does this relate to the title of the story?

Sunday, October 16, 2011

Take Me Away, Please


Conversations with my Parents by Oanh Thi Tran


Conversations with my Parents by Oanh Thi Tran
1. What is ironic about the way the author and the father become close? What has to happen to the father?
2. How would you characterise the conversation that the author has with her parents?
3. What is it that worries the author most about these conversations?
4. There is a gap between the author’s need to express feelings common in western countries and her family’s lack of desire to express their feelings verbally. How does the family still express their feelings for their child, just not verbally?

Wednesday, October 12, 2011

Lessons from my School Years by Ray Wing-Lun


Lessons from my School Years by Ray Wing-Lun
1. There is a stark contrast created in the opening of this story between what the narrator had been doing before entering school and what will be expected at school? What is this contrast and what does it immediately create in the story?
2. The author continues this theme of contrast at the start of the story. How does he do this in his description of his experience of Sydney’s North Shore?
3. What was the father’s background in business before he opened the fruit shop? What has helped him become successful?
4. The narrator’s description of his father is complex. What makes the father a complex character?
5. (91) How does the author describe his role in doing ‘things that counted’?
6. What experience does the author have at school while keeping to himself? What does he learn from this experience?
7. How would you characterise the narrator’s tone in regards to the events that are occurring around him?
8. How does the narrator characterise the ways that one could ‘get the strap’ and ways that one could avoid it?
9. What event evokes a racist speech to the class by the teacher?
10. What effect did the author’s experience with ‘Strap Happy Jack’ have on him?
11. What was the one advantage school provided the author?
12. What did the author do at his school? What was his motivation for doing it? What did he feel was lacking at school?
13. What did the parents want their son to do at school? What did the author fear would happen by obeying his parents?
14. At school, what did the author learn about his own type of thinking and how to use it?

Monday, October 10, 2011

The Early Settlers by Ken Chau

techniques: pun, alliteration, vulgar slang, ambiguous pronouns

The Early Settlers by Ken Chau
1. How does this title refer to two groups of ‘settlers’? Who are they?
2. How is the first line of the poem successful at being ‘forceful’ regarding the Great-Grandfather’s presence in Australia?
3. What action are the ‘early settlers’ doing that gives them equally a strong presence?
4. How is the intention of the Great-Grandfather juxtaposed to the beliefs of the ‘early settlers’?
5. What action does the Great-Grandfather do that ties him both to the ‘early settlers’ and to his own culture?
6. How does this short poem highlight the irony of the hatred that immigrants experience when they come to a 'settled' land like Australia?

Tuesday, September 20, 2011

The Relative Advantages of Learning my Language by Amy Choi

The author makes us consider what it really means about understanding someone's language? What basic human skill/ability is the author highlighting that cuts across all cultures?

 Describe a time when you were at fault for not communicating with someone because of your own selfishness or lack of compassion.

The Relative Advantages of Learning my Language by Amy Choi
1. The author opens the story with an anecdote. What is the anecdote and what effect does it have on the reader?
2. What is the author’s view of the Chinese language in the 2nd paragraph?
3. What is symbolic about the house that the Grandfather mistakes for his own? What does it say about the assimilation of his family into Australian culture? What does it say about his understanding of Australian culture? What is ironic about the inhabitants of this house?
4. What does the death of her grandfather inspire the author to do?
5. Why is she motivated to know Chinese? What is it she wants to ensure she is able to, regretting that she couldn’t do it with her grandfather?

Sunday, September 18, 2011

Growing Up Asian in Australia: Intro + Pigs Questions


Introduction by Alice Pung
1. What were Asian-Australians referred to as when the author was growing up?
2. How does she interpret this title?
3. What did this title actually refer to? Did the author find this demeaning? Why/why not?
4. ‘All that untapped potential! All that electrifying brain power!’ What techniques are being employed by the author? How does they highlight he misunderstanding?
5. What did the teen author take away from teen fiction? What did she feel that she needed to do? Why? What does this say is essential to fitting in to a culture?
6. Who are the authors that she turns to? Why?
7. In the third paragraph how does the author use repetition. How does it highlight the focus of this book?
8. What metaphor does the author use to highlight the writers and the writing style in the third paragraph?
9. Why does the author use a quote in the 4th paragraph? What does it say about her reaction to the stories in the book?
10. On page 2 the author talks about the themes that she loosely choose for the collection. What are they and why is it ironic that they show up in this book?
11. At the bottom of pg 3 on to page 4 the author says that sociologists have described Asians as the ‘model minority’. What is meant by this? What difficulties arise out of this label for young Asian-Australians?
12. What are the editor’s hopes for the collection of stories?
Pigs from Home by Hop Dac
1. How does the author start this story which is in direct contrast to the title of the story? What effect does this have on the reader and their expectations of the story?
2. What core Vietnamese value is instilled in the author?
3. What is humorous about the mother’s ‘flair for natural medicine’ in regards to her personality?
4. How does the description of the killing of pigeons continue the style utilised in the introduction of the story?
5. What is the author’s opinion of pigs? Give two quotes to support your conclusion.
6. In the paragraph on pgs 53-54, give two examples of alliteration employed by the author.
7. On pg 54 what simile is used to describe pigs? How does this simile work for the situation it is used?
8. What simile does the author use to describe her mother sunning herself? How does this relate to the core focus of the story?
9. What does the author describe as ‘the divide between the old world and the new’? What do you think is meant by this statement?
10. What is the author’s reaction to the slaughter of the pig at night? What statement does the author make about the neighbours which displays the way he feels about the whole experience? What is important about including this statement?
11. Why don’t the parents have pigs anymore? How does this relate to the description of the burial of the last pig they owned?
12. How would you characterise the description of the mother’s treatment of the pig’s blood? Is it appetising?
13. What is ironic about the way the author has a popular Vietnamese dish? What is it about the way the author describes the experience of having pigs that makes it ironic?
14. How does this story relate to the title Pigs from Home?
15. Why do you think this story is in the Battlers section of the book?

Tuesday, September 6, 2011

Writing Letters

Choose two of the following and put them in ONE blog post indicating which ones you have chosen:

  • Bruno to his Grandmother right before going on his final adventure (imagine she was still alive)
  • Pavel to his family regarding living in the camp and working for Bruno's family.
  • Shmuel to his family back in Poland (if they were still alive) about his life in the camp and his best friend Bruno.
  • Pretend that the father resigned when Bruno couldn't be found. What would the letter to the 'Fury' be like?
  • Write a letter from the mother to the father upon leaving to move back to Berlin without him.
  • Write a letter from Gretel to Bruno after he went missing.

Sunday, September 4, 2011

Holocaust Art: "It Takes But One" by Elizabeth Denholm and Alyssa Dziurlaj

What visual techniques are employed in this painting?

How do these visual techniques highlight major thematic elements of holocaust art and literature?

Holocaust Poetry #3: 'Daniel' by Laura Crist

How is juxtaposition used in this poem to highlight an important theme of Holocaust literature?


How is descriptive language used to enhance the reader's reaction to the poem?

 Daniel
	Laura Crist

And the child held her hand
A child tiny for almost eight,
Deep blue eyes that dominated his face,
When he explained new events to her,
     that funny doggy,
     that pretty rock,
And the freckles on his cheek,
No one saw a sunrise more perfect,
     to her,
She so vividly smells the fragrance of
     his hair,
     his ears,
     his breath in the morning
She vividly hears that little heartbeat,
     that was hers
     always hers,
     and the laughter,
     that raspy little laugh,
     when he caught her in a conundrum.
All this,
But this is merely the surface,
As she watches her little God sheared,
     and stripped,
For the gas chamber.

Thursday, September 1, 2011

Chapter 15: Something He Shouldn't Have Done

(163) Why doesn't Bruno like Kotler? What does he observe and not understand about Kotler when his father is away?

(163) What is meant when Kotler uses the cliche 'Don't worry, this one knows which side his bread is buttered on.'?

(165) How would you describe the interaction between Kotler and Bruno?

(166) What surprise does Bruno get?

(167) How is juxtaposition used when Bruno compares his hand to Shmuel's?

(168-9) Does Bruno understand the pressure that Shmuel is under?

(171-2) What dramatic situation unfolds and what is Bruno's reaction?

(173-4) What does Bruno think of himself because of the way he reacts? How is the major theme 'fear' portrayed in this scene? What does it do to Bruno and Shmuel?

(175) What does Bruno say that prompts Shmuel to offer his hand in friendship? How is this symbolic?

Chapter 14: Bruno Tells a Perfectly Reasonable Lie

(150-1) What information do we get that makes the reader start to feel that he is becoming less innocent and more ignorant?

(151-3) What is interesting about the weather and how does it relate to the overall emotion of this stage in the book?

(153) What does Bruno accidentally say to Gretel?

(154-5) Is Bruno able to consider Gretel's feelings? How do you know?

(155) What is it that motivates Bruno not to tell Gretel the truth? How does this portray Bruno as being selfish?

(158) What is it that Bruno realises when he starts recounting what Shmuel tells him? Why do you think that this is when he finally starts to realise what Shmuel is experiencing?

(159) What is ironic and hypocritical about what Gretel tells Bruno regarding imaginary friends?

Wednesday, August 31, 2011

Chapter 13: The Bottle of Wine

(134) How does the initial paragraph frame Bruno's state of mind?

(136) What does the question Bruno asks Maria show about his development?

(137) What is important about Maria's reaction to Bruno's question?

(138) Why does Bruno want to tell Shmuel about Pavel? What does this highlight about Bruno's understanding of what is going on?

(140) What do the boys argue about? Who does Bruno defend? Who is right/wrong? Why?

(140) Shmuel says 'You don't know what it's like here.' and Bruno reacts by saying 'You don't have any sisters, do you?' He says this to avoid an answer to Shmuel. What does this show about Bruno's understanding of what is happening?

(141) What connection do the boys have regarding Lt. Kotler?

(142) What has changed in the the way Bruno sees Pavel?

(143) What important words are used to describe the way the father eats and addresses Bruno? What makes them important? How do they relate to the scene and the father as a character?

(145) We learn Lt. Kotler's first name - 'Kurt'. What is it about the sounds in his full name that are important? 'Kurt Kotler'

(146-7) What do we learn about Kotler's father? What is Bruno's father's reaction/suggestion regarding Kotler's father leaving Germany for Switzerland?

(148) What happens to break the tension at the dinner table? What does Kotler do and what are everyone's reactions? What does Bruno decide regarding disagreeing with anyone anymore after seeing what happens to Kotler? What does this relate to historically in regards to the Nazis?

Chapter 12: Shmuel Thinks of an Answer to Bruno's Question

(126) How would you compare Shmuel's voice to Bruno's?

(128-130) How would you describe the way that Bruno acts and reacts to Shmuel tell his story about coming to the camp?

(131) When Bruno and Shmuel talk about chocolate how is Bruno portrayed?

(132) Do you think that Bruno understands the situation that Shmuel is in?

(133) What is ironic about Bruno thinking 'the last think he wanted to do was be unkind to Shmuel'?

(133) What is ironic about the statement - 'Bruno was of the opinion that when it came to parents, and especially when it came to sisters, what they didn't know couldn't hurt them.'?

Chapter 11: The Fury

(118) What does the mother's obsession with her 'list' represent? What does the list distract her from? What do you think about meeting Adolf Hitler?

(120) What is ironic when the father says 'The last thing we need is for either of you to start behaving like children.'?

(121) How is juxtaposition used in the introduction of 'The Fury'?

(122) How is the 'Fury's' behavior juxtaposed with everyone else'?

(123) Is this a stereotypical representation of Hitler? Why/why not?

(124) We are given a very abbreviated discussion between the mother and father. What are they talking about? What are their views on the topic? What effect does showing the parents conversation in this manner rather than the whole conversation?

Tuesday, August 30, 2011

Evaluating your Partner's Performance

Today in class we are going to listen to a discussion for 5-10 min on each chapter (11 + 12).

During the conversation you are to take notes on:

- participation
- what questions/answers they ask
- do they know what they are talking about
- overall what is your impression of their understanding of what is happening in the chapter

Give your partner an HONEST score out of 10 (10 being the best).

Sunday, August 28, 2011

Chapters 11+12

What are the main themes of the novel so far?

What are the main techniques?

Think of 5 important questions for each of these two chapters about how important motifs and themes play a role in each chapter.

Wednesday, August 24, 2011

Chapter 9: Bruno Remembers That He Used to Enjoy Exploration

(pg95-96) How is Lt Kotler portrayed? Why is he portrayed this way? (remember that 'how' is asking about literary techniques)
What is Herr Liszt going to 'change' for Bruno? (98)
(100) What connection does Bruno make between the people in the camp and the people that come and visit his house all the time?
What some of the things that Bruno begins to take notice of regarding the relationship between the soldiers and the people in 'pyjamas'?

Chapter 10: The Dot That Became a...


(105) What does the progression of 'dot' to 'boy' tell us about the role of exploring and meeting the people in the camp? What does this represent about how other Germans view the Jews?
(109) What effect does the boys both having the same birthday have?
(113-4) What do Bruno and Shmuel 'argue' about? What does Bruno decide to stop the argument?
(115) What does Bruno's last question reveal to Shmuel? What do you think Shmuel thinks of Bruno because of asking this question?

Tuesday, August 23, 2011

Chapter 7: How Mother Took Credit for Something She Hadn't Done


  1. How is the mother's defence of Herr Roller entirely ironic?
  2. What role does Kotler represent historically in the novel? (think beyond being a soldier)
  3. What character is Kotler juxtaposed with in this chapter? What effect does it have on understanding each of these characters?
  4. How would you compare the interaction Bruno has with Pavel to all the other interactions Bruno has had with adults?
  5. Why is juxtaposition a key technique employed in Holocaust texts? How has it been used in The Boy in the Striped PJ's?


Monday, August 22, 2011

Chapter 6 - The Overpaid Maid


  • On pg 60 Bruno reveals a radical shift in his perspective and understanding of Maria. What is this radical shift? What does this show is developing in Bruno?
  • Compare how Bruno and Gretel treat Maria.
  • (pg 65) What is Maria's advice to Bruno about 'keeping safe'? Why do you think that she gives this advice? Do you think that it is good or bad advice?
  • (65-6) What is Bruno's reaction to his new thoughts/feelings? Why do you think that he reacts this way?

A Manly Handshake: An Illustrated Guide

Sunday, August 21, 2011

Holocaust Poetry #2


Homeland
Lois E. Olena

It was Christmas eve and there was no room in the inn, the Oswiecim inn, so the Arrow Cross took the children, barefooted and in their nighties, out to the Danube and filled their little bellies not with bread but bullets flipping them like tiddlywinks into the congealing, icy river below. It was the Red Danube that night, choking on the blood of orphan Jews whose little Blue faces floated downstream touring even all of Europe until they washed up on the shores of Eretz Yisrael (Jewish homeland) and came back to life, their little blue and white bodies raised high, flapping in the wind.

  1. How is imagery used in this poem?
  2. Discuss the effect of the simile in this poem.
  3. How is alliteration used in the poem? What is the effect?
  4. How does the author juxtapose the innocence of the children to the cruelty they experienced?
  5. What is meant by 'touring all of Europe'?

Wednesday, August 17, 2011

Chapter 5: Out of Bounds at All Times No Exceptions


  1. What does it say that we only actually meet the father in the book in Chapter 5 even though he is the one causing much of the action in the book?
  2. the mother says: ‘We should have never let the Fury come to dinner. Some people and their determination to get ahead.’ What theme does this introduce regarding the role of ambition and causing harm?
  3. How does Bruno's father speak to him? Give an example to support your answer.
  4. How would you compare the way Bruno speaks about the world to his father's? Do they both comment about what is going on around them the same?
  5. How does the father rationalise every concern that Bruno has?
  6. What is ironic about what the father says when he comes around the desk and talks to Bruno about his childhood?
  7. Do you think that the father really cares about Bruno? Why/why not?
  8. Do you think that Bruno understands what he is saying when he says 'Heil Hitler!'?
  9. How is juxtaposition used in Bruno's description of their boarding the train to Auschwitz?
  10. What is Bruno's reason for not saying anything to the Jews on the crowded train? How is this a representation of the greater German population?

Tuesday, August 16, 2011

Holocaust Imagery - Hitler at a Nazi Rally


This is an image of a political rally in 1934, a staple of the Nazi regime. In your own blog post answer the questions below and include the image.

  1. How are vectors used in this image? What effect does it have?
  2. Describe the composition of the image and what is tells us about the Nazis and Hitler.
  3. How is symmetry used? What effect does it have?
  4. What effect does this picture being in black and white have?
  5. Discuss the use of line in this image. What effect does it have?


Sunday, August 14, 2011

Boy in the Striped PJ's Chapter 4


  • (pg 31) How does the author continue to use juxtaposition in regards to the two housing situations? (the Jews and Bruno's family)
  • What is it about the children that makes it difficult to understand exactly what they see through the window and just how bad it is?
  • Summarise how Gretel describes what she sees.
  • What does Gretel attempt to do when she sees the Concentration Camp? How does she attempt to understand what she sees?
  • Is her attempt successful? Does she convince Bruno that she understands? What does she eventually give in to? What does she say/or not say? (pg 32)
  • What can't the children do when they see the Concentration Camp that the adults seem to be able to do? Which group can understand what they see? Why do you think that this is the case?
  • How does the author use understatement through the children's description of the Concentration Camp?

Tuesday, August 9, 2011

Responding to a Poem

Holocaust
by Barbara Sonek


We played, we laughed
we were loved.
We were ripped from the arms of our
parents and thrown into the fire.
We were nothing more than children.
We had a future. We were going to be lawyers, rabbis, wives, teachers, mothers. We had dreams, then we had no hope. We were taken away in the dead of night like cattle in cars, no air to breathe smothering, crying, starving, dying. Separated from the world to be no more. From the ashes, hear our plea. This atrocity to mankind can not happen again. Remember us, 

for we were the children whose dreams and lives were stolen away.




1. Construct a response to this poem using the same style and structure.


2. Be mindful of your perspective. Your poem should be from your perspective.


3. Utilise the same techniques employed by the authour.

Monday, August 8, 2011

Chapter 3: The Hopeless Case



  1. Describe how Bruno and Gretel's relationship is introduced in the chapter.
  2. List quotes that show how the new house is described.
  3. It was very hollow and he decided that he better not go jumping around this house too often or it might collapse around their ears. What is the significance of this quote?
  4. What is Bruno's reaction to the new house?
  5. How does it compare to their old house?
  6. How does Gretel relate to her father?
  7. Does Bruno understand where they are? What makes you believe this?
  8. Does Gretel understand where they are? Explain.
  9. How is Bruno's description of 'Out-with' represent a motif? What is darkly ironic about this?
  10. Read pgs 27-29. How are Bruno's and Gretel's reaction to 'the children' Bruno sees through the window different? What does this tell us about these two characters and their perception/understanding of where they are?




Sunday, August 7, 2011

Holocaust Poetry

Read the poem and answer the question below. Include both the questions and the poem in your blog post.


Holocaust
by Barbara Sonek


We played, we laughed
we were loved.
We were ripped from the arms of our
parents and thrown into the fire.
We were nothing more than children.
We had a future. We were going to be lawyers, rabbis, wives, teachers, mothers. We had dreams, then we had no hope. We were taken away in the dead of night like cattle in cars, no air to breathe smothering, crying, starving, dying. Separated from the world to be no more. From the ashes, hear our plea. This atrocity to mankind can not happen again. Remember us, for we were the children whose dreams and lives were stolen away.




  1. What is your initial reaction to this poem?
  2. How does the author use 'we' in this poem?
  3. What are the verbs used in the first sentence?
  4. What are the verbs used in the second sentence? How do they contrast with those used in the first sentence?
  5. What effect does the listing of 'lawyers, rabbis, wives, teachers, mothers'? What is it meant to signify?
  6. What simile is used in the poem and what effect does it have?
  7. How has the poet represented herself in the last sentence?
  8. If you could communicate to this person, a victim of the Holocaust, what would you want to say? What do you feel that you must do in your life as a response to this poem?

Thursday, August 4, 2011

The Boy in the Striped PJ's - Chapter 2


  • Using quotes, how is the new house described?



  • How does it compare to the house in Berlin? How is this an example of juxtaposition?



  • How is Bruno's reaction and discussion of the new house taken by the other characters? What is ironic about the way people treat Bruno's comments regarding the new house?



  • Do you feel empathetic towards Bruno's new home? Why/why not?

Wednesday, August 3, 2011

Boy in Striped PJ's - Chapter 1

Bruno's Voice, introduction of characters, and victims


  • Describe Bruno's voice. Give examples to support.



  • What characters are introduced? Describe each and give examples to support.



  • Who are presented as victims in this chapter and what are the victims of? Do you think that it is fair to consider them victims?



  • Irony is an important element of the story. How is it used here in the first chapter? Give examples to support your answer.

  • How is the setting presented in this chapter?

Tuesday, August 2, 2011

Auschwitz 65 Years Later

This is an image of Auschwitz taken 65 years after the closing of the camp. Take a moment to look at this photo and consider that approximately 1 million people were killed at this camp (that would be 1 out of every four people living in Sydney).


Key Visual Techniques
There are some powerful visual techniques being used in this photo. Take 5 minutes to point out at least 5 aspects of the photo which stand out to you and how they relate to the great anguish that was experienced at this site (create a post on your blog with the photo - don't try to copy and paste photo it won't work).

  • Consider the use of vectors, line, contrast, composition, colour, and perspective (there are more techniques)
  • How can the visual elements in the photo evoke empathy and reverence from a viewer?
  • How is Auschwitz represented in this photo?
  • Find another photo of Auschwitz that you feel has an important representation of this place that caused so much pain and destruction. Analyse the use of visual techniques which make it particularly engaging. How does it represent this location?


Sunday, July 31, 2011

Finding Visual Techniques - Life is Beautiful



key words/focus:
camera angle (low, high, eye-level), vectors, lighting, composition

(4:20) How are camera angles used when Joshua says 'Thank you' (not in German)? Which angles are used to view each of the characters? What does each of these angle signify?

(4:45) What shot distance and angle is used to show Guido's concern for Joshua when the German waiter leaves the room? Describe the composition)

(4:46) How is shot of Guido contrasted to the shot of the German waiter walking away to tell someone what has just happened? Describe the composition and compare it to the previous shot of a concerned Guido.

(5:02-05) How is the shot of the German's contrasted to that of Guido teaching the children to say 'Thank You'?

HW: How are visual techniques utilised to evoke empathy from the audience and clearly delineate (indicate) who are the heros, villains, and victims in this scene?

Tuesday, July 26, 2011

Words Matter!

Donald Duck in 'Der Fueherer's Face'





  1. How are the Germans (and Japanese) portrayed in the opening sequence? How is irony created?
  2. How is propaganda and the effect of propaganda portrayed with the introduction of Donald Duck?
  3. How is irony continued into the breakfast scene?
  4. How is Naxi Germany portrayed in the opening shot at 3:30?
  5. What is ironic about the song lyrics regarding work and what is happening in the scene?
  6. What does the conveyor belt portray regarding the lifestyle of Germans?
  7. Why do you think that there aren't actually any people that force Donald to work? We only see the ends of bayonets and a speaker.
  8. What is ironic about the vacation?
  9. In the dream sequence, how are the Germans portrayed? Why?
  10. What do the pajamas when we see Donald in his bed tell us?
  11. What is the Statue of Liberty used to convey?
  12. How is Hilter portrayed at the end of the film? What is it about his face that is important?
  13. Why is this a representation of propaganda? Why is it actually ironic considering the way the Nazi's are portrayed?
  14. Who are the villains, victims, and heroes?
  15. How are the portrayed?
  16. What can you conclude about how these characters are portrayed knowing that this was produced in 1943 USA? (write a short essay including a discussion of the director's use of film techniques.)

Monday, July 25, 2011

Heroes and Villains in Life is Beautiful



This is an important scene in the film when Guido and Giosue are introduced to the concentration camp.


  1. Describe what is happening in this scene.
  2. Who are the heroes and villains in this scene? Why are they heroes and villains?
  3. For the hero/es and villain/s, describe techniques used in this shot which highlight their opposing role and how they connect with the audience.
HW: How do the characters in 'Life is Beautiful' represent an engaging and unique presentation of the Holocaust experience?

Sunday, July 24, 2011

Holocaust Unit: Key Question and 'Life is Beautiful'

Key Question:

How are victims, villains and heroes of tragedy and trauma valued and given a voice?

We need to apply this key question to Life is Beautiful:

  1. What is a tragedy?
  2. How is Life is Beautiful a tragedy? 
  3. Could it also be a comedy?
  4. What is a villain? What is a hero? What is a victim? Give examples of each both from real life and from fiction.
  5. Who are the villains, victims and heroes?
  6. What value do each of these characters play in the movie? What role do they play in the plot? What role do they play in connecting the movie to history? What role do they play in evoking a reaction from the audience? (List the important characters in the movie and label them as either villains or heroes. Then, in dot points, list the important role they play in regards to plot, history, and to the audience.)


Monday, May 30, 2011

Locke and Demosthenes

Who is John Locke and Demothenes?

Give a summary of each (2-3 sent) and describe how they are related to Valentine and Peter (2-3 sent).

Summarize Peter and Valentine's position that they take on the nets.


What role does fear play into how successful Valentine and Peter are?

Sunday, May 29, 2011

Monday 30/5: Technological Advance

How is technology a key element in the advancement of the plot? List important technological elements of the story.

Take that list and label whether you think that this technology is good or bad. You can have them in both lists.



Now answer these questions using your examples:

Do you think that the story presents technological advancement as being positive or negative?


What part do humans play in this advancement of technology? Do they drive the advancement or are they victims?

Thursday, May 26, 2011

Ender's Game Quiz Chapters 1-7

  1. What person is the narrative told in?
  2. What is a 'Third'?
  3. What game does Peter want to play with Ender?
  4. What are two reasons why Ender doesn't want to go to battle school?
  5. What type of irony is used when the audience knows more than the characters?
  6. How does Graff treat Ender when he first gets to battle school?
  7. Who is Ender's room leader at battle school?
  8. What happens when Ender goes to the games room for the first time?
  9. Who is Bernard and what is Ender's relationship to him?
  10. What role is Alai voted in to? What role does he now play for the group?
  11. What mistake does Ender make immediately upon joining Salamander Army?
    What happens to Ender in the battle against Condor that gets him recognition?

Tuesday, May 24, 2011

Wed 25/5: Characterisation

  1. In groups: Who are the important characters of the first 7 chapters?
  2. Who are they?
    1. Give me some important details based on the important characteristics we have discussed at the start of class.
  3. You've got half the class to get to some 'wider conclusions' about the figurative role of these characters.

Sunday, May 22, 2011

Monday 23/5: Effective Technique in Ender's Game

  1. Name one technique you feel the author successfully utilized in the first 4 chapters. In one sentence say what the technique is and how it is successfully used in the book.
  2. Find at least two examples of this technique in different chapters. Include the quotes and page #'s.
  3. Discuss how the author is using the technique in the section where you find it and why it is important to the novel. (You can not say 'he uses it to make the section interesting'.)
When you are finished complete chapter 5 questions.

Thursday, May 19, 2011

Calling all Sci Fi Bloggers

I'm looking for anyone who is interested in reviewing classic science fiction books or movies. I'm willing to give you up to 5 homework points for each review (limit of 2). You'll write a blog post which I will link on my blog.

Tuesday, May 17, 2011

Wed 18/5: Chapters 2+3

I have no voice today so you guys need to work independently on questions for chapters 2 +3.

Post the answers to your blog.

Sunday, May 15, 2011

Setting - Enders Game

Describe different settings utilised in the novel.

What makes them Sci Fi Settings?

Sunday, May 8, 2011

Chapter 1 - Enders Game Tuesday 17/5

1. Review Sci Fi Your Life
2.Answer Chapter 1 questions
https://docs.google.com/document/pub?id=1QLo2zLywj-XuOw5DoBHD0CGXDCDJHqSiXi84oGKXSxM#h.koldyque5zpd

How does learning that this book was first published in the 1980's effect your perception of it?

Look at the first chapter and describe the style and sophistication of the language used.


HW: READ!!

Monday, May 2, 2011

Researching the Science Fiction Genre

Science Fiction Genre
Research Assignment

1.    Origins
Trace the development of the sci-fi genre. Explain where the genre came from. What did it grow from? Consider the role of other genres which had a direct or indirect influence on the development of sci-fi? Examples to consider include: westerns, horror, the heroes’ journey, other? (100words)
2.    
    Categories (500 words)
Science fiction can be broken up into a number of sub-categories. Identify and explain the various sub-categories and the features which make each distinguishable. Give examples of texts you are familiar with which may represent these sub-categories.
3.  
           Conventions (200 words)
Explain in detail the conventions of the science fiction genre. The conventions should also include those frequently borrowed from other genres ie the heroic journey, horror, etc.


Thursday, April 28, 2011

Year 9A4 Bring Your Books to Class Monday

I'm away Monday morning getting the final check up on my surgically repaired knee. You will have the period to read Ender's Game. BRING YOUR BOOK!

Tuesday, April 26, 2011

NAPLAN Writing Prompt

  1. You have the class to formulate a response to this prompt. 
  2. When you are finished you are going to use the marking criteria below to look at a classmates writing for HW. 
  3. You need to copy the marking criteria below and make a new post on your blog scoring you classmate's work. 
  4. You need to make sure you have the web address for their blog.



Wednesday, March 16, 2011

Shakespeare Monologue Work Friday 18/3 - Tuesday 22/3

As you have already figured out (I hope), I'm away today.

You need to hand in your speeches to the teacher taking my class who will then put those speeches in my pigeon hole.

I won't be here Monday and Tuesday of next week either. (I know you are all so sad about that.) As a result your homework for the next 3 days of school is to simply practice your speech. I'm expecting to be blown away by how good they are.

In class over those next three day you will be preparing for your unit test in week 9 by looking closely at 3 Shakespeare monologues.

The Merchant of Venice: Act IV sc i - Portia
Othello Act I sc iii - Iago
Henry V 'once more unto the breach'

Your work:

  • Create a post for each speech.
  • Copy the speech and the questions into your post.
  • Highlight the important techniques and answer the questions in your own post.
  • When you have finished all the work for the speech - Publish it.
I'll be keeping up to date with all your work through your blogs. If you slack off in class I'll know immediately. 

If you have any questions, feel free to email me.

Mr. Cav


Tuesday, March 15, 2011

Henry V 'once more unto the breach'

1. Find and Highlight where these techniques are used:
  • repetition
  • inclusive language
  • alliteration
  • metaphor

2. Answer the following Questions (use quotes where applicable):
  • What characteristics does King Henry say are best for men in times of PEACE?
  • What should men be like in war?
  • What does Henry say about the English and their ancestors?
  • What does he mean when he says 'Be copy now to men of grosser blood.'?
  • What is Henry saying you have to become in order to be successful in war?


KING HARRY:
Once more unto the breach, dear friends, once more,
Or close the wall up with our English dead.
In peace there's nothing so becomes a man
As modest stillness and humility,
But when the blast of war blows in our ears,
Then imitate the action of the tiger.
Stiffen the sinews, summon up the blood,
Disguise fair nature with hard-favoured rage.
Then lend the eye a terrible aspect,
Let pry through the portage of the head
Like the brass cannon, let the brow o'erwhelm it
As fearfully as doth a galled rock
O'erhang and jutty his confounded base,
Swilled with the wild and wasteful ocean.
Now set the teeth and stretch the nostril wide,
Hold hard the breath, and bend up every spirit
To his full height. On, on, you noblest English,
Whose blood is fet from fathers of war-proof,
Fathers that like so many Alexanders
Have in these parts from morn till even fought
And sheathed their swords for lack of argument.
Dishonour not your mothers; now attest
That those whom you called fathers did beget you.
Be copy now to men of grosser blood,
And teach them how to war. And you, good yeomen,
Whose limbs were made in England, show us here
The mettle of your pasture; let us swear
That you are worth your breeding- which I doubt not,
For there is none of you so mean and base
That hath not noble lustre in your eyes.
I see you stand like greyhounds in the slips,
Straining upon the start. The game's afoot.
Follow your spirit, and upon this charge
Cry 'God for Harry, England, and Saint George!'
By William Shakespeare.



Othello (Act I sc iii) - Iago

Summary: In this section of the play, the villain Iago is motivating Rodrigo to act upon his feelings for Desdemona and even though she is committed to Othello ('the Moor'). Iago wants to take down Othello without actually doing it himself.


Highlight where the following persuasive techniques are used:

  • repetition
  • alliteration
  • extended metaphor

Answer the following questions using quotes where applicable:

  • What extended metaphor is used in this speech? Is this metaphor positive or negative towards women? Explain.
  • How does the metaphor related to Rodrigo becoming more proactive in his pursuit of Desdemona?
  • How does Othello characterise Othello ('the moor')?
  • How does Iago describe Rodrigo being passive? What will he do to himself if he doesn't act?



IAGO
It is merely a lust of the blood and a permission of
the will. Come, be a man. Drown thyself! drown
cats and blind puppies. I have professed me thy
friend and I confess me knit to thy deserving with
cables of perdurable toughness; I could never
better stead thee than now. Put money in thy
purse; follow thou the wars; defeat thy favour with
an usurped beard; I say, put money in thy purse. It
cannot be that Desdemona should long continue her
love to the Moor,-- put money in thy purse,--nor he
his to her: it was a violent commencement, and thou
shalt see an answerable sequestration:--put but
money in thy purse. These Moors are changeable in
their wills: fill thy purse with money:--the food
that to him now is as luscious as locusts, shall be
to him shortly as bitter as coloquintida. She must
change for youth: when she is sated with his body,
she will find the error of her choice: she must
have change, she must: therefore put money in thy
purse. If thou wilt needs damn thyself, do it a
more delicate way than drowning. Make all the money
thou canst: if sanctimony and a frail vow betwixt
an erring barbarian and a supersubtle Venetian not
too hard for my wits and all the tribe of hell, thou
shalt enjoy her; therefore make money. A pox of
drowning thyself! it is clean out of the way: seek
thou rather to be hanged in compassing thy joy than
to be drowned and go without her.