Literature In English syllabus :by Marguerite Anderson

TEACHING SYLLABUS 2015 Lower Secondary

Raymond Gardiner High School North Caicos, Turks and Caicos Islands

About the author Marguerite C. Anderson is a Jamaican teacher with a passion for Literature and for the stage. She joined the Turks & Caicos Department of Education in 2007 to serve at the Raymond Gardiner High School on the island of North Caicos.

Miss Anderson has been serving in the teaching profession since 1992; having spent her earlier years teaching in her home country, Jamaica.

Her area of specialty is English Language and Literature. Outside of her capacity as educator, she is also a poet, actress, singer and freelance journalist.

© Raymond Gardiner High publication (RGHS®) 2015 asktheteacherandeditor_rghs@yahoo.com

The author, Marguerite C. Anderson has asserted her right to be identified as the author of this work in accordance with the Copyright, Design and Patents Act 1988.

Permission to copy The material in this book is copyright. However, the author grants permission for copies to be made without fee. Individuals may make copies for their own use or for use by classes of which they are in charge; institutions may make copies for use within and by the staff and students of that institution. For copying in any other circumstances, prior permission in writing must be obtained from the author. Under no circumstances may the material in this book be used, in part or in its entirety, for commercial gain. It must not be sold in any format.

Cover design by Racquel ‘AppLe’ Meghoo-Archer

1

CONTENTS Pages Rationale

3-4

Literature as a Discipline

5

Areas of Study

6-8

Resources/Prescribed Texts

9

Academic Grades

10

Suggested Internet Resources

11-12

Aims of the Literature in English Teaching Syllabus 2015 - Present

13

Desired Student Outcomes

14

Principles of Literature Teaching and Learning

15

Topics To Be Covered Yearly

16-20

What To Teach and When

21-22

Quotes

23

Activities & Quizzes

24-26

Sample Poetry Analysis for Year 3

27-28

Specimen Examination Questions

29-79

2

RATIONALE WHY STUDY LITERATURE?

The Human Connection My teacher asked me, today, if I am human.

I laughed at the question And wondered at that crazy woman.

I thought, “Am I not in my human skin Or is it that I bear resemblance to a specie akin?”

Teacher asked, “Do you see yourself on the pages before you, And if so, are you the villain or the hero?”

The question had me thinking, The question had me searching…

Literature-though you think it is of no benefit -all its merit lies in bringing us in touch with our human spirit Literature is the mirror of life.

Hold it up in front of you, Let it tug at your heartstrings, Let it see you oppose the very things which have so long made you hardened and indifferent.

So you think those characters are inanimate?

You detach yourself as if their story is illegitimate.

It is my story, it is your story, it is HISTORY! And if you cannot feel the pain, the joy, the helplessness, the hunger, the death, the rebirth All marked by the pages of this book Then, Alas, my friend, you mistook yourself to be human.

For if you are human, you would feel the range of emotions Literature evokes in you and in me.

And if you are human You each play a role in some other story Or perhaps in the story that has not yet been told.

My teacher asked me today, if I am human And I knew, then, that my spirit needed redemption. : Marguerite C. Anderson

3

RATIONALE (cont.)

WHY STUDY LITERATURE? Students repetitively question the significance of studying Literature when they see no direct connection between the subject and their career ambitions. The campaign in support of the study of Literature is one that I continue to passionately advocate. These are some of the benefits gained from the study of this discipline: Literature allows you to learn about the cultures, practices, etc. of other people and countries/territories.

It is the world at your fingertips as it is a means of “travelling” the world without purchasing a plane ticket.

It allows the reader/student to become more human as it evokes feelings and emotions through the issues it explores and leads one to introspection and hopefully, on a cathartic journey.

Literature develops and sharpens analytical skills.

Literature lends itself to creativity and breaks down the limitations which cause one to lack creativity and dynamism.

It broadens one’s mind by allowing him/her to move from one realm to the next-from the literal to the symbolic and figurative.

Literature expands one’s vocabulary as he/she explores words in action.

It allows one to draw inferences and make conclusions; to see the bigger picture and the hidden picture.

These are the grounds on which I validate the study of Literature.

:M.C.A.

4

LITERATURE AS A DISCIPLINE In a rapidly growing technological society, many argue the value in studying Literature in view of the fact that computers and other gadgets continue to dominate all facets of the education system. The act of reading a book is being replaced by online audio books. Additionally, substituting a movie-version of the written text is the means through which some students explore the text. What is factual, however, is that none of these modes provides the direct purposeful experience as reading the text and getting an intimacy with the language Literature is the critical study of literary texts. A key facet in Literature is critically assessing the way the literary texts use language to create meaning, to explore themes and other issues which affect us as a people. Building an intimacy with the text can only come through reading and letting the messages stir our humanity. It, therefore, means that the text will become personal for the readers as they are engaged in responding both critically and personally. As students actively construct meaning, they are also in the process of making connections between the texts, their lives and the world. Studying Literature helps to place students into another realm-an imagined world- where they will explore issues that are both current or timeless. Soon, students will begin to evaluate their individuality and humanity. The study of literary texts both sharpens and broadens students’ minds. The following critical thinking skills are promoted when students study Literature : • fostering or refining one’s questioning mind; • exploring issues that are both personal and social; and • cross-examining and handling ambiguities and multiple perspectives.

Literature also enhances the sensitivity that students may have towards other cultures. We are often not tolerant of the differences we encounter in our socio-cultural world. Having an awareness of these differences is an integral ingredient to our sensitivity. It is good that students have a global outlook and this may be achieved by offering opportunities for students to explore a wide range of literary texts with a wide cross-section of geographical setting. Not only that but the work may operate in different contexts as well, thus connecting students to other ages and cultures. Literature allows us to be empathetic and it prompts us to ruminate on our beliefs and values. These characteristics of the subject are aptly suited to the 21st century, which is a time of rapid development and shifting perspectives in many areas, including the socio-cultural and the ethical-moral. At the Secondary level, Literature focuses on examining the literary text from the three main genres: prose, poetry and drama. It is essential for teachers to lead students in analyzing and responding to these genres of literary texts in five Areas of Study.

5

AREAS OF STUDY The Areas of Study refer to the various elements that make up a literary text and reflects current understandings of the disciplinarity of the subject. Literature is divided into three genres– Drama, Poetry and Prose, each requiring a study of specific areas.

Areas of Study comprise the following: • Plot This refers to how events are linked through cause and effect relationships within a text.

• Character This refers to representations of a person, with motivations and intellectual, moral and emotional qualities.

• Setting and Atmosphere Setting has to do with the time, place, physical details and circumstances in which a situation occurs.

Atmosphere refers to the mood or emotional quality of the writing, usually created through the setting.

• Theme This refers to the central idea(s) in a text.

• Style This refers to the writer’s purposeful use of language to achieve certain effects.

A diagrammatic representation of the Areas of Study is shown overleaf. This representation is simply a quick reference for teachers and does not show the overlaps that exist among the Areas of Study and what they comprise. There is no specific order of difficulty or importance in the presentation of these Areas of Study. The Learning Outcomes will further elaborate on this topic.

In teaching the Areas of Study, teachers will provide students with a holistic appreciation of the literary work being studied. Additionally, they will aid students’ understanding of how the study of any Area needs to take into account one or more of the other Areas. Teachers will also be guided by the three Principles of Literature Teaching and Learning.

6

THE AREAS OF STUDY IN LITERATURE

Character

Setting and Atmosphere

Roles and Purposes of Character Characterization

Time (includes Historical background of the literary work

Character Traits

Place

Character Types

Physical Details

Character Development

Situations

(Direct & Indirect Characterization) Relationships

Plot

Style

Elements of Plot

Diction

Types of Conflict

Figurative Language

Plot and Subplots Narrative Structure Plot Devices

Sound Point of View Irony Tone

Theme Central Ideas Main Concerns

7

“Literature adds to reality; it does not simply describe it” C.S. Lewis

The Enchanted Island –‘Murder At Dunsinane’ Students re-enact the scene when Macbeth and Banquo encounter the three witches.

(L-R: Tamia Missick, Aiyana Been, Amaya Balbuena)

Pandera Higgs and Davis Gardiner as Banquo and Macbeth

8

Resources

Prescribed Texts Grade 7 / Form 1

-

The Pearl – John Steinbeck My Father Sun-Sun Johnson- C. Everard Palmer Shane- Jack Schafer Sunsong 1– Pamela Mordacai & Grace WalkerGordon

Grade 8 / Form 2

-

The Enchanted Island -Ian Serrailler The Silver Sword- Ian Serailler Full Circle- C. Everard Palmer Sunsong 2- Pamela Mordacai & Grace Walker Gordon

Grade 9/ Form 3 -

Green Days By The River- Michael Anthony A Time To Say Goodbye - C. Everard Palmer Old Story Time- Trevor Rhone Animal Farm- George Orwell A World of Prose- Hazel Simmons-McDonald and Mark McWatt

9

ACACDEMIC GRADES

Grades are earned from course work which accounts for thirty percent (30%) of the students’ grade and test which accounts for seventy percent. (70%) Final Examination values one hundred (100%).

Course Work = speech presentation, research, dramatic presentation, art & craft pieces, projects, group work, written homework and class assignments.

Test = A formal assessment which the teacher prepares, covering the topics taught within a given time frame.

Progress Report/ Mark Sheet is issued every six weeks Final Examination = End of Term Examinations which are sat in December and in June when an official school report is issued. Final Examinations consists of one paper which is a combination of Papers One and Two question types. Time allotment for this paper is 2 Hours.

Term Grades and Evaluations Grades are calculated as percentage using the following scale: A =75 -100

B =60 - 74

C = 50 -59

D = 40 -49

F = below 40

Students scoring less than 60% in any evaluation have failed the subject.

This grading suggestion, below, is being put forward for English B in an effort to help students of Literature strive for excellence within the subject area: Excellent = 85 -100

Good= 70 – 84

Satisfactory/Pass = 69 -60

Fair = 59—45

Poor = Below 45

10

Suggested Internet Resource –websites Miscellaneous Materials: These are selected and used at teachers’ discretion. https://www.youtube.com/watch?v=-RLwkcVHaIM

:The Pearl Movie Trailer

https://www.youtube.com/watch?v=J9NsR3_yChc

: The Pearl Theme Song

https://www.youtube.com/watch?v=J9NsR3_yChc : Exploration of the Theme Greed https://www.prestwickhouse.com/samples/304898.pdf

: The Pearl Puzzle Pack

http://www.bulbsoup.com/lt-my-father-sun-sun-johnson.html

: Notes for My Father Sun Sun Johnson

https://www.proprofs.com/quiz-school/story.php?title=characters-in-my-father-sunsun-johnson : My Father Sun Sun Johnson

https://youtu.be/Pr2j5LnO-QI : Creating A Character Box (The Enchanted Island) http://www.enotes.com/homework-help/what-was-true-meaning-silver-sword-387039 :The Silver Sword –its significance http://www.enotes.com/homework-help/what-theme-book-quot-silver-sword-quot-by-ian-36853 : Exploring the Theme of Survival in The Silver Sword http://www.enotes.com/homework-help/do-you-know-what-happened-ludwig-dog-do-you-know17999 : The Untold in The Silver Sword https://www.youtube.com/watch?v=Mr9LZu3qcKw&feature=youtu.be Sword)

: Surviving The War (The Silver

https://www.youtube.com/watch?v=8o7OnSh3e-M

:Old Story Time (Part 1)

https://www.youtube.com/watch?v=UqOpuijARHs

:Old Story Time (Part 2)

https://www.youtube.com/watch?v=3v4VYw9JgrI

: Old Story Time (Part 3)

https://www.youtube.com/watch?v=yluq-lmiju4

: Old Story Time (Part 4)

http://www.enotes.com/homework-help/give-example-s-foreshadowing-novel-green-days-by99331 :Foreshadowing in Green Days By The River http://www.enotes.com/homework-help/gidharee-wolf-sheeps-clothing-386985 River

Green Days By The

11

Internet Resource –websites (cont.) http://www.enotes.com/documents/power-point-green-days-by-river-23859 “Green Days by The River”

: Significance of The Title

http://allreaders.com/book-review-summary/green-days-the-river-38641 Book Review on Green days by The River http://www.sparknotes.com/lit/animalfarm/quiz.html : Animal Farm full-text quiz

https://www.youtube.com/watch?v=IRW6yVOHCQc

: Direct & Indirect Characterization

https://www.youtube.com/watch?v=-ZnD0AGqQ7I : Direct & Indirect Characterization https://www.youtube.com/watch?v=8gTHxHbiPfY : Character Types

12

AIMS OF THE LITERATURE (ENGLISH B) SYLLABUS 2015 Literature as a subject is first introduced to students at Grade 7 level (Form 1). The Literature Syllabus 2015 is designed to provide students with a strong foundation in the study of Literature and cultivate in them an appreciation for the subject by the end of the first three years of high school.

Literature (English B) is a compulsory subject at Raymond Gardiner High for all A-stream students, as it was recognized that there is a direct positive impact in students’ performance in English Language (English A) at CSEC level.

The Aims of the Literature Syllabus 2015 are to enable students to: • discover the joys of reading Literature and become aware of new ways of perceiving the world around them; • appreciate the aesthetic value of language; • engage students personally with a variety of texts and draw connections between self, texts and the world in order to develop intellectual, emotional, socio-cultural and global awareness; • articulate perceptive and analytical thinking when discussing and writing about literary texts; 

explore how the elements of different genres function in literary works to achieve specific effects;

• appreciate the importance of the contexts in which literary texts are written and understood.

13

DESIRED STUDENT OUTCOMES A student who has completed this course in Literature will: • be able to critically and independently read, analyze and appreciate literary

texts; • be able to develop critical as well as personal responses to the literary work and to effectively communicate these responses, while they also explore other views.

• have read and appreciated literary texts from different parts of the world, including works from the three main literary genres.

Reading does to the brain what exercise does to the body.

14

PRINCIPLES OF LITERATURE TEACHING AND LEARNING The Principles are: 1. Personal Engagement Teachers will: 

create a positive classroom environment where literary texts are discussed, enjoyed and valued; and

• structure classroom interaction to enable students to: - engage with texts; - develop individual responses to texts; and - share and evaluate different viewpoints and perspectives.

2. Critical Appreciation Teachers will: • model the use of key skills for critical appreciation of texts; and • provide specific feedback to guide students in developing critical responses that are substantiated by textual evidence.

3. Meaningful Connections Teachers will: 

guide students to explore connections between literary texts and students’ own lives, the rest of the world and other texts; and



encourage a love of Literature through providing opportunities for students to engage with a wide range of literary texts across the three genres - prose, poetry and dramaset and written in different contexts and from various parts of the world. Students will explore literary works which are non-West Indian as well as those West Indian.

15

TOPICS TO BE COVERED YEARLY NB: The year 2015-16 will mark the final year that the third year students will study the novel, “Green Days By The River”. At the start of the new academic year, the replacement will be C.Everard Palmer’s Sun-Sun Johnson trilogy, “A Time To Say Goodbye”.

Year 1 Introduction to Literature: Definition of Literature Distinction of its three components, Drama, Poetry and Prose Benefits/Advantages of studying Literature

Poetry Literary Devices/ Figures of Speech Definition of Form in Poetry Forms of Poetry: Limerick, Ballad, Dramatic Monologue Identifying the Persona & the Subject in a poem Distinguishing the persona from the poet Mood in Poetry Identifying contrast in poetry

The Pearl :John Steinbeck Historical Background of the story (The Spanish Conquest) Linking/Identifying episodes in text to the History of The Spanish Conquest.

Setting Characterization (Direct & Indirect), (Protagonist & Antagonist) Character Development Themes: Love and Family, Survival, Money/Greed Biblical Allusion Symbolism- (Songs/Music, Canoes) Vocabulary Building

16

My Father Sun-Sun Johnson : C. Everard Palmer Setting (Rural Jamaica and its culture) What constitutes Setting (Time, Place & Atmosphere) The Relation between Setting and Character Characterization (character development, conflict between/among characters, character types) Direct & Indirect Characterization The Plot Themes : Love & Family; Maturity Vocabulary Building

Shane : Jack Schaefer Characterization (Direct & Indirect) Setting (physical, emotional, psychological, etc.)

Conflict among Characters (Identifying Protagonist & Antagonist) Themes : Love & Friendship, Inability to Escape One’s Past Symbolism of the Stump Vocabulary Building

Year 2 1.

The Enchanted Island: Ian Serrailler The Elizabethan Era- (lifestyle, culture, beliefs, etc) Elements of Comedy and Tragedy Characterization Plot Conflict Thematic Concerns: Betrayal Vs Loyalty, Power & Authority, Attitudes to Women, Love Relations, Appearance VS Reality.

Vocabulary Building

17

2. The Silver Sword: Ian Serrailler Brief Background to the story (World War 11) Character Development Protagonist & Antagonist Setting and Plot Theme (Survival) Significance of Chapters Symbolism in the story 3. Full Circle :C. Everard Palmer Characterization Conflict between Rami & Jake Hibbertson Avenging the death of Sun-Sun The Fall of Jake Hibbertson Redemption of Cripes Randall Character Types in the story Themes: Love & Family; Power)

4. Appreciation & Interpretation of Poetry How Title Conveys Meaning Form in poetry (Dramatic Monologue, Ballad) Language (Use of Literary Devices) Mood, Tone & Diction Identifying the Speaker & his/her Subject Central Opposition in poetry

18

Year 3 1. Literary Terms explored in the study of prescribed texts Stage Direction Props Upstage & Downstage Pathetic Fallacy Foreshadowing Flashback Dramatic Irony Form (Dramatic Monologue, Sonnet, Ballad, Elegy, Epic, Limerick, Ode) Protagonist & Antagonist Character Types: Static, Stock, Dynamic, Flat, Round, Foil Conflict in Characters (External & Internal) 2. Green Days By The River Trinidadian Culture Character Development Setting Relationship between Setting and Character Thematic Concerns : Love & Family Relationship, Maturity, Plot & Sub plots Symbolism Use of Foreshadowing and Irony.

3. Old Story Time Setting & Character Themes & Issues : Love & Family Relationships, Christianity VS Superstition , Colour Prejudice, Attitudes to Power Stage Direction Use of Flashback

19

Dramatic Irony in the Play Biblical Allusion in the drama The Role of The Story teller (inside and outside of the play) The Role & Function of the character, Pearl Conflict between Characters

4. Animal Farm The Historical Background of the Story (The Russian Revolution) Parallel of Animal Characters to persons in the Russian Revolution Definition of Satire, Utopia, Communism Characterization & Setting Conflict between Snowball and Napoleon Reasons behind the Rebellions Symbols in the story Theme-Power & Authority Boxer as a Tragic Hero 4. A Time To Say Goodbye : C. Everard Palmer Importance of the novel’s title Character & Setting Direct & Indirect Characterization in the novel Identifying Character Types in the Novel Social and Cultural Shifts in Jamaica Conflicts between characters Thematic Concerns : Superstition, Power, Love & Family 5. Poetry Devices & Techniques Sense Imagery (Tactile, Visual, Auditory, Gustatory, Olfactory) How Title Conveys Meaning Central Opposition Form (How this aids in the interpretation of poetry) Diction, Mood Persona and his/her Subject Distinguishing the poet from the persona 20

What to Teach and When It is very important that as Lower-Secondary students explore Literature, the content studied as students transition from First-Year to Third-Year, should create a smoother journey into Upper Secondary study of Literature. Hence, determining exactly what to study and when is crucial. It is expected that students will be fond of certain stories from the list of books while not so drawn to others, however, the key is to develop an appreciation for the subject.

The suggestion is for teachers of Year One students to begin to explore Literature by teaching a novel that is short, simple and exciting. After all, Year One students are studying Literature for the first time and it is important that they enjoy the reading without feeling overwhelmed. For this reason, John Steinbeck’s, The Pearl is a good choice for students. The study of this novella allows teachers of Literature to set the foundation by demonstrating Literature’s connection to History, introduces students to symbols and themes and allows for an interesting look at characterization. This novella is replete with Indirect Characterization.

Outside of this option, another easy-to-read– novel is My Father Sun-Sun Johnson It is useful to know that both The Pearl and Shane are ideal texts for educators of Literature to explore when teaching Indirect Characterization. Hence, Shane is an appropriate selection for Term 3 as students will be afforded the opportunity to revisit the topic/lesson by the time they are coming close to the final examination assessment in Year One. The study of Shane is very likely to be a favourite among male students as has been the pattern over the years. Another very useful approach for teachers of Literature is to alternate the Non-West Indian texts and the West-Indian texts throughout the three teaching terms.

Poetry should be taught alongside the study of each of the reading texts. It is recommended that poetry is introduced after the first three weeks of the start of the academic year. This is primarily to get students adequately immersed into the reading of a story in any given term. Remember that one of each three stories must be covered each term. For Year One, as Forms of Poetry is taught to students, it is recommended that teachers begin with Limerick, then move to Ballad and to Dramatic Monologue. By the time students get to their second year, the main focus of poetic forms should be Dramatic Monologue and Ballad. The poetry text - Sunsong Book 1- has examples of these poetic forms and these examples should be mainly used. However, the teacher can occasionally introduce a poem outside of one given in the recommended text, should the need arises. In instances such as these, the students should be provided with handouts of the poem.

It is recommended that Year-Two teachers of Literature begin by exploring the text, The Enchanted Island.

This is a compilation of short stories all based on the original works of William Shakespeare. Here the foundation for Year-Three and Upper-level Literature will be set. Use this text to expose students to Pathetic Fallacy, Foreshadowing, the Theme of Appearance versus Reality and to the Background of the Elizabethan Era. While these are explored at the very basic level, students must be sensitized to the fact that all these topics/ concerns will continue to emerge as they advance to Third Year and into the CSEC examination sat in their final year of high school.

21

(Cont.) What to Teach and When The Silver Sword is by far the heaviest of the three texts to be explored in Second-Year and hence, teachers must be wise in deciding whether it will be taught in Term 2 or in Term 3. This decision rests heavily on the schedule for the academic year as classes are affected by the weight of other school activities in any given term. It is important to also go at the student’s pace so do not rush through a text simply because you are trying to complete the text. Essentially, the focus instead, should be on completing elements/topics. It is possible to adequately teach these topics even if the entire story is not read. Ensure, however, that the entire story is discussed so be prepared to provide the synopsis of a few chapters that you may not have been able to conclude. The Silver Sword focuses on an important event in history, hence teachers of Literature should not overlook the need to expose the students to the background of the story. As the stories are explored in each of the three terms, continue to point out to students, which of their novels fall under West-Indian or under Non-West Indian texts.

For the first two years of high school, students are taught only two of the three genres of Literature. By the time students get to Third-year, they will be exposed to a formal study of Drama and this is what sets the stage for further exploration of this genre as they progress to fourth and fifth year. A study of Drama requires much focus on Stage Direction. Allow students to recognize that factors such as props, lighting, set design, technical sound, etc. begin to factor greatly on their interpretation and understanding of the dramatic piece. Again, it is pertinent that teachers of Literature use the text to sensitize students to the various cultures of the people and countries represented in the literary works. These cultures may even shift depending on the era in which the story is set so teachers should ensure that these nuances are discussed and comparisons examined. For example are there any similarities in the culture of Jamaicans in the era in which Full Circle is set as against in the era in which the backdrop of Old Story Time is presented? Allow students to identify differences as well. Teachers can engage students in revisiting stories from the previous year(s) to highlight contrasts in the treatment of Themes, in the presentation of characters, etc.

A very important factor to bear in mind is to never teach a novel without exposing students to the historical/ political/social period of the literary work. It will make the transition from lower -secondary to uppersecondary Literature studies far easier for students to handle.

Finally, the poetry text (A World Of Poetry) used in Year Three is the same text to be used up to final year.

Hence, as poetry is explored in Year Three, teachers should use the text to explore only the poems that are not on the list of selected poems given by CXC (Caribbean Examinations Council) for the external examination.

Examination scripts in December and in June may be made up of three to four sections. An example is as follows: SECTION ONE- Poetry, SECTION TWO-Multiple Choice/Short- Answer questions and SECTION THREE -Essay-Type questions. Specimen questions are provided in this syllabus.

The overall strength or weakness of the class/group should be considered when setting examination questions.

22

“Education is the most important weapon that you can use to change the world” : Nelson Mandella

“While thought exists, words are alive and Literature becomes an escape, not from, but into living” :Cyril Connolly

23

Activities and Quizzes Here are a few simple suggestions for activities that may serve to engage students.

Heroes and Villains: From any of the stories you are studying, find vocabulary words that suggest positive or negative points of view/images of characters.

The Pearl: Find and write down quotes which convey the themes: a) Obsession/Greed b) Dreams & Desires .

Ballad: Listen to Kenny Rogers’ song, The Gambler and Marty Robins’s song, El Paso and discuss what makes each song sad and what moral lesson is learnt from each. Country music is a great way to learn about Ballads. Teachers of Literature can use other Country music outside of these two as they further explore the topic with students in the classroom.

A number of quizzes, crossword puzzles and activities on the novella, The Pearl can also be found on page 11 of the syllabus, in the resource material link titled The Pearl Puzzle Pack.

Shane: Music such as Marty Robins’ Big Iron on His Hips is an ideal song to set in motion a discussion on the final gunfight at the end of the novel, Shane. Students can use this song to examine Shane VS Stark Wilson.

Shane: Students are generally fascinated by Shane, the stranger who rides into Wyoming during that hot Summer. At first, the child narrator observing Shane finds nothing great or outstanding about him.

However, as the stranger gets close enough, the child finds a number of details about Shane to be quite unique. Like the narrator, Bob, we sometimes get an initial impression of someone but it is only as that person comes closer to our view (whether through their actions, the physical details we notice about them as they get closer to our view or the things said by that person) that we are truly able to admire and appreciate that character. Write a journal entry about your own experience with someone you met and who had the same impact on you.

Animal Farm Quiz: Character Recall 1. Write the letter for each animal type beside the names of the characters below.

A) Donkey 2.

Who is described as the following?

B) Dog a) The foolish pretty white mare C) Horse b) Mr. Jones’ pet, a spy and a tale bearer D) Pig c) A large rather fierce-looking Berkshire boar, not much of a E) Goat talker but with a reputation for getting his own way Muriel ______ Snowball_________ Mollie _________ Napoleon _________ Clover _______ Jessie _______ Boxer _______ Bluebell ________ Pincher _________ Benjamin ___________

d) Fat, round cheeks, twinkling eyes, nimble in movements and a shrill voice e) Devoted to Boxer f) As strong as any two carthorses put together

24

Mapping Characters in Animal Farm

Source: https://www.pinterest.com/explore/animal-farm-novel/ 25

Old Story Time: Dramatic Presentation

A scene from the play, “Old Story Time” (Pa Ben thanks Ms Aggy for the hymn book she brought back from the market, for him.)

Roles played by: Marguerite Anderson as Pa Ben and Shinovia Gotshalk as Ms. Aggy.

A great group activity to include in the exploration and study of Trevor Rhone’s drama is to have Year Three students stage performances on selected scenes and to award a grade for each grouppresentation. These skits can also later be integrated into Education Week activities at the annual Literary Symposium where students get to share their work with the rest of the school population and with the community.

Old Story Time:

Pa Ben not only acts inside the play but also outside. At the start of the drama, (Act 1 Scene 1), he acts outside the play as the neighbours gather around for the story-telling session.

26

POETRY- SAMPLE ANALYSIS YEAR 3/GRADE 9

“For My Mother: may I inherit half her Strength” : Lorna Goodison (Lorna Goodison is a Jamaican poet) Read the poem twice; look at the title and examine it for meaning. It sounds as though it is a tribute to a dead mother. Yet the focus of the poem is not on a mother who is dead. So then, you are left to figure out what is the speaker’s purpose for making this public tribute. The parenthetical statement (statement in brackets) tells, from the onset, that the speaker feels her mother was an amazing woman. After reading the poem, the reader realizes that what the title suggests is that if she (the speaker) inherits a mere half of her mother’s strength, then she would consider herself to be outstanding. The title also suggests that with this strength, the speaker would be able to withstand a great deal of adversity. From the title, there is an elegiac quality and on further reading of the poem, this quality is confirmed.

Elegiac (adj.) – At this point, I guess you are wondering what the term refers to. If you are paying attention to the GLOSSARY OF TERMS, at the back of your prescribed poetry text, you will see that an ELEGY is a formal poem lamenting the death of a particular person. The poem mentions nothing about the mother being dead so there has to be an extended meaning. Grab your dictionary! The word is the adjective of the Greek word, elegy. So, have you found the meaning yet? Read the meaning from your dictionary. Is this what you found?

ELEGY- a sorrowful or serious poem.

Do you see how this poem fits the definition?

This brings us to the FORM of the poem; the poem is, therefore, an elegy and it is, in fact, a very sorrowful poem. Add this form to the others that you already know.

There is a range of emotions expressed in this poem. Goodison allows the reader to be actively involved in sharing the pain and betrayal the mother endured. Details of the mother’s life are punctuated by the descriptions. First, we see the mother’s captivating beauty, her poise, and her mode of dressing (as indicated of her social class) which dramatically transforms after the mother marries the dashing, sweet-talking man who has “nothing but words to woo her” (line 18). This kind of contrast brings you to something you should always look for in poetry. What is this?

27

If your answer is CENTRAL OPPOSITION, then you are correct! Can you tell in what line the central opposition begins?

If you said line 44, then you are so right!

Now consider the following questions: a) How old is the speaker? b) How does the speaker regard her mother? c) Who do you think gave the speaker the early accounts of her parents’ encounter and their subsequent marriage? d) What is/are the mood(s) presented in the poem? e) Why does the speaker use lower-case letters in the second stanza? f) What is the name of: a) the mother

b) the mother’s sisters

g) Where did they shop for the wedding things? (include the country). h) How many stanzas are there in this poem? i) What stanza tells of the father’s repeated infidelity (unfaithfulness)? j) Who is the “Friend” that was at the father’s funeral? k) Line 68 reverts to using lower-case “s” in “she”. What is the purpose in doing so? l) Can you tell what is the literary term given to this kind of way in which the physical poem (i.e. how lines/words are written) convey meaning?

Do you notice, also, that the lines are getting shorter (from lines 68-70), unlike in most places in the poem where the lines are long-winding/run-on-lines? Try to explain why this is so.

R.G.H.S. Literature Syllabus 2015

28

S

P

E C

I

M E

N E

X

A

M I

N

A

T

I

O

N Q

U E

S T

I

O

N

S

29

Raymond Gardiner High School June Examination English Literature Papers 1& 2 Duration: 2hrs Form 1A

Answer ALL questions in Sections 1 and 2, then choose TWO questions from Section 3.

Do not turn over paper until you are told to do so.

30

SECTION ONE 1. READ THE POEM THEN ANSWER THE FOLLOWING QUESTIONS. The Sea The sea is a hungry dog, Giant and grey.

He rolls on the beach all day.

With his clashing teeth and shaggy jaws 5. Hour upon hour he gnaws The rumbling, tumbling stones, And ‘Bones, bones, bones, bones!’

The giant sea-dog moans, Licking it’s greasy paws.

10. And when the night wind roars And the moon rocks in the stormy cloud, He bounds to his feet and snuffs and sniffs, Shaking his wet sides over the cliffs, And howls and hollows long and loud.

15. But on a quiet May or June, When even the grasses on the dune Play no more their reedy tune, With his head between his paws, He lies on the sandy shores, 20. So quiet, so quiet, he scarcely snores. :James Reeves. * dune - a mound or ridge of sand or other loose sediment formed by the wind, especially on the sea coast or in a desert. * reedy- (of water or land) full of or edged with reeds.

a) To what does the poet compare the sea?

(2 mark)

b) By referring to stanza one, what image of the sea is being described?

(2 marks)

c) To what sense(s) does stanza 2 appeal?

(2 marks)

d) Refer to stanza three(3) of the poem. In what mood is the sea at this time?

(2 marks)

e) What comparison is made between the sea and a dog in stanza three (3)?

(2 marks)

e) Explain the metaphor used in these lines.

“When even the grasses dune Play no more their reedy tune.”

(2 marks)

. g) Identify the device used in lines 6-7?

(2 marks)

h. In which stanza is the central opposition (contrast) presented.

(1 mark) [Total: 15 marks] 31

SECTION TWO MULTIPLE CHOICE - SHANE 1. What is Shane's last name? a. b. c. d.

Starrett Smith It is never revealed Jones

2. Why does Joe Starrett insist that Shane stay a second day? a. b. c. d.

Shane is tired.

Shane's horse is injured.

It is raining, and the roads are in bad condition.

They are cooking a special dinner

3. What event seals the bond between Shane and Joe? a. b. c. d.

The chopping down of the old stump Shane helping Joe get a lower price from the peddler Shane advising Marian on a new hat Shane serving as a role model for Bob

4. Why is there a problem between the Starretts and Fletcher? a. b. c. d.

Fletcher bullies the townspeople.

Fletcher wants to raise land prices.

Fletcher has feelings for Marian.

Fletcher wants to take their land.

5. What do the other farmers think of Shane? a. b. c. d.

They like him.

They don't know what to think of him.

They want him to leave.

They all want to hire him.

6. What is the occasion for Shane finishing up the clearing of the alfalfa field? a. b. c. d.

He wants to do Joe a favor.

Marian cooked a wonderful dinner.

He agrees to stay through the winter.

It is Joe and Marian's anniversary.

32

7. When Shane and Chris have their first confrontation, what two things does Chris tease Shane about? a. b. c. d.

His clothes and not wearing a gun Soda pop and raising pigs Drinking whiskey and raising pigs Drinking soda pop and working on a farm

8. How does the situation with Chris become resolved? a. b. c. d.

Shane talks to him and gets him to stop harassing them Shane fights Fletcher Shane fights Chris Joe fights Chris

9. What is the relationship between Marian and Shane? a. b. c. d.

They both have feelings for one another.

They do not get along.

Shane has unreciprocated feelings for Marian.

Marian has feelings for Shane.

10. How does Bob know that Shane is good with a gun? a. b. c. d.

Shane's reputation preceded him into the valley.

Shane shows him how to aim and handle a gun.

He sees Shane shooting pigeons.

He sees Shane and Joe shooting targets.

11. Why does Fletcher get Stark Wilson? a. b. c. d.

Wilson has a long-standing grudge with Shane.

He wants Wilson to shoot all the farmers so he can take their land.

Fletcher needs someone who can compete with Shane.

Because Shane challenges him to a duel.

12. How does the reader know that Shane was planning on leaving after his final confrontation with Fletcher and Wilson? a. b. c. d.

Shane knocks Joe unconscious.

Shane tells Marian he is leaving.

Shane changes clothing.

Shane takes his saddle-roll with him to the fight.

13. Why does Shane knock Joe unconscious before confronting Wilson and Fletcher? a. b. c. d.

Joe insists that he, not Shane, deal with them.

Joe is against fighting.

Joe tries to stop Shane from leaving.

Joe wants to accept Fletcher's deal.

33

14. Why does Shane leave after killing Fletcher and Wilson? a. b. c. d.

He no longer wants to be a farmer.

He is ashamed of fighting.

Once a man has killed another, he is forever marked.

Shane has other business to take care of.

15. What is it about Fletcher's proposal that makes Joe and Shane so angry? a. They do not want to be his friends. b. They are insulted at the prospect of working for Fletcher. c. Fletcher tries to bribe them. d. Fletcher makes a comment about them not wanting Marian to belong to someone else.

16. Why does Joe want to leave the farm after Shane is gone? a. b. c. d.

Fletcher's boys have taken the land.

He cannot run the farm without Shane.

He does not have the heart to run the farm without Shane.

He wants to escape the bad memories.

17. How does Marian convince Joe to stay? a. b. c. d.

She reminds him of all the money they sunk into the farm.

She tells him she wants to stay.

She reminds him of his and Shane's roots there.

She tells him to stay for Bob's sake.

18. What is Shane's policy on fighting others? a. b. c. d.

He encourages settling problems by fighting.

He does not think a man should fight unless he has to.

A civilized fight with rules is a good idea.

He refuses to fight under any circumstances.

19. What does Joe mean when he says that Shane is the safest man they could have around? a. b. c. d.

Shane is so scary no one would dare mess with them.

Shane's gun fighting skills are so strong that he can protect them from anything.

Shane is a pacifist.

Shane is both loyal and strong, and would never let anything happen to them.

20. Why is Marian worried about Shane after the problems with Fletcher surface? a. b. c. d.

She is worried Shane will be shot.

She is worried that he will leave them.

She is afraid Shane has compromised himself and has been negatively affected by the situation.

She is worried that Shane will turn against Joe. (Total: 20 marks) 34

INSTRUCTIONS: Answer ALL the questions in this section.

SHORT ANSWER:

LITERARY TERMS

Column A has a list of literary terms while Column B has a series of definitions. For each definition in column B, find the matching term in Column A and write the number on the line provided.

COLUMN A

COLUMN B

1. Stock Character

A poem characterized by the absence of stanzas and which has a lone speaker addressing an unseen audience. _____

2. Persona

A poem which tells a sad story and teaches a moral lesson.

3. Limerick

A character who undergoes an important internal change throughout a story. ________

4. Foil

The character around whom the story is centered; the hero in the story. _________

5. Setting

The physical structure or layout of a poem. ________

6. Form

A comic poem with no more than five lines. _______

7. Ballad

The character-type which is recognized instantly._______

8. Protagonist

The speaker in a poem. ________

9. Dynamic Character

Refers to time, place, and atmosphere.

10. Dramatic Monologue

A character who contrasts with another character

_______

_________

(usually the protagonist). ________ (Total: 10 marks)

Write True or False for the following THE PEARL 1. The conquistadors came in search of gold. __________ 2. Spanish-America was the name given to the territories which had native Indians inhabiting the lands. __________ 3. One example which illustrates the effects of the Spanish Conquest is when Juana utters a Hail Mary after Coyotito is stung. _________ 4. The doctor’s servant is Spanish-Mexican. __________ 5. Kino killed two men who attacked him on the beach. _________ 35

MY FATHER SUN-SUN JOHNSON 6. The novel was written by an American author. _________ 7. The villain’s chauffeur is Lorne Brooksfield. _________ 8. The helper at Robin Hill is Lottie. _________ 9. Sun-Sun Johnson borrowed 700 pounds from Jake. _________ 10. Debbie won custody of Rami. _________ SHANE 11. Grafton’s is the name of the general store where the homesteaders and their wives bought their goods. __________ 12. An antagonist in the story is Frank Torrey. ___________ 13. As Shane rides into the valley, the first thing Bob notices is that Shane’s clothes are different. ___________ 14. Ernie Wright is a homesteader who is later shot and killed. __________ 15. “A man can’t crawl into a hole somewhere and hide like a rabbit. Not if he has any pride” These words were uttered by Shane. __________ [Total: 15 marks]

SECTION THREE Instructions: Below are questions on the three texts you have studied. Two questions are set on each of the three texts. Respond to any two of the three texts studied and answer ONLY ONE question on EACH of the two selected texts.

THE PEARL EITHER 1. Kino says that the pearl has become his soul and that if he loses it, he shall lose his soul..

Discuss this statement by showing the changes which occurred in Kino’s life after his finding the pearl. Make sure to say what Kino lost in his attempt to hang on to the pearl..

(20 marks) OR 2. Show how the author presents the theme of Survival, in the novel.

(20 marks) 36

MY FATHER SUN-SUN JOHNSON EITHER 3. “Sun-Sun is a man who loves deeply” Discuss this statement, showing how the author uses this character in situations which demonstrate Sun-Sun’s love for family and people in general.

(20 marks) OR 4. “Rami has grown in many ways” Discuss this statement, using examples from the text to illustrate and explain the circumstances that contributed to Rami’s growth and maturity throughout the story.

(20 marks) SHANE EITHER 5. Shane is a character who attempts to run away from his past.

Show how the above statement is true throughout the novel and discuss whether or not Shane achieves this attempt.

(20 marks) OR 6. An important symbol in the novel is the tree stump. Make close reference to the text by outlining details about this stump and then exploring what it symbolizes.

(20 marks)

END OF EXAMINATION

37

S

P

E C

I

M E

N E

X

A

M I

N

A

T

I

O

N Q

U E

S T

I

O

N

S

38

END OF YEAR EXAMINATION LITERATURE PAPERS 1 & 2 FORM: 1A DURATION: 2 HRS.

INSTRUCTIONS: This paper consists of FOUR sections. Answer ALL of Sections ONE, TWO and THREE and then choose TWO questions from section FOUR and respond in essay format.

Do not turn over paper until you are told to do so.

39

SECTION ONE READ THE POEM THEN ANSWER THE FOLLOWING QUESTIONS.

The Truant A merry lad with twinkling eyes He steals away from school, A shameless truant by cries That come from glade and pool.

5.

A dozen noisy boys- a gay And lively companyThere in the water splash and play In wholesome boyish glee

He dares to join that wayward band, 10. Their school the open sky, Whose lessons they can understand While clouds go sailing by.

And now they venture through the woods With whispered speech and signs, 15. Their quest the tiny nested broods That hide among the vines.

20.

They know the voice of every bird That trills from tree to tree, Where all day through the notes are heard Of semp or keskidee.

One silent lad whose troubles eyes Confess the truant past, At evenings hugs a treasured prize And homeward creeps at last.

Questions

: Neville Giuseppi

1. What does the expression “steals away from school” tell about the truant?

(2 marks)

2. What are some of the things that attract the truant?

(2marks)

3. What does the following expression mean? “Their school the open sky”

(2 marks)

4. Which two lines in the poem show the boys’ enjoyment of nature?

(2marks)

5. Give two words that may be substituted for “gay” and “lively” (lines & 6)

(2 marks)

6. Why do you think ‘nature’ is more appealing to the truant than school?

(2marks)

7. What is the ‘treasured prize’ the poet refers to in stanza six (6) of the poem? (2 mark) 8. What do semp and keskidee (line 20) refer to?

(1 mark) (Total: 15 marks) 40

SECTION TWO MULTIPLE CHOICE Instructions: Answer ALL questions in this section by circling the letter with the appropriate answer.

1. Where is The Pearl set? a. Spain b. Mexico c. Cuba d. The United States 2. The area in which Kino lived can best be described as? a. a poor village b. a poor town c. a poor sub-urban village d. the suburbs 3. What stings Coyotito? a. a porcupine b. a hornet c. a scorpion d. a mosquito 4. Everything Kino’s people saw, thought or heard became a song. Kino’s song may best be described as? a. a great lyric poem set to music b. a state of mind c. a song he composed d. a tune he whistled daily 5. A typical meal eaten by Mexican Indians consisted of? a. corncakes, beans, pulque b. cornmeal porridge, pulque c. corncakes, cornmeal porridge d. fish, cupcake, pulque 6. With what does Kino offer to pay the doctor? a. eight small pearls b. five pieces of gold bullion c. ten weeks of hard labour d. his canoe 7. When the doctor’s servant refuses to speak to Kino in the old language, this indicated that… a. he was disassociating himself from Kino and his race b. he knew Kino would understand him better in the language he used c. he was not familiar enough with the old language, to use it d. the servant was Spanish-Mexican 8. How does Kino react when the doctor snubs him? a. he sulks b. he strikes the front gate with his fist, bloodying his knuckles c. he phones his lawyer d. he threatens the doctor with death 41

9. What does Juana use as a poultice for Coyotito’s wound? a. b. c. d.

dry ice peppermint oatmeal seaweed

10. The canoe represents… a. b. c. d.

the object used for transportation by the Mexican-Indians the ancient past of Kino’s people the vehicle that helps them to escape the dangers of LaPaz a work of art created by Kino

11. How did Kino acquire his canoe? a. b. c. d.

he built it he exchanged pearls for it he inherited it he stole it

12. For what does Juana pray when she is in the canoe? a. b. c. d.

a big pearl rain Coyotito’s health sinners

13. Which of the following is not on the list of things Kino plans to buy with his new found wealth? a. b. c. d.

an education for Coyotito a sailboat a rifle a proper marriage in a church

14. How does the doctor treat Coyotito’s scorpion wound? a. b. c. d.

with a capsule filled with powder with a strange purple fluid by administering a shot by wrapping it in seaweed

15. Where does Kino hide the pearl during the night? a. b. c. d.

In the doctor’s safe In his sock under the potted plant by the toolbox beneath his sleeping mat

16. What is the name of the town where Kino first attempts to sell his pearl? a. b. c. d.

Santa Lucia La Paz Cadaques Tegucigalpa 42

17. What is the best offer Kino gets for his pearl? a. b. c. d.

5,000 pesos 1,000 pesos 1,500 pesos 500 pesos

18. What reason does the dealer give for not liking Kino’s pearl? a. b. c. d.

It is too large It smells funny It is actually made out of beeswax It is stolen

19. How does Kino decide to make money when he realizes that the local pearl dealers are lowballing him? a. a. c. d.

By putting it in the museum at La Paz By adding it to his collection of pearls By travelling to the Capital to sell his pearl By filing a lawsuit against the dealers according to the Sherman Anti-Trust Act of 1890

20. What does Juana propose to do with the pearl? a. b. c. d.

Have it set in a silver necklace that she can wear on formal occasions Throw it back into the sea Give it to Coyotito Sell it to the highest bidder as soon as possible

21. How does Kino react when Juana attempts to steal the pearl from him? a. b. c. d.

He agrees with her that the pearl will only bring them evil He hits and then kicks her He leaves her for another woman He chases her and persuades her to return the pearl to him

22. What term is given to the men who were sent to hunt Kino and his family after their escape into the desert? a. b. c. d.

Bounty hunters Policemen Guards Trackers

23. Two themes which are dominant in the story are? a. b. c. d.

Survival, Love and Family Love and Family, Death Attitudes to Religion, Superstition Superstition, Love and Family TOTAL: 23 marks

43

Page 5 SECTION THREE SHORT ANSWER QUESTIONS ANSWER ALL QUESTIONS IN THIS SECTION. Each quote below is associated with a theme explored in the novel, The Pearl. For EACH of the following, identify the theme by writing the associate letter A-D on each line : A- Love & Family

B-- Survival

C- Dreams & Aspiration

D- Greed

1. "The doctor shrugged, and his wet eyes never left Kino's eyes. He knew the pearl would be buried in the house, and he thought Kino might look toward to the place where it was buried."

__________

(1 mark)

2. "I will fight this thing. I will win over it. We will have our chance. His fist pounded the sleeping mat. No one shall take our good fortune from us." Kino said.

___________

(1 mark)

3. "Has he any money?" the doctor demanded. "No, they never have money. I, I alone in the world am supposed to work for nothing- and I am tired of it. See if he has any money!" __________ (1 mark) 4. "My son will read ... and open the books, and my son will write and will know writing. And my son will make numbers, and these things will make us free because he will know – he will know and through him we will know." ___________ (1 mark)

Instruction: Answer the questions below.

5. "This pearl has become my soul. If I give it up, I shall lose my soul."

Who was Kino speaking to at this point?

6.

(1 mark)

“Do you think they would let me live? Do you think they would let the little one here live?”

Who said these words and on what occasion?

(3 marks) [TOTAL: 8 marks]

44

SECTION FOUR ESSAY QUESTIONS: Choose any TWO of the three books that you have studied, then answer ONE question on EACH of the two books selected. Your responses must be in Essay format, THE PEARL : John Steinbeck 1

Kino is responsible for the death of his son, Coyotitio’

(20 marks)

Write an essay of no less than three paragraphs, agreeing with this statement.

OR 2. The canoes and the songs are both symbols in the story.

Explain what each symbol represents, making sure to use examples to support your responses.

(20 marks)

MY FATHER, SUN-SUN JOHNSON: C Everard Palmer 3. Write an essay showing how the author demonstrates the theme of Maturity in EITHER Rami or Sun-Sun. Make sure to explain what the character was like, before and how the character has grown or has matured. .

(20 marks) OR 4. Sun-Sun is a Dynamic Character.

Write an essay supporting this statement.

SHANE: Jack Shafer 5. Describe the stump and explain in details, what it symbolizes. Make sure to use examples from the text, to support your response.

OR 6. “The main character, Shane struggles to escape his past but finds that he cannot run away from who he really is.

Show how the author presents Shane to the readers and examine the proof that Shane is unable to escape his past. Make sure to use examples from the text, in support of your answer.

[Total: 20 marks] END OF EXAMINATION

45

S

P

E C

I

M E

N E

X

A

M I

N

A

T

I

O

N Q

U E

S T

I

O

N

S

46

RAYMOND GARDINER HIGH CHRISTMAS TERM EXAMINATION ENGLISH LITERATURE PAPERS 1 & 2 FORM: 1A DURATION: 2 hrs.

INSTRUCTIONS: This paper is made up of THREE sections. Answer ALL of Sections 1 and 2 then choose TWO questions from Section 3.

47

SECTION ONE READ THE POEM THEN ANSWER THE FOLLOWING QUESTIONS. The Broom Seller He pedals his bicycle down the street Dust on his face, dust on his feet.

Broom! Broom!

Look at him ride 5

His feet stick out on either side.

Broom! Broom! See him go, riding fast or riding slow.

His cap is yellow and green and red The brooms are balanced on his head.

10

I really think that if you or I tried that trick, we would fall!

But there he goes, head held high walking the street with his clear long call Buy my broom

15

to sweep your rooms!

BROOOOOM! : Dennis Scott

QUESTIONS: 1. What picture of the broom seller do you get in stanza one of the poem?

(2 marks)

2. Which lines tell you that the life of a broom seller is a difficult one?

(2 marks)

3. To which sense does the poet mainly appeal?

(2 marks)

4. Which line tells of the skill of the broom seller?

(2 marks)

5. What do you think the broom seller would be saying as he walked the street (line 13)?

(2 marks)

6. What do you think is the poet’s attitude to the broom seller?

(2 marks)

7. What literary device is used in line 12?

(2 marks) [Total: 14 marks]

48

SECTION TWO SHORT ANSWER QUESTIONS

- THE PEARL

ANSWER ALL QUESTIONS THIS SECTION. 1.

What is described as “a colonial animal”? ________________________________________________________________________ ________________________________________________________________________ (1 mark)

2. Explain why it is described in this way? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ (4 marks) 3. Give two differences between the village and the town. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

(4 marks) 4. Give a character study of Juan Thomas. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

___________________________________________________________

(4 marks)

49

5. After Kino finds the pearl, what were some of the things he dreams of accomplishing? ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

(5 marks) [Total: 18 marks]

50

SECTION TWO (cont.)

Instructions: The following questions are based on the novel, My Father Sun Sun Johnson.

Answer ALL the questions by writing a response on the blank lines provided.

1. The story is narrated by the hero’s son, ______________________ Johnson.

(1 mark)

2. The hero of the story is _______________ Johnson; he is also named _______________. (2 marks) 3. The villain of the story is _____________________________.

(2 marks)

4. Debbie is __________________________.

(1mark)

5. Arlene and Brad are _______________________________.

(1 mark)

6. The villain's chauffeur is ___________________ ___________________.

(2 marks)

7. The neighbours at River Bottom are ________________ and ___________________ (2 marks) 8. Which boy comes to the narrator’s defense? _____________________________

(2 marks)

9. The helper at Robin Hill is ________________. She cried when she heard that the Johnsons were moving out.

(1mark) 10. Miss _______________ teaches at the high school. She teaches the narrator Geography.

(1 mark)

11. Who was the only farmer to be kind to boys and to make toys for them? _____________________ (1mark) 12. Who 'climbed' from an Austin to a Humber Hawk then to a Jaguar? ______________________ (1 mark) 13. A vice which the hero of the story has and which contributed to “The Blow” in Chapter One. _____________________________

(1 mark)

14. What is the amount of money borrowed to help save the farm from stagnation? ________________ (2 marks) 15. An ____________ was built on to the house at River Bottom and used as a shop.

(1 mark)

16. What does the Indirect Characterization below tell the reader about the story’s villain?

“He was a desired man but no means desirable; sought like gold yet not possessing an ounce of charm”

(3 marks)

[TOTAL: 24 marks] 51

SECTION THREE ESSAY QUESTIONS: Choose any TWO questions from this section.

1. ‘This thing is evil,” she cried harshly. “This pearl is like a sin! It will destroy us” Demonstrate how the truth of Juana’s utterance unfolds as the story progresses.

(20 marks)

2. With close reference to the text, show how the author uses Kino and Juana to illustrate the theme, Love and Family.

(20 marks)

3. “For so long, Kino’s race was oppressed” Explain the historical situation that gave rise to Kino’s race being oppressed.

Using any TWO examples from the novella, show how the superior race used the ignorance of Kino’s people as a way of deceiving them.

(20 marks) [Total: 20 marks]

END OF EXAMINATION

52

S

P

E C

I

M E

N E

X

A

M I

N

A

T

I

O

N Q

U E

S T

I

O

N

S

53

RAYMOND GARDINER HIGH SCHOOL CHRISTMAS TERM EXAMINATION ENGLISH LITERATURE

FORM: 2A

DURATION: 2 HRS.

Name: ____________________________________________

This paper consists of three sections. Answer ALL the questions in Sections A and B and TWO question from Section C. In Section C, ALL students are to respond to question 1 then choose EITHER question 2 or question 3.

Students should be granted an additional ten minutes for reading time.

DO NOT TURN THE PAGE UNTIL TOLD TO DO SO.

54

SECTION A INSTRUCTIONS: Read the poem carefully then answer all the questions set on it.

When I was a Kid When I was a kid in Deptford And financially insecure I followed round the horse and carts And shoveled up manure 5.

Put it into sacks and sold it door to door And at that time in Deptford Of one thing I was sure I would never make a fortune out of shoveling manure Still the money I got came in handy

10. It paid for sweets and cinema seats The Wizard and the Dandy And everyone seemed happy Including the milkman’s horse For without that noble creature’s help 15.

There’d be no trade of course So all the gardens blossomed And all the birdies sung And all the world rejoiced – because of horses’ dung! : Dan Colman

1. Say in your own words, why the kid sold manure?

(2 marks)

2. What does financially insecure mean?

(2 marks)

3. Tell in your own words what the speaker was sure of?

(2marks)

4. What did the boy use his money to do?

(2 mark)

5. Who is it that benefited from the trade?

(2 marks)

55

6. This poem is about: a) How the world rejoiced

b) How a boy became financially secure

c ) The usefulness of horses

d) A child’s ingenuity

7. Explain what lesson is learnt from lines 14-18?

(1 mark) (4 marks) TOTAL: 15 marks

SECTION B The Enchanted Island INSTRUCTIONS: Answer ALL the questions in this section.

1. Tragedies are characterized by multiple ____________________ while Comedies are characterized by multiple _________________.

(2 marks)

2. Say whether each story is a Comedy or Tragedy.

- Murder at Dunsinane - Death of A Dictator - A Wild Cat For a Wife - Hamlet Prince of Denmark

(4 marks)

3. Why was it considered a major sin to kill a man in his sleep?

4.

(2 marks)

How were kings regarded or seen in the Elizabethan era? Explain how this belief justified the chaos which occurred when a king was murdered.

(4 marks)

5. When there is an unusual pattern in the weather or when the weather changes to one of gloom, what explanation did the people of those times associate this with?

(2 marks) 6. What day was referred to as “The Ides of March”?

7.

(1 mark)

Define the following terms: a) cauldron

b) dowry

c) suitor

d) omen

(4 mark) 56

8. Give a detailed description of the three visions which rose from the witches cauldron.

(6 marks) 9. In the story Murder at Dunsinane, identify which of the visions spoke these words, by placing 1st, 2nd or 3rd on the blank line: a) “Macbeth, Macbeth, Macbeth! Be bold and ruthless! No one born of woman will ever harm you. ___________ b) “Be brave as a lion, afraid of nothing! You will never be defeated until Birnam Wood comes to Dunsinane.’ ____________ c ) “Macbeth, Macbeth, Macbeth! Beware Macduff! Beware the Thane of Fife! ____________ (3 marks) 10. Below is a conversation in the story, Murder at Dunsinane Macbeth: “Liar and slave!”

Watchman: “If you don’t believe me, sir, look for yourself. Three miles from the castle walls the wood is moving” Macbeth: “If you’re lying, I will hang you on the nearest tree. a) What is happening to explain the strange event seen by the watchman?

( 2 marks)

b) Why was Macbeth so disturbed by the news he got?

(2 marks)

11. In the story, Hamlet, Prince of Denmark, give the name of the young lady who is subjected to her father’s orders. Say what she is told to do and whether or not she obeys the instructions.

(5 marks) 12. Give the reasons Cassius presented in his argument against Julius Caesar becoming King.

(3 marks) 13. Caesar had omens or situations which should have warned him of his death. Give three of these.

(6 marks) 14.

In Death of A Dictator, what character type is : a) Anthony

b) Brutus

c) Cassius

d) Caesar

(4 mark)

TOTAL: 50 marks

57

SECTION C ESSAY-TYPE QUESTION Answer TWO questions from this section. Responses should be written in well-developed essays. ALL STUDENTS MUST DO question 1 then choose EITHER question 2 OR question 3.

The Enchanted Island 1. Consider the tragedies, “Murder At Dunsinaine” and “Hamlet, Prince of Denmark” then answer the following questions. a) Who is the king/noble person that is killed in each story?

(4 marks)

b) Explain why and how the character in each story is murdered; include who the perpetrator(s) is/are.

(10 marks)

c) What action is taken to avenge the death of the king/noble character in each story?

(6 marks)

AND 2.

Based on the comedy, “A Wild Cat for a Wife” answer the following questions: a) Demonstrate what characteristics of Comedy are present in this story?

(6 marks)

b) What event(s) took place to effect a change in Katherine’s defiant behaviour?

(8 marks)

c) Who were the couples to be married in the selected comedy?

(6 marks)

OR 3. Justify the statement that “Death of A Dictator” is a Tragedy.

(20 marks)

TOTAL: 40 marks

58

S

P

E C

I

M E

N E

X

A

M I

N

A

T

I

O

N Q

U E

S T

I

O

N

S

59

RAYMOND GARDINER HIGH END OF YEAR EXAMINATION ENGLISH LITERATURE PAPERS 1 & 2 FORM: 2A DURATION: 2 HRS.

INSTRUCTIONS: This paper consists of three sections. Answer ALL the questions in Sections A and B and TWO questions from Section C. ONLY ONE QUESTION should be answered on any TWO of the prescribed texts studied.

Students should be granted an additional ten minutes for reading time.

DO NOT TURN OVER THIS PAGE UNLESS TOLD TO DO SO.

60

SECTION ONE POETRY INSTRUCTIONS: Read the poem carefully then answer all the questions set on it.

A Ballad of the Jericho Road An old man was walking in London one night When along came some boys and they started a fight.

The old man was jostled and knocked on the head.

And one took his wallet and left him for dead.

5

Now as he lay there by the dustbins and cans A policeman came by in a bullet-proof van.

He said, “I’m off duty in ten minutes more – Let the drunk sleep it off, it’s no job for the law.”

The old man lay still in that alley so mean

10

When a rich man came by in a smart limousine He said, “I must rush, I’ve a meeting at nine, And that old man’s woes are no business of mine.”

Then a man and his wife came along that dark street And they stopped and they helped the old man to his feet.

“Come home and we’ll bathe all your bruises,” they said.

“But we charge three pounds fifty for breakfast and bed.”

There’s a moral to draw from this tale, I believe; Try not to get set on by robbers and thieves.

Steer clear of dark alleys, I bid you take heed;

20

Samaritans now are a fast-dying breed. :F. Baker

1. What is the name given to this form of poetry?

(1mark)

2. In your own words tell why a) the policeman and b) the rich man did not help the old man (4 marks) 61

3. a) Quote the lines which tell who helped him.

(2 marks)

b) Was this really help? Why do you say so?

(2marks)

4) Who is a Samaritan? b) Why does the poet say Samaritans are a fast dying breed? Give reasons for your answer (4 marks) 5) What is the name of the biblical allusion in this passage? How is this story different from the one in the bible?

(2 marks) TOTAL: 15 marks

SECTION TWO SHORT ANSWER QUESTIONS Answer ALL the questions in this section.

The Enchanted Island 1. Identify the story that each character belongs to: a) Grumio

b) Calpurnia

c) Banquo

d) Brutus

e) Cassius

(5 marks)

2. List THREE Characteristics of both Comedy and Tragedy, in their correct order.

(6 marks)

3. What character type best describes the following?: a) Cassius

b) Macbeth

f) Antony

g) Grumio

c) Katharine

d) Claudius

e) Hamlet (7 marks)

4. What, according to Elizabethan beliefs, are the two greatest sins that can be committed by man?

(2 marks) (Total 20 marks) The Silver Sword

(Chapters 1-14)

1. Put the following chapters in the correct order by numbering them on the blank lines.

Do not put the number of the chapter but only rearrange the chapters from 1-4 in order of how they appear in the novel: a)

The Hand ______

c) The Road to Posen _______

b) Frozen Journey ________ d) City of The Lost

(4 marks) 62

2. How old is Edek by the time we get to the chapter, Frozen Journey?

(1 marks)

3. Then in the early morning when the first wakers were stirring, came an unexpected moment of panic. Someone shrieked near the entrance. People sat up and heaved off their blankets….Then as abruptly as it had begun, the noise died down and all was quite again” What is the reason for the commotion in the above description?

(2 marks)

4. “She had reached blindly for the food and caught only a hand. For some reason she had clung on to the hand”.

Who is being referred to as “she” in the above quote?

(1 marks)

Whose hand had she clung on to?

(1 marks)

Explain briefly what had happened leading up to the above quote?

(4 marks)

5. What are some of the things the refugees did to pass time as they journeyed from Posen?

(2 marks) (Total 15 marks) Full Circle 1. Give two things Jake Hibbertson did which led to his quick rise to power and status?

(2marks) 2. Rami says that when an animal is wounded, that is when predators go on the attack. Give two things that the predators in Sun-Sun’s community did to exploit him and and cause him to suffer great losses.

(2 marks) 3. True or False- Chapter 10 is entitled, “Cripes Randall”

(1 mark)

4. Who is Fantasia?

(1mark)

5. “A boy shouldn’t be pampered if he is to become a man”.

Who said these words and who was being addressed.

(2 marks)

6. “In an attempt to raise funds to purchase new books, the high school held a garden party”.

7.

True or False- This garden party was given its name due to the fact that it was held in the community’s garden.

8. Explain why chapter 15 is entitled, “Hit the road Jake”

(2marks) (5 marks) (Total 15 marks) 63

SECTION THREE ESSAY Respond to only TWO questions by choosing ANY TWO of the three texts you have studied.

Responses must be written in essay format.

Enchanted Island :Ian Serraillier 1. “Et tu Brute?” is translated to mean “You too Brutus?” a) Give the occasion when these words were spoken and say what has happened to have led the speaker to utter these words?

(5 marks) b) Explain the nature of Brutus and the relationship that he and Caesar shared which led to the shock of the above statement. Make close reference to the text in your response.

(10 marks) (c) What lesson does Brutus learn about friendship, in the end?

(5 marks)

OR 2. .

‘Shakespeare seems to give voice to the women in his stories’ Choose TWO of the short stories from The Enchanted Island and respond to the question which follows: a) Explain what the expected role of women was during the Elizabethan era.

(5 marks)

b) Choose ONE woman from EACH story and demonstrate how this woman defied her expected role.

Use quotes where necessary.

(10 marks) c) How was order restored after these women created chaos by going outside of societal norm?

(5 marks)

64

The Silver Sword: Ian Serraillier 3. ‘Jan is the true hero in the story’ Discuss the above statement, making sure to highlight the role Jan plays and to make close reference to the text in support of the statement.

(20 marks) OR 4. Demonstrate how the author presents and explores the theme of Survival. Make sure to include these forms of survival as seen in the story: a) physical/climatic survival b) emotional & psychological survival

(20 marks)

Full Circle: C. Everard Palmer 5. ‘Full Circle’ is a celebration of family and the love that binds.’

Support the above statement by showing some of the struggles the family goes through and how love serves to conquer all when difficulties present themselves.

(20 marks) OR 6. Cripes Randall is a Dynamic Character.

Making close reference to the text, defend this position by discussing the development of Cripes Randall. You must start by defining a Dynamic character and then describing what Cripes Randall is like when the reader is first introduced to him.

Ensure that you include everything about Cripes Randall’s growth.

(20 marks)

END OF EXAMINATION

65

S

P

E C

I

M E

N E

X

A

M I

N

A

T

I

O

N Q

U E

S T

I

O

N

S

66

RAYMOND GARDINER HIGH SCHOOL CHRISTMAS TERM EXAMINATION ENGLISH LITERATURE FORM: 3A

DURATION: 2HRS.

INSTRUCTIONS: This paper consists of THREE sections.

Answer ALL of Sections A and B and choose ONE from Section C.

DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.

67

SECTION A POETRY Instructions: Read the poem twice then answer the questions which follow.

Read the following poem carefully then answer ALL the questions that follow.

The Lynching His spirit in smoke ascended to high heaven.

His father, by the cruelest way of pain, Has bidden him to his bosom once again; The awful sin remained still unforgiven.

5.

All night a bright and solitary star

(Perchance the one that ever guided him, Yet gave him up at last to Fate’s wild whim) Hung pitifully o’er the swinging char.

Day dawned and soon the mixed crowds came to view 10. The ghastly body swaying in the sun: The women thronged to look, but never a one Showed sorrow in her eyes of steely blue; And little lads, lynchers that were to be, Danced round the dreadful thing in fiendish glee.

Claude McKay 1. “ His spirit in smoke ascended to high heaven” What does this line tell you about what happened to the man?

(2 marks)

2.

Who is the father that is mentioned in the 2nd line?

(2 marks)

3.

Explain what line 3 means?

(2 marks)

4.

What is the “awful sin” that has remained unforgiven?

(2marks)

5a.

What is meant by “mixed crowds”? (line 9)

(2 marks)

b.

What is the reaction of the following persons as they view the man? (i) (ii)

6.

the women with steely eyes the little lads

What literary device is used in line 12?

(4 marks) (1 mark) [Total: 15 marks]

68

SECTION B SHORT ANSWER QUESTIONS INSTRUCTIONS: Answer ALL questions in this section.

1) Give three ways in which a character is revealed to a reader or an audience.

(3 marks)

2) Give two details about the setting of the story, “Green Days by the River”.

(4 marks)

3) Give three events/incidents which mark a turning point in the novel.

(3 marks)

4) Define the term, Foreshadowing and provide two examples of this technique found in the novel.

(10 marks) 5) Give one bit of evidence from the novel which shows that Mr. Gidharee is contemplating marriage between Shell and Rosalie.

(5 marks) 6) Describe the relationship that Shellie and his father shared, using at least two examples from the novel to support your answer.

(6 marks) 7) Explain the significance of the title, “Green Days by the River” making sure to point to key words in the title, which sets the stage for the events which will unfold in the story.

(10 marks) 8) Which of Gidharee’s dogs is being described in the following lines? a) “ He looked like a prize dog with his clean spotted coat b) His coat was a nice brown and he was the gentlest of the four dogs. c)

the strongest of the four dogs.

d) black and handsome.

(4 marks) [Total: 45 marks]

69

SECTION C Essay Answer EITHER question 1 OR question 2 in this section. Your response must be in essay format with at least three paragraphs for each essay.

For each question, marks are awarded as follows: Content and argument

-25 marks

Structure, development, mechanics of writing

-10 marks

GREEN DAYS BYTHE RIVER: Michael Anthony 1.

Shell is teenage boy who has had to grow up quickly over the period of one year. What are some of the things that brought changes to Shell’s life? How did he deal with these changes? Would you say that Shell has grown into a man by the time the novel ends? Use supporting evidence from the novel, in your response.

OR

2.

It has been said that Mr. Gidharee is a “Wolf in Sheep’s Clothing”. Explain the series of events which led to this accusation. Make an argument EITHER in favour of OR against Mr. Gidharee.

END OF EXAMINATION

70

S

P

E C

I

M E

N E

X

A

M I

N

A

T

I

O

N Q

U E

S T

I

O

N

S

71

RAYMOND GARDINER HIGH SCHOOL END OF YEAR EXAMINATION ENGLISH LITERATURE FORM: 3A

DURATION: 2HRS

INSTRUCTIONS: This paper consists of THREE sections.

Answer ALL of Sections A and B and choose TWO questions from Section C. In addition to the two hours for this paper, ten (10) minutes should be given for reading-time.

DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.

72

SECTION A -POETRY Read the poem carefully then answer ALL the questions that follow.

Colonia Girls School 1. Borrowed images willed our skins pale muffled our laughter lowered our voice 5. let out our hems dekinked our hair denied our sex in gym tunics and bloomers harnessed our voices to madrigals and genteel airs 10. yoked our minds to declensions in Latin and the language of Shakespeare Told us nothing about ourselves There was nothing about us at all How those pale northern eyes and 15. aristocratic whispers once erased us How our loudness, our laughter debased us.

There was nothing left of ourselves Nothing about us at all.

20. Studying: History Ancient and Modern Kings and Queens of England Steppes of Russia Wheatfields of Canada

25.

There was nothing of our landscape there Nothing about us at all

Marcus Garvey turned twice in his grave.

'Thirty-eight was a beacon. A flame.

They were talking of desegregation In Little Rock, Arkansas, Lumumba 30. and the Congo. To us mumbo-jumbo.

We had read Vachel Lindsay's vision of the jungle.

Feeling nothing about ourselves There was nothing about us at all

73

35. Months, years, a childhood memorising Latin declensions (For our language -'bad talking' detentions) 40.

Finding nothing about us there Nothing about us at all

So, friend of my childhood years One day we'll talk about How the mirror broke 45. Who kissed us awake Who let Anansi from his bag.

For isn't it strange how northern eyes in the brighter world before us now Pale?

: Olive Senior

Questions: 1. From whose perspective is the poem presented?

(2 marks)

2. Explain three ways in which the speaker was forced to deny who she is.

(3 marks)

3. Who do lines 14-15 refer to?

(2 marks)

4. What is the first indication that the persona establishes a disassociation between herself and the school she attended?

(2 marks) 5. What device is used in lines 44-46?

6. What is the tone of the speaker?

Identify and explain two examples in support of your response.

(2 marks) (1mark) (4 marks)

7. What effect is created through the repetition of “nothing about ourselves….nothing about us” (2 marks) 8. The poem is concerned with one’s loss of identity. Identify the lines which indicate the speaker knows the truth about her identity.

(2 marks) Total: 20 marks

74

SECTION B INSTRUCTIONS: For each of the given definitions, write the literary term on the line provided.

2 points will be awarded for each response.

1. _____________________ Time, place, and physical characteristics of where a story takes place.

2. ________________________ Assigning human qualities to an animal, object, or idea.

3. __________________________ Force or character working against the main character.

4. ______________________Contrast between what is expected to happen and what actually exists or happens.

5. ______________________ A poem lamenting the dead/ a sad or mournful poem 6. ____________________________ A character who undergoes an experience which results in a change in his/her behaviour or personality.

7. ____________________ Main character; may be a hero or heroine, with whom the audience tends to identify.

8. ______________________________ The experiences the reader is allowed to share through the sense of tasting .

9. ____________________ Incident which hints to the reader as to what may happen later in the text.

10. ___________________________ Descriptive language appealing to the senses.

11. ___________________________ Struggle between character and outside force.

12. __________________________

A feeling that a literary work conveys to readers.

14. _________________________ Poem which tells a sad story but teaches a moral lesson.

15. _____________________________ A poem which features the life of a hero.

16. _______________________________ The experiences that a reader is allowed to share 75

through the sense of smell.

17. ___________________________ A character that is easily recognizable by the reader/audience.

18, A literary work which ridicules a serious situation, whether it be political, religious, social, etc. Humour is used as a means of criticising that situation.

(Total: 36 marks)

SECTION B (Cont.)

Answer ALL the questions set on the texts you have studied.

A TIME TO SAY GOODBYE 1. Cripes, an illiterate labourer steps out of the darkness of illiteracy and into education’s bright light.

2.

Who and what are responsible for responsible for Cripes development?

(2 marks)

Where did Donna-Rea study to be a teacher while she was in Kingston?

(2 marks)

3. "Boss, they want you to learn them," Who said these words and why?

(3 marks)

4. Alfred looks for a shortcut to improve himself.

What shortcut did Alfred resort to taking?

(2marks)

5. What is an ettu?

6. Who is….?

a) Mendez

(2marks) b) Cory

(2marks)

7. What explanation did Rami give to support the idea that the warning of the shepherdess was not meant for Alfred?

(2 marks) Total: 15 marks)

OLD STORY TIME 8. After George’s departure from Len’s house, Len laughs and laughs. Then in his final words before the intermission, he reveals to the audience his bitterness which he has carefully concealed from George.

What does the reader later learn which justifies this bitterness?

(2 marks) 9. Give two indications which reveal that Len sexually neglects his wife.

( 2 marks)

10. On hearing (from Len) that Lois has a headache, Pa Ben fears the worst. Explain what it is that Pa Ben fears has happened to Lois.

(2 marks)

76

11. Identify TWO examples of biblical allusion used in the drama. Say who the speaker is and explain the significance of the allusion.

(6 marks)

12. Discuss the use ONE stage direction which reveals the playwright’s attempt to show the audience that George McFarlane is a villain.

(3 marks) (Total: 15 marks)

ANIMAL FARM 13. In the novel, the character, Snowball represents ______________________________ from the historical account of the Russian Revolution.

(2 marks) 14. TRUE or FALSE: Battle of the Cowshed is the third battle fought by the animals. _________ (1 mark) 15. Give two alternatives Napoleon implemented to make money for the maintenance of the farm, after the destruction of the windmill.

(2 marks)

16. Give two of the propaganda spread by the humans, of the situation which exists on Animal Farm.

(2 marks) 17. Give the name of the human who frequently visited the farm to drop off supplies for the animals.

(1 mark) 18. Identify the animal that these four characters are: a) Moses

b) Mollie

c) Napoleon

d) Benjamin

(4 marks)

19. The author is identified by his pseudonym, George Orwell. What is his real name?

(1 mark) 20. Point out TWO episodes which falsified the commandment stating that “All animals are equal”.

(2 marks) (Total 15 marks)

77

SECTION C INSTRUCTIONS: In addition to the 25 marks indicated for content and argument, a maximum of 10 marks is also allocated for structure, development and competence in the mechanics of writing.

Choose TWO questions from this section. You are expected to choose on any TWO of the three texts you have studied. All responses must be written in essay format.

OLD STORY TIME – Trevor Rhone EITHER 1. The play is in praise of love. Making close reference to the text, demonstrate how love conquers all adversities and restores relationships among the characters.

(25 marks)

OR

2. Examine Rhone’s use of contrast in contributing to the drama (eg, characterization, thematic concern, plot, etc).

(25 marks)

ANIMAL FARM – George Orwell EITHER 3. Boxer is a tragic hero.

Defend this statement by charting the experiences Boxer goes through and demonstrating the extent to which he could have prevented his own demise.

(25 marks) OR 4. The author uses a number of symbols in Animal Farm. Identify FIVE of these and explain what each represents.

(25 marks)

OR 5. Animal Farm is a story about power and how the abuse of it, creates immeasurable pain and loss.

Show how George Orwell demonstrates the truth in the above statement. (25 marks)

GO TO THE NEXT PAGE 78

A TIME TO SAY GOODBYE – C. Everard Palmer EITHER 6.

The novel demonstrates the shift in Jamaica’s societal values and shows how some persons find it difficult to adjust.

Albert is unable to adjust to these changes and as such, it creates conflict with those he works with. Discuss these changes and explain the nature of Alfred’s dilemma as a result of his unwillingness to adjust to the changes.

(25 marks)

OR 7.

Jake Hibbertson may have left Kendal but his legacy as a thorn in the life of the Johnson family still remains.

Discuss the above statement, and making close reference to the text, show how the Johnson’s continue to face challenges from the Hibbertsons.

(25 marks)

END OF EXAMINATION

79

Notes

80

Notes

81

About the author Marguerite C. Anderson is a Jamaican teacher who has been serving in the profession since 1992; her area of specialty is English Language and Literature. She joined the Turks & Caicos Department of Education in 2007 and is an educator at the Raymond Gardiner High School.

She is also a teacher of Drama and spearheads the school’s Performing Arts.