Sample Test

1984 Test:  Each questions is worth 5 points unless noted.  Total points = 181

1. (15 points) Outline the plot according to the six elements of plot.  Please list at least four events for each of the following: exposition, rising action and falling action.  List one event for inciting event, climax and resolution.







2. (8 points) What do the following symbols represent (keep in mind that they may represent more than one thing at different times in the novel)

Paperweight:

The Golden Country:







Chestnut Tree Café:




Songs:




3. Give a definition for dystopia and briefly explain how 1984 fits the definition (be specific and use examples – vague or incomplete answers will not receive full credit)



4. List five foreshadows in 1984 (and explain what they hint at)




5. Describe in detail and with examples the various ways (at least five) that Big Brother controls its citizens.




6. List four ironies in the book.



7. Give three examples of motifs that occur in the novel and connect each to a theme.




8. Explain the slogan, “He who controls the past controls the future.  He who controls the present controls the past.”  Why is this slogan important?



9. What lies/half-truths does the party teach about history?




10. Name the four ministries and what each controls.





11. List the three principles of Ingsoc.





12. List five Newspeak words and define each.





13. How is a person’s class determined in 1984?





14. How does Big Brothers philosophy about power and control differ from previous dictatorships?


15. What is O’Brien’s vision of the future?



16. Explain the significance of Winston’s childhood memories?  How do they give weight to the novel?




17. According to Obrien how is Winston mentally deranged?



18. (14 points):  For the following characters discuss who they are, the meanings of their names, and what they represent in the novel.


Ampleforth


Syme


Winston Smith

Julia


Parsons:



Oglivey:


19. (9 points) List and explain in detail the three movements of the novel.  Use examples.  What is each about?  Why is each important?



20:  (50 points)  TAKE HOME ESSAY Due by Thursday.

Book 2 Chapter 9 and 10

Book Two, Chapter 9

1. Why does Orwell include detailed passages from Goldstein’s Book in 1984?
2.    What three classes of people have always existed?
3. In What ways have these three classes changed?
4. What is the purpose of war in the world of 1984?
5. What are the two aims of the Party?
6. What are the two problems with which the Party is concerned?
7. Why do all three superpowers forbid their citizens from associating with foreigners?
8. The governments of the three superpowers are alike in essence even though their forms of government have different names. Identify these similarities and explain why they exist?
9.. What is the real "war" fought in each of the three governments? Your answer will explain the party slogan, "War is Peace."
10. What are the aims of the three groups?
11. What changes in the pattern occurred in the nineteenth century?
12. How did socialism change in the twentieth century?
13. Why are the rulers in the twentieth century better at maintaining power than earlier tyrants?
14. What are the four ways an elite group falls from power?
15. How does the Inner Party make certain it will not fall from power?
16. How is a person’s class determined in the 1984 world?
17. What is doublethink and what is its purpose to the ruling class?
18. Why is the mutability of the past important to the ruling class?

Book Two, Chapter 10

1. What understanding does Winston gain about the common people?
2. What is the significance of the glass paperweight here?

Friday: 1984 vs. A BRAVE NEW WORLD

In a 1-page essay (minimum length) compare 1984 to A BRAVE NEW WORLD by either theme, character, or symbol.  Make sure you have detailed examples to back up your ideas.

You will be graded on the following:

1) Opening paragraph with thesis statement, order of development and a hook.  (10 points)

2) Body paragraphs that reinforce and prove thesis and give detailed examples (specific scenes, quotes, moments for the book) and analysis those examples in relation to thesis.  (30 points)

3) Conclusion that restates in a new way what you proved in the paper and leaves the reader with something further to think about.  You might try and return to your hook in the ending.  (10 points)

GOOD LUCK.  This is your last essay assignment of the year!  Ace it.

Book 2 chapters 5 & 6

1)  Who has vanished?
2)  Describe the preparations for Hate Week?  In what ways does the Inner Party excel in building spirit?
3) Julia and Winston have some differences?  Explain them.
4) What finally convinces Winston that O'Brien is a member of the Brotherhood?


5) Begin to outline a comparison between 1984 and A BRAVE NEW WORLD by either themes, characters, slogans or symbols.  On Friday, you will have an in-class essay assignment on this comparison.  It'll be worth 50 points.

1984 BOOK 2 CHAPTERS 3-4

Book Two, Chapter 3

How and where do Julia and Winston meet?
What is Julia’s job?
What is her background?
What is her attitude toward the Party?
Describe the quote “ With Julia, everything came back to her own sexuality. As soon as this was touched upon in any way she was capable of great acuteness”. What does Winston think about Julia?
Why does the Party think the sexual impulse as well as the familial love dangerous?

Book Two, Chapter 4

How does Winston react to the singing Prole woman?
What pleasures of the senses are mentioned in this chapter? What is Orwell’s point in mentioning them?
What is Winston’s reaction to rats? Julia’s reaction?
Winston is interested in the church bells that once played in the city even though he is not religious. What do church bells mean to him?
Winston sees the coral paperweight as a symbol of what?

1984 BOOK TWO - Study Questions

Book Two, Chapter 1

How does Winston react to the note from Julia before he reads it?
How does Winston react to the note after he reads it?
Where do they manage to talk for the first time?
Where do they plan to meet?
What do Winston and Julia do before they part?

Book Two, Chapter 2

Why is Winston ill at ease once he is alone with Julia?
What does Julia bring with her that she has obtained on the black market?
What are Julia’s ideas about the Party?
What familiar sign does Winston find?
What is the significance of the thrush music?
What does Winston mean when he says that he loves Julia all the more because she has had scores of sexual encounters?

Student Examples

Go HERE

1984

Map of 1984 go HERE

List of Objects of 1984

At the end of this book students will be able to

1) Define Negative Utopia and discuss how 1984 fits the definition.
2) Define motif, give 3-5 examples of motifs in the book and be able to explain their significance (a few motifs to think about include rebellion, songs, slogans, sex, rebellion)
3) Be able to explain the significance of the following themes:  The meaning of freedom; The responsibility of the Individual in Society, Dehumanization as a method of control, isolation, social class disparity, and the abuse of power
4) Define dystopia and apply it to the novel
5) Keep a list of ironies (at least ten found in the book)
6) Make a list of all the characters with description and discussion of the meaning behind their names
7) Examine the following symbols: Big Brother, The Party Slogans, The Four Ministries, the paperweight, the golden country, Emmanuel Goldstein, James, Aaronson, Rutherford, Chestnut Tree Café, Doublethink, Newspeak Dictionary, Winston’s Diary, Junkshop, songs, Proles
8) Explain the purpose of Newspeak
9) Describe how Big Brother controls its citizens
10) Describe the setting
11) Name the four ministries and what they control
12) Compare/Contrast Winston and Julia
13) Research current privacy-related issues and debates affection society and connect with 1984.
14) Keep a list of Newspeak Words
15) Discuss the meaning of room 101.
16) List the ideas in Goldstein’s book.
17) Outline the plot according to the six elements of plot
18) Discuss the three movements in the book and summarize what happens in each.
19) List the types of conflict involved in the novel.
20) Discuss the meaning of various quotes discussed in class.
21) List five to ten examples of foreshadow.
22) Answer study questions are you read.

1984

Study Questions - BOOK 1


Book One, Chapters 1-2

1. What bothers Winston?
2. What is wrong with his society?
3. What are the three slogans of the Inner Party?
4. What are the four ministries?
5. What items are written in italics?
6. How does the Two Minute Hate work?
7. What happens to Winston during the chant?
8. What happens between O’Brien and Winston?
9. During the film (p. 11), how did the audience react?
10. What is "thoughtcrime"?
11. What are the Thought Police?
12. Who are the Parsons and what do they represent?
13. How do the Parsons’ children behave?
14. What is Winston's dream about O’Brien?
15. What is announced on the news? (p. 25)

Book One, Chapters 3-4

1. What is Winston’s dream about his mother? How does he feel about himself in that dream?
2. What is his dream about the "Golden Country"?
3. What does he remember about the big events of the past? Bombs? Past Wars?
4. Explain the Party slogan, "Who controls the past controls the future; who controls the present controls the past."
5. What does he know about the legends concerning Big Brother?
6. Describe Winston’s job.
7. How is the past controlled?
8. What special literature, music, and entertainment is produced for the proletariat (proles)?
9. How does Winston feel about his work? What sort of "creativity" is involved?
10. What is the significance of Comrade Ogilvy?

Book One, Chapters 5-7

1. What is the problem with obtaining razor blades?
2. What is revealed about Inner Party philosophy in the discussion between Winston and Syme?
3. Why does Winston feel that Syme will be vaporized?
4. Parsons brags about his children for doing what?
5. What is the significance of the telescreen announcement?
6. What are Winston’s feelings about the present time after he hears the cheerful announcement on the telescreen?
7. Winston predicts that certain people will be vaporized and that certain people will never be vaporized. Who? Why?
8. What is the purpose of marriage in the state?
9. What do Winston’s memories about visiting a prostitute reveal about his attitudes towards sex in Oceania?
10. How does Winston view the proles?
11. How are the proles controlled (prole control)?
12. What lies/half-truths does the Party teach about history?
13. Winston suspects that the Party lies about progress made since the war. What Party claims does he doubt?
14. What is the story of Aaronson, Jones and Rutherford?
15. Why is this story so meaningful for Winston?
16. What is Winston’s unanswered question?

Book One, Chapter 8

1. Why does Winston go off on his own? What activities is he missing out on?
2. What is life like in the proles’ end of London?
3. What does Winston think about after his conversation with the old man in the pub?
4. What does Winston discover at Mr. Charrington’s shop?
5. What is Mr. Charrington like?
6. What does Winston think when he sees the dark-haired girl outside Mr. Charrington’s shop?
7. How does one’s own body betray a person?
8. Why does Winston wonder about church bells ringing in London?

MLA

MLA Format
Remember the order of importance in MLA


MLA

1) Name
2) Title of article or title of webpage
3) Title of book or website
4) Place of publication
5) Publisher
6) Date of publication
7) Page number
8) Source of publication (example: Web, Print, DVD, etc)
9) (Internet) Date of access.

For more on MLA format go here

Expository Essays

2nd drafts of expository essays due on Monday!

On Monday we will go over (again) MLA format.

OUTLINES

Expository Essays - we are working on outlines.  Remember this is the 2nd step in the writing process.  Use your prewriting to help you.  If you don't have a hook yet, don't worry!  Nail the thesis statement and order of development first.

Use the following as a guide:


OUTLINES

Hook (or idea for a hook):



Thesis Statement:

Order of Development (how, why, in what way does this back up thesis):
A.
B.
C.


I:  Point 1 (from order of development)
A. (how, why, in what way) – this should be a generalization
1. Details
2. Details
B. (how, why, in what way) – this should be a generalization

II: Point 2
    A.
           1.
           2.
   B.
           1.
           2.

III: Point 3




IV: Conclusion

Monday 3/25

Today - we will be discussing expository writing and beginning a map of the essay that you will write.

Prewriting is due tomorrow.
Outlines are due Wednesday.
First draft is due at the end of the week.

Hamlet Review

      HAMLET FINAL REVIEW:
1) The following characters are dramatic foils for Hamlet.  Discuss in detail how?

a) Claudius


b) Gertrude


c) Laertes


d) Ophelia


e) Polonius


f) Fortinbras


2) What do Fortinbras, Hamlet and Laertes have in common?

3) Be able to give three examples of symbols and discuss how they work in Hamlet.

4) Give a description (mental, physical, emotional) of the following characters:

Ghost:

Hamlet:

Gertrude:

Claudius:

Ophelia:

Laertes:

Polonius:

Reynaldo:

Horatio:

Rosencrantz:

Guildenstern:

Osric:

Fransico:

Barnado:

Marcellus:

Fortinbras:

Gravedigger:

5) Outline the plot according to Exposition, Inciting Event, Rising Action, Climax, Falling Action and Resolution.  Make sure you know where events fall.


6) Be able to summarize the following acts:

ACT I:
ACT II:
ACT III:
ACT IV:
ACT V:

7) How is Polonius a meddling old fool?  Think about how he buts in between Ophelia and Hamlet, How he sends Reynaldo to spy on his son Laertes, How he suggests spying on Hamlet three different times.

8) Do you think Ophelia loved Hamlet?  Prove this with examples from the play.

9) In Act II what does Hamlet ask the players to recite?  How does the allusion mimic Hamlet’s position?

10) What is a fishmonger?  Who are fishmongers in the play? Why?  Who are fishmongers in the senior class.

11) Who is Jephthah?

12) Explain the quote: “There is nothing either good or bad, but thinking makes it so.”

13) How is Hamlet rude to Ophelia?  How is Ophelias rude to Hamlet?

14) What are some of the instructions Hamlet gives to the actors?

15) How is the “play within a play” scene a turning point in the story?

16) What are three important things about Claudius’ soliloquy?

17) What proof is there that Hamlet actually goes crazy in Act 3?

18) What is one thing Hamlet says that women do to men?

19) Discuss the meaning of the following soliloquys:  ACT I SCENE ii lines 129-159

        ACT III  Scene 1 lines 57-91

        ACT IV Scene iv lines 34-68

20) What characters are in the opening scene?
21) Describe Hamlet’s appearance in Act 1.
22) Why does Claudius need to justify him marriage in Act 1.
23) What is the continuous pun on sun?  Discuss how Shakespeare and Hamlet are using it.  Give some examples of its use.

24) How does Ophelia’s craziness in Act 4 reflect Hamlet’s in Act 2 and 3?  How does it differ?

25) Why does Ophelia sing songs of sexual betrayal and death?  What does it say about her character.

26) Why does Ophelia die?  Do you think her death was accidental or suicide?  Why?

27) What is the point of the gravedigger’s riddles and songs?  How is the gravedigger a bit like Hamlet?
28) What is Osric’s role in the play.  What concerns, Shakespeare’s concerns, does he reinforce.
29) Why does Hamlet ‘defy augury’?
30) How does the dying lines of Gertrude, Claudius and Laertes reflect the way their character has been presented throughout the play?
31) Who wins in Hamlet?  Why?
32) What is the most disturbing element in Hamlet?
33) How does Hamlet reflect contemporary times?
34) What is odd about the following quote:  “A bloody deed; almost as bad, good mother, as kill a king and marry with his brother.”
35) What is disturbing about the following: “Nay, but to live in the rank sweat of an enseamed bed; stewed in corruption; honeying, and making love over the nasty sty.”
36) What is one statement about Humanity that Hamlet makes.
37) What is important about the Pirates?
38) How does Hamlet change in Act 5?
39) Do you think Hamlet forsees his own end?  Why do you think this?
40) How is Hamlet like Christ?
41) What is the purpose of Horatio?
42) What does the following quote mean:
“Alexander died, Alexander was buried/ Alexander returneth to dust; / dust is earth; of earth we make loam; and why of that loam whereto/ he was converted might they not stop a beer barrel?/ Imperious Caesar, dead and turned to clay,?/ Might stop a hole to keep the wind away.? O, that that earth which kept the world in awe/ Should patch a wall t’ expel the winter’s flaw.”

43) Quotations from all Acts from various individuals.  Be able to state who is speaking, who they are speaking to, and what they are talking about.  Look over quizzes and reread important acts.

Act 5

HAMLET ACT 5: Questions

1) What do you feel is the point of the gravedigger’s riddles and song? How does it fit into the play?


2) In what ways do Hamlet’s reactions to the skulls in the graveyard seem to suggest a change in his outlook? Compare Hamlet’s attitude towards Yoric to Hamlet’s attitude to Ophelia or even his father? How is it different? How is it similar?


3) How old is Hamlet? How do you know this?

4) What does the violent argument between Hamlet and Laertes add to the play?

5) What developments in Hamlet’s character are presented through the story of what happened on the boat? (V.ii 1-62). How has Hamlet changed?
6) How do Hamlet’s motives in killing Claudius seem to have shifted according to his speech beginning “Does it not, think thee…” (V.ii.63)

7) What concerns of the play are reinforced in the Osric episode? (V.ii.80-170)

8) Why does Hamlet ‘defy augury’? (V.ii.192)

9) What does Laertes say is his motive in still resenting Hamlet? How has already lost this? How does this contribute to the presentation of revenge in the play? (V.ii216-223)

10) How might the dying lines of Gertrude, Claudius and Laertes be viewed as typical of the way their characters have been presented throughout the play?

11) Who “wins” in Hamlet? How and why do you think this?

Regionals homework/Robotics homework

Continue to work on Acting Projects these are due Monday 3/11.

Hamlet

For next week 2/28-3/1.


  Acting/Memorization

OBJECTIVES:

Students will demonstrate an understanding of a character(s) from HAMLET by acting out from memory at least 16 lines and by turning in an acting script outlining subtext and emotion for their scene and character.  You can act out either a soliloquy, or a scene.  You can play more than one character and/or you can work in a group.  If you work in a group, every person will need to have at least 18 lines.

Students will be graded in the following ways:

16 lines memorized = 64 points.

Acting (subtext with emotion/ blocking) = 35 points.
Every line above 20 = 1 extra credit point.        

Act IV

Study Questions


Act IV, Scene 1
1. What is Claudius' main fear in the immediate aftermath of Polonius' death?
Act IV, Scene 2
1. What does Hamlet refuse to tell Rosencrantz and Guildenstern?
Act IV, Scene 3
1. What image does Hamlet use (ll. 19-29) to warn Claudius he's only king temporarily?
2. Claudius ends the scene by writing a letter: to whom, and what order does it contain?
Act IV, Scene 4
1. What's the value of the land Fortinbras' army is marching to capture in Poland (l. 20)? What will the invasion itself cost (l. 25)?
2. Hamlet's soliloquy (ll. 32-66) is self-critical; summarize his main fault.
Act IV, Scene 5
1. Ophelia's songs during her first appearance in this scene deal with love, death and sex. Why? What do they tell us about her at the moment? What might they reveal about Her, Hamlet and Polonius?
2. Why is Laertes a danger to Claudius' throne (ll. 98-103)? (Actually two or three related reasons.)
3. What does Claudius offer as assurance that he had no part in Polonius' death (ll. 190-9)?
Act IV, Scene 6
1. Horatio receives a letter from Hamlet explaining how he escaped from Rosencrantz and Guildenstern. How did he?
Act IV, Scene 7
1. What reason does Claudius give Laertes for Hamlet's killing of Polonius (ll. 1-4)?
2. What are his two reasons for not charging Hamlet with murder (ll. 9-24)?
3. Claudius reveals that Laertes is famous for his skill with the rapier (a fencing weapon) and that Hamlet is envious of this fame.
4. How does Claudius plan to exploit this envy to give Laertes a chance for (publicly) guiltless revenge (ll. 126-38)?
5. How does Laertes refine the plan (ll. 138-147)?
6. What announcement does Gertrude make to end Act IV?

Grammar Exercises

What are Phrases Practice Exercises
Practice Exercise
Identify the adjective and adverb phrases in the sentences that follow. You may want to look up adjective and adverb phrases (if you don't know).

1. Students with ambition are usually successful.
2. The painter climbed up the ladder.
3. Her ring with the emeralds and rubies came from her grandmother.
4. I saw the squirrels scampering along the fence rail in the backyard.
5. They anchored their fishing boat about a mile off shore.
Identify the appositive phrases in the following sentences and the noun or pronoun they are modifying.

6. Her adventure story appeared in Cricket, the popular children's magazine.
7. Which Shakespearian tragedy do you like most, King Lear or Hamlet?
8. Would you please give this note to your teacher, Mr. Christopher?
9. My cousin, a sophomore at the Academy of Allied Health and Science, wants to be a physical therapist.
10. Marcie told a story about the Tasmanian Devil, an urban legend.
Determine whether the boldfaced phrase is a gerund phrase or a participial phrase.

11. Trying to be protective, Charlotte put her parakeet back into its cage.
12. Misplacing my belt with the silver buckle disappointed Dad.
13. Snoring with contentment, Hallie's cat slept on the bed by her feet.
14. Having to wait at the bus stop for over an hour every day was becoming tiring.
15. Heading this year for the Super Bowl is our favorite team, the New York Giants.



Grammar and Clauses Practice

Independent or Subordinate Clause
Determine whether the group of words is an independent or a subordinate clause.

1. It seemed like yesterday
2. Despite the fact you knew
3. If we could just see eye to eye
4. Wherever he might go
5. Before we leave
6. Suppose he changes his mind
7. Because we were only a mile from home
8. Andrew went fishing
9. When Justin took his first swing
10. So long as we remain in the boat

Noun Clause
Identify the noun clause in each of the following sentences.

1. I don't understand what he sees in this.
2. Phyllis's suggestion that we go through the Blue Ridge Mountains was a good one.
3. James was wondering what Wednesday's lineup is going to be.
4. Our intention is that we be able to visit the Eiffel Tower on our way through Paris.
5. Why you decided to switch careers this late in the game is hard to comprehend.
6. Hugh says he has no idea where he is going to sleep.
7. Whether Ursula goes to college is a concern of mine.
8. That we leave before five in the morning was her idea, not his.
9. You should know where your watch is.
10. The commendation goes to whoever accomplishes the tasks in a timely manner.

Adjective Clause
Identify the adjective clause in each sentence.

1. Did you spill the glass of milk that was in the refrigerator?
2. The police are searching for the person who lives in this apartment.
3. The room on your left is where the supervisor works.
4. Do you remember when you fell and sprained your wrist?
5. I want to go on a ride that is fast, like a roller coaster.
6. I am sure it was the car whose taillight was broken.
7. This document is a piece of evidence that is important.
8. The acting class that I take every Thursday has been cancelled.
9. My cousin, who lives in Oklahoma, is going to Europe with us.
10. There is a fragrant lilac bush that grows outside my window.

Adverb Clause

Identify the adverb clause in each of the following sentences.

1. Because the book was old, it was kept behind glass.
2. This dining room set is yours provided that your payment goes through.
3. Mark is not allowed to leave even if he insists on going.
4. I was ready to go before the sun was up.
5. He acted as if he belonged there.
6. I enjoyed the reunion although there was some tension between Mom and Aunt Joy.
7. Tad could not reach the top shelf even though he used a stepladder.
8. The baby starts to cry whenever I step out of the room.
9. After we have breakfast, we'll go to the flea market.
10. If you don't mind, put this away in the closet for me.

Study Questions for ACT III scenes 3 and 4

1) What does Claudius plan to do with Rosencrantz and Guildenstern and Hamlet?
2) What is Polonius going to do while Hamlet speaks with his mother?
3) List three important things about Claudius’ soliloquy.

a)
b)
c
4) Why is it odd that Hamlet sees the king praying?
5) Why doesn’t Hamlet take this opportunity for revenge?
Scene IV

1) Describe Polonius’ advice to Gertrude.
2) What is the significance of the following quote: “How now, a rat? Dead! For a ducat, dead!
3) What is odd about the following quote: A bloody dead; almost as bad, good mother, as kill a king and marry with his brother.
4) Why might Gertrude say, “What have I done, that thou dar’st wag thy tongue in noise so rude against me.”
5) What descriptions does Hamlet use to compare his father and his uncle?


King Hamlet


Claudius

6) What point does Hamlet make by comparing the men?
7) What is disturbing about the following: Nay, but to live in the rank sweat of an enseamed bed; stewed in corruption; honeying, and making love over the nasty sty.”
8) What stops Hamlet’s ranting and raving at Gertrude? What does this figure tell Hamlet?
9) By the end of the act, Hamlet has made many statements about humanity, in general. Explain a few of his points. Do his opinions reflect his madness.
10) Explain the differences between the ghost in Act I with the ghost in Act III. Why might these differences reflect Hamlet’s insanity?