LL1 Semester 1 Exam

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Jason's Stammer

Antagonist in Hangman

Self, Family, Peers

Antagonist in Solarium

Young Poet

Antagonist of Letter One

The nuns/society

Antagonist of St. Lucy's

Edgar Allen Poe

Author of "The Tell-Tale Heart"

David Mitchell

Author of Hangman and Solarium

Emily Dickinson

Author of I felt a funeral in my brain

Ranier Maria Rilke

Author of Letter One

Karen Russell

Author of St. Lucy's

Identity Beauty is everywhere Beauty cannot be created Beauty is truth Beauty cannot be defined

Central Idea: Hangman and Solarium

Madness

Central Idea: I felt a funeral in my brain

Criticism (is useless) Meaning of Beauty: Beauty lies within Meaning of Beauty: Beauty is everywhere

Central Idea: Letter One

Individual identity vs. group identification

Central Idea: St. Lucy's

Obsession Madness Guilt

Central Idea: Tell Tale Heart

Stage 5 Summary

Claudette returns home to visit her family. They are terrified of her at first, not recognizing the human girl before them. Eventually, she tells them that she's home, although she realizes that is not true. She is too human for the wolves, and too wolf for the humans.

Man Vs. Self, Man Vs. Society, Man vs. Man

Conflict Types in St. Lucy's and Hangman

Jason has to publically speak at school and he doesn't want everyone to know about his stammer, but he does not have a choice.

Conflict for Jason in Hangman

Man vs. Self

Conflict type in I felt a funeral in my brain

Man vs. Man, Man vs. Self

Conflict types in Letter One and the Tell Tale Heart

Man vs. Self, Man vs. Society

Conflict types in Solarium

It slows the pacing and creates suspense.

Effect repetition has on the story (TTH)

Fiction

F or NF: All texts except for the letter are this

nonficiton

F or NF: Letter One

The five stages of Lycanthropic Culture Shock and epigraphs

How Russell organizes the story

Extended metaphor of the funeral, linear plot

How does Dickinson set up the events in the poem?

The setting of the solarium is a reflection of Madame Crommelynck. They both reflect wealth, status, and older in age.

How does the setting develop this person's character? What do we learn about him/her?

Five stanzas/four lines each=20 lines total.

How many stanzas are in this poem? How many lines are there in each stanza?

Stage 4, when Mirabella attacks Claudette to save her

In which stage does the climax, or high point of the action take place?

Eliot Bolivar

Jason's pseudonym

Beauty cannot be created or defined. Beauty is truth.

Madame Crommelynck believes three things in regards to beauty. What are those three things?

" a woman with coat hangers instead of bones" (25).

Metaphor in Hangman

the old man/eye

antagonist in the tell tale heart

Suppositions (N)

assumptions or hypotheses

Tangible (Adj)

capable of being precisely identified

Endures (V)

continue to exist; lasts

Complied (V)

did what had been asked or ordered

Personification

figure of speech that gives an inanimate object, abstract idea, or animal human qualities or characteristics.

Stage 1 Summary

girls arrive at St. Lucy's. They are given free rein and cause destruction and chaos. Girls are given new names and feel threatened. The begin to panic and Mirabella tries to escape.

Day time action (TTH)

is short and quickly paced highlighting that it's not significant.

Transitory (Adj)

lasting only for a short time

Hearken (V)

listen; give heed to what is said

Night Time Action (TTH)

lower pacing and takes significantly more time to explain

Shucking (V)

peeling off

The narrator

protagonist in the tell tale heart

Ferocity (N)

savage fierceness

Sagacity (N)

the ability to make good judgments or to plan ahead

Criticism (N)

the activity of making careful judgments about the good and bad qualities of books, movies, etc.

Construction (N)

the arrangement and connection of words or groups of words in a sentence

Point of View (N)

the narrator or who is telling the story; 3 kinds of this

Outfox (V)

to defeat or trick (someone) by being more intelligent or clever

Paraphrase (V)

to rephrase or restate the text in one's own words without changing the meaning of the text

Rudimentary (Adj)

very imperfectly developed

The struggle to adapt

what Claudette represents

Identity (N)

who someone is; the characteristics, beliefs, etc., that make a particular person or group unique

Simile

A comparison using "like" or "as"

Metaphor

A comparison without using like or as

He feels a sense of accomplishment for finally killing the old man and being rid of the evil eye.

After the events take place, how does the narrator feel? (TTH)

To rid the world of the eye by murdering the old man because it is evil and terrifies him.

Narrator's Goal in the Tell Tale Heart

Hangman (N)

One who kills criminals by hanging them; a public executioner

description of hangman (26).

Personification in Hangman

The Speaker

Protagonist and Antagonist of I felt a funeral in my brain

Jason

Protagonist in Hangman and Solarium

Rilke

Protagonist in Letter One

Claudette

Protagonist of St. Lucy's

Mentor and Mentee

Relationship between Rilke and the Young Poet and Jason and Madame Crommelynck

Professor Horacek

Secondary Character in Letter One

Mom, Pete Redmarley, Gilbert Swinyard, Pluto Noak, Mrs. de Roo, Lucy Sneads, Angela Bullock, Robin South, Miss Throckmorton, Gary Drake, Neal Brose, Joey Deacon, Dad, Aunt Alice, receptionist, people in the lobby

Secondary Characters in Hangman

police, the old man

Secondary Characters in the tell tale heart

Madame Crommelynck, mom and dad, peers, old man/butler, vicar

Secondary characters in Solarium

Jeanette and Mirabella

Secondary characters of St. Lucy's

"spreading round the school like a poison-gas attack" (27). "they're as different as diarrhea and constipation" (25).

Similes in Hangman

Stage 2 Summary

The girls feel uncomfortable and out of place. They are forced to complete walking drills, become bilingual, and read. The girls wish to go home, but are scared to disappoint their parents. There is also an incident with feeding the ducks.

Stage 3 Summary

The girls interact with other human girls. They play games, although they still demonstrate wolf like behavior. They also ride bicycles for the first time.

Stage 4 Summary

The girls prepare for debutante ball. We see Claudette and Jeanette begin to react selfishly and in their own interests. Claudette panics and reverts to wolf behavior when she cannot perform the Sausalito. Jeanette refuses to help, but Mirabella tackles her to keep her from getting hurt. Claudette then blames Mirabella for ruining the ball, although she really loved her for helping her to pass. Mirabella is expelled from St. Lucy's.

Hearing

The narrator's greastedt sense in both The Tell Tale Heart and I Felt A Funeral In My Brain

Excerpt

Type of Writing: Hangman and Solarium

Poem

Type of Writing: I felt a funeral in my brain

Letter

Type of Writing: Letter One

Short Story

Type of Writing: St Lucy's and the Tell Tale Heart

Not fully; though we see Claudette has come further than Mirabella, we also see that she has not fully adapted in Stage 4. In stage 5, when Claudette goes back to the cave, we understand that she has adapted enough that she is unable to go back: "first human lie...'I'm home'" (246). However, due to her behavior in stage 4 we also realize that some of her wolf behavior may never go away.

Were the girls successfully rehabilitated into human society?

Human Society

What Jeanette represents

Wolf Society

What Mirabella represents

They agree that Beauty can be found everywhere

What do Rilke and Madame Crommelynck from Black Swan Green agree on in regards to where to find beauty?

The young poet wants criticism and help from Rilke. Rilke believes that the young poet should look inside himself to find the answers.

What does the young poet want from Rilke? Where does Rilke believe the young poet should look for answers?

The narrator descends into madness.

What happens through the events of the extended metaphor?

The narrator freezes because he wants to be able to accomplish his plan of killing the old man so he can get rid of his obsession, the eye.

What happens when the old man wakes up?

It is useless and something he does not give out

What is Rilke's opinion about criticism?

A violent, Judgy, and Scary place

What is the school environment like according to Jason?

Humorous tone created by his use of figurative language and his use of made up words. Angry/Bitter tone is created when he describes himself as a "duh- brain" and a "flid" (26).

What is the tone that Jason creates in this excerpt. How does he create this?

old man's heartbeat after his death, but we can infer that he is hearing his own heartbeat out of guilt.

What the narrator (TTH) is hearing that makes him confess to the police

Rilke uses metaphors to help develop the central ideas of the meaning of beauty and beauty is everywhere

What type of figurative language does Rilke use twice? What does this structural choice help to develop?

Five years ago at school while playing a game of hangman. It was during the summer

When Jason develops his stammer

To the varage and the vicar. He believes this because the vicar should live at the vicarage.

Where does Jason deliver his poems and who does he believe is receiving them? Why does he believe this?

In the middle of the action. This creates a mysterious/suspenseful effect because we do not know who is speaking, what has happened, or who he is talking to.

Where in the story's action does Poe start the narrator's tale? What is the purpose/effect of starting it here?

Madame Crommelynck is the one receiving/delivering the poems. She does not receive payment, but gets to read the poems first.

Who actually is receiving and delivering the poems to the vicar? Does he/she receive payment for this?

He believes that they are lying by acting as if they cannot hear the heartbeat.

Why does the narrator say the police have "hypocritical smiles"?

Allusion

a brief reference to a person, place, thing, or idea that has literary, historical, cultural, or political significance.

Compassion (N)

a feeling of wanting to help someone who is sick, hungry, in trouble, etc.

identification (N)

a feeling that you share and understand the problems or experiences of another person or group


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