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East Meadow School District

Curriculum Area Project

Teaching Stephen King’s Novellas

Writers:

Teresa Arcuri

Mary Fernandes

English Grade 11RS

July 2009-August 2009

School Year 2009-2010

Table of Contents

Abstract 3

Rationale 4

Rita Hayworth and the Shawshank Redemption

Unit of Instruction 5-6

Lesson Plans 7-16

Quizzes 17-18

Worksheets & Activities 19-25

Study Guide 26-33

Review Guide 34-37

Exam 38

The Body

Unit of Instruction 39-40

Section I 41-43

Section II 44-45

Section III 46-51

Section IV 52-53

Section V 54

Study Guide 55-57

Exam 58-60

Abstract

The following CAP, “Teaching Stephen King’s Novellas,” is designed for the eleventh grade English Regents Support track classroom in the secondary school. The units for these supplementary novellas are designed to meet the needs of the Regents Support student. The lessons in each unit vary to accommodate both those students who require extra support in the subject of English to those who have learning disabilities. The novellas selected for this unit have been selected due to their high interest level. Although the reading of these novellas can be challenging to students who have reading comprehension difficulties, the novels are of high interest level to the RS student and, consequently, the students will learn how to analyze and interpret literature. Additionally, the lessons in the unit incorporate the NYS Learning Standards:

1. Language for information and understanding

2. Language for literary response

3. Language for critical analysis and evaluation

4. Language for social interaction

Rationale

When the Regents Support students are confronted with literature with which they do not connect, they are likely to shirk their reading responsibilities. As educators, we have a responsibility to motivate our students to read. To do so it is important to select literature that is of high interest to our students. Stephen King writes novellas that are not only entertaining, but literary as well. Stephen King writes about universal themes with which students are likely to connect. As a result, reading does not seem like a chore to the RS students because they have a vested interest in the subject matter of the novels. In addition, since these novels are written on a reading level appropriate for the RS students, they are capable of analyzing the literature, thus further developing the students reading comprehension skills. As a result of these units, students will not only be motivated to read, but will gain a deeper understanding and appreciation for literature.

|Stage 1—Desired Results |

|Unit: | |

|Stephen King’s Novell: Rita Hayworth and the Shawshank Redemption | |

|Content Standard(s): | |

|Unit I satisfies the following New York State Standard(s): | |

|NYS English Standards 1,2, 3, & 4 | |

|Understanding(s): | |Essential Question(s): | |

|Students will understand how to… | |What is meant by the term redemption? | |

|Analyze, interpret, discuss and apply the themes and | |What is courage? | |

|significant literary elements from the novella. | |Do our prison systems truly rehabilitate? | |

| | |Can a prisoner change his/her ways? | |

| | |Why is hope important? | |

| | |How can our intelligence help us? | |

| | |What role does fear play in our lives? | |

|Student will know… |Students will be able to… | |

|How to read and interpret a novella. |Read and interpret Stephen King’s novella. | |

|How to research. |Identify symbols, foreshadowing, and other literary techniques. | |

|How to write persuasively and analytically. |Complete a research assignment. | |

|How to make connections between outside poems, music, and current events and|Write and speak persuasively through debates and persuasive writing | |

|the novella. |activities. | |

|The significance of the 1st person peripheral narrator. |Engage in class discussions. | |

|How to recognize and interpret themes. |Express their feelings and opinions through in class journal writing | |

|That Andy is a symbol of hope to the other prisoners. |assignments. | |

| |Engage in debates | |

|Stage 2—Assessment Evidence |

|Performance Task(s): | |Other Evidence: | |

|Completion of daily journal assignments. | |Nightly completion of the study guide, which is to be completed with | |

|Research and persuasive writing assignment. | |each night’s reading assignment. | |

|Daily reading check quizzes. | |Level of participation in class discussions. | |

|Written Unit Exam | | | |

|Stage 3—Learning Plan |

|Learning Activities: | |

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|Introductory and pre-reading activity as detailed in daily lesson plans. | |

|Nightly Reading assignments including written responses to study guide questions. | |

|Daily reading check quizzes. | |

|Analytical discussion and review activities to be conducted daily as detailed in lesson plans and included worksheets. | |

|Classroom discussion and cooperative learning activities. | |

|Quotation interpretation and analysis. | |

|Daily journal writing assignments as detailed in the Do Now section of the included lesson plans. | |

|Read a current events article and connect the content of the article to the themes of the novella. | |

|Interpretation of film clips. | |

|Analysis and interpretation of song lyrics. Students will be required to connect the song lyrics to the themes of the novella. | |

|Completion of a creative writing assignment as detailed in the lesson plans. | |

|Written unit exam. | |

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English 11RS

Rita Hayworth and The Shawshank Redemption

Introduction

AIM: Who is Stephen King?

DO NOW: What makes a good horror story? What makes a story entertaining?

PROCEDURE:

1) Discuss responses to the Do Now questions. Using an attribute web for each of the aforementioned genres, list the character traits on the board.

2) What do you know about Stephen King? List responses on the board

3) Present the power point presentation which contains background information on Stephen King. Students will copy the information down into their note books.

4) Distribute novella, Rita Hayworth and the Shawshank Redemption to the class

5) Discuss the title of the novella:

a. Define redemption

b. Why might one need redemption?

c. How does one redeem his/herself?

d. What does the title suggest about the plot of the novella?

CLOSURE: Do you think this will be a novel of optimism or pessimism? Why?

English 11RS

Rita Hayworth and The Shawshank Redemption

Background Research

AIM: To research the prison systems in America.

DO NOW: What do you know about prisons in America?

PROCEDURE:

1) Discuss responses to the Do Now questions.

2) Distribute Prison Research Worksheet.

3) Students will meet with their assigned base groups. Each student will be assigned 1-2 questions from the sheet. Each student will work in the library and use both the books and the Internet to answer his/her assigned question.

4) Students will meet with their expert groups to compare and expand upon the information gathered in the library.

5) Students will meet with their base groups and exchange their information with their group members.

CLOSURE: Were your initial perceptions of prison life accurate?

English 11RS

Rita Hayworth and The Shawshank Redemption

Prison Systems

AIM: What problems exist in America’s prison systems?

DO NOW: What is rehabilitation? Do you believe prisoners can rehabilitate themselves? Do prisoners

deserve this opportunity?

PROCEDURE:

1) Discuss responses to the Do Now questions.

2) Read the article “Jailhouse Blues” written by Jeffrey Ian Ross for Forbes Magazine on April 18th, 2006. This magazine article can be accessed online.

3) Students will write a reader response essay in which the students respond to the following:

a. Identify four specific problems that exist in America’s prisons. What is problematic about these things?

b. Identify three possible solutions suggested I the article. Explain how each solution will improve life in prison.

c. Do you agree or disagree with the article? Why? Why not? Provide three specific examples to support your opinion.

CLOSURE: Are our prison systems effective? Why? Why not?

English 11RS

Rita Hayworth and The Shawshank Redemption

Pages 15-25

AIM: Will Red be a reliable narrator?

DO NOW: Can a criminal be a good person? Why? Why not?

PROCEDURE:

1) Discuss responses to the Do Now questions. Use a chart to list responses:

Yes NO

How does this relate to the title of the novella?

2) Define first person peripheral narration for the students.

(When the narrator of the novel is not the main character of the novel)

a. What is beneficial about this type of narration?

b. How does it enhance the narrator’s reliability?

3) Character Development: Red

a. Have students describe Red’s crime.

b. Have students characterize Red by using specific quotes.

c. How does Red differ from the other prisoners?

d. How do we know we can trust Red? Student must give specific quotes to support their responses.

4) Character Development: Andy Dufresne

a. Describe Andy’s crime

b. Characterize Andy

c. What character traits worked against Andy during his trial? Is that fair? Why?

d. Do you believe Andy is guilty? Why?

CLOSURE: Why might Red tell Andy’s story and not his own?

English 11RS

Rita Hayworth and The Shawshank Redemption

25-35

AIM: In what ways does Andy set himself apart from others?

DO NOW: What is courage? What examples of courage have you seen in society? In films? In literature you studied?

PROCEDURE:

1) Discuss responses to the Do Now questions. Use an attribute web for each of the aforementioned types of courage and list responses on the board.

2) Andy and the Sisters

a. Why is Andy a target for the sisters?

b. What reputation does Andy have at Shawshank? Why might this have lead to his sexual assault?

c. Why is rape a crime of power and not lust?

3) Andy and Courage

a. How does Andy demonstrate courage?

b. Do you think it was easy for him to demonstrate courage?

c. What do you think Andy’s nails represent?

4) Andy’s Ingenuity

a. How does Andy solve his problem?

b. Does this take courage?

CLOSURE: How does Andy prove himself to be different from the other prisoners?

English 11RS

Rita Hayworth and The Shawshank Redemption

35-48 (bottom)

AIM: How does Andy demonstrate his intelligence?

DO NOW: Remember, Red tells this story in retrospect. Meaning, he is reflecting on the past and has had the opportunity to draw conclusions about the events. Read the passage on page 39 (Andy the legend). Answer the following questions:

• What is meant by the term legend?

• What does this quote reveal about Andy?

• What does this quote reveal about how Andy is viewed by Red and the other prisoners?

• What does this imply about Andy’s future actions?

PROCEDURE:

1) Discuss responses to the Do Now questions.

2) Discuss the following conflicts and have students describe each conflict in their notes:

a. Andy Vs Sisters

b. Andy Vs Prison Guards

c. Andy Vs the other prisoners

3) Andy’s advice to Hadley Wit and Intelligence

a. What is Andy’s advice?

b. Why would Andy offer advice to Hadley?

c. What does Andy ask for in exchange for his advice?

d. Why does Andy ask for something for the other prisoners as opposed to for himself?

e. How does this one action solve all three of the conflicts we just discussed?

f. How does this develop Andy as a character?

CLOSURE: Predict Andy’s future at Shawshank.

English 11RS

Rita Hayworth and The Shawshank Redemption

48-60

AIM: How does Andy begin to emerge as an important figure in Shawshank?

DO NOW: What is hope? Why is it important to have hope in our lives?

PROCEDURE:

1) Discuss responses to the Do Now responses.

2) Distribute Activity Sheet.

3) Students will meet with their base groups to complete their assigned question from the analysis sheet. The groups will have ten minutes to gather specific evidence from the novella to answer their assigned question.

4) Each group will present their findings to the class. The other students will copy the notes onto their own analysis sheets.

CLOSURE: To whom is Andy important? Why?

English 11RS

Rita Hayworth and The Shawshank Redemption

58-71

AIM: What does Norton’s treatment of Andy reveal about the prison system?

DO NOW: Have you ever told the truth about something, but you weren’t believed? How did this make you feel?

PROCEDURE:

1) Tommy Williams

a. Who is he?

b. Relationship to Andy?

c. Why is this important?

2) Elwood Blatch

a. Describe him

b. Why is this information important?

3) Norton’s reaction to Andy’s story

a. What is his reaction?

b. Why does Norton have this reaction? (page 71)

c. How do you feel about this?

d. Why do people dislike people who are optimistic and who have hope?

4) Andy’s hope

a. What happened to it?

b. Page 69---lost hope

c. Still tries to get meeting with Norton

d. Where is Tommy?

CLOSURE: How will Andy and his future be changed by these events?

English 11RS

Rita Hayworth and The Shawshank Redemption

82-96

AIM: How does Andy finally get his freedom?

DO NOW: What is patience? What is meant by the phrase, “Patience is a virtue?” Is it easy to be patient and wait for what we want?

PROCEDURE:

1) Describe how Andy escapes.

a. List ten details

b. What does this escape route reveal about Andy?

c. Would you be able to do this?

2) What does Rita Hayworth represent?

3) What clues were given to us that Andy would escape?

4) Norton’s reaction

a. Why?

b. What happens? Norton’s reaction to Andy’s story

e. What is his reaction?

CLOSURE: Write a newspaper article about Andy’s escape.

English 11RS

Rita Hayworth and The Shawshank Redemption

Pages 96-107

AIM: How is Andy’s story also Red’s story?

.

DO NOW: How can fear hinder us from accomplishing our goals in life? How can one overcome his/her fears? Describe a time when fear prevented you from doing something that you wanted to do?

PROCEDURE:

1) Go over responses to Do Now. Use an attribute web to define fear on the board. Ask students to share their personal stories of fear.

2) Andy and Fear

a. According to Red, what was Andy’s fear?

b. How did this fear almost destroy Andy’s chance for freedom?

c. How did Andy overcome it?

3) Red’s Fear

a. What is Red’s fear?

b. How did this fear almost ruin Red?

c. How did Red overcome it? What did he say?

d. Do you agree?

4) Go over plot of this section by reviewing the study guide questions in the packet.

5) Explain how this story is not really about Andy, but about Red.

CLOSURE: How would your perception of Andy been different if Andy was the narrator and not Red?

Rita Hayworth and the Shawshank Redemption

Reading Check Quiz Questions

15-25

1) Why is Red in Shawshank?

2) According to Red, How is he different from the other prisoners?

3) What role does Red play in the prison?

4) Name any one thing Red won’t do for prisoners.

5) Why is Andy in Shawshank?

Bonus: Who is Glenn Quentin?

25-35

1) What does Andy think happened on the night of the murder?

2) What happened to Sherwood Bolton’s pigeon?

3) What did Andy ask Red to get him?

4) What reputation does Andy have at Shawshank?

5) Why does Bogs Diamond stop bothering Andy?

Bonus: What year was Andy sent to Shawshank?

What cellblock does Andy live in? Prison number?

35-48

1) What two other items does Andy Ask Red to get him?

2) What job are Andy and Red assigned in May?

3) What gift does Andy give Red?

4) What advice does Andy give Hadley?

5) What does Andy ask for in exchange?

Bonus: What year is it when these events take place?

48-60

1) What happens to Brooksie once he is set free?

2) Now that Brooksie left, what job does Andy take over?

3) What does Normaden, Andy’s cell mate, say about living with Andy? What didn’t he like about living in that cell?

4) What does Andy say about his posters? Why are they important to him?

5) Who is Norton?

Bonus: What year is it? How many years has Andy been in prison?

58-70

1) What does Andy do for Tommy Williams?

2) Who is Elwood Blatch?

3) Why does Norton send Andy to solitary?

4) Once he is released from solitary, what does Red say has changed about Andy?

5) What happens to Tommy Williams?

Bonus: When he is taken to solitary, what does Andy shout?

70-82

1) What is exciting about the 1967 World Series to the prisoners?

2) Where does Andy want to live?

3) What will he do once he gets there?

4) Who is Peter Stevens?

5) What does Andy ask Red?

Bonus: For how many years has Andy been in prison?

82-96

1) At first, why was it a mystery as to where Andy was?

2) How did Andy escape?

3) Why is Red sent to solitary?

4) What happens to Norton?

5) What memory does Red have of Andy walking through the exercise yard? What was Andy doing?

Bonus: How many prison attempts have there been at Shawshank?

How many of those attempts have been successful?

96-107

1) According to Red, why does Andy wait so long to escape?

2) What happens to Red in 1977?

3) Where does Red work?

4) What does Red find in Buxton?

5) What does Red decide to do?

Bonus: For how many years was Red in Shawshank?

Name: ________________________

English 11RS

Stephen King’s Rita Hayworth and the Shawshank Redemption

Directions: Use the Internet to find answers to the following questions. Write your responses in complete sentences

1) Describe the condition of prisons in America.

2) Describe a typical day in an American prison.

3) What types of rehabilitation programs exist for prisoners today?

4) What is the likelihood of one escaping prison? What percentage of inmates escape?

5) What is the procedure a prisoner must go though for parole? Once granted parole, what percentage of prisoners relapse into a life of crime?

6) Stephen King based Shawshank on the famous prison Alcatraz. Research this prison and describe the prison including, life in prison, treatment of prisoners, and notable stories about the prison.

Name: _______________________________

English 11RS

Rita Hayworth and the Shawshank Redemption 48-60

AIM: How does Andy begin to emerge as an important figure in Shawshank?

DO NOW: What is hope? Why is it important to have hope in our lives? Is there

anyone/anything in your life that represent hope to you?

Analysis Activity

You will work with your groups to complete the question to which you are assigned. You must identify specific examples/quotes to support your response. You will then present your information to the class.

1) Preservation of hope

Find three quotes from this section that demonstrates this theme. For each quote, explain how the character or event demonstrates the idea of hope.

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2) Corruption of the Prison System

Find three quotes from this section that demonstrates this theme. For each quote, explain how the character or event demonstrates the idea of corruption.

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3) Character development: Andy and intelligence

How does Andy continue to show his intelligence in this section?

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4) New Characters and Analysis

Describe each of the characters by using specific character traits. Additionally, discuss the character’s role or significance in the novella.

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Closure: How will Andy’s actions impact the other prisoners? How do you feel about and his actions? Why?

Name: _______________________________

English 11RS

Rita Hayworth and the Shawshank Redemption 71-82

AIM: What changes do we see in Andy?

DO NOW: In this section, Andy tells Red, “I was hoping for the best, but expecting the

worst.”

• What does this mean?

• Is this a good outlook to have? Why? Why not?

• Have you ever felt this way?

Analysis Questions

1) How do we know that Andy has been negatively affected by Norton’s attempt to defeat Andy? List 3 specific quotes:

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2) What is the significance of Red’s discussion of the Dead Sox series? (73)

3) What does Red say about Norton’s reaction to the World Series? How does this characterize Norton? (73)

4) Although Andy was defeated briefly, he does not lose hope completely. List evidence that proves that Andy has experienced a renewal of hope.

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5) Andy tells Red of his secret plans. (74-80)

a. Describe all of the details of the plan.

b. Why does Andy tell red about this plan? What does this reveal about their relationship?

c. What is Red’s reaction to Andy’s request? How does this relate to the metaphor of the pigeon? What does this reveal about the prison systems? (79)

d. What does this plan reveal about Andy?

6) The scene juxtaposed with Andy’s plan is Red’s description of prison breaks.

a. Define juxtaposition:

b. What does this juxtaposition foreshadow?

7) Who is Sid Nedeau? (81)

Name: _____________________________

English 11RS

Stephen King’s Rita Hayworth and the Shawshank Redemption

Study Guide

Pages 15-45

1) For what crime was Red convicted? In regard to his feelings on his conviction, how does Red differ from other prisoners? What does this tell us about Red as a narrator?

2) Why is Red well-known in Shawshank?

3) Using at least five details, describe the crime for which Andy Dufresne is convicted.

4) Although Andy claims he is innocent, what “unfortunate” events lead to his conviction? Do you believe that Andy is innocent? Why? Why not?

5) What is the significance of the story of the pigeon that is set free?

6) What does Andy ask Red to get him? Why does Andy claim that he wants this item? Is this an odd request? Why? Why not?

7) Why does Red keep mentioning Andy’s “neat nails?” What might this reveal about Andy? How does this set him apart from the other prisoners? Might this cause trouble?

8) Although he doesn’t talk about it, with whom does Andy begin to have trouble? Why do these people target Andy?

9) How does Andy get these people to stop torturing him for a little while?

10) What advice does Andy give Hadley the prison guard? Predict how this might change Andy’s future at Shawshank?

Pages 46-76

11) What does Andy offer to do for the guards and in exchange for what? Remember Andy could have asked for anything, so how do you feel about what he asks for?

12) What affect does Andy have on the other prisoners? What might Andy represent to them?

13) Andy takes over Brooksie’s job in the library. After he is released from Shawshank, what happens to Brooksie? What does this tell you about life in prison?

14) What changes does Andy make to the library? Why do you think he makes these changes?

15) How does Andy get the money for the library?

16) Andy has a cellmate for a brief period of time named Normaden. What does this man say about rooming with Andy and Andy’s cell? Why might this be significant?

17) How does Andy “get things done” in Shawshank? What does Andy specifically do for the guards?

18) Why does Andy like his posters what do they mean to him?

19) After Andy tells Red about the importance of his posters, Red remembers Normaden and what he said about Andy. What does Red remember and why is this important?

20) Describe the new warden, Sam Norton.

21) What corrupt activity does Andy begin to help Norton with?

22) What does Tommy Williams know about Andy’s crime? How would you feel if you were Andy? Why?

23) When Andy tells the warden about Tommy’s story, what does the warden do? Why? How do you feel about the warden’s actions?

24) How does Red describe solitary? What happens to people in solitary?

25) To where is Tommy sent? Why?

26) Why does Norton refuse to help Andy? What does Norton say specifically? (71) How do you feel about this?

27) According to Red, how has Andy changed? Can you blame Andy for this change? Why? What do you think happened to Andy?

28) At this point in the story, Andy has been in prison for _______________ years.

29) Why do you think Andy makes so many rock sculptures?

30) Why is Norton so resentful towards Andy? Write the specific quote that can be found on page 73. What metaphor is used and why is it used?

31) What is the significance of the Red Sox (Dead Sox) near win in the 1967 World Series? Why are all the inmates so enthralled by this game? What does the game mean to them?

32) Once he leaves Shawshank, to where will Andy go? Why there? What will he do there? Why would he tell Red this?

33) How does Andy say that he can afford this dream?

34) Who is Peter Stevens?

Pages 77-107

35) How much money does Andy have hidden?

36) If Andy has so much money, why doesn’t he hire a lawyer to get him out of jail?

37) What is Andy afraid will happen to the key to the safe deposit box?

38) When Andy tells Red that he will need someone to work for him at a hotel, what does Red say in response? How do you feel about this? What event might Andy’s question foreshadow?

39) What affect does Andy have on Red? Why?

40) Why does Red keep mentioning Andy’s invisible coat? For what is this coat a metaphor?

41) How does Sid Nedeau escape? Why do you think Red discusses all of the ways people have escaped Shawshank? What purpose does this discussion serve?

42) Why is Red scared of the outside world? What does this imply about life in prison?

43) After the story about Peter Stevens, what does Red realize about Andy and his plans?

a. How might Andy do this?

b. Have any clues been given to you as to what his specific plan might be?

c. Why might this plan be difficult for Andy, in particular?

44) Why do you think Andy refuses to get a lawyer and will go on with this plan instead? What has Andy come to realize?

45) At first, why is Andy’s escape a mystery?

46) How did Andy escape? How was this foreshadowed?

47) What happens to Norton?

48) What does Red say about how he thinks Andy accomplished this? How long did it take Andy to accomplish this?

49) What does Andy do with the pebbles left over from the digging?

50) How does Andy’s assistance to the warden and the other prison guards inadvertently aid his

plan for escape? What other reason, besides the library, does Andy play “their game?”

51) According to Red, why does Andy wait so long to escape?

52) Why is Andy a “part of” Red?

53) What happens to Red in 1977? What does he do for a living afterwards?

54) What difficult adjustments does Red have to make? What does this tell you about life in prison?

55) According to Red what does prison do to a person?

56) Why does Red want to go back to prison? How do you feel about this?

57) Why does Red feel ashamed of this?

58) Why does Red go to Buxton? What is he looking for? What does he find?

59) What does Red decide to do?

60) How do you feel about the ending? Do you think Red finds Andy? What will the future hold for Red?

61) In a well developed paragraph, state the main theme of this piece. Identify specific examples to support your response.

Name: _________________________________

English 11RS

Review: Rita Hayworth and the Shawshank Redemption

Part One: Characters

Describe each of the characters below. Use specific details and explain why each character is significant.

1) Andy Dufresne

2) Red

3) Boggs Diamond

4) Warden Norton

5) Hadley

6) Brooksie

7) Sherwood Bolton

8) Normaden

9) The sisters

10) Tommy Williams

11) Elwood Blatch

12) Jim

13) Sid Nedau

14) Peter Stevens

Part Two: Literary Techniques

A) Symbols

1) Rita Hayworth

2) Andy’s inner light

3) Andy’s rock hammer

4) Andy’s gait (way of walking)

B) Metaphors

1) Andy’s invisible coat

2) Sherwood’s pigeon

Conflicts

Describe each of the conflicts. Explain how each conflict is resolved.

1) Andy Vs the Sisters

2) Andy Vs the other prisoners

3) Andy Vs the prison guards

4) Andy Vs Norton

5) Red Vs himself

Themes

Identify at least four specific examples to support each of the themes listed below.

1) The importance of hope in times of adversity.

2) The corruption of the prison system and Institutionalism.

3) The belief in rehabilitation and redemption.

4) The importance of courage.

5) Loyalty and friendship.

Name: _____________________________________ English 11RS

Rita Hayworth and the Shawshank Redemption Unit Exam

Part One

Directions: Match the character or item with it s appropriate description.

1) Andy’s neat nails A) place with “no memory”

2) Sherwood Bolton’s pigeon B) underdogs and hope

3) Rita Hayworth C) talks of the draft in Andy’s cell

4) Peter Stevens D)selfish hypocrite

5) Norton E)shows affects of institutional life

6) Elwood Blatch AB) murdered Andy’s wife and her lover

7) Normaden AC)connection to the outside world

8) Mexico AD)Freedom

9) Tommy Williams AE) has first hand knowledge of Andy’s innocence

10) Dead Sox BC)Andy’s new identity

Part Two

Directions: Respond to the following questions in complete sentences. Make sure you answer all parts to the question and that you use specific evidence to support your response.

1) Although it seems like Andy is the main character of the story, how is this novella really about Red and not Andy? Specifically, how did Andy influence Red? Use three specific examples to support your response and fully develop your response.

2) When Andy has a chance for freedom, Norton refuses to help Andy. Norton says to Andy, “People like you make me sick.” What does Norton specifically dislike about Andy? Why does Norton go out of his way to make sure that Andy stays in Shawshank? Use three specific examples to support your response and fully develop your response.

3) What comment about prison systems does Stephen King make through this novella. How does Stephen King teach this lesson? Use three specific examples to support your response and fully develop your response.

4) Although we are surprised by Andy’s escape, Stephen King foreshadows this escape throughout the novella. Identify three examples of foreshadowing from the novella. Explain how each example foreshadows Andy’s escape.

5) State any one theme (other than hope) of the novella. Explain how this theme is developed in the novella. Use three specific examples to support your response and fully develop your response.

|Stage 1—Desired Results |

|Unit: Stephen King’s The Body | |

|This unit satisfies the following NYS Standards: 1, 2, 3, & 4 | |

|Understanding(s): | |Essential Question(s): | |

|Students will understand how to… | |Does our personal history affect decision making? | |

|Analyze, interpret, discuss and apply the themes and | |How significant are childhood memories and friendships? | |

|significant literary elements from the novella. | |What themes are developed through characterization and plot? | |

| | | | |

|Student will know… |Students will be able to… | |

|how to analyze the development of character. |identify theme and characterization by providing and analyzing textual| |

|how to recognize the author’s use of figurative and technical elements to |evidence. | |

|develop theme. | | |

|Stage 2—Assessment Evidence |

|Performance Task(s): | |Other Evidence: | |

|Students will read the novel in sections and complete the | |Aim and Do Now activities for each lesson | |

|correlating sections of the study guide. | |Character chart worksheet | |

|For each section of the novella, students will work on analysis | |Dream worksheet | |

|and interpretation tasks. | |Character Analysis Worksheet | |

|Throughout the unit, reading will be checked with quizzes that | |Creative writing tasks | |

|will test completion and comprehension of the reading. | | | |

|At the end of the unit, students will complete an essay and a | | | |

|short answer exam. | | | |

|Stage 3—Learning Plan |

|Learning Activities: | |

| | |

|Step | |

|Students will have an aim that directs the objective for each lesson of the unit. | |

|Students will respond to a do now in their notebook that will anticipate discussion and bridge into the lesson’s main activity. | |

|Students will review reading the study guide. | |

|Students will complete a series of worksheets that analyze and discuss literary techniques of the novel. | |

|Students will take notes from Power Point Presentations to develop discussion of plot and theme. | |

|Students will complete two assessments that test their understanding of the novella as a whole. | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

English 11RS

The Body

Section I: Introduction

AIM: What do I need to know before I begin reading?

DO NOW: Who were your friends ten years ago? Describe your favorite childhood memory

with these friends.

PROCEDURE:

1) Discuss responses to the Do Now questions. Direct discussion towards mischief of early friendships.

2) Describe your present day friendships.

3) Use a Venn diagram to compare childhood friendships to present day friendships.

4) Go over What do I need to know? Power point presentation which contains background information on the novella. Students will copy the information down into their note books.

CLOSURE: Do you think this will be a novella will depict a positive or negative view of friendships?

English 11RS

The Body- Section One

Aim: why do people act differently after a tragic occurrence?

Do Now:

1. Quiz

1) Who is the narrator and how old is he when the novella begins?

2) Where is the “social club” located? What do they do there?

3) Why does Gordie say he is ”like the invisible boy”? What happened in his family?

4) What state does the story take place in?

5) What was Vern doing when he overheard his brother talking about the dead body?

2. Explain and interpret the quote:

“The most important things are the hardest things to say…. The most important things lie too close to wherever your

secret heart is buried, like landmarks to a treasure your enemies would love to steal away”.

What do you think this may be foreshadowing?

Procedure:

Character map: In groups of two and fill out the character chart on Teddy. During last nights reading we learned about

his appearance, family situation, mannerism, and personality traits. With their partner they will fill out the chart,

referencing pages 295-297. I will ask various students to write one example they wrote for each topic.

911 Call: If you were Billy Tessio and Charlie Hogan and made that “nonnamus call” what would you say to ensure

you were not incriminated? Write a conversation between the “anonymous callers” and the police. Consider all the

information presented to you in chapter four.

Or

Missing person’s ad: Create a missing persons ad, as if you were Ray Brower’s parents. With the information you

know of his disappearance and all the help from the community, what can you say that will help with the search?

Closure:

1. Begin phone call conversation

2. Reference the aim. Does age make a difference? Boys 13, community sheriffs-adults, relationships…

Homework

Continue reading

Finish 911 call or Missing Person’s Ad

|Physical |Personality |Family |

|Description |Traits |Description |

| | | |

Name_____________________ Date__________

11RS- Character Chart Period_________

________________________________

(Character’s Name)

| | | |

English 11RS

The Body- Section II

Aim: Do parents define who you are and how you feel about yourself?

Do Now:

1. Quiz

1) What does the gang plan to do when they find the body?

2) Where do they tell their parents they are going for the night? To do what?

3) Why does Chris hate his dad like “poision”?

4) What book did Gordie do a report on in High School?

5) Why does Gordie call his parents Mr. and Mrs. Dumpty?

6) Since their families are not part of the upper class what don’t they have?

2. Take out your missing persons ad or telephone conversations and place them on your desk.

Procedure:

1. Go Over Quiz.

2. Share Do Now. I will choose random students to share their homework from the pervious night: missing

person’s flyer or the 911 call from Billy Tessio and Charlie Hogan.

3. Character Analysis worksheet. I will hand out a character analysis worksheet to help review last nights

reading. During last nights reading, we learn in depth about two of the main characters, Gordie and Chris,

and their families. There are poems that relate to each character that they will have to interpret. They will

than use the novellas to answer the discussion questions, relating to their family and the relationships/description

of each member and their influence on the main character.

Closure:

1. Reference Aim. How do parents influence decisions you make? Do they ever judge you and the choices you make?

Can it be positive and negative? How does it effect you, emotionally? How does Gordie and Chris’ families define

who they are… their characterization? Does it effect their person… attitude, outlook on life? How does your

past/present situation, people you surround yourself with effect your life (the way you live your life and the decisions you make)?

2. Collect worksheets

Homework

Read Section III and Study Guide

Name______________________________ Date___________

English 11RS Period: ______

Character Analysis

Listen to an Excerpt from Ralph Ellison’s Explain/Interpret

The Invisible Man (According to Ellison, what does it mean to be invisible?)

(Take Notes)

Discussion questions:

1. How does this allusion relate to Gordie? List specific examples from the novella.

2. How do these characters contribute to Gordie’s feelings of being “the invisible man”:

Dad

Mom

Dennis

3. In what ways is Chris also an “invisible man”?

English 11RS

The Body- Section III

Aim: What affect do Gordie’s stories have on the bigger story they are a part of?

Do Now:

“No story sits by itself. Sometimes stories meet at corners and sometimes they cover one another completely like stones beneath a river.” –Mitch Albom

Copy this quote, explain and apply.

Procedure:

1. Discuss the do now.

2. Power Point presentations to review chapters 7-9. Students will copy information into their notebooks. Each slide will act as a prompt for discussion.

Closure:

Why do Gordie’s friends enjoy his stories? Do you believe stories are an escape? Why?

Homework:

Read and Study Guide

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English 11RS

The Body Section IV

Aim: What do dreams reveal about relationships and what may happen next in the novel?

Do Now:

1. Quiz: Create five questions that would make a “good” Did You Read Quiz

2. Copy chart

Gordie’s Dream/Nightmare Chris’ Dream/Nightmare

Procedure:

Complete chart on board. In pairs, work on the “dream worksheet” with their partner, students will discuss and answer questions.

Closure:

The end of the period will focus on the answering the questions and sharing in whole class discussions.

Homework:

Read section four and complete study guide.

Name: Date:

English 11RS: Period:

At some time or another, we have all woke from a dream that leaves us feeling unsettled, happy, excited, sad, or just plain confused. Although many psychologists and neurologists disagree on where dreams come from and what they mean, there is a long history of people interpreting dreams in order to make sense of their real lives. Use the space provided to complete the following worksheet on the significance of one dream that is described in The Body.

1. Whose dream was it?

2. What events lead to the dream?

3. What was the dream about?

4. Where did the dream take place?

5. Who was the dream about?

6. What does the dream reveal about the characters? Explain.

7. Are parts of the dream symbolic? Explain.

8. Interpret, apply and explain the following quote.

“Dreams are today's answers to tomorrow's questions.” -Edgar Cayce

English 11RS

The Body Section V

Aim: How does the boys’ adventure end?

Do Now:

“The real thing is not the goal, the real thing is the beauty of the movement. The real thing is not reaching, the real thing is the journey. Remember, the real thing is the journey, the very traveling. It is so beautiful, why bother about the goal? And if you are too bothered about the goal, you will miss the journey.” – Chandra Jain

Copy, explain and apply the quote.

Procedure:

1. Discuss the quote.

2. On board chart out and discuss the following.

3. Characters Epilogue: Where do they end up?

What became of their lives?

Gordie

Vern

Teddy

Chris

4. Study guide review on the board.

Closure: How can you prepare for the test?

Name: ___________________ Date: ______

English 11RS Period: _____

The Body

by Stephen King

STUDY GUIDE

Characters to identify

Gordon Lachance

Teddy Dulchamp

Chris Chambers

Vern Tessio

Dennis Lachance

Billy Tessio

Charlie Hogan

Ace Merrill

Ray Brower

Eyeball (Richard) Chambers

Milo Pressman and Chopper

George Dusset

Questions to consider

What year does the story take place?

Who is the narrator of the story? How old is he?

When Vern came to the treehouse what shocking news did he have? What happened, what is the boy’s name?

How did he find out?

Where does the story take place?

What is Gordon’s profession? What are “Stud City” and “The Revenge of Lard- Ass?

Who is the toughest guy in the gang? What are the two reasons for this decision?

What do the leeches represent to Gordie? What is their importance? What two phrases does he repeat?

Why Does Chris say Gordie will be the only one of them to stay in school? How does he feel about Gordie’s future?

Who does Chris say “drags” people down in life? Why is Chris’ dream significant?

What is Gordie writing throughout the narration? Why is the “flipping of the coin” significant? What is a “goocher”?

What made Gordie finally realize and understand that Ray was dead? What did everyone want to do with the body?

What do they actually do?

What happened to the gang once their adventure was over?

How did Vern, Teddy and Chris die? What were they doing before that? Why are their deaths a coincidence?

How does the story end? What is Gordie’s main message?

Name: Date:

English 11RS Period:

It has been a gripe of many avid readers that the movie version of a literary work is never as good as the original version. Others feel that movies based on literary works are separate pieces of art and should be judged on their own merits, not in comparison with the original work, which it may have some basis in. Based on our work over the past several days, what is your opinion? When a literary work is adapted into a film version, does the director have a responsibility to maintain the integrity of the original work?

Write your response in the space below:

E S T

Name: Period:

English 11RS Date:

Character Identification: Match the character to the description.

A. Gordie B. Chris C. Teddy D. Vern

________ 1. He can’t see or hear well.

________ 2. He has a strange laugh.

________ 3. He hears about the dead body.

________ 4. He is frightened of his brother’s room.

________ 5. He takes his father’s gun.

________ 6. He saved Teddy from falling off of a tree.

________ 7. He sees a deer on the railway.

________ 8. He is the narrator.

________ 9. He dreams about drowning.

________ 10. He later dies in a car crash.

________ 11. He buried a jar of pennies under his porch.

________ 12. His father stormed the beaches at Normandy during World War II.

________ 13. He fears his brother, Billy, and with good reason.

________ 14. This boy has a reputation for being a thief. He reportedly stole the Milk Money.

________ 15. His older brother was killed in a Jeep accident in April.

________ 16. One of his favorite activities is truck dodging, (or train dodging).

________ 17. His older brother, Frank, was in jail for rape and assault.

________ 18. His father is in a mental institution

________ 19. He describes himself as the invisible boy.

________ 20. His father is an alcoholic who beats him regularly.

True (T) or False (F)

________ 21. None of the boys take water with them.

________ 22. Gordie gets food for the others.

________ 23. Gordie hates his parents.

________ 24. Teddy is not afraid of crossing the bridge.

________ 25. Vern is the weakest member of the gang.

________ 26. Chris doesn’t want Gordie to go to college.

________ 27. Chris believes that friends must always stay together

________ 28. The boys wish they had gone an easier way.

________ 29. Ace Merrill and his gang want to take the body back.

________ 30. The boys are driven back to Castle Rock.

Quotation Analysis: For each of the following quotes complete the following.

1. Context: Who said it? Who were they speaking to? What was happening in the story?

2. Significance: Why is the quote important? What greater meaning does the quote contain when applied to life?

“The most important things are the hardest to say.”

“Your friends drag you down. Your friends do. They’re like drowning guys that are holding onto your legs. You can’t save them. You can only drown with them.”

Themes: Select one of the following subjects, then prove that the characters, events, and dialogue of the story support a related moral or message.

Friendship

Innocence

Family

Fear

Minor Characters: Select two of the following characters and explain how the character may have been minor, but had a major impact on the story.

Ace Merill

Milo Pressman

Ray Brower

George Dusset

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