Blackout Poem – “The Stranger” Analysis

 

In the poem “The Stranger” by Gord Downie it is about an unknown boy who is

running away from a residential school, where he was disregarded and

physically assaulted. This poem talks about him walking on a secret path trying

to make it back home with his family, it also talks a bit about his father. This

poem has significance in it, because it is based on 12-year old Chanie Wenjack,

who ran away from a residential school in Kenora, Ontario and tried to walk

back home to Ogoki Post – 600 kilometers away. However, Wenjack failed and

died of hunger along the way. Wenjack’s body was then discovered beside a

railroad track by a railway engineer, and on October 27, 1966, he was buried at a

cemetery on a reserve beside the Albany River. The theme of this significant

poem could possibly be, loneliness, anger, fear, sadness, and cold. In the story,

the boy (Wenjack) was forced into the residential school, where he was also

forced to abandon his family, his home, and his life, to attend these schools.

Wenjack was boarded to these school, at the age of nine, and three years later, at

the age of twelve, escaped these schools. Three poetic devices that are used

within this poem are possibly, Elegy: a sad or serious poem story, Free verse:

there is no rhythm or rhyme scheme in the poem, and Form: a style or type of

poem. Reasons for this is because, it is about a young boy, who is cold, hungry,

and scared, there are no words that rhyme with each other, and a type of style

within the story is there are sets of words that are said more than once in a

particular certain line.

 

 

“The Stanger” is a sad, interesting poem to read, but in every poem one will

learn something that is either realistic, fake, or humorous.

 

 

“How do poems such as “The Stranger” help reveal the dark periods of Canadian history?” answer

Poems such as “The Stranger” help reveal the dark periods of Canadian history

by telling us things connected to the dark periods, example: in the poem “The

Stranger,” it tells us about a person, who was forced to go to residential schools,

and how he is escaping. Residential schools are places that a lot of children in

Canada, were forced to attend whether they wanted to, or not. Children were

forced to abandon their family to attend these schools, and in which some of

them did not survive these schools. “The Stranger” poem is a good example,

because it talks about a boy running away from the schools, which is connected

to the dark periods of history. There are different types of poems in the world

that connect to the dark periods, if one reads a poem that talks about residential

schools, wars, deportation, that poem(s) would reveal something about the dark

periods of Canadian history.

Death of a Salesman – Setting

The setting of this play takes place in a Brooklyn neighborhood in the 1950s. The visual description of this neighborhood could be small, lots of cars parked, children outside playing, and quiet. This neighborhood has apartment buildings, where people live.

The following images were created by Mr. Ford’s ICT 11/12class.



Quote #1: – “We are aware of the towering, angular shapes behind it, surrounding it on all sides” (Miller 11). Quote #2: – “As more light appears, we see a solid vault of apartment houses around the small, fragile-seeming home” (Miller 11). Quote #3: – “ A window opens onto the apartment house at the side” (Miller 11). Quote #4: – “The roof-line of the house is one-dimensional; under and over it we see the apartment buildings) Miller 12. Quote #5: – “This time of year it was lilac and wisteria. And the peonies would come out, and the daffodils” (Miller 17). Quote #6: –  “Before the house lies an apron,curving beyond the forestage into the orchestra” (Miller 12). Quote #7: – “But its so beautiful up there, Linda, the trees are so thick, and the sun is warm” (Miller 14) Quote #8: – “The street is lined with cars. There’s not a breath of fresh air in the neighborhood” (Miller 17) Quote #9: – “ The grass don’t grow anymore, you can’t raise a carrot in the backyard. They should’ve had a law against apartment houses” (Miller 17) Quote #10: – “There’s more people! That’s what’s ruining this country! Population is getting out of control” (Miller 17)

Brooklyn (Appearance Fact #1) -Many concrete and glass buildings (high rises) filling the streets

Brooklyn (Appearance Fact #2) – big population increase because of increasing jobs from the industrialized city

Brooklyn (Appearance Fact #3) – Kept it’s industrial culture within the city

Brooklyn (Appearance Fact #4) – Many transport trucks filtering in and out for the many different producing factories.

Brooklyn (Appearance Fact #5) – Brooklyn is one of the 5 boroughs in New York City

 

  • Image result for 1950s new york neighborhoods

 

  • Image result for 1950s new york neighborhoods

 

  • Image result for 1950s brooklyn neighborhoods

 

  • Related image

Literature Picture Project

The short story “Evil Robot Monkey” by Mary Robinette Kowal, is about a super intelligent monkey named Sly, who doesn’t fit in with the world. Reasons for that is because of how smart he is. Sly feels he doesn’t fit in with the other chimps because he is way smarter than them. For this story, one is doing a project, which is done by explaining the parts of the stories plot.

  1. Exposition – “Sliding his hands over the clay, Sly relished the moisture oozing around his fingers.” (#1)
  2.  Image result for a monkey playing with clay

This quote introduces the main protagonist and what he likes to play with in his time.

 

2. Rising Action #1 and 2 – “Someone banged on the window of his pen. Sly jumped and then screamed as the vase collapsed under its own weight.”, “The clay spattered against the Plexiglas, sliding down the window.” (#1)

Image result for monkey jumping and screaming

These 2 quotes both explain the rising section of the story, where as the picture represents how Sly jumped and screamed out of fear when he heard the banging on the window.

 

3. Climax – “Sly’s lips drew back in a grimace built of anger and fear. Rage threatened to blind him, but he held on” (#2)

Image result for monkey getting mad

This quote explains the climax of the story because it shows how Sly, compared to other monkey’s, can control his anger. The picture represents how Sly is feeling in the story.

 

4. Falling Action – “Vern’s eyes were moist. “Do you want me to put that in the kiln for you?” (#2)

Image result for male moist eyes

The quote begins to wrap up the story, by Vern asking Sly an important question. The picture describes how moist Vern’s eyes were.

 

5. Conclusion – “Sly sat down at his wheel and began to turn.” (#2)

Image result for monkey sitting down on a tire swing

The quote gives us the final concluding sentence of the story, which ends the story. It also tells us what Sly does at the very end.

 

6. Physical Setting – “Someone banged on the window of his pen.” (#1)

Related image

This quote states where the story takes place – inside Sly’s pen. The picture represents what it would look like.

 

7. Emotional Setting – “Sly bared his teeth, knowing these people would take it as a grin, but he meant it as a threat.” (#1)

Related image

The quote explains how Sly is feeling at the moment, where as the picture shows him feeling that way (barring his teeth).

 

8. Conflict Type – “In the courtyard beyond the glass, a group of school kids leapt back, laughing. One of them swung his arms aping Sly crudely.” (#1)

Image result for school kids looking at a monkey

The quote states the conflict Sly is dealing with – Person vs person (Sly vs school kids).

 

9. Ending Type – “I understand.” He waited until the door closed, then loped over and scooped the clay up. It was not much, but it was enough for now. Sly sat down at his wheel and began to turn.     END” (#2)

Image result for monkey sitting down on a tire swing

These quote sentences state that the story ends in a cliffhanger.

 

10. Irony Example – “Vern knelt in front of Sly, closer than anyone else would come when he wasn’t sedated. It would be so easy to reach out and snap his neck.” (#1)

Image result for person getting close to a monkey

This quote states a situational irony in the story, giving Vern is putting his life in danger on purpose.

 

11. Suspense – “He seemed to understand the hellish limbo where Sly lived–too smart to be with other chimps, but too much of an animal to be with humans.” (#1)

Image result for monkey smart

This quote explains a dilemma in which Sly is to smart to be with his tribe but to much of an animal with humans.

 

12. Characterization – “Sliding his hands over the clay, Sly relished the moisture oozing around his fingers. The clay matted down the hair on the back of his hands making them look almost human.” (#1)

Image result for a monkey playing with clay

These quote sentences state that the story opens up as direct characterization by revealing the main character of the story and what he likes to fiddle with.

 

 

 

 

 

 

 

 

 

Sound of Thunder – Alternate Ending

Nathan Reddy

Mar 1st, 2019

English 11

Mr. Barazzuol

A Sound of Thunder – Paragraph One

The short story, “A Sound of Thunder,” by Ray Bradbury is about a hunter, using

a time machine, going back 60 million years into the past to kill a dinosaur. The

theme of the original story is how small changes can impact many different

paths within history and society. In recreating this short story, the new theme

that will be applied to this story is about how even though these small changes

happen, one can prevent it from happening, thus altering and resetting history

and society for how it originally was. Some original techniques of suspense

 in the short story are keeping the stakes high, applying pressure, complicating

matters, and making situations unpredictable. The new techniques that will be

used in the short story are the same as the original ones. The stylistic choices

that are made include a new ending type, different techniques of suspense, and

the conclusion. In the original ending of this short story, the hunter, Eckles, after

he accidently alters history by breaking a rule, is sentenced to execution by the

stories team leader, Travis. This ending type of this story is most likely either

expository sad or cliff-hanger. The new ending for this short story will be,

instead of Eckles dying, him being forced by Travis to go back alone 60 million

years into the past and prevent his past-self from ever leaving the path in the

first place, this type of ending will be expository happy and cliff-hanger. In

conclusion, time travel is unique and an interesting thing to do, but this short

story explains how negative results can occur when one changes one little thing

in the past.

                                        A Sound of Thunder – Paragraph Two

Eckels gave out a long, low cry as if in pain. He dropped to his knees. He tried to

pick up the green and gold butterfly with shaking fingers. “Can’t we,” he pleaded

to the world, to himself, to the officials, to the Machine, “can’t we take it back,

can’t we make it alive again? Can’t we start over? Can’t we…”

He did not move. Eyes shut, he waited, shivering. He heard Travis breathe

loudly. He heard Travis lift his rifle, click the safety catch, and raise the weapon.

Then Travis put down his weapon and demanded Eckles to stand on his feet.

Travis then demanded Eckles to use the time machine to go back to the past

again and stop Eckles past-self from leaving the path, thus preventing the

butterfly from dying, and restoring the original future. At first Eckles refuses,

but then Travis forces him into the time machine by pointing his rifle at him.

Once he is inside, Travis activates the machine and, yesterday, the day before,

last week, 2016, 1997, 1957, Gone! Eckles was gone, along with the machine.

When the machine stops, Eckles steps outside and, moments later, sees the

Safari team. As future Eckles waits patiently for past Eckles to play out the exact

same events future Eckles played out, the team encounters their target dinosaur

(as before). Future Eckles quickly runs up to his past-self and alerts him, past

Eckles, shocked to see future Eckles, learns from him of his mistake in the

future, before the dinosaur runs up to the team (as before). However, from what

future Eckles remembers what happens at this point, when everyone in the team

gets distracted by noticing two Eckles at the same time, the dinosaur manages to

pick up and devour Travis. After his death, future Eckles suddenly disappears,

seemingly being erased from reality since Travis would have never forced him to

come back here alone. A giant tree branch then breaks off and crashes on the dinosaur, killing it originally as it was supposed to die. The remaining four

survivors of the team then flee back to their time machine and return to the

future. When they arrive, past/present Eckles learns that his future-self

succeeded in restoring the original future, and with Travis now dead, the team

makes Eckles their new Safari leader. As a proud and honored Eckles thanks

them,

 

there was suddenly a sound of thunder.

 

 

Part 2:

Iron Chief Reflection

This assignment was a very fun activity, I enjoyed working with my group

members, planning the meal, making it, and serving it to the judges. When we

were introduced to this assignment, I enjoyed watching the “Iron Chef Canada”

video, it was a very interesting show to watch and gave me an idea of what this

assignment would look like. Our group collaborated very well, we all agreed on

what food to make, were polite to each other, and were happy with what food we

made. I hope in the near future, if I join foods again, we get to do this activity

again, this time I would decide on something even more tasty and delicious. So

that the judges would pick my and my group members meal as the best. I had a

good time in this foods course, making a lot of delicious stuff, working with

people, having a good time, maybe I’ll join this class again next year Mr. Brett:)

Oct/Nov/Dec Lab Reflection

Halloween Cupcakes/Chicken Prep

 

  1. Because for the cupcake lab, I enjoyed making and eating very much, but the chicken lab I did not but it was an interesting experience, learning how to cut up the dead raw chicken.

2. I only enjoyed doing the cupcakes lab, because it was fun making all the ingredients and decorating them, and then afterwards eating the cupcakes. Where as for the chicken lab, It was very grose, cutting up the meat and pulling it’s bones out (but like I said) an interesting experience.

3. The cupcakes did turn out the way I hoped because the help I got was my group members, my focus, and my teacher. All those things helped me make delicious, creamy, yummy cupcakes.

4. My 2 groups worked well because we all collaborated, were focused on task, polite to each other, and helped one another out when someone in our group needed help.

5. I would do nothing because if I just do everything I did the first time, our group and I will ace the labs.

A Place at the Table Assignment

  1. Barbie, she coped with it by never giving up, continued to search for jobs, and took good care of her children while being poor. Rose and her family were poor on their farm and didn’t have enough food. How they coped with it is Rose couldn’t concentrate in school because of starvation, making her teacher concerned and thus helping organize the food bank for Rose’s family.
  2. Americans might be more at risk because 44 million of them are on a program called Food Stamps.
  3. I enjoyed watching this movie a bit, it was very interesting but one thing I payed attention to the most is that women Barbie because it was sad seeing how she didn’t have enough to feed her children, how she struggled taking care of them, and I liked how at the end the speech she gave.
  4. I think some policies that could help those hungry are: Donation, and what they did in the film, “Chefs move to Schools Launch”. What I would do to help these hungry people are donate food or money.

Caffeine Myth

“Caffeine stunts your growth”

https://kidshealth.org/en/teens/coffee.html

2.  https://www.healthline.com/nutrition/does-coffee-stunt-growth

These 2 articles both explain why this myth isn’t true, so it would mean that the myth is busted. Some examples from each article are:

“coffee doesn’t stunt a person’s growth. How tall you are mostly depends on your genes. Good nutrition is also important to reach your maximum height potential.”, “For some time, growing teens were warned that drinking coffee would stunt their growth. However, there is no evidence that drinking coffee has any effect on height.”, “The exact origin of this myth is unknown, but it’s thought to have something to do with the caffeine that is naturally found in coffee.”.

So basically this myth “Caffeine stunts your growth” is a false myth, giving for what I’ve explained to you about these 2 articles. If you still don’t believe me search up the articles links at the top, and read more about the myth.

Foods 12 September Lab (Sunflower Crepes) Reflection

  1. Because this lab was the only one that I enjoyed eating.
  2. Yes I did because the food was very delicious, and I worked well with my group.
  3. Yes it did because at the end of the lab, the food tasted yummy.
  4. Yes because we all cooperated, did are lab duties, were nice to one another, and all helped clean up afterwards.
  5. Nothing because if I just do what I did the first time I did the lab, I will work well with my group and make the food properly.