Bard in the Classroom


On January 11th, 2017, two actors from Bard on the Beach came to our English 10 class to teach us about Shakespeare’s plays, how to decipher the language, and a bit about Shakespeare himself. It was an excellent experience to have professional actors reading the lines and demonstrating the scenes, as well as explaining the play “Much Ado About Nothing”. Both were very enthusiastic and passionate about their craft, and it became apparent very early on in the workshop as they had everyone on their feet and being interactive. We began each session with various warm-up activities, then were able to participate in the reading and acting of the plays. It was an enjoyable 3 days but perhaps my favourite part was watching others awkwardly get up in front of the class and perform lines of the plays, as well as creating tableaus of our ideas of Shakespeare’s 4 genres of plays; history, tragedy, romance, and comedy. On the other hand one aspect of the workshop I did not particularly enjoy was that at times it resembled more of a drama session than a Shakespeare lesson and the two actors did not explain the general plot of the play in much detail, instead focusing more on just the key characters, rather than how they interact with each other throughout the play. So although I still don’t understand “Much Ado About Nothing” because of the little plot information given, I did learn how to recite the lines properly and adjust my voice at the end of lines accordingly. One thing that the presentation did especially well was teach us students how to interpret the language used within Shakespeare’s plays and how to recite the lines properly. We also learned that the title of the play means a lot of fretting about gossip which is appropriate given all the deception and jealousy within the piece. Finally, my favourite activity within the workshop was one in which an individual plays the role of the king or queen, and the others must invent creative ways to please him or her so they will not be killed. It demonstrates the social hierarchy and the drastic differences between the rich and the poor in those times. In conclusion, it was a pleasure to take part in and I would gladly do it again.

(Tragedy tableau in English 10, Block C)


Non-Fiction Advertisement Analysis

The ad pictured above is a McDonald’s “Angus Third Pounder Burger” from 2009. Although it does not use any aural techniques as it a print ad, it uses various visual techniques, persuasive techniques, and appeals to its audience through logos. The intended audience for the advertised product are most likely anybody capable of consuming it, so its more likely not intended for very elderly people or young children that cannot eat that much food. By incorporating the 100% angus beef stamp on the poster, McDonalds are persuading consumers through logos primarily, but one may make the argument that they are appealing through pathos as well. The succulent beef burgers stimulate the senses to the point that one may begin to crave the product. Other visual techniques used are the multiple burgers presented, as well as the McDonalds logo and slogan that stick with people throughout their day. In regards to persuasive techniques, the advertisement primarily uses a form in bribery, by offering a free chicken sandwich with the purchase of another chicken sandwich, as well as a free big mac when you register online. So although the consumer will receive products free of charge, the company still makes money with the first purchase, giving them more business. Furthermore, the advertisement uses the technique if transfer, by showing the food products, the poster may make viewers hungry, and perhaps crave the given products shown in front of them. Although the products do not necessarily look like the photoshopped versions in the ad, they still give off the idea of biting into a juicy beef patty, and makes viewers mouths water. The typography of the advertisement works in their favour as well, as the writing is very small in order to give more attention to the burgers. In conclusion this ad does have many persuasive techniques that would lead to it being a potential success.

Holocaust Memoir


I am set to begin the day in Berlin, at my new position as head doctor at the local hospital, where I care for our wounded troops and have them ready to go back out on the front. I have only been here for roughly a week and a half, but I feel uneasy, as if I am overwhelmed with guilt. Hundreds upon hundreds of soldiers enter our doors on a daily basis, but they are not only physically hurt, but mentally as well. Their minds have been twisted with lies, and formed with scarring experiences all around them. How lucky I am, to not have to fight in this war. For I was deemed unfit to fight due to my limp and stiff right knee. Here however, is no better.

The injuries and death all around do not faze me, for I am a doctor, and a prestigious one at that. What truly gets to me however, is the guilt. The guilt that I feel for contributing to such a cause. Exterminating the Jewish people. How can I, a man married to a woman of Jewish decent, carry out actions to help my fatherland rid themselves of these people? Luckily I managed to help them flee from the country when the war began, but I truly miss her, and our children, of whom are thousands of miles away. Personally, I do not believe in the intentions of the Nazis, but what am I to do? If I refuse to treat our soldiers, I myself, will be killed.

So for the time being, I must remain focused, and isolate myself from emotion. I must do my job. I must not feel pity for Jews from concentration camps, begging for help, whether or not they are accompanied by our own men. Our men are a priority, and I no longer possess the right to treat Jews. So for now, I wait, dreaming of a day when peace is achieved.


Analysis: The presented creative writing assignment is a fictional historic WWII memoir from the perspective of a male German doctor, who is unfit to fight in the war, and his beliefs on the subject. The piece is written in first person point of view, and demonstrates the struggles of the time, such as the fact that he is married to a Jewish woman, is forbidden to treat the ailments of Jews, and the doctor’s beliefs against those of his fellow citizens and leaders during the war. The historic memoir also gives insight into the thoughts of those during the war, giving the reader an alternate perspective.



“We Remember – Liberation Poem”

This poem is an interpretation of Charles V. Feree’s journal describing his experiences liberating Jewish concentration camps during WWII. It describes the liberator’s experience as well as describing what it means to truly remember. My poem also serves as a tribute to those who lost their lives fighting for the freedom of their native countries.


The Jewish people celebrating their liberation.


We arrived at the gates
The air heavy with the smell of gas and flesh
Infiltrating my mind, overwhelming my senses.
My eyes search the area.

Sounds of speeding bullets go off in my head.
I do not budge.
For I am motionless,
Paralyzed by the sights beginning to appear before me.
Supressing the fear churning my stomach, I enter.

Skeletons piled high, bodies on either side,
Some move slowly, others can only stare,
As we search through barracks, separating dead from dying,
Their faces twisted with pain, overflowing with suffering.

They reach out bony arms with gratitude, they are free.
But where to?
Their families have been taken, massacred, by the uniformed men.
Some seek revenge, some cannot move,
Some try to forget, others try to remember.

Remember those who were not given a chance,
Remember those whose lives were taken away,
Remember those who lost treasured family,
Remember those who are no longer able to forget.

For should we forget, we forget an important lesson.
One that reminds us of our past.
A past that we must not repeat.
And for that we remember.



The Cage Timeline



“The Cage” by Ruth Minsky Sender.



September 15, 1935- Nuremberg Race Laws against Jews are decreed.

History: On September 15, 1935, the Nazis declared the Nuremberg Race Laws. These laws carried out the Nazi ideology on the Jewish people, prohibiting them from owning businesses, possessing a Reich citizenship, and having sexual relations with those of German or German-related blood, along with many others. The Laws also stated that being Jewish was no longer dependant on religious beliefs or practicing Jewish customs, but was instead dependant on how many Jewish grandparents one had, for if one had 3 or more Jewish grandparents, they would be considered Jewish.


Nazi Germany Nuremberg Laws


Application: The Nuremberg Race Laws came into play early on in the novel and dramatically changed Harry and Mrs. Gruber’s perception of the Jewish people. The Laws state that being a Jewish person is no longer dependant on religion or practices, but instead on blood and genetics. Because of the imposition of these new laws, Mrs. Gruber and Harry begin to search through their own genetic heritage, looking for any source of German blood to protect them from the Nazis. When they do, they quickly betray Riva’s family for their “fatherland” and destroy their good friends home, taking everything with them. Although they had practiced Jewish customs with Riva’s family their whole lives and Riva considers them family, their perception changed at a blink of an eye. These dramatic personal changes are evidence that Harry and Mrs. Gruber are dynamic characters.

September 1, 1939 – Nazis invade Poland

History: When Germany invaded Poland, in 1939, the Polish army was defeated within weeks. Soon after, from Germany in the north and Slovakia in the south, more than 2,000 german tanks and 1,000 German planes swarmed the Polish border, and once through, proceeded to conquer Warsaw by means of a gigantic encirclement attack. On September 27th, 1939, Warsaw surrendered.


German soldiers parading through conquered Warsaw, Poland.


Application: The German invasion of Poland, Riva’s native country, is the exposition to the novel, that sets the stage for Sender’s story. She describes the Germans invading Jewish households, beating, killing, and torturing thousands of people. The invasion of Poland in the novel sets the tone of the novel early on as well, preparing the reader with a glimpse of the excruciatingly difficult living conditions and punishments seen as the story progresses. It provides the reader with a bit of a physical setting as well, with the location and date mentioned between the lines.

October 26, 1939 – Forced labor decree issued for Polish Jews aged 14 to 60.

History: After Germany had conquered Poland and instituted a general government, the German authorities required Polish Jews to live in ghettos and gave them manual forced labor. In the Lodz ghetto for example, the Germans established 96 factories to contribute resources to the Germans in war. For many Jews, these menial tasks were enough to survive and receive some rations to support themselves and their loved ones. However if one was deemed unfit or no longer able to work, they would be the first to be shot immediately or sent to a German death camp.


Prisoners doing forced labor in the Ravensbrück concentration camp.


Application : After the Lodz ghetto was established, the inhabitants trapped inside, including Riva and her family, were required to work in factories for the Germans. Riva for example, is given the job of braiding and rolling scraps of fabric into larger rolls that are then to be used in the fabrication of rugs for Germans. However since she is considered a “home worker” by the Nazis, she is not entitled to the soup given out the factories, and relies on Motele and Moishele to save their portions of soup to share all together. The making of rugs for the Germans may also be considered an internal struggle, or person against self conflict. Although Riva does not support the Germans in the slightest and would never provide for the enemy, she must braid and roll the fabric in order to live, perhaps prompting a moral debate within herself.

November 23, 1939 – Yellow stars required to be worn by Polish Jews over age 10.

History: In late fall, 1939, the Nazis imposed the idea that the Jewish badge, the star of David, be worn by all Jews over the age of six. The Nazis forced Jews to wear the badge to facilitate segregation and to give the Jews a sense of humiliation. The badge would be easily recognizable to the Germans in order to make deportation quicker and simpler. Children under the age of 6 were not required to wear the star however, as the Nazis believed as the children would follow their parents, who would be wearing the star, the children would be associated with their parents.


Young boy wearing star of David


Application: The star of David makes an important appearance in chapter four of Sender’s memoir, as Riva asks her older friend Saba if she feels shame in wearing the star on her clothing. Bewildered, Saba explains to Riva there is no shame in wearing the yellow piece of cloth as it represents the Jewish people, and that they should be proud to be Jewish. She talks about how the only ones who should feel shame are those who force others to wear it. This not only demonstrates to Riva the importance in being yourself, but gives hope to both Riva and the reader by contributing to an optimistic, hopeful tone to the chapter amidst all the violence and chaos.

January 25, 1940 – Nazis choose the town of Oswiecim (Auschwitz) in Poland near Krakow as the site of a new concentration

History: Auschwitz, or Auschwitz-Birkenau, was the largest of the Nazi concentration camps, located in southern Poland. Opened in 1940, The labor camp was originally made to serve as a detention centre, it became one of the most notorious and well-known Nazi death camps of WW2. The complex camp was made up of three main camps, all of which used prisoners for forced labor. One of the three camps, Auschwitz I, was the centre of Nazi enemy extermination, with more than one million individuals dying from gas, starvation, torture, labor, and medical experiments. The camp was liberated on January 25th, 1945.


Auschwitz entrance gate


Application: In the novel, life in the ghetto becomes increasingly difficult, to the point that Riva, Motele and Moishele must leave the ghetto. With Mrs Boruchowich, Laibesh, Rifkele and others by their side, they leave their home behind, and head for the wagons, where they are then filed into train cars to Auschwitz, although they are not aware of their potential destination, nor the horrors within the gates. When they arrive, Riva is immediately seperated from her brothers and shoved alongside uncountable other women into the camp. She proceeds to have her head shaven, and is stripped of her clothing, receiving in return not anything but a scrap of cloth with which she is supposed to cover herself up with. Riva is brutally marshalled into a brief shower with the other women as well, and is required to take off her glasses so the metal can be used by the Nazis. At the end of part one, Auschwitz is presented as the new physical setting leading to part two of the memoir.

April 30, 1940 – The Lodz Ghetto in occupied Poland is sealed off from the outside world with 230,000 Jews locked inside.

History: After Germany invaded Poland, they occupied Lodz one week later, renaming it Litzmannstadt, after the German general. The Germans soon instituted a ghetto in the northeastern section of Lodz, housing 230,000 Jews inside, and moving a third of the Lodz population into a small area. The invaders then isolated the ghetto from the rest of Lodz with special security police manning the perimeter. Internal order within the ghetto was to be maintained by the Jewish ghetto police.


Lodz ghetto, Poland 1940-1941


Application: The Lodz ghetto plays a pivotal part in Ruth Minsky Sender’s memoir, as it is the main physical setting for the majority of part one of the novel. After Lodz is invaded by the Nazis, Riva and her family find themselves a part of the newly founded ghetto. Living conditions are unimaginable, and after Riva’s mother is taken away, she is now required to be her younger sibling’s legal guardian. In the ghetto, very little comes in and out, and Jews are taken from their homes on a consistent basis. Education is non-existent, and work is very hard to come by. Food in the ghettos is far and in between, with many dying of starvation and no resources to regain one’s health. For example Laibele becomes sick, but with nobody able to provide a cure, he dies shortly after. Near the end of the chapter, many of the inhabitants are even required to leave their home to file into Nazi trains, as surviving in the ghetto is no longer an option.

The Ghettos Portrayed in “The Cage”

Image result for ghettos ww2









              After reading the first couple chapters of Ruth Minsky Sender’s memoir, “The Cage” the Jewish ghettos described throughout the text are depicted as having unimaginably harsh living conditions, very little employment, and a very large concentration of Jewish people. Sender provides the reader with an excellent perception of truly how grueling life within the barbed wire fences was, as she too was subjected to life in a ghetto during World War II. Inhabitants of these ghettos were not only malnourished and living on rations, but the ghettos were also rampant with poverty. Often families and individuals would become sick due to a lack of vitamins and nutrients, as they would only receive small amounts of bread and water. However with next to no resources available to them, doctors would only be able to diagnose patients, not cure their ailments. As a result, diseases such as tuberculosis were common, and spread from person to person rapidly because of close quarters and weakened immune systems. Then, when the Nazis came to the ghettos every so often, those who were believed to be sick or unable to work were carted off on wagons such as Ruth’s mother, and most often killed. Families were separated often, and many children were left without parents.


2081 Charter of Rights and Freedoms



After reading the short story, “Harrison Bergeron” by Kurt Vonnegut Jr, one will have noticed the numerous additional amendments to the U.S Constitution imposed by the dystopian government. These amendments have been put in place by the government to promote and ensure equality in the futuristic society, but have since been altered to the point that the government has absolute power over their citizens. Although the story does not mention or say what the amendments are, the author certainly provides the reader with enough information that the reader can imagine what the amendments may resemble. The charter above represents what a portion of the altered constitution may look like, as well as stating fourteen of the now 213 amendments. The amendments on the charter are primarily focused on the government’s intentions in regards to equality, as well as demonstrating the government’s abuse of power. #202 and #206 represent these aspects well as the government is trying to keep everyone equal by hindering their citizens with handicaps, yet they themselves are not required by law to wear handicaps. The added amendments also demonstrate the means of punishment utilized by Diana Moon Glampers and her handicapper generals, as evidenced by #204 and #211. These two additions enable the government to issue punishments without trial, regardless if the punishment is considered unusual or cruel. In conclusion, these additional amendments to the constitution have guaranteed “equality” for the citizens of the dystopian civilization, but after reading the amendments, are the citizens really all equal?