Santa Letter Form

Here is the link to the form

Angela This Week

12/9 -- Chapter 17
12/10 -- Chapter 18-19
12/11 -- Quiz Chapters 10-19
12/12 -- Review
12/13 -- Review
12/16 -- Test
1/6 -- Projects Due

This week's schedule

12/9 -- Chapter 38
12/10 -- Chapter 39
12/11 -- Quiz Chapters 30-39
12/12 -- Review
12/13 -- Review
12/16 -- Test
1/6 -- Project Due

Shipping News Calender

12/2 -- Chapters 22-24
12/3 -- Chapters 25-26
12/4 -- Chapters 27-29
12/5 -- Quiz over chapters 22-29 (either Thur or Fri depending on the 1/2 day schedule) and read Chapters 30-32
12/6 -- Chapters 33-34
12/7 -- Chapters 35-36
12/8 -- Chapter 37

Whether you are here or not, you are responsible for the daily reading and expected to be ready for quizzes.

Angela's Ashes Calendar

12/2 -- Chapter 10
12/3 -- Chapter 11
12/4 -- Chapter 12
12/5 -- Chapter 13
12/6 -- Chapter 14
12/7 -- Chapter 15
12/8 -- Chapter 16

Whether you are here or not, you are responsible for the daily reading. Make sure you get it done.

Shipping News Schedule

November 25: Chapters 9-10
November 26: Chapters 11-12
November 27-December 1: Chapters 13-21
December 2: Quiz over Chapters 9-21

Angela's Ashes Schedule

November 25 -- Chapter 5
November 26 -- Chapter 6
November 27 -- Chapter 7
November 28 - December 1 -- Chapters 8-9
December 2 -- Quiz over 5-9

Misplaced/Dangling Modifier Work

"The Hollow Men" Close Reading PowerPoint

Angela's Ashes/Shipping News Questions

Go to  Padlet 2nd Hour or Padlet 5th Hour or Padlet 6th Hour or Padlet 7th Hour and post 3 questions about the reading from tonight. Remember that they may not be visible to you until I approve them. Make sure you use your first name and your first initial of your last name so you can get credit for posting.

Hours 2 and 5 should finish Chapter 2 in Angela's Ashes. Hourse 6 and 7 should finish Chapters 7 and 8 in The Shipping News.

Possible Essay Topics for IOBE

http://www.foreignbooksonline.com/images/The%20Importance%20of%20Being%20Earnest.jpg

Here are three topics that would work with the play IOBE. I will be choosing one of them for the essay test. These are released questions from previous AP Literature classes. You may not use notes on the test, but you can prepare by thinking about possibilities for these three topics.

1. Many writers use a country setting to establish values within a work of literature. For example, the country may be a place of virtue and peace or one of primitivism and ignorance. Choose a novel or play in which such a setting plays a significant role. Then write an essay in which you analyze how the country setting functions in the work as a whole.

 2. Some novels and plays seem to advocate changes in social or political attitudes or in traditions. Choose such a novel or play and note briefly the particular attitudes or traditions that the author apparently wishes to modify. Then analyze the techniques the author uses to influence the reader's or audience's views. Avoid plot summary.

 3. In some novels and plays certain parallel or recurring events prove to be significant. In an essay, describe the major similarities and differences in a sequence of parallel or recurring events in a novel or play and discuss the significance of such events. Do not merely summarize the plot.

"I'm a Fool"

Source:
https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlOetG5oCsJtzlFguSl28ADqOLjUJdP-iyVXtxBtZkfc5wuIW0kri35v8StPYwcEomW9xFFdJZjhHX29DfCFugew96u-xZcTVZVHQs1Cbypp19IgQ8rXRafowDCMuG7n6z7JmfTQ/s1600/Mr+T+fools.jpg

Read the following story by Sherwood Anderson:

"I'm a Fool"

Once you are done, I want you to think about a thesis statement that answers the same question as we had in class for "How to Become a Writer":

How is the narration in “I'm a Fool” made to seem either reliable or unreliable?

ALSO, DON'T FORGET TO BRING YOUR OUTSIDE READING BOOK FOR CLASS TOMORROW!!!!

Short Stories for Homework

My Name

For the My Name story link, just read the top story.

And Some More

The Naming of Cats

Mythology Link

Here is the link for the digital storytelling tools. Take a gander at them, play around with them, and see if any of these will work for your project...Don't be afraid to try something new!

Digital Storytelling link

Aristotle's Essentials of Tragedy

Common Application Essay Website

Here is the link I showed you in class.

Common Application Essay Advice

Movie Comments

Source: http://2.bp.blogspot.com

After viewing the first half of the movie, what do you notice about how it illuminates things in the book that weren't as clear before? What does it leave out that you feel is significant? What do you think the film does to enhance the book? What does it do that takes away from the book? Use specific examples. A brief paragraph should do just fine...5-7 sentences.

Incorporating Quotes into Essays

Here are the notes from class on Thursday.

Bad Example:

The Sawtelle farm breeds its own unique type of dog. "A person communicates by giving as well as taking, by expressing what is inside” (43). Forte is not a Sawtelle dog, but he is important to the story.

In the above example, the quote is just dropped in there. As you can see, it just doesn't make sense, because it is not introduced and it is not explained. Remember: Make a sandwich.

Bad Example:

Edgar communicates through give and take, and he does a good job of expressing his inner thoughts. "A person communicates by giving as well as taking, by expressing what is inside” (43).

In this example, the quote simply restates what the sentence before it says. Make sure if you use a quote that it is adding new information to your support.

Good Example:

The fact that Edgar Sawtelle cannot speak does not hamper his ability to connect with the dogs. "A person communicates by giving as well as taking, by expressing what is inside” (43). Because Edgar is able to create his own sign language, he can easily use those signs to train the dogs, a method of training that is used by most trainers working with dogs.

Now that's a solid sandwich.

Good Example: 

Edgar’s missing voice is not as important as it may seem, as the narrator reminds us that communication is achieved by both “giving as well as taking, by expressing what is inside” (43). Edgar certainly demonstrates his ability to do both of these things when he is working with the dogs.

Notice how only the part of the quote I needed is weaved into the sentence. This way of integrating quotes shows mature writing ability.

Notes for Essays

Source: http://annawrites.com/blog/wp-content/uploads/2011/11/revisions-calendar.jpg

Avoid “The reader”

Avoid Generalizations: Most people…everybody…nobody…

Make sure you are answering the prompt in each and every paragraph.

Avoid summarizing the story.

Avoid using questions…this is a big boy paper…you are the authority here…be the answer man, not the question man

For title…use italics for the title of a novel, don’t underline

Use only as much of the quote as you need to make your point…and if the exact words aren’t especially important – like anyone could have said them (as opposed to the way this author wrote it was amazing) – then just paraphrase.

I believe…I think…etc…, lose those phrases…your name is on the paper…the reader already knows you think or believe these things…you wrote them!

Avoid using you…not like the plague, but use it sparingly if at all. These are academic papers.

Use specific support from the novel, not vague, general support.

Seems…kind of…sort of…these are wishy-washy phrases. 

Don’t use quotation marks to emphasize words: Ex. When Oskar went on his “mission” to find out where the key was from…Trust your reader to emphasize what they feel is important. Unless it is a unique word or a direct quote, avoid using quotation marks.

Here is the syllabus, as promised...though a little late. In addition, please note that the grading is broken down in this manner:
Homework: 15%
Quizzes: 15%
Tests: 25%
Writing (Reports): 25%
Projects: 20%

I couldn't attach the document, so I copied and pasted it...which is why this post is so long...and why the formatting may be off. If you have questions, let me know. I will also try to email it to the class this week...after I figure that out with your new addresses.

 AP English Literature

Course Guidelines and Syllabus

Text: Roberts, Edgar, and Henry Jacobs. Literature: An Introduction to Reading and Writing. 6th ed. Upper Saddle River, NJ: Prentice Hall, 2001.

Overview: This course is designed to prepare students for successful entry into college English courses and to prepare them for the AP English Literature Exam. The skills focused on in this course are the skills that students are expected to develop and use in college classrooms. This is a literature-based program that challenges students to read, interpret, and provide literary criticism of the classic works that we encounter. In addition to this, students will study grammatical structure and advanced vocabulary. Writing is a major component of this class, and students will be expected to develop and refine their writing skills. This class will develop the students’ critical thinking skills, critical writing skills, and overall communication skills. No set of skills will serve them more frequently than these as they enter college and, eventually, the work force.

Goals:

1) Students will acquire an appreciation for and demonstrated knowledge of the development of British Literature, World Literature, and American Literature.

2) Students will develop the skills necessary for mature critical responses -- both written and oral -- to literary selections.

3) Students will acquire mastery in various forms of writing, including formal essays, research papers, critiques, and college application essays.

4) Students will develop an enhanced vocabulary for both academic and personal use.

5) Students will develop the time management skills and study skills required for successful studies.

6) Students will acquire the skills necessary to perform well on the AP English Literature exam.

Curriculum:

Reading: We will be using Literature: An Introduction to Reading and Writing (Roberts and Jacobs) as a resource text for surveying a wide array of British, American, and World Literature. In addition to this, we will be reading at least eight major works (novels, plays, memoirs), biographical sketches of major writers, professional journal articles, magazine articles, newspaper articles, and online resources. You will also be provided with reading that will serve as an addendum to the lessons we have in class. Self-selected independent reading will also be required in this course.

Writing: We will cover major forms of expository writing in this class. Critical essays on the literature we read will be required, as well as a formal research paper. We will be writing journal entries and completing reading logs, and each student will be required to develop a writing portfolio to highlight their best work. We will be writing several processed essays during each term, in addition to in-class response writing (2-3 paragraphs each, usually) and brief reading responses on a blog. Students will also take several practice AP essay tests per term that will cover fiction, nonfiction, poetry, and novels.

Writing Lab – Three days a week, approximately half of our class time will be devoted to writing. During this time, students will receive detailed instruction on writing skills, and students will meet with the instructor individually for conferencing.

Writing Instruction -- In addition to those essay types indicated in the detailed syllabus, students will receive specific instruction on analytical and argumentative essays, as well as instruction in the following areas during our Writing Lab time:

• Choosing and using specific details from a text to support and explain statements about an author’s artistic choices, the quality of a work(s), and the social and cultural values of a specific work(s). The use of specific textual references to support assertions in an essay is an essential part of any academic paper, and this skill will be revisited many times. Students must master this skill to do well in this class.

• Using a controlling tone; developing and maintaining voice; using appropriate diction and sentence structure based on the given assignment (for example,  journal vs. formal essay).

• Maintaining an acceptable balance between the use of generalizations and specifics in an essay; proper and effective use of details to illustrate and support a thesis statement and/or topic sentence.

• Using logical organization in an essay; effective use of repetition, transitions, emphasis, and other writing techniques in order to enhance an essay.

In addition to the instruction the class will receive during the Writing Lab, time will also be spent in individual conferencing. The purpose of these conferences is to assist with the prewriting, writing, and rewriting of individual essays. Feedback will be given to students concerning their use of the bulleted skills above, as well as other areas in which they can improve their writing. Time will also be spent on reviewing other areas a student is struggling with once they have received their initial and final assessment on each assigned essay. Students may set up a time with the instructor for more individual conferencing before or after school. Writing is a process, and that process does not end once an essay is evaluated for a grade. Students are to use the Writing Lab time to continually improve themselves as writers.

Vocabulary: Enhancement of personal and content-specific vocabulary is another aim of this course. Vocabulary will be handled in the context of the literature we encounter, as well as through lists provided for each unit. Each student will learn the meaning and use of literary terms in order to write analytical papers more precisely. Assessments will be given over these terms, and vocabulary work will be a part of our novel studies.

Grammar: Students will practice advanced grammar skills within the context of their own writing and as it appears in the works we are covering.  Instruction will occur in these contexts, as well.

Semester One

First Quarter

9/3 – 10/31

9/3-13:

Reading Check test over summer reading of Extremely Loud &Incredibly Close, by Jonathan Safran Foer, and The Story of Edgar Sawtelle, by David Wroblewski  – 9/3

• Summer paper rewrites – Papers returned with comments: 9/9

• Review and discussion of blog commentary on summer reading

• Vocabulary Unit 1 – Basic Prose Literary Terms

Instruction on Writing: Supporting your thesis and using quotations properly and effectively in an essay.

Outside Reading Selection Choice Due: 9/10

In-class essay test over summer reading: 9/11

The final draft of summer essay is due 9/13.

9/16-27:

Literature Assignment: The Tragedy of Hamlet, Prince of Denmark, by William Shakespeare

Vocabulary Unit 2 – Drama Literary Terms

Poetry Focus:  Sonnets – Francis Petrarch, John Milton, William Shakespeare, and Edmund Spenser.

Elements of Literature Focus: Rhythm and Meter; Scansion (apply to work of poets listed above)

Instruction on Writing: Revision as Re-Vision

Writing the College Application Essay

Processed Essay: Comparison Paper – The Story of Edgar Sawtelle/The Tragedy of Hamlet: Rough Draft Due 9/23, Final Draft Due 9/27

Final Assessment The Tragedy of Hamlet, Prince of Denmark 9/26

9/30- 10/11:

Literature Assignment: The Importance of Being Earnest, by Oscar Wilde

Vocabulary Unit 3: Literary Terms of Drama (cont’d)

Poetry Focus: Kenneth Koch, Lawrence Ferlinghetti, Robert Creeley

Elements of Literature Focus: Tone, Choice, and Response (p. 808)

• Apply to selected poems of poets above

Outside Reading Project Due: 10/10

In-Class Essay on The Importance of Being Earnest 10/11

Instruction on Writing: MLA Formatting and Works Cited

Begin Work on Research Paper

Topic Choice for Research Paper due 10/9

10/14-25:

Literature Assignment: Selections from Thomas Malory’s Le Morte D’Arthur

Vocabulary Unit 4: Intermediate Prose Literary Terms

Poetry Focus: Lord Alfred Tennyson, from Idylls of the King: Passing of Arthur

Elements of Literature Focus: The Romantic/Chivalric Code

• Apply to Le Morte D’Arthur

Instruction on Writing: Incorporating direct quotations into text seamlessly

Research Paper Notes Due 10/14

Research Paper Outline Due 10/17

Research Paper Rough Draft Due 10/23

Final Test on Le Morte D’Arthur 10/25

10/28 – 10/31: Review/End of Quarter Test

Second Quarter

11/4 -- 1/22

11/4 – 11/15

Literature Assignment: Heart of Darkness, by Joseph Conrad 

Vocabulary Unit 5 – Intermediate Prose Literary Terms (cont’d)

Poetry Focus: “The Hollow Men” by T.S. Eliot

Elements of Literature Focus: Point of View (p. 58-60; 240-249)

“Paul’s Case” by Willa Cather (p. 177)

“I’m a Fool” by Sherwood Anderson (p. 250)

“The Song of Songs” by Ellen Gilchrist (p. 264)

 “How to Become a Writer” by Lorrie Moore (p. 274)

Instruction on Writing: Citation of Sources -- When, Why, and How

Outside Reading Selection Choice Due: 11/5

Final Draft Research Paper Due 11/4

Processed Essay: Analysis -- Literary allusions to Heart of Darkness in the poem “The Hollow Men”: Rough Draft Due 11/11, Final Draft Due 11/15

Final Test Heart of Darkness 11/14

11/18 – 12/6:

Literature Assignment: Angela’s Ashes, by Frank McCourt

Vocabulary Unit 6: Basic Poetry Terms

Poetry Focus: Robert Burns, Seamus Heaney

Elements of Literature Focus: Style

- “Soldier’s Home” by Ernest Hemingway (p. 348)

- “The Found Boat” by Alice Munro (p. 353)

- “First Confession” by Frank O’Connor (p. 360)

- “A & P” by John Updike (p. 369)

Instruction in Writing: Finding your voice

Poetry Explication Essay Rough Draft Due 12/2

Poetry Explication Essay Final Draft Due 12/5

In-Class AP Essay test over Angela’s Ashes on 12/6

12/9 – 1/22:

Literature Assignment: Shipping News, by Annie Proulx

Vocabulary Unit 7: Intermediate Poetry Terms

Poetry Focus: Elizabeth Bishop, Anne Sexton, Denise Levertov

Elements of Literature Focus: Characters and Characterization 

- “Barn Burning” by William Faulkner (p. 190)

- “Shopping” by Joyce Carol Oates (p. 202)

- “Two Kinds” by Amy Tan (p. 226)

Instruction in Writing: Sentence Structure Variation

Outside Reading Project Due: 1/7

Characterization Paper Rough Draft Due 1/9

Characterization Final Draft Due 1/15

Final Test over Shipping News – 1/10

Final Exam Review – 1/16-17

Final Exams for Semester 1 – 1/21-22

Semester 2

Third Quarter

1/23 – 3/28

1/23 – 2/14

Literature Assignment: Black Boy, by Richard Wright

Vocabulary Unit 8: Advanced Poetry Terms

Poetry Focus: Gwendolyn Brooks, Lucille Clifton, Rita Dove

Elements of Literature Focus: Tone – The Creation of Attitude

- Apply to selected poems of the poets above

Instruction in Writing: Supporting your thesis

Outside Reading Selection Choice Due: 1/28

Tracking the Creation of Tone in a Poem Essay Rough Due 2/7

Tracking the Creation of Tone in a Poem Essay Final Due 2/13

In-Class AP Essay Test over Black Boy on 2/15

2/17 – 3/7:

Literature Assignment: selections from Long Walk to Freedom, by Nelson Mandela

Vocabulary Unit 9: College Vocabulary

Poetry Focus: Robert Hayden, Langston Hughes, Amiri Baraka

Elements of Literature Focus: Theme – The Meaning and Message

- “The Lesson” Toni Cade Bambara (p. 470)

- “Araby” by James Joyce (p. 495)

- “The Horse Dealer’s Daughter” by D.H. Lawrence (p. 499)

Instruction in Writing: Choosing Your Support

In-Class AP Poetry Test 2/27

Exploring Theme in a Short Story Essay Rough Due 2/26

Exploring Theme in a Short Story Essay Final Due 3/6

3/10 – 3/28:

Literature Assignment: Wuthering Heights, by Emily Bronte

Vocabulary Units 10: College Vocabulary

Poetry Focus: John Donne, Sir Walter Raleigh, Christopher Marlowe

Elements of Literature Focus: Setting – Background of Place, Objects, and Culture in Stories

- “The House on Mango Street” by Sandra Cisneros (p. 290)

- “And Sarah Laughed” by Joanne Greenberg (p. 322)

- “The Shawl” by Cynthia Ozick (p. 331)

Instruction in Writing: Syntax and diction

Outside Reading Project Due: 3/19

In-Class AP Poetry Test 3/25

Effect of Setting in Wuthering Heights Essay Rough Due 3/26

Quarter Review: 3/26-27

Final Test for Quarter 3: 3/28

Fourth Quarter

3/31 – 5/22

3/31 – 4/18:

Literature Assignment: A Prayer for Owen Meany, by John Irving

Vocabulary Unit 11: College Vocabulary

Poetry Focus: James Wright, Thomas Hardy, Robert Lowell

Elements of Literature Focus: Allusion

- Apply to Irving’s novel

Note: The following deadline dates and due dates are the final day to get the paper in or the test taken. You must take the test and turn in your paper prior to these dates if you are planning to leave early for spring break. You may not take the test or turn in the paper for full credit after spring break. Plan ahead!!! That is your responsibility, not mine.

Outside Reading Selection Choice Due: 4/1

Effect of Allusion Essay Rough Due 4/10

Effect of Allusion Essay Final Due 4/17

In-Class AP Essay on Poetry 4/15

Final Test on A Prayer for Owen Meany 4/17

4/28 – 5/16

Literature Assignment: Great Expectations, by Charles Dickens

Vocabulary Units 12: College Vocabulary

Poetry Focus: William Wordsworth, Samuel Taylor Coleridge, John Keats

Elements of Literature Focus: Prosody – Sound, Rhythm, and Rhyme

- Apply to selected poems of poets above

Instruction in Writing: Connotation and Word Choice

Final Test on Great Expectations 5/15

Outside Reading Project Due: 5/6

Effect of Prosody Essay Rough Due 5/7

Effect of Prosody Essay Final Due 5/14

Review for Final Exam – 5/16, 5/19

Final Exams – 5/20 Hours 6,7; 5/21 Hours 3,4,5; 5/22 Hours 1,2

This syllabus is subject to change by the instructor. Changes will be given to students orally and in writing.

Bulletin Board Fun

This is a picture of our two greyhounds, Tori (on the left) and Cooper. They are pretty awesome. We also have an awesome Pug named Mojo. My first dog's name was Chip...he was a mutt that we had from about my first birthday until I was 12. I had an Irish Setter named Lady, a Scottish terrier named Sootie, three black labs (Psycho, Augie, and Rue), a pit bull mix named Fred,  and a Chihuahua mix named Sassy. My father bred basenjis, an African breed of bush dog. Dogs have been a big part of my life. I would have to guess that dogs have been a big part of life for many of you.

Here's what I want: I want to fill a bulletin board with pictures of your dogs...so on the first day, bring in your pictures. I will provide labels for the pictures, and we will celebrate those tried and true friends of ours by placing their photos on a bulletin board dedicated to them and only them. As most people have stopped looking at the blog, if you see this, tell your friends. I think this will be a lot of fun.

Using Quotes

I recently received an email asking me if it was mandatory for you to use quotes in your papers. The simple answer is no, but remember that your paper should include specific support from the novel, and that could include direct quotes. If you do end up using quotes, make sure that you use MLA formatting. If you are unfamiliar with MLA, there is a link on the blog to the MLA site.

Paper Stuff

Papers should be written in MLA format. You do not need a title. If you don't know what that looks like, do a Google Image search for "MLA format essay".

The Paper

Source: http://2.bp.blogspot.com

I would like you to use this blog post to ask questions you may have about writing the paper. As the questions come, I will answer them here. This will allow me to answer your questions in a more efficient manner, as students tend to ask similar questions.

You should only be writing about one of the two novels in the paper. The test on the first day will be on both novels, but your paper should only be about one of them. 

If you have other questions, leave them in the form of a comment on this post. 

The Sawtelle Dogs

Source: http://sblaszczyk101782.angelfire.com

How did the dogs teach Edgar while watching him grow up?
What is a "diaspora"?
Essay leads many of the dogs...why does she lead them to Forte? Where is she stepping towards in the last line of the book?

Trudy

Source: http://www.grandlakesfire.com

What do you think is going through Trudy's mind as she watches the barn become engulfed in flames? Will she ever know the truth about what happened in there?

Claude

Source: http://s5.goodfon.com

Like any good villain, Claude isn't entirely evil. What does he do/think in this chapter that shows this?
Does Claude actually see the ghost, or is it a figment of his imagination caused by guilt?
Why can't he find his way out? He knows the barn like the back of his hand...so why the confusion?

Edgar

Source: http://2.bp.blogspot.com

After he feels the pain in his neck and the odd sensations, followed by seeing Claude by the closed door, why doesn't Edgar figure out what Claude had done?
We have another allusion to The Jungle Book when we find out that Nathoo is Mowgli's human name. Is there a larger connection between the two stories?
What is so significant about Edgar telling his father that he loved him?

Claude

Source: http://upload.wikimedia.org

How does Claude get the needle into Edgar without Edgar noticing?
Why doesn't Edgar use the pitchfork to attack Claude?

Edgar

Source: http://people.cs.clemson.edu

Edgar doesn't believe that Claude is there to help him...so why would Claude be there in a burning barn? Why hadn't Edgar figured that out?
Why are the other contents of the file cabinets so important?
What dream had told Edgar what to do?

Claude

Source: http://www.timschaible.com

Why does Claude see it as a disaster that Edgar is saving all the records from being destroyed? Later, Claude thinks it will be a help that they have the files...but why does he see it as a tragedy at this point?
Why has Claude kept the bottle's contents around? Why doesn't this make sense?
Why does Claude start helping Edgar with the files?

Edgar

Source: http://www.inforbix.com

Edgar sees Essay as "wolflike" for the first time. Why is this significant?
Why does Edgar stomp out the little straw fires if the entire barn is on fire?
Why doesn't the explanation about the phone not working make sense? Even if the lights in the barn were out, why wouldn't it make sense?
Why does Glen have Trudy's wrist in a vise grip? Why is Claude just standing there watching them wrestle?
Why is Edgar suddenly concerned with the milk house?

Trudy

Source: http://prssr.com

Do a bit of research: What is quicklime, and what will it do if it gets in your eyes? How should that be treated?
What do you think Claude is saying to Glen?

Edgar

Source: http://www.aaa.org.hk

Why does Edgar tell Essay "last time" when he puts her in the run with Finch and Pout?
Edgar helps Glen by banging on the barn  door. We, the readers, know Glen isn't evil, and Edgar knows that, too...so why doesn't he help Glen more?

Glen Papineau

Source: http://media.npr.org

How might the use of the porch light become confusing considering that it is part of the plan for both Edgar and for Claude?

Edgar

Source: http://media.npr.org

What things should Edgar say to Trudy upon their reunion? What could he say? Why doesn't he?
What things should Edgar say to Glen if he has the chance?
Claude is smart to use Essay to find Edgar. It is pretty clear why he puts the money and the key in the collar, but why do you think he included the picture?

Trudy

Source: http://www.steelcityamericanbulldogs.com

Why does Trudy think Edgar is crazy? If she thinks this, is she going to follow his instructions?
What does Edgar have up his sleeve?
If your son doesn't trust your boyfriend (who just happens to be your dead husband's brother), shouldn't you at least hear him out on why he doesn't trust him? Wouldn't you ask?

Edgar

Source: http://thumbs1.ebaystatic.com

Again, why is Edgar waiting so long before revealing himself to his mother?
Why do you think Claude moved the bottle? Why do you think he didn't hide it so well when he re-hid it?

Glen Papineau

Source: http://liberation.3945.free.fr

Why is it important that we know the "Ox" story?
How do you feel towards Glen when you hear his scenario about questioning Edgar? What do you think Claude is thinking after he hears this?
Why do you think that Claude is nearly insisting that Glen go ahead with his plan to question Edgar? How might that benefit Claude?
Why does Glen get real ether instead of Prestone, as Claude had told him to do? How might this be important?
Why does Glen give up so easily on his idea of questioning Edgar?

Edgar

Source: http://www.blackfive.net

Why is Edgar just now looking for the bottle?
Why doesn't Edgar just go to the house to see his mother and look for the bottle later?

Trudy

Source: http://www.groundtruthtrekking.org

Why is Claude pacing the yard and carving soap figures?
Why do you think Trudy had withheld the information concerning her plan to sign to Edgar from behind the silo when it was safe? And why do you think she told Edgar to leave if it was unnecessary?
Claude murmurs a few lines from a poem while drinking brandy...the name of the poem is "Kubla Khan," by Samuel Taylor Coleridge. What is significant about this? How does it tie into Edgar?
Is Trudy's explanation about how she and Claude came together understandable? Believable?

Part 5: Poison -- Edgar

Source: http://upload.wikimedia.org

Is there anything odd about Claude and Trudy not being home when Edgar arrived? 

Why doesn't Edgar stay there instead of sleeping in the woods? 

Why does Edgar leave the picture of Claude and Forte by the note?
"That was how it was sometimes. You put yourself in front of the thing and waited for whatever was going to happen and that was all. It scared you and it didn't matter...Sometimes you looked the thing in the eye and it turned away. Sometimes it didn't." What parts of the story might this be referring to? 

Edgar knows that Claude found the note because his mother didn't come out calling for him, but that also means Claude didn't even tell her about the note. Why wouldn't he tell her? 

Almondine

Source:  http://www.doucy.net

You are time, you breathe time." What does Almondine mean by this?
Do you think the author has done justice to Almondine's thoughts? In other words, does he write dog thoughts well?
What do you think happens at the end of this chapter? What clues are you given that lead you to this?

Return

Source: http://api.ning.com

Why is Edgar taking so long to go home? Why is he so intent on connecting with Forte?
Edgar believes strongly in chance, or fate...but what about Ida Paine? She can see the future, so is chance not actually chance but, instead, a set and planned future? Your thoughts...
What symbolism can be found in the relationship of Forte and Essay?

Wind

Source: http://farm1.staticflickr.com

Before they leave on their trip, Edgar goes out to the barn. He sits in the car and says, "Did you see that thing in me?...That rare thing?" What does he mean by this? Who is he addressing?
One thing you should always notice in literature is that storms are more than just storms. What does this particular storm symbolize?
"Yet he had seen unbelievable things before, came the answer. And he had run from them." What is this referring to, and who provided the answer?
"The stream at its base dropped into the lake as if a spell had been broken." What spell was broken? How was it broken?
What do Ida Paine's cryptic words mean now?
Why does Edgar decide that he will not give commands anymore?

Glen Papineau

Source: http://www.adweek.com

Why do you think that Claude suggested Glen meet him at the tavern?
What clues do you see that suggest Claude may be up to no good?
What ideas does Claude put into Glen's head? How does he suggest these things without seeming to suggest them?
If we, as readers, can sense that Claude is up to no good, why can't Glen (who is a sheriff!)?

Engine No. 6615

Source: http://bringatrailer.com

Cow magnet...that's a new one to me...
The ghost of the farmer says it's a curse to be good at something you don't care about. Why is this thought of his so important to the larger story?

What does Henry’s story about his Ford Fairlane tell you about him as a character? How does it correspond to his treatment of Edgar?

The car with all the stuff crammed in around it again looked “right” to Henry. What was right about it? How might that be symbolic of something else in the story?

Henry has planted sunflowers and hidden his Ford Fairlane in the shed in order to attract Belva’s attention. How do you think her announcement of moving and being engaged will affect him once it sets in?

What is the importance of the chapter's title?  

Ordinary

Source: http://www.photos-public-domain.com

"As they worked, they put the sky in place above, the trees in the ground. They invented color and air and scent and gravity. Laughter and sadness. They discovered truth and lies and mock-lies." What sense can you make of this quote?
Edgar thinks there has been an agreement made between him and Henry. What is the agreement?
What is significant about Edgar's encounter with the farmer's ghost?
What does Henry's story about Belva show us about him as a character?
What has Baboo decided about Henry? Why is this important?

Henry

Source: http://blogs.babble.com

Henry's name reflects his demeanor. Explain what I mean by that using examples to show what you have observed about him.
Henry seems a bit uptight, in general. How does that go against what he's doing here? What would he be doing if he were as uptight as he seems? Why doesn't he do the "expected" thing?
What about Henry's dinner preparations makes Edgar think it's an invitation? Why does Henry go about it in this way?
Why doesn't Edgar tell Henry the word he needs to find to finish the crossword puzzle? (By the way, I've done a bajillion crossword puzzles and I have never come across words as difficult as these...)

Outside Lute

Source: http://images.fineartamerica.com

Why is Edgar so careful to make it look like he didn't steal anything from the cottages and the house? Why does it matter?
Why doesn't Edgar think more about his options before he goes back to the house? Why does he risk getting caught without giving that any thought?
Situation: You hear something on your porch. You turn the light on and go to the door to investigate. There you see a boy with blood all over him and three large dogs. What do you do? What does this man do that is surprising in this situation? What doesn't he do that is surprising?

Pirates

Source: http://images3.flipkey.com

How has the training of the dogs changed from their previous training?
Edgar stole from cabins "remorselessly." Why doesn't he feel remorse?
Why is the holiday that the people are celebrating in this chapter so appropriate for Edgar's situation? Whose howl does he hear in the distance? How does that fit in with the holiday?
The narrator tells us that Edgar and the dogs agreed on things and gives us insight into the dogs' thoughts concerning the new training. We also get into Baboo's dreams. How is it possible for the narrator to know these things?
Do you think the little girl is going to become a problem for Edgar, or is he just being overly paranoid?
Edgar is homesick but mostly misses Almondine. At the risk of making you sad, have you ever had a dog that you watched get old? Maybe even die of old age or get put down? How did you feel about watching that aging process? That's how Edgar feels now -- compounded by the fact that he feels guilt for having left
Almondine behind...

Part IV: Chequamegon: Flight

Source: http://skateandannoy.com

Look closely at the setting in the first section of the chapter. What symbols/symbolism do you see in the setting? What images bring about the symbolism?
Edgar thinks about Almondine while he is making his way through the woods. Why do you think he didn't try to take her with him?Why is it better that he took dogs from his litter? How do the personalities of the three dogs differ? How might these differences help or hinder their travels?
After Glen passes in the cruiser, Edgar releases the dogs, but they stay put. Why? What does that tell you about the dogs?
Why do you think Edgar was dreaming of falling from above the workshop? Is this symbolic of anything?
Edgar seems very intelligent when it comes to survival while being on the lam. How do you think he came to know so much about survival?
Why doesn't Edgar take all of the hot dogs for himself and the dogs?

The Texan

Source: http://essm.tamu.edu

What significant step does the relationship between Edgar and Almondine take in this chapter? What is behind Edgar's behavior towards Almondine?
What is a branch contract? Why does this bother Edgar so much?
Why is it so important for Edgar to have his litter show their little game of tag while the Texan was there? What did he learn for sure from the dogs' performance?
Why do you think Trudy tells Edgar to leave? Why doesn't Edgar return when she calls?
Only three dogs leave with Edgar. What is significant about the ones who do make it to the other side of the creek?

Popcorn Corners

Source: http://timeline.acdivoca.org

First, look at the photo above and then think about the chapter's title...what do you notice?
Quite a freaky encounter with Ida Paine...What are the important points of our oracle here? What should Edgar take away from the encounter?
"The catastrophe, when it came, turned on a vanity of Edgar's so broad and innocent that he would look back on the events of that afternoon and find blame only in himself." What was the catastrophe? What was the vanity?

Trudy

Source: http://candidaabrahamson.files.wordpress.com

What do we learn about Edgar through the pocket watch story?
Trudy thinks that there is nothing serious going on with Edgar, that she'd know if there was, because she knows him better than anyone. Explain how this is foolish on her part and how she can be so wrong.
Why do you think the author chose to give us Trudy's point of view throughout this chapter? What does that point of view do for us when it comes to understanding the story we are reading?

Driving Lesson

Source: http://www.drive-safely.net

Edgar (and the reader) are supposed to dislike Claude...yet he remains likeable in most of his interactions with Edgar -- like giving him a driving lesson. Why do you think Claude is so nice to Edgar -- even when Trudy isn't around?
Why does Edgar leave Almondine behind?
Why does Edgar become so belligerent, keeping his foot on the gas the whole time?
Claude is patient for nearly the entire ride. How is Edgar like his father, as Claude states?

A Way to Know for Sure

Source: http://cl.jroo.me

"Summer storms drew him like a moth to a porch light..." Why?
Why does Edgar go to such great lengths to get rid of the white patch of grass?
What is significant about the photograph of Claude and Forte that Edgar finds in his father's yearbook?
Claude says that "a person could get anything he wanted if he was willing to go slow enough." What is important about this statement?
What is important about the exchange between Edgar and Claude after Gleam was chosen to sire a litter?
What does Edgar do in the bathroom that night? Why does he do that?
The story from The Jungle Book suggests what? What Biblical story might it be drawn from?
We're left hanging...how will Edgar find out for sure?

Hangman

Source: https://davidlyness.com

Edgar likens his search for what his father had signed  to the game of "Hangman". How might that play out to be symbolic?
Explain what Edgar sees as his father's purpose for having Edgar search for Hachiko.
What is the parallel between Charles Adwin's story and Edgar's own story?

Smoke

Source: http://pnwhandbooks.org

Why is Edgar getting the hammer from the workshop? Why does Almondine seem to purposefully distract him?
Another dream...what can you interpret from this dream?
What do you think of the statement that this world is "'heaven, hell, and earth all at the same time'"? Edgar and Trudy both seem to agree this this assessment. What does this conversation show us about these characters?
"'Maybe I'm tired of the smell of perfume.'" What is Edgar saying/implying here?
Edgar realized he has a lot to learn as a trainer, but he is "as good a groom as a person could be." How does this assessment of how he is with the dogs translate into what type of person he is?
What is significant about the grass being "as white as bone" where the syringe had broken?

Part 3: What Hands Do -- Awakening

Source: http://us.123rf.com

Does Edgar believe what he saw was real when he wakes up?
Why does he throw the syringe into the silo?
Why is Edgar in the tree? What does he hope to see?
We shift to Claude's point of view...Why is he so shaken by Edgar's watching?
Why does Edgar smile back at Claude?

In the Rain

Source: http://fc08.deviantart.net

Edgar keeps looking back at the barn and touching things to the barn, getting a splinter and a cut on his finger. Why does he do this?
Is the image his father or is he just imagining things?
It is implied that Claude had a hand in his father's death. Do you think this could be true? What leads you to your answer?
This section is called "Three Griefs." What are the three griefs?
Claude has proposed to Trudy. How will that change things for Edgar if she accepts?

Courtship

Source: http://images.fineartamerica.com

Again Claude steps up and helps immediately after seeing Trudy. What does her mistake of calling him Gar do to affect him so much? How does that affect Edgar? Herself?
Why does Claude come when Edgar has already left for school and leave before Edgar arrives back home?
How is it possible that Edgar has had this bruise on his chest -- presumably for months -- yet he hasn't noticed it until Trudy makes him unbutton her shirt for her?
When Trudy talks about not wanting to try another pregnancy after her last miscarriage, what point is she trying to make?
How does the setting change in this chapter? What does the new setting symbolize?
What do you think is causing the dogs to bark in the middle of the night?
Edgar sees Claude's car at 1:30am. He must know he is sleeping with Trudy. Why doesn't he comment on this?