Friday, December 14, 2012

Happy Monday!



Agenda

DO NOW: Is the rough draft of your story complete? Please spend a few minutes putting the finishing touches on it!

Period 3
  1. Pass back work/grammar discussion!
  2. Peer Editing: Please use the worksheet provided. Add comments to your peer's story.
  3. Polished final copy is due Wednesday!
Period 4
  1. We are going to begin our children's literature unit!
  2. Please read the information below.
  3. We will then pick up The Witches By Roald Dahl.


Children's Literature

Answer the following questions in your notebooks:
What is children's literature?
What are the characteristics of children's literature?
Why study it on the high school level?

Please read all of the information on this page:

Roald Dahl
Dahl was a very interesting man. He was a novelist, short story writer, poet, fighter pilot and screenwriter.
Some of his notable works include James and the Giant Peach. Charlie and the Chocolate Factory, Matilda, The Witches, Fantastic Mr. Fox, The Twits, Georgia's Marvellous Medicine, and The BFG. Read more about Dahl at http://www.roalddahl.com/.



Some information on The Witches
Roald Dahl’s imaginative stories capture the attention of elementary students. In his book, The Witches, Roald Dahl takes children an adventure they will love. Like most of Roald Dahl's stories, the characters are richly described and have unusual traits. In this story the grandmother smokes big, black cigars and the kitchen staff spits in cranky customers food before serving it. These and other little details make the book a fun read aloud choice. (brighthubeducation.com)

Wednesday, December 12, 2012

Scholastic Art and Writing

Third Period

The deadline for Scholastic Art and Writing is fast approaching! Our region's deadline is January 4th. With the winter break coming fast, we do not have many school days to get this together. There are 27 categories, and the creative writing department will pay the entry fee for those interested in entering this contest. Aren't you excited? I sure am! 
 
Please spend 1st period looking over the contest guidelines and deciding if and what you plan to submit. You can also register online today.
 
Categories
 
 
How to Submit
 
 
 
Fourth Period
  • Spend some time working on your stories. 
  • We will peer edit formally on Monday, but if you want to have a peer look over your work today and get informal feedback, that is fine! 
Homework: Finish your rough draft! Stories should be 5-8 pages. Plan to peer edit and finish a final copy early next week.

Monday, December 10, 2012

Happy MP3!

Good Morning!

I cannot believe it is already MP3! I would like to wrap up discussion on The First Part Last and continue to work on our stories today.

Agenda

Period 3
  1. Check in
  2. Group discussion on The First Part Last
  3. Small group discussion in The First Part Last
Period 4
  1. Discuss how stories are coming along/set guidelines
  2. How many pages have you written so far?
  3. Writing time
  4. Peer editing (if ready)
Homework: Work on stories? We will discuss this in class. Stay tuned :)

The First Part Last Discussion Questions
(You should have questions 1-3 discussed/answered)

1. How did Bobby’s parents respond to the news of Nia’s pregnancy (pg. 12)? How did Nia’s parents respond to this (pg. 20)? How would your parents respond to this same announcement?

2. Look at how Bobby’s friends react (pg. 37-40). How would your friends react?

3. What does Bobby mean by saying, “I walk to my room…look around my room and miss me” (pg. 35)?

4. How does Bobby feel about Feather? Would this be different if Nia were awake? (pg 81)

5. What do you think about everyone’s reaction to Bobby and Nia’s decision to put their baby up for adoption?

6. Do you agree with the way Bobby’s parents support (or don’t support) him and Feather?

7. Imagine your room at home. What things would you have to change if you became a full-time parent? What everyday things would you have to do differently?

8. Where do you see these characters five, ten years from now?

Friday, December 7, 2012

Fiction Writing

Agenda

Hand in homework (paragraph about part III)

Check in/give feedback about writing assignment

Work on writing assignment

Discussion/Reading time


Homework: Finish The First Part Last and write a reaction to the novel. Make sure you show that you have read the book!

Reminder: The marking period ends today. If you are concerned about your grade, or would like to meet for any reason, please set up a time with me.

Have a great weekend!

Wednesday, December 5, 2012

Part II of The First Part Last

Good Morning!

You should have read through Part II of The First Part Last. I would like to spend part of class reading and discussing today, so that we can finish the book by the end of the week (Monday at the latest.)

HW: Read all of Part III of your novels and write a one paragraph summary/reaction in order to prove that you completed the task.

Some Discussion Questions
Feel free to come up with your own as well! Take notes.

1. Describe the main characters—their personality traits, motivations, inner qualities. Why do they do what they do? Are their actions justified? Do you admire or disapprove of them? Do they remind you of people you know?

2. Is the plot engaging—does the story interest you? Is this a plot-driven book: a fast-paced page-turner? Or does the story unfold slowly with a focus on character development? Were you surprised by the
plot's complications? Or did you find it predictable, even formulaic?

3. Talk about the book's structure. Is it a continuous story...or interlocking short stories? Does the time-line more forward chronologically...or back and forth between past and present? Does the author use a single viewpoint or shifting viewpoints? Why might the author have chosen to tell the story the way he or she did—and what difference does it make in the way you read or understand it?

4. What main ideas—themes—does the author explore? Don't forget to talk about the title, often a clue to a novel's theme.

Writing Assignment
On Monday, we started to design a character for our next story. Please choose one of the following options for your writing:

1. Study the spare, lyrical writing of Angela Johnson and try to write a story with a similar quality and the same economy of words.

2. Angela Johnson used the ideas of Then and Now to alternate between different times in The First Part Last. Write your own unique short story using this style.

Please do not worry about length or a deadline for this story yet. I would like you to get started without worrying about these elements yet.

Monday, December 3, 2012

Character Profile Questions to Consider

Basic Statistics 
Name:
Age:
Nationality:
Socioeconomic Level as a child:
Socioeconomic Level as an adult:
Hometown:
Current Residence:
Occupation:
Income:
Talents/Skills:
Salary:
Birth order:
Siblings (describe relationship):
Spouse (describe relationship):
Children (describe relationship):
Grandparents (describe relationship):
Grandchildren (describe relationship):
Significant Others (describe relationship):
Relationship skills:


Physical Characteristics: 

Height:
Weight:
Race:
Eye Color:
Hair Color:
Glasses or contact lenses?
Skin color:
Shape of Face:
Distinguishing features:
How does he/she dress?
Mannerisms:
Habits: (smoking, drinking etc.)
Health:
Hobbies:
Favorite Sayings:
Speech patterns:
Disabilities:
Style (Elegant, shabby etc.):
Greatest flaw:
Best quality:


Intellectual/Mental/Personality Attributes and Attitudes 

Educational Background:
Intelligence Level:
Any Mental Illnesses?
Learning Experiences:
Character's short-term goals in life:
Character's long-term goals in life:
How does Character see himself/herself?
How does Character believe he/she is perceived by others?
How self-confident is the character?
Does the character seem ruled by emotion or logic or some combination thereof?
What would most embarass this character?


Emotional Characteristics


Strengths/Weaknesses:
Introvert or Extrovert?
How does the character deal with anger?
With sadness?
With conflict?
With change?
With loss?
What does the character want out of life?
What would the character like to change in his/her life?
What motivates this character?
What frightens this character?
What makes this character happy?
Is the character judgmental of others?
Is the character generous or stingy?
Is the character generally polite or rude?


Spiritual Characteristics

Does the character believe in God?
What are the character's spiritual beliefs?
Is religion or spirituality a part of this character's life?
If so, what role does it play?


Additional Notes on This Character:

The First Part Last Reading/Discussion

Good Morning-

It seemed many of you struggled on the quiz on Friday. Please make sure you are studying and and asking questions. One topic that seemed unclear was on finding the subject in an imperative sentence. Here is a quick review of the four types of sentences:

Types of Sentences

1. Declarative - A declarative sentence makes a statement. A declarative sentence ends with a period.
Example: The house will be built on a hill.
2. Interrogative - An interrogative sentence asks a question. An interrogative sentence ends with a question mark.
Example: How did you find the card?
3. Exclamatory - An exclamatory sentence shows strong feeling. An exclamatory sentence ends with an exclamation mark.
Example: The monster is attacking!
4. Imperative - An imperative sentence gives a command.
Example: Cheryl, try the other door.
***Sometimes the subject of an imperative sentence (you) is understood.***
Example: Look in the closet. (You, look in the closet.)

Identify the type of sentences in your notebooks. The first two have been done for you.
1. Why do you believe that? interrogative
2. I want to know why you believe that. declarative (This is not a question.)
3. Please accept my apology.
4. Your face is frightening the baby!
5. My shoe is on fire!
6. When did you first notice that your shoe was on fire?
7. My doctor told me to take these vitamins.
8. Ask Doris for the recipe.
9. Did you solve the puzzle yet?
10. Ann, hand me your coat.
11. It’s hard to believe that this paper is made from wood.
12. There are more apples in the refrigerator.
13. We’re on the wrong planet!
14. Will Patricia pause to place poached pickles on Paula’s pretty plate?
15. I would send her a gift if I were you.
16. Send her a nice gift.

Once you have finished your grammar review, please read up to page 40 of The First Part Last and discuss the questions below. This shouldn't take you long because you should have read up to page 33 for homework!

The First Part Last 
Discussion Questions (answer in your notebooks please!)
1. How did Bobby’s parents respond to the news of Nia’s pregnancy (pg. 12)? How did Nia’s parents respond to this (pg. 20)? How would your parents respond to this same announcement?
 
2. Look at how Bobby’s friends react (pg. 37-40). How would your friends react?
 
3. What does Bobby mean by saying, “I walk to my room…look around my room and miss me” (pg. 35)?

Homework:
  • Read through page 61 of The First Part Last.
  • Subjects in Imperative Sentences Review


Best video ever...
http://www.youtube.com/watch?v=vqdBZZToCpw
 

Thursday, November 29, 2012

Quiz/The First Part Last

Agenda

Period 3
Hand in homework (grammar/chapbook)
Take Quiz

Period 4

The First Part Last by Angela Johnson

Pre-reading:
How do you think your life would change as a teenager if you suddenly had the
responsibility of raising an infant? Make a schedule of your life as it is now (look at your day planner) and then make a new one based on a life with baby.

Write a one page reflection about this life change and what it would mean for your reality.

Monday, November 26, 2012

Chapbooks/Grammar

Good Morning 9th Graders!

The rough draft of your chapbooks should be done by now. We will be spending some time putting the books together in class. Please remember that this is a chapbook (emphasis on the word book.) If you simply printed poems and stapled them together, your work will not be accepted. Please read the information below:

Q: I’ve been writing poetry for a few years now and want to publish some of my work. A friend suggested I publish a “chapbook” of my poetry. What is a chapbook, and how is it different from a regular book? —Cindy N.

A chapbook is a small collection of poetry, generally no more than 40 pages, that often centers on a specific theme, such as exotic foods or wild animals or Justin Bieber. It’s typically saddle-stitched (like a pamphlet or magazine) and is a format well suited to smaller print-runs.
Poets publish chapbooks instead of full-length books of poetry for a number of reasons, but perhaps the most common is that chapbooks are relatively inexpensive to produce. In fact, many poets take the DIY approach and print their chapbooks themselves. (If you’re so inclined, Poets.org which offers up an excellent step-by-step set of instructions on its website at poets.org/view
media.php/prmMID/21249.)
As difficult as it is to sell fiction to a publisher, it’s even harder to sell poetry. Producing a chapbook is an excellent way to give audiences a sampling of your writing and potentially sell your work for a nice little profit.
Plus, should your chapbook take off and sell at a healthy rate, it could serve as proof to publishers that there’s a market for you poetry. And that’s the best way to get their attention.
(writersdigest.com)

-Ms. Perez

Wednesday, November 21, 2012

Happy Thanksgiving!

Thank you for working so hard today. Please remember to get all of your missing work completed this weekend.

Your chapbooks will be due on Tuesday, if you are behind please catch up!

I am thankful for each and every one of you! Enjoy the long weekend. I will see you next week.

-Ms. Perez

Tuesday, November 13, 2012

Poetry Mini Project

Agenda
1. Hand in homework
2. Pass back work
3. Discuss Poetry Mini Project
4. Grammar
5. Questions about Thursday?
6. Homework: Grammar practice/rehearse coffeehouse piece

Thursday, November 8, 2012

Checklist


  • What is poetry prompts (10/22)
  • Free write poem (10/26)
  • Poetry prompt w/note card (10/26)
  • Love that dog discussion questions (10/26-11/1)
  • 3 versions of free write or new poem (10/26)
  • Fear poem (11/1)

Poetry/Grammar

Good Morning!

Many of you owe a lot of work. Today is the deadline. Please turn in what you have.

Period 3: We will work on a writing/poetry prompt, titled Memory and Imagination.

Period 4: Workshop/Grammar Practice

Monday, November 5, 2012

Regroup/Editing Poems!

Good Morning 9th Graders!

I hope you had a fantastic weekend and are ready to continue exploring the wonderful world of poetry!

AGENDA

Period 3
  1. Homework check!
  2. Did you enjoy Love That Dog?
  3. Some of you expressed concern about peer editing poetry. I am going to take some time to go over some ideas on how to give your peer's the best feedback you possibly can.
  4. We will then take some time to peer edit today's prompt using the strategies/ideas provided.
When looking at a specific poem you might want to ask yourself:
(writinghood.com)


1.          Who is speaking? What do you know about him/her?
2.          What is being said?
3.          How is it said?
4.          Where does the poem take place? Where was it written?
5.          When does the poem take place? When was it written?
6.          Why? This question should be asked lastly, because if we bog ourselves down with the why while we are reading or just after reading, then we might create meanings that are not intended…or come away lacking understanding or enjoyment of the poem…which may cause us to judge it negatively…or abort further interest in it…causing us to be less open to other poems.


Read more: http://writinghood.com/online-writing/six-questions-to-ask-after-reading-a-poem/#ixzz27fiWiP00


 Workshop
By Billy Collins b. 1941 Billy Collins

I might as well begin by saying how much I like the title.   
It gets me right away because I’m in a workshop now   
so immediately the poem has my attention,
like the Ancient Mariner grabbing me by the sleeve.

And I like the first couple of stanzas,
the way they establish this mode of self-pointing
that runs through the whole poem
and tells us that words are food thrown down   
on the ground for other words to eat.   
I can almost taste the tail of the snake   
in its own mouth,
if you know what I mean.

But what I’m not sure about is the voice,
which sounds in places very casual, very blue jeans,   
but other times seems standoffish,
professorial in the worst sense of the word
like the poem is blowing pipe smoke in my face.   
But maybe that’s just what it wants to do.

What I did find engaging were the middle stanzas,   
especially the fourth one.
I like the image of clouds flying like lozenges   
which gives me a very clear picture.
And I really like how this drawbridge operator   
just appears out of the blue
with his feet up on the iron railing
and his fishing pole jigging—I like jigging—
a hook in the slow industrial canal below.
I love slow industrial canal below. All those l’s.

Maybe it’s just me,
but the next stanza is where I start to have a problem.   
I mean how can the evening bump into the stars?   
And what’s an obbligato of snow?
Also, I roam the decaffeinated streets.
At that point I’m lost. I need help.

The other thing that throws me off,
and maybe this is just me,
is the way the scene keeps shifting around.   
First, we’re in this big aerodrome
and the speaker is inspecting a row of dirigibles,   
which makes me think this could be a dream.   
Then he takes us into his garden,
the part with the dahlias and the coiling hose,   
though that’s nice, the coiling hose,
but then I’m not sure where we’re supposed to be.   
The rain and the mint green light,
that makes it feel outdoors, but what about this wallpaper?   
Or is it a kind of indoor cemetery?
There’s something about death going on here.

In fact, I start to wonder if what we have here   
is really two poems, or three, or four,   
or possibly none.

But then there’s that last stanza, my favorite.
This is where the poem wins me back,
especially the lines spoken in the voice of the mouse.
I mean we’ve all seen these images in cartoons before,
but I still love the details he uses
when he’s describing where he lives.
The perfect little arch of an entrance in the baseboard,   
the bed made out of a curled-back sardine can,   
the spool of thread for a table.
I start thinking about how hard the mouse had to work   
night after night collecting all these things
while the people in the house were fast asleep,   
and that gives me a very strong feeling,
a very powerful sense of something.
But I don’t know if anyone else was feeling that.   
Maybe that was just me.
Maybe that’s just the way I read it.
Billy Collins, “Workshop” from The Art of Drowning. Copyright © 1995 by Billy Collins. All rights are controlled by the University of Pittsburgh Press. Reprinted with the permission of the University of Pittsburgh Press, www.pitt.edu/~press/.
Source: The Art of Drowning (1995)

Please post a reaction to the information/poems provided today and/or the value of workshopping our own poems in this class. Develop your thoughts and respond to others in order tio receive full credit!

Period 4
  1. Poetry Prompt

ANY QUESTIONS? Please ask!

Wednesday, October 31, 2012

Good Morning 9th Graders!

As you can see I'm not here today. Please complete the following tasks for credit today.

AGENDA

Period 3
  1. Homework check! (Since I am not here, please make sure your homework is in your notebooks. I will grade all of the questions together.)
  2. Please get back into your discussion groups and answer the rest of the questions in the back of the novel. The answers should be written in your journals!
Period 4

FEAR POEMS

Introduction: Fear is a part of life. It is part of the range of feelings that humans experience on a daily basis. In our culture, fear has come to be experienced as negative. However, the truth is that fear is a perfectly normal feeling to experience and we would all feel a lot better if we simply allowed ourselves to feel it fully. If we do not we will have somatic symptoms of fear that are much more painful than simply allowing the feeling to be felt.

Top Ten Fears
1. Snakes
2. Speaking in public
3. Heights
4. Being closed in a small space
5. Spiders and insects
6. Needles and getting shots
7. Mice
8. Flying on a plane
9. Crowds
10. Thunder and lightning
Task
  • Make a list of your top fears (at least 10!)
  • Read some of the fear poems here: http://www.poemhunter.com/poems/fear/ 
  • Check out www.phobialist.com for ideas
  • Feel free to do a google search on fear poems as well.
  • Try to write your own poem about one of your top fears. Try to make this a 1-2 page poem. Challenge yourself to develop your ideas.
  • If you finish early enough, peer edit and polish your poems. We will discuss peer editing poetry on Monday!



HOMEWORK
  1. Do you owe any work? Get caught up!
  2. Please bring Love That Dog and your discussion notes with you to class on Thursday.
  3. Write a new poem to workshop in class. Don't know where to start? Choose another word for inspiration like we did on Friday.
If you have questions, e-mail me or come see me tomorrow! Have a great weekend!

Friday, October 26, 2012

Love That Dog/Poetry

Happy Friday!
  • You were asked to write a poem of your choice for homework (at least 10 lines.) If you have it with you, please take it out and share/peer edit with a partner.
  • Remember to keep everything you write for your portfolio. You want to make sure you have plenty of poems to choose from for your coffee house readings. 
Period 3
  • We are going to start reading Love That Dog by Sharon Creech today.
  • Read the information below and check out her website! http://www.sharoncreech.com/
About
Love That Dog
is the story of Jack, his dog, his teacher, and words. The story develops through Jack’s responses to his teacher, Miss Stretchberry, over the course of a school year. At first, his responses are short and cranky: “I don’t want to” and “I tried. Can’t do it. Brain’s empty.” But as his teacher feeds him inspiration, Jack finds that he has a lot to say and he finds ways to say it. Jack becomes especially fond of a poem by Walter Dean Myers titled “Love That Boy,” and it is this poem that gives Jack a way to tell the story of his beloved dog, Sky.

Awards
New York Times Bestseller
Carnegie Medal Commended Book
ALA Notable Children’s Book
ALA Best Book for Young Adults
IRA/CBC Children’s Choice
NCTE Notable Children’s Book in the Language Arts
Christopher Award
Amazon.com Editors’ Pick
Book Sense 76 Pick
Publishers Weekly Best Book
School Library Journal Best Book
Maine Student Book Award
Michigan’s Mitten Award
New Hampshire’s Great Stone Face Book Award
Vermont’s Dorothy Canfield Fisher Children’s Book Award
New York Public Library 100 Titles for Reading and Sharing
  
Inspiration
Walter Dean Myers’ poem, “Love That Boy,” has hung on my bulletin board for years. It’s at eye level, so I probably glance at it a dozen times a day. I love that poem—there is so much warmth and exuberance in it. (The poem is reprinted at the back of Love That Dog.) 



One day as I glanced at this poem, I started thinking about the much-loved boy in Myers’ poem. I wondered what that boy might love. Maybe a pet? A dog? Maybe also a teacher? And whoosh—out jumped Jack’s voice.


Task (Partner/Small Group Assignment)
  • Read pages 1-36 of Love That Dog
  • Answer Literature Circle Questions 1-5 in your journals
Period 4: Poetry Prompt 
Choose a card and use your word to inspire a poem.

Homework
Finish Love That Dog and answer questions 5 and 6 in your notebooks.
Be prepared to discuss the novel and your new poem in class on Tuesday!

Extra Credit
Bring in 3 versions of the poem written in class today (or another poem)
We will use these drafts for writer's workshop on Tuesday.

Wednesday, October 24, 2012

Poetry/Pre-Assessments

Good Morning!

3rd Period
  • Pass back work
  • Homework Check
  • Finish Poetry Assignment

4th Period
  • Creative Writing Pre-Assessment
  • Reading Poetry
  • Poetry Prompt (if time allows)

Monday, October 22, 2012

Welcome to MP2...Lots to do!

Welcome to a new marking period! Remember you have a clean slate. Please stay on top of your work!

At this point we are all done with Montana 1948. If you are all set with the novel, please return it to the library on your own time.

Today we are going to begin a poetry unit. I think you will enjoy it very much. I have some information on poetry for you and some poems for you to read. Here is our agenda:

Period 3
Pass back work from MP1
Read  Introduction to Poetry by Billy Collins
Poetry brainstorm
Read information provided.

Period 4 
Complete follow-up prompts provided
Read poetry if time permits.

HOMEWORK: Due Wednesday, 10/24

Please complete the writing assignment we started in class. I will not accept this assignment late. You need it in order to be prepared for Wednesday.

See me with questions!

Thursday, October 18, 2012

End of MP1 Assessment

Write a creative essay (2 pages min.) on one of the questions below:

1. What does Montana 1948 tell us about growing up?
2. Montana 1948 is a story about the difference between law and justice. Do you agree?
3. What do we learn about power and justice in Montana 1948?
4. In Montana 1948, the Hayden men are torn between justice and family loyalty. How do different men handle this tension?
5. How is racism evident in the behavior of characters in Montana 1948?

Your answers should be written in Standard English and in the style of a formal essay. They should have a clear introduction and conclusion and have three full ideas in paragraphs in between. At the very least your points should be supported by examples from this book. Even better, they should be supported by actual quotations from this book.

REMEMBER: This is an assessment for the end of the marking period. Show off all of your new grammar skills!

Tuesday, October 16, 2012

Grammar Practice/Short Story Writing

Good Morning!

As promised, we are going to begin today's class with some grammar practice. Today we will focus on fragments, run on sentences, and usage!

Please remember to stay on top of the grammar lessons provided as we will have a test in the near future and a final exam at the end of the semester.

Once we complete our grammar practice, you will have some time to put the finishing touches on your stories and hand them in. This is a major grade! Please do not skip the assignment.

If you have questions please ask!

You are all doing a fabulous job. Keep up the good work!

Ms. Perez



Homework: Finish Montana 1948 and post a short reaction to the ending. You will need to be through the novel in order to be successful in class on Thursday. BE PREPARED!

Friday, October 12, 2012

Homework


  1. Read pages 105-151
  2. Choose 5 of the questions below to answer. CHOOSE A VARIETY OF QUESTIONS TO PROVE YOU DID THE READING ASSIGNMENT!
  3. You will have time to polish your story in class Tuesday, but the final copy will be due at the end of the block. NO EXCEPTIONS. Do what you have to do.
1. The first matter of the chapter is the burial of Marie Little Soldier. Her family has chosen not to have her buried locally, but to take her back to North Dakota. On page 105, David's father says, "I tried to tell Mrs. Little Soldier that this was Marie's home also and that we thought of her as a member of the family, but she didn't want to hear..." What's odd about this remark? And why does David's mother "nod knowingly" before she answers?
2. On page 106, David describes his father's approach to a criminal investigation, comparing his present investigation to one several years before. What does this description show about the way the law is conducted in Montana? How is this different from the way we expect the law to be applied?
3. What is the particular significance of the model of the B-29 that David is working on when his uncle and father arrive at the house on page 107? Remember that the author could have had David doing anything at all--the model is a carefully made, perhaps symbolic choice. Consider its variety of meanings. (There's no one right answer here...)
4. Why is Uncle Frank carrying "a small satchel"? Usually--in virtually every other scene in the novel when Uncle Frank comes the house--he carries a doctor's bag. Even David notes the change. What's the meaning of the change?
5. Why do you suppose Uncle Frank seems so cheerful? Is this ironic?
6. On page 108, after David's father emerges alone from the basement, he drinks liquor. What's the significance of the brand he drinks? And why does David say that he "held the glass to the rain-streaked window as if he were examining it for impurities"?
7. David also says that his father "was making a long journey while he stood in our kitchen." Explain.
8. On the bottom of page 8, David leads us to believe for a moment--just a moment--that his father has killed his uncle. Why does he say this if it isn't true? Is there a sense in which he has killed his brother?
9. On page 109 we learn what has happened. What is Wesley Hayden's motive for locking his brother in the basement? How does this represent a compromise of sorts? Evaluate his decision, based on what you know about the way the law is applied in Montana, and how in general we expect a lawyer and peace officer to behave.
10. Now, consider this gesture as metaphor. Why not the attic? A bedroom? The tool shed? Why the basement?
11. Consider also: how secure is the basement? Is it an effective jail? What does this tell you about both Wesley and Frank Hayden?
12. On page 112, David's mother insists that Gloria be told immediately what has happened. This gives us a new insight into her character. Why this sudden interest in Gloria and her "rights"? How does this add complexity to the situation, to all the characters' struggle to do what's right?
13. On pages 112-113, David's father instructs him to perform a chore. What chore, and why is it significant? Why would his father have a sudden interest in home repair? In formulating your answer, consider carefully his father's words on page 113, when he seems to contradict himself, advising David that "if it was up to [him], [he'd] probably just let it go...." What wish is his father expressing?
14. On pages 115-117, David's grandfather arrives with his grandmother to demand Frank's release. Here's a question; why do you think he brings his wife along, since she says almost nothing? (In fact, even David notices her failure to claim Frank as her son....)
15. Regarding the same scene, on page 116, David's father says that "This isn't about family....It's a legal matter," to which his father replies, "Bullshit. Then why have you got him locked up here and not over in the jail?" Is his grandfather correct? Who is winning this argument?
16. Assess the way David's grandfather treats his father in general in this scene.
17. On page 116, David is briefly afraid that his grandfather is going to pull a gun, so afraid in fact that he cries out. Instead, his grandfather produces a cigar. Apart from the obvious sexual symbolism (a cigar is another version of a gun, a male phallus), what else does it signify?
18. David's grandfather says to his father on page 119, "That fucking uniform. If I could have gotten you in one, maybe we wouldn't have this problem." This is obviously an oversimplification of the situation, but it shows a great deal about grandfather Hayden's logic. He is accusing his son of failing to be a good soldier. What does this mean? What does a soldier do? How has Wesley Hayden failed to live up to this definition?
19. Consider also Grandfather Hayden's remarks on the following pages, beginning with "What the hell am I supposed to think? Screwing an Indian..." and concluding with, "Is that why I gave you that goddamn badge?" What sort of authority is his grandfather claiming? How far does he believe his will to extend over others?
20. On page 121, David reminds us that he's listening to the whole conversation through the heating ducts, and suddenly realizes that his Uncle Frank is probably doing the same thing. Then he has a realization, more eerie and profound still, that his Uncle could, at this moment, speak directly to him without being heard by anybody in the living room. What do you make of this? Why does this possibility concern him so much?
21. On page 123 David comes downstairs and sees his mother and father in the kitchen. Have we seen this scene before in the novel? Where? And what do you make of David's assertion, made on page 124, that "this was the moment I knew my father would die someday"? In what sense is his father's mortal nature embedded in the scene?
22. On page 124, David grieves for his horse, Nutty. Why is this grief so acute for him? What does the horse represent to him? What, beyond the companionship of a responsive animal, is being lost? (An additional connection you can make: on page 16, we learned that David's father's limp is caused by an accident with a horse when he was 16. Consider this as you fathom the metaphoric nature of horses in the novel.)
23. On pages 126 to 129, David walks to town. En route, he experiences a disturbing new train of thought. What is that train of thought? How might this represent a significant turning point in his life?
24. When he returns home on 129, David confronts his mother. During this conversation, she is slicing cucumbers. What is the symbolic significance of this act? (Sorry....it's obvious, but it must be noted.) How does slicing cucumbers relate to what she tells him?
25. On pages 130 to 140, we reach one of the climaxes of the novel (novels, unlike short stories, can have several climaxes, just as a novel can more easily accommodate more than one protagonist; this scene, you might say, is the "climax" of the tale for David's mother.) On its surface, this scene might come from any number of other novels or films set in the West. How so? And more importantly, what is different here?
26. What do you make of Len and David's mother's embrace on page 140? (It's a small detail, but look at the short paragraph half way down the page where "Len step[s] back."
27. Until the very end of this scene, David's father in unaccounted for; in effect, he leaves his family to fend for itself. What does this show? How grave is his error?
28. On page 143, David's mother--who all along has forced David's father to confront the worst of Frank Hayden's sins--does an abrupt about-face. What does she say that's surprising? How have her allegiances shifted? When she speaks of "her family," whom does she mean?
29. Consider Len's remarks on page 147, regarding the idea that Marie's body should have had an autopsy. What is his thesis? Why do you suppose he view things this way?
30. On page 149-150, David's father emerges from the basement with a stunning piece of news. What does he mean on page 150 when he says, "Don't ask how"? Are we meant to know exactly?
31. Speculate: why do you think Frank has confessed at this time? Evaluate his motive. Has he underestimated his brother Wesley? Or perhaps he's estimated correctly....
32. What symbolism is found in the breaking of the jars? Consider what these jars are used for, and who has used them. (It may help to recall Wesley Hayden's remark on page 112 that "women come and they want fresh paint.") What psychological motive could Frank have for breaking them?