Chapter 2 Tasks: Love in the Time of Cholera

Chapter Two Tasks

1.       Garcia Marquez’s most quoted statement regarding this novel is, ‘You have to be careful not to fall into my trap.’ In the light of chapter two explain Garcia Marquez’s warning.

2.       How has your reading of chapter two enhanced your understanding of the novel’s title?

3.       Very well, I will marry you if you promise not to make me eat eggplant. [71] What does this statement tell us about Fermina Daza and how do you think the reader is supposed to react?

Love in the Time of Cholera: Chapter 1 Tasks

Chapter One Tasks

1.       Consider the significance of Pentecost in this chapter by researching it in the book of Acts in the King James Bible. How might we link aspects of the Pentecost story with the action and preoccupations of the first chapter – consider, for example, the silver anniversary – and how might we look at details from the Pentecost story as a binary opposition?

Pentecost– day the holy spirit descends on the apostles and the Virgin Mary and allows them to speak every language 

silver anniversary–25 yrs of marriage (Urbino + Fermina)

opposition of celebrations : one celebration is religious, magical, and a celebration of communication — another is a celebration of a marriage –marriages we see in the book  no communication and perhaps no love 

the parrot has the power to “speak” and that is what will cause Urbino’s death

pentecost corresponds with death of Jeremiah de St Amour–name is symbolic–death of love? foreshadowing?

binary opposition of a public, colorful celebration — and a day where two friends will die, and also a period of death related to cholera

 

2.       Consider the significance of climate and geography in this chapter.

Located close to equator–tropical climate– symbolic of passion?

Takes place in a port city close to the ocean–trade and commercial exchange takes place — and also cultural exchange 

Symbolism of water and the ocean — baptism?

Hot climate — increases the cholera epidemic

“Once the stormy years of his early struggles were over…”

“The sky had begun to threaten very early in the day and the weather was cloudy and cool, but there was no chance of rain before noon.”

“In winter sudden devastating downpours flooded the latrines and turned the streets into sickening bogs. In summer an invisible dust as harsh as red-hot chalk was blown into even the bestprotected corners of the imagination by mad winds that took the roofs off the houses and carried away children through the air.” power of nature/power of love/uncontrollable/unpredictability

“At nightfall, at the oppressive moment of transition, a storm of carnivorous mosquitoes rose out of the swamps, and a tender breath of human shit, warm and sad, stirred the certainty of death in the depths of one’s soul.”

“The downpour ended as suddenly as it had begun, and the sun began to shine in a cloudless sky, but the storm had been so violent that several trees were uprooted and the overflowing stream had turned the patio into a swamp. The greatest disaster had occurred in the kitchen.”

“She realized the danger that very morning when she went to High Mass and was horrified by the humidity and saw that the sky was heavy and low and that one could not see to the ocean’s horizon. Despite these ominous signs, the Director of the Astronomical Observatory, whom she met at Mass, reminded her that in all the troubled history of the city, even during the crudest winters, it had never rained on Pentecost. Still, when the clocks struck twelve and many of the guests were already having an aperitif outdoors, a single crash of thunder made the earth tremble, and a turbulent wind from the sea knocked over the tables and blew down the canopies, and the sky collapsed in a catastrophic downpour.”

“As soon as the weather cleared they opened the windows, and the house was cooled by air that had been purified by the sulfurous storm.”

3.       Make a list of binary oppositions above and consider how each of them is represented in the first chapter.

Darkness– Luminous/light

Light — Heavy

Rest– suffering

“angel condemned”

unrequited love — hapless love

young — old

storm — sun/calm

life/miracles — death

purification — decay

holy/innocence–sinister/evil

 

Wayside School

Meditation

Try the following “mindfulness” meditation. Follow the rabbit to know what to do. Mindfulness can help you focus, be more calm, and be a better friend!

Sideways Stories at Wayside School

The next book we will be reading is about a very silly and strange school! Here is the PDF document of the book: https://www.sps186.org/downloads/basic/465683/wayside%20school%20book.pdf?fbclid=IwAR2xoUt_-e63MYAZSUnXk17ZyfBDzU_YhTeG306ZUJIBkVQA_WejRfMGbeU

For Tuesday, June 9th read chapter 1-2 and answer the questions and send your responses to Mme Carpenzano’s ENT email

Chapter 1 Questions

A) What does Mrs. Gorf threaten to do to the children if they are “bad” or get a question wrong?

 

B) How does she do this to them?

1.

 

2.

 

3.

 

C) Why did Joe cheat? What happened to him?

 

D) Why did Louis, the yard teacher, think everything was fine?

 

E) What happened to Mrs. Gorf at the end of the chapter?

 

F) If you had a mean teacher like Mrs. Gorf what would you do?

Chapter 2 Questions

A) What were the children afraid of?

 

 

B) What was Mrs. Jewls’ afraid of?

 

 

C) Who convinced Mrs. Jewls’ that the children weren’t monkeys?

 

 

D) What did she say the children had to do after realizing they weren’t monkeys?

 

 

E) How would you react if your teacher came in and insisted you were a monkey and not a child?

 

https://www.sps186.org/downloads/basic/465683/wayside%20school%20book.pdf?fbclid=IwAR2xoUt_-e63MYAZSUnXk17ZyfBDzU_YhTeG306ZUJIBkVQA_WejRfMGbeU

Chapter 3 Questions

 

What was unusual about Joe?

 

 

What other objects around the room did Mrs. Jewls’ have Joe count?

 

 

What does Mrs. Jewls do when the children misbehave in her classroom?

 

Chapter 4 Questions

 

How do some people learn best according to Mrs. Jewls? (2 sentences)

 

 

What happened to Sharie?

 

Chapter 5 Questions

 

How does Mrs. Jewls’ behavior system work?

1.

 

2.

 

3.

 

 

What did Todd give the robbers?

 

 

 

Why did Mrs. Jewls circle Todd’s name?

 

 

 

 

What would you do if there was a robber in your classroom? (2 sentences)

 

 

 

Chapter 6 Questions

What is BeBe’s full name?

 

 

How long did it take for her to draw pictures?

Cat-

Dog-

Flower-

 

Do you think Bebe is doing her very best work on her drawings? Why or why not?

 

 

Who do you think put more detail into their drawings- Bebe or Calvin? Why?

 

 

 

 

 

 

 

 

 

How did Bebe react to what Miss Jewls said about the quality of art?

November 3, 2020: Ghosts Literature Response, Chapter 4

Literature Response Chapter 4 • Pg. 156-end (Kindle Loc. 165-end)

Answer the questions below in complete sentences.

 

VOCABULARY: lacking

 

lacking   v., n. without …you will never be lacking in spirits to call your friends.

 

COMPREHENDING

 

  1. Who does Cat dress as for Halloween? What is Maya’s costume?
  2. Why does Cat promise to give Maya three-quarters of her trick-or-treat candy?
  3. What do Cat’s friends say to her that make her get scared?
  4. Why doesn’t Cat want to go see the ghosts at the Mission? Why does Maya want her to go?
  5. How does Carlos’ uncle José bring Cat home?
  6. What fear does Maya tell José about? What thing of hers does she share with him?

 

ANALYZING

 

  1. Why do you think the author/artist chose to have Maya dress as an angel? Besides being “sweet” or “good,” what ideas do you associate (connect) with angels? Think about the themes (big ideas) that come up in this novel.
  2. A motif is an image or idea that recurs (repeats) throughout a work of literature (novel, poem or graphic novel). What are some of the motifs you spotted in Ghosts? Think about things connected to weather and air. 
  3. A theme is the big idea behind a work of literature. Not the story, but the ideas and feelings the story explores. What are some of the ideas and feelings Ghosts explores? Think about your response to #8. How do you think the motifs in the novel connect to its themes?

Most narratives (stories) have both an internal conflict and an external conflict. The internal conflict is the protagonist’s (main character’s) struggle with themselves, conflicted feelings they have about something on the inside. The external conflict is the struggle between the protagonist and some outside force, thing or person. Often, a story’s internal and external conflicts are connected. For example, in the Harry Potter series, Harry’s internal conflict is about connecting with his parents, his struggle to understand where he comes from and why he has a scar on his forehead. His external conflict is with Voldemort, but as the series unfolds, it becomes clear that both conflicts are connected: Voldemort has something to do with both Harry’s scar and his disconnection from his parents. Discuss the internal and external conflict in Ghosts. What does Cat struggle with on the inside? How is this conflict connected with her struggle against external forces? A few other ways to think about this question: How does Cat both need and fear the ghosts? What does Cat want, what’s in her way, and how are these two things connected?

TERM: November 2: OIB Oral Practice

 

Good News/Bad News

Meditation

Meditation: Tonglen – Discovering the Boundless Space of Compassion (5:53 min.)

 

Reminders:

Vacation homework (comments on BLOG)

Tomorrow, bring Tempest to class. No essay.

Next essay=next week. Unseen extract practice.

 

 

Name of Examiner:                                                                                                                          Name of School:

Name of Candidate:                                                                                                                         Date:

L/L ORAL EXAM NOTES—may continue on back or on separate sheet

Passage given:                                                                                                                                Commentary begins:

Links made by student:                                                                                                                               Ends:

 

Tick the boxes of works you touch on during the oral:

Tempest Novel Poetry

 

Works in-depth:

Other works:

Intimate Apparel Play Novel Poetry Interpreter of Maladies World Literature Essay

 

Topics and themes discussed:

 

 

 

 

Stylistic devices touched on:

 

 

 

 

Expression:

 

 

Overall impression:

 

 

Grade (if under 11 contact Inspector):

 

Continue comments on additional sheets.

 

 

https://docs.google.com/document/d/1T7CwByS2i1OEpjeNzjXA5qI1Y8d2dtyHYQOQ323LlQQ/edit