sample report

23 Cassava Piece,
Kingston 3.
November 23, 2009.

Principal
Wolmer's Boys' School
National Heroes Circle
Kingston 4.

Dear Dr. Small:

Men remanded for threatening student

Two men were remanded in the Corporate Area Resident Magistrate's Court yesterday for threatening to kill a high school student after robbing him.

On November 10, I witnessed a student walking along Hanover Street, Kingston, when one of the men told him he wanted what was in his pocket but was ignored.

Again, on November 11, I saw both men at the school gate, the young man walking pass them when one said he asked him for something yesterday and did not get it. He again ignored them.

The men followed the complainant along North Street and approached him on Sutton Street and held his bag straps.

Matthew, the student reported that they had asked him for his phone and he said he did not have any. However, they searched his pocket and took out a Samsung phone.

The men at this point, pulled their knives and told the complainant they were going to kill him. The student ran for his life, leaving his bag.

Matthew reported the incident to police and the men were arrested. Both men should be in court on December 2.

Sincerely,

JWONG
..............
Jason Wong
(Student)


........NOTE........................
THE SUBJECT MUST BE UNDERLINED.
CHOOSE EITHER THE BLOCK OR SEMI BLOCK FORMAT AND STICK TO IT.
REMEMBER YOU DON'T INDENT IN THE BLOCK FORMAT, YOU SKIP A LINE.
REPORT IS WRITTEN IN THE PAST TENSE.
CLOSE BY SAYING WHAT THE END RESULT IS OR WHAT IS TO HAPPEN.
REMEMBER THE 5Ws. WHO WHAT, WHERE, WHEN, WHY.......AND HOW.

GOOD LUCK!

Characterization and heroism

Character refers to a person, an animal or an object in a story. It is very important that characters are well-developed, believable and consistent. At the beginning of a story a conflict is presented for the main character to resolve. There are secondary characters who are important to the main character because they help the main character move toward solving a problem. By the end of a story, a character should change or grow somehow. This could be by learning something new or by growing in understanding of self.
Character Traits: courageous, heroic, stubborn, proud, resourceful, brave, independent etc.
Readers who want to understand a character can ask questions like the following:

Are the characters believable? Have you ever felt like this character, or have you known anyone who felt like this character? What about the character seemed real and true?

Is each character’s behavior consistent with what we know about him or her? Does the behavior remain consistent throughout the book? Is the change that occurs in the character consistent with what we know about the character?

Although the character’s behavior is consistent, is it also not stereotyped? Does the character’s behavior show that the character is a unique individual?

Do you identify with the character? How would you have reacted if you were the character?

Does the character change or learn as the story progresses? Does the character reach a new understanding about the situation or about life?

HERO
1. a man of distinguished courage or ability, admired for his brave deeds and noble qualities.
2. a person who, in the opinion of others, has heroic qualities or has performed a heroic act and is regarded as a model or ideal: He was a local hero when he saved the drowning child.
3. the principal male character in a story, play, film, etc.
4. Class. Myth.
a. a being of godlike prowess and beneficence who often came to be honored as a divinity.
b. (in the Homeric period) a warrior-chieftain of special strength, courage, or ability.
c. (in later antiquity) an immortal being; demigod.

Many of the qualities contained in the definition of
a hero speak to physical courage and strength. Are these the only qualities that make up a hero? What about the less physical traits?

Please read the section where Japheth is boasting in knowledge to Queenie, the morning after they first marched to Morant Bay. This section informs us as to why the march was necessary. The Underhill letter, The Queen's letter and info about Jamaican history. What information can we gather from each letter? Why was each letter written?

Did Deacon Bogle have a choice in the matter?
Could the revolt really have been avoided as Grandpa Joe argues?
Would more letters help their situation or complicate it further?

consider these questions as you revise or study for your exams.

Family

Family- parents and their children, considered as a group, whether dwelling together or not.

The family identified in the novel is the Murrays.
They consist of Grandpa Joe, Charlie Murray (his son), Amelia Murray(Charlie’s wife), Japheth and Queenie (their children).

The relationship they share seems to be a close knit one, as they all live together and appear to get along alright. The only disagreement we are exposed to is their varying political views and the disagreement between Amelia and Grandpa Joe when Charlie was imprisoned.

As the novel begins, we learn about their family rituals on market day. Each member has his part to play. The two children are responsible for getting Theresa, the donkey, ready for the day’s work.

Almost immediately we are able to see that the relationship the narrator shares with his grandfather is one of admiration. Both share common interests, the love for the mountains and adventure .

It is interesting to note that at the beginning of the novel, the narrator admires Deacon Bogle “ It is a proud thing to be known by a man who is leading such a mighty army…”. It is after he is sent for Beelzebub that we see Japheth first turning against the Deacon. It is almost as if it is the promise of adventure that lures the young boy away. It is interesting also that Grandpa Joe sends for the musket. This advocate of peace sends for his gun a little too early.

For a second the narrator struggles with whose side to take: his father’s who supports Bogle or his Grandfather who thinks Bogle is irrational.

It is the relationship that Japheth shares with his grandfather that allows him the opportunity to learn of the Underhill letter, the Queen’s letter, the history of the people of Jamaica etc.
It is Japheth’s ego and his relationship with Queenie(his need to show his knowledge and her ignorance) that reveals that Japheth doesn’t support his grandfather blindly or ignorantly.


The question you need to answer is how does Japheth change?
How does his relationship help him to grow?
Does he grow?
What was his character like in the very beginning of the novel?
What is his character at the end?

Remember character in this sense is not who but what, what is his personality like? use up the adjectives you found in the puzzle you got in class (character traits).

exam topics

For the language exam, you will need to know:

1. homonyms
2. report writing

the first section is 'fill in the blanks'
the second section will ask you to write a report.

please remember that the simple report must be written as a formal letter with the subject below the salutation, and the subject MUST be underlined.

For the literature exam, you will need to know:

1. terms such as theme, characterization, plot, narrative point of view, setting; the different narrative point of views, the difference between a major and minor characters and who the narrator is.

2. how to identify the speakers of various quotes

3. how to write an essay on a specific theme.

the paper is divided into 2 sections.
the first section will be fill in the blanks,
the second section will ask you to write an essay on characterization(heroism and family)

Extras

For all who are interested, I am offering an extra class after school, 2:30-3:30 on Wednesday, November 25,2009 in 2E's form class. This class will be dedicated to revising for the exams on Thursday.

Hope to see you there.

PROJECT DUE WEEK OF NOV.16

The project on Sixty-Five aims to have students apply actual sites, and figures to the events described in the novel, allowing literature to “come alive” in their minds. Students will work in groups of five (5) to complete this project. The project is broken up into four components, it is advisable that each member of the group be given a specific task to complete, to guarantee full group participation in the project.

Paul Bogle is celebrated as a National Hero in Jamaica, yet, many Jamaicans are unaware of the specific locations of his heroic deeds and to an extent what he did. With this in mind:

· Create a pictorial map of Deacon Bogle’s journey from Stony Gut to Morant Bay court house. This must be done on cartridge paper, with all the components of an official map, i.e. Borders, Key, Important places, etc.

· Write a report on the field trip and the sites that were visited. Students should include pictures of the items identified from the “scavenger list”.

· Write a letter to the St. Thomas Parish Council or The National Heritage Trust advising them to upgrade and promote the important sites of the 1865 Morant Bay Rebellion as an attraction for tourist and Jamaicans alike. Propose possible events or infrastructures that could be put in place to reflect the struggles and resilience of the people involved in the Rebellion.

· Create an activity which draws on the historic events of the Morant bay Rebellion. E.g. Jig Saw puzzle, Crossword, find-a-word, scrambled words.

Scavenger list: Court house, coffee tree, a cannon, Donkey, woman or man travelling to market, horse in pasture, men sitting under a tree, vendor selling, Red Brick church, Great house, ocean, ship at sea, country bus, tomb stone dated in the 19^th century, old woman with tie head, river.

Curriculum Guide for Christmas Term

Letter Writing

• Friendly Letter/Formal letter eg. complaint, apology
• Verb Tenses
• Punctuation
• Parts of Speech(preposition, conjunction)
• vocabulary (prefix, suffix)

Report Writing

• newspaper
• the simple past tense
• fact vs. opinion
• paragraphing

*The syllabus is in the process of being changed, so this is as far as I can go with certainty.

The Novel- Sixty Five

• elements of the novel
• themes eg. family relationship, love, heroism etc.
• social context
• historical background/relevance
• character development (comparison and contrast)
• author's identity and his era

*This is for Term One

READING LIST FOR 2nd FORM

Eight Cousins by Louisa May Alcott

Jeremiah, Devil of the Woods by Martina Altmann

Sounder by William Armstrong

Are you there God? It's me, Margaret by Judy Blume

Cracker Jackson by Betsy Byars

Catweazle by Richard Carpenter

The House on Mango Street by Sandra Cisneros

Dolphin Island by Arthur Clarke

Rascoe, Rats and Nimh by Jane Lesley Conly

Over sea, Under stone by Susan Cooper

The House of Sixty Father

The Wheel on the School by Mendert De Jong

Robinson Crusoe by Daniel Defoe

The Village by the Sea by Anita Desai

A Christmas Carol by Charles Dickens

The Three Musketeers by Alexandre Dumas

Three Singles to Adventure by Gerald Durrel

Trillions by Nicholas Fisk

TO BE CONTINUED

***I will add the syllabus
for second form the very
next time I visit this site.

WELCOME

We have begun the second chapter of our story: "Wolmer's Boys' School".

This site is to serve as an aide to the classroom lessons.

I hope that this site will be even more helpful than the previous one was.

Please make comments on this site or e-mail me at wolmersatkins@gmail.com