Saturday, January 19, 2013

The Strange Case of Dr. Jekyll and Mr. Hyde (background))



The Strange Case of Dr. Jekyll and Mr. Hyde
Robert Louis Stevenson


Information about Robert Louis Stevenson

            Robert Louis Stevenson, born in 1850 in Edinburgh, Scotland, was a sickly child. His father was a designer of lighthouses, and he wanted his only son to study engineering.  However, when Stevenson entered Edinburgh University, he chose to study literature.  After graduation Stevenson was forced to split his time between the French Riviera and southern England because the warmer climates helped his deteriorating health, now known to have been caused by tuberculosis. His travels in France led to his first book, An Inland Voyage (1878), the story of a canoe trip on the country’s many canals. While in France, he fell in love with Fanny Osbourne, a married American.
            In 1879, Stevenson undertook an extremely risky voyage to California, where Fanny was divorcing her husband. The dreadful transatlantic crossing to New York and the cross-country train trip to the West Coast nearly killed him. The strain was so hard on his health that when he reached California and finally married Fanny, he was barely able to stand. His doctor told Fanny that her new husband could live for only a few months.
            Fortunately, the doctor was wrong. The couple returned to Scotland. It was there that
Stevenson began to write his first great success, Treasure Island (1883), the thrilling story of a
swashbuckling pirate named Long John Silver.  The writer’s deteriorating health prompted the
couple to move to the south of France, where Stevenson completed A Child’s Garden of Verses
(1885). At his next home, in southern England, Stevenson wrote Kidnapped. Nonetheless, financial
worries were never far away. One night Stevenson had a nightmare so strange that he decided to use it as the basis for a novel. This novel, The Strange Case of Dr Jekyll and Mr Hyde (1886), became one of Stevenson’s most popular creations and helped to ease his financial strain. 
            In 1888, an American publisher asked Stevenson to write a travel book about the South Pacific. The couple jumped at the chance to escape to the tropics. They chartered a yacht and sailed from San Francisco to the Marquesas Islands, Tahiti, and Hawaii. The author’s health improved in the tropical sun, and in 1890 the Stevensons decided to settle in Samoa.
            On his estate in Samoa, Stevenson finished David Balfour (1893), a sequel to Kidnapped, as well as several books about nature and life in the South Seas. His descriptions of his exotic and romantic lifestyle captivated readers. During his years in Samoa, legends grew up about Stevenson that led to his reputation of being one of the most beloved storytellers of his time.  
            Stevenson died in Samoa on December 3, 1894, at the age of forty-four. At the time of his death, he was working with friends in Scotland to prepare an edition of his complete works.

Introduction to the Novel

            Why has Dr Jekyll and Mr Hyde touched so many readers so powerfully? One answer lies in
the spirit of the time in which it was written. At the end of the 1800s, Britain was experiencing a period of intense social, economic, and spiritual change, after many decades of confident growth and national self-fulfillment. Dr Jekyll and Mr. Hyde perfectly captured some readers’ fears that their carefully built society was hypocritical.
            Stevenson was aware of the new ideas about economics, science, and the workings of the mind.  To many readers, Dr Jekyll and Mr Hyde was a symbolic representation of these threats to traditional British society. Political reforms had given many more men the right to vote, and the working classes were beginning to flex their political muscles. Karl Marx’s ideas about the struggle for power among the different social classes were becoming more influential. To some of Britain’s upper-class readers,  the character of Edward Hyde represented the increasing political power of the working class.
            Other readers saw in the novella echoes of Charles Darwin, who earlier in the century had challenged the long-held religious belief in God’s creation of the universe. Darwin had claimed that life-forms developed as a result of evolution, the extremely slow and gradual changes species underwent in response to their environments.  Gone was the certainty of the religious model of life. It was replaced by social Darwinism, a radical new conception of life as a struggle in which only the fittest survived. Some readers considered Hyde to be a model of the strong yet evil individual who would survive while Jekyll fell. Hyde was the natural man, free of the civilizing influences  of society and religion. Stevenson himself had received an extremely strict religious upbringing, which  emphasized sin and the punishments of hell. He seems to have reacted against this upbringing, and the conflict between religion and science probably interested him greatly.
            Still other readers found in Dr Jekyll and Mr Hyde a reflection of the new ideas about the workings of the human mind. A Viennese doctor named Sigmund Freud had begun the investigations
that would lead him to create psychoanalysis, a method of analyzing psychic phenomena and treating emotional disorders. Freud believed that human beings are powerfully influenced by impulses of which they are not aware and which are often expressed in dreams. To many readers, Hyde represented Dr. Jekyll’s subconscious desire to be freed from his society’s restrictions.

THE TIME AND PLACE
            The novella takes place in London in the 1880s. The settings include Jekyll’s fine home in a formerly grand neighborhood now in decay; Lanyon’s comfortable home in Cavendish Square, where
many distinguished doctors have their houses and offices; and Hyde’s house in Soho, a part of London known for its immigrant populations.

The Victorian Era
            Robert Louis Stevenson was born at the height of the Victorian Era, which stretched from the 1830s to the beginning of the 1900s. Britain’s Queen Victoria came to the throne in 1837 at the age of
eighteen and ruled until her death in 1901.  During her sixty-four-year reign, Great Britain was the world’s leading economic and military power and controlled a vast empire.
            Queen Victoria’s reign was a period of intense change in many arenas. Railroads and a postal system expanded to link almost every corner of the nation, making transportation and communication much faster. Medical and sanitary advances led to improvements in health. The government began to support schools financially. Political reforms allowed more people to participate in self-government. Industry grew rapidly, while agriculture became less important to the economy. Cities like London, Manchester, and Glasgow became densely populated as masses of people flocked to them in search of work.
            The prosperous decades between 1850 and 1870 were characterized by a general optimism and a sense of accomplishment. By the 1880s, however, pessimism and worry had begun to cloud the thoughts of many Victorians. With the increase in the urban population, poverty became a formidable problem.  The strength of Britain’s vast empire was challenged by difficult foreign wars. Workers  demanded more power, and women were entering the workforce in greater numbers. The changes in traditional society disturbed and frightened many Britons.
            It was at this historical juncture that Stevenson wrote The Strange Case of Dr Jekyll and Mr Hyde. As you read, look for signs of a society undergoing major changes





[1]  "Study Guide for The Strange Case of Dr. Jekyll and Mr. Hyde." Glencoe Literature Library. McGraw Hill Education. Web. 1 Jan 2013. <http://www.glencoe.com/sec/literature/litlibrary/strangecase.html>.  p. 2.

[2] . "Study Guide for The Strange Case of Dr. Jekyll and Mr. Hyde." Glencoe Literature Library. McGraw Hill Education. Web. 1 Jan 2013. <http://www.glencoe.com/sec/literature/litlibrary/strangecase.html>.  p. 3 – 4.

Narrative Essay



Narrative Essay

Definition
In a personal narrative, you re-create an incident that happened to you over a short period of time.  This incident could be an emotional experience, a silly or serious event, or a frightening encounter.  Narrative writing requires students to think clearly about the details of an event as if it was a plot.  A narrative:
· Presents a story with a distinct plot.  The plot includes an internal or external conflict.  It has a beginning, a middle, and an end.
· Has a setting of some sort
· Presented in a specific point of view, usually spoken in the voice of a narrator or character
           

Thesis Development
            As you present your narrative from a certain point of view, you must consider the significance of the event.  Was there a lesson to learn?  Did it change someone’s history?  Does it reveal something insightful about a person, place or circumstance?  These are the variables that will help you form a thesis.

Organization
            Narratives are generally told in chronological order; in other words, you explain the events considering the timeline in which they happened.  

Optional Narrative prompts:
· Write about a time when you faced a challenge and what the outcome was.  Be sure to narrate the series of events and include specific details.
· Write a story about when you taught someone something.  It can be anything that you know better than someone else.
· Think about an event in your life that taught you an important lesson. Write a narrative in which you tell what happened and how you learned a lesson.
· Write a narrative about a person or character who overcomes a difficult situation.  The character must be a person from history or from literature, movies or television.


Essay Guidelines
  Due dates:  Pre-Write due January 23; Rough Draft due January 30; Final Draft due February 13
  Essay length:  500 – 700 words (between 2 and 4 pages)
  Rough drafts can be typed or hand-written, but must be double-spaced.
  Final draft format:
  Typed (if this is not possible, please let me know)
  1 inch margins
  Name and date on the upper right hand corner
  Number the pages on the lower right hand corner
  Title centered above the text of the essay, below your name and date

Grammar -- Week 1 Worksheet



Week 1 Grammar Worksheets

1.1 – Compound Sentences
Insert the comma in the proper place.
1.       I am going to bed and I am planning on reading this book.
2.       She did not eat the cookies nor did she eat the candy.
3.       Paul is going to the movie and John is going but Sally is not going.
4.       Did Mom go to the concert or did Dad go alone?
5.       Debbie was upset for she wanted to go on that trip but her mother was sick.
6.       Melissa was sick so she left the party early.
7.       It was midnight but it did not seem so late so we went out for dinner.
8.       Cathy caught the heel of one of her shoes in a crack on the sidewalk and the heel broke off.
9.       Susan thought the lemonade was good yet it was a bit too sweet.
10.   Michael threw a fit for he was upset with the dog that had eaten his shoes.
11.   Did Paul go to the movie with Michael or did Michael ask John to go?
12.   Cathy had forgotten to set her alarm so she was late for work.

1.2 – Complex Sentences
Either remove the unnecessary comma or add one where it is needed.
1.       She did not eat the cookies, nor did she chew the gum that Jane made for her.
2.       I am going to bed to read the book, that Elizabeth wrote.
3.       Paul is going to the movie, and may not come home until late.
4.       Did Mary go along, with her parents to the game?

Put the complete sentence in parentheses and underline the fragment.
5.       George could not find his son’s bat or his glove.
6.       Julia ate half of her sandwich and left the other half on the plate.
7.       I was tired of doing homework and went to bed early.
8.       Did the students bring their books or leave them at home.

1.3 – Compound/Complex Sentences
Insert commas where needed.
1.       She wanted to go to bed and read her new book but she didn’t realize that it had fallen behind the sofa.
2.       Jack is going to the movie about World War II so he may be home late because it a three hour long movie.
3.       Denise was upset that she could not go to London but she chose to save her money in order to pay for college.
4.       I told her not to eat the fresh bread but she didn’t pay attention because she was so hungry.

Put the complete sentence in parentheses and underline the fragment.  Add the necessary commas.
5.       Chris had tried to find his puppy but it had run around the house and hid under a bush.
6.       My father told me that he was proud that I had improved my  grades and I celebrated with pizza.
7.       Peter found a part-time job around the corner so it was easy for him to get to work.
8.       I am planning to take the children to the park so that we can have a picnic because their father has the day off.
9.       We took warm clothes with us on the trip because it was supposed to be cold but we didn’t take them out of the suitcase.

Grammar -- Commas (1.1 - 1.3)



WEEK 1
1.1 – Compound Sentences
Two or more sentences held together with coordinating conjunctions (for, and, nor, but, or, yet, so) form a compound sentence.  A comma must be used before the conjunction.

1.2 – Complex Sentences
Complex sentences contain on complete sentence and at least one fragment of a sentence.  Do not separate these parts with a comma.

1.3 – Compound/Complex Sentences
A compound/complex sentence contains two or more complete thoughts joined with coordinating conjunctions along with at least one sentence fragment.  Compound sentences require commas before the conjunctions.

Spring Semester Syllabus



Writing 1 Spring Semester Syllabus
Week/Date
Literature
Assign. Due
Writing
Grammar
Week 1 (1/17)
Introduction to The Strange Case of Dr. Jekyll and Mr. Hyde


The Comma
Worksheet
Week 2 (1/23)
Jekyll/Hyde:  Ch. 1 - 2
Answer 2 questions for Ch. 1 and 2 for Ch. 2.
Narrative Essay Pre-Write
The Comma
Worksheet
Week 3 (1/30)
Jekyll/Hyde:  Ch. 3 – 4
Be prepared to discuss the study questions for Ch. 3 & 4.
Narrative Essay Rough Draft
The Comma
Worksheet
Week 4 (2/6)
Jekyll/Hyde:  Ch. 5 – 6
Answer 2 questions for Ch. 5 and 2 for Ch. 6.

The Comma
Worksheet
Week 5 (2/13)
Jekyll/Hyde:  Ch. 7 – 8
Be prepared to discuss the study questions for Ch. 7 & 8.
Narrative Essay Final Copy
The Comma
Worksheet
Week 6 (2/20)
Jekyll/Hyde: Ch. 9 – 10
Answer 2 questions for Ch. 9 and 2 for Ch. 10.
Theme & Character Pre-Write
The Comma
Worksheet
Feb. 27 – No CHAT
Week 7 (3/6)
Jekyll/Hyde: Ch. 11 – 12

Be prepared to discuss the study questions for Ch. 11 & 12.
Theme & Character Rough Draft
The Period
Worksheet
Week 8 (3/13)
Jekyll/Hyde:  Final Exam
Take Home Exam
Character & Themes worksheets

The Period
Worksheet
Week 9 (3/20)
Short Stories: Gift of the Magi (p. 1);  After Twenty Years (p. 21); Makes the Whole World Kin (p. 85)
2 “Short Story Chart” Worksheets
Theme & Character Final Copy
The Period
Worksheet
Mar. 27 – No CHAT
Week 10 (4/3)
Short Stories:  A The Furnished Room (p. 23)Retrieved Reformation (p. 49); The Pimenta Pancakes (p. 29)
2 “Evaluation of a Theme” worksheets
News Story Pre-Write
The Semicolon
Worksheet
Week 11 (4/10)
Short Stories:  The Ransom of Red Chief (p. 71); Poetry:  Hughes (p. 51); Williams (p. 48); Frost (p. 44)
2 “Short Story Chart” Worksheets
News Story Rough Draft
The Colon
Worksheet
Week 12 (4/17)
Poetry:  Wordsworth (p. 12); Browning (p. 19); Bronte (p. 24); Hopkins (p. 31)
3 “Poetry Analysis” worksheets

Quotation Marks
Worksheet
Week 13 (4/24)
Poetry:  Shakespeare (p. 1); Donne (p. 2); Jonson (p. 3); Quarles (p. 4); Carew (p.5); Milton (p. 5);
3 “Poetry Analysis” worksheets
News Story Final Copy
Misc. Punctuation Marks
Worksheet
Week 14 (5/1)
Poetry:  T.S. Eliot (Handout)
Poetry Presentations

Re-Write
worksheet
Week 15 (5/8)
Poetry Presentations





Tuesday, January 8, 2013

Thoughts about Grades




Dear CHAT Writing 1 Students & Parents,

I've just finished calculating the grades for this first semester, and you should find them in your inbox.  As tutors, these are suggested grades for you as homeschooling families to consider.


For those who are new to my classes, let me share my thoughts on grades.  As I homeschooled, I didn't give my children grades.  I felt that grades were far too subjective.  I taught my own children for mastery.  We didn't proceed with a topic until they were ready no matter how long that took. 

Letter grades are a funny thing.  For some students, it becomes the only motivation for doing well.  For some, it becomes a measure of their worth as a person or as an academic learner.  I personally don't like these "side effects" of the grading system.  On the other hand, grades can be a valid reward for working hard, being diligent, and understanding the materials.

When teaching students to be good writers, I give a lot of consideration for growth and improvement. Each student has a starting place; over time I look for him or her to learn the mechanics of grammar, good writing techniques, and analytical thinking skills.

For this class, I gave points for attendance, participation, short assignments and longer essays.  We did a few grammar exercises and a “quiz.”  I tend to be an "easy grader" and like to see my students encouraged to do their best.

Each student (and parents) has received an e-mail with percentages and suggested grades for this semester.   As I mentioned in the e-mail, the writing portion of the class is of primary importance.  I’ve seen each student improve with each paper.  Good Work!

Blessings,
Tammy Prichard