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  Ms. Widman
  English 11
Table of Contents

Task I
The Task                                               Page 3
The Rubric                                             Page 4
Test Yourself (Multiple Choice)                        Page 5
Task II
The Task                                               Page 6
The Rubric                                             Page 7
Test Yourself (Multiple Choice)                        Page 8
Task III
The Task                                               Page 9
The Rubric                                             Page 10
Test Yourself (Multiple Choice)                        Page 11
Task IV
The Task                                               Page 12
The Rubric                                             Page 13
Test Yourself (Multiple Choice)                        Page 14
Transitions                                            Page 15
Literary Elements                                      Pages 16-17
Grade Nine Summaries (
         Romeo and Juliet                              Page 18
         Of Mice and Men                               Page 19
Grade Ten Summaries (
         Lord of the Flies                             Pages 20-21
         Cyrano de Bergerac                            Page 22
         Inherit the Wind                              Pages 23-24
         Night                                         Page 25
Grade Eleven Summaries (
         A Streetcar Named Desire                      Page 26
         The Crucible                                  Page 27
         The Strange Case of Dr. Jekyll and Mr. Hyde   Pages 28-29
         Teenage Wasteland                             Page 30
         Death of a Salesman                           Page 31
         Catcher in the Rye                            Page 32
Answer Key                                             Page 33
Task I

This is given the first day of the exam. It requires you to listen to a passage, take notes, answer multiple-choice questions,
and write an essay using both your notes and the information from the multiple choice questions.


             Look to see what type of writing is required (speech, article, essay) - The Your Task section tells you what the
              topic of the essay is
             Take notes twice – don‘t just listen the first time and take notes the second time – you may miss something
             Suggestion: draw a line down the center of the page – take notes the first time on the left side and fill in any
              missing information on the right side during the second reading
             Use specific information from The Situation, your notes, and the multiple choice questions in your essay
             Cite author and title (where you got the information)
             Look at The Guidelines if you forget what needs to be included in the essay
             Sometimes the task asks you to do more than one thing; READ CAREFULLY!

Part A

Overview: For this part of the test, you will listen to an account about yellow rice, answer some multiple-choice
questions, and write a response based on the situation described below. You will hear the account twice. You may take
notes on the next page anytime you wish during the readings.

 The Situation: Your communications class is studying propaganda. You have been asked to write an essay on
 one industry‘s use of propaganda. You have chosen the biotechnology industry. In preparation for writing your
 essay, listen to an account by Michael Pollan about yellow rice. Then use relevant information from the account
 to write your essay.

Your Task: Write an essay for your communications class explaining the use of propaganda by the biotechnology

Be sure to

• Tell your audience what they need to know about the use of propaganda by the biotechnology industry as described by
• Use specific, accurate, and relevant information from Pollan‘s account to support your explanation
• Use a tone and level of language appropriate for an essay for a communications class
• Organize your ideas in a logical and coherent manner
• Indicate any words taken directly from the account by using quotation marks or referring to the speaker
• Follow the conventions of standard written English
Task I Rubric
Task I Review Quiz

Name ___________________________                                                      Date _________

Directions:     Please use your knowledge of the Regents Exam Task I component to answer the questions below. This
                quiz is to test to see if you remember how to ―handle‖ the Task I part of the exam.

1) The Task I part of the Regents exam tests your ability     6) The introductory paragraph should
   in four areas. Please list them below.                        a. foreshadow (hint) what is to come in the essay
   ____________________________________                          b. give away all the details of your essay
   ____________________________________                          c. only mention one part of the task even if there is
   ____________________________________                              more than one thing required
   ____________________________________                          d. leave the reader wondering what the direction of
                                                                     your essay will be

2) When you write the Task I essay, you may (and
   should!) use the following to help you:                    7) Each paragraph should contain:
   a. The Situation                                              a. one main idea
   b. The Guidelines                                             b. two main ideas
   c. your notes                                                 c. a ―tie in‖ to the real world
   d. All of the above                                           d. an example of parenthetical documentation
                                                                     including page numbers

3) If you get stuck and can‘t remember what to include
   in the essay, you should                                   8) The body paragraphs MUST contain:
    a. look at the multiple-choice questions                     a. vague information about the speech
    b. review the guidelines located at the bottom of            b. specific, detailed information from your notes
        the first page                                           c. literary elements
    c. glance at the person‘s paper who is sitting next          d. none of the above
        to you
    d. write a personal response
                                                              9) When writing the Task I essay, be sure to
                                                                 a. always use parenthetical documentation
4) You can find out what the topic of the essay is by            b. never use parenthetical documentation
   looking at the                                                c. always write a personal response
   a. Your Task                                                  d. never write a personal response
   b. Guidelines
   c. Overview
   d. Multiple-Choice Questions                               10) The Task I conclusion MUST:
                                                                  a. sum up the main ideas of the essay
                                                                  b. place the topic in a wider context
5) The introduction of your essay should do all of the            c. a and b
   following except                                               d. neither a nor b
    a. include an interesting quote or anecdote
    b. catch the reader‘s interest
    c. mention literary elements
    d. mention the task at hand
Task II

This is the second essay that you will be writing on the first day of the exam. It requires you to read a passage and
analyze a graph/timeline/chart, answer multiple-choice questions, and write an essay.


             Use information and quote specifically from both the passage and the graph/timeline/chart - if you use
              information from only one or the other, you will receive a grade no higher than a 3
             EXPLICITLY state from where the quoted information is coming (In Passage I…According to the graph)
             Agree or disagree – DO NOT DO BOTH
             Use The Situation given and the Your Task to help write the essay
             Look at The Guidelines if you forget what needs to be included in the essay
             You should include parenthetical documentation in your essay (Make sure you place quotes around the
              information taken directly from the text AND place the author‘s last name and page or line in parentheses).

                   The author describes the main character as a "hardworking, fastidious" (Smith 564) individual.

                         Smith describes the main character as a "hardworking, fastidious" (564) individual.

                                       ―Uncle, the rumor of witchcraft is all about‖ (Miller 7).

Part B

Directions: Read the text and study the time line on the following pages, answer the multiple-choice questions, and write
a response based on the situation described below. You may use the margins to take notes as you read and scrap paper to
plan your response.

 The Situation: Your economics class is studying the effects of consumerism. For a class debate, your teacher has
 asked you to write a position paper discussing whether consumer culture has had a positive or negative impact on

Your Task: Using relevant information from both documents, write a position paper for
your economics class in which you discuss whether consumer culture has had a positive or
negative impact on society.

Be sure to

• Tell your audience what they need to know about the impacts of consumer culture
• Discuss whether consumer culture has had a positive or negative impact on society
• Use specific, accurate, and relevant information from the text and the time line to support your position
• Use a tone and level of language appropriate for a position paper for an economics class
• Organize your ideas in a logical and coherent manner
• Indicate any words taken directly from the text by using quotation marks or referring to the author
• Follow the conventions of standard written English
Task II Rubric
Task II Review Quiz

Name ___________________________                                                      Date ________

Directions:     Please use your knowledge of the Regents Exam Task II component to answer the questions below. This
                quiz is to test to see if you remember how to ―handle‖ the Task II part of the exam.

1) The Task II part of the Regents exam tests your            6) When answering the multiple-choice questions, you
   ability in three areas. Please list them below.               should
    ____________________________________                         a. always refer back to the passage
    ____________________________________                         b. rely on your memory of the passage
    ____________________________________                         c. look at the person‘s paper next to you
                                                                 d. blindly guess

2) When you write the Task II essay, you may (and
   should!) use the following to help you:                    7) When reading the passage and the graph/chart, you
   a. The Situation                                              should
   b. The Guidelines                                             a. make notes in the margins
   c. Your Task                                                  b. underline key words and phrases
   d. All of the above                                           c. mark up the passages and graph/chart
                                                                 d. all of the above

3) You must remember to use the following in your
   Task II essay:                                             8) You will receive a 3 or lower if you do the following:
   a. The passage                                                a. address only one text
   b. The graph/chart                                            b. write a personal response
   c. A and B                                                    c. write an illegible or totally unrelated response
   d. None of the above                                          d. all of the above

4) Since the passage and the graph is in front of you,        9) If you get stuck, the most basic organizational outline
   you should use examples of                                    you should follow is the following:
    a. literary elements                                          a. a three paragraph essay (an introduction, one
    b. parenthetical documentation                                    body, and a conclusion)
    c. A and B                                                    b. a four paragraph essay (an introduction, two
    d. None of the above                                              bodies (one for the graph and one for the
                                                                      passage), and a conclusion)
                                                                  c. a one paragraph essay (after all, at least you are
5) The Task II introduction should                                    getting some ideas down)
   a. foreshadow what is to come                                  d. none of the above
   b. address the task at hand
   c. use a statistic or quote pertaining to the task
   d. all of the above                                        10) During the Task II you should never
                                                                  a. simply skim the text for the answers to the
                                                                     multiple-choice questions (you should READ
                                                                  b. write only about the passage or the graph.
                                                                  c. forget to use parenthetical documentation.
                                                                  d. all of the above
Task III

This is the first essay that you will write on the second day of the exam. The task consists of reading a passage and a
poem, developing a controlling idea, answering multiple-choice questions, and writing an essay.


             Use the information from the multiple choice questions in your essay
             Use both the passage and the poem and explicitly state from where the information is coming
             Develop your controlling idea – make it specific and clear – DO NOT only use what is given to you in the
              situation – expand on it (For example, if the controlling idea needs to be on life‘s transitions, you MAY NOT
              use only life‘s transitions as your controlling idea – what about life‘s transitions links the two passages
             Use The Situation given and the Your Task to help write the essay
             You should include parenthetical documentation in your essay (Make sure you place quotes around the
              information taken directly from the text AND place the author‘s last name and page or line in parentheses) –
              See Task II for samples.
             You MUST include literary elements in your essay
             Look at The Guidelines if you forget what needs to be included in the essay
             After each passage, take a few minutes to write a sentence or two about the ―gist‖ of the passage. Then, when
              you go to make your controlling idea, you will have a synopsis of each passage in front of you.

Part A

Directions: Read the passages on the following pages (a short story and a poem). Write the number of the answer to each
multiple-choice question on your answer sheet. Then write the essay in your essay booklet as described in Your Task. You
may use the margins to take notes as you read and scrap paper to plan your response.

 Your Task: After you have read the passages and answered the multiple-choice questions, write a unified essay
 about the natural world as revealed in the passages. In your essay, use ideas from both passages to establish a
 controlling idea about the natural world. Using evidence from each passage, develop your controlling idea and show
 how the author uses specific literary elements or techniques to convey that idea.


Be sure to

• Use ideas from both passages to establish a controlling idea about the natural world
• Use specific and relevant evidence from each passage to develop your controlling idea
• Show how each author uses specific literary elements (for example: theme, characterization, structure, point of view) or
  techniques (for example: symbolism, irony, figurative language) to convey the controlling idea
• Organize your ideas in a logical and coherent manner
• Use language that communicates ideas effectively
• Follow the conventions of standard written English
Task III Rubric
Task III Review Quiz

Name ___________________________                                                      Date ________

Directions:     Please use your knowledge of the Regents Exam Task III component to answer the questions below. This
                quiz is to test to see if you remember how to ―handle‖ the Task III part of the exam.

1) Your introduction should include all of the following:     6) Another word for a controlling idea is a
_____________________________________________                 _____________________________________________.
_____________________________________________                 7) The controlling idea is found
_____________________________________________                    a. in the beginning of the introductory paragraph
                                                                 b. in the middle of the introductory paragraph
                                                                 c. at the end of the introductory paragraph
2) The literary elements are used to _______________.            d. in the body paragraphs only.

3) The body paragraphs are developed using                    8) Since the passage and the poem is in front of you,
   a. literary elements or techniques                            you should use examples of
   b. the controlling idea                                        a. statistics
   c. parenthetical documentation                                 b. parenthetical documentation
   d. all of the above                                            c. A and B
                                                                  d. None of the above

4) You MUST make sure that you include
   a. both the passage and the poem in the essay.             9) Each body paragraph should
   b. only pertinent information from one source in              a. be developed fully
       the essay.                                                b. tie back to the controlling idea
   c. information from the timeline/graph/chart in the           c. use literary elements
       essay.                                                    d. all of the above
   d. all of the above

                                                              10) You should use information from the following to
5) The information in your body paragraphs must                   help you:
   ALWAYS _____________________________.                          a. Your Task
                                                                  b. Guidelines
                                                                  c. multiple choice questions
                                                                  d. all of the above
Task IV

This is the last essay that you will write on the second day of the exam. You will be given a quote and your essay needs
to interpret the quote using two works of literature and literary elements.


             Write about two works of literature
             ALWAYS tie the information back into the quote throughout the essay
             ALWAYS refer back to the literary elements throughout the essay
             Introduction
                  o Include statement (lens) and who said it
                  o Interpret the lens – put it on your own words – approximately two sentences
                  o Agree or disagree with the statement (―This statement is proven true/false...‖)
                  o Include the title, author, and genre of the two works about which you will write
                  o Include literary elements
             If you want to ―push yourself,‖ include foreshadowing in the introduction. This allows you to ―hint‖ at the
              direction of your essay.
             Make sure you start discussing the piece of literature that you first mention in the introduction
             Conclusion
                  o Recap what you have written
                  o Expand on your idea – tie your essay into a global idea
             Look at The Guidelines if you forget what needs to be included in the essay

Part B

Your Task: Write a critical essay in which you discuss two works of literature you have read from the particular
perspective of the statement that is provided for you in the Critical Lens. In your essay, provide a valid interpretation of
the statement, agree or disagree with the statement as you have interpreted it, and support your opinion using specific
references to appropriate literary elements from the two works. You may use scrap paper to plan your response. Write
your essay in Part B, beginning on page 7 of the essay booklet.

 Critical Lens: ―To gain that which is worth having, it may be necessary to lose everything else.‖
                                                                         —Bernadette Devlin
                                                                         The Price of My Soul, 1969


Be sure to

• Provide a valid interpretation of the critical lens that clearly establishes the criteria for analysis      (INTRO)
• Indicate whether you agree or disagree with the statement as you have interpreted it                        (INTRO)
• Choose two works you have read that you believe best support your opinion                                   (INTRO)
• Use the criteria suggested by the critical lens to analyze the works you have chosen                        (BODY)
• Avoid plot summary. Instead, use specific references to appropriate literary elements                       (INTRO and
(For example: theme, characterization, setting, point of view) to develop your analysis                       BODY)
• Organize your ideas in a unified and coherent manner
• Specify the titles and authors of the literature you choose                                                 (INTRO)
• Follow the conventions of standard written English
Task IV Rubric
Task IV Review Quiz

Name ___________________________                                                           Date _________

Directions:     Please use your knowledge of the Regents Exam Task IV component to answer the questions below. This
                quiz is to test to see if you remember how to ―handle‖ the Task IV part of the exam.

1) The introduction of the Task IV essay MUST include the following (place them in order):

2) To make your introduction stronger, in addition to the above information, you should include:
   a) literary elements
   b) personal experience
   c) foreshadowing
   d) information from the graph

3) The specific examples found in your body paragraphs should ALWAYS refer back to

4) The purpose of the literary element in each body paragraph is to

5) If you address only one work of literature or do not use literary elements, the highest score you may receive is a
    a) 1
    b) 2
    c) 3
    d) 4

6) What are the two things that the conclusion should do?

7) In order to receive a higher grade, you should also focus on
    a) developing your analysis of the literary works
    b) using transitions
    c) using vivid language and sentence variety
    d) all of the above

8) When writing the essay, make sure you DO NOT
   a) use informal language (―I‖, ―we‖)
   b) rely only on plot summary
   c) forget to use the literary elements
   d) all of the above

Transitions are used to aid in organization and focus your ideas. They show the relationship between ideas, details, and
examples in a paragraph. They make the paragraph read smoothly, and add unity and coherence.

Transitions that link similar ideas:

                again                                   for instance                               likewise

                 also                                   for example                               moreover

                 and                                    furthermore                               of course

               another                                   in addition                              similarly

               besides                               in a like manner                                too

Transitions that link dissimilar ideas or apparently contradictory ideas:

               although                                   however                             on the other hand

                 as if                                   in spite of                              otherwise

                  but                                     instead                               provided that

              conversely                                nevertheless                                 still

                even if                                on the contrary                               yet

Transitions that indicate cause, purpose, or result:

                  as                                         for                                      so

              as a result                              for this reason                               then

               because                                     hence                                  therefore

             consequently                                  since                                     thus

Transitions that indicate time or position:

                above                                      before                                   lastly

                across                                    beyond                                 meanwhile

              afterward                                  eventually                                  next

                around                                     finally                                presently

                at once                             first, second, etc.                           thereafter

          at the present time                               here                                  thereupon
Literary Elements

allusion              A passing or casual reference; an incidental mention of something, either directly or by

conflict              Man versus Man - Conflict that pits one person against another.

                      Man versus Nature - A run-in with the forces of nature. On the one hand, it expresses the
                      insignificance of a single human life in the cosmic scheme of things. On the other hand, it tests
                      the limits of a person‘s strength and will to live.

                      Man versus Society - The values and customs by which everyone else lives are being challenged.
                      The character may come to an untimely end as a result of his or her own convictions. The
                      character may, on the other hand, bring others around to a sympathetic point of view, or it may be
                      decided that society was right after all.

                      Man versus Self - Internal conflict. Not all conflict involves other people. Sometimes people are
                      their own worst enemies. An internal conflict is a good test of a character‘s values. Does he give
                      in to temptation or rise above it? Does he demand the most from himself or settle for something
                      less? Does he even bother to struggle? The internal conflicts of a character and how they are
                      resolved are good clues to the character‘s inner strength.

figurative language   Whenever you describe something by comparing it with something else, you are using figurative
                      language. Any language that goes beyond the literal meaning of words in order to furnish new
                      effects or fresh insights into an idea or a subject.

                      Simile - A figure of speech which involves a direct comparison between two unlike things
                      usually with the words like or as. Example: The muscles on his brawny arms are strong as iron

                      Metaphor - A figure of speech which involves an implied comparison between two relatively
                      unlike things using a form of be. The comparison is not announced by like or as. Example: The
                      road was a ribbon of moonlight.

                      Alliteration - Repeated consonant sounds occurring at the beginning of words or within words.
                      Alliteration is used to create melody, establish mood, call attention to important words, and point
                      out similarities and contrasts. Example: wide-eyed and wondering while we wait for others to

                      Personification - A figure of speech which gives the qualities of a person to an animal, an object,
                      or an idea. It is a comparison which the author uses to show something in an entirely new light, to
                      communicate a certain feeling or attitude towards it and to control the way a reader perceives it.
                      Example: a brave handsome brute fell with a creaking rending cry--the author is giving a tree
                      human qualities.

                      Onomatopoeia - The use of words that mimic sounds. They appeal to our sense of hearing and
                      they help bring a description to life. A string of syllables the author has made up to represent the
                      way a sound really sounds. Example: Caarackle!

                      Hyperbole - An exaggerated statement used to heighten effect. It is not used to mislead the
                      reader, but to emphasize a point. Example: She‘s said so on several million occasions

foreshadowing         The use of hints or clues to suggest what will happen later in the story.
imagery           Language that appeals to the senses. Descriptions of people or objects stated in terms of our

irony             Irony is the contrast between what is expected or what appears to be and what actually is.

                  Verbal Irony - The contrast between what is said and what is actually meant.

                  Situational Irony - This refers to a happening that is the opposite of what is expected or

                  Dramatic Irony - This occurs when the audience or reader knows more than the characters

mood              The climate of feeling in a literary work. The choice of setting, objects, details, images, and
                  words all contribute towards creating a specific mood. For example, an author may create a mood
                  of mystery around a character or setting but may treat that character or setting in an ironic,
                  serious, or humorous tone.

personification   The use of hints or clues to suggest what will happen later in the story.

plot              The structured format of fiction upon which all conflict is based.

point of view     First Person - The narrator is a character in the story who can reveal only personal thoughts and
                  feelings and what he or she sees and is told by other characters. He can‘t tell us thoughts of other

                  Third-Person Objective - The narrator is an outsider who can report only what he or she sees
                  and hears. This narrator can tell us what is happening, but he can‘t tell us the thoughts of the

                  Third-Person Limited - The narrator is an outsider who sees into the mind of one of the

                  Omniscient - The narrator is an all-knowing outsider who can enter the minds of more than one
                  of the characters.

symbolism         A person, place or object which has a meaning in itself but suggests other meanings as well.
                  Things, characters, and actions can be symbols. Anything that suggests a meaning beyond the
                  obvious. Some symbols are conventional, generally meaning the same thing to all readers. For
                  example: bright sunshine symbolizes goodness and water is a symbolic cleanser.

theme             The main idea or underlying meaning of a literary work. A theme may be stated or implied.
                  Theme differs from the subject or topic of a literary work in that it involves a statement or
                  opinion about the topic. It is important to recognize the difference between the theme of a literary
                  work and the subject of a literary work. The subject is the topic on which an author has chosen to
                  write. The theme, however, makes some statement about or expresses some opinion on that topic.
                  For example, the subject of a story might be war while the theme might be the idea that war is

tone              The author‘s attitude, stated or implied, toward a subject. Some possible attitudes are pessimism,
                  optimism, earnestness, seriousness, bitterness, humorous, and joyful. An author‘s tone can be
                  revealed through choice of words and details.

Grade Nine Summaries

Romeo and Juliet by William Shakespeare (play)

Act I

Years ago there lived in the city of Verona in Italy two noble families, the Montagues and Capulets. Unfortunately, there
existed much bad blood between them. Their animosity was so pronounced that they could not stand the sight of one
another. Even the servants of the house carried on the animosity of their masters. The bloody feuds of the two families led
the Prince to order all brawls to cease on pain of death.

Romeo, son of old Montague, is a handsome young man. He fancies he is in love with Rosaline, who disdains his love. As
a result, Romeo is depressed. To cure him of his love, his friend Benvolio induces him to attend a masked ball at the
Capulets, where he could encounter other beauties and forget Rosaline. At the ball, Romeo is attracted by a girl who he
learns is Juliet, daughter of the Capulets. They seal their love with a kiss. Juliet, on learning Romeo‘s identity from a
servant, confesses to herself that her only love has sprung from her only hate. Meanwhile, the fiery Tybalt, Juliet‘s cousin,
recognizes Romeo and challenges him. Old Capulet forbids him to insult or harm any guest. Tybalt vows to settle the
score with Romeo later.

Act II

That night Romeo lingers in Capulet‘s garden, standing in the orchard beneath Juliet‘s balcony. He sees Juliet leaning
over the railing, hears her calling out his name, and wishes that he were not a Montague. He reveals his presence, and they
resolve, after an ardent love scene, to be married secretly. Next morning, Juliet sends her Nurse to make final
arrangements for the wedding to be performed at the cell of Friar Lawrence. The Friar, who is a confessor to both the
houses, feels that this union between a Montague and a Capulet will dissolve the enmity between the two houses.


Meanwhile, Tybalt has been seeking Romeo to avenge the latter‘s intrusion at the ball. He encounters Romeo returning
from Friar Lawrence‘s cell. Romeo, softened by his newfound love and his marriage to Juliet, refuses to be drawn into a
quarrel with Tybalt, now his kinsman by marriage. Mercutio grapples with Tybalt and is slain. Aroused to fury by the
death of his friend, Romeo fights with Tybalt and kills him and takes shelter in the Friar‘s cell. The Prince, on hearing of
the trouble, banishes Romeo. The Friar advises Romeo to spend the night with Juliet and then flee to Mantua. Meanwhile,
Juliet‘s parents, believing her grief to be due to her cousin Tybalt‘s death, seek to alleviate her distress by planning her
immediate marriage to Paris, a kinsman of the Prince.

Act IV

In despair, Juliet seeks Friar Lawrence‘s advice. He gives her a sleeping potion, which for a time will cause her to appear
dead. Thus, on the day of her supposed marriage to Paris, she will be carried to the family vault. By the time she awakens,
Romeo will be summoned to the vault and take her away to Mantua.

Act V

The Friar‘s letter fails to reach Romeo. When he hears of Juliet‘s death through Balthazar, Romeo procures a deadly
poison from an apothecary and secretly returns to Verona to say his last farewell to his deceased wife and die by her side.
In the Capulet tomb, Romeo encounters Paris, who has come to strew flowers on Juliet‘s grave. Paris challenges Romeo,
and in the fight that ensues, Paris is killed. Then at Juliet‘s side, Romeo drinks the poison and dies. When Juliet awakens
from her deep sleep, she realizes Romeo‘s error and kills herself with his dagger. Summoned to the tomb by the aroused
watchman, Lord Capulet and Lord Montague ring their hands in anguish. The Prince listens to Friar Lawrence‘s story of
the unhappy fate of the star-crossed lovers, Romeo and Juliet. He rebukes the Capulets and Montagues for their bloody
feud. The Capulets and Montague decide to reconcile as a result of the deaths of their children.
Grade Nine Summaries

Of Mice and Men by John Steinbeck (novel)

One evening, two men, on their way to a ranch, stop at a stream near the Salinas River. George, who is short and dark,
leads the way. The person following him is Lennie, a giant of a man with huge arms. During their conversation by the
stream, George repeatedly asks Lennie to keep his mouth shut on the ranch, suggesting that Lennie has some kind of
problem. After supper and before going to sleep, the two of them talk about their dream to own a piece of land.

The next day, George and Lennie travel to the ranch to start work. They are given two beds in the bunkhouse. Then Old
Candy introduces them to almost everybody on the ranch. They meet the boss and the boss‘s son Curley, who is quite
rude. They also meet Curley‘s wife when she comes looking for her husband. She wears heavy make-up and possesses a
flirtatious attitude. George warns Lennie to behave his best around Curley and his wife. He also suggests that they should
meet by the pool if anything unfortunate happens to either of them on the ranch.

George and Lennie are assigned to work with Slim, who is sensible and ‗civilized‘ and talks with authority. George finds
Slim an understanding confidante, and a bond forms between the two of them. When Curley wrongly accuses Slim for
talking to his wife, Slim gets very angry. Curley apologizes to him in the bunkhouse in front of everybody, but his
apology is rejected. Curley vents his frustration on Lennie, trying to pick a fight. Lennie does not hit back initially, but
when George asks him to, Lennie obliges and crushes Curley‘s hand. Curley agrees that he will not tell anyone about his
hand, for it would mean losing his self-respect.

While working on the ranch, George and Lennie continue to dream about owning their own piece of land and make plans
accordingly. Old Candy, one of the ranch hands, overhears their planning and asks to join them. He even offers to
contribute all of his savings to purchase the land. George and Lennie accept his proposal.

One evening, Lennie, looking for his puppy, enters the room of Crooks; since he is the only black man on the ranch,
Crooks lives alone, segregated from the other ranch workers. Candy enters, looking for Lennie; the two of them tell
Crooks about their dream of owning their own ranch, but Crooks tells them that it will never happen, foreshadowing the
truth. Curley‘s wife comes in and interrupts them. When Crooks objects to her presence in his room, she threatens him
with a false rape charge.

Later on, Lennie is seen alone in the barn, petting his dead pup. He has unintentionally killed it by handling it too hard.
Now he is grieving over the loss. Curley‘s wife walks into the barn and strikes up a conversation with Lennie. As they
talk, she asks him to stroke her hair. She panics when she feels Lennie‘s strong hands. When she raises her voice to him,
Lennie covers her mouth. In the process, he accidentally breaks her neck and she dies. Knowing he has done something
terrible, he leaves the ranch. When the ranch hands learn that Curley‘s wife has been killed, they rightly guess the guilty
party. Led by an angry Curley, they all go out to search for Lennie. They plan to murder him in retribution.

George guesses where Lennie is and races to the pool. To save him from the brutal assaults of the ranch hands, George
mercifully kills his friend himself. Hearing the gunshot, the searchers converge by the pool. They praise George for his
act. Only Slim understands the actual purpose of George‘s deed.
Grade Ten Summaries

Lord of the Flies by William Golding (novel)

The novel begins with Ralph and Piggy meeting on the beach. They are part of a group of boys who were being evacuated
from a nuclear war in England and whose plane has crashed on a deserted island. Soon the whole group meets, and Ralph
is elected as their leader. They find a conch shell on the beach, and Ralph uses it as a symbol of his authority. Jack, the
head of the choirboys who wants to be the leader, is made chief of the hunters, who arm themselves with wooden spears
and utter war cries as they chase pigs.

Ralph, in his rationality, decides to light a fire on the mountaintop to serve as a signal to passing ships. Piggy's glasses are
used to start the fire, and Jack's hunters are put in charge of keeping it burning. But the strong wind sets the whole forest
on the mountaintop on fire. One of the small boys is lost in the blaze; it is the first foreshadowing that civilized life, like
the fire, may grow out of control.

For the most part, life is aimless on the island. The smallest boys, called "littluns", stay together, play, eat too much, and
give way to their fear in the nighttime, often crying loudly. Most of the older boys spend their time bathing in the lagoon,
sleeping in the shade, or eating the plentiful fruit available in the jungle. Ralph spends much of his time building shelters
to protect the boys, while Jack and his tribe are constantly off on a hunt. They are so involved in their pursuit of savagery
that they even let the fire go out and miss being rescued by a passing ship. As time passes, all the boys become dirty and
unkempt, an outward symbol of their interior disintegration.

After Jack kills the first pig, they all have a feast. A mock hunt is enacted round the fire with wild dancing and chanting.
They even offer the pig's head as an offering to the Beast, which the boys are certain exists on the island. The Pig's head is
soon covered with flies, and it becomes the "Lord of the Flies", a symbol of the boys' evil savagery.

One night there is a plane fight over the island while the boys are asleep. A dead parachutist lands on the island and gets
entangled in the trees. When the wind blows, the parachute flaps and balloons, and the dead airman's head bobs up and
down. Sam and Eric see this terrifying figure, and they tell everyone they have seen the beast. Fear grows in everyone.
Ralph, Jack, and Roger climb the mountain to investigate the beast. Only Jack is brave enough to ascend to the top. When
he spies the dead airman, he is convinced there is a beast and warns the others, causing fear to grow.

Ralph is now more concerned than ever about their rescue and about keeping the fire going. He grows angry at Jack and
his hunters when they do not tend the fire as assigned. But Jack cares only about hunting; he does not seem to have a care
about rules or being rescued. Because of him, things start degenerating, and he and Ralph constantly fight. Jack finally
breaks away from the group and starts his own tribe at Castle Rock on the other side of the island. Most of the other boys
follow him. Only Piggy, Sam, Eric, and some littluns remain with Ralph.

Once again Jack kills a pig and the others are invited to the feast. Now all the boys have painted themselves like savages.
Simon, the visionary, is disturbed by the break-up of the group and wanders off alone into the jungle. There he sees the
dead airman and realizes that there is no beast, only the poor man's dead body. He understands that the beast is only
within a person's heart. He hurries to Castle Rock to inform the boys, who are dancing in frenzy after their feast. They
mistake Simon for the beast and beat him with clubs and spears until he dies.

Ralph and Piggy feel ashamed of what has happened, and Ralph calls them accomplices, accepting part of the
responsibility for Simon's death; but Jack and his hunters seem to have no remorse. They convince themselves that it was
really the beast in disguise that they have destroyed. As a result of the murder, the rift between Jack and Ralph widens
further. One night Jack and some of his hunters raid Ralph's remnant of a camp; they attack the boys, damage the shelters,
and steal Piggy's glasses which they need to light the fire. Ralph and Piggy go to Castle Rock to demand the return of the
glasses, for Piggy cannot even see. Roger, one of the guards at Castle Rock, pushes a boulder towards Piggy. It crushes
and kills him. Under Jack's orders, the savages also capture Sam and Eric and force them to join their tribe. Now only
Ralph is left, and in fear, he flees into the forest.
Jack is determined to do away with Ralph or force him to join his tribe as well. He orders his hunters to find his "enemy".
When they locate Ralph hiding in a thicket, they roll boulders at him and set fire to the forest to smoke him out. He
manages to run past the hunters and hide again. When they find his second hiding place and the burning forest begins to
close in on him, Ralph has no choice but to run to the beach. He trips and falls in the sand. When he stands up, he is
looking in the face of a naval officer. The smoke from the forest fire has attracted him to the island.

Soon all the boys start assembling on the beach and the officer learns about their trauma, including the deaths of Simon
and Piggy. He is horrified that British schoolboys can be so savage. As he scolds them, the boys start sobbing. They are
relieved to be rescued, ashamed of their behavior, sad that they have lost their childhood innocence, and fearful about the
evil ways of mankind, which they now understand.
Grade Ten Summaries

Cyrano de Bergerac by Edmond Rostand (play)

Cyrano de Bergerac is a proud and courageous Gascon nobleman. He is known for his intellect, brilliant wit, fluency of
speech, and swordsmanship. He is also known for his large, grotesque nose. Because he feels that he is very unattractive,
he is convinced that no woman will ever love him, especially not one as beautiful as his cousin Roxane. Since he feels he
cannot have Roxane for himself, he agrees to help Christian de Neuvillette court Roxane. Although Christian is very
handsome, he is not very bright and has no way with words. Therefore, Cyrano agrees to coach him on what to say to
Roxane in order to win her love. The plan works so well that Roxane marries Christian after a short time.

Roxane's marriage upsets Count De Guiche, a powerful and influential Gascon nobleman who is married to Cardinal
Richelieu's niece. Since he thinks Roxane is very beautiful, he desires her for himself. Since he is married, he plans for
Viscount de Valvert, a weak and accommodating nobleman, to marry Roxane. De Guiche knows that Valvert will say
nothing if he has an affair with Roxane, even if she is Valvert's wife. When he learns that Cyrano has helped to arrange
the marriage of Roxane and Christian, he wants revenge. He immediately sends both men off to fight in the Battle of
Arras. He then arranges for their regiment to be in a position where they are sure to be attacked and outnumbered by the

When Roxane learns that her new husband is to be sent away from her, she makes Cyrano promise to have Christian write
to her regularly. Cyrano seizes the opportunity to express his own love for Roxane in loves letters that he signs as
Christian. Roxane is so moved by the professed love in the letters that she goes to the front to see Christian in order to
express her deep love for him. Arriving at the battlefield, Roxane apologizes to her husband for at first loving him for
being handsome. She claims that she now cares only about his poetic soul, not his attractive appearance. Christian is
crushed, for he realizes that Roxane really loves Cyrano, the author of the letters. In his distress, he goes to Cyrano and
says that Roxane must be told the truth. Then she can choose between Christian and Cyrano.

Before Cyrano has the opportunity to tell Roxane the truth about the letters, the battle begins, and Christian is mortally
wounded by the first shot. He now knows that he can never tell Roxane the truth and win her love. She must always
believe that her dead husband was the author of the love letters. Roxane is so devastated by the loss of Christian, whom
she believes to be the most poetic and noble of men, that she wears a veil of mourning for the next fifteen years and lives
in a convent, away from temptation.

The devoted Cyrano comes to the convent each week to visit Roxane, but he never tells her the truth about the letters or
hints that he was the author. Instead, he entertains her with news of the outside world. Roxane looks forward to her
cousin's visits.

One Saturday, when Roxane is expecting Cyrano, De Guiche, who is now a Duke, comes for a visit. He drops a hint to
Cyrano's friend, Le Bret, that there are plans to kill Cyrano and to make it look like an accident. The warning is too late.
Cyrano has already been hit on his head by a block of wood. The accident, however, does not keep him away from
Roxane. When he arrives at the convent, he is on the point of collapse. As a favor, he asks Roxane to let him read
Christian's last letter to her, which she keeps on her person, close to her heart. As he reads the letter to her out loud,
Roxane realizes that he is able to recite the letter without reading it. She realizes that it is his way of saying farewell to
her. She also realizes that it was Cyrano, and not Christian, who had written the beautiful and noble love letters to her. As
he dies before her, Roxane is upset that he has kept his love a secret and deprived her of his tenderness. Before his last
breath, she tells him that she would have loved him all these years had she only known the truth. Her confession makes
Cyrano die happy man.
Grade Ten Summaries

Inherit the Wind by Jerome Lawrence and Robert E. Lee (play)

The play opens with the town's excitement over the upcoming trial of one of its schoolteachers, Bert Cates. In his
classroom, Cates dared to instruct his students in Darwin's theory of evolution, violating a state law that prohibits the
teaching of evolution. A well-known defense lawyer has agreed to take Cates' case. An even more famous and popular
attorney and politician, Matthew Harrison Brady, has agreed to be the lawyer for the prosecution. When Brady arrives, he
is greeted with a great deal of fanfare. In response to his welcome, he gives a speech that is greatly praised; he is then
honored at a picnic. The town's minister, Reverend Brown, welcomes Brady warmly, and Hillsboro's mayor presents him
with an award as an honorary colonel of the state militia.

At the courthouse, Rachel Brown visits the defendant, Bert Cates. She is Cates' girlfriend, a fellow teacher in his school,
and the daughter of the town's minister. Rachel begs Bert to say he made a mistake in presenting evolution to his class in
order to stop the trial from beginning; she is fearful of what will happen to Cates during the trial. E.K. Hornbeck, a
reporter form the Baltimore Herald, arrives at the courthouse to see Cates. He praises the defendant for being so brave.
Rachel does not think that Cates deserves to be praised, for he broke the law and opposed the teachings of the Bible.

In the courtroom a few days later, the selection of the jury begins. Brady looks for people who are believers in the Bible
and who think that evolutionary theory is evil. In contrast, Drummond looks for people who have not formed opinions
about evolutionary theory and who are not overly religious. Drummond objects to the fact that Brady is being called
Colonel Brady by the judge; he claims it gives his opponent an unfair advantage. The mayor is brought in to resolve the
issue. He also grants Drummond the title of "Colonel" on a temporary, honorary basis. Now both lawyers are called

After jury selection, Rachel Brown talks to Drummond and asks him to call off the trial. She tells him that Cates is
shocked that people are treating him so cruelly. She also claims that Cates is now very nervous about his trial and fearful
of its outcome. Drummond advises Rachel to stand beside Cates; he warns that if the trial is called off, Cates will be
branded as a coward. Rachel then reveals that the prosecution wants her to testify against Cates. Brady has taken her aside
and questioned her about Cates' belief in science and evolution. She admits that she is fearful of supporting Cates, largely
because she fears her father, Reverend Brown. Her mother died when she was a child, and she has always been afraid of
the man who raised her. Rachel confesses to Drummond that she is terribly upset and confused. Drummond tells her that a
wise person is one who can say she does not know the answer.

On the same night, Reverend Brown holds an emotional revival meeting, which Brady attends. Brown works his
congregation into a frenzy, leading them through the story of the six days of creation and then encouraging them to
condemn Bert Cates to hell. He prays that God will strike Cates down immediately. Rachel tries to stop her father, but he
curses her as well. Brady finally pulls Brown away from the pulpit and tells him that the Bible warns against creating
trouble. He quotes a Bible verse that gives the play its title: the man who makes trouble in his own house will inherit the
wind. The revival finally breaks up, and everyone departs. Drummond and Brady remain alone on stage. Brady asks
Drummond how he has gone so far away from the days when the two of them were friends. Drummond answers that he
has dared to progress in his thinking, while Brady has remained set in his ideas.

Two days later in court, Brady is examining Howard, a boy who was in Cates' class. It is clear that Howard understands
evolution and Brady tries to lead the boy to say things that incriminate Cates. Drummond repeatedly objects to the
questioning, but the judge always overrules his objections. When it is Drummond's turn to question Howard, he asks him
what he thinks about evolution. Davenport, one of the prosecuting attorneys, objects that Howard is too young to answer
such a question. Drummond asserts that he is only trying to establish that each person has a right to think things through
for himself. By the time Howard is through with his cross-examination and is dismissed from the witness stand, he has a
great admiration for Drummond. Next, Brady puts Rachel Brown on the stand and forces her, through his questioning, to
incriminate Cates. She becomes so upset that she loses the power of speech and has to be led away from the witness stand.
It is Drummond's turn to call witnesses, but all the experts he has called to Hillsboro are unacceptable to the judge because
they are supporters of the theory of evolution. Drummond feels momentarily defeated; but then he has a brilliant idea. He
decides to call Brady to the witness stand. Even though Davenport objects, Brady willingly agrees, certain that
Drummond can do him or his case no harm. Drummond begins by questioning Brady on several stories of the Bible, all of
which Brady interprets literally; the stories, however, are not rational if scrutinized literally. As a result, Brady begins to
look ridiculous. The people in the courtroom begin to turn. The audience switches its allegiance to Drummond; Brady is
horribly shaken by the turn of events. In his nervousness, he loses all self-confidence and begins to babble the books of
the Bible. The judge calls a recess. Everyone leaves the courtroom except for Brady and his wife, who holds her husband
and calls him baby. She promises that everything will be all right.

The next day, everyone in the court is waiting for the jury to return a verdict. Even a radio announcer has come to
broadcast the outcome of the trial, which has attracted national attention. The defendant is very nervous; he is afraid of the
outcome of the trial and what will happen to him. Drummond insists that Cates has done the right thing in standing up for
his right to think freely. The jury enters and announces a guilty verdict for Cates.
Grade Ten Summaries

Night by Elie Wiesel (memoir)

The story begins in 1941, when Elie was twelve years old and living in Sighet with his family. In spite of his youth, the
Jewish Elie was eager to study the Talmud and Cabbala. His father, however, thinks Elie is too young for such advanced
subjects and refuses to find him a teacher. As a result, Elie turns to Moshe the Beadle for guidance.

One day Moshe is arrested by the Nazis. When he returns, he tells the villagers about how he has miraculously escaped
from his torturers. He also tells them shocking stories about the atrocities committed against the Jews by Hitler's regime.
When Elie and the other villagers do not believe his stories, thinking he has gone mad, Moshe weeps and tells his story

As time passes, the Nazis treat the Jews worse and worse. First they shift the Jewish people to live in ghettos; then they
arrest them and transport them to Birkenau, the reception center that leads to Auschwitz. Elie, his parents, and his sisters
are arrested by the Nazis and sent by cattle car to Birkenau. During the journey, Elie, his family, and the other Jews suffer
from the inhuman conditions they must endure; they are also driven to distraction by the hysterical screams of Madame
Schachter, who has hallucinations of fire and furnace.

When Elie and his family arrive at the concentration camp, they see flames rising out of an oven, which is actually a
crematorium for the prisoners. They are repulsed by the stench of burning flesh. Then Elie and his father are separated
from his mother and sisters. In the men's camp, Elie fights to protect his father and is repeatedly tortured himself.
Gradually he begins to lose faith in God because of the atrocities he must witness and endure. On the eve of Rosh
Hashanah, a Jewish Holy Day, Elie refuses to pray.

In the camp, a regular process of selection takes place to separate the physically fit prisoners from the unfit or sick ones.
The abler men are given a chance to work and live, while the weaker ones are sent to the furnaces to be killed. Both Elie
and his father survive the selection process; but they know there is no guarantee that they will survive the work and
brutality. They often watch other prisoners as they are hanged for some little offense. The Nazis even hang an innocent
thirteen-year-old boy with an angelic face.

In January 1945, Russian liberation forces draw near Buna, the camp where Elie and his father are staying. As a result, the
Nazis evacuate the camp and force the prisoners to run through the snow toward Gleiwitz; they do not provide them any
food or water during the trip. Elie and his father are amongst the prisoners forced to make the journey; it is a particularly
difficult trip for Elie, for he has recently had an operation on his right foot, due to an infection. Elie struggles to keep up
the pace, for the prisoners who fall behind are shot by the Nazis; many others fall down and are trampled to death by other

Finally, the prisoners are loaded into roofless cattle-cars and taken to Buchenwald in central Germany. Many people die
during the journey because of exposure and starvation, but Elie and his father manage to survive. At Buchenwald,
however, Elie's father grows very ill, suffering from dysentery and malnutrition. He is also cruelly beaten on his skull.
Elie tries his best to nurse his sick father back to health, getting very little sleep himself.
One night Elie unwillingly falls asleep due to his total exhaustion. When he wakes up, he finds that his father is not in his
bed. He suspects that he has been taken to the crematorium, while he was still breathing, for the Nazis would judge the
sick, old man as worthless. Elie is left with a life long repentance that he did not look after his sick father until the last

At the end of the book, the Allied forces arrive at the concentration camp and liberate the prisoners. Even though he is
freed, Elie is physically and emotionally devastated from his year of imprisonment. Three days after his release, he
becomes seriously ill and must be hospitalized. When he has recovered enough to get out of bed, Elie looks in the mirror
and thinks that he looks like a corpse. He knows he will always be haunted by the horror he has endured; the memory will
forever be like a dark and scary night to him.
Grade Eleven Summaries

A Streetcar Named Desire by Tennessee Williams (play)

Blanche Dubois, a very proper, talkative woman from Mississippi, arrives in New Orleans to stay with her sister, Stella
Kowalski. Blanche is overly concerned with her appearance, cleanliness, dress, and upper-class mentality, while Stella has
married someone of lower status, Stanley Kowalski. Stanley is from Poland, works in a factory, has little education, but is
extremely passionate and handsome. Stella and Stanley have strong chemistry, which fuels their love.

From the beginning of her stay, Blanche and Stanley are at odds; opposing ideals, ways of life, and each other on every
minute detail of life. Blanche tells Stella that she has lost Belle Reve, their childhood plantation home. Stanley wants to
see the paperwork regarding the property and confronts Blanche about it. During their first conversation/confrontation,
they argue and discuss Blanche's past. Stanley tells her that Stella is pregnant.

Stanley has a poker game in his small flat in Elysian Fields inviting three good friends, including Mitch. Mitch spots
Blanche at that game and they spark a romance. He has never been married and lives with his sick mother, while
Blanche's young husband died tragically many years ago. While Blanche is flirting with Mitch, she turns on the radio to
dance. Stanley erupts, tears it out of the wall, and throws it out the window. Stella is furious and scolds him. He hits her.
She runs upstairs away from him to stay with Eunice for the evening, but later comes back to him. They love each other
very much despite Stanley's violence.

Mitch and Blanche begin to see each other frequently. Blanche keeps up the facade of virginity, innocence, and
properness. She tells him of her young husband's tendency toward homosexuality, her discovery of his secret, and his
ultimate suicide. They open up to one another saying how they both need somebody and that they would be good for each

Stanley continues to search for evidence on Blanche's blemished past, finding people who knew her in Laurel, the town
where she lived and taught English. She lived at a second-rate hotel called the Flamingo, sharing company with many
men. She was involved with a seventeen-year-old boy at her school, which is the reason for her sudden departure. She was
also evicted from the hotel, because her personal life was too seedy even for them.

Stanley tells Mitch these stories and Mitch stands Blanche up at her birthday dinner. Stanley presents her with the present
of a bus ticket out of New Orleans on Tuesday, and erupts at the table, breaking plates and glasses and scaring both Stella
and Blanche even more. Mitch arrives later to talk to the drunk Blanche. She attempts to cover up her drunken state and
keep him in her life. They fight and he tells her he wants to sleep with her, but she responds that she will only if they were
married. He tells her she is not clean enough for him and leaves.

Blanche believes that she is to leave New Orleans to go on a Caribbean cruise with one of her old beaux, Shep Huntleigh.
Stanley laughs at her, but tries to make amends because his wife is having a baby. They fight and Blanche tries to stab him
with a broken bottle top. She admits to her sketchy past and he shows his bad temper.

Weeks later, Stella has the baby and Stanley hosts another poker game. Blanche believes that she is going on a vacation in
the country with Shep. Instead, a doctor and nurse arrive at the door to have her committed. She screams and tries to stay
with Stella. After a skirmish, the doctor is kind to her and she begins to trust him. She walks out of the house with him
and will go to the institution. Stella cries, wondering if she did the right thing while Stanley hopes that everything will go
back to normal now that Blanche has gone.
Grade Eleven Summaries

The Crucible by Arthur Miller

The plot revolves around the witchcraft hysteria that plagues Salem and splits the town into those who use the trials for
their own ends and those who desire the good of the society.

Act I introduces most of the main characters in the play. The action takes place in Reverend Parris' home. Having
discovered his daughter dancing naked in the woods with several other girls and his Negro slave, he has called in the
Reverend Hale to investigate his suspicions of witchcraft. Various characters are introduced, and the reader learns of the
pettiness of the Putnams, the superstition of Parris, the open-mindedness of Hale, the viciousness of Abigail, and, most
importantly, the secret guilt of Proctor, who has committed adultery with Abigail.

Act II develops the need for Proctor to take action in defending the truth. The action takes place at the Proctors' home.
John and his wife argue over whether he should denounce Abigail, and the reader learns of the rift that has developed
between Proctor and his wife over his act of adultery. When officials of the court arrive and Elizabeth is arrested, John
realizes that he can no longer stand by and not act.

Act III shows the attempts by Proctor and other citizens to oppose the court and the opposition they face by those with
vested interest in the proceedings. Giles Corey and Francis Nurse denounce the trials and are subsequently arrested.
Proctor admits to committing adultery with Abigail but is not believed.

Abigail, by pretending that Mary is "sending her spirit out" to attack her, induces Mary, who has been supporting Proctor,
to abandon her testimony and accuse him to protect herself. Proctor is arrested, and Hale quits the court in disgust.

The final act focuses on Proctor's dilemma whether to live or accept death. He signs a confession, but, when he realizes
that it will be used against his fellow accused, he tears it up. On a personal level, this act recovers his sense of goodness.
In a larger sense, his act represents the tragic sacrifice of good as the only means to bring harmony back to a society gone
Grade Eleven Summaries

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

Dr. Jekyll and Mr. Hyde is the story of a gifted doctor who discovers a drug which can release the evil side of one's
nature. This drug changes Dr. Jekyll into Mr. Hyde. Stevenson does not reveal the details of Jekyll's story until the end of
the novel, but presents the tale as a mystery, in which the main characters try to figure out the identity of Mr. Hyde and
understand his strange relationship with Dr. Jekyll.

Stevenson begins the novel on a street in Soho. Mr. Utterson, a lawyer, and his cousin, Mr. Enfield, are taking their usual
Sunday walk. They stop at an unusual door, and Enfield tells Utterson that sometime back, he had seen a strange and ill-
tempered man trample a small girl and then walk away. Enfield and other bystanders had forced the stranger to pay money
to the girl's family to avoid trouble. The man then entered the door and emerged with ten pounds in gold and a check
signed by Dr. Jekyll. This stranger is none other than Mr. Hyde. Enfield has a hard time describing Hyde, other than to say
that everyone present found him strangely repulsive.

Utterson returns home, deeply disturbed, as Jekyll's will, which is in his possession, stipulates that in the event of his
death or disappearance, his entire estate should go to his "friend and benefactor Edward Hyde." He visits Dr. Lanyon, a
mutual friend, to ask him if he knows anything of Hyde, but Lanyon has had a falling out with Jekyll and has lately seen
little of him. Utterson begins searching for Hyde. One evening, he meets him at the door, but Hyde, suspicious of
Utterson's intentions, becomes enraged and runs into the house. Like Enfield, Utterson, too, is repulsed by Hyde and
cannot say exactly why. He goes to Jekyll's house and meets with Poole, Jekyll's butler. At this point it is revealed that the
mysterious door is the back entrance to Jekyll's house. Poole tells Utterson that Hyde has access to the house and that the
servants have orders to obey him.

After a dinner party a few weeks later, Utterson tries to persuade Jekyll to have his will changed, but Jekyll insists that he
cannot and asks that Utterson please comply with his wishes regarding Hyde. Utterson is convinced that Hyde is
blackmailing Jekyll for some youthful indiscretion.

Nearly a year later, Hyde murders Sir Danvers Carew, a respectable gentleman. Knowing of Jekyll's and Hyde's
association, Utterson visits Jekyll and is surprised to find him looking ill. Jekyll presents to Utterson a letter which he says
is from Hyde. It states that Hyde is making good his escape and that Dr. Jekyll need not take any further trouble regarding
his safety.

Hyde vanishes and Jekyll regains his health and spirits. He even reconciles with Lanyon. Shortly after a dinner party,
however, he goes into sudden seclusion and refuses to see Utterson. Perplexed, Utterson again visits Lanyon and is
shocked to find him near death. Lanyon does not wish to talk about Jekyll. A few weeks later, Lanyon dies. Among his
papers is an envelope addressed to Utterson, with the instructions that it not be opened except on the death or
disappearance of Jekyll. Utterson, feeling that Hyde must somehow be involved, is both curious and suspicious, but he
does not open the envelope.

Jekyll continues to remain in seclusion, and eventually Utterson stops attempting to see him. One Sunday, Utterson and
Enfield go for their usual walk and happen by the back of Jekyll's house. They see Jekyll sitting near the window, looking
sad and ill. They speak to him, and he brightens momentarily, before being struck with a look of terror and pain and
closing the window. Enfield and Utterson are terrified and walk away in silence. Although they do not realize it, they have
witnessed the beginning of the transformation process from Jekyll to Hyde.

One evening, Poole comes to Utterson and asks him for his help, and they return to Jekyll's house. Jekyll has recently
been acting very strangely, having locked himself in his laboratory and sending Poole out to various chemists in search of
a certain drug. Poole has not heard his master's voice in over a week, and he fears that Jekyll has been murdered and that
someone or something is hiding in Jekyll's laboratory. When the two men break into the laboratory, they discover the
body of Edward Hyde. It appears that Hyde has committed suicide. Searching in vain for Dr. Jekyll's body, they find an
enclosure from Jekyll addressed to Utterson, instructing him to read Dr. Lanyon's note and then, if he so wishes, his own,
enclosed confession.
The last two chapters consist of these documents. Dr. Lanyon, in his note, reveals that he has discovered that Jekyll and
Hyde are one. Dr. Jekyll confesses through his written statement that he had wanted to separate the good and the bad
aspects of himself and had discovered a drug, which would allow him to do so. By turning into Mr. Hyde, his evil aspect,
he could commit various sins and escape punishment or censure for them. Although he was ashamed of himself, he could
not help his actions. Over time, Hyde became stronger, and eventually he was becoming Hyde without the aid of the drug.
He managed to keep Hyde in check by taking the drug which transformed himself back into Jekyll, but eventually his
supply began to be exhausted, and, due to an unknown impurity in his original batch, he could not make any more of it.
He writes his confession as Jekyll, under the influence of the last of the drug, knowing that soon thereafter, he will turn
into Hyde for the very last time. He does not care what happens to Hyde after that, for at that moment, his own life, as
Jekyll, will be over.
Grade Eleven Summaries

Teenage Wasteland by Anne Tyler (short story)

The short story "Teenage Wasteland" by Anne Tyler is a revealing story about the trials of a mother and her son. Donny is
what is known as a problem child, and Daisy cannot to seem to figure out what his problem is. Through many attempts
she tries to reach to him through counselors, and outside help. This story reveals a lack of communication, feelings of
inadequacy, and lack of parental control. Donny has no voice in the story, which parallels the real world of teenagers.

Danny is having some problems at school. It seems that he does not concentrate, or put forth the right amount of effort.
Calvin Beadle, the tutor that is hired, takes over the role of parent and confuses Donny even more. Cal attempts to
educate the whole child and is often seen as a bad influence. What makes matters worse is Matt, Donny‘s father, is an
absent father; he seems more concerned with work than raising his son. When Daisy tries to regain control of her son by
pulling him out of school and firing Cal, she is successful because Cal does not fight her on it. He gives up on Donny
who feels as if he has lost his only confidant. Donny disappears and Daisy is left to wonder where she went wrong.
Grade Eleven Summaries

Death of a Salesman by Arthur Miller (play)

Willy Loman has been a traveling salesman for the Wagner Company for thirty-four years. He likes to think of himself as
being vital to the New England territory. As the play opens, Willy has just come back home after having left New England
earlier that morning. He tells his wife Linda that he has returned unexpectedly because he cannot seem to keep his mind
on driving anymore. Linda thinks that he needs a long rest. He asks about his sons, who are home for the first time in

Willy has trouble understanding why Biff, his thirty-four year old son, cannot find a job and keep it. After all, Biff is
attractive and was a star football player in high school with several scholarships; however, he could not finish his
education, for he flunked math. When Biff went to Boston to find his father and explain the failure to him, he found Willy
in his hotel room having an affair with a strange woman. Afterwards, Biff held a grudge against his father, never trusting
him again.

Biff and his brother Happy try to think of some job that Biff could get that would allow him to settle down in New York.
Biff thinks of a man named Bill Oliver, for whom he was worked; Biff believes he can get a loan of ten thousand dollars
from Oliver in order to begin a business of his own. Biff and Happy tell Willy about their plans. Willy explains to his sons
that the important things in life are to be well liked and to be attractive. Willy assures Biff that he is attractive and that
Oliver has always liked him.

The next day, Willy is to meet his sons for dinner at a restaurant to hear how Oliver has reacted to Biff's request for a loan.
Willy himself goes to young Howard Wagner, the present owner of the firm for which he works, and asks for a transfer to
New York City. Howard tells him there is no room for him in New York and then explains to Willy that he cannot even
represent the firm in New England any more. This news turns Willy's life upside- down. Suddenly unemployed, he feels
frightened and worthless.

He goes to Charley, an old friend, to borrow money to pay his insurance premium. After Charley lends him the money,
Willy goes to the restaurant to meet his sons. Before Willy arrives, Biff tells Happy that Oliver did not even recognize
him. He admits that he is tired of living a life filled with illusion and plans to tell his father not to expect anything from
him anymore. When Willy arrives, he tells Biff and Happy that he has been fired. He also refuses to listen to Biff's story
and simply believes that Biff will have another appointment the following day. Out of frustration, Biff leaves the
restaurant. Happy, who has picked up two women, follows him, leaving Willy alone.

Later that night, Biff comes home and finds Willy planting seeds in the backyard and "talking" to a long dead brother,
Ben. Biff again tries to explain to Willy that he has no real skills and no leadership ability. In order to save his father from
disappointment, he suggests that they never see one another again. Willy still refuses to listen to what Biff is saying; he
tells Biff how great he is and how successful he can become. Biff is frustrated because Willy refuses to face the truth. In
anger, Biff breaks down and sobs, telling Willy just to forget about him.

Willy decides to kill himself, for Biff would get twenty thousand dollars of insurance money. Then Biff could start his
own business and make it a decent living. At Willy's funeral, no one is present. He dies a pathetic, neglected, and
forgotten man.
Grade Eleven Summaries

Catcher in the Rye by J.D. Salinger (novel)

The Catcher in the Rye is a psychological novel based more on how events affect the hero‘s mind than on the events
themselves; therefore, the actual plot is not as important as the psychological analysis behind the action. In truth, the plot
is only a loosely strung set of incidents that are combined to reveal four days in the life of Holden Caulfield. The novel is
episodic in nature, and the bulk of it is narrated in the form of flashbacks. The plot is also supplemented with a number of
digressions, which help to reveal more about the various characters, especially Holden himself.

Holden‘s journey begins on a Saturday in December just before school closes for Christmas break. He has been informed
of his expulsion from Pencey Prep School. What worries him most about being kicked out of school is his parents‘
reaction, for he has already been expelled from other educational institutions. He cannot bear to remain in the dormitory
after he has been beaten up by his roommate Stradlater and on a whim; he decides to leave the same night. However, he
does not want to face his parents until they have recovered from the news of the expulsion. He decides to stay in a cheap
hotel in New York City, going home only on the day he was originally expected.

The novel charts Holden‘s experiences over a period of about forty hours, starting from the time he leaves Pencey Prep.
Holden encounters a large number of people as he traverses the city of New York and goes into nightclubs. Lonely and
desperate, he accepts the offer of the hotel elevator operator to find him a prostitute, but he fails to have sex with her and
fights with her pimp. The next day, he calls an old girlfriend, Sally Hayes, takes her ice-skating, and tries to convince her
to run away with him.

Holden looks for some degree of understanding and acceptance from all the characters he encounters, even taxi drivers,
but he is denied his needs. As a result, Holden feels dislocated, as though he does not belong anywhere, and he is right. It
becomes obvious through his encounters that he is in an entirely different orbit than the rest of the world. Each time
Holden extends himself, he is rewarded with rejection, until he is finally driven to almost a schizophrenic state. With his
mental health deteriorating, Holden returns to his parents‘ home, where things are no better for him. Even his young sister,
Phoebe, questions his negativism and asks him to name one thing he would like to be. Holden replies that he would like to
be "the catcher in the rye" and explains that his job would be to prevent the children, who are playing nearby in a field of
rye, from going over the cliff. More distressed than ever, Holden goes to see Mr. Antolini, his former English teacher.
When the teacher makes sexual advances, Holden flees in horror. Returning home, Holden experiences a complete mental
breakdown and is sent to a psychiatric center in California for treatment.
Answer Key

            Task I                          Task II                          Task III                             Task IV
1.   Listening Comprehension     1.   Reading Comprehension       1.   Address the task at hand        1.   Quote and author
     Note Taking                      Multiple Choice Questions        Mention the controlling idea         Interpretation
     Multiple Choice Questions        Essay Writing                    Mention the TAG                      Agree/Disagree
     Essay Writing                                                     Foreshadow what is to come           TAG of two works
                                 2. D                                  Use literary elements                Literary elements
2. D
                                                                  2.   ―Prove‖ the controlling idea    2. C
                                 3. C
3. B
                                                                  3. D                                 3.   The quote
                                 4. B
4. A
                                                                  4. A                                 4.   Prove the quote true or false
                                 5. D
5. C
                                                                  5.   Tie back into the controlling   5. C
                                 6. A                                  idea & the literary elements
6. A
                                                                                                       6.   Recap and expand
                                 7. D                             6.   Thesis statement
7. A
                                                                                                       7. D
                                 8. D                             7. C
8. B
                                                                                                       8. D
                                 9. B                             8. B
9. D
                                 10. D                            9. D
10. C
                                                                  10. D

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