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Roald Dahl Unit

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Unit Plan: Author Study / Roald Dahl

Unit Topic: Roald Dahl

Unit Goal: The goal of this unit is to read various Roald Dahl books to recognize and analyze the author’s style. The focus will be on how this author expresses his style and use of humor in his stories, themes and characters. The students will also gain experience with literature groups and the dynamics of working in a group.

Grade Level: 4 Addresses ELL, diverse learners and different reading levels through cooperative/literature groups, scaffolding and use of multiple intelligences.

Time Frame: Approximately one week; the unit could be extended by reading other
Roald Dahl books or viewing more videos.

Prerequisite Knowledge: Experience with literature groups and roles; class was read Charlie and the Chocolate Factory; drawing a timeline.

Core Books: The Champion Storyteller by Andrea Savick The Enormous Crocodile (read to whole class) The Twits / Group 1 The Witches / Group 2 Fantastic Mr. Fox / Group 3 George’s Marvelous Medicine / Group 4 The Magic Finger / Group 5

Essential Questions: □ How does an author’s style and life show through several of his works? □ What is Roald Dahl’s style of writing? □ How does he take the events in his life and use humor to write about them?

Key Objectives: □ Students will create a timeline of significant events in Roald Dahl’s life. They will discuss how an event in their life could be a plot for a story. □ Students will be able to define, identify and create their own examples of personification, simile and metaphor using the texts on bookmarks and posters. □ Students will create a poster with a new character for their book; a descriptive paragraph describing him/her/it using figurative language and how the character would change the story. □ Students will draw a cartoon with dialogue to describe an important event in the book and imagine a new ending writing in the style of Dahl. □ Students will interview a character from a Roald Dahl book and reveal the student’s relation to character, reasons why the character acted the way he/she did and why they feel the author thought this character was important. . □ Students will compare and contrast the video and book in a Venn diagram. The class will evaluate if one was better and why or why not.

Listening: □ Core book □ Character Interview □ Group Discussion □ Books on tape

Speaking: □ Group Discussions □ Paragraph presentation □ Character Interview

Viewing: □ Video of The Enormous Crocodile

Writing: □ Comic strips □ Paragraph □ Timeline / Venn Diagram □ Bookmark □ Interview questions □ Role sheets

Reading: □ Texts

Vocabulary □ Personification □ Simile □ Metaphor □ Absurdity

Multimedia Resources □ Websites / Roald Dahl biographies □ Video of The Enormous Crocodile □ Audio Tape of The Magic Finger

Assessments: □ Comic Strip □ Bookmark □ Character posters □ Character interview □ Interview questions □ Role Sheets □ Timeline □ Ongoing observation of groups □ Group and Self Assessment Sheets ( Each student and group will self-evaluate him/herself on participation)

Lesson Plan 1- About the Author
(65-90 minutes)

Target Audience: Grade 4

Prerequisite knowledge: Students will have experience with timelines and working in literature groups.

Objectives: Students will research and create a timeline of Roald Dahl’s life. They will explain how one event might affect his outlook on life. Groups will discuss events in their lives and brainstorm how they could use it in a story. The students will write about one event or circumstance in their life and how they could apply humor to it.

Materials: □ Websites o http://library.thinkquest.org/TQ0312572/links.htm o http://www.roalddahlfans.com/biographies.php o http://www.roalddahl.com/thesite.asp?Reset=0 □ Large paper for timeline / Pencils □ Pre-selected groups for research and timeline □ Timeline of teacher on board □ The Champion Storyteller by Andrea Savick □ Texts

Procedure:
Anticipatory Set: □ Teacher will discuss and show on the board a timeline of the teacher’s life with some significant events marked and explained. I will model how a specific event affected my life and thinking. I will explain how I could incorporate this into writing a story and how I might use humor to do so. (5 minutes)
Modeling:
□ Use example of always getting my sister’s hand-me-downs and how I could write a story about a girl who also got hand-me-downs but from a princess. Explain how I really hated getting them, but will write about a girl who was lucky to get the princess’ beautiful clothes. □ Review what a timeline is/how students will make one for Roald Dahl. (5 minutes) □ Read Roald Dahl: The Champion Storyteller by Andrea Savick. (10-15 minutes) This will give the children a beginning background on Roald Dahl. □ Assign groups to work together. Group the children heterogeneously in order to help children do the research. The students will use the internet sites provided to gather information about the author. The students may also use the book we have just read. Groups will meet at tables and record events they feel important on a timeline. They must include 7-10 events of Roald Dahl’s life to record. The group will choose one event to explain a possible theme or view the author might present in his books. (25-30 minutes) □ Groups will reflect, brainstorm and discuss issues and circumstances in their own lives. They will come up with ideas on how they could incorporate this into their own story or writing piece. (5-10 minutes) □ Individually, each student will come up with one issue or circumstance in their lives that they could write about. They will write a 5-7 sentence paragraph about how they could incorporate this issue into a story using humor. □ Teacher will monitor groups and assist where needed. □ Students will share their ideas with class. (10 minutes)

Closure:
Teacher will explain that many times authors draw upon their lives for ideas to write about. Pick one of Dahl’s themes, such as orphans, and explain how that relates to his own father dying when he was only three and that maybe he felt like an orphan. Tell students that in many of his books the children are orphans or treated like orphans. Look for themes of orphans, of mean authority figures etc. while reading our books and our book together. Mr. Dahl chooses to use humor and makes many of his orphans very strong characters. Tell class that tomorrow we will learn about the kind of humor and style that Mr. Dahl uses in his books. We will begin reading some of his books; one together and each group will read a separate one. We will examine the kinds of humor he uses and the different themes that come up and how they relate to his life. (5 minutes)

Evaluation:
Teacher will move among groups to check for participation and record. Groups and individuals will fill out an evaluation sheet. These forms will be used everyday for group work. Groups will be graded on timelines with a rubric. Teacher will evaluate the paragraphs for concept and writing skills.

Lesson Plan 2 - Figurative Language
(90-120 minutes)

Target Audience: Fourth grade class with different reading levels.

Prerequisite Skills: Figurative language – simile, metaphor, and personification. Familiarity with literature group roles – discussion director, artist, vocabulary, passage leader and connector.

Objectives: Students will create a bookmark with one example of figurative language from the book; they will label the type of figurative language and write a one sentence definition. Students will draw a new character for their book and explain how this character fits into the story.

Materials: □ Paper / Colored Pencils □ Texts □ Audio tape of The Magic Finger □ Bookmarks □ Lists of nonsense words □ Job assignment sheets □ Handout sheet for simile, metaphor and personification with definitions □ Premark book with metaphors, similes and examples of personification with post-its.

Procedure:
Anticipatory set/ Modeling: □ Teacher will refer to the index card taped to her desk. It will have a nonsense word on it. The teacher will tell the students this is her “nonsense word.” Please don’t call it a desk any longer. □ Discuss the use of nonsense words in Roald Dahl’s book. What mood does it create? Can we figure out what the words mean? Discuss how Roald Dahl uses a lot of figurative language in his books. He likes to make children laugh and likes to write absurd things. (10-15 minutes) o Spend 5 minutes on how to try to sound out these words by chunking them. □ Tell children that you are going to read them The Enormous Crocodile. Look at the cover. Have children predict what the book is about and if the idea looks absurd? Do they think it will be funny? (10-minutes) □ Tell students to keep their eyes out for metaphors, similes and examples of personification. Remind them that we went over this last week and we will have a handout with the definitions and go over them again. □ Read first half of book. Stop to show examples of figurative language. Discuss them. Have children offer ideas for explanation. □ Have children draw a bookmark with one example of a simile, metaphor or personification on it. On the back of the bookmark write in their own words the definitions to these words from handout. Include one example of each from The Enormous Crocodile. (20-minutes) Cooperative groups: □ Students will be grouped homogeneously. They will begin reading another Dahl book. Groups will be divided according to reading levels. Each group will read a different book. This will help the class get a real flavor for the author and help enrich or give support to different levels of readers. One of the books will also be offered on tape. □ Each group will have a different book. Every student will have a different role each day. The roles will be a vocabulary person, a connector, a passage picker, a discussion leader and an artist. Each night the student will complete their form and discuss it at the beginning of their group time.

o Group 1 The Magic Finger (This book will also be offered on tape) o Group 2 The Twits o Group 3 The Witches o Group 4 Fantastic Mr. Fox o Group 5 George’s Marvelous Medicine

□ Today the children will predict from the title by discussing it among themselves. They will then begin to take turns reading out loud in their groups. (20-25 minutes) □ During this time the teacher will circulate from group to group guiding the reading and assisting wherever needed. Each group will be helped with different reading strategies. Today the focus will be predicting. □ After the students have finished the assigned reading for the day, each group will create a poster with a new character for their story. They will explain to the class how the character will affect the story and why they fit in. (20-25 minutes)

Closure:
Call class to attention and briefly have the one person from each group tell about one example of figurative language from the text. Ask the groups if they see some connections to Roald Dahl’s life. (themes) Ask the children if they thought it made the stories more interesting and how they liked Roald Dahl so far. (10- minutes)

Homework:
Each group will have different reading assignments. Some will reread and some groups will read on. They will look for their specific jobs during reading, and mark their sheets with their answers. The books will be divided into six separate reading assignments. Three will be done in school and three at home. Group one will listen to the book on tape and then reread that section out loud in school and at home.

Assessment:
Children will be observed in groups, they will fill out evaluation sheet for the groups and individuals, job sheets and character posters will be assessed for completion.

Unit: Author Study / Roald Dahl - Lesson Plan 3 Comic Strip
(90-120 minutes)

Unit Goal: The goal of this unit is to read some of Roald Dahl’s books for enjoyment and to recognize and analyze the author’s style. The focus will be on how this author expresses his style and use of humor in writing.

Target Audience: Fourth grade class with different reading levels.

Objectives: □ ST Students will summarize an important event in the story using a cartoon strip □ NT Students will illustrate and write, using dialogue, an event in the story using your own words. □ NF Students will create two additional boxes to the cartoon strip in which they will imagine what would happen next in the story. □ SF Students will express through dialogue and illustration in the tone and style of Roald Dahl what a character might be thinking that would make him/her act differently in the last boxes of the comic strip.

Materials: □ Blank comic strip sheets / pencils □ Texts □ Job assignment sheets □ Audio tapes □ Projector □ Projector sheet with example of comic strip □ Comic strip from Sunday paper □ Pre-mark The Enormous Crocodile passages

Procedure:
Anticipatory set / Modeling □ Show and read children newspaper comics strip. From our book The Enormous Crocodile model to children how we could use an event in the story and summarize it and add on to it. Use dialogue in the style of Roald Dahl. Elicit ideas from the students about events and how we could change them. Use blank comic strip on projector and fill in possible dialogue with children on projector. (15 minutes) □ Tell children that we will do this with our group books today. □ Before continuing with The Enormous Crocodile have students summarize where we are and predict. □ Read book, pausing at passages that expose theme and style of Roald Dahl. Pre-mark these. (10-15 minutes)
Cooperative groups: □ Children gather into groups. Students will discuss their job sheets from the previous reading. Children will get new sheets for their new assigned jobs for today’s reading and tonight’s homework. (10-15 minutes) □ Children will read silently using post-it notes to mark passages or words for their job sheets. Some groups might read out loud or with buddies. (25-30 minutes) □ Teacher will circulate to each group, question children to guide their reading, get them to think about events in the story and which ones are significant, help with reading strategies for comprehension and review any vocabulary words. □ Groups will create their comic strip. They will choose an event, summarize it in the comic strip using dialogue in the style of Roald Dahl and add on to it. They will collaborate and discuss and then complete the activity. The comic strip must have some explanation of why this event or character acted differently than in the story. (20-25 minutes)

Closure:
Children will share some of their ideas from the comic strips and other children will comment. Talk briefly about how the comic strip is one way to summarize and illustrate an event.

Homework:
Each group will have assigned reading and job sheets to complete.

Assessment:
Observations of the groups, group assessment sheets on participation, job sheets and the comic strip.

Lesson Plan 4 - Character Interview
(90-120 minutes)

Target Audience: Fourth grade class with different reading levels

Objectives: Students will conduct an interview with their group and perform it in front of the class. The interview will include an introduction and questions about one character from their book.

Materials: □ Texts □ Paper/ pencils □ Microphone for interview □ Taped interview from news show □ TV / VCR □ Questions for modeling interview from class book

Procedure:
Anticipatory set / Modeling □ Start class with five minute video of a taped interview of a movie person talking about their character in the movie. □ Talk about how questions are formulated and the style of an interview □ Inform class that we will be doing our own character interviews today. □ Talk about characters in The Enormous Crocodile; model an interview with a student reading your questions. □ Finish reading The Enormous Crocodile. (25-30 minutes)
Cooperative groups: □ Groups will discuss homework job sheets and read in their groups. Today’s focus will be on evaluating an author’s style and how it affects his writing. (15-20 minutes) □ Groups will formulate questions for their interview. They must write down the questions to hand in. They must have a minimum of 6 questions. Questions should answer why they thought this character was important to the story and why the character acted like he/she did. Questions will also answer the author’s purpose in having this character. They will find descriptions (physical and emotional) from the book. □ An introduction to the interview will explain how the students related to this character and why they chose this particular character. □ Questions will be written down and handed in. All group members must be included in the interview. Any props or dress are allowed but not required. □ Interviews will take place. Class will be the audience and be allowed to ask two questions of the character or group. (60 minutes)

Closure:
Students will discuss why they liked or disliked Roald Dahl and his style of writing. Teacher will lead discussion and let children share their feelings (10-15 minutes)

Assessment:
Group evaluation sheets, job homework sheets, questions for interview and interview itself.

Lesson Plan 5 - Video Comparison
(90-120 minutes

NJCCCS: □ Language Arts Literacy- 3.1.A.1, 3.1.E.3, 3.2.D.1, 3.2.D.10, 3.4.B.2, 3.5.B.4 □ Career Education and Family Life Skills- 9.1.B.2, 9.2.A.4, 9.2.C.1

Target Audience: Grade 4

Prerequisite knowledge: Use of Venn diagram

Objective: Students will compare and contrast the video and book of The Enormous Crocodile in a Venn diagram.

Materials: □ Video of The Enormous Crocodile □ Audio Equipment □ Venn diagram handout □ Projector □ Projector sheet with blank Venn diagram

Procedure:
Anticipatory set: □ Teacher will lead discussion about books that were made into movies. For example, Harry Potter. Ask questions about how the book and movie are different, why and is one better than the other. What does one offer that the other cannot? (10 minutes)
Modeling:
□ Use projector with blank Venn diagram. Choose movie and book of the class choice. Have students suggest similarities and differences. Fill in as the class discusses. (10 minutes) □ Tell class that we are now going to see a video of The Enormous Crocodile. Afterwards we are going to create our own Venn diagrams in pairs. During the movie you may jot down one word reminders to jog your memory after the movie. □ View the video. (45 minutes)
Pairing:
□ Students will be paired in this activity to gain stronger, more in-depth answers. Diverse learners will benefit from the pairing and using the Venn diagram □ Students will be asked to have at least 20 items in all. (10-15 minutes) □ The class will share, as a whole, some of their ideas. (10 minutes)

Closure:
Teacher will ask class what they enjoyed more, if they preferred one over the other. If not what can you gain from each one? Remind students that many of Roald Dahl books were turned into movies. Name a few. Hopefully, students choose to read more of the many books Roald Dahl wrote. (10-12 minutes)

Evaluation:
Observation of the group discussions and of the Venn diagram.

Group Evaluation

Name______________
Group # _____________

I was proud of how my group
_______________________________________________________________________________________________________________________________________________________________________________________

I think my group could improve on
_______________________________________________________________________________________________________________________________________________________________________________________

One person that really stood out today was_______________________
Because___________________________________________________________________________________________________________________

I would rate our group as a: ______________________
|5 |4 |3 |2 |1 |
|We did a great job. Everyone|We did a pretty good job. |We did an O.K. job. Only a |We really didn’t get much |Nothing was accomplished. We |
|participated. |Most people participated and |couple of people |done. Our group was not |need to try much harder |
| |we stayed on task. |participated. We got off |prepared or stayed on |tomorrow. |
| | |task. |task. | |

Connector

Name______________________
Book ______________________
Group _____________________

The connector will find the connection between the book and the real world. You can connect the book to your life, school, another book, the author’s life or any event or person that it reminds you of. Mark your reading with post-it notes when you come across possible connections. State at least one connection.

1. ________________________________________________________________________________________________________________________________________________________________________

2. ________________________________________________________________________________________________________________________________________________________________________

3. ________________________________________________________________________________________________________________________________________________________________________

Interview Peer Evaluation Sheet

Group_________________________
Book ___________________________

|5 |4 |3 |2 |1 |Points Earned |
|Excellent |Great |Good |Fair |Poor | |
|Great group presentation |Good presentation |Presentation was fuzzy. Not |Weak presentation |Poor presentation | |
|Clear, organized and |Organized, somewhat clear |all students were clear. |Evidence of lack of |Unclear, disorganized | |
|rehearsed |and evidence of some |Organization could have been |organization | | |
| |rehearsal |improved | | | |
|Information was |Several good points, |Needed more comprehensive |Missing 1 or 2 key |Did not address some of the | |
|interesting, complete and |answered most of the |answers. Questions answered |questions |key questions or why character| |
|addressed all questions |questions posed |but without much thought | |was included in book | |
|Audience was well |Audience enjoyed most of |Audience was lost at certain |Barely kept audience |Not entertaining at all | |
|entertained |the interview |points in interview |attention | | |

Total points____________________________________

Prediction Artist

Name ______________________
Book ______________________
Group ______________________

Draw a scene, setting or character showing something you predict will happen next in the story. Let your group guess what your drawing is.

| |

Discussion Leader

Name ____________________________
Book _____________________________
Group ____________________________

Write questions that relate to the story or theme of the book to ask your group that would lead a discussion. For example; why do you think this character reacted like this and what would you have done in this situation? Mark ideas with post-it notes as you read. Write down two to three questions.

Why___________________________________________________________________________________________________________________________________________________________________________________

What if _______________________________________________________________________________________________________________________________________________________________________________________

How _______________________________________________________________________________________________________________________________________________________________________________________

Your own
_______________________________________________________________________________________________________________________________________________________________________________________

Name_________________________
Group_______________________
Book________________________

Outline for Interview

Introduction (why we picked this character) _______________________________________________________________________________________________________________________________________________________________________________________

Why was this character included in book?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Importance for having this character…__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Questions for character: 1. ________________________________________________________________________________________________________________ 2. ________________________________________________________________________________________________________________ 3. ________________________________________________________________________________________________________________ 4. ________________________________________________________________________________________________________________ 5. ________________________________________________________________________________________________________________ 6. ________________________________________________________________________________________________________________

Name ____________________
Book _____________________
Group ____________________

Rubric for comic Strip
|3 |2 |1 |Points earned |
|Great summarization, descriptive |Good summarization, some more |Poor summarization, unable for | |
|and accurate |detail would have been appropriate |outsider to understand the summary | |
|Comic strip is colorful and |Comic strip is colorful, but ending|Comic strip is plain, ending does | |
|creative ending |is predictable |not make much sense with the story | |
|Neat, organized, and imaginative |Neat, fairly easy to follow, less |Sloppy, hard to read and follow | |
| |creative | | |
|Filled in all 6 boxes. Spelling, |Filled in all 6 boxes. Some |Did not complete all boxes. Many | |
|grammar, and word choice are 4th |spelling and grammar mistakes, |spelling and grammar mistakes, weak| |
|grade level and above |vocabulary on level |vocabulary – not imaginative | |
|Completely in Roald Dahl style. |Made a great effort to write in |No effort to mimic style of Roald | |
|Great use of dialogue. |style of author. Some dialogue |Dahl. Little if any dialogue | |

Total ______________

Name_____________________
Book______________________
Group_____________________

Rubric for Timeline

|3 |2 |1 |Points Earned |
|Excellent |Good |Fair | |
|Provided 7-10 events of Roald Dahl’s |Provided 5-6 events on timeline |Provided less than 5 events on | |
|life | |timeline | |
|Described in detail how and why the |Gave an adequate description of |Did not describe how event could| |
|event might have affected the |how the event might have affected|have affected author’s life. | |
|author’s life. |the author’s life | | |
|Cleary written, well organized and |Clearly written, somewhat |Not very organized, hard to | |
|attractive looking. Few if any |organized, some spelling errors. |follow, many spelling errors | |
|spelling mistakes | | | |
|Quality of events shows comprehensive|Events chosen reflect important |Events chosen do not correlate | |
|research |themes in author’s life |to themes or possible views, | |
| | |such as birth. | |
| | | |Total |
| | | | |

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...Lamb To the Slaughter: Is Mary Evil? By Tony Cui In the short story Lamb to the Slaughter written by Roald Dahl, who was a famous British author. One of the main characters Mary Maloney killed her husband, who was a police officer during a conflict due to a conversation. Afraid of getting caught, she plans a perfect alibi and made the police destroy the evidence for her by invite them to ate the lamb leg she used as a weapon to kill her husband. Although some suggest that Mary is evil and both her murder and covering it up is due to her evilness; I think the truth is just the opposite, Mary isn’t evil and both her murder and cover up are due to accident and necessity. There are three reasons that support my viewpoint: “Firstly, before the accident has occurred her husband was the person who acted cold and refused everything Mary said to try to make him happy, so it suggest that Mary is not a wicked person; secondly, her husband betrayed her first and she was mad due to this; lastly, the reason for Mary to cover up the murder is because that she is pregnant with a child, and she wasn’t sure that if the court would let her born the child before her death penalty. In the story, Mary’s husband acted cold after he went back to home, he rejected all suggestion Mary made to try to make him happy. He refused to have some cheese, going out to eat, and to have some cheese and crackers. When Mary wants to refill his drink, he ordered Mary to “sit down” and he went to do it himself. The...

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The Landlady By Roald Dahl

...The fictional short story, The Landlady, by Roald Dahl, is a mysterious, puzzling story that will leave one in shock. The story is a great read for children or adults, who enjoy reading in awe. The main character, Billy Weaver does not know what he is in for, or what to expect! In The Landlady, seventeen year old, Billy Weaver, just got off the train from London, to Bath, England. It is terribly cold outside and Billy was in desperate need of somewhere to stay. As he iss his way to his hotel, The Bell and Dragon, he comes across something else. Billy sees a facade that’s sign read Bed and Breakfast, and he was intrigued. He was a bit skeptical going into the home, for there was a burning fire, and a dog curled up sleeping in front of it....

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Course-Work

..."Tit for tat, butter for fat, you kill my rat, I kill your cat." These phrases are used when individuals try to outsmart each other. In the story of "B'er Bouki, B'er Partridge and the cow", Patricia Glinton contrasted the traits, families and work ethics of two best friends who entered a contract with a wealthy farmer to purchase his cow. The agreement stated that they both agreed to complete three major tasks for the wealthy farmer as payment to obtain the cow, because these men were too poverty-stricken to invest in the cow by themselves. One of the techniques Patricia Glinton used to bring the story to life was to contrast the two best friends' personalities. B'er Bouki was a sly, indolent man who exploited other human beings to get things done for him. He was a malicious manipulator. Bouki was also able to convince anyone, including his friend, B'er Patridge, to do his share of work, while he's relaxed. Bouki was also self-centered and he used anyone he came into contact with. On the other hand, Partridge was a good-natured, industrious man who loved and was devoted to his family. Partridge was honorable and he did everything to keep his side of the agreement to obtain the cow. He fed, milked and pastured the animal, but was too naïve and trusted everything Bouki said. Another technique Patricia Glinton used to bring the story to life was contrasting the friends' families. Bouki's family was healthy and had everything they wanted, and his wife was also a schemer...

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Use Of Irony In Lamb To The Slaughter

...Lamb to the slaughter, a short story by Roald Dahl is very interesting and mysterious. The story is about a loving and caring woman, named Mary, who is asked for a divorce by her husband. Ironically, she kills her husband with a leg of lamb, and makes up a story to protect her baby, who she is pregnant with. Police Officials and detectives come, but they are unable to find the murderer, or the weapon. Irony impacts this story because it creates the suspense and adds a twist/turn to the story. Roald Dahl uses Irony in this short story for that reason. First, Mary’s husband, Patrick, comes home from work, asks for a divorce, and will not cooperate with Mary. Since she is caring and loving, Mary goes downstairs and grabs a leg of lamb to cook for dinner. Mary Maloney walks up behind her husband and “ without any pause,” she swings the big, frozen leg of lamb high in the air and brings it down as hard as she can on the back of his head. This is Ironic because before she murdered her husband, she loved him, cared for him, and did everything for him. “She took his coat and hung it in the closet. Then she walked over and made the drinks, a strongish one for him, a weak one for herself,” (Dahl, 1). This establishes situational irony because it...

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Essay for English

...and the Natural World Story Books and Telling Contrast: Childhood and Social Class Compare and Contrast: Matilda to the Prisoner of Azkaban Roald Dahl’s novel, “Matilda” tells the story of a young girl in oppression by her parents who show no interest in their daughter and is mean for sport. It is a story of triumph in which her intelligence and magical abilities taught her the ins-and-outs of life. But more importantly, it taught Matilda how to take care of herself. Similarly, J.K. Rowling’s novel, “Harry Potter and the Prisoner of Azkaban” also addresses the oppression of the magical Harry Potter by his aunt and uncle and the various death threats on his life. I argue that if Harry and Matilda had not been oppressed, they would not have become the characters at the end of the novels. Matilda’s oppression started at birth. Upon her birth, Mr. and Mrs. Wormwood showed no interest in her. She was viewed as a “scab” because it’s something you have to wait for until it can be snatched off and thrown away (Dahl 1). Based on their actions and attitude towards their daughter, her parents could wait to remove this scab. The narrator describes Matilda’s parents “half-witted” because they were unaware of the extraordinary ability their daughter. They were also unaware that at a very young age, Matilda knew how her parents felt about her (Dahl 1). Strangely, even with their dislike, the Wormwoods assumed their daughter was normal. Harry is a thirteen year old boy, away from his beloved...

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Kkvvvvvvv

...she learns of her husband’s death. Later, when Mrs. Mallard learns that her husband is not dead, she comes to realize that all hope of freedom for her is gone. The devastating disappointment then leads to Mrs. Mallard’s own death. Meanwhile, in the story ‘The Way up to Heaven’ Roald Dahl tells about Mrs. Foster who had a pathological fear of missing plane to New York to her daughter’s house. Mr. Foster was delaying her until a certain point where Mrs. Foster takes the decision in her own hands. She leaves to New York without her husband and when she comes back he was dead stuck in the elevator. As I scrutinize both stories, I find similarities in their role in male dominant society as well as some differences in their character traits. The dissimilarity that I find in these two stories is their type of sickness. In the exposition of these stories I am introduced to both characters and also their sickness. Mrs. Foster is mentally sick because she has an ‘almost pathological fear of missing a train, a plain, a boat or even a theatre cushion’ (Dahl, p.36). Mr. Foster refers to the nervousness of his wife’s for being early as foolishness and increases her “misery by keeping her waiting unnecessarily” (Dahl, p.36). Jessica (2008) stated that this nervous flaw is the “instigator” of the entire plot. Meanwhile, Mrs. Mallard is ‘afflicted with a heart trouble’ (Chopin, p.33). Here Chopin uses the literary...

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Analysis Mrs. Bixby

...“Mrs Bixby and the Colonel’s Coat” I am going to analyse the story entitled “Mrs. Bixby and the Colonel’s coat”. It was written by the British writer whose name is Roald Dahl. Roald Dahl born in Wales, to Norwegian parents, he served in the Royal Air Force[->0] during World War II[->1], in which he became a flying ace[->2] and intelligence officer, rising to the rank of wing commander[->3]. Dahl rose to prominence in the 1940s, with works for both children and adults, and became one of the world's best-selling authors. He has been referred to as "one of the greatest storytellers for children of the 20th century". In 2008 The Times[->4] placed Dahl 16th on its list of "The 50 greatest British writers[->5] since 1945". His short stories are known for their unexpected endings, and his children's books for their unsentimental, often very dark humour[->6]. The title of the story is rather clear, we could understand that it will be story about Mrs. Bixby and the colonel’s coat. But we don’t know exactly how they are related. And we can’t predict what will happen. In general, the work is written in the neutral style with an accent on descriptions. The functional style of the story can be description as matter-of-fact. The genre, the author wrote in, is an ironical short story. The story combines the elements of both: narration and dialogue. The author makes ample use of dialogue in this story. The author doesn’t participate in this story, but he knows all the events. ...

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Art Statement

...Examine the ways in which Dahl achieves his twist in the tale. How are these truly ‘Tales of the Unexpected’? In his book the Tales of the Unexpected Roald Dahl uses twist in the tale to keep his stories enjoyable and engaging. He unexpectedly twists the storyline at the end of each tale. He manages to do this effectively because the endings are not predictable. By not sharing much information about the characters personality, the readers cannot guess easily what will occur. When the twist finally comes you are not only surprised at what happens but about the characters themselves and there personalities. Roald Dahl is the master of the twist in the tale; he delivers believable stories that reviles many disturbing and sinister aspects of human nature. In the story Lamb to the Slaughter, the wife kills her unfaithful husband. The story narrates a couples afternoon, the tension is slowly built up, until finally what at first seemed a kind and warm wife becomes a murderer. By building up tension the reader is kept interested in the story long enough to reach the end. This technique is very useful, as the tension rises there is a sense that something wrong. Because many possible endings have already crossed the readers mind when the twist in the tale occurs it is a lot more surprising. Again the characters are not vary elaborate, and a lot about there personality is not described. He only reviles the true personality of the characters at the end of the story. Another thing...

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Betrayal

...“Lamb to the Slaughter” by Roald Dahl is to evoke emotion from to reader. Mary feels that her day is going to be blissful as always, but that changes when her husband says, “But I’ve that about it a good deal and I’ve decided the only thing to do is tell you right away I hope you won’t blame me too much”(154). This is an example of situational irony the response her husband gave was the opposite of what Mary expected and leads to suspense amongst the characters. In addition, Dahl reveals Mary’s character putting on an act when she calls the police station saying, “He’s lying on the floor and I think he’s dead”(157). This is an example of verbal irony because Mary already knows that her husband is dead due to her being the murder. This quote adds emotion to the story because the reader wants the police to know what she has done. After everything has blown over Mary has dinner made and offers it to the officers. While they begin eating one of the officers say, “ ‘Personally, I think it’s right here under the premises.’ ‘Probably right under our very own noses. What you think, Jack?’”(162). This is an example of dramatic irony because the reader knows the lamb used to kill her husband was in the dinner made for the officers, but they have no clue that the evidence is right under their noses. These quotes evoke suspenseful and thrilling emotions to the reader because it allows the reader to jump to conclusions knowing something may happen. Overall, Dahl allows the reader to have a...

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