Answers to 2009 Paper

1a.
In this passage, how does Catherine Lim make Karen such an unlikable character?
Candidates are expected to support the idea that Karen is an unlikable character for a passing grade. If students misread the question to read ‘likeable’ or any other similar adjective, they should not be given marks higher than 12. Candidates are expected to explain the various ways that Karen is unlikable and provide supporting evidence.

Candidates are expected to be able to argue in a cohesive and cogent manner with appropriate examples from the text itself. Candidates should not be given marks for using repeated egs in their answer.

Suggested answer:

§ Cruel:
§ Uses unkind words when referring the old woman
- Now the place is a pigsty; filth, (when referring to her room)
- Refers to her mother-in-law ‘Monster’ to her friends and talks about her unkindly behind her back.
- Makes fun of her mother-in-law - “Not to mention the continual irritation of having one’s name distorted to ‘Kay-Lan’ and hearing one’s children called ‘Ka-Ro’ and ‘Li-Ki’.”
- Enjoys the attention she gets from her friends when she gossips about her mother-in-law “They all laughed, they liked Karen’s sense of humour.”
- “In a confidential tone” – shows that she likes the attention.
- Encourages her husband to put his mother in the hospital, even though she knows how attached she is to her belongings.

§ Self-centered/Selfish:
§ Wants mother-in-law to give up her furniture for new, matching furniture.
- She did not want to give up her rooms in her “new, lovely house” to accommodate the “ stupid, sickly, stubborn old woman of seventy who kept all sorts of filth in it… was a most horrifying one”
- “Make it a study and music room for the children.”

§ Complaining:
§ Complains to husband about bugs and the smell of the mother-in-law’s room.

§ Sly:
- Manipulates her husband into thinking that she was concerned for his mother’s welfare – “glad to show her husband that it was really concern for his mother that she was making so much noise about the old rickety, bug-infested bed.”
- Pretends to be concerned when husband decides to put his mother in the hospital “Darling, is everything okay? Is mother comfortable? Which doctors are in charge of her?”
- Decides to wait for an opportune moment to tell her husband about her wish to sell the bed for a fortune
- Already planned how she was going to persuade her husband into selling his mother’s bed “ She was going to add, in as casual a tone as she could: “By the way, darling, that old bed in her room – someone tells me that I may be able to get a good price for it. A collector’s item, sort of,” but she decided that that could come later” as though she just heard about it.

§ Unloving:
§ Refers to mother-in-law as “the thorn in her side”
§ Manipulates her husband into putting his mother in a hospital so that the house would be immaculate and she would not be inconvenienced.

§ Greedy:
§ Cannot wait to sell the bed for money, even though it does not belong to her.
- That Monster, as you call it, is worth a little fortune!
- collect these old beds, do them up, and sell them as antiques to tourists. Those
Americans and Europeans tourists love these old carved things, and will open
their fat wallets for them!”

§ Vain:
§ Her perfectly manicured nails and perfectly colour-co-ordinated house.

§ Materialistic: Only cares about the bed when she finds out it has monetary value.


1b.
How does Catherine Lim build up your sympathy for the old woman? Support your opinions with close reference to this passage.

Candidates may state that the old woman may feel persecuted or any other similar terms, and alone as she has no one to talk to. Candidates cannot use the word “paranoid” as there is evidence for the fact that Karen is actually trying to get her out of her house and her son seems too ‘hen-pecked’ and ineffective to help her.

§ Creates suspense and leads us to the picture of a seemingly frail woman on the bed. She seemed afraid of the family but why? This question looms big in our minds.
- Old grandmother lay on her bed, stiffening a little, suspicious of noises but seemed relieved that “the whole family had gone out for the afternoon, and there would be nobody to disturb her.”
§ She leads us to figure out the mystery by playing on our natural sympathies for the poor and aged.
§ The old woman seems defenseless
§ Lives in fear of her daughter-in-law
- Why must that daughter-in-law of hers force her to get rid of the things in her room – her table, her cupboard, her bed!
- They even want to take my things away from me and throw them away.
- overwhelming sadness so that old grandmother moaned and rocked from side to side in misery.
§ Abandoned by her sons and daughters
- My sons and daughters do not care for me
- They argue with one another about whose turn it is to take me in.
- They think I cannot understand the foreign language they speak, but I know all that they are saying
§ Sons and daughters appear to be selfish and make use of the old woman
- They do not want me because I am old and sick and cannot take care of their children anymore
- They have forgotten that I am their mother.
§ Terrified of her daughter –in-law and thinks she is killing her
- had nightmare
- she had a dream in which she saw Karen coming in with an axe and chopping the bed into pieces
- The dream was so vivid that she started crying: “Don’t do that!”
§ Knows that her son and daughter-in-law are plotting against her and she is powerless to help herself. It is pitiful as they were discussing her fate in front of her and did not consider her as a human being but as a possession they can move about at their own convenience. More than this, the old woman knows what they are talking about which makes the scene even more pitiful.
- They were talking in low whispers. They were talking in their foreign language as usual thinking she could not understand, but she could always get at the essential meaning.
- The old woman has to go to the hospital and not to “die” at home.
- She tried to say, “No, let me die here. Let me die on this bed,” but of course nobody could hear her.
§ Fought for her treasured bed and possessions, even though she was not able to say it aloud, she wanted to shout. Shows the extent of her helplessness.
- Old grandmother wanted to shout at her: “You’re going to get rid of me at last! You’re going to throw my things, my treasured bed!”
§ Catherine Lim builds up the tension of on one hand, the son and daughter-in-law disposing of the old woman and on the other, her complete helplessness at fighting for herself. In this way, she was very successful in building our sympathies for the old woman; we feel for her and emphasize with her situation.



1c
Who or what do you think is the real “Monster” in this story? Provide reasons to support your answer from this passage.

Candidates are expected to know what irony is in order to answer this question. Personal response question.

From Karen’s point of view, the Monster is the old woman’s bed. However, in retrospect, the Monster is Karen herself, as she was cruel and exploited the old woman and to a lesser extent, her husband.

The candidate can also conclude that the Monster can be something intangible, like greed as Karen saw the money that she could get from the sale of the old woman’s bed.

Accept all reasonable and well-supported answers.



Unseen Poetry [25 marks]
2a.
How would you describe the relationship between the father and son in the first half of the poem (lines 1 – 19) and the second half (lines 25 – 45)? Use evidence from the poem to support your answer.

Candidates are expected to point out the various things that the father is not able to do with his son and the two important events in his son’s life that the father misses – the son’s childhood and the ball playing lessons. Candidates are also expected to point out that the father’s preoccupation with his own life and work has resulted in this heartbreaking state of affairs. Similarly candidates are expected to point out the same for his son. It would also be useful if candidates realise the irony of the situation, especially the refrain of finding time to be together later in their lives that did not materilase.

§ Relationship is dysfunctional and emotionally separated from each other. Father is always absent even for his son’s important years – when he learns to play ball and when he was born.
§ Father is too busy/obsessed with
- But there were planes to catch and bills to pay
- And the son “ learned to walk while (he) was awayAnd he was talkin' 'fore I knew it, “
- Father has “got a lot to do” and is not able to enjoy his son’s childhood, nor teach him to “play ball”.
- Playing ball is what fathers and sons do together to bond and to enjoy being together but unfortunately the father is too busy trying to earn a living for the family (assumption) and forgot to appreciate his son who is part of the family that he is trying to support. This is ironical.
- The father thinks there will always be a time where they “ get together” although he does not “know when “ and he promised his son that they will “have a good time then”.





Second half – It is sad when we learn that the son had “grown up just like (his father); The poignant refrain “My boy was just like me” is quite heartrending.
Some of the most memorable and sad lines are the following :
- Well, he came home from college just the other daySo much like a man I just had to say”.
- “So much like a man “–the son is already a man without the father noticing that he is surprised.
- What I'd really like, Dad, is to borrow the car keysSee you later, can I have them please?"
- I'd love to, Dad, if I can find the timeYou see my new job's a hassle and kids have the fluBut it's sure nice talking to you, DadIt's been sure nice talking to you"
- The bold words are echoes of what his father had told him before.
- And as I hung up the phone it occurred to meHe'd grown up just like meMy boy was just like me
2b.
What is the significance of the repeated line “you’ll know we’ll have a good time then”?

Emphasizes the empty promises that the father makes to the sun, it strengthens the pathos in the poem, and it also reminds the reader that these promises will never come true.

2c.
The childhood nursery rhymes ‘and the cat's in the cradle and the silver spoon/Little boy blue and the man on the moon’ (lines 8 – 9) seem to connect the various memories together. Why do you think the poet uses them as part of the chorus?

Possibly to tell the reader about the fleeting time of childhood/ to remind the reader that childhood is a precarious time when all things seem to be possible.
Juxtaposes the world of the adult.
To remind the father/audience that childhood is a short period in a person’s life and when it passes, there is nothing that can be done to retrieve it. Father and therefore the audience needs to treasure this period in his/our children’s lives.

2d.
What do you think is the theme or message in this poem? Why do you say so?

Personal response. Accept any reasonable answer.

It's Finally OUT!

THANK YOU ALL FOR ALL YOUR HARD WORK AND EFFORT!!

English Holiday/ Online Assignment

Dear all,

Below is an interesting short story for your reading. Following the text are your Holiday Tasks.

“All Summer in a Day” is a 1954 science fiction short story by Ray Bradbury. It is about a class of children on Venus who are eagerly awaiting the one day every seven years when the rain will briefly stop and the sun will shine.
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All Summer in a Day
by Ray Bradbury


"Ready?"
"Ready."
"Now?"
"Soon."
"Do the scientists really know? Will it happen today, will it?"
"Look, look; see for yourself!"
The children pressed to each other like so many roses, so many weeds, intermixed, peering out for a look at the hidden sun.

It rained.

It had been raining for seven years; thousand upon thousands of days compounded and filled from one end to the other with rain, with the drum and gush of water, with the sweet crystal fall of showers and the concussion of storms so heavy they were tidal waves come over the islands. A thousand forests had been crushed under the rain and grown up a thousand times to be crushed again. And this was the way life was forever on the planet Venus, and this was the schoolroom of the children of the rocket men and women who had come to a raining world to set up civilization and live out their lives.

"It's stopping, it's stopping!"

"Yes, yes!"

Margot stood apart from these children who could never remember a time when there wasn't rain and rain and rain. They were all nine years old, and if there had been a day, seven years ago, when the sun came out for an hour and showed its face to the stunned world, they could not recall. Sometimes, at night, she heard them stir, in remembrance, and she knew they were dreaming and remembering and old or a yellow crayon or a coin large enough to buy the world with. She knew they thought they remembered a warmness, like a blushing in the face, in the body, in the arms and legs and trembling hands. But then they always awoke to the tatting drum, the endless shaking down of clear bead necklaces upon the roof, the walk, the gardens, the forests, and their dreams were gone.

All day yesterday they had read in class about the sun. About how like a lemon it was, and how hot. And they had written small stories or essays or poems about it:
I think the sun is a flower,
That blooms for just one hour.

That was Margot's poem, read in a quiet voice in the still classroom while the rain was falling outside.

"Aw, you didn't write that!" protested one of the boys.
"I did," said Margot. "I did."
"William!" said the teacher.
But that was yesterday. Now the rain was slackening, and the children were crushed in the great thick windows.
"Where's teacher?"
"She'll be back."
"She'd better hurry, we'll miss it!"

They turned on themselves, like a feverish wheel, all tumbling spokes.

Margot stood alone. She was a very frail girl who looked as if she had been lost in the rain for years and the rain had washed out the blue from her eyes and the red from her mouth and the yellow from her hair. She was an old photograph dusted from an album, whitened away, and if she spoke at all her voice would be a ghost. Now she stood, separate, staring at the rain and the loud wet world beyond the huge glass.

"What're you looking at?" said William.
Margot said nothing.

":Speak when you're spoken to." He gave her a shove. But she did not move; rather she let herself by moved only by him and nothing else.

They edged away from her, they would not look at her. She felt them go away. And this was because she would play no games with them in the echoing tunnels of the underground city. If they tagged her and ran, she stood blinking after them and did not follow. When the class sang songs about happiness and life and games her lips barely moved. Only when they sang about the sun and the summer did her lips move as she watched the drenched windows.

And then, of course, the biggest crime of all was that she had come here only five years ago from Earth, and she remembered the sun and the way the sun was and the sky was when she was four in Ohio. And they, they had been on Venus all their lives, and they had been only two years old when last the sun came out and had long since forgotten the color and heat of it and the way it really was. But Margot remembered.

"It's like a penny," she said once, eyes closed.
"No it's not!" the children cried.
"It's like a fire," she said, "in the stove."
"You're lying, you don't remember!" cried the children.

But she remembered and stood quietly apart from all of them and watched the patterning windows. And once, a month ago, she had refused to shower in the school shower rooms, had clutched her hands to her ears and over her head, screaming the water mustn't touch her head.

So after that, dimly, dimly, she sensed it, she was different and they knew her difference and kept away.

There was talk that her father and mother were taking her back to earth next year; it seemed vital to her that they do so, though it would mean the loss of thousands of dollars to her family. And so, the children hated her for all these reasons of big and little consequence. They hated her pale snow face, her waiting silence, her thinness, and her possible future.

"Get away!" The boy gave her another push. "What're you waiting for?"
Then, for the first time, she turned and looked at him. And what she was waiting for was in her eyes.
"Well, don't wait around here!" cried the boy savagely. "You won't see nothing!"
Her lips moved.
"Nothing!" he cried. "It was all a joke, wasn't it?" He turned to the other children. "Nothing's happening today. Is it?"
They all blinked at him and then, understanding, laughed and shook their heads. "Nothing, nothing!"
"Oh, but," Margot whispered, her eyes helpless. "But this is the day, the scientists predict, they say, they know, the sun. . . ."
"All a joke!" said the boy, and seized her roughly. "Hey, everyone, let's put her in a closet before teacher comes!"
"No," said Margot, falling back.

They surged about her, caught her up and bore her, protesting, and then pleading, and then crying, back into a tunnel, a room, a closet, where they slammed and locked the door. They stood looking at the door and saw it tremble from her beating and throwing herself against it. They heard her muffled cries. Then, smiling, they turned and went out and back down the tunnel, just as the teacher arrived.

"Ready, children?" she glanced at her watch.
"Yes!" said everyone.
"Are we all here?"
"Yes!"
The rain slackened still more.
They crowded to the huge door.
The rain stopped.

It was as if, in the midst of a film, concerning an avalanche, a tornado, a hurricane, a volcanic eruption, something had, first, gone wrong with the sound apparatus, thus muffling and finally cutting off all noise, all of the blasts and repercussions and thunders, and then, second, ripped the film from the projector and inserted in its place a peaceful tropical slide which did not move or tremor. The world ground to a standstill. The silence was so immense and unbelievable that you felt your ears had been stuffed or you had lost your hearing altogether. The children put their hands to their ears. They stood apart. The door slid back and the smell of the silent, waiting world came in to them.

The sun came out.
It was the color of flaming bronze and it was very large. And the sky around it was a blazing blue tile color. And the jungle burned with sunlight as the children, released from their spell, rushed out, yelling, into the springtime.

"Now don't go too far," called the teacher after them. "You've only two hours, you know. You wouldn't want to get caught out!"
But they were running and turning their faces up to the sky and feeling the sun on their cheeks like a warm iron; they were taking off their jackets and letting the sun burn their arms.

"Oh, it's better than the sun lamps, isn't it?"
"Much, much better!"
They stopped running and stood in the great jungle that covered Venus, that grew and never stopped growing, tumultuously, even as you watched it. It was a nest of octopi, clustering up great arms of flesh-like weed, wavering, flowering this brief spring. It was the color of rubber and ash, this jungle, from the many years without sun. It was the color of stones and white cheeses and ink, and it was the color of the moon.

The children lay out, laughing, on the jungle mattress, and heard it sigh and squeak under them, resilient and alive. They ran among the trees, they slipped and fell, they pushed each other, they played hide-and-seek and tag, but most of all they squinted at the sun until the tears ran down their faces, they put their hands up to that yellowness and that amazing blueness and they breathed of the fresh, fresh air and listened and listened to the silence which suspended them in a blessed sea of no sound and no motion. They looked at everything and savored everything. Then, wildly, like animals escaped from their caves, they ran and ran in shouting circles. They ran for an hour and did not stop running.

And then—
In the midst of their running one of the girls wailed.
Everyone stopped.
The girl, standing in the open, held out her hand.
"Oh, look, look," she said, trembling.
They came slowly to look at her opened palm.
In the center of it, cupped and huge, was a single raindrop.
She began to cry, looking at it.
They glanced quietly at the sky.
"Oh. Oh."

A few cold drops fell on their noses and their cheeks and their mouths. The sun faded behind a stir of mist. A wind blew cool around them. They turned and started to walk back toward the underground house, their hands at their sides, their smiles vanishing away.

A boom of thunder startled them and like leaves before a new hurricane, they tumbled upon each other and ran. Lightening struck ten miles away, five miles away, a mile, a half mile. The sky darkened into midnight in a flash.

They stood in the doorway of the underground for a moment until it was raining hard. Then they closed the door and heard the gigantic sound of the rain falling in tons and avalanches, everywhere and forever.

"Will it be seven more years?"
"Yes. Seven."
Then one of them gave a little cry.
"Margot!"
"What?"
"She's still in the closet where we locked her."
"Margot."

They stood as if someone had driven them, like so many stakes, into the floor. They looked at each other and then looked away. They glanced out at the world that was raining now and raining and raining steadily. They could not meet each other's glances. Their faces were solemn and pale. They looked at their hands and feet, their faces down.

"Margot.
One of the girls said, "Well . . .?"
No one moved.
"Go on," whispered the girl.

They walked slowly down the hall in the sound of the cold rain. They turned through the doorway to the room in the sound of the storm and thunder, lightening on their faces, blue and terrible. They walked over to the closest door slowly and stood by it.

Behind the closed door was only silence.

They unlocked the door, even more slowly, and let Margot out.

- END -
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Holiday Task
1) Pick out one character whom you felt a great sense of sympathy towards.
Explain, in 100 words, how you think the author has managed to successfully arouse sympathy in the reader.
(you may focus on the choice of words, description of character's appearance, behavior, how other characters relate to him/her etc)

2) Imagine you are one of the characters living on Venus. Describe, as vividly as you can, how a typical day would be like in at least 150 words.

Online Learning Task
(In view of H1N1, if the need arises for online lessons, it will be compulsory for you to complete this section. Otherwise, this is optional. But you are welcome to do it along with your holiday assignment for pure interest's sake.=))

1) This short story was made into a 25min movie. Watch it on youtube at the following links:
Part 1: http://www.youtube.com/watch?v=-QWmahMdeGU&feature=related
Part 2: http://www.youtube.com/watch?v=DI8A1LOLdkA&feature=related
Part 3: http://www.youtube.com/watch?v=XQfWno_DuB0&feature=related

2) Which did you prefer? The story or the movie? Explain your choice in 250 words.

All answers are to be written on foolscap OR typewritten and printed in hardcopy for collection when the new term starts.

Happy holidays!

Final Reminders

Writing Essays in the Examination
& Exam Tips

What follow are suggested approaches on writing essays in examination situations:
You are advised to follow these steps in writing your answer.

Step 1- Understand Question
- Check the question carefully, underlining key words.
- Be 100% sure that you know exactly what the examiner wants you to do.
- Many essays are failed because they are off the topic, although the candidate has shown wide knowledge of the book.

Step 2- Plan Question (in 5 min)
- Now, plan your essay. It may seem that time is very short, but a well-planned essay will be written much more easily than one where you are struggling to think of ideas as you write.
Organise Your Points
- Any essay topic should fall naturally into some kind of logical form or order.
- Try to allot one paragraph for each major point you want to make.


For instance, if you are asked to show how Lennie's urge to pet things builds up from small things to bigger ones, a possible arrangement would be:
- Previously he 'petted' a piece of velvet given to him by Aunt Clara
- At the start he has a dead mouse in his pocket
- Pets puppy which Slim gives him, and kills it. Dream of having rabbits to tend and pet.
- 'Pets' Curley's wife, and accidentally kills her.

Think of Quotations
- As you plan, try to think of quotations that are relevant to your topic.
- Jot them down also.
- It doesn't matter if it is not a long or complete quote, but it should be fully relevant

- You won't get marks for writing down all the quotations from the book that you have learnt - only those you use to back up some point that you are making.- e.g. show that Lennie has the mind of a child.

- Ans 1: Lennie has the mind of a child. (‘Lennie said, ‘Look. George. Look what I done’) (not a good answer)
- Ans 2: Lennie has the mind of a child. This is seen when he makes water ripples and watches them while asking George to look at what he has done, the way a child would to a parent after he had done something to be proud of. (good answer)


Almost as good as a quotation is a precise example from the text. The body of your essay should fall into the pattern of: Point - Evidence -Explanation- Point – Evidence- Explanation - Link

If you can help it, never make an unsupported statement.
E.g Ques: Show how the characters of Lennie and George are different from each other.
- Ans 1: Lennie is very trusting but George is very cautious. (answer is too brief)
- Ans 2: Lennie is very trusting as he listens to George whenever George tells him to do something.George is very cautious as he teaches Lennie how to protect himself from danger. (answer is slightly relevant but not focused enough)
- Ans 3: Lennie is very trusting – he listens to George and obeys whatever George tells him. For instance, he agrees to keep silent no matter what just because George tells him so. George, on the other hand is very cautious, and is constantly seen trying to protect Lennie and himself from danger. From the way he cautiously tastes the water before drinking it, to how he instructs Lennie to find his way back to the brush in case of trouble, we know he is a cautious man who prepares himself for any trouble he foresees getting into. (a thorough answer)

Exam Tips
Many of the following tips apply to other exams as well as Literature. Perhaps the most valuable tip of all is to keep calm and use your head in every situation - you cannot possibly do your best if you are in a state of panic.

- Make sure before the exam that you know exactly how many questions you must answer (and from what sections). If possible, check out last year's paper.
- Read all instructions carefully - very carefully.
- Remember you have exactly 30 minutes to answer each essay question - maybe a little more if you can finish the context question in good time.


- Write neatly (in dark ink), set out your answers carefully, and check the numbers of questions. Small things, but important!
- Write on the point! This is THE major fault of weak students. You can retell the whole story, but it will gain you no marks if the question asks for a discussion of themes or character.
- If you are running short of time, do not give up, and do not leave out a question entirely. Even a few hurried sentences may contain enough points to earn valuable marks. Keep writing up to the end of the exam.


- Take the time to plan your essay before beginning to write. It may seem like a waste of time, but believe me, it is well worth it.
- Don't try to write a draft and then rewrite a good copy time is just too precious!
- Don't try to bluff the examiner by writing around the point. Examiners don't bluff easily!

What examiners look for:
Knowledge
- A good student shows that he knows the text well by using precise references, and even quotations.
- Of course, this knowledge is only rewarded if it is relevant to the question.

Understanding
The student must also show understanding of the events in the text.
- It is no good 'knowing' that George shot Lennie without 'understanding' the reasons behind it, and what it reveals about George's character.

Response
- By this the examiners mean your own reaction to the text. They want to see that you can do more than just parrot what your teachers and your guide-books
- Try to give a genuine response to the question, revealing what you think and feel.

Home Study Task for Literature

Home Study Task for Literature (29/6/09 -4/7/09)

Instructions to all students from 2E and 2N.

Complete the prose exercise titled Jamaica Inn by Daphne du Murier in the following post.

Answer PART ONE and PART TWO in foolscap paper and hand the answers to your Lit teacher when school reopens.

This assignment will constitute 15% of your CA4.
(fr Ms Jumiah's blog)

Assignment for CA4

Prose - Jamaica Inn by Daphne du Maurier
He was a great husk of a man; nearly seven feet high, with a creased black brow and a skin the colour of a gipsy. His thick dark hair fell over his eyes in a fringe and hung about his ears. He looked as if he had the strength of a horse, with immense powerful shoulders, long arms that reached almost to his knees, and fists like hams. His frame was so big that in a sense his head was dwarfed, and sunk between his shoulders, giving that half-stooping impression of a giant gorilla, with his black eyebrows and his mat of hair...his nose was hooked, curving to a mouth that might have been perfect once but was now sunken and fallen, and there was still something fine about his dark eyes, inspite of the lines and pouches and red flecks.
The best things left to him were his teeth, which were all good still, and very white, so that when he smiled they showed up clearly against the tan of his face, giving him the thin and hungry look of a wolf.
..........................................................................................................................................................

Answer ALL the following questions. Quote briefly from the passage when you need to give evidence. Complete all answers in foolscap and hand in the work to your Lit teacher when school opens.
PART ONE
1. What is your impression of Joss? Give ONE adjective to describe him and provide a reason why.
2. du Maurier uses imagery from the animal kingdom. Give ONE reason why she may have done this.
3. List all the animal imagery from the passage. Why did she choose these particular animals? Are they chosen merely for their physical qualities or could there be other reasons for her choice? Give reasons for your answer.
4. Are the Joss's qualities positive or negative? What do you think is her opinion of Joss?
5. Do you think she has used her images effectively? Why do you say so? Would you want Joss to be your best friend? Why?

PART TWO
Now put all that you have written in about 150 to 200 words. This is called a critical appreciation of the passage or text. Remember to write in paragraphs.

Powerpoint Slide Components

Dear all,

Your presentation will be held on Week 7. I will expect to see the following content in your slides:

1) Title page including group members names, register no.
2) An overview of the project : target group? objectives of creating the playground?
3) RELEVANT research findings about the special needs group
4) how No. 3) contributed to the design of the playground features and how your features benefit the special needs children
5) Ideas from the novel that contributed to the design of the playground features and how they benefit the special needs children
6) Materials used
7) Pictures of the process and final product
8) Learning Points/ last words

I do not limit the number of slides used, but do bear in mind that you have to complete your presention within 7mins, otherwise, points will be deducted.

Judging Criteria for Project Presentation
A) All required elements are included
B) Fluent Delivery (indicates you know your project well)
C) Voice Projection
D) Eye Contact
E) Visual Aids
F) Organisation (Includes completing presentation in the given time)

Deadline Review

2E5 & 2E7,

The following groups have met the 1st deadline with COMPLETE work. Some groups did a good job. Well done.
1) 2E5 Group 3
2) 2E7 Group 3
3) 2E7 Group 5
4) 2E7 Group 6
5) 2E7 Group 7
6) 2E7 Group 8

Other groups not mentioned have only uploaded incomplete pencil sketches. Pls update colored copies by tonight, 17 April. You have been warned.

Further non-compliance will result in disciplinary action and your parents will be contacted shortly.


2E8,
I have yet to set you the next set of deadlines. Do upload pictures of
1)your COLORED plan view and 3D view
2) your materials used + model making processes over the weekend

and bring your half-completed models this coming Monday 20 April.

1st Phase Comments (Planning stage)

Dear all,

You should by now, have completed Phase 1 (weeks 1-3 : Planning Stage) of the Playground Project and moved on to Phase 2(Weeks 4-5: Building Stage). Phase 3 (Presentation Stage) and Phase 4 (Reflections) will take place in weeks 6-7 just before the start of your MY exams. Some blogs of note from Phase 1:

Sec 2E8 Group 1, Myra's group:
Some great concepts here! You have put in effort to apply ideas from the novel and your research areas into the building of the playground. It is clear how they have helped to shape the design of your playground. Also, you have made use of interesting ideas like music and aromatherapy to help the children. I look forward to seeing your sketches and building process uploaded soon.

Sec 2E8 Group 2, Yufang's group:
So far, you have done detailed research on your special needs children and uploaded many pictures of playgrounds around your neighborhood with insightful comments. You have also listed all the ideas you've gotten from the novel. Do explain how they were derived in greater detail. You have taken special care to ensure that the materials used for your playground are safe for children to play in. Great planning!

Sec 2E8 Group 3, Marcus' group:
You have done extensive research on the playgrounds in your neighborhood and provided very insightful comments on each of them. I'm glad they have provided you with many ideas on how you can build a better playground. You have unique and creative concepts and I look forward to seeing your sketches and building process uploaded soon!

Sec 2E8 Group 6, Chee Yong's group:
Your group is very systematic and organised. So far, you have shown a lot of teamwork. You've uploaded a very clear breakdown of your budget and workplan in a table. I liked your uploaded videos which showed people testifying about how they overcame the fear of heights. That was convincing and a great way to persuade others that your playground concepts would work. Well done, you're on the right track!

Judging Criteria

Judging Criteria for:
a) 3D Model (Total marks- 30m)
- Creativity (10m)
- Craftsmanship/ Aesthetic appeal (10m)
- Function and Feasibility (10m)

b) Blog (Total marks- 70m)
- Proposal (description of playground features: eco-friendliness? How is the design/concept linked to the novel? How does it meet children's special needs?) (30m)
- Organisation and planning (10m)
- Research (10m)
- Visuals and Sketches (10m)
- Teamwork (10m)

c) Presentation (30m)
(to be updated)

d) Reflections (20m)

TOTAL: 150 marks