mrs emma jeffries
  • Home
  • VCE PSYCHOLOGY
    • PSYCHOLOGY UNITS 1/2 >
      • EXAMS/ASSESSMENTS
      • CLASSES WITHOUT MRS JEFFRIES
      • COURSE INFORMATION >
        • TERM ONE
        • TERM TWO
        • TERM THREE
      • SCIENTIFIC RESEARCH METHODS
      • THE BRAIN
      • PSYCHOLOGICAL DEVELOPMENT
      • NORMALITY
      • SENSATION & PERCEPTION
      • SOCIAL COGNITION
      • SOCIAL INFLUENCES
    • PSYCHOLOGY UNITS 3/4 >
      • COURSE INFORMATION >
        • TIMELINE >
          • TERM ONE
          • TERM TWO
          • TERM THREE
      • KICKSTART
      • RESEARCH METHODS
      • NERVOUS SYSTEM
      • STRESS
      • NEURAL BASIS OF LEARNING AND MEMORY
      • MEMORY
      • LEARNING
      • SLEEP & CONSCIOUSNESS
      • MENTAL HEALTH
      • REVISION >
        • PRACTICE EXAMS
        • VCAA EXAMS
  • ENGLISH (7-10)
    • GENERAL >
      • THE BLIND SIDE
      • ESSAY HELP
      • EXTENSION
    • YEAR EIGHT >
      • THE BLIND SIDE
      • THE RUNNING MAN >
        • ACTIVITIES
      • THE GIVER
      • THE HELP
      • INDIGENOUS WORK
    • YEAR NINE >
      • WAR POETRY >
        • Dulce Et Decorum Est
      • THE BLIND SIDE
      • ROMEO + JULIET
      • THE CHRYSALIDS
      • THE HUNGER GAMES >
        • MONOLOGUES
      • POETRY
  • VCE ENGLISH
    • YEAR TWELVE >
      • CLASSES I AM AWAY FOR
      • ORAL PRESENTATION
      • LANGUAGE ANALYSIS >
        • GENERAL
        • STRUCTURE
        • TECHNIQUES USED BY THE AUTHOR >
          • TONE
          • VISUALS
          • PERSUASIVE DEVICES
      • TEXT RESPONSE >
        • BURIAL RITES
        • BEHIND THE BEAUTIFUL FOREVERS
        • STRUCTURE
        • QUOTATIONS
        • VOCABULARY AND EXPRESSION
        • EXAM PREPARATION >
          • LITERATURE TERMS
        • MAUS
      • CONTEXT >
        • WHOSE REALITY
        • DEATH OF A SALESMAN
      • COMPARATIVE ESSAY >
        • THE PENELOPIAD/BOMBSHELLS
  • VIEW SAMPLE PAGES
    • MEMORY
    • TEXT RESPONSE
    • BURIAL RITES BOOKLET EXAMPLE
    • STUDENT FEEDBACK

CHAPTER QUESTIONS


ACTIVITIES

GATTACA COMPARISON
Discuss the links between the movie and the novel:
 
  1.  In the movie, is genetic engineering a good thing?  How do you know?
  2.  Are you supposed to think that it is a good thing?  How do you know?
  3. How is this movie similar to the novel?  How are they different?
  4. What are your views on technology?  Support your answer with the evidence [real life/novels/movies].  


SELF-RESPECT
People who are comfortable with themselves and feel that they are worthwhile human beings are usually comfortable with their physical appearance and mental abilities. How do you build a positive self-concept? You can act in a positive or negative way when faced with situations in your life. When you feel good about yourself as a person, when you are proud of yourself and what you do, you have self-respect and you have positive or high self-esteem.
David is worried about the whole question of mutants. He, Rosalind and the others are different. Uncle Axel tries to put him at ease. What arguments does he use?
How does Uncle Axel try to build David's self-respect and self-esteem?
​


CHARACTER REFERENCE
The author uses a process called characterization to create memorable details about personalities in the novel.
This can be done as follows:
  • what the author states directly about the character
  • what the character says and does
  • what others say or think about the character
  • how authors act toward the character
Since the story in The Crysalids is told by David - not the author or an all-knowing narrator - you must rely on the on the last three methods to gain information about characters.
 
Directions
 
Each of the following charts lists some traits possessed by a character in the book. Find several specific pieces of evidence for each trait (from anywhere in the book as you read the text) to prove the character does have that characteristic.
Then decide which characterization method (or methods) in each piece of evidence is used to reveal that trait:
 
a.  What the character says or thinks
b.  What the character does
c.  What others say or think about the character
d.  How others act toward the character
 
 
Below you will find an example of a chart for David. Make a similar chart for each of the following characters in the book:
 
Joseph Strorm - Emily Strorm - Aunt Harriet - Uncle Axel - Spider Man - Rosalind Morton - Anne - Sophie Wender - The Sealand Lady - The Inspector

Picture

GROUP IS IN TROUBLE
​1.  The group is unquestionably in trouble now, and their detection is imminent. How does the author maintain suspense, considering that the reader knows that the group’s cover will be blown?
2. What little hint of a future development is given during the teaching of Petra by David?
 3.  In this chapter, the characters are further developed. Using one or two words, how would you describe the character of (a) Michael, (b) David, (c) Rosalind, (d) Uncle Axel?
4.  The punishment of deviates is clearly revealed for the first time in this chapter. What is it? Why is it done? How do the people of the Fringes react to this?
5.  In a short paragraph describe how David tries to teach Petra? What problems does he encounter?

COMPARISON AND CONTRAST
JOSEPH STRORM VS. UNCLE AXEL

Which of these character traits apply to Joseph Strorm? To Uncle Axel? To both men?  To neither men? Justify your choice with examples from the novel.
fearful
humane
forms opinions
open minded
ruled by emotions
wise
respectful
loving
mature
irreligious
hesitant
blind
fearsome
immoral
makes prompt decisions
philosophical
analyses
impulsive
questions things
prejudiced
evaluates
animalistic
accepts facts without question
victim
tunnel vision
lateral thinker
relies on set opinions
What is the difference in the way these two characters make use of their minds?
Powered by Create your own unique website with customizable templates.
  • Home
  • VCE PSYCHOLOGY
    • PSYCHOLOGY UNITS 1/2 >
      • EXAMS/ASSESSMENTS
      • CLASSES WITHOUT MRS JEFFRIES
      • COURSE INFORMATION >
        • TERM ONE
        • TERM TWO
        • TERM THREE
      • SCIENTIFIC RESEARCH METHODS
      • THE BRAIN
      • PSYCHOLOGICAL DEVELOPMENT
      • NORMALITY
      • SENSATION & PERCEPTION
      • SOCIAL COGNITION
      • SOCIAL INFLUENCES
    • PSYCHOLOGY UNITS 3/4 >
      • COURSE INFORMATION >
        • TIMELINE >
          • TERM ONE
          • TERM TWO
          • TERM THREE
      • KICKSTART
      • RESEARCH METHODS
      • NERVOUS SYSTEM
      • STRESS
      • NEURAL BASIS OF LEARNING AND MEMORY
      • MEMORY
      • LEARNING
      • SLEEP & CONSCIOUSNESS
      • MENTAL HEALTH
      • REVISION >
        • PRACTICE EXAMS
        • VCAA EXAMS
  • ENGLISH (7-10)
    • GENERAL >
      • THE BLIND SIDE
      • ESSAY HELP
      • EXTENSION
    • YEAR EIGHT >
      • THE BLIND SIDE
      • THE RUNNING MAN >
        • ACTIVITIES
      • THE GIVER
      • THE HELP
      • INDIGENOUS WORK
    • YEAR NINE >
      • WAR POETRY >
        • Dulce Et Decorum Est
      • THE BLIND SIDE
      • ROMEO + JULIET
      • THE CHRYSALIDS
      • THE HUNGER GAMES >
        • MONOLOGUES
      • POETRY
  • VCE ENGLISH
    • YEAR TWELVE >
      • CLASSES I AM AWAY FOR
      • ORAL PRESENTATION
      • LANGUAGE ANALYSIS >
        • GENERAL
        • STRUCTURE
        • TECHNIQUES USED BY THE AUTHOR >
          • TONE
          • VISUALS
          • PERSUASIVE DEVICES
      • TEXT RESPONSE >
        • BURIAL RITES
        • BEHIND THE BEAUTIFUL FOREVERS
        • STRUCTURE
        • QUOTATIONS
        • VOCABULARY AND EXPRESSION
        • EXAM PREPARATION >
          • LITERATURE TERMS
        • MAUS
      • CONTEXT >
        • WHOSE REALITY
        • DEATH OF A SALESMAN
      • COMPARATIVE ESSAY >
        • THE PENELOPIAD/BOMBSHELLS
  • VIEW SAMPLE PAGES
    • MEMORY
    • TEXT RESPONSE
    • BURIAL RITES BOOKLET EXAMPLE
    • STUDENT FEEDBACK