Examination Day by Henry Slesar

Examination Day by Henry SlesarThe Pedestrian by Ray BradburyExamination Day by Henry SlesarWhy do countries need to control population growth?Do you know any examples of how countries control population growth?What would be a fair way of doing this?Can you think of any other options? Maybe they would benefit some people in particular.

1.Examination Day by Henry SlesarThe Jordans never spoke of the exam, not until their son Dickie, was twelve years old. It was on his birthday that Mrs Jordan first mentioned the subject in his presence, and the anxious manner of her speech caused her husband to answers sharply.Forget about it, he said, Hell do all right.This is the opening paragraph.What are your first thoughts as you read this?What words create tension? Or interest?1.Examination Day by Henry SlesarThe Jordans never spoke of the exam, not until their son Dickie, was twelve years old. It was on his birthday that Mrs Jordan first mentioned the subject in his presence, and the anxious manner of her speech caused her husband to answer sharply.Forget about it, he said, Hell do all right.What are your first thoughts as you read this?What words create tension? Or interest?This is the opening paragraph.1.They were at the breakfast table, and the boy looked up form his plate curiously. He was an alert-eyed youngster, with flat blond hair and a quick, nervous manner. He didnt understand what the sudden tension was, but he did know that today was his birthday, and he wanted harmony above all. Somewhere in the little apartment there were wrapped, beribboned packages waiting to be opened, and in the tiny wall-kitchen, something warm and sweet was being prepared in the automatic stove. He wanted the day to be happy, and the moistness of his mothers eyes, the scowl on his fathers face, spoiled the mood of fluttering expectation with which he had greeted the morning.What exam? he asked.His mother looked at the tablecloth. Its just a sort of Government intelligence test they give children at the age of twelve. Youll be getting it next week. Its nothing to worry about.You mean a test like in school?Something like that, his father said, getting up from the table.Go read your comic books, Dickie.The boy rose and wandered towards that part of the living room which had been his corner since infancy. He fingered the topmost comic of the stack, but seemed uninterested in the colourful squares of fast-paced action. He wandered towards the window, and peered gloomily at the veil of mist that shrouded the glass.Why did it have to rain today? he said. Why couldnt it rain tomorrow?His father, now slumped into an armchair with the Government newspaper, rattled the sheets in vexation. Because it just did, thats all. Rain makes the grass grow.Why, Dad?Because it does, thats all.Dickie puckered his brow. What makes it green, though? The grass?Nobody knows, his father snapped, them immediately regretted his abruptness.Later in the day it was birthday time again. His mother beamed as she handed over the gaily-coloured packages, and even his father managed a grin and a rumple-of-the-hair. He kissed his mother and shook hands with his father. Then the birthday cake was brought forth, and the ceremonies concluded.An hour later, seated by the window, he watched the sun force its way between the clouds.Dad he said, how far away is the sun?Five thousand miles, his father said.3. What is the fathers attitude to education?Write a paragraph and use words from the text to support your answer.

4. What clues does this give us about how the story might develop?1.You mean a test like in school?Something like that, his father said, getting up from the table.Go read your comic books, Dickie.The boy rose and wandered towards that part of the living room which had been his corner since infancy. He fingered the topmost comic of the stack, but seemed uninterested in the colourful squares of fast-paced action. He wandered towards the window, and peered gloomily at the veil of mist that shrouded the glass.Why did it have to rain today? he said. Why couldnt it rain tomorrow?His father, now slumped into an armchair with the Government newspaper, rattled the sheets in vexation. Because it just did, thats all. Rain makes the grass grow.Why, Dad?Because it does, thats all.Dickie puckered his brow. What makes it green, though? The grass?Nobody knows, his father snapped, them immediately regretted his abruptness.Dad he said, how far away is the sun?Five thousand miles, his father said.3. What is the fathers attitude to education?Write a paragraph and use words from the text to support your answer.

4. What clues does this give us about how the story might develop?1.Dickie sat at the breakfast table and again saw moisture in his mothers eyes. He didnt connect her tears with the exam until his father suddenly brought the subject to light again.Well, Dickie, he said with a manly frown, youve got an appointment today.I know, dad. I hope ---Now its nothing to worry about. Thousands of children take this test every day. The Government wants to know how smart you are, Dickie. Thats all there is to it.I get good marks in school, he said hesitantly.This is different. This is a---special kind of test. They give you this stuff to drink, you see, and then you go into a room where theres a sort of machine---What stuff to drink? Dickie said.Its nothing. It takes like peppermint. Its just to make sure you answer the questions truthfully. Not that the Government thinks you wont tell the truth, but this stuff makes sure.Dickies face showed puzzlement, and a touch of fright. He looked at his mother, and she composed her face into a misty smile.Everything will be all right, she said.Of course it will, his father agreed. Youre a good boy, Dickie; youll make out fine. Then well come home and celebrate. All right?Yes, sir, Dickie said.5. What sentences (or even specific words) are making us feel more concerned about the situation?6. What might go wrong and what might the consequences be? Link your ideas to the text.1.They entered the Government Education Building fifteen minutes before the appointed hour. They crossed the marble floors of the great pillared lobby, passed beneath an archway and entered an automatic elevator that brought them to the fourth floor.There was a young man wearing an insignia-less tunic, seated at a polished desk in front of Room 404. He held a clipboard in his hand, and he checked the list down to the Js and permitted the Jordans to enter.The room was as cold and artificial as a courtroom, with long benches flanking metal tables. There were several fathers and sons already there, and a thin-lipped woman with cropped black hair was passing out sheets of paper.Mr Jordan filled out the form, and returned it to the clerk. Then he told Dickie: It wont be long now. When they call your name, you just go through the doorway at that end of the room. He indicated the portal with his finger. A concealed loudspeaker crackled and called off the first name. Dickie saw a boy leave his fathers side reluctantly and walk slowly towards the door. At five minutes to eleven, they called the name of Jordan.Good luck, son his father said, without looking at him. Ill call in for you when the test is over.Dickie walked to the door and turned the knob. The room inside was dim, and he could barely make out the features of the grey-tunicked attendant who greeted him.Sit down, the man said softly. He indicated a higher stool beside his desk. Your names Richard Jordan?Yes, sir.Your classification number is 600-115. Drink this, Richard.He lifted a plastic cup from the desk and handed it to the boy. The liquid inside consisted of buttermilk, tasted only vaguely of the promised peppermint. Dickie downed it, and handed the man the empty cup.He sat in silence, feeling drowsy, while the man wrote busily on a sheet of paper. Then the attendant looked at his watch, and rose to stand only inches from Dickies face. He unclipped a pen-like object from the pocket of his tunic, and flashed a tiny light into the boys eyes.All right, he said. Come with me, Richard.He led Dickie to the end of the room, where a single wooden armchair faced a multi-dialled computing machine. There was a microphone on the left arm of the chair, and when the boy sat down, he found its pinpoint head conveniently at his mouth.1.Now just relax, Richard. Youll be asked some questions, and you think them over carefully. Then give your answers into the microphone. The machine will take care of the rest.Yes, sir.Ill leave you alone now. Whenever you want to start, just say ready into the microphone.Yes, sir.The man squeezed his shoulder and left.Dickie said, Ready.Lights appeared on the machine, and a mechanism whirred. A voice said: Complete this sequence. One, four, seven, ten.1.Mr and Mrs Jordan were in the living room, not speaking, not even speculating. It was almost four oclock when the telephone rang. The woman tried to reach it first, but her husband was quicker.Mr Jordan?the voice was clipped; a brisk, official voice.Yes, speaking.This is the Government Education Service. Your son, Richard M Jordan, Classification 600-115, has completed the government examination. We regret to inform you that his intelligence quotient has exceeded the government regulation, according to rule 84, section 5, of the New Code.Across the room, the woman cried out, knowing nothing except the emotion she read on her husbands face.You may specify by telephone, the voice droned on, whether you wish his body interred by the Government or would you prefer a private burial place? The fee for Government burial us ten dollars.7. What is your first response to the end of the story?1.8. Copy the following phases and comment on their effect:not speaking, not even speculatingbrisk, official voiceexceeded the government regulationrule 84, section 5, of the New Codethe voice droned onThe fee for Government burial is ten dollars

D Show you understand what they mean.C Comment on the effect they have on the reader or the authors purpose behind them.B Identify language devices being used. Compare.A Comment on the effect of specific words in detail.

1.PlenaryThink about one or more of the following and be prepared to share with the class:

What is the authors purpose behind writing this story?

What is the authors attitude towards government?

What do you think the author thinks of population control?

What is one question you have for the author?

1.Examination Day by Henry SlesarSummarise the events of Examination Day in your own words.2.Examination Day by Henry SlesarThe short story by Slesar and the film made by the ENG10 course at KLG, Erfurt both attempt to create tension in the build up to the climax of the story.

Compare how the two texts do this.2.Examination Day by Henry SlesarThe text:2.The film:

Write on a PostIt note one way each text attempts to create tension. Assessment CriteriaE Write accurately about some of the ideas in the text.D Use quotations to support your ideas.C Explain your ideas that is write about the authors purpose and the audiences response.B Identify language devices being used. Compare the two texts. Compare how different audiences might respond to the texts.A Comment on the effect of specific words in detail. Explain how a readers context may affect their response.The short story by Slesar and the film made by the ENG10 course at KLG, Erfurt both attempt to create tension in the build up to the climax of the story.Compare how the two texts do this.2.Peer AssessE Some ideas.D Quotes.C authors purpose and audiences response.B Language devices. Compare. Different audiences.A Specific Words. Explain context.2.The Pedestrian Ray BradburyRead the short story.1. Describe the atmosphere in the city which Leonard is walking through.2. Why do you think is Leonard different from most of the other citizens?3. Why was 'crime ebbing'?4. What is life like in the city described and what circumstances might have led to such a situation?Target D Answer each question in as much detail as possible. Include quotes.Target C Answer 2-3 questions linking your ideas to the author and audience.Target B Answer 2 question giving the effect of specific details and comparing how different audiences may respond.Target A Answer 1-2 questions, explaining the impact of specific words throughout your answer and how the create the impressions you have of the situation. You may begin to consider comparison, however you will do this in more detail tomorrow.3.Peer AssessE Some ideas.D Quotes.C authors purpose and audiences response.B Language devices. Compare. Different audiences.A Specific Words. Explain context.3.

Compare the characters in the two short stories.Why does each author create these characters in these situations?What are the authors wanting their readers to consider?How do we know Dickie is intelligent?How do we know the pedestrian is different?3.Our government controls many of the things we do everyday. We are also entitled to many freedoms, often called civil liberties or civil rights. Each of these authors writes about how life in a dystopian future might look like if the balance between control and freedom was slightly different. It is different in some parts of the world today.These stories were both written in the 1950s.

What do you think may have caused these authors to write these stories?

Is the state out of control now?

What modern technologies could be used against citizens now?

4.The address of the main character, Leonard Mead, happens to be the address of the house that Bradbury grew up in. This has caused speculation that this short story is actually referring to himself, or is in some related way a message to his home town of Waukegan, Illinois.

In an interview, Bradbury revealed that the inspiration for the story came when he was walking down Wilshire Boulevard in Los Angeles with a friend. On their walk, a police cruiser pulled up and asked what they were doing. Bradbury answered, "Well, we're putting one foot in front of the other." The policemen didn't appreciate Ray's joke and became suspicious of Bradbury and his friend for walking in an area where there were no pedestrians. After some arguing the policeman told them to go home and to not walk any more. Bradbury said, "Yes, sir, I'll never walk again." Using this experience as inspiration he went home and wrote "The Pedestrian". Bradbury also said in this interview that "The Pedestrian" is simply the beginning of the novel Fahrenheit 451.

4.Write 3 PEEL paragraphs answering one of the following questions:

Both Bradbury and Slesar invite us to consider the role of the state (government) in controlling our lives. Compare how the two authors try to make us think about our own and other peoples situations.

Compare the main characters in the short stories Examination Day and The Pedestrian.4.Assessment CriteriaE Write accurately about some of the ideas in the text.D Use quotations to support your ideas.C Explain your ideas that is write about the authors purpose and the audiences response.B Identify language devices being used. Compare the two texts. Compare how different audiences might respond to the texts.A Comment on the effect of specific words in detail. Explain how a readers context may affect their response.The short story by Slesar and the film made by the ENG10 course at KLG, Erfurt both attempt to create tension in the build up to the climax of the story.Compare how the two texts do this.4.Writing IdeasCCTVGoogleChinese factory worker (suicide)

Write 'Rule 84, Section 5, of the new code using evidence gathered from the story.Write 2 MORE 'Rules of the New Code'. Make them appropriate rules which could have been written by the particular government in the story.