Thurs. Jan. 5, 2017: Of Mice and Men

Today, you were instructed to return The Merchant of Venice and sign out the novella, Of Mice and Men. This is a SHORT major reading that deals with inequity in society and WILL be a large part of your final exam.
Based on reading time, the novel should take between 1:45 and 2:00 hours to read. In other words, you should be able to read in in three class periods. If you are a slower reader, you will have to read on the weekend.
I will expect you to be able to discuss or be quizzed on this reading for Tuesday's class. If you are not here, be sure to sign it out and read it.

IF YOU ARE NOT HERE THIS WEEK: You can locate this reading online just by searching for "Of Mice and Men Reading" (it will be the one that states PDF). In other words, you can stay caught up.

Mon - Wed. Dec 19-21, 2016: Essay

The students will be working on completing an essay they received instructions for on Friday. They will have three in-class hours and the weekend if they are self-aware of their time needs. If a student is not here on Wednesday, it can be emailed to me (dawn.benoit@nwsd.ca)

Fri. Dec. 16, 2016: Merchant Exam

Today, students wrote their comprehension exam for The Merchant of Venice. I then presented them with the essay assignment they will have to complete next week. This will allow those who need more time the opportunity to work on it this weekend. I have pasted the assignment below.

ELA B10

Formal Essay

Time Allowed: Three Hours (one day for rough; one day for typed; one day for revision)

Instructions: Using the Shakespearean play we studied in class, answer either a., b. or c.

a.       How have inequalities impacted the characters in the Shakespearean play read in class? OR b.      How important are relationships when it comes to the outcomes of the Shakespearean play read in class?

·         This is to be a five paragraph essay with proper layout (12 point font, Times New Roman, zero “before” and “after” spacing, title page information on first page, page numbers with name on all pages, works cited page).

·         You MUST use your essay editing checklist to ensure you are revising your copy (on the back).

·         You MUST staple this to the back of your essay for submission.

                                                                Essay Editing Checklist

Style

1.      No personal pronouns (except in quotes)

2.      No Contractions

3.      No questions allowed

4.      Use the noun instead of a word used to describe it (or be sure to describe with enough detail not to be confusing).

a.       E.g.: Sinclair Ross used this because the wife keeps calling herself a fool over and over.

b.      They say that the beast was furry...

5.      Pronoun referencing: When you are talking about more than one character in the same paragraph and they are of the same gender, use the name and not the pronouns he/him or she/her.

6.      Use of “who” or “that”: pronoun referencing: “who” refers back to a PERSON: are you referring to a person or a thing? Use “who” if it is a person whom you are referring to.

7.      No clichés/slang: a cliché is an overused phrase: “stands up to” “looks down on” “sucks” “trigger happy” “man with the plan.”

8.      Write your essay in present tense = verbs that end in “s” not “ed” – tense shifts are a serious error (see #10 in “15 Common Errors” Booklet.

9.      No possessive errors (Bob Brown’s binder = correct). See #13 in your “15 Common Errors” booklet.

10.  Ensure that your essay has word variety – have a thesaurus open when you are typing, and have a transition word list open when you are typing.

Mechanics

1.                  No spelling errors (check for red line and do synonym checks if in doubt).

2.                  No capitalization errors (capitals at the beginning of sentences, on proper nouns, on titles, etc.).

3.                  No sentence fragments (watch for sentences that start with “that” “because” “and” “but” “which” or “who”. (see #1 in your “15 Common Errors” booklet).

4.                  Subject verb agreement (they is = wrong. They are = correct). See #3 in your “15 Common Errors” booklet.

5.                  Comma usage (see #2, #8, and #15 in your “15 Common Errors” booklet.)

6.                  No run ons (#2 in your “15 Common Errors” booklet).

7.                  Strong verb usage (run or fled)

Format

1.                  12 point, Times New Roman, spacing at zero, last name and page number in header

2.                  First page info. (name, teacher, class, date) and “works cited” page

Content

1.                  Following the introductory paragraph layout

2.                  Body paragraphs: start with a main point (opinion), provide evidence to support opinion and explain how evidence supports opinion.

3.                  A conclusion (the “so what”)

Thurs. Dec. 15, 2016: Test Prep.

Today, you worked in pairs in order to prepare for tomorrow's test.

Wed. Dec. 14, 2016: Merchant of Venice Review

Today, we went over the themes and character traits, plots and subplots presented in The Merchant of Venice.
I then went over the test-prep sheet with you (it is pasted below). You will get class time tomorrow to work with a partner and prepare for this test. The test is Friday. If you are not going to be here, you will need to write at lunch today or Friday, or will end up having to write the alternative after the break.

Test Prep

The test consists of 66 multiple choice questions

It has one short reading (a sonnet)

1.      For the first 52 questions, you will need to know the 5w’s of the play (who, what, where, when, why and how). To study, work with a partner and discuss each act and scene in detail. If you are unfamiliar with the scene or act, review the summaries and perhaps, if you haven’t read it, READ IT!!! There is a site on-line called “No Fear Shakespeare” that modernizes the sections. Go there and look up The Merchant of Venice for additional help. Spark notes also gives reasonable summaries.

2.      Questions 53 to 59 test whether you can match a quote to a character. If you use process of elimination AND active reading skills, this should not be too difficult. To study, have a partner grab random lines and read them to you. You need to determine if the person saying the line in the play is male or female. After this, it is easier to determine who is saying the line. The lines in the test include or refer to the following characters: Launcelot, Shylock, Antonio, Gratiano, Portia, Nerissa, or Jessica.

3.      Questions 60 to 66 involve the sonnet. A sonnet is a fourteen line poem that ends with a rhyming couplet. The rhyming couplet is used to sum up how the writer feels about what he has stated (The lesson learned or outcome). To do well on this one, you need to read the sonnet actively (I will award 9 marks for this):

a.      Do an end-rhyme scheme

b.      Identify literary devices (show knowledge of MOSES sheet!)

                                                              i.      Repetition, connotation (negative or positive), alliteration, metaphor, simile, assonance, imagery, irony, consonance, juxtaposition (I found nine types, so nine solid examples should be found).

                                                            ii.      Paraphrase the lines as each thought is completed to show you understand the poem as a whole!

Tues. Dec. 13, 2016: the Merchant of Venice: Completion

Today, we finished reading The Merchant of Venice. You will write a comprehension exam on this play on Friday. If you know you will not be here on Friday, you will need to write it at lunch tomorrow.

Mon. Dec. 12, 2016: Merchant of Venice: Act IV

Today, we read up to Act IV, scene 1, line 215 (we finished reading all of page 190 and will start tomorrow on page 191) of The Merchant of Venice. If you were not here, you will need to read this section and answer the following questions:

Act III

Why is Shylock angry with Antonio's gaoler (Jailer)?
What does Launcelot believe will happen to Jessica when she dies?
What does Launcelot think is her only hope of getting out of this lousy end of life situation?
What crime has Launcelot committed that shows he's not very virtuous?

Act IV

What do Portia and Nerissa do when their husbands leave?
In court, Portia tries to reason with Shylock. What is the difference between justice and mercy?

Fri. Dec. 9, 2016: The Merchant of Venice: Act III, Scene 2 Completion

Today, we read to the end of Act III, Scene 2 of The Merchant of Venice.  If you were not in class, you need to read up to this point and then answer the questions on this section we read today. Keep in mind that if you have missed a number of days, you will have to answer the questions for those missing days as well and submit them. I have pasted today's questions below:

Why is the loss of the ring more agonizing to Shylock (beyond the loss of wealth or his daughter)?

How do you perceive Shylock at this point? Is he a villain or a man who has been a victim? Explain.

Thurs. Dec. 8, 2016: Merchant of Venice: Act II Completion

Today, we finished reading Act II of The Merchant of Venice as well as most of Act III, Scene 1. If you were not IN CLASS today, you will need to read all of these sections and then answer the following questions. These MUST be submitted on your return to class.

1.      After much debate with himself, what is the reason the Prince of Morocco gives for choosing the gold box?

2.      The Prince of Arragon articulates the specific “rules” of the lottery devised for Portia’s hand in marriage. What are the specifications (there are three)?

Act III

1. Why is it such a crisis for Shylock that his daughter converted and married a Christian?

2. Why does Shylock channel his grief over Jessica's leaving into anger at Antonio?

3. According to this scene, were Salerio and Solanio's report about Shylock's reaction to Jessica's escape correct? 

4. Which does Shylock miss more:Jessica or his money? How would his grief and anger affect the way he talks about his losses?

5. Based on the way Shylock has been treated by Christians, is it wrong for him to want revenge? If positions were reversed, would Antonio demand  fullfilment of the bond according to the terms that were set?

Wed. Dec. 7, 2016: Merchant of Venice Act 2 to scene 6

Today, we read The Merchant of Venice from the start of Act 2, scene 2, up to Act 2, Scene 6, line 24 (bottom of page 83). If you were not in class (sick or with Ms. Gervais), you will have to do the following reading questions to ensure you are caught up. Bring these to class tomorrow.

1.      Why did Shakespeare include the scene with Launcelot and his father? What purposes does it fulfill in keeping the plot moving?  

2. What is Launcelot's dilemma?

3. What joke does Launcelot play on this father?

4. Who agrees to take Launcelot on?

5. What message does Launcelot bring to Jessica? Who is it from?

6. What is going on in Venice this night that Shylock hates?

Tues. Dec. 6, 2016: Merchant of Venice: Act II, Scene 1

Today, students read the rest of Act I and then we assigned new roles. We then read Act II scene 1 (finished on page 52). If you were not IN CLASS you need to read this section and answer the following questions:

Last of Act I questions

14. Why doesn’t Shylock like Antonio? What harm has Antonio cause Shylock? (HINT: look in more than one place in the text) 

16. What does Antonio think of Shylock? 

  

17. What “deal” does Shylock make with Antonio? Why does Antonio agree to it? 

Act II, scene 1 Questions

1. What boasts does the Prince of Morocco make about himself (state these in modern terms)?

2. What is the consequence for the prince - and any other suitors - if the wrong casket is picked?

3. What is the problem with this consequence that might make a suitor back out of taking such a risk?

Mon. Dec. 5, 2016: Merchant of Venice: Scene Two

Today, we finished reading Act I, Scene I and then Read Act I, Scene 2. of The Merchant of Venice.
If you were not in class today, you need to answer the following reading questions (this includes those who were reading it in another room):

1.      What is the “lottery” that Portia’s father has devised for her future and decreed in his will?

 2. Explain what Portia specifically thinks of each of these suitors:

a. the Prince from Naples (Neopolitian)

 b. Count Palatine

   c. the French Lord

   d. the English Baron

  e. the Scottish Lord

 f. the young German

3. What does Portia say about the newly-arriving prince from Morocco? What are the possible meanings of Act 1, Scene 2, lines 122-126 (page 29)? 

Fri. Dec. 2, 2016: Merchant of Venice Act One Reading

Today, you were instructed to keep a glossary (stapled loose-leaf paper that you can keep in the pages of the play), a writing implement and the play The Merchant of Venice, at every reading class.
I then assigned reading roles.
We then began reading the play. We got up to Act 1, Scene 1,  line 140 (bottom of page 15).  If you were not here, you need to answer the following questions to assure that you are understanding of what has happened so far. These are to be submitted on the day you return to school.

Study Questions -- Act 1

Answer each question thoroughly and fully. Write down the act, scene, and line references to note where you have found the textual evidence of your answers.

1.      What are Antonio’s concerns about Antonio?

2.      Why do they think Antonio is acting the way he is?

3.      What dangers is Antonio possibly facing (be detailed)?

Tues.Nov. 29, Wed. Nov. 30, and Thurs. Dec 1, 2016: Viewing The Merchant of Venice

Since Shakespeare was meant to be viewed, we are going to start with viewing the film. You will need to use the dramatis personae to figure out who people are and then try to understand the plot. This is actually your goal right now. You will watch and jot down what is going on (don't overdue it as you want to SEE the film). We will then read the play after and clear up comprehension concerns.

We will start reading the play on Friday. You will be assessed on participation. If you miss a day, you will have to do questions in order to ensure you understand what you missed. You really don't want to miss!

Fri. Nov. 25, 2016: Intro. to The Merchant of Venice.

Today, I showed a Powerpoint explaining the themes and plots of The Merchant of Venice. If you were not here, the notes are in your portfolio.

Thurs. Nov. 24, 2016: Iambic Pentameter

Today, we finished our discussion about the black plague and moved on to learning about iambic pentameter. If you were not here, these notes are in your portfolio.
It is imperative that you do not miss days during this part of the course. Shakespeare can be understood if in class: it's pretty hard to understand reading it on your own.

Wed. Nov. 23, 2016: Shakespeare Introduction Continued

Today, we continued with the introduction for this unit. If you were not here, I have placed the Powerpoint notes in your portfolio. Please read them actively.

Tues. Nov. 22, 2016: Introduction to Shakespeare

Today, we discussed the history (early) of Shakespeare, including the political and religious colour of his early years.
If you were not here, the notes are in your portfolio.

If you have missed a test or reflection activity, be in here at lunch to catch-up.

Mon. Nov. 21, 2016: Assess & Reflect Activity

For those students who completed the exam on Friday, today was used to answer questions about your self-regulation in regard to how you did. You were given your exam back and provided questions to answer. If you were not here, this will have to be completed at lunch ASAP. Those who had not written the exam were allowed this time to do so. Again, however, those students will have to come in at lunch to do the assess and reflect activity. If you have not written the exam, you will need to make arrangements to do that ASAP.

Fri. Nov. 18, 2016: Unit Exam

Today, you wrote your unit exam for short stories. If you were absent and did not write it prior, you will need to arrange to write the alternative at lunch next week. I am suggesting Tuesday.

Thurs. Nov. 17, 2016: Test Prep

Today, Students paired up to study for their exam. I explained the need for rote memorization as well as providing examples and reasons or purposes for usage.
Those who will not be here for the test tomorrow, need to either write today at lunch or write an alternative at lunch next week.

Wed. Nov. 16, 2016: "Wars" and Test Prep. Discussion

Today, I showed a Powerpoint about "Wars." (slides 11-17). Which you needed to take notes on. If you were not here, see me for the notes.
I also gave you a test prep. sheet for Friday's exam, which we discussed. I have pasted it below.

ELA B10

Short Story: Test Prep

This is a reading comprehension, multiple choice exam.

·         There will be three readings that you will have to read actively (at a MINIMUM this means highlighting/BRIEF paraphrasing).

·         You will have 20 minutes to read and answer questions on each reading.

·         There are 27 questions in total.

·         If you are the first period class and want to start 20 minutes earlier, you may.

·         If you are the third period class and want to stay 20 minutes later, you may.

·         The test HAS been created to be written in less than an hour based on grade nine reading expectations (215-260 wpm/3664 = 17 to 14 minutes x 2 (active reading) = 36 to 28 minutes. Each question should, on average, take 30-45 seconds (14 – 21 minutes).

·         In order to do well on this exam, you must study your MOSES sheet (this is necessary for ANY ELA exam in high school).

·         The multiple choice section must also be actively read (highlight unknown words and detractors) and must be approached using process of elimination (remember: if your first choice is wrong but the second choice (the one you left blank) is correct, I will give you half marks).

Words to know that appear on the exam:

Mood (we added this to your MOSES sheet)

Atmosphere

Animated

Despondent

Dejected

The purpose of a text (theme, message we are supposed to take away)

Melancholy

Undertaking

Sophisticated

Naïve

Triumphant

Emergence

Defiance

Contrast

Dominant

Prudent

Devout

Convey

Condemnation

Contempt

Perception

Ironically (irony)

Conscious

Unconscious

Reluctant

Wed. Nov. 16, 2016: "Wars" and Test Prep. Discussion

Today, I showed a Powerpoint about "Wars." (slides 11-17). Which you needed to take notes on. If you were not here, see me for the notes.
I also gave you a test prep. sheet for Friday's exam, which we discussed. I have pasted it below.

ELA B10

Short Story: Test Prep

This is a reading comprehension, multiple choice exam.

·         There will be three readings that you will have to read actively (at a MINIMUM this means highlighting/BRIEF paraphrasing).

·         You will have 20 minutes to read and answer questions on each reading.

·         There are 27 questions in total.

·         If you are the first period class and want to start 20 minutes earlier, you may.

·         If you are the third period class and want to stay 20 minutes later, you may.

·         The test HAS been created to be written in less than an hour based on grade nine reading expectations (215-260 wpm/3664 = 17 to 14 minutes x 2 (active reading) = 36 to 28 minutes. Each question should, on average, take 30-45 seconds (14 – 21 minutes).

·         In order to do well on this exam, you must study your MOSES sheet (this is necessary for ANY ELA exam in high school).

·         The multiple choice section must also be actively read (highlight unknown words and detractors) and must be approached using process of elimination (remember: if your first choice is wrong but the second choice (the one you left blank) is correct, I will give you half marks).

Words to know that appear on the exam:

Mood (we added this to your MOSES sheet)

Atmosphere

Animated

Despondent

Dejected

The purpose of a text (theme, message we are supposed to take away)

Melancholy

Undertaking

Sophisticated

Naïve

Triumphant

Emergence

Defiance

Contrast

Dominant

Prudent

Devout

Convey

Condemnation

Contempt

Perception

Ironically (irony)

Conscious

Unconscious

Reluctant

Tues. Nov. 15, 2016: Marking: "After You, My Dear Alphonse"

Today, students marked these questions. I will mark the last two as they are personal. If a student did not submit these questions, I am offering to provide an alternative today at lunch,

Thurs. Nov. 10, 2016: Working/catch-up Class

Today, students were given time to complete their readings and questions. On Tuesday, We will mark the questions for "After You, My Dear Alphonse," and "War," so they need to be completed in order to avoid doing an alternative.

You will write your comprehension exam on Friday. Please study the figurative devices in preparation (MOSES sheet). I will provide you with a more detailed list for the test prep on Wednesday.

If you are missing the questions on either reading or are missing the reading "After You, My Dear Alphonse," they can be located on previous blogs.

Wed. Nov. 9, 2016: "War" Questions

Today, students were provided with plot questions related to their short story reading "War," by Timothy Findley.

If a student was not here, the reading is in his or her portfolio. The questions are also in the portfolio, but I am also pasting them below.

On Tuesday, I will expect the following to have been submitted:

"After You, My Dear Alphonse" reading and answers to questions.
"War" reading and answers to questions.

We will be writing a unit reading comprehension exam (for short stories) next Friday.

I also had you add the definition of "Mood" to your MOSES sheet (it means the feelings a reader picks up while reading a text).

Tues. Nov. 8, 2016: Reading " War"

Today, students were to have handed in their questions for "After You, My Dear Alphonse." Due to some absences, some are still missing. In order to allow those students to get caught up, I presented the students with the last reading for this unit "War" by Timothy Findley.  I gave them class time to actively read this. If more time is needed, it will be homework. If you were not here, you will have to retrieve this story from your portfolio.

Mon. Nov. 7, 2016: Reflect and Assess: Motivation and the Essay

Today, I briefly discussed the use of "because" in an essay as some of you are incorrectly using it.
I then instructed you to hand in your answers to "After You, My Dear Alphonse."
I then had you pull out the following sheets:

·         Your returned “Personality” essay

·         “How to Write a Critical Analysis Essay Introduction in Seven Sentences”

·         “15 Common Errors” booklet

·         “How to Capitalize Titles in MLA Style”

·         Your “Step Three” essay assignment sheet

·       

I I then provided you with an Essay Editing Checklist (created from the notes we developed: it is on the blog) and the Blog dates that indicate when this essay was worked on.

    You were then given a handout entitled "Assess and Reflect: The Essay." This was an in-class assignment and is major. If you were not here, you will need to come in at lunch to do it.

Fri. Nov. 4, 2016: "After You..." Questions

Today, the students submitted their active readings for the short story "After You my Dear Alphonse." I then assessed for completion and returned. Students were then give the questions for this short story to answer. These are to be submitted for Monday's class.

I have pasted the questions below:

“After You, My Dear Alphonse”

By Shirley Jackson

Questions

Instructions: On a separate sheet of paper, flip the question into the answer and then answer the questions fully. Marks will be deducted for illegibility, punctuation, grammar and attribution.

1. What games do the two boys play? How are these games related to the idea of “growing up”?
2.  How does Mrs. Wilson behave towards Boyd that demonstrates her understanding of black boys?
3.  What seems to be Mrs. Wilson’s image of blacks and their relationships to whites” To what extent does Boyd’s family not fit into this picture?
4.  How does Johnny’s behaviour towards Boyd differ from that of his mother?
5.  Describe Boyd’s reactions in this situation. Of what importance has this incident been to him?
6.  Compare his first to his last “After you, my dear Alphonse”. Are there any differences? If so, explain.
7. Identify the point of view from which the story is told. How do you know that this is the point of view? Explain.
8. What is the story teller trying to influence the reader to understand?
9. Have you ever experienced a situation in which you or someone you know was judged based on some preconceived idea or stereotype? Explain the situation and how it impacted you
10. In our own society (Meadow Lake), what beliefs about people do we hold that might not be equitable (fair)? Explain.

Thurs. Nov. 3, 2016: Revising Class

Today, the students revised their essay (based on the editing instructions explained in the past two classes). If a student was absent, the paper is due the day the student returns to school. If a student has not done the essay, an alternative is available.

Students were then given the VERY SHORT short story "After You, My Dear Alphonse" to actively read for tomorrow's class. I have pasted the story below.

After You, My Dear Alphonse

Mrs. Wilson was just taking the gingerbread out of the oven when she heard Johnny outside talking to someone. “Johnny,” she called, “you’re late. Come in and get your lunch.”

“Just a minute, Mother,” Johnny said. “After you, my dear Alphonse.”

“After you, my dear Alphonse,” another voice said.

“No, after you, my dear Alphonse,” Johnny said.

Mrs. Wilson opened the door. “Johnny,” she said, “you come in this minute and get your lunch. You can play after you’ve eaten.”

Johnny came in after her, slowly. “Mother,” he said, “I brought Boyd home for lunch with me.

“Boyd?” Mrs. Wilson thought for a moment. “I don’t believe I’ve met Boyd. Bring him in, dear, since you’ve invited him. Lunch is ready.”

“Boyd!” Johnny yelled. “Hey, Boyd, come on.

“I’m coming. Just got to unload this stuff.”

“Well, hurry, or my mother’ll be sore.”

“Johnny, that’s not very polite to either your friend or your mother,” Mrs. Wilson said. “Come sit down, Boyd.”

As she turned to show Boyd where to sit, she saw he was a Negro boy, smaller than Johnny but about the same age. His arms were loaded with split kindling wood.

“Where’ll I put this stuff, Johnny?” he asked.

Mrs. Wilson turned to Johnny. “Johnny,” she said, “what is that wood?”

“Dead Japanese,” Johnny said mildly. “We stand them in the ground and run over them with tanks.”

“How do you do, Mrs. Wilson?” Boyd said.

“How do you do, Boyd? You shouldn’t let Johnny make you carry all that wood. Sit down now and eat lunch, both of you.

“Why shouldn’t he carry the wood, Mother? It’s his wood. We got it at his place.”

“Johnny,” Mrs. Wilson said, “go on and eat your lunch.”

“Sure,” Johnny said. He held out the dish of scrambled eggs to Boyd. “After you, my dear Alphonse.”

“After you, my dear Alphonse,” Boyd said.

“After you, my dear Alphonse,” Johnny said. They began to giggle.

“Are you hungry, Boyd?” Mrs. Wilson asked.

“Yes, Mrs. Wilson.”

“Well, don’t you let Johnny stop you. He always fusses about eating, so you just see that you get a good lunch. There’s plenty of food here for you to have all you want.”

“Thank you, Mrs. Wilson.”

“Come on, Alphonse,” Johnny said. He pushed half the scrambled eggs on to Boyd’s plate. Boyd watched while Mrs. Wilson put a dish of stewed tomatoes beside his plate.

“Boyd don’t eat tomatoes, do you, Boyd?” Johnny said.

 "Doesn’t eat tomatoes, Johnny. And just because you don’t like them, don’t say that about Boyd. Boyd will eat anything.”

“Bet he won’t,” Johnny said, attacking his scrambled eggs.

“Boyd wants to grow up and be a big strong man so he can work hard,” Mrs. Wilson said. “I’ll bet Boyd’s father eats stewed tomatoes.”

“My father eats anything he wants to,” Boyd said.

“So does mine,” Johnny said. “Sometimes he doesn’t eat hardly anything. He’s a little guy, though. Wouldn’t hurt a flea.”

“Mine’s a little guy, too,” Boyd said.

“I’ll bet he’s strong, though,” Mrs. Wilson said. She hesitated. “Does he . . . work?”

“Sure,” Johnny said. “Boyd’s father works in a factory.”

“There, you see?” Mrs. Wilson said. “And he certainly has to be strong to do that—all that lifting and carrying at a factory.”

“Boyd’s father doesn’t have to,” Johnny said. “He’s a foreman.”

Mrs. Wilson felt defeated. “What does your mother do, Boyd?”

“My mother?” Boyd was surprised. “She takes care of us kids.”

“Oh. She doesn’t work, then?”

“Why should she?” Johnny said through a mouthful of eggs. “You don’t work.”  

“You really don’t want any stewed tomatoes, Boyd?”

“No, thank you, Mrs. Wilson,” Boyd said.

“No, thank you, Mrs. Wilson, no, thank you, Mrs. Wilson, no, thank you, Mrs. Wilson,” Johnny said. “Boyd’s sister’s going to work, though. She’s going to be a teacher.”

“That’s a very fine attitude for her to have, Boyd.” Mrs. Wilson restrained an impulse to pat Boyd on the head. “I imagine you’re all very proud of her?”

“I guess so,” Boyd said. “What about all your other brothers and sisters? I guess all of you want to make just as much of yourselves as you can.

“There’s only me and Jean,” Boyd said. “I don’t know yet what I want to be when I grow up.

“We’re going to be tank drivers, Boyd and me,” Johnny said. “Zoom.”

Mrs. Wilson caught Boyd’s glass of milk as Johnny’s napkin ring, suddenly transformed into a tank, plowed heavily across the table.

“Look, Johnny,” Boyd said. “Here’s a foxhole. I’m shooting at you.”

Mrs. Wilson, with the speed born of long experience, took the gingerbread off the shelf and placed it carefully between the tank and the foxhole. “Now eat as much as you want to, Boyd,” she said. “I want to see you get filled up.”

“Boyd eats a lot, but not as much as I do,” Johnny said. “I’m bigger than he is.”

“You’re not much bigger,” Boyd said. “I can beat you running.”

Mrs. Wilson took a deep breath.

“Boyd,” she said. Both boys turned to her. “Boyd, Johnny has some suits that are a little too small for him, and a winter coat. It’s not new, of course, but there’s lots of wear in it still. And I have a few dresses that your mother or sister could probably use. Your mother can make them over into lots of things for all of you, and I’d be very happy to give them to you. Suppose before you leave I make up a big bundle and then you and Johnny can take it over to your mother right away. Her voice trailed off as she saw Boyd’s puzzled expression.

 “But I have plenty of clothes, thank you,” he said. “And I don’t think my mother knows how to sew very well, and anyway I guess we buy about everything we need. Thank you very much though.”

“We don’t have time to carry that old stuff around, Mother,” Johnny said. “We got to play tanks with the kids today.”

Mrs. Wilson lifted the plate of gingerbread off the table as Boyd was about to take another piece.

“There are many little boys like you, Boyd, who would be grateful for the clothes someone was kind enough to give them.”

“Boyd will take them if you want him to, Mother,” Johnny said.

“I didn’t mean to make you mad, Mrs. Wilson,” Boyd said.

“Don’t think I’m angry, Boyd. I’m just disappointed in you, that’s all. Now let’s not say anything more about it.”

She began clearing the plates off the table, and Johnny took Boyd’s hand and pulled him to the door.

“‘Bye, Mother,” Johnny said. Boyd stood for a minute, staring at Mrs. Wilson’s back. “After you, my dear Alphonse,” Johnny said, holding the door open.

“Is your mother still mad?” Mrs. Wilson heard Boyd ask in a low voice.

“I don’t know,” Johnny said. “She’s screwy sometimes.” “So’s mine,” Boyd said. He hesitated. “After you, my dear Alphonse.”

By Shirley Jackson

Found in the anthology Prose for Discussion, 2^nd Edition.

1184 words. Estimated active reading time: 15 minutes.