The document provides instructions for students to complete bell ringer questions, vocabulary work, and reading assignments from All Quiet on the Western Front, including answering comprehension questions and defining terms. Students are also given directions for various classroom activities, such as a pop quiz on vocabulary.

1. You will need a piece of paper. I will take attendance by your
turning in these answers.
Answer the 3 Bell ringer questions and wait for instructions.

2.  Melancholy - deep pervading sadness
 Gamut – range
 Profoundly - deeply, to the core
 To read All Quiet on the Western Front
 http://www.myteacherpages.com/webpages/esimpson/files/
AQWF%20-%20full%20text.pdf
 Answer questions 9 - 18

3.  Reminiscences- memories of the past
 Disgruntled- discontent
 Decorum - polite acceptable behavior
 Trailer 1979
To read All Quiet on the Western Front
 http://www.myteacherpages.com/webpages/esimpson/f
iles/AQWF%20-%20full%20text.pdf

4.  Chapter One
 Voracity – extreme gluttony
 Grievous – causing or marked by pain and anguish
 Baseness – Unworthiness by virtue of lacking higher
values

5.  Their stillness is the reason why these memories of
former times do not awaken desire so much as
sorrow—a vast, inapprehensible ____________.
 The boys’ decision to enlist was ____________
influenced by their schoolmaster, Kemmerich.
 His face expressed a full ____________ of emotions
in the span of those few minutes.

6.  The book ""The Life of Abraham Lincoln"" is based on
the reminiscences of contemporaries’ of the former
President.
 The employees was disgruntled for the following
reasons – low pay and long hours and having bad
managers.
 His decorum (demeanor) was well-respected.

7.  No new vocabulary!
 Review vocabulary for the
first three chapters.
A pop quiz is coming!
To read All Quiet on the Western Front
 http://www.myteacherpages.com/webpages/esimpson/f
iles/AQWF%20-%20full%20text.pdf

8.  First person
 Second person
 Third person limited
 Third person omniscient
 Write a definition for two of the above.

9. When we reached Horsehead Landing, lightning was
playing across half the sky and thunder roared out,
hiding even the sound of the sea.
“Trembling, he’d push himself up, turning first red,
then a soft purple, and finally collapse back onto the
bed like and old worn-out doll.”

10.  Simple, Compound, Complex, and Compound-
Complex
 Simple Sentence - has one independent clause.
 The boy ran.
 The ugly, mean boy ran to the store.
 The ugly, mean boy quickly ran to the
convenience store to buy milk and eggs.

11.  Compound sentence - has two Independent Clauses
which are joined in the middle by a Coordinating
Conjunction
 Football is my favorite sport, and I watch it a lot
on television.
 I laughed, and I cried.
 Mr. Cushion is friendly, but he doesn’t put up with
any junk.
 You can behave, or you can go to the office.

12.  Chapter 5
 Perplexing - completely
baffling; very puzzling
 Gusto - enjoyment or vigor in doing something;
zest
 Unison - simultaneous performance of action or
utterance of speech
To read All Quiet on the Western Front
 http://www.myteacherpages.com/webpages/esimpson/f
iles/AQWF%20-%20full%20text.pdf

13. “I wrote my name upon the sand,
And trusted it would stand for aye;
But, soon, alas! the refluent sea
Had washed my feeble lines away.”
The best meaning for refluent is
A. Boiling over
B. Flowing back
C. Foaming
D. Peaceful

14.  Exposition - introduces important background
information to the audience such as character and
setting
 Rising action – series of events that build up to create
suspense
 Conflict – struggle between two forces
 Climax – highest point of the story, “turning point”
 Falling Action – declining action in a story
 Resolution – solving of the conflict
 Lifted video

16. has one Independent Clause and at least one
Subordinate Clause. A Subordinate Clause will begin
with a Subordinating Conjunction
Examples of Subordinate Clauses are:
after before unless
although if until
as when in order that
as if since whenever as
long as so that where
as soon as than wherever
because though while
that which

17. The students made A’s on
the test because they
studied.
I passed my test since I
studied so much.
Before we came to this
class, we didn’t like
grammar.

18.  two or more Independent Clauses and at least one
Subordinate Clause
 Examples
 Before you can pass this class, you must take it
seriously, and you must turn in all work.
 Mr. Cook made the morning announcements, and
we all heard him because he has a loud voice.
 Since I studied, I passed the test, and I am so happy.

19.  Paul and Kat (you and a classmate) have survived the
bombardment in the graveyard (described in Chapter
Four). While exploring the area you come across the
new recruit whose hip has been shattered. After
bandaging him as best you can, you discuss the
excruciating pain that the young man feels and will feel
before he dies within, as the two of you predict, a few
days.

20.  One of you suggests putting him out of his misery.
But in this case, unlike the episode in the book, no
other soldiers come near: If you decide to carry out
this proposal, you will not be prevented. Will you
go for medical assistance, or will you speed his
death? Play out the scene, discussing the pros and
cons, and make a decision.
Instead of role playing, you
might write out your own
dialogue for Kat and Paul.

21.  Today, pies filled with
sweet, fruity filling are
a dessert favorite. For
many centuries, the
pie’s pastry shell
served primarily as a
means for baking, the
tough dough
functioned if a pot or
casserole dish does
today.
 13. What change, if
any, should be made
to the underlined
text?
 A. NO CHANGE
 B. baking. The
 C. baking the
 D. baking the,

22.  Today, pies filled with
sweet, fruity filling are
a dessert favorite. For
many centuries, the
pie’s pastry shell
served primarily as a
means for baking, the
tough dough
functioned if a pot or
casserole dish does
today.
 14. What change, if any,
should be made to the
underlined word?
 A. NO CHANGE
 B. then
 C. after all
 D. like

23.  Does it help or hurt to talk about traumatic
experiences?
 Read to find out whether Paul Bäumer can
communicate with his family and former friends.
 Chapter 6

24.  Chapter 6
 entanglements
 debauched
 Stupor
 benediction

25.  When people are under severe stress or dealing with
strong negative emotions, they often fall back on
certain coping strategies. Also called defense
mechanisms, these strategies may temporarily protect
a person from painful situations or thoughts, but they
usually do not work as long-term solutions.

26.  Denial
 Compensation, or making up for a weakness in one area by
excelling in another
 Daydreaming, or inventing situations to escape unpleasant
facts
 Displacement, or transferring emotions from the true
source to some other thing or person
 Rationalization, or making excuses for one’s actions or
feelings
 Regression, or returning to immature behavior to express
emotions.
 Find examples of these strategies as used by Paul or other
characters in the novel. What other strategies do the
soldiers in the novel use to cope with the unbearable stress
of war?

27.  Chapter 9
 Denial, numbness, and shock
 Bargaining
 Depression
 Anger
 Acceptance

28.  In A Christmas Carol by Charles Dickens, Ebeneezer Scrooge
sees the ghost of Jacob Marely. He refuses to believe that he
is seeing a ghost. He explains it by saying:
"You may be an undigested bit of beef, a blot of mustard, a
crumb of cheese, a fragment of underdone potato. There's
more of gravy than of grave about you, whatever you are!"
The words in bold face and black type are an example of:
a. Situational Irony
b. Allusion
c. Metaphor
d. Pun

29.  In A Christmas Carol by Charles Dickens, Ebeneezer Scrooge
sees the ghost of Jacob Marely. He refuses to believe that he
is seeing a ghost. He explains it by saying:
"You may be an undigested bit of beef, a blot of mustard, a
crumb of cheese, a fragment of underdone potato. There's
more of gravy than of grave about you, whatever you are!"
The words in bold face and black type are an example of:
a. Situational Irony
b. Alliteration
c. Metaphor
d. Simile

30.  Account ID: chapinsc
Student Activation Code: newton82

31.  Save the Last Word (Students find a predetermined
number of quotes from a reading that they write on
one side of a note card. On the other side they are to
write the relevance the quote had to them. The
student reads his quote, it is discussed by the rest of
the group, and then the original reading has the last
word on that quote.)

32.  Silent Conversation (In small groups a student is
expected to answer a question about a piece of
literature and then create his own question. This
question then gets passed to the next person who
answers it and comes up with his own question. This
continues silently until the entire group has
participated in the discussion),

33.  Affinity Charts (Students are given a concept or word.
In very little time they have to write the first things
that come to mind about the word or concept. As a
class we then qualify the words into categories such as
synonym, antonym, example, connotation, etc.)

34.  “Wearily I stand up and look out the window. Then I take one of the
books, intending to read, and turn over the leaves. But I put it away and
take out another.
I stand there dumb. As before a judge.
Dejected.
Words, Words, Words- they do not reach me.
Slowly I place the books back in the shelves.
Quietly, I go out of the room.”
What is Remarque’s purpose for using repetition of “Words, Words,
Words?”
A. Speaker is frustrated that he cannot find what he is searching for
amongst his books
 B. Speaker’s mindset is joyful because he gets to read again
C. Speaker is bored as he’s stuck in his room

36.  Photos of WWI
 Click Here
 The next questions deal with the themes in All Quiet
on the Western Front.
 Answer honestly: Agree, Disagree, or Unsure.
 We will discuss at the end of the survey.

37.  War is an exciting and glorious experience.
 There are times in my life that I go into “autopilot”
mode, I act completely out of instinct. (sports, music,
acting, in social situations)
 I can dislike someone even if I don’t know them very
well or at all.
 Feeling like part of the crowd is more comfortable than
standing out.

38.  Going through something hard can cause a person to
change and grow.
 Some people are luckier than others.
 Sometimes I get involved in conflicts I didn’t even
start.
 Watching someone suffer is worse than being in pain
myself.

39.  Paul uses the noun _________ to describe Tjaden’s
enormous appetite.
 After the wounded men are gathered, those in
charge of shooting the wounded animals do their
job. Detering declares with disgust that using
horses in war is the “vilest _________.”
 But so long as we have to stay here in the field, the
front-line days, when they are past, sink down in
us like a stone; they are too ________ for us to be
able to reflect on them at once.

40.  To read All Quiet on the Western
Front
 http://www.myteacherpages.co
m/webpages/esimpson/files/A
QWF%20-%20full%20text.pdf
 Write a response from Kropp to
Kantorek in which you reply to the
letter that Kantorek sends to Kropp
while he is in the field. Express how
you feel about Kantorek's role in
getting the boys to join the army and
the way that the men feel now that
they have experienced trench life
 Write the letter that Paul writes to
Kemmerich's mother after
Kemmerich's death.
Choose One

41. Complete Sentences 10 points
2-4 Paragraphs 10 points
Accuracy – including relevant details
from the novel
20 points
Point of View – written in the voice of
the character
10 points