· Web viewTHE WAR OF THE WORLDS. LITERARY STUDY GUIDE. Prepa Ibero English Department. TABLE OF CONTENTS. Introduction. PAGE. H. G. Wells Biography

THE WAR OF THE WORLDSLITERARY STUDY GUIDE

Prepa Ibero English Department

TABLE OF CONTENTS

Introduction PAGEH. G. Wells Biography……………………………………………………………2Pre-Reading Student Questionnaire…………………………………………....3

Literary Road MapsChapters 1-10 (Book 1)…………………………………………………………..4-5Chapters 11-14……………………………………………………………………6-7Chapters 15-17……………………………………………………………………8-9Chapters 1-5 (Book 2)……………………………………………………….......10-11Chapters 6-10………………………………………………………………….....12-13

Literary ElementsForeshadowing…….………………...……………………………………………14Element of Style……...…………………………………………………………...15-16Characterization…………………………………………...................................17Point of View……………………………………………………………………….18-19

Literary Analysis & Research Essay Essay Directions & Topics...……………………………………………………..20Outline Example (MLA Format)…………....…………………………………….21-22

Group Presentation ProjectsTopic Options……………………………………………………………………..23-24Rubric……………………………………………………………………………...25

READING SCEDULEYou will read roughly 30-40 pages a week (about 6 pages a day.) Students will be asked to write a reader response journal alongside their journey into The War of the Worlds that will help them articulate what they think about the novel. The schedule is as follows:

Week 1: Read Chapters - 1-2 p. 3-25 (12 total pages)Week 2: Read Chapters - 3-10 p. 26-103 (39 total pages)Week 3: Read Chapters - 11-14 p. 104-177 (37 total pages)Week 4: Read Chapters - 15-17 p. 178-243 (33 total pages)Week 5: Read Chapters - 1-5 p. 246- 313 (34 total pages)Week 6: Read Chapters – 6-10 p. 314-395 (40 total pages)

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THE WAR OF THE WORLDSH. G. WELLS BIOGRAPHY

Herbert George Wells was born on September 21, 1866, in Bromley, Kent, in England. His father was a shopkeeper and a professional cricket player with the Bromley team; his mother was a part-time housekeeper. When Wells was seven, he was injured while playing with a friend of his father. He broke a bone in his leg and was forced to spend two months in bed. He looked back on this as a lucky turn of events, as it was then that he developed the habit of reading.Because his family did not have much money, Wells became an apprentice to a draper at age thirteen, working twelve-hour days. He was

determined to become educated, and earned a scholarship to Midhurst Grammar School by agreeing to function as a student teacher. He entered the Normal School of Science at South Kensington when he was eighteen and studied under famed biologist T. H. Huxley. After college, he took a position teaching, but a bout with tuberculosis forced him to become bedridden again. It was then, while reading constantly, that he decided that he did not want to be not a teacher but a writer.In 1891, while making money by grading lessons for the University Correspondence College at Cambridge, Wells published several short stories in Science Schools Journal. These stories were later collected to make his first novel, The Time Machine (1895). Next followed a series of science fiction classics that are read to this day and often adapted to films, including The Island of Dr. Moreau (1896), The Invisible Man (1897), and The War of the Worlds (1898). The widespread popularity of these books, all published when the author was barely thirty, gave him an income that would make him financially comfortable for the rest of his life.As he aged, Wells’ books concentrated more and more on scientific and philosophical matters. He became a leading voice in the Fabian society, which was a socialist movement. His first marriage ended in divorce, and his second, to one of his students, was an “open” marriage: his wife knew about his many affairs, including at least one that resulted in a child, and raised no objection, though his lifestyle hurt his public image. After World War I (1914–1918) he wrote books about social order, such as The Outline of History (1920) (one of his most famous works) and The Common Sense of World Peace (1929). He lived to the age of seventy-nine, having spent much of his life as one of the world’s most famous authors. Wells died on August 13, 1946 after a prolonged illness.

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(eNotes contributors). “War of the Worlds Author Biography.” eNotes.com. N.p. N.d. (Web). September 30, 2011. http://www.enotes.com/war-worlds/author-biography.

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http://www.enotes.com/war-worlds/author-

THE WAR OF THE WORLDSPRE-READING ACTIVITY: Developing an appreciation for the author’s imagination

TECHNOLOGICAL CONTEXT ACTIVITYScience fiction, of which The War of the Worlds is a very early example, is writing which projects imaginary developments of present day technology into the future in a plausible fashion. When the work was published in 1898, the level of technology was still relatively unsophisticated. To develop an appreciation for the author’s imaginative construction of what a first contact with an alien race might be like, it might be helpful to research some of the facets of today’s technology that were unknown to H. G. Wells or not in general use at the time the book was written.

DIRECTIONS: Using the chart that follows, make a list of the technological advancements that are a part of daily life today and research their inventors and the years in which they were invented or introduced. Indicate the impact that they have had on today’s society. An example is given for you. When you have completed your research, write a an intelligently constructed paragraph on how the relatively unsophisticated technology of the day would impact on an imaginative work of science fiction, such as The War of the Worlds.

INVENTIONS THAT IMPACT COMTEMPORARY LIFE INVENTION DATE INVENTED INVENTOR Impact on Contemporary Life

Electric Lighting 1879 Thomas Edison Made 24 hour a day activities possible; Helped improve safety

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THE WAR OF THE WORLDS: LITERARY ROAD MAPBook 1: Chapters 1-10

LITERARY DEFINITIONSFirst-Person Narration is where a story is narrated by one character at a time, speaking for and about themselves. It may be singular, plural or multiple as well as being an authoritative, reliable or deceptive "voice" and represents point of view in the writing. The narrators explicitly refer to themselves using words and phrases involving "I" and/or "we", allowing the reader/audience to see the point of view only of the narrator, and no other characters.

Third-Person Narration is where the narrator is not a character within the events related, but stands ‘outside’ those events. All characters within the story are therefore referred to as ‘he’, ‘she’, or ‘they’; but this does not, of course, prevent the narrator from using the first person ‘I’ or ‘we’ in commentary on the events and their meaning. Third‐person narrators are often omniscient (‘all‐knowing’) about the events of the story, but they may sometimes appear to be restricted in their knowledge of these events.

Foreshadowing hints about things to come in later plot developments

Style is the writer's voice reflected in their choice of words, sentence structure and tone of ideas in order to "show" the reader what the writer is intending

Diction is the way one pronounces words - clear diction is when someone speaks very clearly and is easy to understand, a writers diction may be reflected in the way they write a characters voice

GETTING THINGS STRAIGHT: While-Reading QuestionsChapter 1

1. What is the “great disillusionment” referred to in the first paragraph of this story? 2. Define “nebular hypothesis.” What evidence is there that life exists on Mars and is most likely “older” than life on

Earth? 3. What is the “last stage of exhaustion” described in this chapter? How has this “last stage of exhaustion”

strengthened the inhabitants of Mars?4. Who are the Tasmanians? Many critics believe Wells is writing this story as a means of awakening the

conscience of Britain to how it treats those civilizations that are under its control. Cite incidents from this chapter to support or refute this idea.

5. What evidence of the Martian’s preparations for invasion is visible from Earth? 6. Who is Ogilvy? How does he feel about the idea of intelligent life on Mars? 7. What is the narrator’s occupation at the time of the bursts of fire from Mars?

Chapter 21. What evidence is there that the falling star is not a meteor? What is Ogilvy’s first

impulse once he concludes the cylinder contains life? Why is he unafraid? 2. Why do Ogilvy and Henderson decide that what is in the cylinder must be dead? How

do they spread the word to the rest of the country? 3. Some critics refer to Wells’ style of writing in this books as semi-documentary. He presents most of the story in first-person

narration, reporting events like a newspaper reporter, but occasionally, he switches from first-person to third-person. Find an example of third-person narration in this chapter. Why do you think he switches when telling this story?

Chapter 31. One of the reasons Wells is called the “father of science fiction” is because the events in his

stories seem to be real. How does the setting of this story contribute to the reader’s acceptance of the Martians landing as a real news event?

2. Why is the narrator included in the group of “privileged spectators within the contemplated enclosure”?Chapter 4

1. A second reason Wells is considered the “father of science fiction” is his description of intelligent extraterrestrial life forms, which do not imitate the way humans look. Briefly describe the physical appearance of the Martian.

2. Support or refute the following statement by citing incidents from the chapter: the narrator does not behave like a hero in the face of this danger.

Chapter 5

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1. Critical essays on this novel discuss Wells’ pessimistic portrayal of human nature. Cite an incident in this chapter to support or refute this idea.

2. What is the Deputation?3. List the sights and sounds coming from the pit before the Deputation are destroyed by the heat-ray. 4. What do you think the narrator is feeling in the following passage from the story? Are his

feelings reasonable under the circumstances? I remember I felt an extraordinary persuasion that I was being played with, that presently, when I was upon the very verge of safety, this mysterious death–as swift as the passage of light–would leap after me from the pit about the cylinder and strike me down.

Chapter 61. Wells is famous for his prophetic descriptions of scientific devices. Describe how the

heat-ray operates. What might the heat-ray be similar to? 2. One of the requirements of science fiction is that the technology is plausible. In what

ways is the presentation of the heat-ray technology believable to the reader? 3. Critics attribute the first descriptions of panic in a story to the crowd scenes in this

novel. Briefly describe the behavior of the crowd after the Martians begin to fire their heat-ray.

Chapter 71. In what ways does the trauma of the events on Horsell Common affect the narrator’s

ability to think and function? 2. Why does the narrator reassure his wife that the Martians will not come to their home?

List the two reasons his reassurance is premature. 3. Define “erethism” as it is used in the following sentence from the story: The intense

excitement of the events had no doubt left my perceptive powers in a state of erethism.

Use the following passage to answer the next three questions: So some respectable dodo in the Mauritius might have lorded it in his nest, and discussed the arrival of that shipfull of pitiless sailors in want of animal food. ‘We will peck them to death to-morrow, my dear?

4. In what ways does this passage demonstrate man’s arrogance? 5. How can this passage be considered an example of foreshadowing? Find another

example of foreshadowing in this chapter. 6. In what sense is this passage a metaphor for the Martian invasion?

Chapter 81. Define “canard” as it is used in this story. Why did the London papers decide not to print

a special edition about the Martian invasion? 2. What does the following sentence tell the reader about the reactions of the public to the

Martian invasion on Friday night? “Beyond was a fringe of excitement, and farther than that fringe the inflammation had not crept as yet.”

3. Who takes the existence of the Martians seriously? What are the Martians doing in the pit?

Chapter 91. What happens to prompt the narrator to move his wife to Leatherneck? 2. What two things does the narrator do that might be considered selfi sh? 3. Why is the soldier going from house to house warning people to leave? What evidence

is there that the narrator does not fully understand the extent of the Martians’ power?

Chapter 101. Why is the narrator eager to return to Maybury?2. What causes the narrator’s horse to bolt? 3. Briefly describe the “Thing” the narrator observes coming across the landscape. Be sure

to include how it looks, moves, and sounds. 4. How do you think the landlord was killed?

THE WAR OF THE WORLDS: LITERARY ROAD MAPBook1: Chapters 11-14

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VOCABULARY PART 1: Using Prior Knowledge and Context CluesDIRECTIONS: Below are the sentences in which the vocabulary words appear in the text. Read the

sentence. Use any clues you can find in the sentence combined with your prior knowledge, and write what you think the underlined words mean in the space provided.

1 Every now and then a haze of smoke from some nearer conflagration drove across the window and hid the Martian shapes.

2. I still did not know…though I was beginning to guess, the relation between these mechanical

colossi [giants] and the sluggish lumps I had seen disgorged from the cylinder.

3. I heard a slight scraping at the fence, and rousing myself from the lethargy that had fallen upon me, I looked down and saw him dimly…

4. The idea people seemed to have here was that the Martians were simply formidable human beings, who might attack and sack the town…

5. Then, advancing obliquely towards us, came a fifth. Their armored bodies glittered in the sun as they swept swiftly forward…

6. … and as the Heat-Ray went to and fro over Weybridge its impact was marked by flashes of incandescent white, that once gave place at once to a smoky dance of lurid flames.

7. …as sudden, dreadful, and destructive their advent would have been as the earthquake that destroyed Lisbon a century ago.

8. “Be a man!” said I. “You are scared out of your wits! What good is religion if it collapses under calamity?”

9. The morning papers on Saturday contained, in addition to lengthy special articles on the planet Mars, on life in the planets, and so forth, a brief and vaguely worded telegram, all the more striking for its brevity.

10. Certainly this news excited people intensely, whatever their previous apathy.

11. …and was awakened from lurid dreams in the small hours of Monday…

12. …hard at work killing sleep with a vehement disorderly tocsin [alarm/warning].

VOCABULARY PART 2: Determining the MeaningDIRECTIONS: Match the vocabulary words to their dictionary definitions.

_____1. Lurid (adj.) A. Lack of feeling, emotion, or interest _____2. Conflagration (n.) B. A state of deep distress or misery caused by major misfortune/loss _____3. Vehement (adj.) C. Shortness of duration _____4. Disgorged (v.) D. Not straightforward: indirect _____5. Apathy (n.) E. Giving off or reflecting much light _____6. Lethargy (n.) F. Fire; especially: a large disastrous fire _____7. Brevity (n.) G. Causing fear, dread, or apprehension _____8. Formidable (adj/adv.) H. Marked by forceful energy (physical, emotional, or intellectual) _____9. Calamity (n.) K. Causing horror or revulsion; gruesome _____10. Obliquely (adv.) L. Arrival; appearance _____11. Advent (n.) M. The quality or state of being lazy, sluggish, or indifferent _____12. Incandescent (adj.) N. To discharge violently; spewLITERARY DEFINITIONSImagery language that appeals to the five senses; it is a tool to add realism to a textStyle is the writer's voice reflected in their choice of words, sentence structure and tone

of ideas in order to "show" the reader what the writer is intendingPoint of View a way the events of a story are conveyed to the reader, it is the “vantage point” from

which the narrative is passed from author to the reader7

GETTING THINGS STRAIGHT: While-Reading QuestionsCHAPTER 111. What does the following passage suggest about the author’s opinion of mankind’s behavior

toward less intelligent life on Earth? I began to compare the things to human machines, to ask myself for the first time in

my life how an iron clad or a steam engine would seem to an intelligent lower animal.

2. How did the artilleryman survive the Martian attack? What information about the invasion does the artilleryman provide for the reader at this point in the story?

3. Wells often includes social commentaries in his novels. Find a passage in this chapter that expresses his opinion on the impact new and more advanced technologies might have on the way wars are fought in the future.

CHAPTER 121. What two pieces of advice does the artilleryman give the narrator before they leave his home?2. What does the artilleryman mean when he says, “It’s bows and arrows against the

lightning, anyhow”?3. Briefly describe the difficulties of trying to evacuate the people from the surrounding areas. 4. Cite incidents from the chapter to support or refute the following statement: The death of one of

the Martians is a good sign, giving the humans hope that they may eventually win the war. 5. Wells’ description of the death of the Martian uses several of the five senses, helping to

add realism to the action. Find an example of how he uses sight, sound, and touch to helpthe reader experience the battle.

6. What evidence is there that the Martians have emotions and care about each other?

CHAPTER 131. What evidence is there that the Martians learned something from the death of their

comrade? Why do you think they have retreated to the pit? 2. Sodom and Gomorrah are both cities mentioned in the Bible. They were destroyed by

God because the people were living immoral lives. Knowing this, what do you think the curate is saying about the Martian attack in the following passage?

“Why are these things permitted? What sins have we done? The morning service was over, I was walking through the roads to clear my brain for the afternoon,

and then—fire, earthquake, death! As if it were Sodom and Gomorrah! All our work undone, all the work—What are these Martians?”

3. Support or refute the following statement by citing incidents from the chapter: Wells does not believe that natural disasters occur because humanity has somehow offended God.

CHAPTER 141. What do you think is the author’s opinion of Londoners as described in the following passage? “The majority of people in London do not read Sunday papers.” The habit of personal

security, moreover, is so deeply fixed in the Londoner’s mind, and startling intelligence so much a matter of course in the papers, that they could read without any personal tremors.

2. Why do you think Wells reviews the particulars of the invasion in this chapter from his brother’s point of view? Why did Wells switch from fi rst-person to third-person narration for this chapter?

3. What happens to finally throw all of London into a panic?

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1 So far as one can ascertain from the conflicting accounts that have been put forth, the majority of them remained busy with preparations…

2. ..while the Martian, without using his Heat-Ray, walked serenely over their guns, stepped gingerly among them…

3. It was a few minutes past nine that night when these three sentinels were joined by four other Martians, each carrying a think black tube.

4. I was so excited by the heavy minute-guns following one another that I so far forgot my personal safety and my scaled hands as to clamber up into the hedge and stare towards Sunbury.

5. …a dozen stalwart men fought to keep the crowd from crushing the driver against his furnace

6. There was no time for pugilistic chivalry and my brother laid him quiet with a kick…

7. The tumultuous noise resolved itself now into the disorderly mingling of many voices..the creaking of wagons..the staccato of hoofs.

8. My brother woke up from his torpor of astonishment and lifted her up, speaking gently to her…

9. If one could have hung in a balloon…every…road running out of the tangled maze of streets would have seemed stippled black with the streaming fugitives.

10. Directly below him the balloonist would have already seen the network of streets…already derelict…

11. …she receded with terrifying slowness from this ominous advance.

12. Glancing northwestward, my brother saw the large crescent of shipping already writhing with the approaching terror…


_____1. Ascertain (adj.) A. Scramble; scurry; wriggle _____2. Gingerly (adj./adv.) B. Valor; courtesy; gallantry _____3. Sentinel (adj/n.) C. Indomitable; brave; hefty _____4. Clamber (v.) D. Dilapidated; neglected _____5. Stalwart (adj.) E. Dotted; speckled _____6. Chivalry (n.) F. Lethargy; funk _____7. Tumultuous (adj.) G. Delicately; discreetly _____8. Torpor (n.) H. To draw back; retreat _____9. Stippled (adj.) K. Distort; thrash; wriggle _____10. Derelict (adv.) L. Lookout; guardian _____11. Recede (v.) M. Clamorous; agitated _____12. Writhe (v.) N. To determine with certainty

LITERARY DEFINITIONSImagery language that appeals to the five senses; it is a tool to add realism to a text

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Style is the writer's voice reflected in their choice of words, sentence structure and tone of ideas in order to "show" the reader what the writer is intending

Point of View a way the events of a story are conveyed to the reader, it is the “vantage point” from which the narrative is passed from author to the reader

Personification giving human qualities to inanimate objects

GETTING THINGS STRAIGHT: While-Reading Questions

CHAPTER 151. How do the Martians communicate with each other? 2. What is the question uppermost in the narrator’s mind as he watches the Martians advance?3. Wells is renowned for his predicting weapons of the future. What kind of warfare does he

predict in this chapter that became a reality in World War I? 4. The Martians are using the black smoke instead of the heat-ray. Why does the narrator

believe they are restricting their use of the ray? 5. What kind of offensive actions do the humans try against the Martians after they realize

their guns are useless against the black smoke? 6. Find an example of personification in this chapter.

CHAPTER 161. Briefly describe the behavior of the people fleeing London. What negative attributes of

human behavior surface in the ensuing panic?

2. What human attribute is illustrated by the “bearded, eagle-faced man”? Why do you think Wells includes the plight of Lord Garrick?

3. What can the reader infer about the danger from the Martians in the following passage from this chapter?

And in the evening many people came hurrying along the road near by their stopping-place, fleeing from unknown dangers before them, and going in the direction from which my brother had come.

CHAPTER 171. What does the narrator think the Martians are trying to accomplish with their attack on London?

2. How many of the ten cylinders have fallen by Tuesday night? What is the Thunder Child?

3. Why does the Captain of the ferry delay his departure? How does the Thunder Child rescue the ferry? Why is she successful?

Use the following passage from the chapter to answer the next two questions. “Something rushed up into the sky out of the greyness—rushed slantlingly upward

and very swiftly into the luminous clearness above the clouds in the western sky; something flat and broad, and very large, that swept round in a vast curve, grew smaller, sank slowly, and vanished again into the grey mystery of the night. And as it flew it rained down darkness upon the land.”

4. Wells is famous for predicting weapons for war that were later used in WW I and WW II. What weapon is he describing in this paragraph?

5. What does the last line in the paragraph imply about the purpose of the fl at, broad thing flying overhead?

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1 After some ineffectual remonstrance I kept away from him, staying in a room – evidently a children’s schoolroom…

2. The Martian cam across the fields…smashed all the windows it touched, and scalded the curate’s hand

3. We stood aghast at our danger, …we would have immediately have perished.

4. Then I turned to see how much of our rampart remained. The detachment of plaster had left a vertical slit open…

5. …the two processes occur side by side, but finally the sexual method superseded its competitor altogether

6. I recall a caricature of it in a pre-Martian periodical Punch. He pointed out – writing in a foolish, facetious tone – that the perfection of appliances must supersede limbs…

7. The last salient point in which the systems of these creatures differed from ours was in what one might have thought trivial.

8. The Martians wore no clothing. Their conceptions of ornament and decorum were necessarily different from ours.

9. His endless muttering monologue vitiated every effort I made to think out a line of action.

10. I believe..this spoiled child..thought his weak tears in some way efficacious.

11. …something struggling violently – was lifted high agaist the sky, a black, vague enigma…

12. But neither force nor kindness availed; he was indeed beyond reason.


_____1. Remonstrance (n.) A. Embankment; barricade _____2. Scald (v.) B. Kidding; playful _____3. Aghast (adj.) C. Appropriateness in manners and conduct _____4. Rampart (n.) D. To make irrelevant; corrupt _____5. Supersede (v.) E. Burn _____6. Facetious (adj.) F. Capable; efficient _____7. Salient (adj.) G. An expression, possibly formal, of protest _____8. Decorum (n.) H. Riddle; mystery _____9. Vitiate (v.) K. Benefit; suffice _____10. Efficacious (adj.) L. Dumfounded; appalled _____11. Enigma (n.) M. Usurp; overrule _____12. Avail (adj.) N. Significant; pronounced

LITERARY DEFINITIONSSuspense The quality in a literary work that makes the reader or audience uncertain or

tense about the outcome of events. Suspense makes the reader ask, 11

"What will happen next?" Suspense is greatest when it focuses attention on a sympathetic character. Thus, the most familiar kind of suspense involves a character hanging form the lee of a tall building, or tied to a railroad tracks as a train approaches.


CHAPTER 11. Why does the narrator move to a room at the top of the house and lock himself inside?

2. What does the narrator see when he looks at the river?

3. In the following passage, what is implied about the reason the Martians are capturing humans? “…in a moment it was evident this Martian pursued them. …He used no Heat-Ray

to destroy them, but picked them up one by one. Apparently he tossed them into the great metallic carrier which projected behind him…”

4. In what ways do you think the arrival of the fifth cylinder, so close to the narrator, might be a stoke of good luck, even though the narrator and the curate are terrified to be close to the Martians?

CHAPTER 21. Briefly describe the “handling-machine.” Which attribute of the machine impresses the

narrator? The handling-machine is the forerunner for which modern technological advancement?

2. What refinements does the narrator add to his earlier descriptions of the Martians? How do they eat and Reproduce?

3. How do these physical differences contribute to the cold-blooded behavior of the Martians on Earth?

4. List two other differences between life on Mars and life on Earth.

5. How do the Martians communicate? What form of communication does the narrator observe in the Martians that contradict some of his earlier writings?

6. What do the Martians wear instead of clothing? What ancient scientific development of man is totally absent in the science of the technologically superior Martians?

CHAPTER 31. How does the forced confinement magnify the differences between the curate and the narrator? 2. What do the handling-machines make out of the clay in the pit? 3. Why does the narrator stop spying on the Martians through the hole in the wall? 4. What efforts does the narrator make to escape the house? Why does he quit trying?

CHAPTER 41. Why does the narrator hit the curate over the head with an ax? 2. The suspense and drama in this chapter reads like a scene in a horror movie. List three

ways Wells maintains the reader’s suspense throughout the chapter.

CHAPTER 51. Why does the narrator believe it is safe to move the red weeds away from the hole so he

can look into the pit? 2. What does the countryside look like after the narrator leaves the safety of the house?

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1 These fragments of nourishment served only to whet my hunger.

2. Directly this extraordinary growth encountered water it straightaway became gigantic and of unparalleled fecundity.

3. The fronds became bleached and then shriveled and brittle.

4. …the waters that had stimulated their early growth carried their last vestiges out to sea.

5. I also raided a couple of silent houses, but they had already been broken into and ransacked.

6. I felt no condemnation; yet the memory, static, unprogressive, haunted me.

7. My movements were languid, my plans of the vaguest…

8. Able-bodied, clean-minded women we want also – mothers and teachers. No lackadaisical ladies -

9. They ought to be willing to die. It’s a sort of disloyalty, after all, to live and taint the race.

10. I think it’s time reconnoitered from the roof of the house.

11. The red creeper swarmed up the trees about the old palace, and their branches stretched gaunt and dead, and set with shriveled leaves…

12. He had swept it out of existence, as it seemed, without any provocation, as a boy might crush an anthill, in the mere wantonness of power.

VOCABULARY PART 2: Determining the MeaningDIRECTIONS: Match the vocabulary words to their synonyms.

_____1. Whet (v.) A. Frail; delicate _____2. Fecundity (n.) B. Changeless; fixed _____3. Brittle (adj.) C. Listless; inert _____4. Ransack (v.) D. Appraise; survey _____5. Vestige (n.) E. Impulsiveness; unrestraint _____6. Static (n.) F. Productivity; virility _____7. Languid (adj.) G. Emaciated; cadaverous _____8. Lackadaisical (adj.) H. Infect; contaminate _____9. Taint (v.) K. Plunder; raid _____10. Reconnoiter (v.) L. Lifelessness; lack of energy _____11. Gaunt (n.) M. Awaken; stir _____12. Wantonness (n.) N. Token; trace; residue

LITERARY DEFINITIONSIRONY refers to how a person, situation, statement, or circumstance is not as it would actually

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seem. Many times it is the exact opposite of what it appears to be. There are many types of irony, the three most common being verbal irony and dramatic irony. Verbal irony occurs when either the speaker means something totally different than what he is saying or the audience realizes, because of their knowledge of the particular situation to which the speaker is referring, that the opposite of what a character is saying is true. Verbal irony also occurs when a character says something in jest that, in actuality, is true. Dramatic irony occurs when facts are not known to the characters in a work of literature but are known by the audience.


CHAPTER 61. Why does the narrator experience a feeling of “dethronement?” 2. How does the red weed die? In what way is the death of the red weed a sign of hope for humanity?

CHAPTER 71. Briefly describe the narrator’s feelings about the death of the curate, the location of the

Martians, and the fate of his wife.

2. What is the one thing the narrator hopes mankind learns from this war?

3. What is potentially dangerous about the artilleryman’s statements that men will go on living “for the sake of the breed” and that the new group does not need anyone who is “weak or silly”?

4. For what reasons does the narrator decide to leave the artilleryman and try to get to London?

CHAPTER 81. Define temerity. How does the narrator feel walking through the deserted city? Why does

he miss the sound of “Ulla, ulla, ulla”? What do you think is making that noise?

2. How does the narrator try to commit suicide?

3. What finally kills the Martians? What is ironic about their death?

4. Why does the narrator believe humans have earned the right to continue living on the Earth?

5. How do you feel about the deaths of the Martians? Explain.

CHAPTER 91. What was the narrator writing about before the Martians came? How is the topic of his

paper an example of irony?

CHAPTER 101. Why does the narrator believe another attack from Mars is possible? What does he

suggest the people of Earth do if the Martians send more cylinders to Earth? 2. In what ways does the narrator think mankind can benefit from the experience of the

Martian invasion? 3. Support or refute the following statement by citing incidents from the story: Despite the

numerous examples of poor behavior by the humans while under attack by the Martians, this story ends with hope for the future.

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THE WAR OF THE WORLDS: LITERARY ELEMENTSBook 1: Chapters 1-3

FORESHADOWING: Indentify passages in the text that foreshadow later actionDIRECTIONS: Find passages from the story that foreshadow events or actions later in the novel. Note the

impression foreshadowing has on you as a reader. What questions does it raise in your mind that might pique your interest or build suspense? Finally, as you continue to read, complete the chart by indicating when, where, or how the author subsequently fulfills the foreshadowing. The first one is done for you as an example. Find at least one additional example of foreshadowing in each of Chapters 1-3.

FORESHADOWING LOGPassage from the story

(including page number)Questions in your mind

Interest/SuspenseFulfillment in the Story

“No one would have believed in the last years of the nineteenth century that this world was being watched keenly and closely by intelligences greater than man’s…” (p. 3)

Are we being watched by other creatures? If so, to what end?

Martians land on earth and begin to explore the terrain.

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THE WAR OF THE WORLDS: LITERARY ELEMENTSBook 1: Chapters 5

STYLE: Understanding the concept of style and recognizing elements that characterize itDIRECTIONS: In small groups, complete a style chart on Chapter V of the book. Use the

following outline to analyze the voice and the style of The War of the Worlds—the style or way the author presents the story. Give specific examples from the text to illustrate each aspect of Wells’ style.

Elements of Style

I. DICTION A. Type of language 1. Standard English (formal) 2. Standard English (informal) 3. Dialect

B. Vocabulary 1. Concrete words—words that have specific meanings; these refer to things

that are usually familiar and easily recognized. The more concrete the writing is, the easier it is to comprehend.

2. Abstract words—the use of words to evoke sensory impressions; these refer to concepts, rather than concrete elements. A large number of abstract words usually results in a higher level of difficulty and unfamiliarity.

C. Imagery

1. Use of connotations 2. Use of descriptive nouns and verbs 3. Figurative language a. Metaphors b. Similes c. Personification

D. Tone—the writer’s attitude toward subjects or readers

II. SENTENCES A. Length (Number of words in sentences)

B. Types of sentences 1. Simple 2. Compound 3. Complex 4. Compound-complex

C. Form 1. Dialogue 2. Narrative

D. Rhetorical Devices—use of literary techniques. More literary forms, like simile or metaphor, usually make the writing more poetic.

NAME:_____________________________ DATE:_________________

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STYLE CHARTSTYLE ELEMENT SYTLE TYPE USE EXAMPLE

DICTION

VOCABULARY

SENTENCES

FIGUARATIVE LANGUAGE

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THE WAR OF THE WORLDS: LITERARY ELEMENTSBook1: Chapters 9

CHARACTERIZATION: Inferring character traits based on the action of the bookDIRECTIONS: Identify the traits that you think the narrator possesses by placing a check

mark in any blanks that apply. Then pick one trait for him and write a short paragraph explaining how that trait is portrayed in the book.

1. _____ youthful 11. _____ clever 21. _____ smart

2. _____ expert 12. _____ honest 22. _____ moody

3. _____ guilty 13. _____ religious 23. _____ practical

4. _____ innocent 14. _____ insecure 24. _____ attractive

5. _____ wise 15. _____ inquisitive 25. _____ irrational

6. _____ excitable 16. _____ frightened 26. _____ gullible

7. _____ dignified 17. _____ scientific minded 27. _____ confident

8. _____ greedy 18. _____ authoritative 28. _____ weak

9. _____ hard working 19. _____ respectful 29. _____ rational

10. _____ devious 20. _____ stubborn 30. _____ educated

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THE WAR OF THE WORLDS: LITERARY ELEMENTSBook1: Chapters 14

POINT OF VIEW: Recognizing point of view and narrative toneThe point of view from which a story is told makes a big difference in how it is told. In a first-person narrative, we are only receiving the impressions of one of the characters, and thatcharacter’s impressions will be colored by his or her age, gender, beliefs, and so on. In a third-person narrative, the point of view may be limited or omniscient. First-person narratives are always limited.

DIRECTIONS: Read the passages below and fill in the chart that follows, providing both the point of view (first person, third person) and the tone (formal, informal)

of each passage. If the narrative is in the third person, make sure to mention whether it is limited or omniscient.

1. Selection from The Adventures of Huckleberry Finn by Mark Twain You don’t know about me, without you have read a book by the name of “The Adventures of Tom Sawyer,” but that ain’t no matter. that book was made by Mr. Mark Twain, and he told the truth, mainly. There was things which he stretched, but mainly he old the truth. that is nothing. I never seen anybody but lied, one time or another, without it was Aunt Polly, or the widow, or may Mary. Aunt Polly—Tom’s Aunt Polly, she is—and Mary, and the Widow Douglas, is all told about in that book—which is mostly a true book; with some stretchers, as I said before.

2. Selection from Harry Potter and the Sorcerer’s Stone by J. K. Rowling Nearly ten years had passed since the Dursleys had woken up to find their nephew on the front step, but Privet Drive had hardly charged at all. The sun rose on the same tidy front garden and lit up the brass number four on the Durselys’ front door; it crept into their living room, which was almost exactly the same as it had been on the night when Mr. Dursley had seen that fateful news report about the owls. Only the photographs on the mantel- piece really show how much time had passed.

3. Selection from Chapter 13 of The War of the Worlds The hot water from the Martian’s overthrow drifted downstream with me, so that for the best part of a mile I could see little of either bank. Once, however, I made out a string of black figures hurrying across the meadows from the direction of Weybridge. Halliford, it seemed, was deserted, and several of the houses facing the river were on fire. It was strange to see the place quite tranquil, quite desolate under the hot blue sky, with the smoke and little threads of flame going straight up into the heat of the afternoon.

4. Selection from Chapter 14 of The War of the Worlds Of course all the students in the crammer’s biology class, to which my brother went that day, were intensely interested, but there were no signs of any unusual excitement in the streets. The afternoon papers published scraps of news under big headlines. They had nothing to tell beyond the movements of troops about the common, and the burning of the pine woods between Woking and Weybridge, until eight. Then the St. James’s Gazette in an extra-special edition, announced the bare fact of the interruption of telegraphic communication. This was thought to be due to the falling of burning pine trees across the line. Nothing more of the fighting was known that night, the night of my drive to Leatherhead and back.

NAME:_____________________________ DATE:_________________

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POINT OF VIEW & TONE CHARTTITLE POINT OF VIEW TONE: FORMAL or

INFORMAL

ACTIVITY 2DIRECTIONS: Write a paragraph contrasting the use of first person, the narrator describing

his experience, and third person, the narrator describing his brother’s experiences. Indicate which usage you think is more effective in narrating the story.

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THE WAR OF THE WORLDS

DELVING-IN: Literary Analysis & Research Topics

DIRECTIONS: Thoughtfully write a five-paragraph essay (500 words) about one of the topics below in MLA format. Be sure to have a properly placed and PROFOUND thesis statement. Incorporate 4-6 quotations from 3 outside sources (not counting the novel) to support your position and response.

DUE DATES: OUTLINE & FIRST DRAFT (for Peer Evaluation CW): Thursday, October 20th2nd DRAFT DUE (for Peer Evaluation CW): Thursday, October 27thFINAL DRAFT DUE: Thursday, November 3rd

(Due at the start of class! Anything later will be deducted accordingly.)

HEROISMSupport or refute the following statement: the Narrator of the story is not a traditional hero. Can the narrator or any other of Wells’ characters be considered heroes in any way? Analyze three examples from the story in which humans behave either badly or heroically under pressure. Be sure to conclude with your final opinion regarding the Narrator as hero or coward.

THE EXISTENCE OF ALIENSThe possibility of life on Mars was part of the folklore in Britain at the end of the 19 th century. But “scientific” knowledge of Mars and the potential of alien life (impressive as it was) initially presented in The War of the Worlds has in the years since the book’s publication grown tremendously in popularity and speculation. Examine the information that has been printed by people who suspect that aliens have already come to Earth, especially the theories around Roswell, New Mexico and the government facility at Area 51 in Nevada. After researching this information, explain why you do or do not believe that the government is keeping the presence of aliens a secret.

FEAR OF INVASIONThe War of the Worlds was written in the late 19th century, a pivotal time in world politics just prior to World War I. The political scene in which Wells wrote about the Martian invasion was a stable one; however, it was one that was expected to soon explode. How did The War of the Worlds foreshadow the military melee that would happen less than two decades later? How can The War of the Worlds still be compared to / used to explain / comment upon contemporary world politics and military events including September 11, 2001?

DARWINISMDefine the Darwin’s theory of evolution and explain how it influences Well’s vision of the aliens in this book. Are the aliens more highly evolved than the humans? Explain your position citing examples from the text. Why might Wells have been so strongly influenced by the idea of Darwinism? Do you think the ending of the story leaves the human race with any room for hope?

REALITY BITESWells weaves a variety of elements of realism into The War of the Worlds. These include his switch from first to third person narration (e.g. recalling the narrator’s brother’s experiences), repeated references to familiar places, writing in a semi-documentary style, and use of imagery. How does his use of realism contribute to the overall message and success of the novel? (Be sure to define “the message” and what the “success” is.)

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Last Name i(Your Name)

Teacher’s Name

Course Name

Date

(Essay Title)

Thesis: (Your thoughtfully crafted thesis statement goes here. In the outline format it

represents the Introduction paragraph. This part is double-spaced.)

I. Subtopic #1A. Evidence IA

1. Detail a. More Detail

(1). Even More Detail(2). Even More Detail

%6%. 2. Detail%6%. 3. Detail

%6%. B. Evidence IB%6%. 1. Detail%6%. 2. Detail%6%. 3. Detail

%6%. C. Evidence IC%6%. 1. Detail%6%. 2. Detail

II. Subtopic #2A. Evidence IIA




%6%. B. Evidence IIB%6%. 1. Detail%6%. 2. Detail%6%. 3. Detail

%6%. C. Evidence IIC%6%. 1. Detail%6%. 2. Detail

22

III. Subtopic #3A. Evidence IIIA




%6%. B. Evidence IIIB%6%. 1. Detail%6%. 2. Detail%6%. 3. Detail

%6%. C. Evidence IIIC%6%. 1. Detail%6%. 2. Detail

IV. Conclusion (Restatement of Thesis)A. Interpretation of informationB. Overall importance of information presentedC. Trends in the future? D. Historical impact?

NOTE: The outline you turn in does not have to have so much detail, but I do expect to find evidence that you have begun thinking about, organizing, and researching your topic.

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THE WAR OF THE WORLDS

GROUP PRESENTATION PROJECT

DIRECTIONS: In groups of 3, you and your teammates will create a visual and oral presentation on one of the below topics (1 group per topic). Each week two groups will present the followingtopics in chronological order. Researching your topic (as well as listening to your peers’ topics), will help you to develop a deeper understanding about the author’s point of view and central characters of The War of the Worlds. Simultaneously these projects will serve to enhance your knowledge base for your Final Essay. Please refer to rubric for presentation expectations. Additionally, create a handout for the class of your project. This should cover the main points of your presentation and serve as a study guide for them. Please have a copy the day of your presentation for each student in the class.

*Please be sure to quote/cite all research resources. A copy of all visual aids will be turned in to teacher for review.

Topic One - Historical Information / Contextual backgroundYou are responsible for finding all the information you can about life in 1898. Here are some things you might want to think about: what was happening in terms of geopolitics in 1898? Who was the reigning empire of the world and why? What jobs were common professions? What inventions and modes of communication were considered innovative and cutting edge? What was happening in terms of economy in the U.S., Britain, and the rest of Europe? What were the thoughts on Mars? You can include recordings of popular songs, pictures, links, anything you want, as long as it’s connected to life at the turn of the 20th century.

Topic Two - History of the Novel H. G. Wells’s science fiction masterpiece The War of the Worlds (WOTW) was originally published in Pierson’s magazine in 1897 and was issued as a novel the following year. A century later, it has never been out of print. The story has become an integral part of U.S. culture, frequently retold in graphic novels and films. Why did this book have such an impact on Americans of the 20th century and today? Here are some suggestions: Look for information on book reviews when it was published, highlight interviews with current writers that were influenced by WOTW and literary movements, such as science fiction, that can be attributed in part to WOTW and add them to your presentation. How did the public react to the book when it was first published? Keep in mind much of the technology mentioned in the book was, at that time, not yet invented (flying aircraft, rockets, lasers and others). Why has this book remained relevant despite it being written over a hundred years ago?

Topic Three - Various Media AdaptationsResearch and report on the various adaptations of WOTW that came AFTER Orson Welles’ original radio play with the Mercury Theatre. Make a visual aid or some sort of tool to illustrate the progression of the various versions over the years. Listen to / watch at least 2 recordings / movie adaptations and read one print adaptation. How did each of these adaptations give important social commentary to happenings of their time? Was one medium more effective than others in conveying Wells’ themes? Why was this so? How did each medium help shape the next interpretation that followed it? Which adaptation retained the true spirit of the original? Which media adaptation did you enjoy the most / the least and why?

Topic Four - Character Analysis24

Create a presentation describing most of the characters in the novel. Your presentation should include information about the Narrator, the Narrator’s Wife, the Narrator’s brother, Ogilvy, the Curate, Henderson, Lord Garrick and any other characters (major OR minor) that are important to the story. Write your own details about each character, add pictures if you think they capture a character's physical appearance (hair, height, weight), link descriptions that others have written about any of these characters and include links that you think describe them. For example, create a link from Ogilvy to a website that has information about current prominent astronomers working with cutting edge space technology. Or perhaps compare/contrast different movie and theatre actors interpretations of the particular character. Be specific, and relate back to book.

Topic Five - Literary Elements Research all that you can about the literary elements used in the novel and give examples of the following: foreshadowing, imagery, Wells’ use of metaphor, symbolism, setting, irony, tone, point of view, conflict, theme, and social commentary of the time, which help support Well’s major emerging themes. Which literary elements does Wells seem to rely upon most heavily? Which does he use most effectively? How is Well’s narrating style different from other authors (what made him innovative)? You can use what we've discussed in class, cite quotations from the novel, and create links from other sources to support your position.

Topic Six – A foreshadowing of Mass Media Manipulation? Research, listen and report on the recording of the Mercury Theatre’s 1938 broadcast of their adaptation of The War of the Worlds. Did the radio play hold your attention? Which techniques were effective in giving the play a sense of realism? What other factors contributed to the panic that broadcast caused? Search through printed sources (newspapers, magazines) that were published after Welles's broadcast (which was on Halloween 1938) and that tell the effect the program had on listeners who tuned in late. In your opinion, was this part of Orson Welles’ intention? Until the night of that broadcast, few people realized the power of broadcast media to make whole populations feel powerless when faced with breaking events. Keeping in mind the confusion caused by the radio broadcast, critique how consumers respond to all the media around them today. Was the (unintended?) duping of the American public by Welles's Halloween broadcast something that could have happened only in the 1930s? Have Americans become more sophisticated in their consumption of media? How does the internet change how information about major events are shared and perceived?

Topic Seven – Graphic Novel/Comic Book This option allows the artistic students to use their skills to recreate the story in a graphic novel (i.e. comic book) format. Choose the most important scenes - in your view - and tell the story of The War of the Worlds. The quality of your project will be determined by the following: (1) the extent to which your graphic novel includes the entire story of the novel, (2) the quality/effort put into of the artwork, and (3) the inclusion of an introduction in which you explain what you tried to capture in your recreation of the novel (e.g., "We wanted to emphasize the extent to which the public is influenced by fear of the unknown / the unknown enemy. We did this because… and showed it by…").

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THE WAR OF THE WORLDSFINAL PRESENTATION RUBRIC

Beginning(0-3 points)

Developing(4-5 points)

Accomplished(6-7 points)

Exemplary(8-10 points)

Score

RESEARCH

Research Information

Information presented from research is vague and inadequate.

Information presented from research is appropriate but needs significant revision.

Information presented from research is appropriate and adequate.

Information presented from research is appropriate, specific, and used in a creative manner.

Wide Use of Research Materials

Completed research is inadequate to properly complete the task.

Completed research shows a small sample of the information available on the topic.

Completed research covers topic, but not in a thorough manner.

Completed research is diverse, wide-ranging, & covering multiple aspects of topic.

Visual Aid: Application & Organization of Research

Research presented in an unprepared, haphazard manner.

Research presented fairly well, but does not complete all requirements for each group role.

Research presented in an organized fashion and all requirements for each group role are completed.

Research presented in an organized, creative, interested manner. All requirements are met and visual aids suit the material and audience.

DELIVERY

Eye Contact Makes no eye contact and only reads from notes.

Occasionally uses eye contact, but still reads mostly from notes.

Maintains eye contact most of the time but frequently returns to notes.

Maintains eye contact with audience, seldom returning to notes.

Verbal Techniques

Mumbles, incorrectly pronounces terms, and speaks too quietly for audience in the back of class to hear

Voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing

Voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.

Uses a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.

Grammar Presentation has 4 or more spelling and/or grammatical errors.

Presentation has 3 misspellings and/or grammatical errors.

Presentation has no more than 2 misspellings and/or grammatical errors.

Presentation has no misspellings or grammatical errors.

Organization Audience cannot understand presentation due to no sequence of info.

Audience has difficulty following presentation because student jumps around.

Presents information in logical sequence which audience can follow.

Presents information in logical, interesting sequence which audience can follow.

GROUP INTERGRATION

Group WorkCannot work with others in most situations. Cannot share decisions or responsibilities.

Works with others, but has difficulty sharing decisions and responsibilities.

Works well with others. Takes part in most decisions and shares in the responsibilities.

Works very well with others. Assumes a clear role in decision-making and responsibilities.

POST-QUESTION SESSION

Subject Knowledge

Does not have grasp of information; student cannot answer questions about subject.

Is uncomfortable with information and is able to answer only rudimentary questions, but fails to elaborate.

Is at ease and answers most questions with explanations and some elaboration.

Demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration.

TOTAL SCORE: ________________

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Documents

· Web viewTHE WAR OF THE WORLDS. LITERARY STUDY GUIDE. Prepa Ibero English Department. TABLE OF CONTENTS. Introduction. PAGE. H. G. Wells Biography