The document is a script for the Lord of the Flies film. It contains dialogue transcripts from various scenes in the movie. The script details conversations between the boys as they discuss being stranded on the island, establishing rules and leadership, hunting for food, and their growing fear of a potential beast in the jungle.
This document discusses grammar basics related to nouns. It defines a noun as a word that names a person, place, thing, animal, idea or event. It then explains the different functions a noun can have in a sentence including direct object, indirect object, object of a preposition, subject complement and appositive. It also covers how to make most nouns plural by adding "s" or "es" and provides examples of identifying noun functions in sentences.
The gerund is a non-finite verb form that ends in "-ing" and can function as a noun. As a noun, gerunds can serve as the subject, object, or complement of a sentence. However, gerunds retain qualities of verbs as well, as they can take objects and are often used after certain verbs like "enjoy" and "consider". It is important to understand whether a verb ending in "-ing" is functioning as a gerund or present participle based on how it is used in a sentence.
This document provides instructions for writing a limerick poem. It explains that a limerick has five lines with a rhyming scheme of AABBA, where the first, second and fifth lines rhyme, as do the third and fourth. It gives an example of writing the first two lines using a name and rhyming word. It then provides guidance on writing the next two lines to continue the story and ensure the rhyme. The final line returns to the original rhyme.
This document provides guidance for students to learn about and retell traditional tales. It defines traditional tales as stories that have been passed down orally between generations. Students will read and compare traditional tales, predict endings, and watch presentations of tales from other cultures. They will practice retelling tales using different voices, expressions, and volumes for various characters. The goal is for students to use storytelling techniques to make their retellings engaging.
This poem describes two different types of weather - pleasant weather in the spring that the poet enjoys, and unpleasant weather in the autumn that the poet dislikes. The first stanza depicts a nice spring day with showers, singing nightingales, and people socializing outdoors. The second stanza portrays an unpleasant autumn with heavy rain, trees losing their leaves, flooding streams, and birds flying home to shelter from the bad weather - all things the poet prefers to avoid, like the shepherd avoiding bad weather.
This document provides information about fables by defining what a fable is, listing common elements of fables such as animals as main characters and lessons, and providing examples of famous fables from Aesop. It explains that fables are short stories that teach a moral lesson and often feature anthropomorphized animals. Some classic fables summarized include The Grasshopper and the Ants, The Tortoise and the Hare, and The Lion and the Mouse.
Right subject verb agreement is one of the crucial requirements of correct writing. This presentation gives 20 useful rules to follow to have correct subject verb agreement.
The document summarizes the classic fairytale of Cinderella. It describes how Cinderella is mistreated by her stepmother and stepsisters but is able to attend the royal ball with the help of her fairy godmother. At the ball, she dances with and falls in love with the prince. However, she must flee before midnight when the magic ends. Later, the prince finds Cinderella with the glass slipper, they fall in love and marry, living happily ever after.
This document discusses grammar basics related to nouns. It defines a noun as a word that names a person, place, thing, animal, idea or event. It then explains the different functions a noun can have in a sentence including direct object, indirect object, object of a preposition, subject complement and appositive. It also covers how to make most nouns plural by adding "s" or "es" and provides examples of identifying noun functions in sentences.
The gerund is a non-finite verb form that ends in "-ing" and can function as a noun. As a noun, gerunds can serve as the subject, object, or complement of a sentence. However, gerunds retain qualities of verbs as well, as they can take objects and are often used after certain verbs like "enjoy" and "consider". It is important to understand whether a verb ending in "-ing" is functioning as a gerund or present participle based on how it is used in a sentence.
This document provides instructions for writing a limerick poem. It explains that a limerick has five lines with a rhyming scheme of AABBA, where the first, second and fifth lines rhyme, as do the third and fourth. It gives an example of writing the first two lines using a name and rhyming word. It then provides guidance on writing the next two lines to continue the story and ensure the rhyme. The final line returns to the original rhyme.
This document provides guidance for students to learn about and retell traditional tales. It defines traditional tales as stories that have been passed down orally between generations. Students will read and compare traditional tales, predict endings, and watch presentations of tales from other cultures. They will practice retelling tales using different voices, expressions, and volumes for various characters. The goal is for students to use storytelling techniques to make their retellings engaging.
This poem describes two different types of weather - pleasant weather in the spring that the poet enjoys, and unpleasant weather in the autumn that the poet dislikes. The first stanza depicts a nice spring day with showers, singing nightingales, and people socializing outdoors. The second stanza portrays an unpleasant autumn with heavy rain, trees losing their leaves, flooding streams, and birds flying home to shelter from the bad weather - all things the poet prefers to avoid, like the shepherd avoiding bad weather.
This document provides information about fables by defining what a fable is, listing common elements of fables such as animals as main characters and lessons, and providing examples of famous fables from Aesop. It explains that fables are short stories that teach a moral lesson and often feature anthropomorphized animals. Some classic fables summarized include The Grasshopper and the Ants, The Tortoise and the Hare, and The Lion and the Mouse.
Right subject verb agreement is one of the crucial requirements of correct writing. This presentation gives 20 useful rules to follow to have correct subject verb agreement.
The document summarizes the classic fairytale of Cinderella. It describes how Cinderella is mistreated by her stepmother and stepsisters but is able to attend the royal ball with the help of her fairy godmother. At the ball, she dances with and falls in love with the prince. However, she must flee before midnight when the magic ends. Later, the prince finds Cinderella with the glass slipper, they fall in love and marry, living happily ever after.
1. The document discusses the basic rules of subject-verb agreement in English grammar. It states that a singular subject takes a singular verb form while a plural subject takes a plural verb form.
2. Over 20 specific rules are provided with examples, such as compound subjects taking plural verbs; collective nouns being singular or plural depending on whether they refer to a group or individuals; and indefinite pronouns like "some" being singular or plural based on context.
3. Exceptions and tricky cases are explained, like nouns that are plural in form but singular in meaning. The document aims to help readers identify subjects and apply the correct verb form to avoid agreement errors.
This document discusses the key elements of fiction including characters, setting, and plot structure. It defines protagonists as the main character who undergoes growth, and antagonists as the characters opposed to the protagonist. Static characters do not change. It explains that setting includes the time and place of a story. The plot structure elements are defined as exposition, rising action, climax, falling action, and resolution. Harry Potter and the Sorcerer's Stone is used as an example to illustrate these concepts.
This document discusses four types of figurative language: similes, metaphors, personification, and symbols. It provides examples for each type. Similes directly compare two things using like or as, metaphors indirectly compare two things by stating one is the other, personification gives human traits to non-human things, and symbols use literal objects to represent abstract concepts or ideas.
Fantasy is an imaginative story dealing with supernatural or unnatural events and characters. Elements of fantasy commonly include an other world, unreal characters with human traits, supernatural events, life lessons, time travel, and themes of good versus evil presented through a quest. Some common types of fantasy include fantasy novels, fairytales, science fiction, myths/legends, and folktales/fables.
This document provides information about fables and includes summaries of several fables:
1. A fable is a short story using animals, objects, or forces of nature as characters to convey a moral lesson. Most fables are attributed to Aesop, a Greek slave whose skill in crafting fables gained him freedom and status.
2. The fable of "The Fox and the Crow" tells of a fox who tricks a crow into dropping her cheese by flattering her singing. The moral is "Do not trust flatterers."
3. "The Town Mouse and the Country Mouse" contrasts the dangers of city life with the simplicity and security of country living. The country mouse prefers her
This document defines and provides examples of different types of literary devices used in poetry and prose. It discusses alliteration, assonance, onomatopoeia, symbolism, and imagery. Examples are given that demonstrate these devices, such as lines from poems that use alliteration and onomatopoeia. The full text of Percy Shelley's poem "Ozymandias" is also included.
This document summarizes key elements of short stories, including plot, setting, characters, and theme. It defines plot as what happens in a narrative, including exposition, rising action, climax, falling action, and resolution. Setting provides details that describe where the action occurs. Characters can be major or minor, round or flat. Theme expresses a central message or insight about human beings or life that may be directly stated or implied.
The document discusses different types of narrative poetry such as ballads, epics, and medieval romances. Ballads narrate stories in short stanzas and can be traditional or modern. Epics are long poems that narrate the deeds of legendary figures and past histories. Medieval romances tell tales of famous kings and knights featuring Christian morals. The document also covers dramatic poetry which is performed on stage using props, lights and music. Examples of dramatic poetry include comedies, morality plays, and mystery plays. Shadow plays use puppet shadows to enact stories accompanied by music.
This document provides guidance on identifying the theme of a story using the Pixar film Finding Nemo as an example. It explains that the theme is the overall message or idea that an author wants to convey. To identify a theme, one must first determine the big idea or topic of the story, then make inferences about what the author is saying about that topic. For Finding Nemo, the big idea is determined to be "trust." After analyzing key events in the film, the identified theme is: "Sometimes you have to let go and trust in your friends and family." The document then models using the same process to identify the theme of another story.
There are four verb moods in English: indicative, imperative, emphatic, and subjunctive. The indicative mood makes statements of fact or asks questions using any verb tense. The imperative mood gives commands using the base verb form. The emphatic mood adds emphasis with "do" plus the base verb form. The subjunctive mood expresses wishes, suggestions, commands or uncertain conditions using past tense forms.
- William Wordsworth was a famous English Romantic poet born in 1770 near the Lake District in England.
- The poem "I Wandered Lonely as a Cloud" describes Wordsworth's experience coming across a field of daffodils with his sister in 1802, which brought him great joy.
- Through the use of similes, metaphors, and personification, Wordsworth vividly depicts the beauty of the daffodils dancing in the breeze and compares them to stars, conveying nature's ability to lift the human spirit.
This presentation seeks to explore the genre, Modern Fantasy, while explaining the role it plays in children's literature. This presentation also gives examples of the sub- genres included in Modern Fantasy.
Prepositional phrases as adjective and adverb phrasesRicky Uptown
This document discusses identifying and using prepositional phrases as adjectives and adverbs. It provides examples of prepositional phrases modifying nouns and pronouns as adjective phrases, and modifying verbs, adjectives, and adverbs as adverb phrases. Readers are given exercises to identify prepositional phrases in sentences and rewrite sentences using adjective and adverb phrases. The document aims to help readers accurately use prepositional phrases in writing.
The story follows D'Artagnan, a poor man who arrives in Paris seeking to become a musketeer. He proves his skills in battle against the Cardinal's guards, earning him a place among the musketeers. D'Artagnan goes on to save Constance from being kidnapped and protects the Queen. However, the Cardinal sees the Queen give diamonds to the Duke and plots against them with Lady de Winter. D'Artagnan must travel to London to retrieve the Queen's diamonds and return them. He discovers Lady de Winter is a criminal working against him and France. This leads to war between France and England, which D'Artagnan and the musketeers help France win through
A legend is a narrative that blends fact and fiction about people, events, places, or natural features. Legends originated from the Latin word "Legenda," meaning "things to read," and were used to describe stories about saints that were read in church services. Legends differ from myths in that myths interpret nature while legends idealize history, myths involve gods and goddesses while legends can feature animals or objects, and legends are specific to one or two localities while myths are found universally. Legends can strengthen children's faith, teach history and morality, develop imagination, and introduce culture.
Myths and legends are special types of stories that have usually been told for many years and come from around the world. They often feature magical creatures and villains, and take place in vivid settings like forests, castles, and underworlds. Myths and legends are usually written in the past tense and third person, using direct speech and vivid descriptions to bring the characters and worlds to life. The document provides examples of common mythical characters like dragons and fairies, and explores some of the key elements of myths and legends like settings, story language, and plots.
The themes of love and hate in shakespeare'swleflore
The document discusses the themes of love and hate in some of Shakespeare's plays. It analyzes how Romeo and Juliet depicts the love between the two young protagonists contrasted against the hate between their two families. Othello also shows examples of love corrupted by hate, as Othello ends up killing his wife out of jealousy. A Midsummer Night's Dream portrays themes of love through the characters attempting to be with who they love. Overall, the document argues that Shakespeare used love and hate prominently in many of his works to create dramatic stories that would entertain audiences.
Fairy tales take place in imaginary settings and include magical elements like characters with special powers or abilities. They often feature royalty and creatures like dragons or fairies. Fairy tales usually involve a problem that seems impossible to solve but is resolved by the end of the story, typically with a happy or pleasing conclusion and lesson learned.
This document defines key elements of short stories including: plot, which presents and resolves a conflict; exposition, rising action, climax, falling action, and resolution; setting; types of conflicts; complications; point of view; characterization of main characters and their types; theme; and irony. Plot structure includes an introduction, central conflict, high-intensity climax, and resolution. Characterization can be direct or indirect through appearance, thoughts, words, actions, and reactions of others.
This document provides various activities for students to engage in pirate-themed learning, including:
1) Sketching themselves as pirates and adding digital effects to self-portraits.
2) Creating maps of treasure locations and designing pirate flags and wanted posters.
3) Inventing codes of conduct for pirate crews and designing pirate ships.
4) Learning and performing a sea shanty, creating a pirate dictionary, and writing math problems and narratives about pirate life.
The document contains lyrics to several children's songs. It describes 6 little ducks going to and from the river, led by one duck with his father on his back. Another song encourages singing when the spirit says sing. A third is about little marionettes doing turns and going away. The document provides snippets of lyrics from multiple upbeat children's songs.
1. The document discusses the basic rules of subject-verb agreement in English grammar. It states that a singular subject takes a singular verb form while a plural subject takes a plural verb form.
2. Over 20 specific rules are provided with examples, such as compound subjects taking plural verbs; collective nouns being singular or plural depending on whether they refer to a group or individuals; and indefinite pronouns like "some" being singular or plural based on context.
3. Exceptions and tricky cases are explained, like nouns that are plural in form but singular in meaning. The document aims to help readers identify subjects and apply the correct verb form to avoid agreement errors.
This document discusses the key elements of fiction including characters, setting, and plot structure. It defines protagonists as the main character who undergoes growth, and antagonists as the characters opposed to the protagonist. Static characters do not change. It explains that setting includes the time and place of a story. The plot structure elements are defined as exposition, rising action, climax, falling action, and resolution. Harry Potter and the Sorcerer's Stone is used as an example to illustrate these concepts.
This document discusses four types of figurative language: similes, metaphors, personification, and symbols. It provides examples for each type. Similes directly compare two things using like or as, metaphors indirectly compare two things by stating one is the other, personification gives human traits to non-human things, and symbols use literal objects to represent abstract concepts or ideas.
Fantasy is an imaginative story dealing with supernatural or unnatural events and characters. Elements of fantasy commonly include an other world, unreal characters with human traits, supernatural events, life lessons, time travel, and themes of good versus evil presented through a quest. Some common types of fantasy include fantasy novels, fairytales, science fiction, myths/legends, and folktales/fables.
This document provides information about fables and includes summaries of several fables:
1. A fable is a short story using animals, objects, or forces of nature as characters to convey a moral lesson. Most fables are attributed to Aesop, a Greek slave whose skill in crafting fables gained him freedom and status.
2. The fable of "The Fox and the Crow" tells of a fox who tricks a crow into dropping her cheese by flattering her singing. The moral is "Do not trust flatterers."
3. "The Town Mouse and the Country Mouse" contrasts the dangers of city life with the simplicity and security of country living. The country mouse prefers her
This document defines and provides examples of different types of literary devices used in poetry and prose. It discusses alliteration, assonance, onomatopoeia, symbolism, and imagery. Examples are given that demonstrate these devices, such as lines from poems that use alliteration and onomatopoeia. The full text of Percy Shelley's poem "Ozymandias" is also included.
This document summarizes key elements of short stories, including plot, setting, characters, and theme. It defines plot as what happens in a narrative, including exposition, rising action, climax, falling action, and resolution. Setting provides details that describe where the action occurs. Characters can be major or minor, round or flat. Theme expresses a central message or insight about human beings or life that may be directly stated or implied.
The document discusses different types of narrative poetry such as ballads, epics, and medieval romances. Ballads narrate stories in short stanzas and can be traditional or modern. Epics are long poems that narrate the deeds of legendary figures and past histories. Medieval romances tell tales of famous kings and knights featuring Christian morals. The document also covers dramatic poetry which is performed on stage using props, lights and music. Examples of dramatic poetry include comedies, morality plays, and mystery plays. Shadow plays use puppet shadows to enact stories accompanied by music.
This document provides guidance on identifying the theme of a story using the Pixar film Finding Nemo as an example. It explains that the theme is the overall message or idea that an author wants to convey. To identify a theme, one must first determine the big idea or topic of the story, then make inferences about what the author is saying about that topic. For Finding Nemo, the big idea is determined to be "trust." After analyzing key events in the film, the identified theme is: "Sometimes you have to let go and trust in your friends and family." The document then models using the same process to identify the theme of another story.
There are four verb moods in English: indicative, imperative, emphatic, and subjunctive. The indicative mood makes statements of fact or asks questions using any verb tense. The imperative mood gives commands using the base verb form. The emphatic mood adds emphasis with "do" plus the base verb form. The subjunctive mood expresses wishes, suggestions, commands or uncertain conditions using past tense forms.
- William Wordsworth was a famous English Romantic poet born in 1770 near the Lake District in England.
- The poem "I Wandered Lonely as a Cloud" describes Wordsworth's experience coming across a field of daffodils with his sister in 1802, which brought him great joy.
- Through the use of similes, metaphors, and personification, Wordsworth vividly depicts the beauty of the daffodils dancing in the breeze and compares them to stars, conveying nature's ability to lift the human spirit.
This presentation seeks to explore the genre, Modern Fantasy, while explaining the role it plays in children's literature. This presentation also gives examples of the sub- genres included in Modern Fantasy.
Prepositional phrases as adjective and adverb phrasesRicky Uptown
This document discusses identifying and using prepositional phrases as adjectives and adverbs. It provides examples of prepositional phrases modifying nouns and pronouns as adjective phrases, and modifying verbs, adjectives, and adverbs as adverb phrases. Readers are given exercises to identify prepositional phrases in sentences and rewrite sentences using adjective and adverb phrases. The document aims to help readers accurately use prepositional phrases in writing.
The story follows D'Artagnan, a poor man who arrives in Paris seeking to become a musketeer. He proves his skills in battle against the Cardinal's guards, earning him a place among the musketeers. D'Artagnan goes on to save Constance from being kidnapped and protects the Queen. However, the Cardinal sees the Queen give diamonds to the Duke and plots against them with Lady de Winter. D'Artagnan must travel to London to retrieve the Queen's diamonds and return them. He discovers Lady de Winter is a criminal working against him and France. This leads to war between France and England, which D'Artagnan and the musketeers help France win through
A legend is a narrative that blends fact and fiction about people, events, places, or natural features. Legends originated from the Latin word "Legenda," meaning "things to read," and were used to describe stories about saints that were read in church services. Legends differ from myths in that myths interpret nature while legends idealize history, myths involve gods and goddesses while legends can feature animals or objects, and legends are specific to one or two localities while myths are found universally. Legends can strengthen children's faith, teach history and morality, develop imagination, and introduce culture.
Myths and legends are special types of stories that have usually been told for many years and come from around the world. They often feature magical creatures and villains, and take place in vivid settings like forests, castles, and underworlds. Myths and legends are usually written in the past tense and third person, using direct speech and vivid descriptions to bring the characters and worlds to life. The document provides examples of common mythical characters like dragons and fairies, and explores some of the key elements of myths and legends like settings, story language, and plots.
The themes of love and hate in shakespeare'swleflore
The document discusses the themes of love and hate in some of Shakespeare's plays. It analyzes how Romeo and Juliet depicts the love between the two young protagonists contrasted against the hate between their two families. Othello also shows examples of love corrupted by hate, as Othello ends up killing his wife out of jealousy. A Midsummer Night's Dream portrays themes of love through the characters attempting to be with who they love. Overall, the document argues that Shakespeare used love and hate prominently in many of his works to create dramatic stories that would entertain audiences.
Fairy tales take place in imaginary settings and include magical elements like characters with special powers or abilities. They often feature royalty and creatures like dragons or fairies. Fairy tales usually involve a problem that seems impossible to solve but is resolved by the end of the story, typically with a happy or pleasing conclusion and lesson learned.
This document defines key elements of short stories including: plot, which presents and resolves a conflict; exposition, rising action, climax, falling action, and resolution; setting; types of conflicts; complications; point of view; characterization of main characters and their types; theme; and irony. Plot structure includes an introduction, central conflict, high-intensity climax, and resolution. Characterization can be direct or indirect through appearance, thoughts, words, actions, and reactions of others.
This document provides various activities for students to engage in pirate-themed learning, including:
1) Sketching themselves as pirates and adding digital effects to self-portraits.
2) Creating maps of treasure locations and designing pirate flags and wanted posters.
3) Inventing codes of conduct for pirate crews and designing pirate ships.
4) Learning and performing a sea shanty, creating a pirate dictionary, and writing math problems and narratives about pirate life.
The document contains lyrics to several children's songs. It describes 6 little ducks going to and from the river, led by one duck with his father on his back. Another song encourages singing when the spirit says sing. A third is about little marionettes doing turns and going away. The document provides snippets of lyrics from multiple upbeat children's songs.
The document describes an expedition to the unexplored island of Honopopo led by Captain Jon Voyage and his assistant Groggins. They have come to explore and document the rare creatures on the island. Groggins mentions that his grandfather previously discovered Honopopo and that there is a legendary beast somewhere in the interior that has never been seen. Their original crew of 10 has been reduced to just Voyage and Groggins due to deaths from dysentery. They hope to find and capture rare animals to bring back, observe, and catalog as part of their scientific exploration of the uncharted island.
This document introduces Honopopo island, which Groggins' grandfather discovered. Groggins and Captain Voyage bring a group to the uncharted island to observe and catalog its rare creatures. Groggins warns of a legendary beast and deadly snake on the island. Their expedition started with 10 but has been reduced to 2 due to dysentery. They hope to make a profit by finding and exhibiting a large creature.
The document summarizes the introduction of 8 residents to the West Desiderata asylum, including their traits and backstories. The asylum is run by the player's sim, Sam, who aims to become a game designer. In the first day, multiple romantic relationships form between residents like Norman and Clowna, leading to kissing, woohoo, and relationship drama as others like Rah Rah try to intervene. Beadee provides musical entertainment on the guitar. Sam works to gain skills and friendships needed for her career.
2011.06.28 p pt on dark & light quotationskatylewiskba
1. The document describes the setting of a barn on a Sunday afternoon, with horses inside eating hay and making noises. Men can be heard playing outside with horseshoes. It is a quiet and lazy time in the barn.
2. The document then focuses on Lennie, who seems to sigh and become conscious of noises from outside. The light in the barn is growing softer. Curley's wife is found lying half covered in hay.
3. The atmosphere in the barn becomes very still and quiet aside from occasional horse noises. Time seems slowed. A pigeon briefly enters and exits the barn before a shepherd
The document provides examples of sentences and determines whether they contain adjective clauses by modifying a noun or pronoun. It explains that an adjective clause is a clause that acts like an adjective to modify a noun or pronoun, such as clauses using relative pronouns like who, whom, whose, which, and that.
Captain Voyage introduces the crew to the undiscovered island of Honopopo and its potential for finding lost civilizations and rare creatures. Groggins explains that he is only the second person to visit the island since his grandfather discovered it. He hopes to find and catalog the island's legendary beast. Groggins gifts Voyage a legendary blowpipe said to make anything it hits fall in love. Groggins also plans to set a humane snake trap to catch and observe the deadly Honopopo cobra constrictor snake. He invites Voyage to help set the trap in the bush.
This document appears to be an activity packet for a stuffed animal sleepover event. It includes songs, fingerplays, and games to do with stuffed animals. It also provides instructions for picking up stuffed friends at the event and mentions souvenirs the stuffed friends can receive. The packet is intended to provide entertainment and activities for children to do with their stuffed animals.
Landon has been assigned a role in the school play by his principal as punishment. He asks Jamie, who wrote the play, for help memorizing his lines. Though skeptical, she agrees. Their conversation touches on peer pressure, relationships, and personal growth. Landon remains reluctant to fully commit to the role, but Jamie encourages him to try.
The document summarizes the events of the final chapter of the OWBC challenge. It describes Rhapsody giving birth to twins Chris and Cherry, completing the challenge. It then shows the children growing up and discussing what will happen after they become teenagers, marking the end of the challenge. The summary concludes by introducing the seven cousins who represent the third generation and thanking the reader for following the story.
Rum grows into a teenager and gains popularity as an aspiration. PlantSims are useful for fulfilling wants and gaining skills quickly. Tyson ages into an elder but works to lift alien technology. The household gains jobs in culinary, oceanography and dance. Rum plans to marry a simself friend to gain a useful career.
The document provides an overview of the Smurfs characters that live in Smurf Village. It describes each Smurf's personality, occupation, and notable traits. Some of the main Smurfs discussed are Papa Smurf the leader, Brainy Smurf who thinks he's smart but is usually wrong, Clumsy Smurf who is accident-prone, Smurfette the only female Smurf originally created by Gargamel, and Hefty Smurf who is the strongest. There are over 100 Smurfs in total who each have a role in the village.
The document defines and provides examples of various literary devices including adverbs, onomatopoeia, similes, personification, tenses, alliteration, prepositions, conjunctions, metaphors, hyperbole, irony, rhyme. It also includes short poems and sentences demonstrating some of these devices.
The document discusses the plans of Gina and her daughter Opal to kidnap a member of the Lynn legacy family and bring them to their neighborhood to gain power. Opal outlines a plan to become a good witch to help befriend a spare or spare of a spare from the Lynn family, and if anyone gets in her way she will kill them, believing their family should have the power to kill with their minds alone by the fourth generation. The document raises doubts about flaws in both Gina and Opal's plans.
June and her squadron are fighting zombies in the forest to lift their Military career. However, things go wrong when they lose teammates to zombie attacks. June and Pheobbs are now lost in the forest with only each other for company, having to deal with hostile zombies and figure out how to make it out of the forest alive.
Jamie Tancowny, James Hardy, and Guest EditorialGreg Robinson
This document summarizes an interview with professional skateboarder Jamie Thomas. Some of the key details include:
- Thomas discusses recently completing filming for the Zero video and choosing his final tricks, including a back overcrook and heelflip over a 13-stair rail.
- He mentions having another full part planned for the upcoming Stay Gold video set to be released in 8 months.
- Thomas talks about balancing filming schedules and deadlines for both Zero and Emerica videos simultaneously over the past year.
- He provides updates on moving into his first apartment and living situation in Long Beach with other pro skaters.
This document provides guidance for conducting a storytime session with young children. It includes summaries and songs about various farm animals. The session is meant to encourage different developmental skills in children of different ages. Babies can make animal sounds, toddlers can say names and repeat phrases, and preschoolers can retell stories. Developing narrative skills through storytelling helps children understand how stories work and aids future reading comprehension.
The document is a letter from the previous owner of a black Lab named Tank explaining the dog's history and behaviors to his new owner. It details Tank's love of tennis balls, commands he knows, feeding schedule, and reluctance to go to the vet. It reveals that the owner told the shelter the dog's name was Reggie so he wouldn't have to fully let go, but hoped the new owner would bond with Tank using his real name.
This document provides a humorous summary of Les Miserables from the perspective of someone who has only seen it through references on Tumblr. It introduces some of the main characters like Jean Valjean and an unnamed character who is important but whose name should not be forgotten. It also mentions Anne Hathaway's character and a young child character. The summary then launches into an absurd theory about the child actually being a shapeshifting, genderless, steel-plated badger that is the love child of Catwoman and Wolverine and evolves through levels like a Pokémon.
In Act 1 of Othello, Brabantio accuses Othello of using witchcraft to coerce his daughter Desdemona into marriage. However, Othello says Desdemona fell in love with him as she listened to his stories of war, slavery, and travel. While Brabantio dismisses the power of words, Othello believes words can create reality. Scholars note Othello responds to experiences by shaping them into stories. The document argues that for Othello, it is not just his military prowess but his ability to tell stories that allows him success in civilian life and wins Desdemona's love.
The document provides learning objectives and context for analyzing the poem "Cousin Kate" by Christina Rossetti. It includes details about the poet, the Victorian-era social roles and expectations for women, and topics to explore in the poem such as love, wealth, and marriage. Students are instructed to read the poem and analyze the techniques, interpretations, and themes regarding a woman's identity, conflicts, and social status.
The narrator describes her morning routine in the Commander's house, where she is forced to serve as a Handmaid. Time is strictly regulated by bells, and the Handmaids wear identical red dresses and white bonnets to cover their faces. The narrator's room is not truly hers and does not lock properly. She follows the dusty pink carpet downstairs and notices the Victorian details of the large, family home. As she descends, she catches a distorted glimpse of herself in the round hallway mirror, likening her appearance to a fairytale character in a red cloak.
Othello tells Desdemona that he cannot dine at home and must meet with the captains at the citadel. Desdemona asks Othello to name a time within the next three days for him to come see her again, as he seems penitent about some trespass. Othello says he will deny her nothing. Desdemona says this is no simple request and that when she has a serious request that truly touches his love, it will be difficult for him to grant. Othello reiterates that he will deny her nothing. Desdemona agrees to grant his current request of being left alone for a time before taking her leave.
The document discusses William Golding's novel Lord of the Flies and the change from friendship to violence depicted in the story. It presents two essay prompts, either analyzing how Golding presents this change and what it shows about human nature, or discussing the importance and symbolism of the "beast" in the novel. The document includes an outline for a response to the first prompt, noting that Golding uses vivid imagery and symbolism to comment on the human condition and the downfall from initial friendship into violence over the course of the story.
The document outlines a lesson plan on contemporary media regulation, including suggested teaching activities, resources, and key points for various topics such as the press being self-regulated in the UK, the role and effectiveness of the Press Complaints Commission (PCC), arguments for and against increased regulation of the press, the role of advertising standards agencies, and using case studies like Benetton advertising to examine the need for regulation of advertising.
The document defines and provides examples of various literary terms that will be used throughout the school year, including on final exams. It discusses characters, plot elements like exposition and climax, point of view, setting, style, theme, tone, and figures of speech such as metaphor, simile, and personification. Students are encouraged to learn the terms and use them in their notes.
William Golding believes that childhood is a disease or sickness that people grow out of as they mature. His novel Lord of the Flies was an attempt to show how flaws in society can be traced back to flaws in human nature. Golding saw childhood as a temporary condition that people move beyond as they develop.
This document discusses the defects of human nature according to William Golding, the author of Lord of the Flies. It mentions that Golding wrote that Lord of the Flies was an attempt to trace defects in society back to defects in human nature. The document then provides links to news articles about the Jamie Bulger murder case and extracts from Lord of the Flies to further explore the idea of the defects of human nature, suggesting using these sources to devise a group piece on whether we all have a killer instinct.
The narrator picks up a hitchhiker in Leeds who is traveling freely with just a toothbrush. Fed up with his job and pressure from his employer, the narrator grows annoyed with the hitchhiker's carefree lifestyle and beats him violently before leaving him injured on the side of the road. The poem explores the contrast between the hitchhiker's freedom and the narrator's frustration, using imagery and references to nature.
This poem explores the emotions of a woman, referred to as Havisham, who was left at the altar on her wedding day. She describes feeling intense anger, hatred, and jealousy towards her former fiancé. Havisham recalls spending days in bed crying and wishing for his death. She reflects on how she has aged and deteriorated since that day, resembling a "spinster". Havisham expresses how she no longer finds language to describe her deep pain and instead makes incomprehensible sounds. She has disturbing dreams of her former lover that leave her feeling awakened and attacked. The poem depicts Havisham behind a "white veil" of innocence hiding her true anger, like a "red balloon bursting
Figurative language uses words in non-literal ways through devices like similes, metaphors, and personification. A simile directly compares two things using "like" or "as", a metaphor states one thing "is" something else, and personification gives human qualities to non-human things. Figurative language contrasts with literal language, which describes something exactly as it is.
A ballad is a story in poetic form, often about tragic love, that was traditionally passed down orally. Two well-known examples are "Sir Patrick Spens" and "Bonnie Barbara Allan." A sonnet is a 14-line lyric poem with a specific rhyme scheme, such as Shakespearean or Petrarchan. Meter refers to the pattern of stressed and unstressed syllables in poetry. Enjambment and end-stopping describe whether the lines run on or end at sentence boundaries. An epistle is a formal letter, such as those in the New Testament. A false analogy uses a flawed comparison to support an argument.
The document defines various literary terms including soliloquy, genre, rhyming couplet, farce, irony, sub-plot, imagery, blank verse, alliteration, metaphor, pun, simile, prose, and iambic pentameter. It provides descriptions of each term and examples to illustrate literary devices such as metaphor and irony.
The English timetable outlines lessons for two teachers, Mrs Johnson and Mrs Calton, across two weeks. In week B, period 2 focuses on poetry themes of death, period 4 is teacher-led essay composition, and period 5 is independent exam question practice. Week A includes writing skills resits, studying the plot and characters of Lord of the Flies, and resits on reading comprehension.
No document was provided to summarize. A summary requires source text to extract the key points and essential information from. Without a document, it is not possible to generate an accurate 3 sentence summary.
This document provides information and checklists for students preparing for their Unit 3 performance assessment. It outlines the learning outcomes for a lesson, including understanding the criteria and mark scheme for Unit 3. Checklists are provided for both actor and performance support roles, detailing the skills and documentation required to demonstrate their understanding and contributions to the performance. Students are asked to provide a pitch previewing their Unit 3 plans and work collaboratively during lessons to prepare.
The UK film classification system has evolved from moralistic paternalism to bureaucratic protectionism over time. It aims to inform audiences and limit harm while respecting freedom of choice. The BBFC classifies films for fees according to guidelines considering harm to viewers and society. Films can be cut or restricted to certain age ratings, with legal limits on obscenity, cruelty and child images. Challenges include unclassified media skirting the system.
1. Lord Of The Flies Script - Dialogue Transcript<br />Voila! Finally, the Lord Of The Flies script is here for all you quotes spouting fans of the movie based on the William Golding book. This script is a transcript that was painstakingly transcribed using the screenplay and/or viewings of Lord Of The Flies. I know, I know, I still need to get the cast names in there and I'll be eternally tweaking it, so if you have any corrections, feel free to drop me a line. You won't hurt my feelings. Honest. <br />Swing on back to Drew's Script-O-Rama afterwards for more free movie scripts! <br />Lord Of The Flies Script<br /> <br /> <br /> <br />If three points are taken<br />in two sides of a triangle,<br /> <br /> <br />and the third side reduced,<br />or all three sides reduced...<br /> <br /> <br />so that the product of the three<br />alternate segments taken in order--<br /> <br /> <br />Hi! Ouch!<br /> <br /> <br />Hey, wait for me.<br /> <br /> <br />I can't hardly move<br />with all these creeper things.<br /> <br /> <br />Them other kids must have<br />got scattered in the dark.<br /> <br /> <br />We ought to go and find them.<br /> <br /> <br />My auntie told me not to run<br />on account of my asthma.<br /> <br /> <br />- Asthma ?<br />- That's right.<br /> <br /> <br />I was the only boy<br />in our school that had asthma.<br /> <br /> <br />And I've been wearing specs<br />since I was three.<br /> <br /> <br />- Where's the plane ?<br />- The storm must have dragged it out.<br /> <br /> <br />There must have been<br />some kids still in it.<br /> <br /> <br />Are there any grown-ups ?<br /> <br /> <br />- I don't think so.<br />- What's your name ?<br /> <br /> <br />Ralph.<br /> <br /> <br />I don't care what they call me,<br /> <br /> <br />as long as they don't call me<br />what they did at school.<br /> <br /> <br />What's that ?<br /> <br /> <br />- They used to call me ''Piggy.''<br />- Piggy!<br /> <br /> <br />As long as you don't<br />tell the others.<br /> <br /> <br />Daddy's a commander in the Navy.<br /> <br /> <br />One day when he gets leave,<br />he'll come and rescue us.<br /> <br /> <br />- Aren't you coming in ?<br />- Ooh, it's hot.<br /> <br /> <br />No. My auntie wouldn't let me--<br />account of my asthma.<br /> <br /> <br />Sucks to your asthma.<br /> <br /> <br />You can't half swim well.<br /> <br /> <br />- Hey, look!<br />- It's a shell.<br /> <br /> <br />I've seen one like it before<br />on someone's back wall.<br /> <br /> <br />A conch, he called it. He used<br />to blow it, and his mum would come.<br /> <br /> <br />He blew from down here.<br /> <br /> <br />- You've done it!<br /> <br /> <br />Hey! Is anyone there ?<br /> <br /> <br />Hey! Hey!<br /> <br /> <br />- I think we ought explore a bit.<br /> <br /> <br />- What's your name ?<br />- Percival Williams Madison...<br /> <br /> <br />the Vicarage, Hartcourt,<br />St. Anthony, telephone: Hartcourt .<br /> <br /> <br />- And what's your name ?<br />- George.<br /> <br /> <br />- What's your name ?<br />- Sam and Eric.<br /> <br /> <br />Sam and Eric.<br /> <br /> <br />Sam and Eric.<br /> <br /> <br />Choir, halt!<br /> <br /> <br />Where's the man<br />with the trumpet ?<br /> <br /> <br />There's no man<br />with a trumpet. Only me.<br /> <br /> <br />- Isn't there a man here ?<br />- No.<br /> <br /> <br />Then we'll have<br />to look after ourselves.<br /> <br /> <br />We're having a meeting.<br />Come and join us.<br /> <br /> <br />- Is he all right ?<br /> <br /> <br />Put him in the shade, quick!<br /> <br /> <br />- Let him alone.<br />- But, Merridew.<br /> <br /> <br />He'll be all right.<br />Simon's always throwing a faint.<br /> <br /> <br />Now let's decide<br />what we're going to do.<br /> <br /> <br />That's why Ralph made a meeting--<br />so as we can decide what to do.<br /> <br /> <br />We got most names.<br /> <br /> <br />Those two-- they're twins.<br />Sam and Eric.<br /> <br /> <br />- I'm Sam.<br />- I'm Eric.<br /> <br /> <br />I'm Ralph.<br /> <br /> <br />- And you ?<br />- Douglas.<br /> <br /> <br />- Yours ?<br />- Charles.<br /> <br /> <br />And what are all your names ?<br /> <br /> <br />Henry.<br /> <br /> <br />Maurice.<br /> <br /> <br />Robert.<br /> <br /> <br />Wilbur.<br /> <br /> <br />Harold.<br /> <br /> <br />Bill.<br /> <br /> <br />Roger.<br /> <br /> <br />- Simon.<br />- I'm Jack.<br /> <br /> <br />- And that boy there. He--<br />- You're talking too much.<br /> <br /> <br />- Shut up, Fatty!<br />- His name's not Fatty.<br /> <br /> <br />- His real name's Piggy.<br />- Piggy!<br /> <br /> <br />We've got to decide<br />about being rescued.<br /> <br /> <br />I think we ought to have<br />a chief to decide things.<br /> <br /> <br />- Someone must take charge.<br /> <br /> <br />- I ought to be chief.<br />- Him with the shell!<br /> <br /> <br />- He got us together.<br />- I'm chief chorister and head boy.<br /> <br /> <br />- Let's have a vote.<br /> <br /> <br />All right. We'll have a vote.<br /> <br /> <br />- Who wants Jack for chief then ?<br /> <br /> <br />- Who wants me ?<br />- Me!<br /> <br /> <br />- Me!<br />- Me!<br /> <br /> <br />Me. Me.<br /> <br /> <br />I'm chief, then.<br /> <br /> <br />Jack's in charge of the choir.<br />What do you want them to be ?<br /> <br /> <br />Hunters.<br /> <br /> <br />Choir, take off your togs.<br /> <br /> <br />Hey, what are you wearing<br />those funny clothes for ?<br /> <br /> <br />It's our uniform.<br /> <br /> <br />Listen, everybody.<br />If this isn't an island,<br /> <br /> <br />we might get rescued<br />straightaway.<br /> <br /> <br />So we've got to decide<br />if it is.<br /> <br /> <br />Three of us will go<br />on an expedition to find out.<br /> <br /> <br />I'll go and Jack.<br /> <br /> <br />- And--<br />- Take me. Please.<br /> <br /> <br />You. You all right now ?<br /> <br /> <br />- I'll come.<br />- We don't want you. Three's enough.<br /> <br /> <br />I was with him<br />when he found the conch.<br /> <br /> <br />I was with him<br />before anyone else was.<br /> <br /> <br />- You can't come.<br />- You told them after what I said--<br /> <br /> <br />after I said I didn't want--<br /> <br /> <br />What are you talking about ?<br /> <br /> <br />About being called Piggy.<br /> <br /> <br />I said I didn't care<br />as long as they didn't call me Piggy.<br /> <br /> <br />And I said not to tell.<br /> <br /> <br />And then you went<br />and said straight out--<br /> <br /> <br />- Better Piggy than Fatty.<br /> <br /> <br />And anyway, I'm sorry<br />if you feel like that.<br /> <br /> <br />Go back, Piggy, and take names.<br />That's your job. So long.<br /> <br /> <br />Hey, look!<br /> <br /> <br />One, two, three.<br /> <br /> <br />Heave!<br /> <br /> <br />Heave!<br /> <br /> <br />We're on an uninhabited island.<br /> <br /> <br />We shall have<br />to look after ourselves.<br /> <br /> <br />But it's a good island.<br />There's lots of fruit, water,<br /> <br /> <br />and I'm pretty sure there aren't<br />any dangerous animals.<br /> <br /> <br />So things aren't so bad.<br /> <br /> <br />None of us are hurt.<br /> <br /> <br />There isn't any danger,<br /> <br /> <br />and we can build shelters<br />and be comfortable.<br /> <br /> <br />So if we're sensible--<br />if we do things properly--<br /> <br /> <br />if we don't lose our head--<br />we'll be all right.<br /> <br /> <br />- But where will we sleep ?<br />- We'll build shelters.<br /> <br /> <br />We can have smashing fun.<br /> <br /> <br />And another thing.<br />We can't have everybody talking at once.<br /> <br /> <br />We shall have to put our hands up,<br />then I'll give him the conch.<br /> <br /> <br />[Jack ]<br />I agree with Ralph.<br /> <br /> <br />We've got to have rules<br />and obey them.<br /> <br /> <br />After all, we're not savages.<br />We're English.<br /> <br /> <br />-And the English are best at everything.<br /> <br /> <br />So we'll have lots of rules,<br />and when anybody breaks them--<br /> <br /> <br />- Piggy, Piggy, Piggy!<br />- Quiet!<br /> <br /> <br />You're not letting Ralph<br />get to the most important thing.<br /> <br /> <br />Who knows we're here ?<br /> <br /> <br />Nobody knows we're here.<br /> <br /> <br />Perhaps they knew<br />where we were going to,<br /> <br /> <br />perhaps not.<br /> <br /> <br />But they don't know where we are now<br />'cause we never got there.<br /> <br /> <br />We might stay here<br />till we die.<br /> <br /> <br />He wants to know what you're going to do<br />about the snake thing.<br /> <br /> <br />Tell us about<br />the snake thing.<br /> <br /> <br />Now he says<br />it was a beastie.<br /> <br /> <br />Beastie?<br /> <br /> <br />-A snake thing, ever so big. He saw it.<br />- When ?<br /> <br /> <br />When he was hiding<br />in the jungle in the dark.<br /> <br /> <br />He says when the rain stopped,<br /> <br /> <br />it turned into one of them things<br />like ropes in the trees...<br /> <br /> <br />and hung in the branches.<br /> <br /> <br />He says,<br />''Will it come back tonight ?''<br /> <br /> <br />But there isn't a beastie.<br /> <br /> <br />I tell you,<br />there isn't a beast.<br /> <br /> <br />Ralph's right, of course.<br /> <br /> <br />There isn't a snake thing, but<br />if there was, we'd hunt and kill it.<br /> <br /> <br />There's another thing.<br />If a ship comes near,<br /> <br /> <br />they may not notice us.<br /> <br /> <br />So we must make smoke on top<br />of the mountain. We must make a fire.<br /> <br /> <br />Come on. Follow me.<br /> <br /> <br />- Yes!<br />- Let's go now!<br /> <br /> <br />Just like kids--<br />like a crowd of kids.<br /> <br /> <br />I bet it's gone teatime.<br /> <br /> <br />Anybody got any matches ?<br /> <br /> <br />My, what a big heap<br />you've made!<br /> <br /> <br />Piggy's specs!<br />Come on!<br /> <br /> <br />Get out of the light!<br /> <br /> <br />Roger, hey, Roger.<br />Come on over here.<br /> <br /> <br />My specs!<br /> <br /> <br />Ralph, I'll split up my choir--<br />my hunters, that is.<br /> <br /> <br />And we'll be responsible<br />for keeping the fire going.<br /> <br /> <br />We'll make a big blaze now.<br />It'll last all night.<br /> <br /> <br />Come and give us a hand.<br /> <br /> <br />Attention!<br /> <br /> <br />Here comes one.<br /> <br /> <br />This is a nice one.<br /> <br /> <br />Just a minute.<br />Be careful.<br /> <br /> <br />Go!<br /> <br /> <br />No!<br /> <br /> <br />It isn't gonna hit you!<br /> <br /> <br />Ooh!<br /> <br /> <br />Come on, come on!<br /> <br /> <br />Kill! Kill!<br /> <br /> <br />No throwing sand!<br /> <br /> <br />Ralph, come here! It's a plane!<br /> <br /> <br />A plane! A plane!<br /> <br /> <br />Can't you hear it ? Ralph, it's going!<br />Hurry up! Ralph!<br /> <br /> <br />I can't see no smoke.<br />Where is it ?<br /> <br /> <br />Smoke.<br /> <br /> <br />Piggy's glasses!<br />If the fire's out, we'll need them!<br /> <br /> <br />Stop! Come back!<br />Come back!<br /> <br /> <br />Come back! Come back!<br /> <br /> <br />They've let<br />the bloody fire out!<br /> <br /> <br />Kill the pig!<br />Slit her throat! Bash her in!<br /> <br /> <br />Hey, Ralph!<br /> <br /> <br />Kill the pig! Slit her throat!<br /> <br /> <br />Bash her in!<br />Kill the pig! Slit her throat!<br /> <br /> <br />Bash her in!<br />Kill the pig! Slit her throat!<br /> <br /> <br />Bash her in! Kill the pig!<br />Slit her throat! Bash her in!<br /> <br /> <br />Kill the pig!<br />Slit her throat! Bash her in!<br /> <br /> <br />Kill the pig! Slit her throat!<br />Bash her in! Kill the pig!<br /> <br /> <br />Slit her throat!<br />Bash her in! Kill the pig!<br /> <br /> <br />Slit her throat! Bash her in!<br />Kill the pig! Slit her throat!<br /> <br /> <br />Bash her in!<br />Kill the pig!<br /> <br /> <br />Look. We killed a pig!<br />We stole up on it!<br /> <br /> <br />You let the fire out.<br /> <br /> <br />We can light it up again.<br /> <br /> <br />You should have been<br />with us, Ralph.<br /> <br /> <br />There was lots of blood!<br />You should have seen it.<br /> <br /> <br />There was a plane.<br />There was a plane!<br /> <br /> <br />They might have seen us.<br />We might have gone home!<br /> <br /> <br />You and your blood, Jack Merridew!<br /> <br /> <br />You and your hunting!<br />We might have gone home!<br /> <br /> <br />We needed meat.<br /> <br /> <br />You didn't<br />ought to have let the fire go out!<br /> <br /> <br />- My specs!<br /> <br /> <br />Here. Here they are.<br /> <br /> <br />Just you wait!<br /> <br /> <br />That was a dirty trick.<br /> <br /> <br />All right, all right.<br />I'm sorry!<br /> <br /> <br />About the fire, I mean.<br /> <br /> <br />There. I apologize.<br /> <br /> <br />Light the fire, then.<br /> <br /> <br />Choir!<br /> <br /> <br />Piggy.<br /> <br /> <br />No, Ralph, don't! Please!<br /> <br /> <br />I'll bring them back.<br /> <br /> <br />Will it swell up his legs ?<br /> <br /> <br />- Give me a leg.<br /> <br /> <br />- Give it to me.<br />- Give me a piece, please.<br /> <br /> <br />Aren't I havin' none ?<br /> <br /> <br />You didn't hunt.<br /> <br /> <br />No more did Ralph.<br />No more did Simon.<br /> <br /> <br />Eat, damn you!<br /> <br /> <br />- Kill the pig!<br />- Oink, oink, oink.<br /> <br /> <br />Kill the pig! Slit her throat!<br />Bash her in!<br /> <br /> <br />Kill the pig!<br />Slit her throat! Bash her in!<br /> <br /> <br />Kill the pig! Slit her throat!<br />Bash her in!<br /> <br /> <br />Kill the pig!<br />Slit her throat! Bash her in!<br /> <br /> <br />Kill the pig! Slit her throat!<br />Bash her in!<br /> <br /> <br />Kill the pig!<br />Slit her throat!<br /> <br /> <br />Quiet!<br /> <br /> <br />Get down on the beach.<br />We're calling an assembly.<br /> <br /> <br />Things are beginning to break up.<br /> <br /> <br />I don't know why.<br /> <br /> <br />It all began well.<br /> <br /> <br />Then people started forgetting<br />what really matters.<br /> <br /> <br />The most important thing for all<br />of us is getting rescued.<br /> <br /> <br />So now let's discuss who does what,<br />and when we have decided,<br /> <br /> <br />we can start again...<br /> <br /> <br />and be careful about things<br />like the fire.<br /> <br /> <br />All right, so the fire went out.<br /> <br /> <br />But we're hunters.<br />We got you meat.<br /> <br /> <br />And if there is a beast,<br /> <br /> <br />it's my hunters who<br />will protect you from it.<br /> <br /> <br />What's your name?<br /> <br /> <br />What's your name? What's your name?<br /> <br /> <br />What's your name ?<br /> <br /> <br />Quiet! Quiet!<br /> <br /> <br />What's your name ?<br /> <br /> <br />Percival Williams Madison,<br />the Vicarage,<br /> <br /> <br />Hartcourt, St. Anthony.<br /> <br /> <br />Telephone--<br /> <br /> <br />Telephone--<br /> <br /> <br />- Tele--<br /> <br /> <br />What did he say ?<br /> <br /> <br />He says there's a beast.<br /> <br /> <br />It comes out of the sea.<br /> <br /> <br />My daddy said they haven't found<br />all the animals in the sea.<br /> <br /> <br />My daddy says<br />there are animals--<br /> <br /> <br />What do you call them ?<br /> <br /> <br />They make ink<br />and are hundreds of feet long...<br /> <br /> <br />and eat whales whole.<br /> <br /> <br />A squid can't come out of the water.<br /> <br /> <br />Maybe he means<br />it's some sort of ghost.<br /> <br /> <br />Maybe that's<br />what the beast is, a ghost.<br /> <br /> <br />I don't believe<br />in no ghosts. Ever.<br /> <br /> <br />- Who cares what you believe, Fatty ?<br /> <br /> <br />Maybe there is a beast.<br /> <br /> <br />Hear him. He's got the conch.<br /> <br /> <br />What I mean is,<br /> <br /> <br />maybe it's only us.<br /> <br /> <br />Nuts!<br /> <br /> <br />We should have left all this<br />till daylight.<br /> <br /> <br />We're tired.<br /> <br /> <br />We'll have a vote--<br />on ghosts, I mean--<br /> <br /> <br />and then go back<br />to the shelters.<br /> <br /> <br />Who thinks there<br />may be ghosts ?<br /> <br /> <br />- I see.<br />- I didn't vote for no ghosts.<br /> <br /> <br />Remember that, all of you.<br /> <br /> <br />You shut up, you fat slug!<br /> <br /> <br />I got the conch!<br /> <br /> <br />Oh, Jack, let him speak.<br />He's got the conch.<br /> <br /> <br />And you shut up. Who are you,<br />telling people what to do ?<br /> <br /> <br />- You can't hunt. You can't sing.<br />- I'm chief. I was chosen.<br /> <br /> <br />Why should choosing make any difference,<br />telling people what to do ?<br /> <br /> <br />- Piggy's got the conch.<br />- Favor Piggy as you always do.<br /> <br /> <br />-Jack!<br />-Jack! Jack!<br /> <br /> <br />- You're breaking the rules!<br />- Who cares ?<br /> <br /> <br />Because the rules are<br />the only thing we've got.<br /> <br /> <br />Bullocks to the rules!<br />We're strong. We hunt.<br /> <br /> <br />If there's a beast,<br />we'll hunt it down!<br /> <br /> <br />What's grown-ups going<br />to say ? Look at 'em!<br /> <br /> <br />I think I ought to<br />give up being chief.<br /> <br /> <br />You can't, Ralph. Not now.<br /> <br /> <br />Blow the conch.<br />You've got to be tough.<br /> <br /> <br />Make them do what you want.<br /> <br /> <br />If I blow the conch,<br /> <br /> <br />and they don't come back,<br /> <br /> <br />then we've had it.<br /> <br /> <br />Are there ghosts, Piggy ?<br />Or beasts ?<br /> <br /> <br />Of course there aren't.<br /> <br /> <br />- Why not ?<br />- Because things wouldn't make sense.<br /> <br /> <br />Houses and streets...<br />and TV.<br /> <br /> <br />They wouldn't work.<br /> <br /> <br />But suppose they wouldn't make<br />sense, not here on this island.<br /> <br /> <br />Supposing things<br />are watching us...<br /> <br /> <br />and waiting.<br /> <br /> <br />Go on being chief, Ralph.<br /> <br /> <br />Who's there ?<br /> <br /> <br />Me, Simon.<br /> <br /> <br />I wish my auntie were here.<br /> <br /> <br />Oh, what's the use ?<br /> <br /> <br />Grown-ups know things.<br /> <br /> <br />They ain't afraid<br />of the dark.<br /> <br /> <br />They'd meet and have tea<br />and discuss.<br /> <br /> <br />Then things would be<br />all right.<br /> <br /> <br />Sam.<br /> <br /> <br />What's the matter?<br /> <br /> <br />Shh.<br /> <br /> <br />- It was furry.<br />- There was something moving...<br /> <br /> <br />behind his head-- wings.<br /> <br /> <br />It sort of sat up.<br /> <br /> <br />It had eyes, teeth, claws.<br /> <br /> <br />We ran as fast as we could,<br />bashed into things.<br /> <br /> <br />The beast followed us.<br /> <br /> <br />Then he caught me.<br /> <br /> <br />You're not pulling our legs,<br />are you ?<br /> <br /> <br />- We'll hunt it. Who'll come ?<br />- Me! Me!<br /> <br /> <br />But those sticks, they're made of wood.<br />Don't be so silly.<br /> <br /> <br />Frightened ?<br /> <br /> <br />Of course I am.<br />Who wouldn't be ?<br /> <br /> <br />Come on. Let's go.<br /> <br /> <br />Who'll mind the little ones ?<br /> <br /> <br />- Piggy will.<br />- Right. Keep Piggy out of danger.<br /> <br /> <br />Haven't you got any sense ?<br /> <br /> <br />How can Piggy help<br />with only one eye ?<br /> <br /> <br />Jack, is there anywhere on this<br />island where we haven't been ?<br /> <br /> <br />There's only--<br />Of course!<br /> <br /> <br />The tail end part,<br />where the rocks pile up.<br /> <br /> <br />I'm chief.<br />I'll go in alone.<br /> <br /> <br />The rest of you<br />wait here and hide.<br /> <br /> <br />Do you think--<br /> <br /> <br />I've been all over.<br />It must be here.<br /> <br /> <br />I... don't believe<br />in the beast.<br /> <br /> <br />I suppose not.<br /> <br /> <br />Couldn't let you do it<br />on your own.<br /> <br /> <br />What a place for a fort!<br /> <br /> <br />The beast isn't here.<br /> <br /> <br />-Let's get the others and go to the top.<br />-Boys!<br /> <br /> <br />Now, this story is about<br />the place where I live,<br /> <br /> <br />called Camberley.<br /> <br /> <br />Now, Camberley is<br />quite an old place,<br /> <br /> <br />but it hasn't been called<br />Camberley all the time.<br /> <br /> <br />It used to be called<br />Cambridgetown.<br /> <br /> <br />And they used to get mixed up<br />with the letters...<br /> <br /> <br />between Cambridge<br />or Cambridgetown.<br /> <br /> <br />So letters that were to a person<br />in Cambridgetown...<br /> <br /> <br />used to go to a person<br />in Cambridge.<br /> <br /> <br />So they got a bit mixed up.<br />So they thought they'd change...<br /> <br /> <br />the name at the post office,<br />because it was a post office...<br /> <br /> <br />that had all the trouble<br />of sorting the letters.<br /> <br /> <br />And they thought they'd leave<br />the ''cam'' from Cambridgetown,<br /> <br /> <br />and they--<br /> <br /> <br />''ber'' is a river,<br /> <br /> <br />and there are a lot of rivers<br />around there.<br /> <br /> <br />''Camber.'' And then ''ley,'' because often<br />the towns near there ended with ''ley.''<br /> <br /> <br />Their names ended<br />with ''ley.''<br /> <br /> <br />So they called it<br />Cam-ber-ley. Camberley.<br /> <br /> <br />And that's the true story<br />of Camberley.<br /> <br /> <br />I don't think we should leave<br />Piggy with the little ones.<br /> <br /> <br />Not all night.<br /> <br /> <br />We mustn't let anything<br />happen to Piggy, must we ?<br /> <br /> <br />I think someone should go back and tell<br />them we won't be back till after dark.<br /> <br /> <br />I'll go.<br />I don't mind.<br /> <br /> <br />Honestly.<br /> <br /> <br />We'll go to the beach.<br /> <br /> <br />We can go to the top tomorrow.<br /> <br /> <br />If you're frightened, of course.<br /> <br /> <br />All right, then.<br />Who wants to go now ?<br /> <br /> <br />You see ?<br /> <br /> <br />I'm going to climb the mountain<br />to look for the beast now.<br /> <br /> <br />- Coming ?<br />- I don't mind.<br /> <br /> <br />If you don't mind, of course.<br /> <br /> <br />Not at all!<br /> <br /> <br />I think it's silly<br />only two of us go.<br /> <br /> <br />If we meet anything<br />on the other side, two won't be enough.<br /> <br /> <br />All right.<br />Come along, Roger.<br /> <br /> <br />If you don't want to go on,<br />I'll go myself.<br /> <br /> <br />Go on, then.<br />We'll wait here.<br /> <br /> <br />Shut up.<br /> <br /> <br />I saw a thing on top.<br /> <br /> <br />There was a noise too.<br />Kind of...<br /> <br /> <br />Keep close to the ground.<br /> <br /> <br />Over there, capping the rock.<br /> <br /> <br />First, you know now<br />we've seen the beast.<br /> <br /> <br />We crawled up.<br />We were only a few feet away.<br /> <br /> <br />The beast sat up<br />and looked at us.<br /> <br /> <br />I don't think we could fight a thing<br />that size. Honestly, you know.<br /> <br /> <br />We're talk.<br />We couldn't fight a tiger.<br /> <br /> <br />We'd hide.<br />Even Jack would hide.<br /> <br /> <br />- What about my hunters ?<br />- Boys armed with sticks ?<br /> <br /> <br />All right, then.<br /> <br /> <br />He's not a hunter.<br />He'd never have got us meat.<br /> <br /> <br />He's just giving orders,<br />expects people to obey for nothing.<br /> <br /> <br />He's like Piggy.<br />He says things like Piggy.<br /> <br /> <br />He's not a proper chief.<br />He's a coward.<br /> <br /> <br />On top, when Roger and me went on,<br />he stayed back.<br /> <br /> <br />- I went too.<br />- After.<br /> <br /> <br />I went on too, then I went away.<br />So did you.<br /> <br /> <br />Call me a coward then.<br />All this talk.<br /> <br /> <br />- All this talk, talk, talk.<br />- Right.<br /> <br /> <br />I'm not gonna be<br />part of Ralph's lot.<br /> <br /> <br />I'm going off by myself to the rocks<br />to hunt and have feasts and have fun.<br /> <br /> <br />Anyone who wants<br />can come too.<br /> <br /> <br />Jack!<br /> <br /> <br />I said we could do<br />without a certain person.<br /> <br /> <br />Now I think<br />we've got to decide.<br /> <br /> <br />We can do without Jack Merridew.<br /> <br /> <br />There's others besides him<br />on this island.<br /> <br /> <br />But now we've really<br />got a beast--<br /> <br /> <br />though I can hardly<br />believe it--<br /> <br /> <br />we'll need to stay close<br />to the platform.<br /> <br /> <br />I've been talking, Ralph.<br /> <br /> <br />What ?<br /> <br /> <br />We've got no fire<br />on the mountain,<br /> <br /> <br />but what's wrong<br />with a fire down here ?<br /> <br /> <br />That's a good idea. We can build it<br />right here between the shelters.<br /> <br /> <br />I think we ought<br />to climb the mountain.<br /> <br /> <br />What's the use ?<br /> <br /> <br />What else is there to do ?<br /> <br /> <br />And put some dry leaves on.<br />Make sure they're dry.<br /> <br /> <br />If they're wet,<br />it won't burn properly.<br /> <br /> <br />Come on.<br /> <br /> <br />Come on.<br /> <br /> <br />Now!<br /> <br /> <br />Right up the ass.<br /> <br /> <br />Sharpen a stick at both ends.<br /> <br /> <br />This head is for the beast.<br /> <br /> <br />It's a gift.<br /> <br /> <br />Can't they see ?<br />Don't they understand ?<br /> <br /> <br />Unless we keep the smoke burning,<br />we'll die.<br /> <br /> <br />What's wrong, Piggy ?<br /> <br /> <br />Why are things going<br />wrong like they are ?<br /> <br /> <br />I don't know, Ralph.<br /> <br /> <br />Looks like we're going to have<br />a lot of rain, all right.<br /> <br /> <br />What about the fire ?<br /> <br /> <br />Hey, come back!<br /> <br /> <br />We wouldn't go back to you--<br /> <br /> <br />Wee-wah-wo-wee.<br /> <br /> <br />Wee-wah-wo-wee.<br />Wee-wah-wo-wee.<br /> <br /> <br />Take 'em some food.<br /> <br /> <br />Bananas!<br /> <br /> <br />Wee-wah-woo-wo!<br /> <br /> <br />Wee-wah-woo-wo!<br />Wee-wah-woo-wo!<br /> <br /> <br />Who'll join my tribe ?<br /> <br /> <br />Jack. I'll join your tribe,Jack.<br /> <br /> <br />- Who'll join my tribe ?<br />- I will.<br /> <br /> <br />I gave you food, and my hunters<br />will protect you from the beast.<br /> <br /> <br />- Who'll join my tribe ?<br />- I will,Jack.<br /> <br /> <br />I'm chief. And what about the fire ?<br />I've got the conch!<br /> <br /> <br />You haven't got it with you.<br />You left it behind.<br /> <br /> <br />See ? Clever.<br /> <br /> <br />Anyway, the conch doesn't count<br />on this end of the island.<br /> <br /> <br />The conch counts here<br />and all over the island.<br /> <br /> <br />Who'll join my tribe ?<br /> <br /> <br />- Me, me!<br />- I will!<br /> <br /> <br />- Let's join Jack's tribe!<br />- Yeah!<br /> <br /> <br />Come away.<br />There's going to be trouble.<br /> <br /> <br />Kill the beast!<br /> <br /> <br />Kill the beast!<br />Kill the pig!<br /> <br /> <br />Slit her throat! Bash her in!<br /> <br /> <br />Kill the beast!<br />Slit her throat! Bash her in!<br /> <br /> <br />Kill the pig! Slit her throat!<br />Bash her in!<br /> <br /> <br />Kill the pig!<br />Slit her throat! Bash her in!<br /> <br /> <br />Kill the pig! Slit her throat!<br />Bash her in!<br /> <br /> <br />Kill the beast!<br />Slit his throat! Bash it in!<br /> <br /> <br />Kill the beast!<br />Slit his throat! Bash it in!<br /> <br /> <br />Kill the beast! Slit his throat!<br />Bash it in!<br /> <br /> <br />Kill the beast!<br />Slit his throat! Bash it in!<br /> <br /> <br />Kill the beast! Slit his throat!<br />Bash it in!<br /> <br /> <br />Kill the beast!<br />Slit his throat! Bash it in!<br /> <br /> <br />Kill the beast! Slit his throat!<br />Bash it in!<br /> <br /> <br />Kill the beast!<br />Slit his throat! Bash it in!<br /> <br /> <br />Kill the beast!<br />Slit his throat!<br /> <br /> <br />Kill the beast!<br />Slit his throat! Bash it in!<br /> <br /> <br />Kill the beast! Slit his throat!<br />Bash it in!<br /> <br /> <br />Kill the beast!<br />Slit his throat! Bash it in!<br /> <br /> <br />Look! The beast!<br /> <br /> <br />Kill! Kill!<br /> <br /> <br />Kill! Kill! Kill!<br /> <br /> <br />Piggy, are you<br />the only one left ?<br /> <br /> <br />There are some little ones.<br /> <br /> <br />They don't count.<br />No big ones ?<br /> <br /> <br />Oh, Sam and Eric.<br />They're collecting wood.<br /> <br /> <br />- Nobody else ?<br />- Not that I know of.<br /> <br /> <br />Piggy.<br /> <br /> <br />- Piggy.<br />- Huh ?<br /> <br /> <br />That was murder.<br /> <br /> <br />You stop it! What good are you<br />doing talking like that ?<br /> <br /> <br />It was dark!<br />There was that bloody dance!<br /> <br /> <br />There was thunder<br />and lightning and rain!<br /> <br /> <br />We were scared!<br /> <br /> <br />It wasn't...<br />what you said.<br /> <br /> <br />Oh, Piggy!<br /> <br /> <br />It was an accident.<br /> <br /> <br />He was batty.<br /> <br /> <br />He asked for it.<br />It was an accident.<br /> <br /> <br />Oh, God,<br />I want to go home.<br /> <br /> <br />Ow!<br /> <br /> <br />Ow! Ow!<br /> <br /> <br />Take him away!<br /> <br /> <br />Tomorrow, I'll hunt again.<br /> <br /> <br />Then we'll leave another head<br />for the beast.<br /> <br /> <br />Some of you will stay<br />and defend the gate.<br /> <br /> <br />The beast may try<br />and come in.<br /> <br /> <br />Remember how he crawled ?<br /> <br /> <br />He came disguised.<br /> <br /> <br />The beast may try and come,<br /> <br /> <br />even though we gave him<br />the head of our kill to eat.<br /> <br /> <br />So watch and be careful.<br /> <br /> <br />But didn't we--<br />Didn't we--<br /> <br /> <br />No. How could we kill it ?<br /> <br /> <br />He told us.<br />The beast was disguised.<br /> <br /> <br />Tomorrow, when we get meat,<br />we'll have a feast.<br /> <br /> <br />- Chief?<br />- Yes, Bill ?<br /> <br /> <br />What'll we use<br />to light the fire ?<br /> <br /> <br />We'll get fire<br />from the others.<br /> <br /> <br />We've got to get<br />out of this.<br /> <br /> <br />What do you mean ?<br /> <br /> <br />Get rescued.<br /> <br /> <br />I mean it.<br /> <br /> <br />If we don't get out of here soon,<br />we'll be barmy.<br /> <br /> <br />- Around the bend.<br />- Crackers.<br /> <br /> <br />Have you written a letter<br />to your auntie lately ?<br /> <br /> <br />I don't know<br />where she is now,<br /> <br /> <br />and I haven't got<br />an envelope or a stamp,<br /> <br /> <br />and there isn't<br />a pillar box or a postman.<br /> <br /> <br />I haven't said<br />anything very funny.<br /> <br /> <br />Piggy-y-y-y!<br /> <br /> <br />Piggy!<br /> <br /> <br />Don't make a sound.<br /> <br /> <br />We're going<br />to get you, Piggy.<br /> <br /> <br />Piggy ?<br /> <br /> <br />Where are you, Piggy ?<br /> <br /> <br />- We've come to get you.<br /> <br /> <br />Ow! Ow! Ow!<br /> <br /> <br />Piggy, you've changed!<br /> <br /> <br />Piggy!<br /> <br /> <br />I just take the conch<br />to say this.<br /> <br /> <br />I can't see<br />without my glasses,<br /> <br /> <br />and I got to get them back.<br /> <br /> <br />What are we going to do ?<br /> <br /> <br />Hey! Who goes there ?<br /> <br /> <br />Stop being silly!<br />You can see who I am!<br /> <br /> <br />I'm calling an assembly!<br /> <br /> <br />Boo! Boo!<br /> <br /> <br />Don't leave me, Ralph!<br /> <br /> <br />You sit down<br />and wait for me. Here.<br /> <br /> <br />What do you want ?<br /> <br /> <br />Go away, Ralph!<br />You keep to your end.<br /> <br /> <br />This is my end and my tribe.<br />You have to leave me alone.<br /> <br /> <br />You took Piggy's specs.<br />You've got to give them back.<br /> <br /> <br />Got to ? Who says ?<br /> <br /> <br />I say!<br />That was a dirty trick.<br /> <br /> <br />We would have given you fire<br />if you asked for it.<br /> <br /> <br />But you didn't.<br />You came sneaking up like a thief.<br /> <br /> <br />- Say that again!<br />- Thief! Thief!<br /> <br /> <br />Who's a thief?<br /> <br /> <br />You are!<br /> <br /> <br />Ralph!<br />Remember what we came for.<br /> <br /> <br />The fire. My specs.<br /> <br /> <br />Don't you see ? There may be<br />a ship out there or a plane!<br /> <br /> <br />- Grab 'em!<br />-Jack!<br /> <br /> <br />Tie 'em up!<br /> <br /> <br />See ?<br />They do what I want.<br /> <br /> <br />You're a beast and a swine<br />and a bloody, bloody thief!<br /> <br /> <br />Boo! Boo!<br /> <br /> <br />Go, Jack! Go!<br /> <br /> <br />Let me speak!<br /> <br /> <br />I've got the conch!<br /> <br /> <br />Which is it better to be ?<br /> <br /> <br />A pack of panting savages<br />like you are...<br /> <br /> <br />or sensible like Ralph is ?<br /> <br /> <br />- Which is better?<br /> <br /> <br />To have rules and agree,<br />or to hunt and kill?<br /> <br /> <br />- Piggy!<br /> <br /> <br />Sam and Eric!<br />Hey, Sam and Eric.<br /> <br /> <br />It's me, Ralph.<br /> <br /> <br />When they find me,<br />what are they going to do ?<br /> <br /> <br />Roger sharpened a stick<br />at both ends.<br /> <br /> <br />They're going to hurt you tomorrow.<br /> <br /> <br />We've got to give signals<br />like this: woo-woo-woo!<br /> <br /> <br />Only louder, of course.<br /> <br /> <br />You've got to go now, Ralph.<br /> <br /> <br />Won't you come with me ?<br /> <br /> <br />Three of us would have<br />a better chance.<br /> <br /> <br />Woo-woo-woo-woo!<br /> <br /> <br />Quick, Ralph!<br /> <br /> <br />I'll be that thicket.<br />They won't think to look so close.<br /> <br /> <br />- Who's there ?<br />Attention!<br /> <br /> <br />Eric, it's Roger.<br /> <br /> <br />Here. Take this.<br /> <br /> <br />Attention!<br /> <br /> <br />Scouts'report.<br /> <br /> <br />Woo-woo-woo-woo!<br /> <br /> <br />Come here!<br /> <br /> <br />Got Piggy's specs ?<br />I'll start a fire.<br /> <br /> <br />He must be in here somewhere.<br /> <br /> <br />You go around that way.<br />We'll smoke him out.<br /> <br /> <br />Shhh. Something's moved.<br /> <br /> <br />Roger, come help.<br /> <br /> <br />Got the stick ?<br /> <br /> <br />I told you.<br />He's dangerous.<br /> <br /> <br />Woo-woo-woo-woo!<br />Woo-woo-woo-woo!<br /> <br /> <br />Woo-woo-woo-woo-woo-woo-woo!<br /> <br /> <br />Woo-woo-woo-woo-woo-woo-woo!<br />Woo-woo-woo-woo!<br /> <br /> <br />Woo-woo-woo-woo-woo!<br /> <br /> <br />Kill the pig!<br />Slit her throat! Bash her in!<br /> <br /> <br />Kill the pig! Slit her throat!<br />Bash her in!<br /> <br /> <br />Kill the pig!<br />Slit her throat!<br /> <br /> <br />Kill the pig!<br />Slit her throat! Bash her in!<br /> <br /> <br />Kill the pig! Slit her throat!<br />Bash her in!<br /> <br /> <br />Kill the pig!<br />Slit her throat! Bash her in!<br /> <br /> <br />Kill the pig! Slit her throat!<br />Bash her in!<br /> <br /> <br />Kill the pig!<br />Slit her throat! Bash her in!<br /> <br /> <br />Kill the pig! Slit her throat!<br />Bash her in!<br /> <br /> <br />Kill the pig!<br />Slit her throat! Bash her in!<br /> <br /> <br />Kill the pig! Slit her throat!<br />Bash her in!<br /> <br /> <br />Kill the pig!<br />Slit her throat! Bash her in!<br /> <br /> <br />Kill the pig! Slit her throat!<br />Bash her in!<br /> <br /> <br />Kill the pig!<br />Slit her throat! Bash her in!<br /> <br /> <br />Kill the pig! Slit her throat!<br />Bash her in!<br /> <br /> <br />Kill the pig!<br />Slit her throat! Bash her in!<br /> <br /> <br />Kill the pig! Slit her throat!<br />Bash her in!<br /> <br /> <br />Kill the pig!<br />Slit her throat! Bash her in!<br /> <br /> <br />Kill the pig! Slit her throat!<br />Bash her in!<br /> <br /> <br />Kill the pig--<br /> <br /> <br />Special help by SergeiK <br />