Examination Day - Close Analysis

Examination Day by Henry
Slesar
The Pedestrian by Ray
Bradbury

Slesar
Why do countries need to control population growth?
Do you know any examples of how countries control
population growth?
What would be a fair way of doing this?
Can you think of any other options? Maybe they would
benefit some people in particular.
1.

Slesar
This is the opening paragraph.
The Jordans never spoke of the exam, not until their son Dickie, was twelve years
old. It was on his birthday that Mrs Jordan first mentioned the subject in his
presence, and the anxious manner of her speech caused her husband to answers
sharply.
Forget about it, he said, Hell do all right.
1. What are your first thoughts as you read this?

2. What words create tension? Or interest?
1.

Slesar
This is the opening paragraph.
The Jordans never spoke of the exam, not until their son Dickie, was twelve
years old. It was on his birthday that Mrs Jordan first mentioned the subject in
his presence, and the anxious manner of her speech caused her husband to
answer sharply.
Forget about it, he said, Hell do all right.
1. What are your first thoughts as you read this?

2. What words create tension? Or interest?
1.
They were at the breakfast table, and the boy looked up form his
3. What
is the fathers
attitude
to
plate curiously. He was an alert-eyed
youngster,
with flat
blond hair
and a quick, nervous manner. Heeducation?
didnt understand what the sudden
Write
a paragraph
and useand
words
tension was, but he did know that
today
was his birthday,
he
from theintext
support
your answer.
wanted harmony above all. Somewhere
the to
little
apartment
there
were wrapped, beribboned packages waiting to be opened, and in the
4. What
clueswas
doesbeing
this give
us about
tiny wall-kitchen, something warm
and sweet
prepared
in
the to
story
might develop?
the automatic stove. He wanted how
the day
be happy,
and the
moistness of his mothers eyes, the scowl on his fathers face, spoiled
the mood of fluttering expectation with which he had greeted the
morning.
What exam? he asked.
His mother looked at the tablecloth. Its just a sort of Government
intelligence test they give children at the age of twelve. Youll be
getting it next week. Its nothing to worry about.
You mean a test like in school?
Something like that, his father said, getting up from the table.
Go read your comic books, Dickie.
The boy rose and wandered towards that part of the living room
which had been his corner since infancy. He fingered the topmost
comic of the stack, but seemed uninterested in the colourful squares1.
You mean a test like in school?

3. What
the fathers
attitude
to
Something like that, his father
said, is
getting
up from
the table.
education?
Go read your comic books, Dickie.
Write a paragraph and use words
The boy rose and wandered towards
part to
of support
the living
room
fromthat
the text
your
answer.
which had been his corner since infancy. He fingered the topmost
comic of the stack, but seemed uninterested
the colourful
4. What cluesindoes
this give squares
us about
of fast-paced action. He wandered
towards
the
window,
and
peered
how the story might develop?
gloomily at the veil of mist that shrouded the glass.
Why did it have to rain today? he said. Why couldnt it rain
tomorrow?
His father, now slumped into an armchair with the Government
newspaper, rattled the sheets in vexation. Because it just did,
thats all. Rain makes the grass grow.
Why, Dad?
Because it does, thats all.
Dickie puckered his brow. What makes it green, though? The grass?
Nobody knows, his father snapped, them immediately
regretted his abruptness.
Dad he said, how far away is the sun?
Five thousand miles, his father said.
1.
Dickie sat at the breakfast table and again saw moisture in his
What
sentences
even
specific
mothers eyes. He didnt connect5.her
tears
with the(or
exam
until
his
words)
are making
father suddenly brought the subject
to light
again. us feel more
concerned
about
the situation?
Well, Dickie, he said with a manly
frown,
youve
got an
6. What might go wrong and what
appointment today.
might the consequences be? Link
I know, dad. I hope ---
your ideas to the text.
Now its nothing to worry about. Thousands of children take this
test every day. The Government wants to know how smart you are,
Dickie. Thats all there is to it.
I get good marks in school, he said hesitantly.
This is different. This is a---special kind of test. They give you this
stuff to drink, you see, and then you go into a room where theres a
sort of machine---
What stuff to drink? Dickie said.
Its nothing. It takes like peppermint. Its just to make sure you
answer the questions truthfully. Not that the Government thinks you
wont tell the truth, but this stuff makes sure.
Dickies face showed puzzlement, and a touch of fright. He looked at
his mother, and she composed her face into a misty smile.
Everything will be all right, she said.
1.
They entered the Government Education Building fifteen minutes

before the appointed hour. They crossed the marble floors of the
great pillared lobby, passed beneath an archway and entered an
automatic elevator that brought them to the fourth floor.
There was a young man wearing an insignia-less tunic, seated at a
polished desk in front of Room 404. He held a clipboard in his hand,
and he checked the list down to the Js and permitted the Jordans to
enter.
The room was as cold and artificial as a courtroom, with long benches
flanking metal tables. There were several fathers and sons already
there, and a thin-lipped woman with cropped black hair was passing
out sheets of paper.
Mr Jordan filled out the form, and returned it to the clerk. Then he told
Dickie: It wont be long now. When they call your name, you just go
through the doorway at that end of the room. He indicated the portal
with his finger. A concealed loudspeaker crackled and called off the
first name. Dickie saw a boy leave his fathers side reluctantly and
walk slowly towards the door. At five minutes to eleven, they called
the name of Jordan.
Good luck, son his father said, without looking at him. Ill call in
for you when the test is over.
1.
Now just relax, Richard. Youll be asked some questions, and you
think them over carefully. Then give your answers into the
microphone. The machine will take care of the rest.
Yes, sir.
Ill leave you alone now. Whenever you want to start, just say
ready into the microphone.
Yes, sir.
The man squeezed his shoulder and left.
Dickie said, Ready.
Lights appeared on the machine, and a mechanism whirred. A voice
said: Complete this sequence. One, four, seven, ten.
1.
Mr and Mrs Jordan were in the living room, not speaking, not even
speculating. It was almost four oclock when the telephone rang. The
woman tried to reach it first, but her husband was quicker.
Mr Jordan?
the voice was clipped; a brisk, official voice.
Yes, speaking.
This is the Government Education Service. Your son, Richard M
Jordan, Classification 600-115, has completed the government
examination. We regret to inform you that his intelligence quotient
has exceeded the government regulation, according to rule 84,
section 5, of the New Code.
Across the room, the woman cried out, knowing nothing except the
emotion she read on her husbands face.
You may specify by telephone, the voice droned on, whether
you wish his body interred by the Government or would you prefer a
private burial place? The fee for Government burial us ten dollars.
7. What is your first response to the end of the story?
1.
8. Copy the following phases and comment on their

effect:
not speaking, not even speculating
brisk, official voice
exceeded the government regulation
rule 84, section 5, of the New Code
the voice droned on
The fee for Government burial is ten dollars
D Show you understand what they mean.
C Comment on the effect they have on the reader or
the authors purpose behind them.
B Identify language devices being used. Compare.
A Comment on the effect of specific words in detail.
1.
Plenary
Think about one or more of the following and be prepared
to share with the class:
What is the authors purpose behind writing this story?
What is the authors attitude towards government?
What do you think the author thinks of population
control?
What is one question you have for the author?
1.

Slesar
Summarise the events of Examination Day in your own
words.
2.

Slesar
The short story by Slesar and the film made by the ENG10
course at KLG, Erfurt both attempt to create tension in the
build up to the climax of the story.
Compare how the two texts do this.
2.

Slesar
The text:
The film:
Write on a PostIt note one way each text attempts to create tension.
2.
Assessment Criteria
E Write accurately about some of the ideas in the text.
D Use quotations to support your ideas.
C Explain your ideas that is write about the authors
purpose and the audiences response.
B Identify language devices being used. Compare the
two texts. Compare how different audiences might
respond to the texts.
Explain how a readers context may affect their response.
2.
Peer Assess
E Some ideas.
D Quotes.
C authors purpose and audiences response.
B Language devices. Compare. Different audiences.
A Specific Words. Explain context.
2.
The Pedestrian Ray

Bradbury
Read the short story.
1. Describe the atmosphere in the city which Leonard is walking through.
2. Why do you think is Leonard different from most of the other citizens?
3. Why was 'crime ebbing'?
4. What is life like in the city described and what circumstances might have
led to such a situation?
Target D Answer each question in as much detail as possible.

Include quotes.
Target C Answer 2-3 questions linking your ideas to the author
and audience.
Target B Answer 2 question giving the effect of specific details
and comparing how different audiences may respond.
Target A Answer 1-2 questions, explaining the impact of
specific words throughout your answer and how the create the
impressions you have of the situation. You may begin to consider 3.
Peer Assess
E Some ideas.
D Quotes.
C authors purpose and audiences response.
B Language devices. Compare. Different audiences.
A Specific Words. Explain context.
3.
How do we know
the pedestrian is
different?
How do we know
Dickie is intelligent?
Compare the characters in the two short stories.

Why does each author create these characters in these situations?
What are the authors wanting their readers to consider?
3.
Our government controls many of the things we do

everyday. We are also entitled to many freedoms, often
called civil liberties or civil rights.
Each of these authors writes about how life in a dystopian
future might look like if the balance between control and
freedom was slightly different. It is different in some
parts of the world today.
These stories were both written in the 1950s.
What do you think may have caused these authors
to write these stories?
Is the state out of control now?
What modern technologies could be used against
citizens now?
4.
The address of the main character, Leonard Mead, happens to be

the address of the house that Bradbury grew up in. This has
caused speculation that this short story is actually referring to
himself, or is in some related way a message to his home town of
Waukegan, Illinois.
In an interview, Bradbury revealed that the inspiration for the story
came when he was walking down Wilshire Boulevard in Los Angeles
with a friend. On their walk, a police cruiser pulled up and asked
what they were doing. Bradbury answered, "Well, we're putting one
foot in front of the other." The policemen didn't appreciate Ray's
joke and became suspicious of Bradbury and his friend for walking
in an area where there were no pedestrians. After some arguing
the policeman told them to go home and to not walk any more.
Bradbury said, "Yes, sir, I'll never walk again." Using this
experience as inspiration he went home and wrote "The
Pedestrian". Bradbury also said in this interview that "The
Pedestrian" is simply the beginning of the novel Fahrenheit 451.
4.
Write 3 PEEL paragraphs answering one of the

following questions:
1. Both Bradbury and Slesar invite us to consider the
role of the state (government) in controlling our
lives. Compare how the two authors try to make us
think about our own and other peoples situations.
2. Compare the main characters in the short stories
Examination Day and The Pedestrian.
4.
Assessment Criteria
E Write accurately about some of the ideas in the text.
D Use quotations to support your ideas.
C Explain your ideas that is write about the authors
purpose and the audiences response.
B Identify language devices being used. Compare the
two texts. Compare how different audiences might
respond to the texts.
Explain how a readers context may affect their response.
4.
Writing Ideas
CCTV
Google
Chinese factory worker (suicide)
Write 'Rule 84, Section 5, of the new code using evidence
gathered from the story.
Write 2 MORE 'Rules of the New Code'. Make them
appropriate rules which could have been written by the
particular government in the story.

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Examination Day by Henry

Examination Day by Henry

Examination Day by Henry

1. What are your first thoughts as you read this?

Examination Day by Henry

1. What are your first thoughts as you read this?

You mean a test like in school?

They entered the Government Education Building fifteen minutes

8. Copy the following phases and comment on their

Examination Day by Henry

Examination Day by Henry

Examination Day by Henry

The Pedestrian Ray

Target D Answer each question in as much detail as possible.

Compare the characters in the two short stories.

Our government controls many of the things we do

The address of the main character, Leonard Mead, happens to be

Write 3 PEEL paragraphs answering one of the

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