1D Tobermory (by H. H. Munro, a.k.a.

Saki) ____________________________________

Unfamiliar words/phrases
Axminister: an expensive carpet
Rejoinder: reply, usually witty
Tortoise-shell puss: in this context, a female cat
Balustrade: railing or support
Toilet table: table for cosmetics, powders, and perfumes
Strychnine: odourless, tasteless poison
Crestfallen: sad, disappointed
Sepulchral: gloomy
Part A: Making Connections
1) Identify two of the images used to describe the setting of this story. Then, offer
some creative, perhaps unusual images to describe where you live.
2) Why does Lady Blemley seem disappointed in her decision to invite Mr. Cornelius
Appin to her party? If you were having a party, whom would you invite? Why?
3) One of the guests at the party, Clovis, utters Rats, then later, double rats. What
does he mean by this? What do you think this rather archaic [old, no longer used]
interjection is in reference to? What kinds of interjection(s) might replace rats if
the same story were written today?
Part B: Comprehension
1. Mr. Appin seems to have found extraordinary intelligence in the cat Tobermory.
Explain his discovery.
2. Identify and explain one kind of conflict that appears in the story.
3. Initially, the party guests are incredulous at Appins claims. What changes their
incredulity to conviction?
4. Describe two of the cats indiscreet revelations? For example, what does the cat
tell everyone present about Mavis Pellington? Or Lady Blemley? Or Agnes Resker?
5. How do you think Tobermory comes in possession of all this information of so
many party guests?
6. What is the fate of Tobermory? What about that of Mr. Appin?

Part C: Supported opinion

1. Describe the personality of Tobermory the cat. Does Saki use mostly direct
characterization or indirect characterization to convey its personality? What do you
personally think of this cat? Explain your response to these questions in detail.
2. What do you think the mood of the story is? (Remember, mood is the emotional
response of the reader. If youre unsure, revisit Mood words found in your notes
and on my website under Literature Terms). Explain your answer in detail.
3. What do you think a theme of this story might be? Explain in detail.

Categories/Criteria

Level 1

Level 2

Level 3

Level 4

KNOWLEDGE /
UNDERSTANDING

responds to questions
limited understanding or
exploration of
information, ideas,
concepts, and/or themes
in text, topic, or
discussion

responds to questions
with some understanding
or exploration of
information, ideas,
concepts, and/or themes
in text, topic, or
discussion

responds to questions
with clear understanding
or exploration of
information, ideas,
concepts, and/or themes
in text, topic, or
discussion

responds to questions
with thorough and
insightful understanding
and/or exploration of
information, ideas,
concepts, and/or themes
in text, topic, or
discussion

THINKING / INQUIRY

uses little information

from a text to support
personal opinions,
interpretations, an/or
analyses.

uses some information

from a text to support
personal opinions,
interpretations, and/or
analyses.

uses specific information

from a text to support
personal opinions,
interpretations, and/or
analyses.

uses rich and detailed

information from a text
to support insightful
personal opinions,
interpretations, and/or
analyses.

Major corrections required

in grammar, spelling,
punctuation, or
capitalization.

Corrections needed
throughout in grammar,
spelling, punctuation, or
capitalization.

Some corrections
required in grammar,
spelling, punctuation, or
capitalization.

Few to zero corrections in

grammar, spelling,
punctuation, or
capitalization required.

Reading: ____ / 10
APPLICATION

Word choice is limited or

developing.
Voice is limited.

Word choice is
appropriate. Some word
choice is effective, or effort
is evident of aiming for
effect.
The writers voice is
present

Writing: ____ /10

Word choice is
appropriate to the task
and includes interesting
verbs, nouns, adjectives
and phrases.
The writers voice is
present and compelling.

Word choice is precise,

effective, and highly
effective and/or vivid
verbs, nouns, adjectives,
and phrases as appropriate
to the task.
The writers voice
(individual personality) is
highly compelling and
engaging.

Part D -- Media response: Tobermory (H. H. Munro, a.k.a. Saki)

Design a poster that helps your audience understand how gossiping, bad
mouthing, or slander affects society, those for whom you care, or the individual.
You may use any type of media and/or mixed media you wish. Remember, an
effective poster is readable, legible, well organized, and succinct!
-

Include a central message (please dont use the weak contraction dont in
your message).

Include bold, colourful, relevant and creative images that support your
message.

You may submit your poster digitally or via hard copy. Either way, plan
your poster to be executed on a letter-sized piece of paper. Level four posters
will be featured on my websites student gallery.

Your name should be discreetly placed in small font at the bottom right hand
corner.

Level

Images

All images are related to

the topic and make it
All graphics are related
easier to understand.
to the topic and most
Images are creative and
make it easier to
original: to be found
understand.
nowhere else.

Poster is professionally
executed, with bold,
careful, and thoughtful
colour and design.

Most of the information

on the poster is in
Layout and
focus and the content
Design
easily viewed and
All information on the
identified from 6 ft.
poster is in focus and can away.
be easily viewed and
identified from 6 ft. away.

All graphics relate to

the topic.

Graphics do not
relate to the
topic.

Most of the information

Much of the
on the poster is in focus
information on
and the content is
the poster is
easily viewed and
unclear or too
identified from 4 ft.
small.
away.

20

Free of grammatical,
Mechanics spelling, capitalization or
punctuation errors.

Poster ____ / 25 (media)

Many
Almost no grammatical, A few grammatical,
grammatical,
spelling or punctuation spelling, or punctuation spelling, or
errors
errors.
punctuation
errors.