...Act I, scenes i–ii Summary: Act I, scene i If music be the food of love, play on, . . . O spirit of love, how quick and fresh are thou. . . . In the land of Illyria, Duke Orsino enters, attended by his lords. Orsino is hopelessly in love with the beautiful Lady Olivia and pines away for her. He refuses to hunt and orders musicians to entertain him while he thinks about his desire for Olivia. His servant Valentine reminds him that Olivia does not return his love or even listen to the messages he sends her. We learn from Valentine that Olivia is in mourning for her brother, who has recently died. She wears a dark veil, and she has vowed that no one will see her face for another seven years—and she refuses to marry anyone until then. Orsino, obsessed with the woman who keeps refusing him, wants only to lie around on beds of flowers, listening to sweet music and dreaming of Olivia. Summary: Act I, scene ii Meanwhile, on the Illyrian sea coast, a young noblewoman named Viola speaks with the captain whose crew has just rescued her from a shipwreck. Although Viola was found and rescued, her brother, Sebastian, seems to have vanished in the storm. The captain tells Viola that Sebastian may still be alive. He says that he saw Sebastian trying to keep afloat by tying himself to a broken mast. But Viola does not know whether or not it is worth holding onto hope. In the meantime, however, she needs to find a way to support herself in this strange land. The ship’s captain tells Viola...
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... Cause and Effect Relationship Reference/s: Fun in English Reading Textbook pages 94-101 Materials: Visual Aids, Charts, Flash Cards, Pictures, Name Tags Values: Develop a genuine love for reading, love for family III. Procedure A. Learning Activities Teacher’s Activity “Good Morning Class...” “Let us pray first...” (Checking of Attendance) ...say present... “Please pick up the pieces of paper under your chair” “So how was your weekend?” “That’s good! Have you enjoyed your weekend bonding with your family?” “That’s good to know. For this morning, our discussion will be in relation to a family. Are you familiar with Barney’s I Love You Song?” “Okay that’s good, so are you ready to sing and have fun today? Student’s Activity “Good Morning Sir!” (One Student will lead the Prayer) (Students raise their hand and say present as the teacher calls in their name) (Students pick up the pieces of paper) “It was great sir!” “Of course sir! It was a lot of fun!” “Yes sir! We love purple-colored dinosaur!” “Yes”...
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...Knight: The Presence of Archetypes in Sir Gawain & the Green Knight In the medieval story of Sir Gawain and the Green Knight, we are introduced to a young man, who, like many of young men, is trying to discover himself and travel through his rite of passage. He is trying to figure out who he is in life, and while in his journey, passes through many phases that mold him into one of the great Knights of the Round Table that old King Arthur wanted to serve with him. These phases affect everyone at some point in their lives. Whether it causes someone to take an iconoclastic stand against a certain more or folkway or if it enables a person to give serious thought to what life could mean, archetypes enable any protagonist in any story to take a journey to find the treasure of their true self. In Sir Gawain and the Green Knight, Gawain was willing to take on the heroic quest and say yes to himself and, in doing so, became more fully alive and more effective to the knightly community and, inadvertently, the literary world. The purpose of the heroic quest is to find the gift retrieved from the journey and give the gift to help transform the kingdom, and in the process, the hero himself. In Sir Gawain and the Green Knight, three archetypes are present that displays the qualities of a heroic quest that leads Gawain to become a true knight in shining armor. The Innocent Hero Archetype, the Seeker Archetype, and the Lover Archetype forms the mold that Sir Gawain conforms to that makes him fulfill...
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...Textbook pages 94-101 Materials: Visual Aids, Charts, Flash Cards, Pictures, Name Tags Values: Develop a genuine love for reading, love for family III. Procedure A. Learning Activities Teacher’s Activity “Good Morning Class...” “Let us pray first...” (Checking of Attendance) ...say present... “Please pick up the pieces of paper under your chair” “So how was your weekend?” “That’s good! Have you enjoyed your weekend bonding with your family?” “That’s good to know. For this morning, our discussion will be in relation to a family. Are you familiar with Barney’s I Love You Song?” “Okay that’s good, so are you ready to sing and have fun today? | Student’s Activity “Good Morning Sir!” (One Student will lead the Prayer) (Students raise their hand and say present as the teacher calls in their name)(Students pick up the pieces of paper) “It was great sir!” “Of course sir! It was a lot of fun!”“Yes sir! We love purple-colored dinosaur!” “Yes” | Warm Up Let us sing Barney’s I Love You Song. (Students Sing) “I love you, you love me and we’re a happy family, With a great big hug and a kiss from me to you, Hope you say you love me too.” “Okay now class, What can you say about the song? Does...
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...occasion since it’s a delightful ,lighthearted comedy ,full of love and laughter ,and with only a cloud or two to pass across the happy sunshine. But what about the social background of the play? For many centuries Christian communities have celebrated the feast of Epiphany-the time when the infant Jesus was first presented to the Magi (wise men) twelve days after his birth on Christmas day .in Shakespeare’s time; this whole period from 25th December to 6th January was given over to ‘Yuletide revels’-a time of feasting and celebration which probably dates back to Roman Satumalin. During this extended partying, it was traditional to play tricks on people, and it was understood that, for a while the usual master-servant relationship were turned on their heads. Twelfth Night was a period of carnival in which typically: a. People might give away to bodily pleasures of all kinds (drinking too much, indulging in sex, over eating and many more). b. Language itself seemed to run riot (with jokes, nonsense and wit). c. The traditional hierarchies (the lord and lady ‘at the top’ and the servants in various ranks beneath them) were temporarily overthrown. Twelfth Night itself marked the end of these festivities and was therefore a signal that the ‘misrule’ was over and the traditional hierarchies would once again be in place. What about the construction of the play? There are two main plots. In the first, Orsino, who is in love with Olivia, woos her through a...
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...ENGLISH LITERATURE The Pride cause of Prejudice in “The Way of The World” Stories by William Congreve by: Nisa Primadita (12130032) Lecturers: Titik Minarti, SE, SS, M.Hum DARMA PERSADA UNIVERSITY FACULTY OF LITERATURE ENGLISH DEPARTMENT JAKARTA 2014 CONTENTS 1. Contents 2 2. Background 3 3. Chapter I: Introduction 4 a. Summary 4 b. Theory 4 1. Pride 4 2. Prejudice 5 4. Chapter II: Analysis 6 a. Pride 6 b. Prejudice 10 c. Conclusion 18 5. Bibliography 19 BACKGROUND William Congreve (24 January 1670 – 19 January 1729) was an English playwright and poet. Congreve was born in Bardsey, West Yorkshire, England (near Leeds). William Congreve wrote some of the most popular English plays of the Restoration period of the late 17th century. By the age of thirty, he had written four comedies, including Love for Love (premiered 30 April 1695) and The Way of the World (1700), and one tragedy, The Mourning Bride (1697). Unfortunately, his career ended almost as soon as it began. After writing five plays from his first in 1693 until 1700, he produced no more as public tastes turned against the sort of high-brow sexual comedy of manners in which he specialized. He reportedly was particularly stung by a critique written by Jeremy Collier to the point that he wrote a long reply, “Amendments of Mr. Collier’s False and Imperfect Citations.” A member of the Whig Kit-Kat Club, Congreve's career shifted to the political sector, where he held various...
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...Högskolan i Halmstad Sektionen för Humaniora Engelska 61-90 The Importance of Class and Money A Marxist Analysis of Jane Austen’s Persuasion Therese Andersson C-essay Tutor Kristina Hildebrand Abstract This essay analyzes how issues related to money and social class are presented in Jane Austen’s Persuasion. The method used will be a close reading as well as aspects of Marxist literary criticism, a theory that will be presented in the second chapter. Background information about the author and her time will then be given in the third chapter. In chapter four, the character of Sir Walter Elliot will be analyzed, in chapter five Elizabeth Elliot, and in chapter six William Elliot. Some of the other characters will be analyzed, more briefly, in the seventh chapter. Conclusions will then be drawn in the eighth and final chapter. 2 Table of contents Abstract.....................................................................................................2 Table of contents.......................................................................................3 1. Introduction.........................................................................................4 2. Theory and method..............................................................................5 2.1 Close reading............................................................................................5 2.2 Marxist literary criticism................................................
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...Theme Analysis Prompt Are you pleased or satisfied of where you are from? Or would you change it? In the story, “Dark They Were and Golden Eyed” by Ray Bradbury, a character named Harry Bittering adapted to the lifestyle of becoming a Martian, or in other words, he changed his culture. In the article, ‘I Am From” by Alicia Bareno, Alicia is possibly an immigrant who refuses to forget her culture. In each of these texts, the characters or authors themself either lose a culture or holds onto one. Changing or keeping a culture changes who you are, inside and out. Changing a culture affects you because it determines what you look like and what you act like. ”Mr. Bittering gazed at the Earth settlement far way in the low valley. ‘Such odd, such ridiculous houses the Earth people built.” This quote from the text indicates that Mr. Bittering (and his family) are no longer accepting their culture they had when they were on Earth, that he is not even referring to himself. Because Mr. Bittering and his family drew away from their original culture, it has changed what they act and look like. “The town’s empty, but we found native life in the hills, sir. Dark people. Yellow eyes. Very friendly. We talked a bit, not much. They learn English fast. I’m sure our relations will be most friendly with them, sir.” Because the Bittering family was willing to lose their culture they became Martians. The story acts as a metaphor, because people are willing to give up a culture, they will become...
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...outlooks in life; entangled in problems that neither of them could face well. IV. Main Characters: Miss Barbara Pinkerton – presiding over an Academy for Young ladies Jemima Pinkerton – sister of Barbara Amelia Sedley – will be the wife of Mr. George Osborne John Sedley – father of Amelia Mrs. Sedley – wife of John Sedley Joseph Sedley – brother of Amelia Mrs. Blenkinsop – housekeeper for the Sedleys Sambo – servant for the Sedleys Rebecca Sharp – will be the wife of Rawdon Crawley Sir Pitt Crawley – a miserly, old baronet Rose Crawley – second wife of Sir Pitt George Osborne – godson of Mr. Sedley Rawdon Crawley – falls in love with Rebecca Other Characters: Miss Swartz Rose Crawley (daughter of Sir Pitt) Violet Crawley Pitt Crawley (son of Sir Pitt) Horrocks Miss Horrocks Rev. Bute Crawley Mrs. Bute Crawley James Crawley Frank Crawley Mr. Osborne Jane Maria Miss Wirt Miss Crawley Miss Briggs Mrs. Firkin Bowls Mr. Raggles Capt. William Dobbin Countess Southdown Lady Emily Hornblower Lady Jane Sheepshanks Mr. and Mrs. Clapp Miss Mary Clapp Frederick Bullock Ensign Stubble Ensign Simple Major O’Dowd ...
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...created in Elizabethan and Jacobean drama, we could also add that political situation played a significant role in shaping the drama in restoration era. The discourse in restoration drama has an extreme change and has not followed the discourse of the renaissance drama. In Shakespeare's The Tempest when Prospero told Miranda to go to the Orient character Caliban she tried to escape "'Tis a villain, sir, I do not love to look...
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...The novel “Holes” is a fictitious tale, with mystery, comedy, and adventure. “Holes” was written in 1998 in Texas by multi-award winning author Louis Sachar. Sachar was born March 20, 1954 in New York. He developed a love for reading in high school. He entered college and studied law. He needed to pick up a course, so he signed on to be a teacher’s aide. It became his favorite class (his first book mirrored his life as a teacher’s aide – “Louis the Yard”). Sachar practiced law until 1981 and decided to devote his time to writing. “Holes” is his most popular novel to date selling over 8 million copies worldwide and it had been made into a major motion picture by Disney. Sachar currently resides in Austin, Texas with his wife Carla and daughter Sherre. He continues to write daily focusing on stories for children and young adults. The main character is Stanley Yelnats IV (his last name spelled in reverse is his first name). There were many male Yelnats named Stanley for this reason. Stanley is overweight, bullied, has low self-esteem and no friends. He was cursed with bad luck (as all Yelnats have been for 125 years) because of his “no-good dirty rotten-pig-stealing” great-great grandfather who failed to follow instructions by Madame Zeroni. He never did steal a pig but was “cursed” with bad luck along with future Yelnat generations for disobeying Madame Zeroni. Stanley misses the school bus (a school mate put his books in the toilet), so he had to walk home...
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...second chapter. Background information about the author and her time will then be given in the third chapter. In chapter four, the character of Sir Walter Elliot will be analyzed, in chapter five Elizabeth Elliot, and in chapter six William Elliot. Some of the other characters will be analyzed, more briefly, in the seventh chapter. Conclusions will then be drawn in the eighth and final chapter. 1. Introduction ......................................................................................... 2. Theory and method .............................................................................. 2.1 Close reading ............................................................................................ 2.2 Marxist literary criticism ................................................................................ 3. Background .......................................................................................... 3.1 Jane Austen and her time ......................................................................... 3.1.1 Titles and ranks .......................................................................................... 3.2 Class in Jane Austen’s novels .................................................................. 3.3 Money in Jane Austen’s novels ................................................................ 4. Sir Walter ............................................................................................. 5. Elizabeth ...............................
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...presently shoki night has taking Africa and all over Europe precisely in addition with the thousand laughs makes it more compatible because everybody loves shoki dance. If someone is performing the dance it`s moves with smiles and so much laughter. I and my management team concluded that lets makes it a reality show and we strongly believe that it’s going to make great impact. STATEMENT OF NEED: This project is very necessary because is not a empty project without proper planning, the title of the program have said it all but has they say actions speak louder than words, I`m not the writing and talking type but I believe in action and executing plans to reality, that what I’m made off, with this little statement of mine, I’m not to confuse you but to make you understand that I`m in for serious business. PROJECT DESCRIPTION: This project is a broad one with expectations and highly planned in all ramifications. I and my management team have put a lot of concentration in it to enable it a reality. The necessary things have been put in place from the starter to the finisher; I believe it will go into effect in no time because the date venue and some other things have been placed also. We are looking forward to you sir for your acceptance and signature before everything will be officially out and disclose to the public. BUDGET ANALYSIS The total budget to run this specious project is ($50, 000000) fifty million U S dollars. This money will serve as a key in all areas in the event...
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...“Whoso List to Hunt” by Sir Thomas Wyatt and “Sonnet 67” by Edmund Spenser are sonnets that are very similar at a first glance, but delving deeper, a difference can be found. Both of these sonnets use imagery and figures of speech relating to the hunt of an unobtainable woman as well as that central theme. Through a deeper analysis it is revealed that these two authors have a different interpretation of this failed hunt. A comparison and contrast of “Whoso List to Hunt” and “Sonnet 67” reveals that they are very similar through the analysis of their imagery and theme, but a look at the tone, reveals a different view on the problems faced in by these two speakers. “Whoso List to Hunt” shows an unobtainable woman represented as a deer, while the narrator is her hunter. Starting off the sonnet, the narrator jumps right into this comparison: “Whoso list to hunt, I know where is an hind” (Wyatt, 1). This immediately initializes the comparison as the woman being a deer, for the entire poem. A continuation of this metaphor can be seen when the narrator seems to give up on his love, “Draw from the deer: but as she fleeth afore” (Wyatt, 6). Here, the speaker continues his metaphor. “Sonnet 67” also displays this imagery in a similar fashion. Once again, the narrator has been hunting his deer in futile attempts to catch her: “Seeing the game from him escaped away” (Spenser, 2). As a hunter would be saddened by his game running away, similarly the narrator is saddened by his woman leaving...
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...School (VBYNHS), I discovered that practice teaching was a very crucial part of a student-teacher’s life. In the very first day of our practice teaching, 24th day of November 2014, together with my colleagues, daily schedule and subjects were given to us and we were assigned to our cooperating teachers. Based on my schedule’s list, I have a one-hour class period in the morning, from 8:20 to 9:20 for English class and two-hour class from 1:00 to 2:00 and another 3:00 to 4:00 in the afternoon for both MAPEH class. It was a big relief to have my minor subject-MAPEH because there were no computations anyway, but having its four components was not as easy as pie. And, the cooperating teachers that were given to me were Sir Jaypee Jimenez for my English subject and Sir Eleno Bandayrel for my MAPEH. Besides, on that day, we also met the professional teachers on that institution, few new colleagues and students with unfamiliar faces, and my major and minor class-9-Onyx and 9-Jade. Aside from that, we had figured out their classrooms, canteen and offices as well. As the time went on, I took the road of difficulties in each day: travel going to school and going back home, everyday expenses, daily learning plans, preparation of instructional materials, and dealing with the students’ misbehaviors—all those things were the causes of my tiring days, sleepless nights, and stress hours. However, despite of the first week’s shocks, I’d learned a lot of things from my cooperating teachers, colleagues...
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