...Although these texts were written more than a century apart, they both explore the changeable and intricate relationships between a parent and their child. ‘Romeo and Juliet’ and ‘An Inspector Calls’ portray similar relationships between a parent and child. The structure of each text highlights the conflict and aggression, as the tension progresses. The scenes intensify when the powerful, controlling father figure feels his authority has been challenged by a child in the family. Firstly, in 'Romeo and Juliet' Lord Capulet expresses his forceful, vicious side when Juliet commits an act of disobedience. She decides to not follow her father's ‘decree’ to marry Paris, stimulating her father to act violently. Similarly, in 'An Inspector Calls', Priestly presents Mr Birling as a pompous man initially. However, as the tension increases, the atmosphere begins to change, and he becomes agitated as Sheila begins to answer back, revealing all of their crimes. There is a sense of hostility towards his children, as he feels they are to blame for the monstrosities that had occurred that night, potentially putting him at a disadvantage. Shakespeare and Priestly use a variety of techniques to present the relationships and theme of parental control and authority. Act 1: Scene 2 In this scene, Shakespeare presents Lord Capulet as a man who cares deeply for his pride and reputation, but above all his daughter. However, Lord Capulet seems to have a deceptive nature, when speaking about his...
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...Circles: Before Shakespeare the great names in literature were: o Homer – Ancient times - well known for his great epics o Dante – Middle Ages – wrote brilliantly on circumstances of human existence o Aristotle – the great philosopher ENTER SHAKESPEARE – THE LITERARY GIANT Spelling of Shakespeare: Spelling not yet standardized, thus name spelled in different ways • Shakespeare, Shakspere, Shackspere, Shaxper, Shagspere, Shaxberd, etc. Shakespeare: The most well known playwright of Elizabethan times is Shakespeare. But there were also other writers who in their time were just as, or even more famous than him. WHAT MAKES SHAKESPEARE STAND OUT? – The volume of his works Plays firmly attributed to Shakespeare ■ 14 COMEDIES – funny play – with amusing events – ended in marriage / or happily o Midsummer Night’s Dream, Merchant of Venice, Twelfth Night, As You Like It, Much Ado about Nothing… ■ 10 HISTORIES – Richard III, Richard II, Henry IV… ■ 10 TRAGEDIES – ends in death ← Hamlet, Macbeth, Romeo and Juliet, Othello, Julius Caesar… ■ 4 Romances – ( chivalry and love) Pericles,...
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...Renaissance Literature December 10, 2012 Should Shakespeare be taught to Minority Students? Shakespeare is a staple in the English curriculum in American schools. Beginning in seventh or eighth grade, students are fed a steady diet of his tragedies, comedies, histories, and sometimes even the sonnets. Before Michael, Madonna or Prince, he was the one-name artist everyone could relate to globally. This wasn’t always the case. The branding of the name is not accidental. Even more than “William Shakespeare play-wright to American school students” the word Shakespeare, has become a trademark representing the culture and values of a nation. I approached this project with the firm belief that teaching Shakespeare to non-white students was harmful to their development. Shakespeare being taught to non-white students is a problem because they are being told that their culture isn’t enough. Is this a message we want to send after the last 40 years of minority groups demanding, and receiving, inclusion into society? Aren’t there any other works that could be substituted for the works of Shakespeare’s? Plenty of good candidates are published every year but they aren’t taken seriously. Why not? One reason is of course the name brand recognition of Shakespeare. He has had 500 years to gain a position in the public eye. Another reason is the many contributions that he has made to the English language. Many of the tried and true turn of phrases used today come from his characters...
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... 40 Writing basic news leads Putting your opening paragraphs to work in the most informative, appealing way. 42 Beyond the basic news lead Not every story needs to start with a summary of basic facts; you have other options. 44 Leads that succeed A roundup of the most popular and dependable categories of leads. 46 After the lead . . . what next? A look at nut grafs, briefs, brites — and ways to outline and organize stories efficiently. 48 Story structure How to give an overall shape to your story, from beginning to middle to end. 50 Rewriting First you write. Then you rethink, revise, revamp and refine until you run out of time. 52 Editing Reporters have a love-hate relationship with editors. But here’s why you need them. 54 Newswriting style Every newsroom adapts its own rules when it comes to punctuation, capitalization, etc. 56 Making deadline When you’re a reporter, you live by the clock. How well will you handle the pressure? 58 66 newswriting tips A collection of rules, guidelines and helpful advice to make your stories more professional. PLUS: 60 The Press Room 62 Test yourself 34 NEWSWRITING BASICS NEWSWRITING BASICS 35 Just the facts When you write a story, you must try to be objective. Truthful. Fair. You can’t just pull material from your memory, or quote your friends, or make pronouncements about the way things ought to be. You must be factual — which means basing your stories on the best facts you can...
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...Study Guide Essentials of Psychology By Robert G. Turner Jr., Ph.D. About the Author Robert G. Turner Jr., Ph.D. has more than 20 years of teaching and education-related experience. He has taught seventh-grade science, worked as a curriculum developer for the Upward Bound Program, and taught sociology, social psychology, anthropology, and honors seminars at the university level. As a professional writer, he has written nonfiction books, journal and magazine articles, novels, and stage plays. Contents Contents INSTRUCTIONS TO STUDENTS LESSON ASSIGNMENTS LESSON 1: PSYCHOLOGY: THE SCIENCE OF THE MIND LESSON 2: THE MIND AT WORK LESSON 3: MOTIVATION, EMOTION, DEVELOPMENT, AND PERSONALITY RESEARCH PROJECT LESSON 4: PSYCHOLOGICAL DISORDERS LESSON 5: PSYCHOLOGY FOR TWO OR MORE CASE STUDIES SELF-CHECK ANSWERS 1 7 9 43 75 117 127 147 167 171 iii YOUR COURSE Instructions Instructions Welcome to your course, Essentials of Psychology. You’re entering a course of study designed to help you better understand yourself and others. For that reason, you can think of this course as practical. It should be of use to you in living your life and reaching the goals you set for yourself. You’ll use two main resources for your course work: this study guide and your textbook, Psychology and Your Life, by Robert S. Feldman. OBJECTIVES When you complete this course, you’ll be able to ■ Describe the science and methodologies of psychology in the context of its...
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...Educational Psychology: Developing Learners This is a protected document. Please enter your ANGEL username and password. Username: Password: Login Need assistance logging in? Click here! If you experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-158C-0000158D Jeanne Ellis Ormrod Professor Emerita, University of Northern Colorado University of New Hampshire ISBN 0-558-65860-1 Boston ● Columbus ● Indianapolis ● New York ● San Francisco ● Upper Saddle River Amsterdam ● Cape Town ● Dubai ● London ● Madrid ● Milan ● Munich ● Paris ● Montreal ● Toronto Delhi ● Mexico City ● Sao Paula ● Sydney ● Hong Kong ● Seoul ● Singapore ● Taipei ● Tokyo Educational Psychology: Developing Learners, Seventh Edition, by Jeanne Ellis Ormrod. Published by Allyn & Bacon. Copyright © 2011 by Pearson Education, Inc. Editor-in-Chief: Paul A. Smith Development Editor: Christina Robb Editorial Assistant: Matthew Buchholz Vice President, Director of Marketing: Quinn Perkson Marketing Manager: Jared Brueckner Production Editor: Annette Joseph Editorial Production Service: Marty Tenney, Modern Graphics, Inc. Manufacturing Buyer: Megan Cochran Electronic Composition: Modern Graphics, Inc. Interior Design: Denise Hoffman, Glenview Studios Photo...
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...Getting the Love You Want By: Harville Hendrix ISBN: 0805068953 A Guide for Couples See detail of this book on Amazon.com Book served by AMAZON NOIR (www.amazon-noir.com) project by: PAOLO CIRIO UBERMORGEN.COM ALESSANDRO LUDOVICO paolocirio.net ubermorgen.com neural.it Page 1 Page 2 Page 3 I THE MYSTERY OF ATTRACTION The type of human being we prefer reveals the contours of our heart. -ORTEGA Y GASSET WHEN C o u P L E S COME to me for marital therapy, I usually ask them how they met. Maggie and Victor, a couple in their mid-fifties who were contemplating divorce after twenty-nine years of marriage, told me this story: "We met in graduate school," Maggie recalled. "We were renting rooms in a big house with a shared kitchen. I was cooking breakfast when I looked up and saw this man-Victor- walk into the room. I had the strangest reaction. My legs wanted to carry me to him, but my head was telling me to stay away. The feelings were so strong that I felt faint and had to sit down." Once Maggie recovered from shock, she introduced herself to Victor, and the two of them spent half the morning talking. "That was it," said Victor. "We were together every possible moment for the next two months, and then we eloped." Page 4 q Getting the Love You Want "If those had been more sexually liberated times," added Maggie, "I'm sure we would have been lovers from that very first week. I've never felt so intensely about anyone in my entire life." Not all first encounters...
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...easy mark for the pitches of peddlers, fundraisers, and operators of one sort or another. True, only some of these people have had dishonorable motives. The others—representatives of certain charitable agencies, for instance—have had the best of intentions. No matter. With personally disquieting frequency, I have always found myself in possession of unwanted magazine subscriptions or tickets to the sanitation workers’ ball. Probably this long-standing status as sucker accounts for my interest in the study of compliance: Just what are the factors that cause one person to say yes to another person? And which techniques most effectively use these factors to bring about such compliance? I wondered why it is that a request stated in a certain way will be rejected, while a request that asks for the same favor in a slightly...
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...easy mark for the pitches of peddlers, fundraisers, and operators of one sort or another. True, only some of these people have had dishonorable motives. The others—representatives of certain charitable agencies, for instance—have had the best of intentions. No matter. With personally disquieting frequency, I have always found myself in possession of unwanted magazine subscriptions or tickets to the sanitation workers’ ball. Probably this long-standing status as sucker accounts for my interest in the study of compliance: Just what are the factors that cause one person to say yes to another person? And which techniques most effectively use these factors to bring about such compliance? I wondered why it is that a request stated in a certain way will be rejected, while a request that asks for the same favor in a slightly different fashion will be successful. So in my role as an experimental social psychologist, I began to do research into the psychology of compliance. At first the research vi / Influence took the form of experiments performed, for the most part, in my laboratory and on college students. I wanted to find out which psychological...
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...mark for the pitches of peddlers, fundraisers, and operators of one sort or another. True, only some of these people have had dishonorable motives. The others—representatives of certain charitable agencies, for instance—have had the best of intentions. No matter. With personally disquieting frequency, I have always found myself in possession of unwanted magazine subscriptions or tickets to the sanitation workers’ ball. Probably this long-standing status as sucker accounts for my interest in the study of compliance: Just what are the factors that cause one person to say yes to another person? And which techniques most effectively use these factors to bring about such compliance? I wondered why it is that a request stated in a certain way will be rejected, while a request that asks for the same favor in a slightly different fashion will be successful. So in my role as an experimental social psychologist, I began to do research into the psychology of compliance. At first the research vi / Influence took the form of experiments performed,...
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...Bloom’s Classic Critical Views W i l l ia m Sha k e Sp e a r e Bloom's Classic Critical Views alfred, lord Tennyson Benjamin Franklin The Brontës Charles Dickens edgar allan poe Geoffrey Chaucer George eliot George Gordon, lord Byron henry David Thoreau herman melville Jane austen John Donne and the metaphysical poets John milton Jonathan Swift mark Twain mary Shelley Nathaniel hawthorne Oscar Wilde percy Shelley ralph Waldo emerson robert Browning Samuel Taylor Coleridge Stephen Crane Walt Whitman William Blake William Shakespeare William Wordsworth Bloom’s Classic Critical Views W i l l ia m Sha k e Sp e a r e Edited and with an Introduction by Sterling professor of the humanities Yale University harold Bloom Bloom’s Classic Critical Views: William Shakespeare Copyright © 2010 Infobase Publishing Introduction © 2010 by Harold Bloom All rights reserved. No part of this publication may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval systems, without permission in writing from the publisher. For more information contact: Bloom’s Literary Criticism An imprint of Infobase Publishing 132 West 31st Street New York NY 10001 Library of Congress Cataloging-in-Publication Data William Shakespeare / edited and with an introduction by Harold Bloom : Neil Heims, volume editor. p. cm. — (Bloom’s classic critical views) Includes bibliographical references...
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...re tu ra li CAPE Modern te ng Languages Literatures nE e siniEnglish ur e at l er g it En sin ur e at er it L Caribbean Examinations Council ® SYLLABUS SPECIMEN PAPER CSEC® SYLLABUS,MARK SCHEME SPECIMEN PAPER, MARK SCHEME SUBJECT REPORTS AND SUBJECT REPORTS Macmillan Education 4 Crinan Street, London, N1 9XW A division of Macmillan Publishers Limited Companies and representatives throughout the world www.macmillan-caribbean.com ISBN 978-0-230-48228-9 © Caribbean Examinations Council (CXC ®) 2015 www.cxc.org www.cxc-store.com The author has asserted their right to be identified as the author of this work in accordance with the Copyright, Design and Patents Act 1988. First published 2014 This revised version published 2015 Permission to copy The material in this book is copyright. However, the publisher grants permission for copies to be made without fee. Individuals may make copies for their own use or for use by classes of which they are in charge; institutions may make copies for use within and by the staff and students of that institution. For copying in any other circumstances, prior permission in writing must be obtained from Macmillan Publishers Limited. Under no circumstances may the material in this book be used, in part or in its entirety, for commercial gain. It must not be sold in any format. Designed by Macmillan Publishers Limited Cover design by Macmillan Publishers Limited and Red Giraffe CAPE® Literatures...
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...Educational Psychology: Developing Learners This is a protected document. Please enter your ANGEL username and password. Username: Password: Login Need assistance logging in? Click here! If you experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-191D-0000191E DEVELOPING LEARNERS JEANNE ELLIS ORMROD Professor Emerita, University of Northern Colorado EIGHTH EDITION ISBN 1-256-96292-9 Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Educational Psychology: Developing Learners, Eighth Edition, by Jeanne Ellis Ormrod. Published by Pearson. Copyright © 2014 by Pearson Education, Inc. Vice President and Editorial Director: Jeffery W. Johnston Vice President and Publisher: Kevin Davis Editorial Assistant: Lauren Carlson Development Editor: Christina Robb Vice President, Director of Marketing: Margaret Waples Marketing Manager: Joanna Sabella Senior Managing Editor: Pamela D. Bennett Project Manager: Kerry Rubadue Senior Operations Supervisor: Matthew Ottenweller Senior Art Director: Diane Lorenzo Text Designer: Candace Rowley Cover Designer:...
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...[pic] JPPSS ELA COURSE GUIDE 2011-2012 ENGLISH I The JPPSS Instructional Sequence Guides are aligned with the LA Comprehensive Curriculum. JPPSS Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. The Comprehensive Curriculum indicates one way to align instruction with Louisiana standards, benchmarks, and grade-level expectations. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs, learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations...
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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...
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