...trust that was put on him. Instead of preparing the boys for their Ivy League exams, Mr Keating wastes precious time with his own idealistic teaching methods and fails to draw the line between seizing the day and acting in a foolish manner. Because of this, Charlie fails to understand the difference and the school with the “phone call from God”, Mr Keating should have properly scolded him but let it go as if it was a joke. Mr Keating’s lack of control, sparked Charlie’s rebellion which ended up in him being expelled from Welton, causing him to loose many opportunities and weaken the trust between him and his parents. Mr Keating did more harm than good you also need film techinques in each paragrahph Misled by his own dramatic and fervent interpretation of Keating’s saying, “Carpe Diem” and Mr Keating himself, Neil sought to follow his dreams which ultimately led to his death. In the film, Neil is shown as a model student and son, obeying everything his father wants of him. In the beginning of the film, Mr Perry comes to Neil and Todd’s’ dorm room and informs Neil that he must quit the role of head editor of the school’s newspaper, to which Neil reluctantly obeys. This, compiled with his later actions, can be interpreted as Neil “playing the part of the dutiful son”. With Keating continually repeating his ideals, Seize the Day, to the boys, it is no wonder that Neil starts to act on his passion, acting. Acting out your passion is good and well, however, Neil does so to an extent of...
Words: 810 - Pages: 4
...qualities all seem to stitch together the same ideas about the “American Identity.” Whitman chooses to see sex as an empowerment on our human race. While Edwards argues that God’s love inspires a fruitful outlook on a trivial life, Melville has no spiritual views and instead ignites his own reasoning to form his perceptions. Whitman’s theory of an American identity rests on an interpretation of sexual reproduction within our humanity. Children of Adam gives our lives true purpose and sheds light on the importance of love and procreation. After reading his poetry, it resurrected a thought I had during our class discussions. We live an endless paradox where life cannot hope to exist without death, good without evil, day without night, and so on. “The oath of procreation I have sworn, my Adamic and fresh daughters, The greed that eats me day and night with hungry gnaw, till I saturate what shall produce boys to fill my place when I am through” (p.2208). Compared to our vast universe, a human being may seem insignificant, yet we hold the key to restoration and preservation of our societal life cycle. Whitman’s poems paralleled the bible when he referred to God’s love for Adam and Eve that was so great, it drove to their creation for his Garden of Eden. “Ages and ages, returning at intervals, Undestroy’d, wandering immortal, Lusty phallic, with the potent original loins, perfectly sweet, I chanter of Adamic songs” (Bartleby). Adam and Eve disobeyed God’s only wish, which led to the first...
Words: 1723 - Pages: 7
...to comprehend. The only aspects which I did not like for both assignments was the consistent need to refer to the footnotes for a more detailed explanation on those words which had footnotes associated with them. I felt that referring to those footnotes tended to slow down the pace of my reading. The other aspect which I did not like was that the Gods had different names-i.e. Jupiter as opposed to Zeus. That confused me somewhat in the beginning of the readings. In regards to The Aeneid, I really enjoyed how the story begins with a storm which disperses Aeneas’s ships. This separates him and his comrades “For years they wandered as their destiny drove them on from one sea to the next: so hard and huge a task it was to found the Roman people.” (NAWL p.1056) Apparently Juno was still upset with the Trojans “baleful Juno in her sleepless rage.” (NAWL p.1055) Eventually Aeneas arrived in Carthage, where he is greeted by Dido, queen of Carthage. Here Aeneas recaps all of the events of how the Trojans were tricked by the Greeks with the implementation of the Trojan horse “Knowing their strength broken in warfare, turned back by the fates, and years-so many years-already slipped away, the Danaan captains by the divine handicraft of Pallas built a horse of timber, tall as a hill, and sheathed its ribs with planking of cut pine. This they gave out to be an offering for a safe return by sea, and the word went around.” (NAWL p.1063) I found this portion of the story quite interesting, because...
Words: 992 - Pages: 4
...Area of Study: Belonging * ‘As You Like It’ written by William Shakespeare * ‘Towelhead’ directed by Alan Ball in * ‘The Surfer’ written by Judith Wright | As You Like It | Towelhead | The Surfer | Language Form and Structure | * ‘As You Like It’ is a stage play in the form of a comedy * It also qualifies as a pastoral romance * Shakespeare wrote the lines of the play in both verse and prose | * ‘Towelhead’ is a film | * Poem * 3 stanzas * Free verse | Personal, cultural, historical and social context | * Written during the reign of Elizabeth I and ironically, both Rosalind and Celia would have been played by men * Appealing nature to both lower and higher classes * Used as a model of social critique | * Set in Houston, Texas during the 1990s * Occurred during the Gulf War * Follows the sexual awakening of Jasira (an American-Lebanese girl) | * Set in Australia | Identity One’s sense of belonging is built upon their exploration of self and the confidence they establish through their own identity. | Identity is explored most obviously with Rosalind’s disguise as Ganymede. This concealment of her true identity allows Rosalind to discover whether Orlando truly loves her. It also allows Rosalind to gain a deeper understanding of herself. This is seen through the use of dramatic irony, this enhances the audience’s connection with the characters and adds to the humour of the play. “Nay, you must call me Rosalind”. Ultimately, it...
Words: 10263 - Pages: 42
...| | CCRS | CONTENT STANDARDS | EVIDENCE OF STUDENT ATTAINMENT | RESOURCES | 91929384130 | EIGHTH GRADE: TO BE COMPLETED THROUGHOUT THE COURSEREADING LITERATURE: RANGE OF READING AND LEVEL OF TEXT COMPLEXITY By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of Grades 6-8 text complexity band independently and proficiently. [RL.8.10]READING STANDARDS FOR INFORMATIONAL TEXT: RANGE OF READING AND LEVEL OF TEXT COMPLEXITY By the end of the year, read and comprehend literary nonfiction at the high end of the Grades 6-8 text complexity band independently and proficiently. [RI.8.10]WRITING STANDARDS: RANGE OF WRITING Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.8.10]KNOWLEDGE OF LANGUAGE Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.8.3]VOCABULARY ACQUISTION AND USE Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.8.6]SPEAKING AND LISTENING STANDARDS Engage effectively in a range of...
Words: 8518 - Pages: 35
...seems to know everything about all the characters and events in the story. • Limited omniscient narration: The narrator knows the actions, feelings, and motivations of only one or a handful of characters. For example, the narrator of Lewis Carroll’s Alice’s Adventures in Wonderland has full knowledge of only Alice. • Free indirect discourse: The narrator conveys a character’s inner thoughts while staying in the third person. Gustave Flaubert pioneered this style in Madame Bovary, as in this passage: “Sometimes she thought that these were after all the best days of her life, the honeymoon, so-called.” Objective narration: A style in which the narrator reports neutrally on the outward behavior of the characters but offers no interpretation of their actions or their inner states....
Words: 12257 - Pages: 50
...Muller, David Livingstone Religious: Apostle Paul, the other apostles, Ellen G White, Anderson, The pope, Martin Luther, Sports: Neymar, Messi, Ronaldo, Benzema - Michael Jordan, Pele, Maradona Music: Lady Gaga, jZ, Tupak, Michael Jackson, Jim Reeves, Jimmy Hendricks, Literary 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,...
Words: 8454 - Pages: 34
...Ben Jonson (1572–1637). The Alchemist. The Harvard Classics. 1909–14. | | | | |Introductory Note | | | | | |BEN JONSON was born of poor parents at Westminster in 1573. Through the influence of Camden, the antiquary, he got a good | 1| |education at Westminster School; but he does not seem to have gone to a University, though later both Oxford and Cambridge gave | | |him degrees. In his youth he practised for a time his stepfather’s trade of bricklaying, and he served as a soldier in Flanders. | | | It was probably about 1595 that he began to write for the stage, and within a few years he was recognized as a distinguished | 2| |playwright. His comedy of “Every Man in His Humour” was not only a great immediate success, but founded a school of satirical | | |drama in England. “Sejanus” and “Catiline” were less popular, but are impressive pictures of Roman life, less interesting but more| | |accurate than the Roman plays of Shakespeare. ...
Words: 30021 - Pages: 121
...The Rime of the Ancient Mariner (originally The Rime of the Ancyent Marinere) is the longest major poem by the English poet Samuel Taylor Coleridge, written in 1797–98 and was published in 1798 in the first edition of Lyrical Ballads. Modern editions use a later revised version printed in 1817 that featured a gloss. Along with other poems in Lyrical Ballads, it was a signal shift to modern poetry and the beginning of British Romantic literature. The Rime of the Ancient Mariner relates the experiences of a sailor who has returned from a long sea voyage. The Mariner stops a man who is on the way to a wedding ceremony and begins to narrate a story. The Wedding-Guest's reaction turns from bemusement to impatience and fear to fascination as the Mariner's story progresses, as can be seen in the language style: for example, Coleridge uses narrative techniques such as personification and repetition to create either a sense of danger, of the supernatural or of serenity, depending on the mood of each of the different parts of the poem. The Mariner's tale begins with his ship departing on its journey. Despite initial good fortune, the ship is driven south off course by a storm and eventually reaches Antarctica. An albatross (symbolizing the Christian soul) appears and leads them out of the Antarctic but, even as the albatross is praised by the ship's crew, the Mariner shoots the bird ("with my cross-bow / I shot the albatross"). The crew is angry with the Mariner, believing the albatross...
Words: 21467 - Pages: 86
...CANDIDE By VOLTAIRE INTRODUCTION BY PHILIP LITTELL A PENN STATE ELECTRONIC CLASSICS SERIES PUBLICATION Candide by Voltaire, Introduction by Philip Littell is a publication of the Pennsylvania State University. This Portable Document file is furnished free and without any charge of any kind. Any person using this document file, for any purpose, and in any way does so at his or her own risk. Neither the Pennsylvania State University nor Jim Manis, Faculty Editor, nor anyone associated with the Pennsylvania State University assumes any responsibility for the material contained within the document or for the file as an electronic transmission, in any way. Candide by Voltaire, Introduction by Philip Littell, the Pennsylvania State University, Electronic Classics Series, Jim Manis, Faculty Editor, Hazleton, PA 18202-1291 is a Portable Document File produced as part of an ongoing student publication project to bring classical works of literature, in English, to free and easy access of those wishing to make use of them. Cover Design: Jim Manis; Image courtesy Wikipedia: Voltaire at 24 years of age (c. 1718) by Nicolas de Largillière Copyright © 2007 The Pennsylvania State University The Pennsylvania State University is an equal opportunity university. Voltaire CANDIDE By VOLTAIRE INTRODUCTION BY PHILIP LITTELL First Published by BONI AND LIVERIGHT, INC. PUBLISHERS NEW YORK Copyright, 1918, by Boni & Liveright, Inc. Printed in the United States...
Words: 35676 - Pages: 143
...HOW DOES A MUSIC PROGRAM AFFECT THE READING FLUENCY OF SECOND GRADE ESL STUDENTS? by Candace Rose Cooper A Thesis submitted in partial fulfillment of the requirements for the Master of Arts degree in English as a Second Language Hamline University St. Paul, Minnesota April, 2011 Committee: Ann Mabbott-Primary Advisor Cynthia Lundgren-Secondary Advisor Kristin Weidlein-Peer Reader To my aunt, Mary Lou Merdan, Ph.D., who dedicated her career to reading literacy through the education of children and teachers. ii TABLE OF CONTENTS Chapter One: Introduction……………………………………………………………….1 Folk Songs………………………………………………………………………...1 Background of the Research………………………………………………………3 Benefits of Music Education……………………………………………………...4 Conclusion………………………………………………………………………...5 Chapter Two: Literature Review…………………………………………………………7 Music, Motivation, Language, and Reading Fluency……………………………..7 Music and Language…………………………………………………………..…..8 Music and Motivation……………………………………………………………10 Oral Language……………………………………………………………………15 Reading Fluency…………………………………………………………………17 Strategies for Enhancing Reading Fluency………………………………………21 Fluency and ELLs…………………………………………………...…………...24 Fluency Assessment……………………………………………………………...25 Conclusion……………………………………………………………………….29 Chapter Three: Methodology…………………………………………….……………...31 Participants and Research Design………………………………………………..31 Research Paradigm…………………………………………….………………....31 Setting………………………….………………………………………………...32 iii Participants………………………………………………………………………...
Words: 20500 - Pages: 82
...whose name need only be mentioned to make people laugh; you don’t want that department to be yours.”1 The provost, Carol Christ (who retains her faculty position as a literature professor), does not name the offender—but everyone knows that if you want to locate the laughingstock on your local campus these days, your best bet is to stop by the English department. The laughter, moreover, is not confined to campuses. It has become a holiday ritual for The New York Times to run a derisory article in deadpan Times style about the annual convention of the Modern Language Association, where thousands of English professors assemble just before the new year. Lately it has become impossible to say with confidence whether such topics as “Eat Me; Captain Cook and the Ingestion of the Other” or “The Semiotics of Sinatra” are parodies of what goes on there or serious presentations by credentialed scholars.2 At one recent English lecture, the speaker discussed a pornographic “performance artist” who, for a small surcharge to the price of admission to her stage show, distributes flashlights to anyone in the audience wishing to give her a speculum exam. By looking down at the mirror at just the right angle, she is able, she says, to see her own cervix reflected in the pupil of the beholder, and thereby (according to the lecturer) to fulfill the old Romantic dream of eradicating the...
Words: 9854 - Pages: 40
...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...
Words: 41988 - Pages: 168
...# 2004 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk, Pretoria SDLANG-T/1/2005±2008 LADLAN-A/1/2005±2008 DLL301-Q/1/2005±2008 LLL301-E/1/2005±2008 97636509 3b2 SDLANG style CONTENTS FOREWORD xii STUDY UNIT 1 _______________________________________________________________________ OUTCOMES-BASED EDUCATION AND LANGUAGE TEACHING 1 1.1 INTRODUCTION 2 1.2 WHY DID SOUTH AFRICA'S EDUCATION SYSTEM NEED TO CHANGE? 3 1.3 WHAT IS OUTCOMES-BASED EDUCATION? 3 1.3.1 What are the characteristics of outcomes-based education? 3 1.3.2 The difference between the old and the new approach 4 1.4 OUTCOMES-BASED EDUCATION PRINCIPLES AND TERMINOLOGY 6 1.4.1 Learning area 6 1.4.2 Critical outcomes 7 1.4.3 Learning outcomes 8 1.4.4 Assessment standards 9 1.4.5 Assessment 9 1.4.6 Themes 9 1.5 PLANNING AN OUTCOMES-BASED EDUCATION LEARNING UNIT 11 1.6 OVERVIEW OF THE STUDY UNIT 11 1.7 CONCLUSION 12 STUDY UNIT 2 _______________________________________________________________________ TEACHING LANGUAGE IN A MULTICULTURAL CONTEXT 13 2.1 INTRODUCTION 14 2.2 MULTILINGUALISM 14 2.3 HOME LANGUAGE, FIRST AND SECOND ADDITIONAL LANGUAGES 15 2.4 SWITCHING AND MIXING CODES 16 2.5 LANGUAGE TEACHING IN A MULTICULTURAL CONTEXT 18 2.6 CULTURE...
Words: 117690 - Pages: 471
...TOEFL VOCABULARY Below is a list of words that often appear on theTOEFL test. The underlined sections of a word provide links to definitions of that word's respective roots, prefixes and suffixes. Sentences are provided as examples of word usage. A act, ag react (verb): to act in response to something re + act How did he react when he heard the news? agent (noun): something which acts or acts upon something else ag + ent The travel agent helped her purchase the tickets. active (adjective): involving movement, moving about act + ive Joan is an active child. agitate (verb): to excite, to disturb, to stir up agit + ate The washing machine agitates the load of laundry. aud, audit, aur audible ( adjective): can be heard aud + ible Your voice is barely audible over the sound of the train whistle. auditorium (noun): a place where one goes to hear something audit+ orium The band played in the school auditorium auricular aur + ic + ul + ar The auricular ability of the cat is well-known. am, ami amorous (adjective): loving amor + ous The actor played an amorous role. amiable (adjective) friendly, agreeable ami + able He seems to be an amiable man. amicable (adjective): friendly amic + able The two neighbors came to an amicable decision about the fence. anim animal (noun): a living creature anim + al A dog is an animal. animate (verb): to give spirit or support, to supply movement anim + ate The artist animated the cartoon. animosity (noun):...
Words: 6564 - Pages: 27
