...In “The Scarlet Ibis” by James Hurst, we are shown a picture of a brotherly relationship that is destroyed by shame and pride. The protagonist chooses to help Doodle in the story but realizes too late that his motivations were selfish and hurtful. And although he learns much from his younger, invalid brother, it is the final cost of the lesson that will remain with him. Throughout the story, the author utilizes literary techniques and devices to convey the overall meanings and tone. The most prominent are metaphor and simile. The usage of the simile, “Keeping a nice secret is very hard to do, like holding your breath”, shows the contrast of life and death. In the story, the narrator and his “invalid” brother sets out every single...
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...The Scarlet Ibis by: James Hurst In “The Scarlet Ibis”, the older brother is coaching his younger brother, who has physical disabilities, on how to fit in, mostly for his own sake. The story brings up all sorts of questions such as, why is it that we sometimes fear people who are different? Why do many people think it's so important to fit in? If someone doesn't mind being different, why do we often still pressure them to conform? This story shows that pushing others too hard to fit in can end in tragedy. Most people think living life a certain way is the most important thing. When they see someone acting a strange way or a way that is different, they react negatively. They get confused because they aren’t used to people not caring about how...
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...The story, “The Scarlet Ibis,” by James Hurst, contains symbolism by the color red shown throughout the story, the barn loft, and the clove of seasons. To start off, symbolism is shown by red being depicted throughout the story. On page 6, the narrator states, “Finally I went back and found him huddled beneath a red nightshade bush beside the road.” Red is a symbol in the story to show anger and/or death. When Doodle was found dead, he was found underneath a red nightshade bush, which could signify anger and death. Secondly, symbolism is shown by the barn loft in the story. According to page 2 of the story, the narrator says, “One day I took him up to the barn loft and showed him his casket, telling him how we all had believed he would die.”...
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...Teacher and Author: Teaching Middle and High School Using Literature Sandra Coleman Grand Canyon University RGD 545 Professor Karen Foster February 27, 2008 Teaching Middle and High School Student Using Literature Outline: I. Short Stories a) Activating Prior Knowledge b) Responding to the Selection c) Short Story Selections 1. Suggested Activities to use with Various Groups II. Oral Tradition Literature – Tall Tales and Folktales a) Analyze characteristics and plots of Folktales and Tall Tales b) Understanding Hyperbole c) Writing a Tall Tale d) Selections of Oral Tradition Literature III. Novel Studies a) Previewing the novel b) Defining and Understanding Elements of c) Character Analysis d) Problems and Solutions of the story IV. Historical Fiction a) Activating background/prior knowledge b) Setting a purpose for reading c) Writing about historical fiction V. Realistic Fiction a) Evaluating Realistic Fiction b) Responding to the selection c) Distinguishing between Fact and Opinion d) Summarizing the Story Chapter 1 – Short Stories: A short story is, like the name...
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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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...62118 0/nm 1/n1 2/nm 3/nm 4/nm 5/nm 6/nm 7/nm 8/nm 9/nm 1990s 0th/pt 1st/p 1th/tc 2nd/p 2th/tc 3rd/p 3th/tc 4th/pt 5th/pt 6th/pt 7th/pt 8th/pt 9th/pt 0s/pt a A AA AAA Aachen/M aardvark/SM Aaren/M Aarhus/M Aarika/M Aaron/M AB aback abacus/SM abaft Abagael/M Abagail/M abalone/SM abandoner/M abandon/LGDRS abandonment/SM abase/LGDSR abasement/S abaser/M abashed/UY abashment/MS abash/SDLG abate/DSRLG abated/U abatement/MS abater/M abattoir/SM Abba/M Abbe/M abbé/S abbess/SM Abbey/M abbey/MS Abbie/M Abbi/M Abbot/M abbot/MS Abbott/M abbr abbrev abbreviated/UA abbreviates/A abbreviate/XDSNG abbreviating/A abbreviation/M Abbye/M Abby/M ABC/M Abdel/M abdicate/NGDSX abdication/M abdomen/SM abdominal/YS abduct/DGS abduction/SM abductor/SM Abdul/M ab/DY abeam Abelard/M Abel/M Abelson/M Abe/M Aberdeen/M Abernathy/M aberrant/YS aberrational aberration/SM abet/S abetted abetting abettor/SM Abeu/M abeyance/MS abeyant Abey/M abhorred abhorrence/MS abhorrent/Y abhorrer/M abhorring abhor/S abidance/MS abide/JGSR abider/M abiding/Y Abidjan/M Abie/M Abigael/M Abigail/M Abigale/M Abilene/M ability/IMES abjection/MS abjectness/SM abject/SGPDY abjuration/SM abjuratory abjurer/M abjure/ZGSRD ablate/VGNSDX ablation/M ablative/SY ablaze abler/E ables/E ablest able/U abloom ablution/MS Ab/M ABM/S abnegate/NGSDX abnegation/M Abner/M abnormality/SM abnormal/SY aboard ...
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