Throughout many of her poems Duffy writes of loss of innocence from numerous perspectives. She does so particularly in ‘In Mrs Tilschers Class’ and ‘Lizzie, Six’. ‘in Mrs Tilcher’s Class” showing the initial joys of childhood which are lost with the gaining of knowledge, and ‘Lizzie, Six’, a shocking portrayal of child abuse and loss of innocence. The theme of innocence presented in these two poems can be illuminated by Pugh’s poem ‘Sweet 18’, which is a dramatic monologue from an older woman, dreaming of a youthful boy with ‘the unknowing’ ease of his age. To begin with, Duffy writes about childhood as ultimately a loss of innocence as children ‘come of age’.
Early Reading Memories I do not have an excessive amount of reading memories to jot down for this assignment, however I can think of a few. When I look back in time and attempt to remember reading as a child, there is one thing that pops into my head, "Dr. Suess". The rhythm and pace that follows his books made me giggle as child and want to read more. I will begin this essay as little munchkin, then progress to an elementary school reader, and finish off as the young adult I am today. I will always remember my mother and her reading, she was fascinated!
The janitor, who is the narrator of the story, observes all the obstacles that the school and students have faced over time. The school has many problems to deal with such as, holes in the wall, broken bathrooms and unreliable staff and students. Miss Sun comes to teach at this school in hopes to help these kids succeed and realize their full potential. The educational system that is put into play throughout the story is meant to highlight all the mistakes that stop children from advance learning in today’s educational system. The environment that Miss Sun and her students walk into everyday has turned into a prison instead of a learning place.
“Mrs Tilscher’s Class will be the secondary salient poem explored for transformation themes, within; Mrs Tilscher’s class, the transformation of right of passage for the ‘big bad world’ – loosing simplicity and innocence of a naive child. Along with Duffy’s poems Pugh’s poems will be looked at and introduced to compare similarities and differences between the writers and how thy express transformation, thus increasing our understanding of these aspects. Pugh’s ‘sweet 18’ will be analysed and interpreted along with ‘Black Ram’ Sweet 18 being similar to ‘Mrs Tilscher’s class; holding onto youth and growing up “unknowing ease of growing up” this is linked to the idea of naivety like so in; Mrs Tilscher’s class. Mrs. Midas shows transformation in mood, it changes as the poem proceeds, reaching its peak of fear in the fifth to eleventh stanza then calmly comes down as Midas draws close to death. The language the character uses informs the reader about the mood of the poem.
She understands that people come from different environments and everyone can learn; they just need to be motivated. Mary once blamed the poor academic skills the students have today on things like drugs and divorce for poor motivation and concentration. She describes starting the day with concentration principles buy the way she walks into her class. If her style of teaching doesn’t work then she will fail the student. Mary’s son a High School senior was in the jeopardy of flunking English.
The quick change in thought George allows the reader to feel the thought process George is going through to arrive at his final conclusion about the changed children. The realization that one is never too young to think about death, adds depth to the growing thought that the nursery is no good for the children. If anything, the nursery is completely ruining the children and fueling the angry fire that is now, the Hadley children. Moreover, Bradbury writes “George Hadley looked in at the changed scene” (4). The small word, “changed,” omits the need for other description of how the room changed or what it looks like.
in many ways these poems are similar, and very beautiful. In "A Barred Owl" and "The History Teacher", the two poets have similar meanings behind what their poems are saying, in that they both capture how a child's innocence is made by lies from adults. In "A Barred Owl", Richard Wilbur discusses how someone keeps the fears of life away from a child, for, "Words, which can make our terrors bravely clear, Can also thus domesticate a fear" (7-8). This is like "The History Teacher", by Billy Collins, because in the his poem, Collins introduces his interactions with the children with, "Trying to protect his students' innocence." (1).
Gatto says that school diminishes creativity; if anything kids discover their hidden creativeness in class while at school. He also says that kids are not able to advance in higher learning. When clearly, kids are able to follow the teacher and be able to get A's while the subjects get more extreme. Gatto says, "teachers tend to blame the kids, as you might expect"(pg. 683) from personal experiences I can say that I have had great relationships with my teachers throughout elementary school and especially High school.
She is one of a few poets in the United States whose books of poetry sell in large quantities. Olds is well known for mainly using a free verse style written in the first person point of view when writing her usual intensely personal poetry which depicts family life and political events around the world. The poem entitled “Parents’ Day” is a poem that is straightforward in what the author wants the reader to understand. In this poem Olds describes the complex relation between a mother and her daughter on Parents’ Day at school. Throughout the poem the child portrayed in the poem seems to be awkward and indifferent towards her mother.
| Concept Books For Younger Children | Sherry Casey | ECE335: Amanda Dixon | Ashford University | 4/23/2012 | | Concept books are designed to teach or emphasize an idea or concept such as color, shape, size, alphabet, counting, or emotions. They do not contain the story elements of setting characters or plot. (Carlson, 1998)They foster visual literacy and language development. Several of the concepts that outline the center of many concept books, such as one-to-one number correspondence, are usually gained toward the end of early childhood (around seven years of age). Some concept books could certainly be a child’s first picture books; but if used at a developmentally suitable moment in the child’s life.