The key objective for your students is to make connections among the various texts, notice the rhetorical conventions used by specific genres to explore similar questions, and then use similar rhetorical devices while writing an essay about their own perceptions of how life should be valued. During this sequence your students will read each of the following texts: • William Shakespeare, “Hamlet’s Soliloquy” from Hamlet, Prince of Denmark • Lance Armstrong, excerpt from Chapter One of It’s Not About the Bike: My Journey Back to Life • Amanda Ripley, “What Is a Life Worth?” from Time magazine • “The Human Life Value Calculator,” an online resource from the Life Institute (http://www.life-line.org) Note: The activities for students provided in the Student Version for this module are copied here in the Teacher Version for your convenience. The shaded areas
his web page is intended for students who are following GCSE specifications (a UK exam) in English Language and English literature. It may also be of general interest to students of Shakespeare's plays. If you have the text of the play as an electronic document (an e-text), you can use your text editor (such as WordPad) or word processor (such as Word, WordPro or WordPerfect) to search for items of interest, and help you in other ways. To get a copy of the play as a text file, go to the e-text library of Project Gutenberg. Back to top How to write about Shakespeare's plays Let the teacher/examiner assessing your written (or spoken) work see that you know that a play is drama.
Unit R081 – Pre-production skills Shot types used in storyboarding Instructions and answers for teachers These instructions should accompany the OCR resource ‘Shot types used in storyboarding’ activity which supports Cambridge Nationals in Creative iMedia Level 1/2 Unit R081, Pre-production skills. This simple drag and drop activity will help learners become familiar with the content of storyboards. Associated Files: Shot types used in storyboarding, available in the following formats: Activity sheet Flash File Opus File HTML File Expected Duration: Task 1 – 10–15 minutes Task 2 – 10–15 minutes Follow up activity – 10–15 minutes Consolidation activity – 10 minutes This activity offers an opportunity for English skills development. These tasks can be used to aid learning of camera shots and camera angles.
he Students • This novel uses archaic language, but once you get used to the language you will see the beauty of the story and the language. Have a dictionary handy. You may skip the introduction, “The Custom House.” • Your summer assignment will be graded for content, sentence formation, style, usage, and mechanics. • Your assignment MUST BE TYPED. Please use Times New Roman, 12 pt.
The two allusions Shakespeare used were Termagant and Herod. These updated pop-culture references will be useful to students in grade twelve who
Not many of the plays were written like Shakespeare’s with human conditions, from the human conditions, students must benefit from analysing Shakespeare’s characters. One major advantage of analysing or annotating Shakespeare is to let students learn more literary devices that Shakespeare used in his plays to develop a character. Such as Shakespeare’s play, Romeo and Juliet, Shakespeare wrote it as a tragedy to show how the loved each other. Shakespeare uses human conditions, such as envy and jealousy. These must help the students to think more, read in depth, and analysing better.
At the beginning of the semester, I had poor writing skills and critical thinking skills. Various class activities explored avenues and styles of writing. I learnt how to incorporate creativity in writing to satisfy the readers. Skills acquired in class shaped my perception of gothic literature as a noble genre that applies creativity and critical thoughts that change the society. After undertaking this course, I have high regard for literary discourse that promotes positive thinking in society.
Students in a Swedish High School learning English as a foreign language will participate in a questionnaire, which will be a part of the research. They will answer questions about their own experience of classic novels in general and how they want to work with Pride and Prejudice in particular. The essay will explore tensions in the novel regarding society, gender, and ethics in relation to contemporary society. Further, it will show how a classic novel such as Pride and the Prejudice can be meaningful, interesting and fun to teach, and help to make students willing to read and enjoy a classic novel. The research will help teachers to work with a classic novel in teaching reading, speaking and writing to
Reflective Practice and writing are according to Moon (2004) is a process where we clarifying procedure are being sorted out. Reflective writing is in cooperation both a records keeping and an evaluation of the work that you has accomplish. Pritchard (2009) explains that teachers are able to deliver appropriate learning situations, which enables learners to learn effectively. I can relate both points in studying the module 2001(Professional Development). I was able to gain experience in reflective learning by various activities, such as group presentation and mock interviews that was as part of the module.
Donne’s use of double meanings in the language of the poem result in a reading where two ideas come together in interpretation Donne, in “The Flea” uses erotic, as well as religious language in order to communicate his thoughts concerning the relationship between marriage and love making. Lines such as “Me it sucked first, and now it sucks thee”(3), used in opposition to “Our marriage bed and marriage temple is”(13) convey the complex theme Donne inserts in the poem. What is Donne’s purpose when using the conflicting language? Donne’s work is studied as such containing satire. If the reader views “The Flea” as completely satirical, one comes to an interpretation containing validity, however simple in nature.