Of Mice and Men: Mini-Essay Topics Chapter 1 – 2 (Select ONE essay to answer for tomorrow, October 1st.) 1. George and Lennie are obviously committed to each other, yet they often criticize each other or threaten to leave. Examine the negative aspects of this relationship, and then consider why they stay together in spite of all of this. Contrast the language of each, their threats and complaints, with what they really feel.
A good way to teach this to a child who is having problems with synthetic patterns, is to give them books, like Cat in the Hat by Dr. Seuss. Orally repeating words that sound alike and practicing writing them as we say them. As we do this the child will be able to say that –at makes this sound in a words, which will help them learn new and bigger words. Also a good way to use this type of instruction is to use actual objects and have the child sort them by the way they sound, then writing those words, and then making sentences out of them. Alternative #2: Spelling Based Instruction, on pages 234 and 235, is an approach that focuses on each child individual level of knowledge.
Why does the president find the bureaucracy so frustrating to the implementation of policy? 4. Define Iron Triangle? 5. How can a bureaucrat sabotage his president?
8 January homework On page 19 of chapter one, a physical desctiption of George is given using numerous adjectives to describe his appearence. The quote is 'The first man was small and quick, dark of the face, with restless eyes.' This imagery to me makes me think of a small yet physicallly capable man, who may have something to hide, as the words 'dark' and 'restless' are quite mysterious words, which could mean that George is a mysterious man. In Chapter one on page 21 Steinbeck wrote 'Lennie who had been watching, imitated George exactly'. The verb 'imitated' which simply means to copy suggests to me that George is being portrayed as the leader out of the two, or the one that Lennie looks up to.
Of Mice and Men: George’s Monologue Aidan Kaczynski Mr. Prince’s Freshman English May 21st, 2010 My mind keeps goin’ back to that day… that day I had to ‘off him. I just can’t get it outta my head. S’pose if I tell y’all, maybe it’ll stop comin’ back to me… I ‘member it, clear as day… I was sittin’ in next to him, talkin’ to him—or tryin’ to, at least; it was so damned hard to speak to him knowin’ what I had to do! Poor Lennie, he was askin’ me if I was gonna give him hell fo’ what he’d done; if I wanted him to go live in a cave if I “didn’t want him no more”, an’ I knew I dun’ him wrong when he said that. I shook my head and said no; that I wanted him to stay with me.
7. Can you describe a time when management disregarded your professional advice, what was the situation and how did you deal with this? 8. Describe a time when you have made a significant error in the workplace and what steps you took to rectify the situation? 9.
Marvin is humanistic and client-centered in its approach. Both men sit in chairs, and Bob starts the appointment. Bob begins the discussion by stating his problems, and Dr. Marvin encourages him to expand his explanations by saying, “Talk about it.” Dr. Marvin’s book, Baby Steps, is an example of systematic desensitization. It advises readers to slowly overcome their fears by dealing with one fear at a time. Bob is given the book at the end of the appointment, and he chooses to ride the elevator as part of defeating his phobias gradually.
There memory is then often distorted and they fill the gaps in their memory with preconceptions. 2. Anxiety is another influence to EWT. For example Christianson and Hubinette reported that in real life incidents involving high levels of stress, memory can be accurate, detailed and long lasting which is good but there was a test done by Loftus. In the test participants where in a lab where they thought they were going to be discussing things when a man with greasy hands and a pen came in, they heard a hostile discussion, followed by the sound of breaking class and overturned furniture.
“Here, honey. Eat your dinner and then you can finish up the homework.” George asked his children how their days had gone. Jill was proud of a good grade on her spelling test. Bobby had drawn a picture of a scary spider. “And how was your day, Daddy?” Jill asked brightly, chasing an
G/T LA Reading Guide - October 2012 Flowers for Algernon by Daniel Keyes 1. As you read, Notice – Name – Analyze the elements of good fiction. (grade) 2. After reading designated pages, reflect on the following questions each day in your NB OR directly on this sheet OR type up your responses (OR any combination of those): (grade) Day 1 = AFTER pages 1-10: Predict why the spelling of words is so weird on these first pages? I predict that Charlie has a lower qi Day 2 = AFTER pages 32-33: Analyze the changes Charlie has gone through since page 1.