Hemrick 5.4.2 wimba session
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Sasha is the protagonist of the story who creates problems for his family by forging checks. One of Sasha's uncles, the Colonel, wants to help Sasha get out of trouble in memory of Sasha's deceased mother. Antagonists in the story include Sasha's family members who want him to face consequences, as well as Sasha himself as he struggles with becoming a criminal. The story shows Sasha's character developing when he realizes for the first time that he is a criminal.
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Film pitch for thriller film titles project
Maria's father suddenly passes away, leaving her to continue his work investigating unsolved cases. She opens a file on a young girl named Lilith who claimed to see mysterious figures. Maria and her friends travel to where Lilith lived and find her diary, photos, and drawings. They learn Lilith is Maria's half-sister. After her friends disrespect Lilith's possessions, Lilith's spirit begins appearing to Maria and her friends, trying to break a curse.
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The document introduces several short stories that deal with mysteries, including:
1) Sherlock Holmes trying to solve a murder case and find the killer of a woman's sister.
2) A story about a man who turned to alcoholism and murdering his wife, possibly due to the influence of a black cat.
3) Stories about ghosts seeking revenge, witches trying to capture victims, and a woman who has bad luck after taking a valuable bracelet she found.
4) The document encourages the reader to read the stories if they like unusual, mysterious or strange adventures.
Introduction of the detective stories
The document introduces several short stories that deal with mysteries, including:
1) Sherlock Holmes trying to solve a murder case and find the killer of a woman's sister.
2) A story about a man who turned to alcoholism and murdering his wife, possibly due to the influence of a black cat.
3) Stories about ghosts seeking revenge, witches trying to capture victims, and a woman who has bad luck after taking a valuable bracelet she found.
4) The document encourages the reader to read the stories if they like unusual, mysterious or strange tales.
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1) Vladimir Propp analyzed folk tales and identified 31 plot elements that commonly recur, as well as 8 character types that frequently appear, such as the hero, villain, helper, and dispatcher.
2) Tzvetan Todorov and Claude Levi-Strauss proposed structural theories of narratives, including the idea that stories typically follow a pattern of equilibrium, disruption, then new equilibrium, and that they involve the interplay of binary oppositions.
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FEMINISM APPLIED ON CUP OF TEA
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2) There is no single villain character. Those who are against the ugly duckling do so out of fear or unfamiliarity with his appearance, not because they are truly evil.
3) Two helper characters, an old woman and a peasant, rescue the ugly duckling when he is in danger and provide him shelter as he continues his journey of self-discovery.
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Maria's father suddenly passes away, leaving her to continue his work investigating unsolved cases. She opens a file on a young girl named Lilith who claimed to see mysterious figures. Maria and her friends travel to where Lilith lived and find her diary, photos, and drawings. They learn Lilith is Maria's half-sister. After her friends disrespect Lilith's possessions, Lilith's spirit begins appearing to Maria and her friends, trying to break a curse.
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The document introduces several short stories that deal with mysteries, including:
1) Sherlock Holmes trying to solve a murder case and find the killer of a woman's sister.
2) A story about a man who turned to alcoholism and murdering his wife, possibly due to the influence of a black cat.
3) Stories about ghosts seeking revenge, witches trying to capture victims, and a woman who has bad luck after taking a valuable bracelet she found.
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Introduction of the detective stories
The document introduces several short stories that deal with mysteries, including:
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2) A story about a man who turned to alcoholism and murdering his wife, possibly due to the influence of a black cat.
3) Stories about ghosts seeking revenge, witches trying to capture victims, and a woman who has bad luck after taking a valuable bracelet she found.
4) The document encourages the reader to read the stories if they like unusual, mysterious or strange tales.
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1) Vladimir Propp analyzed folk tales and identified 31 plot elements that commonly recur, as well as 8 character types that frequently appear, such as the hero, villain, helper, and dispatcher.
2) Tzvetan Todorov and Claude Levi-Strauss proposed structural theories of narratives, including the idea that stories typically follow a pattern of equilibrium, disruption, then new equilibrium, and that they involve the interplay of binary oppositions.
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This short story by Katherine Mansfield is about a wealthy woman named Rosemary Fell who encounters a poor girl named Miss Smith. Rosemary invites Miss Smith back to her home to have tea, showing generosity to someone of a lower class. However, when Rosemary's husband praises Miss Smith's appearance, Rosemary becomes jealous. She gives Miss Smith money and sends her away, showing how small feelings like jealousy can overcome ideals of kindness. The story examines themes of class differences, feminism, and how social norms influence women's insecurity and behavior.
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1) The ugly duckling is the central character and hero of the story. The audience is meant to feel sorry for him as he is discriminated against for no reason.
2) There is no single villain character. Those who are against the ugly duckling do so out of fear or unfamiliarity with his appearance, not because they are truly evil.
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http://nlc.nebraska.gov/NCompassLive/
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In fowmashon william shakespear and romeo and juleyet
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This document provides guidance to a student on completing an I-search PowerPoint presentation. It recommends researching the topic of "Pennies for Peace" and relates it to the assigned reading "My Forbidden Face". The document outlines the 9 required slides for the presentation, including an introductory slide, prior knowledge, research questions, information from 3 sources, reflections on learning, and a connection to the reading. Source recommendations and guidance are provided on gathering and presenting information to answer the student's questions on the topic of "Pennies for Peace".
Hemrick A doll’s house 8.4.2 live wimba session
The document discusses direct and indirect characterization and provides examples from A Doll's House. It summarizes Kristine Linde and Nora's characteristics through two charts completed with passages from the play that demonstrate their personalities indirectly or directly. Kristine married for money and felt empty when her husband died as his business failed. Nora is portrayed as impetuous and wanting independence after experiencing a sheltered life.
Hemrick Unit 8 post assessmentlive wimba session powerpoint
Nora visits a psychologist after leaving her husband at the end of A Doll's House. In their first session, Nora expresses that she is going through a big life change and needs help processing her next steps. The psychologist recommends that Nora focus on learning more about herself now that she has independence. In the final scene, Nora agrees with this advice and says she will use this time to develop a better understanding of who she is.
Hemrick A doll’s house 8.4.2 live wimba session
The document discusses direct and indirect characterization and provides examples from A Doll's House. It summarizes Kristine and Nora's backgrounds by completing charts about each character. Kristine had an unhappy marriage for money and felt empty after her husband died, leaving her with nothing. Nora was sheltered and unaware of financial matters, wanting independence after marriage. The charts show how the author directly and indirectly characterizes Kristine and Nora through their dialogue and actions.
Hemrick 8.4.1
The document provides information about three types of appeals - emotional, ethical, and logical - that can be used in editorial cartoons. It assigns the task of finding one cartoon for each appeal type that is appropriate for a high school classroom. For each cartoon, the student must cite the source and explain how the cartoon exemplifies the particular appeal through emotion, ethics/credible sources, or logic/facts. Examples are given of what would constitute an emotional, ethical, and logical appeal.
Hemrick 8.4.1
The document provides information about three types of appeals - emotional, ethical, and logical - that can be used in editorial cartoons. It assigns the task of finding one cartoon for each appeal type that is appropriate for a high school classroom. For each cartoon, the student must cite the source and explain how the cartoon exemplifies the particular appeal through emotion, ethics/credible sources, or logic/facts. Examples are given of what would constitute an emotional, ethical, and logical appeal.
Hemrick 8.4.1
The document provides information about three types of appeals - emotional, ethical, and logical - that can be used in editorial cartoons. It instructs the student to find one cartoon for each appeal type. For the emotional appeal cartoon, it should depict how the cartoon relies on evoking an emotion. For the ethical appeal cartoon, it should show a lack of ethics. And for the logical appeal cartoon, it should demonstrate how the cartoon uses facts and reasoning to persuade.
Hemrick Unit 7 post assessment
The document discusses a poem called "The Sea" through analyzing several lines and literary devices used. It notes that the sea is compared to a hungry dog through a metaphor. Several words like "gnaw", "rumbling", and "tumbling" depict the waves wearing away the shore. The poem uses onomatopoeia through the words "sniffs" and "snuffs" and compares dune grasses to a musical instrument that is no longer playing. The weather controls the sea's behavior and the sea is portrayed as powerful, with an overall playful tone.
Hemrick Unit 7 post assessment
The document discusses a poem called "The Sea" through analyzing several lines and techniques used. It notes that the sea is compared to a hungry dog through a metaphor. Several words like "gnaw", "rumbling", and "tumbling" depict the waves wearing away the shore. The poem uses onomatopoeia through the words "sniffs" and "snuffs" and compares dune grasses to a musical instrument that is no longer playing its tune. The weather controls the sea's behavior in the poem and the sea is portrayed as powerful with an overall playful tone.
Hemrick Unit 7.4.2 tpcastt powerpoint
The summary analyzes two poems - "The World Spins Madly On" and "On Plum Blossoms". It includes a chart comparing the two poems across several elements of analysis including title, paraphrase, connotation, attitude, shifts, meaning of title, and theme. The summary concludes by explaining which poem is the preferred one and why in four sentences.
Hemrick Unit 7
The document discusses a poem called "The Sea" through analyzing several lines and literary devices used. It notes that the sea is compared to a hungry dog through a metaphor. Several words like "gnaw", "rumbling", and "tumbling" depict the waves wearing away the shore. The poem uses onomatopoeia through the words "sniffs" and "snuffs" and compares dune grasses to a musical instrument that is no longer playing its tune. The weather controls the sea's behavior in the poem and it depicts the sea as a powerful force through playful language.
Hemrick Unit 7 lessons
This document outlines lessons on analyzing poetry. It describes two lessons that introduce tools for analyzing poetic form, rhetoric, syntax and vocabulary, and that teach the TPCASTT method for analyzing poems by looking at the title, paraphrase, connotation, attitude, shifts, title again and theme. The document concludes with a short assessment to check understanding of these lessons, along with examples of parts of speech like prepositions, adverbs and appositives.
Hemrick Unit 7 completion assignments
This document provides instructions for three assignments related to analyzing poetry. The first assignment involves analyzing ghazal poems, specifically choosing a favorite couplet to explain. The second assignment uses the TPCASTT method to analyze the poem "The Guitar" about the cry of a guitar and its weeping sounds. The last assignment is a short assessment on the analyzed poems.
Hemrick Unit 6 post assessment
The document summarizes a fable called "Numskull and the Rabbit". In the story, a proud lion named Numskull slaughters animals in the forest without mercy. The animals plead with him to stop. Numskull agrees but says he will eat one animal each day. When the rabbit's turn comes, he tricks Numskull into falling into a well by making him think his reflection is another lion, killing Numskull. The rabbit is praised for his cleverness in saving the animals. The story teaches that the weak can outwit the strong through wisdom and trickery.
Hemrick Unit 7 lessons
This document outlines lessons on analyzing poetry. It describes two lessons that introduce tools for analyzing poetic elements like form, rhetoric and vocabulary, and how to use the TPCASTT method of analyzing poems by examining the title, paraphrasing, connotation, attitude, shifts, theme, and title again. It concludes with a short assessment to check understanding of these lessons, along with examples of grammar terms like prepositions, adverbs, and appositives.
Hemrick Unit 6 post assessment
The document provides a summary of a short story called "Numskull and the Rabbit" from the Panchatantra. In the story, a proud lion named Numskull slaughters animals in the forest without mercy. The animals plead with him to stop. Numskull agrees but says he will eat one animal each day. When the rabbit's turn comes, he tricks Numskull into jumping down a well by making him think another lion is inside, causing Numskull to meet his death. The story teaches that the rabbit is clever and can outwit even a strong lion through trickery, while Numskull acts powerful but is not very smart.
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Hemrick 9.4.2 powerpoint presentation improved for wimba session
Hemrick 9.4.2 powerpoint presentation improved for wimba session
Hemrick Unit 8 post assessmentlive wimba session powerpoint
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- 1. 5.4.2 Wimba Session with Mrs. Drye
- 2. The Problem Who is the protagonist? Remember the protagonist is the main character of a story. Since Sasha is the character that we focus on in this story, he is the protagonist.
- 3. The Problem What did Sasha do that creates a problem for his family? In today’s society we would say he is forging checks. Oh this is quite illegal. But does Sasha think what he has done is a big deal? Of course we know the answer at the beginning of the story is no.
- 4. 5.4.2 What character in the story wants to help Sasha? Sasha’s family is torn over what to do. They don’t want their family name destroyed. But one uncle really steps up to the plate and wants to help Sasha. The Colonel wants to get him out of this trouble in memory of his dead sister, Sasha’s mom.
- 5. 5.4.2 cont Who is the antagonist of the story? The antagonist is the character or force that opposes the main character who is Sasha. One antagonist would be his family. Several want him to have to really pay for his crime. Another antagonist is Sasha which would be man against himself conflict. Sasha is his own enemy as he turns into a criminal and robs the Colonel.
- 6. 5.4.2 cont What line in the story shows the reader that Sasha is a dynamic character? Now, it would be easy to say that Sasha is a flat character because he is stays a criminal throughout the story – however – when he makes the following statement at the end of the story, he realizes for the first time that he is a criminal. "Now I see that I am a criminal; yes, I am a criminal."
- 7. 5.4.2 cont Each one of your slides must contain a picture that relates to the topic of the slide.