Always learn new things,that will helpful our future success. Speech defines your thoughts ,proper correction and management of language skill is important.So learn learn...Always Be learn.
Fairy tales and children's stories have been told for centuries to entertain young minds. Some classics include Cinderella, Goldilocks, and The Little Mermaid. Reading skills are best developed from an early age through activities like reading classes, engaging with favorite characters, and building a home library. Stories have evolved from early hieroglyphics and tablets to the wide variety of books, audiobooks, films and online content available today that educate and bring enjoyment to readers of all ages.
The early works of children's literature were strongly influenced by conservative English beliefs of the 17th century and aimed to teach children right from wrong. Some of the earliest books included Comenius' The Visible World in 1658 and Bunyan's The Pilgrim's Progress in 1684. Chapbooks and fairy tales became popular in the 18th century. The Brothers Grimm collected 200 German fairy tales in the early 19th century. After 1850, a golden age emerged with beloved works like Alice in Wonderland, The Wizard of Oz, and Little Women. Awards like the Newbery Medal and Caldecott Medal honored the best American children's books from the 1920s onward.
The document contains summaries of several children's books from different genres including historical fiction, biography, and informational texts. Strategies are suggested for using each book in an educational setting, such as read alouds, writing prompts, research activities, and connecting to curricular standards.
This document provides summaries for 14 books that could be used for a reading response project, including the book title, author, genre, intended grade level, and some potential uses and ESOL applications for each book. The books cover a variety of genres including graphic novels, biographies, informational texts, fantasy, fiction, and more. They also address culturally diverse topics and have applications for English language learners such as using pictures to aid comprehension or repetitive language structures.
This document provides summer reading suggestions for 1st grade students in Berkeley School Libraries. It lists titles for students at beginning, developing, and chapter book reading levels, grouped by themes like animals, new picture books, and beginning chapter books. Titles recommended include Don't Let the Pigeon Drive the Bus!, It's Shoe Time!, Caterpillar to Butterfly, and Princess in Black. The list encourages visiting the school's virtual library all summer for access to these titles and audiobook versions through the Tales2Go app.
This document provides summer reading suggestions for 5th graders from the Berkeley School Libraries. It recommends a variety of fiction and nonfiction books organized into categories such as exciting adventure and fantasy stories, fascinating nonfiction, funny stories, stories that touch your heart, and graphic novels. It encourages students to visit their school's virtual library over the summer.
This document provides summer reading suggestions for 3rd grade students from the Berkeley School Libraries. It recommends several graphic novels, chapter book series, and genres of fiction and nonfiction books. Some of the highlighted graphic novels include The Babysitter's Club and Dog Man. Recommended chapter book series span reading levels N through S and include Clementine, Bad Kitty, and Warriors. The fiction genres highlighted are exciting adventure & fantasy books, funny stories, and stories that touch your heart. The nonfiction section recommends books about animals, history, sports, and biographies. It encourages students to visit their school's virtual library over the summer.
Carolyn Sherwin Bailey was an American writer of children's literature born in Hoosick Falls, New York. In 1947, her book 'Miss Hickory' won the Newberry Medal. Some of her famous works included Boys & Girls of Colonial Days, Hero Stories, and The Little Rabbit who wanted Red Wings. The document then provides glossary terms and questions about a story involving a little boy, his mother, being bundled up and searching for something.
Fairy tales and children's stories have been told for centuries to entertain young minds. Some classics include Cinderella, Goldilocks, and The Little Mermaid. Reading skills are best developed from an early age through activities like reading classes, engaging with favorite characters, and building a home library. Stories have evolved from early hieroglyphics and tablets to the wide variety of books, audiobooks, films and online content available today that educate and bring enjoyment to readers of all ages.
The early works of children's literature were strongly influenced by conservative English beliefs of the 17th century and aimed to teach children right from wrong. Some of the earliest books included Comenius' The Visible World in 1658 and Bunyan's The Pilgrim's Progress in 1684. Chapbooks and fairy tales became popular in the 18th century. The Brothers Grimm collected 200 German fairy tales in the early 19th century. After 1850, a golden age emerged with beloved works like Alice in Wonderland, The Wizard of Oz, and Little Women. Awards like the Newbery Medal and Caldecott Medal honored the best American children's books from the 1920s onward.
The document contains summaries of several children's books from different genres including historical fiction, biography, and informational texts. Strategies are suggested for using each book in an educational setting, such as read alouds, writing prompts, research activities, and connecting to curricular standards.
This document provides summaries for 14 books that could be used for a reading response project, including the book title, author, genre, intended grade level, and some potential uses and ESOL applications for each book. The books cover a variety of genres including graphic novels, biographies, informational texts, fantasy, fiction, and more. They also address culturally diverse topics and have applications for English language learners such as using pictures to aid comprehension or repetitive language structures.
This document provides summer reading suggestions for 1st grade students in Berkeley School Libraries. It lists titles for students at beginning, developing, and chapter book reading levels, grouped by themes like animals, new picture books, and beginning chapter books. Titles recommended include Don't Let the Pigeon Drive the Bus!, It's Shoe Time!, Caterpillar to Butterfly, and Princess in Black. The list encourages visiting the school's virtual library all summer for access to these titles and audiobook versions through the Tales2Go app.
This document provides summer reading suggestions for 5th graders from the Berkeley School Libraries. It recommends a variety of fiction and nonfiction books organized into categories such as exciting adventure and fantasy stories, fascinating nonfiction, funny stories, stories that touch your heart, and graphic novels. It encourages students to visit their school's virtual library over the summer.
This document provides summer reading suggestions for 3rd grade students from the Berkeley School Libraries. It recommends several graphic novels, chapter book series, and genres of fiction and nonfiction books. Some of the highlighted graphic novels include The Babysitter's Club and Dog Man. Recommended chapter book series span reading levels N through S and include Clementine, Bad Kitty, and Warriors. The fiction genres highlighted are exciting adventure & fantasy books, funny stories, and stories that touch your heart. The nonfiction section recommends books about animals, history, sports, and biographies. It encourages students to visit their school's virtual library over the summer.
Carolyn Sherwin Bailey was an American writer of children's literature born in Hoosick Falls, New York. In 1947, her book 'Miss Hickory' won the Newberry Medal. Some of her famous works included Boys & Girls of Colonial Days, Hero Stories, and The Little Rabbit who wanted Red Wings. The document then provides glossary terms and questions about a story involving a little boy, his mother, being bundled up and searching for something.
The learner reads literature with expression, develops interest in exploring the world, and builds courage to face new challenges. The lesson plan focuses on the short story "The Little Round Red House" about a boy searching for an unusual house. The teacher asks students to look at pictures and tell stories, then provides a brief summary of the source story.
This document provides kindergarten summer reading suggestions from the Berkeley School Libraries. It is divided into sections for beginning readers, folktales and trickster tales, exploring animals, and picture books that make people laugh. Each section lists several book titles along with their authors. The document encourages visiting the school's virtual library over the summer and provides the library website for online access.
These are our children's librarian's picks for the best books to read before Kindergarten. Includes a brief explanation of the six early literacy skills and their relevancy to the selected titles.
An assignment LIBR 264 Materials for Tweens 9-14. Our group was charged with the task of presenting a collection of humorous titles for this age group.
This document provides information about a story titled "The Little Round Red House" including a summary of the plot where a little boy explores his surroundings to find a little round red house. It also provides details about the author Carolyn Sherwin Bailey, an American writer of children's literature who was born in 1875 and wrote several stories for children. The document concludes by defining some words that appear in the story like crayons, scarf, mitten, chimney, boots, and street.
This document provides information on several books being considered for the Eve Pownall Award for Information Books. It summarizes each book's topic, intended audience, notable features, and suggestions for further educational use. Examples include a book about how babies are made that balances education and humor, a biography of WWII spy Nancy Wake, and a book detailing Australia's multicultural military history during WWI. Educational resources are also referenced for expanding classroom learning beyond the books.
The document discusses different types of stories that can be used to teach children, including folk tales, fairy tales, myths, legends, nursery rhymes, parables, and picture books. It provides examples and definitions for each type of story, explaining their purposes, common themes, and cultural significance. The document also offers guidance on how to use these stories to develop literacy and critical thinking skills in children through activities like reading aloud, drama, crafts, and exploring cultural contexts.
This document provides summaries of several outstanding children's nonfiction books from 2009-2010 across various subject areas including biographies, sciences, history, exploration, music, and social sciences. The books cover topics such as Anne Frank, Bass Reeves, black elk, Nellie Bly, Abraham Lincoln, J.M. Barrie, Philo Farnsworth, colors, bones, animal partnerships, bees, kakapo parrots, marsupials, buffalo, frogs, salmon bears, camouflaged creatures, night poems, trees, music, Mars rovers, and the 1960 Greensboro sit-ins.
This document provides summer reading suggestions for kindergarten students organized into four categories: Beginning to Read, Folktales and Trickster Tales, Beginning to Read (levels F-I), and Picture Books that Make Us Laugh. It lists over 50 book titles, many of which are from popular series. It encourages visiting the local library this summer and provides additional reading recommendations through linked websites.
Summer reading recommendations for pre-K, transitional kindergarten and TK developed by Mary Ann Scheuer, elementary school librarian in Berkeley Unified School District.
The document provides a summary of the shortlist for the Book of the Year: Early Childhood category for the CBCA awards. It summarizes 7 books on the shortlist: Piranhas Don't Eat Bananas by Aaron Blabey, My Dog Bigsy by Alison Lester, Perfect by Danny Parker and Freya Blackwood, Ollie and the Wind by Ghosh Ronojoy, Mr Huff by Anna Walker, and The Cow Tripped Over The Moon by Tony Wilson and Laura Wood. For each book, it provides 1-2 sentences on themes, inspiration or analysis of the text and illustrations when relevant. It also includes discussion questions or engagement opportunities for reading each book aloud.
This document contains summaries of 10 children's books along with the author's personal responses. It includes information about the number of pages, cultural or age groups represented, genres, and brief summaries of the plotlines. The author provides their thoughts on each book and whether they feel it could be used for storytelling. They enjoyed books that taught lessons or represented different cultures but disliked one book that gave children "false hope."
Chapter Three: Summer Reading Program 2012LibraryLeroy
The children attended the East Longmeadow Library Summer Reading Club in week three. They visited with a firefighter and toured a fire truck, explored a Dream Lab, went on a scavenger hunt to find places in the community, and visited the Dream Studio. The children helped make dreams come true by coloring pictures that would be donated to help provide livestock to families in need through Heifer International. It was another fun week at the reading club.
Graphic novels have evolved over time from early American comics in the late 19th century to full length graphic novels in the 1990s. They can assist struggling readers and visual learners by connecting images and text. Graphic novels develop language arts skills and encourage unmotivated readers while conveying educational messages. They also increase comfort with visual media and help interpret sequential art. Popular appeals include action, powerful images, important themes, and variety. Graphic novels can encourage creativity and interest gifted students. However, some have expressed concerns over inappropriate content and portraying negative messages. The document provides examples of graphic novels suitable for schools and ones featuring strong female role models. It also lists resources for reviews and lesson plans using graphic novels.
This document discusses challenges that immigrant and ESL students face when learning literature in a new culture and language. It notes that these students experience "culture shock" as they try to fit into a new culture while maintaining their own identity. Understanding literature can be difficult due to unfamiliar vocabulary, idioms, dialects, and cultural references. The document recommends using graphic novels to make literature less intimidating by illustrating plots and characters, and helping students learn vocabulary visually. Graphic novels of both popular and classical stories can be particularly helpful for ESL students.
The document discusses the importance of literature for children's development and education. It notes that literature helps build vocabulary, expression skills, and sensitivity. The document also provides a brief history of children's literature, including early books from Anglo-Saxon and medieval periods, as well as chapbooks and the influence of the Puritans. Finally, it discusses the development of poetry for children and different poets who wrote verses for children.
The learner reads literature with expression, develops interest in exploring the world, and builds courage to face new challenges. The lesson plan focuses on the short story "The Little Round Red House" about a boy searching for an unusual house. The teacher asks students to look at pictures and tell stories, then provides a brief summary of the source story.
This document provides kindergarten summer reading suggestions from the Berkeley School Libraries. It is divided into sections for beginning readers, folktales and trickster tales, exploring animals, and picture books that make people laugh. Each section lists several book titles along with their authors. The document encourages visiting the school's virtual library over the summer and provides the library website for online access.
These are our children's librarian's picks for the best books to read before Kindergarten. Includes a brief explanation of the six early literacy skills and their relevancy to the selected titles.
An assignment LIBR 264 Materials for Tweens 9-14. Our group was charged with the task of presenting a collection of humorous titles for this age group.
This document provides information about a story titled "The Little Round Red House" including a summary of the plot where a little boy explores his surroundings to find a little round red house. It also provides details about the author Carolyn Sherwin Bailey, an American writer of children's literature who was born in 1875 and wrote several stories for children. The document concludes by defining some words that appear in the story like crayons, scarf, mitten, chimney, boots, and street.
This document provides information on several books being considered for the Eve Pownall Award for Information Books. It summarizes each book's topic, intended audience, notable features, and suggestions for further educational use. Examples include a book about how babies are made that balances education and humor, a biography of WWII spy Nancy Wake, and a book detailing Australia's multicultural military history during WWI. Educational resources are also referenced for expanding classroom learning beyond the books.
The document discusses different types of stories that can be used to teach children, including folk tales, fairy tales, myths, legends, nursery rhymes, parables, and picture books. It provides examples and definitions for each type of story, explaining their purposes, common themes, and cultural significance. The document also offers guidance on how to use these stories to develop literacy and critical thinking skills in children through activities like reading aloud, drama, crafts, and exploring cultural contexts.
This document provides summaries of several outstanding children's nonfiction books from 2009-2010 across various subject areas including biographies, sciences, history, exploration, music, and social sciences. The books cover topics such as Anne Frank, Bass Reeves, black elk, Nellie Bly, Abraham Lincoln, J.M. Barrie, Philo Farnsworth, colors, bones, animal partnerships, bees, kakapo parrots, marsupials, buffalo, frogs, salmon bears, camouflaged creatures, night poems, trees, music, Mars rovers, and the 1960 Greensboro sit-ins.
This document provides summer reading suggestions for kindergarten students organized into four categories: Beginning to Read, Folktales and Trickster Tales, Beginning to Read (levels F-I), and Picture Books that Make Us Laugh. It lists over 50 book titles, many of which are from popular series. It encourages visiting the local library this summer and provides additional reading recommendations through linked websites.
Summer reading recommendations for pre-K, transitional kindergarten and TK developed by Mary Ann Scheuer, elementary school librarian in Berkeley Unified School District.
The document provides a summary of the shortlist for the Book of the Year: Early Childhood category for the CBCA awards. It summarizes 7 books on the shortlist: Piranhas Don't Eat Bananas by Aaron Blabey, My Dog Bigsy by Alison Lester, Perfect by Danny Parker and Freya Blackwood, Ollie and the Wind by Ghosh Ronojoy, Mr Huff by Anna Walker, and The Cow Tripped Over The Moon by Tony Wilson and Laura Wood. For each book, it provides 1-2 sentences on themes, inspiration or analysis of the text and illustrations when relevant. It also includes discussion questions or engagement opportunities for reading each book aloud.
This document contains summaries of 10 children's books along with the author's personal responses. It includes information about the number of pages, cultural or age groups represented, genres, and brief summaries of the plotlines. The author provides their thoughts on each book and whether they feel it could be used for storytelling. They enjoyed books that taught lessons or represented different cultures but disliked one book that gave children "false hope."
Chapter Three: Summer Reading Program 2012LibraryLeroy
The children attended the East Longmeadow Library Summer Reading Club in week three. They visited with a firefighter and toured a fire truck, explored a Dream Lab, went on a scavenger hunt to find places in the community, and visited the Dream Studio. The children helped make dreams come true by coloring pictures that would be donated to help provide livestock to families in need through Heifer International. It was another fun week at the reading club.
Graphic novels have evolved over time from early American comics in the late 19th century to full length graphic novels in the 1990s. They can assist struggling readers and visual learners by connecting images and text. Graphic novels develop language arts skills and encourage unmotivated readers while conveying educational messages. They also increase comfort with visual media and help interpret sequential art. Popular appeals include action, powerful images, important themes, and variety. Graphic novels can encourage creativity and interest gifted students. However, some have expressed concerns over inappropriate content and portraying negative messages. The document provides examples of graphic novels suitable for schools and ones featuring strong female role models. It also lists resources for reviews and lesson plans using graphic novels.
This document discusses challenges that immigrant and ESL students face when learning literature in a new culture and language. It notes that these students experience "culture shock" as they try to fit into a new culture while maintaining their own identity. Understanding literature can be difficult due to unfamiliar vocabulary, idioms, dialects, and cultural references. The document recommends using graphic novels to make literature less intimidating by illustrating plots and characters, and helping students learn vocabulary visually. Graphic novels of both popular and classical stories can be particularly helpful for ESL students.
The document discusses the importance of literature for children's development and education. It notes that literature helps build vocabulary, expression skills, and sensitivity. The document also provides a brief history of children's literature, including early books from Anglo-Saxon and medieval periods, as well as chapbooks and the influence of the Puritans. Finally, it discusses the development of poetry for children and different poets who wrote verses for children.
A seminar was held for journalism students to discuss ethics in journalism. A managing editor from a newspaper spoke about gathering and verifying news, dealing with sensitive topics, and the basics of journalism. She emphasized the importance of credibility and knowing one's limitations as a journalist. The talk was short but informative for aspiring journalists.
This prologue provides background on the author and how their experiences teaching high school English and science classes inspired them to write this novel. It describes how the author developed unconventional lesson plans that integrated science concepts into analyzing works of literature. This sparked the idea to write a book applying the scientific method to analyze Shakespeare's play Richard III. The prologue outlines how the author summarized the play for students, which proved ineffective - the lesson suggests it's better to let students form their own interpretations before providing analysis.
7th Annual Statewide Family Conference, Madison WiscSharon Pajka
- The document discusses research on portrayals of deaf characters in adolescent literature, comics, and graphic novels.
- It aims to highlight works featuring deaf characters and acknowledge differences between portrayals by deaf vs. hearing authors.
- Research findings include that hearing authors generally presented deaf characters from a cultural perspective while deaf authors included more pathological perspectives. Reader surveys found preferences for characters portrayed as normal kids seeking their identities.
The document provides biographical details about Robert Baden-Powell, the founder of the Scout movement. It describes his upbringing with parents who encouraged outdoor activities and learning about nature. As a young man, Baden-Powell had a successful military career in Africa and India where he developed his skills in reconnaissance, surveying, and teaching scouting skills to soldiers. After returning to England, he was inspired to start a youth movement for boys based on these scouting principles of outdoor activities, skills-building, and character development. He wrote the book Scouting for Boys to outline his ideas, which became very popular and led to the founding of the international Scout movement.
How to Write Introspection - Scott Writes Stuff. good introduction essay examples | Sitedoct.org. How To Write An Introduction To A Persuasive Essay Gallery Photos .... 11 Introspective Essay Collections That Are Perfect For Fall Reading. How to start an introspective essay - ethnographyessay.web.fc2.com. Example Of Introspection In A Sentence. 005 Creative Essay Example Narrative Personal Examples Best Ideas .... Introspective Essay ON Social SELF Tiangco - TIANGCO, ARWIN B. ZGE-1108 .... The Truth About Introverts Essay Example - PHDessay.com. 50 Best Reflective Essay Examples (+Topic Samples) ᐅ TemplateLab. Are You An Introvert? - Free Essay Example | PapersOwl.com. Impressive Introduction For Persuasive Essay Examples ~ Thatsnotus. Introspective essay - We Write Custom Research Paper Writing Help At .... Introspective Essay Test - Formosa 1 Introspective Essay Test Student .... Is Introspection a Form of Per
I Know Why the Caged Bird Cannot ReadHow American High School .docxpauline234567
I Know Why the Caged Bird Cannot Read
How American High School Students Learn to Loathe Literature
Francine Prose
Francine Prose, who was born in the late 1940s, is a reporter, essayist, critic, and editor. She has also written more than twenty books, includ- ing poetry, fiction, and children’s literature. Her novel
Blue Angel (2000) was a finalist for the National Book Award, and her nonfiction works
The Lives of the Muses: Nine Women and the Artists They Inspired (2002) and
Reading Like a Writer: A Guide for People Who Love Books and Those Who Want to Write Them (2006) were both national best sellers. She has received numerous grants and awards, including
Guggenheim and Fulbright fellowships. She is most recently the author of the satiric novel
My New American Life (2011). Prose is currently a book reviewer for a num- ber of magazines and periodicals, including the
New York Times Book Review and
O. The following essay, published in
Harper’s in September 1999, is a critique of the quality of required reading in American high schools.
Books discussed in this essay include:
I Know Why the Caged Bird Sings by Maya Angelou. Bantam Books, 1983.
To Kill a Mockingbird by Harper Lee. Warner Books, 1988.
Teaching Values through Teaching Literature by Margaret Dodson.
Eric/Edinfo Press, 1993.
Teaching the Novel by Becky Alano. Eric/Edinfo Press, 1989.
Teaching Literature by Women Authors by Carolyn Smith McGowen.
Eric/Edinfo Press, 1993.
ike most parents who have, against all odds, preserved a lively and still evolv- ing passion for good books, I find myself, each September, increasingly appalled by the dismal lists of texts that my sons are doomed to waste a school year reading. What I get as compensation is a measure of insight into why our society has come to admire Montel Williams and Ricki Lake so much more than Dante and Homer. Given the dreariness with which literature is taught in many American classrooms, it seems miraculous that any sentient teenager would view reading as a source of pleasure. Traditionally, the love of reading has been born and nurtured in high school English class — the last time many students will find themselves in a roomful of people who have all read the same text and are, in theory, prepared to discuss it. High school — even more than college — is where literary tastes and allegiances are formed: what we read in adolescence is imprinted
L
on our brains as the dreary notions of childhood crystallize into hard data.
176
The intense loyalty adults harbor for books first encountered in youth is one probable reason for the otherwise baffling longevity of vintage mediocre novels, books that teachers may themselves have read in adolescence; it is also the most plausible explanation for the peculiar [1998] Modern Library list of the “100 Best Novels of the 20.
Shakespeare ankara conf nov 2012 kassim b safirsafirk
The document discusses several key issues facing literature teachers in post-millennial classrooms:
1. A struggle between traditional pedagogy focused on conformity and authority versus a more modern approach focused on rebellion and learner autonomy.
2. Debate over how to conceptualize literature and "good taste" between retaining a traditional Shakespearean literary canon versus a more contemporary de-Shakespearized definition.
3. Generational differences in perceptions of literature between teachers accustomed to printed text and post-millennial students who are more oriented towards digital screens and social media content.
The document discusses several issues facing literature teachers in post-millennial classrooms: 1) reluctance to change pre-millennial dogmas around concepts like academicism and intellectualism; 2) struggle over authority between traditional teacher-centered pedagogy and modern learner autonomy; and 3) debates around defining literature and "good taste" between Shakespearean classics and more modern approaches. It notes the differences between traditional print-oriented teachers and modern screen-oriented post-millennial students, calling for a compromise that incorporates both traditional books and new digital formats in the classroom.
1) The author discusses how contemporary poets in Trinidad and Tobago can switch between language registers like Standard English and local languages without privileging one over the other.
2) As a child, the author was inspired by masters of oration like Castro, Sankara, and Manley as well as a school vice principal. However, the poets most influential to his writing style were Walcott, Neruda, and Césaire.
3) In literature class, reading poems aloud exposed students' literacy levels and conceptions of masculinity. A line from a Walcott poem excited the class by connecting to contemporary music genres, showing the author poetry's power to elicit passion and meaning-making.
Lee 1Lee 323 April 2019Three StairsThere are a lot of o.docxjesssueann
Lee 1
Lee 3
23 April 2019
Three Stairs
There are a lot of odds and obstacles that block people from learning; nevertheless, a higher level of education or knowledge is often required to obtain more opportunities. In the past, people’s races and environments limited their learning opportunities. However, people still struggled to educate themselves. In the essays, "Learning to Read," by Malcolm X, "The Joy of Reading and Writing: Superman and Me," by Sherman Alexie, and "Learning to Read and Write," by Frederick Douglass, the three individuals show three steps of how they overcame educational odds and obstacles. In order to overcome educational obstacles, it is essential for one to have a source of motivation and passion for succeeding. This paper highlights various individuals source of motivation of several individuals who faced various educational challenges and obstacles.
Alexie was motivated by his father, who cherished all books. Alexie said, “My father loved books, and since I loved my father with an aching devotion, I decided to love books as well." (23) Once he started to love books, he read all the linguistic forms he found. Even though Alexie read words with passion, his colleagues and classmates would strongly disapprove of his knowledge because of his race. Apparently, people were always expecting Indian students to fail. A succeeding disturb gave Alexie a strong desire to break down the door for his race. Alexie was more than willing to overcome the educational obstacles faced by the Asian race during those times. Basically, he wanted to prove that the Indians could also excel in studies. He, therefore, strived against the prejudice of Indian by educating himself and people who were still struggling to overcome educational obstacles.
Douglass started to teach himself when his mistress taught him how to read and write. Douglass said, "Mistress, in teaching me the alphabet, had given me the inch, and no precaution could prevent me from taking the ell." (126) His mistress ignited his passion for knowledge. Douglas had a strong prejudice to the slaves that they could not read and write. However, the slaves were not able to learn or receive support from anyone. Douglas believed that knowledge of how to read and write could help bring about freedom to the slaves. Reading and writing would also help him to attain his desired freedom. After Douglass realized that there was a way he could become a freeman, he started to read books, and actually, he enjoyed it with passion. He actually read books frequently with a lot of interest. Since Douglass had a strong desire to become a freeman, learning became so pleasurable to him that he could easily overcome educational and environmental odds.
When Malcolm X wrote a letter to his leader, Elijah Muhammad, he was unable to write a decent one. Malcolm said, “I became increasingly frustrated at not being able to express what I wanted to convey in letters that I wrote, especially those to Mr. Elij.
THIS TRAIN IS BEING HELD teaching guideIsmeeWilliams
This teaching guide provides discussion questions and activities for the novel "This Train is Being Held" by Ismée Williams. The story follows Alex, a baseball player who loves poetry, and Isa, a ballet dancer. They fall for each other while riding the New York City subway. The guide explores themes of mental health, racism, class differences, and the characters' Cuban and Dominican heritage through vocabulary, research tasks, and close analysis of passages. Students are prompted to consider multiple perspectives and connect the work to their own lives.
Answer ONE of the following questions after reading Francine Pro.docxnolanalgernon
Answer ONE of the following questions after reading Francine Prose's "I Know Why the Caged Bird Cannot Read." Your response should be well thought out with very few if any grammatical or sentence errors. Your response should be 200-300words in length. It is due Thursday before 11:59pm.
#1: Prose is highly critical of the quality of both I Know Why the Caged Bird Sings and To Kill a Mockingbird. If you have read either, write an evaluation of her criticism of the book. Is she setting up this book to be unfairly judged?
-OR-
#2: Prose is skeptical of using literary works to teach values. Write a journal entry in which you support or challenge her position using specific examples to support your position.
I Know Why the Caged Bird Cannot Read
How American High School Students Learn to Loathe
Literature
Francine Prose
Francine Prose, who was born in the late 1940s, is a reporter, essayist, critic, and editor. She has also written more than twenty books, includ- ing poetry, fiction, and children’s literature. Her novel
Blue
Angel
(2000) was a finalist for the National Book Award, and her nonfiction works
The Lives of the Muses: Nine Women and the Artists They Inspired
(2002) and
Reading
Like
a
Writer:
A
Guide
for
People
Who
Love
Books and
Those
Who
Want
to
Write
Them
(2006) were both national best sellers. She has received numerous grants and awards, including
Guggenheim and Fulbright fellowships. She is most recently the author of the satiric novel
My
New
American
Life
(2011). Prose is currently a book reviewer for a num- ber of magazines and periodicals, including the
New
York
Times
Book
Review
and
O
. The following essay, published in
Harper’s
in September 1999, is a critique of the quality of required reading in American high schools.
Books discussed in this essay include:
I Know Why the Caged Bird Sings
by Maya Angelou. Bantam Books, 1983.
To Kill a Mockingbird
by Harper Lee. Warner Books, 1988.
Teaching Values through Teaching Literature
by Margaret Dodson.
Eric/Edinfo Press, 1993.
Teaching the Novel
by Becky Alano. Eric/Edinfo Press, 1989.
Teaching Literature by Women Authors
by Carolyn Smith McGowen.
Eric/Edinfo Press, 1993.
ike most parents who have, against all odds, preserved a lively and still evolv- ing passion for good books, I find myself, each September, increasingly appalled by the dismal lists of texts that my sons are doomed to waste a school year reading. What I get as compensation is a measure of insight into why our society has come to admire Montel Williams and Ricki Lake so much more than Dante and Homer. Given the dreariness with which literature is taught in many American classrooms, it seems miraculous that any sentient teenager would view reading as a source of pleasure. Traditionally, the love of reading has been born and nurtured in high school English class — the last time many students will find themselves in a roomful of people who have all read the sam.
Answer ONE of the following questions after reading Francine Proses.docxYASHU40
Answer ONE of the following questions after reading Francine Prose's "I Know Why the Caged Bird Cannot Read." Your response should be well thought out with very few if any grammatical or sentence errors. Your response should be 200-300words in length. It is due Thursday before 11:59pm.
#1: Prose is highly critical of the quality of both I Know Why the Caged Bird Sings and To Kill a Mockingbird. If you have read either, write an evaluation of her criticism of the book. Is she setting up this book to be unfairly judged?
-OR-
#2: Prose is skeptical of using literary works to teach values. Write a journal entry in which you support or challenge her position using specific examples to support your position.
I Know Why the Caged Bird Cannot Read
How American High School Students Learn to Loathe
Literature
Francine Prose
Francine Prose, who was born in the late 1940s, is a reporter, essayist, critic, and editor. She has also written more than twenty books, includ- ing poetry, fiction, and children’s literature. Her novel
Blue
Angel
(2000) was a finalist for the National Book Award, and her nonfiction works
The Lives of the Muses: Nine Women and the Artists They Inspired
(2002) and
Reading
Like
a
Writer:
A
Guide
for
People
Who
Love
Books and
Those
Who
Want
to
Write
Them
(2006) were both national best sellers. She has received numerous grants and awards, including
Guggenheim and Fulbright fellowships. She is most recently the author of the satiric novel
My
New
American
Life
(2011). Prose is currently a book reviewer for a num- ber of magazines and periodicals, including the
New
York
Times
Book
Review
and
O
. The following essay, published in
Harper’s
in September 1999, is a critique of the quality of required reading in American high schools.
Books discussed in this essay include:
I Know Why the Caged Bird Sings
by Maya Angelou. Bantam Books, 1983.
To Kill a Mockingbird
by Harper Lee. Warner Books, 1988.
Teaching Values through Teaching Literature
by Margaret Dodson.
Eric/Edinfo Press, 1993.
Teaching the Novel
by Becky Alano. Eric/Edinfo Press, 1989.
Teaching Literature by Women Authors
by Carolyn Smith McGowen.
Eric/Edinfo Press, 1993.
ike most parents who have, against all odds, preserved a lively and still evolv- ing passion for good books, I find myself, each September, increasingly appalled by the dismal lists of texts that my sons are doomed to waste a school year reading. What I get as compensation is a measure of insight into why our society has come to admire Montel Williams and Ricki Lake so much more than Dante and Homer. Given the dreariness with which literature is taught in many American classrooms, it seems miraculous that any sentient teenager would view reading as a source of pleasure. Traditionally, the love of reading has been born and nurtured in high school English class — the last time many students will find themselves in a roomful of people who have all read the sa.
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
1. Speak the Speech, I Pray Thee
Long before talking heads and hosts ofnewscasts proliferated the airwaves with multiple superfluous insertions
in every sentence,or began a remark with "So," educators promoted Shakespeare's plea to "speak the speech
trippinglyon the tongue"through elocution classes.They heralded the ability to communicate in grammatically
correct sentences devoid ofhesitation with appropriate inflection,pronunciation,and knowledge ofthe topic as
paramountto one's success in life.
LEARN NEW ENGLISH WORDS NOW!
I was a third-grader at Concord School in Pittsburgh when mymother trotted me off to the King School of Oratory
to cure my shyness and fear of speaking with adults.By the time she learned aboutthe miracles its founder,
Byron W. King,had accomplished,among them curing himselfofa speech impediment,the nation's most
celebrated elocutionisthad been dead manyyears, but his wife Inez, a renowned actress ofthe Chautauqua
circuit, still trained actors,businessmen,lawyers,clergymen,and even children after public interestsoared in
child stars like Shirley Temple,Mickey Rooney, and Judy Garland.
LEARN NEW ENGLISH WORDS NOW!
Despite dutiful memorization ofthe dramatic readings Mrs.King assigned me,Iremained painfullyshy.
Furthermore,I could not cultivate the deep,theatrical speaking voice she preferred.The first step toward that
goal,she suggested,was to practice screaming often each day. The firsttime I tried it at home,Mother came
running,believing I was injured.
My progress in public speaking was minimal byour move to Philadelphia and myentry to the seventh grade at
Swarthmore High School,where social studies was taughtbyNathan Bell. Each day, I entered his classroom
trembling thathe would call upon me to participate as a news reporter.Several times each week,Mr. Bell
distributed a newspaper published byan educational organization devoted to enlightening teenagers about
current national and international events.The format was that of a typical newspaper with columns covering a
variety of topics,from serious militaryand political stories to humorous reports about clever animals or
accomplishments bypopular stars ofstage,screen and radio.Mr. Bell called the serious articles "heavy" and the
lighter ones "fluff." He cautioned us to avoid the fluff and focus on the heavy stories because we would be graded
for our understanding ofthe latter.
LEARN NEW ENGLISH WORDS NOW!
Once we had perused the newspaper and selected an article,he instructed us to stow it inside our desk to deter
peeking.Then he would call on a studentat random to explain the story of his or her choice and why it should
2. interestus.His criteria for excellent reporting demanded extemporaneous deliverywith expression,appropriate
vocabulary, and clear understanding ofthe topic. To facilitate sharing,he directed us to move our desks into a
circle. He always asked for comments on the presentation justgiven and how it mighthave been improved.Then
he would move on to another student,stressing thatthe chosen article mustbe differentfrom those already
covered. Repeats were not permitted.
Terrified, my focus each day was to recall key points aboutthe article I had selected and fervently pray that he
would call on anyone but me before the bell sounded.Sometimes mymind wentblank and I could not remember
one fact. Not only did we have to reporton the story in our own words,but we had to stand erect and address Mr.
Bell and the others in the circle as if we actually knew what we were talking about.Unable to do this to his
satisfaction withoutstammering,I received poor grades for "participation."Still, I persevered.
The goal of our English teachers was to produce students who were masters ofthe spoken and written word,
even if they did not hear ideal grammar athome.After drumming basic rules into our heads,Elizabeth McKee
rewarded us the lastfew minutes ofclass by reading from her moving novel about her grandmother's waitfor her
sweetheart's return from the Civil War. Before exiting her classroom,every studentwho had m ade an error on a
paper or during a discussion thatday could expect to be halted,asked to recall the correct usage,and to use it
properly in a sentence.
LEARN NEW ENGLISH WORDS NOW!
Shakespeare's plays per year, always yearning to evolve into adults who could transfer that knowledge to our
own children or students.
A Quaker, Ms. Mathews began her career teaching at George School in Bucks County, Pennsylvania where one
of her students was a young man so nourished byher wisdom and guidance thathe devoted his life to
celebrating mankind and our fragile earth through his novels.Justas she followed closelythe lives and careers of
all her students,she never losttouch with the young man destined to put"Hawaii," "Chesapeake,""Alaska,"and
"South Pacific" on bookshelves.
Long after I had been teaching for manyyears, Ms. Mathews wrote, "My fondestmemoryis of my retirement
party where the communitycame to give thanks and James Michener came to see me instead ofattending a
White House dinner."
The strict rules ofelocution that my classmates and Ieventually mastered under these watchful teachers are
shattered dailyon television newscasts byreporters who insert"you know," "like," or "I mean"multiple times in
each sentence.And let us not ignore those who blithelyreverse subjectand objectas they chatter aboutwhat
"her and me" or him and I" did
LEARN NEW ENGLISH WORDS NOW!