The Lady in the Looking Glass: A reflection by Virginia WolfIsabel Paz
The document provides instructions for students to analyze and interpret the short story "The Lady in the Looking Glass". Students are encouraged to watch interpretations of the story by other students, create their own interpretation using media like YouTube or Prezi, and tweet the main idea of the story in 140 characters or less. The document also provides guidance on narrative tenses exercises for students to complete, including practicing past forms and more practice/a quiz. Students are assigned a story writing exercise using narrative tenses and incorporating themes about the role of modern women.
The lady in_the_looking_glass_(proyecto_final)[1]Sobre Tiza
The document provides instructions and resources for students to analyze and interpret the short story "The Lady in the Looking Glass". It includes suggestions to watch video interpretations, create their own presentations, analyze a written explanation, and summarize the main idea in a tweet. Students are also assigned exercises practicing past tenses and narrative writing, including writing a story about a woman in trouble using relevant quotes from Virginia Woolf.
Hi this presentation is made originally by Gherm6 however I found out that it isn't that comprehensive so I added examples to elaborate the types of conflict.
The document provides definitions and examples for several literary devices including simile, metaphor, synonyms, antonyms, and compound-complex sentences using underlined words like hover, laggard, and collaborate. It also defines imagery, internal conflict, and external conflict, requesting examples and illustrations for each. Proper adjectives are defined and five examples are listed in red.
This document discusses and defines the different types of conflict that can occur in narratives, including man vs. man, man vs. nature, man vs. society, man vs. self, man vs. supernatural, man vs. fate, and man vs. technology. It provides examples of each type of conflict and assigns a homework assignment to identify and analyze a specific conflict presented in the play "A Raisin in the Sun".
This document discusses conflict in literature. It defines two main types of conflict: external and internal. External conflict involves a character struggling against an outside force like another character, nature, or society. Internal conflict features a character grappling with an internal struggle such as emotions, conscience, or personal flaws. The document uses examples from short stories to illustrate external conflicts like man versus nature and internal conflicts like man versus himself. It emphasizes that conflict is essential for driving the plot in any narrative.
The document discusses different types of conflict that can occur in literature. It describes conflict as a struggle between opposing forces, either external or internal to a character. Some examples of conflict mentioned include character vs. character, character vs. self, character/group vs. society, and character/group vs. nature. Conflict is seen as integral to life and helps drive the plot and keep readers engaged in a story. A story's conflict can evolve over time and even result in an unexpected blessing.
The media product uses several conventions found in real horror films. It begins with an aerial establishing shot, panning down to the location like in "Hush." The isolated old farmhouse location is similar to films like "The Changeling" that reveal secrets in old buildings. Shots of the protagonist walking used a steady cam to look professional, mirroring techniques used in other films. The main character's costume presented her as a vulnerable girl, setting up her identity as is common in opening scenes. Throughout, titles used a simple, worn font consistent with the horror genre.
The Lady in the Looking Glass: A reflection by Virginia WolfIsabel Paz
The document provides instructions for students to analyze and interpret the short story "The Lady in the Looking Glass". Students are encouraged to watch interpretations of the story by other students, create their own interpretation using media like YouTube or Prezi, and tweet the main idea of the story in 140 characters or less. The document also provides guidance on narrative tenses exercises for students to complete, including practicing past forms and more practice/a quiz. Students are assigned a story writing exercise using narrative tenses and incorporating themes about the role of modern women.
The lady in_the_looking_glass_(proyecto_final)[1]Sobre Tiza
The document provides instructions and resources for students to analyze and interpret the short story "The Lady in the Looking Glass". It includes suggestions to watch video interpretations, create their own presentations, analyze a written explanation, and summarize the main idea in a tweet. Students are also assigned exercises practicing past tenses and narrative writing, including writing a story about a woman in trouble using relevant quotes from Virginia Woolf.
Hi this presentation is made originally by Gherm6 however I found out that it isn't that comprehensive so I added examples to elaborate the types of conflict.
The document provides definitions and examples for several literary devices including simile, metaphor, synonyms, antonyms, and compound-complex sentences using underlined words like hover, laggard, and collaborate. It also defines imagery, internal conflict, and external conflict, requesting examples and illustrations for each. Proper adjectives are defined and five examples are listed in red.
This document discusses and defines the different types of conflict that can occur in narratives, including man vs. man, man vs. nature, man vs. society, man vs. self, man vs. supernatural, man vs. fate, and man vs. technology. It provides examples of each type of conflict and assigns a homework assignment to identify and analyze a specific conflict presented in the play "A Raisin in the Sun".
This document discusses conflict in literature. It defines two main types of conflict: external and internal. External conflict involves a character struggling against an outside force like another character, nature, or society. Internal conflict features a character grappling with an internal struggle such as emotions, conscience, or personal flaws. The document uses examples from short stories to illustrate external conflicts like man versus nature and internal conflicts like man versus himself. It emphasizes that conflict is essential for driving the plot in any narrative.
The document discusses different types of conflict that can occur in literature. It describes conflict as a struggle between opposing forces, either external or internal to a character. Some examples of conflict mentioned include character vs. character, character vs. self, character/group vs. society, and character/group vs. nature. Conflict is seen as integral to life and helps drive the plot and keep readers engaged in a story. A story's conflict can evolve over time and even result in an unexpected blessing.
The media product uses several conventions found in real horror films. It begins with an aerial establishing shot, panning down to the location like in "Hush." The isolated old farmhouse location is similar to films like "The Changeling" that reveal secrets in old buildings. Shots of the protagonist walking used a steady cam to look professional, mirroring techniques used in other films. The main character's costume presented her as a vulnerable girl, setting up her identity as is common in opening scenes. Throughout, titles used a simple, worn font consistent with the horror genre.
The document contains discussion questions about the first chapter of Shaun Tan's graphic novel "The Arrival", asking the reader to infer details about the setting, characters, and plot based on images on various pages. It asks about a family living in a home, their actions as the man prepares to leave and the woman feels uneasy, what a young girl sees, where the people are going, whether the family is safe, why the man gives his daughter a bird as a gift, why the woman cries, and how the family members feel about not all being able to board a train.
This document appears to be part of a storytelling exercise where readers learn about a character named Stinky. It asks readers to draw three things Stinky likes and how they characterize him, identify Stinky's beliefs about children, and draw something Stinky might be friends with based on his interests. The questions provide insight into Stinky's personality and background to engage readers in the narrative.
The document outlines the basic plot structure of stories, including key elements like the setting, exposition, rising action, climax, falling action, and resolution. It also discusses different types of conflicts that can drive stories, such as character versus character, character versus nature, character versus self, and quests. Finally, it prompts the reader to create their own story.
This document provides discussion questions about the graphic novel "Smile" by Raina Telegemeier. The questions analyze specific panels and pages from chapter 1 to understand artistic choices like panel sizing, coloring, character depictions, and speech balloon styling. They also ask readers to determine transitions between panels and perspectives based on concepts from Scott McCloud's book "Understanding Comics". The questions are meant to help readers closely examine visual storytelling techniques in the graphic novel.
The document provides tips for creating an engaging story setting. It recommends considering the location, time of day, weather, and using sensory details. Descriptions should bring the setting to life while avoiding too much detail. Settings can be based on real or imaginary places, and names help make locations feel real. The goal is to use setting to establish atmosphere and context for the story.
The setting of a story refers to the time and place in which the story takes place. It helps establish the mood and atmosphere of the story and affects the characters and their actions. Common settings include locations, time periods, and environments such as oceans, forests, houses, small towns, deserts, schools, outer space, and more.
This document provides an overview of key elements of a story, including setting, characters, plot, and conflict. It defines these terms and gives examples. Setting is described as the time and place the story occurs. Characters are the people, animals, or creatures in the story. Plot refers to the series of events that make up the narrative. Conflict is defined as the problem or struggle between two opposing forces in the story. The document uses examples and exercises to illustrate how authors employ these elements in crafting stories.
A template to make a crafty troll head based on the characters from the new Dreamworks movie, Trolls. The second page has face ideas for students who have trouble thinking of how to decorate their troll heads
Watch the demonstration video here https://youtu.be/8EI9MRJuAyE
Smart With Art: Nocturnal Animals Reference Sheet - 1st gradegrantthomasonline
Simple line drawings for 1st grade students to draw. Many of these animals have tutorials found here: https://www.youtube.com/playlist?list=PLVZ6AffWsaB5CDzw1rWbLmo_xLLxmFn50
A child completed a craft project where they painted pieces of fruit, glued them together to form a fruit bowl, and reflected that they did a good job with each step of painting, assembling, and construction. They documented the beginning, middle, and end of the project and rated their work.
This template is roughly 6" x 10" and can be reduced to fit into a digest sized mini comic or zine.
There is a tutorial here ( http://makingvisualnarratives.com/2013/09/30/using-microsoft-publisher-to-make-a-mini-comic/) that explains how to assemble a comic book for students use this and other templates.
To make a simple sketchbook, start with 5 sheets of blank copy paper and 1 sheet of colored cardstock folded in half and nested together. Punch 3 holes through the folded edges using an awl or needle. Thread embroidery floss through the holes from the outside to inside, pulling it through each hole and tying the ends together to bind the pages into a makeshift book.
The document is a worksheet for designing a t-shirt. It prompts the reader to provide their name and use the circle on the sheet to keep their drawing for the final t-shirt design contained within.
This document provides a worksheet for students to plan a fantastical photography project. The worksheet prompts students to sketch the composition of their photograph, list any props or costumes needed, and make a sketch of their mask.
This document provides directions for a reflection sheet activity involving cutting out and ordering six rectangles describing steps of a project, such as painting with watercolors, cutting out mountains and a winter person, and gluing them into a landscape. Students are asked to glue the rectangles in the provided order on the sheet and then circle their favorite part.
The document contains discussion questions about the first chapter of Shaun Tan's graphic novel "The Arrival", asking the reader to infer details about the setting, characters, and plot based on images on various pages. It asks about a family living in a home, their actions as the man prepares to leave and the woman feels uneasy, what a young girl sees, where the people are going, whether the family is safe, why the man gives his daughter a bird as a gift, why the woman cries, and how the family members feel about not all being able to board a train.
This document appears to be part of a storytelling exercise where readers learn about a character named Stinky. It asks readers to draw three things Stinky likes and how they characterize him, identify Stinky's beliefs about children, and draw something Stinky might be friends with based on his interests. The questions provide insight into Stinky's personality and background to engage readers in the narrative.
The document outlines the basic plot structure of stories, including key elements like the setting, exposition, rising action, climax, falling action, and resolution. It also discusses different types of conflicts that can drive stories, such as character versus character, character versus nature, character versus self, and quests. Finally, it prompts the reader to create their own story.
This document provides discussion questions about the graphic novel "Smile" by Raina Telegemeier. The questions analyze specific panels and pages from chapter 1 to understand artistic choices like panel sizing, coloring, character depictions, and speech balloon styling. They also ask readers to determine transitions between panels and perspectives based on concepts from Scott McCloud's book "Understanding Comics". The questions are meant to help readers closely examine visual storytelling techniques in the graphic novel.
The document provides tips for creating an engaging story setting. It recommends considering the location, time of day, weather, and using sensory details. Descriptions should bring the setting to life while avoiding too much detail. Settings can be based on real or imaginary places, and names help make locations feel real. The goal is to use setting to establish atmosphere and context for the story.
The setting of a story refers to the time and place in which the story takes place. It helps establish the mood and atmosphere of the story and affects the characters and their actions. Common settings include locations, time periods, and environments such as oceans, forests, houses, small towns, deserts, schools, outer space, and more.
This document provides an overview of key elements of a story, including setting, characters, plot, and conflict. It defines these terms and gives examples. Setting is described as the time and place the story occurs. Characters are the people, animals, or creatures in the story. Plot refers to the series of events that make up the narrative. Conflict is defined as the problem or struggle between two opposing forces in the story. The document uses examples and exercises to illustrate how authors employ these elements in crafting stories.
A template to make a crafty troll head based on the characters from the new Dreamworks movie, Trolls. The second page has face ideas for students who have trouble thinking of how to decorate their troll heads
Watch the demonstration video here https://youtu.be/8EI9MRJuAyE
Smart With Art: Nocturnal Animals Reference Sheet - 1st gradegrantthomasonline
Simple line drawings for 1st grade students to draw. Many of these animals have tutorials found here: https://www.youtube.com/playlist?list=PLVZ6AffWsaB5CDzw1rWbLmo_xLLxmFn50
A child completed a craft project where they painted pieces of fruit, glued them together to form a fruit bowl, and reflected that they did a good job with each step of painting, assembling, and construction. They documented the beginning, middle, and end of the project and rated their work.
This template is roughly 6" x 10" and can be reduced to fit into a digest sized mini comic or zine.
There is a tutorial here ( http://makingvisualnarratives.com/2013/09/30/using-microsoft-publisher-to-make-a-mini-comic/) that explains how to assemble a comic book for students use this and other templates.
To make a simple sketchbook, start with 5 sheets of blank copy paper and 1 sheet of colored cardstock folded in half and nested together. Punch 3 holes through the folded edges using an awl or needle. Thread embroidery floss through the holes from the outside to inside, pulling it through each hole and tying the ends together to bind the pages into a makeshift book.
The document is a worksheet for designing a t-shirt. It prompts the reader to provide their name and use the circle on the sheet to keep their drawing for the final t-shirt design contained within.
This document provides a worksheet for students to plan a fantastical photography project. The worksheet prompts students to sketch the composition of their photograph, list any props or costumes needed, and make a sketch of their mask.
This document provides directions for a reflection sheet activity involving cutting out and ordering six rectangles describing steps of a project, such as painting with watercolors, cutting out mountains and a winter person, and gluing them into a landscape. Students are asked to glue the rectangles in the provided order on the sheet and then circle their favorite part.
This self-evaluation form asks a student to analyze and evaluate their Wayang Kulit puppet. The student is asked to analyze their puppet by looking at it closely and in parts, then evaluate the good and bad aspects of how it was put together, cut out, colored, and painted. The form also contains multiple choice questions to test the student's knowledge that Wayang Kulit puppets are made of paper in Indonesia and perform stories originally from India such as Rama and Sita.
A student completed a self-evaluation form for an art project where they drew, painted, and used oil pastels to create their "Wild Thing." The student stated they did their best when drawing, painting, and using oil pastels on their Wild Thing creation.
This self-evaluation form asks a student to analyze and evaluate different aspects of an art project where they drew a tiger. The student is asked to analyze their image by looking at it closely and in parts, and evaluate the good and bad of how they drew the tiger, added oil pastels, and painted the background. They are also asked what shapes and letters were used to make the picture, why they drew a tiger in art class, and what other animal they would like to learn to draw.
This self-evaluation form evaluates a student's still life collage project. The student indicates they did their best when painting fruit, designing a bowl, cutting out the bowl, cutting out fruit, and collaging the pieces together.
This self-evaluation form asks a 4th grade student to analyze and evaluate two animations they created - a scrolling animation and a name animation. For each, the student is prompted to consider whether they kept the camera in focus, if the movements were smooth, and if the camera moved or shook during filming. The student is also asked to summarize the process for making the animations and provide an overall self-evaluation of what went well and could be improved.
This document appears to be a self-evaluation form for a student named Romare Bearden to analyze and evaluate their collage project. The form prompts the student to analyze their cutting, gluing, and painting techniques. It asks the student to identify what materials they appropriated into their collage and how their included elements support the type of song depicted. Finally, it prompts the student to evaluate what they did well on the project and what they would change about it.
The document provides instructions for a student to analyze and evaluate their own looping animation project. The student is asked to consider whether their camera stayed in focus, the movement was smooth, and the animation made sense when looped. They are also asked to identify new skills learned, such as keeping focus or making smooth animations. Finally, the student must summarize the process used to create the animation and evaluate what they did well and could improve.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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 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
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.
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.
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