Theme1
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This document discusses the definition and identification of themes in stories. It states that a theme is the central idea or message about life that is communicated by a story, though it is not directly stated and must be inferred. Themes apply to the real world and are broader than just the story. The document provides examples of identifying themes and creating thematic statements that convey insights about life rather than just being topics. It emphasizes that themes are about big ideas like courage, friendship, and human nature.
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The effect of war is broad-reaching. It is not restricted to the soldiers who fight the battles, it deeply affects the families of those who have sent their sons and daughters into the fray. War affects those who live within one or the other societies engaged in the war and those who live their lives within the war zone.
For those who live inside of these war zones, day to day life must still continue, despite the "inconvieniece" of war. These people, though not directly involved with the conflicts going on between opposing forces, have to live with the disruptions to their daily lives.
In contrast, America, at least in recent years, has been fortunate to have avoided engaging in war on its own soil. Thankfully, most Americans are not faced with the day to day reality of war-- instead laying the burden of fighting and dying mos ...
Theme
The document discusses what theme is and how to identify it in a work of fiction. It states that theme is the central insight or controlling idea that an author aims to convey, and exists when a story attempts to accurately portray life or reveal some truth about it. To find theme, one can analyze how the protagonist changes, the central conflict and its resolution, and whether the title has significant meaning. When writing about theme, it should be expressed as a generalization about life rather than using character names or story specifics, and avoid absolute terms like "every" or "always." Theme statements must be supported by and not contradicted by the story's details.
Theme
The document discusses how to identify the theme of a story. It states that the theme is the central message or idea that the author is trying to convey, and it connects all parts of the story. While it may not be explicitly stated, readers can infer the theme by analyzing how it is shown through the actions, words and thoughts of characters. An effective theme makes an observation about human nature, society or life that could apply broadly rather than just to the specific story.
Dublin Leadership 2012 Minilessons
The document discusses beliefs and best practices for planning minilessons around reading. Some of the key points made include:
1. Minilessons should help students become independent readers by teaching necessary skills and strategies.
2. Lessons should be scaffolded over time to deepen understanding of concepts and be part of larger conversations about reading.
3. Assessment should match the goals of helping students think independently about what they read rather than directing their thinking.
Structure of an essay
All essays have three parts - an introduction, body, and conclusion. The introduction should contain a hook, background on the topic, and a thesis statement. The body consists of paragraphs that each address a point supporting the thesis. A paragraph contains a topic sentence, supporting details, and a closing sentence. The conclusion restates the thesis and main points and leaves the reader with a final thought.
2 step math problems (1)
This document provides an overview of core instruction for week 8. It includes the daily learning goals, targets, and activities for teaching students to describe how authors use reasons to support points in texts and to recount stories and determine their central message. Each day focuses on a different skill and includes modeling, guided practice, and independent or collaborative activities. Formative and summative assessments are used to check student understanding throughout the week. Differentiation strategies target English language learners and students with individual education plans.
Writing theis statements
The document provides guidance on writing an effective thesis statement. It explains that a thesis statement is 1-2 sentences that tell readers the controlling idea or position of the paper. It should include a specific topic, opinion, and thought. The document offers a formula for writing a thesis statement and evaluates example strong and weak thesis statements. It highlights common mistakes to avoid, such as being too vague or asking a question rather than taking a position. Overall, the document outlines the key elements and structure of a strong thesis statement.
Rrf comprehension recognize literary elements
This document provides guidance on teaching students to recognize literary elements in stories to improve comprehension. It defines common literary elements like characters, plot, setting, and theme. It explains that identifying these elements allows readers to infer what will happen and helps students remember and understand the story. The secret to success is combining literary elements to fully comprehend the story. Teachers should start with the most common elements and revisit them over multiple years of instruction. Questions should move from basic identification of elements to more sophisticated analysis of how elements enhance comprehension.
Rrf comprehension recognize literary elements
This document provides guidance on teaching students to recognize literary elements in stories to improve comprehension. It defines common literary elements like characters, plot, setting, and theme. It explains that identifying these elements allows students to infer what will happen and better remember and understand the story. Teachers should start with the most basic elements and revisit them over multiple years of instruction. Questions should progress from basic identification to more sophisticated analysis of how elements work together and change over the story. Additional elements can be introduced as students' reading levels advance.
Reading 1st Semester Jeopardy Game
The document provides a quiz on literary terms and reading strategies. It includes multiple choice and short answer questions about genres, plot elements, author's purpose, and strategies for analyzing texts like determining main ideas and using context clues. Key terms defined include plagiarism, dialogue, and analyzing character traits. The quiz covers topics like comparing and contrasting, determining an author's purpose, and identifying different story genres.
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Narrative structure
This short story uses flashbacks and foreshadowing to tell a story that begins in the middle, after the main events have already occurred. It employs flashbacks to fill in details from before and foreshadowing to hint at events still to come. The unconventional structure presents the narrative out of chronological order.
By the waters of babylon
The document describes a society that has regressed from a previously advanced technological state to a more primitive one, relying on superstition, magic, and tribal clans rather than logic and science. Technology is no longer used and medicine is now considered magic. The people have developed myths explaining the remnants of the old civilization as the work of "gods." The setting has been divided into territories belonging to different clans, with some areas forbidden due to association with the old ruins.
By the waters of babylon
The document describes a society that has regressed from a previously advanced technological state to a more primitive one, relying on superstition, magic, and tribal clans rather than logic and science. Technology is no longer used and medicine is now considered magic. The people have developed myths explaining the remnants of the old civilization as the work of "gods." The setting has been divided into territories belonging to different clans, with some areas forbidden due to association with the former advanced society.
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This document discusses different types of characters that may appear in stories including protagonists who are the main characters, antagonists who oppose the protagonists, characters who change and develop over the course of the story or remain the same, and characters who are realistic or symbolic representations. It also mentions supporting characters that help develop other characters or provide commentary.
Drama and Death of a Salesman
This document provides an overview of key concepts in drama and tragedy. It discusses how drama focuses on major characters facing challenges and interacting with other characters. It defines different types of characters such as protagonists and antagonists. While drama does not show characters' full life stories, it brings out intense conflicts. Tragedy is a type of drama where the main character suffers a loss but gains insight. Tragedies often involve a character flaw called hubris that leads to destructive actions, and feature catharsis, or a purging of emotions. They depict a reversal of fortune, a moment of recognition, and suffering through events like peripeteia, anagnorisis and pathos.
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This document discusses cause and effect relationships. It defines cause as why something happened and effect as the result of what happened. Causes always lead to effects, and effects always have causes. The cause answers the question "why?" and occurs first, while the effect answers the questions "what happened?" and "what was the result?". Sometimes the cause and effect relationship is not directly stated and must be inferred from clues. Effects can also lead to further effects in a chain reaction. The plot of the story "A Sound of Thunder" is based on a theoretical cause-effect chain where a time traveler stepping on a butterfly in the past ultimately alters modern civilization.
The theory and practice of oligarchical collectivism in 1984
The book Winston is reading, titled "The Theory and Practice of Oligarchical Collectivism" was supposedly written by Emmanuel Goldstein, a former high-ranking party member who betrayed the party. The book explains key aspects of the party's rule over Oceania, including its use of perpetual war to control the population, maintain power, and destroy resources that could otherwise raise living standards. It asserts that the three superstates of Oceania, Eurasia and Eastasia are essentially the same totalitarian society and engage in limited warfare to prevent any from gaining control while also keeping their own populations controlled. The party relies on "doublethink" and contradictions to retain power indefinitely through fear and ignorance.
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Allusions in FFA
Charlie gained knowledge through experimental brain surgery, analogous to Adam and Eve eating the forbidden fruit. Like them, Charlie now understands both good and evil, and relations, though this knowledge has made him miserable and unable to return to his innocent former life. The surgery represents the modern snake that tempted Charlie to gain this knowledge through unnatural means.
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The document discusses IQ tests and their history. It notes that the first IQ test was called the Stanford-Binet Intelligence Scale, published in 1916. It used a single IQ score calculated by dividing a test-taker's mental age by their chronological age. The Stanford-Binet remains a popular assessment tool today after many revisions. IQ testing aims to assess human performance and intelligence through comparing individuals.
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George Orwell wrote 1984 in 1949, influenced by several events of the early 20th century. Totalitarian dictators like Stalin who ruled through terror and executed millions contributed to Orwell's dystopian vision of the future. He was concerned about privacy issues like government surveillance, corporations collecting consumer data, and employers monitoring employees. Orwell depicted extreme forms of psychological manipulation and physical control by the ruling party in 1984 to gain absolute power, including constant reminders of being watched, endless propaganda, rewriting history, and torture.
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Foreshadowing is a literary device that provides hints or clues about future events in a story. It often appears at the beginning of a story or chapter to help readers develop expectations of what is to come. Any element of a story, such as events, actions, titles, or chapter names can act as foreshadowing by hinting at future plot developments and creating suspense for readers.
Allusions
This document defines an allusion as a reference within a work to something famous outside of it, such as a person, place, event, story, or work of art. It explains that allusions help readers understand new information by connecting it to something they are already familiar with. The document provides several examples of allusions in movies, books, and advertisements to famous works like The Shining, Of Mice and Men, and Greek mythology. It notes that the most commonly alluded to works are the Bible, Shakespeare, and Greek/Roman mythology.
Mood
Mood refers to the overall atmosphere created in a piece of writing through descriptive words. Identifying the mood depends on knowing words that describe how a scene or passage makes the reader feel. Mood is established by settings, characters, and their actions and describes an environment, while tone refers to a person's attitude. Examples of mood include relaxed, cozy, and romantic.
Tone and Mood
This document discusses tone and mood in writing. It defines tone as the attitude of the narrator or speaker towards the subject, which can be inferred from word choices. Mood is defined as how the reader is meant to feel. Tone belongs to the narrator while mood belongs to the reader. The document provides examples of passages with different tones - one dark and dreary, the other bright and happy - to show how tone influences mood. It concludes that tone and mood are related but distinct, with tone describing the narrator's voice and mood describing the reader's feelings.
The stranger part ii
Meursault is on trial for murder. He does not believe in religious concepts like God or an afterlife. The magistrate questions Meursault about his lack of beliefs and gets upset, shouting that everyone must believe in God or their life has no meaning. Meursault is indifferent to social structures like marriage that other people find meaningful. In prison, he is restricted by rules enforcing social hierarchies like favoring married relationships over unmarried ones. At the end, Meursault reflects that life is meaningless but death is inevitable, so one must accept life as it is rather than seeking meaning elsewhere.
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Theme1
- 1. Theme: The story’s main idea. The message writer wants to communicate by telling the story. The central idea of a story. Theme is about life or human nature . Theme is not stated directly but must be inferred. Its not a moral lesson or rule of living.
- 2. Types of theme Implied themes must be inferred by considering all the elements of a story and asking what message about life is conveyed. Stated themes are directly presented in a story. And is easily defined.
- 3. Big World of the Theme. Applies to the “Real” World. Identifying Themes Themes are not explicit (clearly stated). Themes are implied. Themes are bigger than the story. Small World of the Story
- 4. For example: The theme of “Cinderella” is implied. The reader can infer the message that if you are in a bad situation, you should do the best that you can. In the end, things will work out for you.
- 5. Theme can be revealed by: A story’s title. Key phrases and statements about big ideas. The ways the characters change and the lesson they learn about life.
- 6. Theme and topic matchup: Courage Revenge Jealousy Dreams 1-Be careful how you treat other people; 1-___________ They may treat you the same. 2-Face your fear and you can defeat them. 2-__________ 3-Do not wish for what others posses. Be 3-___________ Happy with what you have. 4-Work what you want in life and you can 4-___________ Achieve any goal.
- 7. Creating thematic statements (not topic): Example: Courage • Courage allows people attempt difficult task (Topic) (Thematic Statement) Friendship helps people get through tough times. Love can help us heal.
- 8. Themes are Usually about Big ideas: For example: Freedom Friendship Trust Good vs. evil Poverty Education Life Law Bravery And much, much more
- 9. Valuable points: Theme is not the one word topic. Theme is the point being made about the topic. Theme is statement about life. A good theme teaches a valuable lesson about life . Some stories have only one theme or message. Other stories have many lessons or messages.
- 11. Creating thematic statements (not topic): The Crayon Box that Talked (Topic) (Thematic Statement)
- 12. Creating thematic statements (not topic): Crunch Munch Dinosaur Lunch (Topic) (Thematic Statement)
- 13. Creating thematic statements (not topic):Red or Blue I Like You (Topic) (Thematic Statement)
- 14. Creating thematic statements (not topic): Miss Spider’s Tea Party (Topic) (Thematic Statement)
- 15. Review 1. Theme is what we can learn from a story. 2. Themes must be inferred. 3. Themes are about the BIG world.