The document discusses themes in literature. It defines a theme as a life lesson, meaning or message communicated by a literary work. Themes are implied rather than explicitly stated. They apply to the "big world" rather than just the specific story details. Examples of short stories are provided along with potential themes and explanations of how the themes are suggested by the stories' plots. The document encourages identifying themes by thinking about broader life lessons rather than just story-specific takeaways.
ON THE FACE OF IT ~ SUSAN HILL
The play revolves around two characters, Derry, a small boy of fourteen years, and Mr. Lamb, an old man. Derry got his face burnt on one side due to spilling of acid and Mr. Lamb lost his leg in a bomb explosion during the war. Derry is repulsive and has a very negative attitude to life, whereas Mr. Lamb is optimistic. One day Derry strolled inside Mr. Lamb’s garden and found him there. They both started
talking. Mr. Lamb tried to comfort Derry and asked him not to fear anything. To this, Derry said that he was not afraid instead people were afraid of him due to his burnt face. They either ignored him or pitied him. They called him ugly and made fun of him. Mr. Lamb consoled Derry by giving his own example. He said children called him ‘Lamey Lamb’ but he
didn’t feel bad about it. He asked Derry to face the harsh realities of life bravely.
Mr. Lamb tried to convince Derry that it is the inner beauty of a person that matters. But Derry didn’t agree. He said that even his mother kissed him on the other side of the face. He regretted the fact that he would spend all his life with half face. Mr. Lamb told him that his entire body was in perfect working condition. So he should not feel handicapped due to his half burnt face.
Mr. Lamb told Derry to look around for the so many interesting things. He
gave his own example. In order to remain occupied, he looked at the
buzzing bees and flowers in the garden. He listened to the sound of birds
and insects and enjoyed sitting in the sun. To this, Derry said that he too
wanted to have a big house with a big lawn. Mr. Lamb offered him to stay
with him but Derry left as his mother was waiting. Before leaving, Derry
promised to come back.
Derry went home and told his mother about Mr. Lamb. She warned him not
to go to meet him. But Derry was determined to do so. In the meantime,
Mr. Lamb climbed up a ladder to pluck crab apples from the tree. He fell
down and died. When Derry returned to Mr. Lamb he found him lying dead
on the ground. Though Derry lost his only friend, yet he became strong and
positive to face the world.
ON THE FACE OF IT ~ SUSAN HILL
The play revolves around two characters, Derry, a small boy of fourteen years, and Mr. Lamb, an old man. Derry got his face burnt on one side due to spilling of acid and Mr. Lamb lost his leg in a bomb explosion during the war. Derry is repulsive and has a very negative attitude to life, whereas Mr. Lamb is optimistic. One day Derry strolled inside Mr. Lamb’s garden and found him there. They both started
talking. Mr. Lamb tried to comfort Derry and asked him not to fear anything. To this, Derry said that he was not afraid instead people were afraid of him due to his burnt face. They either ignored him or pitied him. They called him ugly and made fun of him. Mr. Lamb consoled Derry by giving his own example. He said children called him ‘Lamey Lamb’ but he
didn’t feel bad about it. He asked Derry to face the harsh realities of life bravely.
Mr. Lamb tried to convince Derry that it is the inner beauty of a person that matters. But Derry didn’t agree. He said that even his mother kissed him on the other side of the face. He regretted the fact that he would spend all his life with half face. Mr. Lamb told him that his entire body was in perfect working condition. So he should not feel handicapped due to his half burnt face.
Mr. Lamb told Derry to look around for the so many interesting things. He
gave his own example. In order to remain occupied, he looked at the
buzzing bees and flowers in the garden. He listened to the sound of birds
and insects and enjoyed sitting in the sun. To this, Derry said that he too
wanted to have a big house with a big lawn. Mr. Lamb offered him to stay
with him but Derry left as his mother was waiting. Before leaving, Derry
promised to come back.
Derry went home and told his mother about Mr. Lamb. She warned him not
to go to meet him. But Derry was determined to do so. In the meantime,
Mr. Lamb climbed up a ladder to pluck crab apples from the tree. He fell
down and died. When Derry returned to Mr. Lamb he found him lying dead
on the ground. Though Derry lost his only friend, yet he became strong and
positive to face the world.
Use this slideshow to help teach upper elementary students (3rd, 4th, 5th, and 6th grade students) different theme skills. Students will consider how theme is different from main idea, determine the theme that best fits a story, use theme in their own writing, and more.
Help teach 3rd grade, 4th grade, or 5th grade students to practice determining the theme of a story and figure out the difference between main idea and theme. Examples to do together as a class, in small groups, or independently.
on the face of it class12 English PPT
1. Mr.derry
2. You could lock yourself up in a room and never leave it. There was a man who did that. He was afraid of everything. Everything in this world. A bus might run him over, or a man might breathe deadly germs onto him, or a donkey might kick him to death, or So he went into this room and locked the door.
3. Forever? For a while.
4. Then what? A picture fell off the wall on to his head and killed him.
5. But....you still say peculiar things.You see?
6. Peculiar to some. What do you do all day?
7. But there aren’t any curtains at the windows. Sit in the sun. Read books. Ah, you thought it was an empty house, but inside, it’s full. Books and other things. Full.
8. I’m not fond of curtains. Shutting things out, shutting things in. I like the light and the darkness, and the windows open, to hear the wind. Yes. I like that. When it’s raining, I like to hear it on the roof
9. So you’re not lost, are you? Not altogether? You do hear things. You listen.
10. They talk about me. Downstairs, When I’m not there. ‘What’ll he ever do? What’s going to happen to him when we’ve gone? However, will he get on in this world? Looking like that? With that on his face?’ That’s what they say.
11. Lord, boy, you’ve got two arms, two legs and eyes ears, you’ve got a tongue and a brain. You’ll get on the way you want, like all the rest. And if you chose, and set your mind to it, you could get on better than all the rest.
12. Same way as I do. How?
13. Do you have any friends? Hundreds.
14. But you live by yourself in that house. It’s a big house, too. Friends everywhere. People come in.... Everybody knows me. The gate’s always open. They come and sit here. And in front of the fire in winter. Kids come for the apples and pears. And for toffee. I make toffee with honey. Anybody comes. So have you.
15. Certainly, you are. So far as I’m concerned. What have you done to make me think you’re not? But I’m not a friend.
16. You don’t know me. You don’t know where I come from or even what my name is. Why should that signify? Do I have to write all your particulars down and put them in a filing box, before you can be a friend?
17. I suppose...not. No. You could tell me your name. If you chose. And not, if you didn’t.
18. Derry. Only it’s Derek....but I hate that. Derry. If I’m your friend, you don’t have to be mine. I choose that. Certainly.
19. I might never come here again, you might never see me again and then I couldn’t still be a friend. Why not?
20. How could I? You pass people in the street and you might even speak to them, but you never see them again. It doesn’t mean they’re friends.
21. done BY Saniya
G-teenzine is a product of Journalism Project, a subject in the frame curriculum of Faculty of Foreign languages, Thai Nguyen University. The magazine contains some images from tin.vn
This is our LILAC [Long Island Language Arts Council] presentation. It is our model for a modified reading workshop, developed for middle school schedule and population.
Use this slideshow to help teach upper elementary students (3rd, 4th, 5th, and 6th grade students) different theme skills. Students will consider how theme is different from main idea, determine the theme that best fits a story, use theme in their own writing, and more.
Help teach 3rd grade, 4th grade, or 5th grade students to practice determining the theme of a story and figure out the difference between main idea and theme. Examples to do together as a class, in small groups, or independently.
on the face of it class12 English PPT
1. Mr.derry
2. You could lock yourself up in a room and never leave it. There was a man who did that. He was afraid of everything. Everything in this world. A bus might run him over, or a man might breathe deadly germs onto him, or a donkey might kick him to death, or So he went into this room and locked the door.
3. Forever? For a while.
4. Then what? A picture fell off the wall on to his head and killed him.
5. But....you still say peculiar things.You see?
6. Peculiar to some. What do you do all day?
7. But there aren’t any curtains at the windows. Sit in the sun. Read books. Ah, you thought it was an empty house, but inside, it’s full. Books and other things. Full.
8. I’m not fond of curtains. Shutting things out, shutting things in. I like the light and the darkness, and the windows open, to hear the wind. Yes. I like that. When it’s raining, I like to hear it on the roof
9. So you’re not lost, are you? Not altogether? You do hear things. You listen.
10. They talk about me. Downstairs, When I’m not there. ‘What’ll he ever do? What’s going to happen to him when we’ve gone? However, will he get on in this world? Looking like that? With that on his face?’ That’s what they say.
11. Lord, boy, you’ve got two arms, two legs and eyes ears, you’ve got a tongue and a brain. You’ll get on the way you want, like all the rest. And if you chose, and set your mind to it, you could get on better than all the rest.
12. Same way as I do. How?
13. Do you have any friends? Hundreds.
14. But you live by yourself in that house. It’s a big house, too. Friends everywhere. People come in.... Everybody knows me. The gate’s always open. They come and sit here. And in front of the fire in winter. Kids come for the apples and pears. And for toffee. I make toffee with honey. Anybody comes. So have you.
15. Certainly, you are. So far as I’m concerned. What have you done to make me think you’re not? But I’m not a friend.
16. You don’t know me. You don’t know where I come from or even what my name is. Why should that signify? Do I have to write all your particulars down and put them in a filing box, before you can be a friend?
17. I suppose...not. No. You could tell me your name. If you chose. And not, if you didn’t.
18. Derry. Only it’s Derek....but I hate that. Derry. If I’m your friend, you don’t have to be mine. I choose that. Certainly.
19. I might never come here again, you might never see me again and then I couldn’t still be a friend. Why not?
20. How could I? You pass people in the street and you might even speak to them, but you never see them again. It doesn’t mean they’re friends.
21. done BY Saniya
G-teenzine is a product of Journalism Project, a subject in the frame curriculum of Faculty of Foreign languages, Thai Nguyen University. The magazine contains some images from tin.vn
This is our LILAC [Long Island Language Arts Council] presentation. It is our model for a modified reading workshop, developed for middle school schedule and population.
PAGE Us and Them‘Us and Them’ is a story done by David Se.docxalfred4lewis58146
PAGE
Us and Them
‘Us and Them’ is a story done by David Sedaris in the year 2004. The story is about a family that lived in North Carolina. It comprised of mother, father and two children. This was the first time they had settled in this area. The family first occupied a rental house that was only several blocks from where the children went to school. However, plans were that this would be a temporary place where they would live for a while before moving out. For this reason, the mother saw no reason to make good friends with the neighbors. After a while the family moved out to a house that was only a mile from their previous homestead. There were no hard feelings amongst the family members as they left their first abode in North Carolina. The distance between the first and second homes was too short to necessitate any emotional goodbye.
Before moving into North Carolina, this family lived in New York State. Here, they were no street lights or sidewalks. The author states that the streets were isolated for majority of the time. For North Carolina, the case was a little bit different. There were many houses neighboring them. After dark, the majority of the families stayed indoors to watch television. However, this was not the case for one of their neighbors by the name Mr. Tomkey. It was believed that Mr. Tomkey had no believe in television. This was according to a friend of the family. This lady had a weird way of giving information or stories. That day she came to tell about Mr. Tomkey, she carried a basket containing okra. She was the kind of people who would tell you anything and then leave it up to you decide on whatever she had said. To her everything she did was always like a test. The basket containing okra was also a form of test.
For the case of Mr. Tomkey, believing in television was way much different than saying that you do not totally care about television. The author states that the move by Mr. Tomkey to refuse to buy a television was selfish and unjust. He acted selfish by forcing his family to live under circumstances just because of what he believed in. However, for the case of the blind, the lack of sight helps them to develop a strong sense of hearing. The same must have applied to the family of Mr. Tomkey. If they did not watch television, there had to be another method they used for them to obtain information. It could have been through reading or listening to the radio. None of the neighbors was particularly sure of the method they used to obtain information.
This led to high levels of curiosity in one of the children. To satisfy his curiosity, this kid began to sneak into Mr. Tomkey’s backyard and peep through the window as they took their supper. During day time, he would stand at a position right across Tomkey’s house and watch them through the windows. The young child noticed that during supper, Mr. Tomkey would pound the table while at the same time point the children with a fork. The kid got the impression t.
FDR Cinderella Man Essay Watch one scene of your choice from C.docxssuser454af01
FDR Cinderella Man Essay
Watch one scene of your choice from Cinderella Man and listen to one of FDR's Fireside Chats. You can get access to these clips on YouTube. You can also rent the movie or get these items from your public library. Then answer the following question:
Given the morale (or lack of it) at the time, Cinderella Man not only strikes a poignant (look up the word if you don't know it) chord in the hearts of people going through the Great Depression but those today going through the Great Recession.
Select some key phrases or sentences that James Braddock said publicly to describe what he and his family were going through. What were the most moving and emotive things he said. Why were his words effective?
For FDR's speeches, do the same. What key concepts were reinforced by his choice of words and phrases? Does having seen this movie make FDR's speech any more vivid for you? Give specific examples from the film and FDR’s Fireside Chat that you selected.
In addition, point out any specific events or dialogue in both the film and the radio broadcasts that deepen your sense of the despair that existed at the time of the Great Depression. How, if at all, can you relate these feelings to what has been said about or that you have experienced in the Great Recession (the U.S. economic downturn since the financial crisis that began in 2008).
This 1-2 page, typed assignment is due in class on the assigned date/. Formatting guidelines appear in your syllabus.
GU101 Student Success
Scenarios for Discussion Board Week 3
Even with the best of planning, life happens. Similar to last week, you will meet four hypothetical students who are attending ABC University. An unforeseen event happens to each one of them, and this event causes issues in their courses. Read each scenario and then:
1. Determine which student is the most likely to successfully navigate the unforeseen event and be able to remain in school. Explain why you selected that student.
2. Explain what behaviors or characteristics were problematic before the unforeseen event and how those behaviors/characteristics may have contributed to a harder challenge for them to navigate.
3. Identify the behaviors/characteristics/circumstances that were helpful to the student as the unforeseen event occurred.
For your follow-up posts, respond to at least two of your peers. In each response, respectfully agree or disagree with the author’s choice, and explain your position. Then, create 3 “next steps” for the hypothetical student to help him/her get back on track.
Scenario #1: Jayden
Jayden is 22 years old and is living at home with her parents and two younger siblings (still in high school and junior high). Her parents are letting her continue to live at home provided that she either has a full-time job or she is in school full-time. If she goes to school full-time, her parents will pay half of her tuition. Jayden does not know what she w ...
Model Essays. A Model Essay Structure! A Guide to A Model Essay Structure.Tracy Hernandez
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
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• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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2. What is a Theme?
Theme: Life lesson, meaning, moral, or
message about life or human nature that
is communicated by a literary work.
In other words…
Theme is what the story teaches readers.
3. Themes
A theme is not a word, it is a sentence.
You don’t have to agree with the theme to
identify it.
Examples
Praise the day at sunset.
First deserve, then desire.
An ounce of prevention is worth a pound of
cure.
4. What is the theme?
Carrie loved her phone and her tablet. She was
always looking at one or the other. Her parents would try
to talk to her about her life, but she would just ignore
them or give them monosyllabic answers until they left
her alone. When she was at school, she'd sneak peeks
at her phone under her desk whenever she could get
away with it. When she was at parties, she spent more
time interacting with the devices in front of her than with
the people around her. Even at concerts and sporting
events, Carrie seldom removed her eyes from these tiny
screens. One day Carrie was walking home from a
friend's house and watching a funny video of people
slipping on ice. She began crossing the street just after
the light changed. She was so into the video that she did
not notice the oncoming traffic. She walked directly into
the traffic while laughing at the falling people on her tiny
screen and was hit by a bus. Carrie sustained mild
injuries, but both of her devices were destroyed. As far
as she was concerned, her life was over.
5. Example Answers
Practice moderation with all things
desirable.
You can get too much of a good thing.
Safety first.
Explanation:
Carrie loves to use her phone, but she
needs to balance that desire with the more
practical concerns of safety and wellbeing.
6. 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
7. Themes are about the big picture.
Not “Carrie should get off her phone.”
Not “Phones can be dangerous.”
Think BIGGER. Find “real” world advice
that applies to many situations.
Big World of the Theme.
Applies to the “real” world.
Small
World
of the
Story
8. Review
1. Theme is what we can learn from a
story.
2. Themes must be inferred.
3. Themes are not limited to story
specific details: they are about the BIG
world.
9. Practice
1. We’ll read each story.
2. Write what you think the theme is.
3. Write another sentence explaining what
happens in the story that leads you to
believe this.
How does the small world of the story
connect to the big world theme?
10. Kelly had a job at the movie theater, but it didn't
pay very much and she was sick of working there.
Nonetheless, the work was steady and she needed
all of the money that she could get. To her delight,
Kelly got an interview at a big office downtown for a
job that paid much more. The interview went very
well and the bosses all but offered her a position.
They said that she would fit the role well and they
promised that they would call her back within two
weeks. Kelly couldn't wait to quit her job at the
movie theater. As soon as she got back she put in
her two week notice. She spent the next two weeks
bragging to her coworkers about her new high-
paying job in the big city. Yet, two weeks passed
and she received no phone call. When Kelly
decided to follow up on her interview, she learned
that the bosses had chosen a different candidate.
Kelly was crushed.
11. Example Answers
• Don't count your chickens before they hatch.
• Nothing is a sure thing before it happens.
• If you are going to burn the bridge, wait until you
first cross the river.
Answer Explanation: Kelly conducts herself at
her old job as though she had been hired at the
new job. She should have waited until she
received the job offer before she quit her old job;
furthermore, when she quit her old job, she
should have done so in a respectful way, without
bragging to her coworkers.
12. While most of his peers enjoyed high school, David did not. "I
can't wait to get to college and really start my life," he'd often
tell himself. When David got to college, he found out that it
wasn’t much different from high school. "I can't wait to
graduate and get a job so that I can really get started on my
life," David would tell himself. When he graduated from
college and found a job, David realized that he did not really
like working that much. "I hate slaving away at work. I can't
wait until my retirement. That's when my life is really going to
begin," David told himself. He worked away his days and
nights, enjoying them very little and always thinking about
how things would be better when he retired. When he finally
retired, he found that he was in too much pain to do the things
that he had planned on doing earlier in life. Having nothing
else to look forward to in life, David spent his final days on a
bench in the sun, thinking about how much happier he would
be in heaven.
13. Example Answers
• Plan for the future but live in the present.
• Life is what happens while you are waiting
for things to happen.
• You have to stop and smell the roses.
Answer Explanation: David spends his whole
life waiting for the next stage of life.
Consequently, he does not take the time to
enjoy and appreciate his life while it is
happening. Sadly, he never realizes how much
he has missed.
14. When she wasn't going to school or doing
homework, Sharon spent most of her time drawing.
She drew elaborate manga inspired scenes of heroic
warriors and beautiful princesses. She drew detailed
landscapes dotted with colorful monsters and
menacing villains, but she never shared her work with
anyone. Time passed and Sharon continued to
develop as an artist. She had mastered the skills of
shadowing and texturing her artwork and she
graduated from high school. Too afraid to share her
work with others, Sharon pursued a college degree in
business rather than art, but she continued to
passionately work on her artistry when she was alone.
More time passed and now Sharon was managing a
department at a large corporation. She didn't really like
her job, but she was comfortable doing it. By now,
Sharon had pretty much given up on creating her own
art, but she still appreciated the art of others.
15. Example Answers
• You will never make a shot that you don't take.
• Beauty unseen is beauty unappreciated.
• You have to take a risk to receive a reward.
Answer Explanation: Sharon seems to be a natural
born artist who might have a promising and fulfilling
career in art, but she chose a different route
because she was afraid to expose her work to
criticism. She may be comfortable working in
business, but she isn't happy.
