...In this easy I will be comparing the Lorax By Dr Seuss and the Giving tree by Shel Silverstein. The Lorax is about an intelligent young man named Ted, who lives in a place virtually devoid of nature. Ted fell in love with a girl named Audery. Ted wanted to win the heart of the Audery but to do so he must find something she really cherishes which is a truffle tree. To get the Trufflula tree Ted delves in to the story of the Lorax. The Lorax once was the conservator of the Lorax and the Once-ler is a guy who cut down all the trees in the forest because of Greediness for money and lost all his respect for nature. Now that I have described what The Lorax is about I am going to describe about The Last Tree. Once there was a tree that loved a boy. The boy would come to play with the tree and collect the tree leaves and eat the tree's Apple. The boy also loved the tree with all his...
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...ENDANGERED SPECIES: THE LORAX The Introduction The Lorax is a story about a man who abused the environment and about what he learned. The story begins in the most run-down part of a dull, gray town. A small boy asks the Once-ler to share the secret of the Lorax and how he was taken away. Thus, the story is told as a “flashback” as the Once-ler talks about the Lorax and past events. The Characters: A. The Once-ler, a businessman B. The Lorax, a leader of the plants and animals The Once-ler’s Story: The Beginning The Once-ler moved across the land to his wagon. He came upon a new land with an important natural resource. (A natural resource is a plant, animal or mineral that can be used by people.) What was this natural resource the Once-ler found? truffula trees Setting up Shop The Once-ler used the land’s natural resource to start a business which made and sold a product. The Lorax appeared at this point and asked the Once-ler some angry questions. What was the product? thneed How was it used by buyers? The Thneed is used as a shirt, a sock, a glove, a hat, carpets, pillows, sheets, curtains, and covers for bicycle seats. What did the Lorax want to know of the Once-ler? Why he is cutting the tree down (Stewardship, speaking for the trees). How did the Once-ler answer? He only cutted down one tree, everybody needed a thneed. He thinks that if he didn’t exploit he environment someone else would Using Technology Businessmen like the...
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...The movie “The Lorax” by Cinco Paul and Ken Daurio, tells the story of a man who’s actions destroyed the environment and the lessons he learns. The Onceler, changed the future and majorly affected the life of Ted and the citizens of Thneedville. In current Thneedville there are no trees. This happened because the Onceler didn’t respect and try to sustain the environment. The Onceler wanted to find the perfect material to make his invention, a thneed. He finds a place full of wonderful trees, called the Forest of Truffula Trees. He starts cutting down trees so he can make a thneed. Suddenly, lightning struck the tree and out popped the Lorax, who speaks for the trees. The Lorax tries to convince the Onceler to leave, but he was determined to stay....
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...and the children's innocence turns to evil. Another book with an underlying argument is “Animal Farm”. This book is giving a warning about the fallacy of the idea of communism and that an uninformed working class will always easily fall into manipulation. Lastly another example is a children's text and now movie “The Lorax”. This text shows that without regard for our environment and without taking care of it, we will end up living in a dump. This is shown through the Lorax’s warning to The Onceler to not cut down the trees, and once he does the environment around them is...
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...Archetypes In Children’s Literature Children’s books have always shown the reader obvious signification to how the reader should feel towards the setting and characters. Looking at different colors and settings characters sparks a feeling in a persons mind. Dr. Seuss constantly used vibrate colors and settings to portray a magical world where things are different and almost anything could happen. In his book The Lorax, Dr. Seuss introduces a desolate wasteland with dark skies, dead vegetation and wind that, “smells slow-and-sour when it blows” (1). The archetype for a wasteland is often used for a sense for it to be cleansed. The reader can assume that at one time the area flourished, having bloomed with life, and might be returned to that...
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...appeared framed in the bedroom door. “Yeah. I have some more reading to do, but I can do it at the site. The races are not my favorite thing, but you’ll need my help if the kids want to get wet. However, there is something I need to talk to you about. Junior, honey, please go make sure you have a cooler full of water and juice for us today.” Off like a shot, Junior dashed out of the room and Anne went in, closing the door behind her and lifting Dean’s laptop to the bed. “Dean, I think the forest is gone. Check this out.” Dean read the headlines and cutlines of the pictures and articles that Anne showed him. He shook his head as one by one they all told a devastating story. “Proud Chief Stands Alone” talked about a cliff over the river where there was an Indian statue that overlooked the area. The picture showed a complete lack of hundred-year old trees that were there only last year. “Closed Park Sold to Highest Bidder” explained how yet another of the closed state parks was sold off to cover the state’s debt. “State Treasure Slashed” depicted a...
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...subject…which allows a teacher to front-load experiences with a concept” (p. 132). The following table lists trade books that can be used to enhance and supplement instruction in Math, Science, Social Studies, and Reading within a fourth-grade classroom. Book Title | Content Area | Summary | Appropriateness | Standards | Millions, Billions & Trillions by David A. Adler & Edward Miller (2013) | Math | In this book, Adler helps students to connect large numbers to other things they already know. There are also hands-on activities that can be done, such as using one-fourth cup of sugar to illustrate what a million might look like. This book also tells students how long it would take to count to a million, billion, and trillion (Adler & Miller, 2013). | In the fourth-grade, students are expected to read and write whole numbers to one million. Often, they do not understand the quantity of one million. | 4.NBT.1 | Working With Fractions by David A. Adler & Edward Miller (2007) | Math | The setting of this book is at a birthday party. While at the birthday party, there are examples of a pizza, a cake, balloons, and children...
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...first world country and don’t have to worry about terrorism, disease, starvation, or anything dangerous. I think you should be happy with what you have and wanting more will bring bad luck or something. I say that cause I don’t know what else to type about and saying that will make this assignment easier. One example of why wanting more than what you have is bad is one of the stories that we read about some lady who wanted more than what she had so she can impress people instead of being...
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...reading lists that name several books students will have to read for the academic school year. The books can range from anything to everything and are often stock packed with various themes, lessons, and messages. However, plenty of parents feel that certain ideas should not be taught to their children, especially when the ideas conflict with their own personal beliefs and...
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...philosophical thought surrounding the issues of business and commerce throughout the ages. By examining the words of great authors, we will get a sense of the timeless nature of business and make the observation that the issues currently facing individuals and business have their origins in writings centuries old and from a wide array of cultural and geographic underpinnings. A brief historical trace will be made to connect us to those businessmen and women who pursued many of the same goals we do today. The course will be divided into three semester sections with six functional areas, each followed by an Exam. A lecture outline is posted to Canvas in the week that section is started. Section 1: A. The Fundamentals of Business - We will read many of the classics of literature and philosophy to discern the authors' beliefs about business fundamentals and, in the process, relate them back to those fundamentals we each have in common with modern business leaders. Exam 1 Section 2: B. Marketing Thought - A few selected readings from Cicero to Galbraith will form the basis of a discussion on the critical importance of marketing to the existence of a business enterprise and we will learn what issues relating to marketing great thinkers have felt are...
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...Adlerisms 1. “I can think, I can wait, I can fast…” –Siddhartha 2. “Fate will unwind as it must…” -Beowulf 3. “A mistake is repeated until it is learned…” -Confucius 4. “My worst enemy, my best friend – myself…” -Henry Reyna – Zoot Suit 5. “Tender yourself more dearly!” -Polonius, Hamlet 6. “If you fail to prepare – prepare to fail…” -Steve Prefontaine, Olympic Gold Medalist 7. “Our intentions are far more different than our actions…” -Coach Adler LQHS 8. “Defeat distraction, or distractions will defeat you…” -Coach Adler LQHS 9. “Those who settle for less end with less…” -Coach Adler LQHS 10. “A good fall makes one wiser…” -Aesop 11. “If I were you I would turn back now and save some time and grief. Believe me; you’re heading in the wrong direction…” -Coach Adler LQHS, The Two Ants 12. “In the middle of the journey of our life – I came to find myself in a dark woods where the straightway was lost…” -Dante Alighieri 13. “Acta non verba” (Actions not words) -Latin Idiom 14. “Carpe diem” (Seize the day) -Latin Idiom 15. “A good student only needs to be told once!” -Coach Adler LQHS 16. “Every day wasted is another day you’ll never get back!” -Boyd Grant, Fresno State Basketball 17. “A future filled with regret is not a bright one…” -Koby Serreitelli 18. “If you remain organized you stay in control” -Elise Alverzez 2013 19. “Impossible is just a big word that gets thrown around by small...
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...EVOLUTION AND SELF-INTEREST Richard Dawkins argues that at its most fundamental level, the genetic level, life is self-interested.1 Genes do only one thing; they replicate themselves. These replicators reside in and are carried around by biological vehicles (trees, animals, humans, fungus, etc.). The resources that support these biological vehicles are finite, so the process of life has become a competition among genes to create vehicles that can successfully compete for limited resources and survive to pass on their genetic code. Dawkins coined the term ‘selfish gene’ to emphasize the single, focused object of a gene’s existence. What he means is that the sole purpose of a gene is to make copies of itself using the Darwinian selection process; very selfishly ignoring the consequences this pursuit may have on other living entities. Self-interest is a requirement for survival. This does not mean, of course, that animals and humans cannot be altruistic sometimes, in certain activities.2 It does mean that no living entity can survive for long if it is only purely altruistic. On the other hand, survival is not necessarily jeopardized when an organism is purely self-interested. Altruism, in the absence of self-interest, is not evolutionarily stable in the biological world; it leads to extinction. It is for this reason that all extant life forms must be selfish. Humans, like all creatures, are self-interested; not because it is good to be selfish but because we would not be here if...
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...on-line and in downloadable format for use in the classroom. In addition there is a resource bank of print and non-print resources included. Each lesson develops a particular focus and may take one class or several classes to complete. Extending activities are also provided as well as assessment and evaluation tools and templates. Foundational Objectives: Knowledge ! Students will increase their knowledge about the rainforest. Skills and habits * Learn about and practice the skills and strategies of effective listeners, speakers, readers, writers and representers. * Speak and write to express thoughts, information, feelings and experiences in a variety of forms for a variety of purposes and audiences. * Read and view a range of grade-level appropriate oral, print, and other media texts in a variety of situations for a variety of purposes. * Assess personal and group strengths and set goals for future growth. Attitudes and values * Appreciate that animals can become endangered. * Appreciate the intricacy of the environment * Recognize interactions that occur within the environment. Common Essential Learnings In this unit, students will have opportunities to develop all of the Common Essential Learnings. Some examples are listed...
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...Readings for American History Since 1877 Historiography in America...................................................................................................................................................... 2 How to teach history (and how not to) ................................................................................................................................ 6 How Ignorant Are Americans? ........................................................................................................................................... 9 The West ............................................................................................................................................................................... 11 The Education of Native Americans ................................................................................................................................. 11 Bury My Heart at Wounded Knee .................................................................................................................................... 15 Prostitution in the West: .................................................................................................................................................... 17 The Gilded Age ..................................................................................................................................................................... 21 The Duties of American Citizenship ...........................
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