...To Kill a Mockingbird by Harper Lee The extract under analysis is taken from the Harper Lee’s first novel “To Kill a Mockingbird”. The book published in 1960 was very successful and won great critical acclaim, including the Pulitzer Prize for Fiction for its author. The plot and the characters are slightly based on the author’s thoughts about his family, as well as on events that took place in her hometown. The narration is done from the first person by Jean Louse “Scout” Finch. The scene is a small town Maycomb in the state of Alabama. Atticus Finch, Scout’s father, is appointed by the court to defend Tom Robinson, a good fellow being accused of raping a white girl Mayella Ewell. He has no hope for justice just because he is black. Atticus, a person of very strong moral views, is sure in his defendant's innocence. The article could be logically divided into four parts. The first part, the introduction, begins with Atticus half-way though his speech to the jury. He presents logically organized arguments, showing his experience, knowledge and justifiability. However, after going over the evidence he starts acting unusually and it shows his excitement. His manner of speech changes as he appeals people in the court to give up the prejudices and be just. The development of the plot is the Atticus’ speech when he underlines all the pieces of evidence proving that it’s not Tom Robinson, but Mayella Ewell who is guilty. Mr. Finch quotes Thomas Jefferson’s words – “all men are...
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...SUMMARY of the extract from the novel "To Kill the Mockingbird" by Harper Lee In the novel "To Kill a Mockingbird" the scene is laid in a small American town in Alabama. The given extract depicts a trial of Tom Robinson, a coloured man, who is in the criminal dock on a capital charge of assaulting a white girl. His defending counsel Atticus Finch is an experienced lawyer and a progressive-minded man known for his humane views. His taking up the case was an act of courage in the American world of prejudice. The story is told by Jean Louise, Atticus's daughter, who watched the progress of the trial and being a lawyer's daughter did not fail to feel the atmosphere in the court-room and see the futility of her father's efforts to win the case. It is Atticus's speech to the jury that takes up the best part of the text. Moved by his sympathy for the black man and his desire to stand for his rights Atticus spoke most convincingly and with a great emotional force. He pointed it out to the jury that the case was simple enough. Having thoroughly considered every piece of the evidence submitted Atticus exposed the false testimony of the witnesses and proved that the defendant was innocent while the guilt lay with the white girl, the chief witness for the state. It was she who had tempted the Negro thus breaking the code of the society she lived in. Next she would throw the blame on Tom Robinson thus putting his life at stake. Atticus condemned Tom Robinson's accusers for their hypocrisy...
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...Analysis To kill a mockingbird The extract under study is taken from the book “To kill a mockingbird” written by Harper Lee. "To Kill a Mockingbird" is her first novel and the Pulitzer Prize winning novel. The novel depicts the life of its young narrator Jean Louse “Scout” Finch in the small town of Maycomb, Alabama. Her father, Atticus Finch, is a smart lawyer with high moral standards. Attitus decides to take up a case involving a black man, Tom Robinson, who has been accused in raping a very poor white girl named Mayella Ewell. Attitus is sure in his defendant's innocence but Tom has almost no chance to be acquitted, because the white jury will never believe the black man more than a white woman. The article could be logically divided into four parts. The first part begins when we meet Atticus in the court-room who is “half-way through his speech to the jury”. He proves the fact of being an experienced smart lawyer who knows his business pretty well. His speech is logically organized; he speaks “easily, with the kind of detachment he uses when he dictates a letter”. During his speech the jury seems to be attentive and appreciative. That is, according to Scout, because he is not a “thuderer”. His children present in the court-room and notice some strangers in their father's behavior – the so-called “firsts” – this kind of digression shows Atticus's excitement (“This is equivalent of him standing stark naked”). Atticus addresses the jury “gentlemen”, showing his respect...
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...Senior English Curriculum Map: 2010-2011 School Year English IV * Note: “Sacred Book List” Addendum is at the end of this document Quarter #1 August 23 to October 22 Essential Questions: 1. How do writers and artists organize or construct text to convey meaning? 2. What does it mean to be a stranger in the village? Unit Goals 1. To understand the relationship between perspective and critical theory. 2. To apply critical theories to various texts studied and created. 3. To control and manipulate textual elements in writing to clearly and effectively convey a controlling idea or thesis. Student Published Portfolios: For each of the first three quarters, students are required to complete three to four published writing portfolio products. Quarter 4 is devoted to completion of the Laureate Research Project. . Pacing: This map is one suggestion for pacing. Springboard pacing guides precede each unit in the “About the Unit” sections and offers pacing on a 45-minute class period length. Prentice Hall Literature – Use selections from Prentice Hall throughout the quarter to reinforce the standards being taught as well as the embedded assessments within the SpringBoard curriculum. QUARTER #1 SpringBoard Curriculum Pacing Guide August 23 – October 22 Standards and Benchmarks | Unit Pacing Guide | SpringBoard Unit/Activities | Assessments | SpringBoard Unit 1Literature * The students will analyze and compare significant works of...
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...I read it but I don’t get it[1] The title of my article is a title of a book by Cris Tovani but more of that later! I want to explore why I feel that Ken Rowe’s literacy report misses the complexity of literacy development in young people– at least from my secondary perspective. Of course he covers some bases and on the surface suggests a balanced approach. He is also right that teachers need to be better educated about reading practices. However, the emphasis on phonics which has been widely reported in the media appears disproportionate to its usefulness. Some students can manage to read and spell without phonics so why do we need to occupy their brains with phonemes or phonic practices. Others need them. The informed primary teacher differentiates accordingly. What Ken Rowe does not focus on is the literacy needs of young people in secondary schools where decoding is less of a problem than comprehension. For many students reading is meaningless – particularly fiction. The Four Resource Model of Allan Luke and Peter Freebody[2] outlines what students need to do as they read: Effective literacy draws on a repertoire of practices that allow learners, as they engage in reading and writing activities, to: • break the code of texts: recognising and using the fundamental features and architecture of written texts including: alphabet, sounds in words, spelling, conventions and patterns of sentence structure and text • participate in the meanings...
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...AS/A2 English Literature B Student Guide A-LEVEL STUDENT HANDBOOK CONTENTS PAGE | | | |What we Expect of A-Level Students |3 | |Overview of the AS and A2 Course |4 | |Assessment Objectives |5 | |AS Marking Criteria |6 | |A2 Marking Criteria |7 | |Selecting and Studying Texts |8 | |Approaching Essays – coursework |9 | |Punctuation Guide |11 | |Glossary of Literary Terms |12 | |Reading List ...
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...COURSE GOALS At the conclusion of the course, students will be able to: Articulate the contribution made by law and the humanities as a field of study. Articulate the ways that imaginative portrayals of law often convey concerns about the process and practice of law with greater persuasive force than factual texts. Identify recurring themes that are investigated in law and the humanities, such as the difference between legal and moral codes, the role of custom in establishing legal norms, the role of punishment, the imperfect functioning of the legal process, unfairness in the criminal justice system, bias against minorities and the poor. Understand the relevance of “artistic” and philosophic considerations of justice in the context of contemporary issues. REQUIRED RESOURCES The course readings will be available through various resources. For the course readings please search the following websites and databases which are available through a Berkeley Library LibGuide (http://berkeleycollege.libguides.com/hum360) . Please see Course...
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...ENGLISH HANDBOOK -“Welcome to my evil lair…” -Mr. Braiman Brooklyn High School of the Arts www.mrbraiman.com http://handbook.mrbraiman.com “EVIL” Welcome to my evil classroom lair. In order to become full-fledged evil “minions,” you need to read this handbook carefully. It explains everything you need to know. “English,” as you may know, is shorthand for “English Language Arts.” Being that we are in an Arts school, but one where academics must and always do come first, it is important that we approach the subject as what it is: an art form. How does one study the arts? What exactly do we do when we study drawing, sculpture, music, or dance? Well, anyone who has studied the arts will tell you that studying the arts essentially involves two things: • Learning about, and developing an awareness of and appreciation for, existing works of art in that particular form; • Developing the skills and techniques associated with the art form, in order to create our own works. In the case of language arts, much like any other art form, we will be studying existing works of art (i.e., reading books, stories and poems), and developing the skills to produce our own (i.e., writing). That’s what English Language Arts is. We will also be preparing ourselves for New York State’s Regents Comprehensive Examination in English, which we’ll all be taking in June. This two-day, six-hour, four-part exam requires no specific knowledge or content, but it does require the skills to listen, read,...
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...With total revenue and comp sales down again in the first quarter of 2010, Borders Group's two top executives discussed way to improve the chain's profitability (loss in the quarter was reduced to .1 million, from .0 million) and its digital strategy, in a conference call last Thursday. CFO Mark Bierley said Borders will look to maximize the profitability of its stores by "aggressively" pursuing lease buyouts of underperforming outlets; it had 680 stores at the end of the first quarter. Borders will also implement new measures to cut shrinkage and explore ways to increase the efficiency of its supply chain, including shipping more product directly to stores. [Show less] You have requested "on-the-fly" machine translation of selected content from our databases. This functionality is provided solely for your convenience and is in no way intended to replace human translation. Show full disclaimer Neither ProQuest nor its licensors make any representations or warranties with respect to the translations. The translations are automatically generated "AS IS" and "AS AVAILABLE" and are not retained in our systems. PROQUEST AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY, ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR PURPOSE. Your use of the translations is subject to all use restrictions contained in your Electronic Products License Agreement...
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...Contents: Contents 1 1. INTRODUCTION 2 2. SENTENCE TYPES 3 3. IDENTIFICATION OF THE COMPLEX SENTENCES 4 4. TYPES OF COMPLEX SENTENCES 6 5. FINITE CLAUSE 7 5.1 Nominal clause 7 5.2 Adjectival clause 11 5.3 Adverbial clause 13 6. NON-FINITE CLAUSE 16 6.1 Gerund 16 6.2 Infinitive 17 6.3 Participles 18 7. Verbless clause 19 8. CONCLUSION 20 REFERENCES 22 COMPLEX SENTENCES 1. INTRODUCTION The study of sentence structure is called syntax, and because there is so little variation in the grammatical structure of English words, a syntactic analysis forms the dominant element in a modern English grammar. The area provides the main point of contrast with traditional grammars, which because of their Latinate origins paid little attention to the syntactic properties of sentences. Syntax takes the central part of language between morphology (shape of words) and semantics (which deals with a meaning of word; what are they meaning), however, syntax is the part of grammar which treats of phrases, clauses and sentences. There are three syntactical units in English language: * Phrase (word); * Clause; * Sentence. A phrase is a syntactic construction which typically contains more than one word, but which lacks the subject-predicate structure usually found in a clause. Phrases can be divided into endocentric- when a phrase can be replaced...
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...[pic] JPPSS ELA COURSE GUIDE 2011-2012 ENGLISH I The JPPSS Instructional Sequence Guides are aligned with the LA Comprehensive Curriculum. JPPSS Implementation of Activities in the Classroom Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Comprehensive Curriculum. The Comprehensive Curriculum indicates one way to align instruction with Louisiana standards, benchmarks, and grade-level expectations. The curriculum is aligned with state content standards, as defined by grade-level expectations (GLEs), and organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. The units in the curriculum have been arranged so that the content to be assessed will be taught before the state testing dates. While teachers may substitute equivalent activities and assessments based on the instructional needs, learning styles, and interests of their students, the Comprehensive Curriculum should be a primary resource when planning instruction. Grade level expectations—not the textbook—should determine the content to be taught. Textbooks and other instructional materials should be used as resource in teaching the grade level expectations...
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...Generated by ABC Amber LIT Converter, http://www.processtext.com/abclit.html THE PERKS OF BEING A WALLFLOWER by STEPHEN chbosky Published by: POCKET BOOKS, Simon and Schuster Inc., 1230 Avenue of the Americas, New York, NY 10020. Copyright 1999 by Stephen Chbosky BOOK JACKET INFORMATION standing on the fringes of life ... offers a unique perspective. But there comes a time to see what it looks like from the dance floor. This haunting novel about the dilemma of passivity vs. passion marks the stunning debut of a provocative new voice in contemporary fiction: The Perks Of Being A WALLFLOWER This is the story of what it's like to grow up in high school. More intimate than a diary, Charlie's letters are singular and unique, hilarious and devastating. We may not know where he lives. We may not know to whom he is writing. All we know is the world he shares. Caught between trying to live his life and trying to run from it puts him on a strange course through uncharted territory. The world of first dates and mixed tapes, family dramas and new friends. The world of sex, drugs, andThe Rocky Horror Picture Show, when all one requires is that perfect song on that perfect drive to feel infinite. Through Charlie, Stephen Chbosky has created a deeply affecting coming-of-age story, powerful novel that will spirit you back to those wild and poignant roller coaster days known asgrowingup. visit us on the world wide web _inghttpwhststwwwlessimonsayscom_wh _inghttpwhststwwwmtvcom_wh stephenchboskygrew...
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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...
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...Lee, Harper—To Kill a Mockingbird 1960 TO KILL A MOCKINGBIRD by Harper Lee DEDICATION for Mr. Lee and Alice in consideration of Love & Affection Lawyers, I suppose, were children once. Charles Lamb PART ONE 1 When he was nearly thirteen, my brother Jem got his arm badly broken at the elbow. When it healed, and Jem’s fears of never being able to play football were assuaged, he was seldom self-conscious about his injury. His left arm was somewhat shorter than his right; when he stood or walked, the back of his hand was at right angles to his body, his thumb parallel to his thigh. He couldn’t have cared less, so long as he could pass and punt. When enough years had gone by to enable us to look back on them, we sometimes discussed the events leading to his accident. I maintain that the Ewells started it all, but Jem, who was four years my senior, said it started long before that. He said it began the summer Dill came to us, when Dill first gave us the idea of making Boo Radley come out. I said if he wanted to take a broad view of the thing, it really began with Andrew Jackson. If General Jackson hadn’t run the Creeks up the creek, Simon Finch would never have paddled up the Alabama, and where would we be if he hadn’t? We were far too old to settle an argument with a fist-fight, so we consulted Atticus. Our father said we were both right. Being Southerners, it was a source of shame to some members of the family that we had no recorded ancestors on either side of the Battle of Hastings...
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...Educational Psychology: Developing Learners This is a protected document. Please enter your ANGEL username and password. Username: Password: Login Need assistance logging in? Click here! If you experience any technical difficulty or have any technical questions, please contact technical support during the following hours: M-F, 6am-12am MST or Sat-Sun, 7am-12am MST by phone at (800) 800-9776 ext. 7200 or submit a ticket online by visiting http://help.gcu.edu. Doc ID: 1009-0001-191D-0000191E DEVELOPING LEARNERS JEANNE ELLIS ORMROD Professor Emerita, University of Northern Colorado EIGHTH EDITION ISBN 1-256-96292-9 Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo Educational Psychology: Developing Learners, Eighth Edition, by Jeanne Ellis Ormrod. Published by Pearson. Copyright © 2014 by Pearson Education, Inc. Vice President and Editorial Director: Jeffery W. Johnston Vice President and Publisher: Kevin Davis Editorial Assistant: Lauren Carlson Development Editor: Christina Robb Vice President, Director of Marketing: Margaret Waples Marketing Manager: Joanna Sabella Senior Managing Editor: Pamela D. Bennett Project Manager: Kerry Rubadue Senior Operations Supervisor: Matthew Ottenweller Senior Art Director: Diane Lorenzo Text Designer: Candace Rowley Cover Designer:...
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