Macbeths Tragic Downfall in William Shakespeares Macbeth...

Macbeths Tragic Downfall in William Shakespeares Macbeth William Shakespeare wrote the play Macbeth is 1606. Shakespeare adds a supernatural dimension that deliberately conspires against Macbeth and his kingdom. The protagonist was lured to murder the king Duncan, by the desire for power, an appetite whetted by the witches prophecies and his wifes encouragement. All characters made an impact on Macbeths life and therefore all contributed to his downfall, especially these five people, the witches, Lady Macbeth, and Macbeth himself. Shakespeare creates an air of mystery around the characters to captivate the listeners and make them think people arent what they really are. From†¦show more content†¦With this in mind she starts to apply force onto him, and becomes much more power crazy. In the time it takes the attendant to leave in Act 1 Scene 5, and Macbeth to arrive, Lady Macbeth does a very unexpected thing. Although there is no direct evidence that she is a witch, she mutters morbid demands similar to a spell, to make herself a more cruel person. Come you spirits That tend on mortal thoughts, unsex me here As she may be portrayed as a forth witch in the text, the atmosphere created around her when producing this play would have to change a lot. For example when she is will Caroline Appleby 11y company she should be dressed very elegantly as she has to be respected. But when her alto ego comes into play, the lighting should become dark and mysterious to reflect her other side, and her clothes more depressing and witch like. The scenery placed around her on stage would have to be diminutive and simplistic, so it could be overpowered by her dominant figure and personality, making her appears different from her usual self. Lady Macbeth would possibly be a very beautiful person, as she could use her beauty and innocent features to manipulate her husband. She believes he has too kind a nature to kill. With this in mind, she coerces him into killing Duncan by threatening his self-esteem. Art thou afeard To be the same in thine own act and valour, AsShow MoreRelatedDefining a Hero in Shakespeares Macbeth1308 Words   |  5 Pagesone typically defines a tragic hero, he or she may claim that it is a hero of high class that possesses unprecedented courage and exceedingly strength; thus, a hero who also suffers a calamity of their own downfall and ultimate death through their tragic flaw. Their downfall not only causes infliction on oneself, but also inflicts the society. This can be seen and heavily stressed through William Shakespeare’s tragedy, Macbeth. In his play, the reader comes across Macbeth, a noble and honorable heroRead MoreMacbeth: The Tragic Hero Essay1026 Words   |  5 Pages In William Shakespeare’s Macbeth, Macbeth is a classic example of a tragic hero who is constantly struggling with his fate. In the opening scene of the play Macbeth receives a prophecy from three witches. They proclaim that he will be the thane of Cawdor. He responds by saying, â€Å"By Sinel’s death I know that I am thane of Glamis/ but how of Cawdor†(I, iii, 70-73)? At first, he does not realize to earn this title what he must do, but when he realizes he is taken aback. His bewilderment prefiguresRead MoreEssay on Shakespeares Macbeth is a Tragic Hero956 Words   |  4 PagesMacbeth is a Tragic Hero  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚   Shakespeares tragic hero is a man of noble birth who falls from a position of honor and respect due to a flaw in his character. He freely chooses a course of action which ultimately causes him suffering and brings him to a fatal end.(Campbell 129) Macbeth is the epitome of a tragic hero who rises high then falls rock bottom to his death. Macbeth, once a noble man, follows the advice of witches, finds himself King, abuses his power and then gets killedRead More Aristotles Tragic Hero in Shakespeares Macbeth Essay examples1044 Words   |  5 PagesAristotles Tragic Hero in Macbeth      Ã‚  Ã‚   Aristotle and Shakespeare lived ages apart, but Aristotle had a great affect on Shakespeares plays. In Shakespeare’s tragic play, Macbeth, the character of Macbeth is consistent with Aristotles definition of the tragic hero.    Aristotles tragic hero is a man who is characterized by good and evil. He is a mixture of good characteristics and bad characteristics. For example, Macbeth was an honorable Thane of Glamis. He was a valiant fighterRead MoreMacbeth Tragic Hero Analysis989 Words   |  4 PagesIn William Shakespeare’s Macbeth, there is an excellent example of a tragic hero. The main character, Macbeth, has a very long downward spiral throughout the drama, ultimately ending in his death and label of a tragic hero. Macbeth’s character development throughout the tragedy goes from a noble, loyal soldier to the king, all the way to a murdered villain. Macbeth’s character development in the first act is a very sudden downward spiral. At the beginning of act I, Macbeth is loyal and committedRead MoreMacbeth : An Ideal Model For A Shakespearean Tragic Hero810 Words   |  4 PagesThe character Macbeth is an ideal model for a Shakespearean tragic hero. He was known as victorious and powerful, yet within, he was ambitious and cowardice. Macbeth’s ambition ends up slowly tearing him down and destroying him by the end of the play. â€Å"Take a good man, a noble man, a man admired by all who know him – and destroy him, not only physically and emotionally, as the greeks destroyed their heroes, but also morally and intellectually.† (Booth, 17). Between the witches’ prophecies, Lady Macbeth’sRead MoreWilliam Shakespeares Macbeth749 Words   |  3 Pages1. Macbeth, the tragic hero in William Shakespeare’s Macbeth, suffers from the fatal flaws of insecurity and indecision, allowing him to easi ly be manipulated, which causes the audience to feel sympathetic toward him. After Macbeth has heard the prophecy from the three witches and he has been named thane of Cawdor, he is led to a strong internal conflict: â€Å"If good, why do I yield to that suggestion / Whose horrid image doth unfix my hair†¦ / Shakes so my single state of man that function / is smother’dRead MoreSupernatural Soliciting Within Shakespeare s Macbeth1728 Words   |  7 PagesNovember 6th, 2017 Supernatural Soliciting within Shakespeare s Macbeth Shakespeare’s Macbeth is broadly known as a cursed play by a myriad of individuals globally. Given its appalling history of death and disorder, as well as the supernatural elements present within the play, many have come to the latter conclusion. To add, Macbeth is also a tragedy, adding more malediction to the already allegedly accursed play. To create such a tragic, ill-fated play, Shakespeare uses a vast variety of supernaturalRead MoreEssay on Shakespeares Macbeth as Tragic Hero623 Words   |  3 PagesShakespeares Macbeth as Tragic Hero      Ã‚  Ã‚   Shakespeares Macbeth follows the journey of nobleman Macbeth that starts with him as Thane of Glamis and ends with him as King of Scotland. Macbeth is a tragic hero because he possesses all the traits that Aristotle outlined in his poetics. He said that the tragic hero must be a man that is higher than mortal worth, but has tragic flaws. Aristotle also stated that the flaws will lead to great suffering and usually death; the cause being fateRead More macbeth as a tragic hero Essay823 Words   |  4 Pagesnbsp;nbsp;nbsp;nbsp;nbsp;A Shakespearean tragic hero starts out as a noble person; a great exceptional being who stands out. A tragic hero has a tragic flaw of an exaggerated trait that leads to their downfall and eventually to death. William Shakespeare often made his main characters tragic heroes in his plays. In Shakespeare’s Macbeth, the role of the tragic hero is given to the main character: Macbeth. This is because he starts off as a loyal and well li ked man in the beginning, but has a tragic flaw of ambition which

American Environmentalism Essay - 1347 Words

â€Å"The modern form of the word environment comes from an older word that we hardly use anymore: environ, to surround, to form a ring around, to encircle† (Stoll 3). The meaning of the word environment did not become a major factor in the lives of humanity until 1945. The tragic events that led to the end of World War II sparked a chief movement in history: American Environmentalism. Global decision-making changed as well as human unity due to the mere purpose that fate of all people and the environment became intertwined (Stoll 1). I will further discuss the dramatic attempts made by some Americans to bring the importance of preserving our environment to the surface to show if and how we have evolved. â€Å"On July 16, 1945, a six-kilogram†¦show more content†¦Not enough of humanity took an interest in what environed them. The interest was not sparked until it threatened the life of humanity. There were many sources that lead to environmentalism. Preserving the wilderness was just one aspect of the progress made since 1945. Post WWII, Americans view on the resources used as well as the way they treated their environment changed. Americans protested the abuse of the environment (Stoll 11), and politically there were statements made against air and water pollution (Stoll 11) by the president as well as women’s organizations. â€Å"Novelist Earnest Callenbach imagined a transformation in the entire political and material basis of American Society in the form of a new nation†¦(Callenbach 111).† â€Å"Through this fictional device, Callenbach creates a world of complete equality, but also one in which a nationally unifying solution to the problem of the environment proved to be impossible† (Callenbach111). We are steadily building and creating new devices and products that contribute to the pollution of the atmosphere. For instance, there are far more cars on the road then there are people, and I see no real progress in the actions taken in attempt to save the environment. The number of people contributing to the harm of the environment is far greater then the number trying to preserve it. In Lester Browns Document entitledShow MoreRelatedThe Humboldt Current : Nineteenth Century Exploration And The Roots Of American Environmentalism1123 Words   |  5 Pagesthe Roots of American Environmentalism and On a Farther Shore the Life and Legacy of Rachel Carson, the authors are trying to prove that the individuals whom they wrote about deserve a place in the ongoing narrative of Environmentalism. Alexander Von Humboldt and Rachel Carson showed how their subjects were led to a life of environmentalism by their passion. Whether it was from a love of the water or a love to explore, both of the se individuals were led down a road of environmentalism. AlthoughRead MoreGermany Is Better Than Its Neighbors1665 Words   |  7 Pagesbelieve that he is describing this to be Germany first finding out about its potential, but at the same time, Germany was hesitant to do anything about the growing problems. Officials were unsure and wanted to keep control. â€Å"It is quite telling that American city governments eventually found a more efficient strategy in the fight against the urban coal smoke nuisance than did German administrators† (19-20). This goes back to potential. Germany had the potential, and they did not take it, whereas theRead MoreCurbing Overconsumption : Challenge For Ethically Responsible Engineering Essay1181 Words   |  5 Pagesthat the engineers who help arrange the wasteful approaches are violating certain ethical standards?’ (Woodhouse 24) Woodhouse claims that it is the ethical role of engineers to use their positions and resources to decrease the waste production of American overconsumption. Meanw hile, in â€Å"Individualization: Plant a Tree, Buy a Bike, Save the World?† environmental professor Michael Maniates discusses the modern environmentalist movement, and in particular discusses its individualized aspects. Maniates’Read MoreEnvironmental Movements in the United States Essay1019 Words   |  5 Pagescourse of history, Americans have repeatedly confronted oppression, both foreign and national, through various wars and rights movements. Unfortunately, when it comes to environmental issues the average American has grown increasingly complacent. With a renewed urgency, government is working to combat global warming, but lacks the necessary social backing. This social support could be supplied through a new environmental movement that differs from past efforts. 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Over the course of a century industrialization had swept the nation. The rapid depletion of resources initiated the development of numerous private organizations that sought to control, maintain, and ensure longevity of such resources. This force would continue to reshape alongRead MoreReligion And Its Impact On The Environment1452 Words   |  6 Pageshesitation. Why does this happen. Well, many Christian Americans justify their actions through religion. In the past Christian Americans justified the mass genocide of Native Americans and the American Bison through religion. They believed it was â€Å"Manifest Destiny† to dominate and settle the land around them. This mentality is extremely dangerous and should have no part in today’s society. In o rder for society to improve, Christian Americans need to take responsibility for their actions, insteadRead MoreGod s Power Is The Environment1600 Words   |  7 Pagesstewards of the environment when he told Adam and Eve Be fruitful and increase in number, fill the earth and subdue it. Rule over the fish of the sea and the birds of the air and over every living creature that moves on the ground. (Genesis 1:28, New American Bible). God made mankind stewards of the earth. It is the duty of all Christians to take care of the environment by using renewable energy, reducing the footprint on the environment and recycling. For Christians, the topic of environment preservationRead MoreManipulating Activism Case Study923 Words   |  4 Pagesperpetuates the largest-scale environmental harm. Micro-level efforts such as individualism help bring awareness to environmental issues, but their success is ultimately limited and manipulated by macro-level powers. Maniates recognizes how American environmentalism has an excessive focus on individualism, in which people embrace â€Å"the notion that knotty issues of consumption, consumerism, power, and responsibility can be resolved neatly and cleanly through enlightened, uncoordinated consumer choice†Read MoreEnvironmental Impact Of Environmentalism828 Words   |  4 Pagesbrought environmental awareness to people all over the United States. With the newly gained environmental awareness, many Americans set out to make a change with the idea of, â€Å"environmentalism based on an ecological consciousness that viewed the natural world as a biological and geological system that is an interacting whole† (Environmental Movement). This new environmentalism idea sought to protect the environment for a better living, so e nvironmentalist set out to protest actions such as nuclear

Diversity in Literacy and Language Development

Question: Discuss about the Diversity in Literacy and Language Development. Answer: Introduction The early childhood stage is an integral stage in the overall growth and development of a child. At a tender age, childrens brain development is at its fastest and most complex and the neural pathways aiding and boosting growth in the later years of learning and growth are largely defined in the early years of a child (Shonkoff Phillips, 2000).In designing the early childhood program, care givers should use diverse learning experiences that adopt a socially just and anti-bias teaching approach that enable children to interact freely with people of diverse linguistic ability ( Edwards Forman, 1998). Some of the learning experiences to be employed include; storytelling, imitation, demonstration, drama and role play. Various resources and teaching/learning activities should be employed during the program. An effective curriculum should be learner centred as opposed to teacher centred approach. The designers of the curriculum ought to be aware of the childrens individual abilities and strengths to enable them devise ways to engage and expand them (Maamouri, 1998). One way of doing this could be by organizing for a rich variety of learning experiences appealing to the visual, auditory and physical senses. Another way could be by alternating individual, partnered, small group and large group activities to enable children experience the various kinds of social interaction (Coleman, 1967). Materials and resources to be used Flashcards Paper cut outs Charts Pictures Audio-visual materials Drawings Grammar books Porcelain Yarn and string Pipe cleaners Finger paint Develop familiarity with the forms of alphabet letters, awareness of print, and letter forms Make drawings of alphabetical letters of different sizes to accommodate children of varied visual capabilities. Draw letters in different colours (red, yellow, orange, green, blue and purple) on manila papers and place them where each child will see clearly. In cases of dual language learners, use visual cues as this will help them function in the classroom and know what to expect in the course of the lesson. This can be done by displaying photographs to emphasize the classroom schedule and in some cases the classroom rules. It can also be done by displaying the pupils work and helper charts plus other organizers that are used in the classroom. Pictures of children participating in daily activities should be drawn as this will boost their morale as they enter the classroom and encourage them come to school as they are able to associate the classroom with themselves as they see their pictures. For instance, pictures of children holding brooms can be drawn and under the picture post the word sweeping. This increases their memory as they are able to know the daily routine even if they do not comprehend the meaning of the word. Start with vowels in capital letters and then followed by small letters and ask the children to pronounce properly. Draw alphabetical letters and ask each child to read loud. From the various letters, form words beginning with simple ones to complex ones. Draw pictures of various animals and assign them names both in capital and small letters. From simple names, form sentences (Morrow, 2001). Drawings and symbols serve to provide visual context for dual language learners. For instance, a drawing of a boy on a recipe card with the word boy below it helps the child connect between the symbol and the word. Place the children into groups; mixing slow learners and fast learners with each fast learner having to teach the slow learner. Involve the children in word play by cutting pieces of letters and let each child ask the partner to select the named letter. The children could then put the letters together to form various names of selected animals and letter formed sentences. The alphabets should be displayed at the childrens eye level to test their visual capability. Laminate alphabetical letters printed in different fonts and ask the children to differentiate a lower case from an upper case. Design letters with finger paint, thread, string, yarn, porcelain and pipe cleaners. Use materials printed in the home language of the children. For instance, display song lyrics, poems, rhymes, chants and other materials that children are familiar with in the home language (Edwards Forman, 1998). Also, create a housekeeping area where materials such as food containers with names printed in the childrens home language are displayed. To accommodate children with visual impairness, the formed letters ought to be enlarged and placed at a strategic distance to enable children with both short sighted and the long sighted cases see and read the letters. For the blind children, the letters should be read out loud and brought closer for them to feel. In some cases apply the use of braille machine to aid the blind. Dictate the words to tell various stories. This enables children build awareness that different words can be assembled together to construct sentences. To boost children morale and encourage better performance, reward those who correctly put letters together to form words and sentences with gifts such as candies. I involved the children in word play to take away boredom and to break the monotony of creating letters and sentences. This also enables one identify children with special talents. It also helps boost self-esteem and confidence. In order to do this, use puzzles where you request the children to complete the missing words in the puzzle. These words once filled, leads to creation of names of the common animals children see at home or on TV and as a result, it is fun playing with words. Listen to, recite, sing, and dramatize a variety of age-appropriate literature Sing familiar songs that the children are conversant with. In line with this, also employ the use of audio, visual and audio-visual materials such as radio, TV programs. Moreover, provide cassettes and cassette recorders to parents so that they can record the songs and lullabies that their children listen to at home to be played in the classroom. Also, employ the use of musical instruments from the various childrens cultures in the classroom. To capture the attention of all children from diverse backgrounds, use religious songs from all religions; Islam, Christian, Hindu and traditional lullabies while at the same time selecting songs accompanied by simple musical instruments. Play music in the language spoken by members of the classroom. The songs used should be repetitive in nature to enhance quick learning and mastery. The songs used should have a positive message such as those encouraging positive values like honesty, generosity, hard-work and discipline, while at the same time discouraging anti-social vices such as theft and bullying. At the same time, demonstrate correct and creative movements such as melody, rhythm, and tempo of the song so that children could imitate. Through the use of their bodies such as dancing, children increase their understanding by having consistence and increasing complex experiences with the music. After singing, aske the children to identify the message in the song and allow them perform the song (Bodrva, 2010). Children learn best by observation and practice. For the deaf and dump, employ the use of sign language to enable them get the message in the song. Singing enables one capture the childrens attention and arouse their interest in class activities. It also helps during transition from one activity to another, for instance, when transitioning from letter formation to word and sentence formation and when introducing a story. Some songs, for instance religious songs, usually help the children to respect Supreme Being and promote their spiritual and moral well-being. In composing songs, the following considerations ought to be emphasized (Bredekamp Rosegrant, 1992); Ensure that lyrics to the common songs sung by the children can be adjusted to be socially just, non-biased and more inclusive. Ensure that children are able to identify with the people and the experiences in the song while at the same time being in a position to comfortably discover and discuss differences. Ensure a thoughtful selection of songs that are able to represent diversity and broaden the experiences of the children. Assign children roles to play in drama. All children have to participate and more emphasize should be put on shy kids to encourage them and instil confidence in them. To ensure gender equality and empower children of both genders, both girls and boys should be assigned roles to play in the drama (Gonzalez-Mena Eyer, 2007). Use themes that appreciate diversity of culture, gender and social issues and those that enable children to adjust to be more inclusive. Use costumes and dolls that reflect the diversity of the children in the classroom. Ensure that children are able to see their skin tone and different facial features in the materials used in drama such as dolls (Stipek Byler, 1997). This is very essential as it will promote childrens social and emotional development while at the same time boosting and encouraging language development as children are naturally likely to engage in pretend play if they use materials such as dolls that look like them (Wood Attfield, 2005). Moreover, in setting the drama theme, chose themes that are able to represent and appreciate diversity and enhance childrens experiences. Through drama, the children are able to associate with issues of the day and identify with the experiences and characters in the play. Drama takes away boredom and enables breaking of the monotony. It also enables one identify special talents among children. Recite stories to children. Invite families of the children into the classroom to record stories that can be shared among the children in the classroom. This not only serves as a way of including all families in nurturing children but also helps families who speak a language in which there are not enough learning resources and also serves as a way to promote the oral tradition of storytelling (Cleave, 2005). Through storytelling, one gets an opportunity to explore the various ideas held by the children and asked them questions. It will be noticed that children never lack stories to tell every day ranging from family to peer stories. Through storytelling, children are able to see the world through their own lenses and by learning the experiences of other people, children are able to live in a diverse world and see themselves and everyone around them as important and belonging. In reciting, use interesting stories from books. prepare a list of all the essential facts that children could recall after they had listened to a book story read aloud. From this list, create an original piece of nonfiction work, for instance, make a big book on a topic that you notice that children had really enjoyed and developed a special interest in (Bodisch, etal, 2006). To ensure inclusivity of all the children of diverse ability, describe the various ideas of the stories both verbally and through drawings. Use stories that reflect the language and culture of the children in your classroom as this will not only make the children feel welcomed in the class but also boost their social and emotional development. Include the language of the children in the written materials that you display around the room as this will serve to motivate the children as they move and see pictures of themselves on the wall. Childrens social and emotional development is boosted and supported whenever they see items and images from their home included in school and in the end they develop a sense of belonging and connectedness to the school environment (Frost, etal, 2008). Engage actively in read-aloud activities by asking questions, offering ideas, predicting or retelling important parts of a story or informational book Provide the children with picture books; mostly pictures of items they interact with in their daily lives and ask them to identify them. This employs the look and say method and the inductive approach in child learning. Let the children identify the pictures of their families which are usually taken on their first day of school and displayed in the classroom to ease childrens transition. The family pictures and those of animals are then used to make a book. Lead the children in reading the books a loud and ask them to identify those in the picture and name the animals in the pictures. Read out stories to the children without illustrations and later ask them question on the story to enable them make pictures in their minds. Ask each individual child to read out a book and find out what they are able to remember. Let the children read the stories in groups at varying speeds to factor in both the fast learners and the slow learners. Provide a quiet area where children can have adequate time to read and memorize books so that they can answer questions thereafter (Graham, 2010). For the children who are dual language learners, they need a quiet and peaceful environment to be able to understand whatever they read. Select vocabularies and write them on flash cards. Lead children into reading them aloud. Thereafter, chose learners one after the other to come at the front of the class and lead his/her fellow learners into reading the words aloud. This boosts the confidence of the children and self-esteem. After reading the story, guide the children into retelling the stories one after the other (Obidike Enemuo, 2013). For fun, breaking monotony and testing childrens abilities and talents, introduce the use of tongue twisters, rhymes and poetry. Encourage the children to ask questions and read stories in their languages. Assign children the task of reciting family stories. Invite various family members to act as resource persons by sharing family stories and their experiences. Read out stories written in home languages of children. Involve parents to help you identify books with the best stories (Morrow,2001). Parents can make for their children homemade books with highlighting family stories which when read aloud promotes common identity among the children. Ensure that the children in the classroom are able to see themselves reflected in some of the stories read out in the classroom. However, the various illustrations that you employ ought to represent authentic images and not stereotypical representations (Campbel, etal, 2001). Conclusion A good curriculum for Early Childhood Development should be reflective of the childs family language, cultures and customs. Such a program creates a welcoming classroom environment for children as they are able to feel at home while in school (DoDEA Education, 2001). Families serve as the best source of information when creating a curriculum that incorporates culture and language throughout the environment. Even though some families may share a common ethnic background, each is unique in how it lives. This makes it essential to incorporate each in the formulation of the classroom curriculum (Nyaga, 2013). Obtaining feedback from all families and not just from families of dual language learners helps the teacher create a socially just and anti-bias teaching approach that is inclusive of all the children and also bridges the gap between the home and school environment (Derman-Sparks, 1989). References Nyaga, S. K. (2013). Managing linguistic diversity in literacy and language development: an analysis of teachers' attitudes, skills and strategies in multilingual Kenyan primary school classrooms (Doctoral dissertation, Stellenbosch: Stellenbosch University). Maamouri, M. (1998). Language Education and Human Development: Arabic Diglossia and Its Impact on the Quality of Education in the Arab Region. Bodrova, E., Leong, D. (2010). Curriculum and play in early child development. Encyclopedia on early childhood development, 1-6. Gonzalez-Mena, J., Eyer, D. W. (2007). Infants, toddlers, and caregivers: A curriculum of respectful, responsive care and education. Boston, MA: McGraw-Hill Higher Education. Bodisch Lynch, K., Uhl, M., Reece, J., McGuire Buck, D., Gilles, D. L. (2016). Impact of a statewide early childhood curriculum enhancement initiative on community college faculty and paraprofessional students. Journal of Early Childhood Teacher Education, 37(3), 245-259. Mbatha, T. Teaching Literacy in Linguistically Diverse Foundation Phase Classrooms in the Mother Tongue: Implications for Teacher Education. Editor Associate Editor Johannes A Smit (UKZN) Judith Ltge Coullie (UKZN) Editorial Assistant: Beverly Vencatsamy, 236. Patrick, S. Effectiveness of the Early Childhood Development Programme on Grade One Performance in Mathematics and English Language in Mzilikazi District (Bulawayo). Graham, B. E. (2010). Mother tongue education: necessary? Possible? Sustainable?. Language and education, 24(4), 309-321. Samkange, W. Examining the role of music in the growth and development of the child: a focus on the role of the teacher. Obidike, N. D., Enemuo, J. O. (2013). The role of teachers of young children in ensuring developmentally appropriate practice in early childhood education curriculum implementation. Journal of Emerging Trends in Educational Research and Policy Studies, 4(5), 821. Cleave, P. L. (2005). Services and programs supporting young childrens language development: Comments on girolametto, and Thiemann and Warren. Encyclopedia on early childhood development Bredekamp, S., Rosegrant, T. (1992). Reaching Potentials: Appropriate Curriculum and Assessment for Young Children. Volume 1. National Association for the Education of Young Children, 1509 16th St., NW, Washington, DC 20036-1426. Stipek, D. J., Byler, P. (1997). Early childhood education teachers: Do they practice what they preach?. Early Childhood Research Quarterly, 12(3), 305-325. Stipek, D. J., Byler, P. (1997). Early childhood education teachers: Do they practice what they preach?. Early Childhood Research Quarterly, 12(3), 305-325. Morrow, L. M. (2001). Literacy development in the early years. Needham Heights, MA. DoDEA, U. S., Education, E. C. (2002). The Creative Curriculum for preschool. Frost, J. L., Wortham, S. C., Reifel, R. S. (2008). Play and child development. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall. Campbell, F. A., Pungello, E. P., Miller-Johnson, S., Burchinal, M., Ramey, C. T. (2001). The development of cognitive and academic abilities: growth curves from an early childhood educational experiment. Developmental psychology, 37(2), 231. Wood, E., Attfield, J. (2005). Play, learning and the early childhood curriculum. SageDerman-Sparks, L. (1989). Anti-bias curriculum: Tools for empowering young children. National Association for the Education of Young Children, 1834 Connecticut Avenue, NW, Washington, DC 20009-5786. Coleman, J. S. (1967). The Concept Of Equality Of Educational Opportunity. Edwards, C. P., Gandini, L., Forman, G. E. (1998). The hundred languages of children: The Reggio Emilia approach--advanced reflections. Greenwood Publishing Group.

Raymonds Run Essay Example

Raymonds Run Paper Flowers for Algerian, is about a mentally disabled man who undergoes an experimental operation to make him smart. Underlying this story is a number of themes about human life and personal interactions. ESSAY Write an essay about one of the major themes you found in either story explain how the author uses that theme to create realistic characters and a realistic story. Using at least three items from the list below, explain how the author weaves literary elements into the story to rather strengthen the overall theme you discuss. Your Job for this essay Is to pick a theme and teach It through three of literary elements. Literary Elements List Tone Irony Foreshadowing Voice Style Point of View Setting Narration Conflict Word Choice Each of those elements makes the story stronger, Structure but they also help teach the major theme of the story. Toni Cadre Bambina wanted us to learn something from Raymond Run, and we came up with a list of some of those themes Bullying only makes others stronger. Mentally challenged people should be rated with kindness and respect. Siblings protect each other at all costs. Hard work and dedication are rewarded. What we see in others helps us to better understand ourselves. Be careful how you treat others. Daniel Keyes wanted us to learn something from Flowers for Algerian, and we came up with a list of some of those themes Mentally challenged people should be treated equally. You shouldnt take advantage of people. Choose your friends carefully. Quick fixes might not be worth it. People arena who they appear to be on the surface. Be careful of who you become. We will write a custom essay sample on Raymonds Run specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Raymonds Run specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Raymonds Run specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Dont pretend to be someone/something youre not. Dont further disable the disabled. Your job for this essay is to pick a theme from one of the above and teach it through three of literary elements. Therefore, your paper should look similar to this Introduction Paragraph Name the story, the author and give a brief description of what the story is about. Explain the major theme or themes the author taught us through the story. Make a list of at least three literary elements used to help us understand the story. Body Paragraph 1 This paragraph should be about the iris literary element from your list explain how the author uses the writing skill to show us the theme. Explain using the color-coded writing method weve been discussing In class. Use (R/D/F) Reasons/Details/Facts. Explain what the element means, and give as many (E) examples you can and provide evidence from the text. Body Paragraph 2 Repeat, but with the second element from your list. Body Paragraph.