• Objective 1: Having read one children’s literature story, A Bad Case of Stripes by David Shannon, students will be able to take the context of the story and recognize at least 5 character traits of the main character Camilla Cream with 95% accuracy. • Objective 2: Having read one children’s literature story, A Bad Case of Stripes by David Shannon, students will be able to refer to the text to answer 5 questions about cause and effect with 95% accuracy. • Objective 3: Having read one children’s literature story, A Bad Case of Stripes by David Shannon, the students will demonstrate an understanding of the text by being able to write 5 sentences describing the main themes of the story with 95% accuracy. C. Instructional Strategies: • Objective *Does Camilla Cream feel afraid to let others know about her love of lima beans? *What about Camilla Cream’s appearance makes her stand out? * What clues in the story let you know that Camilla Cream was feeling sick? • Objective 2: As the students engage in think, pair, share activities they will refer to the text to complete the assignment. They will learn from each other, receive feedback, and will also have a chance to engage in public speaking while discussing the story. This instructional strategy will encourage the students to reflect about the questions, share their ideas with their partner, fill out a worksheet with 5 questions, and then share their ideas with the rest of the class. Some of the questions on the worksheet will include: *Towards the beginning of the story what caused Camilla Cream to not eat lima beans even though she loved them? What effect did not eating lima beans have on her? *What caused Camilla Cream to begin eating lima beans again? What effect did finally eating the lima beans have on Camilla? *When Camilla broke out in a bad case of stripes what did Doctor Bumble prescribe her? What effect did it have on
to wonder if she felt undernourished because she was getting a balanced diet while in the hospital
She shares a similar experience to Louise Mallard, but in a different situation and ending. The character also suffers from some sort of mental condition that her husband whom also happens to be her physician says is a “temporary nervous depression”. She is staying their over the summer with her husband for her condition to improve. Her husband John, also prescribed her the “rest-cure” treatment for her own good. She is confined to bed rest in a former nursery room with a yellow wallpaper. This is where the narrator will start to experience the changes as she unfolds the hidden “text” in the yellow wallpaper. She starts by explaining each detail that she doesn’t like about the wallpaper and also makes a comparison to how she understands why children never liked a room like this. First of all, she didn’t like the house, second, she did not like the room that was picked for her, and lastly she was not able to perform any activities that she enjoyed. She would try to restrain herself from telling anything to her husband because since he is the physician he wins all the arguments. These are simple stated facts that we know are going to transform her from bad to worse. She is suffering from some sort of mental condition and is being placed somewhere she does not feel comfortable in. “There are things in that paper that nobody knows but me, or ever will”
Literature: An Introduction to Reading and Writing. Ed. Edgar V. Roberts. 4th AP ed. New Jersey: Pearson, 2008. 528-35. Print.
During the time of Julia’s chef career she made some of the world’s best foods and some of the best deserts. But when she went home she started
The doctor contains his professionalism, but as it goes on, pieces of frustrated irregularities begin to surface. As the doctor learns that the parents say no, that the girl says she doesn’t have a sore throat, he purs...
The first time that I thought about this research narrative was the first time that I read the syllabus for class. My immediate reaction was that I could not believe that we were actually going to write a ten-page narrative. I was never expected to write a paper of this length before and I was unsure if I were going to be able to do so. However, it turned out that it was not that bad, although I did go through many frustrations along the way.
• The doctor’s dilemma is that if he leaves the girl alone he will not be able to check if she has Diphtheria and may possibly die. If he continues on the road he’s going he will have to resort to measures that are socially unacceptable and even cruel.
Demonstrate the spread page, and recognize the characters (father, kids, and dog). Present three to four vocabulary words. Talk about the ideas of "over," "under," and "through." Talk about the idea of "daring," and utilize the repeatable expression, "We're not frightened!" While the youngsters are situated with their legs crossed, have them do a brief engine action that is associated with the book (e.g., "swishy swashy" by sliding hands forward and in reverse in inverse bearings; "sprinkle splosh" by shaking from side to side and putting hands on knees). In the event that the youngsters are acquainted with the customary story, bring up contrasts between the story and the book (e.g., in the story, they for the most part swim over the waterway; in the book, they stroll through the
On the third day of instruction, the teacher could then individually ask students what their favorite part of the story was. The teacher would sound out words slowly, and emphasize beginning and ending sounds of words. The teacher would record each students’ favorite sentence on a piece of poster board. On the fourth day of the phonics lesson, students will be asked to create illustrations on their poster board purely based on the sentences they chose as their favorite parts of the story. This allows for students to think critically about new vocabulary, as well as demonstrate their knowledge of the words. This art assignment would also give the students the chance to look at the sentences
The narrator reduces to act like a petulant child, who is unable to stand up for herself without seeming disobedient or unreasonable. The narrator cannot speak out against her physician, husband, John, because he is extremely practical and of high standing. She states: “What is one to do?” (Gilman p.2), which highlights that woman during that era must give unquestioningly to male authority. This is the reason that the narrator’s health deteriorates. She retreats into her obsessive fantasy about the yellow wallpaper in her room, the only place she can keep some power and control and exercise the power of her mind. Her condition is gradually worsening and not becoming better because she is imagining that something is behind the wallpaper, a formless figure at first, which she later defines as a trapped woman. Her husband, however, believes that she will recover and get well soon if she abides by his scheduled prescription and routine and not listening to her own ‘fancies”. His oblivious behavior towards her shows that he disguises his way of helping her, which is a form of
Tell students that you will be reading them the story of Little Red Riding Hood by Anne Faundez. Tell the children that the story is about a little girl who runs into the Big Bad Wolf on her way to her grandmother’s house. Tell the children that the wolf was very hungry and wanted to eat Little Red Riding Hood and her grandmother and that you’ll read the story to see if he does actually eat Little Red Riding Hood and her
The coco beans see deep within a soul the chocolate as smooth as gold Hershey brand of chocolate maple syrup within a cup of milk colder than the refrigerator itself I decided to try a cup, but a cup was to little but at the same time not enough so I forced my own hand and poured too much and became ill of the chocolate convulsing over my breakfast ruining the taste of my grandmother’s home cooked breakfast not prepared by some chef in a restaurant cooking for thousand’s but a meal that was made
8). During the end of the story, when she goes up to her room it smells like the sea. And she thinks of Cyril, and feels like Hugo was beside her, waiting for
Describing complicated situations and overwhelming events can sometimes best be done with very few words. When giving bad news or explaining how something went wrong more than often the reciprocator of the description likes a short and sweet version. Simplifying the complicated is the art of children’s literature authors. Those who are able to wrap up messages many fumble over, into a way that simple children can understand, are gifted. Such is the case with Hans Christian Anderson and Laura Numeroff, two excellent authors able to incorporate experiences they had personally into their works. Because they were both children growing up in times of social change and made the choice to push for the best education they could get, Anderson and Numeroff wrote stories where the protagonist was characterized as a child who was never satisfied and always wanting more; used color symbolism adding to the texture of the storyline and showing things that words would not; and the plots of their stories were allusions to the historic events of the time.
Sitting down at the table, Clera was sure to quickly grab the cinnamon roll covered with the most cream cheese. Despite Clera’s slim figure, she had never been one to watch what she ate, or been on a diet. Nevertheless, Chris and Aubrey had been observant of their daughter’s eating habits since she was a toddler.