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Reflections on lesson planning
What is the importance of literature in English
Relevance of the lesson planning
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Can you believe that just thirteen percent of America’s high school students don’t know their U.S. history. I think that there is a low percentage is because the teacher don’t make learning fun. To be honest with you I used to not like English I, so I thought that English II must be the same,but it turned out that that It wasn’t boring,due to the way our teacher teaches us.In English II two class we have done and learned a lot since day one,since we had to read a book over summer and write annotations. From learning how to annotate a book to creating a comic strip to having a debate over the justification of trickery. These by far were my favorite because they were both fun and educational.
First let’s talk about learning how to annotate a
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Then I will have nothing left in the world and shall die of hunger”.The cat overhears him but pretends not to of heard him.“Do not look so sad, master. Just give me a bag and a pair of boots, and I will show you that you did not receive such a poor inheritance in me.” is what he tells his master.This is where he starts using trickery by tricking the king into thinking that his master is the Marquis of the Carabas.He first threatens some countrymen that were plowing to say that this land belongs to his Lord Marquis of the Carabas.“Good people, you who are mowing, if you do not tell the king that the meadow you mow belongs to my Lord Marquis of Carabas, those soldiers will chop you up like herbs for the pot.”Later on the King asks to see the castle of the Marquis of Carabas,so puss n boots runs to a castle that belongs to an ogre that can change into animals.He tells the ogre that he doesn’t believe he can change into different of forms.He then turns into a lion and then he sees the soldiers outside.Puss tells the ogre that they are going to kill him and that he should change into the form of a rat.Puss then eats the ogre that had changed into the form of a rat.In differents stories when puss eats the ogre a spell is broken that was on several women in the castle.We were then instructed to make not one but two lincoln douglas debate cases.One for affirmative and the second for negative since we didn’t know which side
Why do children graduate high school without fully understanding concepts that relate to the core subjects of Math, English, Science, and History? Because education is unequal in America. Sociologist Doctor James W. Loewen and award winning writer Jonathan Kozol agree that classicism is to blame. Loewen also believes that history textbooks take some of the blame, for the student’s ignorance of inequality within education. Loewen and Kozol make great points on classicism, and it is important to understand how classism and textbooks affect education, and also to think of solutions to the problem.
The reform of history textbook has always been a growing concern. In her “America Revised: A History of Schoolbooks in the twentieth century,” Frances Fitzgerald reveals that history books are updated but modified substantially to comply with the national interest at the time. Fitzgerald’s argument is slightly biased and some pieces of evidence are not sufficient or might even be far-fetched. However, she successfully conveys her argument through comprehensively contrasting the current history books for children with histories of the fifties using various rhetorical devices and plentiful examples.
Hart, Diane, Bert Bower, and Jim Lobdell. History alive!:. Palo Alto, Calif.: Teachers' Curriculum Institute, 2002. Print.
Wineburg, Samuel S., and Daisy Martin. Reading like a historian: teaching literacy in middle and high school history classrooms. New York: Teachers College, Columbia University, 2013.
Zinn, H. (2007). Why Students Should Study History. In W. e. Au, Rethinking Our Classrooms, Volume 1 (pp. 179-181). Milwaukee: Rethinking Schools.
My first college English class was ENC 1101 at the State College of Florida. In this course, I learned a vast amount of information about writing, reading, and grammar. When I first walked into ENC 1101 in August, I expected the class to be like any other English class in High School; with rushed busy work and a lot of useless tests and quizzes. However, throughout each week of the semester, Professor Knutsen’s class made me beg to differ. This class was not like any other high school English class. In this class I actually learned important information and did not do work just to complete it. This class had a few assignments here and there, enough to maintain, in order to learn proper information. I learned a lot in this class because I was not rushed to
“High school students hate history.”(pg.12) Even though in the end, that is the class they have the easiest time passing. Studies have showed that the more history classes that students take the less that they learn. They become “more stupid” about history.(pg.12) “African American, Native American, and Latino stu...
Another semester has ended. However, this time in English class, it was different. It started out the same: the required course work , the dreaded reading assignments along with the required essays for the class. Once class started, the professor went over the syllabus. I thought to myself that this was going to be a long first day. By the time I got to the second essay (about the sixth week), I started to realize that this English class is not like the others; it had much more to give. Before this class, English was all about structure and writing without errors. It concentrated more on the skeleton of the content rather than the content itself. This class taught me to look at English or more precise, literacies, in a different light. I have been able to develop a clear line of argument that incorporates ideas and evidences from sources; recognize that writing is a flexible and recursive process; and incorporate conventions for source integration such as paraphrasing, summarizing, and quoting. I have a newfound respect and exhilaration for the English discourse.
High school history textbooks are seen, by students, as presenting the last word on American History. Rarely, if ever, do they question what their text tells them about our collective past. According to James W. Loewen's Lies My Teacher Told Me, they should be. Loewen has spent considerable time and effort reviewing history texts that were written for high school students. In Lies, he has reviewed twenty texts and has compared them to the actual history. Sadly, not one text measures up to the author's expectation of teaching students to think. What is worse, though, is that students come away from their classes without "having developed the ability to think coherently about social life"(Lies p.4). Loewen blames this on the way that today's texts are written. This paper will compare one text, The American Pageant, to Lies.
Perrault's "Puss in Boots" is the charming tale of a boy who is delivered into good fortune through the clever cunning of his cat, and this story carries with it a basic plot, structure and theme commonly found in works of this genre.
Eighth grade was one of the greatest school years of my life. This year was full of new experiences, and I have learned so much from them. In English class, we’ve learned a bunch of skills and did numerous activities. We learned about Anne Frank and the Holocaust. We had the opportunity to read many great books, all having a special and unique meaning to them. Our class also learned a variety of skills and strategies ranging from reading comprehension tips to learning how to use the comma. ELA this year was extremely informative and helpful but amusing at the same time.
...at the hands of his master. The mutilation of its eye, hanging it to death from a tree and killing his wife, which had shown the cat love. There are two interpretations you can take away from this story, the logic of guilt or supernatural fantasy. Which conclusion will you take?
Also, unlike high school, the reading was much more entertaining. In high school, I really enjoyed very few of the texts that were discussed in class. In...
When I reflect back to the beginning of this semester I am astonished at how much I have learned. English 124 has been a real eye opener for me. Not only have I grown as a writer, but it has challenged me to become more of a critical thinker. In the class we have read many articles on diverse topics, studied theories of history’s greatest philosophers of education, and wrote various styles of papers.
In high school, English was my strongest and favorite subject. I never had to work as hard in English as I did in math or any other subjects I took in high school. My peers would cram all night for a Literature test we were going to have but not I. I excelled in writing essays about Moby Dick and his white Whale or Beowulf and Grendel. My confidence in my ability to write was always high and when I enrolled at Chattahoochee, I assumed my confidence would not waiver. When I received my grade for my first paper, I was in shock of all the red ink that covered it. English 1101 taught me the skills I needed to have to be able to write a great paper and prepared me for what was to come for English 1102. English 1102 have taught me to rethink my abilities as a writer and to work harder and spend more time on my essays and think outside the box.