Lecter is reputed to be fiendishly manipulative. Clarice is warned by her superior: Soon afterwards, we learn that Lecter has driven the man in the next cell to commit suicide. And it is very clear to us that Clarice will need to be extremely cautious.
Both texts will explore the use of tone and language for a framework of analysis. This allows them to own the teaching process in a student-centered environment by discovering interpretation through a variety of multi-literacies media, audio, oral, film, text, pictures. Close reading of the texts will still occur however interpretation and analysis will be through a variety of pedagogies.
Students control the environment — student-centered compared to teacher-centered. This strategy transitions to the teacher from didactic teaching to facilitating in an organic method to have students construct meaning through experiential learning.
In addition, multiple literacies will be employed in order to maintain student motivation, participation and comprehension levels. Possible topic choices for essays to be given to the students include the following: Morality and sin c. Explore sub-romantic plot with Ophelia - treatment from a feminist point of view Rationale for Unit plan The rational for using this particular unit for the grade I chose grade 12 university preparation is most school boards cover Hamlet at this grade due to the complexity of the themes in the play.
In addition, I chose the novel Slaughterhouse Five as a parallel text to Hamlet due to the strong connection of universal themes in both. Both protagonists in the play and novel suffer from a mental condition which is impossible to resolve except through pain or suffering.
Both protagonists are in the centre of a plot which reflects destruction, death, mistrust and their only escape is to personally set things right in the world.
Billy Pilgrim is a war veteran and a POW who suffers mental anguish from post traumatic war syndrome. His escape is his imagination as he journeys through time to recapture memories and in the future, after being abducted he thinks by aliens to the planet Tralfamadore.
On this planet he lives in a glass zoo but is content and at peace as he communicates with the aliens to find the answer to peace in the world. Both Hamlet and Billy have the desire to do something but are helpless.
He decides to do this by also restricting his love interest in Ophelia resulting in her impending suicide. Hamlet fails to act, hesitates and in the end dies.
Billy also has the intention to set things right in the world. He reflects on himself as the second coming of Jesus yet is powerless to act in the war as he becomes a POW in the hands of the Germans and eventually recreates this journey.
My choice for including the novel Slaughterhouse Five is it can be grasped by students at the academic level in grade The themes are very simple, death, war, peace, happiness and yet complex with the notion of mental struggle of a veteran. The students may find it challenging that the narrative and language, although simple, is not easy to follow.
The narrative and pace is not a traditional novel where each event builds on another chronologically but rather the events are disjointed and not in a logical sequence. This literary piece represents a lens for which students could assess the mental dilemma and struggle that Hamlet suffers throughout the play.
Students should be able to relate to the universal themes and opportunities will be given for them to demonstrate this based on the pedagogical method of process drama whereby students will assume the life of the characters in a modern day setting.
This pedagogy reflects the creative method of process drama described by Toepfer and Haas They postulate the concept of process drama is to create meaning and visual mental models of understanding in an imaginative context. Constructing characters in this way can allow the students to make connections to the themes such as decision making and disappointments in life love, jobs, family breakup, lower marks, and competition sports loss.
I hope to convey the message to students that standing up for what is right including rejecting peer pressure and voicing an opinion of truth and justice is important even if they stand alone. The students will gain experience in this by living the characters in the student-centered environment.
The students will develop new perspectives and judgments as they actively listen to their peers and deepen their understanding of the plot events and how they can apply these ideas to other literary works, their life and experiences.
Although many of the activities and assignments are not all aligned to the conventional essay writing forms, students will still need to gain a deep understanding of the plot, events, interaction between characters which they will be exposed to during the close reading activities in order to be successful.
This will be useful when the student is expected at the end of term to write essays based on the sharing of ideas. The students living the characters will allow them to critically analyze and articulate better the role of the protagonist in the play and novel being studied. Some of the assignments incorporate pedagogical strategies such as process drama, character committees and role playing which can help to motivate students to become active participants in the classroom.
At the same time, these methods bring authenticity into the classroom as the students re-invent and re-construct meanings of characters, plot and events in a relevant modern way to increase cognition.
The underlying pedagogical structure supports the effective literacy as outlined by the ministry of education. Students have the choice of recording journals electronically on a blog or in a hard copy journal book.
The strategy is also to reduce the confusion, stress and comprehension level when the students are assigned the written essay component of the unit. If students make efforts to complete their entries on a regular basis, the collective thoughts will be helpful when they are required to complete their written work.
Rational for Student Performances and Character Committees Recognizing students have different learning needs and conscious of the need for differentiation, students will be offered choices to role play and write reflections to daily log journals.Search the world's information, including webpages, images, videos and more.
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Great Expectations is the thirteenth novel by Charles Dickens and his penultimate completed novel: a bildungsroman that depicts the personal growth and personal development of an orphan nicknamed tranceformingnlp.com is Dickens's second novel, after David Copperfield, to be fully narrated in the first person.
The novel was first published as a . In another episode, Niles's maid is revealed to know German, since she worked for a German family who came to Guatemala " just after the .
ENGL Writing Strategies* (3 Hours). Prerequisites: Appropriate placement test score. English is designed to give students a solid foundation in grammar and punctuation, helping students overcome obstacles in mechanics that have in the past interfered with their ability to communicate clearly.
Essay on Character Analysis of Hamlet; Essay on Character Analysis of Hamlet. An Analysis of How Fear of the Unknown Affects Characters in Hamlet Hamlet's famous "To be or not to be" soliloquy in Act 3, Scene 1 provides the context for several of the characters' actions.
This essay will evaluate role of 'Gertrude', mother of Prince.