Early American Literature Vs Modern United States

As a student I often find myself showing little interest in early American Literature vs modern United States. The text can be boring mostly because it is primarily authored by Anglo-Saxton Puritans. Once the text was read, it started to make more sense to me about the way of puritan life; as well as being more relevant on the views of America. The Puritan way of life was a man’s world. Women had separate roles in Puritan society; women served as secondary subjects their husbands. The roles were limited only to mothering and controlling household functions. Women were only able to read scriptures from the bible not publicly allowed to interpret them; although Anne Bradstreet and Mary Rowlandson did so anyway through their text and poems. On a good note there were two legal rights of Puritan women. Under Articles 79 and 80: 79. If any man at his death shall not leave his wife a competent portion of his estate, upon just complaint made to the General Courts she shall be relieved. 80. Every married woman shall be free from bodily correction or stripes by her husband, unless it be in his own defense upon her assault. If there be any just cause of correction, complaint shall be made to authority assembled in some court, from which only she shall receive it. (Video Lecture) The poetry that Anne Bradstreet wrote addresses important themes of Puritan life. For example, the poem â€Å"Before the Birth of One of her Children† Bradstreet expresses the theme of motherhood. TheShow MoreRelatedThe Beat Generation Essay1031 Words   |  5 PagesMovement in modern literature has become an important period in the history of literature and society in America. Incorporating influences such as jazz, art, literature, philosophy and religion, the beat writers created a new vision of modern life and changed the way a generation of people seen the world. The generation is now aging and its representative voices are becoming lost, but the message is alive and well. 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Standardized Testing Essay - 2979 Words

Standardized Testing President Bush is promoting annual standardized testing for all students in grades three through eight in order to assess their academic achievements. This bill is currently being considered in Congress, and has garnered much support from individuals in the community. As of right now, fifteen states test students in those grades, and more than twenty have high school exit exams. Exit exams look only at the test score of a student, not at his or her academic achievements throughout High School, and in many cases, people are either over- or underrepresented by their test scores. This occurs partly because America does not currently have the capabilities of fairly scoring the increasing number of tests,†¦show more content†¦Instead of wasting our time and money on further development of and dependency on standardized tests, we need to research more effective alternatives. You would think that exit exams would be a good idea since they will test what the student has learned in high school, and how well they have retained that information. Many states do require a student to pass a certain test in order to receive a diploma. But, rather than prove how much students know, this can result in many capable students, who have finished all of their requirements, being denied their diplomas. If the Valedictorian does not pass the exit exam, are you going to bar him or her from graduating? After all, it is a fact that some people are better at taking tests than other people. Intelligent students who challenge themselves throughout their high school careers and have high grade point averages can do poorly on a test, while a student who has only taken basic level classes can score significantly higher. Is that a fair representation of what was achieved in high school? 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Opportunities for Students to Practice Speaking in Class Free Essays

This class is composed of 30 students in Grade 6 aged from 13 to 14, whose English level is quite deferent. About 20% of them are good at English, and they are active and participant in class, while 40% of them are poor at English, so they often remain quiet In class and sometimes can’t follow the teacher. And the rest of them are of average level. We will write a custom essay sample on Opportunities for Students to Practice Speaking in Class or any similar topic only for you Order Now They want to learn English well and are trying as hard as possible, but sometimes they are shy in class and like to be audiences rather than getting involved n class activities themselves. In this lesson, I want to focus on helping students compare and describe life in different places by using different sentence patterns to express past and present events. In addition, during the whole lesson hope to crate more opportunities for students to practice speaking in class as well as encourage the weak and average students to speak out their Ideas bravely. Sample 1. Context: At the beginning of the class, I showed students two maps of Kitty’s old and new flat and asked them, â€Å"Did she live near or far away from school? However, one of the students answered, â€Å"Yes, she lived far away from school. Comment: Since this was the second period of a new lesson, I intended to check how much the students had learned about the text in the previous period, so I started it with an alternative question. However, the student didn’t answer it right, which was beyond my expectation. To grade 6 students, the lead-in sentence seemed to be too complicated with alternati ve question for them to grasp though they were simple. They weren’t able to respond correctly both In content and grammar. Appropriately In engage grading plays a vital role In a language teacher. Therefore, Instead of Glenn a confusing lead-in instruction, I could have simply elicited a question, † Did Kitty live near school? Which would be easy for them to answer without feeling nervous after answering it wrong. And I can lead in the new lesson in an more effective way. Sample 2 Context: in the final part of the lesson, I asked students to work in pairs and talk about their deferent school life by using the given sentence patterns and key words. While one pair was doing the practice in front of the whole class, another pair of dents was still talking to each other about the class activity. In order to keep the class under control, I neglected the two students who were doing the practice and simply said In a loud voice, † Let’s listen to them carefully and no chatting! † However, embarrassed. Comment: Although classroom management is a must for an effective lesson, my tone of instruction to keep the class under control was not very friendly. I shouldn’t have interrupted the students because it broke their chain of thought suddenly and they didn’t know what to do in that situation. Instead, I could have monitored the class in an more effective way by walking to them and asking them to stop talking with my body language. Sample 3 Context: In order to have a smooth transit from Kitty’s life in different places to students’ real life in different schools, I created a situation by saying, † Tom is a photographer( stress on the first syllable) for our school newspaper, and he has taken many photos about our school life. Please look at his pictures on the PPTP and think about the life in your primary school. Let’s work in pairs and finish the speaking activity together. Comment: Accuracy in word pronunciation when giving a clear instruction is a basic requirement for a language teacher. Here, I gave an inaccurate stress on the word : photographer. The correct stress should be on the second syllable instead of the first one. Enough attention should be paid next time I speak out the word. Sample 4 Context: In a drill related to the key sentence patterns of the lesson, I showed students two pictures of a swimming pool and the sea and elicit a dialogue for them to practice as follows: T: What did Kitty and Ben do when they lived in the city enter? S: When they lived in the city center, they swim in the swimming pool. T: They swim? S: Oh, they swam in the swimming pool. T: Now they live in the suburbs. Where do they swim? In the sea. S: Now they swim Comment: In order to make the student aware of his mistake in grammar, I repeat the mistake with rising intonation and stress on the mistaken word so that he can pay attention to it and correct themselves immediately. Here I tried to get students to self-correct with echo correct clearly and effectively and I got instant expected feedback. Sample 5 Context: Two pictures were shown on the PPTP about Kitty and Ben getting up when they lived in the city center and when they live in the suburbs. There was a clock elicit the following questions: T: Look at the picture. What time did Kitty and Ben get up in the past? S: They got up at seven o’clock in the past. T: Did they get up late? S: Yes, they did. T: Now look at this picture. What time do they get up now? S: Now they get up at half past six. T: Do they get up late now? S: No, they don’t. They get up early. T: Can you finish the sentence now? When they lived in the city center, they Now they live in the suburbs, and they After answering these questions, students can finish the sentence easily and correctly. Comment: In order to check whether students have understood the target sentence structure â€Å"When they lived †¦. , they got up I elicited several concept checking questions to make sure that they have grasped the meaning of a new sentence structure. I broke down the meaning or concept of the target structure into a number of simple questions for students to have a clear idea of it. Besides, I also showed the employed sentence on the PPTP to make the pattern of the grammar clear so that the students can memorize it better. Sample 6 Context: Two pictures were shown on the PPTP. One was a TV set and the other was the sky full of bright stars. T: Now let’s look at the two pictures. (Teacher points to the pictures). They are about Ben and Kitty’s life at night. This time let’s do a pair work in two minutes. (Show students the pattern of pair work) Let’s go! SSL: What did Kitty and Ben do at night when they lived in the city center? SO: When they †¦ , they SSL : Now they live in the suburbs. What do they do at night? SO: Now they K, time is up. Let’s come back. Any volunteers? (Students raised their hands). K, good. Stand up please. Comment: Although it is not always necessary to use Instruction Concept Questions, they can often make sure that the learners know exactly what they are asked to do in class step by step. Here I broke down my instructions into a series of simple chunked statements so that students could understand and respond to them quickly. As a result, they could be more involved and participant in the class activities and contribute more to the class. Candidate Name: Lion Gonzalez How to cite Opportunities for Students to Practice Speaking in Class, Essays