Category: Writing

Full its going to be creating a one-pager to showcase what Lorraine Hanaberry’s message about the American Dream is in A Raisin in the Sun. You will incorporate images, quotes, symbols, and theme statements to display your understanding of Hansberry’s message. THIS MUST BE CREATED BY HAND AND IN COLOR, so you are NOT printing out pictures or words. To demonstrate what Lorraine Hansberry’s message about the American Dream is in A Raisin in the Sun, you must do the following:
Include a drawing of the character you feel most shows Hansberry’s message about the American Dream (Mama, Ruth, Beneatha, Walter).
Include the theme of A Raisin in the Sun; this should be connected to the American Dream (look at the agenda if you don’t know how to write a theme).
Include 4 quote(s) from the book that best demonstrate the theme of the play; be sure to include page numbers and the characters who said them.
Include an explanation of what the character’s American Dream was and how it was deferred.
Include an explanation of how your chosen character made the American Dream come true or how/why they changed what their American Dream was.
Include a drawing of 2 symbols from the play that support the theme you believe is present in the play.
RUBRIC
Incomplete 0-9
Needs Revision 10-12
This is a Raisin in the Sun one pager and was hoping to seek for suggestions on 4 quotes and a theme from the book.
In addition to this, I need an explanation of what deferred Mama from her dream and how did she make it come true later on in the story?

Fahrenheit 451 – Part III Questions 1. Captain Beatty makes an allusion to the Greek myth of Icarus, suggesting that Montag is Icarus. Research and I this myth online and explain why Montag’s behavior is similar to Icarus’ behavior. 2. What does Beatty say about Clarisse? Why does Beatty blame Clarisse for what she has done to Montag? 3. How does Mildred react to the arrival of Beatty and Montag? What does she care about? Why? 4. Read Beatty’s lengthy monologue on fire and explain in your own words the symbolism of fire. For example, is attractive and repulsive about fire in general and in Fahrenheit 451? 5. What does Beatty want Montag to do, what does Montag do, and how does Montag feel about it? 6. What does Montag do to Beatty? What happens to Montag shortly after this scene? Note and explain a few liter devices (e.g. similes, metaphors, visual imagery, etc.) in this scene. What do these devices add to the suspense ( this scene? 7. What does Montag realize that Beatty wanted him to do? Why? 8. What literary devices enhance the suspense of Montag’s flight? Why? 9. Why does Montag refer to his chase as a circus and “the big game, the hunt, the one-man carnival”? How does react to his own chase, and what does he think that he would like to do? Why?

Read the summary of the section of The Beginnings of the Maasai,” where the volcanic eruption and its results are described. O The summary incorrectly restates the myth. O The summary includes too many minor details. As a result of a volcanic eruption, the sky god Enkai and the cattle were thrown into the sky. Enkai wanted O The summary lacks transitions that connect idea to save his cattle. He grew a tree that bridged the sky O The summary is missing important words and and the earth. The cattle walked down the tree to Neiterkob. Neiterkob and the Maasai tribe took over caring for the cattle.

44:34 Read the excerpt from a speech by the class president Which rhetorical technique is the speaker using? petitioning the principal to build a new stadium. O appeal Our stadium is crumbling, and the effects have been felt O overstatement for generations! If we built a new stadium, our community would benefit, and millions would flock to O parallelism town for the home games. Profits would soar, as local O shift businesses would be flooded with new clients on game nights. And your legacy as the best principal ever would be established for all to see.

Il. Listen to sample music. Guillaume de Machaut – “Dauce dame Jolie” Lyrics YouTube link: https://youtu.be/828rt3hHUEY Dauce dame jolie Sweet lovely lady Pour dieu ne penses mie for God’s sake do not think Que nulle ait signorie that any has sovereignty Seur moy fors vous seulement. over my heart, but you alone Qu’ades sans trichrie For always, without treachery Chierie Cherished Vous ay et humblement Have I you, and humbly Tous les jours de ma vie All the days of my life Servie Served Sans villain pensement. Without base thoughts Helas! et je mendie Alas, I am left begging D’esperance et d’aie; For hope and relief; Dont ma joie est fenie, For my joy is its end Se pite ne vous en prent. Without your compassion Douce dame jolie… Sweet lovely lady Activity #2. Answer the following questions. (5pts. each) Instructions: 1. Write your answer in a clean paper. 2. Take a clear picture then convert to PDF file. 3. Attach and turn in to Google classroom. 1. What do you think, why the composer wrote this piece? 2. How does the music make you feel? 3. How would the music change if drums were used in the background? 4. What personal experience from your life does it make you think of? 5. Describe the dynamics – does it change from soft to loud or does it remain the same?

Summary Write a summary of “Totally Free?” Remember that a summary is a concise complete, and accurate overview of a text. It should not include a statement of your opinion or an analysis. Consider the prompt:

Why does Gorny try to hide his passion for music ? A. He want nadya to fall in love with him B he wants nadya to think he is a good soilder C he is keeping the secret to escape family tradition D he is following the code expected of his social rank

“A Song of a Navajo Weaver” –
Analysis
Introduction
Bertrand N. O. Walker- About a Navajo person reminiscing about her/his people used to walk these lands and what they saw and felt.
For ages long, my people have been
Dwellers in this land;
For ages viewed these mountains,
Loved these mesas and these sands,
That stretch afar and glisten,
Glimmering in the sun
As it lights the mighty canons
Ere the weary day is done..
Shall I, a patient dweller in this
Land of fair blue skies,
Tell something of their story while
My shuttle swiftly flies?
As I weave I’ll trace their journey
Devious, rough and wandering,
Ere they reached the silent region
Where the night stars seem to sing.
When the myriads of them glitter
Over peak and desert waste,
Crossing which the silent runner and
The gaunt of co-yo-tees haste
Shall I weave the zig-zag pathway
Whence the sacred fire was born;
And interweave the symbol of the God
Who brought the corn—
Of the Rain-god whose fierce anger
Was appeased by sacred meal,
And the trust that my brave people
In him evermore shall feel?
All this perhaps I might weave
As the woof goes to and fro,
Wafting as my shuttle passes,
Humble hopes, and joys and care,
Weaving closely, weaving slowly,
While I watch the pattern grow;
Showing something of my life:
To the Spirit God a prayer.
Grateful that he brought my people
To the land of silence vast
Taught them arts of peace and ended
All their wanderings of the past.
Deftly now I trace the figures,
This of joy and that of woe;
And I leave an open gate-way
For the Dau to come and go.
Text Dependent Questions: Please highlight or color code your answers.
1. What is the setting of this poem? How does the setting add meaning to the poem?
2. Read lines 29-34. How does the description of weaving contribute to the mood of the poem? (What is the mood?)
3. What is the universal theme of this poem? How is the theme developed in the story?
4. Read lines 37-40. What mood is created in this section?
5. What is the speaker’s tone of the poem? (Author’s attitude towards the subject.)
6. Read lines 39-40. How do the bolded words bring meaning to the poem? (What do these words mean?)

But what are reasonable outcomes of
Rutkowski and Rutkowski (2009) ask
the influence of global processes on
“what are reasonable outcomes of the
education? While the question of how
influence of global processes on
global processes influence all aspects of
education?” (p. 138). This question is not
education (and who controls these
entirely testable and has multiple
forces) is multidimensional and not
dimensions but theories of globalization’s
completely testable, there appear to be
impact on education exist and provide
some theories of globalization as it
means of empirical analysis.
relates to education that can be
empirically examined.
References:
Rutkowski, L., & Rutkowski, D. (2009).
Trends in TIMSS responses over time:
Evidence of global forces in education?
Educational Research and Evaluation,
15(2), 137-152.
Which of the following is true for the Student Version above?
Word-for-Word plagiarism
Paraphrasing plagiarism
This is not plagiarism
Hints
Additional comments: What is the answer to this question

Activity 2: Fill-in-the-Blank Sentences Directions: Fill in the blanks using the correct vocabulary word to complete each sentence. You may have WORK to change the form of the word (ex: go, going, gone). Civil Conscious Contrite Defied Futile Hierarchy Idealism Innocence Tenuous My answer
It’s
futile
to get to a doctor’s office on time because it seems like they are always running late!
The
hierarchy
among my six siblings is clear: my middle sister definitely has the most influence with my parents!
Some parents claim that playing video games makes people more violent, but research proves the connection is
tenuous
.
I have never felt so
contrite
as I did when I wore my sister’s favorite sweater on a camping trip and ruined it.
Although he didn’t like his dad’s new girlfriend, Massimo tried to be
civil
when she came to the house.
Lauren
defied
her mother and went to prom even after her mother told her she couldn’t.
Sometimes Isaac’s
innocence
keeps him from realizing that someone else has bad intentions.
After Gisselle’s brother reminded her that he was studying for final exams, she tried to be more
conscious
of how much noise she made while she cleaned her room.
Many people appreciated President John F. Kennedy for his
idealism
and thought he could bring about great change.