Analysis Of Ernest Hemingway s Hemingway Once Said

Ernest Hemingway once said, â€Å"My aim is to put down on paper what I see and what I feel in the best and simplest way.† So, it is no surprise that many of his stories focus on the relationships between men, and women. Hemingway himself had been in many different relationships, and that translates into his writing. Each of the women he was with had different personalities, views of the world, and ways of loving him. Hemingway was able to learn from these relationships as well as those of the people around him, and write about them openly, and honestly. All fiction has a bit of truth hidden behind it, and I believe Hemingway was aware of that. He wanted to make people think about the lives that they were living. Hemingway exposed the fact that men took advantage of women in order to get what they wanted, and that women would put up with a lot for a man they love, but they do have limits. Hemingway’s story Up in Michigan is the most prevalent example of a man taking a dvantage of a women. In this story, a man named Jim Gilmore pays no attention to a young women that works for him named Liz Coates. Liz is obviously infatuat with Jim, and she pays no mind to the fact that she doesn’t really know him. The story never says that Jim is rude to Liz or anything of that nature it simply states that he doesn’t spend much time thinking about her or even looking at her. One night when Jim is drinking with his friends he begins to give Liz attention, and she is so happy that she doesn’tShow MoreRelatedErnest Hemingway: A Brief Biography 1210 Words   |  5 PagesErnest Hemingway was born in Oak Park, Illinois in 1899. He was a writer who started his career with a newspaper office in Kansas City when he was seventeen. When the United States got involved in the First World War, Hemingway joined with a volunteer ambulance unit in the Italian army. During his service, he was wounded, and was decorated by the Italian Government. Upon his return to the United States, he was employed by Canadian and American newspapers as a reporter, and sent back to EuropeRead MoreHills Like White Elephants : A Critical Analysis1708 Words   |  7 Pagesâ€Å"Hills Like White Elephants†: A Critical Analysis Introduction: One of the many themes in his stories for which Ernest Heming way is known, includes feminism. At Hemingway’s time feminism was known as a famous movement and it affected many important writers like Octavia Butler and Virginia Woolf. Hemingway was a literary icon of his time and he was influenced by the political, social and human rights movements of his time. He was also touched by the hopelessness of women and how their thinkingRead MoreHemingway’s Short Stories of Autobiographical, Immature Males1906 Words   |  8 Pagesautobiographical. He attempted to dispel criticism of his short stories as autobiographical because Hemingway did not care for critics. His focus on his work as art ignores the autobiographical and psychological content he depended upon to develop characters. His characters are judged by the female characters of the short stories in the same way Hemingway was judged by his wives. Ernest Hemingway wrote stories about autobiographical, male characters that lacked maturity as judged by female charactersRead MoreAnalysis Of The Story Old Man And The Sea 1189 Words   |  5 PagesThe Story of Santiago Old Man and the Sea Book Analysis Ernest Hemingway poured his own traits and personal touches to his moving piece of work, and by doing this he created heart-touching original characters that will make you think deeper and darker. The novella entails a story of an Old Man going on a strenuous fishing expedition miles off the coast of Cuba for the course of three days and three nights. Sadly, the battle is lost over the Old Man losing his catch and bringing home only its bonesRead MoreA Farewell To Arms Character Analysis2009 Words   |  9 Pageswere asked to create weekly plans to change a major part of their personality. By the study’s conclusion, almost every participant saw noticeable improvements in their personality focus area. In Ernest Hemingway’s 1929 novel A Farewell To Arms, the answer to the hypothesis of this study is repeated. The novel s protagonist, Henry Frederick, over the course of the novel goes through meaningful character changes to become more open, conscientious, agreeable, ext raverted, and neurotypical. The catalystRead MoreThe Old Man And The Sea By Siddhartha Gautama1638 Words   |  7 Pagesâ€Å"In the end, only three things matter: how much you loved, how gently you lived, and how gracefully you let go of things not meant for you† was beautifully said by Siddhartha Gautama and perfectly emcompasses what his life was truly all about. The life of Gautama can be recognized as remarkable because when analyzed, it is clear that he created a foundation for himself that not only survived his own death, but also all of the changing decades that passed thereafter. This foundation was Buddhism andRead MoreAnalysis Of Hills Like White Elephants 1911 Words   |  8 PagesElephants† Jig’s Abortion through the Historical and Textual Lens â€Å"I know you wouldn’t mind it, Jig. It’s really not anything. It’s just to let the air in† (Hemingway 213). In Ernest Hemingway’s â€Å"Hills Like White Elephants,† an abortion is debated through subtleties, similes, and symbols. The abortion is never explicitly mentioned, but instead Hemingway leaves the reader to conclude what this â€Å"simple operation† really is (213). With no decisive decision on the termination of the pregnancy revealed at theRead MoreStructuralism and Interpretation Ernest Hemingways Cat in Ther Ain9284 Words   |  38 PagesPorter Institute for Poetics and Semiotics Analysis and Interpretation of the Realist Text: A Pluralistic Approach to Ernest Hemingways Cat in the Rain Author(s): David Lodge Source: Poetics Today, Vol. 1, No. 4, Narratology II: The Fictional Text and the Reader (Summer, 1980), pp. 5-22 Published by: Duke University Press Stable URL: http://www.jstor.org/stable/1771885 . Accessed: 14/03/2011 05:14 Your use of the JSTOR archive indicates your acceptance of JSTORs Terms and Conditions of Use,Read MoreALST3389 Words   |  14 Pagesnew world obsessed her. She loved the speed of its trains, the way the Renault factories in Croissy worked around the clock, the hustle of immigrants on the Paris streets. Almost like a collector of great art, she began to collect great talent: Ernest Hemingway, F. Scott Fitzgerald, Pablo Picasso, and a dozen other great names of the revolution that became known as modernism. What made Stein so successful in this endeavor wasnt only her ambition or her intellect or the strength of her own talent (whichRead MoreGender Roles in the Play Trifles Essay3006 Words   |  13 Pagesunderstanding and sense of relief on this suppressing stereotype. Opening up the ideology of gender roles, there are many things that determine how we associate gender and sex with peoples’ identities. The article, â€Å"The Context of Current Content Analysis of Gender Roles: An Introduction to a Special Issue† written by Rudy Rena, Lucy Popova, and Daniel Linz, demonstrates the idea of symbols representing our sex and gender and are explained by bringing up social influences associated with our sexual

Lesson plan Free Essays

Comparison/Contrast Is used to show similarities and differences. It uses examples and comparing. It Is Important to organize your thoughts and information before you do so. We will write a custom essay sample on Lesson plan or any similar topic only for you Order Now Your topic sentence how they are alike and how they are different. Your concluding sentence/ or the clincher is a sentences that summarizes your thoughts. The ability to compare and contrast information can help a student in many areas of his/her life. Students need to compare and contrast products that they purchase, so they get the most for their money. They also need to compare and contrast information from various sources when making decisions about their lifestyles, diet, nutrition, etc. Key questions: What two things are being compared? How are they similar? How are they different? If you compare two things you tell how they are alike. If you contrast two things you tell how they are different. If you compare and contrast two things you tell how they are alike and how they are different. A sentence begins with a capital letter and ends with the correct punctuation. An adjective describes a person place or thing. The topic sentence of a paragraph states the main idea and attracts the reader’s interest. A complete sentence is a group of words that expresses a complete thought (and has a subject and a verb). Capital letters are used at the beginning of each sentence and for proper nouns. A period is used at the end of a statement or command. A question mark is used at the end of a question. (Must be related to the topic): Teacher will begin by holding up various objects and asking students to compare them. For example, teacher will hold up a male and a female shoe; two books that are different size and two different types of food. Student’s response will be written on he board. Teacher will ask students to predict today’s topic. Teacher will inform students that in today’s class we will be writing a compare and contrast paragraph. (The How and What- The Body of the Lesson) Methods and Techniques Students’ Activities Adaptations for Exceptional Learners Using a chart, discuss the terms compare and contrast. Students will read the definition from the chart then discuss things that they have Show a picture of a dog and a cat. Using a Venn diagram (overhead transparency) to Compare (same) and the Contrast (different) a cat to a dog. Students will work along with teacher to brainstorm the animal’s similarities and dissimilarities. A picture of a cat and a dog will be shown to support struggling readers. Teacher will model how to write a compare and contrast paragraph based on information from a Venn diagram. I will write a topic sentence, 2 sentences that compare, 2 sentences that contrast, and a concluding sentence. Students will work along with teacher then read the paragraph aloud. After sharing the Comparison and Contrast Guide, explain to students that they are going to compare and contrast items in cooperative groups. In cooperative groups, each student will be given a Venn diagram. Then give each group an assortment of items (only two each). Explain to students that they will now list all of the characteristics that are the same about the items and all of the characteristics that are different. Using a Venn diagram, students will compare and contrast using an assortment of items in small groups. Peer tutoring: Allow struggling reader to work with a student is reading at grade level to help with pronunciation and word fluency. Direct students to write a paragraph comparing and contrasting the two foods using heir information from the Venn diagram that was discussed in the groups. Remind students to use indention, capital letters, complete sentences and topic sentence, supporting details and clincher. Individual assignment: students will write a paragraph comparing and contrasting the two foods using their Venn diagram. Students will write paragraph with correct punctuation marks, indention, capital letters, complete sentences and topic sentence Give direct instruction after giving whole group instructions, work individually with each struggling readers. How to cite Lesson plan, Papers Lesson Plan Free Essays SEMI-DETAILED LESSON PLAN IN ENGLISH 1 I. OBJECTIVES; At the end of the lesson, the students should be able to; a. Define coordinating conjunctions b. We will write a custom essay sample on Lesson Plan or any similar topic only for you Order Now Give examples of coordinating conjunctions c. Use coordinating conjunctions in a sentence II. SUBJECT MATTER Topic Coordinating conjunctions Reference Grade 7 learning Package Materials chalkboard III. PROCEDURE A. MOTIVATION I am pretty sure that you have already discussed coordinating conjunctions in your elementary days and this is just a review about coordinating conjunctions. B. PRESENTATION Present the topic about coordinating conjunctions. C. Discussion a. Ask students what are coordinating conjunctions b. Allow students to give examples of coordinating conjunctions c. Allow students to use the examples of coordinating conjunction in a sentence. D. GENERALIZATION E. APPLICATION Ask students to match the sentence in column A with column B to form meaningful sentences. Use and, or, but, and for in coordinating the sentences. COLUMN A COLUMN B 1. Monkeys can be angry anywhere a. they peel it first. from just a few centimeters tall. b. they use them to communicate. . Monkeys never it a banana as it is. c. some pieces can grow more than a 3. When the monkey yawns it is tired. meter tall. 4. Monkey makes different voices, d. it is angry at something. facial expressions and body movements. IV. EVALUATION Allow students to supply the blanks with and, or and but to complete its thought. â€Å"Animals In Mythology† (an adaptation) page 53 V. ASSIGNMENT; Make a composition with the use of conjunctions. You can make your own titles. DETAILE D LESSON PLAN IN ENGLISH 1 I. OBJECTIVES At the end of the lesson, the students should be able to; . Differentiate active voice from passive voice b. Identify the voice of verbs in the sentence c. Change the sentences from passive to active voice d. Appreciate the lessons by showing active participation of students towards the lesson. II. SUBJECT MATTER Topic verb (active voice and passive voice) Materials cartolina (strips of cartolina) Reference internet souces III. PROCEDURE TEACHER’S ACTIVITY STUDENTS’ ACTIVITY A. MOTIVATION Class I want you to listen to a short scenario â€Å"John saw a pretty girl. He went to talk to her. His wife arrived. The wife hit john right on the nose 1. What did the wife do? (active voice is used in answering) (answers may vary) 2. What happened to John? (Passive voice is used in answering) (answers may vary) B. PRESENTATION VOICE is the quality of verb That shows wether the subject is the doer of the action or the receiver of thE action. C. DISCUSSION Active voice- is used to indicate That the subject of the sentence is the doer of the action. Passive voice- is created when the subject is the receiver of the action (the teacher gives sets of example about ctive and passive voice) D. APPLICATION Change the sentence below to the active voice 1. The bridge was built by the engineers. 2. The patient was examined by the doctors. 3. The decision was made by my boss. 4. The shell was collected by James. 5. Ninoy Aquino was admired by many people. IV. EVALUATION Identify the voice of the verb in the sentence. ___________1. Raul presented an interesting report ___________2. Baseball was played by Jose ph. ___________3. Martin removed the old paint. ___________4. The national congress was approved. ___________5. She cooked the breakfast. ___________6. She submitted the a How to cite Lesson Plan, Papers Lesson Plan Free Essays Semi-detailed lesson plan (science) I. Identify the parts of the circulatory system and describe them. â€Å"Appreciate the importance of the circulatory system. We will write a custom essay sample on Lesson Plan or any similar topic only for you Order Now † II. A. Topic I. People Sub. -topic: Circulatory System PELC 1. 1, page 5 References: Into the Future VI, pp. 2-3 Exploring Science and Health VI, pp. 18-20 B. Science Ideas The circulatory system is made up of heart, blood and blood vessels. C. Processes: Identifying, Describing D. Materials: picture of the circulatory system, flashcards, charts III. A. 1. Science report by the pupils . Drill on Science concepts and ideas learned about the body system. 3. What body system continues the work done by the digestive system? B. 1. Prepation What happens with the food nutrients in the small in testine? How does it reach the different body cells? 2. Presentation of the activity Study the drawing of the circulatory systemand note down its main parts. Describe each part. 3. Discussion What organs make up the circulatory system? What can you say about the heart? What is known as the red river of life? Where does blood pass thru? . Concept Formation The circulatory system is composed o f heart, blood and blood vessels. 5. Application Name the main parts of the circulatory system. IV. Formative Test Identify the different parts of the circulatory system. V. Assignment Answer the following questions. 1. What are the parts of the heart? 2. What are the function of each part? Brief lesson plan Outline of Lesson Plan Day 1 Focus: Listening and Speaking Class : Year 1 Time: 8. 40-9. 40 a. m. Theme: World of Knowledge Topic: How Many? Content Standard(s): 1. By the end of the 6-year primary schooling pupils will be able topronounce words and speak confidently with the correct stress, rhythmand intonation. Learning standard(s): 1. 1. 3 Able to listen to, say aloud and recite rhymes or sing songswith guidance. Objective(s): By the end of the lesson, pupils should be able to: a. enjoy singing the song. b. count number one until five correctly. Activities : Induction 1. Teacher shows a picture card of a cat. 2. Teacher asks Yes/ No questions. 3. Teacher introduces the /k/ so und as in the c-a-t initial sound position. Content 4. Teacher shows finger puppets. 5. Pupils count the amount of the finger puppets on the teacher’s fingers. 6. The teachersings a songwhere the pupils listen carefully then they follow the teacher tosing the song aloud with action. Closure 7. Teacher shows up the picture card again and asks simple questions about the cat. e. g. How many legs has the cat? How many ears has the cat? How many nose has the cat? Teaching and Learning Strategies: Musical Added value : Entrepreneur Cross curricular element(s): Mathematics Teaching Aid(s): Picture cards and finger puppets Assessment: Band 2 Reflection: Objectives: A. Identify the main idea or concept in the poem entitled â€Å"The Little Rain†. B. Discuss the poem by sharing the reactions of the students in the class. C. Give full understanding to the importance of rain in our life. II. Subject Matter: A. Topic: â€Å"The Little Rain† by Tu Fu B. References: English Expressway, Dr. Virginia Bermudez et. al, p 176 C. Materials: video presentation, chalkboard, chalk, manila paper. III. Procedure: A. Motivation The teacher will group the class into 3 groups. Then she will show a video presentation entitled â€Å"raindrops†. After that, the students will discuss to their groups the meaning or their own understanding to the video, then the leader will present their output infront of the class. B. Presentation The teacher will ask the students what they did. After which, he will present their lesson to the class. C. Discussion 1. Vocabulary building 2. The teacher will read the poem first written in the manila paper. Next reading will be the students. 3. Ask the students the contributions or advantages of rain which are shown on the poem. . The students will interpret each lines of the poem and extract the message of it as well. Then, the teacher will supplement their answers after, D. Generalization The teacher will ask the students what are the lessons they learned for the day. E. Application The students will be called and relate their memorable experiences about the rain. IV. Evaluation Students will draw one of the many contribu tions or advantages of rain which is shown in the poem. V. Agreement Make a composition regarding the video they watched. How to cite Lesson Plan, Essay examples Lesson Plan Free Essays |Lesson Plan | |Week: 3 |Date: 18/11/2011 |Number of pupils: 7 – 9 |Duration (mins): 30 mins |NC ref Level/Syllabus: | |Class: Year 3/4 |Period: Semester 1 |Ability level: Mixed |Title of unit of work: Dance | | |Resources: Assembly Hall |Health and Safety Issues: All pupils have there shoes off to minimise injury, pupils aren’t eating/chewing, pupils | | |are warmed up and playing surface is clear and safe. | |Learning Outcomes: For the first group our learning objective was to introduce the concept of our planned performance at the end of the 5 weeks. For the second group our learning objective was different as we were recapping on | |what they had learned in the previous to weeks while still introducing the next stage in our plan. We will write a custom essay sample on Lesson Plan or any similar topic only for you Order Now |Response to previous assessment of pupils’ work in planning this lesson: |Skills Framework Focus: | |Refer to your previous evaluations, discussions with pupils and reflect / identify significant factors which will impact on your| | |planning. | | |Lesson Structure | |Time |Activity Sequence |Organisation |Teaching and learning |Points to Remember |Assessment Focus | | | | |Methods | | | | Warm-Up/Introduction (Expectations and sharing learning outcomes) | | | | | | | | | | | | |5 Minutes | | | | | | | | | | | | | | | | | | | | | |Development | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |20 | | | | | |Minutes | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Warm Down / Conclusion | | | | | |5 | | | | | | |Minutes | | | | | | |Contingency Activity (what if? ): |Homework: | |We have a separate session ready as a back up, all games are adjustable for alterations in group numbers and ages, all accessible for all abilities |Think of ideas for next week | ———————– ? Simon Says ? Stuck in the mud ? Musical Statues We organised each session in groups but delivered it in singles. For our skilled base activity we had the group working in pairs and three’s Set clear boundaries around the hall to restrict collisions with other groups The teaching methods we used for our session were as follows- Command Problem solving Practise Inclusion Learner Initiated Guided Discovery . We were aiming for the learners to practise these techniques through are specific teaching methods. While we used command and practise to get the lesson objective across we also used learner initiative and guided discovery to enhance there learning potential We made sure safety was insured by having group members monitor the edge of our area For those learners which found the task to hard we had individual teachers give points to each personal learner We asked for feedback from each learner to ensure they understood what they where being taught We had the children demonstrate the thing they learnt most from the session Identify the LO which you will be best able to assess in each section of the lesson along with the type of strategy you will mainly use to collect evidence of achievement eg: Question and Answer Observation Pupil response Pupil planning Pupil evaluation Video/IT evidence When identifying activities, progressions and differentiation consider: ? This week we move our day along to what we do after the school bell has finished, for example going to the park,walking the dog ? With the help of the group we would be coming up with ideas of what we would do, then put actions to these ideas in a sequence to music ? We will be doing this by having the group working in pairs and groups of three and also as one big group ? We also did a recap of the previous two sessions to remind the year 4 kids of what we have done ? With the year 3 children we will be getting them use to the concept of my day by starting with the morning and taking it from there To reduce the energy levels of the children we played a few games to get the learners to cool down and bring a end to the lesson. We did this by playing a game called rollercoaster where u pretend to be on a rollercoaster How to cite Lesson Plan, Essay examples Lesson Plan Free Essays Liberty University’s Standard Lesson Plan ** TEACH IT, PRACTICE IT, TEST IT! ** Lesson Plan #1: Module 2 Teacher Candidate: A Super Smart Student |Course: Reading and Language Acquisition | |LESSON PREPARATION [before the lesson] | |Topic: Phonemic Awareness |Concept: Sound of letter B | |Subject: Reading |Grade: Kindergarten | |Primary Objective | |Each group of three students will correctly identify pictures beginning with the â€Å"B† sound in various magazines. Students will cut out | |pictures and glue them to construction paper. Given one magazine per group of three students, each group will demonstrate knowledge of the | |sound of letter â€Å"B† by correctly selecting and gluing four out of five pictures beginning with letter â€Å"B† to their construction paper. We will write a custom essay sample on Lesson Plan or any similar topic only for you Order Now | |Classroom Diversity and Differentiated Instruction | |Students will be placed in groups of three children with varying academic levels, socioeconomic status, and ethnicity to promote an | |appreciation and respect for students of differing cultures and academic achievement. This grouping will also accommodate students with | |various learning disabilities. |Materials/Equipment | |For this activity old magazines, scissors, glue, construction paper, projector, laptop, Letter â€Å"B† book, and teacher created pre-assessment, | |and summative assessment will be used to enhance the student’s understanding of phonemic awareness with a focus on letter B. | | | |(2003). B is for Ben. Carson, CA: Lakeshore Learning Materials. | |Fitzpatrick, J. (1997). Phonemic Awareness. Cypress, CA: Creative Teaching Press Inc. | |Technology Integration | |Students will practice phonemic awareness in a group activity using the website: | |http://teacher. scholatic. com/clifford1/flas h/phonics/index. tm | |Students will be shown a picture of an object. Given a group of different pictures, students will attempt to identify all of the other | |pictures in the group that begin with the same sound as the initial object. | |LESSON PRESENTATION [during the lesson] The following steps are designed to prepare students to be successful in the summative evaluation at | |the end of the lesson. | |Set | |Students will be introduced to the phonemic awareness of letter B through reading the story B is for Ben. | |Students will listen for the â€Å"B† sound as the story is read. |Teacher Instruction | |Students will learn to correctly identify pictures beginning with the sound of letter B. | |Teacher Modeling | |Teacher demonstrates the sound of letter B by enunciating the â€Å"B† sound in words with corresponding pictures. Teacher demonstrates by holding | |up picture cards beginning with the â€Å"B† sound and stating the name of the pictures. Student s will then repeat the word. | |Children’s Literature Selection | |B is for Ben will be read aloud to students. Teacher will discuss the qualities of Ben followed by a discussion of how God makes each person | |special and unique. This will be incorporated with the verse found in Psalms 139:14, â€Å"I will praise thee; for I am fearfully and wonderfully | |made; marvelous are thy works; and that my soul knoweth right well. † | |Guided Student Practice | |Students will participate in a sound match game from the scholastic website. Children will select from a group of pictures that have the same | |beginning sound as the given picture. | |Independent Student Practice | |Students will be divided into groups of three students. Given various old magazines, scissors, glue, and construction paper, each group will | |search through the magazines and cut out pictures beginning with the â€Å"B† sound. Students will glue the pictures to their construction paper. |Closure | |Students will review the â€Å"B† sound with the teacher. Each group will name the pictures that they cut out while the other groups of students | |decipher if the pictures named are correct. Teacher will direct students to car efully sound out each picture name and enunciate the â€Å"B† sound. | |Summative Assessment | |Students will receive a teacher-created assessment sheet containing various pictures. Students will demonstrate mastery of this lesson by | |correctly identifying the pictures containing the beginning â€Å"B† sound. | How to cite Lesson Plan, Papers Lesson Plan Free Essays University of Technology, Jamaica Theory Lesson Plan School: Subject: Technical Drawing Name of Student Teacher: Damion Sterling and Anje Walker Supervising Teacher: Mr. Richard Samuels Date: March 14, 2013 Time: 10:00am Grade/Level: 10 No. of Students: 20 Duration of Lesson: 30 Minutes Unit Title: Surface Developments Topic of Lesson: Surfaced developments of right geometric solid. We will write a custom essay sample on Lesson Plan or any similar topic only for you Order Now Teaching Strategy: Discussion, Explanation, Questioning. General Objectives: Students should: 1. 0 be knowledgeable of the different types of geometric solids. 2. understand the different methods and procedure when designing surface development. 3. 0 be able to construct various types of section right geometric solids. Specific Objectives: At the end of the lesson students should be able to: 1. 1 identify the different geometric solids 1. 2 explain the various geometric solids 1. 3 define what is surface development 2. 1 list the different methods and procedure when drawing surface developments. 3. 1 construct a prism with a base of 40mm and height 75mm given the steps and procedures from the handouts. . 2 construct a cone with a diameter of 70mm and height 85mm given the steps and procedures from the handouts. Instructional Materials/Teaching Aids/Equipment: 1. Dry eraser, markers 2. Handouts (showing the steps and procedure when producing surface development. ) 3. Reference Materi als: Required: Technical Drawing for G. C. E C. S. E. C, J. N Green Previous Knowledge: Introduction: The class will begin with the teacher stating the definition of surface developments and the various types of geometric solids. The teacher will then facilitate a discussion about the surface developments (based on the information on the handout) and then students will be placed into groups of 5 assigning each group a type of geometric solid used when constructing a surface development. The teacher will also try to demonstrate at least two of the geometric solids in constructing a surface development. Development of Lesson| Key Points| Development or Instructional Content| Activities| Time (MIN)| | | Teacher| learners| | * Definition| A development gives the shape and plane area of the material which enables the cost to be estimated. Development should be such as to allow the minimum waste of material when the shape is cut out. | The teacher will asked student what is development. Teacher listen and then give a formal definition. | Students will give their definition. Students will the definition in their note book. | Five (5)| Application: Summary Concluding Activities Reflections: a) Were my objectives met? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ) How did I perform as the teacher? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ c) How did the students perform? ________________________________________________________________________ ___________________________________ _____________________________________ ________________________________________________________________________ How did I manage the class? ) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ e) What will I do in the next lesson based on answers I have given to a-d? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ How to cite Lesson Plan, Papers

Century Music Study Guide free essay sample

Chopin (1809-1848) He often wrote some nationalism pieces such as a Mazurka that sounds like a Polish folk dance. He kept composing music until a few months before he died of tuberculosis. His music is made for solo piano. Wagner (1813-1883) A German who was a very controversial composer. HIS operas often included social and political ideas as he was openly anti-Semitic and his music was later used as Nazi propaganda. He built his own opera house in Bayreuth where he would put on performances of three operas.He didnt consider his operas to be operas but rather music dramas. Catchalls (1829-1869) He was an American composer and virtuoso pianist who was best known as a performer of his own works. Although born In New Orleans he achieved International fame. HIS musical training comes from the Paris Conservatory. Like Chopin, Catchalls also used nationalism in his music. Genres to know: Symphony Beethovens Fifth Symphony is in cyclic form which is a new form where individual movements off work are linked in some way. First few notes are fate notes.There are now extreme dynamics with the newly expanded orchestra that now Includes a piccolo and contrabass. Musical cells were played with opposed to long, flowing melodies. There Is a basic rhythmic motif In every theme. FIFO 19th century Italian opera Voices were thought to be superior and virtuosic. Showcases the voice, orchestra was used sparingly, dramatically realistic, appeals to listeners, and drama of text captured through music. Music drama The melodies were simpler to support the text and therefore the plot of the opera.In an effort to restore dramatic integrity to opera Wagers reforms include singing that was musical, yet clear, syllabic singing, less repetition in songs, sees structured flow, and the orchestra reflects the plot. Character piece A relatively short piece that captures a particular character. Solo piano work Concepts to know: Nationalism can generally be described as the result of pride in ones country Cyclic form Individual movements of a work linked in some way. The first 4 notes of this work are often referred to as the fate motive (short-short-short-long), and are said to represent fate knocking on ones door.The basic rhythmic motif (S-S-S-L) appears in every theme making it cyclic. Romanticism, and the affect of romanticism on composers Mode of thought that emerged in late 18th and early 19th centuries and placed unprecedented importance on imagination and subjectivity over reason and objectivity. The imagination and projection of individual emotions of the composers themselves took precedence over rationality and balance. Composers were seen as spiritual guides who had access to this special world. Music as political force During the Romantic era, many composers believed that composition could inspire listeners to action.There were also many uprising during his time in Europe. European populace questioned their government and political freedoms. Music was an important vehicle for expressing political sentiment. Leitmotif a brief musical phrase or idea connected dramatically to some person, ;vent, or idea in the drama Chamber music music performed in a private setting Expansion of the orchestra added the piccolo and contrabass to add range to the orchestra Questions to consider: century. Romanticism was more about how you think about art rather than a new form.The instrumental music from this era was now seen as music that could engage the imagination of listeners more directly and evoke ideas that emotions that could not be captured by words. Composers were now perceived to have a window on the infinite and the spiritual, and their social status rose accordingly. Provide examples of musicians who were both composers and virtuoso performers. Catchalls How did Wagner transform opera? How are his music dramas different from typical operas of the 19th century, such as those by Italian composers? 19th Italian Opera: voices were thought to be superior and virtuosic.Showcases the voice, orchestra was seed sparingly, dramatically realistic, appeals to listeners, and drama of text captured through music. Wagner: The melodies were simpler to support the text and therefore the plot of the opera. In an effort to restore dramatic integrity to opera Angers reforms include singing that was musical, yet clear, syllabic singing, less repetition in songs, less structured flow, and the orchestra reflects the plot. Provide some examples of nationalism in music, including pieces and composers. Chopping Mazurka in a-flat, pop. 7, no. 1. Hat are some general characteristics of 19th century music?Compare and contrast 19th century music with music from the Classic era. 19th Century: extremes explored, forms expanded, dynamics expanded, boundaries were pushed. Expanded orchestra Inch included more instruments to create more range (trombone, tube, contrabass, and piccolo). It was expressive and included nationalism. Performing composers like Beethoven, Chopin, and Catchalls. Classic Era: Approachable music for public, not virtuosic, forms established. How did 19th century music push the boundaries of musical traditions which were established in the Classic era? Provide examples.Forms were expanded such as cyclic form which didnt exist in the Classic Era. They emphasized extreme contrasts of textures between the simple and complex. They wrote music that ranged from the disarmingly simple to the fiendishly difficult, often within the course of the same Nor. They gave growing importance to program music which sometimes included exploring the darker side of human psyche. The orchestra was also expanded to enlarge the range by adding instruments such as the piccolo and contrabass. Explain the prevalence of large scale public works and smaller chamber works in the 19th century. In the 19th century there was a demand for music in the home because the Industrial Revolution increased that manufacturing of instruments which made instruments more affordable. No most households in the middle and upper class home had a piano. As a result for piano compositions and songs chamber music grew as a result. Some composers began to have music parties where they would from nationalism in which composers thought that their music could inspire the public thus performing it in front of large audiences would be most effective in getting their music across.Discuss the affect of a piano in every home on composers and music in general in the 19th century. In the 19th century there was a demand for music in the home because the Industrial Revolution increased that manufacturing of instruments which made instruments more affordable. No most households in the middle and upper class home had a piano. As a result for piano compositions and songs chamber music grew as a result. Inch made instruments more affordable. No most households in the middle and