CC4RL2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. CC4RL3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
The writing in the chapters is very detail oriented and it makes it very easy to imagine what is going on. A lot of times throughout the book it seemed like I was right there, or it seemed like I was watching a scene from a movie.
“ The students will read the first sentence of each paragraph in the text. Each student is going to skim the text. (Appendix 4) Then they are going to discuss the main idea of the text in pairs. The teacher elicits answers.
Among those highlighted in the book, an entire chapter is dedicated to
Beginning with the first chapter it stresses how the author
The short sections in the 19 chapters help the reader understand the text, which is sometimes complex. In the beginning
In How to Read Literature Like a Professor, Thomas C. Foster teaches readers the meanings behind commonly used symbols, themes, and motifs. Many readers of all ages use this book as a guide to understanding messages and deeper meanings hidden in novels. The deeper literary meanings of various symbols in Margaret Atwood’s The Handmaid’s Tale are explained in How to Read Literature Like a Professor. By using Foster’s book, readers can better understand the symbols in The Handmaid’s Tale.
#2- Reading Standards for Literature 1st Grade. Key Ideas and Details. Section 3: Describe characters, settings, and major events in a story, using key details. Again, this is a standard that I have used before for a previous lesson, but I felt like it could be expanded even further for students to be motivated or take an interest in the learning of the content.
This is how this chapter could help me in English class and how it can make it difficult for for others, including myself
The novel tells a story of an unnamed man and his son in who struggle to survive in this horrific environment. I feel that the language in the novel is verbose. McCarthy is blunt in his descriptions. He uses repeated struggles and similar scenes forcing the reader to share the tough experience of the characters. I agree with the author that The Road is the picture of a post-apocalyptic world.
Flashback to my junior year. I sat quietly in my AP Lang class as my teacher, Mrs. Fisher, announced that the reading competition between the language arts classes called for the book count for September. She stood at the board, marker in hand, staring out expectantly at her large class. Hands shot up across the classroom, and my own nervous hand rose up to join them. Mrs. Fisher happily chalked up the small fortune of books that our class had read.
According to Ehrman, this edition of the text provides the reader with a new design that makes the book more readable as well as new tools “designed to help students synthesize the material in the chapter.” (xxviii) Additionally, this edition contains numerous
One chapter in Thomas C. Foster’s book How to Read Literature Like a Professor that were not only extremely challenging, but was also enlightening and surprisingly engaging was Chapter 12: “Is That a Symbol?” In this chapter, Foster states that “So some symbols do have a relatively limited range of meanings, but in general a symbol can’t be reduced to standing for only one thing” (Foster, 105). This conveys that, generally, symbols have different symbolic meanings even though some symbols may have a very limited range of meanings. Essentially, this means that symbols in literature often have different symbolic meanings. The idea mentioned above is upheld by Cormac McCarthy’s book All the Pretty Horses, as the horses in the book are symbolic
The utilization of symbolism, diction and syntax all foreshadow the ending of the story and help the reader understand the meaning of
“The Veldt”, by Ray Bradbury, is a short story that contains a series of events where the children, Wendy and Peter, are constantly being spoiled with the use of technology. Their parents, George and Lydia, bought a technology filled house, which contains devices that do almost everything for them, including a nursery for the children. The nursery’s walls transform and display different environments, of which reflect one’s thoughts. The children, however, are caught using violent content inside the nursery so their parents threaten to take away all technology, including the nursery. The children become upset, throw temper tantrums, and end up locking their parents in the nursery, left there to die with hungry lions.
