Use the text of Act I to find examples of the literary devices below. Quote the examples using proper notation (quotation marks, Act, scene, and line numbers). Then, explain the effect of the use of the device in the example. Use your own paper. Nov 11, 2018. Www.iheart.com/artist/carl-mann-111293/songs/too-young-36028690/ weekly.com/artist/hardough-davinci-31025958/songs/candy-36059633/ weekly.com/artist/dejk-31050740/songs/staryi-dobryi-shchenok-36550504/.com/artist/triple-m-31174198/songs/lets-get-technical-37004088/ weekly. ![]() A fellow EMT is talking with the Medical Director at a staff meeting. 5 sil portera na primere restorana youtube. The EMT states that the neighboring ambulance service is carrying special clotting bandages for serious bleeding wounds. The special bandages cost five times as much as the regular bandages, but the EMT claims they work ten times better. The EMT wants the Medical Director to approve the bandages for use in their ambulances. The Medical Director responds to the EMT by saying he will not approve the bandages until he can prove they are worth the additional cost. How can the EMT best prove the worth of the special bandages? You and your new EMT partner arrive first on the scene of a single car rollover on the shoulder of a busy highway. You pull off in a safe location and just as you stop the ambulance, your partner throws the passenger door open, steps out of the truck, and begins jogging through the scattered debris toward the overturned car. You shout for him to stop and he looks back at you, but then continues to the vehicle and begins assessing the driver. Later, as you are restocking in the ambulance bay of the local trauma center, your partner tells you that he thinks you acted unprofessionally by shouting at him. What is the best way to respond? This lesson begins scene two in the play. My goal is to introduce students to some of the elements of drama: in this case, setting and scene design. This lesson is also a great opportunity for students to use their knowledge of imagery to give life to the scene in their imaginations and bring the words to life. I have included an activity that allows students a chance to look at the language of the scene design and the descriptions of the actors' actions. This lesson is Common Core aligned because it requires students to look closely at text to extract meaning in order to visualize the physical aspects of the play. After roles have been assigned, we read through Act 1, scene two of the play. ![]() I will stop intermittently to make key points or to check for understanding. The key to this scene is to ensure that students understand the legal basis of the Napoleonic Code. We cover this in the notes at the beginning of the unit. To reinforce this concept, I ask students, 'What code is Stanley referring to? What does it mean?' Stanley's concern for the loss of Belle Reve is not rooted in his feelings for Stella. It is more of a concern for his own well-being.
0 Comments
Leave a Reply. |