Writing the Parts of a Stage Play Script

Writing the Parts of a Stage Play Script If you have a great imagination and you think you would enjoy telling stories through dialogue, physical interaction, and symbolism, you should really try your hand at writing scripts. It could be the beginning of a new hobby or career path! There are several types of scripts, including scripts for dramatic plays, television shows, short films, and full-length movies. This article provides a summary of the basic steps you can take to write your own dramatic play. At the basic level, the rules for writing and formatting are flexible; writing is, after all, an art! Parts of a Play There are certain elements you’ll want to include if you want to make your play interesting and professional. One important concept to understand is the difference between the story and the plot. This difference is not always so easy to understand, however. Story pertains to the things that really happen; it is the chain of events that take place according to a time sequence. Some of the story is fluff- it’s the filler that makes the drama interesting and keeps it flowing. Plot refers to the skeleton of the story: the chain of events that shows causality. What does that mean? A famous writer named E. M. Forester once clarified a plot and its relationship to causality by explaining: â€Å"The king died and then the queen died is a story. The king died and then the queen died of grief is a plot. The time-sequence is preserved, but their sense of causality overshadows it. Plot The action and emotional ups and downs of a plot determine the plot type. Plots have been classified in many ways, starting with the basic concept of comedies and tragedies used in ancient Greece. You can make up any type of plot, but a few examples might help you get started. Episodic: Episodic plots involve episodes: several events are linked together with each event or â€Å"episode† containing a possible climax.Rising Action: This plot contains a conflict, tension, and climax to resolve the conflict.Quest: This type involves an adventurer who sets off on a journey and reaches a goal.Transformation: In this variety of plot, a person changes character because of an experience.Revenge or Justice: In a revenge story, a bad thing happens, but eventually everything works out evenly. Exposition The exposition is the part of the play (normally in the beginning) in which the writer â€Å"exposes† the background information that the audience needs to understand the story. It is an introduction to the setting and characters. Dialogue The dialogue of a play is the part that allows you to show your creativity. A play is carried along through conversations, called dialogue. Writing dialogue is a challenging task, but it is your chance to flaunt your artistic side. Things to consider when writing dialogue are: Habits or accents that provide insight into the characterActions or behavior the character displays while talking Conflict Many plots involve a struggle to make things interesting. This struggle or conflict can be anything from a concept in one person’s head to a battle between characters. The struggle can exist between good and evil, between one character and another, or between a dog and a cat. Complications If your story is going to have a conflict, it should also have complications that make the conflict even more interesting. For instance, a struggle between a dog and a cat can be complicated by the fact that the dog falls in love with the cat. Or the fact that the cat lives in the house and the dog lives outside. Climax The climax happens when the conflict is resolved in some way. It is the most exciting part of a play, but the journey toward a climax can be choppy. A play can have a mini-climax, a setback, and then a bigger, final climax. If you decide you enjoy the experience of writing scripts, you can go on to explore the art in college through elective or even major courses. There you will learn advanced practices and proper formatting for submitting a play for production someday!

Douglas SBD Dauntless Divebomber in World War II

Douglas SBD Dauntless Divebomber in World War II The Douglas SBD Dauntless was the mainstay of the US Navys dive bomber fleet for much of World War II (1939-1945). Produced between 1940 and 1944, the aircraft was adored by its flight crews which praised its ruggedness, dive performance, maneuverability, and heavy armament. Flown from both carriers and land bases, the Slow but Deadly Dauntless played key roles at the decisive Battle of Midway and during the campaign to capture Guadalcanal. Also an excellent scout aircraft, the Dauntless remained in frontline use until 1944 when most US Navy squadrons began transitioning to the more powerful, but less popular Curtiss SB2C Helldiver.      Design Development: Following the US Navys introduction of the Northrop BT-1 dive bomber in 1938, designers at Douglas began working on an improved version of the aircraft. Using the BT-1 as a template, the Douglas team, led by designer Ed Heinemann, produced a prototype which was dubbed the XBT-2. Centered on the 1,000 hp Wright Cyclone engine, the new aircraft featured a 2,250 lb. bomb load and a speed of 255 mph. Two forward firing .30 cal. machine guns and one rear-facing .30 cal. were provided for defense.   Featuring all metal construction (except for fabric covered control surfaces), the XBT-2 utilized a low-wing cantilever configuration and included  hydraulically actuated, perforated split dive-brakes. Another change from the BT-1 saw the landing gear shift from retracting backwards to closing laterally into recessed wheel wells in the wing. Re-designated the SBD (Scout Bomber Douglas) following Douglas purchase of Northrop, the Dauntless was selected by the US Navy and Marine Corps to replace their existing dive bomber fleets. Production and Variants: In April 1939, the first orders were placed with the USMC opting for the SBD-1 and the Navy selecting the SBD-2. While similar, the SBD-2 possessed a greater fuel capacity and a slightly different armament. The first generation of Dauntlesses reached operational units in late 1940 and early 1941. As the sea services were transitioning to the SBD, the US Army placed an order for the aircraft in 1941, designating it the A-24 Banshee. In March 1941, the Navy took possession of the improved SBD-3 which featured self-sealing fuel tanks, enhanced armor protection, and an expanded array of weapons including an upgrade to two forward-firing .50 cal. machine guns in the cowling and twin .30 cal. machine guns on a flexible mount for the rear gunner. The SBD-3 also saw a switch to the more powerful Wright R-1820-52 engine. Subsequent variants included the SBD-4, with an enhanced 24-volt electrical system, and the definitive SBD-5. The most produced of all SBD types, the SBD-5 was powered by a 1,200 hp R-1820-60 engine and had a larger ammunition capacity than its predecessors. Over 2,900 SBD-5s were built, mostly at Douglas Tulsa, OK plant. A SBD-6 was designed, but it was not produced in large numbers (450 total) as Dauntless production was ended in 1944, in favor of the new Curtiss SB2C Helldiver. A total of 5,936 SBDs were built during its production run. Specifications (SBD-5) General Length: 33 ft. 1 in.Wingspan: 41 ft. 6 in.Height: 13 ft. 7 in.Wing Area: 325 sq. ft.Empty Weight: 6,404 lbs.Loaded Weight: 10,676 lbs.Crew: 2 Performance Power Plant: 1 Ãâ€" Wright R-1820-60 radial engine, 1,200 hpRange: 773 milesMax Speed: 255 mphCeiling: 25,530 ft. Armament Guns: 2 x .50 cal. machine guns (mounted in cowling), 1 x (later 2 x) flexible-mounted .30 cal. machine gun(s) in rearBombs/Rockets: 2,250 lbs. of bombs Operational History The backbone of the US Navys dive bomber fleet at the outbreak of World War II, the SBD Dauntless saw immediate action around the Pacific. Flying from American carriers, SBDs aided in sinking the Japanese carrier Shoho at the Battle of the Coral Sea (May 4-8, 1942). A month later, the Dauntless proved vital in turning the tide of the war at the Battle of Midway (June 4-7, 1942). Launching from the carriers USS Yorktown (CV-5), USS Enterprise (CV-6), and USS Hornet (CV-8), SBDs successfully attacked and sank four Japanese carriers. The aircraft next saw service during the battles for Guadalcanal. Flying from carriers and Guadalcanals Henderson Field, SBDs provided support for the Marines on the island as well as flew strike missions against the Imperial Japanese Navy.  Though slow by the standards of the day, the SBD proved a rugged aircraft and was beloved by its pilots. Due to its relatively heavy armament for a dive bomber (2 forward .50 cal. machine guns, 1-2 flex-mounted, rear-facing .30 cal. machine guns) the SBD proved surprisingly effective in dealing with Japanese fighters such as the A6M Zero. Some authors have even argued that the SBD finished the conflict with a plus score against enemy aircraft. The Dauntless last major action came in June 1944, at the Battle of Philippine Sea (June 19-20, 1944). Following the battle, most SBD squadrons were transitioned to the new SB2C Helldiver, though several US Marine Corps units continued to fly the Dauntless for the remainder of the war. Many SBD flight crews made the transition to the new SB2C Helldiver with great reluctance. Though bigger and faster than the SBD, the Helldiver was plagued by production and electrical problems that made it unpopular with its crews. Many reflected that they wanted to continue flying the Slow but Deadly Dauntless rather than the new Son of a Bitch 2nd Class Helldiver. The SBD was fully retired at the end of the war. A-24 Banshee in Army Service While the aircraft proved highly effective for the US Navy, it was less so for the US Army Air Forces. Though it saw combat over Bali, Java, and New Guinea during the early days of the war, it was not well received and squadrons suffered heavy casualties. Relegated to non-combat missions, the aircraft did not see action again until an improved version, the A-24B, entered service later in the war. The USAAFs complaints about the aircraft tended to cite its short range (by their standards) and slow speed.

Juvenile Delinquency Essay Example | Topics and Well Written Essays - 500 words - 1

Juvenile Delinquency - Essay Example e are many theories that can be used to explain delinquent behavior, this paper will use the routine activity theory to explain the behavior of John and show how it relates to his behavior. According to this theory, people commit crimes when chances for committing crime present themselves (Siegel 123). In delinquency cases, this is mostly the case as teenagers find themselves with a lot of freedom to commit crime and the absence of deterrents only serves to make an opportunity more viable. According to this theory, three aspects must be present for a criminal activity to take place. These features include the presence of a person motivated to perform a crime, a victim of the crime and the absence of deterrents. According to this theory, therefore, criminals are opportunistic in nature. In the case of John, he is a motivated person ready to carry out his criminal activities. After being suspended from school, John may have been motivated to take revenge. From this need to revenge on the school for suspending him, he decided to carry a gun to school and shoot some students. Since there was a motive behind his actions, he is a motivated criminal. Given the fact that he had been suspended for smuggling drugs, John is a chronic offender as he is prone to be breaking the law most of the time. Being subjected to violence was a motivating factor and thus he became a youth at risk. Despite this information, shooting the students is an act of free will rather than a random event. The students who were walking out of a class may have been the first to meet John thus presenting themselves as victims. Given the fact that John was smuggling drugs into school, it is also possible that he was a victim of substance abuse. His record also shows that he had been arrested for carrying illegal substances. His delinquent behavior was noted to have been increasing, culminating in the school shooting incident. He may have become a criminal due to the labeling that he was used to when

Feasibility Analysis Paper Research Example | Topics and Well Written Essays - 2000 words

Feasibility Analysis - Research Paper Example This paper includes critical and impartial look of the Good Addict venture through feasibility analysis study. Product/ Service Feasibility Analysis Product/ service feasibility analysis involves an assessment of the general appeal of the product or service that is proposed. It is necessary to ensure that a product offered actually satisfies the customer’s wants and that it serves as what the customers want. Product/ service desirability as well as product/ service demand. Green Addict services make a lot of sense and are very reasonable. Currently there have been a number of diseases and disorders that can be attributed to the food people eat. Most would want to maintain a healthy body and this does not come easily (â€Å"Report Linker† Web). Many restaurants do not pay attention to the need for organic food thus limiting options for retailers of choosing green organic food while relaxing in an environmentally friendly place. A number of people would definitely desire to enjoy life longevity and minimize their medical expenses. Green Addict offers exactly what the customers want. Their product and services are unique and appealing to a large number of people who are health conscious. It is apparent that the consumers will get excited when they are served organic food in a cool and environment friendly restaurant (Nusra Web). Green Addict takes advantage of an environmental trend of global warming and the publicity of environmental issues. Most people are aware of the dangers of genetically modified food and the carbon production. It is apparent that even small children are aware of the going green concern because of media publicity (â€Å"University of Minnesota† Web). Green Addict idea of using recycled materials is vital in the eye of the public who are already trying in their own level to reduce carbon emission. Green Addict therefore feels the environmental gap that is currently experienced in the market place. The introduction of serv ices by Green Addict is timely because it comes at a time when almost everyone around the world is worried about global warming. Green Addict will be offering services that many consumers would want to buy because of the consciousness of saving environment and staying healthy. Everyone asked about the importance of organic food will definitely give a positive response. Offering organic meals and a completely healthy environmentally friendly experience will therefore lead to a competitive edge in the market thus increasing the chances of the business idea to be successful. Customers that are health and environmental conservation conscious will even be willing to pay higher because of their understanding of the quality of services offered (Nusra Web). The product design and services offered at Green Addict may have a challenge of obtaining raw material as well as other organic supplies because they are very limited and extremely expensive. Offering organic foodstuffs is very costly an d the customers may not be willing to pay the higher cost of services. It is also likely that Green Addict may incorporate a few ingredients, which are not organic such as cheaper cooking oil that may contain food additive and chemicals that may turn away the consumers. Maintaining a purely green and organic product may therefore not easy to maintain unless the customers targeted are willing and able to pay for the higher costs associated with the product and services. Industry/ Target Market Feasibility Analysis It

Financial and Management Accounting: Payroll Services

Financial and Management Accounting: Payroll Services Financial and Management Accounting Case Study: Payroll Services 1. IMPACT ON THE CHARGE PER TRANSACTION: The payroll department is incurring a total cost of  £590,000 at present. The charge per transaction is  £236 (see fig 1 Appendix A) which is the charge applied each time a salary transaction is completed i. e the salary is transfered. If the lump sum is paid to the staff to switch over to the monthly payment system, it is forecasted that it will generate a saving of  £20,000 in Pay Costs while the services and supplies costs are likely to decrease by  £3,000, thereby bringing it down to  £98,000. The recalculated total or full cost will be  £ 567,000 per financial year. In the new scenario the charge per transaction is reduced to  £226 thereby showing a saving of  £10. On analysis of the figurework it will not be advisable to have these workers shifted over to the monthly payment system as the figures suggest that bulk of the workers are under the monthly payment system. The authority will have to pay a lump sum of  £500,000 to the workers when they shift over to t he new system, however in retrspect the cost dished out now will be recovered in a very long time because the savings being made by the authority on different facets of the payroll department are not significant enough. Apart from the savings it does represent harmonisation of the company however there are other aspects to be considered. Bulk of the workers are under the monthly payment arrangement and having the weekly workers under that scheme might cause confusion in the payroll system. However there are some finer points to take into consideration. The ending of the weekly wage payment system might have an adverse effect because the workers who are being offered to shift over to the monthly payment system will still be working on weekly basis. The difference only being that their salaries will be paid on a monthly basis. Alongside these workers there are other workers who are employed on a monthly basis, they work on a monthly basis and recieve their salaries on a monthly basis. If the authority wants to keep the weekly and the monthly workers apart and not mix up or confusion between the two, it would have to operate two different payroll departments. There would be one department keeping the records of staff working on a weekly basis but all of whom will be paid a monthly salary and the second department within the payroll section to keep record of the staff workingon a monthly basis who also get paid on a monthly basis. Operating two separate departments would therefore mean that all the costs associated with the running of the payroll section will be much more than what they stand at now. The increment in the cost is therefore a mojr factor to consider. Considering this the weekly staff should not be asked to transfer to the monthly system. The fact that the authority will probably have to run two departments within a department complicates things and also increases the cost factor which is what the authority is geared towards saving. The government is also urging all the authorities to save on the cost side of things and make the authorities economically more viable. Therefore on the basis of the analysis and considerations it is advisable that the authority should not seek to transfer their weekly staff over to the monthly payment system. 2. FINANCIAL APPRAISAL OF OPTION 1 AND 2: In this case we are faced with the scenario of two options having different lifespans associated with them. Option 1 has a lifespan of 4 years while Option 2 has a life span of 6 years. Facing this situation we will carry out the financial appraisal on the basis of the equal annual cash flow method whereby the option with the lowest cost will be chosen. The Equal annual cashflow supposes that the cashflows generated as an annuity. In case of annuities we use the annuity factors rather than the individual yearly discount rates to calculate the present values of the cash flows. Whereas in the equal annual cashflow method the annuity factor is the total of all the yearly factors for the duration of the project and in this case the lifespan of the payroll system being put in place. Equal annual cashflow = present value of costs/annuity factor for N years at R% Therefore for option 1: The equal annual cashflow = 916,454/2. 3299 ( Looking at the annuity tables) i. e =  £ 393,345 ( see appendix B for figures) and for Option 2: The equal annual cashflow = 1,453,231/2. 7967 i. e =  £ 519,623 Therefore on the basis of the analysis we will chose the option 1 as it has the lowest equal annual cashflow. There are a few limitations with the calculations involving cashflows and capital costs. These cashflows do not take into account the fluctuation of the interest rate and assume it to be constant over the lifespan. In isolation from authority Bs proposal we will chose the first option as it has the lower equal annual cash flow. It is feasible on the basis of the calculations to select option 1 and put it into practice. Hoewever there are limitations to the equal annual cashflow method. This appears to be a nice idea however in reality it does not add value to what we can determine from the other methods. The other methods will also yield the same result and therefore adding no extra information for us to make a decision. The equal annual cashflow method can be used alone when other methods yield nothing and this is the last resort for carrying out an financial apprasial. As f ar as the aritheticinvolvedin this method it is no more complicated that the other methods and is no more advanced than the traditional methods. There are limitations to this methods which leave a lot to be desired. This method ignores the influence of inflation and fluctuation in the interest rate. However it is possible to overcome these limitations by adjusting for the these factors. The cashflows can be adjusted for inflation and the fluctuating interst rate in the real world. Firstly a discount rate shoul be selected that is already adjusted for the inflation and includes an allowance for the inflation. Secondly the cashflows can be expressed in real terms whereby meaning that the anticipated inflation rate can be excluded from the discount rate. In other words the first method provides us with the nominal cashflows while the second method gives us the real cashflows at a real discount rate. The second method excludes the anticipated inflation rate from the discount rate which follows the prudence concept of accounting where the costs are over estimated and the profits are underestimated so as to avoid disappoinmtment later and to cover for the contigencies. 3. DISCUSSION ON THE PROPOSAL: Authority Bs proposal is to transfer As payroll function to B. The cost associated with this  £380,000 for the next financial year. Evaluating on the cost basis only the Authority A should go ahead with the transfer because the cost proposed by authority B is less than the cost calculated for authority A which is  £393,345 on the equal annual cashflow method. Authority B has also suggested that in fututre if more authorities join in the cost would be lowered progressively in the following financial years. Based on the calculation and authrotiy Bs proposal the authotiy A its payroll function to authority B. In order to carry out an investment appraisal of the proposal there will be a few items other than the cost. We would need the reduction in the cost due to the shifting of the payroll. We would also require the reduction in cost due to less staff being employed. Reduction in service and supplies costs. However we would also need to know the cost incurred due to the redundancy o f a number of staff due to the payroll being transfered. The knowledge of all these costs would enable us to make a much better informed desicion on whether or not to transfer the payroll to authority B and whether it would be beneficial in the long run. These financial appraisals have a limitation which is that they donot incorporate inflation however inflation can be adjusted for when carrying out the financial appraisal. The net present value can be adjusted by two ways to take inflation into account. Firstly a discount rate can be used which incorporates inflation. secondly the discount rate can exclude the inflation rate and the cash flows acan be expressed in real terms. The transferring of the payroll from one different authorities to a central one might result in too many job losses and redundancies which again will be against the governments agenda. The government would certainly not like to contribute to unemployment. In this case this can be solved by spreading the unemployment over different authorities and not increasing the burden on one authority or for that matter a few authorities. The government should also try and create more jobs so as to accomodate these redundancies. APPENDICES APPENDIX A: The cost for operating the payroll section is as follows: Payroll costs:  £216,000 Services and Supplies:  £101,000 Accomodation: £ 45,000 Capital Charge: £228,000 Full Cost: £ 590,000 The charge to the Budget Holders is:  £590,000/2500 =  £ 236/Transaction. (fig1) The cost for the payroll after paying the Lump sum: Payroll Costs:  £196,000 Services and Sipplies: £ 98,000 Accomodation: £ 45,000 Capital charge: £ 228,000 Full Cost: £ 567,000 The charge now to the Budget Holders is:  £ 567,000/2500 =  £ 226/Transaction(fig2) APPENDIX B: OPTION1 START OF YEAR CAHSFLOWS YRCASHFLOW PV @ 8% 1 £ 830,000 830,000 2 £ 33,000 28,290 3 £ 36,300 28,815 4 £ 39,930 29,349 TOTAL 916,454 OPTION 2 START OF YEAR CAHSFLOWS YRCASHFLOW PV @ 8% 1 £ 1400,000 1400,000 2 £ 22,000 20,369 3 £ 24,000 20,575 4 £ 24,000 19,051 5 £ 24,000 17,640 6 £ 24,000 16334 TOTAL 1,453,231 BIBLIOGRAPHY BOOKS: 1. Mott, G. (1993) Investment Appraisal 2. Pike Neale (2003) Corporate Finance Investment 3. Drury, C Management and Cost Accounting, 6th edition Thomson (2004) 4. Williamson Duncan Cost and Management Accounting (1996) Prentice Hall

Reading and Writing Strategies Essay

|Strategy |Activity |Assessment | |Prior Knowledge: To make connection to what one already |Make a word web of information that has |Create a concept map showing key ideas. | |know. Lay a foundation which new facts, ideas and |been discussed. | | |concepts can be develop. | |Assess prior knowledge by asking | | |Share information. |questions. | | |Create a T-Chart with what students would | | | |like to know about the subject and what I | | | |now know. | | |Prediction: Predicting involves thinking ahead and |Ask question about each picture to elicit |Write prediction in reading logs. | |anticipating information and event that take place. |response that require them to make | | | |inferences. |Students complete a prediction sheet as a| | | |formative assessment. Students share what| | | |they learned. | |Summarizing: Process of identifying and writing the main |Writing in journal as to how they think |Write a short summary of the material. | |ideas that unite ideas into a coherent whole. |the story will end or what will take place| | | |at a certain point in the material. |Read a passage from the material and | | | |write a summary. | | |Give an oral summary of their version of | | | |what take place. | | | | | | |Generate Question: The practice of asking what, when, |Students look at the title and write |Create a short answer for discussion | |where, why, what will happen, how and who question. |question as to what, when and where. |question. | | | | | | |Ask question before reading, during |Asks questions that would likely | | |reading and after reading. |encourage a response that is focused, | | |â€Å"Engage class in pre discussion Students |detailed and interesting. | | |will make predictions about the text by | | | |asking effective before reading questions |Rubric can be used to evaluate the | | |to improve reading comprehension† |quality of the questions created by the | | |((Teacher vision, n. d). |student. | | | | | | | | | | | | | | | | | | | | | |Fluency: The ability to read text smoothly, accurately |Readers’ Theater |Running Records | |and with expression. |Students read |Retelling the main idea and supporting | | |aloud from a script |details, the sequence of events, | | |and bring the |characters, setting and plot. | | |characters and | | | |action to life. | | | | | | | |Tape assisted | | | |reading | | | |The students listen | | | |to a recording of a | | | |story or text and | | | |reads along. | | | | | | | |Partner Reading | | | |Read aloud with a | | | |partner and partner | | | |give feedback. | | |Word-Attack Strategies: Help students to decode, | |Read list of sight words and check for | |pronounce and understands unfamiliar words. |Sound Out the Word |pronunciation and decoding. Give students| | |Start with the first letter, |one minute to read list of words. | | |and say each letter- | | | |Sound out loud. | | | | | | | |Blend the sounds | | | |together and try to say |Look for base words and blend the | | |The word. |beginning or ending sounds to sound out | | | |words. | | |Look for Chunks in the Word | | | | | | | |Look for familiar letter chunks. They may | | | |be sound/symbols, prefixes, suffixes, | | | |endings, whole words, or base words. | | | | | | | |Read each chunk by | | | |Itself. Then blend the chunks together and| | | | | | | |Sound out the word. | | |Visualize: Students will learn to visualize the details|Analyze what they read. |Select a picture and relate the details | |of a text. They will use other sensory images like | |of the picture. | |dramatizing and drawing to help them better understand |Drawing during reading. | | |what they are reading. | | | | | | | Writing Strategies |Strategy |Activity |Assessment | |Prewriting: The stage where students begin the |Brainstorm ideas |Use a graphic organizer to plan writing. | |writing process by creating ideas for |Choose a topic | | |writing. |Plan and organize information | | | |Create an outline | | |Drafting: The stage where students put their |Write a draft |Put their ideas on paper | |ideas in writing. |Students put their ideas in writing and correct| | | |later. | | |Revising: Draft is reread and improvements are |Add information when needed |The teacher provides feedback according to the | |made. |Delete unnecessary information |rubric. | | |Organize paragraphs | | |Proofreading: Students read and make |Students reread their papers for errors. |The teacher provides feedback according to the | |corrections. | |rubric. | | |Partner up with another student and proofread | | | |each other paper using a red pen and circle | | | |errors. | | | | | | |Final Draft: Student final paper before |. |Consult teacher for feedback. | |publishing. Consult teacher for feedback. |Have another student read and one listen for | | | |main idea and supporting details. |Compare writing against writing rubric. | |Sequence: The order in which events happen. |Rewrite an event how they happen. | | |Writers help their reader understand what | |Students relate three things that happen at | |happens in story. | |school. List the events out of order. Have | | | |students write the events in order using first,| | | |next and last. | | | | | | | |Student writes a paragraph explaining their | | | |morning routines by using time-order words. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Publishing: Students share their writing with |Students design a book cover and create their |Make a final coy using best handwriting. | |others or the class. |own original book. Use text and pictures to | | | |establish their ideas. |Publish student’s paper by display it outside | | | |of the classroom for others to read. | Reference TeacherVision: http://www. teachervision. fen. com/lesson-plan/reading- comprehension/48697. html#ixzz1mGdBZfRx Tompkins, G. E. (2010). Literacy for the 21st Century: A Balance Approach. Fifth ed. Allyn & Bacon.

Main Points Of Pride and Prejudice - Free Essay Example

Sample details Pages: 5 Words: 1587 Downloads: 4 Date added: 2019/05/29 Category Literature Essay Level High school Tags: Pride and Prejudice Essay Did you like this example? Pride and Prejudice by Jane Austen Narrator: voice outside the story Point of view: third person Don’t waste time! Our writers will create an original "Main Points Of Pride and Prejudice" essay for you Create order Tone: admiration Quote: While seeing Miss Elizabeth Bennet Mr. William Darcy notices But no sooner had he made it clear to himself and his friends that she hardly had a good feature in her face, than he began to find it was render uncommonly intelligent by the beautiful expression of her dark eyes he was forced to acknowledge her figure to be light and pleasuring: and in spite of his asserting that her manners were not those of the fashionable world, he was caught by their easy playfulness (Austen 12). Analysis: The quote demonstrates the tone of admiration because Mr. Darcy starts admiring and giving attention to Miss Bennet, eventually he slowly starts falling for her. Mr. Darcy admire Miss Bennet by describing her figure and beauty to be beautiful. Having a bad first impression on Elizabeth because of her status Mr. Darcy began to change how he saw her. One main character is Elizabeth Bennet and her attitude changes her opinion towards Mr. Darcy when he sent her a letter and after reading it, She grew absolutely ashamed of herself. Of neither Darcy nor Wickham could she think without feeling she had been blind, partial, prejudice, absurd. How despicably I have acted! she cried; I, who have valued myself on my abilities! Who have often disdained the generous candor of my sister, and gratified my vanity in useless or blameable mistrust (Austen 56)! Elizabeth feels prejudice against Mr. Darcy because she found out in her letter that the problems he had with Mr. Wickham were true and that she shouldnt have let herself believe that everything Mr. Wickham told her. Elizabeth blames and is ashamed herself because she questions how she could misinterpret Mr. Darcy and blame him. Elizabeth admits how she could ever be so blinded by pride that she could have acted this way. One example of theme in Pride and Prejudice is pride can overcome ones way of looking at someone. Miss Lucas is talking to Miss Bennet about Mr. Darcy and how His pride, said Miss Lucas, does not offend me so much as pride often does, because there is an excuse for it. One cannot wonder that so very fine young man, with family, fortune, everything in his favor, should think highly of himself. If I may so express it, he has a right to be proud (Austen 11). Miss Lucas has the same opinion with Mr. Darcy because he thinks he has a right to be proud because he has the money and the status to get whatever he wants. It shows that Miss Lucas in some way is prideful for Mr. Darcy because of all the aspects he has in life is basically something everyone should be proud of having. Later on, Miss Elizabeth Bennet is consumed with pride when Miss Bingley tells that all Mr. Wickham told her about his past life and situation with Mr. Darcy is not true. Miss Bennet responds with His guilt and his descent appear by your account to be the same, said Elizabeth angrily; for I have heard you accuse him of nothing worse than being the son of Mr. Darcys steward, and of that, I can assure you, he informed me himself (Austen 30). Miss Bennet is prideful of her opinion towards Mr. Darcy that she doesnt believe a word Miss Bingley is saying. Miss Bennet would rather believe Mr. Wickham who she is slowly growing affection than Mr. Darcy who she always has an op inion of. In Pride and Prejudice, a rich man must always consider marriage, which Mr. and Mrs. Bennet attempt to find husbands for their five daughters, especially Mrs. Bennet who acts like its her life goal to do so. At the ball, a rich man, Mr. Bingley introduces Mr. Darcy to the Bennets and Mr. Bingley notices and dances with Jane Bennet for most of the night. Jane seems to have interest to Mr. Bingley and Charlotte Lucas discusses with the Bennets that Mr. Bingley has an interest to Jane as well. Having Jane and Elizabeth getting closer to the Bingleys, its easier for Mr. Bingley to fall for Jane. Mr. Darcy begins to admire Elizabeth without her or him realizing it. Jane is invited over with the Bingleys and Mrs. Bennet demands she goes on horseback so if it rains she will have to stay over. Unfortunately, it does rain and Jane get seriously ill and has to stay over. The Bingley sisters make fun of Elizabeth because they cant believe that she walked three miles to go see Jane and laugh because she in a lower status. The next day, Miss bennet attempts to get Mr. Darcys attention but he doesnt care and grows jealous when she sees that Mr. Darcy admiring Elizabeth and even asks her to dance. Elizabeth wants to head back to Longbourn but Mrs. Bennet refuses by not lending them a carriage. Mr. Darcy ignores Elizabeth for the remainder of the time to stop any growing affection. The family learns, if Mr. Bennet passes then his cousin, William Collins, would take the estate. Mr. Collins is coming and explains that hes a clergyman, who works for Lady Catherine de Bourgh. In Meryton, the girls see a solider named Mr. Wickham, where Elizabeth and Jane see Darcy and Wickham awkwardly changing colors between then which confuses Elizabeth and Jane whats happened. Mr. Wickham tells Elizabeth that Mr. Darcys father is his godfather and they grew up together. When Darcys father died, he left money for him but Darcy was jealous and refused to give him the money, and Lady Catherine encourages Darcy to marry her daughter. Theres a ball coming up and Elizabeth is excited because the ball could get her closer to Wickham and she wants to dance with only him. Unfortunately, for Elizabeth, Wickham doesnt show up and dances with Mr. Darcy instead. After the dance, Miss Bingley grabs Elizabeth and tells her all Mr. Wickham told her about Darcy is false and Elizabeth doesnt believe it. The next day, Mr. Collins proposes to Elizabeth but declines, causing Mr. Collins to find someone new. Until, Miss Lucas and Mr. Collins have been spending time together and Mr. Collins proposes to her and she gladly accepts. Mrs. Bennets family, the Gardiners, come to visit and talk about Janers situation with Mr. Bingley and offer to take her to London. Elizabeth goes to Rosings Park, shes invited to have dinner with Lady Catherine where she questions Elizabeths accomplishments and family, giving her own remark on every replys. Then, Mr. Darcy has arrived, and during this time, it seems that Darcy and Elizabeth are getting closer and may be falling for her. In a conversation with Colonel Fitzwilliam, Lady Catherines nephew, he tells Elizabeth that Mr. Darcy convinced Mr. Bingley not to marry Jane because he thinks Mr. Bingley loves Jane more than she loves him. Later, Elizabeth finds Darcy confessing his love and proposing and with rage Elizabeth declines because he destroyed Janes love life. The next day, Mr. Darcy has a letter for Elizabeth explaining how he was wrong for going between Jane and Mr. Bingley and Wickham desired more money after Darcys father died and he tried to start a relationship with Georgiana Darcy, and Elizabeth rereads the letter and realizes she been a fool for not believing Darcy. Elizabeth learns that Darcy is leaving, but doesnt want to see him because shes embarrassed with herself. Then Jane and Elizabeth go back home. In the next days, Elizabeth will be going to the Gardiners estate and when she arrives, she is surrounded by talk of Darcy and sees a portrait of him. Receiving bad news Elizabeth gets a letter that Wickham is marrying Lydia and that she needs go home immediately. The Gardiners are confused why Lydia is marrying Wickham if she has no money and isnt planning to marry yet. The search for Wickham and Lydia has not been successful and it turns out Wickham is in debt. A few days later, they were found, unmarried and it will cost thousands of pounds for him to marry Lydia. When Lydia arrives to home acting like nothing happened, Lydia reveals a secret that Darcy was at her wedding ceremony. It turns out that Mr. Darcy bribed Wickham to marry Lydia because if he didnt, it would have ruined the Bennets reputation. Mr. Bingley comes back to Netherfield with Mr. Darcy and the Bennets invite them for dinner and they accepted. Mr. Bingley still has his intentions to marry Jane and the whole family is estatic when he does. Then, Lady Catherine comes asking for Elizabeth and she commands that she wont accept any proposal from Mr. Darcy because hes going to marry her daughter even though they arent engaged. Then, Mr. Darcy comes to Longborn with Bingley and finds himself alone with Elizabeth and she starts thanking him for helping out her family and they exchange their feelings and confess that they both love each other. They both agree to marry and theyll need to talk to Mr. Bennets to ask for Elizabeths hand in marriage, and right away write letters to the family to tell them about the engagement. Eventually, Mr. Bingley and Jane and Darcy and Elizabeth get married with the rest of the Bennets at home and Lydia is still happily married and everyone is glad dont have to worry about finding a man.