Field Observation : Lamb To The Slaughter By Ronald Dahl

In Thomas Foster’s book, “How to Read Literature Like a Professor,” readers learn how to look past the surface of a literary work to find a deeper or hidden meaning. Writers use devices, such as symbolism, imagery, foreshadowing, irony and allusion to reveal these meanings. If these are overlooked, important aspects of the story can be lost. One literary device that Foster emphasizes in his book is allusion. Every story has elements of another story, and Foster devotes Chapters Four through Seven explaining the meaning of allusion in works by Shakespeare, the Bible, and fairy tales.

Literary elements and writer’s craft are essential to a well written story that gives understanding and meaning to the readers. Authors use these elements to add deeper meaning to a story that otherwise is as dull and same as the rest. The short story Lamb to the Slaughter is about a wife who kills her husband and then tries to cover it up. The Leap, another short story, is about a girl who is telling stories about her mother’s life. Both short stories portray and utilize literary elements and writer’s craft but Lamb to the Slaughter uses them more effectively and clearly.

Additionally, in the short story “The Possibility of Evil” the reader will find dramatic irony, situational irony, and verbal irony. Lastly, in the short story “The Skating Party” there is situational irony shown at the end of the story which is foreshadowed throughout the story. The short stories “The Possibility of Evil”, “The Skating Party”, and “The Lottery” all culminate in an ironic ending that is upon a more critical reading, foreshadowed throughout the story. While reading the short story “The Possibility of Evil” the reader comes into contact with dramatic irony. An example of dramatic irony is shown when Miss Strangeworth drops one of the letters that she wrote and she

There are three principal sources of interest in narratives: suspense, mystery, and irony. In the narratives “A Rose for Emily” by William Faulkner and “Lamb to the Slaughter” by Ronald Dahl, irony is a primary source of interest. Irony is defined as a state of affairs or an event that seems deliberately contrary to what one expects and is often amusing as a result. In both of these cases, the use of irony by the authors greatens the impact the pieces have on their audience. In both “A Rose for Emily” and “Lamb to the Slaughter”, the authors have numerous pieces of irony throughout their respective stories; this use of irony creates a better reading experience for the reader.

This learning activity has the students looking more deeply into their chosen book using a more critical mind rather than just enjoying the book for its basic story line. It has them taking note of what is happening at each stage of the book and why these events are taking place, then taking this information they have gathered and developing a written report to convey their thoughts and ideas in the book along with developing the skills necessary to produce a piece of writing that is easy to read and understand for the reader. This activity also has a lot of hidden features to the task, such as using the correct grammar, development of sentence structure and use of creative thinking to make the piece interesting to the reader.

When taking English Composition 2 I have learned various things that I can carry through with me throughout the rest of my academic and social life. The class English Composition 2 touched on the components of character, setting, short story, drama, and poetry. With each section and a lecture on each section I have taken away a piece away from each section, one thing that is for sure I will never read literature the same after this class. When talking about character we looked into the story Gorilla My Love and how the story is told through the eyes of a young black girl named Hazel. Concluding from this section of the class I learned that if the characters were to be different characters the story would change as whole. When looking deeper into the concept of setting as a class we had the opportunity to learn how to depict where the setting is, and learn how the setting can make a difference in any type of literature. For the concept of short stories as a student I looked deeper into the story of 20/20. After, a struggle on the topic of short stories I learned the different compontes that go into and are used in making a short story. For an example, the story 20/20 uses the model Freytag’s Pyramid to tell the story line. The component of Drama happened to be my favorite component of the class. I

In Honors English (3rd and 5th), ask students to turn in yesterday’s assignment. They have a test on “A Problem” today, so they should log into their pearson accounts online and take the test. I will check their scores and put them in Skyward asap. Once their test is finished please have them read pages 78-79 in the literature book. Their assignment is to read “Like the Sun” (pgs 80-84) and “The Open Window” (pgs 85-88). They should be looking for instances of paradoxes and irony during each reading. They need to complete the critical thinking questions on pages 84 and 88.

The reading for the past two weeks have been a little controversial. The reading assignments that we have been given are real life situations. The two stories that I choose to talk about include “The Atlantic Exposition Address” by Booker T. Washington, and “Death of a Salesman” by Arthur Miller. One of this reading assignments is about a real life event, and the other one is a playwright about a situation that can happen in a person’s life. I choose this two reading assignments because they are very different, but at the same time we can connect to them in our personal life. I will be talking about imagery, symbol, and even a setting to create a conflict/resolution of a human

6/20 It is clear the rescue took place on the 20th and the one warehouse was cleaned out, According to testimony I received which has been verified by THREE sources it took most of the day to clear out most of Slaughterhouse #1. Then the whole group drove for hours and sometime are 2am they drove into an open field with a large barn and bought the rest of the dogs.

Sophia is an enthusiastic reader. Each week she has reads a balance of fiction and nonfiction texts. She loves to read books about animals. This is no surprise, considering that she has taken on the responsibility for the care of our class pet by conducting research. Her reading clearly has purpose and is driven by her curiosity. Sophia has many insights to offer therefore a next step is to increase her participation in class discussions. This is help her futher her ideas, while supporting others. As Sophia continues to read complex texts she work on sythesizing the events in text. She can do this by jotting the significant events using a timeline or t-chart model. Then think about, “Why are these events important? How are they connected? Why did the author include these events?” This is essential

Teachers are always assigning homework in the textbook and of course every student complains. Not only because they have homework, but because they have to lug home multiple textbooks. Many school districts have been trying to find a way to solve this complaint. What school board officials have come up with is replacing the textbooks with notebook computers or tablets. It is the 21st century, there is technology booming everywhere. However, converting the notebook computers might not be the greatest decision.

The session began with listening to a familiar story with a social topic. Then, the students enact the story and were

One topic of conversation that arose was about the animals, insects, reptiles and amphibians that inhabit the rainforest. My students at the time were very drawn to frogs so during a reading lesson about character traits I chose the book Frog and Toad Together by Arnold Lobel. In this short chapter book Frog and Toad are best friends who enjoy different adventures together. It is a wonderful example of friendship and loyalty. For this particular lesson students were analyzing their character traits. As I was observing and participating in discussions around the classroom, I realized that many of the students were wondering about the difference between a frog and toad and wondering if the characters in the book reflected these differences. These insights made me realize that we should shift the focus and research these differences. I contacted the librarian and he suggested I read them All About Frogs by Jim Arnosky. Thus I choose this book as my expository example. This book provided a wealth of information and vivid illustrations about different types of frogs and toads. The students were extremely engaged in learning more about frogs and using this information to draw conclusions about the fictional characters in Frog and Toad Together by Arnold Lobel. My students took the initiative to learn and explore with very little push from me. It was one of my most memorable lessons, that literally

Authors use stylistic techniques to convey meaning and to bring richness and clarity to their pieces of writing. In the short story “The Celebrated Jumping Frog of Calaveras County,” a man named Smiley is cheated out of a bet after he was so confident that he was going to be victorious. In the short story “Cannibalism in the Cars,” a train full of political figures is stopped by a severe snowstorm, preventing them from continuing their journey. In “The Celebrated Jumping Frog of Calaveras County” and “Cannibalism in the Cars,” Mark Twain uses imagery, characterization, and foreshadowing in order to aid a reader's understanding of the stories.