Pirates Of Penzance: Under The Quilt Of Night

In the 1935 film adaptation of A Midsummer Night’s Dream, the last soliloquy helps bring together the varied themes of the play itself, not to mention the unique and distinctive stylistic choices as dictated by Dieterle and Reinhardt. Although the production is somewhat limited by the technology of its time, the film is still largely successful in its depictions of sight and sound. The secret world of the fairies, in particular, almost plays like a sort of extended ballet; a grand odyssey of weirdness spearheaded by the dark and domineering Oberon, the bright and bubbly Titania, and by Puck, whose extended presence carries over to the end.

Throughout history, many pieces of literature such as novels and poems have been translated from a variety of languages in order to show the stories to different cultures. Although the translations are quite accurate, many times the diction is changed based on the way the translator personally interprets the story as well as the message he or she wants to portray to their target audience in favour of their own culture (Sabouri and Karimzadeh, 123). An example of this is The Arabian Nights where the authors of the stories are unknown and were all translated from Arabic to many languages including English. Even though it was written through one perspective, once translated, the meaning was modified to promote the Western perspective of the

The Pirates of Penzance was an opera performed by the Southwest Texas Opera Workshop. The Pirates of Penzance, composed by Gilbert & Sullivan, is a light-hearted parody of the traditional opera. This opera takes place somewhere in the British Virgin Islands. It is about a boy, Federic, who is to be apprenticed by his nurse, Ruth, to become a pilot. Ruth mistakes the word pilot for pirate and apprentices him to a band of pirates. She, too, remains with them as a maid-of-all-work.

The teacher passed around a microphone to each child, it symbolized who was speaking and this made everyone special. The students then had to write two sentences and draw a picture of what they remembered best about their holiday break. Eventually, they shared their two sentences with the teacher or me. Second, I noticed that once everyone read their journals, the teacher quickly called on students based on their bin color, which meant it was time for reading to begin. Each student had their own colored reading bin which included: three reading level books, a word list of the week, and a worksheet using the given word list. The colored bins symbolized what the student was to complete during reading time. For example; students with yellow bins read with the teacher at a table, students with green bins worked on the worksheet, students with blue bins read the three books quietly, and students with pink bins worked on writing on a small whiteboard the word list for the week. This strategy was beneficial because it developed independence. Thirdly, I noticed enthusiasm during the math lesson at the end of the day. The teacher had the students sit on the purple rug for a math lesson. The teacher used her laptop and the video clip to provide the students with visual instruction. Once the video clip was over, the teacher pulled up the worksheet to preview together with the class. Then the students went back to their desk to work on the worksheet

The Book is written by Adrian Tinniswood. Before I read the book I think pirates are rude and violent men, after I read the book I think pirates can be romantic and living for pirates can be jolly. There is always piracy on the sea since the days of commerce. Through the history of Europe, especially in the seventeenth century, piracy become a part of European history. The pirates seemed mysterious. Even in this wonderful book, there are not many part describes the pirates, it counties to be mysterious. I think it leaves room for reader’s imagination.

The lesson I was granted to teach is Harriet Tubman, the American abolitionist, was born a slave at some time around bout the 1800s. The students were required to read this encyclopedia entry and write a small summary, summarizing what they have learned and they had to deliver their findings in a class demonstration. Lesson 1 what is the entry about is a question student had to respond in their summaries. Next students had to make sure they read it by following Mrs. Langley’s directions before you read, decide what you will have to determine by interpreting the questions that was created for you to do. Mrs. Langley’s strategies are for pupils to learn and study vocabulary first before reading. Also, look at the title of the entry, look at the headlines and get familiar with

This activity will cover the standards 3.RN.2.1, 3.RN.3.1, and 3.RN.3.2.The learning outcome states that the student will be able to read and comprehend a variety of nonfiction within a range of complexity appropriate for grades 2-3. By the end of grade 3, students interact with texts proficiently and independently. The standard 3.RN.2.1 states that the student will be able to ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. This activity will have questions to test their comprehension of the material and they will have to follow the directions or else the slime will not turn out right. 3.RN.3.1 states that the student will apply knowledge of text features to locate information and gain meaning from a text (e.g., maps, illustrations, charts, font/format). In this assignment the students will have to follow the directions for the slime to be successful and they will be able to locate information throughout the text. 3.RN.3.2 states that the students will identify how a nonfiction text can be structured to indicate a problem and solution or to put events in chronological order. The question will ask about the chronological order of the

On February 26, 2016, Boise State University was proud to present W.S. Gilbert and Arthur Sullivan’s operatic production, Pirates of Penzance, directed by Darrin J. Pufall. This hilarious production was originally composed in 1879, and is still able to successfully send audiences into hysterics, especially with the current leap year that is upon us. Gilbert and Sullivan’s productions were mainly focused on satire of the Victorian age. This piece was filled with quick wit and truly pointing out the stupidity that occurred during the 19th century. When Pirates of Penzance premiered in 1879, it was described as “merry” and “bright”, today that is just scratching the surface of what this incredible play did, which was filled with strong humor,

Have you ever heard a quote that really stood out to you. And then you went and told you friends that quote and they liked it. And they told people who told other people and then everyone liked. Eventually, you know with all the social media programs these days, its going to end up on facebook or instagram and even more people are going to find out about it. Thats one way a quote can become famous but another way is if it is in a popular movie or book. In this case it is from one of Shakespeare's finest and most known, A Midsummer Night’s Dream. In A Midsummer Night’s Dream the quote “the course of true love never did run smoothly” applies to the different people in the book: the first couple is Hermia and Lysander, Second Demetrius and Helena, and finally Pyramus and Thisbe.

We are reminded in The Rationale for Differentiated Instruction in Mixed-Ability Classrooms, that learners need to find meaning in what is trying to teach. They need to relate to the characters in the novel. Kim needs to help her students identify these connections with the characters in the novel. There needs to be buy in for her students, I would also suggest she be cautious, but the fact that the class is culturally diverse she used be thankful and celebrate, embrace, support, and encourage open expression. She needs to build a classroom community of trust and respect prior to this assignment. It is actually one of the first things as a teacher we need to do to ensure a successful school year. Students must feel safe and supported. Kim needs to be have a conversation prior to the reading and let them know that some difficult topics and feelings are going to arise throughout the reading.

The cast included Fort Lewis College students Holden Grace, Johanna Laverty, Jonathan Patton, and Austin Minard in the lead roles with two special guest actors from the Durango, CO community, Hattie Miller and Gordon Thomas. The Director, Dennis Elkins of Pirates of Penzance took the classic 1879 play and brought his observation of craft and technique to express his creativity and amuse an audience of all ages. Pirates of Penzance,an elegant comedy was full of laughter and amuse full songs. The play told a story of one of the main actors, Frederic, an orphan boy who was mistakenly trainen to a group of pirates. As soon as Fredric began his unaccompanied expedition, he meets the beautiful melodious Mabel, and they immediately fall deep in love. But, trouble soon follows. The genre of Pirates of

The book itself contained many questions for students to respond to. In addition to these questions found in the book, I asked students questions to activate and assess their prior knowledge. Some of the questions that are found in the book include “are you ready?” “what do you think will happen?” and “can you remember that?” These questions make it easy for the teacher because the text already includes questions that engage the students. Unlike my prior experience with this book being read aloud, I believe that student engagement and interaction is vital during any read aloud with younger students. The students will interact with the text by taking turns and doing what the text prompts them to do. All the students were very eager to respond to the questions and interact with the text.

For the next read aloud I would definitely do things different. For an examples I would read the book aloud before I do it in front of the class, to see how long it takes. Then I would come up with questions and have the questions simple enough for them to understand whats being asked. But keep the question good enough for them to know if they comprehension the story. And ask questions throughout the story to keep their interest with me. I could tell some of the student was not interesting with the book I reading to them.

Johnny Depp returns to the big screen as the iconic, swashbuckling anti-hero Jack Sparrow in the all-new "Pirates of the Caribbean: Dead Men Tell No Tales." The rip-roaring adventure finds down-on-his-luck Captain Jack feeling the winds of ill-fortune blowing strongly his way when deadly ghost sailors, led by the terrifying Captain Salazar (Javier Bardem), escape from the Devil's Triangle bent on killing every pirate at sea-notably Jack. Jack's only hope of survival lies in the legendary Trident of Poseidon, but to find it he must forge an uneasy alliance with Carina Smyth (Kaya

I will start the class by showing a YouTube video or two to provide the context of our reading to students. To start off the lesson, I will have a powerpoint projecting the three new vocabulary words, “martyr”, “cadaver” and “demonstration” up on screen and I will make students learn these new words and ask them to jot down the definitions in their notebooks. I will also review the academic language at the beginning to make sure students are fully equipped and ready to dive into the reading seamlessly. After this, I will provide handouts of Persepolis chapter #4 to students and ask them to read the text on their own and understand the characters. Next, I will ask students to form a group a write a description and construct a picture of a specific word, as a part of the formative assessment. I would walk around the class to make sure students are not simply copying what has been taught and are not making major errors. At this point, I will ask specific groups of students to discuss and debrief their interpretation of the definitions they have come up with and share a common response as a group. I will ask each group to share the description as well as the picture with the rest of the class. This way, students will be able to learn and imbibe all the vocabulary words and their meanings. As a teacher, I would want to make sure that students are coming up with responses within the parameters of the