Rainbow Fish Book Analysis

Bloom’s taxonomy of learning 8 Bloom’s theory links

1970. Choose a character from a novel or play of recognized literary merit and write an essay in which you (a) briefly describe the standards of the fictional society in which the character exists and (b) show how the character is affected by and responds to those standards. In your essay do not merely summarize the plot.

Sometimes our everyday experiences can strike us in ways that will influence our thinking in ways that might forever alter the way that we view our lives. In the short story “Fish Story,” Rick Bass primarily uses conflict, symbols, and the changes in a character to present a central theme reflecting the inevitability of our maturing thoughts and growing responsibilities that come incrementally with age. Gullason (1982) shares, “A short story represents a prose narrative usually concerned with a single aspect of personality changing or revealed as the result of conflict” (p. 222). We might interestingly find both of these dynamics within our weekly discussion’s short story assignment. Pigg (2017) explains, “The theme of a work of fiction is as much a creation of readers as it is for the writer because the user’s knowledge and beliefs play a part in determining the theme(s) they will recognize” (Attend Topic 4 Unit 2 [Video]). The writer of this week’s short story was likely to have known the theme that he intended to communicate while also recognizing the diversity of human thinking that gives us a myriad of perspectives. The “’Fish Story’s’ narrator is a 10-year-old boy in the early 1960’s living in rural Texas with parents who run a service station while their customer brings a 86 pound catfish creating a task to keep the fish alive until time to cook it” (Bass, 2009, pp. 1-2). As we recall our childhoods, most can likely remember how our imagination and fantasies began to collide with the realities of life, and this overreaching concept might allude to the theme of this piece of work. The narrator tells us how “He grew dizzy in the heat and from the strange combination of the unblinking monotony and utter fascination of his task until the trickling from the water hose seemed to be saturating and inflating the clouds as one would water a garden” (Bass, 2009, p. 2). As the narrator embraces the mundane task, his daydreams seem to symbolize the innocence of his youth. Later the story’s narrator “speaks less of childhood than of the general nature of the world in which we live, while contemplating that those days were different – we had more time for such thoughts, that time had not yet been corrupted”

Secondly, Another character that shows…. Remember the Point/Topic Sentence is one sentence, states the trait, and the character’s name and how the character shows the trait. Now go into the Example. Tell the story as if the Reader hasn’t read it. The retell of the story should be at least 4-5 sentences in length. Quote is next. “Don’t forget to cite,” (Watkins 2). Explain quote. How does this quote prove the character trait? Link it back to the Point/Topic Sentence. How does the all this information show the character trait of

Literacy is a vital part of all later learning. Because of this, the children will engage in hands on activities that relates to what they have read and give them opportunities to make up their own versions, as well as make up their own stories. They will have a large group story time and a partner reading time. An ample variety of books will be available at all times. Signs with words and pictures will be posted around the classroom showing, daily activities, objects that are used daily, and the placement of toys and

Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts

Rationale: This question ties in with Bloom’s second level because the students must comprehend the facts and ideas from the story, to explain its overall theme.

1. Neil Shubin, author of Your Inner Fish, and his colleagues travel to Ellesmere Island to look for and study the shift from fish living in water to creatures living on land (4). Fossils from 360 million years ago include amphibians and reptiles. Fossils 385 million years old, only fish are found. Because of this, Shubin and his colleagues look at the time in the middle of this, 375 million years ago (10). In 2004, they give it another try, after failed previous tries (21). What gradually emerges from the rocks they searched for in the bottom of the quarry is an “intermediate” right between fish and land animals, Tiktaalik, “large freshwater fish” (22-25).

In the book “House of the Red Fish” there has been many acts of loyalty that was shown. Tomi showed loyalty when he told his friends the plan to bring the boat up. Mose and Rico showed loyalty when Rico got shot because they were out after curfew. Mr. Davis showed loyalty when he found out Grandpa Joji was at the hospital.

When rainbow trout breed the female digs a deep red which is a nest by laying on her side and flapping her tail to loosen up gravel, then she releases eggs which mix with the male’s milt (sperm) and both go into the red. Then the female fills the nest in. After the alevins (larvae) hatch they stay in the nest and absorb the sac that they were in, they now look like tadpoles but in two months they become fry which are young fish and leave the nest to feed. Rainbow trout breed around the age of two. Females can produce a maximum of 2000 eggs for every kilogram of body

Kalley Vande Vrede Due Date: Friday 25th Journal 1 I am reading “The Bass, The River, and Sheila Mant” by W. D. Wetherell. This story is about a boy who has a crush on Shelia Mant and a love for fishing. On his and Sheila’s first date he has to decide to pick the bass or her. In this journal I will be questioning and In this short story, I wonder if he is going to pick the bass or Sheila.

The overall situation in “The Fable of the Three Fish” is an analogy for school because the fish’s personalities can be expressed in students attitudes and behaviors. An example would be “‘I don’t know about you two, but I’m getting out of here now before they get back.’”; a student trying to avoid trouble. Another personality statement is “‘I’ll have plenty of time to get away from the fisherman before they can catch me.’”; a student who waits till the last minute to start projects or homework. Those two personalities are called proactive and inactive. There is one more personality which is called reactive.

If there is perplexing inconsistencies within Bloom's work perhaps an example can be found on page 182. Look at Bloom's exposition of “The Enlightenment”. Now, check with every other source about the fact that Bloom provides in this account and tell me how they match up. Interestingly enough, you should be able to notice a strain of relativism in Bloom's own account of “The Enlightenment”. That sure seems inconsistent with someone who is so strongly for an absolute position.

I chose to read and comment on Barbara Kiefer’s “Envisioning Experience: The Potential of Picture Books.” Kiefer’s main point in writing this essay was to get the message across that children enjoy picture books that allow them to identify and make connections with the characters or the plots, and that while reading and analyzing the pictures, they gain a better sense of aesthetics and how to interpret them.

Analyse how the nature of a character or individual was revealed by their response to events in the visual or oral text(s).