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When turning a book into a movie, many components need to be taken into consideration. Incorporating each and every detail exactly would challenge the directors, greatly. The Outsiders movie and book have no exceptions. People who worked on the movie did a great job portraying the book. However, the movie lacked some of the pivotal points coming from the book.3d star wars character creator
To start, The Outsiders author, S. Hinton, wrote the book in a first person point of view.
The Outsiders by S.E. Hinton
If Ponyboy had no knowledge of an event, then the reader did not know either. In this way, the book differentiates from the movie.
For example, in the movie, viewers never witnessed Johnny killing Bob directly because Ponyboy had passed out. Unfortunately, the effect could not compare to the effects of the book. The movie did not pull as many emotions from the people as the book did. In the same notion, the directors of the movie completely altered some scenes in the book. The exposition in the movie and book looked completely different when compared side by side.
For the exposition of the bookthe scene opens up with Ponyboy walking out of the movie theater. Socs almost mugged him, but his friends, the greasers, saved him. Whereas, the movie began with Dally, Pony, and Johnny walking around town causing chaos.
Some changes, such as this one, can be questionable, though. Keeping the exposition the same would not ruin the movie. Instead, it would introduce the characters in a smoother fashion.Answer the following questions in complete sentences.
You may refer back to your book if need be. If you had been one of the Socs how would you have felt after Bob was stabbed? If you had been one. What causes the difference? When you meet new people your age, what interests you about them?
Use the rating scale at the left. Circle the number that comes closest to showing how important you think each of the qualities on the. Then compare your responses with those of your classmates. As a teacher, I approach learning, in a manner that needs to be culturally and socially relevant to the students. Student-led inquiry and experiential learning are integral in my lesson planning. I work to cultivate a culture of discussion in the classroom that fosters awareness of local, national and global issues.
The classroom should be a place that fosters discovery and risk-taking where students feel safe to explore without the fear of judgement; a place where differences are celebrated and every child is included and nurtured. Technology has a huge influence in the modern classroom. The use of current technology in lessons and activities is essential in acknowledging the presence, position and important role of technology in our lives.
I believe teachers have an integral role in the development of relationships between students and the community that foster; cultural capital, to promote social responsibility, and to bestow the knowledge and attitudes students need to be successful contributors to our 21st century world. AA1 interact and collaborate in pairs and groups to — support the learning of self and others — explore experiences, ideas, and information — understand the perspectives of others — comprehend and respond to a variety of texts — create a variety of texts.
AA2 express ideas and information in a variety of situations and forms to — explore and respond — recall and describe — narrate and explain — persuade and support — engage and entertain. AA3 listen to comprehend, interpret, and evaluate ideas and information from a variety of texts, considering — purpose — messages — tone — structure — effects and impact — bias. BB1 select and use a range of strategies to interact and collaborate with others in pairs and groups, including — selecting methods for working together effectively — listening actively — contributing ideas and recognizing the ideas of others — demonstrating awareness of diverse points of view — reaching consensus or agreeing to differ.
BB2 select and use a range of strategies to prepare oral communications, including — interpreting a task and setting a purpose — considering audience — generating ideas — making connections among relevant knowledge and experiences — planning and rehearsing presentations.Cypress should not be visible
BB3 select and use a range of strategies to express ideas and information in oral communications, including — vocal techniques — style and tone — nonverbal techniques — visual aids — organizational and memory aids — monitoring methods. BB4 use listening strategies to understand, recall, and analyse a variety of texts, including — connecting to prior knowledge — making reasonable predictions — identifying main points — generating thoughtful questions — clarifying and confirming meaning.
CC1 speak and listen to make personal responses to texts, by — making connections with prior knowledge and experiences — describing reactions and emotions — generating thoughtful questions — developing opinions with reasons.
CC2 speak and listen to interpret and analyse ideas and information from texts, by — examining and comparing ideas and elements within and among texts — identifying perspectives — identifying bias and contradictions.
CC3 speak and listen to synthesize and extend thinking, by — personalizing ideas and information — explaining relationships among ideas and information — applying new ideas and information — transforming existing ideas and information. CC4 use metacognitive strategies to reflect on and assess their speaking and listening, by — referring to criteria — setting goals for improvement — creating a plan for achieving goals — evaluating progress and setting new goals.
DD1 recognize and apply the structures and features of oral language to convey and derive meaning, including — context — text structures — syntax — diction — usage conventions — rhetorical devices — vocal techniques — nonverbal techniques. EE1 read, both collaboratively and independently, to comprehend a variety of literary texts, including — literature reflecting a variety of times, places, and perspectives — literature reflecting a variety of.
EE2 read, both collaboratively and independently, to comprehend a variety of information and persuasive texts with some complexity of ideas and form, such as — articles and reports — biographies and autobiographies — textbooks, magazines, and newspapers — print and electronic reference material — advertising and promotional material — opinion-based material — student-generated material. EE3 view, both collaboratively and independently, to comprehend a variety of visual texts, such as — broadcast media — web sites — graphic novels — film and video — photographs — art — visual components of print media — student-generated material.
FF1 independently select and read, for sustained periods of time, texts for enjoyment and to increase fluency. FF2 before reading and viewing, select and use a range of strategies to anticipate content and construct meaning, including — interpreting a task — setting a purpose — accessing prior knowledge — making logical predictions — generating guiding questions.Skip to Main Content.
District Home. Select a School Select a School. Sign In. Search Our Site. Home 6th Grade ". Bailey, L. Barnhart, J. Barry, K. Behler, R. Blizzard-Wrobel, C. Bonventure, J. Brandhorst, E.
Bresnan, K. Brosius, T. Brown, J. Carafiello, M. Carter, T. Concepcion, F. Concepcion, V. Day, L. Del Rossi, M. Elliott, Julie Flynn, R. Foley, D. Fulton, S.Excel 2010 Statistics #38: Probability Laws in Excel, Adding, Multiplying, Conditional Probability
Harris, S. Hassall, T. Holloway, C. Hopely, G. Illiano, M.What difference exists between White Fang stopping on his own versus being ordered to stop?
Even though all of the dogs were descended from wolves, what made White Fang different? How did the dogs learn to deal with White Fang? What new type of gods does White Fang encounter at Fort Yukon? What trick did White Fang devise so that he could kill a dog, but not suffer any punishment for doing it? Read Part 4, Chapter 2. Answer the following questions and submit them via Dropbox.
What did the men who had lived in Fort Yukon call themselves? Why did these men refer to themselves as this? What was the name of the man who enjoyed seeing White Fang and the other dogs kill newly arriving dogs?
Define antithesis. Define parsimony. Why did Beauty Smith beat White Fang? Read Part 4, Chapter 3 of White. Then answer the following questions and submit them via Dropbox. What do we learn is Beauty Smith's intentions for White Fang? What indicated to White fang that a fight was coming?
When White Fang was taken out of his cage to fight, where was he led to for the fight? What gave White Fang "a tremendous advantage over his antagonists"?Stocks with most liquid options
What final animal does White Fang fight that gives him his greatest fight towards the end of the chapter? Read Part 4, Chapter 4. How did the bulldog act when presented with the chance to fight? What did Tim Keenan do to get the bulldog to fight?
What confused White Fang regarding how this dog fought and reacted to White Fang's attacks? When the bulldog finally got ahold of White Fang's neck, what prevented him from dealing a killing bite? What was different about the bulldog from other dogs White Fang had fought that made him impossible to knock off of his feet? How much did this newcomer pay for White Fang and how did he reason that it was a fair price? Read chapter 1 and answer the following questions in paragraph form one paragraph per question.
What do you know about Ponyboy, Sodapop, and Darry?E Hinton, she writes about an important relationship between a boy called Ponyboy and Darry. In this essay I will be writing about their unusual brotherly relationship. Paragraph 1: Ponyboy was a young chilled out boy, long black hair, brown eyes and a horrible sense of clothing.
Compare and Contrast Between the Socs and Greasers
Ponyboy may seem a bit dodgy but I will tell you he is incredibly intelligent. Darry was mostly chilled out but he was harsh on little Ponyboy. E Hinton obviously tells the reader that Ponyboy and Darry do not have a great brotherly relationship to begin with.Evidenziatori gialli e arancioni
The Socs were a gang with a lot of money, nice cars and dressing well. Paragraph 2: During the course of the book, Darry starts to think more of Ponyboy but still was strict and had high expectations for Ponyboy.
Darry had to give up everything to raise young Ponyboy after his parents were killed. Darry also felt like whatever Ponyboy said was wrong. With Johnnycake in hospital after an accident at a church Darry was a lot more angry than usual. The author tells the reader that this relationship is still not strong. Ponyboy wanted Darry to get closer to him.
Ponyboy was trying everything he could to be able to have a strong relationship with him. After getting in a massive fight with the enemies, Ponyboy and Darry barely had any bruises or cuts and went to see Johnny.
Johnny passed away and Darry started to feel bad and left Ponyboy behind, Darry ends up robbing a store. But it seems like during the end of the book, Sodapop said something to Darry and a Ponyboy that set things straight. You are commenting using your WordPress. You are commenting using your Google account.
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The Socs are filthy rich kids in the west side, making them very spoiled and all their orders are brought and done. To give an example to that is Bob Sheldon, and his gang ride with a mustang, for teenage kid this is very expensive. Which shows huge difference in lifestyle. Secondly, here comes their general personality, starting with Socs.
To keep up in their life they have to lock their emotions up inside until they are numb to their effects. They remember the feeling of anger the hit the weak ones in the society; the Greasers.
They jump on the Greasers and just start hitting them and terrorizing them. Unlike the Socs, the Greasers are too emotional, they take everything serious. And when they try express it they get into serious trouble, it is why dally got arrested a over half a dozen times.
Have in consideration that they both are starting to get sick of their lives and how each lives it. For example Cherry is bored of pretending not being how she is for her friends and so is Ponyboy, he pretends to be not in love with literature and music in front of his family and friends not feel weird our his friends.
Here will be discussed how society treats both crews of characters. The Greasers were always known as vicious thugs in the neighborhood while they are just misunderstood kids in the wrong place and also with know one to tell them what to do. On the other hand the Socs. She told her friends that at all, as she is a cheerleader.
Finally, after comparing and contrasting Greasers and the Socs we conclude that both the Socs and the Greasers have completely different lifestyles. Surprisingly, they have something in common; not being who they are with their closest friends and also are not penchant to be judged. It shows us no mater how wealthy or poor you are you still are a normal person like everyone else, no difference in having feelings.
This is just a sample. You can get your custom paper from our expert writers. The principle contrast between the greasers and the Socs is that they are from various social classes. In The Pariahs, we discover that Socs are from the higher social class and greasers are from the lower social class. The greater part of the greasers can't stand the Socs, and the other way around. The distinction between the Greasers and the Socs is that the Socs are white collar class individuals and the Greasers are poor and filthy.
Im perusing the pariahs too for school. Greasers wear Levis and Shirts, cowhide coats, and tennis shoes or boots. They have since quite a while ago, lubed hair and leave their shirttails untucked.
Socs wear garments, for example, ski coats, tan-shaded coats, wine-hued sweaters, and striped, checkered, or madras shirts. The Socs loathe the Greasers in view of the manner in which they dress, the manner in which they look, and the manner in which they are, so they simply approach them and beat them. Compare and Contrast Between the Socs and Greasers. Free Essays - PhDessay. Accessed July 18, Compare and contrast bodies of work by two artists you have studied.
In your discussion, address the significance of intentions to their practise. The intention of practitioners is pivotal. An epic hero is a brave and powerful warrior who is motivated to fight both.Add to Favorites.
Task 1. Click the link to watch the video depicting life in the s The s in Pictures. Use the provided links below to conduct a research over life in the s. How was life in the 60s different than life today? Create a Venn Diagram comparing and contrasting life then and life today. Task 2. Click the following link to read and learn about S. Hinton's life S. Hinton Biography. Evaluate the author by answering the following questions: 1.
When was Hinton born? What influenced her to write The Outsiders? What year was the book published? What were the results of the book's popularity?
Task 3. Evaluate the book by answering the following questions. Make sure answers are in complete sentences. Give examples from the text when possible. Why does Darry treat Ponyboy the way he does? How might you act similar or differently? List advantages of being a Soc over a Greaser. List advantages of being a Greaser over a Soc.
What advice would you give Ponyboy and Johnny if they came to you for help? Task 4. Pull out vocabulary words from the novel that you don't know or that you think that the class should know. Give your own definition of the word based on context clues. Look up the word in the dictionary, and give definition.
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