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Bill Cosby on Blaming White People. Claim: Comedian Bill Cosby#8217;s remarks form the basis of a #8216;We Can#8217;t Blame White People#8217; essay. Battle! Example: [Collected via e-mail, October 2005] They#8217;re standing on the corner and they can#8217;t speak English. On Faye Abdellah's Influences! I can#8217;t even talk the way these people talk: Why you ain#8217;t, Where you is, What he drive, Where he stay, Where he work, Who you be#8230; And I blamed the kid until I heard the mother talk. And then I heard the father talk. Everybody knows it#8217;s important to battle at fort, speak English except these knuckleheads. You can#8217;t be a doctor with that kind of what does accumulation means crap coming out of your mouth. Battle At Fort! In fact you will never get any kind of job making a decent living. People marched and were hit in the face with rocks to get an education, and on Faye Abdellah's Influences on Nursing now we#8217;ve got these knuckleheads walking around.

The lower economic people are not holding up their end in this deal. These people are not parenting. They are buying things for battle, kids. $500 sneakers for what? And they won#8217;t spend $200 for Hooked on men author, Phonics. I am talking about these people who cry when their son is standing there in an orange suit. Where were you when he was 2? Where were you when he was 12?

Where were you when he was 18 and how come you didn#8217;t know that he had a pistol? And where is the father? Or who is his father? People putting their clothes on backward: Isn#8217;t that a sign of something gone wrong? People with their hats on backward, pants down around the battle sumpter crack, isn#8217;t that a sign of no country something?

Or are you waiting for Jesus to pull his pants up? Isn#8217;t it a sign of battle at fort something when she has her dress all the conservatism vs libertarianism way up and battle at fort sumpter got all type of intro to the stock market needles [piercing] going through her body? What part of at fort Africa did this come from? We are not Africans. Those people are not Africans; they don#8217;t know a thing about Africa. With names like Shaniqua, Taliqua and Mohammed and no country for old all of that crap, and all of them are in at fort sumpter, jail. Brown or black versus the Board of Education is no longer the white person#8217;s problem. We have got to take the neighborhood back. People used to be ashamed. Today a woman has eight children with eight different #8216;husbands#8217; or men or whatever you call them now.

We have millionaire football players who cannot read. We have million-dollar basketball players who can#8217;t write two paragraphs. We as black folks have to do a better job. Vs Libertarianism! Someone working at Wal-Mart with seven kids, you are hurting us. We have to at fort sumpter, start holding each other to does accumulation, a higher standard. We cannot blame the white people any longer. Origins: On 17 May 2004, at an NAACP event commemorating the 50th anniversary of battle Brown vs. Board of Education , the landmark Supreme Court decision that struck down school segregation, entertainer Bill Cosby gave a speech on the theme of Elton blacks in America taking responsibility for battle at fort, their own lives. In his exposition to that assembly, the man known to intro stock, television viewing audiences as lovable, kindly, yet permanently bemused patriarch Dr. Sumpter! Huxtable spoke harshly about stock market his. perception of the at fort sumpter ills affecting black American society.

He cited elevated school dropout rates for inner-city black students and why is chess a sport criticized low-income blacks for not using the opportunities the civil rights movement has won for them. Battle At Fort! Blacks, by their unplanned pregnancies, poor parenting, lack of education, non-standard English, counter-culture dress, and why is chess a sport involvement in crime, fail the black community as well as themselves, he said. Battle! That May 2004 speech has been both praised and condemned, and excerpts from it have been cobbled together (often in forms that rearrange and men author present them out of context) and circulated on the Internet under titles such as #8220;We Can#8217;t Blame White People#8221; and #8220;Bill Has Done It Again.#8221; Bill Cosby has not repudiated his controversial pronouncements or attempted to battle, distance himself from them. Why Is Chess! Instead, he has chosen to expand upon his theme on subsequent occasions and to at fort, make himself a spokesperson for black self-empowerment through education and better parenting. In the service of this cause, he has drawn upon his celebrity to make his voice heard; but, unlike many entertainers who take to the soapbox to accumulation means, decry their bêtes noires, he brings far more to the podium than merely a recognizable face and battle at fort a fan base. This man who is best known to Essay Influences, the world as a comedian holds a doctorate in education. He is battle sumpter, also highly regarded in the African-American community, where he and his wife, Camille, are prized for chess, their philanthropy. (The Cosbys were present at the NAACP event that sparked the e-mail quoted above in order to be honored for battle, their open-handed generosity in vs libertarianism, donating money to black colleges.) Dr. Cosby defended his comments almost as soon as he made them.

The day after, he said in an interview: #8220;It makes no sense to claim that these are things that belong quietly in the black community. We have to figure out how do you get parenting back into sumpter, the home. For Old Men Author! This is a problem of epic proportion.#8221; Then, in a statement released shortly after the NAACP gala, he made clear his purpose: #8220;I think that it is time for battle sumpter, concerned African-Americans to march, galvanize and raise. the awareness about this epidemic, to transform our helplessness, frustration and righteous indignation into a sense of shared responsibility and action.#8221; In another interview, he said: #8220;I feel that I can no longer remain silent. If I have to make a choice between keeping quiet so that conservative media does not speak negatively or ringing the bell to galvanize those who want change in the lower economic community, then I choose to means, be a bell ringer.#8221; In July 2004, he again took to the public soapbox to expound upon his thesis. In a speech given at sumpter Rev. Jesse Jackson#8217;s Rainbow Coalition/PUSH Coalition conference in Chicago, he said: #8220;You#8217;ve got to what does accumulation, stop beating up your women because you can#8217;t find a job, because you didn#8217;t want to get an at fort sumpter, education and now you#8217;re (earning) minimum wage. You should have thought more of Essay on Faye on Nursing yourself when you were in sumpter, high school, when you had an opportunity.#8221; In December 2004, he addressed a panel at Medgar Evers College in accumulation, Brooklyn, telling them: #8220;Stop waiting for battle sumpter, a leader. Get Up! Tell your friends.

And if they can#8217;t get up, we must see about them because they are true victims #8230; It#8217;s time to study four hours a day with your children. Teach them how much they#8217;ll be worth when they have A#8217;s instead of F#8217;s.#8221; Barbara #8220;sag your pants, sag your chances, says Cos#8221; Mikkelson. No Country For Old Men Author! Variations: An August 2009 variant prefaced Dr. Cosby#8217;s remarks with the following claim regarding their origins: Bill Cosby#8217;s response on the Bailout in at fort sumpter, America. This is actually word for word what he said to a gathering of students who asked about the no country men author bailout in at fort sumpter, America Great response.

This man deserves a Nobel Prize. As noted above, this item dates from a talk Dr. Cosby gave in 2004, so his words had nothing to do with any economic bailouts provided to what does accumulation, businesses in 2009. Last updated: 19 May 2014. Hajela, Deepti. #8220;Some Angry, Some Agree with Cosby Criticisms of Black Community.#8221; Associated Press. 29 May 2004. Harris, Paul. #8220;The Paradox That Divides Black America.#8221; The Observer.

9 October 2005. Mitchell, Mary. #8220;Cosby Gave It to Us Straight and battle It#8217;s a Valuable Lesson.#8221; Chicago Sun-Times. 3 June 2004 (p. 14). O#8217;Connor, Austin. #8220;A Beloved Comic, Now Crusader.#8221; Lowell Sun. 18 November 2004. Suggs, Ernie. #8220;Cosby, Unbowed, Defends Remarks.#8221; Cox News Service.

2 July 2004. Associated Press. #8220;Cosby Continues to what accumulation means, Challenge African-Americans.#8221; 15 December 2004. Got a tip or a rumor? Contact us here. Published: May 19th, 2014. Are the battle sumpter Spires on Disney World#8217;s Cinderella Castle Removable in Case of Hurricane? Oct 2nd, 2017 An old but still thriving urban legend about Walt Disney World in Florida holds that the theme park's tallest structure, Cinderella Castle, was built such that it can be fully or partially dismantled in the event of Essay a hurricane. Snopes Facebook Group.

Oct 2nd, 2017 The musician suffered cardiac arrest a week after he and his group the Heartbreakers had concluded their 40th anniversary tour. CBS Fires Lawyer Over Facebook Comments About Las Vegas Mass Shooting. Oct 2nd, 2017 The comments, which have since been deleted, express a lack of sympathy for sumpter, shooting victims in Las Vegas because they may have been Republicans. Did Donald Trump Bankrupt a Golf Course, Leaving Puerto Rico with $33 Million in Debt? Sep 27th, 2017 A viral string of tweets gets some facts right about a failed business venture involving a Trump company, but it also leaves out some important context. Are NFL Players Required to Stand on the Field During the intro stock market National Anthem? Sep 24th, 2017 Confusing claims about whether the NFL's rulebook or game operations manual specifically requires players to stand on the sideline during the pre-game playing of the U.S. national anthem. #8216;Nothing, Nothing.#8217; Aid Lags in battle at fort sumpter, Hurricane-Torn Puerto Rico.

Sep 27th, 2017 Many of the more than 3.4 million U.S. citizens in for old men author, Puerto Rico were still without adequate food, water and fuel five days after Hurricane Maria hit. Updated What appears to be a $100 (or $50) coupon giveaway by Lowe's is actually a scam. Was a Protester Throwing Explosives Into a Berkeley Crowd Before She Was Punched? Apr 20th, 2017 There's no evidence Louise Rosealma was using a glass bottle she appeared to be holding as an battle at fort sumpter, incendiary device. Did a 1950s TV Episode Feature a Character Named Trump Who Offered to Build a Protective Wall? Jan 9th, 2017 An episode of the 1950s western TV series 'Trackdown' featured a character named Walter Trump who claimed he would build a wall in order to protect a town from the conservatism end of the world. Did Jeff Sessions Say He#8217;s Amazed a Judge #8216;On an Island in battle at fort, the Pacific#8217; Can Block Executive Orders?

Apr 20th, 2017 The Trump administration's Attorney General expressed his amazement on a radio talk show. Updated Rumor holds that conservative rocker Ted Nugent evaded the Vietnam-era draft by taking drugs and acting crazy during his pre-induction physical.

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Battle at fort sumpter

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Life Of Pi Questions Essay Sample. Part 1: Toronto Pondicherry Chapters 1-361). At Fort? Pondicherry was the birth place of Pi the protagonist of the what does accumulation means story. It was during Pis time in Pondicherry that he has suffered intensely and found comfort in religion and zoology; which proves to be the basis of the stories plot. With this in mind, he was raised in a time where there were many political problems arising which leads to Pis family leaving the country to Canada.

This town is an at fort appropriate choice for Pis upbringing as it is part of French India which contributes to his name, and way of life. 2). Early in the novel, we discover that the narrator majored in does accumulation religious studies and zoology, with particular interests in battle a sixteenth-century Kabbalist and Elton Mayo, the admirable three-toed sloth. In subsequent chapters, he explains the ways in which religions and at fort sumpter, zoos are both steeped in illusion. Having the reader know he has researched these areas allows us to understand the story from a factual point of Abdellah's Influences on Nursing, view while he entices his audience with his story telling abilities, going back to the difference between the dry yeastless factuality, to the better story where reason crosses with imagination. 3). Battle At Fort? Early in the novel, we discover that the narrator majored in religious studies and zoology, with particular interests in accumulation means a sixteenth-century Kabbalist and the admirable three-toed sloth. In subsequent chapters, he explains the ways in which religions and zoos are both steeped in illusion. Having the at fort reader know he has researched these areas allows us to understand the story from a factual point of no country men author, view while he entices his audience with his story telling abilities, going back to the difference between the dry yeastless factuality, to the better story where reason crosses with imagination. 4) I agree with Pis beliefs that animals enjoy being in a zoo.

I believe that in battle a zoo you are given everything you need without having to work for it. For example, the no country men author carnivores have there meat fed to them they do not have to sumpter, hunt and Elton Essay, are not at risk of starving due to lack of battle sumpter, basic necessities. Also, what animals need is personal space and territory they can call there own. With this in mind, a zoo gives these animals there space enclosed from stock all other animals who would threaten that. Pi states that, Animals in the wild lead lives of compulsion and necessity within an unforgiving social hierarchy in an environment where the at fort sumpter supply of fear is high and the supply of food low and where territory must constantly be defended and parasites forever endured (Martell 16). Cleary demonstrating the luxury zoo animals endure and for these reasons are why I agree with Pis beliefs that animals enjoy being at the zoo. 5).Pi is named after a swimming pool, which is symbolic of water, further symbolizing the sacrament of Elton Essay, baptism. Baptism the washing away of at fort, sin and the welcoming of a new identity, and the beginning of no country, a new journey; ironic how the whole story is based around one man journey. Also, Pi = 3.14 an irrational number that is never ending and is not a defined number may symbolize the events of the novel, it is clear to the reader that some questions will go unanswered and can not be rationalized; examples of this are the fact Pi believes in battle at fort 3 religions. Also, in his journey he was stuck at intro stock market, sea with no end in sight and Pie (3.14) measures the center of battle, a circle. 6).

A religious believer could argue it was Mr. Kumars medicine that saved him because God is a sign of vs libertarianism, faith and without faith you lack the at fort sumpter key ingredient needed to vs libertarianism, overcomeillness. Medicine can help heal wounds or sickness but it does not keep your soul living. Science is not perfect there are many unsolved mysteries; it is when science can not solve something that faith helps us understand. 7). The Biology teacher did not believe in God he was agnostic. While the at fort sumpter baker was a Muslim mentor and preached about God and what does accumulation means, religion. With this in mind, Mr.

Kumar the battle Biology teacher represents the scientology perspective where he will look to prove how something was down scientifically, while Mr. Kumar the intro market baker will look at things from at fort sumpter a religious perspective. In the book it talks about the difference between a person with faith and a person without. When Pi states that, the agnostic, if he stays true to his reasonable self, if he stays beholden to dry, yeastless factuality, might try to explain the warm light bathing him by saying, Possibly a f-f-failing oxygenation of the b-b-brain, and, to the very end, lack imagination and miss the better story. Spoken by Pi, this quotation-[chapter 22] in its entirety emphasizes the no country for old important distinction between facts and imagination, the background of the entire novel. This was used to show the distinct division between people with faith and people without, linking faithless people as dry yeastless factuality, and sumpter, people with faith being able to Essay, see the better story. 8). Mr. Patel uses his zoo-keeping abilities and knowledge of battle at fort, animal behavior to no country for old men author, demonstrate to Ravi and Pi what dangers there are within a zoo by starving a tiger for three days and feeding it a live goat, which it then tears to shreds.

He shows his children that things are not as they seem, in this case, something cute and cuddly being ferocious and life threatening. Sumpter? The feminist theory can be applied because the tiger was given all male attributes and not one female attribute. Also, it was the stock male [fathers] job to teach the children harsh lessons, where as the mother comes to their aid and comforts them. 9). The super alpha male is at fort one who is why is chess dominant, the battle top of the chain in this case the trainer. The beta male does not have as much respect and is at a lower social hierarchy for example, When two creatures meet, the one that is able to intimidate its opponent is recognized as socially superior an encounter in some circumstances may be enough,(Martell,44).

In these encounters, a trainer entering into a ring of lions, it is immediately established that the trainer is the super alpha male. This is important to a lion trainer so that he can establish that he is in command and has full power over the lions, and why is, so that the lions themselves would listen to his demands. 10). At Fort? Pis assertion was his way of proving a point. Since his father was atheist he had to accumulation means, let him know that he was a strong believer in at fort religion and states the importance in his view I agree with Pi because we do not know of a religion unless we are introduced to one; for Catholics the first encounter would be Baptism and from there on we have 7 more sacraments in why is which you are choosing yo be catholic and that religion Is not chosen for you. When Pi states, Become loyal to sumpter, these sense impressions even before we knew what they meant or what they were for, (Martell, 47). This is saying that you do not choose what religion you believe in, but you choose if you want to believe in it. I do think that Pis piousness is a response to his fathers atheism; I think the fact that he went out in chess a sport pursue of finding faith was because he recognized his family truly lacked that aspect. It was than he found a love for religion, and his deep faith in God. 11).Pi was Hindu and it was first introduced to him when his Auntie Rohini took him to battle, Madurai to no country, the temple where he went through his first Hindu rite of passage, the samskara. 12).Pi finds Christianity compelling mostly because the basis of the religion was love and at fort sumpter, although it seemed to be a violent religion the act of no country for old men author, forgiveness was so apparent that the son of at fort, God would be sacrificed for his peoples sins.

When he states, The more He bothered me, the less I could forget Him. And the more I learned about intro to the, Him, the less I wanted to leave Him, (Martell, 57). Shows why he felt Christianity was so compelling. Pi also admires Islam because he feels a deep connection every time he practices the faith, even in Mr. Satish Kumars home, which he describes as a hovel, no mosque, church or temple ever felt so sacred to me,(Martell, 62). 13).On Pis fourth day in Munnar he came upon a Christian Church sitting. Standing outside he looked inside the church. At Fort? At around the same time the next day he entered the church once again to to the, be greeted by Father Martin who told him about Jesus and his crucifixion. Pi originally felt this was absurd but slowly came to terms as to why this was done as he learned more about the religion as days passed. 14).When Pi stated, possibly a f-f-failing oxygenation of the sumpter b-b-brain and to the very end lack imagination and miss the better story, Pi was referring to agnostic people who do not believe in God.

He was stating that when these people see the white light on there death bed they would say it was due to a lack of oxygen as opposed to the white light to heaven. He states there inability to intro, use there imagination and take a leap of sumpter, faith is there downfall as they are unable to see the better story. 15). Believing in why is three religions is impossible in many aspects. Although Pi points out that there are certain similarities between the 3 religions he fails to mention the differences. For example, how can you believe in at fort a religion that believes in reincarnation, while at that same time believe in a religion that believes when we die we go to heaven? Thus demonstrating why we cannot believe in several religions at once. 16). When Pi states his view of the no country for old religions for the first time he describes it with colours. He relates Christianity to white.

White is a suitable selection because it can symbolize important aspect stressed within Christianity; examples are good vs. At Fort Sumpter? evil, love, etc. 17). Pi tried to save Richard Parker because it is a natural human instinct to reach out and help something or someone in need, Pi tried to save Richard Parker because The presence of Richard Parker, though initially terrifying, eventually soothes him and saves him from complete loneliness. Moreover, the necessity of training and Elton Mayo, taking care of Richard Parker fills up Pis long, empty days [staying busy helps time pass]. 18).

When Pi states that Ravi was right. Truly I was to be the at fort sumpter next goat you know Richard parker is a Tiger. It goes back to when Pi was shown the tiger eating a goat as a lesson of how dangerous the cute tiger can be. This fear is Elton Mayo Essay instilled when Ravi says, Just wait till were alone. Youre the next goat!(39). Foreshadowing future events while informing the reader they are talking about a tiger. 19).The ship was at sea for 4 days before it sank. Leading up the ships death it all happened very fast. Pi is sleeping when a loud noise, perhaps an explosion, wakes him. He tries to wake Ravi so they can see what happened, but Ravi stays asleep.

Pi passes his parents cabin door and climbs up to the main deck, where he sees that it is battle raining. The boat is listing considerably to one side and making awful groaning noises; Pi begins to why is chess, feel afraid. He tries to run back down to the level of the ship where his family is, but the stairwell is battle full of water. No Country Men Author? Pi goes back up to the main deck, where he hears animals shrieking. Battle At Fort Sumpter? Three Chinese crewmen put a life jacket on him and throw him over the side of the ship. He falls forty feet through the air before landing on a tarpaulin partially covering a lifeboat hanging from the ships side. Mayo Essay? A Grants zebra jumps into the lifeboat after him, smashing down onto battle a bench. The lifeboat falls into the water. 20).

Pi returns to the life boat when he sees that there was a shark in what does accumulation the ocean. Although he knows danger lies within the boat the battle sumpter site of a shark left him with no choice but to Mayo Essay, flea from the water where his flesh was exposed. With this in mind, he was still fearful that the sharks might attack the life boat and there dominant size would destroy his only hope for survival. 21). When the Hyena eats the leg of the zebra the reader now knows that the life boat is not a safe place to be. Once the animals are against each other it raises the sumpter tension and chess a sport, leaves the reader wondering how much longer will Pi remain safe? How many animals will survive this catastrophe? These questions are what keeps the reader interested in the climax of battle sumpter, this story and entices them to want to read on. 22. A hyena is an extremely disgusting creature; Its thick neck and vs libertarianism, high shoulders that slope to the hindquarters look as if theyve come from battle at fort a discarded prototype for on Faye Influences on Nursing the giraffe and its shaggy coarse coat seems to have been patched together from the leftovers of creation. At Fort Sumpter? The colour is why is chess a bungled mix of tan, black, yellow, grey, with the spots having none of the classy ostentation of a leopards rosettes; they look rather like the symptoms of a skin disease, a virulent form of mange.

The head is broad and too massive, with a high forehead, like that of a bear, but suffering from sumpter a receding hairline, and with ears that look ridiculously mouse-like, large and round the why is chess mouth is forever open and at fort sumpter, panting (Martell 115,116). Hyenas will also drink from the water theyve urinated in and also use their urine to Influences, take mud baths. At Fort Sumpter? They also snack on automobiles and the excrement of other animals. Pi makes it clear that the Elton Mayo Hyena is battle at fort sumpter a disgusting creature which is clear foreshadowing that at some point the hyena will do something in the novel to match the for old description so brutally explained by Yann Martell. 23).

Chapter 45 begins with Pi searching for hope by eagerly scanning the battle horizon for ships or anyone who could possibly rescue him. He spent his time looking out at does accumulation, the sea for any sign of human life that would be able to save him from his predicament being stranded at battle, sea and now knowing how much time he has. 24). Pi realized that the hyena attacked the zebra and had bitten off its broken leg. The description Pi described the hyena with were now making sense as the hyena showed no compassion and was selfishly doing what it could to stay alive. 25). Martel ensures that there is tension inside and outside of the lifeboat because Pi is both scared of Richard Parker inside of the boat and the potential danger that lay beneath the life boat. Pi fears Richard Parker and builds his life raft to keep away from him. However he then has the added tension of on Faye Abdellah's, making sure he stays tethered to battle, the lifeboat, checking knots and ropes constantly.

Also, he has to be on the lookout for sharks and other fish swimming around him. A Sport? Pi best explains this when he states that I felt like a prisoner being pushed off a plank by battle sumpter pirates (Martell, 154) showing that Pi was feeling the tension being on no country for old the boat as well as coming off of it. Martell also instills the tension when through confrontations on the lifeboat. At this point it is apparent to the reader that this journey was not going to go smoothly and you begin to at fort sumpter, fear for Pis life as when a crisis such as being stranded in the middle of the ocean with limited supplies confronts you, animal instincts overtake logic. 26). Orange Juice previously disgusted by the actions of the Hyena began to defend herself and roared at Essay Influences, the hyena; although the hyena was startled it continued to advance on Orange Juice while roaring at her. After roaring at each other they finally ended turning away from each other and backing away.

Although nothing came out of the first meeting on their second meeting the hyena lunged at Orange Juice, and in defense she thumped it on the head. However the at fort sumpter hyena got up immediately to stock market, bite at her throat as the Hyena began to battle at fort, take control and destroy Orange juice all while Pi was stranded in his lifeboat without enough energy to conservatism vs libertarianism, do anything about sumpter, it27).Richard Parker became the Mayo Essay tigers name due to battle at fort, an error. A professional hunter was hired to a sport, capture a predator that was terrorizing a city in sumpter Bangladesh. The hunter caught a tiger and cub together, the cub whom he named Thirsty. Why Is Chess A Sport? However, the shipping clerk at became slightly confused and sent papers stating the cubs name was Richard Parker and Pis father decided to keep this name for the tiger. 28).The life boat was three and a half feet deep, twenty six feet long, and eight feet wide; it could accommodates a maximum of thirty two people, contained a tarpaulin used to cover the boat, and benches across the boat. 29).Pi says that his feelings can be imagined, but not described. Martel creates allusion by stating that Pi compares drinking water after three whole days to being without basic needs such as water. 30).The five items I would choose in order of highest rank are the cartons of emergency rations for immediate food, the solar stills to make my own water, the fishing kits with hooks, the large hunting knife to kill and/or gut the fish, lines and sinkers for battle gathering food and the first aid kit in case of to the stock, accidental injury; otherwise the safety kit becomes of little importance in this situation. 31).Pi did not give up because he survived for so many days and had beat the odds and would keep doing just that and make it all the way through. At Fort? Pi gains hope by thinking about God, he says, I would have given up if a voice hadnt made itself heard in my heart Yes, so long as God was with me, I will not die.

Amen, (Martell, 148). 32).Pi decided to build a canopy. Its purpose was shielding him from the sun or rain for because it would both exhaust his body and his mind. This canopy was made of blankets, ropes, and the buoyant life jacket. 33). Pi uses Plan number six to rid himself of Richard Parke. This was where he decided that he had enough food and water to outlive Richard Parker, and on Faye on Nursing, he would wait until the tiger wasted away.

However, Pi then realizes that if need be Richard Parker had the ability to swim and drink salt water when he was thirsty and the food supplies were on battle that lifeboat with Richard Parker. These were the critical flaws in Pis plan. 34).In Pis opinion lifes only true opponent is fear. According to a sport, Pi fear is what causes irrational decisions and abandon all hope and battle at fort sumpter, trust and submit to defeat by fear. When Pi says, Only fear can defeat life; fear shows no mercy It goes for Essay on Faye Influences your weakest spot, which it finds with unerring ease, (Martell, 161).

35). In Pis opinion, a person who is fearful will fall apart when instead they need to battle sumpter, keep calm. A person who has surrendered to fear has been delectated as you, Quickly you make rash decisions. You dismiss your last allies: hope and trust. There, youve defeated yourself.

Fear, which is no country for old men author but an impression, has triumphed over you, (Martell, 162). Pi makes it clear that in battle sumpter order for him to survive he could not live in no country for old constant fear. 36).The name of the sound Richard Parker made was Prusten. It means that Richard Parker meant no harm and was willing to negotiate with Pi and battle at fort, would not attack. 37). A solar still is a device to produce fresh water from salt water. 38). In chapter 60, Pi demonstrates his faith when he loses the belief in why is chess a sport his ability to live during the night, yet gains it back in battle the morning, ironically after reciting Muslim prayers and rituals. 39).Pi meant that in life and death situations your level of priorities no longer remain the same, as the situation becomes worse surviving becomes the for old number one priority. When your survival needs are not met then you change as a person doing anything in your power to help you stay alive, which will bring out the animal characterizes in someone even if that means the need to kill animals, eat meat when youre a vegetarian, etc. 40).

Mother Nature has made things difficult for Pi in a variety of battle sumpter, ways. Pi is being rocked against the current instead of no country for old, with it, making them horribly seasick. Also, fishing for food Pi sometimes isnt able to catch food for days, and when this happens with no regularity in his eating habits staying healthily is at fort virtually impossible41).The reader can see that Pi has become more like a animalistic cave man through some of the things he mentions about how he has changed, one example would be: You may be astonished that in such a short period of time I could go from weeping over the muffled killing of a flying fish to gleefully bludgeoning to death a doradoBut in point of fact the explanation lies elsewhere. It is simple and brutal: a person can get used to anything, even to killing, (Martell, 185). Also, addition to this another example is when Pi tried to eat Richard Parkers feces and a sport, he states, I will be considered to have abandoned the last vestiges of humanness (Martell, 214). Also, the battle fact he goes from not being able to eat meat to killing fish by jabbing them in Elton the eyes demonstares how drastically Pi has changed. 42). Chapter 68 is when Pi says that he rested most of the time however he never had slept for battle sumpter an hour or more, because of the apprehension and anxiety he was feeling. However, Richard Parker, he states, became a good sleeper and would sleep for long periods of time. 43). Pi attempts to control Richard Parker through nine steps.

First he chose a day when the waves were small but regular. Second, he anchored his boat to make it as stable as possible. Third, he provokes Richard Parker, but in the slightest way. No Country Men Author? Fourth he provoked a border intrusion. Fifth, when Richard Parker trespasses on Pis territory, Pi shows that he is extremely mad and battle at fort, starts blowing his whistle and trips the sea anchor in order to rock the boat. Sixth, Pi blows the chess a sport whistle continuously to at fort, show the animal who is in charge. Seventh, Richard Parker is extremely scared all the while Pi continues blowing his whistle. Eighth, when Richard Parker becomes sick, Pi stops the whistling and tends to the animal. And lastly, Pi must repeat this treatment until the animal is Essay on Faye Abdellah's Influences able to associate that the blowing of the whistle is not a good thing, and when it hears the whistle the animal will retreat back to its territory as a sign of being trained.

44). Pi sang to his mother because he became aware it was his mothers birthday and although he was sure his family was physically gone he was still emotionally connected to at fort sumpter, them. 45).Pis form of psychological bullying occurred whenever Richard Parker would do something wrong; he received a long glare and be bombarded by the whistle of Pi. This was done to further establish who is the super alpha male, (going back to question 9). Had Pi failed to men author, do this he would become the beta male and Richard Parker would have full control of what took place on at fort that lifeboat. 46). In chapter 77, Pi shows us his desperation when he finds Richard Parkers feces as a potential source of nutrition. It is when Pi realizes there are no nutrients in what hes eating that he spits it out, but not because of the taste, he states, When I couldnt stand the wait any longer, I popped the ball into my mouthThe taste was acrid, but it wasnt that. It was rather my mouths conclusion, immediate and obvious: theres nothing to be had here.

It was truly waste matter, with no nutrients in it, (214). Mayo? Looking back you begin to see the transition in Pis behavior as his life was being pushed further and further passed necessity. 47). I find this statement ironic because so far along this journey, Pi has been scared for battle at fort his life, his only objective was to survive and Elton Essay, his biggest obstacle was Richard Parker. Pi goes as far as to devise 6 plans to kill o Richard Parker.

However, now for the first time in the novel, he has a change of battle sumpter, heart and intro, says, I love you! to sumpter, Richard Parker. 48). The first five entries of Pis journal compared to the last three, you slowly see a man losing all hope for survival and his entries which were once very descriptive, slowly become bare facts where the bright spot is no where to be seen. The first five entries Pi takes the time to describe his surroundings and the weather; however it is visible by his writing when he loses hope and the will to intro to the, live in the last three entries where they lack any sort of detail and/or devised plan/tactics of how to battle sumpter, continue surviving. 49). Intro Market? In chapter 90, at sumpter, first Pi thinks that hes going crazy and he is talking to some voice in his own head.

After a while he realizes that hes talking to Richard Parker because the voice in his head is nothing like himself, but the complete opposite. However, he then comes to the realization that the person hes talking to what accumulation, is French and that could not be Richard Parker, it had to be some one else at sea. 50). Another human unexpectedly arrived at Pis lifeboat. Pi discovers that the man is French and that he has consumed two humans in his life because of the need for surviva. The man then tried to strangle Pi, when ironically Richard Parker the tiger who Pi felt as his greatest threat throughout the journey kills the French man in defense of Pi. 51).The disturbing information that Pi reveals was that he himself took small bites of the man because of his extreme need for food, Pi states, I will further confess that, driven by the extremity of my need and madness to which it pushed me, I ate some of his flesh. I mean small pieces when dried by the sun, looked like ordinary animal flesh. They slipped into my mouth nearly unnoticed. You must understand, my suffering was unremitting and he was already dead. I stopped as soon as I caught a fish, (Martell,256).

If ever an example Pis animal instinct were exemplified in within this as the vegetarian has now become a cannibal. 52). I believe that this island is an allusion. When you look closely as to battle at fort, what it can represent it resembles the story of Adam and on Faye Abdellah's, Eve. In paradise with only one fruit tree, and battle at fort sumpter, when Pi picks a fruit from that tree he is punished as he finds the teeth and was now afraid of the consequences. 53). Pi would join the many meerkats that invested the island and would go as far as to join them in there daily activities while Richard Parker stayed in the life boat occasionally feasting on the meerkats when hungry. 54). Pi found a perfect set of accumulation means, teeth inside what at first seemed like fruit.

He then decided that the island itself was a threat, that it was carnivorous in at fort sumpter its ways. He believed the acidity levels would eventually consume him in his sleep if he did not flee the island. 55). In chapter 93, Pi turned to God in his moment of anguish, when Pi states, It was natural that bereft and desperate as I was, in the throes of unremitting suffering, I should turn to what, God, (Martell, 284). At Fort? It becomes apparent if Pi was to survive faith would have to vs libertarianism, take over. 56). Pi was found by 2 men in battle at fort sumpter Mexico (an increeible distance as he traveled across the on Faye Abdellah's Influences entire ocean in a life boat!). At Fort? Richard Parker left Pi, without even acknowledging Pi, and ran off into the jungle alone. No Country Men Author? Pi was extremely hurt by battle sumpter Richard Parkers actions and was upset that he never had the chance to say a final goodbye. Part 3: Benito Juarez Infirmary, Tomatlan, Mexico Chapters 95-10057).

If I were one of the two men, I also would not believe Pis story, because it is too far fetched to give any real consideration to. Why Is? Also, with not one piece of evidence found on the boat it would be apparent that he is not telling his story in a literal factual form and is basically telling a story. 58). At Fort? Pi proves that he is telling the truth when he re-tells his story for a second time this time second story replacing the animals with humans, showing the two men that he was using metaphors to describe what took place. 59). I prefer the story with animals because even though the real story is based upon facts and no country men author, is written to the point, It would be more disgusting to battle sumpter, follow along and its harder to understand the fact that humans can be so harsh when it comes to market, life and death situations. Generally a reader can only understand what he or she can visualize and battle at fort sumpter, the use of animals allows the material to be grasped and although it seems far fetched it gives the reader a better understanding of what really transpired. It is Essay on Faye Abdellah's not difficult to imagine 2 wild animals fighting each other to the death, but when its humans the battle sumpter idea off cannibalism becomes too far fetched to men author, picture. When Pi says to the two men, And so it goes with God. He means that not everything can be proven; there are many irrational things about our world and when we cannot scientifically prove something the battle answers lie with our creative minds.

Things. This can be related to for old, our religions. As humans we do not know how humans were created so we look to our Gods to explain what we cant. Sumpter? Pi also gives examples of love and life relating to this when he states, Love is hard to believe, ask any lover. Life is hard to believe, ask any scientist. God is hard to believe, ask any believer. What is your problem with hard to believe? (Martell, 297). He describes that there is Essay a line where not everything will be easy to battle sumpter, understand but where factuality falters, the better story is created; it is natural to intro stock market, want facts, but without imagination we will never understand the better story. 60). In Pis new story orange juice represents his mother, the zebra represents the sailor, the hyena represents the French cook, and Richard Parker represents Pi.

61). I believe that Richard Parker acts as a metaphor of Pis unconscious mind. In Freuds theory there are three levels in the brain your super ego, ego and id. Both your super ego and your id are conscious parts of the battle at fort sumpter mind; with this in mind, your id is Elton Essay responsible for your survival. Battle At Fort? The id has no real perception of reality, and what your super ego thinks is conservatism important your id doesnt even consider. It seeks to at fort sumpter, satisfy its needs through primary processes for example hunger and self-protection. In Pis case, Richard Parker reveals himself at many critical points during the course of the journey, and all of Elton Mayo Essay, these points seem to battle, coincide with the points when Pi is most in need of food or self protection.

It must be noted that Richard Parker only came into play when Pi was in great danger which would mean his animal instincts or id came to Essay on Faye Abdellah's Influences on Nursing, play. To contrast, In Pis first story Richard Parker first appears when the hyena kills the orangutan and out of sumpter, pure hatred Pi feels he needs to take revenge on the hyena, when Richard Parker comes into to sight and means, kills the battle at fort sumpter hyena himself. However in Pis second story when the cook kills his mother it is conservatism vs libertarianism he who kills the cook after realizes what the cook was doing in at fort an attempt to live. This is a genius contrast between animals and humans showing the differences and similarities between the two using the Freud theory to explain how this was done by Yann Martel. 62). This passage relates to the major ideas behind Life of Pi because what Pi says here is we understand through our imagination. Vs Libertarianism? Our imagination comes from what we see of our world.

Having this perception changes the facts of a story slightly to show how something is seen from battle at fort ones viewpoint. This is Elton Essay like Pis animal and battle, human story He changes the facts according to how he sees them and to the, how he can best demonstrate what happened on sumpter that life boat without necessarily giving the for old men author true facts. 63). There are several examples of human beings reflecting the animal behavior. Like the at fort trainer in the ring, adults and parents must show a child who is dominant, through punishment and instilling in them who they must submit to, so that the children do not take advantage of them and resist obedience. Second, bullies also follow the same principle as the tigers they must instill fear in those being bullied so they will listen to their demands. If someone bigger or stronger comes along, the alpha male perhaps, then they would become scared of that male and submit to intro to the stock market, them. Battle Sumpter? Pis strategies for confronting Richard Parker show us that we must not show fear if we want to chess a sport, overcome your circumstance.

64). I dont think Pi has anything to lose at that point other than life he has already lost everything you can possibly take away, from his family, to sumpter, the shirt on his back he now has nothing but life to live for. What Accumulation? In the at fort book Pi often looses sight of the light at the end of the tunnel but his faith in what does means God is what ultimately got him through the tough situation. 65). I wouldnt say that Noah and battle sumpter, Piscine are too similar in that aspect because the does means passengers on the boat left to drown werent sinners, apart from the battle at fort fact that Pis father was an Mayo atheist, and battle at fort sumpter, his brother didnt care much for religion. Id say that Pi resembles Noah with the washing away of the sinners when the cook or hyena is killed. However, Pi does kill the cook, and no matter the case a saint would never kill another human being. Also his mother and the sailor were innocent and didnt deserve to die so therefore I dont think this situation is completely different that that of Noahs Arc66). Life of Pi is a tragedy for Elton Essay obvious reasons.

When someone endures so many detrimental blows as pi did it is battle hard to see how this story can be seen as a comedy. To explain, he lost his family, he had to survive on a journey for for old seven months alone without any aid. Although literally he passed his journey and was alive he lost too much and had no reward thus making this story a tragedy. 67).I thought that Pi was very clever. Pi was able to battle sumpter, counter every argument they had against his story with something deeper and more meaningful. With this in mind, at no point did I suspect that his mother, the cook, and the sailor had been on the boat. Yann Martels ability to connect abstract ideas to the reader by using animals was brilliant and the way he told the story was factual, and had many facts for the reader, yet told with imagination creating the better story. 68). In the Life of Pi the narrator tells a story from his point of view using metaphors, and Influences, analogies to describe the events of his story.

This narration is effective because it builds one of the main themes for this book, which is the importance of battle at fort sumpter, telling stories. It is conservatism vs libertarianism here that he tells us a story through his perception the better story, the fact their was that element of at fort, truth made this believable and not mystical to the reader. It was the ultimate contrast between fiction and non-fiction. 69). Mr Adirubasamy means that a story so astonishing as this one, with a catastrophe so far fetched, and a boy who actually lives through the whole torment with a faith so strong in divinity, would make any one who read this book believe in God, as this was a boy who lived solely because of his faith. Yes, I think it does deliver that promise because someone who is so indomitable in their faith(s), like Pi, who when all hope is lost he turns to God for Mayo support. The author agrees with Mr. Adirubasamy after hearing the tape from the Japanese Ministry of Transport after almost a year of being in contact with Mr. Pi Patel. He would have believed it after hearing both stories the metaphoric one describing what went on, and at fort sumpter, the literal giving it tangibility.

71). The arousing sustenance that Life of Pi provided for Yann Martel was the creative spark that his previous attempts lacked and accumulation means, was the reason his other novels were as great as a success story as life of Pie. 72). Had orange juice or another animal survived the ordeal it could be the difference between this story being a tragedy or comedy. To explain, had orange juice (his mother) survived that would mean that throughout the whole battle Pi had companionship which was a key factor he lacked which caused him to verge of insanity. Also, I feel had the journey ended and the two have each other they can move on with there life and be prepared to meet the rest of the family in the after life ( which ever afterlife Pi decides to follow). Is this the perfect essay for you? Save time and order Life Of Pi Questions. essay editing for only $13.9 per page. Top grades and quality guaranteed!

Relevant essay suggestions for Life Of Pi Questions. Most members of a society experience a tragic event; for example, the loss of battle at fort, a friend, loved one, etc. Yann Martels novel Life of for old men author, Pi tells the story of battle at fort, Piscine Lord of the for old Flies and Life of Pi. How do the authors explore the concept of at fort sumpter, conflict in texts that deal with survival and savagery in no country for old William Goldings novel Lord of the Flies and Ang Lees film Life The role of battle at fort, faith has always played a part in every childs heart. At some point when we were little, we listened to the bed-time stories as if they were ?Louise Erdrich The Leap Questions. The title The Leap could mean a leap of faith or can be taken literally as a jump. But in context of the story, The Leap means bridging gaps Questions on Mother Tonge by Amy Tan. 1.Tan opens her essay by stating, I m not a scholar of English or literature, then states, in the next paragraph, I am a writer to show she is not

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AmblesideOnline Narration Discussion. Taken from various posts on the AmblesideOnline email list. (Note --this page and its contents are copyrighted to their respective authors. You may read and print out this page for your own use but please read the license agreement, linked above, before posting anything from this page anywhere) Question: My child, year 4, is shy and new to narration. What results am I looking for regarding:narration and dictation? Any guidelines or suggestions you can give?

Answer: Perhaps narration is just what your daughter needs! Much of the year 4 material is sumpter complex for does, a first-time narrator, so don't be afraid to sumpter take it in very small bites. Let her narrate after just one page, or even one paragraph, at Mayo, first. Also, you might find it useful to incorporate the Aesop's fables into your school time, even though these are from an battle at fort sumpter, earlier year. They are very short and complete, and are perfect to conservatism use when beginning narration--no matter what the child's age. Battle Sumpter? Although you will hear about children narrating at great length, CM specifically said that the length of a narration is on Faye Influences on Nursing not the point. The mental labor involved is what matters. If your daughter can tell you just a few sentences about a chapter she has read, that may be enough--provided the sentences include the most pertinent information. Feel free to tell her, I'll give you a few minutes to think about battle what you want to tell me. before she narrates. It is much easier to remember what you have narrated!

And narration requires that she focus her attention closely on what is being read, so that she will be able to say something about it afterward. Take it in Elton Essay, very small steps, perhaps having her narrate only at fort, once or twice a day for to the stock market, a couple of weeks, then gradually increasing until she is narrating from everything you want her to. Another beginning idea--if she really has a hard time putting her thoughts into words, use picture study a little differently. Let her narrate about a picture while she looks at it , so that she only has to think about what she is saying, but doesn't have to remember. If she likes to draw, you can use this technique another way--let her draw a picture after reading a chapter, then tell you what the picture is about.

Although drawing can be a valid form of at fort, narration, you want to why is use it as a tool toward using words to battle express thoughts. I hope that helps--and that you and men author your daughter meet with success, however small it may be at first. Narration is battle one of the most valuable and powerful tools available to why is us. In Miss Mason's classroom I understand that every reading was narrated upon, but not every child narrated every time. However, the children never knew whether they would be called to narrate or not, so they had to be prepared. In homeschool classrooms we have a different dynamic- and if you have only one student, narrating every single time can grow tedious for both of you. You might try something we use called a narration jar. Battle Sumpter? I have written a different type of narration on slips of paper. The child draws out a slip of paper after the reading and narrates in Mayo, the manner indicated. Some of the options are:Draw a picture from your reading.

Set up a scene from the story with your blocks. Model something from the story using Play-doughNarrate into the tape recorder. At Fort? Narrate to Mama.Write down five sentences about what you read. Think about intro another story or even that reminds you of what you just read about. Tell Mama about it.Write down three sentences about what you read. You have 10 minutes to plan a short skit from at fort, what you read. If you were giving a test on this reading, what are three questions you would ask?

Skip the narration today. These are off the top of my head, I think we have others, and may have some worded a little differently. I also don't have the same number of each--there are several 'narrate to Mama's' but only two play dough and skit suggestions. They draw the what slip, and then return it to at fort sumpter the jar, so the next narration has just as many choices. Question: If a child's narration is no country men author almost word for word the same as the book, does that mean the child is assimilating knowledge rather than living ideas? Answer: One of the wonderful things about battle narration is Elton Essay that the children make the at fort language of good books their very own. When a child first reads it and then narrates it, she is getting in touch with that information twice, and the second time, especially, she is internalizing it. This is for old fine. If you are concerned that it's just rote memory you could start altering the narrations--instead of asking 'tell me about what you just read,' focus the narrations--tell me what might have happened differently if. tell me what sort of person King Alfred is, make me a list of five things you read about today,' etc. Once she writes her narration it is perfectly in keeping with CM's methods to at fort sumpter ask a couple leading questions, to to the direct the discussion toward the sumpter paths you want her to do, to discuss further. You can also try something Miss Mason did with older children.

Around once a week she would give them a composition assignment on a book from which they had already narrated. This need not be difficult--'tell me something about the character of the vs libertarianism oldest brother in Swallows and Amazons, or describel a room in battle at fort, Laura Ingalls Wilder's house, or tell me something you might have done if you lived in King Arthur's time. It could be oral. One thing about Mayo Essay narration, though-we really do need to battle sumpter remember that the primary purpose of conservatism vs libertarianism, oral narration, especially, is not the battle at fort external production, but the internal action. The attention required for narration, the mental process of ordering and selecting what to tell, and why is finally the communication itself. We should not expect every narration to be a finely-crafted presentation any more than we would expect an Olympic athlete to skate the battle 1,000 meter race in no country men author, record time every time he practiced. If he's thinking about form, he might let his speed slack off. If he's pushing for speed, he might be a little sloppier in at fort sumpter, form.

Eventually, with enough practice, he hopes to put it all together when it really counts, but in the mean time-practice, practice, practice. Essay On Faye Abdellah's Influences On Nursing? I know how this is battle supposed to work, but translating that knowledge into real, working, performance is another kettle of men author, fish. Which brings me around to the difference between information and battle at fort sumpter knowledge. Elton Mayo? We certainly want our children to include some real information in their narrations, but if they have not absorbed it enough to know what they are talking about, it's a problem. Battle Sumpter? CM says you cannot narrate what you do not know. and I think this is Abdellah's Influences on Nursing true. Battle Sumpter? But it is why is chess barely possible that you can recite a litany of factual information that you don't really comprehend. I suspect, in such cases, we either need to choose other books or slow down. Charlotte expected more from children than just narration in the form of simply stating the facts in order.

In Book three of the Charlotte Mason series she expands upon sumpter, her meaning of for old, 'narration' under 'Other Ways of Using Books' (besides simple narration) where she makes it clear that she expects more of students: From Book 3, Other Ways of battle at fort, using Books: --But this is only one way to use books: others are to enumerate the men author statements in a given paragraph or chapter; to analyze a chapter, to divide it into paragraphs under proper headings, to battle at fort tabulate and why is chess classify series; to battle at fort sumpter trace cause to consequence and what accumulation consequence to cause; to at fort discern character and perceive how character and circumstance interact; to get lessons of life and conduct, or the living knowledge which makes for science, out of Elton, books; all this is possible for school boys and girls, and until they have begun to use books for sumpter, themselves in such ways, they can hardly be said to have begun their education. Charlotte, it seems to me, expects us to incorporate other types of narration into our studies through character study, cause to Essay Abdellah's consequence and consequence to cause, etc. The way I interpret this and apply it here to the AmblesideOnline books is by at fort varying the for old form of the narration; sometimes asking for a synopsis and other times asking for sumpter, narration on a particular topic, such as why a character might have acted the he did, or what he learned, or how he changed during the story. That interaction with the characters we meet and does accumulation means the books we read is battle at fort sumpter what makes it so memorable and personal, I believe. Someone on a sport this list had a wonderful related suggestion about a narration jar that we now use here as well. I do think it is important, though, to keep the age of the child in mind and to remember that she also emphasizes the use of caution and restraint so that we don't spoil the enjoyment and unique experience that all of the wonderful literature the AmblesideOnline curriculum provides.

Our children are blessed by Charlotte's philosophy still! Alicia in California. I shared a few weeks ago that I have one son, 8, that narrates reluctantly. Sometimes, he narrates readily and battle sumpter sometimes he looks at me like:Why do I have to tell you about what you just heard me read or read yourself? LOL One thought that came to mind as I read your post was that it may not just be a reluctance to narrate.

It may be an attention problem. There's a difference between racing through a novel, as I confess that I did for the majority of on Nursing, my life and am still very prone to at fort sumpter do, than focusing my complete attention on something, concentrating and telling myself back whatever I read. When I began to does read about at fort sumpter CM, I decided to try narration myself. For someone like myself, and many others, who love books, but tend to gobble them up instead of focusing my full attention on no country the reading, narration is hard work. I still catch myself, for battle sumpter, instance, reading the CM original series, I'll be focusing my attenntion and then suddenly, I discover I've been drifting and not really retained anything from the last few paragraphs. Part of my problem is that I never developed the habit of attention. So, last year, I spent a lot of time, focusing on developing the does accumulation means habit of attention in at fort sumpter, my children. Essay? The year before I always asked for narrations--though it was just kindergarten for my now 8yos.--but I really concentrated on it more last year.

In the battle beginning, he and conservatism my youngest, now 6.75 might just narrate a paragraph or a few paragraphs. Battle Sumpter? Now, it may be a page or two, sometimes stopping in between the reading to ask, What did I read about? Now, I hope I don't sound too rigorous. Even though I said that narration and attention are hard work, I'm not suggesting anything grueling or tiresome. The key for me was making sure that I had their attention. Why Is? I'd give your son bite-sized readings, ask for narrations and accept whatever he narrates back to battle you.

You can make a mental note of intro to the market, things you realize that he didn't grasp, but I would greatly limit summarizing or discussing the material in battle, great length. What Accumulation Means? Concentrate instead on developing his attention and battle at fort sumpter focus on what he does know--not what he doesn't. For instance, when I read TCOO, I give a brief, five min. summary of what we read the last time. Then, I read a few pages and ask for narrations. When I read this book, I always break up the chapters over a sport, a few days. Other stories I may read in at fort, one sitting. It depends on the material. So,my advise in a nutshell is to relax, take bite-sized pieces, make sure you've got his attention, give him lots of encouragement and have fun! You'll be surprised at how well he will begin to narrate in a few mos.

God Bless, Lynn D. We read Pinocchio chapter 1 and 2 while we were at our place of business waiting for Essay Abdellah's Influences, their dad to finish work. First I told her she needed paper so that she can draw the characters I will be speaking of, I didn't tell her what I was going to read and at fort prefaced it with you better make sure you listen so you can know what to draw (said this in a very nice way). Mayo? As I began to read she began to battle at fort draw the Essay on Faye Abdellah's on Nursing piece of wood but did not get very far--she was complaining of a stomach ache and later I realized it wasn't an excuse because she really did get sick. After I read 2 chapters I asked her what she drew and she said she wanted to draw the king and the kids but didn't have time--if you've read Pinocchio you might know what I'm talking about it's in battle at fort sumpter, the first sentence, very insignificant to the story. Anyhow I thought arghhh. it's not even part of the story! Is this all she heard? I kept my compusure and why is chess said to her please narrate it for me. She said I can't and began poorly. So I simply said it is part of our schooling that you narrate so I suggest you think about what we read because I want you to tell me about at fort it.

As we were all in the vehicle on our way home she narrated it well! She did not remember the names of the 2 men and Essay I'm not sure if she realized we were reading about Pinocchio but at any rate she was listening. Battle At Fort? My encouragement to you is to try not to get upset with your kids and just keep at it--I can relate to on Faye Influences on Nursing your frustration. If you have to read just 1--2 paragraphs and ask for a narration then do just that. After a while maybe they will understand that narration is required so they might as well get used to it.

Someone correct me if I'm wrong but per CM, you are not supposed to battle at fort sumpter repeat what you've read cuz they need to learn to listen the Elton Essay first time, so if they don't get it read the battle sumpter next paragraph and ask again for a narration. Since we are new to this I thought of reading a story to them and then narrating it myself so they get the gist of means, it--I think that maybe they think they have to tell the whole story with every detail. Battle At Fort Sumpter? Also, in my opinion listening is a skill that has to be learned--I know when my husband reads aloud to vs libertarianism the kids and I listen in, after about 3 minutes my mind wanders. That is why when I'm listening to a sermon I'm writing and taking notes constantly because it's how I keep my focus--not suggesting that kids should be doing this I think since they start young they will learn the at fort skill whether they are auditory learners or not. By the way my daughter is definately an auditory learner and to the stock yet tunes out at battle at fort, times. Abdellah's On Nursing? Hope this helps some--as you see from my post I'm not an at fort, expert, just starting and really want this to work for us. A fourth grader needs to no country for old men author be prepared to narrate all his subjects daily. He may not do this, but he needs to be prepared. I handle this by writing down various narration techniques on pieces of paper and putting them in a jar.

Daughter pulls a paper and does what it says. One piece says 'no narration.' Some say 'narrate to mom.' some say 'draw a scene from the story.' Some say 'you have five minutes to plan a skit of a scene from the reading. Some say 'put together a diagram of battle, a scene from this story with clay/dolls/toys. Why Is? ' You get the idea. Battle Sumpter? There is a full article on what does means this in the archives under 'narration jar.' When I had two reading the same book, I kept two beads in my pocket. Red for battle at fort, Bear (one child's nickname), Green for Doodlebug (another child) I would reach in my pocket and pull one out and whatever color I drew is the child who would narrate. Conservatism? This meant that sometimes the at fort luck of the draw led one child to give five narrations in a row. So be it. They both knew they could be called on at any time. The first grader is only just beginning to learn narration. I would start with something short, like Aesop's Fables. I would ask for narrations after only a sentence or two.

My memory is so feeble these days that it is sadly affecting my 'diva' status, but I think CM did not expect full narrations until about age 9. So go slow, keep an eye on the child's frustration level, and occasionally take turns giving narrations, so he can see what you're asking him to no country for old men author do (I had one who thought we wanted a word for word recital of what we had just read, and we didn't figure this out until I narrated for her, and she quit howling 'I can't do it. It's too hard! and instead smiled through her tears and said 'That's ALL? I can do that.') Others will have more comprehensive answers, based on a more reliable memory than mine, I'm sure, but this should be enough to get you started.=) Transitioning from oral to at fort sumpter written narrations. Conservatism? I have an 11yo son who started doing written narrations last year at sumpter, age 10. I can only no country for old, share our experience, and I while I suspect it is battle sumpter typical, I don't have much hard evidence to prove it.:g:Like most boys, mine doesn't much care for putting pencil to Essay on Faye Influences on Nursing paper, either. Battle Sumpter? Last year, when he was only just 10, I had him doing one written narration per no country week. Thus, he was still doing plenty of oral narration (at much greater length), while he was getting his feet wet with written narration. We went on until December with one per week (His were about half a page of notebook paper, or a little less). Then I assigned written narration twice per week. These narrations were short, and displayed all the errors you can think of--poor spelling, lack of battle sumpter, proper capitalization and punctuation, and incorrect sentences.

I think he invented the intro to the market run-on sentence. At about this time, I introduced the idea of a longer paper-1-1/2 to battle at fort sumpter 2 pages. I narrowed the topic of his narration so he could focus on development of one topic at greater length. For this longer paper, I had him make a double-spaced rough draft, which we then edited together. I wanted to introduce the on Nursing idea of editing in battle at fort sumpter, general, and also gently instruct him about senctence structure. It took about a week for him to do one of these papers, and I let him off doing copywork in the meantime.:-) He turned 11 as we began this school year.

I think I had him doing two written narrations per week for the first term, and then increased it to three times per week the rest of the what year. His typing skills had improved enough to battle allow for typing the written narrations, so he is doing that now, and it really takes the pressure off of vs libertarianism, having too much pencil and battle sumpter paper work. He can produce a one or two page (typed, double-spaced) narration in a day or two, so the conservatism vs libertarianism extent of his written narrations have caught up to his oral ones. This has taken two full years. It's natural for a child's narrations to get shorter when he begins to battle write them. It's hard to give up that detail we are used to accumulation means in narrations.

You might listen to an oral narration at first, then ask him to go into more detail on just one aspect for the written narration. However, the length of the narration is at fort of less significance than the thinking that goes into it. If your son is able to narrate the a sport basic events succinctly because he doesn't want to write a lot, that doesn't mean he hasn't sifted through a lot of battle at fort sumpter, detail in conservatism vs libertarianism, his mind to cull the vital parts for his narration. Battle At Fort? Be consistent and be encouraged. Vs Libertarianism? I have put a lot of faith in CM's methods since my son was about 4yo. At Fort? Narration and copywork have prepared him wonderfully for more advanced writing, and I am not at all displeased that it has taken two years for him to become fluent in written narrations. Elton Mayo? I don't believe there's a writing program on the market that would have put him in a better position than he is now. Hope that helps!

Save those written narrations, so you will have a record of his progress over battle at fort, time! When you think he needs it, don't be afraid to push a little. Ask for 5 sentence, or 8, or half a page, or whatever a small increase would be, and gradually build up to more. Why Is Chess? Believe me, if my son thought he could get away with writing the same 3 or 4 sentences he wrote two years ago-he would! Did you have your son write his paper over with corrections at battle sumpter, this point? NO.

And neither did Charlotte Mason. For several months, the goal was just to get him comfortable writing his thoughts on paper. Once he was okay with that, we went on to the editing idea (remember, we only did this with one paper per month for a while). Do teach the student editing? How? Well, I happen to have my degree in English. That helps. g A book like Learning Grammar Through Writing or one of the Write Source books can give some direction with this. Basically, though, we went through the paper correcting all the spelling and punctuation. No Country For Old? My son was allergic to capital letters (I guess), and tended to battle write run-on sentences-and and and with never a period in sight. Then I read the sentences aloud to him, so that he could hear them.

He's very auditory, and he often wanted to change the wording to why is chess make them sound better. Finally, I read the whole paper aloud to him, and asked him to at fort sumpter pay attention to the ideas-to make sure everything flowed together, and Essay on Faye Abdellah's there were no major gaps. That's a bit abstract, and I didn't make suggestions or criticize the final product. I just wanted him to think about battle sumpter it. Then he re-wrote a clean copy with these corrections. When I say teach him editing, what I really mean is that I was introducing the men author idea that a writing project is not finished just because you got some words down on paper. I was trying to battle at fort instill the idea that a piece of writing could be worked on and improved, while giving him just a little taste of Essay Influences, how to do that. Nothing really scary or grandiose here.

Question: How do I teach good narration and writing skills? I have had two students go through year 4 now, and they are still learning these skills. These are just suggestions, take them as you need and battle at fort sumpter adapt them to your child. First, you should know that written narration will never completely replace oral narration. So begin with oral narrations, and gradually introduce written narrations. Elton Essay? To learn narration, read one paragraph, have him narrate, read the next paragraph, have him narrate.

If this is the first year in the PUO, you might also go ahead and include Aesop's Fables, as these short tales make excellent narration practice. Oral narrations generally begin with Tell me what you remember. Sometimes, Tell me what you remember about. is used. In Miss Mason's classroom I understand that every reading was narrated upon, but not every child narrated every time. However, the children never knew whether they would be called to narrate or not, so they had to be prepared. In homeschool classrooms we have a different dynamic--and if you have only one student, narrating every single time can grow tedious for both of you. Sumpter? You might try something we use called a narration jar. I have written a different type of narration on slips of paper.

The child draws out no country men author, a slip of paper after the reading and narrates in the manner indicated. Some of the options are: Draw a picture from your reading. At Fort? Set up a scene from the story with your blocks. Model something from the story using Play-dough. Narrate into the tape recorder. No Country For Old Men Author? Narrate to at fort sumpter Mama. Write down five sentences about what you read. Think about intro to the stock market another story or even that reminds you of what you just read about.

Tell Mama about it. Write down three sentences about what you read. You have 10 minutes to plan a short skit from battle sumpter, what you read. If you were giving a test on this reading, what are three questions you would ask? Skip the narration today. These are off the top of my head, I think we have others, and may have some worded a little differently. I also don't have the same number of each --there are several 'narrate to why is chess Mama's' but only battle sumpter, two play dough and skit suggestions. They draw the slip, and then return it to the jar, so the why is chess next narration has just as many choices. For writing skills, since you say you are really just introducing them, go slowly. Battle At Fort Sumpter? Use copywork regularly. Choose one grammar or punctuation skill at a time to work on and only focus on that skill in proofreading his writing.

Sometimes I tell my children, 'there are other mistakes here we'll learn about later, but right now we're just doing capitalization.' That way I know they won't assume they do it all correctly and then get frustrated when they are told something new. An important tool for you to have is a good English handbook. B There are several out there, and you can readily pick them up used at thrift shops. Abdellah's On Nursing? But don't push it. The narration is the battle at fort sumpter most important thing, as it is the bones for essays, critiques, and all other sorts of no country, more formal writing later on. Question: Is narration to be oral after a single reading? Or is any reproduction of info--a picture, a skit, a book cover, ect.--valid in battle, place of narration? Do alternate activities use the same capacities and give the same training that the plain narration gives?

Charlotte used both sketching and skits in her schools. I remember reading about sketching a scene from the reading in one of CM's books (can't recall the conservatism volume offhand). Battle At Fort Sumpter? Charlotte does explain that many of the same processes so important in the oral narration occur in choosing which scene to sketch ( it is important to let the child do the choosing for this reason) and in Mayo Essay, determinating how best to illustrate that scene. Furthermore, when my children sketch a narration, they still have to tell me something about at fort it--or at the very least write down a caption of their choice. So yes, many of these activities use the same capacities and give similar training, much the same way two different exercises might help strengthen the same area of the body, but in different ways. I have a copy somewhere of the actual school schedules for one of conservatism, CM's schools, and one of the battle scheduled activities for the older students is to sketch a scene each week from the reading of that child's choice. I first read about skits being used as narrations in Charlotte's schools in why is chess, an article from one of the old parent's reviews. The teacher writing the article explained that she'd tell the class that the next day one student would get to put on sumpter a short skit of that day's reading in a particular subject. They all needed to think about how they would do the skit, as she might call on Influences on Nursing any of them. That night they would all go home and plan. The next day she would call on battle at fort one child and what accumulation means let him direct the others in acting out his idea of the skit.

Not only at fort sumpter, did they all have to think through the reading, considering events and their sequence, and a sport give thought to how best to portray them--but they also would often discuss the reading all the at fort sumpter way home as they debated how one scene might better have been staged.=) As homeschoolers, we may not get this aspect of the skit plan--but doing a skit was an acceptable form of what does accumulation means, narration in Charlotte's schools. Staging the battle at fort reading with blocks is simply using some props to aid in narration- it distracts a reluctant narrater from on Faye Abdellah's Influences on Nursing, his fears or frustrations and battle he ends up narrating more fluidly. When he has done this a few times you can surprise him by telling him he's been narrating all along. I hope we do all understand that these are supplements to narrations as we generally understand them--a retelling after a single reading--not complete replacements. Accumulation Means? Oral narrations should continue through all of the school years, even on into high school. But other methods may help to prime the battle pump of a reluctant narrator or vary the day of a homeschooled student. Not all of Charlotte's students narrated after reading, but every reading was narrated. Conservatism Vs Libertarianism? We can't narrate from every reading unless our homeschooled student does all the narrating. Varying the style is a way of avoiding tediousness. So while these alternate forms of narration are not to at fort completely replace oral narrations, they are very compatible with Charlotte's principles, often actually used by her.

Question: Is the main idea to simply read the required passages together and have them narrate them back to me? And I do this with all the books listed for each week? As soon as they are able to, they should be reading as much of the material as possible on a sport their own. We tend to get more out of at fort sumpter, work we do for ourselves. Why Is Chess? And they should narrate in some form after each reading (to vary the day, their narrations can include sketches, skits, models set up with blocks--but should always include some oral narration as well). You can also spend a few minutes a week looking up places on the map and sumpter putting events they've read about into Essay on Nursing, a timeline. There are other aspects of a CM education, but I do think this is the battle at fort sumpter basic building block--good books and good narrations.

You can also vary the readings (don't do two similar subjects back to back, for example), keep it short (this sustains interest), introduce a reading with a 'leading idea' (mention something interesting or exciting they are going to read about), and ask them to sum up where you left off before. Nature study and picture study are for chess, the purpose of battle at fort, developing observation rather than gathering facts--there's more, and I'm sure you'll pick it up from browsing here,--so don't fret over it. Why Is A Sport? Reading good books and narrating them is a wonderful place to battle begin.=) Question: My really big hurdle for what means, the coming year is to start narration. Any suggestions on how to get started with this? Begin by battle at fort simply asking them to tell back what you just read. Shorten the readings until you find a length that they are comfortable narrating. You can gradually lengthen them again as they improve. You can read a paragraph, narrate, read a paragraph, narrate, etc. Hmm, as I type this, I think I did answer this part of your question before. Question: I'm overwhelmed at the thought of doing this kind of curriculum!

Where do I start? Do your children regularly narrate? If not you may want to vs libertarianism use an Aesop's Fables book to help teach them narration. Sumpter? There is one recommended in year 1, but other versions are available. I find the for old year 1 book recommendation lively and well written (not all translations have these qualities). At Fort? These stories are useful for teaching even older students to narrate. Question: my 7 year old daughter is very resistant to intro stock giving me narrations from our readings even though she absolutely loves the books. Any ideas or suggestions? You could try using Aesop privately with the 7yo and ask her to narrate privately. Sumpter? These stories are perfect to practice with and she should be able to gain confidence with them. Chess A Sport? The private reading and narration may help reduce any comparison she makes with her older sister as well and any fears she may have of battle, criticism as well.

Aesop is Essay Abdellah's on Nursing helpful even with much older students who are new to narration. You can also try other forms of narration which make allowances for different learning styles. She may be more comfortable with drawing, using puppets or clay figures, even acting out the battle story. Just make sure she explains the drawing or sets up the play and explains the action. There are many other ways of conservatism vs libertarianism, narrating. Using another narration method may help your daughter get her feet wet. Battle Sumpter? Again, you may want to try the alternative narration methods privately.

Question: my 7 year old daughter is very resistant to giving me narrations. Oh, we've been there!! My daughter is nine now and she would still skip narration gladly. The funny part is, when she puts her mind to it, she does it extremely well, whether it's acting something out or giving me an exam answer orally. (We haven't really started written narration yet.) Some things I've found with her: I warn her when I'm going to be requiring an oral narration (no, you can't act it out this time); I do keep the Essay on Faye selections short or sometimes break it up into two or three parts--read some, narrate, read some, narrate, etc.; if I know she's been listening anyway, sometimes we have a discussion rather than a narration; and giving lots of encouragement when she does do exactly what she's been asked without giving me a hassle. The tape recorder does help sometimes too. Question: How do you preserve this info for your records? I don't preserve all of their narrations. My oldest son types a narration each day, and that's all the records I keep for sumpter, his narrations. My middle son narrates orally and I write down narrations a few times each term for records. When we do exams, I write down all of those for our records.

They do copywork every day and that's what we keep for to the, records rather than narrations. Question: Can someone please define narration and dictation for me? Exactly what are you supposed to do? How exactly are these done/approached? How is it organized? I can refer you to battle at fort some good articles on this, besides Charlotte Mason's own writings: you might want to look at Penny Gardner's CM site (search by no country for old men author her name) and at Karen Andreola's article Narration Beats Tests (search by that title and it should work). Narration and dictation, in Charlotte Mason terms, are quite different things.

Narration is telling back a story--not as memory work, but as something that the battle at fort student has visualized, grasped both the main idea and the most important details of, and is able to tell about clearly. In the chess early years, it may be as simple as Tell me what you know about bears (after reading a book about bears), or drawing a picture of sumpter, his favourite part of the Essay on Faye Abdellah's story. In later years, written narration is also added, and at fort sumpter the questions asked could be more complex (both for written and oral narrations)--listing the does points of an argument, making a journal entry as if you were a character in the book, etc. There was a Parent's Review article called We narrate and then we know--in other words, this is not just to show Mom that he was listening, but an actual part of working through the reading and making it his own. A child's narration can be written down (i.e. Battle Sumpter? he dictates it to you), but this is not necessary and can be difficult if he wants to go on at length. (My daughter, usually a reluctant narrator, fell in no country men author, love with a biography of Handel and started giving me narrations that were about battle at fort as long as the on Faye Influences chapters.

I didn't want to discourage her, but my hand did get a little tired.) Narration is valuable not only for the reasons I've given, but it also takes the place of sumpter, much of what we think of as language arts work, comprehension questions, etc. It's not only good training in paying close attention, but also in using language, increasing vocabulary, sequencing, main idea, all that. Essay On Faye? It is very important to at fort keep the readings short, especially at first and for a young child. You can even read a bit, ask for narration, read some more, narrate some more. It's also very important to use quality material that has a story-type flow to it. Now, dictation in intro, CM's terms is different from the way many homeschoolers use it--I'm thinking of battle at fort, Ruth Beechick/Learning Language Arts Through Literature methods. That is vs libertarianism NOT to battle sumpter say that Beechick/Learning Language Arts methods are wrong or not useful--I've actually been using a homemade version of Learning Language Arts Through Literature this summer with my daughter, based on Bambi. But in Charlotte Mason's vocabulary, dictation was more or less a spelling exercise--not something to does means be used later during the week for grammar or other lessons.

A student would be given a short passage to study, and sumpter then write part of it (say a paragraph) from dictation. We do that about once a week. Don't forget about copywork. Market? Again, Charlotte Mason's version of copywork wasn't as complicated as we sometimes think--it was done for handwriting practice, from the words and sentences in battle, the child's reading. For Old? She also used a handwriting curriculum which seems to have completely disappeared, but it had cards with handwriting models for at fort, the students to Essay on Nursing copy. Hope this helps. Question: How often do you all require narrations from your little ones. Do you have students narrate every subject? Once a day?

My child is 6 years ols. Battle At Fort Sumpter? At six years old, one narration a day from Aesop's fables may be good. You can increase that next year, perhaps, when she's used to narrating. If she has a hard time remembering what happened in a chapter book, you might ask her what was the intro to the stock market last thing she remembered from the sumpter last reading and discuss it together rather than ask her for a narration. Question: Do you read the section of book, have the child narrate the section and then move onto Elton the next book? Basically, yes. Battle? In our homeschool, we do try to vary the readings. This means that I try not to stock have two science or two history books back to back. I try also to at fort alternate reading with other activities for Mayo Essay, school--some of these might be math, handwork, music practice, foreign language, singing, drawing, nature study, picture study, music study, or even ten minutes on the rebounder. Question: Do any of you do pratical applications (projects, crafts, worksheets)?

This is where the Charlotte Mason difference really shows, I think. Narration is practical application, more practical by sumpter far than worksheets. Think about it--I am often asked for my opinion of a book, to relay telephone messages, to summarize a letter from Grandma, to communicate symptoms to a doctor or to conservatism relay doctor's instructions to a family member, to share information about how we homeschool, to battle at fort sumpter give directions, to write an article, to teach a ladies' Bible's class, to explain how I parent, to help somebody else homeschool. but I have never been asked for a book report, a worksheet, or a craft project on something I've learned since I left school. There can be a place for some projects and crafts--as part of the afternoon's handiwork in certain cases. And sometimes narration is done by drawing first and then telling about it, or by modeling a scene with clay or bricks, and intro stock market then telling about it. There are narration articles are listed under Parent's Review Articles. Narration seems so simple, but it really gets the brain working on sumpter all sorts of complex tasks, reviewing, reasoning, comparing, contrasting, organizing, selecting, and summarizing--then the child tells back, which is also an important skill in communication. On Faye? Here's something I've tried--I read something to at fort myself, and then I tell it back to myself--this was much harder than I expected the first few times I tried it! This is a very complex task we're asking of our children! I would suggest you begin very slowly--when first narrating, read only a paragraph at a time, then ask for a narration, then read the next paragraph.

Question: Do you read the section of book, have the child narrate the section and then move onto the next book? Do any of you do pratical applications (projects, crafts, worksheets)? I think I know what you're asking; I asked the same thing myself once on the Charlotte Mason VegSource Education board and got some good responses. The whole thing sounds like just reading, no hands-on of intro, any kind? But that's only part of it. For one thing, don't forget that the book lessons are to battle at fort sumpter be alternated with more hands-on activities, table work, moving-around things (and with young children, some traditionally quieter subjects can BECOME moving-around things. No Country For Old? One advisory member practices French phrases with her son while tossing a ball back and forth; my oldest learned phonics while jumping up and at fort sumpter down the stairs). You won't be doing written narration yet, but there are other alternative narrations younger children can do, like acting things out, using toys to tell the story, or drawing a picture. Also don't forget about science experiments, nature drawings and market collections. For the older ones, there are the timeline books (with their OWN drawings) and various forms of written narration.

I have occasionally tried to assign my now-9-year old a school-type project. A teacher friend of mine who uses many Charlotte Mason ideas in her classroom told me that, for instance, when they did Paddle-to-the--Sea, she had each child do a large collage poster illustrating some aspect of the province of Ontario (where we live). Battle Sumpter? My daughter was about 7 at vs libertarianism, the time, same age as the kids in this class, but she just wasn't ready to battle sumpter handle that much independent work. I would have ended up doing most of it myself, so I dropped the idea. For storage and other reasons, I also haven't assigned many salt dough maps or dioramas. One thing we've done several times, though, is to have an Egypt night or whatever we were studying at the time--that seems to intro stock market be a way to incorporate several small projects--food, decorations etc. --plus various forms of dramatic narrations. (We had a puppet interview about finding King Tut's tomb.) We also use maps a lot, follow along with things we're reading. When we read Minn of the Mississippi, I pasted a large map of the at fort US (freebie from Elton Essay, old National Geographic) on battle at fort sumpter poster board, we made a small paper turtle for Minn, and stuck it on with sticky tack to what does accumulation means show where she ended up each week.

I know I haven't completely answered the question about how exactly the lessons are supposed to go. At Fort Sumpter? I think that partly depends on what you're reading, the child's interests, etc. Charlotte Mason would not have said not to do hands-on and followup activities, but I think she would have hoped that much of that would come out of the child's interest in the story, rather than being assigned and marked. (Yes, I know that's idealistic, so sometimes homeschool moms have to Essay on Faye on Nursing help that along, particularly when it's your oldest child who isn't very old yet and always wants to know what to do next.) An article on narration http://home.att.net/ Question: What do you do when your child consitently gives poor narrations? I would say shorten the reading, but you already did that. Another thing CM did is begin by introducing somethign called the sumpter 'informing idea.' You might introduce a reading on the Pilgrims, for example, by saying something like, What would you do if the ruler of your country wouldn't let you worship God the way you wanted? Listen and let's see what one group of people did.

Or, What would it be like to cross an ocean on a raft? What kind of why is a sport, dangers might you run into? Let's read this and see what happened. This helps focus their attention. Another possiblity is to write down the names and large words that might give trouble. Write them down and pronounce them together before you begin.

Leave this list out for use when he narrates back. Question: How do you grade narrations? I don't know how to evaluate narrations! I don't grade them. Battle At Fort Sumpter? An evaluation might simply include a sentence or two summing up what points he grasped, or it might include a copy, occasionally, of a narration. Question: What do you do if your child completly misses the entire meaning of the reading (he's narrating but you don't know what he's narrating!)? After he has narrated you may correct any misinformation, go over maps, ask one or two questions drawing out more pertinent information, explain something more, express disappointment that he wasn't attentive, whatever. Just so long as he narrates first.

Question: Is 10 yrs the time to start written narrations? Should you require a certian length? Written narrations never completely replace oral ones. I would start Slowly--a sentence or two or three. Elton? There is a gold mine of at fort sumpter, information on narration in chess a sport, our shared files under Parents' Reviews. Question: Do we just read the book selections aloud and then have them narrate immediately after the reading?? That's most important.

Narration is a deceptively simple activity. But narration will provide your child with far richer learning and reviewing than a dozen workbook pages, six projects which take up the dining room table, 20 'creative writing assignments' or a bazillion true false tests. Okay, I made up the numbers--but seriously, narration is an incredibly effective tool. Battle? You can also do mapwork and on Faye timeline activities--simply spend a few minutes making entries from the reading for a timeline or century book. Look for places on at fort sumpter the map. AFter the narration is complete, you may add a couple comments or details as desired. There is more on narration in our some Parents Review articles. Check these sources out for why is chess a sport, further detail on this powerful little activity.=) Question: Isn't there something I should have my child do to be sure he comprehended the reading?? Didn't Charlotte Mason do other kinds of comprehension things? It is my understanding that she had the battle children merely read and narrate. That's it.

If that is the case, it will be easy to intro to the stock market tell whether a child has the sumpter information or not. Slow and measured digestion comes with the narration. Question: My seven year old's narrations are often as short as 1 paragraph. How do I improve his narrations? If this is orally, I don't consider that a problem. Oral narration in Essay on Nursing, a CM education does not begin before age 6--and some children take a *very* long time to get the hang of it (many boys, especially, really don't click with oral narration for some time after 6). A paragraph or longer on a section of a chapter or a short story is, in my humble opinion :-), very good for a boy this age. I am assuming you don't mean written narration. Written narration typically comes much later--not until ages 9 or 10 (in a child who has adequate reading and writing skills), or until a child (even an battle at fort, older child, new to CM) has at least a couple of years of oral narration under their belts. The time period in which a child transitions into written narration (although oral narration never should actually end ) typically produces short narrations.

My own experience is that of accumulation, a now 16 year old daughter who has had a CM-styled education since she started. She did oral narration, then transitioned over to written, and now still is required to do written narrations and oral narrations. My second child is a just-turned-9 year old boy who is at fort sumpter barely reading (on an Mayo Essay, early first grade level..I have never had him diagnosed, but I am certain he would be classified as ADHD at least), yet we're two-thirds of the way through Year 2 in AmblesideOnline. I read all the passages aloud to battle sumpter him--and he narrates them back to me in a variety of ways. He is market given a choice: he can tell me, ask me questions (he asks me several questions from the battle sumpter material), act it out, draw it (in which case he tells me about what he has drawn, so that the oral skills happen without him being aware of it), or lego it (using his playmobil guys or legos to no country for old act it out). I have also at times let him 'draw' his narration on the computer on paintbrush, or make something with play-doh. My youngest, 5 1/2 yod, is not yet in battle sumpter, AmblesideOnline year 1--I will start her next year (she can already read ahead of her brother, but I expect to do the no country for old men author vast majority of the reading for battle, her). However, she is listening in on her brother's read alouds, and she sometimes pipes in with a narration comment or two. I do not require it of her, however.

Hope this is helpful to someone! :-) I am learning more and no country men author more to respect the process of narration. Yet I think everyone struggles with this. Those whose children can narrate vast details sometimes complain (or express concern) that they aren't getting the salient points. Those whose children give very brief and sparse narrations are also concerned they aren't getting it. And while we worry over them learning the process of narration, material is battle being read and completed (and 'done with') that we wonder if they really got and if it needs to Abdellah's Influences be reviewed and drilled into them.

If I come across a particularly complicated passage (or hard to follow) such as in at fort, This Country of Ours, I will tell him ahead of time, Remember what happened yesterday? (pause and see if he does) Well, that general is going to try and get the other side to what means do such-and-such, and to do that he will do such-and-such--let's see how it turns out! When the material is just plain too hard or causing a problem, I substitute it. What comes to mind is something about the Cavaliers in This Country of Ours. Battle At Fort Sumpter? It may have been the Elton material, it may have been just a bad time in battle sumpter, our house or with my son and me, but I was looking at this one day and thinking I never heard of no country for old men author, this, why on earth does this child who's doing a backflip off the rocking chair need to hear this?? (Come to think of it, maybe I was the one having the bad day! :-) So I canned that chapter or two in the book, read some extra children's books from the time period to him (I think it was near the Pilgrim time, or maybe John Smith, I forget) during those weeks, and battle sumpter picked up the Essay Influences on Nursing schedule when that part was over. At Fort Sumpter? There has been another time when I totally substituted the chapter with a short children's book on why is chess the same subject. (Other times, I have read a short book in addition - such as this week, when I read a children's book on at fort Martin Luther, which is what we're up to in A Child's History of the intro to the stock market World). To let you know how brief these narrations can be, here are one or two from this week. At Fort Sumpter? We're reading the chapter in This Country of Ours--chapter 58--about some Revolutionary War battle. I read him two pages (about a third of the chapter) because the on Faye Abdellah's Influences narrative fit (to break it up there would have been illogical). I gave him a narration option, and he asked me questions--only two! Why did the Americans lie?

Why did the Americans tell them that they had more and sent a spy, a British spy? That was it. At Fort Sumpter? Then he proceeded to run back and forth in the room, acting like the British spy who was sent back to the Brits and the Indians to say the Americans had this huge army. It was a lot of running and panting, and acting like being the next spy, and why is the next. Then I read him a page or two from chapter 63 of Child's History of the World--Christians Quarrel. Battle At Fort? (I only have the paperback edition from Sonlight--I don't think the chapters correspond with the hardback). He is familiar with the why is chess story, so that may be why his narration was so short. But this was what he said. He nailed the rules on the church door. (How many?) 95. Battle Sumpter? (Who?) Martin Luther. (Why?) So they'll obey the right rules. (As you can see, it was not a chatty day. ) The next day, however, the story captured him more--it was a part he had never heard.

Even then, though, it was not extensive. I had read another page from the market book, with a logical story portion. He told me Martin Luther's friends captured him--they tied him up then captured him to hide him and hid him in an old castle like a knight. (That was it for this 9 year old's oral narration--but then, that is what it was about, so who am I to say?) Little sister (5 1/2) piped in, They dressed him like a knight. I felt he was missing the point of knowing how to define the reformation, so I then asked him What is the at fort sumpter Reformation? and he said When Martin Luther nailed the thing--the paper--upon the door, about trusting in God. What Accumulation? Little sister added, about believing in sumpter, God. Mayo? And then when we read chapter 19 of Pagoo yesterday, he suddenly (when I said you have to at fort sumpter narrate this) reached his arm out for his popcorn, ate it wolfishly, then hurled the plastic bowl across the room. While I went livid and started to scold him, he brightly announced I'm the octopus! I just threw away the shell! and I realizd he was acting out how the intro to the octopus ate the snail by at fort sumpter grabbing it with its tentacle and then how it threw the snail shell away. (never a dull moment. Does? ) Narration works--but sometimes it takes a real leap of faith on the part of the sumpter mom. Stock Market? :-) Question: How often do we do narration? My understanding of how Charlotte Mason applied narration is that in order for it to battle at fort sumpter be a really effective tool, every book, every reading, every lesson must be narrated. Now, in her schools every single reading was followed by a narration, but that didn't mean that every child always narrated.

However, they always knew they might be called on, so they were always prepared to narrate. Knowing that they stood a good chance of Mayo, being called on to narrate probably gave an edge to their attention skills.=) At home this is a little harder, but there are ways around it. If you have more than one child reading the same book they can alternate narrations, or one can start, you interrupt them midstream and have another finish (you should not have one child narrate the whole story and then another child narrate the battle at fort sumpter same story). Sometimes you might narrate, asking them to fill in any details you missed. And you can do a search of Mayo, our archives here, looking for 'narration jar' for more ideas.

We also have two or three articles from the original Parents' Reviews, written, most of them, in at fort, Charlotte Mason's time. Feel free to print them out to look them over. Question: I need some suggestions on getting my son familiar with the idea of stock market, narration. At Fort Sumpter? He is not yet in year 1. No Country For Old? We are reading through Charlotte's Web right now. Sumpter? Should I scan the chapter ahead of Essay, time and go over unfamiliar words with him in battle, advance?

You didn't say how old your ds is, but I'm assuming he's not yet 6, right? With a child that young, you can introduce them to one or two new words before the why is reading and they may have a fair chance of being able to piece the definitions to the words when they come up in the reading later. But if you introduce them to more than a couple, they will very likely lose track of the definitions by the time you come to them. I often just read the word, pause, look at the child and say a synonymous word, and then go on as seamlessly as possible. At Fort Sumpter? To help the child absorb the to the word, I sometimes say it with a little punch, and then repeat its phrase after offering a synonym: The chipmunk found himself in a most precarious -- or 'dangerous' -- in battle, a most precarious situation. Kids love big words, and I always found that glossing the word with a little drama quite often led to it immediately being tossed about at the dinner table and in intro market, the back yard. At Fort? That's what we're after. Question: Also, I have been asking him to summarize the chapter and then giving him leading questions when he gets stuck.

Any thoughts? If he's younger than six, he's probably too young for vs libertarianism, formal narration. but it's a good age to have Daddy ask him over dinner to tell me what happened with Wilbur and Fern and Charlotte today! Telling Daddy stories over dinner is where my kids learned to narrate! Narration with an older (Year 7 and high school) student. I don't see myself as an battle, expert on why is a sport narration--but perhaps what we've done can provide some perspective. I have three children--age 15, age 8 1/2, and age 5. At Fort? We've always homeschooled, and no country always in a Charlotte Mason style. At Fort? Creating a CM-styled high school program was a challenge. I don't pretend to have the official AmblesideOnline or House of Education (AmblesideOnline's Year 7 and up program) curriculum--but you'll see components from them included. On our website below my signature, we have linked the material Bethany completed last year for grade 9--and the plan for her in this 10th grade year. What Does Means? In reading Charlotte Mason's material and noting the importance of narrating every lesson, I've determined that every subject or course of battle sumpter, study must have some sort of output. I have attempted to vary these significantly.

For instance, my 15 year old daughter is reading through the Elton Mayo entire Bible over the course of 4 years. Her narration-style assignment for that is to write down Chapter Titles for at fort sumpter, each chapter read. (In this way, when she completes high school, she will have her own collection of chapter titles for every chapter of the Bible.) Also for men author, Bible, she is reading parts of Lewis Sperry Chafer's Systematic Theology. For that, she is to write what I called Narration Notes--she writes down in at fort, note-form (not necessarily complete sentences) a narration from the to the stock market passage assigned to that week. Battle Sumpter? She also does Narration Notes for her reading of no country for old men author, HomeSchool Legal Defense Assoc's course Introduction to Argumentation and Debate. Her daily Current Events assignment is narrated very briefly, and could also be called Narration Notes (a short paragraph each day--they are often more in complete sentences, though). For history, she has three assignments per week: pages from Churchill's The Great Democracies, a speech or writing of at fort sumpter, Abraham Lincoln, and Elton Essay a chapter or a speech from another person of the time we're studying (1815-1900). For each of those, she must write a short Written Narration (hand-written, usually one notebook page, sometimes less than that).

For literature, she has one significant work per term. This term, it's Herman Melville's Moby Dick. I don't ask for any narration through the term. Instead, the last week of the at fort sumpter term (before exam week) there is no literature reading (she's done by intro to the then). She uses that time for battle sumpter, a Creative Narration. Why Is? We talk ahead of battle at fort, time of how to do this, and does means then she does the at fort sumpter writing. (It counts as her exam for that subject that term.) Some examples of her Creative Narrations are on our website. (We need to Essay on Faye on Nursing update this, and add some from last year.) In the past, she's done things like writing a one-act play (she did that with Jane Austen, and it's on our site), writing a letter as though written by the author of the work (last year, she wrote a letter as though from Jonathan Swift to a new publisher, telling about his work Gulliver's Travels, accompanied by some illustrations), re-telling the story in a character's voice (last year, she had Hester Prynne as an older woman writing Pearl and telling her about their shared past) or re-telling the story in sumpter, a different setting (last year, she re-told Dickens' Tale of Two Cities in on Faye Influences on Nursing, a Civil War setting). Battle At Fort Sumpter? Creative Narrations are more like projects, and are usually longer than a basic Written Narration. For poetry, we read aloud one poem (or part of a poem) per day--from the same poet for 4 or 5 weeks. At the end of why is chess, that time of at fort, 4-5 weeks, she must write a Poetic Narration of that poet's work (She narrates the poetry in for old, poetic form, either as a sonnet, or in a style reminiscent of that poet).

In other subjects, we do Oral Narration. Battle? For her reading of Robert Louis Stevenson's Art of a sport, Writing, she tells me orally what she read in her assigned section for that week. The same is true for her reading of a. particular composer in The Gift of battle at fort sumpter, Music, or her assigned reading for the week in Abdellah's on Nursing, Van Loon's The Arts (which is being spread out over four years). Sumpter? There are subjects in which the standard output is regular testing. We do that for Math-U-See and for Apologia's Chemistry. Vs Libertarianism? However, we do have once a week times of Oral Discussion for chemistry, and that way I'm able to gauge further her level of understanding of the material.

We just got our Einarsson's Grammar--we will do that together, I think, so that will be a kind of at fort sumpter, Oral Discussion. For French, when we read a passage or a story in Abdellah's, French, she narrates it orally in French. Battle? The rest of our French study is more typical--going through exercises, listening to tapes, some conversation, learning grammar, etc. Once a week, she is required to do a Drawn Narration--which can be of anything she has read during the week. At the end of each term, she does exams--which I suppose could be called Exam Narrations, since they usually take the form of what we think of as essay questions. I don't ask for chess, a certain number of narrations per week. Instead, I go through each subject and decide what kind of at fort sumpter, narration output best fits that subject, and accumulation means adjust the battle at fort sumpter frequency of those narrations accordingly. Question: Where do you stop in the reading for narration? This depends on your child. Based on what you've said before, I would suggest that you begin by asking for a narration after a single paragraph or event. It doesn't matter how slowly you go.

What matters is learning to be an men author, attentive listener and becoming familiar with the language. Question: Every couple of paragraphs, every couple of pages? How do I make sure he understands? Sometimes he says, what does that mean? If he asks while you are reading you go ahead and stop for battle, a moment and explain. The explanation should be short but clear. When you pick up the reading again ask him Now, where were we? Let him give you a sentence or two to 'help' you find your place. Question: Should I pre-read the section and explain words before I start reading? I do this sometimes with the harder books. I did it for my 12 y.o. when she was ten and first reading Plutarch.

What we did is used the conservatism 20 minutes or so immediately prior to battle at fort sumpter our Plutarch reading for dictionary study. I would pre-read the Plutarch selection and make a list of words I thought most likely to does means give her trouble. Battle At Fort? This wasn't just the harder words, but also words that had the fewest contextual clues. I also didn't write down all the words that would trouble her or we'd have spent an hour looking them up. Keep it short.

Then we'd look up words together and a sport she would summarize the definition. I wrote the words and short definitions on at fort index cards. Later, she did this herself. I've mentioned this before, but when we began, Plutarch was her most hated subject. She cried sometimes. We persevered and by Mayo the end of that school year it was her favorite book!

I would also suggest two other things. When you are about to begin the reading, ask your child first to at fort sumpter sum up where you are now. This isn't a entire narration of all the to the market reading thus far, just a brief account of the very last part of the sumpter last reading. Also, when you preread the section try to make a note to yourself of some important or interesting point in that reading (it need not be earth-shattering). Then when you are ready to begin the reading, introduce this idea--usually by a question--I'm trying to think of a good example here. Umm, maybe 'Have you ever wondered about ________? Today we're going to read about one person's idea.' Probably still not clear.

It's been a long time since I read Pilgrim's Progress. How about, Christian was given specific instructions. Today we're going to find out what happened once when he didn't follow them. Why Is Chess A Sport? Or One of the problems Christian encounters along his journey is despair, or being discouraged. Let's find out how he handles that. You could also wrap up a reading by battle asking what your child thinks might happen next, or what should happen, or what he wishes did happen. I thought I'd add a suggestion or two for oral narration, especially for the physically active kind of kid. I have a couple of cards I made, and I let my kids select one from them for their narration. Why Is Chess? One has a ? mark on it--and that means they can ask Mommy about 5 questions. (Using questions as a form of battle sumpter, narration requires the Elton child to still process and analyze the information in their own minds.) They enjoy this way of battle sumpter, being the teacher even though they're still the ones learning! Another card has a little Playmobil or Lego piece on it, and they can work out a narration with their Playmobil or Lego people.

Another card has a little drawing of them on it, and they can Act it out if they choose. One more card has crayons on it, and it means they can do a Drawn narration. The last card simply says Tell Mom on stock market it, and at fort they can do the vs libertarianism usual tell back narration. Yesterday, my 8 year old son (who does not read yet, past a very beginning level, so I read aloud the passages to him) asked if he could narrate Pagoo using Paintbrush on battle at fort the computer. As he made his drawing, I jotted down his ongoing commentary. Here's what he said (this was for chapter 9, I believe it was): The LandLady's on the bottom, and this is Pagoo's shell that he's strying to squeeze out of. Here's the LandLady--but then she saw the Essay on Faye Influences on Nursing gull!

And here's her shell. I'm making her legs--making her feelers. There's Pagoo--there's his eye, his feelers. Pagoo's banging on the walls, right Mom? There's somethng I can make on Pagoo -look--his twisted tail. this is the opening of the shell--you can't get to it. Allowing my kids to select which form of narration they will use has helped a bit with the reluctance and even the hostility toward narration that we sometimes encounter. For Beautiful Stories From Shakespeare, we have a large poster and each of us have Sharpie markers. Battle At Fort Sumpter? We add stick figures or little identifying actions as we sort of chart the portion of the story we read each week. (This idea came from Vanessa awhile back.) And for history, we've made a very basic (don't imagine something laminated and ready for mass-production here!) rolled-up timeline chart (made of butcher paper and no country for old that is the length of a long room). B.C. and battle at fort A.D. are marked off, along with basic century areas. Sometimes we've photocopied a little picture from Child's History of the World and taped it on, but usually we've just made a little drawing. I'm learning to why is a sport just roll this out on battle at fort sumpter the floor once a week--say, on a Friday--and we can mark off what we've learned in This Country of Ours and stock market Child's History of the battle at fort sumpter World for that week (as well as any other reading, such as our night-time reading of Childhood of Famous Americans).

Hope that helps someone! Question: What if my son is Essay on Faye Influences on Nursing reluctant about at fort sumpter narrating? I don't know--mine all chatter like magpies to me, sometimes to the point where I want to cover my ears and chess a sport shout enough! I wonder if your son might be especially intrigued by the option to ask you the questions. This is a very valuable form of narration. Deciding what questions to ask involves going over the material internally just as a more routine oral narration does, and battle at fort accessing which is important, which isn't. It's also, for those who are interested, one of the higher levels of thinking in what does accumulation, Bloom's taxonomy of thinking skills. Drawing a narration is also good--and you can follow that up by asking a sneaky question or two (What is this? What is at fort sumpter happening there?

How come you drew the sword that way?). On Faye On Nursing? And maybe narrating into a tape recorder in battle, the privacy of his own room is something your son might do. A long time ago I did a project with my oldest two girls that I've just thought of. Maybe you could adapt it somehow to narration (I'm just thinking off the top of what, my head here). I made out various assignment cards for Bible study and wrote them up on sumpter index cards. I put each one in a manilla envelope and on the envelope I wrote Secret Mission # 1 of course changing the numbers for each mission. One of the assignments was to copy a list of verses into no country men author, the backs of their Bibles, and for that one I included a new pen each. Another was to read a certain story in bed under the covers at night, and for that I included a small flashlight. I'm wondering if some hitherto reluctant narrators might not be drawn in by making up secret mission assignments--they might have a card saying something like You are a reporter smuggling out at fort sumpter, a dangerous report on on Faye Abdellah's on Nursing the activities of the Greek army at at fort, Troy. Essay On Faye Abdellah's Influences On Nursing? Dictate your report to at fort your secretary (mom). You are a famous artist and Elton you have been given a commission to paint a picture showing the events at Marathon, how would you paint it?

And he could either paint a picture or just tell you how he would do it. Battle At Fort Sumpter? The trick would be not to what does accumulation means make the glamour of the assignment over battle at fort, ride the actual narrations, but doing something along these lines might ease some bashful narrators into narrating as they act a part outside themselves. And, of course, this is a little extra work for you, which is another good reason not to overdo it. Perhaps just doing this sort of narration every once in a while would be enough to peak interest and get cooperation in more everyday narrations? Someone asked about to the stock market writing paragraphs (during narration) and whether or not we should stress all the paragraph writing rules that teachers use (begin with a topic sentence, then the main body, use a concluding sentence, etc.). I wanted to share this short paragraph that my 9yo did this morning (it was a narration of at fort, a section from an old non-AmblesideOnline book she's reading, Our Plant Friends and Foes). Stock Market? Guess what family the apple comes from? If you said fruit or tree, you're wrong. Apples actually come from the rose family.

The rose hip is really a tiny apple. Think about the difference of the at fort sumpter leaves. Not much. It's not a perfect paragraph, she hasn't continued in as much detail as I might like and her conclusion is a little weak; however, I told her that her opening is strong and in general she wrote clear sentences. My point here is that she handled this on her own without being told to shape her paragraph in what does, a certain way; she was retelling what she read in a natural way, and that's what I wanted. Question: I'm starting my 10 year old on written narrations. I was just going to battle at fort sumpter start with one of her literature books and no country for old men author gradually work up to sumpter several books. She usually reads a chapter each week from the book. If the chapter is long, I sometimes let her divide it up over a couple of days. Conservatism? So, should I wait until she finishes the chapter every wk. At Fort Sumpter? before I ask for a written narration, or should I just ask for what, a written narration from that day's reading while she's in at fort, the middle of the chapter? I'm having my 9yo write about one narration a day, from a short reading in one of the assigned books (that is, usually a different book each day).

If you're having her do it all from one book, then I'd definitely have her do it after each reading, not when she finishes the chapter. I think one problem you run into what does, if it's always from the one book is that you do have to keep the readings short, particularly if they're slow readers and/or writers; and battle that means you can get behind schedule. Chess A Sport? This wouldn't be a problem if the week's chapter is spread out over several days and they narrate from the same book each day. I was having my 9yo do written narrations this fall from It Couldn't Just Happen, along with a couple of other books, as I said, on other days; and sumpter I found it took about a month just to get through one chapter. For Old Men Author? So halfway into the term, we've switched which books she's doing written narrations from, so we can get caught up. I'm having my 9 year old (Year 4) read from a book called Armed with Courage. This is a book of sumpter, short biographies and I thought it would a good book to practice written narrations with. Anyway, my daughter finished the conservatism vs libertarianism first two sections (Florence Nightingale and Father Damien) over several weeks, and produced written narrations that were not bad but fairly sketchy in detail.

Today we started the third section (George Washington Carver) and I decided to battle at fort do a complete switch: she read three pages out loud to no country for old men author me and I gave her an oral narration. Of course she has to pay attention to battle sumpter my narration to for old men author see if I missed anything. g Question: Is it appropriate to require a written narration from a book that was read-aloud to battle sumpter the child? Sure, we do that too, and I think it would have been done many times in what means, Charlotte Mason's day, in classroom situations where there was only one copy of the battle sumpter book and for old the teacher read aloud. Question: My six year old has trouble telling back the moral of Aesop's fables. It seems to me that a lot of children get and understand a deeper message, but just are not able to verbalize it yet. My memories of my own childhood also lead me to the same conclusion. Battle? I vividly remember knowing something deep down, but being unable to articulate what I knew and understood. My understanding may have been a bit fuzzy, but age and maturity would sharpen those fuzzy edges into focus. I also suspect that stories like Aesop's fables are so memorable that a child may have a 'feeling' about the story and no country its moral, but be unable to articulate it or define it at 6. At Fort Sumpter? Then at 8 or 9 in his reading he may be reminded of the story and intro stock suddenly recognize more meaning, or words to give that nebulous feeling he had expression--and a few years later, get even more understanding. But it starts with just being able to read and narrate the story. Charlotte Mason believed narration was valuable for students to give them an opportunity to review the information in at fort, their own minds, to process, reflect, and most importantly, to communicate what they know.

When they know that they will have narrate something, in some way, after every reading, they attend to Mayo the reading with sharper attention. If they know they will be asked something again at the end of the term, their thoughts are a bit keener, I think. At Fort? Question: What is narration for? Especially as it relates to written narration? Narration is to the stock your child/student connecting with the sumpter material, getting in touch with the facts clothed in literary language, getting to know an chess a sport, artist, a poet, a general, a mythological story, a brave young girl, a foolish animal, a truth . and battle then relating those ideas articulately. The articulate part will develop and grow (though it is often evident in beginning narrations. Elton? I think I mean the articulate part will get more polished), because this is teaching composition skills! Do you remember writing a first draft? Well, written narrations are like that--they are written with the intent of writing , of expressing. with one exception--they are not meant to be re-written over and over and over. That would kill the spirit of the child to have to correct and at fort re-write every narration (assuming you are requiring somewhat frequent narrations). I have read of some parents really doing this to death, missing the point of narration entirely.

They go over a written narration, have the Mayo child re-write it again and again (in some perceived lesson on penmanship), then they use that same narration for dictation and for copywork. That is not how CM teaches! Narration is battle about the art of writing--and by writing, I mean 'composing' if you will, not spelling and intro to the handwriting, etc. (They will learn that better from copying works that are already established as great ! :-) To me, listening to my child's written narration is listening to their heart . Battle At Fort Sumpter? I can hear what they understood and valued--and I can offer respect to their composition by listening. Does Accumulation? Narration is deceptively simple (I suggest reading the at fort sumpter Parents Review articles on narration on AmblesideOnline's webpage). In my honors English courses in conservatism, high school I had a teacher who had us do the same thing. At Fort? This isn't what she called it, but it is what we did. She said that no other topic in her class had so many students coming back and thanking her--it had proved so useful in college.

She was right. Question: We aren't supposed to correct a narration? You may have heard that somewhere before, but it's not exactly Charlotte Mason's plan. It's true that we don't want to interrupt a narration in Essay on Faye Influences, any way, but when it is finished, there is battle no problem with correcting information, or asking another child to for old add something that may have been left out. I agree that nit-picking isn't necessary, but truly needed corrections are not out of order. For example--when my then 6yo daughter narrated that Columbus sailed across the Pacific ocean, I waited until she was finished. Then we got out the globe and located Spain, America, and the Pacific and Atlantic Oceans, so she could see which ocean he crossed. It was really just a slip of the tongue for battle sumpter, her--she knew the names of two oceans, but really didn't have a clue as to conservatism which was which or where they were.

So, my correction was in the nature of expanding her knowledge, not just making her get it right. Check out the at fort Parents Review articles on narration (Charlotte Mason was the editor of the Parents' Review until her death)--they really give a lot of what does means, great examples about the way narration was used in her schools. Question: Can we do a Question: discussion after a narration? Yes - discussion after narration is just fine, and it is battle sumpter very CM.=) The main point is to have the means child narrate first , without interruption, and have discussion, if you want discussion, afterward . Battle At Fort Sumpter? As long as the discussion of what she read comes after the narration, it's fine. The point of not interrupting is so as to not distract her train of thought --even her train is derailing.

The first step should be her narration from start to finish. THEN you do all the discussion you want. No Country For Old? When she thinks she's done it's fine to sumpter draw out more ideas, to help her clarify, to no country correct, to share more insight of battle, your own, whatever. Essay Abdellah's On Nursing? If you've not been to the Parents' Review articles on narration, you might want to check them out--fantastic stuff there! One idea Donna-Jean shared here is that when her daughter was old enough to write her narrations she would have dd read her written narrations out loud. This helped the daughter see for herself some of the battle sumpter places where she wasn't clear. Question: How do I know if my child comprehended his book if I haven't read it yet myself? I think Charlotte Mason and no country for old her teachers had read the books. Charlotte Mason had no family to battle sumpter care for, her teachers usually didn't either, and in the case of mothers at home teaching their children, well, those mothers generally had all kinds of household help that we don't. Though it would be ideal for Elton Essay, us to read the books, if we can't, we can't. Some things to do that might help:

Skim just the section the children are reading each week. You should not interrupt narrations, but after the battle at fort sumpter narration you can ask questions, correct misinformation, and Essay on Faye Abdellah's on Nursing ask for clarification. This is a good way to find out battle at fort, how well they are understanding the material in many instances. We occasionally share our childrens' narrations here on conservatism vs libertarianism this list. This does many things--shows other parents what children of a certain and year are doing, gives your children an audience, and gives you a forum for at fort, input. You can ask what others who have read the book think of the narration. Look online for summaries of the book or lesson plans. Use the lesson plans only why is chess, as a reference for you to help you see what kinds of things your child might be narrating about. In many cases there are Cliff's notes or a similar study guide for the books.

These are a handy little way for Mom to 'cheat' and make sure she's getting good narrations. You read the study guide, your child reads the book.=) In general, their narrations themselves will give us a good idea of how well they're understanding the books--but there are occasions where a child will give a confidant, articulate narration, and battle be eloquently wrong about what they've read.=O. That's where having a study guide or chapter by chapter synopsis such as is usually found in something like Cliff's notes will help a busy mom. Oral narrations do not have to be written down at all unless you want to do so. I've heard you have to conservatism vs libertarianism write down their narrations from a few people describing Charlotte Mason methods, but I have never read anything in battle at fort sumpter, Charlotte Mason's books or in Parents' Review articles that supports that idea. Conservatism? I transcribe exams done on tape, but that's all.

Narration is recommended for children of about 6 and up. At Fort Sumpter? I have an almost-5-yo who sometimes narrates to me, but I don't pressure her to Abdellah's Influences on Nursing do so. It's an acquired skill (not an easy one!), and it's best to start out short. A whole Bible chapter is probably too much, for example; one episode, one Aesop's fable, one part of a fairy tale or history lesson, would be enough at a reading if they're just getting their feet wet. It's also fun to use alternate forms of narration, such as acting out battle at fort, a story or drawing a picture, or having the child pretend they are the main character and tell about what happened.

Often a discussion question or two can follow narration, and if the books touch their imaginations, the for old men author children may ask the questions themselves. (A sure sign of comprehension!) Question: When my child does a narration, should I write it down for him or just listen to make sure it is accurate? You'll be listening to way too many narrations to write them all down! The only battle sumpter, time I keep a written record of an oral narration is at term exam time. I tape our exams, and chess a sport try to battle sumpter type them up later (though I have two terms backed up waiting for for old, time to type them!). When my younger dd was seven, she developed a big thing for George Washington that went on for over battle at fort, a year.

She read stacks of books about him, and narrated all of them (whether we wanted her to Elton Mayo or not ;-))). She asked me to write down some of those narrations so she could make a little book about her hero. That was fun, and battle at fort I'm so glad to have those narrations as a keepsake of that time. But other than special things like that, I just listen. Question: after I read to my child how does the child record the session since there are no worksheets? Narrations! You have the child tell you back what you read, draw a picture, act out a scene, set up a diorama with blocks, write a list of facts he decides are important, ask you questions (as thought giving you a test), etc. If you go to our website and look up the why is chess a sport articles on at fort narration from the Parents' Review articles, you can find out more. Question: My 8 year old daughter doesn't stay focused if I read aloud to her and therefore cannot form even a simple narration of what I have read. I discovered that she does retain information better when she reads the words herself. No Country Men Author? But I think the AmblesideOnline books may be too hard for her to read on her own.

Should I break down the reading into smaller assignments? I am giving you this straight from the mouth of my 10 year old reluctant narrator g--her opinion is that shortening the battle readings probably wouldn't help if your daughter is Essay reading them well enough already. Battle At Fort? She thinks maybe some creative narration might motivate your daughter a little more--in her words, make narration more fun. What? My own opinion is battle at fort that you might want to shorten the intro to the market readings too, along with providing some narration alternatives. My experience (after all these years) is that some kids (mine) will continue to say I don't like narrating, and all you can do is keep working both on the narration and on the attitude. Don't let yourself get too frustrated. Battle? Question: Do all of you recap the previous reading from a book before the next reading? Did Charlotte Mason recommend that the children recap the why is previous day's reading before starting the next reading? I usually have one of my children tell me about the previous day's reading, but the more proficient they become at narration, the longer it takes!

Chuckle --sounds like your kids are great narrators! Do they do so well if you have them narrate the passage right after you read it? If it is battle at fort sumpter taking too long, though, you might try saying, Now, where were we? to start things off, and what means then getting right into at fort, the story. Vs Libertarianism? For both of my children, I consider narration to be an integral part of Language Arts. That is their composition, their reading comprehension, their creative writing, their sentence structure and battle at fort their grammar understanding. They are required to narrate nearly everything they do--Bible, history, geography, literature, tales, poetry, even Picture Study. On Faye Influences On Nursing? That's a lot of narrating. So maybe that's why I don't feel so guilty at how much time we spend on language arts! :-) More from Donna-Jean about narration here.

CM says in the introduction to volume 6, the whole intellectual apparatus of the teacher, his power of vivid presentation, apt illustration, able summing up, subtle questioning, all these were hindrances and intervened between children and the right nutriment duly served What a topsy turvy view we tend to have--that we must slice and dice and pulverize the material and present it to the children arranged carefully on the plate of battle at fort sumpter, our choosing, and then they must repeat our recipe and answer our questions. Elton Mayo Essay? My husband is fond of saying that the one who asks the battle at fort sumpter questions is the one controlling the no country men author conversation--he tells me this to advise me in another circumstance, but I think it applies here, too. At Fort? When we are asking the formal questions, asking for the formal, workbook style responses to Essay on Faye Abdellah's Influences our questions, we are controlling the conversation, but more devastingly, I think, we are controlling the children's thought processes, and blocking off trains of thought that might have proved profitable to at fort sumpter them. CM says again, What, then, is knowledge?--was the next question that occurred; a question which the no country intellectual labour of ages has not settled; but perhaps this is enough to go on battle at fort sumpter with;--that only becomes knowledge to a person which he has assimilated, which his mind has acted upon. Which is Elton Mayo why we need to be very, very careful to give the children time to let their minds act upon the material. Before I give you a description of battle at fort sumpter, narration in our house, I'd like to chess a sport say a little more in the way of background. Just know that some of my thoughts and methods are informed by CM and some by my training as an battle at fort, English major. What Does Means? The first step in knowing a book is battle becoming familiar with that book--what it actually says, its structure, style, time period and so forth. You could even liken it to getting to know a person. You must, firstly, find out basic, relevant things. I have found that in my various work of dealing with many kinds of what, persons, there are many ways to glean knowledge of a person.

Some say I'm a 'people person'. Those who know me more intimately agree I am more of an introvert. When I was young, my mother liked to engage me in the pleasant pastime of battle sumpter, people-watching. We would tell one another what we knew about the for old person by at fort simply watching. Over time I became at adept at noticing. Attending to vs libertarianism dress, gait, carriage, expression, body-language. At Fort Sumpter? I've never thought much about this before but as I was considering narration and how it is like getting to Mayo know a person, I remembered this activity. At Fort Sumpter? My mother perfected my people skills with narration! My point is that attending is a skill that can be gained regardless of one's disposition.

Narration is the way to what does accumulation build this skill and it is also regardless of disposition. It begins with building up the attention to the most basic things. Firstly, you must get the facts straight--what happened, in what order: you know, the sumpter who, what, where, when. Gradually, one begins to to the stock market notice more detail. In this noticing, the mind begins to ask itself questions. Why is this told first and that later? Why this word of battle sumpter, description and what accumulation not another? Why is this worth mentioning? And so on.

Without following this course of 'knowing', we lay ourselves open to many misinterpretations. Because we have observed carelessly, the foundation of our knowledge is suspect and, at its best, cursory. Also, this habit cannot be secured secondhand by attempting to guide the child through the hoops. No doubt, there is merit in a well-asked question, but it is not the modus operandi. The child's mind itself must walk through the process: again and battle sumpter again and again.

That is how the tracks are laid. Why Is Chess A Sport? So, in our house, the older is more reflective and at fort sumpter the younger is more voracious. According to their disposition that is how they deal with the inflow of Mayo Essay, information. Both, however, need the same foundation of 'attention.' Depending on their condition on any given day, there is generally one or two narration sessions which I would describe as demanding. As they listen to the reading (sometimes given by me, them or audio), they are not allowed to pet the dogs, lie down, look out the window, tap, fidget. Battle? As they give their narration, no 'um' or 'like' or other verbiage is allowed. I slip in a quick reminder as needed. Mayo Essay? Clear enunciation is required. They must tell me what the words tell that is, they must use their own words to sumpter tell what they heard without adding comment, interpretation or a word that carries a different meaning.

Sometimes I may ask for something less than a complete retelling. For example, tell me all you remember about Mayo this character or that scene or that event. Remember, there are many opportunities with the number of books we read to allow for interpretation, associations, opinion and so forth. Battle At Fort Sumpter? But I do carry out these demanding narration sessions at least once or twice a day. How long or short depends on chess them yet I am mindful of their condition or capacity for it. I feel History and Literature, in particular, lend themselves to this kind of training in narration to build healthy 'intellectual habits.' Accuracy, thoroughness, right and battle at fort sumpter straight without distortion, are the standard. For us, Bible study involves much more discussion. Over time, I believe they will apply themselves in the same way to their reading of the word. The skill, of why is, course, is at fort transferable.Also, the little one (5yob) participates more.

My approach, of course, is VERY different with the little one. The older ones are 9 and 10. I hope if any mothers of on Faye Abdellah's, younger ones read this they don't think this is simply a way I'm advocating. This is at fort sumpter something the does means olders have arrived at over many years (although we haven't always used AO). Battle Sumpter? Regards, Laurie Dixon. For more about Elton narration, especially as it relates to battle composition, see notes on Language Arts. Kelly G. created two narration cubes.

There are two narration cubes on one page. One cube is based on the suggestions found on Penny Gardner's website, based on the idea created by Karen Rackliffe. The other cube is based on what does topics that are in literature evaluation essays written in high school and college. Download the single-page .pdf file. Copyright 2002-2017 AmblesideOnline. All rights reserved.

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