By Ray Bradbury
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A Kidnapped Santa Claus L
Vocabulary lists are available for these titles: A Blessing Richard Wright A Boy at War Harry Mazer A Break with Charity Ann Rinaldi A Case of Identity Sir Arthur Conan Doyle A Christmas Carol Charles Dickens A Christmas Memory Truman Capote A Clockwork Orange Anthony Burgess A Corner of the Universe Ann M. Martin A Cup of Cold Water Christine Farenhorst A Dark Brown Dog Stephen Crane A Day No Pigs Would Die Robert Newton Peck A Day's Wait Ernest Hemingway A Doll's House Henrik Ibsen A Door in the Wall Marguerite De Angeli A Farewell to Arms Ernest Hemingway A Game for Swallows Zeina Abirached A Jury of Her Peers Susan Glaspell A Just Judge Leo Tolstoy www.wordvoyage.com A Kidnapped Santa Claus L. Frank Baum A Land Remembered Patrick D. Smith A Lion to Guard Us Clyde Robert Bulla A Long Walk to Water Linda Sue Park A Mango-Shaped Space Wendy Mass A Marriage Proposal Anton Chekhov A Midsummer Night's Dream William Shakespeare A Midsummer Night's Dream for Kids Lois Burdett A Night Divided Jennifer A. Nielsen A Painted House John Grisham A Pale View of Hills Kazuo Ishiguro A Raisin in the Sun Lorraine Hansberry A Retrieved Reformation O. Henry A Rose for Emily William Faulkner A Separate Peace John Knowles A Single Shard Linda Sue Park A Sound of Thunder Ray Bradbury A Stone in My Hand Cathryn Clinton A Streetcar Named Desire Tennessee Williams A String of Beads W. Somerset Maugham A Tale Dark and Grimm Adam Gidwitz A Tale of Two Cities Charles Dickens www.wordvoyage.com A Tangle of Knots Lisa Graff A Telephone Call Dorothy Parker A Thousand Never Evers Shana Burg A Thousand Splendid Suns Khaled Hosseini A Visit of Charity Eudora Welty A Week in the Woods Andrew Clements A Wind In The Door Madeleine L'Engle A Worn Path Eudora Welty A Wrinkle In Time Madeleine L'Engle Absolutely True Diary of a Part-Time Indian, The Sherman Alexie Across Five Aprils Irene Hunt Across the Lines Caroline Reeder Across the Wide and Lonesome Prairie Kristiana Gregory Adam of the Road Elizabeth Gray Adoration of Jenna Fox, The Mary E. -
No Guidance Lyrics
No Guidance Lyrics Before I die I'm tryna f_ck you, baby Hopefully we don't have no babies I don't even wanna go back home Hopefully, I don't leave you on your own Ayy Trips that you plan for the next whole week Bands too long for a nigga so cheap And your flex OD, and your s_x OD You got it, girl, you got it (Ayy) You got it, girl, you got (yeah) Pretty lil' thing, you got a bag and now you wilding You just took it off the lot, no mileage Way they hittin' you, the DM lookin' violent Talkin' wild, you come around and now they silent Flew the coop at seventeen, no guidance You be staying low but you know what the vibes is Ain't never got you nowhere being modest Poppin' shit but only 'cause you know you're popping You got it, girl, you got it (Ayy) You got it, girl, you got it Lil' baby in her bag, in her Birkin No nine to five put the work in Flaws and all, I love 'em all, to me, you're perfect Baby girl, you got it, girl, you got it, girl You got it, girl, you got it, girl (Ooh) I don't wanna play no games, play no games F_ck around, give you my last name Know you tired of the same damn thing That's okay 'cause, baby, you You got it, girl, you got it (Ayy) You got it, girl, you got it You the only one I'm tryna make love to, Picking and choosing They ain't really love you, runnin' games, usin' All your stupid exes, they gon' call again Tell 'em that a real nigga steppin' in Don't let them niggas try you, test your patience Tell 'em that it's over, ain't no debating All you need is me playin' on your playlist You ain't gotta be frustrated -
The Big Urban Game, Re-Play and Full City Tags Art Game Conceptions in Activism and Performance
The big urban game, re-play and full city tags Art game conceptions in activism and performance MARGARETE JAHRMANN The practice of technological tagging of locations in contemporary urban spaces can be seen in relation to the concept of the ‘Re-Play’ of urban space and urban life using performance practices. The performance of technological play with mobile technologies in everyday life serves as the starting point for a new inter- pretation of modern cities as a positive utopia. Re-Play is introduced in this pa- per as an idea of staging knowledge. In my approach to performance, I consider play a method to identify topographies of cultural or historic interest in urban spaces and to frame potential inter-action on such sites. Play consequently ena- bles the extraction of new stories and new knowledge concerning narratives of the urban. The idea of Re-Play draws on the Situationist principle developed in the 1960s (Constant 1972), of a playful and open society living in a ‘New Baby- lon’ that offers zones of play and relaxation as a basis for creativity and a self- determined life – in relation to and through the constructivist use of technolo- gies. Contemporary activist play and performative urban games have to deal with a specific precondition: the electronic, electromagnetic and logic topography of the modern city, which is marked through ‘tags’. Tagging can be understood in two ways, first as an expression of an urban sub-culture of graffiti arts and sec- ondly as a technological term to indicate a virtual-reality marker in physical space. -
Rd., Urbana, Ill. 61801 (Stock 37882; $1.50, Non-Member; $1.35, Member) JOURNAL CIT Arizona English Bulletin; V15 N1 Entire Issue October 1972
DOCUMENT RESUME ED 091 691 CS 201 266 AUTHOR Donelson, Ken, Ed. TITLE Science Fiction in the English Class. INSTITUTION Arizona English Teachers Association, Tempe. PUB DATE Oct 72 NOTE 124p. AVAILABLE FROMKen Donelson, Ed., Arizona English Bulletin, English Dept., Ariz. State Univ., Tempe, Ariz. 85281 ($1.50); National Council of Teachers of English, 1111 Kenyon Rd., Urbana, Ill. 61801 (Stock 37882; $1.50, non-member; $1.35, member) JOURNAL CIT Arizona English Bulletin; v15 n1 Entire Issue October 1972 EDRS PRICE MF-$0.75 HC-$5.40 PLUS POSTAGE DESCRIPTORS Booklists; Class Activities; *English Instruction; *Instructional Materials; Junior High Schools; Reading Materials; *Science Fiction; Secondary Education; Teaching Guides; *Teaching Techniques IDENTIFIERS Heinlein (Robert) ABSTRACT This volume contains suggestions, reading lists, and instructional materials designed for the classroom teacher planning a unit or course on science fiction. Topics covered include "The Study of Science Fiction: Is 'Future' Worth the Time?" "Yesterday and Tomorrow: A Study of the Utopian and Dystopian Vision," "Shaping Tomorrow, Today--A Rationale for the Teaching of Science Fiction," "Personalized Playmaking: A Contribution of Television to the Classroom," "Science Fiction Selection for Jr. High," "The Possible Gods: Religion in Science Fiction," "Science Fiction for Fun and Profit," "The Sexual Politics of Robert A. Heinlein," "Short Films and Science Fiction," "Of What Use: Science Fiction in the Junior High School," "Science Fiction and Films about the Future," "Three Monthly Escapes," "The Science Fiction Film," "Sociology in Adolescent Science Fiction," "Using Old Radio Programs to Teach Science Fiction," "'What's a Heaven for ?' or; Science Fiction in the Junior High School," "A Sampler of Science Fiction for Junior High," "Popular Literature: Matrix of Science Fiction," and "Out in Third Field with Robert A. -
TOURNAMENT RULES Inclement Weather Policy SJ Warriors Contact Numbers Are Listed at the End of the Rules
SJ Warriors TOURNAMENT RULES Inclement Weather Policy SJ Warriors contact numbers are listed at the end of the rules. In the event of rain, we will do everything within our power to make up games and stay as close to the original game schedule as possible. However, there may be circumstances in which we will need to deviate from the printed schedule. When this occurs, we will use the following procedures as a guide: Our first priority will always be the safety of each individual at the facility. If inclement weather forces a cancellation of game slots during pool play rounds, we may have to alter the brackets to complete the tournament. If a pool play game cannot be played, the team with the higher seed will advance. SJ WARRIORS will not name a champion of the tournament without a championship game. If rain comes into play, we will do everything we can do to stay close to the original game schedule. • Play No Games - $100 administrative cost is non-refundable. • Play 1 Game - Receive a 50% refund. • Play More Than 1 Game – No refund. Note: Once a game starts it will count as a game played, regardless of its length. Suspended Games Games that do not make it to regulation (3 complete innings for a 6 inning game or 4 complete innings for a 7 inning game) due to weather / darkness will be considered a suspended game and will be resumed (if possible) from the point of suspension at the earliest time available. If there is not enough time to resume the game, it will be considered a complete game at the end of the last complete inning and the team that is winning at that point will be the winner. -
Earthlings, Meet Venus” Informational Text and Questions
CCSS.ELA-LITERACY.RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text CCSS.ELA-LITERACY.RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). CCSS.ELA-LITERACY.RI.7.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. “Earthlings, Meet Venus” Informational Text and Questions Due: Friday, May 29th Directions: Read the informational text “Earthlings, Meet Venus”, and answer the questions that follow. EARTHLINGS, MEET VENUS 7th GradeLexile: 1100 by Rachel Slivnick 2018 In this informational text, Rachel Slivnick describes one of the planets in our Solar System, Venus. As you read, take notes on Venus’ environment. "Size comparison of Venus and Earth. Approximate scale is 29 km/px." by NASA is in the public domain. [1] What are your neighbors like? Chances are you have some friendly neighbors, some quiet neighbors, and some people who live on your block that are downright weird and maybe even a little CCSS.ELA-LITERACY.RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text CCSS.ELA-LITERACY.RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). CCSS.ELA-LITERACY.RI.7.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. -
TOPOPHONES in RAY BRADBURY's SCIENCE FICTION Nataliya Panasenko University of SS Cyril and Methodius in Trnava, Trnava, Slovakia
© 2018 N. Panasenko Research article LEGE ARTIS Language yesterday, today, tomorrow Vol. III. No 1 2018 WHERE, WHY, AND HOW? TOPOPHONES IN RAY BRADBURY'S SCIENCE FICTION Nataliya Panasenko University of SS Cyril and Methodius in Trnava, Trnava, Slovakia Panasenko, N. (2018). Where, why, and how? Topophones in Ray Bradbury's science fiction. In Lege artis. Language yesterday, today, tomorrow. The journal of University of SS Cyril and Methodius in Trnava. Warsaw: De Gruyter Open, 2018, III (1), June 2018, p. 223-273. DOI: 10.2478/lart-2018-0007 ISSN 2453-8035 Abstract: The article highlights the category of literary space, connecting different topophones with the author's worldview. Topophones in the works by Ray Bradbury are used not only for identifying the place where the events unfold but they equally serve as the background to the expression of the author's evaluative characteristics of the modern world, his attitude to science, the latest technologies, and the human beings who are responsible for all the events, which take place not only on the Earth, but also far away from it. Key words: chronotope, chronotype, topophone, author's worldview, microtoponym, Biblical allusions. Almost no one can imagine a time or place without the fiction of Ray Bradbury ("Washington Post") 1. Introduction The literary critic Butyakov (2000) once called Ray Bradbury one of the most prominent writers of the 20th century, "A Martian from Los Angeles". This metaphor containing two topophones shows how important literary space was for the author who represented the genre of science fiction. Bradbury violates the laws of nature and sends his readers to the distant future to conquer other planets or readily makes them travel to the past. -
Ray Bradbury
Ray Bradbury: A Life in Metaphors Frank Palumbo – English teacher at Gouverneur CHS 3 sessions 1 ½ hours each (SUNY Potsdam: Kellas 217) Wednesdays: 3/14, 3/21, 3/28 – 12:30-2:00 (note change: class meets 1½ hours, not 1 hour) A .pdf of this page is posted on the "Ray Bradbury..." course page of the SOAR web site: www.soarnorthcountry.org Suggested titles assigned as personal reading. Choose any of the following novels: Dandelion Wine Fahrenheit 451 Martian Chronicles Something Wicked this Way Comes Short Stories to be read outside of class and discussed as a group (instructor will provide a collection of Bradbury stories at the first class session on March 14 th ): "The Great Wide World Over There" "To the Chicago Abyss" "The Foghorn" "The Big Black and White Game" "The Veldt" "The Anthem Sprinters" "All Summer in a Day" "There Will come Soft Rains" "The Drummer Boy of Shiloh" "The Murderer" "The Exiles" "The Pedestrian" "The Sound of Thunder" Websites to reference background of Ray Bradbury's life and works: http://www.raybradbury.com/ http://www.bradburymedia.co.uk/ http://www.spaceagecity.com/bradbury/bio.htm http://www.imdb.com/name/nm0001969/ http://www.isfdb.org/cgi-bin/ea.cgi?194 Session 1: 3/14 >Introductory discussion related to Mr. Bradbury's many exchanges with class instructor Frank Palumbo >Review of materials from personal library of items received over the years (books, photos, letters, etc.) >Reading of the story "Drummer Boy of Shiloh" so as to familiarize participants with the author's style, images, and poetic narration >Video of an RB short story, "To the Chicago Abyss" >Discussion, handout of an outline related to assigned readings for week #2 Session 2: 3/21 >Open discussion on any of the extra readings from suggested titles >Review of the assigned short stories from session one >Biographic texts will be passed around and discussed related to Mr. -
Thepedestrian.Pdf
Quality Teaching Products © Justin Lim 2017 Practical. Editable. Effective The Pedestrian Lesson Plan Materials and Time: 1. Roughly 2 to 3 hours of class time. 2. The Pedestrian text by Ray Bradbury and The Pedestrian Worksheet. 3. Graphic organizers for the literary terms being taught and Peer Evaluation Handout. 4. Optional: Projector for Powerpoints. Objectives: 1. Students will be able to identify the elements of theme. 2. Students will practice reading fluency. 3. Students will practice higher level thinking skills: predicting, inference, analysis, synthesis. 4. Note: This story is great to use to teach theme and writing style, but can also be used with most of the other literary Powerpoints or graphic organizers if you are focusing on a different literary element. Instruction: 1. Defining Terms – Use the Theme or How to Find Theme Powerpoints (found in the “Powerpoints” folder) to introduce terms and definitions, while students take notes. If no projector is available, write the terms on the board. 2. Anticipatory Set – Ask students to discuss the following statement in pairs or small groups: Technological advancement is always a good thing. After students have had time to generate ideas, lead a class discussion. Point out some of the negative impacts of technology such as reduced privacy due to cell phones, video game addiction, television replacing social interaction, or other ideas that you can come up with. 3. Preview Text (only applies if using resource with a textbook or anthology) – Have students preview the text by looking at the title and pictures. Have them make a prediction in the “Previewing Texts” section of the worksheet. -
Danger Ahead
DANGER AHEAD FOR THE SOCIALIST PARTY IN PL.4YING THE GAME OF POLITICS 7 3 EUGEN& DEBS AND CHARLES EDWARD RUSSELL Price, 5 cents; 10 for 20 cents; $1.00 a hundred; $7.00 a thousand CHICAGO 7RARLES H. KERR & CXMPASY 118 West Kinzie Street FOREWORD. Th.e two articles herein republished first appeared in the International Socialist Re- view, the former in January and the latter in September, 1911. Both of them causd wide comment, both favorable and unfavor. abie. The Socialist movement develops itsi revolutionary character and clarifies it purposes by constant self-criticism. An, democratic organization can be properly regulated only by the frankest and freest dis-;lssion of its problems on the part of its membership. The contents of this book- let have a peculiar value for the SociaIist movement of America just at present. They demonstrate and emphasize the utter impotency of compromise. The labor par- ties of England and Australasia have proven themselves miserable failures. The revolutionary message which Marx ana Engels stated as a scientific principle, Debs and Russell herein deliver from the actual field of the class struggle. DANGER AHEAD. BT ECTGESE V. DEBS. The large increase in the Socialist vote in the late national and state elections is quite naturally hailed with elation and re- joicing by party members, but I feel prompted to remark, in the light of some personal observations during the campaign, that it is not entirely a matter of jubilation. I am not given to pessimism, or captious criticism, and yet I cannot but feel that some of the votes placed to our credit this year were obtained by methods not consis- tent with the principles of a revolutionary party, and in the long run will do more harm :han good. -
Short Story Dystopian Study Guide “The Pedestrian” 1
Short Story Dystopian Study Guide “The Pedestrian” 1. What is the setting of the short story? 2. Why is Mr. Mead out for a walk? 3. How does the narrator view the cars on the street? 4. Why was the police force no longer important? 5. Why did Mr. Mead decide to change his shoes for his nightly walks? 6. What was Mr. Mead’s occupation? 7. What is “strange” about the police car? 8. When on his nightly walks, how does Mr. Mead occupy his time? 9. How long has Mr. Mead been taking his nightly walks? 10. What is the theme of “The Pedestrian”? “All Summer in a Day” 1. What has it been doing for seven years? 2. Identify the literary elements: similes, metaphors, etc. 3. How old are the children? 4. Where did Margot live before moving to Venus? 5. Why do the children not like Margot? 6. During the outage of the sun, what do the children experience? 7. Who are the major characters? 8. What are the children’s feelings about locking Margot in the closet? 9. What is the theme of “All Summer in a Day”? “There Will Come Soft Rains” 1. What is the house protecting itself against? 2. What happens in the nursery? 3. Identify literary elements: personification, similes, etc. 4. What two major items are contrasted in the story? 5. How does the house and people die? 6. How does the story begin? 7. How does the story end? 8. What is the theme of “There Will Come Soft Rains”? “The Veldt” 1. -
MCNAIR.Thesis.July 16.FINAL
THE HISTORY OF KAKAWANGWA by Kristen McNair A Thesis Submitted to the Faculty of The Dorothy F. Schmidt College of Arts and Letters in Partial Fulfillment of the Requirements for the Degree of Master of Fine Arts Florida Atlantic University Boca Raton, Florida August 2012 THE mSTORY OF KAKAWANGW A by Kristen. MeN air This thesis was prepared under the direction of the candidate's thesis advisor, Professor Andrew Furman, Department of English, and has been approved by the members of her supervisory committee. It was submitted to the faculty of the Dorothy F. Schmidt College of Arts and Letters and was accepted in partial fulfillment for the requirements for the degree of Master of Fine Arts. AndrewThriAdVisor Furman, Ph.D. Ayse 'r:t{tBU~ Johnnie Stover, Ph.D~ Heather Coltman, D .M.A. Interim Dean, The Dorothy F. Schmidt College of Arts & Letters B!r7;ss":pr!---. Dean, Graduate College 11 ACKNOWLEDGEMENTS I would like to thank the professors who worked with me on this project: Dr. Andrew Furman, Ayse Papatya Bucak, and Dr. Johnnie Stover. Your feedback regarding my writing and my novel has been invaluable. Thank you for the encouragement and for requiring my very best. To mom, Tory, my siblings, and extended family and friends, you encouraged me to embrace my identity as a storyteller. Thanks to Robert Olen Butler, Melvin Sterne, Paul Shepherd, and Elizabeth Stuckey- French for teaching me how to write fiction in the first place. Thanks to my loving husband and daughter, for allowing me to ignore the world and write this novel.