The Thousand and One Nights Video Transcript Transcript
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Week 8 Grade 6 ELA Continued Learning
Week 8 Grade 6 ELA Continued Learning (5/18 – 5/22) This Week’s Learning Standards For this week’s reading material: CCSS.ELA-LITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. For Hero’s Journey outline: CCSS.ELA-LITERACY.W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) Monday (5/18) Tuesday (5/19) • Read: Heroes and Their Journeys (p. 2-3) • Who was Scheherazade? Learn the interesting • If you have online access, re-watch the TED story behind this week’s storyteller. (p. 4) video on the Hero’s Journey • Read a retelling of a legendary hero in Aladdin >>> https://youtu.be/Hhk4N9A0oCA and the Wonderful Lamp. (p. 4-6) • Complete Monday’s Reading Response (p. • Complete Tuesday’s Reading Response (p. 7) 7) . Wednesday (5/20) Thursday (5/21) • Design your hero. (p. 9) • Brainstorm/Outline Hero’s Journey using chart. (p. 10) Friday (5/22) • Work on completing and submitting the outline of your Hero’s Journey story. • Complete Book Project Check-In (p.7) Mrs. Daoud Ms. Plas [email protected] [email protected] Zoom Office Hours Office Hours M-F 10-4 M 1-3 W 10-12 or by appt. Zoom Meetings Meeting ID: 491 306 3842 Monday 1 p.m. -
Aladdin, Ali Baba, Sinbad and the Tales of Scheherazade Pdf Free
ONE THOUSAND AND ONE ARABIAN NIGHTS : ALADDIN, ALI BABA, SINBAD AND THE TALES OF SCHEHERAZADE Author: Wen-Chin Ouyang Number of Pages: 480 pages Published Date: 17 Nov 2020 Publisher: Flame Tree Publishing Publication Country: London, United Kingdom Language: English ISBN: 9781839642388 DOWNLOAD: ONE THOUSAND AND ONE ARABIAN NIGHTS : ALADDIN, ALI BABA, SINBAD AND THE TALES OF SCHEHERAZADE One Thousand and One Arabian Nights : Aladdin, Ali Baba, Sinbad and the Tales of Scheherazade PDF Book " " " Kaplan MCAT General Chemistry Review: Book OnlineMore people get into medical school with a Kaplan MCAT course than all major courses combined. com This book is a reproduction of an important historical work. The Essential Oils Handbook: All the Oils You Will Ever Need for Health, Vitality and Well-BeingAt the dawn of the 21st century, the old paradigms of medicine have begun to fall apart. Source: Article in Journal of American Dental Association Don't just say, 'Ah!' Be a smart dental consumer and get the best information on one of the most important health investments you can make!A visit to the dentist is about more than just brushing and flossing. Metaphysics Medicine: Restoring Freedom of Thought to the Art and Science of HealingThomas Kuhn's "The Structure of Scientific Revolutions" is one of the best known and most influential books of the 20th century. Intended for advanced undergraduate or graduate courses that conduct cultural or cross-cultural research including cross-(cultural) psychology, culture and psychology, or research methodsdesign courses in psychology, anthropology, sociology, cultural studies, social work, education, geography, international relations, business, nursing, public health, and communication, the book also appeals to researchers interested in conducting cross-cultural and cultural studies. -
A Structural Approach to the Arabian Nights
AWEJ. Special Issue on Literature No.2 October, 2014 Pp. 125- 136 A Structural Approach to The Arabian Nights Sura M. Khrais Department of English Language and Literature Princess Alia University College Al-Balqa Applied University Amman, Jordan Abstract This paper introduces a structural study of The Arabian Nights, Book III. The structural approach used by Vladimir Propp on the Russian folktales along with Tzvetan Todorov's ideas on the literature of the fantastic will be applied here. The researcher argues that structural reading of the chosen ten stories is fruitful because structuralism focuses on multiple texts, seeking how these texts unify themselves into a coherent system. This approach enables readers to study the text as a manifestation of an abstract structure. The paper will concentrate on three different aspects: character types, narrative technique and setting (elements of place). First, the researcher classifies characters according to their contribution to the action. Propp's theory of the function of the dramatist personae will be adopted in this respect. The researcher will discuss thirteen different functions. Then, the same characters will be classified according to their conformity to reality into historical, imaginative, and fairy characters. The role of the fairy characters in The Arabian Nights will be highlighted and in this respect Vladimir's theory of the fantastic will be used to study the significance of the supernatural elements in the target texts. Next, the narrative techniques in The Arabian Nights will be discussed in details with a special emphasis on the frame story technique. Finally, the paper shall discuss the features of place in the tales and show their distinctive yet common elements. -
Tales from the Arabian Nights ______
Tales from the Arabian Nights ________________________________________________________________ CD Guide CD 1 Chapter Track Length 1 2 5.00 2a 4 4.36 2b 5 (1min 21 secs) 6.03 3 7 5.57 4a 9 4.51 4b 10 (1 min 39 secs) 4.22 5a 12 4.54 5b 13 (1 min 51 secs) 5.17 CD 2 Chapter Track Length 6 1 8.26 7 4 8.49 8 7 6.46 9 9 6.08 10 11 9.53 Tales from the Arabian Nights Book/CD-Rom Pack by (author) Hans Christian Andersen, Andy Hopkins (Series Editor), Jocelyn Potter (Series Editor), (9781405855396), Longman Penguin Readers, Level 2… Classic / British English (Feb 2008) Tales from the Arabian Nights Chapter 1 The Sultan and Sheherezade 1. How much did the sultan love his wife? 2. However, what did she do? 3. What happened one day? 4. How did the sultan feel? 5. What did he do? 6. From that time the sultan began to _________ all ___________ . 7. What did the sultan decide to do? 8. What did the vizir have to do every day? 9. Why was the vizir afraid? 10. How many daughters did he have? 11. Sheherezade wasn’t very beautiful. True False 12. What did she suggest to her father? 13. Did he agree in the end? 14. Was he happy about it? 15. Who was Dunyazade? 16. What did she do when Sheherezade told her everything? 17. Did Sheherezade want to die? 18. Who went to see the sultan the next day? 19. The sultan was ___________ _____________ . -
SCHEHERAZADE a Musical Fantasy
Alan Gilbert Music Director SCHEHERAZADE A Musical Fantasy School Day Concerts 2013 Resource Materials for Teachers Education at the New York Philharmonic The New York Philharmonic’s education programs open doors to symphonic music for people of all ages and backgrounds, serving over 40,000 young people, families, teachers, and music professionals each year. The School Day Concerts are central to our partnerships with schools in New York City and beyond. The pioneering School Partnership Program joins Philharmonic Teaching Artists with classroom teachers and music teachers in full-year residencies. Currently more than 4,000 students at 16 New York City schools in all five boroughs are participating in the three-year curriculum, gaining skills in playing, singing, listening, and composing. For over 80 years the Young People’s Concerts have introduced children and families to the wonders of orchestral sound; on four Saturday afternoons, the promenades of Avery Fisher Hall become a carnival of hands-on activities, leading into a lively concert. Very Young People’s Concerts engage pre-schoolers in hands-on music-making with members of the New York Philharmonic. The fun and learning continue at home through the Philharmonic’s award-winning website Kidzone! , a virtual world full of games and information designed for young browsers. To learn more about these and the Philharmonic’s many other education programs, visit nyphil.org/education , or go to Kidzone! at nyphilkids.org to start exploring the world of orchestral music right now. The School Day Concerts are made possible with support from the Carson Family Charitable Trust and the Mary and James G. -
Aladdin Annual Sales Catalog: Spring 1909
_0len t~.. It![_ rGIIl&l T HE oriPoI .00 oody perfed 'yMaoI fu the <OD>Irvct>on 01 knochd do"", hou .... Manufactured Exclu';'dy by the North A merican Construction Company SAY CI1Y, MICHIGAN. U. S. A. WE SEND YOU A COMPLETE HOUSE, READY TO BE NAILED TOGETHER AND UVE IN FOR LESS THAN YOU CAN BUY THE ROUGH LUMBER FOR An Aladdin House at a Glance-What You Get. Fou~lio<> lirnoo.. Joist> ...uddin!! and ,.1, .... Sidin" Flooring. Roo! ohu~ Po,ch limb<n. joiots. n-inl. ,010""," ..i!it.g ond poll........ ldins. roof .....lhina ood "",.. " R.kroid rooIin8 (~il .,mmed). So"" for front and bo,k. Ooon lor a~ _"'p. with I...... and trim Uuid< ""d oot. W;"dows and I"' .......... with lllu. in pt.«.• nd ,rim i".;dt ."d "'"'. Moulded bo .. boon! I", ;,,~dt '00 .... W ...th ... mool<Ln, for tn""';nll 011 ."uide doon and wi ......... A~ h.,dwo ... M""i<. loeb. knob< .nd h;";u. N.ik 0/ p"'!><f ~Z< lor ,nti" h_. p.;", lor , ..... _" oobid. and Wide (."y color). Pl."" boon! for Iir>in& .."i", h...... I ..."",ion. for doin,.U the worl:_ ~ __________~ -I ALADDIN HOUSES "Built in a Day" C"'lalog No. 18 Fall 1909 NMhA~ .. Eigh,,,,n eo...lrutlion:Compony Y•• " Bay City. in lhe M ic~.n.. C..bo u.s.A. ~'" L _...... ----l THE A LADDIN PLAN, Sa,. all c",' wh;ch adds no value, by selling "direct fro m the jorest 10 the home. " II ().d;.. .a,. ..... I>omt t,.,;1dn- po,. -
Aladdin Movie 2019” Based on Disney’S Aladdin
AN ANALYSIS OF MORAL VALUES IN GUY RITCHIE’S MOVIE “ALADDIN MOVIE 2019” BASED ON DISNEY’S ALADDIN THESIS BY DONNA TARULI AGUSTIA SILABAN NIM 372016024 UNIVERSITAS MUHAMMADIYAH PALEMBANG FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH EDUCATION STUDY PROGRAM AUGUST 2020 i AN ANALYSIS OF MORAL VALUES IN GUY RITCHIE’S MOVIE “ALADDIN MOVIE 2019” BASED ON DISNEY’S ALADDIN THESIS Presented to Universitas Muhammadiyah Palembang In partial fulfillment of the requirement For the degree of Sarjana in English Language Education By Donna Taruli Agustia Silaban NIM 372016024 UNIVERSITAS MUHAMMADIYAH PALEMBANG FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH EDUCATION STUDY PROGRAM August 2020 ii iii iv v ABSTRACT Donna Taruli Agustia Silaban, 2020. An Analysis of Moral Values in Guy Ritchie’s movie “Aladdin Movie 2019” Based on Disney’s Aladdin. Thesis, English Education Study Program, Sarjana Degree (S1), Faculty of Teacher Training and Education, Universitas Muhammadiyah Palembang. Advisor: (I) Kurnia Saputri,M.Pd. (II) Masagus Sulaiman, M.Pd. Keywords: Movie, Moral Values, Aladdin 2019 Movie The objectives of the research were to find out the types and meanings of moral values and the dominant moral value in Guy Ritchie’s movie “Aladdin 2019”. The researcher used a qualitative method in this research. The sources of this data were primary data and secondary data. In this research, the researcher used a documentation technique. In analyzing the data, the researcher used a literary analysis.There were some procedures in doing this research, such as identifying the conflict in the characters, classifying and categorizing of the conflicts found in the movie, identifying the important points related research, classifying the characters personalities and moral values in the movie, identifying the development of the plot and describing the conclusion.There were 7 moral values found in the “Aladdin 2019” movie directed by Guy Ritchie such as kindness, empathy, self-control, wisdom, cooperation, loyalty, and justice. -
Aladdin: the Movies and Animated Series 0.2 +1000CP
Aladdin: The Movies And Animated Series 0.2 Follow me to a place where incredible feats Are routine every hour or so Where enchantment runs rampant Gets wild in the streets Open sesame, here we go Arabian nights Like Arabian days They tease and excite Take off and take flight They shock and amaze Arabian nights Like Arabian days More often than not Are hotter than hot In a lot of good ways Pack your shield, pack your sword You won't ever get bored Though get beaten or gored you might Come on down, stop on by Hop a carpet and fly To another Arabian night Welcome to the Aladdin expanded universe. From a time when Disney wanted all of its movies to explain the lore behind the worlds. What? Don’t believe me? Alright, they just wanted more money, but this place is still full of wonder. Anyway you are bound for the time period of Aladdin: the Animated Series. This is a time period set between the first and third movies. While the original story was set in China after the Muslims started migrating into the territories. This version is set in the Arabian territories. It is a land of wonder that is rip to explore. Ancient ruins dot the landscape and mythical creatures roam. You start with the first movie. On the night that Gazeem is killed by the Cave of Wonders. Jafar has yet to trick Aladdin and set the plot in motion. If you are quick, you may be able to disturb the story. -
Arabian Nights
1 Arabian Nights Oh I come from a land, from a faraway place Where the caravan camels roam it's all flat and immense And the heat is intense It's a furnace, but hey, it's home When the wind's from the east And the sun's from the west And the sand in the glass is right Come on down Stop on by Hop a carpet and fly To another Arabian night Arabian nights Like Arabian days More often than not Are hotter than hot In a lot of good ways Part 2 Arabian nights Like Arabian days More often than not Are hotter than hot In a lot of good ways Part 3 Oh I come from a land Where intrigue is in style And adventure is status quo Where a Daughter must wed Hold her head up and smile It‟s the law, did I make it? No! Part 7 When the wind's from the east And the sun's from the west And the sand in the glass is right Come on down Stop on by Hop a carpet and fly To another Arabian night Arabian nights Like Arabian days More often than not Are hotter than hot In a lot of good ways Arabian nights „neath Arabian moons A fool off his guard Could fall and fall hard out there On the dunes.... 2 One Jump Ahead Aladdin: One jump ahead of the breadline One swing ahead of the sword I steal only what I can't afford ( That's Everything! ) One jump ahead of the lawmen That's all, and that's no joke These guys don't appreciate I'm broke [Crowd:] Riffraff! Street rat! Scoundrel! Take that! Aladdin: Just a little snack, guys [Crowd:] Rip him open, take it back, guys Aladdin: I can take a hint, gotta face the facts Now you see what I go through, ooh! [Ladies:] Ooh! [Ladies:] -
Download Program Notes
Scheherazade, Symphonic Suite, Op. 35 Nikolai Rimsky-Korsakov he name of Nikolai Rimsky-Korsakov is by curiosity, the monarch postponed the Tcemented to those of his colleagues Bala- execution of his wife from day to day, and kirev, Borodin, Cui, and Musorgsky; together, ended by renouncing his sanguinary reso- they make up the “Russian Five” (or “Mighty lution altogether. Handful”), who represent the pinnacle of Rus- Many were the marvels recounted to sian nationalism in the later 19th century. An Shahriar by Scheherazade. For the telling of ardent proponent of his compatriots’ music, these things she drew from the verses of the Rimsky-Korsakov went so far as to arrange, poets and the words of folk songs and tales, complete, or otherwise emend numerous connecting her stories one with the other. works by Musorgsky and to finish notable op- eras that were left incomplete by their compos- In his memoirs, Rimsky-Korsakov provides ers, including Dargomizhsky’s The Stone Guest further details about the genesis of this work: and Borodin’s Prince Igor. The completion of the latter occupied Rimsky-Korsakov (aided Originally, I had even intended to label by his friend Glazunov) during the winter of Movement I of Scheherazade Prelude; II, 1887–88, and it is easy to imagine the evocative Ballade; III, Adagio; and IV, Finale; but on flavor of Central Asian music that permeates the advice of Liadov and others I had not Borodin’s score getting Rimsky-Korsakov’s done so. My aversion for seeking too defi- imagination pointed in a similar direction. The idea of composing Scheherazade formed during the winter of 1887–88, but the actual com- IN SHORT position waited until the composer’s summer va- Born: March 18, 1844, in Tikhvin, near cation. -
Soviet-Indian Coproductions: Ali Baba As Political Allegory
Soviet-Indian Coproductions: Ali Baba as Political Allegory by MASHA SALAZKINA Abstract: This essay considers the history of Soviet Indian coproductions focusing on Ali Baba and 40 Thieves (1980) as a political allegory over the fate of the multination state. It addresses the formal utopian character of the fi lm and the excessive threat of sexual violence in the song-and-dance numbers. he subject of this essay is the little studied phenomenon of the Soviet-Indian cinematic coproductions. While giving a general outline of the history of these coproductions, I focus primarily on the most commercially successful of these joint efforts, Ali Baba and 40 Thieves (Alibaba Aur 40 Chor/Priklyucheniya Ali-Baby Ti soroka razboinikov, Latif Faiziyev and Umesh Mehra, 1980), henceforward Alibaba. I argue that the fi lm contains a political allegory expressing anxiety over the fate of the multination state; that anxiety lies beneath the formal utopian character of the fi lm, which attempts to show the constitution of a new community on the screen and to defi ne the role of its political subject in the face of crime and governmental corruption. I will address these issues through discussing the directors’ choice of the material (a story from One Thousand and One Nights, or The Arabian Nights, as it is better known in English); the narrative structure of the fi lm; performance histories of the Indian and Soviet actors; and, fi nally, through a reading of the excessive threat of sexual violence concentrated in the fi lm’s song-and-dance numbers. Alibaba, I con- tend, is of interest not only due to the formal and institutional hybridization of two autonomous cinematic traditions, Indian and Soviet, but also as a cultural object which displays a shared anxiety over the role of the state as its existing political and economic order moves palpably toward the brink of collapse. -
Aladdin Study Guide
A Study Guide for Classroom Teachers TABLE OF CONTENTS Letter to Teachers • 2 Story Synopsis • 3 About the Story • 4 About the Show • 5 Classroom Activities Before you see Aladdin and Other Enchanting Tales • 6-7 Activity One: Understand the Story Activity Two: Prepare for the Play After you see Aladdin and Other Enchanting Tales • 7-9 Activity One: Respond to the Play Activity Two: Discover Theater in the Classroom History of the Tales • 9 Introducing Enchantment Theatre Company • 10 Supplementary Materials • 11-22 1 Dear Teachers, Thank you for taking your class to see our production of Aladdin and Other Enchanting Tales. We hope you all enjoy it! We believe that experiencing theater is essential for children to thrive, and it is the initiative taken by teachers like you that enables so many children to see our productions who may not otherwise have this unique opportunity. We have provided this study guide to help you bring your theater experience into the classroom should you have time for special activities before or after your class trip. In addition to the information and activities in the beginning of the study guide, there are supplementary materials included at the end with additional activities and more detailed information about theater. We hope you find our suggestions fun, educational, and adaptable to suit your varying needs. Thank you again and we look forward to seeing you at the show! Sincerely, The Staff of Enchantment Theatre Company This study guide was prepared by Sara Nye, Jennifer B. Smith, and Faith Wohl Visit Enchantment Theatre Company at www.enchantmenttheatre.org 2 Synopsis of Aladdin and Other Enchanting Tales Enchantment Theatre’s Aladdin and Other Enchanting Tales is based on the Company’s original symphony concert piece, Scheherazade, inspired by Nicolai Rimsky-Korsakov’s tone poem of the same title.