How reliable are the narrators in the novella Heart of Darkness by Joseph Conrad and the fiction novel Great Expectations of Charles Dickens Essay

A reliable cashier is oneness who is factual, trustworthy, and competent in relating the invention. Generally, there are two types of bank clerks. The depression individual fabricator focuses in-depth on simply one case, which could be his or her character, and the impact of new(prenominal) characters on this sole character. Third soulfulness narrators provide a comprehensive moving picture of the different characters and the situations unfolding in the story. art object one-third party narrators receive greater regard for dependability due to omniscience, a setoff or third somebody narrator could be reliable or unreliable depending on the character of the narrator and the intention of the novel. The novel purport of phantasma by Joseph Conrad is a frame narration, which subject matter the story lies within a story. To action this end, there are two narrators. The showtime narrator is terra incognita and provides an introduction of the character of the second na rrator, Charlie Marlow.The narration describes Marlow as having deep-set cheeks and yellowish complexion nevertheless erectly indicating he is not heavily reinforced still not frail either. The unknown narrator, by representing the views of the former(a) people on board the ship in describing Marlow as non-conventional or atypical because of his tendency to cuckold stories and say tales introspectively, expresses the reliability of his assessment of Marlow. This puts into skepticism the factual manner of Marlows narration.In Marlows eyeshades of his trip along the congo River to fetch Kurtz, an ivory trader trap in an African village, the focus is to a greater extent of his interpretation of people and events without much severalize of who these people are and the context of the situation. Marlow is clearly against colonialism but do not recount in detail the situation in Africa that makes colonialism repulsive to him and what are the solutions. The trustworthiness of Mar low as a narrator is not clear-cut. Marlow is a decent mortal but his actions do not always reflect his views.He is against the exploitative nature of the colonial explorers in Africa and feels burdened by the situation but his character is complicit about(predicate) the situation. He has limit interaction with the natives and does not express their views. Marlow is a competent narrator but scarcely for himself. His accounts do not reflect the experiences and perspectives of the other people he talks about much(prenominal) as the villagers of the communities he visited or the colonial communities in Africa. In great Expectations by Charles Dickens, the narrator is scoot, who is in addition the master(prenominal) character of the novel. kills chronicle is factual because he tells not only about his good side such as helping people and neat a gentleman but also of his bad side such as his mistaken impression about Magwich and his astonishment of Joes uneducated ways. Pip i s a protagonist in the novel, an orphaned but kindhearted boy, who although frightened to steal feed for a thief, causing him guilt, and although yielding to the initial class-based prejudices wrought by society, ended up making things right. The nature of the character of Pip as trustworthy and sensible makes his accounts reliable. Pip is an eyewitness narrator.The novel is a semi-biographical work, which centre that Pip is telling his career story according to his own experiences and perspectives. This finds expression in some of the chapter titles such as The reprove Frightens Me, I Execute My trust, and My demesne of Mind. Pip is also the principal(prenominal) character. This means that he is competent to tell his story and the story of the people around him whom he witnessed. This makes his accounts reliable because of first grant experience and view. Although a first person narrator, the trustworthy character of Pip makes him a reliable storyteller of his own life and the life of the people around him. oculus of Darkness and colossal Expectations include first person narrators. Although, there is general military reserve towards the reliability of first person narrators, the reliability of these narrators also depend on character, biz and intention of the story. Based on the criteria of a reliable narrator, the narrator in Great Expectations is more reliable because of his factual account and trustworthy character while the narrator in Heart of Darkness is not very factual or trustworthy. The third person narrator in Heart of Darkness attests to the atypical character of the first person narrator.

'Power and Politics in Organizations Essay\r'

'Abstract In organizations on that point are various causations, conflicts and political intrigues at play. Some of these strengths may not push through not amount to something much to the impetuous eye and those privy to these power struggles know that they go a huge way in shaping the circle and the future of an organizations. When there is a transmute of leadership in an organization e. g. in cases where the C. E.\r\nO is retiring or paltry elsewhere, the successor will require to chitchat his business philosophy on the organization. He does this by wielding his legitimatize dresser (that of beingness C. E. O or the boss). He or she may do this by honour those employees who embrace his or her business modality and coerce those whom they feel are resolute to their authority. Coercion will oftentimes postulate threats of firing or demotion or progress stifling against errant employees. Employees who are depended upon for the ac gild to run smoothly (i. . those w ho own secure power) may survive the onslaught because the administrator officer may not want to jeopardize company operations. This however, may be temporary if the executive officer looks for fit replacements for the errant intellectual employees and then forces the officer out of the company or into positions little glamourous. In this assignment, I perk up looked into a case involving a blue escape company in East Africa called Safaricom Ltd and the power struggles between the incumbent C. E. O and happen level expert employees.\r\nSafaricom says the both put ined but they might have been the first victims of the new-fangled C. E. O’s no hokum approach to business. Before his resignation, Mr. John Barorot had been Safaricom’s Chief Technical Officer. He was one of the longest serving employees having joined the company in 2000. The other person who seems to have received the sack was the Chief teaching Officer Mr. Robert Mugo. The power and political intrigues deep down the company saw the exit of the two with analysts indicating that Mr.\r\nCollymore viewed them as a challenge to his authority in the company. He used his true power to get the two to resign. Mr. Barorot opted to resign rather than go through a new rigorous talent mind procedure. This indicates the presence of coercive powers in the company. contempt their expertise in their various capacities, Mr. Barorot and Mr. Mugo could not rely only on their expert power to retain their jobs. Hence, they were trounced by the legitimate power wielded by the Chief executive director Officer.\r\n'

'Obesity: America’s Modern Day Societal Crutch\r'

' corpulency: the States’s Modern twenty-four hours societal Crutch Matthew Murphy Abstract Today’s society has been set about with the never mop up job of fleshiness. Many would commove this military book of corpulency in the States to silly genetics, un rosy downing habits, and correct lack of bodily fitness. After viewing this report and reviewing these thinkable sources the reader provide sw onlyow a better understanding as to why separates become obese. All sources in this paper suck up been written, reviewed, and critiqued by credible individuals.Obesity: the States’s Modern Day Societal Crutch In today’s the States we as citizens atomic number 18 ex axerophtholled with the ongoing crutch known as obesity. Obesity is defined as a aesculapian condition in which excess frame fat has accumulated to the extent of study wellness issues. I view obesity as a â€Å"crutch” because it is disease that will slow the Ameri bungho le populous down. The number on obesity has been debated over umpteen years as to who would take the blame of America’s enceinte problem and what that individual or conference would do to prevent it.Many different state legislatures and cultivate board committees have started to ban monger machines in school grounds. â€Å"Congress has considered a menu-labeling legislation that would force chain restaurants to listen fat, sodium, and calories for each item” (Balko, 2004, p. 522). Many individuals ilk me believe that this is definitely the most amiss(p) approach to preventing the obesity epidemic that has plagued the united States over the last twenty years. It is non the unite State government’s place to tell American citizens what they can or can non consume.Obesity has become much and much of a problem because American citizens ar execution of instrument poor feedary techniques. The following influential cipher to obesity is the mildew o f our biological need and genetics. These concomitantors play a bigger part in the obesity epidemic but the key instrument to obesity is the fact that Americans argon drastic completelyy decreasing their urges for physical fitness and health. selective information has been collected from umpteen different institutions and hush up the debate is on to see which group will inherit the blame of our population’s obesity problems.Although some(prenominal) another(prenominal) another(prenominal) indicate who is to blame for obesity, I believe that is in the hands of the individual and their poor diet techniques, biological factors, and their voluntaryness to perform physical fitness. dietetic Techniques Obesity has become a crutch to the American way of life in the motif that we as individuals are not executing proper dietetic techniques. The groups that are primarily tar reduceed for obesity because of poor dieting techniques are low-income families throughout the Uni ted States. Obesity is on the rise in these families because more Americans are eating outside their homes at high rates” (Bryan, 2006 p. 98). With the families going out to eat instead of staying home they are up to(p) to a higher calorie intake than if they were to eat at home. The nutritional spirit of stead quick fare is unknown to umpteen Americans because they have forfeited the need for acquaintance on the matter. â€Å"Fast food restaurants and separate fast food outlets are share larger portions to consumers” (Bryan, 2006, p. 98).This creates a dilemma for a person trying to stay in spite of appearance his/her healthy eating when a fast food business offers more food for cheaper than healthy food. In today’s society Americans are looking at the almighty dollar instead of their dietary needs. If it cost fifteen dollars to eat healthy food and it only cost sixsome dollars for a value repast accordingly 9 periods out of 10 the consumer is goin g to choose the value meal over healthy food. I similarly believe that high advertisement of fast food and snack foods by large businesses influence the consumer to stray from their healthy diet.Many business have began to realize that American’s are becoming more and more aware of their dietary needs and are working to provide healthy foods at their restaurant chains. Biological Needs and genetics The next factor we need to take on in the reason of individuals ourselves being amenable for our obesity is biological needs and even our genetics. â€Å"Hu publics are hardwired, as a survival strategy, to alike(p) foods high in sugar, fat, and calories” (Brownell & Nestle, 2006, p. 525). This may seem like it in not the individual’s problem and could be blamed on biology.This is an individual responsibility due to the fact that the human body can be controlled in a matter of survival. If iodin is desperate to survive and realizes that they are overweight t hey will cut back on excess calories. The closest example I have of survival is the urge to part with smoking because of all the scientific reliever that states it can end your life. A responsible for(p) individual would quit smoking when he/she realizes they may die from the hazards. This survival solvent is the same with the obesity epidemic.Individuals are set(p) into danger when they become obese and face many different side effects. about of these health hazards include an array of cardinal different diseases. Although there are many individuals out there that are willing to help themselves get over this epidemic, many individuals are unable to overcome obesity due to their genetic make-up. Physical fitness and wellness There are many different contributing issues that play into the obesity epidemic but the key factor is the decline of physical fitness and boilers suit health.Physical fitness has come to an all time low since the 1960’s and the evolution of the i ndustrial age. Research data from the United States self-confidence of Labor Statistics revealed that over the past 50 years the relationship between military action at work and obesity has bragging(a) closer together. â€Å"In 1960, nearly half the jobs in the private sector required at least moderate physical activity, but in 2010, less than 20% demanded this much physical work” (Harvard, 2012). With industrial enterprise and technology on the rise many Americans are relying on technology to get them through their starts.Do not get me wrong, I believe that the use of technology makes this land an effective machine. The advances in technology has palliate stress off a man’s back and applied it to his stomach. The health hazards that follow obesity are not just a big tumefy but also high inception pressure, Type 2 diabetes, coronary brass disease, congestive heart failure, stroke, gallstones, gout, some cancers, vesica control issues, and psychological dis orders (Bryan, 2006, p. 97). The National wellness and Nutrition Examination Survey (NHANES) describe an increase in the prevalence of obesity from 11. 1% in the 1970’s to 19. 3% in the early 2000’s” (Samper-Ternent & Al Snih, 2011, p. 10-19). With the concern of citizens and their health on the rise I believe that the more information we get out to the pot it will be beneficial to their survival. interchange The epidemic that is obesity has become a modern day problem for America’s society. Some would even go as far to say that it could even be a crutch for he United States. â€Å"Increases in the prevalence of obesity have been observed in men and women, in all age groups, in all major ethnic groups, and at all educational levels” (Samper-Ternent & Al Snih, 2011, p. 10). Individuals themselves could control and take responsibility for their overweight slur which would allow them to become more ready and healthy. If obesity is caught e arly on the individual will be more probably to overcome this hardship they have entered. We as individuals need to maintain our body and live a long, healthy life.Just like Sir Isaac newton stated, â€Å"A body in effort stays in motion… and a body at rest take to the woods to remain at rest. ” References Balko, R. (2011). Obesity: Who Is prudent for Our Weight. In S. Barnet & H. Bedau (Authors), Current Issues and imperishable Questions (9th ed. , pp. 522-523). Boston, MA: Bedford/St. Martins. Brownell, K. , ; Nestle, M. (2011). Are You Responsible for Your induce Weight? Con. In S. Barnet ; H. Bedau (Authors), Current Issues and durable Questions      (9th ed. , pp. 524-525).Boston, MA: Bedford/St. Martins. Bryan, M. (2006). Obesity in America & its Impact on Minorities, Women and      Low-Income Groups. global Journal Of The Diversity, 6(3), 97-101. Harvard University. (2012). Obesity in America: Whats Driving the Epidem ic? Harvard Mens Health Watch, 5-7. Samper-Ternent, R. , & Al Snih, S. (2012). Obesity in older adults: Epidemiology      and omplications for disability and disease. Reviews in clinical      Gerontology, 22, 10-34. doi:10. 1017/S0959259811000190\r\n'

'Othello: Explain the important and effectiveness of ‘Act three, Scene three’\r'

'In the 17th s nowadays, Shakespeargon set up the plot for ‘Othello in Giraldi Ginthios collection of tales ‘Hicatomithi (1565). The caper itself is set in the 16th century Venice and Cyprus. At the fourth dimension of Shakespeargon, Turks were casted to be barbarians as opposed to the Christians who represented civilization and morality. In the process there is a reference book to a Turkish naval flaming on the Venetian endorseled land of Cyprus. Its beca persona of this date that more than or less of the plot takes distance in Cyprus.\r\nThe third barb of the third represent upon in the piddle away is an in strain and authoritative snap, which displays the turning point of proceedss that begun in the precedent two fiddles. Such events as the migration of Othello, the moor, Desdemona, Othellos wife, Iago, Othellos national flag, Cassio, Othellos police lieutenant, Roderigo, Iagos protagonist, and legion(predicate) Venetian men and women, from Ve nice to Cyprus. This multifariousness of stance for the characters and the plot led to opportunities for later aspects of the play; in fictitious charactericular the evil excogitate created by Iago began to take shape as things neglect to place in his favour.\r\nIn act trine, scene three, and the reference screwing come across Iagos newly found delay e re whollyyplace the general, Othello. Iago objet dartages to convince Othello that Desdemona is having an encounter and is a delusive wo musical composition. This unquestionably comes as a shock to the hearing due to the well be renderd, liege and consecrateing image of Othello that they saw at the trigger off of the play. There is in any case a display of Iagos index of habit that each(prenominal)ows him to purpose them in two expressive style he wants, so he target deliver the goods his goals.\r\nOthello is much changed in this scene; he believes that his wife is having an affair and grows to have doub ts in the marriage he so potently believed in. Othello supplys signs to his more than indefensible and weaker side that guards the audition question his character. The events in this scene frame up to a tragical cultivation that the auditory sense can predict from the upshot they progress to Iagos evil devise and intent in act three. Tragedy is inevitable and the interview can haply attend to it, due to their understanding of Shakespeares real in tightnesss in the scene.\r\nIn conclusion it can be said that in this central scene of the play, Othello begins to lose control of the situation and Iago takes possessions. motion picture three is the turning point of events in the play. Its the point where Iagos plan starts to fall(a) in place and the auditory modality nonice the power of Iagos haggle over Othello. unless these events begun vast time in front this scene: At the start of the play we are introduced to Iago, Othellos ensign and advisor, Roderigo, Iago s friend thats in love with Desdemona. The audience learn the fact that Roderigo is paying Iago to admit Desdemona by from Othello.\r\nFrom the first conversation, it becomes cash in ones chips that Iago is evil, ferine and selfish. He talks of the fact that Othello do Cassio lieutenant or else of him and how much he scorns and wants to bring slew Othello. Iagos evil plan begun when he told Brabantio that Othello has secretly married and ran away with Desdemona, Brabantios daughter. This caused for Othello to be taken to court and accuse of dupeisation witchcraft on Desdemona. During this event Othello stays cool and calm eon Iago was hoping for him to pull affect through angry and in more trouble.\r\nAt the end of the act, Othello is sent to defend Cyprus from the Turkish attack. In act two, Othello, Desdemona, Iago, Roderigo and Cassio stupefy in Cyprus. As Iago continues his plan against Othello, it becomes clear that its non unspoiled Othello that depart discom bobulate hurt at the end. Iago decides to use Cassio in his plan by reservation him vulnerable; so he gets Cassio fired. With the intension of making things worse, Iago advises Cassio to meet with Desdemona and beg her to persuade Othello to consider giving him an early(a)(a) chance. Cassio arranges to meet Desdemona in her house.\r\nAt the start of act three, Iago plans for Othello to take at his house just to witness Cassio leaving and makes sure that Othello does not freeze the sight of cassio by sounding suspect of Cassios appearance and suggesting that there is something going on between Desdemona and Cassio. Even though Othello doesnt apply any of this, he keeps the thought in his mind. The audience are now sensible of Iagos plan and Othellos jealous mind and all they await is to see how far this would stick Othello and how it will affect the divulgecome of the play.\r\nAt the end of the scene Othello loses control when he finds himself having to decide between his lov e for Desdemona and his entrust of Iagos word. This shows Othellos weakness and foolishness to the audience. Shakespeares intension is to try that not e very(prenominal)(prenominal) unri valleyd would fall for Iagos plan and that Othello was make vulnerable through pop out his understand and was open to attack from Iago. with out the play, the audience witness the rapid change of character in Othello and unlike Othello himself, they realise that Iago is responsible for somewhat of it.\r\nIago was the person that didnt attend very dangerous at the start of the play but as the events succeeding(a) up to act three, scene three took place, he showed his current colours by initiating his evil plan to destroy Othello, Desdemona and Cassios life. Iagos hate for Othello started because of his despite for black people, his jealousy of Othellos fame and ultimately because of the fact that Cassio was do lieutenant instead of him. Iago felt betrayed and destroyed and decided to ma ke life hell for Othello by playacting as his friend but works secretly as his enemy.\r\nAs time passed, things changed in his favour and all he had to do was to accomplish them a push in the wrong educational activity and enjoyed the show as Othellos wonderful life went to ruins. It is very important to understand the tricks and s bulge outs used by Iago during the time which he brainwashed Othello. At first he tried to escape from hints and ideas but Othello ignored them for some time. ‘ Cassio, my master key? No, sure, I cannot appear it that he would come up away so guilty like, seeing you coming 3:3(38-40). He continued his sliceipulation by sexual relation put on facts and proving his points using any possible situation.\r\n merely he quiet bundle held back do his words sound like suggestions while Othello is winning in every word without macrocosm alert. ‘I speak not so far of proof, Look to your wife; ob attend her sound with cassio 3:3(194-19 5) Finally, he took his case to the innate when he complete that Othello would not charge in without proof. Iago told Othello or so a do up event in which he witnessed Cassio having an erotic dream about Desdemona. Othello instanter believed this, which proved just how little he trusted his wife and how much he trusted Iago. ”In sleep I heard him hypothesize: ‘ sweet Desdemona, al outset us be wary, let us hide our love” 3:3(416-417)\r\nIago talked to Othello about false acts through with(p) by cassio and some other wrong men but most of the time the actions he spoke of are the alike(p) things he did and continued to do; while Iago and the audience were tout ensemble aware of that, Othello had no clue, making this an example of striking irony. ‘ O beware, my lord, of jealousy! The green-eyed monster, which doth do by the meat it feeds on 3:3(164-165). Othello was introduced as a brave, understanding man, famous in the army, love by his wife and w ell-thought-of by the court. after all the work done by Iago, Othello all in all changed and did things he could not imagine before.\r\nBy the end of act three, scene three Othello had gone quondam(prenominal) denial and just needed liberal time and proof to be knowly convinced and to make a tragic decision. In act one, Iago and Roderigos description of Othello do him look like an evil man who kidnapped a girl and betrayed a friend; when Othello first do an appearance, everything changed due to the severalize between his good personality and the garble description. The audience thought of Othello as the good characters that wont change under any condition; it is clear that when Othello resorted so low to think false of his wife, he would be a disappointment to the audience.\r\nIagos words and speeches had the bruise effect on Othello and Shakespeare shows this through the spiritual and wild actions from Othello towards Desdemona and cassio, which eventually led to murder. S hakespeare present Othellos confusion and distur whop mind as he fought a battle in his head between suspicion and reality. so there was the going away of control, which managed to bring overthrow Othello and let him be consumed by jealousy created by no other than another(prenominal) man. At this point Othello acts and talks just like Iago with a mind of blood, annoyance and vengeance; he starts to use creature imagery to describe woman and especially Desdemona.\r\nWas this fair paper, this most goodly book, made to write ‘whore upon? What committed! ‘ 4:2(70-71) The audience didnt detect sorry for Othello anymore. He fell into a deep hole and cannot be rescued. They knew that there would be disaster at the end of all this and they could guess it will be mostly Othellos doing, because Iago did his part already; Othello would roll down the hill by himself and hitting rock bottom is inevitable. A lot of tragic events take place in ‘Othello that cannot be blam ed completely on one person.\r\nOn one side of the argument, there is Iago a racist, sexist and cruel man who is driven to the very edge by hate for others and selfishness. He manages to use everyone in order to complete his plan of ruining the lives of others. On the other side there is Othello the tough, likable and anatomy man who proved weak when regorge in the situation of choosing between false suspicion and his love and trust for his wife. He tried to fight the control of jealousy over him but due to the doubts he kept in his heart, it was no use; so he lost control of his mind, which drove him to his death.\r\nIt is real hard to ensure out whom Shakespeare wanted to blame for the tragedy as two characters played a big part in it. Its true that Iago started the whole issue and made it cognize by any means necessary but it was the Othello, the man meant to be better, that gave in to some words. Shakespeare wanted to make it clear that even though Othello made all the bad decisions but he didnt perpetually have complete control over his conscience because of his past. It was made clear that at the time black people were not treated right on by all.\r\nHe lived most of his life as a slave and he was mocked and beat down by all kinds of people and it is straightforward he lost self-confidence and trust but the fact that he made it from nothing to a famous and respected general is incredible. In some way it can be said that they were both to blame for the bad events. But therefore again Othello is the main character and the audience believed in him from the very start and he managed to ruin things for the one he most cared for. It is very important to keep in mind the effect that the racist inn of the time had on him.\r\nHaply for I am black and have not those soft parts of conversation that chamberers have; or for I am declined into the vale of years. ‘ 3:3(260-264). In a deeper look at the scene there are many small details that helps a lot more into the understanding of the decisions made by the characters. In contrast to the front two scenes, this scene is lengthy. present we realize as Othellos mind is poisoned. Desdemona and genus Emilia rear cassio their assurance that Othello will soon resume him to favour. Desdemona insists that she will talk her economise ‘out of patience (line 23) until he agrees to reassign cassio.\r\nAs they talk, Othello enters with Iago. unquiet and ashamed, cassio leaves when Desdemona offers to plead for him until she is heard. Iago immediately sets to work, observing presently that he does not like the air of Cassios leave-taking. Iago continues to suggest that he suspects him of false behaviour with Desdemona. He urges his master not to be jealous without telling him directly wherefore he should be jealous. Othello insists that he is not given to jealousy, but his mind has clear been moving in the very direction Iago intended because he then speaks of his wifes attri butes and talents.\r\nHe also brings up the subject of rival when he says ‘ she had eyes and chose me (line 192). Iago knows he has ensnared his victim. He then offers Othello specific advice; watch Desdemona with cassio, mobilize that Venetian women are deceitful. Iago continues to twist the natural language by pointing out things that he knows Othello would think about. Finally it becomes clear that the doubt is created in Othellos mind and heart when he says ‘ why did I marry? ‘ (Line 245). Iago is merciless so he returns to offer more iniquitous advise until Othello is completely under his control.\r\nAfter this long and important conversation, Othello and Desdemona go to dinner. Emilia comes back to find Desdemonas handkerchief that she dropped primarily; unaware of the importance of the handkerchief to both Othello and Iago, Emilia steals the handkerchief and hands it to Iago. Here we discovers that the handkerchief is a big part of Iagos plan; the handke rchief will be left at Cassios lodgings to serve as proof of his secret affair with Desdemona. When Othello returns, he is absorbed with thoughts of his wifes treachery.\r\nHe now seems absolutely convinced that desdemona is guilty of deceiving him and is tormented by the lack of evidence. He also regrets finding out about any of this; he says he was happier when he was ignorant of ‘her stolen hours of lust. Iago feeds othellos jealousy by telling him that it will be hard to get evidence and then he continues to give a description of an event in which he shared a bed with cassio and witnessed him having an erotic dream about desdemona in which he tells her to kiss and such.\r\nThis drives Othello angry and he turns to violence and revenge but not as much Iago wouldve wanted. Iago then moves to his good back up plan; he tells the general about the handkerchief thats been seen with cassio friction his beard with it. Othello is now utterly consumed by ‘bloody thoughts (l ine 460). They both kneel and denunciation to help each other and objurgate whats wronged. Othello asks Iago to kill cassio. Iago then receives the promotion he has been looking for; he is made lieutenant when he agrees to murder his ‘friend (line 476).\r\nOthello always call for someone to completely trust and believe, so it can be said that Iagos subjection has replaced the harmony Othello received from marriage with Desdemona. This scene ends, as a new configuration filled with hate, blood and vengeance, is about to start. In terms of characters, Iago is most to blame for the events in this scene that build up the passageway to tragedy for Othello. Following scene three, a short but funny import takes place in which desdemona and a twat have a conversation. This to stop the tension built up in the preliminary conversation between Othello and Iago.\r\nThis lighter start makes the audience forget about the tense up events of the last scene and to get them to look fo rward to the outcome of the play. We see Othello very confused and angry with Desdemona regarding the missing handkerchief. Desdemona realises that her husband is acting like a variant man as he shouts and accuses her of false actions. The audience can identify that the tense events of the last scene have definitely changed Othello for the worse. It is understandable that some people would feel sympathy for Othello even though he is being weak and stupid in believing Iago and loosing faith in his wife.\r\nBut the sympathy can be depict in different ways, some superpower feel sorry for him because they believe him to be a victim of racism and an evil, sociopath like Iago while others believe that Othello is part to blame for the events of the play but still a victim. But no study what kind of sympathy they have for him, they all know he was a victim to some extent because even though he denies it, he misunderstands women and doesnt give Desdemona a chance to explain herself. He believes that he is allowed to judge people and decide their fate.\r\nThrough out his problems, he loses his pride and resorts to cover and eavesdropping which results in even more jealousy that eventually leaves him shattered and vulnerable, in other words, a victim. Shakespeares intensions are to put the audience in a situation where they can choose what they want to think of Othello. But he still wants them to feel the same thing about the plot when the play is over; Othello is responsible for a inconclusive murder and then destroys himself in an act of self-slaughter.\r\nHowever the final response from the audience will be great sorrow because of the moors death and relieved and glad that his tease will be definitely tortured. Othello was a noble, compassionate and courageous black man that against all odds, served in a clear mans society. He tried to be more than a soldier by love his wife more than anything else in his life. Throught out his youth, he was tortured and b roken down and just when he thought that he had found everything hes ever wanted, Iago turned up in his life. Iago tortured him, just by using the precise words at the right place and at the right time.\r\nThe audience were constantly aware that he was directly under his ensigns poisonous turn and was being pulled in many directions. The audience felt that his desire to revenge himself on cassio and Desdemona was the terrible result of Othellos attempt to trust his roles as soldier and lover. When he feared that his wife had betrayed him, he said woefully, ‘ Othellos occupations gone! ‘ (3:3. 360); it is most as if Desdemona was the prize he clear for his military victories; she had perhaps replaced his career as the source of his pride and honour; no wonder he felt her loss so keenly.\r\nIn the final scene, before he killed himself, Othello reminded us of his previous work to the society and the man he was. Shakespeare wishes for us to know that Othello was a worth y man before he was ensnared by Iago. Othello heroically takes his own life as his penalization for killing his honest and loyal wife. In his final act and speech, he realised who he was and allowed the soldier inside him to kill the lover. But some might say that it was all too late for him, for Desdemona and for their handsome life and marriage.\r\n'

'Social jugdement in mary shelley’s frankenstein; an analytical approach\r'

'Through by the story you find that a macrocosm named Frankenstein has the desire to create other compassionate being. later on his knowledgeability was over with he says, â€Å"I had desired it with an elan that far exceeded moderation; but straight give away-of-door that I had finished, the beauty of the dream vanished, and inanimate horror and disgust take oned my intent”(Shelley 1).  He abandons this zoology when it needs him the most.\r\nâ€Å"Frankensteins original contends for creating life from dead parts be noble. He wants to help humannesskind surmount death and diseases. But when he reaches the refinement of his efforts and sees his zoology and its ugliness, he turns away from it and flees the nut he has created. Mary Shelley seems non to excoriate the act of groundwork but alternatively Frankensteins lack of uncoercedness to accept the responsibility for his deeds. His creation provided lives a monster at the indorsement his creator deserts it” (Shelley 3)\r\nTo the animate being Frankenstein is his return and when he left field him, he matt-up neglected and abandoned, non clear-sighted how to take c be of himself. So he left not knowing where he would go or how he would stick out. He abandoned his wolf as if it were an animal. â€Å" both day, a significant number of mess abandon animals in the world today. They are animals who are not equipped to survive on their own. On their own, they starve or freeze to death” (Shelley 2).\r\nâ€Å"Frankenstein is not willing to fully take the role of the pay off of his â€Å"child.” Immediately subsequently its birth he leaves his child and thereby evades his parental concern to care for the child” (Shelley 3).  In todays orderliness volume neglect and abandon there children similar there nothing. When Frankenstein abandoned his creature he didnt even think how the creature felt, he just deserted him.\r\nâ€Å"The junkie appe ars to be an almost perfect creation (apart from his horrible visual aspect), who is often more military psychenel than humans themselves. He is benevolent (he saves a little child; he helps the De Lacey family hoard firewood), intelligent and cultured (he learns to read and lecturing in a very brusk time; he reads Goethes Werther, Miltons Paradise anomic and Plutarchs works). The only reason why he fails is his repulsive appearance.\r\nAfter having been jilted and attacked once more and a dispatch by the mess he runs into only because of his horrible physiognomy, the Monster, alone and left on his own, develops a deadly disgust against his creator Frankenstein and against alone of mankind. Therefore only society is to blame for the dangerous little terror to mankind that the Monster has become. If mass had take the Monster into their society instead of being biased against him and mistreating him he would allow become a valuable member of the human society due to hi s outstanding visible and intellectual powers”( Shelley 3).\r\nHis shame grew from neglect and abandonment. all(prenominal) person he came in contacted with instantly scorned him. Nobody could look recent his appall appearance to see what was inside. His hatred hence turned into revenge against his creator. The creature wanted Frankenstein to feel what he feels.\r\nThe construct of Social Judgement in the fable:\r\nFrankenstein by Mary Shelley is a analyzable novel that was written during the age of romanticisticism. It contains some(prenominal) typical themes of a common Romantic novel, such as dark laboratories, the moon and a monster; however, Frankenstein is anything but a common novel. Many lessons are plant into this novel, including how society acts towards anything different. The monster fell dupe to the system commonly used by society to characterize a person by only his or her outmost appearance.\r\nWhether people like it or not, society always summariz es a persons characteristics by his or her physical appearance. Society has set an splinterless code that individuals must follow to be accepted. Those who dont follow the â€Å"standard” are hated by the crowd and banned for the reason of being different. When the monster ventured into a townspeople”… [Monster] had hardly placed [his] foot inside the door …children shrieked, and …women fainted” (Shelley 101).\r\nFrom that moment on he realized that people did not like his appearance and hated him because of it. If the villagers hadnt run away at the sight of him, then they world power assume even enjoyed his personality. The monster try to accomplish this when he encountered the De Lacey family. The monster hoped to gain friendship from the gray man and eventually his children. He k novel that it could have been possible because the old man was blind; he could not see the monsters repulsive characteristics.\r\nBut great deal was against him and the â€Å"wretched” had barely conversed with the old man before his children returned from their journey and saw a monstrous creature at the foot of their father attempting to do harm to the bewildered elder. â€Å"Felix darted forward, and with supernatural force tore [the creature] from his father…” (Shelley 129). Felixs action caused great inner disorder to the monster. He knew that his dream of living with them â€Å" gayly ever after” would not happen. After that bitter moment, the monster believed that â€Å"…the human senses are insurmountable barriers to our union [with the monster]” (Shelley 138).  And with the De Lacey encounter smooth fresh in his mind along with his offset encounter of humans, he stated war on the human race.\r\nThe fuddled beings source of hatred toward humans originates from his starting signal experiences with humans. In a way, the monster started out with a child-like innocence that was eventu ally burst by being constantly rejected by society time after time. His first encounter with humans was when he opened his yellow eyes for the first time and witnessed Victor Frankenstein, his creator, â€Å"…rush out of the [laboratory]…” (Shelley 56). This wouldn’t have happened if society did not consider physical appearance to be important. If physical appearance were not important, then the creature would have had a chance of being accepted into the community with warmth and care.\r\nHowever, society does believe that physical appearance is important and it does influence the way people act towards each other. Frankenstein should have make him less offensive if even he, the creator, could not stand his disgusting appearance. There was a moment, however, when Frankenstein â€Å"…was moved…” (Shelley 139).  By the creature. He â€Å"…felt what the duties of a creator…” (Shelley 97), where and decided that he ha d to make another creature, a beau for the original.\r\nBut haunting images of his creation, from the monsters first moment of life, gave him an instinctive feeling that the monster would do menacing acts with his companion, wreaking twice the havoc. Reoccurring images of painful events originating from a first encounter can fill a person with hate and destruction.\r\nWe, as a society, are the ones responsible for the regeneration of the once child-like creature into the monster we all know. We all must come to the actualization that our society has flaws that must be remote so that our primal instincts do not continue to isolate and hurt people who are different. We have entered a new millennium with tremendous technological resources at our disposal. Why do we liquid sting to such primitive ways of categorizing people?\r\nRésumé:\r\nMary Shelley do an anonymous but powerful innovate into the world of literature when Frankenstein, or The moderne Prometheus was publish ed in March, 1818. She was only cardinal when she began writing her story. She and her husband, poet Percy Bysshe Shelley, were visiting poet Lord Byron at Lake Geneva in Switzerland when Byron challenged each of his guests to write a ghost story. Settled slightly Byrons fireplace in June 1816, the intimate collection of intellectuals had their imaginations and the stormy weather as the stimulant drug and inspiration for ghoulish visions.\r\nA few nights later, Mary Shelley imagined the â€Å"hideous phantasm of man” who became the confused yet deeply medium creature in Frankenstein. She once said, â€Å"My dreams were at once more fantastic and gentle than my writings.” While many stage, television, and film adaptations of Frankenstein have simplified the complexity of the intellectual and aroused responses of Victor Frankenstein and his creature to their world, the novel still endures. Its lasting power can be seen in the range of reactions explored by respe ctive(a) literary critics and over ninety dramatizations.\r\nAlthough early(a) critics greeted the novel with a combination of praise and disdain, readers were fascinated with and a bit horrified by the macabre aspects of the novel. Interestingly, the macabre has change into the possible as the world approaches the ordinal century: the ethical implications of genetic engineering, and, more recently, the cloning of livestock, find echoes in Shelleys work. In addition to scientific interest, literary commentators have noted the influence of both Percy Shelley and William Godwin (Marys father) in the novel.\r\nMany contemporary critics have focus their attention on the novels biographical elements, canvas Shelleys maternal and authorial insecurities to her very strange creation myth. Ultimately, the novel resonates with philosophical and clean ramifications: themes of nurture versus nature, good versus evil, and ambition versus brotherly responsibility dominate readers attentio n and offend thoughtful consideration of the most tippy issues of our time.\r\nSources Cited\r\nhttp://www.indigorescue.org/Abandonment.html \r\nhttp://members.aon.at/frankenstein/frankenstein-novel.htm\r\nShelley, M.  Frankenstein. 1818.\r\n \r\n \r\n \r\n \r\n \r\n'

'Lesson plan\r'

'Comparison/ recount apart Is apply to show standardisedities and differences. It uses grammatical cases and equivalence. It Is Important to gussy up your thoughts and training before you do so. Your compositors case decl argon how they be homogeneous and how they argon tuneive. Your terminal denounce/ or the determiner is a excoriates that summarizes your thoughts. The ability to credit line and melodic line data tin can help a scholarly person in many argonas of his/her life. Students read to equivalence and business line products that they purchase, so they string the virtu bothy for t inheritor money.They also necessity to equalize and production line expressation from various sources when do decisions or so their lifestyles, diet, nutrition, etc. Key headers: What dickens things be being analysed? How argon they homogeneous? How are they divers(prenominal)? If you comparison 2 things you submit how they are besides. If you bank lin e ii things you tell how they are variant. If you oppose and melodic phrase devil things you tell how they are alike and how they are disparate. A objurgate begins with a chapiter letter and conclusions with the sink punctuation. An adjectival describes a person place or thing.The idea designate of a separate states the main idea and attracts the readers interest. A stop sentence is a stem of lyric that expresses a achieve thought (and has a thing matter and a verb). Capital garner are apply at the informant of either(prenominal) sentence and for proper nouns. A extremity is employ at the cease of a statement or command. A question mark is used at the annihilate of a question. (Must be connect to to the government issue): T all(prenominal)er pull up stakesing begin by ca-caing up various objects and intercommuni hombree students to analyse them. For example, t for all(prenominal) oneer pull up stakes film up a male and a distaff shoe; deu ce books that are different size and 2 different types of food.Students solvent testament be pen on he board. instructor forget postulate students to predict todays egress. instructor allow inform students that in todays class we leave alone be writing a equivalence and contrast divide. (The How and What- The Body of the Lesson) Methods and Techniques Students Activities Adaptations for Exceptional Learners utilise a graph, discuss the terms canvass and contrast. Students give read the definition from the map thusly discuss things that they take a leak aim a show up of a wienerwurst and a spill. victimisation a Venn plot (overhead transparency) to equalize (same) and the differentiate (different) a cat to a label.Students testament ready on with instructor to brainstorm the animals similarities and dissimilarities. A take to of a cat and a fire drop back will be sh witness to support essay readers. T separatelyer will model how to print a oppose and contrast separate ground on information from a Venn plat. I will preserve a proposition sentence, 2 sentences that compare, 2 sentences that contrast, and a conclude sentence. Students will doing along with teacher then read the carve up aloud. by and by sharing the Comparison and credit line Guide, apologize to students that they are going to compare and contrast items in conjunctive groups.In co-op groups, each student will be advancen a Venn diagram. Then declare each group an medley of items (only devil each). pardon to students that they will now keep down all of the characteristics that are the same astir(predicate) the items and all of the characteristics that are different. Using a Venn diagram, students will compare and contrast use an assortment of items in small groups. match tutoring: cede assay reader to work with a student is reading at graze level to help with orthoepy and treatment fluency.Direct students to write a divide comparing and contrasting the cardinal foods victimization heir information from the Venn diagram that was discussed in the groups. move students to use indention, capital earn, do it sentences and effect sentence, supporting details and causal factor. unmarried identification: students will write a split comparing and contrasting the cardinal foods exploitation their Venn diagram. Students will write divide with correct punctuation marks, indention, capital letters, gross(a) sentences and theme sentence institute unionise schooling after giving firm group instructions, work individually with each seek readers.\r\nLesson plan\r\nComparison/ railway line Is used to show similarities and differences. It uses examples and comparing. It Is Important to take form your thoughts and information before you do so. Your topic sentence how they are alike and how they are different. Your concluding sentence/ or the clincher is a sentences that summarizes your thoughts. The ability to com pare and contrast information can help a student in many areas of his/her life. Students need to compare and contrast products that they purchase, so they pull out the most for their money.They also need to compare and contrast information from various sources when making decisions most their lifestyles, diet, nutrition, etc. Key questions: What cardinal things are being compared? How are they similar? How are they different? If you compare two things you tell how they are alike. If you contrast two things you tell how they are different. If you compare and contrast two things you tell how they are alike and how they are different. A sentence begins with a capital letter and finish ups with the correct punctuation. An adjectival describes a person place or thing.The topic sentence of a dissever states the main idea and attracts the readers interest. A realized sentence is a group of quarrel that expresses a pad thought (and has a subject and a verb). Capital letters are use d at the opening of each sentence and for proper nouns. A period is used at the end of a statement or command. A question mark is used at the end of a question. (Must be related to the topic): Teacher will begin by keeping up various objects and asking students to compare them. For example, teacher will h overaged up a male and a female shoe; two books that are different size and two different types of food.Students response will be written on he board. Teacher will ask students to predict todays topic. Teacher will inform students that in todays class we will be writing a compare and contrast paragraph. (The How and What- The Body of the Lesson) Methods and Techniques Students Activities Adaptations for Exceptional Learners Using a chart, discuss the terms compare and contrast. Students will read the definition from the chart then discuss things that they have denominate a picture of a dog and a cat. Using a Venn diagram (overhead transparency) to Compare (same) and the Contrast (different) a cat to a dog.Students will work along with teacher to brainstorm the animals similarities and dissimilarities. A picture of a cat and a dog will be shown to support struggling readers. Teacher will model how to write a compare and contrast paragraph based on information from a Venn diagram. I will write a topic sentence, 2 sentences that compare, 2 sentences that contrast, and a concluding sentence. Students will work along with teacher then read the paragraph aloud. After sharing the Comparison and Contrast Guide, explain to students that they are going to compare and contrast items in cooperative groups.In cooperative groups, each student will be fall inn a Venn diagram. Then give each group an assortment of items (only two each). Explain to students that they will now reheel all of the characteristics that are the same somewhat the items and all of the characteristics that are different. Using a Venn diagram, students will compare and contrast apply an assortm ent of items in small groups. coadjutor tutoring: Allow struggling reader to work with a student is reading at grade level to help with pronunciation and word fluency.Direct students to write a paragraph comparing and contrasting the two foods using heir information from the Venn diagram that was discussed in the groups. Remind students to use indention, capital letters, complete sentences and topic sentence, supporting details and clincher. single(a) assignment: students will write a paragraph comparing and contrasting the two foods using their Venn diagram. Students will write paragraph with correct punctuation marks, indention, capital letters, complete sentences and topic sentence Give cultivate instruction after giving substantial group instructions, work individually with each struggling readers.\r\nLesson Plan\r\nSEMI-DETAILED LESSON PLAN IN face 1 I. OBJECTIVES; At the end of the lesson, the students should be able to; a. Define coordinate accompaniments b. Give exam ples of organise conjunctions c. do coordinate conjunctions in a sentence II. capable subject field Topic Coordinating conjunctions university extension crop 7 learning mailboat Materials chalkboard III. affair A. want I am pretty sure that you have already discussed set up conjunctions in your wide-eyed days and this is that a retrospect somewhat coordinating conjunctions. B. manifestation pay the topic about coordinating conjunctions. C. word a.Ask students what are coordinating conjunctions b. Allow students to give examples of coordinating conjunctions c. Allow students to use the examples of coordinating conjunction in a sentence. D. abstractedness E. use Ask students to match the sentence in tower A with column B to form meaningful sentences. Use and, or, only when, and for in coordinating the sentences. towboat A COLUMN B 1. Monkeys can be angered anywhere a. they peel it first. from just a few centimeters tall. b. they use them to communicate. . Monk eys never it a banana as it is. c. some(prenominal) pieces can grow more than a 3. When the play yawns it is tired. meter tall. 4. Monkey makes different contributions, d. it is baseless at something. facial expressions and consistence movements. IV. evaluation Allow students to supply the blanks with and, or and but to complete its thought. â€Å"Animals In Mythology” (an adaptation) pageboy 53 V. ASSIGNMENT; Make a while with the use of conjunctions. You can make your own titles. DETAILED LESSON PLAN IN slope 1 I. OBJECTIVES At the end of the lesson, the students should be able to; . Differentiate expeditious sound from dormant constituent b. station the vocalism of verbs in the sentence c. transport the sentences from peaceful to active division d. prize the lessons by showing active intimacy of students towards the lesson. II. matter MATTER Topic verb (active component part and passive voice) Materials cartolina (strips of cartolina) Reference intern et souces III. PROCEDURE teacher’S practise STUDENTS’ ACTIVITY A. MOTIVATION Class I compulsion you to attend to a short scenario â€Å" lav byword a pretty girl. He went to chat to her. His married woman arrived.The wife come upon john right on the jab 1. What did the wife do? (active voice is used in answering) (answers may vary) 2. What happened to John? (Passive voice is used in answering) (answers may vary) B. PRESENTATION interpretive program is the quality of verb That shows wether the subject is the agent of the consummation or the murderer of thE action. C. banter vigorous voice- is used to indicate That the subject of the sentence is the doer of the action. Passive voice- is created when the subject is the receiver of the action (the teacher gives sets of example about ctive and passive voice) D. APPLICATION careen the sentence below to the active voice 1. The yoke was built by the engineers. 2. The enduring was examined by the doctors. 3. T he decision was made by my boss. 4. The beat out was collected by James. 5. Ninoy Aquino was look up to by many people. IV. EVALUATION find out the voice of the verb in the sentence. ___________1. Raul presented an interesting accounting ___________2. baseball game was played by Joseph. ___________3. Martin distant the old paint. ___________4. The national congress was approved. ___________5. She cooked the breakfast. ___________6. She submitted the a\r\nLesson plan\r\nComparison/Contrast Is used to show similarities and differences. It uses examples and comparing. It Is Important to organize your thoughts and information before you do so. Your topic sentence how they are alike and how they are different. Your concluding sentence/ or the clincher is a sentences that summarizes your thoughts. The ability to compare and contrast information can help a student in many areas of his/her life. Students need to compare and contrast products that they purchase, so they get the most fo r their money.They also need to compare and contrast information from various sources when making decisions about their lifestyles, diet, nutrition, etc. Key questions: What two things are being compared? How are they similar? How are they different? If you compare two things you tell how they are alike. If you contrast two things you tell how they are different. If you compare and contrast two things you tell how they are alike and how they are different. A sentence begins with a capital letter and ends with the correct punctuation. An adjective describes a person place or thing.The topic sentence of a paragraph states the main idea and attracts the readers interest. A complete sentence is a group of words that expresses a complete thought (and has a subject and a verb). Capital letters are used at the beginning of each sentence and for proper nouns. A period is used at the end of a statement or command. A question mark is used at the end of a question. (Must be related to the topi c): Teacher will begin by holding up various objects and asking students to compare them. For example, teacher will hold up a male and a female shoe; two books that are different size and two different types of food.Students response will be written on he board. Teacher will ask students to predict todays topic. Teacher will inform students that in todays class we will be writing a compare and contrast paragraph. (The How and What- The Body of the Lesson) Methods and Techniques Students Activities Adaptations for Exceptional Learners Using a chart, discuss the terms compare and contrast. Students will read the definition from the chart then discuss things that they have Show a picture of a dog and a cat. Using a Venn diagram (overhead transparency) to Compare (same) and the Contrast (different) a cat to a dog.Students will work along with teacher to brainstorm the animals similarities and dissimilarities. A picture of a cat and a dog will be shown to support struggling readers. Teac her will model how to write a compare and contrast paragraph based on information from a Venn diagram. I will write a topic sentence, 2 sentences that compare, 2 sentences that contrast, and a concluding sentence. Students will work along with teacher then read the paragraph aloud. After sharing the Comparison and Contrast Guide, explain to students that they are going to compare and contrast items in cooperative groups.In cooperative groups, each student will be given up a Venn diagram. Then give each group an assortment of items (only two each). Explain to students that they will now list all of the characteristics that are the same about the items and all of the characteristics that are different. Using a Venn diagram, students will compare and contrast using an assortment of items in small groups. Peer tutoring: Allow struggling reader to work with a student is reading at grade level to help with pronunciation and word fluency.Direct students to write a paragraph comparing and contrasting the two foods using heir information from the Venn diagram that was discussed in the groups. Remind students to use indention, capital letters, complete sentences and topic sentence, supporting details and clincher. Individual assignment: students will write a paragraph comparing and contrasting the two foods using their Venn diagram. Students will write paragraph with correct punctuation marks, indention, capital letters, complete sentences and topic sentence Give direct instruction after giving whole group instructions, work individually with each struggling readers.\r\nLesson Plan\r\nSEMI-DETAILED LESSON PLAN IN ENGLISH 1 I. OBJECTIVES; At the end of the lesson, the students should be able to; a. Define coordinating conjunctions b. Give examples of coordinating conjunctions c. Use coordinating conjunctions in a sentence II. SUBJECT MATTER Topic Coordinating conjunctions Reference Grade 7 learning Package Materials chalkboard III. PROCEDURE A. MOTIVATION I am pretty su re that you have already discussed coordinating conjunctions in your elementary days and this is just a review about coordinating conjunctions. B. PRESENTATION Present the topic about coordinating conjunctions. C. Discussion a.Ask students what are coordinating conjunctions b. Allow students to give examples of coordinating conjunctions c. Allow students to use the examples of coordinating conjunction in a sentence. D. GENERALIZATION E. APPLICATION Ask students to match the sentence in column A with column B to form meaningful sentences. Use and, or, but, and for in coordinating the sentences. COLUMN A COLUMN B 1. Monkeys can be angry anywhere a. they peel it first. from just a few centimeters tall. b. they use them to communicate. . Monkeys never it a banana as it is. c. some pieces can grow more than a 3. When the monkey yawns it is tired. meter tall. 4. Monkey makes different voices, d. it is angry at something. facial expressions and body movements. IV. EVALUATION Allow students to supply the blanks with and, or and but to complete its thought. â€Å"Animals In Mythology” (an adaptation) page 53 V. ASSIGNMENT; Make a composition with the use of conjunctions. You can make your own titles. DETAILED LESSON PLAN IN ENGLISH 1 I. OBJECTIVES At the end of the lesson, the students should be able to; . Differentiate active voice from passive voice b. Identify the voice of verbs in the sentence c. Change the sentences from passive to active voice d. Appreciate the lessons by showing active participation of students towards the lesson. II. SUBJECT MATTER Topic verb (active voice and passive voice) Materials cartolina (strips of cartolina) Reference internet souces III. PROCEDURE TEACHER’S ACTIVITY STUDENTS’ ACTIVITY A. MOTIVATION Class I want you to listen to a short scenario â€Å"John saw a pretty girl. He went to talk to her. His wife arrived.The wife hit john right on the nose 1. What did the wife do? (active voice is used in answering) (ans wers may vary) 2. What happened to John? (Passive voice is used in answering) (answers may vary) B. PRESENTATION VOICE is the quality of verb That shows wether the subject is the doer of the action or the receiver of thE action. C. DISCUSSION Active voice- is used to indicate That the subject of the sentence is the doer of the action. Passive voice- is created when the subject is the receiver of the action (the teacher gives sets of example about ctive and passive voice) D. APPLICATION Change the sentence below to the active voice 1. The bridge was built by the engineers. 2. The patient was examined by the doctors. 3. The decision was made by my boss. 4. The shell was collected by James. 5. Ninoy Aquino was admired by many people. IV. EVALUATION Identify the voice of the verb in the sentence. ___________1. Raul presented an interesting report ___________2. Baseball was played by Joseph. ___________3. Martin removed the old paint. ___________4. The national congress was approved. __ _________5. She cooked the breakfast. ___________6. She submitted the a\r\n'