Tutor profile: Jessica M.
Choose a novel or play in which a morally ambiguous character plays a pivotal role. Then, explain how the character can be viewed as morally ambiguous and why his or her moral ambiguity is significant to the work as a whole.
Jay Gatsby, from "The Great Gatsby" is a prime example of a morally ambiguous character. His desire to win Daisy Buchanan causes him to make choices that are generally frowned upon in popular culture. Choices such as partnering with corrupt businessmen in order to secure his financial status. He only secures this financial status, however, to match that of Daisy's husband. This leads us to the question of whether or not Gatsby would be morally sound if he were to enter into a relationship with Daisy, or if it is merely a ploy through which he can disguise his imperfect moral code.
After reading Stave Two in "A Christmas Carol," please answer the following question: What is different about Scrooge when he says “Remember it? I could walk it with a blindfold?”
The Ghost of Christmas Past brings Scrooge to his childhood boarding school. The school brings back a myriad of feelings for Scrooge. Among them, cherished memories of he and his classmates. When he responds to the ghost in this manner, he is hearkening back to his days as a school boy, when his cares were fewer, and his bitter attitude was building, but not yet realized.
Imagine yourself teaching a sixth grade heterogeneous classroom. How do you ensure that each child is learning efficiently and effectively? In other words, what scenario would you create to make sure the higher-level readers are not tutoring lower-level readers?
One way to ensure a successful learning environment in a heterogeneous classroom is by creating a project-based learning environment. In this scenario, students can be given roles within their group. These roles will appeal to and accelerate their current reading level, whether that level is higher, lower, or on par with their peers. In a project-based learning environment, students have the ability to learn through doing, not learn through lecturing. It also opens the doors for questions to be answered by peers, without feeling as though some students are tutoring others.
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