Tutor profile: Angelina R.
What is the significance of the following line spoken by Juliet to Romeo: What's in a name? That which we call a rose / By any other name would smell as sweet"
Juliet is lamenting that Romeo is a Montague, the family name of her family's rivals. She is questioning the permanence and meaning of names, and suggesting that names and labels are meaningless because the objects they describe will always exist the way they do. Juliet will love Romeo no matter what his name was, and his name has no affect on her feelings for him.
In Henrik Ibsen's drama Hedda Gabler, how does the titular character fit in with Romantic Victorian Gender roles?
The main role for women was the "Angel in the House," where women were supposed to be the soul of the home and spiritually replenish and purify her husband when he returned home from work; the angel in the house's main concerns were giving her whole self to her husband and kids. There was a second, less acceptable, archetype called the "New Woman;" this woman remained unmarried and relished in the freedom provided by bicycles and pants. Hedda Gabler is a New Woman: she has no desire in homelife or sex and values her freedom above all else. However, she is burdened by romantic victorian gender roles and is too afraid to step outside the acceptable boundaries. Therefore, she forces herself into this role of supreme caretaker, but ultimately fails.
Case Study: Susie is a 6th grade student classified with an intellectual disability. She loves music and singing with her older brother Paul. She is in a self‐contained class where she receives specialized services. She has been participating in some general education classes, including an English class. Susie loves to read alone at home, but finds it difficult to participate in class read-alouds. She feels nervous and self-conscious when she is asked to read in front of her peers. Along with this, she has difficulties completing the paragraph writing exercises and understanding the questions associated with the short stories they read. What are some ways her teacher can best support her learning?
Students with an intellectual disability often need a functional curriculum, where what they learn relates to real life and can actually be useful. This should be kept in mind when choosing the topics for her writing exercises and short stories. Cooperative learning, beneficial for all students, could also help Susie in her paragraph writing exercises; perhaps a situation where partners write a paragraph together. Additionally, perhaps for in-class reading, using materials that are on subjects Susie is knowledgeable on and confident with will encourage her to read aloud. Asking if she would like to or having her volunteer to read, rather than calling on her, would also probably be ideal. The teacher should find out if when Susie reads at home, if she reads in her head or aloud; if she reads in her head, asking her caregiver to have her read aloud at home could giver her that extra practice that then translates to confidence in the classroom.
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