Notes

Outline

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"Overview" Overview Development Case Study

Best Works I. “To Die, to Sleep—to Sleep, Perchance to Dream: Imagery of the Christian View of Death in Jacob’s Ladder” II.  “Truth is in the Eye of the Beholder” III.  A History of Teaching the English Language

Unit & Lesson Plans In categorizing my unit & lesson plans, I have separated the various modes of English Language Arts.  The intention is solely organizational, for all the plans incorporate several of the different modes.  Although there are less than ten plans included below, I plan on using this portfolio as an archive for future plans. Composition Language Literature Speaking & Listening Viewing/                           Reading Visually Representing

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Philosophy of Education

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The papers presented in this development illustrate growth in this understanding by highlighting improvements in word choice, sentence structure, the development of ideas, and use of references. The errors discovered in these past writings now survive in the present; thus, they should not be repeated in any future endeavor.

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"One for All and All..." One for All and All for One The Victorians believed social progress was determined by he effort of the individual.  More specifically, Victorian John Stuart Mill thought it depended upon a society’s commitment to the freedom of the individual.  If individuals are forced to conform to custom, tradition, or an established institution, then society will become stagnant.  Also, Mill believed a progressive and hopeful future comes from the individual aspiring to transcend the past.  Reliance on the past will retard society through inactivity of the individual.  Mill hopes that if the individual has the will and ability to develop his or her talents, breaking away from institutions of the past, then society will progress.  Robert Browning tempers Mill’s idealistic hopes of individual freedom:  he concurred that social progress rests on allowing for individual liberties; however, he warned that social progress occurs only when the individual utilizes his or her energy for societal not personal gain.

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"He reasons that everything new..." He reasons that everything new or original has no past.  Something cannot exist before it is created.  Thus, breeding with static practices will not conceive any new idea.  Unfortunately, according to Mill, the English people will fall into a “collective mediocrity,” as long as they conform to the narrow and inadequate scope of these institutions.  Therefore, Mill believes a custom-bound society is in direct conflict with progress.  Mill’s ideology, characteristic of the Victorian Age, not only points out the problem, he offers a solution.  He asserts that a society can remain progressive as long as it values individuality.  For, as Mill said, “The initiation of all wise or noble things, comes and must come from individuals; generally at first from some one individual.”  If the individual is allowed to progress into the future, then society shares its sons’ and daughters’ achievements. Robert Browning transitions between Mill’s hope for a prosperous future and Arnold’s lamentations over a lost past.

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"The Prior," The Prior, a symbol for custom, forces Lippo to conform, severing the possibilities of progress.  Browning explicitly agrees with Mill about the degenerative qualities of repressing the individual.  Yet, where Mill fails to address the dangers of the excesses of individual liberties, Browning succeeds.  In many of his dramatic monologues, the reader discovers individuals who have personal freedom.  Contrariwise to Mill’s positive outlook, these men show no promise of contributing to society.  In these poems, Browning is saying not only does society need to place an emphasis on the individual; the individual must place emphasis on society.  Although one may have personal freedom, he or she must use that freedom for the sake of society, not the individual.  If not, then anything the individual has to offer society will be used to serve solely the individual.  Lastly, the true road between Mill’s hope and Arnold’s dejection can be found in Browning’s Childe Roland To The Dark Tower Came.”

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"He believed personal liberty might..." He believed personal liberty might lead to anarchy because “[f]reedom…was one of those things which we worshipped in itself, without enough regarding the ends for which freedom is to be desired.”  Having a society full of Browning’s proud dukes, greedy bishops, and controlling lovers would not exactly bring about progress.  What really bothers Arnold is the feeling of insignificance brought on by social progress.  Arnold argues that the social changes, brought on by the purposeless individualistic approach to progress, have left the individual alone and, “wandering between two worlds, one dead, the other powerless to be born.”  The Christian cultural bond was beginning to break apart due to scientific advances.  This bond had given and connected every man with the same purpose.  Arnold did not lament over losing the specifics of the Christian religion; instead, he was dejected over losing a purpose that could be shared by all.

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"The Tie that Binds" The Tie that Binds   Richard Fogle confesses  that Nathaniel Hawthorne’s short story Young Goodman Brown  is a seemingly simple story leading the protagonist on a short journey, wherein he must face a crisis in the forest, when upon completion, he proceeds home “a changed man”.  (Fogle/p.22).  This skeletal framework of the story seems simple enough for the reader to comprehend.  So, why are there so many different analysis’, many of which are violently conflictive,  on this short, simple story?  How can such a basic story inspire one critic to parade Young Goodman Brown as, “the achieve[ment]…[of the] highest art”, while it ignites another critic to set it aflame as a, “failure of the artist’s vital responsibility toward his material?”  (Fogle/p.32: Humma/p.431).

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Case Study

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"As the man is lying..." As the man is lying in bed dreaming of the king of the beasts, his beautiful friend the marlin has been reduced to mere harbor trash:“That afternoon there was a party of tourists at the Terrace and looking down in the water among the empty beer cans and dead barracudas a woman saw a great long white spine with a huge tail at the end that lifted and swung with the tide….” (126). The tourists, upon inquiring about the remnants of the great fish, are erroneously, through the loss of translation, informed that it was a shark.  Both the old man and the fish's existence remain anonymous to the outside world.  Their great epic battle that nearly killed both of them left no impression on the world.  It was just another example of man’s inability to control the world around him.

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Composition Descriptive Writing: Paper Bag Descriptive Writing: Sensory

Language Independent Clauses

Literature The Lion, the Witch, and the Wardrobe The Chosen

Reading Thematic Unit:  Source of Truth

Speaking & Listening Declaration of Independence

Viewing/Visually Representing

“To Die, to Sleep—to Sleep, Perchance to Dream: Imagery of the Christian Death in Jacob’s Ladder”

“To Die, to Sleep—to Sleep, Perchance to Dream: Imagery of the Christian Death in Jacob’s Ladder”

“Truth is in the Eye of the Beholder”

So, I glossed over the text examining repetitions.  References and examples of perspective, truth, and good and evil (emphasis being on the latter) were  throughout the text.  All of these concepts were connected with Marlowe, who was the second level narrator.  Thus, I tracked the development of Marlowe’s notion of these concepts as the book progressed. This synthesis of the text led me to the construction of my paper; however, more importantly, I experienced and understood multiplicity of text.

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A History of Teaching the English Language