Incidents in the life of a slave girl (1861) by Harriet jacobs Essay

Incidents in the life of a slave girl (1861) by Harriet jacobs - Essay Example The major source of encouragement to such individuals was the dream of establishing families of their own in freedom. A major hindrance was imposed upon the slaves if they already had children or families while under the rule of their slave masters or holders. In Linda’s case, her grandmother was a source of empowerment in her life, acting as both her father and mother. Her free grandmother, who was always there for her and her brother Benjamin reinforced Linda’s economic needs and emotional support (Jacobs 4). In the story, Linda talks of her grandmother endless stream of support and refuge that indebts her to her grandmother. Linda’s grandmother is also her personal confidant to whom she tells all her secrets and dreams. As such, Linda respects her grandmother so much that she does not tell her of the struggle against advances from Dr. Flint, and this marks the first conflict between the two. Since her childhood, Linda’s grandmother was always encouragin g her to assert her sexuality in order to avoid further slavery. This is an effort to pull her out of enslavement. Nevertheless, Linda faces many challenges while maintaining her sexuality, including the advances from Dr. Flint (Jacobs 21). Ultimately, she goes against her grandmother’s wishes and gives herself to Mr. Sands. This move, which she considers as triumph over her master, will have a negative impact on her relationship with her grandmother. Her grandmother is not happy after Linda confesses to her not only because of the importance of gaining freedom by maintaining her purity, but also because of societal values. Both the whites and the slaves held the institution of marriage in high regard. Another reason was the fact that children of slaves were to follow their mother step of servitude. Despite her grandmother’s empowerment, she also acts as a hindrance in her quest to obtain freedom. The relationship between Linda and her grandmother suffer a major blow a s her grandmother does not approve of her path to freedom. Linda’s intimate relationship with Mr. Sands is completely unacceptable before her grandmother’s opinion. Linda eventually has two children with Mr. Sands, who tend to delay her escape mission to freedom. Linda eventually considers another strategy: hiding until Dr. Flint becomes discouraged and sells her and her children to another slave master. In her plan to escape with Mr. Sands, her grandmother discourages her by a mother’s guilt, telling her not to trust the man but rather stick to her kids. She goes ahead to tell her that a woman who leaves her children loses her respect. This persuasion by her grandmother is a dilemma in her escape plan, which might secure the safety of her children and herself. Linda’s grandmother continues to instill the fears of her being a bad mother by relating to her children, Ben and Ellen, like a mother. Her loyalty to her grandmother and the natural fear of forsak ing her kids continues to hinder her escape plans, but not until the safety of Ben and Ellen threatened. Linda views their proposed move to plantations as slaves revive her escape plans. She acknowledges that the slaves in plantation are subject to harsh conditions than those in serving in the urban. The thought of her children suffering cruel treatment and conditions in the plantations forces her to flee disregarding her grandmother feelings and opinions. Linda places her children’s safety before the wishes of her grandmother, opting to remaining hidden in her grandmother’

SIOP Lesson Plan Research Paper Example | Topics and Well Written Essays - 2500 words

SIOP Lesson Plan - Research Paper Example Learners in all the grades benefit both in the content area and the bilingual aspects. This paper will prepare a SIOP lesson plan for grade five students under the food and nutrition topic whereby, working in collaborative groups, they will be required to identify the nutritional values of food served in the school cafeteria. This paper will describe a learning project whose length is five class periods covering multiple content and sheltered instructional approaches that address learners with special needs and the ELLs. The standards used are contained in the New York State ELA, and the Teachers of English to Speakers of Other Languages (TESOL). New York State ELA Standards Standard 1: The students will read and write, then listen and speak for the purpose of understanding and information. Standard 3: The students will read and write, then listen and speak for the purpose of evaluation and critical analysis. This lesson plan will address the above requirements by ensuring students r ead, listen, write and speak effectively so as to comprehend content, present information, communicate with fellow students and evaluate their own progress. TESOL Standards Standard 1: Within the school environment, ELLs will communicate in English for both instructional and social purposes Standard 2: ELLs will communicate ideas, concepts and information that facilitate their academic success in the art of language. The lesson plan will require the ELLs to use English in their communication of ideas, concept and information throughout the project (Tharpe & Gallimore, 1988). Content Objectives Students will be able to know nutritional values of food offered for lunch on the school menu by engaging in learning groups and investigative methods to research on the content. They will then present their findings in PowerPoint form in groups. Language Objectives Students will be able to communicate information verbally. They will re-tell the contents of the curriculum and use appropriate v ocabulary to describe what they have learnt. Although content and language objectives are presented as distinct objectives, they are with the standards as well as each other. Vocabulary The key vocabulary words are vitamin, sodium, fiber, mono-unsaturated fat, poly-unsaturated fat, protein, carbohydrate and calorie. Materials KWL chart, graphic organizer created by the teacher, computer projection screen, PowerPoint, classroom laptops, internet resources, and recipe cards. Strategies The strategies are driven by language and content standards, and the implementation is done with consideration to the theories of language acquisition that appeal to an assorted scope of learners. The learners are presented with an opportunity to utilize technology resources and graphic organizers, re-state information, work in mutual learning groups and discover information through research. Because the plan is designed for both learners with special needs and ELLs, strategies like jigsaw are used for their proven instructing effectiveness. A meaningful, thematic mode of instruction facilitates acquisition of second language, gives room for collaboration, provides scaffolding, and allows opportunities for use of oral and written English while building background. Based on Bloom’s Taxonomy, the strategies are also designed to develop the learners’ mental skills, grow their emotional or feelings aspects and enhance their