Elements of Plot Essay Example

Elements of Plot Essay Example Elements of Plot Essay Elements of Plot Essay Elements of Plot Setting- The setting was in San Francisco somewhere around 1997. This is modern day life with normal laws and rules. Conflict- The conflict in the short story is man vs. man. Paw-Paw had a conflict with the main character due the grandmother bias to Ian and how the grandmother took everything from her. Plot- 1 Her Paw-Paw coming home and walking really slow. 2 Her Paw-Paw ignored her and was bias to her brother Ian. 3 The girl wanted her Paw-Paw to fix her bow and freaked out because the bow was used on her feet in China. 4 The girl walked in the bathroom on her Paw-Paw and her bare feet which made Paw-Paw insecure. 5 During a bedtime story for Ian the truth came out about Paw-Paw because of a book. Character- the Protagonist was the daughter and the antagonist was the Grandmother. The mother basically did anything her mom told her because of what her mom did for her in the past. The father just tried to make the Paw-Paw do little work and feel comfortable. Ian got everything from his grandmother because in China, men are seen as better than women. Theme â€Å" The theme of this short story was how different people see things differently because of their past. The daughter saw the ribbons as fun and festive because she uses them for dance class. But Paw-Paw saw the ribbons as sinful and full of pain because of what her parents did to her in China. Point Of View- The point of view was 1st person. The girl talked about how she saw the way the grandma was acting and what she was missing because of Paw-Paws visit.

Teaching Children to Count

Teaching Children to Count A childs first teacher is their parent. Children are often exposed to their earliest math skills by their parents. When children are young, parents use food and toys as a vehicle to get their children to count or  recite numbers. The focus tends to be on rote counting, always starting at number one rather than the understanding the concepts of counting. As parents feed their children, they will refer to one, two, and three as they give their child another spoonful or another piece of food or when they refer to building blocks and other toys. All of this is fine, but counting requires more than a simple rote approach whereby children memorize numbers in a chant-like fashion. Most of us forget how we learned the many concepts or principles of counting. Principles Behind Learning to Count Although weve given names to the concepts behind counting, we dont actually use these names when teaching young learners. Rather, we make observations and focus on the concept. Sequence: Children need to understand that regardless of which number they use for a starting point, the counting system has a sequence.Quantity or Conservation: The number also represents the group of objects regardless of size or distribution. Nine blocks spread all over the table are the same as nine blocks stacked on top of each other. Regardless of the placement of the objects or how theyre counted (order irrelevance), there are still nine objects. When developing this concept with young learners, its important to begin with pointing to or touching each object as the number is being said. The child needs to understand that the last number is the symbol used to represent the number of objects. They also need to practice counting the objects from bottom to top or left to right to discover that order is irrelevantregardless of how the items are counted, the number will remain constant.Counting Can Be Abstract: This may raise an eyebrow but have you ever asked a child to count the n umber of times youve thought about getting a task done? Some things that can be counted arent tangible. Its like counting dreams, thoughts or ideasthey can be counted but its a mental ​and not tangible process. Cardinality: When a child is counting a collection, the last item in the collection is the amount of the collection. For instance, if a child counts 1,2,3,4,5,6, 7 marbles, knowing that the last number represents the number of marbles in the collection is cardinality. When a child is prompted  to recount the marbles how many marbles there are, the child doesnt yet have cardinality. To support this concept, children need to be encouraged to count sets of objects and then probed for how many are in the set. The child needs to remember the last number represents the quantity of the set. Cardinality and quantity are related to counting concepts.Unitizing: Our number system groups objects into 10 once 9 is reached. We use a base 10 system whereby a 1 will represent ten, one hundred, one thousand, etc. Of the counting principles, this one tends to cause the greatest amount of difficulty for children. Note We’re  sure youll never look at counting quite the same way when working with your children. More importantly, always keep blocks, counters, coins or buttons to ensure that you are teaching the counting principles concretely. The symbols wont mean anything without the concrete items to back them up.