'I am your teacher, and I think it right and proper that I
I tried to pitch my voice into its most informally pleasant
should let you know something of my plans for this class.
register. 'We're going to talk, you and I, but we'll be
reasonable with each other. I would like you to listen to me
without interrupting in any way, and when I'm through any
me. I was making it up as I went along and watching them;
you may say your piece without interruption from
at the least sign that it wouldn't work I'd drop it, fast.
10 They were interested, in spite of themselves; even the husky,
blasé Denham was leaning forward on his desk watching me.
15 you do not agree, I would be pleased if you would let me
know. Most of you will be leaving school within six months
or so; that means that in a short while you will be embarked
mind, I have decided that from now on you will be treated,
, adult business of earning a living. Bearing that in
not as children, but as young men and women, by me and by
each other. When we move out of the state of childhood
certain higher standards of conduct are expected of us ...'
My business here is to teach you, and I shall do my best to
read this and answer this question
what resistance is there at first to the teacher's plan
Answers
Answer:
hello there ,,,,
Explanation:
Pls ask relevant questions
hope you understand
Explanation:
First Read: Identifying Key Elements
Read the following excerpt from To Sir, with Love, written by
E. R. Braithwaite and published in 1959. Braithwaite was born in Guyana, South America. After joining the Royal Air Force as a pilot during World War II, Braithwaite studied physics at the University of Cambridge. When he finished his doctorate, he was unable to find work, so he took a job as a teacher. To Sir, with Love is his memoir about teaching unmotivated 15-year-olds in the East End of London, a rough, working-class neighborhood.
Objective: As you read, underline sentences that exemplify Braithwaite’s behavior as a teacher and the expectations he holds for his students. What point about teaching is he trying to make? In the My Thoughts column, explain your feelings about the behavior that you have underlined.
excerpt
To Sir, with Love
Chapter 9
by E. R. Braithwaite
1 Next morning I had an idea. It was nothing clear cut, merely speculative, but I considered it all the way to school. Then, after assembly, as soon as they were quiet I waded in. This might be a bit rough, I thought, but here goes.
5 “I am your teacher, and I think it right and proper that I should let you know something of my plans for this class.”
I tried to pitch my voice into its most informally pleasant register. “We’re going to talk, you and I, but we’ll be reasonable with each other. I would like you to listen to me
10 without interrupting in any way, and when I’m through any one of you may say your piece without interruption from me.” I was making it up as I went along and watching them; at the least sign that it wouldn’t work I’d drop it, fast.
They were interested, in spite of themselves; even the husky 15 blasé Denham was leaning forward on his desk watching me.
©Perfection Learning® • No Reproduction Permitted
First Read
Third Read
My Thoughts
First Read: Identifying Key Elements 10.4.G, 10.5.D
Before Reading: Remind students that one goal of a First Read is to identify important ideas. For this selection, they will pay attention to why the writer is writing this text. To do this, they need to find sentences that illustrate the author’s behavior and values as a teacher.
Using the first two paragraphs, model
how to identify key sentences and make annotations regarding their significance. Read aloud the first paragraph with students. Show them how to make predictions about what the narrator is thinking based on only these first four lines. After reading the second paragraph, have students make inferences about some problems this teacher has dealt with in
the past.
Preview Vocabulary: 10.2.A, 10.8.E Ask students to circle unfamiliar words as
they complete the first read of the
text or preteach the vocabulary to aid comprehension. After the first read, guide students to determine the words’ meanings using the context. Encourage students to support their responses with evidence. Have students confirm their initial definitions with a dictionary. Words that students might find difficult include the following:
register: the relative pitch or range of a human voice or musical instrument. Her cold made her hoarse, confining her voice to its lowest register.
humiliation: the state of feeling a painful loss of pride, self-respect, or dignity. The fact that they lost the game to a group of amateurs added to the team’s humiliation.
quailed: lost heart or courage in difficulty or danger; shrank with fear. Facing a roomful of reporters and TV cameras, the mayor quailed; his excuses for cutting the school budget seemed woefully inadequate.
deportment: attitude; conduct; behavior.
With the knowledge that she was one of the final candidates for the job, Nancy made sure her deportment indicated that she knew how to conduct herself in public.
(continued)
He is unsure of himself.
treats students as
ELL Support: First Read Place students in multilevel small groups and have them read through the passage out loud, paragraph by paragraph. After they’ve finished, instruct students to discuss what the teacher in the story is like. Provide sentence frames for their discussion:
• He seems ____ because . . . .
• I think he’s ____ because . . . .
Remediation: First Read Braithwaite’s language includes formal and archaic language, making the text challenging for some students. If necessary, read the text aloud, stopping periodically to encourage students to summarize events.
Chapter 7 • Unit 2 135
© Perfection Learning® • Connections
adults
Grade 10 • Chapter 7 135
hi i am afreen read in 6 th class indian here for Punjab to fatehgarh sahib please mark as brainlist please please please