Lord Of The Flies Description Essays - English-language Films, Films

Lord Of The Flies Description Essays - English-language Films, Films Lord Of The Flies Description Setting The story takes place on an island somewhere in the ocean. The island is described by the author as tropical and boat shaped. Along the coast there are sandy beaches followed by a variety of vegetation and creepers. There are also the orchards, which rise up to the treeless and rocky and rugged mountain ridge which extends out of the ocean. Judging from the predicament and dialogue in this story the date in which it takes place is probably the mid 1900's during World War II. The mood created in this story is very complex and rapidly changing. It changes from that of a scary, recessive mood to a light, and cheery one. The way in which the story is written the mood can change literally from chapter to chapter. In the beginning it starts out light and happy and as the novel progresses and the boys start to battle, it starts to become dark and savage. Characters Jack is red-headed and thin he is also introduced as the leader of the boys' choir. To his dismay he loses the election for leader and he becomes the head hunter and is also in charge of maintaining the signal fire. As the story progresses he and his hunters begin to slack-off and abandon their duties in caring for the fire. In the end Jack and his hunters leave Ralph and start their own tribe on the rocky side of the island. Ralph is a tall, blond and is one of the oldest boys on the island. In the beginning of the story he is pictured as the leader of the boys when he blows the conch shell to call the first assembly. During the course of the story he tries to maintain the structure of their civilization and is continually forced to compete with Jack for approval from the boys. Piggy is a fat, asthmatic boy with bad vision. Throughout the story his weaknesses are preyed upon by the other boys much like that of the pigs on the island, thus the name. But despite his appearance, Ralph begins to depend upon Piggy for intellectual and spiritual guidance. Do to his vision, Piggy had unusually thick glasses, which was a benefit to the others on the island, and aided in the lighting of the signal fire and in the roasting of the pigs. Simon was a skinny, silent boy with black hair. He was neither liked nor hated and was abnormally silent throughout the story. The way he is portrayed in the story it is as if he were always contemplating life and his situation on the island. Aside from thinking, Simon also does the necessary chores and obeys all commands from his superiors. Exposition The story starts with a large group of boys crawl on to the beach of a tropical island in the middle of the Pacific Ocean. Their plane was been shot down, and World War II has begun to take place. The boys figure that civilization, as they know it, may no longer exist. Ralph is elected as the leader of the group and Jack decides to be the hunter and provide food for the group. The boys explore the island. They find that it is hard to believe that they're really on their own but their adventuring proves their suspicion. While adventuring Jack's first try at slaying a wild boar fails. Rising Action Another assembly is had and they talk about the need for hunters. One of the smaller boys, says he fears a horrid beast that he saw in the vast jungle. The fear of the beast, of the dark, and of what is unknown about the island begins to affect the boys' ways of thinking. Ralph makes an executive decision and convinces everyone that they need a signal fire to aid in their being rescued. Starting a fire is impossible until they use Piggy's glasses, they are so thick they act as a magnifying glass, igniting the tinder. To Ralph's dismay the boys begin to abandon the fire to play, finding it hard work keeping the fire going. Their fears of the terrifying beast grow worse when the twins, Sam and Eric, see the beast once again. This is

Behavior Goals for Individual Education Plans

Behavior Goals for Individual Education Plans Behavioral Goals may be placed in an IEP when it is accompanied by a Functional Behavioral Analysis (FBA) and Behavior Improvement Plan (BIP). An IEP that has behavioral goals should also have a behavioral section in the present levels, indicating that behavior is an educational need. If the behavior is one that could be handled by changing the environment or by establishing procedures, you need to attempt other interventions before you alter an IEP. With RTI (Response to Intervention) entering the area of behavior, your school may have a procedure for being sure that you attempt interventions before you add a behavioral goal to an IEP. Why Avoid Behavioral Goals? Behavioral goals will automatically withdraw a student from the progressive discipline plan in place in your school, as you have identified behavior as a part of the students disability.An IEP that has a BIP attached often labels a student when he or she is moved to another teacher, either to a new classroom or to a new schedule in middle school or high school.A BIP must be followed across all educational environments and can create new challenges not only to the teacher of record but also for specials, general education classroom teachers. It will not make you popular. It is best to attempt behavioral interventions such as learning contracts  before you move to a full FBA, BIP and behavioral goals.​ What Makes a Good Behavioral Goal? In order for a behavioral goal to legally be an appropriate part of an IEP, it should: Be stated in a positive manner. Describe the behavior you want to see, not the behavior you dont want. i.e.: Dont write: John wont hit or terrorize his classmates. Do Write: John will keep hands and feet to himself. Be measurable. Avoid subjective phrases like will be responsible, will make appropriate choices during lunch and recess, will act in a cooperative manner. (These last two were in my predecessors article on behavioral goals. PLEEZZ!) You should describe the topography of the behavior (what does it look like?) Examples: Tom will remain in his seat during instruction 80 percent of observed 5 minute intervals. or James will stand in line during class transitions with hands at his side, 6 out of 8 daily transitions. Should define the environments where the behavior is to be seen: In the classroom, Across all school environments, In specials, such as art and gym. A behavior goal should be easy for any teacher to understand and support, by knowing exactly what the behavior should look like as well as the behavior it replaces. Proviso We do not expect everyone to be quiet all the time. Many teachers who have a rule No talking in class usually do not enforce it. What they actually mean is No talking during instruction or directions. We are often not clear about when that is happening. Cueing systems, are invaluable to help students know when they can talk quietly and when they must remain in their seats and be silent. Examples of Common Behavior Challenges and Goals to Meet Them. Aggression: When John is angry he will throw a table, scream at the teacher, or hit other students. A Behavior Improvement Plan would include teaching John to identify when he needs to go to the cool down spot, self- calming strategies and social rewards for using his words when he is frustrated instead of expressing it physically. In his general education classroom, John will use a time out ticket to remove himself to the in class cool down spot, reducing aggression (throwing furniture, shouting profanities, hitting peers) to two episodes a week as recorded by his teacher in a frequency chart. Out of Seat Behavior: Shauna has difficulty spending much time in her seat. During instruction she will crawl around her classmates legs, get up and go to the classroom sink for a drink, she will rock her chair until she falls over, and she will throw her pencil or scissors so she needs to leave her seat. Her behavior is not a reflection only of her ADHD but also functions to get her the teacher and her peers attention. Her behavior plan will include social rewards such as being line leader for earning stars during instruction. The environment will be structured with visual cues which will make it clear when an instruction is happening, and breaks will be built into the schedule so Shauna can sit on the pilates ball or take a message to the office. During instruction, Shauna will remain in her seat for 80 percent of five minute intervals during 3 of 4 consecutive 90 minute data collection periods.