Answer:
What examples does chapter 19 provide of characters practicing empathy
In this chapter Jem, Scout and Dill are the characters that practice empathy. When the trial of Tom Robinson was about to start, Jem, Scout and Dill snuck into the courtroom. They were not supposed to be there.
Which characters are able to ""climb into the skin"" of others and ""walk around in it""?
Boo Radley, Atticus Finch and Tom Robinson are all victims of prejudice, and all three characters are plagued by this.
How do they respond to others as a result?
It affects them all differently; crippling them and disabling them from acting as they wish
What are the consequences
These characters suffered due to the prejudice that they face. For instance, the first character Boo, is excluded and always kept away from society by his father who locks him up. It is obvious that Boo suffers from lack of socialization and in addition to his cruel father, he grows up to be an antisocial individual who is lonely. Atticus on the other hand has to confront a mob that is ready to kill Tom and he puts his life in danger. He also suffers the lack of approval by his fellow white folks. Furthermore, his looks have made the town to brand him as evil. This social discrimination makes him a victim because when he is claimed to be the one causing evil, the children, as well as adults, dislike him. He thus suffers emotionally.
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Answer:
Woolf's word choices that suggests that Oliver is preoccupied with how others see him is "looked down"
Below is an excerpt:
<em>"...And from the middle window he </em><em>looked down </em><em>upon the glossy roofs of fashionable cars packed in the narrow straits of Piccadilly."</em>
This suggests that he had a sense of how others see him. The same word choices that revealed that he is preoccupied with how others see him is also seen in line 16 of "The Duchess And The Jeweller":
<em> "...and he would </em><em>look down</em><em> at his legs, so shapely in their perfect trousers; at his boots; at his spats. They were all shapely, shining;..."</em>
Explanation:
The question is culled from "The Duchess And The Jeweller" written by Virginia Woolf.
The short story is centered on a jeweller known as Oliver Bacon who is the only developed character. The story has a reflection of the English society as seen during Woolf's time. The jeweller, Oliver is seen as an ambitious and arrogant man. He became one of the high-ups in the society and lived at Piccadilly, the most expensive place in London.
Adeline Virginia Woolf is the author of "The Duchess And The Jeweller". She is an English writer who is considered to have pioneered and led the use of stream of consciousness as a narrative device.
The text (or excerpt) is short.
The text is complex. (It contains challenging vocabulary, has some long and complex sentence structures, requires that students draw from background knowledge and/or experiences for understanding, uses a new or different text structure).
The text is central to or supports the unit of study - it is contextualized in the unit and, therefore, meaningful for student learning.
Each student has his/her own copy of the text. (In primary grades, the experience may be designed around a read aloud.)
(Optional) The length of the text may be differentiated for different groups of students, based on language proficiency or reading levels.
A subset of reading standards has been selected. (For ELL’s, specific language standards may also apply.)
The selected standards include Reading Standard 1 (text evidence) and Reading Standard 4 (meaning of words and phrases), which force students to stay “close” to the text.
The purpose (and the specific skills and strategies) are directly linked to the selected standards.
The purpose of the close reading experience is clearly stated for students. It explains the specific skills and strategies that students will practice.
•The first reading of the text is done independently. (In primary grades, within a
read aloud or shared reading.)
The student is asked to re-read to deepen understanding.
•The teacher reads portions of the text aloud, after an independent read (if needed)
There are specific, text-specific questions to guide reading, discussion and writing. The questions are directly related to the focus and identified standards.
Some questions target literal understanding and others require students to make inferences, analyze or make connections (depending on selected standards).
Some questions require students to cite textual evidence. RL 1 / RI 1 ANNOTATION (In primary grades, students may not be asked to annotate.)
Students annotate the text (using taught strategies) in order to prepare for discussions and writing.
The annotation strategy matches the purpose for reading and the standards selected.
Students have an opportunity to discuss specific questions in partnerships or in small groups (to ensure that every student can engage with the questions) before whole class discussion.
Discussion is embedded in every day of the close reading experience (if there are multiple days).
Protocols for discussion may be used as students are learning to engage effectively with each other.
Students have opportunities to consolidate their thoughts by drawing and/or writing. (Writing tasks vary in length, from short responses to longer pieces. They may be summaries, reactions, or responses to specific questions. They can be completed in class or at home.)
