The document provides activities and instructions for students to analyze a poem titled "Home They Brought Her Warrior Dead" by Alfred Lord Tennyson. The activities guide students through pre-reading, while-reading, and post-reading stages. They include identifying the title's meaning, paraphrasing the poem, noting vocabulary, thinking about the poem's imagery and themes, and creating a new poem with a changed perspective from the original. The goal is for students to understand and reflect on the meaning of the poem through active reading strategies.
Pneumonia spreads through Greenwich Village, infecting Jhonsy. As she watches the ivy vine outside her window lose its leaves one by one, Jhonsy becomes convinced each fallen leaf represents another day she has left to live. Her friend Sue tries to cheer her up by having the struggling artist Behrman pretend to paint a new leaf. In a storm, Behrman risks his life to create a fake last leaf in order to give Jhonsy hope, which works as she recovers her will to live. However, Behrman dies from pneumonia he caught during his selfless act.
Under the Greenwood Tree by Monir Hossen Monir Hossen
William Shakespeare is one of the greatest dramatists of all time. This document discusses his famous pastoral comedy "As You Like It", specifically analyzing a song from the play called "Under the Greenwood Tree". The song celebrates the simple pleasures of living in nature under a tree, listening to birdsong. It invites people to escape the difficulties of ambition and city life, and instead find peace and satisfaction in nature. The analysis explores how the song reflects Shakespeare's views of contrasting rural vs urban living.
This document contains questions and answers about the poem "A Legend of the Northland". It aims to help students understand the culture, lifestyle, and beliefs of people living in the polar regions. Some key details:
- The poem refers to Scandinavian countries near the North Pole like Finland, Denmark, and the Netherlands.
- In the legend, nights are very long in the Northland due to the extreme cold climate. People harness reindeer to pull sledges through the snow. Children wear funny furry clothes and look like bear cubs.
- The story in the poem is not factually true but conveys a moral lesson. It tells of Saint Peter cursing an uncharitable old lady
OUR CASUARINA TREE - TORU DUTT BY ROBYHEPROBYHEPZI
The document describes various terms used in poetry:
- The creeper is compared to a python wrapping around the tree like a scarf with crimson flowers.
- A kokila bird sings in the poet's garden, welcoming the day with its song.
- Wordsworth sanctified a solitary yew tree in one of his poems.
- The document provides explanations and context for several literary terms and concepts used in poems.
The story follows Coachman Ali who faithfully visits the post office every day for 5 years hoping for a letter from his daughter Miriam after her marriage, but receives none. He is mocked by post office employees who see him as mad. Ali changes from being a hunter to living only for the hope of Miriam's letter. Though treated poorly, he maintains his daily visits until his death without losing hope of reconnecting with his daughter.
poem 2 Confessions of a born spectator - Ogden Nash ROBYHEPZI
The poet admires athletes and their rough, noisy games. Though the poet admires sportsmen, he is not an athlete himself. The athletes feel rivalry with each other during sporting events, which makes the poet wish he could swap places with them and experience that rivalry firsthand.
Ted Hughes was obsessed with pike fishing as a teenager. His 1959 poem "Pike" describes pike in three sections - their habitat, keeping three pike in an aquarium where two are eaten, and recalling a deep pond with immense, ancient pike. The poem evokes the pike's predatory power and the poet's own sense of a sinister presence rising from the pond's legendary depths.
The document provides an analysis of Nissim Ezekiel's poem "Enterprise". It discusses:
1) The poem uses simple language and rhyme scheme to tell the story of a group's pilgrimage that starts with enthusiasm but faces difficulties that cause disunity.
2) Allegorically, the pilgrimage represents life and how people can lose their way due to hardships and disagreements.
3) Through symbols like the sun, desert, and thunder, the poem depicts the challenges that can diminish hope and leave people feeling the journey was not worthwhile.
Pneumonia spreads through Greenwich Village, infecting Jhonsy. As she watches the ivy vine outside her window lose its leaves one by one, Jhonsy becomes convinced each fallen leaf represents another day she has left to live. Her friend Sue tries to cheer her up by having the struggling artist Behrman pretend to paint a new leaf. In a storm, Behrman risks his life to create a fake last leaf in order to give Jhonsy hope, which works as she recovers her will to live. However, Behrman dies from pneumonia he caught during his selfless act.
Under the Greenwood Tree by Monir Hossen Monir Hossen
William Shakespeare is one of the greatest dramatists of all time. This document discusses his famous pastoral comedy "As You Like It", specifically analyzing a song from the play called "Under the Greenwood Tree". The song celebrates the simple pleasures of living in nature under a tree, listening to birdsong. It invites people to escape the difficulties of ambition and city life, and instead find peace and satisfaction in nature. The analysis explores how the song reflects Shakespeare's views of contrasting rural vs urban living.
This document contains questions and answers about the poem "A Legend of the Northland". It aims to help students understand the culture, lifestyle, and beliefs of people living in the polar regions. Some key details:
- The poem refers to Scandinavian countries near the North Pole like Finland, Denmark, and the Netherlands.
- In the legend, nights are very long in the Northland due to the extreme cold climate. People harness reindeer to pull sledges through the snow. Children wear funny furry clothes and look like bear cubs.
- The story in the poem is not factually true but conveys a moral lesson. It tells of Saint Peter cursing an uncharitable old lady
OUR CASUARINA TREE - TORU DUTT BY ROBYHEPROBYHEPZI
The document describes various terms used in poetry:
- The creeper is compared to a python wrapping around the tree like a scarf with crimson flowers.
- A kokila bird sings in the poet's garden, welcoming the day with its song.
- Wordsworth sanctified a solitary yew tree in one of his poems.
- The document provides explanations and context for several literary terms and concepts used in poems.
The story follows Coachman Ali who faithfully visits the post office every day for 5 years hoping for a letter from his daughter Miriam after her marriage, but receives none. He is mocked by post office employees who see him as mad. Ali changes from being a hunter to living only for the hope of Miriam's letter. Though treated poorly, he maintains his daily visits until his death without losing hope of reconnecting with his daughter.
poem 2 Confessions of a born spectator - Ogden Nash ROBYHEPZI
The poet admires athletes and their rough, noisy games. Though the poet admires sportsmen, he is not an athlete himself. The athletes feel rivalry with each other during sporting events, which makes the poet wish he could swap places with them and experience that rivalry firsthand.
Ted Hughes was obsessed with pike fishing as a teenager. His 1959 poem "Pike" describes pike in three sections - their habitat, keeping three pike in an aquarium where two are eaten, and recalling a deep pond with immense, ancient pike. The poem evokes the pike's predatory power and the poet's own sense of a sinister presence rising from the pond's legendary depths.
The document provides an analysis of Nissim Ezekiel's poem "Enterprise". It discusses:
1) The poem uses simple language and rhyme scheme to tell the story of a group's pilgrimage that starts with enthusiasm but faces difficulties that cause disunity.
2) Allegorically, the pilgrimage represents life and how people can lose their way due to hardships and disagreements.
3) Through symbols like the sun, desert, and thunder, the poem depicts the challenges that can diminish hope and leave people feeling the journey was not worthwhile.
The poem describes the poet sitting in a grove, listening to the sounds of nature and observing the birds and plants. This leads the poet to reflect on how nature brings joy and beauty, while man creates suffering through things like jealousy, enmity and war. The poet laments what man has made of himself and humanity. In contrast to the harmony of nature, man distances himself from nature and causes misery.
Toru Dutt was the first Indian poetess to write in English. She is considered an important Indo-Anglian poet and translator. Some of her most famous poems included The Lotus, Savitri, and Our Casuarina Tree. The Lotus presented the idea that the Indian lotus is the most beautiful flower. Savitri retold the immortal legend from the Mahabharata of Satyavan's death and his wife Savitri succeeding in getting his soul back from Yama, the god of death. Our Casuarina Tree was an autobiographical poem about memories of playing under a tree with her siblings who had since passed away.
The story is about two orphan boys, Jacopo and Nicola, who work tirelessly shining shoes and running errands in Verona to pay for their sister Lucia's medical treatment. They take great pride in their work and save all their earnings to pay the nurse at the hospital villa where Lucia resides, as she suffers from tuberculosis. The narrator discovers their selfless devotion to Lucia during a visit to their village and comes to realize the boys exemplify true nobility through their compassionate care for their ill sister, despite their own hardships.
The document provides details about A.P.J. Abdul Kalam's childhood in Dhanushkodi, India. It describes where he was born, his parents' names, his father's qualities, and the secure environment he had growing up. It mentions his family living in a town and his earning money by selling tamarind seeds during World War 2. The document contains vocabulary words, comprehension questions, and writing assignments related to Kalam's life and autobiography.
This document summarizes a presentation on Alfred Lord Tennyson's poem "Ulysses." The presentation provides background information on Ulysses, the Greek mythical character, and the origins of Tennyson's poem. It then explains and analyzes the poem, discussing figurative language. The presentation is delivered by Sharifa Bahri to 7th level students for their Poetry course. It covers topics such as the character of Ulysses, the origins of the poem in works by Homer and Dante, an explanation of the poem's themes and narrative voice, and an analysis of its metaphorical language.
Mr. Behrman sacrifices himself to give Johnsy hope in her recovery from pneumonia. When Johnsy becomes convinced that the last ivy leaf falling outside her window will result in her death, Mr. Behrman stays up all night painting a leaf on the wall so that Johnsy still sees a leaf when she looks. He ends up catching pneumonia from being out in the rain and dies, but Johnsy recovers with renewed hope.
This unit plan aims to teach students about universal brotherhood through exploring the poem "No men are foreign." Students will conduct research, interviews, and awareness activities to learn about how war impacts humanity. They will discuss the curriculum questions online and in groups. Assessment includes a K-W-L chart, blog reflections, and evaluating presentations. Students visit a border area to experience life there firsthand and interview residents. The goal is for students to understand we are all part of the same humanity.
This document provides information about a paper submitted by Nikunj Bhatti, including his name, enrollment details, paper number, topic, and email address. The paper is about the poem "Stopping by Woods on a Snowy Evening" by Robert Frost for a class on English literature at Maharaja Krishnakumarsinhji Bhavnagar University. It discusses the setting and rhyme of the poem, Frost as a nature poet, and analyzes the meaning and central purpose conveyed in the poem.
The one-act play "The Proposal" by Anton Chekhov satirizes the conventions of 19th century Russian society through the absurd interactions of the characters. It follows the impending marriage proposal between the neighbors Ivan Lomov and Natalia Chubukova. Through their petty arguments over trivial matters like property lines, Chekhov highlights the shallowness of prioritizing social norms over genuine human connection. The play also subtly critiques the expectations for women like Natalia to conform to traditional gender roles and marry according to her father's wishes. With its realistic portrayal of daily life and understated comedy, "The Proposal" questions social conventions while entertaining the audience.
The document describes various reactions from lunatics in a Pakistani asylum to the news that Pakistan and India had decided to exchange Muslim and Hindu/Sikh lunatics between the countries. It focuses on one Sikh lunatic named Bishan Singh who constantly asked the other lunatics where his home of Toba Tek Singh was located, as the partition caused confusion over whether places were now in Pakistan or India. As visits from his relatives stopped due to the partition, Bishan Singh's agitation over the location of Toba Tek Singh increased, showing how the political changes deeply impacted even the asylum's lunatic patients.
This presentation has cool animations (unlike the boring powerpoint animations) for your projects. Enjoy! Project by Asirbachan Sutar. For custom PPT contact me st asir6693@gmail.com
Here are responses to the questions about the poem:
1. The verbs "leaps", "floats", and "dares" convey the free bird's ability to move freely and boldly through the air and sky without restrictions.
2. In stanza two, the caged bird is trapped because his wings are clipped, his feet are tied, and he can seldom see through the narrow bars of his cage. He stalks down his cage because his movement is limited by the confinement of the cage.
3. The caged bird's trill is described as fearful because singing is his only means of expressing his longing for freedom in the face of being trapped.
4. The metaphor "a caged
This document defines tragedy according to Aristotle and Oxford, and provides examples of tragedies. It discusses Aristotle's definition of a tragedy as an action that arouses pity and fear accomplishing a catharsis through language. Examples given are Shakespeare's Romeo and Juliet about star-crossed lovers, and Arthur Miller's Death of a Salesman about a man searching for the American Dream and his late efforts to save himself.
Paul Laurence Dunbar was the first African American writer to earn a living from writing. He was born in Ohio to former slaves and published his first book of poetry after taking out a loan. Dunbar wrote both formal and informal poetry in dialect, which was popular but also criticized. His poem "We Wear the Mask" uses masks as a metaphor for hiding true feelings and emotions from the world. The poem has an ABAB rhyme scheme.
William Shakespeare wrote Twelfth Night in the late 16th/early 17th century. It follows Viola, who is shipwrecked and disguises herself as a man to work for Duke Orsino. Orsino loves Olivia, who refuses him. Viola falls for Orsino, while Olivia falls for Viola's male disguise. Mistaken identities and misunderstandings ensue. The play has been adapted for stage, film, TV, music and more due to its themes of gender, identity and love. Main characters include Viola, Orsino, Olivia, Sebastian, Malvolio, Feste and Sir Toby Belch.
Walter de la Mare was a 20th century English poet best known for his poem "The Listeners". The poem describes a traveler's strange visit to a solitary castle deep in a dark forest on a moonlit night. Upon arriving, the traveler knocks on the door but receives no response, with the only sounds being insects and owls in the forest. The poem leaves it ambiguous as to what or who exactly the "listeners" are that may have heard the traveler's call. It creates an atmosphere of mystery and eeriness.
The document provides guidance for analyzing a poem through a strategy called TP-CASTT. It begins with objectives to understand acting reading strategies for comprehending poetry and reflecting on a poem's meaning. It then explains the components of TP-CASTT - Title, Paraphrase, Connotation, Attitude, Shifts, Title, and Theme. The document provides definitions and examples for literary devices and elements involved in poetry analysis, such as imagery, metaphor, and stanzas. It concludes with activities for applying TP-CASTT to a sample poem called "Home They Brought Her Warrior Dead."
The document outlines lesson plans for teaching three poems and one text about robotics. It includes activities such as making predictions, identifying themes, paraphrasing, and discussing literary devices. The lessons are designed to engage students at different stages of reading through group work, note-taking, and vocabulary games.
The poem describes the poet sitting in a grove, listening to the sounds of nature and observing the birds and plants. This leads the poet to reflect on how nature brings joy and beauty, while man creates suffering through things like jealousy, enmity and war. The poet laments what man has made of himself and humanity. In contrast to the harmony of nature, man distances himself from nature and causes misery.
Toru Dutt was the first Indian poetess to write in English. She is considered an important Indo-Anglian poet and translator. Some of her most famous poems included The Lotus, Savitri, and Our Casuarina Tree. The Lotus presented the idea that the Indian lotus is the most beautiful flower. Savitri retold the immortal legend from the Mahabharata of Satyavan's death and his wife Savitri succeeding in getting his soul back from Yama, the god of death. Our Casuarina Tree was an autobiographical poem about memories of playing under a tree with her siblings who had since passed away.
The story is about two orphan boys, Jacopo and Nicola, who work tirelessly shining shoes and running errands in Verona to pay for their sister Lucia's medical treatment. They take great pride in their work and save all their earnings to pay the nurse at the hospital villa where Lucia resides, as she suffers from tuberculosis. The narrator discovers their selfless devotion to Lucia during a visit to their village and comes to realize the boys exemplify true nobility through their compassionate care for their ill sister, despite their own hardships.
The document provides details about A.P.J. Abdul Kalam's childhood in Dhanushkodi, India. It describes where he was born, his parents' names, his father's qualities, and the secure environment he had growing up. It mentions his family living in a town and his earning money by selling tamarind seeds during World War 2. The document contains vocabulary words, comprehension questions, and writing assignments related to Kalam's life and autobiography.
This document summarizes a presentation on Alfred Lord Tennyson's poem "Ulysses." The presentation provides background information on Ulysses, the Greek mythical character, and the origins of Tennyson's poem. It then explains and analyzes the poem, discussing figurative language. The presentation is delivered by Sharifa Bahri to 7th level students for their Poetry course. It covers topics such as the character of Ulysses, the origins of the poem in works by Homer and Dante, an explanation of the poem's themes and narrative voice, and an analysis of its metaphorical language.
Mr. Behrman sacrifices himself to give Johnsy hope in her recovery from pneumonia. When Johnsy becomes convinced that the last ivy leaf falling outside her window will result in her death, Mr. Behrman stays up all night painting a leaf on the wall so that Johnsy still sees a leaf when she looks. He ends up catching pneumonia from being out in the rain and dies, but Johnsy recovers with renewed hope.
This unit plan aims to teach students about universal brotherhood through exploring the poem "No men are foreign." Students will conduct research, interviews, and awareness activities to learn about how war impacts humanity. They will discuss the curriculum questions online and in groups. Assessment includes a K-W-L chart, blog reflections, and evaluating presentations. Students visit a border area to experience life there firsthand and interview residents. The goal is for students to understand we are all part of the same humanity.
This document provides information about a paper submitted by Nikunj Bhatti, including his name, enrollment details, paper number, topic, and email address. The paper is about the poem "Stopping by Woods on a Snowy Evening" by Robert Frost for a class on English literature at Maharaja Krishnakumarsinhji Bhavnagar University. It discusses the setting and rhyme of the poem, Frost as a nature poet, and analyzes the meaning and central purpose conveyed in the poem.
The one-act play "The Proposal" by Anton Chekhov satirizes the conventions of 19th century Russian society through the absurd interactions of the characters. It follows the impending marriage proposal between the neighbors Ivan Lomov and Natalia Chubukova. Through their petty arguments over trivial matters like property lines, Chekhov highlights the shallowness of prioritizing social norms over genuine human connection. The play also subtly critiques the expectations for women like Natalia to conform to traditional gender roles and marry according to her father's wishes. With its realistic portrayal of daily life and understated comedy, "The Proposal" questions social conventions while entertaining the audience.
The document describes various reactions from lunatics in a Pakistani asylum to the news that Pakistan and India had decided to exchange Muslim and Hindu/Sikh lunatics between the countries. It focuses on one Sikh lunatic named Bishan Singh who constantly asked the other lunatics where his home of Toba Tek Singh was located, as the partition caused confusion over whether places were now in Pakistan or India. As visits from his relatives stopped due to the partition, Bishan Singh's agitation over the location of Toba Tek Singh increased, showing how the political changes deeply impacted even the asylum's lunatic patients.
This presentation has cool animations (unlike the boring powerpoint animations) for your projects. Enjoy! Project by Asirbachan Sutar. For custom PPT contact me st asir6693@gmail.com
Here are responses to the questions about the poem:
1. The verbs "leaps", "floats", and "dares" convey the free bird's ability to move freely and boldly through the air and sky without restrictions.
2. In stanza two, the caged bird is trapped because his wings are clipped, his feet are tied, and he can seldom see through the narrow bars of his cage. He stalks down his cage because his movement is limited by the confinement of the cage.
3. The caged bird's trill is described as fearful because singing is his only means of expressing his longing for freedom in the face of being trapped.
4. The metaphor "a caged
This document defines tragedy according to Aristotle and Oxford, and provides examples of tragedies. It discusses Aristotle's definition of a tragedy as an action that arouses pity and fear accomplishing a catharsis through language. Examples given are Shakespeare's Romeo and Juliet about star-crossed lovers, and Arthur Miller's Death of a Salesman about a man searching for the American Dream and his late efforts to save himself.
Paul Laurence Dunbar was the first African American writer to earn a living from writing. He was born in Ohio to former slaves and published his first book of poetry after taking out a loan. Dunbar wrote both formal and informal poetry in dialect, which was popular but also criticized. His poem "We Wear the Mask" uses masks as a metaphor for hiding true feelings and emotions from the world. The poem has an ABAB rhyme scheme.
William Shakespeare wrote Twelfth Night in the late 16th/early 17th century. It follows Viola, who is shipwrecked and disguises herself as a man to work for Duke Orsino. Orsino loves Olivia, who refuses him. Viola falls for Orsino, while Olivia falls for Viola's male disguise. Mistaken identities and misunderstandings ensue. The play has been adapted for stage, film, TV, music and more due to its themes of gender, identity and love. Main characters include Viola, Orsino, Olivia, Sebastian, Malvolio, Feste and Sir Toby Belch.
Walter de la Mare was a 20th century English poet best known for his poem "The Listeners". The poem describes a traveler's strange visit to a solitary castle deep in a dark forest on a moonlit night. Upon arriving, the traveler knocks on the door but receives no response, with the only sounds being insects and owls in the forest. The poem leaves it ambiguous as to what or who exactly the "listeners" are that may have heard the traveler's call. It creates an atmosphere of mystery and eeriness.
The document provides guidance for analyzing a poem through a strategy called TP-CASTT. It begins with objectives to understand acting reading strategies for comprehending poetry and reflecting on a poem's meaning. It then explains the components of TP-CASTT - Title, Paraphrase, Connotation, Attitude, Shifts, Title, and Theme. The document provides definitions and examples for literary devices and elements involved in poetry analysis, such as imagery, metaphor, and stanzas. It concludes with activities for applying TP-CASTT to a sample poem called "Home They Brought Her Warrior Dead."
The document outlines lesson plans for teaching three poems and one text about robotics. It includes activities such as making predictions, identifying themes, paraphrasing, and discussing literary devices. The lessons are designed to engage students at different stages of reading through group work, note-taking, and vocabulary games.
Literature can be categorized into two major types: prose and poetry. Prose includes genres like novels, short stories, plays, essays, biographies, news reports and orations. Poetry can be narrative, lyric or dramatic. Narrative poetry tells a story through verse, like epics, ballads and metrical tales. Lyric poetry expresses emotions through short, simple forms like sonnets, odes and psalms. Dramatic poetry includes genres meant to be performed, like comedies, tragedies and farces. Certain literary works from around the world have had significant influence, such as religious texts like the Bible and Quran, and classics like the Iliad, Mahabharata and Arabian Nights
Tone and mood are different literary elements that describe attitudes and atmospheres. Tone refers to the author's attitude toward the subject matter and is revealed through word choice. It can be positive, negative, or neutral. Mood describes the overall feeling or atmosphere created by details in the writing. It is how the reader feels in response to those details. While tone is about the perspective of the author, mood is about the environment or experience conveyed and how it impacts the audience emotionally. Identifying both tone and mood involves using descriptive adjectives to articulate the intended feelings.
The document discusses various literary elements used by writers to craft stories. It defines 6 key elements - character, setting, plot, point-of-view, conflict, and theme. Each element is then explained in more detail with examples to illustrate how writers employ these techniques to unfold their narratives and engage readers.
The document provides activities and instructions related to analyzing literary works. Activity 1 asks students to assess their own reading habits over time. Activity 2 involves analyzing a sonnet by William Shakespeare by answering questions about imagery, structure, themes and speaker. Activity 3 requires identifying figures of speech in lines from the sonnet. Further activities involve forming groups to complete stories using figures of speech, grouping literary approaches, matching critical approaches to story synopses, and analyzing short stories using feminist, Marxist, psychological and reader-response frameworks.
This document provides information about the poets Emily Dickinson and Walt Whitman. It discusses their biographies, styles of writing, and analyzes some of their poems. For Dickinson, it describes her reclusive nature and unconventional punctuation. It prompts the reader to analyze several of her poems by having them complete tasks before and after reading. For Whitman, it discusses his experiences as a nurse during the Civil War and how that influenced his poetry celebrating life. It also prompts analysis of some of Whitman's poems through discussion questions.
This document provides writing prompts and exercises for students. It discusses choosing a theme, developing authentic characters through their point of view, creating conflict to engage readers, and revising writing through multiple drafts. Students are asked to write a short story focusing on emotional descriptions and dialogue to convey a specific theme, then refine it over multiple readings before sharing with a writing group for feedback. Developing characters, viewpoints, conflicts and revising are emphasized as ways to improve writing.
The document provides an overview of a poetry unit for students. It includes discussions of poetry features, different types of poems like sonnets and haiku, and literary devices like metaphor and simile. Students analyze poems like "How to Eat a Poem" which uses a food metaphor to represent reading poetry, and "I'm Nobody! Who Are You?" by Emily Dickinson which compares being a nobody to a frog. The unit aims to help students understand and appreciate different aspects of poetry.
This document provides information and tasks related to analyzing a poem. It includes:
1. Background information on the poetic form "ghazal" which is characterized by couplets with a repeating line and traditionally about unrequited love.
2. Instructions for students to read sheets summarizing the poem's background, themes, and poetic form.
3. A list of themes to look for in the poem including love, separation, desire, and the beloved's power after learning about the ghazal form.
ENGLISH 4 PPT Q3 - W1 – Vocabulary Development.pptxMaeShellahAbuyuan
The document describes a poem about the heroic dog Kabang. The summary is:
1. The poem tells the story of Kabang, a dog who saved two little girls from an approaching motorcycle by bumping into it.
2. Kabang was badly hurt in the accident and lost her snout, but she had saved the girls from harm.
3. The poem presents Kabang as a true hero for her brave and selfless act in saving the girls.
ENG4U – SHORT STORY TESTSelect any FOUR questions from the lis.docxSALU18
This document contains test questions and essay assignments for two literature courses: ENG4U and English 12 Final Exam.
For the ENG4U test, students must choose 4 of 6 short story analysis questions to answer in paragraph form. They will be evaluated on their understanding of the text, use of evidence, and writing clarity. The assignment also includes essay prompts on themes in The Kite Runner.
The English 12 Final Exam includes multiple choice definitions, short answer questions on "The Story of an Hour" and themes/characters in Hamlet, and an essay question choosing from prompts on symbolism in The Kite Runner.
This document provides an overview of poetry terms and concepts:
- It defines poetry as a type of literature that uses specific forms like lines and stanzas to express ideas and feelings.
- Key terms are introduced like line, stanza, rhyme, and rhyme scheme. Different types of poems are also outlined like free verse, acrostic poems, haikus, and limericks.
- Figurative language devices like similes, metaphors, and personification are explained.
- Examples of poems are provided to illustrate different concepts.
Poetry can be summarized in 3 sentences:
Poetry is a type of literature that uses specific forms and techniques to convey ideas, feelings, or tell a story. It uses elements like rhyme, rhythm, imagery and figurative language to express experiences or emotions in a unique way. There are many different types of poems including haikus, acrostics, free verse, couplets and more which vary in structure, length, and style.
The man helped his elderly father urinate at his father's funeral, holding his father gently and comforting him by saying "shhh" as his father had difficulty controlling his body. The man felt deeply connected to his father in that intimate moment, and saw how his father tried to make himself smaller, knowing his body was failing. The man tried to steady his father's urine but his father could barely control it, representing the fragility of life.
Poetry dedication project by jessica francisMidSummerSky
This poem describes the speaker sitting alone on a plain with only a chair for company. The plain has an empty horizon and flawlessly paved ground. The sky is a forever blue. The speaker feels lost and alone with only an "abstruse ghost" and "inscrutable, insensible light" for company as he looks back on the day spent on the plain with his chair.
1. The poem Invictus by William Ernest Henley is about overcoming obstacles and persevering through hardship and pain.
2. The speaker has endured a harsh life full of dire circumstances and poor luck, yet has never winced or cried out despite their head being bloody.
3. Though the world is a cruel and sad place, and death looms ahead, the speaker faces the menace of the years without fear and takes responsibility for their own fate.
Narrative writing tells a story through creative writing. It has key elements such as characters, setting, plot, conflict, and theme. The plot progresses a story from a beginning, through a middle, to an end. It can be told through first-person or third-person point of view. Narratives include fictional stories, biographies, personal essays, and more. Writers use techniques like dialogue, imagery, and figurative language to engage readers in the story.
M3-ELEMENTS OF PHILIPPINE LITERARY GENRES1 [Autosaved].pptxElleMaRie3
This document provides an overview of elements of Philippine literary genres and elements of literature. It discusses different genres like poetry, drama, prose, non-fiction, and media. It also covers key story elements such as plot, characters, setting, mood, point of view, theme, and figurative language. Plot elements like exposition, rising action, climax, falling action, and resolution are defined. The functions of setting, types of conflicts, and points of view are also summarized.
This document provides a summary of characterization techniques in fiction writing. It discusses direct characterization through a character's appearance, actions, thoughts, and dialogue. It also covers indirect characterization through the author or another character interpreting a character. Examples are provided from novels. Writing prompts encourage using sensory details to describe characters and a scene. The document discusses developing character purpose and tension. It profiles the authors Jamaica Kincaid and Yiyun Li, and analyzes their short stories "Girl" and "Kindness". Groups are assigned to analyze characterization in the stories. The next week's reading assignments are outlined.
This document discusses using Twitter for an advanced English grammar course. Students were asked to write 70 sentences over 7 weeks using target grammar structures and contexts from class or their own experiences. The results showed that Twitter allowed students to move from writing sentences to natural utterances using repetition, word games, and alternative realities. It contributed to collaborative learning and community building within the classroom.
This document discusses literature reviews and their purposes. Literature reviews can show the history of a field, review work done in a specific time period, integrate findings from different areas, and evaluate the current state of evidence on a viewpoint. When presenting results, common strategies include narrative reviews, narrative reviews with scoreboards, scoreboards providing more details, and meta-analytic or evidence-based scoreboards. However, literature reviews also face problems like the file-drawer problem and difficulties interpreting and summarizing qualitative studies. Assumptions such as results transferring across cultures may not hold up under close scrutiny.
The document discusses strategies for teaching English language skills like writing, listening, and speaking to students. It provides sample lesson plans that target vocabulary, comprehension, and practicing the skills through activities with a pre, during, and post structure. The goal is to help students improve their English abilities through engaging lessons focused on different topics, text types, and language functions.
The document outlines two activities and objectives to match an ecology of houses text. The first objective is to classify key vocabulary into cognates, false cognates, and unknown words. The second objective is to identify the main and supporting ideas of each paragraph.
It then determines two new objectives and activities to extend a text about a rescue robot. The first is to have students work in groups to extend the robot text by adding their own ideas to each paragraph. The second objective is to have students recognize and classify verb tenses in the rescue robot text into a chart.
The document discusses the experience of online learning and provides strategies to motivate online students. It notes that online learning allows students to work flexibly from home and combines different learning styles like reading, writing, and listening. However, it can also present disadvantages like limited time and lack of internet access or physical communication. The document recommends that teachers provide constructive feedback on student work, post weekly videos or messages to engage students, and suggest additional academic resources to help students.
The document discusses the experience of online learning and provides strategies to motivate online students. It notes that online learning allows students to work flexibly from home with internet access. Both listening, writing, and reading are used, and it emphasizes connecting online and in-person classroom experiences. Suggested strategies include providing constructive feedback on student work, creating weekly video or text messages to engage students, and sharing additional academic resources like online games and dictionaries.
The poem celebrates Queen Victoria on the anniversary of her recovery from a serious illness. It describes the widespread joy and relief felt by the British people at the news that the Queen would survive. The poet praises the Queen's loyalty to her people and role as a symbol of stability and unity for the British Empire during turbulent times.
Self-evaluation sheet for students to reflect on what they learned from an activity, how they felt about it, and what grade they think they deserve. It includes spaces for the student's name, date, and grade level as well as a 20 line maximum text box for them to write about their self-learning and opinion of the activity.
The document contains 4 pictures with captions using the phrase "I'm going to" or "We are going to" to describe an upcoming action or activity in each picture, such as watching TV, having a bath, playing football, and buying a car.
This lesson plan was developed based on Alejandro's original 7th grade plan, which covered unit name, expected learning outcomes, content, activities, timing, and assessment. The developed plan added metacognition and technology components, focused on two of three original contents over two months, and included class-by-class specifications for general activities. Prezi, Glogster, and Google Drive were used to present topics and activities in an engaging, didactic way to encourage student participation and enjoyment. The developed plan provides more detailed, complete, and attractive activities compared to the original.
The document contains 15 sentences that are out of order and need to be organized into 3 groups based on their grammatical structure. The first group contains sentences using the structure "Will + subject + verb", the second group uses "What + am/are + subject + going to + verb", and the third uses "Am/Is/Are + subject + going to + verb".
The document describes an activity that divides students into pairs and gives each pair two piles of cards. One student from each pair takes one card from each pile, totaling two cards, and tries to make a matching pair. If they match the cards, they keep them, otherwise the cards are returned. The student in each pair who collects the most cards wins. Students are encouraged to write down any humorous ideas for card matches they think of.
The document provides sentences about Helen's travel plans in Europe, filling in blanks with she was, she's, or she'll be to indicate Helen's past, present, and future locations which include Paris, Amsterdam, Barcelona, Brussels, Munich, and London, and that at the end of her trip she'll be very tired.
The document contains 10 sentences that are missing verbs. The verbs are provided in brackets and must be completed with either "will" or "going to" to express future tense. Some key examples include:
1) Sentence 1 indicates someone "is going to write a letter".
2) Sentence 5 states that "Sarah is going to come to the party".
3) Sentence 8 expresses that after graduating, "I'm going to attend medical school".
The document repeats the phrase "That is incorrect" ten times without providing any other context or information. It consists of only this repeated phrase with no other details, explanation, or content. The document does not convey any meaningful information due to the lack of context around the repeated phrase.
The lesson plan outlines a 6-class unit on using future tenses in English for 7th grade students. Each class includes warm-up, main activities, and closure. Main activities focus on reading comprehension, filling in blanks, question formation, and dialog creation using future tenses. Formative assessments include tense recognition, answering questions, and explaining answers. The plan incorporates various technologies and aims to develop linguistic skills like speaking, writing, listening, and reading through interactive exercises.
The document describes a reading comprehension activity for students to work in groups of 6 and answer questions about a story about a boy named Abdul in Bangladesh. The questions ask about what Abdul's father blames on other countries, why a school boat is exciting for Maki, the benefits of a solar lamp for Abdul's family, a synonym for "suffer," what "solar-powered" means, and a type of fuel mentioned in the story. The group with the most correct answers will win an extra tenth on their next test.
This document contains a lesson plan about climates and situations around the world. Students will read newspaper articles, poems, compositions and create a weather report. They will learn vocabulary words and complete activities in groups, including answering questions, creating newspaper articles using simple verb tenses, reciting poems with videos, and presenting weather forecasts. Word pools provide vocabulary definitions to support the various activities.
The document describes an activity where students are divided into pairs and each pair is given two piles of cards. One student from each pair takes one card from each pile, reads them, and if they make a matching pair keeps them. Otherwise they are put back. The goal is to collect the most cards. Students are encouraged to write down any humorous ideas for responses they think of to prompts on the cards like "I'm bored" or "Our fridge is empty".
The document repeats the phrase "That is incorrect" ten times without providing any other context or information. It consists of only this repeated phrase with no other details, explanation, or content. The document does not convey any meaningful information due to the lack of context around the repeated phrase.
2. Objectives:
To understand and apply acting reading strategies for comprehension poetry.
To reflex about the meaning of the poem.
Poetry Analysis—TP-CASTT.doc
T Title When I read the title I think in a tragedy.
Some people brought a warrior to her home
When she saw him she didn’t swoon neither cry:
All the maidens that were watching her, said,
If she doesn’t sweep she will die.
The dead warrior was praised soft and low by the people,
The warrior deserved to be loved,
He was the most reliable friend and honest enemy;
She couldn’t speak and move.
P Paraphrase
He stole the maiden who was in her place,
And she walked towards the warrior,
She took the face-cloth from his face;
But she couldn’t move or wept.
A nurse that was 90 years old called Rose,
Put her child upon her knee
Her tears fell from her eyes as the summer tempest
My sweet child, I live for you.
“She nor swooned, nor uttered cry”
When she saw the dead warrior in her home she couldn’t believe what was
happening. She was astonished and she had no reactions because of the
situation.
“Then they praised him, soft and low”
C Connotation It lets us see that the warrior died for a noble cause and the people admired him.
He died like a hero.
“Sweet my child, I live for thee.”
Here we can see that the nurse was worried about the situation because
mother’s child was puzzled and his father was dead. Then she meant that she will
take care about the child.
A Attitude The poet lets us see different attitudes of people when you lost someone.
S Shifts
“Home They Brought Her Warrior Dead”
T Title In the title the author represents a man who has dead and was brought to his
wife in her home.
T Theme Nobody is prepared to have a tragedy in the family, it is always unexpected,
mainly when a person die suddenly.
3. Pre-reading
Acitvity 1:
The students have to read the title of the poem, interpret this picture and answer:
What do you think the poem is going to be
about?
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________________________________________
________________________________________
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Activity 2:
Think Aloud:
Students have to think about this new experience reading poetry, giving their opinions
and thoughts about the poem.
What do you think when you read a new poem? How do you feel? Have you ever had
another experience reading poetry?
Activity 3:
K-W-L (Know-Want to know-Learned)
In this chart, students will write about what they already know about poetry (structure,
concepts, etc.), what they expected to learn reading poetry (vocabulary, how to write a
poem, etc.) and the new things that they learned during the pre-reading process.
Know Want to know Learned
4. While-reading
Activity 4:
Read the text.
Home They Brought Her Warrior Dead
Home they brought her warrior dead:
She nor swooned, nor uttered cry:
All her maidens, watching, said,
‘She must weep or she will die.’
Then they praised him, soft and low,
Called him worthy to be loved,
Truest friend and noblest foe;
Yet she neither spoke nor moved.
Stole a maiden from her place,
Lightly to the warrior stepped,
Took the face-cloth from the face;
Yet she neither moved nor wept.
Rose a nurse of ninety years,
Set his child upon her knee—
Like summer tempest came her tears—
‘Sweet my child, I live for thee.’
Alfred Lord Tennyson
5. Activity 5:
Students will have to identify vocabulary with definitions and images.
Put the correct number with the corresponding definition.
Swoon A young woman who hasn’t lost her
1 purity.
Maiden Literary faint, especially from extreme
2 emotion.
Weep A brave or experienced person or
3 soldier.
Praised Shed tears.
4
Warrior Express respect and gratitude towards
5 (a deity)
6. Activity 6:
The students will have to listen to the poem that will be listened from a native speaker (It
will be in a listening). After that no more than 2 students will have o read it aloud in front
of the class.
LISTEN Read the poem aloud. Breathe when there is punctuation. Note the rhythm
and how it affects mood.
SENSE Imagine the sights, sounds, smells, tastes, and sense of touch within the
poem.
REACT Note your reactions to the poem and the connections you make to other
things you’ve read or done.
QUESTION Note the questions the poem raises. Ask yourself what it is about, what
words or phrases mean.
CLARIFY Summarize or paraphrase. Find the meaning of symbolic language.
Activity 7:
After that the students will have to imagine the sights, sounds, smells, etc. and they will
have to take notes of the reactions and connect it with some things that they have read or
lived before. Then students share information with a partner and no more than a couple
of student must to share it in front of the class.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
7. Activity 8:
Students will note the questions that the poem raises and ask to themselves and answer
the next questions:
1. ¿What is the poem about?
______________________________________________________________________
______________________________________________________________________
2. ¿What words and phrases that appear into the poem mean? (Note what you didn’t
understand and interpret it with your own words).
For example: “She nor swooned, nor uttered cry” it may mean: She couldn’t believed
what was happening and for that reason she couldn’t react.
______________________________________________________________________
______________________________________________________________________
Activity 9:
Students will have to paraphrase the poem with their own words. Before, the teacher will
explain what is paraphrase.
“A paraphrase is a passage borrowed from a source and rewritten
in your own words. A paraphrase should be true to the original
author’s idea, but is rewritten in your own words and sentence
structure. Since you are using someone else’s ideas and expressing
them in your own words, it is very important to give credit to the
source of the idea.
A paraphrase should not use any of the original author’s words
except incidental conjunctions and common prepositions”.
8. Original Poem Paraphrasing
Home They Brought Her Warrior
Dead
Home they brought her warrior
dead:
She nor swooned, nor uttered cry:
All her maidens, watching, said,
‘She must weep or she will die.’
Then they praised him, soft and low,
Called him worthy to be loved,
Truest friend and noblest foe;
Yet she neither spoke nor moved.
Stole a maiden from her place,
Lightly to the warrior stepped,
Took the face-cloth from the face;
Yet she neither moved nor wept.
Rose a nurse of ninety years,
Set his child upon her knee—
Like summer tempest came her
tears—
‘Sweet my child, I live for thee.’
Alfred Lord Tennyson
9. Post-reading
Activity 10:
The students will have to create a poem changing the sense of this poem, doing the
contrary of the poem. For example: “Home they brought her warrior dead” will be “Home
they brought her warrior alive”. Convert the tragedy that is presented in the poem, in
happiness.
“Home they brought her warrior alive”.
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___________________________________________
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Activity 11:
1) Rereading. Students read the poem again to a complete understanding.
2) Interpret the title: Connect the title to the meaning.
3) Connect text-to-self (how the student feel when he read the poem and what is the
meaning that he gives to the poem). Discuss and share opinions about it.
4) K-W-L chart
Know Want to know Learned