Cinquain power point lesson
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This document provides information about cinquain poems and how to use a thesaurus. It defines the key elements of a cinquain poem including its 5 line structure and the syllable counts for each line. It also explains what a thesaurus is, how it can be used both in print and online, and demonstrates how to search for and select synonym replacements for words.
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This document introduces and defines seven common figures of speech: alliteration, hyperbole, imagery, metaphor, onomatopoeia, personification, and simile. For each figure of speech, examples are provided and the reader is asked to select the correct definition from multiple choices. Upon answering incorrectly, the reader is directed to review and try again. The objectives are to recognize and identify these figures of speech in poems.
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The document discusses how to determine the meaning of unknown words using context clues from surrounding text. It identifies four main types of context clues: rewording the word, giving its synonym, giving its antonym, and giving details about the word. Examples are provided to demonstrate how to identify these different types of context clues and discern a word's meaning. The document concludes by providing practice examples for the reader to try identifying context clues on their own.
Guessing vocabulary from context
The document provides information about determining the meaning of unknown words from context clues. It discusses the four main types of context clues: rewording, synonyms, antonyms, and details. Examples are given to illustrate each type. The document then prompts the reader to practice identifying context clues in sample sentences. Finally, it presents a passage from a diary written in another language for the reader to determine the meanings of underlined words based on context clues.
Writing assistance easttle2013
This document provides guidance to students on developing writing skills such as choosing ideas, elaborating on ideas, understanding text structure, using appropriate language features, word choice, sentence structure, punctuation, and spelling. It emphasizes selecting focused main ideas, including relevant details, organizing ideas coherently, using language correctly, and checking for errors. Tips include thinking about the reader, writing type and purpose, elaborating on details, paragraphing, word frequency and variety, subjects and verbs agreeing, and using dictionaries for unknown words.
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Figuresofspeechinteractivepresentation 110212223324-phpapp02
Figuresofspeechinteractivepresentation 110212223324-phpapp02
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September 11th
On September 11, 2001, 19 terrorists associated with the Islamic extremist group al-Qaeda hijacked four airplanes and carried out suicide attacks against targets in the United States. Two of the planes were flown into the twin towers of the World Trade Center in New York City, a third plane hit the Pentagon just outside Washington, D.C., and the fourth plane crashed in a field in Pennsylvania. Nearly 3,000 people were killed during the 9/11 terrorist attacks, which triggered major U.S. initiatives to combat terrorism and defined the presidency of George W. Bush.
Module 2 audience analysis
The document describes an interactive lesson for 4th grade students to create a webquest on the Maya, Aztec, and Inca civilizations. Students will create maps labeling the empires, timelines of important events, and answer questions comparing the civilizations. The audience analysis notes that the students range from 8-10 years old and have basic internet research skills and experience with Word and PowerPoint. Modifications for students with disabilities are provided. Constraints include time management, ensuring comprehension of new programs, and having backup plans if the server is down.
Mod 4 learning_styles
Students will create a webquest on the Maya, Aztec, and Inca civilizations. They must make a map showing the locations of each empire and create a timeline of important events. Students will also answer questions comparing the civilizations and writing paragraphs describing different aspects of each, like religion, science, and food. The document then discusses how to integrate different learning styles like linguistic, logical-mathematical, musical, bodily-kinesthetic, and interpersonal using technologies like wikis, blogs, video conferencing, and interacting with students in other countries.
Interactive tutorial
The document outlines an interactive project for students to create a webquest comparing the Maya, Aztec, and Inca civilizations. Students will create maps, timelines, and explore elements of culture including language, traditions, music, government/economics. They will add their work to a class webquest and be prepared to discuss their findings within a social network. The goal is for students to share what they have learned about the similarities and differences between these three civilizations through an online project.
How to write a tanka poem
Tanka is an ancient form of Japanese poetry consisting of 5 lines with a 5-7-5-7-7 syllable structure. The poet chooses a theme and brainstorms images and feelings associated with that theme. By arranging the words into the tanka format, focusing on completing one thought across the 5 lines, the poet can evoke strong emotions or mark a special event with their poem. The example provided is a tanka about spending a day at the beach.
How to write an abc poem
An ABC poem is a short poem structured so that each line begins with the next letter of the alphabet. It typically has 5 lines, with the first word of lines 1 through 4 following the alphabet and line 5 being a concluding sentence. The document provides instructions on writing an ABC poem, including choosing a topic to brainstorm words for and using those words to construct the poem starting with the chosen letter of the alphabet. An example poem about the topic of ice cream is given that follows the ABC structure from C to F in the first 4 lines.
How to write an epitaph poem
An epitaph poem is a short, memorable poem written on a tombstone to summarize an important message about the deceased's life or personality. To write an epitaph, research other examples, write about the person's roles, qualities and accomplishments, then create a short poem that fits on a tombstone and flows well to focus on a main theme about their life. Edit the poem after time away and get feedback to improve it until satisfied.
How to write rhyming poetry 1
This document provides tips for writing rhyming poetry. It explains that rhyming poetry has repetition of similar sounds at the end of lines. It recommends starting with short, 2-3 line poems and building up to longer stanzas. The most common form is end rhyme where the last words of each line rhyme, creating a rhyme scheme like abab. Examples are provided to illustrate rhyming words and rhyme schemes.
How to write a haiku
A haiku is a 3-line Japanese poem with a 5-7-5 syllable structure that focuses on imagery of nature. It originated in the 16th century. To write one, select a topic, follow the syllable structure in each line, use simple words and grammar, and paint a mental image with 17 syllables total. An example haiku by Basho describes traveling alone on an autumn evening.
How to write a haiku
A haiku is a 3-line Japanese poem with a 5-7-5 syllable structure that focuses on imagery of nature. It originated in the 16th century. To write one, select a topic, follow the syllable structure in each line, use simple words and grammar, and paint a mental image with 17 syllables total. An example haiku by Basho describes traveling alone on an autumn evening.
How to write a free verse
This document provides instructions for writing free verse poetry. It explains that free verse does not have a specific metrical pattern or rhyme scheme. The steps include selecting a topic and tone, using descriptive words instead of telling, and employing figurative language to convey meaning without directly stating it. An example of a famous free verse poem, Walt Whitman's "Song of Myself", is provided at the end.
How to write a haiku
A haiku is a 3-line Japanese poem with a 5-7-5 syllable structure that focuses on imagery of nature. It originated in the 16th century. To write one, select a topic, follow the syllable structure in each line, use simple words and grammar, and paint a mental image with 17 syllables total. An example haiku by Basho describes traveling alone on an autumn evening.
How to write a limerick
A limerick is a five line poem with a strict rhyme and rhythm pattern. The first, second, and fifth lines rhyme together with one rhyme, while the third and fourth lines rhyme together with a different rhyme. The rhythm follows a pattern of three stressed syllables for lines one, two, and five, and two stressed syllables for lines three and four. Examples are provided to illustrate the rhyme and rhythm patterns. Tips are given to ensure new limericks follow these conventions. Ideas for topics can come from names, places, or other everyday things.
How to write an ode
An ode is a rhyming or irregularly metered poem that aims to convey lofty or dignified thoughts through formal structure. To write an ode, one selects a subject and describes how it makes them feel through analyzing its attributes. Unique qualities of the subject are explained to convey why it is important. The lines are then revised by removing redundancy and adding feeling before arranging them into their best sequence with an opening and closing line expressing feelings about the subject. The completed ode is read aloud and revised based on feedback.
How to write a couplet
A couplet is two consecutive lines of a poem that rhyme. To write a couplet, choose a simple topic, write two lines expressing an idea using rhyming ending words, and recite it aloud. Multiple couplets can be combined to form a longer poem. Examples of couplets from published poems are provided.
How to write an acrostic poem
The document provides instructions and examples for writing an acrostic poem. An acrostic poem uses the letters in a word written vertically as the beginning letter for each line to spell out the subject. Each line of the poem must relate back to the subject. The document demonstrates this form with examples of acrostic poems for names and the word "summer" that follow the pattern and relate descriptions back to the chosen subject.
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