Creativity unit powerpoint
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This unit was designed to encourage gifted and talented students to use creativity. Art and poetry lessons are used to express emotions/feelings.
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The document outlines a poetry webquest task for students where they will learn about different types of poems and poets, write original poems in various forms, and compile their work into a class poetry book to commemorate their eighth grade year. Students are provided steps to research poetic terms and genres, influential poets, write inspired and original poems, and criteria for evaluation. Helpful poetry resources are also listed.
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This document discusses different types of literature and poetry forms. It describes poems as more compact and suggestive than prose, relying more on imagery and symbolism. It then defines and provides examples of different poetic forms like haiku, tanka, cinquain, and diamante. Short stories are also mentioned as being concise and creating a single impression, often communicating an idea about life.
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The document provides instructions for students to write different styles of poems, including sensory, portrait, diamante, concrete, and haiku poems. It includes examples for each type of poem and outlines the objectives, directions, and formatting for students to create their own poems in these styles by focusing on sensory details, personal reflection, opposites, shape/arrangement of words, and nature imagery.
Writing poetry tips
The document provides guidance on different types of poems and poetry projects for students, including sonnets, elegies, ballads, epics, narrative poems, odes, free verse poems, persona poems, and ekphrastic poems responding to works of art. It encourages students to explore their ideas and memories, choose topics that inspire them, and to express themselves through writing and performing poetry.
Year 8 Poetry lesson 1
This document outlines the learning objectives and expectations for an English class. It introduces the topics that will be covered - understanding classroom expectations, why people write poetry, and what a Haiku is. It defines a Haiku as a 3-line Japanese poem with a 5-7-5 syllable structure that creates a picture using nature imagery. Students are instructed to write their own Haiku describing themselves and will share them to introduce each other. The document provides examples of Haikus and questions for students to discuss in pairs about poetry.
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Concrete poems take the form of their subject, where the text is arranged in the shape suggested by its theme. The document provides instructions for writing a concrete poem, starting with choosing a theme and shape, then writing the poem without considering shape. Students then draw the chosen shape with pencil and arrange the written poem within the lines. Photos or other decorations can be added to enhance the shaped poem. The goal is to improve students' writing skills and engage them with literature in a creative way.
Shape poems (1)
Shape poems take the shape of their subject. The document provides examples of shape poems in the shapes of hearts, houses, animals, and more. It then explains how to write a shape poem by choosing a topic that can be depicted in a shape, drawing the shape outline, and arranging words within the shape. Students are challenged to create their own original shape poem to present to the class. The poem must relate to the drawn shape and follow specific criteria to be graded.
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A quest for rhyme
The document outlines a poetry webquest task for students where they will learn about different types of poems and poets, write original poems in various forms, and compile their work into a class poetry book to commemorate their eighth grade year. Students are provided steps to research poetic terms and genres, influential poets, write inspired and original poems, and criteria for evaluation. Helpful poetry resources are also listed.
Reading for Appreciation and Enjoyment
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Reading for appreciation and enjoyment
This document discusses different types of literature and poetry forms. It describes poems as more compact and suggestive than prose, relying more on imagery and symbolism. It then defines and provides examples of different poetic forms like haiku, tanka, cinquain, and diamante. Short stories are also mentioned as being concise and creating a single impression, often communicating an idea about life.
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Concrete poems take the form of their subject, where the text is arranged in the shape suggested by its theme. The document provides instructions for writing a concrete poem, starting with choosing a theme and shape, then writing the poem without considering shape. Students then draw the chosen shape with pencil and arrange the written poem within the lines. Photos or other decorations can be added to enhance the shaped poem. The goal is to improve students' writing skills and engage them with literature in a creative way.
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The document provides instructions for analyzing an unseen poem as part of an exam. It will require responding critically and imaginatively to language, structure, and form and how they contribute to the writer's presentation of ideas, themes, and settings. The exam will include an unseen poem written by one of various listed poets. Students should form their own interpretations based on careful reading, identify language and structural features, and comment on word choices and their connotations. They are advised to link their analysis to the broader significance of the poem. Two sample questions are provided analyzing poems by Sophie Hannah and Owen Sheers focusing on presented feelings and creative links between elements.
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The document provides instructions for writing a diamonte poem, which is a poem in the shape of a diamond about opposites. It explains that the first and last lines contain opposite words and the lines in between gradually transition from words associated with the first line to words associated with the last line. Examples of diamonte poems are provided on topics like winter/summer and cat/dog. Students are then prompted to brainstorm their own topics consisting of opposite words and ideas to include in their poem following the given format.
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These tips will help you make an important transition:
away from writing poetry to celebrate, commemorate, or capture your own feelings (in which case you, the poet, are the center of the poem’s universe)
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1) Closely read the poem, focusing on specific sections, images, and words that relate to the theme of conflict.
2) Look for patterns in the language like repetition, listing, synonyms and antonyms which can create effects.
3) Note how punctuation is used creatively, like enjambment where sentences continue across lines.
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This document introduces a webquest on poetry terms and types. It outlines four tasks for students: 1) defining key terms, 2) applying terms to poems, 3) reacting to a term's usage, and 4) completing a crossword puzzle. The terms include poetic devices like metaphor, rhyme scheme and haiku. Students will analyze poems using these terms and be evaluated based on completing the tasks and crossword puzzle correctly. The goal is for students to gain understanding of poetry terms to prepare for an upcoming unit on poetry.
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This document provides an overview of poetry, including definitions of common poetic forms, terms, devices, and techniques. It discusses lyric poems, sonnets, narratives, odes, epics, and other forms. It also covers terminology like meter, rhyme scheme, figurative language, imagery, and irony. Examples are given of analyzing poems, including reading strategies and noting thematic elements. Shakespeare's sonnet and Shelley's "Ozymandias" are presented for reference.
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The document provides questions to guide the analysis of a poem, including what the poem is about, who is speaking in the poem, how the poem conveys its message through structure and language, why the poet wrote it, and the reader's response. It prompts considering the main idea, speaker, poetic devices, word choice, mood, poet's intent, and how the poem made the reader feel.
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The document provides information about an English exam for class X including the following:
1) The exam is divided into 6 sections covering language study, textual passages, poetry, non-textual passages, writing skills, and creative writing.
2) An introduction is given for the poem "Where the mind is without fear" by Rabindranath Tagore including background details about the poet and poem.
3) Key terms related to poetry like sonnet, epic, and limerick are defined in a warm-up activity.
4) Figures of speech used in the poem like metaphor, personification, repetition and alliteration are explained.
Yeats questions
This document provides guidance for answering an exam question on poems by W.B. Yeats. It allocates 1 hour and 30 minutes to complete two essays. For each essay, students should plan in detail, exploring themes, imagery, language and connections to other Yeats poems. They are advised to find the poems online and write concisely, aiming for 2.5-4 sides per response. Revision cards summarizing themes, links and quotations from poems are also recommended.
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towards writing poetry in order to generate feelings in your reader (in which case the poem exists entirely to serve the reader).
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This document provides guidance on analyzing the language, structure, and form of poems to understand how they convey meaning and themes like conflict. It instructs the reader to:
1) Closely read the poem, focusing on specific sections, images, and words that relate to the theme of conflict.
2) Look for patterns in the language like repetition, listing, synonyms and antonyms which can create effects.
3) Note how punctuation is used creatively, like enjambment where sentences continue across lines.
4) Consider how the poem's form on the page and who it is directed at contribute to its purpose and meaning.
5) Use this analysis to write about how
Poetry scrapbook project
This document provides the requirements for a poetry scrapbook assignment. Students must compile a scrapbook containing 5 published poems, one original poem, and one song lyric. Each item must be illustrated and have a one paragraph description of its significance. The scrapbook must have a creatively designed and illustrated cover. It will be graded based on meeting the content requirements, creativity of illustrations and design, and neatness. Late assignments will be penalized points.
A Different History
Sujata Bhatt is a poet born in India who has lived in several countries and cultures. In her poem "A Different History," she compares Indian and Greek gods and the reverence for books and language in India. The poem shifts to explore how all languages have been tools of oppression but how grandchildren can come to love the languages of colonizers. Bhatt uses metaphors of cropping souls to convey the impacts of colonialism and deftly comments on cultural and linguistic identity.
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This document defines and provides examples of various poetry terms including similes, metaphors, alliteration, onomatopoeia, idioms, personification, couplets, hyperboles, concrete poems, autobiographical poems, haikus, limericks, rhyme schemes, rhythm, repetition, diamante poems, acrostic poems, imagery, and sensory details.
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This document provides teachers with guidance on introducing different types of poetry to students. It describes various poetry forms like haiku, cinquain, diamante, and gives examples of poems written by elementary school students. The document encourages teachers to foster students' creativity and self-expression through exploring nature, using descriptive words, and incorporating art into poetry projects.
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This document introduces a webquest on poetry terms and types. It outlines four tasks for students: 1) defining key terms, 2) applying terms to poems, 3) reacting to a term's usage, and 4) completing a crossword puzzle. The terms include poetic devices like metaphor, rhyme scheme and haiku. Students will analyze poems using these terms and be evaluated based on completing the tasks and crossword puzzle correctly. The goal is for students to gain understanding of poetry terms to prepare for an upcoming unit on poetry.
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This document provides an overview of poetry, including definitions of common poetic forms, terms, devices, and techniques. It discusses lyric poems, sonnets, narratives, odes, epics, and other forms. It also covers terminology like meter, rhyme scheme, figurative language, imagery, and irony. Examples are given of analyzing poems, including reading strategies and noting thematic elements. Shakespeare's sonnet and Shelley's "Ozymandias" are presented for reference.
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2) An introduction is given for the poem "Where the mind is without fear" by Rabindranath Tagore including background details about the poet and poem.
3) Key terms related to poetry like sonnet, epic, and limerick are defined in a warm-up activity.
4) Figures of speech used in the poem like metaphor, personification, repetition and alliteration are explained.
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This document contains examples of different poetry forms and genres that were explored by a student named Anna in her poetry anthology. It includes acrostics, haikus, cinquains, diamantes, free verse poems, and more. Many were written by Anna herself while others were collected from outside sources. The document serves to showcase Anna's learning and experimentation with various poetic styles.
How to read_a poem_war poetry
This document discusses analyzing war poetry and provides an example poem for analysis. It begins by stating the learning objectives of commenting on how poets use literary devices to create images, discussing how structure impacts meaning, and showing how poems can tell stories. It then defines war poetry and notes one main theme is the futility of war. Three ways of analyzing poems are described: focusing on images, structure, and literary devices. An example poem "Suicide in the Trenches" is provided with analysis questions. The document concludes by discussing analyzing two additional war poems.
April\'s Poetry Anthology
The document is a student's poetry anthology containing various poems and information about different poetry forms including haiku, cinquain, diamante, and free verse. It also includes the student's selected poet, Roald Dahl, and two additional poems collected by the student.
Understanding poetry
This document provides an overview of understanding poetry through analyzing elements such as emotions, connotation/denotation, imagery, metaphor/simile, sounds/rhythm, verbal tense, and author's style. It discusses how poetry uses words to spark the imagination and deals with emotions. It also explains how to analyze the different elements within poetry and provides examples from the poem "Let It Be" to illustrate techniques like connotation, imagery, metaphor/simile, verbal tense, and analyzing an author's style. The overall goal is to help readers better comprehend poetry through examining its key linguistic and structural components.
Poetry Collection
The document provides examples and instructions for writing different types of poems, including poems using specific structures or formulas. Some of the poem types discussed include five senses poems, diamante poems, cinquain poems, color poems, build-a-poems, haikus, 8-line rhyming poems, limericks, concrete/shape poems, "if I were" poems, "used to...but now" poems, and clerihews. Formulas and examples are given for each type to demonstrate how to write poems using different structures.
Imagery, symbolism, and allusionImageryImagery refers
Imagery, symbolism, and allusion
Imagery
Imagery refers to the creation of mental images – sight, sound, taste, touch – through words.
Imagery is related to the themes and ideas of a poem. Poets use imagery to create an experience that opens the reader up to the poem’s themes and ideas.
Types of imagery
Visual imagery uses words to create sights. In Pound’s “In a Station of the Metro,” the visual is that of faces in a station crowd. In Pound’s image, these faces are “Petals on a wet, black bough” (line 2).
Auditory imagery captures sounds. In “Preludes,” Eliot’s images of the city include the familiar sounds of inner-city life:
The showers beat
On broken blinds and chimney-pots,
And at the corner of the street
A lonely cab-horse steams and stamps. (lines 9 – 12)
Types of imagery
Olfactory imagery uses smell to create an experience. It’s quite direct in Eliot’s “Preludes”: “The winter evening settles down / With smell of steaks in passageways” (lines 1-2). And again: “The morning comes to consciousness / Of faint stale smells of beer” (14-15).
Gustatory imagery describes tastes. In “Ode to a Nightingale,” Keats describes pining for the taste of wine thus: “O, for a draught of vintage! that hath been / Cool’d a long age in the deep-delved earth, / Tasting of Flora and the country green” (lines 11 – 13).
Types of imagery
Tactile imagery relates to touch and texture. Eliot’s “Preludes” creates a cycle of urban life that connects day and night, work and rest, using images:
Sitting along the bed’s edge, where
You curled the papers from your hair
Or clasped the yellow soles of feet
In the palms of both soiled hands. (lines 35-38)
Kinetic imagery is images of general motion, while kinesthetic imagery is images of human or animal movement. In “Sonnet 130,” Shakespeare describes the awkward walk of his beloved: “My mistress, when she walks, treads on the ground” (line 12).
Symbolism
Symbolism is the use of symbols to create meaning in an imaginative way.
A symbol is a thing that represents something else. Think of symbolism as using code to express ideas.
A word, an action, a setting, a character, a situation – all of these can be symbolic and, as symbols, significant to the themes and ideas of a work.
Symbolism
Symbols are often indirect and subtle. For example, one wouldn’t say that a character’s cough is a symbol for the character’s illness. The cough is a symptom of the illness and directly related to it.
Be careful how you use the terms “symbolism,” “symbolize,” and “symbol.” Often students use “symbolizes” when they actually mean “represents” in the general sense.
Identifying symbolism and symbols in works of literature is interpretation, and, like all interpretation, it must be supported by the text.
symbolism
Cultural or universal symbols are symbols that are common and easily recognized. Spring as a symbol for new life is a cultural/universal symbol.
Contextual, private, or authorial symbols are sy ...
Poetry collection
The document provides examples and formulas for several types of poems, including:
- Five Senses poems that describe a subject using the five senses
- Diamante poems that follow an ABBA pattern describing opposites
- Cinquain poems that follow a subject-description-action-simile-subject structure
- Color poems that describe a color using senses and associations
- Anagram poems where each line starts with a letter of the subject
- Build-a-poem that follows a topic-colors-adjectives-actions-feeling structure
- Haiku focusing on nature with a 5-7-5 syllable structure
- Eight line rhyming poems with an AABB pattern
- L
Kelly\'s Poetry Anthology
The document contains examples of different poetry forms and genres written by students, including acrostics, haikus, cinquains, diamantes, free verse, repeat poster poems, character poems, riddle poems, and rapping poems. It also provides information and guidelines for creating these types of poems. The student selected Kenn Nesbitt as their favorite poet and included biographical information about him.
Unseen poem exam practice
The document provides guidance on how to approach the unseen poetry question for an English Literature exam. It advises spending 30 minutes on the question and focusing on two assessment objectives: AO1, responding critically and imaginatively to the poem by selecting evidence, and AO2, explaining how the poet uses language, structure and form to present ideas and themes. It recommends closely analyzing the poem's language, imagery, structure, form and techniques and using multiple quotes to support a developed response. Sample planning questions and paragraphs are also provided as examples.
Poetryppt lit lesson_1, Presentation listing different types of poems with an...
This document provides an introduction to different types of poetry for 4th and 5th grade students. It defines poetry as emotionally charged written expression using patterns of sound and imagery. Various poets' opinions on poetry are presented. The document then discusses why people write poems, including to express emotions, ideas, humor, and messages. Several poetry forms are introduced, such as rhyming, lyric, acrostic, odes, clerihew, haiku, and limericks. Specific instructions are provided on cinquain, clerihew, and acrostic poems, including examples. Students are then instructed to work in groups to write poems in one of the styles.
Blake\'s Poetry Anthology
The document is a student's poetry anthology containing examples of different poetry forms they have learned and practiced, including acrostic, haiku, cinquain, diamante, free verse, riddle poems, and more. It includes the student's original poems demonstrating their understanding of these styles as well as collected works from other poets. The student provides introductions and explanations of the different forms.
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Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
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- 16. Webliography ttp://wiki.answers.com/Q/What_colors_represent_what_emotions#ixzz17f60VJ8p http://www.ratemydrawings.com/drawings/abstract/&page=1&f = http://www.readwritethink.org/files/resources/interactives/diamante/ http://www.types-of-poetry.org.uk/ http:// www.kathimitchell.com/poemtypes.html