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This document provides steps for reviewing and improving a poem: 1. Type the poem into a word document to easily edit and reformat text. 2. Read each verse and revise words or lines that need improvement using an online thesaurus. Consider balancing line lengths. 3. Repeat the review process for every verse and try rearranging line or verse order to improve flow. 4. Consider layout and formatting choices like text justification and indentation for the final version.
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Acrostic poems ppt
An acrostic poem is a poem where the first letter of each line spells out a word or phrase. The word or phrase can be anything the author chooses, such as a name. When writing acrostics, children often use their own name or a friend's name. To write an acrostic, the author decides what word to use, writes it vertically, then brainstorms words or phrases to use in the lines that start with each letter of the word.
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The document provides guidance for revising poetry written for a class project. It includes the following key points:
1) Students should review the poems they have written and choose which ones to submit for the project. They should consider feedback from peers and clarification of poetic elements if needed.
2) The revision process involves carefully examining elements like titles, message clarity, rhythm, imagery, word choice, organization, spelling and punctuation. Students are encouraged to read their poems aloud to help identify areas for improvement.
3) The use of concrete imagery over abstract language and meaningful words over unnecessary ones can help strengthen the poems. Students should add to and cut from their writing to refine their poetic communication.
Homework Description
The document provides homework assignments for the upcoming week, which includes a poetry recital where students will choose a poem to recite in front of the class and discuss its elements. Students are also assigned to write their own poem based on the structure of "If I Had Wings" by Pie Corbett, and complete math worksheets and reading assignments.
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This document outlines a lesson plan for teaching poetry writing to high school students. The objectives are for students to recall elements of poetry, examine techniques in sample poems, and demonstrate genre knowledge in their own poems. Activities include identifying elements in a "snake" game, analyzing techniques in poems, and creating seed, erasure, ekphrasis and personification poems. Tips are provided on studying genre, being sensitive to language, thinking divergently, making writing time, and using a poetic journal. Groups will present and critique poems using a rubric. The follow up assignment uses a "poetry pentad" process to observe, describe and experiment with a subject in different poetic forms.
Homework poetry week 2
The poem "If I Had Wings" by Pie Corbett imagines what the speaker would do if they had wings. It describes touching clouds, tasting the sun, listening to sheep, breathing in raindrops, and dreaming of swimming in deserts and walking on seas.
The homework document assigns students to recite a poem to the class next week. They must use expression and discuss why they chose the poem, whether it has a message, poetic techniques used, and any remaining questions. Students are encouraged to choose more challenging poems from authors like Pie Corbett, Ted Hughes, and Banjo Patterson. Additional assignments include writing an "If I Had Fins" poem, practicing times tables and completing a worksheet on
Ewrt 30 class 6
The document outlines the agenda for an English class. It includes a 20 minute terms test, followed by a poetry workshop where students will get into groups, share their poems, provide feedback using a handout of questions, and make comments and suggestions for revision directly on the poems. It provides steps for revising poems at home, including incorporating feedback, putting the poem aside, and further revising. Homework includes continuing to work on Project #1 and completing an online module.
How to write a haiku
This document provides instructions on how to write a haiku poem. It explains that a haiku has 3 lines with a 5-7-5 syllable pattern and typically references nature or seasons. It offers examples of haikus about winter, a cat, and making an excuse. The last line of a haiku usually makes an observation about the subject. Readers are encouraged to select a topic, think of an observation, and write haikus following the syllable pattern.
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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Acrostic poems ppt
An acrostic poem is a poem where the first letter of each line spells out a word or phrase. The word or phrase can be anything the author chooses, such as a name. When writing acrostics, children often use their own name or a friend's name. To write an acrostic, the author decides what word to use, writes it vertically, then brainstorms words or phrases to use in the lines that start with each letter of the word.
Ewrt 30 week 3 the online hour
The document provides guidance for revising poetry written for a class project. It includes the following key points:
1) Students should review the poems they have written and choose which ones to submit for the project. They should consider feedback from peers and clarification of poetic elements if needed.
2) The revision process involves carefully examining elements like titles, message clarity, rhythm, imagery, word choice, organization, spelling and punctuation. Students are encouraged to read their poems aloud to help identify areas for improvement.
3) The use of concrete imagery over abstract language and meaningful words over unnecessary ones can help strengthen the poems. Students should add to and cut from their writing to refine their poetic communication.
Homework Description
The document provides homework assignments for the upcoming week, which includes a poetry recital where students will choose a poem to recite in front of the class and discuss its elements. Students are also assigned to write their own poem based on the structure of "If I Had Wings" by Pie Corbett, and complete math worksheets and reading assignments.
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This document outlines a lesson plan for teaching poetry writing to high school students. The objectives are for students to recall elements of poetry, examine techniques in sample poems, and demonstrate genre knowledge in their own poems. Activities include identifying elements in a "snake" game, analyzing techniques in poems, and creating seed, erasure, ekphrasis and personification poems. Tips are provided on studying genre, being sensitive to language, thinking divergently, making writing time, and using a poetic journal. Groups will present and critique poems using a rubric. The follow up assignment uses a "poetry pentad" process to observe, describe and experiment with a subject in different poetic forms.
Homework poetry week 2
The poem "If I Had Wings" by Pie Corbett imagines what the speaker would do if they had wings. It describes touching clouds, tasting the sun, listening to sheep, breathing in raindrops, and dreaming of swimming in deserts and walking on seas.
The homework document assigns students to recite a poem to the class next week. They must use expression and discuss why they chose the poem, whether it has a message, poetic techniques used, and any remaining questions. Students are encouraged to choose more challenging poems from authors like Pie Corbett, Ted Hughes, and Banjo Patterson. Additional assignments include writing an "If I Had Fins" poem, practicing times tables and completing a worksheet on
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The document outlines the agenda for an English class. It includes a 20 minute terms test, followed by a poetry workshop where students will get into groups, share their poems, provide feedback using a handout of questions, and make comments and suggestions for revision directly on the poems. It provides steps for revising poems at home, including incorporating feedback, putting the poem aside, and further revising. Homework includes continuing to work on Project #1 and completing an online module.
How to write a haiku
This document provides instructions on how to write a haiku poem. It explains that a haiku has 3 lines with a 5-7-5 syllable pattern and typically references nature or seasons. It offers examples of haikus about winter, a cat, and making an excuse. The last line of a haiku usually makes an observation about the subject. Readers are encouraged to select a topic, think of an observation, and write haikus following the syllable pattern.
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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This document contains definitions and examples of different types of poetry forms including haiku, acrostic poems, sonnets, concrete poems, and more. It defines poetic terms like speaker, diction, imagery, and provides examples of poems in various structures like a haiku about relaxing and listening to music or an I AM poem about being energetic and nice. The document is meant to teach about different poetry genres and their key attributes.
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This document discusses rhyme and blank verse in poetry. It defines rhyme as the repetition of similar sounding words occurring at the end of lines, which brings rhythm and musicality. Blank verse is defined as unrhyming verse that has a consistent meter of 10 syllables per line, as seen in Shakespeare's works. The document also covers the types and functions of rhyme, including perfect rhyme, general rhyme, and alliteration. It analyzes an example of rhyme and blank verse from Macbeth. In conclusion, rhyme brings musical sound to poetry while blank verse is unrhymed, but both are important elements of poetic structure.
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This document provides examples of acrostic poems and instructions for students to write their own acrostic poem. It explains that an acrostic poem is one where the first letter of each line spells out a word when read vertically. It provides two examples - one spelling out "POEMS" about different animals and one spelling "HOCKEY" about the sport. It then instructs students to choose a word of at least six letters to use for their own acrostic poem and provides a website to help them create it. Students are asked to print, illustrate, and submit their poem.
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This document provides 5 activities for using poetry to teach content areas like science and math. The activities are:
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The document provides guidance on writing poetry, including the use of poetic devices such as similes and metaphors. It recommends brainstorming ideas before writing, revising poems, using evocative word choice, and showing rather than telling ideas. Similes make comparisons between unlike things using words like "like" or "as", while metaphors make implied comparisons without those words. Examples of each are provided, along with activities to practice writing similes and metaphors.
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This document provides an overview of poetry for students, defining poetry, distinguishing it from prose, and outlining various figures of speech used in poetry including similes, metaphors, personification, hyperbole, irony, onomatopoeia, paradox, oxymoron, euphemism, and symbols. It explains that poetry uses language in a different form than prose through the use of stanzas and verses rather than sentences and paragraphs. The document also notes that poetry can have both a literal and deeper figurative meaning, and provides examples of different figures of speech.
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Read the Read it quickly at then read.docx
The document provides a 10 step process for analyzing a poem which includes: reading the poem multiple times, analyzing poetic elements like rhyme and imagery, identifying the speaker and tone, forming interpretations of meaning, and using the analysis to write an explication or multi-paragraph essay about the poem. The steps guide the reader to closely examine the poem's language, structure, patterns, and how these contribute to the overall meaning without relying on preconceived notions.
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This document provides information about different types of sentences: simple, compound, complex, and compound-complex. It defines what constitutes each type of sentence based on the number of independent and dependent clauses. For simple sentences, it notes they contain one independent clause. Compound sentences contain two or more independent clauses joined by coordinating conjunctions. Complex sentences have one independent clause and at least one dependent clause. Compound-complex sentences contain at least two independent clauses and one or more dependent clauses. Examples are given for each sentence type to illustrate their structures. Transitional words and phrases to connect sentences are also discussed.
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This document provides examples of acrostic poems and instructions for students to write their own acrostic poem. It explains that an acrostic poem is one where the first letter of each line spells out a word when read vertically. It provides two examples - one spelling out "POEMS" about different animals and one spelling "HOCKEY" about the sport. It then instructs students to choose a word of at least six letters to use for their own acrostic poem and provides a website to help them create it. Students are asked to print, illustrate, and submit their poem.
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The document provides guidance on writing poetry, including the use of poetic devices such as similes and metaphors. It recommends brainstorming ideas before writing, revising poems, using evocative word choice, and showing rather than telling ideas. Similes make comparisons between unlike things using words like "like" or "as", while metaphors make implied comparisons without those words. Examples of each are provided, along with activities to practice writing similes and metaphors.
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This document provides an overview of the objectives and activities for an English 1 poetry unit. The unit will introduce students to various poetic devices and have them analyze poems by authors like Langston Hughes, Gwendolyn Brooks, and Maya Angelou. Students will choose one poet to research and create a project on, selecting from options like an essay, presentation, or biography. Daily assignments include journal entries and a poetry test, and students can earn extra credit by presenting poems to the class.
March 2 6
The document outlines Ms. Catherine's class objectives and reading workshop activities for understanding poetry. It discusses examining poems' rhythm, repetition, onomatopoeia and alliteration. It describes analyzing Langston Hughes' poems for these techniques. The class reads poems multiple times to determine the author's purpose, inspiration, and central message or "big idea". The goal is to use clues from the text to uncover deeper meanings in poetry.
March 2 6
The document summarizes a classroom lesson on poetry. The teacher leads students in analyzing poems to understand the author's purpose, inspiration, and central idea. Students consider how elements like rhythm, repetition, and onomatopoeia create sound in poetry. They then apply these skills to poems by Langston Hughes and Jacqueline Woodson. Later, the teacher prompts students to write poems expressing their hopes and visions of peace for their community and world.
au-l-53590-paraphrasing-powerpoint-english.ppt
The document provides instructions for paraphrasing, which is restating the meaning of something using one's own words. It outlines a 5-step process for paraphrasing: 1) read the text, 2) cover the text, 3) explain the ideas aloud, 4) write the main ideas in your own words, and 5) check that the idea has been kept the same. Examples demonstrate paraphrasing text while maintaining the core meaning. The document teaches how to properly paraphrase through its instructions and examples.
E10 apr120 2011
This document provides an overview of classroom activities for a literature and writing class, including poetry analysis, grammar challenges, and voice projection exercises. The class will analyze sound techniques in poems by Edgar Allan Poe and Edna St. Vincent Millay. Students will practice diaphragmatic breathing and voice projection. The document also includes grammar challenges to identify and correct errors. Homework assigned is to read and make notes on circled questions in a poetry handout.
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This document provides instructions for an assignment in the ENG100 Summer 1 2010 course taught by Professor Jaimie Gusman. Students are asked to write a poem modeled after William Stafford's "Things I Learned Last Week" in which they write 7 stanzas describing things they have learned, with each stanza following certain parameters such as including a simile, metaphor, or allusion. They are then asked to analyze their poem in a 250-word reading response discussing aspects like the poetic devices used, their experience writing the poem, and how it compares to writing prose. The response should also address the conceit of the poem and effectiveness of its similes, metaphors, rhythm, rhyme, and ambiguity.
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D4
- 1. How to review and improve your poetry
- 2. Step 1: Type your work into a word document or google doc (not an email!) Typing it in a document will allow you to make changes easily … and undo them if you don’t like your changes
- 3. Step 1: Type your work into a word document or google doc (not an email!) It will also make your final work, easier to read and so it will have more impact.
- 4. Step 2: Read through the first verse of your poem.
- 5. Step 2: Read through the first verse of your poem. Are there any words or phrases that you think can be improved or that you are not happy with?
- 6. Step 2: Read through the first verse of your poem. If so, recraft them. Use an online thesaurus like wordhippo
- 7. Step 2: Read through the first verse of your poem. Remember: Sometimes lines can be improved by missing words out!
- 8. Step 2: Read through the first verse of your poem. If you are happy – read the verse aloud…
- 9. Step 2: Read through the first verse of your poem. You may find other things that you are unhappy about when you read it out.
- 10. Step 2: Read through the first verse of your poem. Consider whether the lines are ‘balanced’ – does one seem much longer or shorter than others? If so, does it matter?
- 11. Step 3: Now repeat step 1 for every other verse!
- 12. Step 4: Take a verse and read it aloud. Then read the first line out, but try switching the order of the next lines.
- 13. Step 4: Take a verse and read it aloud. Does it feel better or worse? If it sounds better, switch the order.
- 14. Step 4: Take a verse and read it aloud. Now try switching the order of other lines – change the order if it sounds better
- 15. Step 5: Now read through your whole poem
- 16. Step 5: Now read through your whole poem Try switching the order of your verses. It may make a difference. Your most powerful verses should be the first and last
- 17. Step 5: Now read through your whole poem Are there any verses that are not as good? Sometimes a poem can be improved by deleting a verse
- 18. Step 6: Consider the layout of your poem
- 19. I have a dream, that the poor will have cosy, clean clothes to wear during the howling winters. That their lips won't have to face the foul water they drink. That each day they won't have to suffer out upon the streets, huddled in tarnished sheets. That at nightfall, they can receive comfortable cushions and covers they always needed. Is it better to have the text justified in the centre, like this:
- 20. I have a dream, that the poor will have cosy, clean clothes to wear during the howling winters. That their lips won't have to face the foul water they drink. That each day they won't have to suffer out upon the streets, huddled in tarnished sheets. That at nightfall, they can receive comfortable cushions and covers they always needed. Is it better to have the text justified to the right, like this: It matters!
- 21. I have a dream, that the poor will have cosy, clean clothes to wear during the howling winters. Think about the first line of each verse of your poem. Which is better? I have a dream… That the poor will have cosy, clean clothes to wear during the howling winters.
- 22. I have a dream, that the poor will have cosy, clean clothes to wear during the howling winters. Think about the first line of each verse of your poem. Which is better? I have a dream… That the poor will have cosy, clean clothes to wear during the howling winters.
- 23. Step 7: Your final job… How will it end?
- 24. Step 7: Your final job… How will it end? Are you happy with the ending… or does it need something else
- 25. Step 7: Your final job… How will it end? Have a look at how the writer has finished their poem in the example below the slideshow. Do you want to do something similar?
- 26. Personally, I would want to add something…for example: These are my dreams These are my hopes This is our world This is our future They are my dreams, but I want them to be shared by everybody. So I’ve switched to using ‘our’ in the last lines.
- 27. We have seen such wonderful words in your drafts. Take the time to perfect your work …it really will make a difference
- 28. We can not wait to read your final work… Don’t forget to send it!