Homework poetry week 2
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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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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.
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.
Teaching Poetry
The document provides learning objectives and vocabulary for studying poetry. It includes intentions to develop an enjoyment of different poetry forms, skills in analyzing poetry, and recognizing cultural influences. It also lists various poetry terms and structures. Activities include writing acrostic, color, and shape poems using techniques like metaphor, simile, and alliteration.
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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.
Haiku Activity
A haiku is a 3 line Japanese poem with a 5-7-5 syllable structure that uses simple words and grammar to describe a scene or moment. An example haiku is provided about a dog being man's best friend, with the first line having 5 syllables, the second 7 syllables, and the third line again having 5 syllables.
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The document provides the schedule and lesson plans for an English class across two days. On the first day, students will be learning about figurative language and paraphrasing. They will analyze poems that use similes, metaphors, and personification. The next day, students will continue practicing paraphrasing and analyzing poetry through examining the poem "Morning" and discussing a documentary about poetry slams.
Elements of Fiction
The document provides information about short stories and novels. It notes that short stories are usually focused on a single idea or theme, are not usually chapterized, and can typically be read in one sitting. In contrast, novels have several ideas and themes, are much longer, and are told over multiple chapters which takes longer to read. The document also lists some common elements that all fiction contains, including plot, characters, setting, and theme. It provides brief definitions for each of these elements.
Essay
Poetry is a way to express feelings and share talents and perspectives with others through carefully chosen words arranged in short lines. While poetry may not need to be intensely studied in school, writing, reading, and sharing poetry can be a enjoyable hobby and creative outlet. Effective poetry uses language devices like metaphors, similes, and descriptive words to illuminate an experience or perspective in a beautifully crafted manner.
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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.
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.
Teaching Poetry
The document provides learning objectives and vocabulary for studying poetry. It includes intentions to develop an enjoyment of different poetry forms, skills in analyzing poetry, and recognizing cultural influences. It also lists various poetry terms and structures. Activities include writing acrostic, color, and shape poems using techniques like metaphor, simile, and alliteration.
Poetry... do i dare pccr de guzman
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.
Haiku Activity
A haiku is a 3 line Japanese poem with a 5-7-5 syllable structure that uses simple words and grammar to describe a scene or moment. An example haiku is provided about a dog being man's best friend, with the first line having 5 syllables, the second 7 syllables, and the third line again having 5 syllables.
Week of monday, october 14th
The document provides the schedule and lesson plans for an English class across two days. On the first day, students will be learning about figurative language and paraphrasing. They will analyze poems that use similes, metaphors, and personification. The next day, students will continue practicing paraphrasing and analyzing poetry through examining the poem "Morning" and discussing a documentary about poetry slams.
Elements of Fiction
The document provides information about short stories and novels. It notes that short stories are usually focused on a single idea or theme, are not usually chapterized, and can typically be read in one sitting. In contrast, novels have several ideas and themes, are much longer, and are told over multiple chapters which takes longer to read. The document also lists some common elements that all fiction contains, including plot, characters, setting, and theme. It provides brief definitions for each of these elements.
Essay
Poetry is a way to express feelings and share talents and perspectives with others through carefully chosen words arranged in short lines. While poetry may not need to be intensely studied in school, writing, reading, and sharing poetry can be a enjoyable hobby and creative outlet. Effective poetry uses language devices like metaphors, similes, and descriptive words to illuminate an experience or perspective in a beautifully crafted manner.
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This document discusses poetic devices used in poetry including rhyme, rhythm, repetition, and alliteration. It provides examples of rhyming couplets and instructs readers to write their own four line poem using couplets on a topic of their choosing. Key elements that must be included are selecting a topic, listing words about the topic, finding rhyming words, and writing four two-line stanzas with end rhymes.
The Sounds Of Poetry
This document discusses poetic devices used in poetry including rhyme, rhythm, repetition, and alliteration. It provides examples of rhyming couplets and instructs readers to write their own four line poem using couplets on a topic of their choosing. Key elements that must be included are selecting a topic, listing words about the topic, finding rhyming words, and writing four two-line stanzas with end rhymes.
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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.
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The document provides an overview of the daily lesson plan and activities for an English class. It includes objectives for literary terms like metaphor, simile, and imagery. Students will practice identifying these terms in poems and create their own poems using these techniques. As part of a pair activity, students will analyze poems using the terms and provide examples. A new term, theme, is introduced and defined. The class will analyze a poem by Robert Frost to identify its theme.
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This document provides information about similes and metaphors. It defines a simile as a comparison between two unlike things using like or as, and gives examples. A metaphor is defined as a comparison between two things not using like or as, and also provides examples. The document explains that students will identify, analyze, and compare/contrast similes and metaphors, and will locate them and explain their meanings in texts.
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This document discusses how poets use spacing and paragraphing to add meaning beyond just the words. It explains that white space and line breaks work together to enhance poetry. There are two types of line breaks - end-stopped, where a line is a complete sentence, and enjambment, where a sentence continues onto the next line. The document provides an example of a poem with regular formatting and then with added white space and line breaks, showing how this can add additional meaning. It suggests finding examples in the novel Orchards to see how spacing and line breaks craft an effect and add meaning.
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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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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.
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This document discusses poetic devices used in poetry including rhyme, rhythm, repetition, and alliteration. It provides examples of rhyming couplets and instructs readers to write their own four line poem using couplets on a topic of their choosing. Key elements that must be included are selecting a topic, listing words about the topic, finding rhyming words, and writing four two-line stanzas with end rhymes.
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The document provides an overview of the daily lesson plan and activities for an English class. It includes objectives for literary terms like metaphor, simile, and imagery. Students will practice identifying these terms in poems and create their own poems using these techniques. As part of a pair activity, students will analyze poems using the terms and provide examples. A new term, theme, is introduced and defined. The class will analyze a poem by Robert Frost to identify its theme.
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The document provides guidance on writing effective academic paragraphs. It discusses the components of a paragraph, including the topic sentence, supporting sentences, details, and concluding sentence. Specific examples are given for each component, such as writing topic sentences that clearly state the topic and controlling idea. Guidelines indicate paragraphs should have a minimum of three supporting sentences, each with details, and conclude with a sentence that does not introduce new information. The overall aim is to teach participants how to construct well-written paragraphs with all essential elements.
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This document discusses how poets use spacing and paragraphing to add meaning beyond just the words. It explains that white space and line breaks work together to enhance poetry. There are two types of line breaks - end-stopped, where a line is a complete sentence, and enjambment, where a sentence continues onto the next line. The document provides an example of a poem with regular formatting and then with added white space and line breaks, showing how this can add additional meaning. It suggests finding examples in the novel Orchards to see how spacing and line breaks craft an effect and add meaning.
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This document provides instructions for writing a poetry synopsis. Students are to choose a poem of at least 20 lines that uses figurative language. They will write a 3 paragraph synopsis that introduces the poem, discusses its theme and main ideas, and analyzes at least two examples of sensory language techniques used. The synopsis should go through a full writing process from prewriting to final draft. It will be graded based on writing mechanics, format, inclusion of the writing process steps, and neatness.
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The document provides tips for paraphrasing text, which involves restating information in one's own words while maintaining the original meaning. It recommends picturing the action to help paraphrase, breaking down long sentences, and simplifying the language. An example shows how to take lines of poetry and break them into smaller sentences before paraphrasing the ideas in simpler terms. The key aspects of a paraphrase are keeping the original meaning while using simpler language and one's own words.
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This document provides examples and instructions for 14 different poetry forms: Five Senses Poem, Diamante Poem, Cinquain Poem, Color Poem, I Wish Poem, 8-Line Rhyming Poem, Build-A-Poem, Haiku, Limerick, Concrete Poem, If I Were Poem, I Used To/But Now Poem, and Clerihew Poem. It also includes a rhyming poem example called "The Beast" and discusses poetic elements like lines, stanzas, rhythm, beat, and syllables. The document is intended to teach students different structures and techniques for writing various styles of poetry.
Ballad writing assignment (unit 2)
The document provides instructions for writing a modern day ballad for an English class assignment. It defines characteristics of ballads such as having a narrative form, quatrain verse structure, and refrains with 4 stresses per line. Students must write an 8 stanza ballad on topics like love or tragedy that focuses on retelling one story. The assignment is due on March 10th and will be graded based on criteria like narrative technique, theme development, rhyme and rhythm, structure, and writing conventions. Tips for starting a ballad include building on a key phrase and developing verses and a storyline through questioning.
Poetry
The document discusses poetry and provides examples of different types of poetry. It defines poetry as a form of literature written in a rhythmic style using verse. It then explains different poetic elements such as lines, stanzas, rhyme schemes, and various stanza forms including couplets, triplets, quatrains, and more. The document also provides examples of different types of poetry like lyrical poetry, narrative poetry, concrete poetry, haikus, cinquains, acrostics, and Shakespearean sonnets. It discusses the purpose of poetry and how teachers can use model poems to guide students in writing their own poetry.
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Homework week 6
The homework for the week includes practicing times tables and completing an activity sheet for math. For reading, students should select an activity from the reading contract to complete at a high standard. The 100 word challenge asks students to write a 100 word piece of creative writing using the idea of "the forest" and including powerful imagery, word choice, and excitement or interest. Examples are provided and a writer's toolkit suggests elements to include like similes, metaphors, alliteration and repetition.
Marshmallow Challenge
Teams are given 20 spaghetti sticks, 1 marshmallow, 1 meter of string, 1 meter of tape, and scissors to build the tallest freestanding structure with the marshmallow on top within 18 minutes. The winning team will have constructed the tallest structure measured from the table to the top of the marshmallow without additional materials and without touching the structure after time expires.
Homework week 5.
Maths: Students should practice their times tables, including in reverse for division. There is also an activity sheet to complete to review concepts taught in class.
Reading: Students should select and complete an activity from the reading contract at a high standard, as expected in class. They should take time to make it their best work.
100 Word Challenge: Students will write a 100-word piece using the idea "please, just a bit" that is exciting and interesting, limited only by their imagination. They are welcome to share their writing on the teacher's blog.
Reading contract
This document provides instructions for several reading comprehension activities for a book, including: creating a Venn diagram comparing the reader to the main character; writing an alternative ending; retelling the story's main events as a cartoon; making a timeline of events; locating examples of parts of speech; writing a book review; creating a glossary of unfamiliar words; writing a poem about a character or setting; and writing a script for a radio advertisement about the book.
C Y O'Connor
CY O'Connor was an engineer born in Ireland in 1843 who died by suicide in Australia in 1902. He had a successful career as a chief engineer in New Zealand where he built major railways. He then moved to Western Australia where he oversaw the construction of the Goldfields Water Supply Pipeline, a massive project to supply water to the goldfields. However, he took his own life before the pipeline was completed, overcome by stress from political attacks and investigations into his work. The pipeline was finally opened in 1903, achieving his greatest accomplishment after his death.
Ben Hall
Ben Hall was a famous Australian bushranger born in 1837. He committed many crimes over his life, including robberies, shooting policemen, and being declared an outlaw with a bounty on his head. Hall was married briefly but divorced, after which he fully embraced the outlaw lifestyle. In 1864, Hall was shot and killed by police while trying to escape to America, with 15 bullets found in his body.
Ben Hall
This document is a research report about the famous Australian bushranger Ben Hall. It provides biographical details about Hall's life, including that he was born in 1837, married at 19, divorced, and had a son. It also notes that Hall committed many crimes throughout his life as an outlaw, including robberies, and was eventually killed by police at age 27 when he was shot 15 times while trying to flee to America. The report includes sections on Hall's crimes, how he died, interesting facts, a timeline of his life, and a bibliography of sources.
Charles Perkins.
Charles Perkins was born in 1936 and was the first Aboriginal person to graduate from university in Australia. In 1965, at age 29, he organized the Freedom Ride, taking 29 Aboriginal students on a bus tour of New South Wales and Victoria to promote equal rights for Aboriginal people. The Freedom Ride helped raise awareness of the discrimination Aboriginal people faced. Throughout his life, Perkins continued advocating for Aboriginal rights, holding several leadership roles in Aboriginal organizations.
Eddie Mabo
Eddie Mabo was born in 1936 on Torres Strait Island and fought for indigenous land rights in Australia. He faced difficulties when he was expelled from his ancestral lands as a child. Mabo spent a decade fighting for indigenous land rights in the High Court. His landmark case overturned the idea of terra nullius and established that indigenous people could claim traditional lands. Unfortunately, Mabo did not live to see his victory, but his work helped indigenous people regain rights to their ancestral homelands.
Ned Kelly.
This document contains information about the Australian bushranger Ned Kelly compiled by Evie and Alicia. It includes sections on Kelly's early life, the Kelly Gang he formed, crimes he committed, interesting facts, a timeline, glossary, and bibliography. Kelly was born in 1855, spent much of his teenage years in jail, and went on to lead the Kelly Gang which robbed banks and held police and civilians hostage. Some of his notable crimes included assaulting a pig farmer and shooting a constable.
Edith Cowan
Edith Cowan was the first woman elected to parliament in Australia. She was born in 1861 and campaigned for women's suffrage and rights. As a parliamentarian from 1921-1924, she advocated for laws to benefit women and children. Today she is remembered through having her portrait on the $50 bill, and by Edith Cowan University, which is named in her honor.
Eddie Mabo
Eddie Mabo was born in 1936 on Murray Island in Queensland, Australia. As a child, he was raised by his uncle after his mother passed away. As an adult, Mabo fought for over a decade in the High Court of Australia to gain land rights for indigenous people. He worked to prove that the legal doctrine of terra nullius was wrong and that indigenous people had ownership over their traditional lands. Unfortunately, Mabo passed away in 1992 before the final ruling recognizing indigenous land rights, but his work helped establish legal rights for indigenous groups in Australia.
Vincent Lingiari
Vincent Lingiari was an Aboriginal elder and leader who led the Wave Hill Walk Off in 1966. He was born in 1908 and was the head stockman of the Wave Hill cattle station in the Northern Territory. In 1966, over 200 Gurindji people packed up and walked off the station in protest over poor treatment. Lingiari never worked at the station again and lived on his traditional lands for the rest of his life. He received the land rights for his people and was awarded the Order of Australia before passing away in 1988.
Peter Lalor
Peter Lalor was an Irish-born Australian politician who led the Eureka Rebellion in 1854. He was well-educated and became involved in the gold rush in Australia. Life for miners was difficult due to high licensing fees and unfair treatment by authorities. The stockade began when a miner was murdered and his killer was let off due to connections. Lalor and other miners fought for fair treatment, reasonable licensing, and the right to vote. This led to the Battle of the Eureka Stockade between miners and government forces, where Lalor lost an arm but the miners' goals were later achieved. Lalor had a long political career after this but is best remembered for leading the Eureka Rebellion.
Ned Kelly
The document summarizes information about the Australian bushranger Ned Kelly. It provides details about his early life, crimes, and the Kelly Gang he formed. It also includes interesting facts such as him saving a boy from drowning and his last words before being hanged. The document consists of sections about Kelly's early life, gang, crimes, interesting facts, timeline, glossary, and bibliography.
Vida goldstein
Vida Goldstein was a pioneering Australian activist who fought for women's rights in the late 1800s and early 1900s. She campaigned for women's suffrage, access to jobs and education, equal pay, and protections from domestic violence. Through her activism and leadership, she helped achieve victories like women gaining the right to vote in federal elections in 1902. Goldstein overcame opposition from men to become the first woman in Australia to stand for election and helped improve the lives and legal rights of women in Australia, England, and Ireland.
Charles Perkins
This document provides biographical information about Charles Perkins and his role in fighting for Aboriginal rights in Australia. It describes how Aboriginal people faced discrimination in the 1900s and were excluded from social places. It then discusses Perkins' early life as a soccer star and university graduate. In 1965, at age 29, Perkins organized the Freedom Ride where he took Aboriginal students on a bus tour to raise awareness about equal rights. The document also includes a timeline of Perkins' life and activism and glossary terms.
The real one one open at a time ok
Banjo Paterson was an Australian poet and author born in 1864. He had a varied career, working as a solicitor before becoming a war correspondent and ambulance driver. Paterson wrote over 200 ballads, poems, and short stories chronicling Australian history and culture. Some of his most famous works include "Waltzing Matilda" and "The Man from Snowy River."
Yaganrealone
Yagan was a famous Aboriginal Whadjuk man and leader in the late 18th/early 19th century who fought for the rights of his people after European settlers arrived in 1829 and claimed the Aboriginal people's land as their own. He was killed in 1833 by William Keats, who shot him for the bounty on Yagan's head as the settlers saw him as a threat. Yagan faced difficulties of having to hide from or fight settlers to survive and avenge killings of his tribespeople as the settlers encroached on their land and resources.
Tyson's ad
This document appears to be a receipt listing an item purchased for $125.75 on June 23, 2014. The item is described as "the best, max lift 5" and "Fantastic things come in large packages".
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一比一原版(UNITEC毕业证)UNITEC理工学院毕业证成绩单如何办理
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我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
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Hand Gesture Control Robotic Arm using image processing.pptx
Hand Gesture Control Robotic Arm using image processing
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【★真实教育部认证，教育部存档，教育部留服网站可查】
【★真实留信认证，留信网入库存档，可查奥塔哥理工学院奥塔哥理工学院毕业证学位证】
我们从事工作十余年的有着丰富经验的业务顾问，熟悉海外各国大学的学制及教育体系，并且以挂科生解决毕业材料不全问题为基础，为客户量身定制1对1方案，未能毕业的回国留学生成功搭建回国顺利发展所需的桥梁。我们一直努力以高品质的教育为起点，以诚信、专业、高效、创新作为一切的行动宗旨，始终把“诚信为主、质量为本、客户第一”作为我们全部工作的出发点和归宿点。同时为海内外留学生提供大学毕业证购买、补办成绩单及各类分数修改等服务；归国认证方面，提供《留信网入库》申请、《国外学历学位认证》申请以及真实学籍办理等服务，帮助众多莘莘学子实现了一个又一个梦想。
专业服务，请勿犹豫联系我
如果您真实毕业回国，对于学历认证无从下手，请联系我，我们免费帮您递交
诚招代理：本公司诚聘当地代理人员，如果你有业余时间，或者你有同学朋友需要，有兴趣就请联系我
你赢我赢，共创双赢
你做代理，可以帮助奥塔哥理工学院同学朋友
你做代理，可以拯救奥塔哥理工学院失足青年
你做代理，可以挽救奥塔哥理工学院一个个人才
你做代理，你将是别人人生奥塔哥理工学院的转折点
你做代理，可以改变自己，改变他人，给他人和自己一个机会顿时留恋起家乡的小河潺潺活水清凉无比日子就这样孤寂而快乐地过着寂寞之余山娃最神往最开心就是晚上无论多晚多累父亲总要携山娃出去兜风逛夜市流光溢彩人潮涌动的都市夜生活总让山娃目不暇接惊叹不已父亲老问山娃想买什么想吃什么山娃知道父亲赚钱很辛苦除了书籍和文具山娃啥也不要能牵着父亲的手满城闲逛他已心满意足了父亲连挑了三套童装叫山娃试穿山娃有点不想父亲说城里不比乡下要穿得漂漂亮亮爸怎么不穿得漂亮望着父亲山娃可
Here's Why Every Semi-Truck Should Have ELDs
Implementing ELDs or Electronic Logging Devices is slowly but surely becoming the norm in fleet management. Why? Well, integrating ELDs and associated connected vehicle solutions like fleet tracking devices lets businesses and their in-house fleet managers reap several benefits. Check out the post below to learn more.
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一比一原版(Columbia文凭证书)哥伦比亚大学毕业证如何办理
一模一样【微信：176555708】【(Columbia文凭证书)哥伦比亚大学毕业证成绩单Offer】【微信：176555708】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
一比一原版(AUT毕业证)奥克兰理工大学毕业证成绩单如何办理
AUT毕业证【微信95270640】奥克兰理工大学毕业证购买,办理AUT成绩单,AUT毕业证制作【Q微信95270640】《奥克兰理工大学毕业证》，AUT毕业证购买，AUT学位证，奥克兰理工大学学位证《AUT成绩单制作》【AUT毕业证文凭 AUT本科 澳洲学历认证原版制作《diploma certificate degree transcript 》【留信网认证，本科，硕士，海归，博士，排名，成绩单】代办国外（海外）澳洲、韩国、加拿大、新西兰等各大学毕业证。 ?我们对海外大学及学院的毕业证成绩单所使用的材料，尺寸大小，防伪结构（包括：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。 文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）都有原版本文凭对照。
[留学文凭学历认证(留信认证使馆认证)奥克兰理工大学毕业证成绩单毕业证证书大学Offer请假条成绩单语言证书国际回国人员证明高仿教育部认证申请学校等一切高仿或者真实可查认证服务。
多年留学服务公司,拥有海外样板无数能完美1:1还原海外各国大学degreeDiplomaTranscripts等毕业材料。海外大学毕业材料都有哪些工艺呢？工艺难度主要由：烫金.钢印.底纹.水印.防伪光标.热敏防伪等等组成。而且我们每天都在更新海外文凭的样板以求所有同学都能享受到完美的品质服务。
国外毕业证学位证成绩单办理方法：
1客户提供办理奥克兰理工大学奥克兰理工大学毕业证成绩单信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）
— — — — 我们是挂科和未毕业同学们的福音我们是实体公司精益求精的工艺！ — — — -
一真实留信认证的作用(私企外企荣誉的见证):
1：该专业认证可证明留学生真实留学身份同时对留学生所学专业等级给予评定。
2：国家专业人才认证中心颁发入库证书这个入网证书并且可以归档到地方。
3：凡是获得留信网入网的信息将会逐步更新到个人身份内将在公安部网内查询个人身份证信息后同步读取人才网入库信息。
4：个人职称评审加20分个人信誉贷款加10分。
5：在国家人才网主办的全国网络招聘大会中纳入资料供国家500强等高端企业选择人才。电总将小方桌搁在门口看书写作业有一次山娃坐在门口写作业写着写着竟伏在桌上睡着了迷迷糊糊中山娃似乎听到了父亲的脚步声当他晃晃悠悠站起来时才诧然发现一位衣衫破旧的妇女挎着一只硕大的蛇皮袋手里拎着长铁钩正站在门口朝黑色的屋内张望不好坏人小偷山娃一怔却也灵机一动立马仰起头双手拢在嘴边朝楼上大喊：“爸爸爸——有人找——那人一听朝山娃尴尬地笑笑悻悻地走了山娃立马“嘭的一声将铁门锁死心却咚咚地乱跳当山娃跟父亲有
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Homework poetry week 2
- 1. If I Had Wings…… By Pie Corbett If I had wings I would touch the fingertips of clouds And glide on the winds breath. If I had wings I would taste a chunk of the sun As hot as peppered curry. If I had wings I would listen to the clouds of sheep bleat that graze on the blue. If I had wings I would breathe deep and sniff The scent of raindrops. If I had wings I would gaze at the people Who cling to the earth. If I had wings I would dream of swimming the deserts and walking the seas. Homework: Week 2, Term 3 Poetry Recital – Starting Next Week! Starting from next week, you will be given a day where you will recite a poem (not your own) to our class. This will need to be done using expression, emphasis and good body language. At the end of your recital, you are to discuss the following: -Why you chose this poem -Whether it has a message -What poetic techniques you noticed? Example metaphor, simile, was the alliteration, personification? -Did you notice any patterns? Eg 4 line stanzas, abab rhyming pattern, that every second line ends with a question etc. -What questions do you have about it still? When choosing your poem, think about whether it is a good one and whether it is at your level. Don’t just go for short and easy. Some good poets you might want to look up include Pie Corbett, Ted Hughes, Banjo Patterson, Lewis Carrol. Writing Write your own ‘ If I Had Fins’ poem, using powerful imagery and metaphors. Read the poem and adopt the same pattern and style. Maths -Times tables practice -Complete the time worksheet given to you. -If you have access to the internet, there have been some links to time games put up on our blog for you www.ta15ypbp.blogspot.com.au Reading Contract - Work through these, completing at least one per week.