This document provides guidance to students on writing a research paper about Sandra Cisneros' book "The House on Mango Street". It discusses the research process, including developing an essential question and subsidiary questions to focus the research. It provides examples of essential and subsidiary questions about how Cisneros develops themes in the book, particularly through the use of literary elements like character, conflict, imagery and setting. The document also lists some potential themes in the book, such as sense of place, home, imagery, emotionality, and the outsider experience.
This document provides information about authors Cynthia Rylant and Sandra Cisneros, and analyzes the poems "Scarecrow" and "Four Skinny Trees". It discusses lessons learned from the scarecrow and trees, identifies the extended metaphor in "Four Skinny Trees", and examines details that reveal the author's perspective. The document also introduces the "Numbered Heads Together" strategy for discussion and providing responses to the class blog.
This document provides information about authors Cynthia Rylant and Sandra Cisneros, and analyzes the poems "Scarecrow" and "Four Skinny Trees". It discusses lessons learned from the scarecrow and trees, identifies the extended metaphor in "Four Skinny Trees", and examines details that reveal the author's perspective. The document also introduces the "Numbered Heads Together" strategy for classroom discussion.
This document provides an overview and lesson plan for teaching Act 1 of Romeo and Juliet. It includes introductions to the plot, characters, themes and literary elements in each scene. Key aspects summarized are:
1) An orientation presentation introduces the play, including a video trailer. Literary elements like dramatic conventions, dialogue, imagery and couplets are explored scene by scene.
2) Scenes are broken down with vocabulary, questions, activities and lines to close read. Scene 1 generates a question about why Shakespeare begins with an action scene.
3) Students are assigned to write summaries of the act's events and answer questions about first impressions between Romeo, Juliet and Tybalt. The document provides
This document provides guidance for students on strategies for analyzing William Shakespeare's play Romeo and Juliet. It discusses examining dramatic conventions like soliloquies and dramatic irony. It also recommends that students study character relationships, track unfamiliar language, and analyze how language and dramatic elements enhance understanding of the plot and themes. The document models close reading of excerpts and having students summarize settings, events, characters' traits and motivations, and make predictions based on evidence from the text.
Sandra Cisneros' book The House on Mango Street is about a young girl named Esperanza struggling against the limitations of traditional Hispanic society. The document provides guidance on writing an analytical research paper about how Cisneros uses figurative language like similes, metaphors, and personification to develop themes and characters. It outlines the key elements of an introduction with a thesis statement, body paragraphs with topic sentences supported by text evidence and commentary, and a conclusion.
This document provides guidance to students on conducting research for a literary analysis paper on The House on Mango Street. It discusses the importance of developing research questions and compiling sources, including both primary sources like the text itself and secondary sources like criticism about the text. The document reviews the different types of research notes students should take, including bibliographic notes and content notes, and recommends using a standard MLA format for organizing notes on note cards.
Cisneros uses various forms of figurative language to develop characters and themes in her work. She employs personification to show how Esperanza identifies with skinny trees and draws inner strength. Cisneros establishes a theme of self-determination through references to the "secret strength" of trees' underground roots, mirroring Esperanza's inspiration from within. Overall, the passage discusses how Cisneros crafts complex characters and themes of feeling like an outsider versus conforming through her strategic use of literary devices like metaphor, tone, and imagery.
This document provides guidance to students on writing a research paper about Sandra Cisneros' book "The House on Mango Street". It discusses the research process, including developing an essential question and subsidiary questions to focus the research. It provides examples of essential and subsidiary questions about how Cisneros develops themes in the book, particularly through the use of literary elements like character, conflict, imagery and setting. The document also lists some potential themes in the book, such as sense of place, home, imagery, emotionality, and the outsider experience.
This document provides information about authors Cynthia Rylant and Sandra Cisneros, and analyzes the poems "Scarecrow" and "Four Skinny Trees". It discusses lessons learned from the scarecrow and trees, identifies the extended metaphor in "Four Skinny Trees", and examines details that reveal the author's perspective. The document also introduces the "Numbered Heads Together" strategy for discussion and providing responses to the class blog.
This document provides information about authors Cynthia Rylant and Sandra Cisneros, and analyzes the poems "Scarecrow" and "Four Skinny Trees". It discusses lessons learned from the scarecrow and trees, identifies the extended metaphor in "Four Skinny Trees", and examines details that reveal the author's perspective. The document also introduces the "Numbered Heads Together" strategy for classroom discussion.
This document provides an overview and lesson plan for teaching Act 1 of Romeo and Juliet. It includes introductions to the plot, characters, themes and literary elements in each scene. Key aspects summarized are:
1) An orientation presentation introduces the play, including a video trailer. Literary elements like dramatic conventions, dialogue, imagery and couplets are explored scene by scene.
2) Scenes are broken down with vocabulary, questions, activities and lines to close read. Scene 1 generates a question about why Shakespeare begins with an action scene.
3) Students are assigned to write summaries of the act's events and answer questions about first impressions between Romeo, Juliet and Tybalt. The document provides
This document provides guidance for students on strategies for analyzing William Shakespeare's play Romeo and Juliet. It discusses examining dramatic conventions like soliloquies and dramatic irony. It also recommends that students study character relationships, track unfamiliar language, and analyze how language and dramatic elements enhance understanding of the plot and themes. The document models close reading of excerpts and having students summarize settings, events, characters' traits and motivations, and make predictions based on evidence from the text.
Sandra Cisneros' book The House on Mango Street is about a young girl named Esperanza struggling against the limitations of traditional Hispanic society. The document provides guidance on writing an analytical research paper about how Cisneros uses figurative language like similes, metaphors, and personification to develop themes and characters. It outlines the key elements of an introduction with a thesis statement, body paragraphs with topic sentences supported by text evidence and commentary, and a conclusion.
This document provides guidance to students on conducting research for a literary analysis paper on The House on Mango Street. It discusses the importance of developing research questions and compiling sources, including both primary sources like the text itself and secondary sources like criticism about the text. The document reviews the different types of research notes students should take, including bibliographic notes and content notes, and recommends using a standard MLA format for organizing notes on note cards.
Cisneros uses various forms of figurative language to develop characters and themes in her work. She employs personification to show how Esperanza identifies with skinny trees and draws inner strength. Cisneros establishes a theme of self-determination through references to the "secret strength" of trees' underground roots, mirroring Esperanza's inspiration from within. Overall, the passage discusses how Cisneros crafts complex characters and themes of feeling like an outsider versus conforming through her strategic use of literary devices like metaphor, tone, and imagery.
This document provides an introduction and context for Sandra Cisneros' novel "The House on Mango Street". It discusses key concepts like the experience of being an outsider and literary elements in the novel such as it being an autobiographical narrative and the author's purpose. It defines literary devices like paradox and motif that are present in the text. It provides an example of a paradox from the novel and explains that motifs are recurring images or symbols that express the theme. It also discusses analyzing the narrator's point of view and author's perspective.
This document provides an introduction and context for Sandra Cisneros' novel "The House on Mango Street". It discusses key concepts like the experience of being an outsider and literary elements in the novel such as it being an autobiographical narrative and the author's purpose. It defines literary devices like paradox and motif that are present in the text. It provides an example of a paradox from the novel and explains that motifs are recurring images or symbols that express a central theme. Finally, it discusses analyzing an author's perspective and provides prompts to analyze tone and cultural values revealed in a short excerpt.
This document provides an introduction and context for Sandra Cisneros' novel "The House on Mango Street". It discusses key concepts like the experience of feeling like an outsider. It defines literary elements found in the novel like autobiographical narrative, author's purpose, paradox, and motif. It provides an example of a paradox from the text and explains that a motif is a recurring element that expresses a central theme. It also notes that students should look out for repeating images or symbols that may serve as motifs.
The document provides background information on Sandra Cisneros' novel The House on Mango Street. It discusses Cisneros' upbringing in poverty, her experiences feeling like an outsider, and how she drew from her life experiences to write this successful coming-of-age story about a young Latina girl. The summary then overviews the plot, which follows the narrator Esperanza and her observations of life in the Hispanic neighborhood of Mango Street as she comes of age. It also notes some of the themes explored like cultural traditions, gender roles, and finding one's identity.
The document introduces the study of Sandra Cisneros' novel "The House on Mango Street" by discussing key concepts about immigration and outsider experiences in the United States. It notes that the US is a nation of immigrants and all immigrants have been outsiders at some point. It poses curriculum-framing questions about what defines American culture, how culture is reflected, what it means to be an outsider, and what is unique about being an outsider.
A reporter needs both mental and physical equipment to do their job effectively. Mentally, a reporter needs an inquisitive mind, strong writing skills, and self-motivation. Physically, a reporter needs a compact notebook, a digital recorder, and ideas for stories. Story ideas come from working assigned beats, conducting interviews and research, and finding alternative perspectives on everyday events. Reporters develop expertise on their assigned beats by attending meetings, keeping sources and notes, and proposing story ideas to editors based on their beat coverage.
A reporter needs both mental and physical equipment to do their job effectively. Mentally, a reporter needs an inquisitive mind, strong writing skills, and self-motivation. Physically, a reporter needs a compact notebook, a digital recorder, and ideas for stories. Story ideas often come from working a regular beat to develop expertise in an area, conducting interviews, and finding alternative perspectives on everyday events. Reporters start by working regular beats to build sources and familiarize themselves with issues.
This document discusses what makes a story newsworthy and the criteria for determining if an event or situation qualifies as news. It introduces the concept of "news values" which are used to evaluate newsworthiness based on factors like proximity, timeliness, impact, prominence of individuals involved, conflict, variety, human interest, and humor. Specifically, it states that news values assess how close and recent an event was, how many people it affects, if famous people were involved, if it depicts conflict or drama, can be presented in multiple ways, interests human emotions, or has an entertaining secondary storyline. The document suggests that while a story need not have all news values, the combination of people, action, and reader interest are
Students will draw a research topic from a bag, research it online by answering who, what, when, where, why, how questions and finding an interesting fact. They will then organize their findings into an oral report or PowerPoint presentation to give to the class next period.
This document provides instruction for teaching students to analyze a short story called "A Horse for Matthew". Students will close read and annotate the story to identify what the main character Matthew has in common with a horse named Sundance. They will then answer multiple choice questions about the story and write an open-ended response explaining what Matthew and Sundance have in common, supported by evidence from the story. The document outlines the pre-reading, reading, and post-reading steps and includes the short story passage, multiple choice questions, and a scoring rubric for the assignment.
This document provides guidance for teaching students to analyze a short story called "A Horse for Matthew". It outlines objectives for students to close read and annotate the story, answer multiple choice questions, and write an open-ended response about what the main character Matthew has in common with his horse Sundance based on evidence from the story. Students will be guided through pre-reading, reading, and post-reading activities, including previewing the text, making predictions, annotating, answering questions, and applying a scoring rubric to their response.
Get two books - a purple literature book and dictionary - from the back of the room by the window with plants. Be seated at your desk ready for class to begin. The objectives for the class are to follow complex oral instructions, participate productively in teams, and analyze how authors develop complex characters. The instructional strategies will include open-ended responses, vocabulary building, close reading, and reflective writing based on a short story and personal experience.
This document provides guidance on using a dictionary to look up words and understand their meanings and origins. It discusses ensuring the definition fits the context, paying attention to parts of speech abbreviations, using guide words to find definitions, and finding word origins in brackets. Understanding these dictionary skills helps to properly define words and understand their intended meanings.
This document provides an introduction to the concepts of mass media, journalism, and the responsibilities of media professionals. It outlines key topics like the history of news reporting in the US, the role of media in reflecting and shaping society, and the importance of professional standards and ethics in journalism. Students will learn about major developments in mass media and the balance between press freedoms and responsibilities. The pre-learning assessment is designed to evaluate students' existing knowledge on these topics.
This document discusses elements of short stories and how to analyze them. It provides objectives for having students categorize setting, point-of-view, characters, conflict, plot, and theme in stories. It also explains that a template will be used to model these elements using the short story "Little Red Riding Hood" as an example.
The document provides guidance on basic yearbook design principles including establishing a foundational structure with columns of equal size, ensuring consistent margins and spacing between elements, placing the dominant photo at the axis point and flowing additional elements outward, and including photo captions. It emphasizes the importance of white space and having a balanced layout with varied photos and content.
This document provides guidance on developing themes for yearbooks. It discusses key elements to consider when establishing a theme, including continuity, development, and repetition of visual elements. Specific suggestions are given around theme representation on the cover, endsheets, title page, and divisions. The importance of repeating graphic elements introduced on the cover throughout the yearbook is emphasized to tie the theme together from beginning to end.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This document provides an introduction and context for Sandra Cisneros' novel "The House on Mango Street". It discusses key concepts like the experience of being an outsider and literary elements in the novel such as it being an autobiographical narrative and the author's purpose. It defines literary devices like paradox and motif that are present in the text. It provides an example of a paradox from the novel and explains that motifs are recurring images or symbols that express the theme. It also discusses analyzing the narrator's point of view and author's perspective.
This document provides an introduction and context for Sandra Cisneros' novel "The House on Mango Street". It discusses key concepts like the experience of being an outsider and literary elements in the novel such as it being an autobiographical narrative and the author's purpose. It defines literary devices like paradox and motif that are present in the text. It provides an example of a paradox from the novel and explains that motifs are recurring images or symbols that express a central theme. Finally, it discusses analyzing an author's perspective and provides prompts to analyze tone and cultural values revealed in a short excerpt.
This document provides an introduction and context for Sandra Cisneros' novel "The House on Mango Street". It discusses key concepts like the experience of feeling like an outsider. It defines literary elements found in the novel like autobiographical narrative, author's purpose, paradox, and motif. It provides an example of a paradox from the text and explains that a motif is a recurring element that expresses a central theme. It also notes that students should look out for repeating images or symbols that may serve as motifs.
The document provides background information on Sandra Cisneros' novel The House on Mango Street. It discusses Cisneros' upbringing in poverty, her experiences feeling like an outsider, and how she drew from her life experiences to write this successful coming-of-age story about a young Latina girl. The summary then overviews the plot, which follows the narrator Esperanza and her observations of life in the Hispanic neighborhood of Mango Street as she comes of age. It also notes some of the themes explored like cultural traditions, gender roles, and finding one's identity.
The document introduces the study of Sandra Cisneros' novel "The House on Mango Street" by discussing key concepts about immigration and outsider experiences in the United States. It notes that the US is a nation of immigrants and all immigrants have been outsiders at some point. It poses curriculum-framing questions about what defines American culture, how culture is reflected, what it means to be an outsider, and what is unique about being an outsider.
A reporter needs both mental and physical equipment to do their job effectively. Mentally, a reporter needs an inquisitive mind, strong writing skills, and self-motivation. Physically, a reporter needs a compact notebook, a digital recorder, and ideas for stories. Story ideas come from working assigned beats, conducting interviews and research, and finding alternative perspectives on everyday events. Reporters develop expertise on their assigned beats by attending meetings, keeping sources and notes, and proposing story ideas to editors based on their beat coverage.
A reporter needs both mental and physical equipment to do their job effectively. Mentally, a reporter needs an inquisitive mind, strong writing skills, and self-motivation. Physically, a reporter needs a compact notebook, a digital recorder, and ideas for stories. Story ideas often come from working a regular beat to develop expertise in an area, conducting interviews, and finding alternative perspectives on everyday events. Reporters start by working regular beats to build sources and familiarize themselves with issues.
This document discusses what makes a story newsworthy and the criteria for determining if an event or situation qualifies as news. It introduces the concept of "news values" which are used to evaluate newsworthiness based on factors like proximity, timeliness, impact, prominence of individuals involved, conflict, variety, human interest, and humor. Specifically, it states that news values assess how close and recent an event was, how many people it affects, if famous people were involved, if it depicts conflict or drama, can be presented in multiple ways, interests human emotions, or has an entertaining secondary storyline. The document suggests that while a story need not have all news values, the combination of people, action, and reader interest are
Students will draw a research topic from a bag, research it online by answering who, what, when, where, why, how questions and finding an interesting fact. They will then organize their findings into an oral report or PowerPoint presentation to give to the class next period.
This document provides instruction for teaching students to analyze a short story called "A Horse for Matthew". Students will close read and annotate the story to identify what the main character Matthew has in common with a horse named Sundance. They will then answer multiple choice questions about the story and write an open-ended response explaining what Matthew and Sundance have in common, supported by evidence from the story. The document outlines the pre-reading, reading, and post-reading steps and includes the short story passage, multiple choice questions, and a scoring rubric for the assignment.
This document provides guidance for teaching students to analyze a short story called "A Horse for Matthew". It outlines objectives for students to close read and annotate the story, answer multiple choice questions, and write an open-ended response about what the main character Matthew has in common with his horse Sundance based on evidence from the story. Students will be guided through pre-reading, reading, and post-reading activities, including previewing the text, making predictions, annotating, answering questions, and applying a scoring rubric to their response.
Get two books - a purple literature book and dictionary - from the back of the room by the window with plants. Be seated at your desk ready for class to begin. The objectives for the class are to follow complex oral instructions, participate productively in teams, and analyze how authors develop complex characters. The instructional strategies will include open-ended responses, vocabulary building, close reading, and reflective writing based on a short story and personal experience.
This document provides guidance on using a dictionary to look up words and understand their meanings and origins. It discusses ensuring the definition fits the context, paying attention to parts of speech abbreviations, using guide words to find definitions, and finding word origins in brackets. Understanding these dictionary skills helps to properly define words and understand their intended meanings.
This document provides an introduction to the concepts of mass media, journalism, and the responsibilities of media professionals. It outlines key topics like the history of news reporting in the US, the role of media in reflecting and shaping society, and the importance of professional standards and ethics in journalism. Students will learn about major developments in mass media and the balance between press freedoms and responsibilities. The pre-learning assessment is designed to evaluate students' existing knowledge on these topics.
This document discusses elements of short stories and how to analyze them. It provides objectives for having students categorize setting, point-of-view, characters, conflict, plot, and theme in stories. It also explains that a template will be used to model these elements using the short story "Little Red Riding Hood" as an example.
The document provides guidance on basic yearbook design principles including establishing a foundational structure with columns of equal size, ensuring consistent margins and spacing between elements, placing the dominant photo at the axis point and flowing additional elements outward, and including photo captions. It emphasizes the importance of white space and having a balanced layout with varied photos and content.
This document provides guidance on developing themes for yearbooks. It discusses key elements to consider when establishing a theme, including continuity, development, and repetition of visual elements. Specific suggestions are given around theme representation on the cover, endsheets, title page, and divisions. The importance of repeating graphic elements introduced on the cover throughout the yearbook is emphasized to tie the theme together from beginning to end.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
1. Research-Related TEKS
• brainstorm, consult with others, decide upon
a topic, and formulate a major research
question to address the major research
topic.[20A]
8. Four Skinny Trees
Sandra Cisneros
They are the only ones who understand me.
I am the only one who understands them.
Four skinny trees with skinny necks and pointy
elbows like mine. Four who do not belong
here, but are here. Four raggedy excuses
planted by the city. From our room we can
hear them, but Nenny just sleeps and doesn’t
appreciate these things.
Onyourcopy,circlethe
pronouns
inthisparagraph
9. Four Skinny Trees
Sandra Cisneros
They are the only ones who understand me.
I am the only one who understands them.
Four skinny trees with skinny necks and pointy
elbows like mine. Four who do not belong
here, but are here. Four raggedy excuses
planted by the city. From our room we can
hear them, but Nenny just sleeps and doesn’t
appreciate these things.
10. Four Skinny Trees
Sandra Cisneros
They are the only ones who understand me.
I am the only one who understands them.
Four skinny trees with skinny necks and pointy
elbows like mine. Four who do not belong
here, but are here. Four raggedy excuses
planted by the city. From our room we can
hear them, but Nenny just sleeps and doesn’t
appreciate these things.
Who are
THEY?
Who is
ME?
???
Who is
Nenny
?
11. Four Skinny Trees
Sandra Cisneros
They are the only ones who understand me.
I am the only one who understands them.
Four skinny trees with skinny necks and pointy
elbows like mine. Four who do not belong
here, but are here. Four raggedy excuses
planted by the city. From our room we can
hear them, but Nenny just sleeps and doesn’t
appreciate these things.
Onyourcopy,
underlineexamplesof
personification
12. Four Skinny Trees
Sandra Cisneros
They are the only ones who understand me.
I am the only one who understands them.
Four skinny trees with skinny necks and pointy
elbows like mine. Four who do not belong
here, but are here. Four raggedy excuses
planted by the city. From our room we can
hear them, but Nenny just sleeps and doesn’t
appreciate these things.
Whyarethese
examplesof
personification?
Whodoesthe
personification
reallyreferto?
13. Four Skinny Trees
Sandra Cisneros
They are the only ones who understand me.
I am the only one who understands them.
Four skinny trees with skinny necks and pointy
elbows like mine. Four who do not belong
here, but are here. Four raggedy excuses
planted by the city. From our room we can
hear them, but Nenny just sleeps and doesn’t
appreciate these things.
Now,drawboxes
aroundexpressionsof
imagery…
14. Four Skinny Trees
Sandra Cisneros
They are the only ones who understand me.
I am the only one who understands them.
Four skinny trees with skinny necks and pointy
elbows like mine. Four who do not belong
here, but are here. Four raggedy excuses
planted by the city. From our room we can
hear them, but Nenny just sleeps and doesn’t
appreciate these things. Can’tyoujustsee
thisimageinyour
mind’seye?
Whoelsewas
PLANTEDhere,but
byherparents?
15. Four Skinny Trees
Sandra Cisneros
They are the only ones who understand me.
I am the only one who understands them.
Four skinny trees with skinny necks and pointy
elbows like mine. Four who do not belong
here, but are here. Four raggedy excuses
planted by the city. From our room we can
hear them, but Nenny just sleeps and doesn’t
appreciate these things.
Now,drawboxes
aroundexpressionsof
theme…
16. Four Skinny Trees
Sandra Cisneros
They are the only ones who understand
me. I am the only one who understands
them. Four skinny trees with skinny necks
and pointy elbows like mine. Four who do
not belong here, but are here. Four
raggedy excuses planted by the city. From our
room we can hear them, but Nenny just sleeps
and doesn’t appreciate these things.
Whatthemedo
thesetoptwo
linesconvey?
Whattheme
doesthisline in
themiddle
convey?
17. Four Skinny Trees
Sandra Cisneros
They are the only ones who understand me.
I am the only one who understands them.
Four skinny trees with skinny necks and pointy
elbows like mine. Four who do not belong
here, but are here. Four raggedy excuses
planted by the city. From our room we can
hear them, but Nenny just sleeps and doesn’t
appreciate these things.
Thisisanexampleof
whatliterarydevice?
(Itstartswitha“P”)
18. Four Skinny Trees
Sandra Cisneros
They are the only ones who understand me.
I am the only one who understands them.
Four skinny trees with skinny necks and pointy
elbows like mine. Four who do not belong
here, but are here. Four raggedy excuses
planted by the city. From our room we can
hear them, but Nenny just sleeps and doesn’t
appreciate these things.
Wow!You’veanalyzedthefirstparagraphofthis
vignetteandalreadyyou’vefoundexamplesof:
•Personification
•Imagery
•Theme
•Paradox
19. Four Skinny Trees
Sandra Cisneros
They are the only ones who understand me.
I am the only one who understands them.
Four skinny trees with skinny necks and pointy
elbows like mine. Four who do not belong
here, but are here. Four raggedy excuses
planted by the city. From our room we can
hear them, but Nenny just sleeps and doesn’t
appreciate these things.
THISisliteraryanalysis!
(Notdifficultatall,huh?)
This is exactly the kind of thinking you’ll
use to write your research paper.
20. Four Skinny Trees
Sandra Cisneros
They are the only ones who understand me.
I am the only one who understands them.
Four skinny trees with skinny necks and pointy
elbows like mine. Four who do not belong
here, but are here. Four raggedy excuses
planted by the city. From our room we can
hear them, but Nenny just sleeps and doesn’t
appreciate these things.
Let’sdothesecond
paragraphtogether
now…
21. Four Skinny Trees
Sandra Cisneros
Their strength is secret. They send ferocious
roots beneath the ground. They grow up and
they grow down and grab the earth between
their hairy toes and bite the sky with violent
teeth and never quit their anger. This is how
they keep.
22. Four Skinny Trees
Sandra Cisneros
Their strength is secret. They send ferocious
roots beneath the ground. They grow up and
they grow down and grab the earth between
their hairy toes and bite the sky with violent
teeth and never quit their anger. This is how
they keep.
First,whocantellus
whatdictionis?
23. Four Skinny Trees
Sandra Cisneros
Their strength is secret. They send ferocious
roots beneath the ground. They grow up and
they grow down and grab the earth between
their hairy toes and bite the sky with violent
teeth and never quit their anger. This is how
they keep.
Let’slookathow
dictionhelpssetthe
toneofthis
2nd paragraph…
24. Four Skinny Trees
Sandra Cisneros
Their strength is secret. They send ferocious
roots beneath the ground. They grow up and
they grow down and grab the earth between
their hairy toes and bite the sky with violent
teeth and never quit their anger. This is how
they keep.
ConsideringCisneros’
wordchoice(diction),
whatistheTONEofthis
partofthepassage?
25. Four Skinny Trees
Sandra Cisneros
Their strength is secret. They send ferocious
roots beneath the ground. They grow up and
they grow down and grab the earth between
their hairy toes and bite the sky with violent
teeth and never quit their anger. This is how
they keep.
NowLet’slookathow
personificationhelps
setthetoneofthis
2nd paragraph…
26. Four Skinny Trees
Sandra Cisneros
Their strength is secret. They send ferocious
roots beneath the ground. They grow up and
they grow down and grab the earth between
their hairy toes and bite the sky with violent
teeth and never quit their anger. This is how
they keep.
Wherearesome
examplesof
personificationinthis
paragraph?
27. Four Skinny Trees
Sandra Cisneros
Their strength is secret. They send ferocious
roots beneath the ground. They grow up and
they grow down and grab the earth between
their hairy toes and bite the sky with violent
teeth and never quit their anger. This is how
they keep.
SeehowCisnerosusesboth
dictionandpersonification
toestablishTONE?
28. Four Skinny Trees
Sandra Cisneros
They are the only ones who understand me.
I am the only one who understands them.
Four skinny trees with skinny necks and pointy
elbows like mine. Four who do not belong
here, but are here. Four raggedy excuses
planted by the city. From our room we can
hear them, but Nenny just sleeps and doesn’t
appreciate these things.
Finally,let’sanalyze
whichpartsof
paragraph#2illustrate
theme…
29. Four Skinny Trees
Sandra Cisneros
Their strength is secret. They send ferocious
roots beneath the ground. They grow up and
they grow down and grab the earth between
their hairy toes and bite the sky with violent
teeth and never quit their anger. This is how
they keep.
Whereisthe
strengthof
thetrees?
Inwhatwayis
thissecret?
Whereis
Esperanza’s
strength?
Inwhatwayis
thissecret?
30. Four Skinny Trees
Sandra Cisneros
Their strength is secret. They send ferocious
roots beneath the ground. They grow up and
they grow down and grab the earth between
their hairy toes and bite the sky with violent
teeth and never quit their anger. This is how
they keep.
“secretstrength”…
“thisishowthey
keep”…
Whatdoyouinferthe
themetobe?
31. Four Skinny Trees
Sandra Cisneros
Let one forget his reason for being, they’d
all droop like tulips in a glass, eah with their
arms around the other. Keep, keep, keep,
trees say when I sleep.
Let’smoveonto
paragraph#3to
analyzeotherways
Cisnerosconveys
theme…
32. Four Skinny Trees
Sandra Cisneros
Let one forget his reason for being, they’d
all droop like tulips in a glass, each with their
arms around the other. Keep, keep, keep,
trees say when I sleep.
33. Four Skinny Trees
Sandra Cisneros
Let one forget his reason for being…
If someone “forgets his reason
for being”, what is happening in
their mind? What does this
mean?
34. Four Skinny Trees
Sandra Cisneros
Let one forget his reason for being, they’d
all droop like tulips in a glass, each with their
arms around the other.
If the trees “all droop like tulips
in a glass, each with their arms
around each other”, are they
doing? What does this mean?
35. Four Skinny Trees
Sandra Cisneros
Let one forget his reason for being, they’d
all droop like tulips in a glass, each with their
arms around the other.
Can you spot the simile in that
sentence?
36. Four Skinny Trees
Sandra Cisneros
Let one forget his reason for being, they’d
all droop like tulips in a glass, each with their
arms around the other.
Canyouspotthesimileinthatsentence?
(Remember:similesarecomparisonsthat
alwayscontainthewords“like”or“as”.)
HereCisnerosusessimiletoconveyatheme
ofmutualsupport,atoneofcompassion.
37. Four Skinny Trees
Sandra Cisneros
Let one forget his reason for being, they’d
all droop like tulips in a glass, each with their
arms around the other. Keep, keep, keep,
trees say when I sleep. They teach.
Whileshesleeps,Esperanzaimaginesthatthe
treesareurgingherto“keep,keep,keep”.
Whatdoesthismean?
Whatthemedoesitsuggest?
38. Four Skinny Trees
Sandra Cisneros
When I am too sad and too skinny to keep
keeping, when I am a tiny thing against so
many bricks, then it is that I look to the trees.
When there is nothing left to look at on the
street. Four who grew despite concrete. Four
who reach and do not forget to reach. Four
whose only reason is to be and be.
Lastbutnotleast:let’s
analyzeParagraph#4
fortoneandtheme…
39. Four Skinny Trees
Sandra Cisneros
When I am too sad and too skinny to keep
keeping, when I am a tiny thing against so
many bricks…
HowisEsperanza/SandraCisnerosfeeling
here?
Whatdoesthattellyouaboutthetone?
40. Four Skinny Trees
Sandra Cisneros
When I am too sad and too skinny to keep
keeping, when I am a tiny thing against so
many bricks, then it is that I look to the trees.
Why is it that when Esperanza is
feeling weak and sad she looks at the
trees?
What do the trees give her?
What does this suggest about theme?
41. Four Skinny Trees
Sandra Cisneros
When I am too sad and too skinny to keep
keeping, when I am a tiny thing against so
many bricks, then it is that I look to the trees.
When there is nothing left to look at on the
street. Four who grew despite concrete. Four
who reach and do not forget to reach. Four
whose only reason is to be and be.
42. Four Skinny Trees
Sandra Cisneros
When I am too sad and too skinny to keep
keeping, when I am a tiny thing against so
many bricks, then it is that I look to the trees.
When there is nothing left to look at on the
street. Four who grew despite concrete. Four
who reach and do not forget to reach. Four
whose only reason is to be and be.
Why does Esperanza repeat the word
“four”here?
43. Four Skinny Trees
Sandra Cisneros
When I am too sad and too skinny to keep
keeping, when I am a tiny thing against so
many bricks, then it is that I look to the trees.
When there is nothing left to look at on the
street. Four who grew despite concrete. Four
who reach and do not forget to reach. Four
whose only reason is to be and be.
What does this say about the trees?
What does it mean to Esperanza?
44. Four Skinny Trees
Sandra Cisneros
When I am too sad and too skinny to keep
keeping, when I am a tiny thing against so
many bricks, then it is that I look to the trees.
When there is nothing left to look at on the
street. Four who grew despite concrete. Four
who reach and do not forget to reach. Four
whose only reason is to be and be.
“…whose only reason is to beand be.”
What does this suggestabout theme?