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The document is a lesson plan for teaching students about cinquain poems and having them write poems about nature. The lesson introduces cinquain poems using an example about water. It explains the structure of cinquains with five lines and different requirements for each line. Students then discuss adjectives, verbs, topics, and attitudes they could use in their own cinquain poems about nature. They are given 10 minutes to write poems, which are then shared. At the end, students reflect on what they learned and choose smiley faces to represent their feelings about the lesson.
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CNF Reflection:
Since I started this course, I realize how it will be challenging for me, first of all, I am an international freshman English major, so English is my second language. I thought, in the beginning, it will be easy, and I can do it as the native speakers, but unfortunately my scores don’t show that. I got difficulty with writing that much of papers and found it challenging. I said I will do my best and will work hard I might succeed and pass. I tried and squeezed my brain in hope to do better and better.
I started my CNF draft by telling a story of my young brother Yousef, who has rare condition illness. Just 300 statues in the whole world, I explained more about how our life as a family has changed before Yousef been a member of the family and after. Yousef adorable, kind and quiet child, who spends most of his life in hospitals. I hope to find the right medical treatment to this issue. I explained more about how our life was affected, how I had to leave everything behind me, as my country Saudi Arabia, my friends, my memories, and latterly everything. You can imagine how hard it could be.
Some of the comments that I had in my first CNF drafts were about where are you in the story? Why we can’t see you between the lines? I thought, in the beginning, I just want to tell the story that has a high meaning to me I could not deliver what I was feeling exactly. People can’t feel the way that you feel except if they went at the same situation that you went through. So they will understand why you wrote this and this. I was thinking about starting my CNF by saying “ there was a family included two brothers and two sisters” Which I am one of the sisters who is writing the story. But readers could not get what I was trying to do, the feedback was always asking for my feelings, and my voice not for someone telling a story about someone else.
To be honest, it was tough to rewrite it again and again, but I had to, so I can include my voice in the story to be able to deliver my character to the reader. I took their feedback seriously. So I made my final draft shorter than the second draft. I feel satisfied with my final draft. I could give a clear idea of the kind of transformation that my family and I had before and after Yousef’s illness. Also, I could put my voice as well so the reader will understand what was my feeling at those moments.
I decided to change the topic of the story from The Child Yousef into a Life Transformation. I thought it would be better at this way. Not being specific will give the reader that question in the heads before reading the story which is what kind of life transformation it could be? So this is the reason for seeing the topic is different in the first and second draft that in the final draft.
I included a lot of dialogues in my CNF I think they give life to your story and realism. I know it is hard to remember everything precisely happened in the past, but it is not hard to remember the general i ...
Kra poetry presentation
This document discusses the importance of sharing poetry with students and provides tips for incorporating poetry into classroom routines. It notes that poetry can be an outlet for expressing feelings and connecting with others. The document recommends making poetry a regular, enjoyable part of the school day through activities like poetry read-alouds, poetry walks, and designating a "poet of the month." It emphasizes modeling appreciation for poetry and avoiding over-analyzing poems to help students develop a lifelong love of the art form.
Ambahan-lesson-plan.docx
This document contains details of an English lesson plan for Grade 7 students, including the objectives, content, learning procedures and activities. The main topic is an "Ambahan" poem, a traditional Mangyan courtship poem from the Philippines. The teacher explains the poem, analyzing elements like structure, figurative language and symbolism. Students practice identifying literary devices, discussing cultural traditions, and reciting sections of the poem.
Ambahan-lesson-plan.docx
This document contains information about an English lesson for Grade 7 students, including the teacher's name, class schedule, standards, objectives, content, and learning procedures. The lesson plan discusses a Mangyan poem called "Ambahan" that is traditionally sung by men to court women. The teacher reviews poetry terms, reads and analyzes the poem line-by-line, and discusses figurative language like personification used in the poem. Students are engaged to discuss the meaning, symbolism, and location described in each stanza.
Ambahan-lesson-plan.docx
This document contains details of an English lesson plan for Grade 7 students, including the objectives, content, learning procedures and activities. The main topic is an "Ambahan" poem, a traditional Mangyan courtship poem from the Philippines. The teacher explains the poem, analyzing elements like structure, figurative language and symbolism. Students practice interpreting the poem's meaning and message, which uses personification to compare the moon to a man. The lesson aims to teach students about traditional Philippine poetry and culture.
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This document introduces the book Poetry For Dummies and provides an overview of its contents and organization. It aims to make poetry accessible to all readers by explaining how to read, interpret and write poetry. The book is divided into six parts that cover reading poetry, analyzing poetic techniques and forms, a historical overview of poetry, guidance for writing poetry, lists of common myths and great poems, and additional resources. Its goal is to help readers discover and appreciate poetry through practical tips, exercises and recommendations.
Diverse learners
The document provides strategies for teaching diverse learners and effective writing instruction. It discusses advocating for students, understanding their experiences, using visual aids and scaffolding for writing projects. It also offers prompts and questions for teachers to ask students to help them improve their writing skills and understand different text styles and genres.
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This document contains analyses of several poems. The first analysis summarizes a poem titled "Shopping for Yourself" as being about not needing to rush through life and appreciating what you have. The next two analyses summarize additional poems about feeling trapped by emotions and the ups and downs of life.
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Lesson
- 1. “ Our Fragile World ” The Textbook “New Millennium 9” Inga Temirova Luba Shilova Group 753
- 5. Did you enjoy the poem? Is it nice? Good. So do Englishmen like and respect their nature? How do you know it?
- 9. “ Our Fragile World ” Associations Beauty, anticipation, inspiration, freedom, love, happiness, etc. Verbs Support , induce, enrich, improve, feed, bring up, breed, etc. Topic The sun, the earth, water, air, land, etc. Adjectives Beautiful, fascinating, captivating, charming, crystal, round, etc. Attitude I like it greatly; we will protect nature; it makes me happy, etc.
- 11. Well, time is up. Lets read out your poems. Who wants to be the first? Yes, please. Well-done! Did you like it? So what was it about? Who wants to be the next?