This document provides instructions and examples for students to write different types of poems during a 10-day poetry unit. It explains that students will write one poem per day using various forms and templates, such as concrete poems, diamantes, cinquains, and adverb poems. It also provides grading criteria, with each poem worth 10 points based on following the template, using poetic elements, and being free of errors.
This document provides instruction on paraphrasing, including what constitutes a proper paraphrase, examples of strong and weak paraphrasing, and tips for integrating paraphrases into writing. It discusses taking accurate notes to facilitate strong paraphrasing and avoiding plagiarism. The document also includes an interactive exercise where participants review grammar in sentences and receive points for correct answers.
The document provides lesson plans and materials for a Day 2 language arts lesson. It includes a discussion of helping others, a read aloud of a poem about helping hands, and an activity identifying words with the "or" sound. Students also practice spelling patterns with rhyming sentences and identifying sounds in words. The main text is a Chinese fairy tale called "Lon Po Po" about three sisters who outwit a wolf. Students analyze the characters of the story and complete comprehension questions.
The document provides guidance on writing effective introductions, including introducing the topic, indicating how it will be developed, including a thesis statement, and enticing the reader. It discusses four types of introductions - funnel, dramatic, quotation, and turn about - and provides examples of each. The document then analyzes sample introduction paragraphs and identifies weaknesses, such as a lack of focus, unclear connection between sentences, or missing information on the scope or structure of the intended writing.
The document provides examples of different poetry forms and formulas that can be used to write poems, including:
- Five Senses Poem: Each line describes one of the five senses
- Diamante Poem: Uses opposites with a specific pattern of words in each line
- Cinquain Poem: Follows a pattern of 1, 2, 3, 4, and 1 word lines
- Color Poem: Uses a color as the theme in descriptive lines
- Additional forms include Haiku, Limericks, Shape Poems, and more with examples provided.
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.
This document contains the agenda for an English class. It includes:
- Discussing participation points and forming groups to work in.
- Analyzing haiku poems in groups.
- Learning about blank verse form through a lecture and example scanning exercise.
- A guided writing activity where students write a 10 verse color poem in blank verse form.
- Homework of posting the color poem, reading sonnets, and studying vocabulary terms.
This document provides guidance on how to properly incorporate quotations into writing. It discusses that quotations should be used to support your own ideas, not replace them. The document then outlines four methods for integrating quotations: 1) Using a colon and complete sentence to introduce a quotation, 2) Using a comma after an introductory phrase, 3) Including the quotation within your own sentence, and 4) Using short quotations within a sentence without special punctuation. Providing context for the quotation and analyzing its significance are also emphasized.
This document provides guidance on using quotations in writing. It discusses direct quotes, which use the exact words from a source and are enclosed in quotation marks. It also covers indirect quotes, which paraphrase a source, and partial quotes. The document explains how to introduce and integrate quotes into sentences and discusses punctuation rules for quotes. It provides examples of direct, indirect, and partial quotes and how to format longer block quotes.
This document provides instruction on paraphrasing, including what constitutes a proper paraphrase, examples of strong and weak paraphrasing, and tips for integrating paraphrases into writing. It discusses taking accurate notes to facilitate strong paraphrasing and avoiding plagiarism. The document also includes an interactive exercise where participants review grammar in sentences and receive points for correct answers.
The document provides lesson plans and materials for a Day 2 language arts lesson. It includes a discussion of helping others, a read aloud of a poem about helping hands, and an activity identifying words with the "or" sound. Students also practice spelling patterns with rhyming sentences and identifying sounds in words. The main text is a Chinese fairy tale called "Lon Po Po" about three sisters who outwit a wolf. Students analyze the characters of the story and complete comprehension questions.
The document provides guidance on writing effective introductions, including introducing the topic, indicating how it will be developed, including a thesis statement, and enticing the reader. It discusses four types of introductions - funnel, dramatic, quotation, and turn about - and provides examples of each. The document then analyzes sample introduction paragraphs and identifies weaknesses, such as a lack of focus, unclear connection between sentences, or missing information on the scope or structure of the intended writing.
The document provides examples of different poetry forms and formulas that can be used to write poems, including:
- Five Senses Poem: Each line describes one of the five senses
- Diamante Poem: Uses opposites with a specific pattern of words in each line
- Cinquain Poem: Follows a pattern of 1, 2, 3, 4, and 1 word lines
- Color Poem: Uses a color as the theme in descriptive lines
- Additional forms include Haiku, Limericks, Shape Poems, and more with examples provided.
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.
This document contains the agenda for an English class. It includes:
- Discussing participation points and forming groups to work in.
- Analyzing haiku poems in groups.
- Learning about blank verse form through a lecture and example scanning exercise.
- A guided writing activity where students write a 10 verse color poem in blank verse form.
- Homework of posting the color poem, reading sonnets, and studying vocabulary terms.
This document provides guidance on how to properly incorporate quotations into writing. It discusses that quotations should be used to support your own ideas, not replace them. The document then outlines four methods for integrating quotations: 1) Using a colon and complete sentence to introduce a quotation, 2) Using a comma after an introductory phrase, 3) Including the quotation within your own sentence, and 4) Using short quotations within a sentence without special punctuation. Providing context for the quotation and analyzing its significance are also emphasized.
This document provides guidance on using quotations in writing. It discusses direct quotes, which use the exact words from a source and are enclosed in quotation marks. It also covers indirect quotes, which paraphrase a source, and partial quotes. The document explains how to introduce and integrate quotes into sentences and discusses punctuation rules for quotes. It provides examples of direct, indirect, and partial quotes and how to format longer block quotes.
The document provides an agenda for an EWRT 30 class. It includes discussions on haiku, blank verse form and meter, and vocabulary terms. Students will work in groups to earn participation points through discussions, reading original work, and vocabulary games. A guided writing exercise asks students to write a 10-verse color poem in blank verse form, describing qualities of a color through senses, music, dance, smells, foods, events, places, people, animals, games, and books. Students are given guidelines for the poem and conventions of blank verse, similes, metaphors, and other literary devices. Homework includes posting the color poem, reading sonnets, and studying the vocabulary terms.
This document contains a lesson plan for a reading and language arts lesson. It includes a read aloud story called "The Plan" about a squirrel and rabbit who trick a greedy rat. There are comprehension questions about the story and exercises on vocabulary, grammar, and writing character sketches. The lesson focuses on comparing and contrasting characters, identifying the plot, using adjectives, daily proofreading, and writing multi-paragraph character sketches using descriptive details.
This document provides instructions for creating a figurative language flip chart and defines several common types of figurative language including similes, metaphors, hyperboles, personification, alliteration, onomatopoeia, and imagery. It includes examples of each type and sentences for students to identify the figurative language being used. The document emphasizes that figurative language is commonly found in poetry, stories, music, and advertisements.
The document provides examples of grammar, vocabulary, and writing concepts that may be assessed on the PSSA (Pennsylvania System of School Assessment) exam. It includes multiple choice questions testing alliteration, onomatopoeia, subject-verb agreement, and sentence structure. The final question asks which step should come first when taking the PSSA: turning in the test or talking to a friend.
This document provides a course on punctuation aimed at making the reader an expert punctuation detective. It covers various punctuation marks such as commas, colons, semicolons, dashes, brackets, exclamation points, question marks, apostrophes, quotation marks, and periods. The course contains tasks to test the reader's knowledge of matching punctuation marks to their names and functions, as well as exercises identifying missing punctuation in sentences. It also involves creating a casebook explaining the use and providing examples of a selected punctuation mark. Completing the course prepares the reader to properly use punctuation and identify errors involving punctuation.
The document provides guidelines for using direct quotes, indirect quotes, and partial quotes in news stories. Direct quotes use the exact words from a source and are placed inside quotation marks. Indirect quotes paraphrase or summarize a source rather than using the exact words. Partial quotes use only part of what a source said. Attribution, or words like "said" should be used to indicate who is speaking. Punctuation and capitalization rules depend on whether the quote is a sentence or part of a sentence. Sources should be quoted accurately and verified with an editor when needed.
The document provides instructions for writing a cinquain poem, which is a five-line poem with a specific structure and style. It explains the parts of a cinquain poem and gives examples. It then outlines the writing process as brainstorming, drafting, revising, editing, and creating a final copy. Students are instructed to discuss their poem ideas with a friend and given a celebration link for more information on cinquain poems. Homework asks students to reflect on their poem and the writing process.
The document discusses different types of quotes used in academic writing, including direct quotes, which use exact wording from a source and require quotation marks, and indirect quotes, which are paraphrased and do not require quotation marks. It provides examples of integrating direct quotes into sentences and introducing them with attribution or a colon. The document also covers summarizing, paraphrasing, and properly punctuating and citing quotes based on MLA style guidelines.
The document provides guidance on integrating quotes into academic writing, including using the PIE (Point, Illustration, Explanation) structure for paragraphs. It discusses using lead-ins to introduce quotes, placing citations in parentheses, and formatting long quotes as indented blocks. Examples are given of attributing quotes to authors in sentences and analyzing quotes from The Great Gatsby. The document stresses using quotes to support your own analysis rather than replacing it.
This document provides tips for how to write a poem intended to communicate with and generate an emotional response from readers. It advises poets to know their goal in writing, avoid cliches and sentimentality, use vivid images and concrete language, and employ metaphor and simile. Poets are encouraged to move away from simply expressing personal feelings and instead focus on crafting poetry that serves to engage the reader. The document outlines each tip in detail and provides examples to illustrate how to implement the suggestions when writing a poem.
This document provides an overview and objectives for a lesson on figurative language. It discusses the song "Lift Up Your Hands to God" and how having faith can help one face problems. It defines common figures of speech like simile, metaphor, personification, and hyperbole. Activities are included for students to identify these figures of speech in passages. The lesson aims to help students better understand unfamiliar expressions, respond to questions, interpret figurative language, and enhance human values through literature.
Figures of Speech Presentation with examples by Dev Jain for Std.8DevJain35
This document provides a presentation on figures of speech given by Dev Jain of the 8th standard at Tapovan Vatsalyadham English Medium School in Gujarat, India. It defines figures of speech as using words in a non-literal way to create effects like imagery or rhetoric. It then outlines and provides examples of 15 common types of figures of speech, including similes, metaphors, personification, alliteration, assonance, onomatopoeia, hyperbole, antithesis, allusion, apostrophe, anaphora, oxymoron, paradox, irony, and puns. The presentation aims to educate the audience on various literary devices used in language.
This document provides an agenda and instructions for an EWRT 211 class. The class will focus on peer reviewing draft essays and covering editing strategies like MLA style, fragments, run-ons, capitalization, spacing, numbers, quotation marks, underlining, and italics. Students are instructed to bring two copies of their drafts and exchange papers with a peer to provide feedback using a worksheet. The document provides examples and explanations of different editing strategies for the students to apply to their drafts. It concludes with homework assignments which include revising essay #2 based on peer feedback and submitting it through Turnitin by the due date.
There are two types of relative clauses: defining and non-defining. Defining clauses provide essential information to identify a person or thing, while non-defining clauses provide extra background information. Punctuation differs between the two, with non-defining clauses always separated by commas. Relative pronouns also differ based on whether the clause is defining or non-defining, and prepositions can be placed either before or after the relative pronoun.
The document discusses parallel structure and how to properly structure sentences using parallelism. It defines parallelism as using the same pattern of words to show that two or more ideas have the same level of importance. This can be done at the word, phrase, or clause level. The document provides examples of parallel structure using words, phrases and clauses. It also discusses how to correct sentences that lack parallel structure.
The document discusses different types of quotes that can be used in essays, including direct quotes, indirect quotes, and partial quotes. It provides guidelines for punctuating and integrating various kinds of quotes, such as using attribution tags or introducing quotes with a full sentence and colon. Block quotes of four lines or longer are indented, and quotes must always be explained and connected back to the author's thesis. Providing the source and page number for all quotes cited in the text is also reviewed.
This document provides guidance on using pronouns and presents examples of the object pronouns "me" and "myself" and subject pronouns "I" and "me". It explains that "me" is an object pronoun that refers to the recipient of an action, while "myself" is a reflexive pronoun used with the subject "I", not in place of "me". It also discusses when to use "I" versus "me" in sentences with multiple subjects. The document includes an agenda for an EWRT 1A class that covers essay reviews, group work on analyzing comparisons in writing, and an in-class writing exercise on similes, verb tenses, and integrating quotations.
This document provides a lesson plan for day 3 of genre study on realistic fiction. It includes a question of the day about talents to share in a talent show. It previews a read aloud of a poem by Robert Louis Stevenson called "A Good Play." It provides vocabulary and grammar instruction including syllable division, fluency, plot elements, fables, and context clues. Robust vocabulary words are defined. The document models comparing ideas in a paragraph and using possessive nouns.
The document discusses Martin Luther King Jr., describing how he was treated unfairly as a child due to his race and worked to change views on racial equality through nonviolent protest and his famous "I Have a Dream" speech. It provides biographical details of MLK Jr., quotes from his speech, and examples of poetry and stories about his work and legacy.
This document defines and provides examples of various poetry terms including similes, metaphors, alliteration, onomatopoeia, idioms, personification, couplets, limericks, hyperbole, concrete poems, haikus, rhyme, diamante poems, acrostic poems, imagery, and sensory details. It explains key elements of each term such as the use of "like" or "as" in similes or maintaining a 5-7-5 syllable structure in haikus. Examples are provided to illustrate each term.
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.
This document provides an overview of different types of poems, including their formats and qualities. It discusses I wish poems, which begin each line with "I wish"; limericks, which have a rhyme scheme of AABBA; rhyming couplets, triplets, and quatrains; shape or concrete poems where the words are arranged to form the shape being described; and provides examples for each type. It also includes additional resources for writing different styles of poems.
The document provides an agenda for an EWRT 30 class. It includes discussions on haiku, blank verse form and meter, and vocabulary terms. Students will work in groups to earn participation points through discussions, reading original work, and vocabulary games. A guided writing exercise asks students to write a 10-verse color poem in blank verse form, describing qualities of a color through senses, music, dance, smells, foods, events, places, people, animals, games, and books. Students are given guidelines for the poem and conventions of blank verse, similes, metaphors, and other literary devices. Homework includes posting the color poem, reading sonnets, and studying the vocabulary terms.
This document contains a lesson plan for a reading and language arts lesson. It includes a read aloud story called "The Plan" about a squirrel and rabbit who trick a greedy rat. There are comprehension questions about the story and exercises on vocabulary, grammar, and writing character sketches. The lesson focuses on comparing and contrasting characters, identifying the plot, using adjectives, daily proofreading, and writing multi-paragraph character sketches using descriptive details.
This document provides instructions for creating a figurative language flip chart and defines several common types of figurative language including similes, metaphors, hyperboles, personification, alliteration, onomatopoeia, and imagery. It includes examples of each type and sentences for students to identify the figurative language being used. The document emphasizes that figurative language is commonly found in poetry, stories, music, and advertisements.
The document provides examples of grammar, vocabulary, and writing concepts that may be assessed on the PSSA (Pennsylvania System of School Assessment) exam. It includes multiple choice questions testing alliteration, onomatopoeia, subject-verb agreement, and sentence structure. The final question asks which step should come first when taking the PSSA: turning in the test or talking to a friend.
This document provides a course on punctuation aimed at making the reader an expert punctuation detective. It covers various punctuation marks such as commas, colons, semicolons, dashes, brackets, exclamation points, question marks, apostrophes, quotation marks, and periods. The course contains tasks to test the reader's knowledge of matching punctuation marks to their names and functions, as well as exercises identifying missing punctuation in sentences. It also involves creating a casebook explaining the use and providing examples of a selected punctuation mark. Completing the course prepares the reader to properly use punctuation and identify errors involving punctuation.
The document provides guidelines for using direct quotes, indirect quotes, and partial quotes in news stories. Direct quotes use the exact words from a source and are placed inside quotation marks. Indirect quotes paraphrase or summarize a source rather than using the exact words. Partial quotes use only part of what a source said. Attribution, or words like "said" should be used to indicate who is speaking. Punctuation and capitalization rules depend on whether the quote is a sentence or part of a sentence. Sources should be quoted accurately and verified with an editor when needed.
The document provides instructions for writing a cinquain poem, which is a five-line poem with a specific structure and style. It explains the parts of a cinquain poem and gives examples. It then outlines the writing process as brainstorming, drafting, revising, editing, and creating a final copy. Students are instructed to discuss their poem ideas with a friend and given a celebration link for more information on cinquain poems. Homework asks students to reflect on their poem and the writing process.
The document discusses different types of quotes used in academic writing, including direct quotes, which use exact wording from a source and require quotation marks, and indirect quotes, which are paraphrased and do not require quotation marks. It provides examples of integrating direct quotes into sentences and introducing them with attribution or a colon. The document also covers summarizing, paraphrasing, and properly punctuating and citing quotes based on MLA style guidelines.
The document provides guidance on integrating quotes into academic writing, including using the PIE (Point, Illustration, Explanation) structure for paragraphs. It discusses using lead-ins to introduce quotes, placing citations in parentheses, and formatting long quotes as indented blocks. Examples are given of attributing quotes to authors in sentences and analyzing quotes from The Great Gatsby. The document stresses using quotes to support your own analysis rather than replacing it.
This document provides tips for how to write a poem intended to communicate with and generate an emotional response from readers. It advises poets to know their goal in writing, avoid cliches and sentimentality, use vivid images and concrete language, and employ metaphor and simile. Poets are encouraged to move away from simply expressing personal feelings and instead focus on crafting poetry that serves to engage the reader. The document outlines each tip in detail and provides examples to illustrate how to implement the suggestions when writing a poem.
This document provides an overview and objectives for a lesson on figurative language. It discusses the song "Lift Up Your Hands to God" and how having faith can help one face problems. It defines common figures of speech like simile, metaphor, personification, and hyperbole. Activities are included for students to identify these figures of speech in passages. The lesson aims to help students better understand unfamiliar expressions, respond to questions, interpret figurative language, and enhance human values through literature.
Figures of Speech Presentation with examples by Dev Jain for Std.8DevJain35
This document provides a presentation on figures of speech given by Dev Jain of the 8th standard at Tapovan Vatsalyadham English Medium School in Gujarat, India. It defines figures of speech as using words in a non-literal way to create effects like imagery or rhetoric. It then outlines and provides examples of 15 common types of figures of speech, including similes, metaphors, personification, alliteration, assonance, onomatopoeia, hyperbole, antithesis, allusion, apostrophe, anaphora, oxymoron, paradox, irony, and puns. The presentation aims to educate the audience on various literary devices used in language.
This document provides an agenda and instructions for an EWRT 211 class. The class will focus on peer reviewing draft essays and covering editing strategies like MLA style, fragments, run-ons, capitalization, spacing, numbers, quotation marks, underlining, and italics. Students are instructed to bring two copies of their drafts and exchange papers with a peer to provide feedback using a worksheet. The document provides examples and explanations of different editing strategies for the students to apply to their drafts. It concludes with homework assignments which include revising essay #2 based on peer feedback and submitting it through Turnitin by the due date.
There are two types of relative clauses: defining and non-defining. Defining clauses provide essential information to identify a person or thing, while non-defining clauses provide extra background information. Punctuation differs between the two, with non-defining clauses always separated by commas. Relative pronouns also differ based on whether the clause is defining or non-defining, and prepositions can be placed either before or after the relative pronoun.
The document discusses parallel structure and how to properly structure sentences using parallelism. It defines parallelism as using the same pattern of words to show that two or more ideas have the same level of importance. This can be done at the word, phrase, or clause level. The document provides examples of parallel structure using words, phrases and clauses. It also discusses how to correct sentences that lack parallel structure.
The document discusses different types of quotes that can be used in essays, including direct quotes, indirect quotes, and partial quotes. It provides guidelines for punctuating and integrating various kinds of quotes, such as using attribution tags or introducing quotes with a full sentence and colon. Block quotes of four lines or longer are indented, and quotes must always be explained and connected back to the author's thesis. Providing the source and page number for all quotes cited in the text is also reviewed.
This document provides guidance on using pronouns and presents examples of the object pronouns "me" and "myself" and subject pronouns "I" and "me". It explains that "me" is an object pronoun that refers to the recipient of an action, while "myself" is a reflexive pronoun used with the subject "I", not in place of "me". It also discusses when to use "I" versus "me" in sentences with multiple subjects. The document includes an agenda for an EWRT 1A class that covers essay reviews, group work on analyzing comparisons in writing, and an in-class writing exercise on similes, verb tenses, and integrating quotations.
This document provides a lesson plan for day 3 of genre study on realistic fiction. It includes a question of the day about talents to share in a talent show. It previews a read aloud of a poem by Robert Louis Stevenson called "A Good Play." It provides vocabulary and grammar instruction including syllable division, fluency, plot elements, fables, and context clues. Robust vocabulary words are defined. The document models comparing ideas in a paragraph and using possessive nouns.
The document discusses Martin Luther King Jr., describing how he was treated unfairly as a child due to his race and worked to change views on racial equality through nonviolent protest and his famous "I Have a Dream" speech. It provides biographical details of MLK Jr., quotes from his speech, and examples of poetry and stories about his work and legacy.
This document defines and provides examples of various poetry terms including similes, metaphors, alliteration, onomatopoeia, idioms, personification, couplets, limericks, hyperbole, concrete poems, haikus, rhyme, diamante poems, acrostic poems, imagery, and sensory details. It explains key elements of each term such as the use of "like" or "as" in similes or maintaining a 5-7-5 syllable structure in haikus. Examples are provided to illustrate each term.
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.
This document provides an overview of different types of poems, including their formats and qualities. It discusses I wish poems, which begin each line with "I wish"; limericks, which have a rhyme scheme of AABBA; rhyming couplets, triplets, and quatrains; shape or concrete poems where the words are arranged to form the shape being described; and provides examples for each type. It also includes additional resources for writing different styles of poems.
This document defines and provides examples of various poetic devices and forms of poetry, including:
- Devices like speaker, diction, tone, imagery, and more.
- Forms like blackout poems, haikus, sonnets comparing English and Italian forms, concrete poems, acrostic poems, free verse, and parody poems.
- Examples of different poems are provided to illustrate how each form works, including a haiku about worms and a 14 line "I am" poem about Harry Potter.
The document provides examples and instructions for writing different types of poems, including poems using specific structures or formulas. Some of the poem types discussed include five senses poems, diamante poems, cinquain poems, color poems, build-a-poems, haikus, 8-line rhyming poems, limericks, concrete/shape poems, "if I were" poems, "used to...but now" poems, and clerihews. Formulas and examples are given for each type to demonstrate how to write poems using different structures.
The document provides an introduction to understanding poetry through analyzing different elements of poetic form and devices. It discusses how both the left and right sides of the brain can be engaged when studying poetry. Specific poetic devices are defined and examples are provided, including sound devices, figurative language, repetition, and literary allusions. Good poetry is described as keeping the reader interested and using strong devices to convey a clear message, while bad poetry lacks organization, uses devices poorly, and fails to engage the reader.
Language Arts and Reading Terms: Genre, Story Elements, Figurative Languagejenlynns
This PowerPoint presentation covers many of the common terms used in Lang. Arts such as genres, story elements and figurative language. Each term has an application practice and many include videos or mnemonic devices. Enjoy!
The document provides learning intentions and success criteria for learning about different types of poetry. It introduces various poetry terms and structures, and provides examples and activities to help students explore poetic devices like similes, metaphors, rhyme and rhythm. Activities encourage using poems as models and experimenting with different forms like acrostic, color and shape poems.
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.
The document provides guidance on different types of poetry writing. It begins by defining poetry as a form of language that expresses ideas and emotions more intensely than ordinary language. It then discusses various ways to start writing poetry, such as by imitating the form and style of favorite poets. As an example, it analyzes the poem "Fire and Ice" line-by-line to illustrate poetic techniques. Later, it introduces lyric, narrative, descriptive, and other types of poetry with examples and prompts readers to try writing poems using those forms and concepts like rhythm, imagery, metaphor, and simile. The overall document aims to equip readers with foundational knowledge about poetry and give them opportunities to practice different poetic techniques.
The document provides guidance on different types of poetry writing. It begins by defining poetry as a form of language that expresses ideas and emotions more intensely than ordinary language. It then discusses various ways to start writing poetry, such as by imitating the form and style of favorite poets. As an example, it analyzes the poem "Fire and Ice" line-by-line to illustrate poetic techniques. Later sections explain different genres of poetry like narrative, descriptive, and lyric poetry, and provides tasks for writing poems using various poetic elements like rhythm, imagery, metaphor, and simile.
The document provides examples and formulas for several types of poems, including:
- Five Senses poems that describe a subject using the five senses
- Diamante poems that follow an ABBA ABBA pattern describing opposites
- Cinquain poems in a 1-2-3-4-1 line structure about a subject
- Color poems that describe a color using the five senses
- Anagram poems where each line starts with a letter of the subject
- Build-a-poem with a topic, colors, adjectives, verbs, and feelings
- Haiku using the 5-7-5 syllable structure about nature
- 8-line rhyming poems with an AABB
The document provides examples and formulas for several types of poems, including:
- Five Senses poems that describe a subject using the five senses
- Diamante poems that follow an ABBA pattern describing opposites
- Cinquain poems that follow a subject-description-action-simile-subject structure
- Color poems that describe a color using senses and associations
- Anagram poems where each line starts with a letter of the subject
- Build-a-poem that follows a topic-colors-adjectives-actions-feeling structure
- Haiku focusing on nature with a 5-7-5 syllable structure
- Eight line rhyming poems with an AABB pattern
- L
Poetryppt lit lesson_1, Presentation listing different types of poems with an...jasminnd
This document provides an introduction to different types of poetry for 4th and 5th grade students. It defines poetry as emotionally charged written expression using patterns of sound and imagery. Various poets' opinions on poetry are presented. The document then discusses why people write poems, including to express emotions, ideas, humor, and messages. Several poetry forms are introduced, such as rhyming, lyric, acrostic, odes, clerihew, haiku, and limericks. Specific instructions are provided on cinquain, clerihew, and acrostic poems, including examples. Students are then instructed to work in groups to write poems in one of the styles.
The document discusses two main types of language: literal language and figurative language. Literal language states things directly, while figurative language uses imagery and techniques like metaphor and simile to infer or suggest meanings. The document then defines and provides examples of common types of figurative language including imagery, metaphor, simile, personification, hyperbole, and idioms. It explains that figurative language can make writing more rich and vivid.
The document provides an overview of literary devices commonly used in poetry to engage both sides of the brain. It discusses sound devices like repetition, rhythm, and rhyme that appeal to the right brain's preference for patterns and music. It also examines visual elements like metaphor, simile, and imagery that interest the left brain's capacity for images and logic. The document aims to show poetry can stimulate both analytical and intuitive thinking.
The document provides lesson materials for an English class. It includes objectives, activities, and explanations of literary elements like tone, mood, and author's purpose. The lesson covers analyzing a song for irony and hyperbole, determining tone and purpose. Students study tone, mood, and how they are conveyed. Examples of tone in speech are provided. Students analyze a fable called "The Lion and the Mouse" and complete exercises on verb tenses.
Poetry analysis requires engaging both sides of the brain. The left brain focuses on logical devices such as rhythm, meter, rhyme, and sound techniques. The right brain focuses on creativity and emotion. Some common poetic devices analyzed by the left brain are rhyme scheme, metaphor, simile, personification, and allusion. Understanding these devices provides structure to appreciate the creative expression explored by the right brain.
The document provides an introduction to various literary devices that can be used in poetry to engage both the left and right brain. It defines common poetic devices such as metaphor, simile, personification, and onomatopoeia. It also explains technical elements of poetry including rhythm, meter, rhyme scheme, and free verse. The document aims to equip readers with tools to analyze and appreciate poems through identification and understanding of these literary techniques.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Klinefelter syndrome is a genetic disorder caused by the presence of an extra X chromosome in males. It results in hypogonadism and infertility. Physical signs may include less facial/body hair, broader hips, larger breasts, and weaker bones/muscles. Cognitive effects like language/reading issues are also common. It occurs in around 1 in 500-1000 live male births. The extra chromosome is due to a nondisjunction event during meiosis. While symptoms vary, diagnosis is via karyotype showing 47,XXY. Treatment focuses on managing physical/developmental issues.
This document provides an overview of conditional sentences with "if" clauses, including their different uses and meanings, verb forms, and potential issues. It outlines 5 basic uses: 1) real conditions of fact in the present/future, 2) real conditions of fact in the past, 3) real conditions of prediction, 4) conditions that are not true in the present/future, and 5) conditions that were not true in the past. The meaning and typical verb forms are described for each use. Issues like similar forms, "were", contractions, and pronunciation reductions are also addressed.
This document provides a summary of conditionals and ways to express unreality in English grammar. It begins by distinguishing between real conditionals, which refer to likely or possible future events, and unreal conditionals, which refer to unlikely, untrue or impossible situations. It then examines the different verb tenses and structures used to form present, past and future real and unreal conditionals. The document also discusses using "wish" to express present and past regrets, as well as "if only" to convey wishes. Examples are provided throughout to illustrate the grammar points. Practice exercises at the end invite the reader to apply what they've learned by forming conditional statements based on pictures.
The document discusses conditional sentences in English grammar. It explains the three types of conditional sentences: first, second, and third conditional. The first conditional refers to likely present or future events, using "if + present + will/may." The second conditional refers to unlikely or hypothetical present/future events, using "if + past + would." The third conditional refers to imagined past events, using "if + past perfect + would have." Examples are provided for each conditional along with exercises for learners to practice forming conditional sentences.
This document summarizes different types of conditional sentences in English including factual, future, present unreal, and past unreal conditionals. It explains the tense and structure of each type of conditional. For example, factual conditionals use the same tense in both clauses, future conditionals use present tense in the if clause and future tense in the result clause, and present and past unreal conditionals use past tense in the if clause and modal verbs in the result clause. The document also discusses alternatives to using "if" such as "unless" and "provided", as well as implied conditions.
A fault is a fracture in rock where displacement has occurred due to movement of the Earth. There are three main types of faults defined by the direction of movement: normal faults create space by pulling rock apart; reverse faults squeeze rock by pushing two blocks on top of each other; strike-slip faults involve horizontal movement with little vertical displacement. Examples of fault systems in the Philippines include those near Laoag City, the Marikina Valley, near Borongan, and in General Santos City.
This document provides an overview of key concepts in statistics that will be covered in the CHM 235 course, including:
- The normal distribution and how it relates to sampling from populations. Parameters like the mean, standard deviation, and normal curve shape sampling distributions.
- Common statistical tests like confidence intervals, comparing a measured value to a known value, and comparing means of two data sets using t-tests. These tests rely on assumptions of normal distributions and comparing calculated t values to statistical tables.
- Additional concepts like variance, relative standard deviation, average deviation, and F-tests to compare standard deviations before applying t-tests. An example takes the reader through each of these statistical calculations and tests.
This document discusses various methods for summarizing and exploring qualitative and quantitative data through tabular and graphical techniques, including frequency distributions, relative frequency distributions, bar graphs, pie charts, histograms, scatter plots, and cross-tabulations. It provides examples and explanations of how to construct and interpret these summaries and graphs using sample customer satisfaction and automobile repair data. The goal is to gain insights about relationships within the data that are not evident from just looking at the original values.
This document provides an overview of different methods for presenting data, including textual, tabular, and graphical methods. It discusses topics such as ungrouped versus grouped data, frequency distribution tables, stem-and-leaf plots, relative frequency tables, cumulative frequency tables, and contingency tables. Examples are provided to illustrate key concepts and techniques for organizing data using these various presentation methods. The objectives are to be able to prepare different types of tables and graphs, as well as read and interpret the information conveyed by these data visualization tools.
This document discusses the difference between transitive and intransitive verbs. A transitive verb takes a direct object, answering the question "what?" or "whom?" after the verb. An intransitive verb does not take a direct object. Some verbs can be both transitive and intransitive depending on how they are used in a sentence. Examples are provided to illustrate transitive verbs like "wrote" and "shook" as well as intransitive verbs like "applauded" and "shook." The document concludes by noting verbs are complex but essential to sentences and advises keeping writing simple.
The triangle inequality theorem states that the sum of the lengths of any two sides of a triangle must be greater than the length of the third side. It can be written as inequalities comparing the different side lengths, such as AB + AC > BC. The converse is also true - the side opposite the largest angle will be the longest side. Examples demonstrate using the triangle inequality theorem to determine if a set of lengths could form a triangle or find the possible range of values for the third side of a triangle given two side lengths.
The document discusses different meanings of the word "work" and defines work in the context of physics. In physics, work is related to energy and is done when a force causes an object to move in the direction of the force, resulting in a change in the object's energy. Work can be calculated as W=Fd, where W is work, F is the applied force, and d is the displacement of the object in the direction of the force. The standard unit for work is the joule, which is equal to one newton of force applied over one meter of displacement.
This document discusses the different states and phases of matter. It begins by explaining the traditional three states of matter - solid, liquid, and gas. It then notes that advances in experimental techniques have revealed additional states like Bose-Einstein condensates and quark-gluon plasma. The document traces the history of theories of matter, from early Greek philosophers proposing atoms as the fundamental building blocks of matter, to the modern particle-based view of subatomic matter.
This document provides information about and examples of adjectives and adverbs. It begins by defining adjectives as words that describe nouns and pronouns by indicating which, what kind, or how many. It defines adverbs as words that describe verbs, adjectives, or other adverbs by indicating where, when, how, or how often/long. Most adverbs are formed by adding -ly to adjectives. The document provides many examples comparing the proper uses of adjectives versus adverbs. It emphasizes that it is important to use the right part of speech depending on what is being described.
The document compares and contrasts the characteristics of mollusks and annelids. Both phyla are bilaterally symmetrical with a soft body and internal coelom. They can live in various environments on land or in water. Mollusks have a hard shell that protects their soft body, while annelids move via alternating circular and longitudinal muscles. Both groups exhibit a range of reproductive strategies including asexual reproduction and hermaphroditism. They have organ systems that allow for respiration, circulation, digestion, and nerve conduction.
Sound waves travel at different speeds depending on the medium, with the fastest in solids like steel and slowest in gases like air. The properties of sound waves include speed, intensity and loudness, frequency and pitch, and timber or quality. Intensity depends on amplitude and distance from the source, and is measured in decibels. Frequency determines pitch, with higher frequencies being higher pitched. The ear has an outer, middle, and inner section that detects sound waves and sends signals to the brain.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
2. My Poems!
Today, we are going to start a ten day
poetry unit. In this unit, you will read at
least one poem a day and write a poem a
day.
You will create a burrito book today and
begin writing poems.
3. How am I graded?
You will write a total of eight poems. Each poem
is worth ten points. Here’s what I want:
Poem follows the template.
Poem uses poetic elements and figurative language.
Poem is free of errors in spelling, grammar, and
mechanics.
Illustrated
Presented neatly
5. Concrete Poems
Make a prediction – what do you think a
concrete poem is?
A concrete poem is a poem in which the words take the
shape of the subject. Let’s look at some!
6. “l(a” by e.e. cummings
l(a
le
af
fa
ll
s)
one
l
iness
10. How do I do it?
1) Use your burrito books to write your final
draft. You may use your journal first to get
your ideas out.
2) List some details about a shape.
3) Write a very short poem, no more than four
lines about that shape.
4) Rearrange the words so that they fit in the
shape of the object you are writing about.
12. Diamante
What do you think a diamante is?
A diamante is a poem in the shape of a
diamond that uses specific parts of
speech. The words progress from short
lines to long lines and back to short lines.
13. Diamante Pattern
Noun
Adjective noun
Three describing words (-ing words, present participles)
Four describing words (-ed words, past participles if possible)
Three present tense verbs
Noun (synonym for the first noun)
17. Diamante Pattern- Follow the
pattern
Noun
Adjective noun
Three describing words (-ing words, present participles)
Four describing words (-ed words, past participles if possible)
Three present tense verbs
Noun (synonym for the first noun)
Try to use ALLITERATION in your poem to bring it to life.
18. Cinquain
What do you think a cinquain is?
A cinquain is a five line poem. The word
for five in French is cinq!
19. Wish upon a poem
We have all wished we were something
else, real or make believe. For your
cinquain, you will write about a wish.
Line 1: “I wish I were”
Line 2: who you would like to be
Line 3: Where you would like to be (prepositional phrase)
Line 4: What you would like to be doing using an –ing word
Line 5: How would you be doing it
20. “Cinderella”
I wish I were
A princess
At a royal ball
Dancing a waltz
Gliding and spinning perfectly.
21. “Ogre”
I wish I were
An opera singer
On opening night
Singing on the stage
Each note pitched perfectly
22. Big Bad Wolf
I wish I were
A race car driver
At the Indy 500
Revving my engine, peeling out, winning first
place
In my car named the pork-mobile.
23. “Mr. Manley”
I wish I were
A photographer
Deep in the darkened jungle
Peering through the vines, snapping my
shutter
At a Bird of Paradise
24. “Sunday Morning” poem
Something surprising happens in the novel
on a Sunday morning. Write a poem that
begins “On a Sunday Morning.”
5 couplets long
What do you think a couplet is?
25. Example
One minute after midnight
black is the dominant color.
One minute after midnight
spiders spin webs of dreams.
One minute after midnight
owls hoot and haunt thick forests.
One minute after midnight
stars begin to people-gaze.
One minute after midnight
words dance in books while authors sleep.
26. Example – using SENSORY
IMAGERY
One minute after midnight,
a fly buzzes in a frosted window.
One minute after midnight,
floorboards creak – who’s there?
One minute after midnight,
grandfather clocks tick-tock like metronomes.
One minute after midnight,
grandma snores and shakes the cottage.
One minute after midnight,
I am still awake.
27. Example – Using RHYME
One minute after midnight,
the moon is shining bright.
One minute after midnight,
we just turned out the light.
One minute after midnight,
my dreams are soaring kites.
One minute after midnight,
owls hoot and coyotes howl.
One minute after midnight,
the morning is closer now.
28. Adverb Poem
Adverbs are often overlooked by many
writers when they first put pen to paper.
Here’s a pattern poem that invites you to
use adverbs to write about a favorite
character, person, or job.
33. Write Two
Prewriting: For the adverb poem, pick two
people. Write their names in your journal.
Under their names, write one verb that you
associate with the character. Then, write 3
adverbs to go with it. After that, the poem
is a piece of cake.
37. Txt Msg Poem
Write a poem in the form of a TXT MSG
from one character to another. Use as few
letters as possible and use numbers in place
of words. Spelling doesn’t count (just this
one time:)
MUST CONTAIN FIGURATIVE
LANGUAGE (Simile, Metaphor,
Personification)
38. Ex:
From: red riding hood
To: 3 pigs
Just met a wolf 2dayLots o T-th, 2 many 2 countHope yr build’n strong housesB alert! Hungry as a shark
Heading yo way :/
39. Ex:
From: wolf
To: 3 pigs
Saw yr 1st 2 housesIs that the best u can do?
Just 8 but still hungryLungs ready 4 work!
C u 2morrow >=)
40. Ex:
From: Other Mother
To: Coraline
Got 2 buttonsShiny, ready 4 UNeedles sharp as scalpelsLv da cat at homeHe b vermin. >=(
41. Ex:
From: Coraline
To: Other Mother
Yo Othr MthrLet’s play a gameSouls r hidden in yr houseBut I no where!!
I B COMIN’ 4 U. ;)
42. Syllable Poem
For this poem, each line has a specific number of
syllables. The idea is to choose words that are
precise in their syllabic count and their ability to
communicate your ideas.
Pattern:
1 syllable
2 syl.
3 syl.
4 syl.
5 syl.
45. Persuasive Letter Poem
Prewriting: Think of a few characters from
books or stories you have read. Think of
the problems these characters have to
overcome. Choose one character and a
problem the character has.
EX: Harry Potter wants to get past Cerberus,
the three-headed dog.
46. Prewriting, Part 2.
List 5-10 people to whom this character could write
for help.
EX: a close friend, another wizard, a dog catcher.
Circle one person, then think of ways your main
character might persuade this person to come and
help solve the problem. List 5-10 reasons.
47. Drafting
State the problem followed by reasons 1, 2,
and 3 that would persuade the recipient to
help the main character. End with a
concluding sentence, one that wraps up or
restates the idea in the first sentence.
48. Example
(from HP to Sideshow Sam)
Dear Sideshow Sam,
I need your help.
I need to get past
A three-headed dog.
I thought you could
Help me because
You are good with dogs.
I read in the paper that
Your two-tailed dog ran away
From your sideshow.
49. Continued…
If
You can help me,
You can have the three-headed dog here.
I know a three-headed dog will attract
More people to your show.
I know you will make more
Money
With a three-headed dog
And become famous! Please help
All barked out,
Harry Potter
50. Revise – change weak nouns and verbs and add
powerful phrases/clauses
Dear Sideshow Sam,
I read in Bark n’ Bite magazine
That your two-tailed dog escaped from your
sideshow.
I’m sorry for your bad dog luck, but I may
Be able to help. How would you
Like a three-headed dog? I know where you
Can get your mitts on one!
51. Continued…
Such a beast is barring me from exploring
The belly of Hogwarts School.
If you capture the beast,
You’ll be barkin’ happy!
First, if you had a three-headed dog,
You’d have the most popular
Attraction at your carnival. People would be
Frothing at the mouth just to get a gander at such
a creature.
52. Continued…
Second, imagine
The money you’d be able to make!
After only three years of displaying the
Three-headed beast, you’d be able to make
enough money to retire and live a yaphappy life.
Fame would be a bone you could chew on for
years and years!
53. Finishing up…
What are you waiting for? The sooner you
Collect the fiendish hound that blocks me,
The sooner you’ll start living in dog heaven!
Sincerely,
Harry Potter
54. Assessment
1.
2.
3.
4.
5.
6.
7.
The poem is persuasive.
The poem has a claim and three reasons.
The poem contains concrete, specific
language.
Phrases and clauses are used effectively.
Transition words are used effectively.
Ideas and images in the poem fit together.
GUM errors have been avoided.
55. Set up this chart on your ticket:
Strong
Verbs
Vivid
Adjectives
Poetic
Devices
Rhyme
Scheme
56. As you read “The Eagle,” fill out
your chart.
“The Eagle” by Alfred, Lord Tennyson
He clasps the crag with crooked hands;
Close to the sun in lonely lands,
Ringed with the azure world, he stands.
The wrinkled sea beneath him crawls,
He watches from his mountain walls,
And like a thunderbolt he falls.
57. Pre-writing: Imitation Poem
Pick an animal that you know many facts
about. List what you know about its:
1. Habitat
2. Diet
3. Attributes
4. Enemies
5. Actions
6. Life span
58. Write two stanzas like
Tennyson’s
Stanza 1: Tell what the animal is doing and
where it is.
Stanza 2: Describe some aspect of the
animal’s world and tell what the animal
does.
Challenge! Follow the AAA BBB rhyme
scheme.
59. “The Argument of His Book”
Create this chart on your new ticket:
Unknown
Words
Concrete
Nouns
Alliteration
Rhyme
Scheme
60. “The Argument of His Book”
I sing of brooks, of blossoms, birds, and bowers,
Of April, May, of June, and July flowers.
I sing of Maypoles, hock cars, wassails, wakes,
Of bridegrooms, bridges, and of their bridal cakes.
I write of youth, of love, and have access
By these to sing of cleanly wantonness.
I sing of dews, of rains, and piece by piece
Of balm, of oil, of spice, and ambergris.
I sing of times trans-shifting, and I write
How roses first came red and lilies white…
61. Imitate
Prewriting: Make a list of all the things you
could “sing about” or celebrate.
Rough Draft: Write a one-stanza poem (8-10
lines) that imitates his style. Begin each
line with “I sing of,” “I celebrate,” or “I
write of.”
End with “I sing of these things and one day
hope to have them all.”
62. “The Argument
of Mr. Manley’s Song”
I sing of newly-wedded bliss,
I sing of my maiden’s tender kiss.
I sing of bright and colorful tunes,
I sing of fast-approaching June.
I sing of learning, knowledge, mirth,
I sing of love and its natural worth.
I sing of mountains, looming tall,
I sing of these things and one day hope to have them
all.
63. “The Argument of My Song”
I sing of the bubblegum I chew.
I sing of summer vacations away from school.
I sing of new tennis shoes on my feet.
I sing of tadpoles becoming frogs.
I sing of cats in cardboard boxes.
I sing of roller-coaster rides.
I sing of polar bears in the snow.
I sing of whales swimming in the ocean.
I sing of these things and one day hope to have them
all.