This lesson plan teaches students about biblical allusions and free verse poetry. Students will analyze the song "Viva la Vida" by Coldplay to identify biblical allusions and their meanings. They will also learn about free verse poetry and work in groups to create their own found poetry using pre-cut magazine words. The lesson aims to help students recognize poetry in various media and understand how allusions and format influence meaning.
This Teaching Literature Guidebook provides a
roadmap to the most popular resources from Prestwick House and guidance for choosing the right ones for your classroom.
If you have any questions, please don’t hesitate to
give us a call at 1-800-932-4593 or email us at info@prestwickhouse.com.
This Teaching Literature Guidebook provides a
roadmap to the most popular resources from Prestwick House and guidance for choosing the right ones for your classroom.
If you have any questions, please don’t hesitate to
give us a call at 1-800-932-4593 or email us at info@prestwickhouse.com.
Relationer i en digital värld - En kvalitativ studie om PR via sociala medierIsabella Sundberg
Det här är en uppsats som handlar om PR via sociala medier och bygger på kvalitativa intervjuer som genomförts med svenska PR-utövare.
Syftet med uppsatsen är att undersöka hur sociala medier används för PR, och hur det
kommit att utveckla PR från en sändarorienterad PR till en dialoginriktad PR. Uppsatsen syftar även till att se på hur teoribildningen för PR 2.0 förhåller sig till hur
yrkesverksamma inom PR tänker i sitt arbete.
Frågeställningarna i uppsatsen är följande:
Hur kan sociala medier användas för PR?
Hur påverkas relationen mellan ett företag och dess publiker när man kommunicerar via sociala medier?
Hur kan man mäta effekter genom PR via sociala medier?
Våra slutsatser av studien visar på att sociala medier ger större möjligheter för företag att lyssna och prata med sina målgrupper än vad tidigare var möjligt.
Dock är dessa relationer är inte alltid resultatet av en symmetrisk tvåvägskommunikation, en kommunikation på lika villkor. Företag kan likväl använda sociala medier och tvåvägskommunikation för att övervaka och registrera vad folk tycker om dem, vilket kan ses som karakteristiskt för den asymmetriska tvåvägskommunikationen.
Men det är också viktigt att notera att företag som delar mer och skapar värde för dem de kommunicerar med kommer att bygga starkare relationer med sina publiker. Sociala medier gör det också möjligt att identifiera viktiga personer med hjälp av mediet själv på ett sätt som är både är enkelt och kostnadseffektiv. Problemet med att mäta effekter av att kommunicera i sociala medier är av en metodologisk karaktär.
Mycket av det som händer när vi kommunicerar i sociala medier är möjligt att mäta och kvantifiera, men problemet ligger i att förklara vad resultatet betyder. Att ställa upp tydliga och realistiska mål och att se till att göra en bra föranalys innan företag ger sig ut i de sociala medierna är en förutsättning för att sedan kunna mäta effekterna.
The students are in dire need of something that helps them to understand basic concepts in simple language. This presentation attempts to explain key concepts like Criticism, types of criticism, critical theory and about other literary terms.
Designing Curriculum Instruction and AssessmentInstructional Les.docxsimonithomas47935
Designing Curriculum Instruction and Assessment
Instructional Lesson Plan
Setting/Grade Level: Grade 6
Subject(s): Reading/Language Arts School: Florida
Theme/Title: Poem- Lincoln the Leader
1. PLANNING
Standards Addressed
This lesson Address the History of United States of America and the poem that describes President Abraham Lincoln.
1. The National Center For History in Schools- the student gets the opportunity to engage in historical study and interpretation hence is able to understand diverse historical information.
2. NCTE Standards for English Language Arts- Students read widely to develop their understanding of texts, themselves and the cultures of the United States and other countries of the world, to gain knowledge on how to respond to various needs of the society and for personal fulfillment.
3. Florida State Standards: Students will use primary and secondary information sources to study and interpret the history of United States, to describe important events in the past and to interpret different perspectives.
LAFS.6.L.3.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a) LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
b) LAFS.6.RL.2.6: Explain how an author develops the point of view of the narrator or speaker in a text.
c) LAFS.6.SL.2.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
d) LAFS.6.RL.2.4: Determine the meaning of words and phrases, as they will; be used in a text including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
e) LAFS.6.W.3.9 Draw evidence from literary or information texts to support analysis, reflection and research. (a) Apply grade 6 reading standards to literature.
1. PLANNING
Learning Outcomes/SMART Goals
Instructional Time: 4 hours.
What should students know and be able to do because of this lesson?
· Students will understand that writers plan and make adjustments for their purpose or audience
· Poetry is a form of writing that expresses feelings, experiences, or thoughts
· Using the poem “Lincoln Walks at midnight,” students will understand that poet depicts the ghost of Lincoln pacing the streets of Springfield, Illinois his hometown tormented by the dreadful slaughter of the war.
· Student will be able to identify how figurative language, vocabulary and imagery affect the mood and tone of the poem.
· Using the poem, student will be able to visualize the events that formed Lincoln. The poem should enable the children to be capable of narrating the events that formed Lincoln by the end of the four hours.
· Using the poem students will be able to write a position paper using textual evidence to.
Poetry and The Merchant of Venice and The Poet XAbrilRodriguez37
Before reading The Merchant of Venice or The Poet X, we will have this lecture in class so that students get familiar with the content they are about to read. The lecture contains biographic information about our authors (William Shakespeare and Elizabeth Avecedo), an overview of the plot of the story, and activities that will develop how students analyze poetry.
(PowerPoint for EDSC 304 Module 4)
1. Sarah Lewis-Leach6 October 2009Observation Lesson Viva la Poetry! Biblical allusions & free verse Concept / Topic To Teach: Students will learn about how allusion (specifically biblical allusion) functions in a song/poem. Students will then learn about free verse poetry as they attempt to create their own headline poem. Standards Addressed: Grade: 10,11,12 Description: ELAWLRL1 The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events, main ideas, and cultural characteristics) in a variety of texts representative of different genres (e.g., poetry, prose, short story, novel, essay, editorial, biography, and drama) and using this evidence as the basis for interpretation. Critical Component: The student identifies and analyzes elements of poetry from various periods of world literature and provides evidence from the text to support understanding; the student:a. Identifies, responds to, and analyzes the effects of diction, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning.i. sound: alliteration, end rhyme, internal rhyme, terza rima, consonance, assonanceii. form: haiku, lyric, epic, narrative poemiii. figurative language: personification, imagery, metaphor, epic simile, synecdoche, hyperbole, symbolismb. Analyzes and evaluates the effects of diction and imagery (e.g., controlling images, figurative language, understatement, irony, paradox, and tone) as they relate to underlying meaning.c. Identifies and responds to poetic forms specific to particular cultures. General Goal(s): Students will be able to recognize allusions and compare a poem with a rhyme scheme and a poem with a free verse schematic. Students will recognize that poetry can also be found in the lyrics of popular music and many other aspects of the real world. Poetry lives everywhere. Specific Objectives: Students will analyze the song “Viva la Vida” by Coldplay and pinpoint biblical allusions. The biblical allusions will be deconstructed in order to make meaning out of their existence in the song. Students will complete an independent rhyme scheme of the song “Viva La Vida.” Students will learn about the concept of free verse poetry and its prevalence in modern culture. Students will work in groups to create their own version of a type of free verse poetry called “headline poetry” or “found poetry.” Students will share their creations with the class. Required Materials: Power point Presentation entitled “Viva La Poetry!” (access to the appropriate technology for this) ___ copies of the lyrics to the song “Viva la Vida” by Coldplay ___ of glue sticks (for each group) ___ packets of pre-cut words from magazines and newspapers (25 words/packet) ___ blank sheets of paper (enough for 1 per group) Anticipatory Set (Lead-In): Students will participate in an anticipatory discussion on songs they believe are poetic. They will listen to the song “Viva la Vida” one time and be asked to decipher what they believe the song is about. They will be asked to write a note at the top of their lyric sheet (using several words) to describe their initial reactions to the song. This will be an interesting comparison after the song is delved into deeper. Step-By-Step Procedures: Lyric sheets passed out to each student Anticipatory Lead in. Power point presentation Activity explained to students Separation into groups of 2-3 Materials passed out for the activity Students begin activity / teacher roams the groups to assist Students clean up materials and finish activity Students share their poem with the class Plan For Independent Practice: Students will be encouraged to look around the world and see if they can find poetry in songs or in magazines, newspapers or on television. Students will be encouraged to find several other popular songs that contain biblical or mythological allusions and to research them for a better understanding of the song. Closure (Reflect Anticipatory Set): Teacher will review what the class has learned. Pointing first to the power that allusions can have in poetry and literature as a whole. Then will review how the song “Viva La Vida” took on a whole new meaning once the allusions were researched. How did this change the students view of the song? Next, students will review how poets write free verse poetry- trimming the fat of unnecessary words as they did in the activity. Do they feel that this makes words more powerful in the poem? Does this generate more emotional pull on the reader? Do less words really mean more? Assessment Based On Objectives: Learning success will be achieved when each student has an understanding of the function of allusion, the definition of free verse poetry and the experience of creating their own free verse poem in a group. Adaptations (For Students With Learning Disabilities): Adaptations will be made based on the IEP of each student in conjunction with the co-teacher Mrs. Small. Possible Connections To Other Subjects: Since biblical allusions are being focused on, there is a strong connection between history and literature that will be unveiled in the class. Students will be educated on this connection and the importance of having knowledge of history in order to form a better understanding of not only poetry but, the world around them. Amendments: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________