If you would like to edit this presentation, please email me: scducharme at yahoo dot com, and I will send the power point. Please keep my name on the title page.
Response to literature graphic organizCassszczotka
This document provides a graphic organizer for writing a response letter to someone about a piece of literature. The letter asks the reader to state their opinion on whether they liked the story and provide an example from the text to support their view. It also asks if they would recommend the book and give an example. The organizer prompts the reader to make a connection from the story to another text, themselves, or the world. It concludes by asking how the reader will end the letter creatively.
This document summarizes an event for a YA author meet and greet. The event will take place on February 8, 2015 at 7pm at the Peninsula Public Library. The author, Nicole A. Schmidt, will discuss her background in education and traveling, as well as her recently published book of poems titled "Inside a Young Soul" that were written between the ages of 14-19. The event will include an introduction to Schmidt, information about her book, a Q&A session, a poetry workshop where attendees can write their own poems, and opportunities to stay connected with Schmidt online after the event.
This document discusses the four sentence types - declarative, interrogative, imperative, and exclamatory. It provides examples of what types of sentences would be found in different texts like instruction manuals, advertisements, conversations, and more. It then instructs the reader on an activity to identify sentence types and how they relate to audience. Finally, it outlines the major and minor types of sentences and provides examples.
Concrete poems take the form of their subject, where the text is arranged in the shape suggested by its theme. The document provides instructions for writing a concrete poem, starting with choosing a theme and shape, then writing the poem without considering shape. Students then draw the chosen shape with pencil and arrange the written poem within the lines. Photos or other decorations can be added to enhance the shaped poem. The goal is to improve students' writing skills and engage them with literature in a creative way.
This document discusses the differences between falling in love and having a crush. It notes that love develops gradually over time while infatuation occurs suddenly. Love accepts the imperfections of one's partner, focuses on more than just physical attraction, improves one's mood, and can withstand arguments, whereas infatuation is based on an idealized image and focuses only on physical attraction, is draining, and glosses over arguments. The document instructs students to describe what happens when one falls in love compared to having a crush, using the grammatical structure of "if + subject + simple present + future with will, may, or might."
Shape poems take the shape of their subject. The document provides examples of shape poems in the shapes of hearts, houses, animals, and more. It then explains how to write a shape poem by choosing a topic that can be depicted in a shape, drawing the shape outline, and arranging words within the shape. Students are challenged to create their own original shape poem to present to the class. The poem must relate to the drawn shape and follow specific criteria to be graded.
The document discusses different modes of transportation such as biking, taking the bus, driving, and riding the train. It provides examples of conversations between Ashley and Jason where they discuss how Jason gets to school by bus and how Ashley's mother takes the train to work. Vocabulary and activities are also included to help readers learn and practice transportation terms.
Response to literature graphic organizCassszczotka
This document provides a graphic organizer for writing a response letter to someone about a piece of literature. The letter asks the reader to state their opinion on whether they liked the story and provide an example from the text to support their view. It also asks if they would recommend the book and give an example. The organizer prompts the reader to make a connection from the story to another text, themselves, or the world. It concludes by asking how the reader will end the letter creatively.
This document summarizes an event for a YA author meet and greet. The event will take place on February 8, 2015 at 7pm at the Peninsula Public Library. The author, Nicole A. Schmidt, will discuss her background in education and traveling, as well as her recently published book of poems titled "Inside a Young Soul" that were written between the ages of 14-19. The event will include an introduction to Schmidt, information about her book, a Q&A session, a poetry workshop where attendees can write their own poems, and opportunities to stay connected with Schmidt online after the event.
This document discusses the four sentence types - declarative, interrogative, imperative, and exclamatory. It provides examples of what types of sentences would be found in different texts like instruction manuals, advertisements, conversations, and more. It then instructs the reader on an activity to identify sentence types and how they relate to audience. Finally, it outlines the major and minor types of sentences and provides examples.
Concrete poems take the form of their subject, where the text is arranged in the shape suggested by its theme. The document provides instructions for writing a concrete poem, starting with choosing a theme and shape, then writing the poem without considering shape. Students then draw the chosen shape with pencil and arrange the written poem within the lines. Photos or other decorations can be added to enhance the shaped poem. The goal is to improve students' writing skills and engage them with literature in a creative way.
This document discusses the differences between falling in love and having a crush. It notes that love develops gradually over time while infatuation occurs suddenly. Love accepts the imperfections of one's partner, focuses on more than just physical attraction, improves one's mood, and can withstand arguments, whereas infatuation is based on an idealized image and focuses only on physical attraction, is draining, and glosses over arguments. The document instructs students to describe what happens when one falls in love compared to having a crush, using the grammatical structure of "if + subject + simple present + future with will, may, or might."
Shape poems take the shape of their subject. The document provides examples of shape poems in the shapes of hearts, houses, animals, and more. It then explains how to write a shape poem by choosing a topic that can be depicted in a shape, drawing the shape outline, and arranging words within the shape. Students are challenged to create their own original shape poem to present to the class. The poem must relate to the drawn shape and follow specific criteria to be graded.
The document discusses different modes of transportation such as biking, taking the bus, driving, and riding the train. It provides examples of conversations between Ashley and Jason where they discuss how Jason gets to school by bus and how Ashley's mother takes the train to work. Vocabulary and activities are also included to help readers learn and practice transportation terms.
1. The document is an agenda for a September 16, 2005 class.
2. It includes items like reviewing homework, introducing a mandala project, and a lesson on metaphor.
3. It provides instructions for an activity where students select symbols and qualities to represent themselves and their opposites, then draw them in a sun-shadow mandala.
This document discusses using graded readers in English lessons. It provides models for literature teaching, benefits of graded readers like helping students practice reading and gain fluency. Potential disadvantages are that simplified texts may lose the original work's style. The document also provides strategies for choosing readers, engaging students in reading activities before, during and after reading assignments.
The WRITE time for poetry 2012 presentationHollyMarsh
The WRITE Time for Poetry shares how to get your students motivated, inspired, and have the stamina to grow and learn as readers and writers of poetry.
This document outlines a lesson plan for teaching poetry writing to high school students. The objectives are for students to recall elements of poetry, examine techniques in sample poems, and demonstrate genre knowledge in their own poems. Activities include identifying elements in a "snake" game, analyzing techniques in poems, and creating seed, erasure, ekphrasis and personification poems. Tips are provided on studying genre, being sensitive to language, thinking divergently, making writing time, and using a poetic journal. Groups will present and critique poems using a rubric. The follow up assignment uses a "poetry pentad" process to observe, describe and experiment with a subject in different poetic forms.
The document provides an overview of how to teach a poetry workshop, including introducing students to poetry through immersive stations, using mentor texts to guide students in writing different poetry forms, and revising techniques like experimenting with line breaks and word choice.
This document provides instructions for Assignment 1, which asks students to create a six-word digital memoir based on a memory and represented through a single photograph. Students must choose their six words carefully to hint at a larger story, and demonstrate an art principle or element. They will present their memoir and photograph in a 4-5 slide PowerPoint to the class. Examples are provided and the assignment will be graded based on the six words, image relevance, intricacy of the quote, and overall presentation quality.
The document analyzes a college magazine created by the author. It discusses what design elements worked well, including the use of red throughout and opaque page numbers. It also discusses challenges, such as coming up with article names and layouts that fit together cohesively. The author notes that the production process was more difficult than expected and they learned valuable skills around magazine design. Some elements the author would change if possible include creating more regular features and focusing the magazine more on music.
This document outlines a 5-step process for analyzing a piece of literature:
1. Get the big picture by learning about the characters, setting, plot, and historical context. Create charts and timelines to organize this information.
2. Find a meaningful connection between the text and yourself or other works. Transform this connection into an analytical question.
3. Closely read and annotate the text, especially pivotal scenes, focusing on your guiding question from step 2. Note literary elements and potential ideas for further analysis or creation.
4. Analyze specific elements of the text like language, characters, imagery, or connections based on your guiding question.
5. Create an original work for a specific
The document summarizes a classroom lesson on poetry. The teacher leads students in analyzing poems to understand the author's purpose, inspiration, and central idea. Students consider how elements like rhythm, repetition, and onomatopoeia create sound in poetry. They then apply these skills to poems by Langston Hughes and Jacqueline Woodson. Later, the teacher prompts students to write poems expressing their hopes and visions of peace for their community and world.
This document provides tips for writing great blog posts. It discusses structuring posts between 500-700 words with at least one photo. Posts should have an introduction that hooks readers, a body that engages them with supported points, and an interesting conclusion. Other tips include using catchy titles, lists, questions to encourage comments, and being timely and relevant. The document also addresses finding your unique voice and taking blogs to the next level through visuals, expertise, and technology skills. Overall, the key is to keep writing and improving through practice, self-editing, and trying new techniques.
This document provides tips for writing great blog posts in 3 parts or less. It discusses structuring posts between 500-700 words with at least one photo. The introduction should explain why readers should care and the conclusion should recap and call to action. It also recommends developing a unique voice and focusing on being engaging over being boring. Finally, it encourages bloggers to continue improving their skills and trying new techniques like visual content.
The document provides instructions for an assignment to create a six-word digital memoir combining a photograph and six words that hint at a larger story. Students must choose one photo that relates to a memory, write six words describing the photo and memory, and demonstrate the design principle of emphasis or art element of line. Students will present their memoirs in a PowerPoint to the class. The assignment will be graded based on idea, word choice, photo, use of principle/element, and presentation quality. Examples of six-word memoirs and student work from a previous year are also provided.
This document discusses creative learning approaches using LEGO bricks. It provides challenges and prompts to encourage hands-on building, storytelling, and sharing ideas. Some key activities mentioned include building structures with specific pieces, creating symbolic representations with random brick arrangements, and reflecting on the learning benefits of open-ended play. The overall message is that hands-on, collaborative creation can develop a variety of skills when students are given the chance to learn through exploration and discovery.
Here are some words for "small" placed on a spectrum from largest to smallest meaning:
Tiny
Itsy bitsy
Teeny
Miniature
Compact
Petite
Diminutive
Lilliputian
Microscopic
Atom-sized
Infinitesimal
The document provides guidelines for a mixed media self-portrait art project. Students are instructed to create a self-portrait using multiple views and perspectives of themselves incorporating a limited color palette based on personal emotions. The self-portrait can include techniques like proportional changes, overlapping images, drawing on tracing paper, and use of media like acrylic paint, ink, gesso, charcoal and more.
This document summarizes a presentation about academic writing and peer response. It discusses that writing is a social and cognitive act, and defines academic writing. It emphasizes that peer response can help by making the writing process social and providing feedback. Effective peer review involves teachers modeling the process, providing specific feedback questions, and having students discuss their feedback in pairs to clarify and ask questions. The benefits of peer review include allowing discussion to confirm or reject ideas and modeling that writing is a social act.
The lesson plan introduces students to cinquain poetry by having them analyze sample cinquains and their structure. Students will then brainstorm topics and write their own cinquains, which have five lines with a specific pattern. The teacher will assess students' understanding of cinquains and the quality of their original poems.
The document outlines Ms. Catherine's class objectives and reading workshop activities for understanding poetry. It discusses examining poems' rhythm, repetition, onomatopoeia and alliteration. It describes analyzing Langston Hughes' poems for these techniques. The class reads poems multiple times to determine the author's purpose, inspiration, and central message or "big idea". The goal is to use clues from the text to uncover deeper meanings in poetry.
Using Roald Dahl's 'Lamb to the Slaughter' as stimulus, students create their own piece of Imaginative, Narrative and/or Descriptive Writing for Assignment 2.
1. The document is an agenda for a September 16, 2005 class.
2. It includes items like reviewing homework, introducing a mandala project, and a lesson on metaphor.
3. It provides instructions for an activity where students select symbols and qualities to represent themselves and their opposites, then draw them in a sun-shadow mandala.
This document discusses using graded readers in English lessons. It provides models for literature teaching, benefits of graded readers like helping students practice reading and gain fluency. Potential disadvantages are that simplified texts may lose the original work's style. The document also provides strategies for choosing readers, engaging students in reading activities before, during and after reading assignments.
The WRITE time for poetry 2012 presentationHollyMarsh
The WRITE Time for Poetry shares how to get your students motivated, inspired, and have the stamina to grow and learn as readers and writers of poetry.
This document outlines a lesson plan for teaching poetry writing to high school students. The objectives are for students to recall elements of poetry, examine techniques in sample poems, and demonstrate genre knowledge in their own poems. Activities include identifying elements in a "snake" game, analyzing techniques in poems, and creating seed, erasure, ekphrasis and personification poems. Tips are provided on studying genre, being sensitive to language, thinking divergently, making writing time, and using a poetic journal. Groups will present and critique poems using a rubric. The follow up assignment uses a "poetry pentad" process to observe, describe and experiment with a subject in different poetic forms.
The document provides an overview of how to teach a poetry workshop, including introducing students to poetry through immersive stations, using mentor texts to guide students in writing different poetry forms, and revising techniques like experimenting with line breaks and word choice.
This document provides instructions for Assignment 1, which asks students to create a six-word digital memoir based on a memory and represented through a single photograph. Students must choose their six words carefully to hint at a larger story, and demonstrate an art principle or element. They will present their memoir and photograph in a 4-5 slide PowerPoint to the class. Examples are provided and the assignment will be graded based on the six words, image relevance, intricacy of the quote, and overall presentation quality.
The document analyzes a college magazine created by the author. It discusses what design elements worked well, including the use of red throughout and opaque page numbers. It also discusses challenges, such as coming up with article names and layouts that fit together cohesively. The author notes that the production process was more difficult than expected and they learned valuable skills around magazine design. Some elements the author would change if possible include creating more regular features and focusing the magazine more on music.
This document outlines a 5-step process for analyzing a piece of literature:
1. Get the big picture by learning about the characters, setting, plot, and historical context. Create charts and timelines to organize this information.
2. Find a meaningful connection between the text and yourself or other works. Transform this connection into an analytical question.
3. Closely read and annotate the text, especially pivotal scenes, focusing on your guiding question from step 2. Note literary elements and potential ideas for further analysis or creation.
4. Analyze specific elements of the text like language, characters, imagery, or connections based on your guiding question.
5. Create an original work for a specific
The document summarizes a classroom lesson on poetry. The teacher leads students in analyzing poems to understand the author's purpose, inspiration, and central idea. Students consider how elements like rhythm, repetition, and onomatopoeia create sound in poetry. They then apply these skills to poems by Langston Hughes and Jacqueline Woodson. Later, the teacher prompts students to write poems expressing their hopes and visions of peace for their community and world.
This document provides tips for writing great blog posts. It discusses structuring posts between 500-700 words with at least one photo. Posts should have an introduction that hooks readers, a body that engages them with supported points, and an interesting conclusion. Other tips include using catchy titles, lists, questions to encourage comments, and being timely and relevant. The document also addresses finding your unique voice and taking blogs to the next level through visuals, expertise, and technology skills. Overall, the key is to keep writing and improving through practice, self-editing, and trying new techniques.
This document provides tips for writing great blog posts in 3 parts or less. It discusses structuring posts between 500-700 words with at least one photo. The introduction should explain why readers should care and the conclusion should recap and call to action. It also recommends developing a unique voice and focusing on being engaging over being boring. Finally, it encourages bloggers to continue improving their skills and trying new techniques like visual content.
The document provides instructions for an assignment to create a six-word digital memoir combining a photograph and six words that hint at a larger story. Students must choose one photo that relates to a memory, write six words describing the photo and memory, and demonstrate the design principle of emphasis or art element of line. Students will present their memoirs in a PowerPoint to the class. The assignment will be graded based on idea, word choice, photo, use of principle/element, and presentation quality. Examples of six-word memoirs and student work from a previous year are also provided.
This document discusses creative learning approaches using LEGO bricks. It provides challenges and prompts to encourage hands-on building, storytelling, and sharing ideas. Some key activities mentioned include building structures with specific pieces, creating symbolic representations with random brick arrangements, and reflecting on the learning benefits of open-ended play. The overall message is that hands-on, collaborative creation can develop a variety of skills when students are given the chance to learn through exploration and discovery.
Here are some words for "small" placed on a spectrum from largest to smallest meaning:
Tiny
Itsy bitsy
Teeny
Miniature
Compact
Petite
Diminutive
Lilliputian
Microscopic
Atom-sized
Infinitesimal
The document provides guidelines for a mixed media self-portrait art project. Students are instructed to create a self-portrait using multiple views and perspectives of themselves incorporating a limited color palette based on personal emotions. The self-portrait can include techniques like proportional changes, overlapping images, drawing on tracing paper, and use of media like acrylic paint, ink, gesso, charcoal and more.
This document summarizes a presentation about academic writing and peer response. It discusses that writing is a social and cognitive act, and defines academic writing. It emphasizes that peer response can help by making the writing process social and providing feedback. Effective peer review involves teachers modeling the process, providing specific feedback questions, and having students discuss their feedback in pairs to clarify and ask questions. The benefits of peer review include allowing discussion to confirm or reject ideas and modeling that writing is a social act.
The lesson plan introduces students to cinquain poetry by having them analyze sample cinquains and their structure. Students will then brainstorm topics and write their own cinquains, which have five lines with a specific pattern. The teacher will assess students' understanding of cinquains and the quality of their original poems.
The document outlines Ms. Catherine's class objectives and reading workshop activities for understanding poetry. It discusses examining poems' rhythm, repetition, onomatopoeia and alliteration. It describes analyzing Langston Hughes' poems for these techniques. The class reads poems multiple times to determine the author's purpose, inspiration, and central message or "big idea". The goal is to use clues from the text to uncover deeper meanings in poetry.
Using Roald Dahl's 'Lamb to the Slaughter' as stimulus, students create their own piece of Imaginative, Narrative and/or Descriptive Writing for Assignment 2.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
1. Poetry as Emotion: List Poems
AISB Elementary Library, 2012
Sarah Ducharme
Grade 4
2. List Poems
• Look at each image.
• Write whatever words come to mind.
• Try to capture the EMOTION you see.
3.
4. Words can become a POEM
• Look at your words and rearrange them.
• What order do you like?
• What words seem to go together on one line?
• What words have best impact alone?
• What lines seem to want a space between
them?
• ASK, “What will my reader FEEL after reading
these words?”
7. Words become a POEM
• Look at your words and rearrange them.
• What order do you like?
• What words seem to go together on one line?
• What words have best impact alone?
• What lines seem to want a space between
them?
• What do you want your reader to FEEL?
8. Two More…
• ON your own…
• REMEMBER: capture the feeling/emotion of
the image not just what’s happening in the
scene.
9.
10.
11. Choose Your Own Image
• Go to PicLit (on grade 4 tab of library website)
• Choose a photo from the sliding gallery.
• THINK about the image – brainstorm ideas.
• Choose “Drag-n-Drop,” Add words, arrange and
rearrange until you like the effect.
• Choose another photo.
• Choose “Freestyle.”
• Type your words into the box the way you want
them to appear.
12. To use this poem…
• SAVE your PicLits as you go. They will appear
in “My PicLits”
• You may email ONE or TWO PicLits to Mrs
Ducharme: sducharme@aisb.hu. You MUST
include your NAME in the subject.
• These can be posted on your class blog later.
• You cannot print your PicLit
13. Extension…
• IF you enjoyed writing this type of poem HOW
could you take today’s lesson and continue at
home?
14. Citations
Lanier67, . Friendship. 2007. Flickr. Web. 28 Mar. 2012.
http://www.flickr.com/photos/lanier67/1183108855/.
MA1216, . Wonder Wheel. 2006. Flickr. Web. 28 Mar. 2012.
http://www.flickr.com/photos/supercereal/2824567979/.
Nosha, . Beauty. 2009. Flickr. Web. 28 Mar. 2012.
http://www.flickr.com/photos/nosha/3643964334/.
Peat, Richard. "Fast" Bag Drop. 2006. Flickr. Web. 28 Mar. 2012.
http://www.flickr.com/photos/rtpeat/342532385/.