September 22, 2010
โขDownload as PPTX, PDFโข
1 likeโข378 views
This document provides guidance for an English class, including assignments, course outlines, and effective writing techniques. It discusses setting up accounts on the class website, acquiring textbooks, and bringing personal reading materials. It also covers paragraph structure, topic sentences, and using details and examples to support a clear main point. Graphic novel terminology is introduced to analyze chapters from Persepolis, including how the author uses faces, panel placement, hands/feet, and other visual elements to convey meaning and emotions. Students are assigned to read further chapters and identify graphic elements for discussion.
Report
Share
Report
Share
![September 22, 2010 ,[object Object]](https://image.slidesharecdn.com/september222010-100923001208-phpapp02/85/September-22-2010-1-320.jpg)
![literature: Persepolis,[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Unseen poem revision handout
The document provides guidance on analyzing an unseen poem in three paragraphs or less. It includes:
1) An 11-step process for close reading the poem, identifying themes, viewpoint, and analyzing language and structure.
2) A reminder to address the essay questions, use evidence from the poem, and explain how language and structure reveal the poet's feelings and themes.
3) An "Unseen Poem Essay Plan" outline and a table of "Poetry Features and Explanations" with examples of how different poetic techniques could reveal themes.
Unseenpoemexampractice
The document provides guidance on answering questions about unseen poetry for an English Literature exam. It advises spending 30 minutes on the unseen poetry question, which tests two assessment objectives - responding critically and imaginatively to the poem, and explaining how language, structure and form contribute to the poet's presentation of ideas. It emphasizes analyzing quotations from the poem and saying a lot about a little. Two example paragraphs then demonstrate this approach, focusing on specific language from an example poem and addressing different parts of the given question.
AQA Power and Conflict Poetry Revision Guide
This poem is about the ruins of a colossal statue discovered in the desert, once depicting the Egyptian Pharaoh Ozymandias. The statue is now in decay, with only fragmented legs and a shattered face remaining. An inscription on the pedestal proclaims "My name is Ozymandias, king of kings: Look on my works, ye Mighty, and despair!" However, nothing else remains around the statue but the lone and level sands stretching into the distance, illustrating how the Pharaoh's boasted power and legacy have been reduced to nothing by the passage of time. The poem reflects on the fleeting nature of even the greatest human achievements and empires in the face of inevitable ruin.
Writing poetry tips
The document provides guidance on different types of poems and poetry projects for students, including sonnets, elegies, ballads, epics, narrative poems, odes, free verse poems, persona poems, and ekphrastic poems responding to works of art. It encourages students to explore their ideas and memories, choose topics that inspire them, and to express themselves through writing and performing poetry.
Poetry conflict
This document provides guidance for answering an exam question comparing how poets present ideas of national division in two poems, "Flag" and another from the Conflict poetry collection. It outlines a perceptive approach, identifying the key theme of national division and comparing how the poets use language and structure to reflect their attitudes towards creating divisions between people and the damage that can cause. Students are instructed to choose a language or structural feature from each poem, analyze its link to the theme, explain its effect, and evaluate how effectively it expresses the poet's feelings on national division.
English (Module 1 and 2)
The document discusses valuing others and their circumstances. It talks about recognizing the greatness in others and observing their situations. The lesson explores how people view others' challenges and hardships. It provides examples of texts and poems that depict individuals facing difficulties in their lives and circumstances outside of their control.
Unpacking a poem
This document provides guidance for analyzing the poem "Nettles" by Vernon Scannell. It outlines 8 steps for students to take to unpack the poem, including considering the title, shape, personal response, voice, vocabulary, imagery, structure, and developing an overall interpretation. The goal is for students to think about how these various elements of the poem work together to present the idea of parental anger and support different interpretations of the work.
Unseen poem exam practice
The document provides guidance on how to approach the unseen poetry question for an English Literature exam. It advises spending 30 minutes on the question and focusing on two assessment objectives: AO1, responding critically and imaginatively to the poem by selecting evidence, and AO2, explaining how the poet uses language, structure and form to present ideas and themes. It recommends closely analyzing the poem's language, imagery, structure, form and techniques and using multiple quotes to support a developed response. Sample planning questions and paragraphs are also provided as examples.
Recommended
Unseen poem revision handout
The document provides guidance on analyzing an unseen poem in three paragraphs or less. It includes:
1) An 11-step process for close reading the poem, identifying themes, viewpoint, and analyzing language and structure.
2) A reminder to address the essay questions, use evidence from the poem, and explain how language and structure reveal the poet's feelings and themes.
3) An "Unseen Poem Essay Plan" outline and a table of "Poetry Features and Explanations" with examples of how different poetic techniques could reveal themes.
Unseenpoemexampractice
The document provides guidance on answering questions about unseen poetry for an English Literature exam. It advises spending 30 minutes on the unseen poetry question, which tests two assessment objectives - responding critically and imaginatively to the poem, and explaining how language, structure and form contribute to the poet's presentation of ideas. It emphasizes analyzing quotations from the poem and saying a lot about a little. Two example paragraphs then demonstrate this approach, focusing on specific language from an example poem and addressing different parts of the given question.
AQA Power and Conflict Poetry Revision Guide
This poem is about the ruins of a colossal statue discovered in the desert, once depicting the Egyptian Pharaoh Ozymandias. The statue is now in decay, with only fragmented legs and a shattered face remaining. An inscription on the pedestal proclaims "My name is Ozymandias, king of kings: Look on my works, ye Mighty, and despair!" However, nothing else remains around the statue but the lone and level sands stretching into the distance, illustrating how the Pharaoh's boasted power and legacy have been reduced to nothing by the passage of time. The poem reflects on the fleeting nature of even the greatest human achievements and empires in the face of inevitable ruin.
Writing poetry tips
The document provides guidance on different types of poems and poetry projects for students, including sonnets, elegies, ballads, epics, narrative poems, odes, free verse poems, persona poems, and ekphrastic poems responding to works of art. It encourages students to explore their ideas and memories, choose topics that inspire them, and to express themselves through writing and performing poetry.
Poetry conflict
This document provides guidance for answering an exam question comparing how poets present ideas of national division in two poems, "Flag" and another from the Conflict poetry collection. It outlines a perceptive approach, identifying the key theme of national division and comparing how the poets use language and structure to reflect their attitudes towards creating divisions between people and the damage that can cause. Students are instructed to choose a language or structural feature from each poem, analyze its link to the theme, explain its effect, and evaluate how effectively it expresses the poet's feelings on national division.
English (Module 1 and 2)
The document discusses valuing others and their circumstances. It talks about recognizing the greatness in others and observing their situations. The lesson explores how people view others' challenges and hardships. It provides examples of texts and poems that depict individuals facing difficulties in their lives and circumstances outside of their control.
Unpacking a poem
This document provides guidance for analyzing the poem "Nettles" by Vernon Scannell. It outlines 8 steps for students to take to unpack the poem, including considering the title, shape, personal response, voice, vocabulary, imagery, structure, and developing an overall interpretation. The goal is for students to think about how these various elements of the poem work together to present the idea of parental anger and support different interpretations of the work.
Unseen poem exam practice
The document provides guidance on how to approach the unseen poetry question for an English Literature exam. It advises spending 30 minutes on the question and focusing on two assessment objectives: AO1, responding critically and imaginatively to the poem by selecting evidence, and AO2, explaining how the poet uses language, structure and form to present ideas and themes. It recommends closely analyzing the poem's language, imagery, structure, form and techniques and using multiple quotes to support a developed response. Sample planning questions and paragraphs are also provided as examples.
The Unseen poem
The document provides instructions for analyzing an unseen poem as part of an exam. It will require responding critically and imaginatively to language, structure, and form and how they contribute to the writer's presentation of ideas, themes, and settings. The exam will include an unseen poem written by one of various listed poets. Students should form their own interpretations based on careful reading, identify language and structural features, and comment on word choices and their connotations. They are advised to link their analysis to the broader significance of the poem. Two sample questions are provided analyzing poems by Sophie Hannah and Owen Sheers focusing on presented feelings and creative links between elements.
Introduction to poetry
The document provides instructions for activities related to analyzing the poem "Introduction to Poetry" by Billy Collins. It includes 6 key components: 1) Pre-reading activities of analyzing a song's lyrics, 2) Teaching comparing/contrasting skills, 3) Basic understanding exercises like vocabulary practice, 4) Analyzing literary techniques, 5) Bridging the text to its context, and 6) A post-reading activity and reflection questions. Worksheets are provided to analyze vocabulary, personification, compare/contrast perspectives, and understand Collins' view of poetry from an interview quote.
Revision language paper 1 section a
The writer structures the text to create suspense and interest the reader. It begins by focusing on the narrator's murder, shocking the reader. As it develops, details of the murderer, Mr. Harvey, are revealed through the narrator's impressions of him. These impressions develop suspense around his character. The closing lines maintain suspense by not revealing full details of the murder. Overall, the writer uses their structural choices effectively to engage the reader and build suspense throughout the extract.
Structure - By Mrs Hallahan
George Orwell structured 1984 to build suspense and concern around the theme of government overreach. The passage begins by shifting Winston's focus from the ordinary to strange. It then introduces Winston and the dreary setting of Victory Mansions through brief yet evocative descriptions. The perspective then expands to convey clues about the dystopian society and intimate view of Winston's flat, emphasizing the themes of grayness and misery. Through these shifting focuses and perspectives, Orwell engages the reader in exploring his fears of totalitarian rule.
Unseen poetry WJEC revision
This document provides guidance for students taking the GCSE Unseen Poetry unit. It will be externally examined, requiring students to write an essay comparing two contemporary poems. They will have one hour to plan and write their response. The essay will be marked out of 20 across three Assessment Objectives - AO1 for critical response, AO2 for analyzing language/structure, and AO3 for comparing poems. Tips are provided on how to approach the poems, including reading carefully and annotating, considering themes, mood, and personal response. A five-paragraph structure is suggested for the essay.
Slow reader by mro
The speaker describes their son, nicknamed "Slow Reader", who is capable of making sculptures and machines but struggles with reading. The speaker feels pride in their son's abilities but his slowness at reading spoils this. The son gazes into the air and shakes his head like an old man who knows obstacles cannot be overcome. The speaker eventually relents and allows their son to avoid reading, likening him to a fish returning to water or a colt shying away from being bridled, as forcing reading would prevent him from being truly free.
Q magazine cvcvc
The document analyzes and compares the layout, design, and style of double page spreads from the magazines Q and NME. Q's spread has a formal layout with evenly spaced text reflecting its older audience. NME's spread is less structured with randomly placed quotes, reflecting its younger audience. Both spreads use red, black, and white colors and feature large central images. However, Q's language is more formal while NME contains informal language like swearing, appropriate for each magazine's readership.
Introduction to unseen poetry task
An introduction to the Edexcel IGCSE English Literature Unseen poetry task - how to plan and write an essay under timed conditions on a poem you've never seen before.
Double Page Spread
The document analyzes and compares two magazine double page spreads. It finds that Q Magazine's spread has a more formal and sophisticated layout reflecting its older target audience, while NME Magazine's spread has a more informal layout with randomly placed text and quotes reflecting its younger audience. Both spreads prominently feature headlines and large central photos, but NME uses more casual language and swearing, again suited to its younger readers. The document examines the spreads in detail based on principles of layout, design, and where a reader's eyes are drawn.
AQA- Power and Conflict Revision Resource
This document provides an overview and contents of a booklet designed to support the study of poetry for English lessons. It discusses how the booklet can be used as a homework resource, revision aid, or to catch up on missed topics. However, it notes that the booklet is not intended as a "quick fix" and emphasizes the importance of carefully reading the instructions and answering questions in full sentences. The document also provides teaching suggestions for incorporating the booklet into lessons, such as exploring poems in stages from initial understanding to reinforcement of themes. It highlights assessment objectives for poetry analysis and includes a glossary of literary devices.
The Mary Ellen Carter 2
The document provides instructions for the first part of a poetry project. Students are asked to write three synopses, each one paragraph summarizing a poem and the next explaining its significance to the student. Examples are given of how to include the title, author, theme, and a concluding sentence to interest the reader. Students are advised to use sentence combining and paraphrasing to concisely summarize the key details and theme in one introductory sentence for each poem. The next lesson will cover using evidence from the poems to support the identified theme.
Of Mice and Men Literary Essay Writing
The document provides guidance on how to write a literary essay analyzing John Steinbeck's novel Of Mice and Men. It explains that a literary essay is an interpretation of the work, not just a summary, and requires proving a thesis using evidence from the text. It outlines the key components of a successful literary essay, including an introduction with a clear thesis, body paragraphs with topics and quotes from the novel to support the thesis, and a conclusion that restates the thesis. The document provides examples and tips for properly integrating and citing quotes within the essay.
Teens talk poems-2010
The document provides an introduction to poetic devices commonly used in poetry such as metaphor, simile, personification, imagery, oxymoron, hyperbole, tone, mood, allusion and repetition. It then discusses different types of poems including rhyming poems, free verse, narrative poems, and sonnets. The workbook aims to help teens analyze poems by having them answer comprehension questions, visualize images, and respond with their own writing.
Revised poetry Antholog: Part 1 Portfolio
This document provides guidance on writing a literary analysis of a poem or song. It instructs the writer to begin with a paragraph summarizing the theme conveyed by the work, using evidence from the beginning, middle and end. The second paragraph should explain what the work means to the writer personally and why they like it, following a topic sentence structure and using parallel details. The document offers examples and criteria for developing a theme statement, opening sentence, and supporting details using a quote-clarify-state structure.
Double Page Spread
The double page spread features interviews with hip hop artists Pleasure P and Juvenile. The target audience is identified as those aged 15-25 who enjoy hip hop/rap music and culture based on the choice of artists and style of photographs. The language used in the article matches the colloquial style typical of hip hop music, using slang terms. Color is used minimally with black text, white backgrounds, and some blue accents. The layout is visually focused with one large image on each page and a balance of text.
Poetry across time jan 2012 higher paper
This document provides instructions for a General Certificate of Secondary Education English Literature exam. The exam is 1 hour and 15 minutes long and consists of two sections. Section A involves answering one question that compares two poems from the anthology "Moon on the Tides." Section B involves answering one question about an unseen poem provided. Students are advised to spend 45 minutes on Section A and 30 minutes on Section B. The exam covers various poetry topics and requires analyzing poetic techniques, themes, and comparing representation across multiple poems.
Lesson 12 the author's message
This document provides discussion questions and prompts for analyzing chapters from the graphic novel Persepolis by Marjane Satrapi. It summarizes that Satrapi hoped to show that Iran and its people are complex and should not be defined by extremism, as she experienced Iran. It prompts analyzing how Satrapi portrays Iranians navigating rules on sex, marriage, and technology to enjoy life. It discusses how Satrapi offers messages of resistance and depicts Marjane's wedding to show domestic life in Iran contrary to outside views.
Resume - Annie Britto .
Annie John Britto has over 18 years of experience in import/export operations and customer service. She has worked at H.B. Fuller India Adhesives Pvt. Ltd since 2013, where she oversees order execution, logistics management, and statutory compliance. Prior to this, she held import/export roles at Jayantilal J. Gandhi Chemicals Pvt. Ltd and CHT (India) Pvt. Ltd, where she managed import/export documentation, shipments, and vendor relationships. She holds a BA from SIES College and is proficient in MS Office, ERP systems, and import/export processes.
The hall of 100 columns , persepolis
The document provides a plan for the Persepolis structure. It was square shaped at 70 meters by 70 meters, symmetric longitudinally, with an entrance portico that could accommodate 10,000 people, making it the second largest building at that time. The columns had a circular base of 4 meters in diameter, with animal carvings and a two headed capital, standing at a height of 11.5 meters.
SPirited Away vs. Persepolis
The document provides an analysis and comparison of the animated films Spirited Away and Persepolis. It summarizes the plots, awards, and themes of identity and guiding figures in both films. Common themes are explored like identity in times of cultural change. The animation and target audiences of the films are also contrasted, with Spirited Away described as more metaphorical and light-hearted while Persepolis has a darker, mature subject matter.
Introduction to persepolis
This document provides guidance for students to organize their notes and materials on Marjane Satrapi's graphic novel Persepolis. It outlines key events in Iranian history from 1979 to 1988 that provide important context for the memoir. It defines a graphic novel and memoir, and directs students to sections in the accompanying booklet that explain the format and terminology used in Persepolis. Students are prompted to consider the novel's characters, plot, themes, and Satrapi's use of language to convey her experience and message.
Persepolis the make up
- Girls and boys are separated in school.
- In convocation, Marjane voiced out against the dress code for girls.
- The Islamic commission did not expel her, but instead asked her to design a new dress code for females.
More Related Content
What's hot
The Unseen poem
The document provides instructions for analyzing an unseen poem as part of an exam. It will require responding critically and imaginatively to language, structure, and form and how they contribute to the writer's presentation of ideas, themes, and settings. The exam will include an unseen poem written by one of various listed poets. Students should form their own interpretations based on careful reading, identify language and structural features, and comment on word choices and their connotations. They are advised to link their analysis to the broader significance of the poem. Two sample questions are provided analyzing poems by Sophie Hannah and Owen Sheers focusing on presented feelings and creative links between elements.
Introduction to poetry
The document provides instructions for activities related to analyzing the poem "Introduction to Poetry" by Billy Collins. It includes 6 key components: 1) Pre-reading activities of analyzing a song's lyrics, 2) Teaching comparing/contrasting skills, 3) Basic understanding exercises like vocabulary practice, 4) Analyzing literary techniques, 5) Bridging the text to its context, and 6) A post-reading activity and reflection questions. Worksheets are provided to analyze vocabulary, personification, compare/contrast perspectives, and understand Collins' view of poetry from an interview quote.
Revision language paper 1 section a
The writer structures the text to create suspense and interest the reader. It begins by focusing on the narrator's murder, shocking the reader. As it develops, details of the murderer, Mr. Harvey, are revealed through the narrator's impressions of him. These impressions develop suspense around his character. The closing lines maintain suspense by not revealing full details of the murder. Overall, the writer uses their structural choices effectively to engage the reader and build suspense throughout the extract.
Structure - By Mrs Hallahan
George Orwell structured 1984 to build suspense and concern around the theme of government overreach. The passage begins by shifting Winston's focus from the ordinary to strange. It then introduces Winston and the dreary setting of Victory Mansions through brief yet evocative descriptions. The perspective then expands to convey clues about the dystopian society and intimate view of Winston's flat, emphasizing the themes of grayness and misery. Through these shifting focuses and perspectives, Orwell engages the reader in exploring his fears of totalitarian rule.
Unseen poetry WJEC revision
This document provides guidance for students taking the GCSE Unseen Poetry unit. It will be externally examined, requiring students to write an essay comparing two contemporary poems. They will have one hour to plan and write their response. The essay will be marked out of 20 across three Assessment Objectives - AO1 for critical response, AO2 for analyzing language/structure, and AO3 for comparing poems. Tips are provided on how to approach the poems, including reading carefully and annotating, considering themes, mood, and personal response. A five-paragraph structure is suggested for the essay.
Slow reader by mro
The speaker describes their son, nicknamed "Slow Reader", who is capable of making sculptures and machines but struggles with reading. The speaker feels pride in their son's abilities but his slowness at reading spoils this. The son gazes into the air and shakes his head like an old man who knows obstacles cannot be overcome. The speaker eventually relents and allows their son to avoid reading, likening him to a fish returning to water or a colt shying away from being bridled, as forcing reading would prevent him from being truly free.
Q magazine cvcvc
The document analyzes and compares the layout, design, and style of double page spreads from the magazines Q and NME. Q's spread has a formal layout with evenly spaced text reflecting its older audience. NME's spread is less structured with randomly placed quotes, reflecting its younger audience. Both spreads use red, black, and white colors and feature large central images. However, Q's language is more formal while NME contains informal language like swearing, appropriate for each magazine's readership.
Introduction to unseen poetry task
An introduction to the Edexcel IGCSE English Literature Unseen poetry task - how to plan and write an essay under timed conditions on a poem you've never seen before.
Double Page Spread
The document analyzes and compares two magazine double page spreads. It finds that Q Magazine's spread has a more formal and sophisticated layout reflecting its older target audience, while NME Magazine's spread has a more informal layout with randomly placed text and quotes reflecting its younger audience. Both spreads prominently feature headlines and large central photos, but NME uses more casual language and swearing, again suited to its younger readers. The document examines the spreads in detail based on principles of layout, design, and where a reader's eyes are drawn.
AQA- Power and Conflict Revision Resource
This document provides an overview and contents of a booklet designed to support the study of poetry for English lessons. It discusses how the booklet can be used as a homework resource, revision aid, or to catch up on missed topics. However, it notes that the booklet is not intended as a "quick fix" and emphasizes the importance of carefully reading the instructions and answering questions in full sentences. The document also provides teaching suggestions for incorporating the booklet into lessons, such as exploring poems in stages from initial understanding to reinforcement of themes. It highlights assessment objectives for poetry analysis and includes a glossary of literary devices.
The Mary Ellen Carter 2
The document provides instructions for the first part of a poetry project. Students are asked to write three synopses, each one paragraph summarizing a poem and the next explaining its significance to the student. Examples are given of how to include the title, author, theme, and a concluding sentence to interest the reader. Students are advised to use sentence combining and paraphrasing to concisely summarize the key details and theme in one introductory sentence for each poem. The next lesson will cover using evidence from the poems to support the identified theme.
Of Mice and Men Literary Essay Writing
The document provides guidance on how to write a literary essay analyzing John Steinbeck's novel Of Mice and Men. It explains that a literary essay is an interpretation of the work, not just a summary, and requires proving a thesis using evidence from the text. It outlines the key components of a successful literary essay, including an introduction with a clear thesis, body paragraphs with topics and quotes from the novel to support the thesis, and a conclusion that restates the thesis. The document provides examples and tips for properly integrating and citing quotes within the essay.
Teens talk poems-2010
The document provides an introduction to poetic devices commonly used in poetry such as metaphor, simile, personification, imagery, oxymoron, hyperbole, tone, mood, allusion and repetition. It then discusses different types of poems including rhyming poems, free verse, narrative poems, and sonnets. The workbook aims to help teens analyze poems by having them answer comprehension questions, visualize images, and respond with their own writing.
Revised poetry Antholog: Part 1 Portfolio
This document provides guidance on writing a literary analysis of a poem or song. It instructs the writer to begin with a paragraph summarizing the theme conveyed by the work, using evidence from the beginning, middle and end. The second paragraph should explain what the work means to the writer personally and why they like it, following a topic sentence structure and using parallel details. The document offers examples and criteria for developing a theme statement, opening sentence, and supporting details using a quote-clarify-state structure.
Double Page Spread
The double page spread features interviews with hip hop artists Pleasure P and Juvenile. The target audience is identified as those aged 15-25 who enjoy hip hop/rap music and culture based on the choice of artists and style of photographs. The language used in the article matches the colloquial style typical of hip hop music, using slang terms. Color is used minimally with black text, white backgrounds, and some blue accents. The layout is visually focused with one large image on each page and a balance of text.
Poetry across time jan 2012 higher paper
This document provides instructions for a General Certificate of Secondary Education English Literature exam. The exam is 1 hour and 15 minutes long and consists of two sections. Section A involves answering one question that compares two poems from the anthology "Moon on the Tides." Section B involves answering one question about an unseen poem provided. Students are advised to spend 45 minutes on Section A and 30 minutes on Section B. The exam covers various poetry topics and requires analyzing poetic techniques, themes, and comparing representation across multiple poems.
What's hot (16)
Viewers also liked
Lesson 12 the author's message
This document provides discussion questions and prompts for analyzing chapters from the graphic novel Persepolis by Marjane Satrapi. It summarizes that Satrapi hoped to show that Iran and its people are complex and should not be defined by extremism, as she experienced Iran. It prompts analyzing how Satrapi portrays Iranians navigating rules on sex, marriage, and technology to enjoy life. It discusses how Satrapi offers messages of resistance and depicts Marjane's wedding to show domestic life in Iran contrary to outside views.
Resume - Annie Britto .
Annie John Britto has over 18 years of experience in import/export operations and customer service. She has worked at H.B. Fuller India Adhesives Pvt. Ltd since 2013, where she oversees order execution, logistics management, and statutory compliance. Prior to this, she held import/export roles at Jayantilal J. Gandhi Chemicals Pvt. Ltd and CHT (India) Pvt. Ltd, where she managed import/export documentation, shipments, and vendor relationships. She holds a BA from SIES College and is proficient in MS Office, ERP systems, and import/export processes.
The hall of 100 columns , persepolis
The document provides a plan for the Persepolis structure. It was square shaped at 70 meters by 70 meters, symmetric longitudinally, with an entrance portico that could accommodate 10,000 people, making it the second largest building at that time. The columns had a circular base of 4 meters in diameter, with animal carvings and a two headed capital, standing at a height of 11.5 meters.
SPirited Away vs. Persepolis
The document provides an analysis and comparison of the animated films Spirited Away and Persepolis. It summarizes the plots, awards, and themes of identity and guiding figures in both films. Common themes are explored like identity in times of cultural change. The animation and target audiences of the films are also contrasted, with Spirited Away described as more metaphorical and light-hearted while Persepolis has a darker, mature subject matter.
Introduction to persepolis
This document provides guidance for students to organize their notes and materials on Marjane Satrapi's graphic novel Persepolis. It outlines key events in Iranian history from 1979 to 1988 that provide important context for the memoir. It defines a graphic novel and memoir, and directs students to sections in the accompanying booklet that explain the format and terminology used in Persepolis. Students are prompted to consider the novel's characters, plot, themes, and Satrapi's use of language to convey her experience and message.
Persepolis the make up
- Girls and boys are separated in school.
- In convocation, Marjane voiced out against the dress code for girls.
- The Islamic commission did not expel her, but instead asked her to design a new dress code for females.
Ms. McInnes- Persepolis Powerpoint
A close shot shows a small part of the scene in detail, focusing on a character or object.
A middle distance shot shows more of the scene and characters while still maintaining some sense of perspective.
A bug's eye view shot is taken from a very low angle, looking up at the scene or characters from near ground level.
A top of the hat shot is taken from directly above, looking down on the characters or scene from an elevated position.
Lesson 14 the essay
This document provides guidance for students to analyze the graphic novel Persepolis and write an essay. It includes discussion questions about whether comics can be considered art or literature. Students are instructed to take notes on statements about Persepolis and formulate proper PEA responses using evidence from the novel. The essay assignment asks students to argue whether comics can create truly great works of literature, using Persepolis as evidence to prove their answer. Outline points are provided for students to address the characters, plot, themes/message, and use of language in the graphic novel.
Persรฉpolis
Este documento resume el cรณmic Persรฉpolis de Marjane Satrapi. Narra la historia de la autora desde 1979 cuando tenรญa 10 aรฑos y fue testigo del cambio social y polรญtico en Irรกn con el fin del rรฉgimen del Sha e inicio de la repรบblica islรกmica. Se describe la implantaciรณn del velo obligatorio y otros cambios que afectaron a la autora. Tambiรฉn habla sobre la guerra entre Irรกn e Irak y la represiรณn a disidentes que llevรณ a la autora a emigrar a Austria para continuar sus estudios.
Blog version_Persepolis presentation
Persepolis was the capital of the Achaemenid Empire founded in 518 BC by Darius I. It was built on an immense terrace combining artificial and natural features, where the king created an impressive palace complex inspired by Mesopotamian models. Wall reliefs and the Gate of All Nations decorated the site. The palace complex and its recreation are highlights of the historical capital city.
Chapter Questions Persepolis
This document contains chapter questions for the graphic novel Persepolis by Marjane Satrapi. There are over 50 multiple part questions covering various chapters of the book. The questions assess different levels of comprehension, from simple factual questions to those requiring inference, analysis, evaluation and personal connections. Students are asked to answer the questions in complete sentences and demonstrate their understanding of themes, characters, events and Satrapi's perspective on the Iranian revolution.
Intro to persepolis ppt
This document provides an introduction to the graphic novel Persepolis by Marjane Satrapi. It begins with a disclaimer about presenting nuanced perspectives on countries, cultures, and religions. It then discusses concepts of the East vs. the West, provides background on Iran such as its history as the Persian Empire, and gives a very basic overview of Islam. Finally, it lists some key themes in Persepolis like class conflict, growing up, and feeling like an outsider.
Powerpoint for persepolis historical background
Iran has a long history, with the earliest settlers being Aryans around 1500 BC. The Persian Empire dominated the region for centuries until being conquered by Alexander the Great. Modern Iran was shaped by dynasties like the Qajars and Pahlavis; Reza Shah sought to modernize the country in the early 20th century. However, his son Mohammad Reza Shah grew increasingly authoritarian, facing opposition until the 1979 Islamic Revolution overthrew the monarchy and established an Islamic republic led by Ayatollah Khomeini.
Literary analysis paper persepolis
This document provides guidance on how to write a successful literary analysis essay. It explains that a literary analysis examines a work of literature in an organized way to interpret its meaning and how that meaning is conveyed. A strong literary analysis focuses on one or more literary elements, such as theme, conflict, or characterization, and makes an argument about the author's purpose through examples and evidence from the text. The document outlines the key components of an effective introduction, body paragraphs, and conclusion. It also provides a sample outline and timeline for writing a literary analysis of the graphic novel Persepolis focusing on Marji's internal conflict between truth and lies.
Viewers also liked (14)
Similar to September 22, 2010
riting About LiteratureGenerally, the essays you write in lite.docx
riting About Literature
Generally, the essays you write in literature courses attempt to answer interesting questions about works of literature.ย ย These questions are interesting for at least two reasons:ย ย a) their answers are not obvious, and b) their answers (or at least the attempt to answer them) can enrich other readersโ understanding and experience of those works of literature.ย ย Often works of literature seem to be intentionally posing these questions to us; they require us to do some work to get them to work.
Readers have asked many different types of questions of works of literature, for example:
ยท What did the author want to communicate in this work?
ยท What does the work reveal about the authorโs feelings, opinions, or psychology?
ยท What does the work reveal about the society in which it was written?
ยท What can we learn from this work about the issues or topics it deals with?
ยท What motivates the characters in the work to behave as they do?
ยท How are literary devices used in the work?
ยท How does the work create emotional or intellectual experiences for its readers?
ยท Is this work good or bad?
ยท Is this work good or bad for its readers?
Some of these questions require information from outside the text itself; for example, to argue that a work reveals a writerโs psychological condition, it would be helpful to have some other evidence of that condition to corroborate your interpretation of the work of literature.ย ย Some of these questions ask about the world outside the workโabout the author, his/her society, or our own society, for exampleโwhile others try to focus more on the features of the work itself.ย ย Analyses which try to make statements about the work itselfย is often calledformalistย criticism:ย ย it attends more to the structures and strategies employed in the work.ย ย Ultimately, such arguments generally do try to move beyond the work, to claim, for instance, that it is likely to create certain effects in its readers, or that readers will understand the writerโs intent more clearly if they pay attention to its formal characteristic.
In LIT 100, we are going to be paying attention primarily to these formal features of literary works.ย ย In fiction, some of these features include tone, point of view, setting, character, etc.ย We will be paying less attention to extra-textual features, such as the authorโs biography or the historical contexts in which the literature was produced and/or read; these elements are not less important than formal features, but they naturally vary greatly from one work to another and often require in-depth study to truly appreciate.ย ย To understand how Shakespeareโs social situation in London in the 1590s might have been reflected in his plays would require a whole course in Elizabethan history.ย ย On the other hand, the formal features we will be studying in this course can be found in literature of all eras and genres, though they may often be used to different effect by different writers at different times.ย ย A ...
Writingufuktan
The document discusses various strategies for developing writing skills, including:
1. Explaining the differences between speaking and writing and common learner difficulties in writing.
2. Suggesting solutions to common learner problems such as providing more time, improving coherence, and proper use of punctuation and dictionaries.
3. Discussing classroom activities to practice writing like dictation, substitution exercises, guided and free writing tasks using images, scripts and prompts.
riting About LiteratureGenerally, the essays you write in litera.docx
riting About Literature
Generally, the essays you write in literature courses attempt to answer interesting questions about works of literature.ย ย These questions are interesting for at least two reasons:ย ย a) their answers are not obvious, and b) their answers (or at least the attempt to answer them) can enrich other readersโ understanding and experience of those works of literature.ย ย Often works of literature seem to be intentionally posing these questions to us; they require us to do some work to get them to work.
Readers have asked many different types of questions of works of literature, for example:
What did the author want to communicate in this work?
What does the work reveal about the authorโs feelings, opinions, or psychology?
What does the work reveal about the society in which it was written?
What can we learn from this work about the issues or topics it deals with?
What motivates the characters in the work to behave as they do?
How are literary devices used in the work?
How does the work create emotional or intellectual experiences for its readers?
Is this work good or bad?
Is this work good or bad for its readers?
Some of these questions require information from outside the text itself; for example, to argue that a work reveals a writerโs psychological condition, it would be helpful to have some other evidence of that condition to corroborate your interpretation of the work of literature.ย ย Some of these questions ask about the world outside the workโabout the author, his/her society, or our own society, for exampleโwhile others try to focus more on the features of the work itself.ย ย
Analyses which try to make statements about the work itself
ย is often called
formalist
ย criticism:ย ย it attends more to the structures and strategies employed in the work.ย ย Ultimately, such arguments generally do try to move beyond the work, to claim, for instance, that it is likely to create certain effects in its readers, or that readers will understand the writerโs intent more clearly if they pay attention to its formal characteristic.
In LIT 100, we are going to be paying attention primarily to these formal features of literary works.ย ย In fiction, some of these features include tone, point of view, setting, character, etc.ย We will be paying less attention to extra-textual features, such as the authorโs biography or the historical contexts in which the literature was produced and/or read; these elements are not less important than formal features, but they naturally vary greatly from one work to another and often require in-depth study to truly appreciate.ย ย To understand how Shakespeareโs social situation in London in the 1590s might have been reflected in his plays would require a whole course in Elizabethan history.ย ย On the other hand, the formal features we will be studying in this course can be found in literature of all eras and genres, though they may often be used to different effect by different writers at different times.ย ย Almost all fict.
E10 sept26 2011
This document provides a review of parts of speech and discusses the importance of topic sentences in writing effective paragraphs. It defines the key parts of speech and provides examples. It then explains that effective topic sentences should state a clear main idea or opinion in the first sentence to give the paragraph unity and focus. Topic sentences should not be too broad or narrow in scope. The document includes activities for students to identify topic sentences and write their own based on supporting details. Homework includes reviewing parts of speech online, preparing for a quiz, and re-reading an assigned article in preparation for discussing it in the next class.
Descriptive paragraph
The document provides instructions and exercises for writing a descriptive paragraph. It explains that a descriptive paragraph should use vivid details to paint a clear picture of a person, place, thing, or idea for the reader. Students are guided through selecting a topic to describe, drafting sentences with relevant details, and revising their paragraph to improve its organization and clarity. Examples of strong descriptive paragraphs are provided for analysis. Finally, students are given exercises to write a descriptive paragraph about themselves.
Picture book literature circles
This document provides materials for students to engage in literature circles to discuss a picture book. It includes roles for students, guidelines for discussion, and various worksheets and pages for students to complete as they read the book and prepare for discussion. The worksheets guide students to analyze elements like characters, setting, point of view, themes and more. They are also given optional extension activities they can complete about the book.
3. CAPTION.pptx
Captions serve to provide brief descriptions and context for images such as photographs and illustrations. They can identify subjects, describe what is happening, and establish relevance to the surrounding text. A good caption clearly identifies the main subject without stating obvious details, is concise, and draws the reader in. Captions vary in length from a few words to several sentences and are an important part of effectively communicating information and ideas in publications.
Reading and Writing Skills Q3 M1-1.docx
This document provides a lesson on writing patterns across disciplines, focusing on narration. It includes:
1) An example of rewriting a set of events in chronological order to create a story, with follow up questions about transition words.
2) Another example paragraph with questions about location, time transitions, event sequence, and content.
3) Information on using strategies like narration and signal words to create a unified story with a clear sequence of events.
The document then moves to a lesson on using description, including describing subjects using sensory details in a table, and identifying objective vs. subjective description in sample paragraphs.
Paper 1 revision
The document provides guidance for students taking a Paper 1 English exam, which consists of two sections:
1) A reading comprehension section with various question types to test understanding of an unseen passage.
2) A writing section requiring a descriptive piece (Section B1) and narrative/personal writing (Section B2), each with tips on style, content, and structure. Suggestions include using vivid verbs, adjectives, and sensory details for descriptive writing, and drawing on personal experiences for the narrative.
Descriptive Essay RequirementsDescriptive Essay (4-5 paragraphs; .docx
Descriptive Essay Requirements
Descriptive Essay: (4-5 paragraphs; at least 300 words; 1 ยฝ pages)
The descriptive essay will describe (in detail) a place or a person, using concrete and specific language (language that creates mental pictures) that appeals to various senses (sight, hearing, taste, touch, and smell). Descriptive adjectives that convey emotion/personality and atmosphere/mood should be included. To enhance the effect, utilization of figurative language (e.g., similes, metaphors) is HIGHLY encouraged.
Requirements:
12 point font Times New Roman
Double-spaced
MLA Header and page numbers
300 words; at least four (4) paragraphs
Must describe person or place
Create a vivid image and contain descriptive adjectives/adverbs
See Rubric for other criteria
Descriptive Essay Housekeeping
Miranda Rowe
What is your topic?
Your topic needs to be a person or a place.
It cannot be a large place. It needs to be a piece/ small part of a small place.
For example: Not New York City, but the World Trade Center Memorial. Not Michigan, or even Dearborn, Michigan, but a restaurant IN Dearborn, MI.
Should you narrow down your topic?
Descriptive essays are pictures, NOT movies!!!
Introductionsโฆ.
Do readerโs know who the essay is about by the end of the first sentence?
Do you need to change your first sentence?
Does your introduction grab your readers attention? Is there a very interesting/ odd/ weird fact you can give?
My roommate, Alex, can say โHelloโ in five different languages.
My hometown of Middletown, is the birthplace of modern steel.
How can you change your introduction to be more interesting?
Body paragraphs
The body of your essay is the middle of your essay.
Your body paragraphs should describe three points. They SHOULD NOT try to describe everything.
Letโs try using the pictureโฆ.
Creating an informal, rough outline will help!
Creating an informal outline
Effective Conclusions
Need to be full paragraphs and support your ideas. There is no need to repeat information.
Use this paragraph to end your essay, while adding new information.
Introductions and conclusions frame your descriptive picture.
Conclusions need to answer the โSo Whatโ question. Why did we read this? What should we have learned by reading your essay?
How do your points fit together?
Descriptive Writing
Standing on his hind legs, this rare andalucian stallion is fearless. His ears are turned back while his noble looking head is held high. His all black coat glistens in the late afternoon sun. His face displays a strong confidence with his nostrils flared, his veins bulging from his cheek bones, and his fiery black eyes burning holes into the souls of those who stare into them. His neck muscles are tensed and thickened with adrenalin. His black main is thrown into the wind like a flag rippling in the winds of a tornado. His muscular front legs are brought up to his chest displaying his flashing gray hooves that could crush a man's scull with one.
ENG101- English Comprehension- Lecture 32
This document provides instruction on writing paragraphs. It discusses the importance of unity, coherence, and organization in paragraphs. Unity means a paragraph should have a single main idea, and all sentences must directly relate to and support the main idea. Coherence refers to the logical flow and connection between sentences. It can be achieved through transition signals and logical ordering of ideas. Common logical orders include chronological order and order of importance. The document provides examples and exercises to help understand how to write unified and coherent paragraphs.
ELA Mod1 Lesson 9
This document provides guidance for students in grade 4 on writing explanatory paragraphs. It discusses choosing evidence from texts to support analysis and reflection. Students will plan a paragraph explaining how symbols on their wampum belts connect to ideas from texts they have read. The document models using a four-square graphic organizer to gather details and plan the paragraph. Students are then instructed to begin filling in their own four-square organizer to start planning their paragraph.
Language online, from memes to semaphore
Theory and fun and exciting activities and exercises to explore visual language and online culture. Form memes to semaphore.
Reading strategies
The document provides strategies for becoming a college-level reader. It discusses identifying what is confusing in the text and choosing strategies to address confusion, such as focusing on important vocabulary words. It also discusses determining what is most important in a text and building background knowledge on unfamiliar topics. The document recommends strategies for dealing with complex sentences and connecting ideas while reading, such as asking questions, making predictions, visualizing concepts, and drawing conclusions.
Lesson Plan 1 - Making Inferences
This lesson plan is for analyzing inferences in The Help. The objectives are for students to make inferences about the speaker Skeeter and her relationships, and to articulate their thinking process when making inferences. Students will complete a graphic organizer analyzing the text. The assessment is aligned to state standards for reading closely, interpreting words and phrases, and assessing point of view. The lesson includes building background about making inferences from photos. Students will read excerpts and discuss inferences about Skeeter's society and relationships through turn and talk. The teacher will model inference making and ask guiding questions to support comprehension.
Short stories revision guide
The document provides guidance for revising short stories for an exam. It discusses the format of exam questions, which may focus on themes, characters, symbols or other elements. It recommends revising each story's plot, characters, literary devices, structure, and form. Specific revision techniques are outlined, like writing notes and condensing them into summaries. The document emphasizes analyzing stories' language, structure, and form in exam answers and linking these to themes and the question. It provides examples of how to address these assessment objectives at different grade levels to achieve high marks.
E10 feb16 2011
The document discusses strategies for comprehending and summarizing texts. It provides examples of summarizing the article "Don't Be Shy, Speak Up!" in 3 sentences or less by stating the overall topic, author's message, and an example used to support the message. The document also reviews distinguishing topics from messages, dealing with unfamiliar words, and answering literature questions by restating the question and using details from the text.
Imagery Essay.pdf
The Imagery in 'Macbeth' - Free Essay Example | StudyDriver.com. The Power of Distinctively Visual in Literature and Photography Free .... Examples of Sensory Imagery Free Essay Example. Imagery in โThe Love Song of J. Alfred Prufrockโ: [Essay Example], 1923 .... An Explanation of the Use of Imagery and Figurative Language to Convey .... Photo Essay Examples, and Tips for Writing a Good Photo Essay : Current .... Imagery in the great gatsby essay titles. Imagery Essay on "Flight" and "Chemistry". Springtime Imagery in The Story of an Hour: [Essay Example], 802 words .... Imagery In A Sentence Example - slide share. Imagery | Imagery poems, Imagery examples, Writing a book. Vivid imagery TS Eliot essay | English (Advanced) - Year 12 HSC | Thinkswap. Imagery essay macbeth - mfacourses887.web.fc2.com. Imagery Essay Writing Descriptive Creative - usararchwers.x.fc2.com. Narrative Essay Samples: Tell Me A Story | by Sample Essay | Medium. 18+ Imagery Essay Examples PNG - scholarship. Imagery essay help. PPT - EXPLODING THE MOMENT in writing PowerPoint Presentation - ID:2429984. Image Analysis Essay โ How to Write a Rhetorical Analysis Essay on an Image. Adding Imagery Worksheet | Narrative Essay Activity. Essay imagery. What Is A Good Opening Sentence For Persuasive Essay. Essay imagery poems. #macbeth animal imagery essay -Buy Essays Online from Successful Essay .... Descriptive essay of a picture - researchabout.web.fc2.com.
Ideas for Previewing Vocabulary.doc
This document provides several ideas for previewing and introducing new vocabulary words to students before reading:
1) Students are paired up and must find their partner who holds the matching vocabulary word and definition card. They then write sentences using the word.
2) Students search a text to find a definition or context clue for a vocabulary word provided by the teacher.
3) Pictures can be used to elicit vocabulary words relevant to the picture's topic before reading, such as clothing or weather words for magazine pictures. Students describe the pictures using the vocabulary.
CRT ACC Usher 1
This document provides an agenda for a teacher training that focuses on building curriculum units from scratch. It discusses the presenter's thought process, where to begin, content groups, and free resources. The thought process section emphasizes considering students' education, individual needs, and backgrounds. Where to begin recommends aligning to standards, enduring understandings, and authentic tasks. It then gives examples of alignment, understandings, and a multi-step task analyzing short stories from The House on Mango Street. The document concludes by discussing the benefits of the training and providing free online resources.
Similar to September 22, 2010 (20)
riting About LiteratureGenerally, the essays you write in lite.docx
riting About LiteratureGenerally, the essays you write in lite.docx
ย
riting About LiteratureGenerally, the essays you write in litera.docx
riting About LiteratureGenerally, the essays you write in litera.docx
ย
Descriptive Essay RequirementsDescriptive Essay (4-5 paragraphs; .docx
Descriptive Essay RequirementsDescriptive Essay (4-5 paragraphs; .docx
ย
More from mlsteacher
E10 jan9 2012
1) The class covered exam results, upcoming drama performances, and registering for the next term.
2) Students participated in vocal warmups and a discussion of blocking techniques in drama, including types of stages, stage areas, and body positions.
3) Homework assigned was to rehearse for upcoming drama performances and study individual grammar plans.
E10 jan4 2011
The document provides information about an English class covering several topics:
- Grammar session with practice books and online resources
- Introduction to drama, its origins and main types (tragedy and comedy)
- Elements of drama like script, characters, acts, scenes, stage directions, dialogue, and asides
- An upcoming drama performance assignment with expectations, assigned plays and groups, and preparation steps over the next two weeks.
E10 dec7 2011
The document provides an overview of class activities for an English literature course, including a novel quiz, reading response, group work and discussion on assigned novels, a grammar study plan, and homework assignments. Students will write a reading response analyzing a philosophical statement from their novel, discuss novels in groups, evaluate their group work, and prepare for an upcoming grammar quiz and literature exam through review and study.
E10 dec12 2011
The document provides instructions for students to continue working on an in-class character assignment from a novel by describing traits of their chosen character, citing evidence from their notes or the novel. It outlines having students work together to generate descriptive adjectives for the character and choose the most important traits, then writing a sentence using one trait and citing supporting evidence. Students are told to complete the assignment individually and hand in all character work when finished.
E10 dec5 2011
This document provides a summary of a grammar lesson on count and non-count nouns as well as articles. It includes examples and exercises. It also outlines having students complete a sentence skills self-assessment test to identify areas to focus on, and developing individualized study plans to improve skills.
E10 nov28 2011
This document provides an overview of a grammar lesson on prepositions of time and place. It discusses the uses of on, in, and at to refer to specific times and locations. Examples are given for using these prepositions to indicate days, parts of days, months/seasons/years, periods of time, and specific times or locations. Students then complete exercises practicing identifying the correct preposition. The document also describes an in-class assignment where students write a descriptive paragraph about an object from a freewrite they completed, and then provide peer feedback on each other's paragraphs. Homework includes continuing to read their assigned novel and completing additional preposition exercises.
E10 nov21 2011-uploaded
This document provides an overview of a literature class, including a novel quiz, reading response assignment, and group work. Students are asked to share their reactions to their novels so far in a reading response. The class is then divided into groups based on their selected novels to discuss key events, vocabulary, and conflicts through participation and evaluation. Homework involves continuing to read their novels, viewing novel websites, and completing a writing assignment on description.
E10 nov16 2011-uploaded
The document provides an overview of an English literature class. It discusses wrapping up a short story unit and introducing a novel unit. It outlines logistics for an exam and class party. It then describes an in-class activity where students will analyze the plots of short stories in small groups and present their analyses. Finally, it introduces options for an upcoming novel study, outlining elements students should understand like theme, irony, mood vs. tone, and symbols.
E10 nov9 2011
The document outlines an upcoming exam on short stories including "The Tell-Tale Heart," "All Summer in A Day," and "The Wedding Guest." It provides details on exam sections covering literary terms, short story questions, and vocabulary. Students are assigned to groups to analyze the plot of one of the stories through a diagram activity.
E10 nov7 2011
The document provides instruction on grammar rules for subject-verb agreement and includes examples and exercises. It discusses situations where subject-verb agreement is often mistaken, such as when words come between the subject and verb, when the verb comes before the subject, with compound subjects, and with indefinite pronouns. Students are assigned revision and editing homework on a writing assignment and asked to complete additional subject-verb agreement exercises.
E10 nov2 2011
The document discusses a literature class focusing on Edgar Allan Poe's short story "The Tell-Tale Heart". It outlines activities for students to complete including reading comprehension questions and a discussion of literary elements like characters, themes and symbolism in the story. Students are assigned homework to re-read the story and write a paragraph using vocabulary words from the text.
E10 oct31 2011
The document provides instructions for an English class, including completing a grammar quiz, process paragraphs, and a story assignment. It outlines the writing process and homework tasks of reviewing a story, choosing a writing activity, and completing additional writing exercises. Marks and expectations for passing to the next grade level are also discussed.
E10 oct26 2011
This document provides an overview of a literature class discussion on the short story "All Summer in a Day" by Ray Bradbury. It outlines elements to review like setting, characters, conflict, and theme. It also includes sample discussion questions and an upcoming homework assignment. The teacher guides a close analysis of the story elements and wants students to think critically about the characters and themes presented in the short story.
E10 oct24 2011
This document provides information about grammar lessons and writing assignments for an English class. It discusses run-on sentences and how to identify and correct them using punctuation or conjunctions. Sample exercises are provided to practice identifying and fixing run-ons. The document also covers writing process paragraphs and gives examples. Students are assigned to write a first draft of a process paragraph for homework.
E10 oct19 2011_uploaded
This document provides an overview of class expectations and activities for a literature class. It outlines guidelines for participation, assignments, and deadlines. The class will discuss the short stories "The Wedding Guest" and "All Summer in a Day". Students are assigned comprehension questions on "All Grown Up and Still in Tow" to hand back, and a vocabulary paragraph on "The Wedding Guest" is due. In-class, students will complete questions individually on "The Wedding Guest" and discuss vocabulary from "All Summer in a Day". Homework includes process paragraphs, run-on sentences, re-reading and taking notes on "All Summer in a Day", and writing a vocabulary paragraph using specified words from the story
E10 oct17 2011
The document provides examples and explanations of how to identify and correct sentence fragments. It examines different types of fragments and provides exercises for students to practice identifying and correcting fragments in sample sentences. The document also previews upcoming lessons on writing exemplification paragraphs and run-on sentences.
E10 oct12 2011_uploaded
This document provides an agenda and lesson plan for a literature class. It includes assignments to complete for "The Wedding Guest" story as well as an introduction to literary elements found in short stories. The class will review these elements as applied to "The Wedding Guest", including setting, characters, conflicts, and foreshadowing. The discussion of two remaining elements, outcome and theme, will continue online. Homework assigned is recommended readings on exemplification and fragments.
E10 oct5 2011_uploaded
The document provides information about an upcoming literature class. It assigns vocabulary words and sentences from the short story "The Wedding Guest" that was read in class. Students are asked to write a paragraph using five specified words from the story in their correct parts of speech while demonstrating their meanings. The class will also have a discussion about elements of the story, including the narrator's personality and hypocrisy. Homework includes an online grammar exercise, re-reading the story with notes, and writing the vocabulary paragraph.
E10 oct3 2011
The document provides an overview of topics covered in a grammar and writing class, including:
- A holiday on October 10th with no class
- An introductory writing assignment
- A parts of speech quiz
- Discussions of using specific evidence and examples to support points in paragraphs
- An activity identifying main points and supporting details
- An exercise replacing general words with more specific words
More from mlsteacher (20)
Recently uploaded
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
How to Manage Reception Report in Odoo 17
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Information and Communication Technology in Education
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง 2)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ ๐ข๐ง ๐๐๐ฎ๐๐๐ญ๐ข๐จ๐ง:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐ซ๐๐ฅ๐ข๐๐๐ฅ๐ ๐ฌ๐จ๐ฎ๐ซ๐๐๐ฌ ๐จ๐ง ๐ญ๐ก๐ ๐ข๐ง๐ญ๐๐ซ๐ง๐๐ญ:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Diversity Quiz Prelims by Quiz Club, IIT Kanpur
Prelims of Diversity Quiz, conducted by Quiz Club, IIT Kanpur in collaboration with Unmukt on 22 June 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Creative Restart 2024: Mike Martin - Finding a way around โnoโ
Ideas that are good for business and good for the world that we live in, are what Iโm passionate about.
Some ideas take a year to make, some take 8 years. I want to share two projects that best illustrate this and why it is never good to stop at โnoโ.
Contiguity Of Various Message Forms - Rupam Chandra.pptx
Contiguity Of Various Message Forms - Rupam Chandra.pptx
Brand Guideline of Bashundhara A4 Paper - 2024
It outlines the basic identity elements such as symbol, logotype, colors, and typefaces. It provides examples of applying the identity to materials like letterhead, business cards, reports, folders, and websites.
Recently uploaded (20)
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
ย
Information and Communication Technology in Education
Information and Communication Technology in Education
ย
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
ย
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
ย
220711130088 Sumi Basak Virtual University EPC 3.pptx
220711130088 Sumi Basak Virtual University EPC 3.pptx
ย
Creative Restart 2024: Mike Martin - Finding a way around โnoโ
Creative Restart 2024: Mike Martin - Finding a way around โnoโ
ย
Contiguity Of Various Message Forms - Rupam Chandra.pptx
Contiguity Of Various Message Forms - Rupam Chandra.pptx
ย
September 22, 2010
- 3. Effective Writing Good writing has unity (a single focus) support (details and examples) coherance (clear and logical) sentence skills (grammatically correct)
- 4. Review of Paragraph Structure Start with a topic sentence that clearly defines the main point of your paragraph (unity) Give three reasons to support your point; (support) Provide specific details or examples for each reason (support) Use transition signals to show the relationship between ideas (coherance)
- 5. Begin with a Point, Page 47 To understand this idea of โunityโ or โfocus,โ letโs look at some examples in our text.
- 6. Begin with a Point, Page 47 Complete the following statement: Paragraph _____ is effective because it makes a clear, single point, in the first sentence and goes on in the remaining sentence to support that point. Discuss your choice with a classmate.
- 7. Topic Sentences should be the first sentence in the paragraph contain the main point of a paragraph give focus to the paragraph (unity) are a promise to the reader about what the paragraph will be about
- 8. Effective Topic Sentences should state one main idea or opinion that could be supported with specific evidence Ex: I hate my Ford Escort.
- 9. Effective Topic Sentences have two main parts the limited topic the writerโs attitude about the topic Ex: I hate my Ford Escort. Ex: My girlfriendis very aggressive. Ex: Votingshould be required by law in Canada.
- 10. Topic Sentences should not โannounceโ the topic Ex: I want to talk about my Ford Escort.
- 11. Topic Sentences should not be too broad Ex: Many people have problems with their cars.
- 12. Topic Sentences should not be too narrow Ex: My car is a Ford Escort.
- 13. Activity 10, p. 65-66 Read sentences 1-5. Identify (on your own paper) the topic and the idea about the topic (expressed in key words)
- 14. Activity 10, p. 10 Billboardsshould be abolished. My boss is an ambitious man. 3. Politicians are often self-serving. 4. The apartmentneeded repairs. 5. Television commercials are often insulting.
- 15. Activity 12, p. 68 Read each group of supporting details and then try to write a topic sentence for them. (Ask yourself what general topic they have in common and what idea or view about that topic they seem to support.) Do as many as you can in the next ten minutes. Do not worry if you do not have time to do them all.
- 16. Activity 12, p. 68 The neighbours next door arenโt always sociable. The new neighbours are not very friendly. My friendโs party had many problems. The worst dance party I ever attended. 3. The worst restaurant service I ever had. My nightmare at an expensive restaurant.
- 17. Activity 12, p. 68 4. My memories of English classes are unpleasant. English classes were never my cup of tea. 5. The movie I saw was low-budget. The movie I saw was poorly made. The movie makers made many mistakes.
- 18. BREAK 10 minutes
- 19. More Graphic Novel Terms Refer to your handout. Last class we learned about the basic layout of graphic novels (frames, panels, gutters) including how black and white is used (graphic weight) to attract the readers attention and show importance. We also looked at how text (captions and speech bubbles) is combined with images to deepen the artist/writerโs message.
- 20. More Graphic Novel Terms Today we will explore how graphic artists use the following elements to give meaning to the story figures (page 2) layout position: foreground, midground, and background (under layout)
- 23. Review of Persepolis Chapter 1 The protagonist (main character) of the story is Marjane as a child. The narrator of the story is Marjane as an adult. The point of view of the story is first person point of view (โIโ). The setting (time and place) of the story is Iran during the revolution of 1979.
- 25. Review of Persepolis Chapter 1 After the revolution, Marjaneโs life changed in many ways: she had to wear the veil boys and girls couldnโt go to school together anymore bilingual schools were closed - her mother had to hide because of her views Marjane is a smart, strong minded, determined, religious child. She wants to be a prophet because she wants to fix everything like her grandmotherโs legs. . .
- 26. Persepolis โ Chapter 2 Letโs start by looking at the way the author draws faces in this chapter. Compare page 8 and page 11
- 27. Page 8 Page 11
- 28. Persepolis โ Chapter 2 What do you notice about the human faces? How are they different from the image of God? Why do you think the author has chosen to represent the figures in this way? What is the significance to the story?
- 29. Persepolis โ Chapter 2 Now letโs look at how the author positions panels in this chapter. Understanding the ways a graphic novelist places and organizes her panels will help you understand the story more deeply (just like understanding the structure of a paragraph, poem, or novel helps you to understand and follow the writerโs point better).
- 31. Page 16, upper left. Marjiโs fatherโs position shows _______________. Page 16, upper middle. Marjiโs positions show __________________. Page 16, bottom left. Marji shows ________________.
- 32. Page 17, middle left. Marji users her fingers to ______________. Page 17, middle right. Marjiโs fatherโs hands show _______________.
- 33. Activity Read the entire chapter (โThe Bicycle,โ pages 10-18) now. Work with a partner to try to find additional visual elements that add to your understanding of the story and characters. You may use sticky notes to write down your ideas about different panels.
- 34. Homework Read the chapter 3 โThe Water Cell,โ pages 18-25) for homework. On your own, identify as many graphic elements as you can. You may use sticky notes to write down your ideas about different panels. You will need to use these notes for an in-class assignment on Monday.
Editor's Notes
- What kind of details would we expect for #1? #2? . . .