Hey, i'm back with another English literature slide that I made using PowerPoint. It's based on unseen poetry as in the GCSE exam, paper 2 there's two questions on poems you haven't seen. So, I made a slide on the most important poems to help you practise for it. I've found the info from google and put it in a slide so, it can be easier to find. ~ Suzan G
(Info is from internet)
<a rel="license" href="http://creativecommons.org/licenses/by/4.0/"><img alt="Creative Commons Licence" style="border-width:0" src="https://i.creativecommons.org/l/by/4.0/88x31.png" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International License</a>.
Trifles: A drama by Susan Glaspell that comprises literary elements, metaphors through women's strife and solidarity. It represents primary movement to women's suffrage and political equality through men's presumptuous deduction.
The story begins with the unnamed narrator arriving at the house of his friend, Roderick Usher, having received a letter from him in a distant part of the country complaining of an illness and asking for his help. As he arrives, the narrator notes a thin crack extending from the roof, down the front of the building and into the adjacent lake.
The main themes of Sonnet 116 are Love, Marriage, Loyalty and Eternity of Literature and Writing
Theme of Love in the 1st Quatrains
Theme of Marriage in the 2nd Quatrains
Theme of Loyalty in the 3rd Quatrains
Theme of Eternity of Literature & Writing in the
Couplet
Hey, i'm back with another English literature slide that I made using PowerPoint. It's based on unseen poetry as in the GCSE exam, paper 2 there's two questions on poems you haven't seen. So, I made a slide on the most important poems to help you practise for it. I've found the info from google and put it in a slide so, it can be easier to find. ~ Suzan G
(Info is from internet)
<a rel="license" href="http://creativecommons.org/licenses/by/4.0/"><img alt="Creative Commons Licence" style="border-width:0" src="https://i.creativecommons.org/l/by/4.0/88x31.png" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International License</a>.
Trifles: A drama by Susan Glaspell that comprises literary elements, metaphors through women's strife and solidarity. It represents primary movement to women's suffrage and political equality through men's presumptuous deduction.
The story begins with the unnamed narrator arriving at the house of his friend, Roderick Usher, having received a letter from him in a distant part of the country complaining of an illness and asking for his help. As he arrives, the narrator notes a thin crack extending from the roof, down the front of the building and into the adjacent lake.
The main themes of Sonnet 116 are Love, Marriage, Loyalty and Eternity of Literature and Writing
Theme of Love in the 1st Quatrains
Theme of Marriage in the 2nd Quatrains
Theme of Loyalty in the 3rd Quatrains
Theme of Eternity of Literature & Writing in the
Couplet
Geiper Media Entertainment services introducing Mohandas Karamchand Gandhi young pics and Utilizing peaceful common rebellion, Gandhi headed India to freedom and enlivened developments for social liberties and opportunity over the world.
This powerpoint presentation is created by Gyanbikash.com for the students of class six from their English first part NCTB textbook for multimedia class.
Unseen children: under the spotlight - Ofsted South East leadership conferenc...Ofsted
Slides from the Ofsted South East leadership conference held on 7 March 2014. The speakers were:
• Sir Michael Wilshaw, Her Majesty’s Chief Inspector Ofsted
• Matthew Coffey, Regional Director, South East Ofsted
• Dr John Dunford OBE, National pupil premium champion
• Dr Kevan Collins, Chief Executive, Education Endowment Foundation.
Due Date 1159 p.m. EST, Sunday of Unit 6 Points 100 .docxShiraPrater50
Due Date: 11:59 p.m. EST, Sunday of Unit 6
Points: 100
Overview:
For this assignment, you will analyze a children's poem of your choice and then answer a set of
questions. There are 16 questions included, each worth 6.25 points.
Instructions:
• First, choose one (1) children’s poem to evaluate (some options are provided in the Readings
and Resources).
• Then, in the assignment link in Blackboard, discuss each of the following questions using
full sentences, and provide examples from the poem. If a question does not apply to your
poem, explain why it does not apply to the poem. Do not leave any items blank.
1. First, provide the title and author of the children's poem that you chose. Then answer:
How does the rhythm of the poem reinforce and create the meaning of the poem?
2. If the poem rhymes, does it sound natural or contrived? Explain.
3. How does the sound of the poem add to its meaning?
4. Does the poem use alliteration? Onomatopoeia? Repetition? To what effect?
5. How does the poem create sensory images of sight, touch, smell, or taste? List some
of the poem's sensory images.
6. Are the sensory images included related to a child's delight within those particular
senses? How?
7. What is the quality of imagination in the poem? Does the poem make the child see
something in a fresh, new way, or does it rely on tired clichés? Provide examples to
support your answers.
8. Is the figurative language appropriate to children's lives?
9. Are the similes and metaphors used ones that a child would appreciate and
understand? Provide examples.
10. What is the tone of the poem? Does it patronize childhood by looking down on it? Is it
didactic and preachy? Does it see childhood in a sentimental or nostalgic way? Offer
examples to support your answer.
11. Do you think the poem is appropriate for children? Will it appeal to them, and will they
like it? Why or why not?
12. How has the poet created the emotional intensity of the poem?
13. Does every word work to heighten the feelings conveyed?
14. Does the shape of the poem contribute to the poem's meaning? How?
CHS203 – Children’s Literature and Language Arts
Unit 6 Assignment: Analysis of a Children’s Poem
15. What is the purpose of the poem? To amuse? To describe in a fresh way? To
comment on humanity? To draw parallels to our lives?
16. How well has the poet achieved the poem’s purpose?
Requirements:
• Use your own words and include the in-text citation for any resources you may use when
answering some of these questions.
o For example, if you are citing your textbook, use the in-text citation: (Kiefer & Tyson,
2019) and the reference: Kiefer, B. Z., Tyson, C. A., Parsons Barger, B., Patrick, L. &
Reilly-Sanders, E. (2019). Charlotte Huck’s children's literature: A brief guide (3rd ed.).
New York, NY: McGraw-Hill Education.
• Be sure to use appropriate paragraph breaks and keep your w ...
Due Date 1159 p.m. EST, Sunday of Unit 6 Points 100 .docxgertrudebellgrove
Due Date: 11:59 p.m. EST, Sunday of Unit 6
Points: 100
Overview:
For this assignment, you will analyze a children's poem of your choice and then answer a set of
questions. There are 16 questions included, each worth 6.25 points.
Instructions:
• First, choose one (1) children’s poem to evaluate (some options are provided in the Readings
and Resources).
• Then, in the assignment link in Blackboard, discuss each of the following questions using
full sentences, and provide examples from the poem. If a question does not apply to your
poem, explain why it does not apply to the poem. Do not leave any items blank.
1. First, provide the title and author of the children's poem that you chose. Then answer:
How does the rhythm of the poem reinforce and create the meaning of the poem?
2. If the poem rhymes, does it sound natural or contrived? Explain.
3. How does the sound of the poem add to its meaning?
4. Does the poem use alliteration? Onomatopoeia? Repetition? To what effect?
5. How does the poem create sensory images of sight, touch, smell, or taste? List some
of the poem's sensory images.
6. Are the sensory images included related to a child's delight within those particular
senses? How?
7. What is the quality of imagination in the poem? Does the poem make the child see
something in a fresh, new way, or does it rely on tired clichés? Provide examples to
support your answers.
8. Is the figurative language appropriate to children's lives?
9. Are the similes and metaphors used ones that a child would appreciate and
understand? Provide examples.
10. What is the tone of the poem? Does it patronize childhood by looking down on it? Is it
didactic and preachy? Does it see childhood in a sentimental or nostalgic way? Offer
examples to support your answer.
11. Do you think the poem is appropriate for children? Will it appeal to them, and will they
like it? Why or why not?
12. How has the poet created the emotional intensity of the poem?
13. Does every word work to heighten the feelings conveyed?
14. Does the shape of the poem contribute to the poem's meaning? How?
CHS203 – Children’s Literature and Language Arts
Unit 6 Assignment: Analysis of a Children’s Poem
15. What is the purpose of the poem? To amuse? To describe in a fresh way? To
comment on humanity? To draw parallels to our lives?
16. How well has the poet achieved the poem’s purpose?
Requirements:
• Use your own words and include the in-text citation for any resources you may use when
answering some of these questions.
o For example, if you are citing your textbook, use the in-text citation: (Kiefer & Tyson,
2019) and the reference: Kiefer, B. Z., Tyson, C. A., Parsons Barger, B., Patrick, L. &
Reilly-Sanders, E. (2019). Charlotte Huck’s children's literature: A brief guide (3rd ed.).
New York, NY: McGraw-Hill Education.
• Be sure to use appropriate paragraph breaks and keep your w.
This paper spotlights one of the most influential Chinese American novels, ‘The Joy Luck Club’. Broadly adhering to the principles and orientations of Eco-discourse analysis and using Halliday’s systemic-functional grammar as a framework of analysis, this study uncovers ideologies pointing to an asymmetrical power structure between the mother and the daughter and discusses the underlying Chinese philosophy of mother, which helps daughter find her genuine identity. This paper concludes with revealing the true contradiction behind the conflict of mother-daughter, i.e., the two distinct value systems, and expect people to think and act ecologically, promoting the development of eastern eco-ideology.
Write a close reading on Buzzards by Jon Loomis (Poem is attached). .docxsmithhedwards48727
Write a close reading on Buzzards by Jon Loomis (Poem is attached). Essay should be 3-4 pages. A close reading is the careful, sustained analysis of any text that focuses on significant details or patterns and that typically examines some aspect of the text’s form, craft, meanings, sound, etc...
In your close reading, you will dissect the poems. Be sure to evaluate not only the meaning of the poems but the strategic decisions made by the poet that enhance or support the overall meaning of the collection.
When writing your close reading, utilize the vocabulary or the “language of poetry” when supporting your claims. For example: Stanzas, Enjambment, End-Stopped, Line Break, Closure, Couplets, Metaphor etc… (A glossary of poetry terms is attached)
Questions to guide you for the essay:
1. What is the theme of the poem? What is the poet trying to communicate? What is the emotional center of the poem?
2. What happens in the poem? Are conflicts or themes introduced? Resolved?
3. Who is the speaker? What is the “point of view” or perspective of the speaker? The perspective might be social, intellectual, political, or even physical.
4. What is the setting? What is the time and place? How does the poet make use of the physical description? Does it create a mood?
5. Are there any key statements or lines that indicate meaning? Look for one key line or symbol; however, the poet may make use of recurring symbols, actions, or motifs.
6. How does the sound or language contribute to the poem’s meaning? Does the rhythm affect what the poet is trying to convey? What type of diction is used? Are there words with double meanings?
7. Is there a historical, ideological, or cultural aspect? Does the poem refer to a world event, period of time, or particular aspect of culture (race, status, gender, class)? What are the basic ideas of the world or human condition or experience (love, hate, orderliness of the universe, etc.)?
8. What qualities or emotions does the poem evoke? How does the poem make you feel?
9. What imagery is used? Does the poet use physical imagery or figures of speech, such as metaphors?
MLA Format, 3-4 pages, Times new roman, 12 font
.
Please respond to at least two of the four prompts.1. Compare .docxleahlegrand
Please respond to at least two of the four prompts
.
1. Compare and contrast the mothers and daughters in terms of Chinese and American culture from our assigned film this week:
The Joy Luck Club
. In what ways do the mothers represent China and the daughters, America? Be specific and discuss three ways in which the mothers represent traditional Chinese culture, and the daughters represent American culture.
2. Can you identify with any of the relationships or situations presented in the assigned readings or the film this week? Explain how, comparing your life directly to the readings or film.
3. In what ways are Murakami's and Tan's work similar in
theme
or
style
?
4. Explore the similarities between Lu Xun's work and the readings from last week. In what ways are these readings tied to history? How have these authors used
symbol
ism to emphasize their views about society?
Please divide your response into paragraphs for easier reading. Please note your post should equally answer both sections. Note that I will be checking to see if you actually completed the readings and used critical thinking within your discussion.
...
Poem analysis
Poem analysis refers to the process of examining a poem closely, dissecting its various elements, and interpreting its meaning, themes, structure, language, and poetic devices. It involves a detailed study and critical analysis of the poem’s content and form to gain a deeper understanding of the poet’s intentions and the poem’s significance.
When analyzing a poem, there are several key aspects to consider:
Theme: The central idea or message conveyed by the poem. It can be explicit or implicit and often explores universal human experiences, emotions, or philosophical concepts.
Structure: The organization and arrangement of the poem’s lines, stanzas, and overall form. It includes examining the poem’s rhyme scheme, meter, rhythm, and any unique patterns or repetitions.
Language and Imagery: The specific words, phrases, and figures of speech used by the poet to create vivid imagery, evoke emotions, or convey complex ideas. Metaphors, similes, personification, and other literary devices are often employed to enhance the poem’s impact.
-Write a 2-3 page close reading of the poem C.R.E.A.M by Danez Shirstcruz
-Write a 2-3 page close reading of the poem
C.R.E.A.M by
Danez Smith
.
https://www.poets.org/poetsorg/poem/cream
-A close reading is the careful, sustained analysis of any text that focuses on significant details or patterns and that typically examines some aspect of the text’s form, craft, meanings, etc...
-Include lines from the poem to support your claims.
-DO NOT include any outside sources
Use the following questions to guide you through the close reading:
1. What is the theme of the poem? What is the poet trying to say? What is the poem about?
2. What happens in the poem? Are conflicts or themes introduced? Resolved?
3. Who is the speaker? What is the “point of view” or perspective of the speaker? The perspective might be social, intellectual, political, or even physical.
4. What is the setting? What is the time and place? How does the poet make use of the physical description? Does it create a mood?
5. Are there any key statements or lines that indicate meaning? Look for one key line or symbol; however, the poet may make use of recurring symbols, actions, or motifs.
6. How does the sound or language contribute to the poem’s meaning? Does the rhythm affect what the poet is trying to convey? What kinds of words are used? Are there words with double meanings?
7. Does the poem refer to other literary works? For example, is there a Biblical reference or reference to another poem? How does the other work relate to the meaning?
8. Is there a historical, ideological, or cultural aspect? Does the poem refer to a world event, period of time, or particular aspect of culture (race, status, gender, class)? What are the basic ideas of the world or human condition or experience (love, hate, orderliness of the universe, etc.)?
9. What qualities or emotions does the poem evoke? How does the poem make you feel?
10. What imagery is used? Does the poet use physical imagery or figures of speech, such as metaphors?
Link for Poem: https://www.poets.org/poetsorg/poem/cream
...
The Language of Disney Songs: A Formalistic Analysis
Klein Mamayabay, LPT, MAED,
St. Mary's College of Tagum, Inc., Philippines
The Seventh International Conference on Languages, Linguistics, Translation and Literature
11-12 June 2022 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2. How will I be assessed?
AO1 – Respond to texts critically and
imaginatively; select and evaluate relevant
textual detail to illustrate and support
interpretations
AO2 – explain how language, structure and form
contribute to a writers’ presentation of ideas,
themes and settings
3. Your Unseen Poem
We know that your poem will have been written by one of the following poets:
William Blake
John Keats
Thomas Hardy
Christina Rossetti
W. H. Auden
Wilfred Owen
Robert Frost
Dorothy Parker
Maya Angelou
Jo Shapcott
Wendy Sope
Tony Harrison
Sophie Hannah
Owen Sheers
Brian Patten
4. 1. Firstly, come up with your own ideas based on
your reading of the poem
2. Identify any language features you could
comment on
3. Identify any powerful or interesting work
choices you could explore the connotations of to
help you form interpretations
4. Identify any structural features you could
comment on
5. Link to the bigger picture – the relevance of this
poem
5. Sophie Hannah: Your Dad Did What?
How does the poet present her feelings about
the education system?
6. Language and Structure
Language
• Use of questions
• “this girl” and “that lad”
• Direct address
Structure
• Enjambment
• Alternate rhyme scheme
• Caesura
7. Hannah seems to criticize the education system and how it tries to fit
everyone into the same box, despite their differences. By using the
pronouns “they”, “them”, “this girl” and “that lad” she depersonalizes the
students in question to try and reflect how the teacher sees his or her
students. Hannah suggests that in the current education system, it is easy
for teachers to forget that students are individuals but that they are all
unique so therefore they should not have the same expectations for
everyone.
Hannah also uses structure to continue her criticism of the current
education system. Interestingly, each stanza has four lines and there is a
regular alternate rhyme scheme throughout the poem. This reflects the
idea that everyone is seen as the same and that the education system
does not change to fit people, but that people must change to fit the
system.
Additionally, the use of rhetorical questions to reflect the teacher’s
confusion, “What? Your Dad did what?” create a sense of frustration.
Hannah implies that these are questions that should have been asked to
the student directly and then it would be apparent that the boy’s father
died and the teacher could have responded sensitively and accordingly,
rather than simply assessing him as an “’E’”. Hannah suggests that the
current education system does not allow students and teachers to
communicate effectively.
8. Owen Sheers : Not Yet My Mother
How does the poet present his feelings about his
mother? 18 marks.
9. Making Links
It’s all about making creative links (manipulating
evidence) between one thing and another thing:
• Alliteration of ‘h’ sound and feelings about his mother
• Repetition of pronouns “you”, “me”, “your” and “mine”
to feelings about his mother
• Caesura and feelings about his mother
• Repetition of “holding a horse” and feelings about his
mother
• 4 line stanzas which end in full stops and feelings about
his mother
