Week 12 f inal session 2018 - poetry
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The document discusses poetry and different poetry activities for a week 12 class. It includes summaries of haiku poems, instructions for students to write and illustrate their own haiku poem, and activities where students share and discuss poems in pairs and groups. Examples of slam poetry, spoken word poetry, and youth poets are provided as additional resources. Students are also instructed to fill in the blanks of a poem about being alive with descriptive phrases.
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A workshop showing that poetry can be the expression of authentic personal experience, using the haiku form to record insights in a concise and memorable form.
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The document provides definitions and examples of different poetry forms including haikus, limericks, sonnets, free verse, and narrative poetry. Haikus have 3 lines that follow a 5-7-5 syllable pattern. Limericks have 5 lines that follow a rhyme scheme of AABBA. Sonnets have 14 lines organized into quatrains with a rhyme scheme of abab cdcd efef gg. Free verse does not have a set rhyme or meter. Narrative poetry tells a story, and can but does not have to rhyme. Examples are provided for each form.
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Recommended
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This set of slides is a lesson that will introduce learners to the formal study of literature focusing on poetry for enrichment and pleasure. This lesson is based on poetry reading and installation of reading, evaluation, and response to the aesthetic qualities of literary text skills.
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This document provides an overview of haiku, a type of short form Japanese poetry. It discusses that haiku are 17 syllable poems in 3 lines of 5, 7, 5 syllables that reference the natural world and seasons. The document outlines the key aspects of haiku including brevity, the 5-7-5 structure, inclusion of a season reference, focus on imagery and the present tense, and omitting normal grammar. Several famous haiku poems are presented as examples.
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The document discusses poetry and provides examples of different types of poetry. It defines poetry as a form of literature written in a rhythmic style using verse. It then explains different poetic elements such as lines, stanzas, rhyme schemes, and various stanza forms including couplets, triplets, quatrains, and more. The document also provides examples of different types of poetry like lyrical poetry, narrative poetry, concrete poetry, haikus, cinquains, acrostics, and Shakespearean sonnets. It discusses the purpose of poetry and how teachers can use model poems to guide students in writing their own poetry.
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This document provides context and background information for Henrik Ibsen's play Hedda Gabler, which was being performed by the American Conservatory Theater from February to March 2007. It includes the characters, cast, and synopsis of the play, as well as essays and commentary from the director and dramaturg to help audiences understand the themes and context of the play. It also provides a brief biography of Ibsen and history of productions of Hedda Gabler.
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The document provides coursework titles and tasks related to analyzing chapters and themes in a novel. Students are asked to:
1) Consider the theme of possession in the novel and examine the use of fairytale and myth, making notes on these topics.
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Copy of "it's from shakespeare" cornell focus questions
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William Wordsworth, his biography and "Preface to Lyrical Ballads" ( Part II)
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This document provides information about language assessment for teachers. It discusses assessing student progress on language content and performance standards. It also addresses how to evaluate student work in categories like knowledge, thinking, communication and application. The document provides examples of language assessment tasks, rubrics and teacher moderation activities. It describes assessing writing through rubrics and comparing student work to achievement levels. Finally, it discusses using resources like exemplars, continuums and webcasts to guide assessment and moderation.
Class 4 assessment 1 2020
This document provides information about language assessment for teachers. It discusses assessing student progress in language in relation to content and performance standards. It emphasizes evaluating student achievement of overall expectations in language rather than every curriculum expectation. The document also addresses assessing student work in a balanced manner across four categories: knowledge and understanding, thinking, communication, and application. It includes examples of assessment tools like exemplars, developmental continua, and teacher moderation. It provides a sample writing assessment task for grade 5 students and describes the process for teacher moderation of student work. Various digital tools for creating learning objects to support writing structures and organization are also listed.
Class 3 integration and assignment support
This document provides an overview of lesson plans and resources for a social justice picture book assignment. It includes curriculum links for a picture book lesson plan, social justice approaches, reading skills like guided reading and expository text, and research skills modules. It outlines a collaborative inquiry project involving group work assessments, personality types, and developing collaboration skills. Time is provided for independent work on the social justice picture book and for group inquiry work, with reminders to upload meeting logs.
Class 2 student inquiry 2020 final
This document provides an agenda for a class on student and collaborative teacher inquiry. It includes discussions on social justice, asking questions about the Mars One project, developing inquiry projects, and the inquiry process. Students will work on developing essential questions and meeting logs for their inquiry groups. Supporting materials are linked on Sakai and include resources on social justice lessons, the Mars One project, and samples of past student monographs. The document outlines the four steps of inquiry-based learning and emphasizes developing student-driven questions and reflection. Students will have in-class time to work on their inquiry projects and are responsible for completing and submitting their group's first meeting log by the end of class.
Class 1 collaborative teacher inquiry 2020
The document welcomes students back to the Collaborative Teacher Inquiry course and provides information about communicating via Remind, an app for course updates. It outlines the evaluation components, including an inquiry project where students will work collaboratively in groups to research an area of literacy and create a report and lesson plans. Finally, it discusses forming collaborative groups to conduct teacher inquiries into issues related to literacy observed during practicums.
Class 1 collaborative teacher inquiry 2020
The document welcomes students back to the Collaborative Teacher Inquiry course and provides information about communicating via Remind, an app for course updates. It outlines the evaluation components, including an inquiry project where students will work collaboratively in groups to research an area of literacy and create a report and lesson plans. Finally, it discusses forming collaborative groups to conduct teacher inquiries into issues related to literacy observed during practicums.
Week 7 writing 1 - 2018 final
This document provides information about the writing process and using graphic organizers and multimedia tools like PicCollage to rewrite tweets as haiku poems. It discusses the stages of writing (prewriting, drafting, revising, editing, publishing), describes haiku form, and gives an example of rewriting a Chris Hadfield tweet from space as a haiku poem collage using images. It prompts analyzing how this activity addresses expectations in the Ontario language and other subject area curriculums. It suggests considerations for replicating this activity in a junior classroom and reflects on writing decisions around audience, form and purpose.
Week 8 writing 2 and lp - 2018
This document provides an overview of topics and resources for a writing and lesson planning class in Week 8. It includes discussions on collaborative writing, lesson planning templates, modeling writing lessons, and the gradual release of responsibility model. It also shares resources on Native American totems and provides guidance for an activity where students will write poems based on different animals. The document discusses the difference between cultural appreciation and appropriation and considers Indigenous knowledge. It outlines an upcoming lesson plan assignment and previews the next week's topic on oral communication resources.
Week 7 writing 1 - 2018 final
This document discusses the writing process and using graphic organizers and multimedia tools like PicCollage to rewrite tweets as haiku poems. It addresses stages of writing like prewriting, drafting, revising, and publishing. Learners are asked to select a Chris Hadfield tweet from space, research it, and rewrite it as a haiku poem in a PicCollage with relevant images. The activity connects to expectations in the Ontario language curriculum around media studies, writing, and reading. Additional supports may be needed for a similar activity in a junior classroom.
Class 11 ell 2018
A large chicken wandered into traffic, causing delays for drivers. Police responded and tweeted about the "turkey or large chicken" that was causing issues. They later tweeted that the chicken had been arrested for "fowl play" and was now in custody, allowing traffic to resume its regular flow.
Class 10 ell slides 2018
Here are some key resources on teaching English language learners:
- Goldenberg, C. (2008). Teaching English language learners: What the research does—and does not—say. American
Educator, 32(2), 8-23, 42-44.
- Harper, C., & de Jong, E. (2009). English language teacher expertise: The elephant in the room. Language and
Education, 23(2), 137-151.
- Lucas, T., & Villegas, A. M. (2013). Preparing linguistically responsive teachers: Laying the foundation in preservice
teacher education. Theory Into Practice, 52(2), 98-109.
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- 3. Haiku An old silent pond. Into the pond a frog jumps Splash! Silence again. Basho
- 4. Framing a Moment • Find a scene, object, moment and “frame” it. Capture its essence in a haiku poem (5/7/5) • Write your haiku on the paper provided. Illustrate it if you wish and sign it (if you wish) • Post your haiku on the bulletin board • If you finish early peruse the books of poetry on the tables. All available from IRC
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- 9. Being Alive Being alive is _____ing ___________ _____ ing ______________________ _____ ing ______________________ That’s being alive. _____ ing ______________________ _____ ing ______________________ _____ ing ______________________ _____ ing ______________________ _____ ing ______________________ That’s being alive.
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Editor's Notes
- Read Beuchner Feb 20 (Listening to Your Life) re framing experiences