Worksheet instructions - poetry activity a20
•Download as DOCX, PDF•
1 like•317 views
D
D KThis document outlines the stages of a collaborative poetry activity about refugees and home. In stage 1, students will discuss what refugees are, reasons for becoming a refugee, and obstacles faced in reaching safety. They will create a word web about the concept of "home". In stage 2, students will read an excerpt from the poem "Home" by Warsan Shire and discuss the purpose of the poem and imagery used. They analyze lines depicting home as the mouth of a shark and water being safer than land. In stage 3, students will collaborate to translate the poem into their own language, record a video recitation, and upload it along with the translated poem text to Prezi.
Report
Share
Report
Share
Recommended
Globalizing the CCSS - Amy
This document discusses using the book "Inside Out and Back Again" by Thanhha Lai in a 5th grade Language Arts classroom. It emphasizes choosing texts carefully based on student needs and experiences. It also discusses aligning lessons with standards like close reading and using narrative techniques. It provides an example of a written conversation between students about feeling sad leaving home. The document concludes that exploring this text provided cultural validation for students and gave social credibility to English Language Learners.
Final lesson plan
This unit plan aims to teach 10th grade students about autobiographies. Students will read an excerpt from Frederick Douglass's autobiography and write their own. They will organize their writing using a graphic organizer and receive peer feedback. Finally, students will collaboratively create a blog to publish their autobiographies. The diverse class of 26 students speaks English, Spanish, Chinese, Arabic, and French. The plan provides translation resources and aims to incorporate students' various home languages and cultures.
Teaching Literature Using the Five Senses
This document discusses using the five senses to teach literature. It provides exercises that engage students' senses, such as having them identify smells and write haikus based on scents. Students are also organized into literature circles to discuss assigned readings. The goal is to help students activate their senses and make deeper connections to the texts through sensory experiences and group discussions guided by assigned roles.
Talis project presentation
This document discusses a writing workshop where students from a professional school in Anantapur, India were asked to write short stories in Telugu about traditions in India. The stories would then be translated to English and compiled into a book. Some guidelines provided for the stories include having them take place in Anantapur or Andhra Pradesh, being no more than 2 pages, and incorporating cultural elements like food, religion, or history. The document provides tips for structuring the stories with an engaging beginning, developing middle, and conclusive end. It encourages the students to be creative and use their imagination to invent new tales to share aspects of Indian culture.
Literature Component
The document provides an overview of the literature component of the English language curriculum in Malaysian schools. It discusses the purposes and learning outcomes of studying literature, including developing knowledge of different subjects and cultures, communication skills, and personal growth. It also outlines the genres and texts covered at different grade levels, with an emphasis on exposing students to good writing models and fostering multicultural understanding and language development.
2010 English Literature Component
The document provides details about the implementation of the literature component of the English language curriculum in Malaysian secondary schools in 2010. It outlines the curriculum goals of producing knowledgeable, articulate, confident learners of good character. It then describes the principles of making learning fun and meaningful through contextualized activities and integration of language skills. Finally, it provides the specific genres and titles that will be covered in each secondary school form from 2010-2012 to meet the intended learning outcomes.
Teaching language through literature
The document discusses using literature in English language teaching. It provides rationales for why literature can be an effective tool, such as exposing students to cultural contexts and authentic language models. Literature is motivating for students and helps develop reading, writing, speaking and listening skills. Short stories, poems and plays are highlighted as genres that can be used in the classroom. Specific activities are outlined, such as cloze exercises, role plays, pronunciation practice and writing assignments. The document concludes that literature provides authentic examples of language use while also encouraging cultural and personal growth.
Creative writing - Kerstin Liebchen
Creative writing - Putting pen to paper, presentation by Kerstin Liebchen at AFMLTA conference in Sydney 2009
Recommended
Globalizing the CCSS - Amy
This document discusses using the book "Inside Out and Back Again" by Thanhha Lai in a 5th grade Language Arts classroom. It emphasizes choosing texts carefully based on student needs and experiences. It also discusses aligning lessons with standards like close reading and using narrative techniques. It provides an example of a written conversation between students about feeling sad leaving home. The document concludes that exploring this text provided cultural validation for students and gave social credibility to English Language Learners.
Final lesson plan
This unit plan aims to teach 10th grade students about autobiographies. Students will read an excerpt from Frederick Douglass's autobiography and write their own. They will organize their writing using a graphic organizer and receive peer feedback. Finally, students will collaboratively create a blog to publish their autobiographies. The diverse class of 26 students speaks English, Spanish, Chinese, Arabic, and French. The plan provides translation resources and aims to incorporate students' various home languages and cultures.
Teaching Literature Using the Five Senses
This document discusses using the five senses to teach literature. It provides exercises that engage students' senses, such as having them identify smells and write haikus based on scents. Students are also organized into literature circles to discuss assigned readings. The goal is to help students activate their senses and make deeper connections to the texts through sensory experiences and group discussions guided by assigned roles.
Talis project presentation
This document discusses a writing workshop where students from a professional school in Anantapur, India were asked to write short stories in Telugu about traditions in India. The stories would then be translated to English and compiled into a book. Some guidelines provided for the stories include having them take place in Anantapur or Andhra Pradesh, being no more than 2 pages, and incorporating cultural elements like food, religion, or history. The document provides tips for structuring the stories with an engaging beginning, developing middle, and conclusive end. It encourages the students to be creative and use their imagination to invent new tales to share aspects of Indian culture.
Literature Component
The document provides an overview of the literature component of the English language curriculum in Malaysian schools. It discusses the purposes and learning outcomes of studying literature, including developing knowledge of different subjects and cultures, communication skills, and personal growth. It also outlines the genres and texts covered at different grade levels, with an emphasis on exposing students to good writing models and fostering multicultural understanding and language development.
2010 English Literature Component
The document provides details about the implementation of the literature component of the English language curriculum in Malaysian secondary schools in 2010. It outlines the curriculum goals of producing knowledgeable, articulate, confident learners of good character. It then describes the principles of making learning fun and meaningful through contextualized activities and integration of language skills. Finally, it provides the specific genres and titles that will be covered in each secondary school form from 2010-2012 to meet the intended learning outcomes.
Teaching language through literature
The document discusses using literature in English language teaching. It provides rationales for why literature can be an effective tool, such as exposing students to cultural contexts and authentic language models. Literature is motivating for students and helps develop reading, writing, speaking and listening skills. Short stories, poems and plays are highlighted as genres that can be used in the classroom. Specific activities are outlined, such as cloze exercises, role plays, pronunciation practice and writing assignments. The document concludes that literature provides authentic examples of language use while also encouraging cultural and personal growth.
Creative writing - Kerstin Liebchen
Creative writing - Putting pen to paper, presentation by Kerstin Liebchen at AFMLTA conference in Sydney 2009
Drama Techniques: A Powerful Tool in Language Learning
This document discusses using drama techniques in language learning. It begins by outlining the traditional teacher-centered foreign language teaching approach focused on grammar drills and memorization, versus a more contemporary student-centered approach emphasizing communication. The document then introduces drama techniques, which engage students physically, emotionally, and mentally in language learning. Examples of drama warm-up games are provided, followed by steps for creating improvised role plays. The document argues that drama techniques promote higher-order thinking skills and confidence, while avoiding the boredom and pain of traditional methods.
Sensory images
This document provides guidance on using sensory imagery to improve reading skills. It discusses using the five senses of taste, smell, touch, sight, and hearing to visualize and understand texts. Students are encouraged to role play characters and use descriptive language that appeals to senses. Exercises are provided where students visualize passages and discuss or draw what they envision to strengthen comprehension. Feedback and reinforcement activities ensure students learn to effectively employ sensory imagery.
Using DRAMA in EFL Class
The document discusses using drama techniques to teach English. It provides examples of drama activities like role plays, improvisation exercises, mime activities and interactive storytelling that develop language skills through creativity, collaboration and emotional engagement. The document advocates for process over product and suggests drama helps students gain confidence using English while developing fluency, tolerance and creativity.
Using drama in the classroom
The document discusses using drama in the classroom as a powerful teaching tool. It captures students' attention and can transform the classroom into a quasi-real language situation. Drama provides opportunities for personal growth, exploring language aspects practically, and developing communicative skills. The language comes alive in context through improvisation, making learning fun and memorable. Benefits include meaningful interaction, assimilation of pronunciation/prosody, vocabulary/structure acquisition, and confidence in the target language. Drama also improves cooperation, critical thinking, social awareness, and a healthy release of emotion.
Teaching with Drama
Drama is a valuable tool for teaching English as a second language. It engages students actively in the learning process and fosters their language skills. Through drama activities, students improve their confidence, creativity, and motivation to learn. Drama allows students to use English in meaningful contexts. Some key drama techniques used in ESL teaching include role plays, simulations, improvisation, and dramatizing stories and literature. While drama has benefits, teachers must implement techniques carefully to control the class and ensure activities enhance learning.
LTAB_Film_Curriculum
The provided document contains information about the Louder Than a Bomb film curriculum, including an introduction to the film and pedagogy, a table of contents, descriptions of activities and objectives, and details about aligning the curriculum to common core standards. The curriculum uses spoken word poetry to engage students in watching film performances, discussing techniques, exploring their own writing, and sharing their work. The goal is for students to gain exposure to poetry and create five original poems reflecting their lives, while strengthening skills in reading, writing, and public speaking.
Writing poems your way
Students will learn about what motivates people to write poems, proper word usage in composing poems, famous poets, and composing their own poem in one hour. They will discuss what inspires poem writing, such as conveying emotions. Students will learn tips for word choice, including figurative language, and be prompted to write and share an original poem of their own design.
Richard Rodriguez
Richard Rodriguez is a Mexican American author born in 1944 in San Francisco. He received degrees from Stanford University and Columbia University. His 1981 autobiography and 1983 book The Hunger of Memory were both well received. Rodriguez advocates against bilingual education, believing it was implemented prematurely without understanding how to properly teach it. He viewed Spanish as a private language used at home, while English was needed for public life and education. Rodriguez defines diversity as what is found through conflict, not as a value in itself, and finds encountering differences between himself and others unpleasant.
Using Drama Techiniques and Activities
This document discusses 18 drama techniques and activities that can be used in the classroom, including role play, improvisation, miming/pantomime, mirroring, freeze frames, hot seating, puppetry, and storytelling. It explains that drama activities help develop children's language skills, social skills, confidence, and understanding of different concepts across various subject areas in an engaging way. The techniques provide opportunities for multi-sensory and kinesthetic learning through embodied experiences.
Connections through Writing
This document outlines a workshop on connections through writing. It discusses using blogs to give students a real audience for their writing in Spanish and allow interaction beyond the classroom. Students provided feedback saying they enjoyed interacting with peers more than assignments, being exposed to topics outside the textbook, and that the process helped improve their writing through feedback. The workshop also included show and tell, discussions of creativity and writing, and examples of student compositions, poetry, and artwork.
Riwp
This document outlines a lesson plan for using riddle poems to teach poetic elements to students. The lesson introduces riddle poems and their components, provides steps for writing a riddle poem including brainstorming, drafting, and publishing. It suggests having students generate a rubric, hold a poetry reading, and display the poems. The lesson aims to help students identify poetic elements in reading and use them in their own writing.
Riwp
This document outlines a lesson plan for using riddle poems to teach poetic elements to students. The lesson introduces riddle poems and their components, provides steps for writing a riddle poem including brainstorming, drafting, and publishing. It suggests having students generate a rubric, hold a poetry reading, and display the poems. The lesson aims to help students identify poetic elements in reading and use them in their own writing.
20 effective ways to use digital comics in the classroom
Digital comics are a great way to practise language learning in the classroom. Presentation given at AGIS 2013 in Hanover.
TEACHING ENGLISH THROUGH DRAMA BY CAROL MIRANDA AND RONALD PRADO
TEACHING ENGLISH THROUGH DRAMA BY CAROL MIRANDA AND RONALD PRADOInstitución Educativa CASD Simón Bolívar
This document discusses using drama and role plays to make English classes more dynamic and motivate students. It proposes using short dramas or role plays focused on values, stories, science, or other topics to give students opportunities to use English in a pragmatic way. Sample lesson plans are provided, such as a role play of the rhyme "Coffee and Tea" to practice vocabulary through games, memorization, and performance. The conclusion states that drama in the classroom encourages communication and using English in different simulated situations.INNOVATIVE LESSON PLAN "EVEN PAST FIFTY"
The document summarizes an English lesson plan about the poem "Even Past Fifty" by Shanta Shelke. The objectives are to make learning interesting and effective, develop awareness of gender inequalities, and engage students in discussion. It introduces the poet Shanta Shelke and her background. It explains that the poem is about the toil women suffer in society as they endure everything for their families. The teacher recites the first stanza to demonstrate proper recitation techniques. Discussion questions ask students if "she" in the poem represents all women, and if it's possible for a 50-year-old woman to still be a "little girl at heart." Students are assigned a paragraph on their mother's daily activities and to enact
Letter And Rhyme
The document provides ideas for a daily letter and rhyme activity. It suggests making a Chicka tree to choose a letter each day. Families can read nursery rhymes together and find the letter of the day. Children can write and draw, turning the letter into art or acting out rhymes creatively. Additional activities incorporate the letter into other subjects like art, theater, and online searches. The document lists relevant Texas Essential Knowledge and Skills (TEKS) standards for language arts, art, and theater.
Innovative lesson plan
This document outlines a lesson plan for teaching the poem "To My Nanny" by Alexander Pushkin. The plan has 10 phases, including an introduction to Pushkin's life and work, reading and discussion of the poem, and an assignment for students to describe their own grandmother. The overall goal is for students to appreciate the beauty of the poem and develop awareness of parent-child relationships.
Presentacion otoño con juegos
The document is a poem about fall/autumn in Spanish. It describes some of the key features of fall, including that it begins in September and ends in November. It mentions the changing leaves, decorating with pumpkins, and enjoying fun fall activities like dressing up. It encourages the reader to enjoy the colors, food, and harmony of the fall season.
Using Poetry in the English Language Classroom…why (not)?
Webinar presented on 5th November 2015 for BRELT - Brazilian Teachers of English as a Foreign Language
English in Action Share Convention 2010
English in Action Project.
Teaching English through Drama in Special education for Inclusion
300710
WRLIT-100-05 Michael Zhai
This document outlines the syllabus for a writing class called "Writing Across Borders." The goal of the class is for students to write a 3-4 page analytical essay on a work of art. Throughout the semester, students will engage in discussions, writing workshops, and one-on-one meetings with the instructor to develop their writing skills. They will read works from various genres and cultures to draw inspiration from. The class will focus on finding students' individual voices as writers during the first half, and on completing the final essay during the second half. Students will be graded based on attendance, participation, and written work.
Lp for 8th actual off
This learning package aims to teach English III high school students about literary devices. It will have students identify different devices through a word bingo game. They will then discuss various figures of speech like similes, metaphors, and personification. To deepen understanding, students will play a sentence strip game matching examples to the correct figures of speech. The lesson emphasizes that figures of speech make writing more colorful, imaginative, and interesting to read. As an assignment, students must write a poem using different figures of speech.
More Related Content
What's hot
Drama Techniques: A Powerful Tool in Language Learning
This document discusses using drama techniques in language learning. It begins by outlining the traditional teacher-centered foreign language teaching approach focused on grammar drills and memorization, versus a more contemporary student-centered approach emphasizing communication. The document then introduces drama techniques, which engage students physically, emotionally, and mentally in language learning. Examples of drama warm-up games are provided, followed by steps for creating improvised role plays. The document argues that drama techniques promote higher-order thinking skills and confidence, while avoiding the boredom and pain of traditional methods.
Sensory images
This document provides guidance on using sensory imagery to improve reading skills. It discusses using the five senses of taste, smell, touch, sight, and hearing to visualize and understand texts. Students are encouraged to role play characters and use descriptive language that appeals to senses. Exercises are provided where students visualize passages and discuss or draw what they envision to strengthen comprehension. Feedback and reinforcement activities ensure students learn to effectively employ sensory imagery.
Using DRAMA in EFL Class
The document discusses using drama techniques to teach English. It provides examples of drama activities like role plays, improvisation exercises, mime activities and interactive storytelling that develop language skills through creativity, collaboration and emotional engagement. The document advocates for process over product and suggests drama helps students gain confidence using English while developing fluency, tolerance and creativity.
Using drama in the classroom
The document discusses using drama in the classroom as a powerful teaching tool. It captures students' attention and can transform the classroom into a quasi-real language situation. Drama provides opportunities for personal growth, exploring language aspects practically, and developing communicative skills. The language comes alive in context through improvisation, making learning fun and memorable. Benefits include meaningful interaction, assimilation of pronunciation/prosody, vocabulary/structure acquisition, and confidence in the target language. Drama also improves cooperation, critical thinking, social awareness, and a healthy release of emotion.
Teaching with Drama
Drama is a valuable tool for teaching English as a second language. It engages students actively in the learning process and fosters their language skills. Through drama activities, students improve their confidence, creativity, and motivation to learn. Drama allows students to use English in meaningful contexts. Some key drama techniques used in ESL teaching include role plays, simulations, improvisation, and dramatizing stories and literature. While drama has benefits, teachers must implement techniques carefully to control the class and ensure activities enhance learning.
LTAB_Film_Curriculum
The provided document contains information about the Louder Than a Bomb film curriculum, including an introduction to the film and pedagogy, a table of contents, descriptions of activities and objectives, and details about aligning the curriculum to common core standards. The curriculum uses spoken word poetry to engage students in watching film performances, discussing techniques, exploring their own writing, and sharing their work. The goal is for students to gain exposure to poetry and create five original poems reflecting their lives, while strengthening skills in reading, writing, and public speaking.
Writing poems your way
Students will learn about what motivates people to write poems, proper word usage in composing poems, famous poets, and composing their own poem in one hour. They will discuss what inspires poem writing, such as conveying emotions. Students will learn tips for word choice, including figurative language, and be prompted to write and share an original poem of their own design.
Richard Rodriguez
Richard Rodriguez is a Mexican American author born in 1944 in San Francisco. He received degrees from Stanford University and Columbia University. His 1981 autobiography and 1983 book The Hunger of Memory were both well received. Rodriguez advocates against bilingual education, believing it was implemented prematurely without understanding how to properly teach it. He viewed Spanish as a private language used at home, while English was needed for public life and education. Rodriguez defines diversity as what is found through conflict, not as a value in itself, and finds encountering differences between himself and others unpleasant.
Using Drama Techiniques and Activities
This document discusses 18 drama techniques and activities that can be used in the classroom, including role play, improvisation, miming/pantomime, mirroring, freeze frames, hot seating, puppetry, and storytelling. It explains that drama activities help develop children's language skills, social skills, confidence, and understanding of different concepts across various subject areas in an engaging way. The techniques provide opportunities for multi-sensory and kinesthetic learning through embodied experiences.
Connections through Writing
This document outlines a workshop on connections through writing. It discusses using blogs to give students a real audience for their writing in Spanish and allow interaction beyond the classroom. Students provided feedback saying they enjoyed interacting with peers more than assignments, being exposed to topics outside the textbook, and that the process helped improve their writing through feedback. The workshop also included show and tell, discussions of creativity and writing, and examples of student compositions, poetry, and artwork.
Riwp
This document outlines a lesson plan for using riddle poems to teach poetic elements to students. The lesson introduces riddle poems and their components, provides steps for writing a riddle poem including brainstorming, drafting, and publishing. It suggests having students generate a rubric, hold a poetry reading, and display the poems. The lesson aims to help students identify poetic elements in reading and use them in their own writing.
Riwp
This document outlines a lesson plan for using riddle poems to teach poetic elements to students. The lesson introduces riddle poems and their components, provides steps for writing a riddle poem including brainstorming, drafting, and publishing. It suggests having students generate a rubric, hold a poetry reading, and display the poems. The lesson aims to help students identify poetic elements in reading and use them in their own writing.
20 effective ways to use digital comics in the classroom
Digital comics are a great way to practise language learning in the classroom. Presentation given at AGIS 2013 in Hanover.
TEACHING ENGLISH THROUGH DRAMA BY CAROL MIRANDA AND RONALD PRADO
TEACHING ENGLISH THROUGH DRAMA BY CAROL MIRANDA AND RONALD PRADOInstitución Educativa CASD Simón Bolívar
This document discusses using drama and role plays to make English classes more dynamic and motivate students. It proposes using short dramas or role plays focused on values, stories, science, or other topics to give students opportunities to use English in a pragmatic way. Sample lesson plans are provided, such as a role play of the rhyme "Coffee and Tea" to practice vocabulary through games, memorization, and performance. The conclusion states that drama in the classroom encourages communication and using English in different simulated situations.INNOVATIVE LESSON PLAN "EVEN PAST FIFTY"
The document summarizes an English lesson plan about the poem "Even Past Fifty" by Shanta Shelke. The objectives are to make learning interesting and effective, develop awareness of gender inequalities, and engage students in discussion. It introduces the poet Shanta Shelke and her background. It explains that the poem is about the toil women suffer in society as they endure everything for their families. The teacher recites the first stanza to demonstrate proper recitation techniques. Discussion questions ask students if "she" in the poem represents all women, and if it's possible for a 50-year-old woman to still be a "little girl at heart." Students are assigned a paragraph on their mother's daily activities and to enact
Letter And Rhyme
The document provides ideas for a daily letter and rhyme activity. It suggests making a Chicka tree to choose a letter each day. Families can read nursery rhymes together and find the letter of the day. Children can write and draw, turning the letter into art or acting out rhymes creatively. Additional activities incorporate the letter into other subjects like art, theater, and online searches. The document lists relevant Texas Essential Knowledge and Skills (TEKS) standards for language arts, art, and theater.
Innovative lesson plan
This document outlines a lesson plan for teaching the poem "To My Nanny" by Alexander Pushkin. The plan has 10 phases, including an introduction to Pushkin's life and work, reading and discussion of the poem, and an assignment for students to describe their own grandmother. The overall goal is for students to appreciate the beauty of the poem and develop awareness of parent-child relationships.
Presentacion otoño con juegos
The document is a poem about fall/autumn in Spanish. It describes some of the key features of fall, including that it begins in September and ends in November. It mentions the changing leaves, decorating with pumpkins, and enjoying fun fall activities like dressing up. It encourages the reader to enjoy the colors, food, and harmony of the fall season.
Using Poetry in the English Language Classroom…why (not)?
Webinar presented on 5th November 2015 for BRELT - Brazilian Teachers of English as a Foreign Language
English in Action Share Convention 2010
English in Action Project.
Teaching English through Drama in Special education for Inclusion
300710
What's hot (20)
Drama Techniques: A Powerful Tool in Language Learning
Drama Techniques: A Powerful Tool in Language Learning
20 effective ways to use digital comics in the classroom
20 effective ways to use digital comics in the classroom
TEACHING ENGLISH THROUGH DRAMA BY CAROL MIRANDA AND RONALD PRADO
TEACHING ENGLISH THROUGH DRAMA BY CAROL MIRANDA AND RONALD PRADO
Using Poetry in the English Language Classroom…why (not)?
Using Poetry in the English Language Classroom…why (not)?
Similar to Worksheet instructions - poetry activity a20
WRLIT-100-05 Michael Zhai
This document outlines the syllabus for a writing class called "Writing Across Borders." The goal of the class is for students to write a 3-4 page analytical essay on a work of art. Throughout the semester, students will engage in discussions, writing workshops, and one-on-one meetings with the instructor to develop their writing skills. They will read works from various genres and cultures to draw inspiration from. The class will focus on finding students' individual voices as writers during the first half, and on completing the final essay during the second half. Students will be graded based on attendance, participation, and written work.
Lp for 8th actual off
This learning package aims to teach English III high school students about literary devices. It will have students identify different devices through a word bingo game. They will then discuss various figures of speech like similes, metaphors, and personification. To deepen understanding, students will play a sentence strip game matching examples to the correct figures of speech. The lesson emphasizes that figures of speech make writing more colorful, imaginative, and interesting to read. As an assignment, students must write a poem using different figures of speech.
Figurative Language: Onomatopoeia Lesson
This lesson plan introduces 4th grade students to author Jim Aylesworth and his book Country Crossing. The students will listen to an audio recording of the book while following along with slides. They will then discuss the use of onomatopoeia, or words that imitate sounds, in the story. Each student will then create their own onomatopoeic word and illustration to display for Aylesworth's upcoming visit. In subsequent lessons, the class will further explore figurative language devices like simile and metaphor.
Robert Hill - Hong Kong Black Cat Seminars For Teachers 2007
The document discusses how Black Cat readers can be used effectively in English language teaching. It provides examples of activities like using the readers as complete lessons, for homework, or as part of class lessons. It also discusses how the readers are graded based on language structures and how visual and audio support can aid comprehension. Cross-curricular links to other subjects and internet projects involving skills like summarizing are also mentioned.
[RELO] Teaching Language and Culture Through the Visual Arts
Presented by Senior English Language Fellow Amy Lingenfelter. Please find the following address to watch the webinar http://youtu.be/DxzdyRHycYA
Colorful songs. methodological guidelines of successful activities 2
This document outlines creative arts activities centered around the work of Spanish, Lithuanian, and other international artists. It includes 3 main activities:
1) Students will analyze paintings by Spanish artist Antonio Padrón and create poems or art inspired by his work.
2) Students will collaborate to visualize poems from different cultures through video montages set to the original recordings.
3) Students will explore the symphonies and paintings of Lithuanian artist Mikalojaus Čiurlionis about the sea through music, poems, and art.
Teacher's worksheet
The document is a teacher's worksheet for a literacy appreciation lesson on poetry. It includes 4 poems to use in exercises focused on performing poetry with emphasis on pitch, rate and volume. It outlines a two stage lesson plan: 1) Students practice reading poems aloud with different emphases. 2) Students perform one of the poems for the class, acting it out. The goal is for students to understand how to engage their voice and body to effectively perform poetry.
План урока
This document provides information about lesson planning for English skills lessons. It outlines 3 main stages for lessons: warm-up, introducing new material, and practice/conclusion. It also gives tips for lesson preparation and lists several warm-up activity ideas. Some of the suggested warm-up activities include a "lie detector" game to build rapport, working with comic strips or describing pictures, practicing pronunciation with tongue twisters, and choosing topics starting with a random letter to speak about.
lessonplan
This lesson plan is for a 45 minute English class on the poem "Those Winter Sundays" for 9th standard students. The plan outlines activities like introducing the poem by showing a video, having students recite the poem individually and together, discussing unfamiliar vocabulary, asking comprehension questions, and having students write and present descriptions of nature in winter. The goal is for students to understand the importance of family ties, one's cultural roots, and empathy for the aged.
Presentation1
This lesson plan is for teaching a poem called "Those Winter Sundays" to 9th standard students. The 45-minute lesson will introduce the students to the poem, which describes a father's hard work on winter Sundays. Students will learn new vocabulary, discuss family relationships and cultural roots, and do activities like reciting the poem, writing descriptions of nature in winter, and drawing a picture of winter nature. The lesson aims to help students understand the importance of family ties and empathize with the experiences of the elderly.
LANGUAGE DEVELOPMENT FOR TEACHERS (LDT)
A presentation of the language requirements, content and methodology suitable for Language Development for Teachers courses.
Useful to Cambridge DELTA candidates working on their Module 3 and the LDT Specialism
Useful, possibly to syllabus designers of such materials
Useful to teachers who are looking for ways to enhance their own language knowledge and performance
If looking for such a course, please have a look at the course at my centre:
http://www.celt.edu.gr/english_for_teachers.htm delivered both face to face and online.
Orientation english
The document outlines the curriculum for different grade levels, including genres of literature, elements of poetry, grammar concepts, and enduring understandings. It provides examples of literary works that will be covered, as well as assignments on argumentation, letters, African culture, and Egyptian literature. Requirements, outputs, assessments, and learning profiles are also defined for students.
Lesson plan Ximena Delgado B
This lesson plan is for an advanced English class for university students. The plan includes 3 objectives to be covered in the 1 hour and 30 minute class. The first objective focuses on discussing cities and students' hometowns. The second objective focuses on a grammar point about gerunds and infinitives using a song activity. The third objective focuses on connecting contrasting ideas through a short workshop and role-playing activity. At the end, there is time for feedback and questions.
Lesson Plan 1 - Práctica Docente II - Cazenave, Santiago.docx
This document provides a lesson plan for a 6th grade English class focused on the story "Little Red Riding Hood". The plan includes objectives to review vocabulary, characters, and parts of the story through drawing, writing reviews, and discussing alternative endings. Students will rate the story, describe their favorite character and part, and ask peers for help using verbs from the story in English.
8 how to teach literature (and comics)
This document discusses how to teach English literature in the classroom. It defines literature and English literature, explaining that literature includes stories, poems, and plays considered to have artistic value. It recommends using a learner-centered approach that encourages personal growth and interaction with texts. Teachers should select texts that are appropriate for their students' ages, English levels, and learning objectives. A variety of activities are described to help students engage with texts both inside and outside the classroom, including using comics due to their motivational value and ease of understanding.
Integrating Language and Literature
This lesson plan aims to teach students about the poem "Ozymandias" by Percy Bysshe Shelley. It begins with motivating students by having them bring pictures representing their desired legacy. It then guides students through close reading and analysis of the poem, having them investigate words, discuss themes, and retell the story in a few sentences. The lesson concludes by having students reflect on their own legacy by writing an epitaph. The plan balances attention to both the literary content and language features to help students gain a deeper understanding of the text.
Skewes feedback
This document outlines an input-based communicative task focused on discussing the weather. It includes activities to activate prior knowledge about weather expressions, listen to and practice weather dialogues, read passages describing different weather conditions, and discuss how the weather affects mood. The task is designed for an A1 language level group and aims to develop students' listening, speaking, reading and writing skills related to describing weather. Feedback is provided which suggests adding some whole-class activities to foster collaboration among students of varying abilities.
Detailed lesson plan - Crossing the Bar - giocosovivace
This document outlines a lesson plan for teaching about allegory using the poem "Crossing the Bar" by Alfred Lord Tennyson. The plan includes objectives to define allegory, create an original allegory, and develop social skills. It provides context on the poem and outlines teacher and student activities such as reading the poem aloud, analyzing its literal and symbolic meanings line by line, creating allegories in groups, and answering review questions. The lesson aims to teach students to distinguish literal from symbolic interpretations in allegorical works.
Amsterdam main confready
This document discusses strategies for motivating high school students to read literature in a foreign language. It outlines that student motivation typically drops when first reading literary texts due to lack of comprehension and interest. The document proposes activities to be done before the initial reading like having students draw descriptions from the text or act out dialogues. This is meant to build familiarity and engagement with the content before reading. It also suggests modifying seating arrangements and using techniques like coloring text or reading in roles to keep lessons interactive. The goal is to develop students' love of literature by helping them make personal connections and approaching readings in non-traditional ways.
Tips For Tired Teachers Web
1. The document provides definitions for drilling activities in language teaching such as choral drilling, individual drilling, and substitution drilling.
2. It then presents templates and examples for designing fun drilling activities tailored to different age groups, levels, skills, and classroom organizations.
3. Finally, the document gives specific activity ideas such as 4-letter word games, bag activities involving pulling objects and creating sentences, and collaborative story writing.
Similar to Worksheet instructions - poetry activity a20 (20)
Robert Hill - Hong Kong Black Cat Seminars For Teachers 2007
Robert Hill - Hong Kong Black Cat Seminars For Teachers 2007
[RELO] Teaching Language and Culture Through the Visual Arts
[RELO] Teaching Language and Culture Through the Visual Arts
Colorful songs. methodological guidelines of successful activities 2
Colorful songs. methodological guidelines of successful activities 2
Lesson Plan 1 - Práctica Docente II - Cazenave, Santiago.docx
Lesson Plan 1 - Práctica Docente II - Cazenave, Santiago.docx
Detailed lesson plan - Crossing the Bar - giocosovivace
Detailed lesson plan - Crossing the Bar - giocosovivace
More from D K
Greek school p6
- Olive oil has been an important part of Greek nutrition and culture since olive trees were first planted in Greece around 3500 BC.
- Today, Greek olive oil is considered the best in the world due to its low acidity and peroxides, which give it a premium quality with fruity, bitter, and pungent flavors.
- The document discusses a visit to a local Greek company that processes and exports marble domestically and internationally. The company has a 6,000 square meter factory with state-of-the-art machinery to produce and manufacture marble for demanding projects around the world.
Plan erasmus meeting italy dic 2019
The document outlines the schedule and activities for the second transnational meeting of the European Students' Collaborative Coop project held in Montechiarugolo, Italy from December 16-20, 2019. Five partner schools from Italy, Spain, Greece, Poland, and Romania participated in the exchange with the goals of enhancing students' entrepreneurial skills through experiential learning about different European cultures and developing key competencies. The week-long program included icebreaker games, workshops, visits to local dairy farms and factories, guided tours of the medieval castle and city of Parma, and collaborative work to evaluate the exchange and create a dictionary of partner languages.
eTwinning project
This document contains stats for various mythological creatures from Welsh and Greek mythology. It lists their intelligence, speed, strength, weakness, special powers, and evil ratings. Some of the creatures included are Bran Medusa, Hydra Welsh dragon, branwen, Zeus, Athena Branwen, Poseidon Welsh Dragon, Gwenllian Cerberus, Welsh dragon CERBERUS, CERBERUS MARI LWYD, Minotaur, HYDRA, Welsh DRAGON, Cerberus, Athena Welsh dragon, Branwen poseidon, and Efnisien Centaur. For each creature there are two blocks of stats listed.
6th grade n.karya introduction
The document instructs students to match names with numbers based on descriptions of clothing and positions in a photo. It provides 9 names and descriptions, asking students to correctly pair each name with a number from 1 to 9 based on the details given.
6th Grade Nea Karya Primary School
The students were asked to match their names with numbers based on photos. The document provides descriptions of 9 students and their corresponding numbers, including details of their clothing, hair, locations and facial expressions in the photos.
More from D K (20)
ΚΑΛΕΣ ΠΡΑΚΤΙΚΕΣ- ΔΣ ΝΕΑΣ ΚΑΡΥΑΣ_ Βιβλιοδιαδρομές... (2).pptx
ΚΑΛΕΣ ΠΡΑΚΤΙΚΕΣ- ΔΣ ΝΕΑΣ ΚΑΡΥΑΣ_ Βιβλιοδιαδρομές... (2).pptx
προσέγγιση της συμπερίληψης μέσα από διαθεματικά σχέδια εργασίας
προσέγγιση της συμπερίληψης μέσα από διαθεματικά σχέδια εργασίας
Recently uploaded
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as discipline
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Download & Install Module From the Odoo App Store in Odoo 17
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
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.
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
NIPER JEE PYQ
NIPER JEE QUESTIONS
MOST FREQUENTLY ASK QUESTIONS
NIPER MEMORY BASED QUWSTIONS
How to Fix [Errno 98] address already in use
This slide will represent the cause of the error “[Errno 98] address already in use” and the troubleshooting steps to resolve this error in Odoo.
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
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.
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
Benner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Accounting for Restricted Grants When and How To Record Properly
In this webinar, member learned how to stay in compliance with generally accepted accounting principles (GAAP) for restricted grants.
skeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...Nguyen Thanh Tu Collection
https://app.box.com/s/nrwz52lilmrw6m5kqeqn83q6vbdp8yzpRecently uploaded (20)
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
How to Download & Install Module From the Odoo App Store in Odoo 17
How to Download & Install Module From the Odoo App Store in Odoo 17
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
NIPER 2024 MEMORY BASED QUESTIONS.ANSWERS TO NIPER 2024 QUESTIONS.NIPER JEE 2...
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Accounting for Restricted Grants When and How To Record Properly
Accounting for Restricted Grants When and How To Record Properly
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
Worksheet instructions - poetry activity a20
- 1. Activity A10 - COLLABORATIVE STORIES (POETRY ACTIVITY) - - Erasmus+ KA2 school partnership 2017 - 2019 - On the Road of Exile Stage 1: (time: 15’) - Work in groups. Take 10 minutes to consider the following questions and discuss about. Then create a spidergram with the word “HOME” in the center and try to write as many words as you can that come to your mind when you hear the word "Home". Use your native language and write above each word / phrase the meaning in English. Questions 1. Who are refugees? 2. Give some reasons - why someone becomes a refugee? 3. What does a refugee look like? 4. Do you think they have long journeys to safety? If yes, what obstacles do you think they may face to reach their goals? 5. Do you think home is important to people? Stage 2: (time: 30’) Enter the Twinspace and go to the Page “PROJECT ACTIVITIES” and then to “A10 - COLLABORATIVE STORIES”. Read the extract from the poem "Home" by Warsan Shire and discuss with your group about the following questions. Draw jointly an image taken from this extract that grabbed your attention. Questions 1. What do you think is the purpose of this poem? 2. In lines 1 and 2 the poet states "no one leaves... mouth of a shark", why does the writer describe home as the mouth of a shark? 3. The poet is using a lot of imagery. What does she try to depict in the second stanza" the boy you went...bigger than his body"? 4. How can water be" safer than the land"? What does the writer convey to the reader? Stage 3: (time: 40’) Collaborate with classmates of your school and translate the poem in yourlanguage. Take a video of reciting it in your language and upload the video on Prezi. Also write the poem in yourlanguage on the Prezi and in the given paper.