Year 10en4 Litpoetry9 9 08
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The document provides discussion questions and tasks about poems that deal with themes of loss and death. It asks students to analyze Ben Jonson's poem "On My First Sonne" and discuss how the poet conveys feelings of loss. Students are also asked to write a few paragraphs about a personal experience with loss. Another activity involves finding images to represent quotes from Seamus Heaney's poem "Mid Term Break" that deal with death.
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Year 10en4 Litpoetry8 9 08
The document discusses an English literature lesson on the poem "On My First Sonne" by Ben Jonson. It prompts the reader to think about how Jonson is feeling in the poem and how he conveys his emotions. Students are asked to analyze the images in the poem and discuss any feelings of loss they have experienced in three paragraphs of independent writing.
Year 10en4 Litpoetry12 9 08
This document provides learning questions and tasks about analyzing poetry. It asks how poets use words to create images and what those images reveal about thoughts, feelings, and emotions in the poem. It then provides examples from the poem "Mid Term Break" by Seamus Heaney, asking students to choose images from the poem and explain what they suggest about Heaney's emotions. Finally, it asks students to compare how the poems "On My First Sonne" and "Mid Term Break" explore death and loss from the perspectives of a father-son and brother-brother relationship.
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The document outlines objectives for revising key exam topics on the novel "Of Mice and Men" by John Steinbeck. The main focus is on understanding the themes of loneliness and isolation in the novel. Students are instructed to create a revision page on Publisher about loneliness and isolation in the novel using information from various online sources, including BBC Bitesize, SparkNotes, and CliffsNotes. They should include a mixture of text, graphics, and images and print their finished page.
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This document provides a six-step guide for completing an English midterm assignment. The steps include: 1) reading the rubric, 2) brainstorming and selecting a significant passage, 3) annotating and analyzing the passage to determine how literary devices shape meaning, 4) outlining claims, evidence, and reasoning to support an answer to a thesis question about the passage, 5) double checking that the outline meets the rubric requirements, and 6) practicing presenting the analysis within the time limit while using visual aids. Sample passages, annotations, and outlines are provided to demonstrate the process.
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This document appears to be a book review template that asks readers questions about various elements of the story they read such as an alternative title, their opinion on characters and the ending, whether they would recommend the story to a friend and why, symbols that represent the novel, their favorite part of the story and why, and the most moving part. The reviewer is prompted to answer each question in complete sentences with proper punctuation, capitalization, and spelling.
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Year 10en4 Litpoetry8 9 08
The document discusses an English literature lesson on the poem "On My First Sonne" by Ben Jonson. It prompts the reader to think about how Jonson is feeling in the poem and how he conveys his emotions. Students are asked to analyze the images in the poem and discuss any feelings of loss they have experienced in three paragraphs of independent writing.
Year 10en4 Litpoetry12 9 08
This document provides learning questions and tasks about analyzing poetry. It asks how poets use words to create images and what those images reveal about thoughts, feelings, and emotions in the poem. It then provides examples from the poem "Mid Term Break" by Seamus Heaney, asking students to choose images from the poem and explain what they suggest about Heaney's emotions. Finally, it asks students to compare how the poems "On My First Sonne" and "Mid Term Break" explore death and loss from the perspectives of a father-son and brother-brother relationship.
Yr11 Omam rev 18/1/08
The document outlines objectives for revising key exam topics on the novel "Of Mice and Men" by John Steinbeck. The main focus is on understanding the themes of loneliness and isolation in the novel. Students are instructed to create a revision page on Publisher about loneliness and isolation in the novel using information from various online sources, including BBC Bitesize, SparkNotes, and CliffsNotes. They should include a mixture of text, graphics, and images and print their finished page.
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This document provides a six-step guide for completing an English midterm assignment. The steps include: 1) reading the rubric, 2) brainstorming and selecting a significant passage, 3) annotating and analyzing the passage to determine how literary devices shape meaning, 4) outlining claims, evidence, and reasoning to support an answer to a thesis question about the passage, 5) double checking that the outline meets the rubric requirements, and 6) practicing presenting the analysis within the time limit while using visual aids. Sample passages, annotations, and outlines are provided to demonstrate the process.
Evaluation Questionnaire
This document contains an evaluation questionnaire completed by 4 participants to provide feedback on the trailer, poster, and magazine cover created for the film "The Swarm". Each participant provides strengths and weaknesses of the poster design, indicates whether they would read the magazine, describes their reaction to the trailer and whether they would see the film, identifies their favorite element of the trailer, and evaluates how well the marketing materials work together as a whole.
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Phineas and Ferb is an original Disney Channel series about two stepbrothers, Phineas Flynn and Ferb Fletcher. Phineas is an 8-year-old boy who is gifted at engineering and intelligent but friendly, while Ferb is a 10-year-old who is skilled with tools and usually does not speak. The series was created by Dan Povenmire and Jeff "Swampy" Marsh, premiering on September 1, 2008 on Toon Disney.
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The document discusses three types of narration: first person narration uses "I" and "we" and tells the story from the perspective of a character within it. Second person narration uses "you" and talks directly to the reader, making them the main character. Third person narration uses "he" or "she" and describes other people without including the narrator as a character in the story.
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This document appears to be a book review template that asks readers questions about various elements of the story they read such as an alternative title, their opinion on characters and the ending, whether they would recommend the story to a friend and why, symbols that represent the novel, their favorite part of the story and why, and the most moving part. The reviewer is prompted to answer each question in complete sentences with proper punctuation, capitalization, and spelling.
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Here are some potential reasons for not allowing students to bring mobile phones to school:
- It can be a distraction to students during class. Students may be tempted to use their phones to text, play games, or browse social media instead of paying attention. This can negatively impact their learning.
- Using phones in class can disrupt the teacher and other students. Ringtones or notifications going off during lessons can be distracting. Students using their phones under their desks can distract themselves and those around them.
- Phones provide opportunities for cheating. Students may be tempted to look up answers or send photos of tests/assignments to others via their phones.
- Bullying can more easily occur via mobile phones. Students can cyber
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The document outlines the key exam focus areas and objectives for studying John Steinbeck's novel "Of Mice and Men". It discusses revising understanding of the relationship between main characters George and Lennie. It also provides sample exam questions about their friendship, loneliness, and how their fate is foreshadowed. Students are instructed to analyze how Steinbeck presents their bond and what it suggests about larger themes.
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We all do our research and put an effort in making a clear and an accurate presentation, but I'd be glad if this could help especially for those who are taking Education courses. Good luck!
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• Jay-ar A. Padernal, BSEd Major in English, University of Mindanao
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Here are some potential reasons for not allowing students to bring mobile phones to school:
- It can be a distraction to students during class. Students may be tempted to use their phones to text, play games, or browse social media instead of paying attention. This can negatively impact their learning.
- Using phones in class can disrupt the teacher and other students. Ringtones or notifications going off during lessons can be distracting. Students using their phones under their desks can distract themselves and those around them.
- Phones provide opportunities for cheating. Students may be tempted to look up answers or send photos of tests/assignments to others via their phones.
- Bullying can more easily occur via mobile phones. Students can cyber
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The document outlines the key exam focus areas and objectives for studying John Steinbeck's novel "Of Mice and Men". It discusses revising understanding of the relationship between main characters George and Lennie. It also provides sample exam questions about their friendship, loneliness, and how their fate is foreshadowed. Students are instructed to analyze how Steinbeck presents their bond and what it suggests about larger themes.
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The document contains questions and answers about the novel "The Giver" including a plot summary, descriptions of main characters such as Jonas and The Giver, and the student's opinions that they enjoyed exploring themes of memory and society through the story. Key details provided include that the story is set in a futuristic society that has eliminated differences and memories to achieve sameness and order.
Journey’S End Exam Prep
This document provides information to help prepare for an exam on the play Journey's End by R.C. Sherriff. It outlines the different question formats, including response to an extract passage, a whole text focused question, and empathetic writing. It warns of potential "continuity traps" in empathetic responses. Sample past paper questions are provided in each format, focusing on characters, themes, and dramatic effects. Revision strategies are suggested, such as re-reading sections and devising practice questions addressing Sherriff's techniques to achieve dramatic impact.
Back To School Night Freshman English
Mr. Balmaseda's freshman English class objectives are to challenge students' thinking and assumptions. Student objectives are to develop critical thinking, vocabulary, writing skills, and learn new ways of analyzing literature using technology. The course will feature group animations of Romeo and Juliet scenes, a paper continuing the plot of A Separate Peace years later, reading a work from another culture, and publishing and commenting on original student fiction.
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The document provides a tic-tac-toe assignment involving the short story "Seventh Grade" by Gary Soto. Students must choose three activities horizontally or vertically, with the center activity relating to the theme of the story. The choices include analyzing different character perspectives, creating a plot diagram, writing a vocabulary-based story, writing a speech from the perspective of the adult protagonist Victor giving advice to his son's class, completing a theme graphic organizer, writing two vocabulary-based poems, interpreting the protagonist Victor's motives and whether he achieved his goals through three textual examples, creating a comic strip sequencing a central idea, and writing a letter from the perspective of another character describing the protagonist's behavior and her reactions to it.
Rampo
Edogawa Rampo was a pioneering Japanese author of detective and mystery fiction known as the "father" of Japanese mystery fiction. He was influenced by Edgar Allan Poe and Sir Arthur Conan Doyle as a child. Rampo is best known for introducing gothic, macabre and psychological elements to the genre. Some of his most famous works include The Beast in the Shadows and The Hell of Mirrors, which featured themes of madness, eroticism and the distortion of reality using mirrors and optics. He helped establish and lead the Japanese Mystery Writers Club.
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This document provides an overview and brief history of graphic novels. It defines graphic novels as original book-length works told through both pictures and words in a comic format. It notes that collected editions compile works previously issued as serials. The document also includes some Japanese terms related to comics like manga, anime, shojo, and shonen. It notes that Superman first appeared in 1938 and Japanese manga emerged in 1951 as important early developments. It highlights that the term "graphic novel" was coined in 1978 and that Art Spiegelman's Maus won a Pulitzer Prize in 1992, increasing recognition of the format.
Jalyn trevillion 7th grade ela unit 1 performance task jalyn t
Jonas persevered through adversity in The Giver by running away from his community with his little brother Gabriel to find a better place to raise him. Adam ("Zebra") persevered through breaking his arm by using his imagination and art to help others. Victor persevered by pretending to know French to impress a girl, with his teacher playing along.
When we do what
This document outlines the filming schedule and equipment needs for several scenes of a film, including a scene of Leslie leaving work on February 6th at the school, Megan taking photos at the leisure centre on February 7th in the afternoon, a dark room scene at Megan's on February 17th, and an ending park scene on February 19th in East town Park. The document lists the date, location, scene, and equipment needed for each filming session.
Elementsoffiction
This document discusses key elements of fiction writing including point of view, setting, characters, and plot. It provides an overview of first person, third person, and omniscient points of view and considerations for choosing a point of view. It also discusses how setting establishes the time, place, atmosphere and limitations for characters. Students are assigned to think of story ideas and describe settings in or out of class.
How to structure both
The document provides instructions for analyzing the relationship between Stanhope and Raleigh in Journey's End. It outlines four key events in the play: 1) Stanhope tears a letter from Raleigh's hands, afraid he will tell others he has changed; 2) Stanhope insists Raleigh call him by his military name; 3) Raleigh is enthusiastic about war while Stanhope is experienced; 4) At the end, Stanhope calls Raleigh "Jimmy" as he is dying. The document then provides instructions for learning character quotes, techniques, and creating character prompts over the weekend. It also provides a two-stage process for analyzing unseen poetry, including annotating and planning a response.
Year10 set1 20th Cdrama 15/1/08
The document provides an overview of assessments for a GCSE English/English Literature course, including exams, coursework, and speaking/listening assessments. It then outlines an objectives for an analysis task exploring the role of the Inspector in J.B. Priestley's play "An Inspector Calls" by considering how he is used by the author and his importance/effect on other characters, referring to two or three scenes in detail. It concludes by instructing students to get into larger groups, assign roles from the play, choose a scene to focus on, and plan a performance of it.
Elements of Fiction
This document outlines the key elements of fiction: character, plot, setting, theme, and style. It provides details on types of characters (round, flat), point of view (1st, 2nd, 3rd person), components of plot (exposition, conflict, climax, resolution), how setting establishes context, and how theme is conveyed through imagery, symbols and allegory. Style is defined as the writer's language choices, which along with voice and tone, help establish the overall attitude or feeling of a story.
Dramatic reading
Dramatic reading is the oral interpretation of literature using an expressive voice and gestures. It involves reading a story aloud in a dramatic style. To perform dramatic reading, one must select and analyze a story, act out each part with expression in their voice, build to a climax, rehearse, and then perform the reading for an audience. Some tips for a good dramatic reading are to speak clearly, practice beforehand, keep an appropriate distance from any microphones, know the material well, and give context about the story and author before beginning the performance.
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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.
Sample Lesson Plan (Subject: Philippine Literature)
We all do our research and put an effort in making a clear and an accurate presentation, but I'd be glad if this could help especially for those who are taking Education courses. Good luck!
A proper credit would be appreciated.
• Jay-ar A. Padernal, BSEd Major in English, University of Mindanao
Msed4118 : Speech and Stage Arts
This document provides an overview of how to read a script, including the different elements that make up a script and what to look for when reading it. It discusses the main components of a script like dialogue, characters, and stage directions. It also outlines what to look for when reading a script at both a high level for the overall play, as well as at a more detailed level for a specific character's role. This includes understanding the plot, characters, scenes, conflict, setting, exposition, climax, theme, and style. It categorizes different types of plays and provides definitions.
Book Review Podcast Directions
Welcome to Warrior Run Middle School reviews. This script provides directions for a book review podcast, including introducing yourself and the book, providing a short summary without spoilers, discussing your favorite part and giving critique and a star rating, and closing with a tag line and music. The script guides the reviewer to concisely discuss title, author, genre, main characters and conflict, favorite moment, opinion, and recommendation in under 7 sections.
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Sample Lesson Plan (Subject: Philippine Literature)
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Bog queen
The poem "Bog Queen" by Seamus Heaney describes the discovery of a 4000 year old bog body of a woman. It tells the story from her perspective as she lay preserved in the bog, experiencing the processes of decay over time, until she was excavated by a turfcutter's spade. On a deeper level, the poem serves as a metaphor for the degradation of Irish culture under English rule and a hope for the rise of Irish nationalism and cultural identity.
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Year 10en4 Litpoetry11 9 08
This document provides learning questions and tasks about analyzing imagery in poems about loss and death. It asks how poets use words to create images and what those images reveal about thoughts, feelings, and emotions in the poem. It then discusses Seamus Heaney's poem "Mid Term Break" and asks students to choose images from quotes and explain what they convey about Heaney's perspective.
Seamus heaney
Seamus Heaney was an Irish poet born in 1939 in Northern Ireland. He drew inspiration from rural life and the natural world of his childhood. His works explored the conflict in Northern Ireland and sought to understand rather than condemn those involved. Heaney believed the poet's task was to examine the historical and psychological roots of violence. He used traditional forms and drew from Anglo-Saxon poetry to craft elegant, precise works that gave universal meaning to personal and political themes.
Seamus heaney H A A
- Heaney grew up in rural Northern Ireland and received the Nobel Prize in 1995. He wrote poetry exploring his Irish identity and the political violence in Ireland.
- In his poem "Digging", Heaney recalls his father and grandfather farming with spades and feels he cannot continue their tradition despite honoring them through his writing.
- His poem "Act of Union" depicts the relationship between England and Ireland as a sexual encounter, representing their political union and Ireland's subjugation to England through violent imagery.
Seamus Heaney
Seamus Heaney was a Roman Catholic poet born in Northern Ireland in 1939. He published his first book of poems in 1966 and went on to receive the Nobel Prize in Literature in 1995. Many of his poems explore his cultural identity and relationship to Ireland during times of conflict and political turmoil. His poem "Punishment" was inspired by the discovery of a bog body in Ireland and references ritualized violence both in Iron Age cultures and 20th century Northern Ireland. The poem generates complex questions about collective violence, guilt, and the poet's own stance.
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This document provides information about a lesson on Shakespeare's sonnets and sexuality. It begins with a mind map activity to get students thinking about what they know about Shakespeare, his work, and his sonnets. It then discusses how some of Shakespeare's sonnets could be read as addressing men or having bisexual themes. The document outlines how being bisexual was viewed negatively in Elizabethan England. The majority of the lesson involves closely analyzing Sonnet 144 and discussing its themes of bisexuality and attraction to both men and women. Students act out the sonnet, discuss how the poet feels, and how the poem could still be relevant today in discussions of sexuality.
Yr11 Omam rev 11/1/08
1) The document outlines the exam focus areas and coursework for a GCSE English literature class studying John Steinbeck's novel "Of Mice and Men".
2) It instructs students to outline the dreams and aspirations of the key characters in the novel, citing relevant quotes, and to analyze what author John Steinbeck may be conveying about dreams.
3) Students are then asked to define the concept of the "American Dream" and link these definitions to themes in the novel.
Year 10en4 Litpoetry5 9 08
The document outlines the coursework and exams for a Year 10 English literature and language class. It includes studying novels like Of Mice and Men, poems by Heaney and Clarke, comparing poems, analyzing films, and developing the key skill of comparing texts. Students practice this skill by comparing poems and providing feedback. They also reflect on two key learning points from the lesson.
Spring board%20unit%201%20bell%20 ringers 1
The document provides instructions for various bell ringers or warm-up activities for students at the beginning of a class period. The activities include finding a seat, making a name tag, defining terms, answering questions about the unit syllabus, writing letters of introduction, completing workbook exercises, describing cultural experiences, defining literary terms, practicing punctuation and grammar, and practicing different sentence structures. The instructions are numbered and cover a range of academic content and skills.
bell ringer
The document provides instructions for daily bell ringers or warm-up activities for a class. It includes prompts for students to find their seats, make name tags, define terms, respond to questions about an upcoming unit, introduce themselves in a letter, complete activities in a textbook, and describe cultural experiences. Students are asked to define literary terms, punctuate paragraphs, discuss effective public speaking skills, and provide examples of literary devices.
Year 10en4 Litpoetry18 9 08
John Clare is thinking about and enjoying the beauty of summer in nature. He lists several images from nature that he finds pleasing - the clouds, wildflowers, water lilies, reeds, and insects. These thoughts and feelings are shown through his detailed descriptions of these natural elements and the joy and happiness he seems to find in observing them.
Language Arts and Reading Terms: Genre, Story Elements, Figurative Language
This PowerPoint presentation covers many of the common terms used in Lang. Arts such as genres, story elements and figurative language. Each term has an application practice and many include videos or mnemonic devices. Enjoy!
Teaching-poetry ppt.ppt.@ college of Edu
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Year10 set1 20th Cdrama 8/1/08
The document outlines the coursework requirements for a GCSE English literature class, focusing on the play "An Inspector Calls" by J.B. Priestley. Students are tasked with exploring the opening stage directions of the play to design the set, considering the atmosphere conveyed and messages about the family. They are also to explore the role and importance of the Inspector character, referring to key scenes, and analyze a character through finding evidence in the play to support characteristics like strengths and weaknesses.
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The document provides an outline for an English course, including assignments on original writing, Shakespeare, 20th century drama, and novels. It then prompts the student to write about a time they did something morally wrong, outlining the situation, immediate and ultimate impacts. It also provides context on dramatic irony, asking the student to write a short play script demonstrating this technique.
Year10 set1 s&L 7/1/08 new
The document provides an outline for an English course, including assignments on original writing, Shakespeare, 20th century drama, and novels. It then prompts the student to write about a time they did something morally wrong, outlining the situation, immediate and ultimate impacts. It also provides context on dramatic irony, asking the student to write a short play script demonstrating this technique.
OMAM
Here are possible responses to the questions on Section 4:
1. Steinbeck presents Crooks as having a room of his own in the barn to highlight the racism and segregation that existed at the time. As an African American, Crooks is separated from the other ranch hands and not allowed to socialize with them. By giving him his own isolated living space in the barn, it shows how he is ostracized and treated as an outsider due to the color of his skin.
2. When George and Lennie visit Crooks, he is initially unfriendly and confrontational towards them. However, as they continue talking, he begins to open up and share his thoughts and dreams. Crooks enjoys the company
Essay Writing For 4Th Grade
Stagecoach provides escapist entertainment characteristic of classical Hollywood cinema through its western genre story and conventions. However, it also offers social commentary by challenging myths around America's westward expansion. It observes life during that period, including the interactions between diverse characters representing different social classes confined together on a stagecoach. While adhering to classical Hollywood conventions, Stagecoach distinguishes itself by using the genre to examine social issues in a way that was atypical for westerns of the time.
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Language Arts and Reading Terms: Genre, Story Elements, Figurative Language
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The document introduces an exam on literature with a focus on poetry. It outlines the key assessment objectives of providing a critical response using evidence from the text, exploring how language and structure contribute to meaning, and considering different interpretations and comparisons within and between poems. It prompts analysis of the sample poem "The Field Mouse" in light of provided historical context about the war in Yugoslavia, and encourages connecting this poem to others such as "The Eagle."
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This document provides objectives and instructions for analyzing several poems, including "At a Potato Digging" and comparing how death is presented in "On My First Sonne" by Ben Johnson and another poem. Students are also tasked with comparing how death is presented in a poem by Seamus Heaney and one by Gillian Clarke. Students are given guidance on writing an essay responding to this prompt, including using a planning grid and writing at least two paragraphs.
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Year 10en4 Litpoetry9 9 08
- 1. Year 10 set 4 HAVE YOU HIT THE GROUND RUNNING? ARE YOU GETTING THE BASICS RIGHT?
- 2. Learning Questions: HOW IS BEN JONSON FEELING IN HIS POEM ‘ON MY FIRST SONNE’, AND HOW DOES HE GET THIS ACROSS TO THE READER? HOW DO POETS USE WORDS TO CREATE IMAGES?
- 3. GCSE Eng/Eng Lit COURSEWORK EXAMS Original Writing Media Shakespeare 20 th Century Drama (play) Prose Study (Novel) 3 Speaking & Listening Assessments Eng Paper1 Sec A: Questions on Non Fiction & Media texts Sec B: Writing to Argue Persuade or Advise Eng Paper 2 Sec A: Other Cultures Poetry Sec B: Writing Inf/Ex/Descr Lit Paper: ‘Of Mice & Men ’ And Poetry (Heaney & Clarke) Lang: 40% Lit:30% Lang:60% Lit:70% S K I L L S 20% of the 40%
- 4. What are they singing about? How are they feeling?
- 5. ‘ On My First Sonne’ By Ben Jonson 1616
- 6. What the hell is he going on about? It’s all in stupid olde English innit?
- 7. Why do you think these images are important to the poem?
- 8. Independent writing: Write me about three paragraphs about any feelings of ‘loss’ you have experienced. Try and explain your thoughts and emotions…
- 9. LOSS DEATH
- 10. ‘ Mid Term Break’ By Seamus Heaney
- 14. ‘ Wearing a poppy bruise’ ‘ Snowdrops and candles’ ‘ Gaudy scars’ ‘ In the four foot box as in his cot’
- 15. ICT Task: Take the sheet of quotes with you. Find an effective image for each quote. Copy and paste into Word or Publisher (you may want to ‘edit’ the image etc…). Print before the end.