The learning objectives, aligned with the central focus, are consistent with Common Core Reading Literature and Common Core Writing Standards for 8th grade English Language Arts. Students interpret and construct meaning from complex texts by analyzing text structure and figurative language and produce their own alternative narrative poems. In lesson 3.2.1, the learning objectives ask students to identify how poems are structured and explain how the structure of a poem contributes to its meaning. These learning objectives align with CCSS.RL.8.5 (see 1a) because students respond to discussion questions, describing how two different poems are structured and explaining how the structure of each poem contributes to its overall meaning (Instructional Material L3.2.1 #1 and #2). …show more content…
The learning objectives correspond to CCSS.RL.8.1, CCSS.RL.8.4, and CCSS.L.8.5 (see 1a). In lesson 3.2.2, 3.2.3, and 3.2.4, students recognize each example of figurative language, analyze its meaning, and author’s purpose of using each example by filling out an H-chart (Instructional Material L3.2.2 #2). Furthermore, they mark any sound devices they see and make annotations for what they think the impact of each sound device is. (Instructional Material L.3.2.3 #1 and #2, L3.2.4 #1). In lesson 3.2.5, the learning objectives expect students to describe the ways in which lines and stanzas are broken up in poems in order to make the poem more meaningful. This learning objective also aligns with CCSS.RL.8.5 because students examine two different texts and evaluate two different ways in which the poets construct their poems. Furthermore, they analyze the form and structure of two complex texts and write a comparing and contrasting paragraph on
“ The students will read the first sentence of each paragraph in the text. Each student is going to skim the text. (Appendix 4) Then they are going to discuss the main idea of the text in pairs. The teacher elicits answers.
The Synopsis that I gathered from Haas and Flowers’ “Rhetorical Reading Strategies and the Construction of Meaning” was none the less another interesting read. Experienced readers might come to understand that both reading and writing can be “context-rich, situational, and have constructive acts”. Though a large number of students may find reading and writing more or less to be an exchange of valued or non-valued information. Continuing on, multiple studies that have been conducted have also found that on average 77 percent of experienced readers tend to use content strategies to expand their knowledge of the reading. These strategies usually include vigorous annotations of the reading/writing that have been shown to improve the readers/writers’ comprehension of the material.
"Introduction to Poetry" by Billy Collins and "How to Read Poetry" by Gail Hemmeter both convey their viewpoint of understanding poetry. However, Gail Hemmeter's "How to Read Poetry" is more effective at conveying his viewpoint of understanding poetry. This is because he give a list of things to do in order to help understand poetry and he explains the different aspects of poetry and what they mean. In this essay I will be arguing why Gail Hemmeter's "How to Read Poetry" better conveys his viewpoint of understanding poetry.
Course Number (EDUC 505) Assignment Number (WA0: Diagnostic Writing) Developing writing skills Nurkhan Omarbekov 09/03/2016 In this essay the author will try to summarize and make connections between articles, that were given with a purpose to analyze. First article, which has been written by Brockbank, A. & McGrill, I. “
Research Topic At High School One (a pseudonym) a rural 2A high school in Central Washington State, students struggle with the rigorous reading and writing skills necessitated by the Common Core State Standards. The Common Core State Standards require students to use skills and strategies that include: making assessments, comparing and contrasting the same topic in several sources, integrating quantitative or technical analysis, determining central ideas and providing accurate summaries (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010). As Washington State has adopted the rigorous standards of the Common Core and the Smarter Balanced standardized test, the traditional teaching and testing
The poem is breaks the movie down into a sequence of events and there is a stanza for each major event that occurred. Even though the poem only includes the major events from the movie, a thorough summary is done. Through using both the pictures in the poem and their creative imaginations, children should most definitely be able to visualize each scene in their head. Including every single event that happens in the movie would make the poem be extremely long and children would no longer be able to read it. For example, Marlin and Dory run into a school of fish that make shapes when they are looking for Nemo.
There are similarities and differences between the poem and the article in authors propose, text structure, and facts.
Over the years education has transformed into something it never should've been. About the money. It has become more about the money rather than the true education. An article featured on the website education week started off with a great comparison. It went as follows "
The California Common Core Standard I chose was Reading Standards for Foundational Skills K-5 on pages 17 and 18. I specifically chose first grade students. This grade level is appropriate for my teaching area when I begin to student teach and for the classroom I currently work in. First grade students should be able to identify the key components of a sentence (the first word, capitialization and ending punctuation) on a piece of paper. Phonological awareness is important for students to learn early on.
Poetry is an important part of literature which conveys an author 's ideas across to the reader through the use of descriptive language. Poetry helps an author to express their inner emotions and often incorporates various poetic devices which enriches the text. Poetry gives the reader a different perspective and when read closely, can give the audience a look into the authors imagination. Likewise, poetic devices enhance the writing and can drastically change the mood of the poem, as well as, how the reader interprets the poem. Poetic devices are important in literature because they help to convey a message, add spontaneity to a poem, and give the reader a strong visual.
Close Reading Final Assessment Objectives: · Analyze how words and phrases shape meaning and tone in texts. · Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject. Directions: Closely read two passages from Romeo and Juliet to demonstrate your understanding of Shakespeare’s intentional choices in crafting his play. 1. Choose two passages from two separate acts (make sure they are not the same passages that we practiced with in class).
Students tend to spend their time writing lengthy essays for their English class instead of utilizing some of their time enjoying the works of Emily Dickinson, William Shakespeare, and Maya Angelou. The author, Andrew Simmons, is disappointed by this and states, “This is a shame--not just because poetry is important to teach, but also because poetry is important for the teaching of writing and reading”(Simmons 1). Most high school students read lengthy novels and most are not interesting to the reader. Reading something short, even as short as five lines, can impact a student’s writing and the way they read longer selections. Outside of the learning aspect, doing poetry in schools also offers a benefit to kids
There are three resources on the Academic Achievement Website that is beneficial for me in my academic journey. Brainstorming, Ten Tips for College Writers, Word Choice Standards in Academic Writing. Brainstorming is about writing or phrases that can be formed into sentences, and then it becomes paragraphs. Regardless the orders of the words, brainstorming helps to focus on the subject until the paper takes the form of an easy. Ten Tips for College Writers, it’s also a resource to enhance our writing and perhaps, make it better than our speaking.
In poetry we use language to talk about our experience of the world, including our inner world, to describe events, states and the entities involved (language serves as according system which deals with the relation between man and nature) is called ideational function. Halliday (1970: 140 ff) defined the functions of language in terms of their linguistic representations: ideational, interpersonal and textual function. In the ideational function language serves for the expression of the content. In the interpersonal function language serves to establish and maintain social relations, for example, in asking questions or answering them.
When writing poetry, it is important to recognize early on how you want your poem to be interpreted for the common folk. An author does this by including elements in their poem such as metaphors, connotation, tone, allusions, and imagery. These are the elements of poetry that reveal the deeper meaning or message behind the poetry. With these elements, the author is able to compose their poetry however they may please. These elements are also imperative when reverse engineering the meaning or message behind a poem.