Alden Nowlan organized his poem into four stanzas. He arranged his ideas in chronological order to help the readers have a sense of what is ahead of the protagonist, in this case, Warren Pryor. He started the poem with Warren Pryor’s parents’ decision to board their son to a school, and Nowlan concluded the poem with Warren Pryor finishing school¬¬¬. This shows how the author arranged his ideas according from the very beginning to the very end, which can influence the readers’ predictions of happenings in the poem.
I would use this day to allow the students to have independent work and practice time to work on the different properties that we studied during the week. I would have 4-5 activities picked out and ready for the students to work on. The first activity that I would have the students work on is an instructional math game on the laptops. The game is from Math Blaster and explains to students that a+b=b+a (commutative property), and then provides an example of this with numbers; (example- 3+6=9 and 6+3=9 or 9-6=3). Students would also be able to do an instructional computer game on the Associative property of addition.
You all can repeat the nursery rhyme aloud after me. Then we will sing the rhyme aloud again and listen for words that rhyme, or sound the same at the end. After that, we will have discussions and I would ask questions like: “Did you hear any words that rhyme?” Can you name some words that rhyme with "Horn" or "Sheep"? " Lesson Development Hold up the three Rhyming Picture Cards and ask students to identify what the pictures show (a horn, a sheep, and a cow).
I would have a conversation with the students, on what they are most interested in, what they would like to see or do. I remember taking a in-person scavenger hunt in the library. Activities like these allow student to learn from themselves more about the library resources and functions. As a SDACA employee, I know that there are many activities an events available for students to participate in, that are affordable and free. I would need to know the events date/time, purpose and information that the student will need.
Then we began our activity! First, I just gathered white t-shirts that would belong to each child in my class. I then got some fabric paint, some sponge letters and the fun began. I had each child dip the sponge letters into the fabric paint as they printed each letter of their last name onto the the white t-shirt.
*Have the children sit in a circle & place A4 sized photos of different breeds of puppies. Ask the children to point out the differences between each puppy, for example eye colour, fur colour, size, short or long fur etc. Ask questions of regardless of each difference would they love the puppy any less, would they be less interesting if the puppy was white or brown, just to generate a discussion. This can then lead into talking about our peers that have different coloured eyes, hair, skin & explain we are all the same but we just have differences or perhaps different beliefs etc *
For my anticipatory set I will ask students to raise their hand if they have ever been camping? Then they will be instructed to think in your brain what supplies people need to go camping. They will kiss their brains and then turn to the person on the left side of them and tell them one thing they would bring camping. I will take three students to share.
Make sure that the quiet areas are together and the louder ones next to each other. Make sure that you have enough learning items for all the children. I would make sure to read with the children and maybe pick a different child every week to help me read a book. I would also play in the different interest areas with the children so that I could be on that level with
Theodor Seuss Geisel, also known by his pen name Dr. Seuss, was an American writer and author and his work is loved by children all over the world. He was born and raised in Springfield Massachusetts and attended Dartmouth College and later attended Lincoln College Oxford. He wrote comics for various newspapers and magazines and during world war 2 he wrote political cartoons. After the war Dr. Seuss started writing children's books and that is what he is best known for today. He became one of the most famous children book writers and his work is almost instantly recognizable.
students read and answer questions as a group. Teacher confirms answers orally. ‐ Teacher indicates locations of “tap” bin and bucket; reminds students of classroom rules (no pushing, tripping etc.). ‐ Teacher distributes timers and situation cards (red, yellow) and announces when students can begin. ‐ Teacher highlight differences in consumption, availability and use of water in two contrasting nations.
If a quick walk around the school (outside if the weather permits) is possible, demonstrate the use of the viewfinder: look through the window with the viewfinder held at arms length. Describe what you see, moving it both horizontally and vertically so that something different can be seen within the window. Pretend to take pictures of the views that you are seeing. Explain that an artist looks carefully and plans their landscape work.
INSTRUCTIONAL APPROACH KEY CONCEPTS TO BE DEVELOPED Students will develop the skills to analyze a poet’s central theme through the use of diction and narrative elements. Students will then apply this knowledge to create an original poem around a central theme using narrative elements and strong diction that creates images and meaning or the reader. Students will draft, revise, and write a final version of their narrative poems. Students will practice speaking and listening skills and assess self and peer work using a rubric. PEDAGOGICAL CONSIDERATIONS Students build knowledge of effective creative writing practices through analysis of various narrative poems.
If you would like to have a sheet with the examples I am going to do and the examples that we are going to do together on your desk, please raise your hand. (Pass out accommodating sheet) If I have to words Tell, Bell, and Ball, the two rhyming words are tell and bell. (Write words on the board as I say them.) Notice that the vowel is the same in tell and bell, but not in ball even though they end in an l sound.
One Rhyme at a Time On many occasions, people may find poems without rhyme schemes uninteresting, bland, or maybe not even poems at all. Though rhyme is not necessarily needed to make a poem good, it is a technique used by poets to create emphasis on certain aspects of specific themes they are trying to express. Moreover, rhyme schemes may contribute to the mood or tone of a piece, or even be used to create a certain rhythm or flow. Poems like “Sound and Sense” by Alexander Pope, “That Time of Year” by the famous William Shakespeare, and “We Wear the Mask” by Paul Laurence Dunbar, are perfectly good examples of professionals taking their writing to the next level with a touch of rhyme.
These 10th graders have a limited science background, having only taken AP Environmental Science before entering my class. They are brilliant, though, and some of the most motivated students I have ever taught. While the College Board dictates that the AP Chemistry exam is identical for all my students, it is impossible to teach these students as I do the upperclassmen in the other class. I must find materials for use with these students that support their learning while also allowing them to gain the experience needed with the topic under study. I must create learning activities that enable them to remember these topics nearly an entire school year before the AP exam in May.
