Welcome Back Poem. Happy New Year As the world celebrates With fireworks and cakes I'm standing here...
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Transcript of Welcome Back Poem. Happy New Year As the world celebrates With fireworks and cakes I'm standing here...
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Welcome Back Poem
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Happy New YearAs the world celebratesWith fireworks and cakesI'm standing here aloneFar away from homeWith nothing but a suitcase and memories
As the stars surround me like waterI raise my hands in full surrenderTo God, my RedeemerLord, this year is far from ordinaryI've never seen such extraordinaryPeople, places and thingsAmazing human beingsSearching for purpose, just
like me.
Looking around, I wonderSince a year is like clashing thunderBooming suddenlyThen vanishing instantlyWhy waste time uselessly?The old year came and wentI hope your time was wisely spentOn helping others, working hardSo that many people may regardYour lifetime as truly greatAnd not just because of fateSo learn this lesson, but not from me!
Try it yourself and you will seeMaking a difference starts with one stepWith one foot, then the next
So walk right now, into the lightAnd find yourself shining brightDon't worry what people thinkBecause right now you're on the brinkOf showing others what is trueHappy New Year, from me to you.
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L.A. Resolutions
What are some of your L.A. Resolutions for 2015?
Work habits Independent learning habits Group work Organization Reading skills Writing skills
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3 SMART GOALS
Specific Measurable Achievable/ Reasonable Timed
1. ACADEMIC
2. BEHAVIORAL or SOCIAL
3. PERSONAL
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Explanatory Paragraphs
PowerPoint on writing paragraphs
Using the explanatory paragraph model explain your 2015 Smart Resolutions
Use planning page to gather ideas
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PARAGRAPH
A paragraph is a group of sentences that develops a main idea.
The beginning of a paragraph signals that a main idea will be introduced.
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Parts of a Paragraph
MAIN IDEA: is clearly expressed in the topic sentence, which can appear anywhere in the paragraph.
Supporting Sentence: explain the main idea of a paragraph. They develop the idea with logically related details, facts, reasons, and examples.
Closing Sentence: reinforces or supports the main idea.
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Explanatory Paragraphs
Explain a circumstance, event or experience.
They answer some or all of these questions:
1. Who?
2. When?
3. Where?
4. What?
5. Why?
6. How?
To make an explanation clear, use comparison and contrast, or cause-and-effect relationships.
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Helpful Hints for Writing Explanatory Paragraphs
1. Clearly state the topic that needs explanation.
2. Support your topic sentence with detailed information.
3. Research can help to make your explanation accurate and complete.
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Burp:Brainstorming possible goals Academic goals
Social goals/Behavioural goals
Personal goals
Learn to work more independently as a learner- A/SB
Use technology for academic purposes ALL the time- NOT to play games- A
Listen to instructions carefully and ask if I don’t understand- S/B
Be more organized- at home, at school, in class, locker- A/SB/P
Hand my work in ON TIME in ALL of my classes- A/SB/P
Help out around the house without being asked SB/P
Spend less time on my devices and more time interacting with people face-to-face-SB/P
Read more books A/P
Be on time- for everything in life, class, etc. A/SB/P
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Choose top goal and make into a SMART Goal 1. Academic Goal: Learn to work more independently as a learner
S: Trying each task on my own using the resources I have been given. If I do not understand something, I will clarify with my teacher and then continue to try on my own to the best of my ability.
M: I can measure this by completing all of the following work in class this month independently.
A/R: yes it is achievable and reasonable
Timed: I will complete this and continue to do this by the end of January until June.
Final goal sounds like this:
I will learn to work independently as a learner by trying each task on my own using the resources I have been given. If I do not understand something, I will clarify with my teacher and then continue to try on my own to the best of my ability. I will measure this by how well I can complete work in class independently by the end of January and continue this until the end of the year.
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Brainstorm- Organize your explanatory paragraph
Explain the smart goal and how it will help you to achieve success:
Then answer some or all of these questions:
Who? Myself
When? …
Where? …
What? (SMART GOAL)
Why? To help achieve success in…. ?
How? (Remember the details from your SMART goal)
To make an explanation clear, use cause-and-effect relationships.
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Brainstorm- Organize your paragraph continued
MAIN IDEA: talk about why it is important to have goals:
“In order to achieve success, one needs to have a clear idea on how to get there- a plan…”
Supporting Sentence: explain the main idea of a paragraph. They develop the idea with logically related details, facts, reasons, and examples.
“An example of a goal that I believe is important for me to be successful is to learn to work independently. The reason I chose this goal was… I am going to measure this goal by… it is a reasonable and achievable goal because…. I can achieve this goal by… date.”
Closing Sentence: reinforces or supports the main idea.
“Having a clear idea on how to set SMART goals can help me to recognize my strengths and areas that I need to work on. By monitoring progress, and accomplishing my goal of being a more independent learner, I hope to achieve more success in school and beyond. “
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Ugly Copy, Good Copy
Use the planning and brainstorming page to create your first draft or ugly copy.
Edit your ugly copy for spelling, mechanics, grammar, etc.
Write your good copy.
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PoetryGrade 7A
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Figures of Speech
Alliteration
Hyperbole (exaggeration)
Onomatopoeia/Imitative Harmony (Onomatopoeia)
Metaphor
Personification
Simile
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The Rabbit
Sightlines pg. 55
Pre-reading:
• Discuss Points of View (see Short Story notes – Yellow)
• Freewriting: Write about a story of a funny moment with animals or pets.
• Video – America’s Funniest Videos (animals)
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The Rabbit
Find examples of Figurative Language from “The Rabbit” – see handout
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POETRY NOTES
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POETRY is…
a type of literature that expresses
ideas and feelings, or tells a story in a
specific form (usually using lines and stanzas)
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POETIC FORM FORM - the
appearance of the words on the page
LINE - a group of words together on one line of the poem
STANZA - a group of lines arranged together
A word is dead
When it is said,
Some say.
I say it just
Begins to live
That day.
- Emily Dickinson
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POETIC SOUND EFFECTS
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RHYTHM
The beat created by the sounds of the
words in a poem. Rhythm can be
created by using, meter, rhymes, alliteration, and
refrain.
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RHYMESWords sound alike because they
share the same ending vowel and consonant sounds. A word always rhymes with itself.
LAMP STAMP
Share the short “a” vowel sound Share the combined “mp” consonant sound
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RHYME SCHEME
a pattern of rhyming words or sounds (usually end rhyme, but not always).
Use the letters of the alphabet to represent sounds to be able to visually “see” the pattern.
(See next slide for an example.)
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SAMPLE RHYME SCHEME
A mighty creature is the germ, Though smaller than the
pachyderm. His customary dwelling place
Is deep within the human race. His childish pride he often pleases By giving people strange diseases.
Do you, my poppet, feel infirm? You probably contain a germ.
-“The Germ” by Ogden Nash
AABBCCAA
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END RHYME A word at the end of one line rhymes with a word at the end of
another line
Hector the Collector
Collected bits of string.
Collected dolls with broken heads
And rusty bells that would not ring.
-”Hector the Collector” by Shel Silverstein
ABCB
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INTERNAL RHYME A word inside a line rhymes with another word on the same line.
Ah, distinctly I remember, it was in the bleak December
- “The Raven” by Edgar Allan Poe
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NEAR RHYME Also known as imperfect or “close enough” rhyme. The words
share EITHER the same vowel or consonant sound BUT NOT BOTH
ROSE
LOSE
Different vowel sounds (long “o” and “oo” sound)
Share the same consonant sound (“s”)
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FIGURATIVELANGUAGE
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ALLITERATION Consonant sounds repeated at the beginnings of words
If Peter Piper picked a peck of pickled peppers,
how many pickled peppers did Peter Piper pick?
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ANALOGY Comparison of two or more unlike things in order to show a
similarity in their characteristics
Two main types:
Simile
Metaphor
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SIMILE Comparison of two unlike things using “like” or “as”
Friends are like chocolate cake, you can never have too many.Chocolate cake is like heaven -
always amazing you with each taste or feeling.Chocolate cake is like life
with so many different pieces.Chocolate cake is like happiness,you can never get enough of it.
- “Chocolate Cake” by Anonymous
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METAPHOR Comparison of two unlike things where one word is used to
designate the other (one is the other)
A spider is a black dark midnight sky.Its web is a Ferris wheel.
It has a fat moon body and legs of dangling string.
Its eyes are like little match ends.
- “Spider” by Anonymous
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EXTENDED METAPHOR
Continues for several lines or possibly the entire length of a work
The fog comeson little cat feet.It sits looking
over the harbor and cityon silent haunches
and then, moves on.
- “Fog” by Carl Sandburg
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IMAGERY Language that provides a sensory experience using sight, sound,
smell, touch, taste
Soft upon my eyelashesTurning my cheeks to pink
Softly falling, fallingNot a sound in the air
Delicately designed in snowFading away at my touch
Leaving only a glistening dropAnd its memory
- “Crystal Cascades” by Mary Fumento
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HYPERBOLE An intentional exaggeration or overstatement, often used for
emphasis
Here once the embattled farmers stoodAnd fired the shot heard round the
world
-from "The Concord Hymn" by Ralph Waldo Emerson
LITOTE Intentional understatement, used for
humor or irony (Example- naming a slow moving person “Speedy”)
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ONOMATOPOEIA Words that imitate the sound that they are naming
Tlot-tlot; tlot-tlot! Had they heard it? The horse-hoofs ringing clear;
Tlot-tlot, tlot-tlot, in the distance?Were they deaf that they did not
hear?
- from “The Highwayman” by Alfred Noyes
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PERSONIFICATION A nonliving thing given human of
life-like qualities
Hey diddle, Diddle,The cat and the fiddle,
The cow jumped over the moon;The little dog laughed
To see such sport,And the dish ran away with the spoon.
-from “The Cat & the Fiddle” by Mother Goose
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SYMBOLISM The use of a word or object which
represents a deeper meaning than the words themselves
It can be a material object or a written sign used to represent something invisible.
I shall be telling this with a sighSomewhere ages and ages hence:
Two roads diverged in a wood, and I—I took the one less traveled by,
And that has made all the difference.
-from “The Road Not Taken” by Robert Frost
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SOME TYPES OF POETRY THAT WE WILL BE STUDYING
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ACROSTIC POEMS The first letter of each line forms a
word or phrase (vertically). An acrostic poem can describe the subject or even tell a brief story about it.
After an extensive winterPretty tulipsRise from the onceIcy ground bringing fresh signs of Life.
-”April” by Anonymous
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LIMERICK A five line poem with rhymes in line 1,
2, and 5, and then another rhyme in lines 3 and 4
What is a limerick, Mother?
It's a form of verse, said Brother
In which lines one and two
Rhyme with five when it's through
And three and four rhyme with each other.
- untitled and author unknown
AABBA