Domain-Specified Vocabulary: Poem Analysis

My lesson objective was to identify the use of imagery in poetry. I was inspired to create this lesson due wanting to progress the children’s descriptive writing further. I found the children in this particular class found it hard to create poems of their own using descriptive words, however produced great art work that they regularly discussed to be their favourite lesson. Immediately I am planning to investigate the model Desailly, (2012) portrays that, children are able to use their subject knowledge, to apply to a second subject successfully. I wanted to show the children how easy it is to use our imagination and get them to think as individuals before collaborating ideas. Influenced by Robinson (2011) as discussed above I felt the children working regularly in an environment where they was sat at tables for 30 minutes with a small amount of stimulus, and this

The students will practice writing the 10 sight words. Before handing out the student work sheets the educator will point out each word on the word wall & modeling writing the word on a chalk board. Explain to the students they will write the word 5 times in their journals. The students will be instructed to say the word and the name of each letter aloud as the word is being written. Observe the students by casually walking around the room and providing feedback when needed. Independent reading and writing builds on fluency, increases vocabulary and builds background..

The lesson was to continue exploring the five senses. The class was read aloud the book “The 5 Senses” by Nuria Roca. The objective was for students to understand how each of the five senses work. The teacher reviewed the five senses and briefly reminded students how each sense works. The task of the lesson was for students to answer WH-questions on a worksheet. Instructions were given in small steps, and the activity was broken up into sequence of smaller steps over the week. The worksheet that was provided had visual illustrations and directions were highlighted. Students were to work in small groups, with partial level of support from teachers and paraprofessionals. The standards were CCSS.ELA-Literacy.RL.2.1: ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CCSS.ELA-Literacy.RL.2.3: describe how characters in a story respond to major events and challenges. CCSS.ELA-Literacy.RF.2.3: know and apply grade-level phonics and word analysis skills in decoding

My lesson to the fifth grade classroom I am placed in was on Harriet Tubman. I have chosen to do my assessment on a artistic piece incorporating comprehension. For the assessment the students were asked to create a postcard. On the postcard the students will demonstrate how to correctly address a postcard incorporating the name of the person the letter is being sent to, where the person lives along with the send back information and where the stamp will go. On the other half of the postcard the students will write a short letter to Harriet Tubman. On the back of the postcard the students will draw a picture of something they have learned from the lesson incorporating Harriet Tubman such as the underground railroads, her journey to escaping

Students will write a poem and use the learned elements to demonstrate mastery in understanding the basic elements used within the poem.

When the bell rang for class to begin, the students knew they were to get to class get their bell ringer packet and begin writing. The students were given ten to fifteen minutes about the bell ringer. After the ten or fifteen minutes, the teacher began her lesson. The teacher read “The Necklace” by Guy Maupassant. Mrs. Gonzalez led the students through the story and showed the students how to annotate while reading. By showing the students how to annotate during the story, she is having the students engage in discussion about what is going on in the story. The students seemed engaged and excited to learn what is going to happen next. They made notes and were able to connect with the plot pyramid. The students knew what was expected of them when they read and discussed

Five Sense Poem Winter is white and blue. It tastes like a cold popsicle The scraping of snow shovels on sidewalks and driveways It smells like ginger bread cookies It looks like white frost on the ground in the mornings

When we think of musical culture, we think of music directly itself creating a culture. The people literally making the music with instruments or their voice can be what creates a musical culture. The jazz age and blues age happened because people’s abilities and talents grew or even just changed. Culture inspires change, it inspires religion and it inspires music.

I started by teaching the basic set up of poetry. I taught them how to identify a stanza. I also identified the name of a two-line stanza and a four-line stanza. We also discussed the difference between perfect, near, and eye rhyme. I then had them to create a quatrain poem rhyming lines one and three, and two and four. I allowed the students to use a rhyming dictionary on poetry4kids.com.

The term literacy refers to reading and writing. Both must be taught together within the many components of a balanced literacy program. Each of these components are important in this program and provide a framework for what and how educators teach. Among teaching, there are five different elements that the National Reading Panel identifies as important to reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. It is an educator’s goal for students to understand these five elements. In order for students to comprehend these elements, there are eight strategies educators teach in a balanced literacy program: shared/guided writing, writer 's workshop, interactive writing, independent writing, interactive read-aloud, guided reading, shared reading, and independent reading. These components make up the “skeleton” of a balanced literacy program, and this essay will discuss how and what educators teach within a balanced literacy program.

3(10) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author 's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to identify language that creates a graphic visual experience and appeals to the senses.

In order to keep the pace of the lesson engaging for students, the teacher should determine words that would be instructionally important, and invite students to write these words. These types of words selected for students to write will change as the skills of the class advance. Constructing the message also offers opportunities for teacher to provide explicit print convention instruction in the context of the message. While demonstrating conventions such as spacing, capitalization, and punctuation, the teacher can “think aloud” while modeling the convention. Eventually, students will be asked to show these conventions during interactive writing instruction as well as in their independent writing. Constructing the text also incorporates shared reading, as the message is read several times with the teacher or a student referencing the text as the class reads along. Phonics and spelling instruction should be embedded throughout interactive writing instruction. Writing the message provides practical purposes for applying letter-sound knowledge.

I have chosen the theme “Education is the key to success”. I feel that poetry is one of the best manners to express the importance of education. I will elaborate using three poems namely, “My parents kept me away from children who were rough” and “Elementary school; classroom in a slum” by Stephan Spender and “Blue Umbrellas” by D. J. Enright.

Forest-Thomson advises this approach to a poem “falsifies our experience of poems” , we are seeing only a singular layer in which the reader is coercing a specific meaning that is easily digestible and relatable. Rather than engaging in such false readings, or ‘bad naturalisation’ Forest-Thomson demands a closer inspection of the genetic structure of a poem. To give each base element, or section of the sequence, the time and emphasis needed to understand and negotiate the importance these elements have on the poem as a whole. In this manner, it can be seen that her theory of poetry borrows from a biologist’s mind set on the necessity to understand the smaller sub systems, so as to be able to view and retain an understanding of the wider.

To show that they are ready each student will be sitting on assigned letter on the carpet with their hands folded in their lap. Teacher will sit in front of them modeling the behavior. Once each student is on the carpet sitting nicely teacher gives each child one of the laminated pictures of an item in the classroom.The teacher then reads aloud the content and language content to the students so they know what the lesson is. Then the teacher introduces the Velcro board and the names of six shapes on the top as well as the picture of the shape. Teacher calls on each child with a 3x5 card and ask them to place the picture in the correct category on the Velcro board. (for example: Kayla what do you have a picture of “table” and it where do you think the “table” goes pointing to the six different shapes on the Velcro board) Repeat until each child who had a card has gone. Teacher then tells the students that at your desk you will find Yellow “Just shape me Journals”. “Today we are going to use what we just learned to make a book of shapes, look around the room and draw the item or items that fit with the shape. Please focus on the smart board so you can see an example of what your books should look like. Include a sentence with your picture: If you look at my book I choose a table and placed it under a rectangle