The Basic Set Up Of Poetry

“’ But this is merely a negative definition of the value of education’” (23-24). Mark Halliday wrote “The Value of Education” from a first person standpoint. The introduction and the use of “I” demonstrates the poem is about the speaker. Likewise, the speaker uses imagery, self-recognition, and his own personal thoughts throughout the poem. He goes on throughout the poem stating external confrontations he is not doing because he is in the library receiving an education and reading books. With this in mind, the speaker goes on to convey images in your head to show a realization of things he could be doing if he were not in the library getting an education.

Lorna Dee Cervantes' poem, “Poema para los Californios Muertos” (“Poem for the Dead Californios”), is a commentary on what happened to the original inhabitants of California when California was still Mexico, and an address to the speaker's dead ancestors. Utilizing a unique dynamic, consistently alternating between Spanish and English, Cervantes accurately represents the fear, hatred, and humility experienced by the “Californios” through rhythm, arrangement, tone, and most importantly, through use of language.

The class lesson focused on reading, speaking, and understanding a work of William Shakespeare, A Midsummer Nights Dream. Student desks were arranged in a horseshoe shape so that all students faced the center of the room. The ELL students were seated in three small groups throughout the horseshoe, though I’m not sure if this was by choice or by design. The teacher and students were supported by an ESL tutor. During the class students worked with a neighbor to paraphrase sections of the reading. Students, for the most, part were prepared and responsive when called on. The main focus of the class activity was reading silently and orally, passages from the play and paraphrasing individual acts and scenes as a class. Both the teacher and individual student volunteers took turns reading the parts.

Take a minute to imagine “Men looking like they had been/attacked repeatedly by a succession /of wild animals,” “never/ ending blasted field of corpses,” and “throats half gone, /eyes bleeding, raw meat heaped/ in piles.” These are the vividly, grotesque images Edward Mayes describes to readers in his poem, “University of Iowa Hospital, 1976.” Before even reading the poem, the title gave me a preconceived idea of what the poem might be about. “University of Iowa Hospital, 1976” describes what an extreme version of what I expected the poem to be about. The images I

This book is not only a rhyming book, it could be used for multiple lessons such as math, social emotion, music, and introduction to poems in Pre-k thru 1st. It’s fun, entertaining, and the art work is done as if a student created it. I believe that the sing-a-long

An activity that I would have the students do is the sorting of the vocabulary words with similar meanings. I would demonstrate this activity by using the word 'road'. I would have my students pick out the vocabulary word from the story that had a similar meaning as the word 'road', which would be 'lane'. Once they were able to identify the vocabulary word from the story, I would ask them if they could tell me another word that may have a similar meaning from our lists of words. For example, the students would find the word 'street'. Once I had gone over

The first assignment to accomplish these goals is the Lyric Analysis Assignment. This assignment is aligned with all four instructional goals. Students were asked to analyze a song of their choice as if it were a poem. I used several reading strategies for differentiation in my class while teaching analysis of poem or song. I allowed them choice of song in their assignment as a strategy to engage the students in the reading instruction. This is a tiered assignment with two parts. The strategy of scaffolding the assignment into two manageable parts in which the second part builds on the first allows the students to build on their thoughts in an organized way. This is a good strategy for Kaylee in particular so she does not get overwhelmed by the assignment as a whole. The students were to create a key using Google Comments in Google Docs that included a minimum of four literary devices that they found in their song. I use the Google Classroom and Google Apps for most assignments now. Technology allows me to differentiate instruction to meet instructional goals because I can provide immediate written feedback. This circumvents the problems of just giving oral feedback. Kaylee will never lose the feedback and she can always revisit it. They needed to include an inference sentence for each device and explain the effect that the singer gains by using that device. I used the strategy of modeling for

I will write on the whiteboard a list of the word that should be rhyming from the reading, and encouraging them to find them in the reading.

To ensure that the students clearly grasp the theme of the previous day’s story, the students and the teacher went over this. Once the teacher had a clear understanding that the students can use character development to identify the theme of a story, she placed the students into three different groups and gave them

Show student a long word. (For this introduction, the word excellent was used.) Ask the student to read the word. Because this is a first grade lesson, it is probable that the student will have difficulty. Demonstrate for the student how to break the word into syllables. Then, have the student read the syllables individually and then gradually altogether.

Matt Skiba’s song “Blue In The Face”, performed by Alkaline Trio in 2003, is written in a first person narrative directed towards a former lover. Skiba uses dark connotations and satanic allusions to portray his emotions and describe the various reasons he thinks she left that night, how he feels about the situation that happened and lastly that he wants her back.

Read the poem “Five green and speckled frogs”. Read it once out loud with them. Then pass out the little cards paper clipped together to random students. Have them find the words that match the sounds in the poems.

The small group lesson will be modeled for four students, with specific targeted instruction for the two students previously mentioned. Both students are reading at a DRA level of 10 and 12 respectively, which is aligned with the expectation of the beginning of second grade. While fluency appears to be a challenge for both students, comprehension becomes more difficult as texts become more challenging. This lesson

One aspect of my lesson that I felt went well in the implementation of my lesson was the information being grasped by the learners. Before I began my lesson, I asked the learners some questions about the fun phonics letter. I started off by asking the children if they knew what the fun phonic letter for the week was, then I asked them to tell me some words that begins with the letter “Dd”. Next, I read a story called “Harry the dirty dog”. Throughout the story I asked some questions to keep the learners engaged. I asked them questions like “what words that begins with the letter “Dd” did you hear?” I can tell they were engaged because their answers were never off topic. The learners were so excited about the end result of their letter “Dd”

In poem C, a poem in sonnet form, the poets use of syntax and diction allows the relationship between words and feeling to become apparent to the reader. The speaker is encouraging the reader to feel the passage of time, but with the realisation that in eventuality we will all die. The poem is an extended metaphor for aging and death but is also allegorical by using the literal diction and syntax to describe the sea whilst having the parallel meaning for life and death. The relationship between these two meanings is arbitrary. In the opening line of the first quatrain, the poet uses a Homeric simile “Like as the waves make towards the pebbled shore/ So do our minutes hasten to their end” This is also an example of tenor vehicle ground, each part of the language is used to encourage the readers to feel something. The language used seems fluid which adds to the imagery of the sea and fluidity of the waves coming onto shore. “Pebbled shore”, and “hastening to their end”, are used to convey the symbolism of waves covering the pebbles on the shore, as a metaphor for our lives heading towards eventual death. You encounter personification with words such as “toil” and “contend” this emphasises the effort of the waves much like the implication for human life posing the question why rush when only death is awaiting you. In the second quatrain, the diction is metonymy where each phase of life can be