Students will discover by looking as word choice and sentence structure how language styles Diction and Syntax from Civil have changed over time. After the reading lesson, students will write two RAFTs in the style of the times to show their War Times to the Present: understanding. In this lesson, students will read and analyze literary devices used in Edgar Allan Poe's "The Masque of the Red Death." They will read the first part of the story with support and modeling from the teacher, the next part in small Creating Suspense Lesson 1: groups, and the final section on their own. Students will examine Poe's use of imagery, foreshadowing, simile, Analyzing Literary Devices in personification, symbolism, and characterization.
Based on what level they are on, then move them into a group of children that are at the same level. Then, as a teacher, build upon their knowledge at their level and pace. The guide the students into learning new words on their own, this could be done by reading and practicing writing. Alternative #3: Embedded Phonics Instruction, on pages 235 and 236, is a literature-based instruction. Students learn new words based on
Be sure to consider how metamorphosis and hubris are conveyed in your poem. (There will also be a brief section on Life of Pi – please look under that Moodle section for further info. on that part of the exam.) Some of the elements to consider, which we have discussed in class:
Once the pledge is finished read it to the students, then read it together as a class. Pass out a star to each student and instruct them to write their name on the star using their best handwriting. This will be done in pencil. Have the class show by a raise of hands who is willing to make this classroom promise before hanging the stars. “Now before we can put our stars up, we have to make a promise to follow our classroom pledge.
Subject: Language Arts/Reading Topic or Unit of Study: James and the Giant Peach Grade/Level: 4 Summary: • Students will study key vocabulary terms. • Students will discover main points in the reading and in the movie through the use of a Venn diagram. • Students will study in-depth word study related to the book. • Students will study poetry and its importance within the book. Standards: Strand 1: Reading Process Concept 4: Vocabulary: PO 1.
TERMS 1 & 2 - Unit 1 Outcomes Area of Study Content Summary of Learning Activities Outcome 1 Reading and Responding (Text) Text – ‘Generals Die in Bed’ - Reading journal, novel assignment / learning activities and analytical text response Outcome 2 Creating and Presenting (Writing) Students will develop their writing in response to the Context, ‘Conflict’ (chosen text, ‘The Crucible’) Students are to present a collection of pieces, in a variety of forms, along with their Statement of Intentions, responding in imaginative, persuasive and expository modes. (3 – 5 pieces) Outcome 3 Using language to persuade (Issues) Analysis of the use of written and visual language in the presentation of a point of view. Language analysis work •
AP English Language and Composition Summer Reading Instructions The mandatory summer reading for AP English Language and Composition is based on the 2003 book by Thomas C. Foster entitled How to Read Literature Like a Professor (ISBN: 006000942X). Students are responsible for securing a copy of the book on their own. It can easily be purchased online or at a local bookstore, but sharing amongst peers is encouraged. Students should read the book in its entirety, and then complete the assignment outlined below. It is imperative that both parts of the assignment be completed by each AP Lang student and turned in to Mrs. Rickard on the first day of school.
For example; if the child has not shown development | | |in blending and sounding out letters and words, they are given | | |a book with no words – only pictures. I would then ask them to | | |tell me what they see and give me their version of the story. I| | |can then determine if they are being descriptive with or | | |without support. I would try to introduce words and show them | | |how we sound them out. I would then take a note of what stage | | |we are at and write a message in their reading diary to | | |practice at home.
(To write on Character, See pages 93-95 of Backpack Literature.) 3. Choose any of the stories we have discussed in this class and write an essay on the themes explored in the story. (To write on themes, see pages 206-207 of Backpack) Guide on Prompt 1: To write on POV, you will need to address the following first by thinking, annotation, free-writing, then by crafting one main claim/thesis sentence to
Fundamental Reading Ralph Washington EDU 371 Phonics Based Reading & Decoding Jennifer Hanson October 8, 2012 This week’s lesson started with me reviewing some of the sounds from last week. In order to read, we must first know and understand the sounds of the letters. After our review we began with lesson 3 and began to work with our grapheme sounds. These are sounds that are represented by a letter or group of letters that make up one sound such as “ch”, “sh”, and “th”. By using these shortcuts we were able to slide the sounds together to make words and begin our reading process.