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The document is a lesson plan for teaching students about cinquain poems and having them write poems about nature. The lesson introduces cinquain poems using an example about water. It explains the structure of cinquains with five lines and different requirements for each line. Students then discuss adjectives, verbs, topics, and attitudes they could use in their own cinquain poems about nature. They are given 10 minutes to write poems, which are then shared. At the end, students reflect on what they learned and choose smiley faces to represent their feelings about the lesson.
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CNF Reflection:
Since I started this course, I realize how it will be challenging for me, first of all, I am an international freshman English major, so English is my second language. I thought, in the beginning, it will be easy, and I can do it as the native speakers, but unfortunately my scores dont show that. I got difficulty with writing that much of papers and found it challenging. I said I will do my best and will work hard I might succeed and pass. I tried and squeezed my brain in hope to do better and better.
I started my CNF draft by telling a story of my young brother Yousef, who has rare condition illness. Just 300 statues in the whole world, I explained more about how our life as a family has changed before Yousef been a member of the family and after. Yousef adorable, kind and quiet child, who spends most of his life in hospitals. I hope to find the right medical treatment to this issue. I explained more about how our life was affected, how I had to leave everything behind me, as my country Saudi Arabia, my friends, my memories, and latterly everything. You can imagine how hard it could be.
Some of the comments that I had in my first CNF drafts were about where are you in the story? Why we cant see you between the lines? I thought, in the beginning, I just want to tell the story that has a high meaning to me I could not deliver what I was feeling exactly. People cant feel the way that you feel except if they went at the same situation that you went through. So they will understand why you wrote this and this. I was thinking about starting my CNF by saying there was a family included two brothers and two sisters Which I am one of the sisters who is writing the story. But readers could not get what I was trying to do, the feedback was always asking for my feelings, and my voice not for someone telling a story about someone else.
To be honest, it was tough to rewrite it again and again, but I had to, so I can include my voice in the story to be able to deliver my character to the reader. I took their feedback seriously. So I made my final draft shorter than the second draft. I feel satisfied with my final draft. I could give a clear idea of the kind of transformation that my family and I had before and after Yousefs illness. Also, I could put my voice as well so the reader will understand what was my feeling at those moments.
I decided to change the topic of the story from The Child Yousef into a Life Transformation. I thought it would be better at this way. Not being specific will give the reader that question in the heads before reading the story which is what kind of life transformation it could be? So this is the reason for seeing the topic is different in the first and second draft that in the final draft.
I included a lot of dialogues in my CNF I think they give life to your story and realism. I know it is hard to remember everything precisely happened in the past, but it is not hard to remember the general i ...Kra poetry presentation
Kra poetry presentationSusan Knell
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This document discusses the importance of sharing poetry with students and provides tips for incorporating poetry into classroom routines. It notes that poetry can be an outlet for expressing feelings and connecting with others. The document recommends making poetry a regular, enjoyable part of the school day through activities like poetry read-alouds, poetry walks, and designating a "poet of the month." It emphasizes modeling appreciation for poetry and avoiding over-analyzing poems to help students develop a lifelong love of the art form.Ambahan-lesson-plan.docx
Ambahan-lesson-plan.docxBatallonesKrenzlMae
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This document contains details of an English lesson plan for Grade 7 students, including the objectives, content, learning procedures and activities. The main topic is an "Ambahan" poem, a traditional Mangyan courtship poem from the Philippines. The teacher explains the poem, analyzing elements like structure, figurative language and symbolism. Students practice identifying literary devices, discussing cultural traditions, and reciting sections of the poem.Ambahan-lesson-plan.docx
Ambahan-lesson-plan.docxBatallonesKrenzlMae
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This document contains information about an English lesson for Grade 7 students, including the teacher's name, class schedule, standards, objectives, content, and learning procedures. The lesson plan discusses a Mangyan poem called "Ambahan" that is traditionally sung by men to court women. The teacher reviews poetry terms, reads and analyzes the poem line-by-line, and discusses figurative language like personification used in the poem. Students are engaged to discuss the meaning, symbolism, and location described in each stanza.Ambahan-lesson-plan.docx
Ambahan-lesson-plan.docxBatallonesKrenzlMae
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This document contains details of an English lesson plan for Grade 7 students, including the objectives, content, learning procedures and activities. The main topic is an "Ambahan" poem, a traditional Mangyan courtship poem from the Philippines. The teacher explains the poem, analyzing elements like structure, figurative language and symbolism. Students practice interpreting the poem's meaning and message, which uses personification to compare the moon to a man. The lesson aims to teach students about traditional Philippine poetry and culture.Final intro-pfd-copy3
Final intro-pfd-copy3publishingworks
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This document introduces the book Poetry For Dummies and provides an overview of its contents and organization. It aims to make poetry accessible to all readers by explaining how to read, interpret and write poetry. The book is divided into six parts that cover reading poetry, analyzing poetic techniques and forms, a historical overview of poetry, guidance for writing poetry, lists of common myths and great poems, and additional resources. Its goal is to help readers discover and appreciate poetry through practical tips, exercises and recommendations.Diverse learners
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The document provides strategies for teaching diverse learners and effective writing instruction. It discusses advocating for students, understanding their experiences, using visual aids and scaffolding for writing projects. It also offers prompts and questions for teachers to ask students to help them improve their writing skills and understand different text styles and genres.Lesson
- 1. Our Fragile World The Textbook New Millennium 9 Inga Temirova Luba Shilova Group 753
- 2. Warming Up Dear, friends! Last week a very interesting and significant letter was delivered to our school. It is from the local Literary Society of Perm. Here it is on the table. We read the content of the letter. The representatives of the Literary Society make a request for writing poetry about nature as they lack them and few writers devote theirs works to nature.
- 3. So, boys and girls, are you ready to help them? Do you think that our nature should be protected? What should be done for it? Do you think that a beautiful poetry will help to prevent people from nature destruction? I absolutely agree with you. Well, lets start our work. But first of all, lets read what Englishmen write about their nature.
- 4. Presentation Water Pure, miraculous Provides, saves, inspires It gives me life Nature
- 5. Did you enjoy the poem? Is it nice? Good. So do Englishmen like and respect their nature? How do you know it?
- 6. Training Now look at the poem attentively? Isnt it strange for you? Right you are! Its cinquain. Look at its structure. What is there in the first line? Yes, thats right. The first line consists of one word expressed by a noun. And in our case the topic is WATER. Lets read the second. Yes, thats correct. The theme of the poem is described by two adjectives. What are they?
- 7. The 3rd line? Yes, it is the description of the action within the framework of the theme using three verbs. What are the verbs? Right! In the 4th line we write a phrase of 4 words concerning the topic. To be more exact, the author express his attitude toward the topic. And what is his attitude? Correct! And then the last line which consists of one general word. The synonym to the first word of the poem, your association with it. What is it?
- 8. Reconstruction Now think and say to me what your poems can be devoted to? What adjectives and verbs can we use speaking about nature and environment in general? Lets put everything down in order it will help you to write your own poems. Thus, the topic which you will write about . Adjectives are wonderful, clear, Verbs are provide, supply, Your attitude to the topic: it gives me life Associations are nature, life,
- 9. Our Fragile World Associations Beauty, anticipation, inspiration, freedom, love, happiness, etc. Verbs Support , induce, enrich, improve, feed, bring up, breed, etc. Topic The sun, the earth, water, air, land, etc. Adjectives Beautiful, fascinating, captivating, charming, crystal, round, etc. Attitude I like it greatly; we will protect nature; it makes me happy, etc.
- 10. A Creative Letter And now lets write your own poems. Choose any word connected with nature and describe it using our cluster. Remember: you should follow all the rules of writing the cinquains. And dont forget that your poetry will be sent to the Literary Society, so try to do your best. I am sure every one will cope with the task. I believe it. I give you 10 minutes.
- 11. Well, time is up. Lets read out your poems. Who wants to be the first? Yes, please. Well-done! Did you like it? So what was it about? Who wants to be the next?
- 12. Reflection Thank you very much for your work! All the poems are perfect and interesting. So, 1.What new have you learnt today? 2.Was it interesting to write a poem? 3.What is special about this kind of the poem? 4. Can you say that you have done a good job? And now come up to the blackboard one by one and choose the smiles which reflect your inner state at the end of the lesson and explain why you chose this or that smile.