IPA Interpretive Task Comprehension Guide: Template I. Key Word Recognition. Find in the poem the word or phrase that best corresponds to the following English words or phrases. [Note to teacher: List eight to ten words.] II. Main Idea. Write a brief summary of the poem in English. Highlight some of the poetic features (simile, metaphor, symbols) that are important in understanding the poem. III. Meaning from Context. Circle the letter of the ideas below that are mentioned in the poem. Then write the letter of that idea next to where it appears in the text. [Note to teacher: Provide five correct ideas and three distractors. (Insert Text here) IV. Author’s Perspective. Select the perspective or point of view …show more content…
Inferences. “Read between the lines” to answer the following questions, using information from the text. [Note to instructor: For Pre-Advanced and Advanced learners, create questions that require students to infer meaning by reading between the lines. Write two open-ended questions such as: “Why do you think that...?”; “Why does the author say that...?”; “Why is it important that..?; What might be the effect of....?”, which require inferencing on the part of the student. Questions may be in the target language. Specify which language students are to use and indicate that they must use information from the text in their responses. Note that some adaptations to this task may be necessary for lower-level learners, who may need more guidance in using inferencing skills. For Novice-level learners, you might give them a statement and ask them to list any evidence from the text that would help them to determine whether it is true or false, drawing on inferencing skills. For Intermediate-level learners, you could give them three inferences and ask them to select the best inference of the three by providing evidence from the text to support their selection, drawing on inferencing skills.] VI. Comparing Cultural Perspectives. Answer the following questions. [Note to instructor: Below are some possible types of questions, which may be written in the target language. Be sure to make reference to cultural products/practices, and perspectives in some of your questions. Specify which language
Soft moonlight lit the land and sea kindly, almost as if it were giving gentle kisses. It kissed the sea and the waves it formed, it kissed the drowsy ship which laid on said water, it kissed the sand the waves lapped at, it kissed the grassy cliff above the shore, and it kissed the girl who slept on said cliff.
Prompt: Write a well-organized essay in which you analyze how the poem's organization, diction, and figurative language prepare the reader for the speaker's concluding response.
Both your Huck Finn assignment and your nonfiction assignment must be turned into turnitin.com before the first day of school. Your assignments will not count if they have not been turned in!
May you send me the mistakes that I had in the Mid term Exam to modify them.
I chose my memoir for AP English Language and Composition as my best piece because it’s received a ninety percent and is the written work I’m most proud of. The reader should expect to find information about me that one wouldn’t know by simply looking at me. One will find how overcoming my own challenges and one that was thrown at me made the person I am today. One would discover my passion and determination to pursue a career in family law. The impressions I hope the reader gains about myself after viewing this piece is that I am a methodical writer as well as a psychological person who tends to hide it.
Secondly, diction is a key aspect in this poem and is highly important due to its
I don't really know what to discuss here so this may not be the best discussion assignment you've ever seen. I've obviously been falling behind on some of my assignments, but now I have time to actually work on iSchool, so my grade should go up soon hopefully. I've been trying to improve my grade recently by doing all of the work I missed, so that should all be sent to you by the end of this weekend. I honestly only took this class so I could get ahead and start English 5-6 next year, rather than English 3-4 since I'm hoping to have almost all my credits by senior year, so I'll start working harder soon. I already talked to my counselor about this, but I'm wondering if there's a way that once I finish English 3, I can immediately start English
I am LaToyia Watts Jackson and I teach Language Arts at Westover High School. I am one of twelve academic teachers in the Ninth Grade Academy. The ninth grade students are isolated from the upperclassmen. Westover High School is one of four high schools in Dougherty County, Albany, Georgia. We serve a total of 1,379 students: 456 freshmen, 316 sophomores, 301 juniors, and 306 seniors. Of these students, 46% are economically disadvantaged and 8% have a disability. The graduation rate is 70.7%. Finally, Westover High School only met seven of the nine indicators, which resulted in not making adequate yearly progress (AYP). However, this school is not on the Needs Improvement list. Therefore, 113 students transferred to this school for the 2008-2009 school term; because it is the “School of Choice.”
After reading through the poem, there are a few things that you can point out right from the start. Like a nursery rhyme, the sounds and rhythms in the poem first attract its audience with its repeated “m” consonants and its dactylic meter (Saunders). The
THINK: Find at least three poetic devices in one of the poems we read for Module 2 and explain how they are used to reveal major ideas in the poem.
What is poetry? According to the 47 Essential Poetry Terms, poetry is “abstract language.” There are multiple ways of exploring the abstractness of poetry. One is DIDLS, touching upon the areas of Diction, Imagery, Details, Language, and Sentence Structure. Another is TPCASTT, which touches upon Title, Paraphrase, Connotation, Attitude, Shift In Attitude, Revisitation of the Title, and Theme. The last one is the aforementioned 47 Essential Poetry Terms, 47 devices that describe various occurrences found in poetry. The 3 poems that will be examined in this in this essay. Alliteration, Couplet, and Personification reflect the three most prominent poetry devices found in Holy Sonnet 10, Macavity The Mystery Cat, and The Sunshine Kid.
4. Discuss the poem's meaning as best you can on your own without reviewing critical materials on-line or in books. What is most important is that you learn to develop your own critical eye, and your own ability to review poems for meaning. Your ideas and opinions matter, provided
4) A runner 's starting point in a race. The speaker uses "marks" as a metaphor to her life. This one word organizes the entire poem by setting the direction, tone, and meaning of the poem. With its multiple meanings, the word "marks" plays a significant role. By analyzing the word "marks" in the context of the poem, I want to demonstrate the absolute necessity of that one word in this particular poem.
3. Choose from the poems that have been studied and fully explain/describe the development/application of the following terms/elements within the particular
Q: In some poems what is described is given a meaning beyond the immediately obvious. Explore any one of the poems where this feature is most memorable.