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Objectives of the Remodeled Lesson explore the thoughts and feelings of another culture through critical reading of Haiku practice creative thinking and writing Groundwork for the study of haiku poetry should begin with an understanding of the Japanese culture and the exploration of the underlying purposes of the poetry.
Appreciation for another culture may be accomplished through the visit of a foreign exchange student, a film on current Japanese life, and a study of oriental art, especially with respect to nature.
Students could research Haiku, Japan, and Japanese and other Asian art in dictionaries, art books, and encyclopedias, and read more examples of haiku in library books.
With this background, the empathy of the students will develop so that the exploration of thoughts underlying feelings will naturally flow into the creativeness of haiku. S During the discussion of the poetry, questions should be asked about the authors and how they felt and thought when writing the poems, and why they chose to express their feelings with poetry.
A background in other nature poems would contrast and give insight into the depths of feelings and ideas expressed in poetry. S-4 Students could evaluate the poems they read. How does it make you feel? What do you suppose the author was thinking and feeling?
Why was it written? Is it well written? Do you like some of these more than others?
It is understood that the mechanics of haiku poetry have been taught during appropriate intervals. During the brainstorming sessions, feelings may be identified through the use of colorful words and their synonyms. Descriptive phrases may be listed around a central idea and synonyms substituted to balance the poetry with the correct number of syllables.
Thus the students are well prepared to develop their rough drafts and then to revise and rewrite their haiku poems in an atmosphere loaded with expressed thoughts and rich cultural understanding. Critique This lesson missed the opportunity to explore the cultural background of haiku poetry.
The teacher is the main investigator and disseminator of information. Groundwork for the study of haiku is negligible with the exception of a previous lesson on synonyms. The students need to have an enriching, valuable personal experience of exploring the Japanese culture and thereby understanding the underlying purpose and background of haiku poetry.
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Although the basic facts are introduced in the lesson on haiku, other factors need to be established, such as the quality of emotions and how the feelings may be expressed most effectively.
These feelings may be explored through the thoughts of the Japanese authors. Students are asked to write rough drafts after viewing several poems correctly written, a beginning poem with one line, and two poems with an incorrect number of syllables. After reading aloud the first poems, finishing the one poem, and correcting the last poems, students were assigned haiku poetry on the seasons.
At this point, discussion on background the students need, would be appropriate. That is, not only synonyms, syllables, and such, but the emotions, feelings, and thoughts of these would-be writers should be explored. The students would have a more complete understanding of not only the mechanics, but of their thoughts and feelings and how to best express them through haiku.
Strategies Used to Remodel S reading critically: The children are directed to read a story about why Ra-wen-io, maker of all things on earth, gave Rabbit long back legs and long ears and why he gave Owl a short neck and big eyes.
Upon finishing the story, children are asked to answer factual questions about the story and to consider the definition of 'myth' and 'legend'. They are then asked to read a Hawaiian story about Pele and how she became goddess of volcanoes.
Again factual questions are asked. In addition, children are asked to identify the story as myth or legend. The unit concludes with a lesson on legend identification. Critique I will focus on the myth aspect of the lesson. Even though many sixth graders would be unable to recite definitions of 'myth' and 'legend' and identify a given story as one or the other, they have long been acquainted with myths and legends.
Certainly it is important that children have the language of literature and be able to recognize different forms of literature, but that is not enough. Skills Unit 31 has for its main task myth recognition, but it fails to consider the worthier task of myth and its relationship to reality, seen and unseen.
In the section titled "Introducing the Skill Lesson," the teacher is told the scope of the lesson and what to say and do:Sixth grade teachers can access hundreds of free, ready-made sixth grade vocabulary and spelling word lists on VocabularySpellingCity‘s website.
Teachers can import sixth grade word lists and assign interactive games and activities to students to provide practice in sixth grade ELA standards. The Guide to Grammar and Writing is sponsored by the Capital Community College Foundation, a nonprofit c-3 organization that supports scholarships, faculty development, and curriculum alphabetnyc.com you feel we have provided something of value and wish to show your appreciation, you can assist the College and its students with a tax-deductible contribution.
Free, printable ELA Common Core Standards Worksheets for 6th grade writing skills. Use activities in class or home. Click to learn more. Introduction. State your point of view and/or present your persuasive argument. Thesis: Competitive swimming is a great alternative to other youth sports.
Body Paragraph 1. Introduce your primary persuasive argument and provide supporting details. As a member, you'll also get unlimited access to over 75, lessons in math, English, science, history, and more.
Plus, get practice tests, quizzes, and personalized coaching to help you succeed. Narrative Essay Topics.
In a narrative essay, the writer tells a story about his/her personal experience. However, treating a narrative essay like an interesting bedtime story would be a mistake. It goes further. In this type of essay, the writer should speak about his/her experience within a .