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- News Broadcast – Self-Evaluation Form
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- How to: Recording and sharing video
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- Newspaper Article Rubric
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Monthly Archives: March 2014
- Math Practice quiz tomorrow (“real” quiz on Thursday)
- adding & subtracting fractions
- reducing fractions to lowest terms
- converting between improper and mixed fractions
- Wednesday: Grade 6 Orientation session in library
- School Reminder: Stay in lunch room (unless you have permission from a teacher)
- History Test Friday
- New France & British North America
I am Poem
I am _______________(two special characteristics you have)
I wonder ___________(something you are actually curious about)
I hear_________________________ (an imaginary sound)
I see _________________________ (an imaginary sight)
I want ___________________________ (an actual desire)
I am ___________________________ (the first line repeated)
I___________________ (something you actually pretend to do)
I feel_________________ (feeling about something imaginary)
I worry _______________ (something that actually worries you)
I cry ____________________ (something that makes you sad)
I am _____________________ first line of the poem repeated
I understand __________________(something you know is true)
I say _________________________(something you believe in)
I dream _______________ (something you actually dream about)
I try __________________(something you make an effort about)
I hope ____________________ (something you actually hope for)
I am ____________________(the first line of the poem repeated)
Alliteration: Repetition of the same consonant sound at the start of several words in a line of poetry or sentence. E.g.,
- “Hot-hearted Beowulf was bent upon battle.”
- Betty Botter bought some butter, but, she said, the butter’s bitter; if I put it in my batter it will make my batter bitter, but a bit of better butter will make my batter better. Betty Botter by Mother Goose
Free Verse: Poetry written with no rhyming scheme, meter, or form.
Idiom: Common phrases composed of words that cannot be understood through their literal or ordinary meanings. E.g., A Chip On Your Shoulder, A Piece of Cake, An Arm And A Leg, etc…
Imagery & Descriptive Writing: Language that appeals to the five senses: touch, taste, smell, hearing and sight. It does not use generic adjectives. For example, “nice” might become “angelic”, and bad might become “fiendish”. Your armpits don’t “smell”, they “wreak like the fluid at the bottom of a garbage can”.
Metaphor: A direct comparison between two unlike things without the use of the words “like” or “as”. E.g., “All the world’s a stage,” compares life to a movie. “All our words are crumbs that fall from the feast of the mind,” compares words to crumbs, and thinking to feasting.
Simile: A comparison between two unlike things, using “like” or “as”. “Her eyes shone like stars,” “As black as night”, “As quiet as a mouse,” “Her voice is thin, As the ghosts of bees”. Avoid clichés!
Onomatopoeia: The use of words that sound like the noise they describe. E.g., crunch, meow, bang, psst, splash.
Hyperbole: An exaggeration used for creating humour or for emphasizing a point when describing. Kids are great at this! Example: am so hungry I could eat a horse. I had a ton of chores to do. If I can’t get a Smartphone, I will die.
Personification: A form of figurative language in which poets attribute human-like characteristics to an animal, object, or idea (i.e. the ability to think, speak, feel, hear, etc.) The yellow smoke that rubs its muzzle on the window-panes. The leaves whispered their secrets to the night sky.
I looked upon the rotting sea,
And drew my eyes away;
I looked upon the rotting deck,
And there the dead men lay.
Repetition: The deliberate use of a sound, word, or phrase more than once.
Rhyme: The repetition of somewhat like sounds. These could come at the end of a line in poetry creating end rhyme or they could be within a line for internal rhyme, when two similar sounds appear together.
Rhyming scheme: The pattern of rhymes (e.g., aa/bb or ab/cb, etc..)
The limerick packs laughs anatomical
Into space that is quite economical.
But the good ones I’ve seen
So seldom are clean
And the clean ones so seldom are comical
Stanza: A group of lines in a poem set off by empty spaces, much like paragraphs.
Symbolism: The use of an idea to represent or stand in for something else. For example colours represent various things: Black is used to represent death or evil. White stands for life and purity. Trophy for victory…
Mood: The feeling captured in a poem through the poet’s use of words, phrases, repetition, rhyme, and sometimes exaggeration. Usually this is a product of several elements working together “The river, reflecting the clear blue of the sky, glistened and sparkled as it flowed noiselessly on.” What mood does this sentence create and why?
Tone: The suggested attitude that the writer takes toward the reader or audience or topic.
Voice: This is usually the speaker and establishes the point of view taken on by the writer or poet.
Learning Goal: We are learning to identify and experiment with a variety of poetic elements and forms in order to create our own poetry anthology.
An anthology is a collection. You will create an anthology of poems written by you! We will be studying several poetic elements and forms, allowing you to experiment with a variety of styles and techniques. You’re a poet, and just don’t know it!
Putting it together:
- Your anthology will include your FIVE favourite poems (each one must represent a different form studied and contain an example of a poetic element).
- Your anthology will need a cover page, a title, and a table of contents. It may be electronic or paper.
- Each of your five poems will be on a page of its own. You should illustrate your poems or decorate each page. Poetry is very visual, so you must take care in how you present your work. Overall presentation is important.
- On each poem in your anthology, you need to include an explanation for each of the poems you chose. In addition, you need to identify the poetic element you used in each.
- Make sure your writing is clear (carefully consider word choice, pay attention to spelling, etc.)
- Be creative. Have fun. Don’t be afraid to try new things. Poetry is a very forgiving form of writing.
Not Yet (1)
I can identify specific poetic elements and explain how they help communicate meaning
I experiment with different poetic elements and forms
I can produce a finished, professional copy of my anthology that meets identified criteria listed above.
- All math sheets due Monday (green, orange, cream, grey)
- Health white page- finish if not done
- Bring headphones for music (Monday)
- Fundraising due tomorrow- no late orders!!!!!
- S.J.G tomorrow 1st break
- Wrestling meeting tomorrow
- Language: Started poetry
- We wrote a poem about poetry
- Homework: Find lyrics from your favourite song, for our poetry unit (clean versions only, please).
- Have a great evening and don’t forget to smile!!
- Body Image presentation on Wed., Mar. 26 Periods 1-3
- Math homework: Orange sheet on mixed & improper fractions
- March Madness Thursday
- History Polls – finished by Wednesday!
We are preparing for the end of our first learning cycle in History on New France and British North America (BNA). Each student will be going through their notes and the textbook and coming up with seven (7) questions on EACH of the three main groups: the French, First Nations, and the British (notice they start with capitals – proper nouns).
Your questions should consider the following:
- Lifestyle, roles of men and women, diet
- Religion / Beliefs
- Relationships, alliances and enemies
- Economy: jobs, Mercantilism, etc…
- Location and Population
- Wars & treaties
- Politics, hierarchy, crime & punishment
- Other: be creative!
These polls will be created in Google Drive using “Forms” and should be mainly multiple choice, although short answer is also okay.
- 21 mandatory questions
- 7 on the British
- 7 on the French
- 7 on the First Nations
- Bonus questions can be “would you rather” type questions.
- Questions must be written in complete sentences.
- Questions must reference either your notes, the movie, or the text book – type it into the help text area of the poll question.
- The mandatory questions must cover one of the categories listed above.
- Tomorrow: Computer Lab Period 1 (History Polls)
- Dance: No practice tonight
- Boys wrestling practice tomorrow
- GSA meeting tomorrow
- $4 t-shirts & field trip
- March Madness
- Grade 7: Thursday – nutrition break
- Art: Remember to bring your sketchbook
We area able to reduce fractions into their lowest terms:
- List all of the factors for each number of the fraction
- Find the Greatest Common Factor (GCF) of the two numbers
- Divide the numerator and the denominator by the GCF to reduce the fraction to its lowest terms
We are learning to add and subtract fractions
- Find the Lowest Common Multiple (LCM) of the denominators
- Create equivalent fractions using the LCM as the common denominator
- Add/Subtract the numerators (keeping the denominators the same)
- Simplify and reduce fraction to lowest terms