Rhyme: I ran around behind him for I thought that I would see The broken leg all bandaged up and bent back at the knee; But I didn't see the leg at all, there wasn't any there, So I asked him very kindly if he had it hid somewhere
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Week 6
Reading Handouts Rhyme: I ran around behind him for I thought that I would see The broken leg all bandaged up and bent back at the knee; But I didn't see the leg at all, there wasn't any there, So I asked him very kindly if he had it hid somewhere. "Not at all!" said the broken-legg'd man. Poetry – is a piece of writing in which words and their sounds are used to show images and express feelings and ideas. Noticings Author’s Purpose: to entertain or express Form: includes free verse, narrative, lyrical, and haiku Stanzas: the sections of a poem; a stanza may focus on one central idea or thought; lines in a stanza are arranged in a way that looks and sounds pleasing Rhyme: words that have the same ending sound may be used at the ends of lines to add interest to the poem and to make it fun to read Book Examples Author’s Purpose: to entertain the reader with a funny poem that tells the story about a how a man lost his leg Form: narrative poem Stanzas: I saw the other day when I went shopping in the store A man I hadn't ever, ever seen in there before, A man whose leg was broken and who leaned upon a crutch- I asked him very kindly if it hurt him very much. "Not at all!" said the broken-legg'd man. I ran around behind him for I thought that I would see The broken leg all bandaged up and bent back at the knee; But I didn't see the leg at all, there wasn't any there, So I asked him very kindly if he had it hid somewhere. "Not at all!" said the broken-legg'd man.
Poetry – is a piece of writing in which words and their sounds are used to show images and express feelings and ideas. Noticings Add these to anchor chart on Friday Rhythm: the beat of how the words are read; may be fast or slow Sound Effects:
Add on Monday Imagery & Sensory Detail the use of words to create pictures, or images, in your mind. Appeals to the five senses: smell, sight, hearing, taste and touch. Figurative Language tools that writers use to create images, or “paint pictures,” in your mind. Add on Tuesday Simile compares two things using the words “like” or “as.”
Book Examples Rhythm: The rhythm in this poem is fast – to match the speed of the stick striking the fence. The pickety fence The pickety fence Give it a lick it's The pickety fence Give it a lick it's A clickety fence The rhythm in this poem is slow – to match the night gently falling and the lights slowly coming on. When the night begins to fall And the sky begins to glow You look up and see the tall City of lights begin to grow –
Someone tossed a pancake, A buttery, buttery, pancake. Someone tossed a pancake And flipped it up so high, That now I see the pancake, The buttery, buttery pancake, Now I see that pancake Stuck against the sky.
see specific anchor charts for examples Onomatopoeia Imagery & Sensory Detail: Figurative Language:
Topic: State Fair Read the State Fair poem. Use this graphic organizer to collect sensory language that helps the reader create imagery.
State Fair The energy— thousands of people swarming about Moms pushing strollers couples holding hands teenagers bored with excitement kids running back and forth, around in circles laughing Eyes wide open— screaming, Big Tex smiles and waves hot and sweaty. “Howdy Folks!” cotton candy, corn dogs each ride sings its own music Ferris Wheel stops at the top “Hurry! Hurry! Step right up!” sticky and sunburned. Everything at once— auto show carmel apples, nachos farm animals extreme rides squeal in delight “Announcing! The beginning of a show!” ice cream cone, funnel cake BMX bike show pig races spin the wheel toss the rings Long day ending— shoot the ball one more ride “I won! I won!” on the carousel, stuff the Snoopy under my arm enough of chili and cheese fries the fried food Texas Skyway the sweet cakes, thirsty, the voices and laughter dusty and dirty. of a thousand people fading away, slowing down, dragging feet, dragging Snoopy, hot and sweaty, sticky, sunburned, dusty, dirty, “Where’s the car?” Topic: State Fair ***The highlighted Sensory Details are the ones you can use for modeling during your Minilesson.
Figurative Language
Figurative Language
Big Bully Joe by Arden Davidson Big Bully Joe is a kid I know who’s as mean as a grizzly bear. He’s tall and he’s strong. 
We just don’t get along. There’s not one thing in common we share. When a baby’s diaper falls off, you know Joe took out the pins. Joe likes to torture little ones that’s how he gets his grins. When there’s gum in someone’s hair, you know it’s Joe who blew the bubble. When the teacher shouts “who did this?” you know Big Joe’s in big trouble. When a food does not agree with Joe he argues till he wins. He likes to fight. He also likes to kick dogs in their shins. He calls out horrid names to kids just doing their own thing. If he saw an injured bird, he’d likely break it’s other wing. Big Bully Joe is a kid I know who doesn’t have one single friend. But I heard Kelly Mayer put a tack on his chair. Guess he’ll pay for it all in the end! What it Looks Like on a Test… ______________________________________________________________________________________ Read this sentence from paragraph ___ The imagery in these lines appeal most to the reader’s sense of – In paragraph ___, “a nightlight offering comfort from a bad dream” means that the light makes the boys feel – 4.8/Fig 19D What it Looks Like on a Test… The paragraph above the title of the poem is included to – 4.4/Fig 19D The reader can tell that the poem is written in free-verse form because it does not have – Which poetic structure is found in the poem? (Stanzas, Rhythm, Use of Repetition, Short Line Length) Which word rhyme in each stanza of the poem? 4.4A Carmen is a student at Pleasant Hill Elementary School. “Miss D.” is Carmen’s teacher. Miss D.’s mother, Grams, likes to visit the classroom and share her time with the students. In this poem, Miss D. asks the class to vote on how to spend the money left over at the end of the school year. CARMEN Secret Ballot by Andrea Cheng School’s almost out. We have to spend the money somehow. We put suggestions
Kayla raises her hand. A present for Grams, she says. What would Grams like?
We vote
on slips of paper called secret ballots. Pizza gets four, 25 skating gets three, and the picture wins. From Where the Steps Were by Andrea Cheng. Copyright © 1994 by Andrea Cheng. Published by Wordsong, an imprint of Boyds Mills Press. Reprinted by permission.
Directory: cms -> lib01 -> TX01000898 -> Centricity -> Domain -> 104 lib01 -> Station 1- georgia’s Climate lib01 -> At the Old Haunted House By: Helen Ketteman Illustrated: Nate Wragg Synopsis lib01 -> You Gotta Know These Programming Languages C++ lib01 -> Howard High School / Information Technology 2014-2015 course syllabus program concentration lib01 -> NS3-M1U1C1 The Importance of Sea Power (Exam) 104 -> Topic: State Fair Domain -> Comparing the Colonies Section 1: Introduction Domain -> The Crisis By Thomas Paine December 23, 1776 1 Domain -> Mapping the Ocean Floor Background Information: sound navigation and R Download 189.05 Kb. Share with your friends:
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