Line Words I don’t understand

Paraphrase What does the line mean?

Hold fast to dreams

strong, close, and steadfast, e.g. in a relationship

Grasp tightly to goals

The speaker urges the reader to not give up on a dream.

For if dreams die

Life is a broken-winged bird

Nature’s law

Natural law or the law of nature (Latin: lex naturalis) is a theory that posits the existence of a law whose content is set by nature and that therefore has validity everywhere.[1] oxygen

Paragraph

Bread/Topic Sentence

The speaker urges the reader to not give up on a dream.

Meat/ Supporting

example

The poem begins with a request, “Hold fast to dreams”.

Bread/

analysis

Life without a dream is pointless. The speaker asks the reader to keep a tight grasp on their dreams.

Figurative Language Test

Write the following poem on your paper

“You Are to Me…”My dreams fell like the leaves

Of the tree

That protects and loves me

As the house I live in.

My house is my home I call

You.

Number 4

4. Simile- Dreams and leaves are being

compared using like. Personification- The tree is given human

qualities because it “loves” and “protects” the speaker.

Metaphor- “House” and “you” are being compared but not using like or as.

Extra Credit- compare the 1st test with the “Redo” test. Think about your mistakes. What did you learn by reviewing the second test? What did you do wrong on the 1st test?

Figurative Language Test

Write down and answer the following questions-

1. What are the three components of figurative language?

2. Describe each component- 3 points3. Identify the three forms of figurative

language in the poem you wrote on your paper.

4. How is this an example of each component? 3

Objectives – Summarize in your note book

Academic Standard: A.12.2- Explain the structure of selected classical and contemporary works of literature,

in whole and in part, from various cultures and historical periods, and illustrate ways in which authors use syntax, imagery, figures of speech, allusions, symbols, irony, and other devices in the context of history, culture, and style.

B.12.2- Students in Wisconsin will write clearly and effectively to share information and knowledge, to influence and persuade, to create and entertain.

C.12.1- Listen to understand and will speak clearly and effectively for diverse purposes.

Content Standard: Know the characteristics of good writing. (organization, voice, word choice, ideas,

conventions) Listening skills, and read fluently and expressively before an audience.

Performance Standard: Can you analyze a poem and write a 5 paragraph essay about your chosen poem? Can you identify a poem’s rhyme scheme? Can you identify a poem’s imagery? Can you identify a poem’s figurative language? Can you show good listening skills and read fluently and expressively before and

audience?

Basic Essay Structure

Include the following in your notes. You will have a test on this. It will be on the final exam.

Format

IntroductionBodyConclusionDouble space your essayIndent to indicate a new paragraphNo spaces in between a paragraph12 point fontTimes New Roman

Introduction

General statementMain Topic AMain Topic BMain Topic CThesis statement

Main Topic A, B and C

Topic SentenceYour wordsThe point you’re trying to make that backs up the thesis

statementSupporting Detail

FactsLine from a poemDetail from the storyStatistic

AnalysisYou should write at least three sentences of analysisThese are your words

Bread/Topic Sentence

Meat/Sup.Detail

Bread/Analysis

Practice making a “sandwich”

Texting while driving is dangerous. Write a sentence that supports that statement (and

will introduce the statistic): First, texting while driving can have fatal

consequences. Insert Statistic: “Each year, 21% of fatal car

crashes involving teenagers between the ages of 16 and 19 were the result of cell phone usage.”

Now write three sentences that support your position (keep the stat in mind)- ____________________________________

Result- Let’s hear some examples

Practice making a “sandwich”

Thesis: Women should not stay in abusive relationships.

Write a sentence that supports that statement (and will introduce the statistic):

First, women who are in abusive relationships run the risk of being killed.

Insert Statistic: Statistic: “In 1995, 7 percent of all murder victims were young women who were killed by their boyfriends.” ()

Now write three sentences that support your position (keep the stat in mind)- ____________________________________

Result- Let’s hear some examples

Conclusion enormous

Thesis StatementMain topic A, B, and CClosing statement

Consider it a bow that ends your essay. It leaves your reader with a final thought.

Review Grammar

Basic SentenceSubject + Verb = I ran

CommasCoordinating conjunction

She went to the store, but she forgot to buy butter. FANBOYS = For, And, Nor, But, Or, Yet, So

Dependent clause, Independent clause

Since we arrived to school early, we went inside and worked on our homework.

Poetry Analysis

Pick up a handoutReviewChoose a poem

Write poem in your notebookWrite the chart in your notebookParaphrase each line Complete the rest of the chart

Public Speaking

Making eye contact with the crowdReading out loud and modulating your

voiceModulating: transitive verb to change the tone,

pitch, or volume of sound, e.g. of a musical instrument or the human voice

Listening skills

The U.S. Department of Labor wrote the following about good listening skills in the work place. Why You Need Good Listening Skillsbetter understand assignments and what is expected of

you; build rapport with co-workers, bosses, and clients; show support; work better in a team-based environment; resolve problems with customers, co-workers, and

bosses; answer questions; and find underlying meanings in what others say.

How to show you are listening

maintain eye contact; don't interrupt the speaker; sit still; nod your head; lean toward the speaker; repeat instructions and ask appropriate

questions when the speaker has finished. *this works well in relationships as well*

Model

Guided Practice

Assessment

Independent Practice

Differentiated Instruction for grade, skill and language differences

Reflect on what you learned

Review the learning objective.Did you meet the objective? Yes or no. If yes, how do you know you met the objective? If no, how do you know you did not meet the

objective? What do you want to learn more about this

subject? What can Mrs. Navejar do to make this lesson

more interesting?