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I will use this book in a unit dealing with allegories. My students will be learning to write allegories while they read this book (1), but I do want them to understand how much creativity can be expressed when proper grammar is not the ONLY focus. (1), Again I feel that students need to see how the events in a poet's life can shape the works that are produced. After reading the biography and Longfellow's poems (1), This is the book that I will use when beginning my poetry unit because Longfellow is very song-like and easy to follow. I want my students to be drawn in with his child-like simplicity and beautiful wording before being exposed to harsher or harder-to-com (1), and they will analyze their previous work in the class to see how this might be true of themselves. (1), This book will be used in conjunction with Fitzerald's biography. Students will learn how the events in one's life affect his or her writing (1), I believe that it would benefit students to study his biography at the time that they study his work. This will allow them to compare and contrast the ideas and events in his novel to those of his own personal life. (1), Because The Great Gatsby is said to be so heavily influenced by Fitgerald's own life (1), such as jealousy and loyalty. Students need to understand that literature is grounded in universal issues that affect their lives. (1), I believe that my students will relate well to this book because it deals with high school students and common moral issues to this age group (1), they each need to learn that they have a story to tell. (1), This book will be taught to my students as they learn to write personal narratives. While none of my students may have stories as powerful as this one (1), and this book shows one way to do so. (1), I feel that the story of a character so close to my students' ages will help them see how literature connects to their lives. This book also contains important themes regarding racial oppression that need to be addressed in the classroom. My students need (1), I will use this book with my students only after concrete grammatical rules have been established. The author takes a very casual view toward writing (1), saying that content should not be hindered by old and outdated rules. I do not want my students to disregard these rules (1), but it will also serve as standard high school literature. (1), I will assign that section of this book as reading. (1), I will use this book as a reference for students as they write. If I notice that my class struggles with a specific area of usage (1), but I will guide them to certain chapters that deal with the stylistic qualities of biblical literature. (1), so I want my students to value the Bible as both a guide AND as literature. I will probably not have students read every chapter in this book because it is intended for more advanced students (1), I plan to teach in an Adventist school (1), I will have each student pick a poet to model in a poetry project of their own. (1), I plan to have my students study poetry of famous poets at the same time that they learn to write poetry. After a general overview (for a couple of weeks) (1), I believe that both are important. (1), I will introduce them to this book so they can share their talents with others. English classrooms all too often focus on abstract literature alone and fail to equip students with books that offer practical information. As valuable as literature is (1), I want my students to write with a purpose. After teaching them to write well (1), Students often feel that punctuation is just an obstacle that they have to overcome to become a good writer. This book will help my students realize that punctuation is both necessary and fun to learn! (1), and literature is a good way to explore these themes because it shows students the value that literature has for real life. (1), Every high school student should be competent with the themes of justice and discrimination that are explored in this book (1), , students will pick a monumental event in each of their lives about which to write a poem. (1)
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Feb 6, 2011