Week 16: Continuous Assessment - Final Draft
Thursday: Revise using the Blookets and Gimkit
Great job on your continuois assessments, everybody! I'm so proud of your progress so far this year!
Today I introduced you to a new Blooket-style game - Gimkit. Spend some time revising with this game - it's a fun way to study (but of course, you should still go through your book and make sure you have everyting covered).
Gimkit link: www.gimkit.com/join/67c8f9f8d9ab052242ec3987
Great job on your continuois assessments, everybody! I'm so proud of your progress so far this year!
Today I introduced you to a new Blooket-style game - Gimkit. Spend some time revising with this game - it's a fun way to study (but of course, you should still go through your book and make sure you have everyting covered).
Gimkit link: www.gimkit.com/join/67c8f9f8d9ab052242ec3987
Monday: HW: Finish your final draft of your continuous assessmen (hand in on Thursday)
Today I gave you all one-on-one feedback on the first draft of your poem and reflection. Now, finish your final draft by taking the comments I gave and improving your poem! Please write NEAT AND TIDY for your final draft. You may choose to write in pen if you like. Good luck!
Today I gave you all one-on-one feedback on the first draft of your poem and reflection. Now, finish your final draft by taking the comments I gave and improving your poem! Please write NEAT AND TIDY for your final draft. You may choose to write in pen if you like. Good luck!
Week 15: Continuous Assessment - Writing a poem and reflection about "Being Lost in the Mountains"
Thursday: HW: Finish your first draft by writing your reflection (hand in on MONDAY)
I guess I wasn't clear enough about writing your reflection as a part of the first draft, but that's OK! Only four of you wrote the reflection, but you all wrote your poems and they look pretty good! I haven't read them carefully yet, but I will do that on Monday, and I will hand them back to you and give you in-person feedback as well. So on Monady, you will write your final draft!
Blooket for revision: play.blooket.com/play?hwId=67bfb569714200dfecb391ee
I guess I wasn't clear enough about writing your reflection as a part of the first draft, but that's OK! Only four of you wrote the reflection, but you all wrote your poems and they look pretty good! I haven't read them carefully yet, but I will do that on Monday, and I will hand them back to you and give you in-person feedback as well. So on Monady, you will write your final draft!
Blooket for revision: play.blooket.com/play?hwId=67bfb569714200dfecb391ee
Monday: HW: GN p.39 (hand in on THURSDAY)
Today I introduced the continuous assessment and today's homework to the class. The continuous assessment consists of two parts:
Today I introduced the continuous assessment and today's homework to the class. The continuous assessment consists of two parts:
- Writing a poem about being lost in the mountains.
- Your poem should include at least four stanzas. Each stanza can describe a different feeling or emotion that you have as you are lost in the woods. Think about the range of emotions you might have over the course of the journey. Emotions can include: fear, anxiety, nervousness, panic, relief, happiness, pride, lonliness, worry, etc.
- Your poem should contain at least two of the four literary devices that we learned this term: (1) metaphor, (2) sensory words, (3) onomatopoeia, (4) imagery. You already brainstormed these ideas on p.38 - use them!
- Writing a reflection about your poem.
- Your reflection should include two things: (1) Why you wrote what you wrote, and (2) Why you used the language/literary devices that you used.
- You should reference the different stanzas of your poem and give examples of the things that you have written.
Week 14: Poem Reflection and introduction to the second continuous assessment.
Thursday: HW: GN p.38 (hand in on MONDAY)
In the final unit this term, you will be completing another process writing. This time, you will write a poem, and then write a reflection about your poem. The poem will be about being lost on a mountain.
Guiding Notes p.38 is where we're starting today. On this page, you need to brainstorm the four things that we learned this term: metaphor, onomatopoeia, sensory words, and imagery. So you should think of the different emotions you might feel if you're lost on a mountain, and then write down these feelings using these different literary devices.
In the final unit this term, you will be completing another process writing. This time, you will write a poem, and then write a reflection about your poem. The poem will be about being lost on a mountain.
Guiding Notes p.38 is where we're starting today. On this page, you need to brainstorm the four things that we learned this term: metaphor, onomatopoeia, sensory words, and imagery. So you should think of the different emotions you might feel if you're lost on a mountain, and then write down these feelings using these different literary devices.
Monday: HW: GN p.34 (Thursday)
Today, we discussed how to write a good reflection. Everyone did a fantastic job listening, and it was obvious when I received the homework. Your reflections were very thoughtful, and you wrote excellent topic sentences. Some things to remember when you write your reflections:
Today, we discussed how to write a good reflection. Everyone did a fantastic job listening, and it was obvious when I received the homework. Your reflections were very thoughtful, and you wrote excellent topic sentences. Some things to remember when you write your reflections:
- Write a strong topic sentence. It should be connected to the rest of your reflection. You can write a metaphor, but it doesn't need to be one. Metaphors, however, are a strong way to grab your reader's attention.
- Your reflection should reference the poem. You can write a strong introduction, but don't forget the reason why you are writing a reflection is to talk about how the different parts of the poem made you feel.
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Week 13: Imagery (cont'd)
Monday and Thursday: HW: GN p.31-32
This week we broke down the poem and discussed more about the deeper meaning and the message Song Myong-ho was trying to convey. We went over the answers to GN pages 31 and 32 in class, and it was assigned for homework. Everybody seemed to have a good understanding of the meaning of the poem.
This week we broke down the poem and discussed more about the deeper meaning and the message Song Myong-ho was trying to convey. We went over the answers to GN pages 31 and 32 in class, and it was assigned for homework. Everybody seemed to have a good understanding of the meaning of the poem.
Week 10: Imagery
Monday and Thursday: HW: GN p.27-28
This week we started our unit on imagery. Imagery is a way of using words to help you imagine what something looks, sounds, smells, tastes, or feels like. It’s like painting a picture in your mind with words! For example, instead of just saying "the garden," you might say "the colorful flowers danced in the gentle breeze, filling the air with sweet scents." This helps you picture the bright colors and smell the flowers.There are 5 different types of imagery:
In this unit's poem, we are going to focus on how Song Myong-ho uses imagery to take us on a journey of emotions and feelings, whilst talking about running from war.
Have a look at the PowerPoint presentation below for a recap 👇
This week we started our unit on imagery. Imagery is a way of using words to help you imagine what something looks, sounds, smells, tastes, or feels like. It’s like painting a picture in your mind with words! For example, instead of just saying "the garden," you might say "the colorful flowers danced in the gentle breeze, filling the air with sweet scents." This helps you picture the bright colors and smell the flowers.There are 5 different types of imagery:
- Visual Imagery: What you see (like a bright blue sky).
- Auditory Imagery: What you hear (like the sound of birds singing).
- Olfactory Imagery: What you smell (like fresh-baked cookies).
- Gustatory Imagery: What you taste (like sour lemonade).
- Tactile Imagery: What you feel (like soft, fluffy clouds).
In this unit's poem, we are going to focus on how Song Myong-ho uses imagery to take us on a journey of emotions and feelings, whilst talking about running from war.
Have a look at the PowerPoint presentation below for a recap 👇
| running_from_the_war_pres2025.pptx |
Week 9: Onomatopoeia
Thursday: HW: GN p.25
Today we spent more time discussing onomatopoeia, and the importance of using it in poetry. We also discussed why Eve Merriam used so much onomatopoeia in her poetry. We also got started writing our poems for this unit - make sure to use lots of onomatopoeia to describe your own rainstorm!
PowerPoint below for your reference 👇
Today we spent more time discussing onomatopoeia, and the importance of using it in poetry. We also discussed why Eve Merriam used so much onomatopoeia in her poetry. We also got started writing our poems for this unit - make sure to use lots of onomatopoeia to describe your own rainstorm!
PowerPoint below for your reference 👇
| weather_2025.pptx |
Monday: HW: GN p.21-24
In today's lesson, we talked more about onomatopoeia, and it's use in poetry.
A good explanation of why we use onomatopoeia in poetry:
Onomatopoeia, the use of words that imitate the sounds they describe, plays a significant role in poetry. It enhances imagery by allowing readers to hear the sounds associated with actions or objects, making the experience more vivid. Words like "buzz," "clang," or "whisper" evoke specific auditory experiences, helping to create a more immersive reading.
Additionally, onomatopoeia contributes to the mood and atmosphere of a poem. The sounds can influence emotional tone, with harsh noises conveying tension and softer sounds evoking calmness. By engaging the senses and adding to the poem's rhythm, onomatopoeia not only emphasizes themes and motifs but also helps make the poem more memorable for readers.
We learned that onomatopoeia can be used as a noun, verb, or adjective, and it's important to make sure you use the correct word type when you use them in sentences.
In class, we also read the poem together and underlined all of the onomatopoeia. We circled the alliteration as well (GN p.23).
In today's lesson, we talked more about onomatopoeia, and it's use in poetry.
A good explanation of why we use onomatopoeia in poetry:
Onomatopoeia, the use of words that imitate the sounds they describe, plays a significant role in poetry. It enhances imagery by allowing readers to hear the sounds associated with actions or objects, making the experience more vivid. Words like "buzz," "clang," or "whisper" evoke specific auditory experiences, helping to create a more immersive reading.
Additionally, onomatopoeia contributes to the mood and atmosphere of a poem. The sounds can influence emotional tone, with harsh noises conveying tension and softer sounds evoking calmness. By engaging the senses and adding to the poem's rhythm, onomatopoeia not only emphasizes themes and motifs but also helps make the poem more memorable for readers.
We learned that onomatopoeia can be used as a noun, verb, or adjective, and it's important to make sure you use the correct word type when you use them in sentences.
In class, we also read the poem together and underlined all of the onomatopoeia. We circled the alliteration as well (GN p.23).
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Week 8: Sensory Words cont'd + Onomatopoeia intro
Thursday: No HW ✌️
Today we listened to some students read their sensory poems - everybody did an amazing job writing them!
I also introduced the next unit's topic - onomatopoeia. Have a look at the videos about onomatopoeia below:
Today we listened to some students read their sensory poems - everybody did an amazing job writing them!
I also introduced the next unit's topic - onomatopoeia. Have a look at the videos about onomatopoeia below:
Monday: HW Guiding Notes p.16-17 (due Thursday)
Today we learned more about why sensory words are important to make your writing mmore effective. I told a story about my terrible flight experience (ask your child to tell you what happened haha). Then I read my poem about my experience:
In-Flight Entertainment
By Dr. Drezeznek
The meal is done
The lights go out
It’s time to dream
But babies shout
Finally, I close my eyes
A pungent smell
I do despise
Fermenting fruit?
It couldn’t be…
A gnarly foot
On top of me
A toenail
Poking through a sock
A bunion
Hard as a rock
Stinky, stonky, stanky, stank
Dinky, donky, danky, dank
It’s nestled up against my leg
Sweaty, humid, boiled egg
Oh flight attendant, come and see!
Get this foot up off of me!
With sneers and growls
She puts up a fight
Did she finally see the light?
Reluctantly, she takes it away
The smell remains
Hot garbage decay
Here you can see how using sensory words makes a poem more interesting. You can really make your readers FEEL what you are saying. So for your homework, you need to complete the organizer on p.16 - this will help you with your poem on p.17.
Some points to note when writing your poem:
Today we learned more about why sensory words are important to make your writing mmore effective. I told a story about my terrible flight experience (ask your child to tell you what happened haha). Then I read my poem about my experience:
In-Flight Entertainment
By Dr. Drezeznek
The meal is done
The lights go out
It’s time to dream
But babies shout
Finally, I close my eyes
A pungent smell
I do despise
Fermenting fruit?
It couldn’t be…
A gnarly foot
On top of me
A toenail
Poking through a sock
A bunion
Hard as a rock
Stinky, stonky, stanky, stank
Dinky, donky, danky, dank
It’s nestled up against my leg
Sweaty, humid, boiled egg
Oh flight attendant, come and see!
Get this foot up off of me!
With sneers and growls
She puts up a fight
Did she finally see the light?
Reluctantly, she takes it away
The smell remains
Hot garbage decay
Here you can see how using sensory words makes a poem more interesting. You can really make your readers FEEL what you are saying. So for your homework, you need to complete the organizer on p.16 - this will help you with your poem on p.17.
Some points to note when writing your poem:
- Separate different ideas into STANZAS (paragraphs for a poem) and skip a line in between.
- Use lots of sensory words to make your poem more interesting.
- It's ok to make up your own words, but don't use too many made-up words.
- If you run out of space, use the pages in the back of your GN book.
- BE CREATIVE AND HAVE FUN!
Week 7: Sensory Words
Thursday: HW Guiding Notes p.14
In the last couple lessons, we learned about sensory words and their effectiveness in making the reader FEEL the words that they are reading. We started with the KIKI and BOUBA example:
In the last couple lessons, we learned about sensory words and their effectiveness in making the reader FEEL the words that they are reading. We started with the KIKI and BOUBA example:
Almost everybody guesses correct. Kiki has a sharp sound, and bouba has a round sound, which will give us an idea of the word, even if we don't see the pictures. Sensory words are similar. Sensory words are effective in writing because they help readers imagine things more vividly. Here’s why they are important. Sensory words...
- Paint a Picture: Sensory words describe how things look, smell, sound, taste, or feel. For example, instead of saying "the flower was pretty," you can say "the flower was bright yellow and smelled sweet." This helps readers picture the scene in their minds.
- Make It Real: When you use sensory words, it feels like the reader is actually experiencing what you’re describing. It makes stories and descriptions more exciting and relatable.
- Engage Emotions: Sensory words can make readers feel certain emotions. For instance, describing a storm with "the howling wind" and "crashing thunder" can make them feel scared or excited.
- Create Connection: Using words that appeal to the senses helps readers connect with the story or message. They can remember how something looks or smells, making the writing more memorable.
Week 4: Metaphors, sick leave, and reading
I was sick last Thursday and it lingered on to Monday, when I was out again. So I'm back today, Thursday, but we were finally able to have a reading lesson, so we read some from the book "No Talking". No homework this week, but we'll be back on track next Monday 😉
Week 3: Writing a poem with metaphors
Monday: HW Guiding Notes p.7-8 (due Thursday)
By now, you should all be experts on METAPHORS, but in case you still are a bit unclear, a metaphor is a sentence that says one THING is another THING. For example: ________________________ is ___________________________. You could say a number of things...School is food for our brains. Or this food is trash. But the one thing that you need to make sure that you are doing is comparing two things. Saying "School is boring" is not a metaphor, but "School is prison" is a very strong metaphor.
For the homework, you now need to write your own two-stanza poem with four lines in each stanza (8 lines total). We went over this in great detail in class on Monday, so please have a look at the examples in the photos below.
Your poem should be written from the perspective of your IDENTITY - or what you identifty as. I think everyone understood this. Next, you needed to write down at least one quality of your identity. Have a look at the photo below if you forgot what qualities are.
Finally, you need to put your poem together and make sure that it follows the same rhyme scheme as Dreams, by Langston Hughes. As I walked around in class, I could see that you were all on track with your writing. Great job, everyone!
By now, you should all be experts on METAPHORS, but in case you still are a bit unclear, a metaphor is a sentence that says one THING is another THING. For example: ________________________ is ___________________________. You could say a number of things...School is food for our brains. Or this food is trash. But the one thing that you need to make sure that you are doing is comparing two things. Saying "School is boring" is not a metaphor, but "School is prison" is a very strong metaphor.
For the homework, you now need to write your own two-stanza poem with four lines in each stanza (8 lines total). We went over this in great detail in class on Monday, so please have a look at the examples in the photos below.
Your poem should be written from the perspective of your IDENTITY - or what you identifty as. I think everyone understood this. Next, you needed to write down at least one quality of your identity. Have a look at the photo below if you forgot what qualities are.
Finally, you need to put your poem together and make sure that it follows the same rhyme scheme as Dreams, by Langston Hughes. As I walked around in class, I could see that you were all on track with your writing. Great job, everyone!
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Week 2: Metaphors (cont'd)
Thursday: HW Guiding Notes p.6 (classwork)
Today, we reviewed poetic structure and I pointed out what lines and stanzas are. If you compare poetry to a story, the lines would be the sentences in a story, and the stanzas would be the paragraphs. So stanzas and paragraphs serve to group ideas together, while lines and sentences convey meaning. Something to note about lines and sentences, however, is that lines in a poem don't always follow the grammmatical rules of a sentence.
To go into more detail:
Structure
Lines vs. Sentences:
Lines and Sentences:
Lines and Sentences:
We also talked about rhythm in poetry, focusing on stressed and unstressed syllables. Remember, a 'u' above a syllable means 'unstressed' and a '/' above a syllable means that it's 'stressed'. Our names are good to practice this. Usually the first syllable in a name is stressed and the other syllables are unstressed.
Today, we reviewed poetic structure and I pointed out what lines and stanzas are. If you compare poetry to a story, the lines would be the sentences in a story, and the stanzas would be the paragraphs. So stanzas and paragraphs serve to group ideas together, while lines and sentences convey meaning. Something to note about lines and sentences, however, is that lines in a poem don't always follow the grammmatical rules of a sentence.
To go into more detail:
Structure
Lines vs. Sentences:
- Both lines in poetry and sentences in prose are fundamental building blocks. A line presents a complete thought or idea, just as a sentence does.
- Lines can vary in length and can be more flexible in punctuation and rhythm, while sentences follow grammatical rules.
- Stanzas group lines together, similar to how paragraphs group sentences. Both serve to organize thoughts and ideas.
- Stanzas often have a specific pattern (like rhyme or meter), while paragraphs are typically organized around a central theme or idea.
Lines and Sentences:
- Both are used to convey meaning. A line in a poem can evoke imagery or emotion, just as a sentence can communicate a message or action.
- They can stand alone or connect with others to build a larger narrative or theme.
- Stanzas and paragraphs help structure a piece, allowing for shifts in tone, theme, or focus. Each stanza or paragraph can introduce new ideas or developments.
- They provide visual breaks in the text, making it easier to read and understand.
Lines and Sentences:
- Poetic lines often employ rhythm, meter, and sound devices, which can create a musical quality. Sentences may also use rhythm, especially in creative writing, but are generally more straightforward.
- The arrangement of stanzas can create a specific emotional impact, much like how the structure of paragraphs can affect the flow of a narrative. Both can create tension and resolution through their organization.
We also talked about rhythm in poetry, focusing on stressed and unstressed syllables. Remember, a 'u' above a syllable means 'unstressed' and a '/' above a syllable means that it's 'stressed'. Our names are good to practice this. Usually the first syllable in a name is stressed and the other syllables are unstressed.
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Monday: HW Guiding Notes p.5 (classwork)
In this lesson, we reviewed what we covered in the previous lesson, and continued to learn about metaphors.
We read another poem in class and discussed the metaphor "Life is no crystal stair."
Mother to Son
By Langston Hughes
Well, son, I’ll tell you:
Life for me ain’t been no crystal stair.
It’s had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor--
Bare.
But all the time
I’se been a-climbin’ on,
And reachin’ landin’s,
And turnin’ corners,
And sometimes goin’ in the dark
Where there ain’t been no light.
So boy, don’t you turn back.
Don’t you set down on the steps
’Cause you finds it’s kinder hard.
Don’t you fall now--
For I’se still goin’, honey,
I’se still climbin’,
And life for me ain’t been no crystal stair.
We finished up by talking about stressed and unstressed syllables in poems, and how they create rhythm in poetry. We'll cover more of this in the next lesson.
In this lesson, we reviewed what we covered in the previous lesson, and continued to learn about metaphors.
We read another poem in class and discussed the metaphor "Life is no crystal stair."
Mother to Son
By Langston Hughes
Well, son, I’ll tell you:
Life for me ain’t been no crystal stair.
It’s had tacks in it,
And splinters,
And boards torn up,
And places with no carpet on the floor--
Bare.
But all the time
I’se been a-climbin’ on,
And reachin’ landin’s,
And turnin’ corners,
And sometimes goin’ in the dark
Where there ain’t been no light.
So boy, don’t you turn back.
Don’t you set down on the steps
’Cause you finds it’s kinder hard.
Don’t you fall now--
For I’se still goin’, honey,
I’se still climbin’,
And life for me ain’t been no crystal stair.
We finished up by talking about stressed and unstressed syllables in poems, and how they create rhythm in poetry. We'll cover more of this in the next lesson.
| unit_1_dreams__1_.pptx |
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Week 1: Metaphors
Monday: HW Guiding Notes p.1-4 Nearpod link: app.nearpod.com/?pin=DYLGI
Today we focused on learning about metaphors, and we identified the differences between similes and metaphors. We also learned about the Harlem Renaissance, and a poet named Langston Hughes.
Similes and metaphors are both ways to compare things, but they do it in different ways.
We also looked at the following poem and identified the metaphors:
Dreams, by Langston Hughes:
Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.
The two metaphors in this poem:
Today we focused on learning about metaphors, and we identified the differences between similes and metaphors. We also learned about the Harlem Renaissance, and a poet named Langston Hughes.
Similes and metaphors are both ways to compare things, but they do it in different ways.
- Simile: A simile compares two things using the words "like" or "as." For example, if you say, "Her smile is like sunshine," you are saying her smile is bright and warm, just like sunshine.
- Metaphor: A metaphor also compares two things, but it does it more directly without using "like" or "as." For example, if you say, "Her smile is sunshine," you are saying her smile is sunshine, making it feel even more powerful.
- Similes use "like" or "as."
- Metaphors say something is something else.
We also looked at the following poem and identified the metaphors:
Dreams, by Langston Hughes:
Hold fast to dreams
For if dreams die
Life is a broken-winged bird
That cannot fly.
Hold fast to dreams
For when dreams go
Life is a barren field
Frozen with snow.
The two metaphors in this poem:
- Life is a broken-winged bird
- Life is a barren field
- Life is a broken-winged bird: Broken-winged birds can't move and will die easily, so we can say that we can't go on.
- Life is a barren field: A barren field is a field where nothing will grow, so we can say that we can't grow.
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