"Z uporabo izdelka so bili tako navdušeni in so se naučili toliko ..."–K-5 Knjižničar in učitelj inštrukcijske tehnologije
V tej aktivnosti bodo dijaki opredelijo strukturne komponente pesmi, vključno kitic in vrstic. Študenti bodo določili tudi shemo rima v vsaki kitici s označevanje linij z črkami abecede. Najpomembneje je, da se bodo učenci analizirati in opisati glavno idejo kitici.
Primer, če je za prvi kitici.
(Ta navodila so popolnoma prilagodljiva. Ko kliknete »Kopiraj dejavnost«, posodobite navodila na zavihku Urejanje naloge.)
Student Instructions
Identify the structural components of the poem including stanzas and lines.
Razred Raven 4-5
Težavnost Raven 3 (Razvoj na obvladovanje)
Vrsta Naloga Individualno ali Partner
Vrsta Dejavnosti: Proza Analiza z TWIST
(Svojega lahko ustvarite tudi v Quick Rubric.)
| Proficient 33 Points | Emerging 25 Points | Beginning 17 Points | |
|---|---|---|---|
| Elements | The three common elements of a poem are correctly identified. The explanations give context to the scene, and are accurate and appropriate. | Two elements of a poem are correctly identified. The explanations give some context to the scene, and are somewhat accurate and appropriate. | One or none of the elements of a poem are correctly identified. The explanations give little context to the scene, and are somewhat or are inaccurate or inappropriate. |
| Illustrations | The art chosen to depict the scenes are accurate to the work of literature. Time and care is taken to ensure that the scenes are neat, eye-catching, and creative. | The art chosen to depict the scenes should be accurate, but there may be some liberties taken that distract from the assignment. Scene constructions are neat, and meet basic expectations. | The art chosen to depict the scenes is inappropriate. Scene constructions are messy and may create some confusion, or may be too limited. |
| English Conventions | Ideas are organized. There are few or no grammatical, mechanical, or spelling errors. | Ideas are mostly organized. There are some grammatical, mechanical, or spelling errors. | Ideas may be disorganized or misplaced. Lack of control over grammar, mechanics, and spelling reflect a lack of proofreading. |
V tej aktivnosti bodo dijaki opredelijo strukturne komponente pesmi, vključno kitic in vrstic. Študenti bodo določili tudi shemo rima v vsaki kitici s označevanje linij z črkami abecede. Najpomembneje je, da se bodo učenci analizirati in opisati glavno idejo kitici.
Primer, če je za prvi kitici.
(Ta navodila so popolnoma prilagodljiva. Ko kliknete »Kopiraj dejavnost«, posodobite navodila na zavihku Urejanje naloge.)
Student Instructions
Identify the structural components of the poem including stanzas and lines.
Razred Raven 4-5
Težavnost Raven 3 (Razvoj na obvladovanje)
Vrsta Naloga Individualno ali Partner
Vrsta Dejavnosti: Proza Analiza z TWIST
(Svojega lahko ustvarite tudi v Quick Rubric.)
| Proficient 33 Points | Emerging 25 Points | Beginning 17 Points | |
|---|---|---|---|
| Elements | The three common elements of a poem are correctly identified. The explanations give context to the scene, and are accurate and appropriate. | Two elements of a poem are correctly identified. The explanations give some context to the scene, and are somewhat accurate and appropriate. | One or none of the elements of a poem are correctly identified. The explanations give little context to the scene, and are somewhat or are inaccurate or inappropriate. |
| Illustrations | The art chosen to depict the scenes are accurate to the work of literature. Time and care is taken to ensure that the scenes are neat, eye-catching, and creative. | The art chosen to depict the scenes should be accurate, but there may be some liberties taken that distract from the assignment. Scene constructions are neat, and meet basic expectations. | The art chosen to depict the scenes is inappropriate. Scene constructions are messy and may create some confusion, or may be too limited. |
| English Conventions | Ideas are organized. There are few or no grammatical, mechanical, or spelling errors. | Ideas are mostly organized. There are some grammatical, mechanical, or spelling errors. | Ideas may be disorganized or misplaced. Lack of control over grammar, mechanics, and spelling reflect a lack of proofreading. |
Spodbujajte ustvarjalnost tako, da učence spodbudite, naj sestavijo štirivrstno strofo, ki sledi izbrani rimi schemi, na primer ABCB. Ta praktična dejavnost jim pomaga uporabiti svoje razumevanje vzorcev rim in strukture pesmi.
Vprašajte učence, naj razmišljajo o preprostem dogodku v naravi, na primer o ptici ali živalih, ki počne nekaj zanimivega. Zapišite nekaj besed ali fraz kot razred, da spodbudite ideje in olajšate proces pisanja.
Narišite štiri vrstice na table in jih označite z črkami po izbrani rimi schemi (npr. ABCB). Opomnite učence, naj ujemajo končne besede v drugi in četrti vrstici, da sledijo vzorcu.
Naj učenci napišejo svojo strofo, nato preglejte rimo schemo in pomen skupaj. Spodbujajte jih, naj prilagodijo vrstice, da bo rima ustrezala in da bodo ideje smiselne.
Naj učenci preberejo svoje strofe na glas in razpravljajo o tem, katere vrstice rimujo. Opozorite na to, kako rima schema pomaga ustvariti ritem in enotnost, podobno kot v pesmi Emily Dickinson.
„Vrana je prišla po hodniku“ uporablja strukturne elemente, kot so strofe (vrstice skupine) in določeno rimo shemo (npr. ABCB). Vsaka strofa pripoveduje del zgodbe, rima pa ustvarja ritem in tok pesmi.
Da določite rimo shemo pesmi, označite zadnjo besedo vsake vrstice z črko. Če dve vrstici končata z rimajočimi se besedami, jima dodelite isto črko. Na primer, vrstice, ki se končajo z besedami „hoja“ in „ogled“, oba dobita črko „A“.
Glavna ideja je, da opazovalec opazuje vrano, ki razreže črv na dva dela in ga poje, s čimer prikazuje podroben pogled na naravne dejavnosti.
Učenci lahko analizirajo vsako strofo z natančnim branjem, povzemanjem dogajanja ter razpravo o občutkih ali podobah, ki jih ustvari. Pisanje kratkega opisa pomaga pojasniti glavno idejo strofe.
Dejavnosti, kot so označevanje strof in vrstic, določanje rimnih shem ter ustvarjanje risb ali prizorov na podlagi pesmi, pomagajo osnovnošolcem razumeti strukturo in pomen pesmi.
"Z uporabo izdelka so bili tako navdušeni in so se naučili toliko ..."–K-5 Knjižničar in učitelj inštrukcijske tehnologije
"Delam Napoleonovo časovnico in [študentom] želim določiti, ali je bil Napoleon dober ali slab ali nekje vmes."– Učiteljica zgodovine in posebne vzgoje
»S Storyboard That postanejo učenci ustvarjalni in na izbiro imajo toliko vizualnih elementov ... Zaradi tega je zares dostopen vsem učencem v razredu.«– učiteljica tretjega razreda