common and story in mind. This day when the means you have a how they differ. photographs character in a setting was taken. with a problem and a CW: Work Allow the resolution. toward a class Sometimes students to narratives can be description that prewrite for fragments of stories; fits all the poems; minutes. glimpses of then find two experience. Still TW: Give the these bits of life must more detailed students time to compel your listener definitions, based draft their to listen. They inform on the and enlighten when papers. Before differences you they show a life the students being lived. The best noticed. begin drafting, it of them leave your readers with might be TW: Review the something for important to formal names for themselves: a highlight the lesson, an idea, or the sonnet forms: paper's an image. requirements and CW: Return to Rule Three: expectations the observation Describe. You must once more. show rather than tell chart to confirm Further, it is a the story. Use words the kind sonnet perfect time to to create sensory the poem is. images of the circulate around experience you are the room and relating so that your TW: With the provide reader can hear the
common and how they differ. CW: Work toward a class description that fits all the poems; then find two more detailed definitions, based on the differences you noticed. TW: Review the formal names for the sonnet forms: CW: Return to the observation chart to confirm the kind sonnet the poem is. TW: With the story in mind. This means you have a character in a setting with a problem and a resolution. Sometimes narratives can be fragments of stories; glimpses of experience. Still these bits of life must compel your listener to listen. They inform and enlighten when they show a life being lived. The best of them leave your readers with something for themselves: a lesson, an idea, or an image. Rule Three: Describe. You must show rather than tell the story. Use words to create sensory images of the experience you are relating so that your reader can hear the day when the photographs was taken. Allow the students to prewrite for minutes. TW: Give the students time to draft their papers. Before the students begin drafting, it might be important to highlight the paper's requirements and expectations once more. Further, it is a perfect time to circulate around the room and provide
32816-4116LessonPlan15-16-KiwondaRiley%20(1).docx