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    Based Lp in Poetry Essay

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    She will share the link http://knowing. Thinker. Org/writer/Thebes. Asp in the students’ faceable group for them to access the audio book. C. She will suggest exploring on the control buttons as they view and listen to the poem. D. She will encourage them to use/ apply what they learned from exploring the audio book to their reading activity. E. After the reading activity, she will ask the following questions:- What words enhance the aesthetic value of the poem? – How do these words create the mood/ atmosphere and emphasize the theme? Why do you think the speaker is fascinated to the bell? – What does it represent’student Activities: a. To view the poem, the students will access the link shared by the teacher in their faceable group. B. They will explore the features of the audio book to modify the setting of the poem and conceptualize presentation techniques. C. They will apply the techniques learned in the actual presentation of their group reading activity. D. After the eating activity, the students are to answer orally the following questions:- What words enhance the aesthetic value of the poem? How do these words create the mood/ atmosphere and emphasize the theme? – Why do you think the speaker is fascinated to the bell? – What does it represent? 5. Designing/ students collaborate in analyzing the language structure of the poem. They will link graphics and media clips into their flowcharts to aid interpretation of words that suggest sound devices. The use of activities software and electronic whiteboard enables touch-screen application which helps in attaining/maintaining the focus of he students while showcasing presentations. Teacher Activities: f.

    The teacher will assign the following tasks:-Group 1- identifying occasions that can be associated to the different sounds of bell -Group 2- creating a Pictorial of rhyming words -Group 3- picking out alliteration and presenting lines of song with the same structure – Group 4- picking out consonance and assonance and presenting slogans with the same structure g. She will discuss briefly the criteria in evaluating their output. H. She will prompt them to start by opening activities from their desktop. Student Activities: a. Students will listen for the teacher’s instruction. B.

    On teacher’s cue, they will open the activities from their desktop and start working on the following group tasks:Group 1- identifying occasions that can be associated to the different sounds of bullfrogs 2- creating a Pictorial of rhyming words Group 3- picking out alliteration and presenting lines of song with the same structure Group 4- picking out assonance or consonance and presenting slogans with the same structure. C. They will have 10 minute preparation and 10 minute presentation of their outputs. 6. Composing Digital Poem Overview: To be given as an assignment, he students will compose poems with sound devices.

    Their poems will be developed into a slideshows and will be uploaded in their faceable group for peer critiquing. Teacher Activities: a. The teacher will show an example off slideshows off poem. B. Then she will tell them to compose their own poem using sound devices and developing it into a slideshows. C. She will remind them, that at the end of the poem, they should include a brief note of dedication to someone the poem is addressed. D. Then, finally, she will tell them to share their output in their faceable group for peer critiquing.

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