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Ellorna’s Puzzling Case
National Writing Standards
2 Understanding the Human Experience; 4 Communication Skills; 5
Communication Strategies; 12 Applying Language Skills
Ideas, Organization, Voice, and Word Choice, Conventions,
Art Making and Meaning Question
How does this thing look similar to others? Objectives
Recognize that things that serve the same function can be different in style.
Find artworks that share similar subject matter, but differ in style.
Identify acrostic and diamante poetry.
Compose two poems using the same subject matter but different styles.
Prepare copies, transparencies, or use images from ArtsConnectEd Supplement
(examples include: family scenes, seascapes and landscapes), or from other
sources, that show similar subject matter but differ in style. Provide a definition of
style for the students:
Style of a set of common qualities (such as visual qualities, technical features, or subject matter) that is shared by a group of works made by one artist, made within an art movement, or made in a particular era or culture. No one quality is necessary for all works in the style, but enough qualities must be shared so that there is a “family resemblance” among the works.
Make copies of the story, “Ellorna’s Puzzling Case.” Select how you wish to have the story read to the students. They may take turns. You may read the story to them, or make a recording of the story ahead of time and play it to the students as they read along. Make copies or overheads of a variety of diamante poems and the acrostic poems (Use your Internet browser or go to http://www.writing.com/main/view_item/item_id/945057 for examples). Gather at least three pairs of athletic shoes in very different styles. You may use examples other than shoes; however your examples should be the same kind of
thing in three very different styles. Some other examples could include watches,
patio furniture, or hats. If you can not bring in the examples, prepare images of
the items to show the students.
Display the examples of athletic shoes for the students. Ask the students
to identify what makes each pair of shoes unique. 2.)
Point out to the students that although all the examples are athletic shoes
Supply a definition of the term style for the students.
Discuss with the students that artworks will often share the same subject
matter, but be completely different in style. 5.)
Show the examples of artworks and have the students match up similar
Have the students read the story, “Ellorna’s Puzzling Case” and discuss
the story. Encourage the students to list characteristics of Ellorna and write these characteristics on the board. 7.)
Instruct the students that they will be composing two poems. The poems
will share the same subject matter, Ellorna and her puzzling case, but will differ in style. 8.)
Explain the different styles of poems and show examples. An acrostic
poem is one in which the first letter of each line spells the title. The acrostic poem will spell the title Ellorna’s Puzzling Case vertically (you may wish to modify this assignment and have your students just do Ellorna’s name). 9.)
Inform the students that a diamante is a comparison/contrast poem with
each line of the poem following a formula and will resemble a diamond shape
when completed. First select 2 subjects the poem is about; the subjects can be
for comparing or contrasting. The first line of the poem is one noun (subject A);
second line is two adjectives describing that noun; the third line contains three
action verbs (ending in ing) describing subject A, the fourth line contains two
nouns for subject A and two nouns for subject B. The fifth line will contain three
action verbs for subject B; the sixth line will have two adjectives describing
subject B; and the last nine is the noun (subject B). See example.
10.) Assign the students to create a diamante poem comparing Ellorna
(subject A) and her puzzling case (subject B).
11.) Instruct the students to re-read the story and look for words and ideas that
they can use in their poem. References
Erickson, M. (2005). Art making and meaning: Understanding through questions
Tucson, AZ: CRIZMAC.
Sebranek, P. Kemper D. & Meyer, V. (2005). Write source: A book for writing,
thinking, and learning
. Wilmington, MA: Houghton Mifflin.
(6th Grade Student Example)
Laughing, Dancing, Annoying Student, Artist, Scholar, Writer Composing, Worrying, Working
(6th Grade Students Examples)
any numbers surrounding equations A
ccuracy being so crucial T
ables and problems causing frustration H
iding poetry in an unknown language
apid daydreams that may occur E
verlasting adventures that run through the pages A
ppealing pictures that catches one’s eye D
etails that specify every speck of the story I
’m not lying, you won’t be disappointed N
ew stories occur in every new book G
lorious characters in every part
Yasmin Sautter - Jahrgang 1957 - Seit 1998 freiberufliche Unternehmensberaterin. Ausbildung und Studium Diplom-Psychologie: Schwerpunkt Beratung und Training, Universität Hamburg Berufliche Weiterqualifikation und Ausbildung- Systemische Beratung und Therapie, Institut für systemische Studien, Hamburg- Systemische Prozess- und Projektberatung, TEMAprojekte, Hamburg- Mediation (Konfl
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