The poem I have chosen is Small Dragon by Brian Patten.
The poem appeals to children's imagination to tell them about a dragon that the author has found in the forest. The author depicts the dragon. He says that it feds on many things like grass, roots of stars, hazel nut and dandelion. Then the author says the dragon made a nest among the coal not unlike a bird but larger. the author says that if you believed in it he would come hurrying to your house to let you share this wonder. In this way he leans on children's innocense to make them believe.
What I liked about this poem is that in a world in which children are treated like adults and they have to worry about life. In a world in which children are forced to work and they have to make a living, there is this dragon that appears in the forest. Thus the author appeals to the innocense of children to make them believe in a wonderful creature, in a wonderful life.
The quote that I like is
If you believed in it I would come
hurrying to your house to let you share this wonder,
Because that makes me think that there is a dragon, that there is a wonderlful creature in the forest. I just have to believe.
Answer:
Colony Collapse Disorder is causing there to be fewer bees:
- Grocery stores would note have so many fruits and vegetables.
- Without bees, there would not be any honey
Bees help plants grow:
- Plants give us much of our food including fruits, vegetables, and seeds.
Explanation:
Bees help fruits and vegetables grow (including flowers).
With the loss of so many bees, fruits and vegetables would not be so plentiful.
Without plants, animals would also not survive, so bees are vital to our survival.
<em>-kiniwih426</em>
The text (or excerpt) is short.
The text is complex. (It contains challenging vocabulary, has some long and complex sentence structures, requires that students draw from background knowledge and/or experiences for understanding, uses a new or different text structure).
The text is central to or supports the unit of study - it is contextualized in the unit and, therefore, meaningful for student learning.
Each student has his/her own copy of the text. (In primary grades, the experience may be designed around a read aloud.)
(Optional) The length of the text may be differentiated for different groups of students, based on language proficiency or reading levels.
A subset of reading standards has been selected. (For ELL’s, specific language standards may also apply.)
The selected standards include Reading Standard 1 (text evidence) and Reading Standard 4 (meaning of words and phrases), which force students to stay “close” to the text.
The purpose (and the specific skills and strategies) are directly linked to the selected standards.
The purpose of the close reading experience is clearly stated for students. It explains the specific skills and strategies that students will practice.
•The first reading of the text is done independently. (In primary grades, within a
read aloud or shared reading.)
The student is asked to re-read to deepen understanding.
•The teacher reads portions of the text aloud, after an independent read (if needed)
There are specific, text-specific questions to guide reading, discussion and writing. The questions are directly related to the focus and identified standards.
Some questions target literal understanding and others require students to make inferences, analyze or make connections (depending on selected standards).
Some questions require students to cite textual evidence. RL 1 / RI 1 ANNOTATION (In primary grades, students may not be asked to annotate.)
Students annotate the text (using taught strategies) in order to prepare for discussions and writing.
The annotation strategy matches the purpose for reading and the standards selected.
Students have an opportunity to discuss specific questions in partnerships or in small groups (to ensure that every student can engage with the questions) before whole class discussion.
Discussion is embedded in every day of the close reading experience (if there are multiple days).
Protocols for discussion may be used as students are learning to engage effectively with each other.
Students have opportunities to consolidate their thoughts by drawing and/or writing. (Writing tasks vary in length, from short responses to longer pieces. They may be summaries, reactions, or responses to specific questions. They can be completed in class or at home.)
Answer:
Martha says that Mr. Schmidt's "face looked innocent" because he thinks that she has no idea about how there were a short misunderstanding and controversy over who must get the scholarship while in reality, Martha had overheard the conversation. Moreover, she has also had to deal with a short disappointment in getting the jacket, like she rightly deserves to.
Explanation:
Marta Salinas's short story "The Scholarship Jacket," tells the story of a school girl named Martha and her achievement of getting the school's scholarship jacket, though not without any obstacles along the way. But despite the short disappointment, Martha was able to get the long-awaited jacket that she has been vying for a long time.
When Martha said<em> "His face looked innocent, but I knew better"</em>, she was referring to Mr. Schmidt, her history teacher who she overheard having a tense conversation with her math teacher Mr. Boone over who should be given the jacket. While Mr. Boone favors Joann whose father is rich and a Board member, Mr. Schmidt wants Martha to get it and she rightly deserves it because of her perfect grades. But both teachers did not know Martha overheard their conversation.
So, when Mr. Schmidt congratulated her, Martha stated that <em>"his face looked innocent"</em> as if Martha doesn't know anything about the conversation or even the disappointment she was given on the path to getting the jacket. But in truth, Martha knew everything and that was why she admitted <em>"[she] knew better."
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