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 ReadWriteThink: Writing A Riddle Poem
antithesis, and the starting each line with the adjective are all good. It’s pretty stylish as it is but there’s one more thing we can do. Why end each line with a period? Why not emphasize the pairs of opposites by making them couplets? Still, I am like a mirror, Fast, I a...
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antithesis, and the starting each line with the adjective are all good. It’s pretty stylish as it is but there’s one more thing we can do. Why end each line with a period? Why not emphasize the pairs of opposites by making them couplets? Still, I am like a mirror, Fast, I am stronger than stone. Wet, I can burn you, Cold, I can keep you warm. Life, I can be in the desert, Death, I can be on the riverbank. What am I? Note: When using rhetorical devices and poetic techniques such as alliteration
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http://www.readwritethink.org/lesson_images/lesson169/WriteARiddle.pdf#page=2
www.readwritethink.org/lesson_images/lesson169/WriteARiddle.pdf#page=2
Describe <span class="highlight">using</span> figurative language -<span class="highlight">Using</span> what you’ve come up with so far, think <span class="highlight">of</span> ways to use figurative language to describe your answer and to give clues. -Imagery: The river cut through the canyon before ambling along the plain. -Metaphor: Streams are fish roads. -Metonymy: The wetness splashed upon us. -Onomatopoeia: Water laps the shore. -Personification: The water cooked my egg. -Simile: Pools <span class="highlight">of</span> water reflect like mirrors. -Synecdoche: The ship sank in the drink. Choose elements
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http://www.readwritethink.org/lesson_images/lesson169/WriteARiddle.pdf#page=3
www.readwritethink.org/lesson_images/lesson169/WriteARiddle.pdf#page=3
antithesis, and the starting each line with the adjective are all good. It’s pretty stylish as it is but there’s <span class="highlight">one</span> more thing we can do. Why end each line with a period? Why not emphasize the pairs <span class="highlight">of</span> opposites by making them couplets? Still, I am like a mirror, Fast, I am stronger than stone. Wet, I can burn you, Cold, I can keep you warm. Life, I can be in the desert, Death, I can be on the riverbank. What am I? Note: When <span class="highlight">using</span> rhetorical devices and poetic techniques such as alliteration
Polygon Capture: A Geometry Game
The purpose of this game is to motivate students to examine relationships among geometric properties. From the perspective of the Van Hiele model of geometry, the students move from recognition or description to analysis (Fuys 1988). Often, when asked to describe g...
Scholastic: Ten Tips for Productive Parent Conferences
to see your raw notes. If either of these is the case, create a Parent Conference Form. Organize your notes into simple categories on a Parent Conference Form (PDF). Include only the most vital and relevant standards in each curriculum area and the simplest and most useful of ratings...
The Intimate Machine: Making Faces
to psychologists, each should be distinct and easily distinguishable from the others: Joy, Sorrow, Disgust, Surprise, Fear, Anger. Work with another team of two. Without letting the other team see your team at work, tweak your basic face model to represent one of...
Eliza Law Custis Lap Desk, ca. 1795 Appraisal Video
plaque here. The plaque says, "Presented by Marquis de Lafayette to Eliza Parke Custis, who gives it to her beloved daughter Eliza Law." Now, who is the Marquis de Lafayette? We all probably know. GUEST: Mm-hmm. APPRAISER: Who is Eliza Parke Custis? The Marquis de Lafayette was...
Literary Compare-Contrast Essay by Holt
Writer's Model Home Using This Site Copyright © by Holt, Rinehart & Winston. All Rights Reserved. Terms of Use. Credits. Privacy Policy.
How do I express what I believe?
landscapes; Lesson 3 Observing connections—North Carolina pottery and face jugs. Becoming one with clay: Pinch pots: This lesson will provide students with an initial, successful experience with clay. They will begin with a small, palm-size piece of soft clay, mold it into...
Scaling Away
questions about surface area appear before questions about volume on the worksheet because of the transition from one to two to three dimensions—that is, from length to area to volume. However, students may be more successful computing volume before computing surface area. Stud...
Theories
Swift: Eyes Through Time Swift Home Lesson Plans Media Resources Curriculum Guide Theories Lesson Plan 2 Overview: Suggested time: 30 min This activity will help the students understand that science theories change in the face of new evidence, but those changes can be slow in c...
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the area of a trapezoid to the area of a parallelogram. #0;9 0606.4.15 Find lengths given areas or volumes, and vice versa. #0;9 0606.4.16 Solve contextual problems involving area and circumference of circles, surface areas and volumes of prisms, pyramids, c...
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the area of a trapezoid to the area of a parallelogram. #0;9 0606.4.15 Find lengths given areas or volumes, and vice versa. #0;9 0606.4.16 Solve contextual problems involving area and circumference of circles, surface areas and volumes of prisms, pyramids, cones, and cylinders. #0;9 0606.4.17 Use manipulatives to discover the volume of a pyramid is one-third the volume of the related prism (the heights and base areas are equal). #0;9 0606.4.18 Use manipulatives to discover the volume of a cone is one
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http://www.state.tn.us/education/ci/math/doc/MA_Grade_6.pdf#page=1
www.state.tn.us/education/ci/math/doc/MA_Grade_6.pdf#page=1
multiplication, ^ for exponent), but use mathematical notation in written work. #0;9 0606.1.2 Recognize when an estimate is more appropriate than an exact answer in a variety <span class="highlight">of</span> problem situations. #0;9 0606.1.3 Recognize errors generated by rounding. #0;9 0606.1.4 Describe how changes in <span class="highlight">one</span> quantity or variable result in changes in another. #0;9 0606.1.5 Illustrate properties <span class="highlight">of</span> operations by showing that two expressions are equivalent in a given context (e.g., <span class="highlight">using</span> an area <span class="highlight">model</span> for distributive property, and
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http://www.state.tn.us/education/ci/math/doc/MA_Grade_6.pdf#page=4
www.state.tn.us/education/ci/math/doc/MA_Grade_6.pdf#page=4
the area <span class="highlight">of</span> a trapezoid to the area <span class="highlight">of</span> a parallelogram. #0;9 0606.4.15 Find lengths given <span class="highlight">areas</span> or volumes, and vice versa. #0;9 0606.4.16 Solve contextual problems involving area and circumference <span class="highlight">of</span> circles, surface <span class="highlight">areas</span> and volumes <span class="highlight">of</span> prisms, pyramids, cones, and cylinders. #0;9 0606.4.17 Use manipulatives to discover the volume <span class="highlight">of</span> a pyramid is <span class="highlight">one</span>-third the volume <span class="highlight">of</span> the related prism (the heights and base <span class="highlight">areas</span> are equal). #0;9 0606.4.18 Use manipulatives to discover the volume <span class="highlight">of</span> a cone is <span class="highlight">one</span>
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