Count That Day Lost - Reflection

Count That Day Lost - Reflection

Look though all of the work you have done in this unit and answer the following questions:

1. Did you like the poem? Explain your answer in at least two sentences.

_____________________________________________________________________________________________________________________________________________________________________________________________

2. As part of this unit of work you were taught a higher-order thinking skill (HOTS) – Explaining Patterns. 

How did your teacher teach it?
How did you apply it to the poem?
How could you use it in your life?
How did the HOTS help you to better understand the poem?

In what way did learning the poem in this way (learning about the HOTS and the literary terms) help you understand the poem? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Count That Day Lost - Analysis and Interpretation:

Count That Day Lost - Analysis and Interpretation:

Explicit instruction of HOTS : Explaining Patterns

Watch the YouTube:  M.C. Escher http://www.youtube.com/watch?v=pk3mnZwBnZw&feature=related

How did the pattern begin? _____________________________________________________________________

What patterns did you identify while watching? _____________________________________________________________________

What is the final pattern that you see? _____________________________________________________________________

Application of HOTS (Explaining Patterns) to the students’ lives

What kinds of patterns can we find in our lives? _____________________________________________________________________ _____________________________________________________________________

How can being able to find and explain patterns help us in our lives? _____________________________________________________________________ _____________________________________________________________________

Application of the HOTS (Explaining Patterns) to the text

1. Identify the words that repeat themselves throughout the poem.

2. If you have already taught alliteration, you can spiral it with this poem. Find the use of alliteration in the first line of the poem: (sit at set of sun, worse than lost).  Show how alliteration helps create unity in the poem.

Additional Analysis and Interpretation questions

1.       Why are there some short lines in the poem?

2.       The word ‘cost’ is usually used for buying and selling. How does this word relate to the message of the poem?

3.       Why do you think that the rhythm stays the same in the poem, but the rhyme keeps changing? Why do the short lines rhyme with each other and not with the long lines before or after them?

Additional Application of HOTS (Explaining Patterns) to the text

Analysis and Interpretation: Literary terms

Rhyme and rhythm patterns  

Rhyme Scheme: Underline the last word of the line. Give a small letter in sequence of the “a, b, c” for each rhyme.

For example:

Hush little baby don’t say a word,	a
Papa’s gonna buy you a mocking bird.	a
If that mocking bird won’t sing,	b
Papa’s gonna buy you a diamond ring.	b
If the diamond ring turns to brass,	c
Papa’s gonna buy you a looking glass.	c

Task: Identify the rhyme pattern of the poem. (Teacher models first stanza and has students identify the pattern in the second stanza.) 

Rhythm: Many poems use rhythm to emphasize meaning. When we scan poems for rhythm we give a symbol ˇ for unstressed syllables and a symbol    ́for stressed syllables.

In our poem the rhythm sounds like this:

ta TA ta TA ta TA ta Ta

We then divide the line into equal parts and count the number of ‘feet’.  (A “foot” is a unit of rhythm in poetry.)

So if we take our line we get:

ta TA/ ta TA/ ta TA/ ta TA

Now scan the syllables of the poem and see what rhythm pattern appears.

Task: Mark the stressed and unstressed syllables in the first stanza.

from this 

Count That Day Lost

Analysis and Interpretation  -  HOTS

COMPARING and CONTRASTING  - find similarities (comparing) an differences (contrasting) and draw conclusions

When we compare and contrast things we can use the following words:  

Both of the stories are about animals: a dog, a fox and a crow. They are similar in the issue of being greedy and its results: positive or negative. They also teach us a lesson for life.

The two stories are different in some points. The dog lost his food because of his greed. On the contrary to the dog, the fox fulfilled his wish.

Applying HOTS to the text

1.     A stanza is a group of lines which form a unit in a poem. The poem Count That Day Lost consists of two stanzas. Compare and contrast them. How are the stanzas alike? How are they different?

Consider the following points:

a.     The subject

b.     The structure

c.      The rhyme scheme

2.     Why do you think the poet divided the poem into two stanzas?

3.     How does this division reinforce the message of the poem?

Applying the targeted HOTS to your lives and other areas

1.      Classroom discussion: Where do we apply the HOTS of Comparing and Contrasting in real life? Give your examples.

 Think and respond in writing:

	How was your life
	Before	now
getting a driving license	I rode my bike or walked on foot.	I drive wherever I need to go.
having a girl/boy/true friend	I was bored. I didn't have anyone to tell my problems.	I feel glad .I have someone to share .with my difficulties
getting pocket money from your parents	I couldn’t buy things which I wanted.	I can buy some of the things I want and it makes me happy.
Having Bagrut exams	I wasn’t under a high pressure.	I am under a high pressure.

Think of your own example and add it to the table.

Further Analysis and Interpretation

    LITERARY TERMS: RHYME and RHYME SCHEME

1.    Definition of Rhyme: Rhyme is the use of words with a similar sound,

   often at the ends of lines of poetry.

   For example:

            The woods are lovely, dark and deep,

            But I have promises to keep

            And miles to go before I sleep,

a. Give examples of rhyming words:

            Pale   - vale ,sale ,tale 

            Sound -    Ground, round, bound

            Get     -    bet, let, met

b. Listen to the poem on YOUTUBE. What rhymes have you heard?

Write down a few rhymes:

Sun-done, find-kind, went-spent, trace-face, cost-lost, small-all

                                                             

c. Read the poem again and mark rhyming words in the 1^st and 2^nd stanzas.

             Stanza 1- sun-done, find-kind, went-spent                                             

             Stanza 2-day-nay, all-small, trace-small, cost-lost

2.   Definition of a RHYME SCHEME: The RHYME SCHEME of a poem is the pattern of rhymed words with in a stanza or through the poem. It is easy to figure out the rhyme scheme by giving all the words with the same sound the same letter.

            I once saw a mouse     a

            That lived in a house    a

            But never a cat            b

            That lived in a hat        b

a.     Give a certain letter in sequence of the a, b, c, d for each rhyme in

The poem "Count That Day Lost".

 Count That Day Lost

If you sit down at set of sun                          a

And count the acts that you have done,       a

And, counting, find                                              b

One self-denying deed, one word                   

That eased the heart of him who heard,

One glance most kind                                          b

That fell like sunshine where it went --            c

Then you may count that day well spent.         c

But if, through all the livelong day,                     a

You've cheered no heart, by yea or nay --          a

If, through it all                                                         b

You've nothing done that you can trace             c

That brought the sunshine to one face--             c

No act most small                                                    b

That helped some soul and nothing cost --         d

Then count that day as worse than lost.              d

b.     What is the rhyme scheme/ pattern in the 1^st stanza?

The pattern is in the order of the lines.

c.      What is the rhyme scheme / pattern in the 2^nd stanza?

The pattern is not in the order of the lines.

3. Discuss the following questions:

a. What does the speaker consider a "day well spent"? What does the speaker consider a day "worse than lost"? Explain.

"A day well spent"-is a day when you did something good for someone else, a day when you cheered someone and gave him even one positive word.

A day that "worse than lost"-is a day when you didn’t do anything good for someone around you, you didn't help anyone and you didn’t bring the sunshine to someone's face.

b.     What is the message of the poem? Do you agree? Explain.

The message of the poem is that life without helping others around you is worthless. Only if you do good deeds for the community you "gain" the day. On the contrary, if you don’t do anything good or say some encouraging words to the people around you, you waste your day.

I agree with the message because I know and feel that there is a lot of importance and effect of how people response and act to each other.

If you get a little help and some encouraging words when you need them, you may feel that they brought you the sunshine to your life.

   

8th grade spelling bee word list

 8th grade spelling bee word list

authority	consequently	quotation	celery
phantom	adjustable	statistics	endurance
spacious	resigned	competent	influence
emphasize	misbehaved	compressor	courtesy
phrase	undernourished	havoc	parallel

outrageous	rectangular	honorary	minimize
contrary	passageway	vertigo	malady
lucrative	extraordinary	abstain	procrastinate
serviceable	parliament	necessity	recurrent
ominous	permeate	religious	occurred

أسبوع الوئام العالمي بين الأديان

http://worldinterfaithharmonyweek.com/arabic/

All My Sons

ALL MY SONS CHARACTERS

Meet the Cast

Joe Keller

Joe Keller, IgnoramusArthur Miller gives a good bit of space to the description of Joe Keller in the opening stage directions:A heavy man of stolid mind and build, a business man these many years,...

Chris Keller

Like Father, Like SonChris is Joe Keller's surviving son. Miller describes him as "thirty-two; like his father, solidly built, a listener. A man capable of immense affection and loyalty" (1.102). W...

Kate Keller

Mother / ManipulatorKate is Joe Keller's wife and Chris Keller's mom. Arthur Miller refers to her as "Mother," in the script. Her motherliness is one of her defining characteristics, as Miller stre...

Ann Deever

Ann is the daughter of Steve Deever, former neighbor of the Kellers, as well as former fiancée of the dead Larry Keller. A little while after Larry's death, she and Chris started writing each...

George Deever

George Deever is the brother of Ann and the son of Steve Deever. He grew up as the Kellers' neighbor before his father was imprisoned for selling faulty goods to the military. George is only around...

Dr. Jim Bayliss

Jim Bayliss is world-weary doctor in his forties. He lives with his wife, Sue, next door to the Kellers. Jim has sweet memories of his idealistic youth: "[…] one year I simply took off, went...

Sue Bayliss

Sue is Doctor Jim Bayliss's wife. Because she put her husband through medical school, she still has a sort of power over him, which she exerts to keep her family materially comfortable. Sue is cyni...

Frank Lubey

Frank Lubey is in his thirties and lucky. He avoided the draft in World War II, married Lydia, and set up a nice house for her and their three kids. With an interest in horoscopes, Frank completes...

Lydia Lubey

Lydia Lubey is the Kellers' 27-year-old neighbor, and the wife of Frank. She used to have a thing with serious old George, but when he enlisted for the army, she gave him up and married Frank. She...

Bert

Bert is a neighborhood kid who comes around the Kellers'. Their play together – mostly centering around a jail (check out "Symbols") – underlines the image of Joe as a good father.

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