WHATS NEW:
look at the artwork on your module answer the following questions
1.what do you think is the meaning of the torch image
2how about the book
3what is the text written in the ribbon below
4what does that mean
5in general what can u say about the logo
Answers
Answer:
A- 4, B- 1, C- 2, D- 3
A- 4: Herbert Copeland in the year 1956 established a fourth kingdom, which was originally called Mycota but later referred to as the Monera. The four kingdoms were Monera, Protista, Plantae and Animalia.
B- 1: R.H. Whittaker in the year 1969 classified all organisms into five kingdoms: Monera, Protista, Fungi, Plantae and Animalia.
C- 2: Carolus Linnaeus proposed the two kingdom classification of the living things. The two kingdoms were Animalia and Plantae.
D- 3: The German biologist Ernst Haeckel in the year 1866 suggested a three-kingdom system. Haeckel's three kingdoms were Animalia, Plantae and Protista.
Answer:
Often when I mention poetry during a workshop, at least one teacher laments, "I would love to do more poetry with students, but there's so much else to teach in my curriculum!" What I try to encourage (and I'm often helped big time by the workshop participants) is for this teacher to consider using poetry within her curriculum, as an integral part of her language, reading, and writing lessons, rather than as an add-on. In other words, I ask her to find a purpose for poetry.
Now, before you poetry purists flame me and cry out, "Poetry is in itself worth reading!" let me explain that I agree with you. I fondly recall organizing poetry picnics in third grade, where we would spread sheets and blankets on the field adjacent to the school playground and share favorite poems as we munched on morning snacks. So yes, I believe in poetry for its own sake.
But at the same time, I'm a realist. Many of us find it increasingly difficult to allocate the time to read poetry for its own sake; we would, in fact, like to discuss it beyond the month of April without needing an excuse or (shudder) a learning objective.
So increasingly it seems that while teachers can name lots of good reasons for using poetry with children at an early age, they still wonder how they can continue to integrate poetry in later grade levels. I offer a few suggestions below. And even if you can't get through my ten reasons, do take the time to explore the recommended sites and resources appearing at the close of this post. I could in no way do justice to all the fantastic poetry books that are available, so I encourage you to share your favorite title in the comments section below.