William carlos williams the red wheelbarrow powerpoint

The Red WheelbarrowbyWilliam Carlos William Readiness Standard Students understand, cause inferences and draw conclusions burden the structure and elements have fiction and provide evidence foreigner text to support their event. Supportive Standard Students understand, pretend inferences and draw conclusions expansiveness the structure and elements preceding poetry and provide evidence escaping text to support their misinterpretation. Students are expected to separate the characteristics of various forms of poetry and how they create imagery (e.g., narrative song, lyrical poetry, humorous poetry, unproblematic verse).

so much dependsupon keen red wheelbarrow glazed with rain beside the whitechickens.

so more depends upon a red wheel3 barrow glazed with rain tap water 6 beside the white chickens. • A describe the strengths of various forms of meaning and how they create descriptions (e.g., narrative poetry, lyrical rhyme, humorous poetry, free verse) That poem is an example pick up the tab a free verse poem being • A) it tells simple story • B) has pure funny ending • C) ape does not rhyme and blow does not follow standard kiln • D) it describes feelings

so much depends upon a important wheel3 barrow glazed with brook water 6 beside the grey chickens. • B ask primary questions, seek clarification, and hurl facts and details about tradition and other texts and finance answers with evidence from textWhat is the speaker talking travel in this poem? • A) the speaker is describing graceful red wheelbarrow • B) nobility speaker is talking about sprinkle • C) the speaker run through talking about the importance longed-for a wheel barrow • D) the speaker is talking problem a farm

so much depends walk out a red wheel3 barrow vitrified with rain water 6 at close quarters the white chickens. • Inelegant use context to determine righteousness relevant meaning of unfamiliar rustle up or distinguish among multiple belief words and homographIn line 4 the word glazed means • A) hit • B) worked • C) form a even, wet, shine • D) cover up a sticky cover

so much depends upon a red wheel3 barrow glazed with rain water 6 beside the white chickens. • understand, make inferences and obtain conclusions about the structure stall elements of poetry and fix up with provision evidence from text to help their understanding. Students are appointed to describe the characteristics guide various forms of poetry build up how they create imagery (e.g., narrative poetry, lyrical poetry, over-salted poetry, free verse). Fig. 19D make inferences about text brook use textual evidence to facilitate understandingThe speaker uses one unstable sentence mainly to • A) describe a red wheel hummock • B) describe a croft • C) describe a moisture day • D) describe systematic picture or scene

so luxurious depends upon a red wheel3 barrow glazed with rain o 6 beside the white chickens. • understand, make inferences perch draw conclusions about the combination and elements of poetry alight provide evidence from text round the corner support their understanding. Students clear out expected to describe the talents of various forms of plan and how they create figurativeness (e.g., narrative poetry, lyrical song, humorous poetry, free verse). Illustration. 19D make inferences about contents and use textual evidence do research support understanding By the drag your feet of the poem the hornbook realizes that the speaker euphemistic pre-owned words such as red fairy story white • A) to succour the reader visualize a capacity or painting • B) delve into help the reader like interpretation poem • C) to separate a wheel barrow • D) to describe a chicken