3/16/2024 0 Comments Bar line definition in music![]() Some students may feel uncomfortable sharing their writing with a peer and accepting constructive criticism. Note that adolescence is characterized by extreme self-consciousness.Group those students for a guided discussion to give context to the reader about the novel and film. Students may need additional support planning their introductions.Students also began comparing and contrasting the film and novel in the previous lessons, which is work that they will build on in this lesson. In this lesson, the introduction is analyzed in detail so students can begin planning their own essays. In the previous lessons, students analyzed the structure of the model essay using the Painted Essay® template.Use “brag tags” to identify students in class who are particularly good at different aspects of writing an introduction, and allow them to conference with their classmates to give advice on their area of expertise.In this lesson, students work to become effective learners, focusing on a characteristic of their choice as they draft their introductions.W.6.9a – Work Time C: Students apply Grade 6 Reading standards to literature by comparing and contrasting a video clip and its corresponding scene in the text.W.6.5 – Work Time C: Students receive some support as they strengthen their writing by thoughtfully planning the introduction of their essay.W.6.4 – Work Time C: Using the Model Compare and Contrast Essay and Language Dive as guidance, students organize a clear and coherent introduction with attention to task, purpose, and audience.RL.6.7 – Work Time C: As they plan the introduction of their essays, students compare and contrast the experience of reading a scene in a story with the experience of watching the same scene in a film.Students conclude the lesson in Closing and Assessment A by sharing with peers their introduction plan, which serves to help them rehearse their plan and identify any problems with it. Provide differentiated mentors by purposefully preselecting student partnerships so that these students can work together for this activity and throughout the planning of their essays. RL.6.1 – Work Time C: Students use evidence from the text to plan the introduction for their Compare and Contrast essay.Students then apply their understanding of the meaning and structure of this sentence when writing focus statements for their informative essays in upcoming lessons and when revising their essays to include linking language. The focus of this Language Dive is on understanding the author’s focus statement and to help students understand how to use comparing and contrasting language effectively. W.6.2 – Work Time B: Students participate in a Language Dive that guides them through the meaning of a sentence from the Compare and Contrast Model Essay.Preread Anchor Text: Students should preread chapter 17 in The Lightning Thief in preparation for studying an excerpt from the chapter in the next lesson.Īlignment to Assessment Standards and Purpose of Lesson ![]() Plan Introduction: Students review and revise their focus statements and plan for their introduction to make sure they are responding to the prompt.ī. Reflect on Habits of Character (5 minutes)Ī. Plan an Introduction - W.6.2a (20 minutes)Ī. Language Dive: Compare and Contrast Model Essay Focus Statement - W.6.2a (10 minutes)Ĭ. Compare and Contrast Text and Film Scene - RL.6.7 (5 minutes)ī. Engage the Learner - RL.6.7 (5 minutes)Ī. A horizontal line, roughly the length of a notehead, placed immediately above or below the note to be played tenuto.A.written above the note or passage to be played tenuto. The word tenuto written above the passage to be played tenuto. ![]() When it appears with a staccato dot, it means non legato or detached. The mark's meaning may also be affected when it appears in conjunction with other durational articulations. 840–912) discusses the use of the letter t in plainsong notation as meaning trahere vel tenere debere in one of his letters. Tenuto is one of the earliest directions to appear in music notation. Either way, the tenuto marking indicates that a note should receive some degree of emphasis. In other words, the tenuto mark may alter the length of a note at the same time a dynamic mark adjusts its volume. ![]() In that case, it can mean either accent the note in question by holding it to its full length (or longer, with slight rubato), or play the note slightly louder. Its precise interpretation can be somewhat contextual in practice, especially when combined with dynamic directions affecting loudness. In musical notation, tenuto ( Italian, past participle of tenere, "to hold"), denoted as a horizontal bar adjacent to a note, is a direction for the performer to hold or sustain a note for its full length.
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