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Julie Chun
United States - California - Northridge
15 votes
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FEATURED ITEMS
RATIONALE:
Are you sick and tired of reading essays that have improperly formatted or arbitrarily placed citations? Then TIPQC is the answer to ...
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This is the 2nd worksheet in a series of 6 that allows your students to closely analyze connotations of certain words. Using this worksheet, they...
WHAT'S INCLUDED:
1. Introduction/Conclusion Notes (Student version)
2. Introduction/Conclusion Notes (Teacher version)
3. Two Sample Introduct...
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This is the 3rd worksheet in a series of 6 that allows your students to closely analyze connotations of certain words. Using this worksheet, they...
This organizer was designed to aid students navigate through more complicated persuasive readings. It guides students through multiple readings o...
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This is the 4th worksheet in a series of 6 that allows your students to closely analyze connotations of certain words. Using this worksheet, they...
Use this document to present a mini-lesson to your students on how to determine denotative meanings of words using context clues. This lesson is ...
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This is the 5th worksheet in a series of 6 that allows your students to closely analyze connotations of certain words. Using this worksheet, they...
RATIONALE:
For many of our students, learning figurative language seems like a waste of time because they think it is a practice reserved for po...
This is the 6th worksheet in a series of 6 that allows your students to closely analyze connotations of certain words. Using this worksheet, they...
This is the 2nd vocabulary-in-context exercise in a series of 11. This exercise must be used in conjunction with the mini-lesson on vocabulary-in...
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This is the 4th vocabulary-in-context exercise in a series of 11. This exercise must be used in conjunction with the mini-lesson on vocabulary-in...
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This is the 1st worksheet in a series of 6 that allows your students to closely analyze connotations of certain words. Using this worksheet, they...
This is the 3rd vocabulary-in-context exercise in a series of 11. This exercise must be used in conjunction with the mini-lesson on vocabulary-in...
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Showing 1-14 of 14
FEEDBACK
pooh2006
This is really great. I cannot wait to use this during our research unit. Thanks.
March 2, 2013
junerain
This is a valuable addition to my "Argument/Persuasion" folder. Thank you!
February 8, 2013
nhosler
Great visual.
February 3, 2013
mrswaugh
Thank you!!! This helped alot!
February 2, 2013
jenstuts
Great resource to use to reinforce the differences between positive and negative connotation. Thank you!
January 18, 2013
aimeedowner
The songs chosen are very immature and also inappropriate for school. The lines chosen are okay ( ut the main piece by U2 is a little too sexual for class), but come from songs with inappropriate imagery and contain the use of the n word. In my opinion, choosing songs that are safer would be a wise choice. I suggest Katy Perry, Carrie Underwood, etc...
January 9, 2013
Julie Chun (TpT Seller)
Hi aimeedowner,
I am sorry you were not satisfied with your purchase. I would like to address some of your concerns here.
While the lines used in exercise 1 may come from songs that use the 'N' word and inappropriate imagery, the lines themselves DO NOT. I carefully selected lines to make sure they did not contain any offensive content but were still relevant to the population I serve (mainly inner city teens). As far as your concern about the selected lines being too immature, please keep in mind that the first activity is meant to introduce the concept of metaphors and similes to students. These two exercises are scaffolded so students are first introduced to the simpler task of identifying how metaphors and similes work by looking at familiar lyrics. Students can then move on to exercise two for the analysis portion that forces them to think about why the author makes particular comparisons. If you think the lyrics are immature, that’s because they are. This exercise is mainly intended for a high school audience, and the music that many of them listen to is exactly that – immature. In my teacher education program, I was taught that using prior knowledge to hook a student into more rigorous academic content was sound pedagogical practice, so that was my intent with this exercise.
In regards to your concern about U2’s song being too inappropriate, I agree the overall tone may be a bit mature for some students if all that is focused on is the sexual meaning of desire. However, I specifically chose this song because of the multiple ways it can be interpreted. Desire can be interpreted to mean a sexual/physical desire but it can also be about blind ambition for fame and wealth. The ambiguities in this song leave room for multiple interpretations and intriguing classroom discussions, and despite the dated nature of this song, my students get HOOKED on literary analysis when I begin the quarter with this lesson. I'm sorry you weren't able to see similar results in your classroom.
I am sorry you were not satisfied with your purchase. I would like to address some of your concerns here.
While the lines used in exercise 1 may come from songs that use the 'N' word and inappropriate imagery, the lines themselves DO NOT. I carefully selected lines to make sure they did not contain any offensive content but were still relevant to the population I serve (mainly inner city teens). As far as your concern about the selected lines being too immature, please keep in mind that the first activity is meant to introduce the concept of metaphors and similes to students. These two exercises are scaffolded so students are first introduced to the simpler task of identifying how metaphors and similes work by looking at familiar lyrics. Students can then move on to exercise two for the analysis portion that forces them to think about why the author makes particular comparisons. If you think the lyrics are immature, that’s because they are. This exercise is mainly intended for a high school audience, and the music that many of them listen to is exactly that – immature. In my teacher education program, I was taught that using prior knowledge to hook a student into more rigorous academic content was sound pedagogical practice, so that was my intent with this exercise.
In regards to your concern about U2’s song being too inappropriate, I agree the overall tone may be a bit mature for some students if all that is focused on is the sexual meaning of desire. However, I specifically chose this song because of the multiple ways it can be interpreted. Desire can be interpreted to mean a sexual/physical desire but it can also be about blind ambition for fame and wealth. The ambiguities in this song leave room for multiple interpretations and intriguing classroom discussions, and despite the dated nature of this song, my students get HOOKED on literary analysis when I begin the quarter with this lesson. I'm sorry you weren't able to see similar results in your classroom.
January 10, 2013 
janetleex77x
great mini lesson
January 6, 2013
janetleex77x
Great for test prep
January 6, 2013
Julie Chun (TpT Seller)
Prepping my students for the CST was the primary reason why I developed these lessons. Word analysis is one of my students' lowest skills, and after they completed these exercises, I saw significant growth. I hope you do too!
January 10, 2013
alikat5544
Love these exercises. Do you have any for similes and metaphors?
December 17, 2012
Julie Chun (TpT Seller)
I have many simile/metaphor exercises I do with my students, but I'm not quite sure if it's what you had in mind. I will post them to my store soon. I'm so glad you found the connotation/denotation exercises helpful. Thanks for leaving feedback and have a happy holiday!
December 17, 2012
luviada17
A good sample of vocabulary in context, but I was hoping for more content (for $3.50).
December 12, 2012
soliva
Used it with an adult class for a research paper. They really appreciated it.
November 27, 2012
Julie Chun (TpT Seller)
Thanks so much for the feedback! I'm so excited you were able to use this with adult students as well, and I'm glad it was helpful.
November 28, 2012
kash9
Great practice exercise for connotation/denotation - no notes provided, it is strictly a practice sheet, but is exactly what I was looking for. Thank you
September 23, 2012
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QUESTIONS AND ANSWERS:
Stephanie Livermore (TpT Seller) re: Metaphors in Music
I am not able to view the thumb nails or view the preview. When I download the preview my computer says the PDF has an error. I am wondering if this is why the thumbnails are not viewable. I would love to purchase this but will not without being able to view it first.
March 4, 2013
Julie Chun (TpT Seller)
Hi Stephanie,
Thanks for your interest. The document is in PDF format. I THINK your computer needs Adobe acrobat in order for you to see the thumbnails. If you already have that program, I'm not quite sure why the thumbnails aren't showing up. I'll try reloading the thumbnails to see if that does the trick for you.
Thanks for your interest. The document is in PDF format. I THINK your computer needs Adobe acrobat in order for you to see the thumbnails. If you already have that program, I'm not quite sure why the thumbnails aren't showing up. I'll try reloading the thumbnails to see if that does the trick for you.
March 4, 2013
TEACHING EXPERIENCE
- 9th grade English Teacher at John H. Francis Polytechnic High School (Sun Valley, CA) from 2004 to current - 8th grade Humanities student teacher at Salk Middle School (New York, NY) 2004 - 11th and 12th grade English student teacher at Fannie Lou Hamer Alternative High School (Bronx, NY) 2003 - Teacher's Aide at Summit View School (North Hollywood, CA) 2002-2004
MY TEACHING STYLE
Yet to be added
HONORS/AWARDS/SHINING TEACHER MOMENT
Yet to be added
MY OWN EDUCATIONAL HISTORY
B.A. American Literature, UCLA (2002) M.A. English Education, Teachers College, Columbia University (2004)
ADDITIONAL BIOGRAPHICAL INFORMATION
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