Found Poem

Found Poem

While I was looking for inspiration for my found poem I came across lots of JUNK emails and realized that it would be a great topic for my poem. I thought this was a good opportunity to express how I and I’m sure many others in society feel about spam and JUNK emails. It was a fun experience writing this found poem and I hope you enjoy it.

JUNK

Free Gift,

New music NOW,

Join our loyalty program,

Starbucks® Rewards,

JUNK,

JUNK,

JUNK,

Everyday,

Fills my inbox like a bucket overflowing,

The JUNK from these companies just keeps on growing,

Login to Instagram, Updated Our Policies, New sign-in,

I DON’T CARE!

Get out of my hair,

My inbox is in despair…

Receiving too many emails?

UNSUBSCRIBE.

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The Sea Devil – Questions and Vocabulary

Questions and Vocabulary

Question one: He likes to fish at night because its peaceful, he couldn’t see anything and didn’t know that the thing he was catching was not a small fish. He thinks fishing is good like what it used to be, not to commercialized.

Question two: When they sad his net was wrapped around the net you knew something bad would or was going to happen. When he was fishing at night you knew something bad was going to happen.

Question three: Human world and nature, it shows that when he thought of his life and the plan, is just another day but the primitive ray and moment he had been through wasn’t noticed.

Question Four: He learnt about what fish feel and why catching them is wrong, he let them go.

Question Five:

1.“With a sound of a pistol shot”

2. “he heard a strange noise, it was himself, sobbing”.

3. “His brain responded

Vocabulary

1. Bad tempered

2. Soaked in blood

3. Relating to an element

4. Lean and muscular

5. Taken or pulled up by something

6. Glowing

7. A ship rigging of ropes

8. Exited

9. Something not literal – figurative

10. Moving away from a center

11. Lean and haggard because of suffering

12. Delay or prevent

13. With a firm grip of something

14. A short period of rest or relief

15. Something equal or balanced

16. About to happen

A Mountain Journey – Questions and Vocabulary

A Mountain Journey

Questions:

1. What was Dave Conroy doing out in the wilderness? ↓ 

Conroy was trying to get to the MacMoran’s cabin because he need to sleep somewhere indoors so he wouldn’t freeze.
2. At what point does the reader know the protagonist is in serious trouble and not likely to
make it to MacMoran’s cabin? ↓

When he falls, he is freezing and his feet and hands are wet. His skis got frozen and it was impossible for him to put them back on.
3 What three critical mistakes did Conroy make? What are some of the things he could
have done to prevent himself from freezing? ↓

Putting his pack down witch meant he didn’t have any resources. When his skis froze, preventing him from being able to continue skiing. Not stopping under the tree and trying to get to the cabin.
4. Determine the elements of plot in this story: exposition, complicating incident, 3 crises,
climax, and the denouement. ↓

When he was hiking, When he dropped his skis and when he was waiting for MacMoran’s cabin, when he died.
5. Describe the setting – how does the setting affect the plot and the theme of the story?
What is the theme – write a theme statement for this story. ↓

February,Winter, Canada. Dave Conroy is in the forest and its hard on the body and the brain when you are cold.
6. Find one example of symbolic setting and explain its meaning. ↓

I think his skis represent people who support him and when they froze the people in his life stopped supporting him.
7. Quote four images from the story that make effective comparisons. ↓

  1. “Stiff, branch-less trees, like a parade of skeletons climbing up the mountainside.”
  2. “He felt no sensations in them at all and his feet might have been pieces of wood strapped within his ski boots.”  
  3. “His skis had sunk a foot in the new snow, white and soft as flour” 
  4. “his shadow became a burden, like something he pulled behind him in the snow. 

Vocabulary:

  1. Eternallasting or existing forever; without end or beginning.
  2. ImmobilityThe state of not moving; motionlessness.
  3. OpaqueNot able to be seen through; not transparent.
  4. Reverberation – A continuing effect; a repercussion.
  5. Momentum – The quantity of motion of a moving body, measured as a product of its mass and velocity.
  6. Cadaverous – Resembling a corpse in being very pale, thin, or bony.
  7. Congregates – Gather into a crowd or mass.
  8. Inundation – An overwhelming abundance of people or things.
  9. Beggared – Reduce (someone) to poverty.
  10. Filched – Pilfer or steal in a casual way, (something, especially a thing of small value)

Gender Equality

Gender Equality

Link to the web site ⇓

https://cusointernational.org/story/womens-rights-peru/?gclid=CjwKCAiA-vLyBRBWEiwAzOkGVCe7vqkeWni2tRlcpi1MskNn6Zluq8TUx9svu5pjiYpWcG17opCi0xoCcesQAvD_BwE

For the last six months, Cuso International volunteer Tania Guilbert has been running a volunteer program for the Manuela Ramos Movement, a feminist organization promoting gender equality and working to advance women’s rights in Peru. Her mandate is to create and manage a volunteer program designed to encourage young women to step forward, reach into their creativity and make sure they are heard.

Born to a Canadian father and Peruvian mother, Tania grew up in the province of Quebec, Canada. Driven by a desire to learn more about her roots, she completed a six-month work placement in Peru as part of her Social Work studies. That is where she not only rediscovered aspects of her heritage but, also, met her future husband. After five years in Montreal, they decided to return and live in Peru with their son.

These years spent in Peru fuelled both her aspiration to become involved in a feminist organization and her passion for this particular struggle. When Cuso International offered her this assignment at the very heart of the Manuela Ramos Movement, she knew it was made for her.

Although there have been several advances made in the areas of women’s and Lesbian, Gay, Bisexual and Transgender (LGBT) rights, Tania is well aware of the danger of those gains becoming eroded. A law protecting LGBT communities against violence has been suppressed; a campaign against comprehensive sexual education in schools has been launched… all in all, the pressures applied by certain groups are now showing a negative impact.

“It’s a somewhat dangerous time for us: a time of fear for us as women, as individuals and as an organization because such a loss of ground can happen very easily – hence the importance of getting young people on board and informed about these issues.”

For several weeks, Tania has organized weekly workshops on different topics for young Peruvian women aged 20 to 30. These workshops function as opportunities for both sharing and discussion. According to Tania, it is this environment of communication and exchange that the girls most appreciate. Discussion groups, such as these, are rare in Lima.

And which aspect of her volunteer placement is her favourite? Her learning curve. Each week she designs workshops and activities, and researches different topics and concepts. It is a side of her work that not only enriches her professionally but, also, takes her into a deeper understanding of what it is to be a feminist.

“It hasn’t been that long since I began defining myself as a feminist, or that feminism has been this present in my life. However, I really do feel it and I also feel I have something to bring to the table. It brings value to me as a person and makes me feel I have accomplished something.”

Tania hopes to continue contributing to societal change: “I want people to be freer in their choices and in the way they express those choices; and I want women to feel safe on the streets.” For her, being a feminist includes fighting to change attitudes and raising the awareness.

This article is about gender equality and women’s rights in Peru. It talks about an international volunteer Tania Guilbert run’s a gender equality volunteer group to help women in Peru. I chose this article because it really shows how much people care and how much time there willing to commit to help other women. This article shows that if you really care about something and you are patient you can change things that you don’t like. We read; “The Friday Everything Changed”, in the story they talked about the girls not being able to do things the boys do and this article talks about how someone fights for women’s rights in Peru. In the story the teacher lets the girls do thing that only boy could do before and that’s is what this article and these people are doing, trying to help women be able to have rights and power as well.

Eng9 – Questions – The Friday Everything Changed

  1. Why are the boys so upset at the idea of the girls carrying the water bucket?
  2. strategies do the boys use to pressure the girls to give in? How do the girls react?
  3. Who is telling the story? What does she think of Ms. Ralston and the conflict over the water? From what point of view is the story told?
  4. What is the setting (provide evidence). How does the setting intensify the conflict? What kind of conflict is it? (Person vs. person — person vs. self— person vs. society) Provide evidence for each conflict.
  5. Who is the protagonist? How do you know?
  6. In what way has everything changed on that Friday? What is the significance of Ms. Ralston’s action in the last paragraph? What is the message (theme) the author is exploring?

1. They don’t what the girls to be apart of the thing only they get to do, they like to feel strong and if the girls get to do it, they won’t feel strong any more.

2. They tried to tell the girls they couldn’t play on the field and that it’s hard and cold carrying the water in the mornings.

3. One of the girls is telling the story, she doesn’t like how the kids aren’t getting along, the story is told from second person.

4. The setting is a school; the classroom and school yard.

5. Person VS person The Boys VS the Girls, The girls are the protagonists and the boys are the antagonist because they are having an argument.

6. The teacher let the girls go to get the water next Friday, the theme I that everyone can be equal, and boys and girls should be equal.