Homework I Love You 115m1b

HOMEWORK I LOVE YOU by Kenn Nesbitt

Homework, I love you. I think that you’re great. It’s wonderful fun when you keep me up late. I think you’re the best when I’m totally stressed, preparing and cramming all night for a test. Homework, I love you. What more can I say? I love to do hundreds of problems each day. You boggle my mind and you make me go blind, but still I’m ecstatic that you were assigned. Homework, I love you. I tell you, it’s true. There’s nothing more fun or exciting to do. You’re never a chore, for it’s you I adore. I wish that our teacher would hand you out more. Homework, I love you. You thrill me inside. I’m filled with emotions. I’m fit to be tied. I cannot complain when you frazzle my brain. Of course, that’s because I’m completely insane.

Activities 1 1. Ask students to name as many feelings as they can. To get them started, write "sad," "mad," "happy," and a few others on the board. As your students think of more feelings, add them to the list. 2. Ask the students to choose one feeling from the list. 3. Have the students write down their answers to one of the following questions: -When do I feel [insert feeling]? -Why do I feel [insert feeling]? -How does it feel to be [insert feeling]? 4. Ask student to read the poem without rhythm. 5. Pupils read the sentence and try to list up the main ideas. 6. Teacher asks pupils what they understand about the poems means. 7. Pupils respond to the teacher’s questions 8. Teacher discusses with the pupils the meaning of the poem and asks student are they having the same feel with the writer’s of poem. 9. Students sequence the sentence stripes to make a correct poem and rewrite it again in their book.

Activity 2 1. Ask students to name as many feelings as they can. To get them started, write "sad," "mad," "happy," and a few others on the board. As your students think of more feelings, add them to the list. 2. Ask the students to choose one feeling from the list. 3. Have the students write down their answers to one of the following questions: -When do I feel [insert feeling]?

-Why do I feel [insert feeling]? -How does it feel to be [insert feeling]? 4. Ask student to read the poem without rhythm. 5. Pupils read the sentence and try to list up the main ideas. 6. Teacher asks pupils what they understand about the poems means. 7. Pupils respond to the teacher’s questions 8. Pupils fill in the blanks with the correct words to complete the poem 9. Pupils recite the poem in front of the class and teacher corrects their pronunciations. 10.

Teacher closes the learning by reading the poem in the correct

rhythm and intonation.