Term 4
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inferencing_graphic_organizer__freebie_.pdf |
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Term 3
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mc_td_entry_17.pdf |
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communicationliteracy_sessions__2_.docx |
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englishglobalconnections__1_.docx |
https://www.youtube.com/watch?v=KtCXaQ9nvOY
Modality / Emotive Language
Newspaper Report writing - Francis
Rhetorical Questions/ Transition words (make a list as you hear them!)
/ Causal Effects flow chart/
Connectives lesson - AVOID 'then' and 'now'. Loose 1 point for each of these words when used.
Silent Reading Project
Similar to last, this term, you will be reading a new book and then completing a final project when you are finished with your book. First, you need to select a silent reading book that is challenging, something that will take you the most part of the term to read. Your book needs to be approved by your parents and the teacher before you move forward with your reading. Please make sure that this is a book that you haven’t read before. In addition to a final project, you will also be given reading assignments from your book on a regular basis throughout the term and be expected to write a summary of the story. Listed on the next page are the options you can do for your final project.
After you finish reading your book plan, draft and publish a one-page (typed 12 point Times New Roman single spaced, standard margins, regular heading, and regular spacing or 3 page single spaced written) summary of your book, select one idea listed below. You may need to re-read parts of your book to ensure your summary is accurate.
Project:
You will need to create/develop this idea based on the topic/theme/moral of your book. As always, craftsmanship is very important when creating this book project. This project will need to be completed without help from your parents and will count towards your end of year report. Reminder, a one page typed/two page written summary of your book must be completed with your project. Projects without a one-page typed or two page written summary will not be accepted. Projects will not be accepted after Friday the 9th of December 2016.
Reminders:
1.Daily assignments will need to be completed by every student regardless if you are finished with your book and working on your project. Once your book is completed, you can work on your report and presentation in the allocated reading time. However, you will still be working silently at this time.
2. Presentations will need to be between 2-3 minutes.
3. Summaries need to be one page, typed 12 point Times New Roman, single spaced, standard margins, regular spacing or, two pages single spaced hand written.
Things to keep in mind:
- The end of the term will be here before we know it.
- Please plan your project time wisely and complete a little at a time so you can finish in time without having to rush at the end of the term.
Book Title ________________________________
Parent Sign Off_____________________________ Date:____________________
Teacher Sign Off____________________________ Date:____________________
List of Project Ideas
Highlight the Activity You plan to do
- Interview a character from your book. Write at least ten questions that will give the character the opportunity to discuss his/her thoughts and feelings about his/her role in the story. However you choose to present your interview is up to you. Make sure you record your character’s answers.
- Write a diary that one of the story's main characters might have kept before, during, or after the book's events. Remember that the character's thoughts and feelings are very important in a diary.
- Build a miniature stage setting of a scene in the book. Include a written explanation of the scene.
- Construct a diorama (three-dimensional scene which includes models of people, buildings, plants, and animals) of one of the main events of the book. Include a 1 page written description of the scene.
- Make two A3 posters about the book using two or more of the following media: paint, crayons, chalk, paper, ink, real materials. Include written texts such as quotes, summaries and reviews.
- Be a TV or radio reporter, and give a report on a scene from the book as if it is happening "live".
- Do a book talk. Talk to the class about your book by saying a little about the author, explain who the characters are and explain enough about the beginning of the story so that everyone will understand what they are about to read. Finally, read an exciting, interesting, or amusing passage from your book. Stop reading at a moment that leaves the audience hanging and add "If you want to know more you'll have to read the book." If the book talk is well done almost all the students want to read the book.
- Construct puppets and present a show of one or more interesting parts of the book.
- Build a miniature stage setting of a scene in the book. Include a written explanation of the scene.
- Write a feature article (with a headline) that tells the story of the book as it might be found on the front page of a newspaper in the town where the story takes place.
Project 2 - Teach The Teacher Writing Challenge
This term we will focus on writing informative texts. You will write three informative texts. Each will be used as an assessment to help me guide your learning and write your reports. Each task requires you to choose a topic you are are interested in. Your goal is to teach me everything about the topic. I will be critiquing your work using three criteria:
1. Text structure and cohesion: Paragraphs that have linked information, Titles, Graphics (if required) etc. At least 1 paged typed in size 12 Times New Roman (will be two A4 hand written pages for most).
2. Quality information: Evidence of solid research and true facts, technical language: use of 15 or more technical terms.
3. Presentation: Care has been taken to make all changes identified during self, peer and teacher edit. At least 95% correct spelling, grammar and punctuation.
Week 1:
1. Choose a topic
2. Plan
3. Discuss plan with an accountability buddy and get them to sign your plan
Week 2:
4. Complete first draft
5. Get your accountability buddy to read over and discuss with you your writing. Use editing code.
6. Spend some time making changes suggested by buddy
Week 3:
7. Teacher Edit
8. Publish your piece to world, use your blog and send me the link so I can tweet on the class Twitter account.
1. Text structure and cohesion: Paragraphs that have linked information, Titles, Graphics (if required) etc. At least 1 paged typed in size 12 Times New Roman (will be two A4 hand written pages for most).
2. Quality information: Evidence of solid research and true facts, technical language: use of 15 or more technical terms.
3. Presentation: Care has been taken to make all changes identified during self, peer and teacher edit. At least 95% correct spelling, grammar and punctuation.
Week 1:
1. Choose a topic
2. Plan
3. Discuss plan with an accountability buddy and get them to sign your plan
Week 2:
4. Complete first draft
5. Get your accountability buddy to read over and discuss with you your writing. Use editing code.
6. Spend some time making changes suggested by buddy
Week 3:
7. Teacher Edit
8. Publish your piece to world, use your blog and send me the link so I can tweet on the class Twitter account.
Writing
Bad Bully Writing
Have you ever been bullied before? If your answer is yes, well I can assure you are not alone. There are many different forms of bullying. Some bullies will use put downs; others will cyber bully. Some believe that cyber bullying is more dangerous; others feel that it doesn't matter what form of bullying is done, both are wrong.
Put downs include name calling; cyber bulling involves hurtful online communication; the bully might make threats online. They do this through social media sites; Facebook, chat forums, face time, twitter, snap chat and Instagram.
Bullies like to pick on people smaller than them or people they are jealous of; they do this to make themselves look strong; so that they get peoples attention. Their victims often are too scared to stand up for themselves; they begin to feel sad; depressed.
, bystanders can play a strong part in helping the bullies victim. They can stick up for the victim, tell a parent, teacher or principal. If you are being cyber-bullied there are strategies that you can try. You can ask them to stop, hang out with people you can trust and where you feel safe, don't respond to their cyber messages, unfriend or block the bully, change your privacy settings or tell someone you trust
Put downs include name calling; cyber bulling involves hurtful online communication; the bully might make threats online. They do this through social media sites; Facebook, chat forums, face time, twitter, snap chat and Instagram.
Bullies like to pick on people smaller than them or people they are jealous of; they do this to make themselves look strong; so that they get peoples attention. Their victims often are too scared to stand up for themselves; they begin to feel sad; depressed.
, bystanders can play a strong part in helping the bullies victim. They can stick up for the victim, tell a parent, teacher or principal. If you are being cyber-bullied there are strategies that you can try. You can ask them to stop, hang out with people you can trust and where you feel safe, don't respond to their cyber messages, unfriend or block the bully, change your privacy settings or tell someone you trust