Week 7
We’re kicking off our drama units! This will be a fun way to wrap up the term, and I want everyone to be clear about what’s ahead.
- First, check out the drama vocabulary on GTE pages 3–4. You don’t need to memorize the spellings, but you should understand the meanings and be able to use them in context.
- Over the next two weeks, we’ll dive into drama activities that build confidence, stage movement, and voice projection—all key skills for performing.
- In Weeks 9 and 11, each lesson will focus on practicing the drama script (page 13 of your GTE book). Be sure to read pages 10–12 carefully so you have a solid grasp of the unit.
- Finally, in Weeks 12 and 13, you’ll perform your dramas in class. These performances count for 10 marks toward your GTE assessment, so preparation is essential. You’ll need to memorize the lines for all four characters (I’ll handle the narrator’s part).
Week 6
Homework: GTE p.28-29
We finished our last writing unit this week, with the theme of friendship. I'm super happy about the effort that all of you are putting into your writing. Keep up the good work!
We finished our last writing unit this week, with the theme of friendship. I'm super happy about the effort that all of you are putting into your writing. Keep up the good work!
Week 5
Homework: GTE p.26-27
This week we turned our attention back to writing, and our focus was on creating stories that explored a time when we experienced a particular feeling. I explained to the class that they had two choices: they could write about a true event from their own lives, or they could invent a story in the style of realistic fiction, making it feel believable even if it didn’t actually happen.
As we worked, I reminded everyone of some important writing skills to keep in mind. First, we practiced organizing our ideas into clear paragraphs so that the story flows smoothly for the reader. We also made sure to write in the past tense, since we were describing events that had already happened. These reminders helped students strengthen their writing and make their stories more engaging.
I’m really looking forward to reading the finished pieces. It’s always exciting to see how each student expresses themselves through writing—whether they choose to share a personal memory or create a realistic fictional moment, I know their stories will be full of creativity and emotion!
This week we turned our attention back to writing, and our focus was on creating stories that explored a time when we experienced a particular feeling. I explained to the class that they had two choices: they could write about a true event from their own lives, or they could invent a story in the style of realistic fiction, making it feel believable even if it didn’t actually happen.
As we worked, I reminded everyone of some important writing skills to keep in mind. First, we practiced organizing our ideas into clear paragraphs so that the story flows smoothly for the reader. We also made sure to write in the past tense, since we were describing events that had already happened. These reminders helped students strengthen their writing and make their stories more engaging.
I’m really looking forward to reading the finished pieces. It’s always exciting to see how each student expresses themselves through writing—whether they choose to share a personal memory or create a realistic fictional moment, I know their stories will be full of creativity and emotion!
Week 4
Homework: GTE p.21-22
This week may have been a short one, but we made the most of our time together with a special double lesson. Stepping back in time, we imagined ourselves as children living in the Victorian Era and explored the story Victorian Adventure. The students really enjoyed immersing themselves in the world of the past by thinking about what daily life might have been like, the challenges children faced, and how different it was compared to today.
For our writing task, we continued this role-play by pretending to be Victorian children and crafting stories about “our worst day ever.” This activity encouraged the students to use their imagination, empathy, and descriptive language to bring history to life. They thought carefully about the hardships of the time, such as long working hours, strict working conditions, or limited comforts, and expressed these experiences through creative storytelling.
It was wonderful to see how engaged the class was, not only in reading but also in writing from a historical perspective. These lessons helped them connect literature, history, and creative expression in a meaningful way!
This week may have been a short one, but we made the most of our time together with a special double lesson. Stepping back in time, we imagined ourselves as children living in the Victorian Era and explored the story Victorian Adventure. The students really enjoyed immersing themselves in the world of the past by thinking about what daily life might have been like, the challenges children faced, and how different it was compared to today.
For our writing task, we continued this role-play by pretending to be Victorian children and crafting stories about “our worst day ever.” This activity encouraged the students to use their imagination, empathy, and descriptive language to bring history to life. They thought carefully about the hardships of the time, such as long working hours, strict working conditions, or limited comforts, and expressed these experiences through creative storytelling.
It was wonderful to see how engaged the class was, not only in reading but also in writing from a historical perspective. These lessons helped them connect literature, history, and creative expression in a meaningful way!
Week 3
Homework: GTE p.19-20
This week is a short one, so we made the most of our time by beginning our writing in class. I’m incredibly proud of the strong, focused effort students showed as they worked independently—it’s inspiring to see them take ownership of their learning with such confidence!
After selecting a prompt, I reminded the class to use the checklist at the end of the reading as their guide: stay on topic, write enough words, organize ideas into clear paragraphs, and use complete sentences. While spelling and grammar matter, they aren’t the main focus of these activities. What’s most important is that students feel free to take risks, worry less about mistakes, and concentrate on producing thoughtful, meaningful writing!
This week is a short one, so we made the most of our time by beginning our writing in class. I’m incredibly proud of the strong, focused effort students showed as they worked independently—it’s inspiring to see them take ownership of their learning with such confidence!
After selecting a prompt, I reminded the class to use the checklist at the end of the reading as their guide: stay on topic, write enough words, organize ideas into clear paragraphs, and use complete sentences. While spelling and grammar matter, they aren’t the main focus of these activities. What’s most important is that students feel free to take risks, worry less about mistakes, and concentrate on producing thoughtful, meaningful writing!
Week 2
Homework: GTE p.19-20
This first week back, we've been learning about the Victorian Times in preparation for reading A Day In London. We've been reading out loud in class, and working on reading with loud and clear voices with lots of feeling. Good job everybody!
This first week back, we've been learning about the Victorian Times in preparation for reading A Day In London. We've been reading out loud in class, and working on reading with loud and clear voices with lots of feeling. Good job everybody!