Week 8: Writing about your favorite place
Today we revised what the SETTING is and we learned about how to use SENSORY DETAILS to describe a setting. I would like you to re-read Two Girls in Sister Dresses and pay attention to the details in the story that connect with our five senses (four actually, not incliding taste).
For your homework this week, I want you to complete p.15-16 in your Guiding Notes book. I have also given you a worksheet to help with revising the ideas that we have learnt this term, but you do not need to hand it in.
When you are writing about your favorite place, remember to start with the main idea. Have a look at the example below for ways that you can begin writing. You should also include many descriptive adjectives. When you brainstorm your place, you will write down different things that you can see, hear, touch, smell, and taste. Use these sensory details in your writing!
For your homework this week, I want you to complete p.15-16 in your Guiding Notes book. I have also given you a worksheet to help with revising the ideas that we have learnt this term, but you do not need to hand it in.
When you are writing about your favorite place, remember to start with the main idea. Have a look at the example below for ways that you can begin writing. You should also include many descriptive adjectives. When you brainstorm your place, you will write down different things that you can see, hear, touch, smell, and taste. Use these sensory details in your writing!
g5_gte_-_u4_two_girls_in_sister_dresses_part_2.pptx | |
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Important - Raz Kids deadline is this Friday, 28/10
Please make sure you have completed your assignment by the deadline 🙏
Week 7: Setting
This week, I introduced setting. Remember, setting is:
Authors often use sensory details to describe the setting. Sensory details are details in a story that are described by using our five senses:
Authors don't always need to explicitly state when and where a story takes place. We can also make guesses from the sensory details that they use to describe the setting in their writing. Have a look at the example I used in class below. Pay attention to the sensory details - heavy air, dripping sweat, freezing air, chills down my spine, mouth puckered with pleasure, etc.
No homework this week. We will finish the unit next week. Try to guess the setting in some of your favorite books over the weekend!
- The time, and
- the place of a story.
Authors often use sensory details to describe the setting. Sensory details are details in a story that are described by using our five senses:
- Touch - The frozen winter ground crunched under her feet.
- Taste - His mouth puckered as he sipped the sour lemondade.
- Hearing - The crowd screamed with joy as the band took the stage.
- Smell - The theater smelled of popcorn and spilled cola.
- Sight - The morning sun peeked over the towering mountains.
Authors don't always need to explicitly state when and where a story takes place. We can also make guesses from the sensory details that they use to describe the setting in their writing. Have a look at the example I used in class below. Pay attention to the sensory details - heavy air, dripping sweat, freezing air, chills down my spine, mouth puckered with pleasure, etc.
No homework this week. We will finish the unit next week. Try to guess the setting in some of your favorite books over the weekend!
g5_gte_-_u4_two_girls_in_sister_dresses_pt_1.pptx | |
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Week 5: Point of View (Part 2)
This week, we continuted learning about point of view. We discussed our answers from GN p.10 and shared our answers from the pig's point of view. You did a really good job with that and came up with some clever ideas!
Next, we read the story of Jack and the Beanstalk on page 11. After we read it, we discussed how Jack and the Giant might have different points of view (see the slide below). This led us into the writing for the homework, which is to re-write the story of Jack and the Beanstalk from the Giant's point of view.
Homework is to complete p.12 in your Guiding Notes book and hand it in on Monday, 10/10. Remember to write from the Giant's point of view. You should include how the Giant thinks things happened, how he feels, and what he thinks about Jack. If you run out of space to write on p.12, then you can continue on p.21.
Look at the example below of how to start your writing:
Next, we read the story of Jack and the Beanstalk on page 11. After we read it, we discussed how Jack and the Giant might have different points of view (see the slide below). This led us into the writing for the homework, which is to re-write the story of Jack and the Beanstalk from the Giant's point of view.
Homework is to complete p.12 in your Guiding Notes book and hand it in on Monday, 10/10. Remember to write from the Giant's point of view. You should include how the Giant thinks things happened, how he feels, and what he thinks about Jack. If you run out of space to write on p.12, then you can continue on p.21.
Look at the example below of how to start your writing:
Week 4: Point of View (The Real Story of the Three Little Pigs)
Today we learned about POINT OF VIEW, or seeing things through someone else's eyes.
First, we discussed fairy tales. You can re-watch the video below about fairy tales.
First, we discussed fairy tales. You can re-watch the video below about fairy tales.
Next, we discussed what point of view is and I introduced you to the author of this unit's story (The Real Story of the Three Little Pigs), John Scieszka. He writes some really funny stories!
You can watch a video of the story here:
You can watch a video of the story here:
We were able to cover the homework in class, so you should have already completed most (or all of it) in school.
Homework is to complete GN p.9-10 and hand it in on Wednesday when we come back to school.
Homework is to complete GN p.9-10 and hand it in on Wednesday when we come back to school.
g5_gte_-_u3_three_little_pigs_part_1.pptx | |
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Week 3: The Main Idea (Thinking Like A Scientist)
This week we discussed some key ideas that you can review:
If you're unsure about any of the above questions, please download the PowerPoint below. It's got a good video about observing things, and it can help you with your homework.
For your homework, you should complete GN p.6-8 and hand it in on MOnday, 26th September. For the writing part of your homework, you should first choose a thing to observe, and then write down some notes about it using your five senses (ok, maybe not taste). On the following page, you should start your writing with a main idea, for example:
My dog is a wonderful pet. He is my best friend and he follows me everywhere I go. I couldn't imagine life without him.
His fur is tan and white color and he has got bright, brown eyes. His tail wags back and forth when he is happy and he sometimes jumps on me when I come home.
- What is the main idea?
- What are topic sentences?
- What are supporting details?
- What is the scientific process?
If you're unsure about any of the above questions, please download the PowerPoint below. It's got a good video about observing things, and it can help you with your homework.
For your homework, you should complete GN p.6-8 and hand it in on MOnday, 26th September. For the writing part of your homework, you should first choose a thing to observe, and then write down some notes about it using your five senses (ok, maybe not taste). On the following page, you should start your writing with a main idea, for example:
My dog is a wonderful pet. He is my best friend and he follows me everywhere I go. I couldn't imagine life without him.
His fur is tan and white color and he has got bright, brown eyes. His tail wags back and forth when he is happy and he sometimes jumps on me when I come home.
g5_gte_u2_think_like_a_scientist__andre_.pptx | |
File Size: | 54512 kb |
File Type: | pptx |
Week 2: Active reading and predicting (continued)
This week we continued on the topic of active reading, but we focused on the predicting skill. Remember, when you make a prediction, you are guessing what will happen next.
For the vocabulary words on page 2 of Guiding Notes, it is pretty straightforward. You should draw a picture for each word, write the definition, and then use the word in a sentence. You can look the words up in an online dictionary to find the definition, but when you write the sentences, I want you to make sure that you are using the words in the sentence, not just saying what they are. A good example is this: I chuck the ball to my dog every day. A bad example is: Chuck means throw. Don't write sentences like this!
On page 3 of the Guiding Notes book, we needed to do three types of predictions.
For page 4 of the homework, you should make a prediction about how you think the story will end and draw three pictures showing what happened. Have a look at the picture of the whiteboard below if your're still not sure what to do. Write at least 80 words!
Homework for the weekend is to finish Guiding Notes p.1-4 and hand it in on Monday, 19th September.
For the vocabulary words on page 2 of Guiding Notes, it is pretty straightforward. You should draw a picture for each word, write the definition, and then use the word in a sentence. You can look the words up in an online dictionary to find the definition, but when you write the sentences, I want you to make sure that you are using the words in the sentence, not just saying what they are. A good example is this: I chuck the ball to my dog every day. A bad example is: Chuck means throw. Don't write sentences like this!
On page 3 of the Guiding Notes book, we needed to do three types of predictions.
- Make a predicting sentence. This means that we needed to write a sentence that is a guess about what we think will happen next in the story.
- Make a predicting question. The easiest way to do this is to use the modal verb "will" to begin your question. For example: Will Solomon get taken to the garbage dump?
- Draw a prediction. This is as simple as it sounds. Draw a picture of what you think will happen next.
For page 4 of the homework, you should make a prediction about how you think the story will end and draw three pictures showing what happened. Have a look at the picture of the whiteboard below if your're still not sure what to do. Write at least 80 words!
Homework for the weekend is to finish Guiding Notes p.1-4 and hand it in on Monday, 19th September.
g5_gte_u1_part_2_solomon__andre_.pptx | |
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Week 1: Being an ACTIVE READER
Today we discussed about what is means to be ACTIVE READERS. So what does that mean? Active readers do these four things:
In class, we completed page 1 in their Guiding Notes book, but I didn't assign homework. So no homework this week.
The main active reading skill that we focused on today was PREDICTING. At the bottom of Guiding Notes p.1, there are four scenarios, and I asked the class to pair up and predict what would happen after each. Everyone came up with some great predictions! Some of my favorite were...
She opened the letter and said she had won a million dollars...so she invested it in a tech company and made even more money.
Today, he would find his entire life was a lie...because he didn't know he was kidnapped as a child.
Icy fingers gripped my arm in the darkness...and I turned to look what it was. It was my dad asking me to switch off the air conditioner.
I got my test paper back and couldn't believe my eyes...because I had gotten 101 out of 100 marks!
There were some really fantastic predictions made my the class! I always really appreciate students' creative answers!
Below you can download the PowerPoint for the lesson. Have a wonderful long weekend and I'll see you all next Friday!
- They inquire about the things that they are reading. That means that they come up with questions that they have about the text.
- They mark up the pages they read by circling words that they don't understand, and underlining and highlighting important parts. They can also draw pictures and write down notes in the margins of their book. This is called annotating.
- They imagine what they are reading by creating pictures in their minds. When you do this, you are visualizing.
- They predict what will happen next by using their prior knowledge about what they are reading to make guesses.
In class, we completed page 1 in their Guiding Notes book, but I didn't assign homework. So no homework this week.
The main active reading skill that we focused on today was PREDICTING. At the bottom of Guiding Notes p.1, there are four scenarios, and I asked the class to pair up and predict what would happen after each. Everyone came up with some great predictions! Some of my favorite were...
She opened the letter and said she had won a million dollars...so she invested it in a tech company and made even more money.
Today, he would find his entire life was a lie...because he didn't know he was kidnapped as a child.
Icy fingers gripped my arm in the darkness...and I turned to look what it was. It was my dad asking me to switch off the air conditioner.
I got my test paper back and couldn't believe my eyes...because I had gotten 101 out of 100 marks!
There were some really fantastic predictions made my the class! I always really appreciate students' creative answers!
Below you can download the PowerPoint for the lesson. Have a wonderful long weekend and I'll see you all next Friday!
g5_gte_u1_introduction.pptx | |
File Size: | 3256 kb |
File Type: | pptx |