Week 15 (2): Writing a diary entry from the perspective of a pet
Today I explained the writing to the class - writing a diary entry about an important event from the perspective of a pet (like Harold the dog in Bunnicula). Remember - write as if YOU are the pet and YOU are talking. This is a type of personification called anthropomorphism. Bonus points if you also use personifying verbs in your diary entry!!!
Homework is to complete p.28 in your guiding notes and hand it in TOMORROW, 8/3 (Wednesday).
Homework is to complete p.28 in your guiding notes and hand it in TOMORROW, 8/3 (Wednesday).
Week 15: Personification part II
Today, we learned more about personification and how to use it in your writing.
Some good examples from today's lesson:
Today's homework is to complete p.27 part C in your Guiding Notes book using personifying verbs to make sentences. Remember - make sure your sentences MAKE SENSE. If you say something like "The MTR was hunrgy.", then we need to guess what you are talking about and that's not good, but if you say "The MTR gobbled up the passengers.", then the point you are trying to make would be more clear.
Some good examples from today's lesson:
- The radiator was whistling loudly in my ear.
- The rain was pelting my face.
- The wind was howling.
- The sun was killing my eyes.
- I hid my eyes from the sun.
Today's homework is to complete p.27 part C in your Guiding Notes book using personifying verbs to make sentences. Remember - make sure your sentences MAKE SENSE. If you say something like "The MTR was hunrgy.", then we need to guess what you are talking about and that's not good, but if you say "The MTR gobbled up the passengers.", then the point you are trying to make would be more clear.
bunnicula_pt_ii_21.pptx | |
File Size: | 28181 kb |
File Type: | pptx |
Week 14: Using personification as a literary device (writing tool)
First of all, I want to say that everyone did a fantastic job finising their Troouble writing! You all showed a very strong understanding of how to write a dialogue - I'm super proud of you!!!
In today's lesson, we learned what personification is. Simply put, personificaiton is giving human characteristics to non-human things. Have a look at the boardwork below to revise.
For homework, I want you to complete pages 25-26 in your Guiding Notes. You can also play the Blooket to revise the vocabulary here: play.blooket.com/play?hwId=63fc22b2c886a52750394b88
In today's lesson, we learned what personification is. Simply put, personificaiton is giving human characteristics to non-human things. Have a look at the boardwork below to revise.
For homework, I want you to complete pages 25-26 in your Guiding Notes. You can also play the Blooket to revise the vocabulary here: play.blooket.com/play?hwId=63fc22b2c886a52750394b88
bunnicula_2023.pptx | |
File Size: | 5203 kb |
File Type: | pptx |
Week 13: Folktales part II
In today's lesson, we re-read the story Trouble and discussed the answers to last week's homework.
We then moved on to prepare for this week's homework - continuing the story by writing a dilaogue between Rabbit and Bear. When you're doing your homework, don't forget to write your dialogue following the rules that we learnt on Guiding Notes p.2
Homework is to complete p.13 in your Guiding Notes and hand it in on Thursday, 16/2. For your homework, remember to use PERSONIFICATION, meaning Bear and Rabbit talk in the story. Continue the story Trouble, pretending that Bear caught Rabbit, but remember to FOLLOW THE INSTRUCTIONS - Bear does not kill or hurt Rabbit. Think about a lesson that Bear teaches Rabbit. Make sure it's creative and clever!
We then moved on to prepare for this week's homework - continuing the story by writing a dilaogue between Rabbit and Bear. When you're doing your homework, don't forget to write your dialogue following the rules that we learnt on Guiding Notes p.2
Homework is to complete p.13 in your Guiding Notes and hand it in on Thursday, 16/2. For your homework, remember to use PERSONIFICATION, meaning Bear and Rabbit talk in the story. Continue the story Trouble, pretending that Bear caught Rabbit, but remember to FOLLOW THE INSTRUCTIONS - Bear does not kill or hurt Rabbit. Think about a lesson that Bear teaches Rabbit. Make sure it's creative and clever!
what_is_trouble_presentation_part_2__1_.pptx | |
File Size: | 37216 kb |
File Type: | pptx |
Week 12: Folktales
Today we learned what a folktale is. Folktales are "stories of the people", or stories passed down over time.
Today's folktale was written by an author named Julius Lester - a black writer and history teacher, who wrote many folktales from the point of view of African slaves. In today's lesson, we also had a quick lesson in slavery and how Africans were taken from their families and shipped across the Atlantic Ocean in chains. Remember, it is important to know that the author writes from a slave's point of view to understand the meaning behing the folktales he tells.
Homework is to complete p.11-12 in your Guiding Notes and hand it in tomorrow, 7/2
Today's folktale was written by an author named Julius Lester - a black writer and history teacher, who wrote many folktales from the point of view of African slaves. In today's lesson, we also had a quick lesson in slavery and how Africans were taken from their families and shipped across the Atlantic Ocean in chains. Remember, it is important to know that the author writes from a slave's point of view to understand the meaning behing the folktales he tells.
Homework is to complete p.11-12 in your Guiding Notes and hand it in tomorrow, 7/2
Week 9: Planning and writing a poem using sensory words.
First of all I want to revise the homework from Monday. Please hand in your homework (GN p.7-9, together with completing your poem on p.10 on the day we come back from CNY holiday (30/1).
Today we talked about the process for making boring sentences more interesting:
Have a look at the example below to help you:
Today we talked about the process for making boring sentences more interesting:
- Have a look at the original, boring sentence.
- Think of some sensory words that describe the sentence.
- Re-write the sentence using some (but maybe not all - don't go overboard) of the sensory words that you wrote down.
- Re-read the sentence that you created and see if it makes you FEEL anything. Try and make your sentence so good that it evokes a feeling in you when you read it.
Have a look at the example below to help you:
Week 9: Sensory words
This week we learned some new sensory words (words that describe our five senses). You can replay the Blooket from today's lesson to learn the words: play.blooket.com/solo?id=63c4a0bb3e01ad84b3d500ab
There are lots of COMMON sensory words (yummy, loud, soft, smelly, blue) but the focus in today's lesson was to find more special and uncommon sensory words (translucent, hubbub, coarse, fragrant, umami). You will be using these words to write a poem, and the more unique and uncommon words you use, the better your poem will be.
Homework is to complete p.7-9 in your Guiding Notes and hand it in on Wednesday, 18/1). On p.9, you need to think of a place and write details for each of the senses. You can follow the example on p.8, but don't copy it. After you write details, you need to search some sensory words that describe the details that you have written.
There are lots of COMMON sensory words (yummy, loud, soft, smelly, blue) but the focus in today's lesson was to find more special and uncommon sensory words (translucent, hubbub, coarse, fragrant, umami). You will be using these words to write a poem, and the more unique and uncommon words you use, the better your poem will be.
Homework is to complete p.7-9 in your Guiding Notes and hand it in on Wednesday, 18/1). On p.9, you need to think of a place and write details for each of the senses. You can follow the example on p.8, but don't copy it. After you write details, you need to search some sensory words that describe the details that you have written.
Week 8: Sarah Cynthia Sylvia Stout (hyperbole and alliteration)
This week we started the next unit about poetry. We discussed how words in the English language are more than just vocabulary and grammar - they can also evoke feelings in us when we read them. The poem Sarah Cynthia Sylvia Stout Would Not Take The Garbage Out gives us a good example of these types of words. Words like rancid, rotten, soggy, chunks, etc. all evoke certain feelings in us when we read them. So when we write (poetry expecially) we should think of these kinds of words and sensory details that bring out emotions in our audience.
Homework is to complete pages 5-6 in your GN book and hand it in tomorrow (10/1). You have already completed it in class...easy.
Homework is to complete pages 5-6 in your GN book and hand it in tomorrow (10/1). You have already completed it in class...easy.
sarah_stout_presentation_part_1.pptx | |
File Size: | 20550 kb |
File Type: | pptx |
Week 5: Getting ready to write the final draft for the Continuous Assessment
Today I met with each student individually and gave them feedback about their first draft of the classroom dialogue. I also let them know how to improve their first draft and what they need to do to get a better mark on their final draft.
This is very important so please pay attention! For your final draft for the Continuous Assessment:
Chrisitmas Blooket! play.blooket.com/solo?id=63a00b83aba6c7c54ed76b65
This is very important so please pay attention! For your final draft for the Continuous Assessment:
- Write with nice, ledgible handwriting.
- Follow the "Rules for writing a dialogue" on p.2 of your Guiding Notes book.
- If you see this symbol ( ¶) it means start a new paragraph. This is very important for the organization part of your dialogue. The symbol is called a pilcrow.
Chrisitmas Blooket! play.blooket.com/solo?id=63a00b83aba6c7c54ed76b65
Week 4: Show, Don't Tell
Today we hada really fun lesson learning "Show, Don't Tell" - I won't get into detail about what it is as you can have a look at the PowerPoint slides or file below, but the class did a fantastic job on the activity, creating signs that "show" instead of "tell" :)
You can ask your child to share more about today's lesson as I think that they will be keen to share!
Homework is to complete the "Show, Don't Tell" worksheet and hand it in tomorrow (Tuesday, 13/12)
You can ask your child to share more about today's lesson as I think that they will be keen to share!
Homework is to complete the "Show, Don't Tell" worksheet and hand it in tomorrow (Tuesday, 13/12)
show_dont_tell.pptx | |
File Size: | 9459 kb |
File Type: | pptx |
Week 3: What is TENSION? Its importance in dialogue.
Today I shared a worksheet (that we stapled on p.3 of Guiding Notes) that outlines the importance of tension in dialogue. I won't elaborate here, as the worksheet gives a good example, but please make sure that your dialogue has tension! Please have a look below:
I gave feedback about last week's homework - the storyboards. There are two words that I highlighted in my feedback to the class:
Today I assigned the first draft of the dialogue as homework. You should follow the five rules of writing a dialogue that we learned before. Have TENSION, and make your dialogue MEANINGFUL.
Homework is to complete p.4 of your Guiding Notes and hand it in on WEDNESDAY, 7/12. Please come find me if you have any questions!
- meaningful - I want your dialogues to be meaningful, kind of like an allegory. Don't just give me a plain, vanilla dialogue.
- tension - please refer to the pictures above.
Today I assigned the first draft of the dialogue as homework. You should follow the five rules of writing a dialogue that we learned before. Have TENSION, and make your dialogue MEANINGFUL.
Homework is to complete p.4 of your Guiding Notes and hand it in on WEDNESDAY, 7/12. Please come find me if you have any questions!
tension.pdf | |
File Size: | 819 kb |
File Type: |
Week 2: Dialogues and Narration
Today we re-visited the passage from Frindle and discussed how dialogue and narration affect a story.
Remember that dialogue is the parts of a story when people are talking. The parts that have quotation marks around them.
Narration is the voice that is telling the rest of the story. There are no quotation marks around the narration. You can find many examples of this in the Frindle passage in the Daybook.
For your homework over the weekend, you need to complete the storyboard on p.3 of your Guiding Notes book. This is the rough draft of your classroom dialogue that will be assessed as the continuous assessment. I gave everybody the handout that outlines the continuous assessment mark for this term. You can also find this handout as an eNotice. For your storyboard on p.3, you should:
Homework is to complete the storyboard on p.3 of your Guiding Notes book and hand it in on Monday.
Please don't hesitate to contact me if you have any questions about the assignment. Have a great weekend!
Remember that dialogue is the parts of a story when people are talking. The parts that have quotation marks around them.
Narration is the voice that is telling the rest of the story. There are no quotation marks around the narration. You can find many examples of this in the Frindle passage in the Daybook.
For your homework over the weekend, you need to complete the storyboard on p.3 of your Guiding Notes book. This is the rough draft of your classroom dialogue that will be assessed as the continuous assessment. I gave everybody the handout that outlines the continuous assessment mark for this term. You can also find this handout as an eNotice. For your storyboard on p.3, you should:
- Make a general outline of the fictional (not real) classroom dialogue.
- Make it like a comic strip if you like. You can draw pictures to help visualize the dialogue. You don't need to draw any pictures if you don't want to though. The first draft and final draft will not have any pictures. It will be a written dialogue.
- Your dialogue should be MEANINGFUL and have TENSION. We talked about this in class today. Tension makes a dialogue interesting. The worksheet we did in class today gave an example of tension. Have a look at the answers that we discussed below.
Homework is to complete the storyboard on p.3 of your Guiding Notes book and hand it in on Monday.
Please don't hesitate to contact me if you have any questions about the assignment. Have a great weekend!
|
Week 1: Introducing Frindle and talking about dialogues
This week we covered a lot of important things in the lesson.
Important thing 1: I announced that we will be counting the writing from Unit 1 for 10 marks towards the second term assessment. Next week you will receive a notice explaining the rationale for doing this. Please be on the lookout for the eNotice.
Important thing 2: In today's lesson we discussed the text in our Guiding Notes book about the story Frindle. Some things to note:
Important thing 1: I announced that we will be counting the writing from Unit 1 for 10 marks towards the second term assessment. Next week you will receive a notice explaining the rationale for doing this. Please be on the lookout for the eNotice.
Important thing 2: In today's lesson we discussed the text in our Guiding Notes book about the story Frindle. Some things to note:
- Mrs Granger "turned up the power in her eyes" - meaning she started at the class. Just like in The Lad, staring is a power struggle, but in this case, Mrs Granger won.
- Why did the author emphasize her plan? It showed she was a professional teacher and she was in charge.
- How did Nick feel when Mrs Granger called him to her desk? Nervous, but he acted cool.
- Mrs, Granger emphasized the word word - she was making a play on words about "frindle"
- Her eyes lit up. Mostly light, not heat. Light = positve energy, heat = anger.
- Again, talking about eyes. Mrs Granger was starting to get angry, but she stayed composed and let Nick go when she felt she was getting angry. She was self aware. She has self control.
Homework is to complete GN p.1-2 and hand it in on Monday. Bring your My Life With Chimpanzees book if you haven't yet.
g6_term_2_u1_frindle_andre.pptx | |
File Size: | 13178 kb |
File Type: | pptx |