Cover Lessons

Wednesday, Nov, 14, p 6( 1:55-2:30pm)

Task 1: Read the following article that I have shared with you on our Diigo group(EAP-10). Then answer the reading comprehension questions.

Why Kids Should Learn Cursive (and Math Facts, and Word Roots)

Read more: http://ideas.time.com/2012/11/08/why-kids-should-learn-cu-cursive/#ixzz2Bz9pWD7G

Thursday, Nov 15, p 3&4 (11:05-12:35pm)

Task 2: Read the following article and answer the reading comprehension questions.

Why Third Grade Is So Important: The ‘Matthew Effect’

Read more: http://ideas.time.com/2012/09/26/why-third-grade-is-so-important-the-matthew-effect/#ixzz2BzCHVXfs

When you have finished doing this reading comprehension task:

• go to your vocabulary list and add new words you have come across in these articles.
• look up the dictionary meaning.
• find out the different usages of the word.
• write sentences using the new words you have learned.

Cover Lessons-

Thursday, Nov 15, p 8( 3:15-3:55pm)

Friday, Nov 16, p 2 (9:55-10:40am)

Grade 6 students are working on their compare and contrast essay this week. They are writing their first draft on a Google doc that they have shared with me. If they have finished writing their first draft, they are free to read any book of their choice for silent reading.

Cover Lesson-

Wednesday, Nov 14, p 1&2( 9:10-10:45am)

Friday, Nov 16, p 7( 2:35-3:15pm)

Students are working on their first draft of their persuasive speech this week. They are expected to research their topic to write their first draft and they can use the computer for this. If they have finished their research and the first draft, they can read a book of their choice.

Cover Lessons-

Wednesday, Nov 14, 1:15-1:55pm(p5)

Thursday, Nov 15, 9:10-10:40am (p1&2)

Students will be working on the first draft of their informative speech this week. They are expected to research their topic to write their first draft, and will need to use the computer. If they are done with their research and the first draft, they can read a book of their choice.

Sept 12- October 12, 2012

In the unit on paragraphs we will learn about the following:

• topic sentences
• supporting sentences
• concluding sentences

We will also examine how to make a paragraph effective by learning how to:

• develop unity
• identifying patterns of coherence
• evaluating coherence within a paragraph

At the end of the unit we will focus on how to edit your writing. Here we will examine the language focus such as:

• sentences structure: simple, compound and complex sentences
• sentence errors( subject-verb agreement, fragments, run-ons)
• punctuation and capitalisation

Aug 29, 2012

Characterisation :

The way a writer presents a character in a story is know as characterisation.

Techniques of characterisation:

• Direct
• Indirect

Direct:

A writer may directly tell you directly what a character is like. In the story Gentleman of Rio en Medio, Don Anselmo is identified as “the most respected man in the village”. Later on he is described as “generous”

Indirect:

It is more common for a writer to develop his characters indirectly. The writes allows you, the reader, to draw your own conclusions about a character by

• describing the character’s physical appearance
• showing the character’s action and words
• revealing the chararcter’s thoughts
• showing how the character is treated by others

Aug 30, 2012

Character: Credibility, Consistency and Motivation

Sept 4, 2012

When you are asked to describe something, how do you do it? Is it easy for you, or do you find it difficult to do this?

In today’s class we will explore how to describe. We will brainstorm for ideas.

EAP G9, Summative Task:

• Open Google Docs to record the answers.
• Rename the document : your name, summative task
• Share the document with me.
• If you can’t access  Google Docs, then write your answers on paper.

  A)Reading Comprehension:

• Read the argumentative essay called Health and Healing at Your Fingertips and answer the questions asked at the end.

B&C)  Two short quizzes on types of sentences and sentence errors.

After the students have done their summative task, they can do some quiet reading. They have been instructed to bring a book of their choice from home. If not, they can borrow a book from the class library (behind the whiteboard).

Cover Lesson for  June 1, 2012:

• Students will be working on their Information Report in period 5&6.
• They are instructed to organise their reports in the graphic organiser given.
• If they have finished their task (of writing the information report), they can then read a book of their choice for the remainder of the time.

May 16, 2012

We will start a new unit on Information Report today. In this unit we will explore the social purpose of this genre, understand and analyse the language features used and examine the contexts in which this text is produced.

Language Features:

·      Present tense verbs (except for historical reports)
·      Factual, impersonal style: third person account, occasional use of passive voice, statements based on fact, not value judgements.
·      Examples where appropriate, e.g. such as…including, for instance, for example
·     Generalised language: most reports are general, and written in the plural (Snails have a protective shell) and the generalized singular (The snail’s shell protects its body)

·      Technical vocabulary
·      Structural signposts, such as sub-headings

L3 Map

May 4, 2012

High School Students Explain How Budget Cuts Have Hurt Their Schools

Click here for the article