If you were not able to finish the GOOD COPY of your letter in class, today, PLEASE plan to drop it off during Flex tomorrow OR sign up to come complete it DURING Flex tomorrow.
(hand in along with your edited rough draft - 2 stars, 2 suggestions written feedback, see below for example + edits on-the-page) ** Letters - from everyone in the school who has written one - are going to be collected by Ms. Friesen very soon, and I need a chance to read them before they head out to other lands. :) ** EDITING: Students had a chance to have someone else edit their rough draft letter in class, today. We talked about what to look for when editing - your own work, or someone else's: FIRST - Does it make sense? - Does it flow? THEN - Has it met the criteria given? (length, format, etc.) - Spelling, Punctuation, Capitalization - Grammar: Sentence Structure, Verb Tenses, Variety of Sentence Lengths, Word Use (for example, synonyms to avoid too much repetition) First Read-Though for Clarity - anywhere you're not sure where they're going with their ideas, or something doesn't make sense, write a "?" When you give them verbal feedback, they'll then know what to add or where to rewrite to make that section more clear to a reader. Second Read-Through for Fixing - this is where you help with correcting mistakes in spelling, punctuation, etc. right on the page. Don't just circle something that's incorrect. Help them fix it. That's your job, as editor. When you're done 2 read-throughs + corrections, give the following written feedback: 2 Stars [*] - things they're doing well, and 2 Suggestions [?] - things they could improve on. * - Interesting content, with descriptive details. * - Different sentence lengths for good flow. ? - Work on spelling. ? - Make sure to follow correct format for a letter (salutation, closing, signature, etc.)
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"Dreams are made possible if you try" - Terry Fox The school is again doing a "Toonies for Terry" fundraiser, in advance of the Terry Fox Run/Walk on Thursday, Sept. 27th. The idea is that $2 is a do-able donation for most, and while it's a little to each person, it can add up to a significant contribution - it may seem like "a drop in the ocean" but every drop counts. :) If each student, teacher, and staff member donated just $2, SDSS would be able to donate over $3000.00 to Cancer Awareness and Research (Terry Fox Foundation), this year. Many students have already brought in a toonie, and some have contributed/donated more. Others plan to donate on Thursday, as we have class before the walk at Flex time, and donations are being collected in Block E (which is English, for this group) and we'll be heading out together. We encourage you to sponsor your child, and to encourage them to request sponsorship by family members and family friends. If you're more comfortable, donations can also be made online, and all donations over $20 receive a tax receipt: www.terryfox.ca/SouthDeltaSecondary Thanks for your support, and REMEMBER: WEAR COMFY SHOES ON THURSDAY! You don't have to run, but we'll all be walking during Flex. :) PS: The class with the highest donation total wins a pizza lunch - it's good to do good for the sake of doing good, but a little incentive doesn't hurt, either. Letter Writing Format Mini-Lesson (Date, Salutation with punctuation, Body [and suggestions for content], Closing with punctuation, Signature, Printed Name, Location) See attached for instructions (were on board in class) and a sample letter written by a teacher. ROUGH DRAFTS are due Thursday, Sept. 27th, as we'll do an in-class peer edit and students will write GOOD COPIES to hand in. These letters will be given to Ms. Friesen by the end of the day on FRIDAY, so any good copies not completed in-class on Thursday will need to be done/handed in by the end of FLEX on Friday, Sept. 28th. Rough and Good Copies will be handed in; good copy will be read/graded, and comments written on rough to return to the student while the good copy will be forwarded to be sent overseas to an actual Canadian soldier. I'll be looking to see that you paid attention to your editor's suggestions, when reading your good copy; it should not be identical to your rough draft, or you haven't made use of that "second set of eyes" resource provided, and missed an important part of the process/lesson.
Today we visited the library/LLC and got to know Ms. Doyle - our fantastic librarian!
Students had the opportunity to learn about the library app (Follett Destiny Discover, see below for computer/laptop link), and download it on to their devices. They also had a chance to look around a bit and find a book to check out (if not currently reading something from home, from the library here, or from the public library). https://www.gofollett.com/aasp/ui/pick/picked (choose BC, and then type in South Delta to get our home-page) Please make sure you have a book with you next class for Silent Reading. I do have some in the classroom, but you should come prepared with something you WANT to read, instead of something you pick from the limited choices in-class. :) The Idioms and Outline worksheet that was started last class will be handed in on Thursday, so please bring it to class (even though we went over the idioms part today at the end of class).
Assessment from Monday handed back (mark /20 on Connect - not counted toward grade, as a beginning assessment), and answers reviewed together.
Complete Part E - A Different Kind of Language (Main Ideas + Details) Check in with me to have them marked; once complete and correct, get sheet for Parts F and G. (Part F would have answers for Part E, so I wanted to confirm understanding of E, first.) Part F: Outline Complete the partially-started outline, using the reading "A Different Kind of Language". Main ideas are included already. Just review article and add the missing details from each paragraph. This is "deconstructing" a paragraph/essay, or doing it in reverse - normally we would prepare an outline and then use it to create a paragraph/essay, but here we're given the essay and have to take it apart into outline format. Part F: Idioms Examples of idioms from Western culture and other cultures. Read each example and try to figure out what the phrase ACTUALLY means, vs what the words LOOK LIKE on the page. For example, if someone warns me, "You're skating on thin ice right now!" it doesn't mean there's any actual ice, but that I'm in a bit of a dangerous situation (usually in communicating or pushing some limits of what's acceptable, not physically in danger). Please finish for Tuesday's class, if not completed in-class today. Come in during Flex on Friday or Monday if you're unsure or need more explanation. :) |
English 8 Blog Posts: What we're doing and reading, due dates, upcoming events, etc. Archives
April 2020
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