lee's classroom

(another MPPS global2.vic.edu.au weblog)

March 20, 2018
by leesclassroom
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Turning A Short Text Into Your Own Words

Step 1: Read the text –

‘The Macedonian recipes are very diverse. Thanks to the enormous number of ingredients that are found in this country. In Macedonian cusine we use everything, from fruits, vegetables and dairy products to the various types of meats. The originality of the Macedonian dishes is assured by the development of the cooking techniques and by the use of the local ingredients. The Macedonian cuisine contains recipes for each course of a meal: appetizers, soups, meat dishes, salads, vegetarian dishes, desserts and snacks.’

Step 2: clarify any unknown words –

  • diverse – Showing a great deal of variety; very different.
  • enormous – Very large in size, quantity, or extent
  • ingredients – Any of the foods or substances that are combined to make a particular dish.
  • cusine – a style of cooking characterized by distinctive ingredients, techniques and dishes

Step 3: (this is what not to do) replace any unknown words with my new understandings. If you do this you have not changed everything you have read into your own words –

‘The Macedonian recipes are very different. Thanks to the very large number of the foods or substances that are combined to make a particular dish that are found in this country. In Macedonian style of cooking characterized by distinctive ingredients, techniques and dishes we use everything, from fruits, vegetables and dairy products to the various types of meats. The originality of the Macedonian dishes is assured by the development of the cooking techniques and by the use of the local ingredients. The Macedonian cuisine contains recipes for each course of a meal: appetizers, soups, meat dishes, salads, vegetarian dishes, desserts and snacks.

Step 3: (this is what you should do) write down some key points you remember from what you read (imagine you are telling someone what you read) –

  • big variety of foods
  • lots of different imgedients
  • many different recipes

Step 4: turn these main points into your own flowing paragraph, this is now in your own words –

The are a big variety of foods in Macedonia that you can make with lots of different ingredients which you can use to make lots of different recipes.

 

December 13, 2017
by leesclassroom
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Today’s Reading Task

(Still images can be found here)

Work in pairs and choose a double page opening to complete the following response activities.

Analyze a picture and share your thinking about:

  • what you noticed
  • the effect the picture has on the viewer/story
  • how the illustrator achieved the effects

 

Next pretend you are a ‘fly on the wall’. Examine the facial expressions shown in the book and imagine what the frogs or other characters are thinking or saying to one another. Record the conversation or the thinking in an interesting way, e.g. using speech/thought bubbles in a comic strip

December 12, 2017
by leesclassroom
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Six Room Poems

Today we looked at creating free verse poems using the six room process.

The rooms we used come from  Awakening the Heart: Exploring Poetry in Elementary and Middle School by Georgia Heard. In her book Georgia has some suggestions for other rooms which I’ve listed in a previous post (More Six Room Process Poems) but for beginners I suggest you start with the initial six. Finally remember these are free verse poms, many students get stuck on the rules of poetry they may have learnt in previously

Room 1: Think of a subject from nature—something amazing, beautiful, or interesting. Close your eyes and try to visualize it clearly. Notice details, and describe it as accurately as you can.

Room 2: Look at the same image, but just focus on the quality of light. Is the sun bright? Is it a dull, flat day? Are there any shadows? Describe any colors you see.

Room 3: Picture the same image and focus only on sounds. Are there any voices? Rustling of leaves? Sound of rain? If it’s silent, what kind of silence—empty, lonely, peaceful?

Room 4: Write down any questions you have about the image. Anything you want to know more about? Anything you wonder about?

Room 5: Write down any feeling you have about this same image.

Room 6: Look over the five rooms and select one word, or a few words, a phrase, a line, or a sentence that feels important and repeat it three times.

After the steps are completed use the words and phrases to create a free verse poem. You can change the order or even leave lines or words out rooms.

During this week you’ll start to find six room poems appearing on various student’s blogs. Links to their sites can be found to the left of this page under CLASS BLOGS.

September 5, 2017
by leesclassroom
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Check List for Historical Fiction

  • I can write a historical fiction narrative set in Colonial Australia. It is based on facts and details, using historically accurate events.
  • I can develop a historically accurate colonial character.
  • I can use historically accurate vocabulary and write historically accurate descriptions.
  • I can organize a plot with events in an order that makes sense to my reader.
  • I can use transitional words and phrases to show the passage of time.
  • I can revise my narrative to add dialogue, to show characters’ thoughts and feelings.
  • I can create a compelling beginning to my historical fiction narrative that hooks the reader.
  • I can create an ending to my narrative that leaves the reader with a sense of completeness.
  • I can check my work for correct capitalization, correct spelling, correct punctuation at the ends of their sentences, correct conventions when writing dialogue.

June 23, 2017
by leesclassroom
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2 Week Story

For the last two weeks of term we will be working on writing a short story that demonstrates all the skills and understandings we have worked on this term. We will be spending a full hour on each stage of crafting the story. Below I’ve listed the steps plus an example of the elements to include. It is also an example of planning for writing. We will spend a whole lesson on developing our plans before starting to write.

(1) The Beginning

Character:

  • Eric is a woodcutter
  • Tall, handsome, dark hair, deep brown eyes
  • Kind man, looks after his dad

Setting:

  • Lives in a forest – light twinkling through trees, birds twittering, leaves rustling

(2) The Build Up

  • Villagers hear noises at night
  • Some trees have been burnt down
  • Villagers worried
  • Ways to describe feelings – the hairs stood up on the back of Eric’s neck and a cold bead of sweat trickled down his back

(3) The Problem

  • Night time – Eric sleeping
  • Suddenly hears shouting
  • Rushes outside – sees a dragon swooping off
  • King is upset/sad – Princess Isabelle has been taken
  • A reward (her hand in marriage) is offered to whoever rescues her

(4) The Resolution

  • Eric takes father’s sword
  • Dragon’s lair is up a steep narrow path, prickly bushes
  • Eric feels – frightened, determined, brave
  • Fights dragon
  • Rescues princess

(5) The Ending

  • King is happy to see daughter
  • Eric marries Princess Isabelle
  • Village celebrates
  • Big party
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