English Class News

Please see Edmodo for all English class news and assignments. If you do not have a parent Edmodo acccount, please see your student's account, which will have a code for you to input at www. edmodo.com.

If you have any questions or concerns about homework or English class, please do not hesitate to contact me at a.hendriks@haltonhillschristianschool.org.

Mrs Hendriks

Remembrance Day Contest

I am so pleased to announce that several of our students were recognized in the local Legion's  Remembrance Day contest. These students placed out of 488 submissions and in competition with eleven other local elementary schools


Literary-Essay 2nd Place
Anna O'Drowsky

The War Affected Everyone

When you think of war, you usually think of the soldiers that fought in the war. In the war nurses, housewives, and children are often forgotten, but without them the war might not have had the same outcome. Nurses were soldiers, but with a different name. Housewives gave up a lot, but continued to doing whatever they could to help. Children usually didn’t know what was going on, but did their part anyway. It’s not just the soldiers who suffered.

Nurses played a key role in the war; they risked their lives and served their countries. First, they risked their lives to rescue
soldiers off the battlefield. Nurses were almost always on the front line treating wounds that nobody had ever taught them to treat. They served as officers in the navy, army, and the air force! A huge number of nurses enlisted in World War Two, over 4,480! Some people believe that the war wouldn’t have been won without nurses. Nurses played a key role in the war.

The housewives should be considered who sat at home waiting and wondering, doing whatever they could to help, and “holding down the fort” at home. Housewives didn’t sit at home and do nothing; they did all they could; like growing “victory gardens”, or taking jobs in factories, they also knitted tons of wool socks and did their normal jobs like cleaning, cooking and helping the kids. Another thing that was challenging was cooking, with the rationing. Almost all their recipes had to be altered, and there was some foods they couldn’t cook. Housewives played a key role in many wars, because they never gave up hope, succeeded in doing all they could, and took care many kids! Housewives should never be forgotten.

The children of war should not be forgotten, they died, were separated from their families, and did their part. When World War Two started over two million children were evacuated to country homes.Children had training on where to go in an air raid. They also received training on how to use gas masks. Children shouldn’t have to endure that. Children of many different ages tried to help by collecting scrap metal and old tires. In many wars it seems that children are always affected, but even when they only have half a clue on what is happening they always do their part, even when they are separated from their loved ones. Children were affected by the war; we shouldn’t ever forget them.

Now if you were to think about war, would you only consider soldiers or will you remember all the other people that contributed to the war? Like many nurses who risked their lives to save the lives of others, the housewives who did everything in their power to help, and the children who lost their lives. They made a difference too. Please remember everyone, the soldiers, nurses, housewives, and children. The least we can do is remember.

Word Count:499


Harrison Hendriks
Literary-Essay 3rd Place

 

REMEMBRANCE DAY ESSAY                           
You know that every year you have two minutes of silence. I don’t think two minutes is enough to honour the veterans, soldiers in war now and those who died.

Two minutes is not enough to honour the veterans who fought in war because of all the horrible memories, the time it took, and the injuries. Everyone who fought in war has memories that are so hard to bear of all the people dying and yelling in pain it must be unbearable. Some people it took up most of their lifetime to do something completely horrible which is sad. Finally some people got majorly injured and have to spend the rest of their life in terrible pain. In conclusion because of the memories, time the war took, and the injuries that’s the first reason why two minutes is not enough time to honour those who fought in war.

The second reason why two minutes is not enough time to honour those who fought in war because they’re fighting for freedom, they’re not enjoying the freedom like we are, and they’re not forced to fight.The soldiers are fighting for our freedom so that we can be a wealthy we should show more appreciation. They’re not enjoying the freedom like we are they are fighting and suffering. They aren’t forced to fig theyare doing it on their own free will so I think we should show a lot more appreciation for that fact.So by their own free will, they’re not enjoying it, and they are fighting for us to be free; that’s another reason why we should show more respect than two minutes.

Two minutes is not enough to honour the innocent people who died because they may have not been active part of the war, they don’t deserve to die. Some people weren't an active part of the war just hiding and protecting their children. No one deserves to die especially the innocent people who didn’t do anything in the war. In that fact we should show a lot more than two minutes for those innocent people who died.

Next time you have your two minutes of respect think about it should show more than two minutes to honour the veterans, soldiers in war, and those who died? 

Emma Kalverda
Literary-Essay Honourable Mention

                         

ANIMALS IN THE WAR                         

The three most important animals in the war were dogs, horses and glow worms Dogs were messengers, they also helped sniff out bombs. Glow worms helped light up the tunnels, and helped the soldiers read maps. Horses helped soldiers travel from place to place faster and carry more people out to battle. They also brought weapons to the people that needed them.

One of the most important animals in the war I want to tell you about are the dogs in the war the dogs helped the soldiers by delivering letters, finding bombs and comforting the soldiers. Dogs helped in the war by sniffing out bombs, if dogs hadn’t been there to sniff out bombs many more soldiers would have lost their lives. Dogs were also used to give messages from the front line to the headquarters or vice versa. Dogs were much more discreet than humans. Dogs could run on rougher terrain than people. Dogs were also important because they comforted the soldiers that were hiding in the tunnels. That is why dogs were very important in the war.

I am going to tell you how important the role that glow worms played in the war is. Soldiers wouldn’t have been able to see without the glow worms. The soldiers used the glow worms to light the trenches or tunnels. That way they could get through the tunnel easier because they could see. Glow worms were also used so that the soldiers could read the maps. Without glow worms the soldiers would have gotten lost in the tunnels Glow worms played a big part in the war.

I am going to tell you why horses were very important in the war, horses carried more weapons to the headquarters, they pulled chariots to help get the wounded soldiers to safety and they carried soldiers out to battle. Soldiers would not have been able to get to battle nearly as fast as they did if they didn’t have a horse to ride. Horses were also used to carry weapons to the soldiers so that they could save more soldiers. Horses also pulled chariots to help get wounded soldiers back to safety. Without the help of horses we would not have saved as many lives. That is why horses were helpful in the war.

If you didn’t think that animals played an important role in the war then you better think again. All animals played an important role even animals as small as glow worms. Dogs played an important role in the war by carrying messages and they also comforted the men that were in the tunnels. Horses played an important role in the war by carrying men to battle and they also brought weapons to the headquarters. Glow worms played an important role in the war by lighting up tunnels and helping the soldiers read their maps. That is why animals played an important role in the war.

word count: 499

Edmodo

I am experimenting with a new website that will work like a private facebook for our class. I can post assignments, links and a ton of information. Students will be able to hand in assignments online.

I will likely be utilizing this in our Romeo and Juliet unit extensively if we are successful at this run through.
We will be going through access in class, and hopefully get the hang of it it.

Students first assignment: Log on, create an account and send me a message. Remember your username and password!

www.edmodo.com

Code:  x6qeh8

Most of the students have had a chance to check it out. They have had fun posting to each other on the site, so much so that only a few actually completed the first assignment.  From now on,  I am requiring that students respond and post only English related posts.

There is a parent connection as well. There is a 6-digit parent code found on the right side of a child’s Edmodo account. The code will be located on the right panel of the student’s account below the notifications section.  I am sure your student can help you get this set up!

There were some initial difficulities for parents to log on. I had trouble at first, but was able to log on with a different internet browser (Firefox) and then was able to log on with our regular browser Internet Explorer.

Here are the directions I received from Edmodo that may help you troubleshoot:

Please note that they do not need to check a box to agree to the terms of service. By signing up, they are agreeing to the terms of service. If they have filled out all the information and nothing happens when they click the "Sign Up" button, please have them update to the latest browser version, clear cache/cookies on the browser, and if possible, try another browser. Does any error message show up? Please make sure they are entering the parent code unique to their child rather than the group code. To see the list of parent codes for your group, you can click on a group in the left sidebar and then at the top of the page click on "Members." You can print the parents codes from the printer icon at the top of that page. Parents can also see the parent code by having their child log into their account; the parent code will be listed in the right sidebar.

For more information on parent sign up, please see this link to our help center: http://help.edmodo.com/teachers/how-to-sign-up-parents/




Please check it out, this may soon replace my blog for details about homework.

Due Dates

Due: Thursday, November 1

• Essay first draft- Students will have both periods in class Wednesday to work on this.

Friday, November 2

• Final Draft Essay
• Optional Poem

Remembrance Day

Remembrance Day

We will be honouring Remembrance Day this year through writing. Spelling words are possible vocabulary choices for essays and poems.  After practicing essay writing in class, students will be writing an essay with a Remembrance Day theme, that will be submitted to the Legion's annual contest.  Students may choose to write a poem to submit, but that is optional. 

Please check out the following website for more information: http://www.veterans.gc.ca/eng/youth-educators

Spelling List

Remembrance Day

Troop(noun)-military unit of soldiers

Infantry(noun)-foot soldiers who are trained to fight on foot

Valour (noun) - bravery

Homage(noun)- show of reverence or respect towards somebody

Tyranny(noun)- cruel use of power, oppressive government

Valiant(adjective)- courageous and brave

Allies- (noun)a person, group or state that is joined with others for a common purpose

Cenotaph(noun)- a war memorial to the dead

 

Remembrance Day Poem Building

WORD BANK

troops, poppies, infantry, honour, valour, cenotaph, valiant, homage, monument, bravery, war,

soldier, remember, protect, peace, flag, patriotic, dying, fighting, battle, country, thank you

IS Poem
Each line begins with ______is_____.

War  is   fighting in a cold wet field
Peace   is   lying in a cozy warm bed.
War  is  not knowing if you will live through the day.
5 W's Poem
Each line contains information about either who, what, when, where or why.
Canadian Soldier
Crouching in a tunnel
Waiting for a bomb to drop
In the dead of night
Protecting our country

ACROSTIC Poem
Each line begins with a specific letter so it vertically spells a word.


R  emember those who went to war.
E  very November we think of those
M any who died for us
E  ternal sadness
M en at war
B attles and blood
E ver thinking of Peace
Remembrance Day.

Shape Poem

Poem takes the physical shape of the idea or theme of the poem.

                                                                         

                                                        

Remembrance Day Essay Writing

Use the five paragraph essay model and the paragraphing skills we learned in class to write an essay for Remembrance Day.  Some topic ideas are:

·         Teen remembrance

·         War veterans and Remembrance Day

·         Interesting ideas that have to be remembered (like valor, events)

·         The need for Remembrance Day

·         Remembrance Day Assemblies

·         Another topic of your choice

·         Why is war necessary?

·         Is war necessary?

 

Paragraph and Essay Writing

Find below the worksheets and assignments and links for blueprints/graphic organizers.

Paragraph Blueprint

Five Paragraph Essay

PARAGRAPHS

A good paragraph makes a claim (strong statement, fact or opinion), then provides support for that statement, and conclusion or summary.

Read the paragraph below:

Beavers do a lot of good work when they build their dams in the rightplaces. First, beaver dams slow down the rush of water in brooks and streams.Brooks that otherwise would dry up in the summer flow all year round if a beaver dam is built across them. Next, the trees and bushes near the brooks have enough moisture to grow well. Their roots hold the soil so it does not wash away. Also, wells that usually dry up in the summer hold water all year when beavers are put to work on nearby streams. In conclusion, beaver dams can be really helpful when they are in the right places.

Underline the claim, circle the supporting information and underline with a squiggly line the conclusion.

What kind of words do the many of the supporting sentences start with?

Using the above paragraph as a guide, choose one of the following to write a well-organized paragraph about.

·         Start with a claim

·         Provide support with a few sentences

·         End with a conclusion.

Use transition words to move your paragraph along.

·         Your favourite pet

·         Your favourite author

·         Your best friend

·         Your favourite sport

EAC

Common errors

DUE:____________________________

Essay Writing

Writing an Essay is similar to writing a paragraph- only expanded.

·         Introduction Paragraph   Ÿ  2-3 Supporting Paragraphs   Ÿ  Conclusion Paragraph

INTRODUCTION

The introduction paragraph introduces your topic to the reader. This should be done in an interesting way:

·         Start with a question:  Did you know…?   Have you ever wondered…? Why…?

·         State a strong opinion: Georgetown is the best small town. 

                                                Chocolate should be designated as the fifth food group.

·         Start with a catch phrase or word:  Dogs are a man’s best friend. (an essay about dogs)

                                                             Waka Waka Waka.  (an essay about Fozzie Bear)

                                                            Aloha! (an essay about Hawaii)

This paragraph also has to summarize the supporting details that will be expanded in the supporting paragraphs. This paragraph also sets the tone for your essay. Are you persuading or informing your reader?

Example: By learning more about its hospitable people, incredible landscape and delectable cuisine, you will be convinced that Hawaii is the only place you are going to want to vacation.

SUPPORTING PARAGRAPHS

Supporting Paragraphs support the main idea you mention in the Introduction paragraph. Usually two or three paragraphs are enough to back up the main idea. Each paragraph should follow the paragraph format, and have a main idea of its own relating to the main topic of the essay.

CONCLUSION

The concluding paragraph summarizes your main idea and the main ideas of each supporting paragraph. This is where your reader is convinced of your “argument”, opinion or fact.

·         Answer the question that could be asked in the introduction

·         Ask a question of the audience- What will you do about…?

·         Refers back to your introduction

·         Don’t include any new information

·         Keep it brief

 

 

Numbers in Writing

Numbers in Writing Rules

1) Spell out numbers one through one hundred.
Example: I ate three apples today. My dog is seven years old. We have sixty-seven rabbits.

2)  Use numbers for numbers above one hundred, unless writing the number would be two words or less.
Example: I have twenty-four students in my class. My sister has 367 stamps in her collection.

3) Always spell out numbers that begin sentences.
Example: Four hundred and fifty- three people attended the party.

However, it is better to switch your sentence around to avoid putting a multi-worded number at the beginning of the sentence.

Example: There were 453 people at the party.

4) Always use numbers for dates.
Example: My birthday is April 14. He was born in March, 1934.

5) Always use numbers for phone numbers.
Example: The school’s phone number is 905-877-4221.

6) Use numbers for time if using a.m. or p.m.
Example: My alarm is set for 7a.m.

However, spell out the number if using o’clock or if a.m. or p.m. are omitted.

Example: I will make my bed at seven o’clock each morning.
Sarah said she would meet us at four.

Quotation Review

Quotations

 Below are the guide lines and rules for punctuating conversation in writing.

Thoughts
A person's thoughts don't have to be punctuated; however, they can be set apart with a comma or italics.

For example:

This is a strange new world, Bob thought to himself.

I'd better get out of here, thought George.

Dialogue
Start each speaker on a new line, so that the reader is clear who is speaking. You don't have to say "said" after each line is spoken.

For example:

"Are you ready to go?" asked Linda.

"Yes, in a minute," replied Jonah.

"Don't forget your books!"

"I won't."

"Good," said Linda. "It would be a shame if you had to come back again."

Punctuation
Note: quotation marks are double- ("), apostrophes are single –(')

Quotation marks surround the words that are being spoken, and any punctuation they may include.

A sentence in punctuating dialogue includes the description of who is speaking.

For example:

"I don't want to go," complained Becky.

I don't want to go complained Becky is the sentence, even though I don't want to go is a complete thought, the period goes after Becky. See how the comma after go is included in the punctuation?

What happens if the speaker has a lot to say? Here is how to punctuate an interrupted thought.

"Of course," answered Josh, "the cookie started the fire."

See how the comma after of course is included in the quotation?
Also, because this is an interrupted quote, a comma follows Josh to indicate the speaker is not
finished. The period at the end of the sentence is included in the quotation, as would a question mark or exclamation point.


Other little things to smooth out our writing:

Pauses or Breaks in Time
To indicate a pause in a character’s speaking use only three periods (…) no more. To indicate a lapse of time in your story, use a transition word to help the reader keep track of time.
For example:
“I don’t know…what do you think?” asked Jodie.

Later on, the girls walked down to the beach.



Excitement
To indicate a loud or dramatic noise, use an exclamation point. Do not put the word in caps or use more than one exclamation point.
For example:
Boom! The boat exploded in the harbor.

Ninja Chipmunk

Our new writing assignment is one of my favourites. We will be watching a Ninja Chipmunk youtube video. Students will then create a character from the story and write the story from that perspective. See below for more details. Like the previous Little Girl assignment, first person perspective will be used.

DUE DATES: 
Wednesday October, 3
 First draft Ninja Chipmunk
Spelling Test, vocab sheet, flashcards/sentences


Spelling words this week run along a Ninja theme. Remember, students need to know both the spelling and the meaning.

To make our spelling studying more effective this term, students will be recording the words and definitions into their notebooks during class. For homework, students need to write each word three times.
Students are then encouraged to have a family member or friend to do a "list check" for both spelling and meaning. Students are encouraged to only concentrate on the words they don't know.
Also for homework each week for words that students didn't get during their list check, flashcards or sentences with the definition of the words made clear are due for each test day.
These are just two studying techniques that will help students sift and focus on new information. We may revisit this strategy in Term 2.

Spelling Words

ninja – professional soldier trained in the martial arts and hired for covert operations such as assassination and sabotage

combat- warfare or battle

sensei- teacher or mentor

karate- Japanese art of self- defence

judo- sport of physical training

rodent- mammals such as a mouse, rat, squirrel, or beaver, characterized by large incisors adapted for gnawing or nibbling

stealthily- moving in a hidden or covert way

agile-nimble, quick or light in movement

assault-violent physical or verbal attack


Ninja Chipmunk Writing Assignment

http://www.youtube.com/watch?v=JuPYZX2cUXE

Using the video as inspiration, develop a story using one of the following five perspectives:
1) The Cat
2) The Chipmunk
3) A scientist explaining the unique behavior of the chipmunk
4) A Sportscaster watching the event
5) The ninja master who taught the chipmunk

No more than 1000 words. Follows EAC.

Run On Sentence Review

Students have been working with sentences and recognizing complete thoughts since first grade. This year, students will be using the following four ways to correct run on sentences: 

      1) With a period. (separate the two complete thoughts)

2) With a semi-colon ( ; ) only if the sentences are related

3) With a comma and a conjunction(and, but, for, so)

4) With a semi-colon ( ; ) and a word like however or therefore 

By memorizing these four techniques, students can implement them in their writing and avoid run on sentences.

Once these four methods are mastered, I will expect to see them utilized in students writing for the remainder of the year in all their writing when applicable.

 

Using Google Docs and sharing with Mrs H

Using Googledocs can be confusing. The easiest way to access GoogleApps is through our school website. On the left hand side of the top of the homepage is a link to GoogleApps.  Students can log in from there using their username and passwords from school. You can also log in from the Google website. 

Depending on where you log in, you need to look at the screen carefully. You may need to type in your whole email address- which is the your first name and last initial @hh-cs.org. Or, if you see hh-cs.org under the box, you will only enter your first name and last initial then your password.

To share a document, go to File and click Share. A screen will pop up and near the botttom you can enter my email address a.hendriks@hh-cs.org, or another student's email address under Add People. Click the Share button under the box and you are good to go.

Sometimes GoogleDocs is not the easiest to work with. I suggest that students use a regular word processor- like MS Word or Word Perfect to complete their assignment, then copy and paste it into a google doc.

Book Reports

Two of our essential questions this year are: Should we only read Christian authors? and How do we know if an author is Christian? I don't have an answer for students, but we will explore these questions together.

I am not saying Christians should only read Christian literature or books written by Christians. However, I do think it is important for Christians to consider the books they read and the authors they choose and want help teach my students discernment.  Which is why we are using Psalm 19:14 as our English class theme this year:

Let the words of my mouth, and the meditation of my heart, be acceptable in thy sight, O Lord

Students are encouraged to research authors they read. For bonus marks on a book report, students could include research of or correspondence with the author.

I aim to encourage students to not just consider a book at face value, but to find out how an author is inspired, what influences their writing and to consider an author's faith or philosophy. Below is a sample letter students may use to create their own with some sample questions. This is not mandatory, just a way to get students to think more about what they read.

If an author is no longer living, students can provide a brief biography. If the author is still alive, students are encouraged to contact them via email. Most authors will have a website with contact information. In cases where it is not possible to contact the author, a student may provide a brief biography.

Here is sample letter and a few questions a student could ask. I encourage students to use this letter as a guideline and to put it in their own words and only choose one or two questions. I also strongly recommend they provide no personal information.


Hello Mr /Ms________

In our English class this year we are encouraged to research our favourite author. I am hoping you would be willing to answer a couple of questions for me.

What influences your writing?
Could you share with me your personal religious or philosophical views and  whether or not you feel your writing is impacted by those beliefs?
How do you get your ideas? What do you do when you need inspiration?
What was your favourite book as a teen?

Your time and consideration would be much appreciated,

Sincerely,

Student's name

First Week of School

Let the words of my mouth and the meditation of my heart Be acceptable in Your sight, O LORD.
Psalm 19:14

This is the theme of our school year in English. As a class we will be examining the following essential questions over the course of the school year:

How can you tell if a writer is Christian?

How can we demonstrate Christ’s love in our writing?

Should we only read Christian books?

Does all our writing reflect Christ?

We are starting with a fun small writing assignment called Little Girl Will Do Anything for a Stuffed Animal.  We will watch a short video in class and write the ending to the video.  Students are to write an alternative ending from the first person perspective of a person  or item in the video.


Students should keep in mind the English Writing Assignment Criteria. We will be working with this assignment to review some basic grammar concepts that will help us throughout the year.

Assignment:

Little Girl Will Do Anything for a Stuffed Animal

Using Google Docs  write the ending of the story in a first person perspective with your partner. Start from when the girl is actually in the vending machine. Your ending can be funny or serious, but must be from the first person  perspective.                                                                                                                                                             

CHECKLIST:

m        Is the story told from a first person perspective?            

m        Is the story at least 200 words?                                         

m         Does it meet the English Assignment Criteria?              

FIRST DRAFT: Must be double spaced to allow for comments from editors.  DUE: ______________________________________

 http://www.youtube.com/watch?v=spF7jgCmYyc

Common Errors in Writing

Common Errors in Writing

its and it’s

its is the possessive form (belonging to) for the pronoun it. 

           The dog licked its fur.

it’s is the contraction for it is.

          It’s time to leave.

there, their and they’re

there means close by or around

        The book is over there.

their is the possessive form (belonging to) of they or them.

      Their shoes were in the closest.

they’re is the contraction for they are.

       They’re going to the circus tonight.

 

here and hear

here means in this place

       The cat is over here.

hear means to be able to perceive sounds.

      I can hear the music.

 

where, were and we’re

where means what place or location

        Where is the ship?

were is the past tense plural of to be

       We were going to the play.

we’re is the contraction for we are

       We’re having pizza for supper.

 

to, two and too

to  indicates direction, destination or position

       We are going to the store.

two the number 2

       We took two candies each.

too means as well, or also

      You can come too.

Other:

Ok/OK  should be okay

A lot should be a lot