Sunday 10 am; Sunday 3.15 class (choose appropriate text)
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Write a letter to the editor for/against CORPORAL PUNISHMENT – FOLLOW THE NOTES FOR A LETTER
For:
- Students/portrayal: focus on the unruly boisterous selfish students… need to be taught a lesson – nothing else is working
- Jeopardising the rights of others to learn
Against:
- Not the most effective way to encourage disaffected or disobedient students to learn
- Corporal punishment is often abused by sadistic, cruel, barbaric teachers
- Teachers should be role models; they should not be modelling violence
Persuasive techniques: advanced reasoning and comprehension skills:
- Red book – pp. 26, 35, 39 28-29
- Answer the questions; analyse the short texts.
ANIMAL FARM: CHAPTER 1
- Analyse and explain the Major’s utopian ideals for society
- The rules for a just, fair and equal society
- What does he forbid?
- How does he portray man?
- How does he analyse the lives of the animals?
- (learn some new words/ phrases : make your own sentences)
CONFLICT : THE CHOICES WE MAKE UNDER PRESSURE
Choose/analyse two soldier stories and explain the link to the prompt.
Please prepare a folder
For the next lesson(s), could I please ask you all to prepare a folder consisting of all the stories that we have covered so far in the class. We need to keep reading the stories, analysing the characters and thinking about key aspects of character. How do they think and feel? How do they develop and change?
Class Rules Homework
These stories about people especially those featured constantly in Two of Us (The Age), help us to analyse people’s thoughts and actions in greater depth. They also provide interesting anecdotes and examples for our context-based essays.
Work on Character-based creative essays
The following tasks are useful for all students who wish to improve their creative writing, and in particular for students who are sitting scholarships. Also, increasingly students must incorporate “creative” elements (eg. anecdotes/personal references and comments) in hybrid-style expository essays in VCE. This is an excellent way to hone these skills and think more deeply about characters (as you would when studying novels).
Choose a variety of “people” stories that we have been working on throughout the year.
TASK 1
Describe the character from an analytical, reflective perspective; include adjectives from our list. (Here is a copy of our notes and one of our lists relating to character tips and descriptions.)
TASK 2
Use the following character-based stories as a model to write your own creative, reflective story. Try to work with material that is close to you so that you can write a story (or extended anecdote) that is deeply personal, in order to avoid clichés and stereotypes. Use some dialogue; include a problem or an interchange with another person.
Write about a character who experiences a deep-seated sense of exclusion; a character who is tormented by regret; an ordinary person who did something extraordinary; end with a comment/reflection.
For work on characters: especially important for all students sitting scholarship tests.
- Keep revising adverbs, adverbial phrases and clauses
- Do two short character descriptions: describe one person who is bedraggled and dishevelled (untidy/ unkempt) and one person who is earnest and affable.
- Revise tone test No. 4
- Essay on friendship is life-changing : broaden the essay to include specific examples of Jonathan and Corrin or Kayne and Adam
- People grow through tough times: relay the experiences of Stella Young, Tiffany Hall, or Valiami (See the articles)
- Read “Feline furious” cat fans fight curfew. The Melbourne Council has decided to implement a curfew (or ban) on cats roaming around outside. Write a paragraph on what rules should apply to cats and cat owners.
Please find the essay prompt for this week and the suggested articles below.
People grow through tough times or The choices people make under pressure show us who they are
- Read Habitual Cruelty by Kendall Hill
- Give character descriptions of the two people: Tiffany Hall, Stella Young.
- How do the views and values reflected in Fiona Scott Norman’s book (Kendall Hill’s article), show in the characters discussed in class: Tiffany Hall and Stella Young. (or Vilami Kama/ Two of Us)
- Refer to other similar examples: eg. Diana Nguyen; Benjamin Law; Jonathan Okwir; Viliami Kama
Identity and relationships: Write an essay on “the power of friendship is life-changing”.
Step 1: summarise the following examples and explain how the friendship has made a difference.
1. Two of Us: Jonathan Okwir and Corrin Varady
2. Two of Us: Adam and Kayne
3. Another example – book or a film. (Parvana/Shauzia/ Growing Up Asian/ Joy Hopwood and Jan Edmunds/ Holes: Zero and Stanley)
4. Personal observation; personal example based on relatives; friends etc.
Include specific details about personal changes, before and after, and consequences for growth. Include significant quotes.
For example: Corrin Varady states, “he’s put life into perspective for me. I worry about little and complain about nothing.”
For example: Kayne and Adam: Kayne Hughes was born in a rough environment. He met his foster father, Adam Hughes, through the Big Brother Big Sisters Youth mentoring program. Kayne came from a negative and destructive home environment. His father was a thug and his mother was a drug addict. He became very anti-social and often took drugs with friends. He was “full of hatred” and did not trust anyone. He lacked direction and the only relationships he had were those that took advantage of him. He had low self esteem. He was probably an aggressive child and went to 19 different primary schools.
As Adam says “the power of friendship is life-changing”. Adam and his wife provided Kayne with a loving and supportive environment. Adam trusted him and provided him hope for the future. He listened to him and helped to turn his life around. As he noted, you can change people’s lives by providing love and support. In the relationship Kayne was able to “offload” and talk without being judged, and he knew that someone was “genuinely interested”.
Step 2: Include a topic sentence for each example. Explain how the friendship has led to important changes in the individual’s personal development.
Step 3: Weave into your essay some quotes and comments about friendship.
Step 4: Writing an interesting beginning.
Choose five short articles in Techniques of Persuasion. Turn your short answers into prose. Write a paragraph analysing the author’s views, tone and choice of words. Think about:
- What is the author saying? And how? (tone)
- What is the basis for the author’s views? What is their evidence?
- What is its purpose: how does it influence our thoughts and feelings?
- What words does he/she use? And what is their point? How do they depict the stakeholders? What do the words imply?
See the sample post: Turning exercises into prose. Use vocabulary that we have learnt in the lessons. See “Building an Analytical Vocabulary”.
Please see the Grammar Support page and do the following exercise relating to the Blue Workbook: Clear Writing: Language and Grammar.
Read the stories and describe the characters: explain how these characters respond to conflict or hardship: Night of Infamy; Two of Us: child soldier (Jonathan and Corrin); Corporal Cameron Baird.
One task is to finish the essay : Should schools test students for drug usage.
Refer to our handout.
How can we sharpen our reasoning and persuasive skills to present a more insightful, complicated and authoritative view?
The aim is to unpack, analyse and evaluate the evidence as insightfully and as accurately as possible. In other words, make links and conclusions that strengthen your argument/topic sentence. Use a combination of evidence to good advantage; in this case refer to principals, psychologists (for trust and authority purposes/professional experience) and also real-life stories of young adults (relatable, genuine, practical and emotional reasons).
Exponent Rules Homework
Here we go.
Divisibility Rules Homework
Start with a sharp topic sentence.
First paragraph: It is imperative that schools implement drug-testing trials because evidence reveals that tests are a useful deterrent to young adults who may be contemplating drug use.
- Use a combination of evidence: According to Dr Carr Gregg, renowned Melbourne psychologist, drug testing trials should override privacy concerns because of their benefit to young adults. They would also help reassure parents…
- Certainly, many schools who drug test praise the benefits…
- Young adults like Peter McCann also favour drug testing because it would give them an excuse to withstand pressure to dabble in drugs.
Second paragraph: argue by comparison/analogy (Drug testing is widespread in the community and has been adopted by many institutions because of the importance of eliminating drug use…)
Write a rebuttal: Opponents to drug testing believe that it is a criminal offence and should be dealt with by police. Quote from the Commissioner
Show a weakness or flaw in the argument. Show what he is overlooking or why he is misguided/wrong.
Conclusion
Also please go over the vocabulary sheet for the week.
For those who did the comprehension passage from the GAT, about Khadifa, please learn this vocab. Please write a similar story about two siblings who have different characteristics.
Warp: to bend or become bent/ out of shape Proficiency; proficient; skilled or expert in something To contrive: devise and plan and manage; Residue- remainder of something after it has been removed Sarcastic sauciness; saucy – cheeky, impudent, bold, Vigororous – energetic , lively To scold – to find fault with ; to chide, to reprove; to use abusive language A scold – A person who is habitually abusive – (tells people off) Defects – faults; shortcomings; personal flaws Inevitable : unavoidable; bound to happen
When kids and adults learn to read, they’re connecting how words sound to how those sounds are represented by letters. Phonics instruction helps make those connections.
Phonics instruction also teaches spelling patterns and spelling rules. It teaches about parts of words called syllables. Learning common syllable patterns can help people become better readers and spellers.
To thrive in both reading and spelling, here are 15 important rules to know.
1. Vowels in syllables
Every syllable of every word must have at least one vowel sound. A vowel can stand alone in a syllable, as in u●nit and an●i●mal. It can also be surrounded by consonants, as in jet, nap●kin, and fan●tas●tic.
2. Short and long vowels
Vowels can make different sounds. The sounds they make depend on where they are in a word. For example, is the vowel followed by a consonant? This helps determine if the vowel makes its short or long sound: go vs. got, she vs. shed, hi vs. him.
When there’s only one vowel in a syllable and it is followed by at least one consonant, the vowel usually makes its short sound. Examples include on, itch, mas●cot, and Wis●con●sin. This pattern is called a “closed syllable” because the consonant “closes in” the short vowel sound.
When there is only one vowel and it is at the end of a syllable, the vowel makes its long sound, as in he and ban●jo. This pattern is called an “open syllable.”
3. Silent e
When e is the last letter in a word, and there’s only one other vowel in that syllable, the first vowel in that syllable is usually long and the e is silent, as in sale and in●side. This syllable pattern is called “vowel-consonant-e.”
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Some teachers call this the “silent e” rule. Some call it the “magic e” rule. The e gives all its power to the other vowel and makes that vowel use its long sound (“say its name”).
4. Consonant blends and digraphs
Digraph is a fancy word for two letters that represent one sound. In a digraph made of consonants, the two consonants work together to form a new sound. Examples include chap, ship, thin, whiz, and photo. Consonant blends are different. These groups of two or more consonants work together. But unlike digraphs, their individual sounds can still be heard as they’re blended together. Examples include clam, grasp, and scrub.
5. Vowel digraphs
In a vowel digraph, two vowels are side by side. The first vowel is long and says its name. The second vowel is silent, as in boat, paint, and beach.
Sometimes, two vowels work together to form a new sound. This is called a diphthong. Examples include cloud and boil.
6. R-controlled vowels
When a syllable has a vowel that is followed by r, the vowel is “controlled” by the r and makes a new sound. Examples include car, bird, germ, form, and hurt. This rule is sometimes called “bossy r” because the r “bosses” the vowel to make a new sound.
7. The “schwa” sound
Any vowel can make the schwa sound; it sounds like a weak uh or ih. Words like from and final have the schwa sound. Some words have more than one schwa sound, like apartment and banana. It’s the most common sound in the English language.
8. Soft c and hard c, and soft g and hard g
When the letter c is followed by the vowels e, i, or y, it usually makes its soft sound. Examples of that are cent, circus, and cyclone. With other vowels, the letter c makes a hard sound, as in cat and cot.
Likewise, when the letter g is followed by the vowels e, i, or y, it usually makes its soft sound. Examples of that are gel, giant, and gym. With other vowels, the letter g makes a hard sound, as in gas, gorilla, and yogurt.
9. The “fszl” (fizzle) rule
The letters f, s, z, and l are usually doubled at the end of a one-syllable word immediately following a short vowel. Examples include stuff, grass, fuzz, and shell. Exceptions include quiz and bus.
10. Ending in k or ck
When a one-syllable word ends with the /k/ sound immediately following a short vowel, it’s usually spelled with ck, as in duck and trick. When the /k/ sound follows a consonant, long vowel sound, or diphthong, it’s usually spelled with k, as in task, cake, soak, and hawk.
11. The /j/ sound and the /ch/ sound
In a one-syllable word, when a /j/ sound immediately follows a short vowel, it’s spelled dge as in badge, hedge, bridge, dodge, and smudge. (The d “protects” the vowel from the “magic e” rule.)
In a one-syllable word, when a /ch/ sound immediately follows a short vowel, it’s usually spelled tch as in catch, fetch, stitch, blotch, and clutch. The exceptions to this rule are such, much, rich, and which.
12. Drop the e with -ing
When words end with a silent e, drop the e before adding -ing. Examples: bike/biking, give/giving, and dodge/dodging. This rule also applies to other suffixes that start with vowels, like -ed, -er, -able, and -ous. Examples: grieve/grievous, excite/excitable, and hope/hoped.
13. Doubling
In a one-syllable word like win where one short vowel is followed by one consonant, double the consonant before adding a suffix that starts with a vowel. Examples: winner, winning, winnable.
14. Plurals
For most words, add s to make them plural, as in cat/cats. But when a singular word ends with s, sh, ch, x, or z, add es to make it plural, as in classes, brushes, and foxes.
15. Y rules
To make plural a word that ends in a vowel immediately followed by y, just add s, as in toy/toys. When y immediately follows a consonant, change the y to i and add es. Examples: family/families, pony/ponies, and treaty/treaties.
Suffixes follow a similar set of y rules. When there’s a vowel right before y, keep the y and simply add the suffix. Examples include play/playing and annoy/annoying.
When a word ends with a consonant followed immediately by y, change the y to i before adding suffixes like -ed and -est. Examples include carry/carried and happy/happiest.
But when the suffix begins with i, keep the y and simply add the suffix, as in fly/flying and baby/babyish.
Exceptions to the Rules
Most words in the English language follow phonics rules. But any exceptions to these rules need to be taught and memorized for reading and spelling. These words are often found on lists of sight words or high-frequency words.
If your child is struggling with reading or spelling, talk to the teacher. An extra scoop of phonics instruction could help your child catch up. You may also want to learn about reading specialists and reading interventions, which are common resources schools use to help struggling readers.