Powerful sentences on fighting

Ms Quick's main body paragraph on fighting and handling conflict:

Fighting may be wrong, but is it avoidable?  I believe we can avoid fighting if we make careful choices to communicate respectfully.  Knocking someone over the head just because they didn't choose you for their sports team in PE class is definitely wrong, and surely avoidable.  Some people show their anger in punches and kicks, while others show it in loud, strident voices.  Both punching and shouting show a lack of control.  I think that rather than focusing on fighting in schools, we should focus on how to communicate our ideas, concerns, worries and frustrations through talking it through and especially through listening to others.  This could lead to much more enjoyment of school life for all students.

I have printed a paper copy of this for everyone to annotate to identify:

• at least five sentences
• a short sentence
• a sentence with listing within it 
• a sentence with one or more subordinate clause
• alliteration
• detail about a person or place that helps us imagine a lot more about the person/place.
• adventurous vocabulary

Wednesday 27 November 2019

Do now: silent reading

Learning objective: to create powerful sentences.
Success criteria:
1. I can describe the benefits of varied sentence types (short, long, subordinate clauses, lists within sentences).
2. I can identify the effects of different vocabulary choices.
3. I can apply my new knowledge to making my own formal writing more powerful.

Short sentences are most useful for making impact.  e.g. He died.  e.g. Then I dropped the whole thing.

Using subordinate clauses within a sentence allows us to create a more complex idea.  e.g. Before I could even get in the door, the screams from the other side led me to be very nervous indeed.

Using lists within a sentence can increase the impact of the idea you are developing.  e.g. As I made my way up the path to the front door, I saw Aunty Mary, Uncle John, six snotty-nosed cousins from Hokitika, my older brother's very pregnant girlfriend, my older brother, Grandma and Dad all staring at the present that I was trying to hold still in my arms, without much success.

Vocabulary

Can you use different words to increase the power of the idea you are developing?

Can you use a rhetorical question, or a simile?

How will you link information through alliteration to focus the reader on a particular detail?

Next activity is via Socrative.  Log in as a student here.  Room name = MSQUICK

You will each be given a party scenario.  You are going to describe the party using:

• at least five sentences
• a short sentence
• a sentence with listing within it 
• a sentence with one or more subordinate clause
• alliteration
• detail about a person or place that helps us imagine a lot more about the person/place.
• adventurous vocabulary

Commas

Grammarly guide: When to use a comma

Khan Academy video: all about commas

What kind of cafeteria food do we want in 2020?

Morena
Today our focus is on making a difference in our school.  The current managers of our school cafeteria are leaving the school at the end of this year.  So we get to put our views to the school management and to the tender process.  Student voice is really important in this! 

A tender is when organisations put in a bid to run our cafeteria, and the one with the best proposal (quality food and affordable prices) gets the contract.

Here are some resources to help you make your recommendations:

• The Ministry of Education's guidance on healthy food in schools.
• Government's plan to give free school lunches to primary school students in poor schools.
• Why do we love hot chips so much?

I have put the questions on socrative, which you can access here.  Room name: MSQUICK

1. The first question links to the writing on the cafeteria which many of you worked on last term.  You can use this writing!  I would really like Mrs McKnight and Mr England to see your careful, thoughtful, wonderful thinking!
2. Design your own menu!  Think about affordability, taste, healthiness.

Learning for Tuesday 12 November 2019

Morena 10QI
I am off school sick today.  I've had to change the activities around a bit due to not being with you.  I've also set up a workspace, as I know that is what you are often used to in other subjects.

Please go to your student dashboard and find the workspace called 10QI Ncea Preparation (the link is for your relief teacher).

Your first activity is a writing one: what would you like to be doing when you are 25 (link for reliever here).  You have one minute of planning and question time, and then 12 minutes of silent writing.

Secondly, please watch the NCEA video.  It is a bit corny, but hopefully useful.  Your reliever and you can work out together whether they play it on the big screen, or you watch it individually on your chromebooks.

Thirdly, I want you to work in groups to make a 'highlights of year 10 video."  Instructions are also on the workspace.  Link for reliever here.