Title Y3,4 Writing 4006SW V1 - 2024 T2 HP Lesson 2 Notes.pdf ✅

New Century School- Scholarship Writing Practice, 2024 1 Year 4 Scholarship Writing Practice #4006SW Writing Class Schedule Date Lesson/Practice Number Monday 1st July Lesson 1 4005SW Friday 5th July Lesson 2 4006SW Monday 8th July Lesson 3 4007SW Friday 12th July Lesson 4 4008SW Expectations It is expected that students write a draft in their exercise book and bring this book to class each lesson. Notes from class instructions should be written down. These include all vocabulary, Quick Write activities and other notes. Students are strongly encouraged to write a draft, edit their work, proofread their sentences carefully, and always use a dictionary during the draft process. A thesaurus (book of synonyms) is highly recommended, and an online version may be used. Homework should be completed in pen or as instructed by the teacher. Please note, erasable pen should not be used. Your teacher will let you know other requirements in the first lesson. Please note: Students should not print and complete the tasks beforehand. Drafts will be checked in class, but not collected. Late submissions and essays with no draft may not be assessed. Students are encouraged to do their best during the programme and ask for help when they do not understand something and participate in each class. Showcase essays may still be collected by teachers during the programme and it is a great thing to strive towards.

New Century School- Scholarship Writing Practice, 2024 3 Focus 3: Useful vocabulary (Teachers to go through and define each word and discuss with class.) screen-time addicted responsible monitor * device interaction connections limit technology reduce priorities upgrade necessary control download boot/reboot active inactive sedentary anti-social *monitor (noun) -a device used for observing, checking, or keeping a continuous record of something (verb) - observe and check the progress or quality of (something) over a period of time; keep under systematic review Note: Using specific terms and vocabulary related to the topic should be encouraged. Words in the prompt should be referred to in the response. Focus 4: Useful expressions (Teachers to go through and define each expression and discuss with class.) glued to the screen internet access surfing the web time management social media networks computer skills downloading from the internet being computer savvy/literate Teachers may elicit other vocabulary and expressions from students and add them to the list. Focus 5. You Tube Clip (Duration: 1min 45sec) This is a short video on screen time. It is recommended to mute the sound due to the music and read along instead. https://youtu.be/OVwuFrnZPwo - The Effects of Too Much Screen Time Clip discussion points: The clip advises parents/guardians to do what 4 things? - 1. What can you do to ‘take time out’? The video suggests going outside. Can you think of other things to do instead of screen time? How is this more beneficial for your health? - 2. Besides screen time and books, how else can you learn things? (Examples may include: taking part in an activity (being hands on), learning by observing others etc) - 3. Do you use the iPad or watch TV when eating meals such as dinner with your family? Encourage students to discuss what kinds of conversations they may have during mealtimes. - 4. The clip suggests being a good role model. Who are your role models, people you look up to? What can you learn from role models?
New Century School- Scholarship Writing Practice, 2024 4 The clip mentions three key health affects regarding screen time. Let’s look at these below. 1. Myopia (near-sightedness) means that a child can see close-up but has problems seeing things far away. 2. Restlessness is the state of not being relaxed or calm 3. Aggression is angry or violent behaviour or feelings Consider what happens and how you react when you are told ‘no more screen time’ or your device is confiscated. Consider why a device may be confiscated or asked to be put away. What are your parents/guardians trying to teach you about screen time? Focus 6: Persuasive Writing – For the student A persuasive essay shows your point of view, what you believe and why. It is a combination of opinions and facts. There are many techniques you can use to enhance your piece of writing. Some of these concepts may be new, but don’t worry, you will learn them soon enough! • Strong use of emotive language (refers to your word choices that are intended to get a specific response from the reader. (Emotive= emotion) Emotive language is the deliberate choice of words to elicit emotion. It is used to influence the reader, play on their feelings, and persuade them to agree. For example, depending on the language you choose in your writing, your reader can feel joy, excitement, anger or even a sense of urgency. You can apply adjectives such as appalling, wonderful, or tragic. You can apply verbs such as destroyed, removed, or saved. You can apply emotive adverbs such as angrily, defiantly, or proudly. You can apply abstract nouns such as freedom, justice, or love. Extended emotive language for persuasive writing: appalling dreadful inferior harsh cruel ecstatic honest disaster disgust damaging innocent corrupt • Formal or informal language can be used but try to avoid slang terms and expressions for the purposes of this programme. • A persuasive essay has a strong bias. Bias is our perception of the way things are or should be, even if it's not accurate. Humans show bias when we assume that something is one way based on our experiences or beliefs. When applied to people, this belief is called prejudice, which means judging someone without knowing their background. https://youtu.be/EdEQmH65ybQ This short video may be played in class or in students’ own time to help explain bias further. (Duration: 3 min 34 sec)