Today in the 1st block, we worked on refining our letters to the editor for Woodleighville. As a class, we discussed the criteria and learning intentions of these letters. We agreed that our letters had to be multi-paragraphed, have a formal/persuasive tone, connect to the residents, and agree or disagree with what was going on; pictures, links, podcasts, and alternate suggestions for problem solutions were optional. We also discussed that we are doing this project for practise of opinion-based persuasive writing, letter formats, gathering knowledge, and making connections between problems and our own experiences/knowledge. In the 2nd block, we worked on our Genius Hour projects. The teacher discussed our outlines with us individually, and we got electronic devices to start research on our projects.
We refined our letters to the editor so that we can know why we are doing it and to have us sound literate when we send them out. After that, we worked on our Genius Hour project to get started on it, and to narrow/specify the topic and get advice from the teacher.
The class discussion about the letters was useful to me because I wasn't entirely sure of what the letters should be like and what they should contain, but now I have a clearer idea of that. Both letter refining and Genius Hour could apply to my future life, like when I do more projects or when I write letters to the editor to be put in the newspaper.
There was no homework assigned to us for Friday, but you can work on your Genius Hour projects or your letters if you like.
Tips: When you write your letter, read it over to yourself to make sure it sounds good and makes sense - this will help catch any mistakes you may have made. Also, if you need to make a small change in your Genius Hour project plan, feel free to tell the teacher and do it.
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