Grade 8 Thesis

Why do you deserve to go into high school?

Assignment outline:

GRADE EIGHT THESIS

Grade eight is really the last year that anyone can consider you to be a child. After grade eight, once you enter high school, life has the possibility of changing for you. You get more responsibilities and your teachers expect even more from you. The same is true for many of you at home. You may be getting a job soon, having new relationships and learning to balance your time that wants to get stretched in many different directions.

You have to have a mature outlook to deal with all of this, and your behaviour speaks louder than any words.

This is what the grade eight thesis is about. A thesis is an in depth examination of something. It is an independent project where you make the decisions.
Your job is to make a presentation to our class, either live or recorded, that shares with us the evidence that you are ready to be a mature high school student.
Your thesis can share many different types of information with us:

* accomplishments to this point in your life
* what type of a person that you want to be remembered as
* talents
* your work ethic (homework completion, chores, etc.)
* strengths and weaknesses
* volunteer efforts
* goals for the next few years
* your worries and concerns

The idea of this thesis is not to only concentrate on school. While school may play a part in your presentation, your thesis needs to be about your life as a whole. How can you show that you are growing in responsibility and maturity? How can you show that you are capable of becoming a high school student who can make good decisions? How have you changed?

I am looking for evidence of reflection (that you have taken the time to think about yourself) and creativity.

Here is an example of another grade eight student's thesis.



If you are looking for a web 2.0 tool to help you get started, check out this blog.

Good luck, and have fun!! I can't wait to see what you come up with:)

How fast can you type?

Good Morning!

Here is a link to a site that will help you practice your typing skills. Have a look and try it out!

Black Violin

Yesterday our class went to the Grand Theatre to see The Black Violin perform. It was amazing!!!! Black Violin is an American hip hop duo from Florida comprising two classically trained string instrumentalists. Kev Marcus plays the violin and Wil B. plays the viola. D.J. T.K. and Beat Down drummer joined Kev and Wil B. for their performance. They take classical music and in their words "stank it up". They mixed rap, hip hop, techno, you name it with classical pieces. We had a blast! Kev and Wil B. (the two violinists) wanted the crowd to yell, scream, clap, dance, get out of their seats. The First Avenue P.S. audience did not disappoint!

Check out a sample of The Black Violin performing.







Here is a link to their website too.

Your assignment is to write a review of the Black Violin's performance at The Grand Theatre. Include what you thought the show was going to be about, anything that surprised you, your views on violin music (before and after the show), your favourite part, and anything else that you think is important or relevant. Please find your favourite video of the Black Violin from You Tube and include it as well.

Leave a comment below to let me know what you thought of the show as well as to say that you are finished the assignment.

Thanks, happy listening!
Mrs. Dowker

Awesome Artwork Made with Sharpies

Nowadays, Sharpie markers come in more than basic black––they’re available in every color of the rainbow, and in just about every size and shape. They’re great for everyday labeling and organizing, but did you know that they could also be used to decorate everything from guitars to fingernails? WD teamed with Sharpie to find the most unique creations from talented artists across the globe. From a Lamborghini turned objet d’art to a wall mural, check out how different artists uncapped their creativity. - By Olivia Putnal

Get inspired to draw outside the lines with these 5 marker masterpieces.

George Ramos spent two weeks on this intricately designed Lamborghini––he used Sharpie markers to create the design and then topped it off with a clear coat of paint to protect the pattern. The car was displayed at the Concorso Italiano, a festival celebrating Italian style, in Monterey, California, and received plenty of appreciative nods. Photo courtesy of George Ramos.

Peter Bragino created a custom design on his Ibanez guitar using an industrial-strength Sharpie marker––no sanding or topcoat was needed to preserve the long-lasting design. He penned this intricate work of art at his Brooklyn, New York, art gallery, THECEEFLAT. Photo courtesy of Peter Bragino.

Okat can always go barefoot thanks to his custom trompe-l’oeil shoes. Tracing his own feet over a pair of slip-on Vans first with pencil, he then drew over the lines with a black Sharpie. He used acrylic paint to fill in the feet with a shade close to his own skin tone. At first glance, you wouldn’t even know these were shoes—they almost look like the real thing! Photo courtesy of Iamokat.com.

One day Charlie Kratzer took a look at his basement’s bare, cream-colored walls and decided to spice things up a bit. Instead of using wallpaper or paint, the lawyer picked up $10 worth of Sharpie markers. He used famous people and works of art as inspiration for this grand illustration. And Sharpie artwork was the just the beginning for this budding artist—he learned to paint, and now displays his works upstairs as well. Photo courtesy of Charlie Kratzer.

What could you turn into Sharpie Art? Think about it and let me know what your idea is. Post your thoughts in the comment box below.

Mrs. Dowker

Grade 8 Science Mini Movies

For science, we were asked to learn the parts of a microscope as well as their function. This can be pretty dry, so we made it more exciting by creating our own instructional videos, labelling the parts of the microscope and well as how they are used. Take a look at our creations, we're quite proud of them!

Callie & Lexxy's Video



Dylan & John's Video



Brittney and Savanna's Video



Hannah & Cindy's Video



Kya & Casi's Video

Cell Phone: From Brick to Slick

Ah, the good old days, when cellphones were the size of bricks. Some were so big you had to carry a separate bag containing their electronic innards, and if you weren’t careful, you might end up with a dislocated shoulder by the end of the day.

Fast forward to today, where cellphones have gotten plenty smart. One factor should catch your eyes: Notice how different all the phones start looking around 2007. Wonder what happened then (cough! iPhone cough!)?

This infographic from Wilson Electronics (maker of cellular signal boosters for buildings and cars, so they know about these things) takes you from Dr. Martin Cooper’s laughable handset (that looked more like a cream-colored shoe than a phone) up to today’s darling of the moment, the Apple iPhone 4S.

Tell me in the comments how many of these cellphones you’ve used, which one was your favorite, and how you would compare your previous model to today’s latest phones.

Also, I would love to know why you could or couldn't live without your phone! Please post your comments below.

Thanks,
Mrs. Dowker

2011 A Year in Review

Looking Back at 2011 – A Year in Review Assignment

Part 1: What Will You Remember Most From 2011?

Something to think about – What national, international, cultural and personal events in 2011 stand out for you most? Why?

Take a moment and record the first 10 things/events from 2011 that come to mind when you think about the year as a whole. This can be anything – relating to your life personally, media, global, entertainment, trends, controversy etc.

Part 2: I'd like you to watch these two videos:

Video #1: Zeitgeist 2011: Year in Review(A Google Spin Off Video)



Video #2: 2011 – The Year in Rap and Rhyme

The Year in Rap: 2011 from Flocabulary on Vimeo.

Part 3: Images and Videos of the Year

The Nyiragongo Crater in the Democratic Republic of Congo is the world's largest lava lake, one of the wonders of the African continent. The crater bubbles 1,300 feet deep. (Olivier Grunewald)

Anti-government protesters celebrate inside Tahrir Square after the announcement that Egyptian President Hosni Mubarak had resigned on February 11, 2011. (Amr Abdallah Dalsh/Reuters)


Scroll down to images and videos of the year (please keep in mind that any “best of” list is subjective. Major news events were used as a guide). There are several top photo lists in this section, please view The Big Picture/ 2011 Year in Photos Part I, Part II, Part III

Media Analysis – What makes an effective photograph? What types of events were captured? How did you feel as you viewed different photos? What made you feel this way?

In a short paragraph, describe what a photograph should have in order to make a “best of “list like this. Please support your answer with an example, making specific reference to at least one of the photos that you viewed.

(If you enjoyed these pictures, check out the National Geographic Photography Contest Winners for 2011 here.)

Part 4: Words of the Year (this should make you laugh)

Click this link for the words of the year: New York Times/ which words from 2011 will live on? Collecting the past year’s words is like sifting one’s pockets at the end of a trip. Some things you’ll keep, some you’ll discard. Please read the text at the top of the page and scroll through some of the catchwords that were snagged throughout 2011. Some are new while others are oldies that have resurfaced and taken on new life!

Evaluation - Can you think of any words that are not on this list that should be. Reflecting on my last year of teaching, the word “epic” seems to have wormed its way into grade 8 students everyday vocabulary. What do you think?

From the New York Times list, select what you think would be the top three words – which will have longevity (ie – these will stick around for some time)? Be sure to explain your reasoning for each choice.

Are there any words that were listed that you feel will be easy to forget about in 2012?

Part 4: Writing Task - Your Review of 2011 – Ideal length, approximately 1 page.

You may take some time to view some of the other categories on the retrospectives list - - there are lots of interesting “best of” lists that can fit a unique interest of everyone – enjoy!

Tell us about what you’ll remember most from this year, whether it’s a news event, something that’s gone viral on the internet, a new innovation or fad etc. An event in your own life, or something else entirely may even be included - - it’s your choice as this is your reflection of 2011. How would you sum up this year? What are you looking forward to in 2012?

Formatting tips for a well-organized piece of writing.

A catchy title that will grab your reader’s attention

Paragraph 1 - Your introduction should generally discuss 2011 and memorable moments/events

Paragraphs 2, 3, and 4 - You should have distinct body paragraphs that discuss some of the events that you feel are most memorable. For example, perhaps the passing of Steve Jobs makes your list. You would have a distinct paragraph for this. You would need to be sure to fully discuss why this was such an important event and touch on how his life influenced so many. I would recommend selecting 3 significant events to focus on (i.e 3 body paragraphs).

Paragraph 5 - Your last paragraph should be a conclusion. How would you sum up this year and what are you looking forward to in 2012. You may even want to put a creative twist on this and predict what 2012 may have in store for us.


Good luck!! I can't wait to read your thoughts and opinions:)

Mrs. Dowker

P.S. "Just because these are interesting:)

Popcast: The Best Albums of 2011

Arts | The Year in Television

Arts | The Year in Video Games

The 10 Best Books of 2011

Fashion and Style | 2011 Red Carpet Hits, Misses and Risks

Technology: Award Time for Ideas That Shine

Lens Blog | Looking Back at the Year in Sports

And here is a link to many, many other lists from 2011.

Need or Want?

So the holidays are approaching, and everyone is bustling around trying to find the "perfect" gift. It is easy to get caught up in the commercialism of the holiday, and forget about the things that really matter.

Take a long look at the photograph above. What do you think that it says about our society? What is most important to you this holiday?

Finally, what could our class do to give back to our community this holiday season? I'd like to hear your ideas.

Top Trends in 2011

Can you forecast some trends for 2012?

Did You Know?

Inference 101

Comprehension Skill - Making Inferences

Learning Goals:
1. I will use text details and life experiences to make inferences about
characters, their feelings, and how those feelings affect their behaviour.
2. I will learn academic language: inferences - the act of reasoning from factual
knowledge or evidence.

Things to remember:
1. Authors do not spell out everything for the reader.
2. The reader must use clues from the text and their prior knowledge to make
inferences.
3. As the reader gets new information, they need to adjust their inferences.

_________________________________________________________________________________

What does it mean to make an inference? So how do you make an inference?

First, you have to know what one is. An inference is an assumption made based on specific evidence. Someone might say to you, "Nice hair," and you make the inference that the person is being rude and is really insulting you because it was said with a smirk. You infer the implied meaning – the meaning not said directly.

Here is another example, based on a story that we are all familiar with:

One more...

And one more (because I can't resist and I LOVE sticky notes)!

Inference Practice (please read)

Most people are pretty good at figuring out mysteries. If you aren’t you might have trouble answering inference questions. Inference means reading all the clues and making your best guess. You will be surprised at how easy inference can be.

Read the following paragraph then choose the best answer.

Pete and Jeff were hot and sweaty as they sat outside the principal’s office. Dirt smeared both of their faces, and they could hear their teacher’s voice as she gave Mr. Jones her account of what had happened. Pete sneered at Jeff, and Jeff returned the angry glare. As Miss Brown left Mr. Jones’ office, the boys hung their heads so they wouldn’t have to look her in the eye.

From this paragraph you can infer that,

a. Pete and Jeff had disappointed their teacher.

b. Pete and Jeff are sworn enemies.

c. The principal, known for being hard on students, would yell at them both.


A is the correct answer. How do we know that? Let’s look at the clues:

We know the boys were mad at each other, because Pete sneered at Jeff, and Jeff returned the angry glare.

We can guess that they had been fighting, because dirt smeared both of their faces, and they were sitting outside the principal’s office. The biggest clue is in the last sentence: "The boys hung their heads so they wouldn’t have to look her in the eye." They had disappointed their teacher.

Why are the other two answers wrong?

Well, reread the paragraph. It does not say that the boys were best friends, but it doesn’t say they were NOT best friends either. We don’t really know. All we know about the principal is that his name is Mr. Jones. He might be a nice guy, but the paragraph doesn’t give us a clue about what kind of person he is.

The only answer we can infer is that the boys felt that they had disappointed their teacher, because they didn’t want to look her in the eye.

So let's practice our inferring, shall we? Try your hand at the practice inference questions below.

_________________________________________________________________________________
Inference Assignment

Part 1
Your Task: First, start a new blog post titled "Inference 101". Write a
definition for making an inference. Next, copy and paste this
assignment onto your blog. Using your best inference strategies, make
an inference about the following statements. Please include your
inference as well as the text clue that led you to your decision. The
first two are done for you.

1. I wouldn't eat after that two-year-old if I were you.

Inference: The two-year-old probably did something gross to the food you were
about to eat, or has a cold and you could catch it. Something bad will
happen to you if you eat it because he "I wouldn't" sounds like a
warning!

2. For Valentine’s Day, my fantastic neighbor gave his wife a poem that took him
about two seconds to write. Sheesh.

Inference: My neighbor is not very considerate since he didn't take his time
writing the poem, the text clue that led me to this decision was the
"Sheesh". People usually say "Sheesh" when they are annoyed or
frustrated.

3. A man ran after a retreating bus, waving his briefcase frantically.

Inference:_________________________________________________________________

___________________________________________________________________________

4. If she died, I wouldn’t go to her funeral.

Inference:_________________________________________________________________

___________________________________________________________________________

5. Jake almost wished that he hadn’t listened to the radio. He went to the closet
and grabbed his umbrella even though he would feel silly carrying it to the bus
stop on such a sunny morning.

Inference:__________________________________________________________________

____________________________________________________________________________

6. Hey! What happened to all the school construction money taken from the
taxpayers? It paid for this toilet the money was flushed down.

Inference:___________________________________________________________________

_____________________________________________________________________________

7. As you give a speech in front of a large audience, you realize that people are
laughing behind their hands and pointing to the region below your waist.

Inference:___________________________________________________________________

_____________________________________________________________________________

8. No, Honey, I don’t want you to spend a lot of money on my birthday present. Just
having you for a husband is the only gift I need. In fact, I’ll just drive my
old rusty bucket of bolts down to the mall and buy myself a little present. And
if the poor old car doesn't break down, I’ll be back soon.

Inference:___________________________________________________________________

_____________________________________________________________________________

9. A woman walks into a hospital clutching her abdomen and cursing out her husband,
who trails behind her carrying a large bag.

Inference:___________________________________________________________________

_____________________________________________________________________________

10. You're driving on the highway, listening to the radio, and a police officer
pulls you over.

Inference:__________________________________________________________________

____________________________________________________________________________


Part 2

Underneath your work for part 1, copy and paste a minimum of 3 of the photos displayed below. Please be sure to include a written inference to accompany each of the photographs.

After you have completed that, you are done!! Give yourself a pat on the back, and take some time to visit your classmates' blogs to see their inferences.

Photograph #1

Photograph #2

Photograph #3

Photograph #4

Photograph #5

Keep up the good work, and I'm looking forward to reading your thinking.
Mrs. Dowker

A Time to Remember, The Montreal Massacre

The Montréal Massacre of December 6, 1989, in which 14 women students at the École Polytechnique were systematically killed and 13 other students wounded by a lone gunman, is indelibly imprinted on the minds of Quebeckers and others who struggled to comprehend the worst single-day massacre in Canadian history.

Since the beginning of Québec's "Quiet Revolution" in the 1960s, women had been making increasing strides in non-traditional occupations and educational programs. In the 1970s and 1980s, growing numbers flocked to the École Polytechnique, the School of Engineering at the University of Montréal. While most men in Québec and elsewhere accepted and even welcomed these transformations, a minority felt themselves disadvantaged by attempts to encourage women's new roles and opportunities.

One of these was Marc Lépine, a 25-year-old Quebecker and child-abuse survivor who, as an adult, was described by acquaintances as a moody loner. Lépine had sought to join the Canadian Armed Forces, but was rejected. He had also studied for admission to the École Polytechnique, but was not accepted -- a decision he apparently blamed on "affirmative action" policies promoted by feminists and their sympathizers. In the suicide note he would leave on his body, Lépine provided some insights into the virulent mindset that fuelled his rage against women and feminists:

Please note that if I am committing suicide today ... it is not for economic reasons ... but for political reasons. For I have decided to send Ad Patres [Latin: "to the fathers"] the feminists who have ruined my life. ... The feminists always have a talent for enraging me. They want to retain the advantages of being women ... while trying to grab those of men. ... They are so opportunistic that they neglect to profit from the knowledge accumulated by men throughout the ages. They always try to misrepresent them every time they can.


Attached to the letter was a list of 19 prominent Québec women in non-traditional occupations, including the province's first woman firefighter and police captain. Beneath the list Lépine wrote: "[These women] nearly died today. The lack of time (because I started too late) has allowed these radical feminists to survive." It was, instead, dozens of ordinary women at the École Polytechnique who would bear the brunt of his fury.

Your Assignment:

Step #1: Visit the CBC Radio and Television Archives for 15 - 20 minutes. Browse, take jot notes to complete this statement -
"I was surprised to discover..."

Step #2: Prepare to write a new blog post. Your post should include:

Paragraph #1 - describe the Montreal Massacre (who, what, when,
why)

Paragraph #2 - incorporate what you were "suprised to
discover..."

Paragraph #3 - Answer these questions within the last paragraph:
Q1: What are the effects of the massacre?
Q2: What steps need to be taken to address the
issue of violence against women?
- I want to hear your thoughts, opinions, comments
here

** Please include several visual images to add visual stimulation for your blog readers. **

Julius Caesar

On Monday, December 5th, our class went to Calvin Park P.S. to watch the play Julius Caesar, performed by Ms. Hymmen's grade 7 challenge class.

Julius Caesar is a play about class conflict. The play began with Caesar entering Rome accompanied by his supporters and a group of citizens. He was offered the crown three times, but refused. Brutus and Cassius were worried about how much power Caesar had gained. They plotted against Caesar to lure him into the Capital, on the assumption that he would be crowned the leader.

That evening, Caesar's wife Calpurnia dreamt of a statue of Caesar bleeding from a hundred wounds. Calpurnia begs Caesar to remain at home and not venture into the Capital that day, he agrees. However, Decius, one of the conspirators, arrives and reinterprets Calpurnia's dream to mean that all of Rome sucked the reviving blood of Caesar for its benefit.

Brutus met with Cassius and the other conspirators and shakes all their hands, agreeing to join their plot. He convinced them to only kill Caesar, and not his most loyal friend Antony, because he does not want them to "seem too bloody".

The conspirators arrive at the Senate House and Caesar assumes his seat. On Casca's comment, "Speak hands for me" the group attacks Caesar, stabbing him to death. The conspirators, now led by Brutus and Cassius, dip their hands in Caesar's blood and prepare to run to the streets crying out "peace, freedom, and liberty". Antony arrives and begs them to let him take the body and give Caesar a public eulogy. Brutus claimed that he "sacrificed" Julius Caesar's life for freedom and that he killed him because he was too ambitious. Antony takes full advantage of his speech and informs the crowd that Caesar was a selfless man who cared for Rome above everything. The people now believe Caesar to have been great and good, seize his body and vow revenge upon Brutus and the rest of the conspirators. Cassius and Brutus flee. On the battlefield at Philippi, Antony and Octavius battle against Brutus and Cassius, with Antony and Octavius reigning victorious. Octavius, unemotional through all of the carnage, merely ends the play with the lines, "So call the field to rest, and let's away / To part the glories of this happy day".

Overall I thought that the play was fantastic. Each actor spoke clearly, and with confidence, which made it very easy to hear. The play was well prepared and performed seamlessly. It was amazing at how well each actor knew exactly when and where to go on stage. The set design was simple, yet incredibly convincing. The costumes looked authentic, and reflected the time period perfectly. There were elements of humour added with the student narrators, which really helped the audience in understanding such a sophisticated dramatic presentation.

We thoroughly enjoyed watching Julius Caesar, and look forward to attending the Challenge program's Shakespeare play next year! Congratulations to the students in Mrs. Hymmen's class for a superb performance (you definitely deserve a treat from your teacher), and congratulations to Mrs. Hymmen, you rock as a teacher, and your students a re so lucky to have you in their lives. I'm very proud of you little sis!!

Thinking About Bullying...

I have been thinking a lot about bullying and everything that surrounds it since we went to see the play, The Shape of a Girl. We will be covering a lot more about this topic, but I wanted you to have some more information to think about. Check out the Cyperproof blog. It is a collection of intermediate level resources has been gathered to assist schools in developing purposeful anti-bully, including cyberbullying, campaigns. There is a lot of information presented, take your time and have a look at what is there. I want to know which pieces of information have an impact on you and the way in which you think about bullying. What videos do you think would be most effective to watch as a class and discuss? Feel free to leave a comment:)

Listen to this song, the lyrics are pretty powerful.

"Miss Invisible" by Marie Digby


Here is another version (this one is for you Callie).



And one more...

Remember...

The Shape of a Girl

The Grade 8's Visit the Grand Theatre

On Tuesday, November 22, 2011, our class went to see "Shape of a Girl" at the Grand Theatre. Shape of a Girl is a highly accessible show for teens that looks at the realities of teenage relationships and bullying. The play follows Braidie, a girl in grade 10, who is fascinated by the news coverage of a murder trial involving a group of teenage girls who have attacked one of their peers. As the story unfolds in the news, Braidie begins to realize that there is a parallel between the headlines and the emotional bullying that she and her friends have been participating since grade 2. Having come to this realization, and knowing that the bullying could escalate Braidie must confront her friends and stop the victimization of her classmate.

"The Shape of a Girl is a must-see for teens or anyone living or working with them. It accurately captures the thoughts, struggles and emotions that our youth face on a daily basis and presents these in an entertaining, yet thoughtprovoking manner" — Ann Dusterbeck, Boys and Girls Club Community Services

Your assignment is to write a play review. Please read the instructions below, and be sure to include each part in your review.

Remember: The point of a play review is to critique a play, not just to describe it! If you simply describe the plot, then you will not receive a very good grade. Thus, you need to have an overall thesis, just like in a regular essay. In this case, your thesis will be related to whether you thought the play was a good interpretation or well-executed version of the play. You then need to provide points throughout the review to support your thesis. The following questions will allow you to think about some elements of the play that you can
critique:

Basic Information
• In what theatre is the play being performed?
• What date and time did you see the play?
• What play did you see?
• Who was the author?

Script: Try to identify the following:
• What was the major conflict, dramatic question, or unifying theme?
• What was the dominant tone of the play? Serious? Comic? Ironic? Explain.

Directing: Try to comment on the following:
• Was there an identifiable production concept, unifying metaphor, or
interpretational approach? If so, what was it and how was it manifested in the
production?
• Were all of the elements of the production compatible and coordinated? Explain.
• If not, what seemed out of place or inadequately integrated with the rest?

Acting: Choose at least two actors (male or female) to comment on in some depth:
Please spell actors’ and characters’ names correctly.
• Were the roles appropriately cast?
• Were some actors inadequate to their roles? In what ways?
• Were some actors especially effective? If so, how and with what effect?
• Were the actors audible? Understandable?
• Were there any special skills (such as dancing, singing, fencing, playing a musical
instrument) required of any of the actors? If so, how effectively were the demands
met?

Scenic Design: Try to comment on the following:
• In what type of performance space was the production staged?
• What characteristics did the scenery embody? What did the scenery convey about
the play?
• How did the scenery contribute (or fail to contribute) to the total production?
What would have been lost if the scenery had been eliminated?

Costume Design and Makeup: Try to comment on the following:
• Were there any special costume needs? (historical, fantasy? etc.) If so, how well
were they handled?
• Were there any special makeup needs? (Same as above) If so, how well were they
handled?
• Overall, how did costumes and makeup contribute (or fail to contribute) to the
total production?

Lighting Design and Sound: Try to comment on the following:
• Were there any special lighting or sound needs? If so how well was it executed?
• Overall, how did lighting and sound contribute (or fail to contribute) to the
production concept and the total production?

Final Thoughts
• What was your overall impression of the performance?
• What was your overall impression of the experience?
• Any final thoughts?
_________________________________________________________________________________

If you did not attend the play, here is your assignment:

1. Define bullying in your own words, include a link to a definition that you found
as well.

2. Paragraph 1: Research the play, Shape of a Girl, and write a summary of it.

3. Paragraph 2: Research the real-life event of Reena Virk's murder, describe what
happened, be sure to link it back to the play, Shape of a Girl. Also, include
how this tragedy could have been prevented.

4. Create a poster (using glogster)to curb bullying. Include local and national
help line number.

Writing Leads

We have been practicing writing interesting and catchy leads. Take a look at this image. What comes to your mind when you look at it?

Your assignment is to write a catchy lead, using this image as your inspiration for a story. Take in all of the details of the image, think about what would be going on with all of your five senses if you were present in the image yourself...right now.

Have fun, and I can't wait to see what you come up with.

Please post your leads in the comment box below:)

Mrs. Dowker