Primary 2 Choose The Right A Lesson 9 Homework

What's Included?

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2018

Each year there is an annual theme and assigned curriculum. You will find resources specifically designed for this current year including PLANNERS, BIRTHDAY CARDS, NOTEBOOK COVERS, and more!

And Monthly helps such as MONTHLY SHARING TIMES, MONTHLY POSTERS, MONTHLY SONG, NEWSLETTERS, PRIMARY SCRIPTURE SEARCH and more!

LESSON & TEACHING HELPS

Lesson Supplements to assist with Sunbeam, CTR and Valiant lesson manuals

MUSIC

Music leaders have 15 minutes each week for Singing Time - find a multitude of helps for Primary Choristers!

ACTIVITES

This includes Scouting for boys, Activity Days for girls and Quarterly Activity Days for all children 

LEADERSHIP

Resources for Primary Presidents, Primary Counselors, and Primary Secretaries - along with teacher resources

 

History

Primary had it's beginnings in Farmington, Utah in 1878.  

Aurielia Spencer Rogers was concerned about the behavior of neighborhood boys and after discussing it with Eliza R. Snow, they developed a program for boys and girls that was approved by President John Taylor.  

On Sunday August 25, 1878, 224 children met in the Farmington Rock Chapel - that is still standing today.  Ward Primaries were held throughout the territory.  

The first official general Primary president was called in 1880.  There are now over one million children attending Primary throughout the world.



To learn more about Primary, visit LDS.org - Primary

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Motivation and Prior Knowledge:

Think, Pair, Share Exercise: Ask the class, "Who wants to be a writer? Why?" Have the class think quietly about this question for a minute. Ask students to pair up with a partner or in groups and share their thoughts. Then have the students share with you. Record their answers on a blackboard, making sure to write the child's name after each shared idea.

Ask the class, "What are some of the different types of professional writing in the world?" Record the responses of the groups, which may include:

Types of Writing:

  • Novels
  • Short stories
  • Non-fiction
  • Plays
  • Movies
  • Poetry
  • Newspapers
  • Magazines
  • Television
  • Radio
  • Advertising
  • Public relations

On the board write the title: What is it like to be a writer? Underneath the title have two columns:

1) Good and

2) Not so good

Ask the class, "What are some good and not so good things about being a writer?" Record their answers, which may include:

Good

  • Travel
  • Meet interesting people
  • Learn new things
  • Get to create
  • Many readers
  • Can influence people

Not so good

  • Deadlines
  • Editors change things
  • People may not like what you write


Think, Pair, Share Exercise:
Ask the class, "What does it take to be a writer?" Have the class think silently about the question for a minute. Have students pair with a partner or in groups and share their thoughts. Then have them share their thoughts with you and record them on the board.

Being a Writer

  • Good knowledge of English. Think of CUPS: Capitalization, Use of words, Punctuation, Spelling.
  • Good knowledge of your field, general knowledge of everything.
  • Good observational skills: What did the team do after they won? What did the woman say when she got her lost dog back? Remember colors, sounds, sequence of events, and words of people — what you need to create the event.
  • Persistence: Write and rewrite until you think it's perfect. Go after the story, dig for facts, get quotes to make it interesting, do your best for the readers.
  • Thick skin: Not every teacher or editor or reader will like everything you write. Get used to it.
  • Hard work. Writers are made, very seldom born. Tiger Woods has a great natural swing but he works out a lot and hits at least 1,000 practice shots a day.

Additional Exercises:

How to Read a Newspaper - Bring newspapers to class and ask students why reading a newspaper is important. When that has been discussed, hand out the newspapers. Go through the "Before-During-After" reading strategies below for understanding and getting the most out of a newspaper story.

Before:
- Preview the text
- Read captions
- Look at subtitles
- Predict what the story might be about

During:
- Look at the bold print words
- Look up unfamiliar words in a dictionary
- Clarify information by rereading text

After:
- Summarize the text
- Create a visual image
- Think of prior knowledge
- Connect new information with prior knowledge
- Share new information with someone

Have students practice these strategies with their newspapers, then share what they've learned with you and the class. The test of whether you understand a newspaper story is: "Can you explain it to somebody else?"

Importance of Newspapers - Ask the class, "Why are newspapers important to our community? What kind of information do they provide to link us to our political and social structure?" Have the class think silently about the question for a minute, then ask them to pair with a partner or in groups and share their thoughts. Have them share their thoughts with you and the class and record them on the board.

Scavenger Hunt - Prepare a list of items students will have to locate in the newspaper (headline, a sale price, comic strip, sport scores, movies review, etc.). Give a time limit for the scavenger hunt.

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