Posted by ncrawford on May 7, 2012 in Non-Fiction |

We have been working hard in class analysing, performing and writing poetry. Now it is time to share some of the fantastic poetry you have all written!

Post all of your poems on your own blog page, making sure you include an illustration/visuals that relates to the main theme of your poem.

Once you have posted your own poem, go on to other students pages and read some of your classmates poetry.  Make sure you leave a comment for each poem you read.

Remember: BE POSITIVE and CONSTRUCTIVE not negative or rude


Harmony Public School – Class Blogs

Posted by harmadmin1 on December 21, 2011 in Non-Fiction |

Mr. Vella

Mrs Petch (NEW!!!)



Water as precious as oil?

Posted by ncrawford on December 11, 2011 in Non-Fiction |

We have been talking in class about how we use the world’s water and different water issues.  We have read explanations, watched video clips on water issues, and watched a movie on climate change and how it could affect our global water supply. 


 “Within your lifetime, fresh water could be as precious as oil is today.”

I would like to get your opinion on this quote. What do you think? Do you agree with this statement? Explain using an open response.  Remember to give your gist statement and support for your answer.  Your support should come from our discussions and lessons in science and language arts, the movie we watched and the video clips on water issues.


John McCrae

Posted by JSHORTLAND on November 4, 2011 in Non-Fiction |

Learning Goal:
1. Students will discuss the meaning, imagery, language and message of the poem, “In Flanders Fields.”

McCrae’s famous poem

After watching John McCrae’s “In Flanders Fields”, copies will be distributed to the class. The following are a list of questions to help determine meaning, imagery, and the main message:

What is the setting?
Describe what you see in the first stanza.
Who are the speakers of the poem?
What does the “passing of the torch” in the last stanza mean?
What does the speaker mean by the last three lines?
In Flanders Fields

In Flanders fields the poppies blow
Between the crosses, row on row,
That mark our place; and in the sky
The larks, still bravely singing, fly
Scarce heard amid the guns below.

We are the Dead. Short days ago
We lived, felt dawn, saw sunset glow,
Loved and were loved, and now we lie,
In Flanders fields.

Take up our quarrel with the foe:
To you from failing hands we throw
The torch; be yours to hold it high.
If ye break faith with us who die
We shall not sleep, though poppies grow
In Flanders fields.

Once students understand the poem, discuss why it is still one of the most famous Canadian poems. What is its appeal in terms of language and imagery? Why does its subject matter and “message” continue to affect people?


What would you do?

Posted by ncrawford on November 3, 2011 in Non-Fiction |

Noah faced an ethical dilemma in the eigth grade. Most of the time he felt quite happy at school; he liked his teacher and had a lot of friends from different groups. But there was one thing he really didn’t like at all. Every day he saw the same boy in his class tease and bully the same girl during recess. The boy never bothered Noah, but was very careful to tease the girl where teachers couldn’t see it happen, or during times adult supervision was scarce. It was the same thing every day: the boy would approach the girl, call her names, and follow her until she was just on the verge of crying. Then he would laugh and walk away saying, “I was just kidding!”

What was hardest for Noah to deal with was the fact that no one ever said anything to the teachers. Sometimes he or someone else would try to stick up for the girl, but that only stopped the teasing that day. It would just begin again the next. And every day Noah struggled with the same thorny question of whether or not to tell on the bully.

Noah feared that if he went to a teacher it would get out that he was the one who told, and he didn’t want the boy to start bullying him instead. He also knew how most of the kids in his class felt about tattletales. There was a very strong code of silence around teasing and bullying. Yet, he hated to watch this poor girl brace herself every day when the recess bell rang.

So, the dilemma in Noah’s mind was, should he tell, or should he ignore it? What would you do?


Click on the picture to watch a P.S.A. on what it is to have good Character – to stand up for someone when no one else will


Cheating in School

Posted by ncrawford on October 31, 2011 in Non-Fiction |

In class we discussed the topic of cheating in school.  Here is our opinion piece of writing that we created as a class on one point.  Read our piece and post a comment with your point of view on the topic. Remember – when posting a comment:

1.  Use proper words, grammar and sentences.

2.  Be respectful and considerate of other peoples work – NEVER CRITICIZE, HUMILIATE, EMBARASS, or DISCRIMINATE.

3.  NEVER responds to inappropriate posts.

4.  Provide feedback, suggestions or your point of view on the topic/issue.


Cheating – What would you do?

If you saw someone cheating on a test, would you tell? I believe you should.  Statistics show that 1 out of 9 students cheat on tests.  Cheating takes place in almost every grade and every school.  Cheating and dishonesty has become a big factor in today’s society, and it effects everyone in some way.

I believe cheating is the dark side of education.  It is wrong and it must be punished.  If students easily get away with it, they might be encouraged to do it again.  They don’t realize that it goes against our basic societal values of honesty and fairness.  The probelm with cheating indicates a loss of these values and should not be tolerated.  Whatever the extent of the cheating – a minor peek at someone else’s test for a question you are unsure of, or completely copying off of someone else’s work, it is not right. 

Yes, there is a lot of pressure and intense competition to get top grades, but when you forge, copy off of, or cheat, you are only hurting yourself.  Cheating is an easy way out of having to work to get good grades.  Students that cheat are often those who are lazy and don’t study.  They become less responsible and don’t feel that they have to put much effort in to pass.  If I study and someone who cheated gets a better grade than me, I feel frustrated and cheated.  I worked hard to get my grade and all the other person had to do was cheat – this just doesn’t seem fair.  The only consolation is that I know that I learned something, whereas the student that cheated never really experienced the sense of hard work or gained any real long term knowledge.

People who cheat will go through life, believing that they can cheat at anytime.  When the moment comes and cheating is not an option, they will have no clue how to do the task.  How will they ever learn? If you don’t study and do the work, you will never make mistakes.  We need to make mistakes in life, it is human nature, and a way we learn.

In conclusion, everyone knows that cheating is there.  It is a part of our everyday. The question now becomes, what do we do about it? We need to not let the cheaters get away with it.  Let them get caught.  What do you think?





Grade 7/8S Expository Writing

Posted by harmadmin1 on October 12, 2011 in Non-Fiction |


Read the text from the following news article and complete the following:

1.  Headline

2.  Sub-Title

3.  Picture

4.  Caption

5.  Name of Paper

6.  Date of Publication

7.  Location of Published Story

8.  Number of Columns

9.  First Paragraph (who, what, when, where, why, and how)

10.  Gist statement of article

11.  Has the author captured your attention?  Explain and justify your answer.


Post your response as a comment to this blog post.  Comment on one other student’s post.


Grade 6 – Analyzing Media Texts

Posted by harmadmin1 on October 12, 2011 in Bias, Commercials, Loaded Words, Point of View |

Here’s our first blog response assignment in Media Literacy grade 6 students.

On Friday October 14th of this week we’ll be examining television commercials. In particular, we’ll be viewing a series of Stouffer’s ads with the catch phrase, “Nothing Comes Closer to Home“.

Your assignment is to produce a written response to these ads which analyzes the commercials for bias, apparent or hidden messages, loaded words, emotional factors, or propaganda techniques.

Don’t worry if you do not know what these terms mean yet, we’ll be studying them in class.

We’ll write our responses in the computer lab an then we’ll post the responses as comments to this blog post.
Mr. Manning


Our Points of View

Posted by harmadmin1 on September 20, 2011 in Non-Fiction, Point of View |

The opportunity to have a blog for our senior students here at Harmony Public School fits with both 21 century skill development and our school and district goal of writing non-fiction texts.

During the coming months students’ writing will appear as posts here. There will be a lively discussion based on each post in the comments section. The writing will spring from classroom teacher-led writing opportunities from subject areas like social studies, current events, geography and history.

Writing is an important part of our language curriculum and is a vital part of the reading, writing, oral language and media literacy components for learning.

We hope you will check back soon and enjoy the writing our students produce. You may wish to comment on the writing or the particular points of view. As always, positive, constructive comments and discussion will be encouraged.


Thank you.

The Intermediate Teaching Team
Harmony Public School

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