Term 2 Language Arts

This term in English Language Arts,  there has been a strong emphasis on developing students’ writing, oral language, and presentation skills through speech writing. Students selected one of three meaningful topics: The Power of Kindness, The Power of Mistakes, or The Power of Belonging. They worked through the writing process to craft a well-structured and engaging speech.

Throughout the term, students have been building their understanding of effective speech criteria. They focused on identifying their audience and adjusting tone appropriately, organizing ideas clearly, and maintaining a purposeful structure. Students included a hook to engage listeners and with speech examples, students were encouraged to develop clear and coherent body paragraphs with effective transitions, and a conclusion that reinforces their message. Students also worked on sentence structure and word choice to strengthen clarity and impact. Speeches were carefully revised to meet the 3–5 minute time requirement.

In addition to writing, students practiced oral delivery skills, including expression, pacing, volume, eye contact, and confidence when presenting. This process supports the development of communication competencies outlined in the BC curriculum.

Students have also continued to work with Ms. Lopez to strengthen their reading skills. During these weekly sessions, they have been practicing reading strategies such as identifying key ideas, making inferences, asking questions, and reflecting on texts to deepen understanding.

Overall, students are developing greater confidence in expressing their ideas clearly, thoughtfully, and effectively in both written and oral forms.

Term 1: Writing

This term, students focused on developing strong foundational writing and editing skills through a structured and supportive approach. The unit emphasized sentence construction, descriptive writing, paragraph development, and weekly grammar practice, all aligned with the BC curriculum.

Key Learning Highlights:

Initial Writing Assessment

In September, students completed a writing assessment to identify their strengths and areas for growth. This informed the instructional focus for the term and helped tailor lessons to meet individual needs.

Foundational Writing Skills

Students began by learning how to construct simple, complete sentences, focusing on:

• Identifying subjects and predicates
• Avoiding sentence fragments and run-on sentences
• Using correct punctuation and capitalization

This foundational work was essential for building confidence and clarity in writing.

Descriptive Writing Strategies

To enrich their writing, students explored several strategies:

• 5W Strategy: Adding detail by answering Who, What, Where, When, and Why
• Imagery and Sensory Language: Using descriptive words to paint vivid pictures (sight, touch, hearing, smell, taste)
• Connecting Words and Transitions: Creating flow and coherence between ideas

These strategies were practiced through targeted exercises and applied in weekly writing tasks.

Paragraph Writing

Students progressed to writing structured paragraphs with:

• A clear topic sentence
• Supporting details that expand on the main idea
• A concluding sentence

Guided templates and graphic organizers supported students in developing logical and cohesive paragraphs.

Weekly Journal Entries

Each week, students completed a writing piece in their Visual Writing Books, responding to a specific prompt. These entries were used for formative assessment and provided opportunities to:

• Apply newly learned writing strategies
• Practice editing and revising
• Reflect on personal experiences and creative ideas

Topics were varied and engaging, and each journal entry focused on a particular writing skill or strategy.

Daily Oral Language (DOL) Practice

To reinforce grammar, punctuation, and spelling skills, students participated in Daily Oral Language activities. On a weekly basis, students corrected sentences on the board or on paper that contained intentional errors. These exercises helped students:

• Identify and correct common writing mistakes
• Improve their editing and proofreading skills
• Develop a stronger understanding of sentence structure and conventions

Weekly discussions around these corrections encouraged peer learning and helped students apply these skills to their own writing. They are encouraged to review and edit all written work before submission.

Curriculum Connections

Grade 6 English Language Arts Curriculum Connections:

• Comprehend and Connect (Reading, Listening, Viewing)
  • Recognized how language constructs meaning in texts
  • Explored how authors use descriptive language and structure to convey ideas
• Create and Communicate (Writing, Speaking, Representing)
  • Developed sentence fluency and paragraph structure
  • Used writing strategies to enhance clarity, detail, and expression
  • Created personal and imaginative texts using descriptive language
• Language Features, Structures, and Conventions
  • Practiced grammar, punctuation, and sentence formation
  • Used connecting words and transitions to improve flow
  • Engaged in editing and revising through Daily Oral Language activities
• Writing Processes
  • Planned, drafted, revised, and edited written work
  • Reflected on writing growth through weekly journal entries

Grade 7 English Language Arts Curriculum Connections:

• Comprehend and Connect
  • Analyzed how authors use literary devices to convey meaning
  • Explored texts for theme, perspective, and voice
• Create and Communicate
  • Wrote coherent paragraphs with clear structure and purpose
  • Applied descriptive strategies to enhance narrative and expository writing
  • Developed personal voice and style through journal writing
• Language Features and Conventions
  • Strengthened understanding of sentence structure and grammar
  • Used varied sentence types and vocabulary for effect
  • Practiced editing and proofreading through Daily Oral Language
• Writing Processes
  • Engaged in the full writing process: planning, drafting, revising, editing, and publishing
  • Used feedback and self-assessment to improve writing quality

Term 1: Reading 

This term, students engaged in a meaningful and reflective whole-class novel study of My Name is Seepeetza by Shirley Sterling with Ms.Lopez. Through weekly read-alouds, guided discussions, and written responses, students developed their reading comprehension, critical thinking, and empathy while exploring themes of identity, resilience, and historical injustice.

About the Novel: My Name is Seepeetza

Written in a journal-entry format, My Name is Seepeetza tells the story of a twelve-year-old Indigenous girl, named Seepeetza. She is sent to the Kalamak Indian Residential School in British Columbia during the 1950s, where she is forced to abandon her cultural identity and language. The novel contrasts her painful experiences at the school with her cherished memories of life on Joyoska Ranch with her family. Through Seepeetza’s voice, author Shirley Sterling, drawing from her own experiences, offers a powerful and honest portrayal of the residential school system and its significant impact on Indigenous children.

Reading Strategies and Activities

Each week, students focused on reading strategies to deepen their understanding of the text and improve their literacy skills.

• Making Connections (Text-to-Self, Text-to-Text, Text-to-World)
• Inferring Meaning from context and character actions
• Visualizing scenes and emotions described in the text
• Questioning to clarify understanding and provoke deeper thinking
• Summarizing key events and themes
• Determining Importance in plot and character development

Read-Alouds and Discussions

Ms. Lopez read aloud from the novel weekly, modeling fluency and expression. Students participated in thoughtful discussions, exploring:

• The emotional experiences of the protagonist
• The historical context of residential schools
• The importance of cultural identity and family
• The resilience of Indigenous youth

These conversations fostered empathy, critical thinking, and respectful dialogue.

Reading Responses

Students completed written responses, reflecting on:

• Personal reactions to events in the story
• Connections to current social justice issues and Indigenous history

Curriculum Connections

Grade 6 English Language Arts Curriculum Connections:

• Comprehend and Connect (Reading, Listening, Viewing)
  • Used reading strategies to understand and interpret a complex text
  • Explored how texts reflect personal, cultural, and historical contexts
  • Made inferences and drew conclusions based on textual evidence
  • Engaged in discussions to share interpretations and build understanding
• Create and Communicate (Writing, Speaking, Representing)
  • Expressed personal responses to literature through writing
  • Used evidence from the text to support opinions and ideas
  • Practiced organizing thoughts clearly in reading responses

Grade 7 English Language Arts Curriculum Connections:

• Comprehend and Connect
  • Examined how texts reflect societal issues and historical events (e.g., residential schools)
  • Analyzed character motivations and development
  • Evaluated author’s purpose and perspective
  • Connected themes in the novel to broader social and cultural contexts
• Create and Communicate
  • Wrote thoughtful responses using textual evidence and personal reflection
  • Engaged in collaborative discussions to explore multiple viewpoints
  • Developed voice and perspective in written and oral responses
• Critical Thinking and Inquiry
  • Asked and answered deep questions about identity, justice, and resilience
  • Reflected on the impact of historical events on individuals and communities