Module G page 12 - Teens volunteering

Teens volunteering

Students can become more involved in their community, but the few that will do it by their own willing(phr. - only a few do it.......). The school can use certain methods like psychology because there are ways that they(who?) will see it as something fun and not as a duty.- Yes but should teens volunteer?

In my opinion, students can choose what they want to do for their community like, helping old people or Holocaust survivors(in what way?), helping kids with their homework, play games at(ww.) the afternoon with little kids etc.

Moreover, schools can offer rewards for the teens' help in their community. The school(s) can make(ww.) a contest, whoever helps and volunteers in the community the most will get a valuable award. This system will motivate them to volunteer and do something good and valuable for their community.- Yes, but again, why should teens volunteer? Why is it good for them?

To sum up, students need motivation to help and volunteer. Few of the teens will volunteer by their own willing(ww.) without getting something in return. It is also important that they will(מיותר love what they will(מיותר) do because they won't just do it, they will do it with their heart - You need to make yourself clearer here.

(73)
Daphna 

All the years of her life – post reading - correction

All the years of her life – post reading

There are some themes during the story(phr.). One of them is to be caught red-handed. When I was 5 years (old) I have done(gr.) something wrong, I have(מיותר) stole. This is something I remember until today and I will remember it for the rest of my life. I do regret it but I am also happy that (it) happened because from that day I have learned an important lesson.

When I was young, my mother asked me to buy milk from the grocery. She gave me 7 shekels, the exact money for paying the milk(phr.). When I got there I went to the refrigerator to get the milk and on my way to the cash desk(ww.-register) I saw a candy that looked really good. I wanted the candy really badly but I couldn't afford it because I didn't have the money for it. The more I looked at the candy the more I wanted it. At last, unreasonably, I took the candy and put it into my pocket without the cashier's attention. I went to the cash desk(ww.) really nervous because I wasn't sure if the Cashier noticed. I paid for the milk and went home.

When I got home I gave the milk to my mom as I was requested to, but my mother noticed that I had an extra candy in my pocket. She asked me how I got it. I admitted that I had stolen the candy. She explained to me why it was wrong stealing(gr.- to steal) because stealing is not only against the law but also it's hurting(gr.) the person I have(מיותר) stole from and I felt really guilty. She told me that we were going to get(ww.-go) back to the grocery to give it back and tell the cashier that I was sorry for stealing, and so we did.

From that day I have learned my lesson, I will never steal again.

This is much better!
(88)
Daphna

Letter To The Editor 1 - correction

                                                                             

                                                                           12 Sokolov Street,                                                                    Holon, Israel
                   September 7, 2013

The Editor
Haaretz
15 Moshe Dayan Street
Tel Aviv,Israel

To the Editor,

The article "Israel suspends standardized tests" talks about the decision to cancel the Mitzav tests in Israel. I support this decision because (of) the compelling arguments you have(מיותר) brought up during(ww.-in) the article.

In my opinion, tests, especially major tests, are(gr.-do) not only make the students overly nervous but also don't reflect the student's knowledge. Those tests are aimed by time and by the end of the time the student can't continue his test and he won't be able to show his real knowledge and hard work he has done to study for the test(phr.)

Moreover, tests have become the big tool for measuring the students knowledge and by grades the school divide the students(phr.). That's wrong because numbers can't tell that he is better than one person but less better than the other. All Students are different from each other and they can't be aimed(ww.) by the same tests because each student is(an) individual and a system that works on (ww.-for) one student (does) not necessary that will(מיותר) work on another student.

I believe that if every one of us who reads this article will think and remember his years in high school, we will remember how unfair the tests sometimes has(gr.) been and the tests that we couldn't
finish on time and has been taken from us.(phr.)


Sincerely yours,
Jane Mayer

This needs a lot of work. Please rewrite.
(75)
Daphna

  

Post Reading - as I grew older

Post Reading

Everybody has good days and bad days. I had ups and down in my life like every other normal person. I had a difficultly in my life that I had to overcome and break the "wall".

Last year was the first year I started to take the Matriculation exams. On my first Matriculation exam I was really nervous and I was afraid because all those years I had studied in the elementary school and the Middle School I was prepared for those exams. I overcame my fear by learning perfectly all the material and I can pass this exam easily because I studied all year long and studied for this exam for a week. I went to the exam with confidence.

To conclude, it was difficult for me to overcome but I eventually did it. My "sun" was my self-confidence I was sure I knew all the material and my "wall" was the Matriculation exams. But after I passed the first exam I was confident again.

Reflection - as I grew older

Reflection:

1.     I enjoyed reading the poem, because I liked the way the poet wrote the poem. He makes the reader read it with an intensity of emotion. Moreover I have enjoyed reading As I Grow Older because I liked the way Hughes uses an un-materialistic timeline to his “Dream” journey. The poem makes you read it with an intensity of emotions, by Hughes’s use of repetitive words, punctuation marks and exclamation points.
Furthermore, the poem is relatable by dealing the subject of changing perspective of the growing human being- innocence, then knowledge of the wrongness, and in the end- acceptance and resolution.

2.     I found the poem encouraging because after all the "walls" that stood in the poet's way, he didn't give up his suppressors and he fought his way to be free.

3.     The skill of Distinguishing Different perspectives adds to my understanding of the poem by understanding the poet writing about his dream from a perspective of a child and how it changed as he grew older.

Bridging text and context - summer's reading - correction

Post reading:

2.  

Dear Mr. Cattanzara,

I'm writing you this letter because I want to thank you. Since you pushed me 10 years ago to improve my education and actually read those 100 books, I have changed. After I improved my education, I found a great job and lately I was promoted to be the vice president of the company. Moreover, I got marry to my wife whom I met at the company and even some of my oldest friends from high school work there. They were surprised to see how successful I have become since I have dropped out from school they thought I did a mistake by dropping out but I have showed them I did succeed  

I will never be able to thank you enough for pushing me to do something useful with my old life 

George Stayonovich

Post reading activity - Introduction to poetry - correction

Post reading activity:

There are contentions between the opinions of how poetry should be taught. In my opinion, poetry should be taught with patience and willing to understand the poem without rushing to get to the meaning of it immediately.

There are people who say poems should be taught at the fast way, to get immediately to the meaning of the literature piece and just study it without actually understanding and connecting to it by ourselves because they don’t have time to teach it properly and the have to finish the whole material pieces.

However, other people say that poems should be taught by getting into the meaning of the poem and understands it in our own way without rushing to get to the end of it. People should actually learn poems not because they have to, but because they want to 

To conclude, I would prefer to read poems and understand their meaning in my own way without rushing to get immediately to its meaning. I want to learn poems because I want to and not because I'm being forced to study it and get to the bottom of it.