Section outline

  • EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are able to write a narrative to develop real experiences or events using effective technique, descriptive details, and clear event sequences by EXPLORING our place through recognising who we are and where we are from.
    • We able to make connections by EXPLORING our place, thinking about my heritage and others around me.
    • We are able to research an understanding of our local heroes and EXPLORE texts to show an increasing understanding of how language features are used for effect within and across texts.
    • We are able to use concrete words and phrases and sensory details to connect and EXPLORE our experiences and events precisely.


    Planning an autobiography

    Brainstorming

    Take note of different styles of mindmapping on the board – on Bubbl, on A3 and using post-it notes. Consider:

    • what should go in an autobiography for a typical Year 8 student
    • subheadings for autobiographical work. Eg family, ambitions, hobbies, embarrassing moments, positive defining moment, achievements etc
    • sequencing


    Structure/Paragraphing - resources included in Google Classroom.

    Read through TipTop hand-out & discuss paragraphing 

    Read Features of autobiographies hand-out

    Read autobiography standard (planning instructions) & me by me (tips on structure & paragraphing).


    Individual work


    Standard level - all students cover basics

    Complete their own mindmap

    Brain storm on rough paper


    Advanced level

    Move on to focusing on the more stylistic elements of autobiography for students who have finished and are more competent with their written work. 


    Homework: Complete mind-map