Section outline

  •                                                                EXPLORE / TŪHURA

                                                          PLAN & DO / WHAKAMAHI

                                                       FOCUS / ARONGA learning intentions:


    We are EXPLORING articles by recognising texts that have multiples purposes and knowing the context of the creator helps us understand the purpose.

    We are PLANNING creative writing by organising my own text so that my structures support my purpose/ meaning.

    We are PLANNING poetry by choosing language that is appropriate to the topic, audience, and purpose.


                                                                         Success Criteria:


    • I can identify the text’s creator and why the text has been created (purpose).
    • I can compose a range of text using language features effectively while sustaining a writing style which is appropriate for my audience.
      • I can select and use structural features (eg. place, time and participants).


    Knows Covered:

                                                                  

    KNOW: As a text creator, I can contribute to national and global conversations through my original interpretations of texts and through the texts I create.

    KNOW: Structural elements can be arranged for deliberate effect to build up meaning across a text.

    KNOW: Language works at both denotative and connotative levels. There is a gap between the language we choose to convey an idea and how the idea is understood. Our language choices and how we interpret language can reveal our values and beliefs.

    Week 2 Learning Activities

                                                                                 Tuesday


    • You will read this article about how poetry has a power to inspire change like no other art on slide 2 of the "Poetry Articles Slideshow."
    • Afterwards, you will answer the multiple choice questions.
    • After that, you will answer the short answer questions.
    • The long answer questions will be answered following that.
    • You will then write your reflection in response to the article.
    • You will need to write 2-3 things you notice and 2-3 things you wonder.
    • Finally, you will fill in the connecting bubbles with concepts, ideas, questions, and details that connect the image to the reading.

                                                                                Wednesday


    • Firstly, you will watch the following   on how to build a fictional world.
    • Then you will need to create your own character descriptions like in slide 6 of the "Creative Writing Slideshow 2" with a minimum of THREE characters in your creative story in your English books. Make sure you plan your work first using the template below.
    • Afterwards, you will need to write descriptively about the settings in your creative story.
    • Finally, think about how the plot of your creative story starts off, ends and what happens in the middle. Think about what the characters will do in the story, why they make those choices and if they will change as a result of what they have been through. Also, think about the setting of your story and the effect it has in your story. Then create a table like the one on the slide below and write the content of all that in the beginning, middle and end segments.

                                                                                    Friday

    • Firstly, you will read the poem "A Dream Within a Dream" by Edgar Allan Poe on slides 3 and 4 of the "Poetry Analysis Slideshow."
    • Then you will look at this link about the analysis of “A Dream Within A Dream.” Summarise the main points in your English book and write what themes are in the poem.
    • Afterwards, you will need to look at the poetic features on the next slide and write examples of which poetic features there are from the poem into your English books.
    • After that, you will write a poem which has the same or similar themes to “A Dream Within A Dream” into your English books.
    • Finally, you will draw, label and colour in a picture of what the poems are about into your English books to AT LEAST A YEAR NINE STANDARD.