Section outline

  •                                                                                   EXPLORE / TŪHURA      

                                                                                       PLAN & DO / WHAKAMAHI                                                           

                                                                           FOCUS / ARONGA learning intentions:


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

    We are EXPLORING by analysing multiple and sometimes competing interpretations of a text, including my own, using analytical lenses to make informed judgments about the text.

    We are PLANNING a debate to create text that can contribute to national and global conversations through my original interpretations of texts and through the texts I create.


    Knows Covered:


    KNOW: Text creators manipulate the codes, conventions, and features of texts and can break conventions for effect. They have their own preferences and styles, which influences their choices.

    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.


                                                                                    Success Criteria: I can...


    • I can identify the text’s creator and why the text has been created (purpose).
    • I can examine how the themes, messages and opinions  of a text can be experienced by different readers in different ways.
    • I can deliberately design texts for different audiences to share my ideas with different audiences, knowing that how I communicate my ideas can play a part in shaping society.


    Week 3 Learning Activities


                                                                                               Tuesday


    • You will first watch this   about an introduction to debating skills.
    • Then you will look at this website about debating topics and choose one of those topics. Draw a table like on slide 5 of the "Debating Slideshow" and write down reasons for why you are affirming (for) or negating (against) that topic.
    • Afterwards, you will write a debate of points of being on the affirmative side or the negative side from a topic of your choice from this website. Using the 4 styles you will add a tally of how many points you can get. (2 for dragon/reptile, 1 for thunder/pyro).
    • Finally, you will draw, label and colour a picture of the debating topic you chose in your English books to AT LEAST A YEAR NINE STANDARD.


                                                                                      Thursday


    You will first watch this   about why we make bad financial decisions.

        • Then in your English books you will write and answer the questions below:

          1. Before you read this, what are financial decisions? 

          2. List stories, films, books which show financial decisions in them.

          3. What similarities or consistencies are there between them.

        • You will then read the play "Dashing Doggies."

        • You will write any keywords and vocabulary from the play which are related to patience.
        • Finally, you will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of patience.
        OR

        You will complete the "Dashing Doggies Learning Grid."

        OR

        You will write notes about the play "Dashing Doggies" which summaries the main points in them.

                                                                                                Friday

    • You will sit down on the green chairs when you first come into the library.
    • Then you will listen as I will tell you about the expectations and rules you need to follow in the library.
    • Afterwards, you will choose books to read and sit down quietly to read the books which you will issue afterwards.