Section outline

  •                                                                               EXPLORE / TŪHURA


                                                                        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 EXPLORING on punctuation by organising my own text by revising and editing and proofreading the text to check the grammar, spelling, and punctuation.

                                                                                           Success Criteria:

    • I can identify the text’s creator and why the text has been created (purpose).
      • I can select punctuation accurately. 

    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: Codes, conventions, and features of different types of texts are often subtle and able to be flexibly applied. Recognising them and the effects they have in different types of texts supports the analysis and crafting of texts.

                                                                                                    Tuesday

    • Firstly, you will read the story about religion from slides 4 to 7 of the "Ideas Of Travelling Stories Slideshow." Highlight the ideas on the story from the next slide on the slideshow.
    • Then you will read the article about a solo adventure in Ladakh. Highlight the ideas on the article from the next slide on the slideshow.
    • Afterwards, you will write your own story with the ideas from both tasks 1 and 2.
    • Finally, you will see a table on the next slide. Fill in the table of the similarities and differences of ideas from both stories. Then write a conclusion of which story you think has better ideas in it and why. Then draw, label and colour a picture of what you have written about in your English books to AT LEAST A YEAR NINE STANDARD.


                                                                                                   Thursday


    • Firstly, you will see a story with punctuation marks in it from slides 4 to 10 of the "Punctuation Slideshow 2." Highlight all of the different punctuation marks a different colour on the slides and write which type of punctuation is used the most and why you think it is used the most. Also, write which type of punctuation is used the least and why you think it is used the least.
    • Afterwards, on the next slides you will see a work of writing with no punctuation in it. Write the excerpt into your English books and put in the correct punctuation.
    • Then search up a piece of writing with the wrong use of punctuation. Write that piece of writing into your English books and then write the writing with the correct use of punctuation. Then write about what effect there is with the wrong use and if we should do it or not.
    • Finally, create your own piece of writing like in slide 7 with the wrong use of punctuation. Then give it to the person sitting next to you and get them to write the correct punctuation in it. You can record the right answers yourself beforehand to mark them right or not.


                                                                                                      Friday


    • Firstly, on slides 4 to 7 of the "Travel Stories Language Slideshow" you will read part 2 of the story of the solo adventure in Ladakh. Highlight the language features on the slideshow and identify which language features they are from the "Language Features Slideshow."
    • Then on the next slides you will read the article about searching for music in rural Rwanda. Highlight the language features on the slideshow and identify which language features they are from the "Language Features Slideshow."
    • Afterwards, you will write your own story with the language features from tasks 1 and 2.
    • Finally, on the next slide you will see a table. Fill in the table of the similarities and differences of language features from both stories. Then write a conclusion of which story you think has better language features in it and why. Then draw, label and colour a picture of what you have written about in your English books to AT LEAST A YEAR NINE STANDARD.