9C2 English
Weekly outline
-
Kia ora 9C2.
Welcome to 2022!
I am very pleased to be teaching you again this year!
There is still a great deal for you to discover about yourself! Utilise your strengths to bethe best you can be this year! It's a great year for you to build more on 'growing greatness' across the 4 cornerstones of MHJC!
Integrity/ Pono
Compassion/ Awhinatanga
Learning to Learn/ Ako
Life-long learner/ Wānanga
KIA MANA AKE!
GROWING GREATNESS!Aroha nui
Mrs. Nalini Narayan
Karakia
Term 1 context:
Hono Ano - Re-connect
This term, across your learning areas, you will be developing your interpersonal skills, learning about the role people play in a team or community group, leadership and identifying the leader in you (some of you will be probably growing greatness by discovering the leader in you for the first time while others will be taking more opportunities to enhance their greatness). Whatever stage of development you set sail on, take opportunities to reconnect with yourself and others and grow your potentials!
In English, to help you explore the ideas of leadership and teaming, we start by studying a range of short texts.
Strands covered:
making meaning of ideas or information received (listening, reading, and viewing)
creating meaning for myself or others (speaking, writing, and presenting).
Aim:
To become more effective oral, written, and visual communicators by:
using knowledge and skills to engage with tasks and texts that are increasingly sophisticated and challenging, and doing this in increasing depth.
Achievement Objectives covered at L5: (Learning Intentions)
Processes and Strategies:
is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence.
Structure:
identifies and understands the characteristics and conventions of a range of text forms and considers how they contribute to and affect text meaning.
organises and develops ideas and information for a particular purpose or effect, using the characteristics and conventions of a range of text forms.
Ideas:
develops and communicates increasingly comprehensive ideas, information, and understandings.
integrates sources of information and prior knowledge purposefully and confidently to make sense of increasingly varied and complex texts.
-
Let's reconnect, 9C2!
Getting to know activity: Never Have I Ever ...
-
Kia ora 9C2
We start the term with our context, Hono Ano - Reconnect.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING visual texts, identifying author's purpose, main message(s) and text conventions.
Success Criteria: I can/have...
- viewed the youtube clip (visual text) https://www.youtube.com/watch?v=soBtqb15s0A
- analysed the text
- written a personal response to the text
Activities:
- See Google Classroom for the activity task.
Homework:
Reading Plus -
WEEK 3
Kia ora 9C2
This week is a continuation of last week's learning. Context: Hono Ano - Reconnect.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING visual texts, identifying author's purpose, main message(s) and text conventions.
Success Criteria: I can/have...
- viewed the you tube clip (visual text) https://www.youtube.com/watch?v=soBtqb15s0A
- analysed the text
- written a personal response to the text
Activities:
- See Google Classroom for the activity task - Visual Text Study (Reconnecting with our culture) Part 1
- Complete EP task on Point of View in Visual Texts
So far, our English focus was 'making meaning'. We viewed an enlightening you tube clip titled 'A Pair of Chopsticks' which reminded us of the value of people and that the more we live by human values in our everyday life, the more we reconnect and appreciate each other.
This week., we delve deeper and 'create meaning' by starting to plan and present an audio-visual text, showcasing an aspect of our cultures. You are required to be actively involved in a series of processes and actions before the final outcome (video).
Focus: Brainstorming, researching and planning.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to produce and present a short audio-visual text so that we can give a blissful taste of an aspect our culture.
- We are DEMONSTRATING note-taking skills, such as, Cornell's notes-taking method.
Success Criteria: I can/have...
- brainstormed and chosen one symbolic object in my culture to give the audience a blissful taste of it.
- researched and planned what I'd include in my video.
Activities:
- Complete EP task on Point of View in Visual Texts
- See Google Classroom for Visual Text Study PART 2
Homework:
Reading Plus
Unfinished English work from class.
-
Kia ora 9C2
We will continue with visual text study.
Please refer to last week's planning for details.
-
Week 5
Kia ora 9C2
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING our video to showcase our cultures
- create a storyboard and script for our audio-visual text.
Success Criteria: I can/have...
- learnt some camera shots and angles techniques.
- planned our story (scenes, events, actions, characters, setting, the cultural aspect/value you want to showcase, etc.) You can storyboard and write a script alongside.
- created a storyboard of the main parts of the video. DON'T FORGET TO SHOW YOUR CAMERA SHOTS AND ANGLES KNOWLEDGE IN YOUR STORYBOARD!
- written a script for the scenes. Think about what makes a good script?
Activities:
- See Google Classroom for Camera Shots and Angles information.
- Link all planning and script to your doc on Google Classroom.
- See Google Classroom for storyboarding templates
-
Week 6 - Library - Monday
Kia ora 9C2.
This week we start creating our short film. We will learn about some important camera techniques which you will apply in creating your own films.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how camera shots and angles are are used for various purposes and special effects
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING and creating an audio-visual text so that we can develop our visual text skills.
Success Criteria: I can/have...
- name different camera shots and angles and explain their effectiveness
- identify the film shots, camera angles, mise-en-scene (link) and sound used in this short film
- apply my knowledge of camera techniques in creating my own short film.
Activities:
- Types of Camera shots and angles (click to open the link)
- After learning about types of camera sots and angles, do this activity using a film. Get a copy of Camera Shots and Angles Activity from Google Classroom. Read the instructions to complete the activity.
Homework:
- Story board
Reading Plus
-
Week 7
Kia ora 9C2
English assessment in progress. Short film production.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING create a storyboard for our audio-visual text.
- We are using our storyboard to produce a short film.
- We are rehearsing, recording, reflecting and refining our own film production.
Assessment Overview
This term our context is ‘Reconnect’. We chose to reconnect to our cultures. In English, first we viewed and analysed a short film that explored the theme of reconnecting. We then chose an aspect/object of our cultures to showcase the importance and values attached to this aspect/object.
You are required to use your knowledge of visual and verbal language to create meaning by producing a short audio-visual text that showcases your culture.
Learning tasks
You have been engaged in learning about some important skills and knowledge required in making a film. These are:
Camera shots, angles, (movement), and mise-en-scène
Sound, lighting and colour
Storyboarding and writing a script.
Producing a film
Assessment Task:
Give the audience a blissful taste of the …… culture.
Create a short film to showcase one or more important aspects of your culture and the values attached with them.
What to submit?
Part 1 - Storyboard
Part 2 - Film
Part 3 - A written explanation (individual). Your written explanation should include:
author's purpose
the main message intended for the audience
a justification of the important cinematic techniques you have used and their effectiveness with reference to author’s purpose (camera shots, angles, movements, sound, colour etc.),
Success Criteria: I can/have...
- collaborate fully with my group to rehearse, record, reflect and refine our film
Activities:
- Use the storyboard.
- Rehearse, record, reflect and refine the film
Homework:
Reading Plus
Short film production assessment.
-
Kia ora 9C2.
Assessment in progress. Please refer to Week 7 planning and assessment outline for full details.
Assessment due: Monday, 11th April.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on producing a visual text for assessment.
- We are FOCUSING on applying appropriate cinematic techniques to achieve purpose and audience of our short film.
- We are FOCUSING on recording, reflecting, editing and refining our short film.
- We are FOCUSING on justifying the cinematic techniques used in our short film.
MHJC
BLACKOUT POETRY COMPETITION 2022 is on!
When: Starts Monday 28th March
Entries close: Friday 8th April
Prizes:
For best Blackout poems - Years 7 & 8
For best Blackout poems-Years 9 & 10
Get Creating
-
Assessment in progress.
For details refer to the assessment outline and rubric at the top of the course page
-
-
Kia ora 9C2!
This week, we start to delve into different text types,
some of which you are already aware of. We will study short texts and analyse its specific text conventions.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING text types for different purposes and audience
- We are EXPLORING specific text conventions that make a text type
Success Criteria: I can/have...
- watched the TED talk on teaming
- identified this text type and its text conventions
- taken notes using Cornell notetaking method
- participated in class discussions
Activities: Ted Talk on Teaming (click to open the link)
- Do a 5 minute research on San Jose copper mine collapse (prior knowledge)
- Watch the TED Talk on Teaming
- Answer the following questions:
b) What 'ingredients' make this text type? (ingredients = text conventions)
c) Note taking focus question: What makes an effective team, according to this speaker? (Use Cornell notetaking method for this)Content should include:
What is the speaker/ author’s message? [What did you take from it?]
What did you recognize of yourself in this text, in terms of qualities and skills mentioned in the text?
What are the key leadership qualities identified in this text?
Homework:Reading Plus
-
-
-
Kia ora koutou. Welcome to Term 2 of 2022!
Library: Wednesday Session 1.
This term, our learning context is Sustainable Living where we will explore how effective systems can provide sustainable living.
In English, in the first half of the term, we will engage in viewing and reading short and extended texts based on the context of sustainable living.
We will unpack themes and messages, character development and how setting (time, place and circumstances impact on the choices individuals make in life. We will produce written responses on various elements of the texts such as, author's purpose, crucial events, character development, setting, themes and conflict.
We will also kick-start with public speaking/ speeches in the second half on the term!
FOCUS / ARONGA learning intentions:
- We are FOCUSING on how effective systems provide sustainable living.
- We are FOCUSING on viewing and reading short and extended texts based on the context Sustainable Living.
- We are FOCUSING gathering background knowledge on the text.
- We are FOCUSING unpacking themes and messages in a text.
- We are FOCUSSING on studying character development and how setting (time, place and circumstances impact on the choices individuals make in life
- We are FOCUSSING on producing a written response to texts where we will compare and contrast the crucial events, character development through settings and analyse the themes portrayed in the two texts.
- We are FOCUSING on analysing and explaining a text through a one-pager activity.
- We are FOCUSING on responding to a text by showing critical thinking and deeper understanding.
Success Criteria: I can/have...
1. gathered background knowledge on the text 'The Boy who Harnessed the Wind'
Activities:
Homework:
-
Kia ora 9C2.
This week our English focus is to research and present findings on the setting of Malawi. You will collaborate in groups for this. We will then view the text, The Boy who Harnessed the Wind'.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on how effective systems provide sustainable living.
- We are FOCUSING on viewing and reading short and extended texts based on the context Sustainable Living.
- We are FOCUSING gathering background knowledge on the text , 'The Boy who Harnessed the Wind'.
- We are FOCUSING unpacking themes and messages in a text
- We are FOCUSSING on studying character development and how setting (time, place and circumstances impact on the choices individuals make in life
- We are FOCUSSING on producing a written response to texts where we will compare and contrast the crucial events, character development through settings and analyse the themes portrayed in the two texts.
- We are FOCUSING on analysing and explaining a text through a one-pager activity.
- We are FOCUSING on responding to a text by showing critical thinking and deeper understanding.
Success Criteria: I can/have...
- collaborated with my group to research and present our findings.
Activities:
- Create a doc/slide presentation to research. Share with Mrs Narayan
- Whole class - film - 'The Boy who Harnessed the Wind'
Homework:
Leisure read - Novel -
Kia ora 9C2
Well done on your research and presentation last week! This week, we view the text, The Boy who Harnessed the Wind'. The background knowledge you have gained through research and sharing will support deeper understanding of the text as you watch. You will then plan and do a response-to-text task.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on how effective systems provide sustainable living.
- We are FOCUSING on viewing and reading short and extended texts based on the context Sustainable Living.
- We are FOCUSING gathering background knowledge on the text , 'The Boy who Harnessed the Wind'.
- We are FOCUSING
on viewing, 'The Boy who Harnessed the Wind'.
- We are FOCUSING unpacking themes and messages in a text
- We are FOCUSSING on studying character development and how setting (time, place and circumstances impact on the choices individuals make in life
- We are FOCUSING on analysing and explaining a text through a one-pager activity.
- We are FOCUSING on responding to a text by showing critical thinking and deeper understanding.
Success Criteria: I can/have...
- show critical thinking and deeper understanding of the text
- explain the text in relation to out context, Effective systems for sustainable living
Activities:
- Whole class - film - 'The Boy who Harnessed the Wind'
- Unpack themes, character development, setting and personal response to the text.
Homework:
Leisure read - Novel
-
Week 4
Kia ora 9C2.
This week, we aim to start our post-viewing film study task.
Monday - film
Wednesday - discussions ( setting, plot, character development, crucial events, themes and messages, analysing quotes,
Thursday - Library
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING and constructing written responses on various elements of the texts such as, author's purpose, crucial events (plot), character development, setting, themes and conflict.
- We are PLANNING and constructing the layout using visual language techniques where elements in images are arranged to create a particular visual effect or to communicate certain thoughts, ideas, feelings, meanings and messages.
See Google Classroom for your activity on Setting Analysis.
-
Week 5
Talofa lava 9C2
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING and constructing written responses on various elements of the texts such as, author's purpose, crucial events (plot), character development, setting, themes and conflict.
- We are PLANNING and constructing the layout using visual language techniques where elements in images are arranged to create a particular visual effect or to communicate certain thoughts, ideas, feelings, meanings and messages.
Activities:
-
First complete Setting Essential Elements task on EP
-
Then finish off the setting analysis task on ‘The Boy who Harnessed the Wind’ (Google Classroom)
-
Week 6
Kia ora 9C2
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING and constructing written responses on various elements of the texts such as, author's purpose, crucial events (plot), character development, setting, themes and conflict.
- We are PLANNING and constructing using visual language techniques where elements in images are arranged to create a particular visual effect or to communicate certain thoughts, ideas, feelings, meanings and messages.
Assessment 2 starts this week. See Google Classroom for details.
Assessment Checkpoints:
-
Week 7
Kia ora 9C2
Assessment in progress
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING and constructing written responses on various elements of the texts such as, author's purpose, crucial events (plot), character development, setting, themes and conflict.
- We are PLANNING and constructing using visual language techniques where elements in images are arranged to create a particular visual effect or to communicate certain thoughts, ideas, feelings, meanings and messages.
See Google Classroom for assessment details.
Assessment Checkpoints:
-
Week 8
Kia ora 9C2
Assessment in progress
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING and constructing written responses on various elements of the texts such as, author's purpose, crucial events (plot), character development, setting, themes and conflict.
- We are PLANNING and constructing using visual language techniques where elements in images are arranged to create a particular visual effect or to communicate certain thoughts, ideas, feelings, meanings and messages.
See Google Classroom for assessment details.
E-asttle Reading - Thursday this week.
-
-
English assessment in progress.
Refer to Week 8 planning on MHOL and Google Classroom for assessment details.
-
-
-
Kia ora 9C2
Welcome to Term 3!
This week's goals: 1. Must complete your assessment and submit on Google Classroom.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING and constructing written responses on various elements of the texts such as, author's purpose, crucial events (plot), character development, setting, themes and conflict.
- We are PLANNING and constructing using visual language techniques where elements in images are arranged to create a particular visual effect or to communicate certain thoughts, ideas, feelings, meanings and messa ges.
See Google Classroom for assessment details.
This week's goals: 2. Choice Grid - choose and respond
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING and constructing responses on choice grid.
See Google Classroom for the Choice Grid.
-
-
Kia ora 9C2
This week, we start to explore our context,
Relationships have consequences that allow Environments/Societies to Survive/Thrive.
Relationships are the connections and associations between properties, objects, people and ideas— including the human community’s connections with the world in which we live. Any change in relationship brings consequences—some of which may occur on a small scale, while others may be far-reaching, affecting large networks and systems such as human societies and the planetary ecosystem.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on identifying how our relationships with the environments and societies help them to thrive.
- We are FOCUSING on thinking about how we can help to achieve the SDGs in their own communities and Aotearoa.
- We are FOCUSING responding to the challenges AND needs to make Aotearoa societies sustainable.
- We are FOCUSING on developing ideas and information to target purpose and audience
- We are FOCUSING on becoming ACTIVE CITIZENS
See Google Classroom for this week's learning.
-
Week 4
Kia ora 9C2
This week we start delving deeper into our learning context,
Relationships have consequences that allow Environments/Societies to Survive/Thrive.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Sustainable Development Goals
- We are EXPLORING Aotearoa's progress with SDL
- We are EXPLORING and identifying important ideas in short texts (new articles) to respond with our logical opinions.
See Google Classroom for this week's learning activity.
Library: Wednesday Session 1
-
Week 5
Kia ora 9C2
This week we we focus on ,
Relationships have consequences that allow Environments/Societies to Survive/Thrive.
- We are learning to be very clear, convincing and articulate in opinions.
- We are enabling ourselves to be ACTIVE CITIZENS by expressing our views on national/global matters.
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING to show our understanding of main issues.
- We are REFLECTING to enable us to make logical opinions.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING Sustainable Development Goals
- We are EXPLORING Aotearoa's progress with SDL
- We are EXPLORING and identifying important ideas in short texts (new articles) to respond with our logical opinions.
See Google Classroom for this week's learning activity.
-
Refer to Week 5 planning.
-
Kia ora, 9C2.
Complete and share your opinion articles.
Refer to Week 5 planning.
Library: Thursday Session 1
-
Te Wiki o te reo Maori
Kia ora tātou
This week we will focus on close reading of short texts.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on understanding and analysing texts
This week's learning activity is on Google Classroom.
-
Kia ora 9C2
This week we will continue with analysing the short story, 'The Scarlet Ibis'.
See Google Classroom for the activity
Library: Thursday Session 1
-
-
-
-
Welcome to Term 4 of 2022!
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING and constructing written responses to show deeper understanding of texts.
We will unpack:
1. main ideas/ themes
2. characters and their relationships
3. challenges and conflicts
-
-
Kia ora 9C2. This week, we will focus on revising persuasive writing.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on using relevant ideas, strong examples and supportive details to convince readers about a specific argument.
- We are FOCUSING on using emotive vocavulary other relevant lersuaisve techniques to convince readers about a specific argument.
- We are FOCUSING on using correct spelling, basic punctuation and complex punctuation to add clarity and precision to writing.
Activity
- Class sharing and discussion
- See Google Classroom for the activity.
- Peer feedback
-
-
-
-