Weekly outline

  • General

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     Kia ora 9C1. 

    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 be 

    the 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:

      1. identifies and understands the characteristics and conventions of a range of text forms and considers how they contribute to and affect text meaning.

      2. organises and develops ideas and information for a particular purpose or effect, using the characteristics and conventions of a range of text forms.

      • Ideas:

      1. develops and communicates increasingly comprehensive ideas, information, and understandings.

      2. integrates sources of information and prior knowledge purposefully and confidently to make sense of increasingly varied and complex texts.






  • 31 January - 6 February


    Let's reconnect, 9C1!


    Getting to know activity: Never Have I Ever ...


  • 7 February - 13 February

    Kia ora 9C1

    We start the term with our context, Hono Ano - Reconnect. 


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING visual texts, identifying author's purpose, main message(s) and text conventions.


    Success Criteria: I can/have...

    Activities:

    1. See Google Classroom for the activity task. 

    Homework:
    Reading Plus


  • 14 February - 20 February

    WEEK 3

    Kia ora 9C1

    This week is a continuation of last week's learning.  Context:  Hono Ano - Reconnect. 


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING visual texts, identifying author's purpose, main message(s) and text conventions.



    Success Criteria: I can/have...

    Activities:

    1. See Google Classroom for the activity task - Visual Text Study (Reconnecting with our culture) Part 1
    2. 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

    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:

    1. Complete EP task on Point of View in Visual Texts
    2. See Google Classroom for Visual Text Study PART 2 

    Homework:

    Reading Plus

    Unfinished English work from class.











    • 21 February - 27 February

      Kia ora 9C1


      We will continue with visual text study.

      Please refer to last week's planning for details. 


    • 28 February - 6 March

      Week 5

      Kia ora 9C1


      PLAN & DO / WHAKAMAHI

      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 about some camera shots and angles. 
      • planned  our story (scenes, events, actions, characters, setting, suitable camera shots and angles, the cultural aspect/value you want to showcase, etc.) You can storyboard and write a script alongside. DON'T FORGET TO SHOW YOUR CAMERA SHOTS AND ANGLES KNOWLEDGE IN YOUR STORYBOARD!
      • created a storyboard of the main parts of the video.
      • written a script for the scenes. Think about what makes a good script?

      Activities:

      • See Google Classroom for the Camera Shots and angles slides. 
      • Link all planning  and script to your doc on Google Classroom.
      • See Google Classroom for storyboarding templates




    • 7 March - 13 March

      Week 6 - Library - Friday

      Kia ora 9C1.


      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

      EXPLORE / TŪHURA learning intentions:

      • We are EXPLORING how camera shots and angles are are used for various purposes and special effects




      PLAN & DO / WHAKAMAHI

      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:

      1. Types of Camera shots and angles (click to open the link)
      2. 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



    • 14 March - 20 March

      Week 7

      Kia ora 9C1

      English assessment in progress.  Short film production.


      PLAN & DO / WHAKAMAHI

      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: 

      1.  author's purpose

      2.  the main message intended for the audience

      3.  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.


    • 21 March - 27 March


      Kia ora 9C1. 

      Assessment in progress. Please refer to Week 7 planning and assessment outline  for full details.

      Assessment due: Monday, 11th April.

      FOCUS / ARONGA

      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


    • 28 March - 3 April

      Assessment in progress.

      For details refer to the assessment outline and rubric at the top of the course page 


    • 4 April - 10 April

    • 11 April - 17 April

    • 18 April - 24 April

    • 25 April - 1 May

    • 2 May - 8 May

      Kia ora koutou. Welcome to Term 2 of 2022!

      Library: Wednesday Session 3.

      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 sustainability.  


      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

      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:

      Pre reading activity

      Homework:


    • 9 May - 15 May

      Kia ora 9C1. 

      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

      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:

      1. Create a doc/slide presentation to research. Share with Mrs Narayan
      2. Whole class - film - 'The Boy who Harnessed the Wind'

      Homework:
      Leisure read - Novel 


    • 16 May - 22 May

      Kia ora 9C1. 

      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

      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:

      1. Whole class - film - 'The Boy who Harnessed the Wind'
      2. Unpack themes, character development, setting and personal response to the text. 

      Homework:
      Leisure read - Novel 


    • 23 May - 29 May

      Week 4

      Kia ora 9C1. 

      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,

      Friday - Library

      PLAN & DO / WHAKAMAHI

      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.


    • 30 May - 5 June

      Week 5

      Talofa lava 9C1


      PLAN & DO / WHAKAMAHI

      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) 


    • 6 June - 12 June

      Week 6

      Kia ora 9C1


      PLAN & DO / WHAKAMAHI

      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:



    • 13 June - 19 June

      Week 7

      Kia ora 9C1

      Assessment in progress

      PLAN & DO / WHAKAMAHI

      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:



    • 20 June - 26 June

      Week 8

      Kia ora 9C1

      Assessment in progress

      PLAN & DO / WHAKAMAHI

      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 - Wednesday this week.

    • 27 June - 3 July

    • 4 July - 10 July



      English assessment in progress.

      Refer to Week 8 planning on MHOL and Google Classroom for assessment details.

    • 11 July - 17 July

    • 18 July - 24 July

    • 25 July - 31 July


      Kia ora 9C1

      Welcome to Term 3!

      This week's goals: 1. Must complete your assessment and submit on Google Classroom.

      PLAN & DO / WHAKAMAHI

      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. 


      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. 





    • 1 August - 7 August

    • 8 August - 14 August

      Kia ora 9C1

      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

      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.

    • 15 August - 21 August

      Week 4

      Kia ora 9C1

      This week we start delving deeper into our learning context, 

      Relationships have consequences that allow Environments/Societies to Survive/Thrive.


      EXPLORE / TŪHURA

      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 3


    • 22 August - 28 August

      Week 5

      Kia ora 9C1

      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

      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

      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.



    • 29 August - 4 September

      Kia ora, 9C1. 

      Complete and share your opinion articles. 

      Refer to Week 5 planning. 

      Library: Friday Session 5

    • 5 September - 11 September

    • 12 September - 18 September

      Te Wiki o te reo Maori

      Kia ora tātou

      This week we will focus on close reading of short texts.

      Close Reading in First Grade - Susan Jones Teaching | Reading strategies, Close reading, Reading instruction

      FOCUS / ARONGA

      FOCUS / ARONGA learning intentions:

      • We are FOCUSING on understanding and analysing texts


      This week's learning activity is on Google Classroom.

    • 19 September - 24 September

      Kia ora 9C1

      This week we will continue with analysing the short story, 'The Scarlet Ibis'.

      See Google Classroom for the activity

      Library: Wednesday Session 3

    • 26 September - 2 October

    • 3 October - 9 October

    • 10 October - 16 October

    • 17 October - 23 October


      Welcome to Term 4 of 2022!

      PLAN & DO / WHAKAMAHI

      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

    • 24 October - 30 October

    • 31 October - 6 November

      Kia ora 9C1. This week, we will focus on revising persuasive writing. 

      FOCUS / ARONGA

      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

    • 7 November - 13 November

    • 14 November - 20 November

    • 21 November - 27 November

    • 28 November - 4 December

    • 5 December - 11 December