8W2 English
Weekly outline
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Term 1: Week 1
Welcome!
Hello and welcome back 8W1! I hope you all had a fantastic holiday and I can't wait to hear all about it.
I look forward to getting to know you all this year as we move towards an enriching and rewarding 2022. This year, English classes will involve building on what you have learnt last year as well as an exploration of new and exciting topics.
Our context for this term is "Connecting with South Auckland" . This concept is great because it is open to interpretation in that we are able to use many avenues to explore the topic. To me, it is a look into initiatives and the culture of South Auckland, and our place in it.
The overall working plan for English this term will look something like this using the term context as a slight guide: *
- Revisiting formal essay writing: How much do we remember? (2 WEEKS)
- Film study (2 WEEKS)
- Response to text (2 WEEKS)
- Assessment ONE* (3 WEEKS) - Verbal presentations: Speeches, Podcasts, short films etc.
- Procedural writing (1 WEEK)
* Something about me: I’m a HUGE advocate of choice. Therefore, I take into account your opinions and interests when I design a plan for the term so if most of you would rather not do a verbal presentation, there will be other options we can discuss and explore.
Success Criteria for Term 1: We are learning to...
1) Recognize areas of personal development with formal writing and answer the question: "What do I need to do/change to improve my writing?"
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Revisiting PEEL paragraphs and how to write them
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Introduction Triangles and using it to start an essay
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Utilizing Essay Checklist formats
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PEDAL paragraphs
2) Analysing film study techniques
3) Understand the meaning of the director's purpose
4) Create our own pieces of written responses using the knowledge we have gained through film analysis
5) Name the conventions and recognize the language features and techniques used in the film - using these to create our own short films
6) Draft and edit our own procedural writing for technology
Activities for week
Get to know each other!
Explore the context.
Connect with E-learning platforms.
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Refer to Week 1 :D
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING our place in South Auckland and how we contribute to society
- We are EXPLORING oral presentation skills
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on the impact of Covid on social communities
- We are FOCUSING on raising awareness to recognise the impact of Covid on social communities
- We are FOCUSING on experimenting with oral language techniques
Term 1: Week 5
Film Techniques & Sound Effects
Our context for this term is "Connecting with South Auckland" . This concept is great because it is open to interpretation in that we are able to use many avenues to explore the topic. To me, it is a look into initiatives and the culture of South Auckland, and our place in it.
The overall working plan for English this term will look something like this using the term context as a slight guide: *
- Revisiting formal essay writing: How much do we remember? (2 WEEKS)
- Film study (2 WEEKS)
- Response to text (2 WEEKS)
- Assessment ONE* (3 WEEKS) - Verbal presentations: Speeches, Podcasts, short films etc.
- Procedural writing (1 WEEK)
* Something about me: I’m a HUGE advocate of choice. Therefore, I take into account your opinions and interests when I design a plan for the term so if most of you would rather not do a verbal presentation, there will be other options we can discuss and explore.
Success Criteria for Term 1: We are learning to...
1) Recognize areas of personal development with formal writing and answer the question: "What do I need to do/change to improve my writing?"
-
Revisiting PEEL paragraphs and how to write them
-
Introduction Triangles and using it to start an essay
-
Utilizing Essay Checklist formats
-
PEDAL paragraphs
2) Analysing film study techniques
3) Understand the meaning of the director's purpose
4) Create our own pieces of written responses using the knowledge we have gained through film analysis
5) Name the conventions and recognize the language features and techniques used in the film - using these to create our own short films
6) Draft and edit our own procedural writing for technology
Activities for week
Refer to Google classroom
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Refer to Week 6 :D
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING on creating a visual representation so that we can support the social action process
- We are Planning on creating oral presentations so that we can demonstrate our learning
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING on creating a visual representation so that we can support the social action process
- We are Planning on creating oral presentations so that we can demonstrate our learning
Term 1: Week 8
Assessment 1
Our context for this term is "Connecting with South Auckland" . This concept is great because it is open to interpretation in that we are able to use many avenues to explore the topic. To me, it is a look into initiatives and the culture of South Auckland, and our place in it.
The overall working plan for English this term will look something like this using the term context as a slight guide: *
- Revisiting formal essay writing: How much do we remember? (2 WEEKS)
- Film study (2 WEEKS)
- Response to text (2 WEEKS)
- Assessment ONE* (3 WEEKS) - Verbal presentations: Speeches, Podcasts, short films etc.
- Procedural writing (1 WEEK)
* Something about me: I’m a HUGE advocate of choice. Therefore, I take into account your opinions and interests when I design a plan for the term so if most of you would rather not do a verbal presentation, there will be other options we can discuss and explore.
Success Criteria for Term 1: We are learning to...
1) Recognize areas of personal development with formal writing and answer the question: "What do I need to do/change to improve my writing?"
-
Revisiting PEEL paragraphs and how to write them
-
Introduction Triangles and using it to start an essay
-
Utilizing Essay Checklist formats
-
PEDAL paragraphs
2) Analysing film study techniques
3) Understand the meaning of the director's purpose
4) Create our own pieces of written responses using the knowledge we have gained through film analysis
5) Name the conventions and recognize the language features and techniques used in the film - using these to create our own short films
6) Draft and edit our own procedural writing for technology
Activities for week
Refer to Google classroom + the Assessment Rubric
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING on creating a visual representation so that we can support the social action process
- We are Planning on creating oral presentations so that we can demonstrate our learning
Term 1: Week 9
ASSESSMENTS ARE DUE THIS WEEK
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REFLECT / WHAIWHAKAARO learning intentions:
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- We are REFLECTING and critiquing our presentations (oral language skills) as well as evaluating and determining our next steps
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TERM 1: WEEK 11
LAST WEEK OF TERM 1
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Term 2: Week 1
Welcome Back!
Our context for this term is "Survival 101" . This concept is great because it is open to interpretation in that we are able to use many avenues to explore the topic. To me, it is a look into initiatives and the culture of South Auckland, and our place in it.
The overall working plan for English this term will look something like this using the term context as a slight guide: *
- Revisiting formal essay writing: How much do we remember? (2 WEEKS)
- Film study (2 WEEKS)
- Response to text (2 WEEKS)
- Static image. survival guide - (4 WEEKS)
- Procedural writing (1 WEEK)
Success Criteria for Term 1: We are learning to...
1) Recognize areas of personal development with formal writing and answer the question: "What do I need to do/change to improve my writing?"
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PEDAL paragraohs
2) Analysing film study techniques
3) Understand the meaning of the director's purpose
4) Response to text - PETAL
5) Static images creation
6) Draft survival guide
Activities for week
On Google Classroom
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING concepts of survival online and in the wild
- We are EXPLORING how to convey our ideas using our voice and through our words
REFER TO WEEK 1
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING concepts of survival online and in the wild
- We are EXPLORING how to convey our ideas using our voice and through our words
Term 2: Week 3
Hunt for the Wilder People
Our context for this term is "Survival 101" . This concept is great because it is open to interpretation in that we are able to use many avenues to explore the topic. To me, it is a look into initiatives and the culture of South Auckland, and our place in it.
The overall working plan for English this term will look something like this using the term context as a slight guide: *
- Revisiting formal essay writing: How much do we remember? (2 WEEKS)
- Film study (2 WEEKS)
- Response to text (2 WEEKS)
- Static image. survival guide - (4 WEEKS)
- Procedural writing (1 WEEK)
Success Criteria for Term 1: We are learning to...
1) Recognize areas of personal development with formal writing and answer the question: "What do I need to do/change to improve my writing?"
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PEDAL paragraohs
2) Analysing film study techniques
3) Understand the meaning of the director's purpose
4) Response to text - PETAL
5) Static images creation
6) Draft survival guide
Activities for week
On Google Classroom
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on enhancing our understanding of survival by viewing a visual text
- We are FOCUSING on analysing this text to identify themes of survival
REFER TO WEEK 3
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on enhancing our understanding of survival by viewing a visual text
- We are FOCUSING on analysing this text to identify themes of survival
Term 2: Week 5
Film Study
Our context for this term is "Survival 101" . This concept is great because it is open to interpretation in that we are able to use many avenues to explore the topic. To me, it is a look into initiatives and the culture of South Auckland, and our place in it.
The overall working plan for English this term will look something like this using the term context as a slight guide: *
- Revisiting formal essay writing: How much do we remember? (2 WEEKS)
- Film study (2 WEEKS)
- Response to text (2 WEEKS)
- Static image. survival guide - (4 WEEKS)
- Procedural writing (1 WEEK)
Success Criteria for Term 1: We are learning to...
1) Recognize areas of personal development with formal writing and answer the question: "What do I need to do/change to improve my writing?"
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PEDAL paragraphs
2) Analysing film study techniques
3) Understand the meaning of the director's purpose
4) Response to text - PETAL
5) Static images creation
6) Draft survival guide
Activities for week
On Google Classroom
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to construct a response to text essay on the film Hunt for the Wilder People
- We are PLANNING to create our survival guides based on learning from other subject areas
REFER TO WEEK 5
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to construct a response to text essay on the film Hunt for the Wilder People
- We are PLANNING to create our survival guides based on learning from other subject areas
Term 2: Week 7
Static Image
Our context for this term is "Survival 101" . This concept is great because it is open to interpretation in that we are able to use many avenues to explore the topic. To me, it is a look into initiatives and the culture of South Auckland, and our place in it.
The overall working plan for English this term will look something like this using the term context as a slight guide: *
- Revisiting formal essay writing: How much do we remember? (2 WEEKS)
- Film study (2 WEEKS)
- Response to text (2 WEEKS)
- Static image. survival guide - (4 WEEKS)
- Procedural writing (1 WEEK)
Success Criteria for Term 1: We are learning to...
1) Recognize areas of personal development with formal writing and answer the question: "What do I need to do/change to improve my writing?"
-
PEDAL paragraohs
2) Analysing film study techniques
3) Understand the meaning of the director's purpose
4) Response to text - PETAL
5) Static images creation
6) Draft survival guide
Activities for week
On Google Classroom
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how to express our point of view and perspectives through an oral presentation so that we can speak up on an issue that concerns me by recognising that we all have differing opinions on issues and their impact
- We are EXPLORING how to express our point of view and perspectives through an oral presentation so that we can speak up on an issue that concerns me by investigating a topic of interest
- We are EXPLORING how to express our point of view and perspectives through an oral presentation so that we can speak up on an issue that concerns me by collecting information on the topic of interest
- We are EXPLORING how to express our point of view and perspectives through an oral presentation so that we can speak up on an issue that concerns me by organising the information gathered through primary and secondary sources of information
- We are EXPLORING how to express our point of view and perspectives through an oral presentation so that we can speak up on an issue that concerns me by analysing the data gathered and interpreting its validity and application to the research issue
- We are EXPLORING how to express our point of view and perspectives through an oral presentation so that we can speak up on an issue that concerns me by recognising that research always has a bias
- We are EXPLORING how to express our point of view and perspectives through an oral presentation so that we can speak up on an issue that concerns me by connecting the research information gathered through a range of resources and drawing conclusions from it
Success Criteria
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how to express our point of view and perspectives through an oral presentation so that we can speak up on an issue that concerns me by recognising that we all have differing opinions on issues and their impact
- We are EXPLORING how to express our point of view and perspectives through an oral presentation so that we can speak up on an issue that concerns me by investigating a topic of interest
- We are EXPLORING how to express our point of view and perspectives through an oral presentation so that we can speak up on an issue that concerns me by collecting information on the topic of interest
- We are EXPLORING how to express our point of view and perspectives through an oral presentation so that we can speak up on an issue that concerns me by organising the information gathered through primary and secondary sources of information
- We are EXPLORING how to express our point of view and perspectives through an oral presentation so that we can speak up on an issue that concerns me by analysing the data gathered and interpreting its validity and application to the research issue
- We are EXPLORING how to express our point of view and perspectives through an oral presentation so that we can speak up on an issue that concerns me by recognising that research always has a bias
- We are EXPLORING how to express our point of view and perspectives through an oral presentation so that we can speak up on an issue that concerns me by connecting the research information gathered through a range of resources and drawing conclusions from it
Success Criteria
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by choosing effective rhetorical devices
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by analysing what information to include in a speech for creating an impact
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by clarifying my stance on the issue by providing relevant information
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by comparing a range of speeches and identifying effective rhetorical devices that have been utilised
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by explaining by point of view through a logically developed argument
SUCCESS CRITERIA
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by choosing effective rhetorical devices
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by analysing what information to include in a speech for creating an impact
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by clarifying my stance on the issue by providing relevant information
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by comparing a range of speeches and identifying effective rhetorical devices that have been utilised
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by explaining by point of view through a logically developed argument
SUCCESS CRITERIA
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on an issue by critiquing a social issue
- We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on an issue justifying our selection of language techniques
- We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on an issue selecting and applying rhetorical devices in an oral text
- We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on an issue using strategies to determine what information to include in a speech for creating an impact
- We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on an issue clarifying my stance on the issue by providing relevant information
SUCCESS CRITERIA
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on an issue by critiquing a social issue
- We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on an issue justifying our selection of language techniques
- We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on an issue selecting and applying rhetorical devices in an oral text
- We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on an issue using strategies to determine what information to include in a speech for creating an impact
- We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on an issue clarifying my stance on the issue by providing relevant information
SUCCESS CRITERIA
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Welcome to week 4 We will focus on how to persuade other people on our points of view. In order to do that we must know how to use persuasive language effectively
Context:
- Commonwealth Games
Learning Intentions: We are learning to (WALT)...
- Research using key words
- Record information accurately
- Create generalisations based on the information we have collected
- Convey ideas clearly using visual techniques
Success Criteria: I can/have...
- Identified the key works I need in my research
- Used a research template to record my findings
- Categorised my information into groups and sub groups
- Used my groups to create some labels or headings to describe the contents of the group
- Created a poster than shows my ideas clearly
Homework:
Reading Plus -
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MHJC Learning Framework Step:
- Exploring - what does the context mean? What do we already know? What do we need to find out?
Activities:
- Selecting an article to write on
- Finding 3 reliable sources
- SEXY Breakdwon
Learning Intentions: We are learning to (WALT)...
- Write for a specific purpose and audience
- Research using key words
- Record information accurately
Success Criteria: I can/have...
- Used a planning template and writing framework to structure my writing
- Identified the key works I need in my research
- Used a research template to record my findings
Homework:
Reading Plus
Explanation Notes
Ideas include thoughts/feelings, experiences or sensory qualities.
Develop ideas means to build on a single idea by adding detail, linking that idea to
other ideas and details, and working towards a coherent planned whole.
Detail includes description, information, choice of words, etc.
Controlled means deliberate use of language (vocabulary, syntax).
Structure material means developing and organising writing appropriately for the purpose and audience.
Writing conventions include spelling, punctuation, grammar, syntax and paragraphing. eg mixed tense sequences, run on sentences, miscapitalisations.
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Good Morning...Week 5 already! The rest of the term will fly by!
Context:
- Commonwealth Games
Activities:
- How to write an introduction
- SEXY Paragraphs
- How to write a conclusion
Learning Intentions: We are learning to (WALT)...
- Write for a specific purpose and audience
- Generate ideas in a group
- Categorise and evaluate ideas
Success Criteria: I can/have...
- used SEXY to write intros and conclusion
- Used a process to generate a range of ideas
- Created a set of criteria to select ideas
- Used my criteria to identify the idea I want to develop further
Homework:
Reading Plus -
Good morning everyone, I hope you had a wonderful weekend!
Context:
- Commonwealth Games
MHJC Learning Framework Step:
- Plan and do!
Activities:
- Research and select appropriate evidence
- Craft persuasive writing piece
Learning Intentions: We are learning to (WALT)...
- Write for a specific purpose and audience
- Generate ideas in a group
- Categorise and evaluate ideas
- Develop an idea from concept to implementation
Success Criteria: I can/have...
- Researched my topic
- Provided evidence on my topic
- Crafted a piece of persuasive writing on my topic
Homework:
Reading Plus -
Context:
- "Unless someone like you cares a whole awful lot...."
MHJC Learning Framework Step:
- Plan and Do!
Activities:
- Editing + Peer Feedback
- Taking on feedback and fixing
Learning Intentions: We are learning to (WALT)...
- Write for a specific purpose and audience
- Generate ideas in a group
- Edit our work
- Take on feedback and apply it where neccessary
Success Criteria: I can/have...
- Use SEXY to edit my peers work
- Take on feedback and apply it to my writing
Homework:
Reading Plus
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Good morning everyone, I hope you had a wonderful weekend!
Context:
- Commonwealth Games
MHJC Learning Framework Step:
- Plan and do!
Activities:
- Research and select appropriate evidence
- Craft persuasive writing piece
Learning Intentions: We are learning to (WALT)...
- Write for a specific purpose and audience
- Generate ideas in a group
- Categorise and evaluate ideas
- Develop an idea from concept to implementation
Success Criteria: I can/have...
- Researched my topic
- Provided evidence on my topic
- Crafted a piece of persuasive writing on my topic
Homework:
Reading Plus -
Kia Ora Year 8s!
This week we will be focusing on revising our writing skills for our upcoming eastle writing assessment.
Context:
- Commonwealth Games
MHJC Learning Framework Step:
- Plan and do!
Activities:
- Research and select appropriate evidence
- Craft persuasive writing piece
Learning Intentions: We are learning to (WALT)...
- Write for a specific purpose and audience
- Generate ideas in a group
- Categorise and evaluate ideas
- Develop an idea from concept to implementation
Success Criteria: I can/have...
- Researched my topic
- Provided evidence on my topic
- Crafted a piece of persuasive writing on my topic
Homework:
Reading Plus -
Welcome back year 8s!
This week we will be sitting our eastle writing assessment and focusing on our reading skills for our eastle reading.
Activities:
- Practice essay
- Recap essay structure
- Library visit
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Welcome to week 2 year 8's!
This week we will be participating in the book lovers create book covers competition!
Activities:
- Recap static image elements
- Design book cover
- Create book cover
- Create a blurb
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