7F1 English
Weekly outline
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Kia ora 7F1,
I know this week will be overwhelming for you and I will take things slowly and spend our English session this week making sure we are all connected to wifi and that we have all completed the Reading Plus insight assessment and then completed 4 see readers before Tuesday 8th February :o). Please don't worry and ask anything you feel worried about :o)
Enjoy celebrating Waitangi Day with your family, stay safe and i'll see you on Tuesday :o)
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Morena 7F1!
Welcome to your Mission Heights Online course page. Here you will find planning and assessments to guide you through your personal learning journey each term. If you would like to communicate with me at any time (outside of class time) please email me: Mrs Clansey, jclansey@mhjc.school.nz
This week I will see you twice as we follow the timetable, Thursday S4 (e-asTTle Reading) and then Friday S5 will be our first library session this term. We will begin to get to know each other and explore the context for our teaching and learning for Term 1: Turangawaewae (a place to stand)
Success Criteria:
- Introduce another class member to a small group
- Use the library website to navigate ebooks borrowing
- Introduce myself through a personal letter to Mrs Clansey
- Become familiar with 7F1 students
- Write using a variety of sentences and structure
Activities:
• Look at all our devices - note them on a google doc for future reference
• Read Mrs Clansey’s introductory letter (on google classroom)
• 3 words around the room
• Exercise books routine•Begin to write your letter to Mrs C
Further Learning:
complete your introductory letter :o)
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how to identify and recognise connections to the place where we stand - 'Turangawaewae' using questions and research.
- We are EXPLORING how digital technology integrates with Turangawaewae and discovering how to be a great digital citizen.
- We are EXPLORING connections within year 7 and organising information in letters and poems.
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Morena 7F1,
This week the whole of yr 7 across the school will have a writing assessment! The prompt will be "What makes a good friend?" You can be thinking about this at home as well as at school :o)
Success Criteria: I can/have...
- used the writing conventions of punctuation, correct sentence structure and spelling in my writing
- respond to a writing prompt
- set realistic goals
- take part in discussion
Activities:
- Monday S3: e-asTTle writing introduction around the friendship prompt and preparation for writing. Google classroom resources.
- Thursday S4: continue brainstorming and explain hamburger plan for assessment
- Friday S5 : writing e-asTTle friendship prompt in your booklet
Follow up tasks:
complete Reading Plus and Maths Buddy for homework - 4 see readers.EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how to identify and recognise connections to the place where we stand - 'Turangawaewae' using questions and research.
- We are EXPLORING how digital technology integrates with Turangawaewae and discovering how to be a great digital citizen.
- We are EXPLORING connections within year 7 and organising information in letters and poems.
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Morena 7F1,
This week I will see you all on Monday S3. Thursday is your SLC with your families and your LA so you won't come to school, you'll connect in a GMeet. Then Friday S5 there is a meeting for all teachers so you'll go home at 12pm. We will get to know each other better and explore the context for our teaching and learning for Term 1: Turangawaewae (a place to stand)
Success Criteria:
- Introduce another class member to a small group
- Introduce myself through a personal letter to Mrs Clansey
- Become familiar with 7F1 students
- Write using a variety of sentences and structure
Activities:
• Read Mrs Clansey’s introductory letter (on google classroom)
• 3 words around the room
• Exercise books routine•Begin to write your letter to Mrs C
Further Learning:
complete your introductory letter :o)
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how to identify and recognise connections to the place where we stand - 'Turangawaewae' using questions and research.
- We are EXPLORING how digital technology integrates with Turangawaewae and discovering how to be a great digital citizen.
- We are EXPLORING connections within year 7 and organising information in letters and poems.
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Kia ora 7F1,
This week we explore our digital habits and think about how we can become great digital citizens in Forest Whanau.
Success Criteria:
- act responsibly when carrying out relationships over digital media
- explore our digital lives - the 24/7 nature of them
- explore animoto to create a digital simile
- create a simile for my digital life
- understand and create a concept maps from the movie clip
Activities:
1. Monday S3: Library session, returning books, issuing new ones, taking time to enjoy reading :o) Do now - using mistakes made in writing - their, they're and there - examples glued into English books, task on google classroom
2. Thursday S4: My Digital Life 101: video viewing.- definitions important to our digital learning: media and digital media
- Watch the video - what did we take away from it? think, pair, share.
- Create concept circles/maps re our digital lives- in groups/ as a class sharing - add to your groups maps
- complete a simile for your digital life, explore the ANIMOTO software to complete a digital simile/metaphor for your digital life - share a few examples including mine.
3. Friday S5: continue to create animoto videos for your digital lifeFurther Learning:
complete Reading Plus and Maths BuddyEXPLORE / TŪHURA learning intentions:
- We are EXPLORING how to identify and recognise connections to the place where we stand - 'Turangawaewae' using questions and research.
- We are EXPLORING how digital technology integrates with Turangawaewae and discovering how to be a great digital citizen.
- We are EXPLORING connections within year 7 and organising information in letters and poems.
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Kia ora 7F1,
This week we begin to think about English Assessment 1: 'I AM FROM' poems. We'll be looking at examples and then writing our own poems. We also have a CAMP DAY OUT on Thursday 10th March :o)
Success Criteria:
- work independently with support from your group
- answer questions in sentences in a document online in google classroom
- think about words, purpose, verses, personal voice and write these on the task sheet on google classroom
Activities:
- Monday S3: Model poem (I Am From by Jack Julian) - on google classroom and paper, read in your head several times, glue into your English book and think about Turangawaewae, what is important to you - head to google classroom and type in the document your thoughts...Read the examples in google classroom including Mrs Clansey's poem.
- Thursday S4 : CAMP DAY!
- Friday S5: Library session - spend this session reading your novels, updating our 'novel tracking' google doc, and exploring the library page on MHOnline. You may take out an e-book by following instructions on the library page :o)
complete Reading Plus and Maths Buddy
FOCUS / ARONGA learning intentions:
- We are FOCUSING on choosing and selecting what is important in "Turangawaewae" - The place where we stand and belong' and identifying 4 aspects for our poems.
- We are FOCUSING on comparing exemplars to improve our writing.
- We are FOCUSING on discussing the form and shape of an "I Am From" poem so that we can write our own.
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Kia ora 7F1,
We continue to write our 'I AM FROM' poems, reshaping, sharing in our group with buddies, making our words descriptive!
Learning Intentions: We are learning to (WALT)...
construct a text that shows an awareness of purpose and audience through deliberate choice of language and text form.
express language that tells the reader about what I am passionate about.
Success Criteria: I can/have...
understand the form of the poem
use language that is descriptive and paints a picture for the reader
write content that tells about each individuals passion
- publish poems and present to the class/assembly
Activities:
Monday S3: re share the model poems in your group and talk about the language used.
identify what is important to each of us in our lives, share in pair, group and with whole class
look at the set out of the poem, discuss impact of this form
collaboratively write one verse as a class
play with words, lines, share with partner
teacher conference individually as students are writing, work with a group who have similar needs
Friday S5: continue to write your poems and share in your group.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on choosing and selecting what is important in "Turangawaewae" - The place where we stand and belong' and identifying 4 aspects for our poems.
- We are FOCUSING on comparing exemplars to improve our writing.
- We are FOCUSING on discussing the form and shape of an "I Am From" poem so that we can write our own.
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Kia ora 7F1,
Your I AM FROM Poems are due this week - Assessment 1 ENGLISH
We begin to focus on reflecting this week, from camp and in our digital lives...We will learn about the SEXY way to write a paragraph :o)
Success criteria:
- respond appropriately to text using the Statement, Explain, Example, Your Opinion (S.E.X.Y) structure in your writing
- act responsibly when carrying out relationships over digital media on shared docs and digital compass sessions
Monday S3: Paragraph Writing: Camp Scenarios using S. E. X. Y. structure. I have set up some things that could have happened on camp for you to reflect on. You are going to write 5 paragraphs. The template is on google classroom to follow. We will have 2 sessions to complete this task.
Do now Alliteration task on EP - It is on google classroom. (10 mins)
Thursday S4: Paragraph Writing: Camp Scenarios using S. E. X. Y. structure. I have set up some things that could have happened on camp for you to reflect on. You are going to write 5 paragraphs. The template is on google classroom to follow.
Friday S5:
Library session - recommend novels to each other - what have you enjoyed
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to apply our writing skills to present our poems so that we can share Turangawaewae with our classmates.
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Morena 7F1,
We are introduced to blackout poetry this week as we enter the MHJC competition! Good luck to all of you!
https://www.twinkl.co.nz/teaching-wiki/blackout-poetry#:~:text=Blackout%20poetry%20is%20a%20form,words%20you%20won't%20need.
Learning Intentions: We are learning to (WALT)...construct a text that shows an awareness of purpose and audience through deliberate choice of language and text form.
express language that tells the reader about my understanding of "Blackout Poetry"
Success Criteria: I can/have...
understand the form of the poem
use language that is descriptive and paints a picture for the reader
- publish poems and present to Mrs Wright in the competition
Activities:
Thursday S4: What is blackout poetry? Write 5 sentences in your English book explaining Blackout poetry. Look at examples of Blackout poetry. Choose a text to begin your own blackout poetry.
play with words, lines, share with partner.
If we have time: Introduction to digital compass - Digital Compass: View the 'Road to Anywhere' -click on the link.
Then complete scenario 1 exploring all of the options :o)
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to apply our writing skills to present our poems so that we can share Turangawaewae with our classmates.
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Morena 7F1,
Success criteria:
- act responsibly when carrying out relationships over digital media on shared docs and digital compass sessions
Monday S3: complete ' Digital compass scenario 1' - then choose a poem to read and present to the class, there are a selection to choose from in groups :o)
Thursday S4: focus on poetry - memorising and presenting to your group, to the whole class
Friday S5: Library session - return and issue novels for the Easter Holidays. Perhaps an ebook to issue?
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on the challenges we may have faced in our poetry writing and our SEXY camp paragraphs to review our writing and find solutions to problems.
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Morena 7F1,
Learning Intentions: We are learning to (WALT)...
present a text that shows an awareness of purpose and audience through deliberate choice of language and text form.
express language that tells the reader about my understanding of the poem I have chosen
Success Criteria: I can/have...
understand the form of the poem
use language that is descriptive and paints a picture for the reader
- present my chosen poem to the class
Monday S3: Digital Compass scenario 2:
Thursday S4: Insert an entry in your holistic report - open your website, find the Great Ako - thinking and learning strategies. We'll put the concept map picture in there (concept maps are in your English book alreadyREFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on the challenges we may have faced in our poetry writing and our SEXY camp paragraphs to review our writing and find solutions to problems.
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As we head into EASTER I want to wish you and your families a very blessed and happy Easter time and an enjoyable break from school :o)
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Wishing you all a lovely holiday!
It would be great if you read a book, perhaps do some Reading Plus and Maths buddy and finish off any outstanding tasks for Term 1. I will check emails and give as much support as you need, take care.
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Kia ora 7F1,
Welcome to term 2! Our context this term is "New Beginnings, Matariki" We begin with a 'new' NewZealand author.
Learning Intentions:
•Demonstrate a range of communication skills to support appropriate interaction with others.
•Make connections by thinking about underlying ideas in and between texts.
• Develop your understanding of NZ History as a 'new beginning' of your knowledge basket (kite)
Success Criteria:
- Choose and read a recommended novel 'around' our context - new beginnings -NZ Authors
- Show an increasing understanding of how texts are shaped for different purposes and audiences.
- select and read texts for enjoyment and personal fulfilment
Tasks:
Monday S3:
1. view the selection document on google classroom to get an idea of the novel you would like to read. Google the title to see if it appeals to you and is at your level.
2. view the library 'quick lists' for NZ authors that may appeal to you
3. Library visit to select your NZ novel to read. On the shelves under the author's last name
Thursday S4: Look over the google classroom slides on " how to write a book review" Begin to make notes on your own google doc.
NewZealand Histories - explore the beginning of the kit
Introduce the NZ school kit - NZ Histories kit and complete task 1.
Friday: We spend the morning at the Buddhist Temple S5: Library session.
Work on the Book review tasks on google classroom, then read your chosen novel for the rest of the session.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING recognising and finding a new NZ author to connect with
- We are EXPLORING discovering and locating information from more than one source
- We are EXPLORING investigating a fuller, layered understanding of the past with deliberate attention to matauranga Maori sources and authorship
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Kia ora 7F1,
Success Criteria:
• sequence events and changes in a narrative (story)
• identify historical relationships between stories and how long ago they happened.
•recognise that depending on who is telling the story, the same story can be told in different ways.
Activities:
Monday S3: Explore the google classroom slide show on how to write a book review as a class and individually
Thursday S4: Reading your NZ author novel and making notes for your book review - look at all of the support on google classroom
- Friday S5:continue to read, make notes on your NZ novel and look at the exemplars printed out and laminated for you.
Further Learning:
Reading plus tasks and Maths BuddyEXPLORE / TŪHURA learning intentions:
- We are EXPLORING recognising and finding a new NZ author to connect with
- We are EXPLORING discovering and locating information from more than one source
- We are EXPLORING investigating a fuller, layered understanding of the past with deliberate attention to matauranga Maori sources and authorship
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Kia ora 7F1,
This week begins with a Teacher Only Day!
Success Criteria:
• sequence events and changes in a narrative (story)
• identify historical relationships between stories and how long ago they happened.
•recognise that depending on who is telling the story, the same story can be told in different ways.
Activities:
Monday S1: T.O.D - Please do some reading of your novel at home :o)
- Thursday S4: continue on with your book reviews - you may be at the stage of writing in your booklet - have a buddy read your review to check for sentences that make sense, capital letters and full stops and that you have included a SEXY paragraph recommendation :o)
- Friday S5: Library session - reading your NZ novel, a chance to renew it for another 3 weeks and to get a novel of your choice form the library
Further Learning:
Reading plus tasks and Maths BuddyFOCUS / ARONGA learning intentions:
- We are FOCUSING to clarify how to respond to text in our book review
- We are FOCUSING on choosing and reading a recommended novel to develop our book review
- We are FOCUSING on explaining and describing the 'Aotearoa Histories' stories to korero how stories can be told in different way
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Kia ora 7F1,
This week you'll visit the Howick Marae :o)
Learning Intentions:
•Demonstrate a range of communication skills to support appropriate interaction with others.
•Make connections by thinking about underlying ideas in and between texts.
• Develop your understanding of NZ History as a 'new beginning' of your knowledge basket (kite)
Success Criteria:
- Choose and read a recommended novel 'around' our context - new beginnings -NZ Authors
- Show an increasing understanding of how texts are shaped for different purposes and audiences.
- select and read texts for enjoyment and personal fulfilment
Activities:
Monday S3: Book reviews continued - check your guidelines on google classroom to write your book review - think about your little piece of art (look at the exemplars) You may be at the stage of writing in your booklet - have a buddy read your review to check for sentences that make sense, capital letters and full stops and that you have included a SEXY paragraph recommendation :o)
- Wednesday S2-4: Marae visit 9.30-12.30pm
- Thursday S4: I'll be returning from 7F2's Marae visit during S4 however you have plenty to work on for your Book review. Book reviews continued - check your guidelines on google classroom to write your book review - think about your little piece of art (look at the exemplars) You may be at the stage of writing in your booklet - have a buddy read your review to check for sentences that make sense, capital letters and full stops and that you have included a SEXY paragraph recommendation :o)
- Friday S5: Digital compass S4: https://www.digitalcompass.org/
Further Learning:
Reading plus tasks and Maths BuddyFOCUS / ARONGA learning intentions:
- We are FOCUSING to clarify how to respond to text in our book review
- We are FOCUSING on choosing and reading a recommended novel to develop our book review
- We are FOCUSING on explaining and describing the 'Aotearoa Histories' stories to korero how stories can be told in different ways
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Kia ora 7F1,
Learning Intentions:
•Demonstrate a range of communication skills to support appropriate interaction with others.
•Make connections by thinking about underlying ideas in and between texts.
• Develop your understanding of NZ History as a 'new beginning' of your knowledge basket (kite)
Success Criteria:
- Choose and read a recommended novel 'around' our context - new beginnings -NZ Authors
- Show an increasing understanding of how texts are shaped for different purposes and audiences.
- select and read texts for enjoyment and personal fulfilment
Activities:
Monday S1:Learning from home: Book reviews continued - check your guidelines on google classroom to write your book review - think about your little piece of art (look at the exemplars) You may be at the stage of writing in your booklet - have a buddy read your review to check for sentences that make sense, capital letters and full stops and that you have included a SEXY paragraph recommendation :o)
- Thursday S4: Many of you will be ready to do your piece of art on the title page on your booklet and work in your booklet for the uploading of this assessment which is due next week on FRIDAY
- Friday S5: Library session
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING on preparing a book review so that we can publish and present to Paper plus in a way that promotes our no
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Kia ora 7F1,
We celebrate the Queen's Birthday with a holiday on Monday! Who is she the Queen of? Is it her real birthday? Who are her family? Where do they live?
It is a TOD on Tuesday at MHJC.
Your Book Review Assessment is due at the end of this week :o) Please scan and upload to MHonline.
Thursday S4 and Friday S5: completing, scanning and uploading your book review to mhonline.
If you have completed this you may choose to do Reading plus, Maths Buddy, e-passport tasks, Education perfect tasks or READ your next novel you have issued from the library last week :o)
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING on preparing a book review so that we can publish and present to Paper plus in a way that promotes our novels
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Kia ora 7F1,
This week we begin to EXPLORE speech 'making and writing' with our explicit learning outcomes below. It is a real skill to be able to speak in public.
Learning Intentions: We are learning to (WALT)...
• speak clearly and confidently in a range of situations
• deliver a formal speech that generates audience interest
• use voice modulation, eye contact, body gestures and vocal interest
•realise the importance of developing skills of public speaking
Success Criteria: I can/have...
- organised my material and developed my main points
- chosen words to enhance imagery to my audience
- ideas that are original
- hooked my audience with the impact of my opening paragraph and held their interest
- used my eyes, facial expression and body gestures to enhance my speech
- good volume, pace and pitch in my voice
- left my audience with something to think about
Activities:
Monday S3: Introduce speech writing/topics for the speech competition next term - Choosing topics - google classroom tasks - listening to speeches together.
A good idea - google 'speech topics' for yr 7 students :o) Your speech may be Informative, Persuasive or Entertaining or a mix of all 3!
After watching a few 'good speeches' on google classroom write in your English book 5 points which are the same across all the speeches - record together on whiteboard and add to your own list :o)
Thursday S4: Check point for speech topics - those wishing to enter the school competition must write their speech with the theme of DISCOVERY.
begin to plan, write and edit your speeches - you may like to 'run' your speech topic past a buddy for some feedback and feed forward
Friday S5: library session - return, issue, renew, reserve novels - read a classmates recommendation and choose to read that novel :o)
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on the issues that were barriers to producing our book reviews and challenging ourselves to improve our writing as we begin to write speeches.
- We are REFLECTING on the way our book reviews have been assessed and judging the impact of our book reviews on others by the amount of students who take up our recommendations.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING and analysing what makes a great speech
- We are EXPLORING connecting with a topic that is meaningful to us
- We are EXPLORING how to use a research framework to support our learning
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Kia ora 7F1,
This week we have our mid year e-asttle Reading Assessment - I am hoping that all the novels you have been reading will support improvement in e-asTTle Reading :o)
Learning Intentions: We are learning to (WALT)...• speak clearly and confidently in a range of situations
• deliver a formal speech that generates audience interest
• use voice modulation, eye contact, body gestures and vocal interest
•realise the importance of developing skills of public speaking
Success Criteria: I can/have...
- organised my material and developed my main points
- chosen words to enhance imagery to my audience
- ideas that are original
- hooked my audience with the impact of my opening paragraph and held their interest
- used my eyes, facial expression and body gestures to enhance my speech
- good volume, pace and pitch in my voice
- left my audience with something to think about
Activities:
Monday S3: e-asTTle reading - make sure you can log in successfully to see the assessment, do your best!
Thursday S4: Work on your speeches - You may be researching and gaining ideas on DISCOVERY as the theme for your 3 minute speech
Friday S5: We end this week with our MATARIKI celebration holiday! (that means you have a day off on Friday!)
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING and analysing what makes a great speech
- We are EXPLORING connecting with a topic that is meaningful to us
- We are EXPLORING how to use a research framework to support our learning
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Morena 7F1,
This week I have put time aside to work on your speeches - have you chosen your topic - follow the writing frame plan on google classroom to support you to write your speech :o)
Learning Intentions: We are learning to (WALT)...
• speak clearly and confidently in a range of situations
• deliver a formal speech that generates audience interest
• use voice modulation, eye contact, body gestures and vocal interest
•realise the importance of developing skills of public speaking
Success Criteria: I can/have...
- organised my material and developed my main points
- chosen words to enhance imagery to my audience
- ideas that are original
- hooked my audience with the impact of my opening paragraph and held their interest
- used my eyes, facial expression and body gestures to enhance my speech
- good volume, pace and pitch in my voice
- left my audience with something to think about
Activities:
Monday S3 : Read the writing frame plan on google classroom. begin to research your topic and think about how you will present your speech to your classmates
Thursday S4: continue with checkpoint 1 for speech writing - support and examples on google classroom. -writing your speech in your English book. Continue to write your speech using the support documents on google classroom.
Friday S5: Library session - time to browse, renew, choose a new recommended novel. -ready to take home over the holidays :o)
FOCUS / ARONGA learning intentions:
- We are FOCUSING on choosing and describing our topic for our 3 minute speeches
- We are FOCUSING on discussing the template to identify our main points
- We are FOCUSING on developing a great beginning to interest our audience
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Kia ora 7F1,
We continue to shape up our speeches this week.
Learning Intentions: We are learning to (WALT)...
• speak clearly and confidently in a range of situations
• deliver a formal speech that generates audience interest
• use voice modulation, eye contact, body gestures and vocal interest
•realise the importance of developing skills of public speaking
Success Criteria: I can/have...
- organised my material and developed my main points
- chosen words to enhance imagery to my audience
- ideas that are original
- hooked my audience with the impact of my opening paragraph and held their interest
- used my eyes, facial expression and body gestures to enhance my speech
- good volume, pace and pitch in my voice
- left my audience with something to think about
Activities:
Monday S3 : Spanish Trip offsite
Thursday S4: continue with speech writing - support and examples on google classroom. -writing your speech in your English book. Use the writing frame plan on google classroom to shape up your speech - follow the template carefully :o)
Friday S5: School closes at 1pm for the holidays so I will miss you :o)
FOCUS / ARONGA learning intentions:
- We are FOCUSING on choosing and describing our topic for our 3 minute speeches
- We are FOCUSING on discussing the template to identify our main points
- We are FOCUSING on developing a great beginning to interest our audienc
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Kia ora 7F1,
Enjoy a break at the end of a very busy term :o) Take a look at your speeches - how are they shaping up? You'll be assessed on your presentation of your speech to your classmates in week 2 and 3 :o)
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Enjoy the second week of your holidays - choose a novel to read from our book reviews - there are some great options :o)
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Welcome to Term 3,
We begin the term with Speeches which is Assessment 3 for you. This week we'll spend time completing our writing of our speeches, making cue cards and checking in to see what's new in our library :o)
Learning Intentions: We are learning to (WALT)...
• speak clearly and confidently in a range of situations
• deliver a formal speech that generates audience interest
• use voice modulation, eye contact, body gestures and vocal interest
•realise the importance of developing skills of public speaking
Success Criteria: I can/have...
- organised my material and developed my main points
- chosen words to enhance imagery to my audience
- ideas that are original
- hooked my audience with the impact of my opening paragraph and held their interest
- used my eyes, facial expression and body gestures to enhance my speech
- good volume, pace and pitch in my voice
- left my audience with something to think about
Activities:
- Monday S3: continue writing using the frame and support on google classroom to complete your speech writing
- Thursday S4: A chance to sort your speech into paragraphs and match up with the writing frame on google classroom - making cue cards if you are ready
- Friday S5: Library session - issue a new recommended novel, return your holiday novels.
Follow up: one more practice at home "practice makes perfect"PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to present a 3 minute speech so that we can practice our oral language.
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Kia ora 7F1,
I am very much looking forward to listening to your speeches. I know you have been hard at work during the holidays and last week to make sure you are ready to present your speech to your classmates and to me.
Learning Intentions: We are learning to (WALT)...
- speak clearly and confidently in a range of situations
- deliver a formal speech that generates audience interest
- use voice modulation, eye contact, body gestures and vocal interest
- realise the importance of developing skills of public speaking
Success Criteria: I can/have...
- organised my material and developed my main points
- chosen words to enhance imagery to my audience
- ideas that are original
- hooked my audience with the impact of my opening paragraph and held their interest
- used my eyes, facial expression and body gestures to enhance my speech
- good volume, pace and pitch in my voice
- left my audience with something to think about
Activities:
- Monday S3: Do I have cue cards? We have 8 speech presentation this morning. See the whiteboard for names of presenters.
- practice and present my speech to a buddy classmate.
- Thursday S4: A chance to polish my speech - more presentations today.
- Friday S5: Are we ready to present our speeches? checkpoint 3 - google classroom supporting document completed. Add your name to the whiteboard order of speech presentations
Follow up: one more practice at home "practice makes perfect" (all of your outstanding speeches will be heard next week)PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to present a 3 minute speech so that we can practice our oral language.
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I would like to move into impromptu speeches this week! Are there any formal speeches we haven't heard yet? Let's finish those up first session this week :o)
Some time ago when men (why men?) were asked to say a few words at an event they would quickly write notes on the cuffs of their shirt sleeves to look at while they were speaking. Sometimes impromptu speaking is called 'speaking off the cuff.'
Impromptu speaking means speaking with little or no preparation. People who are described as having the 'gift of the gab' or as being natural speakers often fall into this category.
Learning Intentions: We are learning to (WALT)...
- describe examples of impromptu speaking
- give an impromptu speech to a buddy
- impromptu speak to the class
Success Criteria: I can/have...
- use the P.P.F formula and P.R.E.P method to expand my impromptu speech
- speak for between 40 and 60 seconds on a topic using long ago, now, when i am older...
- explore examples and choose topics for my impromptu speech
- have fun listening and giving an impromptu speech
Activities:
Monday S3: Any speeches we have not heard yet? We have speeches to listen to this week...
Thursday S4: Introduction to impromptu speeches
brainstorm examples of impromptu speaking times - record in books
- explain the P.P.F. (Past, present ,future) method and give the example of animals - try it out in pairs or groups of three -talk about your favourite food, drink or pet
- expand it to long ago, now and in the future - example of floor cleaning - talk about communication, music or sport
- Look at the P.R.E.P (point, reason, example, point) method - record in books - example of dogs - then talk about your favourite colour or sport using the P.R.E.P. method
- using the impromptu cards choose appealing topics and practice - extra for experts -try out the A.I.D.A method (Attention, Interest, Desire, Action) - example topic 'cats'
Friday S5: Library session
Follow up: practice with a buddy giving an impromptu speech on any topic we have covered.
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING to critique our classmates speeches so that we can offer a challenge to overcome problems encountered while speaking.
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This week we join in the Context, 'Let the Games Begin - Master IT' with the viewing and study of a movie - COOL RUNNINGS
Learning Intentions: We are learning to (WALT)...
•Integrate sources of information, processes, and strategies confidently to identify, form, and express ideas using a visual text (movie)
•explore the context/ themes of the movie in relation to our lives today especially our Commonwealth Games athletes
Success Criteria: I can/have...
- use prior knowledge and research to understand the setting of the movie
- summarise the story using key words and facts - note taking
- identify themes in the movie and write about them
- identify main characters and describe their role on the movie
- understand how comedy is created in the film
Activities:
Monday S3: We listen to the remaining speeches from Rafan and Manaia, then we move into completing impromptu speech tasks as planned last week.
Thursday Session 4: Commonwealth Games: we have just had a very successful Commonwealth Games campaign - write a SEXY paragraph on New Zealand's athletes and medals in your English book - you may research to find this information. Include where they were held? Challenges faced in living in the village? Audiences? https://www.google.com/search?q=new+zealand+commonwealth+games+team+2022&oq=New+Zealand+commonwealth+games+&aqs=chrome.2.69i57j0i131i433i512l3j0i512j69i64l3.12302j0j7&sourceid=chrome&ie=UTF-8&safe=active&ssui=on
Background information for Cool Runnings. Google classroom document to research questions, choose 3 points to research and share information - map work, what can you learn from this movie? notes in English book
Friday S5: view Cool runnings movieFollow up tasks:
Review points from the movie at home in your own time
Reading Plus and Maths Buddy Homework tasks
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how research and organisation can connect us through speech and allow us to recognise and display public speaking skills
- We are EXPLORING finding themes in a movie and integrating those themes with our 'Let the Games Begin' context
- We are EXPLORING how to empathise with characters in a movie and discover how the story moves through the characters actions
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Morena 7F1,
I will only see you for 2 sessions this week as Friday 26th August is a TOD.
Learning Intentions: We are learning to (WALT)...
•Integrate sources of information, processes, and strategies confidently to identify, form, and express ideas using a visual text (movie)
•explore the context/ themes of the movie in relation to our lives today especially our Commonwealth Games athletes
Success Criteria: I can/have...
- use prior knowledge and research to understand the setting of the movie
- summarise the story using key words and facts - note taking
- identify themes in the movie and write about them
- identify main characters and describe their role on the movie
- understand how comedy is created in the film
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how research and organisation can connect us through speech and allow us to recognise and display public speaking skills
- We are EXPLORING finding themes in a movie and integrating those themes with our 'Let the Games Begin' context
- We are EXPLORING how to empathise with characters in a movie and discover how the story moves through the characters actions
Activities:
Thursday Session 4: Library session - return books, browse for recommended reads and issue a new novel.
Friday S5: TOD -
Morena 7F1,
We continue our movie study this week.
Learning Intentions: We are learning to (WALT)...
•Integrate sources of information, processes, and strategies confidently to identify, form, and express ideas using a visual text (movie)
•explore the context/ themes of the movie in relation to our lives today especially our Commonwealth Games athletes
Success Criteria: I can/have...
- use prior knowledge and research to understand the setting of the movie
- summarise the story using key words and facts - note taking
- identify themes in the movie and write about them
- identify main characters and describe their role on the movie
- understand how comedy is created in the film
Activities:
Thursday S4: Introduction to the google document to be worked through over the coming week relating to our movie study - do the Quick Discussion questions on the google document - write in sentences. Complete the "Trustworthy, Fairness and The Film Study questions on the google doc in google classroom
Friday S5: Digital compass session
FOCUS / ARONGA learning intentions:
- We are FOCUSING on identifying the main characters to describe their how their actions compare with each other
- We are FOCUSING on discussing the themes from Cool Runnings and clarifying how they apply to our "Let the Games Begin" context
- We are FOCUSING on responding to key scenes in the movie and choosing the resolutions that we think are appropriate
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Morena 7F2,
I am away this week in Tauranga with the AIMs Games netball team!
Learning Intentions: We are learning to (WALT)...
•Integrate sources of information, processes, and strategies confidently to identify, form, and express ideas using a visual text (movie)
•explore the context/ themes of the movie in relation to our lives today especially our Commonwealth Games athletes
Success Criteria: I can/have...
- use prior knowledge and research to understand the setting of the movie
- summarise the story using key words and facts - note taking
- identify themes in the movie and write about them
- identify main characters and describe their role on the movie
- understand how comedy is created in the film
Activities:
Monday S3: Do the 8 film study questions then complete the task on google classroom about the main characters - the frame work is already there for you.
complete the 'Comedy, Resilience and diary of Derice' sections in the google classroom document "COOL RUNNINGS"
Thursday Session 4: carry on from last session then
A catch up chance - How is your Cool Runnings' document on google classroom looking - take time to complete it :o)
Fast finishers - reading plus, e-passport, maths buddy, evidence for holistic report...
Friday S5: Library session - return books, browse for recommended reads and issue a new novel.FOCUS / ARONGA learning intentions:
- We are FOCUSING on identifying the main characters to describe their how their actions compare with each other
- We are FOCUSING on discussing the themes from Cool Runnings and clarifying how they apply to our "Let the Games Begin" context
- We are FOCUSING on responding to key scenes in the movie and choosing the resolutions that we think are appropriate
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Kia ora 7F1,
This week Thursday 15th September is a Teacher Only Day for your student led conferences
Learning intentions:
- Develop your understanding of NZ History as a 'new beginning' of your knowledge basket (kite)
- show your familiarity with our library
Success criteria:
• sequence events and changes in a narrative (story)
• identify historical relationships between stories and how long ago they happened.
•recognise that depending on who is telling the story, the same story can be told in different ways.
Activities:Monday Session 3: Library Scavenger Hunt
Answers can all be found by searching the library page. Some are on the page itself, others you will need to search for. Hint: once you’ve found the book, you may need to click on it to get the information.
Once you have completed the hunt, email your answers to jclansey@mhjc.school.nz for marking. Those who have all answers correct will receive a prize :o)
How many reviews has ‘Harry Potter and the Chambers of Secrets’ received?
Name one book from the Maori Myths & Legends Quick List.
What type of book is ‘The Day the Crayons Quit’?
What is the dewey number for books about cooking?
Who illustrated the book ‘Footsteps Through the Fog’ by Margaret Mahy?
What genre is ‘Genuine Fraud ’ by E. Lockhart?
In the book ‘Amari and the Night Brothers’, what does Amari find in her brother’s closet?
From the Quicklist, Books Made Into Movies, what book by Veronica Roth was made into a movie?
What is Muhammad Ali’s real name?
What is the Dewey Number for Mindfulness books?
In the book ‘Lion: a Long Way Home’, how did Saroo find out where he had come from?
Name 4 book titles by NZ author David Hill that are in the library?
How many women are featured in the book ‘Teen Trailblazers’, and name one of them?
What is the classic story by Johanna Spyri about a girl who goes to live with her grandfather in the mountains of Switzerland?
On what reading list is the book ‘Ali Cross’?
Name one ‘series’ (where the story continues from 1 book to another) that we have in the library, and the author.
In the story Tales from the Mythologies of Creation, Maui and Aoraki (the Lockdown dashboard), what was Maui’s fish hook made from?
In the new book ‘Coastwatcher’ by David Hill what was Frank Benson’s job?
What is the dewey number for ‘The Virus’ by Ben Martynoga?
https://www.somethinghappenedhere.co.nz/
•Choose one postcard between 2, find the place by looking for clues in the pepeha and use the student facing website to gain more information...PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to practise our reading and viewing skills so that we can publish a document on google classroom that demonstrates our understanding of a visual text.
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This week we focus in on the school kit "Aotearoa Histories
Learning intentions:
- Develop your understanding of NZ History as a 'new beginning' of your knowledge basket (kite)
- show your familiarity with our library
Success criteria:
• sequence events and changes in a narrative (story)
• identify historical relationships between stories and how long ago they happened.
•recognise that depending on who is telling the story, the same story can be told in different ways.
Activities:Monday Session 3:
https://www.somethinghappenedhere.co.nz/choosing a postcard, reading the pepeha to find the place where the story takes place, looking at the website and following the puzzle pieces for each postcard - there are activities to do for each postcard - do them at your own pace and level
Thursday Session 4: continue with Aotearoa Histories tasks on the student facing website
Friday session 5: Library time to renew, issue new books for the holidays and to browse the library page for new information.
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING to measure what we know about the challenges in "Aotearoa Histories" as we begin to identify issues and barriers to understanding the "school kit" learning.
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Welcome to the final week of term 3!
This week we have been given Monday 26th September as a public holiday to honour the incredible life of service that Queen Elizabeth II has given to all of the commonwealth countries. I will see you on Thursday!
Learning intentions:
- Develop your understanding of NZ History as a 'new beginning' of your knowledge basket (kite)
- show your familiarity with our library
Success criteria:
• sequence events and changes in a narrative (story)
• identify historical relationships between stories and how long ago they happened.
•recognise that depending on who is telling the story, the same story can be told in different ways.
Activities:Thursday S4: Aotearoa histories - choose a new postcard and work at your own level through the tasks, then post on padlet, linking to the knowledge and comments of your class mates.
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING to measure what we know about the challenges in "Aotearoa Histories" as we begin to identify issues and barriers to understanding the "school kit" learning.
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Enjoy an extremely well deserved holiday with your families! The Traffic Light system is no longer in place however please stay safe wherever you are and whatever you are doing in the school holidays.
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It is a lovely opportunity this week to spend time helping at home, getting out and about in the spring sunshine and reading a book for pleasure! I am looking forward to catching up with all of you in term 4 :o)
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Welcome to term 4, 7F1,
This week we will be introduced to our final writing prompt and assessment 4.
We will practise writing persuasive paragraphs. This will prepare us to complete our final Assessment: e-asTTle Writing.
There are models on google classroom to help you to write.
Learning Intentions: We are learning to (WALT)...
- structure our writing to persuade readers of our point of view about a topic
- use a variety of sentences in our sentences
- complete an e-asTTle piece of persuasive writing
- written a topic sentence that gives my opinion
- supported my opinion with reasons
- provided details to support my reasons
- concluded with sentences that sums up everything and states my opinion in a new way
- read the formula for persuasive writing on google classroom (hamburger model)
Activities:
Monday S1: Read the examples on google classroom together and study the formula for persuasive writing. Read and talk about and make notes on "Clowns", "Kids should have cell phones" and "Scootering should be banned at school" and write your own two pieces of persuasive writing.
Thursday S4: Write your own piece of persuasive writing (30 mins) - carry on from Monday... Begin to research the prompt for next week's Assessment 4 - writing. (30 mins)
Friday S5: Library session to return books after the holidays, browse for new novels and read :o)
Follow up:
Reading plus and Maths BuddyGet ready for next week...He rau ringa e oti ai, Many hands make light work.
This whakatauki is about how when we work together the task is easier. Write to persuade your audience that teamwork is an important part of success. Use examples from your own experience.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how to recognise and analyse aspects of writing to 'power up' our own writing.
- We are EXPLORING how to collect and organise details in people and places in history to discover where the 'power' lies.
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We begin this week with a public holiday celebrating the 40 hour working week - Labour Day is Monday 24th October. We end the week with MHJC Athletics Day on Friday 28th October - all the very best to all of our athletes competing :o)
Learning Intentions: We are learning to (WALT)...
- structure our writing to persuade readers of our point of view about a topic
- use a variety of sentences in our sentences
- complete an e-asTTle piece of persuasive writing
- written a topic sentence that gives my opinion
- supported my opinion with reasons
- provided details to support my reasons
- concluded with sentences that sums up everything and states my opinion in a new way
- read the formula for persuasive writing on google classroom (hamburger model)
Thursday S4: Write your own piece of persuasive writing in our booklets - Write to persuade your audience that when we work together the task is easier, teamwork is an important part of success. Use examples from your own experience.
Friday: Athletics Day!
Follow up:
Reading plus and Maths BuddyEXPLORE / TŪHURA learning intentions:
- We are EXPLORING how to recognise and analyse aspects of writing to 'power up' our own writing.
- We are EXPLORING how to collect and organise details in people and places in history to discover where the 'power' lies.
-
Kia ora 7F1,
Learning Intentions: We are learning to (WALT)...
- understand that the course of Aotearoa New Zealand's history has been shaped by the use of power.
- build my knowledge of stories about people, events and changes in places in NZ
- use sources such as websites, photographs and videos to tell how people see things differently - 2 sides to every story
- supported my opinion with reasons
- look at artefacts from the past to connect them to a place
- record my learning on a padlet shared by the class members
- identify who has the power in a story about a place in Aotearoa
Activities:
Monday S3: Connect into the student website "something Happened Here" - choose a postcard that you haven't explored before, complete the tasks (stay left) connected to the pepeha and the place. Can you find the pictures and artefacts relating to the place?
Thursday S4 : carry on from Monday - record your learning on our shared padlet. - upload images that go with your learning
Friday S5: Library session to return books, browse for new novels and read :o)
Follow up:
Reading plus and Maths BuddyPLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to demonstrate our knowledge, using sources such as websites and photographs so that we can publish in a padlet.
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Kia ora 7F1,
This week begins with a day out visiting and exploring the Hunua Dam. Unfortunately the park is closed to the public :o( We'll try to find another day later in the year but for now your trip is POSTPONED...
Learning Intentions: We are learning to (WALT)...
- understand that the course of Aotearoa New Zealand's history has been shaped by the use of power.
- build my knowledge of stories about people, events and changes in places in NZ
- use sources such as websites, photographs and videos to tell how people see things differently - 2 sides to every story
- supported my opinion with reasons
- look at artefacts from the past to connect them to a place
- record my learning on a padlet shared by the class members
- identify who has the power in a story about a place in Aotearoa
Activities:
Monday S3: Connect into the student website "something Happened Here" - choose a postcard that you haven't explored before, complete the tasks (stay left) connected to the pepeha and the place. Can you find the pictures and artefacts relating to the place?
Thursday S4 : Digital compass session: Me, Me, Meme... www.digitalcompass.org
Friday S5: carry on from Monday - record your learning on our shared padlet. - upload images that go with your learning
Follow up:
Reading plus and Maths BuddyPLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to demonstrate our knowledge, using sources such as websites and photographs so that we can publish in a padlet.
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Welcome to week 5, 7F1,
Learning Intentions: We are learning to (WALT)...
- understand that the course of Aotearoa New Zealand's history has been shaped by the use of power.
- build my knowledge of stories about people, events and changes in places in NZ
- use sources such as websites, photographs and videos to tell how people see things differently - 2 sides to every story
- supported my opinion with reasons
- look at artefacts from the past to connect them to a place
- record my learning on a padlet shared by the class members
- identify who has the power in a story about a place in Aotearoa
Activities:
Monday S3: Connect into the student website "something Happened Here" - choose a postcard that you haven't explored before, complete the tasks (stay left) connected to the pepeha and the place. Can you find the pictures and artefacts relating to the place?
Thursday S4 : carry on from Monday - record your learning on our shared padlet. - upload images that go with your learning
Friday S5: This is our final library session for 2022 -we'll have a quiz and fun learning session.Follow up:
Reading plus and Maths BuddyPLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to demonstrate our knowledge, using sources such as websites and photographs so that we can publish in a padlet.
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We complete our final e-asTTle reading assessment this week :o)
Learning Intentions: We are learning to (WALT)...
- understand that the course of Aotearoa New Zealand's history has been shaped by the use of power.
- build my knowledge of stories about people, events and changes in places in NZ
- use sources such as websites, photographs and videos to tell how people see things differently - 2 sides to every story
- supported my opinion with reasons
- look at artefacts from the past to connect them to a place
- record my learning on a padlet shared by the class members
- identify who has the power in a story about a place in Aotearoa
Activities:
Monday S3: e-asTTle reading assessment -final one for the year! Do your very best and take your time :o)
Thursday S4 : Connect into the student website "something Happened Here" - choose a postcard that you haven't explored before, complete the tasks (stay left) connected to the pepeha and the place. Can you find the pictures and artefacts relating to the place?
Friday S5: TOD - enjoy the day ahead - catch up on Reading plus or read a great novel :o)PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to demonstrate our knowledge, using sources such as websites and photographs so that we can publish in a padlet.
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Kia ora 7F1,
This week sees us heading out as a Whanau for the day on Thursday December 1 - we are going to the movies and gravity (one in the morning and one in the afternoon). Listen out and check emails for details of how the day will work :o)
Friday 2nd December is a TOD - catch up on your Reading Plus and Maths Buddy.
Learning Intentions: We are learning to (WALT)...
- understand that the course of Aotearoa New Zealand's history has been shaped by the use of power.
- build my knowledge of stories about people, events and changes in places in NZ
- use sources such as websites, photographs and videos to tell how people see things differently - 2 sides to every story
- supported my opinion with reasons
- look at artefacts from the past to connect them to a place
- record my learning on a padlet shared by the class members
- identify who has the power in a story about a place in Aotearoa
Monday S3: Connect into the student website "something Happened Here" - choose a postcard that you haven't explored before, complete the tasks (stay left) connected to the pepeha and the place. Can you find the pictures and artefacts relating to the place? OR digital compass.org - Seven's scenario
Thursday: Whanau Day Out!
Friday: TOD
Follow up tasks:
Reading Plus and Maths Buddy
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to demonstrate our knowledge, using sources such as websites and photographs so that we can publish in a padlet.
-
Welcome to week 8,
It's our final chance to add to our shared padlet :o) and your final week as year 7s :o)
I wish you and your families a lovely blessed Christmas and all the very best in the New year!
Learning Intentions: We are learning to (WALT)...
- understand that the course of Aotearoa New Zealand's history has been shaped by the use of power.
- build my knowledge of stories about people, events and changes in places in NZ
- use sources such as websites, photographs and videos to tell how people see things differently - 2 sides to every story
- supported my opinion with reasons
- look at artefacts from the past to connect them to a place
- record my learning on a padlet shared by the class members
- identify who has the power in a story about a place in Aotearoa
Activities:
Monday S1 : Connect into the student website "something Happened Here" - choose a postcard that you haven't explored before, complete the tasks (stay left) connected to the pepeha and the place. Can you find the pictures and artefacts relating to the place?
Thursday: Prize giving - you'll be dismissed at the end of the prize giving.REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on problems and issues that we have come across as we review the postcards from Aotearoa History. We are thinking about the implications for us in our learning.
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