10F1 English

Weekly outline

• Select week General

  General

  Collapse all Expand all
  • Select activity Past e-asTTle exams

    

    Past e-asTTle exams Folder

    Hope this helps

  • Select activity e-asttle Writing Resources

    

    e-asttle Writing Resources Folder

    Useful resources like - how when to use sophisticated punctuation, persuasive devices etc,

  • Select activity Sample Introduction

    

    Sample Introduction File
  • Select activity How to write a conclusion

    

    How to write a conclusion File

    Response to written text conclusion

  • Select activity Written text techniques

    

    Written text techniques File

    List of techniques you car refer to in a written text

  • Select activity Past e-asTTle exams

    

    Past e-asTTle exams Folder

    Hope this helps

  • Select activity e-asttle Writing Resources

    

    e-asttle Writing Resources Folder

    Useful resources like - how when to use sophisticated punctuation, persuasive devices etc,

  • Select activity Sample Introduction

    

    Sample Introduction File
  • Select activity How to write a conclusion

    

    How to write a conclusion File

    Response to written text conclusion

  • Select activity Written text techniques

    

    Written text techniques File

    List of techniques you car refer to in a written text

  • Select activity Assessment 1: Research Report

    

    Assessment 1: Research Report Assignment

    For the purpose of this assessment you will choose a topic to research then present your findings in a balanced argument. We have been looking at the array of information online and how to navigate the content online to ensure the information is credible. Whilst you can choose your own ‘topic’ to research, your argument needs to look at both sides, but also needs to include your own conclusions.

    
    

    There are two parts to this research process.

    Part 1. Research Investigation 2 weeks 

    Part 2. Discursive Essay 2 weeks 

    
    

  • Select activity Assessment 2: Create a Visual Image

    

    Assessment 2: Create a Visual Image Assignment

    This term our focus is on reducing inequality. Over the term you will be exploring the issue of inequality as presented in the film The Book Thief. 

    In this assessment activity you are required to create a static image that develops an idea about a text you have studied. Ensure that the static image you submit for assessment:

    • develops and structures your ideas – the idea you are portraying is a main idea from the text 
    • is appropriate to the audience 
    • uses visual and verbal language features that are appropriate to the purpose and audience such as images, symbolism, colour, quotations
    • uses visual and verbal language features with control to command attention.
    • explain the choices you have made in regard to your static image

    
    

  • Select activity 2023 Common Assessment Task - English

    

    2023 Common Assessment Task - English Assignment
• Select week TERM 1 WEEK 1

  TERM 1 WEEK 1

  
  

  Kia ora 10F1. I hope you had a superb break and all ready to go. I am Mrs Lal and will be your English teacher. This week we will be spending time getting to know each other. This weekend we will also be marking Waitangi Day and so our focus will be on that.

  Learning Intentions: We are learning to (WALT)...

  • work together as team
  • develop an understanding of expectations for English

  Success Criteria: I can/have...

  • complete the 'Getting to know" challenge
  • write goals for self
  • identify competitions that we would like to get into as a class

  Activities:

  1. Getting to know each other
  2. Goals setting
  3. Reading Plus expectations
  4. Education perfect

  Follow Up Tasks:
  

  • Homework expectation

  
  

  • Select activity Text and media area

    
• Select week TERM 1 WEEK 2

  TERM 1 WEEK 2
  Kia ora Year 10s. This week we will begin looking at a poem by Witi Ihimaera. This week is a special reminder of what our obligations are under the Treaty of Waitangi. As people from many lands we come with our own stories and journey. But now as people of Aotearoa what is your vision of a bicultural New Zealand? What part can you play in making your vision a reality?
  
  
  

  Success Criteria:
  

  • We are unpacking what the Treaty of Waitangi in reference to Witi Ihimaera's poem Our Watch Now
  • We are discussing what would Aotearoa be like if all New Zealanders embraced the concept of being a multi-cultural country underpinned by bicultural foundations?” 

  Activities:

  1. Read / Listen to the poem Our Watch Now
  2. Complete the Pre, during and Post Reading Activities
  3. NZ Place names in Māori

  Further Learning:
  Reading Plus

  
  

  
  

  • Select activity Aotearoa Poster

    

    Aotearoa Poster File
  • Select activity Map of NZ and Place Names

    

    Map of NZ and Place Names File
  • Select activity Our Watch Now - Witi Ihimaera

    

    Our Watch Now - Witi Ihimaera File
  • Select activity North Island Poster

    

    North Island Poster File
  • Select activity South Island Poster

    

    South Island Poster File
• Select week TERM 1 WEEK 3

  TERM 1 WEEK 3
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING how we respond to media misinformation, disinformation and malinformation by analysing a range of information text
  • We are EXPLORING how we respond to media misinformation, disinformation and malinformation by classifying information into fact or fiction
  • We are EXPLORING how we respond to media misinformation, disinformation and malinformation by interpreting various sources of information
  • We are EXPLORING how we respond to media misinformation, disinformation and malinformation by organising the texts into key ideas that have been developed

  
  

  
  

  Activities:

  1. Use the Google Slides on Google Classroom to unpack Fakenews
  2. Complete Activities

  Further Learning:
  Reading Plus

  
  

  • Select activity Text and media area

    
  • Select activity PEDAL PAra

    

    PEDAL PAra File
  • Select activity Film - Model PEDAL Paragraph and Intro

    

    Film - Model PEDAL Paragraph and Intro File
  • Select activity Resources

    

    Resources File
  • Select activity Model Intro and PEDAL Paragraph - Novel

    

    Model Intro and PEDAL Paragraph - Novel File
• Select week TERM 1 WEEK 4

  TERM 1 WEEK 4
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING how we respond to media misinformation, disinformation and malinformation by analysing a range of information text
  • We are EXPLORING how we respond to media misinformation, disinformation and malinformation by classifying information into fact or fiction
  • We are EXPLORING how we respond to media misinformation, disinformation and malinformation by interpreting various sources of information
  • We are EXPLORING how we respond to media misinformation, disinformation and malinformation by organising the texts into key ideas that have been developed

  
  

  
  

  Activities:

  1. Use the Google Slides on Google Classroom to unpack Fakenews
  2. Complete Activities

  Further Learning:
  Reading Plus

  
  
  

  • Select activity Text and media area

    
  • Select activity Text and media area

    
• Select week TERM 1 WEEK 5

  TERM 1 WEEK 5
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING how we respond to media misinformation, disinformation and malinformation by analysing a range of information text
  • We are EXPLORING how we respond to media misinformation, disinformation and malinformation by classifying information into fact or fiction
  • We are EXPLORING how we respond to media misinformation, disinformation and malinformation by interpreting various sources of information
  • We are EXPLORING how we respond to media misinformation, disinformation and malinformation by organising the texts into key ideas that have been developed

  
  
  
  

  Activities:
  

  1. Use the Google Slides on Google Classroom to unpack Fakenews
  2. Complete Activities

  Further Learning:
  Reading Plus

  
  
  

  • Select activity Text and media area

    
  • Select activity Text and media area

    
  • Select activity Text and media area

    
  • Select activity Text and media area

    
• Select week TERM 1 WEEK 6

  TERM 1 WEEK 6
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on teenagers' response to media misinformation, disinformation and malinformation on social media platforms by developing our understanding the impact of wokeism, cancel culture and gaslighting
  • We are FOCUSING on teenagers' response to media misinformation, disinformation and malinformation on social media platforms by identifying the bias that is evident in the texts
  • We are FOCUSING on teenagers' response to media misinformation, disinformation and malinformation on social media platforms by explaining the source and purpose of bias in text and the tools used to create this
  • We are FOCUSING on teenagers' response to media misinformation, disinformation and malinformation on social media platforms by responding to text through a range of genre

  
  

  
  

  Activities:
  

  1. Use the Google Slides on Google Classroom - choose an issue that plagues GenZ and apply your understanding of how to do research
  2. Complete Activities

  Further Learning:
  Reading Plus

  
  

  • Select activity Text and media area

    
• Select week TERM 1 WEEK 7

  TERM 1 WEEK 7
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on teenagers' response to media misinformation, disinformation and malinformation on social media platforms by developing our understanding the impact of wokeism, cancel culture and gaslighting
  • We are FOCUSING on teenagers' response to media misinformation, disinformation and malinformation on social media platforms by identifying the bias that is evident in the texts
  • We are FOCUSING on teenagers' response to media misinformation, disinformation and malinformation on social media platforms by explaining the source and purpose of bias in text and the tools used to create this
  • We are FOCUSING on teenagers' response to media misinformation, disinformation and malinformation on social media platforms by responding to text through a range of genre

  
  

  
  

  Activities:
  

  1. Use the Google Slides on Google Classroom - Trash and Treasure Activity 10 sources to 6 and then CRAAP test 6 sources
  2. Complete Activities

  Further Learning:
  Reading Plus

  
  

  • Select activity Text and media area

    
• Select week TERM 1 WEEK 8

  TERM 1 WEEK 8
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on teenagers' response to media misinformation, disinformation and malinformation on social media platforms by developing our understanding the impact of wokeism, cancel culture and gaslighting
  • We are FOCUSING on teenagers' response to media misinformation, disinformation and malinformation on social media platforms by identifying the bias that is evident in the texts
  • We are FOCUSING on teenagers' response to media misinformation, disinformation and malinformation on social media platforms by explaining the source and purpose of bias in text and the tools used to create this
  • We are FOCUSING on teenagers' response to media misinformation, disinformation and malinformation on social media platforms by responding to text through a range of genre

  
  

  
  

  Activities:
  

  1. Use the Google Slides on Google Classroom - What is my Legacy - self identified issue
  2. Complete Activities

  Further Learning:
  Reading Plus

  
  
• Select week TERM 1 WEEK 9

  TERM 1 WEEK 9
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to apply our understanding of media misinformation, disinformation and malinformation so that we can collaborate on an issueWe are PLANNING to apply our understanding of media misinformation, disinformation and malinformation so that we can prepare a presentation in the medium of our choosing
  • We are PLANNING to apply our understanding of media misinformation, disinformation and malinformation so that we can share our thoughts/views on an issue

  • Select activity Forest Year 10 Gen Z Plan Do 2023

    

    Forest Year 10 Gen Z Plan Do 2023 File
• Select week TERM 1 WEEK 10

  TERM 1 WEEK 10

  
  

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to apply our understanding of media misinformation, disinformation and malinformation so that we can collaborate on an issueWe are PLANNING to apply our understanding of media misinformation, disinformation and malinformation so that we can prepare a presentation in the medium of our choosing
  • We are PLANNING to apply our understanding of media misinformation, disinformation and malinformation so that we can share our thoughts/views on an issue

  Success Criteria

  
  

  Activities:

  Model UN

  
  

  • Select activity Forest Year 10 Gen Z Plan Do 2023

    

    Forest Year 10 Gen Z Plan Do 2023 File
• Select week HOLIDAYS

  HOLIDAYS
  • Select activity Text and media area

    
• Select week HOLIDAYS

  HOLIDAYS
• Select week TERM 2 WEEK 1

  TERM 2 WEEK 1

  
  

  Welcome back after the holidays. Hope you have had a good break. On Tuesday we commemorated ANZAC Day. So as part of English lessons this week we will continue to honour the lives and legacy of the brave men and women who fought at Gallipoli for the land we stand on. 

  Kia ora...

  Success Criteria:

  • We are exploring the experiences of the the men in the 28th Māori Battalion so that we can identify the challenges these men faced, both from within and the external forces.
  • We are exploring the experiences of the men in the film Tama Tu so that we can analyse how film techniques employed by Taika Waititi to highlight the trauma of war.

  Activities:
  

  1. Viewing the film Tama Tu and analysing the film techniques used.
  2. Reading Assessment on EP

  Further Learning:
  From next week and for the rest of the term our context details as below:

  Year 10 -   Risky Business

  Whakataukī: “Whāia te mātauranga hei oranga mō koutou”             

  Metaphorical: Seek after learning for the sake of your wellbeing

  Literal: This whakatauki (saying) teaches that in a world full of noise and  confusion, wisdom and wellbeing will come when we ask questions with a genuine desire to understand the answers.

  How might we make informed financial and social decisions SO THAT we can take calculated risks that enhance our wellbeing?
  

  
  

  
  

  
  
• Select week TERM 2 WEEK 2

  TERM 2 WEEK 2
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by recognising that there are multiple perspectives in a text
  • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by interpreting how texts are composed for the overall impact
  • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by analysing the key settings and how they have been selected by the author for effect
  • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by analysing the key ideas that are developed through the text and the purpose of exploring these themes
  • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by empathising with characters and their experiences by connecting key ideas across a range of text
  • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by investigating a range of narrative perspectives and the effect it has on the viewers

  
  Success Criteria:
  

  
  

  Activities:

  1. Literature Circles 

  
  

  Further Learning:
  

  1. EP activities 

  
  

  • Select activity Literature Circle Activities - Gryffindor

    

    Literature Circle Activities - Gryffindor File
  • Select activity Copy of Literature Circle Activities - Hogwarts

    

    Copy of Literature Circle Activities - Hogwarts File
  • Select activity Literature Circle Activities - Ravenclaw

    

    Literature Circle Activities - Ravenclaw File
  • Select activity Literature Circle Activities - Slytherine

    

    Literature Circle Activities - Slytherine File
• Select week TERM 2 WEEK 3

  TERM 2 WEEK 3
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by recognising that there are multiple perspectives in a text
  • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by interpreting how texts are composed for the overall impact
  • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by analysing the key settings and how they have been selected by the author for effect
  • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by analysing the key ideas that are developed through the text and the purpose of exploring these themes
  • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by empathising with characters and their experiences by connecting key ideas across a range of text
  • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by investigating a range of narrative perspectives and the effect it has on the viewers

  
  

  Success Criteria:
  

  
  

  Activities:

  1. Literature Circles 

  
  

  Further Learning:
  

  1. EP activities 

  
  

  • Select activity Literature Circle Activities - Gryffindor

    

    Literature Circle Activities - Gryffindor File
  • Select activity Literature Circles

    

    Literature Circles File
• Select week TERM 2 WEEK 4

  TERM 2 WEEK 4
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by recognising that there are multiple perspectives in a text
  • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by interpreting how texts are composed for the overall impact
  • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by analysing the key settings and how they have been selected by the author for effect
  • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by analysing the key ideas that are developed through the text and the purpose of exploring these themes
  • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by empathising with characters and their experiences by connecting key ideas across a range of text
  • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by investigating a range of narrative perspectives and the effect it has on the viewers

  Success Criteria:
  

  
  

  Activities:

  1. Literature Circles 

  
  

  Further Learning:
  

  1. EP activities 

  
  
• Select week TERM 2 WEEK 5

  TERM 2 WEEK 5
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by recognising that there are multiple perspectives in a text
  • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by interpreting how texts are composed for the overall impact
  • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by analysing the key settings and how they have been selected by the author for effect
  • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by analysing the key ideas that are developed through the text and the purpose of exploring these themes
  • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by empathising with characters and their experiences by connecting key ideas across a range of text
  • We are EXPLORING the impact of the choices/decisions characters make (Risky Business) by investigating a range of narrative perspectives and the effect it has on the viewers

  
  

  Success Criteria:
  

  
  

  Activities:

  1. Literature Circles 

  
  

  Further Learning:
  

  1. EP activities 

  
  

  • Select activity Novel Study Activities

    

    Novel Study Activities File
• Select week TERM 2 WEEK 6

  TERM 2 WEEK 6
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on the emotional, physical and social impact of the choices/decisions that we make by comparing the range of perspectives presented in the text.
  • We are FOCUSING on the emotional, physical and social impact of the choices/decisions that we make by explaining the effect of the setting on character development.
  • We are FOCUSING on the emotional, physical and social impact of the choices/decisions that we make by deducing how character development is affected by external factors.
  • We are FOCUSING on the emotional, physical and social impact of the choices/decisions that we make by comparing and contrasting the characters and their motivation/decisions.
  • We are FOCUSING on the emotional, physical and social impact of the choices/decisions that we make by discussing the choices made by characters and how it affects the narrative of the story.

  
  

  Success Criteria:
  

  
  

  Activities:
  

  1. Literature Circles - novels

  
  

  Further Learning:
  Education perfect Tasks.

  
  

  
  
• Select week TERM 2 WEEK 7

  TERM 2 WEEK 7
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on the emotional, physical and social impact of the choices/decisions that we make by comparing the range of perspectives presented in the text.
  • We are FOCUSING on the emotional, physical and social impact of the choices/decisions that we make by explaining the effect of the setting on character development.
  • We are FOCUSING on the emotional, physical and social impact of the choices/decisions that we make by deducing how character development is affected by external factors.
  • We are FOCUSING on the emotional, physical and social impact of the choices/decisions that we make by comparing and contrasting the characters and their motivation/decisions.
  • We are FOCUSING on the emotional, physical and social impact of the choices/decisions that we make by discussing the choices made by characters and how it affects the narrative of the story.

  
  

  Success Criteria:
  

  
  

  
  

  
  
• Select week TERM 2 WEEK 8

  TERM 2 WEEK 8
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on the emotional, physical and social impact of the choices/decisions that we make by comparing the range of perspectives presented in the text.
  • We are FOCUSING on the emotional, physical and social impact of the choices/decisions that we make by explaining the effect of the setting on character development.
  • We are FOCUSING on the emotional, physical and social impact of the choices/decisions that we make by deducing how character development is affected by external factors.
  • We are FOCUSING on the emotional, physical and social impact of the choices/decisions that we make by comparing and contrasting the characters and their motivation/decisions.
  • We are FOCUSING on the emotional, physical and social impact of the choices/decisions that we make by discussing the choices made by characters and how it affects the narrative of the story.
• Select week TERM 2 WEEK 9

  TERM 2 WEEK 9
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to apply our understanding of the key ideas in a text so that we can respond to a text.
  • We are PLANNING to apply our understanding of the key ideas in a text so that we can apply our understanding of text, the character decisions and the impact of the setting in the text
• Select week TERM 2 WEEK 10

  TERM 2 WEEK 10
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to apply our understanding of the key ideas in a text so that we can respond to a text.
  • We are PLANNING to apply our understanding of the key ideas in a text so that we can apply our understanding of text, the character decisions and the impact of the setting in the text
• Select week 3 July - 9 July

  3 July - 9 July
• Select week 10 July - 16 July

  10 July - 16 July
• Select week TERM 3 WEEK 1

  TERM 3 WEEK 1

  Year 10 -   Elections: Reducing Inequlaties

  Whakataukī: “Kia whakatōmuri te haere whakamua”             

  Metaphorical: I walk backwards into the future with my eyes fixed on my past

  Literal: This whakatauki (saying) teaches that In order to navigate well into our collective future, we need to clearly understand our past. This is the key way through which we can reduce inequalities that exist in our societ

  
  

  How might we develop our understanding of inequalities through a range of context SO THAT we can take action?

  
  
  
• Select week TERM 3 WEEK 2

  TERM 3 WEEK 2
  
  Welcome back Year 10's. You worked well on the camera shots and angles. You must remember that:

  • IF THE DIRECTOR DOES THEIR JOB PROPERLY, EVERYTHING THAT YOU SEE AND HEAR IN A FILM IS DONE FOR A REASON.
  • THE DIRECTOR HAS USED TECHNIQUES ON PURPOSE TO TELL THE STORY.
  • SO, WHEN ANALYSING A SCENE, YOU SHOULD ASK, “WHY HAVE THEY DONE THIS?”

  
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the inequalities that exist in society through the visual text “BOOK THIEF” by recognising that directors use different verbal and visual language techniques to highlight how we all respond differently to challenges that we may encounter.
  • We are EXPLORING the inequalities that exist in society through the visual text “BOOK THIEF” by investigating a range of visual techniques and experimenting with the effect it has on the viewers
  • We are EXPLORING the inequalities that exist in society through the visual text “BOOK THIEF” by collaborating with one another to discover how the visual techniques highlight the manner in which characters respond to challenges
  • We are EXPLORING the inequalities that exist in society through the visual text “BOOK THIEF” by researching the symbols the director has employed to present the idea of inequality and its impact

  
  Success Criteria:
  
  
  Resources:
  
  

  • Select activity Visual Text Study

    

    Visual Text Study File
  • Select activity Text and media area

    
• Select week TERM 3 WEEK 3

  TERM 3 WEEK 3
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the inequalities that exist in society through the visual text “BOOK THIEF” by recognising that directors use different verbal and visual language techniques to highlight how we all respond differently to challenges that we may encounter.
  • We are EXPLORING the inequalities that exist in society through the visual text “BOOK THIEF” by investigating a range of visual techniques and experimenting with the effect it has on the viewers
  • We are EXPLORING the inequalities that exist in society through the visual text “BOOK THIEF” by collaborating with one another to discover how the visual techniques highlight the manner in which characters respond to challenges
  • We are EXPLORING the inequalities that exist in society through the visual text “BOOK THIEF” by researching the symbols the director has employed to present the idea of inequality and its impact

  
  Success Criteria:
  
  
  
  Resources:
  
  
  

  • Select activity Text and media area

    
• Select week TERM 3 WEEK 4

  TERM 3 WEEK 4
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the inequalities that exist in society through the visual text “BOOK THIEF” by recognising that directors use different verbal and visual language techniques to highlight how we all respond differently to challenges that we may encounter.
  • We are EXPLORING the inequalities that exist in society through the visual text “BOOK THIEF” by investigating a range of visual techniques and experimenting with the effect it has on the viewers
  • We are EXPLORING the inequalities that exist in society through the visual text “BOOK THIEF” by collaborating with one another to discover how the visual techniques highlight the manner in which characters respond to challenges
  • We are EXPLORING the inequalities that exist in society through the visual text “BOOK THIEF” by researching the symbols the director has employed to present the idea of inequality and its impact

  
  Success Criteria:
  
  
  
  Resources:
  
  
  

  • Select activity Text and media area

    
• Select week TERM 3 WEEK 5

  TERM 3 WEEK 5
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on developing a static image to demonstrate how visual language techniques are used for propaganda by explaining the effect of colour and imagery in a propaganda poster
  • We are FOCUSING on developing a static image to demonstrate how visual language techniques are used for propaganda by deducing how visual and verbal language techniques affect our emotions
  • We are FOCUSING on developing a static image to demonstrate how visual language techniques are used for propaganda by explaining how to construct a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form
  • We are FOCUSING on developing a static image to demonstrate how visual language techniques are used for propaganda by choosing a wide range of oral, written, and visual language features to create meaning and effect and to sustain interest

  
  

  Success Criteria:

  
  

  Activities:

  1. Linked on Google Classroom

  Further Learning:
  
  

  
  

  • Select activity Text and media area

    
• Select week TERM 3 WEEK 6

  TERM 3 WEEK 6
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on developing a static image to demonstrate how visual language techniques are used for propaganda by explaining the effect of colour and imagery in a propaganda poster
  • We are FOCUSING on developing a static image to demonstrate how visual language techniques are used for propaganda by deducing how visual and verbal language techniques affect our emotions
  • We are FOCUSING on developing a static image to demonstrate how visual language techniques are used for propaganda by explaining how to construct a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form
  • We are FOCUSING on developing a static image to demonstrate how visual language techniques are used for propaganda by choosing a wide range of oral, written, and visual language features to create meaning and effect and to sustain interest

  
  

  Success Criteria:

  
  

  Activities:

  1. Linked on Google Classroom

  Further Learning:
  
  

  
  

  • Select activity Text and media area

    
• Select week TERM 3 WEEK 7

  TERM 3 WEEK 7
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on developing a static image to demonstrate how visual language techniques are used for propaganda by explaining the effect of colour and imagery in a propaganda poster
  • We are FOCUSING on developing a static image to demonstrate how visual language techniques are used for propaganda by deducing how visual and verbal language techniques affect our emotions
  • We are FOCUSING on developing a static image to demonstrate how visual language techniques are used for propaganda by explaining how to construct a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form
  • We are FOCUSING on developing a static image to demonstrate how visual language techniques are used for propaganda by choosing a wide range of oral, written, and visual language features to create meaning and effect and to sustain interest

  
  

  Success Criteria:

  
  

  Activities:

  1. Linked on Google Classroom

  Further Learning:
  
  

  
  

  • Select activity Text and media area

    
• Select week TERM 3 WEEK 8

  TERM 3 WEEK 8
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to apply our understanding of the key ideas in a text so that we can explain how to construct a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form
  • We are PLANNING to apply our understanding of the key ideas in a text so that we can apply our understanding of verbal and visual language features through a static image
  • We are PLANNING to apply our understanding of the key ideas in a text so that we can justify our selection of language and visual techniques by being able to share the impact of these techniques
  • We are PLANNING to apply our understanding of the key ideas in a text so that we can deduce how visual and verbal language techniques affect our emotions and impacts the audience

  Success Criteria:

  
  

  Activities:

  1. Linked on Google Classroom

  Further Learning:
  Write here...

  
  

  • Select activity Text and media area

    
• Select week TERM 3 WEEK 9

  TERM 3 WEEK 9
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to apply our understanding of the key ideas in a text so that we can explain how to construct a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form
  • We are PLANNING to apply our understanding of the key ideas in a text so that we can apply our understanding of verbal and visual language features through a static image
  • We are PLANNING to apply our understanding of the key ideas in a text so that we can justify our selection of language and visual techniques by being able to share the impact of these techniques
  • We are PLANNING to apply our understanding of the key ideas in a text so that we can deduce how visual and verbal language techniques affect our emotions and impacts the audience

  Success Criteria:

  
  

  Activities:

  1. Linked on Google Classroom

  Further Learning:
  Write here...

  
  
  

  • Select activity Text and media area

    
• Select week TERM 3 WEEK 10

  TERM 3 WEEK 10
  
  

  REFLECT / WHAIWHAKAARO learning intentions:

  • We are REFLECTING on the impact of my static image by assessing the effectiveness of the verbal and visual techniques used in my static image

  Success Criteria:

  
  

  Activities:
  

  1. Google Classroom

  Further Learning:
  Write here...

  
  
  
• Select week 25 September - 1 October

  25 September - 1 October
• Select week 2 October - 8 October

  2 October - 8 October
• Select week TERM 4 WEEK 1

  TERM 4 WEEK 1
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING careers by integrating sources of information, processes, and strategies purposefully and confidently to identify, form, and express increasingly sophisticated ideas.
  • We are EXPLORING careers by recognising and understanding the characteristics and conventions of a range of text forms and considers how they contribute to and affect text meaning.
  • We are EXPLORING careers by investigating how to shape texts for different audiences and purposes
  • We are EXPLORING careers by constructing a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form
  • We are EXPLORING careers by conveying and sustaining personal voice where appropriate.

  Success Criteria:

  
  

  Activities:

  1. CV Writing
  2. Cover Letter

  Further Learning:
  

  Reading Plus

  
  
  
• Select week TERM 4 WEEK 2

  TERM 4 WEEK 2
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING careers by integrating sources of information, processes, and strategies purposefully and confidently to identify, form, and express increasingly sophisticated ideas.
  • We are EXPLORING careers by recognising and understanding the characteristics and conventions of a range of text forms and considers how they contribute to and affect text meaning.
  • We are EXPLORING careers by investigating how to shape texts for different audiences and purposes
  • We are EXPLORING careers by constructing a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form
  • We are EXPLORING careers by conveying and sustaining personal voice where appropriate.

  Success Criteria:

  
  

  Activities:

  1. CV Writing
  2. Cover Letter

  Further Learning:
  

  Reading Plus

  
  
  
  
  
• Select week TERM 4 WEEK 3

  TERM 4 WEEK 3
  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING careers by integrating sources of information, processes, and strategies purposefully and confidently to identify, form, and express increasingly sophisticated ideas.
  • We are EXPLORING careers by recognising and understanding the characteristics and conventions of a range of text forms and considers how they contribute to and affect text meaning.
  • We are EXPLORING careers by investigating how to shape texts for different audiences and purposes
  • We are EXPLORING careers by constructing a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form
  • We are EXPLORING careers by conveying and sustaining personal voice where appropriate.

  
  
  

  Success Criteria:

  
  

  Activities:

  1. CV Writing
  2. Cover Letter

  Further Learning:
  

  Reading Plus

  
  
  
  
  
• Select week TERM 4 WEEK 4

  TERM 4 WEEK 4
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on understanding how careers are ever changing by being reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence.
  • We are FOCUSING on understanding how careers are ever changing by constructing a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form
  • We are FOCUSING on understanding how careers are ever changing by creating a range of increasingly varied and complex texts by integrating sources of information and processing strategies

  Success Criteria:
  

  
  

  Activities:
  

  1. Careers NZ Quizzes
  2. Interview Mock ups

  Further Learning:
  Write here...

  
  
• Select week TERM 4 WEEK 5

  TERM 4 WEEK 5
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on understanding how careers are ever changing by being reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence.
  • We are FOCUSING on understanding how careers are ever changing by constructing a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form
  • We are FOCUSING on understanding how careers are ever changing by creating a range of increasingly varied and complex texts by integrating sources of information and processing strategies

  
  
  Success Criteria:
  

  
  

  Activities:
  

  1. Careers NZ Quizzes
  2. Interview Mock ups

  Further Learning:
  Write here...

  
  
• Select week TERM 4 WEEK 6

  TERM 4 WEEK 6
  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on understanding how careers are ever changing by being reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with confidence.
  • We are FOCUSING on understanding how careers are ever changing by constructing a range of texts that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form
  • We are FOCUSING on understanding how careers are ever changing by creating a range of increasingly varied and complex texts by integrating sources of information and processing strategies

  
  
  Success Criteria:
  

  
  

  Activities:
  

  1. Careers NZ Quizzes
  2. Interview Mock ups

  Further Learning:
  Write here...

  
  

  • Select activity Text and media area

    
• Select week TERM 4 WEEK 7

  TERM 4 WEEK 7

  
  
• Select week TERM 4 WEEK 8

  TERM 4 WEEK 8
  • Select activity Text and media area

    
• Select week TERM 4 WEEK 9

  TERM 4 WEEK 9
• Select week TERM 4 WEEK 10

  TERM 4 WEEK 10