Weekly outline

  • General

    Collapse all Expand all

  • 30 January - 5 February

  • Term One Week Two


    Whāia te iti kahurangi ki te tūohu koe me he maunga teitei

    Seek the treasure you value most dearly: if you bow your head, let it be to a lofty mountain

    Kia ora, and welcome to your English course page for 2023. My name is Miss Wright and I will be your English teacher this year. This page is where you will be able to find all the necessary information you will require for your English course. All tasks and assessments will be placed here as well as additional lesson notes and resources. Please make it a habit to check this page at the start of each week, this will ensure that you are aware of any expectations we may have of you at that time.

    Enjoy this year and if there are any queries do come and see me or feel free to email me - swright@mhjc.school.nz

    Success Criteria:

        • We are EXPLORING how texts demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form
        • We are EXPLORING how a text develops and communicates increasingly comprehensive ideas, information, and understandings

    Activities:

    1. Join GoogleClassrooom
    2. MHOL 
    3. Reviews - introduction
    4. Library Thursday S.1

    Further Learning:
    Read a book



  • Term One Week Three



     Ahakoa he iti he pounamu

    Although it is small it is a treasure

    Kia ora. Welcome back to week three.  We have loved having you back at school (Valentines day reference), Hopefully you have got back into the routines and are starting to get to grips with your new timetable. Last week, we started looking at reviews.  Reviews are written for a specific audience and purpose.  We are going to be exploring the structure of reviews and beginning to write reviews ourselves.

    Success Criteria:

        • Identify a range of structural elements of text : Intro- title/author/type of product, thesis (opinion)
        • Body - summary, compare/contrast, concrete evidence, connections, background
        • Conclusion - restate thesis, kooh (reverse hook)
    *** As Cyclone Gabrielle impacts on Auckland we have moved to on-line learning.  We are fortunate that we were able to use our library time last week, so I would like you to spend some time reading the novels you issued.  We have looked at the structure of a review. This week we were going to start brainstorming, drafting and publishing reviews.  The weather has not stopped us doing this, with a few adjustments.  Please select a movie that is appropriate for school AND your family expectations.  Watch the movie and write a review of it.  If you do not have access to movies - write a book review.  ****

    Activities:

    1. Annotate reviews (groups)
    2. Select a movie (appropriate for you age/school/patental expectations)
    3. Write a review of this movie

    Further Learning:
    Watch/rewatch your chosen movie

    Read a book


  • Term One Week Four

    Haere taka mua, taka muri; kaua e whai

    Be a leader not a follower

    Kia ora.  I am so excited - we get to have a Monday and Tuesday on site!  It's incredible to think that it is week four and this will be the first Monday we meet.  Have you been seeing some of the images of Cyclone Gabrielle's devastation around the North Island?  For some of these communities this is another in a long line of natural disasters.  Tairawhiti was impacted by Cyclone Bola in February 1988, The Hawkes Bay region endured a major Earthquake in 1931 which led to the rebuild of Napier in an Art Deco style. In Auckland, the west coast, especially our beautiful black sand beaches of Piha and Muriwai have been seriously affected.  It seems incredible that so many significant events have happened over the past 3 years!   There are many books written about some of these events - I am sure the Cyclone Gabrielle events will also form part of our literary landscape before too much longer - perhaps you will be one of the authors recounting these tumultuous times! 

    Success Criteria:

    • Identify a range of structural elements of text : Intro- title/author/type of product, thesis (opinion)
            • Body - summary, compare/contrast, concrete evidence, connections, background
            • Conclusion - restate thesis, kooh (reverse hook)

    Activities:

    1. Complete movie review and add to slideshow
    2. Hyperlink slide to index
    3. Music reviews
    4. Library

    Further Learning:
    Read your book

    Listen to music (appropriate for school - lyrics!) that you want to review



    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING how texts demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form
    • We are EXPLORING how a text develops and communicates increasingly comprehensive ideas, information, and understandings

  • Term One Week Five


    Iti rearea, teitei kahikatea ka taea

    Although the bellbird is small, it can fly to the top of the mighty kahikatea

    Kia ora. Well done on getting your movie reviews (and in some cases your music reviews) onto the shared slideshow.  It is important that you get this work compleleted within the week it has been set.  As Year 9s the expectation is that you are able to complete your draft writing and your published work within the week it is set.  We started the movie reviews in week 3, so they are now past their 'use-by' date.  This week we are going to explore opinion writing in more depth with a focus on purpose and audience.  The reason you are writing and the audience you are writing for determines the language techniques and structure you use when sharing your opinion (and persuading to your point of view).  Please spend some homework time completing work in order to meet your deadlines.

    Success Criteria:

      • I can use a writing framework to organise elements of written text into a cohesive piece of writing

    Activities:

    1. Complete and publish music reviews
    2. Audience and purpose - how to persuade to your opinion essay structure

    Further Learning:

    • Read your book
    • Complete Movie and Music reviews and upload them to the shared slideshows.


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSSING on identifying the purpose and audience of our text
    • We are FOCUSSING on organising and developing ideas and information for a particular purpose
    • We are FOCUSSING on making and justifying an opinion with clarity and conciseness

  • Term One Week Six

    Inā kei to mohio koe ko wai koes, I anga mai koe I hea, kei te mohio koe. Ke te anga atu ki hea

    If you know who you are and where you are from, you will know where you are going

    Kia ora. We are halfway there, you are no longer new Year 9s, you now have had five weeks to settle in and you are well into the role and expectations.  This week the Year 7s and some Year 10s are off to camp.  This means that you are some of the senior students in the whanau.  What you do matters!  This fits in nicely with our opinion writing.  When you are writing reviews your opinion, experiences and voice matters!  To persuade people to your opinion is a very useful skill, and one that is supported by clear and structured literacy.  This week we are going to review some exemplars of persuasive/opinion writing and identify the elements that make them successful. It is also library week, so remember to bring your books to school so that they can be returned and new ones issued.

    Success Criteria:

    • I can use a writing framework to organise elements of written text into a cohesive piece of writing

    Activities:

    1. Exemplar annotation
    2. Draft writing - proof read and publish your opinion piece - proofread with a partner
    3. Library

    Further Learning:

    1. Read a book
    2. Complete in-class writing tasks - one piece of completed writing (to publish stage) every week


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSSING on identifying the purpose and audience of our text
    • We are FOCUSSING on organising and developing ideas and information for a particular purpose
    • We are FOCUSSING on making and justifying an opinion with clarity and conciseness

  • Term One Week Seven


    He aha te kai a te rangatira? He kōrero, he kōrero, he kōrero

    What is the food of the leader? It is knowledge. It is communication.


    Kia ora. Last week we looked at proofreading and editing.  These terms tend to be used interchangeably, but they are very different things.  Proofreading is correcting errors in spelling, punctuation and grammar, editing is checking that your word choices and meaning is clear.  Having a vision of your audience and purpose when writing also helps when you are editing.  It provides a scaffold for word choices, structure and tone.  Early this week we are going to explore Purpose and Audience in a bus stop activity.  You will then be able to complete the proofreading and editing of the opinion piece you worked on last week.  These skills are setting you up for success in your assessments tasks (across all learning areas).  We will be joined for the rest of the term by Miss Yacos (from America......  that commute is almost as bad as mine), I know you are all going to be awesome, welcoming, supportive, wonderful MHJC ambassadors for her.

    Success Criteria:

        • I can independently generate a piece of writing that suits audience and purpose with fluidity and control

    Activities:

    1. Bus stop activity (purpose and audience) - in class
    2. Revisit opinion writing - Proofread and Edit
    3. Publish corrected and edited work

    Further Learning:
    Read a book, complete published opinion piece


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSSING on identifying the purpose and audience of our text
    • We are FOCUSSING on organising and developing ideas and information for a particular purpose
    • We are FOCUSSING on making and justifying an opinion with clarity and conciseness

  • Term One Week Eight



    I orea te tuatara ka patu ki waho 

    A problem is solved by continuing to find solutions

    Kia ora. It's week eight, or as I like to call it......  ASSESSMENT TIME.  This week we are going to go over your assessment - which involves you writing an opinion piece. You will need to research and make effective notes and then write to support your point of view.  We will go over the assessment task at the start of the week, and I will give you class time to work on your research.  You will also need to use some at home time to work on your assessment.  We will be going to the library this week.

    Success Criteria:

        • I have used words from instructions to plan and guide my writing and can argue my opinion with clarity and deliberation

    Activities:

    1. Introduce assessment task
    2. Research chosen location
    3. Create effective notes (dot.jot)
    4. Identify 3 main points for further research
    5. Draft opinion piece
    6. Library

    Further Learning:
    Read a book, continue research, locate books for return to library

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are writing in response to a specific purpose and audience to
        • Provide information to support our opinions with clarity

  • Term One Week Nine


    Mā te kimi ka kite, Mā te kite ka mōhio, Mā te mōhio ka mārama

    Seek and discover. Discover and know. Know and become enlightened.

    Kia ora. Well done on starting your research last week.  By now, you should have a pretty good idea of the location of your opinion piece.  If you are still researching and trying to identify a location, you will have to very carefully plan your time to ensure you meet the deadline.  Once you have your research, you will need to identify the three aspects of your location you will use to strcuture the three paragraphs of your writing.  You DO NOT have to cover everything you have researched.  Choose the three aspects you know you can write about with authority.  Remember to write using a TEXAS writing framework and to use the language of opinion/persuasion.  Refer back to the exemplars provided in previous weeks for support (this includes your annotated TEXAS exemplar)

    Success Criteria:

          • I have used words from instructions to plan and guide my writing and can argue my opinion with clarity and deliberation

    Activities:

    1. Complete research
    2. Read assessment task instructions carefully (Week 8)
    3. Draft review/opinion piece
    4. Check writing against marking rubric

    Further Learning:
    Read a book



    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are writing in response to a specific purpose and audience to
        • Provide information to support our opinions with clarity

  • Term One Week Ten


    Kāore te kumara e kōrero mō tōna ake reka

    The kumara (sweet potato) does not say how sweet he is


    Kia ora. Almost there.....  three and a half very important days to go.  Your assessment task is due this week,  It is important that you keep referring back to the instruction document to check your writing meets the purpose, audience and tone expected.  We have whanau and celebration assembly's this week and also farewell Miss Bryce as she moves on to another New Zealand school before returning to the States.  

    Success Criteria:

        • I have used words from instructions to plan and guide my writing and can argue my opinion with clarity and deliberation


    Activities:

    1. Proof read and edit task
    2. Sublit task

    Further Learning:
    Read a book, return library books



    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are writing in response to a specific purpose and audience to
        • Provide information to support our opinions with clarity

  • Term/Easter Break


  • Term Break/ANZAC Day


  • Term Two Week One



    Ko te manu e kai ana i te miro

     'the forest belongs to the bird who feasts on the miro berry, the world belongs to the bird who feasts on education'

    Kia ora, welcome back. What a wonderfully long break we have had.  I think we are so fortunate that the weather has been more settled than our last break.  I hope you all took the opportunity to rest and relax after a very busy Term One.  This term, we are going to focus on unpacking the anatomy of a story/novel.  The context this term is The Art of......, and one of the things we will be looking at is structure in stories.  We will also be looking at the themes around survival and challenge that feature so majorly in most young adult fiction.  Please remember to return any overdue library books so that we are able to issue novels from the library this week.

    Success Criteria:

        • I can list elements in an extended text
        • I can retell the main points of the extended text
        • I can identify the main characters in the extended text
        • I can define key words about the structure of extended texts

    Activities:

    1. Brain dump - elements of a story/novel 
    2. Refresh story map/thematic statements
    3. Language of novel structure (edPerfect)

    Further Learning:
    Read a book!

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING by identifying and recording elements in our extended text
    • We are EXPLORING by skimming and scanning the text to locate and select supporting evidence


  • Term Two Week Two



    Ki te kāpuia e kore e whati

    We succeed together

    Kia ora. Week Two.....  it seems like only three school days ago we started Term Two.  I hope you are all settling back into school routine.  This week we are going to start working within our literature circles.  You all issued your novels last week, so I am going to give you class time to read and to work on your independent activities.  Each member of the team will have a specific activity to complete each week, and you will then meet to share these.  The first thing we need to do is to meet in our groups and set the schedule for reading the novels.  You have four weeks to complete the reading.  This means you need to be about a quarter of the way through the novel by the end of this week.

    Success Criteria:

        • I can list elements in an extended text
        • I can retell the main points of the extended text
        • I can identify the main characters in the extended text
        • I can define key words about the structure of extended texts

    Activities:

    1. Overview of literature circles
    2. Meet in groups to set reading schedule
    3. Silent reading of novel
    4. Completion of independent activity
    5. Meeting as a group to share activities

    Further Learning:
    Read your novel - keep to the schedule your group has set.

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING by identifying and recording elements in our extended text
    • We are EXPLORING by skimming and scanning the text to locate and select supporting evidence

  • Term Two Week Three

    Whaowhia te kete mātauranga 

    Fill the basket of knowledge


    Kia ora. How are you going with your novels?  Well done to those of you who had completed the required reading and activity for your lit circle meeting on Friday.  Remember, you all have a part to play in developing your groups understanding of your novel.  By the end of this week your aim is to be at least half way through your novels (and to complete this weeks activity, ready for your lit circle).

    Success Criteria:

        • Explain elements of text structure with support of well integrated quotes, examples and responses 

    Activities:

    1. Read novel
    2. Complete activity
    3. Lit circle meeting

    Further Learning:
    Read your novel!







    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING by identifying and recording elements in our extended text
    • We are EXPLORING by skimming and scanning the text to locate and select supporting evidence

  • Term Two Week Four


    He aroha whakato, he aroha ka puta mai.

    If kindness is sown, then kindness is what you shall receive

    Kia ora. Welcome to Kindness Week.  Kindness lives in what we say and how we act.  What can you do this week to make a positive difference to the people and places around you?  Maybe you started with Mother's Day on Sunday.  How did your celebrate the ones who nurture you? This week we are going to continue with our Literature Circles.  One of the ways you show kindness to your classmates is by being prepared, completing the required reading and activities.  By the end of this week, you should be at least 3/4 of the way through your novels.  Your literature circle meeting will be on Monday, and I will update your scrapbooks with your activities after then.

    Success Criteria:

        • Identify and describe with examples text elements

    Activities:

    1. Literature Circle meeting
    2. Read required pages from text
    3. Complete individual activity
    4. Literature Circle meeting

    Further Learning:
    Read your book



    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING by identifying and recording elements in our extended text
    • We are EXPLORING by skimming and scanning the text to locate and select supporting evidence

  • Term Two Week Five



    Ehara taku toa i te toa takitahi, engari he toa takitini

    Success is not the work of an individual, but the work of many


    Kia ora, it was great to see so many of you in the PINK last week to support kindness week.  Remember, it is not the colour of the cloths you wear that make you an upstander - it is the actions you take to make your environment (people, places, things) better because you're there! This week, we are going to complete the reading and literature circle activities for your group books.  Starting next week, you group will have activities to complete and the notes you have made in your group scrapbook and your group discussions will be really helpful. Your literature circle meetings will happen on Wednesday! We have library on Thursday so make sure you know where the books you issued are so that you can return them this week.

    Success Criteria:

        • Identify and describe with examples text elements 
        • Summarise using a simple framework (somebody, wanted, but, so, then)
        • Express a personal response to a text

    Activities:

    1. Complete required reading (Finish book!)
    2. Complete literature circle activities
    3. Group sharing
    4. Personal reflection on groups success and personal effort

    Further Learning:
    Read a book!


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on identifying elements of structure used in a novel
    • We are FOCUSING on being able to make connections between the text and our personal experiences and feelings

  • Term Two Week Six



    He kai kei aku ringa

    There is food at the end of my hands

    Said by a person who can use his basic abilities and resources to create success.

    Kia ora. Well, that the first half of the term done and dusted.....  we are quickly approaching the official start of winter too.  This year seems to be flying by with many trips, events, special occasions and wild weather events. i wonder what the remainder of the term will bring.  This week (and for the next few weeks) you will be working on your book bingo activities.  Please remember, your bingo tasks are an individual activity.  Please help each other to achieve the high standard I know you are capable of.  You should not complete a task in one sesion - if you do, check in with a friend and get some feedback on how to take your work up another level.  The shared work your group completed in your scrapbooks may help you when you are thinking about your Bingo activities.

    Success Criteria:

        • I have used a TEXAS writing framework to structure my writing
        • I have included examples and evidence from the text to support my writing
        • I have linked elements of the text to my personal response
        • I have checked my work carefully for structure and sense
        • I have used proofreading skills to improve my work

    Activities:

    1. Individual Bingo Activities

    Further Learning:
    Read a book


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on identifying elements of structure used in a novel
    • We are FOCUSING on being able to make connections between the text and our personal experiences and feelings

  • Term Two Week Seven


    Ehara taku toa i te toa takitahi, engari he toa takitini

    Success is not the work of an individual, but the work of many

    Kia ora. I hope you all enjoyed celebrating the King's Birthday - I am sure we will get used to the change of name before too long!  It is an interesting week - we have Tuesday, Wednesday and Friday on site. We are also starting the asTTle testing so your sessions may also be impacted by this.  You have two more weeks to complete your reading/book bingos.  Please show the depth of thinking I know you are capable of producing.

    Success Criteria:

        • I have used a TEXAS writing framework to structure my writing
        • I have included examples and evidence from the text to support my writing
        • I have linked elements of the text to my personal response
        • I have checked my work carefully for structure and sense
        • I have used proofreading skills to improve my work

    Activities:

    1. Individual bingo activities

    Further Learning:
    Read a book



    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING our response to extended text by using our notes to demonstrate our understanding of the elements of an extended text.
    • We are applying our personal response to the elements to justify our decisions/opinions.

  • Term Two Week Eight


    Nāu te rourou, nāku te rourou, ka ora ai te iwi

    With your food basket and my food basket the people will thrive

    Kia ora. Welcome to week eight.  This week there are asTTle tests and it is also time for to start pulling together your bingo tasks to develop your book fair presentation.  This term our concept has been through art we thrive.  How does this link to our book fair? Is literature a form of Art?  Are there rules about structure that help the viewer gain understanding and receive messages through writing?  Is Art the communication of ideas from one person to another and open to the individual interpretation of the viewer?  Does reading make us better or more able to deal with our environment?  By the end of this week you need to have all your bingo tasks completed (to the standard you know I have set for you).  You will then have to decide how you are going to share this with your audience (Year 8 & 9 classes and possibly an invite to Year 7 and 10's to visit and view too).  I am not sure of the exact timing yet as it will need discussion with other teacher, but I envisage the end of week 9/start of week 10.  Focus Friday week 9 seems the easiest time at the moment as you will be in home bases session 3 & 4 so you could set up for presentation in 3 and present in 4.  I am sure the teacher looking after you for the rest of the term will let you know.

    Success Criteria:

        • I have used a TEXAS writing framework to structure my writing
        • I have included examples and evidence from the text to support my writing
        • I have linked elements of the text to my personal response
        • I have checked my work carefully for structure and sense
        • I have use proofreading skills to improve my work


    Activities:

    1. Complete bingo activities
    2. Consider/brainstorm presentation
    3. Develop presentation plan

    Further Learning:
    Read a book

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING our response to extended text by using our notes to demonstrate our understanding of the elements of an extended text.
    • We are applying our personal response to the elements to justify our decisions/opinions.

  • Term Two Week Nine


    Ko te pae tawhiti whāia kia tata, ko te pae tata whakamaua kia tīna

    Seek out distant horizons, and cherish those you attain


    Kia ora. Thank you do much for your kind words at my farewell on Friday - it is always a challenge to move to a new school - for teachers as well as students.  I will carry all that I have learnt over the past 3.5 years with me.  I wish you all the very best for the remainder of the year and for your time at MHJC. I look forward to hearing about your successes.

    Success Criteria:

        • I have used a SEXY writing framework to structure my writing
        • I have included examples and evidence from the text to support my writing
        • I have linked elements of the text to my personal response
        • I have checked my work carefully for structure and sense
        • I have use proofreading skills to improve my work

    Activities:

    1. Complete bingo activities
    2. Prepare for book fair

    Further Learning:
    Read a book (the image this week is from one of my favourite books - The Hitchhikers Guide to the Galaxy bu Douglas Adams)





    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING our response to extended text by using our notes to demonstrate our understanding of the elements of an extended text. We are applying our personal response to the elements to justify our decisions/opinions.

  • 26 June - 2 July

  • 3 July - 9 July

  • 10 July - 16 July

  • 17 July - 23 July

    Week 1, T3.

    Kia ora and welcome to my Term 3 English Class. 

    My name is Mr. Hishey and I will be your teacher for English for Term 3. 

    The context for the term is Elections as NZ will be having its elections this year.

    So, we will be exploring oral, written and visual language to look within the structure of the English language to make meaning. Then we can use strategies ( the ability to connect between the oral, written and visual) to create meaning to apply in context in a meaningful way.

    Explore:  LI: Understand the links between oral, written and Visual language feaures.

    SC: Connecting: Oral to Listening and speaking, Written to reading and writing, visual to viewing and presenting. Students need to practise making meaning  - of ideas students receive, and creating meaning - for themselves and others. As students progress, they will use their skills to engage in tasks and texts that are increasingly challenging.


  • 24 July - 30 July

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING how to express our point of view and perspectives through an oral presentation so that we can speak up on an issue that concerns me
    • We are EXPLORING by recognising that we all have differing opinions on issues and their impact
    • We are EXPLORING by investigating a topic of interest
    Success Criteria: 

    Success Criteria

    Weeks 8-9

    I can identify key points I want to develop as part of the speech


    I can describe the cause and effect of my topic


    I can define the key aspect of my topic

     

    I can recognise others’ points of view and perspectives

     

    I can create a mindmap of the key points and how they are connected

    I can compare and contrast the information gathered through the various sources of information


    I can explain the key aspects of the research topic


    I can classify the ideas so that they are ordered in a logical manner


    I can analyse the data to form valid conclusions

     Uses logic and argument with confidence to justify and substantiate ideas and opinions

    I can interpret the effectiveness of oral language devices so that I can present my ideas in a convincing manner


    I can  evaluate other speeches for impact


    I can make a generalisation about what makes an effective speech



  • 31 July - 6 August

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING how to express our point of view and perspectives through an oral presentation so that we can speak up on an issue that concerns me
    • We are EXPLORING by recognising that we all have differing opinions on issues and their impact
    • We are EXPLORING by investigating a topic of interest
    Success Criteria: 

    Success Criteria

    I can identify key points I want to develop as part of the speech


    I can describe the cause and effect of my topic


    I can define the key aspect of my topic

     

    I can recognise others’ points of view and perspectives

     

    I can create a mindmap of the key points and how they are connected

    I can compare and contrast the information gathered through the various sources of information


    I can explain the key aspects of the research topic


    I can classify the ideas so that they are ordered in a logical manner


    I can analyse the data to form valid conclusions

     Uses logic and argument with confidence to justify and substantiate ideas and opinions

    I can interpret the effectiveness of oral language devices so that I can present my ideas in a convincing manner


    I can  evaluate other speeches for impact


    I can make a generalisation about what makes an effective speech



  • 7 August - 13 August

  • T3 Week 5

    Introducing Mrs. Lowden

    Success Criteria: I can/have...

    • Viewed a film for enjoyment
    • Participated actively in discussions about the storyline and made predictions
    • Explored and defined meanings of new words
    • Briefly retell the storyline verbally from beginning to end in a logical sequence
    • Name the key characters

    Activities:

    Whale Rider slides weeks 5&6

    Follow Up Tasks:

    On slides: Complete unfinished sentences task slide 10 to help you recall key events in the storyline.

    Complete vocab/definitions chart on slide 11


  • T3 Week 6


    Success Criteria:     I can/have...

    • Use adjectives to describe a character
    • Select examples from a movie to support my argument (as I describe my chosen character)
    • Discuss and identify symbols in the movie. 

    • Activities:

    Whale Rider slides weeks 5&6

    Follow Up Tasks:

    1.Write a paragraph on 3 symbols that you have chosen. Explain how they link to the storyline.

    2. Choose a character from Whale Rider. Draft a piece of writing that describes their character, use examples from the movie.

    3. Act on feedback given by teacher on your draft. Refine your writing.

    4. Design a single page presentation of your character description ready for display. Think about font, colour and placement of images.


  • T3 Week 7


    Success Criteria:     I can/have...


      • Choose a book from the library to read for enjoyment. Read in silence for a focused 20-30 minute session

      • Timeline key events in sequence


    Activities:

    Read and complete timeline sequence task. Remember how to read the graphic as it zigzags from left to right down the page.


    Follow Up Tasks:

    Whale Rider slides weeks 7&8.


  • T3 Week 8


    Success Criteria:     I can/have...

      • Discuss different themes (from the movie) and give an example


      • Link each themes with the characters in the storyline


      • Choose one theme to describe in detail. Use the TEXAS framework to write about this theme. Use evidence/examples from the storyline.

    Links to activities:

    Timeline

    Mind map themes

    Follow Up Tasks:

    Whale Rider slides weeks 7&8



  • Term 3 Week 9


    Success Criteria: I can..

    • Be a respectful part of the audience during the Wednesday Santa show (No English on Weds)
    • Participate in whole class discussions about the techniques used by the director of the movie, Titanic
    • Work with my Learning Advisor on Thursday to check my report is ready to share with my family (No English on Thurs)

    Activities:

    Mon=watch segments of the Titanic. In class discussion about these concepts: fairness, compensation, trauma, fear.

    Identify ways in which the director created tension, mood and 'set the scene' for his audience.

    Share your opinion. This was a movie that won many awards. Why/what awards would you have given it? Why?

    Weds=Santa Show session 4. No English today!

    Thurs=Learning Advisor session 1. No English today!

    Follow Up Tasks/Home Learning: Last week to maintain those Reading + and Maths Buddy tasks!

    If you didn't complete the reading of the 2 Titanic texts on GetEpic please do this at home.







  • T3 Week 10

    Success Criteria: I can/have...

    • Use persuasive language to write a movie review for a target audience
    • Identify and describe a variety of techniques used by film makers
    • Participate in end of term quiz about themes/symbols/techniques used in a movie (Whale Rider)

    Activities:

    Whale Rider movie review

    Follow Up Tasks:
    Write a movie review for Whale Rider. Target audience= parents of children aged 8-14 years. Choice of format given.

    View, discuss and record using note form a variety of literary devices and/or film techniques from short films.

    Class Blooket quiz for end of term review


  • Holidays :)


  • Holidays :)


  • T4 Week 1

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING how to express our point of view and perspectives through an oral presentation so that we can speak up on an issue that concerns me
    • We are EXPLORING by recognising that we all have differing opinions on issues and their impact
    • We are EXPLORING by investigating a topic of interest

    In English this week:

    We are defining new vocabulary so that we can understand words such as conspiracy or disinformation.

    We are learning how to read and critically analyse online material from a variety of sources.

    We are learning about tools that can help us investigate the authenticity of online material.




    Success Criteria

    I can explain what these terms mean and give an example for each one:
    bias
    disinformation
    conspiracy
    fake
    rumour
    urban legend
    mythbuster

    I have used the TRAPP tool to analyse some online materials and make a judgement about their authenticity



    Homework

    Check your Reading Plus tasks are up to date. Spend 20 minutes a day catching up if you need to.
    Read a text of your choice for 30 minutes on 5 days of your choice.




  • T4 Week 2


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING how to express our point of view and perspectives through an oral presentation so that we can speak up on an issue that concerns me
    • We are EXPLORING by recognising that we all have differing opinions on issues and their impact
    • We are EXPLORING by investigating a topic of interest

    In English this week:

    We are learning how to read and critically analyse online material from a variety of sources.

    We are using the TRAPP tool to help us investigate the authenticity of online material.

    We are completing a writing practice task and going to the library.

    Success Criteria


    I have used the TRAPP tool to analyse some online texts/sites and made a judgement about their authenticity.
    I have completed a writing practice task online while referring to the rubric and submitted this for feedback
    I have used my 30 minute library session effectively to select and read a text in silence.



    Homework

    Check your Reading Plus tasks are up to date. Spend 20 minutes a day catching up if you need to.
    Read a text of your choice for 30 minutes on 5 days of your choice.







  • T4 Week 3

    In English this week..


    This week we are focusing on reading comprehension tasks and improving our accuracy when using punctuation. These practice tasks will be good ways of preparing for the assessment tasks you will be completing over the next few weeks


    Success Criteria 

    • Be able to effectively and accurately use all forms of punctuation 
      Read for meaning and demonstrate your level of understanding by answering a variety of question types accurately

    Homework

    Check your Reading Plus tasks are up to date. Spend 20 minutes a day catching up if you need to.
    Read a text of your choice for 30 minutes on 5 days of your choice.




  • T4 Week 4

    In English this week..

    We will continue practising our grammar and punctuation skills in daily dictation tasks.

    We are developing a website using misinformation. Wednesday=30 minute library session.


    Success Criteria 

    I have used my 30 minute library session effectively to select and read a text in silence.

    I am designing a fake google site by using the knowledge we discovered while using the TRAPP strategy in Week 1.

    I am referring to the website design rubric while creating my website.

    I am participating actively in all class discussions and related tasks as we review the accurate use of apostrophes.


    Week 4 slides

    Homework

    Check your Reading Plus tasks are up to date. Spend 20 minutes a day catching up if you need to.
    Read a text of your choice for 30 minutes on 5 days of your choice.


  • T4 Week 5

    9F2 easTTles:   

    Reading easTTle is on Monday, session 2 in F1

    Maths easTTle is on Wednesday, session 1 in F2


    In English this week..

    Monday=easTTle

    Wednesday and Thursday are normal English sessions

    Wednesday: Website design

    Thursday: Share your  "Fake News" website with comments open to all 9F2 classmates to collect feedback

    Success Criteria 

    Refer to the website design rubric to continue designing your website
    Using the rubric, give a minimum of 5 classmates some constructive feedback about their website. You could comment on their content, layout, design or organization. 

    Homework

    Don't stress about easTTles! It's just one hour out of your life.
    • Eat a good breakfast, get a decent nights sleep before each one.
    • Arrive early for the session.
    • Plan something good for Wednesday night to reward yourself for getting through them.




  • T4 Week 6 CATs week!


  • T4 Week 7

    Success Criteria 

    Research and take notes from a variety of sources about the sinking of the Titanic
    Construct a persuasive argument using the format of a letter, requesting compensation as a survivor

    Homework

    Keep up with Maths buddy and Reading Plus-don't leave it until the end of the week!

    Remember Friday 24th November is a Teacher Only day



  • T4 Week 8

  • T4 Week 9

  • T4 Week 10 Prizegivings