8W2 English
Weekly outline
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He waka eke noa -
We’re all in this together
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Kia Ora Students and welcome to Week 2 Term 1!
This week we will be~(getting to know each other)
1. Creating a Cover page in your English books with own illustrations.
2. Reflecting and writing your goals for writing and reading 2022.
3. Writing a letter to Miss McGregor about yourselves in your Writing Book.
LI- Follow the correct structure
Include your name, family, personal hobbies and interests, future goals/quotes, role models.
SC-3 paragraphs.
Extra: Reading Plus insight test
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Kia Ora Students and welcome to Week 3!!
This week you have a Library session.
You will be catching up and finishing work from all last week, including EP tasks.
Library session-Orientation from Ms Townsend and issuing out a book for reading for enjoyment.
We will be starting our context this week~ Volcanic Volumes!
Activities and Links will be on your Google Classroom.
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Kia Ora Class
This terms our context isYear 8:
Linked AOs: View AO Overview
ENG/Listening, Reading and Viewing/L4/Purposes and audiences
ENG/Listening, Reading and Viewing/L4/Language features
This term we will complete a Visual Film study assessment on "Whale Rider", learn about TEXAS paragraphs and start speeches planning.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING oral, written and visual language features by observing and researching language and information on our film study
- We are EXPLORING authors viewpoints by analysing and interpreting messages/themes of texts
- We are EXPLORING oral, written and visual language features by recognising visual techniques
- We are EXPLORING oral, written and visual language features by observing and researching language of film, camera shots and angles
Activities and resources will be on Google classroom. -
Kia Ora Class and welcome to Week 5 of TERM 1!! You will have a Library session on Friday. You will also view Whale Rider.
This terms our context isYear 8: Taonga of New Zealand.
Linked AOs: View AO Overview
ENG/Listening, Reading and Viewing/L4/Purposes and audiences
ENG/Listening, Reading and Viewing/L4/Language features
This term we will complete a Visual Film study assessment on "Whale Rider", learn about TEXAS paragraphs and start speeches planning.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING oral, written and visual language features by observing and researching language and information on our film study
- We are EXPLORING authors viewpoints by analysing and interpreting messages/themes of texts
- We are EXPLORING oral, written and visual language features by recognising visual techniques
- We are EXPLORING oral, written and visual language features by observing and researching language of film, camera shots and angles
Activities and resources will be on Google classroom. -
Kia Ora Class and welcome to week 6 of TERM 1!! Kindness week this week. We will continue to view Whale Rider.
This terms our context is
Year 8: Taonga of New Zealand.
Linked AOs: View AO Overview
ENG/Listening, Reading and Viewing/L4/Purposes and audiences
ENG/Listening, Reading and Viewing/L4/Language features
This term we will complete a Visual Film study assessment on "Whale Rider", learn about TEXAS paragraphs and start looking at film techniques.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on using language features and increasing our vocabulary skills by describing key words in our film study
- We are FOCUSING on using language features and increasing our vocabulary skills by explaining key words in our film study
- We are FOCUSING on understanding the authors viewpoint/message of our visual text by identifying and discussing/ Kōrerorero, the main ideas of our visual text
Activities and resources will be on google classroom.
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Kia Ora Class and welcome to week 7 of TERM 1!! This terms our context is
Year 8: Toanga of New Zealand.
Linked AOs: View AO Overview
ENG/Listening, Reading and Viewing/L4/Purposes and audiences
ENG/Listening, Reading and Viewing/L4/Language features
This term we will complete a Visual Film study assessment on "Whale Rider", learn about TEXAS paragraphs and start looking at film techniques.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on using language features and increasing our vocabulary skills by describing key words in our film study
- We are FOCUSING on using language features and increasing our vocabulary skills by explaining key words in our film study
- We are FOCUSING on understanding the authors viewpoint/message of our visual text by identifying and discussing/ Kōrerorero, the main ideas of our visual text
Activities and resources will be on google classroom.
We are learning how to write a TEXAS PARAGRAPH this week using the correct structure. -
Kia Ora Class and welcome to Week 8. This week you will be starting on your English Assessment.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to show an increasing understanding of how language features are used for effect within and across texts and used for different purposes and audiences so that we can prepare and justify our ideas on a film study
- We are planning to identify oral, written and language features from our visual text so that we can plan/Tātai, and apply/Whakahāngai, our knowledge when completing our one pager -Film Study Response to Text
Activities, assessment criteria and resources will be on google classroom.
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Kia Ora Class and welcome to Week 9. This week you will be starting on your English Assessment.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to show an increasing understanding of how language features are used for effect within and across texts and used for different purposes and audiences so that we can prepare and justify our ideas on a film study
- We are planning to identify oral, written and language features from our visual text so that we can plan/Tātai, and apply/Whakahāngai, our knowledge when completing our one pager -Film Study Response to Text
Activities, assessment criteria and resources will be on google classroom.
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Kia Ora Class and welcome to Week 10. This week you will be working on your English Assessment.PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to show an increasing understanding of how language features are used for effect within and across texts and used for different purposes and audiences so that we can prepare and justify our ideas on a film study
- We are planning to identify oral, written and language features from our visual text so that we can plan/Tātai, and apply/Whakahāngai, our knowledge when completing our one pager -Film Study Response to Text
Activities, assessment criteria and resources will be on google classroom.
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Kia Ora Class and welcome to Week 10. This week you will be working on your English Assessment.PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to show an increasing understanding of how language features are used for effect within and across texts and used for different purposes and audiences so that we can prepare and justify our ideas on a film study
- We are planning to identify oral, written and language features from our visual text so that we can plan/Tātai, and apply/Whakahāngai, our knowledge when completing our one pager -Film Study Response to Text
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Kia Ora Class and welcome to Week 10. This week you will be working on your English Assessment.PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to show an increasing understanding of how language features are used for effect within and across texts and used for different purposes and audiences so that we can prepare and justify our ideas on a film study
- We are planning to identify oral, written and language features from our visual text so that we can plan/Tātai, and apply/Whakahāngai, our knowledge when completing our one pager -Film Study Response to Text
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Kia Ora and welcome to week 9!!
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the correct structure of a speech format by observing and analysing examples
- We are EXPLORING processes and strategies by discovering elements of speechmaking
- We are FOCUSING...on our oral presentation skills by discussing and identifying the key elements of a formal speech
- We are FOCUSING...on our speech making skills by choosing our own topic and brainstorming and developing our ideas
- We are FOCUSING...on using the TEXAS WrIting structure by adapting it to our topic transforming our ideas into a speech
Activities and resources will be on google classroom.
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Kia Ora and welcome to week 3
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the correct structure of a speech format by observing and analysing examples
- We are EXPLORING processes and strategies by discovering elements of speechmaking
- We are FOCUSING...on our oral presentation skills by discussing and identifying the key elements of a formal speech
- We are FOCUSING...on our speech making skills by choosing our own topic and brainstorming and developing our ideas
- We are FOCUSING...on using the TEXAS WrIting structure by adapting it to our topic transforming our ideas into a speech
Activities and resources will be on google classroom.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by choosing effective rhetorical devices
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by analysing what information to include in a speech for creating an impact
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by clarifying my stance on the issue by providing relevant information
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by comparing a range of speeches and identifying effective rhetorical devices that have been utilised
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by explaining by point of view through a logically developed argument
SUCCESS CRITERIA
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by choosing effective rhetorical devices
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by analysing what information to include in a speech for creating an impact
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by clarifying my stance on the issue by providing relevant information
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by comparing a range of speeches and identifying effective rhetorical devices that have been utilised
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by explaining by point of view through a logically developed argument
SUCCESS CRITERIA
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by choosing effective rhetorical devices
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by analysing what information to include in a speech for creating an impact
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by clarifying my stance on the issue by providing relevant information
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by comparing a range of speeches and identifying effective rhetorical devices that have been utilised
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by explaining by point of view through a logically developed argument
SUCCESS CRITERIA
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by choosing effective rhetorical devices
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by analysing what information to include in a speech for creating an impact
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by clarifying my stance on the issue by providing relevant information
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by comparing a range of speeches and identifying effective rhetorical devices that have been utilised
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by explaining by point of view through a logically developed argument
SUCCESS CRITERIA
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by choosing effective rhetorical devices
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by analysing what information to include in a speech for creating an impact
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by clarifying my stance on the issue by providing relevant information
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by comparing a range of speeches and identifying effective rhetorical devices that have been utilised
- We are FOCUSING on writing an effective speech so that I can present my views on an issue by explaining by point of view through a logically developed argument
SUCCESS CRITERIA
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on an issue by critiquing a social issue
- We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on an issue justifying our selection of language techniques
- We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on an issue selecting and applying rhetorical devices in an oral text
- We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on an issue using strategies to determine what information to include in a speech for creating an impact
- We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on an issue clarifying my stance on the issue by providing relevant information
SUCCESS CRITERIA
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on an issue by critiquing a social issue
- We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on an issue justifying our selection of language techniques
- We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on an issue selecting and applying rhetorical devices in an oral text
- We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on an issue using strategies to determine what information to include in a speech for creating an impact
- We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on an issue clarifying my stance on the issue by providing relevant information
SUCCESS CRITERIA
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on an issue by critiquing a social issue
- We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on an issue justifying our selection of language techniques
- We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on an issue selecting and applying rhetorical devices in an oral text
- We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on an issue using strategies to determine what information to include in a speech for creating an impact
- We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on an issue clarifying my stance on the issue by providing relevant information
SUCCESS CRITERIA
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on an issue by critiquing a social issue
- We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on an issue justifying our selection of language techniques
- We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on an issue selecting and applying rhetorical devices in an oral text
- We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on an issue using strategies to determine what information to include in a speech for creating an impact
- We are PLANNING to deliver a speech so that we can lead change through expressing our personal opinion on an issue clarifying my stance on the issue by providing relevant information
SUCCESS CRITERIA
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REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING and critiquing our presentations (oral language skills) as well as evaluating and determining our next steps
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REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING and critiquing our presentations (oral language skills) as well as evaluating and determining our next steps
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... legends of New Zealand by identifying current and past legends.
- We are EXPLORING...legends of New Zealand by discussing our perspectives on what defines a legend.
Welcome to week 6! We will focus on how to persuade other people on our points of view. In order to do that we must know how to use persuasive language effectively
Context:
- Legends of New Zealand
Learning Intentions: We are learning to (WALT)...
- Research using key words
- Record information accurately
- Create generalisations based on the information we have collected
- Convey ideas clearly using visual techniques
Success Criteria: I can/have...
- Identified the key works I need in my research
- Used a research template to record my findings
- Categorised my information into groups and sub groups
- Used my groups to create some labels or headings to describe the contents of the group
- Created a poster than shows my ideas clearly
Homework:
Reading Plus
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING... legends of New Zealand by identifying current and past legends.
- We are EXPLORING...legends of New Zealand by discussing our perspectives on what defines a legend.
MHJC Learning Framework Step:
- Exploring - what does the context mean? What do we already know? What do we need to find out?
Activities:
- Selecting an article to write on
- Finding 3 reliable sources
- SEXY Breakdwon
Learning Intentions: We are learning to (WALT)...
- Write for a specific purpose and audience
- Research using key words
- Record information accurately
Success Criteria: I can/have...
- Used a planning template and writing framework to structure my writing
- Identified the key works I need in my research
- Used a research template to record my findings
Homework:
Reading Plus
Explanation Notes
Ideas include thoughts/feelings, experiences or sensory qualities.
Develop ideas means to build on a single idea by adding detail, linking that idea to
other ideas and details, and working towards a coherent planned whole.
Detail includes description, information, choice of words, etc.
Controlled means deliberate use of language (vocabulary, syntax).
Structure material means developing and organising writing appropriately for the purpose and audience.
Writing conventions include spelling, punctuation, grammar, syntax and paragraphing. eg mixed tense sequences, run on sentences, miscapitalisations.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on our writing skills by selecting and and explaining key information on legends of New Zealand
- We are FOCUSING on our writing skills by choosing and discussing, and responding to the correct structure of a persuasive text
- We are FOCUSING on our writing skills by identifying and selecting reliable pieces of evidence.
Good Morning...Week 8 already! The rest of the term will fly by!
Context:
- Legends of New Zealand
Activities:
- How to write an introduction
- SEXY Paragraphs
- How to write a conclusion
Learning Intentions: We are learning to (WALT)...
- Write for a specific purpose and audience
- Generate ideas in a group
- Categorise and evaluate ideas
Success Criteria: I can/have...
- used SEXY to write intros and conclusion
- Used a process to generate a range of ideas
- Created a set of criteria to select ideas
- Used my criteria to identify the idea I want to develop further
Homework:
Reading Plus -
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to use the correct structure and ideas so that we can create our own persuasive essay on a New Zealand legend.
Good morning everyone, I hope you had a wonderful weekend!
Context:
- Legends of New Zealand
MHJC Learning Framework Step:
- Plan and do!
Activities:
- Research and select appropriate evidence
- Craft persuasive writing piece
Learning Intentions: We are learning to (WALT)...
- Write for a specific purpose and audience
- Generate ideas in a group
- Categorise and evaluate ideas
- Develop an idea from concept to implementation
Success Criteria: I can/have...
- Researched my topic
- Provided evidence on my topic
- Crafted a piece of persuasive writing on my topic
Homework:
Reading Plus -
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to use the correct structure and ideas so that we can create our own persuasive essay on a New Zealand legend.
Context:
- Legends of New Zealand
MHJC Learning Framework Step:
- Plan and Do!
Activities:
- Editing + Peer Feedback
- Taking on feedback and fixing
Learning Intentions: We are learning to (WALT)...
- Write for a specific purpose and audience
- Generate ideas in a group
- Edit our work
- Take on feedback and apply it where neccessary
Success Criteria: I can/have...
- Use SEXY to edit my peers work
- Take on feedback and apply it to my writing
Homework:
Reading Plus
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to use the correct structure and ideas so that we can create our own persuasive essay on a New Zealand legend.
Good morning everyone, I hope you had a wonderful weekend!
Context:
- Legends of New Zealand
MHJC Learning Framework Step:
- Plan and do!
Activities:
- Research and select appropriate evidence
- Craft persuasive writing piece
Learning Intentions: We are learning to (WALT)...
- Write for a specific purpose and audience
- Generate ideas in a group
- Categorise and evaluate ideas
- Develop an idea from concept to implementation
Success Criteria: I can/have...
- Researched my topic
- Provided evidence on my topic
- Crafted a piece of persuasive writing on my topic
Homework:
Reading Plus -
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to use the correct structure and ideas so that we can create our own persuasive essay on a New Zealand legend.
Good morning everyone, I hope you had a wonderful weekend!
Context:
- Legends of New Zealand
MHJC Learning Framework Step:
- Plan and do!
Activities:
- Research and select appropriate evidence
- Craft persuasive writing piece
Learning Intentions: We are learning to (WALT)...
- Write for a specific purpose and audience
- Generate ideas in a group
- Categorise and evaluate ideas
- Develop an idea from concept to implementation
Success Criteria: I can/have...
- Researched my topic
- Provided evidence on my topic
- Crafted a piece of persuasive writing on my topic
Homework:
Reading Plus -
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how to recognise and use the deeper features of writing poetry.
- We are EXPLORING how to plan and draft poetry, following the writing cycle.
- We are EXPLORING how to select vocabulary and language features to suit the audience and purpose
Success Criteria:
I will know I have written a successful poem when it has:
- ideas that are relevant, detailed and grouped into paragraphs
- precise and effective vocabulary
- structure and language features that are effective for the purpose
- organisation that is logical
- correct spelling
- punctuation as appropriate
- evidence of editing.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how to recognise and use the deeper features of writing poetry.
- We are EXPLORING how to plan and draft poetry, following the writing cycle.
- We are EXPLORING how to select vocabulary and language features to suit the audience and purpose
Success Criteria:
I will know I have written a successful poem when it has:
- ideas that are relevant, detailed and grouped into paragraphs
- precise and effective vocabulary
- structure and language features that are effective for the purpose
- organisation that is logical
- correct spelling
- punctuation as appropriate
- evidence of editing.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on our writing skills by selecting and and explaining key information on our Surrounded by the Sea prompt
- We are FOCUSING on our writing skills by choosing and discussing, and responding to the correct structure of poetry
- We are FOCUSING on developing our innovative skills by writing a creative poetry on the sea with images
Success Criteria: I can~1. Brainstorm my ideas and skim and scan for information.
2. Follow the correct structure of a persuasive text.
3. Use the correct punctuation and spelling, and extend my vocabulary.
(Resources on google classroom)
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on our writing skills by selecting and and explaining key information on our Surrounded by the Sea prompt
- We are FOCUSING on our writing skills by choosing and discussing, and responding to the correct structure of poetry
- We are FOCUSING on developing our innovative skills by writing a creative poetry on the sea with images
1. Brainstorm my ideas and skim and scan for information.
2. Follow the correct structure of a persuasive text.
3. Use the correct punctuation and spelling, and extend my vocabulary.
(Resources on google classroom)
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to create our own poetry so that we can share/present our literacy skills
Success Criteria: I can~
1. Use the correct figurative language and relevant vocabulary.
2. Use the correct stanzas and layout of a poem.
3. Create my own innovative Surrounded by the Sea poem with an image.
(resources on google classroom)
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to create our own poetry so that we can share/present our literacy skills
Success Criteria: I can~
1. Use the correct figurative language and relevant vocabulary.
2. Use the correct stanzas and layout of a poem.
3. Create my own innovative Surrounded by the Sea poem with an image.
(resources on google classroom)
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to create our own poetry so that we can share/present our literacy skills
Success Criteria: I can~
1. Use the correct figurative language and relevant vocabulary.
2. Use the correct stanzas and layout of a poem.
3. Create my own innovative Surrounded by the Sea poem with an image.
(resources on google classroom)
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REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on how accurate and detailed our poems are and self-assess our work.
Success Criteria: I can
1. Complete a PMI-PLUS , MINUS, INTERESTING FEEDBACK on my Surrounded by the Sea context.
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