10C2 English
Weekly outline
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Kia ora 10C2
Kia ora tātou katoa
Ko Nalini Sharma-Narayan tōku ingoa
Nō Fiji/ India ōku tīpuna
Kei te noho au ki Milano Heights Flat Bush
No reira, tēna koutou katoa
Nau mai, haere mai; 2024 welcomes you!
I am very pleased to be teaching you this year!
There is still a great deal for you to discover about yourself! Utilise your strengths to bethe best you can be this year! Make 2024 an exciting year for 'growing greatness' across the 4 cornerstones @MHJC!
Integrity/ Pono
Compassion/ Awhinatanga
Learning to Learn/ Ako
Life-long learner/ Wānanga
Remember everything is possible, but dreaming is one thing; living it, is what counts. It is the difficulties, challenges and fears we face which make us grow. So, get out of your comfort zone, and make 2024 the year of endless possibilities!
Mā te huruhuru ka rere te manu.
Adorn the bird with feathers so it may soar.
KIA MANA AKE!
KEEP GROWING GREATNESS!Aroha nui
Mrs Nalini Narayan
Karakia
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TERM 1
In Term 1, to explore the context of Aotearoa, we will explore culture and identity to embrace who we are (as individuals and a collective), and empower ourselves to take on challenges and risks as the tāngata of Aotearoa; the home we make it to be, where everyone counts.
We will create and study short texts, such as, poems, short stories, and non-fiction texts by New Zealand writers. Through critical analysis of texts, we will show deeper understanding of ideas/themes, people, places and events, we, as the people of Aotearoa, can relate with. Along with ctitical analysis, the aim is to challenge and inspire ourselves as risk-takers and change-makers of the place we call home.
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Wiki Rua
Whakatauki of the Week:
Whiria te tangata.
Weave the people together.
Our personal identity and collective identity establshes who we are.
To truly explore context of culture and collective identity, we kickstart with poetry. Why poetry, you may ask? Poems are
So let's get straight into it with 'Just because...' Here, we tackle the issue of stereotyping.
Progess Outcomes:
1. I understand poems give us insights into the identities, cultures, experiences, and perspectives of others. They help us understand and appreciate where we have come from, who we are, and what it means to live in Aotearoa New Zealand. They provide us with the opportunities to experience different worlds and share, uplift, and advocate for the unique identities and cultures of individuals and groups.
2. I know some texts carry ideas about identity and belonging and help us think about our place in Aotearoa New Zealand. I know text creators make deliberate choices in structures and language features to amplify their voices and strengthen reader understanding and empathy in relation to aspects of identity and culture.
3. I Do - I structure my identity poem with deliberate language choices, sentences and ideas to rouse my audience.
Success Criteria: I can/have...
- brainstormed and shared my personal and cultural traits/characteristics/values / norms, and what others think of me as a result.
- expressed my feelings explicitly in my poem
Activities: Just because...
- Planning - Personal/Cultural traits activity
- Examples of poems tackling stereotype (Just because...)
- Write own Just because... poem Template
- Publish your poem
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Wiki Toru
Nǐ hǎo 10C2!
May the Year of the Dragon be filled with confidence and courage. Wishing you all prosperity and joy.
Happy Chinese New Year!
Whakatauki of the Week:
Aroha ki te tangata, ahakoa ko wai te tangata.
Love people, in spite of who they are.
Our personal identity and collective identity establshes who we are.
Breaking stereotypes in Aotearoa.
Poems are the inner voices of an individual. Through our 'Just because...' poems, we aim to give our inner emotions, thoughts and feelings, a voice meant to be heard. We aim to create awareness that stereotying hurts, and it is not okay. We aim to empower the young tāngata of Aotearoa to be proud of who they are, and lead by example.
So let's get straight into it with 'Just because...' Here, we tackle the issue of stereotyping.
Progess Outcomes:
1. I understand poems give us insights into the identities, cultures, experiences, and perspectives of others. They help us understand and appreciate where we have come from, who we are, and what it means to live in Aotearoa New Zealand. They provide us with the opportunities to experience different worlds and share, uplift, and advocate for the unique identities and cultures of individuals and groups.
2. I know some texts carry ideas about identity and belonging and help us think about our place in Aotearoa New Zealand. I know text creators make deliberate choices in structures and language features to amplify their voices and strengthen reader understanding and empathy in relation to aspects of identity and culture.
3. I Do - I structure my identity poem with deliberate language choices, sentences and ideas to rouse my audience.
Success Criteria: I can/have...
- brainstormed and shared my personal and cultural traits/characteristics/values / norms, and what others think of me as a result.
- expressed my feelings explicitly in my poem
Activities: Just because...
- Planning - Personal/Cultural traits activity
- Examples of poems tackling stereotype (Just because...)
- Write own Just because... poem Template
- Publish your poem
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Wiki Wha
All poems must be published by Monday.
Complete BrainPop activities on idioms / clichēs - See GC for link and class code.
See Week 3 planning for full details.
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Kia ora 10C2
Welcome ot Week 5
Whakatauki of the Week:
Manaaki whenua, manaaki tangata, haere whakamua.
Care for the land, care for the people, go forward.
Voices of the Pacific - poetry study:
Learning Intentions:
Mā te reo, ka mōhio; mā te reo ka mārama; mā te reo ka ora. I am exploring that poems give us insight into ourselves and others through the context of 'challenges and risks in Aotearoa'.
Ngā ariā | Ideas within, across, and beyond texts. I am recognising that texts help us understand what it means to be human, and to empathise with others.
Comprehending and creating texts: Progress Outcomes I aim to achieve from this learning:
I can:make meaning from texts (poems) with complex and abstract language, structures, content, layouts, and vocabulary
Poem : 'Spirit of the Land' by Makiutii TongiaActivities:
- See Google Classroom for the activity 'Spirit of the Land' by Makiutii Tongia
- Tips to answer poetry questions
Homework:
Independent Novel Study - Reading response grid while reading the novel. Complete for Week 4-5
Homework book - Complete for Week 5.
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He oranga ngākau, he pikinga waiora.
Positive feelings in your heart will raise your sense of self-worth.
Kia ora 10C2.
The focus for this week is to write to make a difference.
Last week, Coast Whanau went on an interactive day out to Totara Park.
Write a letter to Mrs Dada, proposing that such whanau day outs should be more often.Think of young minds and teenagers. Relate your reasoning to why experiences like this are more important than ever in Aotearoa today.
PLAN & DO / WHAKAMAHI learning intentions:
We are PLANNING to present a proposal letter to advocate for school actions to support teenage wellbeing by:
- applying correct letter writing conventions to achieve formality and seriousness
- constructing ideas that show critical thinking of the community/ world we live in
- justifying our ideas with relevant research, knowledge and experiences
Success Criteria:
- Have I applied correct letter writing conventions to achieve formality and seriousness?
- Have I constructed ideas that show critical thinking of the community/ world we live in?
- Have I justified my ideas with relevant research, knowledge and experiences?
When planning and writing:
- Think about letter writing skills you learnt last year. Use them!
- Use correct letter writing format
- Your aim is to convince Mrs Dada, so, make sure to include strong ideas and details. Support with research-based facts and examples.
- Think of young minds and teenagers. Relate your reasoning to why experiences like this are more important than ever in Aotearoa today. Back up ideas with effective reasoning and relevance to teenagers of Aotearoa.
- Make effective links to our context - In Aotearoa, we take risks and face challenges.
- Mrs Dada likes whakatauki (Maori proverbs), since they are full of deep meaning and values. Can you include a relevant whakatauki to strengthen your point of view?
Plan and write in your English book. Publish in Google Classroom
See Google Classroom for details
Libray: Monday -
Week 7
Ramadan Kareem to all students of the Islamic faith.
FOCUS / ARONGA learning intentions:
- We are FOCUSING understading the idea of how challenges and risk-taking shape our mindset.
- We are FOCUSING on showing in-depth undertanding of what we read by:
- identifying, explaining and discussing important parts of novel we are reading
Bring your novels to school everyday this week.
See Google Classroom for the activities.
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Kia ora 10C2.
Happy Easter to all!
We are continuing to explore the context that 'in Aotearoa we takes risks and face challenges. We are exploring this context through the lens of poetry about the Aotearoa (including Pasifika), written by Aotearoa and Pasifika poets.
FOCUS / ARONGA learning intentions:
Te whakamahi rautaki ki te whai māramatanga / Using strategy to gain understanding (Responding to Texts)- We are EXPLORING/FOCUSING 'in Aotearoa we take risks and face challenges' by interpreting how texts in Aotearoa New Zealand provide a lens on our unique cultural heritage
- We are EXPLORING/FOCUSING 'in Aotearoa we take risks and face challenges' by recognising how texts have biases (e.g. political, material, and social) which inform their purposes.
- We are EXPLORING/FOCUSING 'in Aotearoa we take risks and face challenges' by analysing multiple and sometimes competing interpretations of a text, including my own, using analytical lenses to make informed judgments about the text
- We are EXPLORING/FOCUSING 'in Aotearoa we take risks and face challenges' by recognising how texts include or exclude people, places, or ideas in different cultural, historical, political and social contexts.
This learning should help me in knowing that:- KNOW: Aotearoa New Zealand has unique literary traditions shaped by tangata whenua, tangata Tiriti, and those who have come from around Te Moana-nui-a-Kiwa. These traditions help me understand and contribute to the uniqueness of this place.
- KNOW: Some texts ask questions that cannot be answered. Through these questions, the texts grapple with ideas and feelings that are difficult to articulate or navigate.
- KNOW: Different analytical lenses can reveal different ways of seeing a text and help us to read it in line with or counter to its creator’s intentions.
Success Criteria: I can/have...
- I can illustrate with examples the themes, messages and opinions of a text that reflects Aotearoa’s cultural heritage
I can discuss the the ideas the author has presented in a text and draw conclusions from it
I can explain with evidence from the text, the effectiveness of language features the poets have employed.
I can annotate the poems to understand the ideas better.
Activities: Google Classroom
- Poem - 'The Falling House' by Ruth Dallas
- The benfefits and how to annotate poems?
Homework:
- Weekly novel study - read and respond (grid)
- Homework Book - assigned task
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Kia ora 10C2
Happy Easter to all!
We are continuing to explore the context that 'in Aotearoa we takes risks and face challenges. We are exploring this context through the lens of poetry about the Aotearoa (including Pasifika), written by Aotearoa and Pasifika poets.
FOCUS / ARONGA learning intentions:
Te whakamahi rautaki ki te whai māramatanga / Using strategy to gain understanding (Responding to Texts)- We are EXPLORING/FOCUSING 'in Aotearoa we take risks and face challenges' by interpreting how texts in Aotearoa New Zealand provide a lens on our unique cultural heritage
- We are EXPLORING/FOCUSING 'in Aotearoa we take risks and face challenges' by recognising how texts have biases (e.g. political, material, and social) which inform their purposes.
- We are EXPLORING/FOCUSING 'in Aotearoa we take risks and face challenges' by analysing multiple and sometimes competing interpretations of a text, including my own, using analytical lenses to make informed judgments about the text
- We are EXPLORING/FOCUSING 'in Aotearoa we take risks and face challenges' by recognising how texts include or exclude people, places, or ideas in different cultural, historical, political and social contexts.
This learning should help me in knowing that:- KNOW: Aotearoa New Zealand has unique literary traditions shaped by tangata whenua, tangata Tiriti, and those who have come from around Te Moana-nui-a-Kiwa. These traditions help me understand and contribute to the uniqueness of this place.
- KNOW: Some texts ask questions that cannot be answered. Through these questions, the texts grapple with ideas and feelings that are difficult to articulate or navigate.
- KNOW: Different analytical lenses can reveal different ways of seeing a text and help us to read it in line with or counter to its creator’s intentions.
Success Criteria: I can/have...
- I can annotate the poems to understand the ideas better
- I can illustrate with examples the themes, messages and opinions of a text that reflects Aotearoa’s cultural heritage
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I can discuss the the ideas the author has presented in a text and draw conclusions from it
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I can explain with evidence from the text, the effectiveness of structural features and language features the poets have employed.
Activities: See Google Classroom
- Annotate the poem - 'Spirit of the Land' by Makiutii Tongia.
- Answer the follow-up questions to show understanding of 'Spirit of the Land'
Homework:
- Weekly novel study - read and respond (grid) Due next week
- Homework Book - assigned task Marking on Thursday / Friday
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Kia ora 10C2
We are continuing to explore the context that 'in Aotearoa we takes risks and face challenges. We are exploring this context through the lens of poetry about the Aotearoa (including Pasifika), written by Aotearoa and Pasifika poets.
FOCUS / ARONGA learning intentions:
Te whakamahi rautaki ki te whai māramatanga / Using strategy to gain understanding (Responding to Texts)- We are EXPLORING/FOCUSING 'in Aotearoa we take risks and face challenges' by interpreting how texts in Aotearoa New Zealand provide a lens on our unique cultural heritage
- We are EXPLORING/FOCUSING 'in Aotearoa we take risks and face challenges' by recognising how texts have biases (e.g. political, material, and social) which inform their purposes.
- We are EXPLORING/FOCUSING 'in Aotearoa we take risks and face challenges' by analysing multiple and sometimes competing interpretations of a text, including my own, using analytical lenses to make informed judgments about the text
- We are EXPLORING/FOCUSING 'in Aotearoa we take risks and face challenges' by recognising how texts include or exclude people, places, or ideas in different cultural, historical, political and social contexts.
This learning should help me in knowing that:- KNOW: Aotearoa New Zealand has unique literary traditions shaped by tangata whenua, tangata Tiriti, and those who have come from around Te Moana-nui-a-Kiwa. These traditions help me understand and contribute to the uniqueness of this place.
- KNOW: Some texts ask questions that cannot be answered. Through these questions, the texts grapple with ideas and feelings that are difficult to articulate or navigate.
- KNOW: Different analytical lenses can reveal different ways of seeing a text and help us to read it in line with or counter to its creator’s intentions.
Success Criteria: I can/have...
- I can annotate the poems to understand the ideas better
- I can illustrate with examples the themes, messages and opinions of a text that reflects Aotearoa’s cultural heritage
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I can discuss the the ideas the author has presented in a text and draw conclusions from it
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I can explain with evidence from the text, the effectiveness of structural features and language features the poets have employed.
Activities: See Google Classroom
- Annotate the poem - 'Spirit of the Land' by Makiutii Tongia.
- Answer the follow-up questions to show understanding of 'Spirit of the Land'
Homework:
- Weekly novel study - read and respond (grid) Due this week
- Homework Book - assigned task Marking on Thursday / Friday
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Kia ora 10C2. Nau mai to Term 2!
This term our major learning context is 'Stand Up, Stand Out (whakamana)
Whakatauki -
Ē tū Rangatira - Stand strong and Lead
We will explore this context through the lenses of:
1. a collection of inspiring short stories by NZ kaituhi2. oral language/ presentation skills (speeches / presentations) - Whakamana: Stand up, stand out
Starting with short stories
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the context Stand Up, Stand Out (whakamana) by interpreting how texts in Aotearoa New Zealand provide a lens on our unique cultural heritage
- We are EXPLORING the context Stand Up, Stand Out (whakamana) by recognising how texts have biases (e.g. political, material, and social) which inform their purposes.
- We are EXPLORING the context Stand Up, Stand Out (whakamana) by recognising how texts include or exclude people, places, or ideas in different cultural, historical, political and social contexts.
Success Criteria: I can / have...
1. I can identify themes, messages and opinions within the short story: ‘Ka Kite Bro’ by Willie Davis, which reflect our unique cultural heritage
2. I can recognise the cultural bias apparent in ‘Ka Kite Bro’
3. I can explain with examples the themes, messages and opinions of ‘Ka Kite Bro’ that reflects Aotearoa’s cultural heritage
4. I can infer how the themes, messages and opinions of ‘Ka Kite Bro’ can be experienced by different readers in different ways
5. I can explain how the main issues in ‘Ka Kite Bro’ manifests in society and the impact on various groups of people
6. I can evaluate the impact of inclusion/ exclusion of people, places, or ideas in ‘Ka Kite Bro’ on our perceptions of the text/ society
Activities:
Part 1 : Before reading:
a) Research the author's background. What are the important information should you need to know about Wille Davis in order to understand the author's persepective in the story ' Ka Kite Bro'?
b) Create a prezy presentation to share Wille Davis's background.
c) How might you see Wille Davis's background and perspectives in his story 'Ka Kite Bro'
Reading: Part 2
a) Skim-read 'Ka Kite Bro', and identify all written words and phrases which may help in understanding the story well. Make notes - annotate
b) Read the story and complete the follow up activity. See Google Classroom for the activity.
Homework:
Homework book.Use these everyday kupu for English
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Kia ora 10C2. Short stories continued...
This term our major learning context is 'Stand Up, Stand Out (whakamana)
Whakatauki -
Ē tū Rangatira - Stand strong and Lead
We will explore this context through the lenses of:
1. a collection of inspiring short stories by NZ kaituhi2. oral language/ presentation skills (speeches / presentations) - Whakamana: Stand up, stand out
Starting with short stories
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the context Stand Up, Stand Out (whakamana) by interpreting how texts in Aotearoa New Zealand provide a lens on our unique cultural heritage
- We are EXPLORING the context Stand Up, Stand Out (whakamana) by recognising how texts have biases (e.g. political, material, and social) which inform their purposes.
- We are EXPLORING the context Stand Up, Stand Out (whakamana) by recognising how texts include or exclude people, places, or ideas in different cultural, historical, political and social contexts.
Success Criteria: I can / have...
1. I can identify themes, messages and opinions within the short story: ‘Ka Kite Bro’ by Willie Davis, which reflect our unique cultural heritage
2. I can recognise the cultural bias apparent in ‘Ka Kite Bro’
3. I can explain with examples the themes, messages and opinions of ‘Ka Kite Bro’ that reflects Aotearoa’s cultural heritage
4. I can infer how the themes, messages and opinions of ‘Ka Kite Bro’ can be experienced by different readers in different ways
5. I can explain how the main issues in ‘Ka Kite Bro’ manifests in society and the impact on various groups of people
6. I can evaluate the impact of inclusion/ exclusion of people, places, or ideas in ‘Ka Kite Bro’ on our perceptions of the text/ society
Activities:
Part 1 : Before reading:
a) Research the author's background. What are the important information should you need to know about Wille Davis in order to understand the author's persepective in the story ' Ka Kite Bro'?
b) Create a prezy presentation to share Wille Davis's background.
c) How might you see Wille Davis's background and perspectives in his story 'Ka Kite Bro'
Reading: Part 2
a) Skim-read 'Ka Kite Bro', and identify all written words and phrases which may help in understanding the story well. Make notes - annotate
b) Read the story and complete the follow up activity. See Google Classroom for the activity.
Homework:
Homework book.Use these everyday kupu for English
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Nau mai to Week 3 of Term 2!
This week, we will analyse the short story, 'Ka Kite, Bro'
We we look at: ideas and themes, character challenges, language features employede by Willie Davis to give meaning to his story.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING/ DOING response to text essays to show our understanding of how language, literature, and texts give us insights into ourselves and others.
- We are PLANNING/ DOING response to text essays to show our understanding that the stories of Aotearoa New Zealand are unique taonga tuku iho and are a source of joy and nourishment
- We are PLANNING/ DOING response to text essays by analysing language features used by the kaituhi to give meannig to their story.
- We are PLANNING/ DOING response to text essays analysing the main ideas and themes, and how characters show whakamana in adversities.
- We are explaing if author bias is apparent in the texts.
Success Criteria: I can/have...
- re-read the story to identify important language features used - annotate
- reflect on the story to identify important ideas and themes
- explain with evidence, how the main characters show whakamana in challenging situations.
- locate examples of bias present in 'Ka Kite, Bro'
- use PEEL / TEXAS / PEDAL structure to write a response to text essay.
Activities: See Google Classroom for the activities this week
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Nau mai to Week 4 of Term 2
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING/ DOING response to text essays to show our understanding of how language, literature, and texts give us insights into ourselves and others.
- We are PLANNING/ DOING response to text essays to show our understanding that the stories of Aotearoa New Zealand are unique taonga tuku iho and are a source of joy and nourishment
- We are PLANNING/ DOING response to text essays by analysing language features used by the kaituhi to give meannig to their story.
- We are PLANNING/ DOING response to text essays analysing the main ideas and themes, and how characters show whakamana in adversities.
Essay: Discuss a challenge Tama faced in 'Ka kite, Bro'.
Success Criteria: I can/have...
- use the 5 finger rule to write the introduction
- identify a major cvhallenge Tama faced
- skim and scan for 2-3 evidences to support my chosen main idea
- analyse the quotes by explaining what they prove.
Activities:
- Write in your book
- See Google Classroom for activites and resources.
Homework:
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Talofa lava 10C2!
Week 5 and Week 6 are our English assessment weeks. This assessment will take place at school. It is due in Google Classroom on 10th June.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING/ DOING a response to texts essay to show our understanding of how language, literature, and texts give us insights into ourselves and others and embody power relationship
- We are PLANNING/ DOING a response to texts essay by choosing language that is appropriate to the topic, audience, and purpose
See assessment information here. Resources are also shared in Google Classroom.
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Opened: Monday, 27 May 2024, 12:00 AM
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Assessment in progress - See Week 5 plan for details
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Week 7
Assessment in progress - See Week 6 plan
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Kia ora 10C2
Oral texts / speeches start this week!
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING/ DOING an oral text to show our understanding of how language, literature, and texts give us insights into ourselves and others and embody power relationships.
- We are PLANNING/ DOING an oral text to show our understanding that the stories of Aotearoa New Zealand are unique taonga tuku iho and are a source of joy and nourishment.
Success Criteria: I can/have...
I have created an oral text which conveys relevant and supported ideas about local, national and/ or global events/ issues and have discussed:- biases/perspectives arising from these issues/events
- why people, places, or ideas have included and/or excluded in the context of thes issues/events
I have created an oral text which tell my audience about ideas and opinions about what I value
I have created an oral text which express my ideas and opinions about what I value, showing understanding that these may be interpreted in different ways by different audiences, and knowing that how I communicate my ideas can play a part in shaping society
Activities:
See Google Classroom for all resources and learning tasks.
Homework:
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In progress:
Creating oral texts/ speeches
See Week 8 planning
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In progress:
Creating oral texts / speeches
See Week 8 planning for details
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Kia ora 10C2
Nau mai, haere mai to Term 3!
Speeches continued...
Oral texts / speeches
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING/ DOING an oral text to show our understanding of how language, literature, and texts give us insights into ourselves and others and embody power relationships.
- We are PLANNING/ DOING an oral text to show our understanding that the stories of Aotearoa New Zealand are unique taonga tuku iho and are a source of joy and nourishment.
Success Criteria: I can/have...
I have created an oral text which conveys relevant and supported ideas about local, national and/ or global events/ issues and have discussed:
- biases/perspectives arising from these issues/events
- why people, places, or ideas have included and/or excluded in the context of thes issues/events
I have created an oral text which tell my audience about ideas and opinions about what I value
I have created an oral text which express my ideas and opinions about what I value, showing understanding that these may be interpreted in different ways by different audiences, and knowing that how I communicate my ideas can play a part in shaping society
Activities:
See Google Classroom for all resources and learning tasks.
Homework:
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Kia ora students.
Speech continued. Developing oral language / presentation skills.
See Week 1 plan
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Kia orana 10C2!
This week, our focus is to memorise and presenting our speeches! Happy learning!
Use the rubric to guide your presentation
See Google Classroom for resources.
Library on Thursday.
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PLAN & DO / WHAKAMAHI learning intentions:
- We are presenting a persuasive speech to an audience so that we can develop oral language skills
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PLAN & DO / WHAKAMAHI learning intentions:
- We are presenting a persuasive speech to an audience so that we can develop oral language skills
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PLAN & DO / WHAKAMAHI learning intentions:
- We are presenting a persuasive speech to an audience so that we can develop oral language skills
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Kia ora 10C2.
This week, we focus on revising our writing skills.
FOCUS / ARONGA learning intentions:
- We are FOCUSING creating extended texts, according to purpose and audience.
- We are FOCUSING on applying appropriate text structures and conventions to create written texts.
- We are FOCUSING reflecting on our written texts, and editing and proofreading for accuracy and meaning.
Activities and Resources:
- Literally skills book (homework book)
- Activities on in Google Classroom
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Kia ora 10C2.
This week, we focus on revising our writing skills.
FOCUS / ARONGA learning intentions:
- We are FOCUSING creating extended texts, according to purpose and audience.
- We are FOCUSING on applying appropriate text structures and conventions to create written texts.
- We are FOCUSING reflecting on our written texts, and editing and proofreading for accuracy and meaning.
Activities and Resources:
- Literally skills book (homework book)
- Activities on in Google Classroom
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Kia ora 10C2.This week, our focus is to learn how to create CVs and job apllication letters.PLAN & DO / WHAKAMAHI learning intentions:
- We are constructing texts for formal purpose.
- We are creating CVs and jop application letters
- We are demonstrating that CVs and job application letters have formal purpose and text conventions.
See Google Classroom for activities.
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Week 10
Kia ora 10C2. This week we indulge in newspaer scavenger hunt to explore the features of newspapers.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the text features of newspaper.
- We are EXPLORING langauge features in newspapers.
Activity:
In pairs, complete the newspaer scavenger hunt activity.
There are 25 tasks. YOU WILL DO ONE AT A TIME.
Each task is worth 2 points.
Reward for the most voracious scavenger.
So, on your marks, and hunt!
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Fakaalofa lahi atu!
Haere mai to Term 4! Your final term at MHJC.
This week, will shall indulge in some excitiung creative writing moments.You be plan and write a moment-in-time narrative. What is a moment-in-time writng?PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING a moment-in-time writing so that we can demonstrate the abilty to provide vivid details for interest.
- We are creating a moment-in-time writing so that we can enhance our descriptive writing skills.
Success Criteria: I can/have...
Activities:- See Google Classroom for resources and activities
Homework:
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Creative writing - 'explode a moment'
continued ...
This week, we shall indulge in some excitiung creative writing moments.You be plan and write a moment-in-time narrative. What is a moment-in-time writng?PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING a moment-in-time writing so that we can demonstrate the abilty to provide vivid details for interest.
- We are creating a moment-in-time writing so that we can enhance our descriptive writing skills.
Success Criteria: I can/have...
Activities:- See Google Classroom for resources and activities
Homework:
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Creative writing - 'explode a moment'
continued ...
This week, we shall indulge in some excitiung creative writing moments.You be plan and write a moment-in-time narrative. What is a moment-in-time writng?PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING a moment-in-time writing so that we can demonstrate the abilty to provide vivid details for interest.
- We are creating a moment-in-time writing so that we can enhance our descriptive writing skills.
Success Criteria: I can/have...
Activities:- See Google Classroom for resources and activities
Homework:
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CAT Practise
See Google Classroom for activites.
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CAT Practise
See Google Classroom for activites.
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