10F1 English

Weekly outline

• Select week General

  General

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  • Select activity Past e-asTTle exams

    

    Past e-asTTle exams Folder

    Hope this helps

  • Select activity e-asttle Writing Resources

    

    e-asttle Writing Resources Folder

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

  • Select activity Sample Introduction

    

    Sample Introduction File
  • Select activity How to write a conclusion

    

    How to write a conclusion File

    Response to written text conclusion

  • Select activity Written text techniques

    

    Written text techniques File

    List of techniques you car refer to in a written text

  • Select activity Past e-asTTle exams

    

    Past e-asTTle exams Folder

    Hope this helps

  • Select activity e-asttle Writing Resources

    

    e-asttle Writing Resources Folder

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

  • Select activity Sample Introduction

    

    Sample Introduction File
  • Select activity How to write a conclusion

    

    How to write a conclusion File

    Response to written text conclusion

  • Select activity Written text techniques

    

    Written text techniques File

    List of techniques you car refer to in a written text

  • Select activity Past e-asTTle exams

    

    Past e-asTTle exams Folder

    Hope this helps

  • Select activity e-asttle Writing Resources

    

    e-asttle Writing Resources Folder

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

  • Select activity Sample Introduction

    

    Sample Introduction File
  • Select activity How to write a conclusion

    

    How to write a conclusion File

    Response to written text conclusion

  • Select activity Written text techniques

    

    Written text techniques File

    List of techniques you car refer to in a written text

  • Select activity Past e-asTTle exams

    

    Past e-asTTle exams Folder

    Hope this helps

  • Select activity e-asttle Writing Resources

    

    e-asttle Writing Resources Folder

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

  • Select activity Sample Introduction

    

    Sample Introduction File
  • Select activity How to write a conclusion

    

    How to write a conclusion File

    Response to written text conclusion

  • Select activity Written text techniques

    

    Written text techniques File

    List of techniques you car refer to in a written text

• Select week TERM 1 WEEK 1

  TERM 1 WEEK 1

  
  

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

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

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

  Success Criteria: I can/have...

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

  Activities:

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

  Follow Up Tasks:
  

  • Homework expectation

  
  

  • Select activity Text and media area

    
  • Select activity Text and media area

    
• Select week TERM 1 WEEK 2

  TERM 1 WEEK 2
  Kiaora Year 10's. This is a short week so we will go through some introductory activities. 
  
  Context:  'Kotahitanga' - Leadership, unity and collective action
  MHJC Values :
  Ako : 
  I have been guided to use a range of reasoning, evaluation & decision-making strategies (S2)
  

  
  

  Wananga: 

  I can explain what I am learning and why. (S2) I can use evidence to explain where I am with my learning (S3)

  I can explain my learning using GREAT Ako (S2) I have used a range of thinking and learning strategies/ scaffolds from GREAT Ako (S3)

  I demonstrate the skills to work collaboratively with others (S2) I am a curious self-directed learner (S3)

  I use learning intentions and success criteria to make learning goals/targets (S2) I use success criteria to track progress and check work - self/peer assessor (S3)

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the concept of 'Kotahitanga' - Leadership, unity and collective action by analysing and interpreting the power relationships in literature, language and texts
  • We are EXPLORING the concept of 'Kotahitanga' - Leadership, unity and collective action byrecognising that texts help us understand what it means to be human and to empathise with others
  • We are EXPLORING the concept of 'Kotahitanga' - Leadership, unity and collective action by interpreting the bias that exists in texts
  • We are EXPLORING the concept of 'Kotahitanga' - Leadership, unity and collective action by recognising that these biases have their own political, material, and social interests that inform their purposes.
  • We are EXPLORING the concept of 'Kotahitanga' - Leadership, unity and collective action by evaluating competing interpretations of a text, including my own, using analytical lenses to make informed judgments about the text
  • We are EXPLORING the concept of 'Kotahitanga' - Leadership, unity and collective action by identifying, discussing, and debating how texts present particular versions of the world, supporting my arguments with pertinent evidence
  • We are EXPLORING the concept of 'Kotahitanga' - Leadership, unity and collective action by redesigning texts in response to my critical analysis by, for example, adopting alternative interpretations, challenging understandings, or applying analytical mode

  
  Success Criteria
  
  
  
  

  Activities:

  1. Refer to Google CLassroom

  Further Learning:
  Reading Plus

  
  

  
  

  • Select activity Aotearoa Poster

    

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

    

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

    

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

    

    North Island Poster File
  • Select activity South Island Poster

    

    South Island Poster File
  • Select activity Aotearoa Poster

    

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

    

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

    

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

    

    North Island Poster File
  • Select activity South Island Poster

    

    South Island Poster File
• Select week TERM 1 WEEK 3

  TERM 1 WEEK 3
  Kiaora Year 10's. This week we will be exploring the presence of bias in text
  
  Context:  'Kotahitanga' - Leadership, unity and collective action
  MHJC Values :
  Ako : 
  I have been guided to use a range of reasoning, evaluation & decision-making strategies (S2)
  

  
  

  Wananga: 

  I can explain what I am learning and why. (S2) I can use evidence to explain where I am with my learning (S3)

  I can explain my learning using GREAT Ako (S2) I have used a range of thinking and learning strategies/ scaffolds from GREAT Ako (S3)

  I demonstrate the skills to work collaboratively with others (S2) I am a curious self-directed learner (S3)

  I use learning intentions and success criteria to make learning goals/targets (S2) I use success criteria to track progress and check work - self/peer assessor (S3)

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the concept of 'Kotahitanga' - Leadership, unity and collective action by analysing and interpreting the power relationships in literature, language and texts
  • We are EXPLORING the concept of 'Kotahitanga' - Leadership, unity and collective action byrecognising that texts help us understand what it means to be human and to empathise with others
  • We are EXPLORING the concept of 'Kotahitanga' - Leadership, unity and collective action by interpreting the bias that exists in texts
  • We are EXPLORING the concept of 'Kotahitanga' - Leadership, unity and collective action by recognising that these biases have their own political, material, and social interests that inform their purposes.
  • We are EXPLORING the concept of 'Kotahitanga' - Leadership, unity and collective action by evaluating competing interpretations of a text, including my own, using analytical lenses to make informed judgments about the text
  • We are EXPLORING the concept of 'Kotahitanga' - Leadership, unity and collective action by identifying, discussing, and debating how texts present particular versions of the world, supporting my arguments with pertinent evidence
  • We are EXPLORING the concept of 'Kotahitanga' - Leadership, unity and collective action by redesigning texts in response to my critical analysis by, for example, adopting alternative interpretations, challenging understandings, or applying analytical mode

  
  Success Criteria
  
  
  
  

  Activities:

  1. Refer to Google CLassroom

  Further Learning:
  Reading Plus

  
  

  
  

  
  

  • Select activity Text and media area

    
  • Select activity PEDAL PAra

    

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

    

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

    

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

    

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

    

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

  TERM 1 WEEK 4
  Kiaora Year 10's. This week we will be comparing and constarting the narrative perspective of Witi Ihimaera and Katherine Mansfield
  
  Context:  'Kotahitanga' - Leadership, unity and collective action
  MHJC Values :
  Ako : 
  I have been guided to use a range of reasoning, evaluation & decision-making strategies (S2)
  

  
  

  Wananga: 

  I can explain what I am learning and why. (S2) I can use evidence to explain where I am with my learning (S3)

  I can explain my learning using GREAT Ako (S2) I have used a range of thinking and learning strategies/ scaffolds from GREAT Ako (S3)

  I demonstrate the skills to work collaboratively with others (S2) I am a curious self-directed learner (S3)

  I use learning intentions and success criteria to make learning goals/targets (S2) I use success criteria to track progress and check work - self/peer assessor (S3)

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the concept of 'Kotahitanga' - Leadership, unity and collective action by analysing and interpreting the power relationships in literature, language and texts
  • We are EXPLORING the concept of 'Kotahitanga' - Leadership, unity and collective action byrecognising that texts help us understand what it means to be human and to empathise with others
  • We are EXPLORING the concept of 'Kotahitanga' - Leadership, unity and collective action by interpreting the bias that exists in texts
  • We are EXPLORING the concept of 'Kotahitanga' - Leadership, unity and collective action by recognising that these biases have their own political, material, and social interests that inform their purposes.
  • We are EXPLORING the concept of 'Kotahitanga' - Leadership, unity and collective action by evaluating competing interpretations of a text, including my own, using analytical lenses to make informed judgments about the text
  • We are EXPLORING the concept of 'Kotahitanga' - Leadership, unity and collective action by identifying, discussing, and debating how texts present particular versions of the world, supporting my arguments with pertinent evidence
  • We are EXPLORING the concept of 'Kotahitanga' - Leadership, unity and collective action by redesigning texts in response to my critical analysis by, for example, adopting alternative interpretations, challenging understandings, or applying analytical mode

  
  Success Criteria
  
  
  
  

  Activities:

  1. Refer to Google CLassroom

  
  

  Further Learning:
  Reading Plus

  
  

  
  

  
  
  
• Select week TERM 1 WEEK 5

  TERM 1 WEEK 5
  Kiaora Year 10's. This week we will be comparing and constarting the narrative perspective of Witi Ihimaera and Katherine Mansfield
  
  Context:  'Kotahitanga' - Leadership, unity and collective action
  MHJC Values :
  Ako : 
  I have been guided to use a range of reasoning, evaluation & decision-making strategies (S2)
  

  
  

  Wananga: 

  I can explain what I am learning and why. (S2) I can use evidence to explain where I am with my learning (S3)

  I can explain my learning using GREAT Ako (S2) I have used a range of thinking and learning strategies/ scaffolds from GREAT Ako (S3)

  I demonstrate the skills to work collaboratively with others (S2) I am a curious self-directed learner (S3)

  I use learning intentions and success criteria to make learning goals/targets (S2) I use success criteria to track progress and check work - self/peer assessor (S3)

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the concept of 'Kotahitanga' - Leadership, unity and collective action by analysing and interpreting the power relationships in literature, language and texts
  • We are EXPLORING the concept of 'Kotahitanga' - Leadership, unity and collective action byrecognising that texts help us understand what it means to be human and to empathise with others
  • We are EXPLORING the concept of 'Kotahitanga' - Leadership, unity and collective action by interpreting the bias that exists in texts
  • We are EXPLORING the concept of 'Kotahitanga' - Leadership, unity and collective action by recognising that these biases have their own political, material, and social interests that inform their purposes.
  • We are EXPLORING the concept of 'Kotahitanga' - Leadership, unity and collective action by evaluating competing interpretations of a text, including my own, using analytical lenses to make informed judgments about the text
  • We are EXPLORING the concept of 'Kotahitanga' - Leadership, unity and collective action by identifying, discussing, and debating how texts present particular versions of the world, supporting my arguments with pertinent evidence
  • We are EXPLORING the concept of 'Kotahitanga' - Leadership, unity and collective action by redesigning texts in response to my critical analysis by, for example, adopting alternative interpretations, challenging understandings, or applying analytical mode

  
  Success Criteria
  
  
  
  

  Activities:

  1. Refer to Google CLassroom

  
  

  Further Learning:
  Reading Plus

  
  

  
  
• Select week TERM 1 WEEK 6

  TERM 1 WEEK 6

  Kiaora Year 10's. This week we will be comparing and constarting the narrative perspective of Witi Ihimaera and Katherine Mansfield
  

  Context:  'Kotahitanga' - Leadership, unity and collective action
  

  
  

  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on the concept that language is not neutral and that all uses of it (including my own) involve power, and it is often actively contested as people seek to shape meaning according to their social and political interest by developing an understanding the bias that exists in text including cultural and political bias
  • We are FOCUSING on the concept that language is not neutral and that all uses of it (including my own) involve power, and it is often actively contested as people seek to shape meaning according to their social and political interest by explaining the source and purpose of bias in text and the tools used to create this
  • We are FOCUSING on the concept that language is not neutral and that all uses of it (including my own) involve power, and it is often actively contested as people seek to shape meaning according to their social and political interest by evaluating competing interpretations of a text, including my own, using analytical lenses to make informed judgments about the text

  
  

  Activities:

  1. One Pager
  2. Character Analysis - use template on GC
  3. Refer to Google CLassroom

  Further Learning:
  Reading Plus

  
  

  
  
• Select week TERM 1 WEEK 7

  TERM 1 WEEK 7

  Kiaora Year 10. This week we will begin unpacking the cultural, social and political factors that shaped Mansfield's telling of the " The Kidnapping of Pearl Button" and contrast it with the modern retelling of the story by Ihimaera in "The affectionate Kidnappers"

  FOCUS / ARONGA learning intentions:
  

  

  • We are FOCUSING on the concept that language is not neutral and that all uses of it (including my own) involve power, and it is often actively contested as people seek to shape meaning according to their social and political interest by developing an understanding the bias that exists in text including cultural and political bias

  • We are FOCUSING on the concept that language is not neutral and that all uses of it (including my own) involve power, and it is often actively contested as people seek to shape meaning according to their social and political interest by explaining the source and purpose of bias in text and the tools used to create this

  • We are FOCUSING on the concept that language is not neutral and that all uses of it (including my own) involve power, and it is often actively contested as people seek to shape meaning according to their social and political interest by evaluating competing interpretations of a text, including my own, using analytical lenses to make informed judgments about the text

  Success Criteria

  
  

  Activities

  -Venn Diagram - compare / contrast the texts

  - Canva - Key elements of the Texts

  Homework

  - Reading Plus
  
• Select week TERM 1 WEEK 8

  TERM 1 WEEK 8

  Kiaora Year 10. This week we will continue unpacking the cultural, social and political factors that shaped Mansfield's telling of the " The Kidnapping of Pearl Button" and contrast it with the modern retelling of the story by Ihimaera in "The affectionate Kidnappers"

  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on the concept that language is not neutral and that all uses of it (including my own) involve power, and it is often actively contested as people seek to shape meaning according to their social and political interest by developing an understanding the bias that exists in text including cultural and political bias
  • We are FOCUSING on the concept that language is not neutral and that all uses of it (including my own) involve power, and it is often actively contested as people seek to shape meaning according to their social and political interest by explaining the source and purpose of bias in text and the tools used to create this
  • We are FOCUSING on the concept that language is not neutral and that all uses of it (including my own) involve power, and it is often actively contested as people seek to shape meaning according to their social and political interest by evaluating competing interpretations of a text, including my own, using analytical lenses to make informed judgments about the text

  Success Criteria

  
  

  Activities

  -Venn Diagram - compare / contrast the texts

  - Canva - Key elements of the Texts

  Homework

  - Reading Plus
  
• Select week TERM 1 WEEK 9

  TERM 1 WEEK 9

  This week we will continue looking at the perspective of two different writers and how their perspective has been shaped by their context: social, material and political.

  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to apply our understanding of bias in literature so that we can identify and explain the power relations that exist in society
  • We are PLANNING to apply our understanding of bias in literature so that we can evaluate competing interpretations of a text, including my own
  • We are PLANNING to apply our understanding of bias in literature so that we can use an analytical lenses to make informed judgments about the text
  • We are PLANNING to apply our understanding of bias in literature so that we can redesign texts in response to my critical analysis by, for example, adopting alternative interpretations, challenging understandings, or applying analytical models.

  Paearu Angitu (Success Criteria): I can...

  
  

  Hei Mahi (Activities):

  1. Compare and Contrast essay
  2. Timeline of NZ and world political movement that shapes bias

  
  

  Mahi Kāinga (Homework/Further Learning):

  Reading Plus 

  Grammar Bk
• Select week TERM 1 WEEK 10

  TERM 1 WEEK 10

  This week we will continue looking at the perspective of two different writers and how their perspective has been shaped by their context: social, material and political.

  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to apply our understanding of bias in literature so that we can identify and explain the power relations that exist in society
  • We are PLANNING to apply our understanding of bias in literature so that we can evaluate competing interpretations of a text, including my own
  • We are PLANNING to apply our understanding of bias in literature so that we can use an analytical lenses to make informed judgments about the text
  • We are PLANNING to apply our understanding of bias in literature so that we can redesign texts in response to my critical analysis by, for example, adopting alternative interpretations, challenging understandings, or applying analytical models.

  Paearu Angitu (Success Criteria): I can...

  
  

  Hei Mahi (Activities):

  1. Compare and Contrast essay
  2. Timeline of NZ and world political movement that shapes bias

  
  

  Mahi Kāinga (Homework/Further Learning):

  Reading Plus 

  Grammar Bk
• Select week TERM 1 WEEK 11

  TERM 1 WEEK 11

  This week we will continue looking at the perspective of two different writers and how their perspective has been shaped by their context: social, material and political.

  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING to apply our understanding of bias in literature so that we can identify and explain the power relations that exist in society
  • We are PLANNING to apply our understanding of bias in literature so that we can evaluate competing interpretations of a text, including my own
  • We are PLANNING to apply our understanding of bias in literature so that we can use an analytical lenses to make informed judgments about the text
  • We are PLANNING to apply our understanding of bias in literature so that we can redesign texts in response to my critical analysis by, for example, adopting alternative interpretations, challenging understandings, or applying analytical models.

  Paearu Angitu (Success Criteria): I can...

  
  

  Hei Mahi (Activities):

  1. Compare and Contrast essay
  2. Timeline of NZ and world political movement that shapes bias

  
  

  Mahi Kāinga (Homework/Further Learning):

  Reading Plus 

  Grammar Bk

  • Select activity Assessment 1: Recognising Writer's Bias

    

    Assessment 1: Recognising Writer's Bias Assignment

    Opened: Tuesday, 9 April 2024, 8:00 AM

    Due: Wednesday, 10 April 2024, 5:00 PM
  • Select activity Assessment 1a: Recognising Writer's Bias

    

    Assessment 1a: Recognising Writer's Bias Assignment

    Opened: Tuesday, 9 April 2024, 12:00 AM

    Due: Tuesday, 16 April 2024, 12:00 AM

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    Not available unless:

    • Your ID number is 230290
    • Your ID number is 210222
    • Your ID number is 230243
    • Your ID number is 230209
    • Your ID number is 220278
• Select week 15 April - 21 April

  15 April - 21 April
• Select week 22 April - 28 April

  22 April - 28 April
• Select week TERM 2 WEEK 1

  TERM 2 WEEK 1

  Welcome back Year 10's. This term will be unpacking what shapes people's perspectives as we unpack "Risky" choices and decisions individuals make. You will be selecting a novel to read from the list shared with you. All the text have to do with teens and difficult choices they have to make.

  
  

  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the impact of the choices/decisions characters make in a range of text (Risky Business) by recognising that there are multiple perspectives in a text.
  • We are EXPLORING the impact of the choices/decisions characters make in a range of text (Risky Business) by evaluating how they demonstrate key ideas and the purpose of exploring these themes.
  • We are EXPLORING the impact of the choices/decisions characters make in a range of text (Risky Business) by empathising with characters and their experiences.
  • We are EXPLORING the impact of the choices/decisions characters make in a range of text (Risky Business) by understanding that texts ask questions that cannot be answered.
  • We are EXPLORING the impact of the choices/decisions characters make in a range of text (Risky Business) by identifying, discussing, and debating how the texts grapple with ideas and feelings that are difficult to articulate or navigate
  • We are EXPLORING the impact of the choices/decisions characters make in a range of text (Risky Business) by analysing the key settings and how they have been selected by the author for effect

  
  

  Activities

  
  

  
  
• Select week TERM 2 WEEK 2

  TERM 2 WEEK 2

  This week we will be moving into unpacking how the context of a character shapes their context.

  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the impact of the choices/decisions characters make in a range of text (Risky Business) by recognising that there are multiple perspectives in a text.
  • We are EXPLORING the impact of the choices/decisions characters make in a range of text (Risky Business) by evaluating how they demonstrate key ideas and the purpose of exploring these themes.
  • We are EXPLORING the impact of the choices/decisions characters make in a range of text (Risky Business) by empathising with characters and their experiences.
  • We are EXPLORING the impact of the choices/decisions characters make in a range of text (Risky Business) by understanding that texts ask questions that cannot be answered.
  • We are EXPLORING the impact of the choices/decisions characters make in a range of text (Risky Business) by identifying, discussing, and debating how the texts grapple with ideas and feelings that are difficult to articulate or navigate
  • We are EXPLORING the impact of the choices/decisions characters make in a range of text (Risky Business) by analysing the key settings and how they have been selected by the author for effect
  • 
    

  
  Activities
  
  

  
  
• Select week TERM 2 WEEK 3

  TERM 2 WEEK 3

  This week

  As we looked at last week, decisions individuals make is dictated by external factors. So the questions remains - why do young people make choices that has a negative impact? 

  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the impact of the choices/decisions characters make in a range of text (Risky Business) by recognising that there are multiple perspectives in a text.
  • We are EXPLORING the impact of the choices/decisions characters make in a range of text (Risky Business) by evaluating how they demonstrate key ideas and the purpose of exploring these themes.
  • We are EXPLORING the impact of the choices/decisions characters make in a range of text (Risky Business) by empathising with characters and their experiences.
  • We are EXPLORING the impact of the choices/decisions characters make in a range of text (Risky Business) by understanding that texts ask questions that cannot be answered.
  • We are EXPLORING the impact of the choices/decisions characters make in a range of text (Risky Business) by identifying, discussing, and debating how the texts grapple with ideas and feelings that are difficult to articulate or navigate
  • We are EXPLORING the impact of the choices/decisions characters make in a range of text (Risky Business) by analysing the key settings and how they have been selected by the author for effect

  .

  Activities

  
  

  
  

  
  
• Select week TERM 2 WEEK 4

  TERM 2 WEEK 4
  This week we will compare the choices/risks taken by characters in the novel and choices we make. At the same time we will be discussing, and debating how the texts grapple with ideas and feelings that are difficult to articulate or navigate.

  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the impact of the choices/decisions characters make in a range of text (Risky Business) by recognising that there are multiple perspectives in a text.
  • We are EXPLORING the impact of the choices/decisions characters make in a range of text (Risky Business) by evaluating how they demonstrate key ideas and the purpose of exploring these themes.
  • We are EXPLORING the impact of the choices/decisions characters make in a range of text (Risky Business) by empathising with characters and their experiences.
  • We are EXPLORING the impact of the choices/decisions characters make in a range of text (Risky Business) by understanding that texts ask questions that cannot be answered.
  • We are EXPLORING the impact of the choices/decisions characters make in a range of text (Risky Business) by identifying, discussing, and debating how the texts grapple with ideas and feelings that are difficult to articulate or navigate
  • We are EXPLORING the impact of the choices/decisions characters make in a range of text (Risky Business) by analysing the key settings and how they have been selected by the author for effect

  

  Activities

  
  

  
  
• Select week TERM 2 WEEK 5

  TERM 2 WEEK 5

  Well done last week. Today the focus shifts to the themes raised in the text  and develop an understanding that texts ask questions that cannot be answered.

  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the impact of the choices/decisions characters make in a range of text (Risky Business) by recognising that there are multiple perspectives in a text.
  • We are EXPLORING the impact of the choices/decisions characters make in a range of text (Risky Business) by evaluating how they demonstrate key ideas and the purpose of exploring these themes.
  • We are EXPLORING the impact of the choices/decisions characters make in a range of text (Risky Business) by empathising with characters and their experiences.
  • We are EXPLORING the impact of the choices/decisions characters make in a range of text (Risky Business) by understanding that texts ask questions that cannot be answered.
  • We are EXPLORING the impact of the choices/decisions characters make in a range of text (Risky Business) by identifying, discussing, and debating how the texts grapple with ideas and feelings that are difficult to articulate or navigate
  • We are EXPLORING the impact of the choices/decisions characters make in a range of text (Risky Business) by analysing the key settings and how they have been selected by the author for effect

  

  Activities

  
  

  
  
• Select week TERM 2 WEEK 6

  TERM 2 WEEK 6

  
  
• Select week TERM 2 WEEK 7

  TERM 2 WEEK 7
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  TERM 2 WEEK 8
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