9M2 English

Weekly outline

• Select week General

  General

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  • Select activity 9M2 CAT English

    

    9M2 CAT English Assignment
• Select week 29 January - 4 February

  29 January - 4 February

  
  

  FOCUS / ARONGA learning intentions:
  

  
  

  We are FOCUSING on koreroreroing about the expectations at MHJC.

  We are FOCUSING on koreroreroing in activities with other students.

  We are FOCUSING on koreoreroing about important information and questions for this year.

  
  

  Success Criteria: I can...

  • Engaging in activities with other students.
  • Talk and listen about important information and questions for this year.

  
                                                                                                                        Tuesday
  
  The students will have appointments with their LA teacher of the following content below:
  
  

  • Being welcomed
  • Knowing their timetable
  • Their stationery list and uniform
  • BYOD
  • Digital learning: Weekly homework
  • Y7 camp
  • Other bits

                                                                                      
  

                                                                                                                      Friday

  
  

  Session 1: All teachers (not if teaching Y8&Y9)

  
  

  8:30am Pōwhiri (Y7, new students &10)

  Y8&Y9 normal timetable

  
  

  Session 2

  
  

  9:30am LA time in LA rooms

  - Yrs8&9 DEEP selections, get online, GClassroom, MHOnline, MB

  
  

  10:05am Assembly in Central Whanau (IMO to visit at 10:20am)

  - Karakia & Mihi start (ISU)

  - successes 2023 and looking to 2024 - team work & participating VIDEO CLIP

  - uniform, respect people / property, on-time, x3 school values, ‘hands-off / trust model’ or . .)

  - cell phones, doors to not use, $ for treats not to cleaners!

  - contribute eg Inter-whanau events

  - Whānau Council opportunities (NIS)

  - Cleaning roster (NIS) + bins (DGA)

  - Polyfest announcement (LHO)

  
  Session 3
  
  Students will engage in activities with the "Introduction to Expectations at MHJC."
  

  • Select activity Introduction to Expectations at MHJC

    

    Introduction to Expectations at MHJC File
• Select week 5 February - 11 February

  5 February - 11 February

                                                                                        
  

  FOCUS / ARONGA learning intentions:
  

  
  

  We are PLANNING on designing a title page of "Water (Wai) Confidence."

  We are PLANNING on creating a letter of introduction.
  

  
  

  Success Criteria: I can...

  
  

  • Design a title page of "Water (Wai) Confidence."
  • Write a letter of introduction.

  
  

                                                                                                      Achievement Objectives:

  Constructs texts that show an awareness of purpose and audience through deliberate choice of content, language, and text form.

  
  

                                                                                                 PLAN & DO / WHAKAMAHI 

  
  

                                                                                                       Wednesday
  
  

  • I will give the students 2 minutes to talk to each other about what they know about "Water (Wai) Confidence."

  • They will then share back as a class so that I can write on the whiteboard a brainstorm of what they already know about "Water (Wai) Confidence."

  • Then they will create a title page for "Water (Wai) Confidence."

  
  

                                                                                                            Friday

  
  

  • I will show the students a model of a letter of introduction and the structure of a letter of introduction.
  • The students will then write a draft of the letter of introduction in their English books.
  • If they have finished writing the draft of their letter they can publish their letter of introduction.

  
  
  

  • Select activity Letter of Introduction Structure

    

    Letter of Introduction Structure File
  • Select activity Letter of Introduction

    

    Letter of Introduction File
• Select week 12 February - 18 February

  12 February - 18 February

  
  

  FOCUS / ARONGA learning intentions:
  

  
  

  We are EXPLORING on recognising the features of reports.

  We are EXPLORING on recognising the features of articles.

  
  

  Success Criteria: I can...

  
  

  • Recognise the features of reports.
  • Recognise the features of articles.
  • Choose books and read quietly in the library.

  
  

                                                                                  Achievement Objectives:

  
  

  • Selects and reads texts for enjoyment and personal fulfilment.
  • Recognises, understands, and considers how texts are constructed for a range of purposes, audiences, and situations

  
  

                                                                                                   Tuesday
  
  

  • The students will first watch this   about the 10 Most Dangerous Beaches in the World.
  • Then I will show them this website about the matauranga Maori lens of the different types of water and what type of water seawater / salt water belongs to next to beaches.
  • The students will then read the article Mapped: New Zealand's most dangerous beaches.
  • Finally, they will answer the questions on "text types: article or report."

  
  

                                                                                                  Wednesday
  

  
  

  The students will first watch this   about a Navy SEAL revealing his training.

  • In their science books the students will write and answer the questions below:

  • 1. Before you read this, what is water confidence? 

    2. List stories, films, books which show water confidence.

    3. What similarities or consistencies are there between them.

  • Students will then read the article "Drownings in 2022 highest in a decade, more than 80 per cent are men"
    

  • They will write any keywords and scientific vocabulary which are related to water confidence.
  • Finally, they will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of water confidence.

  OR
  
  They will complete the "Drownings in 2022 highest in a decade, more than 80 per cent are men" grid.
  
  OR
  
  They will write notes about the article "Drownings in 2022 highest in a decade, more than 80 per cent are men" which summaries the main points in them.
  
                                                                                                   Friday
  
  

  • The students will sit down on the mat when they first come into the library.
  • Then they will listen as Sibylle will tell them about the expectations and rules they need to follow in the library.
  • Afterwards, the students will choose books to read and sit down quietly to read the books which they will issue afterwards.

  
  
  

  • Select activity Mapped: New Zealand's most dangerous beaches

    

    Mapped: New Zealand's most dangerous beaches File
  • Select activity Drownings in 2022 highest in a decade, more than 80 per cent are men article

    

    Drownings in 2022 highest in a decade, more than 80 per cent are men article File
  • Select activity Copy of text types: article or report

    

    Copy of text types: article or report File
  • Select activity Drownings in 2022 highest in a decade, more than 80 per cent are men grid

    

    Drownings in 2022 highest in a decade, more than 80 per cent are men grid File
• Select week 19 February - 25 February

  19 February - 25 February

  
  

  FOCUS / ARONGA learning intentions:
  

  
  

  We are FOCUSING on developing report writing.

  
  

  Success Criteria: I can...

  
  

  • Write an information report about an aquatic animal.
  • Write a report about preventing drowning.

  
  

                                                                                  Achievement Objectives:

  
  

  Recognises, understands, and considers how texts are constructed for a range of purposes, audiences, and situations.

  
  

                                                                                                 Week 4                                                                                               
  
                                                                                                 Tuesday
  
  

  • You will first watch this   about how to write a report.
  • Then you will write the information report about an aquatic animal of your choice in your English books. It would help if you choose an aquatic animal which is important to the Maori people.
  • Finally, you will draw and colour in a picture of the aquatic animal which you have chosen to write your information report about.

  
  

                                                                                                Wednesday

  You will first watch this   about crossing the channel in car boats.

  • You will now need to write a report about preventing drowning.
  • You can use the NZ Herald website to help with getting information from articles about preventing drowning and the Water Safety NZ website which tells data and statistics.
  • Your report should have a MINIMUM of five paragraphs which are:

  1. Introduction

  2. Statistics and information of drowning in NZ

  3. Why there is drowning in NZ

  4. What people are doing to prevent drowning in NZ

  5. Conclusion

  
  

  • Select activity Report Writing Slideshow

    

    Report Writing Slideshow File
• Select week 26 February - 3 March

  26 February - 3 March

  
  

  
  

  FOCUS / ARONGA learning intentions:

  
  

  We are EXPLORING 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 on punctuation by organising my own text by revising and editing and proofreading the text to check the grammar, spelling, and punctuation.
  

  We are FOCUSING on verbal devices by explaining the effects of conventions in a written/visual text.
  

  
  

                                                                                            Success Criteria:

  
  

  • I can compose a range of text using language features effectively while sustaining a writing style which is appropriate for my audience.
  • I can select punctuation accurately. 
  • I can examine how the themes, messages and opinions  of a text can be experienced by different readers in different ways.

  
                                                                                     Achievement Objectives:
  
  KNOW: Language works at both denotative and connotative levels. There is a gap between the language we choose to convey an idea and how the idea is understood. Our language choices and how we interpret language can reveal our values and beliefs.
  
  

  Week 5 Learning Activities                                                                                             

  
  

                                                                                               Tuesday
  
  

  • You will sit down on the green chairs when you first come into the library.
  • Then you will listen as I will tell you about the expectations and rules you need to follow in the library.
  • Afterwards, you will choose books to read and sit down quietly to read the books which you will issue afterwards.

  
                                                                                             Wednesday
  
  

  • You will first watch this about literary devices.
  • Then imagine that your job is to create a slogan which advertises water confidence and your boss has given you the task of writing a water confidence advertising slogan for each verbal device. Seeing the examples of verbal devices from slides 3 to 27 of the "Verbal Devices Slideshow" write an advertising slogan for water confidence for each verbal device.
  • Afterwards, out of all the advertising slogans of verbal devices for water confidence which you wrote choose ONE of those which you think would be best and write why you think it is the best out of them. Then create a visual design of what your slogan will look like as an advertisement.
    
  • Finally, draw the picture which matches your advertising slogan that you have chosen and draw the designed advertising slogan on it as well.

  
  

                                                                                           Friday

  
  

  • You will first watch this  about how to use punctuation correctly.
  • Then talk to the people around you about why we have punctuation in writing and what would happen if we didn’t have it.
    
  • On slide 5 of the "Punctuation Slideshow" you will see a table for punctuation marks. Write and label the punctuation marks in your English books and write the purpose of each one as well as an example of them.
    
  • On slide 7 of the "Punctuation Slideshow" you will see a work of writing with no punctuation in it. Write the excerpt into your English books and put in the correct punctuation.
    
  • Afterwards, search up a piece of writing with the wrong use of punctuation. Write that piece of writing into your English books and then write the writing with the correct use of punctuation. Then write about what effect there is with the wrong use and if we should do it or not.
    
  • Finally, create your own piece of writing like in slide 7 of the "Punctuation Slideshow" with the wrong use of punctuation. Then give it to the person sitting next to you and get them to write the correct punctuation in it. You can record the right answers yourself beforehand to mark them right or not.
    

  • Select activity Verbal Devices Slideshow

    

    Verbal Devices Slideshow File
  • Select activity Punctuation Slideshow

    

    Punctuation Slideshow File
• Select week 4 March - 10 March

  4 March - 10 March

  
  

  
  

  FOCUS / ARONGA learning intentions:

  
  

  We are EXPLORING 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 on classifying paragraphs using the PEEL structure.
  

  We are FOCUSING on visual devices by explaining the effects of conventions in a written/visual text.
  

  
  

                                                                                            Success Criteria:

  
  

  • I can compose a range of text using language features effectively while sustaining a writing style which is appropriate for my audience.
  • I can categorise my ideas into paragraphs with clear ideas and following a writing frame e.g. TEXAS, PEDAL, etc.
    
  • I can examine how the themes, messages and opinions of a text can be experienced by different readers in different ways.

  
                                                                                     Achievement Objectives:
  
  KNOW: Language works at both denotative and connotative levels. There is a gap between the language we choose to convey an idea and how the idea is understood. Our language choices and how we interpret language can reveal our values and beliefs.
  
  

  Week 6 Learning Activities                                                                                             

  
                                                                                                Tuesday
  
  

  • Watch the following   about analysing visual images and information.
  • Look at the image (right) on slide 27 of the "Visual Devices Slideshow" and write about how it shows water confidence. Write about which visual devices from slides 5 to 25 are used for the image. Also, write about how it shows the features of a static image on slide 3.
  • Then on slide 29 you will see a picture of the Mad Hatter’s Tea Party from “Alice In Wonderland.” Then on slide 30 you will see a colour chart of all the different colours which you may not have heard of. Describe the colours you see in the picture as well as the visual devices that the artist has used which are stated from slides 5 to 25 to make the picture appealing. Write your opinion of whether it is an appealing image to you or not and why.
  • See the advertising slogan for promoting water safety below:

  “Learn to float for your life because nobody is unsinkable when in the water.”

  Then draw a picture which represents it. If you want to create your own slogan that is fine but draw the picture for it too.

  • Finally, create a slideshow of different images which show water safety for each of the visual devices from slides 5 to 25. Then write in your English books how each of the visual devices are being shown.

  
  

                                                                                           Wednesday

  
  

  • • You will first watch the following   about the ocean coughing up death.
    • Then you will read "Seahorse And The Reef Ihimaera.PDF."
    • Finally, you will answer the questions of "Seahorse And The Reef."
    
    

  
  

                                                                                                  Friday

  
  

  • • Watch the following   about paraphrasing the question.
    • On slide 7 of the "PEEL Paragraphs Slideshow" you will see a paragraph from a fictional story. Write the PEEL sentences from the paragraph into your English books and then write a paragraph of your own creative story. Also, indicate which of the PEEL sentences are from the paragraph you just wrote.
      
    • On slide 9 of the "PEEL Paragraphs Slideshow" you will see a an extract from a fictional story. There are paragraphs within the extract but they are not shown. Indicate where the paragraphs should be in the story and then write if it is a better story if there are paragraphs in there or not.
      
    • Using the PEEL paragraph structure write an information report about how to be confident when in the water.
    
    

  
  

  • Select activity PEEL Paragraphs Slideshow

    

    PEEL Paragraphs Slideshow File
  • Select activity Visual Devices Slideshow

    

    Visual Devices Slideshow File
  • Select activity Seahorse And The Reef Ihimaera.PDF

    

    Seahorse And The Reef Ihimaera.PDF File
  • Select activity Seahorse And The Reef

    

    Seahorse And The Reef File
• Select week 11 March - 17 March

  11 March - 17 March

  
  

  
  

  FOCUS / ARONGA learning intentions:

  
  

  We are EXPLORING reading 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 PLANNING report writing by organising my own text by revising and editing and proofreading the text to check the grammar, spelling, and punctuation.
  

  
  

                                                                                            Success Criteria:

  
  

  • I can express the purpose of the text using a variety of sentence structures, beginnings, and lengths for effect.
  • I can examine how the themes, messages and opinions of a text can be experienced by different readers in different ways.

  
                                                                                     Achievement Objectives:
  
  KNOW: Language works at both denotative and connotative levels. There is a gap between the language we choose to convey an idea and how the idea is understood. Our language choices and how we interpret language can reveal our values and beliefs.
  
  

  Week 7 Learning Activities                                                                                             

  
  

                                                                                              Wednesday

  
  

  • You will first watch this   about shallow seas.
  • Then we will do a class brainstorm of your Goat Island trip.
  • You will write a report about your trip to Goat Island which you went to on Tuesday.

  
  

                                                                                                Friday

  
  

  • You will sit down on the green chairs when you first come into the library.
  • Then you will listen as I will tell you about the expectations and rules you need to follow in the library.
  • Afterwards, you will choose books to read and sit down quietly to read the books which you will issue afterwards.

  
  
• Select week 18 March - 24 March

  18 March - 24 March

  
  

  
  

  FOCUS / ARONGA learning intentions:

  
  

  We are EXPLORING short stories by recognising how texts have biases (e.g. political, material, and social) which inform their purposes.
  

  We are EXPLORING articles by recognising how texts include or exclude people, places, or ideas in different cultural, historical, political and social contexts.
  

  We are FOCUSING on visual devices by explaining the effects of conventions in a written/visual text.
  

  
  

                                                                                            Success Criteria:

  
  

  • I can discuss the biases identified in a text whilst being aware of the political and social context of the writer.
    
  • I can discuss the the ideas the author has presented in a text and draw conclusions from it.
    
  • • I can compose a range of text using language features effectively while sustaining a writing style which is appropriate for my audience.
    
    

  
                                                                                     Achievement Objectives:
  
  KNOW: Language works at both denotative and connotative levels. There is a gap between the language we choose to convey an idea and how the idea is understood. Our language choices and how we interpret language can reveal our values and beliefs.
  
  

  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.
  
  

  Week 8 Learning Activities                                                                                             

  
                                                                                                Tuesday
  
  

  • You will first watch this   about identifying bias.
  • • In their English books you will write and answer the questions below:

    • 1. Before you read this, what is bias? 

      2. List stories, films, books which show bias in them.

      3. What similarities or consistencies are there between them.

    • You will then read the short story "The Park."
      

    • You will write any keywords and vocabulary from the short story which are related to bias.
    • Finally, you will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of bias.
    OR
    
    You will complete the "The Park Learning Grid."
    
    OR
    
    You will write notes about the short story "The Park" which summaries the main points in them.
    

  
  

                                                                                       Wednesday

  
  

  • Watch the following   about using less water to grow plants.
  • Then you will read the article Guardians of Water: The communities in Trujillo that 'sow' and 'harvest' this natural resource to survive.
  • Finally, you will complete the "Article Study Learning Grid."

  
  

                                                                                                    Friday

  
  

  • Watch the following   about visual text elements.
  • Then look at the different images on this website.
  • Finally, use the "Verbal Devices Slideshow" and "Visual Devices Slideshow" to describe each of the images you see from the website.

  
  

  • Select activity The Park Learning Grid

    

    The Park Learning Grid File
  • Select activity Article Study Learning Grid

    

    Article Study Learning Grid File
  • Select activity Visual Devices Slideshow

    

    Visual Devices Slideshow File
  • Select activity Verbal Devices Slideshow

    

    Verbal Devices Slideshow File
• Select week 25 March - 31 March

  25 March - 31 March

  • 
    

    FOCUS / ARONGA learning intentions:
    

    
    

    We are PLANNING a pamphlet, poster or video by choosing language that is appropriate to the topic, audience, and purpose.
    

    
    

    Success Criteria: I can...

    
    

    I can compose a range of text using language features effectively while sustaining a writing style

    which is appropriate for my audience.

    
    

    Knows Covered:

    KNOW: Text creators choose text structures to create meaning. These structures can be combined and recombined for particular effects. 

    
    KNOW: Language works at both denotative and connotative levels. There is a gap between the language we choose to convey an idea and how the idea is understood. Our language choices and how we interpret language can reveal our values and beliefs.

    
    

    Knows Assessed:

    
    KNOW: Language works at both denotative and connotative levels. There is a gap between the language we choose to convey an idea and how the idea is understood. Our language choices and how we interpret language can reveal our values and beliefs.

  
  

  This term your focus in Health and English has been water safety. 

  
  

  In Aotearoa New Zealand, water is important for identity, wellbeing, enjoyment, nourishment, and mahinga kai. It is important for us to develop positive relationships with water, including the skills and knowledge you need to be safe in, on, and around it.

  
  

  Task:

  This is an individual assessment. Create a digital pamphlet (A4), poster (A3) or video for students your age on the topic of water safety. 

  Submit your document both digitally on Mission Heights Online AND on paper as a printed version, or email/share your video to your teachers (Miss Tipene & Mr Shin). 

  
  

  Your pamphlet/poster/video must include the following:

  
  

  • What water safety is

  • Information on one of the following topics: Life jackets, lake/ocean/pools, water safety rules, the 4 R’s of a rescue, or rips (3 R’s)

  • Where to find help & advice

  • Explanations in your own words

  • Pictures/visuals that relate to your content

  • An eye-catching design, engaging and suitable for students of your age

  
  

  In English you will be assessed on:

  
  

  • Using effective visual techniques to attract the attention of the reader

  • Using effective verbal techniques to attract the attention of the reader

  • Giving a clear message in words to promote water safety

  • Using a variety of precise language to add detail to what is happening

  • Using effective images to support your message of promoting water safety

  • Using a writing style that is appropriate to the purpose and your audience

  
  

  • Select activity Year 9 Maunga PEH & English assessment 2024

    

    Year 9 Maunga PEH & English assessment 2024 Assignment

    Opened: Monday, 25 March 2024, 8:30 AM

    Due: Friday, 12 April 2024, 12:00 PM
• Select week 1 April - 7 April

  1 April - 7 April

  • 
    

    FOCUS / ARONGA learning intentions:
    

    
    

    We are PLANNING a pamphlet, poster or video by choosing language that is appropriate to the topic, audience, and purpose.
    

    
    

    Success Criteria: I can...

    
    

    I can compose a range of text using language features effectively while sustaining a writing style

    which is appropriate for my audience.

    
    

    Knows Covered:

    KNOW: Text creators choose text structures to create meaning. These structures can be combined and recombined for particular effects. 

    
    KNOW: Language works at both denotative and connotative levels. There is a gap between the language we choose to convey an idea and how the idea is understood. Our language choices and how we interpret language can reveal our values and beliefs.

    
    

    Knows Assessed:

    
    KNOW: Language works at both denotative and connotative levels. There is a gap between the language we choose to convey an idea and how the idea is understood. Our language choices and how we interpret language can reveal our values and beliefs.

  
  

  This term your focus in Health and English has been water safety. 

  
  

  In Aotearoa New Zealand, water is important for identity, wellbeing, enjoyment, nourishment, and mahinga kai. It is important for us to develop positive relationships with water, including the skills and knowledge you need to be safe in, on, and around it.

  
  

  Task:

  This is an individual assessment. Create a digital pamphlet (A4), poster (A3) or video for students your age on the topic of water safety. 

  Submit your document both digitally on Mission Heights Online AND on paper as a printed version, or email/share your video to your teachers (Miss Tipene & Mr Shin). 

  
  

  Your pamphlet/poster/video must include the following:

  
  

  • What water safety is

  • Information on one of the following topics: Life jackets, lake/ocean/pools, water safety rules, the 4 R’s of a rescue, or rips (3 R’s)

  • Where to find help & advice

  • Explanations in your own words

  • Pictures/visuals that relate to your content

  • An eye-catching design, engaging and suitable for students of your age

  
  

  In English you will be assessed on:

  
  

  • Using effective visual techniques to attract the attention of the reader

  • Using effective verbal techniques to attract the attention of the reader

  • Giving a clear message in words to promote water safety

  • Using a variety of precise language to add detail to what is happening

  • Using effective images to support your message of promoting water safety

  • Using a writing style that is appropriate to the purpose and your audience

  
  
• Select week 8 April - 14 April

  8 April - 14 April

  

  
  

  • FOCUS / ARONGA learning intentions:
    

    
    

    We are PLANNING a pamphlet, poster or video by choosing language that is appropriate to the topic, audience, and purpose.
    

    
    

    Success Criteria: I can...

    
    

    I can compose a range of text using language features effectively while sustaining a writing style

    which is appropriate for my audience.

    
    

    Knows Covered:

    KNOW: Text creators choose text structures to create meaning. These structures can be combined and recombined for particular effects. 

    
    KNOW: Language works at both denotative and connotative levels. There is a gap between the language we choose to convey an idea and how the idea is understood. Our language choices and how we interpret language can reveal our values and beliefs.

    
    

    Knows Assessed:

    
    KNOW: Language works at both denotative and connotative levels. There is a gap between the language we choose to convey an idea and how the idea is understood. Our language choices and how we interpret language can reveal our values and beliefs.

  
  

  This term your focus in Health and English has been water safety. 

  
  

  In Aotearoa New Zealand, water is important for identity, wellbeing, enjoyment, nourishment, and mahinga kai. It is important for us to develop positive relationships with water, including the skills and knowledge you need to be safe in, on, and around it.

  
  

  Task:

  This is an individual assessment. Create a digital pamphlet (A4), poster (A3) or video for students your age on the topic of water safety. 

  Submit your document both digitally on Mission Heights Online AND on paper as a printed version, or email/share your video to your teachers (Miss Tipene & Mr Shin). 

  
  

  Your pamphlet/poster/video must include the following:

  
  

  • What water safety is

  • Information on one of the following topics: Life jackets, lake/ocean/pools, water safety rules, the 4 R’s of a rescue, or rips (3 R’s)

  • Where to find help & advice

  • Explanations in your own words

  • Pictures/visuals that relate to your content

  • An eye-catching design, engaging and suitable for students of your age

  
  

  In English you will be assessed on:

  
  

  • Using effective visual techniques to attract the attention of the reader

  • Using effective verbal techniques to attract the attention of the reader

  • Giving a clear message in words to promote water safety

  • Using a variety of precise language to add detail to what is happening

  • Using effective images to support your message of promoting water safety

  • Using a writing style that is appropriate to the purpose and your audience

  
  
  

  FOCUS / ARONGA learning intentions:

  
  

  We are FOCUSING on water confidence by explaining the effects of conventions in a written/visual text.

  
  

                                                                                         Success Criteria: I can...

  
  

  I can identify the different uses of language in a range of text.
  

  
  

  KNOW: Codes, conventions, and features of different types of texts are often subtle and able to be flexibly applied. Recognising them and the effects they have in different types of texts supports the analysis and crafting of texts.
  

  
  Week 11 Learning Activities
  
  If you have finished your assessment:
  
  

  • You will complete the "Water Confidence" sheet.
  • Afterwards, you will create a drawing of what water confidence looks like for you and write about why it is important.
  • After that, you will make a poster which advertises a campaign to promote your favourite movie about water confidence.
  • Also, you can make origami from this link of anything related to water.
  • Finally, you will create a song to boost the morale and spirits of people for water confidence.

  
  

  • Select activity Water Confidence Sheet

    

    Water Confidence Sheet File
• Select week 15 April - 21 April

  15 April - 21 April

  
  

  
  
• Select week 22 April - 28 April

  22 April - 28 April

  
  

  
  
• Select week 29 April - 5 May

  29 April - 5 May

                                                                              
  

                                                                                    
  

                                                                        

                                                                        FOCUS / ARONGA learning intentions:
  

  
  

  We are FOCUSING on persuasive writing by explaining the effects of conventions in a written text.
  

  We are PLANNING a presentation to create text that can contribute to national and global conversations through my original interpretations of texts and through the texts I create.

  
  

  Knows Covered:
  

  
  

  KNOW: Text creators manipulate the codes, conventions, and features of texts and can break conventions for effect. They have their own preferences and styles, which influences their choices.
  

  KNOW: As a text creator, I can contribute to national and global conversations through my original interpretations of texts and through the texts I create.
  

  
  

                                                                                   Success Criteria: I can...
  

  
  

  I can categorise my ideas into paragraphs with clear ideas and following a writing frame eg. TEXAS, PEDAL etc.
  

  I can deliberately design texts for different audiences to share my ideas with different audiences, knowing that how I communicate my ideas can play a part in shaping society.
  

  I can compare/contrast how the purpose of the text affects the structure of a text.
  

  
  

  Week 1 Learning Activities
  

  
  

                                                                                              Monday

  
  

  • You will first watch this   about persuasive essays.
  • Then you will write a persuasive essay about a school rule or law from this site which you are supporting or against. But first, on slide 9 of the "Persuasive Writing Slideshow" you will see a template of where to put researched information for your persuasive essay. Draw the template in your English books and write the researched information within it.
  • Afterwards, you will write a persuasive essay about a school rule or law from this site which you are supporting or are against. You can use the structure on the previous slide to help you write your persuasive essay.
    
  • Finally, you will draw, label and colour in a picture of the law which you have chosen to write your persuasive essay about in your English books to AT LEAST A YEAR NINE STANDARD.
    

  
  

                                                                                    Tuesday

  
  

  • You will write as many questions as you can think of relating to law on padlet.
  • Then make a mind map of a topic you’re currently learning about. This could be either on paper or using an online tool.
  • Look at a printed or digital copy of a short article with the title removed. Come up with as many different titles as possible that would fit the article.
  • Write down 10 words to describe a person, place, or topic. Come up with synonyms for these words using a tool like Thesaurus.com.

  
  

                                                                                               Thursday

  
  

  • Look at this website of how to create a fictional world.
  • Think of what will be in your fictional world's environment such as flora and fauna. Draw pictures of what will be in your fictional world or create a slideshow of images of what will be in your fictional world.
  • Also, think of what type of people will be in your fictional world and draw them or create a slideshow of images of them.
  • Finally, write descriptions of the flora and fauna of your environment as well as the people too. Make it like an informative encyclopaedia, picture book or wiki like the Deltora Quest wiki.

  
  

  • Select activity Persuasive Writing Slideshow

    

    Persuasive Writing Slideshow File
• Select week 6 May - 12 May

  6 May - 12 May

                                                                          
  

                                                                               
  

  FOCUS / ARONGA learning intentions:

  
  

  We are EXPLORING reading 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 PLANNING a debate to create text that can contribute to national and global conversations through my original interpretations of texts and through the texts I create.
  

  
  

                                                                                       Success Criteria:

  
  

  • I can examine how the themes, messages and opinions of a text can be experienced by different readers in different ways.
  • I can deliberately design texts for different audiences to share my ideas with different audiences, knowing that how I communicate my ideas can play a part in shaping society.
    

  
  

  Knows Covered:
  

  
  KNOW: As a text creator, I can contribute to national and global conversations through my original interpretations of texts and through the texts I create.
  
  

  Week 2 Learning Activities
  

  
  

                                                                                               Monday
  
  

  • First of all, you will watch this   about changing the world.

  • You will have 2 minutes to talk to each other about what they know about Forces In Motion.

  • You will then share back as a class so that I can write on the whiteboard a brainstorm of what they already know about Forces In Motion.

  • Then you will create a title page for "Forces In Motion."

  
  

                                                                                                 Wednesday

  
  

  • You will sit down on the green chairs when you first come into the library.
  • Then you will listen as I will tell you about the expectations and rules you need to follow in the library.
  • Afterwards, you will choose books to read and sit down quietly to read the books which you will issue afterwards.

  
  

                                                                                         Friday

  
  

  • You will first watch this   about an introduction to debating skills.
  • Then you will look at this website about debating topics and choose one of those topics. Draw a table like on slide 5 of the "Debating Slideshow" and write down reasons for why you are affirming (for) or negating (against) that topic.
  • Afterwards, you will write a debate of points of being on the affirmative side or the negative side from a topic of your choice from this website. Using the 4 styles you will add a tally of how many points you can get. (2 for dragon/reptile, 1 for thunder/pyro).
  • Finally, you will draw, label and colour a picture of the debating topic you chose in your English books to AT LEAST A YEAR NINE STANDARD.

  
  

  • Select activity Debating Slideshow

    

    Debating Slideshow File
• Select week 13 May - 19 May

  13 May - 19 May

            
  

  FOCUS / ARONGA learning intentions:

  
  We are PLANNING a debate to create text that can contribute to national and global conversations through my original interpretations of texts and through the texts I create.
  
  We are PLANNING to demonstrate that, as a text creator, I can create texts to advocate for myself, for others, and to try to change my world.
  
  We are PLANNING a presentation to create text that can contribute to national and global conversations through my original interpretations of texts and through the texts I create.
  
  

  Knows Covered:
  

  
  

  KNOW: As a text creator, I can contribute to national and global conversations through my original interpretations of texts and through the texts I create.

  
  

                                                                                     Success Criteria: I can...
  

  
  

  For a specific audience, I can design an oral text to present and advocate for my ideas.

  I can deliberately design texts for different audiences to share my ideas with different audiences, knowing that how I communicate my ideas can play a part in shaping society.

  
  

  Week 3 Learning Activities

  
                                                                                                 Monday
  
  

  • Divide the class into two groups (for the topic/against the topic) and they will have a debate.
  • The topic of the debate will be "Acts of discrimination should be dealt with more harshly."
  • Give the teams time to write what they want to debate about.
  • Then each team will select three speakers who will talk in front of the class for a maximum of 3 minutes about why their side is right.
  • After each team has spoken, decide who wins the debate based on who has made the most valid points.

  
  

                                                                                                Tuesday

  
  

  • You will first watch this   about how to be a more confident public speaker.
  • Then from slide 4 of the "Oral Presentations Slideshow" write in your English books how you would show the 8 tips for becoming a better speaker. Also, write how you would show the opposite and what the 8 tips for being a worse public speaker would be i.e. doing the opposite of the 8 tips for becoming a better speaker.
  • Afterwards, look at this website and write a speech about how we can show unity during the olympics.
  • Finally, draw, label and colour a picture of what you wish would happen about laws on speaking in different places such as being able to say whatever you want or at the volume you want in certain places in your English books to AT LEAST A YEAR EIGHT STANDARD.

  
                                                                                       Thursday
  
  

  • You will first watch this   about New Zealand apologies for the Dawn Raids.
  • Then you will think of a time when you were discriminated.
  • You will then make a presentation about that time with the 5W's and 1H: What, where, when, why, who, how. Make sure that you include images too.
  • If you cannot think of a time of when you were discriminated you will make a presentation about a famous person who has experienced discrimination before.

  
  

  • Select activity Oral Presentations Slideshow

    

    Oral Presentations Slideshow File
• Select week 20 May - 26 May

  20 May - 26 May

  
  

  
  

  FOCUS / ARONGA learning intentions:

  
  

  We are EXPLORING 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 PLANNING a presentation to create text that can contribute to national and global conversations through my original interpretations of texts and through the texts I create.
  

  We are EXPLORING speeches by analysing texts that have a range of audience/s and the context of this audience/s impacts the interpretation of the text/s.
  

   

                                                                                     Success Criteria:

  
  

  • I can examine how the themes, messages and opinions of a text can be experienced by different readers in different ways.
  • I can deliberately design texts for different audiences to share my ideas with different audiences, knowing that how I communicate my ideas can play a part in shaping society.

  
  

  Knows Covered:

  
  

  KNOW: As a text creator, I can contribute to national and global conversations through my original interpretations of texts and through the texts I create.
  

  
  

  Week 4 Learning Activities

  
  

                                                                                              Monday

  
  

  • You will sit down on the green chairs when you first come into the library.
  • Then you will listen as I will tell you about the expectations and rules you need to follow in the library.
  • Afterwards, you will choose books to read and sit down quietly to read the books which you will issue afterwards.

  
  

                                                                                            Tuesday

  
  

  • Firstly, you will watch this   about designing laws for fictional societies.
  • Then you will look at this website of how to create a fictional world.
  • Think of the laws which will be in your fictional world. Draw pictures of what will be in your fictional world or create a slideshow of images of what will be in your fictional world.
  • Also, think of what people will do with the laws be in your fictional world and draw them or create a slideshow of images of them.
  • Finally, write descriptions of the laws which will be in your fictional world. Make it like an informative encyclopaedia, picture book or wiki like the Deltora Quest wiki.

  
  

                                                                                          Thursday

  
  

  • Firstly, watch the   of Martin Luther King's "I Have A Dream" speech.
  • You will also read Martin Luther King's "I Have A Dream" speech on this link and write in a minimum of 100 words in your English book why you liked or did not like Martin Luther King's "I Have A Dream" speech and whether or not you think it is important or not and why. Include quotes from the speech and what they are.
  • You will then write as many thoughts as you can of what Martin Luther King is talking about on his "I Have A Dream" speech on padlet.
  • Afterwards, you will draw, label and colour a picture of what Martin Luther King's "I Have A Dream" speech looks like in your English books.
  • After that, write your own speech about what you have a dream for.
  • Finally, create a slideshow with captions of what you want to see with your dream coming true.

  
  
• Select week 27 May - 2 June

  27 May - 2 June

  
  

  
  

  FOCUS / ARONGA learning intentions:

  
  

  We are EXPLORING topics by recognising how texts have biases (e.g. political, material, and social) which inform their purposes.

  We are PLANNING a presentation to create text that can contribute to national and global conversations through my original interpretations of texts and through the texts I create.
  

  We are EXPLORING speeches by analysing texts that have a range of audience/s and the context of this audience/s impacts the interpretation of the text/s.
  

   

                                                                                     Success Criteria:

  
  

  I can deliberately design texts for different audiences to share my ideas with different audiences, knowing that how I communicate my ideas can play a part in shaping society.

  I can explain how the issue manifests in society and the impact on various groups of people.
  

  
  

  Knows Covered:

  
  

  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: As a text creator, I can contribute to national and global conversations through my original interpretations of texts and through the texts I create.
  

  
  

  Week 5 Learning Activities

  
  

                                                                                             Monday

  
  

  Before you use the padlet, please understand that padlet is only to be used for writing points which are related to the topic and that nothing inappropriate is to be written.
  

  
  

  • You will first watch this about left or liberal.
  • You will need to know that liberals believe in individualism and capitalism. On the other hand, leftists believe in social equality. On this padlet you will need to write the topics that liberals and leftists argue about e.g. gun control, climate change.
  • Next, you will choose one of those topics that liberals and lefts argue about. Write about why you agree with the liberals or lefts regarding that topic in your English book.
  • Then write about why someone would agree with the opposite side.
  • Afterwards, make a tally count of how many points you can make from either side and decide which side is the winner.
  • Finally, draw, label and colour a picture of the topic to AT LEAST A YEAR NINE STANDARD.

                                                                                             
  

                                                                                             Tuesday

  
  

  • Firstly, you will watch this   about legal vs lawful in fictional societies.
  • Then you will look at this website of how to create a fictional world.
  • Think of situations regarding the laws which will happen in your fictional world. Draw pictures of what will be in your fictional world or create a slideshow of images of what will be in your fictional world.
  • Also, think of what people will do with the situations regarding laws in your fictional world and draw them or create a slideshow of images of them.
  • Finally, write descriptions of the situations regarding the laws which will be in your fictional world. Make it like an informative encyclopaedia, picture book or wiki like the Deltora Quest wiki.

  
  

                                                                                      Thursday

  
  

  • You will first watch this   about John Kerry's anti-war speech to Vietnam.
  • You will also read John Kerry's speech on this link and write in a minimum of 100 words in your English book why you liked or did not like John Kerry's speech and whether or not you think it is important or not and why. Include quotes from the speech and what they are.
  • You will then write as many thoughts as you can of what John Kerry is talking about in his speech on padlet.
  • Afterwards, you will draw, label and colour a picture of what John Kerry's speech looks like in your English books.
  • After that, write your own speech about peace.
  • Finally, create a slideshow with captions of what you want to see with world peace.

  
  
• Select week 3 June - 9 June

  3 June - 9 June

  
  

  
  

  FOCUS / ARONGA learning intentions:

  
  

  We are PLANNING a presentation to create text that can contribute to national and global conversations through my original interpretations of texts and through the texts I create.
  

  We are EXPLORING speeches by analysing texts that have a range of audience/s and the context of this audience/s impacts the interpretation of the text/s.
  

   

                                                                                     Success Criteria:

  
  

  I can deliberately design texts for different audiences to share my ideas with different audiences, knowing that how I communicate my ideas can play a part in shaping society.

  
  

  Knows Covered:

  
  

  KNOW: As a text creator, I can contribute to national and global conversations through my original interpretations of texts and through the texts I create.
  

  
  

  Week 6 Learning Activities

                                                                                             
  

                                                                                             Tuesday

  
  

  • Firstly, you will watch this   about why so many people believe in misinformation.
  • Then find two articles on a news topic from different publications. Or find a news article and an opinion piece on the same topic. Make a Venn diagram comparing the similarities and differences.
  • Explore a website together in pairs — perhaps a news website. Identify all the advertisements.
  • Have a look at a fake website either as a whole class or in pairs/small groups. See if students can spot that these sites are not real. Discuss the fact that you can’t believe everything that’s online. Get started with these four examples of fake websites from Eric Curts.
  • Practice skim reading— you will have one minute to read this article. Then discuss what stood out to you. Headings? Bold words? Quotes? You will have ten minutes to read the same article and discuss deep reading.

  
  

                                                                                              Thursday

  
  

  • You will first watch this   about Greta Thunberg's speech about climate action
  • You will also read Greta Thunberg's speech on this link and write in a minimum of 100 words in your English book why you liked or did not like Greta Thunberg's speech and whether or not you think it is important or not and why. Include quotes from the speech and what they are.
  • Afterwards, you will draw, label and colour a picture of what John Kerry's speech looks like in your English books.
  • After that, write your own speech about peace.
  • Finally, create a slideshow with captions of what you want to see with world peace.

  
  
• Select week 10 June - 16 June

  10 June - 16 June

  9M2 Wheel Decide

                       

                                                                        

                                                                        
  

  
  

                                                          REFLECT / WHAIWHAKAARO learning intentions:

  
  We are REFLECTING on assessing the results from the asttle tests.
  
  We are EXPLORING reading 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 speeches by analysing texts that have a range of audience/s and the context of this audience/s impacts the interpretation of the text/s.
  
                                                                                       Success Criteria:
  
  

  • I can answer the questions on my asttle tests.
  • I can examine how the themes, messages and opinions of a text can be experienced by different readers in different ways. 
  • I can deliberately design texts for different audiences to share my ideas with different audiences, knowing that how I communicate my ideas can play a part in shaping society.

  
  

  Knows Covered:

  
  

  KNOW: As a text creator, I can contribute to national and global conversations through my original interpretations of texts and through the texts I create.

  
  Week 7 Learning Activities
  
                                                                                                 Monday
  
  

  • You will complete the asttle reading tests which are assigned to you.
  • If you have finished your asttle reading tests you will work on your Reading Plus.

  
  

                                                                                         Tuesday

  
  

  • You will sit down on the green chairs when you first come into the library.
  • Then you will listen as I will tell you about the expectations and rules you need to follow in the library.
  • Afterwards, you will choose books to read and sit down quietly to read the books which you will issue afterwards.

  
                                                                                                  Thursday
  
  

  • You will first watch this   about continuing to do good to others.
  • You will also read Lyndon B Johnson's speech on this link and write in a minimum of 100 words in your English book why you liked or did not like Lyndon B Johnson's speech and whether or not you think it is important or not and why. Include quotes from the speech and what they are.
  • Afterwards, you will draw, label and colour a picture of what Lyndon B Johnson's speech looks like in your English books.
  • After that, write your own speech about continuing to do good to others.
  • Finally, create a slideshow with captions of what you want to see with continuing to do good to others.

  
  
• Select week 17 June - 23 June

  17 June - 23 June

                                                                                
  

                                                                                
  

                                                                    FOCUS / ARONGA learning intentions:
  

  
  

  We are EXPLORING differences by recognising how texts include or exclude people, places, or ideas in different cultural, historical, political and social contexts.
  

  We are PLANNING a presentation to create text that can contribute to national and global conversations through my original interpretations of texts and through the texts I create.
  

  
  

                                                                                      Success Criteria:
  

  
  

  • I can deliberately design texts for different audiences to share my ideas with different audiences, knowing that how I communicate my ideas can play a part in shaping society.
  • I can explain how the issue manifests in society and the impact on various groups of people.

  
  

  Knows Covered:

  
  

  KNOW: As a text creator, I can contribute to national and global conversations through my original interpretations of texts and through the texts I create.

  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.
  

  
  Week 8 Learning Activities
  

  
                                                                                              Monday
  
  

  • You will first watch this following about how to read a paper quickly and effectively. 
  • Afterwards, you will look at this site about the five pillars of reading. Then summarise each of the five pillars of reading into your English books.
  • After that, read one of the law-related articles from the Guardian Law. Then look at this link about laws in New Zealand. Write about what the people did in the article and how they have or have not been following NZ laws.
  • Finally, draw, label and colour a picture of what the article you have read is about to AT LEAST A YEAR NINE STANDARD.

  
                                                                                              Tuesday 
  
  

  • You will first watch this   about the differences between stereotypes, prejudice and discrimination.
  • Then on slide 8 of "The Differences Slideshow" you will see a list of situations. You will need to write whether they classify under stereotypes, prejudice or discrimination.
  • Afterwards, look at this link about prejudice, discrimination and stereotyping. Then write about why people decide to stereotype, discriminate and show prejudice towards others.
    
  • Finally, read the story from this site. Then write about why the students chose to bully some of the children. State whether it shows discrimination, prejudice or stereotyping. Afterwards, write about what you would do to stop those actions.

  
                                                                                              Thursday
  
  

  • You will first watch this   about the struggles of being an Asian American.
  • Then read the experiences of Asians living in New Zealand under each quote from this link.
  • Afterwards, research ONE famous person or it can be yourself if you want. Write about the similarities and differences that there are with the experiences that famous person/yourself have had with one of those Asians living in New Zealand from the link.
  • After that, write about what it is like in your experience being with people who are the same or similar to you.
  • Finally, draw a picture that shows what it is like to be with people who are the same or similar to you.

  
  

  • Select activity The Differences Slideshow

    

    The Differences Slideshow File
  • Select activity Research Reading Skills Slideshow

    

    Research Reading Skills Slideshow File
• Select week 24 June - 30 June

  24 June - 30 June

                                                                               
  

  
  

                                                                    FOCUS / ARONGA learning intentions:

  
  We are EXPLORING differences by recognising how texts include or exclude people, places, or ideas in different cultural, historical, political and social contexts.
  
  

  We are EXPLORING biographies by recognising texts that have multiples purposes and knowing the context of the creator helps us understand the purpose.

  We are EXPLORING speeches by analysing texts that have a range of audience/s and the context of this audience/s impacts the interpretation of the text/s.
  

  
  

                                                                                    Success Criteria:

  
  

  • I can explain how the issue manifests in society and the impact on various groups of people. 
    • I can identify the text’s creator and why the text has been created (purpose). 
      • I can deliberately design texts for different audiences to share my ideas with different audiences, knowing that how I communicate my ideas can play a part in shaping society.

  
  

  Knows Covered:
  

  
  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: Text creators manipulate the codes, conventions, and features of texts and can break conventions for effect. They have their own preferences and styles, which influences their choices.
  
  KNOW: As a text creator, I can contribute to national and global conversations through my original interpretations of texts and through the texts I create.
  
  Week 9 Learning Activities
  
                                                                                     Monday
  
  

  • You will first watch this   about conspiracy theories and crazy people.
  • Shilo Kino introduces ‘The Pōrangi Boy’ with an epigraph from Dame Whina Cooper.

  "I wrote the Porangi Boy for kids like me."

  • Based on this quote, what predictions can we make about the story and what it might be about?
  • Research Dame Whina Cooper.
  • Who is she?
  • Where is she from?
  • What did she do to bring positive change to New Zealand?
  • On the cover, the word ‘tino’ is written on Niko’s jacket. This could relate to the concept of tino rangatiratanga (the national Maori flag).
  • We can also see Tino Rangatiratanga and the United Tribes flags flying on the cover.
  • What are these flags and what do they represent?
    
  • The word pōrangi can be used to describe someone or something as crazy.
  • How would you feel if you knew something was true, but everyone called you crazy for believing it?

  
  

                                                                                       Tuesday

  
  

  • You will first watch this about Coco Chanel.
  • Then you will look at this link and choose a famous New Zealand person's biography to read. Remember that you do not need to read the whole biography in order to complete the activities.

  You will complete the "Biography Learning Grid."
  
  OR
  
  You will write notes about the biography you chose to read which summaries the main points in them.
  

  
  

                                                                                             Thursday

  
  

  • You will first watch this of Ronald Reagan's speech "A Time For Choosing."
  • You will also read Ronald Reagan's speech on this link and write in a minimum of 100 words in your English book why you liked or did not like Ronald Reagan's speech and whether or not you think it is important or not and why. Include quotes from the speech and what they are. REMEMBER THAT YOU DO NOT HAVE TO READ THE WHOLE SPEECH IF YOU CANNOT DO THE WORK IN TIME.
  • Afterwards, you will draw, label and colour a picture of what Ronald Reagan's speech looks like in your English books.
  • After that, write your own speech about taxes.
  • Finally, create a slideshow with captions of what you want to see with taxes.

  
  

  • Select activity Biography Learning Grid

    

    Biography Learning Grid File
• Select week 1 July - 7 July

  1 July - 7 July

                                                                             
  

                                                                              
  

                                                                    FOCUS / ARONGA learning intentions:
  

  
  

  We are EXPLORING speeches by analysing texts that have a range of audience/s and the context of this audience/s impacts the interpretation of the text/s.

  We are EXPLORING biographies by recognising texts that have multiples purposes and knowing the context of the creator helps us understand the purpose.
  

  We are FOCUSING on forces in motion by explaining the effects of conventions in a written/visual text.
  
  

                                                                                          Success Criteria:
  

  
  

  • I can deliberately design texts for different audiences to share my ideas with different audiences, knowing that how I communicate my ideas can play a part in shaping society. 
    • I can identify the text’s creator and why the text has been created (purpose).
    • I can identify the different uses of language in a range of text.

                                                                                             
  

  Knows Covered:

  
  

  KNOW: As a text creator, I can contribute to national and global conversations through my original interpretations of texts and through the texts I create.

  KNOW: Text creators manipulate the codes, conventions, and features of texts and can break conventions for effect. They have their own preferences and styles, which influences their choices.
  
  KNOW: Codes, conventions, and features of different types of texts are often subtle and able to be flexibly applied. Recognising them and the effects they have in different types of texts supports the analysis and crafting of texts.
  
  

                                                                                             Monday
  
  

  • You will first watch this   about Catherine Colonna's speech to the UN.
  • You will also read Catherine Colonna's speech and write in a minimum of 100 words in your English book why you liked or did not like Catherine Colonna's speech and whether or not you think it is important or not and why. Include quotes from the speech and what they are.
  • Afterwards, you will draw, label and colour a picture of what Catherine Colonna's speech looks like in your English books.
  • After that, write your own speech about good relations between countries around the world.
  • Finally, create a slideshow with captions of what you want to see with good relations between countries around the world.

  
  

                                                                                           Tuesday

  
  

  • You will first watch this   about Bill Gates.
  • Then you will look at this link and choose a different famous New Zealand person's biography to read. Remember that you do not need to read the whole biography in order to complete the activities.

  You will complete the "Biography Learning Grid."
  
  OR
  
  You will write notes about the biography you chose to read which summaries the main points in them.

  
                                                                                         Thursday
  
  

  • You will complete the "Forces In Motion" sheet.
  • Afterwards, you will create a drawing of what forces in motion looks like for you and write about why it is important.
  • After that, you will make a poster which advertises a campaign to promote your favourite movie about forces in motion.
  • Also, you can make origami from this link of anything related to forces in motion.
  • Finally, you will create a song to boost the morale and spirits of people for forces in motion.

  
  
  

  • Select activity Catherine Colonna's Speech

    

    Catherine Colonna's Speech File
  • Select activity Forces In Motion Sheet

    

    Forces In Motion Sheet File
• Select week 8 July - 14 July

  8 July - 14 July
• Select week 15 July - 21 July

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

  22 July - 28 July

                                                                                                                                                            

                                                                                 
  

                                                                        FOCUS / ARONGA learning intentions:
  

  
  

  We are FOCUSING on explanation writing by choosing language that is appropriate to the topic, audience, and purpose.

  We are EXPLORING letter writing by recognising how texts include or exclude people, places, or ideas in different cultural, historical, political and social contexts.

  We are EXPLORING poetry by interpreting how texts in Aotearoa New Zealand provide a lens on our unique cultural heritage.

  
  

                                                                                        Success Criteria:
  

  
  

  • I can categorise my ideas into paragraphs with clear ideas and following a writing frame eg. TEXAS, PEDAL etc.
  • I can infer why people, places, or ideas are included and/or excluded in text/s.
  • I can identify themes, messages and opinions within the text/s which reflect our unique cultural heritage.

  
  

  Knows Covered:
  

  
  

  KNOW: Text creators choose text structures to create meaning. These structures can be combined and recombined for particular effects.

  KNOW: Language works at both denotative and connotative levels. There is a gap between the language we choose to convey an idea and how the idea is understood. Our language choices and how we interpret language can reveal our values and beliefs.
  

  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.
  

  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.
  

  
  

                                                                                       Monday

  
  

  • You will first watch this   about teens writing from 3:10 to 4:39.
  • Afterwards, you will read what is written on slide 7 of the "Explanation Writing Slideshow" about “Food Gathering.” Then write the topic of what each paragraph is about and write what the passage which is explanation writing.
  • After that, you need to write an explanatory essay about what your favourite thing to do is and why. But first, on the next slide you will see a template of where to put researched information for your persuasive essay. Draw the template in your English books and write the researched information within it.
  • Then you will write an explanatory essay about what your favourite thing to do is and why.

    You can use the structure on the previous slide to help you write your explanatory essay.

  • Finally, draw, label and colour in a picture of what your favourite thing to do is and why in your English books to AT LEAST A YEAR NINE STANDARD.

  
  

                                                                                       Tuesday

  
  

  • You will first watch this   about parts of a letter from 4:05 to 4:49.
  • Afterwards, you will read the letter which is on slide 4 of the "Letter Writing Slideshow." Then write the topic of what each paragraph is about.
  • Then you need to write a letter to the Maori before anybody arrived in NZ asking about how they did what they did. But first, on the next slide you will see a template of where to put researched information for your letter. Use this link to help write your letter as well as the Explanation Writing Slideshow.
  • After that, you will write a letter to the Maori before anybody arrived in NZ asking about how they did what they did.
  • Finally, you will draw, label and colour in a picture of what your letter is about into your English books to AT LEAST A YEAR NINE STANDARD.
    
                                                                               Thursday

  
  

  • You will first watch this   about the pleasure of poetic patterns from 0:55
  • Then after you have read the poem “Huia” by Bill Manhire on slide 23 of the "Poetry Slideshow," you will write as many poetic devices that you can find in the poem and write them down into your English book.
  • Afterwards, you will look at this site about New Zealand birds. It explains about the importance of birds to the Maori culture. Then you will need to write THREE poems about New Zealand birds. You can look at this website to know what the New Zealand birds are.
  • Finally, you will draw, label and colour in a picture of what your poems are about into your English books to AT LEAST A YEAR NINE STANDARD.

  
  

  • Select activity Poetry Slideshow

    

    Poetry Slideshow File
  • Select activity Explanation Writing Slideshow

    

    Explanation Writing Slideshow File
  • Select activity Letter Writing Slideshow

    

    Letter Writing Slideshow File
• Select week 29 July - 4 August

  29 July - 4 August

                                                                                                                                                      

                                                                         
  

  FOCUS / ARONGA learning intentions:
  

  
  

  We are PLANNING on designing a title page of "Treasures from our ancestors."

  We are EXPLORING by analysing multiple and sometimes competing interpretations of a text, including my own, using analytical lenses to make informed judgments about the text.
  

  
  

  Knows Covered:
  

  
  KNOW: As a text creator, I can contribute to national and global conversations through my original interpretations of texts and through the texts I create.
  
  

  Week 2 Learning Activities
  

  
  

                                                                                               Monday
  

  
  

  • You will sit down on the green chairs when you first come into the library.
  • Then you will listen as I will tell you about the expectations and rules you need to follow in the library.
  • Afterwards, you will choose books to read and sit down quietly to read the books which you will issue afterwards.

  
  

                                                                                                 Thursday

  
  

  • First of all, you will watch this   about signs of Viking ancestry you shouldn't ignore.

  • You will have 2 minutes to talk to each other about what they know about Treasures from our ancestors.

  • You will then share back as a class so that I can write on the whiteboard a brainstorm of what they already know about Treasures from our ancestors.

  • Then you will create a title page for "Treasures from our ancestors."

  
  
• Select week 5 August - 11 August

  5 August - 11 August

                                                                                                                                                                 

                                                                                   
  

                                                                        FOCUS / ARONGA learning intentions:
  

  
  

  We are EXPLORING Matauranga Maori by interpreting how texts in Aotearoa New Zealand provide a lens on our unique cultural heritage.

  We are FOCUSING on symbolism by explaining the effects of conventions in a written/visual text.

  We are EXPLORING reading by connecting the ideas/ events/ character actions to local/ national events.
  

   

                                                                                       Success Criteria:
  

  
  

  • I can compose a range of text using language features effectively while sustaining a writing style which is appropriate for my audience.
    • I can discuss the main ideas, events and characters in a text and their impact on the storyline/plot, recognising that these can be interpreted in different ways.
  • I can identify themes, messages and opinions within the text/s which reflect our unique cultural heritage.
    

  
  Knows Covered:
  
  KNOW: Text creators manipulate the codes, conventions, and features of texts and can break conventions for effect. They have their own preferences and styles, which influences their choices.
  
  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: Texts can have multiple layers of ideas. Exploring them helps to expose deeper meanings and contradictions within the text.
  
  Week 3 Learning Activities
  
                                                                                        Monday
  
  You will write the answers to the questions in your English books from the "Copy of b WEEK 222 M Maori F."
  
                                                                                                Tuesday
  
  You will start doing Literature Circles. You will do the tasks with your group with the first chapter of the novel you had chosen and issued out last week. You will need to divide the roles with your group. The description of the roles are on slide 4 of the "Literature Circles" slideshow.
  
                                                                                        Thursday
  
  

  • You will first watch this   about what is symbolism?
  • Then look at all of the words on slide 6 of the "Symbolism Slideshow." For each word write what you think it is a symbol of in your English books.
  • Afterwards, look at this link about Maori poems. Choose 3 of those poems and write what they are about and what they symbolise. Then write 3 poems which are about the same things.
  • After that, choose another country from around the world or your own culture if you are not Maori. Search 3 of the poems from that country and write what they are about and what they symbolise. Then write 3 poems which are about the same things.
  • Finally, draw, label and colour a picture of what the poems you wrote about are in your English books to AT LEAST A YEAR NINE STANDARD.

  
  

  • Select activity Symbolism Slideshow

    

    Symbolism Slideshow File
  • Select activity Literature Circles Slideshow

    

    Literature Circles Slideshow File
  • Select activity Copy of b WEEK 222 M Maori F

    

    Copy of b WEEK 222 M Maori F File
• Select week 12 August - 18 August

  12 August - 18 August

                                                                                 
  

                                                                                 
  

                                                                      FOCUS / ARONGA learning intentions:
  

  We are EXPLORING 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 FOCUSING on grammar by explaining the effects of conventions in a written/visual text.
  

  We are EXPLORING Matauranga Maori by interpreting how texts in Aotearoa New Zealand provide a lens on our unique cultural heritage.
  

  
  

                                                                                       Success Criteria:
  
  

  • I can examine how the themes, messages and opinions of a text can be experienced by different readers in different ways.
    • I can identify the different uses of language in a range of text.
      • I can identify themes, messages and opinions within the text/s which reflect our unique cultural heritage.

  
  

  Knows Covered:

  
  

  KNOW: Codes, conventions, and features of different types of texts are often subtle and able to be flexibly applied. Recognising them and the effects they have in different types of texts supports the analysis and crafting of texts.

  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.
  

  
  

                                                                                                Monday
  
  

  • You will first watch this   about Matauranga Maori: Connecting indigenous knowledge with science.
  • Then you will read the following article about “Let’s choose our words more carefully when discussing Mātauranga Māori and science.”
  • Afterwards, you will think of a situation when you had to be careful about what you had to say. Write down the situation in your English books as well as how you felt about it at that time.
  • After that, you will On slide 6 of the "Mātauranga Māori And Science Slideshow" you will see a table. Draw the table into your books. Then write the similarities and differences between what you had to be careful with what you said and what happened in the article.
  • Additionally, you will use evidence from the links in the article to write with a minimum of 150 words a conclusion about your opinion on what you would do to change the situation for Māori or if you would keep it the same.
  • Finally, draw, label and colour a picture of what is happening in the article that you have read.

  
  

                                                                                     Tuesday

  
  

  • You will sit down on the green chairs when you first come into the library.
  • Then you will listen as I will tell you about the expectations and rules you need to follow in the library.
  • Afterwards, you will choose books to read and sit down quietly to read the books which you will issue afterwards.

  
  

                                                                                     Thursday

  
  

  • You will first watch this   about does grammar matter?
  • Then on slide 5 of the "Grammar Slideshow" you will see a list of sentences with wrong grammar in them. Write the sentences with the correct grammar into your English books.
  • After that, using this link summarise the important points about grammar in your English book.
  • Afterwards, create a piece of writing with a minimum of 150 words with the wrong grammar. Then give it to another student to see if they can correct it with the right grammar.
  • Finally, draw, label and colour a picture of what you have written to AT LEAST A YEAR EIGHT STANDARD.

  
  

  • Select activity Grammar Slideshow

    

    Grammar Slideshow File
  • Select activity Matauranga Maori And Science Slideshow

    

    Matauranga Maori And Science Slideshow File
• Select week 19 August - 25 August

  19 August - 25 August

  9M2 Wheel Decide                        

                                                   

                                                                                   

                                                                                   
  

  
  

                                                                      FOCUS / ARONGA learning intentions:
  

  
  

  We are FOCUSING on symbolism by explaining the effects of conventions in a written/visual text.

  We are FOCUSING on grammar by explaining the effects of conventions in a written/visual text.
  

  We are EXPLORING Matauranga Maori by interpreting how texts in Aotearoa New Zealand provide a lens on our unique cultural heritage.
  

  
  

                                                                                      Success Criteria:
  

  
  

  • I can compose a range of text using language features effectively while sustaining a writing style which is appropriate for my audience.
  • I can identify the different uses of language in a range of text.
    • I can identify themes, messages and opinions within the text/s which reflect our unique cultural heritage.

  
  

  Knows Covered:

  
  

  KNOW: Codes, conventions, and features of different types of texts are often subtle and able to be flexibly applied. Recognising them and the effects they have in different types of texts supports the analysis and crafting of texts.

  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.
  

  
  Week 5 Learning Activities
  
                                                                                        Monday
  
  

  • You will first watch this   about what is symbolism?
  • Then look at all of the words on slide 6 of the "Symbolism Slideshow." For each word write what you think it is a symbol of in your English books.
  • Afterwards, look at this link about Maori poems. Choose 3 of those poems and write what they are about and what they symbolise. Then write 3 poems which are about the same things.
  • After that, choose another country from around the world or your own culture if you are not Maori. Search 3 of the poems from that country and write what they are about and what they symbolise. Then write 3 poems which are about the same things.
  • Finally, draw, label and colour a picture of what the poems you wrote about are in your English books to AT LEAST A YEAR NINE STANDARD.

  
  

                                                                                                 Tuesday

  
  

  • You will first watch this   about does grammar matter?
  • Then on slide 5 of the "Grammar Slideshow" you will see a list of sentences with wrong grammar in them. Write the sentences with the correct grammar into your English books.
  • After that, using this link summarise the important points about grammar in your English book.
  • Afterwards, create a piece of writing with a minimum of 150 words with the wrong grammar. Then give it to another student to see if they can correct it with the right grammar.
  • Finally, draw, label and colour a picture of what you have written to AT LEAST A YEAR EIGHT STANDARD.

  
  

                                                                                                Thursday

  
  

  • Firstly, you will watch this   of learning about matauranga Maori.
  • Then you will read this article about “How mātauranga Māori is being rolled out in schools, Rangi Mātāmua explains the knowledge system” on slide 2 of the "Matauranga Maori Knowledge Slideshow."
  • Afterwards, you will answer the multiple choice questions.
  • After that, you will answer the short answer questions.
  • The long answer questions will be answered following that.
  • You will then write your reflection in response to the article.
  • You will need to write 2-3 things you notice and 2-3 things you wonder.
  • Finally, you will fill in the connecting bubbles with concepts, ideas, questions, and details that connect the image to the reading.

  
  

  • Select activity Symbolism Slideshow

    

    Symbolism Slideshow File
  • Select activity Grammar Slideshow

    

    Grammar Slideshow File
  • Select activity Matauranga Maori Knowledge Slideshow

    

    Matauranga Maori Knowledge Slideshow File
• Select week 26 August - 1 September

  26 August - 1 September

                                                                                                                                                                   

                                                                                    
  

                                                                        FOCUS / ARONGA learning intentions:
  

  
  

  We are FOCUSING on explanation writing by choosing language that is appropriate to the topic, audience, and purpose.

  We are EXPLORING reading by connecting the ideas/ events/ character actions to local/ national events.
  

  
  

                                                                                          Success Criteria:
  

  
  

  • I can categorise my ideas into paragraphs with clear ideas and following a writing frame eg. TEXAS, PEDAL etc.
    • I can discuss the main ideas, events and characters in a text and their impact on the storyline/plot, recognising that these can be interpreted in different ways.

  
  

  Knows Covered:
  
  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: Texts can have multiple layers of ideas. Exploring them helps to expose deeper meanings and contradictions within the text.
                                                                                               Monday
  
  

  • You will need to use the resources from slide 4 of the "Explanation Writing Slideshow 2."
  • Write a TEXAS paragraph about the devaluing of Maori culture. That is, how in the past Maori culture has been looked down upon as having little value or no use.
  • Write a TEXAS paragraph describing how can Mātauranga Māori be a valuable source of information and provide knowledge of various plants and their uses as food, medicine and building materials. It was also essential to successful navigation in the Pacific including Wayfinding.
  • Write a TEXAS paragraph about is Matauranga Maori science? Explain and justify your position.
  • Use different colours to highlight each of the sentences in your paragraphs for TEXAS.
  • Draw, label and colour in a picture of what you have written in your English books to AT LEAST A YEAR NINE STANDARD.

  
  

                                                                                                   Tuesday
  
  You will start doing Literature Circles. You will do the tasks with your group with the first chapter of the novel you had chosen and issued out last week. You will need to divide the roles with your group. The description of the roles are on slide 4 of the "Literature Circles" slideshow.
  

  
  

                                                                                              Thursday

  
  

  • Watch this   about how to write introductions and conclusions on slide 2 of the "Explanation Writing Slideshow 3."
  • Look at this link and write an introduction about the 3 TEXAS paragraphs you wrote in the last lesson.
  • Look at this link and write a conclusion about the 3 TEXAS paragraphs you wrote in the last lesson.
  • Write an introduction for an explanatory essay of your choice. Then write the TEXAS paragraphs which follow. Finally, write the conclusion of your essay.
    
  • Draw, label and colour in a picture of what you have written in your English books to AT LEAST A YEAR NINE STANDARD.

  
  

  • Select activity Explanation Writing Slideshow 2

    

    Explanation Writing Slideshow 2 File
  • Select activity Explanation Writing Slideshow 3

    

    Explanation Writing Slideshow 3 File
  • Select activity Literature Circles Slideshow

    

    Literature Circles Slideshow File
• Select week 2 September - 8 September

  2 September - 8 September

                                                                                
  

                                                                                 
  

                                                                      FOCUS / ARONGA learning intentions:
  

  
  

  We are EXPLORING Matauranga Maori by interpreting how texts in Aotearoa New Zealand provide a lens on our unique cultural heritage.

  We are EXPLORING 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 reading by connecting the ideas/ events/ character actions to local/ national events.
  

  
  

                                                                                        Success Criteria:

  
  

  • I can identify themes, messages and opinions within the text/s which reflect our unique cultural heritage.
    • I can examine how the themes, messages and opinions of a text can be experienced by different readers in different ways.
      • I can discuss the main ideas, events and characters in a text and their impact on the storyline/plot, recognising that these can be interpreted in different ways.

  
  Knows Covered:
  
  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: Codes, conventions, and features of different types of texts are often subtle and able to be flexibly applied. Recognising them and the effects they have in different types of texts supports the analysis and crafting of texts.
  
                                                                                      Monday
  
  

  • • You will sit down on the green chairs when you first come into the library.
    • Then you will listen as I will tell you about the expectations and rules you need to follow in the library.
    • Afterwards, you will choose books to read and sit down quietly to read the books which you will issue afterwards.
    
    

                                                                                   Tuesday

    You will start doing Literature Circles. You will do the tasks with your group with the first chapter of the novel you had chosen and issued out last week. You will need to divide the roles with your group. The description of the roles are on slide 4 of the "Literature Circles" slideshow.
    

                                                                                   Thursday

    You will first watch this   about leading scientists backing the use of matauranga Maori and read this article about Elon Musk criticising matauranga Maori on slide 2 of the "Matauranga Maori Criticism Slideshow."

    • Afterwards, you will answer the multiple choice questions.
    • After that, you will answer the short answer questions.
    • The long answer questions will be answered following that.
    • You will then write your reflection in response to the article.
    • You will need to write 2-3 things you notice and 2-3 things you wonder.
    • Finally, you will fill in the connecting bubbles with concepts, ideas, questions, and details that connect the image to the reading.

  
  

  • Select activity Matauranga Maori Criticism Slideshow

    

    Matauranga Maori Criticism Slideshow File
  • Select activity Literature Circles Slideshow

    

    Literature Circles Slideshow File
• Select week 9 September - 15 September

  9 September - 15 September

                                                                             
  

                                                                     FOCUS / ARONGA learning intentions:
  

  
  

  We are FOCUSING on explanation writing by choosing language that is appropriate to the topic, audience, and purpose.

  
  

                                                                                Success Criteria:

  
  

  I can categorise my ideas into paragraphs with clear ideas and following a writing frame eg. TEXAS, PEDAL etc.

  
  

  Knows Covered:
  

  
  

  KNOW: Codes, conventions, and features of different types of texts are often subtle and able to be flexibly applied. Recognising them and the effects they have in different types of texts supports the analysis and crafting of texts. 

  KNOW: Structural elements can be arranged for deliberate effect to build up meaning across a text.
  
  Task:  Māori Knowledge (Mātauranga Māori) was once a valuable source of information that was used by the mana whenua (people of the land/first settlers) for everyday survival in Aotearoa New Zealand. Using your knowledge of Mātauranga Māori, you will document how the early European settlers looked down on Māori knowledge and viewed it as insignificant, and how it has come to be more valued in recent times.
  
  

  English Assessment

  You will need to write an explanatory essay about the devaluing of Maori culture, value of Mātauranga Māori and is Mātauranga Māori science?

  Use the TEXAS paragraph writing method to write the paragraphs with an introduction and conclusion.

  Sources: You are only allowed to use the readings that we have used in class or have been given to you as resources.

  
  

  Key Points to remember:

  
  

  a. As a general rule, the greater the depth and relevance of your responses in addressing the topic, the higher the mark.

  
  

  b. If you use quotations, limit them to no longer than a sentence.

  
  

  c. Write in your own words.  Do not copy and paste from the internet, or use AI to write this assessment.

  
  

  Reminder about the T-E-X-A-S paragraph writing method

  
  

  T-E-X-A-S

  
  

  T - Topic. Here you state what you'll be talking about in the paragraph. It only needs to be one line, just enough to specify what you're talking about.

  
  

  E - Explain. Here you will elaborate on your Topic, giving the reader more information about what it is. One or two lines should suffice.  You could also define key words or concepts.  

  
  

  X - Example. 

  
  

  A - Analysis. How does your example support your argument? This should be a significant part of your paragraph. 'This shows how..." or "Here we see..." .

  
  S - Summary. Reword your Topic statement with more affirmative grammar.
  

  • Select activity M Maori Revised Assessment 2024

    

    M Maori Revised Assessment 2024 Assignment

    Opened: Monday, 9 September 2024, 9:30 AM

    Due: Friday, 20 September 2024, 3:00 PM
• Select week 16 September - 22 September

  16 September - 22 September

  
  

                                                                     FOCUS / ARONGA learning intentions:
  

  
  

  We are FOCUSING on explanation writing by choosing language that is appropriate to the topic, audience, and purpose.

  
  

                                                                                Success Criteria:

  
  

  I can categorise my ideas into paragraphs with clear ideas and following a writing frame eg. TEXAS, PEDAL etc.

  
  

  Knows Covered:
  

  
  

  KNOW: Codes, conventions, and features of different types of texts are often subtle and able to be flexibly applied. Recognising them and the effects they have in different types of texts supports the analysis and crafting of texts. 

  KNOW: Structural elements can be arranged for deliberate effect to build up meaning across a text.
  
  Task:  Māori Knowledge (Mātauranga Māori) was once a valuable source of information that was used by the mana whenua (people of the land/first settlers) for everyday survival in Aotearoa New Zealand. Using your knowledge of Mātauranga Māori, you will document how the early European settlers looked down on Māori knowledge and viewed it as insignificant, and how it has come to be more valued in recent times.
  
  

  English Assessment

  You will need to write an explanatory essay about the devaluing of Maori culture, value of Mātauranga Māori and is Mātauranga Māori science?

  Use the TEXAS paragraph writing method to write the paragraphs with an introduction and conclusion.

  Sources: You are only allowed to use the readings that we have used in class or have been given to you as resources.

  
  

  Key Points to remember:

  
  

  a. As a general rule, the greater the depth and relevance of your responses in addressing the topic, the higher the mark.

  
  

  b. If you use quotations, limit them to no longer than a sentence.

  
  

  c. Write in your own words.  Do not copy and paste from the internet, or use AI to write this assessment.

  
  

  Reminder about the T-E-X-A-S paragraph writing method

  
  

  T-E-X-A-S

  
  

  T - Topic. Here you state what you'll be talking about in the paragraph. It only needs to be one line, just enough to specify what you're talking about.

  
  

  E - Explain. Here you will elaborate on your Topic, giving the reader more information about what it is. One or two lines should suffice.  You could also define key words or concepts.  

  
  

  X - Example. 

  
  

  A - Analysis. How does your example support your argument? This should be a significant part of your paragraph. 'This shows how..." or "Here we see..." .

  
  S - Summary. Reword your Topic statement with more affirmative grammar.
  
• Select week 23 September - 28 September

  23 September - 28 September

  • 
    

                                                                                                                                                 

                                                                                                                                        

                                                                       
    

                                                                   FOCUS / ARONGA learning intentions:
    

    
    

    We are PLANNING to demonstrate that, as a text creator, I can create texts to advocate for myself, for others, and to try to change my world.
    

    We are FOCUSING on Matauranga Maori by explaining the effects of conventions in a written/visual text.
    

    We are EXPLORING by analysing multiple and sometimes competing interpretations of a text, including my own, using analytical lenses to make informed judgments about the text.
    

    
    

                                                                                         Success Criteria:

    
    

    • I can deliberately design texts for different audiences to share my ideas with different audiences, knowing that how I communicate my ideas can play a part in shaping society.
      • I can identify the different uses of language in a range of text.
        • I can examine how the themes, messages and opinions of a text can be experienced by different readers in different ways.

    
    

    Knows Covered:
    

    
    KNOW: As a text creator, I can contribute to national and global conversations through my original interpretations of texts and through the texts I create.
    
    KNOW: Codes, conventions, and features of different types of texts are often subtle and able to be flexibly applied. Recognising them and the effects they have in different types of texts supports the analysis and crafting of texts.
    
    Week 10 Learning Activities
    
    

                                                                                                 Monday

    
    

    • You will sit down on the green chairs when you first come into the library.
    • Then you will listen as I will tell you about the expectations and rules you need to follow in the library.
    • Afterwards, you will choose books to read and sit down quietly to read the books which you will issue afterwards.

    
    

                                                                                              Tuesday

    
    

    • Firstly, you will read the article on slide 4 of the "Matauranga Maori Matching Slideshow" about Mātauranga Māori driving innovation in the New Zealand scampi fishery.
    • Then on the next slide you will see a list of statements. Write about whether you think it falls under the numbers below:

    
    

    1. The Devaluing of Maori Culture

    2. The Value of Matauranga Maori

    3. Is Matauranga Maori Science?

    
    

    • Afterwards, you will draw the table into your English books like in the next slide. Then write the similarities and differences between the values of another culture other than Māori and how that culture has been or is still being devalued.
    • After that, in a minimum of 200 words write about whether you think cultures are being devalued as well as whether we stop that or not and why.
    • Finally, draw, label and colour a picture of what you have written about to AT LEAST A YEAR EIGHT STANDARD.

    
                                                                                             Thursday
    
    

    • You will complete the "Matauranga Maori Sheet."
    • Afterwards, you will create a drawing of what Matauranga Maori looks like for you and write about why it is important.
    • After that, you will make a poster which advertises a campaign to promote your favourite movie about Matauranga Maori.
    • Also, you can make origami from this link of anything related to Matauranga Maori.
    • Finally, you will create a song to boost the morale and spirits of people for Matauranga Maori.

  
  
• Select week 30 September - 6 October

  30 September - 6 October
• Select week 7 October - 13 October

  7 October - 13 October
• Select week 14 October - 20 October

  14 October - 20 October

                                                                                                                  

                                                          
  

                                                          
  

  
  

                                                      FOCUS / ARONGA learning intentions:
  

  
  

  We are FOCUSING on rhyme schemes by explaining the effects of conventions in a written/visual text.

  We are PLANNING on designing a title page of "Spooky Mysteries."
  

  We are PLANNING creative writing by organising my own text so that my structures support my purpose/ meaning.

  
  

                                                                       Success Criteria:
  

  
  

  • I can identify the different uses of language in a range of text.
    • • I can deliberately design texts for different audiences to share my ideas with different audiences, knowing that how I communicate my ideas can play a part in shaping society.
      • I can select and use structural features (eg. place, time and participants).

  
  

  Knows Covered:

  
  

  KNOW: As a text creator, I can contribute to national and global conversations through my original interpretations of texts and through the texts I create.
  

  KNOW: I can deliberately design texts for different audiences to share my ideas with different audiences, knowing that how I communicate my ideas can play a part in shaping society.
  

  KNOW: Structural elements can be arranged for deliberate effect to build up meaning across a text.
  

  
  

  Week 1 Learning Activities
  
  

                                                                                               Monday

  
  

  • Firstly, you will watch this   about what is rhyme scheme?
  • Then on slide 6 of the "Rhyme Schemes Slideshow" you will see a list of different rhymes. You will need to write which rhyme scheme you think it is. That is, it will be “ABAB” or “AABB.”
  • Afterwards, create 8 of your own rhyme schemes just like the ones in the previous slide with the context being about spooky mysteries.
  • After that, look at this link about short stories to read online. Choose one short story and write it in the style of a rhyme scheme rather than the way it is originally written.
  • Finally, draw, label and colour what you have written about to AT LEAST A YEAR NINE STANDARD.

  
  

                                                                            Tuesday

  
  

  • Firstly, you will watch the following  on how to build a fictional world.
  • Then you will need to create your own character descriptions like in slide 6 of the "Creative Writing Slideshow 2" with a minimum of THREE characters in your creative story in your English books. Make sure you plan your work first using the template below.
  • Afterwards, you will need to write descriptively about the settings in your creative story.
  • Finally, think about how the plot of your creative story starts off, ends and what happens in the middle. Think about what the characters will do in the story, why they make those choices and if they will change as a result of what they have been through. Also, think about the setting of your story and the effect it has in your story. Then create a table like the one on the slide below and write the content of all that in the beginning, middle and end segments.

  
  

                                                                                  Thursday
  

  
  

  • First of all, you will watch this   about 5 of the creepiest unsolved mysteries.

  • You will have 2 minutes to talk to each other about what you know about spooky mysteries.

  • You will then share back as a class so that I can write on the whiteboard a brainstorm of what you already know about spooky mysteries.

  • Then you will create a title page for "Spooky Mysteries."

  
  

  • Select activity Rhyme Schemes Slideshow

    

    Rhyme Schemes Slideshow File
  • Select activity Creative Writing Slideshow 2

    

    Creative Writing Slideshow 2 File
• Select week 21 October - 27 October

  21 October - 27 October

                                                                 
  

                                                       
  

                                                     FOCUS / ARONGA learning intentions:
  

  
  

  We are EXPLORING articles by recognising texts that have multiples purposes and knowing the context of the creator helps us understand the purpose.
  

  We are EXPLORING 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 PLANNING poetry by choosing language that is appropriate to the topic, audience, and purpose.
  

  
  

                                                                       Success Criteria:
  

  
  

  • I can identify the text’s creator and why the text has been created (purpose).
  • I can examine how the themes, messages and opinions of a text can be experienced by different readers in different ways.
  • I can compose a range of text using language features effectively while sustaining a writing style which is appropriate for my audience.
    

  
  

  Knows Covered:

                                                                

  KNOW: Codes, conventions, and features of different types of texts are often subtle and able to be flexibly applied. Recognising them and the effects they have in different types of texts supports the analysis and crafting of texts.

  KNOW: As a text creator, I can contribute to national and global conversations through my original interpretations of texts and through the texts I create.
  
  KNOW: Language works at both denotative and connotative levels. There is a gap between the language we choose to convey an idea and how the idea is understood. Our language choices and how we interpret language can reveal our values and beliefs.
  
  

  Week 2 Learning Activities
  
  

                                                                              Monday

  
  

  • You will read this article about how poetry has a power to inspire change like no other art on slide 2 of the "Poetry Articles Slideshow."
  • Afterwards, you will answer the multiple choice questions.
  • After that, you will answer the short answer questions.
  • The long answer questions will be answered following that.
  • You will then write your reflection in response to the article.
  • You will need to write 2-3 things you notice and 2-3 things you wonder.
  • Finally, you will fill in the connecting bubbles with concepts, ideas, questions, and details that connect the image to the reading.

  
  

                                                                                   Tuesday
  

  
  

  • You will sit down on the green chairs when you first come into the library.
  • Then you will listen as I will tell you about the expectations and rules you need to follow in the library.
  • Afterwards, you will choose books to read and sit down quietly to read the books which you will issue afterwards.

  
                                                                              Thursday
  
  

  • Firstly, you will read the poem "A Dream Within a Dream" by Edgar Allan Poe on slides 3 and 4 of the "Poetry Analysis Slideshow."
  • Then you will look at this link about the analysis of “A Dream Within A Dream.” Summarise the main points in your English book and write what themes are in the poem.
  • Afterwards, you will need to look at the poetic features on the next slide and write examples of which poetic features there are from the poem into your English books.
  • After that, you will write a poem which has the same or similar themes to “A Dream Within A Dream” into your English books.
  • Finally, you will draw, label and colour in a picture of what the poems are about into your English books to AT LEAST A YEAR NINE STANDARD.

  • Select activity Poetry Articles Slideshow

    

    Poetry Articles Slideshow File
  • Select activity Poetry Analysis Slideshow

    

    Poetry Analysis Slideshow File
• Select week 28 October - 3 November

  28 October - 3 November

  
  

                                                        
  

  We are FOCUSING on explanation writing by choosing language that is appropriate to the topic, audience, and purpose.
  

  We are FOCUSING on grammar by explaining the effects of conventions in a written/visual text.
  

  
  

                                                                        Success Criteria:
  

  
  

  • I can categorise my ideas into paragraphs with clear ideas and following a writing frame eg. TEXAS, PEDAL etc.
  • I can identify the different uses of language in a range of text.

  
  

  Knows Covered:
  

  
  

  KNOW: Codes, conventions, and features of different types of texts are often subtle and able to be flexibly applied. Recognising them and the effects they have in different types of texts supports the analysis and crafting of texts.

  KNOW: Structural elements can be arranged for deliberate effect to build up meaning across a text.

  
  

  Week 3 Learning Activities
  
  

                                                                               Tuesday

  
  

  • On slide 9 of the "Spooky Mysteries Explanation Writing Slideshow" you will see a template of where to put researched information. Also, look at this link of how to write good introductions/conclusions. Draw the template in your English books and write the researched information within it.
  • Write an explanatory essay about your thoughts on spooky mysteries.

  
  

                                                                              Thursday

  
  

  • Firstly, the students will watch this about grammar and verb tenses.
  • Then they will Look at the table of "Grammar Terms Examples." Then put in their own examples of grammar terms in their "Grammar Terms Worksheet."
  • Afterwards, on slide 6 of the "Grammar Slideshow 2" they will see a list of sentences with wrong grammar in them. They will need to write the sentences with the correct grammar into their English books.
  • After that, they will create a piece of writing with the words, phrases and sentences they wrote from their "Grammar Terms Worksheet."
  • Finally, they will draw, label and colour a picture of what they have written to AT LEAST A YEAR NINE STANDARD.

  • Select activity Spooky Mysteries Explanation Writing Slideshow

    

    Spooky Mysteries Explanation Writing Slideshow File
  • Select activity Grammar Slideshow 2

    

    Grammar Slideshow 2 File
  • Select activity Grammar Terms Examples

    

    Grammar Terms Examples File
  • Select activity Grammar Terms Worksheet

    

    Grammar Terms Worksheet File
• Select week 4 November - 10 November

  4 November - 10 November

                                                                 

                                                                  
  

                                                     FOCUS / ARONGA learning intentions:

  We are EXPLORING articles by recognising texts that have multiples purposes and knowing the context of the creator helps us understand the purpose.

  We are EXPLORING 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 FOCUSING on grammar by explaining the effects of conventions in a written/visual text.
  
  

                                                                        Success Criteria:
  

  
  

  • I can identify the text’s creator and why the text has been created (purpose).
    • I can examine how the themes, messages and opinions of a text can be experienced by different readers in different ways.
      • I can identify the different uses of language in a range of text.

  
  

  Knows Covered:

                                                                

  KNOW: As a text creator, I can contribute to national and global conversations through my original interpretations of texts and through the texts I create.
  
  KNOW: Codes, conventions, and features of different types of texts are often subtle and able to be flexibly applied. Recognising them and the effects they have in different types of texts supports the analysis and crafting of texts.
  
                                                                                Monday
  
  

  • Firstly, you will this article about a scientific mystery.
  • Then you will complete the "Key word hunt sheet" for the article in your English books.
  • Finally, you will complete a minimum of 3 tasks on the "The Beauty at the Heart of a ‘Spooky’ Mystery Learning Grid" in your English books.

  
  

                                                                                    Tuesday
  

  
  

  • You will sit down on the green chairs when you first come into the library.
  • Then you will listen as I will tell you about the expectations and rules you need to follow in the library.
  • Afterwards, you will choose books to read and sit down quietly to read the books which you will issue afterwards.

  
  

                                                                              Thursday

  
  

  • Firstly, the students will watch this   about grammar and verb tenses.
  • Then they will Look at the table of "Grammar Terms Examples." Then put in their own examples of grammar terms in their "Grammar Terms Worksheet."
  • Afterwards, on slide 6 of the "Grammar Slideshow 2" they will see a list of sentences with wrong grammar in them. They will need to write the sentences with the correct grammar into their English books.
  • After that, they will create a piece of writing with the words, phrases and sentences they wrote from their "Grammar Terms Worksheet."
  • Finally, they will draw, label and colour a picture of what they have written to AT LEAST A YEAR NINE STANDARD.

  
  

  • Select activity Key Word Hunt Sheet

    

    Key Word Hunt Sheet File
  • Select activity The Beauty at the Heart of a ‘Spooky’ Mystery Learning Grid

    

    The Beauty at the Heart of a ‘Spooky’ Mystery Learning Grid File
  • Select activity Grammar Slideshow 2

    

    Grammar Slideshow 2 File
  • Select activity Grammar Terms Examples

    

    Grammar Terms Examples File
  • Select activity Grammar Terms Worksheet

    

    Grammar Terms Worksheet File
• Select week 11 November - 17 November

  11 November - 17 November

                                                                           

                                                                                                                
  

                                                                    FOCUS / ARONGA learning intentions:

  We are REFLECTING on assessing the results from the asttle tests.
  
  We are PLANNING poetry by choosing language that is appropriate to the topic, audience, and purpose.
  
                                                                                          Success Criteria:
  
  

  • I can answer the questions on my asttle tests.
    • I can compose a range of text using language features effectively while sustaining a writing style which is appropriate for my audience.

  
  

  Knows Covered:
  

  
  

  KNOW: Language works at both denotative and connotative levels. There is a gap between the language we choose to convey an idea and how the idea is understood. Our language choices and how we interpret language can reveal our values and beliefs.
  
                                                                                                  Monday
  
  

  • You will complete the asttle reading tests which are assigned to you.
  • If you have finished your asttle reading tests you will work on your Reading Plus.

  
                                                                                             Tuesday
  
  

  • Firstly, you will read the poem "A Dream Within a Dream" by Edgar Allan Poe on slides 3 and 4 of the "Poetry Analysis Slideshow."
  • Then you will look at this link about the analysis of “A Dream Within A Dream.” Summarise the main points in your English book and write what themes are in the poem.
  • Afterwards, you will need to look at the poetic features on the next slide and write examples of which poetic features there are from the poem into your English books.
  • After that, you will write a poem which has the same or similar themes to “A Dream Within A Dream” into your English books.
  • Finally, you will draw, label and colour in a picture of what the poems are about into your English books to AT LEAST A YEAR NINE STANDARD.

  
                                                                                    Thursday
  
  

  • Firstly, you will read the poem "Ghost House" by Robert Frost on slides 3, 4 and 5 of the "Poetry Analysis Slideshow 2."
  • Then you will look at this link about the analysis of “Ghost House.” Summarise the main points in your English book and write what themes are in the poem.
  • Afterwards, you will need to look at the poetic features on the next slide and write examples of which poetic features there are from the poem into your English books.
  • After that, you will write a poem which has the same or similar themes to “Ghost House” into your English books.
  • Finally, you will draw, label and colour in a picture of what the poems are about into your English books to AT LEAST A YEAR NINE STANDARD.

  
  

  • Select activity Poetry Analysis Slideshow

    

    Poetry Analysis Slideshow File
  • Select activity Poetry Analysis Slideshow 2

    

    Poetry Analysis Slideshow 2 File
• Select week 18 November - 24 November

  18 November - 24 November

                                                                                                                                     

                                                                                                                        

                                                                
  

                                                      FOCUS / ARONGA learning intentions:

  We are REFLECTING on testing ourselves for the CATs.
  

  We are PLANNING poetry by choosing language that is appropriate to the topic, audience, and purpose.

  We are EXPLORING articles by recognising texts that have multiples purposes and knowing the context of the creator helps us understand the purpose.
  
  

                                                                          Success Criteria:
  

  
  

  • • I can compose a range of text using language features effectively while sustaining a writing style which is appropriate for my audience.
    • I can answer the questions on my CAT's.
    • I can identify the text’s creator and why the text has been created (purpose).

  
  

  Knows Covered:
  

  
  

  KNOW: As a text creator, I can contribute to national and global conversations through my original interpretations of texts and through the texts I create.

  KNOW: Language works at both denotative and connotative levels. There is a gap between the language we choose to convey an idea and how the idea is understood. Our language choices and how we interpret language can reveal our values and beliefs.
  
  

  Week 6 Learning Activities
  
  

                                                                                  Monday

  
  

  • Then you will read the article about tourism travel on slides 3 to 7 of the "Tourism Travel Vocabulary Slideshow." Highlight the words for "Task 1" on the article on the slideshow.
  • Afterwards, you will see a table of the words from “Task 1.” Draw the table into you books. Then write as many different words you can which have the same meaning as those words using the Thesaurus.
  • After that, write your own story about tourism travel using the words from task 2.
  • Finally, draw, label and colour a picture of what you have written about in your English books to AT LEAST A YEAR EIGHT STANDARD.

  
  

                                                                                  Tuesday
  
  You will complete the questions for the CAT's.
  
  

                                                                                 Thursday

  
  

  • Firstly, you will read the poem "Darkness" by Lord Byron on slides 3, 4, 5, 6, 7, 8 and 9 of the "Poetry Analysis Slideshow 3."
  • Then you will look at this link about the analysis of “Darkness.” Summarise the main points in your English book and write what themes are in the poem.
  • Afterwards, you will need to look at the poetic features on the next slide and write examples of which poetic features there are from the poem into your English books.
  • After that, you will write a poem which has the same or similar themes to “Darkness” into your English books.
  • Finally, you will draw, label and colour in a picture of what the poems are about into your English books to AT LEAST A YEAR NINE STANDARD.

  
  

  • Select activity Tourism Travel Vocabulary Slideshow

    

    Tourism Travel Vocabulary Slideshow File
  • Select activity Poetry Analysis Slideshow 3

    

    Poetry Analysis Slideshow 3 File
• Select week 25 November - 1 December

  25 November - 1 December

                                                                                  
  

  
  

                                                                      FOCUS / ARONGA learning intentions:

  
  We are EXPLORING articles by recognising texts that have multiples purposes and knowing the context of the creator helps us understand the purpose.
  
  We are EXPLORING on punctuation by organising my own text by revising and editing and proofreading the text to check the grammar, spelling, and punctuation.
  
                                                                                         Success Criteria:
  
  

  • I can identify the text’s creator and why the text has been created (purpose).
    • I can select punctuation accurately. 

  
  

  Knows Covered:

  
  

  KNOW: As a text creator, I can contribute to national and global conversations through my original interpretations of texts and through the texts I create.
  
  KNOW: Codes, conventions, and features of different types of texts are often subtle and able to be flexibly applied. Recognising them and the effects they have in different types of texts supports the analysis and crafting of texts.
  
                                                                                                  Monday
  
  

  • Firstly, you will read the story about religion from slides 4 to 7 of the "Ideas Of Travelling Stories Slideshow." Highlight the ideas on the story from the next slide on the slideshow.
  • Then you will read the article about a solo adventure in Ladakh. Highlight the ideas on the article from the next slide on the slideshow.
  • Afterwards, you will write your own story with the ideas from both tasks 1 and 2.
  • Finally, you will see a table on the next slide. Fill in the table of the similarities and differences of ideas from both stories. Then write a conclusion of which story you think has better ideas in it and why. Then draw, label and colour a picture of what you have written about in your English books to AT LEAST A YEAR NINE STANDARD.

  
  

                                                                                                 Wednesday

  
  

  • Firstly, you will see a story with punctuation marks in it from slides 4 to 10 of the "Punctuation Slideshow 2." Highlight all of the different punctuation marks a different colour on the slides and write which type of punctuation is used the most and why you think it is used the most. Also, write which type of punctuation is used the least and why you think it is used the least.
  • Afterwards, on the next slides you will see a work of writing with no punctuation in it. Write the excerpt into your English books and put in the correct punctuation.
  • Then search up a piece of writing with the wrong use of punctuation. Write that piece of writing into your English books and then write the writing with the correct use of punctuation. Then write about what effect there is with the wrong use and if we should do it or not.
  • Finally, create your own piece of writing like in slide 7 with the wrong use of punctuation. Then give it to the person sitting next to you and get them to write the correct punctuation in it. You can record the right answers yourself beforehand to mark them right or not.

  
  

                                                                                                    Friday

  
  

  • Firstly, on slides 4 to 7 of the "Travel Stories Language Slideshow" you will read part 2 of the story of the solo adventure in Ladakh. Highlight the language features on the slideshow and identify which language features they are from the "Language Features Slideshow."
  • Then on the next slides you will read the article about searching for music in rural Rwanda. Highlight the language features on the slideshow and identify which language features they are from the "Language Features Slideshow."
  • Afterwards, you will write your own story with the language features from tasks 1 and 2.
  • Finally, on the next slide you will see a table. Fill in the table of the similarities and differences of language features from both stories. Then write a conclusion of which story you think has better language features in it and why. Then draw, label and colour a picture of what you have written about in your English books to AT LEAST A YEAR NINE STANDARD.

  
  
• Select week 2 December - 8 December

  2 December - 8 December

                                                                                 
  

  
  

                                                                      FOCUS / ARONGA learning intentions:

  
  We are EXPLORING articles by recognising texts that have multiples purposes and knowing the context of the creator helps us understand the purpose.
  
  We are EXPLORING on punctuation by organising my own text by revising and editing and proofreading the text to check the grammar, spelling, and punctuation.
  
                                                                                         Success Criteria:
  
  

  • I can identify the text’s creator and why the text has been created (purpose).
    • I can select punctuation accurately. 

  
  

  Knows Covered:

  
  

  KNOW: As a text creator, I can contribute to national and global conversations through my original interpretations of texts and through the texts I create.
  
  KNOW: Codes, conventions, and features of different types of texts are often subtle and able to be flexibly applied. Recognising them and the effects they have in different types of texts supports the analysis and crafting of texts.
  
                                                                                                  Monday
  
  

  • Firstly, you will read the story about religion from slides 4 to 7 of the "Spooky Mysteries Ideas Slideshow." Highlight the ideas on the article about horror from the next slide on the slideshow.
  • Then you will read the article about the abominable showman. Highlight the ideas on the article from the next slide on the slideshow.
  • Afterwards, you will write your own story with the ideas from both tasks 1 and 2.
  • Finally, you will see a table on the next slide. Fill in the table of the similarities and differences of ideas from both stories. Then write a conclusion of which story you think has better ideas in it and why. Then draw, label and colour a picture of what you have written about in your English books to AT LEAST A YEAR NINE STANDARD.

  
  

                                                                                                 Wednesday

  
  

  • Firstly, you will see a story with punctuation marks in it from slides 3 to 5 of the "Punctuation Slideshow 3." Highlight all of the different punctuation marks a different colour on the slides and write which type of punctuation is used the most and why you think it is used the most. Also, write which type of punctuation is used the least and why you think it is used the least.
  • Afterwards, on the next slides you will see a work of writing with no punctuation in it. Write the excerpt into your English books and put in the correct punctuation.
  • Then search up a piece of writing with the wrong use of punctuation. Write that piece of writing into your English books and then write the writing with the correct use of punctuation. Then write about what effect there is with the wrong use and if we should do it or not.
  • Finally, create your own piece of writing like in slide 9 with the wrong use of punctuation. Then give it to the person sitting next to you and get them to write the correct punctuation in it. You can record the right answers yourself beforehand to mark them right or not.

  
  

                                                                                                    Friday

  
  

  • Firstly, on slides 4 to 7 of the "Spooky Mysteries Language Slideshow" you will read the story “THE TREASURE OF ABBOT THOMAS.” Highlight the language features on the slideshow and identify which language features they are from the "Language Features Slideshow."
  • Then on the next slides you will read the story "COUNT MAGNUS." Highlight the language features on the slideshow and identify which language features they are from the "Language Features Slideshow."
  • Afterwards, you will write your own story with the language features from tasks 1 and 2.
  • Finally, on the next slide you will see a table. Fill in the table of the similarities and differences of language features from both stories. Then write a conclusion of which story you think has better language features in it and why. Then draw, label and colour a picture of what you have written about in your English books to AT LEAST A YEAR NINE STANDARD.

  
  
• Select week 9 December - 15 December

  9 December - 15 December

  
  

  
  

  We are PLANNING to demonstrate that, as a text creator, I can create texts to advocate for myself, for others, and to try to change my world.

  
  

                                                                                       Success Criteria:

  
  

  I can deliberately design texts for different audiences to share my ideas with different audiences, knowing that how I communicate my ideas can play a part in shaping society.

  
  

  Knows Covered:
  

  
  KNOW: As a text creator, I can contribute to national and global conversations through my original interpretations of texts and through the texts I create.
  
  Week 9 Learning Activities
  
  If you have finished your assessment:
  
  

  • You will complete the "Christmas Sheet."
  • Afterwards, you will create a drawing of what Christmas looks like for you and write about why it is important.
  • After that, you will make a poster which advertises a campaign to promote your favourite movie about Christmas.
  • Also, you can make origami from this link for anything related to Christmas.
  • Finally, you will create a song to boost the morale and spirits of people for Christmas.

  
  
• Select week 16 December - 22 December

  16 December - 22 December

  This week