9M1 English
Weekly outline
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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." -
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
ThursdayI 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 "Discover Tamaki Makaurau."
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.
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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
Monday- 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."
Thursday
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:
Before you read this, what is water confidence?
List stories, films, books which show water confidence.
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.
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.
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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
Monday- 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.
Thursday
- 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
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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
Monday- 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.
Thursday
- 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.
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.
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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
Monday- 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.
Thursday
- 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.
Friday
- 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."
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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 EXPLORING articles by recognising how texts include or exclude people, places, or ideas in different cultural, historical, political and social contexts.
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 discuss the the ideas the author has presented in a text and draw conclusions from it.
- 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
Monday- Firstly, you will watch this of what would happen if the Earth stopped spinning for 5 seconds.
- You will then read the article "America, like the rest of the world, is in a water crisis. Here’s what we can do."
- Finally, you will answer the questions on the "Article Study Learning Grid."
Thursday
- 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.
- I can express the purpose of the text using a variety of sentence structures, beginnings, and lengths for effect.
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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
Monday- You will first watch this about identifying bias.
- In their English books you will write and answer the questions below:
Before you read this, what is bias?
List stories, films, books which show bias in them.
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.
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.
Thursday
- 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.
- I can discuss the biases identified in a text whilst being aware of the political and social context of the writer.
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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
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Opened: Monday, 25 March 2024, 8:30 AMDue: Friday, 12 April 2024, 12:00 PM
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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
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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.
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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
Tuesday
- 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.
Wednesday
- 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.
Friday
- 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.
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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 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 ActivitiesMonday
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.
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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 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.
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.
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.
I can compare/contrast how the purpose of the text affects the structure of a text.
Week 3 Learning Activities
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.
Wednesday- 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.
Friday
- Watch the video by Scientific American. Discuss the PageRank algorithm and how Google uses your data to customise search results.
- Brainstorm a list of popular domains (e.g. .com, .com.au, or your country’s domain). Discuss if any domains might be more reliable than others and why (e.g. .gov or .edu).
- Discuss (or research) ways to open Google search results in a new tab to save your original search results (i.e. right-click > open link in new tab or press control/command and click the link).
- Try out a few Google searches (perhaps start with things like “car service” “cat food” or “fresh flowers”). Are there advertisements within the results? Discuss where these appear and how to spot them.
- Look at ways to filter search results by using the tabs at the top of the page in Google (i.e. news, images, shopping, maps, videos etc.). Do the same filters appear for all Google searches? Try out a few different searches and see.
- Type a question into Google and look for the “People also ask” and “Searches related to…” sections. Discuss how these could be useful. When should you use them or ignore them so you don’t go off on an irrelevant tangent? Is the information in the drop-down section under “People also ask” always the best?
- Often, more current search results are more useful. Click on “tools” under the Google search box and then “any time” and your time frame of choice such as “Past month” or “Past year”.
- Annotate your own “anatomy of a search result” example like the one I made below. Explore the different ways search results display; some have more details like sitelinks and some do not.
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