Weekly outline

  • General

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     Kia ora 8C1

    Kia ora tātou katoa

    Ko Nalini Sharma-Narayan tōku ingoa

    Nō Fiji/ India ōku tīpuna

    Kei te noho au ki Milano Heights Flat Bush

    No reira, tēna koutou katoa

    Nau mai, haere mai; 2024 welcomes you! 


    I am very pleased to be teaching you this year! 

    There is still a great deal for you to discover about yourself! Utilise your strengths to be 

    the best you can be this year! Make 2024 an exciting year for 'growing greatness' across the 4 cornerstones @MHJC! 

    Integrity/ Pono

    Compassion/ Awhinatanga

    Learning to Learn/ Ako

    Life-long learner/ Wānanga


    Remember everything is possible, but dreaming is one thing; living it, is what counts. It is the difficulties, challenges and fears we face which make us grow. So, get out of your comfort zone, and make 2024 the year of endless possibilities! 

    Mā te huruhuru ka rere te manu.

    Adorn the bird with feathers so it may soar.


    KIA MANA AKE!
    KEEP GROWING GREATNESS!

    Aroha nui

    Mrs Nalini Narayan

    Karakia





  • 29 January - 4 February

    TERM 1



    In Term 1, we will explore the context of Aotearoa - Our Way and Us. 

  • 5 February - 11 February

    Wiki  Rua 

    Whakatauki of the Week: 

    Whiria te tangata.

    Weave the people together. 

    Our personal identity and collective identity establshes who we are as the tāngata of Aotearoa.


    Let's start the year by creating short poems  about ourselves!


    Success Criteria: I can/have...

    • brainstormed my likes, dislikes, habits and personality. 
    • created a word bank consisiting of interesting descriptive words to describe my likes, dislikes, habits and personality
    • write a 'What makes me, Me?' poem 
    Activities: 
    1. 'What makes me, Me?' poem examples
    2. Create a personal word bank to describe yuor likes, dislikes, habits and personality
    3. Write your 'What makes me, Me?' poem
    4. Publish your poem.

  • 12 February - 18 February

    Wiki  Toru 

    Nǐ hǎo 8C1!

    May the Year of the Dragon be filled with confidence and courage. Wishing you all prosperity and joy. 

    Happy Chinese New Year!


    Whakatauki of the Week: 

    Whiria te tangata.

    Weave the people together. 

    Our personal identity and collective identity establshes who we are as the tāngata of Aotearoa.


    Let's start the year by creating short poems  about ourselves!


    Success Criteria: I can/have...

    • brainstormed my likes, dislikes, habits and personality. 
    • created a word bank consisiting of interesting descriptive words to describe my likes, dislikes, habits and personality
    • write a 'What makes me, Me?' poem 
    Activities: 
    1. 'What makes me, Me?' poem examples
    2. Create a personal word bank to describe yuor likes, dislikes, habits and personality
    3. Write your 'What makes me, Me?' poem
    4. Publish your poem.

  • 19 February - 25 February

    Wiki Wha

    All poems must be published by Tuesday.

     Complete BrainPop activities on adjectives - See GC for link and class code.


    See Week 3 planning for full details.





  • 26 February - 3 March

    Wiki 5

    Kia ora 8C1

    This week we will revise paragraph writing. 

    You will be using the PEEL structure to write complete paragraphs


    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to write paragraphs using PEEL structure
    • We are practising writing PEEL paragraphs.


    Success Criteria: I can/have...

      1. Know the parts of PEEL and what I need to do when writing my paragraphs

      2. Use PEEL paragraph structure to write a clear, detailed piece of writing


    Activities: 

    See Google Classroom for all reources and activities.

    Homework:



  • 4 March - 10 March

  • 11 March - 17 March

    Week 7

    Ramadan Kareem to all students of the Islamic faith

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING showing understanding of how people behave in their surrounding and situations.
    • We are FOCUSING showing detailed understading of people and places by:

    - identifying, explaining and discussing important events in the novel we are reading



    Bring your novel everyday to school. You will be doing novel activites in class. 

    See Google Classroom for the activities.

  • 18 March - 24 March

    Kia ora 8C1

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    We are PLANNING/expressing to demonstrate our understanding of how language and literature give us insights into ourselves and others of main ideas, events and/ or characters in texts. We are showing this by:
    • I can outline the author’s purpose with evidence from the poem  'Unique'
    • I can outline how and why people and places are included, excluded, or represented (real life) within the poem 'Unique'


    Success Criteria: I can/have...

    • I can outline the author’s purpose with evidence from the poem  'Unique'
    • I can outline how and why people and places are included, excluded, or represented (real life) within the poem 'Unique'
    • I can identify with evidence the main message in the poem 'Unique'
    • I can identify and give examples of figures of speech and vocabulary the poet has used in 'Unique'


    Activities:  See Google Classroom for the poem 'Unique' and the activities.


    Homework: Novel study



  • 25 March - 31 March

    Kia ora 8C2. 

    Happy Easter to all!

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    We are PLANNING/expressing to demonstrate our understanding of how language and literature give us insights into ourselves and others of main ideas, events and/ or characters in texts. We are showing this by:

    • I can outline the author’s purpose with evidence from the poems 'The Loner' and 'Unique'
    • I can outline how and why people and places are included, excluded, or represented (real life) within the poems 'The Loner' and 'Unique'


    Success Criteria: I can/have...

    • I can outline the author’s purpose with evidence from the poem  'The Loner'
    • I can outline how and why people and places are included, excluded, or represented (real life) within the poems 'The Loner' and 'Unique'
    • I can identify with evidence the main message in the poem 'Unique'
    • I can identify and give examples of figures of speech and vocabulary the poet has used in 'Unique'
    • I can explain the connection between  the poems 'The Loner' and 'Unique'
    • I can explain how the poems 'Unique' and 'The Loner' relate to the context 'Aotearoa - Our way and Us'


    Activities:  See Google Classroom for the poem 'The Loner' and the activities.


    Homework: Novel study




  • 1 April - 7 April

    Kia ora 8C1 

    Happy Easter to all!

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    We are PLANNING/expressing to demonstrate our understanding of how language and literature give us insights into ourselves and others of main ideas, events and/ or characters in texts. We are showing this by:

    • I can outline the author’s purpose with evidence from the poems 'The Loner' and 'Unique'
    • I can outline how and why people and places are included, excluded, or represented (real life) within the poems 'The Loner' and 'Unique'


    Success Criteria: I can/have...

    • I can outline the author’s purpose with evidence from the poem  'The Loner'
    • I can outline how and why people and places are included, excluded, or represented (real life) within the poems 'The Loner' and 'Unique'
    • I can explain compare and contrast (the similarities and differences) between  the poems 'The Loner' and 'Unique'
    • I can explain how the poems 'Unique' and 'The Loner' relate to the context 'Aotearoa - Our way and Us'


    Activities:  See Google Classroom for the poem 'The Loner' and the activities.


    Homework: Novel study Due next week




  • 8 April - 14 April

    Kia ora 8C1 

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    We are PLANNING/expressing to demonstrate our understanding of how language and literature give us insights into ourselves and others of main ideas, events and/ or characters in texts. We are showing this by:

    • I can outline the author’s purpose with evidence from the poems 'The Loner' and 'Unique'
    • I can outline how and why people and places are included, excluded, or represented (real life) within the poems 'The Loner' and 'Unique'


    Success Criteria: I can/have...

    • I can outline the author’s purpose with evidence from the poem  'The Loner'
    • I can outline how and why people and places are included, excluded, or represented (real life) within the poems 'The Loner' and 'Unique'
    • I can explain compare and contrast (the similarities and differences) between  the poems 'The Loner' and 'Unique'
    • I can explain how the poems 'Unique' and 'The Loner' relate to the context 'Aotearoa - Our way and Us'


    Activities:  See Google Classroom for the poem 'The Loner' and the activities.


    Homework: Novel study Due this week




  • 15 April - 21 April

  • 22 April - 28 April

  • 29 April - 5 May

    Kia ora 8C1. Nau mai to Term 2!

    This week, we focus on 'a moment in life' story.

    You will tell your 'moment in life' in picture form (story board)


    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING and constructing a picture story (story board) to demonstrate visual skills and visual coherence in telling stories.


    Success Criteria: I can/have...

    • write a story describing a recent 'moment in life' 
    • identify 6 capture points in the story
    • create a picture story in form of a story board using the capture points

    Activities:

    1. Write the story in your English book
    2. Use colour to identify 6 capture points in your story
    3. Draft a plan of story board in your book
    4. Publish your story board in the template provided.



  • 6 May - 12 May

    This week

    Kia ora 8C1. 

    This week, we start exploring out new learing context 'Whakamana - stand up, and stand out'

    Whakatauki - 

    Ē tū Rangatira - Stand strong and Lead 



    We will explore this context through the lenses of:


    1. a collection of inspiring short stories by NZ kaituhi

    2. oral language/ presentation skills (speeches / presentations) - Whakamana: Stand up, stand out



    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are EXPLORING/FOCUSING the context 'whakamana - stand up, and stand out' by identifying relevant main ideas, events and characters in the short story, 'No Girls Allowed'

    • We are EXPLORING/FOCUSING the context 'whakamana - stand up, and stand out' by analysing impacts of events/ character actions within the story

    • We are EXPLORING/FOCUSING the context 'whakamana - stand up, and stand out' by connecting the ideas/ events/ character actions to local/ national events

    • We are EXPLORING/FOCUSING the context 'whakamana - stand up, and stand out' by connecting the ideas/ events/ character actions to real world examples of the ways people think and interact


    Success Criteria: I can/have...

    • I can identify main ideas, events and characters in the short story, 'No Girls Allowed'


    • I can explain the impacts of events and/or character actions within the story

    • I can outline real world examples that connect to ideas, events, and character actions in the story

    • I can compare and contrast the decisions made by the characters.

    Activities:

    1. Read the title ('No Girls Allowed')- make predictions about the story
    2. Thnk of instances where girls or boys were/are not a allowed to do certain things. Can be cultural / religious / jobs etc. Create a table and list them.
    3. Whole class: Read the story ' No Girls Allowed' 
    4. Do the follow-up activity (see Google Classroom)


    Use these everyday kupu for English

    .


  • 13 May - 19 May

  • 20 May - 26 May

  • 27 May - 2 June

  • 3 June - 9 June

  • 10 June - 16 June

  • 17 June - 23 June

  • 24 June - 30 June

  • 1 July - 7 July

  • 8 July - 14 July

  • 15 July - 21 July

  • 22 July - 28 July

  • 29 July - 4 August

  • 5 August - 11 August

  • 12 August - 18 August

  • 19 August - 25 August

  • 26 August - 1 September

  • 2 September - 8 September

  • 9 September - 15 September

  • 16 September - 22 September

  • 23 September - 28 September

  • 30 September - 6 October

  • 7 October - 13 October

  • 14 October - 20 October

  • 21 October - 27 October

  • 28 October - 3 November

  • 4 November - 10 November

  • 11 November - 17 November

  • 18 November - 24 November

  • 25 November - 1 December

  • 2 December - 8 December

  • 9 December - 15 December

  • 16 December - 22 December

  • 23 December - 29 December