8C1 English
Weekly outline
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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 bethe best you can be this year! Make 2024 an exciting year for 'growing greatness' across the 4 cornerstones @MHJC!
Integrity/ Pono
Compassion/ Awhinatanga
Learning to Learn/ Ako
Life-long learner/ Wānanga
Remember everything is possible, but dreaming is one thing; living it, is what counts. It is the difficulties, challenges and fears we face which make us grow. So, get out of your comfort zone, and make 2024 the year of endless possibilities!
Mā te huruhuru ka rere te manu.
Adorn the bird with feathers so it may soar.
KIA MANA AKE!
KEEP GROWING GREATNESS!Aroha nui
Mrs Nalini Narayan
Karakia
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TERM 1
In Term 1, we will explore the context of Aotearoa - Our Way and Us.
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Wiki Rua
Whakatauki of the Week:
Whiria te tangata.
Weave the people together.
Our personal identity and collective identity establshes who we are 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
- 'What makes me, Me?' poem examples
- Create a personal word bank to describe yuor likes, dislikes, habits and personality
- Write your 'What makes me, Me?' poem
- Publish your poem.
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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
- 'What makes me, Me?' poem examples
- Create a personal word bank to describe yuor likes, dislikes, habits and personality
- Write your 'What makes me, Me?' poem
- Publish your poem.
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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.
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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 learning intentions:
- We are PLANNING to write paragraphs using PEEL structure
- We are practising writing PEEL paragraphs.
Success Criteria: I can/have...
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Know the parts of PEEL and what I need to do when writing my paragraphs
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Use PEEL paragraph structure to write a clear, detailed piece of writing
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Activities:
See Google Classroom for all reources and activities.
Homework:
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Week 7
Ramadan Kareem to all students of the Islamic faith
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.
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Kia ora 8C1
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
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Kia ora 8C2.
Happy Easter to all!
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
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Kia ora 8C1
Happy Easter to all!
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
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Kia ora 8C1
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
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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 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:
- Write the story in your English book
- Use colour to identify 6 capture points in your story
- Draft a plan of story board in your book
- Publish your story board in the template provided.
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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 kaituhi2. oral language/ presentation skills (speeches / presentations) - Whakamana: Stand up, stand out
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:
- Read the title ('No Girls Allowed')- make predictions about the story
- 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.
- Whole class: Read the story ' No Girls Allowed'
- Do the follow-up activity (see Google Classroom)
Use these everyday kupu for English
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Nau mai to Week 3 of Term 2!
This week, we will read and discuss the short story, 'No Girls Allowed' by Victor Rodgers.We we look at: important events in the story, problems and challenges characters face, and how they teach us to never let go our whakamana in difficult times. We will also look at some language featurews the kaituhi (Victor Rodger) has used to make his story interesting and meaningful to the readers.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.
- We are PLANNING and writing our response to the short story, 'No Girls Allowed'
- We are identifying points of views in the story
- We are PLANNING and explaining our point of view on an important idea in the story.
- We are explaining the idea of whakamana, and how characters show whakamana when faced with difficult situations.
Success Criteria: I can/have...
- Identify the main plot ideas in the story ' No Girls Allowed' by Victor Rodgers
- Explain the major challenges the characters are facing, and how they overcome these challenges thorugh their whakamana
- explain one important lesson I have learnt from this story.
- Identify some important language features used in the story. I can give examples of these language features from the story.
Activities: See Google Classroom for the activities.
Homework:
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Nau mai to Week 4 of Term 2.This week, we continue with short stories and learning how to respond to questions about bthe stories we read.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on using correct writing structure when responding to a story.
Success Criteria: I can/have...
- used PEEL paragraph structure for longer answers about the story.
- skim and scanned for evidence from the story to back up ther main idea I am writing about
Activities: See Google CLassroom for the activity
Homework:
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Enter text here...
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.
- We are PLANNING and writing our response to the short story, 'No Girls Allowed'
- We are identifying points of views in the story
- We are PLANNING and explaining our point of view on an important idea in the story.
- We are explaining the idea of whakamana, and how characters show whakamana when faced with difficult situations.
- We are PLANNING/ DOING a paragraph writing to show our understanding of how texts from Aotearoa New Zealand help us to understand local and national events and ways of thinking and interacting. These insights can help us to make sense of ourselves as individuals and a society and to think about our role in giving effect to Te Tiriti o Waitangi.
- We are PLANNING/ DOING a paragraph writing to show our understanding that texts can have multiple layers of ideas. Exploring them helps to expose deeper meanings and contradictions within the text.
- We are PLANNING/DOING to demonstrate my understanding that texts may have more than one audience. An audience’s context influences its interpretations of the text.
- We are PLANNING/DOING an oral text on the theme 'unity' 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 an oral text on the theme 'unity' by organising my own text so that my structures support my purpose/ meaning
- We are PLANNING an oral text on the theme 'unity' by revising and editing and proofreading the text to check the grammar, spelling, and punctuation
- We are PLANNING an oral text on the theme 'unity' by choosing language that is appropriate to the topic, audience, and purpose
Enter text here...
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Talofa lava 8C1!
This week, we start preparing for our assessment.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING/ DOING a paragraph writing to show our understanding of how texts from Aotearoa New Zealand help us to understand local and national events and ways of thinking and interacting. These insights can help us to make sense of ourselves as individuals and a society and to think about our role in giving effect to Te Tiriti o Waitangi.
- We are PLANNING/ DOING a paragraph writing to show our understanding that texts can have multiple layers of ideas. Exploring them helps to expose deeper meanings and contradictions within the text.
Success Criteria: I can/have...
I can locate and outline how and why people/ places are included/excluded or represented within the short stories ‘No Girls Allowed’ and ‘Tane Mahuta’
I can discuss the the ideas the author has presented in their stories, and relate it to real life.
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Kia ora 8C1.
English assessment is this week.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING and writing our response to the short story, 'No Girls Allowed'.
- We are PLANNING and explaining our point of view on an important idea in the story.
- We are PLANNING/ DOING a paragraph writing to show our understanding of how texts from Aotearoa New Zealand help us to understand local and national events and ways of thinking and interacting. These insights can help us to make sense of ourselves as individuals and a society and to think about our role in giving effect to Te Tiriti o Waitangi.
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Week 7
Assessment in progress - See Week 6 plan
Library - Wednesday
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Matariki activities
KNOW: Texts from Aotearoa New Zealand help us to understand local and national events and ways of thinking and interacting. These insights can help us to make sense of ourselves as individuals and a society and to think about our role in giving effect to Te Tiriti o Waitangi.
Kia mau ki tō ūkaipō. The stories of Aotearoa New Zealand are unique taonga tuku iho
Ko pohewa, ko auaha ngā ara ki ao hou. Stories are a source of joy and nourishment.
- Research skills: skim and scan for relevant information. note-taking
- present ideas creatively (matariki stars)
Kia ora 8C1.
It's time for speeche! This is a great opportunity for you to stregnthen your speaking and presenting skills.
Te pai katoa!
PLAN & DO / WHAKAMAHI learning intentions:
I am PLANNING/DOING a persuasive speech on the topic identity:
- to demonstrate my understanding that texts may have more than one audience. An audience’s context influences its interpretations of the text.
- to demonstrate that, as a text creator, I can create texts to advocate for myself, for others, and to try to change my world
- by organising my own text so that my structures support my purpose/ meaning
- by revising and editing and proofreading the text to check the grammar, spelling, and punctuation
- by choosing language that is appropriate to the topic, audience, and purpose
Success Criteria:
- My written a speech presents and advocates for my ideas to a specific audience
- I have deliberately selected language features (including persuasive techniques) for effect to support my purpose
Activities:
See Google Classroom for resources
Homework:
Speech -
Kia ora 8C1.
Speeches in progress
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING/FOCUSING ON finding ideas for our oral texts, on the theme unity, by connecting the ideas/ events/ actions to real world examples of the ways people think and interact.
PLAN & DO / WHAKAMAHI learning intentions:
I am PLANNING/DOING a persuasive speech on the topic unity:
- to demonstrate my understanding that texts may have more than one audience. An audience’s context influences its interpretations of the text.
- to demonstrate that, as a text creator, I can create texts to advocate for myself, for others, and to try to change my world
- by organising my own text so that my structures support my purpose/ meaning
- by revising and editing and proofreading the text to check the grammar, spelling, and punctuation
- by choosing language that is appropriate to the topic, audience, and purpose
See Week 8 planning
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Kia ora 8C1.
Nau mai, haere mai to Term 3!
It's time for speeche! This is a great opportunity for you to stregnthen your speaking and presenting skills.
Te pai katoa!
PLAN & DO / WHAKAMAHI learning intentions:
I am PLANNING/DOING a persuasive speech on the topic identity:
- to demonstrate my understanding that texts may have more than one audience. An audience’s context influences its interpretations of the text.
- to demonstrate that, as a text creator, I can create texts to advocate for myself, for others, and to try to change my world
- by organising my own text so that my structures support my purpose/ meaning
- by revising and editing and proofreading the text to check the grammar, spelling, and punctuation
- by choosing language that is appropriate to the topic, audience, and purpose
Success Criteria:
- My written a speech presents and advocates for my ideas to a specific audience
- I have deliberately selected language features (including persuasive techniques) for effect to support my purpose
Activities:
See Google Classroom for resources
Homework:
Speech
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Kia ora students.
Speech continued. Developing oral language / presentation skills.
See Week 1 plan
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Kia orana 8C1!
This week, our focus is to memorise our speech! Happy learning!
Use the rubric to guide your presentation
See Google Classroom for resources.
Library on Wednesday.
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Speech presentations in progress.
PLAN & DO / WHAKAMAHI learning intentions:
- We are presenting a persuasive speech to an audience so that we can develop oral language skills
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Speech presentations in progress.
PLAN & DO / WHAKAMAHI learning intentions:
- We are presenting a persuasive speech to an audience so that we can develop oral language skills
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Speech presentations in progress.
PLAN & DO / WHAKAMAHI learning intentions:
- We are presenting a persuasive speech to an audience so that we can develop oral language skills
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Kia ora 8C1.
Nau mai to Week 7
This week, we start exploring films as visual source of information and joy.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how films as visual texts are also an important source of information and joy.
- We are EXPLORING how different camera shots and angles convey important details about the story, the setting, and the characters
Success Criteria: I can/have...
- I can identify different camera shots and angles
- I can explain the effects of these shots and angles. This means that I can explain the director's reasons for using this techniques.
Activities:
- See Google Classroom for the activities on camera shots and angles.
Wednesday:
FOCUS / ARONGA learning intentions:
- We are FOCUSING on identifying the main ideas in a text
- We are FOCUSING on making inferences about important ideas by using details provided in the story.
Success Criteria: I can/have...
- I have read back and forward to locate answers in the non-fiction text 'The Story of a Ventnor'
- I have skimmed and scanned the text to locate answers.
Activities: See Google Classroom
- Read the article on 'The Story of a Ventnor' and answer the questions on the slides.
Reading Plus
Read your story book for at least 20 minutes per day
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Kia ora 8C1.
This week, our main focus is, sustaining reading for pleasure. Each session, we will read novels for about 20 minutes and share new developments, then respond to some thinking questions about the book, and self/peer assess. You must bring your story book to every session.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on responding to longer texts - identifying, inferencing, predicting, vocabulary
- We are FOCUSING on making inferences about important ideas by using details provided in the story.
- We are FOCUSING on reading for pleasure
https://wordwall.net/resource/6080923/reading/reading-comprehension-wheel
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Kia ora 8C1.
Sustained reading continued...
This week, our main focus is, sustaining reading for pleasure. Each session, we will read novels for about 20 minutes and share new developments, then respond to some thinking questions about the book, and self/peer assess. You must bring your story book to every session.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on responding to longer texts - identifying, inferencing, predicting, vocabulary
- We are FOCUSING on making inferences about important ideas by using details provided in the story.
- We are FOCUSING on reading for pleasure
https://wordwall.net/resource/6080923/reading/reading-comprehension-wheel
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Kia ora 8C1.
Sustained reading continued. Final week for this activity.
This week, our main focus is, sustaining reading for pleasure. Each session, we will read novels for about 20 minutes and share new developments, then respond to some thinking questions about the book, and self/peer assess. You must bring your story book to every session.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on responding to longer texts - identifying, inferencing, predicting, vocabulary
- We are FOCUSING on making inferences about important ideas by using details provided in the story.
- We are FOCUSING on reading for pleasure
https://wordwall.net/resource/6080923/reading/reading-comprehension-wheel
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Week 1 - 4
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING our narrative stories so that we can construct exciting stories
- We are using language features, such metaphors and. similes, to add interest to our plot
- We are creating stories to sustain readers' interest
Task:
- Choose a picture of interest
- Do a double-page plan of your story (10 marks)
- Write your narrative using your plan
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Week 1 - 4
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING our narrative stories so that we can construct exciting stories
- We are using language features, such metaphors and. similes, to add interest to our plot
- We are creating stories to sustain readers' interest
Task:
- Choose a picture of interest
- Do a double-page plan of your story (10 marks)
- Write your narrative using your plan
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Week 1 - 4
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING our narrative stories so that we can construct exciting stories
- We are using language features, such metaphors and. similes, to add interest to our plot
- We are creating stories to sustain readers' interest
Task:
- Choose a picture of interest
- Do a double-page plan of your story (10 marks)
- Write your narrative using your plan
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Week 1 - 4
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING our narrative stories so that we can construct exciting stories
- We are using language features, such metaphors and. similes, to add interest to our plot
- We are creating stories to sustain readers' interest
Task:
- Choose a picture of interest
- Do a double-page plan of your story (10 marks)
- Write your narrative using your plan
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