8M1 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 "Discover Tamaki Makaurau."
We are PLANNING on creating a letter of introduction.
Success Criteria: I can...
- Design a title page of "Discover Tamaki Makaurau.
- Choose books and read quietly in the library.
- Write a letter of introduction.
Achievement Objectives:
- Selects and reads texts for enjoyment and personal fulfilment.
- Constructs texts that show an awareness of purpose and audience through deliberate choice of content, language, and text form.
PLAN & DO / WHAKAMAHI
WednesdayI will give the students 2 minutes to talk to each other about what they know about Tamaki Makaurau.
They will then share back as a class so that I can write on the whiteboard a brainstorm of what they already know about Tamaki Makaurau.
Then they will create a title page for "Discover Tamaki Makaurau."
Thursday- 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.
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 FOCUSING on developing procedural writing.Success Criteria: I can...
- Write map directions in Auckland.
- Write a recipe for any food or drink.
Achievement Objectives:
Constructs texts that show an awareness of purpose and audience through deliberate choice of content, language, and text form.
Wednesday- The students will first watch this about how to write a procedure.
- Then they will write the orienteering procedural text with the map of “West Auckland.”
- Afterwards, they will write a procedural text of a recipe for any food or drink which they want to make.
- Finally, they will write “2 stars and a wish” i.e. 2 things they did well and what they could improve on for next time.
Thursday
The students will complete the same tasks as they did on Wednesday except that they will write the orienteering procedural text with the map of the area they live in.
Friday
The students will complete the same tasks as they did on Wednesday and Thursday except that they will write the orienteering procedural text with the map of an area in Auckland which is not West Auckland or the area they live in. Also, after they have finished the tasks they will draw maps of the areas they chose.
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FOCUS / ARONGA learning intentions:
We are FOCUSING on developing our creative writing.
We are FOCUSING on developing procedural writing.Success Criteria: I can...
- Plan my creative writing.
- Write a creative story.
- Choose books and read quietly in the library.
Week 4
Wednesday- You will first watch this about how to create a fictional world.
- Then you will create character descriptions for at least three different characters in your story.
- Afterwards, you will write descriptively about the settings in your creative story.
- Finally, you will create a table and write the content of all that will happen in your creative story in the beginning, middle and end.
Thursday
You will choose books to read and sit down quietly to read the books which you will issue afterwards. You must choose at least one novel which has the theme of "Discover Tamaki Makaurau" or discovery to read and issue out.
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FOCUS / ARONGA learning intentions:
We are EXPLORING reading by connecting the ideas/ events/ character actions to local/ national events.
We are FOCUSING on procedural writing by explaining the effects of conventions in a written/visual text.
We are FOCUSING on sentence types by explaining the effects of conventions in a written/visual text.
Success Criteria:
- 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 write map directions.
- I can know the difference between various sentence types.
Achievement Objectives:
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: Texts can have multiple layers of ideas. Exploring them helps to expose deeper meanings and contradictions within the text.
Week 5 Learning Activities
Wednesday
- You will first watch this about maps and directions.
- Then you will see on slide 8 of the "Procedural Writing Slideshow 2" a treasure map. You will need to write a procedural text of how to get from “Dead Man’s Mountains” and visit all the other places until you get to “Scally Wag Point.”
- If you have finished that then create your own map and write instructions of how to get from one place to another with a partner as well.
- Finally, write “2 stars and a wish” i.e. 2 things you did well and what you could improve on for next time.
Thursday
- You will first watch this about types of sentence structures.
- Then on slide 6 of the "Types Of Sentences Slideshow" you will see a work of writing in it. Draw a table in your English books like on slide 5 which is divided into “Simple,” “Compound” and “Complex.” Then write the type of sentences in the right columns.
- Afterwards, create your own piece of writing like in slide 4. Then give it to the person sitting next to you and get them to identify the simple, compound and compound-complex sentences in it. You can record the right answers yourself beforehand to mark them right or not.
- Finally, write simple, compound and complex sentences with drawn illustrations to represent them. There are some examples from slide 10 to 12 of the "Types Of Sentences Slideshow."
Friday
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.
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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 reading by connecting the ideas/ events/ character actions to local/ national events.
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 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 examine how the themes, messages and opinions of a text can be experienced by different readers in different ways.
- I can select punctuation accurately.
Achievement Objectives:
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: Texts can have multiple layers of ideas. Exploring them helps to expose deeper meanings and contradictions within the text.
Week 6 Learning Activities
Wednesday
- 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.
Thursday
- 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 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.
- But firstly, you will watch this of the many different versions of Cinderella.
- Write in your English books about the main differences that you see from each of the versions. Then write which one you like the best and why. You can draw it up in a table if you would like to.
- Each person from each group who has different roles in the Literature Circles will role play as Cinderella from each country and then have a debate about why their story and why they are the best Cinderella.
- After that, you will have a debate about why their role within the Literature Circles is the best and why.
- Finally, you will research different versions of fairy tales around the world and write about which versions are the best and debate with the people in your group about why it is the best.
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FOCUS / ARONGA learning intentions:
We are FOCUSING on procedural writing 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.
We are PLANNING a creative text to demonstrate that, as a text creator, I can use stories to advocate for myself, for others, and to try to change my world.
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 write map directions.
- I can produce a text for a purpose, and for a specific audience.
Achievement Objectives:
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: Texts can have multiple layers of ideas. Exploring them helps to expose deeper meanings and contradictions within the text.
KNOW: As a text creator, I can use stories to advocate for myself, for others, and to try to change my world.
Week 7 Learning Activities
Wednesday
- You will first watch the following
about asking for and giving directions.
- Then look at the map on slide 6 of the "Directions Slideshow." Then using the images of directions on slide 4 fill in the blanks on slide 7 of which directions to use and go for each place.
- Write the directions of how to get to different locations like in slide 7 of the "Directions Slideshow" but use different fictional names for the places.
- Finally, search one fictional map and write a description of what each of those places look like as well as what lives there. Then write a story of how characters go on a journey through those places to reach a certain destination for a certain purpose. The story should have a map which the characters use and write what directions the characters to take to go to places.
Thursday
- 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 visualising.
- Then you will listen to the instructions posted on slide 5 of the "Imaging Slideshow" that tells you how to draw an animal. Remember to visualise what I am saying and then draw it as accurately as possible.
- Afterwards, write your own descriptive piece about the physical appearance of an imaginary animal in your English books. After you have done that, pair up with another student and read it to them so that they can try and draw it.
- If you have finished task 1, now write about everything else about the imaginary animal in your English books. That is, describe what sort of place it lives in, what it eats, the personality, habits, life expectancy, and so on.
- Continue writing your creative story but before you do that, draw a table like in slide 9 in your English books about the imaginary animal and your creative story. Write the similarities and differences in the table. Can you also include it in your story too?
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FOCUS / ARONGA learning intentions:
We are PLANNING a creative text to demonstrate that, as a text creator, I can use stories to advocate for myself, for others, and to try to change my world.
We are EXPLORING short stories by recognising texts that have multiples purposes and knowing the context of the creator helps us understand the purpose.
Success Criteria:
- I can produce a text for a purpose, and for a specific audience.
- I can identify the text’s creator and why the text has been created (purpose).
Achievement Objectives:
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: Texts can have multiple layers of ideas. Exploring them helps to expose deeper meanings and contradictions within the text.
KNOW: As a text creator, I can use stories to advocate for myself, for others, and to try to change my world.
Week 8 Learning Activities
Wednesday
- You will first watch this about comparing using as in English to describe.
- Afterwards, write your own descriptive piece about the physical appearance of an imaginary animal in your English books. After you have done that, pair up with another student and read it to them so that they can try and draw it.
- If you have finished task 1, now write about everything else about the imaginary animal in your English books. That is, describe what sort of place it lives in, what it eats, the personality, habits, life expectancy, and so on.
- Continue writing your creative story but before you do that, draw a table like in slide 9 of the "Imaging Slideshow" in your English books about the imaginary animal and your creative story. Write the similarities and differences in the table. Can you also include it in your story too?
Thursday
- Watch the following about what is creative writing and how to get started.
- Then you will see the following website about 100 creative writing prompts.
- Out of all those prompts you will choose 3 which you think might be the best to start on.
- Write the reasons for why you want to write about those prompts in your English books.
- Finally, choose one of those prompts and start writing the creative story based on that prompt.
Friday
- Watch the following about overcoming childhood.
- Then you will read the story of "The Flowers," the analysis and how the author prepares you for the end of the story on this link.
- Finally, you will complete all of the activities on "The Flowers Learning Grid."
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FOCUS / ARONGA learning intentions:
We are PLANNING creative 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...
I can critique my own writing using a given criteria and feedback provided.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.
Knows Assessed:
Text creators choose text structures to create meaning. These structures can be combined and recombined for particular effects.
This term our context has been “Discover Tamaki Makaurau.” This assessment requires you to apply your knowledge of map directions to creative writing. You will need to write a creative story where the characters are trying to discover something. There should be at least one map in your story that the characters use, that tells the characters and readers directions to the destination/s. Also, you will need to show your ability to know how to use compass directions, coordinates and scales to indicate where to go. You will use your class sessions for this assessment in Maths and English.-
Opened: Monday, 25 March 2024, 8:30 AMDue: Wednesday, 10 April 2024, 3:00 PM
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FOCUS / ARONGA learning intentions:
We are PLANNING creative 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...
I can critique my own writing using a given criteria and feedback provided.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.
Knows Assessed:
Text creators choose text structures to create meaning. These structures can be combined and recombined for particular effects.
This term our context has been “Discover Tamaki Makaurau.” This assessment requires you to apply your knowledge of map directions to creative writing. You will need to write a creative story where the characters are trying to discover something. There should be at least one map in your story that the characters use, that tells the characters and readers directions to the destination/s. Also, you will need to show your ability to know how to use compass directions, coordinates and scales to indicate where to go. You will use your class sessions for this assessment in Maths and English. -
FOCUS / ARONGA learning intentions:
We are PLANNING creative 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...
I can critique my own writing using a given criteria and feedback provided.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.
Knows Assessed:
Text creators choose text structures to create meaning. These structures can be combined and recombined for particular effects.
This term our context has been “Discover Tamaki Makaurau.” This assessment requires you to apply your knowledge of map directions to creative writing. You will need to write a creative story where the characters are trying to discover something. There should be at least one map in your story that the characters use, that tells the characters and readers directions to the destination/s. Also, you will need to show your ability to know how to use compass directions, coordinates and scales to indicate where to go. You will use your class sessions for this assessment in Maths and English.FOCUS / ARONGA learning intentions:
We are FOCUSING on discovery 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 "Discovery Sheet."
- Afterwards, you will create a drawing of what discovery 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 discovery.
- Also, you can make origami from this link of anything related to discovery.
- Finally, you will create a song to boost the morale and spirits of people for discovery.
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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 EXPLORING plays 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.
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.
- I can identify the text’s creator and why the text has been created (purpose).
Week 1 Learning Activities
Monday
- You will first watch this about persuasive essays.
- Then you will write a persuasive essay about a sport of your choice from this site which you are saying is the best. 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 sport of your choice from this site which you are saying is the best. 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 sport which you have chosen to write your persuasive essay about in your English books to AT LEAST A YEAR EIGHT STANDARD.
Wednesday
- You will first watch this about why you should read "Waiting For Godot."
- In your English books you will write and answer the questions below:
Before you read this, what is patience?
List stories, films, books which show patience in them.
What similarities or consistencies are there between them.
- You will then read the play "Waiting For Toni."
- You will write any keywords and vocabulary from the play which are related to patience.
- Finally, you will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of patience.
You will complete the "Waiting For Toni Learning Grid."
OR
You will write notes about the play "Waiting For Toni" which summaries the main points in them.
Friday
- 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.
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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 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.
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: As a text creator, I can use stories to advocate for myself, for others, and to try to change my world.
Success Criteria: I can...
For a specific audience, I can design an oral text to present and advocate for my ideas.
I can identify the text’s creator and why the text has been created (purpose).
Week 2 Learning Activities
Monday
First of all, you will watch this about the olympics.
You will have 2 minutes to talk to each other about what they know about Go For Gold.
You will then share back as a class so that I can write on the whiteboard a brainstorm of what they already know about Go For Gold.
Then you will create a title page for "Go For Gold."
Wednesday
- 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.
Friday- 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.
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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.
We are EXPLORING plays by recognising texts that have multiples purposes and knowing the context of the creator helps us understand the purpose.
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.
- I can identify the text’s creator and why the text has been created (purpose).
Knows Covered:KNOW: Texts can have multiple layers of ideas. Exploring them helps to expose deeper meanings and contradictions within the text.
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.
Week 3 Learning ActivitiesMonday
- 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 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.
Friday
You will first watch this about why we make bad financial decisions.
- Then in your English books you will write and answer the questions below:
Before you read this, what are financial decisions?
List stories, films, books which show financial decisions in them.
What similarities or consistencies are there between them.
- You will then read the play "Dashing Doggies."
- You will write any keywords and vocabulary from the play which are related to patience.
- Finally, you will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of patience.
You will complete the "Dashing Doggies Learning Grid."
OR
You will write notes about the play "Dashing Doggies" which summaries the main points in them.
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