8M2 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 FOCUSING on koreroreroing about the expectations at MHJC.
Success Criteria: I can...
- Engaging in activities with other students.
- Talk and listen about important information and questions for this year.
- Choose books and read quietly in the library.
Achievement Objectives:
Selects and reads texts for enjoyment and personal fulfilment.
Wednesday
Students will engage in activities with the "Introduction to Expectations at MHJC."
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.
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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.
We are FOCUSING on developing procedural writing.Success Criteria: I can...
- Write map directions in Auckland.
- Write a recipe for any food or drink.
- Design a title page of "Discover Tamaki Makaurau."
- 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.
MondayI 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."
Wednesday
- 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.
Thursday- 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.
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FOCUS / ARONGA learning intentions:
We are FOCUSING on developing our creative writing.
Success Criteria: I can...
- Plan my creative writing.
- Write a creative story.
- Choose books and read quietly in the library.
Week 4
Monday- 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.
Wednesday
You will continue with the plan for your creative story. Once you have finished your plan you can start writing your creative story.
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
Monday
- 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.
Wednesday
- 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."
Thursday
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 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 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 produce a text for a purpose, and for a specific audience.
- 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.
KNOW: As a text creator, I can use stories to advocate for myself, for others, and to try to change my world.
Week 6 Learning Activities
Monday
- 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?
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.
- I can produce a text for a purpose, and for a specific audience.
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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 Reading Plus by analysing texts that have a range of audience/s and the context of this audience/s impacts the interpretation of the text/s.
We are EXPLORING reading by connecting the ideas/ events/ character actions to local/ national events.
Success Criteria:
- I can write map directions.
- I can describe how I, as a reader, interpret the themes, ideas, and opinions in the text/s.
- 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.
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
Monday
- 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.
Wednesday
You will go on to Reading Plus to complete all of the tasks which you have not finished yet.Thursday
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 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
Monday
- 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.
Wednesday
- 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."
Thursday
- Watch the following about success, failure and the drive to keep creating.
- Then look at this website for creating with children.
- Next, create a brainstorm in your English books about what are some of the things you can create.
- Afterwards, draw a table in your English books and list the similarities and differences of what you saw in the video and what you saw from the website even though they both have the same concept of creating.
- Write about a time when you really wanted to create something but it was difficult to do so because you didn't have enough time or other people didn't like it or said you shouldn't do it.
- Finally, write a creative story of a character who was in a similar position as you but succeeded with creating what they wanted.
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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.
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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.
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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 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
Tuesday
- 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.
Thursday
- 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 plays by recognising texts that have multiples purposes and knowing the context of the creator helps us understand the purpose.
We are EXPLORING by analysing multiple and sometimes competing interpretations of a text, including my own, using analytical lenses to make informed judgments about the text.
We are PLANNING 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.
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 identify the text’s creator and why the text has been created (purpose).
- I can examine how the themes, messages and opinions of a text can be experienced by different readers in different ways.
- I can deliberately design texts for different audiences to share my ideas with different audiences, knowing that how I communicate my ideas can play a part in shaping society.
Week 3 Learning Activities
Tuesday
- 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.
Thursday
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.
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 plays by recognising texts that have multiples purposes and knowing the context of the creator helps us understand the purpose.
We are EXPLORING unity by researching the social/ historical context of the texts we read (e.g. author’s story).
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.
KNOW: Texts can have multiple layers of ideas. Exploring them helps to expose deeper meanings and contradictions within the text.Success Criteria: I can...
- I can identify the text’s creator and why the text has been created (purpose).
- I can outline real world examples that connect to ideas, events, and character actions in the text.
- I can deliberately design texts for different audiences to share my ideas with different audiences, knowing that how I communicate my ideas can play a part in shaping society.
Tuesday
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 financial decisions.
- Finally, you will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of financial decisions.
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.
Thursday
- You will first watch this about what unites everybody.
- Following the watching of the video you will read the story of unity on this website.
- Afterwards, you will write examples of what unites people.
- You will then write about what unites you and other people together.
- Then write how similar that is to the olympics and how people show unity to that.
- Finally, draw, label and colour a picture of unity to AT LEAST A YEAR EIGHT STANDARD.
Friday
- You will first watch this about the declaration of human rights.
- You will also read Eleanor Roosevelt's speech on this link and write in a minimum of 100 words in your English book why you liked or did not like Eleanor Roosevelt'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 Eleanor Roosevelt is talking about in his speech on padlet.
- Afterwards, you will draw, label and colour a picture of what Eleanor Roosevelt's speech looks like in your English books.
- After that, write your own speech about human rights.
- Finally, create a slideshow with captions of what you want to see with human rights.
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FOCUS / ARONGA learning intentions:
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: 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: Texts can have multiple layers of ideas. Exploring them helps to expose deeper meanings and contradictions within the text.Success Criteria: I can...
- I can identify the text’s creator and why the text has been created (purpose).
- I can deliberately design texts for different audiences to share my ideas with different audiences, knowing that how I communicate my ideas can play a part in shaping society.
Tuesday
You will first watch this about treaties.
- Then in your English books you will write and answer the questions below:
Before you read this, what are agreements?
List stories, films, books which show agreements in them.
What similarities or consistencies are there between them.
- You will then read the play "The Game."
- You will write any keywords and vocabulary from the play which are related to agreements.
- Finally, you will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of agreements.
You will complete the "The Game Learning Grid."
OR
You will write notes about the play "The Game" which summaries the main points in them.
Thursday
- You will first watch this about continuing to do good to others.
- You will also read Lyndon B Johnson's speech on this link and write in a minimum of 100 words in your English book why you liked or did not like Lyndon B Johnson's speech and whether or not you think it is important or not and why. Include quotes from the speech and what they are.
- You will then write as many thoughts as you can of what Lyndon B Johnson is talking about in his speech on padlet.
- Afterwards, you will draw, label and colour a picture of what Lyndon B Johnson's speech looks like in your English books.
- After that, write your own speech about continuing to do good to others.
- Finally, create a slideshow with captions of what you want to see with continuing to do good to others.
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FOCUS / ARONGA learning intentions:
We are EXPLORING hobbies by researching the social/ historical context of the texts we read (e.g. author’s story).
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.
Success Criteria:
- I can deliberately design texts for different audiences to share my ideas with different audiences, knowing that how I communicate my ideas can play a part in shaping society.
- I can identify the text’s creator and why the text has been created (purpose).
- I can outline real world examples that connect to ideas, events, and character actions in the text.
Knows Covered:
KNOW: As a text creator, I can contribute to national and global conversations through my original interpretations of texts and through the texts I create.
KNOW: Texts can have multiple layers of ideas. Exploring them helps to expose deeper meanings and contradictions within the text.
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 6 Learning Activities
Tuesday
You will first watch this about solving riddles for survival.
Then in your English books you will write and answer the questions below:
Before you read this, what are mysteries?
List stories, films, books which show mysteries in them.
What similarities or consistencies are there between them.
- You will then read the play "The Box."
- You will write any keywords and vocabulary from the play which are related to mysteries.
- Finally, you will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of mysteries.
You will complete the "The Box Learning Grid."
OR
You will write notes about the play "The Box" which summaries the main points in them.
Thursday
- You will first watch this about what teens in USA like to do in their spare time.
- Following the watching of the video you will read about hobbies on this website.
- Afterwards, you will write examples of what hobbies you have.
- You will then write about what unites you and other people together through your hobbies.
- Then write how similar that is to the olympics and how people show unity in their hobbies.
- Finally, draw, label and colour a picture of hobbies to AT LEAST A YEAR EIGHT STANDARD.
Friday
- You will first watch this about Greta Thunberg's speech about climate action
- You will also read Greta Thunberg's speech on this link and write in a minimum of 100 words in your English book why you liked or did not like Greta Thunberg's speech and whether or not you think it is important or not and why. Include quotes from the speech and what they are.
- Afterwards, you will draw, label and colour a picture of what John Kerry's speech looks like in your English books.
- After that, write your own speech about peace.
- Finally, create a slideshow with captions of what you want to see with world peace.
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FOCUS / ARONGA learning intentions:
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 division by researching the social/ historical context of the texts we read (e.g. author’s story).
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.
KNOW: Texts can have multiple layers of ideas. Exploring them helps to expose deeper meanings and contradictions within the text.Success Criteria: I can...
- I can identify the text’s creator and why the text has been created (purpose).
- I can outline real world examples that connect to ideas, events, and character actions in the text.
- I can deliberately design texts for different audiences to share my ideas with different audiences, knowing that how I communicate my ideas can play a part in shaping society.
Tuesday
- You will first watch this about how sibling rivalry divided a town.
- Afterwards, you will write examples of what divides people.
- You will then write about what has divided you and other people.
- Then write what you and other people should do once you have been divided.
- Finally, draw, label and colour a picture of being divided to AT LEAST A YEAR EIGHT STANDARD.
Thursday
- You will first watch this about what if you spent too much time on your phone.
Then in your English books you will write and answer the questions below:
Before you read this, what is screen time?
List stories, films, books which show screen time in them.
What similarities or consistencies are there between them.
- You will then read the play "Like Share Subscribe."
- You will write any keywords and vocabulary from the play which are related to screen time.
- Finally, you will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of screen time.
You will complete the "Like Share Subscribe Learning Grid."
OR
You will write notes about the play "Like Share Subscribe" which summaries the main points in them.
- You will first watch this about Catherine Colonna's speech to the UN.
- You will also read Catherine Colonna's speech on this link and write in a minimum of 100 words in your English book why you liked or did not like Catherine Colonna's speech and whether or not you think it is important or not and why. Include quotes from the speech and what they are.
- Afterwards, you will draw, label and colour a picture of what Catherine Colonna's speech looks like in your English books.
- After that, write your own speech about good relations between countries around the world.
- Finally, create a slideshow with captions of what you want to see with good relations between countries around the world.
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FOCUS / ARONGA learning intentions:
We are PLANNING an oral text to show that, as a text creator, I create texts to advocate for myself, for others, and to change my world.
We are PLANNING an oral text by organising my own text so that my structures support my purpose/ meaning.
We are PLANNING an oral text by choosing language that is appropriate to the topic, audience, & purpose.
Success Criteria: I can...
- I created a speech or presentation that explores the topic ‘unity.’
- I selected a range of presentation techniques (eg voice, body language, gesture, eye contact) to help my purpose.
- I selected a range of language features for effect to help my purpose.
KNOW: As a text creator, I can use stories to advocate for myself, for others, and to try to change my world.
KNOW: Codes, conventions, & 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.
Topic: What is unity to you?
This term, our context is “Go For Gold” and we’ve explored the idea of ‘unity’.
Task Instructions:
In this assessment, you’ll write a speech / presentation about your chosen topic related to ‘unity’.
For example: How is unity shown through sports, the Olympics, other team activities (eg music)
NB: This ONE piece of work will gain ONE grade for English.
Your English teacher will grade your speech / presentation content and presentation skills.
(see rubrics below for more information).
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Opened: Monday, 17 June 2024, 8:00 AMDue: Friday, 28 June 2024, 3:00 PM
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FOCUS / ARONGA learning intentions:
We are PLANNING an oral text to show that, as a text creator, I create texts to advocate for myself, for others, and to change my world.
We are PLANNING an oral text by organising my own text so that my structures support my purpose/ meaning.
We are PLANNING an oral text by choosing language that is appropriate to the topic, audience, & purpose.
Success Criteria: I can...
- I created a speech or presentation that explores the topic ‘unity.’
- I selected a range of presentation techniques (eg voice, body language, gesture, eye contact) to help my purpose.
- I selected a range of language features for effect to help my purpose.
KNOW: As a text creator, I can use stories to advocate for myself, for others, and to try to change my world.
KNOW: Codes, conventions, & 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.
Topic: What is unity to you?
This term, our context is “Go For Gold” and we’ve explored the idea of ‘unity’.
Task Instructions:
In this assessment, you’ll write a speech / presentation about your chosen topic related to ‘unity’.
For example: How is unity shown through sports, the Olympics, other team activities (eg music)
NB: This ONE piece of work will gain ONE grade for English.
Your English teacher will grade your speech / presentation content and presentation skills.
(see rubrics below for more information).
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FOCUS / ARONGA learning intentions:
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 FOCUSING on persuasive writing by explaining the effects of conventions in a written text.
We are FOCUSING on go for gold by explaining the effects of conventions in a written/visual text.
Knows Covered:
KNOW: Texts can have multiple layers of ideas. Exploring them helps to expose deeper meanings and contradictions within the text.
KNOW: Text creators manipulate the codes, conventions, and features of texts and can break conventions for effect. They have their own preferences and styles, which influences their choices.
KNOW: Codes, conventions, and features of different types of texts are often subtle and able to be flexibly applied. Recognising them and the effects they have in different types of texts supports the analysis and crafting of texts.
Success Criteria: I can...
- I can identify the text’s creator and why the text has been created (purpose).
- I can categorise my ideas into paragraphs with clear ideas and following a writing frame eg. TEXAS, PEDAL etc.
- I can identify the different uses of language in a range of text.
Week 10 Learning Activities
TuesdayIn your English books you will write and answer the questions below:
Before you read this, what are challenges?
List stories, films, books which show challenges in them.
What similarities or consistencies are there between them.
- You will then read the play "The Name Game."
- You will write any keywords and vocabulary from the play which are related to challenges.
- Finally, you will rule a 10cm by 10cm frame and draw a picture, icon, or meme that represents the concept/theme of challenges.
You will complete the "The Name Game Learning Grid."
OR
You will write notes about the play "The Name Game" which summaries the main points in them.
Thursday- You will write a persuasive essay about a sport of your choice from this site which you are saying is the second 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 second 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.
Friday- You will complete the "Go For Gold Sheet."
- Afterwards, you will create a drawing of what going for gold 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 going for gold.
- Also, you can make origami from this link of anything related to going for gold.
- Finally, you will create a song to boost the morale and spirits of people for going for gold.
- I can identify the text’s creator and why the text has been created (purpose).
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FOCUS / ARONGA learning intentions:
We are PLANNING an oral text to show that, as a text creator, I create texts to advocate for myself, for others, and to change my world.
We are PLANNING an oral text by organising my own text so that my structures support my purpose/ meaning.
We are PLANNING an oral text by choosing language that is appropriate to the topic, audience, & purpose.
We are PLANNING note taking by organising my own text so that my structures support my purpose/ meaning.
Success Criteria: I can...
- I created a speech or presentation that explores the topic ‘unity.’
- I selected a range of presentation techniques (eg voice, body language, gesture, eye contact) to help my purpose.
- I selected a range of language features for effect to help my purpose.
- I can compare/contrast how the purpose of the text affects the structure of a text.
KNOW: As a text creator, I can use stories to advocate for myself, for others, and to try to change my world.
KNOW: Codes, conventions, & 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.
Tuesday
Topic: What is unity to you?
This term, our context is “Go For Gold” and we’ve explored the idea of ‘unity’.
Task Instructions:
In this assessment, you’ll write a speech / presentation about your chosen topic related to ‘unity’.
For example: How is unity shown through sports, the Olympics, other team activities (eg music)
NB: This ONE piece of work will gain ONE grade for English.
Your English teacher will grade your speech / presentation content and presentation skills.
(see rubrics below for more information).
Thursday
Topic: What is unity to you?
This term, our context is “Go For Gold” and we’ve explored the idea of ‘unity’.
Task Instructions:
In this assessment, you’ll write a speech / presentation about your chosen topic related to ‘unity’.
For example: How is unity shown through sports, the Olympics, other team activities (eg music)
NB: This ONE piece of work will gain ONE grade for English.
Your English teacher will grade your speech / presentation content and presentation skills.
(see rubrics below for more information).
Friday- Firstly, you will read this article about How Paper is Recycled.
Decide which note taking system you want to use [mind map OR Cornell]
Look for text features such as subtitle to help organise your notes.
Pay attention to pictures, captions and videos that are embedded in the article.
When you have completed your notes. At the bottom of your page, make a note of any ideas, questions, or links you have made with other research. Note down the article information [citing your source].
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FOCUS / ARONGA learning intentions:
We are PLANNING note taking by organising my own text so that my structures support my purpose/ meaning.Success Criteria: I can...
- I selected a range of language features for effect to help my purpose.
- I can compare/contrast how the purpose of the text affects the structure of a text.
KNOW: Codes, conventions, & 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.
Thursday- Firstly, you will read this article about
Climate change is fanning the flames of NZ’s wildfire future
Decide which note taking system you want to use [mind map OR Cornell]
Look for text features such as subtitle to help organise your notes.
Pay attention to pictures, captions and videos that are embedded in the article.
When you have completed your notes. At the bottom of your page, make a note of any ideas, questions, or links you have made with other research. Note down the article information [citing your source].
Friday- Firstly, you will read this article about
What would an earthquake-proof city look like?
Decide which note taking system you want to use [mind map OR Cornell]
Look for text features such as subtitle to help organise your notes.
Pay attention to pictures, captions and videos that are embedded in the article.
When you have completed your notes. At the bottom of your page, make a note of any ideas, questions, or links you have made with other research. Note down the article information [citing your source].
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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 on designing a title page of "Survival!"
We are PLANNING to demonstrate that, as a text creator, I can create texts to advocate for myself, for others, and to try to change my world.
Success Criteria:
- I can 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.
KNOW: I can deliberately design texts for different audiences to share my ideas with different audiences, knowing that how I communicate my ideas can play a part in shaping society.
KNOW: 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 ActivitiesTuesday
First of all, you will watch this about apocalyptic survival hacks.
You will have 2 minutes to talk to each other about what you know about survival.
You will then share back as a class so that I can write on the whiteboard a brainstorm of what you already know about survival.
Then you will create a title page for "Survival!"
Thursday
- You will first watch this about top ten natural disasters for kids.
- Then on slide 5 of the "Disaster Literacy Slideshow" you will see a list of natural disasters. Write in your English books which one you chose and the reason why you would like to research it.
- Afterwards, research how you can survive the experience of being in your chosen natural disaster and write it down in your English books.
- After that, research the important facts and statistics people need to know about the natural disaster which you chose and write them down in your English books.
- Finally, draw, label and colour a picture of your natural disaster which you chose in a setting to AT LEAST A YEAR EIGHT STANDARD.
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 articles by recognising texts that have multiples purposes and knowing the context of the creator helps us understand the purpose.
We are FOCUSING on grammar by explaining the effects of conventions in a written/visual text.
Knows Covered:
KNOW: Texts can have multiple layers of ideas. Exploring them helps to expose deeper meanings and contradictions within the 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.
Success Criteria: I can...
- I can identify the text’s creator and why the text has been created (purpose).
- I can identify the different uses of language in a range of text.
Week 4 Learning ActivitiesTuesday
You will complete the "Landslide Slideshow."
OR
You will complete the "Our Hearts Are Heavy Anguish As Papua New Guinea picks up the pieces after deadly landslide Learning Grid."
OR
You will write notes about the article "Our Hearts Are Heavy Anguish As Papua New Guinea picks up the pieces after deadly landslide" which summarises the main points in them.
Thursday
You will complete the "Flood Slideshow"
OR
You will complete the "Flood warning with waves rising to 6m to strike North Island overnight Learning Grid."
OR
You will write notes about the article "Flood warning with waves rising to 6m to strike North Island overnight" which summarises the main points in them.
Friday- You will first watch this about does grammar matter?
- Then on slide 5 of the "Grammar Slideshow" you will see a list of sentences with wrong grammar in them. Write the sentences with the correct grammar into your English books.
- After that, using this link summarise the important points about grammar in your English book.
- Afterwards, create a piece of writing with a minimum of 150 words with the wrong grammar. Then give it to another student to see if they can correct it with the right grammar.
- Finally, draw, label and colour a picture of what you have written to AT LEAST A YEAR EIGHT STANDARD.
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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 EXPLORING articles by recognising texts that have multiples purposes and knowing the context of the creator helps us understand the purpose.
Success Criteria:
- I can 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: As a text creator, I can contribute to national and global conversations through my original interpretations of texts and through the texts I create.
KNOW: I can deliberately design texts for different audiences to share my ideas with different audiences, knowing that how I communicate my ideas can play a part in shaping society.
KNOW: Texts can have multiple layers of ideas. Exploring them helps to expose deeper meanings and contradictions within the text.
Week 5 Learning ActivitiesTuesday
- You will first watch this about what exactly is a natural hazard.
- Then you will click on this site about natural hazards. Write about the economical damage it can do to places in your English books.
- Afterwards, you will click on this link and write about the social damage natural hazards can do to places in your English books.
- After that, you will write with a minimum of 200 words your opinion with reasons about whether you think the social impacts are worse or the economic impacts are worse from natural hazards. If you think they are equally worse you can write that as well.
- Finally, you will draw, label and colour a picture of what you have written to AT LEAST A YEAR EIGHT STANDARD.
Thursday- Firstly, you will watch this of information about volcanoes.
- Then you will read this article about “Should we geoengineer volcanoes?” on slide 2 of the "Volcano Slideshow."
- Afterwards, you will answer the multiple choice questions.
- After that, you will answer the short answer questions.
- The long answer questions will be answered following that.
- You will then write your reflection in response to the article.
- You will need to write 2-3 things you notice and 2-3 things you wonder.
- Finally, you will fill in the connecting bubbles with concepts, ideas, questions, and details that connect the image to the reading.
Friday
- Firstly, you will watch this about Hurricane Ernesto in Bermuda.
- Then you will read this article about “Hurricanes are intensifying rapidly – this is what it could mean” on slide 2 of the "Hurricane Slideshow."
- Afterwards, you will answer the multiple choice questions.
- After that, you will answer the short answer questions.
- The long answer questions will be answered following that.
- You will then write your reflection in response to the article.
- You will need to write 2-3 things you notice and 2-3 things you wonder.
- Finally, you will fill in the connecting bubbles with concepts, ideas, questions, and details that connect the image to the reading.
- 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.
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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 EXPLORING by analysing multiple and sometimes competing interpretations of a text, including my own, using analytical lenses to make informed judgments about the text.
Success Criteria:
- I can 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.
KNOW: I can deliberately design texts for different audiences to share my ideas with different audiences, knowing that how I communicate my ideas can play a part in shaping society.
Week 6 Learning ActivitiesTuesday
- You will sit down on the green chairs when you first come into the library.
- Then you will listen as I will tell you about the expectations and rules you need to follow in the library.
- Afterwards, you will choose books to read and sit down quietly to read the books which you will issue afterwards.
Thursday- You will first watch this about disaster innovation to save lives.
- You will first look at how to survive natural disasters without technology. Imagine that you are a guide who has to clearly tell people how to survive a natural disaster with the most basic tools necessary for survival.
Read this article about how to survive a natural disaster and write everything you need to help people survive a natural disaster with only basic tools. - On slide 9 of the "Disaster Innovation Literacy Slideshow" you will see a table. Draw the table into your English books. Then write in the table underneath each heading a list of items you absolutely need and items you want to bring with you but don’t actually need. (All items shouldn’t be technological).
- Finally, draw, label and colour the items you wrote from slide 9 in your English books to AT LEAST A YEAR EIGHT STANDARD.
Friday
- You will first watch this about disaster innovation preparedness.
- Then you will now look at how to survive natural disasters with technology. Imagine that you are a guide who has to clearly tell people how to survive a natural disaster with technology. Read this article about how to survive a natural disaster and write everything you need to help people survive a natural disaster with technology.
- On slide 9 of the "Disaster Innovation Literacy Slideshow 2" you will see a table. Draw the table into your English books. Then write in the table underneath each heading a list of technological items you absolutely need and technological items you want to bring with you but don’t actually need.
- Write descriptions of imaginary technological items and technological items which have not been made yet but will be made soon in the future that you have during and after natural disasters.
- Finally, draw, label and colour the items you wrote from slide 9 in your English books to AT LEAST A YEAR EIGHT STANDARD.
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FOCUS / ARONGA learning intentions:
We are FOCUSING on explanation writing by choosing language that is appropriate to the topic, audience, and purpose.
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 EXPLORING articles by recognising texts that have multiples purposes and knowing the context of the creator helps us understand the purpose.
Success Criteria:- I can 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 categorise my ideas into paragraphs with clear ideas and following a writing frame eg. TEXAS, PEDAL etc.
- I can identify the text’s creator and why the text has been created (purpose).
- I can categorise my ideas into paragraphs with clear ideas and following a writing frame eg. TEXAS, PEDAL etc.
Knows Covered:
KNOW: As a text creator, I can contribute to national and global conversations through my original interpretations of texts and through the texts I create.
KNOW: Language works at both denotative and connotative levels. There is a gap between the language we choose to convey an idea and how the idea is understood. Our language choices and how we interpret language can reveal our values and beliefs.
Week 7 Learning ActivitiesTuesday
- You will first watch this about how humans are creating more earthquakes.
- Then you will click on this link about why disasters are not natural. Then write about why disasters are not natural and are human made as well as your opinion about whether humans are doing the right thing or not.
- On slide 6 of the "Human Caused Natural Disasters Slideshow" you will see a table. Draw the table into your English books and write on each side of the table about the similarities and differences between the causes of natural disasters with nature and from humans.
- Afterwards, in a minimum of 250 words write about what humans should do to stop natural disasters from happening.
- Finally, draw, label and colour a picture of what you have written about to AT LEAST A YEAR EIGHT STANDARD.
Thursday
- Read what is written in slide 4 of the "Copy of Explanation Writing Slideshow" about “survival.” Then write the topic of what each paragraph is about.
- Then you need to write an explanatory essay about what you think is the worst type of natural disaster. But first, on the next slide you will see a template of where to put researched information for your essay. Draw the template in your English books and write the researched information within it.
- Afterwards, write an explanatory essay about what you think is the worst natural disaster. You can use the structure on the previous slide to help you write your explanatory essay.
- Finally, draw, label and colour in a picture of your chosen natural disaster in your English books to AT LEAST A YEAR EIGHT STANDARD.
Friday
- Firstly, you will watch this about how tsunamis work.
- Then you will read this article about how the 2011 tsunami flushed hundreds of Japanese species on slide 2 of the "Tsunami Slideshow."
- Afterwards, you will answer the multiple choice questions.
- After that, you will answer the short answer questions.
- The long answer questions will be answered following that.
- You will then write your reflection in response to the article.
- You will need to write 2-3 things you notice and 2-3 things you wonder.
- Finally, you will fill in the connecting bubbles with concepts, ideas, questions, and details that connect the image to the reading.
- 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.
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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 EXPLORING articles by recognising texts that have multiples purposes and knowing the context of the creator helps us understand the purpose.
Success Criteria:
- I can 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: As a text creator, I can contribute to national and global conversations through my original interpretations of texts and through the texts I create.
Week 7 Learning ActivitiesTuesday
- You will first watch this about how to survive floods.
- Then you will read the article about flooding on slides 5 to 7 of the "Natural Disasters Vocabulary Slideshow." Highlight the words for "Task 1" on the article on the slideshow.
- Afterwards, you will see a table of the words from “Task 1.” Draw the table into you books. Then write as many different words you can which have the same meaning as those words.
- After that, in a minimum of 150 words write about what we should do to help people who are affected by flooding.
- Finally, draw, label and colour a picture of what you have written about in your English books to AT LEAST A YEAR EIGHT STANDARD.
Thursday
- You will first watch this about power comparison of natural disasters.
- Then you will read this article about natural disasters in Africa.
- Afterwards, on slide 6 of the "Different Natural Disasters Slideshow" you will see a table which you will need to complete about what happened from the events of the earthquake and flood. Draw the table into your English books and fill it in.
- After that, imagine you are one of the people who are in the earthquake and flood in Africa from the article. Write in a minimum of 350 words a story about what it is like for you in that experience similar to the one on this link.
- Finally, draw, label and colour a picture of what you have written about to AT LEAST A YEAR EIGHT STANDARD.
Friday
- You will first watch this about what are winter storms?
- Then you will read this article about how blizzards are inescapable on slide 2 of the "Blizzards Slideshow."
- Afterwards, you will answer the multiple choice questions.
- After that, you will answer the short answer questions.
- The long answer questions will be answered following that.
- You will then write your reflection in response to the article.
- You will need to write 2-3 things you notice and 2-3 things you wonder.
- Finally, you will fill in the connecting bubbles with concepts, ideas, questions, and details that connect the image to the reading.
- 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.
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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 to demonstrate that, as a text creator, I can create texts to advocate for myself, for others, and to try to change my world.
We are FOCUSING on explanation writing by choosing language that is appropriate to the topic, audience, and 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 categorise my ideas into paragraphs with clear ideas and following a writing frame eg. TEXAS, PEDAL etc.
Knows Covered:
KNOW: As a text creator, I can contribute to national and global conversations through my original interpretations of texts and through the texts I create.
KNOW: Language works at both denotative and connotative levels. There is a gap between the language we choose to convey an idea and how the idea is understood. Our language choices and how we interpret language can reveal our values and beliefs.
Tuesday- You will first watch this about the Cambodian myth of storms.
- Then you will read this article about how natural disasters makes people more religious.
- Afterwards, you will choose a country and research about what they used to believe about how natural disasters happened. Then write about what they believed into your English books.
- After that, on slide 7 of the "Beliefs Of Natural Disasters Slideshow" you will see a table. Draw the table into your English books. Then write about the similarities and differences between what that country believed about how natural disasters happened and how it is like in real life.
- Finally, you will draw, label and colour in a picture of what you have written about into your English books to AT LEAST A YEAR EIGHT STANDARD.
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 how to plan for your writing.
- Then on slide 4 of the "Human Disasters Planning Slideshow" you will see a list of disasters created by humans. Choose one disaster and create a brainstorm in your English books about about that disaster which you have chosen.
- Afterwards, you need to write an explanatory essay about what you think is the worst type of human disaster. But first, on the next slide you will see a template of where to put researched information for your essay. Draw the template in your English books and write the researched information within it.
- After that, write an explanatory essay about what you think is the worst human disaster. You can use the structure on the previous slide to help you write your explanatory essay.
- Finally, draw, label and colour in a picture of your chosen human disaster in your English books to AT LEAST A YEAR EIGHT STANDARD.
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We are PLANNING to demonstrate that, as a text creator, I can create texts to advocate for myself, for others, and to try to change my world.
We are FOCUSING on survival by explaining the effects of conventions in a written/visual text.
Success Criteria:
- I can deliberately design texts for different audiences to share my ideas with different audiences, knowing that how I communicate my ideas can play a part in shaping society.
- I can identify the different uses of language in a range of text.
Knows Covered:
KNOW: As a text creator, I can contribute to national and global conversations through my original interpretations of texts and through the texts I create.
KNOW: Codes, conventions, and features of different types of texts are often subtle and able to be flexibly applied. Recognising them and the effects they have in different types of texts supports the analysis and crafting of texts.
Week 10 Learning Activities
Tuesday- Firstly, you will read this article about how there are good things about natural disasters.
- Then on slide 7 of the "How Bad Are Natural Disasters Slideshow" you will see a list of effects of natural disasters. Write about whether you think each of those facts ends up resulting as a tragedy, comedy or tragicomedy.
- Afterwards, you will choose one natural disaster to research about from the list on the next slide. Then write about the positive and negative facts about it and write whether you think it is a tragedy, comedy or tragicomedy with reasons why.
- After that, you will write a creative story about a fictional natural disaster which happens. Make sure you write about the positive and negative effects of the disaster to the characters and setting and write whether you think the story will result as a tragedy, comedy or tragicomedy with reasons why.
- Finally, draw, label and colour a picture of what you have written about in your English books to AT LEAST A YEAR EIGHT STANDARD.
Thursday
- Firstly, you will need to read the article on slide 4 of the "Natural Disaster Matching Slideshow" about natural disasters and regional governance: Evidence from Europeans.
- Then on the next slide you will see a list of statements about natural disasters. Match the right statement with the natural disaster on the previous slide.
- Afterwards, in a minimum of 200 words write about which type of natural disaster people should work on helping others the most who have been affected by it.
- Finally, draw, label and colour a picture of what you have written about to AT LEAST A YEAR EIGHT STANDARD.
Friday
- You will complete the "Survival Sheet."
- Afterwards, you will create a drawing of what survival 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 survival.
- Also, you can make origami from this link of anything related to survival.
- Finally, you will create a song to boost the morale and spirits of people for survival.
- 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.
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We are PLANNING on designing a title page of "Around the World in 80 Days."
We are FOCUSING on explanation writing by choosing language that is appropriate to the topic, audience, and purpose.
Success Criteria:
- I can categorise my ideas into paragraphs with clear ideas and following a writing frame eg. TEXAS, PEDAL etc.
- 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: I can deliberately design texts for different audiences to share my ideas with different audiences, knowing that how I communicate my ideas can play a part in shaping society.
KNOW: 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 1 Learning Activities
MondayFirstly, you will watch this about the most beautiful travel destinations around the world.
You will have 2 minutes to talk to each other about what you know about going around the world.
You will then share back as a class so that I can write on the whiteboard a brainstorm of what you already know about going around the world.
Then you will create a title page for "Around the world in 80 days."
Wednesday
- On slide 9 of the "Around The World Explanation Writing Slideshow" you will see a template of where to put researched information. Also, look at this link of how to write good introductions/conclusions. Draw the template in your English books and write the researched information within it.
- Write an explanatory essay about your thoughts on travelling around the world.
You can use the structure on the previous slide to help you write your explanatory essay.
Friday
- On slide 9 of the "Around The World Explanation Writing Slideshow" you will see a template of where to put researched information. Also, look at this link of how to write good introductions/conclusions. Draw the template in your English books and write the researched information within it.
- Write an explanatory essay about your thoughts on travelling around the world.
You can use the structure on the previous slide to help you write your explanatory essay.
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We are PLANNING a persuasive essay by organising my own text so that my structures support my purpose/ meaning.
We are EXPLORING articles by recognising texts that have multiples purposes and knowing the context of the creator helps us understand the purpose.
We are FOCUSING on descriptive writing 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 identify the text’s creator and why the text has been created (purpose).
- I can select and use structural features (eg. place, time and participants).
Knows Covered:
KNOW: Structural elements can be arranged for deliberate effect to build up meaning across a 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: Language works at both denotative and connotative levels. There is a gap between the language we choose to convey an idea and how the idea is understood. Our language choices and how we interpret language can reveal our values and beliefs.
Week 2 Learning Activities
Tuesday
You will need to write a persuasive essay based on the prompt which is given to you.
Thursday- Firstly, you will read this article about why travel is bad for the world. on slide 2 of the "Bad Travel Articles Slideshow."
- Afterwards, you will answer the multiple choice questions.
- After that, you will answer the short answer questions.
- The long answer questions will be answered following that.
- You will then write your reflection in response to the article.
- You will need to write 2-3 things you notice and 2-3 things you wonder.
- Finally, you will fill in the connecting bubbles with concepts, ideas, questions, and details that connect the image to the reading.
Friday- Firstly, you will read the extract from an adventure story on slide 2 of the "Copy of Descriptive writing slideshow."
- Then you will write 2-3 sentences to describe each setting from slides 6-8.
- Afterwards, you will look at this link about how to write a postcard. Also, you can click here to see postcards from around the world. Then write a postcard for each of the pictures on this slideshow where you think in the world it may be to a friend or family member in your English books.
- Finally, you will draw, label and colour your own image for a postcard which you would like to send to friends or family to AT LEAST A YEAR EIGHT STANDARD.
- I can compose a range of text using language features effectively while sustaining a writing style which is appropriate for my audience.
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We are FOCUSING on visual devices by explaining the effects of conventions in a written/visual text.
We are EXPLORING articles by recognising texts that have multiples purposes and knowing the context of the creator helps us understand the purpose.
Success Criteria:
- I can compose a range of text using language features.
- I can identify the text’s creator and why the text has been created (purpose).
Knows Covered:
KNOW: Language works at both denotative and connotative levels. There is a gap between the language we choose to convey an idea and how the idea is understood. Our language choices and how we interpret language can reveal our values and beliefs.
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 3 Learning Activities
Tuesday- Watch the following about analysing visual images and information.
- Look at the image (right) on slide 27 of the "Copy of Visual Devices Slideshow" and write about how it shows the context of travelling around the world. 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:
“The trip around the world means big moments of living!”
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 shows the context of going around the world 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
- Firstly, you will read this article about why travel is bad for the world. on slide 2 of the "Bad Travel Articles Slideshow."
- Afterwards, you will answer the multiple choice questions.
- After that, you will answer the short answer questions.
- The long answer questions will be answered following that.
- You will then write your reflection in response to the article.
- You will need to write 2-3 things you notice and 2-3 things you wonder.
- Finally, you will fill in the connecting bubbles with concepts, ideas, questions, and details that connect the image to the reading.
- I can compose a range of text using language features.
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FOCUS / ARONGA learning intentions:
We are FOCUSING on grammar by explaining the effects of conventions in a written/visual text.
We are EXPLORING articles by recognising texts that have multiples purposes and knowing the context of the creator helps us understand the purpose.
We are EXPLORING by analysing multiple and sometimes competing interpretations of a text, including my own, using analytical lenses to make informed judgments about the text.Knows Covered:
KNOW: Codes, conventions, and features of different types of texts are often subtle and able to be flexibly applied. Recognising them and the effects they have in different types of texts supports the analysis and crafting of texts.
KNOW: As a text creator, I can contribute to national and global conversations through my original interpretations of texts and through the texts I create.Success Criteria: I can...
- I can identify the different uses of language in a range of text.
- I can identify the text’s creator and why the text has been created (purpose).
- I can examine how the themes, messages and opinions of a text can be experienced by different readers in different ways.
- I can identify the text’s creator and why the text has been created (purpose).
Week 4 Learning ActivitiesTuesday
- Firstly, you will read this article about how travel should be considered an essential human activity. on slide 2 of the "Essential Travel Articles Slideshow."
- Afterwards, you will answer the multiple choice questions.
- After that, you will answer the short answer questions.
- The long answer questions will be answered following that.
- You will then write 3 things you learned from the article.
- You will need to write 2-3 things you notice and 2-3 things you wonder.
- Finally, you will fill in the connecting bubbles with concepts, ideas, questions, and details that connect the image to the reading.
Thursday- Firstly, you will watch this about grammar and verb tenses.
- Then you will look at the table of "Grammar Terms Examples." Then put in your own examples of grammar terms in the "Grammar Terms Worksheet."
- Afterwards, on slide 6 of the "Grammar Slideshow 2" you will see a list of sentences with wrong grammar in them. Write the sentences with the correct grammar into your English books.
- After that, you will create a piece of writing with the words, phrases and sentences you wrote from the "Grammar Terms Worksheet."
- Finally, you will draw, label and colour a picture of what you have written to AT LEAST A YEAR NINE STANDARD.
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 identify the different uses of language in a range of text.
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We are FOCUSING on verbal devices by explaining the effects of conventions in a written/visual text.
We are FOCUSING on descriptive 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.
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 examine how the themes, messages and opinions of a text can be experienced by different readers in different ways.
Knows Covered:
KNOW: Language works at both denotative and connotative levels. There is a gap between the language we choose to convey an idea and how the idea is understood. Our language choices and how we interpret language can reveal our values and beliefs.
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.
Tuesday- You will first watch this about literary devices.
- Then imagine that your job is to create a slogan which advertises travelling around the world and your boss has given you the task of writing a world travel advertising slogan for each verbal device. Seeing the examples of verbal devices from slides 4 to 39 of the "Verbal Devices Slideshow 2" write an advertising slogan for travelling around the world for each verbal device.
- Afterwards, out of all the advertising slogans of verbal devices for travelling around the world 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
- Watch the following about improving descriptive writing.
- Then look at the image on slide 6 of the "Descriptive Writing - Writing to Describe Slideshow."
- In your English books, make a list of five adjectives based on this picture.
- In your English books, make a list of five nouns based on this picture.
- In your English books, make a list of five verbs to accompany your nouns. What could the animals be ‘doing’?
- In your English books, make a list of five adverbs to describe your verbs.
- In your English books, use your ideas so far to create two similes.
- In your English books, use your ideas so far to create two metaphors.
- In your English books, use your ideas so far to create two alliterative sentences.
- In your English books, use your ideas so far to create two personification sentences.
- Afterwards, write a description of a jungle scene. It doesn't have to describe the image on slide 6 of the "Descriptive Writing - Writing to Describe Slideshow" but you can use it to help you.
- Draw pictures of what you have written from this lesson. Make sure you colour and label all of your drawings and do it to AT LEAST A YEAR NINE STANDARD.
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 compose a range of text using language features effectively while sustaining a writing style which is appropriate for my audience.
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FOCUS / ARONGA learning intentions:
We are REFLECTING on assessing the results from the asttle tests.
We are FOCUSING on descriptive writing by explaining the effects of conventions in a written/visual text.
We are EXPLORING articles by recognising texts that have multiples purposes and knowing the context of the creator helps us understand the purpose.
Success Criteria:- I can answer the questions on my asttle tests.
- I can compose a range of text using language features effectively while sustaining a writing style which is appropriate for my audience.
- I can identify the text’s creator and why the text has been created (purpose).
Knows Covered:
KNOW: Language works at both denotative and connotative levels. There is a gap between the language we choose to convey an idea and how the idea is understood. Our language choices and how we interpret language can reveal our values and beliefs.
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.
Tuesday- You will complete the asttle reading tests which are assigned to you.
- If you have finished your asttle reading tests you will work on your Reading Plus.
Thursday- Firstly, you will watch the following about unlocking visual storytelling.
- Then on slide 5 of the "Visual Texts Writing Slideshow" you will see a picture. Then on the slide after that you will need to answer the questions which is written on it into your English books.
- Afterwards, you will write a descriptive story about how the picture came to be in the first place and what will happen afterwards.
- Finally, you will draw, label and colour your own picture and make a caption on it just like the example on the right.
Friday- Then you will read the article about tourism travel on slides 3 to 7 of the "Tourism Travel Vocabulary Slideshow." Highlight the words for "Task 1" on the article on the slideshow.
- Afterwards, you will see a table of the words from “Task 1.” Draw the table into you books. Then write as many different words you can which have the same meaning as those words using the Thesaurus.
- After that, write your own story about tourism travel using the words from task 2.
- Finally, draw, label and colour a picture of what you have written about in your English books to AT LEAST A YEAR EIGHT STANDARD.
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FOCUS / ARONGA learning intentions:
We are EXPLORING articles by recognising texts that have multiples purposes and knowing the context of the creator helps us understand the purpose.
We are EXPLORING on punctuation by organising my own text by revising and editing and proofreading the text to check the grammar, spelling, and punctuation.
Success Criteria: