7W1 English

Weekly outline

• Select week General

  General

  Collapse all Expand all

  Tēnā koutou katoa 

  
  

  Ko Shivalik te maunga 

  Ko Markanda te awa 

  Ko Inia hau te waka

  
  

  Ko Joshi, Ko Rana ōku whānau 

  Ko Rajesh tōku ingoa 

  
  

  Nō reira, tēnā koutou, tēnā koutou, tēnā koutou katoa!

  
  
• Select week 29 January - 4 February

  29 January - 4 February

  
  

  
  

  Karakia:
  

  
  

  Whakataka te hau ki te uru            The West wind has changed 

  Whakataka te hau ki te tonga        The South wind has fallen silent 

  Kia mākinakina ki uta                        The land bristles 

  Kia mātaratara ki tai                          The sea has goosebumps 

  E hī ake ana te atakura                      The first rays of a red dawn pierce the night

  He tio, he huka, he hau hū               Revealing snow, ice & frost (from mountains to sea)

  Haumi e, hui e, tāiki e                        The breath of life

  
  
• Select week 5 February - 11 February

  5 February - 11 February

  
  

  Tēnā koutou, tēnā koutou, tēnā koutou katoa!
  

  Kia Ora Y7 and welcome to your English course page for 2024. My name is Dr. Mrs. (Rajesh) Joshi and I will be your teacher of English this year. I was born and brought up in India. I moved to New Zealand ten years back.

  This page is where you will find all the necessary information required for your English course such as Learning Intentions and Success Criteria. All tasks, activities and assessments will be placed here as well as additional lesson notes and resources. Please make it a habit to check this page at the start of each week. This will ensure that you are aware of any expectations we may have of you at that time.

  Demonstrate that you practice the school values 'Learning to Learn (Ako), Compassion (Awhinatanga) Integrity (Pono) and Life-Long Learner (Wānanga)' in word and spirit. Learn and enjoy while you are here. Feel free to see me or email me if you have any concerns/questions about your learning. My email address is: rjoshi@mhjc.school.nz

  This  is a short week. We will get to know each other. Also we will discuss how English class functions and important components of learning English. Make sure that you bring your reading & writing books, pencil case and laptop to English class. 

  I wish you a great year ahead at Water/MHJC! We will work together to achieve our goals. 

  Resources: Mrs. Joshi's English Class PPT

  
  

  • Select activity Mrs. Joshi's English Class PPT

    

    Mrs. Joshi's English Class PPT File
  • Select activity Mrs. Joshi's English Class

    

    Mrs. Joshi's English Class File
  • Select activity Mrs. Joshi's English Class

    

    Mrs. Joshi's English Class File
• Select week 12 February - 18 February

  12 February - 18 February
  Week 3
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • -We are EXPLORING 'He Waka Eke Noa' by discovering our identity and sense of belongingness to our whanau & school.
  • -We are EXPLORING 'He Waka Eke Noa' by empathising with diverse people around us and by being inclusive.

  
  

  Context/Big Idea: He Waka Eke Noa: We are all in this together

  Activities:

  -EasTTle Reading Test on Tuesday.

  -Discussing about our Whanau/family.

  -Sharing why a family is important and how all families can be similar or different.

  
  
  
• Select week 19 February - 25 February

  19 February - 25 February
  Week 4
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • -We are EXPLORING 'He Waka Eke Noa' by connecting with new friends and staff at school.
  • -We are EXPLORING 'He Waka Eke Noa' by discovering our identity and sense of belongingness to our whanau & school.
  • -We are EXPLORING 'He Waka Eke Noa' by empathising with diverse people around us and by being inclusive.
  • -We are EXPLORING 'He Waka Eke Noa' by displaying school values of:

  • Integrity - pono or how we manage ourselves. We are confident, honest, reliable, resilient, trustworthy, determined individuals.
  • Compassion - awhinatanga or how we relate to others. We are kind, caring, mindful, supportive, respectful, positive contributors.Empowering learners
  • Whakamana or a love for learning and understanding of how we learn best. We are collaborative, independent, curious, creative, innovative, reflective, critical thinkers.

  Context/Big Idea: He Waka Eke Noa: We are all in this together

  Activities:

  -Reading the story 'Mata i Pusi'
  -Learning about identity and accepting that it is ok to be different.
  -Completing the tasks based on the story.
  
  Resources:
  Ebook- Mata i Pusi
  Activities PPT
  

  
  
  

  • Select activity Ebook- Mata i Pusi

    

    Ebook- Mata i Pusi File
  • Select activity Mata i Pusi activities

    

    Mata i Pusi activities File
  • Select activity Ebook- Mata i Pusi

    

    Ebook- Mata i Pusi File
  • Select activity Mata i Pusi activities

    

    Mata i Pusi activities File
  • Select activity Ebook- Mata i Pusi

    

    Ebook- Mata i Pusi File
  • Select activity Mata i Pusi activities

    

    Mata i Pusi activities File
• Select week 26 February - 3 March

  26 February - 3 March
  Week 5
  
  
  

  EXPLORE / TŪHURA learning intentions:

  • -We are EXPLORING 'He Waka Eke Noa' by connecting with new friends and staff at school.
  • -We are EXPLORING 'He Waka Eke Noa' by discovering our identity and sense of belongingness to our whanau & school.
  • -We are EXPLORING 'He Waka Eke Noa' by empathising with diverse people around us and by being inclusive.
  • -We are EXPLORING 'He Waka Eke Noa' by displaying school values of:

  • Integrity - pono or how we manage ourselves. We are confident, honest, reliable, resilient, trustworthy, determined individuals.
  • Compassion - awhinatanga or how we relate to others. We are kind, caring, mindful, supportive, respectful, positive contributors.Empowering learners
  • Whakamana or a love for learning and understanding of how we learn best. We are collaborative, independent, curious, creative, innovative, reflective, critical thinkers.

  Context/Big Idea: He Waka Eke Noa: We are all in this together

  Activities:

  -Start of the year Writing Test
  
  Resources:
  
  Writing Booklets
  

  
  
  
• Select week 4 March - 10 March

  4 March - 10 March

  Week 6

  

  FOCUS / ARONGA learning intentions:

  • • We are FOCUSSING...on ‘Short Texts’ by developing our point of view in relation to those texts.
    • We are FOCUSSING...on ‘Short Texts’ by discussing the themes, characters, language and structure in those texts.

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • -We are EXPLORING 'He Waka Eke Noa' by connecting with new friends and staff at school.
  • -We are EXPLORING 'He Waka Eke Noa' by discovering our identity and sense of belongingness to our whanau & school.
  • -We are EXPLORING 'He Waka Eke Noa' by empathising with diverse people around us and by being inclusive.
  • -We are EXPLORING 'He Waka Eke Noa' by displaying school values of:

  • Integrity - pono or how we manage ourselves. We are confident, honest, reliable, resilient, trustworthy, determined individuals.
  • Compassion - awhinatanga or how we relate to others. We are kind, caring, mindful, supportive, respectful, positive contributors.Empowering learners
  • Whakamana or a love for learning and understanding of how we learn best. We are collaborative, independent, curious, creative, innovative, reflective, critical thinkers.

  Context/Big Idea: He Waka Eke Noa: We are all in this together

  Activities:

  -Reading the story 'Paper Tiger'
  -Learning about identity and family values.
  -Learning paragraph structure 'PEEL.'
  
  Resources:
  Story 'Paper Tiger'
  'PEEL' Paragraph Structure Resources
  

  
  
  

  • Select activity Paper Tiger

    

    Paper Tiger File
  • Select activity PEEL Paragraph Structure

    

    PEEL Paragraph Structure Folder
  • Select activity Paper Tiger

    

    Paper Tiger File
  • Select activity PEEL Paragraph Structure

    

    PEEL Paragraph Structure Folder
  • Select activity Paper Tiger

    

    Paper Tiger File
  • Select activity PEEL Paragraph Structure

    

    PEEL Paragraph Structure Folder
• Select week 11 March - 17 March

  11 March - 17 March

  Week 7

  
  

  

  FOCUS / ARONGA learning intentions:

  • • We are FOCUSSING...on ‘Short Texts’ by developing our point of view in relation to those texts.
    • We are FOCUSSING...on ‘Short Texts’ by discussing the themes, characters, language and structure in those texts.

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • -We are EXPLORING 'He Waka Eke Noa' by connecting with new friends and staff at school.
  • -We are EXPLORING 'He Waka Eke Noa' by discovering our identity and sense of belongingness to our whanau & school.
  • -We are EXPLORING 'He Waka Eke Noa' by empathising with diverse people around us and by being inclusive.
  • -We are EXPLORING 'He Waka Eke Noa' by displaying school values of:

  • Integrity - pono or how we manage ourselves. We are confident, honest, reliable, resilient, trustworthy, determined individuals.
  • Compassion - awhinatanga or how we relate to others. We are kind, caring, mindful, supportive, respectful, positive contributors.Empowering learners
  • Whakamana or a love for learning and understanding of how we learn best. We are collaborative, independent, curious, creative, innovative, reflective, critical thinkers.

  
  Context/Big Idea: He Waka Eke Noa: We are all in this together
  

  Activities: (CAMP WEEK: ONLY ONE SESSION)
  

  -Practicing paragraph structure writing 'PEEL.
  

  
  

  
  

  
  
• Select week 18 March - 24 March

  18 March - 24 March

  Week 8

  

  EXPLORE / TŪHURA learning intentions:

  • -We are EXPLORING 'He Waka Eke Noa' by connecting with new friends and staff at school.
  • -We are EXPLORING 'He Waka Eke Noa' by discovering our identity and sense of belongingness to our whanau & school.
  • -We are EXPLORING 'He Waka Eke Noa' by empathising with diverse people around us and by being inclusive.
  • -We are EXPLORING 'He Waka Eke Noa' by displaying school values of:

  • Integrity - pono or how we manage ourselves. We are confident, honest, reliable, resilient, trustworthy, determined individuals.
  • Compassion - awhinatanga or how we relate to others. We are kind, caring, mindful, supportive, respectful, positive contributors.Empowering learners
  • Whakamana or a love for learning and understanding of how we learn best. We are collaborative, independent, curious, creative, innovative, reflective, critical thinkers.

  
  

  

  FOCUS / ARONGA learning intentions:

  • • We are FOCUSSING...on ‘Short Texts’ by developing our point of view in relation to those texts.
    • We are FOCUSSING...on ‘Short Texts’ by discussing the themes, characters, language and structure in those texts.

  Context/Big Idea: He Waka Eke Noa: We are all in this together

  Activities:

  -Reading the story 'Wild Boy'
  -Learning about being inclusive.
  -Activities based on the story 'Wild Boy.'
  
  Resources:
  

  Story 'Wild Boy'
  

  
  

  
  

  
  

  • Select activity Wild Boy

    

    Wild Boy File
  • Select activity Wild Boy

    

    Wild Boy File
  • Select activity Wild Boy

    

    Wild Boy File
• Select week 25 March - 31 March

  25 March - 31 March

  Week 9

  

  EXPLORE / TŪHURA learning intentions:

  • -We are EXPLORING 'He Waka Eke Noa' by connecting with new friends and staff at school.
  • -We are EXPLORING 'He Waka Eke Noa' by discovering our identity and sense of belongingness to our whanau & school.
  • -We are EXPLORING 'He Waka Eke Noa' by empathising with diverse people around us and by being inclusive.
  • -We are EXPLORING 'He Waka Eke Noa' by displaying school values of:

  • Integrity - pono or how we manage ourselves. We are confident, honest, reliable, resilient, trustworthy, determined individuals.
  • Compassion - awhinatanga or how we relate to others. We are kind, caring, mindful, supportive, respectful, positive contributors.Empowering learners
  • Whakamana or a love for learning and understanding of how we learn best. We are collaborative, independent, curious, creative, innovative, reflective, critical thinkers.

  
  

  

  FOCUS / ARONGA learning intentions:

  • • We are FOCUSSING...on ‘Short Texts’ by developing our point of view in relation to those texts.
    • We are FOCUSSING...on ‘Short Texts’ by discussing the themes, characters, language and structure in those texts.

  Context/Big Idea: He Waka Eke Noa: We are all in this together

  Activities:

  -Reading the poem 'Dawn Service.'
  -Learning about Anzac Day.
  -Activities based on the poem 'Dawn Service.'
  
  Resources:
  

  Poem 'Dawn Service.'
  
  

  • Select activity Poem 'Dawn Service.'

    

    Poem 'Dawn Service.' File
  • Select activity Poem 'Dawn Service.'

    

    Poem 'Dawn Service.' File
  • Select activity Poem 'Dawn Service.'

    

    Poem 'Dawn Service.' File
• Select week 1 April - 7 April

  1 April - 7 April

  Week 10

  

  PLAN & DO / WHAKAMAHI learning intentions:

  • • We are PLANNING to select and use relevant and appropriate ideas, language features and structures so that we can confidently write for different purposes and audiences.

  Awhinatanga: Culturally Connected

  
  

  Ako: Learning and Thinking Strategy

  
  

  Awhinatanga: Resilient Mindset
  

  
  

  

  FOCUS / ARONGA learning intentions:

  • • We are FOCUSSING...on ‘Short Texts’ by developing our point of view in relation to those texts.
    • We are FOCUSSING...on ‘Short Texts’ by discussing the themes, characters, language and structure in those texts.

  Activities:

  English Assessment 1: Response to Written Text

  Submission Date: 11th April: Thursday-3 p.m.

  
  

  • Select activity 7W1 English Assessment 1: Response to Written Text

    

    7W1 English Assessment 1: Response to Written Text Assignment

    Opened: Tuesday, 9 April 2024, 12:00 AM

    Due: Thursday, 11 April 2024, 3:00 PM

    Students will be assessed on their response to a written text.
    

  • Select activity 2024-English Assessment 1: Response to Written Text

    

    2024-English Assessment 1: Response to Written Text Assignment

    Opened: Tuesday, 9 April 2024, 12:00 AM

    Due: Thursday, 11 April 2024, 3:00 PM
  • Select activity 2024-English Assessment 1: Response to Written Text

    

    2024-English Assessment 1: Response to Written Text Assignment

    Opened: Tuesday, 9 April 2024, 12:00 AM

    Due: Thursday, 11 April 2024, 3:00 PM
• Select week 8 April - 14 April

  8 April - 14 April

  Week 11

  

  PLAN & DO / WHAKAMAHI learning intentions:

  • • We are PLANNING to select and use relevant and appropriate ideas, language features and structures so that we can confidently write for different purposes and audiences.

  Awhinatanga: Culturally Connected

  
  

  Ako: Learning and Thinking Strategy

  
  

  Awhinatanga: Resilient Mindset
  

  
  

  
  

  

  FOCUS / ARONGA learning intentions:

  • • We are FOCUSSING...on ‘Short Texts’ by developing our point of view in relation to those texts.
    • We are FOCUSSING...on ‘Short Texts’ by discussing the themes, characters, language and structure in those texts.

  Activities:

  -Continue working on your English Assessment 1: Response to Written Text

  -Submission Date: 11th April: Thursday-3 p.m.

  
  
• Select week 15 April - 21 April

  15 April - 21 April

  
  
• Select week 22 April - 28 April

  22 April - 28 April

  
  
• Select week 29 April - 5 May

  29 April - 5 May

  WEEK 1

  
  

  
  

  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING ENVIRONMENTAL SUSTAINABILITY by reading the story of ‘The Lorax.’
  • We are EXPLORING ENVIRONMENTAL SUSTAINABILITY by watching the movie ‘The Lorax.’
  • We are EXPLORING ENVIRONMENTAL SUSTAINABILITY by discovering the impacts of environmental imbalance.
  • We are EXPLORING ELEMENTS OF VISUAL LANGUAGE by by observing and
 understanding symbols and examples

  • We are EXPLORING ELEMENTS OF VISUAL LANGUAGE by applying its elements to construct a Static
 Image based on Big Ideas of the context.

  • We are EXPLORING the connections between oral, written, and visual language by creating a
 collaborative text (STATIC IMAGE) 


  
  

  CONTEXT/BIG IDEA: Kaitiaki Kiwis - Tread Lightly- "Takahia Mama"

  Activities: 

  -This term we are going to read 'The Lorax' and watch the film based on it.

  -Completing the vocabulary slides related with 'The Lorax'

  
  

  SUCCESS CRITERIA: 

  Criteria	Working Towards Curriculum Level	Working At Curriculum Level	Working Above Curriculum Level	Working Beyond Curriculum Level
  Ideas	I can name a few ideas from what I hear/read/view	I can describe a few ideas from what I hear/read/view	I can explain a few ideas from a range of sources	I can develop and communicate ideas clearly from a range of sources and viewpoints
  Elements of Visual Language: Dominant- Image, Colour, Texture, Shape, Symbolism, Lettering/ Font, Proportion, Layout, Negative-Space	I can identify some features of Visual Language from the list	I can describe some features of Visual Language from the list	I can apply some features of Visual Language from the list in my Static Image	I can apply many features of Visual Language from the list in my Static Image and explain them
  Elements of Verbal Language: Metaphor,  Simile, Personification, Alliteration, Oxymoron, Pun, Repetition, Hyperbole	I can identify some features of Verbal Language from the list	I can describe some features of Verbal Language from the list	I can apply some features of Verbal Language from the list in my Static Image	I can apply many features of Verbal Language from the list in my Static Image and explain them
  Static Image Audience & Purpose	I am  starting to develop an understanding of how to construct a text appropriate to purpose and audience	I am  developing understanding of how to construct a text appropriate to purpose and audience	I am  showing some understanding of how to construct a text appropriate to purpose and audience	I am showing understanding of how to construct a text appropriate to purpose and audience

  
  

  Resources: 
  
  https://quizlet.com/192254182/the-lorax-vocab-flash-cards/
  
  Slideshow on 'The Lorax' vocabulary
  
  

  • Select activity Term 2 Vocabulary

    

    Term 2 Vocabulary File
  • Select activity Term 2 Vocabulary

    

    Term 2 Vocabulary File
  • Select activity Term 2 Vocabulary

    

    Term 2 Vocabulary File
• Select week 6 May - 12 May

  6 May - 12 May

  Week 2

  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING ENVIRONMENTAL SUSTAINABILITY by reading the story of ‘The Lorax.’
  • We are EXPLORING ENVIRONMENTAL SUSTAINABILITY by watching the movie ‘The Lorax.’
  • We are EXPLORING ENVIRONMENTAL SUSTAINABILITY by discovering the impacts of environmental imbalance.
  • We are EXPLORING ELEMENTS OF VISUAL LANGUAGE by by observing and
 understanding symbols and examples

  • We are EXPLORING ELEMENTS OF VISUAL LANGUAGE by applying its elements to construct a Static
 Image based on Big Ideas of the context.

  • We are EXPLORING the connections between oral, written, and visual language by creating a
 collaborative text (STATIC IMAGE) 


  CONTEXT/BIG IDEA: Kaitiaki Kiwis - Tread Lightly- "Takahia Mama"

  Activities: 

  -Before Reading Discussion: 

  1. What does 'natural' mean? What is a natural resource? Who do they belong to? What are they used for? List natural resources e.g. forests, water, wool, milk. Find pictures of natural resources in magazines, photos, etc. and make a collage. Discuss with children the idea that we must look after our natural resources.

  2. What makes you behave in ways that are acceptable to the classroom group. What are the incentives to behave this way? What rules do we have in the classroom/school? What happens if we break the rules? Who decides the rules? Why? 
     

  3. Describe what you can see out the window. Describe your local area/town/city. (If possible have pictures to help with this, including factories, businesses, parks, houses, etc.). Describe what you would have seen. 
     

  -Reading the story 'The Lorax.'

  
  

  
  

  Resources: 

  'The Lorax' Story

  • Select activity Story 'The Lorax'

    

    Story 'The Lorax' File
  • Select activity Story 'The Lorax'

    

    Story 'The Lorax' File
  • Select activity Story 'The Lorax'

    

    Story 'The Lorax' File
• Select week 13 May - 19 May

  13 May - 19 May

  Week 3

  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING ENVIRONMENTAL SUSTAINABILITY by reading the story of ‘The Lorax.’
  • We are EXPLORING ENVIRONMENTAL SUSTAINABILITY by watching the movie ‘The Lorax.’
  • We are EXPLORING ENVIRONMENTAL SUSTAINABILITY by discovering the impacts of environmental imbalance.
  • We are EXPLORING ELEMENTS OF VISUAL LANGUAGE by by observing and
 understanding symbols and examples

  • We are EXPLORING ELEMENTS OF VISUAL LANGUAGE by applying its elements to construct a Static
 Image based on Big Ideas of the context.

  • We are EXPLORING the connections between oral, written, and visual language by creating a
 collaborative text (STATIC IMAGE) 


  CONTEXT/BIG IDEA: Kaitiaki Kiwis - Tread Lightly- "Takahia Mama"

  Activities: 

  -Watching the movie 'The Lorax'

  -Summarising the film story.

  Resources: 

   Movie 'The Lorax' 

  
  

  
  
• Select week 20 May - 26 May

  20 May - 26 May

  Week 4

  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING ENVIRONMENTAL SUSTAINABILITY by reading the story of ‘The Lorax.’
  • We are EXPLORING ENVIRONMENTAL SUSTAINABILITY by watching the movie ‘The Lorax.’
  • We are EXPLORING ENVIRONMENTAL SUSTAINABILITY by discovering the impacts of environmental imbalance.
  • We are EXPLORING ELEMENTS OF VISUAL LANGUAGE by by observing and
 understanding symbols and examples

  • We are EXPLORING ELEMENTS OF VISUAL LANGUAGE by applying its elements to construct a Static
 Image based on Big Ideas of the context.

  • We are EXPLORING the connections between oral, written, and visual language by creating a
 collaborative text (STATIC IMAGE) 


  Activities:

  -easttle Reading test-Tuesday session 4

  -Discussing the themes/big ideas of 'The Lorax'

  
  

  
  
• Select week 27 May - 2 June

  27 May - 2 June

  Week 5

  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING ENVIRONMENTAL SUSTAINABILITY by reading the story of ‘The Lorax.’
  • We are EXPLORING ENVIRONMENTAL SUSTAINABILITY by watching the movie ‘The Lorax.’
  • We are EXPLORING ENVIRONMENTAL SUSTAINABILITY by discovering the impacts of environmental imbalance.
  • We are EXPLORING ELEMENTS OF VISUAL LANGUAGE by by observing and
 understanding symbols and examples

  • We are EXPLORING ELEMENTS OF VISUAL LANGUAGE by applying its elements to construct a Static
 Image based on Big Ideas of the context.

  • We are EXPLORING the connections between oral, written, and visual language by creating a
 collaborative text (STATIC IMAGE) 


  
  

  
  

  Activities:
  

  -Learning about 'Characterisation' using S.T.E.A.L. 

  Describe how a character looks.

  Describe how a character speaks, acts, thinks and behaves.

  Describe how a character changes in the story for better or for worse or both.

  Describe how a character impacts other characters in the story.

  Explain what motivates a character to do what they do in the story (Character motivation).

  -Creating a character sketch of our favourite character from the movie 'The Lorax'

  Resources:

  https://www.secondaryenglishcoffeeshop.com/2020/02/5-ways-to-teach-characterization-and.html#:~:text=While%20reading%20a%20novel%2C%20I,ways%20we%20learn%20about%20characters.
  

  https://www.wikihow.com/Describe-a-Person%27s-Physical-Appearance
  

  https://7esl.com/describing-people-appearance/ (VOCABULARY)
  

  
  
• Select week 3 June - 9 June

  3 June - 9 June

  Week 6

  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING ELEMENTS OF VISUAL LANGUAGE by by observing and
 understanding symbols and examples

  • We are EXPLORING ELEMENTS OF VISUAL LANGUAGE by applying its elements to construct a Static
 Image based on Big Ideas of the context.

  • We are EXPLORING the connections between oral, written, and visual language by creating a
 collaborative text (STATIC IMAGE) 


  
  

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSED on responding to the film 'The Lorax' by developing our understanding about environmental sustainability.

  • We are FOCUSED on responding to the film 'The Lorax' by transforming into being environment friendly.

  • We are FOCUSED on responding to the film 'The Lorax' by practicing the elements of Visual Language.

  • We are FOCUSED on responding to the film 'The Lorax' by explaining our Visual Language choices in our Static Image.

  • We are FOCUSED on creating a Static Image by applying the elements of Visual Language and integrating them with our term 2 context.

  
  

  Activities: (2 sessions this week)
  

  -Learning about Visual Language.

  -Learning about visual symbols. 

  
  

  
  

  • Select activity Visual Language: Static Image

    

    Visual Language: Static Image File
  • Select activity Visual Language: Static Image

    

    Visual Language: Static Image File
  • Select activity Visual Language: Static Image

    

    Visual Language: Static Image File
• Select week 10 June - 16 June

  10 June - 16 June

  Week 7

  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING ELEMENTS OF VISUAL LANGUAGE by by observing and
 understanding symbols and examples

  • We are EXPLORING ELEMENTS OF VISUAL LANGUAGE by applying its elements to construct a Static
 Image based on Big Ideas of the context.

  • We are EXPLORING the connections between oral, written, and visual language by creating a
 collaborative text (STATIC IMAGE) 


  
  

  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSED on responding to the film 'The Lorax' by developing our understanding about environmental sustainability.

  • We are FOCUSED on responding to the film 'The Lorax' by transforming into being environment friendly.

  • We are FOCUSED on responding to the film 'The Lorax' by practicing the elements of Visual Language.

  • We are FOCUSED on responding to the film 'The Lorax' by explaining our Visual Language choices in our Static Image.

  • We are FOCUSED on creating a Static Image by applying the elements of Visual Language and integrating them with our term 2 context.

  Activities:

  -Learning about the meaning of different colours as we will use different colours in our Static Image.

  -Learning about the meaning of different symbols as we may use some symbols in our Static Image.

  -Starting the planning of our Static Image.

  Resources:

  -Colours Chart

  -Maori symbols

  -Chinese symbols

  -Some universal symbols

  -Static Image planning sheet

  Some universal symbols: https://visme.co/blog/symbols-and-meanings/

  (Static Image planning sheet is on Google Classroom)

  
  

  
  
  

  • Select activity Static Image

    

    Static Image Folder
  • Select activity Static Image

    

    Static Image Folder
  • Select activity Static Image

    

    Static Image Folder
• Select week 17 June - 23 June

  17 June - 23 June

  Week 8

  
  

  
  

  PLAN & DO / WHAKAMAHI learning intentions:We are PLANNING to construct a Visual text/Static Image so that we can demonstrate an understanding of the processes & strategies and purpose & audience through deliberate choice of content, elements of visual language and text form.

  
  

  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSED on responding to the film 'The Lorax' by practicing the elements of Visual Language.

  • We are FOCUSED on responding to the film 'The Lorax' by explaining our Visual Language choices in our Static Image.

  • We are FOCUSED on creating a Static Image by applying the elements of Visual Language and integrating them with our term 2 context.

  Activities:
   
  -Completing my Static Image Planning.
  -Getting my Static Image planning approved from Mrs. Joshi.
  -Making a rough draft of my Static Image. 
  
  Resources: 
  
  -Consult weeks 6 & 7 resources on 'Visual Language.'
  -Use the Static Image planning template given last week. 
  
  

  Success Criteria: 

  Criteria	Working Towards Curriculum Level	Working At Curriculum Level	Working Above Curriculum Level	Working Beyond Curriculum Level
  Ideas	I can name a few ideas from what I hear/read/view	I can describe a few ideas from what I hear/read/view	I can explain a few ideas from a range of sources	I can develop and communicate ideas clearly from a range of sources and viewpoints
  Elements of Visual Language: Dominant- Image, Colour, Texture, Shape, Symbolism, Lettering/ Font, Proportion, Layout, Negative-Space	I can identify some features of Visual Language from the list	I can describe some features of Visual Language from the list	I can apply some features of Visual Language from the list in my Static Image	I can apply many features of Visual Language from the list in my Static Image and explain them
  Elements of Verbal Language: Metaphor,  Simile, Personification, Alliteration, Oxymoron, Pun, Repetition, Hyperbole	I can identify some features of Verbal Language from the list	I can describe some features of Verbal Language from the list	I can apply some features of Verbal Language from the list in my Static Image	I can apply many features of Verbal Language from the list in my Static Image and explain them
  Static Image Audience & Purpose	I am  starting to develop an understanding of how to construct a text appropriate to purpose and audience	I am  developing understanding of how to construct a text appropriate to purpose and audience	I am  showing some understanding of how to construct a text appropriate to purpose and audience	I am showing understanding of how to construct a text appropriate to purpose and audience

  
  
• Select week 24 June - 30 June

  24 June - 30 June

  Week 9

  
  

  

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • • We are PLANNING to construct a Visual text/Static Image so that we can demonstrate an understanding of the processes & strategies and purpose & audience through deliberate choice of content, elements of visual language and text form.

  
  
  

  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSED on responding to the film 'The Lorax' by practicing the elements of Visual Language.

  • We are FOCUSED on responding to the film 'The Lorax' by explaining our Visual Language choices in our Static Image.

  • We are FOCUSED on creating a Static Image by applying the elements of Visual Language and integrating them with our term 2 context.

  Activities: (Only 1 session this week)

  Using A3 paper, drawing our Static Image.

  SUCCESS CRITERIA: 

  
  

  
  
• Select week 1 July - 7 July

  1 July - 7 July

  Week 10

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • • We are PLANNING to construct a Visual text/Static Image so that we can demonstrate an understanding of the processes & strategies and purpose & audience through deliberate choice of content, elements of visual language and text form.

  
  

  
  

  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSED on responding to the film 'The Lorax' by developing our understanding about environmental sustainability.

  • We are FOCUSED on responding to the film 'The Lorax' by transforming into being environment friendly.

  • We are FOCUSED on responding to the film 'The Lorax' by practicing the elements of Visual Language.

  • We are FOCUSED on responding to the film 'The Lorax' by explaining our Visual Language choices in our Static Image.

  • We are FOCUSED on creating a Static Image by applying the elements of Visual Language and integrating them with our term 2 context.

  Activities: 

  Finishing our Static Image this week. 

  Reading Plus

  
  
• Select week 8 July - 14 July

  8 July - 14 July

  
  
• Select week 15 July - 21 July

  15 July - 21 July

  
  
• Select week Term 3 Week 1

  Term 3 Week 1

  Kia ora 7W1,

  
  My name is Debbie Pillay and I will be your English Teacher for Term 3 and Term 4. I will give you a brief introduction of myself in class. Looking forward to meeting everyone! 
  
  N.B. Please put your bags into the cupboards promptly. You will need pens, books and devices.
  

  • 
    

    

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING the olympics by analysing texts and how they are structured for different purposes
    • We are EXPLORING the olympics by explaining the effects of conventions in a written/visual text
    • We are EXPLORING olympics by discussing how language is used varies across time, place, and social contexts.

    Success criteria:

    • I can identify structural features used in texts (eg. paragraphing) 

    • I can locate the key ideas in each paragraph

    • I can identify  details and evidence evidence supporting the key ideas in  paragraphs

    • I can identify the language features used in a text for achieve purpose

    • I can describe the effect of the language features used by the writer

    • I can locate the linking words used by the writer

    This weeks activities will include :

    Literacy activities

    • Warm up 10 minutes: Grammar, Spelling and Punctuation on slides

    • Reading Comprehension on Olympics

    • Research the four new sports in the Olympics

  
  
• Select week Term 3 Week2

  Term 3 Week2

  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the olympics by analysing texts and how they are structured for different purposes
  • We are EXPLORING the olympics by explaining the effects of conventions in a written/visual text
  • We are EXPLORING olympics by discussing how language is used varies across time, place, and social contexts.

  
  

  • Success criteria:
    

  • I can identify structural features used in texts (eg. paragraphing) 

  • I can locate the key ideas in each paragraph

  • I can identify  details and evidence evidence supporting the key ideas in  paragraphs

  • I can identify the language features used in a text for achieve purpose

  • I can describe the effect of the language features used by the writer

  • I can locate the linking words used by the writer

  
  
  

  This weeks activities will include :

  Literacy activities

  • Warm up 10 minutes: Grammar, Spelling and Punctuation on slides

  • Research the four new sports in the Olympics

  • Writing a paragraph on one of the new sports

  
  
  
• Select week Term 3 Week 3

  Term 3 Week 3

  

  
  

  Learning Intentions:

  • Reading Comprehension:

  • I can identify the main ideas and key details from reading passages about the Olympic Games (Level 4: Integrate information from a variety of sources).

  • I can use context clues to understand the meaning of unfamiliar words related to the Olympics (Level 4: Use knowledge of vocabulary to understand texts).

  • I can answer questions that require making inferences from the text about the Olympics (Level 4: Make inferences and draw conclusions).

  Success Criteria: 

  • You can identify at least 3 main ideas from the reading passage.

  • You can define at least 2 unfamiliar words related to the Olympics using context clues.

  • You can answer all comprehension questions correctly, showing evidence from the text to support your answers.

  This weeks Literacy activities:
  

  • Literacy Daily Warm up 
  • Reading Comprehension tasks, scavenger hunt and completing a puzzle.

  
  
• Select week Term 3 Week 4

  Term 3 Week 4

  Welcome to Week 4 Term 3

  Learning intentions:

  • we are EXPLORING/FOCUSING on the olympics and understanding  that explanation writing is used to describe how or why something happens, providing clear and logical information.

  • we are EXPLORING/FOCUSING on the olympics and analysing the typical structure of an explanation text, including the introduction, explanation sequence (steps or causes), and conclusion.

  Success criteria: 
  

  • I can select and use structural features
  • I can express the purpose of the text using a variety of sentence structures, beginnings, and lengths for effect
  • I can compare/contrast how the purpose of the text affects the structure of a text
  • I can compose a range of text using language features effectively while sustaining a writing style which is appropriate for my audience
  • I can modify my writing by seeking and respond to feedback, or I can critique my own writing using a given criteria 

  Literacy activities
  

  • Warm up 10 minutes: Grammar, Spelling and Punctuation on slides

  • What is expository writing? Explanation writing slides

  • Working in groups and dissecting explanation examples.

  • Looking at the purpose, structure and language features of explanation writing.

  • Finishing off Olympic Reading Puzzle sheet

  • To do Grammar task 1 on Google classroom

  
  
• Select week Term 3 Week 5

  Term 3 Week 5

  Welcome to Week 5 Term 3

  Learning intentions:

  • we are EXPLORING/FOCUSING on the olympics and understanding  that explanation writing is used to describe how or why something happens, providing clear and logical information.

  • we are EXPLORING/FOCUSING on the olympics and analysing the typical structure of an explanation text, including the introduction, explanation sequence (steps or causes), and conclusion.

  Success criteria: 
  

  • I can select and use structural features
  • I can express the purpose of the text using a variety of sentence structures, beginnings, and lengths for effect
  • I can compare/contrast how the purpose of the text affects the structure of a text
  • I can compose a range of text using language features effectively while sustaining a writing style which is appropriate for my audience
  • I can modify my writing by seeking and respond to feedback, or I can critique my own writing using a given criteria 

  Literacy activities
  

  • Warm up 10 minutes: Grammar, Spelling and Punctuation on slides

  • What is expository writing? Explanation writing slides

  • Choose our own topic: brainstorm, research, note taking, plan, edit and publish

  • Lessons on note taking, planning, hooking the audience, summarising, editing and publishing.

  • Planning templates provided.

  
  
• Select week Term 3 Week 6

  Term 3 Week 6

  Welcome to Week 6 Term 3

  Learning intentions:

  • we are EXPLORING/FOCUSING on the olympics and understanding  that a biography is a piece of writing that tells the story of someone's life but is written by another person.Biographies also need to be engaging and descriptive to keep the audience interested.

  • we are EXPLORING/FOCUSING on the olympics and analysing biographical writing requires skills in investigation, analysing information, writing concisely and chronologically. 

  Success criteria: 
  

  • I can locate some key facts in a biography
  • I can identify the main features in a biography
  • I can use those features to write a biography

  Literacy activities
  
  

  • • Warm up 10 minutes: Grammar, Spelling and Punctuation on slides

    • Completing: Publish and share explanation writing

    • Reading and analysing Biographies on Sports men and women. 

    • Write a Biography on someone of your own choice.

  
  

  • Select activity 7W1 English Assessment 2: Biography writing

    

    7W1 English Assessment 2: Biography writing Assignment

    Opened: Monday, 2 September 2024, 1:00 AM

    Due: Tuesday, 17 September 2024, 2:00 PM

    Students will be assessed on their biography of  New Zealand Olympian.

• Select week Term 3 Week 7

  Term 3 Week 7

  Welcome to Week 7 Term 3

  Learning intentions:

  • we are EXPLORING/FOCUSING on the olympics and understanding  that a biography is a piece of writing that tells the story of someone's life but is written by another person.Biographies also need to be engaging and descriptive to keep the audience interested.

  • we are EXPLORING/FOCUSING on the olympics and analysing biographical writing requires skills in investigation, analysing information, writing concisely and chronologically. 

  Success criteria: 
  

  • I can locate some key facts in a biography
  • I can identify the main features in a biography
  • I can use those features to write a biography

  Literacy activities
  

  • Homework - Completing: Publish and share Biography on Christiano Ronaldo

  • Reading and analysing Fact files on NZ Sports men and women. 

  • Assessment : Write a Biography on someone of your own choice.

  
  
• Select week Term 3 Week 8

  Term 3 Week 8

  Welcome to Week 8 Term 3

  Learning intentions:

  • we are EXPLORING/FOCUSING on the olympics and understanding  that a biography is a piece of writing that tells the story of someone's life but is written by another person.Biographies also need to be engaging and descriptive to keep the audience interested.

  • we are EXPLORING/FOCUSING on the olympics and analysing biographical writing requires skills in investigation, analysing information, writing concisely and chronologically. 

  Success criteria: 
  

  • I can locate some key facts in a biography
  • I can identify the main features in a biography
  • I can use those features to write a biography

  Literacy activities
  

  • Assessment : Writing a Biography on a New Zealand olympian.

  
  
• Select week Term 3 Week 9

  Term 3 Week 9

  • Welcome to Week 9 Term 3

    Learning intentions:

    • we are EXPLORING/FOCUSING on the olympics and understanding  that a biography is a piece of writing that tells the story of someone's life but is written by another person.Biographies also need to be engaging and descriptive to keep the audience interested.

    • we are EXPLORING/FOCUSING on the olympics and analysing biographical writing requires skills in investigation, analysing information, writing concisely and chronologically. 

    Success criteria: 
    

    • I can locate some key facts in a biography
    • I can identify the main features in a biography
    • I can use those features to write a biography

    Literacy activities
    

    • Assessment : Writing a Biography on a New Zealand olympian. Due this Tuesday

    • To Do Grammar Task 1 and 2 on GC

    • BrainPOP - Parts of Speech on GC

  
  
  
• Select week Term 3 Week 9

  Term 3 Week 9

  Welcome to the last week of the Term

  Learning intentions:

  • • We are PLANNING/DOING  around the context of olympics by revising and editing and proofreading the text to check the grammar, spelling, and punctuation

    
    

  Literacy activities:

  • Self study: essential word list
  • Complete Grammar Task 1 and mark work on Tuesday
  • Grammar Task 2 on Wednesday
  • Fast Finishers - BrainBop activities

  
  
• Select week Term 3 Holidays

  Term 3 Holidays

  TERM 3 HOLIDAYS!
• Select week Term 3 Holidays

  Term 3 Holidays

  • TERM 3 HOLIDAYS!

  
  
• Select week Term 4 Week 1

  Term 4 Week 1

  Welcome back everyone! I hope that you had a lovely break and are ready for Term 4.

  Learning Intentions:
  

  We are EXPLORING the Great Kiwi summer by reading stories, articles, poems based on different towns,cities and regions within Aotearoa, so that we can complete an advertisement about a potential road trip through Aotearoa.

  We will start off with a bang!

  • Daily Literacy Activity  Slide 
  • This Tuesday : EAsstle Writing - Session 1 and 2
  • Introduction to the Great KIWI Road Trip programme: 
  •  1. Choose your destination
  •  2. Read the journal/poem/article based in that area 
  •  3. Complete activity card : Create a newspaper article

  Success Criteria:
  

  • I can identify the text’s creator and why the text has been created (purpose).

  
  
  

  
  
• Select week Term 4 Week 2

  Term 4 Week 2

  Week 2

  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the Great Kiwi summer by reading stories, articles, poems based on different towns, cities and regions within Aotearoa, so that we can complete an advertisement about a potential road trip through Aotearoa.

  Success Criteria:

  I can: 

  • structure an interpretation of a text by drawing on different perspectives, evidence from the text, and my experiences and knowledge of literature 

  • combine a range of strategies to decode and comprehend texts, using prior knowledge and information in the text to interpret abstract ideas, complex plots, and sophisticated themes 

  Learning Activities:

  • • Daily Literacy Activity  Slide 
    • The Great KIWI Road Trip programme: 
    •  1. Choose your destination
    •  2. Read the journal/poem/article based in that area 
    •  3. Complete activity card : Creating a comic
    • LI : sequencing events
    
    

  
  
  

  
  
  
• Select week Term 4 Week 3

  Term 4 Week 3

  Week 3

  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the Great Kiwi summer by reading stories, articles, poems based on different towns, cities and regions within Aotearoa, so that we can complete an advertisement about a potential road trip through Aotearoa.

  Success Criteria:

  I can: 

  • structure an interpretation of a text by drawing on different perspectives, evidence from the text, and my experiences and knowledge of literature 

  • combine a range of strategies to decode and comprehend texts, using prior knowledge and information in the text to interpret abstract ideas, complex plots, and sophisticated themes 

  Learning Activities:

  • • Daily Literacy Activity  Slide 
    • The Great KIWI Road Trip programme: 
    •  1. Choose your destination
    •  2. Read the journal/poem/article based in that area 
    •  3. Complete activity card : Vocabulary hunt
    • LI : parts of speech
    
    

  
  
  

  
  
  
• Select week Term 4 Week 4

  Term 4 Week 4

  Week 4

  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the Great Kiwi summer by reading stories, articles, poems based on different towns, cities and regions within Aotearoa, so that we can complete an advertisement about a potential road trip through Aotearoa.

  Success Criteria:

  I can: 

  • structure an interpretation of a text by drawing on different perspectives, evidence from the text, and my experiences and knowledge of literature 

  • combine a range of strategies to decode and comprehend texts, using prior knowledge and information in the text to interpret abstract ideas, complex plots, and sophisticated themes 

  Learning Activities:

  • • Daily Literacy Activity  Slide 
    • The Great KIWI Road Trip programme: 
    •  1. Choose your destination
    •  2. Read the journal/poem/article based in that area 
    •  3. Complete activity card - creating a poster
    • Learning Intention: writing to persuade your audience.
    
    

  
  
  

  
  
  
• Select week Term 4 Week 5

  Term 4 Week 5

  Week 5

  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the Great Kiwi summer by reading stories, articles, poems based on different towns, cities and regions within Aotearoa, so that we can complete an advertisement about a potential road trip through Aotearoa.

  Success Criteria:

  I can: 

  • structure an interpretation of a text by drawing on different perspectives, evidence from the text, and my experiences and knowledge of literature 

  • combine a range of strategies to decode and comprehend texts, using prior knowledge and information in the text to interpret abstract ideas, complex plots, and sophisticated themes 

  Learning Activities:

  • • Daily Literacy Activity  Slide 
    • The Great KIWI Road Trip programme: 
    •  1. Choose your destination
    •  2. Read the journal/poem/article based in that area 
    •  3. Complete activity card - Slide 22 
    • LI : How to write an email

  
  
  

  
  
  
• Select week Term 4 Week 6

  Term 4 Week 6

  This week

  Week 6

  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the Great Kiwi summer by reading stories, articles, poems based on different towns, cities and regions within Aotearoa, so that we can complete an advertisement about a potential road trip through Aotearoa.

  Success Criteria:

  I can: 

  • structure an interpretation of a text by drawing on different perspectives, evidence from the text, and my experiences and knowledge of literature 

  • combine a range of strategies to decode and comprehend texts, using prior knowledge and information in the text to interpret abstract ideas, complex plots, and sophisticated themes 

  Learning Activities:

  • • Daily Literacy Activity  Slide 
    • The Great KIWI Road Trip programme: 
    •  1. Choose your destination
    •  2. Read the journal/poem/article based in that area 
    •  3. Complete activity card - Slide 26
    • LI : sequencing events

    * Reading EASSTLE - Monday

  
  

  
  

  
  
  

  
  
  
• Select week 25 November - 1 December

  25 November - 1 December
• Select week 2 December - 8 December

  2 December - 8 December
• Select week 9 December - 15 December

  9 December - 15 December
• Select week 16 December - 22 December

  16 December - 22 December
• Select week 23 December - 29 December

  23 December - 29 December
• Select week 30 December - 5 January

  30 December - 5 January
• Select week 6 January - 12 January

  6 January - 12 January
• Select week 13 January - 19 January

  13 January - 19 January
• Select week 20 January - 26 January

  20 January - 26 January
• Select week 27 January - 2 February

  27 January - 2 February
• Select week 3 February - 9 February

  3 February - 9 February

  Enter text here...

  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING...
    • the olympics by analysing texts and how they are structured for different purposes
  • We are EXPLORING...
    • the olympics by explaining the effects of conventions in a written/visual text
  • We are EXPLORING...
    • olympics by discussing how language is used varies across time, place, and social contexts.

  Enter text here...