Weekly outline

  • 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


  • 29 January - 4 February

    Haere Mai sign art, carved of wood– TroubleMaker.co.nz

    Looking Forward to a Great School Year T-shirt Design 10523450 Vector Art at Vecteezy

    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


  • 5 February - 11 February

    Carson Dellosa 12-Piece Growth Mindset 8.5"x 11” Positive Quote Wall Poster Set, Motivational Posters for Classroom Bulletin Board, Inspirational Wall Decor, Classroom Decoration : Carson Dellosa Education: Amazon.ca: Office Products

    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 P.P.T.


  • 12 February - 18 February

    Week 3

    EXPLORE / TŪHURA

    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.



  • 19 February - 25 February

    Week 4

    EXPLORE / TŪHURA

    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



  • 26 February - 3 March

    Week 5

    EXPLORE / TŪHURA

    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



  • 4 March - 10 March

    Week 6

    FOCUS / ARONGA

    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

    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



  • 11 March - 17 March

    Week 7


    Camping time poster with a tent in night Vector Image

    EXPLORE / TŪHURA

    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

    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: (CAMP WEEK: ONLY ONE SESSION)

    -Practicing paragraph structure writing 'PEEL.

  • 18 March - 24 March

    Week 8

    EXPLORE / TŪHURA

    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

    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'




  • 25 March - 31 March

    Week 9

    EXPLORE / TŪHURA

    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

    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.'

  • 1 April - 7 April

    Week 10

    PLAN & DO / WHAKAMAHI

    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

    Brooklyn and Gurpreet with cultural symbols

    Ako: Learning and Thinking Strategy

    Alex and Brooklyn Thinking

    Awhinatanga: Resilient Mindset

    Alex and Ashleigh with positive words

    FOCUS / ARONGA

    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.


  • 8 April - 14 April

    Week 11

    PLAN & DO / WHAKAMAHI

    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

    Brooklyn and Gurpreet with cultural symbols

    Ako: Learning and Thinking Strategy

    Alex and Brooklyn Thinking

    Awhinatanga: Resilient Mindset

    Alex and Ashleigh with positive words


    FOCUS / ARONGA

    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.


  • 15 April - 21 April

    End of Term 3 Messages – Happy Holidays | Raglan Area School - Te Kura A Rohe O Whaingaroa

  • 22 April - 28 April

    Happy Holidays | Toorak Primary School

  • 29 April - 5 May

    WEEK 1

    Kohl's Cares® The Lorax


    EXPLORE / TŪHURA

    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: 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

  • 6 May - 12 May

    This week

    Week 2

    EXPLORE / TŪHURA

    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

  • 13 May - 19 May

  • 20 May - 26 May

  • 27 May - 2 June

  • 3 June - 9 June

  • 10 June - 16 June

  • 17 June - 23 June

  • 24 June - 30 June

  • 1 July - 7 July

  • 8 July - 14 July

  • 15 July - 21 July

  • 22 July - 28 July

  • 29 July - 4 August

  • 5 August - 11 August

  • 12 August - 18 August

  • 19 August - 25 August

  • 26 August - 1 September

  • 2 September - 8 September

  • 9 September - 15 September

  • 16 September - 22 September

  • 23 September - 28 September

  • 30 September - 6 October

  • 7 October - 13 October

  • 14 October - 20 October

  • 21 October - 27 October

  • 28 October - 3 November

  • 4 November - 10 November

  • 11 November - 17 November

  • 18 November - 24 November

  • 25 November - 1 December

  • 2 December - 8 December

  • 9 December - 15 December