7M1 English
Weekly outline
-
-
-
-
MHJC Great Learner Integrity / Pono: Active Citizenship
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING whakawhanaungatanga through investigating our school values: pono, whakamana, awhinatanga
Getting to know you: activities and introduction letters.
-
MHJC Great Learner Integrity / Pono: Active Citizenship
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING whakawhanaungatanga through investigating our school values: pono, whakamana, awhinatanga.
Kia ora...
Paearu Angitu / Success Criteria: I can/have...
- engaged in discussion activities to identify and describe the MHJC values and what they look like and sound like in a school setting, at home, and out in the community.
Hei Mahi / Activities:
- See google classroom
-
MHJC Great Learner Integrity / Pono: Active Citizenship
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING whakawhanaungatanga through investigating our school values: pono, whakamana, awhinatanga
- We are EXPLORING how MHJC values, and our own values, are displayed in stories, and how we can connect with these stories as readers.
Kia ora...
Paearu Angitu / Success Criteria:
- I have read 'Rātā and the Tree' with my group
- I can identify characters, events, and ideas in the story
- I have made connections between MHJC values and the characters and events in the story
Hei Mahi / Activities:
See Google Classroom
Mahi Kāinga / Homework:
Reading Plus -
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING so that we can demonstrate our understanding of characters' actions and reactions in 'Rātā and the Tree'
Kia ora...
Paearu Angitu / Success Criteria: I can/have...
I have worked with a partner to complete activities which demonstrate my understanding of:
- characters' actions and reactions, and how these reflect the characters' values
- different perspectives available in a story
Hei Mahi / Activities:
See google classroom
Mahi Kāinga / Homework:
Reading Plus -
MHJC Writing (in class)
-
Kia ora!
Paearu Angitu / Success Criteria: I can/have...
- started exploring devices that writers use to create descriptions in preparation for story writing
- See google classroom
Mahi Kāinga / Homework:
Only 2 See Readers this week, due to your camp trip! -
Continued from last week.
Have an awesome camp!
-
Enter text here...
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on how writers use strucures and language for effect and to create meaning by writing our own stories
Enter text here...
-
Enter text here...
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on how writers use strucures and language for effect and to create meaning by writing our own stories
Enter text here...
-
-
-
-
Through study of oral texts which advocate for people and the environment, we are EXPLORING how text creators use structures and language to create effects and build meaning
Paearu Angitu / 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
discuss how the use of particular language and modes in a text encourages particular ways of making meaning
-
Continued from last week:
Hei Mahi / Activities:
- Speaking practice: quick speeches
- Interpret a spoken text, identifying purpose, perspectives and how language choices create effect and meaning
-
Continued from last week:
Hei Mahi / Activities:
- Interpret a spoken text, identifying purpose, perspectives and how language choices create effect and meaning
- Interpret a spoken text, identifying purpose, perspectives and how language choices create effect and meaning
-
PLAN & DO / WHAKAMAHI learning intentions:
We are PLANNING a film review of 'The Mountain' so that we can- share texts from Aotearoa New Zealand which help us to make sense of ourselves as individuals and a society
- participate in reading communities, discussing different kinds of texts, listening to others’ viewpoints, and making informed text recommendations for them
Continued from last week:
Hei Mahi / Activities:
- Interpret a visual text, identifying purpose, perspectives and how language choices create effect and meaning
-
Kia ora...
Paearu Angitu / Success Criteria: I can/have...
- completed my review of a visual text to share my opinions on key ideas
- completed skills practice activities
Hei Mahi / Activities:
See google classroom
-
PLAN & DO / WHAKAMAHI learning intentions:
We are PLANNING our speeches/ presentations so that we can present our learning and ideas about:- how cultures change and adapt over time
- why culture, identity and belonging are important
- how can we protect and sustain our own and other cultures
See google classroom for assessment task details.
-
PLAN & DO / WHAKAMAHI learning intentions:
We are PLANNING our speeches/ presentations so that we can present our learning and ideas about:- how cultures change and adapt over time
- why culture, identity and belonging are important
- how can we protect and sustain our own and other cultures
See google classroom for assessment task details.
-
-
-
-
-
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING a range of text types about food, nutrition and where our food comes from so that we can connect with te taiao and integrate our learning when making choices about our wellbeing/ hauora.
Pono: Hauora
Wänanga: The 5 Cs
Kia ora Year 7!
Paearu Angitu / Success Criteria: I can/have...
collaborated with classmates to create a menu of favourite foods
reviewed the conventions of procedural writing (instructions)
Hei Mahi / Activities - see Google Classroom
-
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING a range of text types about food, nutrition and where our food comes from so that we can connect with te taiao and integrate our learning when making choices about our wellbeing/ hauora.
Pono: Hauora
Wänanga: The 5 Cs
Kia ora
Paearu Angitu / Success Criteria: I can/have...
- engaged with a range of texts exploring where our food comes from
- reviewed the conventions of article writing (information)
Hei Mahi / Activities - see Google Classroom
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-
-