10C2 English
Weekly outline
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on identifying language features used in a text and describing how these contribute to the meaning of the text.
Range of texts: poetry, school haka, written non-fiction texts, documentary
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Week 3
Kia Ora!
Continuing our FOCUS on how language features [visual, written, oral] are used to convey meaning in a text....
In HEALTH you are EXPLORING responsible behaviours and how they affect our physical and emotional safety in outdoor activities.
To help develop your understanding of behaviour, we will be studying a documentary about how the brain works.
We will then be discussing how the ideas presented in the text [documentary] link to decision-making/ behaviours and how they affect our physical and emotional safety - and the safety of our team - in outdoor activities. He wake eke noa!
Thursday: documentary short 1
Friday: documentary short 2
For each:
1. Explain the intended audience.
2. Give an example of 1 technique and explain how it targets/ appeals to the intended audience
3. Give an example of an editing technique and explain how it targets/ appeals to the intended audience.
4. Why do you think these techniques help the documentary appeal to this particular audience overall?
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Continuing skills of analysing use of film techniques in a text (see above)
Monday: Library - research and technique planning for documentaries (see handout)
Thursday: Film study (viewing part 1)
Friday: SLC day
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Continuing our FOCUS on directorial choices and impact of film techniques.
Kia ora!
This week we are beginning our study of 'Hidden Figures'. This film explores how each individual is crucial to the success of a team - He waka eke noa
During the study of this film you will be
- discussing how leadership impacts on the functioning of a team (links to PE/Health)
- developing an understanding of how changes in society affect the functioning of a team (links to Global Studies)
- responding to the ideas of the film and making connections with today's society and changes.
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Continuing our FOCUS on directorial choices and impact of film techniques (see above).
Kia ora!
Visual text study: 'Hidden Figures'. This film explores how each individual is crucial to the success of a team - He waka eke noa
Each lesson we will be viewing a section of the film. You are expected to make notes on the document provided in google classroom. There will be time at the end of each viewing to discuss ideas/ events/ characters and for adding to your notes that session.
By the end of this term, you will have a completed film study set of notes which you will be able to use during revision for Term 4 exams (response to studied visual text)
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Continuing our FOCUS on directorial choices and impact of film techniques (see above).
Kia ora!
Visual text study: 'Hidden Figures'. This film explores how each individual is crucial to the success of a team - He waka eke noa
Each lesson we will be viewing a section of the film. You are expected to make notes on the document provided in google classroom. There will be time at the end of each viewing to discuss ideas/ events/ characters and for adding to your notes that session.
By the end of this term, you will have a completed film study set of notes which you will be able to use during revision for Term 4 exams (response to studied visual text)
This week's reflection questions:
1. How do Mary's experiences in the film (so far) teach us about life for African Americans in the 1960s? (Explain your ideas and refer to specific film techniques)
2. a) What impact does Katherine's speech about her working conditions have on Al Harrison? (Explain your ideas and refer to specific film techniques)
b) How might his reaction been different, given the historical setting? (Clue - Katherine takes her things with her when she leaves the room)
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Continuing from last week.
In addition: Monday - Library Play to Win Year 10 Competition
Online distance learning for Thursday 26th March, session 4
Please be patient while I set up resources for film study key scenes.
I have set up an optional Unfamiliar Text study task so that you can brush up on those skills while I work out how to give you access to 'Hidden Figures'.
This is on Education Perfect: Unfamiliar Text Practise week 8 - Pepsi ad (25 mins)
You can also complete the Week 7 reflection questions, if you haven't done so already.
Although you can email me at any time, I will be online for live discussion chat on google classroom during our usual timetabled hours:
Thursday 12-1pm
Friday 11-12noon
UPDATE: Film study activities and instructions now on google classroom! -
School Holidays! 30th March to 14th April
The Coast Story Competition is optional, but we would love you to have a go over the holidays!
Use the resources on Education Perfect to start you off, if you wish.
Write your story on a google doc and share with your English teacher when your story is complete.
The Coast competition deadline is Wednesday 15th April (end of day).
After feedback from your teacher, you can then enter your story to the Education Perfect NZ Story competition (deadline for this is Tuesday 28th April, 2020) -
School Holidays!
The Coast Story Competition is optional, but we would love you to have a go over the holidays!
Use the resources on Education Perfect to start you off, if you wish.
Write your story on a google doc and share with your English teacher when your story is complete.
The Coast competition deadline is Wednesday 15th April (end of day).
After feedback from your teacher, you can then enter your story to the Education Perfect NZ Story competition (deadline for this is Tuesday 28th April, 2020) -
Due to Easter weekend, distance learning starts back on Wednesday 15th April.
Term 2!
Continuing our FOCUS on directorial choices and impact of film techniques.
Kia ora! Welcome back!
This week we are finishing our study of 'Hidden Figures'. (For now - we will revisit it later in the year when we can access the film more easily)
This film explores how each individual is crucial to the success of a team - He waka eke noa
During the study of this film, you have:
- discussed how Al's leadership impacts on the functioning of a team (links to PE/Health)
- developed your understanding of how changes in society affect the functioning of a team (links to Global Studies)
- responded to the ideas of the film and making connections with today's society and changes.
This week, please try to complete the film task on google classroom (including the essay question for practise with this).
When you are finished, I will give you feedback and will also provide you with the next task.
I will be available on email during our usual session times, but please feel free to email me at any time with questions you have.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on selecting precise vocabulary and language features in descriptions to enhance our writing.
Part 1: descriptive writing revision tasks on Google Classroom
Weeks 2-4
Part 2: work in 2s or 3s to write a short story. Theme: He waka eke noa!
When you have organised a group, email me your teammates and I will set up a group doc through google classroom. -
Continuing from last week...focusing on precise vocabulary and language features to develop our writing skills.
The Big 10C2 Lockdown Story Challenge....
1. Get into teams and email me the people in your team (you decide the number of each team)
2. One you have emailed me your team, I will assign you all a group task document, which will contain the details.
3. You will be able to choose your genre and overall plot. HOWEVER, at certain points in your narrative, I will drop in a sentence that you have to work with. E.g. At that moment, the ground began to shake. You will then need to decide as a team how to work with this - is it an earthquake? The arrival of a heavy vehicle or machine? You decide!
In addition, READING RESPONSE skills.
Choose a novel that you have not already read from MHJC Wheelers, or one you have at home. Ensure that it is suitable for your age group - no Intermediate books please!
Your personal novel study will begin next week. You will have the whole month of May to complete the tasks on Education Perfect, plus other tasks I will set you during the month.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING our context - We are Thinkers, Achievers, Innovators, Leaders - though connecting these ideas with our chosen novels
- We are empathising with characters and their situations and analysing ideas within the novel to make connections with the real world.
Independent Novel Study Part 1: Reading Log
How to choose your novel
one you haven’t read before
one suitable for your age group and a little bit challenging (e.g. ages 14 and above)
one at home, or from MHJC Wheelers e-library (or another e-book source you have)
if you’re not sure, email Ms Wood :)
MHJC Wheelers E-library:
The correct way to log into eBooks is: clicking on https://mhjc.wheelers.co (or go to MHJC online>Quick Links>MHJC Wheelers)
username: your normal school username (eg. blogj0123)
password: mhjc123
How to complete the Reading Log
Log onto Education Perfect. The Reading Log tasks can be completed as you read (complete in any order). Please ensure that you are giving proper answers to these tasks.
Once you have completed your novel and the reading log on Education Perfect, you will be assigned two activities to help you think about and discuss your novel as a whole.
Aim to read your novel and complete the Education Perfect Tasks BEFORE the end of May
In addition, we will also be combining with Miss Shields' Health topics to develop research and essay writing skills. This will begin in week 5.This week, please complete the skill revision tasks on Education Perfect, to prepare.
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Continuing from last week: Independent novel study
Activities:
Each English session - read for at least 30mins (for instructions on how to find an ebook, please go to google classroom -Topic - Term 2 English Novels)
By end of the week - 2 entries on the Education Perfect reading log task
We are thinkers, innovators, leaders...how are these ideas reflected by your characters and their choices throughout the novel?
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Kia ora, 10C2! We're back!
As we have a new new routines and procedures, this is 'settling in' week. We will be reading and working on reading log tasks, plus a couple of other discussion activities about our novels.
PLAN & DO / WHAKAMAHI learning intentions:
- We are applying our reading comprehension skills to present our ideas and opinions about our novels' characters and themes.
- We are practising the skills required to analyse the ideas in these novels through completing the activities on Reading Plus and google classroom.
Continuing from last week: Independent novel study
Activities:
Each English session - read for at least 30mins (for instructions on how to find an ebook, please go to google classroom -Topic - Term 2 English Novels)
By end of the week - 2 entries on the Education Perfect reading log task
We are thinkers, innovators, leaders...how are these ideas reflected by your characters and their choices throughout the novel?
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING our context - We are Thinkers, Achievers, Innovators, Leaders - though connecting societal issues with our learning in HEALTH - drug education.
- We are THINKERS: how and why have drugs impacted / continue to impact society?
You will be questioning how technology has played a part in those impacts and you will choose a research area of interest to you.
Following the MHJC Research process, you will investigate your chosen topic before analysing and interpreting your findings.This research process will form your English assessment this term.
You will present your findings in a way that suits you - this decision will be made in conjunction with Miss Shields. Your presentation will form your PE/Health assessment this term.
Monday:
Class discussion and idea gathering for possible topics for the Health- English research project.
Activities: what makes a good question? (EP task)
Thursday:
Identifying individual research topics - narrowing down your areas of interest
Formulate your research question.
Friday: novel study day! Yes, our novel study continues :) Focus on completing EP or google classroom activities based on your chosen novel (see instructions on google classroom, or see me if you are not sure where you are in this process) -
Week 8
Continuing learning from last week!
Monday: Queen's Birthday! Have a great long weekend.
Thursday: Research! Note: we will be discussing note-taking and plagiarism today also
Friday: Novel study day - Continue working on Year 10 Novel Study Tasks document (google classroom)
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Week 9
Continuing learning from last week!
Monday and Thursday: Research! Note: we will be discussing note-taking and plagiarism today also, as we did not cover this last week, due to losing Monday's lesson to the long weekend.
Please note: your first English assessment task instructions and rubric is below. Remember, this is your research skills - complete your booklet as you research your Health topic (related to drug education). Due Thursday 18th June.
Friday: Novel study day - Continue working on Year 10 Novel Study Tasks document (google classroom)
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REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on our research findings, evaluating our sources and reviewing the different viewpoints
- We are REFLECTING on these findings to draw our own conclusions
Friday: Novel Study day! Last week on the Task B tasks, for those still working on those. All students should be ready to move on to the essay response task by next Friday :) -
Health Research Outcome - weeks 11 and 12
On Monday, you chose a way to present your research findings (NCEA speech, report, video, presentation, etc)
In Health and English, you will consider your chosen text type and its conventions, and how you can best apply these to demonstrate your understanding of that text type, as well as your topic.
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Health Research Outcome - weeks 11 and 12
You have chosen a way to present your research findings (NCEA speech, report, video, presentation, etc)
In Health and English, you will consider your chosen text type and its conventions, and how you can best apply these to demonstrate your understanding of that text type, as well as your topic.
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Holidays!
NCEA 90857: Deliver a formal presentation (speech) reminder:
Timeline:
- Speech writing weeks 11&12.
- Feedback during week 12 (limited - NCEA guidelines for feedback)
- Practise your speech over the holidays
- Peer critique for 2 lessons in week 1, term 3
- Scheduled time/appointment for presenting your speech in week 2, term 3
- FINAL DEADLINE for all NCEA speech recordings = Monday 3rd August 3pm
All NCEA information and resources in Google classroom. Email Ms Wood if you have any queries.
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Holidays!
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Welcome to Term 3: Space and Time!
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING a range of science fiction texts to discover how authors have different styles and voices
- We are INVESTIGATING a range of science fiction texts to learn how to recognise how authors construct these texts for different audiences and purposes
Week 1:
- H.G. Wells
- Star Wars
- Peppa Pig's trip to the moon
See Google classroom for all resources and activities
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Continuing our skills from last week. Focus: visual techniques used by authors/ directors to convey a message
Activities:
- analysing visual techniques used in the artwork/film setting of "life on other planets" in Science Fiction
- identifying intended purpose/ message
Note: this will also help you to gather ideas for your Global Studies assessment: create a diorama showing your interpretation of what life on another planet might look like
Schedule for MHJC and NCEA Speech presentations
You will present your speech (recorded for NCEA entrants). If - after presenting at this time - you want to make another attempt at presenting, you must do this by recording another version and submitting that presentation to me before 3pm on Tuesday of week 3. This is the formal deadline for NCEA speech submissions.
Thursday session 4
Ayesha
Halle
Jennifer
Meena
Ravneet
Juliana
Friday session 3
Aleiya
Lucy
Maiah
Miyaka
Bryan
Edwin
Shyam
Monday week 3
Tanveer
Austin
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING the visual features to include in our diorama to convey information about the planet's atmosphere and conditions, as well as information about the civilization which lives there.
- Through our planning, we will justify our use of these visual features before creating our dioramas.
Monday: planning
Thursday & Friday:
- informal presentation to share ideas with the class and receive feedback on your choices of visual features
- adjusting planning if required after feedback
Note:
Please ensure that you have your diorama material request submitted by Friday. You may have to source some materials at home, depending on your design
NCEA: any re-recordings of speeches must be handed in to Ms Wood by 3pm on Tuesday 4th August. This is your formal NCEA deadline.
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Continuing our diorama work from last week.
Note assessment information:
Diorama (Global Studies-English assessment)
Context: Space and Time
Topic: Is there life on another planet?
Achievement Objectives:
Language features - Select and use a range of VISUAL features appropriately, showing an understanding of their effects.
Task: By working in a team you are to design a model that showcases life on another planet. Your idea should include the identity of your life form, survival strategies, communication, and transportation.
Instructions:
Research if there is life on another planet. Even if you disagree with this idea, the aim is to prompt creative thinking and what are the possibilities.
You are to work in collaboration with your team, where each member has an equal duty allocated.You are required to keep a log book to document your role, tasks completed, challenges met and how you have overcome these challenges.
Your model must be unique, interesting and with clear labels if required
Due Friday week 7
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Kia ora!In addition to your AKO learning project (see you Learning Advisor google classroom), we are working on our vocabulary and creativity skills for English. And so I introduce....
The Big Coast Haiku A Day Challenge
A haiku is a traditional Japanese poetry form.
As you may already know, it is a short poem made up of 3 lines. The first line has 5 syllables, the second line has 7 syllables and the last line has 5 syllables.
The lines do not usually rhyme, but they can rhyme, if you want to.
(Remember: a syllable is part of a word pronounced as one sound. E.g. lockdown has 2 syllables: lock-down)
(Click on the image to watch a video on haiku or check out this website: https://www.kidzone.ws/poetry/haiku.htm )
Your challenge this week is to write one Haiku a day to express what is happening in your day, the things you notice around you, etc.
Look at the examples below. Haiku can be serious, observational, reflective, or funny.
Note: this is an off-line task. You can write your haiku in a notebook if you have one, or on other bits of paper - including the back of an old envelope! Work on your 5 haiku for the week, (you may illustrate the background/ draw pictures) and then send us a picture of your haiku collection when it is ready.
You can also share your haiku on our google Meets, if you can attend them.
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Kia ora 10C2!
This week’s tasks (now lockdown has been extended):
Reading Plus See Readers! 4 for this week, plus catch up s from last week
Complete Education Perfect Unfamiliar Text activity - please do not leave blank text boxes.
Speaking assessment (priority task for those who have not done a speech!): “Show us how”…..Pick something you enjoy and video yourself explaining the task. Let’s give this a go this week! Either think of a topic based on info in the pink box or present a "show me how" to demonstrate a skill or hobby, or to talk about a passion subject.
Note: video to last between 3 and 4 minutes only. Check the rubric on MHOL (assessment 3 speaking skills. You do not need to do this activity if you have presented a speech
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Continuing our diorama work from week 4.... Due at the end of this week!
Note assessment information:
Diorama (Global Studies-English assessment)
Context: Space and Time
Topic: Is there life on another planet?
Achievement Objectives:
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Language features - Select and use a range of VISUAL features appropriately, showing an understanding of their effects.
Task: By working in a team you are to design a model that showcases life on another planet. Your idea should include the identity of your life form, survival strategies, communication, and transportation.
Instructions:
Research if there is life on another planet. Even if you disagree with this idea, the aim is to prompt creative thinking and what are the possibilities.
You are to work in collaboration with your team, where each member has an equal duty allocated.You are required to keep a log book to document your role, tasks completed, challenges met and how you have overcome these challenges.
Your model must be unique, interesting and with clear labels if required
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REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING...to review our understanding of the issues raised in the film 'Hidden Figures' (see term 1 notes) after our study of the Space Race and the moon landing in Global Studies.
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REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING...to review our understanding of the issues raised in the film 'Hidden Figures' (see term 1 notes) after our study of the Space Race and the moon landing in Global Studies.
Week 8...Watch 'Hidden Figures', making notes on challenges that a character faces. Thinking question: How do these challenges impact on their personal development/ reaching goals, and how does their development impact on the progress of the space program?
This week:
Reflect on leadership:
Al Harrison : Within these walls, who... who makes the rules?
Katherine Johnson : You, sir. You are the boss. You just have to act like one, sir.
Reflect on the impact of leadership (good and ineffective) on a characters' ability to make progress (personal and in terms of the space program)
Reflect on how a characters’ actions can change the course of their life:
Al Harrison: Discovery isn't just for discovering; it's for survival. And that always comes with some risk.
Reflect on how a risk/ risks taken by a character allow them to attain their personal goals and what this achievement means to them.
Reflect on how people face and adapt to change:
Mrs Mitchell: I don’t make the rules around here...After Glenn’s launch, NASA’s dissolving the computing groups.
Reflect on how Mrs Mitchell’s attitude towards change differs from that of Dorothy. -
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on developing our understanding of how to use EXAMPLES in a critical essay
- We are FOCUSING...discussing how examples link to the essay question and to the 'big picture' (analysis)
Close viewing activities focused on using EXAMPLES to support our ideas in a critical essay (film response):
Step 1: View the scene
Group 1: identify visual film techniques that link to the question topic
Group 2: identify verbal film techniques that link to the question topic (diegetic and/or non-diegetic sound)
Group 3: identify any aspect of character that links to the question topic (expression, gesture, costume)
Step 2: collaborate - bring it all together!
Step 3: making connections - how do these examples link to the question and the 'big picture'?
Holistic Reporting link:
Wānanga / Life long Learner: GREAT Ako I can identify when aspects of GREAT Ako have been used to support my learning
We are focusing on how to use examples in an essay to discuss how our ideas link to the question and to the 'big picture' (analysis)
Note on Common Assessment Task in English
As you are aware, the term 4 CAT for English is a response to film essay. All film revision and learning resources from your film study are in your books or on google classroom (search by topic: English CAT: visual text "Hidden Figures")
You will be assessed on your discussion of ideas within and beyond the texts, as well as your technical writing skills.
If you wish to, you can practise your essay writing, using any of the following practice questions. I am happy to give feedback :)
- Write an essay exploring how today’s audience can learn from the experiences of one or more characters who take risks in order to make change.
- Identify a conflict in a text you have studied. Write an essay exploring how this conflict shows an important idea or ideas in the text.
- Select an idea in the text you have studied. Write an essay exploring how this idea is important in the text as a whole.
- Using an important setting in a text you have studied, explore how the setting was important to an idea OR character in the text.
- Mauria te pono (Believe in yourself) Write an essay exploring a moment where a character shows a strong sense of self belief and discuss how and why this belief impacts on the development of the character.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING...a range of career pathways, integrating a range of sources to discover the huge variety of career pathways available to students in Aotearoa
- We are synthesising and organising information through our personal career pathways investigation (combined with Global Studies)
Success Criteria:
- I have completed the Careers Quest
- I have identified entry and personal requirements for 4-5 of the suggested careers
- I have completed my work experience letter with clear understanding of formal written communication
- I have participated in preparation activities in class (meeting/ phoning an employer - role plays)
Term 4 Context: Future Pathways
You may have an idea of a career you want to look into, or you may not have decided what career pathway you will choose. This term, we will be exploring a variety of career pathways so that you have some ideas about what options are out there!
Monday: Quick fire career study: exploring a variety of careers and identifying key skills and qualities that employers want to see (this differs depending on the career pathway). See Google classroom for the resource: "Future Pathways - week 1 activities"
Thursday and Friday: work experience preparation (letters, meeting your potential emplyers, next steps) . Skills: formal and informal communication (verbal and written)
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Continuing from last week
You will continue to work on your careers investigation research (combined with Global Studies).
Focus:
- personal skills required - how do these compare across career pathways?
- reflection activity: which of these personal skills do you want to develop? How will you do this? See google classroom.
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Continuing from last week
You will continue to work on your careers investigation research (combined with Global Studies).
Focus:
- personal skills required - after reflecting on these last week, which skills come up most often in this career?
- Friday: library session
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Continuing Career research project.
Focus: how will you present your findings in an engaging way?
- project board
- information posters
- 3D model
etc.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING...on our TWO skills for development by developing SMART goals for next year at our next school
Activities: please see resource on google Classroom (Self reflection part 2)
The aim of this is to start planning small steps which we can take next year towards developing the "soft skills" that employers/colleges wish to see in High School graduates.
Success criteria:
- I have set and received feedback on my 2 SMART goals for 2021
Friday: Library
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Continuing from last week.
Remember: your career research must be presented in a suitable format for the career fair which you will be hosting for Year 9 at the end of week 8.
You must complete the resources required doc shared with you this week so that I can get everything ready for you on your return from work experience :)
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Work experience week!
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Career Fair Preparation!
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