7F1 English
Weekly outline
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Term 1: Week 1
Welcome!
Hello and welcome 7F1! I hope you all had a fantastic holiday and I can't wait to hear all about it!
I look forward to teaching you this year as we move towards an enriching and rewarding 2020. This year, English classes will involve us getting to know each other better as well as exploring new and exciting topics.
Our context for this term is "Turangawaewae" - Where Do We Stand? This means investigating who we are, where we come from and embracing our place in MHJC and in the community as a whole. It is about identity and the expression of who we are becoming.
The overall working plan for English this term will look something like this:*
- An introduction to formal essay writing: What do we need to work on going into E-asTTle testing at the start and end of this year? (2 WEEKS)
- Poetry analysis and creation: A broad look at cultural poetry, an exploration of the language features and techniques used to create meaningful poetry and then a few exercises in creating poetry of our own using our new skills. (2-3 WEEKS)
- Creative writing and reading creative pieces: An introduction to creative writing and using inspiration from the environment we live in. I will explain this in more detail in person. (4-6 WEEKS)
- Potential Assessment for this term: An 650(MAX)word short story on a character who overcomes an issue and grows from the experience. I will likely be assessing how well you can use the conventions of story writing (what we will learn) to convey (express) an important message or moral.*
* I take into account your opinions and interests when I design a plan for the term so if most of you would rather not do a creative short story, there will be other options we can discuss and explore.
Success Criteria for Term 1: We are learning to...
1) Recognize and use the basics of formal writing:
- Understand what PEEL paragraphs are and how to write them
- Understand an Introduction Triangle and using it to start an essay
- Using an Essay Checklist format
2) Analyse at least 3-4 different forms of cultural poetry and to determine what made the poem successful/meaningful - Specifically Maori and Pacific pieces of poetry
3) Understand the meaning of the author's or poet's purpose
4) Create our own pieces of cultural poetry using the knowledge we have gained through poetry analysis
5) Name the conventions and recognize the language features and techniques used in creative writing - using these to create our own short stories
6) Draft short story plans and edit our own writing
Activities for week 1:
Monday (S2) - ADMIN Day
Wednesday (S1) - Forest Whanau Assembly
Thursday (S3) - Waitangi Day
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EXPLORE / TŪHURA learning intentions:
We are EXPLORING the conventions of creative writing
We are ANALYSING language features and investigating literary techniques
Plan: Revisiting Formal Writing
It's week two already! Hopefully, you guys are settling into the routine of being at MHJC and are ready to put pen to paper for our first topic in English for this year - Formal Writing.
Our context for this term is "Turangawaewae" - Where Do We Stand? This means investigating who we are, where we come from and embracing our place in MHJC and in the community as a whole. It is about identity and the expression of who we are becoming.
Success Criteria for Term 1: We are learning to...
1) Recognize and use the basics of formal writing:
- Understand what PEEL paragraphs are and how to write them
- Understand an Introduction Triangle and using it to start an essay
- Using an Essay Checklist format
2) Analyse at least 3-4 different forms of cultural poetry and to determine what made the poem successful/meaningful - Specifically Maori and Pacific pieces of poetry
3) Understand the meaning of the author's or poet's purpose
4) Create our own pieces of cultural poetry using the knowledge we have gained through poetry analysis
5) Name the conventions and recognize the language features and techniques used in creative writing - using these to create our own short stories
6) Draft short story plans and edit our own writing
Activities:
Monday (S2) - Collecting English books, introduction to English term 1 plan, acrostic poem activity
Wednesday (S1) - Introduction to formal writing: Introduction Triangle, PEEL paragraphs and the Essay Checklist, draft writing an introduction on "Should homework be banned?" + pair share and review
Thursday (S3) - Brain teaser activity, feedback on introduction, practise writing a PEEL paragraph using the same topic + library visit
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Term 1: Week 3
Plan: Formal Writing & E-asTTle Reading
Our context for this term is "Turangawaewae" - Where Do We Stand? This means investigating who we are, where we come from and embracing our place in MHJC and in the community as a whole. It is about identity and the expression of who we are becoming.
Success Criteria for Term 1: We are learning to...
1) Recognize and use the basics of formal writing:
- Understand what PEEL paragraphs are and how to write them
- Understand an Introduction Triangle and using it to start an essay
- Using an Essay Checklist format
2) Analyse at least 3-4 different forms of cultural poetry and to determine what made the poem successful/meaningful - Specifically Maori and Pacific pieces of poetry
3) Understand the meaning of the author's or poet's purpose
4) Create our own pieces of cultural poetry using the knowledge we have gained through poetry analysis
5) Name the conventions and recognize the language features and techniques used in creative writing - using these to create our own short stories
6) Draft short story plans and edit our own writing
Activities:
Monday (S2) - E-asTTle Reading test
Wednesday (S1) - Continuation on how to write introductions using the "Introduction Triangle and Essay Checklist"
Thursday (S3) - Introduction to PEEL paragraphs and draft writing paragraphs on "Plastic should be banned" + pair share and review
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Term 1: Week 4
Plan: E-asTTle Writing prep & test + Student Led Conferences
Our context for this term is "Turangawaewae" - Where Do We Stand? This means investigating who we are, where we come from and embracing our place in MHJC and in the community as a whole. It is about identity and the expression of who we are becoming.
Success Criteria for Term 1: We are learning to...
1) Recognize and use the basics of formal writing:
- Understand what PEEL paragraphs are and how to write them
- Understand an Introduction Triangle and using it to start an essay
- Using an Essay Checklist format
2) Analyse at least 3-4 different forms of cultural poetry and to determine what made the poem successful/meaningful - Specifically Maori and Pacific pieces of poetry
3) Understand the meaning of the author's or poet's purpose
4) Create our own pieces of cultural poetry using the knowledge we have gained through poetry analysis
5) Name the conventions and recognize the language features and techniques used in creative writing - using these to create our own short stories
6) Draft short story plans and edit our own writing
Activities:
Monday (S2) - E-asTTle Writing test prep
Wednesday (S1) - E-asTTle Writing test prep
Thursday (S3) - E-asTTle Writing test (final)
Reminders & Homework:
Please complete your Reading Plus.
Student Led Conferences are on Friday this week.
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Term 1: Week 5
Plan: Introduction to Poetry + CAMP!
It's what we've been waiting for! Week 5 is finally here and that means.....YOU'RE OFF TO CAMP ADAIR! I wish all of you an amazing time whilst you are there. Prepare to built friendships, get muddy and have fun!
Our context for this term is "Turangawaewae" - Where Do We Stand? This means investigating who we are, where we come from and embracing our place in MHJC and in the community as a whole. It is about identity and the expression of who we are becoming.
Success Criteria for Term 1: We are learning to...
1) Recognize and use the basics of formal writing:
- Understand what PEEL paragraphs are and how to write them
- Understand an Introduction Triangle and using it to start an essay
- Using an Essay Checklist format
2) Analyse at least 3-4 different forms of cultural poetry and to determine what made the poem successful/meaningful - Specifically Maori and Pacific pieces of poetry
- Name and identify language features in poetry
- List the language features in SHAMPOO
- Comment on the meaning and personal interpretation of a poem
3) Understand the meaning of the author's or poet's purpose
- Use understanding of SHAMPOO and forms of poetry to determine poet's purpose
- Analyse and discuss the importance of cultural poetry
4) Create our own pieces of cultural poetry using the knowledge we have gained through poetry analysis
5) Name the conventions and recognize the language features and techniques used in creative writing - using these to create our own short stories
6) Draft short story plans and edit our own writing
Activities:
Monday (S2) - Introduction to poetry forms, language features (SHAMPOO) and TEEP Charts
Wednesday (S1) - YEAR 7 CAMP
Thursday (S3) - YEAR 7 CAMP
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Term 1: Week 6
Plan: Poetry + Spoken Word
Our context for this term is "Turangawaewae" - Where Do We Stand? This means investigating who we are, where we come from and embracing our place in MHJC and in the community as a whole. It is about identity and the expression of who we are becoming.
Success Criteria for Term 1: We are learning to...
1) Recognize and use the basics of formal writing:
- Understand what PEEL paragraphs are and how to write them
- Understand an Introduction Triangle and using it to start an essay
- Using an Essay Checklist format
2) Analyse at least 3-4 different forms of cultural poetry and to determine what made the poem successful/meaningful - Specifically Maori and Pacific pieces of poetry
- Name and identify language features in poetry
- List the language features in SHAMPOO
- Comment on the meaning and personal interpretation of a poem
3) Understand the meaning of the author's or poet's purpose
- Use understanding of SHAMPOO and forms of poetry to determine poet's purpose
- Analyse and discuss the importance of cultural poetry
4) Create our own pieces of cultural poetry using the knowledge we have gained through poetry analysis
5) Name the conventions and recognize the language features and techniques used in creative writing - using these to create our own short stories
6) Draft short story plans and edit our own writing
Activities:
Monday (S2) - Song analysis group task and presentation
Wednesday (S1) - Freestyle poetry - write a short poem about Camp Adair or an experience you had there
Thursday (S3) - Poetry Analysis: Spoken word poetry
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TERM 1 HOLIDAYS MOVED FORWARD
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TERM 1 HOLIDAYS MOVED FORWARD
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Term 2: Week 1
Kind of :)Plan: Creative Writing and Poetry Assessment + Online school plan
Hi everyone! I will make this brief so it's not too tedious (this means boring) to read. First off, welcome back (sort of)! I hope everyone had a lovely indoor holiday and that we are all feeling well. We have online school for the next two weeks (as far as we know) and so all plans/instructions for the week will be on MH ONLINE. My personal plan for English is for us to continue working on the assessment until it is due (25th April) and then we will be going back to formal writing for 2 weeks. I will keep you posted about the plan after this - as always, I will take your interests into consideration!
Here are my instructions for the week (we have 2 English sessions):
Wednesday (S1) AND Thursday (S3)
1) Choose any ONE of the writing prompts on Google Classroom and complete the task in 10 timed minutes - See full instructions for writing prompts on Google Classroom and the first 2 slides
2) Continue your Creative Writing OR Poetry English assessment which is due on the 25th April -Full instructions for the assessment are on MH Online at the very top of this page, final assessments can be submitted here as well. Email me if you have any questions or if you would like me to check your writing
3) Editing needs to happen by you (not me) - this is a skill necessary you need to develop for all writing. It means you have to read your work and make changes where appropriate. Make sure you have correct punctuation, spelling and grammar.
4) Video conferences for this class will not start until next week and will be held AT LEAST once a week
Take care, and I'll speak to you soon!
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Term 2: Week 2
Plan: Digital learning, Google Meeting and Creative writing
Welcome back to the second week of English using Online Learning! Thank you for keeping in contact and emailing me questions so far! It's good to see most of you engaged in your learning even when we cannot meet in person. Without further delay, here is your weekly plan.
Monday (S2)
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Hedgehogs reading comprehension task - On Google classroom, you will find 3 versions of the same story at Easy, Medium and Difficult. Choose whichever level you feel most comfortable reading and then answer the questions about the text. Further instruction can be found on Google Classroom. This task should take about 15-20mins
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Story comparison - Have a read of 2 of the same short scary story entitled "The Seance". Notice the difference between showing and telling between the two versions, as well as the use of language features in the second. This is to help guide you when writing your own Creative Writing Assessment. There will also be a list of adjectives (describing words) you may want to use I your own story. This will also be on Google Classroom.
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Continue writing and editing your Creative Writing Assessment.
Wednesday (S1)
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Google Meet @ 10AM - catch-up, queries and questions
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Continue writing and editing your Creative Writing Assessment.
Thursday (S3)
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Re-write sentences task - On Google Classroom there will be a list of 3 sentences which "Tell" the reader what is happening. I would like you to re-write these so that they "show" the reader instead. Further instructions will be on Google Classroom.
- Continue writing and editing your Creative Writing Assessment (due 25th April - you have had a total of 3 months)
Take care, and I'll speak to you soon!
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REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on the use of language features in our writing
- We are REFLECTING on the application of the conventions of creative writing
- We are REFLECTING and applying feedback recommendations, to enhance our writing
Term 2: Week 3
Plan: Formal Writing 2.0
Hi everyone! You have survived your first assessment for the year - well done!! I will begin marking these now but please be mindful of the fact I that I have over 120 to mark! It's that part of term again where we go back to Formal Writing for 2 weeks (as previously mentioned, 2 weeks per beginning of term are always dedicated to formal writing in preparation for your end of year test). Without further ado, here is your weekly plan:
Monday (S2)
ANZAC DAY - Public Holiday
Wednesday (S1)
Google Meet @ 10AM - Catch-up, what to expect and guided activity:
- How did the assessments go? Have we handed them in?
- What to expect from the rest of term 2: Camera angles, Sound effects, TEEP Charts and short clips
- Guided activity: Writing prompt and closed book introduction writing
Thursday (S3)
- Write a PEEL paragraph on the topic "Netflix should be free during lockdown". Upload these on Google Classroom
- Watch the following clip on simple PEEL Paragraphs to help guide you.
Please remember to complete your Reading Plus and Maths Buddy tasks!
Take care, and I'll speak to you soon!
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Term 2: Week 4
Plan: Formal Writing: PEEL Paragraphs
Apparently, it's week 4. Hi everyone! We are continuing on from last week with Formal writing - though with forms other than essay style too! Some of you may have experience with letter writing - awesome! This will be good practise using PEEL as well. Here is your weekly plan:
Monday (S2)
- Imagine there was a "bring your pets to school day" (and we weren't on lockdown). Write a letter to the school with an introduction, 1 PEEL body paragraph AND a conclusion about why you think this would be a good or a bad idea. Make sure you use the conventions of letter writing such as a greeting like "Dear" or "To whom it may concern" and a letter closure like "Thanking you" or "Yours faithfully" for example. Upload these on Google Classroom.
Wednesday (S1)
Google Meet @ 10 AM - Catch-up and guided activity:
- Visual Journals: On Google classroom, submit a single slide with 5 pictures (photos - not from the internet) on what you've been up to or what you do throughout the day.
Thursday (S3)
- Write an essay with an introduction, 3 body paragraphs and a conclusion on the topic "Zoos are worse than human prisons." You will need to research the topic to add depth to your writing and will need to use more than 4 sentences per paragraph. These are to be uploaded to Google Classroom (Due Saturday).
Please remember to complete your Reading Plus and Maths Buddy tasks!
Take care, and I'll speak to you soon!
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Term 2: Week 5
Plan: Introduction to Cinematography - Camera Angles
Kia ora koutou! Good grief, it is week 5!! We are kicking off this week with cinematography - specifically camera angles. Hopefully, this week's activities will help you gain an understanding of camera angles and their purpose in film. Without any more waffle, here is your weekly plan:
Monday (S2)
- Research slides: On the Google slide on Google Classroom, there will be SIX different types of camera angles or techniques. Your task is to find picture examples of each and then RESEARCH (google) the purpose of effect of each one. The first one will be done for you as an example. Further instructions will be on Google Classroom.
- The SIX types of camera angles/techniques are:
Close-Up, Extreme Close-Up, Wide Angle Shot, Over the Shoulder, High Angle Shot and Low Angle Shot.
Wednesday (S1)
- Watch this clip (it may make you cry!) "Hair Love" and then watch it a second time. During the second time, screenshot 3-5 different camera angles or techniques present in the clip. Put these on a doc and label which techniques they are, then submit these on Google Classroom.
Thursday (S3)
- Complete the Google Form on Camera Angles to test your knowledge so far. This will cover all six of the camera techniques from earlier in the week and their purposes.
Please remember to complete your Reading Plus and Maths Buddy tasks!
Take care, and I'll speak to you soon!
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Term 2: Week 6
Plan: Cinematography - Catch-up, camera angles & sound effects
Welcome back to school everyone! This week we will be doing some catch up lessons and looking at cinematography in more depth.
Monday (S2)
- Catch-up on Google Classroom activities
- Camera Angle: Close up, extreme close up, over the shoulder, wide shot, high angle and low angle
Wednesday (S1)
- Sound Effects: Different forms of sound effects and their purpose in film + examples
Thursday (S3)
- 1/2 Library lesson
- Short film activity: Use the skills you have learnt this week to create a short 30-second video
Please remember to complete your Reading Plus and Maths Buddy tasks!
Take care, and I'll speak to you soon!
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Term 3: Week 1
Welcome Back Everyone!
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the cinematic themes present in films
- We are EXPLORING societal, contested and debatable topics
- We are EXPLORING the foundational criteria for a persuasive essay
Hello and welcome back 7F1! I hope you all had a fantastic holiday and I can't wait to hear all about it!
I look forward to seeing everyone after the holidays as we begin the second half of the year. This term will involve THREE areas of interest in the subject of English. As I've discussed with you all last term, these topics will incorporate your interests - always happy to co-create a learning plan!Our context for this term is "Kia Kaha" - Stand Strong! This, to me, means fostering positive relationships at school and tackling social issues. In addition, we will be looking at conflict resolution and standing together in the face of adversity.
The overall working plan for English this term will look something like this:
- Formal essay writing: Building on what we have already done at the start of terms 1 and 2 (2 WEEKS)
- Film analysis and critical essays: Recognizing cinema techniques in a film of your choice which tackles a social, political or societal issue. Analysing the film and its message to formulate ideas and create a film critical essay. (3 WEEKS)
- Debating: Introduction to debating structure, skills, research and critical arguments. This will be your third assessment for the year, will be conducted in groups, graded individually and will involve research and public speaking.* (4 WEEKS)
- Formal essay writing 2.0: Revisiting formal writing at the end of this term so we are well prepared for the end of year E-asTTle test. (1 week)
* Groups will be chosen by you unless you guys decide otherwise, topics will be co-decided BUT assigned by me for each group. As always, this is open for discussion.
Success Criteria for Term 1: We are learning to...
1) Recognize areas of personal development with formal writing and answer the question: " What do I need to include to make my argument stronger?"
- Incorporating the use of PEEL paragraphs
- Utilizing the Introduction Triangle and Essay Checklist
- Extending the argument or main points to the outside world
2) Critically analyse film and its message
- Recognize cinematography techniques in a film
- Begin to understand "director's purpose" and why it is important
- Analyse key scenes and interpret what they mean for the character, the film as a whole and the audience
3) Write film analysis essays
- Revisiting TEEP charts
- Introducing PETAL paragraphs and deliberately choosing specific techniques
4) Prepare for a group debate
- Effectively research both sides of an argument
- Communicate respectively with group members
- Organize ideas and arguments
5) Critically argue on a topic of interest
- Practise oral presentation skills: standing tall, speaking clearly at an appropriate pitch, tone and volume
- Building confidence techniques
- Active listening of the opponent group's points
6) Formal essay writing
- Letter writing requirements and techniques
Activities for week 1:
Monday (S2) - Welcome back! Essay writing - having a look at the rubric, practise writing a plan
Wednesday (S1) - Story do now activity, essay writing practise
Thursday (S3) - Library session
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Term 3: Week 2
Formal WritingEXPLORE / TŪHURA learning intentions:
- We are EXPLORING the cinematic themes present in films
- We are EXPLORING societal, contested and debatable topics
- We are EXPLORING the foundational criteria for a persuasive essay
Our context for this term is "Kia Kaha" - Stand Strong! This, to me, means fostering positive relationships at school and tackling social issues. In addition, we will be looking at conflict resolution and standing together in the face of adversity.
The overall working plan for English this term will look something like this:
- Formal essay writing: Building on what we have already done at the start of terms 1 and 2 (2 WEEKS)
- Film analysis and critical essays: Recognizing cinema techniques in a film of your choice which tackles a social, political or societal issue. Analysing the film and its message to formulate ideas and create a film critical essay. (3 WEEKS)
- Debating: Introduction to debating structure, skills, research and critical arguments. This will be your third assessment for the year, will be conducted in groups, graded individually and will involve research and public speaking.* (4 WEEKS)
- Formal essay writing 2.0: Revisiting formal writing at the end of this term so we are well prepared for the end of year E-asTTle test. (1 week)
* Groups will be chosen by you unless you guys decide otherwise, topics will be co-decided BUT assigned by me for each group. As always, this is open for discussion.
Success Criteria for Term 1: We are learning to...
1) Recognize areas of personal development with formal writing and answer the question: " What do I need to include to make my argument stronger?"
- Incorporating the use of PEEL paragraphs
- Utilizing the Introduction Triangle and Essay Checklist
- Extending the argument or main points to the outside world
2) Critically analyse film and its message
- Recognize cinematography techniques in a film
- Begin to understand "director's purpose" and why it is important
- Analyse key scenes and interpret what they mean for the character, the film as a whole and the audience
3) Write film analysis essays
- Revisiting TEEP charts
- Introducing PETAL paragraphs and deliberately choosing specific techniques
4) Prepare for a group debate
- Effectively research both sides of an argument
- Communicate respectively with group members
- Organize ideas and arguments
5) Critically argue on a topic of interest
- Practise oral presentation skills: standing tall, speaking clearly at an appropriate pitch, tone and volume
- Building confidence techniques
- Active listening of the opponent group's points
6) Formal essay writing
- Letter writing requirements and techniques
Activities for week 2:
Monday (S2) - Song analysis and paragraph writing
Wednesday (S1) - English Games
Thursday (S3) - Library session
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Term 3: Week 3
Introduction to Film Analysis
FOCUS / ARONGA learning intentions:
- We are FOCUSING on crafting persuasive essays which are rich with evidence
- We are FOCUSING on identifying key themes and motifs in films
- We are FOCUSING on building a skillset of oral presentation techniques and formulating arguments
Our context for this term is "Kia Kaha" - Stand Strong! This, to me, means fostering positive relationships at school and tackling social issues. In addition, we will be looking at conflict resolution and standing together in the face of adversity.
The overall working plan for English this term will look something like this:
- Formal essay writing: Building on what we have already done at the start of terms 1 and 2 (2 WEEKS)
- Film analysis and critical essays : Recognizing cinema techniques in a film of your choice which tackles a social, political or societal issue. Analysing the film and its message to formulate ideas and create a film critical essay. (3 WEEKS)
- Debating: Introduction to debating structure, skills, research and critical arguments. This will be your third assessment for the year, will be conducted in groups, graded individually and will involve research and public speaking.* (4 WEEKS)
- Formal essay writing 2.0: Revisiting formal writing at the end of this term so we are well prepared for the end of year E-asTTle test. (1 week)
* Groups will be chosen by you unless you guys decide otherwise, topics will be co-decided BUT assigned by me for each group. As always, this is open for discussion.
Success Criteria for Term 1: We are learning to...
1) Recognize areas of personal development with formal writing and answer the question: " What do I need to include to make my argument stronger?"
- Incorporating the use of PEEL paragraphs
- Utilizing the Introduction Triangle and Essay Checklist
- Extending the argument or main points to the outside world
2) Critically analyse film and its message
- Recognize cinematography techniques in a film
- Begin to understand "director's purpose" and why it is important
- Analyse key scenes and interpret what they mean for the character, the film as a whole and the audience
3) Write film analysis essays
- Revisiting TEEP charts
- Introducing PETAL paragraphs and deliberately choosing specific techniques
4) Prepare for a group debate
- Effectively research both sides of an argument
- Communicate respectively with group members
- Organize ideas and arguments
5) Critically argue on a topic of interest
- Practise oral presentation skills: standing tall, speaking clearly at an appropriate pitch, tone and volume
- Building confidence techniques
- Active listening of the opponent group's points
6) Formal essay writing
- Letter writing requirements and techniques
Activities for week 3:
Monday (S2) - Watching Spirited Away
Wednesday (S1) - Watching Spirited Away
Thursday (S3) - Finish watching Spirited Away
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Term 3: Week 4
Film Analysis and Film Essays
FOCUS / ARONGA learning intentions:
- We are FOCUSING on crafting persuasive essays which are rich with evidence
- We are FOCUSING on identifying key themes and motifs in films
- We are FOCUSING on building a skillset of oral presentation techniques and formulating arguments
Our context for this term is "Kia Kaha" - Stand Strong! This, to me, means fostering positive relationships at school and tackling social issues. In addition, we will be looking at conflict resolution and standing together in the face of adversity.
The overall working plan for English this term will look something like this:
- Formal essay writing: Building on what we have already done at the start of terms 1 and 2 (2 WEEKS)
- Film analysis and critical essays : Recognizing cinema techniques in a film of your choice which tackles a social, political or societal issue. Analysing the film and its message to formulate ideas and create a film critical essay. (3 WEEKS)
- Debating: Introduction to debating structure, skills, research and critical arguments. This will be your third assessment for the year, will be conducted in groups, graded individually and will involve research and public speaking.* (4 WEEKS)
- Formal essay writing 2.0: Revisiting formal writing at the end of this term so we are well prepared for the end of year E-asTTle test. (1 week)
* Groups will be chosen by you unless you guys decide otherwise, topics will be co-decided BUT assigned by me for each group. As always, this is open for discussion.
Success Criteria for Term 1: We are learning to...
1) Recognize areas of personal development with formal writing and answer the question: " What do I need to include to make my argument stronger?"
- Incorporating the use of PEEL paragraphs
- Utilizing the Introduction Triangle and Essay Checklist
- Extending the argument or main points to the outside world
2) Critically analyse film and its message
- Recognize cinematography techniques in a film
- Begin to understand "director's purpose" and why it is important
- Analyse key scenes and interpret what they mean for the character, the film as a whole and the audience
3) Write film analysis essays
- Revisiting TEEP charts
- Introducing PETAL paragraphs and deliberately choosing specific techniques
4) Prepare for a group debate
- Effectively research both sides of an argument
- Communicate respectively with group members
- Organize ideas and arguments
5) Critically argue on a topic of interest
- Practise oral presentation skills: standing tall, speaking clearly at an appropriate pitch, tone and volume
- Building confidence techniques
- Active listening of the opponent group's points
6) Formal essay writing
- Letter writing requirements and techniques
Activities for week 4:
Monday (S2) - Spirited Away Google Form film analysis
Wednesday (S1) - Introduction to PETAL paragraphs
Thursday (S3) - Character and scene analysis + TEEP charts
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Term 3: Week 5
ONLINE LEARNING: Film Analysis and Film Essays
FOCUS / ARONGA learning intentions:
- We are FOCUSING on crafting persuasive essays which are rich with evidence
- We are FOCUSING on identifying key themes and motifs in films
- We are FOCUSING on building a skillset of oral presentation techniques and formulating arguments
Our context for this term is "Kia Kaha" - Stand Strong! This, to me, means fostering positive relationships at school and tackling social issues. In addition, we will be looking at conflict resolution and standing together in the face of adversity.
The overall working plan for English this term will look something like this:
- Formal essay writing: Building on what we have already done at the start of terms 1 and 2 (2 WEEKS)
- Film analysis and critical essays : Recognizing cinema techniques in a film of your choice which tackles a social, political or societal issue. Analysing the film and its message to formulate ideas and create a film critical essay. (3 WEEKS)
- Debating: Introduction to debating structure, skills, research and critical arguments. This will be your third assessment for the year, will be conducted in groups, graded individually and will involve research and public speaking.* (4 WEEKS)
- Formal essay writing 2.0: Revisiting formal writing at the end of this term so we are well prepared for the end of year E-asTTle test. (1 week)
* Groups will be chosen by you unless you guys decide otherwise, topics will be co-decided BUT assigned by me for each group. As always, this is open for discussion.
Success Criteria for Term 1: We are learning to...
1) Recognize areas of personal development with formal writing and answer the question: " What do I need to include to make my argument stronger?"
- Incorporating the use of PEEL paragraphs
- Utilizing the Introduction Triangle and Essay Checklist
- Extending the argument or main points to the outside world
2) Critically analyse film and its message
- Recognize cinematography techniques in a film
- Begin to understand "director's purpose" and why it is important
- Analyse key scenes and interpret what they mean for the character, the film as a whole and the audience
3) Write film analysis essays
- Revisiting TEEP charts
- Introducing PETAL paragraphs and deliberately choosing specific techniques
4) Prepare for a group debate
- Effectively research both sides of an argument
- Communicate respectively with group members
- Organize ideas and arguments
5) Critically argue on a topic of interest
- Practise oral presentation skills: standing tall, speaking clearly at an appropriate pitch, tone and volume
- Building confidence techniques
- Active listening of the opponent group's points
6) Formal essay writing
- Letter writing requirements and techniques
Activities for week 5:
Monday (S2) - TBA
Wednesday (S1) - TBA
Thursday (S3) - TBA
-
Term 3: Week 6
Introduction to Debating
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to build on our essay writing skills so that we may write persuasive formal essays
- We are PLANNING to analyse themes, techniques and characters of a film to help decipher its purpose and meaning
- We are PLANNING to collaborate, research and orally present an argument
Our context for this term is "Kia Kaha" - Stand Strong! This, to me, means fostering positive relationships at school and tackling social issues. In addition, we will be looking at conflict resolution and standing together in the face of adversity.
The overall working plan for English this term will look something like this:
- Formal essay writing: Building on what we have already done at the start of terms 1 and 2 (2 WEEKS)
- Film analysis and critical essays : Recognizing cinema techniques in a film of your choice which tackles a social, political or societal issue. Analysing the film and its message to formulate ideas and create a film critical essay. (3 WEEKS)
- Debating: Introduction to debating structure, skills, research and critical arguments. This will be your third assessment for the year, will be conducted in groups, graded individually and will involve research and public speaking.* (4 WEEKS)
- Formal essay writing 2.0: Revisiting formal writing at the end of this term so we are well prepared for the end of year E-asTTle test. (1 week)
* Groups will be chosen by you unless you guys decide otherwise, topics will be co-decided BUT assigned by me for each group. As always, this is open for discussion.
Success Criteria for Term 1: We are learning to...
1) Recognize areas of personal development with formal writing and answer the question: " What do I need to include to make my argument stronger?"
- Incorporating the use of PEEL paragraphs
- Utilizing the Introduction Triangle and Essay Checklist
- Extending the argument or main points to the outside world
2) Critically analyse film and its message
- Recognize cinematography techniques in a film
- Begin to understand "director's purpose" and why it is important
- Analyse key scenes and interpret what they mean for the character, the film as a whole and the audience
3) Write film analysis essays
- Revisiting TEEP charts
- Introducing PETAL paragraphs and deliberately choosing specific techniques
4) Prepare for a group debate
- Effectively research both sides of an argument
- Communicate respectively with group members
- Organize ideas and arguments
5) Critically argue on a topic of interest
- Practise oral presentation skills: standing tall, speaking clearly at an appropriate pitch, tone and volume
- Building confidence techniques
- Active listening of the opponent group's points
6) Formal essay writing
- Letter writing requirements and techniques
Activities for week 6:
Monday (S2) - TBA
Wednesday (S1) - TBA
Thursday (S3) - TBA
-
Term 3: Week 7
Debating & Research
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to build on our essay writing skills so that we may write persuasive formal essays
- We are PLANNING to analyse themes, techniques and characters of a film to help decipher its purpose and meaning
- We are PLANNING to collaborate, research and orally present an argument
Our context for this term is "Kia Kaha" - Stand Strong! This, to me, means fostering positive relationships at school and tackling social issues. In addition, we will be looking at conflict resolution and standing together in the face of adversity.
The overall working plan for English this term will look something like this:
- Formal essay writing: Building on what we have already done at the start of terms 1 and 2 (2 WEEKS)
- Film analysis and critical essays : Recognizing cinema techniques in a film of your choice which tackles a social, political or societal issue. Analysing the film and its message to formulate ideas and create a film critical essay. (3 WEEKS)
- Debating: Introduction to debating structure, skills, research and critical arguments. This will be your third assessment for the year, will be conducted in groups, graded individually and will involve research and public speaking.* (4 WEEKS)
- Formal essay writing 2.0: Revisiting formal writing at the end of this term so we are well prepared for the end of year E-asTTle test. (1 week)
* Groups will be chosen by you unless you guys decide otherwise, topics will be co-decided BUT assigned by me for each group. As always, this is open for discussion.
Success Criteria for Term 1: We are learning to...
1) Recognize areas of personal development with formal writing and answer the question: " What do I need to include to make my argument stronger?"
- Incorporating the use of PEEL paragraphs
- Utilizing the Introduction Triangle and Essay Checklist
- Extending the argument or main points to the outside world
2) Critically analyse film and its message
- Recognize cinematography techniques in a film
- Begin to understand "director's purpose" and why it is important
- Analyse key scenes and interpret what they mean for the character, the film as a whole and the audience
3) Write film analysis essays
- Revisiting TEEP charts
- Introducing PETAL paragraphs and deliberately choosing specific techniques
4) Prepare for a group debate
- Effectively research both sides of an argument
- Communicate respectively with group members
- Organize ideas and arguments
5) Critically argue on a topic of interest
- Practise oral presentation skills: standing tall, speaking clearly at an appropriate pitch, tone and volume
- Building confidence techniques
- Active listening of the opponent group's points
6) Formal essay writing
- Letter writing requirements and techniques
Activities for week 7:
Monday (S2) - TBA
Wednesday (S1) - TBA
Thursday (S3) - TBA
-
Term 3: Week 8
Debating & Oral PresentationPLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to build on our essay writing skills so that we may write persuasive formal essays
- We are PLANNING to analyse themes, techniques and characters of a film to help decipher its purpose and meaning
- We are PLANNING to collaborate, research and orally present an argument
Our context for this term is "Kia Kaha" - Stand Strong! This, to me, means fostering positive relationships at school and tackling social issues. In addition, we will be looking at conflict resolution and standing together in the face of adversity.
The overall working plan for English this term will look something like this:
- Formal essay writing: Building on what we have already done at the start of terms 1 and 2 (2 WEEKS)
- Film analysis and critical essays : Recognizing cinema techniques in a film of your choice which tackles a social, political or societal issue. Analysing the film and its message to formulate ideas and create a film critical essay. (3 WEEKS)
- Debating: Introduction to debating structure, skills, research and critical arguments. This will be your third assessment for the year, will be conducted in groups, graded individually and will involve research and public speaking.* (4 WEEKS)
- Formal essay writing 2.0: Revisiting formal writing at the end of this term so we are well prepared for the end of year E-asTTle test. (1 week)
* Groups will be chosen by you unless you guys decide otherwise, topics will be co-decided BUT assigned by me for each group. As always, this is open for discussion.
Success Criteria for Term 1: We are learning to...
1) Recognize areas of personal development with formal writing and answer the question: " What do I need to include to make my argument stronger?"
- Incorporating the use of PEEL paragraphs
- Utilizing the Introduction Triangle and Essay Checklist
- Extending the argument or main points to the outside world
2) Critically analyse film and its message
- Recognize cinematography techniques in a film
- Begin to understand "director's purpose" and why it is important
- Analyse key scenes and interpret what they mean for the character, the film as a whole and the audience
3) Write film analysis essays
- Revisiting TEEP charts
- Introducing PETAL paragraphs and deliberately choosing specific techniques
4) Prepare for a group debate
- Effectively research both sides of an argument
- Communicate respectively with group members
- Organize ideas and arguments
5) Critically argue on a topic of interest
- Practise oral presentation skills: standing tall, speaking clearly at an appropriate pitch, tone and volume
- Building confidence techniques
- Active listening of the opponent group's points
6) Formal essay writing
- Letter writing requirements and techniques
Activities for week 8:
Monday (S2) - TBA
Wednesday (S1) - TBA
Thursday (S3) - TBA
-
Term 3: Week 9
Debating Assessment
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to build on our essay writing skills so that we may write persuasive formal essays
- We are PLANNING to analyse themes, techniques and characters of a film to help decipher its purpose and meaning
- We are PLANNING to collaborate, research and orally present an argument
Our context for this term is "Kia Kaha" - Stand Strong! This, to me, means fostering positive relationships at school and tackling social issues. In addition, we will be looking at conflict resolution and standing together in the face of adversity.
The overall working plan for English this term will look something like this:
- Formal essay writing: Building on what we have already done at the start of terms 1 and 2 (2 WEEKS)
- Film analysis and critical essays : Recognizing cinema techniques in a film of your choice which tackles a social, political or societal issue. Analysing the film and its message to formulate ideas and create a film critical essay. (3 WEEKS)
- Debating: Introduction to debating structure, skills, research and critical arguments. This will be your third assessment for the year, will be conducted in groups, graded individually and will involve research and public speaking.* (4 WEEKS)
- Formal essay writing 2.0: Revisiting formal writing at the end of this term so we are well prepared for the end of year E-asTTle test. (1 week)
* Groups will be chosen by you unless you guys decide otherwise, topics will be co-decided BUT assigned by me for each group. As always, this is open for discussion.
Success Criteria for Term 1: We are learning to...
1) Recognize areas of personal development with formal writing and answer the question: " What do I need to include to make my argument stronger?"
- Incorporating the use of PEEL paragraphs
- Utilizing the Introduction Triangle and Essay Checklist
- Extending the argument or main points to the outside world
2) Critically analyse film and its message
- Recognize cinematography techniques in a film
- Begin to understand "director's purpose" and why it is important
- Analyse key scenes and interpret what they mean for the character, the film as a whole and the audience
3) Write film analysis essays
- Revisiting TEEP charts
- Introducing PETAL paragraphs and deliberately choosing specific techniques
4) Prepare for a group debate
- Effectively research both sides of an argument
- Communicate respectively with group members
- Organize ideas and arguments
5) Critically argue on a topic of interest
- Practise oral presentation skills: standing tall, speaking clearly at an appropriate pitch, tone and volume
- Building confidence techniques
- Active listening of the opponent group's points
6) Formal essay writing
- Letter writing requirements and techniques
Activities for week 9:
Monday (S2) - TBA
Wednesday (S1) - TBA
Thursday (S3) - TBA
-
Term 3: Week 10
Formal Writing 2.0
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on how well we are able to write a convincing argument
- We are REFLECTING on how well can analyse a film to decipher its meaning and message
- We are REFLECTING on how well we are able to collaborate, research and argue key points when orally presenting
Our context for this term is "Kia Kaha" - Stand Strong! This, to me, means fostering positive relationships at school and tackling social issues. In addition, we will be looking at conflict resolution and standing together in the face of adversity.
The overall working plan for English this term will look something like this:
- Formal essay writing: Building on what we have already done at the start of terms 1 and 2 (2 WEEKS)
- Film analysis and critical essays : Recognizing cinema techniques in a film of your choice which tackles a social, political or societal issue. Analysing the film and its message to formulate ideas and create a film critical essay. (3 WEEKS)
- Debating: Introduction to debating structure, skills, research and critical arguments. This will be your third assessment for the year, will be conducted in groups, graded individually and will involve research and public speaking.* (4 WEEKS)
- Formal essay writing 2.0: Revisiting formal writing at the end of this term so we are well prepared for the end of year E-asTTle test. (1 week)
* Groups will be chosen by you unless you guys decide otherwise, topics will be co-decided BUT assigned by me for each group. As always, this is open for discussion.
Success Criteria for Term 1: We are learning to...
1) Recognize areas of personal development with formal writing and answer the question: " What do I need to include to make my argument stronger?"
- Incorporating the use of PEEL paragraphs
- Utilizing the Introduction Triangle and Essay Checklist
- Extending the argument or main points to the outside world
2) Critically analyse film and its message
- Recognize cinematography techniques in a film
- Begin to understand "director's purpose" and why it is important
- Analyse key scenes and interpret what they mean for the character, the film as a whole and the audience
3) Write film analysis essays
- Revisiting TEEP charts
- Introducing PETAL paragraphs and deliberately choosing specific techniques
4) Prepare for a group debate
- Effectively research both sides of an argument
- Communicate respectively with group members
- Organize ideas and arguments
5) Critically argue on a topic of interest
- Practise oral presentation skills: standing tall, speaking clearly at an appropriate pitch, tone and volume
- Building confidence techniques
- Active listening of the opponent group's points
6) Formal essay writing
- Letter writing requirements and techniques
Activities for week 10:
Monday (S2) - TBA
Wednesday (S1) - TBA
Thursday (S3) - TBA
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