Weekly outline

  • General

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  • 3 February - 9 February



    Kia ora, and welcome to your English course page for 2020. My name is Miss Wright and I will be your English teacher this year. This page is where you will be able to find all the necessary information you will require for your English course. All tasks 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.


    Mountains staff really hope that your time here at MHJC will be full of fun and challenging activities that will see you grow as a learner. Enjoy this year and if there are any queries do come and see me or feel free to email me - swright@mhjc.school.nz

    This week in English we will be looking at how Short Text can help us frame and explore our thinking.  We will be going to the library this Wednesday.

    Success Criteria: I can/have...

    • select and read texts for enjoyment and personal fulfilment
    • integrate sources of information and prior knowledge confidently to make sense of increasingly varied and complex texts
    • think critically about texts with increasing understanding and confidence

    Activities:

    • What does the word Treasure mean to you ? Is it material or something invisible? You will create a "mood board" around your idea of treasure using pictures and images you associate with the word treasure
    • We will also be going to the library on Wednesday to select a book for personal reading.


    A brainstorm of the different categories of Taonga we identified in 8M1


    Homework:
    Listen to this song / or read the lyrics 


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING a range of poetic techniques
    • We are EXPLORING organising our writing to include poetic techniques
    • We are EXPLORING how we can display a range of techniques in our writing

  • 10 February - 16 February


    Kia ora. Welcome back to week two.  Last week we started exploring short texts by looking at song lyrics.  This week, we are going to review poetic techniques, and annotate the lyrics with what we find.  We will be creating a glossary of poetic techniques and using these together with different poetic structures to create our own poems/lyrics/raps.  We will also be visiting the library on Wednesday to learn about ebooks and how we can access them.

    Success Criteria: I can/have...

    • select and read texts for enjoyment and personal fulfilment
    • integrate sources of information and prior knowledge confidently to make sense of increasingly varied and complex texts
    • think critically about texts with increasing understanding and confidence

    Activities:

    1. Open the poetic technique sheet provided to you in your google classroom
    2. Independently see how many poetic techniques you recognise
    3. Share with a buddy and complete the activity

    Homework:
    Select a song lyric (appropriate for school) that you enjoy.  Copy the lyrics onto a document and annotate with the poetic techniques you see.


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING a range of poetic techniques
    • We are EXPLORING organising our writing to include poetic techniques
    • We are EXPLORING how we can display a range of techniques in our writing

  • 17 February - 23 February


    Whaowhia te kete mātauranga

    Fill the basket of knowledge

    Kia ora, last week we looked at poetic techniques, we annotated lyrics and poems for the techniques we saw. While it is important that we understand how a poet paints a picture with words, we need to understand that we can do this too. Poems (and lyrics) have specific structures and 'rules'.  Once we know the structure and rules we can write our own.  One of my favourite types of poems is a haiku.  A haiku has a structure based on the number of lines and the number of syllables in each line.  The syllable count is 5 - 7 - 5.  Traditionally, haiku are written about nature, but as the above example shows, they can be on any topic.  This week, we are going to write haiku about New Zealand taonga.

    Success Criteria: I can/have...

    • Identify a New Zealand taonga to write about
    • Use the structure of a haiku to write
    • Identify the syllables in the works I use

    Activities:

    1. Choose a New Zealand Taonga
    2. Brainstorm what you know about this taonga
    3. Create a word bank for your topic
    4. Categorise your word bank into syllable count
    5. Write your haiku
    6. Publish with appropriate images


    Here is my example:


    • Our kiwi icon
    • Flightless feathered native bird
    • Brown long-beaked treasure

    Homework:
    Share your haiku with your family.  Challenge them to write their own haiku.


    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING our short texts so that we can create poetic writing that demonstrates a range of poetic techniques

  • 24 February - 1 March


    He Taonga rongonui te aroha ki te tangata

    Goodwill towards others is a precious treasure

    Kia ora, we are going to have to be really focussed this week as we are losing our session on Friday. That said, I have seen some awesome work over the past week and I know that you are all going to rise to the challenge, help each other and create some amazing work! You have all written a haiku about a piece of Kiwiana.  This week, you are going to write further haiku about the same piece of kiwiana and turn these into a rap/lyric.  Repeating lines or even verses (i.e. one haiku) is a good way to link the haiku together to create the music in poetry.  You may want to experiment with the order of your haiku to create your lyrical story.  


    Success Criteria: I can/have...

    1. Write a haiku using the correct structure
    2. create a rap/lyric by wringing haiku about the same theme
    3. link these haiku together in a longer piece of verse
    4. use reoccurring motifs to give my lyrics structure

    Activities:

    1. Choose a piece of kiwiana
    2. Write a haiku about this kiwiana
    3. write further haiku about the same piece of kiwiana
    4. organise/sequence haiku to develop your ideas
    5. practice delivering your haiku lyrics to check for poetic flow
    6. publish your lyrics for classroom display
    7. Write here

    Homework:
    Share your haiku at home.  Challenge your family to write a haiku too!



    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING our short texts so that we can create poetic writing that demonstrates a range of poetic techniques

  • 2 March - 8 March


    Mauria te pono

    Believe in yourself


    Kia ora. In English this week we will be using our longer Haiku poems (completed last week) and look at how we have used (or can use) poetic techniques to develop the imagery.  You may already have some rhyme, similes or metaphors - you will certainly have beat or rhythm due to the syllable format of haiku poetry. What else do you notice about your haiku?  Can you add another verse or two to use more poetic techniques?

    Success Criteria: I can/have...

    1. Write a haiku using the correct structure
    2. create a rap/lyric by writing haiku about the same theme
    3. link these haiku together in a longer piece of verse
    4. use reoccurring motifs to give my lyrics structure
    5. Identify poetic techniques used in my poem

    Activities:

    1. Complete longer haiku poem (8-10 verses)
    2. Group these verses into stanzas (flash word for verses) containing at least 2 haiku
    3. Identify poetic techniques currently used in poem
    4. Include different poetic techniques into poem by writing additional stanzas
    5. annotate your longer poem to demonstrate your understanding of poetic techniques

    Homework:
    Write a poem for your family to enjoy


    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING our short texts so that we can create poetic writing that demonstrates a range of poetic techniques

  • 9 March - 15 March


    Ko te mutunga oranga, he timatatanga kaha!

    Winning starts with beginning!

    Kia ora. This week we are going to unpack and start our Term 1 Assessment task.  We are doing a shared Global/English assessment so you will demonstrate your understanding of the content (context of Taonga) through Global Studies, and your understanding of poetic techniques though English.  I really like the whakatauki this week - winning starts with beginning, so the earlier you start your assessment task, and the more time you put into it, the more successful you will be.

    Success Criteria: I can/have...

    1. Read the assessment task
    2. understand how I am being assessed
    3. planned how I will allocate my time to the task
    4. started my assessment

    Activities:

    1. Complete, publish and hand in your 8-10 verse haiku on your chosen kiwiana taonga
    2. Brainstorm kiwiana taonga for your assessment task
    3. Create a word bank around your chosen taonga to help you with the task
    4. Identify the poetic techniques you will use
    5. Draft
    6. Edit
    7. Revise

    Homework:
    Assessment task, assessment task, assessment task.....  (get the picture)






    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on developing a range of poetic techniques in our writing
    • We are FOCUSING on choosing an item or icon of kiwiana to inspire our writing
    • We are FOCUSING identifying and describing the poetic techniques we have used in our writing

  • 16 March - 22 March


    Whiria te tangata.

    Weave the people together.


    Kia ora. I hope you all enjoyed our library session on Friday - I really enjoyed seeing you connect with a book - it was fantastic to see how many of you choose the first book you selected.  That shows me what an awesome librarian Mrs Townsend its, because she selected the books that were put out on the tables for you! I hope you saw some books that were new to you - sometimes seeing then as a collection of genre rather than alphabetical by author gives you a new path to travel on your reading journey.  This week we are going to work on our shared assessment task for English and Global Studies.  For both subject areas you are presenting your short text about kiwiana, and then you will have a specific piece of writing about poetic techniques for English and Kiwiana's link to National Identity for Global Studies.  I am really looking forward to reading your texts.


    Success Criteria: I can/have...

          • Use a range of poetic techniques in my writing

          • Identify the poetic techniques I have used

    Activities:

    1. Complete Kiwiana short text
    2. Identify poetic techniques used in writing (with example)

    Homework:

    Assessment Task 1



    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on developing a range of poetic techniques in our writing
    • We are FOCUSING on choosing an item or icon of kiwiana to inspire our writing
    • We are FOCUSING identifying and describing the poetic techniques we have used in our writing

  • 23 March - 29 March


    Kia kaha, kia maia, kia manawanui

    Be strong, be brave, be steadfast

    Kia ora. I hope you have all had a restful weekend and have not had to stress too much over assessment tasks.  If you have managed your time well, your may have had a few polishing details to do, but the bulk of your work will be completed.  Remember, this week you are uploading the same document with all required tasks to both Global and English.  You will need:

                      • Short Text (Poetic writing)
                      • Paragraphs about Kiwiana and National Identity
                      • Paragraphs about Poetic Language Techniques

    We will be continuing our work on the Taonga of New Zealand by researching a specific geographical area of Aotearoa and creating a shared map (with 8M2) that details they many treasures we have in our beautiful country.  We will be focusing on how people make decisions about access to and use of resources.

    Success Criteria: I can/have...

        • Identify the resources of a geographical area

        • Research how the resource is perceived, used and protected

        • Explain how these ideas determine the decisions made about the resources

    Activities:

    1. Submit Assessment task
    2. Brainstorm resources of your assigned geographical area
    3. Create a KW chart about these resources to identify research focus

    Homework:

    UPDATE UPDATE UPDATE......

    Phew - now that I have your attention.   

    If you can get your assessment task uploaded, please do so - it is important that we stick to routines where we can - but then.......  relax, find something to do that calms you - perhaps it is reading, or craft, or a walk or even gaming.....

    I have started a diary - not necessarily to share but to record what is happening at the moment and how I feel about it.  I encourage you to do the same.  Your perspective is important - you are able to be the historians of this moment.  You can use an online platform like blogger.com - create a google doc, or go old-school like me and grab an exercise book (or a fancy diary with a lock).

    We have 4 days until the end of the term as the school holidays have been moved to the start of next week.  We will have some distance learning after that until we are all able to return to school.  This all happened so suddenly we were unable to farewell each other and that is pretty unsettling - so from me to you,  Have a safe and relaxing holiday break and I will see you all next term.  I am looking forward to ʕ •ᴥ•ʔ hearing about what you have got up to.  

    I have set up an edmodo class page - you can access it by going to edmodo.com and signing in with google (school account) Chick on "I am a student" and join with class code 73d5uh - please don't share this with anyone who is not in 8M1.  I will remove anyone who is not in the class, and can also see everything you write.  I can change your status to read only if you do not use this space appropriately.  Oh - and I will put the general Knowledge Quiz up on google classroom for you.  May the odds be ever in your favour.







    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING...on our assessment task and reviewing our work. We are evaluating any gaps and generating personal next steps to improve our work. We are identifying problems or barriers to learning and checking our work fit the intended purpose

  • 30 March - 5 April






    Hoping you are all safe and happy in your bubbles

    Relax and enjoy the first week of the school holidays:-)

  • 6 April - 12 April



  • 13 April - 19 April



    Hurihia to aroaro ki te rā tukuna to atarangi kia taka ki muri i a koe.

    Turn to face the sun and the shadows fall behind you.


    Kia ora. I hope you have all had a good break, have not stressed too much about assessment tasks, and have started to get to grips with our new distant learning reality.  I must admit, I am keen to get back to Mission Heights and to catch up with you all in person, but until that is an option for us, we will have to do the best we can.  This week (and possibly next week) I would like to focus our reading and writing on looking at some distant learning that has been happening for many years- some of you may have some knowledge already, of how school students in the outback of Australia access education - for others this will be a brand new concept. We will read articles and stories about The School of the Air and write to share our information.

    Success Criteria: I can/have...

        • locate information in a text
        • skim and scan for supporting detail
        • make notes
        • use notes to create an informational report
        • use subheadings 
        • use images and captions

    Activities:

    1. Read the attached website and make notes about The School of the Air
    2. Locate additional readings about The School of the Air
    3. Write an information report including subheadings, images and captions to support and convey your ideas

    Homework:

    Everything - do it all at home . 


  • 20 April - 26 April



    Whāia te iti kahurangi ki te tūohu koe me he maunga teitei.

    Aim for the highest cloud so that if you miss it, you will hit a lofty mountain


    Kia ora, I hope your first week back of distance learning was not too stressful, and you now have a better idea of how you will be working within your home bubble.  I will be putting the big idea on MHOL, together with the success criteria and activities and any instructions you need. Google classroom will be used to distribute resources and for you to upload your completed work and we will all meet on Wednesday at 11 where you can raise any questions you have.  Please remember, you can email me at any time with questions I I will try and get back to you as soon as I am available.  I will set up a google slide show in google classroom for you to add your School of the Air information to, please don't overwrite another slide, you will have editing rights so can add an extra slide if you need one.  This week, we are going to focus on reading short texts and note taking. It is important that you use learn to take brief notes and use these to demonstrate your understanding in your own words.  I will add a few short texts to google classroom, please select the one you would like to work with (you can do all of them :-)) read the text and complete the tasks on each text in the Text response document I will also provide in google classroom.

    Success Criteria: I can/have...

        • locate information in a text
        • skim and scan for supporting detail
        • make notes
        • record information and responses accurately

    Activities:

    1. Google classroom (Short texts) 

    Homework:

    Write here...


  • 27 April - 3 May



    Kia mau ki te tokanganui-a-noho

    There's no place like home


    Kia ora. Welcome to ANZAC day from my bubble.  This is a picture of my son-in-law, my daughter and my grand-daughter standing at dawn on ANZAC day.  Don't they look proud.  I hope wherever you were, you were able to spend some time thinking about the meaning about ANZAC day. Perhaps you also thought about how ANZAC day links to our Level 4 lockdown.  In our own way we are also at battle at the moment for the good of our country.  How do you think the next generations will view the actions and events of the moment?

    This week, we are going to start thinking about our new context; Wai and Kai not?  What do these words mean to you and how do they link?  As part of ANZAC day and kai I would like you to choose one of the following options (depending on what is available in your bubble:

    Success Criteria: I can/have...

        • write to explain
        • sequence order of events
        • use images to support sequence

    Activities: (Choose an activity depending on what you have in your bubble)

    1. Locate a recipe for ANZAC biscuits. Create a shopping list for the ingredients you need and then make a batch of ANZAC biscuits.  Document your process through photographs and create a slide show that takes us from finding the recipe to tucking into the biscuits - remember to tell us how they taste.
    2. Create a menu suitable for ANZAC commemorations.  Include images of the menu items and say why they would be part of an ANZAC commemoration. Are there some specific food items from your family or culture that could be included.  As part of your menu write the sequence of your commemoration. What would happen first and why?
    3. Learn to fold a table napkin or origami suitable for an ANZAC commemoration.  Document your process through photographs.  Write a "how-to"-guide so that other people could make the origami or table napkin.
    4. Research the food items that would have been available for an ANZAC soldier in the trenches.  Create a new food item based on these ingredients.  Write the recipe for your food item.


    Please indicate on the sheet in google classroom whether you will be working on option 1, 2, 3 or 4.

    Homework:
    Write here...



  • 4 May - 10 May


    Tangata ako ana i te whare, te tūranga ki te marae, tau ana.

    A person who is taught at home, will stand collected on the marae.


    Kia ora. It was a short week last week, so this week we are going to continue the work we started last week.  

    This week, we are going to continue thinking about our new context; Wai and Kai not?  What do these words mean to you and how do they link?  As part of ANZAC day and kai I would like you to choose one of the following options (depending on what is available in your bubble:

    Success Criteria: I can/have...

        • write to explain
        • sequence order of events
        • use images to support sequence

    Activities: (Choose an activity depending on what you have in your bubble)

    1. Locate a recipe for ANZAC biscuits. Create a shopping list for the ingredients you need and then make a batch of ANZAC biscuits.  Document your process through photographs and create a slide show that takes us from finding the recipe to tucking into the biscuits - remember to tell us how they taste.
    2. Create a menu suitable for ANZAC commemorations.  Include images of the menu items and say why they would be part of an ANZAC commemoration. Are there some specific food items from your family or culture that could be included.  As part of your menu write the sequence of your commemoration. What would happen first and why?
    3. Learn to fold a table napkin or origami suitable for an ANZAC commemoration.  Document your process through photographs.  Write a "how-to"-guide so that other people could make the origami or table napkin.
    4. Research the food items that would have been available for an ANZAC soldier in the trenches.  Create a new food item based on these ingredients.  Write the recipe for your food item.


    Please indicate on the sheet in google classroom whether you will be working on option 1, 2, 3 or 4


    If you have completed a task already, please select a second task.  I have shared a google folder with you all, please upload the documentation of your process there - this means, you write a how-to guide telling someone else how to recreate your activity.

    Homework:
    Write here...


  • 11 May - 17 May


    Ānei au, tō pou whirinaki.

    I’m here, I’ll support you.


    Kia ora. Welcome to another week of distance learning.  Have you been keeping up with the news? I guess we will know early in the week whether we this will be our last week working at a distance.  Regardless of what is going to happen next week, this week we are going to start looking at our area of study this term - Static Image.  You have probably created many static images during your time at school - but perhaps not with the deliberate choices you will be making this time.  A poster is one example of a static image.  This week, you will be learning about static image techniques and then use these techniques to create your own static image.  


    Learning Intention:

    1.We are learning to understand the principles of Static Images

    2. We learning to examine the impact of layout, style, font, color ,contrast and dominant image has on the image.

    3. We learning how these static image target a particular audience.

    AO Coverage: Recognises ,understands and considers how texts are constructed for a range of purposes , audience and situations

    Makes meaning by understanding comprehensively ideas and the links between them


    Success Criteria: I can/have...

     

     

    Success Criteria:

    1.List the different types of Static Resources used from the guide provided

    2.Identify the target audience

    3.Identify possible alternatives

    1.Explain why these resources are used

    2.Describe the impact of these resources

     

    1.Analyze the effect these resources have on the audience

    2.Discuss why they have this effect.

         		 

    1.Prepare own static image using the principles gained.

    2.Create own alternative image and unique target audience


    Activities:

    1. View the slideshow resource on Static Image
    2. Record your responses on the Response sheet provided

    Homework:
    Write here...



  • 18 May - 24 May




    Moea tō poi, moea tō patu!

    Be prepared!


    Kia ora.  I am so happy to be back on site at MHJC.  How do you feel?  It's weird that everything looks the same, but it really is a different world at the moment.  This week you will notice a few changes to our routines as we settle back into school at Alert level 2.  You will be in the same room all day, and your teachers will come to you.  You will have to be a bit patient with the teachers as we navigate different projector set-ups and even just changing where we stand and where the board is.  This week we are going to review what we have done so far on Wai and Kai. You will be sharing your google classroom work on ANZAC activities and the Static Image slideshow,  we will use the language features of visual text to create a static image. Phew, that sounds like a lot of work, but we are now halfway through the term and need to focus on what we need to achieve.



    Learning Intention:

    1.We are learning to understand the principles of Static Images

    2. We learning to examine the impact of layout, style, font, colour ,contrast and dominant image has on the image.

    3. We learning how these static image target a particular audience.

    AO Coverage: 

        • Recognises ,understands and considers how texts are constructed for a range of purposes , audience and situations
        • Makes meaning by understanding comprehensively ideas and the links between them


    Success Criteria: I can/have...


     

    Success Criteria:

    1.List the different types of Static Resources used from the guide provided

    2.Identify the target audience

    3.Identify possible alternatives

    1.Explain why these resources are used

    2.Describe the impact of these resources

     

    1.Analyze the effect these resources have on the audience

    2.Discuss why they have this effect.

         		 

    1.Prepare own static image using the principles gained.

    2.Create own alternative image and unique target audience


    Activities:

      1. Review the slideshow resource on Static Image
      2. Review your responses to the slideshow
      3. Static Image - Symbols

    Homework:
    Write here...


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING how static images can give information to a specific audience by use of colour and symbols
    • We are ANALYSING the features we observe in Static Images and collaborating with a classmate to interpret the messages

  • 25 May - 31 May


    Wishing you a joyous Eid Celebration

    Ko ia kāhore nei i rapu, tē kitea.

    He who does not seek, will not find.

    Kia ora. Wishing a joyous Eid celebrations to many of you.  This week we are going to continue on with our learning, we are heading to the time where assessments tasks will be introduced to you, so It is important that you continue to complete the work we are doing in preparation (and catch-up on any tasks that you did not complete while distance learning)

    Success Criteria: I can/have...

    1. We are learning to understand the principles of Static Images

          2. We learning to examine the impact of layout, style, font, colour ,contrast and dominant image has on the image.

          3. We learning how these static image target a particular audience.

          AO Coverage: 

              • Recognises ,understands and considers how texts are constructed for a range of purposes , audience and situations
              • Makes meaning by understanding comprehensively ideas and the links between them
    Activities (Google Classroom):
    1. Watch Slideshow onComposition
    2. Watch Slide show on Text
    3. Using the static image elements you have covered (symbol, colour, composition and text), create a static image that would be suitable for a Primary School Audience to teach about the ways we can stay safe during the Covid19 Lockdown.  Use the official New Zealand Covid 19 signage to help you, but create a new static image, not one that already exists.  Think carefully about your audience!

    Homework:
    Write here...


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING how static images can give information to a specific audience by use of colour and symbols
    • We are ANALYSING the features we observe in Static Images and collaborating with a classmate to interpret the messages
    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on how we can develop a static image to share our understanding about our choices
    • We are FOCUSING on the elements of static image that will appeal to our chosen audience

  • 1 June - 7 June


    Ko koe ki tēnā, ko ahau ki tēnei kīwai o te kete.

    You take that handle of the kete and I’ll take this one.


    Kia ora. I hope you have all had a relaxing long weekend.  Perhaps you caught up with family, or even got out of Auckland.  This week we are going to continue our work with static image We will be looking at some static images and discussing what makes then effective.  We will also start looking at Assessment Task 2 - unpacking the task and criteria, and brainstorming ideas we have for our own static images.  We will have some time in class to work on the Assessment Task, but you will need to spend some time working on it at home as well.  I will let you know the due date when we have had a chance to discuss it as a class.

    Success Criteria: I can/have...

    1. We are learning to understand the principles of Static Images

          2. We learning to examine the impact of layout, style, font, colour ,contrast and dominant image has on the image.

          3. We learning how these static image target a particular audience.

          AO Coverage: 

              • Recognises ,understands and considers how texts are constructed for a range of purposes , audience and situations
              • Makes meaning by understanding comprehensively ideas and the links between them

    Activities:

    1. Review Elements of Static Image (Symbols/Colour/Composition and Text)
    2. Static Image Task (Google Classroom)

    Homework:
    Write here...




    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on how we can develop a static image to share our understanding about our choices
    • We are FOCUSING on the elements of static image that will appeal to our chosen audience

  • 8 June - 14 June


    Ko te pae tāwhiti, whāia kia tata. Ko te pae tata, whakamaua kia tina.

    Seek out distant horizons and cherish those you attain.

    Kia ora. Week two of Winter....  who else is ready for Summer again?  I try to use a meme at the top of each MHOL page to indicate how I am feeling, or what we will be looking at each week.  Is a meme a static image?  What language elements does the meme I have used this week contain?  How do they support the message?  This week we are going to be looking at static images that have been created to inform about overfishing or sustainable fishing.  We will be looking at how the elements of visual language are used to strengthen the message contained in the text.  

    Success Criteria: I can/have...

    1. We are learning to understand the principles of Static Images

          2. We learning to examine the impact of layout, style, font, colour ,contrast and dominant image has on the image.

          3. We learning how these static image target a particular audience.

          AO Coverage: 

              • Recognises ,understands and considers how texts are constructed for a range of purposes , audience and situations
              • Makes meaning by understanding comprehensively ideas and the links between them

    Activities (google classroom):

    1. Do now - static image interpretation task Kaikoura
    2. Identify elements of static image in a range of static images related to the fishing industry

    Homework:

    Write here...




    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING a static image so that we can inform our audience of consumers about the impact of choice on the environment. We are sharing our understanding of sustainability in the Hauraki Gulf

  • 15 June - 21 June


    Ka pū te ruha, ka hao te rangatahi.

    As an old net is cast aside, another is remade.

    Kia ora. I hope you all enjoyed the first weekend of level 1.  I went out to a shopping mall, and it was strange seeing so many people at once (and all of them walking so close together!) It seems odd that things are so quickly going back to 'normal'.  As the school term started during lockdown, we have a longer term - so while many of you feel like the term is almost over, we still have 3 weeks face-to-face to complete our terms work before we can have the break I know we are all looking forward to. By the end of this week, you need to have finished your static image for your shared English/Global/Science task. You will upload your completed static image to the assessment link on this weeks page.  You should also have been working on your information for your TED talk which will be where you explain how your static image supports your learning and thinking from Global Studies and Science.  Please check the assessment instructions and marking criteria carefully to ensure you include all the information you require and remember the time limits!  Your presentations will begin at the start of next week (Monday! Be Ready!)

    Success Criteria: I can/have...

    1. We are learning to understand the principles of Static Images

          2. We learning to examine the impact of layout, style, font, colour ,contrast and dominant image has on the image.

          3. We learning how these static image target a particular audience.

          AO Coverage: 

              • Recognises ,understands and considers how texts are constructed for a range of purposes , audience and situations
              • Makes meaning by understanding comprehensively ideas and the links between them

    Activities:

    1. Static Image - digital or paper based
    2. Check your static image against the marking criteria

    Homework:
    Write here...



  • 22 June - 28 June



    He kākano ahau i ruia mai i Rangiātea.

    I am a seed which was sown in the heavens of Rangiātea.


    Kia ora. I hope you took advantage of the Teacher Only Day on Friday to recharge your batteries and rebuild your energy for the last two weeks of the term.  Hopefully, you also go out to celebrate the start of Matariki. (Interestingly, when you make a typo when writing start of Matariki as I just did, you get Star of Matariki which is also very appropriate).  There is even a story about the Seven fishes of Matariki- how cool is that when we are about to start our TED talks about fishing in New Zealand!  At the start of this week, you should have submitted your static image and commentary paragraphs, and presented your TED Talk in Global studies, so we are going to start working on speeches for the start of next term - I have a plan - Don"t Panic!


    Success Criteria: I can/have...

    1. We are learning to understand the principles of Static Images

          2. We learning to examine the impact of layout, style, font, colour ,contrast and dominant image has on the image.

          3. We learning how these static image target a particular audience.

          AO Coverage: 

              • Recognises ,understands and considers how texts are constructed for a range of purposes , audience and situations
              • Makes meaning by understanding comprehensively ideas and the links between them

    Activities:

    1. Submit static image and commentary to MHOL
    2. Speech planning and ideas

    Homework:
    Write here...




  • 29 June - 5 July



    Kua takoto te Mānuka.

    The leaves of the Manuka tree have been laid down (a challenge has been laid down or there is a challenge ahead of you).


    Kia ora. Well done on getting your static images uploaded (and delivering your TED talks last week).  By now, you should have a good idea of the topic of your oral presentation at the start of next term.  It is good to see how many of you are using the content of your TED Talk as the basis of your presentation and working on your presentation skills to deliver this is an effective manner. 


    This week you need to have chosen and investigated a topic. You will then have class sessions + homework to write your speech and the holidays to learn and rehearse.

    Learning Intentions: We are learning to (WALT)...

    • write to persuade others
    • select a topic that would have audience appeal
    • view speeches

    Success Criteria: I can/have...

        • written using a writing frame to persuade or explain
        • selected a topic of a speech
        • viewed speeches and identified what makes a speech interesting

    Activities:

    1. Research speech topics
    2. Draft speech
    3. Proofread/edit speech
    4. Practice speech with a buddy


    INFO FROM APPA:

    APPA Speech Competition Preparation Guide

    • TOPIC SELECTION

    1. Care should be taken in selection of the topics. The topic should be relevant to the age of the presenter and the experiences they have had.

    2. Topics should not lead to the denigration and put downs of people. This often arises when contestants choose to speak about family members. Language should be appropriate and the use of slang and colloquialisms avoided.

    • TIME

    1. Speeches presented by contestants should be limited to three minutes duration.

    • SPEECH CONSTRUCTION

    1. There are three parts to a speech:

    2. Introduction,

    3. Body (e.g. develop 3 main points)

    4. Conclusion

    5. In order to gain the audience’s attention there needs to be a strong introduction: e.g. “Water rushed down the stairs towards us, what was I to do?” Avoid having speech starters like: “Today I am going to talk about…”

    6. It is important to involve the audience, keep the audience interested and keen to hear what is the message of the speech.

    7. Once their attention has been caught it is important to convince the audience, make them believe in the message. Then provide further information to support the message. Offer facts and opinions to back up, develop and prove the points – try not to offer more than 3 main points or else it can become confusing.

    8. e.g. Tell of Mr Smith’s accident, flooding whilst on holiday, Chief Engineer’s report, analysis of accidents from Police reports etc.

    9. Finish with a punchy conclusion. Try to sum up so the audience is still involved and will remember your message. A good conclusion often links back to the introduction.

    • SOME IDEAS FOR PREPARING A SPEECH

    1. Jot down all the ideas and facts about your topic as you think of them – research the topic.

    2. Arrange your material according to where in the speech format/structure you think it would be best used. E.g. introduction, body, conclusion. Note – no props are permitted.

    3. Become really familiar with all the information you have and put it together in a way with which you feel comfortable.

    4. Condense the main points and write on small cards which can be held in the palm of your hand – do not attempt to write out the whole speech.

    5. Practice your speech from your cards. Do it out loud as often as you feel you need to be comfortable with the flow. Also practice in front of a mirror so you can see your expression, stance and gestures.

    6. Practice in front of your family and friends and ask them for constructive feedback. Involve your audience by including them with eye-contact.

    7. Memorise the introduction and conclusion so you can involve the audience at the start as well as leave them with the full impact of your speech at the end.

    • USING YOUR VOICE

    1. Remember that this is a speech and not a dramatic performance but still try to use and vary the following:

    2. SPEED – Speak slowly enough for the audience to understand you. Change your pace as appropriate.

    3. PITCH – You have a wide range of 1 to 2 octaves to use.

    4. EXPRESSION – Use your voice to show emotions e.g. fear, anger, excitement, sorrow etc.

    5. VOLUME – Every word of your speech is important. The whole audience needs to be able to hear every word or else they will “switch off” from you. Practice projecting your voice in a large room.

    6. GESTURE – Facial and body gestures should enhance not detract/distract.

    • ELEMENTS OF A GREAT SPEECH – THE TEN RULES!

    1. Speak to their hearts – a great speech should be personal.

    2. Make it real – your listeners feel like they are living the moment with you.

    3. Make it memorable – your listeners will remember your main points far into the future, even if they forget your name or speech title.

    4. Make it valuable – give your listeners some useful information they can take away with them.

    5. Interact with your audience – make your speech relevant through use of relevant humour, personal stories. Use lots of eye-contact.

    6. Make it fun – if you’re having a good time, so will your audience.

    7. Make it visual – use quotes, stories, anecdotes, and word pictures so your listeners can see it with their mind’s eye as well as hear it.

    8. Make it passionate – if you really care about your topic, so will your audience.

    9. Be enthusiastic – your enthusiasm is infectious.

    10. Be clear, concise and brief – keep your words simple and to the point.


    Homework:
    Speeches


  • 6 July - 12 July


  • 13 July - 19 July


  • 20 July - 26 July


    He rā whatiwhati kō.

    A day of hardwork.


    Kia ora. I hope you all had a lovely break and got out and about.  What a change it was to be able to leave the house during the term break.  Cast your mind back to the last term break and it was so very different.  We have a busy term ahead of us.  Your Oral Presentation assessment task is due in week three (I have extended this slightly due to not having all our English classes at the end of the term) and we also need to start work on our new context "Gaming for Learning".  What do you think this will involve?


    Speeches  "I have something to say " 

    Learning Intentions: We are learning to (WALT)...

    • We are learning how to research, develop and explore an idea.
    • We are learning how to prepare a text to deliver to an audience
    • We are learning delivery Methods such as tone, gestures, eye content to engage our audience ..

    Achievement Objectives: Prepare and Deliver a text with research to an audience.


    Success Criteria: I can/have...

    • Success Criteria:

      Identify 3 Topics that relates to something current

      Identify the characteristics of a good speaker

      Identify possible Gestures ,voice control and a Hook

      Research your approved speech

      Discover new content/ideas antidotes and adapt this to your Topic

      Prepare a hook or a manner to captivate the Audience

      Prepare to write the speech

      Study the content.

      Connect with the Audience

      Deliver in a confident manner

    Activities:

    1. Identify and research oral presentation
    2. Brainstorm and plan oral presentation
    3. Draft oral presentation

    Homework:
    Write here...



    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING narrative structure and recognising the elements of character and plot in our personal reading


  • 27 July - 2 August





    He mahi te āta noho, e kī ana te wheke

    It is the octopus who says, “sitting is working”.


    Kia ora.Another busy week for us as we work towards presenting and recording our speeches in Week 3.  Please remember we have Project on Wednesday and Focus on Friday, so we need to make the most of the timetabled English session on Monday.  You should all by now have selected and research your topic and be well underway (if not finished) the writing of your speech.  Remember to use the criteria and marking rubric when you are working to check you are giving yourself every opportunity to succeed. Can I suggest you use your devices to record your speeches at least once during the rehearsal zone so you can make an honest evaluation of the areas you need to work on.


    Speeches  "I have something to say " 

    Learning Intentions: We are learning to (WALT)...

    • We are learning how to research, develop and explore an idea.
    • We are learning how to prepare a text to deliver to an audience
    • We are learning delivery Methods such as tone, gestures, eye content to engage our audience ..

    Achievement Objectives: Prepare and Deliver a text with research to an audience.


    Success Criteria: I can/have...

    • Success Criteria:

      Identify 3 Topics that relates to something current

      Identify the characteristics of a good speaker

      Identify possible Gestures ,voice control and a Hook

      Research your approved speech

      Discover new content/ideas antidotes and adapt this to your Topic

      Prepare a hook or a manner to captivate the Audience

      Prepare to write the speech

      Study the content.

      Connect with the Audience

      Deliver in a confident manner


    Activities:

    1. Complete writing speech
    2. Work in the rehearsal Zone (Cue cards, practice, practice, practice)

    Homework:
    Write here...


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING narrative structure and recognising the elements of character and plot in our personal reading

  • 3 August - 9 August


    Hurihia to aroaro ki te rā tukuna to atarangi kia taka ki muri i a koe.

    Turn to face the sun and the shadows fall behind you.

    Kia ora. I hope we are all settling into Term 3 and adjusting to the timetable with Wednesday Projects and Focus Friday. We need to ensure we use our timetabled slot on Monday wisely so you can manage your time carefully to complete your tasks.  This is an important skill to have as you enter the next stage of your education.  If you would like to be considered for the upcoming school speech competition you need to ensure your speech is ready to be presented on Monday in class.  We will continue presenting speeches on Monday and Friday.  I will create a scheduled workshop for when you and your chosen audience (of 4) will be presenting  on Friday (30 minute slot should allow  all 5 people to present).  Please make sure you check the timetable and are available when scheduled - having to be 'found' is going to delay the whole class!


    Speeches  "I have something to say " 

    Learning Intentions: We are learning to (WALT)...

    • We are learning how to research, develop and explore an idea.
    • We are learning how to prepare a text to deliver to an audience
    • We are learning delivery Methods such as tone, gestures, eye content to engage our audience ..

    Achievement Objectives: Prepare and Deliver a text with research to an audience.


    Success Criteria: I can/have...

    • Success Criteria:

      Identify 3 Topics that relates to something current

      Identify the characteristics of a good speaker

      Identify possible Gestures ,voice control and a Hook

      Research your approved speech

      Discover new content/ideas antidotes and adapt this to your Topic

      Prepare a hook or a manner to captivate the Audience

      Prepare to write the speech

      Study the content.

      Connect with the Audience

      Deliver in a confident manner


    Activities:

    1. Prepare 
    2. Present speech
    3. Upload speech script

    Homework:
    Write here...


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on character development and describing the narrative elements of character, complication and theme

  • 10 August - 16 August


    Kāore te kūmara e kōrero mo tōna ake reka.

    The kūmara does not speak of his own sweetness.

    Kia ora, great job getting your speeches prepared and presented last week. There were some very interesting topics and some of you really made me think about some important issues.  Please ensure you have uploaded your speech script to MHOL. This week, we are going to be working on our writing skills - we will be using a writing cycle to help us structure our writing and look at how the professionals do it! We are going to start by looking at genre and theme - these are decisions you need to made early in your writing process as your ideas, characters and complications are all based on the type of writing you are doing and the message you are sharing through your text.

    Success Criteria: I can/have...

          • Identify genres of writing I enjoy reading
          • Brainstorm themes I have experienced in my reading
          • Discuss a genre and theme I would like to work with
          • Decide the audience for my writing

    Activities:

    1. Identify a range of genre and create a table provided text examples of each genre
    2. Brainstorm theme in a small group using a shared padlet
    3. Find a writing buddy ad tell them about the theme and genre you are interested in writing
    4. Decide with your buddy who the best audience for your writing would be

    Homework:

    Write here...


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on character development and describing the narrative elements of character, complication and theme

  • 17 August - 23 August


    Waiho i te toipoto, kaua i te toiroa.

    Let us keep close together not far apart.

    Kia ora. Well, here we are again in lockdown.  What a sudden move that was.  I hope you are all keeping well, and have settled back into the routine of learning from home.  I was on my way to work on Wednesday morning when I got a call from Mr. G.  Luckily I had not yet got to the motorway so was able to quickly return home!  We are really fortunate to live in such a wonderful county where our safety and health are a priority - and to be part of a school where digital learning is already part of what we do.  You may have seen I have started marking your speeches.  I hope the feedback you have received makes sense and you watch the video I took of your presentation to see what areas you could improve in future.  This week, we are going to continue with our writing.  Last week you wrote a few paragraphs inspired by the picture I shared.  This week we are going to develop some characters that would work in your writing. I have placed some scaffolds onto Google Classroom and we will discuss these during a google meet (yes, we are back to those) on Monday at 11 a.m.  I will send the invitation out to you all on Monday morning, so please check your email.

    Success Criteria: I can/have...

          • Generate ideas from a visual prompt 
          • record ideas 
          • decide on the genre and theme of my writing
          • identify my audience and purpose
          • create an appropriate character for my writing

    Activities (google classroom):

    1. Complete initial paragraphs based on visual prompt
    2. Record genre, theme, purpose and audience of my writing
    3. Brainstorm characters for my writing
    4. Create a T-chart of appearance and characteristics on my character
    5. Write a paragraph to describe my character

    Homework:
    Everything :)




    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on character development and describing the narrative elements of character, complication and theme

  • 24 August - 30 August


    Ko ia kāhore nei i rapu, tē kitea.

    He who does not seek, will not find.

    Kia ora.  Thank you for attending the google meet last week.  It's strange to be back to on-line learning, but also a very familiar place.  Hopefully you have all been working on your character development for your creative writing. A huge well done to the 13 students who completed the document about the genre they are choose to focus on.  I have created a word cloud based on your responses - the larger the writing the more times the word was mentioned in the column.


    This week, we are going to identify the main problem or complication in our stories..... What are your characters trying to achieve?  Why have they had to take action etc.  There will be lots of smaller complications in your writing - but this is the major plot driver.  This week I am going to create a document where you can describe the character your created last week and record your main problem or complicaton.

    Success Criteria: I can/have...

        • Generated a main problem or complication that will drive my plot
        • recorded my problem/complication
        • described my character
        • continued with my writing

    Activities:

    1. Write a short complication/ problem statement - try and use as few words as possible, you will explore your complication further in your actual writing i.e. "The bus exploded" or "I must destroy the ring" or "I am trapped at the bottom of the sea" etc.
    2. Record your problem/complication on gogle classroom document
    3. Describe your character on your google classroom document
    4. Continue to write your story now you have a problem/complicaion for your character to respond to.

    Homework:
    Everything :-)


    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING a narrative so that we can produce a piece of personal writing that demonstrates our understanding of narrative structure. We are publishing our narratives.

  • 31 August - 6 September


    E tū ki te kei o te waka, kia pākia koe e ngā ngaru o te wā

    Stand at the stern of the canoe and feel the spray of the future biting at your face

    Kia ora. I am looking forward to our return to school, and catching up with you all (and reading your writing).  Last week we identified the complications we were going to overcome in our stories.  This week, I want to look at the secondary characters who populate narratives - these characters can fit into some general categories - antagonist, sidekick, sage etc.  We will look at the role these characters play in escalation or resolution of the conflict.

    Success Criteria: I can/have...

          • Generated a main problem or complication that will drive my plot
          • recorded my problem/complication
          • described my character
          • developed a subsidary/secondary character 
          • introduced this character in my writing

    Activities:

    1. Create a description of your secondary character using the character development sheets in google classroom
    2. Introduce your new character in your writing

    Homework:
    Write here...




    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING a narrative so that we can produce a piece of personal writing that demonstrates our understanding of narrative structure. We are publishing our narratives.

  • 7 September - 13 September


    Kohikohia ngā kākano, whakaritea te pārekereke, kia puāwai ngā hua

    Gather the seeds, prepare the seedbed carefully, and you will be gifted with an abundance of food


    Kia ora. This week we are going to continue with our writing.  By now, you have developed a number of characters, identifies the genre and complication of your story are have probably developed at least one setting (when writing a paragraph introducing your protagonist (main character).

    We are going to spend some time this week writing our stories with a focus on show not tell.

    Success Criteria: I can/have...

        • Identified characters
        • write using  show not tell to describe characters

    Activities:

    1. Write
    2. Write
    3. Write
    4. Edit
    5. Write

    Homework:
    Write here...



    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING a narrative so that we can produce a piece of personal writing that demonstrates our understanding of narrative structure. We are publishing our narratives.

  • 14 September - 20 September


    He kura tangata – He kura whānau

    A person educated is a community educated


    Kia ora. I hope you are still  thinking about your story - and how the complicationm will be managed/solved/endured by your characters.  Have you introduced your supporting characters?  This week we are going to continue the writing process.  I would like you to be brave and share your writing with a friend for HONEST feedback - (Please be honest with their writing too).

    Success Criteria: I can/have...

          • Identified characters
          • write using  show not tell to describe characters

    Activities:

    1. Write
    2. Write
    3. Write
    4. Share 
    5. Edit
    6. Write


    Homework:
    Write here...




    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING a narrative so that we can produce a piece of personal writing that demonstrates our understanding of narrative structure. We are publishing our narratives.

  • 21 September - 26 September



    Te kaha me te wairua

    Energy flows where attention goes


    Kia ora. I have enjoyed reading the creative stories shared with me last week.  Some of you have good control over show not tell, and your writing is developing really well.  A few others are still devloping this skill - we will look at some good examples to show you how it is done.  There are a few people however who seem intent of retelling a story that has already been written to me.  Lets imagine I know about the Last Airbender, and come up with an idea that is new instead!

    Success Criteria: I can/have...

    • Write to describe what is happening in a scene or moment
    • develop my characters personality and character through actions and interactions
    • use dialogue tags to indicate emotion 

    Activities:

    1. Write 
    2. Write 
    3. Share
    4. Edit
    5. Write

    Homework:
    Write here...


    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING a narrative so that we can produce a piece of personal writing that demonstrates our understanding of narrative structure. We are publishing our narratives.

  • 28 September - 4 October


  • 5 October - 11 October


  • 12 October - 18 October


    Ko te pae tāwhiti, whāia kia tata. Ko te pae tata, whakamaua kia tina.

    Seek out distant horizons and cherish those you attain.

    Kia ora. It's Term 4 and a return to Aert Level 1.  This has been a really interesting year, and we have all had to be very flexible and manage our own learning well. As is usual in Term 4, we have a lot on. There are trips, productions, focus Fridays, project presentation days (and even a public holiday) to look forward to.  Our context this term is  "Out of this World".  In English, we will be looking at film techniques and creating a video using the techniques we study.  We will also be watching a film to see how the experts do it.


    Learning Intentions: We are learning to (WALT)...

    • We are learning to understand how extended visual and verbal techniques are applied to this visual text
    • We are learning to understand ideas within this text that are supported by these visual and verbal techniques 
    • We are learning to understand how extended visual effects are combined with standard effects to produce a greater impact.

    Achievement Objectives: 

    • Interpret how different texts are used to create a main idea or message
    • Integrate sources of information, processes and strategies to confidently identify, form and express increasingly sophisticated ideas


    Success Criteria: I can/have...

    Success Criteria:


    Identify the visual features used in this movie

    Identify the unique verbal techniques used (sound track)

    Identify the scenes were you would find the above extend effects


    Describe the effect these  effects have on the viewer

    Describe the effect and the scene and the impact it has on the viewer 


    Explain how these visual effects support the main message in the text through:

    Identifying a set of skills ...and how this is developed ....

    Identify the main idea ...



    Evaluate the impact/influence these visual effects have on generating and sustaining the main idea in the text.


    Activities:

    1. Complete the work sheet on camera angles and screen shots to create a personal glossary of visual language terms.  Hyperlink to a contents page to make this easier for you to access.

      A table listing different camera angles and shots




    Homework:
    Write here...




    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING different texts about the Space Race and using skills of dot and jot notes to locate and record information

  • 19 October - 25 October


    Tukua kia tu takitahi nga whetu o te rangi.

     Let each star in the sky shine its own light.

    Kia ora. This week we are going to continue our exploration of Film Techniques, and continue adding to our slideshows demnstrating the framing and angles involved in effective film-making.

    Success Criteria: I can/have...

    • Identify film techniques
    • Explain what each technique means
    • Discuss why each film technique is used

    Activities:

    1. Film technique slideshow

    Homework:
    Write here...


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING different texts about the Space Race and using skills of dot and jot notes to locate and record information

  • 26 October - 1 November


    Mā te huruhuru ka rere te manu

    Adorn the bird with feathers so it may soar.

    Kia ora. I hope you had a good Labour Day weekend, and spent some time relaxing with your families.  This week, we are going to continue our study on film techniques, you will be creating your own images to demonstrate your understanding of how each technique is created.  We will watch the movie "Hidden Figures" next week, and look at how the different shots and angles have been used.

    Success Criteria: I can/have...

    • Identify types of shots/angles
    • Create shots to demonstrate understanding
    • Upload shots to slide show

    Activities:

    1. In small groups create a variery of shots/angles using different group members asphotographer and "actors"
    2. Upload shots to slideshow

    Homework:
    Write here...


    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING different texts about the Space Race and using skills of dot and jot notes to locate and record information

  • 2 November - 8 November


    Mā te kimi ka kite, Mā te kite ka mōhio, Mā te mōhio ka mārama

    Seek and discover. Discover and know. Know and become enlightened.

    Kia ora. We have a really busy week ahead of us.  Tuesday is athletics day, so remember the sunblock! This week we are going to view a movie, and look at the camera angles and shots that thave been chosen by the director for effect.  We wll also learn some more about the time period around getting the first man to the moon.

    Success Criteria: I can/have...

    • Identify a rangeof camera angles and shots
    • Describe the effect these angles and shots have on the viewer
    • Create a story board using angles andshots

    Activities:

    1. View film "Hidden Figures"
    2. In small groups discuss camera angles you have seen

    Homework:
    Write here...



    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on a visual text and the techniques used to identify and develop ideas visually.
    • We are FOCUSING on explaining the effect each technique has on the audience

  • 9 November - 15 November


    Mau ano e to mai te ika ki a koe. Ki te tino wawata koe ki te ika ka haere mai ki a koe! 

    You create your own luck. If you wish it the fish will come!



    Kia ora. Welcome to week 5.  This week, we are going to look at film techniques used in "Hidden Figures" and why these were chosen.  You should have completed the task on the different roles (or people) that work together to make a film.  As we saw when we looked at the goofs on IMDB, it is really easy for all sort of errors and inconsistencies to occur during the making of a movie, one of the ways used to try and avoid these are storyboarding.  When a visual text is storyboarded, elements important to the scene are recorded including camera angles, framing and movements.  We will be looking at some storyboards from movies you may have already seen, and look at creating own own storyboards as well. You will then film your storyboard.

    Success Criteria: I can/have...

      • Storyboard a short video clip
      • Use a range of camera angles and shots for effect
      • edit and present my clip using a range of digital tools

    Activities:

    1. Review website provided on storyboards (google classroom)

    2. Join a group of 3

    3. Decide on a story/nursery rhyme/scene from a movie you know

    4. Story board with camera shots and angles (a story board template will be provided in your Google classroom)

    5. Film shots

    6. Edit using online platform or editing software on your device

    7. Present to another group and get feedback

    8. Individually write a reflection of the process (and the feedback you received)


    Homework:
    Locate characters/props/toys to film for the scene you are storyboarding in class


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on a visual text and the techniques used to identify and develop ideas visually.
    • We are FOCUSING on explaining the effect each technique has on the audience

  • 16 November - 22 November


    Kia hora te marino, kia whakapapa pounamu te moana, kia tere te kārohirohi i mua i tō huarahi.

    May peace be widespread, may the sea glisten like greenstone, and may the shimmer of light guide you on your way.

    Kia ora.  Being able to work in a group with different people from your friendship group is an important skill.  This week we will spend Monday's session reviewing the storyboards you should have completed for the story/nursery rhyme with a space theme you will be filming over the next few week.

    Success Criteria: I can/have...

      • Storyboard a short video clip
      • Use a range of camera angles and shots for effect
      • edit and present my clip using a range of digital tools

    Activities:

    1. Story board with camera shots and angles (a story board template will be provided in your Google classroom)

    2. Film shots

    3. Edit using online platform or editing software on your device

    4. Present to another group and get feedback

    5. Individually write a reflection of the process (and the feedback you received)


    Homework:
    Write here...


    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on a visual text and the techniques used to identify and develop ideas visually.
    • We are FOCUSING on explaining the effect each technique has on the audience

  • 23 November - 29 November


    Kua hua te mārama

     The moon is full.

    Kia ora. It's going to be a quiet week this week, with the year 10s on work experience.  Year 6 students are visiting on Thursday, and you are off to the StarDome on Friday, so we still have quite a bit to do!  This week you are going to choose someone involved in the space race and write a biography for them.  You will need to think about when and where they were born, went to school, worked etc. as well as research their achievements and maybe the challenges they faced along the way.

    Success Criteria: I can/have...

    • Identify a person involved in the space race
    • Research this person
    • Record information using dot-jot notes
    • Write a biography using the conventions of biography writing

    Activities:

    1. Brainstorm people involved in the space race in small groups
    2. Select a person to research (should not be the same as anyone else in your group)
    3. Locate information about your person and record using dot-jot notes
    4. Create a biography of your chosen person
    5. Create a poster to celebrate their greatest achievement (in your opinion)

    Homework:
    Write here...


    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING a biography so that we can write to share information using the conventions of the writing type. We are developing a visual image (poster) to support our written text

  • 30 November - 6 December


    Tungia te ururoa, kia tupu whakaritorito te tupu a te harakeke. 

    Set the flax bush alight and the new shoots will spring up.


  • 7 December - 13 December

  • 14 December - 20 December