8C1 English
Weekly outline
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REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING...on how we as individuals make our communities stronger.
Activities
1. Understanding Waka and The Coast Waka
2. Reflecting on how our qualities, strengths, skills and knowledge can benefit our communities -
Kia ora
This week:
- library: fact finding to support learning in GS and Science [coastal habitats, NZ geographical features]
- baseline testing - punctuation and grammar
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Week 3
Kia ora!
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the topic of coastal habitats and adaptation by reading and interpreting ideas in a range of texts and connecting ideas between and across texts.
Success Criteria: I can/have...
- read/ viewed a range of texts to support my learning in Science [Coastal habitats and adaptation] and employed a range of reading comprehension skills to make meaning.
Activities:
- group reading activities
- reading comprehension slides: due by end of Friday's lesson. Prepare to share next week!
Homework:
Complete assigned Education Perfect tasks [due 13th March] -
Continuing from last week.
Tuesday: final session on the summarising challenge!
Thursday: Library
Friday: SLC day :)
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Continuing: EXPLORING how our coastal habitats and environment are necessary for us, as humans, and our collective responsibility for these habitats.
Investigate:
- who is responsible for organising community events/ organisations to ensure that coastal environments/habitats are protected?
- what do these community organisations do to support these environments/habitats?
- He waka eke noa: how can we collaborate with the community/ local organisations to help protect and preserve our coastal environments/habitats?
Skills:
- effective use of the MJHC research process
- using a range of reading comprehension strategies to make meaning of texts used in our research
- summarising our findings in our own words
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Continuing: EXPLORING how our coastal habitats and environment are necessary for us, as humans, and our collective responsibility for these habitats.
Investigate:
- who is responsible for organising community events/ organisations to ensure that coastal environments/habitats are protected?
- what do these community organisations do to support these environments/habitats?
- He waka eke noa: how can we collaborate with the community/ local organisations to help protect and preserve our coastal environments/habitats?
Skills:
- effective use of the MJHC research process
- using a range of reading comprehension strategies to make meaning of texts used in our research
- summarising our findings in our own words
THURSDAY: Visit from Mr Gardi for our class interview.
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Kia ora!
Tuesday: Finishing EXPLORING how our coastal habitats and environment are necessary for us, as humans, and our collective responsibility for these habitats. He waka eke noa!
Thursday onwards:
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING our writing so that we can share our research findings and present the information in a written report (English/Science assessment 1)
- See below for assessment rubric (discussed in class)
- See google classroom for the report template document on which you will complete your Science/English assessment
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Continuing from last week....
We are PLANNING our writing so that we can share our research findings and present the information in a written report (English/Science assessment 1)
Online distance learning - week 8
This week, you can continue working on your English-Science report on your plant, its habitat, and how to save it.
Although you can email me at any time, I will be online for live discussion chat on google classroom during our usual timetabled hours:
Tuesday 9.30-10.30
Thursday 9.30-10.30
Friday 12-1pm
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School Holidays! 30th March to 14th April
The Coast Story Competition is optional, but we would love you to have a go over the holidays!
Use the resources on Education Perfect to start you off, if you wish.
Write your story on a google doc and share with your English teacher when your story is complete.
The Coast competition deadline is Wednesday 15th April (end of day).
After feedback from your teacher, you can then enter your story to the Education Perfect NZ Story competition (deadline for this is Tuesday 28th April, 2020) -
School Holidays!
The Coast Story Competition is optional, but we would love you to have a go over the holidays!
Use the resources on Education Perfect to start you off, if you wish.
Write your story on a google doc and share with your English teacher when your story is complete.
The Coast competition deadline is Wednesday 15th April (end of day).
After feedback from your teacher, you can then enter your story to the Education Perfect NZ Story competition (deadline for this is Tuesday 28th April, 2020) -
Due to Easter weekend, distance learning starts back on Wednesday 15th April.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on choosing learning which develop our reading, writing, speaking and listening skills.
- Success Criteria: I can/have...
- chosen learning from different stands-Reading, Writing, Speaking & Listening
- carefully planned and presented my learning
Tasks: see Google Classroom for your Tic Tac Toe English Challenge tasks and resources. These will be published on Wednesday morning, ready for Thursday's session. -
Continuing from last week...
Please continue working on your Tic Tac Toe tasks. Send them to me as you complete them and I'll register your points.
I will be available to answer your questions on Google classroom chat thread during our normal session times. However, please email me at any time if you have questions.
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Kia ora 8C1
Continuing our focus on developing a range of skills in reading, writing, speaking and listening.
This is the Final week on your Tic Tac Toe tasks!
Please complete what tasks you can and send them to me when you are finished.
All instructions are on Google Classroom (topic - term 2 English)
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EXPLORE / TŪHURA learning intentions:
- We are reading and EXPLORING a written text (novel).
- Through novel study, we recognise and interpret ideas, emphasise with characters and their situations, and make connections between the novel and the real world.
- one you haven’t read before
- one suitable for your age group and a little bit challenging (e.g. ages 12 and above)
- one at home, or from MHJC Wheelers e-library (or another e-book source you have)
- if you’re not sure, email Ms Wood :)
username: your normal school username (eg. blogj0123)
password: mhjc123
Activities:- Novel study: aim to spend 30 mins a day reading. Complete 2 reading log activities a week. Reading Log activities are on Google classroom (topic ‘Term 2 English Novels’)
- Language Features tasks (Education Perfect)
Note: you have 4 weeks to read your novel and complete activities part 1 and 2. Part 2 tasks will be published when the reading log (part 1) is completed. -
Continuing from last week: Independent novel study
Activities:
Each English session - read for at least 30mins (for instructions on how to find an ebook, please go to google classroom -Topic - Term 2 English Novels)
By end of the week - 2 entries on the google classroom reading log task
The Earth is breathing...as you read, pay attention to how the natural world of your novel is described.
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Kia ora, 8C1! We're back!
As we have a new new routines and procedures, this is 'settling in' week. We will be reading and working on reading log tasks, plus a couple of other discussion activities about our novels.
Continuing from last week: Independent novel study
Activities:
Each English session - read for at least 30mins (for instructions on how to find an ebook, please go to google classroom -Topic - Term 2 English Novels)
By end of the week - 2 entries on the google classroom reading log task
The Earth is breathing...as you read, pay attention to how the natural world of your novel is described.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on identifying the setting AND the main idea of our novel. We are selecting evidence from the novel which supports this idea.
- Tuesday - how to identify the SETTING and explain it (in-class activity - if you are learning from home, please email Ms Wood)
- Thursday - how to identify the main idea and explain it (in-class activity - if you are learning from home, please email Ms Wood)
- Friday - journal writing: linking the ideas/ characters/ events in our novels to the real world. (In-class activity - if you are learning from home, please email Ms Wood)Homework: try to read a bit of your novel every day!
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PLAN & DO / WHAKAMAHI learning intentions:
- We are planning our writing so that we can apply our knowledge of how to analyse and discuss characters and ideas in a novel.
- By applying our knowledge of how to analyse and discuss characters and ideas in a novel, with reference to the success criteria (rubric), we are demonstrating our critical thinking skills.
Wānanga - Lifelong learner: Active Assessor "I use learning intentions and success criteria so I am clear about what is being learnt"
Activities this week:
- understanding the success criteria and using our classwork notes to prepare for our writing
- produce 2 paragraphs analysing the characters and ideas in your novel. -
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Kia ora!
It is week 10, and the end of our novel study.
Learning continues from last week - please see above.
Note: deadline for your novel assessment is Friday. You should be able to complete the assessment during class time, if you work efficiently.
Friday: Library
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Persuasive Writing Weeks 11 and 12
In the next two weeks, you will be reflecting on your learning under our context, The Earth is Breathing.
Choosing a topic linked to your learning from any subject area, you will write a short persuasive essay.
See class activities and resources on google classroom.
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Continuing from last week!
For students hoping to enter the MHJC Speech Competition (week 4 next term):
- complete your persuasive writing this week in class
- request feedback. Use feedback to make any changes
- use holidays to practise your speech!
Term 3 timeline:Week 1: learning/practising your speech (homework - we will be doing other activities in class)Week 2: in class practice and teacher/ peer feedback (2 sessions)Week 3: deliver your speech for the Speaking assessment (you can choose your audience, if any!) ***Please see the rubric on MHOL***Mrs Narayan and I will decide the top speakers of Coast Year 8 who will go forward to the MHJC speech competition in week 4.Note on practising presentation skills:- cue cards should be used minimally, if at all, so as not to impact audience engagement- consider how you use your voice (tone and pace) for emphasis and impact- consider how you can use gestures, pauses and facial expressions for emphasis and impact.- make notes about tone, pace, gesture, pauses, etc., on your speech so that you are planning to use them for best impact. Practising them will make them feel more natural.Ask your family to critique your performance! (Reminder, you must write your speech independently) -
Holidays!
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Holidays!
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING a range of information, instruction and descriptive texts
- We are INVESTIGATING how these texts use written and visual elements for a particular effect
- We are INVESTIGATING how these texts are constructed for different audiences and purposes
This week we will be focusing on information texts:
- The Matariki star cluster: what the stars symbolise
Please see Google Classroom for all resources and activities.
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Kia ora!
Continuing our skills from last week
Activities (see class work/google classroom)
- persuasive writing/ speeches competition
- ultimate survivor activities
- speaking skills practice
Speaking assessment details:
Please see the assessment rubric attached.
You have 4 options for your speaking assessment, due in week 7:
1. Formal speech (underway if you have selected this, using your persuasive writing piece)
2. Submit a video recording (or invite me to) a verbal presentation taking place in Science or Global Studies
3. Submit your video recording of your lock down "how to" task....
4. Present a "show me how" to demonstrate a skill or hobby, or to talk about a passion subject.
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Continuing our skills practice from last week, in rotations.
Note: this is your final week on the persuasive writing task
Speech assessments: Tuesday! Please be ready to perform.
Friday: library! Please bring any overdue books to return/renew.
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... so that we can prepare a safe evacuation route, improvise/ problem solve when faced with challenges on our hypothetical journey.
Kia Ora 8C1
Our Ultimate Survival Adventure Journey begins this week!
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Kia ora!
In addition to your AKO learning project (see you Learning Advisor google classroom), we are working on our vocabulary and creativity skills for English. And so I introduce....
The Big Coast Haiku A Day Challenge
A haiku is a traditional Japanese poetry form.
As you may already know, it is a short poem made up of 3 lines. The first line has 5 syllables, the second line has 7 syllables and the last line has 5 syllables.
The lines do not usually rhyme, but they can rhyme, if you want to.
(Remember: a syllable is part of a word pronounced as one sound. E.g. lockdown has 2 syllables: lock-down)
(Click on the image to watch a video on haiku or check out this website: https://www.kidzone.ws/poetry/haiku.htm )
Your challenge this week is to write one Haiku a day to express what is happening in your day, the things you notice around you, etc.
Look at the examples below. Haiku can be serious, observational, reflective, or funny.
Note: this is an off-line task. You can write your haiku in a notebook if you have one, or on other bits of paper - including the back of an old envelope! Work on your 5 haiku for the week, (you may illustrate the background/ draw pictures) and then send us a picture of your haiku collection when it is ready.
You can also share your haiku on our google Meets, if you can attend them.
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Kia ora!
This week, please focus on your AKO project and keep up to date with your Reading Plus activities.
If you did not send me your Haiku last week, please send it through to me or make sure that they are ready to show when we come back to school.
Speaking assessment details for students who have not yet submitted a speaking task
Please see the assessment rubric below.
1. Submit your video recording of your lock down "how to" task or present a "show me how" to demonstrate a skill or hobby, or to talk about a passion subject.
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Kia ora and welcome back, 8C1!
This week we will be presenting our Lockdown Haiku in creative and artful ways for display. Please bring your colouring pens and pencils, as we are not able to share equipment.
Friday: library day. Please remember to bring your library books, if you have any at home!
Next week, we will return to our Ultimate Survival adventure 😊
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... so that we can prepare a safe evacuation route, improvise/ problem solve when faced with challenges on our hypothetical journey.
We are preparing a list of items to take when evacuatingWe are consulting expert information on Getthru.govt.nz to review and refine our planning decisions
We are applying our knowledge of how to calculate speed, distance and time when planning our evacuation route
Success Criteria
- my group has completed a packing list for evacuation
- my group has selected an appropriate vehicle and justified our choice
- my group has planned a route to another location and calculated how much time the journey will take -
Continuing our survival journey....
Plan & Do
Activities:
1. Read and convey instructions (holistic reporting link: Innovator - verbal and non-verbal communication skills)
Thursday is library day!
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Survival Journey Continued: Volcanic Ash Alert
Skill: use a range of visual and written techniques to design an information poster
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING...on our learning so far and - adding to research on protecting ourselves from volcanic ash - we are generating an information poster to demonstrate our learning with the purpose of educating others.
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Welcome back to Term 4! We are completing our survival journey over the next week with a focus on Innovations that help alert and protect us from natural disasters (context: Inquiry through innovation)
FOCUS / ARONGA learning intentions:
- We are FOCUSING...on reading and identifying and selecting useful information to answer questions (small research tasks)
Success Criteria
I have
- selected information that answers the research questions on innovations that help to alert people to imminent natural disasters
- verbally presented one or two pieces of information to the class
Friday: Library
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End of Year writing testing week
Friday: library
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Continuing our FOCUS on note-taking by SUMMARISING and SYNTHESISING information
Skill: using Cornell note-taking to read, synthesise and summarise information.
Note: Cornell is a processing strategy! You can use this as holistic report evidence for Ako: I have been guided to use a range of processing strategies
Learning Intentions
I am learning to use Cornell note-taking to effectively synthesise and summarise information in a nonfiction text
Success criteria
I have completed at least 1 set of notes from 1 news article on Kiwi Kids News
I have used the Cornell method for my note-taking
Activity: see google classroom
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No English this week due to Athletics and Biking!
Please remember to keep up with your Reading Plus :)
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Kia ora
Welcome to week 5
Tuesday: e-asttle reading test
Thursday:
Focus - speaking and active listeningSpeaking: in 1-2 minutes, describe what problem your group identified and what solutions you foundIf you are not speaking, you are active listening - looking at the speaker/s, not fiddling with equipment, no devices , no talking. Hands up at end if you have a question.Then, silent reading in the library.Friday: Inquiry research!
Continuing our FOCUS on note-taking by SUMMARISING and SYNTHESISING information
Skill: using Cornell note-taking to read, synthesise and summarise information.
Note: Cornell is a processing strategy! You can use this as holistic report evidence for Ako: I have been guided to use a range of processing strategies
Learning Intentions
I am learning to use Cornell note-taking to effectively synthesise and summarise information in an online text
Success criteria
I have used Cornell method in my Inquiry research notes
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PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... so that we can… innovate, design and create a prototype to solve a particular pandemic issue.
- We are PLANNING... so that we can… collaborate in a small team to apply the knowledge and skills we have gained from our integrated inquiry learning and produce an innovative prototype to solve a particular pandemic issue.
- We are PLANNING... so that we can… present our prototype and how it can perform its purpose of solving a particular pandemic problem in an innovative way.
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Continuing from last week...
- complete your prototype
- complete your reflection with your group
Please make sure that you return all library books before the end of the week.
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