9W2 English
Weekly outline
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Week 1: (3rd-7th February 2020)
Tēnā koutou, tēnā koutou, tēnā koutou katoa!
Kia Ora Y9 and welcome to your English course page for 2020. My name is Mrs. (Rajesh) Joshi and I will be your teacher of English this year. I was born and brought up in India. I moved to New Zealand about six years back.
This page is where you will find all the necessary information required for your English course. All tasks, activities 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.
Also, we will use ‘Education Perfect’ for additional resources and homework. Use the correct code and enrol yourself in the class:
2020-9W2-ENGLISH (CODE: A8RCB3)
I wish you a great year ahead at Water/MHJC and hope that together we will be able to grow our greatness. Learn and enjoy while you are here. Feel free to see me or email me if you have any concerns about your learning. My email address is: rjoshi@mhjc.school.nz
As I am new to Water whanau, so this week, we will get to know each other. Looking forward to having you in my class!
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Week 2: (10-14th February 2020)
Kia Ora Y9. Our context for Term 1 is ‘Turangawaewae: My Place To Stand in New Zealand.’ We will work closely with Science, Global Studies & P.E..We will be looking at Maori World View, New Zealand’s unique natural environment and bicultural/multicultural society. Also, we will learn about the perceptions about our natural world, our relationship with the environment and why it is vital to protect our unique environment & resources.
This week, we will unfold the context. I will start by discussing ‘Great Ako’ with you. We will think about our whanau & culture and share our findings with the class such as:
-What all cultures are integrated into my whanau?
-What are my cultural practices?
-Some elements of my culture for instance religion, food, festivals, language, customs, festivals and celebrations etc.
-My cultural values & beliefs
FOCUS: Our Focus this term is ‘Film Study.’ We will learn about Maori World View through the Visual Text (Film) ‘Whale Rider.’ We will study different aspects of Film Making such as Story/Plot,Themes, Characterisation Dialogues, Camera Angles, Camera Shots Camera- Movements, Editing , Music, Sound, Setting and Makeup etc.
Activities:
Unfolding Term 1 Context
Learning about ‘Great Ako’
Sharing stories about culture & whanau
Big Idea: ‘Turangawaewae: My Place To Stand to in New Zealand.’
Learning Intentions: (We are learning to...)
We are exploring... New Zealand’s unique Bi-cultural/Multicultural society.......by discovering the Maori World View
We are exploring... New Zealand’s unique natural environment….. by defining our dynamic relationship with it..
We are exploring... New Zealand’s unique natural environment (people/place) and unique Bi-cultural/Multicultural society.......by watching the movie ‘Whale Rider.’
We are exploring….Film Study (Visual Text).....by observing and analyzing the elements of Film Making (Visual Language)
We are exploring …. diverse cultural & environmental issues raised in the film by asking questions and in turn developing our own POV in relation to those issues
We are exploring ….Maori World View by establishing the connections between our past and present society.
Success Criteria: (I can/have…)
Film Study
I can identify a few Film Techniques from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can describe some Film Techniques from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can explain Film Techniques with examples from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can apply the Film-Making
Techniques in my own work from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
Point of View (POV)
I am trying to identify with an issue raised in the film.
I'm beginning to form my own POV in relation to the issues raised in the film.
I can voice my opinion on an issue raised in the film.
I strongly feel in favour of/against some issues raised in the film and I can voice my opinion confidently.
Maori World View
I am yet to understand Maori World View through the film.
I am beginning to understand some of the features of Maori World View through the film.
I have understood a few features of Maori World View through the film.
I have clearly understood many features of Maori World View through the film and I can identify them in real life.
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Week 3: (17-21st February 2020)
Kia Ora Class. This week we are going to watch the movie ‘Whale Rider.’ We will also discuss the themes of the movie.
Synopsis of the film: ‘Whale Rider’
On the east coast of New Zealand, the Whangara people believe their presence there dates back a thousand years or more to a single ancestor, Paikea, who escaped death when his canoe capsized by riding to shore on the back of a whale. From then on, Whangara chiefs, always the first-born, always male, have been considered Paikea's direct descendants. Pai, an 11-year-old girl in a patriarchal New Zealand tribe, believes she is destined to be the new chief. But her grandfather Koro is bound by tradition to pick a male leader. Pai loves Koro more than anyone in the world, but she must fight him and a thousand years of tradition to fulfill her destiny.
https://www.imdb.com/title/tt0298228/plotsummary
Activities:
Watching the film ‘Whale Rider’
Discussing the themes of the film.
Resources:
Film: ‘Whale Rider’
https://www.gradesaver.com/the-whale-rider/study-guide/themes
FOCUS: Our Focus this term is ‘Film Study.’ We will learn about Maori World View through the Visual Text (Film) ‘Whale Rider.’ We will study different aspects of Film Making such as Story/Plot,Themes, Characterisation Dialogues, Camera Angles, Camera Shots Camera- Movements, Editing , Music, Sound, Setting and Makeup etc.
Activities:
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Unfolding Term 1 Context
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Learning about ‘Great Ako’
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Sharing stories about culture & whanau
Big Idea: ‘Turangawaewae: My Place To Stand to in New Zealand.’
Learning Intentions: (We are learning to...)
We are exploring... New Zealand’s unique Bi-cultural/Multicultural society.......by discovering the Maori World View
We are exploring... New Zealand’s unique natural environment….. by defining our dynamic relationship with it..
We are exploring... New Zealand’s unique natural environment (people/place) and unique Bi-cultural/Multicultural society.......by watching the movie ‘Whale Rider.’
We are exploring….Film Study (Visual Text).....by observing and analyzing the elements of Film Making (Visual Language)
We are exploring …. diverse cultural & environmental issues raised in the film by asking questions and in turn developing our own POV in relation to those issues
We are exploring ….Maori World View by establishing the connections between our past and present society.
Success Criteria: (I can/have…)
Film Study
I can identify a few Film Techniques from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can describe some Film Techniques from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can explain Film Techniques with examples from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can apply the Film-Making
Techniques in my own work from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
Point of View (POV)
I am trying to identify with an issue raised in the film.
I'm beginning to form my own POV in relation to the issues raised in the film.
I can voice my opinion on an issue raised in the film.
I strongly feel in favour of/against some issues raised in the film and I can voice my opinion confidently.
Maori World View
I am yet to understand Maori World View through the film.
I am beginning to understand some of the features of Maori World View through the film.
I have understood a few features of Maori World View through the film.
I have clearly understood many features of Maori World View through the film and I can identify them in real life.
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Week 4: (24-28th February 2020)
Kia Ora Class. Last week, we watched the movie ‘Whale Rider’ but could not discuss the themes. This week, we will discuss the themes of the movie and also how it relates to our context.
I also want you to think of your Point of View/s in relation to the issues raised in the film.
Activities:
Discussing the themes of the film.
Discussing how it relates to the context.
Thinking about your own POV in relation to the issues raised in the film
Resources:
https://www.nation.co.ke/lifestyle/weekend/The-Whale-Rider/1220-4118430-lhr25bz/index.html
https://whalerideryr9.webs.com/themes.htm
https://prezi.com/cduiz-maiaqn/whale-rider-theme-study-expectations/
http://wwwcreativeminds-cfwestley.blogspot.com/2011/10/film-analysis-whale-rider.html (Film Analysis)
FOCUS: Our Focus this term is ‘Film Study.’ We will learn about Maori World View through the Visual Text (Film) ‘Whale Rider.’ We will study different aspects of Film Making such as Story/Plot,Themes, Characterisation Dialogues, Camera Angles, Camera Shots Camera- Movements, Editing , Music, Sound, Setting and Makeup etc.
Big Idea: ‘Turangawaewae: My Place To Stand to in New Zealand.’
Learning Intentions: (We are learning to...)
We are exploring... New Zealand’s unique Bi-cultural/Multicultural society.......by discovering the Maori World View
We are exploring... New Zealand’s unique natural environment….. by defining our dynamic relationship with it..
We are exploring... New Zealand’s unique natural environment (people/place) and unique Bi-cultural/Multicultural society.......by watching the movie ‘Whale Rider.’
We are exploring….Film Study (Visual Text).....by observing and analyzing the elements of Film Making (Visual Language)
We are exploring …. diverse cultural & environmental issues raised in the film by asking questions and in turn developing our own POV in relation to those issues
We are exploring ….Maori World View by establishing the connections between our past and present society.
Success Criteria: (I can/have…)
Film Study
I can identify a few Film Techniques from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can describe some Film Techniques from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can explain Film Techniques with examples from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can apply the Film-Making
Techniques in my own work from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
Point of View (POV)
I am trying to identify with an issue raised in the film.
I'm beginning to form my own POV in relation to the issues raised in the film.
I can voice my opinion on an issue raised in the film.
I strongly feel in favour of/against some issues raised in the film and I can voice my opinion confidently.
Maori World View
I am yet to understand Maori World View through the film.
I am beginning to understand some of the features of Maori World View through the film.
I have understood a few features of Maori World View through the film.
I have clearly understood many features of Maori World View through the film and I can identify them in real life.
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Week 5: (2-6th March 2020)
Kia Ora Class. This week, we are learning about ‘Film Techniques’. Also, we will learn about ‘Characterisation.’
Activities:
Learning about ‘Film Techniques’
Learning about ‘Characterisation.’
FOCUS: Our Focus this term is ‘Film Study.’ We will learn about Maori World View through the Visual Text (Film) ‘Whale Rider.’ We will study different aspects of Film Making such as Story/Plot,Themes, Characterisation Dialogues, Camera Angles, Camera Shots Camera- Movements, Editing , Music, Sound, Setting and Makeup etc.
Big Idea: ‘Turangawaewae: My Place To Stand to in New Zealand.’
Learning Intentions: (We are learning to...)
We are exploring... New Zealand’s unique Bi-cultural/Multicultural society.......by discovering the Maori World View
We are exploring... New Zealand’s unique natural environment….. by defining our dynamic relationship with it..
We are exploring... New Zealand’s unique natural environment (people/place) and unique Bi-cultural/Multicultural society.......by watching the movie ‘Whale Rider.’
We are exploring….Film Study (Visual Text).....by observing and analyzing the elements of Film Making (Visual Language)
We are exploring …. diverse cultural & environmental issues raised in the film by asking questions and in turn developing our own POV in relation to those issues
We are exploring ….Maori World View by establishing the connections between our past and present society.
Success Criteria: (I can/have…)
Film Study
I can identify a few Film Techniques from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can describe some Film Techniques from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can explain Film Techniques with examples from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can apply the Film-Making
Techniques in my own work from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
Point of View (POV)
I am trying to identify with an issue raised in the film.
I'm beginning to form my own POV in relation to the issues raised in the film.
I can voice my opinion on an issue raised in the film.
I strongly feel in favour of/against some issues raised in the film and I can voice my opinion confidently.
Maori World View
I am yet to understand Maori World View through the film.
I am beginning to understand some of the features of Maori World View through the film.
I have understood a few features of Maori World View through the film.
I have clearly understood many features of Maori World View through the film and I can identify them in real life.
Resources:
(Summary of Camera Angles & Shots)
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Week 6: (9-13th March 2020)
Kia Ora Class. Last week, we learnt about ‘Film Techniques’. This week we are learning to write TEXAS paragraphs. We will revise MHJC Essay Writing Process prior to that.
Activities:
Revising MHJC Essay Writing Process.
Learning to write TEXAS paragraphs.
FOCUS: Our Focus this term is ‘Film Study.’ We will learn about Maori World View through the Visual Text (Film) ‘Whale Rider.’ We will study different aspects of Film Making such as Story/Plot,Themes, Characterisation Dialogues, Camera Angles, Camera Shots Camera- Movements, Editing , Music, Sound, Setting and Makeup etc.
Big Idea: ‘Turangawaewae: My Place To Stand to in New Zealand.’
Learning Intentions: (We are learning to...)
We are exploring... New Zealand’s unique Bi-cultural/Multicultural society.......by discovering the Maori World View
We are exploring... New Zealand’s unique natural environment….. by defining our dynamic relationship with it..
We are exploring... New Zealand’s unique natural environment (people/place) and unique Bi-cultural/Multicultural society.......by watching the movie ‘Whale Rider.’
We are exploring….Film Study (Visual Text).....by observing and analyzing the elements of Film Making (Visual Language)
We are exploring …. diverse cultural & environmental issues raised in the film by asking questions and in turn developing our own POV in relation to those issues
We are exploring ….Maori World View by establishing the connections between our past and present society.
Success Criteria: (I can/have…)
Film Study
I can identify a few Film Techniques from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can describe some Film Techniques from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can explain Film Techniques with examples from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can apply the Film-Making
Techniques in my own work from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
Point of View (POV)
I am trying to identify with an issue raised in the film.
I'm beginning to form my own POV in relation to the issues raised in the film.
I can voice my opinion on an issue raised in the film.
I strongly feel in favour of/against some issues raised in the film and I can voice my opinion confidently.
Maori World View
I am yet to understand Maori World View through the film.
I am beginning to understand some of the features of Maori World View through the film.
I have understood a few features of Maori World View through the film.
I have clearly understood many features of Maori World View through the film and I can identify them in real life.
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Week 7: (15th-19th March 2020)
Kia Ora Class. This week, we will discuss the Maori World View as presented in the film ‘Whale Rider.’ Matua Keung (Maori teacher) will speak to you about it. Also we will watch a documentary on Maori history.
Activities:
Discussing the Maori World View presented in the film.
Watching a documentary on Maori history.
Resources:
FOCUS: Our Focus this term is ‘Film Study.’ We will learn about Maori World View through the Visual Text (Film) ‘Whale Rider.’ We will study different aspects of Film Making such as Story/Plot,Themes, Characterisation Dialogues, Camera Angles, Camera Shots Camera- Movements, Editing , Music, Sound, Setting and Makeup etc.
Big Idea: ‘Turangawaewae: My Place To Stand to in New Zealand.’
Learning Intentions: (We are learning to...)
We are exploring... New Zealand’s unique Bi-cultural/Multicultural society.......by discovering the Maori World View
We are exploring... New Zealand’s unique natural environment….. by defining our dynamic relationship with it..
We are exploring... New Zealand’s unique natural environment (people/place) and unique Bi-cultural/Multicultural society.......by watching the movie ‘Whale Rider.’
We are exploring….Film Study (Visual Text).....by observing and analyzing the elements of Film Making (Visual Language)
We are exploring …. diverse cultural & environmental issues raised in the film by asking questions and in turn developing our own POV in relation to those issues
We are exploring ….Maori World View by establishing the connections between our past and present society.
Success Criteria: (I can/have…)
Film Study
I can identify a few Film Techniques from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can describe some Film Techniques from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can explain Film Techniques with examples from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can apply the Film-Making
Techniques in my own work from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
Point of View (POV)
I am trying to identify with an issue raised in the film.
I'm beginning to form my own POV in relation to the issues raised in the film.
I can voice my opinion on an issue raised in the film.
I strongly feel in favour of/against some issues raised in the film and I can voice my opinion confidently.
Maori World View
I am yet to understand Maori World View through the film.
I am beginning to understand some of the features of Maori World View through the film.
I have understood a few features of Maori World View through the film.
I have clearly understood many features of Maori World View through the film and I can identify them in real life.
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Week 8: (23rd-27th March 2020)
Kia Ora Y9. This week, we will start planning for our short film. Also we are getting to know about “Outlook for Someday Film Competition” as we will be participating in this competition later in the year. This is a film making competition for young people. Next term, you will be making a short film on one of these six sub-themes: environment, society, culture, health, human rights and peace.
Here are the guidelines for the competition:
Make a short film
On any camera you like
Any genre you like
Any length up to 5 minutes
Anyone up to the age of 24 can enter
The Someday Challenge
The challenge is to make a short film about sustainability.
You will make your film working within your group and it's up to you how you interpret ‘sustainability'. What does it mean for you?
Anyone up to the age of 24 can enter the Someday Challenge.
What?
The idea is that Someday Stories are:
Diverse
The sustainability theme is broad and inclusive. It embraces environment, society, culture, health, human rights and peace.
Innovative, imaginative and eclectic
Any genre is welcome – drama, documentary, music video or whatever – and so is live action, animation or a mix of both.
The films might be edgy, enchanting, funny, inspiring, reflective…
Together they will spark ideas, stimulate debate and convey important information.
Activities:
Planning for our short film.
Knowing about “Outlook for Someday Film Competition.”
Exploring the guidelines of the short film making for the competition.
Resources:
FOCUS: Our Focus this term is ‘Film Study.’ We will learn about Maori World View through the Visual Text (Film) ‘Whale Rider.’ We will study different aspects of Film Making such as Story/Plot,Themes, Characterisation Dialogues, Camera Angles, Camera Shots Camera- Movements, Editing , Music, Sound, Setting and Makeup etc.
Big Idea: ‘Turangawaewae: My Place To Stand to in New Zealand.’
Learning Intentions: (We are learning to...)
We are exploring... New Zealand’s unique Bi-cultural/Multicultural society.......by discovering the Maori World View
We are exploring... New Zealand’s unique natural environment….. by defining our dynamic relationship with it..
We are exploring... New Zealand’s unique natural environment (people/place) and unique Bi-cultural/Multicultural society.......by watching the movie ‘Whale Rider.’
We are exploring….Film Study (Visual Text).....by observing and analyzing the elements of Film Making (Visual Language)
We are exploring …. diverse cultural & environmental issues raised in the film by asking questions and in turn developing our own POV in relation to those issues
We are exploring ….Maori World View by establishing the connections between our past and present society.
Success Criteria: (I can/have…)
Film Study
I can identify a few Film Techniques from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can describe some Film Techniques from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can explain Film Techniques with examples from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can apply the Film-Making
Techniques in my own work from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
Point of View (POV)
I am trying to identify with an issue raised in the film.
I'm beginning to form my own POV in relation to the issues raised in the film.
I can voice my opinion on an issue raised in the film.
I strongly feel in favour of/against some issues raised in the film and I can voice my opinion confidently.
Maori World View
I am yet to understand Maori World View through the film.
I am beginning to understand some of the features of Maori World View through the film.
I have understood a few features of Maori World View through the film.
I have clearly understood many features of Maori World View through the film and I can identify them in real life.
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TERM 2
Week 1: (13th-17th April 2020)
Kia Ora Y9. I hope you are well and safe in your bubble. I also hope that you have taken some time to explore ‘Outlook For Someday Film Competition’ website in term-holidays. This week, you will complete a few lessons on Education Perfect. Here is the link:
https://www.educationperfect.com/app/#/dashboard/homework/2785799
Education Perfect Codes are:
9W1- 9787Y8
9W2- A8RCB3
I will share Term 1 Assessment with you soon.
FOCUS: Our Focus this term is ‘Film Study.’ We will learn about Maori World View through the Visual Text (Film) ‘Whale Rider.’ We will study different aspects of Film Making such as Story/Plot,Themes, Characterisation Dialogues, Camera Angles, Camera Shots Camera- Movements, Editing , Music, Sound, Setting and Makeup etc.
Big Idea: ‘Turangawaewae: My Place To Stand to in New Zealand.’
Learning Intentions: (We are learning to...)
We are exploring... New Zealand’s unique Bi-cultural/Multicultural society.......by discovering the Maori World View
We are exploring... New Zealand’s unique natural environment….. by defining our dynamic relationship with it..
We are exploring... New Zealand’s unique natural environment (people/place) and unique Bi-cultural/Multicultural society.......by watching the movie ‘Whale Rider.’
We are exploring….Film Study (Visual Text).....by observing and analyzing the elements of Film Making (Visual Language)
We are exploring …. diverse cultural & environmental issues raised in the film by asking questions and in turn developing our own POV in relation to those issues
We are exploring ….Maori World View by establishing the connections between our past and present society.
Success Criteria: (I can/have…)
Film Study
I can identify a few Film Techniques from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can describe some Film Techniques from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can explain Film Techniques with examples from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can apply the Film-Making
Techniques in my own work from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
Point of View (POV)
I am trying to identify with an issue raised in the film.
I'm beginning to form my own POV in relation to the issues raised in the film.
I can voice my opinion on an issue raised in the film.
I strongly feel in favour of/against some issues raised in the film and I can voice my opinion confidently.
Maori World View
I am yet to understand Maori World View through the film.
I am beginning to understand some of the features of Maori World View through the film.
I have understood a few features of Maori World View through the film.
I have clearly understood many features of Maori World View through the film and I can identify them in real life.
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Term 2 (Week 2-20-26 April 2020)
Kia Ora Class. This week, you are doing the following activity.
LOCKDOWN MEMOIR
You are home during the lockdown. This long stay at home will be memorable for a long time. You may have been doing things which you have not done before or for a long time. Also, you may have learnt a new hobby or a life-skill. You may have been bored at times and doing something very exciting at other times. You may have realised that it is not the THINGS but PEOPLE who have the power to make you happy or sad. You may have learnt the importance of family, friends, grandparents, relatives, school, teachers and essential workers.
I hope you will value a hug, a smile, a compliment, a few kind words, a cheerful ‘Kia Ora/Howdy’ much more than you did in the past.
I want you to record your ‘Lockdown Memories.’ You may do it on paper/diary or digitally. You can include your pictures, videos, family interviews and some writing.
Here are a few ideas/headings you could use in your Memoir. Add more if you like.
Name:
Class:
When I learnt a cool life skill in the lockdown:
When I found ample of time to practice my hobby:
When I made the best use of my time:
When I was bored zzzzzzzz:
When I missed my friends/grandparents/relatives:
When I felt tired:
When I created something new:
When I was actually useful to my family (
)
When I missed school:
My best day in the lockdown:
What I have learnt in the lockdown?
How my life changed in the lockdown?
How will my life be different after the lockdown?
_________________________________________________________________________________________________________________
FOCUS: Our Focus this term is ‘Film Study.’ We will learn about Maori World View through the Visual Text (Film) ‘Whale Rider.’ We will study different aspects of Film Making such as Story/Plot,Themes, Characterisation Dialogues, Camera Angles, Camera Shots Camera- Movements, Editing , Music, Sound, Setting and Makeup etc.
Big Idea: ‘Turangawaewae: My Place To Stand to in New Zealand.’
Learning Intentions: (We are learning to...)
We are exploring... New Zealand’s unique Bi-cultural/Multicultural society.......by discovering the Maori World View
We are exploring... New Zealand’s unique natural environment….. by defining our dynamic relationship with it..
We are exploring... New Zealand’s unique natural environment (people/place) and unique Bi-cultural/Multicultural society.......by watching the movie ‘Whale Rider.’
We are exploring….Film Study (Visual Text).....by observing and analyzing the elements of Film Making (Visual Language)
We are exploring …. diverse cultural & environmental issues raised in the film by asking questions and in turn developing our own POV in relation to those issues
We are exploring ….Maori World View by establishing the connections between our past and present society.
Success Criteria: (I can/have…)
Film Study
I can identify a few Film Techniques from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can describe some Film Techniques from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can explain Film Techniques with examples from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can apply the Film-Making
Techniques in my own work from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
Point of View (POV)
I am trying to identify with an issue raised in the film.
I'm beginning to form my own POV in relation to the issues raised in the film.
I can voice my opinion on an issue raised in the film.
I strongly feel in favour of/against some issues raised in the film and I can voice my opinion confidently.
Maori World View
I am yet to understand Maori World View through the film.
I am beginning to understand some of the features of Maori World View through the film.
I have understood a few features of Maori World View through the film.
I have clearly understood many features of Maori World View through the film and I can identify them in real life.
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Term 2 (Week 3-27th April-1st May 2020)
Kia Ora Class. We discussed Term 1 English assessment last week. This week, you continue working on it.
Submit it here as and when you complete it at your earliest.
All the best!
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Term 2 (Week 4-4th-8th May 2020)
Kia Ora Class. This week, you are revising Film Techniques as you will need them to make your film. You will be completing a worksheet on Film Techniques (attached at the bottom of this week’s work). Also you will complete the assigned lesson on Education Perfect: https://www.educationperfect.com/app/#/dashboard/homework/2935819
FOCUS: Our Focus this term is ‘Film Study.’ We will learn about Maori World View through the Visual Text (Film) ‘Whale Rider.’ We will study different aspects of Film Making such as Story/Plot,Themes, Characterisation Dialogues, Camera Angles, Camera Shots Camera- Movements, Editing , Music, Sound, Setting and Makeup etc.
Big Idea: ‘Turangawaewae: My Place To Stand to in New Zealand.’
Learning Intentions: (We are learning to...)
We are exploring... New Zealand’s unique Bi-cultural/Multicultural society.......by discovering the Maori World View
We are exploring... New Zealand’s unique natural environment….. by defining our dynamic relationship with it..
We are exploring... New Zealand’s unique natural environment (people/place) and unique Bi-cultural/Multicultural society.......by watching the movie ‘Whale Rider.’
We are exploring….Film Study (Visual Text).....by observing and analyzing the elements of Film Making (Visual Language)
We are exploring …. diverse cultural & environmental issues raised in the film by asking questions and in turn developing our own POV in relation to those issues
We are exploring ….Maori World View by establishing the connections between our past and present society.
Success Criteria: (I can/have…)
Film Study
I can identify a few Film Techniques from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can describe some Film Techniques from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can explain Film Techniques with examples from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can apply the Film-Making
Techniques in my own work from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
Point of View (POV)
I am trying to identify with an issue raised in the film.
I'm beginning to form my own POV in relation to the issues raised in the film.
I can voice my opinion on an issue raised in the film.
I strongly feel in favour of/against some issues raised in the film and I can voice my opinion confidently.
Maori World View
I am yet to understand Maori World View through the film.
I am beginning to understand some of the features of Maori World View through the film.
I have understood a few features of Maori World View through the film.
I have clearly understood many features of Maori World View through the film and I can identify them in real life.
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Term 2 (Week 5-11th-15th May 2020)
Kia Ora class. When we get back to school, I want you to straight away start shooting your film. We will make all preparations beforehand. This week, make a list of all the props & costumes you will need for your film.
Also this week, you will write the dialogues of your film. Look at your story board and write dialogues for each scene and each character. Check the attached list of ‘Dialogue Tags’ at the end of this page.
Here are a few resources on how to write dialogues:
https://lessonbucket.com/english/year-9-english/narrative-writing/writing-dialogue/
https://self-publishingschool.com/how-to-write-dialogue/
Big Idea: ‘Turangawaewae: My Place To Stand to in New Zealand.’
Learning Intentions: (We are learning to...)
We are exploring... New Zealand’s unique Bi-cultural/Multicultural society.......by discovering the Maori World View
We are exploring... New Zealand’s unique natural environment….. by defining our dynamic relationship with it..
We are exploring... New Zealand’s unique natural environment (people/place) and unique Bi-cultural/Multicultural society.......by watching the movie ‘Whale Rider.’
We are exploring….Film Study (Visual Text).....by observing and analyzing the elements of Film Making (Visual Language)
We are exploring …. diverse cultural & environmental issues raised in the film by asking questions and in turn developing our own POV in relation to those issues
We are exploring ….Maori World View by establishing the connections between our past and present society.
Success Criteria: (I can/have…)
Film Study
I can identify a few Film Techniques from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can describe some Film Techniques from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can explain Film Techniques with examples from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can apply the Film-Making
Techniques in my own work from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
Point of View (POV)
I am trying to identify with an issue raised in the film.
I'm beginning to form my own POV in relation to the issues raised in the film.
I can voice my opinion on an issue raised in the film.
I strongly feel in favour of/against some issues raised in the film and I can voice my opinion confidently.
Maori World View
I am yet to understand Maori World View through the film.
I am beginning to understand some of the features of Maori World View through the film.
I have understood a few features of Maori World View through the film.
I have clearly understood many features of Maori World View through the film and I can identify them in real life.
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Term 2 (Week 6-18th-22nd May 2020)
Kia Ora Y9. Welcome back to school. This week, we are going to catch up on the Distance Learning tasks during the lockdown. You must complete the following English work in the same order:
Term 1 English Assessment (Film’s Story Board & Summary)
Film's Dialogues and props' list
Reading Plus
Those who are updated with all of the above tasks, will check it with me for their next task. Also bring your English reading book to school.
Big Idea: ‘Turangawaewae: My Place To Stand to in New Zealand.’
Learning Intentions: (We are learning to...)
We are exploring... New Zealand’s unique Bi-cultural/Multicultural society.......by discovering the Maori World View
We are exploring... New Zealand’s unique natural environment….. by defining our dynamic relationship with it..
We are exploring... New Zealand’s unique natural environment (people/place) and unique Bi-cultural/Multicultural society.......by watching the movie ‘Whale Rider.’
We are exploring….Film Study (Visual Text).....by observing and analyzing the elements of Film Making (Visual Language)
We are exploring …. diverse cultural & environmental issues raised in the film by asking questions and in turn developing our own POV in relation to those issues
We are exploring ….Maori World View by establishing the connections between our past and present society.
Success Criteria: (I can/have…)
Film Study
I can identify a few Film Techniques from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can describe some Film Techniques from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can explain Film Techniques with examples from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
I can apply the Film-Making
Techniques in my own work from the following list:
Story/Plot
Themes
Characterisation Dialogues
Camera Angles
Camera Shots Camera- Movements
Editing
Music
Sound
Setting
Makeup
Point of View (POV)
I am trying to identify with an issue raised in the film.
I'm beginning to form my own POV in relation to the issues raised in the film.
I can voice my opinion on an issue raised in the film.
I strongly feel in favour of/against some issues raised in the film and I can voice my opinion confidently.
Maori World View
I am yet to understand Maori World View through the film.
I am beginning to understand some of the features of Maori World View through the film.
I have understood a few features of Maori World View through the film.
I have clearly understood many features of Maori World View through the film and I can identify them in real life.
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Term 2 (Week 7-25th-29th May 2020)
Kia Ora Y9. from this week we start making our short film on ‘Environmental Sustainability.’ We have two weeks’ time to complete it. We will look at all the story boards of our group and select the best story for our film. Remember, this film is Term 2 Assessment and it will be a 360 degree assessment which means everyone in the group will grade everyone else so we all need to contribute 100% to the film.
Think of the following before you get started:
-Are you all happy with the story or would you like to make some minor changes with the writer’s permission?
-Are you all well versed & confident with the role assigned to you? If not, consult the group leader.
-Think about the practicality of the film’s idea. Will you be able to shoot it at school? Would you need to go to other places to shoot? How will you manage that?
-Is your props’ list ready? Do you have everything for your film?
-Which camera/phone are you going to use to shoot the film?
Big Idea: Life After Lockdown
PLAN & DO:
- We are PLANNING to construct a Visual text (Short Film) so that we can demonstrate an understanding of the features of Visual Language
- We are PLANNING to construct a Verbal text (Speech) so that we can demonstrate an understanding purpose and audience through deliberate choice of content, language, and text form
Activities:
-Applying the aspects of Filmmaking that we have learnt last term to make a short film.
-Making a short film on ‘Environmental Sustainability.’
Learning Intentions: (We are learning to...)
We are exploring... Our Environment….. by defining our dynamic relationship with it.
We are exploring….Film Study (Visual Text).....by observing and analysing the elements of Film Making (Visual Language)
We are exploring…. Elements of Film Study.....by applying the elements of Film Making for making a short film on ‘Environmental Sustainability (Film Making)
We are exploring....... Elements of Verbal Language by understanding and applying content, language, and text forms in our speech
FOCUS: We are FOCUSED..... On ‘Film Making’ by applying different aspects of Film Making to our short film on ‘Environmental Sustainability’ such as Story/Plot,Themes, Characterisation Dialogues, Camera Angles, Camera Shots Camera- Movements, Editing , Music, Sound, Setting and Makeup etc.
We are FOCUSED.....on effective public speaking by understanding, discussing and applying the features of verbal language, body language and making an oral presentation.
We are FOCUSED..... on expressing our ideas, opinions and thoughts on our chosen topic by planning and constructing our speech.
Success Criteria: I can….
-apply the Film-Making Techniques in my own film such as Story/Plot, Themes, Characterisation, Dialogues, Camera Angles, Camera Shots Camera- Movements, Editing , Music, Sound etc.
-think critically about texts (Film) with understanding & confidence and recognise, understand and consider how texts are constructed for a range of purposes, audiences, and situations (Environmental Sustainability)
-construct texts (speech) that demonstrate an understanding of purpose (public speaking) and audience through deliberate choice of content, language, and text form and can seek feedback to make changes to texts to improve clarity, meaning, and effect
-use a wide range of oral & written language features and an increasing range of vocabulary to communicate precise meaning & effect, to sustain interest and to achieve a sense of coherence when constructing texts
-convey and sustain a personal voice where appropriate by being reflective about the production of my own texts: monitor and self-evaluate progress, articulate learning with confidence.
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Kia Ora Y9. Working with our group, this week, we continue to make our short film on ‘Environmental Sustainability.'
Big Idea: Life After Lockdown
PLAN & DO:
- We are PLANNING to construct a Visual text (Short Film) so that we can demonstrate an understanding of the features of Visual Language
- We are PLANNING to construct a Verbal text (Speech) so that we can demonstrate an understanding purpose and audience through deliberate choice of content, language, and text form
Learning Intentions: (We are learning to...)
We are exploring... Our Environment….. by defining our dynamic relationship with it.
We are exploring….Film Study (Visual Text).....by observing and analysing the elements of Film Making (Visual Language)
We are exploring…. Elements of Film Study.....by applying the elements of Film Making for making a short film on ‘Environmental Sustainability (Film Making)
We are exploring....... Elements of Verbal Language by understanding and applying content, language, and text forms in our speech
FOCUS: We are FOCUSED..... On ‘Film Making’ by applying different aspects of Film Making to our short film on ‘Environmental Sustainability’ such as Story/Plot,Themes, Characterisation Dialogues, Camera Angles, Camera Shots Camera- Movements, Editing , Music, Sound, Setting and Makeup etc.
We are FOCUSED.....on effective public speaking by understanding, discussing and applying the features of verbal language, body language and making an oral presentation.
We are FOCUSED..... on expressing our ideas, opinions and thoughts on our chosen topic by planning and constructing our speech.
Activities:
-Applying the aspects of Filmmaking that we have learnt last term to make a short film.
-Making a short film on ‘Environmental Sustainability.’
Success Criteria: I can….
-apply the Film-Making Techniques in my own film such as Story/Plot, Themes, Characterisation, Dialogues, Camera Angles, Camera Shots Camera- Movements, Editing , Music, Sound etc.
-think critically about texts (Film) with understanding & confidence and recognise, understand and consider how texts are constructed for a range of purposes, audiences, and situations (Environmental Sustainability)
-construct texts (speech) that demonstrate an understanding of purpose (public speaking) and audience through deliberate choice of content, language, and text form and can seek feedback to make changes to texts to improve clarity, meaning, and effect
-use a wide range of oral & written language features and an increasing range of vocabulary to communicate precise meaning & effect, to sustain interest and to achieve a sense of coherence when constructing texts
-convey and sustain a personal voice where appropriate by being reflective about the production of my own texts: monitor and self-evaluate progress, articulate learning with confidence.
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Week 9: 8th-12th June 2020
Kia Ora Y9. This week we will begin to write our speeches. We will look at certain topics related with our contexts of Term 1/2 for speech and then you will choose a topic that you are passionate about. We will study and discuss what goes into an effective speech. You will plan your speech using the given planning template. You will present your speeches in Term 3. Remember, this will be your Assessment for Term 3. You are required to construct and deliver an oral presentation of about 3-4 minutes in a formal setting. The subject of your presentation should be one of the following:
-a theme studied in class
-a topical issue that arises from wide reading but related with our context of Term 1 or 2
Also, we will devote one of the three English sessions to work on our short films.
Big Idea: Life After Lockdown
Collaboration: Your speech topic will be from what you have learnt in Term 1 or 2 in English or Global Studies, P.E./Health, Science and Math etc. Speak to your different Learning Areas' teachers to see if you can pick a topic from there. We will be working closely with Global Studies where you will develop an understanding of how to apply good research skills to identify and use reliable sources/ resources, key words from the topic, bibliography in your speech.PLAN & DO:
- We are PLANNING to construct a Visual text (Short Film) so that we can demonstrate an understanding of the features of Visual Language
- We are PLANNING to construct a Verbal text (Speech) so that we can demonstrate an understanding purpose and audience through deliberate choice of content, language, and text form
Activities:
-Deciding our speech topic-Learning how to write a good speech
-Making our short film
Learning Intentions: (We are learning to...)
We are exploring... Our Environment….. by defining our dynamic relationship with it.
We are exploring….Film Study (Visual Text).....by observing and analysing the elements of Film Making (Visual Language)
We are exploring…. Elements of Film Study.....by applying the elements of Film Making for making a short film on ‘Environmental Sustainability (Film Making)
We are exploring....... Elements of Verbal Language by understanding and applying content, language, and text forms in our speech
FOCUS: We are FOCUSED..... On ‘Film Making’ by applying different aspects of Film Making to our short film on ‘Environmental Sustainability’ such as Story/Plot,Themes, Characterisation Dialogues, Camera Angles, Camera Shots Camera- Movements, Editing , Music, Sound, Setting and Makeup etc.
We are FOCUSED.....on effective public speaking by understanding, discussing and applying the features of verbal language, body language and making an oral presentation.
We are FOCUSED..... on expressing our ideas, opinions and thoughts on our chosen topic by planning and constructing our speech.
Success Criteria: I can….
-apply the Film-Making Techniques in my own film such as Story/Plot, Themes, Characterisation, Dialogues, Camera Angles, Camera Shots Camera- Movements, Editing , Music, Sound etc.
-think critically about texts (Film) with understanding & confidence and recognise, understand and consider how texts are constructed for a range of purposes, audiences, and situations (Environmental Sustainability)
-construct texts (speech) that demonstrate an understanding of purpose (public speaking) and audience through deliberate choice of content, language, and text form and can seek feedback to make changes to texts to improve clarity, meaning, and effect
-use a wide range of oral & written language features and an increasing range of vocabulary to communicate precise meaning & effect, to sustain interest and to achieve a sense of coherence when constructing texts
-convey and sustain a personal voice where appropriate by being reflective about the production of my own texts: monitor and self-evaluate progress, articulate learning with confidence.
Resources:
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Week 10: 15th-21st June 2020
Kia Ora Y9. This week we will finalise our speech topic. You will complete your research in Global Studies and speech writing in English.
Also, we will devote one of the three English sessions to work on our short films.
Big Idea: Life After Lockdown
Activities:
-Finalising speech topic.
-Completing research on speech topic.
-Making our short film.
Learning Intentions: (We are learning to...)
We are exploring... Our Environment….. by defining our dynamic relationship with it.
We are exploring….Film Study (Visual Text).....by observing and analysing the elements of Film Making (Visual Language)
We are exploring…. Elements of Film Study.....by applying the elements of Film Making for making a short film on ‘Environmental Sustainability (Film Making)
We are exploring....... Elements of Verbal Language by understanding and applying content, language, and text forms in our speech
FOCUS: We are FOCUSED..... On ‘Film Making’ by applying different aspects of Film Making to our short film on ‘Environmental Sustainability’ such as Story/Plot,Themes, Characterisation Dialogues, Camera Angles, Camera Shots Camera- Movements, Editing , Music, Sound, Setting and Makeup etc.
We are FOCUSED.....on effective public speaking by understanding, discussing and applying the features of verbal language, body language and making an oral presentation.
We are FOCUSED..... on expressing our ideas, opinions and thoughts on our chosen topic by planning and constructing our speech.
Success Criteria: I can….
-apply the Film-Making Techniques in my own film such as Story/Plot, Themes, Characterisation, Dialogues, Camera Angles, Camera Shots Camera- Movements, Editing , Music, Sound etc.
-think critically about texts (Film) with understanding & confidence and recognise, understand and consider how texts are constructed for a range of purposes, audiences, and situations (Environmental Sustainability)
-construct texts (speech) that demonstrate an understanding of purpose (public speaking) and audience through deliberate choice of content, language, and text form and can seek feedback to make changes to texts to improve clarity, meaning, and effect
-use a wide range of oral & written language features and an increasing range of vocabulary to communicate precise meaning & effect, to sustain interest and to achieve a sense of coherence when constructing texts
-convey and sustain a personal voice where appropriate by being reflective about the production of my own texts: monitor and self-evaluate progress, articulate learning with confidence.
Resources:
Research templates given in Global Studies.
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Week 11: 22nd-26th June 2020
Kia Ora Y9. Last week, you completed your research on your speech topic working in English & Global sessions. This week, using your research, you will complete writing your speech.
We will devote one of the three English sessions to complete our short films.
Also we have easTTle reading test this week:
23rd June; Tuesday; Session 2
Big Idea: Life After Lockdown
Activities:
-Completing your speech using your research from last week.
-Completing short film.
-easTTle Reading Test.
Learning Intentions: (We are learning to...)
We are exploring... Our Environment….. by defining our dynamic relationship with it.
We are exploring….Film Study (Visual Text).....by observing and analysing the elements of Film Making (Visual Language)
We are exploring…. Elements of Film Study.....by applying the elements of Film Making for making a short film on ‘Environmental Sustainability (Film Making)
We are exploring....... Elements of Verbal Language by understanding and applying content, language, and text forms in our speech
FOCUS: We are FOCUSED..... On ‘Film Making’ by applying different aspects of Film Making to our short film on ‘Environmental Sustainability’ such as Story/Plot,Themes, Characterisation Dialogues, Camera Angles, Camera Shots Camera- Movements, Editing , Music, Sound, Setting and Makeup etc.
We are FOCUSED.....on effective public speaking by understanding, discussing and applying the features of verbal language, body language and making an oral presentation.
We are FOCUSED..... on expressing our ideas, opinions and thoughts on our chosen topic by planning and constructing our speech.
Success Criteria: I can….
-apply the Film-Making Techniques in my own film such as Story/Plot, Themes, Characterisation, Dialogues, Camera Angles, Camera Shots Camera- Movements, Editing , Music, Sound etc.
-think critically about texts (Film) with understanding & confidence and recognise, understand and consider how texts are constructed for a range of purposes, audiences, and situations (Environmental Sustainability)
-construct texts (speech) that demonstrate an understanding of purpose (public speaking) and audience through deliberate choice of content, language, and text form and can seek feedback to make changes to texts to improve clarity, meaning, and effect
-use a wide range of oral & written language features and an increasing range of vocabulary to communicate precise meaning & effect, to sustain interest and to achieve a sense of coherence when constructing texts
-convey and sustain a personal voice where appropriate by being reflective about the production of my own texts: monitor and self-evaluate progress, articulate learning with confidence.
Resources:
Research templates from last week.
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Week 12: 29th June-3rd July 2020
Kia Ora Y9. This is the final week to finish writing and submitting your speech. Also this week, you will submit your Term 2 assessment-Short Film on which you been working all of this term.
For your information, I am including the following dates so you have it all in writing:
Term 2: Week 12 -speech written and edited in consultation with the teacher, PDF uploaded on MHOL, cue cards printed
Term Holidays -memorise your speech
Term 3:Week 1-Practice your speech (We will start presentations this week with the people who would be ready)
Term 3:Week 2/3 –all three sessions-presentation of speech.
Term 3:Week 4 -Inter-whanau speech Semifinals & Finals (respectively 10th, 11th & 12th August)
This week, your goal is to have the speech finalised and signed off by me. Upload a PDF on MHOL. That means, you can not make any change to your speech after this. Also, get your cue cards ready and you are good to go from there.
Big Idea: Life After Lockdown
Activities:
-Completing and uploading your speech.
-Making cue cards.
-Uploading Term 2 Assessment: Short Film.
Learning Intentions: (We are learning to...)
We are exploring... Our Environment….. by defining our dynamic relationship with it.
We are exploring….Film Study (Visual Text).....by observing and analysing the elements of Film Making (Visual Language)
We are exploring…. Elements of Film Study.....by applying the elements of Film Making for making a short film on ‘Environmental Sustainability (Film Making)
We are exploring....... Elements of Verbal Language by understanding and applying content, language, and text forms in our speech
FOCUS: We are FOCUSED..... On ‘Film Making’ by applying different aspects of Film Making to our short film on ‘Environmental Sustainability’ such as Story/Plot,Themes, Characterisation Dialogues, Camera Angles, Camera Shots Camera- Movements, Editing , Music, Sound, Setting and Makeup etc.
We are FOCUSED.....on effective public speaking by understanding, discussing and applying the features of verbal language, body language and making an oral presentation.
We are FOCUSED..... on expressing our ideas, opinions and thoughts on our chosen topic by planning and constructing our speech.
Success Criteria: I can….
-apply the Film-Making Techniques in my own film such as Story/Plot, Themes, Characterisation, Dialogues, Camera Angles, Camera Shots Camera- Movements, Editing , Music, Sound etc.
-think critically about texts (Film) with understanding & confidence and recognise, understand and consider how texts are constructed for a range of purposes, audiences, and situations (Environmental Sustainability)
-construct texts (speech) that demonstrate an understanding of purpose (public speaking) and audience through deliberate choice of content, language, and text form and can seek feedback to make changes to texts to improve clarity, meaning, and effect
-use a wide range of oral & written language features and an increasing range of vocabulary to communicate precise meaning & effect, to sustain interest and to achieve a sense of coherence when constructing texts
-convey and sustain a personal voice where appropriate by being reflective about the production of my own texts: monitor and self-evaluate progress, articulate learning with confidence.
Resources:
Use these notes when you practice your speech:
Just as words form the spoken language to communicate a message, the way we stand, where we look, how we move our hands and the tone of our voice form the body language.
Eye Contact
Look at the audience for 3 seconds before you begin
look at several people throughout the audience (If you find this really difficult, look at the top of the heads of the people in the back row, then at least your voice will carry to everyone in the audience)
Presentation Voice
Take a deep breath
begin speaking in a voice louder than your usual conversation voice
Set Your Hands
Hold your cue cards loosely in one hand
Hold your hands together
Keep them about waist high in front of you
Set your feet
Place your feet & shoulder wide apart
Balance your weight evenly on both feet.
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Term 3: Week 1
Kia Ora Y9. Welcome back to school in Term 3. I hope you all had a refreshing holiday and ensured that you practiced your speech. This week, you will present your speech. Remember to time your speech well between 3 and 4 minutes. Also upload a PDF on MHOL.
This is going to be your Assessment for Term 3. You will be graded on your ideas, content and presentation.
Big Idea: Life After Lockdown
Activities:
-Memorising your speech.
-Keeping your cue cards ready.
-Spending a lot of time on practicing your speech.
-Presenting your speech.
We are exploring... Our Environment….. by defining our dynamic relationship with it.
We are exploring….Film Study (Visual Text).....by observing and analysing the elements of Film Making (Visual Language)
We are exploring…. Elements of Film Study.....by applying the elements of Film Making for making a short film on ‘Environmental Sustainability (Film Making)
We are exploring....... Elements of Verbal Language by understanding and applying content, language, and text forms in our speech
We are FOCUSED.....on effective public speaking by understanding, discussing and applying the features of verbal language, body language and making an oral presentation.
We are FOCUSED..... on expressing our ideas, opinions and thoughts on our chosen topic by planning and constructing our speech.
Success Criteria: I can….
-construct texts (speech) that demonstrate an understanding of purpose (public speaking) and audience through deliberate choice of content, language, and text form and can seek feedback to make changes to texts to improve clarity, meaning, and effect
-use a wide range of oral & written language features and an increasing range of vocabulary to communicate precise meaning & effect, to sustain interest and to achieve a sense of coherence when constructing texts
-convey and sustain a personal voice where appropriate by being reflective about the production of my own texts: monitor and self-evaluate progress, articulate learning with confidence.
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Term 3: Week 2
Kia Ora Y9. This week, we continue to present our speeches. All presentations are to be completed by Friday; 31st August.
Big Idea: Life After Lockdown
Activities:
-Memorising your speech.
-Keeping your cue cards ready.
-Spending a lot of time on practicing your speech.
-Presenting your speech.
We are exploring... Our Environment….. by defining our dynamic relationship with it.
We are exploring….Film Study (Visual Text).....by observing and analysing the elements of Film Making (Visual Language)
We are exploring…. Elements of Film Study.....by applying the elements of Film Making for making a short film on ‘Environmental Sustainability (Film Making)
We are exploring....... Elements of Verbal Language by understanding and applying content, language, and text forms in our speech
We are FOCUSED.....on effective public speaking by understanding, discussing and applying the features of verbal language, body language and making an oral presentation.
We are FOCUSED..... on expressing our ideas, opinions and thoughts on our chosen topic by planning and constructing our speech.
Success Criteria: I can….
-construct texts (speech) that demonstrate an understanding of purpose (public speaking) and audience through deliberate choice of content, language, and text form and can seek feedback to make changes to texts to improve clarity, meaning, and effect
-use a wide range of oral & written language features and an increasing range of vocabulary to communicate precise meaning & effect, to sustain interest and to achieve a sense of coherence when constructing texts
-convey and sustain a personal voice where appropriate by being reflective about the production of my own texts: monitor and self-evaluate progress, articulate learning with confidence.
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Term 3: Week 3
Kia Ora Y9. This week, we will finish all speeches including the speech resubmissions. Also, this week we will have class discussion on Term 3 context: 'Lessons from Living Locally.'
Please follow the given guidelines for the resubmission:-Act upon my feedback and improve the criterion that needs improvement.-Resubmission chance will only be given this week. It can't be postponed.-Your grade will go only one step higher if you have improved your work.-If you submitted your work LATE, the maximum grade you can get is 'At.' The grade will not move up even if your resubmission is a better attempt.-Resubmission is not a guarantee to an improved grade. It may go down if the resubmitted work is worse than the original attempt.Big Idea: Life After Lockdown
Activities:
1. Speech presentation.
2. Speech Resubmissions
3. Class discussion on Term 3 context
Learning Intentions: (We are learning to...)
We are exploring... Our Environment….. by defining our dynamic relationship with it.
We are exploring….Film Study (Visual Text).....by observing and analysing the elements of Film Making (Visual Language)
We are exploring…. Elements of Film Study.....by applying the elements of Film Making for making a short film on ‘Environmental Sustainability (Film Making)
We are exploring....... Elements of Verbal Language by understanding and applying content, language, and text forms in our speech
We are FOCUSED.....on effective public speaking by understanding, discussing and applying the features of verbal language, body language and making an oral presentation.
We are FOCUSED..... on expressing our ideas, opinions and thoughts on our chosen topic by planning and constructing our speech.
Success Criteria: I can….
-construct texts (speech) that demonstrate an understanding of purpose (public speaking) and audience through deliberate choice of content, language, and text form and can seek feedback to make changes to texts to improve clarity, meaning, and effect
-use a wide range of oral & written language features and an increasing range of vocabulary to communicate precise meaning & effect, to sustain interest and to achieve a sense of coherence when constructing texts
-convey and sustain a personal voice where appropriate by being reflective about the production of my own texts: monitor and self-evaluate progress, articulate learning with confidence.
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Term 3: Week 4
Kia Ora Y9. Last week, you created your blog and wrote your first blog on the 'Gardening challenge'. This week, you will write your second blog on 'First Aid Training.' Follow the guidelines below:
-Describe the challenge. What did you do?
-Use writing, photos and video.
-Explain the learning. What did you learn such as in Science, Global Studies etc. from this challenge?
-Use the challenges slideshow.
-What lesson can we take from this challenge? How will it help me in my future?
-Discuss the positives & negatives of the challenge.
-What are the impacts of this challenge on me and my surroundings?
Also this week, you will complete your Holistic report - unedited student reflection statement as per the guidelines given below. Once completed, you will upload it on MHOL.
You are required to write a reflection statement that identifies the SMART goals you have set yourself in 2020 and the progress you are making to achieving these goals. You may choose to describe the actions you have taken, the successes you have had and the obstacles/challenges you have faced. This will be an unedited statement from you and will appear on your Holistic report.
You may choose to use one of the below sentence starters to help (copy and paste these into the text box);
A goal I have set myself for 2020 is....
I have taken the following actions to meet this goal...
The successes I have experienced are...
The challenges I have faced are...SENCO Writing Template : https://docs.google.com/document/d/1xl6gXR6Mnhsvl1dwcJF8pi8opLljSsDM3YXDmLeEz-U/edit?usp=sharing
ESOL Writing Template : https://docs.google.com/document/d/1xl6gXR6Mnhsvl1dwcJF8pi8opLljSsDM3YXDmLeEz-U/edit?usp=sharing
Big Idea: Life After Lockdown
Activities:
1. Writing second blog on 'First Aid Training.'
2. Completing Holistic Report unedited student reflection statement.
Learning Intentions: (We are learning to...)
We are exploring... Our Environment….. by defining our dynamic relationship with it.
We are exploring….Film Study (Visual Text)..... by observing and analysing the elements of Film Making (Visual Language)
We are exploring…. Elements of Film Study.... .by applying the elements of Film Making for making a short film on ‘Environmental Sustainability (Film Making)
We are exploring....... Elements of Verbal Language by understanding and applying content, language, and text forms in our speech
We are FOCUSED.....on effective public speaking by understanding, discussing and applying the features of verbal language, body language and making an oral presentation.
We are FOCUSED..... on expressing our ideas, opinions and thoughts on our chosen topic by planning and constructing our speech.
Success Criteria: I can….
-construct texts (speech) that demonstrate an understanding of purpose (public speaking) and audience through deliberate choice of content, language, and text form and can seek feedback to make changes to texts to improve clarity, meaning, and effect
-use a wide range of oral & written language features and an increasing range of vocabulary to communicate precise meaning & effect, to sustain interest and to achieve a sense of coherence when constructing texts
-convey and sustain a personal voice where appropriate by being reflective about the production of my own texts: monitor and self-evaluate progress, articulate learning with confidence.
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Kia Ora Students! We will not be following a normal timetable over the next 2 weeks. We are using the feedback you gave us after last Lockdown and we are currently working with all the teachers to design a Distance Learning programme that has choice, flexibility and no-device time.
ALL students are required to join their Learning Advisor in a GoogleMEET this Thursday morning 10am, as this is where the Distance Learning Programme will be explained.....
In the meantime, while this work is being completed by your teachers, please find below our expectations for you for Monday, Tuesday, Wednesday....
1. Complete your Student Reflections statement for your Holistic Report
- use the video that shows you how to do this.
2. GREAT Learner evidence (Holistic Report) - curate your evidence; aim for 2x quality pieces of evidence per criteria with an explanation that shows your understanding of how the selected evidence demonstrates the criteria. Maximum 3x pieces of evidence. Use the Guidance Google slideshow
3. If your GREAT Learner evidence is ready - email your Learning Advisor and book a one on one GoogleMEET so together you can "Rate' your evidence.
4. Get active
5. Student Led Conference presentations - use the template to organise your presentation. The template has been shared with you by your Learning Advisor
6. Practice the Haka
7. Ensure Maths Buddy is up to date (no additional tasks will be set til Thursday)
8. Ensure you are fully up to date with all Reading Plus activities (your green progress bar on your dashboard matches your dotted target line)
9. If your class was in the middle of a key learning activity and/or assessment, your teacher will provide support for this and will communicate over email and MHOL/Google Classroom in the first instance.
There will not be any new learning activities set in the next three days.
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Kia Ora Y9. Please see below your distance learning timetable and other details. Remember, you need to contact with your teacher/s daily between 10:00 and 11:00 a.m. Your L.A. will explain the Activity Grid and Lockdown Journal to you.
Student Reflection Journal
https://docs.google.com/
document/d/ 1WwRWBwvhPBqlrdLENLXY9_ 2O5oSRghGTmYrDhhxabG8/edit? usp=sharing YEAR 9 Water Whanau Distance Learning Timetable and Activity Grid - 5 Ways to Wellbeing (20-29th August)
https://docs.google.com/
document/d/1roeKGHxal5C_0Y- vJ22RUKBgvJfSz7463HtIbJ3xgZU/ edit?usp=sharing -
Kia Ora Y9. This week we are back to school after lockdown 2.0. We will catch up on the following tasks that you were required to complete in the lockdown:
- SLC T1 reflection goals on MHO
- SLC T3 slide show ready
- Holistic Report - reflection /goal statement on MHO
- Holistic Report evidence doc for 2020 completed
- Reading Plus up to date
- Maths Buddy up to date
- Also we will read about political parties of New Zealand (https://www.parliament.nz/en/mps-and-electorates/political-parties/ ) and complete a worksheet.
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Kia Ora Y9. This week, we move to our new context ‘Your Vote, Your Future.’ Our focus will be on different political parties in New Zealand and their leaders. We will understand their points of views in relation to certain important matters such as the environment, referendums and closed borders etc. We will form vertical Water whanau political parties and contest elections.
Also we will focus on ‘Reading and Writing’ to prepare ourselves for the easTTle Reading & Writing tests at the start of next term. Remember to have your reading books with you in all English sessions. We will practice different genres of writing. Let’s begin with ‘Descriptive Writing’ this week.
Big Idea: ‘Your Vote, Your Future.’
Activities:
-Learning major election related terms in New Zealand.
-Writing our goals for easTTle Reading and Writing tests.
-Practicing ‘Descriptive Writing.’
Success Criteria: (I can)
-understand how leadership is acquired in New Zealand by studying about the political parties and their leaders
-compare and contrast the policies of different political parties of New Zealand for 2020 Election to understand their positioning on Environment, Referendums and Closed Borders
-think critically about texts with understanding & confidence and recognise, understand and consider how texts are constructed for a range of purposes, audiences and situations
-construct texts (delivering speeches, debates, making posters, writing manifesto and political statements) that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form and can seek feedback to make changes to texts to improve clarity, meaning, and effect
-use a wide range of verbal & written language features and an increasing range of vocabulary to communicate precise meaning & effect, to sustain interest and to achieve a sense of coherence when constructing texts
Resources:
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Kia Ora Y9. This week, we will learn about the leaders of different political parties in New Zealand.
Also this is Maori Language week. We are observing “Māori Language Moment” at 12pm on Monday 14th September to commemorate the actual time and day in 1972, when 30,000 signatures were delivered to Parliament calling for Te Reo Māori to be taught in schools. Also we will print Maori signage and put them at appropriate places in school. Working with your buddy, you will choose at least one Maori sign, print it and put it up. We will start our English sessions with a waiata.
Session 1: He Honore
Session 2: Tutira Mai
Session 3: Te Aroha
Big Idea: ‘Your Vote, Your Future.’
Activities:
-Observing 'Maori Language Moment'
-Singing Maori waiata
-Printing Maori signs and putting them in school
-Learning about the leaders of NZ political parties
Success Criteria: (I can)
-understand how leadership is acquired in New Zealand by studying about the political parties and their leaders
-compare and contrast the policies of different political parties of New Zealand for 2020 Election to understand their positioning on Environment, Referendums and Closed Borders
-think critically about texts with understanding & confidence and recognise, understand and consider how texts are constructed for a range of purposes, audiences and situations
-construct texts (delivering speeches, debates, making posters, writing manifesto and political statements) that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form and can seek feedback to make changes to texts to improve clarity, meaning, and effect
-use a wide range of verbal & written language features and an increasing range of vocabulary to communicate precise meaning & effect, to sustain interest and to achieve a sense of coherence when constructing texts
Resources:
https://www.tetaurawhiri.govt.nz/ako/bilingual-signage/
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Kia Ora Students. This week we are doing the following:
Groups - Political Parties
Students complete the survey by clicking on the following link…. https://votecompass.tvnz.co.nz/.
To find your postcode use this link...https://www.nzpost.co.nz/tools/address-postcode-finder
Student to enter the result of this Vote Compass into a google form ……….. https://docs.google.com/forms/d/1YsaT-WadC--UTRy34T-aVe4sFocybdsBPSNRMiA7r-c/edit?usp=sharing
Student will be placed in political parties of like minded students
Political parties to have 2x students from each class. Political parties 16x people
You can also use On the fence - https://onthefence.co.nz/
Collapsed timetable activity
Students will be given a Political party Challenge Brief.
They will have just under 2x weeks to complete the challenges on the brief.
Students in Week 10 - will have collapsed timetable time to be together as a political party, to make decisions, assign tasks/jobs and check progress.
Will set up a spreadsheet to track the parties and the progress
Students will then used the other sessions to work on their assigned task
We will reassess the collapsed timetable needs for week 1 at the end of Week 10
Challenge Brief
Create a party name
Appoint a Party Leader
Write a brief Party manifesto - what does your party stand for?
Leader writes and films an introductory speech
Create a logo, slogan and select a theme song
Create an campaign that includes - posters, memes, short video slips, tweets, social media posts
Write policy statements for Environment (Yr 9), Tourism Industry crisis & the border (Yr 7), Referendums (Yr 10), a whanau issue of your choice (Yr 8), End of year whanau trip (collectively)
All students will then be able to Vote for their preferred Whanau Political Party on Thursday Week 1 Term 4. Each party has 16 members.
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TERM 4: WEEK 1
Nau mai, hoki mai ki te kura! (Welcome back to school!)Kia Ora Y9. We will continue with our context ‘Your Vote, Your Future.’ Last term, you all formed your political parties and chose your party leaders. This week, we have whanau election and kids voting. See the attached PPT to complete this week's tasks.
Also this is 'KINDNESS WEEK.' There will be many activities held within our whanau as well as at school level including the Pink Shirt Day on Friday.
Remember to have your reading books with you in all English sessions. We are also learning 'Persuasive Writing’ this week.
Big Idea: ‘Your Vote, Your Future.’
Activities:
-Completing Political Party tasks for the week.
-Participating in the whanau elections and kids voting for NZ elections.
-Practicing ‘Persuasive Writing.’
Success Criteria: (I can)
-understand how leadership is acquired in New Zealand by studying about the political parties and their leaders
-compare and contrast the policies of different political parties of New Zealand for 2020 Election to understand their positioning on Environment, Referendums and Closed Borders
-think critically about texts with understanding & confidence and recognise, understand and consider how texts are constructed for a range of purposes, audiences and situations
-construct texts (delivering speeches, debates, making posters, writing manifesto and political statements) that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form and can seek feedback to make changes to texts to improve clarity, meaning, and effect
-use a wide range of verbal & written language features and an increasing range of vocabulary to communicate precise meaning & effect, to sustain interest and to achieve a sense of coherence when constructing texts
Resources:
PPT on whanau elections
PPT on 'Persuasive Writing'
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TERM 4: WEEK 2
Kia Ora Y9. This week, we are reading about the 'Women Suffrage Movement in NZ.' New Zealand women were first in the world to get the right to vote. What else are we first at? Also we are learning about characterisation.
Big Idea: ‘Your Vote, Your Future.’
Activities:
-Reading about 'Women Suffrage Movement in NZ.'
-Learning about 'Characterisation.'
Success Criteria: (I can)
-understand how leadership is acquired in New Zealand by studying about the political parties and their leaders
-compare and contrast the policies of different political parties of New Zealand for 2020 Election to understand their positioning on Environment, Referendums and Closed Borders
-think critically about texts with understanding & confidence and recognise, understand and consider how texts are constructed for a range of purposes, audiences and situations
-construct texts (delivering speeches, debates, making posters, writing manifesto and political statements) that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form and can seek feedback to make changes to texts to improve clarity, meaning, and effect
-use a wide range of verbal & written language features and an increasing range of vocabulary to communicate precise meaning & effect, to sustain interest and to achieve a sense of coherence when constructing texts
Resources:
https://women.govt.nz/about/new-zealand-women/history
https://theconversation.com/why-new-zealand-was-the-first-country-where-women-won-the-right-to-vote-103219
https://nzhistory.govt.nz/keyword/suffrage (Timeline)
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TERM 4: WEEK 3
Kia Ora Y9. This week, we have one session with W1 and two sessions with W2. We will be practising a few questions for our CAT (Common Assessment Task).
Big Idea: ‘Your Vote, Your Future.’
Activities:
-Practising questions for CAT (Common Assessment Task).
Success Criteria: (I can)
-understand how leadership is acquired in New Zealand by studying about the political parties and their leaders
-compare and contrast the policies of different political parties of New Zealand for 2020 Election to understand their positioning on Environment, Referendums and Closed Borders
-think critically about texts with understanding & confidence and recognise, understand and consider how texts are constructed for a range of purposes, audiences and situations
-construct texts (delivering speeches, debates, making posters, writing manifesto and political statements) that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form and can seek feedback to make changes to texts to improve clarity, meaning, and effect
-use a wide range of verbal & written language features and an increasing range of vocabulary to communicate precise meaning & effect, to sustain interest and to achieve a sense of coherence when constructing texts
Resources:
Practice Questions
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TERM 4: WEEK 4
Kia Ora Y9. This week, we have one session with W2 and two sessions with W1. We will continue to practice for our CAT (Common Assessment Task).
Big Idea: ‘Your Vote, Your Future.’
Activities:
-Practising questions for CAT (Common Assessment Task).
Success Criteria: (I can)
-understand how leadership is acquired in New Zealand by studying about the political parties and their leaders
-compare and contrast the policies of different political parties of New Zealand for 2020 Election to understand their positioning on Environment, Referendums and Closed Borders
-think critically about texts with understanding & confidence and recognise, understand and consider how texts are constructed for a range of purposes, audiences and situations
-construct texts (delivering speeches, debates, making posters, writing manifesto and political statements) that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form and can seek feedback to make changes to texts to improve clarity, meaning, and effect
-use a wide range of verbal & written language features and an increasing range of vocabulary to communicate precise meaning & effect, to sustain interest and to achieve a sense of coherence when constructing texts
Resources:
Practice Questions
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TERM 4: WEEK 5
Kia Ora Y9. This week, you have your CAT (Common Assessment Task). Do your best!
Big Idea: ‘Your Vote, Your Future.’
Activities:
-CAT (Common Assessment Task).
Success Criteria: (I can)
-understand how leadership is acquired in New Zealand by studying about the political parties and their leaders
-compare and contrast the policies of different political parties of New Zealand for 2020 Election to understand their positioning on Environment, Referendums and Closed Borders
-think critically about texts with understanding & confidence and recognise, understand and consider how texts are constructed for a range of purposes, audiences and situations
-construct texts (delivering speeches, debates, making posters, writing manifesto and political statements) that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form and can seek feedback to make changes to texts to improve clarity, meaning, and effect
-use a wide range of verbal & written language features and an increasing range of vocabulary to communicate precise meaning & effect, to sustain interest and to achieve a sense of coherence when constructing texts
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TERM 4: WEEK 6
Kia Ora Y9. This week, we have two sessions due to Teacher's Only Day on Thursday. We have Reading
e-asttle test. Also, we will read and summarise an article on vote volatility in New Zealand elections 2020.
Big Idea: ‘Your Vote, Your Future.’
Activities:
-Reading e-asTTle test
-Reading an article on vote volatility in New Zealand elections 2020.
-Summarising the article in our own words.
Success Criteria: (I can)
-understand how leadership is acquired in New Zealand by studying about the political parties and their leaders
-compare and contrast the policies of different political parties of New Zealand for 2020 Election to understand their positioning on Environment, Referendums and Closed Borders
-think critically about texts with understanding & confidence and recognise, understand and consider how texts are constructed for a range of purposes, audiences and situations
-construct texts (delivering speeches, debates, making posters, writing manifesto and political statements) that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form and can seek feedback to make changes to texts to improve clarity, meaning, and effect
-use a wide range of verbal & written language features and an increasing range of vocabulary to communicate precise meaning & effect, to sustain interest and to achieve a sense of coherence when constructing texts
Resources:
https://theconversation.com/the-2020-nz-election-saw-record-vote-volatility-what-does-that-mean-for-the-next-labour-government-148330
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TERM 4: WEEK 7
Kia Ora Y9. This week, we are going on Tawharanui trip. We will discuss all activities, requirements and expectations of the trip. Also, we will participate in the 'Library Fun Challenge' on Monday.
9W1 Monday S3 (With Mrs. Joshi)
9W2 Monday S2 (With Ms. Lambert)Big Idea: ‘Your Vote, Your Future.’
Activities:
-Discussing the activities, requirements and expectations of Tawharanui trip.
-Participating in the 'Library Fun Challenge' on Monday.
Success Criteria: (I can)
-understand how leadership is acquired in New Zealand by studying about the political parties and their leaders
-compare and contrast the policies of different political parties of New Zealand for 2020 Election to understand their positioning on Environment, Referendums and Closed Borders
-think critically about texts with understanding & confidence and recognise, understand and consider how texts are constructed for a range of purposes, audiences and situations
-construct texts (delivering speeches, debates, making posters, writing manifesto and political statements) that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form and can seek feedback to make changes to texts to improve clarity, meaning, and effect
-use a wide range of verbal & written language features and an increasing range of vocabulary to communicate precise meaning & effect, to sustain interest and to achieve a sense of coherence when constructing texts
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TERM 4: WEEK 8
Kia Ora Y9. This week, 9W1 has two sessions and 9W2 has one session due to the Champions Assembly on Tuesday and Whanau trip on Friday. We will reflect on our Tawharanui camp and complete the given worksheet.
Big Idea: ‘Your Vote, Your Future.’
Activities:
-Reflecting on Tawharanui trip.
-Completing the given worksheet.
Success Criteria: (I can)
-understand how leadership is acquired in New Zealand by studying about the political parties and their leaders
-compare and contrast the policies of different political parties of New Zealand for 2020 Election to understand their positioning on Environment, Referendums and Closed Borders
-think critically about texts with understanding & confidence and recognise, understand and consider how texts are constructed for a range of purposes, audiences and situations
-construct texts (delivering speeches, debates, making posters, writing manifesto and political statements) that demonstrate an understanding of purpose and audience through deliberate choice of content, language, and text form and can seek feedback to make changes to texts to improve clarity, meaning, and effect
-use a wide range of verbal & written language features and an increasing range of vocabulary to communicate precise meaning & effect, to sustain interest and to achieve a sense of coherence when constructing texts
Resources:
Camp reflection worksheet
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Term 4: Week 9
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