Weekly outline

  • General

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    • Assignment icon
      Assessment 1: Unpacking a Written Text Assignment

      For the purpose of this assessment students will create a one-pager and write a response to a self-selected text discussing key elements of a written text

    • Assignment icon
      Assessment 1a: Unpacking a Written Text Assignment

      For the purpose of this assessment students will create a one-pager and write a response to a self-selected text discussing key elements of a written text

    • Assignment icon
      Assessment 2: Unpacking a Visual Text Assignment

      For the purpose of this assessment students will create a static image on a key idea in the film and complete a close analysis of a self selected scene from the film, Rabbit Proof Fence

    • Folder icon
      Past e-asTTle exams Folder

      Hope this helps

    • Folder icon
      e-asttle Writing Resources Folder

      Useful resources like - how when to use sophisticated punctuation, persuasive devices etc,

    • File icon
      Sample Introduction File
    • File icon
      How to write a conclusion File

      Response to written text conclusion

    • File icon
      Written text techniques File

      List of techniques you car refer to in a written text

    • Assignment icon
      2021 Common Assessment Task - English Assignment

  • TERM 1 WEEK 1

    Welcome

    Kia ora 10F2. I hope you had a superb break and all ready to go. I am Mrs Lal and will be your English teacher. This week we will be spending time getting to know each other. This weekend we will also be marking Waitangi Day and so our focus will be on that.

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

    • work together as team
    • develop an understanding of expectations for English

    Success Criteria: I can/have...

    • complete the 'Getting to know" challenge
    • write goals for self
    • identify competitions that we would like to get into as a class

    Activities:

    1. Getting to know each other
    2. Goals setting
    3. Competition expectations
    4. Reading Plus expectations
    5. Education perfect


    • Follow Up Tasks:

      Homework expectation


  • TERM 1 WEEK 2

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by recognising that cognitive dissonance is created when our biases are challenged through the use of persuasive language techniques
    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by investigating a range of written techniques and experimenting with the effect it has on the readers to create bias
    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by understanding what a 'perspective' is and how we form these
    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by recognising that our perspectives are formed through our experiences and what we read/view and listen to
    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by researching the effect of language choice on the audience
    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions By understanding that media and rhetoric play a crucial role in developing our awareness

    Success Criteria:

    • I can identify the author’s purpose in a news article
    • I can identify the perspective of the author
    •  I can identify if a bias is being presented in the text
    •  I can create a mindmap that analyses all forms of media that young people consume

    Activities:

    On Google Classroom

     https://librarydevelopment.group.shef.ac.uk/storyline/questioning/fake-news-game/story_html5.html

    Resources:


    https://www.adfontesmedia.com/interactive-media-bias-chart-2/

    http://www.callthecops.net/about-us/

    https://www.newyorker.com/humor/borowitz-report

    https://www.rd.com/list/signs-youre-reading-fake-news/

    https://www.secureworldexpo.com/industry-news/5-emotions-hackers-use-social-engineering-attacks

    Further Learning:

    Education Perfect


  • TERM 1 WEEK 3

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by recognising that cognitive dissonance is created when our biases are challenged through the use of persuasive language techniques
    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by investigating a range of written techniques and experimenting with the effect it has on the readers to create bias
    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by understanding what a 'perspective' is and how we form these
    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by recognising that our perspectives are formed through our experiences and what we read/view and listen to
    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by researching the effect of language choice on the audience
    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions By understanding that media and rhetoric play a crucial role in developing our awareness

    Success Criteria:

    • I can compare and contrast the news articles presented by a range of media sources
    • I can describe the verbal language techniques used in news media
    • I can describe the impact that is created when a bias in presented in news
    • I can explain the effects of the bias on the audience
    • I can explain similarities and differences in propaganda and hate speech 


    Activities:

    1. Google Classroom
    2. Education Perfect

    Further Learning:
    Reading Plus

    Education Perfect


    https://youtu.be/nknYtlOvaQ0
    https://youtu.be/xf8mjbVRqao



  • TERM 1 WEEK 4

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by recognising that cognitive dissonance is created when our biases are challenged through the use of persuasive language techniques
    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by investigating a range of written techniques and experimenting with the effect it has on the readers to create bias
    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by understanding what a 'perspective' is and how we form these
    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by recognising that our perspectives are formed through our experiences and what we read/view and listen to
    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by researching the effect of language choice on the audience
    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions By understanding that media and rhetoric play a crucial role in developing our awareness

    Success Criteria:

    • I can compare and contrast the news articles presented by a range of media sources
    • I can describe the verbal language techniques used in news media
    • I can describe the impact that is created when a bias in presented in news
    • I can explain the effects of the bias on the audience
    • I can explain similarities and differences in propaganda and hate speech 


    Activities:

    1. Google Classroom
    2. Education Perfect

    Further Learning:
    Reading Plus

    Education Perfect


  • TERM 1 WEEK 5

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by recognising that cognitive dissonance is created when our biases are challenged through the use of persuasive language techniques
    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by investigating a range of written techniques and experimenting with the effect it has on the readers to create bias
    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by understanding what a 'perspective' is and how we form these
    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by recognising that our perspectives are formed through our experiences and what we read/view and listen to
    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by researching the effect of language choice on the audience
    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions By understanding that media and rhetoric play a crucial role in developing our awareness

    Success Criteria:

    • I can interpret the effectiveness of the language devices used by the writer to present their bias
    • I can analyse the effect of the bias on the audience
    • I can analyse the the effects of social engineering
    • I can classify social engineering within the five domains
    • I can interpret text and the impact it has on the audience

    Activities:

    1. Google Classroom
    2. Education Perfect

    Further Learning:
    Reading Plus

    Education Perfect


    https://www.facebook.com/communitystandards/

    https://www.youtube.com/howyoutubeworks/policies/community-guidelines/

    https://snap.com/en-US/community-guidelines

    https://www.tiktok.com/community-guidelines?lang=en

    https://discord.com/guidelines

    https://about.instagram.com/blog/announcements/instagram-community-guidelines-faqs




  • TERM 1 WEEK 6

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by recognising that cognitive dissonance is created when our biases are challenged through the use of persuasive language techniques
    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by investigating a range of written techniques and experimenting with the effect it has on the readers to create bias
    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by understanding what a 'perspective' is and how we form these
    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by recognising that our perspectives are formed through our experiences and what we read/view and listen to
    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by researching the effect of language choice on the audience
    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions By understanding that media and rhetoric play a crucial role in developing our awareness

    Success Criteria:

    • I can interpret the effectiveness of the language devices used by the writer to present their bias
    • I can analyse the effect of the bias on the audience
    • I can analyse the the effects of social engineering
    • I can classify social engineering within the five domains
    • I can interpret text and the impact it has on the audience

    Activities:

    1. Google Classroom
    2. Education Perfect

    Further Learning:
    Reading Plus

    Education Perfect



  • TERM 1 WEEK 7

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by recognising that cognitive dissonance is created when our biases are challenged through the use of persuasive language techniques
    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by investigating a range of written techniques and experimenting with the effect it has on the readers to create bias
    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by understanding what a 'perspective' is and how we form these
    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by recognising that our perspectives are formed through our experiences and what we read/view and listen to
    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by researching the effect of language choice on the audience
    • We are EXPLORING why media literacy is a crucial aspect of making informed decisions By understanding that media and rhetoric play a crucial role in developing our awareness

    Success Criteria: I can/have...

    • I can identify the author’s purpose in the written text
    • I can identify the perspective of the author
    •  I can describe the key ideas in the novel
    •  I can recognise the key elements in the exposition of the written text

    •  I can create a mindmap that showcases the exposition of the written text

    Activities:

      1. Google Classroom

      Homework:

      • Reading Plus


    • TERM 1 WEEK 8

      EXPLORE / TŪHURA

      EXPLORE / TŪHURA learning intentions:

      • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by recognising that cognitive dissonance is created when our biases are challenged through the use of persuasive language techniques
      • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by investigating a range of written techniques and experimenting with the effect it has on the readers to create bias
      • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by understanding what a 'perspective' is and how we form these
      • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by recognising that our perspectives are formed through our experiences and what we read/view and listen to
      • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by researching the effect of language choice on the audience
      • We are EXPLORING why media literacy is a crucial aspect of making informed decisions By understanding that media and rhetoric play a crucial role in developing our awareness

      Success Criteria: I can/have...

      • I can identify the author’s purpose in the written text
      • I can identify the perspective of the author
      •  I can describe the key ideas in the novel
      •  I can recognise the key elements in the exposition of the written text

      •  I can create a mindmap that showcases the exposition of the written text

      Activities:

        Google Classroom

        Homework:

        • Reading Plus

      • TERM 1 WEEK 9

        EXPLORE / TŪHURA

        EXPLORE / TŪHURA learning intentions:

        • We are EXPLORING how to express our point of view and perspectives through an oral presentation by recognising that we all have differing opinions on issues and their impact
        • We are EXPLORING how to express our point of view and perspectives through an oral presentation by recognising that research always has a bias
        • We are EXPLORING how to express our point of view and perspectives through an oral presentation by connecting the research information gathered through a range of resources and drawing conclusions from it
        • We are EXPLORING how to express our point of view and perspectives through an oral presentation by analysing the data gathered and interpreting its validity and application to the research issue
        • We are EXPLORING how to express our point of view and perspectives through an oral presentation by organising the information gathered through primary and secondary sources of information
        • We are EXPLORING how to express our point of view and perspectives through an oral presentation by collecting information on the topic of interest
        • We are EXPLORING how to express our point of view and perspectives through an oral presentation by investigating a topic of interest

        Success Criteria:

        • I can identify key points I want to develop as part of the speech

        • I can describe the cause and effect of my topic
        • I can define the key aspect of my topic
        • I can recognise others’ points of view and perspectives
        • I can create a mindmap of the key points and how they are connected

        Activities:

          1. Rhetorical devices
          2. Viewing past speeches and annotating these

        Further Learning:

        Reading Plus



      • TERM 1 WEEK 10

        EXPLORE / TŪHURA

        EXPLORE / TŪHURA learning intentions:

        • We are EXPLORING how to express our point of view and perspectives through an oral presentation by recognising that we all have differing opinions on issues and their impact
        • We are EXPLORING how to express our point of view and perspectives through an oral presentation by recognising that research always has a bias
        • We are EXPLORING how to express our point of view and perspectives through an oral presentation by connecting the research information gathered through a range of resources and drawing conclusions from it
        • We are EXPLORING how to express our point of view and perspectives through an oral presentation by analysing the data gathered and interpreting its validity and application to the research issue
        • We are EXPLORING how to express our point of view and perspectives through an oral presentation by organising the information gathered through primary and secondary sources of information
        • We are EXPLORING how to express our point of view and perspectives through an oral presentation by collecting information on the topic of interest
        • We are EXPLORING how to express our point of view and perspectives through an oral presentation by investigating a topic of interest

        Success Criteria: I can/have...

        • I can compare and contrast the information gathered through the various sources of information

        • I can explain the key aspects of the research topic
        • I can classify the ideas so that they are ordered in a logical manner
        • I can analyse the data to form valid conclusions
        •  Uses logic and argument with confidence to justify and substantiate ideas and opinions
        • I can interpret the effectiveness of oral language devices so that I can present my ideas in a convincing manner
        • I can  evaluate other speeches for impact
        • I can make a generalisation about what makes an effective speech

        Activities:

        1. Research topic
        2. Speech writing

        Homework:
        Reading Plus.



      • TERM 1 WEEK 11

        FOCUS / ARONGA

        FOCUS / ARONGA learning intentions:

        FOCUS / ARONGA learning intentions:
        • We are FOCUSING on writing an effective speech by choosing effective rhetorical devices
        • We are FOCUSING on writing an effective speech by analysing what information to include in a speech for creating an impact
        • We are FOCUSING on writing an effective speech by clarifying my stance on the issue by providing relevant information
        • We are FOCUSING on writing an effective speech by comparing a range of speeches and identifying effective rhetorical devices that have been utilised
        • We are FOCUSING on writing an effective speech by explaining by point of view through a logically developed argument

        Success Criteria: I can/have...

        • I can compare and contrast the information gathered through the various sources of information

        • I can explain the key aspects of the research topic
        • I can classify the ideas so that they are ordered in a logical manner
        • I can analyse the data to form valid conclusions
        •  Uses logic and argument with confidence to justify and substantiate ideas and opinions
        • I can interpret the effectiveness of oral language devices so that I can present my ideas in a convincing manner
        • I can  evaluate other speeches for impact
        • I can make a generalisation about what makes an effective speech

        Activities:

        1. Research topic
        2. Speech writing

        Homework:
        Reading Plus.





      • TERM 2 WEEK 1

        FOCUS / ARONGA

        FOCUS / ARONGA learning intentions:

        FOCUS / ARONGA learning intentions:
        • We are FOCUSING on writing an effective speech by choosing effective rhetorical devices
        • We are FOCUSING on writing an effective speech by analysing what information to include in a speech for creating an impact
        • We are FOCUSING on writing an effective speech by clarifying my stance on the issue by providing relevant information
        • We are FOCUSING on writing an effective speech by comparing a range of speeches and identifying effective rhetorical devices that have been utilised
        • We are FOCUSING on writing an effective speech by explaining by point of view through a logically developed argument

        Success Criteria


          Activities:

          1. On Google Classroom



        • TERM 2 WEEK 2

          FOCUS / ARONGA

          FOCUS / ARONGA learning intentions:

          FOCUS / ARONGA learning intentions:
          • We are FOCUSING on writing an effective speech by choosing effective rhetorical devices
          • We are FOCUSING on writing an effective speech by analysing what information to include in a speech for creating an impact
          • We are FOCUSING on writing an effective speech by clarifying my stance on the issue by providing relevant information
          • We are FOCUSING on writing an effective speech by comparing a range of speeches and identifying effective rhetorical devices that have been utilised
          • We are FOCUSING on writing an effective speech by explaining by point of view through a logically developed argument

          Success Criteria


            Activities:

            1. On Google Classroom



          • TERM 2 WEEK 3

            PLAN & DO / WHAKAMAHI

            PLAN & DO / WHAKAMAHI learning intentions:

            • We are PLANNING to deliver a speech so that we can critique a social issue
            • We are PLANNING to deliver a speech so that we can justify our selection of language techniques
            • We are PLANNING to deliver a speech so that we can share our point of view on a current issue
            • We are PLANNING to deliver a speech so that we can demonstrate our understanding of an issue
            • We are PLANNING to deliver a speech so that we can apply rhetorical devices in an oral text

            SUCCESS CRITERIA



          • TERM 2 WEEK 4

            Morena everyone. Thank you for your amazing efforts with the speeches. This week we move into viewing text.
            SHORT FILMS: Small Stories, Big Ideas - Script Magazine

            EXPLORE / TŪHURA

            EXPLORE / TŪHURA learning intentions:

            • We are EXPLORING a range of visual texts by recognising that directors use different verbal and visual language techniques to highlight how we all respond differently to challenges that we may encounter.
            • We are EXPLORING a range of visual texts by investigating a range of visual techniques and experimenting with the effect it has on the viewers
            • We are EXPLORING a range of visual texts by collaborating with one another to discover how the visual techniques highlight the manner in which characters respond to challenges
            • We are EXPLORING a range of visual texts by researching the effect of setting on the choices made by characters in challenging situations


            Activities:

            1. On Google Classroom


          • TERM 2 WEEK 5

            EXPLORE / TŪHURA

            EXPLORE / TŪHURA learning intentions:

            • We are EXPLORING a range of visual texts by recognising that directors use different verbal and visual language techniques to highlight how we all respond differently to challenges that we may encounter.
            • We are EXPLORING a range of visual texts by investigating a range of visual techniques and experimenting with the effect it has on the viewers
            • We are EXPLORING a range of visual texts by collaborating with one another to discover how the visual techniques highlight the manner in which characters respond to challenges
            • We are EXPLORING a range of visual texts by researching the effect of setting on the choices made by characters in challenging situations


            Activities:

            1. On Google Classroom

          • TERM 2 WEEK 6

            EXPLORE / TŪHURA

            EXPLORE / TŪHURA learning intentions:

            • We are EXPLORING a range of visual texts by recognising that directors use different verbal and visual language techniques to highlight how we all respond differently to challenges that we may encounter.
            • We are EXPLORING a range of visual texts by investigating a range of visual techniques and experimenting with the effect it has on the viewers
            • We are EXPLORING a range of visual texts by collaborating with one another to discover how the visual techniques highlight the manner in which characters respond to challenges
            • We are EXPLORING a range of visual texts by researching the effect of setting on the choices made by characters in challenging situations


            Activities:

            1. On Google Classroom

          • TERM 2 WEEK 7

            Morena all. Our focus now moves to Rabbit Proof Fence.
            Peter Gabriel - Long Walk Home (Music From The Rabbit-Proof Fence) Lyrics and Tracklist | Genius

            FOCUS / ARONGA

            FOCUS / ARONGA learning intentions:

            • We are FOCUSING on analysing effective visual and verbal used by the director to describe the key ideas in the film
            • We are FOCUSING on identifying the visual and verbal language techniques used in the comedy-drama to highlight the qualities needed to sustain a meaningful relationship
            • We are FOCUSING on comparing the visual and verbal techniques used in various film genre
            • We are FOCUSING on discussing what our response to the visual and verbal techniques employed by the director


            Activities:

            1. On Google Classroom

          • TERM 2 WEEK 8

            FOCUS / ARONGA

            FOCUS / ARONGA learning intentions:

            • We are FOCUSING on analysing effective visual and verbal used by the director to describe the key ideas in the film
            • We are FOCUSING on identifying the visual and verbal language techniques used in the comedy-drama to highlight the qualities needed to sustain a meaningful relationship
            • We are FOCUSING on comparing the visual and verbal techniques used in various film genre
            • We are FOCUSING on discussing what our response to the visual and verbal techniques employed by the director


            Activities:

            1. On Google Classroom


          • TERM 2 WEEK 9

            PLAN & DO / WHAKAMAHI

            PLAN & DO / WHAKAMAHI learning intentions:

            • We are PLANNING to make a static image so that we can apply our understanding of language and visual techniques
            • We are PLANNING to make a static image so that we can use the power of visual image to challenge people's fixed beliefs and perceptions about the race
            • We are PLANNING to make a static image so that we can present a static image focusing on the key ideas in the text
            • We are PLANNING to make a static image so that we can justify our selection of language and visual techniques by being able to share the impact of these techniques



            Activities:

            1. On Google Classroom


          • TERM 2 WEEK 10

            PLAN & DO / WHAKAMAHI

            PLAN & DO / WHAKAMAHI learning intentions:

            • We are PLANNING to make a static image so that we can apply our understanding of language and visual techniques
            • We are PLANNING to make a static image so that we can use the power of visual image to challenge people's fixed beliefs and perceptions about the race
            • We are PLANNING to make a static image so that we can present a static image focusing on the key ideas in the text
            • We are PLANNING to make a static image so that we can justify our selection of language and visual techniques by being able to share the impact of these techniques


            Activities:

            1. On Google Classroom


          • HOLIDAYS

          • 19 July - 25 July

          • TERM 3 WEEK 1

            Welcome back from the holidays. Hope you managed to catch up on sleep and family time.

            PLAN & DO / WHAKAMAHI

            PLAN & DO / WHAKAMAHI learning intentions:

            • We are PLANNING to make a static image so that we can apply our understanding of language and visual techniques
            • We are PLANNING to make a static image so that we can use the power of visual image to challenge people's fixed beliefs and perceptions about the race
            • We are PLANNING to make a static image so that we can present a static image focusing on the key ideas in the text
            • We are PLANNING to make a static image so that we can justify our selection of language and visual techniques by being able to share the impact of these techniques


            Activities:

            1. On Google Classroom

          • TERM 3 WEEK 2

            PLAN & DO / WHAKAMAHI

            PLAN & DO / WHAKAMAHI learning intentions:

            • We are PLANNING to make a static image so that we can apply our understanding of language and visual techniques
            • We are PLANNING to make a static image so that we can use the power of visual image to challenge people's fixed beliefs and perceptions about the race
            • We are PLANNING to make a static image so that we can present a static image focusing on the key ideas in the text
            • We are PLANNING to make a static image so that we can justify our selection of language and visual techniques by being able to share the impact of these techniques


            Activities:

            1. On Google Classroom



          • TERM 3 WEEK 3

            REFLECT / WHAIWHAKAARO

            REFLECT / WHAIWHAKAARO learning intentions:

            • We are REFLECTING on the human rights abuse displayed in the visual text by assessing the effectiveness of the film techniques used in the film
            • We are REFLECTING on the human rights abuse displayed in the visual text by evaluating the impact of the camera and language techniques used in the film
            • We are REFLECTING on the human rights abuse displayed in the visual text by critiquing the issues raised and relating it to society today



            Activities:

            1. On Google Classroom

          • TERM 3 WEEK 4

            REFLECT / WHAIWHAKAARO

            REFLECT / WHAIWHAKAARO learning intentions:

            • We are REFLECTING on the human rights abuse displayed in the visual text by assessing the effectiveness of the film techniques used in the film
            • We are REFLECTING on the human rights abuse displayed in the visual text by evaluating the impact of the camera and language techniques used in the film
            • We are REFLECTING on the human rights abuse displayed in the visual text by critiquing the issues raised and relating it to society today



            Activities:

            1. On Google Classroom


          • TERM 3 WEEK 5

            EXPLORE / TŪHURA

            EXPLORE / TŪHURA learning intentions:

            • We are EXPLORING a range of text by recognising that poet’s use different verbal language techniques to highlight how we all respond differently to key idea (theme/message/lesson learned) presented
            • We are EXPLORING a range of text by investigating a range of verbal techniques and experimenting with the effect it has on the viewers
            • We are EXPLORING a range of text by collaborating with one another to discover how the verbal techniques highlight the manner in which we respond to the key idea



            Activities:

            1. On Google Classroom


          • TERM 3 WEEK 6

            EXPLORE / TŪHURA

            EXPLORE / TŪHURA learning intentions:

            • We are EXPLORING a range of text by recognising that poet’s use different verbal language techniques to highlight how we all respond differently to key idea (theme/message/lesson learned) presented
            • We are EXPLORING a range of text by investigating a range of verbal techniques and experimenting with the effect it has on the viewers
            • We are EXPLORING a range of text by collaborating with one another to discover how the verbal techniques highlight the manner in which we respond to the key idea

          • TERM 3 WEEK 7

            EXPLORE / TŪHURA

            EXPLORE / TŪHURA learning intentions:

            • We are EXPLORING a range of text by recognising that poet’s use different verbal language techniques to highlight how we all respond differently to key idea (theme/message/lesson learned) presented
            • We are EXPLORING a range of text by investigating a range of verbal techniques and experimenting with the effect it has on the viewers
            • We are EXPLORING a range of text by collaborating with one another to discover how the verbal techniques highlight the manner in which we respond to the key idea


            Activities:

            1. On Google Classroom


          • TERM 3 WEEK 8

            FOCUS / ARONGA

            FOCUS / ARONGA learning intentions:

            • We are FOCUSING on developing an opinion on a given issue through discursive writing
            • We are FOCUSING on discussing an issue using relevant research and forming an informed stance on the given current issue in a discursive writing piece
            • We are FOCUSING on selecting key information that will have a significant impact on the audience in a discursive writing piece
            • We are FOCUSING on editing and refining a written piece to ensure it has impact on the readers


            Activities:

            1. Google Classroom
            2. Education Perfect

            Further Learning:

            Reading Plus

            Education Perfect




          • TERM 3 WEEK 9

            FOCUS / ARONGA

            FOCUS / ARONGA learning intentions:

            • We are FOCUSING on developing an opinion on a given issue through discursive writing
            • We are FOCUSING on discussing an issue using relevant research and forming an informed stance on the given current issue in a discursive writing piece
            • We are FOCUSING on selecting key information that will have a significant impact on the audience in a discursive writing piece
            • We are FOCUSING on editing and refining a written piece to ensure it has impact on the readers


            Activities:

            1. Google Classroom
            2. Education Perfect

            Further Learning:

            Reading Plus

            Education Perfect


          • TERM 3 WEEK 10


            Activities:

            1. Google Classroom
            2. Education Perfect

            Further Learning:

            Reading Plus

            Education Perfect

            FOCUS / ARONGA

            FOCUS / ARONGA learning intentions:

            • We are FOCUSING on developing an opinion on a given issue through discursive writing
            • We are FOCUSING on discussing an issue using relevant research and forming an informed stance on the given current issue in a discursive writing piece
            • We are FOCUSING on selecting key information that will have a significant impact on the audience in a discursive writing piece
            • We are FOCUSING on editing and refining a written piece to ensure it has impact on the readers

          • 4 October - 10 October

          • 11 October - 17 October

          • 18 October - 24 October

          • 25 October - 31 October

          • 1 November - 7 November

          • 8 November - 14 November

          • 15 November - 21 November

          • 22 November - 28 November

          • test week

            EXPLORE / TŪHURAx

            EXPLORE / TŪHURA learning intentions:

            • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by recognising that cognitive dissonance is created when our biases are challenged through the use of persuasive language techniques
            • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by investigating a range of written techniques and experimenting with the effect it has on the readers to create bias
            • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by understanding what a 'perspective' is and how we form these
            • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by recognising that our perspectives are formed through our experiences and what we read/view and listen to
            • We are EXPLORING why media literacy is a crucial aspect of making informed decisions by researching the effect of language choice on the audience
            • We are EXPLORING why media literacy is a crucial aspect of making informed decisions By understanding that media and rhetoric play a crucial role in developing our awareness
            Oral Text:
            • We are EXPLORING how to express our point of view and perspectives through an oral presentation by recognising that we all have differing opinions on issues and their impact
            • We are EXPLORING how to express our point of view and perspectives through an oral presentation by recognising that research always has a bias
            • We are EXPLORING how to express our point of view and perspectives through an oral presentation by connecting the research information gathered through a range of resources and drawing conclusions from it
            • We are EXPLORING how to express our point of view and perspectives through an oral presentation by analysing the data gathered and interpreting its validity and application to the research issue
            • We are EXPLORING how to express our point of view and perspectives through an oral presentation by organising the information gathered through primary and secondary sources of information
            • We are EXPLORING how to express our point of view and perspectives through an oral presentation by collecting information on the topic of interest
            • We are EXPLORING how to express our point of view and perspectives through an oral presentation by investigating a topic of interest

          • 6 December - 12 December

          • 13 December - 19 December