10C2 English
Weekly outline
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Kia ora 10C2
We will start this term's learning alongside our Integrity - Pono focus.
In English, we will explore issues around integrity within communications (written and oral texts). We will identify and discuss the way in which bias within texts can influence readers.
Learning Intentions: As critical thinkers, we will be continuing to develop our understanding of...
- how texts are shaped for different purposes and audiences.
- ideas within, across, and beyond texts.
Success Criteria: I can.....
- recognise, understand, and consider how texts are constructed for a range of purposes, audiences, and situations
- identify particular points of view within texts and recognise that texts can position a reader
- evaluate the reliability and usefulness of texts with confidence.
- recognise that there may be more than one reading available within a text
- make and support inferences from texts independently.
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EXPLORE / TŪHURA learning intentions:
We are EXPLORING issues around integrity within communications (written and oral texts). We will identify and discuss the way in which bias within texts can influence readers. This week: Understanding points of view within a text and how texts can position a reader.- what is bias and why does it occur?
- challenging confirmation bias
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Continuing from last week:
Language in the news: the impact of language and how this positions a reader
Reliable sources: where to find them, how to check credibility (must apply to your Global Research notes)
Please note: You have chosen your group topics for a social issue research project in Global Studies. In English, we will be discussing the research process, Cornell note taking benefits, and your selection and use of sources.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on language used in the sources we read for Global Studies research and being aware of how an author might present selected information and language to position the reader (you!)
- We are FOCUSING on developing strong research skills through understanding the research process and trying out Cornell note-taking techniques to improve our research notes.
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PLAN & DO / WHAKAMAHI learning intentions:
- We are returning to our focus on analysing language use and how author's use language with purpose.
- Using our personal novels, we are practising this analysis of language and demonstrating our understanding of how language is used to position a reader.
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Continuing from week 5
- Using our personal novels, we are practising analysing the use of language and demonstrating our understanding of how language is used to position a reader.
This week's focus: how an author shows character and character development
Task:1. Choose a character who you feel shows change during the events of the novel
2. Find the following in your personal novel and note down the relevant pages:
- introduction of your chosen character
- an important event which impacts on your character
- an extract that shows how your character interacts with friends/family
- a turning point
- an extract that shows your character near/at the end of the novel.
Ensure that you are reading your novel every day in order to make progress
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Continuing your novel study
Over the next two weeks, ensure you are completing the activities on google classroom: character, events, setting.
As each of you will complete these activities at different stages, depending on your reading progress, I will add feedback to these documents. If you need feedback urgently, ensure that you email me or speak with me during class time.
Assessment information can be found below: we will go through this in class.
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Continuing your novel study.
Please ensure you are using the exemplars on how to develop your notes on character, setting and important events.
This week. we will focus on identifying language features in the quotations you have chosen to convey or describe character/ concepts around setting/ main events.
You need to name the language feature (technique) and the effect this creates. You should also consider the impact on the reader (linked to author's purpose).
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Continuing your novel study.
Please ensure you are using the exemplars on how to develop your notes on character, setting and important events.
This week. we will focus on the most effective essay structure to use when analysing texts, using the following example question:
“Identify a place or time where a main character felt very comfortable or uncomfortable in the written text. Explain how the author uses language techniques to help you understand the character’s reaction(s).”
Due to camp last week and the upcoming Easter weekend, your assessment will run in class time on week 10, Wednesday 7 April and Thursday 8 April (see assessment notes and rubric in attached file above)
UPDATE: due to camp, NCEA PEH trips and other school events, your novel study assessment will take place in Term 2, week 1 (Wednesday/Thursday) -
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on our practice essays.
- We will be identifying and gaps in our understanding of character/events in the novel we have studied and reflecting on our next steps to prepare for our assessment in week 1 next term (assessment details can be found at the top of the course page)
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on demonstrating our understanding of how authors use language features to develop ideas in a text.
Points to remember during the assessment:
Please take the opportunity to PLAN your essay. This will ensure you have answered all parts of the question
Use key words from the question throughout your essay - this will help to keep you on topic
Before turning in on google classroom, you should read through the rubric and ensure that you have met all the requirements while answering your question.
After turning your essay in on Google Classroom, you will receive 1-2 feedback comments. After this, you will have one lesson to make any changes before final submission on MHOL. You will receive a grade after the final marking on MHOL.
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING why people explore and why people explore space through a range of visual texts
Success Criteria:
I have demonstrated my understanding of IDEAS and director's use of VISUAL TECHNIQUES by...
- making comparisons between these aspects in 2 or more texts
- understanding the different PURPOSES of each text
Nothing in life is to be feared, it is only to be understood. Now is the time to understand more so that we may fear less. (Marie Curie)
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Continued from last week...
Success Criteria:
I have demonstrated my understanding of IDEAS and director's use of VISUAL TECHNIQUES by...
- making comparisons between these aspects in 2 or more texts
- understanding the different PURPOSES of each text
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Kia ora...
Success Criteria:
I have demonstrated my understanding of IDEAS and director's use of VISUAL TECHNIQUES by...
- making comparisons between these aspects in 2 or more texts
- understanding the different PURPOSES of each text
Activities:
- Compile your class notes on 2-3 visual texts to create your visual poster.
Homework: Ensure visual poster is completed to hand in at the start of lesson, Monday of week 6.
See attached exemplars.
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Kia ora...
Success Criteria: I can/have...
- completed a visual poster which demonstrates my understanding of how film techniques are used to create effects.
Activities: in class activities and google classroom
Homework:
Ensure that your visual poster is completed by Monday 7th June
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING issues that are important to teenagers in order to find an effective speech topic.
- We are collecting information to support our ideas on our chosen issue, and organising these in a way that best meets our purpose.
Kia ora...
Success Criteria: I have:
- identified a speech topic that is appropriate and engaging for my intended audience
- identified my key message
- began research to find evidence and information which will support my ideas
Activities:
In class. Also see student booklet on Google Classroom (note: NCEA booklet and MHOL assessment criteria can be found at the top of this course page.
Homework:
Complete research as required. -
Kia ora...
Success Criteria: I can/have...
- completed the brief on my speech topic and had this approved by Ms Wood
- completed my ideas gathering and research
- organised my ideas into an effectively structured plan
Activities:
- completing ideas/ research sections of the speech booklet
- example speeches: effective structures
Homework:
Ensure research is complete by the end of the weekNote timeline:
Week 8: completing research and planning
Weeks 9-10: writing
Week 10: presentation practice
Week 1 next term: present your speech for assessment
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See last week's success criteria/
As last week, focusing on completing any research before organising and planning your speech.
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Kia ora...
Success Criteria: I can/have...
- completed my speech draft
Activities:
Please continue working on your speech: use the resources in your booklet and on google classroom.
Homework:
Reminder: your draft is due on Monday next week.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on developing our speech presentation skills
- We are FOCUSING on using peer feedback and exemplars to enhance our speech through use of techniques such as:
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Kia ora...
Success Criteria: I can/have...
- delivered a formal speech, using appropriate oral language features
Activities:
- ensure that you have read the assessment rubrics
- once you have delivered your speech, see tasks on Google Classroom to prepare for your next learning topic
Please see spreadsheet shared with you last term for your speech delivery day ('10C2 speech groups')
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how different poets use different styles and techniques to express their ideas
- We are recognising that there may be multiple readings of a text
- We are recognsing how similar ideas are explored by poets in different ways
Success Criteria: I can/have...- understood the context under which the poets were writing
- interpreted the ideas which the poet shares
- identified a range of poetry techniques and styles used by the poets
See google classroom
Homework:
None this week -
Kia ora...we are continuing our exploration of WW1 poetry.
Success Criteria: I can/have...
- completed activities which allow me to interpret ideas and language of the poem
- understood that poets have their own voices and that there can be many interpretations of a text
Activities: See in-class and google classroom
Homework:
None this weekCongratulations on completing your speeches.
Holistic Report Links - speeches
Ako - Thinking and Learning Strategies - I have been guided to use a range of processing strategies (s1 AND S2). Evidence is link to your speech planning document. You have selected a topic, researched, planned and written your speech using a variety of strategies and templates
Wānanga - innovation skills stage 1 - verbal communication skills. Evidence = your report comment (screenshot)
Awhinatanga - Resilient Mindset stage 1 - I use positive self talk. Evidence = how did you manage your nerves? What did you do to ensure a strong grade?
Content of your speech could come under one of the Pono criteria. E.g. a speech about managing your social media/ screen time would be great evidence for Hauora. Evidence = link to your speech transcript
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on developing material for a seminar, which aims to explain and describe ideas shared by the poet.
Success Criteria: I can/have...- developed a seminar with my group which explains and describe ideas shared by the poet
- identified key language features in the poem and discussed their effects
- identified that there may be different readings of the poem
Please prepare your seminar for next week (Tuesday). See PDF below for instructions (as discussed in class) -
PLAN & DO / WHAKAMAHI learning intentions:
- We are applying our understanding of the effects of language features so that we can create an effective piece of descriptive writing.
- use a wide range of oral, written, and visual language features to create meaning and effect and to sustain interest
- use an increasing range of vocabulary to communicate precise meaning
- use a wide range of text conventions, including grammatical and spelling conventions, appropriately, effectively, and with increasing accuracy.
- produced descriptive writing that uses a wide range of language features and interesting, precise vocabulary to create meaning and effect and to sustain interest
- demonstrated understanding of how to use paragraphs and sentence structures for effect.
Kia ora Year 10
As the poetry static images are best completed when we return to school, you will be moving on to applying your understanding of language features to a descriptive writing task.
Note: descriptive writing is not a narrative. The purpose of descriptive writing is to draw an image of a setting, person, object, or situation in the reader’s mind. Also, descriptive writing forms an element of NCEA English, so this will help you brush up your skills for next year.
This week we will be focusing on a warm up activity. Please see google classroom for instructions.
As you complete each activity, a new one will be unlocked.
A google meet has been organised for Tuesday (12noon for 10C2, 12.30 for 10C1), so please drop in if you need support/ ideas. Otherwise, I will be available on email.
This task is due by Sunday. Upload your work on the google classroom post when you are finished. Then, you will unlock task two! -
Continuing our learning from last week:
You should now be moving on to task 2: exploring effects of sentence structures. This is due by Friday 3rd September.
When you are ready for feedback, please turn in your doc.
After task 2, you will receive the descriptive writing project task instructions.
A reminder: it is easy to fall into storytelling. Ensure that you remain focused on building descriptions and creating mood through a range of language techniques. Do not write a narrative!
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Final week of descriptive writing!
This week you will be applying your understanding of effective use of language features and sentence design to create mood and pace in your writing.
Success Criteria: I can/have...
- completed the three writing tasks
Activities: tasks will be given to you as you complete each one. Please see feedback comments on google classroom for your individual next steps.
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FOCUS / ARONGA learning intentions:
- We are applying our writing skills, selecting the appropriate techniques and strategies for discursive writing.
Please use this opportunity to practice your writing skills in preparation for the CAT.
experiment with sentence design
ensure you understand how to cite sources (brain pop activity assigned)
share YOUR opinions - no plagiarism
Outline
Week 8: Research and Planning (due Friday 17th September, 2pm)
Week 9&10: writing, editing, and proofreading (due Thursday 30th September, 2pm)
See google classroom for instructions.
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Kia ora...
Success Criteria: I can/have...
- written my essay, following the format and using resources/ exemplars as a guide
- used feedback to reflect on edit and develop my writing
Activities:
1. Spend time working on your essay, remembering to pay attention to sentence design and language choices
2. Whaiwhakaaro - reflect: have you taken on board feedback? Have you proofread to ensure that your sentences, spelling and punctuation are accurate?
3. Turn in your work for feedback!
This review is due at the end of week 10
Please note: as you are completing work which requires individual feedback, there is no class google meet this week.
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Kia ora...
Success Criteria: I can/have...
- completed my essay, following the format and using resources/ exemplars as a guide
- used feedback to reflect on edit and develop my writing
Activities:
1. Complete your essay, remembering to pay attention to sentence design and language choices
2. Whaiwhakaaro - reflect: have you taken on board feedback? Have you proofread to ensure that your sentences, spelling and punctuation are accurate?
3. Turn in your work!
Have a safe and happy holiday!
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on punctuation - kārawarawatanga
Kia ora!
I hope you have enjoyed your two week break. This term, we start by reinforcing our understanding of punctuation and sentence structure, as well as citing sources.
Learning Outcomes/ Hua Akoranga I can/have...
- reinforced my understanding of the correct use of commas for additional information, as well as accurate use of dash
- developed understanding of how to cite research sources in my essay writing
Activities:
1. Complete Education Perfect activities by 3pm on Friday.
2. If applicable, ensure that your Reading Plus is completed: four see readers at 80%+ comprehension please!
Optional: reading skills practice on Education Perfect
Also, please attend the scheduled google meet.
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Kia ora
Continuing from last week:
Aronga: pūkenga tuhituhi
Focus: Writing Skills
Tasks:
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Citation activity on google classroom (complete before Wednesday’s google Meet, if possible)
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Semi-colons activity on Education Perfect (due Friday)
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Proofreading activity on Education Perfect (due Friday)
Learning Outcome/ hua akoranga:
- I have completed the above activities
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING ways in which to recognise and display our ideas in a static image, using a range of visual and verbal techniques
This learning context also ties back to your Term 2 Nostalgia context.
In this activity you are required to create an album cover and soundtrack which develops an idea about your time at MHJC OR about your hopes/plans for the future.You can work individually or in 2-3s.
(Note: If you have a bigger group who want to work together, consider working on a Part 1 and Part 2 album. Then you can work together on overall theme, but divide into smaller groups to work on each album)
Please see google classroom for detailed instructions
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Welcome to week 4!
Continuing from last week...Please continue working on your static image project. Note that the due dates are to help you plan your work schedule. If you are not quite finished with the week's section, just continue at your own pace.
This week, aim to complete your draft (part 1) and reflect on feedback (part 2).
CAT information: end of year writing
In the google meet this week, we will be looking at persuasive techniques and examples, and running through how the 'paper' will look digitally.Revision resources on google classroom (also Discursive essay writing' task - term 3 - should you wish to practice. Email me your practice essays directly)
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Kia ora!
As we have Reading e-asttle this week, and English CAT next week, there is no other scheduled English work this week.
However, if you want to, you can:
- write a practice CAT essay and email it to me for feedback
- continue your static image (we will continue this work in week 7, after CAT)
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Kia ora!
As we have English CAT this week, there is no other scheduled English work.
However, if you want to, you can continue your static image (we will continue this work in week 7, after CAT)
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Continuing from week 5...
Please continue working on your static image - album project. Note that the due dates are to help you plan your work schedule. If you are not quite finished with the week's section, just continue at your own pace.
Aim to complete your image and the project document by Wednesday 8th December.
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