10M2 English
Weekly outline
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Mauria to pono
Believe in yourself
Kia ora, and welcome to your English course page for 2021. My name is Miss Wright and I will be your English teacher this year. This page is where you will be able to find all the necessary information you will require for your English course. All tasks and assessments will be placed here as well as additional lesson notes and resources. Please make it a habit to check this page at the start of each week, this will ensure that you are aware of any expectations we may have of you at that time.
Mountains staff really hope that your time here at MHJC will be full of fun and challenging activities that will see you grow as a learner. Enjoy this year and if there are any queries do come and see me or feel free to email me - swright@mhjc.school.nzOur context this term is Sailing and the America's Cup and we will be spending time working alongside PEH looking at Responsible Behaviour. What does this mean to you? What is important to you as an individual, a member of a family, community and culture? We will be using the techniques of Static Image to create posters that support responbible behaviours.
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Hāere taka mua, taka muri; kaua e whai
Be a leader, not a follower
Kia ora. It was lovely to meet you all last week. Please bear with me as I begin to learn all your names. Last week both Mr. G and I introduced this terms context to you. We will be looking a responsible behaviours in PEH and English, and creating some static images in English that promote or advertise responsible behaviours. The first thing we will need to do is to revise our understanding of the elements and techniques of static image.
Success Criteria: I can/have...
- Define a static image
- Identify at least 3 elements of static image
- Describe the effect these elements have on the viewer
Activities:
- Word/Quote/Mission activity (Do now)
- Draft a definition of static image based on your recall from 2020
- Watch slide show introduction
- Revise definition to include new/recalled learning
- Create own static image using element of .........
Homework:
Write here...
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING elements of static images
- We are EXPLORING how our writing framework supports analysis of Responsible behaviours
- We are EXPLORING grammatical conventions in our writing
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Poipoia te kakano, kia puawai
Nurture the seed and it will blossom
Kia ora. I feel like I have hardly seen you this year. It was wonderful to spend workshop time with you and Mr. G on Friday and see how I can support you this term with your PEH NCEA requirements. I am excited about how this is going to work! This week, we are going to continue to work on our revision of the elements of static image and also to write our first paragraphs on responsible behaviours - we will focus on how your blindfold activity in PEH demonstrated your chosen behaviour.
Success Criteria: I can/have...
- Define a static image
- Identify at least 3 elements of static image
- Describe the effect these elements have on the viewer
Activities:
- Create your own static image using the element of symbol (use postermywall.com and email to me - I have about half of the images I need to create the quiz for you)
- Review slideshow #2
- Write a TEXAS paragraph on your chosen responsible behaviour (in books)
Homework:
Write here...EXPLORE / TŪHURA learning intentions:
- We are EXPLORING elements of static images
- We are EXPLORING how our writing framework supports analysis of Responsible behaviours
- We are EXPLORING grammatical conventions in our writing
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Poipoia te kakano, kia puawai
Nurture the seed and it will blossom
Kia ora. What a strange week week we had last week. It was great that we got to meet on Thursday and review the slideshow on colour. This week, we are going to continue to revise elements of static image. I have also booked us into the library on Wednesday morning, so will meet you all there Session One (I may be a little late due to road patrol, please wait sensibly outside) We are also going to continue to write first paragraphs on responsible behaviours - we will focus on how your blindfold activityin PEH demonstrated your chosen behaviour.
Success Criteria: I can/have...
- Define a static image
- Identify at least 3 elements of static image
- Describe the effect these elements have on the viewer
Activities:
- Create your own static image using the element of symbol (use postermywall.com and email to me - I have about half of the images I need to create the quiz for you)
- Review slideshow #2
- Write a TEXAS paragraph on your chosen responsible behaviour (in books)
Homework:
Write here...EXPLORE / TŪHURA learning intentions:
- We are EXPLORING elements of static images
- We are EXPLORING how our writing framework supports analysis of Responsible behaviours
- We are EXPLORING grammatical conventions in our writing
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Mauri tū, mauri ora
An active soul is a healthy soul
Kia ora. A great opportunity this week for you to manage your time wisely and complete the tasks we started at the start of the term. Many thanks for those of you who have already completed the work/quote/vision activity, and also shared their symbol static image with me. Please continue to write your TEXAS paragraphs and send them to me for feedback (I find it really difficult to mark and give feedback digitally, I like to be able to write all over your pages, but I will do my best to adapt to the circumstances)
Success Criteria: I can/have...
- Write using a framework
- Use feedback to improve my writing
- Write with clarity and brevity
Activities:
- Complete any outstanding tasks (word/quote/vision and static image)
- TEXAS paragraphs - upload for feedback
- Use feedback to improve TEXAS paragraphs
Homework:
EverythingEXPLORE / TŪHURA learning intentions:
- We are EXPLORING elements of static images
- We are EXPLORING how our writing framework supports analysis of Responsible behaviours
- We are EXPLORING grammatical conventions in our writing
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Kua hua te marama
Something has completed a full cycle
Kia ora. I know some of you are going to the Year Seven camp this week, so we have a lot to do, but not so much time to do it. It has been really exciting to see your TEXAS paragraphs - and the way you have used the feedback you have been given to improve your writing. Remember, the feedback does not just apply to that particular TEXAS paragraph, you can take it forward to the other paragraphs you need to write for PEH (and NCEA) but also to every other paragraph you will write in the future. The most imporant thing to note is that a paragraph is a series of sentences about ONE main idea, and that you need to use precise vobabuary and language choices, and clear and explicit examples to convey your meaning to your reader.
Success Criteria: I can/have...
- Write using a framework
- Use feedback to improve my writing
- Write with clarity and brevity
Activities:
- TEXAS paragraph writing
- Swap your paragraph with a buddy/peer for feedback (you are welcome to use the feedback I have given you as a cue)
- Edit/rework your paragraph based on buddy/peer feedback
Homework:
Write here...EXPLORE / TŪHURA learning intentions:
- We are EXPLORING elements of static images
- We are EXPLORING how our writing framework supports analysis of Responsible behaviours
- We are EXPLORING grammatical conventions in our writing
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I orea te tuatara ka patu ki waho
A problem is solved by continuing to find solutions
Kia ora. To our Camp Leaders, welcome back, to those of us who were at school at the end of last week, thank you for being such excellent leaders for your Year 8 and 9 students. I have been really enjoying reading your TEXAS paragraphs, I can see great growth in your explanations and the structure of your writing. Ka Pai! This week, we are going to check in with Mr G. that what your are writing meets his expectations, and will also revise dominant image and layout in ststic images.
Success Criteria: I can/have...
- Write using a framework
- Use feedback to improve my writing
- Write with clarity and brevity
Activities:
- Do now - Who am I Google Quiz (I will share this with you as soon as we are all together)
- Static Image # 3 (Google classroom)
- TEXAS writing
Homework:
TEXAS writing - especially if you have not yer given me your book for feedback!
FOCUS / ARONGA learning intentions:
- We are FOCUSING on using a writing framework to explain responsible behaviours
- We are FOCUSING on identifying a range of visual techniques we can use to influence the viewer
- We are FOCUSING on developing a series of static images that tell a story
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He waka eke noa
We are all in this together
Kia ora. I am so proud of your paragraphs - I can see some real growth from the start of the year when you first wrote about your focus behaviour and I am sure you are all feeling confident when going into your NCEA task for PEH. This week, I am going to share your Assessment Task with you. This is not due until Week Eleven, but will take some time to do well. I know your focus is on your NCEA assessment, so am giving you loks of advance notice so that you can manage your time and workload.
Success Criteria: I can/have...
- Use elements of visual language to construct a static image
- Create clear links between image and responsible behaviour by use of symbol and colour
- Consider the needs of my audience when creating a static image
Activities:
- Brainstorm symbols and colours for static image
- Draft layout for static image
- Explore a range of options fo creating static image (on-line and off-line)
- Design a process and timetime for static image
- Start production of static image
Homework:
Access any image creators that are not available on site due to filtering softwareFOCUS / ARONGA learning intentions:
- We are FOCUSING on using a writing framework to explain responsible behaviours
- We are FOCUSING on identifying a range of visual techniques we can use to influence the viewer
- We are FOCUSING on developing a series of static images that tell a story
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Kia whakatōmuri te haere whakamua
‘I walk backwards into the future with my eyes fixed on my past’
Kia ora. This week we are going to continue to work on our static images. Please remember to refer to the assessment task criteria. Your must focus on the behaviours you are trying to symbolise rather than starting with a static image of a superhero and trying to fit that to the task. I want you all to succeed, so it is important that you focus on what the task is actually assessing - this is NOT your drawing skills, or your favourite superhero, it is about how well you have symbolised each behaviour! We have a short week this week as Friday is Good Friday - followed by a short week next week as Monday and Tuesday are also no-school days (Easter Monday and school holiday Tuesday). Friday next week is our community fun day, so the pressure is really on us to get our work completed. Whatever you do as a family over the Easter break, I hope you have a fantastic time and enjoy Level One in Aotearoa.
Success Criteria: I can/have...
- Use elements of visual language to construct a static image
- Create clear links between image and responsible behaviour by use of symbol and colour
- Consider the needs of my audience when creating a static image
- Explore a range of options for creating static image (on-line and off-line)
- Design a process and timetime for static image
- Start production of static image
Homework:
Static ImagesFOCUS / ARONGA learning intentions:
- We are FOCUSING on using a writing framework to explain responsible behaviours
- We are FOCUSING on identifying a range of visual techniques we can use to influence the viewer
- We are FOCUSING on developing a series of static images that tell a story
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING an oral presentation that demonstrates our understanding of an issue so that we can educate and inform an audience of solutions or innovations to the issue
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He iti te mokoroa nāna te kahikatea i kakati
Even the small can make a big impact on the big
Kia ora. I hope you all had a wonderful Easter break and took the time to relax after your exciting PEH adventures last week. I am looking forward to hearing about it! This week, we have another very short week. We have timetabled classes Wednesday and Thursday (though session one on Wednesday will be in your Learning Advisor groups) and on Friday we have Learning Advisor followed by community fun day - hopefully you will have more information about this to follow. In English, we are going to continue working on your static images- remember, I am looking at your control of visual language techniques NOT your artistic ability. The superhero slant is the last and least of your focus this week!
Success Criteria: I can/have...
- Use elements of visual language to construct a static image
- Create clear links between image and responsible behaviour by use of symbol and colour
- Consider the needs of my audience when creating a static image
Activities:
- Explore a range of options for creating static image (on-line and off-line)
- Design a process and timetime for static image
- Start production of static image
Homework:
Read a book :-)PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING the construction of a static image so that we can demonstrate control over a range of visual language techniques
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Ehara taku toa, he takitahi, he toa takitini
Success is not mine alone, it is due to the work of all of us
Kia ora. I hope you had a good day on Friday - what was your favourite activity (queuing at the food trucks is NOT an activity!). I enjoyed watching the bubble football and the cultural performances! This week, we are going to complete our assessment tasks and upload them to MHOL.
Success Criteria: I can/have...
- Use elements of visual language to construct a static image
- Create clear links between image and responsible behaviour by use of symbol and colour
- Consider the needs of my audience when creating a static image
Activities:
- Complete static images
- Upload to MHOL
Homework:
Read a book
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on any problems or issues we had when working on our static images, and evaluating our strengths when overcoming these.
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Have a wonderful break - keep safe, stay warm, and try and get some fresh air............ (Oh, who am I kidding, sleep in and watch lots of Netflix)
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Tūngia te ururua, kia tupu whakaritorito te tupu o te harakeke.
Clear the undergrowth so that the new shoots of the flax will grow.
Kia ora. I hope you all had a restful break and are refreshed for Term Two. This term, we are going to be focussing on research skills and writing persuasive essays. This will lead us into speech writing in the second half of the term, while also supporting research you will be doing across the curriculum. We will look at inquiry models and note making/taking techniques as well as how to reference our research. So put on your thinking caps and start identifying issues that are important to you!
Success Criteria: I can/have...
- Brainstorm issues
- Short list issues to research
- Locate appropriate research sites (on-line and off-line)
- Plan my research
Activities:
- Brainstorming
- KW Charts
- Locating resources/sources of information
Homework:
Read -
He mahi kai hōaka, he mahi kai tāngata-Hastings Tipa
Just as work consumes sandstone, so it consumes people/everything worthwhile takes considerable effort
Kia ora. This week we are going to continue with our research with a focus on effective note making and note taking. Having a system to record the information you have found is essential for you to be able to understand what you have found, and to present it in your writing in your own words. This is more that changing a few adjectives or adverbs - it is about you demonstrating your understanding and being able to use information from a variety of sources to draw your own conclusions.
Success Criteria: I can/have...
- Identify appropriate sources of information
- Use a framework to unpack information
- Record information with brevity and clarity
- Use my own notes in my writing
Activities:
- Analysis of infromation paragraph
- Dot/jot, Key/Detail note taking frameworks
- Practice taking own notes and using these notes to create TEXAS paragraphs
Homework:
Read a bookEXPLORE / TŪHURA learning intentions:
- We are EXPLORING a range of issue that are of interest to us personally
- We are EXPLORING research techniques to make sense of what we have read
- We are EXPLORING graphic organisers that help us organise, integrate and analyse the information we have found about our issues
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Ēhara tāku toa i te toa takitahi, ēngari he toa takitini
My valour is not that of the individual, but that of the multitudes.
Kia ora. It's kindness week. I know you are all going to be wonderful examples of kindness for the year 7, 8 and 9. Don't forget to hunt out your pink shirt for Friday (and your crazy socks too!)
Success Criteria: I can/have...
- Identify appropriate sources of information
- Use a framework to unpack information
- Record information with brevity and clarity
- Use my own notes in my writing
Activities:
- Plan essay - identify three main points
- Organise essay - decide the best order to present points
- Draft TEXAS body paragraphs
- Draft introduction
- Draft conclusion
- Proofread and Edit
Homework:
Read a book
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING a range of issue that are of interest to us personally
- We are EXPLORING research techniques to make sense of what we have read
- We are EXPLORING graphic organisers that help us organise, integrate and analyse the information we have found about our issues
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Whaowhia te kete mātauranga
Fill the basket of knowledge
Kia ora. I hope you all enjoyed the careers expo and have a few ideas about what you want to aim towards (and maybe even organise for Term 4 work experience). This week we are going to continue writing our persuasive essays based around your chosen issues. You should by now have completed your research and at least one TEXAS paragraph.
Success Criteria: I can/have...
- Identify appropriate sources of information
- Use a framework to unpack information
- Record information with brevity and clarity
- Use my own notes in my writing
Activities:
- Draft TEXAS paragraphs
- Draft Introduction and conslusion
- Share writing with a buddy for feedback
- Edit and proofread based on buddy feedback
Homework:
Read a bookEXPLORE / TŪHURA learning intentions:
- We are EXPLORING a range of issue that are of interest to us personally
- We are EXPLORING research techniques to make sense of what we have read
- We are EXPLORING graphic organisers that help us organise, integrate and analyse the information we have found about our issues
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He oranga ngākau, he pikinga waiora
Positive feelings within you enhances wellbeing
Kia ora. This week, I want you to proofread and edit your essays. It would be good if you share your writing with a buddy for peer feedback - when you are writing, you know what you are writing about and sometimes it is hard to see where you need to explain or add detail to make the topic clear. Getting feedback from a buddy is a great way to see where you need to strengthen your writing.
Success Criteria: I can/have...
- Identify appropriate sources of information
- Use a framework to unpack information
- Record information with brevity and clarity
- Use my own notes in my writing
Activities:
- Edit/Proofread essay
- Share essay with a buddy
- Edit essay based on feedback
- Submit essay on google classroom (copy and paste from your document into the one I provide)
Homework:
Read a bookFOCUS / ARONGA learning intentions:
- We are FOCUSING on identifying issues in society that are of concern to us.
- We are FOCUSING on researching our identified issue to construct our personal response to this issue.
- We are DEVELOPING an oral presentation to discuss and explain our response to an audience.
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Nau i whatu te kakahu; he taniko taku
You wove the cloak, I made the border
Kia ora. Another Queen's Birthday honours list and still no mention of my name...... ah well, there's always next year. :-). This week, you are going to research your speech (hopefully you have all submitted your topic). Your research and planning template is due at the end of this week.
Success Criteria: I can/have...
- Identify appropriate sources of information
- Use a framework to unpack information
- Record information with brevity and clarity
- Use my own notes in my writing
Activities:
- Research speech topic using T-Chart (and no more than 4 rule)
Homework:
Read a book!FOCUS / ARONGA learning intentions:
- We are FOCUSING on identifying issues in society that are of concern to us.
- We are FOCUSING on researching our identified issue to construct our personal response to this issue.
- We are DEVELOPING an oral presentation to discuss and explain our response to an audience.
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He aha te kai ō te rangatira? He Kōrero, he kōrero, he kōrero.
What is the food of the leader. It is knowledge. It is communication.
Kia ora. Well done on making it halfway though the term! This week, you are going to write and practice your speeches, ready to start recording them next week. Remember, I need the draft of your speech submitted on google classroom by this Friday. I will create a booking sheet for the whanau video camera (and arrange for a couple of experts in each class who will be able to explain the technical requirements of the filming)
Success Criteria: I can/have...
- Identify appropriate sources of information
- Use a framework to unpack information
- Record information with brevity and clarity
- Use my own notes in my writing
Activities:
- Write speech using TEXAS framework
Homework:
Read a book!FOCUS / ARONGA learning intentions:
- We are FOCUSING on identifying issues in society that are of concern to us.
- We are FOCUSING on researching our identified issue to construct our personal response to this issue.
- We are DEVELOPING an oral presentation to discuss and explain our response to an audience.
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He aha te kai ō te rangatira? He Kōrero, he kōrero, he kōrero.
What is the food of the leader. It is knowledge. It is communication.
Kia ora. We have a busy week this week, it's mid-year asTTle time - please try your best, take the time to check your answers (in all AsTTles) and show us what you can do! You will also start recording your speeches this week. There is a camera booking sheet outside M1. I have indicated the sessions where NO filming will take place. Other sessions are at the discretion of, and with permission from your teachers. Please don't ask if you know the time is already unavailable. You will work in groups of 4. In the session you book thecamera, I expect all 4 speeches to be recorded and uploaded.
Success Criteria: I can/have...
- Identify appropriate sources of information
- Use a framework to unpack information
- Record information with brevity and clarity
- Use my own notes in my writing
Activities:
- Record your speeches
- (Draft speech if not yet completed)
- When you speech is completed you may use your time to work on writing up in another curriculum area (i.e. Global)
Homework:
Read a book!FOCUS / ARONGA learning intentions:
- We are FOCUSING on identifying issues in society that are of concern to us.
- We are FOCUSING on researching our identified issue to construct our personal response to this issue.
- We are DEVELOPING an oral presentation to discuss and explain our response to an audience.
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He aha te kai ō te rangatira? He Kōrero, he kōrero, he kōrero.
What is the food of the leader. It is knowledge. It is communication.
Kia ora. We are rapidly approaching the end of the term. You will be on holiday break before you know it! The task you must complete before next week is to get your speeches recorded and uploaded! I expect your drafts to be shared with me also. If you can't get your speech into the document on google classroom (I know there is something weird happening there) please type it into a document and share with me (I will set up another document in google classroom also)
Success Criteria: I can/have...
- Use voice to deliver an effective speech
- Use body language to deliver an effective speech
- Deliver an well constructed speech that aims to persuade your audience to your point of view
Activities:
- Record your speeches
- Upload speeches and draft (to upload, give me the data card with the sessions speeches on it for me to download) - it is your groups responsibility to get the data card to me!
- When you speech is completed you may use your time to work on writing up in another curriculum area (i.e. Global)
Homework:
Read a book -
He manawa tītī
A person with great endurance
Kia ora. Well done to those of you who recorded speeches last week. I know some of you left your recording to the last possible day and found issues with getting access to the video cameras. This is something you need to manage better as you go through your NCEA years. I will accept speeches that are recorded on Monday - however, you have NCEA Global and Maths also this week, so it is vitally important you use your time wisely and well. When I downloaded the speeches off the camera there were multiple attempts from many of you - some of these were complete speeches so recording a 5 minute speech 4 or more times really took opportunities from other students who were trying to also record theirs! If your speech has been completed, you can use your English sessions to support your writing in other curriculum areas - I can't help you with the writing of your Global report, but I can give you some time. If you have no other writing tasks outstanding, you can focus on your Reading Plus, Maths Buddy and Education Perfect tasks.
Success Criteria: I can/have...
- Manage my time to meet deadlines
Activities:
- Record NCEA speech
- Writing tasks in other curriculum areas
Homework:
Read a bookPLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING an oral presentation that demonstrates our understanding of an issue so that we can educate and inform an audience of solutions or innovations to the issue
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E mua kaikai, e muri kai huare.
Early arrivals have the pick, but late comers may only get spittal
Kia ora. Welcome back to Term Three. Can you believe you are halfway through your final year at Mission Heights Junior College? This term, we are going to study an extended text (in this case a novel) I know you have studied extended texts in the past - these may have been movies. The process is the same. We will look at novel structure and identify the techniques that are used to convey meaning - look at how the characters develop, change and evolve through their journey through the plot and explore the theme and the plot structure amongst other elements. We will start by reviewng novel structure before we go to the library to select the novel you will be reading. It is important that the novels you select are of a suitable level of complexity to be able to discuss these elements, so you will have to have your choice confirmed by me (or another English teacher).
Success Criteria: I can/have...
- Identify elements of plot structure (exposition, rising action, climax, falling action, conclusion)
- Discuss common themes in novels
- Describe characters (personality and appearance)
- Identify a pivotal moment in the plot to explore
Activities:
- Education Perfect Task - Novel structure
- Novel selection
Homework:
Read your novel! -
Tē tōia, tē haumatia
Nothing can be achieved without a plan, workforce and way of doing things
Kia ora, kia orana. It's Cook Island language week! This week we are going to select the extended texts (novels) we will be reading and writing about. You will start reading through your novels and begin making notes about characters, settings, plot structure, language, themes, conflicts, relationships and many more things. At the start of this week we will look at a tool we can use to help us organise our notes (and our thoughts) as well as preparing our 2021 Yearbook statements - I will go over this with you early in the week. We will use our Thursday session to go to the library to select the novels. It is essential your book is at an appropriate curriculum level to allow you the opportunity to showcase your critical thinking and sophistication.
Success Criteria: I can/have...
- Select a novel
- Read my novel and take note of important events, characters and relationships
- Identify the theme of my novel
- Describe the plot structure of my novel
- Select appropriate quotations to support my ideas
Activities:
- Yearbook Statements
- One pager brainstorms (an introduction)
- One pager organiser (an introduction)
- Selection of Novels
Homework:
Read your novelEXPLORE / TŪHURA learning intentions:
- We are EXPLORING the structural features of a novel to recognise how they are connected to our novel
- We are EXPLORING how we can organise our thoughts and our notes as we read and collecting evidence that will help us analyse and interpret themes and ideas
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Tino kai, tino ora te kōpū
He who has the produce of his labour stored up will never want
Kia ora. Welcome to Week Three. This week we are going to continue reading our novels and look at themes, our connections to ideas in the texts and developing character descriptions aboutthe main characters in our novels. Phew - thank goodness you all have a day off on Tuesday to power through your novels (yeah right!)
Success Criteria: I can/have...
- Identify theme(s) in my novel
- Describe the ideas that relate to the theme (s)
- Make connections between the ideas in my novel and my own life, or other texts I have read/viewed
- Provide appropriate evidence to support my ideasWrite to justify my ideas
Activities:
- SSR - own novels
- One Pager (revision/usage)
- Theme/Connections/Character analysis
- Paragraph writing
Homework:
Read at least half of your novelEXPLORE / TŪHURA learning intentions:
- We are EXPLORING the structural features of a novel to recognise how they are connected to our novel
- We are EXPLORING how we can organise our thoughts and our notes as we read and collecting evidence that will help us analyse and interpret themes and ideas
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He iti kai mā te kotahi e kai, kia rangona ai te reka
If something is too small for division, do not try to divide it
Kia ora. I hope you are all taking the time to read your novels. The aim in that you have completed your reading by the end of week five so that we can continue to unpack the elements of the text to support your response to text writing. This week we are going to complete our initial thematic statements, and continue making notes about character (this will be ongoing as chatacters change throughout the novels). We will also be identifying key events and conflicts in the novel.
Success Criteria: I can/have...
- Identify theme(s) in my novel
- Describe the ideas that relate to the theme (s)
- Describe the characters in my novel
- Provide appropriate evidence to support my ideas/Write to justify my ideas
Activities:
- SSR - Read novel
- Revision thematic statements
- Character analysis (appearance and personality)
- Key events and conflicts
Homework:
Read your novel!EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the structural features of a novel to recognise how they are connected to our novel
- We are EXPLORING how we can organise our thoughts and our notes as we read and collecting evidence that will help us analyse and interpret themes and ideas
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Kia ora, I hope you are all doing well during this lockdown and are looking after yourselves. Please take advantage of the time at home, and make sure you are reading your novels - aim for an hour a day! This week we are going to complete our character analysis, and continue unpacking our characters development throughout your novels. If you have any questions, please email me at sdowdall@mhjc.school.nz.
Success Criteria: I can/have...
I will be able to successfully identify my protagonist's key physical attributes, personality traits, and what motivates my character.
I will be able to detail my protagonist's personal development throughout my novel.
Activities: Watch the video attached below on character analysis. Then choose one of the following activities to help analyse your character...
FB character timeline worksheet.
Write a diary entry or a letter from the perspective of your character.
Create a one-pager combining key elements pulled from the completed activities about your character/s.
Character timeline. Outlining your character, using key events from the novel to map the development of your character throughout the novel.
Homework:
Continue reading your novel!
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the structural features of a novel to recognise how they are connected to our novel
- We are EXPLORING how we can organise our thoughts and our notes as we read and collecting evidence that will help us analyse and interpret our character development.
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Kia ora, I hope you are all doing well during this lockdown and are looking after yourselves. This week we are going to continue with your character analysis, and continue unpacking our characters development throughout your novels. This week you will continue working on your character analysis one-pagers. Ideally, you should be finished with your novel this week, so ensure you are spending time reading your novels - if you haven't finished already. If you have any questions, please email me at sdowdall@mhjc.school.nz.
Success Criteria: I can/have...
I will be able to successfully identify my protagonist's key physical attributes, personality traits, and what motivates my character.
I will be able to detail my protagonist's personal development throughout my novel.
I will have finished my novel by the end of this week.
Activities: Watch the video attached below on character analysis. Then choose one of the following activities to help analyse your character...
FB character timeline worksheet.
Write a diary entry or a letter from the perspective of your character.
Create a one-pager combining key elements pulled from the completed activities about your character/s.
Character timeline. Outlining your character, using key events from the novel to map the development of your character throughout the novel.
Homework:
Finish your novel.EXPLORE / TŪHURA learning intentions:
- We are EXPLORING the structural features of a novel to recognise how they are connected to our novel
- We are EXPLORING how we can organise our thoughts and our notes as we read and collecting evidence that will help us analyse and interpret our character development.
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Kia ora, I hope you are all doing well. By now, you should have all finished reading your novels, this will make completing your one-pagers a lot easier! This week we are going to work on analysing the plot and structure of your novels. Please go through the attached PowerPoint before beginning your one-pager. If you have any questions, please email me at sdowdall@mhjc.school.nz.
Success Criteria: I can/have...
- I will be able to successfully analyse the structure of my novel.
- I will be able to identify and then create a one-pager analysing the key plot/structure.
Activities:
- Create a one-pager analysing the plot and structure of my novel.
- Use the PowerPoint to support creating your one-pagers. Identify each part of the plot (outlined in the PowerPoint) in your novel. e.g identify the Exposition, Rising Action, The Climax, Falling Action, Conclusion.
Homework:
- Upload all of your completed one-pagers to Google Classroom.
EXPLORE / TŪHURA
EXPLORE / TŪHURA learning intentions:
We are EXPLORING the structural features of a novel to recognise how they are connected to our novel
We are EXPLORING how we can organise our thoughts and our notes as we read and collecting evidence that will help us analyse and interpret our character development.
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Kia ora, I hope you are all doing well. By now, you should have all finished reading your novels, this will make completing your one-pagers a lot easier! This week we are going to work on your Response to Text Essays. We have spent several weeks focussing on one-pagers and gathering information from your novels, covering theme, setting, character and plot. Now we are going to use your one-pagers to complete a practice essay.
Please watch the video below. If you have any questions, please email me at sdowdall@mhjc.school.nz.
Success Criteria: I can/have...
- I will be able to complete a Response to Text Essay
- I will use my completed one-pagers to support my essay writing
Activities:
- Watch the video to help you understand how to successfully respond to your text, and break down the essay question.
- Write a Respone to Text essay.
Homework:
- Upload all of your completed one-pagers to Google Classroom.
EXPLORE / TŪHURA
EXPLORE / TŪHURA learning intentions:
We are EXPLORING the structural features of a novel to recognise how they are connected to our novel
We are EXPLORING how we can organise our thoughts and our notes as we read and collecting evidence that will help us analyse and interpret our character development.
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Kia ora, I hope you are all doing well. This week we are going to continue working on your Response to Text Essays. Last week you wrote your first essay draft, now we are going to use your generalised feedback to complete your second essay draft.
If you have any questions, please email me at sdowdall@mhjc.school.nz.
Success Criteria: I can/have...
- I will be able to complete a Response to Text Essay
- I will use my completed one-pagers to support my essay writing
- I will use the provided feedback for my second essay attempt
Activities:
- Use the generalised feedback to write your second Response to Text Essay.
- Look at the resources uploaded to MHO and Google Classroom to support your essay writing.
Homework:
- Read a book!
EXPLORE / TŪHURA
EXPLORE / TŪHURA learning intentions:
We are EXPLORING the structural features of a novel to recognise how they are connected to our novel
We are EXPLORING how we can organise our thoughts and our notes as we read and collecting evidence that will help us analyse and interpret our character development.
-
Kia ora, I hope you are all doing well. This week we are going to continue working on your Response to Text Essays. Last week you wrote your first essay draft, now we are going to use your generalised feedback to complete your second essay draft.
If you have any questions, please email me at sdowdall@mhjc.school.nz.
Success Criteria: I can/have...
- I will be able to complete a Response to Text Essay
- I will use my completed one-pagers to support my essay writing
- I will use the provided feedback for my second essay attempt
Activities:
- Use the generalised feedback to write your second Response to Text Essay.
- Look at the resources uploaded to MHO and Google Classroom to support your essay writing.
Homework:
- Read a book!
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Kia ora. I hope you have all have had a restful break. It is disappointing that we can not be together in person for the start of Term Four, fingers and toes crossed that we will be able to return to the school site soon. This week, you will be focussing on your projects. I therefore have no English tasks for you other than those related to your project. Please make sure your written work reflects care in spelling, punctuation and sentence structure, and of course, keep up with your Reading+ and Cars and Stars work.
All the best and keep safe until we can catch up again in Week Two (unless you are in my LA group. in which case, I will see you on line in the next few days) :-)
Success Criteria: I can/have...
- completed and written up/presented my project
Activities:
- Project
- Project
- Project
Homework:
Project -
I orea te tuatara ka patu ki waho
A problem is solved by continuing to find solutions
Kia ora. I would like to challenge you all to try something really scary this week. I would like you to turn your camera's on in class so I don't feel like I am teaching (or talking to) a computer screen. I know this makes some of you uncomfortable (I know it is not my favourite thing to do) so I am giving you a link to a filter app. I have been using this one on my calls and meets and it is making me way less conscious about them. Have some fun - there are lots of filters to choose from - I look forward to teaching a class of princesses, or shreks, or even people with beards :-)
This week we are going to look at stategies when dealing with unfamiliar text. This is when you are given a piece of writing you have not seen before and are expected to be able to analyse and identify different techniques in the text. It is often poetic (either poetry or short prose). We will be reviewing poetic techniques (metaphor, simile, assonace etc.) as we work through a range of texts. I have set some EP tasks for you this week to refresh your memory.https://snapcamera.snapchat.com/ (I will add the link to the resources at the bottom of the page also).
Success Criteria: I can/have...
- Read the text
- Read the questions
- Identify key words in the questions
- Skim and scan the text for key words
- Read around the key words to locate answers
- Record answers using evidence from the text
- Check that my answer answers the question asked
Activities:
- EP - Unfamiliar Text - Poetry
Homework:
Read a book you have access to at homeEXPLORE / TŪHURA learning intentions:
- We are EXPLORING how poetic techniques can connect us to places we know
- We are EXPLORING a range of genre and analysing how words create pictures in our mind
- We are EXPLORING how different comprehension strategies can be used in anaylsis of written text
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Kei ōu ringaringa te aoThe world is yoursKia ora. This week we are going to complete Assessment Task Two. You will be writing a response to extended text essay on the novel you read in Term Three. Hopefully you have had an opportunity to locate your previous essays and feedback, your notes and one pages, and your copy of the novel. This is an open book assessment which means you can use any and all of these resources when writing your essay. You will have two hours to plan and write your essay. This is in keeping with the timeframe you would have been given to complete this task if we were learning on-site as well. You will upload your essays to the Assessment below when completed
Success Criteria: I can/have...
- Use notes and one pages to inform my ideas
- Use feedback provided to improve the structure and content of my essay
- Write with clarity
- Use spelling and grammatical conventions with accuracy
Activities:
- Plan, write and submit Assessment Task Two
Homework:
Read a book! -
Tū whitia te hopo
Overcome your fear
Kia ora. It's week four! Hopefully we we get an idea early this week about what the rest of the term will hold for us. I am looking forward to seeing you all again in person! This week we are going to complete an Unfamiliar Text exercise. It is important when you are working with unfamiliar text to use a range of reading strategies (locating fact and details, making inferences, drawing conclusions, making predictions etc.) and to use evidence from the text to support your answers.
Success Criteria: I can/have...
- Use a range of reading strategies
- Provide evidence to support my answers
- Check responses match the quetion being asked
Activities:
- Unfamiliar Text (Food Hall) in Google classroom
Homework:
Read a book/reading plus/cars and stars
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Kaua e hoki i te waewae tutuki, a apa ano hei te upoko pakaru
Do not turn back because of minor obstacles but press ahead to the desired goal
Kia ora. After so long, we are able to gather together again. I am looking forward to seeing some of you face-to-face. I know that some of you are anxious, and may take a little longer to come back to site, but I am excited to get back to MHJC and to hear what you have achived over the past few months. This week we have asTTle reading to complete. Please check you know your log-in and password before Monday's meet (email Mr. Nihal if you need help) and have a charged device, and a quiet space to complete the assessment. This is the only work I have set for you this week, so you can spend the rest of your English time catching up on assessment tasks, education perfect or Reading+/Cars and Stars. Review your writing sample from last year (on your eReport) and identify a focus area or two for your upcoming CAT.
Success Criteria: I can/have...
- Read the text
- Read the questions
- Identify key words in the questions
- Skim and scan the text for key words
- Read around the key words to locate answers
- Record answers using evidence from the text
- Check that my answer answers the question asked
Activities:
- AsTTle reading
- Reading+/Cars and Stars
Homework:
Read a book (ask your parents what their favourite books were when they were your age) -
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Ehara taku toa i te toa takitahi, engari he toa takitini
Success is not the work of an individual, but the work of many.
Kia ora. Well done on competing CATs last week. This week I have set you an unfamiliar text and your Auckland passport
Success Criteria: I can/have...
- Locate details in a text
- Apply reading comprehension strategies
- Identity language features of poetic writing
- Check that my answers are accurate
Activities:
- Unfamiliar Text (google classroom)
- Auckland Passport
Homework:
Read a book -
He maonga āwhā
Calm after the storm
Kia ora. It has been lovely to catch up with so many of you on-site. This week, we are going to continue working on unfamiliar text. You can also work on your passport. If you have not yet returned your novel to the school library, can you please make that a priority. The library has set up contactless return, you might also be able to get a classmate to return the book on your behalf.
Success Criteria: I can/have...
- Locate details in a text
- Apply reading comprehension strategies
- Identity language features of poetic writing
- Check that my answers are accurate
Activities:
- Unfamiliar text (google classroom)
- Auckland Passport
Homework:
Read a book -
Kua hua te marama
Something has completed a full cycle
Kia ora. You made it. Well done. What a year it has been. I have enjoyed teaching you this year and hope that you will pop in and let me know how you are going. :-)
All the best, good luck and don't forget........ You are amazing!