9C2 English
Weekly outline
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Kia ora 9C2.
Welcome to 2021!
I am very pleased to be teaching you again this year!
There is a great deal for you to discover about yourself and to utilise your strengths to the best you can be this year! Great year for you to invest in yourself and nurture your pono to grow greatness across the 4 cornerstones of MHJC!We have developed an exciting Term 1 context for you:The Me in Team
Whānaungatanga
This term, across your learning areas, you will be developing your interpersonal skills and learning about leadership, and the role people play in a team or community group.
In time, you will be identifying a community issue and solving the following problem: how do we teach the community about how we can work together to find a solution for the community issue?
In English, to help you explore the ideas of leadership and teaming, we start by studying a range of short texts.
Learning Intentions: We will be developing 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
- make meaning by understanding increasingly comprehensive ideas in texts and the links between them
- make connections by exploring ideas within and between texts from a range of contexts
Aroha nui
Mrs. Nalini Narayan
Karakia
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Week 2
Nǐ hǎo 9C2!
Chinese New Year 2021 – Year of the Ox
12th February
1949,1961, 1973, 1985, 1997This week, we start with our contextual learning.Success Criteria: I can/have...
read/viewed a range of texts around leadership and identified the main ideas, author's purpose and the characteristics of that text type.
formed judgements on the texts
Activities:
- Whānaungatanga introductory slide
- Symbolism - design an image symbolising 'The Me in Team'. When describing, pay attention to details- shape, size, position, colour, relation etc.
Homework:
Reading Plus -
Library: Tuesday Session 2
Week 3
Kia ora 9C2
This week we dig deeper into our context, 'The Me in Team' and create a symbolism image. Expect yourself to show high collaboration by actively working towards achieving your team goal.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to collaborate so that we can design an image for our context, 'The Me in Team'.
Success Criteria: I have designed an image symbolising Teamwork.
- Criteria - Our image clearly shows:
- Originality
- Creativity
- Relevance
2. To achieve this criteria, I will consciously and carefully think about:
- shape
- size
- colour
- positioning
3. Fully and actively participated in the collaboration process to plan, design and explain our Team image.
Tama tū tama ora; tama noho tama mate
He who stands lives; he who sits, perishes
(An active person will remain healthy, while a lazy one will become sick)
So, just pick up the work and carry it through.
Activities:
- Collaborate to plan and design your Team image.
- Label the parts and write a blurb explaining its symbolism.
- Whānaungatanga introductory slide
Homework:
- Reading Plus
- The Me in Team image
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Kia ora 9C2! This week, we start to delve into different text types, some of which you are already aware of. We will study short texts and analyse its specific text conventions.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING text types for different purposes and audience
- We are EXPLORING specific text conventions that make a text type
Success Criteria: I can/have...
- watched the TED talk on teaming
- identified this text type and its text conventions
- taken notes using Cornell notetaking method
- participated in class discussions in this session
Activities: Ted Talk on Teaming (click to open the link)
- Do a 5 minute research on San Jose copper mine collapse (prior knowledge)
- Watch the TED Talk on Teaming
- Answer the following questions:
b) What 'ingredients' make this text type? (ingredients = text conventions)
c) Note taking focus question: What makes an effective team, according to this speaker? (Use Cornell notetaking method for this)Content should include:
What is the speaker/ author’s message? [What did you take from it?]
What did you recognize of yourself in this text, in terms of qualities and skills mentioned in the text?
What are the key leadership qualities identified in this text?
Homework:Reading Plus
'The Me in Team' image
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Kia kaha 9C2. Keep yourself safe and keep paddling your waka of
learning & wellbeing.
This week, we continue to explore text types and text conventions. So far, we have covered Speech/presentations and articles. This week we explore another text type.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING text types for different purposes and audience
- We are EXPLORING specific text conventions that make a text type
- We are EXPLORING cinematography techniques (camera shots and angles)
- We are interpreting the main idea in a text and its links to real life
Success Criteria: I can/have...
- name different camera shots and angles
- identify them and give examples
- explain its effectiveness
Activities:
- See Google Classroom to get a copy 'Cinematography Camera Shots & Angles' slide for yourself to work on.
- Language Features Revision quizzlet on Google Classroom. Use your school email to sign up.
Homework:
Reading Plus
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WEEK 6
Kia ora 9C2. Welcome back to school!
This week, we continue to explore text types and text conventions. So far, we have covered Speech/presentations and articles. This week we explore another text type.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING text types for different purposes and audience
- We are EXPLORING specific text conventions that make a text type
- We are EXPLORING cinematography techniques (camera shots and angles)
- We are interpreting the main idea in a text and its links to real life
Success Criteria: I can/have...
- name different camera shots and angles
- identify them and give examples
- explain its effectiveness
Activities:
- See Google Classroom to get a copy 'Cinematography Camera Shots & Angles' slide for yourself to work on. Well done those students who have worked on this during Distant Learning.
- Language Features Revision quizzlet on Google Classroom. Use your school email to sign up.
Homework:
Reading Plus
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WEEK 7
Kia ora 9C2.
This week, we continue to explore static image as a text types and learn its text conventions.
Library: Tuesday Session 2
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING text types for different purposes and audience
- We are EXPLORING specific text conventions that make a text type
- We are EXPLORING static image as a text type
Success Criteria: I can/have...
- explain what static image is and explore some examples of static images
- identify the conventions used in images
- explain its effectiveness
- analyse the message portrayed in the images
Activities: Verbal and Visual Devices for Static Image (Click to open the slide)
- Activity - Exploring static images - round robin - Go to Google Classroom to create a copy of the activity doc.
Resorcess:
Colour Symbols ( Click to open the link(
Homework:
Reading Plus
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WEEK 8
Kia ora 9C2.
This week, we continue to explore static image as a text types and learn its text conventions.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING text types for different purposes and audience
- We are EXPLORING specific text conventions that make a text type
- We are EXPLORING static image as a text type
Success Criteria: I can/have...
- explain what static image is and explore some examples of static images
- identify the conventions used in images
- explain its effectiveness
- analyse the message portrayed in the images
Activities:
- Tuesday - Activity - Exploring static images - Go to Google Classroom to create a copy of the activity doc. You would have already created a copy and shared with your partner last week. This week your partner and you will analyse some static images and fill this doc. Your analysis should reflect deep thinking expected at Level 5-6.
- Wednesday - Thursday- Part 1: Design a static image for our context, 'The Me in Team'. You must: Apply your knowledge of static images devices(techniques). Can use canva, slide, sketchapad https://sketch.io/
sketchpad/ ? , inkscape https://inkscape.org/ to create your own static image. Part 2: Write an analysis of your static image. Your analysis must include:
- What is the message in this image?
- How is this message shown?
a paragraph explaining the effectiveness of verbal and visual devices used -- Name 2 - 3 specific techniques used in this image for effect.
- Explain how each technique is used effectively in conveying the message in your static image.
Resources:
Verbal and Visual Devices for Static Image (Click to open the slide)
Colour Symbols (Click to open the slide)
Homework:
Reading Plus
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English Assessment starts.
Read and follow the instructions and criteria for assessment.
Due: 13th April (Week 11)
5 English sessions
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English assessment in progress.
Read and follow the instructions and criteria for assessment.
Due: Wednesday 14th April (Week 11)
4 English sessions
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English assessment in progress.
Read and follow the instructions and criteria for assessment.
Due: Sunday 18th April (Week 11) 6pm
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Welcome back 9C2!
This term is all about Identity - 'Under the Diamonds'
Our two main learning this term are: public speaking off course! and written text studies, which will be equally exciting!
We kick start the term with speeches by exploring some speeches, the text conventions that make a great speech and some on-point persuasive techniques to hook your audience. You will then construct and deliver a speech on a topic related to our context.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING persuasive techniques for public speaking.
- We are EXPLORING the structure of an effective speech.
- We are EXPLORING ideas for our speech topic.
Success Criteria: I can/have...- name and describe some persuasive techniques
- show m6y understanding by giving examples of persuasive techniques
- analyse some speeches for structure (using PEEL or OREO) and techniques
- Introduction
- Persuasive Techniques Activity (see Google Classroom for a a copy)
- Speech rubric
- Persuasive writing / speech doc (see Google Classroom for a a copy)
Homework:
- Reading Plus
- Speech topics
- Don't forget the Tiny Story Challenge!
MHJC’s Tiny Story Competition
for KINDNESS WEEK
For students and staff
Less is more! Can you tell a story in exactly 50 words?
Choose your story and your words carefully - this requires Creative use of vocabulary!
Prizes for the winners, plus a Cultural Cornerstone e-badge!
Winners will be announced, and winning stories shared, at the end of Kindness week.
Rules:
Stories must be exactly 50 words to qualify and the theme must fit one of the following values as this competition is linked to KINDNESS WEEK:
pono/ integrity
awhinatanga/ compassion
kaitiakitanga/ caring for, guardians of our environment
Categories: Junior, Senior, Staff.
One entry per person
Please deliver a hard copy of your entry to Mr Nihal’s office in Coast whanau before 3pm on Monday 17th May. No email submissions please.
On your entry, clearly state your name, year level and class.
Winners will receive a prize and a Cultural Cornerstone badge. Participants will receive a participation badge.
Below are some examples:
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Refer to Week 1 planning
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Details of the lessons for this week are in Week 1 planning.
Get a copy of My Persuasive Writing doc from Google Classroom.
You will be using this doc from here on for your persuasive writing.
Library: Week 4 Tuesday Session 2
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Kia ora 9C2!
This week we begin our persuasive writing - brainstorming, gathering ideas, researching, planning and crafting.
You will be using the same doc as last week for this.
Don't forget to look into the doc for persuasive techniques and tips!
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING our persuasive writing on the context 'Identity - Under the Diamonds'.
- We are producing a persuasive essay/speech presentation using persuasive techniques.
Success Criteria: I can/have...
demonstrates an understanding of purpose and audience through deliberate choice of content, language, and text form
conveys and sustains personal voice where appropriate.
develops ideas by adding details or making links to other ideas and details
shows an awareness of a range of dimensions or viewpoints.
uses a wide range of language features/ sentence structures/ persuasive devices to create meaning and effect and to sustain interest
uses an increasing range of vocabulary to communicate precise meaning
Activities:
- Follow the 6 Steps to Persuasive Writing Guide on your doc (you already have a copy from Google Classroom. Work on the same doc) Y9 My Persuasive Writing
- Write on the same doc or put links.
Homework:
Reading Plus
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Refer to Week 4 planning. Use the persuasive writing doc.
Don't forget to look look through the doc for tips and techniques -
- persuasive techniques
- connectives
- paragraph structure (PEEL / TEXAS).
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Kia ora 9C2.
Continue with your speech writing.
Don't forget to look through the doc for tips and techniques -
- persuasive techniques
- connectives
- paragraph structure (PEEL / TEXAS).
Assessment rubric for speeches:
Our focus this week is editing and proofreading (Step 6 of your writing)
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Kia ora 9C2.
I hope you had a well-rested weekend. This we our main area of focus is proofreading and editing speeches.
FOCUS / ARONGA learning intentions:
- We are FOCUSING proofreading and editing skills
Success Criteria: I can/have...
- contributed in creating a proofreading and editing checklist
- identify my typical mistake areas and patterns.
- proofread and edit for one type of error at a time.
- made cue cards by following the cue card making tips below.
- learn my speech for delivery.
Activities:
Proofread and edit your persuasive speech using your checklist.
Tips on making cue cards:
10 features of good cue cards (Click to open the link)
Click to open the link)
Homework:
Reading Plus
Proofread and edit my speech
Make cue cards and learn speech.
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Welcome to Week 8, 9C2
Our main focus this week is
- proofreading and editing speeches
- making cue cards
- and learning speeches.
Year 9 Speech Rubric (Click to open the link)
Refer to Week 7 planning for details.
Presentations start next week.
E-asttle Reading - Tuesday Session 2.
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Refer to Week 8 planning for details.
This week, you should invest time in learning and memorising your speech. We will start presentations from on Thursday this week.
Make sure to check the rubric to keep you in check!
Tip: Video record yourself and self assess on your delivery. Make improvements.
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Context: Challenges and Choices
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how different people address challenges and choices through studying a variety of short texts.
- We are EXPLORING how camera shots and angles are are used for various purposes and special effects
Success Criteria: I can/have...
- name different camera shots and angles
- identify them and give examples
- explain its effectiveness
Activities:
- Types of Camera shots and angles (click to open the link)
- After learning about types of camera sots and angles, do this activity using a film. Get a copy of Camera Shots and Angles Activity from Google Classroom. Read the instructions to complete the activity.
Homework:
Reading Plus
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Wednesday- finish off pre-reading presentations.
Thursday - watch 'The Boy who Harnessed the Wind'
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Use your learning in English sessions to collect evidence of your achievement where appropriate.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on watching an audio-visual text (film)
- We are FOCUSING on analysing and explaining a text through a one-pager activity
- We are FOCUSING on responding to a text by showing critical thinking and deeper understanding
Success Criteria: I can/have...
- followed the criteria listed on the tsk doc to create my one-pager visual.
- my one-pager reflects Level 5/6 critical thinking and deeper understanding of the text.
Activities: One-pager learning task
- Watch 'The Boy who Harnessed the Wind'
- Create a one-pager visual to showcase your critical thinking and deeper understanding at Level 5-6 of the curriculum.
Homework:
Reading PlusOne-pager
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Dear 9C2. I hope you are well and doing your best in this lockdown. Support your family, stay connected with friends/teachers and reach out if you need any support.
FOCUS / ARONGA learning intentions:
- We are FOCUSING on watching an audio-visual text (film)
- We are FOCUSING on analysing and explaining a text through a one-pager activity
- We are FOCUSING on responding to a text by showing critical thinking and deeper understanding.
PLAN & DO / WHAKAMAHI learning intentions:
We are PLANNING and constructing a one-pager visual so that we can demonstrate critical thinking and deeper understanding required at Level 5-6 of the curriculum.
Please seek parent/caregiver's permission before viewing the film on Netflix (if you have an account) or using the link I have shared on Google Classroom.
Note to parents/ caregivers: Please share this with your parent/ caregiver
‘The Boy who Harnessed the Wind’ is a film we are using as a text study. It is based on a true story and ties in with our Term context: Challenges & Choices. It is rated 13+. Based on my professional judgement, the content is not inappropriate for this age group but should you prefer another text for your child, please let me know.
Success Criteria: I can/have...
- followed the criteria listed on the task doc to create my one-pager visual. Your one-pager (A3 paper size) task is shared on Google Classroom.
- my one-pager reflects Level 5/6 critical thinking and deeper understanding of the text.
Activities: One-pager learning task (link) You already have a copy on Google Classroom for your reference).
- Watch 'The Boy who Harnessed the Wind'
- Create a one-pager (A2 paper size) visual to showcase your critical thinking and deeper understanding at Level 5-6 of the curriculum.
Homework:
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Hello again my lovely 9C2!
We will continue with the one-pager (reflective poster) activity this week. Aim to complete your on-pager and share with me by Friday.
For complete instructions/ details, refer to Week 5 (last week's) planning on MHOL.
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Week 7
Kia ora 9C2
This is the final week to complete your one-pager activity on 'The Boy who Harnessed the Wind'.
For details and instructions, refer to Week 6 / 5 planning on MHOL.
It is important that you aim to complete this learning activity to the best of your ability.
Make sure to keep referring to our Talking Points doc shared on Google Classroom last week.
Google Meet: Monday 6th Sept - 11-11:30 am
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Kia ora 9C2
This week we continue to explore visual texts. At Level 5, students are expected to use a wide range of sources of information. Just like books, while films are there for enjoyment, they are also a great resource for knowledge. Here are a few:
Films are great for visual learners
Every student has their own unique learning style. Sometimes auditory learning or learning through reading doesn’t come easily to students. Movies are great resource for visual learners because they enable them to understand concepts without the barriers that hinder learning.
Films allow students to see life through different perspectives
Just like books, movies allow students insight into the lives of different characters, how their perspective differs and how they handle certain situations. Films can show students how different people, in different parts of the world, live their lives. This can be particularly useful in subjects like geography and social studies.
Films provide a visual aid to understanding historical events
As students learn about history in the classroom, it isn’t always easy to fully realize how a historical situation would have really felt. For example, an historical drama like Saving Private Ryan can help students understand the Second World War, or a movie like Les Misérables can help students understand the French Revolution.
Films help students understand concepts like theme, style, and genre
Students often have difficulty grasping these concepts when hearing about them in an English or Art class. Identifying theme, style and genre in a movie allows students to grasp these concepts in a medium that is more familiar to them.
Foreign films can help teach language
Movies help teach students language. When students are learning a new language like French, for example, it helps to watch a movie in French and try to follow along as much as possible so they can apply everything they learned.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how different people address challenges and choices through studying a variety of short texts.
- We are EXPLORING how camera shots and angles are are used for various purposes and special effects
- We are EXPLORING visual and audio features used in A film, as well as the effects of using these features.
This week, we will look at the short film The Short Story of a Fox and a Mouse. We will explore visual and audio features used in this film, as well as the effects of using these features.
The aim is to develop your ability to analyse short films.
Success Criteria: I can/have...
- identify: the film shots, camera angles, mise-en-scene and sound used in this short film
- explore the effects of these shots, camera angles, mise-en-scene and sound.
Activities: There are two important learning activities this week:
One
1. Identify the film shots, camera angles, mise-en-scene and sound used in this short film, and
2. explore their effects.
Two
Students who haven't yet submitted the one-pager poster, complete it asap and turn in on Google Classroom for marking and feedback. Thank you those who already have. \
See out Talking Points doc for further clarification. https://docs.google.com/document/d/1KdcTr9hfhVSXHiKAKP6G3oQpp-04mJ97DTbnOnZZcjE/edit
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Term 4 is here!
Kia ora 9C2.
I hope you all are well and keeping safe at the same time!
FOCUS / ARONGA learning intentions:
- We are focusing on punctuation for clarity and better understanding.
We start Term 4 by reinforcing our understanding of punctuation and sentence structure.
Learning outcome:
By the end of this week's specific learning, you should be able to reinforce your understanding of:
- run-on sentences - it's a definite NO! (They are the biggest killer of a good writing!!!).
- comma splices (another NO, NO!)
- correct use of commas for listing and additional information,
- and apostrophe.
Learning Activity
- Complete Education Perfect Activities by 3pm on Friday.
- Aim to score 80%+ in Reading Plus. If you already are scoring 80%, raise your achievement bar by setting yourself a higher percentage! Your Reading Plus score this week must reflect good understanding with a high comprehension score.
Google Meet - Monday 18th October, 11-11:30am. Use meet link on 9C2 Google Classroom to join.
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Kia ora 9C2
Please allocate time to complete last week's writing skills task on commas on EP.
Ensure 80%+ on Reading Plus.
For full details, see Week 1 plan.
Those who have finished, use this time for other learning benefits.
No English Google Meet this week Email Mrs Narayan if you require any support :)
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Writing skills continued...
Kia ora 9C2
Please allocate time to complete apostrophes writing skills task on EP.
Ensure 80%+ on Reading Plus.
Brief English Google Meet on Monday @ 11am. Use Google Classroom meet link to join this session.
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Kia ora 9C2
I trust you are well.
For this week, it is very important that you work on preparing yourself for CAT.
Refer to the 9C2 English Talking Points doc on Google Classroom for your revision. Choose and write on a practise prompt.
E-asttle Reading - Tuesday 16th November @ 11am. Make sure to join Google Meet on time using the link Mr Morris had shared.
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Kia ora 9C2
I trust you are well.
For this week:
Continue with your CAT revision for English. Refer Google Classroom to revise/recap on persuasive essay writing. (9C2 English Talking Points doc)
Please work on Reading Plus and aim to score 80%+ in comprehension.
Google Meet on Monday @ 1:30pm. Join using Google Classroom meet link.
IMPORTANT
English CAT : Tuesday 23rd November @ 11:00am We will start with Google Meet so please join this meet using the link Mr Morris has shared. Join by 10:55am.
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Kia ora 9C2.
Well done on your efforts in doing the English (Exam) CAT despite the challenges posed by distance learning.
This week's focus is developing creating writing skills.
Visit EP for the task (alliteration and oxymoron) DUE: FRIDAY 3PM
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