9C1 English
Weekly outline
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Kia ora 9C1
I am very pleased to be teaching you again this year! We have developed an exciting Term 1 context for you:
The Me in Team
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
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Continuing from last week...
Text types: TED Talk: how to turn a group of strangers into a team
Activities: in class group work, investigating the conventions of the above text types and how each impacts the audience.
- What is the intended message?
- What did you learn about team work?
Abraham Lincoln: I don't like that man: I must get to know him better
How does this statement impact your views on working with others who you may not know so well?
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Continuing from last week...
Text types: poem, article
Activities: in class group work, investigating the conventions of the above text types and how each impacts the audience
He taonga rongonui te aroha ki te tangata
Goodwill towards others is a precious treasureIn our group work, we may be in teams with people we don't know so well. Remember the lesson from Amy Edmonson (Teaming TED talk): "look to your left, look to your right. How quickly can you find the unique talents, skills and hopes of your neighbor, and how quickly, in turn, can you convey what you bring?"
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Continuing from last week :)
In addition, comparing how authors of the studied texts address the issue of teamwork and leadership.
See google classroom for activities.
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PLAN & DO / WHAKAMAHI learning intentions:
- We are continuing to APPLY our understanding of different texts types
- We are justifying our ideas by refering to examples from the text
- We are planning to contrast how different text types can share the same ideas, presented in different ways.
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on explaining how different texts present the ideas of good leadership in different ways.
- We are FOCUSING on identifying and selecting relevant examples from the texts we have studied to discuss our own viewpoint of good leadership
Writing task: discuss the ideas of Leadership presented in the texts we have studied. See class task for detailed instructions.
Library on THURSDAY: please remember to return your books!
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REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on our knowledge of static image design elements, by drafting an information poster on team work or leadership, and evaluating our designs so that we can reflect on how to best use these design elements in our assessment, which starts in week 9.
Task : Revise key static image design elements and their effective use by designing an A3 poster (hard copy)
Either
teaching y7 about teamwork benefits
Or
teaching y7 about how to be a good student leader
Choose one of the options above
Make notes on your content (use class notes from our texts studies!) on a shared doc
Consider/ plan design choices:
layout
colour
font
subtitles
text box to organise information - style
what materials do you need?
Planning deadline: end of session 2 tomorrow (16/3/21)
Poster deadline: Thursday week 8 (18th March)
Feedback for this project will give you a headstart in your assessment (Ecosystems brochure - starting week 9). Details of your assessment task will be introduced by Ms Brown in Science later this week.
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Continuing from week 7
Last week you planned your information posters.
This week you will complete and present your information posters.
Please make note of in-class instructions and activities.
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PLAN & DO / WHAKAMAHI learning intentions:
- We are continuing to APPLY our understanding of different texts types
- We are justifying our ideas by refering to examples from the text
- We are planning to contrast how different text types can share the same ideas, presented in different ways.
Using your knowledge of visual texts and their characteristics, you will plan an effective design and layout for the purpose of educating the community about your chosen ecosystem (Science research notes)
See below for the task and rubric information (same document that we discussed in class last week and posted in google classroom) -
Kia ora
Please note that your assessment task (ecosystem brochure) is due by 3pm on Wednesday.
On Thursday, we will begin revision of language techniques. Please also remember to bring in any overdue library books!
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FOCUS / ARONGA learning intentions:
- We are FOCUSING on selecting and using a range of language features appropriately showing an understanding of their effects so that we can strengthen our creative writing.
Success Criteria: I will be able to- expand vocabulary used in a creative writing format.
- identify and differentiate between language features.
- apply five language features to a piece of creative writing.
Homework: complete the I am From poem which we started in class. Ask your whanau to help you with your family traditions and memories.
DUE Monday 10th May (please share with Ms Kuzmich and Ms Wood)
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Continuing from last week.
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Continuing your writing project.
This week's focus is on
- sentence types
- proofreading to find errors
- completing your writing project
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Kia ora...
Success Criteria: I have...
- participated in a proofreading activity to identify errors in my descriptive writing
- acted on feedback from Mrs Kuzmich to improve my work before submitting the final draft
Activities:
Monday: trip day
Tuesday: proofreading and editing
Thursday: Library
Homework:
Ensure final draft of descriptive writing is submitted by end of Tuesday's lesson.Complete language conventions activities on Education Perfect
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EXPLORE / TŪHURA learning intentions:
- We are EXPLORING ideas for an effective speech topic, which will connect with our intended audience.
Success Criteria: I can...
- identify topics which are suitable for the audience (my peers) and purpose (a persuasive speech)
- identify my strength areas in public speaking
Activities: see google classroom
Homework:
See Education Perfect task -
FOCUS / ARONGA learning intentions:
- We are FOCUSING on selecting information from our research which is most relevant in supporting our ideas
- We are defining our key message so that, when we organise our ideas into a plan, we can effectively develop these ideas around that central message.
Kia ora...
Success Criteria: I can/have...
- completed my research
- written a brief explaining why I chose my topic and defining my key message to the audience
Activities:
In class/ google classroom
Homework:
Complete EP task, if you haven't already done so. -
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING... so that we can produce a well structured speech
Success Criteria: I can/have...- organised my ideas into an effectively structured plan
- written a first draft of my speech
- hooks to engage your audience
- persuasive techniques
Ensure draft is complete by the end of the week
Note timeline:
Week 7-8: planning and crafting your speech
Week 9: editing/ proofreading
Week 10: presentation practice
Week 1 next term: present your speech for assessment -
Kia ora...
Continuing from last week...
Success Criteria: I have...
- completed the first draft of my speech
Activities:
- see class notes (structure exemplar, OREO/PEEL)
- PERSUADE persuasive techniques. See exemplar
Homework:
Continue to work on your speech so that you meet the end of week check point for your first draft.Remember, 800 words is approximately 4mins 30seconds of speaking time.
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Continued from last week
Note: extension for writing. Your draft must be complete by the end of Thursday's lesson. Then, you will receive feedback and we will begin looking at presentation skills.
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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...
- practised and delivered a formal speech, using appropriate oral language features
Activities:
- ensure that you have read the assessment rubrics
- use practise time wisely, using peer feedback to improve your speech delivery
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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
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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 authors use language to create mood and tone within poetry
- We are EXPLORING how to recognise the author's purpose through our interpretation of their use of language
- We are making connections between the texts we have read, observing how the authors address/reflect on challenges and choices.
Activities: see google classroom/ in class activities
Congratulations 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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CONTINUING FROM LAST WEEK...
In class, you have practised analysing a poem ('The Old Place' by Hone Tuwhare). Now you can apply your skills to analyse a poem independently!
First, read through the poems in the document below. Choose ONE of these poems and copy it into a new document.
Using highlighter and the comments feature, annotate the poem. You should aim to identify, highlight and label language features in the poem. Then, write a sentence to explain what effect each language feature means.
If you are feeling confident, you can discuss the impact or effect of this language feature. For this, consider what idea/ mood you think that the poet is trying to create.
Remember that there are different interpretations, depending on the perspective of the reader. You cannot be wrong when discussing effects of the poem!
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- We are EXPLORING how different people address challenges and choices through studying a variety of short texts.
- We are EXPLORING how directors use a range of techniques to create mood and tone within short film
- We are EXPLORING how to recognise the director's purpose through our interpretation of their use of language
- We are making connections between the texts we have read, observing how the authors address/reflect on challenges and choices.
Activities:
We will be transferring our application of the skills covered in class (see bullet points above), to an analysis of two short films (one per week).
Success criteria: I have
- completed analysis tasks on the short film "Nzingha" to demonstrate my understanding of how directors use techniques to create mood/tone and how to recognise the director's purpose through our own interpretation of these techniques. (Activity can be found on google classroom)
- turned in the tasks when I would like feedback on my work
- shared my annotated poem work (week 4) with Ms Wood.
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Continuing our short film studies:
Activities:
We will be transferring our application of the skills covered in class (see bullet points above), to an analysis of two short films (one per week).
Success criteria: I have
- completed analysis tasks on the short film "Post It" to demonstrate my understanding of how directors use techniques to create mood/tone and how to recognise the director's purpose through our own interpretation of these techniques. (Activity can be found on Education Perfect)
- acted on feedback of my work for both Nzingha and Post It in preparation for next week's comparison task.
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PLAN & DO / WHAKAMAHI learning intentions:
- We demonstrating our understanding of how different directors use film techniques, by comparing their intended purposes.
Kia ora...
Success Criteria: I can/have...
- completed the comparison activity on google classroom
This is our final week on film study! Aim to demonstrate your understanding of how and why film techniques are used.
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PLAN & DO / WHAKAMAHI learning intentions:
- We are demonstrating our understanding of how different directors use film techniques by writing an independent film review
You have been analysing how film directors tell stories, using a range of techniques.
Now, you’re going to write a film review to independently demonstrate your understanding of these!
Outline of the program:
Week 8:
revise the text conventions of film reviews
choose a film and begin taking notes on this document
Week 9
writing a review (resources to be added at the start of the week)
Week 10
editing/ proofreading and using feedback
This week, you are focusing on the conventions of film reviews and planning content for your own review.
Success Criteria: I can/have...
- completed the text conventions revision activity on Education Perfect to review the conventions of this text type
- completed my film review notes on google classroom in preparation for review writing
Activities:
As above
Google Meet notes
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Kia ora, 9C1
Success Criteria: I can/have...
- written my film review - arotakenga, including discussion of director's use of film techniques
- used feedback to edit and develop my writing
Activities:
1. Complete your film review - arotakenga
2. 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. -
Kia ora!
Success Criteria: I can/have...
- completed my film review - arotakenga, including discussion of director's use of film techniques
- used feedback to edit and develop my writing
Activities:
1. Complete your film review - arotakenga
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.
Learning Outcomes/ hua akoranga I can/have...
- reinforced my understanding of run-on sentences, comma splices and correct use of commas for additional information
Activities:
1. Complete Education Perfect activities by 3pm on Friday.
2. 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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Term 4 Learning Context: Kaitiakitanga.
Kaitiakitanga means guardianship and protection. It is a way of managing the environment, based on the Māori world view. A kaitiaki is a guardian.
It is important to understand the features and characteristics of our coastal environment in order to find solutions for caring for it.
You have two tasks this week:
Task 1: Read an article about Aotearoa's unique coastal environments and answer the questions (google classroom)
Task 2: proofreading task (Education Perfect)
Please aim to complete both tasks by Friday 29th October -
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING - through Global Studies learning tasks - the environmental challenges in and around Auckland, as well as their solutions
- How can we organise these ideas to create a static image which conveys the environmental problem and its impacts?
Learning Outcome/ hua akoranga:
- I have completed the Global Studies research task and summarised my findings on ONE environmental problem on the static image planning document (google classroom)
- I have started to explore ideas on the brainstorm section of the static image planning document
Activities:
- Complete week 3 activities on the static image planning document
If working in pairs, please indicate this clearly on the document!
Google meet: Wednesday 12.30pm
Note updated due dates for each section:
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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. At the Meet I will also share example writing prompts, should you wish to practice. (If you do, 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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- We are EXPLORING - through Global Studies learning tasks - the environmental challenges in and around Auckland, as well as their solutions
- How can we organise these ideas to create a static image which conveys the environmental problem and its impacts?
Learning Outcome/ hua akoranga:
- I have completed a summary of my findings on ONE environmental problem on the static image planning document (google classroom)
- I have worked individually or with my team to design a static image, conveying the environmental problem and it's impacts
- I have completed the static image plan and design project document on google classroom
Due date for final static image: Wednesday 8th December
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