Weekly outline

  • General

  • 1 February - 7 February

    Term 1: Week 1


    Welcome!

    Hello and welcome back 9W1! I hope you all had a fantastic holiday and I can't wait to hear all about it!

    I look forward to getting to know you this year as we move towards an enriching and rewarding 2021. This year, English classes will involve building on what you have learnt last year as well as an exploration of new and exciting topics. 

    Our context for this term is "Life Under Water - Sustainability". This concept is great because it is open to interpretation in that we are able to use many avenues to explore the topic. To me, it is a look into the sustainability and preservation of marine life as well as our oceans whilst utilizing a Maori World View.

    The overall working plan for English this term will look something like this using the term context as a slight guide:*

    - Revisiting formal essay writing: How much do we remember? What do we need to work on in preparation for the EOY Exam? (2 WEEKS)

    - Poetry creation and analysis: A broad look at the types of poetry, an exploration of the language features and techniques used to create meaningful poetry and then a few exercises in creating poetry of our own using our new skills. (3 WEEKS)

    - Creative writing and reading creative pieces: A more advanced study on the formulation of creative writing building from last year. I will explain this in more detail in person. (4-5 WEEKS)

    - Potential Assessment for this term: A 1000 (MAX) word short story on an issue relating to sustainability with a conflict resolution. I will likely be assessing how well you can use the conventions of story writing (what we will learn) to convey (express) an important message or moral.*

    * Something about me: I’m a HUGE advocate of choice. Therefore, I take into account your opinions and interests when I design a plan for the term so if most of you would rather not do a creative short story, there will be other options we can discuss and explore.

    Success Criteria for Term 1: We are learning to...

    1) Recognize areas of personal development with formal writing and answer the question: "What do I need to do/change to improve my writing?"

    • Revisiting PEEL paragraphs and how to write them

    • Introduction Triangles and using it to start an essay

    • Utilizing Essay Checklist formats 

    • PEDAL paragraphs

    2) Analysing at least 6 different poems and to determine what made the poem successful/meaningful 

    3) Understand the meaning of the author's or poet's purpose

    4) Create our own pieces of poetry using the knowledge we have gained through poetry analysis - 5 different styles 

    5) Name the conventions and recognize the language features and techniques used in creative writing - using these to create our own short stories

    6) Draft short story plans and edit our own writing 


    Activities for week

    Get to know each other!

    Connect to the WiFi

    DEEP selections 

  • 8 February - 14 February

    Term 1: Week 2


    Plan: Introductions and Big Splash 

    Hello and welcome back 9W1! I hope you all had a fantastic holiday and I can't wait to hear all about it!

    I look forward to getting to know you this year as we move towards an enriching and rewarding 2021. This year, English classes will involve building on what you have learnt last year as well as an exploration of new and exciting topics. 

    Our context for this term is "Life Under Water - Sustainability" . This concept is great because it is open to interpretation in that we are able to use many avenues to explore the topic. To me, it is a look into the sustainability and preservation of marine life as well as our oceans whilst utilizing a Maori World View.

    The overall working plan for English this term will look something like this using the term context as a slight guide: *

    - Revisiting formal essay writing: How much do we remember? What do we need to work on in preparation for the EOY Exam? (2 WEEKS)

    - Poetry creation and analysis: A broad look at the types of poetry, an exploration of the language features and techniques used to create meaningful poetry and then a few exercises in creating poetry of our own using our new skills. (3 WEEKS)

    - Creative writing and reading creative pieces: A more advanced study on the formulation of creative writing building from last year. I will explain this in more detail in person. (4-5 WEEKS)

    - Potential Assessment for this term: A 1000 (MAX) word short story on an issue relating to sustainability with a conflict resolution. I will likely be assessing how well you can use the conventions of story writing (what we will learn) to convey (express) an important message or moral. *

    * Something about me: I’m a HUGE advocate of choice. Therefore, I take into account your opinions and interests when I design a plan for the term so if most of you would rather not do a creative short story, there will be other options we can discuss and explore.

    Success Criteria for Term 1: We are learning to...

    1) Recognize areas of personal development with formal writing and answer the question: "What do I need to do/change to improve my writing?"

    • Revisiting PEEL paragraphs and how to write them

    • Introduction Triangles and using it to start an essay

    • Utilizing Essay Checklist formats 

    • PEDAL paragraphs

    2) Analysing at least 6 different poems and to determine what made the poem successful/meaningful 

    3) Understand the meaning of the author's or poet's purpose

    4) Create our own pieces of poetry using the knowledge we have gained through poetry analysis - 5 different styles 

    5) Name the conventions and recognize the language features and techniques used in creative writing - using these to create our own short stories

    6) Draft short story plans and edit our own writing 


    Activities for week

    Tuesday (S1) - Introductions, plan for Term 1 and the assessment 

    Wednesday (S4) - Notetaking 101 activity 

    Thursday (S1) - BIG SPLASH DAY OUT

  • 15 February - 21 February

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING marine sustainability by integrating cultural concepts of pollution and conservation
    • We are EXPLORING Kaitiakitanga by analysing short texts
    • We are EXPLORING the Maori World View/Kaitiakitanga by researching perspectives on marine sustainability

    Term 1: Week 3


    Plan: PEEL Paragraphs + Library session 

    Our context for this term is "Life Under Water - Sustainability" . This concept is great because it is open to interpretation in that we are able to use many avenues to explore the topic. To me, it is a look into the sustainability and preservation of marine life as well as our oceans whilst utilizing a Maori World View.

    Success Criteria for Term 1: We are learning to...

    1) Recognize areas of personal development with formal writing and answer the question: "What do I need to do/change to improve my writing?"

    • Revisiting PEEL paragraphs and how to write them

    • Introduction Triangles and using it to start an essay

    • Utilizing Essay Checklist formats 

    • PEDAL paragraphs

    2) Analysing at least 6 different poems and to determine what made the poem successful/meaningful 

    3) Understand the meaning of the author's or poet's purpose

    4) Create our own pieces of poetry using the knowledge we have gained through poetry analysis - 5 different styles 

    5) Name the conventions and recognize the language features and techniques used in creative writing - using these to create our own short stories

    6) Draft short story plans and edit our own writing 


    Activities for week

    Tuesday (S1) - Library session 

    Wednesday (S4) - Introduction to PEEL paragraphs and Introduction Triangle  

    Thursday (S1) - Same as Wednesday + Essay checklists and mock essay 

  • 22 February - 28 February

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING marine sustainability by integrating cultural concepts of pollution and conservation
    • We are EXPLORING Kaitiakitanga by analysing short texts
    • We are EXPLORING the Maori World View/Kaitiakitanga by researching perspectives on marine sustainability

    Term 1: Week 4


    Plan: Formal Writing continued...

    Our context for this term is "Life Under Water - Sustainability" . This concept is great because it is open to interpretation in that we are able to use many avenues to explore the topic. To me, it is a look into the sustainability and preservation of marine life as well as our oceans whilst utilizing a Maori World View.

    Success Criteria for Term 1: We are learning to...

    1) Recognize areas of personal development with formal writing and answer the question: "What do I need to do/change to improve my writing?"

    • Revisiting PEEL paragraphs and how to write them

    • Introduction Triangles and using it to start an essay

    • Utilizing Essay Checklist formats 

    • PEDAL paragraphs

    2) Analysing at least 6 different poems and to determine what made the poem successful/meaningful 

    3) Understand the meaning of the author's or poet's purpose

    4) Create our own pieces of poetry using the knowledge we have gained through poetry analysis - 5 different styles 

    5) Name the conventions and recognize the language features and techniques used in creative writing - using these to create our own short stories

    6) Draft short story plans and edit our own writing 


    Activities for week

    Tuesday (S1) - Formal Writing review: What do we need to work on/are still unsure of

    Wednesday (S4) - Researched essay plan: "This Is America" by Childish Gambino 

    Thursday (S1) - Mock essay on "TIA" by Childish Gambino 

  • 1 March - 7 March

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING marine sustainability by integrating cultural concepts of pollution and conservation
    • We are EXPLORING Kaitiakitanga by analysing short texts
    • We are EXPLORING the Maori World View/Kaitiakitanga by researching perspectives on marine sustainability

    Term 1: Week 5


    Plan: Introduction to Poetry Creation and Analysis

    Our context for this term is "Life Under Water - Sustainability" . This concept is great because it is open to interpretation in that we are able to use many avenues to explore the topic. To me, it is a look into the sustainability and preservation of marine life as well as our oceans whilst utilizing a Maori World View.

    Success Criteria for Term 1: We are learning to...

    1) Recognize areas of personal development with formal writing and answer the question: "What do I need to do/change to improve my writing?"

    • Revisiting PEEL paragraphs and how to write them

    • Introduction Triangles and using it to start an essay

    • Utilizing Essay Checklist formats 

    • PEDAL paragraphs


    2) Analysing at least 6 different poems and to determine what made the poem successful/meaningful 

          - List the language features in SHAMPOO 

          - Name and identify language features in poetry 

          - Comment on the  meaning and personal interpretation of a poem 


    3) Understand the meaning of the author's or poet's purpose

          - Use understanding of SHAMPOO and forms of poetry to determine the poet's purpose

         - Analyse and discuss the importance of cultural poetry    


    4) Create our own pieces of poetry using the knowledge we have gained through poetry analysis - 5 different styles 

            - Haiku, Cinquain, Acrostic, Concrete, Diminishing Verse, Spoken Word and Freestyle


    5) Name the conventions and recognize the language features and techniques used in creative writing - using these to create our own short stories

    6) Draft short story plans and edit our own writing 


    Activities for week

    Tuesday (S1) - LOCKDOWN LEARNING ON GOOGLE CLASSROOM 

    Wednesday (S4) - LOCKDOWN LEARNING ON GOOGLE CLASSROOM 

    Thursday (S1) - LOCKDOWN LEARNING ON GOOGLE CLASSROOM 

  • 8 March - 14 March

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on cultural poetry to enhance our understanding of the Maori World View on water sustainability
    • We are FOCUSING on selecting topics derived from our understanding of water sustainability to explain and discuss concepts in a formal essay format
    • We are FOCUSING on utilizing our knowledge on water sustainability to create a creative writing piece of literature

    Term 1: Week 6


    Plan: Poetry Analysis Continued

    Our context for this term is "Life Under Water - Sustainability". This concept is great because it is open to interpretation. To me, it is a look into the sustainability and preservation of marine life as well as our oceans.

    Success Criteria for Term 1: We are learning to...

    1) Recognize areas of personal development with formal writing and answer the question: "What do I need to do/change to improve my writing?"

    • Revisiting PEEL paragraphs and how to write them

    • Introduction Triangles and using it to start an essay

    • Utilizing Essay Checklist formats 

    • PEDAL paragraphs

    2) Analyse at least 3-4 different forms of poetry and to determine what made the poem successful/meaningful 

          - Name and identify language features in poetry 

          - List the language features in SHAMPOO 

          - Comment on the  meaning and personal interpretation of a poem 

    3) Understand the meaning of the author's or poet's purpose

       - Use understanding of SHAMPOO and forms of poetry to determine poet's purpose

         - Analyse and discuss the importance of cultural poetry    

    4) Create our own pieces of poetry using the knowledge we have gained through poetry analysis - 5 different styles 

    • Haiku, Cinquain, Acrostic, Concrete, Diminishing Verse, Spoken Word and Freestyle 

    5) Name the conventions and recognize the language features and techniques used in creative writing - using these to create our own short stories

    6) Draft short story plans and edit our own writing


    Activities:

    Tuesday (S1) - Library session 

    Wednesday (S4) - "Still I Rise" by Maya Angelou analysis

    Thursday (S1) - Camera and poetry activity 


  • 15 March - 21 March

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on cultural poetry to enhance our understanding of the Maori World View on water sustainability
    • We are FOCUSING on selecting topics derived from our understanding of water sustainability to explain and discuss concepts in a formal essay format
    • We are FOCUSING on utilizing our knowledge on water sustainability to create a creative writing piece of literature

    Term 1: Week 7


    Plan: Introduction to Creative Writing + Assessment Requirements  

    Our context for this term is "Life Under Water - Sustainability". This concept is great because it is open to interpretation. To me, it is a look into the sustainability and preservation of marine life as well as our oceans. 

    Success Criteria for Term 1: We are learning to...

    1) Recognize areas of personal development with formal writing and answer the question: "What do I need to do/change to improve my writing?"

    • Revisiting PEEL paragraphs and how to write them

    • Introduction Triangles and using it to start an essay

    • Utilizing Essay Checklist formats 

    • PEDAL paragraphs

    2) Analyse at least 3-4 different forms of poetry and to determine what made the poem successful/meaningful 

          - Name and identify language features in poetry 

          - List the language features in SHAMPOO 

          - Comment on the  meaning and personal interpretation of a poem 

    3) Understand the meaning of the author's or poet's purpose

       - Use understanding of SHAMPOO and forms of poetry to determine poet's purpose

         - Analyse and discuss the importance of cultural poetry    

    4) Create our own pieces of poetry using the knowledge we have gained through poetry analysis - 5 different styles 

    • Haiku, Cinquain, Acrostic, Concrete, Diminishing Verse, Spoken Word and Freestyle 

    5) Name the conventions and recognize the language features and techniques used in creative writing - using these to create our own short stories

         - List the 7 planning pre-requisites for creative story writing 

         - Follow and implement narrative structure 

         - Use and recognize language features in creative texts 

    6) Draft short story plans and edit our own writing 

         - Edit and review your own written work 

         - Peer-review another's written work 


    Activities:

    Tuesday (S1) - Stages of grief writing activity 

    Wednesday (S4) - Sea creature short story 

    Thursday (S1) - Sea creature short story continued DUE MONDAY


  • 22 March - 28 March

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to view Maori and Pasifika poetry so that we can better create and analyse poetry to help our understanding of water sustainability
    • We are PLANNING to use our understanding of water sustainability to produce creative writing pieces

    Term 1: Week 8

    Plan: Creative Writing

    Our context for this term is "Life Under Water - Sustainability". This concept is great because it is open to interpretation. To me, it is a look into the sustainability and preservation of marine life as well as our oceans.

    Success Criteria for Term 1: We are learning to...

    1) Recognize areas of personal development with formal writing and answer the question: "What do I need to do/change to improve my writing?"

    • Revisiting PEEL paragraphs and how to write them

    • Introduction Triangles and using it to start an essay

    • Utilizing Essay Checklist formats 

    • PEDAL paragraphs

    2) Analyse at least 3-4 different forms of poetry and to determine what made the poem successful/meaningful 

          - Name and identify language features in poetry 

          - List the language features in SHAMPOO 

          - Comment on the  meaning and personal interpretation of a poem 

    3) Understand the meaning of the author's or poet's purpose

       - Use understanding of SHAMPOO and forms of poetry to determine poet's purpose

         - Analyse and discuss the importance of cultural poetry    

    4) Create our own pieces of poetry using the knowledge we have gained through poetry analysis - 5 different styles 

    • Haiku, Cinquain, Acrostic, Concrete, Diminishing Verse, Spoken Word and Freestyle 

    5) Name the conventions and recognize the language features and techniques used in creative writing - using these to create our own short stories

         - List the 7 planning pre-requisites for creative story writing 

         - Follow and implement narrative structure 

         - Use and recognize language features in creative texts 

    6) Draft short story plans and edit our own writing 

         - Edit and review your own written work 

         - Peer-review another's written work 


    Activities:

    Tuesday (S1) - Introduction to story writing structure + topic brainstorm based on Term Context 

    Wednesday (S4) - Research into character habitat and sustainability issues + start writing 

    Thursday (S1) - Assignment writing 


  • 29 March - 4 April

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to view Maori and Pasifika poetry so that we can better create and analyse poetry to help our understanding of water sustainability
    • We are PLANNING to use our understanding of water sustainability to produce creative writing pieces

    Term 1: Week 9


    Plan: EASTER and Creative Writing 

    Our context for this term is "Life Under Water - Sustainability". This concept is great because it is open to interpretation. To me, it is a look into the sustainability and preservation of marine life as well as our oceans.

    Success Criteria for Term 1: We are learning to...

    1) Recognize areas of personal development with formal writing and answer the question: "What do I need to do/change to improve my writing?"

    • Revisiting PEEL paragraphs and how to write them

    • Introduction Triangles and using it to start an essay

    • Utilizing Essay Checklist formats 

    • PEDAL paragraphs

    2) Analyse at least 3-4 different forms of poetry and to determine what made the poem successful/meaningful 

          - Name and identify language features in poetry 

          - List the language features in SHAMPOO 

          - Comment on the  meaning and personal interpretation of a poem 

    3) Understand the meaning of the author's or poet's purpose

       - Use understanding of SHAMPOO and forms of poetry to determine poet's purpose

         - Analyse and discuss the importance of cultural poetry    

    4) Create our own pieces of poetry using the knowledge we have gained through poetry analysis - 5 different styles 

    • Haiku, Cinquain, Acrostic, Concrete, Diminishing Verse, Spoken Word and Freestyle 

    5) Name the conventions and recognize the language features and techniques used in creative writing - using these to create our own short stories

         - List the 7 planning pre-requisites for creative story writing 

         - Follow and implement narrative structure 

         - Use and recognize language features in creative texts 

    6) Draft short story plans and edit our own writing 

         - Edit and review your own written work 

         - Peer-review another's written work 


    Activities:

    Tuesday (S1) - Writing structure and practice 

    Wednesday (S4) - Inanimate object creative writing practice 

    Thursday (S1) - Creative writing cont. 


  • 5 April - 11 April

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to view Maori and Pasifika poetry so that we can better create and analyse poetry to help our understanding of water sustainability
    • We are PLANNING to use our understanding of water sustainability to produce creative writing pieces

    Term 1: Week 10


    Plan: EASTER, Creative Writing and FUN FRIDAY

    Our context for this term is "Life Under Water - Sustainability". This concept is great because it is open to interpretation. To me, it is a look into the sustainability and preservation of marine life as well as our oceans.

    Success Criteria for Term 1: We are learning to...

    1) Recognize areas of personal development with formal writing and answer the question: "What do I need to do/change to improve my writing?"

    • Revisiting PEEL paragraphs and how to write them

    • Introduction Triangles and using it to start an essay

    • Utilizing Essay Checklist formats 

    • PEDAL paragraphs

    2) Analyse at least 3-4 different forms of poetry and to determine what made the poem successful/meaningful 

          - Name and identify language features in poetry 

          - List the language features in SHAMPOO 

          - Comment on the  meaning and personal interpretation of a poem 

    3) Understand the meaning of the author's or poet's purpose

       - Use understanding of SHAMPOO and forms of poetry to determine poet's purpose

         - Analyse and discuss the importance of cultural poetry    

    4) Create our own pieces of poetry using the knowledge we have gained through poetry analysis - 5 different styles 

    • Haiku, Cinquain, Acrostic, Concrete, Diminishing Verse, Spoken Word and Freestyle 

    5) Name the conventions and recognize the language features and techniques used in creative writing - using these to create our own short stories

         - List the 7 planning pre-requisites for creative story writing 

         - Follow and implement narrative structure 

         - Use and recognize language features in creative texts 

    6) Draft short story plans and edit our own writing 

         - Edit and review your own written work 

         - Peer-review another's written work 


    Activities:

    Tuesday (S1) - EASTER BREAK

    Wednesday (S4) - Creative Writing 

    Thursday (S1) - Creative writing cont. 


  • 12 April - 18 April

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to view Maori and Pasifika poetry so that we can better create and analyse poetry to help our understanding of water sustainability
    • We are PLANNING to use our understanding of water sustainability to produce creative writing pieces

    Term 1: Week 11


    Plan: Last week of Term 1!

    Our context for this term is "Life Under Water - Sustainability". This concept is great because it is open to interpretation. To me, it is a look into the sustainability and preservation of marine life as well as our oceans.

    Success Criteria for Term 1: We are learning to...

    1) Recognize areas of personal development with formal writing and answer the question: "What do I need to do/change to improve my writing?"

    • Revisiting PEEL paragraphs and how to write them

    • Introduction Triangles and using it to start an essay

    • Utilizing Essay Checklist formats 

    • PEDAL paragraphs

    2) Analyse at least 3-4 different forms of poetry and to determine what made the poem successful/meaningful 

          - Name and identify language features in poetry 

          - List the language features in SHAMPOO 

          - Comment on the  meaning and personal interpretation of a poem 

    3) Understand the meaning of the author's or poet's purpose

       - Use understanding of SHAMPOO and forms of poetry to determine poet's purpose

         - Analyse and discuss the importance of cultural poetry    

    4) Create our own pieces of poetry using the knowledge we have gained through poetry analysis - 5 different styles 

    • Haiku, Cinquain, Acrostic, Concrete, Diminishing Verse, Spoken Word and Freestyle 

    5) Name the conventions and recognize the language features and techniques used in creative writing - using these to create our own short stories

         - List the 7 planning pre-requisites for creative story writing 

         - Follow and implement narrative structure 

         - Use and recognize language features in creative texts 

    6) Draft short story plans and edit our own writing 

         - Edit and review your own written work 

         - Peer-review another's written work 


    Activities:

    Tuesday (S1) - Creative writing and 1/2 library session 

    Wednesday (S4) - Creative writing and feedback

    Thursday (S1) - Literacy games and fun 


  • 19 April - 25 April


  • 26 April - 2 May


  • 3 May - 9 May

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to view Maori and Pasifika poetry so that we can better create and analyse poetry to help our understanding of water sustainability
    • We are PLANNING to use our understanding of water sustainability to produce creative writing pieces

    Term 2: Week 1


    Plan: Continuation from Term 1 + Timetable Change

    Our context for this term is "Life Under Water - Sustainability". This concept is great because it is open to interpretation. To me, it is a look into the sustainability and preservation of marine life as well as our oceans.

    Success Criteria for Term 1: We are learning to...

    1) Recognize areas of personal development with formal writing and answer the question: "What do I need to do/change to improve my writing?"

    • Revisiting PEEL paragraphs and how to write them

    • Introduction Triangles and using it to start an essay

    • Utilizing Essay Checklist formats 

    • PEDAL paragraphs

    2) Analyse at least 3-4 different forms of poetry and to determine what made the poem successful/meaningful 

          - Name and identify language features in poetry 

          - List the language features in SHAMPOO 

          - Comment on the  meaning and personal interpretation of a poem 

    3) Understand the meaning of the author's or poet's purpose

       - Use understanding of SHAMPOO and forms of poetry to determine poet's purpose

         - Analyse and discuss the importance of cultural poetry    

    4) Create our own pieces of poetry using the knowledge we have gained through poetry analysis - 5 different styles 

    • Haiku, Cinquain, Acrostic, Concrete, Diminishing Verse, Spoken Word and Freestyle 

    5) Name the conventions and recognize the language features and techniques used in creative writing - using these to create our own short stories

         - List the 7 planning pre-requisites for creative story writing 

         - Follow and implement narrative structure 

         - Use and recognize language features in creative texts 

    6) Draft short story plans and edit our own writing 

         - Edit and review your own written work 

         - Peer-review another's written work 


    Activities:

    Monday (S1) - English games and the start of term expectations 

    Wednesday (S4) - RUBBISH PICK UP: Maths, Science & P.E assessment 

    Thursday (S4) - Library session + Tiny Story Competition  


  • 10 May - 16 May

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to view Maori and Pasifika poetry so that we can better create and analyse poetry to help our understanding of water sustainability
    • We are PLANNING to use our understanding of water sustainability to produce creative writing pieces

    Term 2: Week 2 


    Plan: Creative Writing continued 

    Our context for this term is "Life Under Water - Sustainability". This concept is great because it is open to interpretation. To me, it is a look into the sustainability and preservation of marine life as well as our oceans.

    Success Criteria for Term 1: We are learning to...

    1) Recognize areas of personal development with formal writing and answer the question: "What do I need to do/change to improve my writing?"

    • Revisiting PEEL paragraphs and how to write them

    • Introduction Triangles and using it to start an essay

    • Utilizing Essay Checklist formats 

    • PEDAL paragraphs

    2) Analyse at least 3-4 different forms of poetry and to determine what made the poem successful/meaningful 

          - Name and identify language features in poetry 

          - List the language features in SHAMPOO 

          - Comment on the  meaning and personal interpretation of a poem 

    3) Understand the meaning of the author's or poet's purpose

       - Use understanding of SHAMPOO and forms of poetry to determine poet's purpose

         - Analyse and discuss the importance of cultural poetry    

    4) Create our own pieces of poetry using the knowledge we have gained through poetry analysis - 5 different styles 

    • Haiku, Cinquain, Acrostic, Concrete, Diminishing Verse, Spoken Word and Freestyle 

    5) Name the conventions and recognize the language features and techniques used in creative writing - using these to create our own short stories

         - List the 7 planning pre-requisites for creative story writing 

         - Follow and implement narrative structure 

         - Use and recognize language features in creative texts 

    6) Draft short story plans and edit our own writing 

         - Edit and review your own written work 

         - Peer-review another's written work 


    Activities:

    Monday (S1) - SHOW not Tell activity 

    Wednesday (S4) - Creative writing 

    Thursday (S4) - Creative writing 


  • 17 May - 23 May


    REFLECT / WHAIWHAKAARO

    REFLECT / WHAIWHAKAARO learning intentions:

    • We are REFLECTING on how well we were able to utilize the concepts in the term context to formulate a creative piece of writing

    Term 2: Week 3 


    Plan: Creative Writing continued 

    Our context for this term is "Life Under Water - Sustainability". This concept is great because it is open to interpretation. To me, it is a look into the sustainability and preservation of marine life as well as our oceans.

    Success Criteria for Term 1: We are learning to...

    1) Recognize areas of personal development with formal writing and answer the question: "What do I need to do/change to improve my writing?"

    • Revisiting PEEL paragraphs and how to write them

    • Introduction Triangles and using it to start an essay

    • Utilizing Essay Checklist formats 

    • PEDAL paragraphs

    2) Analyse at least 3-4 different forms of poetry and to determine what made the poem successful/meaningful 

          - Name and identify language features in poetry 

          - List the language features in SHAMPOO 

          - Comment on the  meaning and personal interpretation of a poem 

    3) Understand the meaning of the author's or poet's purpose

       - Use understanding of SHAMPOO and forms of poetry to determine poet's purpose

         - Analyse and discuss the importance of cultural poetry    

    4) Create our own pieces of poetry using the knowledge we have gained through poetry analysis - 5 different styles 

    • Haiku, Cinquain, Acrostic, Concrete, Diminishing Verse, Spoken Word and Freestyle 

    5) Name the conventions and recognize the language features and techniques used in creative writing - using these to create our own short stories

         - List the 7 planning pre-requisites for creative story writing 

         - Follow and implement narrative structure 

         - Use and recognize language features in creative texts 

    6) Draft short story plans and edit our own writing 

         - Edit and review your own written work 

         - Peer-review another's written work 


    Activities:

    Monday (S1) - Creative writing 

    Wednesday (S4) - Creative writing + library 

    Thursday (S4) - Creative writing DUE TODAY


  • 24 May - 30 May

    Term 2: Week 4


    Plan: Formal Writing 2.0 

    Our context for this term is "Who Are We?" . This concept is about who we are, where we are going and what influences us as we grow as people. These ideas are going to be explored in the film Love, Simon  as well as through an analysis of the influence of social media and societal issues facing teenagers. These ideas will be looked at in detail across your subject areas including Global Studies and PE. The aim is that by the end of this term, you will be able to use the concepts explored to create your own short film or speech on similar topics. 


    Success Criteria for Term 2: We are learning to…


    Formal Writing

    • PEEL,  PEDAL and PETAL paragraphs 

    • TEEP charts 


    Recap cinematic techniques and explain their purpose 


    • Name, recognize and explain camera angles and techniques present in film 

    • Name, recognize and explain the sound effects present in film: Diegentic and Non-diegetic 

    • Explain the purpose of cinematography techniques


    Analyze a film and explore the themes present 


    • Identify and investigate themes present in a film and explain the importance

    • Use themes to inform the creation of a text (either speech or short film)

    • Using our understanding of cinematography to create our own short films 


    Use speech conventions purposefully


    • Persuasive VS informative speeches

    • Speech structures and how to use them effectively

    • Building confidence at public speaking


    Activities 

    Monday (S1) - PEEL paragraphs revisited 
    Wednesday (S3) - Introduction to TEEP charts + cinematography Google Form 
    Thursday (S4) - Introduction to PEDAL paragraphs 
  • 31 May - 6 June

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are exploring relationships by analyzing their portrayal in media and film
    • We are exploring the influence of the media by recognizing the themes present in films and online communities
    • We are exploring individual & collective identity by collaboratively investigating modes of media

    Term 2: Week 5


    Plan: Formal Writing 2.0 

    Our context for this term is "Who Are We?". This concept is about who we are, where we are going, and what influences us as we grow as people. These ideas are going to be explored in the film Love, Simon as well as through an analysis of the influence of social media and societal issues facing teenagers. These ideas will be looked at in detail across your subject areas including Global Studies and PE. The aim is that by the end of this term, you will be able to use the concepts explored to create your own short film or speech on similar topics. 


    Success Criteria for Term 2: We are learning to…


    Formal Writing

    • PEEL,  PEDAL and PETAL paragraphs 

    • TEEP charts 


    Recap cinematic techniques and explain their purpose 


    • Name, recognize and explain camera angles and techniques present in film 

    • Name, recognize and explain the sound effects present in film: Diegentic and Non-diegetic 

    • Explain the purpose of cinematography techniques


    Analyze a film and explore the themes present 


    • Identify and investigate themes present in a film and explain the importance

    • Use themes to inform the creation of a text (either speech or short film)

    • Using our understanding of cinematography to create our own short films 


    Use speech conventions purposefully


    • Persuasive VS informative speeches

    • Speech structures and how to use them effectively

    • Building confidence in public speaking


    Activities 

    Monday (S1) - PEEL and PETAL paragraphs 
    Wednesday (S3) - Love, Simon Film 
    Thursday (S4) - Film Analysis 

  • 7 June - 13 June

    EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are exploring relationships by analyzing their portrayal in media and film
    • We are exploring the influence of the media by recognizing the themes present in films and online communities
    • We are exploring individual & collective identity by collaboratively investigating modes of media

    Term 2: Week 6


    Plan: Queen's Birthday, TOD and Film Study 

    Our context for this term is "Who Are We?". This concept is about who we are, where we are going, and what influences us as we grow as people. These ideas are going to be explored in the film Love, Simon as well as through an analysis of the influence of social media and societal issues facing teenagers. These ideas will be looked at in detail across your subject areas including Global Studies and PE. The aim is that by the end of this term, you will be able to use the concepts explored to create your own short film or speech on similar topics. 


    Success Criteria for Term 2: We are learning to…


    Formal Writing

    • PEEL,  PEDAL and PETAL paragraphs 

    • TEEP charts 


    Recap cinematic techniques and explain their purpose 


    • Name, recognize and explain camera angles and techniques present in film 

    • Name, recognize and explain the sound effects present in film: Diegentic and Non-diegetic 

    • Explain the purpose of cinematography techniques


    Analyze a film and explore the themes present 


    • Identify and investigate themes present in a film and explain the importance

    • Use themes to inform the creation of a text (either speech or short film)

    • Using our understanding of cinematography to create our own short films 


    Use speech conventions purposefully


    • Persuasive VS informative speeches

    • Speech structures and how to use them effectively

    • Building confidence in public speaking


    Activities 

    Monday (S1) - QUEEN'S BIRTHDAY
    Wednesday (S3) - short film creation
    Thursday (S4) - Love, Simon film 

  • 14 June - 20 June

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on developing our understanding of themes in media
    • We are FOCUSING identifying key elements which formulate meaning in film
    • We are FOCUSING on the impact society has on diverse communities

    Term 2: Week 7


    Plan: Short Film Creation 

    Our context for this term is "Who Are We? ". This concept is about who we are, where we are going, and what influences us as we grow as people. These ideas are going to be explored in the film Love, Simon as well as through an analysis of the influence of social media and societal issues facing teenagers. These ideas will be looked at in detail across your subject areas including Global Studies and PE. The aim is that by the end of this term, you will be able to use the concepts explored to create your own short film or speech on similar topics. 


    Success Criteria for Term 2: We are learning to…


    Formal Writing

    • PEEL,  PEDAL and PETAL paragraphs 

    • TEEP charts 


    Recap cinematic techniques and explain their purpose 


    • Name, recognize and explain camera angles and techniques present in film 

    • Name, recognize and explain the sound effects present in film: Diegentic and Non-diegetic 

    • Explain the purpose of cinematography techniques


    Analyze a film and explore the themes present 


    • Identify and investigate themes present in a film and explain the importance

    • Use themes to inform the creation of a text (either speech or short film)

    • Using our understanding of cinematography to create our own short films 


    Use speech conventions purposefully


    • Persuasive VS informative speeches

    • Speech structures and how to use them effectively

    • Building confidence in public speaking


    Activities 

    Monday (S1) - Short Film creation 
    Wednesday (S3) - Short film presentations
    Thursday (S4) - Film analysis on Love, Simon + library session 

  • 21 June - 27 June

    FOCUS / ARONGA

    FOCUS / ARONGA learning intentions:

    • We are FOCUSING on developing our understanding of themes in media
    • We are FOCUSING identifying key elements which formulate meaning in film
    • We are FOCUSING on the impact society has on diverse communities

    Term 2: Week 8


    Plan: Thematic research + asTTle Reading 

    Our context for this term is "Who Are We? ". This concept is about who we are, where we are going, and what influences us as we grow as people. These ideas are going to be explored in the film Love, Simon as well as through an analysis of the influence of social media and societal issues facing teenagers. These ideas will be looked at in detail across your subject areas including Global Studies and PE. The aim is that by the end of this term, you will be able to use the concepts explored to create your own short film or speech on similar topics. 


    Success Criteria for Term 2: We are learning to…


    Formal Writing

    • PEEL,  PEDAL and PETAL paragraphs 

    • TEEP charts 


    Recap cinematic techniques and explain their purpose 


    • Name, recognize and explain camera angles and techniques present in film 

    • Name, recognize and explain the sound effects present in film: Diegentic and Non-diegetic 

    • Explain the purpose of cinematography techniques


    Analyze a film and explore the themes present 


    • Identify and investigate themes present in a film and explain the importance

    • Use themes to inform the creation of a text (either speech or short film)

    • Using our understanding of cinematography to create our own short films 


    Use speech conventions purposefully


    • Persuasive VS informative speeches

    • Speech structures and how to use them effectively

    • Building confidence in public speaking


    Activities 

    Monday (S1) - Assessment plan + reading comprehension prep
    Wednesday (S3) - asTTle Reading Test
    Thursday (S4) - Choosing a topic and researching a theme for Assessment 2

  • 28 June - 4 July

    PLAN & DO / WHAKAMAHI

    PLAN & DO / WHAKAMAHI learning intentions:

    • We are PLANNING to produce a presentation so that we can showcase our understanding of themes present in film
    • We are PLANNING to apply our understanding of concepts learnt by Mates and Dates to inform our presentation

      Term 2: Week 9


      Plan: Assessment 2 Planning 

      Our context for this term is "Who Are We? ". This concept is about who we are, where we are going, and what influences us as we grow as people. These ideas are going to be explored in the film Love, Simon as well as through an analysis of the influence of social media and societal issues facing teenagers. These ideas will be looked at in detail across your subject areas including Global Studies and PE. The aim is that by the end of this term, you will be able to use the concepts explored to create your own short film or speech on similar topics. 


      Success Criteria for Term 2: We are learning to…


      Formal Writing

      • PEEL,  PEDAL and PETAL paragraphs 

      • TEEP charts 


      Recap cinematic techniques and explain their purpose 


      • Name, recognize and explain camera angles and techniques present in film 

      • Name, recognize and explain the sound effects present in film: Diegentic and Non-diegetic 

      • Explain the purpose of cinematography techniques


      Analyze a film and explore the themes present 


      • Identify and investigate themes present in a film and explain the importance

      • Use themes to inform the creation of a text (either speech or short film)

      • Using our understanding of cinematography to create our own short films 


      Use speech conventions purposefully


      • Persuasive VS informative speeches

      • Speech structures and how to use them effectively

      • Building confidence in public speaking


      Activities 

      Monday (S1) - Assessment planning 
      Wednesday (S3) - Working on assessment 2
      Thursday (S4) - Assessment 2

    • 5 July - 11 July

      PLAN & DO / WHAKAMAHI

      PLAN & DO / WHAKAMAHI learning intentions:

      • We are PLANNING to produce a presentation so that we can showcase our understanding of themes present in film
      • We are PLANNING to apply our understanding of concepts learnt by Mates and Dates to inform our presentation

        Term 2: Week 10


        Plan: Assessment 2 DUE FRIDAY

        Our context for this term is "Who Are We? ". This concept is about who we are, where we are going, and what influences us as we grow as people. These ideas are going to be explored in the film Love, Simon as well as through an analysis of the influence of social media and societal issues facing teenagers. These ideas will be looked at in detail across your subject areas including Global Studies and PE. The aim is that by the end of this term, you will be able to use the concepts explored to create your own short film or speech on similar topics. 


        Success Criteria for Term 2: We are learning to…


        Formal Writing

        • PEEL,  PEDAL and PETAL paragraphs 

        • TEEP charts 


        Recap cinematic techniques and explain their purpose 


        • Name, recognize and explain camera angles and techniques present in film 

        • Name, recognize and explain the sound effects present in film: Diegentic and Non-diegetic 

        • Explain the purpose of cinematography techniques


        Analyze a film and explore the themes present 


        • Identify and investigate themes present in a film and explain the importance

        • Use themes to inform the creation of a text (either speech or short film)

        • Using our understanding of cinematography to create our own short films 


        Use speech conventions purposefully


        • Persuasive VS informative speeches

        • Speech structures and how to use them effectively

        • Building confidence in public speaking


        Activities 

        Monday (S1) - Assessment 2 
        Wednesday (S3) - Assessment 2
        Thursday (S4) - Assessment 2

      • 12 July - 18 July


      • 19 July - 25 July

      • 26 July - 1 August

        PLAN & DO / WHAKAMAHI

        PLAN & DO / WHAKAMAHI learning intentions:

        • We are PLANNING to produce a presentation so that we can showcase our understanding of themes present in film
        • We are PLANNING to apply our understanding of concepts learnt by Mates and Dates to inform our presentation

          Term 3: Week 1


          Plan: Welcome back + Assessment 2 Presentations 

          I hope you all had a lovely holiday! This week we will be continuing our context from last term "Who are we?". All presentations will be delivered this week - which means assessment 2 should be completed and submited by Friday at the latest.  Starting next week we will begin our new co-constructed conext following a meeting with our student voice council. 

          Success Criteria for Term 3: We are learning to…

          - Successfully produce and verbally present ideas with confidence and clarity 
          - Recognzie the strengths and weaknesses in oral presentations 
          - Reflect on our own ability to verbally present ideas 


          Activities 

          Monday (S1) - Term expectations, plan and assessment details
          Wednesday (S3) - Assessment presentation 
          Thursday (S4) - Assessment presentation 

        • 2 August - 8 August

          REFLECT / WHAIWHAKAARO

          REFLECT / WHAIWHAKAARO learning intentions:

          • We are REFLECTING on our ability to successfully organize and deliver an oral presentation based on ideas and themes from the term context.

            Term 3: Week 2


            Plan: Formal Writing (AGAIN!)

            This week we will be continuing our context from last term "Who are we?". All presentations will be delivered in week 1- which means assessment 2 should be completed and submited by Friday week 1 at the latest.  Using themes, ideas and controversies prevalent in the Olympics as well as social issues, we will be constructing formal essays. 

            Success Criteria for Term 3: We are learning to…

            Presentation skills
            - Successfully produce and verbally present ideas with confidence and clarity 

            - Recognzie the strengths and weaknesses in oral presentations 
            - Reflect on our own ability to verbally present ideas 

            Formal Writing 
            - Linking ideas to the real world and strengthening our argument 
            - Formal writing do's and dont's 
            - Structure and organization of ideas


            Activities 

            Monday (S1) - Formal Writing: Ideas 
            Wednesday (S3) - Formal Writing: Structure 
            Thursday (S4) - Formal Writing: Structure

          • 9 August - 15 August

            Term 3: Week 3

            Plan: Formal Writing & TOD on Tuesday

            Success Criteria for Term 3: We are learning to…
            Presentation skills
            - Successfully produce and verbally present ideas with confidence and clarity 

            - Recognise the strengths and weaknesses in oral presentations 
            - Reflect on our own ability to verbally present ideas 

            Formal Writing 
            - Linking ideas to the real world and strengthening our argument 
            - Formal writing do's and dont's 
            - Structure and organization of ideas


            Activities 

            Monday (S1) - Practise essay 
            Wednesday (S3) - Editing and re-sub practice essay 
            Thursday (S4) - Formal Writing: PEDAL 

          • 16 August - 22 August

            Term 3: Week 4

            Plan: PEDAL Paragraphs

            Success Criteria for Term 3: We are learning to…
            Presentation skills
            - Successfully produce and verbally present ideas with confidence and clarity 

            - Recognise the strengths and weaknesses in oral presentations 
            - Reflect on our own ability to verbally present ideas 

            Formal Writing 
            - Linking ideas to the real world and strengthening our argument 
            - Formal writing do's and dont's 
            - Structure and organization of ideas


            Activities 

            Monday (S1) - Practise essay: open book, PEDAL - Use resources on Google Classroom!!
            Wednesday (S3) - Essay template 
            Thursday (S4) - Debating 

          • 23 August - 29 August


          • 30 August - 5 September


          • 6 September - 12 September

            Term 3: Week 7


            Plan: Distance Learning - Formal speaking 

            Refer to Google Classroom.

          • 13 September - 19 September

            Term 3: Week 8


            Plan: Distance Learning - Formal Writing 

            Refer to Google Classroom.

          • 20 September - 25 September

            Term 3: Week 9


            Plan: Distance Learning - Meme Competition 

            Refer to Google Classroom.

          • 27 September - 3 October

          • 4 October - 10 October


          • 11 October - 17 October


          • 18 October - 24 October

            EXPLORE / TŪHURA

            EXPLORE / TŪHURA learning intentions:

            • We are EXPLORING personal well-being by investigating the effects of poor mental health
            • We are EXPLORING positive well-being by observing and interpreting our own methods of promoting our mental health
            Term 4: Week 1


            Plan: Distance Learning 

            Refer to Google Classroom :D


          • 25 October - 31 October

            EXPLORE / TŪHURA

            EXPLORE / TŪHURA learning intentions:

            • We are EXPLORING personal well-being by investigating the effects of poor mental health
            • We are EXPLORING positive well-being by observing and interpreting our own methods of promoting our mental health
            Term 4: Week 2


            Plan: Distance Learning 

            Refer to Google Classroom :D


          • 1 November - 7 November

            FOCUS / ARONGA

            FOCUS / ARONGA learning intentions:

            • We are FOCUSING on promoting mental wellbeing by selecting positive social influencers that impact our lives
              • We are FOCUSING on developing a Business Plan by utilizing knowledge from other subject areas

              Term 4: Week 3


              Plan: Distance Learning 

              Refer to Google Classroom.

          • 8 November - 14 November

            PLAN & DO / WHAKAMAHI

            PLAN & DO / WHAKAMAHI learning intentions:

            • We are PLANNING to present our learning of mental health through sharing of stories/ and or creating a collage or blog

            Term 4: Week 4


            Plan: Distance Learning 

            Refer to Google Classroom 

          • 15 November - 21 November

            PLAN & DO / WHAKAMAHI

            PLAN & DO / WHAKAMAHI learning intentions:

            • We are PLANNING to present our learning of mental health through sharing of stories/ and or creating a collage or blog

            Term 4: Week 5


            Plan: Web design 

            Refer to Google Classroom.

          • 22 November - 28 November

            PLAN & DO / WHAKAMAHI

            PLAN & DO / WHAKAMAHI learning intentions:

            • We are PLANNING to present our learning of mental health through sharing of stories/ and or creating a collage or blog
              • We are PLANNING to create a website so that we can showcase our learning of our Innovations

              Term 4: Week 6


              Plan: Web design 

              Refer to Google Classroom.

          • 29 November - 5 December

            PLAN & DO / WHAKAMAHI

            PLAN & DO / WHAKAMAHI learning intentions:

            • We are PLANNING to present our learning of mental health through sharing of stories/ and or creating a collage or blog

            Term 4: Week 7


            Plan: Distance Learning

            Refer to Google Classroom.

          • 6 December - 12 December

            PLAN & DO / WHAKAMAHI

            PLAN & DO / WHAKAMAHI learning intentions:

            • We are PLANNING to present our learning of mental health through sharing of stories/ and or creating a collage or blog

            Term 4: Week 8


            Plan: Distance Learning

            Refer to Google Classroom.

          • 13 December - 19 December