Weekly outline

• Select week General

  General

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• Select week Term One Week One

  Term One Week One

  
  

  Mauria to pono

  Believe in yourself

  
  

  Kia ora, and welcome to your English course page for 2021. My name is Miss Wright and I will be your English teacher this year. This page is where you will be able to find all the necessary information you will require for your English course. All tasks and assessments will be placed here as well as additional lesson notes and resources. Please make it a habit to check this page at the start of each week, this will ensure that you are aware of any expectations we may have of you at that time.
  

  
  

  Mountains staff really hope that your time here at MHJC will be full of fun and challenging activities that will see you grow as a learner. Enjoy this year and if there are any queries do come and see me or feel free to email me - swright@mhjc.school.nz

  Our context this term is Survival. How do you think survival relates to you as an individual, a member of a family, community and as a MHJC student?  

  
  

  
  
• Select week Term One Week Two

  Term One Week Two

  
  

  

  He aha te mea nui o te ao. He tāngata, he tāngata, he tāngata

  What is the most important thing in the world? It is people, it is people, it is people.

  
  

  Kia ora. I hope you all had a relaxing weekend.  Did you go away?  Perhaps to Waitangi? Te tiriti O Waitangi was signed by about 40 rangatira at Waitangi on 6th February 1840. Do you know what is contained in the Treaty?  Why was it important for the Tangata Whenua and for the Europeans?  What purpose did it meet and how did it affect the survival of the many different people in Aotearoa?  This week, we are going to visit the library and settle into our routines at MHJC. We will revise visual language techniques and discuss the way these techniques are used to influence the emotions and understandings of the viewer.  Look at the image above, do you notice anything interesting about the composition of the image?

  Success Criteria: I can/have...

  • Select a book for reading for pleasure
  • Identify a range of visual language techniques
  • Explain the effect of visual language techniques on the viewer
  • 
    

  Activities:

  1. Tuesday - Library - book selection
  2. Do Now - Formal Language sheet - Nouns
  3. Visual Glossary creation - Camera framing and angles

  Homework:
  Read for pleasure

  
  

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING elements of visual language
  • We are EXPLORING how visual language elements effect the viewer
  • We are EXPLORING grammatical conventions in our writing
• Select week Term One Week Three

  Term One Week Three

  
  

  Ka ora pea au i a koe, ka ora koe ia a au

  Perhaps I will survive because of you, and you survive because of me
  

  
  

  Kia ora. We have had a busy start to the term, and I feel like I have not seen very much of you at all.  This week, we are going to revise visual language techniques.  You will have looked at these at the end of last year when you were viewing Wall-E.  I wonder how many of them you remember........
  

  Success Criteria: I can/have...

  • Identify a range of visual language techniques
  • Explain the effect of visual language techniques on the viewer

  Activities:

  1. Do Now: Nifty nouns - common nouns (Google Classroom - will be available later this week when we are back at school - I need to scan the document)
  2. Visual Glossary creation - Camera framing and angles (Google Classroom)

  Homework:
  Complete letters to your Year 10 self - final copy ready for sealing into an envelope

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING elements of visual language
  • We are EXPLORING how visual language elements effect the viewer
  • We are EXPLORING grammatical conventions in our writing
• Select week Term One Week Four

  Term One Week Four

  
  

  Ka ora pea au i a koe, ka ora koe ia a au

  Perhaps I will survive because of you, and you survive because of me

  Kia ora. I have copied the work from last week as we got interrupted by lockdown.  There is a new  formal language sheet in google classroom as your do now. Please remember, this work is to be completed in your books.  Write the sentences out in full, otherwise you just have a list of randon words, and focus in particular on the part of speech we are exploring, for example - if we are practicing proper nouns, I am expecting to see you use capital letters correctly.  This week, we are going to continue to revise visual language techniques.  
  

  Success Criteria: I can/have...

  • Identify a range of visual language techniques
  • Explain the effect of visual language techniques on the viewer

  Activities:

  1. Do Now: Abstract Nouns (Google Classroom)
  2. Visual Glossary creation - Camera framing and angles (Google Classroom)

  Homework:
  Complete letters to your Year 10 self - final copy ready for sealing into an envelope

  
  

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING elements of visual language
  • We are EXPLORING how visual language elements effect the viewer
  • We are EXPLORING grammatical conventions in our writing
• Select week Term One Week Five

  Term One Week Five

  
  

  He moana pukepuke e ekengia e te waka 

  A choppy sea can be navigated by a waka
  

  Kia ora. I hope you are all keeping safe and well.  Follow the must do/can do activity document and I will see you online for Google Meets.  

  Success Criteria: I can/have...

  • Identified action verbs
  • Understand that verbs need to match the number of nouns (I am, We are)

  Activities:

  1. Formal Language - action verbs/subject verb agreement (google classroom)
  2. Visual Glossary Film Techniques (Individual Slideshows)

  Homework:
  Everything...............

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING elements of visual language
  • We are EXPLORING how visual language elements effect the viewer
  • We are EXPLORING grammatical conventions in our writing
• Select week Term One Week Six

  Term One Week Six

  
  

  Whāia te mātauranga hei oranga mō koutou 

  Seek after learning for the sake of your wellbeing
  

  
  

  Kia ora. I don't know about you, but I am happy to be back on site!  This week, we are going to continue working on our visual glossaries of film techniques as well as starting to explore some stories about survival.  Think about what you have learnt about survival in your other subjects.  You have been experiencing many of these things first hand as we are learning as people, a nation and a world to cope with unexpected and unusual circumstances.  Can you imagine what we would have done 50 years ago - before we had the internet, and wifi and even EFTPOS cards.......  There was no netfix or streaming services, and there were only a couple of TV channels in New Zealand.  It's scary to think about.

  Success Criteria: I can/have...

  • Identify a range of visual language techniques
  • Explain the effect of visual language techniques on the viewer
  • Read for understanding

  Activities:

  1. Do now - Agreement of Subject and Verb (Google Classroom)
  2. Chapter One; The Maze Runner (Reading to)
  3. I survived - bus stop activity - identify key actions that lead to survival

  Homework:
  Visual Glossaries

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING elements of visual language
  • We are EXPLORING how visual language elements effect the viewer
  • We are EXPLORING grammatical conventions in our writing
• Select week Term One Week Seven

  Term One Week Seven

  
  

  Kia kawea tātou e te rēhia
  

  Let us enjoy the spirit of entertainment

  
  

  Kia ora. Have you been watching the America's Cup?  What a story of persistence, determination and survival!  While not a life threatening situation, the stress caused to both the athletes and the spectators is immense!  This week, we are going to continue working on storyboards, and how we can make deliberate choices about film techniques to influence the viewer.  I am aslo hopeing we will have an opportunity to watch the movie!

  Success Criteria: I can/have...

  • Identify a range of visual language techniques
  • Explain the effect of visual language techniques on the viewer
  • Read for understanding

  Activities:

  1. Do now:  Formal Language - Collective Nouns (Google Classroom)
  2. Chapter 2 - The Mazerunner (Reading to) 
  3. Survival Stories - Bus stop to identify key moments and actions

  Homework:
  Complete formal language activity

  
  

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on Identifying key moments or actions in a script
  • We are FOCUSING choosing a film technique that enhances the viewers understanding of this moment
  • We are FOCUSING on selecting a range of camera angles and framing in our story telling
• Select week Term One Week Eight

  Term One Week Eight

  

  Ma te huruhuru, ka rere te manu

  With the feathers of knowledge the bird will fly
  

  Kia ora. This week we are going to continue working on our storyboard in our groups.  You have had previous groups unpack the text (story) and now you are using the information they have provided to you to create a 6 box storyboard that captures one key moment in the story.  You will not be able to tell the whole story in 6 boxes, so pick a moment where you know you can use a range of film techniques to convey the idea and emotion of the moment to your viewer.  Think about camera framing, angles, movement and the use of sound.  I am NOT marking your artistic ability - the sketch (can be stick figures) shows me that you understand the camera framing and angles, so make sure if you are using a close up that the stetch in the box is a close up)

  Success Criteria: I can/have...

  • Identify key moments in a story
  • Use a range of film techniques to share a key moment in a story
  • Use film techniques to effect

  Activities:

  1. Do Now - Formal Language - Verb tense (Google Classroom)
  2. Group Task - Storyboarding

  Homework:
  Write here...

  
  

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on Identifying key moments or actions in a script
  • We are FOCUSING choosing a film technique that enhances the viewers understanding of this moment
  • We are FOCUSING on selecting a range of camera angles and framing in our story telling
• Select week Term One Week Nine

  Term One Week Nine

  
  

  Tē tōia, tē haumatia

  Nothing can be achieved without a plan, workforce and way of doing things

  
  

  Kia ora. This week we are going to continue to work on our storyboard skills. I am going to introduce your assessment task to you and we are going to start working on it is class.  It will be due next week, so you will need to spend some time at home to complete it.   We have a short week this week as Friday is Good Friday - followed by a short week next week as Monday and Tuesday are also no-school days (Easter Monday and school holiday Tuesday).  Friday next week is our community fun day, so the pressure is really on us to get our work completed.  Whatever you do as a family over the Easter break, I hope you have a fantastic time and enjoy Level One in Aotearoa.

  Success Criteria: I can/have...

  • Identify key moments in a story
  • Use a range of film techniques to share a key moment in a story
  • Use film techniques to effect

  Activities:
  

  1. Do Now - Formal Language - Forming Verbs (Google Classroom)
     
  2. Assessment Task - Overview
  3. Work on Assessment Task

  Homework:
  Assessment Task One 

  
  
  

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on Identifying key moments or actions in a script
  • We are FOCUSING choosing a film technique that enhances the viewers understanding of this moment
  • We are FOCUSING on selecting a range of camera angles and framing in our story telling

  • Select activity Assessment Task One

    

    Assessment Task One File
  • Select activity Survival Extracts - Choose ONE Shark Attack

    

    Survival Extracts - Choose ONE Shark Attack File
  • Select activity Survival Extract Choose One - Volcano

    

    Survival Extract Choose One - Volcano File
  • Select activity Survival Extract - Storm

    

    Survival Extract - Storm File
• Select week Term One Week Ten

  Term One Week Ten

  

  
  

  He iti te mokoroa nāna te kahikatea i kakati

  Even the small can make a big impact on the big

  
  

  Kia ora. I hope you all had a restful Easter and did not eat too much chocolate (There is no such thing as TOO MUCH CHOCOLATE).  This week, we only one session to get your storyboards scanned in and uploaded with your discussion paragraphs.  You will need to be prepared to upload and submit on Thursday.  Friday is community fun day, so there is light at the end of the tunnel!

  Success Criteria: I can/have...

  • Select a moment from a text to storyboard
  • Use a range of film techniques for effect
  • Write to explain my film technique choices

  Activities:

  1. Formal Language - Verb Tense (Google classroom)
  2. Complete storyboard and paragraph
  3. Complete all unfinished formal language work

  Homework:
  Read a book :-)

  
  
  
  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING our storyboard so that we can design a series of camera angles and framing that create an effect on the viewer.
  • We are CONSTRUCTING a visual moment based on a text.
  • We are SHARING the deliberate choices we made when creating the range of shots we used.

  • Select activity 8M1ENG Assessment One

    

    8M1ENG Assessment One Assignment
• Select week Term One Week Eleven

  Term One Week Eleven

  

  
  
  

  Ehara taku toa, he takitahi, he toa takitini 

  Success is not mine alone, it is due to the work of all of us

  
  
  Kia ora. I hope you had a good day on Friday - what was your favourite activity (queuing at the food trucks is NOT an activity!). I enjoyed watching the bubble football and the cultural performances!  This week, we are going to upload your assessment task if you have not already done so, and look at film techniques "in the wild" - this means we are going to watch some short films.

  Success Criteria: I can/have...

  • Identify a range of film techniques
  • Explain the effect of these techniques on the audience

  Activities:

  1. Do now - Formal Language - Google classroom
  2. Focused viewing

  Homework:
  Read a book

  
  

  
  

  
  

  
  

  REFLECT / WHAIWHAKAARO learning intentions:

  • We are REFLECTING on any problems or issues we had when working on our storyboards, and evaluating our strengths when overcoming these.
• Select week Term Break

  Term Break
• Select week Term Break

  Term Break
• Select week Term Two Week One

  Term Two Week One

  
  

  Mā te huruhuru ka rere te manu
  With feathers the bird can soar

  Kia ora, I hope you all had a relaxing term break and are refreshed for the term ahead.  This term we are going to look at figurative language - the language of poetry and advertising.  

  Success Criteria: I can/have...

  • Identify figurative language
  • Use figurative language in my writing
  • Analyse the language of advertising 

  Activities:

  1. Do Now - Formal Language (Google Classroom)
  2. Create a glossary of figurative language

  Homework:
  Read a book

  
  

  
  

  
  
• Select week Term Two Week Two

  Term Two Week Two

  
  

  Me he manu au e kakapa nei 

  I am all a-flutter like a bird
  

  
  

  Kia ora. I really enjoyed seeing the idioms you worked on on Tuesday.  Ther are fantastic.  This week, I would like you to complete at least one idiom picture, and we are going to continue working on poetic and figurative language.  We are going to use a writing framework to write our own poems too!

  Success Criteria: I can/have...

  • Identify and explain a range of poetic techniques
  • Use a writing framework to create a piece of poetic writing
  • Use a range of figurative and poetic techniques in my writing

  Activities:

  1. Do now - formal language (Google classroom)
  2. Poetic techniques definitions
  3. Contruct a colour poem using the writing framework provided

  Homework:
  Idiom images

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the poetic techniques we recognise and how these are organised to create effect
  • We are EXPLORING the use of figurative language and poetic techniques in advertising
• Select week Term Two Week Three

  Term Two Week Three

  
  

  Ēhara tāku toa i te toa takitahi, ēngari he toa takitini

  My valour is not that of the individual, but that of the multitudes.

  
  

  Kia ora. It's kindness week - have a think about how you can show kindness.  I hope that kindness is also shown to you.  Remember to hunt out a pink shirt for Friday!

  Success Criteria: I can/have...

  • • Identify and explain a range of poetic techniques
    • Use a writing framework to create a piece of poetic writing
    • Use a range of figurative and poetic techniques in my writing

  Activities:

  1. Do now - Formal Language (Nouns - Google Classroom)
  2. Write a Haiku
  3. Publish haiku

  Homework:
  Read a book

  
  

  
  

  
  

  
  

  
  

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the poetic techniques we recognise and how these are organised to create effect
  • We are EXPLORING the use of figurative language and poetic techniques in advertising
• Select week Term Two Week Four

  Term Two Week Four

  
  

  
  

  Whaowhia te kete mātauranga

  Fill the basket of knowledge

  
  

  Kia ora. I have enjoyed reading your poetry.  I hope you have found a structure or format of poetry you like.  This week we are going to continue exploring more poetic forms, and start to use our knowledge of poetic features to annotate poems.
  

  Success Criteria: I can/have...

  • Identify and explain a range of poetic techniques
  • Use a writing framework to create a piece of poetic writing
  • Use a range of figurative and poetic techniques in my writing

  Activities:

  1. Do now - Formal Language (Google classroom)
  2. Continue with poetic writing - free verse
  3. Annotate a poem for poetic features

  Homework:
  Read a poem

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the poetic techniques we recognise and how these are organised to create effect
  • We are EXPLORING the use of figurative language and poetic techniques in advertising
• Select week Term Two Week Five

  Term Two Week Five

  
  

  He oranga ngākau, he pikinga waiora 

  Positive feelings within you enhances wellbeing
  

  
  

  Kia ora. It has been wonderful to read your poems.  You are using language to paint a picture with words.  This week, we are going to continue using the language of poetry, and poetic techniques - but instead of writing poetry we are going to write advertisements.  What language techniques do you think will be useful when trying to convince someone to spend money on a product, or time to view an activity?

  Success Criteria: I can/have...

  • Identify and explain a range of poetic techniques
  • Use a writing framework to create a piece of poetic writing
  • Use a range of figurative and poetic techniques in my writing

  Activities:

  1. Do now - formal language (google classroom)
  2. Locate an advertisement aimed at school age children
  3. Identify the language techniques used to aim this advertisement at children
  4. Identify other elements of visual language used to appeal to the target audience
  5. Create own product and advertisement for target audience

  Homework:
  Read a book

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the poetic techniques we recognise and how these are organised to create effect
  • We are EXPLORING the use of figurative language and poetic techniques in advertising
• Select week Term Two Week Six

  Term Two Week Six

  
  

  Nau i whatu te kakahu; he taniko taku

  You wove the cloak, I made the border
  

  Kia ora. Another Queen's Birthday honours list and still no mention of my name...... ah well, there's always next year. :-). This week, you are going to use your knowledge of poetic techniques to create your own advertisements.  You will have the choice of your own product (though there may be a lollipop prize for advertising your favourite teacher (that's ME!!))  I am looking forward to seeing what you come up with!

  Success Criteria: I can/have...

  • Identify and explain a range of poetic techniques
  • Use a writing framework to create a piece of poetic writing
  • Use a range of figurative and poetic techniques in my writing

  Activities:

  1. Do now - formal language (google Classroom)
  2. Individual advertisements

  Homework:
  Read a book!

  
  

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on choosing appropriate poetic techniques to advertise a product.
  • We are FOCUSING on explaining how our chosen techniques influence our audience.
• Select week Term Two Week Seven

  Term Two Week Seven

  
  

  
  

  Waiho ma te tangata e mihi, kia tau ai.

  It would be better to let others praise.

  
  

  Kia ora. Well done on making it halfway through the term.  This week, we are going to continue creating our own advertisements - remember to use the language of advertising - you are trying to SELL your product to your viewer!

  Success Criteria: I can/have...

  • Identify and explain a range of poetic techniques
  • Use a writing framework to create a piece of poetic writing
  • Use a range of figurative and poetic techniques in my writing

  
  

  Activities:

  1. Do now - Formal Language (Google Classroom)
  2. Continue creating your own advertisement (product of your choice)

  Homework:
  Read a book

  
  

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on choosing appropriate poetic techniques to advertise a product.
  • We are FOCUSING on explaining how our chosen techniques influence our audience.

  • Select activity Persuasive writing - advertising - some reminders

    

    Persuasive writing - advertising - some reminders File
• Select week Term Two Week Eight

  Term Two Week Eight

  

  He aha te kai ō te rangatira? He Kōrero, he kōrero, he kōrero.

  What is the food of the leader. It is knowledge. It is communication.

  Kia ora. This week, you are going to complete your advertisements of the product of your choice.  You are also going to complete your asTTle testing.  We are also going to start looking at speeches.  You will have the remainder of the term to select, research and draft your speech and the holiday break to learn and practice your speeches.  You will be delivering your speeches in small groups at the start of Term Three.

  Success Criteria: I can/have...

  • Identify and explain a range of poetic techniques
  • Use a writing framework to create a piece of poetic writing
  • Use a range of figurative and poetic techniques in my writing

  Activities:

  1. Complete Advertisement
  2. Select a speech topic
  3. Research speech topic

  Homework:
  Read a book

  
  

  INFO FROM APPA:

  APPA Speech Competition Preparation Guide

  • TOPIC SELECTION (Diversity)

  1. Care should be taken in selection of the topics. The topic should be relevant to the age of the presenter and the experiences they have had.

  2. Topics should not lead to the denigration and put downs of people. This often arises when contestants choose to speak about family members. Language should be appropriate and the use of slang and colloquialisms avoided.

  • TIME

  1. Speeches presented by contestants should be limited to three minutes duration.

  • SPEECH CONSTRUCTION

  1. There are three parts to a speech:

  2. Introduction,

  3. Body (e.g. develop 3 main points)

  4. Conclusion

  5. In order to gain the audience’s attention there needs to be a strong introduction: e.g. “Water rushed down the stairs towards us, what was I to do?” Avoid having speech starters like: “Today I am going to talk about…”

  6. It is important to involve the audience, keep the audience interested and keen to hear what is the message of the speech.

  7. Once their attention has been caught it is important to convince the audience, make them believe in the message. Then provide further information to support the message. Offer facts and opinions to back up, develop and prove the points – try not to offer more than 3 main points or else it can become confusing.

  8. e.g. Tell of Mr Smith’s accident, flooding whilst on holiday, Chief Engineer’s report, analysis of accidents from Police reports etc.

  9. Finish with a punchy conclusion. Try to sum up so the audience is still involved and will remember your message. A good conclusion often links back to the introduction.

  • SOME IDEAS FOR PREPARING A SPEECH

  1. Jot down all the ideas and facts about your topic as you think of them – research the topic.

  2. Arrange your material according to where in the speech format/structure you think it would be best used. E.g. introduction, body, conclusion. Note – no props are permitted.

  3. Become really familiar with all the information you have and put it together in a way with which you feel comfortable.

  4. Condense the main points and write on small cards which can be held in the palm of your hand – do not attempt to write out the whole speech.

  5. Practice your speech from your cards. Do it out loud as often as you feel you need to be comfortable with the flow. Also practice in front of a mirror so you can see your expression, stance and gestures.

  6. Practice in front of your family and friends and ask them for constructive feedback. Involve your audience by including them with eye-contact.

  7. Memorise the introduction and conclusion so you can involve the audience at the start as well as leave them with the full impact of your speech at the end.

  • USING YOUR VOICE

  1. Remember that this is a speech and not a dramatic performance but still try to use and vary the following:

  2. SPEED – Speak slowly enough for the audience to understand you. Change your pace as appropriate.

  3. PITCH – You have a wide range of 1 to 2 octaves to use.

  4. EXPRESSION – Use your voice to show emotions e.g. fear, anger, excitement, sorrow etc.

  5. VOLUME – Every word of your speech is important. The whole audience needs to be able to hear every word or else they will “switch off” from you. Practice projecting your voice in a large room.

  6. GESTURE – Facial and body gestures should enhance not detract/distract.

  • ELEMENTS OF A GREAT SPEECH – THE TEN RULES!

  1. Speak to their hearts – a great speech should be personal.

  2. Make it real – your listeners feel like they are living the moment with you.

  3. Make it memorable – your listeners will remember your main points far into the future, even if they forget your name or speech title.

  4. Make it valuable – give your listeners some useful information they can take away with them.

  5. Interact with your audience – make your speech relevant through use of relevant humour, personal stories. Use lots of eye-contact.

  6. Make it fun – if you’re having a good time, so will your audience.

  7. Make it visual – use quotes, stories, anecdotes, and word pictures so your listeners can see it with their mind’s eye as well as hear it.

  8. Make it passionate – if you really care about your topic, so will your audience.

  9. Be enthusiastic – your enthusiasm is infectious.

  10. Be clear, concise and brief – keep your words simple and to the point.

  
  

  
  

  
  

  • Select activity Speech Assessment Instructions

    

    Speech Assessment Instructions File
  • Select activity Possible speech topics

    

    Possible speech topics File
• Select week Term Two Week Nine

  Term Two Week Nine

  
  

  He aha te kai ō te rangatira? He Kōrero, he kōrero, he kōrero.

  What is the food of the leader. It is knowledge. It is communication.

  Kia ora. I hope you all had a restful weekend.  This week, you need to select your speech topic (and have it approved by me) and start researching.  Your draft speech should be completed by the end of next week so that you can practice it over the term break.  You will be presenting your speeches in small groups starting in Week One of Term Three.

  Success Criteria: I can/have...

  • Select an appropriate speech topic
  • Research topic using a research framework (KW Chart, T-Chart)
  • Draft speech 
  • Create cuecards based on speech

  Activities:

  1. Do now (Google classroom)
  2. Select and submit speech topic (google classroom)
  3. Research speech topic (KW Chart - T Chart)

  Homework:
  Read a book

  
  

  
  

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING an advertisement that uses elements of Static design to promote an item of choice so that we can present our item to a wider audience
• Select week Term Two Week Ten

  Term Two Week Ten

  

  He manawa tītī

  A person with great endurance

  Kia ora. We have made it. Through frosty mornings and cross country we have arrived at the last week of Term Two.  Yipee!!  This week we are going to look at the structure of your speeches and how to use your voice and body language to deliver an effective speech.  You should have completed your research so this week will be our time to draft the content of your speech.  You will then have the holiday break to practice and prepare your cue cards, before your return to Term Three where you will deliver your speech in front of a small group.

  Success Criteria: I can/have...

  • Identify appropriate sources for research
  • Record notes using a T-chart
  • Use a writing framework (SEXY) to draft paragraphs
  • Write an introduction and conclusion
  • Prepare cue cards

  Activities:

  1. Do now - formal language (google classroom)
  2. Draft speech paragraphs
  3. Draft introduction and conclusion
  4. Create cue cards
  5. Practice

  Homework:
  Practice your speech

  
  
  

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING an advertisement that uses elements of Static design to promote an item of choice so that we can present our item to a wider audience

  • Select activity Writing your speech process

    

    Writing your speech process File
• Select week 12 July - 18 July

  12 July - 18 July

  
  
• Select week 19 July - 25 July

  19 July - 25 July

  
  
• Select week Term Three Week One

  Term Three Week One

  
  

  He maurea kai whiria!
  

  Ignore small matters and direct effort toward important projects

  Kia ora. I hope you all had a great break and kept warm and dry.  There has been some wild weather about! This term we are going to start with delivering our speeches in small groups.  We will then look at the fantastic and fantastical world around us.  We will read to locate and retrieve information and write creatively.

  Success Criteria: I can/have...

  • Deliver a prepared speech
  • Use cue cards appropriately
  • Use a range of tone, pace and volume
  • Establish a rapport with my audience through gesture, stance and eye contact

  Activities:

  1. Do now - formal language (google classroom)
  2. Record group members for speech presentations (google classroom)
  3. Deliver speeches

  Homework:
  Read a book (fantastic and fantastical)

  
  
  

  
  

  • Select activity Assessment Two - Prepared Speech

    

    Assessment Two - Prepared Speech Assignment
• Select week Term Three Week Two

  Term Three Week Two

  
  

  Whāia te mātauranga hei oranga mō koutou

  Seek after learning for the sake of your wellbeing

  Kia ora, kia orana.  Welcome to Cook Island language week.  This week we are going to complete speeches, I still have a number of students in this class who have not yet delivered their speech, and then we are going to look at this terms context; Believe it or not........  we are going to write fantastical fiction - and your job is going to be to create a story that is fantasy, but one that your audience can believe in!

  Success Criteria: I can/have...

  • Deliver a persuasive speech using the elements of a good speech
  • Identify elements of the genre fantasy
  • Describe a fantasy character and the role they play
  • Create a fantasy world as a setting of your story

  Activities:

  1. Do now - formal language (google classroom)
  2. Speech delivery (or upload speech drafts to MHOL)
  3. Bus-stop activity - fantasy genre

  Homework:
  Read a book (preferably a fantasy!)

  
  
  

  
  

  
  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the genre of fantasy and recognising the elements that create this genre.
  • We are EXPLORING how setting and characters display attributes that support the genre
  • We are researching settings in our own reading
• Select week Term Three Week Three

  Term Three Week Three

  
  

  Ko ia kāhore nei i rapu, tē kitea
  

  He who does not seek will not find
  

  Kia ora. This week we are going to continue our exploration of fantasy texts. We have looked at triggers, setting and character types, we are also going to explore villains and fantasy worlds.  You will have an opportunity to discuss Fantasy settings and worlds you know, this is going to help you when you get to write your own fantasy story!

  Success Criteria: I can/have...

  • Identify elements of the genre fantasy
  • Describe a fantasy character and the role they play
  • Create a fantasy world as a setting of your story

  
  

  Activities:

  1. Do now - formal language (google classrom)
  2. Fantasy story/Fantasy World (pair activity)
  3. Create your own setting/fantasy villain (individual activity)

  Homework:
  Read a book!

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the genre of fantasy and recognising the elements that create this genre.
  • We are EXPLORING how setting and characters display attributes that support the genre
  • We are researching settings in our own reading
• Select week Term Three Week Four

  Term Three Week Four

  
  

  Mauri tū mauri ora
  

  An active soul is a healthy soul
  

  Kia ora. This week we are going to continue looking at the elements of fantasy writing.  The goal is to craete a backdrop or template for each element so that when it is time to write your own fantasy story you already will have all the building blocks you will need to build your cstle (a bit of a mixed metaphor but we will see what happens).  This week we are going to focus on setting andcharacter.  Remember setting is both place and time and differs from location.

  Success Criteria: I can/have...

  • Identify elements of the genre fantasy
  • Describe a fantasy character and the role they play
  • Create a fantasy world as a setting of your story

  Activities:

  1. Do now - google classroom
  2. Create your own setting/fantasy villain (individual activity) - Google classroom
  3. Fantasy trigger/fantasy guide (independent activity) - Google classroom

  Homework:
  Read a book!

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the genre of fantasy and recognising the elements that create this genre.
  • We are EXPLORING how setting and characters display attributes that support the genre
  • We are researching settings in our own reading
• Select week Term Three Week Five

  Term Three Week Five

  
  

  I timu noa te tai
  

  Certain conditions are best left to work themselves out
  

  Kia ora. I hope you all settled back into on-line learning last week and were able to continue working on your fantasy guide and fantasy object work.  This week, we are going to create a fantasy creature tp populate your fantasy world and make some notes to help with the writing of our first chapters.  Remember, the more time and thought you put in now, the easier the actual writing component will be.

  Success Criteria: I can/have...

  • Identify elements of the genre fantasy
  • Describe a fantasy character and the role they play
  • Create a fantasy world as a setting of your story

  Activities:

  1. Do now - google classroom
  2. Complete fantasy creature activity (google classroom)
  3. Complete notes for opening chapter activity (google classroom)

  Homework:
  Read a book 

  
  

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on the elements we will need to plan to write our own fantasy stories, choosing the actions our characters will take and describing our characters. We are identifying setting (place and time) and explaining how our character moves from the real world into the fantasy world.
• Select week Term Three Week Six

  Term Three Week Six

  
  

  E noho e, kia raungāwari
  

  Sit down and bide your time
  

  Kia ora. I hope you are all safe in your bubbles.  Routines are important, and so is taking time to chill so this week, we have a do-now task, a google meet on Monday (and a catch-up session on Thursday) and are going to continue to plan our fantasy writing.  Please also make time to catch-up with your friends digitally, read a book, solve a puzzle, go for a walk, learn to cook a new food, be kind to your parents and be kind to yourself. Oh, and afternoon naps are also good!

  Success Criteria: I can/have...

  • Identify elements of the genre fantasy
  • Plan a fantasy story using elements already created
  • Develop a quest for my story

  
  

  Activities:

  1. Do now - commas (google classroom)
  2. Complete story plan (google classroom)

  Homework:
  Read a book!

  
  

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on the elements we will need to plan to write our own fantasy stories, choosing the actions our characters will take and describing our characters. We are identifying setting (place and time) and explaining how our character moves from the real world into the fantasy world.
• Select week Term Three Week Seven

  Term Three Week Seven

  
  

  Kia ora. Hope you are all doing well, and managing to learn a new skill or try a new activity during level 4.  I have been working on my crochet skills (I have never been able to crochet before) and I also spent some time getting weeds out of my garden!  Next week, I might even start my vege seeds so I can plant them out when the weather gets a bit warmer!  This week, we are going to spend some time defining the quest we will be sending our protagonist on in our fantasy writing, and also looking at how we can create a sense of tension in our writing.

  Success Criteria: I can/have..

  • Identify elements of the genre fantasy
  • Plan a fantasy story using elements already created
  • Develop a quest for my story

  
  

  Activities:

  1. Do now - formal language - Direct Speech (Google classroom)
  2. Fantasy quest planning (google classroom)
  3. Fantasy tension planning (google classroom)

  Homework:
  Read a book

  
  

  
  

  FOCUS / ARONGA learning intentions:

  • We are FOCUSING on the elements we will need to plan to write our own fantasy stories, choosing the actions our characters will take and describing our characters. We are identifying setting (place and time) and explaining how our character moves from the real world into the fantasy world.

  • Select activity First line padlet

    

    First line padlet URL
• Select week Term Three Week Eight

  Term Three Week Eight

  
  

  
  

  Kia ora. Hope you are all safe and well.  This week, we are going to put all the pieces of our story together and start the writing.  Thank you to the people who have added a first line to the padlets, if you have not done so yet, please action this this week.  If you have added a first line, add a second one......  they are really interesting to read and to imagine what is happening.  They may also inspire you when it comes to writing the first line of your story.  The link to the padlet is on last weeks MHOL.

  Success Criteria: I can/have...

  • Identify elements of the genre fantasy
  • Plan a fantasy story using elements already created
  • Write my story

  Activities:

  1. Do now - formal language (google classroom)
  2. Start your first draft of your story - you can write it on paper or on the computer.  This is your first draft so it will be rough.....  you will be editing next week.

  Homework:
  Read a book

  
  

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING the elements of our fantasy story so that we can share our story with an audience. We are writing our story and publishing on a google document. We ate thinking about the purpose and audience and applying this to our writing.
• Select week Term Three Week Nine

  Term Three Week Nine

  
  

  Kia ora. Well, this could be the week where we finally get takeaways again.  What's first on your list?  This week we are going to continue writing our fantasy stories.  If you have completed your first draft, it's time to edit.  If you haven't finished your draft yet, focus on getting that completed.  I have added a document to google classroom where you can copy and paste/write your story.  It's okay if this is still in draft form :-)

  Success Criteria: I can/have...

  • Identify elements of the genre fantasy
  • Plan a fantasy story using elements already created
  • Write my story
  • Edit my story

  
  

  Activities:

  1. Do now - formal language (google classroom)
  2. Write and edit story (show not tell(

  Homework:
  Read a book

  
  

  
  

  PLAN & DO / WHAKAMAHI learning intentions:

  • We are PLANNING the elements of our fantasy story so that we can share our story with an audience. We are writing our story and publishing on a google document. We ate thinking about the purpose and audience and applying this to our writing.
• Select week Term Three Week Ten

  Term Three Week Ten

  
  

  
  

  Kia ora, no meme this week, I thought I would show you the jigsaw I completed over the lockdown instead!  It was HARD!.  This week, I want you to finish writing your stories, and for those who have, I have set up a series of activities on-line at Imagine Forest.  There is a link in the PDF attached to the bottom of this page that will talk you through how to register and get to the activities I have set.  I have not given you a "do now" this week, but please try and finish all the do-now's since I last saw you.

  Success Criteria: I can/have...

  • Identify elements of the genre fantasy
  • Plan a fantasy story using elements already created
  • Write my story
  • Edit my story

  Activities:

  1. Complete your story
  2. Use the PDF below to enrol in our class at Imagine Forest

  Homework:
  Read a book.

  
  

  • Select activity Imagine Forest Enrolment Information

    

    Imagine Forest Enrolment Information File
• Select week 4 October - 10 October

  4 October - 10 October
• Select week 11 October - 17 October

  11 October - 17 October
• Select week Term Four Week One

  Term Four Week One

  
  

  
  

  Kia ora. I hope you have all have had a restful break.  It is disappointing that we can not be together in person for the start of Term Four, fingers and toes crossed that we will be able to return to the school site soon.  This week, you will be focussing on your projects.  I therefore have no English tasks for you other than those related to your project.  Please make sure your written work reflects care in spelling, punctuation and sentence structure, and of course, keep up with your Reading+ and Cars and Stars work.  

  All the best and keep safe until we can catch up again in Week Two (unless you are in my LA group. in which case, I will see you on line in the next few days) :-)

  Success Criteria: I can/have...

  • completed and written up/presented my project

  Activities:

  1. Project
  2. Project
  3. Project

  Homework:
  Project

  
  
• Select week Term Four Week Two

  Term Four Week Two

  
  

  I orea te tuatara ka patu ki waho 

  A problem is solved by continuing to find solutions
  

  Kia ora. I would like to challenge you all to try something really scary this week.  I would like you to turn your camera's on in class so I don't feel like I am teaching (or talking to) a computer screen.  I know this makes some of you uncomfortable (I know it is not my favourite thing to do) so I am giving you a link to a filter app.  I have been using this one on my calls and meets and it is making me way less conscious about them.  Have some fun - there are lots of filters to choose from - I look forward to teaching a class of princesses, or shreks, or even people with beards :-)

  This week we are going to look at reading comprehension strategies - these are all the things you do when you are reading to get meaning from the text.  There is a text and activity sheet on google classroom for you to complete.
  
  

  https://snapcamera.snapchat.com/   (I will add the link to the resources at the bottom of the page also).
  

  
  

  Success Criteria: I can/have...

  • Read the text
  • Read the questions
  • Identify key words in the questions
  • Skim and scan the text for key words
  • Read around the key words to locate answers
  • Record answers using evidence from the text
  • Check that my answer answers the question asked

  Activities:

  1. Google Classroom (Reading Comprehension activity)

  Homework:
  Read a book you have access to at home

  
  

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the reasons why an author writes and recognising the purposes and audiences that inform their decisions.
  • We are EXPLORING a range of reading strategies that help us make sense of our reading and investigating how using these strategies help us answer questions about our text.
• Select week Term Four Week Three

  Term Four Week Three

  
  

  Kei ōu ringaringa te ao

  The world is yours

  
  

  Kia ora. This week we are going to continue working on our reading comprehension strategies.  I have chosen a text for you is an excerpt from a Roald Dahl book - you may have already read the whole book.  Our context is fads - and you may wonder what this story had to do with fads........   Roald Dahl's writing is popular with young readers - if they find a book like like, they devour many more books - but then, they discover different authors and books, and Dahl's books are replaced by new favourites.  This is similar to the life cycle of fads.

  Success Criteria: I can/have...

  • Read the text
  • Read the questions
  • Identify key words in the questions
  • Skim and scan the text for key words
  • Read around the key words to locate answers
  • Record answers using evidence from the text
  • Check that my answer answers the question asked

  
  

  Activities:

  1. Google Classroom (Reading Comprehension Activity)

  Homework:
  Read a book!

  
  

  
  

  
  

  EXPLORE / TŪHURA learning intentions:

  • We are EXPLORING the reasons why an author writes and recognising the purposes and audiences that inform their decisions.
  • We are EXPLORING a range of reading strategies that help us make sense of our reading and investigating how using these strategies help us answer questions about our text.
• Select week Term Four Week Four

  Term Four Week Four

  
  

  
  

  Tū whitia te hopo 

  Overcome your fear
  

  Kia ora. It's week four! Hopefully we we get an idea early this week about what the rest of the term will hold for us.  I am looking forward to seeing you all again in person!  This week we are going to complete our End of Year writing samples.  Please don't get stressed about this, the process has ben well planned and some whanau have already written their samples.  Whatis important is that you take the opportunity to do your best and show what your writing is like.  You have a google meet at the start of the week, and your writing assessment on Wednesday.  I have not set any other tasks for you as the writing sample is your focus.  If you want to do something more, can I suggest reading plus/cars and stars.

  Success Criteria: I can/have...

  • Attend google meets for information
  • Complete End of Year writing sample

  Activities:

  1. Writing sample

  Homework:

  Read a book/reading plus/cars and stars
  
• Select week Term Four Week Five

  Term Four Week Five

  
  

  Kaua e hoki i te waewae tutuki, a apa ano hei te upoko pakaru

   Do not turn back because of minor obstacles but press ahead to the desired goal 
  

  Kia ora.  After so long, we are able to gather together again.  I am looking forward to seeing some of you face-to-face.  I know that some of you are anxious, and may take a little longer to come back to site, but I am excited to get back to MHJC and to hear what you have achived over the past few months.  This week I have set reading comprehension tasks for you on Education Perfect.  I would like us to be able to read novels, but am not sure we have the time (or the access to the school library) for us to make this a reality this year. We will have to be water, flowinging over rocks and adapt to the environment we find ourselves in.

  Success Criteria: I can/have...

  • Read the text
  • Read the questions
  • Identify key words in the questions
  • Skim and scan the text for key words
  • Read around the key words to locate answers
  • Record answers using evidence from the text
  • Check that my answer answers the question asked

  
  

  Activities:

  1. Reading Comprehension (Education Perfect)
  2. Reading+/Cars and Stars

  Homework:
  Read a book (ask your parents what their favourite books were when they were your age)

  
  
• Select week Term Four Week Six

  Term Four Week Six

  
  

  Sometimes I put these memes up just to see who's paying attention!

  Kia ora. Hope you are all doing well, and keeping up with your wol.  This week, you have English and Maths asttles to complete, so not a lot of work from me.   I have given you a reading comprehension sheet to complete if you have an opportunity.  Good luck with your reading asTTle, may the odds be ever in your favour.

  Success Criteria: I can/have...

  • Complete reading asTTle
  • Use reading comprehension strategies to answer comprehension exercise

  Activities:

  1. Reading asTTle
  2. Reading Comprehension

  Homework:
  Read a book

  
  
• Select week Term Four Week Seven

  Term Four Week Seven

  
  

  Ehara taku toa i te toa takitahi, engari he toa takitini

  Success is not the work of an individual, but the work of many.
  

  Kia ora. Well done on competing asTTles last week.  This week I have set you a reading comprehension passage where you have to draw what you read.  I am looking forward to your final results.

  Success Criteria: I can/have...

  • Locate details in a text
  • Apply these to an image
  • Check that my answers are accurate

  Activities:

  1. Draw what you read activity (google classroom)

  Homework:
  Read a book

  
  

  
  
• Select week Term Four Week Eight

  Term Four Week Eight

  

  
  
  

  He maonga āwhā

  Calm after the storm

  
  

  Kia ora. A big thank you to those who have sent me your Read and Draw activity.  We will be doing another read and draw activity this week........  We will also vote on the best effort last week....  who got the most detail into their image?

  Success Criteria: I can/have...

  • Locate details in a text
  • Apply these to an image
  • Check that my answers are accurate

  
  

  Activities:

  1. Draw what you read activity (google classroom)

  Homework:
  Read a book

  
  
• Select week Term Four Week Nine

  Term Four Week Nine

  
  

  Kua hua te marama

  Something has completed a full cycle

  
  

  Kia ora. You made it.  Well done.  What a year it has been.  I have enjoyed teaching you this year and while I am not in Mountain Whanau next year, I look forward to catching up with you in DEEP, the playground, crossing Valderama Road etc.

  
  

  All the best, good luck and don't forget........  You are amazing!