7F2 English
Weekly outline
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Kia ora 7F2,
I know this week will be overwhelming for you and I will take things slowly and spend our English session this week making sure we are all connected to wifi and that we have all completed the Reading Plus insight assessment and then completed 4 see readers before next Wednesday 10th February :o). Please don't worry and ask anything you feel worried about :o)
Success Criteria: I can/have...
- connect to the wifi confidently
- completed Reading Plus insight assessment
- begun to feel familiar with routines at MHJC- naming books for each curriculum area
Activities:
- read and implement the students' guide to wifi at MHJC and to ask IT for support if needed
- make notes about Reading plus in our English books
- find and take the insight assessment, find our own level and complete 4 see readers
Further Learning:
Experiment with the wallpaper, icons and avatars on reading plus website and complete 4 see readers before our English session next Wednesday. -
Morena 7F2,
Welcome to your Mission Heights Online course page. Here you will find planning and assessments to guide you through your personal learning journey each term. If you would like to communicate with me at any time (outside of class time) please email me: Mrs Clansey, jclansey@mhjc.school.nz
This week I will see you twice as on your timetable, Wednesday S1, Thursday S2. We will begin to get to know each other and explore the context for our teaching and learning for Term 1: Turangawaewae (a place to stand)
We'll include Digital Citizenship and of course we have a fantastic Outdoor Education camping experience planned for week 8 (24 to 26th March.)
Success Criteria:
- Introduce another class member to a small group
- Use the library website to navigate ebooks borrowing
- Introduce myself through a personal letter to Mrs Clansey
- Become familiar with 7F2 students
- Write using a variety of sentences and structure
Activities:
• Look at all our devices - note them on a google doc for future reference
• Read Mrs Clansey’s introductory letter (on google classroom)
• 3 words around the room
• Seeking scavenger hunt
• Exercise books routine
•Begin to write your letter to Mrs Ccomplete your introductory letter :o)
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how to identify and recognise connections to the place where we stand - 'Turangawaewae' using questions and research.
- We are EXPLORING how digital technology integrates with Turangawaewae and discovering how to be a great digital citizen.
- We are EXPLORING connections within year 7 and organising information in letters and poems.
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Morena 7F2,
After listening to the Prime Minister last night - we are in lockdown level 3 till Thursday morning - please look after yourself and your family. Read Miss kindley's email about the tasks you can do this week and I look forward to seeing you later in the week!
This week you will have your first library session on Monday. (sorry, I will catch you up soon)
This week the whole of yr 7 across the school will have a writing assessment! the prompt will be "What makes a good friend?" You can be thinking about this at home as well as at school :o)
Success Criteria: I can/have...
- used the writing conventions of punctuation, correct sentence structure and spelling in my writing
- respond to a writing prompt
- set realistic goals
- take part in discussion
Activities:
- Monday S4: e-passport, Reading Plus, Maths Buddy completed at home in lockdown level 3
- Wednesday S1: e-passport, Reading Plus, Maths Buddy completed at home in lockdown level 3
- Thursday S2: e-asTTle writing introduction around the friendship prompt and preparation for writing. See Google classroom for resources.
- Friday -Focus Friday session: writing e-asTTle friendship prompt.
Follow up tasks:
complete Reading Plus and Maths Buddy.EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how to identify and recognise connections to the place where we stand - 'Turangawaewae' using questions and research.
- We are EXPLORING how digital technology integrates with Turangawaewae and discovering how to be a great digital citizen.
- We are EXPLORING connections within year 7 and organising information in letters and poems.
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Kia ora 7F2,
This week we explore our digital habits and think about how we can become great digital citizens in Forest Whanau.
Success Criteria:
- act responsibly when carrying out relationships over digital media
- explore our digital lives - the 24/7 nature of them
- explore animoto to create a digital simile
- create a simile for my digital life
- understand and create a concept maps from the movie clip
Activities:
- Monday S4: library orientation and activity session, issue books2.
- Wednesday S1: My Digital Life 101:
- definitions important to our digital learning: media and digital media
- Watch the video - what did we take away from it? think, pair, share.
- Create concept circles/maps re our digital lives- in groups/ as a class sharing - add to your groups maps
- complete a simile for your digital life, explore the ANIMOTO software to complete a digital simile/metaphor for your digital life - share a few examples including mine
Further Learning:
complete reading Plus and Maths BuddyEXPLORE / TŪHURA learning intentions:
- We are EXPLORING how to identify and recognise connections to the place where we stand - 'Turangawaewae' using questions and research.
- We are EXPLORING how digital technology integrates with Turangawaewae and discovering how to be a great digital citizen.
- We are EXPLORING connections within year 7 and organising information in letters and poems.
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Kia ora 7F2,
As I am sure you have all heard we are in level 3 lockdown for the week!
Let's follow our plan here for our 3 English sessions. There are tasks on google classroom to help support your lockdown learning.
Later this week we begin to write our 'I Am From Poems' sharing in groups what is important to us...
Success Criteria:
- work independently with support from home
- answer questions in sentences in a document online in google classroom
- think about words, purpose, verses, personal voice and write these on the task sheet on google classroom
Activities:
- Monday S4: 12pm: GMeet - this is a link on google classroom, just click to see me and your classmates. Spend the rest of this session creating your "My digital Life is like " on the animoto website - you can sign up for 2 weeks for free!!! Email it to Mrs Clansey and print out an image for the wall (if you are able to)
- Wednesday S1 : Model poem (I Am From by Jack Julian) - on google classroom, read in your head several times and think about Turangawaewae, what is important to you - head to google classroom and type in the document your thoughts...Read the examples in google classroom including Mrs Clansey's poem and begin to shape up your I Am From poem telling us about your Turangawaewae - the place where you stand and belong. Follow the same format as the model poem.
- Thursday S2: Library session - spend this session reading your novels, updating our 'novel tracking' google doc, and exploring the library page on MHOnline. You may take out an e-book by following instructions on the library page :o)
Further Learning:
complete your animoto videocomplete Maths Buddy and reading Plus tasks
Read your novel at home
FOCUS / ARONGA learning intentions:
- We are FOCUSING on choosing and selecting what is important in "Turangawaewae" - The place where we stand and belong' and identifying 4 aspects for our poems.
- We are FOCUSING on comparing exemplars to improve our writing.
- We are FOCUSING on discussing the form and shape of an "I Am From" poem so that we can write our own.
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Kia ora 7F2,
Level 2! We are back in our classroom this week! I can't wait to see all of you tomorrow :o)
Success Criteria:
• assess digital situations and make informed judgements
• track my novel reading on a shared document
• use a variety of language devices in my poem and animoto video clip
Activities:
Monday S4: Library Session: Return and issue new novels.
Wednesday S1: Digital Compass: View the 'Road to Anywhere' -click on the link
Jay's dilemma - Citation Infestation - complete the FIRST scenario
ENJOY! https://www.digitalcompass.org/game/index.html
Thursday S2: work on "I Am From Poems" on google classroom, make your verses and lines more interesting, study the examples more closely, print out, publish on one page google doc with images to match each verse - upload to MHOnline as an assessment next week - Due FRI 19TH MarchFurther Learning:
complete your lockdown learning journalReading Plus/Maths Buddy
FOCUS / ARONGA learning intentions:
- We are FOCUSING on choosing and selecting what is important in "Turangawaewae" - The place where we stand and belong' and identifying 4 aspects for our poems.
- We are FOCUSING on comparing exemplars to improve our writing.
- We are FOCUSING on discussing the form and shape of an "I Am From" poem so that we can write our own.
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Kia ora 7F2,
We continue with the same success criteria a we work towards completing Assessment 1 in English.
Success criteria:
•use a variety of language devices in our poetry
• use the format of an I Am From Poem to complete our own
Monday S4 : Scavenger Hunt: Head to Google classroom- resource to be completed
Wednesday S1: Education Perfect task - please click in your email to start the task.
Thursday S2: complete Assessment 1: "I Am From Poems" on google classroom, print out, publish on one page google doc with images to match each verse - upload to MHOnline as an assessment (I will show you how to upload a google doc).
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to apply our writing skills to present our poems so that we can share Turangawaewae with our classmates.
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Kia ora 7F2,
This week you are off to CAMP!
Wishing you a fantastic time away, looking forward to hearing all about your fantastic experiences next week!
You'll be at camp on Wednesday and Friday this week during our English session :o) I'll miss you! I will see you on Monday S4 before you head away
Enjoy!
Learning Intentions: We are learning to (WALT)...
- challenge ourselves by moving outside our classroom and engaging in tasks and activities with supportive teachers and classmates!
- make strong bonds of friendship with Forest Whanau year 7 and 10s
Success Criteria: I can/have...
- taken part in all the offered activities to the best of my ability, pushing myself out of my comfort zone at times :o)
Activities:
- Camp Adair planned activities
- Confidence course
- Hiking through the beautiful NZ bush
- Monday S4: Library session - return your books and issue a novel to read at camp.
Follow Up Tasks:
sleep all weekend! lol
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to apply our writing skills to present our poems so that we can share Turangawaewae with our classmates.
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Morena 7F2,
I will see you for all 3 sessions this week.
Success Criteria:
• assess digital situations and make informed judgements
•track my novel reading on a shared document
Monday S4: Library session - return and issue a new recommended novel for our Easter break!
Wednesday S1: catch up e-learning session as last week was camp and this Friday is 'Good Friday'
Thursday S2: Digital Compass S2: ENJOY! https://www.digitalcompass.org/game/index.html
As we head into EASTER I want to wish you and your families a very blessed and happy Easter time.
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Morena 7F2,
We focus on reflecting this week, from camp and in our digital lives...
Success criteria:
- respond appropriately to text using the Statement, Explain, Example, Your Opinion (S.E.X.Y) structure in your writing
- act responsibly when carrying out relationships over digital media on shared docs and digital compass sessions
Wednesday S1: you will be with your LA this morning selecting your DEEP for term 2.
Thursday S2: 15 minutes to complete the 'Buddhist temple leaf' with your sentences.
Paragraph Writing: Camp Scenarios using S. E. X. Y. structure.
I have set up some things that could have happened on camp for you to reflect on. You are going to write 5 paragraphs. The template is on google classroom to follow. We will have 2 sessions to complete this task.
Follow up Tasks:
Reading your novels
Camp Thank you letter
Maths Buddy
Reading plus
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on the challenges we may have faced at camp to review our writing and find solutions to problems.
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Morena 7F2,
Success criteria:
- respond appropriately to text using the Statement, Explain, Example, Your Opinion (S.E.X.Y) structure in your writing
- act responsibly when carrying out relationships over digital media on shared docs and digital compass sessions
Monday S4: Final library session for Term 1
Wednesday S1: continue with the SEXY camp paragraphs on google classroom
Thursday S2: complete your SEXY camp paragraphs then Digital compass session 3
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on the challenges we may have faced at camp to review our writing and find solutions to problems.
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It would be great if you read a book, perhaps do some Reading Plus and Maths Buddy and finish off any outstanding tasks for Term 1. I will check emails and give as much support as you need, take care.
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Relax and unwind during the holidays with a great book!
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Kia ora 7F2,
Please check your timetable for changes.
Welcome to a new term and an exciting new context ahead for you, "Kaitiaki of the Ngahere". We'll be engaging with the Dove "Self Esteem Kit" to find out more about our own personal resilience. We have a great trip to Tiritiri Matangi" to enjoy the natural habitat of many of our native birds and we'll be writing book reviews for our classmates and entering the Paper plus book review competition with a $1,000.00 worth of prizes!
Learning Intentions:
•Demonstrate a range of communication skills to support appropriate interaction with others.
•Describe how your feelings, beliefs and actions contribute to a personal sense of self worth.
•Make connections by thinking about underlying ideas in and between texts.
Success Criteria:
•Choose and read a recommended novel 'around' our context - resilience and perseverance
•Complete an analysis of the internal vs external qualities of a sample portrait.
•Actively participate in the regular 'My-Self' Check points
•Complete the student journal including the four page 'Check My Charge' reflection tool.
Activities:
- Tuesday S4: This morning we'll visit the Buddhist Temple. We'll walk there if the weather is good.
- Wednesday S1: Digital Compass scenario 4 - https://www.digitalcompass.org/game/index.html
3. Thursday S4: Library session to 'date a book' and begin reading your novel.
Further Learning:
Read my novel at home - 20 mins each evening
complete the self esteem template with an adult at home (next week)
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how texts connect us to each other and we are finding texts to analyse
- We are EXPLORING and recognising that our feelings and actions contribute to discovering our sense of self worth
- We are EXPLORING how to collaborate and support other class mates
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Morena 7F2,
Our new context is Kaitiaki - Guardians of the Ngahere.
It is linked to resilience and perseverance and to building your self esteem so that you can take care of each other and the environment in which you live, work and play.
There is a TOD on Thursday so that our staff can take part in professional learning - use the day to make sure you are up to date with Reading plus, maths buddy and read your novel then complete the reading log for your book.
Learning Intentions:
•Demonstrate a range of communication skills to support appropriate interaction with others.
•Describe how your feelings, beliefs and actions contribute to a personal sense of self worth.
•Make connections by thinking about underlying ideas in and between texts.
Success Criteria:
•Choose and read a recommended novel 'around' our context - resilience and perseverance
•Complete an analysis of the internal vs external qualities of a sample portrait.
•Actively participate in the regular 'My-Self' Check points
•Complete the student journal including the four page 'Check My Charge' reflection tool.
Activities:
Tuesday S4: Mrs Clansey is away at a conference day. Please go to google classroom and work on the Book review tasks there, then read your chosen novel for the rest of the session.
Wednesday S1: The Ugly Shakespeare Company are coming to perform - we'll all go down to watch them :o)
Thursday: TOD : read your novel then complete the reading log for your book.
Follow up:
complete the self esteem template letter with an adult at home
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how texts connect us to each other and we are finding texts to analyse
- We are EXPLORING and recognising that our feelings and actions contribute to discovering our sense of self worth
- We are EXPLORING how to collaborate and support other class mates
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Morena 7F2,
This week we continue our book review planning with the tasks on google classroom.
We introduce The Paper Plus Book Review Competition with $1000 worth of prizes!
Learning Intentions:
•Demonstrate a range of communication skills to support appropriate interaction with others.
•Describe how your feelings, beliefs and actions contribute to a personal sense of self worth.
•Make connections by thinking about underlying ideas in and between texts.
Success Criteria:
•Choose and read a recommended novel 'around' our context - resilience and perseverance
•Complete an analysis of the internal vs external qualities of a sample portrait.
•Actively participate in the regular 'My-Self' Check points
•Complete the student journal including the four page 'Check My Charge' reflection tool.
Tuesday S4: Work on the Book review tasks on google classroom, then read your chosen novel for the rest of the session.
Wednesday S1: Glue into your English book, the Paper plus 'book review' pages and go through them carefully - talk about the competition requirements.
Introduce the Self Esteem kit and watch youtube clips, Introduce the caring adult letter, portrait analysis discussion.
We will be working through tasks to develop resilience, perseverance and build your self esteem.
Thursday: S4: Library session. -renew your novel, issue a new one.
FOCUS / ARONGA learning intentions:
- We are FOCUSING to clarify how to respond to text in our book reviews
- We are FOCUSING on selecting an adult to discuss and respond to our 'self worth' letters
- We are FOCUSING on choosing and reading a recommended novel to develop our book review
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Morena 7F2,
This week we continue to build our book review using the resources on google classroom, in our english books and of course by reading our recommended novel.
We also explore our context further "Kaitiaki of the Ngahere" by finding out how to look after ourselves.
Learning Intentions:
•Demonstrate a range of communication skills to support appropriate interaction with others.
•Describe how your feelings, beliefs and actions contribute to a personal sense of self worth.
•Make connections by thinking about underlying ideas in and between texts.
Success Criteria:
•Choose and read a recommended novel 'around' our context - resilience and perseverance
•Complete an analysis of the internal vs external qualities of a sample portrait.
•Actively participate in the regular 'My-Self' Check points
•Complete the student journal including the four page 'Check My Charge' reflection tool.
Activities:
Tuesday S4: Self Esteem kit and watch youtube clips, return the caring adult letter, portrait analysis discussion.
https://digitalnz.org/stories/5e3735a20158b100066a0456
Wednesday S1: Work on the Book review tasks on google classroom, then read your chosen novel for the rest of the session.
Thursday: S4: Work on the Book review tasks on google classroom, then read your chosen novel for the rest of the session.
FOCUS / ARONGA learning intentions:
- We are FOCUSING to clarify how to respond to text in our book reviews
- We are FOCUSING on selecting an adult to discuss and respond to our 'self worth' letters
- We are FOCUSING on choosing and reading a recommended novel to develop our book review
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Morena 7F2,
As part of our "Kaitiaki of the Ngahere" context we will visit Tiritiri Matangi - Tiritiri Matangi Island is a wildlife sanctuary and one of New Zealand's most important and exciting conservation projects.
Please make sure you are at school at 7.15am on Thursday June 3rd with plenty to eat and drink for the day, we will return to school at 6pm.
Learning Intentions:
•Demonstrate a range of communication skills to support appropriate interaction with others.
•Describe how your feelings, beliefs and actions contribute to a personal sense of self worth.
•Make connections by thinking about underlying ideas in and between texts.
Success Criteria:
•Continue to build notes and paragraphs for my book review
•Actively participate in the regular 'My-Self' Check points
•Complete the student journal p2 including the four page 'Check My Charge' reflection tool.
Activities:
Tuesday S4: journal task "Confident Me" p2-4 in the journal. -step through the activities and cards as appropriate
Wednesday S1: Library session - returning, renewing, issuing recommended novels
Thursday S4: Tiritiri Matangi Trip - 7.15am -6pm
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We celebrate the Queen's Birthday with a holiday on Monday! Who is she the Queen of? Is it her real birthday? Who are her family? Where do they live?
Learning Intentions:
•Demonstrate a range of communication skills to support appropriate interaction with others.
•Describe how your feelings, beliefs and actions contribute to a personal sense of self worth.
•Make connections by thinking about underlying ideas in and between texts.
Success Criteria:
•Continue to build notes and paragraphs for my book review
•Actively participate in the regular 'My-Self' Check points
•Complete the student journal including the four page 'Check My Charge' reflection tool.
Activities:
Tuesday S4: T.O.D
Wednesday S1: journal task "Confident Me" p2-4 in the journal. -step through the activities and cards as appropriate, then think about and plan the ART work for your book review - sketch it up - will you do a scene, character of a new book cover? think about and look at the space you have (small amount)
Thursday S4: Book review tasks continued - support in your English book, on google classroom and in the novel you are reading
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING on preparing a book review so that we can publish and present to Paper plus in a way that promotes our novels.
- We are PLANNING to share our completed student journals and practise using the 'shrink and boost' cards so that we can promote our own self worth, perseverance and resilience.
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Kia ora 7F2,
This week we edit, proof read and write up our book review for the Paper Plus competition!
Learning Intentions:
•Demonstrate a range of communication skills to support appropriate interaction with others.
•Describe how your feelings, beliefs and actions contribute to a personal sense of self worth.
•Make connections by thinking about underlying ideas in and between texts
Success Criteria:
•Continue to build notes and paragraphs for my book review
•Actively participate in the regular 'My-Self' Check points
•Complete the student journal including the four page 'Check My Charge' reflection tool.
Activities:
Tuesday S4: Book review tasks continued - support in your English book, on google classroom and in the novel you are reading - has Mrs Clansey read your review yet? Has a class mate read your review?
Wednesday S1: Book review tasks continued -write it up on paper plus booklet :o), add your Art work to the competition booklet!
Thursday S4: Library session - choose a recommended read to read for pleasure, return your novel that you have used for your book review.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING on preparing a book review so that we can publish and present to Paper plus in a way that promotes our novels.
- We are PLANNING to share our completed student journals and practise using the 'shrink and boost' cards so that we can promote our own self worth, perseverance and resilience.
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Kia ora 7F2,
This week we have our next e-asTTle Reading and Maths Assessments. I am looking forward to seeing what a difference is made in your scores as you have been working very hard!
Learning Intentions:
•Demonstrate a range of communication skills to support appropriate interaction with others.
•Describe how your feelings, beliefs and actions contribute to a personal sense of self worth.
•Make connections by thinking about underlying ideas in and between texts
Success Criteria:
•Continue to build notes and paragraphs for my book review
•Actively participate in the regular 'My-Self' Check points
•Complete the student journal including the four page 'Check My Charge' reflection tool.
Activities:
Tuesday S4: Book review tasks continued - support in your English book, on google classroom and in the novel you are reading -write your review on the competition booklet. Have you passed the final checkpoint?
Wednesday S1: e-asTTle reading assessment - make sure you can log in successfully to your e-asttle website
Thursday S4: complete book review booklets for Paper Plus.
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING on preparing a book review so that we can publish and present to Paper plus in a way that promotes our novels.
- We are PLANNING to share our completed student journals and practise using the 'shrink and boost' cards so that we can promote our own self worth, perseverance and resilience.
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This week we begin to EXPLORE speech 'making and writing' with our explicit learning outcomes below. It is a real skill to be able to speak in public.
Learning Intentions: We are learning to (WALT)...
• speak clearly and confidently in a range of situations
• deliver a formal speech that generates audience interest
• use voice modulation, eye contact, body gestures and vocal interest
•realise the importance of developing skills of public speaking
Success Criteria: I can/have...
- organised my material and developed my main points
- chosen words to enhance imagery to my audience
- ideas that are original
- hooked my audience with the impact of my opening paragraph and held their interest
- used my eyes, facial expression and body gestures to enhance my speech
- good volume, pace and pitch in my voice
- left my audience with something to think about
Activities:
We need to complete our book reviews for the Paper Plus Competition.
Tuesday S4: Introduction to speech writing! Choosing topics - google classroom tasks - listening to speeches together. Begin to plan, write and edit your speeches - you may like to 'run' your speech topic past a buddy for some feedback and feed forward
Wednesday S1: Check point for speech topics - those wishing to enter the school competition must write their speech about DIVERSITY (perhaps unity through diversity)
Thursday S4: library session - return, issue, renew, reserve novels - read a classmates recommendation and choose to read that novel :o)
PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING on preparing a book review so that we can publish and present to Paper plus in a way that promotes our novels.
- We are PLANNING to share our completed student journals and practise using the 'shrink and boost' cards so that we can promote our own self worth, perseverance and resilience.
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on the issues that were barriers to producing our book reviews and challenging ourselves to improve our writing.
- We are REFLECTING on the way our book reviews have been assessed and judging the impact of our book reviews on others by the amount of students who take up our recommendations.
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This week I have put time aside to work on your speeches - have you chosen your topic - follow the writing frame plan on google classroom to support you to write your speech :o)
Learning Intentions: We are learning to (WALT)...
• speak clearly and confidently in a range of situations
• deliver a formal speech that generates audience interest
• use voice modulation, eye contact, body gestures and vocal interest
•realise the importance of developing skills of public speaking
Success Criteria: I can/have...
- organised my material and developed my main points
- chosen words to enhance imagery to my audience
- ideas that are original
- hooked my audience with the impact of my opening paragraph and held their interest
- used my eyes, facial expression and body gestures to enhance my speech
- good volume, pace and pitch in my voice
- left my audience with something to think about
Activities:
Tuesday S4 : Read the writing frame plan on google classroom. begin to research your topic and think about how you will present your speech to your classmates
Wednesday S1: continue with checkpoint 1 for speech writing - support and examples on google classroom
Thursday S4: please make sure your speech topic is chosen and entered into the google shared document today. Continue to write your speech using the support documents on google classroom.
REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on the issues that were barriers to producing our book reviews and challenging ourselves to improve our writing.
- We are REFLECTING on the way our book reviews have been assessed and judging the impact of our book reviews on others by the amount of students who take up our recommendations.
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The July Winter Holidays are a great time for reading a book, catching up with family and friends and having a few 'sleep ins' - relax and enjoy whatever you choose to do...
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Enjoy the second week of your holidays - choose a novel to read from our book reviews - there are some great options :o)
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Welcome to Term 3 7F2,
We begin the term with Speeches which is Assessment 3 for you. This week we'll spend time completing our writing of our speeches, making cue cards and checking in to see what's new in our library :o)
Learning Intentions: We are learning to (WALT)...
• speak clearly and confidently in a range of situations
• deliver a formal speech that generates audience interest
• use voice modulation, eye contact, body gestures and vocal interest
•realise the importance of developing skills of public speaking
Success Criteria: I can/have...
- organised my material and developed my main points
- chosen words to enhance imagery to my audience
- ideas that are original
- hooked my audience with the impact of my opening paragraph and held their interest
- used my eyes, facial expression and body gestures to enhance my speech
- good volume, pace and pitch in my voice
- left my audience with something to think about
Activities:
- Tuesday S4: continue writing using the frame and support on google classroom to complete your speech writing
- Wednesday S1: A chance to sort your speech into paragraphs and match up with the writing frame on google classroom - making cue cards if you are ready
- Thursday S4: Library session - issue a new recommended novel, return your holiday novels.
Follow up: one more practice at home "practice makes perfect"EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how research and organisation can connect us through speech and allow us to recognise and display public speaking skills
- We are EXPLORING finding themes in a movie and integrating those themes with our Olympic context
- We are EXPLORING how to empathise with characters in a movie and discover how the story moves through the characters actions
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Kia ora 7F2,
I am very much looking forward to listening to your speeches. I know you have been hard at work during the holidays and last week to make sure you are ready to present your speech to your classmates and to me.
Learning Intentions: We are learning to (WALT)...
- speak clearly and confidently in a range of situations
- deliver a formal speech that generates audience interest
- use voice modulation, eye contact, body gestures and vocal interest
- realise the importance of developing skills of public speaking
Success Criteria: I can/have...
- organised my material and developed my main points
- chosen words to enhance imagery to my audience
- ideas that are original
- hooked my audience with the impact of my opening paragraph and held their interest
- used my eyes, facial expression and body gestures to enhance my speech
- good volume, pace and pitch in my voice
- left my audience with something to think about
Activities:
- Tuesday S4: Do I have cue cards? practice and present my speech to a buddy classmate, listen and assess speeches that are ready to be presented.
- Wednesday S1: A chance to polish my speech ready for today's presentation and peer assessment
- Thursday S4: Are we ready to present our speeches? checkpoint 3 - google classroom supporting document completed. Add your name to the whiteboard order of speech presentations.
Follow up: one more practice at home "practice makes perfect" (all of your outstanding speeches will be heard next week)EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how research and organisation can connect us through speech and allow us to recognise and display public speaking skills
- We are EXPLORING finding themes in a movie and integrating those themes with our Olympic context
- We are EXPLORING how to empathise with characters in a movie and discover how the story moves through the characters actions
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I would like to move into impromptu speeches this week! Are there any formal speeches we haven't heard yet? Let's finish those up first session this week :o)
Some time ago when men (why men?) were asked to say a few words at an event they would quickly write notes on the cuffs of their shirt sleeves to look at while they were speaking. Sometimes impromptu speaking is called 'speaking off the cuff.'Impromptu speaking means speaking with little or no preparation. People who are described as having the 'gift of the gab' or as being natural speakers often fall into this category.
Learning Intentions: We are learning to (WALT)...
- describe examples of impromptu speaking
- give an impromptu speech to a buddy
- impromptu speak to the class
Success Criteria: I can/have...
- use the P.P.F formula and P.R.E.P method to expand my impromptu speech
- speak for between 40 and 60 seconds on a topic using long ago, now, when i am older...
- explore examples and choose topics for my impromptu speech
- have fun listening and giving an impromptu speech
Activities:
Tuesday S4: TOD
Wednesday S1: Are there any speeches still to be given? Quint and Trish.
- brainstorm examples of impromptu speaking times - record in books
- explain the P.P.F. (Past, present ,future) method and give the example of animals - try it out in pairs or groups of three -talk about your favourite food, drink or pet
- expand it to long ago, now and in the future - example of floor cleaning - talk about communication, music or sport
- Look at the P.R.E.P (point, reason, example, point) method - record in books - example of dogs - then talk about your favourite colour or sport using the P.R.E.P. method
- using the impromptu cards choose appealing topics and practice - extra for experts -try out the A.I.D.A method (Attention, Interest, Desire, Action) - example topic 'cats'
Thursday S4: Library session
Follow up: practice with a buddy giving an impromptu speech on any topic we have covered.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how research and organisation can connect us through speech and allow us to recognise and display public speaking skills
- We are EXPLORING finding themes in a movie and integrating those themes with our Olympic context
- We are EXPLORING how to empathise with characters in a movie and discover how the story moves through the characters actions
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This week we move into our Globe Trotting Olympics Context with the viewing and study of a movie - COOL RUNNINGS.
SPECIAL ANNOUNCEMENT... As at Tuesday midnight we are all in level 4 - working from home for a week, I have put the movie on google classroom so you can watch it at home - enjoy!!!
Learning Intentions: We are learning to (WALT)...
•Integrate sources of information, processes, and strategies confidently to identify, form, and express ideas using a visual text (movie)
•explore the context/ themes of the movie in relation to our lives today
Success Criteria: I can/have...
- use prior knowledge and research to understand the setting of the movie
- summarise the story using key words and facts - note taking
- identify themes in the movie and write about them
- identify main characters and describe their role on the movie
- understand how comedy is created in the film
Activities:
- Tuesday S4: NZ Olympics: we have just completed a very successful Olympic campaign - write a paragraph on New Zealand's winning medal athletes in your English book - you may research to find this information. Include where were the Olympics they held? Why 2021? Challenges faced in living in the village? Audiences? (20 mins) https://www.olympic.org.nz/games/tokyo-2020/
- Background information for Cool Runnings. Google classroom document to research questions, choose 3 points to research and share information - map work (40 mins)
- Wednesday Session 1: View Cool Runnings movie at home
- Thursday Session 4: complete viewing Cool Runnings movie
Follow up tasks:
Review points from the movie at home in your own time.
EXPLORE / TŪHURA learning intentions:
- We are EXPLORING how research and organisation can connect us through speech and allow us to recognise and display public speaking skills
- We are EXPLORING finding themes in a movie and integrating those themes with our Olympic context
- We are EXPLORING how to empathise with characters in a movie and discover how the story moves through the characters actions
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Kia ora 7F2,
We are in level 4 lockdown - please follow this plan at home :o) I hope you are all safe and well!
GMEET at 12pm Tuesday :o)
Learning Intentions: We are learning to (WALT)...
•Integrate sources of information, processes, and strategies confidently to identify, form, and express ideas using a visual text (movie)
•explore the context/ themes of the movie in relation to our lives today
Success Criteria: I can/have...
- use prior knowledge and research to understand the setting of the movie
- summarise the story using key words and facts - note taking
- identify themes in the movie and write about them
- identify main characters and describe their role on the movie
- understand how comedy is created in the film
Activities:Tuesday S4: GMEET AT 12 PM :work on the Cool Runnings google doc on google classroom - guided responses begin to work on - type straight into the document
Wednesday S1: continue to work on google classroom Cool runnings tasks - answer the first 5 or 6 questions
Thursday S4: Library session: Read your latest novel for a session
Follow up: Reading Plus and Maths Buddy tasks
FOCUS / ARONGA learning intentions:
- We are FOCUSING on identifying the main characters to describe their how their actions compare with each other
- We are FOCUSING on discussing the themes from Cool Runnings and clarifying how they apply to our Olympic context
- We are FOCUSING on responding to key scenes in the movie and choosing the resolutions that we think are appropriate
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Kia ora 7F2,
GMeet on Tuesday at 12pm - click on the google classroom link
Welcome to week 6, we are still in lockdown level 4 in Auckland - I hope you are safe and well at home in your bubble :o) Please email me anytime you need :o)
We'll continue on with Cool Runnings movie study tasks and we'll catch up with Digital compass characters.Activities:
- Tuesday Session 4: GMeet at 12pm - click on the link on our google classroom page - continue Cool Runnings tasks - do the trustworthiness and fairness questions and the 8 film study questions
- Wednesday session 1: Library Scavenger Hunt
Answers can all be found by searching the library page. Some are on the page itself, others you will need to search for. Hint: once you’ve found the book, you may need to click on it to get the information.
Once you have completed the hunt, email your answers to stownsend@mhp.school.nz for marking no later than Friday 3rd September. Those who have all answers correct will receive a prize once we return to school.
How many reviews has ‘Harry Potter and the Chambers of Secrets’ received?
Name one book from the Maori Myths & Legends Quick List.
What type of book is ‘The Day the Crayons Quit’?
What is the dewey number for books about cooking?
Who illustrated the book ‘Footsteps Through the Fog’ by Margaret Mahy?
What genre is ‘Genuine Fraud ’ by E. Lockhart?
In the book ‘Amari and the Night Brothers’, what does Amari find in her brother’s closet?
From the Quicklist, Books Made Into Movies, what book by Veronica Roth was made into a movie?
What is Muhammad Ali’s real name?
What is the Dewey Number for Mindfulness books?
In the book ‘Lion: a Long Way Home’, how did Saroo find out where he had come from?
How many book titles by NZ author David Hill are in the library?
How many women are featured in the book ‘Teen Trailblazers’, and name one of them? -
What is the classic story by Johanna Spyri about a girl who goes to live with her grandfather in the mountains of Switzerland?
On what reading list is the book ‘Ali Cross’?
Name one ‘series’ (where the story continues from 1 book to another) that we have in the library, and the author.
What two Dashboards can be found on the library page?
In the story Tales from the Mythologies of Creation, Maui and Aoraki (the Lockdown dashboard), what was Maui’s fish hook made from?
In the new book ‘Coastwatcher’ by David Hill what was Frank Benson’s job?
What is the dewey number for ‘The Virus’ by Ben Martynoga?
Follow up: Reading Plus and Maths Buddy tasks completedFOCUS / ARONGA learning intentions:
- We are FOCUSING on identifying the main characters to describe their how their actions compare with each other
- We are FOCUSING on discussing the themes from Cool Runnings and clarifying how they apply to our Olympic context
- We are FOCUSING on responding to key scenes in the movie and choosing the resolutions that we think are appropriate
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Kia ora 7F2,
GMeet on Tuesday at 12pm - click on the google classroom link
Welcome to week 7, we are still in lockdown level 4 in Auckland - I hope you are safe and well at home in your bubble :o) Please email me anytime you need :o)
Learning Intentions: We are learning to (WALT)...•Integrate sources of information, processes, and strategies confidently to identify, form, and express ideas using a visual text (movie)
•explore the context/ themes of the movie in relation to our lives today
Success Criteria: I can/have...
- use prior knowledge and research to understand the setting of the movie
- summarise the story using key words and facts - note taking
- identify themes in the movie and write about them
- identify main characters and describe their role on the movie
- understand how comedy is created in the film
- Tuesday Session 4: Digital compass -please pop in your ear phones and work through the scenario of digital Heartbreak. https://www.digitalcompass.org/gate.html
2. Wednesday Session 1: Cool Runnings doc (google classroom) - complete the character profiles
3. Thursday Session 4: Cool Runnings doc - complete the character profiles
Follow up:
Reading Plus, Maths buddy, Reading for PleasureFOCUS / ARONGA learning intentions:
- We are FOCUSING on identifying the main characters to describe their how their actions compare with each other
- We are FOCUSING on discussing the themes from Cool Runnings and clarifying how they apply to our Olympic context
- We are FOCUSING on responding to key scenes in the movie and choosing the resolutions that we think are appropriate
-
Morena koutou, e aku tamariki 7F2,
Welcome to Te Wiki o te Reo Maori - enjoy completing your cultural ebadge on your LA google classroom :o) and being part of Maori Moment at 12pm - see Miss Kindley's email invite to GMeet for juniors - SEE YOU THERE!
GMeet on Tuesday at 11.30am - click on the google classroom link
Welcome to week 8, we are still in lockdown level 4 in Auckland till Wednesday - I hope you are safe and well at home in your bubble :o) Please email me anytime you need :o)It's all about completing The Cool Runnings Doc this week :o)
click on this link to go straight to google classroom
https://classroom.google.com/w/MjU5NTcwNzA5MzAy/tc/MjcwNzkzMTAxNjMz
Learning Intentions: We are learning to (WALT)...
•Integrate sources of information, processes, and strategies confidently to identify, form, and express ideas using a visual text (movie)
•explore the context/ themes of the movie in relation to our lives today
Success Criteria: I can/have...
- use prior knowledge and research to understand the setting of the movie
- summarise the story using key words and facts - note taking
- identify themes in the movie and write about them
- identify main characters and describe their role on the movie
- understand how comedy is created in the film
Tuesday Session 4 : Cool Runnings doc on google classroom: Resilience, Comedy and Derrice's Diary -Please complete the 3 tasks there and that will finish off the whole doc - then you can turn it in :o)Wednesday S1: Cool Runnings doc on google classroom: Resilience, Comedy and Derrice's Diary -Please complete the 3 tasks there and that will finish off the whole doc - then you can turn it in :o)
Thursday S4: Cool Runnings doc on google classroom: Resilience, Comedy and Derrice's Diary -Please complete the 3 tasks there and that will finish off the whole doc - then you can turn it in :o)
Follow up:
Reading Plus, Maths buddy, Reading for Pleasure.PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to practise our reading and viewing skills so that we can publish a document on google classroom that demonstrates our understanding of a visual text.
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Nau mai, Haere Mai 7F2,
GMeet on Tuesday at 11.30am - click on the google classroom link.
Welcome to week 9, we are still in lockdown level 4 in Auckland till Wednesday, let's hope that we come down to L3 then - I hope you are safe and well at home in your bubble :o) Please email me anytime you need :o)Learning Intentions: We are learning to (WALT)...
•Integrate sources of information, processes, and strategies confidently to identify, form, and express ideas using a visual text (movie)
•explore the context/ themes of the movie in relation to our lives today
Success Criteria: I can/have...
- use prior knowledge and research to understand the setting of the movie
- summarise the story using key words and facts - note taking
- identify themes in the movie and write about them
- identify main characters and describe their role on the movie
- understand how comedy is created in the film
Wednesday S1: Digital Compass session: Digital Compass session: too many distractions during your lockdown - help Seven to overcome his :o)
https://www.digitalcompass.org/gate.html
Thursday S4: Reading for pleasure - complete the novel you are reading and then issue an ebook from MHJC Library - see library page for 'how to' issue ebook :o)
Follow up: Reading plus and Maths Buddy.PLAN & DO / WHAKAMAHI learning intentions:
- We are PLANNING to practise our reading and viewing skills so that we can publish a document on google classroom that demonstrates our understanding of a visual text.
-
Morena Tamariki Ma,
GMeet on Tuesday at 12pm.
We are in level 3 this week, the last week of term 3!
We spend time reflecting on our distance learning by writing a COVID one pager :o) you will have the whole week to do this.
https://classroom.google.com/c/MjU5NTUzODQ3ODU1/a/Mzk3NjI5NTM3MTMw/details
Tuesday S4 : Please click through to google classroom and complete the COVID one pager and turn it in on Friday 1st October.
Wednesday S1: work on your covid one pager
Thursday S4: turn in your covid one pager on google classroomREFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on the challenges we faced that led to gaps in our distance learning.
- We are REFLECTING to understand and empathise with problems and to conclude whether we did our best.
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Enjoy an extremely well deserved holiday! Let's listen to the PM (Jacinda Adern) to find out if there are any changes to our alert levels.
We are in L3 phase 1 - YOU can enjoy an outdoor picnic with another bubble of family and friends for the first time in a while, BUT take care and follow all public health recommendations (wash hands often, wear a mask)
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On October 11th the PM announced we would remain at alert level 3, phase 1, in Auckland...
That means NO SCHOOL next week! We can still enjoy our picnics with one other bubble BUT take care to follow all the health recommendations :o)
-
Nau mai haere mai tamariki,
Term 4 begins with distance learning - GMeet at 12pm Tuesday - can't wait to see you then :o)
This week we build on persuasive writing outcomes from home by practising writing persuasive paragraphs. This will prepare us to complete our final Assessment: e-asTTle Writing :o)
There are models and templates on google classroom to help you to write.
Learning Intentions: We are learning to (WALT)...
- structure our writing to persuade readers of our point of view about a topic
- use a variety of sentences in our sentences
- complete an e-asTTle piece of persuasive writing
- written a topic sentence that gives my opinion
- supported my opinion with reasons
- provided details to support my reasons
- concluded with sentences that sums up everything and states my opinion in a new way
- read the formula for persuasive writing on google classroom (hamburger model)
Activities:
Tuesday S4: read the examples on the google doc on google classroom together during our GMeet and study the formula for your persuasive writing.
Wednesday S1 and Thursday S4: Read "Clowns" and "Kids should have cell phones" and write your own two pieces of persuasive writing.
Follow up:
Read the example on google classroom "Scootering should be banned at school"
Reading plus and Maths BuddyREFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on the challenges we faced that led to gaps in our distance learning.
- We are REFLECTING to understand and empathise with problems and to conclude whether we did our best.
-
Nau mai, haere mai tamariki,
Monday is a public holiday across the motu - it is Labour Day and we celebrate the 40 hour working week!
GMeet at 10.30-11am Wednesday -see you then!
This week we complete one more piece of persuasive writing before we do our final e-asTTle/MHJC assessment :o)
Learning Intentions: We are learning to (WALT)...
- structure our writing to persuade readers of our point of view about a topic
- use a variety of sentences in our sentences
- complete an e-asTTle piece of persuasive writing
- written a topic sentence that gives my opinion
- supported my opinion with reasons
- provided details to support my reasons
- concluded with sentences that sums up everything and states my opinion in a new way
- read the formula for persuasive writing on google classroom (hamburger model)
Activities:
Tuesday S4: Read the example of "Scootering" on google classroom together in our GMeet at 10.30am (Wednesday)
Wednesday S1 and Thursday S4 : Choose your own topic using the link here and follow the model to write your own persuasive piece of writing -
Morena Tamaraki Ma,
"Life During Lockdown" GMeet at 12pm Tuesday
This week we'll introduce our e-asTTle MHJC writing prompt for Assessment.PROMPT: Learning is more productive from home than in a classroomWhat do you think? Do you agree or disagree? Are there ideas to support both sides of this topic? Write to persuade your reader of your ideas.
Success Criteria: I can/have...- used the writing conventions of punctuation, correct sentence structure and spelling in my writing
- respond to a writing prompt
Activities:
1. Tuesday S4: GMeet at 12pm. Brainstorm: look at and add your ideas into the shared google doc so that we can be ready to do our final Writing Assessment
Read together an article to help you to get ready for your writing assessmenthttps://www.kiwikidsnews.co.nz/virtual-education-in-the-early-years/
2. Wednesday S1: answer the questions on google classroom about the article we read together
3. Thursday S4: think about next week's writing assessment 'Learning is more productive from home than in a classroom'
Follow up tasks:
complete Reading Plus and Maths Buddy.REFLECT / WHAIWHAKAARO learning intentions:
- We are REFLECTING on the challenges we faced that led to gaps in our distance learning.
- We are REFLECTING to understand and empathise with problems and to conclude whether we did our best.
-
Nau mai, haere mai, tamariki,
TUESDAY 9th November: Writing Assessment
•11.30am: GMeet: brainstorm and take notes "Learning at home is more productive than in the classroom"
• 12-12.50pm :Lunch and a drinks break
• 12.50pm: GMeet: CODE given for Education perfect
• 1- 2.30pm: Writing on Education Perfect
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Nau mai, haere mai 7F2,
GMeet Monday at 11.30am
Ka pai - EOY Writing is done :o) I am so impressed that everyone managed to navigate their way to Education Perfect and complete their writing :o)
Check emails from Mr Morrison and Miss Kindley to see when you are timetabled back to school - Yr 7s Wednesday and Friday this week :o)
Whether or not you are back in the classroom I thought we might do a digital compass session this week. You may choose one scenario that you haven't completed from the 4 below.
https://www.digitalcompass.org/
Success Criteria:
• assess digital situations and make informed judgements
•act responsibly when carrying out relationships over digital media
Activities:
Tuesday S4: Digital compass of your choice
Wednesday S1: continue the digital compass scenario
Thursday S4: Read your novel or ebook for pleasure
Follow up: Reading Plus -
Nau mai, haere mai 7F2,
Final e-asTTle Reading Assessment; online on Monday at 11.30am for both 7F1 and 7F2. Mr Rubinand will give us passwords if we need. All your levels have been assigned for the assessment.
You will have an hour to complete Reading e-asTTle :o)
Learning Intentions:
•Demonstrate a range of communication skills to support appropriate interaction with e-asTTle texts on line
•Make connections by thinking about underlying ideas in and between texts
Activities:Monday 11am: Gmeet to log in to e-asTTle reading.
Follow up:
4 see readers on Reading plus
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Nau mai, haere mai,
We continue our persuasive writing using a picture book to guide our thoughts and writing. It will take the next 2 weeks to complete the tasks on google classroom.
GMeet at 8.45am on Monday - click on the link in your email - those at school will not need to click on the link :o) I will be with you!
A giant and badly mannered Dad and a quiet, isolated Mum take their two bored, squabbling sons to spend a day at the zoo, looking at animals in their cages. Could the unhappy animals be watching them and who exactly is trapped: the animals or the humans?
Learning Intentions: We are learning to (WALT)...
- structure our writing to persuade readers of our point of view about a topic
- use a variety of sentences in our sentences
- complete an e-asTTle piece of persuasive writing when school returns
- written a topic sentence that gives my opinion
- supported my opinion with reasons
- provided details to support my reasons
- concluded with sentences that sums up everything and states my opinion in a new way
- read the formula for persuasive writing on google classroom (hamburger model)
Activities:
Tuesday S4: listen to Mrs Clansey reading or a youtube reading (link on google classroom) of The Zoo by Anthony Browne together during our GMeet. Log in to the google classroom document and complete the tasks part one questions 1-8Wednesday S1: complete part two, study the illustrations/pictures very carefully to answer the questions. You may like to listen again to the youtube reading of 'The Zoo'
Thursday S4: write your own piece of persuasive writing about zoos. Use the hamburger plan MODEL on google classroom
“Zoos should be banned” (agree or disagree) are there ideas to support both sides of this argument
Follow up:
Reading plus and Maths BuddyEXPLORE / TŪHURA learning intentions:
- We are EXPLORING how we can recognise and connect with places to demonstrate 'kaitiaki' in various locations
- We are EXPLORING research around kaitiaki of animals in zoos to discover our opinions of this prac
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This week you have time to complete the activities from "The Zoo" - just carry on with where you are up to in the google doc and turn in when you are finished :o)
Learning Intentions: We are learning to (WALT)...
- structure our writing to persuade readers of our point of view about a topic
- use a variety of sentences in our sentences
- complete an e-asTTle piece of persuasive writing when school returns
- written a topic sentence that gives my opinion
- supported my opinion with reasons
- provided details to support my reasons
- concluded with sentences that sums up everything and states my opinion in a new way
- read the formula for persuasive writing on google classroom (hamburger model)
Activities:
Tuesday S1: listen to Mrs Clansey reading or a youtube reading of The Zoo by Anthony Browne together during our GMeet. Log in to the google classroom document and complete the tasks part one questions 1-8.
Thursday S2: complete part two, study the illustrations/pictures very carefully to answer the questions. You may like to listen again to the youtube reading of 'The Zoo'Friday S2: write your own piece of persuasive writing about zoos. Use the hamburger plan MODEL on google classroom
“Zoos should be banned” (agree or disagree) are there ideas to support both sides of this argument?
FOCUS / ARONGA learning intentions:
- We are FOCUSING on discussions around kaitiaki and how we respond in our community
- We are FOCUSING on developing our persuasive writing devices to explain our opinions about kaitiaki.
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