Monday 16 October's Learning
Welcome back to Term 4, I hope you have had a restful and happy break.
This week we are going to start working on the Unit Standard: 2970, Independently read texts about life experiences which relate to a personal identified interest. ( 3 credits)
You have all begun the work of selecting your 3 texts about a personal interest, this work we started last term.
Today we are going to look at what is required to achieve this Unit Standard, and we will look at a model text and response that meets the achieved grade. This exemplar will show you how you can write a thoughtful response.
Us: 2979 Work
Sunday, October 15, 2017
Sunday, July 30, 2017
Writing Letters
Monday 31 July's Learning
Today we are going to begin our letter writing, this will follow on from the discussion and planning from last week. We are aiming to use this Unit Standard to be able to write letters of request to the SLT at Greymouth High School and to some members of our wider community to help us in various ways to be able to plan for our day out on the flood wall. It is my aim to have you all actively involved in the planning and required paper work for this opportunity to learn outside the classroom.
LI: We are learning how to write a formal letter of request.
SC: I can make notes on the model to identify the way the letter goes together.
SC: I can begin my own letter following the correct format.
SC: I can write my first paragraph identifying and explaining my own ideas.
Lesson Sequence
Class Reading
Letter writing activity.
Today we are going to begin our letter writing, this will follow on from the discussion and planning from last week. We are aiming to use this Unit Standard to be able to write letters of request to the SLT at Greymouth High School and to some members of our wider community to help us in various ways to be able to plan for our day out on the flood wall. It is my aim to have you all actively involved in the planning and required paper work for this opportunity to learn outside the classroom.
LI: We are learning how to write a formal letter of request.
SC: I can make notes on the model to identify the way the letter goes together.
SC: I can begin my own letter following the correct format.
SC: I can write my first paragraph identifying and explaining my own ideas.
Lesson Sequence
Class Reading
Letter writing activity.
Sunday, July 2, 2017
Our Great Place.
Monday 3 July's Learning.
Today we are going to begin our new unit of work, ' Our Great Place'. In this unit you will continue to develop your literacy skills with opportunities for a variety of reading and writing activities. The context for this study will be focused on our own community which I have referred to as, 'Our Great Place. ' During this unit, you will have several opportunities to work towards your next Level 1 communication English credits. In particular, we will be working towards completing the requirements for your Literacy Portfolio with the spoken interactions section. You will also have an opportunity to achieve the Unit Standards, 'To the Letter', and writing a short report.
Tutorials this week will be running at lunchtime to help those of you who still need to complete the reading and writing tasks of your literacy portfolio.
Times are; Monday, Tuesday, Thursday lunchtimes.
This must be completed by the end of Term 2.
Well done to those student who have already achieved this.
Nearly there team!
Lesson Sequence
Class Reading
Introduction to the new unit, 'Our Great Place'
Individual Activity. Task in Hapara
LI: We are learning about our local environment, and developing this context into a literacy platform.
SC: I can correctly identify all the places, symbols in the slide show.
SC: I can describe a selected slide comprehensively.
SC: I can select an image, discuss my connection to it.
SC: I can use my ideas/notes to write about my personal connection with this place.
Today we are going to begin our new unit of work, ' Our Great Place'. In this unit you will continue to develop your literacy skills with opportunities for a variety of reading and writing activities. The context for this study will be focused on our own community which I have referred to as, 'Our Great Place. ' During this unit, you will have several opportunities to work towards your next Level 1 communication English credits. In particular, we will be working towards completing the requirements for your Literacy Portfolio with the spoken interactions section. You will also have an opportunity to achieve the Unit Standards, 'To the Letter', and writing a short report.
Tutorials this week will be running at lunchtime to help those of you who still need to complete the reading and writing tasks of your literacy portfolio.
Times are; Monday, Tuesday, Thursday lunchtimes.
This must be completed by the end of Term 2.
Well done to those student who have already achieved this.
Nearly there team!
Lesson Sequence
Class Reading
Introduction to the new unit, 'Our Great Place'
Individual Activity. Task in Hapara
LI: We are learning about our local environment, and developing this context into a literacy platform.
SC: I can correctly identify all the places, symbols in the slide show.
SC: I can describe a selected slide comprehensively.
SC: I can select an image, discuss my connection to it.
SC: I can use my ideas/notes to write about my personal connection with this place.
Tuesday, May 30, 2017
Think Twice Response
Wednesday 31 May's learning
Today we are going to continue our work in analyzing the lyrics of the rap, 'Think Twice'.
I have set up a workspace for you and we will discuss how this operates and the expectations around using workspace. This work will contribute to your literacy portfolio.
We will continue with our discussions and note taking in class.
LI: We are learning to identify and explain the issues described in the rap.
SC: I can offer my opinions during the discussion about the lines in P-Money's verse
SC: I can make notes on my text.
SC: I can take my turn reading out loud.
SC: I can express my ideas about this verse in a brief paragraph.
Today we are going to continue our work in analyzing the lyrics of the rap, 'Think Twice'.
I have set up a workspace for you and we will discuss how this operates and the expectations around using workspace. This work will contribute to your literacy portfolio.
We will continue with our discussions and note taking in class.
LI: We are learning to identify and explain the issues described in the rap.
SC: I can offer my opinions during the discussion about the lines in P-Money's verse
SC: I can make notes on my text.
SC: I can take my turn reading out loud.
SC: I can express my ideas about this verse in a brief paragraph.
Monday, May 29, 2017
Think Twice. Aotearoa Allstars
Wednesday 31 May's learning.
We are going to read and respond to the rap 'Think Twice'. Big Shout Out to MD for sorting the lyrics for us, a big task. We appreciate your work here.
We are going to listen to the interview from Juice TV where the rappers talk about the purpose of the song. It has a powerful message and links to our previous work around the short NZ film, 'Truant' and the article, Truants behind Most Youth Crime.
Great to be a part of Grey High and promoting our 'Magic Bullet' to this issue, by our own strategy, 'Everyday Counts'
LI: We are learning to identify and explain the issues described in the rap
SC: I can offer my opinions during the discussion about the lines in Scribe's verse.
SC: I can make notes on my text.
SC: I can take my turn reading out loud.
SC: I can express my ideas about this verse in a brief paragraph.
Think Twice Rap, and Interview on Juice TV
Think Twice Lyrics
We are going to read and respond to the rap 'Think Twice'. Big Shout Out to MD for sorting the lyrics for us, a big task. We appreciate your work here.
We are going to listen to the interview from Juice TV where the rappers talk about the purpose of the song. It has a powerful message and links to our previous work around the short NZ film, 'Truant' and the article, Truants behind Most Youth Crime.
Great to be a part of Grey High and promoting our 'Magic Bullet' to this issue, by our own strategy, 'Everyday Counts'
LI: We are learning to identify and explain the issues described in the rap
SC: I can offer my opinions during the discussion about the lines in Scribe's verse.
SC: I can make notes on my text.
SC: I can take my turn reading out loud.
SC: I can express my ideas about this verse in a brief paragraph.
Think Twice Rap, and Interview on Juice TV
Think Twice Lyrics
Wednesday, May 17, 2017
Making Connections
Thursday 18 May.
We are going to be exploring how we can see the connections between the issues raised in the article, 'Truants behind most youth crime', and how we see theses issues illustrated in the short New Zealand Film, Truant'.
The question we are going to be discussing and working with is: " How does the film show or illustrate the issues around youth truancy that Judge Andrew Becroft speaks about?"
LI: We are learning to identify and describe the similar issues between the article and the short film,
SC: I can contribute to the discussions about the issues, and how they are shown in the film.
SC: I can record my ideas in a plan for my written paragraph explaining the connection between the film and the article.
SC: I can use the SEX-Y paragraph structure in my writing in a thoughtful manner.
This response will be added to the piece of writing you have already worked in in your response to the film 'Truant'. This will be your second piece of writing for your literacy portfolio.
Today's Lesson
Class reading.
Using Ed Puzzle to explore and think about the issues in the film. The link has already been sent to you.
Discussion and recording main ideas with supporting detail for your paragraph.
We are going to be exploring how we can see the connections between the issues raised in the article, 'Truants behind most youth crime', and how we see theses issues illustrated in the short New Zealand Film, Truant'.
The question we are going to be discussing and working with is: " How does the film show or illustrate the issues around youth truancy that Judge Andrew Becroft speaks about?"
LI: We are learning to identify and describe the similar issues between the article and the short film,
SC: I can contribute to the discussions about the issues, and how they are shown in the film.
SC: I can record my ideas in a plan for my written paragraph explaining the connection between the film and the article.
SC: I can use the SEX-Y paragraph structure in my writing in a thoughtful manner.
This response will be added to the piece of writing you have already worked in in your response to the film 'Truant'. This will be your second piece of writing for your literacy portfolio.
Today's Lesson
Class reading.
Using Ed Puzzle to explore and think about the issues in the film. The link has already been sent to you.
Discussion and recording main ideas with supporting detail for your paragraph.
Wednesday, May 10, 2017
Writing The Response to' Truant behind most youth Crime.
Wednesday 10 May
Thursday 11 May.
In today's lesson we are going to begin writing our responses to the Southland Times article, 'Truants behind most youth crime'. You are going to make good use of the work that you have done in annotating the text. Go back an re-read the comments that you wrote.
This work has been put into your Hapara workspace including a copy of the article.
Link to the Hapara work space for this learning activity.
Thursday 11 May.
In today's lesson we are going to begin writing our responses to the Southland Times article, 'Truants behind most youth crime'. You are going to make good use of the work that you have done in annotating the text. Go back an re-read the comments that you wrote.
This work has been put into your Hapara workspace including a copy of the article.
Link to the Hapara work space for this learning activity.
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