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.

Click on the link to take you to workspace.

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

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.

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.

Truants behind youth crime - Article

Wednesday 3 May.


Thursday 4 May

Today we are going to begin  to work on our second text for our literacy portfolio. The text, 'Truants behind youth crime'  is an article from The Southland times that  has clear links to the short film 'Truant.' directed by Michael Duggin.

The film 'Truant' shows how being out of school can lead to some dangerous experiences that can have serious consequences. The text relates to the opinion of the principal New Zealand Youth Court Judge Andrew Becroft. He thinks that everyone should stay at school until they are 17.
Both the film and the text clearly relate to our school goal, of 'Everyday Counts'  

LI : We are learning to respond to an unfamiliar text and make a relevant connection to  a short film.

SC: I can actively read the text, and contribute thoughtful ideas to the class discussions.
SC: I can work with my partner to record and colour code the language features in the text.
SC: I can think about the connection to the short film, and record my ideas.

We will be working on big paper as we annotate the text, but you will also have a copy of the text in your English folder as this has been smart shared with you.