Term 3 - Theme Challenges

Term 3 - Challenges

The idea of challenge is explored through a range of reading and writing activities. 

The study of a range of written (extended/nonfiction/poetic) texts to develop understanding of the theme and the implications of challenge for students such as independent living skills, and coping with everyday challenges, and accepting others etc.

Activities could include writing about self for CV or applications; filling in forms; cover letters; setting goals; pathways development

Aim: to offer students opportunities for confirming goals, building life skills and problem solving approaches to deal with student challenges

Possible texts:

Extended text:  self selection of text

Non-fiction and poetic text:

Special Olympics characters; people living on own; special needs

  

Assessment

AS1.4 / 1.5– possible written pieces for portfolio

AS1.3 – practice for close reading unfamiliar text – building skills

AS1.10 – produce work towards standard requirements – recording of texts/ responses

Literacy standards – work for portfolio in reading and writing – use templates provided by NZQA

Term 2 - Theme Survival

Theme - Survival

The idea of survival is explored through discussion, presenting oral/visual ideas and supported with written activities.  Also possible activities outside classroom to support activities around survival such a short tramp, building bivvy etc

(link to STAR around First Aid in bush?)

The study of a range of oral/visual texts to develop understanding of the theme and the implications of survival for individuals, including how that affects us. Link to London underground bombings; 9/11 stuff; Lockerbie – terrorist activity etc

Students will also explore how survival affect one’s life and influences the way we respond from that point on, and deal with life’s challenges. Work can be added to the student’s writing portfolio/ and for literacy standards.

After formative teaching and learning experiences, students are offered the summative assessments.

Aim: to explore the idea of survival through a range of oral/ written texts

Possible texts:

Oral/ visual text:

Reality TV such as Bear/Gryll stuff?

Life experiences – documentaries

U Tube clips

Short texts:

Extract from Mark Inglis story

Newspaper reports: impact on people

Nonfiction:

 SARs/ Civil Defence material

Use of pages from phone book

Earthquake material – newspaper/ web extracts

Assessment

AS1.4 – add to creative writing pieces for portfolio

AS1.3 – practice for close reading unfamiliar text – building skills

AS1.10 – produce work towards standard requirements – recording of texts/ responses

Summative assessment:

AS1.7 – Create a visual and verbal text: visual resource on survival

AS1.6 Construct and deliver an oral text

Literacy standards – work added to portfolio in oral/ reading strands – use templates provided by NZQA

 

Term 1 Level1 NCEA English - Theme = Conflict

Mal Thompson and I wrote this last term. I have not included the curriculum links on the blog but you can easily do this yourself. Theme = CONFLICT The idea of Conflict is explored through discussion and introductory writing activities.  Looking at conflict through global context – using range of texts such as newspaper reports, news footage etc The study of a range of written texts to develop understanding of the theme and the implications of conflict for individuals, including how that affects us. Students will also explore how adversity and personal struggles affect one’s identity and how this in turn determines how adversity is overcome. Understandings and insight reached will then be used to add to the student’s writing portfolio. Write an article on the  personal experiences of  conflict for each student – opinion-based also on an international conflict. On completion of the term’s work and when thorough understanding of the ideas has been shown formatively, students will attempt appropriate assessments. Aim: to explore the idea of conflict through a range of texts Possible texts: Short texts: The Fat Boy, Owen Marshall The Sniper,  Liam O’Flaherty On the sidewalk bleeding, Evan Hunter Newspaper/ Online resources around Afghanistan and conflict there Extended text: Fiction: Tomorrow when War Began, John Marsden Non-fiction text: Speeches: I have a Dream,  Martin Luther King Winston Churchill George W Bush – weapons of mass destruction sp. Visual Text: ....Mal to send title of DVD U Tube clips (Possible opportunities for SDL – students self-select their extended text). Assessment AS1.4 – possible creative writing pieces for portfolio AS1.5 – opinion writing piece could be put into portfolio AS1.3 – practice for close reading unfamiliar text – building skills AS1.10 – produce work towards standard requirements – recording of texts/ responses Literacy standards – work for portfolio in reading and writing – use templates provided by NZQA

Year 9 and 10 Plan

Hi Everyone,

The Year 9/ 10 program is all written and ready for whoever takes over my English next year. I really like this program especially where students have to decide what 2 characters would win in a fight or they would be friends with. I would like to pit Hermoine from Harry Potter and Bella from the Twilight series against each other!
Here is is:

Week	Term One:  31/1 – 15/04/11	Term Two: 2/5 – 15/07/11	Term Three: 1/8- 7/10 2011	Term Four: 25/10–13/12/2011
One	31/1-4/2 WHO AM I? WHO ARE YOU? asTTle testing; STAR tests; spelling etc. Goal setting:  what do I want for this year in English? Teacher analysis of data: informing programme to follow...	2/5-6/5 WHERE’S MY READING MAP? Revisiting my reading log – creating a response to text:  what do I need to do this?  How do I go about it? Task: produce a response	1/8-5/8 WHAT AM I SAYING? Focus on oral language- look at clips from Teen Choice Awards – acceptance speeches (check out UTube clips) Visual/oral approach.	25/10-28/10 SEEING THE BIG PICTURE... Using range of texts as starters, students could produce own clip for UTube etc. What is visual text?  What features do they have?
Two	7/2-11/2  WHO AM I? WHO ARE YOU? Bio poem; orientation to text (using text features) – use range of different text types e.g. poetry, short text, extended text, etc  Focus on oral language( e.g. presentation of bio poem) Map the learners	9/5-13/5 WHO WOULD YOU BE FRIENDS WITH? WHO WOULD WIN IN A FIGHT? Focus on descriptive language – highlighting text from range of novels they are familiar with.	8/8-12/8 WHO IS SAYING WHAT? Use interesting speeches, e.g. Obama, Martin Luther King (I have a Dream); also TV programmes such as Lie to Me, etc.  Identify features of persuasive text – link to language of advertising.	31/10- 4/11 THE DIRECTOR’S CHAIR.. What will I need for my clip?  Select story/poem; write a script; organize props and costume and sound; equipment etc.
Three	14/2-18/2 WHAT DO GOOD READERS DO? Reading to learn: What are they saying in text? (Purpose and audience)  Analysis of different text types: passages across curriculum – link to text features.	16-5-20/5 (AREA SCHOOLS TOURNAMENT)	15/8-19/8 HOW DO I SAY IT? HOW DO I WRITE IT? Could use Pingu the Penguin – create a script- link to body language and again visual/verbal features; sound effects; camera shots etc.	7/11- 11/11 DRESS REHEARSAL.. Pulling it together – practising the script.
Four	21/2-25/2 IN A FEW WORDS..... Using selection of short texts and use “What good readers do” checklist and reflect on individual reading behaviours.  Encourage personal reading choice(start Wide Reading log/blog)	23/5-27/5 HOW LONG DOES IT TAKE? Extended text study:  features, character study, plot analysis – idea of theme important. Range of activities to building skills for novel study.	22/8-26/8 HOW DO I SAY IT? HOW DO I WRITE IT? Cont’d	14/11-18/11 AM I IN HOLLYWOOD? Recording – final editing; participating in the Academy Awards!
Five	28/2-4/3 IN MY OWN WORDS.. Introduction to writing process.... why write?  Examine reasons for writing – link to different text types.  Purpose of writing process. Create class poster for wall/ or individual one in books.	30/5-3/6 HOW LONG DOES IT TAKE? Continued.........	29/8-2/9 MAKING IT FORMAL Link to wk 1 – body language and delivery.  Mini recordings – 2 min video on “How Not To”  - good and bad techniques.  Look at DVD exemplars. Task: plan in groups	21/11-25/11 AsTTle/STAR testing week
Six	7/3-11/3 PUTTING IT TOGETHER... Creative writing task – take it through writing process; comment on x number of peer writings.  How do we know what level we are writing at?  Link to exemplars and LLPs as well as student work.	6/6-10/6 HOW LONG DOES IT TAKE? Continued.........	5/9-9/9 MAKING IT FORMAL Link to wk 1 – body language and delivery.  Mini recordings – 2 min video on “How Not To..”  - good and bad techniques.  Look at DVD exemplars. Task: Record own work	28/11-2/12 JUNIOR EXAMS Revision and exams
Seven	14/3-18/3 STILL WRITING....	13/6-17/6 HOW LONG DOES IT TAKE? Continued.........	12/9-16/9 HOW GOOD WAS IT? HOW DO I KNOW? Reflection on task.  Group discussion. What have I learnt? What am I aiming for? How will I get there?	5/12-9/12 Range of activities happening
Eight	21/3-25/3  CHANGE IT UP.... Turn creative writing into a cartoon strip.  Need teaching on visual / verbal features – use examples from newspaper/ comic book, graphic novels...	20/6-24/6 HOW LONG DOES IT TAKE? Continued.........	19/9-23/9 GOING ABOUT IT... Planning my speech:  researching; ensuring students know assessment schedule and linking planning to delivery.	12/12-13/12 End of school year
Nine	28/3-1/4  CHANGE IT UP – cont’d Practical work....	27/6-1/7 LOOKING BACK... Revision	26/9-30/9 GOING ABOUT IT... Adding in peer assessment with writing and delivery practice
Ten	4/4-8/4 PRESENTING.... ... explain creative writing and how it changed in the comic strip.	4/7-8/7 MID YEAR EXAM	3/10-7/10 GOING ABOUT IT... Presenting and assessing of speeches
Eleven	11/4-15/4 REVIEW....What have we learnt? Could time for ARBs passage? Or reflective time – setting goals round reading and writing and evaluation of goals from beg of term.	11/7-15/7 NOSEY PARKER STRIKES.... A research based assignment: finding out more about a character/ event/ idea.... How can I present my findings? (maybe a plan is all that is needed here)

Written by Tamara Yuill Proctor and Mal Thompson