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Teacher Notes:

Remind the kids that when they are writing their blurbs they need to think about a number of important things. Emphasise:

Making it unique! Make your blurb creative and different to everyone else's blurb.
Making it relevant! What makes you, you in 2016?
Making it short and sharp! Grab the attention of our audience and make them want to read more.

Let students know their task for today is to rewrite their All about Me for their blog. Go through their work and discuss the purpose and structure of their writing.
Discuss how at the end they will mark themselves on the rubric identifying where they are working at for sentences.
Review what kinds of sentences that we want to use when writing their blurb. Remember to focus on using different beginnings for every sentence. Model this for the students

Ensure learners are aware of how to keep themselves cybersmart when writing their blogs: Cybersmart lesson/discussion as part of this lesson e.g. ensuring students realise it is NOT ok to write things such as the road they live on!

Lesson Name: About Me (Week 1)

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Teacher Notes:

Level 3 Achievement objective: Students will integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas; Students will use language features appropriately, showing a developing understanding of their effects.

Learning Outcomes: Is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with growing confidence; writes legibly, fluently, and with ease when creating texts; uses a range of text conventions, including most grammatical conventions, appropriatley and with increasing accuracy.

Learning Intention: WALT use capital letters, full stops, question marks, and exclamation marks correctly and use speech marks, commas for lists, and apostrophes for contractions correctly most of the time (Literacy Learning Progressions, p15).

Key Competencies: Managing self; thinking; using language, symbols, and texts.

Learning Experience 1 (Tuesday/ Wednesday): Fix the mistakes. Duffy Theatre

Lesson Name: Punctuation (Week 2)

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Teacher Notes:

Level 3 Achievement objective: Students will integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas; Students will show a developing understanding of how to shape texts for different purposes and audiences.

Learning Outcomes: Is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning with growing confidence; constructs texts that show a growing awareness of purpose and audience through careful choice of content, language, and text form.

Learning Intention: WALT write a narrative text; WALT reflect on our work, and make necessary changes; WALT plan a narrative text, thinking carefully about who we are writing for and why?

Key Competencies: Managing self; thinking; using language, symbols, and texts.

Learning Experience 2 (Thursday/ Friday):

Narrative - how Mt Wellington (Maungarei) was formed.

For each of the sections in the doc, fill in the gaps...

Students document: Structure of narrative comes from The Writing Book by Sheena Cameron & Louise Dempsey (2014), p131.

Lesson Name: Narrative Writing (Week 2/3)

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Teacher Notes:

Discuss that this year we are going to be writing narrative stories.
Discuss what we have learnt about narrative stories so far.

What are the key features? (See screenshot)

Watch: Pixar Short Films Collection Mike's New Car

Discuss as a whole class what are the Characters, Setting, Problem, Resolution, Theme and complete the planning template as a whole
Send students to complete template in pairs.

Have the students complete the task: Our Own short Story

Start at planning the characters. (Think/ Peer/ Share) - Think of a possible character/ shared back to class/ picked favourites.
Have the students repeat this for Setting and Problem/solution

Get students to make a copy of the doc and then choose the story starter prompts to complete their writing plan.
Write prompts on doc. Model to students writing first paragraph. Send students to write introduction, Characters, setting and time of the story. Usually answers who? when? where? eg. Mr Wolf went out hunting in the forest one dark gloomy night.

Lesson Name: Narrative Planning

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Teacher Notes:

WALT: Use feedback from our peers to make our writing clearer, more meaningful and more engaging.

WALT: confidently organise our ideas by using a range of sentence types and lengths, and being creative with how we begin our sentences.

Reflect on our narrative writing last week. Remember how we talked about how important it is that we go back and recraft sentences.
What does it mean to recraft a sentence?
Fill out class brainstorm together
Work with a text the learners have already seen (in previous learning task - fix the mistakes’) - my writing which I will chrome cast onto the screen.
Questions to ask: (p91 The Writing Book, by Sheena Cameron and Louise Dempsey)
Volunteer? We will look at your writing and sentences like we did with mine.
Our own story - use this short story which we wrote. In pairs, you are going to give each other feedback on your sentences and you are going to recraft your 2 short stories. I want you to find someone who you think is at a similar level to you in your writing. Work together to complete this task.
What would good feedback look like? [I love the way you have done this...I think you could make these 2 sentences clearer by combining them...]
What would a good suggestion look like? [Have you thought of doing this??; What if you were to try ...]

Lesson Name: Recrafting sentences

Achievement objectives	Processes and strategies: Students will integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas. Structure: Students will organise texts, using a range of appropriate structures.
Learning Intentions (WALT)	Processes and strategies: Seek feedback and make changes to texts to improve clarity, meaning and effect. Structure: organise and sequence ideas and information with increasing confidence; use a variety of sentence structures, beginnings, and lengths.

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Teacher Notes: See reading follow up plan for google maps task

Planning doc

Discuss WALT

Model the process set out in the planning doc on the class blog with my model map.

Ask learners to reiterate the process back to me as I go and then at the end.

Talk about recrafting of sentences (like yesterday).

Tuesday: send off to work on Paragraph 1 ONLY

Wednesday: send off to work on Paragraph 2 ONLY

Thursday: Peer check blog post and post onto blog.

Once finished, continue working through blog log.

Lesson Name: Google Maps task

Achievement objectives	L3 English Speaking, Writing, and Presenting: Processes and Strategies: Students will integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas. L3 English Speaking, Writing, and Presenting: Purposes and audiences: Students will show a developing understanding of how to shape texts for different purposes and audiences.
Learning Intentions (WALT)	...be reflective about the production of our texts by monitoring and self-evaluating progress and articulating learning with growing confidence. ...construct texts that show a growing awareness of purpose and audience through careful choice of content, language, and text form.

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Teacher Notes:

Resources:

National resources, The New Zealand flag consideration project, The kids voting referendum - Teacher’s guide (paper copy)

History, Meaning of the flags, opinion 1, flag comaprison, NZ govt, flag fact book, Ministry for culture and heritage, opinion 2, opinion 3, Wicked,

MONDAY (camp practice)

TUESDAY

Watch Stand for NZ videos.
Initial discussion around identity - what does identity mean to you? How is the identity of our school represented? (look at school logo - what does it mean?)

What things connect us as NZers?

Does our current flag do this? Would the potential new flag do this? How? (watch video - meaning of the flags). Look at flag comparison poster.

Think-pair-share - set timer for 5 minutes.

Remind learners not to generalise to a whole population. Could use terminology such as “some, many…”
Focus on their first paragraph: explaining a viewpoint of someone who wants to change the flag. Read this. Give learners 5 minutes to choose 3 reasons to read about. Then go over it to help those learners who may struggle. Discuss difficult words and whether the new flag would do this. Give learners 10 minutes to plan what they will write and start writing their paragraph. Come back and have someone share

Lesson Name: NZ flag consideration project

Achievement objectives	SOCIAL STUDIES: Students will gain knowledge, skills, and experiences to understand how groups make and implement rules and laws; understand how people make decisions about access to and use of resources, understand how people remember and record the past in different ways. ENGLISH: Students will integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas. ENGLISH: Students will select, form, and communicate ideas on a range of topics (Ideas).
Learning Intentions (WALT)	Share a range of viewpoints about why the NZ flag should or should not be changed. Use a developing understanding of the connections between oral, written, and visual language when creating texts. Understand the voting process for postal referendums and experience voting for ourselves (from NZ flag consideration project book below).

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