Professional Documents
Culture Documents
Values:
Integrity
Strands:
Listening, Reading, Viewing:
Integrate sources of information, processes, and strategies purposefully and confidently to identify, form, and
express increasingly sophisticated ideas.
Ideas
o Show a developed understanding of ideas within, across and beyond texts.
Language Features
o Show an understanding of how language features are used for effect within and across texts.
Structure
o Show an understanding of a range of structures.
Speaking, Writing, Presenting:
Ideas
o Select, develop and communicate purposeful ideas on a range of topics.
Language Features
o Select and use a range of language features appropriately showing an understanding of their effects.
Structure
o Organise texts, using a range of appropriate, effective structures.
Key competencies:
Thinking
o Using creative, critical, and metacognitive processes to make sense of information, experiences, and
ideas.
Relating to others
o listen actively, recognise different points of view, negotiate, and share ideas
o Awareness of how words and actions affect others
Assessment:
Formative:
Assessment through feedback in class, completion of learning activities, participation in group work,
development of written essay style.
Summative:
Final exam in November
Writing
The texts that they create often include:
1. a complex range of ideas expressed concisely
(e.g., in short answers);
2. description or explanation of concepts,
processes, phenomena, theories, principles,
beliefs, and opinions (their own and other
peoples);
3. specialised vocabulary that relates to a range
of topics within and across curriculum areas,
including vocabulary that expresses abstract
concepts;
4. a variety of grammatical constructions in more
complex and varied sentences and with greater
paragraph elaboration;
5. features and structures that are appropriate to
specific text types, such as instructions and
arguments;
6. rhetorical patterns, such as: classifying;
comparing and contrasting; defining; and
describing cause and effect;
7. clearly marked sections and paragraphs that
use headings and subheadings (where
appropriate) and that also use other organising
devices, such as topic sentences.
By the end of year 10, students use language and text
forms flexibly to meet the demands of different
curriculum areas. They interpret the requirements of a
writing task and select an appropriate process for their
purpose.
8. select from their repertoire of planning
strategies according to their purpose;
9. deliberately use their writing to develop their
ideas;
10. use their writing to explain concepts,
processes, phenomena, theories, principles,
beliefs, and opinions (their own and other
peoples) that are relevant to the curriculum
task;
11. use language, text structures, and media that
are appropriate for their purpose;
12. understand a complex notion of audience (e.g.,
the teacher and an imagined audience) and
know how to write for such an audience,
selecting appropriate voice, tone, and register;
13. review their text to ensure that it meets its
purpose (e.g., by identifying and addressing
problems, adding detail, or modifying tone);
14. use a range of strategies for editing and
proofreading their text to check meaning,
accuracy, legibility, and conformity to any
expected standards.
Suggested Activities
Pre-reading:
Imagine and predict:
News as it happens
o Students reflect on how news is accessed in their
experience
o What media do you use to access news? What "breaking
news" have you seen? How did you react to the initial
news? What / where did you go to find out more
information?
o How might this have been different if there was no
internet? No TV? No cell phones?
o Examples: September 11, Christchurch Earthquakes,
Boxing Day tsunami
Radio play:
Context:
o 1939 what do you know?
What did people do at night time? How did they entertain
themselves? How do you think people would react to a
radio play?
o After listening:
Why do you think people reacted so strongly?
Cloze activity
Skills
(Practical and thinking)
Resources
Student
workbook
Chapter 1 - 2
Chapter 3 4
Cloze activity
Memory test
Cloze activity
Writing
Re-ordering information
Describing speech
Student
workbook
Chapter 3 4
Chapter 7 8
Student
workbook
Student
workbook
Chapter 5 6
Vocabulary building
Recall of knowledge and plot
Evaluation
Thinking flexibly
Striving for accuracy
Vocabulary building
Working with peers
Sentence building / syntax
Evaluation
Persisting
Thinking interdependently
Vocabulary building
Sentence building
Developing "explanation" skills
Recall / logic
Thinking and communicating with
accuracy and precision
Vocabulary building
Cloze activity
Questions
Cloze activity
Character questions
Chapter 11 12
Cloze activity
Complete sentences
Cloze activity
Perspective of character
Which characters were in this section of the text? What character trait
did they show?
Relating through:
o Genre:
Codes and conventions of science fiction (remember that sci-fi
was not a recognised genre when this text was written)
o Time period:
Develop understanding by comparing 21st Century and 19th
Century technology, particularly social media / word of mouth
and access to news.
o Place: (Location)
Map in front of book
Style:
Writing style
Chapter 7 8
Student
workbook
Chapter 9 10
Student
workbook
Chapter 11 12
Student
workbook
Chapter 13 - 15
"Amazing note
taking" as
relevant to
chapter.
Reflection, developing
understanding and empathy
Answering with full sentences
Recall
Sentence building
Vocabulary building
Sentence building
Recall
Understanding character
relationships
Vocabulary building
Sentence building
Recall
Vocabulary building
Prediction
Developing understanding and
empathy
Sentence structure
Recall
Thinking flexibly
Striving for accuracy
Developing "explanation" skills
Applying analysis to text
Synthesising information
Thinking interdependently
Remaining open to continuous
learning
Questioning and problem posing
Thinking about thinking
(metacognition)
Persisting
Summative assessment
Character:
How character shows the theme, how/why character reacts to
theme, quotes to identify theme
Assessment: Formative
Breaking down essay questions
Paragraphing
powerpoint
Previous exam
questions
Summative
Exam: Response
to texts