Peppermints and Diamonds

 Year 7    Is Technology Connecting Us More or Making Us More Isolated?  Technology is often seen as something that brings people together. We can message friends, video call family, and share photos instantly. However, I believe technology is quietly changing the way we connect, and not always in a good way. On the one hand, technology helps us stay in touch. For example , if someone moves to another country, we can still see their face and hear their voice. That is something previous generations could only dream of. Social media also allows people to find others who share the same hobbies or interests. On the other hand, technology can make people feel lonely. Sometimes people sit in the same room but are lost inside their own screens. Instead of talking face to face, they scroll, swipe, and type. Over time, this can make friendships feel shallow rather than meaningful. In my opinion, technology is powerful. It can connect us across oceans, but it c...

Lesson 6 – Final Touches and Editing Year 10 ELL – Portfolio Completion Learning Intention We are learning to: Edit for grammar and punctuation Improve vocabulary and sentence clarity Revise writing to make it more formal and structured Prepare our final portfolio for submission Success Criteria ✔ I can correct grammar and punctuation errors ✔ I can improve unclear sentences ✔ I can replace simple words with stronger vocabulary ✔ My final portfolio shows improvement across lessons 🌿 Honouring Te Tiriti o Waitangi In this lesson we: Respect each other’s voice and identity in writing Provide feedback in a supportive and mana-enhancing way Recognise growth and progress in learning Feedback should be respectful and constructive. Part 1 – Editing for Accuracy (Individual First) Correct the mistakes in this paragraph: i went to the marae last weekend it was very exciting we learned about matariki and we listened to stories from our kaumātua it was fun and interesting Rewrite correctly: Part...

Persuasive Writing Year 10 ELL Learning Intention We are learning to: Give clear reasons to support our opinion Use linking words to connect ideas Structure a persuasive paragraph Write for a specific audience Success Criteria ✔ I clearly state my opinion ✔ I give at least two reasons ✔ I use linking words (because, therefore, however, firstly) ✔ I consider my audience 🌿 Honouring Te Tiriti o Waitangi In Aotearoa New Zealand, persuasive writing can include Māori perspectives and community voice. Today we will: Respect different viewpoints Consider community impact Use topics connected to Aotearoa Part 1 – What is Persuasive Writing? Persuasive writing: States an opinion Gives reasons Uses examples Tries to convince the reader Read the Model Paragraph Topic: School should include more te reo Māori in daily learning. Schools in Aotearoa should include more te reo Māori in daily learning. Firstly, te reo Māori is an official language of New Zealand and is part of our national identity. S...

  Worksheet – Lesson 4: Formal Writing (Letters and Forms) Learning Intention We are learning to: Understand the difference between formal and informal writing Use correct formal letter structure Use polite and appropriate formal language Success Criteria ✔ I can identify formal and informal language ✔ I use the correct structure of a formal letter ✔ I use polite and formal vocabulary ✔ My writing is clear and accurate Part 1: Formal vs Informal Language Read the two examples: Text A (Informal) "Hi Miss, I can’t come to school tomorrow because I’ve got something on. See you later. Thanks!" Text B (Formal) "Dear Ms Smith, I am writing to inform you that I will be absent from school tomorrow due to a family commitment. Yours sincerely, [Your Name]" Questions Which text is formal? __________ Which text is informal? __________ What differences do you notice in: Greeting: __________________________ Vocabulary: __________________________ Tone: __________________________ E...

Worksheet – Lesson 3: Descriptive and Narrative Writing (Using Māori Texts) Learning Intention: We are learning to: Use descriptive language (adjectives and sensory details) Use varied sentence structures Apply the idea of “show, don’t tell” Success Criteria: ✔ I use descriptive vocabulary ✔ I vary sentence length and beginnings ✔ I show feelings through actions and description ✔ My ideas are clear and developed Part 1: Learning from Māori Authors Extract 1 – from The Whale Rider by Witi Ihimaera "The sea was restless that morning, rolling and sighing against the shore. The wind carried the sharp smell of salt across the sand." Extract 2 – from Potiki by Patricia Grace "The house was always full of voices — cousins laughing, aunties calling from the kitchen, the steady rhythm of stories being told." Discussion Questions What words describe the setting in Extract 1? What can you hear in Extract 2? How do these writers use the senses (sight, sound, smell)? How do th...

Worksheet – Lesson 2: Recount Writing Learning Intention: We are learning to write a clear recount using: Past tense verbs Time connectives Clear paragraph structure Success Criteria: ✔ I use past tense correctly ✔ I organise my writing into paragraphs ✔ I use time words (first, next, then, finally) ✔ My recount is clear and easy to follow Part 1: What is a Recount? A recount retells something that already happened. It is written in past tense . It tells events in time order . Example Recount "Last Saturday, I went to the beach with my cousins. First, we set up our towels and played volleyball. Then we went swimming in the cold water. After that, we had fish and chips for lunch. Finally, we watched the sunset before going home. I felt tired but happy after such a fun day." Questions What tense is used in this recount? __________________ Circle the time connectives in the example. How many paragraphs are there? __________________ Part 2: Past Tense Practice Change these verb...

  Informal Writing Learning Intention We are learning to: Identify  audience and purpose Recognise  features of effective informal writing Write about a recent experience using informal language 🔹 Part 1: Analysing Example Texts Example 1 – Poor Informal Writing I went somewhere. It was good. I did stuff. Then I went home. It was fun. Individual Thinking: What is missing from this writing? ☐ Detail ☐ Clear order ☐ Interesting vocabulary ☐ Feelings ☐ Clear audience What would you improve? Example 2 – Good Informal Writing Last weekend I went to the beach with my cousins. First, we played volleyball near the water. Then we swam in the sea, even though it was freezing! After that, we bought hot chips and sat on the sand watching the sunset. It was a really fun day. What makes this better? ☐ Time connectives ☐ Clear events ☐ More detail ☐ Better vocabulary Write one strong sentence from this example: Example 3 – Very Good Informal Writing You won’t believe how cold the water...

 Year 10 Writing Worksheet Understanding Purpose and Audience Learning Intention: We are learning to understand who we are writing for (audience) and why we are writing (purpose). Part 1: What Do These Words Mean? Audience = ____________________________________________ Purpose = ____________________________________________ Common purposes for writing: ☐ To inform ☐ To entertain ☐ To persuade ☐ To describe Part 2: Compare the Texts Text A Hey! You won’t believe what happened at school today! It was so funny! Text B Dear Mr Thompson, I am writing to inform you about my absence from school yesterday. Questions: Who is the audience for Text A? Who is the audience for Text B? What is the purpose of Text A? What is the purpose of Text B? What differences do you notice in: Vocabulary: ____________________________________________ Tone (formal/informal): _________________________________ Sentence structure: ____________________________________ Part 3: Matching Activity Match the purp...