KVC English Plan

Level: 4 Year: 7

Curriculum links : English Reading (making meaning)

Reading

Making
meanin
g

Viewing

of ideas or
information
they

Creatin
g
meanin
g

Speakin

for

Presentin

Unit Title:

Door Stories

Focus: Create a narrative utilizing figurative language, using the story starter of what happens when you
travel through a door.

Opportunity and Success

for All

Listening

Date: Term 1, 2016

Integration of Mori and/or

Pasifika Dimension: state the ways
in which you will integrate the teaching
and learning about the bicultural
nature of NZ

Writing

Greetings and praise in te reo.

Pronunciation done correctly.
Children share own identitiy
and culture

SWPB4L/PRIDE Focus:
Participation
Respect
Inquiry
Diversity
Environment

Identified Priority Learners &

Strategies:
Maori/Pasifika-

Gifted&Talented Extension-

Achievement Objectives

PROCESSES & STRATEGIES: Students will integrate sources of information, processes, and strategies
confidently to identify, form and express ideas.

Learning Support -

Achievement Objectives and Indicators:

Language Features: Use a range of language features appropriate, showing an understanding of their
effects.
Structure: Organise texts, using a range of different structures.
NZC Principles:

Specific Learning Outcomes:

1. Plan, draft and edit a narrative
2. Independently identify and correct errors in writing.
3. Use a range of figurative language techniques (similes, metaphors, personification, alliteration,
onamatapeia) for effect.
Assessment Overview: Door Stories marked for Creative Writing. See attached criteria.
KVC: Opportunity & Success for All
Our Values:

NZC Vision:
Participation

Confident

Connected
Respect

Inquiry

Actively Involved
Diversity

(see KVC English statement)

High Expectations
Treaty of Waitangi
Cultural diversity
Inclusion
Learning to learn
Community engagement
Coherence
Future Focus

Lifelong Learners
Environment

Ke

NZC Values Focus: highlight

Excellence aiming high, persevering
Innovation, Inquiry and curiosity critical, creative & reflective thinking
Diversity culture, language, heritage
Equity fairness and social justice
Community and Participation as actively involved members of society
Respect for themself, others, and human rights
Ecological sustainability care for the environment
Integrity accountability, honesty, acting ethically

Key Competencies Focus: highlight

Managing Self self-motivation, personal goals, appropriate behaviour, resourcefulness,
sense of self, importance of heritage
Relating to others active listening, recognise different POV, negotiate, share ideas
Participating and contributing balancing rights, roles & responsibilities, responding to others
Using language, symbols and text interpreting language and symbols, using ICT,
recognising how language symbol choice affect peoples understanding
Thinking using creative, critical and metacognitive (learning to learn) reflection, drawing on
personal knowledge

Evaluation and Next Steps: Teacher Reflection:

What impact did my teaching have on student learning?

What evidence do I have?

What worked well?

How could I improve this unit for next time?

Next steps for students

Learning Intention/
WALT

Think creatively and

share ideas in group
and class situations

Describe senses in
descriptive detail

Use similes and

metaphors in our
writing

Use personification to
help describe every day
situations

Describe an event using

our prior knowledge
and experiences of an
event to help us.

Teaching & Learning Activities

Whats behind my door?
Using the door templates, each student shares in groups what is behind their door
when they walk through. Students are encouraged to be original and creative.
Repeat as a whole class activity once they have shared in small groups.

Assessment
or Success
Criteria

Resources
#Door Templates

Shared writing:
In groups, students will each be allocated a door. Each student starts with a
piece of paper and the teacher allocates a sense (hear, see, smell, feel, taste).
They are asked to write, describing that sense as they come to the door. After
writing (2-3min) they pass their paper, folded so the person who receives it
cant see what theyve written, to the next person in their group and that person
writes about the next sense. At the end they read their piece of creative writing
to the group.

#A4 paper

Similes and Metaphors:

Complete wordstudy tasks on similes and metaphors, using them to describe
situations and events. Start with similes and get the students to change them to
metaphors e.g. Laura is like a tiger on the netball court Laura is a tiger on the
netball court.
Define both terms and discuss what a comparison is.

#Simile and
metaphor activity
sheets (See
attached).

Personification:
Complete wordstudy tasks on personification, using it to describe situations and
events. Describe situations or events e.g. a rainy day shared and peer writing
work well with this activity.
The rain was a thousand tiny bullets pummelling the ground. The grass wilted
under the onslaught, however, shelter was not to be found.
Ideas to use are a summers day, a storm, walking through New York city looking up
at the sky scrapers.

#Personification
activity

My first day at KVC:

Students should be reminded this is a fiction exercise and they have creative
licence to write what they choose.
Plan and write a short (1/2 a page to 1 page) story about a students first day at
KVC. In the planning stage list all of the feelings and emotions that would be going
through someones head on their first day. Encourage them to think of their
experience and that of their peers. Stress they have all experienced this and seen
how other people experience this.
Use a planning format and focus on senses How did they feel? What did it sound
like? What did they hear? Did their emotions heighten? How did they arrive? How
did their parents feel?
Teacher share a short piece from their point of view. Write while they write to
model good practice.

#Picture of class
door or door of
school hall to use
as a prompt on
screen.

Students are encouraged to be creative and work on using prior knowledge, making connections to their own
experiences
(a reading focus for Term 1) to help them form ideas and write more comfortably.