Monday 16 October's Learning
Welcome back to Term 4! I hope you have had a restful break. This term will go by very quickly, and as discussed in class at the end of Term 3 this first week back at school will be focused around completing the assessment task for the Unit Standard: 23761. Read and comprehend work-related documents in English for a tourism workplace. This L2 Unit Standard is 3 credits.
The assessment task is in your Hapara workspace and you can go straight to here by clicking on this link Tourism Assessment Task
Stay focused, and remember the internal assessment conditions apply to help us all complete the assessment in a positive and considerate manner.
Sunday, October 15, 2017
Sunday, August 13, 2017
Go Canada/Alaska
Monday 14 August's Learning
This week we are continuing to work with the whole tourism brochure Go Canada/Alaska. We will be focusing our work around being able to read and correctly interpret information across the whole document.
Each section has an easily identifiable heading and this will allow you to be able to use the contents page to locate that specific section quickly.
All of this work is in the Hapara workspace.
Interpreting Information
We will spend some of the lesson going over what is required for this task. Then you will be able to work at your own pace to complete the task.
LI: We are learning to locate, read and correctly interpret information using a workplace document.
SC: I can use the headings and the contents page to locate information.
SC: I can use the key words in the questions to help me know what is being asked.
SC: I can skim and scan the correct pages to locate the specific detail that is required.
SC: I can express this information accurately and correctly.
Remember to check your work before you submit it for marking. Peer reading and checking is a valuable tool to help you proof read to edit your work.
This week we are continuing to work with the whole tourism brochure Go Canada/Alaska. We will be focusing our work around being able to read and correctly interpret information across the whole document.
Each section has an easily identifiable heading and this will allow you to be able to use the contents page to locate that specific section quickly.
All of this work is in the Hapara workspace.
Interpreting Information
We will spend some of the lesson going over what is required for this task. Then you will be able to work at your own pace to complete the task.
LI: We are learning to locate, read and correctly interpret information using a workplace document.
SC: I can use the headings and the contents page to locate information.
SC: I can use the key words in the questions to help me know what is being asked.
SC: I can skim and scan the correct pages to locate the specific detail that is required.
SC: I can express this information accurately and correctly.
Remember to check your work before you submit it for marking. Peer reading and checking is a valuable tool to help you proof read to edit your work.
Saturday, August 5, 2017
Go Canada/Alaska
Monday 7 August's Learning
This week we are learning to work with and use a complete tourism workplace document to read and understand. We will use this document to build up our skills in reading and correctly interpreting information, use a contents and index page, and understand tourism jargon, abbreviations and technical language.
Lesson Sequence
All of this work, related link, resources and tasks for the required document are in the Hapara workspace.
We will spend some time making sure that we all know how to navigate around this document and the first task gives you the opportunity to do just that. Go to the link below to take you to this work space.
Go Canada/Alaska Tourism Document
This week we are learning to work with and use a complete tourism workplace document to read and understand. We will use this document to build up our skills in reading and correctly interpreting information, use a contents and index page, and understand tourism jargon, abbreviations and technical language.
Lesson Sequence
All of this work, related link, resources and tasks for the required document are in the Hapara workspace.
We will spend some time making sure that we all know how to navigate around this document and the first task gives you the opportunity to do just that. Go to the link below to take you to this work space.
Go Canada/Alaska Tourism Document
Sunday, July 30, 2017
A Perfect day in Whistler.
Monday 31 July's Learning
We are continuing to work on reading and correctly interpreting information with in a document. This week we are going to be using the Canada and Alaska Travel brochure as our main text.
Remember we are working to compile a portfolio showing that you are able to read and understand a range of documents in the tourism industry.
LI: We are learning to read and correctly interpret information in a document from a travel brochure.
SC: I can actively and independently read the 'Perfect day in Whistler' text
SC: I can locate specific information in the text.
SC: I can use full sentences and small paragraphs in my written answer.
SC: I can proof read and edit my work before I submit it for marking.
Lesson Sequence
Brief feedback from the Introduction Information activity and the marking system.
Key skill is in re-reading the required text for all of the information and expressing it in sentence format.
Look at what the question is asking you to find out about.
Begin next opportunity with the new text, 'A perfect day in Whistler'
You will have a paper copy of the text in class to use.
Your response form is in Task in Hapara
We are continuing to work on reading and correctly interpreting information with in a document. This week we are going to be using the Canada and Alaska Travel brochure as our main text.
Remember we are working to compile a portfolio showing that you are able to read and understand a range of documents in the tourism industry.
LI: We are learning to read and correctly interpret information in a document from a travel brochure.
SC: I can actively and independently read the 'Perfect day in Whistler' text
SC: I can locate specific information in the text.
SC: I can use full sentences and small paragraphs in my written answer.
SC: I can proof read and edit my work before I submit it for marking.
Lesson Sequence
Brief feedback from the Introduction Information activity and the marking system.
Key skill is in re-reading the required text for all of the information and expressing it in sentence format.
Look at what the question is asking you to find out about.
Begin next opportunity with the new text, 'A perfect day in Whistler'
You will have a paper copy of the text in class to use.
Your response form is in Task in Hapara
Tuesday, June 6, 2017
Proof Reading and Editing
Wednesday 7 June's Learning
Today we are going to focus on crafting your short report. This process will involve careful proof reading and editing to make sure your work is ready for submission, marking and the moderation process.
You will need to make sure that you have checked your report against the marking criteria to make sure it meets the required standard to gain an achieved grade.
Criteria
Today we are going to focus on crafting your short report. This process will involve careful proof reading and editing to make sure your work is ready for submission, marking and the moderation process.
You will need to make sure that you have checked your report against the marking criteria to make sure it meets the required standard to gain an achieved grade.
Criteria
The report must be:
- Accurate in detail
- Clear in meaning
- Complete and concise
- The content is in logical order with headings.
Editing tools can include peer editing, getting them to focus on what you think needs checking in your report. Make sure that you pay close attention to basic punctuation.
Those of you who have not been away on school related trips will need to aim to have your work submitted on Friday 9 June.
Those of you who were away, will be submitting your work on Friday 16 June.
Monday, May 29, 2017
Main Ideas
Tuesday 30 May's learning
Today we are going to be looking at and discussing the main ideas or issues that the film, 'Fritters' raises. There are issues around conflict between parents, and effect of this on young children. There are issues around how we react to people and stereotyping.
Today in groups you will discuss and record your ideas, and these notes will form the basis of the last paragraph in your report on this film.
LI: We are learning to identify, describe and explain the main issues that the film makes us think about.
SC: I have identified one main idea from the film to describe and explain in a written paragraph.
SC: I have written a thoughtful response about this issue.
SC:I can make links to how I think this issue is present in our own society.
SC: I can re-read and edit my work, paying attention to basic punctuation skills.
Today we are going to be looking at and discussing the main ideas or issues that the film, 'Fritters' raises. There are issues around conflict between parents, and effect of this on young children. There are issues around how we react to people and stereotyping.
Today in groups you will discuss and record your ideas, and these notes will form the basis of the last paragraph in your report on this film.
LI: We are learning to identify, describe and explain the main issues that the film makes us think about.
SC: I have identified one main idea from the film to describe and explain in a written paragraph.
SC: I have written a thoughtful response about this issue.
SC:I can make links to how I think this issue is present in our own society.
SC: I can re-read and edit my work, paying attention to basic punctuation skills.
Sunday, May 28, 2017
Film Techniques
Monday 29 May's learning
P1
FILM TECHNIQUES- The fritter scene.
We are continuing to work to complete the analysis of the scene where the Bag Lady cooks Claude fritters as they sit and chat together on the street. The director uses a range of film techniques to show how Claude is lucky that he encounters her, and not some dangerous situation in his adventure down K Road.
The director also challenges us to think beyond the obvious, and see how people can make a very real connection even though they are very different. The director also challenges the stereotyping of homeless people.
LI: I can identify, describe and explain the effects of a range of film techniques used in this scene.
SC: I can identify two film techniques to describe and explain how they show the meaningful connection between these two unlikely characters.
SC: I can use supporting evidence in my written paragraph.
SC : I can make thoughtful comments about the issue of stereotyping people, or judging them on their appearance in my paragraph.
I have smart shared in your English folder a copy of the notes, document called ( Character notes- Film Techniques) we did together last week about this scene. You may wish to add more.
P1
FILM TECHNIQUES- The fritter scene.
We are continuing to work to complete the analysis of the scene where the Bag Lady cooks Claude fritters as they sit and chat together on the street. The director uses a range of film techniques to show how Claude is lucky that he encounters her, and not some dangerous situation in his adventure down K Road.
The director also challenges us to think beyond the obvious, and see how people can make a very real connection even though they are very different. The director also challenges the stereotyping of homeless people.
LI: I can identify, describe and explain the effects of a range of film techniques used in this scene.
SC: I can identify two film techniques to describe and explain how they show the meaningful connection between these two unlikely characters.
SC: I can use supporting evidence in my written paragraph.
SC : I can make thoughtful comments about the issue of stereotyping people, or judging them on their appearance in my paragraph.
I have smart shared in your English folder a copy of the notes, document called ( Character notes- Film Techniques) we did together last week about this scene. You may wish to add more.
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