Readers need to find the meaning behind the words.
WALT :
Organisation:
• Identify headings/subheadings/labels and discuss their purpose. Why are there different the text styles (fonts, colours etc) on these pages? What does
each show?
• In what way are the images on these pages the same/different? What is the purpose of the different image styles/why has the author included different
image styles?
• In what way do the images support and add to the story? Which image does this best on these pages and why?
• Select a paragraph from the chapter. What are the main ideas in this paragraph and how are they related? Which idea in this paragraph is linked to the
next paragraph?
• How could altering the punctuation in this paragraph change the meaning? E.g. commas, full stops, ellipsis, exclamation marks etc. Comment on the effect.
Exploring Language:
• Page 30: ‘…a buzz of activity…’ What does this phrase imply? How else could the author have said this?
• Page 30: ‘…”Milk chocolate only”…’ What does this phrase mean? Why has it been written in “” How else could the author have said this?
• Page 31: ‘…”Very high profits always come at the expense of someone else”…’ What does this phrase mean? Why has it been written in “”. How else could
the author have said this?
Pages 32, 33 and 34
Comprehension:
• Page 33: Describe the process of making chocolate.
• Page 33: What are the seeds inside the pod known as?
• Page 33: What is tempering and what effect does this have on the chocolate?
Inference and Deduction:
• Page 32: What is the real cost of produce?
• Page 32: What is ‘fair trade’? Use evidence from the text to support your answer.
• Page 34: What country was the fair-trade company’s chocolate produced in pre-2012? Why was this challenging for a fair-trade company? Use evidence
from the text to support your answer.
• Page 34: Why is direct trade with the farmers important for fair-trade principles?
• Page 34: What were the benefits of moving the production to New Zealand? What challenges were involved?
Organisation:
• Identify a direct quote and comment on the effect of its inclusion in the text. Identify an indirect quote and comment on the effect of its inclusion.
• Identify headings/subheadings/captions and discuss their purpose. Why are there different the text styles (fonts, colours etc) on these pages? What does
each show?
• In what way do the images support and add to the story? Which image does this best on these pages and why?
• Select a paragraph from these pages. What are the main ideas in this paragraph and how are they related? Which idea in this paragraph is linked to the
next paragraph?
• How could altering the punctuation in this paragraph change the meaning? E.g. commas, full stops, ellipsis, exclamation marks etc. Comment on the effect.
Exploring Language:
• Page 34: ‘…it all stacked up…’ What does this phrase mean? How else could the author have stated this?
Pages 35, 36 and 37
Comprehension:
• Page 37: What is a collective?
• Page 37: Who are the people who receive part of the profit a business makes?
Inference and Deduction:
• Page 35: What are the risks and advantages of buying used equipment? What would you recommend? Use evidence from the text to support your answer.
• Page 35: Why was the factory for sale in Sydney such good news for the group? Use evidence from the text to support your answer.
• Page 35: What is an operational budget and why are they important in business?
• Page 36: In Ewan’s opinion, why is the chocolate produced in his factory going to be sweeter?
Organisation:
• Identify a direct quote and comment on the effect of its inclusion in the text. Identify an indirect quote and comment on the effect of its inclusion.
• Identify headings/subheadings/captions and discuss their purpose. Why are there different the text styles (fonts, colours etc) on these pages? What does
each show?
• In what way do the images support and add to the story? Which image does this best on these pages and why?
• Select a paragraph from these pages. What are the main ideas in this paragraph and how are they related? Which idea in this paragraph is linked to the
next paragraph?
• How could altering the punctuation in this paragraph change the meaning? E.g. commas, full stops, ellipsis, exclamation marks etc. Comment on the effect.
Earthquake by Lynn Davis
School Journal Level 3 November 2011
Activating Prior Knowledge:
Earthquake by Lynn Davis
School Journal Level 3 November 2011
Pages 31,32 and 33:
Comprehension:
• Page 31: Who was there great battle between? What did this lead to?
• Page 33: Who was this story about? Who was Rata and what did he do? What did he forget about?
Inference and Deduction:
• Page 31: Why were all the different creatures called children? How does calling all creatures children help to emphasise that all of them were important to
the gods?
• Page 33: How do you think Rata offended Tane? Why do you think the tree was standing back upright again?
Earthquake by Lynn Davis
School Journal Level 3 November 2011
Organisation:
• How does the image on page 32 emphasise that every living thing was important to the gods? Look at the size of the humans in comparison to the animals
and plants.
• How do the axes in the image on page 33 show how the humans were not respecting the children of the forest?
• Select a paragraph from these pages. What are the main ideas in this paragraph and how are they related? Which idea in this paragraph is linked to the
next paragraph?
• How could altering the punctuation in this paragraph change the meaning? E.g. commas, full stops, ellipsis, exclamation marks etc.Comment on the effect.
Earthquake by Lynn Davis
School Journal Level 3 November 2011
Exploring Language
• Page 31: What does the phrase “live in harmony” mean? How else could the author have said this instead?
• Page 33: What does the phrase “in all it’s majesty” mean? In what other way could you describe the tree to show that it was an important part of
creation?
Additional Questions/Comments:
• How does this story of creation compare to other creation stories, for example the one in the Bible?
• Do you think the author has successfully conveyed the importance of all living things?
Earthquake by Lynn Davis
School Journal Level 3 November 2011
Pages 35 and 35:
Comprehension:
• Page 35: What happened to the tree for a second time after it was chopped up? How did it stand upright again?
• Page 36: What happened to the tree the third time it was cut down? Why did it not stand upright again?
Inference and Deduction:
• Page 35: How does the author’s description of the tree evoke sympathy from the reader? Look at the words the author uses to describe the
tree to help you. (pathetically naked and bruised)
• Page 36: What was the importance of performing a ritual before chopping down the tree?
Earthquake by Lynn Davis
School Journal Level 3 November 2011
Organisation:
• How do the images support the text? Who do the hands belong to in the picture on page 36? How do the hands add to the theme that all
living things in the forest were children? (The author uses personification to make the tree come to life and the hands, which could also come
from the tree, support the idea that the tree is a living thing too)
• Select a paragraph from these pages. What are the main ideas in this paragraph and how are they related? Which idea in this paragraph is
linked to the next paragraph?
• How could altering the punctuation in this paragraph change the meaning? E.g. commas, full stops, ellipsis, exclamation marks etc. Comment on the effect.
Earthquake by Lynn Davis
School Journal Level 3 November 2011
Exploring Language:
• Page 35: Find examples of onomatopoeia. (sound words) How do they add to the story? Can you think of any other sound words the author
could have used instead?
• Page 36: What does the phrase “resplendent in the verdantly of the forest” mean? What other phrase could the author have used instead?
Additional Questions/Comments:
• How has the story help you understand the importance of following the rules and rituals of different customs and belief systems?
• How has this passage helped you learn to respect all living things?
Earthquake by Lynn Davis
School Journal Level 3 November 2011
WALT
Understand how texts are shaped for different purposes and audiences.
SUCCESS CRITERIA: To be successful I must be able ...
• To find out about one family’s experiences of an earthquake
• To identify a young girl’s actions and responses to the earthquake
• To explore the consequences of the earthquake for the community
Earthquake by Lynn Davis
School Journal Level 3 November 2011
Activating Prior Knowledge:
Earthquake by Lynn Davis
School Journal Level 3 November 2011
Comprehension:
Page 3: What did Ellie’s teacher say about keeping safe during an earthquake? What did Ellie do to try and keep safe?
Page 4: What damage had the earthquake caused to Ellie’s house? Inference and Deduction:
Page 3: Why do you think there was no power in Ellie’s house? What other damage could the earthquake have caused?
Page 4: Why do you think there were so many people buying food in the supermarket? Think about what the people were worried about
Earthquake by Lynn Davis
School Journal Level 3 November 2011
Organisation:
• How do the images support the text?
• Page 2: How does Ellie’s expression in the image contrast with the photo of her?
• Page 4: How does the page layout match the theme of the text?
• Select a paragraph from these pages. What are the main ideas in this paragraph and how are they related? Which idea in this paragraph is linked to the next paragraph?
• How could altering the punctuation in this paragraph change the meaning? E.g. commas, full stops, ellipsis, exclamation marks etc.Comment on the effect.
Earthquake by Lynn Davis
School Journal Level 3 November 2011
Organisation:
• How do the images support the text?
• Page 2: How does Ellie’s expression in the image contrast with the photo of her?
• Page 4: How does the page layout match the theme of the text?
• Select a paragraph from these pages. What are the main ideas in this paragraph and how are they related? Which idea in this paragraph is linked to the next paragraph?
• How could altering the punctuation in this paragraph change the meaning? E.g. commas, full stops, ellipsis, exclamation marks etc.Comment on the effect.
Earthquake by Lynn Davis
School Journal Level 3 November 2011
Exploring Language:
• Page 3: What does the phrase “magnitude 7.1 earthquake” mean? How do you know this was a large earthquake? Think about the damage it caused.
• Page 4: What does the verb “demolished” mean? What other verb could the author have used instead?
Additional Questions/Comments:
How would you have felt if you were Ellie?
• Do you think it is important that Ellie’s school had an earthquake drill? Why?
Earthquake by Lynn Davis
School Journal Level 3 November 2011
Comprehension:
•Page 6: What problems did the earthquake cause for Penny’s family? • Page 7: What was this story based on?
Inference and Deduction:
•Page 6: Why do you think Ellie was worried about her cat? • Page 7: How do you think Lynn and her family must have felt when there was an aftershock after the earthquake?
Coming Up
(Story / Article / Play / Article / Play)
School Journal, Part 4, Number 1, 2010
Walt:
3. Answer questions in your own words.
WALT : identify the main idea / ideas for each sub heading of the story.
Read the story carefully then list down the main idea for each part of the story.
Introduction | |
Macroinvertebrate Identification | |
Water Temperature | |
Algae | |
Water Colour and Smell | |
Stream Cover and Erosion | |
Water Clarity | |
Our Local Stream | |