iPads

Reading Planning

Term 1

Lesson Name: Fishing (Week 1)

Teacher Notes:

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Whole class

Introduce topic

• How does Maori fishing tools/ technology fit into our team unit?
• Video: Instruct to watch in own time
• As you watch consider if this a traditional method or a modern

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Tangaroa

• Read legends
• Discuss each one

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Fishing tools

• “An array of Polynesian fishing equipment was adapted for conditions in New Zealand” -- What does this mean? Discuss
• Why would it need to be adapted?
• Conditions, Types of fish, types of materials

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• Lines hooks and spares: What are these things do we think?
• What kind of materials did they use? Discuss why

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Lesson Name: Waka (Week 2)

Teacher Notes:

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Whole class

• Discuss topic
• Watch vid
• Explain tasks and reading

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Waka Tapu (read with group)

• Did this happen in the past or the present time? How do you know?
• Why are they doing this, why not just take plane?
• Navigation - Discuss
• Why would it be difficult when the weather was bad?
• Why drop the sails?
• Discuss how similar it would have been? What would the differences have been?

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Polynesians (read with group)

• Discuss leaving Hawaiiki
• What happened to those who didn’t leave?
• Setting out
• What did they need to prepare

Teacher Notes:

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Whole class

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Lesson Name: Lures (Week 2/3)

Teacher Notes:

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Whole class

• Discuss topic
• Watch vid
• Explain tasks and reading

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Waka Tapu (read with group)

• Did this happen in the past or the present time? How do you know?
• Why are they doing this, why not just take plane?
• Navigation - Discuss
• Why would it be difficult when the weather was bad?
• Why drop the sails?
• Discuss how similar it would have been? What would the differences have been?

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Polynesians (read with group)

• Discuss leaving Hawaiiki
• What happened to those who didn’t leave?
• Setting out
• What did they need to prepare

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Lesson Name: (Week 4)

Teacher Notes:

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Whole class

• Discuss topic
• Explain tasks and reading
• Explain how to use Discussion Doc

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100% Pure NZ (read with group)

Section 1

• How does this text relate to last weeks?

Section 2

• What does the term “hardwood” mean do you think?
• What about narrow girth?
• How would this be limiting?
• How come New Zealand tree made waka wouldn't need the outrigger?
• What’s different about the trees

Section 3

• How much room would they have (Half metre) Look at the picture, discuss/ realise they would be side by side therefore 1metre each
• Discuss Legend

Section 4

• Discuss Kayaking

Lesson Name: (Week 4)

Teacher Notes:

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What is kayaking

• What connections can you make from last week's text?
• What kind of kayaks have you tried before?
• What does versatile mean?
• How is Kayaking versatile?
• How long does it take to learn to kayak?
• I disagree with the second sentence.
• Can you guess which part, and why?
• Why does flat water kayaking have an easier “learning curve”?

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Kiwi Families

• Why is there lots of opportunities for kayaking in NZ.
• Why would parents want to start their children young?
• How old were you when you started kayaking?
• What do you think each piece of the gear is used for?

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Lesson Name: (Week 5)

Teacher Notes:

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Fishing Story

• What connections can you make from last week's text?
• How does this connect to the overall topic this term?
• Why does he describe them as torpedos?
• How are the fish towing him?
• What does he mean got turned upside down “literally” - what does literally mean?
• Why do people care about this shark?

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Finish Jingle

• Make finishing jingle priority

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Help with DLO

• Make sure we learners have good ideas to use before they attempt to make their dlo

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Lesson Name: (Week 7)

Teacher Notes:

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As Smooth as silk

• What do you think this text is about? Title vs Picture
• Pg 22 - Why is she waiting in the sun?
• Pg 23 - How is the octopus like a giant hand?
• Pg 23 - What does it mean when it says her shadow crept towards the octopus?
• Pg 23 - How does the octopus pour itself over bumps and cracks?
• Pg 23 - Why did it seem like they were dancing together?
• Pg 24 - What is the invisible jet of water?
• Pg 24 - What are bearings? “..to get her bearings before swimming back..”
• Pg 24 - Why is finding an octopus a big deal?
• Pg 24 - What is the fisherman going to do with the spear?
• Pg 25 - Does Rachel want the octopus to be caught?
• Pg 26 - DId he spear the octopus? What was it?
• Pg 26 - Was there even an octopus there at all?
• Pg 26 - Why does Rachel runaway?

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Newspaper Article link

• Write a newspaper article (Using template) about the event/incident that happened in As Smooth as Silk
• Include everything a real newspaper article has - Headline/Photo/Language etc
• Make sure learners are aware of what is required - Share partially completed exemplar

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Spearfishing choices - Should I be a spearfisherman? link

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• Recap the use of spears in fishing - relate to As Smooth as Silk story
• Briefly go through slides to be completed on Should I be a Spearfisherman?
• Complete activity/slides using information/links provided

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Reading Article - How to Spearfish link

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• Read Article, thinking/discussion points included.
• Make connections with previous text

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Lesson Name: (Week 8)