“Walliams”
Reading Planning
Term 1 2019
Text: Gangsta Granny - Description | Date: Week 1, Term 1 | Text Level: 9-10yrs | |
Purpose: | To set, and be clear about the expectations and routines for reading time. Practice and learn these now as the focus for the whole lesson. “know what the expectations and routines are for reading time.” | Curriculum Level: 3 | |
Resources needed: | Print out of online reading | ||
Introduction of text: | Start with expectations for how we come to the table
| Introduce Daivd Walliams - Why did I pick him (Favourite authors) Has anyone heard of him, Discuss some books Introduce WALT. Explain that it’s important for all of us to get it right for the future going forward | |
Discussion - prompts and questions: | Introduce Gangsta Granny
Does Ben like going to Grannys house?
Think, Peer, Share - Cabbage Soup
| Introduce wanted poster activity Discuss how we will re-write our descriptions on the “wanted poster” and draw the character using the description on Sumo Paint. How do we do it on our own? Work sitting by ourselves or in a group, but must focus on our own chromebook. Discuss work with a buddy for ideas, but not copying each other. - Why? Discuss Extra Reading Read it on your own. Try your best to understand. How do we do it on our own? Read sitting by ourselves, talk about the reading after with a buddy. Explore Reading Looking for sensible readers wanting to learn, not kids clicking their way through pictures and games | |
Text: The Pink Umbrella | Date: Week 2, Term 1 | Text Level: 9-10yrs | |
Purpose: | Looking at words that describe characters in a story. “visualise the characters in the story based on their descriptions” | Curriculum Level: 3 | |
Resources needed: | Print out of text without pictures | ||
Introduction of text: | Introduce Story This story is about a Samoan family. The family have grown up in New Zealand but the Grandmother has come to live with them directly from Samoa | Introduce WALT Pay close attention to the descriptions of Mama. We are going to try and visualise what she looks like when she reads. Anytime you come across a word or phrase that describes her, save it and we can discuss it after. | |
Discussion - prompts and questions: | Page 34 - How has the author described Mama? (Old lady, Big pink umbrella, Loud, Rude, Grumbly) - Does she fit in? How do you know that? Page 36 - What does Mama do that Sam doesn’t like? - Why do the people stare do you think? Page 37 - What does he mean “weren’t a fair trade off” - Discuss that feeling when you realise someone heard you 2nd Session Page 38 - “Mele put on a plastic smile” what do you think that means? - How the boys described? | Page 39 - Visualise what the author has written about Mama and her umbrella in Warrior mode. What do you think that looks like (discuss) Finish the story and discuss points of interest Introduce Wanted poster task State expectations and instructions Questions and answer tasks To be completed but not put onto blog. | |
Text: Not so Normal: School Journal Lv 3 Sep 2014 | Date: Week 3, Term 1 | Text Level: Year 6 | |
Purpose: | Looking at words that describe characters in a story. “visualise the characters in the story based on their descriptions” | Curriculum Level: 3 | |
Resources needed: | None | ||
Introduction of text: | Introduce story Something is odd about the character in the story. Use the authors writing and descriptions to imagine ‘normal’. | Introduce WALT Pay close attention to the descriptions of Normal. We are going to try and visualise what she looks like when she reads. Anytime you come across a word or phrase that describes her, save it and we can discuss it after. | |
Discussion - prompts and questions: | Page 28 Discuss ‘Normal’ - where does it say that Page 29 What do you think a “No arguments look means” Vocab: Meadow, Paddock Page 30 - First sentence “But then he started to glow. THe sun had gone behind the ridge, and as the sky got darker, normals skin was looking anything but” - think peer share meaning Discuss the idea of “dominant species” Why not a lion? Or a bear? What the subtle differences about him that are making TJ realise he isn’t human? | | |
Text: Testing | Date: Week 4, Term 1 | Text Level: | |
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Text: Camp | Date: Week 5, Term 1 | Text Level: | |
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Text: Camp according to the kids | Date: Week 6, Term 1 | Text Level: 6-11yrs | |
Purpose: | Make comparisons and connections to their own camp experience. “Make connections to our own experience” | Curriculum Level: 1-3 | |
Resources needed: | | ||
Introduction of text: | Discuss camp: Highlights, memories, fun. What group were you in, who was your teacher/ leader | Introduce text. Highlights and experiences written by Pt Englanders over the last few years. Introduce WALT. Explain why making connections can help you understand a text. Why these texts would be harder for non Pt Englanders to understand. | |
Discussion - prompts and questions: | Introduce years of texts - Do we have any older siblings that were in these camps (might need some discussion around ages/ years/ teachers) Choose text relative to groups ability. Read a small section of text each time then discuss. Aim to make connections with our camp we have just completed. You might need to model this first with some obvious ones (i.e. if its the 27th annual camp compare to our 29th annual camp). Look at differences; group names etc What do the group names have in common do you think? | Introduce connections activity Try encourage to make as many comparisons as possible, then add as many differences as possible as well. Discuss Advice blog Complete the front side as you desire. Can either run a cybersmart lesson with it about self-advertising or just complete it as fun. The letter should be encouraged to be completed as proper and encouraging as possible. Real promotion of the camp. Explore Reading Encourage them to read the rest of the stories. Or look on blog for more. | |
Text: Thirst - School Journal Lv 3 Aug 2015 | Date: Week 2, Term 1 | Text Level: Year 6 | |
Purpose: | Inferring from the actions or dialogue of characters. “Understand how a character is feeling based on their dialogue.” | Curriculum Level: LV 3/4 | |
Resources needed: | | ||
Introduction of text: | Introduce the text by asking the group to flick through the images and try to place ‘when’ the story is set - Clues: tablet, robotic arm, headphones = not too distant future | Introduce WALT
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Discussion - prompts and questions: | Page 20 - What are the clues that the temperature is hot? - Discuss the idea of drought season? Page 21 - “Better not let dad know you’re wasting water like that” - How is Brooke feeling? - How is Ryder feeling when he responds? (Hopefully someone picks up on the “grumbles”.) - Are they having an argument? - How does their moods change when they see the Aqua-Plex? What are the clues? Session 2 Page 22 - How is Brooke feeling when she says “I wish we lived in the city” Discuss feeling sad, jealous etc - Why is she jealous of people in the city? | “What a waste” she grumbled? What’s another way the author could have described how Brooke said that? - Why is he feeling guilty? (because hes going to steal) - Then why is he doing it? (because his family needs water too) See if anyone makes the connection to the birds, if not share it. Read Pages 24-25 Discuss the feelings and how they change on Page 25 Discuss Task Discuss Task - Relay instructions and expectations | |
Text: Egbert and the Princess: A Fairy Tale - School Journal Lv 3 Aug 2013 | Date: Week 3, Term 1 | Text Level: Year 6 | |
Purpose: | Analysing - I understand that words and phrases can have figurative as well as literal meanings Walt: understand figurative language as we read. | Curriculum Level: LV 3 | |
Resources needed: | | ||
Introduction of text: | Introduce the text - Fairy tale flipped (not the normal story) Any other examples? Shrek | Introduce WALT
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Discussion - prompts and questions: | Page 37 - How do parents talk to you when they “call you over” - I can tell that Eggbert responds a little bit confused… how do I know that? Discuss descriptor (scratches head) - Discuss the dialogue of the mum vs Eggbert Page 38 - How does the princess speak to her parents? What feelings does she have? How do you know? - What feelings do the parents have? How do you know? How does the dialogue help us understand this? “A dragon!” The princess cried. Without the story how would you expect this to be said? How does the author describe this using the story? - The next sentence explains (How fabulous) | - Does the princess seem scared? How do you know this? (excited) Second session Read paragraph by paragraph - Discuss the conversations between the dragon and the princess what are feeling during these? How do you know? | |