Maungarei
Term 2
Week 9
Text: Newton and the Apple
Text Introduction: This text is a letter from William James to Henry Muddiman in the year 1697 in England.�Visual Literacy: What information can you get from the 3 pictures in this text? What are the two types of images in this text?��Prior Knowledge: Understanding that the ‘London Gazette’ is a newspaper; knowing the story of Isaac Newton and the apples. ��Vocabulary: research, newspaper report, fetch, attention, theory of gravity, reply, plucked, interrupting, wonder vs. wander, assisted, yours sincerely. heel
Focus Points:�1. The structure of a letter.�2. Why is William James writing to Henry Muddiman?�3. What connection does William James have to Isaac Newton?�4. Now vs. know vs. no�5. What is the theory of gravity?�6. Why did William James have no reply from Isaac Newton when he called to him?�7. Why did William James climb the tree?�8. Why was Isaac Newton laughing when he helped William James up?�9. What questions did William James ask Newton? �10. Where do you think the cook got the ingredients for the apple pie?�11. What is Isaac Newton famous for?�
Week 8
Text: The Game (Louise Wallace)
Vocab: savannah, quiet (vs. quite/quit), dry-weather insects, chorus, wicket, crease, opponents, surround, churning, steady, released. �Adverbs: �Adjectives: louder, quieter,
Focus Points:�1. Dry-weather insects. Can you name any dry-weather insects?�2. “You and your team...Lions in a savannah. This is a metaphor.”�3. Opponents - what are opponents.�4. What does it mean to surround?�5. Why are the opponents ‘hungry’ ?�6. What does it mean by his “stomach being a stormy sea“?�7. How is the batter feeling? How do you know that?�8. What is the mood of the batter described as?
Task: Inferencing
Week 7
Text: How much wind does it take to fly a kite (Wonderopolis)
Vocab: crisp, autumn, brisk, colors (vs colours), breeze, educational, engineering, variety of factors, aerodynamic, airborne, miles, successfully, harsh, havoc, encounter, turbulence, obstacles,
Focus Points:�1. Colors vs colours - most probably a text for the US.�2. Mistake: “For example, how much wind does it takes to fly a kite?”�3. What do you think - do you think there is such thing as too much wind for flying a kite? Think about aeroplanes - can they fly if it is too windy?�4. Why does the shape, size, and weight of the kite decide how much wind is required?�5. Miles vs. kilometres
Inferencing:
Week 6
Text: Sky Rider (Angie Belcher)�Vocab: 250 kilometres an hour, blur, Desperately, cord, parachute, emergency, altimeter, bindings�Learning Intention/ objective: WALT draw upon our prior knowledge about forces, made in Weeks 1-3, to help with understanding a text/ WALT understand what makes something fly.�Launch: �Focus Points:�1. Explain what happens when the sky surfer lets out the parachute? Why does he jerk upwards?�2. Why is it important to have an emergency parachute?�3. Why does he re-check his gear?�4. Discuss what you think is meant by “Throttle off” (page 9)�5. Why do you think he pulls the surfboard-release cable? Why doesn’t he want to leave this on?�Vocab/ Comp Task: �Create Task: Complete one of the Samoan Language Week Word Finds. Create your own word find for new vocabulary which you have learned from this text. Create the word find on google drawing and then share it on your blog for others to try out!�Whole class challege:�Create a glider that will support a lego man. In your group of three, you will get some paper/ card, pipe cleaners and tape. You can use maths counters if needed.�1. Plan your aircraft on google drawing. Share this on your blog.�2. Take photos/ videos of you as you create and experiment. �3. Problem solve - why doesn’t it or does it fly?�4. Try again. �5. Record yourself explaining what is happening. Share this on your blog.�Fast Finishers:�- Sunshine Classics
Week 5
Text: Turbulence by Paul Mason (SJ L3 Nov 2016)
Vocab: attachment, unaccompanied minor, creases, flight attendants, willing, prospector (explorer), �Movement: airline, flight, airport, plane, jolt, steadied, hit, judder, lurch sideways, turbulence, bounced, �Learning Intention/ objective: WALT explore unfamiliar ideas with concrete examples and using prior knowledge; WALT understand what makes something fly. Do the same forces apply?�Focus Points:�What do you think the photo that Cooper’s Dad sent was of? �Where does Cooper’s Dad live?�Discuss what an ‘unaccompanied minor’ is?�Why are the creases on Dad’s face called ‘laugh lines’ ?�Do you think his Dad would still have the laugh lines?�Does Cooper often have hot chocolate and muffins?�What was the jolt that hit the plane? Was the plane actually hit by something?�Why did Cooper not want the flight attendants to go to their seats?�Why did Cooper hug his Dad “a little stiffly” ?
Page 12-13:�What was the jolt that hit the plane?�Was the first jolt big? How do you know that? [The orange juice sloshed but didn’t spill so it can’t have been too big].�What do you think caused the jolts? �Why did the flight attendants stop serving?�Why did Cooper want the flight attendants to continue serving the tea and coffee?�Would you be concerned if you saw the plane’s wings bounce? Do you think planes are built to stay together during turbulence?�
Week 4
Text: The Winner Loses (SJ P3N1, 1996); The Four Forces of Flight; Aeromania (SJ P3N1, 1996) - POEM
Vocab:�Movement: �Descriptive: glider, balsa wood, trials, maiden flight, redesigning, rebuilding, trial flights, struts, fuselage, bi-plane, farthest, launched,
Learning Intention/ objective: WALT explore unfamiliar ideas with concrete examples and using prior knowledge; WALT understand what makes something fly. Do the same forces apply?
Focus Points:�1. Why do you think the winner is the one whose plane flies for the longest?�2. “Not that it weighed anything at all” (p43). Why didn’t it weigh anything?�3. What does Miri mean by “It wants to lift off!”? Why does she need to hold it down?�4. Why did Tony’s plane fall first before starting to fly? (p44).�5. Compare the movement of the spitfire and the Tiger Moth down the slope? (p44)�6. Even though the Spitfire flew better, why did the Tiger Moth win?�7. What is meant by the title: “The Winner Loses” ? ��Vocab/Comp task: We have explored forces that make something move: thrust, drag (friction), weight (gravity). Explain how these planes are getting thrust? Why do you think it was important that the gliders were as light as possible?��Create Task: Take part in your own plane competition to see whose plane flies the farthest.
Week 3
Text: Boy on a Bike (SJ L3 August 2015
Vocab:�Movement: gripped, tighter, swept, sturdy, drag, powered, gears, brakes, tread, grip, �Descriptive: howled, peripheral vision, compromise, discussed,
Learning Intention/ objective: WALT to use the context of the text and information provided in the text to understand unknown/ ambiguous words.
Focus Points:�1. “He gripped his handlebars tighter” - what is the purpose of this? What did this achieve? What could happen if he loosened his grip?�2. Why do you sometimes have to yell into the wind to be heard? (Does the wind carry your voice with it when it is windy??)�3. “Just keep pedalling” - How does a bike work? Why is it that you move forward when you pedal?�4. Why are Mac and his Dad cycling? �5. “...Mac and his parents worked out a compromise.” - Give an example of where you have compromised on something (with someone in your family, with a friend).�6. What do you think would make a ‘fat bike’ safer? (p4)�7. Why would thick tyres mean he could travel on a range of surfaces?�8. Discuss various uses of the apostrophe. Discuss use of speech marks. �9. Discuss use of superlatives: e.g. fast, faster, fastest.�10. Why does Mac get hungry when he is cycling? [Discuss use of energy]�11. Page 9: “What snack would you recommend Mac ate to replace 1500 burnt kilojoules?” (P9)�12. What is the purpose of gears to help with going uphill and brakes to help with going downhill?�13. Which force is having an effect as a result of the contact between the tyres and the ground?�14. Why would a person sink into a soft surface? How would thicker tyres help prevent this? (Page 10)
�Vocab task: Questions�Create Task:
Week 2
Text: The Big Dig
Vocab:�Movement pelting down, steep, : �Descriptive: Torrent, deep course, landslides, slip, detours, established, torrential, stabilised,
Learning Intention/ objective: WALT to use the context of the text and information provided in the text to understand unknown/ ambiguous words.
Focus Points:�What issues were there with traffic having to take a different route while the gorge was closed?�What causes the slips?�Why was it was too dangerous to work at the bottom of the slip?�What is the concern with unstable material high up? Would it be a concern if the unstable material was further down?�What is a Bandit?�What were the concerns with working up high?
�Vocab task: Questions�Create Task:
Week 1
Text: Sailing; Push and Pull (this text will span over the three weeks)
Vocab:�Movement: light sea breeze blowing” (p12), wind direction, sheet, flaps, feed, slipping, push, hold, insert, catching; forces, gravity, friction, push, pull, pressure, applied, weight, direction, strength, �Descriptive: rig, designed, Optimist Sailing Dinghies, sturdy, safe, unsinkable, sheet, old sea dogs, demonstrate, bail
Learning Intention/ objective: WALT to use the context of the text and information provided in the text to understand unknown/ ambiguous words.
Focus Points: Sailing:�1. Why is it a perfect day for sailing?�2. What could the word ‘rig’ mean? Use words and images to support your ideas. What does the word ‘rig’ actually mean?�3. Why do they need to learn about wind direction?�4. What could the word ‘sturdy’ mean? Use words and images to support your ideas. What does the word ‘sturdy’ actually mean?�5. What could the word ‘ unfurl’ mean? Use words and images to support your ideas. What does the word ‘unfurl’ actually mean?�6. Why does the sail “flap in the breeze’? (p14)�7. What is the purpose of the centreboard? (p16)�8. Describe how a boat moves forward? Where is the force coming from to allow the boat to move?�Focus Points: Push and Pull�1. What is ‘force’ ? Use descriptions in the text to support your ideas. Look up the word ‘ force’. Does this description match what you thought?�Vocab task: Choose 5 words to do with movement which you did not know before this week. In your own words, define these words. Write down what evidence supported your thoughts from the text.�Create Task: Draw a picture or take a photo of an object you are going to move. Add arrows and labels to show some of the forces working on this object when it is moved (weight, gravity, friction, push (or pull).