Room 9 Writing

Teacher Notes

Term 4 2017

Week 1: Recount

1. Following Term 4 Immersion Assembly, students to recount what they have seen and experienced: What is school theme? What movies did you watch? What is Team 4 doing? What are the other teams doing? What did you enjoy?
2. Students to Think, Pair, Share their ideas and experiences with a buddy/whole class.
3. Students to plan their writing using template provided to promote sequencing of series of events.
4. Teacher to work with individual and/or small groups of students based on individual needs during the writing process, primarily to support those students who are learning to become independent writers.
5. Students to share completed recounts on individual blogs with personal drawing to support their writing.

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Walt: recount a personal experience using exciting language.

Week 2: Recount

Walt: recount a personal experience using exciting language.

1. To build upon authentic opportunities for personal recount writing, each student to experience making: (a) musical pan pipes; and (b) shakers.
2. Students to create music with these instruments in a group and share together as a whole class.
3. Students then tasked with recounting the learning and activities they experienced during these separate activities as preparation for year-end testing in Weeks 3 and 4.
4. Students to Think, Pair, Share their ideas and experiences with a buddy/whole class.
5. On both occasions, students to be given 40 minutes to plan and write their recounts individually (using Hamburger template provided to promote sequencing of series of events).
6. Teacher to support individual students from Mata-Au reading group based on individual needs during the writing process.
7. Students to share completed recounts on individual blogs.

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Week 3: Recount

Walt: recount a personal experience using exciting language.

Literacy during Week 3 will be impacted by cluster-wide testing, athletics practice and Kiwisport. Team 4’s e-asTTle writing assessment will take place on Tuesday. If it rains on Monday (cancelling team athletic practice), students will be given a further opportunity to write a recount following an experience making popsicle stick harmonicas. The activity making shakers will move into Week 4.

1. Students to create music with their instruments in a group and share together as a whole class.
2. Students then tasked with recounting the learning and activities they experienced during these separate activities as preparation for year-end testing in Weeks 3 and 4.
3. Students to Think, Pair, Share their ideas and experiences with a buddy/whole class.
4. Students to be given 40 minutes to plan and write their recounts individually (using Hamburger template provided to promote sequencing of series of events).
5. Teacher to support individual students from Mata-Au reading group based on individual needs during the writing process. Students to share completed recounts on individual blogs.

Note: Harmonicas to be made on Wednesday morning due change in testing schedule. Writing following activity to explore descriptive language through an acrostic poem. Brainstorm as a whole class. Add words to word bank. Students to create poems individually with support as required. Mata-Au reading group to work with teacher.

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Weeks 4 and 5: Film Festival

Walt: recount a personal experience using exciting language.

Writing in Week 4 will be impacted by cluster-wide testing, Film Festival and Athletics Day.

• To build upon authentic opportunities for personal recount writing, students to write a recount after attending the 10th Manaiakalani Film Festival on Wednesday.
• Students to Think, Pair, Share their ideas and experiences with a buddy/whole class.
• Students to plan and write their recounts individually (using Hamburger template provided to promote sequencing of series of events).
• Teacher to support individual students from Mata-Au reading group based on individual needs during the writing process.
• Students to share completed recounts on individual blogs.

Early finishers to choose one or two movies about which to write a quality blog comment, supporting both the literacy and Cybersmart curriculum. NB: Cybersmart learning explored with Maths learners.

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Week 6: Story Starter ...

Walt: write an imaginative story with a buddy.

Walt: write sentences of different lengths.

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To promote engagement and fun in writing, students to complete the story starter using story starter resources on tki: http://success-for-boys.tki.org.nz/Teaching-learning-resources/Story-Starters . These resources are supported by Teacher Notes.

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1. Students to watch role model video followed by story starter video.
2. Students to buddy up and co-construct what happens next in the story to resolution.
3. Following discussion of ideas, focus points:
1. key competencies of managing self and relating to others to enable harmonious working relationships.
2. Success criteria - what is our focus during writing?
3. Types of sentences and joining words: how can we make sentences different lengths? What can we remember? Simple, compound and complex.

Completed writing to be shared by both buddies on individual blogs.

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Week 7: Kiwi Kapers Recount

Walt: write sentences of different lengths.

Walt: use exciting language to share our ideas.

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• Year 5 trip to see Kiwi Kapers, a concert by the Auckland Philharmonia Orchestra especially for school-aged children, including performances by acrobats.
• Following this event, students to write an imaginative recount - choosing to be a musician, acrobat or the conductor and write about the concert from this different perspective.
• Students to Think, Pair, Share their ideas and experiences with a buddy/whole class. Writing template and word bank to support vocabulary provided.
• Teacher to support individual students from Mata-Au reading group based on individual needs during the writing process.
• Students to share completed recounts on individual blogs.

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Week 9: Summer Learning Journey Blogging

Walt: follow instructions to write a blog post.

Walt: use power words to share our ideas.

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• As this is the final week of the school year, Chromebooks will only be available for use on Monday and Tuesday. Students are able to choose which outstanding work they would like to complete (if any), or practise blogging independently to encourage students to participate in and support transition into the Summer Learning Journey.
• Students to create a blog post to share using “past papers” of Summer Learning Journey 2016.
• Teacher to support individual students based on individual needs during the research/writing process, especially those from the Mata-Au reading group.
• Students to share completed writing tasks on individual blogs with appropriate title and labels.

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