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Week 4/5 T4 Poetry

LI: To find and summarise the story behind the poem

Inchcape Rock by Robert Southy

Shared poem
Unpack story
Identify language and poetry features of a ballad poem

Create a 10 word summary about each verse
Create a DLO to show your summary

Use your smart searching skills to find the story behind this picture - Phares dans la Tempete, la Jument
Wikipedia link - change language to English
Create a DLO that shows where this is and what the story is behind the image.

Present the summary to the class using screencastify
Share your DLO in small groups

Where is this and what is happening?

Use your smart searching skills to find and retell the story of Phares dans la Tempete, La Jument.

Week 2 T4

Assessment

Week

Week 3 T4

T Shaped Literacy Assessment

Week 5 T4 Current Events (International)

LI: To identify author’s purpose

Authors write for a purpose (reason). These reasons are to persuade, inform or entertain (PIE). Look at the links below to find examples to match the purpose behind the decision to print on the previous slide.

Here’s a great exemplar

Choose 5 reasons and find articles to match
Use Google Maps to plot the places in the world where these events are happening.
Add the title, link and 10 word summary to the article in each pin on the map.

Post your map on your blog with an explanation of the task and something your found interesting.

Week 1 T4 Revision

Comprehension Revision

LI: To help us understand what we are reading
LI: To practice answering questions about text we have read.

Week 1 Challenges

Share your responses with a buddy - justify through partner questioning

Comprehension requires you to read the text then answer the questions.

Answers will:

be literal and will come from the information in the story
will require you to form an opinion based on the information you have
will ask you to infer

Genre Refer to teacher DLO for LI/activities

Learning Intentions

Genre has a set of parameters/rules/conventions
When reading/writing there needs to be certain 'ingredients' for each genre
Genre clues are embedded in visual as well as written language features
Action genre conventions, themes and ideas

Mrs Andersons’ Group

Team 1	Team 2
Paul Daphne Xavier Koura Beau Mahdi Keira Deziah Hector	Fotu Deines Aliyan Mercy Emmanuel Riley Myah O’Ninesha

Representation Refer to individual teacher DLOs for LI/activities

Learning Intentions

To understand no text is neutral
To understand what bias is
To understand author’s construct characters, topics and events in a particular way
To understand these representations affect how we make sense of the text and the opinions we form about particular groups or topics

Mrs Andersons’ Group

Mrs Fisi'iahi's’ Group

Team 1	Team 2
Paul Daphne Xavier Koura Beau Mahdi Keira Deziah Hector	Fotu Deines Aliyan Mercy Emmanuel Riley Myah O’Ninesha

Group
Mia-Bella Ane Lisea Maurice Aarush Taya Azarliah Siniva Daeyna Kahu	Josh Kalel Densyn Kale Genesis David Josias Matheus Mason Bethany

Week 1 T3 Current Events (International)

LI: To identify author’s purpose

Authors write for a purpose (reason). These reasons are to persuade, inform or entertain (PIE). Look at the links below to find examples to match the purpose behind the decision to print on the previous slide.

Here’s a great exemplar

Choose 5 reasons and find articles to match
Use Google Maps to plot the places in the world where these events are happening.
Add the title, link and 10 word summary to the article in each pin on the map.

Post your map on your blog with an explanation of the task and something your found interesting.

Great Beginnings

Exploring Great Beginnings

Learning Intentions

To recognise techniques authors use to build tension
To identify the information in Acts 1-3
To respond as a reader to Act 1 - the beginning

Refer to individual teacher DLOs for LI/activities

Mrs Andersons’ Group

Mrs Fisi'iahi's’ Group

Team 1	Team 2
Paul Daphne Xavier Koura Beau Mahdi Keira Deziah Hector	Fotu Deines Aliyan Mercy Emmanuel Riley Myah O’Ninesha

Group
Mia-Bella Ane Lisea Maurice Aarush Taya Azarliah Siniva Daeyna Kahu	Josh Kalel Densyn Kale Genesis David Josias Matheus Mason Bethany

Week 2 T2 Current Events (National)

LI: To identify author’s purpose

Authors write for a purpose (reason). These reasons are to persuade, inform or entertain (PIE). Look at the links below to find examples to match the purpose behind the decision to print on the previous slide.

Here’s a great exemplar

Choose 5 reasons and find articles to match
Use Google Maps to plot the places in the world where these events are happening.
Add the title, link and 10 word summary to the article in each pin on the map.

Post your map on your blog with an explanation of the task and something your found interesting.

Week 2 T2 Current Events (International)

LI: To identify author’s purpose

Authors write for a purpose (reason). These reasons are to persuade, inform or entertain (PIE). Look at the links below to find examples to match the purpose behind the decision to print on the previous slide.

Here’s a great exemplar

Choose 5 reasons and find articles to match
Use Google Maps to plot the places in the world where these events are happening.
Add the title, link and 10 word summary to the article in each pin on the map.

Post your map on your blog with an explanation of the task and something your found interesting.

Reading Groups

Group 1	Group 2	Group 3
Mia-Bella Ane Lisea Maurice Aarush Taya Azarliah David Josh Kalel Densyn Kale Genesis	Riley Siniva Bethany Matheus Aliyan Mason Emmanuel Daeyna Mercy Deines Fala	Daphne Kahu Fotu Hector O’Ninesha Paul Mahdi Aiden Deziah Koura-Beau Keira Xavier

Wai Care?

Why Care?

Making Connections

Text – Self:

Connection between the text and something in our own life experience.

Text – Text:

Connection between the story and other texts you have read.

Text – World:

Connection between what we are reading and something that is happening in the world.

Sentence Stems

LI: To encourage reflection during reading; to provide a structure to make connections while reading.

That reminds me of…
I remember when…
I have a connection…
An experience I have had like that…
I felt like that character when…
If I were that character, I would…

Provocation - What do you think?

LI: To make an informed opinion.

We have all seen rubbish wedged in the grates of stormwater drains or seen someone drop something into the drains...

How does this make you feel?

Prior Knowledge

LI: To use what we already know to make connections to the text.

It’s only a chip packet… who’s it going to affect?

Task Link

What is pollution?
What kinds of pollution are you aware of?
Think of our local area. Where have you seen water pollution?
Who pollutes our waterways?
Why do you think they pollute our waterways?
What are the consequences of polluting our storm water drains?

Shared Reading Making Connections

LI: To use what we already know to make connections to the text.

Scaffolding Text

As we read this text you will need to think about the bullet points below so that you can take part in the discussion afterwards:

What is the main idea?
What is the author’s purpose?
What problems were Lester and Clyde were facing?

Questioning

LI: To ask questions about the texts we read to deepen our understanding

Question Matrix

Use the question matrix to help you think critically about the images on the next few slides by writing your own questions that will help you strengthen your connections to the topic.

Clarifying

LI: To simplify the information, making it easier to understand.

Stormwater is the collection of naturally occurring water such as rain which has soaked into the ground or run off roads, car parks, roofs and paved/sealed outdoor areas into stormwater drains and then drains into waterways.

LInk

Making Connections

Create a montage of images that shows how stormwater drains are being polluted

Making Connections

Create a montage of images that shows healthy stormwater drains

Venn Diagram

LI: To compare and contrast

Compare your two montages. Identify what is the same and what is different. Be ready to talk about possiboe reasons for this.

Summarising

LI: To retell information in your own words

Link

This infographic tells an important story.

As a group read the information and create a 25 word summary of the facts in your own words

Making Connections

Text to self Connection between the text and something in our own life experience.	Text to text Connection between the story and other texts you have read.	Text to world Connection between what we are reading and something that is happening in the world.

The Water Cycle Paired Challenge

Connected 2 2002

By William Rea

You will need to complete these tasks with a partner.

Make a copy of this presentation and save it as both of your names.

Find a partner and collaborate to carry out this reading challenge successfully.

LI: To identify the main ideas in the text

Main Ideas

Important Ideas	4 Very Important Ideas	3 Vital Ideas

Learning Conversation

After reading talk about these questions. Try to use information from the text to show your understanding. Remember to listen carefully because you will need to give your friend feedback.

Speedbump: Discuss any words or phrases that you found difficult and the strategies you used (or could have used) to work them out.
Why is water so valuable?
What are the three states water can be found in? Why is this special?
Explain the water cycle in your own words using a labelled diagram to illustrate your thinking.
What does moving water do?
Describe the journey of a river in your own words.
Share 3 facts you found interesting in this article and say why you felt each fact was interesting.

Feedback

LI: To evaluate (give your opinion of) your partner’s responses to the questions in the learning conversation.

Name:

Water Worries Paired Challenge

Rachael McMillan

SJL3 April 2012

You will need to complete these tasks with a partner.

Make a copy of this presentation and save it as both of your names.

Find a partner and collaborate to carry out this reading challenge successfully.

Inferring

LI: To identify the hidden meaning behind the words

Text	What I Infer/What I think this means
If this is the “bad news”, what’s the “good news”
What does the author mean when she says our problems have “only just started”?
Does every drop really count? Does the author mean this literally? Why do you think that?

Learning Conversation

After reading talk about these questions. Try to use information from the text to show your understanding. Remember to listen carefully because you will need to give your friend feedback.

Speedbump: Discuss any words or phrases that you found difficult and the strategies you used (or could have used) to work them out.
What measures have been at home, at school and in our local area to reduce water pollution and to conserve water?
What connections have you made between this text and other texts you have read?
What is the main idea/big message in this text?
How much difference can individuals make to water conservation?
List the ways you can conserve water at home.
Share 3 facts you found interesting in this article and say why you felt each fact was interesting.

Feedback

LI: To evaluate (give your opinion of) your partner’s responses to the questions in the learning conversation.

Name:

Inferring

LI: To inferences about the two differing perspectives in this article

Dannevirke: Town pays the price of dumping

Save the drain for rain

Christchurch police told to remove 343 litres of alcohol tipped down drain

Task Link

The Christchurch City Council Water Supply, Wastewater and Stormwater Bylaw 2014 states no-one may allow anything "that causes or is likely to cause a nuisance" to enter the stormwater system, either directly or indirectly, unless authorised by the council.

Choose one of the articles on this slide and look at the content from both perspectives (sides).

You may need to infer (use the clues in the text to think about what the writer has not written) when thinking about the other point of view

Seeing it from both sides

Perspective A __________

Perspective B __________

LI: To consider both perspectives

Forming an Opinion

LI: To make an informed opinion (say what you think and give your reasons why)

Link 1 / Link 2 / Link 3

Did we always care about our waterways?
Watch the YouTube clip and read the links on this slide to form an opinion. You will need to use the information on this slide to inform your thinking.

Create a DLO that shows your group’s opinions.
Remember you will need to use examples from the texts or this clip to support your reasons.

Self Selected Text

LI: To use your smart searching skills to source your own facts to support your thinking

Choose your own information source

Sketchnote Link

Create a sketchnote to reflect your connections and understanding of the main and interesting ideas in the text of your choice.

Synthesising

Water Pollution	Idea #1	Idea #2	Idea #3	Synthesis statement
Lester and Clyde (Scaffold Text)				Synthesis of the 3 key ideas developed in Text#1
Water Cycle (Complimentary Text)
Sewage in 1860 (Challenge Text)
Text #4 (Self Selected)
Synthesis statement	Synthesis of how idea #1 is developed across 4 texts

however	differs from
whereas	in spite of
in other respects	on the other hand
on the contrary	nevertheless
elsewhere	rather
on the other hand	instead
in that respect	also
but	alternatively
and	as well
neither	while
even though	although

Useful Conjunctions

LI: To use conjunctions to join ideas together

Week 7-8 T1 Camp

LI: To set ourselves up for success at camp

Click on the image to access the activities

Provocation:

Did the treaty solve the problems of the time?

Week 2-4 T1 Shared Reading Texts

Provocation: Did the treaty solve the problems of the time?

Treaty of Waitangi clip

Te Tiriti O Waitangi

Pg2 L4 2018

Te Tiriti O Waitangi

SJL3-August

Treaty of Waitangi... Before and After

Week 2-4 T1 Shared Reading

Provocation: Did the treaty solve the problems of the time?

Text Link

Revisit language of questioning

Use the texts on the table and your prior knowledge to draw a timeline of events (on paper) leading up to the creation and signing of the Treaty of Waitangi

Explore new vocabulary introduced during shared reading and identify questions not answered during shared reading

Learning conversation in groups to consolidate understanding of text - Use this DLO to help you unpack your learning further.

Literacy Weaving

Explore the mood and atmosphere of the time

Create a DLO that reflects your groups response to the provocation: Did the treaty solve the problems of the time?

Share your perspective with the class using evidence from the texts to support your thinking,

Learning Conversation

What factors make a successful partnership between two peoples?

What might Aotearoa New Zealand be like if the promises in Te Tiriti had been kept? For example, what would a more equal partnership between Māori and the Crown look like?

What might Aotearoa New Zealand be like today if we didn’t have a treaty?

Is understanding the past important? Why or why not?

We can’t change the past, so how should we respond to the difficult parts of our history?

In your group discuss these questions. Use information from the text to show your understanding. Remember your challenge is to interact with each other to try to keep the conversation going with each question.

Treaty of Waitangi

The Treaty of Waitangi was signed between Maori and the British Crown. This was to bring peace to both countries because Maori was treated unfairly, many promises were broken, then the Waitangi Tribunal was made to investigate disputes. Over time the rules were changed and to this day we can honour the Maori culture, language, history, and beliefs

Today I honour the treaty by making sure we learn about the Maori culture, language, history, and beliefs in my classroom.

Week 2-4 T1

Literacy Weaving: - exemplar

Use the blank spaces on the strip to write 2 words that summarise the big ideas in the story and represent them visually.
Use this Google Draw template to create your image
Have a learning conversation to share your words and images and explain why you chose them.

Place your printed images together to create a display that connects your group’s thinking.
Use the words in your weaving to write a summary of the main ideas in the text.

Post a photo of your display on your blog with an explanation of the task and something your found interesting.

	What? (event)	Where? (situation)	Which? (choice)	Who? (person)	Why? (reason)	How? (means)
is/are
did/do/does
could/can
will
would
might
should

Question Matrix

LI: To think critically about an image by writing my own questions that will help me find the information in these pictures

Click here to access a copy of the editable Question Matrix

LI: To build word knowledge

Vocabulary

New Word	Synonym	Antonym
reasonable	not bad, good enough, rational, makes sense	irrational, unreasonable, awful


Use the information in the text to write each word in a powerful sentence to show your understanding.

Past and Present

Ago	Ago	Now

Problems	Problems	Problems

LI: To compare changes over time

Summarising

Write down 20 important words from the text

Choose the 6 MOST important words

Use those 6 words to sum up the text in a few sentences

LI: To explain in fewer words what the text is about

What was the text about?

What interesting facts have your learnt from reading this text? Why?

What questions do you have after reading?

What is your opinion of the events?

Evaluating

LI: To read the information in the text, think about what you have read and form an opinion

Seeing it from both sides

Perspective A __________

Perspective B __________

LI: To consider both perspectives

Venn Diagram

LI: To compare and contrast

LI: To identify the main ideas in the text

Main Ideas

Important Ideas	4 Very Important Ideas	3 Vital Ideas

What?

look for more information or detail

Who?

person… character...

Where?

a place

Why?

Reason something

happened

When?

Time… date… season…

special day

Which?

make a choice

How?

look for more information or detail to prove something

Questioning

Sensory Imagery

Use this table to help you describe the experiences of the characters in this text

Olfactory What does it smell like?	Gustatory What does it taste like?	Tactile What does it feel like?	Auditory What does it sound like?	Visual What does it look like?

Kinesthetic - What does it move like?

Vocab…

Describe the mood and atmosphere of the time. Explain your answer by listing the words/phrases that help paint this picture in your mind.

Word/Phrase	Mood/Atmosphere explained
	.

however	differs from
whereas	in spite of
in other respects	on the other hand
on the contrary	nevertheless
elsewhere	rather
on the other hand	instead
in that respect	also
but	alternatively
and	as well
neither	while
even though	although

Useful Conjunctions

LI: To use conjunctions to join ideas together

Exploring Current Events

Each day, newspaper editors around the world must make decisions about which stories they will publish. Stories make it into newspapers for many different reasons.

Timeliness -- News that is happening right now, news of interest to readers right now.
Relevance -- The story happened nearby or is about a concern of local interest.
Magnitude -- The story is great in size or number; for example, a tornado that destroys a couple houses might not make the news but a story about a tornado that devastates a community would be very newsworthy.
Unexpectedness -- Something unusual, or something that occurs without warning.
Impact -- News that will affect a large number of readers.
Reference to someone famous or important -- News about a prominent person or personality.
Oddity -- A unique or unusual situation.
Conflict -- A major struggle in the news.
Reference to something negative -- Bad news often "sells" better than good news.
Continuity -- A follow-up or continuation to a story that has been in the news or is familiar.
Emotions -- Emotions (such as fear, jealousy, love, or hate) increase interest in a story.
Progress -- News of new hope, new achievement, new improvements