Redbands

Reading Planning

Term 2

Harry’s War by Mark Derby

Teacher Notes: SJ June 2014

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WALT: use our prior knowledge to gain a deeper understanding of a text as well as specific vocabulary

Literacy Learning Progressions

Links: Forum, NZHistory (leaving NZ), read into ‘The Western Front’, more on ‘The Western Front’, Poems, WW1 facts, resources

Michael Morpurgo book read aloud, Armistice Day,

• Learn:teacher
• Learn: Reading support
• Create & Share (includes reflecting on learning)

At home:

• At least 15 minutes of reading for enjoyment
• At least 15 minutes of reading of extended texts provided to you on the topic

Questions to ask:

1. “The army wanted wool.” (p24) Based on our prior knowledge, what does this tell us about the type of farm Harry works on?
2. Autumn - what does this tell us about the farm, the weather, time of year etc?
3. 1918 - which war are they referring to?
4. How did Harry’s luck run out?
5. Why is Harry told to keep his head down? What would it mean if someone told you to ‘keep your head down’ at school?
6. “The army treated us like sheep in a pen” (p25) - discuss what a simile is. What does this tell us about how they were forced to live? Use your experience of how sheep in pens live.
7. How can we use the illustrations to help us read this text?
8. Why do you think they “attacked sacks with bayonets”? What form of exercise do we know of which this is similar to? [boxing bag]
9. What do you think Sentry duty is? Where have we seen soldiers in a situation where they may be alone and able to think? [Buckingham palace; guarding war memorials/ flags at ANZAC day]
10. What does the sentence “I was fair miserable” mean? How can we imagine Harry is feeling?
11. What do we know about army/defence force training - do you know of anyone who has been through it?
12. [p26 - letter] Why would they check their teeth?
13. “Shipped us off” - this is a term we often use - do you think they were actually going to be going on ships or do you think they are just saying this?
14. “A penny for your thoughts” What does this mean?
15. Armistice Day - what happened on this day do you think?

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Vocabulary: dodge (link to their prior knowledge of the game dodge ball), conscientious objectors (based on reading on further, what do we think this means?), shirking, digs, rifles, hand grenades, Sentry duty, fellas, Western Front (where could this be based on what we know of the war?), larking, latrines, rioted,

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Create/Share:

Create a short letter from Harry to Ted once he knows the war is over.

How does he feel?

How do the other soldiers feel?

What does he miss most about home?

What is he not looking forward to on the trip home.

Use the text to help you write the letter.

5/4: pg 28-29

Any words don’t understand?

Discuss what is happening in page 28. What is Armistice Day?

Go to extended text called ‘Armistice Day’

Lesson Name: His Own War

Teacher Notes:

Pg: 24-25 Vocab: cowards, endurance,

1. What does the title “A Different Perspective” mean? TPS Explain this to your buddy.
2. Why did many NZers see the war as a great adventure?

Pg: 26-27 Vocab: conscription, conscientious objectors, severely, pacifism

• TPS Explain to your buddy what military conscription is.
• Why did the government start conscription? How could soldiers still not go to war?
• What is pacifism? Why did this stop Archie from entering the war?
• TPS Why were men who refused to go to war severely punished?

Pg: 28-29 Vocab: inner reserves,

• If you were to describe Archie, what features would you pick out?
• Why was he so defiant, even though he was being punished so badly?

Pg: 30-31 Vocab: court-martialled,

• TPS Why did he take his uniform off? What did this signify?

Daily Reading Focus:

Some focus questions to help with each hero focus (see red text box above for more information)

Peter the predictor (Pg 24, 25 & 26)

• Predict what will happen to Archibald. Predict why Archibald was going to go through all this pain - what drove him?
• What was Archibald going to do instead of fighting in the war?

Cleo the clarifier (Pg 26 & 27)

• What was the great influencer on Archibald’s opinion of the war?
• List all the reasons why Archibald decided not to join the NZ Army. What do you think would have been going through his mind as he was making all of these decisions.

Quinn the questioner (Pg 28 & 29)

• What was the name of the punishment? What did they do to Archibald that was illegal? Why did they do this?
• What drove him not to give up?

Sam the summariser (Pg 30 & 31)

• TPS Create a summary with your buddy: what was his final defience? Why was thing one of the hardest things of all for him to do?
• Let’s create a group summary about what a conscientious objector is.

This Week’s focus:

Explicitly teach learners the following 4 strategies (probably 1 strategy per day).

• Peter the predictor has a power which enables him to see the future
• Cleo the clarifier has a power which means she can look into the minds of others
• Quinn the questioner is a detective who can spot clues from the text to answer many questions
• Sam the summariser has a power which captures all the important bits of information and puts them in one place

Lesson Name: Boy Soldiers

Teacher Notes: School Journal Part 04 No. 03 : 2008

Pg: 2-3 Vocab: cadets, drills, British Empire, enlisted, Western Front

1. What does the title “Boy Soldiers” mean? TPS Explain this to your buddy.
2. Why did many NZers see the war as a great adventure?

Pg: 4-5 Vocab: The battle of the Somme, Battle of Messines, bunkum (nonsense), blundered, sergeant, shrapnel,

TPS Explain to your buddy what is being described in these two pages.

• What does Len have to help the Sergeant do in order to stay alive?
• TPS Do you think Len and Stan would have been expecting all of this when they enlisted?

Pg: 6-9 Vocab: Passchendale, battalion

• What do you think they mean by “gun fodder”?
• What is meant by “battle that was hopeless from the start”?
• What caused Len breathing difficulties for the rest of his life?
• TPS Do you think Len and Stan regretted going to war?

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Daily Reading Focus:

Some focus questions to help with each hero focus (see red text box above for more information)

Peter the predictor (Pg 2-3)

• Predict what will happen to Stan and Len.
• Predict what sort of things Stan and Len may be exposed to at war (hunger, death, diseases, rodents, injury, fear)

Cleo the clarifier (ALL)

• Which strategy have you just used here?
• What would be a good strategy to use while reading this paragraph?

Quinn the questioner (Pg 28 & 29)

• Do you think there should have been stronger monitoring to ensure men who were too young to go to war didn’t slip through the cracks?
• Do you think their families could have prevented their sons being sent off before they were allowed?

Sam the summariser (Pg 30 & 31)

• TPS Create a summary of the story of Len and Stan with your buddy? What was one of the hardest things of all for him to do?
• Let’s create a group summary about what a boy soldier is.

This Week’s focus:

Explicitly teach learners the following 4 strategies (probably 1 strategy per day).

• Peter the predictor has a power which enables him to see the future
• Cleo the clarifier has a power which means she can look into the minds of others
• Quinn the questioner is a detective who can spot clues from the text to answer many questions
• Sam the summariser has a power which captures all the important bits of information and puts them in one place

In the picture: Gus Sinaumea Hunter, Illustrator by Janice Marriott

Teacher Notes: SJ Part 4, Number 1, 2003; Also this week, we will be completing a number of running records

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WALT: find evidence and clues from the text to create a description.

Literacy Learning Progressions

Links: Planning & Writing Doc; Presentation;

• Learn:teacher scaffolding (of how to read a comic as well as RT strategies); reading support
• Create & Share (includes reflecting on learning)

At home:

• At least 15 minutes of reading for enjoyment
• At least 15 minutes of reading of extended texts provided to you on the topic

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Page 25 Vocabulary: illustrator, published, Michelangelo, Visual Communication course, Polytechnic, enrolled, introductory, freelance

Page 26-27 Vocabulary: dramatic, visualises, perspectives (prior knowledge of this!), imagination, approved, illustration board, gesso, acrylic paint, foreground, Computer-assisted illustration, expert

Page 28 Vocabulary: background, proportions, anatomy.

Recap Predicting and Questioning: use text

Read first 2 sentences. Can we predict ways that Gus Hunter could have developed his interest in illustrating (when he was a similar age to you)?

Page 25-27: Based on what we have read on these 3 pages, what predictions could we make as to the tips that Gus may give us? [note, tips are on page 28]

What type of work does Gus Hunter do? [does he do comic? Children’s books? Advertising? Movies?]. What other work, requires a skilled illustrator? [clothing design, architecture]]

Clarifying: Use text

Which words did we not understand in this section; what do we do if we read a sentence or paragraph which doesn’t make sense? Which strategies are we best to use to understand the section ‘Computer-assisted illustration’ (p27)? How well do we feel we understand this section? What could we do to develop our understanding more?

Summarising: Use text

We are going to each spend 6 minutes writing a summary of what this story is about [scaffold learners through this; on a padlet, write down the main ideas from the text using these main ideas, write 3 sentences explaining what happens in this story].

Have learners create their superheroes for the clarifier and the summariser. Discuss what their superpowers are going to be? [Clarifier - magnifying glass/power; summariser - ability to simplify everything: gathers all theimportant information and puts them in one place].

Create/Share:

Create superheroes for the 4 Reciprocal teaching strategies (see writing plan).

Create: character descriptions for your superheroes which you have created.

Success: learners can create characters from their imagination which will represent each of the 4 reciprocal teaching strategies and develop character descriptions using a range of descriptive language.

Integrating reading and writing over week 2 & 3: using texts to teach learners the 4 strategies of Reciprocal teaching (Palincsar & Brown, 1986) - objective is to improve discussions about texts.

Getting to know a comic artist.

Teacher Notes: Continue Running records this week; News article: Former Chief creates a graphic novel

WALT: Identifying key words and main ideas in and between texts; Understand the author’s POV and purpose

Literacy Learning Progressions

Extended texts: Biography; History of Kory the Kiwi;

Vocab: Former; Graphic Novel; literature; titular; henchmen; spur-of-the-moment endeavour; credited; foster; icon

Discussion around this vocabulary.

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Discussion around interests of some learners e.g. rugby - what do you need to do in order to feel successful?

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Why do you think Paul Martin may have started creating graphic novels?

Do you think this is a new interest or do you think it is something he has always done [expect learners to pick up on the fact that he has used his creativity in creating sporting mascots].

Do you think his ideas for drawing came from somewhere or do you think they were totally his own ideas? [expect learners to pick up on the fact that his interest in particular comics influenced his own style] - use this idea to encourage learners to develop their own personal style which may incorporate others ideas too.]

How do you think an illustrator styles his/her artwork to best fit the purpose and audience?

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Using all 3 texts, contribute to the padlet: What are some important factors which an illustrator/ comic artist would need to consider in order to succeed?

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In a group, create a poster for your classmates using ideas from the texts about Gus Hunter (last week) and Paul Martin (this week) which will help them with ways in which they can improve their illustrating skills.

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Create/Share:

Success:

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Poster

L3 Achievement Objectives:

Integrate sources of info, processes, & strategies with developing confidence to identify, form, and express ideas.

Show a developing understanding of ideas within, across,and beyond texts.

L3 Learning Intentions (WALT): Selects and uses a range of processing/comp strategies with growing understanding and confidence.

Starts to make connections by thinking about underlying ideas in & between texts.

Bok Choy by Paul Mason

Teacher Notes: Continue Running records this week; Bok Choy by Paul Mason SJ L3 May 2015 (Narrative style writing).

Teacher support material (graphic novel); National Library of NZ; Padlet

WALT: identify keywords and show a deep understanding of main ideas in and between texts; understand the author’s purpose.

Literacy Learning Progressions; ELP

Extended texts: Bok Choy by Paul Mason (School Journal Story Library 2015) (Graphic Novel); Audio (Graphic Novel); Arrowtown Chinese Settlement; Brochure; China & NZ share long-term bond; Bright fine gold (Mark Derby) - SJ L3 May 2015; Following gold by Chris Tse (poem) - SJ L3 May 2015; Lawrence - Gold Mining Town

Vocab: bowed, regular customer, flamed, scoffed, current, turquoise, busied, ancestors, ushered, insist, daft, ha’penny; offerings, marooned (p17), foul; pay attention to intentional incorrect grammar

Extended text - less text, use of onomatopoeia; use of speech marks instead of speech bubbles. Concepts: “lowered his pole to undo his sacks” (p12); “beat their carpet” (p12); “It took only a moment for the river to steal him. A stumble as he cast out...” (p13); “The cold squeezed his lungs” (personification); Canton - find Canton on a map. New Gold Mountain; “I’d like to fix you up” (p16); “Look what the cat dragged in” (p17);

Questions:

1. What do we use now, instead of a carpet beater?
2. P13: “Jacob was swiftly dragged away into the middle, where turquoise turned to deep blue.” What does this tell us about the river - what inference could we make about the river based on this description?
3. P13: “...he flipped on his back, with his feet pointing down river” - What inference can we make about Jacob from this? [Applied knowledge: That he has had training or been told about river safety - feet first to protect yourself/your head/body from rocks].
4. Ah Sum bows twice in the text, both times when he is conversing with others. Why is this do we think? [sign of respect to others?]\
5. Why does Ah Sum refer to NZ as “New Gold Mountain”? [p15]
6. Why does Jacob’s stomach twist? [end of p15] [guilt of how he treated Ah Sum earlier, anxiety]
7. [p16] “...little more than a handful of low huts clinging together in the shadow of the hill” What does this tell us about early Chinese settlement in NZ? What does this tell us about where and how the people lived? [There weren’t very many of them (only a handful in this area), they lived simply - no sun, little huts.
8. Inferring about Ah Sum when we learn more about him [p14-15]
9. P17: why did Jacob’s mother “clench[ed] her jaw” right at the end of the story?

Linking the 2 texts

1. What tense is used in the narrative-style text? [Past tense]] What tense is used in the graphic novel text? [Present tense]. Why??
2. How do we know time has passed in the grapic novel? [ellipses, illustrations]

Create/Share: As a group, create a padlet to show your understanding of the texts. Share this on your blog with an example of what you have done and learned.

Success: Contribution to padlet with responses which show understanding and deep/critical thinking/ reflection and altering of responses throughout the week.

L3 Achievement Objectives:

Social Sciences:�HPE: Identity, sensitivity, and respect: Identify ways in which people discriminate and ways to act responsibly to support themselves and other people.

English: Integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas’ ; Show a developing understanding of ideas within, across,and beyond texts; Show a developing understanding of how texts are shaped for different purposes and audiences.

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L3 Learning Intentions (WALT):

Walt: identify keywords and show a deep understanding of main ideas in and between texts.

Walt: understand the author's purpose.

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Themes:

Graphic novels

Discrimination

Early NZ

1860s gold rush

Cultural variations between NZ & China

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China and NZ share a long-term bond

Teacher Notes: Continue Running records this week; Bok Choy by Paul Mason SJ L3 May 2015 (Narrative style writing).

Teacher support material (graphic novel); National Library of NZ; Padlet

WALT: identify keywords and show a deep understanding of main ideas in and between texts; understand the author’s purpose.; WALT summarise the key ideas of a text in an interesting way.

Literacy Learning Progressions; ELP

Extended texts: Bok Choy by Paul Mason (School Journal Story Library 2015) (Graphic Novel); Audio (Graphic Novel); Arrowtown Chinese Settlement; Brochure; China & NZ share long-term bond; Bright fine gold (Mark Derby) - SJ L3 May 2015; Following gold by Chris Tse (poem) - SJ L3 May 2015; Lawrence - Gold Mining Town

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Questions: China & NZ share long-term bond

Vocab: “Ties have existed”, evident, prolific, immigrants, ethnic group, residents, embedded, foundation, authentic, constructed, imported, active, sectors, influential, business collaboration, establishment, ratified, foster, headquarters, hardship, interred, extensive array, artefacts, excavated,

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Google maps - Beijing, Shanghai, China, Dunedin, Xiamen, Suhou, Guangdong province, Hokianga coast, Shantytown, Greymouth, Reefton, Hokitika, Westport, Arrowtown

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Learners to map these places onto a google map with a brief description of what happened at each location.

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Google maps task

Create/Share: As a group, create a padlet to show your understanding of the texts. Share this on your blog with an example of what you have done and learned.

Success: Contribution to padlet with responses which show understanding and deep/critical thinking/ reflection and altering of responses throughout the week.

L3 Achievement Objectives:

Social Sciences:�HPE: Identity, sensitivity, and respect: Identify ways in which people discriminate and ways to act responsibly to support themselves and other people.

English: Integrate sources of information, processes, and strategies with developing confidence to identify, form, and express ideas’ ; Show a developing understanding of ideas within, across,and beyond texts; Show a developing understanding of how texts are shaped for different purposes and audiences.

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L3 Learning Intentions (WALT):

Walt: identify keywords and show a deep understanding of main ideas in and between texts.

Walt: understand the author's purpose.

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Themes:

Graphic novels

Discrimination

Early NZ

1860s gold rush

Cultural variations between NZ & China

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Reckless

Teacher Notes: SJ, L3, Nov 2014

Padlet, Real life story

Learner instructions:

1. Read your text carefully

2. Find the meaning of any words you do not understand and add them to this padlet.�3. On this same padlet, write a short paragraph explaining what the authors' purpose was of this text.

2. Create a 2-3 panel comic strip for part of this story. Include emotions of the character(s) through use of body language and facial expression.

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Vocab: [Target specific and unknown vocabulary on the padlet]

Reckless, moored, headland, tinny, anchor, Bronzies, Ramming, launch, unreliable, limbs, churning, dinghies, huddle, secured, greasy, clambered, pace, rhythm, coaxed, weary

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Page 42: What was he “putting...off as long as he could”? [Getting home] - make inferences of why he might not want to go home.

“The stone leaped over the swell like a Kahawai”

Have you ever had the feeling of “a wave of worry”?

“Gliding” - who can show me what ‘gliding’ looks like?

Page 43: Why has the author used the incomplete sentence “A bit reckless.” (means the same as unreliable)

What do you think the purpose of this text was? [That reports aren’t everything/ that you should be cautious swimming in NZ waters/ that you should tell others if you notice something that is going to put them at risk, even if you think you are going to look silly saying something] OR [Enjoyment - descriptive writing].

What are the key ideas of this text?:

Page 42: There is something that Kane is trying to avoid at home; Kane lives somewhere near the beach and goes fishing with family often; There are a group of people swimming in the sea; Kane knows the area is often swarming with sharks (Bronze Whalers).

Page 43: These sharks are powerful and could really hurt someone. Kane doesn’t know if he should warn the people.

Page 44: Kane forms a plan to take a dinghy out to the people to warn them.

Page 46: Kane warns the people

Page 47: Kane is proud of what he has done

Page 48: Kane receives his school report. What do you think of his Dad? Do you think he is disappointed?

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Create/Share: Create a 2-3 panel comic strip for part of this story.

Success: Can include emotions of character(s) through use of body language and facial expressions. Can portray part of the story clearly by illustrating.

L3 Achievement Objectives:

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L3 Learning Intentions (WALT):

Walt: understand the author’s purpose

Walt: Summarise key ideas of a text in an interesting way.

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Arohanui, Revenge of the Fey

Teacher Notes: Arohanui, Revenge of the Fey

Links:Teacher notes/ pdf; google drawing 1; Google Drawing 2

Google Drawing 2 - to be completed after reading the first page. Characters and Settings

Google Drawing - how to read a comic

Extended texts: Patupaiarehe; Superhuman/supernatural: Māui-tikitiki-a-Taranga. Tāwhaki, Rātā, Uenuku, Hinepūkohurangi, Hinewai.

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Generic Questions:

• Page 1: If we were comparing this to a narrative, what could we call this first page? [Orientation/Introduction] - What do we learn about in this section? [Characters, Setting
• EMOTIONAL SYMBOLISM: Page 2+: How is this character feeling based on facial expressions/ body language? How is emotion represented? [facial expressions/ body language/ different colours]
• Page 2+: Colour Symbolism: discuss use of light and dark/ good and evil; natural colours - nature]
• Page 2+: How is passage of time represented? [aging of characters]
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Follow up: Create your own review of this graphic novel. Include:

• Summary of the main characters and where it is set
• Summary of the storyline
• What you were expecting before reading - were you excited to read it or not? Why?
• What you enjoyed about it.
• What you found challenging or did not enjoy about it.
• Who you think would enjoy reading this graphic novel.

Model Movie review

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Create/Share: Create a 2-3 panel comic strip for part of this story.

Success:

L3 Achievement Objectives:

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L3 Learning Intentions (WALT):

Read a graphic novel.

Recognise and understand how texts are constructed for a range of purposes, audiences, and situations. [WALT understand the author’s purpose and respond critically as a member of the audience.

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Meariki: the quest for truth

Teacher Notes: Meariki: The Quest for truth.

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Links:Teacher notes/ pdf; google drawing 1; Google Drawing 2

Google Drawing - to be completed after reading the first page. Characters and Settings

Google Drawing - how to read a comic

Extended texts: Patupaiarehe; Superhuman/supernatural: Māui-tikitiki-a-Taranga. Tāwhaki, Rātā, Uenuku, Hinepūkohurangi, Hinewai

Vocab: bethrothed [engaged to]; beguilement; retinue;

Generic Questions:

1. Title: what predictions could we make based on this title and the title illustration?
2. Quest - what is a quest? [Use strategy of using words we already know - question - so could quest be a journey to answer questions?]
3. Who is Meariki - how do we know this? Do we think Meariki has a big part to play in this story? [Name of the title]
4. What do we think of Hineamuru’s friend? [Rude; disrespectful of Meariki]
5. What do we think of Hineamuru? [Kind, respectful of Meariki]
6. When Pēhi says “you can’t treat it like an equal” what does this tell us about him and how he sees slaves?
7. Discuss the humour in this text
8. Do we think this text was to be read before the previous text? [finishes with Katipo - a key element of the next text, however reading it this way around did not affect understading of either text].

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Characters:Hineamuru (daughter of the chief?); Meariki (Hineamuru’s slave) [note how this is the name of the story]; Mākura; Pēhi (prince of Kaitipua - link to previous text!); Tānekikiwa; Spirit mind of the Guardian; Children of Mahuika, the fire goddess; daughter of Tangaroa (taniwha); Waehape (maiden of the spring); Te Moepapa; Te Mihiau;

Settings: Village of the Kūwai, Te Wao (Cave of the Crone, Whatupao); Lair of Tānekikiwa;

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Create/Share: Create a 2-3 panel comic strip for part of this story.

Success:

L3 Achievement Objectives:

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L3 Learning Intentions (WALT):

Read a graphic novel.

Recognise and understand how texts are constructed for a range of purposes, audiences, and situations. [WALT understand the author’s purpose and respond critically as a member of the audience.

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Happy New Year by Adrienne Frater

Teacher Notes: SJ L3, Oct 2015

Links:

Text;

Vocab: mirage, keeler, launches, swath, mottled, singes, surreal, penninsula, pyrotechnic, culprits,

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Focus Questions/Discussions:

1. Find Great Barrier on a map. Look through some photos to see what Great Barrier is like.
2. P44 - Why does Cathy say “I’m still rocking”?
3. P45 - What is the importance of Cathy mentioning the big Kauri Tree and other wildlife on the island? [Emphasising the damage that would be caused in a fire]

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Phrases to discuss

• “Thin blue smudge” (p43) - what is the Mum pointing at here?
• “Hovers in the distance like a mirage” (p43) - simile. What does mirage mean?
• “Watches the shoreline take shape” (p43) - discuss the meaning of this. Link to learners lives - seeing a landmark from far away and it becoming clearer as you get closer to it.
• “Bush cloaks the island” (p43) - what is a cloak? What word could we use in place of “cloak”?
• “...parts to let them through” - personification? Can a rock actually part to let you through?
• “Crescent of gold sand” (p44) - what else do we know which is referred to as a crescent? What does this tell us about the shape of the beach? [thin, arched]
• “The bush is so dry it’s like walking on cornflakes” (p44) (simile)
• “Thirsty leaves” (p44) (Personification)
• “Should auld acquaintance be forgot…” (p46)
• “An explosion turns night into day” (p46) - is night really turning instantly into day?
• “The fire is a living thing devouring the bush” (p46) - metaphor.
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Create/Share: Finishing up blog log.

Success:

L3 Achievement Objectives:

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L3 Learning Intentions (WALT): see the effect of using descriptive language and transfer this to our writing.

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