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WALKING TALKING TEXT

COLUMN PLANNER

for

GENERAL/SENIOR SECONDARY STUDIES

Unit Title: Whale Rider

Text Studies Witi Ihimaera, Whale Rider

Year/Class group: Stage 1 and Stage 2 ESL

Date: Semester 1 2006

WALKING TALKING TEXTSPLANNING A Unit of WORK incorporating the NTCF

Choose a book

Analyse the text for the language items (sheet)

Evaluate the book's suitability for the class, given what you now know about the language in the book. If the language is too hard or too easy, begin the process again with another book.

Decide on two or three of these language items to concentrate on for the unit. These will become language outcomes - Locate linguistic outcomes in the NTCF on page 103 in the ‘ESL Broad Outcomes’, under Linguistic structures and features

Work through the Framework for developing Assessment tasks for the Integrated Studies sheet. You need to- Brainstorm activities which are linked to the concepts/content

in the book, to do with students in the integrated curriculum areas

- Categorise the brainstormed activities into curriculum areas and culture areas

- Go to the NTCF and locate outcomes from Learning Areas for this unit of work and for the levels of students in your class

- Write down the learning outcomes for each of the activities you have identified which link to the levels of the students in your class, for the curriculum areas identified

- Write assessment tasks directly linked to the outcomes targeted and an rubric for each task

Fill in the column planner with the brainstormed activities for the curriculum areas

Write the outcomes in your program

Go ahead and plan the rest of the activities and exercises in the column planner.

LANGUAGE ANALYSISThe grammatical items are those that need to be explicitly taught at this level.

The Whale Rider

TenseSupposeIf … has Could tellYou’re supposed to put ….I’ll tell She must be

Wassavedrangshovedthreatenedshoved … sayingstarted rolling

Tense

was born

has brokenwas livingwas used tobegan to laughhad been waiting

Tense

were lookingwas livingwere quivering

Process typesAction

Mental

Verbal

relational

Sentence form

Direct speech

Negative formsI will have nothing …It didn’t bother herDon’t you worryNo film star

PersonIus

Pronouns/pronoun referenceWhich, who, that it

Reference Possessive Personal

MeI

my

we Our Koro’sOur grandmotheryour they

she his her

Prepositions/prepositional phrases

WithAt the endThe other wayOver atofinto the phonefor the callfromagainst

EllipsisShe has broken the male line of descent (in our family)

Here [you talk on the e phone], It’s your 9p.18)Female side [of the family]

Expressions of qualitysuch a childdisgustedthe male lineeldest grandsonphone callthe South Islandfemale sidetoo strongfirst great grand-childgrowly wayswere quivering with emotionsort of cross-eyedovercomepoor thingthe worsteasiera beautiful just likefilm star

WALKING TALKING TEXTS: Stage 1 and Stage 2 ESL: Whale RiderINDEPENDENT WRITING EXPLORING THE TEXT

ActivitiesEXPLOITING THE TEXT

Exercises

Expressions of quantityallwe always knewevery second dayalwaysme and the boys

Time markers/temporal wordswhenalwayswellnext minuteby then

Had just givenevery second dayall monthalways didwhenever

Possessive formsOurMyHisKoro Apirani’sHer lipsOld lady’s face

ConjunctionsButAlthoughAnd IfBecauseAs

NounsDescentDearFaultThe tearsThe hang o fit

gumbootswifefirst great grand-childthe firstthe other

Compound wordsovercomegreat grand-childheadpiece

GenreNarrative recount told in first person

Maori wordsA koreroKoroWhanaumokopuna

Tena koearohahead piecetaringa

Nanny – old lady – Nanny Flowers

© F. Murray & C Combe. Walking Talking Texts: Column Planner Secondary Template dot - 4 -



Exercises

CURRICULUM OUTCOMES(Not all curriculum areas will be appropriate as integrated tasks for each book.

Decide to use the curriculum area that has an obvious link to the concepts and subject matter of the text)THE CHOICE OF TEXT IS BASED ON THE LANGUAGE IN THE TEXT; THE COMPLEXITY OF THE LANGUAGE AND ITS APPROPRIATENESS

FOR THE PARTICULAR GROUP OF STUDENTS BASED ON PREVIOUS STUDENT ASSESSMENT.TEXTS SHOULD NOT BE CHOSEN FOR THEIR CURRICULUM ‘COVERAGE’ OR LINKS FIRST, BUT RATHER AFTER THE CHOICE HAS

BEEN MAKE ON LANGUAGE RELEVANCE.

ESL

ENGLISH

INTEGRATED CURRICULUM AREAS

Media focus – decision of directors and producers in casting characters, and choosing scenes

Reconstruct Paikea’s speech in English transcript, deconstruct and analyse.

SCIENCE Study of the life patterns and behaviours of orca whales

MATHS

HEALTH/PHYSICAL

EDUCATION

SOCIAL

EDUCATION

Study of the ecological status of orca whalesLocation – new ZealandMaori culture – study in relation to concepts in this text (set up communication link with Maori Bicultural schoolsLeadership and leadership challenges in relation to the ‘place’ of women and how this has changed over recent time; age related responsibilities

THE ARTS

TECHNOLOGY Use of WWW for research, communicating with NZ school electronicallyClose study of the powerful scenes and what makes them effective; transfer of these effects into local (Skinnyfish) production (Paikea’s speech in local language, film, edit and produce as video clip)

INDIGENOUS

LANGUAGES AND

CULTURE

Links to Indigenous knowledge about connections with spirit life links with whales; traditional indigenous knowledge from the location of the text

Research Paikea’s speech in local language




Exercises

FRAMEWORK FOR DEVELOPING ASSESSMENT TASKS FOR THE INTEGRATED STUDIES SECTION (Activities 27/28/29 and 30)1. Select an outcome/linked outcomes from the NTCF (Write in code and page numbers):

What do I want the students to learn?

EnglishL/S 5.1 Texts and Contextsdiscuss and analyse ideas and information from a range of challenging spokentexts; speak effectively to selected audiencesL/S 5.2 Language Structures and Featurescontrol and experiment with language structures and features that enable speakers to engage audiencesL/S 5.3 Strategiesuse a variety of strategies to evaluate and interpret spoken texts; apply strategiesin the delivery of own texts.

MediaMe 5.3 Arts Responses and Analysisuse relevant media terminology to identify, analyse and interpret experiences and artworks; reflect and discussdifferent points of view and interpretations.

SOSESoc 5.2Indigenous Studiesanalyse and evaluate complex culturally based social, environmental and politicalissues that are presently significant toIndigenous peoplesSoc 5.4Values, Beliefs and Cultural Diversitycritically evaluate the cultural and socialstructures, values and beliefs ofcommunities and groups that impact andinfluence behaviour, attitudes and actions.

SOSEEnv 5.2 Environmental Awareness and Careexamine the economic, political and technical responses to issues arising from current resources and land useegresearch the historical and current positions Australia has taken on major environmental issues, eg whaling,• critically analyse and research a wide range of data on a current issue to develop an informed viewpoint in order to advocate recommendations and courses of action ]• research a local urban or community

2. List the key words from each of the outcomes selected:DiscussAnalyseInterpret spoken texts

analyse and evaluate complex culturallycritically evaluate

ExamineIssuescritically analyse and research

3. List the main skills and processes that students will need in order to achieve/demonstrate the outcomes listed above, eg Evaluate – students will need to make judgements, justify their opinions, compare options, identify advantages and disadvantages

Be able to look at different points overviewElaborate on information – give examples

Analyse – look at specific aspects of cultureDescribe in ‘academic ’language

To be completed




Exercises

4. Write down the reasons why you have selected these outcomes. (

Focus on identity and the positioning of Indigenous people in the wider world- youthLink this to one/two EsseNTial Learnings In 6 Explains how the past, present and future contribute to their own identity and broaden life directions.Col 1 Listens attentively and considers the contributions and viewpoints of others when sharing own ideas and opinions.

Con 4 Identifies environmental and social issues within the local and global community and takes steps to promote change.

Why do I want them to learn this?

5. Brainstorm a range of activities you could undertake to enable your learners to work towards/practise/develop their skills and understandings of these outcomes. How will I know

when they have learned?

6. Outline an assessment task you could set which would allow learners to demonstrate their understandings/abilities of the outcomes. If possible break this assessment task into a series of smaller assessment events which together allow the bigger task to be completed. (Eg: a research task may involve developing an information retrieval chart from library/www texts, an interview, an oral presentation as well as a final report.)

Assessment Task 1 – Arts/Indigenous Studies Focus

Assessment Task 2 – English (Listening) and Indigenous Studies FocusEnglish/SOSE : Stage 1 assessment tasks communication oral taskDo: Analyse Paikea’s speech from a

- grammatical point of view (How does the English grammar carry the power of the speech/message? What is the powerful English?)

- Research answers to the following questions from a social context (what is important about being Maori? What is the significance of a female giving this speech? What is the cultural conflict?)

Talk:Targeted language

Record: Summarise the conclusions about the speech, in a retrieval chart froma) a grammatical point of viewb) a social point of view




Exercises

Assessment Task 3 Social Ed…. Investigate stories and facts about…..Do: Interview one or more people from a generation that is different to their own about how leadership has changed.

Talk:

Targeted language

Record:

Assessment Task 4Whaling Issue

7. List the main criteria you could use to assess each student’s abilities: Make sure this criteria links back to the outcomes selected (focus on the key words of the outcome) What evidence

can I use for reporting purposes?

8. Prepare a context sheet with the assessment task and rubric to give to the students.

9. Plan the integrated tasks using the DO TALK RECORD model and insert into the appropriate place in Activities 27 to30. How can I help the students learn?

Now proceed to the beginning of the column planner and fill in details for each activity or exercise pertinent to the text you are using.




Exercises

The following guide may be helpful in planning for development in the students’ independent writing. Students need at least half an hour a day to develop independent writing skills.

For students who are not yet independent writers, follow the Scaffolding Independent Writing methodology.

Follow the sequence below for each genre of writing begun by the students who are able to begin writing independently.

A. Have a meeting to brainstorm, talk about and list possible topics or aspects of the writing.

B. students begin first draft and continue writing this daily

C. teacher talks with individual students about their writing

D. Teacher leads a meeting to discuss the writing so far

E. Students begin to redraft and continue writing this each day

F. Teachers talks with individual students about their writing

G. Continue until this version is complete (final copy) or it is time to introduce a new writing task.

Teacher and students will need to spend from one half, up to two hours per day engaged with whole text activities:COMPOSING AND CONSTRUCTING

ORAL TEXTS THROUGH INTERACTION IN SHARED LEARNING EXPERIENCES LEADING TO THE CONSTRUCTION OF GROUP NEGOTIATED JOINTLY CONSTRUCTED WRITTEN TEXTS FOR STUDENTS TO USE AS A RESOURCE IN INDEPENDENT SPEAKING AND WRITING TASKS.

Learning and sharing information about reading and writing, using parts of the text.

Teacher and students read the original story/text and all the texts generated from the activities each day. Display all of these texts prominently around the room.

In examining the texts produced in the unit of work, tell the students about the conventions of reading and writing.

Use the texts as a basis for exercises to further develop students’ skills in English.

The language exercises in this column allow for practice by students in constructing and deconstructing parts of texts for themselves.

The teacher scaffolds each activity first, explaining the process to the students.

After this the students practise the activities themselves.




Exercises

Day1 1. Discover the TextTalk about the contents of the text. Discuss and record what the learners already know about the topic and theme of the novel. Take the first sentence from each chapter as the basis of the retrieval chart for student predictions . Represent this in the form of a semantic web or notes on a retrieval chart. Use information from the title, chapter headings, introduction and the summary on the back of the novel to discuss what the text might cover/be about (prediction).

Begin to read the text to/with the students.Read Chapters three & four to the students

Talk about:Characters – who is introduced in this chapter? Record

a) in a retrieval chart detailing family relationships,

b) family tree Setting - characteristicsSemantic Webs of Maori words using the glossary at the back of the book.

For students just beginning literacy in English, the teaching and learning of the English sounds and letter names needs to be organised in conjunction with the following exercises.

Once these exercises have been introduced in the order they occur in the planner, they need to be timetabled regularly into the students’ work to further develop literacy skills

Day 2 A shaping exercise2. Complete oral cloze exercisesa) teacher and student

togetherb) individual student (one to

one) with teacher.Teacher makes notes, keep in folio.

Choose key nouns, word of quality(on planning meeting, decide which words to leave out eg relationship words)

© F. Murray & C Combe. Walking Talking Texts: Column Planner Secondary Template dot

Learning Written English and Learning About Written English for Informational Use (3b)

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Exercises

Da y 23. Teacher ( as a language model and scaffolder of

learners’ English) and students

a) discuss whether the section of the text so far was as predicted what may happen subsequently in the text – further prediction based on content so far

b) exchange ideas, opinions and feelings about the content of the text

(refer to retrieval chart produced for chapters 3 & 4)

Days 2 -9

4. Continue to read the text to/with the students. Read Chapter 12 now as this is where the Film begins. Explain this to the students in relation to the structure of the book. Encourage students to read along; the text could be on OHP or data projector. Explore the text by planning together to role play aspects of the characters, the contexts, the issues, the solutions, etc

Type of role play Participants

Watch the relevant section of the DVD Whale Rider then …Read Chapters 12 to plan to take notes (retrieval chart and role play targeted sections of the video that are reflected in the text.- relationship between grandfather and granddaughter- women and leadership in Maori tradition- Koru sets up a Maori school for the boys (looking to select the

next leader)- speech by Paikea

Watch the relevant section of the DVD Whale Rider then … Read Chapters 13 to plan to take notes (retrieval chart and role play targeted sections of the video that are reflected in the text.- change in leadership, uncle takes on role as second born son,

helps Paikea learn about Maori leadership and practices as he is ignored by the father himself

- the stone(whale tooth), diving for the stone (whale tooth)- Kahu/Paikea’s relationship with the sea/dolphins


Learning English and Learning Through Spoken English for Interpersonal (2) and Aesthetic Use (5)

Learning Spoken English and Learning Through Spoken English for Interpersonal Use (2)

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Exercises

Read Chapters 15 to plan to take notes (retrieval chart and role play targeted sections of the video that are reflected in the text. NB: Chapter 15 is not in the film, in the book the whales beach themselves and people slaughter them. – working with the rangers

Watch the relevant section of the DVD Whale Rider then …Read Chapter 16 to plan to take notes (retrieval chart and role play targeted sections of the video that are reflected in the text.- the biggest whale with the sacred sign beaches itself - community tries to save it

Watch the relevant section of the DVD Whale Rider then …Read Chapter 17 to plan to take notes (retrieval chart and role play targeted sections of the video that are reflected in the text.- Paikea rides the whale and disappears.

Watch the relevant section of the DVD Whale Rider then …Read Chapters 18 and 20 to plan and take notes (retrieval chart and role play targeted sections)

- Paikea and Nanny Flowers live- Koro accepts that Paikea is the next leader

NOW WATCH DVD SO STUDENTS GET THE COMPLETE MOVIE VERSION OF THE STORY




Exercises

Days 10 5. Continue to read the novel. Discuss the development of the plot together with the students as the novel is read. (Do this in conjunction with Activity 4 and build on the retrieval chart as you go)

Make links between the written text and the real world experiences of the students. .

Talk about/discuss…….

- L1 discussion, ask a local person to discuss connections with animals, totems, responsibilities to, how people recognise that they are linked to an animal, totem i.e. signs in the environment that they respond to; link this to the Introduction of the Whale’s calling, connection to the whales in the text.

- Transcribe from L1 into English – Assessment Task for Stage 1 Australian Languages

Talk about similarities and differences - Build on the retrieval charts to compare the written version with

the DVD viewed (from Activity 4)- Make links with life in the local community and the community in

the text. Identify aspects of life that can be compared. Jointly create a wall chart.

- Identify and discuss issues raised in the text read and viewed that are may also be experienced in the community.

- Ask a local community leader to talk about the community and how things have changed in the last 30 years in relation to leadership structures/ traditions etc


Learning through Spoken and written English Interpersonal Use (1,2)

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Exercises

Day 11 A shaping exercise6. Teacher discusses the genre of the novel with the students. Deconstruct the novel so students learn how different authors use different styles for effect. Discuss how the author has structured the novel and how the different parts make up the whole.

Written text - Theme 1: narrative recount written in first person from the uncle’s viewpoint withTheme 2 – movement of the whales written in third person as a whale

Text broken into 6 sectionsPrologue4 seasonsEpilogue and a glossaryUse the first sentence retrieval chart from Activity 1 to map over the above structure.

Days 11- 13

7.

Students retell the storyline/plot so far in small groups of two or three, stating what they like/don’t like so far and why. Students may be given different sections to retell and comment on eg chapters. Make use of tape recorders to keep records for assessment .

Group students to retell chapters detailed in Activity 4 and represented on retrieval charts. Teacher films each group as they give the retell (3 minutes for each group).


Assessment Choice Learning Spoken English and Learning Through Spoken English for Informational Use (4)

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Exercises

Day 14 and then ongoing

A shaping exercise8. Teacher and students make a list of words which fit certain categories linked to the study of the novel eg words which describe the characters, words which describe feelings/emotion linked to the plot/storyline, words which carry specific meanings etc Display this list and continue to add to the lists as the unit of work develops. Develop semantic webs using these words.

Concentrate on expressions of quality and time markers (samples listed in the language analysis)Focus on expression of quality to do with focus points in the text- the sea- the storm- the whales coming up- the family relationships


A shaping exercise9. Organise this list and other words from the novel in alphabetical order to in a visual display. Group students according to literacy level, take alphabetical order to the last letter for the most literate.

For students who are beginning literacy, do Exercise 10...




Exercises


A shaping exercise10.For students who are beginning literacy, introduce the English alphabet and display along a wall. Teach the English sound and letter names and patterns (single sounds, blends, word endings, irregular letter/sound patterns etc) List words from the novel under the appropriate letter name.

A focusing ExerciseFor students who are continuing to develop literacy in English, use these words to develop a wall dictionary (words with meanings) or semantic webs.

Continue to add to this visual display as unfamiliar words are encountered in the novel. Use the lists from no. 8.

Teach the students how to use this as a resource for their personal writing. Use the growing list of words on these wall resources for the study of words including spelling, rules and irregularities in rules.For example, students, in pairs discuss and sort the words on cards into categories:

- word families- same endings/beginnings- sound patterns- letter patterns- rhyming words- plurals etc

Use the words identified in exercise 9. For students who are literate, this exercise could involve researching the origin of English words identified.

Days 15 - 21

11.Continue to read the text to/with the students. Teacher and students write a group negotiated text of the original (a written retelling). Teacher, together with the students, writes a group-negotiated personal response journal entry.


Learning Spoken and Written English and Learning about Written English for Interpersonal (2) and Informational use (4)

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Exercises

Display this.

Students may illustrate the text. Sequence the pages and display these as a wall story.

The genre of this text is: Narrative told in recount style.Read Chapter 12, 13, 14, 16, 17, 18 20 (one per day) and go through the following sequence for each chapter…

Teacher and students together use the retrieval chart previously produced for each chapter toa) supply additional information now understood, and thenb) use this as a basis of a rewrite as a group negotiated text of

the chapter to thenc) Write a group negotiated personal response to the chapter


A shaping exercise12.Create/develop a wall thesaurus. Begin with the words from the list in Exercise 10. Add to the thesaurus as new and unfamiliar words are encountered in the novel (vocabulary expansion). Teach students to use these words in their personal writing.

Focus on expressions of quality and time markers




Exercises

13 ASSESSMENT PIECE (minimum 250 words, paragraphs, use scaffolding writing process and pictures in the text to support students who have difficulty writing).Teacher organises for the students to begin writing a personal response journal.

a) Have a meeting to brainstorm, discuss and list possible responses to the novel so far

b) Students begin their first draft and continue writing this daily

c) Teacher talks with individual students about their journals so far

d) Teacher leads a class meeting to discuss the writing in the journals so far and to make suggestions which individuals may take up as they continue their writing.

e) Students review their writing so far, based on teacher input and revise as necessary

f) Students continue to write in their journals each dayg) Teacher continues to talk with individual students about

their journals on a rotational basis

Repeat d) through tog) until the response journals are complete.

Students maintain folio of all of their writing, dated.Students use the updated retrieval charts from Activity 11 to

a) rewrite one chapter of the book in their ‘own words’

b) write a personal response to this chapter

Day 23 and then ongoing each day for half and hour until the pieces of personal writing are completed RELATED TEXTS TO READ TO/WITH THE

STUDENTS EACH DAY:




Exercises

Day24 and then ongoing

A shaping exercise14. Reading comprehension activitySort scrambled text, use longer chunks of text such as paragraphs/ the contents of a page.

a) whole group with teacherb) cooperatively in groups of two or threec) individually

Keep individual sample for student folioStudents order paragraphs from pages 84 – 87.Set this activity up for ongoing practice with other sections of the text as the unit progresses.

Day 24

A shaping exercise

15. Teacher and students produce a visual representation which summarises the structure of the genre of the novel noting special effects the author uses – eg a story map or graph to depict the main events.

Revisit activity 1 and exercise 6 and in groups students plan, design and create a visual representation of the genre of the book which clearly depicts the main events.


Assessment Choice

TEACHERAND STUDENTS

GO ON A PRINT WALK AROUND THE CLASSROOM.

Read the print

Discuss the text, concepts of print, graphophonic relationships, words used, use of punctuation etc

Recall the activity in which each text was written.

Discuss what else may be written and displayed in this unit of work

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Exercises


A shaping exercise16. a) Sort scrambled sentences into a paragraph to a page of meaningful

text.b) Sort scrambled text into appropriately structured sentences:

- whole group with teacher- cooperatively in groups of two or three- individually

Keep individual work for student folio

Page 81 – women’s’ place/statusPage 88, the text about the rock to order sentences.

Pages 109, 110, 111 Use compound sentences separated at the point of the conjunctions, commas, etc.


17. A shaping exercise

Create alternative endings and beginnings for sentences and larger chunks of text.

- whole group with teacher- cooperatively in groups of two or three- individually

Keep individual work for student folio Use same pages 81, 84 – 87, 88, to focus on the beginning and endings of sentences and group negotiate new ways of saying the same thing.Eg page 81, “ she was a big chief, descended as she was from apanui, after whom nanny’s tribe was named”To“she was an important traditional person whose ancestors came from Apanui, a place after whom Nanny’s tribe was named”

Day 26 and then

18. A shaping exercise




Exercises

ongoing Complete written cloze exercises:- whole group with teacher- cooperatively in groups of two or three- individually

Keep individual work for student folio

Focus on expressions of quality and time markers.

Page 110 - 111 “The land sloped……. Filled the air with its singing”

Day 26-29

19. Explore the themes of the text through poetry/song/music. Identify and list known poems/songs/music linked to the themes of the novel.Learn/recite/sing/dance/mime as a response to the novel as appropriate.Names of identified songs/poems/music…

Known: New Go to the sound track of the Whale Rider and listen: The music from the film is made up of a mixture of traditional Maori songs, whale sounds, sea sounds and instrumental music. These sounds create a strong sense of place and enhance the message of the film.What sounds and music extracts would best represent the place where you live? Deconstruct the type of music used for each scene in story board form.

With Skinnyfish: begin to plan and compose a short piece of music that reflects the cultures and energies of the local area, using a story board form as created based on the Whale rider.


Assessment Choice

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Exercises

RELATED TEXTS TO READ TO/WITH THE STUDENTS EACH DAY

Day 30 20. Teacher, together with the students creates/writes/produces a new poem/ song/piece of music as a group, in response to the themes of the novel. Students may illustrate sequence the pages of the group text produced and display.Develop a group text explaining the local music production

- what it represents and how this effect is achieved through music

Day30 21.

Practise listening skills. Once these listening exercises have been introduced, do some of them for 10 minutes every day. Many other listening exercises can be chosen from resource books.Listening exercises should cover the areas of stress, intonation and rhythm and pronunciation of English.Following are some examples:Focusing exercises:

- Listen for specific words, phrases, sounds in spoken texts. Choose a group of words, a word, a sound that the students need to listen to and learn to pronounce. When the students hear the target sound/word they indicate in some way. (NB it is much more difficult to differentiate sounds of another language in songs).

- Read a part of any of the texts with which the students are familiar substituting incorrect words. Allow the students to correct the words and supply the appropriate ones

- Choose target sounds from the text. Play games which require the students to discriminate between the sounds

- Play alliteration games by adding onto a list words said previously that begin with the same sound pattern; play rhyming games by finding new words that sound the same; work out words where the beginning and end sounds have been reversed…….

A shaping exercise Choose a repetitive part of the text to use as a chant, while the students follow the rhythm and stress of the language using body movements, musical instruments etc.List the listening activities chosen for this unit of work…- whole group with teacher

- cooperatively in groups of two or three- individually

Keep individual work for student folio. Listen to Paikea’s speech; Do a dictagloss of the speech


Assessment Choice

Learning Spoken and Written English and Learning About Written English for Informational Use (4)

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Exercises

22. Teacher organises for the students to begin writing a poem/song.a) have a meeting to brainstorm, discuss and list

possible structures for the poem/songb) Students begin their first draft and continue

writing this dailyc) Teacher talks with individual students about

their journals so fard) Teacher leads a class meeting to discuss the writing

in the journals so far and to make suggestions which individuals may take up as they continue their writing.

e) Students review their writing so far, based on teacher input and revise a necessary

f) Students continue to write in their journals each dayg) Teacher continues to talk with individual students

about their journals on a rotational basis

Repeat d) through to g) until the response journals are complete.

Students maintain folio of all of their writing, dated.

Each student writes a text explaining the local music production.

Day 31 and then ongoing IF POSSIBLE LINK

ACTIVITY 22 TO A VIDEO/MUSIC PRODUCTION




Exercises

Day 32- 35 23. Explore the themes of the novel through visual arts

processes and products. Brainstorm ideas for processes and products—video production, mural making, 3D art forms, installations, painting, potting, constructing etc. Teacher and student together produce the art products; teacher scaffolding the processes, the English language.

Do: b) Students will research, plan and produce a video production around links with traditional knowledge and the ocean (or other natural phenomena relevant to the local area incorporating the sound track produced in Activity 19.

Talk: Research: interview questioning techniques; making statements of fact/opinion with supporting evidence.Plan: future tense; language of sequence and justification (eg before we …. We will need to…. In order to….)Produce: language of questioning, requesting (eg could you …. Will you….;Language of organising: giving and following instructions, evaluating

Record: 1. retrieval chart records of a) research into/on the topicb) plans for video productionc) production steps and things to do

5. retrieval chart of Video and audio footage collected6. Design a video/DVD cover (IT/graphic design)


Assessment ChoiceLearning Spoken English and Learning Through Spoken English for Interpersonal (2), Informational (3a) and Aesthetic Use (6)

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Exercises

Day 36

24.Teacher together with the students write a jointly constructed text explaining the art work...

Talk about:- what we made and why- what we needed- the sequence of making- how we made the product- what the product represents- who the product will be used by and for what purpose

Make notes about: How we will construct the descriptive, explanatory text (the text for the written information on the cover of the video/DVD cover).

Construct the whole text: a) A description of the filmb) an explanation of how it was made, and why certain aspects were done they way they werec) a statement about film’s potential use and purpose (audience), d) credits/acknowledgements/thanks section

25. Teacher organises for the

Day 37 and


TEACHERAND STUDENTS


Read the printDiscuss the text, concepts of print, graphophonic relationships, words, used, use of punctuation etc

Recall the activity in which each text was written.Discuss what else may be written and displayed in this unit of work

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Exercises

students to begin writing (Follow sequence outlined in Activities 13 and 22)

Students write own description or explanation. Each student’s own writing can be used on the DVD/Video cover for distribution to their own families.


then ongoing

Day 38

26. A focusing exercisePractise English pronunciation. Use any of the texts from this unit of work to concentrate on particular aspects of English pronunciation. Include sounds, words, phrases, whole sentences incorporating intonation and rhythm. Use tape and keep cassette in student folio.

7. whole group with teacher8. cooperatively in groups of two or three9. individually

Keep individual work for student folioUse information from the students’ oral assessments or the schools’ “Teaching phonological Awareness and graphophonics” Scope and sequence chart to identify sounds to teach. Focus on intonation and rhythm to support the delivery of powerful spoken language i.e. to convey an opinion, state facts, to ask rhetorical questions etc.

Day 38-41 27A. INTEGRATED STUDIES: Area of Investigation

Explore other curriculum outcomes which broaden students’ knowledge on the themes of the novel.


Assessment ChoiceLearning Through Spoken and Written English for Informational Use (3a, 3b)

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Exercises

Identify the Learning area: Science/Maths/Social Education and/or Health/Physical Education.

English/SOSE : Stage 1 assessment tasks communication oral taskDo: Students will analyse Paikea’s speech from a grammatical point of view (How does the English grammar carry the power of the speech/message? What is the powerful English?). Students will then research answers to the following questions from a social context:- what is important, from Paikea’s point of view, about being Maori? - What is the significance of a female giving this speech? - What cultural conflict may Paikea experience in the giving/delivery of this speech?

Talk:Targeted language: Knowledge of English language grammatical items, as they apply to Paikea’s speech, using some metalanguage to describe these and to talk about the power of the words used.

Record: Summarise the conclusions about the speech, in a retrieval chart from

a) a grammatical point of viewb) a social point of view

Day 42

27B. INTEGRATED STUDIES: Group Negotiated Text

Teacher and students write a group-negotiated/jointly constructed text that reflects the Learning Area activities. This could be functional, expository, procedural, report, explanatory etc. Students illustrate the text, sequence the completed parts and display.Type of text (genre):

A critique (critical analysis in short essay form) of Paikea’s speech in its social/cultural context.

Title of text: The significance of Paikea’s speech in “The Whale-Rider” in relation to


Assessment Choice

Learning Written English and Learning About Written English for Interpersonal (2) and Informational Use (4)

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Exercises

social and cultural practices of the time and place, and the role of women.

27C. INTEGRATED STUDIES: Writing TaskTeacher organises for the students to begin writing an Expository text based on the Integrated studies

Follow writing guidelines from activities 13, 22, and 25


Students write own analysis of Paikea’s speech, based on the group negotiated text.

Day 43 - 48

Day49 -54

27A. INTEGRATED STUDIES: Area of InvestigationExplore other curriculum outcomes which broaden students’ knowledge on the themes of the novel.

Identify the Learning area: Science/Maths/Social Education and/or Health/Physical Education.

Social Ed…. Investigate stories and facts about…..Do: Interview one or more people from a generation that is different to their own about how leadership and/ or the role of women has changed.

Talk: Interview technique (asking and responding to questions, seeking information through English) OR Interviewing in L1 and


Assessment Choice

Learning Through Spoken and Written English for Informational Use (3a, 3b)

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Exercises

translating and interpreting reponses through English for classroom use.

Targeted language: Language of comparison (before….. more…. Less…..greater….than…..). Language of opinion and suggestion (do you think that…..; I think… because…. How do you see this?)

Record: Use dictagloss technique to record responses from audio to written form.

Day 55

27 B. INTEGRATED STUDIES: Group Negotiated TextTeacher and students write a group-negotiated/jointly constructed text that reflects the Learning Area activities. This could be functional, expository, procedural, report, explanatory etc. Students illustrate the text, sequence the completed parts and display.Type of text (genre): Essay Genre (Short): research and information giving, opinion making.

Title of text: Perceptions of the changing role of leadership and/or the role of women in our community/culture/town.

27 C INTEGRATED STUDIES: Writing TaskTeacher organises for the students to begin writing an Expository text based on the Integrated studies

Follow writing guidelines used for activities 13, 22, and 25


Students may choose to write own text based on



Assessment Choice

Learning Written English and Learning About Written English for Interpersonal (2) and Informational Use (4)

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Exercises

the group negotiated text. Others may choose to write on this topic and link this and their previous piece of writing comment on to the place/role of women in the local community OR the nature of local leadership and how this has changed.

Day 57 31. A Shaping ExerciseExamine the differences between spoken and written language. Analyse some of the spoken English from any aspect of the previous integrated activity (taped) and compare with the written mode of the group negotiated text resulting from the activity.Use any of the audio tapes from the interviews and compare these to the final dictagloss records of the talk to focus on the grammatical and organisational features of written English compared to the ‘short cuts/ rephrasing/ repetition etc ’ used in spoken language.


32. A shaping exercise Reading comprehensionDecide about true/false statements based on the information from the curriculum areas studied in this unit.


Keep individual work for student folio.Use the following to generate statements for true/false exercises (use a mixture of literal and non-literal concepts/sources of information)

a) the Whale-rider textb) the information contained in the group-negotiated

essaysc) other resource material sourced for the topic

Day 58 and

33. A shaping exercise Reading comprehensionMake judgements about multiple-choice answers, given questions based on the




Exercises

then ongoing

original text and the curriculum areas studied in this unit.13. whole group with teacher14. cooperatively in groups of two or three15. individually

Keep individual work for student folioUse the following to generate multiple choice exercises (use a mixture of literal and non-literal concepts/sources of information)

d) the Whale-rider texte) the information contained in the group-negotiated

essaysother resource material sourced for the topic


34. A shaping exercise Reading comprehensionRecognise and correct substitutions/lies in the text


Keep individual work for student folioUse the following to generate substitutions/lies exercises (use a mixture of literal and non-literal concepts/sources of information)

f) the Whale-rider textg) the information contained in the group-negotiated

essaysother resource material sourced for the topic


TEACHERAND STUDENTS


Read the printDiscuss the text, concepts of print, graphophonic relationships, words, used, use of punctuation etc

Recall the activity in which each text was written.Discuss what else may be written and displayed in this unit of work

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Exercises

Day 59 - 62

35. Using knowledge of gained of the structure of the novel and the devices that the author has utilised, teacher and students jointly construct another (short) novel (or the structure/outline of a novel or section of the text) using ideas generated from the novel itself or any of the other areas studied.

Type of text: Mini novel (or chapter outline for one) of a story set locally that mirrors that of Paikea. NB. This is a fictional text, drawing on cultural practices; not a rewrite of a local factual story.Title: To be Negotiated by the teacher with the class

Discuss and plan in retrieval charts: 19.the characters and their identities, personalities20.the place, its characteristics

- the symbols, their significance- the message, its place and importance

21.the structure (follow the chapter/section structure of the whale rider)22.the plot (what and in what sequence)

Work on the development of this mini novel each day chapter by chapter. Once the first chapter (or outline) has been planned and group negotiated, students can begin activity 36.

36. Students begin to write a text by improvising on the original text in one of the following ways: language items, plot, setting, content.

Follow writing guidelines used for Activities 13, 22, 25, 27 – 30.

Students begin to write their own mini novel (or outline) based on the group negotiated one OR using their own ideas for plot, characters, setting etc



Learning Spoken and Written English and Learning About Written English for Interpersonal (2) and Informational Use (3b)

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Exercises



37. A shaping exerciseIdentify and use questions and statements. Students give verbal and written answers to questions based on the areas studied and any of the text produced in the unit of work.


Keep individual work for student folioUse the following to generate new questions for answers in both spoken and written form (use a mixture of literal and non-literal concepts/sources of information)

h) the Whale-rider texti) the information contained in the group-

negotiated essaysother resource material sourced for the topic




Exercises

Day 65 - 67

38. Explore the text through an oral presentation. Discuss, decide one and plan the presentation. Make group notes, use headings eg what, who, where, when, how.

Type of presentation: To be negotiated by teacher with class. Some suggestions include: a speech highlighting the role of women or leadership in the local community, a screening of the video/DVD produced with a formal introduction and question time run by students before and after the screening

Title: TBN by teacher and students as above.

Day 68

39. Write a group negotiated text to support the presentation eg a script for a play, a report to present, a statement etc for a talk.

Depending on the task negotiated, this could be notes for the speech (identify key words and memory triggers for hand cards) OR the sequence of events for the Q & A and introductory sessions before and after the screening.

40. Students write a text to support the oral presentation for example, a dialogue, a talk, a poster.

Follow writing guidelines form previous writing activities Depending on the task negotiated, students independently write notes for the speech (identify key words and memory triggers for hand cards) OR (eg) the sequence of events for the Q & A and introductory sessions before and after the screening.



Invite some students and teachers from another class and organise for the students to take them on a Print Walk around the room.

Learning Spoken English and Learning Through Spoken English for Interpersonal Use (2)

Learning Spoken and Written English and Learning About Written English for Interpersonal (2) and Informational Use (4)

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Exercises

Day 70

41.

Organise the time and venue, invitations etc and give the oral presentations. A presentation for parents and community members by year ??

“A study of the novel and film ‘the Whale Rider’ by Witi Ihimaera.”


Assessment Choice Learning Spoken English and Learning About Spoken English for Interpersonal Use (2) and Informational Use (4)

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Exercises

See page 20642. Assessment

Keep the first draft and the final copies of each piece of writing done by the students. Complete a writing analysis (See Appendices in WTT folder) on each piece of writing done for the unit of work. Allow the student to decide on her/his best piece for assessment. Note down areas of difficulty for individual students. (These then become focuses of the next teaching unit)

This could prove time consuming if it is all done at the end of the unit of work. Identify time each week to analyse students’ writing and to keep ongoing records.

42. AssessmentHow do I assess students’ Oral English language development? For each unit of work, assess oral language based on five activities from the list below. Make notes about the student’s knowledge, understandings and use of language. A group of students should be targeted for assessment in each unit of work. Engage the targeted students in talk during the activities marked ‘Assessment Choice’ in this column. Tape the students using Standard Australian English and write anecdotal notes about the student’s use of English as observed.

See Page 203.

As the following activities are done or through the revisiting of these activities:

EITHERTape the student as s/he:

3. Gives her/his ideas, opinions, and feelings about the stimulus textOR

7. She/he retells the stimulus text.

AS WELL ASMake notes and/or tape about the student’s

21. Responses to the listening, oral cloze and intonation exercises

OR26. Pronunciation of the target sounds/words/phrases for the unit

AND19. Have the whole group sing songs, recite poems or say rhymes from the unit of

work; observe and note student’s level of participation, confidence and clarity of words, socio-cultural understandings, in talking about texts produced, activities done etc.

OR

41. During the group oral presentation, observe and note student’s level of participation, confidence, clarity of words and socio-cultural understandings, indicated by using English language appropriately in this context.

This could prove time consuming if it is all done at the end of the unit of work. Identify time each week to record and transcribe students spoken language and to keep ongoing records

42. Assessment

a) Complete a reading record sheet for each student using the original stimulus text and one other unseen text of approximately the same linguistic challenge. If possible this unseen text should be linked in concepts to the topic/theme of the original text to provide semantic familiarity. (See pages 199-202 and the assessment analysis sheets in the Appendices in the WTT folder). Make note of any other text used of written in this unit of work that the student can read Note the use of successful reading strategies as well as the areas of difficulty.

This could prove time consuming if it is all done at the end of the unit of work. Identify time each week to hear students read and to keep ongoing records

b) Use the work in each student’s folio, collected from the exercises in this column to write a descriptive summative report on the student’s demonstrated language




Exercises

development during this unit.




Exercises

Teacher rubric for written outcomes for the integrated curriculum tasks1

Expected Qualities Indicators of student performanceHigh Medium Low

Content and understanding of relevant concepts: write the concepts that have been identified for the curriculum task.

Independently identifies xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

With some guidance, identifies xxxxxxxxxxxxxxxxxxxxxxxxxxand demonstrates an ability to xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

Experiences difficulty in identifying xxxxxxxxxxxxxxxxxxxxxxxxxxxxx and in demonstrating xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

Demonstrates ability to make informed generalisations linked to the subject matter

Independently xxxxxxxxxxxxxxxxxxxxxxxxxxxxx based on learned knowledge when xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

Attempts to generalise some aspects of xxxxxxxxxxxxxxxxxxxxxx based on learned knowledge when xxxxxxxxxxxxxxxxxxxxxxxxxxxxx

Needs scaffolding support to generalise xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxbased on learned knowledge whenxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

Uses ideas generated in modelled writing and planning, and makes further links and connections relevant to the topic, in a text with several different related ideas.

Is able to transfer main ideas generated in modelled writing and planning by writing a text with some related ideas.

Requires assistance in generating and transferring ideas to write short texts.

Effective organisation:

a. Process

Shows evidence of being able to use graphic organisers effectively to plan and organise ideas prior to writing.

Attempts to use graphic organisers to plan and organise ideas prior to writing but might not do so effectively.

Requires assistance to use graphic organisers to plan and organise ideas prior to writing.

Or (if graphic organisers were not used)

Or Or

Shows evidence of being able to effectively plan and organise ideas prior to writing by eg using headings or grouping information.

Attempts to plan and organise ideas although does not do so consistently.

Requires assistance in planning and organising ideas prior to writing.

b. ProductDemonstrates an ability to organise the subject matter in a manner appropriate to an information report

Attempts to achieve organisation of the subject matter appropriate to an information report.

Shows little understanding of how to achieve organisation of the subject matter appropriate to an information report.

Control of language Produces texts using the basic conventional grammatical features and appropriate punctuation.

Produces texts using some basic grammatical features and punctuation.

Provides no clear idea of how to use the basic grammatical features and punctuation.

Uses knowledge of sight words and letter–sound correspondences and a variety of strategies to spell familiar words.

Uses knowledge of sight words and letter–sound correspondences to spell familiar words.

Uses limited knowledge of sight words and letter–sound correspondences.

Student self reflection rubricStudent name Date 1 Acknowledgement: Curriculum Corporation Assessment for Learning Website.© F. Murray & C Combe. Walking Talking Texts: Column Planner Secondary Template dot - 38 -



Exercises

How well do you think you did your work?

means you think you did very well.

means you think you did quite well.

? means you think you need to do better.

Something is written in the table about your work. Choose which symbol you think matches your work the best. Draw it in the space on the right-hand side.My work How I didI wrote information about ………. and included all the details.

I planned what I was going to write using the support material in the classroom and my research on ……...

I wrote ……… and redrafted it to make sure that all the information that could be was included, was.This is how I felt about my finished work.


the grammatical items are those that need to be explicitly ...€¦ · web viewlisten for...

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