Reading Term 3

Week 10: How do my eyes work 2?

WALT: To identify and discuss how texts are structured and organised

WALT: To identify main ideas and retell using keywords.

Success Criteria:

Explain the main idea of the text
Identify the keywords in each paragraph
Use the keywords to retell what the paragraph was mainly about.

Provocation

Talk: What does it meant to be colourblind? Do you know anyone who is colourblind?

Do: Make a version of the red/green spinning disc. Use a pencil to spin the disk super fast. Does the experiment work? Do you see yellow?

Focus Texts

Text A: Read the article about Colourblindness here then complete the activity here

Text B: Read the poem here about In my eyes and complete the comprehension questions below it.

Text C: Read the procedural text and identify the identifying text features here.

Sources of Information

Operation Ouch! Do try this at home - Eyes

What do colour blind people see?

How do Optical Illusions work?

Learn

How Eyes Work

Make a copy of 'How My Eyes Work 2' here and complete the below tasks.

Carry out the 'Find my blindspot' experiment and write up here.
Carry out the dominant eye experiment.
Watch the video on creating your own optical illusions.

Create

Your Choice

Choose a create option from below to share your new learning.

Eyes Create Tasks 2

Blogging

Share your learning tasks from this week on your blog.
Include the WALT and reflect on how you went with the learning tasks.
Include a question to invite your blog viewers to comment on your post.

Week 9: How do my eyes work?

WALT: To identify and discuss how texts are structured and organised

WALT: To identify main ideas and retell using keywords.

Success Criteria:

Explain the main idea of the text
Identify the keywords in each paragraph
Use the keywords to retell what the paragraph was mainly about.

Provocation

Working in groups of 3 you are going to test each other’s vision. You will work through the below process three times, swapping roles each time.

Person 1 has their vision tested
Person 2 tests someone’s vision using the flipchart
Person 3 records the results

Child to Child Vision Screening here

Focus Texts

Text A: Read the article about Eye function in Connected 3 1999 then complete the information sort activity here

Text B: Read the poem here about In my eyes and complete the comprehension questions below it.

Text C: Read the procedural text and identify the identifying text features here.

Sources of Information

Your Amazing Eyes! - National Geographic Kids

How Do Our Eyes Make Us See?

What Determines Eye Colour?

Learn

How Eyes Work

Investigate the external parts of the eye here
Sketch your partners eye taking notice of all of the details here.
Survey a class about their iris colour and compare to world eye colour statistics
Observe pupil size when exposed to light here

Create

Your Choice

Choose a create option from below to share your new learning.

Create Tasks Eyes Part 1

Blogging

Share your learning tasks from this week on your blog.
Include the WALT and reflect on how you went with the learning tasks.
Include a question to invite your blog viewers to comment on your post.

Week 7/8: Is your cat laughing at you?

WALT: Make evidence based judgements about thoughts and ideas in texts

Success Criteria:

Identify the main idea of the text
Think about what the author wanted you to know, think, feel or do
Find evidence in the text to support your thinking
Draw your own conclusions

Provocation

Complete the prereading vocabulary match up and prediction task here.

Master Humour Vocabulary Match Up and Prediction

Focus Text

Read the article about Animal Laughter.

Complete the comprehension task here

do-animals-laugh-2001021440-article_only.pdf

Think...

Do animals have a sense of humour?

Is your cat laughing at you?

Sources of Information

Do animals laugh?

Humor In Animals: The Species That Can Laugh

Is your cat laughing at you? | BBC Earth

Learn

Note Taking

Your task is to gather information to answer the question. Do animals have a sense of humour?

You need to use 3 sources of information
Take notes for each of your sources using this graphic organiser.

Create

Your Choice

Choose a create option to share your new learning.
Some options can be found here.
If you have your own idea for a create task let me know.

Blogging

Share your learning tasks from this week on your blog.
Include the WALT and reflect on how you went with the learning tasks.
Invite your blog viewers to share their opinion on animal's having a sense of humour.

Week 5/6: The True Price of Chocolate...

WALT: Make evidence based judgements about thoughts and ideas in texts

Success Criteria:

Identify the main idea of the text
Think about what the author wanted you to know, think, feel or do
Find evidence in the text to support your thinking
Draw your own conclusions

Provocation

Complete the prereading 'Put chocolate on the map' here.

Chocolate on the Map

Focus Text

Read the journal article about Fair Chocolate below.

Complete the vocabulary task here

Fair+Chocolate-SJL4+Nov+2014.pdf

Think...

Is the chocolate industry fair? Why / Why not?

Is the chocolate industry sustainable? Why/Why not?

Cocoa production in a nutshell

Bittersweet: chocolate's impact on the environment

Is 'chocapocalypse' looming? Why we need to understand what's at stake - NZ Herald

Learn

Task 1: Beans to Bar Diagram

Create a diagram to show The journey of chocolate from Beans to Bar.

Give a brief description of each stage. in your diagram.

This information here could be useful.

Task 2: Opinion Continuum

Create an opinion continuum to show the following groups opinions on the fairness of the chocolate industry

growers of cocoa
buyers of cocoa from the growers
producers of other chocolate ingredients
chocolate manufacturers
shopkeepers in NZ
Consumers of chocolate

Task 3: Six Thinking Hats

Some experts say there could be no more chocolate by 2050?

Explore this issue using the 6 thinking hats template here.

Use this chocolate unwrapped guide to help you.

Create

Choose a create option to share your new learning. The options can be found here.

Share your learning tasks from this week on your blog. Include the WALT and reflect on how you went with the learning tasks.

Include your final thoughts on the following questions:

Is the chocolate industry fair? Why / Why not?
Is the chocolate industry sustainable? Why/Why not?
What questions does it prompt for you?

Invite your readers to give their opinion on this topic in their blog comments.

Week 3/4: The World's Most Expensive Feather

WALT: Make evidence based judgements about thoughts and ideas in texts

Success Criteria:

Identify the main idea of the text
Think about what the author wanted you to know, think, feel or do
Find evidence in the text to support your thinking
Draw your own conclusions

Pre Reading

Complete the prereading 'What am I ?' task here

Provocation

Read the article about a VERY expensive feather here

Knock me down with an $8400 feather

Complete the vocabulary task here.

Focus Text

Read this poem and the explanation about the demise of the huia here.

Complete the poem analysis task here.

Think...

What was the impact of colonisation on the huia?

What can we learn from te ao Māori about how we can better protect our threatened species today?

World's most expensive feather symbolises Huia's fate - Predator Free NZ

Huia

New Zealand Wattlebirds

Learn

Task 1: Timeline

Create a timeline to share the demise of the Huia. Give a brief description of each key event. Here is a template you can choose to use.

Task 2: Perspective HotSpot

Explore the issue of the Huia’s extinction from different perspectives e.g. the huia, a rangatira, a colonist settler, the Duke of York, a fashionable European. Choose 4 different perspectives and use this template to share their perspective.

Task 3: What can we learn?

Write a paragraph to answer the following questions. Scaffold here. What lessons do you think we can learn from the story of the huia? What did this story teach us about how European immigrants treated the new land?

Create

Choose a create option to share your new learning. The options can be found here.

Share your learning tasks from this week on your blog. Include the WALT and reflect on how you went with the learning tasks.

Also include your final thoughts on the following questions:

What was the impact of colonisation on the huia?
What can we learn from te ao Māori about how we can better protect our threatened species today?
What questions does it prompt for you?

Invite your readers to give their opinion on this topic in their blog comments.

Independent Reading

Complete the digital reading log form each day to keep a record of your independent reading. Aim for a minimum of 20 minutes each day.

Term 1 Reading

Term 2 Reading

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