Term 4 Week 3: Group 3 & 4 instructional reading

Term 4 Literature Circles: Novel studies

Using your individual novel you have chosen from the library, read 3 chapters each Monday. On Tuesdays, you must pick one of the following jobs to complete about your novel.

Once each group member has completed their job use the discussion template to go through and discuss your novels to the group.

Term 3: Inquiry reading WEEKS 5-9

LO: Locating and summarising ideas (e.g., by skimming or scanning, by identifying key words, topic sentences, and key questions, or by using subheadings).

LO: Evaluating and integrating ideas and information across a small range of texts.

Using the below resources, the non-fixtion texts in class and internet research, in your inquiry groups, read and summarise the main ideas thinking about the following questions:

ENDANGERED SPECIES:

• What is your chosen endangered species? This could be a bird, lizard, tree, insect, animal, sea creature etc.

• Why is your species a special Taonga to New Zealand?

•  What species group does it belong to? Can you name some other types in the same species group?

• Why is your species important?

• Where are your species main habitat? What part of New Zealand do they mostly live in?

• What adaptations does your species have? Why have they had to develop these adaptations?

• How is your species different to other species?

• What is your species life cycle?

• What is your species baby's life like?

• How do people influence your species?

• What are people doing to work together to help your species?

THREATS TO YOUR ENDANGERED SPECIES:

• What are the major threats to your endangered species?

• Which threats most affect your endangered species?

• Why should we care about your endangered species?

• Is your threat a pest?

• Is your threat native to New Zealand?

• How is your threat different to other species?

• What is your threats life cycle?

• What is your threats baby's life like?

• How do people influence your threat?

• What are people doing to work together to stop your threat killing off your endangered species?

WHAT CAN BE DONE TO PROTECT YOUR ENDANGERED SPECIES?

• What is the current situation of your species?

• How are people working together to help your species?

• What can be done to protect your species?

• What can be done to protect yourspecies habitat?

• How can this relate to kaitiakitanga?

• Tell people about how these groups of people are involved with your endangered species:

1. Department of conservation-DOC

2. Local iwi

3. Schools

4. Scientists

• Tell others what type of pest control is put into place to help revive your species

• What type of pest control do you think is the most effective and why?

• Future problem solving: what does the future look like withour your pest?

• What can YOU do to help your species and take action?

Literacy Group Rotations 

Each group will complete a different literacy rotation each day. During this time there will be 20mins allocated for 2 groups for a guided reading session with Miss Wood

Term 3 Instructional reading

Click on this link to listen to each of the birds calls from the book  

Group 3 & 4: Week 1 & 2

comprehension questions to think about whilst listening to the text

Chapter 2: A Radio in My Ear

What did the main character's father give him that changed his life?

What did the main character learn from the radio?

Why did the main character's family have to sell their food?

Chapter 3: Home-Made Dynamo

What did the main character want to do with the electricity he generated?

What did the main character use to build his windmill?

How did the main character test his windmill?

Achievement Objectives:

Students will develop their reading comprehension skills by analysing characters, setting, plot, and themes.

Students will develop their research and writing skills by conducting research on climate change and writing a persuasive speech inspired by Greta Thumberg.

Students will develop their scientific knowledge and understanding of renewable energy sources.

WALT:

Understand the concepts of renewable energy and its importance in addressing climate change.

Analyse and evaluate the main characters and plot in the novel.

Research and write a persuasive speech on the topic of climate change.

Success Criteria:

I can identify and explain the different types of renewable energy sources and their importance.

I can analyse and evaluate the main characters, plot, and themes in the novel.

I can conduct research on climate change and write a persuasive speech using relevant evidence and arguments.

INSTRUCTIONAL READING 

Group 3 & 4: Week 8 & 9

Main Text

Additional Complimentary Texts to read 

Additional scaffolding texts to read along with

Challenging text to get you thinking from different points of view

Aditional texts to read along with

Groups 3 & 4: Week 2 & 3

WALT: Evaluate and integrate ideas and information across a few texts.

Success Criteria: Can speak about a topic using information from multiple texts

What can you tell me about an Ode? What does the ode of rememberance tell us about? What does an Ode tell people about? What is a mascot and how were they used during the war? 

Have you written your own quatrain poem? What stanza have you written in ABAB, AABB , ABCB? Can you identify which stanzas are used within the poems in the multi-modal reading sites?

What is an acrostic poem? Make a brainstorm of topics that you could write your own acrostic poem about? What type of acrostic poem are your favourites?