Embedded Files
T4W5
T4W5
T4W4
T4W4
T4W1-2
T4W1-2
T3W9
T3W9
Where No Boat Could Live
Where No Boat Could Live
WALT: To explore and describe the features of the Moriori wash-through waka.
We are summarising information about the ancient Moriori wash through waka.
What made this vessel so unique?
What was it made out of?
where did it travel to?
Make an informational presentation including pictures, subtitles and important information, based on the text.
T3W8
T3W8
Ngatu: Keeping the Tradition Alive
Ngatu: Keeping the Tradition Alive
WALT: explore how a traditional practice is kept alive and how to make Ngatu.
T3W7
T3W7
My Name is Davy Lowston
My Name is Davy Lowston
WALT: Ideas: Show some understanding of ideas within, across, and beyond texts.
Read with Miss L
identify the main events in the story in order.
Writing: Select, form, and express ideas on a range of topics.
WALT write a recount on Davy Lowstons story.
Follow up Task:
Follow up Task:
T3W4
T3W4
T3W3
T3W3
The Big Dig
The Big Dig
WALT: Show a developing understanding of how language features are used for effect within and across texts.
WALT: recognise the way the text is structured to show the steps that were taken to clear the Manawatu Gorge.
SC- we are focusing on procedural writing- List in order the steps taken to clear the Manawatu Gorge.
Identify what different jobs needed to be done?
Identify what workers were employed?
Follow up Task:
Follow up Task:
T3W2
T3W2
The Best Tropical Beach Resort.
The Best Tropical Beach Resort.
WALT: follow the steps Andy takes to set up his beach resort.
Write instructions to show how he set up the resort.
Read the text with Miss L
Examine the steps Andy has taken to set up his fancy beach resort.
How has he prepared his business for customers?
write these steps in your book using procedural/ instructional structure.
T3W1
T3W1
Up the Pipe
Up the Pipe
WALT - Show a developing understanding of how language features are used for effect within and across texts.
Instructional writing- we will make a pamphlet that will contain scientific information and instructions.
Read the text
Develop understanding of unknown words by looking for clues in the text and using a dictionary.
Read with Miss L
Read with a partner and identify the main points in the text.
Create an informational pamphlet
Share with Miss L
T2W12
T2W12
WALT: Infer and make predictions before/during reading
WALT: Infer and make predictions before/during reading
Read the text and make inferences
Sc: I can read between the lines
I can predict what the story might be about using clues or evidence from the text.
I can use the clues from the story and my prior knowledge to form an opinion of what might be happening in the text.
1. Make a copy of the slide
2. watch the video
3. Read the passages and make your inferences.
4. use clues and evidence from the text to answer the questions that follow.
5. share with Miss L.
T2W11
T2W11
Ngāti Kurī Proud
Ngāti Kurī Proud
WALT Ideas: Show some understanding of ideas within, across, and beyond texts.
-Think about personal opinions and view points.
Read the text
Develop understanding of unknown words by looking for clues in the text and using a dictionary.
Read with Miss L
Make a copy of the slide- think about the text do you agree or disagree with the statements.
Share with Miss L
Baa-mite
Baa-mite
WALT read to text and think about the characters in the play.
Read the text with your group.
Read with Miss L
work within your groups and decide who will play each character.
practice the play outside- read out your part and get into character.
present the play to room 5
Happy New Year
Happy New Year
WALT write a recount of the text Happy New Year.
Read the text
Read with Miss L
Think about the main events in the story and put them into a timeline.
Unscramble the pictures and put them into the correct sequence.
Recount what is happening in each part of the story.
Use full sentences and include detail.
Follow up task:
Follow up task:
T2W10
T2W10
T2W9
T2W9
Living the Dream
Living the Dream
WALT read for meaning and understanding.
Response to question with evidence from the text.
Develop understanding of unknown words by looking for clues in the text and using a dictionary.
read the text
Make a copy of the slideshow
Share with Miss L
Follow up task:
Follow up task:
Hine-o-te-Rangi: The Adventures of Jean Batten.
Hine-o-te-Rangi: The Adventures of Jean Batten.
WALT Show a developing understanding of text structures
1. Download and read the text- Do you understand all the words?
2. Make a copy of the doc below and answer the comprehension questions.
share with Miss L
Follow up task:
Follow up task:
T1W8
T1W8
WALT:
WALT:
Show some understanding of text structures; Ideas: Show some understanding of ideas within, across, and beyond texts.
LO:
To read the narrative and identify the main events that take place within the Tongan myth.
To answer the questions below in detail writing full sentences to explain your understanding.
Follow up task:
Listen to the narrative and answer the following comprehension questions:
Why were the people annoyed with the boys?
Why did the people want the boys to be punished?
How did Maʻafu feel about this?
Why did he have to agree?
Was the outcome a good one for the brothers? For their father? For the community? Why?
What does the story tell you about the values of the community?
What do the star constellations have to do with the brothers?
This narrative:
recounts a Tongan traditional story about the creation of important constellations
provides opportunities to make connections to support inferences
includes a number of lea faka-Tonga (Tongan) names and words
has themes of respect and atoning for bad behaviour.
T1W7
T1W7
WALT:
Show a developing understanding of how texts are shaped for different purposes and audiences.
LO:
we will think critically about abstract ideas such as changing times and cultural practices
Follow up:
share your opinion on the following questions. write full, descriptive sentences and Include main points from the book to explain your opinion.
How does this information help you to understand the time and the events?
Why do you think the government made it illegal to use rongoā?
What impact do you think that had on Māori?
T1W6
T1W6
WALT:
WALT:
We are learning to recognise where figurative language and metaphors are used in the text
LO:
LO:
We will read Ancestors and discuss the language features throughout.
We will read up to Page.43 and make a prediction
We will find identify all metaphors used in the story.
Follow up task:
Follow up task:
Read Ancestors
list all descriptive language used to make the writing interesting
Find all metaphors in the text
write 5 of your own metaphors
T1W5-Class reading
T1W5-Class reading
WALT:
WALT:
Show some understanding of text structures and to think critically about this recount 'Idea City'.
LO:
LO:
We will read the recount ' Idea City' and answer the following questions by expressing our opinion.
Answer the questions below with detailed sentences:
What has the organisation Gap Filler done to raise spirits in Christchurch?
What sorts of inventive buildings have been built in Christchurch?
What does sculptor Andrew Drummond do to add colour to the city?
What is the catch phrase - "be a bruv, share the love" about? summarise the information on Page 13
After the quakes that destroyed much of Christchurch, many people came up with ideas to help bring the city back to life. This article recounts several of these ideas, many of which were small, temporary installations designed to raise people’s spirits.
T1W2
T1W2
WALT: process information and think critically about the text.
Prior to visiting the teacher:
Prior to visiting the teacher:
Look at the title, subtitles and pictures in the text and predict what you think it might be about
share with a buddy from Ruru group
discuss what you already know about birds- do they form close relationships with other birds?
Follow up task?
Follow up task?
Find 6 interesting facts in the text then create a poster displaying this information
During the reading:
During the reading:
discuss first ' why would the goose be lonely?
the story is about a Cape Barren Goose. What questions do we have about these type of geese?
stop mid way through the story pg.23- Think, pair, share- what do you think might happen next?
did we answer all our original questions?
The following week, on the 6th of February is a very important day in the history of New Zealand.
The following week, on the 6th of February is a very important day in the history of New Zealand.
Why is it so important?
Why is it so important?
Brainstorm what you know about 6th February.
Brainstorm what you know about 6th February.
Task: All students have post it notes and write what they know and paste them on the board.
Task: All students have post it notes and write what they know and paste them on the board.
Over Arching focus
WAL about Waitangi day. How do treaties work.
SC : I can recall facts about why Waitangi is an important event in history of New Zealand.
Explain how I need to contribute to a team.
WAL to use specific vocabulary to explain about Waitangi day.
SC: I can use specific words that relate to Waitagi Day to explain it's significance.
Follow up Activities
describes the events leading up to and following 6 February 1840.
Draw a timeline of events leading to Waitangi day.
Provides reasons for and against the original signing by Māori chiefs
Make a table comparing the articles of the Treaty in English with te reo Māori versions
Independent Tasks
Make a Poster to share your awareness about Waitangi with your Whanau
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