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See a list of useful references and acknowledgements for photographs and texts used in the student worksheets.
Useful references
More help for ESOL and curriculum teachers is available on ESOL Online.
Contact your local ESOL advisor at your nearest Faculty/College of Education for help in using these resources and suggestions about other suitable publications.
Hard copies of this resource (teacher guides, student workbooks and CDs) are available from Down the Back of the Chair, phone 0800 660 662, item numbers 31563 and 31564.
Acknowledgements
Originally published in 2002–2003 for the Ministry of Education by The Correspondence School, Private Bag 39992, Wellington, New Zealand, and reprinted in 2006 for the Ministry of Education by Learning Media Limited, PO Box 3293, Wellington, New Zealand.
Written by Mary Busch and Gerry McGlinchy. Design by Jessica O’Brien. Illustrated by Katherine Allan and Trevor Plaisted.
Text and illustrations © Crown 2002, 2003. All rights reserved.
Animals
Shapes
Plants
Measurement
Weather
Conservation
This unit is based on the Choices text Teasing the Lion, published by Learning Media.
Writers: Gillian Hull (Nelson College for Girls) and Mary James (Timaru Girls' High School) at a Teacher Support Services workshop at Christchurch College of Education (CCE) in November 2003. Revised by the ESOL Advisers CCE in September 2005 to meet the performance criteria of Version 6.
Understanding is demonstrated of essential vocabulary within each text.
Range: at least ten vocabulary items – meaning, grammatical form.
Visual Art Learning Intentions:
We are learning to
We will know we can do this when we can:
Language Learning Intentions:
We are learning to:
Reflecting on Home Learning:
Ask the students to share with a buddy the definitions that they wrote for their home learning after learning task 3.
Introduce the terms "compare" and "contrast" and discuss/ explain what each means (similarities and differences).
Share the learning intentions.
Equipment & Resources Needed:
Step 1:
Introduce two artworks, one by Michel Tuffery and one by Fatu Feu’u. Explain the task is to compare and contrast symbols used by the artists and record their ideas using a Venn diagram. Model comparing and contrasting using speaking frames and record ideas on an enlarged Venn diagram.
For example: "Michel Tuffery, uses symbols such as the pili (lizard).""Fatu Feu’u, uses symbols such as masks."
Step 2:
The students work with a buddy to view and discuss both artworks and record their ideas on the Venn diagram (encourage and reinforce the use of speaking frames).
Step 3:
The teacher models the sentence forms for compare and contrast and then the students share their Venn diagrams with another group.
For example: Contrast: "Fatu Feu’u uses symbols such as birds, but Michel Tuffery uses pilis (lizards)."Compare: "Michel Tuffery uses symbols such as the four petalled flowers, and Fatu Feu’u also uses the four petalled flowers."
Step 4:
Drawing on what they have learned so far, the students fill in the "Artist Information" pages in their art journal (Word 70KB) . They include which symbols each artist uses and reflect on their learning and also show preference for which artist (Michel Tuffery or Fatu Feu’u) they prefer and the reasons why.
Sentence:I prefer… artwork because…
Extra Activity: Siapo Symbols Matching
Students who finish their reflections can complete the Siapo Symbols (Word 232KB) matching activity. The students match traditional siapo symbols and the word card (English and Samoan).
TEACHER Anne Girven, Gillian Bertram
YEAR
LEVEL
DURATION
Achievement Objective Being Assessed
Learning Outcomes
Processes
Supporting Achievement Objective
The character sketch is a component of a story. These sketches may be developed in a variety of ways but should be linked to the reading programme. It is within the close reading programme that students gain understanding of the models for writing character sketches. Use shared or guided reading for identification and use of the features of a character sketch. This unit explores ways in which students will be able to create characters. It is important that teachers develop a programme to suit the needs and abilities of their students. Teachers will need to modify some of the teaching and learning activities. Teacher modelling, student participation and involvement in the process, is essential.
Select and adapt these learning activities to best meet the needs of your students, and to fit the time available:
Learning task 1
Learning task 2
Use the framework outlined above to motivate students to write a character sketch of one of the characters from another shared story.
National Exemplar Project: Introduction to Character Writing
assessment(3) (RTF 93KB)
Assessment Resource BankStudents use evidence in a text to make inferences about a character's feelings.
Assessment Resource Bank
Learning Outcomes | Teaching and Learning | Assessment and Evaluation | Printing Version
(What do my students need to learn)
AO L4: Understand how exploration and innovation create opportunities and challenges for people, places, and environments
AO L5: Understand how people’s management of resources impacts on environmental and social sustainability.
Specific Learning Outcomes:
Purposes and audiences
Earth and beyond: Interacting systems
Investigate the water cycle and its effect on climate, landforms, and life.
Students will:
(What do I need to know and do?)
(What is the impact of my teaching and learning?)
Literacy learning Outcomes:
Social Studies Outcomes:
Within this unit there are numerous opportunities for formative assessment. The final assignment along with the essay should be used for summative assessment and reporting on. This can be assessed for botht the literacy and specific Social Studies learning outcomes.
It is important that teachers use formative assessment to inform teaching practice.
Effective formative assessment should be used to inform the learning and teaching process. Teachers should be using formative assessment to guide the next steps in a teaching and learning sequence and to assess where students’ are achieving.
https://arbs.nzcer.org.nz/arbs-and-assessment-learning
Written feedback should be provided to students for the essay tasks (both in the Population study and individual inquiry) in order for them to identify the next steps and what they have done well.
Teachers should be conducting formative assessment by asking themselves the highlighted questions (in blue throughout the unit) each time a strategy is used. Is it working? Are the students actively engaged? Are they progressing as expected? Are students acting on feedback to improve their learning? Do I need to review this strategy and use it again?
Teachers should also be regularly monitoring the students learning logs to identify specific areas of need and to gauge interest.
Students are provided with choice in the selection of :
By giving students choice they are able to choose topics and presentation formats that interest them and utilise their individual strengths. By providing students with an opportunity to present their findings to an audience they develop in confidence and it also provides a meaningful sharing of knowledge.
Self assessment is also crucial through the regular completion of learning logs and also the self assessment matrices attached to both the essays and the inquiry assignment. Self assessment allows the students to critically reflect on their own learning.
ARBs can also be used as diagnostic assessment. For example, if students are already skilled at finding information relevant to the question then less time can be devoted to developing this skill in class and more devoted to another area for development. Diagnostic testing enables teachers to make decisions relating to the specific learning needs of the class.
Provision for identifying next learning steps for students who need:
Tools or ideas which, for example might be used to evaluate:
Learning logs – These enable students to reflect on a regular basis on their own learning and understanding. Teachers are able to use these logs to identify next learning steps, reteaching points or ways in which the teaching and learning process could be modified.
Writing samples can be used to assess where the students are achieving and next learning steps. For example, an essay may show that the students are able to write in paragraphs but that they are unable to link their thoughts and ideas.
Throughout the course of this topic there may be areas which particularly interest students. For example in the ‘Pressure on Living Things” section students may display a desire to learn more about endangered species and the threats they face. This may provide an opportunity for greater learning and progress as it is driven by student interest.
It is important for students to have the opportunity to revisit strategies and ideas that they found interesting or particularly useful. This also enables students to develop a greater understanding of when and where they can use a particular strategy to assist them and in a cross curricular context.
It is important to ask the following questions as found in Using Inquiry to Plan Secondary English Programmes as they are relevant in any subject or curriculum area. They enable the teacher to reflect on the teaching and learning process and ways in which it could be improved/changed to improve student success.
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Language and literacy intention(s)
Opportunities for Key competencies development
Principles and values coherence
Big Idea – The size, shape and direction of the shadow changes during the day The teacher reviews with the class the concepts, definitions, word banks and experiences explored to date. Students will write an explanation as a result of the investigative activity My Shifting Shadow.
Resources for teacher modelling, scaffolding and student participation in understanding the structure of an explanation can be found at:
MY SHIFTING SHADOW
What you need
What You Do
Go out at 9 a.m. and with a partner stand in one spot and have your partner trace your shadow. Repeat this in a different place and trace your partner’s shadow. Measure the length of both shadows.
Repeat this on the hour until 3 p.m.
Take a digital photo of each set of outlines at the end of the day.
Each child can graph their set of shadow lengths.
Why do the shadow lengths change during the day?
What To Look For
That the student understands that it is the relationship of position of the Sun and the angle of the Sun’s rays striking the Earth that causes changes in the shadow.
The position of the Sun changes as the Earth spins.
Opportunities to explore
Could we use this information to tell the time?
What is a sundial? Assessment of learning in this unit
The assessment task for this unit will require the students to apply the scientific concepts and vocabulary used over the series of investigations.
Each student will be required to apply their knowledge to use the Before Before After After framework to sequence the photographs of shadows over the course of a day matching the shadow position and length to times during a day.
Teddy Bear Shadow Template (PDF 1MB) Teddy Bear Shadow Assessment Teacher Notes (PDF 221KB)
Students will then write an explanation that will require them to explain the movement of shadows in relation to an object over a day. It is expected they will use vocabulary and science specific vocabulary tin their explanation. To confirm their conceptual understanding of the light source’s (the sun’s movement) they will position the sun in relation to each shadow on their poster.
Assessment opportunities by the teacher using the teaching as inquiry framework
Observation of students’ conversations and working in groups
When the students have completed the outside tracing, have them draw their partner, their partner's shadow, and the location of the sun.
Model writing a caption for the shadow tracing. Have the students write a caption for their drawing.
NB Throughout the unit take digital photos of the students and shadows to use later for discussion and motivation for writing. Make into a book or a wall story "Our Book Of Shadows".
Have students discuss the information they have discovered about their shadows' lengths and other observations on shadows made by the sun at various times during the day. Teacher and students work together to complete a table for this information and then write some concluding sentences. Read and display these in the class.
Using different objects encourage students to create, trace, and manipulate shadows.
Encourage students to question:
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