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A midnight roam PDF

A Midnight Roam

Is That an Earthquake?

Our cultural village Myanmar Burma

Learning task

1.1 Helping students select texts correctly

  1. Seeing the big picture
    Although the wide reading standard makes no comment about the level of difficulty of the texts, this is a level two standard and is therefore based on levels six and seven of the English curriculum. It is important to check the appropriateness of texts with students as they read and complete log entries. Encourage students to bring their texts to class as this allows for easy checking and it also gives the chance to discuss texts with individuals and the class. Displaying lists of suitable texts and authors in the classroom or library can be an effective way of helping students make appropriate selections. To help students gain an understanding of the range of texts they might read over the year, you could discuss the titles from the SampleReadingLog (Word 38KB) .
  2. Trash or treasure
    A pair or small group activity. Have a collection of texts including some that don't fit the criteria. Students decide on their selection according to the criteria, eg. Are the magazine articles too short? Do the short stories come from a collection? Is there a balance of gender and more than two cultural perspectives? Does the story have a critical reputation? Is the text appropriate to level six and seven of the English curriculum? Is the text appropriate to Level six and seven of the English curriculum? They fill in a grid with their selection and get it checked.
  3. Construct a grid (Word 46KB) for the categories you are going to use. During a library visit, ask students to select appropriate texts and fill in details.

1.2 Establishing a critical reputation

 Use a computer period for students to do a guided internet search before doing two of their own. Remind students that there are other ways of establishing critical reputation.

  1. Go to Google Search.
  2. Type "Patricia Grace Waiariki" into search.
  3. How many web matches were found?
  4. Click on a link to find out what award Waiariki won.
  5. Find the website of  Read NZ Te Pou Muramura among your web matches (or go straight there if it is not in the results).
     Find what it says about Patricia Grace's stories.
  6. Now you can begin to fill in the Critical Reputation template (Word 21KB) .

1.3 Completing a reading log

 Use some of these starters (Word 33KB) to model how they can be used to write a reading log that fulfils the criteria. The starters are based on the short story "A Way of Talking" by Patricia Grace.

1.4 Oral response

(NB. Evidence for this performance criteria can be provided in visual or written form).

 Get students to form groups of three to practise giving an appropriate oral response as evidence they have read a text. Each person has a specific role that is rotated.

  • Student A selects a starter (Word 23KB) and talks for two minutes on that topic.
  • Student B must ask one question at the end of the presentation.
  • Student C fills in a simple evaluation form and reports back

Learning task 1

Activate prior knowledge

  1. Ask the students to think about how their culture may be different from that of the New Zealand way of life. They could complete a same / different list individually or in nationality groups on aspects such as food, houses, family life, values, traditions, manners.
  2. Provide some background information about the traditional Māori way of life, the arrival of the Europeans and the Treaty of Waitangi. See New Zealand History Online.
  3. Question them about the kinds of problems and issues they face trying to fit into a different culture. The teacher could make a spider diagram that illustrates these issues on the board.
  4. Find out what the students already know about issues that affect Māori by having them complete the Yes-No-Partly Activity (Word 44KB) .
  5. Have the students read the text The Story of the Maori (Word 29KB) to confirm their answers to the previous activity. Further questions or discussion may occur while reading this text.
  6. Look at the Read NZ Te Pou Muramura website and discuss the backgrounds of the two authors - Patricia Grace and Witi Ihimaera. Ask the students to find out where the authors are from, what they like to write about and what has influenced their topics for writing.

Close reading of two short stories

In this unit, students read two short stories - Journey by Patricia Grace and Big Brother, Little Sister by Witi Ihimaera.

  1. Before reading each story, get the students to make predictions about each story from the titles and the first paragraphs, for example: What do you think the story will be about? Where do you think the story takes place? Who do you think the main people in the story will be?
  2. Pre teach some MaoriVocabulary (Word 34KB) that is in the short stories. Teach some strategies for students to use to understand the meanings of unfamiliar vocabulary or idioms from the stories.
  3. Read each of the stories aloud to the students. Take the time to pause often to check for understanding and to make predictions about the next part of each story.
  4. It will probably take at least two to three lessons to read each story. After having listened to a new part of the story in each lesson, students could either create a story map (pictures drawn of the main ideas or events in each story) or a written summary of the main ideas or events. This could be done in groups or as individuals for homework. You may want to read the stories again for the students to confirm their story maps/summaries and to consolidate understanding of the plots of both stories.
  5. After having read both stories, use a running dictation or a dictogloss activity with the JourneyPlotSummary (Word 25KB) and the 'Big Brother, Little Sister' - plot summary (Word 50KB) to help the students to become familiar with what happens in each story.
  6. Get the students to write a personal response to each story (supported with details from each text). Before writing the response help the students become familiar with response starters by doing some AuralPractice (Word 34KB) with responses to texts of the language needed.
  7. Help the students to become familiar with the Terms (Word 37KB) (plot, theme, character, style and so on) by cutting up the names of the terms and matching them with the explanations. This will help to prepare them for the next parts of the unit.

Story type

  1. Both short stories are "slice of life" type stories in which the stories are taken from the lives of ordinary people but which centre on an interesting experience or event. Tell the students to think about the stories that they have read and find evidence for both stories being slice of life types. Both stories both make a comment on difficulties that Māori face in the modern day. Ask the students to think about the difficulties that are faced in both stories. (This will help to prepare the students for work on 'theme' later on in the unit).

Viewpoint

  1. Refer to the Building a Vocabulary and Grammar 'toolbox' (Word 39KB) for expressions used when talking about viewpoint.
  2. Journey is narrated in the third person with the old man as the main character of the story. We see everything from the old man's point of view. Big Brother, Little Sister uses an "eye of god" or external narrative, however it does focus more on Hema and his sister Janey than the other characters.
  3. Ask the students the following questions about each story.
    • From whose point of view do we follow the events of the story? Find evidence from the stories to support your answer.
    • Why do you think the authors chose to use these particular viewpoints? What effect do they have on you as readers? Try reading 'Journey' and 'Big Brother, Little Sister' in the first person narrative. Try reading parts of Journey with an external narrative. Discuss how this changes the way we perceive the characters or events

Fabulous food

Teacher: Rick Ussher (New Settlers and Multicultural Education Coordinator, Wellington College of Education)

Summary

Year: 4

Level: 1 and 2

 Duration: 2 weeks

Achievement objectives

English - Speaking, Writing and Presenting:

  • transactional writing
  • interpersonal speaking

Learning outcomes/skills

Students will be able to:

  • write instructions and sequence appropriately (in relation to food preparation)
  • talk about personal preferences (in relation to food choice).

Supporting achievement objectives

Health and PE:

  • personal health and physical development
  • personal growth and development

Learning outcomes/skills

Students will be able to:

  • describe their stages of growth and their development needs and demonstrate increasing responsibility for self-care in relation to their nutritional needs and preparation of healthy food.

Supporting achievement objectives

English:

  • reading

Learning outcomes/skills

Students will be able to:

  • close reading respond to language meanings and ideas in different texts, relating them to personal experiences of food choice and preparation.

Processes

English - Speaking, Writing and Presenting:

  • oral language - Thinking critically
  • oral language - Processing information
  • written language - Exploring language

Learning outcomes/skills

Students will be able to:

  • identify, clarify, and question meanings in spoken texts, drawing on personal background, knowledge, and experiences relating to food and nutrition
  • ask questions and listen to the ideas of others
  • explore choices made by writers, and identify and use the common conventions of writing and organisation of text that affect understanding.

Language focus

Language functions:

  • identifying food
  • categorising food and its packaging
  • describing food
  • expressing likes/dislikes

Language structures:

  • This is a ... That's a
  • What do you like ...?
  • These are ... Those are...
  • He/She likes ...
  • I/We like ...

Teaching and learning activities

Learning task 1

Learning task 2

Learning task 3

Learning task 4

Assessment (Word 49KB)

Resources

Print

  • Various journals from Learning Media - hard copy/CD Rom search

Electronic

Specific food producers

  • New Zealand Beef and Lamb
    This website provides access to a range of material about beef and lamb including: leaflets, posters, recipe cards, video, lesson plans, and cookbooks.
  • Vegfed
    The website of the Vegetable and Potato Growers Federation provides an ability to search for information on different vegetables and their nutritional qualities.

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