Level 4-5 Reading plan - Mahere Pānui - The Outsiders by S.E Hinton

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Information about Level 4-5 Reading plan - Mahere Pānui - The Outsiders by S.E Hinton
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Published on January 30, 2014

Author: RuthLemon

Source: slideshare.net

T e K u r a - a - r i t o o N e w t o n PANUI UNIT PLAN Listening, Reading and Viewing, Speaking, Writing, Presenting - Levels Four and Five Term:4 Year: 2009 Class: Rm15 Tau 7-8 Duration: 6-7 wiki Context / Topic: Te Iwi Mowaho / The Outsiders novel study PROCESSES AND STRATEGIES - Level 4 Students will: PROCESSES AND STRATEGIES - Level 5 Students will: Integrate sources of information, processes, and strategies confidently to • • identify, form, and express ideas. confidently to identify, form, and express increasingly sophisticated ideas. INDICATORS: - INDICATORS: reads texts for enjoyment and personal fulfilment; - Integrate sources of information, processes, and strategies purposefully and - recognises and understands the connections between oral, reads texts for enjoyment and personal fulfilment; - recognises, understands and considers the connections between written, and visual language; - oral, written, and visual language; integrates sources of information and prior knowledge - integrates sources of information and prior knowledge confidently to make sense of increasingly varied and complex texts; - purposefully and confidently to make sense of increasingly varied and selects and uses appropriate processing and comprehension complex texts; strategies with increasing understanding and confidence; - - selects and uses appropriate processing and comprehension thinks critically about texts with increasing understanding and strategies with confidence; confidence; - - monitors, self-evaluates, describes progress, and articulates thinks critically about texts with understanding and confidence; - monitors, self-evaluates, and describes progress, articulating learning with confidence. learning with confidence. By using these processes and strategies, students will: By using these processes and strategies, students will: IDEAS IDEAS Show an increasing understanding of ideas within, across, and beyond • texts. • INDICATORS: - - Makes meaning of increasingly complex texts by identifying and Makes meaning by understanding increasingly comprehensive ideas in texts and the links between them; understanding main and subsidiary ideas and the links between them; - Show an understanding of ideas within, across, and beyond texts. INDICATORS: - Makes connections by thinking about underlying ideas within and between Makes connections by exploring ideas within and between texts from a range of contexts; texts from a range of contexts; - Recognises that there may be more than one reading available within a text; Recognises that there may be more than one reading available within a - - Makes and supports inferences from texts independently. text; - LANGUAGE FEATURES Makes and supports inferences from texts with increasing independence. • LANGUAGE FEATURES and across texts. Show an increasing understanding of how language features are used for • INDICATORS: effect within and across texts. - INDICATORS: - Show an understanding of how language features are used for effect within Identifies oral, written, and visual language features and understands their effects; Identifies oral, written and visual features used and recognises and - Uses an increasing vocabulary to make meaning; describes their effects; - Understands how a range of text conventions work together to create - Uses an increasing vocabulary to make meaning; - Shows an increasing knowledge of how a range of text conventions can be meaning and effect; - used appropriately and effectively; - Understands that authors have different voices and styles and can identify those differences. Knows that authors have different voices and styles and can identify and describe some of these differences. GLOBAL LEARNING INTENTIONS – Level 4-5 We are learning to: 1. E ako ana mätou (EAAM) ki te köwhiri i tëtahi rautaki whai märamatanga kia whakatau pai mätou i ngä tikanga mö ngä kupu hou. 2. EAAM ki te wänanga i ngä ähuatanga kua pänuihia, räwekeweke ai ngä rerekëtanga tö te Päkehä ki a tätou te iwi Mäori. Anö nei, te hunga pohara ki te hunga whai rawa. 3. EAAM ki te waihanga i ngä mahi kua tuhia, kua tängia ki te whakahua i a mätou whakamäramatanga mö te pukapuka pänui. - ____, __, ______, ____, ______ – käore i te hikohiko (me te wareware haere o ______ ki Required): ngä mahi matua o ia paki – he aha ngä huarahi whaihua mäna?) - Me whakatakoto tuatahi te wero (kia mau tonu te kaupapa o te ruma, ahakoa te aro ki - ____, _______, _____, ______, _______, _____ – e hikohiko ana ki te kaupapa (käore i te te tuhinga reo Pakeha) pai te höhä haere??) VALUES Innovation, enquiry and curiosity X Diversity Equity X Community and Participation Ecological Sustainability Integrity Thinking Pre-test (Diagnostic) paki – On the Sidewalk Using Language, Symbols and Texts X Managing Self X Relating to Others Participating and Contributing ASSESSMENT Excellence KEY COMPETENCIES NOTES ABOUT ENTRY LEVEL OF STUDENTS (Prior Knowledge/Skills X Sample – Köwhiria tëtahi taumahi - köpaki X Observation X Self Assessment Peer Assessment ARB’s Other e.g. Exemplars, asTTle, etc Te Reo Rangatira Publisher/Excel/PowerPoint X Mathematics e-mail/Fax/Phone/Scan X Internet-Research X Digital Camera/Video X OTHER Computer/Word Processing X X Science X Social Studies X Technology X COVER GAPS TO Respect E-LEARNING Post-test (Summative) – tuhinga roa Literacy Gaps: Ngä kupu hou – körerohia te tikanga mö Outsiders... he tika te kupu Möwaho?? Pänui-ä-akomanga – kia pai te haere o te hunga käore i te hikohiko ki te pänui rätou ko te hunga e

X Video Conferencing Inspiration and Other Programmes Programming M LINKS CURRICULU (ICT) Internet – Webquests and Web 2.0 The Arts (Music/Dance/Drama/Visual) X kaha ana ki te pänui Health and Physical Education X Numeracy Gaps: n/a Languages (Te Reo etc) Other Gaps: EOTC SPECIFIC LEARNING INTENTIONS ACTIVITIES/RESOURCES SUCCESS CRITERIA (What will I do to help my students achieve this? Strategies/activities linked to Key Competencies to help students achieve) SPECIFIC LEARNING INTENTION/S: 2 ngä wä pänui -paki “On the Sidewalk Bleeding”. Pänui-tahi. Me whai ia tamaiti i täna ake kape EAAM ki te körero mö ngä tümomo (mahi whakaari i ëtahi o ngä wähanga kia whaikiko, whakatinana ai ngä märamatanga – te wero o këkeritanga huri noa ngä paki. te hoari, te tane haurangi, te pirihitangata) – he pätai kei te haere? SUCCESS CRITERIA: - Körerohia – he aha te tikanga o te këkeritanga / conflict? Hui-ariä papa-mä. Ngä tauira. Kua oti pai te pepa mahi, anö nei, kua tuku - Tukua te pepa mahi. TPS / WhakaarohiaTakiruaKörerohia – whakaingoatia ngä tauira nei... mai äna whakaaro ki ngä whakawhiti körero ä - He aha tënei pätai? (whakamäramatia te ähuatanga o te tohutoro – tuhia tauira ki te papamä). Ka röpü whakaoti ia tamaiti. Ki te ähei ana – haere tonu whakaoti ai. - Pätai tere – he aha te kupu ähua / mahi / ingoa / hukumahi? Këmu porohita – Tukutere... (Rätou oti moata ai, tïmatahia te mahi e whai ake nei)

SPECIFIC LEARNING INTENTIONS ACTIVITIES/RESOURCES SUCCESS CRITERIA (What will I do to help my students achieve this? Strategies/activities linked to Key Competencies to help students achieve) SPECIFIC LEARNING INTENTION/S: 1-2 – Hui-ariä tere – te ngako? He pëhea te whakaatu atu i ënei kaupapa i ngä pikitia? EAAM ki te waihanga, ki te tä i tëtahi pikitia - Tuhia tauira tere ki runga i te papamä... pätai?? Tukua paearu. kia whakahua i a mätou whakaaro mö te ngako o te paki nei. I te ruma rorohiko – whakaatu atu i a ArtRage, wähi o ngä taputapu, te huarahi kohi pikitia i te SUCCESS CRITERIA: ipurangi / he pëhea te tïni i aua mea, te tä ränei i äu ake. He pikitia tuhinga tahi i te puka pänui, Tuakana-teina – takirua rätou e hia awhina ana ki ngä mahi rorohiko / motuhake ëtahi whakarite whakaaro ai, he könae mahi kua maungia ki te wähi tika – he taitara, he A te wä he hua pai tö ëtahi – tukua ngä tamariki ki te kite haere – he aha ngä painga / ngä ngawari te whakatakotoranga (ki te kite pai), ähuatanga e ähei ana ö hoa mahi ki te whakapakari?? e hängai pü ana ngä pikitia ki te ngako o te paki, e ähei ana te tamaiti ki te (A te wä kua tata mutu– Te Iwi Möwaho... he pënei anö möna... heoi anö, ko te mahi i tënei wä ki whakamärama mai i täna. te köwhiri ko tëhea tö wähanga pai ake o te puka me te whakaatu mai i tënä). SPECIFIC LEARNING INTENTION/S: 2-4 wïki – Tirohia te taitara – TPS / WTK – he aha te tikanga mö tënei taitara? He tika te EAAM ki te wänanga i ngä ähuatanga kua whakaaro tö whaea Ruthylu? Mä wai tënei e rangahau? Matua Anaru – kei a ia pea te möhiotanga pänuihia, räwekeweke ai ngä rerekëtanga tö mö tënei ähuatanga... He ähuatanga Mäori tënei? He aha o koutou whakaaro? te Päkehä ki a tätou te iwi Mäori. Anö nei, te – Ngä kënge (gangs) me ngä uepü (cliques)... öritetanga / rerekëtanga?? Pepa nui hunga pohara ki te hunga whai rawa. SUCCESS CRITERIA: Mä te whakawhiti körero me ngä taumahi Kaupapa matua = he aha ngä whakaaro tö ënei Päkehä mö te ____? He aha ngä öritetanga / (kaupapa tuhi mö te mahi käinga hoki) tënei e rerekëtanga? (te poharatanga, te kura, te taiohinga, ngä kënge, te whänau, ngä pirihitangata, te whakaatu mai ana. E ähei ana te tamaiti ki te mate tangata) whakaingoa / whakamärama i äna whakaaro mö ngä rerekëtanga kua kitea? (i te wä kötahi tënei me te LI e whai ake nei) SPECIFIC LEARNING INTENTION/S: Ka pänui ä akomanga – wähi motuhake me te puka (ëtahi rä – tuhi i ngä kupu hou i a au e pänui E ako ana mätou (EAAM) ki te köwhiri i tëtahi ana... hoki atu ki reira ä ngä wä whakawhiti körero) rautaki whai märamatanga kia whakatau pai - bleak, nonchalant, gingerly, fathom, ruefully, savvy, conform mätou i ngä tikanga mö ngä kupu hou. - aloof. gallantly ornery contemptuously foreshadow dumbfounded elite SUCCESS CRITERIA: - facade, ironic, premonition, credible, incredulous, elude E ähei ana ngä tamariki ki te whakaingoa / - Ngä rautaki whai märamatanga: He aha ëtahi rautaki? I aha koe i a koe e pänui ana i ngä kupu whakamahi i ngä rautaki whai märamatanga. hou? (Te pänui i te rerenga körero anö. Whakaarohia ngä mahi matua kei te haere – he tika tö whakaaro, e noho taurite ana? / Ngä hononga ki äu ake wheako / tö ake oranga / Papakupu...) SPECIFIC LEARNING INTENTION/S: 1-2 wïki – Tuku atu i ngä pepa... Ata tauirahia te taumahi tuatahi ki runga i te papamä, kätahi EAAM ki te waihanga i ngä mahi kua tuhia, tukua rätou ki te pänui i ngä taumahi... ä te wä rite ai, whakamäramatia te ähuatanga (kia 60 / kia kua tängia ki te whakahua i a mätou 20 mäka) me te wä aukäti... Pätai??? whakamäramatanga mö te pukapuka pänui. SUCCESS CRITERIA: Ngä röpü hou – kia ähei rauemi... Kua oti pai ngä taumahi, ä, kia äta whai ngä tamariki i ngä tohutohu. Tukua ëtahi atu tauira (tërä pea, ia wä, ia 2 wä ränei), pätai ränei, kia kite pai e whai märamatanga ngä tamariki ki ngä paearu / te mahi... SPECIFIC LEARNING INTENTION/S: - Tuhinga roa – he aha ngä wähanga? Whakaarohia a koutou mahi ki te taha o whaea Tam? EAAM ki te wänanga i ngä ähuatanga kua - Tukua te pepa nui me tëtahi pätai... he aha ngä kupu matua? Nö reira, he aha taku hiahia mö pänuihia, räwekeweke ai ngä rerekëtanga tö tënei kaupapa tuhi? Arä, me aha koutou ki te oti pai? Tuhia ngä whakautu. te Päkehä ki a tätou te iwi Mäori. Anö nei, te - Ka whai 40 m noa, nö reira, he pëhea te whakarite pai tö wä (5 m mahere tuhi, 30 m tuhi, 5 m äta hunga pohara ki te hunga whai rawa. pänui). Tuhi rärangi wä ki te papamä... SUCCESS CRITERIA: Kua oti pai te tuhinga roa. SPECIFIC LEARNING INTENTION/S: - Reihi – Socs me ngä Greasers: kuhu käkahu / kawe hëki ... hei tïmatanga körero... he aha i kore EAAM ki te wänanga i ngä ähuatanga kua taurite / tika ai??

pänuihia, räwekeweke ai ngä rerekëtanga tö - Hui-ariä ä röpü, ka honohono ngä whakaaro o ia röpü kia hanga i tëtahi hui-ariä nui... te Päkehä ki a tätou te iwi Mäori. Anö nei, te hunga pohara ki te hunga whai rawa. SUCCESS CRITERIA: Kua oti te mahi reihi, ä, kua hua pai ngä whakaaro hei hui-ariä. ASSESSMENT APPROACH BEFORE THE UNIT DURING THE UNIT - Ngä tirohanga Ngä whakawhitinga körero - Ngä taumahi kua oti pai - AFTER THE UNIT Te rïpoata (aromatawai whaiaro) kua tuhia e te tamaiti Te tuhinga roa Ngä pätai UNIT EVALUATION CHILDREN’S LEARNING PERSONAL TEACHINGS - I maumahara a _____ ki te ngako? I rite pai ngä rauemi / pepa mahi? - I whai hua rätou katoa? Ka aha ahau ïna ka mahi anö au i tënei kaupapa? - I oti i te wä pai? ASSESSMENT FOR FUTURE PLANNING For these students: Me pëhea au whakapakari ai? - He aha ngä ähuatanga nui mä rätou i näainei ki te ako? For teaching students in the future:

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