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Topic: Variety of readers |
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Year 5 & 6 |
Level 2 (Purple Level 20) |
Duration 1 week |
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Achievement objectives |
Learning outcomes |
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Personal Reading |
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Processes |
Learning outcomes |
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Thinking
Critically (Reading and
Writing) |
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Resources Instructional readers
Internet sites
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Learning Experiences 1. Read ‘The Ghost and the Sausage’. Identify features of language that make the story interesting. Talk about main characters , problem and solution Related reading activity Inspiration template ‘5 Ws’ what, where, who when, why
2. Read ‘Nana’s in the Plum tree’ talk about speech marks and when somebody is talking. Find the page that has a mistake on it with no speech marks Related reading activity – Theatre reading Nana’s in the plum tree PowerPoint
3. Read ‘Grandma’s stick’ Identify features of language that make the story interesting. Talk about main characters. Related reading activity - Inspiration template Characteristics of Grandma
4. Read ‘A quilt for
Kiri’
talk about the themes of lmemories , the links between the quilt,
Grandma's song, and other memories about Grandma, the cultural
significance in the giving of the quilt. How the quilt is a tivaevae and
how the patterns mean something
5. Read Island to island. Focus on arriving at school and leaving for home
again, discuss maps and the key Assessment Children self assessment |
Extra Activities
Non fiction box
Put the skeleton back together again website
Bookmarked bee information site
Match the Maori words to the English words Inspiration template
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My Self Assessment Name:________________________
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I found out this new information:
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Compulsory Tasks |
J |
JJ |
I could have done better |
I did quite well |
I did my best work |
What could I do next time to improve or what went wrong? |
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5 Ws, what, where, when, who, why |
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Nana’s in the plum tree PowerPoint |
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Characteristics of Grandma |
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Design a Tivaevae |
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How do I get to school flow chart |
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Optional Activities
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Non fiction box |
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Put the skeleton back website |
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Read bookmarked bee information site |
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Match the Maori words to the English |
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Teacher Comment
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