Land of the Long White Cloud
Teacher Anne Girven, Greg Riceman
| YEAR
|
LEVEL
|
DURATION
|
| 7-8
|
4
|
3 weeks
|
| Achievement Objective Being Assessed
|
Learning Outcomes
|
| Transactional Writing
|
Write a report, organising and linking ideas logically and making language choices appropriate to the audience.
|
| Processes
|
| Processing Information
|
Gather, select, record and present information from a variety of sources using different technologies.
|
| Supporting Achievement Objective
|
Learning Outcomes
|
| Personal Reading
|
Select and read independently, for enjoyment and information, a range of texts on the subject of New Zealand settlers and why people came to live in New Zealand.
|
| Close Reading
|
Discuss language meanings and ideas in a range of texts relating their understandings to experiences, purpose and audience.
|
| Social Studies
|
Place and Environment
How places reflect past interactions of people with the environment.
|
Explain how the environment was used by the early Maori/NZ settlers. Identify how the activities of early Maori/NZ settlers are reflected in the environment today.
|
| Inquiry
|
Use questions to frame an inquiry.
|
Teacher background reading
Teaching and learning activities
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
Learning task 3
Assessment
Students select a topic, related to their ancestors'/families' settlement of New Zealand to read about, plan questions (using a KWL chart
), take notes and present information/findings of their inquiry to share with the class. Students will conference with teacher to ensure questions are manageable.
If the students experience difficulty generating questions, they should be reminded of question words such as who, when, what, how, why.
Introduce the self assessment (see below) the students are to use before beginning their task.
The students select relevant materials that can be used to answer their questions. Students read the resources to locate answers to their questions and record the answers beneath the question. Encourage students to record only the answers to their questions:
Using a semantic map the students draft their notes and a paragraph describing each thread on their map. Teacher conference with students.
Students draft an introductory paragraph and conclusion to their report.
Complete the draft writing. Edit and proof read.
For customisable student check-lists, see these Assessment Resource Bank resources:
Checklist for Proof-reading
Checklist for Editing
Share the report with a partner. Encourage the students to give feedback based on the self assessment for the writing. Publish.
Resources
Electronic
