Children of the Poor

Learning task 1: Introduction

Dimension of effective literacy practice	Learning task 1	What to notice
Knowledge of the learner encompasses knowing about the pathway of progress for each child and about the patterns of progress for literacy learners in general at different points in their development. The effective gathering, analysing, and using of knowledge about the learner is informed by the teacher’s knowledge of literacy learning as well as by the teacher’s expectations.	Teaching and learning purposes This task involves introducing the play Children of the Poor as a whole and discussing aspects of the text so that students understand that setting etc. in a play reveals character and theme Teaching and learning Activity 1 Key competency: Participating and contributing Following the read through of Excerpt 1 (Word 29KB) ask the class to discuss: 1) What words did they find unfamiliar in the Excerpt? (Go over the meaning of key words and confirm correct pronunciation of names.) 2) What do they think the play is likely to be about?	What are the common strengths and learning needs among your students?
Instructional strategies are the tools of effective practice. They are the deliberate acts of teaching that focus learning in order to meet a particular purpose. The teacher’s use of instructional strategies is informed by their knowledge of the learner and of literacy learning.	3) Where and when, specifically, do you think the play is set? (A poor part of Dunedin, New Zealand, during 1903 - no social security or goverment housing) 4) What information the class can discover about the central character's status at the beginning of the play? (Child, fatherless, poor) 5) What is role(s) of the chorus likely to be in the play? (Albany’s conscience, voices of children, voices of people of Dunedin, provider of: music, sound effects, character, atmosphere, focus, a sense of participation in Albany’s life journey, creator of the world of the play with minimal props and costumes) 6) Do they think the play will turn out to be a comedy or a tragedy? 7) What actions are suggested in the play’s stage directions? 8) What is the symbolism of the suggested actions? 9) From a reader’s point of view, in what way is a play text different from a novel?
Engaging learners with texts means placing the use and creation of texts at the heart of literacy learning. Effective practice involves using and creating rich texts. These relate to children’s interests, draw on and affirm their social and cultural identities, use authentic language, and motivate and challenge them as learners.	Activity 2 Extension 1) Hand out the Children of the Poor Research Tasks (Word 48KB) Sheets. Invite the students to work in pairs on the research sheets and to fill in answers to the questions. Provide classroom / library/ internet / homework opportunities for students to work on these questions.	Provide extension opportunities for learners

Dimension of effective literacy practice

Learning task 1

What to notice

Knowledge of the learner encompasses knowing about the pathway of progress for each child and about the patterns of progress for literacy learners in general at different points in their development. The effective gathering, analysing, and using of knowledge about the learner is informed by the teacher’s knowledge of literacy learning as well as by the teacher’s expectations.

Teaching and learning purposes

This task involves introducing the play Children of the Poor as a whole and discussing aspects of the text so that students understand

that setting etc. in a play reveals character and theme

Teaching and learning

Activity 1

Key competency: Participating and contributing

Following the read through of Excerpt 1 (Word 29KB) ask the class to discuss:

1) What words did they find unfamiliar in the Excerpt? (Go over the meaning of key words and confirm correct pronunciation of names.)

2) What do they think the play is likely to be about?

What are the common strengths and learning needs among your students?

Instructional strategies are the tools of effective practice. They are the deliberate acts of teaching that focus learning in order to meet a particular purpose. The teacher’s use of instructional strategies is informed by their knowledge of the learner and of literacy learning.

3) Where and when, specifically, do you think the play is set? (A poor part of Dunedin, New Zealand, during 1903 - no social security or goverment housing)

4) What information the class can discover about the central character's status at the beginning of the play? (Child, fatherless, poor)

5) What is role(s) of the chorus likely to be in the play? (Albany’s conscience, voices of children, voices of people of Dunedin, provider of: music, sound effects, character, atmosphere, focus, a sense of participation in Albany’s life journey, creator of the world of the play with minimal props and costumes)

6) Do they think the play will turn out to be a comedy or a tragedy?

7) What actions are suggested in the play’s stage directions?

8) What is the symbolism of the suggested actions?

9) From a reader’s point of view, in what way is a play text different from a novel?

Engaging learners with texts means placing the use and creation of texts at the heart of literacy learning. Effective practice involves using and creating rich texts. These relate to children’s interests, draw on and affirm their social and cultural identities, use authentic language, and motivate and challenge them as learners.

Activity 2

Extension

1) Hand out the Children of the Poor Research Tasks (Word 48KB) Sheets.

Invite the students to work in pairs on the research sheets and to fill in answers to the questions. Provide classroom / library/ internet / homework opportunities for students to work on these questions.

Provide extension opportunities for learners

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Children of the Poor

Learning task 1: Introduction

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