Children of the Poor

Learning task 6: Presenting excerpts from Children of the Poor to an audience and receiving feedback

Dimension of effective literacy practice	Learning task	What to notice
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.	Teaching and learning purposes To enable students to experience presentation of a piece of prepared oral language in the form of a scene from a play to a live audience so that they can: show appreciation of each group’s contribution by listening and viewing the work with courtesy and attention, responding appropriately increase awareness of assessment criteria receive feedback on their performance evaluate their own performance.	Do the students effectively demonstrate use of all of the oral language techniques? Do they sustain their focus and work throughout?
Partnerships are collaborative relationships that contribute to and support children’s learning. Each learner lives in a network of significant people, including their teachers, family, peers, and specialist teachers. Effective teachers recognise the need for, and actively promote, partnerships within these networks.	Teaching and learning Key competency: Participating and contributing Ask students to introduce the scene that they will present, including the Act and the setting for the scene. Audience (class) members can fill out the Feedback on Performance (Word 32KB) worksheet on each group performance (as well as their own performance). After the presentations, provide feedback about: the class work-ethic and audience response the quality of the presentations in terms of bringing the themes and the script to life imaginative use of drama techniques.	Does their own feedback reveal any unforeseen problems?
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.	Key questions for the class include: What relevance does the play have to life in New Zealand today? What connections can they make with other works of literature they have read in terms of themes? Assess the work using: The completed Feedback on Performance (Word 32KB) worksheet or other assessment tools. The completed Children of the Poor schedule and character exploration (Word 31KB) . The completed Research sheets. Provide feedback to the students.

Dimension of effective literacy practice

Learning task

What to notice

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.

Teaching and learning purposes
To enable students to experience presentation of a piece of prepared oral language in the form of a scene from a play to a live audience so that they can:

show appreciation of each group’s contribution by listening and viewing the work with courtesy and attention, responding appropriately
increase awareness of assessment criteria
receive feedback on their performance
evaluate their own performance.

Do the students effectively demonstrate use of all of the oral language techniques?

Do they sustain their focus and work throughout?

Partnerships are collaborative relationships that contribute to and support children’s learning. Each learner lives in a network of significant people, including their teachers, family, peers, and specialist teachers. Effective teachers recognise the need for, and actively promote, partnerships within these networks.

Teaching and learning

Key competency: Participating and contributing

Ask students to introduce the scene that they will present, including the Act and the setting for the scene. Audience (class) members can fill out the Feedback on Performance (Word 32KB) worksheet on each group performance (as well as their own performance).

After the presentations, provide feedback about:

the class work-ethic and audience response
the quality of the presentations in terms of bringing the themes and the script to life
imaginative use of drama techniques.

Does their own feedback reveal any unforeseen problems?

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.

Key questions for the class include:

What relevance does the play have to life in New Zealand today?

What connections can they make with other works of literature they have read in terms of themes?

Assess the work using:

The completed Feedback on Performance (Word 32KB) worksheet or other assessment tools.
The completed Children of the Poor schedule and character exploration (Word 31KB) .
The completed Research sheets.
Provide feedback to the students.

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Children of the Poor

Learning task 6: Presenting excerpts from Children of the Poor to an audience and receiving feedback

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