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Big Idea - Musical instruments must make the air vibrate before we can hear music. The materials used in musical instruments are chosen for their properties of vibration.
A question for the class - Ever thought how large groups of people heard plays and music before concerts and amplifiers?
Want to know how the Ancient Greeks and Romans performed in theatres without electric amplifiers and speakers? View clip.
Students discuss the reason the Ancient Romans and Greeks built theatres in the way they did 2000 years ago? Can students identify buildings of similar design? Building styles have changed with the use of electric amplifiers and sound systems but the next challenge is to develop a non-digital, non-electric musical instrument.
Students will be given the time and opportunity to plan and record how they will construct their own non digital/non electronic instrument from everyday items. Students can select to construct their own string, wind or percussion instrument.
Instrumental design can be original or acknowledge cultural and personal significance to the student.
The teacher shares with students how everyday items can become instruments. View some clips to support in idea development. Singing wine glasses with Steve Spangler.
The slip and slide technique in wine glasses containing water - varying tone, pitch, volume
Make a home made Xylophone with glasses and water
How to make a Vuvuzela sound
Students will be given time to plan, construct, experiment and tune their instrument for performance.
Students will create and present a poster (PDF 63KB) explaining how their musical instrument has been constructed. It is a requirement that the instrument produces sound.
Once the instruments have been constructed students will perform either on their own or in a group of three (possibly one wind one string, and one percussion). Students will also be expected as part of their performance to explain their understanding of sound and use scientific vocabulary and meaning (eg. waves vibration, tone, pitch, wavelength and volume)
The information needs to be presented as an explanation.
Choices of presentation could include:
The style in which the information is presented is up to the students. It could be presented as a – rap, poem, chant, song, David Attenborough style commentary etc.
Assessment Opportunities
Students will peer assess presented work based against an agreed class criteria in terms of their scientific understanding and use of science specific vocabulary.
As a summative assessment the teacher will also assess the students against the agreed criteria in terms of their scientific understanding and use of science specific vocabulary when sharing their explanation.
Possible examples would be:
Teacher support and background knowledge of what an Explanation contains can be found at e-asTTle Teacher Resources.
Resources for teacher modelling, scaffolding and student participation in understanding the structure of an explanation can be found at:
Students respond to controversial ideas in the film Heavenly Creatures and the play Daughters of Heaven then deliver presentations to the class about important aspects of the film and/or the play.
Learning Outcomes | Teaching and Learning | Assessment and Evaluation | Printing Version
(What do my students need to learn)
Processes and strategies
Integrate sources of information, processes, and strategies purposefully, confidently, and precisely to identify, form, and express increasingly sophisticated ideas.
Ideas
Select, develop, and communicate sustained ideas on a range of topics.
Language features
Select and integrate a range of language features appropriately for a variety of effects.
Structure
Organise texts, using a range of appropriate, coherent, and effective structures.
(What do I need to know and do?)
Using inquiry to plan secondary English programes
English Teaching and Learning Guide
NCEA Rules and Procedures
Learning task 1
Learning intention(s)
Establishing prior learning and linking it to the text
KCs:
Thinking – explore texts
Building Prior Knowledge
Before engaging with either text explore the Parker Hulme Case newspaper archive on the Canterbury Public Library website, which contains an archive of newspaper articles discussing the case.
Select the appropriate information in order to complete a fact sheet.
Learning task 2
Examining key text aspects
KCs: Thinking – using a range of thinking strategies to build understandings
KCs:Thinking – explore texts
Relate to others – peer discussion
Reading the play Daughters of Heaven
Learning task 3
Thinking – close reading
Viewing the film Heavenly Creatures
Pre-viewing
Before viewing the film consider the choice of title. It comes from a poem, The ones that I worship, written by Juliet and Pauline. Using the text of the poem to support your ideas, write a journal entry discussing the significance of the title and its relationship to what you already know about Juliet and Pauline from your study of Daughters of Heaven.
Viewing
Use the viewing focus sheet. As each group views Heavenly Creatures they should record information to help them answer the questions listed under their allocated heading. At the conclusion of the film each group should present its information to the class. Students can then incorporate relevant information as they develop their presentations.
Setting
Peter Jackson went to great lengths to use actual locations and archival film footage to precisely recreate the environment. Discuss the following points as a class:
Learning task 4
Heavenly perspectives
Heavenly Creatures and Daughters of Heaven feature different narrative perspectives. In Daughters of Heaven the audience is largely shown the situation through the eyes of Bridget O'Malley, housekeeper of the Hulme household. In Heavenly Creatures, however, Pauline's diary entries are used in a voice-over method to convey her motivation and intentions
In small groups choose a sequence from Heavenly Creatures or Daughters of Heaven which presents a subjective point of view. Talk about the effects that the subjective point of view has upon the audience's reaction to the content of the film.
Learning task 5
Preparing and delivering an oral presentation
Deciding on a presentation topic
Rehearsing and delivering your presentation
(What is the impact of my teaching and learning?)
Provision for identifying next learning steps for students who need:
This piece of writing should be an integrated part of the year’s writing programme. Refer to
Conditions of Assessment Guidelines for oral presentations.
for more details.
Tools or ideas which, for example might be used to evaluate:
leading to :
If you are not able to access the zipped files, please download the following individual files.
The writer's purpose is to explain how something works or state reasons for some phenomenon. Explanations answer the questions "how" or "why".
There are two basic types of explanation which focus on:
Ensure that the topic selected is suitable for explanation writing. Flow diagrams and mindmaps are helpful in determining causal relationships and sequence prior to writing. Illustrations, photos and video footage can also be useful in this planning so a camera is a great resource.
Planning
Presentation Tools to mix text and illustration
PhotosUsing a camera to record the steps in a "How to" text will assist planning and can enhance the presentation. Photos can be cropped, rotated and enhanced using free software or apps.
Teacher Linda Chapman
YEAR
LEVEL
DURATION
Achievement Objective Being Assessed
Learning Outcomes
Processes
Supporting Achievement Objective
Before beginning the unit teachers may find it helpful to read information:
Select and adapt these learning activities to best meet the needs of your students, and to fit the time available:
Set up an Anzac Learning Centre with lots of library books, school journals, places to display photographs, memorabilia, ideas for extension activities.
poetic (RTF 10KB)
assessment1 (RTF 5KB) assessment2 (RTF 29KB) assessment3 (RTF 10KB)
National Library Books:
Explain to students that before Gallipoli New Zealanders saw themselves as part of Britain. They talked of Britain as being home. They went to war as separate units, eg. Auckland, Wellington, Canterbury or Otago Boys. British Officers were in charge of the New Zealanders. After Gallipoli the New Zealanders and Australians tended to see themselves as no longer British but New Zealanders and Australians. Then discuss with the students, why they think this happened? Why do some historians call this the birthplace of our nation?Students could prepare and deliver an Anzac ceremony at school, inviting their parents and other classes to attend.
Read "Should we forget?" by Jim Rolfe to students [available from the National Library service].Add information to a class ANZAC chart, such as:
Play the bugle calls. Explain what each tune means and why they are played at Anzac Day ceremonies. "The Last Post" was played at the end of the day and was for those who had fallen during the day, a departure for the fallen warrior. On ANZAC Day, Reveille or Rouse breaks the silence that follows the playing of "The Last Post", symbolising the awakening of the dead in the next and better world. Ask who has been to an Anzac day dawn service. What were their feelings and experiences? Have them share their experiences with the class.
Discuss the importance of the poppy. Record ideas and information on the ANZAC chart.
Use "The Diary of the ANZAC's Campaign in Gallipoli" from the Kiwi and Digger's Unit produced by The Waiouri Army Museum (or use this diary (RTF 5MB) ). Read the book, recording new information on the class chart. Discuss what was happening back at home. Why do you think this book has included what was happening back in New Zealand?
Does this information help you understand what life was like in 1914? Why, why not? Look at what he wrote in his diary.
"... and the sights we saw, I will never forget. I couldn't describe them and again, if I could, I wouldn't dare..."
What do you think made him write this comment? How did it make him feel? Examine the stats (RTF 8KB) at the end of the book and record these on the class chart.
Students need to be informed of the events that took place at Gallipoli. Use the for teacher reference. The ideas and techniques will hopefully be discussed by the students during the groupwork carried out.
Students then view the film, the teacher pausing at times to discuss what is happening. At the end of each viewing session, students should write a summary of the incidents that took place.
group_work (RTF 39KB) in mixed ability groups, students discuss the questions based on the film "Gallipoli" and develop a group poster of the information they come up with. A group report back is needed.
Notes on the visual and verbal features used in film are essential when studying the film. Notes on these should be provided to the students, particularly as they will need to use them to write the essay in the assessment section. A handy way to teach these skills is by using the video "Snail's Pace" by Grant Lahood and the accompanying written work for students. This can be found in the package "Take Five" which deals with short films in schools.
Teacher models the writing of an original myth to explain the creation of some natural phenomena. Explore the use of similes/metaphors to create images or word pictures to make text rich and interesting.
Similes
We use similes in our writing to create images or word pictures that make it rich and interesting. In a simile we say that one thing is like something else and this is why similes usually start with like or as, as in these examples:
The sun is like a golden orange in the sky.
He wandered lonely as a cloud
Exploring Language (p.54), A Handbook for Teachers, Ministry of Education 1996, Learning Media Wellington N.Z.
Metaphors
A metaphor is a kind of word picture. If you say that something is something else, or speak of it as though it is something else, you are using a metaphor.
Look at these examples.
Knowledge is a key that opens many doors.
She hit the ball so hard that it rocketed across the net.
In the first sentence knowledge is a key. In the second sentence the ball is spoken of as though it is a rocket.
Writers use metaphors to strengthen the meaning of what they are writing about. They are so common in our everyday speech that you probably use these word pictures all the time.
For example
burning the candle at both ends - getting up early and going to bed late playing second fiddle - taking a less important role and not being in the limelightskating on thin ice - taking risks that might be dangerous
Exploring Language (P 54,55), A Handbook for Teachers, Ministry of Education 1996, Learning Media Wellington N.Z.
Students in groups of three create an explanation (oral or written form) for:
Application of understandings gained through previous guided reading and writing experiences. These are shared with the rest of the class.
Comparison of myths/legends across different cultural settings eg. travel - air, sea. * How did Maui travel ? * What resources were available to him ? * How did Icarus travel ? * What resources were available to him ?Students tape stories - retelling a favourite myth - develop awareness of structures.
Illustrated wall stories (based on the reading to, with and by approaches) - plot sequences, purpose, audience.
The Aboriginal myths about the creation of the world have been an important part of Aboriginal culture for thousands of years. These stories come from a time long, long ago (well before the dawn of time) called the Dreamtime.
One of these is the story of Wanmirri who, with his three brothers, learned how to light the sky at night so no-one need be afraid of the dark. These four young men of the tribe threw their boomerangs into the campfire where they caught alight. Then they hurled their blazing weapons into the sky where they and their four owners have been lighting the night sky ever since. This is how stars were put in the sky.
Read the myth 'Cry Baby Moon' to the class - (by Katarina Mataira and Tere Wai Kemp). Discuss and examine purposes of myths.
Read another 'Moon' myth. Identify similarities/differences. Group activity, retell a 'moon' myth - role play, finger puppets.
Introduce other myths through shared, guided, independent reading.
Discuss:
Collect and read myths/legends from a particular country.
Read Greek/Maori myths/legends, build up a chart of the gods/goddesses included in the stories and add the characteristics of each.
Teacher the retelling of a familiar myth.
The Encyclopedia MythicaA searchable encyclopedia containing over 4200 articles about gods/goddesses, heroes, supernatural beings and legendary creatures and monsters from all over the world (Aztec, Celtic, Chinese, Egyptian, Etruscan, Greek, Haitian, Hindu, Japanese, Latvian, Mayan, Native American, Norse, Persian, Polynesian and Roman).
Animal Legends24 stories about animals, such as "How the Kangaroo Got His Tail".
Folk and Fairy Tales: Website Links
Aboriginal legends
Legends
Native American myths and legends
Native American Traditional Storytelling
Greek myths
Greek MythologyInformation about Gods/Goddesses, Heroes/Heroines, Lovers and Creatures.
Legend of the Minotaur
Daedalus and Icarus
Ideas and tools for using in the English classroom
Software for learningThis enabling e-Learning section contains Snapshots of Learning; these snapshots are classroom examples demonstrating the effective integration of digital technologies in learning and teaching to raise student learning outcomes.
Noodle ToolsThis site will guide you on how to conduct academic research on the Internet. Fill in the short form, and you will be provided with a research strategy. For every question, you can check any number of boxes (or none)
Online NewspapersThe online newspaper directory for the world, this site features thousands of international newspapers.
Tearaway OnlineNews, music, gaming, arts, videos, youth issues, sport, technology, travel, opportunities and mad giveaways... all created for NZ youth, by NZ youth.
12 TaongaFrom the NZ Electronic Poetry Centre, biographies and a poetry reading from Julia Allen, Alistair Te Ariki Campbell, Lynda Chanwai-Earle, Riemke Ensing, Janet Frame, Rob Jackaman, Olivia Macassey, Jenny Powell-Chalmers, L E Scott, Bill Sewell, Apirana Taylor, and Richard von Sturmer. Levels 5–8
TroutAn online journal of arts & literature from Aotearoa/New Zealand and the Pacific Islands
Daily life in Elizabethan EnglandThis Encyclopedia.com entry includes information on food and drink, education, occupations, family structures, and more.
Teaching ShakespeareFrom the Folger Shakespeare Library, this site has a bulletin board for teachers and a large archive of Shakespeare lesson plans, including introductions to Shakespeare, film lessons, interactive media lessons, and lessons on individual plays.
Writers in SchoolsOrganised by Read NZ Te Pou Muramura, this explains how to get writers to visit your school.
BBC Skillwise – Planning Your WritingThis site has a range of fact sheets on how to help students plan and organise their ideas for writing, including printable organisers. Students can also be a virtual traveller and listen to an audio and then choose a method to plan a travel diary.
ReadWriteThinkReadWriteThink is an online resource that contains lessons, interactive activities, printables, and an app to help kids improve their reading and writing skills
Arts Online - Drama Resources The Arts Online website provides a glossary, achievement objectives, resources, and a glossary for drama.
New Zealand Schools DebatingFrom the New Zealand Schools Debating Council, this site contains details and contacts for regional and national competitions, along with resources to support debating.
Exploring Visual LanguageA framework for exploring visual language in your classroom from the Exploring Language.
Audio Visual ArchivesThe audio visual section of Archives New Zealand. Here you are able to search through the core National Film Unit (NFU) collection as well as find out about preservation work and the history and life of the film unit.
Ngā Taonga Sound and VisionNgā Taonga Sound & Vision is the New Zealand Archive of Film, Television and Sound Ngā Taonga Whitiāhua Me Ngā Taonga Kōrero. As well as archival footage, Ngā Taonga also houses Education resources.
NZ On ScreenA catalogue of New Zealand film, television and documentaries, some grouped thematically, along with biographies of some of New Zealand's screen talent.
The Fundamentals of Critical Reading and Effective WritingThis site shows how to recognise what a text says, what a text does, and what a text means by analysing choices of content, language, and structure. It shows what to look for and how to think about what you find.
New Zealand research relevant to the English classroom.
NMSSA English 2019: Writing for an audience (published June 2021)This report is designed to support the teaching of English in primary and intermediate classrooms, focusing on writing for different purposes within the creating meaning strand of the English learning area. It draws on insights from the assessment of the English learning area by the National Monitoring Study of Student Achievement (NMSSA) in 2019.
NMSSA 2019 English: Multimodal texts and critical literacy (published June 2021)This report is designed to support the teaching of English in primary and intermediate classrooms, focusing on critical literacy and working with multimodal texts within the making meaning strand of the English learning area. It draws on insights generated from the assessment of the English learning area by NMSSA in 2019.
PISA 2018: Reading in New Zealand – Reading achievement and experiences of 15-year-olds (December 2019)This report summarises the PISA 2018 reading achievement story in NZ and explores major contributors to student success in reading literacy, such as students’ reading habits and reading strategies, instructional methods and opportunities students are given to develop as readers, as well as digital reading practices.
He Whakaaro: How can teachers and whānau effectively teach and support reading? (December 2019)This report is mainly based on major meta-analyses that have been conducted on how to teach reading, as well as some literature reviews and individual studies.
Reading literacy instruction in English-language countries: similarities and differences (published August 2019)Using data from PIRLS 2016, this paper presents a comparison of the instructional practices used by teachers in English-language countries and jurisdictions when teaching reading comprehension, drawing attention to the similarities and differences across them.
NCEA Observational Studies (published June 2019)In 2018 the government initiated Education Conversation - Kōrero Mātauranga to examine the effectiveness of our education system. A review of NCEA was included in that programme. The Ministry partnered with ERO to carry out research on the use of NCEA as an assessment and qualification tool and how its use impacted five particular aspects: curriculum design, pedagogy, assessment strategies, resourcing, and student wellbeing.
Keeping children engaged and achieving in writing (published June 2019)This report shares some of the strategies and approaches used by schools who had focused on improving achievement in writing. It also shares some simple strategies used in classrooms where achievement in writing had been accelerated.
PIRLS 2016: Schools and School Climate for Learning (published May 2019)PIRLS is an international research study designed to measure trends in the reading literacy achievement of middle primary school students every five years. PIRLS 2016 was the fourth cycle and was implemented in late 2015 and early 2016.
Massey University Early Literacy Research Project (published February 2018)The purpose of this longitudinal research project was to improve the literacy outcomes of new entrant children during, and beyond, their first year of school.
Keeping children engaged and achieving through rich curriculum inquiries (published 2018)This Education Review Office (ERO) report is one of a series of reports on teaching strategies that work. We asked leaders in each school what they saw as the reasons for their school's positive achievement trajectory and then investigated the teaching strategies that had been implemented, and the outcomes. This report shares some of the strategies and approaches used by schools that had focused on improving achievement through rich curriculum inquiries. It also shares some of the simple strategies used in classrooms where the inquiries had positively contributed to raising achievement in literacy and/or mathematics.
Teaching strategies that work – Reading (published 2018)This resource is the third in a series of reports derived from a national study of teaching approaches and strategies used in schools where there has been a significant increase in the number of students at or above the expected level in the upper primary school years (Years 5 to 8).
Understanding student attainment and progress (published 2018)This paper describes why it is important for educators to understand and respond to both progress and achievement to enable children to maximise their potential. It summarises results from a new research dataset compiled by the Ministry of Education to illustrate the different insights that can be gained when looking at achievement relative to progress.
Achievement and progress in mathematics, reading and writing in primary schooling (published 2018)Analysis of e-asTTle assessment data, 2011 to 2016. In order to support student learning it is important to continually improve our understanding of student achievement and progress. This project makes use of existing data to contribute to our current knowledge of student achievement and progress.
Primary and secondary schools can apply for nationally funded teacher professional learning and development for English language learning and literacy (primary schools) and English language learning and home school partnerships (secondary schools).
The system of support on New Zealand Curriculum Online provides links to funding, Ministry of Education resources, and professional associations of interest to teachers of English language learners.
These professional groups provide collegial support and opportunities for teachers of ELLs to develop their professional knowledge and work together collaboratively.
To find out where your closest PLC is and whom to contact email [email protected]
or contact Kirsty MacDiarmid
[email protected] Phone 09-6329368
These six self-access modules use the English language learning progressions to provide professional support for leaders and teachers.
Having teachers with a Teaching English in Schools for Speakers of Other Languages (TESSOL) qualification in your school will improve the outcomes for English language learners.
The Ministry of Education offer tuition fees scholarships.
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