This teaching and learning sequence could be used in conjunction with the DVD ‘Making Language and Learning Work 3’. Available from Down the Back of the Chair – Item number 113358
| Writer:
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Kristy Jones
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| Year level:
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Years 5-6
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| Duration
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7 learning tasks over 3 - 5 weeks
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| Who are my students?
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WHO ARE MY STUDENTS? We are a large multicultural school and in my class of 30 alone I have 10 different cultural groups represented and 10 children who speak a language other than English at home. Another 3 students mainly speak English at home, but have bilingual grandparents or relatives around them. This class consists of many multi-cultural backgrounds including Chinese, Korean, Indian, Iranian, Ukrainian and more. When considering the oral language matrix from the English Language Learning Progressions, I established that I had 4 students working at Foundation Stage, a large group of students at Stage 1 and some students at Stage 2. This sequence of lessons enables teachers to draw on knowledge and expertise of all students and their families. For English language learners it is valuable to remember the principles of effective teaching. These are:
- Know the learner
- Begin with context embedded tasks which make the abstract concrete
- Provide multiple opportunities for authentic language use with a focus on learners using academic language
- Ensure a balance between receptive and productive language
- Help students achieve the same explicit learning outcomes using differentiated levels of support
- Identify the learning outcomes including the language demands of the topic
- Include opportunities for monitoring and self-evaluation
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| What do they already know?
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WHAT DO THEY KNOW?
CONTEXT KNOWLEDGE At the start of the year the students are learning about their family history using the ‘Here’s My History’ Social Science exemplar. The students research the origins of their name, asking their families for information about why they were given their name. They also find out information about the history of their family name. Their names are published and displayed on the classroom wall. The students ask questions at home and research information about their family’s treasure. They also research their genealogy and present this information to each other. The students also learn about autobiographies and write their own from a teacher model. This teaching and learning sequence is ideal for the start of the year when the students are still learning about ‘who we are’ and ‘where we come from’. There’s a need to share cultural backgrounds and links within the class to enhance mutual understanding between class members. CONTENT KNOWLEDGE Learners understand that learning a bit more about the people, places, cultures and histories of their own families and that of the families we have in our school, leads to people having richly enhanced friendships. SPECIFIC SKILLS The learners know how to work together in pairs and small groups, and that there are roles within co-operative learning groups and what these roles are.
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Learning Outcomes(What do my students need to learn?)
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| Learning area(s)
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Social Science, English and Literacy
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| Social Science Big Idea (this is the enduring understanding children will learn by the end of the unit)
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We are learning to share our cultural practices so we have understanding of differences between me and others, which leads to empathy and tolerance of all people in our world.
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| Social Science Overview of Big Idea
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Students learn about society and communities and how they function. They also learn about the diverse cultures and identities of people within those communities and about the effects of these on the participation of groups and individuals.
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| Process – Social Inquiry
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Through the process of Social Inquiry students ask questions and examine the background to important societal ideas, explore and analyse values relating to these ideas in order to understand issues and ways that people (themselves and others) make decisions and participate in social action.
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| Process Skills focus
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Ask questions/ explore and analyse people’s values and perspectives/reflect on and evaluate the understandings that have developed
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| Curriculum achievement objectives for:
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Level 2
- understand how cultural practices reflect and express people’s customs, traditions, and values
Level 3
- understand how cultural practices vary but reflect similar purposes
- understand how people remember and record the past in different ways
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Speaking Writing Presenting Productive Level 2
- select, forms and express ideas on a range of topics
- use language features appropriately, showing some understanding of their effects
Level 3
- select, forms and communicate ideas on a range of topics
- use language features appropriately, showing a developing understanding of their effects
Listening Reading Viewing Receptive Level 2
- show some understanding of ideas within, across and beyond texts
- show some understanding of how language features are used for effect within and across texts
Level 3
- show a developing understanding of ideas within, across and beyond texts
- show a developing understanding of how language features are used for effect within and across texts
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- Overall language and literacy learning outcomes
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We are learning to…
- ask questions to elicit information
- write a definition
- write a summary
- write a description
- find main ideas in a text
- share our ideas and thinking with others
- use complete sentences
- use a range of topic specific vocabulary
Topic specific vocabulary:
- family / whanau
- history / heritage
- ancestors / genealogy / generation
- a treasure / taonga / heirloom / keepsake
- to treasure
- valuable / special / important
Language features:
- pronouns
- adjectives
- specific nouns
- conjunctions of reason
- paragraphs
Note: Ask children to source the key vocabulary in their home languages.
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Teaching and Learning (What do I need to know and do to meet the range of identified learning needs of my students?)
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| 1-2 related professional readings or relevant research
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On meeting the range of identified learning needs of my students: When directing the learning towards English language learners the whole group benefits – so it’s ‘win:win’ for all students. The teaching tools in this unit benefit students who are foundation level English learners through to fluent speakers/readers of English. For Literacy learning support and assessment:
Multicultural Education: Students benefit from the different cultural backgrounds present and being shared, as well as sharing their own background knowledge. See ‘ Our Cultural Village’ on TKI. For more on multiculturalism in the classroom: A Synthesis of Scholarship in Multicultural Education Teaching about ‘empathy’ and ‘cultural diversity & inclusion’ also supports the Big Idea. See:
- NZCD the Principles e.g. cultural diversity & inclusion p 9
- NZCD the Values e.g. diversity and empathy p 10
- NZCD Effective Pedagogy p 34
- Empathy (PDF)
Social Science exemplars:
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| Learning task 1
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| Learning task 2
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| Learning task 3
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| Learning task 4
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| Learning task 5
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| Learning task 6
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| Learning task 7
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Assessment and Evaluation (What is the impact of my teaching and learning?)
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- assessment task(s), including
- Provision for identifying next learning steps for students who need:
- further teaching and learning opportunities
- increased challenge
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Assessment is ongoing and the potential for assessment is embedded in each of the tasks. There are multiple opportunities for new knowledge and reinforcement of conceptual understandings to be shared across the class based on students’ experiences. An expectation is that students can use topic specific vocabulary in the correct context by explaining their ideas and understandings in oral and written form. Opportunities for assessment include:
- Oral language during the 3 – 2 – 1 task (range of vocabulary and complexity of sentences used)
- Participation in the jigsaw
- Depth of students’ understandings of how cultural practices vary through the Before, During, After activity
Writing : self/peer/teacher reflection about quality of treasure descriptions
- e-asTTle writing indicators for a description Resource 5 – Describe
- http://e-asttle.tki.org.nz/resources/Teacher-resources
- For each writing purpose, the writing indicators comprise:
- progress indicators developed to help teachers understand and evaluate their students’ progress and achievement in writing (scoring rubric)
- annotated examples
- a selected glossary of terms
Identifying next learning steps: Teachers adapt and modify content based on key questions from the Teaching as Inquiry Model.
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- Tools or ideas which, for example, might be used to:
- evaluate progress of the class and groups within it toward the identified outcomes
- evaluate student engagement
- changes to the sequence
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Oral Peer and Self Assessment opportunities in relation to the Learning Intentions and learning tasks eg:
- 1 – 2 – 3 question task
- thumbs up / sideways / down
Students’ ability to use topic specific vocabulary when sharing ideas with others in the class Integrated topic links:
- What is a Mihimihi? (To be presented in their first language as well as English and Te Reo)
- What is a Family Tree? (Statistics: Tree Diagram)
- What is an Autobiography? (Writing a personal recount of their family history findings)
- Serial Story: Read from the “My Story” series. See a list of books in this series through the following link:
- Who / what are our National Treasures?
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If you are not able to access the zipped files, please download the following individual files.
This teaching and learning sequence could be used in conjunction with the DVD ‘Making Language and Learning Work 3’. Available from Down the Back of the Chair – Item number 113358
| Writer:
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Mele Togiaso
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| Year level:
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Years 5-6
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Learning Outcomes(What do my students need to learn?)
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| Learning area(s)
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The Arts (Visual Art), Mathematics and Statistics (Geometry and Measurement), English
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| Curriculum achievement objectives for:
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Level 3
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Understanding the Arts in Context
Investigate the purpose of objects and images from past and present cultures and identify the contexts in which they were or are made, viewed, and valued.
Developing Practical Knowledge
Explore some art-making conventions, applying knowledge of elements and selected principles through the use of materials and processes.
Developing Ideas
Develop and revisit visual ideas, in response to a variety of motivations, oberservations, and imagination, supported by the study of artists’ works.
Communicating and Interpreting
Describe the ideas their own and others’ objects and images communicate.
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- Mathematics and Statistics
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Geometry and Measurement: Transformation Describe the transformation (reflection, rotation, translation, or enlargement) that have mapped one object onto another.
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Listening, Reading, Viewing Processes and strategies
- Integrate sources of information, processes, and strategies with increasing confidence to identify, form and express ideas.
Ideas
- Show an understanding of ideas, within, across, and beyond texts.
Speaking, Writing, Presenting Purpose and audiences
- Show an understanding that texts are shaped for different purposes and audiences.
Ideas
- Form and communicate ideas on a range of topics.
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| Overall Learning Intentions & Success Criteria
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Learning Intention:
We are learning to:
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Success Criteria:
We will know we can do this when we can:
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- create an effective siapo using symbols that represent aspects of ourselves (E.g. culture, family, interests and hobbies, environment etc); DI/ PK
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- develop symbols that represent aspects of ourselves
- create an effective composition for our siapo
- successfully create a siapo using one of the printmaking processes (e.g. linocut, card, polystyrene etc).
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- explain the purpose of siapo from past and present cultures, how it is made and why it is valued; UC
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- identify what siapo is used for (in the past and present)
- explain how siapo is made
- explain why siapo is highly valued.
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- describe the ideas that our siapo and other artists’ (Michel Tuffery/ Fatu Feu’u) images communicate; CI
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- explain how ideas were developed
- use topic-specific vocabulary when responding to artworks
- describe different kinds of ideas found in different artworks.
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| Language and literacy learning outcomes
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Literacy Learning Progressions By the end of Year 6 Reading Students select from and use their repertoire of comprehension strategies, which include:
- making connections between their prior knowledge and the concrete examples in a text in order to understand abstract ideas in the text
- locating and summarising ideas (e.g., by skimming or scanning, by identifying key words, topic sentences, and key questions, or by using subheadings)
- finding and learning the meanings of unknown vocabulary by using strategies such as applying their knowledge of how words work or seeking explanations in the text or in illustrations.
Writing
- using a variety of planning activities, such as constructing flow charts, for those writing tasks that need to be planned
- selecting vocabulary that is appropriate to the topic, register, and purpose (e.g. academic and subject-specific vocabulary appropriate for specific learning areas or precise and descriptive words to create a mental image)
- using simple and compound sentences that are correct grammatically and have a variety of structures, beginnings, and lengths and using some complex sentences that are mostly correct grammatically.
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Teaching and Learning(What do I need to know and do to meet the range of identified learning needs of my students?)
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| 1-2 related professional readings or relevant research
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This sequence of lessons may enable teachers to draw on skills and expertise of students and/ or members of the Pasifika community who are familiar with siapo or tapa cloth.
The principles of supporting English language learners are:
- Know the learner
- Begin with context embedded tasks which make the abstract concrete
- Provide multiple opportunities for authentic language use with a focus on learners using academic language
- Ensure a balance between receptive and productive language
- Help students achieve the same explicit learning outcomes using differentiated levels of support
- Identify the learning outcomes including the language demands of the topic
- Include opportunities for monitoring and self-evaluation.
Developing a Progression of Student Learning for the Visual Arts (PDF 191KB)
This paper and accompanying resource package are the outcome of a preliminary project undertaken by the Dunedin College of Education to explore assessment tools and strategies for the arts. The package includes a trial learning progression for Visual Arts focusing on the CI strand, for curriculum levels 1-4 and outlines assessment methods using student teacher conversations, work samples, written responses and observations.
Visual Arts Learning Progression and Assessment Methods (PDF 247KB)
This resource kit accompanies the paper "
Developing a Progression of Student Learning for the Visual Arts (PDF 191KB)
”.
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| Learning task 1 Learning task 2 Learning task 3 Learning task 4 Learning task 5 Learning task 6 Learning task 7 Learning task 8 Learning task 9 Learning task 10 and beyond
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Assessment and Evaluation (What is the impact of my teaching and learning?)
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Learning Intention:
We are learning to:
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Success Criteria:
We will know we can do this when we can:
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Assessment Opportunities:
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- create an effective siapo using symbols that represent aspects of ourselves (E.g. culture, family, interests and hobbies, environment etc); DI/ PK
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- develop symbols that represent aspects of ourselves
- create an effective composition for our siapo
- successfully create a siapo using one of the printmaking processes (e.g. linocut, card, polystyrene etc).
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- Art journal – personal symbol designs
- Art journal – final symbol designs (are the compositions balanced?)
- Observations of technique and control during printmaking process/ quality of final siapo print.
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- explain the purpose of siapo from past and present cultures, how it is made and why it is valued; UC
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- identify what siapo is used for (in the past and present)
- explain how siapo is made
- explain why siapo is highly valued.
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- Observations during group tasks/ student-teacher conversations/ reflections in art journals
- Siapo-making flowchart.
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- describe the ideas that our siapo and other artists’ (Michel Tuffery/ Fatu Feu’u) images communicate; CI
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- clearly explain how our ideas were developed
- use topic-specific vocabulary when responding to artworks
- describe different kinds of ideas found in different artworks.
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- Observations of the depth of understanding the students demonstrate during buddy task (identifying symbols used by artists in learning task 6)/ student-teacher conversations/ reflections in art journals.
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| Assessment Tasks
Provision for identifying next learning steps for students who need:
- further teaching and learning opportunities
- increased challenge.
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Assessment is ongoing and embedded in each of the tasks at a self, peer and teacher level. An expectation that students can use topic specific and mathematical vocabulary in the correct context by explaining their ideas and understandings in oral and written form. Opportunities for new knowledge to be shared across the class by students based on experiences. Multiple opportunities for learning and reinforcement of conceptual understandings.
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Tools or ideas which, for example, might be used to:
- evaluate progress of the class and groups within it toward the identified outcomes
- evaluate student engagement changes to the sequence.
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Oral peer and self assessment opportunities in relation to the learning intentions. Students’ ability to comment on their own understandings in relation to the tasks. Quality and depth of thinking in students’ art journals.
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If you are not able to access the zipped files, please download the following individual files:
Visual Art Learning Intentions:
We are learning to:
- identify background information about an artist
- identify symbols used by an artist.
We will know we can do this when we can:
- explain aspects such as where the artist is from, what types of artworks they create and any other interesting information
- name symbols that the artist uses.
Reading Learning Intentions:
We are learning to:
- make connections between our prior knowledge and a text we are reading;
- ask questions to help us understand a text.
We will know we can do this when we can:
- explain what we already about a topic and how it connects to the text we are reading
- ask questions before, during and after reading a text.
Equipment & Resources Needed:
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Group 1: Samoan readers
‘O le ‘Ie ufi Moega mo Ropati’ by Maria Samuela (Tupu text – MOE)
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Group 2: Lower reading proficiency
Electronic storybook text: ‘Bringing Stories to Life’ by Caren Wilton
(‘Give it a Try and other stories’ – MOE)
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Group 3: Proficient readers
Teacher-made texts (summarised from information from the internet and books):
Fatu Feu’u (Word 55KB)
Michel Tuffery (Word 45KB)
Note: This lesson uses differentiated texts which aim to engage and support all students (regardless of reading proficiency).
Step 1: Share
Share the purpose of the Guided Reading session (to read about an artist and share key information) and learning intentions with the class and explain success criteria.
Explain definitions of contemporary and traditional style. Ask students to think about whether the artist they read about uses a traditional or contemporary style.
Step 2: Reading Group Activities
Explain reading tasks for each group.
Group 1: Samoan readers
Briefly introduce text (let students quickly look through text) and then ask the students to think of questions that they have about the text (E.g. Who are the characters in the story? What are they making and why? Where is the story set? etc). Record questions on ‘Question Web’. Get the students to read the story together and to discuss and answer any questions that they have recorded as they read. The students may add more questions to the question web (use a different colour pen) during the reading. After the reading, the students can work together to complete the ‘Tupu Post-Reading Artist Summary’.
For example:
Who was the artist?
What artwork did the artist create?
What symbols did the artist use?
Group 2: Electronic storybook (lower reading proficiency)
Briefly introduce text (let the students quickly click through pages of electronic storybook) then ask the students to complete ‘Before’ part of web (things they know about Ali Teo). Get the students to read the story with a buddy and then complete the ‘After’ part of their web (new things they have learned about Ali Teo). The students can then work with a buddy to complete the ‘Post-Reading Artist Summary’.
Group 3: Teacher-made texts (two reading groups – Fatu Feu’u/ Michel Tuffery)
Explain the reading task to groups. Ask the students to complete the ‘K – What I know’ of the KWL chart about the artist they will be reading about and then to write questions that they would like to find out in the ‘W – What I want to find out’. The students then read the text about the artist and record answers to their questions in the ‘L – What I have learned’. The students then work with a buddy (who read about the same artist as them) and complete the ‘Post-Reading Artist Summary’.
Step 3: Sharing the Learning
Get the students into groups which have a mix from each reading group (four students per group) and have each student briefly describe their artist using the speaking frame provided.
Speaking frame:
‘The artist I read about was …’
‘Something I learned about his/her background was…’
‘The artworks he/ she creates are…’
‘The symbols he/ she uses are…’
Visual Art Learning Intentions:
We are learning to:
- design a siapo using symbols which represent something about us
- describe a design and its meaning to others.
We will know we can do this when we can:
- create an effective siapo design that includes symbols which represent us
- tell a buddy what our design means.
Language Learning Intentions:
We are learning to:
- explain to others what the symbols in a design represent and why they were chosen.
We will know we can do this when we can…
- use vocabulary such as ‘because’ or ‘as’ in a sentence to give a reason why each symbol was chosen.
Share and explain learning goals/ intentions and success criteria.
Equipment & Resources Needed:
Step 1:
Ask the students to think of all the different groups that they belong to.
For example:
- Kapa haka, orchestra, netball, girl guides, touch rugby etc.
Get the students to record all of the groups they belong to on separate Post-It notes and stick on to whiteboard.
Step 2:
Ask the students to talk with a buddy about how we could put the Post-Its into groups. Have the students classify each type of group they belong to.
For example:
- Sporting groups, cultural groups, hobby groups etc.
Get the students to sort Post-Its into each group.
Step 3:
The teacher brainstorms the symbols that could be used to represent some of the groups and one or two children sketch an example on whiteboard.
For example:
- Kapa haka: koru, poi, piupiu
- Rugby: rugby ball, All Blacks logo
Step 4:
The students sketch different symbols in their art journals (‘My Personal Designs’) to represent their family, community and culture, environment, hobbies and interests.
Step 5:
The students select 2-4 symbols to use in their siapo and explain to a buddy what each symbol represents and why they chose it using a speaking frame.
Speaking frame:
‘I chose ________ as a symbol because…’
‘I chose ________ as a symbol as it represents…’
Step 6: Opportunity to Refine & Develop Symbol Designs
The teacher explains and models different drawing techniques that the students may find useful when they refine and develop their own symbol designs. The students use the blank pages in their art journal to develop their symbols and compose the image within a frame so that each looks balanced. They then copy their symbols on to the ‘Final Designs’ pages in their art journals.
Step 7:
The students reflect on their symbols and in their art journal they write down which designs they have chosen for their siapo and the reason(s) why.
The students who complete their reflections can work with a buddy to complete the ‘
Siapo Collaborative Crossword (Word 128KB)
’. The students are given either Crossword A (which has the ‘clues across’) or Crossword B (which has the ‘clues down’) and must take turns to read the clues to their buddy. Together they discuss what the answer/ word would be and then both write it on their crossword in the correct space provided. This activity provides students with opportunities to practice speaking clearly and listening carefully. It also encourages discussion, the use of topic specific vocabulary and reinforces meanings of concepts and vocabulary that are being taught throughout the unit.
