CLIP TITLE: Clip 1 - Year 5 / 6 Social Studies
CLIP DURATION: 26 mins 24 secs

TIMECODE	TRANSCRIPT	
00:08	I have about 4 children who are bi-lingual, they speak their at home language at home, and also English, and approximately 7 students who only speak their home language and are learning English. 
	
00:24	My name is Ali, I am from Iran. I have been in New Zealand for 8 years. I speak 2 languages and they are Persian and English. 
	
00:36	My name is Andrew. I am from New Zealand. I speak 3 languages, English, Mandarin and Cantonese. Because my buddy Jack is easier to do because we both speak the same language.
	
00:55	My name is Vivien. I am from Germany. I have been in New Zealand for sometimes, this time is the 4 time I’m being in New Zealand. I speak 2 languages, German and English. Some words are for me a little difficult.
	
1:20	My name is Son Jen, I am from Korea. I’ve been in New Zealand for 6 month. I speak 2 languages, 1 Korean language and last one English language.
	
1:35	The children who are bringing their 1st language into the classroom felt like they were the expert of that knowledge, and when they shared it with others it made it work really well.
	
1:47	Well the focus of our unit is to establish um, some prior knowledge about the children. That they can bring things to school with them that are form home, and we can find out who they are and share that with each other and establish a team culture.
	
2:03	We looked at these exemplars that are online, we looked at Here’s My History, and um a family treasure unit.
	
2:11	I have found out so much about your autobiographies, about you from your autobiographies and your grab bags that you have created over the last few weeks. So each of you have presented and shared information about your family history. Now Dillon has presented his grab bag with his family history.
	
2:35	My great granddad was elected in the member of parliament.
	
2:42	You’ve already been home to discuss um your family history, your name and why you are called your name. And this time we’re going to ask similar questions at home about treasures that you have in your family.
	
3:04	Remember we’re learning to understand each other’s culture practices, where each other comes from.
	
3:11	So today we’re going to learn to write a definition of treasure, and find main ideas in a text to write a summary. And to achieve that we’re going to do a jigsaw activity, to find out some information. Okay soon we’re going to move into our home groups and do you notice that there are a list up here of your groups? You’re going to have a piece of paper that looks like this, down here we have Time 1 and Time 2. In this column you’re going to go in your home groups and you’re going to have a look at answering this side here. 
	
3:51	Then once you’ve all had a talk about it I want the recorder to record what you’ve all said down here. What id treasure. Then I want you to think about a definition, treasure is.
	
4:04	I hear my Mum…. Calls me treasure so I, so that’s what I think about um when I hear treasure, when I hear the word treasure. But also I consider special belongings treasure as well. Treasure is anything precious.
	
4:23	Like a family picture that’s um, that’s valuable.
	
4:29	Treasure is …. Something that you will keep forever, and that you um, that you will always love and care about.
	
4:54	History
	
4:58	We consider family as treasure, um and um Vivien said that um, we consider, that we consider ourselves as treasure.
	
5:10	Um treasure is family history, jewels, sometimes …. In sand(?) piece, nutrition, precious, ourselves.
	
5:35:	You’ve answered the question What is treasure? And now you’re going to find about what other people think is treasure. Here is an example of some family’s treasure. I’m going to read the example out to you first of all, and then I’m going to highlight what I think are the main ideas. My Dad has got a taonga. I now am going to answer this sentence starter. It is a treasure because. So I need to look for some information up here. Now I know it is a treasure because it has the word taong, taonga here. And I also know it’s a treasure because an old man from Ngāti Porou carved the bone. Do you see how a found the information from here, to write my summary? Yeah. Well this is what you’re going to do at your desks with different people.
	
6:34	When I began the grouping of my students I wanted to have an able reader, so that that was their task in the group. And they would be there to support the students who needed more help with, with their reading.
	
6:49	Now everybody has to agree on what you’re going to highlight, and you have to agree on what you’re going to write.
	
6:58	Well we did the jigsaw task, um the most useful thing was probably the text, and reviewing often to our expert groups.
	
7:08	That ….here. That goes there and this comes to learn with her husband and 3 young children. And she was, she married him when she was only 19 years old. Yeah that’s a bit young. Yeah.
	
7:29	So we’ve written this and then here, and have her great grandmother wedding sari.
	
7:40	Okay so in a moment you’re going to take this information to your home group because you are the expert of that information and you’re going to share it with them, and share who this person is and what their family treasure is.
	
7:54	And it came from China and it is good luck, and Jayden’s really precious.
	
8:00
	So you will now have 3 different examples to write down. Once you’ve done that I want you to share what, discuss what you think is a treasure. Now has your definition of treasure changed in some way, and add to that in your Time 2 column. Go.
	
8:20
	Well our one, I’ll just read them. Yes. (Unable to hear the little girl due to background noise). The thing that is very special is my family is my Granny …. Okay cool. 	
8:37	Yes this one great grandmother which went …
	
8:50	Come up with any surprising treasures at all.
	
8:54	Um I actually got quite surprised when some guy had a pie tins as a treasure. 
	
9:00	Why were you surprised at that?
	
9:02	Because I usually just use pie tins to make pies and that.
	
9:06	And what did he use it for?
	
9:08	He used it for making pies but it was also a treasure cos his grandma used to cook heaps and heaps of pies for him and all that.
	
9:14	So your idea of a treasure has changed, so we changed our idea of treasure from pieces of gold to old things. What did you change your definition from and to?
	
9:28	Um we changed our definition from gold, diamonds, precious stuff to like old stuff that’s been passed along.
	
9:41	And on the board you’re going to glue your definition onto the new sheet, and it says Treasure Is.
	
9:49	Items handed down from generations, items handed down from the past.
	
9:55	Thank you. Could you please put your hand up if you write a definition for treasure. So we achieved that today, well done us. Did you find main ideas in a text and write a summary? Excellent hands down. So we’ve achieved our learning objectives for this morning.
	
10:14	I’m so excited about some of the things that I’ve seen you bring into class, and I can’t wait to hear you sharing about what your family treasures are. There are some really amazing items there and in a moment we’re going to be able to share those. But first of all just talk about what we’re learning to do today. We are sharing what we know about our family treasure. And to do that we’re going to learn to use complete sentences and give us as much detail as possible when we talk. And then later on we’re going to read a description of a family treasure to identify the language features. To do that I’m going to share with my family treasure. Now yesterday somebody guessed that it had to do with clothing.
	
11:06	Um is it like a really special piece of clothing from your Mum or Dad…?
	
11:10	It is a special piece of clothing, and the special piece of clothing is from my grandmother. It’s just got a little bit um broken and um, and old really. Yes.
	
11:23	How old is it?
	
11:24	It is about, about 60 years old now, this costume.
	
11:30	And on the board I think you’ve covered most of what it would be that I would talk to you about. My treasure is, who could tell me. Alex? 
	
11:42	Um a ballet costume.
	
11:43	Thank you. That’s correct.
	
11:45	There’s lots other sequins on it.
	
11:46	Good. And can you tell me some colours?
	
11:48	Um gold, black.
	
11:51	I like the way you’ve used the adjectives there, black, silver, so they’re describing my costume, my grandmother’s costume.
	
12:01	We’re now going to move into a 3/2/1 oral language activity. And I’d like you to use this speaking from a when you are talking to your partners and to think about using full complete sentences and give as much detail about your treasure as you can.
	
12:19	I had a greenstone necklace which is here. Well I’ve enjoyed 3/2/1 oral language because um, other people can know what your treasure is and I like learning about other people’s treasures. Got passed down by my great great great grandfather and he um, got it from his um brother.
	
12: 55	Um Daddy’s I got it when I was born and it’s really expensive, and wear in the Chinese New Year…. And you can touch it, and you can feel soft if you touch it. No it’s really cold to wear. Yeah. And they were wearing every time a log times ago. 
	
13:27	You now have 2 minutes to share with this partner.
	
13:36	(speaking in Korean) I was proud to show them Korean national clothes. (Speaks in Korean)
	
	(Boys speaking in Cantonese)
	
14:17	I spoke to Jack in Cantonese, he understood me easier than English.
	
14:25	Allow other children to speak in their first language in the classroom because that helps them to understand the content, to discuss it, to repeat it several times over and then they’re able to more confidently speak in English to others. 	
14:41	Our 3/2/1 oral language activity is complete. You have shared with 1 partner for 3 minutes, another partner for 2 minutes, and a third partner for 1 minute. Okay so you’ve now talked to each other about what treasures you have brought to school with you, and I want to know of some examples that you have heard today, of somebody else’s treasures, that their family thinks are important and valuable. So can I have some hands up. Excellent. Can I have some more hands up please.
	
15:15	Niamh had a a … and she said um some medals from her, his grand, granddad and um there was medal and she she said this is a treasure because um, she she never seen her grand granddad.
	
15:39	So up here we’ve now got a big list of what treasures, what treasure is. From a first time of going to home groups and these are some examples of what you said were treasure. And then in green here these are some examples that you looked at read about, of people who had treasures (interrupted) heir families.
	
16:04	Um in order to aim at the language aspects of my unit, I’ve created outcomes for those. And some of them are looking at various specific grammar details, or the structure of the text that they’ll be writing. And by doing that explicitly, when they go to their desks and they start their writing they can refer back to that and it’s a very clear. For my ESOL students and for the class.
	
16:34	What we’re going to do now is we’re going to look at a model of writing that I wrote about my family treasure and we’re going to read it and have a look at some of the language features that I used when I wrote my model text. We’re going to work together here and identify some of the things that were special about this piece of writing. First of all I’m going to read it to you. My treasure is a dancing costume that my grandmother wore when she was a ballet dancer. It is 60 years old. It is treasure because I loved my grandmother and our family values the talent that she had at dancing. Can you tell me something that you notice about the way that I’ve organised it? David?
	
17:24	You’ve organised it into 4 paragraphs.
	
17:28	Excellent. 
	
17:29	Um at the end when you did it, you did it in like, in 1 paragraph is about the, your treasure, what it is and then what it looked like. And then your grandma like it.
	
17:43	What we’re going to do now is just have a look at some language features that I’ve used in my, my writing. Wonder if you can identify any um particular adjectives that I’ve used to describe the costume? Jamie.
	
17:59	Um black and silver.
	
18:02	So black and silver are describing the costume. So they are all the adjectives that we’ve used to describe it. Notice that we’ve got it in the paragraph that talks about what does it look like, and that’s something I’d like to see in your text as well. There we go, I’ll draw a little arrow to show it is the pronoun used instead of the word costume. I’m just gonna write the word pronoun there because it’s an interesting language feature to us. One more language feature I want you to identify, and this is a word that shows us that we’ve got a reason coming after it. It is a treasure because, now I’m going to know that I’m going to find out a reason why is it a treasure. In a moment I’m going to give you a copy of the text and you can go to your desks and highlight these 3 language features, and label what they are in the margins. And you have a choice. You can do this on your own or you can do it in partners.
	
19:13	Well my teacher Miss Dryden’s written an example for us, and in the first paragraph it was about what her treasure was and how was it. And the second paragraph it was describing the adjectives. And the third one it was how she felt. And in the fourth paragraph it was why it was her treasure. And it helped me because I will look back at her writing and remember, and write my own treasure story. 
	
19:42	NO I only want this. And then you like this. Weeee. Waving. Yep and …. What colour is it?
(general classroom talking)
	
20:29	Okay so let’s use our concept circle to to make sentences out of our topic words. Remember from our last session we had some new words that were based on the word treasure. And what we decided were a definition for the word treasure. Genie(?), could you tell us exactly how that’s pronounced so we get it right.
	
20:50	Ca jok(?)
	
20:51	Ca jok.
	
20:52	Yeah. 
	
20:52	Okay so everyone ca jok.
	
20:54	Ca jok.
	
20:55	That’s great. Let’s do it again. Heirloom.
	
20:57	Heirloom.
	
20:58	Valuable.
	
20:59	Valuable.
	
21:01	My ca jok has a valuable …. And it is also an heirloom.
 	
21:08	Wow you didn’t just put 2, you put all 4 of our topic words into a sentence. Thank you very much. So yesterday Deena? had a word and can anyone find for me where his word is?
	
21:24	Somya? Simya? 
	
21:28	The concept circle helps me learn the vocabulary on the wall, and then it helps me put these words in the sentence.
	
 21:37	So I do a lot of work around the vocabulary of a unit. I do things like the concept circle where we discuss sentence, language and sentences. And I do that so that they have that language available to the when they’re discussing it with others. And when they’re writing about it themselves.
	
21:57	We are learning to describe our family treasure. What I want to know from you is how you will know when we have achieved this. So think back to what you highlighted. What’s one more thing that I might be looking for, one more language feature, in your writing? Siobhan?
	
22:22	Pronouns.
	
22:23	Great I’ll write that up here. We all know when we’ve achieved this when we has used pronouns. At the end of your writing I would be able to look at your writing and see these features, and a partner will be able to, or a buddy will be able to see those in your writing. And you will be able to see them in your writing as well. You have 3 choices. You could go to you desk and write it on your own. You could have one of these writing frames. Would you put your hand up if you’d like one of those. That’s great. Excellent hands down. And the third group us I’m going to have a group down on the mat with me, working with me to go through the writing frame together.
	
23:08	I choose to and have the writing frame and … this because um I’m scared to um forgot something, that I forgot.
	
23:21	I chose to go straight to my desk and start writing because I um felt that I, that I, that I could do it.
	
23:33	I choose …. 10 year old. It is from China, it is looks like a beautiful necklace. It feels like treasure because a really beautiful and really ….
	
23:48	So beautiful, it’s a lovely way to describe it. What colour is it?
	
23:54	Green and white.
	
23:55	Green and white. Could you add that to your description of what it looks like.
	
24:00	Okay now that you have written your description of your personal re, your family treasure. You’re now going to read it again as if you are a reader. You’ve done the writing, you’re going to be the reader. This is your criteria for successful writing today. What we’ve got here is the checklist for writing a description of treasure. You are going to find a buddy to read your writing to this morning, if you don’t see it then you just leave it blank. And what you will need to do as a writer is you’ll need to go oh, I’ve forgotten to write how old it is. I need to go back to my writing now and I’m going to add that in.
	
24:43	My treasure is a photo of my granddad, grandma and my Mum. The photo is about 35-36 years old. 
	
24:53	He found it in a box that was buried in the ground.
	
25:00	You got every every single one, as to how it was. What is… yep tick all them cos you’ve got that.
	
25:12	Adjectives to add detail. 
	
25:17	It is 10 year old. It is from China. Um is looks like very long necklace, is green and white necklace…
	
25:34	And last but not least this morning, can you give me a thumbs up if you think that you have, you’re really satisfied with your writing this morning. On the side if you’re halfway satisfied, and a thumbs down if you’re not at all satisfied.	
25:50	To cater for all of my students including my ESOL students, I scaffold the learning quite deliberately and starting with a um, and actual object, something that they can get their hands on, talking about that. Moving along to um seeing a model that I have created, a model text, analysing that and then once they come to their own writing they’ve already had that whole talking about it and writing about it. They’re ready to do.	
26:23	ENDS