CLIP TITLE: Clip 3 - Year 7 Technology Focus
CLIP DURATION: 27 minutes 47 seconds

TIMECODE	TRANSCRIPT	
00:00	There is a very wide range of language ability in the class, New Zealand born students who have very high levels of English, and that would be operation probably above cohort level for Year 7. And then we’re moving down through to some students who have very good oral communication in English, can communicate all of their wants and needs. But when it comes to having to work with academic vocabulary and ideas then their language ability starts to fall over there. Then going down towards the very beginning student, Arianne who’s only recently arrived in New Zealand and has quite rudimentary English.
	
00:51	My name is Elsina, I come from Samoa. I’ve been in New Zealand for 5 months.
	
01:00	My name is Katasan and I’ve been in New Zealand for 3 and half, and I speak language um, 5 languages and they are Arabic, …..  And English. And I am from Ethiopia.
	
1:22	My name is Arianne, I was born in Ethiopia, I speak 3 language, …., …. And little bits English.
	
1:38	Well the initial information comes from testing at the beginning of the year, the standardised tests that might be used across the school for example Asttle reading, would give us a good indication of where each student is against the national cohort. And then we have some other assessments that I would do like running records. The English language learning progressions would give me a sense of the stages of development of languages that some of the students in my room might have. So for example Arienne who’s operating at foundation level of the English language learning progressions, by having a look in the folder, the resource, we can identify what her next stage might be.
	
2.18	To go from designing, thinking about and designing a lantern and to building a lantern for display is a big undertaking. First we had to think about the purposes for lanterns. One is to light up spaces like our homes, and another purpose for lanterns is that they can be used to help us celebrate at festivals or for ceremonies.
	
2:45	I used 6 pieces of wire on each side to go onto the middle to hold um the little bit, and I put the candle directly in the middle so it wouldn’t burn the paper on the outside. And I put wire over the candle so the candle wouldn’t move when I light it.
	
3.02	Aaron brought in a lantern from home which enabled us to explore why his great grandfather used a hurricane lantern and how it worked.
	
3:11	This one’s still you can lift up. You have to lift it up to light the wick in there. And it’s run on…
	
3.15	It was a concrete example of how a lantern needed to be fit for purpose and it helped the class understand this key technological concept throughout the whole unit.
	
3:27	And we’re going to be moving towards actually building a lantern, making a lantern over the next couple of days. So our technology outcome for today is we’re learning um who uses lanterns, how lanterns are used, why lanterns are used. So those 3 things. And there’s some language involved in what we’re doing today so our language outcome is we’re learning to share our ideas and information in sentences. We’re going to be looking at what you remember about the lantern festivals. But also all of the other knowledge, all the other information you already have about lanterns, and we’re going to share those in groups.
	
4:12	Do they take boats out to the sea? Yeah they take boats. …. To light up the boat, they can see in. On the boat oh wait. On the boats. To light it, the lights. Yeah yeah. And they also lanterns used to light like in their house, you can see one another. Oh Yeah yeah got that down. When there’s no lights, those kind of lights.
	
4.45	Other words for lanterns in English, is it yeah lamp means to light something and it’s a lantern. … a lantern is. But lamp is like a small, yeah but like a small on. Like oil. Yeah. Other words for lantern in English is lamp. Another thing that can light up the room.
	
5:37	What about in the reading that we did about Ramadan, can you remember about that one?
	
5:43	It was to light up the houses so there’s the… Glasses are like some type of special glasses, glass. So if you just use the candle it can’t light up very good, and they yeah, the lights, I mean the glass makes it more like superior. 
	
6:00	It’s great for the other class members to see that yes these students do have a lot of knowledge that they can share with us. That in fact they’re experts as well.
	
6:13	Some lanterns have a special floating pads. And we’ve got a small problem here with the sentence.
	
6:21	Because it makes more sense if you don’t have the, cos the some lanterns have special floating pads.
	
6:27	Great can anyone tell me why it makes more sense if we take that a out?
	
6:31	Cos um there is like more than 1.
	
6:35	Okay now we’ve got in Fasi the word is chrikany. Now I think that was bono who wrote that for us, could you say this word for us please?
	
6:45	Um that is chrikany.
	
6:49	Yeah so I think it’s important to create as many contexts as we can where students who come from diverse backgrounds have the opportunity to share their prior learning. So in that situation we had words in other languages for um lanterns, and also their own experiences in their home country with lanterns. So that gives them the opportunity to share their understandings. 
	
7:15	Now what I want you to think about now is what you think lanterns for us or in other cultures, many different situations, what a lantern might represent. So James.
	
7:32	Um it could mean what you stand for.
	
7:35	We’ve got represent here is and this covers most of the ideas you’ve just given me. To symbolise or stand for something, that’s what James said. So I’ve got some, a picture here of some lanterns, they’re made out look to be paper bags or crepe paper. So when I look at this set of lanterns I feel as though it’s representing guidance, it’s guiding a path. Um I feel warm by it and I feel um kind of happy.
	
8:07	Is it. I think it’s not … it’s like pane, but the little ones. Yeah. And I say our lanterns look like a handbag, if you go somewhere you can hang it around you don’t have to gold it.
	
8:24	What does it represent?
	
8:27	For me the lantern represents happiness for me. 
	
8:33	I’m gonna start the session of by once again having a look at what our technology outcome is. We are learning how to construct a simple lantern because we’re starting off with a very simple lantern that you’ll make a bit later on. And then we’re going to be building out towards you guys making a lantern that you’ve designed yourselves. So that’s where we’re leading towards. So but today we’re talking about imperative verbs. Imperative verbs are words which give commands. Okay they’re words that tell us exactly what we must do. All right, so that’s an imperative verb. We’ve got some here. 
	
9:22	Well the first thing that would happen in terms of deciding on language learning outcomes would be to look at content and to see what language is required by the students in order to be able to interact with the content. So then I might go off to um the English language intensive program, which is a great resource in terms of identifying a particular language structures and features of text types and so on. 
	
9:50	So the first thing we want you to do in your group, is to put the pictures in order. Second thing is to match the words with the activity that’s shown inside the picture. 
	
10:05	Card, is that next, and then blue yeah. Yeah. No no no.no. Yeah that one, you hold that one’s … down word. This is press. Which one is a staple in the picture. Staple. Okay these, this is the staple and the last one, roll and handles. Oh yeah. Roll. Roll. Yeah. 
	
10:39	Roll move up there.  Glue. What about that’s and then there’s that. 
	
10:46	When I do the sequencing features um it’s easy cos we, I seen pictures and it’s um like doing um, doing something that’s um same with the words.
	
11:03	Nice, nice work high five. High five.
	
11:09	Fold the paper, then crease the paper, you cut the paper, you roll the paper, you glue the paper together so it sticks. You press the paper together, yeah so the glue dries. You cut a handle and then you staple the handle onto it.
	
11:29	What are some things that you had, that we had to remember about doing a shared dictation? What were our responsibilities, our jobs? So if you are the reader you’re responsibility is to read slowly, carefully and to repeat if the listener doesn’t understand. If you’re the listener then you’ve got to show the reader that you don’t understand. Say oh can you repeat that please.
	
11:58	Cut a strip so that. Put the 2 short sides together. Paper. 2 centimetres away. Wide. 2 centimetres. Wide. Yeah to make the handles. Yeah. And look for your lantern.
	
12:39	When we were doing the shared dictation, it helped me. Cos I actually had to listen and then write it And it was telling me information at the same time so I was learning and learning about writing, and listening.
	
12:54	Oh I think that is wrong. That is wrong. No. You said cover, it’s curve. Sorry. 
	
13.09	Your job now is to do this on your own, circle all the imperative verbs that you can see on your sheet and then you can check with a partner.
	
13:33	What about this one? Make that’s a command isn’t it, so we need to circle make.
	
13:39	When you’re looking on your sentences where are we finding them?
	
13:45	Beginning of your sentence.
	
13:47	At the beginning of the sentence. You see it first, you know exactly what to do so hopefully after what is it, 3 activities we’ve got a sense of not only what the imperative verb is but what it’s job is.
	
14:01	Okay now we’ve got the set of instructions that we worked on earlier today. Now what’s going to happen is, very soon you’re going to go and get a couple pieces of paper and the we’re going to have a go at making a simple lantern. Now one persons going to be reading the instructions to the other person. Okay so you’re not going to be reading them you’re going to be listening a little like our shared dictation. So you have to listen very carefully.
	
14:34	On the edge, on the edge. Yeah. Push down hard. Fold the edge of the card. About 2 centimetres.
	
14:43	I wanted my class to follow a design process and to develop skills and techniques like accurate measuring, marking, cutting, joining and constructing.
	
14:54	Repeat until you have it. Make cuts all the way along the card, stopping about 2 centimetres from the end. Yeah. You got to go all the way to that last one. Okay. I think she’s done it wrong. No that’s right, that’s all right. You fold it here.
	
15:26	As we learned all about lanterns we made practical models to help us try out our ideas, and to test our lanterns for fitness for purpose.
	
15:38	The paper by using it to make a handle. The handle need to be long enough to cover over from one side of the top of your lantern to the other. Glued in there. Have you made that before? Yeah. Have you? No I haven’t made this before, this is my first time. It’s weird when you…. Like that. Oh you need a stopper. Hold that. Thank you Rakaia.
	
16:19	I thought the way you put the sleeves inside your lanterns first of all, without any instructions was very clever. Now if we were going to give somebody else some instructions on how to put in our inner tube or our cylinder inside the lantern. We’re going to roll another piece of paper, put the roll of paper inside the lantern, if it doesn’t fit, resize it, draw a line where you need to cut, cut along the line, put the sleeve inside the lantern, glue the sleeve to the inside of the lantern. So if we look at that first instruction where is our imperative?
	
17:07	And have a think about this one, have a think about where the instruction verb is. 
	
17:14	Now you’re in groups, I’m going to give you a little pack, now in that pack there are some items, objects, things, some words, and you have to put them into a group. Either an equipment group or a materials group.
	
17:30	Paper clips, here’s a hard one. Okay. I think they should go in the equipment because it’s like something you could use. Yeah. Keep the rest of those here cos they are materials….a 2 centimetre strip, that can actually go in here. Let’s look over here, you’ve got 2 centimetre strip as material, so coloured cardboard, paper, coloured paper, yeah I think it probably goes over here why is that? Why does this one go over here?
	
18:03	Um cos it’s like a. Use it to measure.
	
18:10	All right. So our technology outcome today, remember we’re working on idea of constructing a lantern. We ‘re learning how to write a brief. So a brief is a statement which describes a desired outcome to meet a need or an opportunity. So what does that mean. Last year we built a new adventure playground and Mrs Keene and the Board of Trustees, they had an idea that they needed a new playground. Any old playground do you think?	
18:50	Fit for a Year 7.
	
18:54	What do you think the need was?
	
18:56	Because the other one might have been getting too old and unsafe.
	
19:00	Later you’re going to be making a lantern that’s come from your ideas but in technology we don’t just go away and make something without there being a need for it, or an opportunity. 
	
19:17	We explored how we could meet the needs of our stakeholders by designing lanterns that were fit for purpose and in this case the purpose was to represent our community as part of a school wide inquiry.
	
19:30	Maybe we could put it up outside the school so people could see the school at night.
	
19:38	How might we make our lantern represent something about our community?
	
19:43	Since we have some Casebrook colours like maroon we could do a lantern that has those colours.
	
19:50	If you can use some, you can make a lantern with black, like country blacks.
	
19:57	So lanterns reflecting our community and then they’re going to displayed. So that gives us our reason for making these lanterns yeah. Okay so here’s our opportunity for you to write a brief about the making of the lantern. Now I’ve given you some starters here and you’re going to have to try and write this for yourself.
	
20:22	I want to create a lantern. My lantern will include something special or unique about my family or community. The purpose is to display the year 7 lantern in the foyer.
	
20:39	What word talks about something that has to be done, an obligation.
	
20:45	Um. Must.
	
20:46	Must thank you. You may not have known what the word modal verbs actually means but you sure know about how these verbs work, and that’s great. We’re gonna out them into action in just a moment. Now this piece of information I’m reading is about specifications. And that is the things that this lantern has to have to be fit for purpose, for it to do it’s job. I’m going to read you a group of sentences. I don’t expect you to write everything down because I’ll be reading too fast for that. Lantern frame must be joined…
	
21:27	When it came to having to reconstruct the text with the dictagloss some of my ESOL learners actually had sentence starters as opposed as to having to write the whole sentence themselves. So each activity during the planning stage. Thinking about what needs to be scaffolded for a particular group or even an individual.
	
21:49	The lantern must be strong. Should or must. Must. Yeah it was should. Well then you write should. Yeah it is should. Be strong but not too heavy. Should be strong, oh yeah. The lantern, the lantern frame, the lantern must be joined. Framed. Must be. Must be joined.
	
22:42	The lantern frame must be joined securely. Okay we’ve got another model verb here, we’ve used must. Wow what a great effort. Okay you’ve reconstructed this text to have the same meaning as the original. The lanterns should be strong but not too heavy. They must have a holder for a candle. The lantern must include features that represent the community. Fantastic.
	
23:06	Yeah I’ve designed activities that hopefully will encourage every individual in the group to participate. Can’t expect that to happen the first time that you try one of these activities, but over time the students get a sense of what their role is.
	
23:21	So all of the points down here on this left-hand side are the points that were in the dictagloss, that were in the specifications that you’ve just glued into your planning sheet. Now we’re going to have a look at some lanterns and make sure, well we’re going to check to see whether the lanterns we’re looking at have these things. 
	
23:45	Yes I think um having the real lanterns inside the classroom was important because it gives the students a sense of what they might be working towards, it helped them develop ideas about their own lantern design. It enabled them also to compare the um, the set of specifications that just in isolation are reasonably abstract. But if you’re looking at a real life lantern they’re able to, to um, to see aha well this lantern has this but it doesn’t have that and so on. And so it’s making um, making the learning real.
	
24:25	Yeah really strong. Strong but not too heavy. Can I, can I. Not heavy. The frame can be made by wire, wood or wire. This is not wood. This is wire, yeah see. Feel the wire.
	
24:46	It must have a hole in it for a candle but it shouldn’t be close to the outside of the lantern. Did it have a handle, holder called the handle. Yeah okay. Is it close to the outside frame. No. Okay.
	
25:04	Now you’re going to have the opportunity first of all to think about the sort of lantern that you are already planning in your head that you’re going to make. You’re going to talk a partner about it, then you’re going to have the opportunity on your planning sheet to do a sketch. And also to think about the equipment and the material you’ll need to successfully make that, that lantern.
	
25:30	We’re going to need some kind of … like black. Yep black, white. Stand out that much. Cos just the light. So kind of like a yellow, no not a yellow. But you gotta remember that candle light is very dim. Special lights just on the other side, just might be they show, and in the middle I’m going to have the candle lighting. What and materials would you use to make your sort of … I don't know. Well I’m gonna probably use like cardboard or hard paper.
	
26:08	So to take us to the next stage of our planning we’ve asked Mr Cook the technology teacher to come in and talk to us about that next stage.
	
26:16	The first thing I did was to create a full size drawing of how big I wanted my lantern to be, and that’s what I’ve got for my first drawing. What I’ve done is I’ve created a side elevation. So what the fish will look like form the side. You can imagine that if I roll all the way around here, I’m gonna end up with a picture my fish in wire. We should end up with something that will be very similar to this. And once you’ve got those 3 big sections fitted together you’ll be able to add in wire just as you see fit, just to make is stronger. So it’s got strong enough and panels are small enough that your paper can reach when you glue them on. And I’m guessing that as your designs go on and turn into lanterns, that you’re gonna have a lot of things to work out along the way. A lot of ideas that you’re gonna have to develop and find solutions for.	
26:48	It’s important to think about my own learning because um I need to um reflect and like, what I’ve learned today and keep it in my mind.
	
27:23	I think what I would change is that I would perhaps have staged some activities a little differently so that once I thought my students who have high levels of language and efficiency may have been able to move on to another stage before the others	
27:47	ENDS