CLIP TITLE: Clip 8 - Ensure a balance between receptive and productive language
CLIP DURATION: 10 minutes 35 seconds

TIMECODE	TRANSCRIPT	
00:25	Remember we’re learning to understand achievement other’s cultural practices, where each other comes from. 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.
	
1:12	Then once you’ve all had a talk about it I want the recorder to record what you’ve all said down here. What is treasure. Then I want you to think about a definition, treasure is.
	
1:25	I hear my Mum sometimes 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.
	
1:43	Like a family photo that’s um, that’s valuable.
	
1:49	Treasure is …. Something that you will keep forever, and that you um, that you will always love and care about.
	
2:15	History.
	
2:19	We consider family as treasure, um and um Vivien said that um, we consider, that we consider ourselves as treasure.
	
2:31	Um treasure is family, history, jewels, sometimes buried in sand piece, nutrition, precious, ourselves.
	
2:55	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 taonga, taonga here. And I also know it’s a treasure because an old man from Ngati Porou carved the bone. Do you see how I 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.

3:54	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.
	
4:11	Now everybody has to agree on what you’re going to highlight, and you have to agree on what you’re going to write.
	
4:18	 Well we did the jigsaw task, um the most useful thing was probably the text, and reviewing often to our expert groups.
  	
4:29	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.
	
4:49	So we’ve written this and then here, and have her great grandmother wedding sari.
	
5:01	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.
	
5:15	And it came from China and it is good luck, and Jayden’s really precious.
	
5:21	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.
	
5:40	Well our one, I’ll just read them. Yes. (Unable to hear the little Asian girl due to background noise). The thing that is very special is my family is my Granny …. Okay cool.
	
5: 55	Yes this one great grandmother which went …
	
6:11	Come up with any surprising treasures at all.
	
6:15	Um I actually got quite surprised when some guy had a pie tin as a treasure. 
	
6:21	Why were you surprised at that?
	
6:23	Because I just usually just use pie tins to make pies and that.
	
6:26	And what did he use it for?
	
6:28	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.
	
6:35	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?
	
6:49
	Um we changed our definition from gold, diamonds, precious stuff to like old stuff that’s been passed along.
	
7:02
	And on the board you’re going to glue your definition onto the new sheet, and it says Treasure Is.
	
7:09
	Items handed down from generations, items handed down from the past.
	
7:16	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.
	
7:35	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.
	
7:50	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. 
	
8:14	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.
	
8:53	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.
	
9:14	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.
	
9:32	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.
	
9:58	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.
	
10:35	ENDS