Professional Documents
Culture Documents
Making
meaning
Reading
of ideas or
information
they receive
Creatin
g
meanin
g
Speaking
for
Presenti
Viewing
Level: 4 Year/s: 7
Focus:
Raise the reading levels of ALL students in the class through engaging, meaningful activities.
Writing
Unit Title:
SWPB4L/PRIDE Focus:
Participation
Respect
Inquiry
Diversity
Environment
Learning Support -
Show a developing understanding of how texts are shaped for different purposes and audiences
Well Below group extra time with
teacher and activities geared towards
Specific Learning Outcomes:
ability.
Evaluation
and one
Next
Teacher
Reflection:
What impact did my teaching their
have
Read chapter
andSteps:
answer the
comprehension
questions.
NZC Vision:
Participation
Confident
Connected
Respect
Inquiry
Actively Involved
Diversity
Lifelong Learners
Environment
This is your opportunity to think about what happened and why (see Teaching Inquiry on page 35 of the Curriculum) and to make comments about what needs to be covered in your next unit of work. You should be aware
of individual students (or groups), as it is rare that a whole class with need the exact same next steps. Your comments should be a reflection of the feed forward you give students.
Learning Intention/
WALT
Read
Chapters and
answer the
comprehension
questions.
Read
Chapters and
answer the
comprehension
questions.
Comprehension Questions
What Characters have been introduced? How have they
been described? Draw what you think they look like.
Where is the setting of this novel? How do you know?
What time in history do you think this is set in e.g.
2000s, or 1900s or 1000s? How do you know?
Make a prediction of what is going to happen?
Activity: Draw a flow chart with 6 boxes that shows a
scene that happened in the story
Character Descriptions
Summarize the last chapter/s you have read.-What were the
main points-What happened-Where was it?-Draw a detailed
picture of what you think this looked like.
Update your character descriptions. What new information do
you have about the characters in the story. Label it on your
drawing.If you havent drawn them, then do it now.
Update your reading log (at the back of your reading workbook)
Extension: Draw your favourite scene in the story so far,
focusing on the setting. Use the strategy of visualizing to
imagine what this setting looks like and draw that in your book.
Setting
Where does the story take place? Describe the main
settings, use at least 5 adjectives.
Could there be a place like this in real life? Why/Why
not? Do you know a place like this?
How does the setting influence the plot or the action?
Which part of the story has best described the setting
Where does the story take place? (Past, Present, Future).
How do you know?
Extension: Draw the main setting, with colour and
labels. Cover one whole page.
Summarising
4
5
Read
Chapters and
answer the
comprehension
questions.
Summarising
Synthesising
Resources
Possums The halfmen of O
Wolves James and the Giant Peach
Knights Trapped
Dogs Optimist
James 39 Chapters (4 a week)
Halfmen 13 Chapters (1.5 a week)
Trapped 16 Chapters (2 a week)
Optimist 10 Chapters (1.2 a week)