WALKING TALKING TEXT
COLUMN PLANNER
for
GENERAL/SENIOR SECONDARY STUDIES
Unit Title:
Text Studies
Year/Class group:
Date:
Whale Rider
Witi Ihimaera, Whale Rider
Stage 1 and Stage 2 ESL
Semester 1 2006
WALKING TALKING TEXTS
PLANNING A Unit of WORK incorporating the NTCF
 Choose a book
 Analyse the text for the language items (sheet)
 Evaluate the book's suitability for the class, given what you now know
about the language in the book. If the language is too hard or too easy,
begin the process again with another book.
 Decide on two or three of these language items to concentrate on for the
unit. These will become language outcomes - Locate linguistic outcomes in
the NTCF on
page 103 in the ‘ESL Broad Outcomes’, under Linguistic structures and
features
 Work through the Framework for developing Assessment tasks for the
Integrated Studies sheet. You need to
- Brainstorm activities which are linked to the concepts/content in the
book, to do with students in the integrated curriculum areas
- Categorise the brainstormed activities into curriculum areas and culture
areas
- Go to the NTCF and locate outcomes from Learning Areas for this unit
of work and for the levels of students in your class
- Write down the learning outcomes for each of the activities you have
identified which link to the levels of the students in your class, for the
curriculum areas identified
- Write assessment tasks directly linked to the outcomes targeted and an
rubric for each task
 Fill in the column planner with the brainstormed activities for the
curriculum areas
 Write the outcomes in your program
 Go ahead and plan the rest of the activities and exercises in the column
planner.
LANGUAGE ANALYSIS
The grammatical items are those that need to be explicitly taught at this level.
The Whale Rider
Tense
Suppose
If … has
Could tell
You’re supposed to
put ….
I’ll tell
She must be
Tense
Tense
Process types
Sentence form
Action
was born
has broken
was living
was used to
began to laugh
had been waiting
were looking
was living
were quivering
Direct speech
Mental
Negative forms
I will have nothing …
It didn’t bother her
Don’t you worry
No film star
Person
I
us
Verbal
relational
Was
saved
rang
shoved
threatened
shoved … saying
started rolling
Pronouns/pronoun reference
Which, who, that it
Reference
Me
I
we
she
Possessive
Personal
my
Our Koro’s
Our grandmother
your
they
his
her
Prepositions/prepositional
phrases
With
At the end
The other way
Over at
of
into the phone
for the call
from
against
Ellipsis
She has broken the male line
of descent (in our family)
Here [you talk on the e
phone], It’s your 9p.18)
Female side [of the family]
Expressions of quality
such a child
disgusted
the male line
eldest grandson
phone call
the South Island
female side
too strong
first great grand-child
growly ways
were quivering with emotion
sort of cross-eyed
overcome
poor thing
the worst
easier
a beautiful
just like
film star
WALKING TALKING TEXTS:
INDEPENDENT WRITING
EXPLORING THE TEXT
Activities
Expressions of quantity
all
we always knew
every second day
always
me and the boys
Nouns
Descent
Dear
Fault
The tears
The hang o fit
Maori words
A korero
Koro
Whanau
mokopuna
© F. Murray & C Combe.
Stage 1 and Stage 2 ESL: Whale Rider
Time markers/temporal
words
when
always
well
next minute
by then
gumboots
wife
first great grand-child
the first
the other
Had just given
every second day
all month
always did
whenever
Compound words
overcome
great grand-child
headpiece
Possessive forms
Our
My
His
Koro Apirani’s
Her lips
Old lady’s face
EXPLOITING THE TEXT
Exercises
Conjunctions
But
Although
And
If
Because
As
Genre
Narrative recount told in first person
Nanny – old lady – Nanny Flowers
Tena koe
aroha
head piece
taringa
Walking Talking Texts: Column Planner Secondary Template dot
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
EXPLOITING THE TEXT
Exercises
CURRICULUM OUTCOMES
(Not all curriculum areas will be appropriate as integrated tasks for each book.
Decide to use the curriculum area that has an obvious link to the concepts and subject matter of the text)
THE CHOICE OF TEXT IS BASED ON THE LANGUAGE IN THE TEXT;
THE COMPLEXITY OF THE LANGUAGE AND ITS APPROPRIATENESS
FOR THE PARTICULAR GROUP OF STUDENTS BASED ON PREVIOUS STUDENT ASSESSMENT.
TEXTS SHOULD NOT BE CHOSEN FOR THEIR CURRICULUM ‘COVERAGE’ OR LINKS FIRST, BUT RATHER AFTER THE CHOICE HAS
BEEN MAKE ON LANGUAGE RELEVANCE.
ESL
ENGLISH
INTEGRATED
CURRICULUM
AREAS
Media focus – decision of directors and producers in casting characters, and choosing scenes
SCIENCE
Study of the life patterns and behaviours of orca whales
Reconstruct Paikea’s speech in English transcript, deconstruct and analyse.
MATHS
HEALTH/PHYSICAL
EDUCATION
SOCIAL
EDUCATION
Study of the ecological status of orca whales
Location – new Zealand
Maori culture – study in relation to concepts in this text (set up communication link with Maori Bicultural schools
Leadership and leadership challenges in relation to the ‘place’ of women and how this has changed over recent time; age related responsibilities
THE ARTS
TECHNOLOGY
INDIGENOUS
LANGUAGES AND
Use of WWW for research, communicating with NZ school electronically
Close study of the powerful scenes and what makes them effective; transfer of these effects into local (Skinnyfish) production (Paikea’s speech in local
language, film, edit and produce as video clip)
Links to Indigenous knowledge about connections with spirit life links with whales; traditional indigenous knowledge from the location of the text
Research Paikea’s speech in local language
CULTURE
© F. Murray & C Combe.
Walking Talking Texts: Column Planner Secondary Template dot
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
EXPLOITING THE TEXT
Exercises
FRAMEWORK FOR DEVELOPING ASSESSMENT TASKS FOR THE INTEGRATED STUDIES SECTION (Activities 27/28/29 and 30)
1.
Select an outcome/linked outcomes from the NTCF (Write in code and page numbers):
English
L/S 5.1 Texts and Contexts
discuss and analyse ideas and information from
a range of challenging spoken
texts; speak effectively to selected audiences
L/S 5.2 Language Structures and Features
control and experiment with language structures
and features that enable speakers to engage
audiences
L/S 5.3 Strategies
use a variety of strategies to evaluate and
interpret spoken texts; apply strategies
in the delivery of own texts.
SOSE
Soc 5.2
Indigenous Studies
analyse and evaluate complex culturally
based social, environmental and political
issues that are presently significant to
Indigenous peoples
Soc 5.4
Values, Beliefs and Cultural Diversity
critically evaluate the cultural and social
structures, values and beliefs of
communities and groups that impact and
influence behaviour, attitudes and actions.
SOSE
Env 5.2 Environmental Awareness and Care
examine the economic, political and technical responses to
issues arising from current resources and land use
What do I want
the students to
learn?
eg
research the historical and current positions Australia has
taken on major environmental issues, eg whaling,
• critically analyse and research a wide range of data on a
current issue to develop an informed viewpoint in order to
advocate recommendations and courses of action ]
• research a local urban or community
Media
Me 5.3 Arts Responses and Analysis
use relevant media terminology to identify,
analyse and interpret experiences and artworks;
reflect and discuss
different points of view and interpretations.
2.
3.
List the key words from each of the outcomes selected:
analyse and evaluate complex culturally
Discuss
critically evaluate
Analyse
Interpret spoken texts
Examine
Issues
critically analyse and research
List the main skills and processes that students will need in order to achieve/demonstrate the outcomes listed above, eg
Evaluate – students will need to make judgements, justify their opinions, compare options, identify advantages and disadvantages
Be able to look at different points overview
Elaborate on information – give examples
Analyse – look at specific aspects of culture
Describe in ‘academic ’language
To be completed
4.
Write down the reasons why you have selected these outcomes. (
Focus on identity and the positioning of Indigenous people in the wider world- youth
© F. Murray & C Combe.
Walking Talking Texts: Column Planner Secondary Template dot
Why do I want
them to learn
this?
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
EXPLOITING THE TEXT
Exercises
Link this to one/two EsseNTial Learnings
In 6 Explains how the past, present and future contribute to their own identity and broaden life directions.
Col 1 Listens attentively and considers the contributions and viewpoints of others when sharing own ideas and opinions.
Con 4 Identifies environmental and social issues within the local and global community and takes steps to promote change.
5.
Brainstorm a range of activities you could undertake to enable your learners to work towards/practise/develop their skills and understandings of
these outcomes.
6.
Outline an assessment task you could set which would allow learners to demonstrate their understandings/abilities of the outcomes. If possible
break this assessment task into a series of smaller assessment events which together allow the bigger task to be completed.
How will I know
when they have
learned?
(Eg: a research task may involve developing an information retrieval chart from library/www texts, an interview, an oral presentation as well as a final report.)
Assessment Task 1 – Arts/Indigenous Studies Focus
Assessment Task 2 – English (Listening) and Indigenous Studies Focus
English/SOSE : Stage 1 assessment tasks communication oral task
Do: Analyse Paikea’s speech from a
- grammatical point of view (How does the English grammar carry the power of the speech/message? What is the powerful
English?)
-
Research answers to the following questions from a social context (what is important about being Maori? What is the
significance of a female giving this speech? What is the cultural conflict?)
Talk:
Targeted language
Record: Summarise the conclusions about the speech, in a retrieval chart from
a) a grammatical point of view
b) a social point of view
© F. Murray & C Combe.
Walking Talking Texts: Column Planner Secondary Template dot
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
EXPLOITING THE TEXT
Exercises
Assessment Task 3
Social Ed…. Investigate stories and facts about…..
Do: Interview one or more people from a generation that is different to their own about how leadership has changed.
Talk:
Targeted language
Record:
Assessment Task 4
Whaling Issue
7.
List the main criteria you could use to assess each student’s abilities: Make sure this criteria links back to the outcomes selected (focus on the
key words of the outcome)
8.
Prepare a context sheet with the assessment task and rubric to give to the students.
9.
Plan the integrated tasks using the DO TALK RECORD model and insert into the appropriate place in Activities 27 to30.
What evidence
can I use for
reporting
purposes?
How can I help
the students
learn?
Now proceed to the beginning of the column planner and fill in details for each activity or exercise pertinent to the text you are using.
© F. Murray & C Combe.
Walking Talking Texts: Column Planner Secondary Template dot
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
The following guide may be helpful
in planning for development in the
students’ independent writing.
Students need at least half an hour a
day to develop independent writing
skills.
For students who are not yet
independent writers, follow the
Scaffolding Independent Writing
methodology.
Follow the sequence below for each
genre of writing begun by the
students who are able to begin
writing independently.
A. Have a meeting to
brainstorm, talk about and
list possible topics or aspects
of the writing.
B. students begin first draft and
continue writing this daily
C. teacher talks with individual
students about their writing
D. Teacher leads a meeting to
discuss the writing so far
E. Students begin to redraft and
continue writing this each day
F. Teachers talks with individual
students about their writing
G. Continue until this version is
complete (final copy) or it is
time to introduce a new
writing task.
© F. Murray & C Combe.
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
Teacher and students will need to spend from one half, up to two hours per day engaged
with whole text activities:
COMPOSING
AND
CONSTRUCTING
ORAL
TEXTS
THROUGH
INTERACTION
IN
SHARED
LEARNING
EXPERIENCES
LEADING
TO
THE
CONSTRUCTION
OF
GROUP
NEGOTIATED
JOINTLY
CONSTRUCTED
WRITTEN
TEXTS
FOR
STUDENTS
TO
USE
AS
A
RESOURCE
IN
INDEPENDENT
SPEAKING
AND
WRITING
TASKS.
Walking Talking Texts: Column Planner Secondary Template dot
EXPLOITING THE TEXT
Exercises
Learning and sharing
information about reading and
writing, using parts of the text.
Teacher and students read the
original story/text and all the texts
generated from the activities each
day. Display all of these texts
prominently around the room.
In examining the texts produced in
the unit of work, tell the students
about the conventions of reading
and writing.
Use the texts as a basis for
exercises to further develop
students’ skills in English.
The language exercises in this
column allow for practice by
students in constructing and
deconstructing parts of texts for
themselves.
The teacher scaffolds each
activity first, explaining the
process to the students.
After this the students practise the
activities themselves.
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
Day1
1.
EXPLOITING THE TEXT
Exercises
Discover the Text
Talk about the contents of the text. Discuss and record what the learners already know
about the topic and theme of the novel. Take the first sentence from each chapter
as the basis of the retrieval chart for student predictions. Represent this in the
form of a semantic web or notes on a retrieval chart. Use information from the title,
chapter headings, introduction and the summary on the back of the novel to discuss
what the text might cover/be about (prediction).
Begin to read the text to/with the students.
Read Chapters three & four to the students
Talk about:
Characters – who is introduced in this chapter? Record
a) in a retrieval chart detailing family relationships,
b) family tree
Setting - characteristics
Semantic Webs of Maori words using the glossary at the back
of the book.
Day 2
Learning
Written English
and Learning
About Written
English for
Informational
Use (3b)
For students just beginning
literacy in English, the
teaching and learning of the
English sounds and letter
names needs to be organised in
conjunction with the following
exercises.
Once these exercises have been
introduced in the order they
occur in the planner, they need
to be timetabled regularly into
the students’ work to further
develop
literacy skills
A shaping exercise
2. Complete oral cloze
exercises
a) teacher and student
together
b) individual student (one to
one) with teacher.
Teacher makes notes, keep in
folio.
Choose key nouns, word
of quality
(on planning meeting,
decide which words to
leave out eg relationship
words)
© F. Murray & C Combe.
Walking Talking Texts: Column Planner Secondary Template dot
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
Da y 2
3. Teacher ( as a language model and scaffolder of
learners’ English) and students
a) discuss whether the section of the text so far was as
predicted what may happen subsequently in the text –
further prediction based on content so far
b) exchange ideas, opinions and feelings about the content of
the text
EXPLOITING THE TEXT
Exercises
Learning Spoken
English and
Learning
Through Spoken
English for
Interpersonal Use
(2)
(refer to retrieval chart produced for chapters 3 & 4)
Days 2 9
4.
Continue to read the text to/with the students. Read
Chapter 12 now as this is where the Film begins.
Explain this to the students in relation to the
structure of the book. Encourage students to read along;
the text could be on OHP or data projector. Explore the text
by planning together to role play aspects of the characters,
the contexts, the issues, the solutions, etc
Type of role play
Learning English
and Learning
Through Spoken
English for
Interpersonal (2)
and Aesthetic Use
(5)
Participants
Watch the relevant section of the DVD Whale Rider then …
Read Chapters 12 to plan to take notes (retrieval chart and role play
targeted sections of the video that are reflected in the text.
- relationship between grandfather and granddaughter
- women and leadership in Maori tradition
- Koru sets up a Maori school for the boys (looking to select the next
leader)
- speech by Paikea
Watch the relevant section of the DVD Whale Rider then …
Read Chapters 13 to plan to take notes (retrieval chart and role play
targeted sections of the video that are reflected in the text.
- change in leadership, uncle takes on role as second born son, helps
Paikea learn about Maori leadership and practices as he is ignored by
© F. Murray & C Combe.
Walking Talking Texts: Column Planner Secondary Template dot
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
-
EXPLOITING THE TEXT
Exercises
the father himself
the stone(whale tooth), diving for the stone (whale tooth)
Kahu/Paikea’s relationship with the sea/dolphins
Read Chapters 15 to plan to take notes (retrieval chart and role play
targeted sections of the video that are reflected in the text. NB:
Chapter 15 is not in the film, in the book the whales beach themselves and
people slaughter them. – working with the rangers
Watch the relevant section of the DVD Whale Rider then …
Read Chapter 16 to plan to take notes (retrieval chart and role play
targeted sections of the video that are reflected in the text.
- the biggest whale with the sacred sign beaches itself
- community tries to save it
Watch the relevant section of the DVD Whale Rider then …
Read Chapter 17 to plan to take notes (retrieval chart and role play
targeted sections of the video that are reflected in the text.
- Paikea rides the whale and disappears.
Watch the relevant section of the DVD Whale Rider then …
Read Chapters 18 and 20 to plan and take notes (retrieval chart and role
play targeted sections)
- Paikea and Nanny Flowers live
- Koro accepts that Paikea is the next leader
NOW WATCH DVD SO STUDENTS GET THE COMPLETE MOVIE VERSION
OF THE STORY
© F. Murray & C Combe.
Walking Talking Texts: Column Planner Secondary Template dot
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
Days 10
5. Continue to read the novel.
Discuss the development of the plot together with the students as the
novel is read.
(Do this in conjunction with Activity 4 and build on the
retrieval chart as you go)
EXPLOITING THE TEXT
Exercises
Learning through
Spoken and
written English
Interpersonal Use
(1,2)
Make links between the written text and the real world experiences of the students.
.
Talk about/discuss…….
-
-
L1 discussion, ask a local person to discuss connections with animals,
totems, responsibilities to, how people recognise that they are linked to an
animal, totem i.e. signs in the environment that they respond to; link this
to the Introduction of the Whale’s calling, connection to the whales in the
text.
Transcribe from L1 into English – Assessment Task for Stage 1 Australian
Languages
Talk about similarities and differences
-
-
© F. Murray & C Combe.
Build on the retrieval charts to compare the written version with the DVD
viewed (from Activity 4)
Make links with life in the local community and the community in the text.
Identify aspects of life that can be compared. Jointly create a wall chart.
Identify and discuss issues raised in the text read and viewed that are
may also be experienced in the community.
Ask a local community leader to talk about the community and how things
have changed in the last 30 years in relation to leadership structures/
traditions etc
Walking Talking Texts: Column Planner Secondary Template dot
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
Day 11
EXPLOITING THE TEXT
Exercises
A shaping exercise
6.
Teacher discusses the genre of the novel with the students. Deconstruct the
novel so students learn how different authors use different styles for effect.
Discuss how the author has structured the novel and how the different parts
make up the whole.
Written text Theme 1: narrative recount written in first person from the uncle’s
viewpoint with
Theme 2 – movement of the whales written in third person as a
whale
Text broken into 6 sections
Prologue
4 seasons
Epilogue
and a glossary
Use the first sentence retrieval chart from Activity 1 to map over
the above structure.
Days 1113
7.
Assessment Choice
Students retell the storyline/plot so far in small groups of two or
three, stating what they like/don’t like so far and why. Students
may be given different sections to retell and comment on eg
chapters.
Make use of tape recorders to keep records for assessment.
Learning Spoken
English and
Learning
Through Spoken
English for
Informational
Use (4)
Group students to retell chapters detailed in Activity 4 and represented on
retrieval charts. Teacher films each group as they give the retell (3 minutes
for each group).
© F. Murray & C Combe.
Walking Talking Texts: Column Planner Secondary Template dot
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
Day 14
and then
ongoing
EXPLOITING THE TEXT
Exercises
A shaping exercise
8. Teacher and students make a list of words which fit certain categories
linked to the study of the novel eg words which describe the characters,
words which describe feelings/emotion linked to the plot/storyline, words
which carry specific meanings etc Display this list and continue to add to
the lists as the unit of work develops. Develop semantic webs using these
words.
Concentrate on expressions of quality and time markers (samples
listed in the language analysis)
Focus on expression of quality to do with focus points in the text
- the sea
- the storm
- the whales coming up
- the family relationships
Day 14
and then
ongoing
A shaping exercise
9.
Organise this list and other words from the novel in alphabetical order to in
a visual display.
Group students according to literacy level, take alphabetical order to
the last letter for the most literate.
For students who are beginning literacy, do Exercise 10...
© F. Murray & C Combe.
Walking Talking Texts: Column Planner Secondary Template dot
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
Day 14
and then
ongoing
EXPLOITING THE TEXT
Exercises
A shaping exercise
10.
For students who are beginning literacy, introduce the English alphabet and
display along a wall. Teach the English sound and letter names and
patterns (single sounds, blends, word endings, irregular letter/sound patterns
etc)
List words from the novel under the appropriate letter name.
A focusing Exercise
For students who are continuing to develop literacy in English, use these
words to develop a wall dictionary (words with meanings) or semantic
webs.
Continue to add to this visual display as unfamiliar words are encountered
in the novel. Use the lists from no. 8.
Teach the students how to use this as a resource for their personal
writing. Use the growing list of words on these wall resources for the
study of words including spelling, rules and irregularities in rules.
For example, students, in pairs discuss and sort the words on cards into
categories:
- word families
- same endings/beginnings
- sound patterns
- letter patterns
- rhyming words
- plurals etc
Use the words identified in exercise 9. For students who are
literate, this exercise could involve researching the origin of English
words identified.
© F. Murray & C Combe.
Walking Talking Texts: Column Planner Secondary Template dot
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
Days 15 21
11.
Continue to read the text to/with the students. Teacher
and students write a group negotiated text of the original
(a written retelling).
Teacher, together with the students, writes a groupnegotiated personal response journal entry.
Display this.
EXPLOITING THE TEXT
Exercises
Learning Spoken
and Written English
and Learning about
Written English for
Interpersonal (2)
and Informational
use (4)
Students may illustrate the text. Sequence the pages and display these as a wall
story.
The genre of this text is:
Narrative told in recount style.
Read Chapter 12, 13, 14, 16, 17, 18 20 (one per day) and go through the
following sequence for each chapter…
Teacher and students together use the retrieval chart previously produced
for each chapter to
a) supply additional information now understood, and then
b) use this as a basis of a rewrite as a group negotiated text of the
chapter to then
c) Write a group negotiated personal response to the chapter
Day 22
and then
ongoing
A shaping exercise
12.
Create/develop a wall
thesaurus. Begin with the words from the list in Exercise 10. Add to the
thesaurus as new and unfamiliar words are encountered in the novel
(vocabulary expansion). Teach students to use these words in their personal
writing.
Focus on expressions of quality and time markers
© F. Murray & C Combe.
Walking Talking Texts: Column Planner Secondary Template dot
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
13 ASSESSMENT PIECE (minimum 250 words, paragraphs,
use scaffolding writing process and pictures in the text to
support students who have difficulty writing).
Teacher organises for the
students to begin writing a personal response journal.
a) Have a meeting to brainstorm, discuss and list possible
responses to the novel so far
b) Students begin their first draft and continue writing
this daily
c) Teacher talks with individual students about their
journals so far
d) Teacher leads a class meeting to discuss the writing in
the journals so far and to make suggestions which
individuals may take up as they continue their writing.
e) Students review their writing so far, based on teacher
input and revise as necessary
f) Students continue to write in their journals each day
g) Teacher continues to talk with individual students about
their journals on a rotational basis
Day 23 and
then
ongoing
each day for
half and
hour until
the pieces of
personal
writing are
completed
EXPLOITING THE TEXT
Exercises
RELATED TEXTS TO READ TO/WITH THE
STUDENTS EACH DAY:

Repeat d) through tog) until the response journals are
complete.
Students maintain folio of all of their writing, dated.
Students use the updated retrieval charts from
Activity 11 to
a) rewrite one chapter of the book in their ‘own
words’
b) write a personal response to this chapter
© F. Murray & C Combe.
Walking Talking Texts: Column Planner Secondary Template dot
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
Day24
and
then
ongoing
EXPLOITING THE TEXT
Exercises
A shaping exercise
14.
Reading comprehension activity
Sort scrambled text, use longer chunks of text such as paragraphs/ the contents
of a page.
a) whole group with teacher
b) cooperatively in groups of two or three
c) individually
Keep individual sample for student folio
Students order paragraphs from pages 84 – 87.
Set this activity up for ongoing practice with other sections of the
text as the unit progresses.
Day 24
Assessment Choice
A shaping exercise
TEACHER
AND STUDENTS
GO ON A PRINT WALK AROUND
THE CLASSROOM.
Read the print
15. Teacher and students produce a visual representation which
summarises the structure of the genre of the novel noting special effects the
author uses – eg a story map or graph to depict the main events.
Discuss the text, concepts of print,
graphophonic relationships, words used, Revisit activity 1 and exercise 6 and in groups students plan, design
use of punctuation etc
and create a visual representation of the genre of the book which
Recall the activity in which
each text was written.
clearly depicts the main events.
Discuss what else may be written and displayed in this unit of work
© F. Murray & C Combe.
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
Day 25
and
then
ongoing
EXPLOITING THE TEXT
Exercises
A shaping exercise
16.
a) Sort scrambled sentences into a paragraph to a page of meaningful
text.
b) Sort scrambled text into appropriately structured sentences:
- whole group with teacher
- cooperatively in groups of two or three
- individually
Keep individual work for student folio
Page 81 – women’s’ place/status
Page 88, the text about the rock to order sentences.
Pages 109, 110, 111
Use compound sentences separated at the point of the conjunctions,
commas, etc.
Day 25
and
then
ongoing
17. A shaping exercise
Create alternative endings and beginnings for sentences and larger
chunks of text.
whole group with teacher
- cooperatively in groups of two or three
- individually
Keep individual work for student folio
Use same pages 81, 84 – 87, 88, to focus on the beginning and
endings of sentences and group negotiate new ways of saying the
same thing.
Eg page 81,
“ she was a big chief, descended as she was from apanui, after
whom nanny’s tribe was named”
To
“she was an important traditional person whose ancestors came from
Apanui, a place after whom Nanny’s tribe was named”
© F. Murray & C Combe.
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
Day 26
and
then
ongoing
EXPLOITING THE TEXT
Exercises
18. A shaping exercise
Complete written cloze exercises:
- whole group with teacher
- cooperatively in groups of two or three
- individually
Keep individual work for student folio
Focus on expressions of quality and time markers.
Page 110 - 111 “The land sloped……. Filled the air with its singing”
Day
26-29
Assessment Choice
19. Explore the themes of the text through poetry/song/music. Identify and list known
poems/songs/music linked to the themes of the novel.
Learn/recite/sing/dance/mime as a response to the novel as appropriate.
Names of identified songs/poems/music…
Known:
New
Go to the sound track of the Whale Rider and listen: The music from the film is
made up of a mixture of traditional Maori songs, whale sounds, sea sounds and
instrumental music. These sounds create a strong sense of place and enhance the
message of the film.
What sounds and music extracts would best represent the place where you live?
Deconstruct the type of music used for each scene in story board form.
With Skinnyfish: begin to plan and compose a short piece of music that reflects
the cultures and energies of the local area, using a story board form as created
based on the Whale rider.
© F. Murray & C Combe.
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
RELATED TEXTS
TO
READ
TO/WITH
THE STUDENTS
EACH DAY
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
Day 30
20.
Teacher, together with the students
creates/writes/produces a new poem/ song/piece
of
music as a group, in response to the themes of the
novel. Students may illustrate sequence the pages of the
group text produced and display.
Develop a group text explaining the local music
production
- what it represents and how this effect is
achieved through music
Day30
21.
EXPLOITING THE TEXT
Exercises
Learning Spoken
and Written
English and
Learning About
Written English
for Informational
Use (4)
Assessment Choice
Practise listening skills. Once these listening exercises have been introduced, do some of them for 10
minutes every day. Many other listening exercises can be chosen from resource books.
Listening exercises should cover the areas of stress, intonation and rhythm and pronunciation of English.
Following are some examples:
Focusing exercises:
-
-
-
Listen for specific words, phrases, sounds in spoken texts. Choose a group of words, a
word, a sound that the students need to listen to and learn to pronounce. When the
students hear the target sound/word they indicate in some way. (NB it is much more
difficult to differentiate sounds of another language in songs).
Read a part of any of the texts with which the students are familiar substituting incorrect
words. Allow the students to correct the words and supply the appropriate ones
Choose target sounds from the text. Play games which require the students to discriminate
between the sounds
Play alliteration games by adding onto a list words said previously that begin with the
same sound pattern; play rhyming games by finding new words that sound the same;
work out words where the beginning and end sounds have been reversed…….
A shaping exercise
Choose a repetitive part of the text to use as a chant, while the students follow the rhythm and stress of the
language using body movements, musical instruments etc.
List the listening activities chosen for this unit of work…
- whole group with teacher
- cooperatively in groups of two or three
- individually
Keep individual work for student folio.
 Listen to Paikea’s speech; Do a dictagloss of the speech
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
22.
Teacher organises for the
students to begin writing a poem/song.
a) have a meeting to brainstorm, discuss and list
possible structures for the poem/song
b) Students begin their first draft and continue
writing this daily
c) Teacher talks with individual students about
their journals so far
d) Teacher leads a class meeting to discuss the writing
in the journals so far and to make suggestions
which individuals may take up as they continue their
writing.
e) Students review their writing so far, based on
teacher input and revise a necessary
f) Students continue to write in their journals each day
g) Teacher continues to talk with individual students
about their journals on a rotational basis
Day 31 and
then
ongoing
EXPLOITING THE TEXT
Exercises
IF POSSIBLE LINK
ACTIVITY 22
TO A
VIDEO/MUSIC PRODUCTION
Repeat d) through to g) until the response journals are
complete.
Students maintain folio of all of their writing, dated.
Each student writes a text explaining the local
music production.
© F. Murray & C Combe.
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
Day
3235
EXPLOITING THE TEXT
Exercises
Assessment Choice
23.
Explore the themes of the novel through visual arts
processes and products. Brainstorm ideas for processes
and products—video production, mural making, 3D art
forms, installations, painting, potting, constructing etc.
Teacher and student together produce the art products;
teacher scaffolding the processes, the English language.
Learning Spoken
English and
Learning
Through Spoken
English for
Interpersonal (2),
Informational
(3a) and Aesthetic
Use (6)
Do:
b) Students will research, plan and produce a video production around links with
traditional knowledge and the ocean (or other natural phenomena relevant to the
local area incorporating the sound track produced in Activity 19.
Talk: Research: interview questioning techniques; making statements of
fact/opinion with supporting evidence.
Plan: future tense; language of sequence and justification (eg before we …. We
will need to…. In order to….)
Produce: language of questioning, requesting (eg could you …. Will you….;Language
of organising: giving and following instructions, evaluating
Record: 1. retrieval chart records of
a) research into/on the topic
b) plans for video production
c) production steps and things to do
5. retrieval chart of Video and audio footage collected
6. Design a video/DVD cover (IT/graphic design)
© F. Murray & C Combe.
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
Day
36
EXPLOITING THE TEXT
Exercises
24.
Teacher together with the students write a jointly constructed text explaining the art
work...
Talk about:
- what we made and why
- what we needed
- the sequence of making
- how we made the product
- what the product represents
- who the product will be used by and for what purpose
Make notes about: How we will construct the descriptive, explanatory text (the
text for the written information on the cover of the video/DVD cover).
Construct the whole text: a) A description of the film
b) an explanation of how it was made, and why certain aspects were done they
way they were
c) a statement about film’s potential use and purpose (audience),
d) credits/acknowledgements/thanks section
TEACHER
AND STUDENTS
GO ON A PRINT WALK AROUND
THE CLASSROOM.
© F. Murray & C Combe.
Read the print
Discuss the text, concepts of print, graphophonic relationships,
words, used, use of punctuation etc
Recall the activity in which each text was written.
Discuss what else may be written and displayed
in this unit of work
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
25.
Teacher organises for the
students to begin writing
(Follow sequence outlined in
Activities 13 and 22)
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
EXPLOITING THE TEXT
Exercises
Day
37
and
then
ongoi
ng
Students write own
description or explanation.
Each student’s own writing
can be used on the
DVD/Video cover for
distribution to their own
families.
Students maintain folio of all of
their writing, dated.
Day
38
Day
3841
© F. Murray & C Combe.
26. A focusing exercise
Practise English pronunciation. Use any of the texts from this unit of work to
concentrate on particular aspects of English pronunciation. Include sounds,
words, phrases, whole sentences incorporating intonation and rhythm. Use tape
and keep cassette in student folio.
7. whole group with teacher
8. cooperatively in groups of two or three
9. individually
Keep individual work for student folio
Use information from the students’ oral assessments or the schools’
“Teaching phonological Awareness and graphophonics” Scope and
sequence chart to identify sounds to teach. Focus on intonation and
rhythm to support the delivery of powerful spoken language i.e. to
convey an opinion, state facts, to ask rhetorical questions etc.
Assessment Choice
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
EXPLOITING THE TEXT
Exercises
27A. INTEGRATED STUDIES: Area of Investigation
Explore other curriculum outcomes which broaden students’
knowledge on the themes of the novel.
Identify the Learning area: Science/Maths/Social Education and/or
Health/Physical Education.
Learning
Through Spoken
and Written
English for
Informational
Use (3a, 3b)
English/SOSE : Stage 1 assessment tasks communication oral task
Do: Students will analyse Paikea’s speech from a grammatical point of view (How
does the English grammar carry the power of the speech/message? What is the
powerful English?). Students will then research answers to the following questions
from a social context:
- what is important, from Paikea’s point of view, about being Maori?
- What is the significance of a female giving this speech?
- What cultural conflict may Paikea experience in the giving/delivery of this
speech?
Talk:
Targeted language: Knowledge of English language grammatical items, as they
apply to Paikea’s speech, using some metalanguage to describe these and to talk
about the power of the words used.
Record: Summarise the conclusions about the speech, in a retrieval chart from
a) a grammatical point of view
b) a social point of view
© F. Murray & C Combe.
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
Day
42
EXPLOITING THE TEXT
Exercises
Assessment Choice
27B. INTEGRATED STUDIES: Group Negotiated Text
Teacher and students write a group-negotiated/jointly constructed text
that reflects the Learning Area activities. This could be functional,
expository, procedural, report, explanatory etc. Students illustrate the
text, sequence the completed parts and display.
Type of text (genre):
A critique (critical analysis in short essay form) of Paikea’s
speech in its social/cultural context.
Learning Written
English and
Learning About
Written English
for Interpersonal
(2) and
Informational
Use (4)
Title of text:
The significance of Paikea’s speech in “The Whale-Rider” in relation to social and
cultural practices of the time and place, and the role of women.
27C.
INTEGRATED STUDIES:
Writing Task
Teacher organises for the
students to begin writing an
Expository text based on the
Integrated studies
Day
43 48
Follow writing guidelines from
activities 13, 22, and 25
Students maintain folio of all of
their writing, dated.
Students write own analysis
of Paikea’s speech, based on
the group negotiated text.
Day49 © F. Murray & C Combe.
Assessment Choice
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
EXPLOITING THE TEXT
Exercises
54
27A. INTEGRATED STUDIES: Area of Investigation
Explore other curriculum outcomes which broaden students’
knowledge on the themes of the novel.
Identify the Learning area: Science/Maths/Social Education
and/or Health/Physical Education.
Learning
Through Spoken
and Written
English for
Informational
Use (3a, 3b)
Social Ed…. Investigate stories and facts about…..
Do: Interview one or more people from a generation that is different to their
own about how leadership and/ or the role of women has changed.
Talk: Interview technique (asking and responding to questions, seeking
information through English) OR Interviewing in L1 and translating and
interpreting reponses through English for classroom use.
Targeted language: Language of comparison (before….. more….
Less…..greater….than…..). Language of opinion and suggestion (do you think
that…..; I think… because…. How do you see this?)
Record: Use dictagloss technique to record responses from audio to written
form.
Day 55
Assessment Choice
27 B. INTEGRATED STUDIES: Group Negotiated Text
Teacher and students write a group-negotiated/jointly constructed text
that reflects the Learning Area activities. This could be functional,
expository, procedural, report, explanatory etc. Students illustrate the
text, sequence the completed parts and display.
Type of text (genre): Essay Genre (Short): research and
information giving, opinion making.
Learning Written
English and
Learning About
Written English
for Interpersonal
(2) and
Informational
Use (4)
Title of text: Perceptions of the changing role of leadership
and/or the role of women in our community/culture/town.
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
27 C
INTEGRATED STUDIES:
Writing Task
Teacher organises for the
students to begin writing an
Expository text based on the
Integrated studies
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
EXPLOITING THE TEXT
Exercises
Day 56
and
then
ongoing
Follow writing guidelines used for
activities 13, 22, and 25
Students maintain folio of all
of their writing, dated.
Students may choose to write
own text based on the group
negotiated text. Others may
choose to write on this topic
and link this and their
previous piece of writing
comment on to the place/role
of women in the local
community OR the nature of
local leadership and how this
has changed.
Day 57
31. A Shaping Exercise
Examine the differences between spoken and written language. Analyse some
of the spoken English from any aspect of the previous integrated activity
(taped) and compare with the written mode of the group negotiated text
resulting from the activity.
Use any of the audio tapes from the interviews and compare these to
the final dictagloss records of the talk to focus on the grammatical
and organisational features of written English compared to the ‘short
cuts/ rephrasing/ repetition etc ’ used in spoken language.
© F. Murray & C Combe.
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
EXPLORING THE TEXT
Activities
Day 57
and
then
ongoing
Day 58
and
then
ongoing
Day 58
and
then
ongoing
© F. Murray & C Combe.
Stage 1 and Stage 2 ESL: Whale Rider
EXPLOITING THE TEXT
Exercises
32. A shaping exercise Reading comprehension
Decide about true/false statements based on the information from the
curriculum areas studied in this unit.
10. whole group with teacher
11. cooperatively in groups of two or three
12. individually
Keep individual work for student folio.
Use the following to generate statements for true/false exercises
(use a mixture of literal and non-literal concepts/sources of
information)
a) the Whale-rider text
b) the information contained in the group-negotiated essays
c) other resource material sourced for the topic
33. A shaping exercise
Reading comprehension
Make judgements about multiple-choice answers, given questions based on the
original text and the curriculum areas studied in this unit.
13. whole group with teacher
14. cooperatively in groups of two or three
15. individually
Keep individual work for student folio
Use the following to generate multiple choice exercises (use a mixture
of literal and non-literal concepts/sources of information)
d) the Whale-rider text
e) the information contained in the group-negotiated essays
other resource material sourced for the topic
34.
A shaping exercise
Reading comprehension
Recognise and correct substitutions/lies in the text
16. whole group with teacher
17. cooperatively in groups of two or three
18. individually
Keep individual work for student folio
Use the following to generate substitutions/lies exercises (use a
mixture of literal and non-literal concepts/sources of information)
f) the Whale-rider text
g) the information contained in the group-negotiated essays
other resource material sourced for the topic
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
EXPLOITING THE TEXT
Exercises
TEACHER
AND STUDENTS
GO ON A PRINT WALK AROUND
THE CLASSROOM.
Read the print
Discuss the text, concepts of print, graphophonic relationships, words,
used, use of punctuation etc
Recall the activity in which each text was written.
Discuss what else may be written and displayed in this unit
of work
Day 59
- 62
35.
Using knowledge of gained of the structure of the novel and the devices that the author has
utilised, teacher and students jointly construct another (short) novel (or the structure/outline
of a novel or section of the text) using ideas generated from the novel itself or any of the
other areas studied.
Type of text: Mini novel (or chapter outline for one) of a story set locally that mirrors
that of Paikea. NB. This is a fictional text, drawing on cultural practices; not a rewrite
of a local factual story.
Title: To be Negotiated by the teacher with the class
Learning Spoken
and Written
English and
Learning About
Written English
for Interpersonal
(2) and
Informational
Use (3b)
Discuss and plan in retrieval charts:
19. the characters and their identities, personalities
20. the place, its characteristics
- the symbols, their significance
- the message, its place and importance
21. the structure (follow the chapter/section structure of the whale rider)
22. the plot (what and in what sequence)
Work on the development of this mini novel each day chapter by chapter. Once the first chapter (or
outline) has been planned and group negotiated, students can begin activity 36.
© F. Murray & C Combe.
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
36. Students begin to write a
text by improvising on the
original text in one of the
following ways: language
items, plot, setting, content.
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
EXPLOITING THE TEXT
Exercises
Day 63
and
then
ongoing
Follow writing guidelines used for
Activities 13, 22, 25, 27 – 30.
Students begin to write
their own mini novel (or
outline) based on the group
negotiated one OR using
their own ideas for plot,
characters, setting etc
Students maintain folio of all of
their writing, dated.
Day 64
and
then
ongoing
37. A shaping exercise
Identify and use questions and statements. Students give verbal and
written answers to questions based on the areas studied and any of
the text produced in the unit of work.
23. whole group with teacher
24. cooperatively in groups of two or three
25. individually
Keep individual work for student folio
Use the following to generate new questions for answers
in both spoken and written form (use a mixture of literal
and non-literal concepts/sources of information)
h) the Whale-rider text
i) the information contained in the group-negotiated
essays
other resource material sourced for the topic
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
Day
65 67
38. Explore the text through an oral presentation. Discuss, decide one and
plan the presentation. Make group notes, use headings eg what, who,
where, when, how.
Invite some students and teachers
from another class and organise
for the students to take them on a
Print Walk around the room.
EXPLOITING THE TEXT
Exercises
Learning Spoken
English and
Learning
Through Spoken
English for
Interpersonal Use
(2)
Type of presentation: To be negotiated by teacher with class. Some suggestions
include: a speech highlighting the role of women or leadership in the local
community, a screening of the video/DVD produced with a formal introduction and
question time run by students before and after the screening
Title: TBN by teacher and students as above.
Day
68
39. Write a group negotiated text to support the presentation eg a script
for a play, a report to present, a statement etc for a talk.
Depending on the task negotiated, this could be notes for the
speech (identify key words and memory triggers for hand cards)
OR the sequence of events for the Q & A and introductory
sessions before and after the screening.
40. Students write a text to support the oral presentation for example, a
dialogue, a talk, a poster.
Learning Spoken
and Written
English and
Learning About
Written English
for Interpersonal
(2) and
Informational
Use (4)
Day 68
and then
ongoing
Follow writing guidelines form previous writing activities
Depending on the task negotiated, students independently write notes
for the speech (identify key words and memory triggers for hand cards)
OR (eg) the sequence of events for the Q & A and introductory
sessions before and after the screening.
© F. Murray & C Combe.
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
Day
70
41.
Assessment Choice
Organise the time and venue, invitations etc and give the oral
presentations.
A presentation for parents and community members by year ??
“A study of the novel and film ‘the Whale Rider’ by Witi
Ihimaera.”
© F. Murray & C Combe.
Walking Talking Texts: Column Planner Secondary Template dot
EXPLOITING THE TEXT
Exercises
Learning Spoken
English and
Learning About
Spoken English
for Interpersonal
Use (2) and
Informational
Use (4)
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
See page 206
42. Assessment
Keep the first draft and the final
copies of each piece of writing done
by the students. Complete a writing
analysis (See Appendices in WTT
folder) on each piece of writing
done for the unit of work. Allow
the student to decide on her/his
best piece for assessment. Note
down areas of difficulty for
individual students. (These then
become focuses of the next teaching
unit)
This could prove time consuming if
it is all done at the end of the unit of
work. Identify time each week to
analyse students’ writing and to
keep ongoing records.
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
42. Assessment
How do I assess students’ Oral English language development? For each unit of work, assess
oral language based on five activities from the list below. Make notes about the student’s
knowledge, understandings and use of language. A group of students should be targeted for
assessment in each unit of work. Engage the targeted students in talk during the activities
marked ‘Assessment Choice’ in this column. Tape the students using Standard Australian
English and write anecdotal notes about the student’s use of English as observed.
EXPLOITING THE TEXT
Exercises
42. Assessment
a)
See Page 203.
As the following activities are done or through the revisiting of these activities:
EITHER
Tape the student as s/he:
3. Gives her/his ideas, opinions, and feelings about the stimulus text
OR
7. She/he retells the stimulus text.
AS WELL AS
Make notes and/or tape about the student’s
21. Responses to the listening, oral cloze and intonation exercises
OR
26. Pronunciation of the target sounds/words/phrases for the unit
AND
19. Have the whole group sing songs, recite poems or say rhymes from the unit of
work; observe and note student’s level of participation, confidence and
clarity of words, socio-cultural understandings, in talking about texts
produced, activities done etc.
OR
This could prove time consuming
if it is all done at the end of the
unit of work. Identify time each
week to hear students read and to
keep ongoing records
b)
41. During the group oral presentation, observe and note student’s level of
participation, confidence, clarity of words and socio-cultural understandings,
indicated by using English language appropriately in this context.
This could prove time consuming if it is all done at the end of the unit of work. Identify time each
week to record and transcribe students spoken language and to keep ongoing records
© F. Murray & C Combe.
Walking Talking Texts: Column Planner Secondary Template dot
Complete a reading record
sheet for each student
using the original stimulus
text and one other unseen
text of approximately the
same linguistic challenge.
If possible this unseen text
should be linked in
concepts to the
topic/theme of the original
text to provide semantic
familiarity. (See pages 199202 and the assessment
analysis sheets in the
Appendices in the WTT
folder). Make note of any
other text used of written
in this unit of work that
the student can read Note
the use of successful
reading strategies as well
as the areas of difficulty.
Use the work in each
student’s folio, collected
from the exercises in this
column to write a
descriptive summative
report on the student’s
demonstrated language
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
EXPLOITING THE TEXT
Exercises
development during this
unit.
© F. Murray & C Combe.
Walking Talking Texts: Column Planner Secondary Template dot
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
EXPLOITING THE TEXT
Exercises
Teacher rubric for written outcomes for the integrated curriculum tasks1
Expected Qualities
Content and understanding of relevant
concepts: write the concepts that have
been identified for the curriculum task.
Demonstrates ability to make informed
generalisations linked to the subject
matter
Effective organisation:
a. Process
b. Product
Control of language
Indicators of student performance
Medium
With some guidance, identifies
xxxxxxxxxxxxxxxxxxxxxxxxxx
and demonstrates an ability to
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Independently
Attempts to generalise some aspects of
xxxxxxxxxxxxxxxxxxxxxxxxxxxxx based on
xxxxxxxxxxxxxxxxxxxxxx based on
learned knowledge when
learned knowledge when
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Uses ideas generated in modelled writing
Is able to transfer main ideas generated in
and planning, and makes further links and
modelled writing and planning by writing a
connections relevant to the topic, in a text
text with some related ideas.
with several different related ideas.
Shows evidence of being able to use
Attempts to use graphic organisers to plan
graphic organisers effectively to plan and
and organise ideas prior to writing but
organise ideas prior to writing.
might not do so effectively.
Or
Or
(if graphic organisers were not used)
Shows evidence of being able to effectively Attempts to plan and organise ideas
plan and organise ideas prior to writing by
although does not do so consistently.
eg using headings or grouping information.
Demonstrates an ability to organise the
Attempts to achieve organisation of the
subject matter in a manner appropriate to
subject matter appropriate to an
an information report
information report.
High
Independently identifies
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Produces texts using the basic conventional
grammatical features and appropriate
punctuation.
Uses knowledge of sight words and letter–
sound correspondences and a variety of
strategies to spell familiar words.
Produces texts using some basic
grammatical features and punctuation.
Uses knowledge of sight words and letter–
sound correspondences to spell familiar
words.
Low
Experiences difficulty in identifying
xxxxxxxxxxxxxxxxxxxxxxxxxxxxx
and in demonstrating
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Needs scaffolding support to generalise
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
based on learned knowledge when
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
Requires assistance in generating and
transferring ideas to write short texts.
Requires assistance to use graphic
organisers to plan and organise ideas prior
to writing.
Or
Requires assistance in planning and
organising ideas prior to writing.
Shows little understanding of how to
achieve organisation of the subject matter
appropriate to an information report.
Provides no clear idea of how to use the
basic grammatical features and
punctuation.
Uses limited knowledge of
sight words and
letter–sound correspondences.
Student self reflection rubric
1
Acknowledgement: Curriculum Corporation Assessment for Learning Website.
© F. Murray & C Combe.
Walking Talking Texts: Column Planner Secondary Template dot
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WALKING TALKING TEXTS:
INDEPENDENT WRITING
Student name
Stage 1 and Stage 2 ESL: Whale Rider
EXPLORING THE TEXT
Activities
EXPLOITING THE TEXT
Exercises
Date
How well do you think you did your work?


?
means you think you did very well.
means you think you did quite well.
means you think you need to do better.
Something is written in the table about your work. Choose which symbol you think matches your work the best. Draw
it in the space on the right-hand side.
My work
I wrote information about ………. and included all the details.
How I did
I planned what I was going to write using the support material in the classroom and my research
on ……...
I wrote ……… and redrafted it to make sure that all the information that could be was included,
was.
This is how I felt about my finished work.
© F. Murray & C Combe.
Walking Talking Texts: Column Planner Secondary Template dot
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