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GUIDED SILENT READINGUsing non fiction text

sample eBooksample eBook

BOOK FOURPart 3 and 4 School Journals 1990-2000

Hilton Ayrey

Copyright © 2002 Handy Resources May be photocopied for use in school of purchase only Guided Silent Reading Book 4 Visit our website at www.handyres.com 2

GUIDED SILENT READING BOOK 4 CONTENTS

Introduction to this Resource 3

Lesson Format for Guided Silent Reading 4

Follow up activities—Using Bloom’s Taxonomy 9

SET 5 : Reading Age 9-10½ years

5:1 Cockroaches by Amba Morton School Journal Part 3 Number 1 2002

13

5:2 Fast Food in Tibet by Celia Smith School Journal Part 3 Number 2 2000

15

5:3 Remember Stop! Drop! Flop! by Pauline Cartwright School Journal Part 4 Number 1 1997

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5:4 Down Under by David Hill School Journal Part 3 Number 3 1994

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5:5 Millions and Millions of People by John Bonallack School Journal Part 4 Number 3 1999

21

SET 6 : Reading Age 10-12 years

6:1 The Limpet Mystery by Kim Westerskov School Journal Part 3 Number 3 1986

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6:2 The Dunker by Margot Wiseman School Journal Part 3 Number 1 1994

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6:3 Keeping Geckos by Diana Noonan School Journal Part 3 Number 1 1995

27

6:4 Jonah Lomu by Norman Bilbrough School Journal Part 3 Number 2 1999

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6:5 Royal Jelly for a Queen by Beverly Dunlop School Journal Part 3 Number 1 1987

31


7:1 The Deadly Touch by Andrew Crowe School Journal Part 4 Number 3 1996

33

7:2 Needling an Elephant by John Parker School Journal Part 3 Number 1 1995

35

7:3 The Compost Heap by June Walker Leonard School Journal Part 3 Number 1 1986

37

7:4 Ben Hall : Bushranger - This was your life School Journal Part 4 Number 3 1991

39

7:5 Walking on Water by Diana Noonan School Journal Part 4 Number 3 1994

41


8.1 Is that a soft drink bottle you’re wearing? by Pat Quinn School Journal Part 4 Number 1 1999

43

8.2 Ancient but Earthquake-proof by Lynne Beaven School Journal Part 3 Number 2 2001

45

8.3 Global Warming by Jill MacGregor School Journal Part 4 Number 1 2002

47

8.4 The Motorway Debate by Pat Quinn School Journal Part 4 Number 1 1992

49

8.5 Atomic Energy by John Bonallack School Journal Part 4 Number 2 1986

51


“Guided Reading is the heart of the reading programme for early and fluent readers. It gives the teacher and a group of students the opportunity to talk, read and think their way purposefully through a particular text.” The Learner as a Reader ; Ministry of Education, Learning Media. Wellington, 1996. This resource aims to support the busy classroom teacher in this important instructional procedure by providing detailed lesson plans, strategies for implementing them, and a series of follow up activities that will encourage meaningful revisiting of the text. The suggestions offered here are a combination of the author’s own teaching experience, many hours spent observing and giving feedback on GSR to trainees in the teacher training programme at NZGSE, and current theory and research on best teaching practice in reading. The challenges of Non-Fiction text Non-fiction text presents the reader with challenges that are quite different to those of narrative text. The strategies students learn when reading narrative do not automatically transfer to other kinds of text. Children become very familiar with the features of narrative from an early age. While narrative carries the reader along with its storyline, non-fiction is often an impersonal, systematic unfolding of information. There is little repetition, no frills, it often lacks a personal touch, becomes increasingly ladened with specialised vocabulary and longer, more complex sentence structure, and often requires background knowledge to comprehend. It is well documented that many students have difficulty understanding transactional text in secondary schools. The recently published report of the New Zealand government’s Education and Science Committee (2001) on the inquiry into the teaching of reading, emphasised the importance of explicitly teaching comprehension strategies, particularly strategies that help students understand expository or non-fiction text. The report also noted that many students were not taught these strategies. What are these strategies? One Guided Silent Reading technique aimed at improving students’ comprehension and critical reading, which is backed by research and is used successfully in NZ classrooms, is Reciprocal Teaching. This involves the members of the reading grouping making predictions, clarifying ideas, generating questions, and summarising information. A feature of this method is the transfer of responsibility for leading the discussion from the teacher to the group in a structured and planned way. Nicholson (1999) argues that to teach students about how texts are designed and to help them focus on what makes a text interesting, will help them to get a better understanding of the content of the text. Knowledge of text structure can greatly enhance the reader’s ability to process information and see the big picture. Both approaches advocate close, active reading of text. While reading mileage and the pursuit of personal reading interests are always one of the desired outcomes of a classroom reading programme, we must not neglect the specific, systematic teaching of close, active reading. For non-fiction text, this involves teaching students how to process and make sense out of information (i.e. reading, retelling, clarifying) and how to organise or reorganise it (i.e. summarising, identifying main points, diagramming it in webs and flow charts), all of which help the reader and learner to master and remember content information. The lesson plans included here follow this approach. Using School Journals School Journal articles are the vehicle for this process. While they do not always represent a consistent genre for exploring non-fiction writing, the articles chosen for this resource do follow a familiar pattern, are written specifically for children, are graded by reading age and are available in all schools. References for further reading “I’ve found my memory! Reciprocal Teaching in a Primary School,” by Marie Kelly and Denis Moore (in SET 2, New Zealand Council for Educational Research, Wellington 1993) READING COMPREHENSION What is it? How do you teach it? By Susan Dymock and Tom Nicholson (NZCER, Wellington 1999) READING COMPREHENSION What is it? How do you teach it? Supplementary Material : Transactional By Susan Dymock and Tom Nicholson (NZCER, Wellington 2002)

Introduction to this Resource

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The following is an explanation of the lesson planning format used in this resource. Prereading Discussion Access Prior Knowledge and Personal Experience Brainstorm any information pupils may know about the topic covered in the chosen text and give the opportunity for pupils to share personal experiences. This is a very important part of the scaffolding process. It immediately raises the readability of the text by helping the readers to make connections and establish the context of what is to come. Introduce the title Students should recognise that the title of the article will often provide important clues to the content and this should be discussed to help develop inferential skills.

Introduction “How has the author introduced the article ? Is there a hook ?” The first consideration in understanding non-fiction text is that there will usually be an introduction where the author orientates the reader. This introduction may include :

• A hook - some sort of device to get the readers attention and draw them into the article. • An overview of the topic to be explored - an indication of what the reader can expect to find.

Encourage the readers to analyse and make judgments about the effectiveness of the introduction. This is included as a Follow up Activity - Evaluation.

Body of the Text The body of the text develops the topic and the following strategies are recommended for each of the passages or chunks of text selected. Step 1 : SET A PURPOSE FOR READING and READ SILENTLY Establish a purpose for reading BEFORE assigning a passage of text to read. For the first paragraph, the introduction , it could be : “Read the first paragraph and look for hooks. What does the author do to get your interest?” For passages in the body of the text the purpose will come from the following two questions: “What do you think will come next? …….Read to find out.” “While you are reading be thinking of a heading for this chunk of text” Step 2 : RETELL AND CLARIFY “Have we got the message right?” (Developing Sentence Level Comprehension) Retell Once the chunk of text has been read silently, students are asked to retell all the details using the text (not from memory). They must start at the beginning of the passage.

• each pupil is only allowed to retell one piece of information at a time • everyone else keeps track of the retelling and adds information one at a time

For example…..”In spring when the hot weather arrives”……..”we load the family’s rugs”………… “onto the truck”………..drive to the village stream”………….”to wash them”.

(from Spring Cleaning in Greece Set 3:2) This is a very useful strategy especially when first introducing close reading routines. It has the following benefits:

• Allows the teacher to check that the text has been read properly and understood by everyone • Raises accountability for all group members - it gets everyone involved and keeps the pace up • Means that everyone is focused on the same place in the text - retelling from memory will

result in individuals going off on their own tangents which you don’t want at this stage • Avoids lengthy dialogue between one pupil and teacher which allows others to tune out • Develops very valuable skimming and scanning skills - with practice the students begin to

paraphrase the text rather than read it out verbatim. This will be slow to begin with and may amount to a second reading of the text. You will quickly identify those children who find it difficult to process text like this. They get lost very easily or are the ones who drift off task. Because individual contributions are short (one fact / piece of information) the capable child doesn’t dominate proceedings and the students quickly develop skimming and scanning strategies rather than relying on a linear tracking of text. Children are encouraged to point out where pieces of information are left out, and soon take over the responsibility for the process.

Lesson format for Guided Silent Reading

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Clarify During the retell there will be the opportunity to clarify ideas and concepts as the need arises. Because the retelling is detailed and everyone is following along, clarification can be dealt with quickly and systematically. This is a natural part of the retelling. It starts with the teacher prompting “What does that mean?” when a difficult concept or word is encountered as the passage is retold. It can also involve ...“Why has the author written it like that?’…. which prompts an exploration of the language strategies employed by the author. This models the internal dialogue of the active reader and prompts the students to extract accurate meaning from text and not to be a glib or passive reader. These strategies are very important for ensuring that the material is being comprehended at the sentence level. Step 3 : Summarize “What is this passage about? (Developing Big Picture Comprehension) Heading Once the retell and clarify has taken place the next step is to work on the big picture comprehension. As a group the students come up with a heading which summarises what was covered in the passage or chunk of text that has just been read. Main Points Pupils then decide on the main ideas in the passage and state them as bullet points. An analogy for this is to ‘strip back the flesh (additional information) until you have just the bare bones (the essential ideas or the skeleton)’. This develops a very important information processing skill. See all lesson plans for examples of this. Initially this process can be modeled by the teacher, then becomes a group activity with the teacher scribing on a whiteboard or chart. As the students become familiar with the routine they can work on their own. This also takes care of the fast finishers who complete the silent reading of the passage quickly and get frustrated with waiting for others. It will also increases the accountability of the superficial readers who say they have read the passage but have only skimmed it. This is an important step towards diagramming the text (converting the text into information webs and sequence flow charts - see Follow up activities - Analysis) and is the key to developing an understand-ing of the structure of the article. Back to Step 1 for the next chunk of text

Conclusion At the end of the article, the readers are encouraged to evaluate how the author has wrapped up the piece of writing. Students can be taught to identify summarising and reflective statements and comment on their effectiveness. Initially this process takes a long time as there is a lot of new learning and new routines to be established. For that reason, start with material that is at a recreational reading level so that your students are not struggling with decoding issues. Also, select short pieces of text (3-5 paragraphs) to start with. To help with this, each set of articles in this resource starts with shorter, simpler articles, moving on to longer, more complex articles within each age range.

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Set 6:3 LESSON PLAN - Keeping Geckos RA 10 - 12 SJ Part 3 Number 1 1995 by Diana Noonan

SPECIFIC LEARNING OUTCOMES Students can…………..

Summary Gemma, a great pet lover with a large collection of different animals, talks about her pet forest geckos and how she looks after them. Text Features A descriptive text structure (focuses on the attributes of forest geckos). Can be diagrammed as an information web (Activity 7) using the topic head-ings suggested in Summary of Text below. Introduction - an editorial introduction to Gemma, as the article doesn’t have an introduction itself. Body of Text - moves between descriptive information and anecdote. Includes a footnote about geckos as protected species. Conclusion - good example of a reflective statement.

Critical Thinking 1. Identify text structure / select main ideas in non-fiction text 2. Respond to non-fiction text through Bloom’s Taxonomy Exploring Language 3. Identify “hooks” in the introduction to a non-iction article 4. Identify summarising and reflective statements in the conclusion of a non-fiction article. Processing Information 5. Gather, sort, summarise, present information

GSR Strategies Teacher Prompts ……………………………………………… Possible Responses

BEFORE READING

GUIDED READING

For each selected chunk of text . . . Step 1: SET A PURPOSE As you read ….. • Look for the main topic • Think of a suitable heading READ SILENTLY “Engaging the reader” Step 2: RETELL and CLARIFY Have we got the mes-sage right? • DETAILED RETELLING to

make sure the text has been read closely

• CLARIFY AS WE GO to ensure vocab and concepts are understood

“Developing sentence level comprehension” Step 3: SUMMARISE What is this passage about? • Decide on a suitable HEADING or HEADINGS which would summarise the information in the chunk • Reduce information to bullet points - ie. main ideas

“Developing big picture comprehension” (see page 4 for further details)

Page 54 Editor’s Introduction “How has the editor introduced the topic? Is there a hook? “ …The editor introduces Gemma who looks after geckos

Summary of text

Page 54 *Footnote (explain footnotes) Explains the need to have a permit - a protected species May need to clarify - menagerie (vocab)

The law on geckos • most are protected • need a permit to keep them • NZ forest geckos are non-protected • check with Dept of Conservation

Page 54 Where Gemma got her geckos and how to identify forest geckos May need to clarify - breeder, species (vocab)

Getting a forest gecko • from a breeder • hard to find in the wild • live in trees Identifying a forest gecko • v-shaped mark on their head • one large scale between nostrils

Page 55 Paragraph 1 What you need to provide for the geckos May need to clarify - vitamins

Making a home • glass tank • line it with leaf litter , pieces of bark • small plants to climb • milk bottle lid to drink from

Page 55 Paragraph 2 What to feed the geckos

Food • vitamins in water • need live food • moths (favourite), crickets, flies, earwigs,

spiders

Page 56 Paragraph 1 How they go about catching their live prey

Hunting • creep up on prey • snap victim in their jaws

Page 56 Rest of the page Cleaning up after the geckos

Cleaning up droppings • wipe droppings from side of the tank • dip the bark in boiling water

Page 57 Paragraph 1 Explains how geckos respond to temperature - cold blooded

Geckos are reptiles • slow down in cold weather • don’t have to feed as often

Page 57 Paragraph 2 Another important part of caring for geckos - removing ticks from the soft parts of their bodies

De-ticking Geckos • special formula from pet shop • dab formula on ticks with cotton buds • find them around eyes, armpits, ears • get distressed by this for a few days

Page 58 Geckos reproducing - an anecdote about Gemma’s experience with her geckos having babies

Having babies • bare their young live • don’t lay eggs • look after themselves straight away • babies are silvery grey colour • 3 cm long • parents may eat the babies

Page 58 Final paragraph : Conclusion “How has the author finished off the article? Look for summarising and reflective statements” ……....reflection by Gemma about how much she values her geckos

FOLLOW UP ACTIVITIES

• Go through the ACTIVITIES sheet with the children • Brainstorm and discuss ideas, model activities where necessary • Assign activities or allow choice depending on time constraints / needs of children

Introduce the title Keeping Geckos “What information do you expect to find in this article?” Brainstorm student’s prior knowledge about geckos. What are they? How do you look after them?

Brief summary of the article

content

Suggestions for prereading discussion

Suggestions for passage topic and

main points

Once the article has been

completed the follow up activities

provide opportunities to revisit the text

SLO’s derived from

English achievement objectives

Suggested format for Guided Silent

Reading to ensure close and active reading of

the text

Purpose of each step

Instructional Reading Age

of text

GUIDED SILENT READING using non-fiction text sample LESSON PLAN from BOOK FOUR

Identifies significant features of the article

Division of the article into small chunks of

text

Summary of the content

Concepts, vocab that may need clarifying

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We are learning to read non fiction text using

THE THREE STEPS

1. Set a Purpose Read Silently

“Knowing what we are looking for”

2. Detailed Retelling

Clarify as You Go “Making sure we have got the message right”

3. Decide on a Heading

Reduce to Main Points “What new information have we found”

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We are learning to identify the text structure in

School Journal Articles

Introduction Are there any HOOKS

Body of the Text Identifying TOPICS in the article

Conclusion Finding SUMMARISING and REFLECTIVE statements

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The activities that follow each article in this resource, have been designed using Bloom’s Taxonomy. Each level represents a higher level of thinking skills. The activities therefore present a range of challenges for children with different abilities and learning styles. Students quickly latch on to the differences in the levels if they are explained to them, and find the variety of activities motivating. There is a deliberate continuity in the activities chosen. The rationale is that your main focus as the teacher during your reading programme will be with your instructional group(s) and you want the rest of the class to be working independently. To be introducing a new range of activities after every lesson means a lot of instructional time and / or off task behaviour from students who are unsure of what to to. I recommend that you spend time teaching the whole class the activities before embarking on group instruction so they are familiar with the process. Once the process involved in each activity is understood, the challenge comes from applying the process to new content. Teachers can use these activities in a variety of ways. While the expectation is that they will be used as described above, they can also be used a prompt for further group discussion or as co-operative activities. The teacher may choose to assign specific activities or allow choice depending on the students’ needs and / or the amount of time available. Another approach could be to set up a work contract with a points target to be met, where higher level activities attract more points than lower level activities. Bloom’s Levels defined Bloom’s levels have been applied in many different ways. The following definitions indicate the particular emphasis chosen for these resources. Level 1 : Knowledge – What are the facts These activities require students to locate factual information that can be found in the text Level 2 : Comprehension – Show that you understand the information The activities require some inferential understanding of the text or the ability to make connections

between information from different parts of the text. Students are asked to answer direct questions, provide explanations or descriptions in their own

words, think of another title to demonstrate their understanding of the topic, and occasionally draw diagrams.

Level 3 : Application – Using what you have read These activities require students to take the information in the article and present it in a different way. Activities include posters, letters, diary entries, advertisements, Venn diagrams, pamphlets, brochures, snakes and ladders board games. Level 4 : Analysis – Organising information from the article These activities involve diagramming the information in the text and are seen to be a very important part of helping students to understand text structure. The articles are classified into two categories, descriptive text which can be diagrammed as an information web, and sequential text structure which can be diagrammed using flow charts. Level 5 : Synthesis – Coming up with new ideas

These activities require students to make some creative connections to the information in the articles. The focus is on a bit of imaginative fun. Level 6 : Evaluation - Seeing both sides Evaluating an idea that is related to the text topic, learning to look at both sides of an argument (eg. De Bono’s Thinking Hats or PMI ) and being able to list points of agreement and disagreement. - Making judgments about information

These activities encourage students to evaluate the effectiveness of the article. Book 3 asks students to rate the article based on how much information there was. Book 4 provides more specific criteria : 1. How effective was the introduction—did the author attempt to draw the reader into the article by using a hook. 2. Was the information in the body of the text well organised. Was there a clear progression of topics and were these topics divided into paragraphs. 3. Was there an effective conclusion to the article. Teach the students to recognise reflective and summarising statements and make a judgment about whether this made for a satisfactory ending.

Follow up Activities – Bloom’s Taxonomy

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GUIDED SILENT READING using non-fiction text sample ACTIVITIES from BOOK FOUR You can assign activities, allow choice, set up as a work contract

Set 6:3 ACTIVITIES School Journal Part 3 Number 1 1995

KNOWLEDGE – Finding the facts 1. How can you tell whether a gecko is a forest gecko?

2. What do geckos like to eat?

COMPREHENSION – Show that you understand the information 3. Why do you have to have a permit to keep most geckos?

4. Explain why geckos slow down in winter

APPLICATION – Using what you have read in the article

5. Design a pamphlet for a pet shop, about how to look after geckos.

6. Write a story about a day in your life as a gecko.

ANALYSIS – Organising the information in the article

7. Make an INFORMATION WEB titled Geckos using the information in this article. This will help you see how the article has been organised by the author, and is a good way to help you remember information.

SYNTHESIS – Coming up with new ideas

8. Design a new gecko house. Make sure it includes all the things mentioned in the article that geckos need and like.

Add any extras you think would make life interesting for the gecko. Include labels to explain the features you have included.

EVALUATION – Seeing both sides 9. “Everyone should be allowed to keep geckos as pets if they want to”

List your reasons for agreeing with, and disagreeing with this statement. Making judgments about information 10. Do you think this article was well written Was there a hook in the introduction? Hook : Rate 1-10 Was the information organized clearly? Organisation : Rate 1-10 Was there an effective conclusion? Wrap up : Rate 1-10 Give a brief reason for each of your ratings

Keeping Geckos by Diana Noonan

I agree because……... I disagree because………..

Bloom’s Level One Locating literal

information from the text

Bloom’s Level Two Interpreting information

in own words

Bloom’s Level Three Using the information

in the article in another situation

Bloom’s Level Five Creating new ideas from the information

Bloom’s Level Six Evaluating an idea.

Learning to see both sides of an argument

Making judgments about the quality of the writing based on established criteria

Bloom’s Level Four Organising the information

diagrammatically

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Sample Information Web 6:3 Keeping Geckos

GECKOS

The Law

need live food

NZ forest geckos are not protected

Food

• creep up on prey • snap victim in

jaws

Hunting

Reptiles

• vitamins in water

• moths • crickets • flies • earwigs • spiders

• most are protected • need a permit • check with Dept of

Conservation

• Slow down in winter • Don’t have to feed as often

Finding a forest gecko

• from a breeder

• hard to find in the wild • live in trees

A home for a gecko

glass tank

• Line with leaf litter • Pieces of bark • Small plants to

climb

Having babies

• bear live young • don’t lay eggs • look after themselves • silver grey • 3cm long

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Sample Flow Chart 7:3 The Compost Heap

Small animals break down the scraps

Bacteria turn into spores until more food arrives

Fungi arrive 4-6 days after compost heap is started

Fungi clean up the bits left behind

Fungi turn into spores as well. Wait for more food to arrive

Result a brown crumbly soil full of plant food

Improves the soil structure with lots of air spaces to hold water

and oxygen

Bacteria break down fragments left by beetles and worms

Bacteria multiply and use up all the food

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Set 5:1 LESSON PLAN Cockroaches RA 9-10yrs SJ Part 3 Number 1 2002 by Amba Morton


Summary A look at one of the creepiest and strangest of insects, the cockroach. Text Features A descriptive text structure (the attributes of cockroaches). Can be diagrammed as an information web (Activity 5) using the head-ings in the article as suggested in Summary of Text below. Introduction - starts with an editorial introduction. Body of Text - the article is already divided neatly into passages with headings indicating what each passage is about.- a good model of how to summarise content with headings. Conclusion - includes a summarising and a reflective statement about the possible future of cockroaches.

Critical Thinking 1. Identify text structure / select main ideas in non-fiction text 2. Respond to non-fiction text through Bloom’s Taxonomy Exploring Language 3. Identify “hooks” in the introduction to a non-fiction article 4. Identify summarising and reflective statements in the conclusion of a non-fiction article Processing Information 5. Gather, sort, summarise, present information

GSR Strategies Text divided into Chunks for GSR Summary of Text (Step 3)

BEFORE READING Brainstorm what the students know already about cockroaches.

Introduce the title Cockroaches Creepy or Incredible ? “What information do you expect to find in this article?” ………..things about cockroaches that are creepy but also some things that are incredible

GUIDED READING For each selected chunk of text . . . Step 1: SET A PURPOSE As you read ….. • Look for the main topic • Think of a suitable heading READ SILENTLY “Engaging the reader” Step 2: RETELL and CLARIFY Have we got the message right? • DETAILED RETELLING to


• CLARIFY AS WE GO to en-sure vocab and concepts are understood



Page 12 Editor’s Introduction “How has the article been introduced? Is there a hook?” “Why has the editor written an introduction?” ….the title has an effective hook...poses a question to get the reader interested ….the editor may have felt the article didn’t have an introduction

Summary of text

Page 12 “Survivors” Describes how cockroaches are very hardy insects

Page 13 “The Ultimate Escape Artist” Facts about the cockroach and its how / why it is a survivor

The Ultimate Escape Artist • runs at 5 km per hour • squeezes through small gaps • skeleton on the outside of body • fat inside is stored energy • brain spread along 1 side of body • female mates only once

Page 13 “That’s Stinky” Description of the NZ native cockroach - one of the stinkiest

That’s Stinky • 4000 different kinds • NZ kekerengu - one of the stinkiest • 4 cms long • eats rotton wood • favourite food of brown kiwi

Page 14 “Night Workers” Nocturnal creatures - describes how they respond to the world around them

Night workers • hide under things during day • come out at night • sense things with antennae • also hairs on backs of legs • damage our eyes • give us cancer • unwelcome gift

Page 14 “Before the Dinosaur” Speculation about how long cockroaches have been around

Before the Dinosaurs • maybe been here for 350 million yrs • 180 million yrs before dinosaurs

Page 14 : Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” ……. summary - species is very good at keeping itself going refelection - how successful you can be - even when you lose your head



Survivors • a week without water • month without food • will eat anything

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KNOWLEDGE — What are the facts 1. Make a list of 5 facts about cockroaches from the article.

APPLICATION — Using what you have read in the article 4. Write a short story titled “A day in the life of a Cockroach” using what you now know about cockroaches from the article.

ANALYSIS — Organising information from the article 5. Make an INFORMATION WEB titled Cockroaches using the information in this article. This will help you see how the article has been organised by the author, and is a good way to help you remember information.

SYNTHESIS — Coming up with new ideas 6. Design a mutant species of cockroach with some new interesting changes to the creepy features they already have. Include a drawing and labels of all the features of your creation.

EVALUATION — Seeing both sides 7. “Cockroaches will take over the planet”

List your reasons for agreeing with and disagreeing with this statement. Making judgments about information 8. Do you think this article was well written

Was there a hook in the introduction? Hook: Rate 1-10 Was the information organised clearly? Organisation: Rate 1-10 Was there an effective conclusion? Wrap up: Rate 1-10

Give a brief reason for each of your ratings

COMPREHENSION — Show that you understand the information 2. Why does the author think the cockroach is one of the strangest creatures in the world ?

3. Think of another title which would give the reader clues about the theme of the article.

Cockroaches by Amba Morton

I agree because….. I disagree because….

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Set 5:2 LESSON PLAN Fast Food in Tibet RA 9½-10½yrs SJ Part 3 Number 2 2000 by Celia Smith


Summary Tibet has it’s own fast food - roasted barley flour called tsampa. Not quite what we would call fast food but there are many different ways to serve it. Text Features A descriptive text structure (the attributes of tsampa). Can be diagrammed as an information web (Activity 5) using the topic headings suggested in Summary of Text below. Introduction - uses the idea of “fast food” as a hook for the reader. Body of Text - description of tsampa,its variations and its uses. Conclusion - a brief summarising statement at the end.

Critical Thinking 1. Identify text structure / select main ideas in non fiction text 2. Respond to non-fiction text through Bloom’s Taxonomy Exploring Language 3. Identify “hooks” in the introduction to a non fiction article 4. Identify summarising and reflective statements in the conclusion of a non fiction article Processing Information 5. Gather, sort, summarise, present information


Brainstorm what the students know already about Tibet. Locate it in an atlas.

Introduce the title Fast Food in Tibet “What information do you expect to find in this article?” ………..comparison of foods. “Fast food” is a hook because it is such a part of our culture






Page 30 First Sentence : Introduction “How has the author introduced the topic? Is there a hook?” … makes a statement that all countries have their own fast food - no further hook for the reader

Summary of text

Page 30 Rest of Paragraph 1 Describes tsampa and how it is made

Tsampa - Tibet’s fast food • roasted barley flour • cooked in big pans over hot coals • ground by the village miller

Page 30 Paragraph 2 How tsampa is used when travelling May need to clarify - nomads

Fast food on the move • children have it when minding stock • travelling nomads use it • don’t have to cook it

Page 31 Describes how tsampa is used at home as a breakfast dish

Tsampa for breakfast • melt butter in hot tea • add tsampa • add cheese from dried milk curd • add sugar • mix flour, tea and butter into biscuit

dough • roll into a ball • nutty, sweet, crunchy

Page 32 Paragraph 1 Other ways to eat tsampa - tsampa and hot chilli

Tsampa and hot chilli • flatten small ball of mixture • add chilli butter • burns your mouth

Page 32 Paragraph 2 Always a supply of tsampa and dried cheese in Tibetan houses

Always available • kept in a wooden box in houses • nomads store it in woven yak hair

sacks

Page 32 : Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” ……. summary - highlights tsampa’s qualities and restates its value as a fast food



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Set 5:2 ACTIVITIES School Journal

Part 3 Number 2 2000

KNOWLEDGE — What are the facts 1. What is the main ingredient in tsampa ?

2. What do the Tibetan monks store their tsampa in ?

COMPREHENSION — Show that you understand the information 3. Write a recipe for making “tod”. Use these headings 1. Ingredients 2. Equipment you need 3. Step by step instructions.

APPLICATION — Using what you have read in the article

4. Make a Venn Diagram and compare Tibetan fast food with NZ fast food.

ANALYSIS — Organising information from the article 5. Make an INFORMATION WEB titled Tsampa using the information in this article. This will help you see how the article has been organised by the author, and is a good way to help you remember information. .

SYNTHESIS — Coming up with new ideas 6. Design a new kind of fast food that would be appealing to you and your friends. Draw a picture of it, list the ingredients in it, and explain why your friends would like it.

EVALUATION — Seeing both sides

7. “Tibetan fast food is more useful than ours” List your reasons for agreeing with and disagreeing with this statement. Making judgments about information 8. Do you think this article was well written



Fast Food in Tibet by Celia Smith

Things that are the same about fast food in both

countries

Fast food in Tibet Fast food in New Zealand


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Set 5:3 LESSON PLAN Stop! Drop! Flop! RA 9½-10½yrs SJ Part 4 Number 1 1997 by Pauline Cartwright


Summary An outline of practical strategies to avoid the debilitating effects of OOS (occupational overuse syndrome) when using computers. Text Features A sequential text structure which follows a problem-solution pattern. Introduction - uses “…..How would you feel…..” as a strong hook. Body of Text - the article is already divided neatly into chunks with headings indicating what each passage is about - a good model of how to summarise content with headings. Conclusion - examples of summarising and reflective statements.



Brainstorm what the students’ know already about occupational overuse syndrome (OOS).

Introduce the title Remember Stop! Drop! Flop! “What information do you expect to find in this article?” …….....some safety suggestions






Page 38 Paragraph 1 and 2 “How has the author introduced the topic? Is there a hook?” …..asks a question to get the reader thinking about how they might feel if this happened to them

Summary of text

Page 38 Paragraph 3 Describes the effects of OOS

Effects of OOS • can’t work / play as they could • body aches all the time

Page 38 Rest of the page A warning to children about wrong computer habits

Children and OOS • don’t usually get OOS • wrong habits will give trouble later

Page 39 “Fit where you sit” Getting your seating right at the computer

Fit where you sit • adjust furniture to suit you • use cushions, telephone books to

get it right • face keyboard and screen • feet flat • upper arms hang straight • forearms horizontal

Page 40 “Stop, Drop, Flop” Don’t stay tensed up at the computer - break every 3 mins

Stop, drop, flop • stop every 3 mins • drop hands to your side • shake your hands • get up after 20 mins

Page 41 “Blink and Breathe” Blinking gives your eyes a rest, breathing relaxes your muscles

Blink and Breathe • blink to rest your eyeballs • change focus - look around • breathe to relax muscles

Page 41 “Spread the word” Suggestions for how you can pass this on to friends and family

Spread the word • talk to teachers / friends • explain to family • use the internet to tell others

Page 41 Final paragraph : Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” ……. summary - the importance of correct usage of computers for your health reflection - computers are great...use them wisely



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Set 5:3 ACTIVITIES

KNOWLEDGE — Recalling the facts

1. What is OOS ?

2. What is OOS often caused by ?

3. How does OOS affect your body ?

APPLICATION — Using what you have read in the article

5. Make a Snakes and Ladders board game using the information in this article. You go up a ladder when you land on a square that has you doing the right thing when using a computer, and down a snake when you are doing the wrong thing.

ANALYSIS — Organising information from the article

6. Make an INFORMATION WEB titled OOS using the information in this article. This will help you see how the article has been organised by the author, and is a good way to help you remember information.

SYNTHESIS — Coming up with new ideas

7. Design a really fun work station for your computer. You can include all the weirdest and most wonderful accessories you can think of but it MUST be OOS safe.

EVALUATION — Seeing both sides 8. “Computers cause more problems than they solve”




COMPREHENSION — Show that you understand the information

4. How does tensing you muscles cause OOS ? Find the explanation in the article and try to put it in your own words.

Remember Stop! Drop! Flop! by Pauline Cartwright

School Journal Part 4 Number 1 1997


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Set 5:4 LESSON PLAN Down Under RA 9½-10½yrs SJ Part 3 Number 3 1994 by David Hill


Summary The opal mining town of Coober Pedy, near the centre of Australia, has over half the houses and some shops, restaurants and hotels built underground because of the heat on the surface. Text Features A descriptive text structure (focuses on underground housing). Can be diagrammed as an information web (Activity 7). Introduction - uses “....houses going down....” as a hook. Body of Text - longer article without a clear structure which will test the ability of the students to identify topics and main ideas. Conclusion - summary of advantages vs disadvantages.



Introduce the title Down Under “What clues are there in the title about this article?” Brainstorm the reasons why people might choose to live underground? Advantages? Disadvantages?






Page 54 Paragraph 1 : Introduction “How has the author introduced the topic? Is there a hook?” …..makes comparison of houses going up / houses going down

Summary of text

Page 54 Rest of page Introduces the town Coober Pedy where many houses and buildings are underground

Coober Pedy • near centre of Australia • ½ houses, buildings are underground

Page 55 Paragraph 1 and 2 Some examples of how hot it is on the surface

A very hot place • rocky desert • temps up to 50°C

Page 55 Rest of the page History - why people live there and the early mining days

History • opal mining town • mining no longer allowed near town • mineshafts dangerous

Page 56 and 57 Describes why and how the underground houses have been made

Building underground • used to use shovels and pickaxes • dug out small hills around town • now use a bulldozer • can cut square corners • can polish walls / floors • tunnels go up for fresh air • tunnels go down for drainage • safe and strong - no earthquakes • varnish stops walls / floor getting

damp and dusty

Page 57 last Paragraph and Page 58 Paragraphs 1 and 2 Describes the scarcity of water and what the people have done

Water scarce • rain falls only 3-4 times per year • 2 buckets a day for everything • now water tankers bring it in • still no swimming pools

Pages 58 and 59 Examines the disadvantages and advantages of living underground

Disadvantages • lights on in the daytime • fans to keep fresh air moving • can’t look out the window • be careful not to bump your head • can’t pin things on the wall

Advantages • very private and quiet • lasts forever • soundproof walls • don’t have to paint the roof • don’t have to wash windows • sunlight won’t fade the carpet • cat can’t get stuck under the house

Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” ……. lengthy conclusion summing up the advantages and the disadvantages



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KNOWLEDGE — What are the facts

1. Why do people live in Coober Pedy ?

2 What are the two reasons given for the underground houses in Coober Pedy being strong and safe ?

APPLICATION — Using what you have read in the article 6. Design a newspaper advertisement to get people to come and live in Coober Pedy. Your advertisement must have an eye catching slogan, provide enough information

to get people interested, and someone to contact for more details.

ANALYSIS — Organising information from the article 7. Make an INFORMATION WEB titled Coober Pedy using the information in this article. This will help you see how the article has been organised by the author, and is a good way to help you remember information. .

SYNTHESIS — Coming up with new ideas 8. Draw a plan of your own underground house. Remember to allow for fresh air, water supply, and waste disposal. Provide labels and explanations of your design.

EVALUATION — Seeing both sides 9. “Living underground will be the answer for the future”





3. What is strange about the Coober Pedy School Swimming Sports Day ?

4. Why do you think they have this event ?

5. Think of another title for this article which shows you understand what is special about

Coober Pedy.

Down Under by David Hill


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Set 5:5 LESSON PLAN Millions of People RA 9-10yrs SJ Part 4 Number 3 1999 by John Bonallack


Summary This article outlines the population problem faced in China and the drastic population measures enforced since the late 1970’s in an attempt to solve the problem. Text Features A sequential text structure which follows a problem-solution pattern. Introduction - uses “….imagine if…” as a hook. Body of Text - the problem is identified, the solution justified, details of how it is enforced and the unfortunate spin offs. Conclusion - summarises and reflects on the problem without offering an opinion.

Critical Thinking 1. Identify text structure / select main ideas in non fiction text 2. Respond to non-fiction text through Bloom’s Taxonomy Exploring Language 3. Identify “hooks” in the introduction to a non fiction article 4. Identify summarising and reflective statements in the conclusion of a non fiction article Processing Information 5. Gather, sort, summarise, and present information


Discuss briefly family trees. Make sure students understand how big an extended family can be. Discuss the concept of “population explosion”. What would they do about it?

Introduce the title Millions and Millions of People “What clues are there in the title? What information do you expect to find in this article?” ……...it might be about the population explosion in some parts of the world






Page 32 Paragraph 1 “How has the author introduced the topic? Is there a hook?” …..gets the reader to put themselves into the problem - this is what it is like in China - why?

Summary of text

Page 32 Paragraph 2 Outlines the population problem in China and the governments’ action to try and solve it May need to clarify - population control, overpopulation (concepts)

Population control • too many people in China • 1 child per family policy • introduced late 1970’s

Page 33 Paragraph 1 Special laws that have been introduced to make sure people obey May need to clarify - registered (concept)

More than one child • parents heavily fined • parents likely to lose jobs • second child can’t be registered • so less chance of an education • so less chance of a job

Page 33 Paragraph 2 Outlines the new problems this has created May need to clarify - security (concept)

New problems • parents prefer to have a boy • company / security for old age • girl babies killed / abandoned

Page 33 Final paragraph : Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” ……. summary - far from perfect - many disagree, some disobey reflection - no one else has come up with a better solution



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KNOWLEDGE — What are the facts 1. What is the Chinese government’s solution to the population problem? 2. How long have these laws been in place in China?

APPLICATION — Using what you have read in the article 5. Design a poster for the Chinese government that states the law on population control. It should have * a large, easily seen slogan which gets peoples’ attention * what the law says * the consequences for breaking the law Think about how you can use colour and illustrations to make your poster effective.

ANALYSIS — Organising information from the article 6. Make a problem-solution FLOW CHART of the information in this article that shows what has happened in China since the late 1970’s. Start with the problem, then the solution, then other problems that develop as a result.

SYNTHESIS — Coming up with new ideas Imagine a city that has far too many people. It is impossible to go anywhere or move around the city because of overcrowding. 7. Design some new, interesting ways to deliver food to people. 8. Design a new type of family home for three people that is very small but has all the modern comforts and conveniences we are all used to. Use drawings and labels to explain your design.

EVALUATION — Seeing both sides 9. “China should get rid of their population policy” List your reasons for agreeing with and disagreeing with this statement. Making judgments about information 10. Do you think this article was well written



COMPREHENSION — Show that you understand the information 3. “The risks of overpopulation are too great to ignore”. Say what you think this means in your own words. 4. Think of another title for this article which shows that you understand what it is about.


The problem The solution New problems

Millions and Millions of People by John Bonallack

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Set 6:1 LESSON PLAN The Limpet Mystery RA 10-12yrs SJ Part 3 Number 3 1986 by Kim Westerskov


Summary A marine biologist outlines his investigation of how a limpet finds its way around, always returning to exactly the same spot on a rock before the tide returns. Text Features A descriptive text structure (focuses on the attributes of a limpet) Can be diagrammed as an information web (Activity 7) using the topic headings suggested in Summary of Text below. Introduction - clearly states the purpose of the article. The article is addressed to the limpet which makes it more personal (a hook). Body of Text - not very easy to summarise into topics. Conclusion - a reflection by the scientist on the unsolved investigation.



BEFORE READING Discuss what scientists do …...try to understand and make sense of the world around them

BEFORE READING

Introduce the title The Limpet Mystery (may need to clarify what a limpet is) “What clues are there in the title? What information do you expect to find in this article?” ……..... there is a mystery surrounding the limpet






Page 39 Paragraph 1 : Introduction “How has the author introduced the topic? Is there a hook?” ………. the scientist talks to the limpet states the purpose of his investigation Clarify - marine (to do with the sea), biologist (studys living things)

Summary of text

Page 39 Rest of the page Includes description and habitat of the limpet

Page 40 Observation of low tide behaviour

Low tide • always in the same spot • grows to fit the bumps and hollows • no gaps between shell and the rock • would dry out and die if gaps • shell has worn a groove in the rock

Page 41 Observation of high tide behaviour

High Tide • lets go of the rock • eats algae / tiny seaweed • moves 1cm a minute • goes back to the rock when tide turns • has to be back in place before rock

dries out

Page 42 Final paragraph : Conclusion “How has the author finished off the article? Look summarising and reflective statements.” ……. summary - marine biologist - knows a lot about the sea reflection - still hasn’t worked it out



Description • smaller than a matchbox • lives inside a hard shell • lives on a rock on the seashore • has no eyes Habitat • tide out - sealed to the rock • cling tightly • tide in - go out for dinner

Page 42 Problem - how does the limpet find it’s way back? The scientist describes four experiments he tried.

Testing the Limpet • scrubbed out the trail - was the limpet following its scent? • chipped landmarks / new scratches

- was limpet feeling its way back? • put bricks in it’s path - limpet went around them • put a cage over it’s home - stopped trying after 2 days

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KNOWLEDGE — What are the facts 1. What is a marine biologist ?

2. What was he trying to find out ?

3. List the three facts about the limpet that the marine scientist knows for certain.

APPLICATION — Using what you have read in the article 6. Draw diagrams of the scientist’s four experiments with the limpet. Show what he was testing each time and the result of each test.

ANALYSIS — Organising information from the article 7. Make an INFORMATION WEB titled Limpets using the information in this article. This will help you see how the article has been organised by the author, and is a good way to help you remember information.

SYNTHESIS — Coming up with new ideas 8. Evolve your limpet so that it has a much greater chance of survival in its habitat. Label all the additional features you have given it and explain why you have added them.

EVALUATION — Seeing both sides 9. “Observing limpets is important scientific research” List your reasons for agreeing with and disagreeing with this statement. Making judgments about information 10. Do you think this article was well written



COMPREHENSION — Show that you understand the information 4. Draw a picture to show what the limpet is doing at high tide. Include labels.

5. Draw a picture to show what the limpet is doing at low tide. Include labels.

The Limpet Mystery by Kim Westerskov


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Set 6:2 LESSON PLAN The Dunker RA 10-12yrs SJ Part 3 Number 1 1994 by Margot Wiseman


Summary The Dunker is the name given to a training machine used to practice what to do if a helicopter crashes into the sea. Everyone who travels by helicopter to the Taranaki offshore gas rig must undergo this training. Text Features A sequential text structure (series of events which progress over time). Could be diagrammed as a flow chart of the training procedure (see Activity 6). Introduction - uses “..meet HUET..” as a hook. Body of Text - explanation followed by the training sequence. Conclusion - consists of reflective statements about being prepared.



Brainstorm what students already know about survival training. “What is it? - different types that they know about. “Why do it?”

Introduce the title The Dunker “What clues are there in the title? What information do you expect to find in this article?” ………...something to do with water survival





“Developing big picture comprehension”

Page 2 Paragraph 1 : Introduction “How has the author introduced the topic? Is there a hook?” …”Meet HUET..” introduction to the Dunker and it’s purpose

Summary of text The Dunker • Helicopter Underwater Escape Trainer • a training machine • survival training for a helicopter crash • all workers travelling to offshore gas rig

Page 2 Paragraph Description of the Dunker

Description • bright orange metal cage • same size, shape as large helicopter

cabin

Page 3, 4, 5 These pages describe the training process

Training • take seats • tighten seatbelts • brace themselves for a crash • knee-hug position • drops ½ way into the water • unhook safety belts • swim out windows • repeated until fully submerged

Page 6 The final stage of training - completely submerged

Fully submerged • the Dunker is upside down • release seatbelts when underwater • hold breath as long as possible • out through the windows and to the

surface • into the life raft to wait for rescue

Page 7 Final paragraph : Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” ……… reflection - trainees hope it doesn’t happen to them - very frightening - if it does they now know what to do



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KNOWLEDGE — What are the facts 1. What does HUET stand for ?

2. How do they make sure that the trainees are safe during the training ?

APPLICATION — Using what you have read in the article 5. Draw a picture of the Dunker. Use labels to explain how it works.

ANALYSIS — Organising information from the article 6. Make a FLOW CHART of the training programme showing all the steps that are mentioned in the article. Use drawings and labels or explain the steps in writing. Remember to include a title.

SYNTHESIS — Coming up with new ideas 7. Design a new improved Dunker that has some “surprises” for the people being trained in it. Remember to label and explain all the new features.

EVALUATION — Seeing both sides 8. “Survival training for a helicopter crash is a waste of time and money” List your reasons for agreeing with and disagreeing with this statement. Making judgments about information 9. Do you think this article was well written



COMPREHENSION — Show that you understand the information 3. Why does the Dunker go deeper each time they practice ?

4. Why are the trainees told to hold their breath as long as possible before escaping ?

The Dunker by Margot Wiseman


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Set 6:3 LESSON PLAN Keeping Geckos RA 10-12yrs SJ Part 3 Number 1 1995 by Diana Noonan


Summary Gemma, a great pet lover with a large collection of different animals, talks about her pet forest geckos and how she looks after them. Text Features A descriptive text structure (focuses on the attributes of forest geckos). Can be diagrammed as an information web (Activity 7) using the topic headings suggested in Summary of Text below. Introduction - an editorial introduction to Gemma, as the article doesn’t have an introduction itself. Body of Text - moves between descriptive information and anecdote. Includes a footnote about geckos as protected species. Conclusion - good example of a reflective statement.



Introduce the title Keeping Geckos “What information do you expect to find in this article?” Brainstorm students’ prior knowledge about geckos. What are they? How do you look after them?






Page 54 Editor’s Introduction “How has the editor introduced the topic? Is there a hook?” ……..…the editor introduces Gemma who looks after geckos

Summary of text

Page 54 *Footnote (explain footnotes) Explains the need to have a permit - a protected species May need to clarify - menagerie (vocab)

The law on geckos • most are protected • need a permit to keep them • NZ forest geckos are non-protected • check with Dept of Conservation

Page 54 Where Gemma got her geckos and how to identify forest geckos May need to clarify - breeder, species (vocab)

Getting a forest gecko • from a breeder • hard to find in the wild • live in trees Identifying a forest gecko • v-shaped mark on their head • one large scale between nostrils

Page 55 Paragraph 1 What you need to provide for the geckos May need to clarify - vitamins

Making a home • glass tank • line it with leaf litter, pieces of bark • small plants to climb • milk bottle lid to drink from

Page 55 Paragraph 2 What to feed the geckos

Food • vitamins in water • need live food • moths (favourite), crickets, flies,

earwigs, spiders

Page 56 Paragraph 1 How they go about catching their live prey

Hunting • creep up on prey • snap victim in their jaws

Page 56 Rest of the page Cleaning up after the geckos

Cleaning up droppings • wipe droppings from side of the tank • dip the bark in boiling water

Page 57 Paragaph 1 Explains how geckos respond to temperature - cold blooded

Geckos are reptiles • slow down in cold weather • don’t have to feed as often

Page 57 Paragaph 2 Another important part of caring for geckos - removing ticks from the soft parts of their bodies

De-ticking Geckos • special formula from pet shop • dab formula on ticks with cotton buds • find them around eyes, armpits, ears • get distressed by this for a few days

Page 58 Geckos reproducing - an anecdote about Gemma’s experience with her geckos having babies Page 58 Final paragraph : Conclusion “How has the author finished off the article?” …..reflection by Gemma about how much she values her geckos

Having babies • bear their young live • don’t lay eggs • look after themselves straight away • babies are silvery grey colour • 3 cm long • parents may eat the babies



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KNOWLEDGE — What are the facts 1. How can you tell whether a gecko is a forest gecko ?

2. What do geckos like to eat ?

APPLICATION — Using what you have read in the article 5. Make up a pamphlet for a pet shop about how to look after geckos.

6. Write a story about a day in your life as a gecko.

ANALYSIS — Organising information from the article 7. Make an INFORMATION WEB titled Geckos using the information in this article. This will help you see how the article has been organised by the author, and is a good way to help you remember information.

SYNTHESIS — Coming up with new ideas 8. Design a new gecko house. Make sure it includes all the things mentioned in the article that geckos need and like. Add any extras that you think might make life interesting for them. Include labels to explain the features you have included.

EVALUATION — Seeing both sides 9. “Everyone should be allowed to keep geckos as pets if they want to” List your reasons for agreeing with and disagreeing with this statement. Making judgments about information 10. Do you think this article was well written




3. Why do you have to have a permit to keep most geckos ?

4. Explain why geckos slow down in winter.

Keeping Geckos by Diana Noonan


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Set 6:4 LESSON PLAN Jonah Lomu RA 10-12yrs SJ Part 3 Number 2 1999 by Norman Bilbrough


Summary Jonah Lomu’s early days growing up in South Auckland and becoming an All Black. Text Features Sequential text structure following Jonah’s rise to fame. Can be diagrammed as a timeline (see Activity 5). Introduction - an imaginary confrontation with Jonah on the rugby field as a hook for the reader. Body of Text - difficult to summarise into topics. Conclusion - reflects on what the future might hold for Jonah.



Introduce the title Jonah Lomu “What do you already know about Jonah?” “What information do you expect to find in this article?” …..….. his life, how he became an All Black






Page 16 Paragraph 1 : Introduction “How has the author introduced the topic? Is there a hook?” …author has the reader imagining having to play against Jonah

Summary of text

Page 16 Paragraph 2 A description of Jonah’s physical attributes

A very big guy • 1.96 metres tall • 116 kgs • size 13 boots • 100 metres in 10.8 secs • special seat in an aeroplane • had a special house made

Page 17 Paragraph 1 Walter Little’s advice on how to tackle Jonah

How to tackle Jonah • keep head up • get outside him • knock down his fend • move in

Page 17 Paragraph 2 Describes his childhood and some of the difficulties he faced

Early Days not always easy • born 12 May 1975 • sent to Tonga for 5yrs to learn culture • often sick as a boy • got really tall when he was 9 • couldn’t fit in the family car • hung out with older kids •mother sent him to Wesley College for discipline

Page 18 Final paragraph : Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” ….……. reflection - what will the future hold for Jonah?



BEFORE READING

Page 18 Describes his experiences in rugby, becoming an All Black, and coping with a serious kidney disease This page contains a number of topics but they aren’t organised into neat paragraphs

Early experiences in rugby • rugby / athletics took over school work • employed Phil K-J as manager Becoming an All Black • first test when he was 19 yrs old • nearly went to rugby league • 1995 World Cup was his goal World Cup 1995 • did very well • discovered he was sick Coping with sickness • time off rugby • got better and made it back

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KNOWLEDGE — What are the facts 1. List the 4 physical facts about Jonah the rugby player that are mentioned in the article.

APPLICATION — Using what you have read in the article 4. Design a poster about Jonah that will strike fear into the hearts of Australian and South African rugby players.

ANALYSIS — Organising information from the article 5. Make a TIMELINE of all the events in Jonah’s life mentioned so far. Add on any other things you know about that have happened to Jonah since this article was written.

SYNTHESIS — Coming up with new ideas 6. Design a new improved bionic Jonah that will make him absolutely unstoppable on the rugby field. Include labels to explain all the new features you have given him.

EVALUATION — Seeing both sides 7. “Jonah should be an automatic choice for the All Blacks”




COMPREHENSION — Show that you understand the information 2. List the things mentioned in the article that have made life difficult for Jonah.

3. Think of a better title for this article that tells you more about the main topic.

Jonah Lomu by Norman Bilbrough School Journal Part 3 Number 2 1999


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Set 6:5 LESSON PLAN Royal Jelly for a Queen RA 10-12yrs SJ Part 3 Number 1 1987 by Beverly Dunlop


Summary The queen bee in the beehive is growing old and must be replaced by a new young queen. Text Features A sequential text structure (series of events which progress over time). written in a narrative style following the life cycle of the beehive. Can be diagrammed as a flow chart (see Activity 6). Introduction - introduces the old tired queen bee - the hook into the article is the narrative style. Body of Text - sequence of events makes text easy to summarise. Conclusion - concludes with the new order in place.



Brainstorm what the students already know about bees. “How do bees organise themselves? What do you know about their life cycle?”

Introduce the title Royal Jelly for a Queen “What clues are there in the title? What information do you expect to find in this article?”






Page 61 Paragraph 1 “How has the author introduced the topic? Is there a hook?” …….....the article is introduced as a story about a beehive

Summary of text (passage topic and main ideas)

Page 61 Rest of the page Describes how the hive is dependent on having a strong queen

Looking after the queen • nurse bees clean and feed her • rub against the queen

Page 62 Paragraph 1 “But now the queen is old…” The hive needs a healthy queen

An old queen • scent is weak • bees restless • only queen lays fertile eggs • hive needs a healthy queen

Page 62 Paragraph 2 Things start to change - worker and nurse bees act strangely

Changes in the hive • worker bees make large wax cells • nurse bees take eggs from worker

bee cells

Page 62 Paragraph 3 The royal jelly is made

Making jelly • nurse bees make royal jelly • made from pollen and honey • jelly turns worker grubs into queens

Page 62 Paragraph 4 The grubs hatch and eat the jelly

Hatching grubs • grubs hatch in 3 days • eat the royal jelly • also bee bread • they eat and grow

Page 62 Paragraph 5 The grubs metamorphose into queens

Young queens • grubs grow to full size • workers seal the cells • change into young queens in 16 days • make whistling sounds • bite through wax of cells

Page 62 Paragraph 6 and 7 (to end of page) The old queen knows that the end is near and leaves the hive

Old queen leaves • old queen hears the new queens • knows she has to leave • crawls out of the hive / flies away • some loyal bees follow her

Page 64 Paragraph 2 “Back in the hive…” the strongest queen kills all the others and is ready to mate

The new queen bee • first queen out kills the others • ready to mate • explores outside • turns in big circles to attract males • only the fastest / strongest catch her

Page 64 Final paragraph : Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” …..…. reflection - it will be a long time before bees have to make royal jelly again



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KNOWLEDGE — What are the facts 1. List the four different types of bee mentioned in the hive and the jobs they do.

2. Calculate how many eggs a queen bee would lay in her lifetime.

APPLICATION — Using what you have read in the article 5. Design an advertisement for a new queen bee. You must include all the requirements of the job and say how long it is for.

ANALYSIS — Organising information from the article 6. Make a FLOW CHART showing the life cycle of a queen bee and the hive around her. You can use drawings and labels or explain the steps in writing. Remember to include a title.

SYNTHESIS — Coming up with new ideas 7. You are the queen bee. Design a new beehive that will allow you to stay on as the queen for as long as you want. You must include : 1) ways of keeping the other bees happy so that they won’t want to get rid of you. 2) ways to protect yourself if they do decide it is time for you to go.

EVALUATION — Seeing both sides 8. “The old queen bee should be allowed to stay in the hive” List your reasons for agreeing with and disagreeing with this statement. Making judgments about information 9. Do you think this article was well written



COMPREHENSION — Show that you understand the information 3. How do the bees know it is time for a new queen ?

4. Think of another title that gives the reader different clue about what the article is about.

Royal Jelly for a Queen by Beverley DunlopDunlop


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Set 7:1 LESSON PLAN The Deadly Touch RA 11-13yrs SJ Part 4 Number 3 1996 by Andrew Crowe


Summary The native ongaonga, also known as tree nettle, is one of the world’s most dangerous plants. The poison from its stinging hairs would be powerful enough to kill you if you fell onto it or tried to walk through it. Text Features A descriptive text structure (focuses on the attributes of the plant). Can be diagrammed as an information web (Activity 7) using the topics suggested in Summary of Text below. Introduction - uses an unnamed danger lurking in the bush as a hook. Body of Text - descriptive paragraphs with clear topics. Conclusion - brief reflection to wrap up the article.



Discuss students’ personal experiences in the bush, including the ‘friendly’ nature of our native bush compared to other countries Introduce the title The Deadly Touch “What clues are there in the title? What information do you expect to find in this article?” …….....something that is dangerous in our native bush






Page 38 Paragraph 1 : Introduction “How has the author introduced the topic? Is there a hook?” ……. “you could be in trouble” hints at something dangerous in our native bush

Summary of text

Page 38 Paragraphs 2 and 3 Introduces the plant (ongaonga) and illustrates just how powerful its poison is

How dangerous is it • poison from 5 hairs could kill a guinea pig • has killed dogs, horses, a tramper • fall into it you could die

Page 38 Paragraph 4 Describes the needles or hairs which are the dangerous part of the plant May need to clarify - hypodermic needle (vocab) - how the needle works (concept)

The stinging hairs / needles • silvery-white needles • on stems and both sides of leaves • 6 mm long • works like a hypodermic syringe

Page 39 Paragraph 1 Further description of the rest of the plant

Description of the plant • covered with stinging hairs • looks fiercer than other nettles • taller more treelike • deeply toothed leaves • needles are fatter and juicier

Page 39 Paragraph 2 Outlines where the plant may be found in New Zealand Could locate on a map - North of Auckland, Otago, West Coast South Island

Where it is found • in and around native NZ forests • rare north of Auckland • as far south as Otago • West Coast South Island

Page 39 Paragraph 3 : Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” ………….… compares the danger to that of other nettles reflection - “…...dangerous enough…..keep away”



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KNOWLEDGE — Recalling the facts 1. Where is ongaonga found in New Zealand ?

2. Why does this nettle look fiercer than other kinds of stinging nettle ?

APPLICATION — Using what you have read in the article 6. Draw a diagram of the ongaonga plant labelling all its features so people will be able to recognise it. Use a scale to give readers an idea of its size. Include a diagram of one of the needles showing how the plant injects its poison.

ANALYSIS — Organising information from the article 7. Make an INFORMATION WEB titled Ongaonga using the information in this article. This will help you see how the article has been organised by the author, and is a good way to help you remember information.

SYNTHESIS — Coming up with new ideas 8. Design a new super stinging species of stinging nettle. Give it a name. Draw a diagram of it and label all its deadly features.

EVALUATION — Seeing both sides 9. “Ongaonga is dangerous and should be wiped out from our native bush”



Give a brief reason for each of your ratings .

COMPREHENSION — Show that you understand the information 3. Explain in your own words why you might die if you fell into an ongaonga plant.

4. Explain why the title “The Deadly Touch” is a good title for this article.

5. Think of another title that is as good as this one.

The Deadly Touch by Andrew Crowe


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Set 7:2 LESSON PLAN Needling an Elephant RA 11-13yrs SJ Part 3 Number 1 1995 by John Parker


Summary An arthritic elephant at the Auckland Zoo gets relief after being treated by acupuncture. Text Features A sequential text structure (series of events which progress over time). Could be diagrammed as a flow chart of the treatment (see activity 6). Introduction - editorial introduction explaining acupuncture. Body of Text - anecdotal, interview style personalises the main idea of using acupuncture on animals. Conclusion - a reflective statement by the vet.



Brainstorm students’ prior knowledge about acupuncture. Introduce the title Needling an Elephant: “What clues are there in the title? What information do you expect to find in this article?” ………...students should be able to make a connection between the title and acupuncture






Page 39 Paragraph 1 : Introduction “How has the author introduced the topic? Is there a hook?” …. acupuncture defined - necessary background information to understand the article

Summary of text Acupuncture • inserting needles in skin • treatment for injury or illness • from China • now used by Western doctors

Page 39 The Auckland Zoo’s elephant sized problem and an unconventional method of treatment Vet Virginia’s response May need to clarify - veterinary surgeon, arthritis (vocab)

The Problem • Kashin has arthritis • medicine for too long will harm kid-

neys and liver • try acupuncture

Page 40 The problems involved in treating an elephant using acupuncture May need to clarify - hypodermic needles , anatomy (vocab) - how they got the needles in (concept)

Getting the needles in • vet had only treated small

animals • used hypodermic needles • put acupuncture needle inside

hypodermic needle • difficult to find the right spots

Page 41 How often was the treatment given It’s effect May need to clarify - tranquillisers

How often • 3 treatments, a week apart • then a fortnight • then after a month Kaskin’s response • given tranquillisers for first 3 • well behaved • 4th treatment no tranqillisers • seemed to trust the vet • distracted her with food and talk

Page 42 More information about the outcome of the treatment Conclusion “How has the author finished off the article?” …….. reflective statement by the vet

The treatment • 11 needles • left in for 20 mins • twiddled them now and then Result of treatment • Kashin more mobile • beginning to lie on left side again • may need more in the future



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KNOWLEDGE — What are the facts 1. What is acupuncture ?

2. What was the problem with the medicine Kashin was already taking ?

APPLICATION — Using what you have read in the article 5. Design an advertising poster to encourage people to use acupuncture as a way of treating injury or illness in pets. Show that you have understood the information in the article by using it in your poster.

ANALYSIS — Organising information from the article 6. Make a FLOW CHART of Kashin’s acupuncture treatment showing all the steps that are mentioned in the article. You can use drawings and labels or explain the steps in writing. Remember to include a title.

SYNTHESIS — Coming up with new ideas 7. Design an exercise machine to make sure that elephants in captivity get enough exercise. Label your design explaining all the features you have included and their purpose.

EVALUATION — Seeing both sides 8. “Elephants shouldn’t be kept in zoos”




COMPREHENSION — Show that you understand the information 3. What were the two things the vet was worried about when she treated Kashin ?

4. Draw a diagram with labels to explain how the vet managed to get her needles into Kashin’s skin.

Needling an Elephant by John Parker


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Set 7:3 LESSON PLAN The Compost Heap RA 11-13yrs SJ Part 3 Number 1 1986 by June Walker Leonard


Summary This article describes how bacteria works to break down food scraps and garden waste into humus or compost for use in the garden. Text Features A sequential text structure (series of events which progress over time). Could be diagrammed as a flow chart of the life cycle of a compost heap (see Activity 7). Introduction - a definition of composting, no hook. Body of Text - a longer article with some scientific vocab that will need to be clarified. Conclusion - generalisations about bacteria everywhere and reflections about their importance.



Brainstorm students’ prior knowledge about composting “What is a compost heap? What is it for? How does it work?” Introduce the title The Compost Heap “What information do you expect to find in this article?” ………….how to make a compost heap.






Introduction : Page 42 First Paragraph “How has the author introduced the topic? Is there a hook?” ……….by giving a definition of composting - no hook May need to clarify - humus (vocab)

Summary of text

Page 42 What you will find when you first lift the lid of a compost heap May need to clarify - excrete (vocab)

What you first find • lots of insects • break down the scraps by chewing,

digesting, excreting them • they let in air • they mix the scraps up

Page 43 Going beyond the insects, we find out who the real workers are May need to clarify - organisms, aerobic and anaerobic bacteria

Bacteria - the real workers • too small to see • aerobic bacteria are the useful ones • eat the bits left by insects and worms • break them down into chemicals

Page 44 An explanation of how the bacteria get there and the conditions they need to grow May need to clarify - bacterium (singular of bacteria)

How the bacteria get there • brought by insects / worms / wind • some already in the food scraps • some already in the soil What they need to grow • food • warmth • oxygen • split into 2 every 20 mins

Page 45 What happens when the food runs out Fungi do the clean up job May need to clarify - spore, fungi (vocab)

When the food is all gone • bacteria change into a spore • can survive boiling, drought, freezing Fungi - the clean up team • eat the tough bits - wood and paper • appear 4/5 days after heap is started • form spores to survive till more food

arrives

Page 46 The end result of the process and its usefulness May need to clarify - antibiotics (vocab)

The Result • brown crumbly soil • air spaces which hold water and

oxygen • antibiotics protect plants from

disease

Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” …………. relates information to the wider world reflects on the importance of bacteria and fungi



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KNOWLEDGE — What are the facts 1. What is the name of the useful bacteria in the compost heap ?

2. What are the three ways that bacteria get into a compost heap ?

APPLICATION — Using what you have read in the article 6. Design a poster encouraging people to start a compost heap. Use the information in this article. Remember the qualities of effective posters

• a large, eye-catching slogan to get attention • some facts to convince the reader • illustrations and diagrams to help explain • good organisation of your information

ANALYSIS — Organising information from the article 7. Make a FLOW CHART of the life cycle of a compost heap using the information in the article. You can use drawings and labels or a written explanation of the steps.

SYNTHESIS — Coming up with new ideas 8. Design a filter which could separate all household waste into things that are compostable and things that aren’t (plastics etc).

EVALUATION — Seeing both sides 9. “There should be a law that everyone has to have a compost heap” List your reasons for agreeing with and disagreeing with this statement. Making judgments about information 10. Do you think this article was well written



COMPREHENSION — Show that you understand the information 3. What job do the small creatures have in the compost heap ?

4. Who are the real workers in the compost heap? Why are they the real workers ?

5. Why are fungi the vacuum cleaners ?

The Compost Heap by June Walker Leonard


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Set 7:4 LESSON PLAN Ben Hall : Bushranger RA 11-13yrs SJ Part 4 Number 3 1991 This was your life


Summary The life of an Australian bushranger named Ben Hall in the 1860’s who was something of a modern day Robin Hood. Text Features A sequential text structure (retelling of events over time). Can be diagrammed as a timeline of Ben Hall’s life (see Activity 6). Introduction - no introduction. Body of Text - a short article, purely factual information. No attempt by the author to influence the reader or express an opinion about the topic. Conclusion - none, ends with Ben’s death.



Discuss Robin Hood - was he justified in doing what he did? “This article is about a man who some say was a modern day Robin Hood. As you read this article, think about whether you think his actions were justified.” Introduce the title Ben Hall : Bushranger - This was your life “What clues are there in the title? What information do you expect to find in this article?”






Introduction : Paragraph 1 “How has the author introduced the topic? Is there a hook?” ...…….starts with background information about Ben Hall - no hook

Summary of text Early Days • born Australia 1837 • parents ex-convicts • became stockman • wife ran off with son

Paragraph 2 Things go wrong for Ben Joins a gang of bushrangers May need to clarify - acquitted - does this mean that he was not quilty? - maybe there was not enough evidence.

The Turning Point • wrongly arrested • chief of police had his house burned, cattle destroyed

• joined gang of bushrangers

Paragarph 3 Ben Hall becomes a Robin Hood figure How the local people responded to him May need to clarify - wealthy landowners, rural poor, bush telegraph loot, harbourer

Ben Hall-Robin Hood • Harsh laws • Rural poor hated wealthy landowners and police • Used money to throw parties for towns they robbed

• Locals harboured them

Paragraph 4 How the authorities dealt with the situation May need to clarify - Felon Apprehension Act, confiscated (vocab)

Law changes • could shoot outlaws on sight • if helping an outlaw - could lose land and goods

- 15 years in jail

Paragraph 5 How it all ended - betrayed by a friend and shot by the police May need to clarify - betrayed (vocab) Conclusion “How has the author finished off the article?” ……… abrupt ending - no summarising or reflective statement.

Betrayed • Mick Connelly gave him up for 500 pounds

• shot by police 5 May 1865



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KNOWLEDGE — Recalling the facts 1. When and where was Ben Hall born ?

2. How old was he when he died ?

APPLICATION — Using what you have read in the article 5. Design a WANTED poster for Ben Hall. Your poster should include any of the information in the article that you think will help to capture him.

ANALYSIS — Organising information from the article 6. Make a TIMELINE of the events in Ben Hall’s life. Include any dates that are mentioned in the story.

SYNTHESIS — Coming up with new ideas 7. Design a hideout for Ben and his bushrangers. 8. Design a trap for catching the rest of the bushrangers.

EVALUATION — Seeing both sides 9. “Ben Hall was a hero”




COMPREHENSION — Show that you understand the information 3. Why did the locals look after the bushrangers ?

4. In your own words, explain why Ben Hall became a bushranger.

Ben Hall : Bushranger This was your Life


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Set 7:5 LESSON PLAN Walking on Water RA 11-13yrs SJ Part 4 Number 3 1994 by Diana Noonan


Summary The grass water spider catches it’s prey by running on the surface of the water. Includes a description of how the female cares for the young and how this interferes with her hunting. Text Features A descriptive text structure (the attributes of the grass water spider). Can be diagrammed as an information web (Activity 6) using the topics suggested in Summary of Text below. Introduction - comparisons to other spiders to introduce the article. Body of Text - factual, descriptive paragraphs. Conclusion - makes a connection back to the introduction.



BEFORE READING

Brainstorm students’ prior knowledge about spiders “What do you already know about habitat, habits of spiders?” Introduce the title Walking on Water - the Grass Water Spider “What clues are there in the title? What information do you expect to find in this article?” ………....there must be something special about this spider - it walks on water

BEFORE READING






Page 38 First Paragraph : Introduction “How has the author introduced the topic? Is there a hook?” …..……classifies different spiders identifies this one’s special feature - walks on water

Summary of text

Page 38 Rest of the page Where it lives and how it catches its prey

Page 39 Paragraph 1 Describes how the spider kills its prey

Killing prey • pulls head under water • holds them under until they drown

Page 39 Paragraph 3 Explains the purpose of the tiny hairs on the spiders body

Page 40 Describes how the female reproduces and cares for her young

Page 42 Paragraph 1 How the female guards the nursery then releases them

Guarding the nursery • nothing to eat while on dry land • spiderlings ready after 2 to 3 weeks • female releases spiderlings

- bites open web

Page 42 Paragraph 2 : Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” ………… reflection : author makes a connection back to the beginning of the article



Spiders Hairs • trap tiny bubbles of air • can stay under water for an hour • keep the spider dry underwater

Reproducing baby spiders • female mates • produces large egg sac • carries around for 5 weeks • eggs begin to hatch • attaches sac to blades of grass • spins nursery web around sac • tears open sac • releases spiderlings into nursery web

Page 39 Paragraph 2 Describes how the spider grooms itself after eating

Grooming after eating • takes ½ an hour • wipes it’s 8 eyes • brushes it’s antennae • cleans hairs on body

Hunting • lives on grassy banks of streams • waits for flying insects • can skim over surface very quickly

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Set 7:5 ACTIVITIES

KNOWLEDGE — What are the facts 1. List 5 facts from the article about the water spider’s appearance.

2. What do Grass Water Spiders like to eat ?

APPLICATION — Using what you have read in the article 5. Draw a diagram of the Grass Water Spider walking on water. In your own words try to explain how it is able to do this without sinking.

ANALYSIS — Organising information from the article 6. Make an INFORMATION WEB titled The Grass Water Spider using the information in this article. This will help you see how the article has been organised by the author, and is a good way to help you remember information.

SYNTHESIS — Coming up with new ideas 7. Create a new species of spider. Draw a picture of it. Label and explain all its features. Explain where it lives, what it eats, and what its enemies are.

EVALUATION — Seeing both sides 8. “The Grass Water Spider is a much better hunter than other spiders” List your reasons for agreeing with and disagreeing with this statement. Making judgments about information 9. Do you think this article was well written



COMPREHENSION — Show that you understand the information 3. Where do the Grass Water Spiders live and why do they live there ?

4. Explain in your own words why the hairs on the spiders body are so important.

Walking on Water by Diana Noonan

School Journal Part 4 Number 3 1994


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Set 8:1 LESSON PLAN Is That a Soft Drink Bottle You’re Wearing? RA 12-14yrs SJ Part 4 Number 1 1999 by Pat Quinn


Summary Making something valuable out of rubbish - the process that allows old plastic bottles to be spun into fibre and made into clothing. Text Features A descriptive text structure (the attributes of this new fibre). Can be diagrammed as an information web (Activity 6) using the topics suggested in Summary of Text below. Introduction - uses the fairy story of Rumpelstiltskin as a hook. Body of Text - the paragraphs are not clear. Students may find it diffi-cult to summarise. Conclusion - no conclusion.



BEFORE READING

Brainstorm students’ prior knowledge about recycling. “Why is recycling important? What examples of recycling do you know about?” Introduce the title Is That a Soft Drink Bottle You’re Wearing? “What clues are there in the title? What information do you expect to find in this article?” ………......recycling soft drink bottles to make clothing

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Page 39 First Paragraph : Introduction “How has the author introduced the topic? Is there a hook?” …..refers to a fairy tale - spinning straw into gold - can’t make something valuable out of rubbish - or can you?

Summary of text

Page 39 Rest of the page Outlines the history behind spinning plastic bottles into fibre

Page 40 Paragraph 1 Provides a list of what this fibre is now used for

Products using PET fibre • thermal underwear • sweaters, socks, jeans, jackets • backpacks • carpet

Page 40 Paragraph 2 Where polyester comes from

Polyester • used for most fleece fabric • artificial fibre • developed in a laboratory

Page 40 Rest of the page Explains why recycled bottle fibre is a much better product than polyester Describes the features of the fabric made from bottle fibre Explains where the bottle fabric used in NZ comes from and its comparative price

Advantages of recycled bottle fibre • uses less energy to make • creates 17 fewer air pollutants • recycles plastic bottles Features of this as a fabric • light, warm, long lasting • feels like cotton • won’t wrinkle or shrink • doesn’t hold water • doesn’t get itchy or clammy Bottle fabric in NZ • used to make fleece jackets • imported from U.S. • similar price to other fleece products • jacket=25 x 2 litre drink bottles • doesn’t get itchy or clammy

Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” …………….. no summarising or reflective statements



A new use for P.E.T. • invented in 1993 • by American company • converted PET into fibre

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KNOWLEDGE — Recalling the facts 1. Who invented this new process and when did they invent it ?

2. List the things mentioned in the article that can now be made out of Polyethylene Terephthalate bottles.

APPLICATION — Using what you have read in the article 5. Design a poster explaining this new fibre and encouraging people to recycle their plastic bottles so they can be used for making it.

ANALYSIS — Organising information from the article 6. Make an INFORMATION WEB titled P.E.T. Fibre using the information in this article. This will help you see how the article has been organised by the author, and is a good way to help you remember information.

SYNTHESIS — Coming up with new ideas 7. “1001 Uses for Recycled Plastic Drink Bottles” Design at least 3 other new, interesting, unusual uses for recycled plastic drink bottles. Draw diagrams with labels to describe how your design works.

EVALUATION — Seeing both sides 8. “We should make all our clothing out of recycled plastic bottles”




COMPREHENSION — Show that you understand the information 3. Explain why the author compares this new fibre to the story of Rumpelstiltskin. 4. List the 3 advantages of recycled bottle fibre over ordinary fleece fibre.

Is That a Soft Drink Bottle You’re Wearing? by Pat Quinn


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Set 8:2 LESSON PLAN Ancient but Earthquake-proof RA 12-14yrs SJ Part 3 Number 2 2001 by Lynne Beaven SPECIFIC LEARNING OUTCOMES Students can…………..

Summary A close look at the building techniques used to build the ancient Parthenon in Greece. It seems that they knew more about making a building earthquake-proof than we do today. Text Features A descriptive text structure (construction attributes of the Parthenon). Can be diagrammed as an information web (Activity 6). Introduction - uses “..imagine if..” as a hook then sets out to answer question posed. Establishes a clear purpose to the article. Body of Text - the article is divided up by topic headings which help to organise the content. Conclusion - reflection on how well the building will survive the future.



BEFORE READING

Brainstorm students’ prior knowledge about what happens to buildings during earthquakes. “How do you build a building to make it earthquake proof?” Introduce the title Ancient but Earthquake-proof “What clues are there in the title? What information do you expect to find in this article?” ………....about some old buildings that have been built well to withstand earthquakes






Page 16 “Put on your builder’s cap” : Introduction “How has the author introduced the topic? Is there a hook?” ……….asks questions about possible building techniques suggests an investigation

Summary of text Greece • lots of severe earthquakes • all over the country • over the centuries History of the Parthenon • 25 centuries old • temple built for a goddess • damaged by warfare, fire, explosions

Page 17 “Earthquake country” Outlines the effects of severe earthquake on Greece and one building the Parthenon, which has survived damage from earthquakes

Page 18 “The secret of the…..Parthenon” A description of the Parthenon’s construction

Construction of the Parthenon • foundation of solid rock • then a pedestal

- made of limestone (pliable rock) - blocks joined with pieces of iron

• columns stand on the pedestal - made from marble (hard, long lasting)

- formed from segments joined together -segments fitted together perfectly

Page 19 “How is the Parthenon like your spine?” Comparison of the construction of the Parthenon to the human spine

Human spine • made up of series of bones - vertebrae • joined together to support body and head • movable joints between vertebrae • the back is flexible - lean without falling Earthquake proofing a building • use materials that can move against

each other • supports and joints made from metal

- can bend • building is more flexible / won’t topple

Page 19 “Extra flexibility” How the Greeks made the Parthenon flexible

Flexible Parthenon • spaces between iron joints • filled with thick layer of lead • lead very soft

- absorbs force and vibrations - joints can move without pulling apart • lead seal stops iron joints rusting

Page 20 “Early 20th century mistakes” The mistakes that modern builders have made trying to strengthen the Parthenon Conclusion “How has the author finished off the article?” …reflection - will Parthenon survive the next 25 centuries?

Modern mistakes and problems • iron rods without lead around them

- rusting rods have swollen - marble has begun to crack • acid rain is destroying the rock



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KNOWLEDGE — What are the facts 1. Name the two places in Greece mentioned in this article.

2. What was the importance of each of these places ?

APPLICATION — Using what you have read in the article 5. Draw a diagram showing the clever construction techniques used in building the Parthenon.

ANALYSIS — Organising information from the article 6. Make an INFORMATION WEB titled The Parthenon using the information in this article. This will help you see how the article has been organised by the author, and is a good way to help you remember information.

SYNTHESIS — Coming up with new ideas 7. Use the construction ideas explained in the article to design a new World Trade Centre that would be able to withstand earthquakes and terrorist attacks.

EVALUATION — Seeing both sides 8. “Ancient building methods were much better than the methods used today” List your reasons for agreeing with and disagreeing with this statement. Making judgments about information 9. Do you think this article was well written



COMPREHENSION — Show that you understand the information 3. Why were the Greek builders smarter than modern builders ?

4. Think of another title for this article which summarisies the author’s main idea.

Ancient but Earthquake-proof by Lynne Beaven


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Set 8:3 LESSON PLAN Global Warming RA 12-14yrs SJ Part 4 Number 1 2002 by Jill MacGregor SPECIFIC LEARNING OUTCOMES Students can…………..

Summary The effects of global warning on a small Pacific atoll. Text Features A sequential text structure which follows a problem-solution pattern. The problem (effects of global warming) is identified followed by efforts to solve it. Introduction - an editorial introduction which summarises the topic. This has not been included in the guided reading plan below. The author’s hook into the article is to describe Taratai’s idyllic life style. Body of Text - a more challenging topic. Conclusion - summarising / reflective statements about the problem.



Brainstorm students’ prior knowledge about global warming. Introduce the title Global Warming - a New Battle for Kiribati “What clues are there in the title? What information do you expect to find in this article?” ……….....the effects of global warning on a place called Kiribati - a new battle






Page 25 Paragraph 1 : Introduction How has the author introduced the topic? Is there a hook? …introduces Taratai and the atoll he lives on, and his lifestyle

Summary of Text Taratai’s life on Betio • a low lying atoll • can walk across it in 5 mins • catches eels and octopus ocean side • swims/digs for shellfish in lagoon

Page 25 Paragraph 2 Outlines the problem of global warming

The problem • world’s climate changing • greenhouse gases mean global warming • ocean temps are warming • polar ice caps melt • sea level rises

Page 25 Rest of the page Page 26 Paragraphs 1 and 2 How this problem could affect Betio

Effects of Global Warming on Betio • highest point only 3 m above sea level • 2 small atolls are now underwater • waves erode shoreline during high tides/storms • sea water endangers homes, roads, burial plots • sea walls are built for protection • affecting the drinking water

Page 26 Paragraph 3 Describes what is being done locally to combat the problem

Attempts to protect the coastline of the atoll • learning about protection / care of coral reefs • help restore breeding grounds for sea creatures

- planning to plant mangroves in the lagoon • not dumping rubbish on the beach • need special permission to remove sand and

coral from beach

Page 26 Paragraph 4 (continues onto Page 27) Describes what is being done at government level

Government efforts • conferences to discuss problem • sea monitoring project by Aust government • scientists analyse the data all the time

Page 27 Last Paragraph : Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” ……….. summarising statements - larger nations are making decisions - people of Kiribati can protect coastline reflective statement - but if the earth continues to heat up…...



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KNOWLEDGE — What are the facts 1. List 5 facts that are given in the article about Betio, the atoll that Taratai lives on.

2. List the 6 things that Taratai does in his spare time.

APPLICATION — Using what you have read in the article 4. Design a poster explaining to visitors to the atoll what is being done by the school and the government to try and solve the problems that come with global warming.

ANALYSIS — Organising information from the article 5. Make a problem-solution FLOW CHART of the information in this article about global warming and its effect on the atoll of Betio. Start with the problems, then list the things that are being done to solve the problems.

SYNTHESIS — Coming up with new ideas 6. Design something that will protect Betio from the rising sea levels predicted in the future. Draw diagrams of your invention and include labels to explain how it will work.

EVALUATION — Seeing both sides 7. “Global warming is something we don’t have to worry about” List your reasons for agreeing with and disagreeing with this statement. Making judgments about information 8. Do you think this article was well written



COMPREHENSION — Show that you understand the information 3. Explain in your own words the water problem that the people on the atoll of Betio are having. You can include diagrams and labels.

Global Warming by Jill MacGregor


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Set 8:4 LESSON PLAN The Motorway Debate RA 12-14yrs SJ Part 4 Number 1 1992 by Pat Quinn SPECIFIC LEARNING OUTCOMES Students can…………..

Summary About moving traffic in and out of a city, based on the arguments for and against completing the Wellington City motorway. Also includes what other cities have done about this problem. Text Features A sequential text structure which follows a problem-solution pattern. Introduction - “background” is the first heading. No attempted hook. Body of Text - headings clearly indicate the development of the content. The problem (moving traffic in and out of cities) is followed by the arguments for and against one particular solution (motorways). Conclusion - summarises the issue and reflects on the decision making process.



Brainstorm students’ prior knowledge about how public decisions are made. Clarify what a debate is. Introduce the title The Motorway Debate “What information do you expect to find in this article? What might the issues be?” ……..….whether to build a motorway or not - the problems associated with traffic






Page 26 “Background” “How has the author introduced the topic?” …there is no introduction - goes straight into back-ground information on the Wellington Motorway construction

Summary of Text Background • motorway designed for Wellington city • 20 year construction plan • completion date 1992 • most of it completed by 1978 • revised plan for the last bit through the city • people had changed their ideas over time

Page 27 Paragraph 1 Outlines how ideas about motorways have changed since the original construction plan was made

The problem with the motorway • would encourage more traffic • more traffic creates more pollution • more traffic jams • noise and upheaval

Page 27 Paragraph 2 Describes how the City Council couldn’t decide what to do and the consultation process that followed May need to clarify - submissions

What to do • City Council couldn’t decide what to do • asked the public what they thought • held public meetings • telephoned opinions • wrote letters and submissions

Pages 28,29,30,31 Left hand column Lists the arguments for extending the motorway

Arguments for extending the motorway • extension would let traffic bypass the city centre • uneconomic to develop public transport system - not enough people • would reduce time to get across the city • improved car technology will reduce pollution • improved traffic flows means less pollution • extension would improve traffic flows around city • new tunnels would be built • messy parts of Wellington would be tidied up • people have a right to be able to use their cars

Pages 28,29,30,31 Right hand column Lists the arguments against extending the motorway May need to clarify - “trench” style motorway - four-lane chasm

Arguments against extending the motorway • would encourage more cars into city

- parking problems, accidents, traffic jams • cars are inefficient means of transport

- average bus carries 40 ; average car 1.33 • toll gates, higher parking fees could raise money

for better public transport • not worth it just to save a few minutes travel time • cars=pollution - look for alternatives to car travel • the overall cost including a new tunnel • noise pollution • disruption of 5 years construction • respecting rights of people who want less pollution

Page 31 Last Paragraph : Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” ….……. summary - “the debate goes on : convenience versus conservation” reflection - author reflects on the decision making process



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KNOWLEDGE — What are the facts 1. How long was building of the motorway supposed to take ? 2. When was it supposed to be finished ?

APPLICATION — Using what you have read in the article 4. Make a Snakes and Ladders board game using the arguments for and against bringing the motorway into the city. You go up a ladder if you land on an argument FOR, and down a snake if you land on an argument AGAINST.

ANALYSIS — Organising information from the article 5. Make a FLOW CHART that states the problem and summarises the arguments for and against the motorway extension. Try to include all the arguments mentioned in the article but do not copy them out - summarise them. It might be a good idea to do this activity before you attempt Number 4.

SYNTHESIS — Coming up with new ideas 6. Design a new method of public transport for getting people around the inner city area so that cars are not necessary. Include drawings and labels to explain how your new system will work.

EVALUATION — Seeing both sides 7. “Cars should be banned from the centre of cities” List your reasons for agreeing with and disagreeing with this statement. Making judgments about information 8. Do you think this article was well written



COMPREHENSION — Show that you understand the information 3. In your own words explain what the problem is in this article. Include the three main reasons why people have changed their minds about the motorway.

The Motorway Debate by Pat Quinn


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Set 8:5 LESSON PLAN Atomic Energy RA 13-16yrs SJ Part 4 Number 2 1986 by John Bonallack SPECIFIC LEARNING OUTCOMES Students can…………..

Summary Ping-pong balls and mousetraps are used in this explanation of what happens in a nuclear chain reaction. Text Features A sequential text structure - a series of events which progress over time (a nuclear chain reaction). Can be diagrammed as flow charts (Activity 7) of uncontrolled and controlled nuclear reactions. Introduction - the illustration of ping-pong balls and mousetraps provides a necessary hook into a complex topic. Body of Text - follows a pattern of illustration / scientific explanation. Conclusion - there is no conclusion.



Brainstorm students’ prior knowledge about atomic energy Discuss title Atomic Energy “What information do you expect to find in this article?” …….….. atomic energy - what it is, how it works - no clues in the title.






Page 12 First Column : Introduction “How has the author introduced the topic?” …….the ping-pong balls and mousetraps are an easily understood hook into the theory that follows

An uncontrolled chain reaction • ping pong balls on the mousetrap springs • some mousetraps are touchy • one goes off by itself • sets off others

Page 12 Second Column Describes how an atomic bomb works in the same way

An Atomic explosion • some atoms are unstable (radioactive) • break up - spit out tiny particles / release energy • flying particles crash into other unstable atoms • more particles and more energy sent out • lots of unstable atoms close together = atomic

explosion

Page 13 First Column Back to the mousetraps and ping-pong balls to illustrate a controlled reaction

Controlling the reaction • reduce the number of mousetraps • spread them out • don’t set each other off so quickly • could use treacle trays to slow it down further • steady chain reaction until the energy is used up

Page 13 Second Column Describes how scientists control nuclear reactions in a similar way to produce useable energy

How a nuclear power reactor works • tubes of uranium pellets produce chain reaction • control rods soak up the radiation • rods moved in and out to control speed of reaction • heat energy given off makes high pressure steam • steam drives turbines - makes electricity - turn propeller to power a ship

Conclusion “How has the author finished off the article? Look for summarising and reflective statements.” ………….... there is no conclusion



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KNOWLEDGE — Recalling the facts 1. What is another name for unstable atoms ?

2. What does the article say about uranium ?

3. When atoms break up, what happens to them ?

APPLICATION — Using what you have read in the article 6. The mouse traps and the ping-pong balls were an excellent way of demonstrating how a chain reaction works. Think of another way to demonstrate a chain reaction to young children. Make a poster using drawings and labels to explain how it works.

ANALYSIS — Organising information from the article 7. Make FLOW CHARTS of the information in this article to show the steps in an uncontrolled chain reaction and a controlled chain reaction. You can use drawings and labels or explain the steps in writing. Remember to include a title.

SYNTHESIS — Coming up with new ideas 8. Design a toy for children that is powered by atomic energy. Include a drawing of your invention with labels to explain what it does and how its power source works.

EVALUATION — Seeing both sides 9. “Trying to use atomic energy is too dangerous and should be banned” List your reasons for agreeing with and disagreeing with this statement. Making judgments about information 10. Do you think this article was well written



COMPREHENSION — Show that you understand the information 4. Explain in your own words how scientists control a nuclear reaction. 5. Think of another title for this article which would give the reader more clues about what to expect.

Atomic Energy by John Bonallack


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Documents

Hilton Ayrey sample eBook - static.shop033.comstatic.shop033.com/UserFiles/4309-Files/file/Sample ebooks/GSR4...SAMPLE VERSION copyright ... For passages in the body of the text the