(no subject)
Wednesday:
Writing - A Box in the Post
Students will write three to four sentences in response to a prompt: “You have received a large box in the post, from New Zealand! What could be inside? The object must come from New Zealand, based on the stamps used on the box, and it might be a very large item, based on the size. Write 3 or 4 sentences about the item inside the box: what it is, where it comes from, and what it can be used for!”
Learning Objectives:
Level 1ii - this writing should demonstrate that the author has a good idea, and has set it to paper, but with maybe some spelling mishaps. There should be proper capitals and full stops evident, as well as high frequency words. A target for this level would be a well-thought out response to the prompt with the spelling and grammar self and peer edited.
Level 1iii - this writing should demonstrate the writer’s thoughts on the object, conveying meaning through obvious planning on the student’s part. There should be evidence of an attempt at proper spelling and editing, and full stops with capitals at the beginning of the sentence. A target for this level would be an increased awareness of using well known words and sentences correctly (spelling and grammar wise).
Level 2 - this writing should demonstrate an adept knowledge of different sentence structures and interesting word choice, with full stops and capitalizations with minimal aid from others or the teacher. A target for a level two writer would be to add more descriptive words, since we have been working on them for the past few weeks.
Procedure:
1. Students will meet on the mat and discuss what should go on their papers, as well as what should not go on their papers. Hokey Pokey ice cream or kiwi fruit would be one thing, but American tee shirts or other obviously foreign objects should not be encouraged. It’s about writing about something unique to New Zealand that might be in a box given to you.
2. Students will be dismissed with their draft books to their tables to write the dates and glue in their prompts. This will be a one day exercise.
3. Students are to check to make sure they include full stops, capitalizations and attempted spellings. Students are going to read it to themselves first before coming to the teacher to look for errors.
4. Students will finish their writing; replace the draft books to their box after checking it over, and move on to reading.
Rubric:
A well completed and answered prompt would include the following:
• 3-4 sentences describing the object inside the box, including:
o what it is,
o where it came from,
o and what it can be used for.
• Full stops and capitalizations
Topic: Wednesday
Students will be reading about the gumboot, and learning about gumboot day in taihape. After reading through the book at their tables, students will design and color their own gumboots for rainy weather wear.
Procedure:
1. Students will either read the book as a whole class or at their tables with partners. Students will ask questions of each other or the teacher if there is any misunderstanding.
2. After reading the book, students will head to their tables if not already there and design their own gumboots, using this template in its original size:
3. After finishing and coloring and completing their gumboots, students will write their names on the back, cut them out, and place them in the ‘to be finished’ box, after an area is found to either hang them up or display them.
Materials Needed:
• Coloring utensils
• A unique design
• Gumboots template (taihape.co.nz) (http://www.taihape.co.nz/file_downloads//gumboot%20template%20final.png)
Writing - A Box in the Post
Students will write three to four sentences in response to a prompt: “You have received a large box in the post, from New Zealand! What could be inside? The object must come from New Zealand, based on the stamps used on the box, and it might be a very large item, based on the size. Write 3 or 4 sentences about the item inside the box: what it is, where it comes from, and what it can be used for!”
Learning Objectives:
Level 1ii - this writing should demonstrate that the author has a good idea, and has set it to paper, but with maybe some spelling mishaps. There should be proper capitals and full stops evident, as well as high frequency words. A target for this level would be a well-thought out response to the prompt with the spelling and grammar self and peer edited.
Level 1iii - this writing should demonstrate the writer’s thoughts on the object, conveying meaning through obvious planning on the student’s part. There should be evidence of an attempt at proper spelling and editing, and full stops with capitals at the beginning of the sentence. A target for this level would be an increased awareness of using well known words and sentences correctly (spelling and grammar wise).
Level 2 - this writing should demonstrate an adept knowledge of different sentence structures and interesting word choice, with full stops and capitalizations with minimal aid from others or the teacher. A target for a level two writer would be to add more descriptive words, since we have been working on them for the past few weeks.
Procedure:
1. Students will meet on the mat and discuss what should go on their papers, as well as what should not go on their papers. Hokey Pokey ice cream or kiwi fruit would be one thing, but American tee shirts or other obviously foreign objects should not be encouraged. It’s about writing about something unique to New Zealand that might be in a box given to you.
2. Students will be dismissed with their draft books to their tables to write the dates and glue in their prompts. This will be a one day exercise.
3. Students are to check to make sure they include full stops, capitalizations and attempted spellings. Students are going to read it to themselves first before coming to the teacher to look for errors.
4. Students will finish their writing; replace the draft books to their box after checking it over, and move on to reading.
Rubric:
A well completed and answered prompt would include the following:
• 3-4 sentences describing the object inside the box, including:
o what it is,
o where it came from,
o and what it can be used for.
• Full stops and capitalizations
Topic: Wednesday
Students will be reading about the gumboot, and learning about gumboot day in taihape. After reading through the book at their tables, students will design and color their own gumboots for rainy weather wear.
Procedure:
1. Students will either read the book as a whole class or at their tables with partners. Students will ask questions of each other or the teacher if there is any misunderstanding.
2. After reading the book, students will head to their tables if not already there and design their own gumboots, using this template in its original size:
3. After finishing and coloring and completing their gumboots, students will write their names on the back, cut them out, and place them in the ‘to be finished’ box, after an area is found to either hang them up or display them.
Materials Needed:
• Coloring utensils
• A unique design
• Gumboots template (taihape.co.nz) (http://www.taihape.co.nz/file_downloads//gumboot%20template%20final.png)
