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13 June 2018

Cat

How old can cats live to?
What word means ten years?
What did the cat's owners do to it?
Which part of a house is the darkest?
What is an animal doctor called?
What name might you give an old female cat?
Who gave the cat a new home?
What's the name for a growth in the body that doctors remove?
Which room was the cat's favorite?
Which part of its body does the cat like to be rubbed?
Should you use a brush, comb or hair drier for a cat?
How do you spell gr8ful?
What color describes the last years of your life?

23 May 2018

24 May

Lead in: Perfect Day (4 min) simply play this song before the class starts. Just for fun


'Big' reading using graded readers: The woman in black. Students to listen and read Chapter 4 of this from the screen (up to 23:00). Their task afterwards is to each create a diagram, picture or map of the action of this chapter. They are encouraged to look at each other's for help/ideas.

Smartphone research: Find out about ecotourism in Dunedin.


Prediction: Copy down and predict these 18 questions about what happens when children meet a ballet dancer. 

Is the dancer male or female?
What are the two 'give aways' that the person is a dancer?
Which bird does the costume look like?
Can the dancer do a back-flip?
What's her favorite ballet move?
At what age did she start?
When does the dancer get nervous?
Are the boys interested in ballet?
Has the dancer ever been dropped?
Does the dancer get dizzy doing turns?
How many of the children did some dancing?
What's inside the shoes? (apart from feet)
How often are the shoes changed?
What do her toes look like?
The ballerina cracks which part of her body?
At what age do ballerinas generally stop dancing?
What will the dancer do when she gives up dancing?
What accident occurs at the end?

Reading captions: Using Kids meet a ballerina play while showing captions.
Which questions did you predict? Then, in the same groups of 4, randomly choose 1 person. The other 3 'kids' ask questions along the lines of Kids meet someone from Japan, or Syria etc.



Information text: What questions might you be asked about this text? William will test you on this tomorrow!

Dibs in search of self:

1. Are the 6 texts, A to F, in the correct order?
2. Which 3 texts end with a full sentence?
3. Which text starts with the shortest sentence?
4. Does every text contain questions?
5. Is Dibs a boy or a girl?
6. What made Dibs frightened? (B)
7. What time does Dibs usually go home (A)
8. How does Dibs react to the music? (C)
9. How many of the four people mentioned believe in God? (D)
10. Whose love isn't Dibs sure of? (E)  

22 May 2018

Relief for Anne 2

Lead in: Pale blue eyes (5 min) simply play this song before the class starts. Just for fun


'Big' reading using graded readers: The woman in black. Students to listen and read Chapter 4 of this from the screen (up to 23:00). Their task afterwards is to each create a diagram, picture or map of the action of this chapter. They are encouraged to look at each other's for help/ideas.

Smartphone research: Find out about ballet in New Zealand and Dunedin.


Prediction: Copy down and predict these 18 questions about what happens when children meet a ballet dancer. 

Is the dancer male or female?
What are the two 'give aways' that the person is a dancer?
Which bird does the costume look like?
Can the dancer do a back-flip?
What's her favorite ballet move?
At what age did she start?
When does the dancer get nervous?
Are the boys interested in ballet?
Has the dancer ever been dropped?
Does the dancer get dizzy doing turns?
How many of the children did some dancing?
What's inside the shoes? (apart from feet)
How often are the shoes changed?
What do her toes look like?
The ballerina cracks which part of her body?
At what age do ballerinas generally stop dancing?
What will the dancer do when she gives up dancing?
What accident occurs at the end?

Reading captions: Using Kids meet a ballerina play while showing captions.
Which questions did you predict? Then, in the same groups of 4, randomly choose 1 person. The other 3 'kids' ask questions along the lines of Kids meet someone from Japan, or Syria etc.

Information text: What questions might you be asked about this text? William will test you on this tomorrow!

16 May 2018

L2 template

Lead in: One Cyclist in Lisbon (3 min) simply play this before the class starts. It's not part of the lesson; it's simply what we do ;-)

Narrative text: Practice test. Hand out the two half-sheets: Tom's mad on sausages & the 8 questions. Give students say half an hour to do this and collect in for me to mark tomorrow.

SRA voluntary reading: Students select their own SRA readings from the box in the classroom and spend 15 minutes reading. They write these up on sheets that they already have. Please return marked sheets to Wasim and Hasan for them to put in their portfolios. Some other students have partially completed sheets, and there are spares.

Big reading using graded readers: The woman in black. Students to read the first 2 chapters of this from the screen (up to 8:47). No sound. For each 'page' they must copy down either the first or last sentence. Individual choice. Afterwards, play the whole section again, this time with sound, and without pausing.

Smartphone research: Find out what Alzheimer's is.


Prediction: Children meet someone with Alzheimer's. What questions do you think they will ask? In groups of 4, students need to come up with 10 questions. Capture and correct some of these questions on the board (or on a word document that you open up on the computer).

Reading captions: Using Kids meet a woman with Alzheimer's play while showing captions.
Which questions did you predict? Then, in the same groups of 4, randomly choose 1 person. The other 3 'kids' ask questions along the lines of Kids meet someone from Japan, or Syria etc.

Information text: What questions might you be asked about this text? William will test you on this tomorrow!







14 May 2018

Serial reading


Serial reading

So here’s the idea: take a complete text such as a book. You need experience in reading these. However, in classes, teachers usually only give you a page at a time. You read short articles. Therefore, you don’t get much practice with how paragraphs link, and more especially how chapters link.

The solution, it seems to me, is to create an order of students from fast readers to slow. That way no one needs to either hurry reading, or need to wait too long.

Today, we are practicing with one page at a time from an actual book. Dibs: in search of self. I am handing out pages to the end of Chapter 1.

In future I think it’s a good idea to hand out whole chapters at a time. You could take 10-page chapters home for reading in your own time. You would be able to talk about the book—discussion!—and we would not get in trouble because of copyright, right? The only problem is that the book would need to be dismantled.

Relief plan for Anne

Lead in: One Cyclist in Lisbon (3 min) simply play this before the class starts. It's not part of the lesson; it's simply what we do ;-)

Narrative text: Practice test. Hand out the two half-sheets: Tom's mad on sausages & the 8 questions. Give students say half an hour to do this and collect in for me to mark tomorrow.

SRA voluntary reading: Students select their own SRA readings from the box in the classroom and spend 15 minutes reading. They write these up on sheets that they already have. Please return marked sheets to Wasim and Hasan for them to put in their portfolios. Some other students have partially completed sheets, and there are spares.

Big reading using graded readers: The woman in black. Students to read the first 2 chapters of this from the screen (up to 8:47). No sound. For each 'page' they must copy down either the first or last sentence. Individual choice. Afterwards, play the whole section again, this time with sound, and without pausing.

Smartphone research: Find out what Alzheimer's is.


Prediction: Children meet someone with Alzheimer's. What questions do you think they will ask? In groups of 4, students need to come up with 10 questions. Capture and correct some of these questions on the board (or on a word document that you open up on the computer).

Reading captions: Using Kids meet a woman with Alzheimer's play while showing captions.
Which questions did you predict? Then, in the same groups of 4, randomly choose 1 person. The other 3 'kids' ask questions along the lines of Kids meet someone from Japan, or Syria etc.

Information text: What questions might you be asked about this text? William will test you on this tomorrow!










13 May 2018

L4 Extra relieving

General

INTRODUCTION
As you can see, Michael isn’t here today. In his email to Aaron, he uses the idiom “sick as a dog”. I’m sure we all hope that he recovers quickly.

In the meantime, he has sent through six things for us to do. That may not be easy for you as well as me, but let’s have a go. They are:

1.  Write introduction and conclusion to an essay (helping homeless people out  with money)
2.  Writing cohesion (handout?) conjunctions, discourse markers e.g. first of all, complex/compound
3.  Sentence structure
4.  Full stops (89 sentences)
5.  Spelling test (dictation)
6.  Reading (William)
7.  Survey Phil Kerr


Give them money?
To what extent do you agree?

In pairs/threes, come up with some thoughts on this question.





Introduction: Write up to 100 words to introduce an essay that has the following sections.

This is an essay that examines the question of whether homeless people should receive money. Here we will address five main points.



1.  What is a homeless person? How do we define such an individual?
2.  Look at how people become homeless in the first place. Need to address that first, otherwise how will giving them money help?
3.  Third, we consider whose responsibility is it to care for them. Government? Community? Family?
4.  We consider whether it might be a disincentive to simply give money.
5.  Finally, we suggest that solutions must be tailored to the person. No universal solution.


Conclusion using cohesion. Use the following short sentences to write a conclusion to the homeless topic.





I think the problem is bad. Thousands of people in NZ are affected. To simply give money is not the best thing. People may use it stupidly. They may buy drink. They may gamble. Need to find out reason.

Family is important. Community is important. Government is most important. Not one path. Need to look at each person on a case by case basis.


How would you avoid the ‘I’ word? Use phrases like ‘in conclusion’ or ‘finally’. Use conjunctions such as ‘because’, ‘since’, ‘so’, ‘therefore’, ‘and’, ‘but’. There may be better words than path, stupidly, thing, money, drink.

What can children learn from a 101-year-old person?

BOOK CHAPTERS (we didn't do this)
Don't worry so much
Don't be bored
Get out of the city
Get rid of your watch
Stop competing
Escape debt
Forget government
Do less housework
Use your hands, not a machine
Never be lonely
Stop moaning, be merry
Live mortgage-free
Be an anti-nuclear family
Live free of the supermarkets
Stop working, start living
Reduce waste, be thrifty




Academic (Monday)


Covered much but not all of the Air travel material in book.

Academic (Tuesday)
Video discussion. 
Topic: Is it possible to conduct a classroom reading session according to the 'serial reading' model?

Academic Tuesday
Prep for discussion assessment

1. Go through the performance criteria outcome. Do they understand each of the 9 criteria? Which ones might they personally need to work on? (If there are 20 things people need to do, but they only need a few, is it worth teaching all 20?)

2. Set a discussion topic or two and get used to being recorded (in groups of 4, although 3 in the exam)
e.g. how to set reading activities in the classroom, given that it is expensive to print off large quantities of text, that it is time-consuming to engage in reading during the class, but that students typically do no read outside of the class. Also, how do we get around the copyright laws? W's idea is to introduce serial reading. How might that work?

3. Serial reading trial using a 16-page book.