1. T e
K u r a - a - r i t o
o
N e w t o n
PANUI UNIT PLAN
Listening, Reading and Viewing, Speaking, Writing, Presenting - Levels Four and Five
Term:4
Year: 2009
Class: Rm15 Tau 7-8
Duration: 6-7 wiki
Context / Topic: Te Iwi Mowaho / The Outsiders novel
study
PROCESSES AND STRATEGIES - Level 4 Students will:
PROCESSES AND STRATEGIES - Level 5 Students will:
Integrate sources of information, processes, and strategies confidently to
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identify, form, and express ideas.
confidently to identify, form, and express increasingly sophisticated ideas.
INDICATORS:
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INDICATORS:
reads texts for enjoyment and personal fulfilment;
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Integrate sources of information, processes, and strategies purposefully and
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recognises and understands the connections between oral,
reads texts for enjoyment and personal fulfilment;
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recognises, understands and considers the connections between
written, and visual language;
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oral, written, and visual language;
integrates sources of information and prior knowledge
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integrates sources of information and prior knowledge
confidently to make sense of increasingly varied and complex texts;
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purposefully and confidently to make sense of increasingly varied and
selects and uses appropriate processing and comprehension
complex texts;
strategies with increasing understanding and confidence;
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selects and uses appropriate processing and comprehension
thinks critically about texts with increasing understanding and
strategies with confidence;
confidence;
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monitors, self-evaluates, describes progress, and articulates
thinks critically about texts with understanding and confidence;
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monitors, self-evaluates, and describes progress, articulating
learning with confidence.
learning with confidence.
By using these processes and strategies, students will:
By using these processes and strategies, students will:
IDEAS
IDEAS
Show an increasing understanding of ideas within, across, and beyond
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texts.
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INDICATORS:
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Makes meaning of increasingly complex texts by identifying and
Makes meaning by understanding increasingly comprehensive ideas in texts
and the links between them;
understanding main and subsidiary ideas and the links between them;
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Show an understanding of ideas within, across, and beyond texts.
INDICATORS:
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Makes connections by thinking about underlying ideas within and between
Makes connections by exploring ideas within and between texts from a
range of contexts;
texts from a range of contexts;
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Recognises that there may be more than one reading available within a text;
Recognises that there may be more than one reading available within a
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Makes and supports inferences from texts independently.
text;
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LANGUAGE FEATURES
Makes and supports inferences from texts with increasing independence.
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LANGUAGE FEATURES
and across texts.
Show an increasing understanding of how language features are used for
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INDICATORS:
effect within and across texts.
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INDICATORS:
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Show an understanding of how language features are used for effect within
Identifies oral, written, and visual language features and understands their
effects;
Identifies oral, written and visual features used and recognises and
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Uses an increasing vocabulary to make meaning;
describes their effects;
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Understands how a range of text conventions work together to create
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Uses an increasing vocabulary to make meaning;
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Shows an increasing knowledge of how a range of text conventions can be
meaning and effect;
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used appropriately and effectively;
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Understands that authors have different voices and styles and can identify
those differences.
Knows that authors have different voices and styles and can identify and
describe some of these differences.
GLOBAL LEARNING INTENTIONS – Level 4-5 We are learning to:
1. E ako ana mätou (EAAM) ki te köwhiri i tëtahi rautaki whai märamatanga kia whakatau pai mätou i ngä tikanga mö ngä kupu hou.
2. EAAM ki te wänanga i ngä ähuatanga kua pänuihia, räwekeweke ai ngä rerekëtanga tö te Päkehä ki a tätou te iwi Mäori. Anö nei, te hunga pohara ki te hunga whai rawa.
3. EAAM ki te waihanga i ngä mahi kua tuhia, kua tängia ki te whakahua i a mätou whakamäramatanga mö te pukapuka pänui.
- ____, __, ______, ____, ______ – käore i te hikohiko (me te wareware haere o ______ ki
Required):
ngä mahi matua o ia paki – he aha ngä huarahi whaihua mäna?)
- Me whakatakoto tuatahi te wero (kia mau tonu te kaupapa o te ruma, ahakoa te aro ki
- ____, _______, _____, ______, _______, _____ – e hikohiko ana ki te kaupapa (käore i te
te tuhinga reo Pakeha)
pai te höhä haere??)
VALUES
Innovation, enquiry and curiosity
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Diversity
Equity
X
Community and Participation
Ecological Sustainability
Integrity
Thinking
Pre-test (Diagnostic) paki – On the Sidewalk
Using Language, Symbols and Texts
X
Managing Self
X
Relating to Others
Participating and Contributing
ASSESSMENT
Excellence
KEY COMPETENCIES
NOTES ABOUT ENTRY LEVEL OF STUDENTS (Prior Knowledge/Skills
X
Sample – Köwhiria tëtahi taumahi - köpaki
X
Observation
X
Self Assessment
Peer Assessment
ARB’s
Other e.g. Exemplars, asTTle, etc
Te Reo Rangatira
Publisher/Excel/PowerPoint
X
Mathematics
e-mail/Fax/Phone/Scan
X
Internet-Research
X
Digital Camera/Video
X
OTHER
Computer/Word Processing
X
X
Science
X
Social Studies
X
Technology
X
COVER GAPS TO
Respect
E-LEARNING
Post-test (Summative) – tuhinga roa
Literacy Gaps:
Ngä kupu hou – körerohia te tikanga mö Outsiders...
he tika te kupu Möwaho??
Pänui-ä-akomanga – kia pai te haere o te hunga
käore i te hikohiko ki te pänui rätou ko te hunga e

2. X
Video Conferencing
Inspiration and Other Programmes
Programming
M LINKS CURRICULU
(ICT)
Internet – Webquests and Web 2.0
The Arts (Music/Dance/Drama/Visual)
X
kaha ana ki te pänui
Health and Physical Education
X
Numeracy Gaps:
n/a
Languages (Te Reo etc)
Other Gaps:
EOTC
SPECIFIC LEARNING INTENTIONS
ACTIVITIES/RESOURCES
SUCCESS CRITERIA
(What will I do to help my students achieve this?
Strategies/activities linked to Key Competencies to help students achieve)
SPECIFIC LEARNING INTENTION/S:
2 ngä wä pänui -paki “On the Sidewalk Bleeding”. Pänui-tahi. Me whai ia tamaiti i täna ake kape
EAAM ki te körero mö ngä tümomo
(mahi whakaari i ëtahi o ngä wähanga kia whaikiko, whakatinana ai ngä märamatanga – te wero o
këkeritanga huri noa ngä paki.
te hoari, te tane haurangi, te pirihitangata) – he pätai kei te haere?
SUCCESS CRITERIA:
- Körerohia – he aha te tikanga o te këkeritanga / conflict? Hui-ariä papa-mä. Ngä tauira.
Kua oti pai te pepa mahi, anö nei, kua tuku
- Tukua te pepa mahi. TPS / WhakaarohiaTakiruaKörerohia – whakaingoatia ngä tauira nei...
mai äna whakaaro ki ngä whakawhiti körero ä
- He aha tënei pätai? (whakamäramatia te ähuatanga o te tohutoro – tuhia tauira ki te papamä). Ka
röpü
whakaoti ia tamaiti. Ki te ähei ana – haere tonu whakaoti ai.
- Pätai tere – he aha te kupu ähua / mahi / ingoa / hukumahi? Këmu porohita – Tukutere...
(Rätou oti moata ai, tïmatahia te mahi e whai ake nei)

3. SPECIFIC LEARNING INTENTIONS
ACTIVITIES/RESOURCES
SUCCESS CRITERIA
(What will I do to help my students achieve this?
Strategies/activities linked to Key Competencies to help students achieve)
SPECIFIC LEARNING INTENTION/S:
1-2 – Hui-ariä tere – te ngako? He pëhea te whakaatu atu i ënei kaupapa i ngä pikitia?
EAAM ki te waihanga, ki te tä i tëtahi pikitia
- Tuhia tauira tere ki runga i te papamä... pätai?? Tukua paearu.
kia whakahua i a mätou whakaaro mö te
ngako o te paki nei.
I te ruma rorohiko – whakaatu atu i a ArtRage, wähi o ngä taputapu, te huarahi kohi pikitia i te
SUCCESS CRITERIA:
ipurangi / he pëhea te tïni i aua mea, te tä ränei i äu ake.
He pikitia tuhinga tahi i te puka pänui,
Tuakana-teina – takirua rätou e hia awhina ana ki ngä mahi rorohiko / motuhake ëtahi
whakarite whakaaro ai, he könae mahi kua
maungia ki te wähi tika – he taitara, he
A te wä he hua pai tö ëtahi – tukua ngä tamariki ki te kite haere – he aha ngä painga / ngä
ngawari te whakatakotoranga (ki te kite pai),
ähuatanga e ähei ana ö hoa mahi ki te whakapakari??
e hängai pü ana ngä pikitia ki te ngako o te
paki, e ähei ana te tamaiti ki te
(A te wä kua tata mutu– Te Iwi Möwaho... he pënei anö möna... heoi anö, ko te mahi i tënei wä ki
whakamärama mai i täna.
te köwhiri ko tëhea tö wähanga pai ake o te puka me te whakaatu mai i tënä).
SPECIFIC LEARNING INTENTION/S:
2-4 wïki – Tirohia te taitara – TPS / WTK – he aha te tikanga mö tënei taitara? He tika te
EAAM ki te wänanga i ngä ähuatanga kua
whakaaro tö whaea Ruthylu? Mä wai tënei e rangahau? Matua Anaru – kei a ia pea te möhiotanga
pänuihia, räwekeweke ai ngä rerekëtanga tö
mö tënei ähuatanga... He ähuatanga Mäori tënei? He aha o koutou whakaaro?
te Päkehä ki a tätou te iwi Mäori. Anö nei, te
– Ngä kënge (gangs) me ngä uepü (cliques)... öritetanga / rerekëtanga?? Pepa nui
hunga pohara ki te hunga whai rawa.
SUCCESS CRITERIA:
Mä te whakawhiti körero me ngä taumahi
Kaupapa matua = he aha ngä whakaaro tö ënei Päkehä mö te ____? He aha ngä öritetanga /
(kaupapa tuhi mö te mahi käinga hoki) tënei e
rerekëtanga? (te poharatanga, te kura, te taiohinga, ngä kënge, te whänau, ngä pirihitangata, te
whakaatu mai ana. E ähei ana te tamaiti ki te
mate tangata)
whakaingoa / whakamärama i äna whakaaro
mö ngä rerekëtanga kua kitea?
(i te wä kötahi tënei me te LI e whai ake nei)
SPECIFIC LEARNING INTENTION/S:
Ka pänui ä akomanga – wähi motuhake me te puka (ëtahi rä – tuhi i ngä kupu hou i a au e pänui
E ako ana mätou (EAAM) ki te köwhiri i tëtahi
ana... hoki atu ki reira ä ngä wä whakawhiti körero)
rautaki whai märamatanga kia whakatau pai
- bleak, nonchalant, gingerly, fathom, ruefully, savvy, conform
mätou i ngä tikanga mö ngä kupu hou.
- aloof. gallantly ornery contemptuously foreshadow dumbfounded elite
SUCCESS CRITERIA:
- facade, ironic, premonition, credible, incredulous, elude
E ähei ana ngä tamariki ki te whakaingoa /
- Ngä rautaki whai märamatanga: He aha ëtahi rautaki? I aha koe i a koe e pänui ana i ngä kupu
whakamahi i ngä rautaki whai märamatanga.
hou? (Te pänui i te rerenga körero anö. Whakaarohia ngä mahi matua kei te haere – he tika tö
whakaaro, e noho taurite ana? / Ngä hononga ki äu ake wheako / tö ake oranga / Papakupu...)
SPECIFIC LEARNING INTENTION/S:
1-2 wïki – Tuku atu i ngä pepa... Ata tauirahia te taumahi tuatahi ki runga i te papamä, kätahi
EAAM ki te waihanga i ngä mahi kua tuhia,
tukua rätou ki te pänui i ngä taumahi... ä te wä rite ai, whakamäramatia te ähuatanga (kia 60 / kia
kua tängia ki te whakahua i a mätou
20 mäka) me te wä aukäti... Pätai???
whakamäramatanga mö te pukapuka pänui.
SUCCESS CRITERIA:
Ngä röpü hou – kia ähei rauemi...
Kua oti pai ngä taumahi, ä, kia äta whai ngä
tamariki i ngä tohutohu.
Tukua ëtahi atu tauira (tërä pea, ia wä, ia 2 wä ränei), pätai ränei, kia kite pai e whai märamatanga
ngä tamariki ki ngä paearu / te mahi...
SPECIFIC LEARNING INTENTION/S:
- Tuhinga roa – he aha ngä wähanga? Whakaarohia a koutou mahi ki te taha o whaea Tam?
EAAM ki te wänanga i ngä ähuatanga kua
- Tukua te pepa nui me tëtahi pätai... he aha ngä kupu matua? Nö reira, he aha taku hiahia mö
pänuihia, räwekeweke ai ngä rerekëtanga tö
tënei kaupapa tuhi? Arä, me aha koutou ki te oti pai? Tuhia ngä whakautu.
te Päkehä ki a tätou te iwi Mäori. Anö nei, te
- Ka whai 40 m noa, nö reira, he pëhea te whakarite pai tö wä (5 m mahere tuhi, 30 m tuhi, 5 m äta
hunga pohara ki te hunga whai rawa.
pänui). Tuhi rärangi wä ki te papamä...
SUCCESS CRITERIA:
Kua oti pai te tuhinga roa.
SPECIFIC LEARNING INTENTION/S:
- Reihi – Socs me ngä Greasers: kuhu käkahu / kawe hëki ... hei tïmatanga körero... he aha i kore
EAAM ki te wänanga i ngä ähuatanga kua
taurite / tika ai??

4. pänuihia, räwekeweke ai ngä rerekëtanga tö
- Hui-ariä ä röpü, ka honohono ngä whakaaro o ia röpü kia hanga i tëtahi hui-ariä nui...
te Päkehä ki a tätou te iwi Mäori. Anö nei, te
hunga pohara ki te hunga whai rawa.
SUCCESS CRITERIA:
Kua oti te mahi reihi, ä, kua hua pai ngä
whakaaro hei hui-ariä.
ASSESSMENT APPROACH
BEFORE THE UNIT
DURING THE UNIT
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Ngä tirohanga
Ngä whakawhitinga körero
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Ngä taumahi kua oti pai
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AFTER THE UNIT
Te rïpoata (aromatawai whaiaro) kua tuhia e te
tamaiti
Te tuhinga roa
Ngä pätai
UNIT EVALUATION
CHILDREN’S LEARNING
PERSONAL TEACHINGS
- I maumahara a _____ ki te ngako?
I rite pai ngä rauemi / pepa mahi?
- I whai hua rätou katoa?
Ka aha ahau ïna ka mahi anö au i tënei kaupapa?
- I oti i te wä pai?
ASSESSMENT FOR FUTURE PLANNING
For these students:
Me pëhea au whakapakari ai?
- He aha ngä ähuatanga nui mä rätou i näainei ki
te ako?
For teaching students in the future: