Shared Book

The Promise

Author: Nicola Davies

The Lost Thing

Author: Shaun Tan

WALHTs:

• use the "High 5" reading strategies to help us understand what we are reading;

• authors use illustrations to draw us in and give extra information;

• understand noticing the world around us can make a difference to others;

• understand why it is important to ask questions about our world;

Watch the short movie of the story

Your mission:

• Compare and contrast the ending of the movie with the ending of the book using a venn diagram. Think about what is the same and what are the differences. Be detailed in your responses.

• Divide a whole page in your reading book in half. In the first column, write as many words as you can to describe the everyday world. In the second column, write as many words as you can for the the Lost Thing's world.

• Using all the information from the story, create a lost thing within a world. Draw a few pictures of your character from different angles to show different aspects of their character.

• Using the alphabet key, list all of the things we would miss out on if we did not notice our world around us.

• You are a reporter for the Waikato Times, use the Life Card app or Clips app to report the boys finding of the Lost Thing. Remember to include: when, where, what, who in your report. 

Resource: https://2015.acmi.net.au/media/428194/shaun-tan-ed-kit.pdf

Rosie Revere, Engineer

Author: Andrea Beaty, Illustrator: David Roberts

WALHTs:

• use the "High 5" reading strategies to help us understand what we are reading;
• understand problem solving leads to results;
• we learn from our mistakes;
• understand every cause has an effect.

Watch the following video clip about the story Iggy Peck, Architect also written by Andrea Beaty, and compare the two characters, Rosie and Iggy using a venn diagram. Remember to draw a picture of your favourite character.

    

Let's Get Inventing!

Rube Goldberg (1884-1970) was a Pulitzer Prize-winning cartoonist, humorist, and inventor who was best known for his wacky inventions. His cartoons appeared daily for approximately 50 years and his popularity made him cultural touchstone. Rube Goldberg machines are designed to solve every day problems.

Watch the following video clips showing some Rube Goldberg type inventions people have made. Watch closely as you will be inventing your our Rube Goldberg invention and building it for a Rube Goldberg invention day next Friday.

 

  What did you notice?

• What were the problems?
• What were the purposes?
• What type of a equipment did they use?
• What will you need to learn?
• What was interesting?
• How will your problem solving strategies help you?
• How does this link to our new learning?

Your Mission:

• Brainstorm everyday problems you may have. 
• Choose one problem to solve and brainstorm together awesome ideas to help solve your problem.
• Draw a diagram showing your invention, you will also need to explain your invention and how it works.
• Decide what equipment you will need.
• Record your thinking, designing process, new learning on a Google Slide. Make your learning journey easy to understand, detailed. Include an iMovie or something similar to document your journey. When completed share with Mrs T.

Other websites that may help you:

http://rubegoldberg.com/Contest

http://coolmaterial.com/roundup/rube-goldberg-machines/

http://thekidshouldseethis.com/post/19233660519

http://pbskids.org/zoom/games/goldburgertogo/realworld.html

A Bus Called Heaven

Author: Bob Graham

WALHTs:

• use a variety of reading strategies to understand the text
• understand the importance of working together as a community
• understand we need to develop perseverance to to overcome challenges.

Stuck

Author:Oliver Jeffers

Learning Goals: 

• know how to use a variety of reading strategies to understand the text
• understand we need to develop perseverance to solve problems
• understand the importance of using a variety off thinking tools

Watch the video of Oliver Jeffers reading the story. 

Your mission:

Choose at least 3 learning activities to practise different reading and thinking skills to help you understand the text and show your learning.

With a buddy make a trailer using iMovie showing how the neighbour would feel after Floyd threw it up in the tree. 

Using the Lifecards app, write a newspaper article about what Floyd did to get his kite down from the tree. 

Remember to:

• interview other characters from the story 
• include the when, where, how, who, what in the first paragraph of your article
• include a photo/picture
• include a headline (title)
• For tips on how to use the app http://www.vividapps.com/Lifecards/manual.html

Draw a picture of Floyd and import into the Chatterpix for kids app. Record as many words as you can think of that describe him as a character.

A picture is worth a thousand words they say. Use clues about Floyd to draw what you would see in his bedroom if you were to look through the window. See me for the template.

You are a talk show host on the radio. Think of 5 questions you would like to ask the author of Floyd as a guest on your show. Write the possible answers you think they make give you. You can choose to publish this as an iMovie or in your books.

Using the invention key, think of the solution the firefighter thought to get everything out of the tree but we didn't't get to hear. Draw your solution and label each part. Explain in detail how you think it would work. You can choose how to present your thinking.

Māui- Sun Catcher

Author: Tim Tipene

WALHTs:

• use the 'High Five' reading strategies to help understand what we are reading;
• understand the tangata whenua of Aotearoa have customs and traditions that still remain today;
• understand our customs and traditions reflect who we are.

Haka

Author: Patricia Grace

WALHTs:

• use the 'High Five' reading strategies to help understand what we are reading;
• understand the tangata whenua of Aotearoa have customs and traditions that still remain today;
• understand our customs and traditions reflect who we are.

Bamboozled

Author: David Legge

WALHTs:

• use the 'High Five' reading strategies to help understand what we are reading;
• use our senses to describe what we are reading and the images we are looking at;
• understand we need to think before we make a judgement about something.

This week, our shared book is a little different. It takes you on a journey where everything is upside down and round about. You will need to bring your spyglasses to really notice what is going on in the story. I wonder why the author wrote it?

Your mission:

• For each image, write an explanation about what is happening in the picture. 
• Use your 5 senses to do this. (Smell, sight, hearing, taste, feel)
• After editing, publish in a wonky cup.

Idea from: http://www.gabrielletrinca.com/blog/category/comprehension-strategies

The Fearsome, Frightening, Ferocious Box

Authors: Frances Watts and David Legge

WALHTs:

• use the 'High Five' reading strategies to help understand what we are reading;
• use clues in the text to understand the author's purpose for writing the story;
• understand we need to think before we react to different situations.

Iggy Peck Architect

Author: Andrea Beaty

WALHTs:

• use the 'High Five' reading strategies to help understand what we are reading;
• use clues in the text to understand the author's purpose for writing the story.
• understand problem solving leads to results.

This week, we begin to read about Iggy Peck who is passionate about buildings. He loves to create buildings using whatever he can get his hands on. We will be taking a leaf out of his book and do some creating of our own.

• You will be given spaghetti, soft lollies to build the tallest, free standing structure you can. It will need to be able to hold the weight of a full water balloon. Using the Notes app draw a plan of your design. Label and explain your thinking on a Google doc.

• Design a dust cover for the book. You will need to design a new cover with all the features such as a title, author, illustrator and a graphic that sells the story. You will also need to write a blurb for the inside flap. You can you the app below or design a paper copy.   

          http://www.readwritethink.org/resources/resource-print.html?id=30233

Piranhas Don't Eat Bananas

Author: Aaron Blabey

WALHTs:

• use the 'High Five' reading strategies to help understand what we are reading;
• use clues in the text to understand the author's purpose for writing the story.

Watch the Youtube clip to re-hear the story.

This week, we will be working in groups to create our own book using Piranhas Don't Eat Bananas as a model. You will be publishing your book using the Book Creator app.



You need to think about:

• Does everyone have a role in producing your book?
• What animal will you use?
• What research will you need to conduct?
• Is your planning detailed enough?
• Have you included similar text conventions?
• Is you message the same or similar as this story?

http://support.redjumper.net/hc/en-us/articles/201908301-Your-first-book

The Day Dad Blew Up the Cowshed

Author: Jennifer Somervell

WALHTs:

• use the 'High Five' reading strategies to help understand what we are reading;
• understand how people record their history in different ways;
• understand there is a process that we follow when we are confronted with a problem.

   

Matariki

Author: Melanie Drewery

WALHTs:

• use the 'High Five' reading strategies to help understand what we are reading;
• understand how people record their history in different ways;
• understand the Maori people use myths and legends to help us to teach and learn.

Wooden Arms

Author: Sarah Johnson

WALHTs:

• use the 'High Five' reading strategies to help understand what we are reading;
• retell a story accurately using the Puppet Pal app;
• understand all people have similar needs regardless of where they come from.

http://tarnz31.edu.glogster.com/wooden-arms-shared-book

Stan the Van Man

Author: Emma Vere-Jones

WALHTs:

• use the 'High Five' reading strategies to help understand what we are reading;
• identify different reading strategies;
• be considerate of others and identify how we can help others in our community
• why we need to be able to read.

http://www.scholastic.co.nz/publishing/author/pdfs/Vere-Jones%20Author%20Profile%20Aug%2015.pdf




Watch the following video clip to understand what it is like for an adult who is unable to read. Make a list of all the things you need reading for.

OUTDOOR Edit_V02 from Ginny Williams-Ellis on Vimeo.

http://readeasy.org.uk

The Black Book of Colour

Author: Menena Cottin

WALHTs:

• use the 'High Five' reading strategies to help understand what we are reading;
• be considerate of others and identify how we can help others in our community.

The Invisible Boy

Author: Trudy Ludwig

WALHTS:

• use 'High five' reading strategies to help us understand what we are reading;
• understand we are all responsible for what happens in our community.

Mission 1 

In your learning group, re-read the story together (use a splitter and ear phones) and discuss the different scenarios (situations) Brian was challenged with. Choose one that your group would like to change.

Mission 2

Now that you have chosen the problem in the story you would like to change, think about the 'Responsible Kind' and what tools you would use to help Brian feel included and no longer invisible. Record these on your Google slides found in Google Classroom under The Invisible Boy.

Mission 3

Watch the Puppet Pals tutorial, as you will be creating a Puppet Pal show. You will be rewriting what happens in the story and including a solution to Brian's problem. This will include how your character or characters take responsibility for helping out another person in a community. Create a storyboard (Google Classroom) to plan your show. 

You Will Need to Think About:

• What is Brian's problem,

• How will you be responsible citizens of a community and help him out,

• What characters will you have in your show,

• What will they say and when,

• What backgrounds you will need,

• Do you need to use another app to draw your backgrounds or characters?
• How will members of your group contribute to the show?

Mission 4

Perform and record  your show and export to the camera roll for publishing on our blog.

On a Beam of Light

Author: Jennifer Berne

WALHTs:

• use the "High 5" reading strategies to help us understand what we are reading;
• understand problem solving leads to results.

For the next 2 weeks, we will be reading this book and learning about Albert Einstein. Year 6 students will be expected to complete at least 5 learning activities and year 5 students will be expected to complete at least 4.

Remember That November

Jennifer Beck and Lindy Fisher

WALHTs:

• use the "High 5" reading strategies to help us understand what we are reading; 
• understand authors write with a purpose; 
• understand our ancestors paved the way for us.
• understand people record their past in different ways.

Read the following slide show and visit the websites provided below. Take notes as you read, as you will be adding new slides to your Tikanga Māori unit.

Presentation made by Manu Caddie http://www.slideshare.net/manucaddie/parihaka-presentation?from_action=save

http://www.newzealand.com/int/feature/parihaka/

http://pukeariki.com/Learning-Research/Taranaki-Research-Centre/Taranaki-Stories/Taranaki-Story/id/334/title/pacifist-of-parihaka-te-whiti-o-rongomai

• How did you feel when you were reading about Parihaka?
• What did you learn and how could you use it in your life today?
• What surprised you?
• What do you wonder?

Your mission:

• Create a slide with the title Parihaka
• On this slide, create a time line of the events in Parihaka
• On another slide, explain how you feel about Parihaka history
• Explain what you have learned from the history of Parihaka.

Tamatekapua

WALHTs:

• use the "High 5" reading strategies to help us understand what we are reading; 
• understand authors write with a purpose; 
• understand our ancestors paved the way for us.
• understand people record their past in different ways.

Your mission:

• Complete your family tree, you may need to ask your whanau questions to help you do this. Where did your ancestors come from?

• On a world map plot where Tamatekapua came from and his journey to Aotearoa. Where do your ancestors come from? Plot where they came from on the same map. How did they travel here? Plot their journey on the map too. Where did the Tainui waka first land on Aotearoa? Plot this on you map. 

• Research how they (Tainui) came to settle in the Waikato. You may find there is a legend that records this history.

http://www.teara.govt.nz/en/canoe-traditions/page-5

http://www.kawhia.maori.nz/tainui-waka.html

http://nzetc.victoria.ac.nz/tm/scholarly/tei-Pom02Lege-t1-body-d1-d4.html

http://tauranga.kete.net.nz/tauranga_moana_tauranga_whenua/topics/show/545-traditional-story-tainui-te-waka-hoturoa-te-ariki

Ralph Tells a Story

WALHTs:

• use the "High 5" reading strategies to help us understand what we are reading; 
• understand authors write with a purpose; 
• use different strategies to overcome writer's block;
• understand writing takes time.

The Incredible Book Eating Boy

Author: Oliver Jeffers

WALHTs:

• use the "High 5" reading strategies to help us understand what we are reading; 
• understand authors write with a purpose; 

            


Oliver Jeffers has written many children's books. Watch the video clip about how he creates his books.

                              

hello@oliverjeffers.com

http://oliverjeffersworld.com

What Do You Do With An Idea?

Author: Kobi Yamada

WALHTS:

• use the "High 5" reading strategies to help us understand what we are reading; 
• understand authors write with a purpose; 
• understand how to overcome challenges we need commitment, perseverance and determination; 
• understand we can grow our brains.

Rona and the Moon

Author: Peter Gossage

WALHTs:

• use the "High 5" reading strategies to help us understand what we are reading;
• understand myths and legends can teach us lessons;
• give a pepeha in Te Reo;
• understand language is a part of our culture.

The Boy Who Harnessed the Wind

Authors: William Kamkwamba and Bryan Mealer

WALHTs:

• use the "High 5" reading strategies to help us understand what we are reading;
• understand problem solving leads to results;
• understand inventions change our lives.

Watch the following video clip, think about what William has to say about his experiences and link it with the text. Think about what you would really like to ask William if you met him. Write your questions as a blog comment. 

Where is William From?

http://maps-kid.com/world-map-poster-for-kids.html

Research where Malawi is and plot it on a world map. Think about what you wonder about where William is from and research and least 5 facts about Malawi, record in your Literacy Skills book. Remember to use your own words when writing your information into you books.

http://www.our-africa.org/malawi

http://www.factmonster.com/country/malawi.html

http://www.ducksters.com/geography/country.php?country=Malawi

http://www.worldvision.org.uk/my-sponsorship/where-my-sponsored-child-lives/malawi/

http://www.oddizzi.com/teachers/explore-the-world/places/africa/malawi/

  The Most Magnificent Thing

Author: Ashley Spires

WALHTs:

• use the "High 5" reading strategies to help us understand what we are reading;
• understand problem solving leads to results;
• we learn from our mistakes.

Watch the following video clip, using the video and the story design a Google slide to teach other people the steps of problem solving. Ask yourself, how can I add to these steps?

We have been learning about problem solving and decided the girl never stopped trying until she had built her magnificent thing. What problem do you, our class or your family have? Or you have the choice to invent a toy for Mattel (see website). 

Use your imagination to invent something to solve the problem. Watch the following video and look around the website below to help you come up with an idea and a plan of your most magnificent thing.

https://www.quirky.com/shop

http://www.kidsinvent.org

Lest We Forget

Author: Feana Tua'akoi

WALHTs:

• use the "High 5" reading strategies to help us understand what we are reading;
• understand how the people before us have made a difference and change to our world today.

Roll your mouse over the graphic to find your learning activities. Complete at least 3 activities before Friday.

Resources that maybe helpful:

http://www.newstalkzb.co.nz/photos/world/gallipoli-then-and-now/?photo=2

http://www.stats.govt.nz/browse_for_stats/snapshots-of-nz/ww100-infographic.aspx

http://www.bbc.co.uk/guides/z8sssbk#z8444wx

A Bus Called Heaven

Author: Bob Graham

WALHTs:

• use the "High 5" reading strategies to help us understand what we are reading;
• contribute and participate as a member of a community;
• be all four kinds of BTBWCB.

 What did you notice?

Now that we have read the book, we are going to use reading strategy 2; questioning, to ask the author some questions to help us understand why and how he wrote the story.


How do feel about Stella? Is she like you or is she different to you? How did she bring the community together? What was the theme or message in the story? 

Watch the following video and think about how this links to the story and you.

 

 Use examples from the story of how Stella made a difference to her community to write a comment explaining what effect Stella had on her community. You can also comment on how you contribute to our learning community and the community you live in. Before you write your blog comment watch the following video clip to help you.

   

Would you recommend this book?

Write a comment explaining why or why you wouldn't recommend this book to your friends and whanau. Remember to use examples from the book to back up your thinking. 

  You Can Do It Bert!

Author: Ole Konnecke

WALHT: 

• analyse the text to understand the messages in text;
• make connections between the text and ourselves;
• infer meaning from text and illustrations.

There is an old saying, "a picture paints a thousand words." What do you think is meant by this saying? 

Looking at the illustrations; what type of character is Bert? 

Draw a picture of Bert showing a character trait he has or an emotion he is experiencing. 

Explain why you think this and how Ole Konnecke achieved this.

Use Educreator or Explain Everything to publish your thinking.

You could say affirmations are emotional support or encouragement. It is also a positive way of thinking about yourself.

After reading the story, explain how his friends helped Bert face his challenge. Write a comment explaining your thinking. Give examples from the text to back-up your thinking. Remember your learning about what makes a quality comment.

Celebrate YOU!

Build an affirmation Google doc that describes you and who you are going to be.


This is what we thought of You Can Do it Bert!

Kani-Ray: "I liked the story because it was funny and it reminded me of me."

Jennifer: "The book teaches you to give everything ago, be happy with yourself and don't be afraid."

Felicity: "The book was simplistic but had complicated lessons.

Destiny: "I liked how the book had humour in it, and teaches us not to give up and the importance of affirmations."

Awesome Affirmations

Kae and the Whale

Author: Gavin Bishop

WALTS:

• understand why myths can change over time and can vary between cultures
• know how to make connections between the text and ourselves
• know the use of strong verbs help paint a picture in the reader's mind

After reading the story, use the six thinking hats to think about the story and connect it to your own experiences.

Watch the following Youtube clip of a different version of the story. Notice the differences between to two stories.

Your challenge:

• compare the two stories using the venn diagram
• post a comment explaining why the myth may have changed over time. Think about the purpose, message, language used to tell each story.

The Song of the Kauri

Author: Melinda Szymanik

WALTS:

• know how to analyse the text to understand the author's message
• understand why the author has used personification
• know how to make connections between the text and ourselves

Watch the following Youtube clip of the author telling the story. While you are watching the clip think about the changes Kauri saw in his life time. 

          

Your challenge is to:

• Draw a flow chart to show what Kauri saw and lived through in his life time. Draw a picture for each frame and write a description next to it. You may need 2 sheets.
• Post a comment about what you thought the message was in the book. What was the author trying to get us to think about and change?

Maori myth has it that Tane Mahuta parted his parents to let light in, creating the beginning of earth as we know it today. Watch the following Youtube clip and hear the story told by a descendent of Kupe. 

Now that you have watched the video read a variation of the myth by clicking on the website address below. 

http://www.newzealand.com/travel/en/media/features/maori-culture/maori-culture_tane-mahuta-separator-of-heaven-and-earth_featur.cfm

• Now compare the two stories using the venn diagram. 
• Think about the two stories and our shared book and why the Kauri is so important to Maori. 
• Discuss your thoughts with a buddy using example from all three stories to back your opinion. 
• Post a comment explaining your views.

Swim

Retold by: Chris Szekely

Click on the above picture and read another version of the Tutanekai and Hinemoa. When you are reading the legend think about the differences between the two stories.

• Complete the venn diagram and paste into your Literacy books.

• Watch the following song about Tutanekai and Hinemoa.
• Write a song of your own about them and their story. You can write in English and use Google Translate to translate into Te Reo.

 

  My Two Blankets

Author: Irena Kobald

Room 11 is learning about how new immigrants to our country and our school might feel when they first get here. We are trying to put ourselves in their shoes.

Our mission is:

• Watch the following Youtube clip and imagine what it would be like to be dropped into France without being able to speak their language and they didn't speak English either. Everything is different; their food, music, shopping, TV, clothes, climate, road rules, school.
• How would you communicate?
• What would you miss the most?
• How would you cope?
• How would you feel?
• How would you like people to help you?

 


A new student from another country has their first day at school. Describe what you would do to make them feel welcome. They do not  speak English so you will need to think hard about how you will do this. Post a comment describing how you would you help the new student.

Our Views:

Adam: I liked how the author used the blankets as metaphors.

Gloria: I liked how the two girls helped each other learn about their cultures.

Ngaere: I liked how the girl helped Cartwheel learn the new language.

Keira: I liked the book because the pictures had a lot of detail.

Kuini-Marnie: I liked how the pictures used colour to help tell the story.

Kani-Ray: I liked how it was about different cultures.

Lucy: I liked how Cartwheel didn't give up.

Jen: The message in the story is about sharing our cultures and helping new people to our country.

Daddy Lost His Head

Authors: Quentin Blake and Andre' Bouchard

Dad had a problem, he had lost his head! This week's shared book helps us think about how to use our Bankwood "tools" to stay focussed and how they help us be the best we can be. 

Your mission:

• Help Dad stay focussed, add a comment telling Dad what tools he needs to use so he won't lose his head again. 
• Explain to him how this would help him.
• You may also like to comment on whether you liked the story or not and why.
• Remember to write in full and detailed sentences.

Kid President has some "tools" for you!