Reinforcing terms from last lesson and formalising vocabulary and concepts. Also defining key events that have shaped New Zealand history.
Learning intentions Students are learning to…
- To recognise and define key concepts of representation and identity
- To recall and select key events in NZ history using knowledge gained in other subjects
Success criteria (How do students know they have achieved success?)
I can…
- I can define difficult concepts & respond to the questions, with the help of my peers.
- I can recall key events in NZ history & decide which are the most important with the help of my peers
Activities
Check before and after grid and give students 5 minutes more to discuss with their peers and add to before column
Connotation/denotation (Reading Images)
Introductory activity (verbal) to establish prior knowledge – suggest a colour and have students brainstorm what feelings they associate with that colour
Distribute handout Reading Images for students to record connotations on
Read out each item verbally and allow 30 seconds for students to record impressions then share with the class
Discuss the different connotations that can be associated with the same item.
NZ History
Brainstorm key national events and write on board (depending on the cultural composition of the class)
Distribute Timeline of Events – Cloze where students must fill in the missing words to complete the timeline
Discussion – rank in order of importance. Why do you think these events are important to you and not to others? (possible reasons may be proximity, timing, media coverage, wider reaching consequences etc…).
Students record their own ideas as a result of this discussion at the bottom of the Timeline
Extension questions: What do these events suggest about us as NZers? What qualities are revealed? How might media coverage affect our view of these events and of these people?
Handouts: Reading Images
Teacher resource: Timeline of Events - Cloze
