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Celebrations

Teacher: Linden School

YEAR
LEVEL
DURATION
NE-3
1
3 weeks

Achievement Objectives Being Assessed Language/Learning Outcomes
Social Studies
  • Culture and Heritage
  • Time, Continuity and Change
Students will be able to:
  • make a group story map and use it to individually tell the story of Rama and Sita;
  • make a story map, sequencing the main stages of the hair cutting ceremony; Answer questions about White Sunday.
Processes
Social Studies
  • Inquiry
Students will be able to:
  • collect and record information; sort information; communicate findings.
Requirements
Settings:
 New Zealand, Asia, Europe, The Pacific.

The topic will explore topics that relate to:
The Pacific:
Samoa - White Sunday
Cook Islands - Hair cutting ceremony
Asia:
India - Diwali
China - Chinese New Year
Europe:
Italy - Masquerade masks

Perspectives: Multicultural
Supporting Achievement Objectives Learning Outcomes
English
  • Oral Language
  • Interpersonal Listening
  • Interpersonal Speaking
  • Exploring Language
Students will be able to:
  • ask questions, listen and respond to others;
  • converse and talk about personal experiences;
  • explore choices made by writers, and identify and use the common conventions of writing and organisation of text which affect understanding.
Language Focus
(oral) Language functions: to give instructions, to retell
(written) Language functions: to describe, to retell
Vocabulary: the language of cultural festivals

Notes on how this unit was developed at Linden School:

Each area of the school constructed a kit box with a text and a multicultural activity linked to it. The "kits" moved around the school as each class worked with their own teacher. The topic culminated in a "Let's Celebrate" evening with the blessing and dedication of new building projects around the school. Leaders representing the main ethnic groups identified in the school were invited to speak. Class groups presented aspects of what they had learnt to the school, community and invited guests. Some sharing was by way of art work created during the unit and displayed in the school hall.

Notes on catering for ESOL students:

Scaffold the students' learning depending on their English language skills. Use techniques such as shared reading.

TEACHING AND LEARNING ACTIVITIES

  1. Diwali (or Deepavali)

    Teacher introduces the topic of celebration/festivals. Use KWL chart to activate prior knowledge.

    Teacher shares the story of Rama and Sita. Write on the blackboard, and show using visual resources, the meanings of the key vocabulary. Adapt the story to the level of your students.

    In the whole class, make a story map relating to the main ideas of the story.(If students are familiar with story maps, they can do this individually or in groups.) In groups, use the story map to try to retell the story. Then students can retell the story on their own (they may like to create their own maps, using just the words as prompts).

    1. Diwa lamp

      Students make a clay or dough diwa (lamp holder).

      You will need to simplify these instructions and give them orally. Point out the imperative verbs at the start of each instruction.

    2. Rangoli patterns

      Use a resource person in the class or school to explain rangoli patterns if you can. Then ask the students - What are they used for? How are they made?

      Students make rangoli patterns out of black paper and chalk, or with dyed rice and glue and paper.

  2. White Sunday

    Introduce topic. Use KWL chart to activate prior knowledge. The students share their knowledge with the class. Talk about the visuals that accompany the story that the teacher will read to/talk about with the class.

    Write questions on the blackboard for the students to think about while the teacher shares the story of White Sunday. In groups, answer the questions - What is White Sunday? Who celebrates it? Why is it important? What do the children do on this day? What sort of food is eaten? What types of clothes are worn? Why do the children wear only white clothes? The students can then record their answers in visual or written form.

    The students describe orally (or use visuals and writing) a festival from their own culture when they wear special clothes.

    Students complete technology challenge and make clothes out of white paper and plastic bags.

  3. Hair Cutting Ceremony of the Cook Islands (Pakotianga rauro)

    Introduce topic. Use KWL chart to activate prior knowledge.

    Read or tell the story of a hair cutting ceremony.Explain the meanings of new words. See the work done by Linden school students.

    In the whole class, make a story map, sequencing the main stages of the ceremony. Point out language features of such texts. Each student then produces their own version of one of the steps in the ceremony with accompanying visuals and text at their level. (See digital photos.) In groups, using the work of each group member, the students then sequence the steps. These class versions could be published for later reading.

    Or, shared writing - level 1. The teacher acts as scribe as students are encouraged to retell their version of the ceremony.

  4. Chinese New Year

    Introduce the topic. Use KWL chart to activate prior knowledge.

    Read simple text on Chinese New Year.

    Look at lanterns the children made. Follow instructions to make a red lantern.

    Look at the Chinese calendar year. Find out what type of animal you are.

  5. Italian Mask Festival

    Introduce the topic. Use KWL chart to activate prior knowledge.

    Introduce the new vocabulary by looking at Dancing Earth. Read about masks or tell the history of the Italian mask festival. Ask the students questions - What is special about masks? What can masks be made of? Ask students to think of a feeling they could portray in a mask or an animal they would like to pretend to be.

    Make a mask. See website 1 or website 2.

    In groups, ask the students to make up a story using their masks. Ask - Do you find it easier /more difficult telling a story using your mask?

  6. Extension Activities

    Students organise and run the 'Let's Celebrate' event where all the students demonstrate what they have learned in the unit of work.

    The extension students will:

    • plan (identify what needs to be done and when);
    • organise (allocate jobs and make resources such as programmes, invitations, decorations);
    • run (plan a trial run through, run the main event);
    • self-assess.

ASSESSMENT

RESOURCES

Electronic