While Marita and Tahli were away in Kiribati, Marita’s daughter, Matari kept a diary of her adventures (link to pages of the diary)

Like Matari, students can use the adventure journal template attached (link) to draw and/or write an immediate response to the episode.

• After each episode, students can add to their journal so at the end of ‘The Flying Canoe’ adventure, students have a collection of their experience in Kiribati.

• Students can also use the journal as a workbook to add their responses to the learning experiences.

• Share responses with teacher, elbow buddy, table group, and class.

CURRICULUM LINKS:

English

AC9EFLE02 Respond to stories and share feelings and thoughts about their events and characters

Elaborations: using drawing and beginning forms of writing to express personal response to stories, poems or films

Health and Physical Education

AC9HPFP03 Express and describe emotions they experience

The Arts / Drama

AC9ADRFE01 Explore how and why the arts are important for people and communities.

Ask students: What is rhyming? (explain if required)

• Did they hear rhyming in this episode?

• Who rhymed? (Nei Kinoia)

• What were the rhymes?

  Listen close everyone, keep your eyes appeal

  This canoe will fly, with honour and zeal!

  Look to the north and tilt to the sea

  Follow the line where the frigate roams free!

  Lean to the other side and fly beyond south

  The lagoon of Neiko will open its mouth!

• Choose one of the rhymes to speak as a class.

• Ask students to identify the rhyming words.

• How do they know they are the rhyming words?

• Work collaboratively with students as a class to create a movement/dance piece to the rhyme utilising simple movement and gestures.

• The movement piece might be inspired by or an extension of Nei Kinoia’s movement she uses in her magic spinning.

• Encourage students to consider their use of the Elements of Dance and Drama as the create their piece:

• Elements of Dance: space, time, dynamics and relationships

• Elements of Drama: movement, space and time

• You or a student could choose an accompanying piece of instrumental music to reflect and enhance the mood of the movement piece.

• Invite students to perform their rhyme movement piece to other class members or another Foundation class.

Theme: All together now

Warm-up: Can we take a family photo?

In groups of 5 students, create a still image or ‘photograph’ of a family who likes to, for example:

• Bake

• Fly kites

• Play video games

• Ride their bikes

• Go to the beach

You could write each of the family activities on a card and allocate an activity card to each group, asking students to keep their family activity a secret until after they have presented their family photo to the class.

 Encourage students to:

• Clearly identify who they are in the family photo, that is, their character. For example, child, parent, grandparent etc.

• Use facial expression, movement, and space to:

  • convey their character

  • show how their character feels about being in a family who for example, likes to bake (their character might really like baking, or they might just do it because everyone else in the family does!)

  • show how their character feels about other family members

Students share their ‘family photograph’ and ask students watching to verbally and/or in written form guess:

• what the family liked to do

• who were the family members portrayed in the photo

• what were the relationships between the family members.

Ask students to explain their reason for their guess, using Drama language, such as use of facial expression, movement and space.