Room 11 brainstormed ideas about taonga. Students described taonga as objects that they associated with happy memories or something of value. When students write they are learning to sequence ideas then add details to their stories. To do this, students started off with a simple picture plan of taonga. They shared their ideas with their peers. Their next step was to explain why it was a taonga. As a class, we decided one success criteria for this piece of writing was to use the word ‘because’ to add more detail.
When conferencing with these writers, I praised them for adding detail, adding personal voice and using descriptive language. Students achieved this by using humour, emotion, adjectives and exclamation marks.
For their second piece of writing, students had to choose a person or pet that was a taonga to them. I wanted to challenge the class to write using even more detail, so we trialled using planning templates that asked for more information.
When asked whether or not the templates helped them with their writing, this is what some students had to say
Although some students found the templates challenging to fill out, they helped others write using more detail and to sequence their ideas.
Our next step is to become more confident at using different plans to scaffold writing and to gain independence in writing.
Through this writing we discovered that we treasure the people around us. They are important in the Whare Tapa Whā model of health. They support us and keep us safe and happy.
Room 11 students hope you have enjoyed learning about their plans of taonga and what they treasure. We encourage you to take time out to appreciate the people in your life that are taonga to you.