For the final day, students will be given an open-ended task involving Advertising circulars (such as a Warehouse, Rebel Sport or Farmers advertising flyer) and play money.
Adaptation for ESOL students: The teacher should clearly explain the learning task by modelling with a simple example. Then provide a similar example for students to work on. Provide guidance where required.
The teacher can discuss the learning task with all of the students and then move from student to student observing the students' strategies. Students can use the play money, Place Value Houses, number lines and hundred charts to assist them as they work and reflect on the following task.
Adaptation for ESOL students: If 'real' fliers pose a language related stumbling block, consider creating your own simpler examples, or crop/edit genuine examples to simplify the language component in them.
Adaptation for ESOL students: This is your student's lucky day! Each has just won lotto! Ask each to come to you and exchange their winning lotto ticket for a money packet with ten $100 notes inside! Student instructions:
Adaptation for ESOL students: While these tasks will not be beyond the ability of ESOL students, they can be a little tricky to explain. Once again, modelling is the obvious answer. As you progress through your model, make brief notes of your actions numbering them using the same 7 numbers as the task. Leave you notes visible to students who can assess their own progress using the model provided.
Consider providing an airline pricelist or travel brochures containing the prices of international travel. New New Zealanders might be encouraged to price trips to their homeland - Can you afford first class? How many people can you afford to take with you? Can you afford a stopover? How much spending money will you be left with?
Provide the opportunity for the results of this activity to be presented in written and/or spoken forms.
Published on: 09 Jan 2018
