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ESOL Online. Every child literate - a shared responsibility.
Ministry of Education.

Learning task 7

Visual Art Learning Intentions:

We are learning to:

  • design a siapo using symbols which represent something about us
  • describe a design and its meaning to others.

We will know we can do this when we can:

  • create an effective siapo design that includes symbols which represent us
  • tell a buddy what our design means.

Language Learning Intentions:

We are learning to:

  • explain to others what the symbols in a design represent and why they were chosen.

We will know we can do this when we can…

  • use vocabulary such as ‘because’ or ‘as’ in a sentence to give a reason why each symbol was chosen.
Key Competencies Thinking
Using Language Symbols & Texts
Managing Self
Principles and Values Inclusion
Innovation, Inquiry, and Curiosity

Share and explain learning goals/ intentions and success criteria.

Equipment & Resources Needed:

Step 1:

Ask the students to think of all the different groups that they belong to.

For example:

  • Kapa haka, orchestra, netball, girl guides, touch rugby etc.

Get the students to record all of the groups they belong to on separate Post-It notes and stick on to whiteboard.

Step 2:

Ask the students to talk with a buddy about how we could put the Post-Its into groups. Have the students classify each type of group they belong to.

For example:

  • Sporting groups, cultural groups, hobby groups etc.

Get the students to sort Post-Its into each group.

Step 3:

The teacher brainstorms the symbols that could be used to represent some of the groups and one or two children sketch an example on whiteboard.

For example:

  • Kapa haka: koru, poi, piupiu
  • Rugby: rugby ball, All Blacks logo

Step 4:

The students sketch different symbols in their art journals (‘My Personal Designs’) to represent their family, community and culture, environment, hobbies and interests.

Step 5:

The students select 2-4 symbols to use in their siapo and explain to a buddy what each symbol represents and why they chose it using a speaking frame.

Speaking frame:
‘I chose ________ as a symbol because…’
‘I chose ________ as a symbol as it represents…’

Step 6: Opportunity to Refine & Develop Symbol Designs

The teacher explains and models different drawing techniques that the students may find useful when they refine and develop their own symbol designs. The students use the blank pages in their art journal to develop their symbols and compose the image within a frame so that each looks balanced. They then copy their symbols on to the ‘Final Designs’ pages in their art journals.

Step 7:

The students reflect on their symbols and in their art journal they write down which designs they have chosen for their siapo and the reason(s) why.

Extra Activity:

The students who complete their reflections can work with a buddy to complete the ‘ Siapo Collaborative Crossword (Word 128KB) ’ ( Collaborative Crossword). The students are given either Crossword A (which has the ‘clues across’) or Crossword B (which has the ‘clues down’) and must take turns to read the clues to their buddy. Together they discuss what the answer/ word would be and then both write it on their crossword in the correct space provided. This activity provides students with opportunities to practice speaking clearly and listening carefully. It also encourages discussion, the use of topic specific vocabulary and reinforces meanings of concepts and vocabulary that are being taught throughout the unit.

Published on: 09 Jan 2018