If you can't access the link to the Google Slide, please contact me.
Please write your work on a piece of paper and you can glue this into your Pānui book later. You can also publish your work on your Hamilton East School account. Save it in your Reading Folder.
Check-up questions
Page 2 – Briefly summarise you have found out about Alan so far.
Page 4 – What skills do interpreters need? What are the challenges of the job?
Pages 4–6 – Why did Alan choose to become an NZSL interpreter? What are his feelings about the role? What level of skill does an NZSL interpreter need? What are some communication challenges for deaf people?
After reading – What skills do you need to be a sign language interpreter? What is Alan is like as a person?
Activities
Find out more about NZSL (see https://www.nzsl.nz/) and the Deaf community.
Use the NZSL alphabet to sign their name or learn a song to share with the rest of the class or school.
Create a chart of some frequently used words and phrases (for example, greetings, “thank you”, “whare paku”, “lunch box”, “drink”) in English, NZSL, te reo Māori, and in the other languages spoken by children in the class.
If you can't access the link to the Google Slide, please contact me.
Please write your work on a piece of paper and you can glue this into your Pānui book later. You can also publish your work on your Hamilton East School account. Save it in your Reading Folder.
Activities
Find out and write about monsters in other cultures.
Identify and record the similarities and differences between the monsters in the text.
Complete the chart below: 4 facts you have found out, 3 connections you have made (for example, these could be connections to other stories you know about) and 2 questions you have.
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