Novel study: Whale Rider

by Witi Ihimaera
Achievement Objective / Conceptual Understanding:
Level 6 NZ Curriculum

Integrate sources of information, processes and strategies purposefully

and confidently to identify, form, and express increasingly sophisticated
ideas.
Key aspects of learning:

Year Level: Year 11

Unit Duration: 8 weeks, 40
lessons

Processes and strategies:

1. Selecting and reading text for enjoyment and personal fulfilment
2. Recognises, understands and considers the connections between oral, written and visual language
3. Integrates sources of information and prior knowledge purposefully and confidently to make sense of
increasingly varied and complex tasks
4. Selects and uses appropriate processing and comprehension strategies with confidence
5. Think critically about texts with understanding and confidence
6. Monitors, self-evaluates and describes progress, articulating learning with confidence.
Speaking, writing, presenting:
7. Uses an increasing understanding of the connections between oral, written, and visual language when
creating texts.
8. Creates a range of increasingly varied and complex texts by integrating sources of information and
processing strategies
9. Seeks feedback and makes changes to texts to improve clarity, meaning and effect
10. Is reflective about the production of own texts: monitors and self-evaluates progress, articulating learning
with confidence.
Working towards:
Values:
NCEA 1.2 (AS90850) Show understanding of specified aspect(s) of studied

Innovation, inquiry and

visual or oral text(s), using supporting evidence.
curiosity
Links to:

Community and Participation

NCEA 1.11 (AS90856) Show understanding of visual and/or oral text(s)

Integrity
through close viewing and/or listening, using supporting evidence
Strands:
Listening, Reading, Viewing:
Integrate sources of information, processes, and strategies purposefully and confidently to identify, form, and
express increasingly sophisticated ideas.

Purposes and audiences

o Show a developed understanding of how texts are shaped for different purposes and audiences.

Ideas
o Show a developed understanding of ideas within, across and beyond texts.

Language Features
o Show a developed understanding of how language features are used for effect within and across texts.

Structure
o Show a developed understanding of a range of structures.
Speaking, Writing, Presenting:

Purposes and audiences

o Show a developed understanding of how to shape texts for different audiences and purposes.

Ideas
o Select, develop and communicate connected ideas on a range of topics.

Language Features
o Select and use a range of language features appropriately for a variety of effects.

Structure
o Organise texts, using a range of appropriate, effective structures.
Key competencies:

Thinking
o Using creative, critical, and metacognitive processes to make sense of information, experiences, and
ideas.

Using language, symbols and texts

o Working with and making meaning of the codes in which knowledge is expressed
o Understanding symbolic systems for representing and communicating information, experiences, and
ideas

Relating to others
o listen actively, recognise different points of view, negotiate, and share ideas
o Awareness of how words and actions affect others

Participating and contributing

o Capacity to contribute appropriately as a group member, to make connections with others, and to create
opportunities for others in the group
Assessment:
Formative:

Assessment through feedback in class, completion of learning activities, participation in group work,
development of written essay style.
Assessment in mid-year exams, Term 3.
Summative:
External examination in November

Achievement Standard
Subject Reference

English 1.2

Title

Show understanding of specified aspect(s) of studied visual or oral text(s), using

supporting evidence

Level

Credits

Subfield

English

Domain

English Visual Language

Assessment

External

Status

Registered

Status date

17 December 2010

Planned review date

31 December 2018

Date version published

20 November 2014

This achievement standard involves a previous reading and study of at least one visual or oral text and writing a response that
shows understanding of specified aspect(s) of the text(s).
Achievement Criteria
Achievement

Achievement with Merit

Achievement with Excellence

Show understanding of specified

aspect(s) of studied visual or oral
text(s), using supporting evidence.

Show convincing understanding of

specified aspect(s) of studied visual or
oral text(s), using supporting
evidence.

Show perceptive understanding of

specified aspect(s) of studied visual or
oral text(s), using supporting
evidence.

Explanatory Notes
1

This achievement standard is derived from the Level 6 Making Meaning strand [viewing, listening] and the Creating Meaning
strand [writing] and related achievement objectives in the English learning area of The New Zealand Curriculum, Learning
Media, Ministry of Education, 2007, and is related to the material in the Teaching and Learning Guide for English, Ministry of
Education, 2011. Text(s) chosen for study should be at Curriculum Level 6 and/or have characteristics that enable students
to show the expected level of understanding.

Specified aspect(s) are selected from:

purposes and audiences

ideas (eg character, theme, setting)

language features of visual or oral texts (eg cinematography, editing, special effects, rhetorical devices, dialogue and/or
oral language, narration, music, sound effects, ambient sound)

structures (eg part text, whole text, narrative, beginnings and endings).

Studied visual or oral text(s) may include New Zealand or world text(s). However, teachers are encouraged to include both
world and New Zealand texts when preparing students for assessment.

A response that shows understanding makes some points relevant to the topic being addressed in an organised written
response.

A response that shows convincing understanding makes clear points which are relevant to the topic being addressed in an
organised written response. The majority of these points are connected to each other. Some unevenness in the response
may be acceptable.

A response that shows perceptive understanding makes clear points which are relevant to the topic being addressed and
shows some insight or originality in thought or interpretation. These points are developed and integrated.

Supporting evidence refers to specific and relevant visual or oral details from the text(s) used to support ideas.

Reference can be made to one or more texts within the chosen text type:

film

graphic novel

television programme

oral performance; or

radio programme

a combination of the above (inter-textual

studies).

drama production

Assessment Specifications for this achievement standard can be accessed through the English Resources page found at
http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/ncea-subject-resources.

Quality Assurance

Providers and Industry Training Organisations must have been granted consent to assess by NZQA before they can register
credits from assessment against achievement standards.

Organisations with consent to assess and Industry Training Organisations assessing against achievement standards must
engage with the moderation system that applies to those achievement standards.
Consent and Moderation Requirements (CMR) reference

0233

Assessment Report 2015

Assessment Report for 90850: Show understanding of specified aspect(s) of studied visual or oral text(s), using
supporting evidence
http://www.nzqa.govt.nz/nqfdocs/ncea-resource/reports/2015/level1/english.pdf
Achieved:
Candidates who were assessed as Achieved commonly:

answered both parts of a chosen question, but this could have been uneven and some content non-specific

planned their response

knew their text(s) at a satisfactory level

implied knowledge of at least one visual, or oral language feature

used key words to structure their response, although this could have been inconsistent

followed a set structure for paragraphs that was repeated throughout the response

attempted to include comment regarding a creators purpose in producing a text

made at least ONE and often two relevant point to answer the specific aspect(s) of the question

used at least two recognised/acceptable visual techniques and showed how these linked to their essay idea
being explored

chose a question they understood or was better suited to their studied text

used dialogue as their only technique but this did get to low A
Not Achieved:
Candidates who were assessed as Not Achieved commonly:

did not answer one, or both parts of a question

did not address the question beyond the topic sentence of a paragraph

did not include visual, or oral language features in their answer

did not provide specific evidence from a text to support their views

reproduced a rote-learned answer without adapting this content to a new question

produced a plot summary

did not read question statement carefully and thus did not answer the specifics of the question

chose inappropriate questions

wrote insufficient responses (half to one page) lacking necessary development

wrote predominantly re-telling of the storyline

wrote overly long answers that, by the end, often marred an initial possible Achieve grade

attempted to use one technique but this was not relevant/had no link to the essay idea. (e.g.: a self-evident
or generalised quote)

used vague/imprecise visual features (used a mid-shot to show the idea/ technique is conflict).
Achieved with Merit
Candidates who were assessed as Achieved with Merit commonly:

produced a planned answer that was largely focused on the question

answered both parts of the question, in a semi-detailed, convincing manner

provided a range of visual, and / or oral language features to support their views, often commenting on how
these features worked in combination to produce specific effects

produced a consistently coherent response

discussed the effect of specific visual, and or oral language features in the text(s), moving toward the
directors purpose in using these techniques

displayed an awareness of the whole text, and the directors purpose(s) in presenting certain aspects to a
viewer / audience

understood the specifics of the question

explored/discussed both part of the question and focused on the key words (e.g. character changes /
created impact

used two or more relevant visual/verbal techniques. These were closely linked to the idea(s) being explored

showed convincing details but usually not more than high quality description

sometimes linked to relevant ideas/issues outside the text

Achieved with Excellence
Candidates who were assessed as Achieved with Excellence commonly:

focused consistently on the question

tended to weave both parts of the question into paragraphs

displayed a comprehensive understanding of visual, and / or oral language features employed in the text(s),
and their effects

discussed how visual, and / or oral language features work together to create a specific effect

offered insight into messages presented in a text, and the directors intention in delivering these, applying
this information to a wider context

provided perception that was not taught; rather, a clear personal interpretation of the text(s) studied was
evident
often used more than two visual/verbal features in a precise manner
inter-wove examples of dialogue, visual features throughout essay
sustained the idea(s) sufficiently
showed a good appreciation of director purpose
understood and could describe lucidly how the viewer response was manipulated. (linked to point above)
used precise visual/verbal features linked to director purpose
established a focused, literate commentary and stayed to this throughout the essay
understood irony and aspects that created mood/tone this often produced the perceptive understanding
sometimes linked their text ideas to similar issues in other texts/outside in contemporary society
incorporated a sense of maturity / personal responsiveness to the issue in the text
chose good questions for their texts (eg strong ve/+ve father/son relationship in Billy Elliot).

Standard specific comments:

It was pleasing to see many responses where candidates obviously understood the assessment criteria and included
visual and/or oral language features in well-structured essays. These candidates clearly and concisely answered the
question, and thus achieved well.
The main problem of the standard this year appeared to be students who were producing rote-learned essays that
discussed themes or characters, but did not actually address the specifics of the question. Similarly some students
tried to fit their rote-learned essay into other questions (such as symbols), but this was sometimes poorly done.
Students who were attempting to use rote-learned, pre-prepared essays were largely disadvantaged.
There were many 5-9 page answers students were writing far too much. Less can be more or adequate but long,
plot driven answers tended to detract from an initial potentially favourable assessment.
There is a group of about 10 films that are used throughout the country; some of these are really old films - Juno,
Remember the Titans, Billy Elliott, Slumdog Millionaire, Whats Eating Gilbert Grape? Given the prominence of film in
our society, it is disappointing to see the lack of variety in these film answers.
Positively, many candidates understood the requirements of this standard, and attempted to produce a structured
response that included visual / oral language features in support their views. There were however, a number of
responses where students knew their texts, but did not adapt what they knew to fit the demands of a task, or did not
include specific reference to visual / oral language features to support their views, which would separate responses
from the Written Text paper.
Candidates need to write evenly about both parts of their selected question throughout their response, proving they
understand their chosen text(s), and how aspects have been created, plus provide comment as to a creators
purpose(s) in presenting ideas to viewer.
Correct question choice was crucial for a candidates success; some students misinterpreted what symbolism was, or
focused on this briefly, preferring to write about ideas, while candidates who did not understand the meaning of
structure were unable to correctly answer this question.
Engagement with a text of sufficient complexity was required to access a Merit, or Excellence grade. This did not
mean that the studied text had to be modern; equally insightful responses were submitted for more traditional
texts where engagement was clearly evident. Some texts that seemed to limit responses included: Bend it like
Beckham, Freedom Writers, The Blind Side, Divergent, Mud, The Dark Knight. Some texts that were successful
for candidates who gained Merit, or Excellence included: Band of Brothers, Billy Elliot, Boy, Dead Poets Society,
Gattaca,Slumdog Millionaire, The Butler, The Help, The Imitation Game, Gallipoli, The Intouchables, Hugo
Q1 (Relationship) second most popular question attempted. Produced many Ns /low Achs as students struggled to
overcome a re-telling of the storyline. Best answers chose a clearly defined (teacher-student/parent-child, bullyvictim) relationship, usually in a heightened sense of conflict.
Q2 (character) most popular 31%. Some candidates forgot changes aspect. This question contributed to the most
As but was less effective in the Es.
Q3 (opening scene) was better handled by a majority of students. Weaker students did not know where opening
ended, however.
Q4 (setting) was well-handled and did often allow students to incorporate their learned response as part of the
theme/idea aspect of the question.
Q5. Few students seemed to understand symbol and often defaulted to character (as the italised note stated they
could) but did not understand the representative nature inherent in the question. This often produced a character
essay and not a symbolism essay. Some understood the symbolism (mockingjay bird in Hunger Games as symbol of
hope but did not explore how this was achieved as a film). That is, treated the idea as a general text idea and
not linked to specific visual features.

Q6 (structure) least popular and most poorly answered. Most did not understand the question and produced plotbased summaries.
Q7 (incident-s) tended produced more high As/low Ms but fewer Es. The tendency was to drift into plot summary.
Q8 (important technique) was the most effectively answered. But many weaker answers did not sufficiently explore
impact. Tendency to state techniques and forget purpose/impact. However, it did produce the highest number of
Es. Best questions for top grades/number of students attempting:
Q 8 (techniquesimpact)
Q4 (setting - idea)
Q7 (incident(s) - idea)
Q3 (opening scene - importance)

Learning Outcome (WALT)

Relate legends to the

modern day.

Observe and inquire while

observing a visual text

Create and maintain

detailed study notes

Identify specific film shots

Read texts critically

Identify relevant
information in a text

Enhance our vocabulary

by using new words in
context

Work with peers to

develop understanding
Answer questions using full
sentences

Suggested Activities
Pre-viewing:
Whale Rider as a modern legend

What myths/legends do you remember from your own culture?

What was/is the purpose of myths and legends?

Students gather myths and legends from Maori folklore

Rewrite in modern context (maybe can link to AS90052 1.4

Creative writing)

Present to class visual story telling or group drama

Initial viewing:
Initial Viewing

Teacher to introduce main characters, settings and themes.

Students to be aware of these during viewing.

Initial quiz

Remembering details of the film

Creating a study guide (Formative assessment)

Students will create their own study guide to assist in gathering

appropriate information to study from.
Film Terms test

Testing what students already know and equipping them with

appropriate terms to use during course of study.
Close reading:
Each section of the text has it's own close reading guided
questions. As the close viewing takes place, students also
complete notes for the formative assessment
Scenes 1- 5

The film as a whole

Paikea Scenes:
o Setting
o Character
o Plot

Film Technique
Scenes 6 9

School concert scenes

Skills
(Practical and thinking)

Resources
How Kiwi lost his
wings
How Maui slowed
the sun
Rata's Waka
Maui and the giant
fish
Initial viewing
Initial Quiz

Remembering details of the film

Creating a study
guide

Film terms test

Shot sizes

Persisting
Striving for accuracy
Thinking and communicating
with clarity and precision
Striving for accuracy

Close viewing: Task

sheet 1
Scene Analysis:
Task sheet 1

Close viewing: Task

sheet 2
Scene Analysis:

Thinking flexibly
Thinking about thinking
Striving for accuracy
Questioning and problem posing
Thinking and communicating
with clarity and precision
Gather data through all the
senses
Thinking interdependently
Remaining open to continuous
learning

Film Techniques
o Pourourangi Scenes
Scenes 13 22

Ancestors Scene (13 14)

Obligation (15 16)

o Discussion questions

Saying goodbye (17 22)

Techniques
Scene 23 33

Teaching old ways (23 24)

Taiaha (25 30)

Hemi (31 33)

Scenes 34 41

Tooth of a whale

Calling the ancient ones

Scenes

Scenes

Gather evidence about

key aspects of a written
text

Develop good study

practice

Take structured notes for

study purposes
Identify key elements of a text

42 50
School concert (42 47)
Pai's speech (47 50)
51 - 61
Who is to blame? (51 53)
Paikea's Whale (54 58)
My name is Paikea (59 61)

Discussion Questions

13 Questions total may need to break up, or deliver as discussion

points during the close viewing of the film
Create Study Guide:

Students complete information for their study guide

Plot outline

Students to complete CLOZE activity

Character
Kahu's Whakapapa

Students create a character genogram showing relationships

between characters
Detailed Character Notes

Task sheet 2
Close viewing: Task
sheet 3

Close viewing: Task

sheet 4

Close viewing: Task

sheet 5
Scene Analysis:
Task sheet 3
Close viewing task
sheet 6
Close viewing task
sheet 7
Scene Analysis:
Task sheet 4
Scene Analysis:
Task sheet 5
Discussion
questions

Plot outline

Kahu's Whakapapa
How do we learn

Thinking flexibly
Striving for accuracy
Developing "explanation" skills
Applying analysis to text
Synthesising information
Thinking interdependently
Remaining open to continuous

about character?
Pai's whale diary
Character chart:
Koro
Character chart:
Pai
Character
questions
Discussion points:
Bus Stop activity
Describe an
important
character

Essay guide:
Describe a key
relationship
(conlict)

How do we learn about Character?

Pai's Diary
Brainstorm Pai, Koro what type of people are they (character
traits)

Character chart: Pai and Koro detailed character traits

o Why are these characters important to the story?

Character questions: Kahu, Pai, Nanny Flowers, Porourangi, Rawiri,

Hemi

Character discussion points

o Bus stop activity and feedback. Links to theme

Describe an important character paragraphs

Relationship

Essay planning work-through: Describe an important

relationship and explain why it was important

Pai and Koro, Koro and Nanny Flowers, Pai and the Whale, Pai and
Nanny Flowers

State the relationship eg Granddaughter and Great Grandfather

Describe the relationship eg Uneven "I'll have nothing to do with

her" resentful/rejection/ignores, they had many characteristics in
common eg stubborn or persistent

Explain the importance of the relationship eg The relationship

between Pai and Koro provides most of the story. This is important
because leadership is a theme in the story and Pai's struggle to be
accepted by her Koro as future leader dominates the story
Conflict
Essay planning work-through: Describe at least one important
relationship in the text(s). Explain how this relationship
positively or negatively influenced one or more characters,
supporting your points with visual and / or oral language
features. (2015 exam)

How conflict shows / develops relationships? What do we learn

about people from conflict, from they way they react to conflict?
What growth do we see in Kahu / Koro / Nanny Flowers from their
experience with conflict?
Setting
Brainstorm: How is Whale Rider a uniquely NZ film?
Setting: A Maori setting

Setting: A Maori
setting

learning
Questioning and problem posing
Thinking about thinking
(metacognition)
Persisting


Students complete task sheet

How is this a Maori film?

Witi Ihimaera Interview

Read handout and answer questions

Style
Monomyth: Hero's Journey

Student handout

Computer lab students complete Monomyth interactive for

events Kahu experiences in Whale Rider. Encourage students to
use film techniques in their examples.

Relate back to myths at the start of the unit

Motifs in the film (a)

Group work (9 items)

Students to answer guided questions and present back to class as

'expert' for the motif

May like to relate to 'important events'

Motifs in the film (b)

Bus stop (4 items) students to have A3 copy of "Charting motifs

in the film"

Students to complete Motifs chart and discuss the written

component
Symbols in the film

The Waka, The Bicycle

Witi Ihimaera
Interview and
questions
Monomyth
http://www.readwri
tethink.org/files/res
ources/interactives
/herosjourney/
Motifs in the film
Important events
(film)
Charting motifs in
the film
Symbols: Waka
Symbols: The
Bicycle

Dont use the 'rope scene' because that can be used for
AS90856 1.11 Close Viewing
Theme
Essay prep:
Theme essay:

Teacher to supply theme essay questions.

(http://unfamiliartext.weebly.com/12-visual-text.html)
1. Brainstorm for ideas. Everyone must contribute. Get as many as
possible at least 10
2. Eliminate the less important
Cluster similar ideas and come up with one main one
3. Decide on the three or four most important
4. Each person is to pick one and

5.
Zine

Understand what the

question is asking
Write SEXY paragraphs

Summative assessment

Prepare a brief description of this idea as it occurs in the text

(depending on group size)

Find examples and quotes

Why is this idea important

Report back

A3 Zine to assist with potential essay about theme.

Pg 1 Write essay question and draw theme eg: Describe an
important idea. Explain how that idea is developed in the
text , supporting your points with visual and/or oral
language features.

Pg 2 3 TSEXY plan (T: A leader should always know what is

right)

Pg 4 5 TSEXY plan (T: A leader should lead through troubled

times)

Pg 6 7 TSEXY plan (T: A leader should always act for their tribe)

Pg 8 Divide page in half, top half = introduction, bottom half =

conclusion
Assessment: Formative
Students complete study guide.
What are we looking for?

Examiners report 2015

Students highlight the areas they think are most important

2014/5 Exam Questions

Note: 2013 Exam questions are in the study guide for students to
work on
Breaking down essay questions

Students use previous exam questions to understand assessment

criteria; what the question is asking; how to answer the question

Students create an 'essay map' to assist in answering questions.

Peer review of essay map and plan

SEXY Paragraphs also on powerpoint

Write essay for homework email to teacher

Peer review of anonymous work in groups

Assessment: Summative

Part of formal school exam period (Mocks)

A3 Paper
Zine instructions

Paragraphing
powerpoint
Previous exam
questions
"What are we
looking for?"
(Examiners report
2015)

Summative Exam:
Response to texts

Structured essay writing

Part of end of year exam period, externally assessed and moderated

by NCEA