Theme BelongingKey Concept Imagery

Focus for this unit - learning intentionStudents will read, view and create imaginative texts. They will be able to communicate with a wide range of audiences on familiar and introduced topics. Students will explore and identify different ways in which texts differ according to

Stage 1, Year 2

10 weeks

Objective ACommunicate through

speaking, listening, reading, writing, viewing and

representing.

Objective B Use language to shape and make meaning according to

purpose, audience and context.

Objective C Think in ways that are imaginative, creative,

interpretive and critical.

Objective D Express themselves and their relationships with others and

their world.

Objective E Learn and reflect on their

learning through their study of English.

Speaking and Listening 1EN1-1A Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations- Develop and apply

contextual knowledge- Understand and apply

knowledge of language forms and features

- Respond to compose texts

Writing and representing 1EN1-2A plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers

- Develop and apply contextual knowledge

- Understand and apply knowledge of language forms and features

- Respond to and compose texts.

Reading and Viewing 1EN1-4A draws on an increasing range of skills and strategies to fluently read view and comprehend a range of texts on less familiar topics in different media and technologies.

- Develop and apply contextual knowledge.

- Understanding and apply knowledge of language forms and features.

- Respond to, read and view texts.

Writing and representing 2EN1-7B identifies how language use in their own writing differs according to their purpose, audience and subject matter.- Develop and apply

contextual knowledge- Understand and apply

knowledge of language forms and features.

- Respond to and compose texts

Grammar, Punctuation and Vocabulary

EN1-9B uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of texts when responding to and composing texts.

- Develop and apply contextual knowledge

- Understand and apply knowledge of language forms and features.

- Understand and apply knowledge of vocabulary.

Thinking imaginatively and creatively

EN1-10C thinks imaginatively and creatively about familiar topics, ideas and texts when responding to composing texts.- Engage personally with texts- Develop and apply

contextual knowledge- Understand and apply

knowledge of language forms and features

- Respond to and compose texts.

Expressing ThemselvesEN1-11D responds to and composes a range of texts about familiar aspects of the world and their own experiences.- Develop and apply

contextual knowledge- Understand and apply

knowledge of language forms and features

- Respond to and compose texts.

Reflecting on LearningEN1-12E identifies and discusses aspects of their own and others’ learning

- Understand and apply knowledge of language forms and features.

List of Texts to be used: Speaking and listening 1Develop and apply contextual knowledge

Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others and

Writing and Representing 2Develop and apply contextual knowledge

identify the audience of imaginative, informative and persuasive texts

Understand and apply knowledge of language forms and

apply knowledge of language forma and featuresUnderstand and apply contextual knowledge of language forms and features

identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs

explore different ways of expressing emotions, including verbal, visual, body language and facial expressions

Respond to and compose texts communicate with increasing confidence in a range of

contexts engage in conversations and discussions, using active

listening behaviours, showing interest, and contributing ideas, information and questions

use role-play and drama to represent familiar events and characters in texts

use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately

Writing and representing 1Develop and apply contextual knowledge

understand how planning, composing and reviewing contribute to effective imaginative, informative and persuasive texts

experiment in all aspects of composing to enhance learning and enjoyment

Understand and apply knowledge of language forms and features

create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose

understand the process of planning, drafting and publishing imaginative, informative and persuasive texts

Respond to and compose texts plan, compose and review simple imaginative,

informative and persuasive texts on familiar topics compose texts supported by visual information (eg

diagrams and maps) on familiar topics create events and characters using different media

that develop key events and characters from literary texts

compose a range of written forms of communication, including emails, greeting cards and letters

experiment with publishing using different modes and media to enhance planned presentations

reread and edit text for spelling, sentence-boundary punctuation and text structure

Reading and Viewing 1Develop and apply contextual knowledge

discuss different texts on a similar topic, identifying similarities and differences between the texts

Understand and apply knowledge of language forms and features

understand that nouns represent people, places, things and ideas and can be, for example, common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and

features understand that different types of texts have

identifiable text structures and language features that help the text serve its purpose

compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning

Respond to and compose texts compose and review written and visual texts for

different purposes and audiences

Grammar, Punctuation and VocabularyDevelop and apply contextual knowledge

begin to understand that choice of vocabulary adds to the effectiveness of text

Understand and apply knowledge of language forms and features

explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)

Understand and apply knowledge of vocabulary recognise, discuss and use creative word play, eg

alliteration and onomatopoeia

adjectives identify the parts of a simple sentence that represent

'What's happening?', 'Who or what is involved?' and the surrounding circumstances

Respond to, read and view texts use comprehension strategies to build literal and

inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures

use background knowledge of a topic to make inferences about the ideas in a text

predict author intent, series of events and possible endings in an imaginative, informative and persuasive text

Thinking imaginatively and creativelyEngage personally with text

engage in wide reading of self-selected and teacher-selected texts, including digital texts, for enjoyment, and share responses

recognise the way that different texts create different personal responses

respond to a wide range of texts through discussing, writing and representing

Develop and apply contextual knowledge Recognise and begin to understand how composers

use creative features to engage their audience. Identify and compare the imaginative language used

by composers.Understand and apply knowledge of language forms and features

identify creative language features in imaginative texts that enhance enjoyment, eg illustrations, repetition

Respond to and compose texts Recreate texts imaginatively using drawing, writing,

performance and digital forms of communication. Predict and discuss ideas drawn picture books and

digital stories.

Expressing themselvesDevelop and apply contextual knowledge

Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created.

Understand and apply knowledge of language forms and features

Discuss aspects of imaginative texts such as setting and dialogue, making connections with students’ own experiences.

Respond to and compose texts Discuss the place of Dreaming stories in Aboriginal

and Torres Strait Islander life. Identify, explore and discuss symbols of Aboriginal

and Torres Strait Islander culture and recognise recurring characters, settings and themes in Dreaming stories.

Reflecting on learningDevelop and apply knowledge of language forms and features

Discuss some of the ways that story can be reflected in a variety of media, e.g film, music and dance.

Pictures - Belonging Teaching/Learning Activities Resources

Objective ACommunicate through speaking, listening, reading, writing, viewing and representing.

Modelled Reading:Look at the picture of students arriving to school. Identify with the students the people in the image and what they are doing. Ask the students the following questions ( give the students thinking time then ask the students to share with a partner and report back to the groups)1. What group does the people in the photo belong to? (E.g. school group/ Indigenous

community)2. How do you know they belong to a group? (E.g. physical appearance, school uniform,

school grounds)3. Why is important to belong to this group? (answers may vary)4. What do the members of the group get out of belonging to this group?

Modelled Writing:In groups, students are given a set of pictures. They are asked to choose one and list as many adjectives to describe what is happening in the picture. They are encouraged to use as many interesting adjectives as possible. They are then to come up with 3 sentences to describe what is happening in the picture to be displayed around the room.

Objective B Use language to shape and make meaning according to purpose, audience and context.

Modelled Writing:The students sort a selection of images according to the type of text they come from: an informative text or an imaginative text. Ensure they are familiar with these terms and their meanings; do not assume that they are. Discuss and record the images on a chart for display (hard copy or digitally). Some possible responses are given in the table below.

Images in factual texts are often: Images in fiction are often:Photographsrealistic drawingsblack-and-white line drawingsdiagramschartsgraphslabelled drawings or photos

imaginative; not realisticmake-believe charactersanimals that can talkanimals that wear clothescolourfuldrawings made with pencil, pastel or crayonpainted

Explain that the students will now look closely at the family pictures. Students discuss the specific features evident in the two pictures and complete a Venn diagram to highlight similarities and differences.

GrammarLesson 1: NounsUsing the underwater scene ask children to name as many nouns they can see on the page. Students then write sentences using some of the words. Students then underline the nouns used in their sentences.

Lesson 2: NounsPlay any form of the parlour game “The old oak chest” in which students in turn name items found in the old oak chest, each person repeating the list in its correct order and adding one item of their own. It could be used to name items under the ocean.

Objective C Think in ways that are imaginative, creative, interpretive and critical.

Guided Writing:Students are shown “four friends” image. They are asked to independently create a short story about the image and what is happening to the characters. The emphasis of the story should be about belonging to a group and the positiveness that is gained from a sense of belonging.

Objective D Express themselves and their relationships with others and their world.

Modelled reading:View the duckling picture. Again discuss as a class the features of the image and highlight the colour, size, angles, and position of the characters in the picture. Students then recreate this picture using a variety of materials, drawings, paintings, digital photography or computer animation this time putting themselves in the same position as a character in the image. Students have the opportunity to share these images with their peers.

Objective E Learn and reflect on their learning through their study of English.

Self-reflection:Students complete the attached self-reflection sheet after they have worked in a small group to create sentences to describe what is happening in each picture. Students consider the following;

- What did they do?- What did they achieve?- What could they do differently next time?

Stellaluna by Janell Cannon (Storyline online)Teaching/Learning Activities Resources

Objective ACommunicate through speaking, listening, reading, writing, viewing and representing.

Prior to viewing the text, show students the front cover of Stellaluna by Janell Cannon. Discuss the images on the cover, focussing on the animals, time of day etc. Ask students to turn to a partner and discuss what they ‘wonder’ about the text. Write student responses on the board, so they can be referred to later. Read the information on the back cover of the book to students. If students have any additional ‘I wonder’ statements, add these to the board.

View Stellaluna at storyline online http://www.storylineonline.net/stellaluna/

Review the ‘I wonder’ questions students posed at the beginning of the lesson and see if the questions have been answered.

Pose the following questions to students: What might have happened to Stellaluna and the birds if Stellaluna had not found her mother. Do you think that Stellaluna would have tried to continue behaving like a bird? Why or why not? Would the birds have tried to behave like bats? Would Stellaluna have returned to her bat ways as she got older?

Discuss the main events that occurred in the story. Provide students with the story map stencil, appropriate to their ability

level. Students either a) draw images of events that occurred in the story; b) read, cut out and paste the events in the correct order and draw images to correspond; c) write about what happened in the story and draw their favourite part.

Stellaluna by Janell CannonInternet AccessStory Map Stencil/s

Objective B Use language to shape and make meaning according to purpose, audience and context.

Revise the terms nouns, verbs and adjectives. Use the book to highlight how different grammatical features. For instance: discuss capitalisation of names and other proper nouns; look at the quotation marks throughout the story and discuss what they are used for; identify the adjectives and adverbs used and discuss how this allows for enhanced visualisation for the readers.

Re-read the first paragraph on page 4 that begins “The dark leafy tangle of branches”- notice the descriptive words. Ask if they can “picture” this scene in their mind. Have your students write a descriptive sentence (or paragraph) describing a specific place - their backyard, a favourite place, or a room in their house.

Discuss the structure of a cinquain poem.Cinquains have five lines

Line 1: Title (noun) - 1 word Line 2: Description - 2 words

Line 3: Action - 3 words Line 4: Feeling (phrase) - 4 words

Line 5: Title (synonym for the title) - 1 wordNavigate to http://www.eduplace.com/tales/content/wwt_045.html complete the online poem together as a class on birds. Then have the students create their own cinquain poem about bats. Can present cinquain

Stellaluna by Janell CannonBat templateWork books / Paper

poem on bat template.

Objective C Think in ways that are imaginative, creative, interpretive and critical.

Inform students that all living things adapt to their surroundings. Babies born in China learn to speak Chinese and eat Chinese food. They learn the customs and way of life of the people around them. Ask students to provide other cases where people/things adapt to their environment.

Imitation Game: In the book Stellaluna one species of animal is asked to imitate another. Work on imitating an animal (actions and sounds). Have students demonstrate their imitations for each other and have the other students identify the animal they are imitating.

Go back through the book Stellaluna paying particular attention to the two types of illustrations on each spread of pages. Notice that the tiny pencil drawings above the text tell the story from the point of view of Stellaluna’s mother. Discuss with someone how this adds to the story. Now, students illustrate the story from the point of view of Pip, Flutter or Flap.

Stellaluna by Janell Cannon

Objective D Express themselves and their relationships with others and their world.

During circle time ask the students about any friends that they’ve had that are different from them in some way. Tell ways these differences have caused problems? How did you solve these problems?

Text to self connections – Encourage students to make connections with the text.

o When Stellaluna lost her mother she felt scared. When have you felt scared? When? What helped you to feel better?

o “How embarrassing!” Ask students about a time when they have been embarrassed? When? What made you feel better? Have you ever seen a friend get embarrassed? How did you help her to feel better?

o The birds felt out of place with the bats (just as Stellaluna felt out of place with the birds). Have you ever felt out of place somewhere? When? What helped you to feel better? What should you do when you see someone who looks like they feel out of place?

Students could write about their text to self connections on the sheets provided.

Text to Self Connection Stencils (if required)

Objective E Learn and reflect on their learning through their study of English.

Jointly develop criteria for assessing their own and others' descriptive sentences/paragraphs. Paying particular attention to use of capitals, adjectives, adverbs etc. Students assess their own work and work of two of their peers.

Students work in small groups using a stop motion app to represent the story of Stellaluna, or their own story about belonging to a group. Prior to starting emphasise the importance of working cooperatively in a group. Share presentations with the class and have students reflect on how they worked together.

iPads x 6 with stop motion app

The Secret Garden

Teaching/Learning Activities Resources

Objective ACommunicate through speaking, listening, reading, writing, viewing and representing.

Attached is a unit which will be referred to throughout this unit study of the concept imagery under the brushstroke theme of

‘Belonging’ in the

imaginative text ‘The Secret Garden’.

Lesson 1 Visualisation. Students view the cover of the book and look at images of

gardens in the following website displaying Monet’s paintings of gardens.

https://www.google.com.au/search?q=monet's+garden+art&tbm=isch&tbo=u&source=univ&sa=X&ei=GiVBUpjaAeOOigentIGoCg&ved=0CEkQsAQ&biw=1366&bih=530&dpr=1

Read the following visualisation while students close their eyes.

‘I want you to walk along a garden path feeling the sun on your back. The gentle breeze is ruffling your hair as you climb to the top of a hill. When you stand on the top of this hill you can see far, far away, as far as the eye can see.’

After a couple of minutes, playing soft music, ask the children to open their eyes and share their images with a partner. Students return to their desks and sketch their secret garden. A sentence is written to describe their garden and where it might be.

Time is given to show and talk about their drawings in a small group.

Read the first two chapters. Why does Mary have to leave India and why is she bad-tempered?

‘The Secret Garden’ by Frances Hodgson Burnett

Monet’s art website

Objective B Use language to shape and make meaning according to

Lesson 2A Triple Venn diagram(Appendix B page 7 in (The Secret Garden-Internet unit) is displayed. As the characters are described throughout the story, adjectives are written in the circles to describe the characters.A vocabulary list is displayed and words are added as reading

http://www.coreknowledge.org/mimik/mimik_uploads

purpose, audience and context.

progresses. Read to page 27. Mary finds the secret garden. How does she

change upon entering the garden and why? How is her little friend the robin important in her life? Compare Dickon's upbringing with Mary's and Colin's. How is it different? Is it important, or just incidental, that Dickon is a "common moor boy" rather than a member of the "privileged class"?

Predictions-Ask ‘I wonder’ questions such as: I wonder what will happen to the overgrown garden? I wonder if Mary will become a happy person? I wonder if she will tell others about the key and the secret garden? Ask the students to sit in pairs and choose their own ‘I wonder’ questions? Write adjectives to describe Mary in the Triple Venn Diagram

Discuss figurative language in narrative texts. metaphor-a strong comparison; simile-like something else; symbol-representing something; personification-having human characteristics.

imagery descriptions Metaphor and simile He is a bear in the morning. The water shone

like the sun. symbol The sun rose next morning bringing hope. personification The sunflower shone its face on us.

Prior to reading to page 35 look ahead at the pictures to make some predictions.

How does Colin change after meeting Mary? Who did the secret garden belong to? Why do you think that Colin’s father/Mary’s uncle was so sad.

Write adjectives to describe Colin and Dickon in the Triple Venn Diagram.

The extracts below are read either by the teacher or selected students. Locate any figurative language the author has implemented in her writing.

It was the sweetest, most mysterious-looking place any one could imagine. The high walls which shut it in were covered with the leafless stems of climbing roses which were so thick that they were matted together. Mary Lennox knew they were roses because she had seen a great many roses in India. All the ground was covered with grass of a wintry brown and out of it grew clumps of bushes which were surely rosebushes if they were alive. There were numbers of standard roses which had so spread their branches that they were like little trees. There were other trees in the garden, and one of the things which made the place look strangest and loveliest

/lesson_plans/1412/5_TheSecretGarden.pdf

http://www.literatureproject.com/secret-garden/index.htm

was that climbing roses had run all over them and swung down long tendrils which made light swaying curtains, and here and there they had caught at each other or at a far-reaching branch and had crept from one tree to another and made lovely bridges of themselves. There were neither leaves nor roses on them now and Mary did not know whether they were dead or alive, but their thin gray or brown branches and sprays looked like a sort of hazy mantle spreading over everything, walls, and trees, and even brown grass, where they had fallen from their fastenings and run along the ground. It was this hazy tangle from tree to tree which made it all look so mysterious. Mary had thought it must be different from other gardens which had not been left all by themselves so long; and indeed it was different from any other place she had ever seen in her life.

But the big breaths of rough fresh air blown over the heather filled her lungs

Never, never had Mary dreamed of a sky so blue. In India skies were hot and blazing; this was of a deep cool blue which almost seemed to sparkle like the waters of some lovely bottomless lake, and here and there, high, high in the arched blueness floated small clouds of snow-white fleece.

The robin was tremendously busy. He was very much pleased to see gardening begun on his own estate.

The bulbs in the secret garden must have been much astonished. Such nice clear places were made round them that they had all the breathing space they wanted

There, indeed, was the robin, and she thought he looked nicer than ever. His red waistcoat was as glossy as satin and he flirted his wings and tail and tilted his head and hopped about with all sorts of lively graces. He seemed determined to make Ben Weatherstaff admire him. But Ben was sarcastic.

• Students use a sentence frame to write a sentence using an example of figurative language either in a small group, individually or in pairs,

• Vocabulary to display in the classroom.affectionate– feeling or showing great like/love towards a

person or thingamuse– to pass time with something pleasantalternately– occurring by taking turnsappalling– something shocking or horribleayah– a nurse or maid native to Indiabewilderment– a state of confusionbungalow– a house with a single story and a roof with a low slopecompound– a group of buildings and landcross– angry and annoyeddesolation– terrible ruin, grief or sadnessdisagreeable– having a bad attitude or mooddisdaining– to look at in disgust or angerdisgracefully– loss of respectdisturbed– to trouble the mind of; make uneasyexpression– the way one’s face looksfatal– causing deathfretful– unrest, specially of the mindgay– happily excitedgoverness– a woman who teaches and trains a child in a private homehastily– quicklyhibiscus– a large family of trees and shrubs with flowersimploringly– to beseech or entreatintensely– extremely, very much somysterious– mystifying or puzzlingneglected– to give little to no attention toqueer– oddly unlike the usual or normalslunk– to move with fear or shametyrannical– characteristic of a harsh or brutal rulerveranda– a roofed porch or gallery attached to a housewailing– to make a sound like a sad cry

Objective C Think in ways that are imaginative, creativeinterpretive and critical.

Lesson 3Complete the reading of the book.Students complete the Triple Venn Diagram to record how the characters have changed and the similarities between them.In pairs students plan and write a Response to the book following this structure.-a brief summary of the story-list the main characters and how they changed-select your favourite character/characters and write the reason for the choice

-why do you think Mary spent so much time in the garden-were there any parts of the story which you did not like and why-interpret the author’s view that- ‘Happiness must be grown in one’s own garden’ Mary Engelbreight‘Where you tend a rose , a thistle cannot grow”

Objective D Express themselves and their relationships with others and their world.

Lesson 4Display the ‘Making Connections chart’Discuss with the students if they find any connections with their own lives and this story. Encourage students to use sentence starters to express their connections. Would you have acted like Mary to bring the garden to new life and help Colin overcome his unhappiness?

Objective E Learn and reflect on their learning through their study of English.

• Reflect on the Triple Venn Diagram used throughout the story and discuss with their partner why the changes took place in the main characters, as well as in some of the other characters in the story.

• Using Appendix B page 5 in The Secret Garden Internet unit, write about what you learnt from reading the story in your own diary.

• Complete the quiz in Section 3, Appendix G page 2(The Secret Garden-Internet unit)

1. Predict what would have happened to Colin if Mary had not found him. 2. Write three results of Mary finding the secret garden.

Poetry – Black Fella White fella Teaching/Learning Activities Resources

Objective ACommunicate through speaking, listening, reading, writing, viewing and representing.

Begin the lesson and watch music video of ‘Wake Me Up’ by Aviviihttp://www.youtube.com/watch?v=IcrbM1l_BoIDiscuss what they video is about (particularly what the older girl says towards the end). Why do/don’t they BELONG

Continue by introducing the topic of ‘Belonging’. Ask the students what they think it means to belong. Create a ‘mindmap’ of their responses. Discuss their responses and the reasons for the responses given.

Continue the lesson with a discussion on poetry and what the students know about poetry. Is all poetry the same, what is poetry and how do we know it is poetry. Show examples of different types of poems, eg Diamante, Acrostic, Rhyming and discuss how they are similar and how they differ (create a Venn Diagram).

Before you read the text and after the text is read make predictions about the poem. After the poem is read ask the students to turn to their knee-to-knee partner and discuss the authors purpose in writing the text. Also ask them to discuss whether the authors purpose was achieved for them.

Read the poem – Black fella white fella to the class. Ask the students to listen to the poem with their eyes closed, so they can create and image in their minds of the words and what it being described.

Discuss who the students think the poem is talking about and what the poem is about.

Ask the students to create a drawing to show what they imagine the poem is about and who they see in the poem.

Pose a question for the students to think about – How can I relate to the poem? Is it about me? Do I belong in this poem?Modelled Writing -

Jointly create a short poem (maybe an Acrostic or Diamante) about belonging. Possibly use some of the words (language) from the jointly created ‘mindmap’.

Black Fella White Fella by Neil Murray

Objective B Use language to shape and make meaning according to purpose, audience and context.

After discussing the authors purpose for writing the poem, now discuss who the poem was written for? Discuss the students ideas about who the poem was for and why they think this.

What language (words) has the author used to enhance his purpose of the poem? Does the language used create a sense of belonging? If so how?

Put students in small groups and give the groups a typed out section of the poem. Give them a highlighter and have them underline the words the author has used to enhance meaning. Bring the class back together and go through the poem together highlighting the words they believe are important on creating purpose.

Once words have been identified explore how these words help to create imagery when reading. What would happen if you changed

some of these words for other words? Will the imagery change? Why or why not?

Objective C Think in ways that are imaginative, creative, interpretive and critical.

After reading the text and drawing a picture of how each student imagines the poem, address whether we all imagined the same thing.

Why may we not imagine the story the same way? Discuss that different life experiences affect how we see things and what we may believe.

Read some more poems as a class and in small groups? How do the poems differ in how they make the students feel? Discuss the different imagery the authors use when creating each of the poems as a small group and as a class.

Jointly identify the language features the author has used in each of the selected poems. How have these language features helped the poem? Have they made it funny, sad, more enjoyable, etc?

Jointly review Black fella white fella and one other poem in regard to the language features the author used and the purpose for their use. Write a joint review of this.

Objective D Express themselves and their relationships with others and their world.

How do the words that the author has used help us to imagine what is happening. Did the words help the students to create accurate images.

What is the main theme of the poem? Can the students make any connections with the story and their own life? Show the pictures to the students and can they make any inferences about areas that the poem might be about (eg Outback Australia).

Discuss with the students how you the teacher can make connections to the text, eg, through travel, friends, experiences, etc.

Could the poem be about Aboriginals and white Australians. Why or why not? Discuss dreaming stories with the class and read some examples to the class. Do these stories have a similar theme to the poem?

Objective E Learn and reflect on their learning through their study of English.

As a class discuss what they have learnt about ‘Belonging’? How do they know that they belong?

Students explain what language features authors use to create imagery and enhance the meaning of the text?

The Little Refugee – By Anh Do and Suzanne DoTeaching/Learning Activities Resources

Objective ALesson One Book – The Little Refugee

Communicate through speaking, listening, reading, writing, viewing and representing.

Read book to students and then discuss the imagery and how the pictures convey various emotions. Discuss with students how language and imagery can complement each other. Discuss how imagery can enhance the language used in texts. Discuss how body language can be conveyed through pictures.

In small groups provide students with a scenario such as mum having a new baby, someone having a nightmare, going on a roller coaster. Have them work together to design a role play that enacts the given scenario with a focus on using themselves to convey various emotions.

As an extension students could also draw pictures of their scenario using imagery to convey the emotions that they role played.

Lesson Three

Provide students with a recount scaffold and jointly rewrite the story of the Little Refugee. Prompt students during the process to examine the planning process that takes place when writing.Look at the structure and features that need to be included to write and imaginative, informative or persuasive piece.Draw attention to the grammatical features that were discussed in the previous lesson such as possessive pronouns.

Scenario cards

Paper or workbooks. Pencils

Recount Scaffold, pencils

Objective B Use language to shape and make meaning according to purpose, audience and context.

Lesson Two

Display a piece of text on the board and as a whole class discuss the grammatical features that are present in that piece of text. Discuss the possessive pronouns of my, ours etc that are present in the text.

Provide students with an excerpt from the text and in small groups guide students through identifying the grammatical features in the text.

Pieces of text

Coloured pencils

Objective C Think in ways that are imaginative, creative, interpretive and critical.

Lesson Four

Display the picture on page 6 of the boat on the seas with people on the deck. (Looks like they are in a storm) Brainstorm with students what words they picture makes you feel, for example, scared, anxious, cold, wet, frightened. Bring to the student’s attention that if you changed the sky to being sunny and blue, Would you feel the same? Discuss how the imagery influences thoughts and feels. Discuss how you do not even need words to elicit feelings about something.

Discuss with students opportunities they may have had to go on a boat. What sort of boat? Why did they go on it? Have students make a picture of

The Littlest Refugee, marker cardboard or whiteboard, variety of craft materials and art paper.

them going on a boat. Use a variety of materials to enhance the imagery. Discuss with them the salience of the picture. (what feature in the picture they create do they want to stand out?)

Objective D Express themselves and their relationships with others and their world.

Lesson Five

Utilise the art work created in lesson four and as a whole class discuss the feelings and emotions that looking at other students creations elicits. These feelings may be happy, excited, sunny, etc. but they may also be jealous, envious and sad if some students have not had the opportunity to experience going on a boat.

Have students write in the writing books a narrative about going on a boat trip. They could incorporate pieces of the book ‘The Little Refugee’ or even the movie ‘Titanic’ if they are familiar with them.

‘The Little Refugee’ writing books, pencils and artwork.

Objective E Learn and reflect on their learning through their study of English.

Pre-testHave students complete the pre-test to identify their understandings about what is required to write recounts and their understandings of possessive pro nouns.

At the end of this unit have students reflect on their initial understandings and add in a different coloured pencil their new understandings.

Have students come together and share what they have learnt, what they think are the important points to remember when writing recounts. Also have them identify what they need to practice or know more about.

Pre-test Sheet

Assessment / Collecting EvidenceObservationAnecdotal RecordsChecklist / MatrixRubric (CTJ)Self-AssessmentPeer AssessmentStudent Teacher ConferenceJournalsAssessment task

Possible Links to Other KLA’s

Mathematics History Science & Technology