TEACHER’S RESOURCES FOR ISSUE 2 2011: Enter the Dragon! · PDF filegiven in the contents...

ABOUT THIS BOOKLETThis booklet is divided into sections – called ‘big ideas’– based on the issue’s Enter the Dragon theme to provide students with a variety of learning experiences.

For each of the big ideas, activities are provided to develop students’ understandings about these key concepts through introductory, literacy and project activities. Each section includes an overview of the big idea, the related learning areas and the content, literacy and thinking skills to be developed.

Introductory activitiesThe introductory activities draw upon a range of learning areas. They relate specifically to focus questions and support students to draw upon their prior knowledge and develop their understandings about the world in which they live.

Literacy activitiesThe literacy activities relate specifically to articles in Explore. The teaching strategies for each article are given in the contents list on page 3 of the magazine. The reading activities help students to develop their reading and comprehension skills. The writing activities support students to develop their writing skills across a range of genres.

TEACHER’S RESOURCES FOR ISSUE 2 2011: Enter the Dragon!

Enter the Dragon! ISSUE SYNOPSISIn this issue of Explore, we explore the mythological world of dragons. The articles look as diverse topics including dragon mythology, the history of dragons, fantasy fiction and real-life dragons.

Enter the Dragon! BIG IDEAS The four big ideas in this issue are:

• Dragon mythology

• History of dragons

• Fantasy dragon fiction

• Real-life dragons.

Project activitiesThe project activities provide an opportunity for students to develop their inquiry and research skills – in particular, their independent learning skills.

2 • Explore issue 2 2011 • Teacher’s Resources

BIG IDEADragon MythologyStudents will be introduced to the mythology of dragons through an online dragon tour in Melbourne CBD. They will find out about dragon mythology through reading fiction and non-fiction texts. They will create, for a younger audience, a picture book based on one of the dragons stories presented to them. They will also research the significance of dragons in different cultures.

FOCUS QUESTION

What are the different mythological stories of dragons?

Learning area focus• Humanities • English • ICT

Content skills • Classifying • Locating • Exploring

Thinking skills• Interpreting • Understanding • Making connections • Thinking creatively

Literacy skills• Clarifying • Responding • Questioning • Interpreting

• Distribute poster paper and ask students to close their eyes and imagine what a dragon looks like. Have them visualise the features of the dragon using these prompts: – What does your dragon look like? – How big is it? – What are its features? – What can it do with these features? – What colour is it? – What type of skin does it have? – What does its face look like?

• Explain to students that they should use this visualisation to draw their dragon and that they should include all the dragon’s features in fine detail. They should also label the drawing to create a diagram that shows all of their dragon’s special features.

• Using Carole Wilkinson’s website <www.carolewilkinson.com.au/dragontour/> take the students on a virtual dragon tour around the city of Melbourne.

• Hand out copies of BLM 1 and tell students them that you will be taking a ‘virtual tour’ around the city of Melbourne in search of dragons.

• On an interactive whiteboard, display Carole Wilkinson’s website, read the introduction and ask: ‘Where do you think we’ll find dragons in the CBD of Melbourne?’ Have students share their predictions with the class.

• Show the map and explain that students will need to label their own maps of Melbourne CBD as they move through the virtual tour.

• Visit each site, read the location and have students find it on their maps. Read the site information and click on the pictures to enlarge them.

• Have students label their maps with brief information about each dragon site.

INTRODUCTORY ACTIVITIES


LITERACY ACTIVITIES

Shared reading activity

Text typeInformational

Resources‘East Meets West’, Explore pages 12–13

Introduce the text• Have students consider the following statement:

‘Traditionally, dragons have been viewed very differently in Eastern and Western cultures.’

• Use the strategy of Think–Pair–Share to discuss how dragons might possibly be viewed in different cultures. Ask students to think of examples to support their ideas and opinions when discussing the differences with their partner.

• Hand out copies of Explore and have students open to pages 12–13.

• Read out the title of the article and the introductory paragraph. Compare the information in the introductory paragraph to students’ own ideas and opinions about the differences between the cultures.

Read the text

• Ask students to consider, as you go through the article, the different ways dragons are portrayed.

• Read each of the sections with the students. After each section, discuss the portrayal of the dragons in that section.

Return to text

• Have students create a T-chart in their notebooks with the headings ‘Chinese’ and ‘British’. Reread the following sentences from the introductory paragraph: ‘In the East, in countries such as China and Japan, dragons are a symbol of power, strength and good luck. Western dragons from Europe, however, are to be feared, for they are fire-breathing, fierce and cruel.’

• Have students find examples in the stories from China and Britain that support the author’s introduction.

Independent writing activity

Text typeNarrative

ResourcesBLM 2 Picture Book Story Organiser‘East Meets West’, Explore pages 12–13

Responding to text

• Students will write, illustrate and publish their own children’s picture book based on the dragon legends presented in the article ‘East Meets West’.

• Ask students what they know about children’s picture books to gain an understanding of the different features (such as plot, characterisation and illustrations).

• Hand out copies of BLM 2 and explain that students should use the story organiser to record their ideas for telling a story from the perspective of one of the characters.

• Have students work in pairs. One student pitches their story to their partner and the partner provides feedback on how they might improve their story.

• Next the students should create storyboards to plan the relationship between the illustrations and text. Provide materials to make the books using a variety of methods.

• Have students present their completed books to the class.

Shared reading activity

Text typeNarrative

Resources‘Legendary’, Explore pages 22–23

Introduce the text

• Hand out copies of Explore and have students open to pages 22–23.

• Tell the class that the article describes different types of dragons from various cultures via a narrative.


Read the text

• Explain that as they read the text, students will need to consider what the main character knows about the different dragons in the story.

• Read the text together as a class. Stop after each main section and prompt students to review what has been read. In reviewing the text, students should identify key points about different dragons.

Return to text

• Ask the following questions to promote discussion about the narrative: – What were the different dragons that the main

character found? – What did the main character know about

these dragons? – How do you think he knew about these

different types of dragons? – Where did the dragons originate? – If you were the main character, how would

you have reacted as you came across these dragons?

Responding to textPoetry

ResourcesWorkbooks

Responding to text

• Have students think about the topic of gaming and choose a game that they would like to write a poem about. Outline the structure of diamante poetry and explain the parts of the poem:Line 1: Write the name of your topicLine 2: Write two adjectives about your topicLine 3: Write three action verbs that end in ‘-ing’Line 4: Write four nouns or a short phrase to describe your topicLine 5: Write three action verbs that end in ‘-ing’Line 6: Write in two adjectives about your topicLine 7: Write the name of your topic

• Review the different parts of speech to ensure that students understand what to do for each part of the poem.

• Have students write their poem in their workbooks and choose how to present it. Create a gallery of the students’ published poems and have them read each other’s poetry.

INDEPENDENT PROJECTS

• Students should independently research different types of dragons from a variety of cultures, such as Chinese dragons, the Rainbow Serpent, the Welsh red dragon (wyvern) and Japanese dragons. They should research these dragons using the 5Ws question starters:What is the cultural significance of these dragons?Who celebrates the significance of these dragons?Where did each type of dragon originate? When did each type of dragon originate?

Why are these dragons celebrated?

• Have students record, in note form, what they discover about each of the different types of dragons for each of the five questions.

• When they have completed this activity, have students share their information on a poster that includes text and images.


BIG IDEA

History of DragonsStudents will be introduced to historical information about how dragons have been portrayed, feared and celebrated in different cultures. They will investigate the significance of the Chinese dragon during festivals, such as Chinese New Year, and use this information to create a Chinese Dragon Puppet Dance. Students will also have the opportunity of creating a map of a dragon’s habitat in medieval Europe.

FOCUS QUESTION

What is the history of dragons in different cultures?

Learning area focus• History • ICT • English

Content skills• Listening • Viewing • Experimenting • Composing

Thinking skills• Understanding • Making connections • Thinking creatively • Evaluating

Literacy skills• Comparing • Contrasting • Predicting • Summarising

• As a class, watch the six short video clips on the Discovery Channel website <http://animal.discovery.com/convergence/dragons/myth/myth.html>.

• Before watching the videos, tell students they are going to hear about dragons from very long ago in the different parts of the world, including Syria, Greece, Northern Europe, Britain, China and South America.

• After viewing each clip, check if there were any words that students didn’t understand and explain their meaning. Then ask the following questions to promote class discussion:– What did you find out about the stories about

dragons in this culture?– When were stories of dragons recorded in the

country or region’s history?– How were the stories of dragons passed

down in history?

– What were the qualities of dragons in these stories?

• Use Golden Dragon Museum’s website <www.goldendragonmuseum.org/dragons.html> to find out about the different dragons displayed at the Golden Dragon Museum in Bendigo, Victoria. On an interactive whiteboard go to the website and introduce the dragon family using the following information:

The Golden Dragon Museum has a family of dragons on display. The museum was opened in 1991. It was designed to house the increasingly vast collection including Sun Loong, the longest Imperial dragon in the world (over 100 metres long) and Loong, the oldest Imperial dragon in the world (over 110 years) so that visitors to could view the dragons throughout the year.



LITERACY ACTIVITIES

Guided reading activity


Resources‘Dance of Good Fortune’, Explore pages 14–15

Introduce the text

• Ask: – What do you know about the significance of

dragons in Chinese culture? – What do you know about dragon dances?

• Have students read the article and discuss what they know about dragon dances. Ask students to share their own personal experience of seeing a dragon parade.

Read the text

• Have students read each section of the article and discuss what they have learned about dragon dance. Guide their reflections by asking: – What did you find out? – What do you think about this? – What do you believe about this? – How do you feel about this?

• Have students read the text independently, monitor their reading and provide guided support about their use of reading strategies.

Return to text

• Ask: ‘How is teamwork important in dragon dance?’

• Encourage students to identify information in the text that can help them to develop their ideas and opinions. Have students discuss their response to the question.


Text typePoetry

ResourcesBLM 3 Dragon Tongue Twisters

Responding to text

• Tell students that they will be creating tongue twisters about dragons. Ask if anyone knows about tongue twisters and have them share with the class (e.g. Peter Piper).

• Explain that a tongue twister is hard to speak as they usually use alliteration, which is the repetition of consonant sounds in words near each other. Note that it is the sound, not the letter that is important: therefore ‘cake’ and ‘Cindy’ do not alliterate, but ‘cool’ and ‘kids’ do alliterate.

• Hand out copies of BLM 3. Students should brainstorm or use a dictionary or thesaurus to find words beginning with ‘D’.

• Ask them to write four different tongue twisters and then illustrate their favourite one on the worksheet.

• Have students each select their favourite tongue twister and collaborate on entering them in an electronic document to be shared with the class.

• Organise students into small groups. Have each group browse the website to locate key historical facts about one of the dragons: Loong, Sun Loong, Yar Loong, Gansu Loong, Ming and Ping Loong or Xiao Le Loong. Students should consider the following: – translated meaning of name– appearance of dragon– first appearance to the public– origins of the dragon – number of carriers. Have each group report their findings back to the class.


Reading to activity


Resources‘Here be Dragons’, Explore pages 16–17

Introduce the text

• Display the phrase HC SVNT DRACONES and pronounce it for the class (hic sunt dracones). Explain that the phrase is written in Latin and is found on antique globe of the world. Ask students to form pairs and try to predict what this phrase could mean and share their prediction with the class.

• Hand out copies of Explore and ask students to turn to pages 16–17. Introduce the article title, ‘Here be Dragons’ and discuss what students think the text will be about.

Read the text

• Read the text aloud to the students in the following four sections: – Here Be Dragons– Fearful Times– Creatures of the Deep– Modern Day Dragons

• Use the following questions to promote discussion with the students after reading each section: – What did you find out? – What was the key information related to the

headings? – What were the beliefs of people many

centuries ago? – Why do you think they had these beliefs?

Return to text

• Compare students’ predictions about the article with the actual information in the text.

• Have students consider how people’s beliefs about dragons originated. Discuss how these beliefs have changed over time and why this has happened.

Guided writing activity

Text typeDescriptiveMapping

ResourcesA3 paper

Responding to text

• Have students think about the features of a dragon’s habitat in medieval times in Europe. Ask: ‘If dragons were real in medieval times, where do you think they would live?’

• Have students brainstorm the type of natural features that would be in a dragon’s habitat by describing a dragon’s habitat. Prompt them with questions: – What would the habitat look like? – What would it sound like? – What would it smell like? – What would it feel like?

• Hand out A3 or poster paper and ask students to create their own an imaginary map of a dragon’s habitat.

• Outline the important features of a map, such as aerial views of natural features of the habitat, a legend with symbols, a grid and a compass rose.

• Have students share and describe their completed dragon’s habitats in front of the class.



• Have students form groups of four to create a Chinese dragon puppet dance.

• First they need to create their puppets.

• Then they should use instruments to create a musical rhythmic score with four beats.

• Hand out red paper, gold card, scissors, glue or double-sided tape, glitter, coloured markers, sticky tape and two chopsticks per student. Explain that they will need to read the article ‘Chinese Dragon Puppet’ on pages 24–5 of Explore. Students need to carefully follow the instructions in the article and use the materials provided to make their Chinese dragon puppet.

• When they have completed their puppets, provide each group with an A3 copy of BLM 4 and the following musical instruments: hand drum, cymbals and finger cymbals.

• Students should use BLM 4 to create a four-beat rhythmic score that incorporates each instrument and then decide how their puppets will move to the rhythm to perform their Chinese dragon puppet dance.

• For their performance in front of the class, the students will need to select who will be musicians and puppeteers. If there is an opportunity, the groups can perform their dance for other classes as well.



• Ask students if they have seen the animated film How to Train Your Dragon. On an interactive whiteboard, display the website for the film <www.howtotrainyourdragonintl.com> and tell students that film studios create websites for children to explore the story and characters of the film. (Note: this site can be slow to load.)

• Go to the ‘Videos’ page to watch the trailer. Ask students what the main character may have learned about dragons by developing a friendship with a dragon.

• Allow students to explore the website to find out about the Vikings, dragons and the training ground for dragon slaying.

• Hand out copies of BLM 5. Tell students that they need to record important lessons and dragon slaying tips by watching the video Dragon Training. Have students share what they found out about dragon training.

• Display the How to Draw Cartoons website dragon page <www.how-to-draw-cartoons-online.com/dragon-cartoon.html> and tell students they will have the opportunity of creating their own cartoon dragon character. Read the three main sections of the online article and look at the sketches: – Draw a simple framework– Draw the head of your dragon cartoon– Draw the body step by step.

• Discuss the steps in the process of creating a cartoon character.

• Hand out A3 or poster paper and give students time to sketch their dragons using pencils, crayons or felt pens.

• Have students name their dragons and share their dragon cartoons with the class.

BIG IDEA

Fantasy Dragon FictionStudents will read and view different fictional dragon characters from a range of fantasy fiction. They will explore the process of writing that includes doing research about the author Carole Wilkinson. They will create their own fictional dragon character by investigating the steps for drawing cartoons. Students will also have the opportunity of writing a character profile and a proposal for a video game.

FOCUS QUESTION

How are fictional dragon characters created?

Learning area focus• The Humanities • The Arts • English

Content skills• Researching • Describing • Viewing • Presenting

Thinking skills• Thinking creatively • Making connections • Reasoning • Analysing

Literacy skills• Identifying key information • Note taking • Discussing • Questioning



Text typeInterview

Resources‘Dragon Keeper’, Explore pages 6–7

Introduce the text

• Introduce The Dragonkeeper series of chapter books. Ask if students have heard of the series or of its author Carole Wilkinson.

• Ask students to share and express their interest and experiences of reading or watching fantasy fiction. Discuss why writers may be interested in writing this particular type of fiction.

Read the text

• Hand out small sticky notes or tags and tell students to mark passages within the article as they read that they want to talk about, such as things they have questions about or that they find interesting. They should write the reason for making the passage on the sticky note.


Return to text

• When students have read the text, encourage them to share the information in the article that they have questions about or found interesting, including their reasons for selecting the passage.


Text typeTransactional

ResourcesCarol Wilkinson website <www.carolewilkinson.com.au>.

Responding to text

• Ask students what sorts of questions they would ask if they were to interview the author Carole Wilkinson about her research and writing about dragons.

• Have students form groups of 8–10. Hand out A3 paper. Have students fold the paper in half and write the headings ‘Questions’ and ‘Answers’ on each side of the fold. On the question side, ask students to record a question they would ask Carole Wilkinson, then pass the paper to the person sitting on their right. This person should read the first question, write their own and then pass on the paper until all group members have written a question. (No questions should be repeated.)

• Then the group should browse the website to find possible responses that Carole Wilkinson would make if she was interviewed.

• Alternatively, students could incorporate these questions into a letter to the author.



Resources‘From Smaug to Saphira’, Explore pages 8–9

Introduce the text

• Hand out copies of Explore and ask students to turn to pages 8–9. Discuss students’ knowledge of fictional stories of dragons in books or films.

• Have students create a list of these stories and describe what they know about the authors, plot and characters of the different stories.

• Ask: If you were to portray a fictional dragon character in a story, what would it be like? Have students share their ideas and opinions.

Read the text

• Ask students to read each section of the article and discuss what they learned about the different fictional dragons:– The Bad Guys– The Good Guys– Fiery Flicks– Playing with Fire


LITERACY ACTIVITIES



• Explain to the students that they will work in teams to create a proposal for a video game set in the fantasy world of dragons. Have students form teams. Ask: – What is the theme of the fantasy world? – Who are the main characters? – What’s the goal? – What will game play be like? – Is it similar to an existing game?

• Hand out copies of BLM 9 for teams to record their design brief.

• Have the teams brainstorm and discuss their ideas and pitch their proposals to the class, explain all the details of their video game.

Return to text

• Encourage students to return to the text to locate and identify information related to the portrayal of fictional dragons to make a list of characteristics of fictional dragons. Discuss students’ experience of reading the books and watching the films described in the text.


Text typeDescription

ResourcesBLM 6 Character Profile

Responding to text

• Hand out copies of BLM 6 and explain that students should use the planner to organise their ideas and create a character profile of their cartoon dragon character from the introductory activity.

• On the worksheet, students record information about the character – its physical appearance, personality traits, strengths and weaknesses.

• Students should also write a descriptive paragraph about their dragon, using the following outline to scaffold students’ writing: – Topic sentence: The topic sentence tells the

reader what the paragraph is going to be about.

– Body: The body is the main part of the paragraph that tells the reader about your topic by including specific details.

– Concluding remarks: The closing sentence reminds the reader what the topic of the paragraph is about.

• Have students publish their paragraphs and display these with their cartoons. Provide the opportunity for students to share their character profiles with the class.


BIG IDEAReal-Life DragonsStudents will find out about the real-life dragons that can be found in Australia and Indonesia. They will also find out about the beliefs of different cultures in regard to these dragons and be introduced to the importance of UNSECO World Heritage Listed Sites. They will create shape poetry, labelled diagrams and interactive maps, all related to real life dragons.

FOCUS QUESTION

What are the different real-life dragons?

Learning area focus• The Humanities • The Arts • English

Content skills• Labelling • Describing • Viewing • Presenting

Thinking skills• Thinking creatively • Making connections • Reasoning • Analysing

Literacy skills• Identifying key information • Comparing and contrasting • Discussing • Role playing

• Ask: – What do you know about dragonflies? – Why do you think dragonflies were given this

name?

• On an interactive whiteboard, display the ‘Here be dragons’ Flickr web page <www.flickr.com/photos/meanandpinchy/sets/72157600731648479/>. (Click on one of the photos and it will enlarge, then you will be able to click on ‘Prev’ and ‘Next’ links at the top right of the photos.)

• Ask students to note down the different names of the dragonflies and their features. After viewing a selection of the photos, have students compare the similarities and differences between dragons and dragonflies.

• Visit the Wikipedia dragonfly page <http://en.wikipedia.org/wiki/Dragonfly> to find out what different cultures believe about dragonflies. Have students draw conclusions about how eastern and western cultures viewed

dragonflies and compare these views with what students know about the way the cultures viewed dragons.

• Introduce students to Komodo Island in Indonesia and the Komodo National Park as a UNESCO World Heritage Site by visiting the following websites on the interactive whiteboard: <http://whc.unesco.org/en/list/609/>, <www.komodonationalpark.org/> and <http://maps.google.com.au>.

• Use the 5Ws strategy to tune students into finding out about the uniqueness of Komodo Island: Where is Komodo Island situated?What is unique about Komodo Island?Who is the United Nations Educational, Scientific and Cultural Organization?When was the Komodo National Park listed as a UNESCO World Heritage Site?Why is the Komodo National Park a UNESCO World Heritage Site?



LITERACY ACTIVITIES



Resources‘Komodo’, Explore pages 4–5

Introduce the text

• Discuss with students their knowledge about Komodo dragons.

• Hand out copies of Explore and ask students to turn to pages 4–5. Have students generate their own questions about what they would like to find out about these real-life dragons.

• Have students share their questions and explain how establishing questions before reading non-fiction texts helps the reader to focus on the information they are looking for while reading the text.

Read the text

• Ask students to read the text and discuss the information presented. Have students consider if the information is related to their questions. If it is, encourage students to record the information in note form.


Return to text

• Encourage students to return to the text to review the information that will help them to answer their questions about Komodo dragons. Have students share about whether their questions were answered and where they found this information in the article. Discuss how generating questions before reading the article was helpful for them as readers when reading a non-fiction text.


Text typePoetry

Resources‘Komodo’, Explore pages 4–5Poster paper

Responding to text

• Tell students that they will be creating a shape poem about Komodo dragons. Explain that shape poetry doesn’t have to rhyme, but that it describes something while being written in the shape of the object.

• As a class, brainstorm the topic of Komodo dragons. Encourage students to draw on the information that they read in the ‘Komodo’ article in Explore. Read over the words and phrases collected during the brainstorm and prompt students to consider additional ideas about Komodo dragons that is not yet included.

• Tell students that they are to use the ideas from the brainstorm to write a draft of 4–6 lines about Komodo dragons. Have them share their lines with a partner and make revisions if they wish.

• Look at different pictures of Komodos and have students sketch the outline shape of a Komodo. Have students use the sketch to write the text around the shape of their Komodo.

• Provide the opportunity for students to engage in poetry reading and sharing the different-shaped poems with an audience (their own class or another one).

• Hand out copies of BLM 7. View the websites and have students locate the information to answer the questions and record it on the worksheet.

• Alternatively, organise students into groups and provide the opportunity for students to work independently on the task.



Text typeInterview

Resources‘My Unusual Pet’, Explore pages 10–11

Introduce the text

• Introduce the title of the article and discuss with students what they would they consider to be an unusual pet and why.

• Hand out copies of Explore and ask students to turn to pages 10–11.

• Have students read the main headings and look at the photos. Have students form groups and discuss their predictions about the article and then have them report back to the group. Record their predictions, using the following questions to prompt them to justify their predictions: – What made you think of your predictions? – What clues did you use within the text? – How did viewing the headings and images

help you come to this prediction?

Read the text

• Have students read the article and compare it with their predictions.


Return to text

• Ask: ‘What are important considerations in keeping an unusual pet such as a Bearded Dragon?’ Discuss students’ responses.


Text typeReport

ResourcesBearded Dragon Guide website <www.beardeddragonguide.com>BLM 8 Dragon Home Habitat

Responding to text

• Show students several examples of labelled diagrams and ‘think aloud’ to students how a diagram can support the readers’ understanding of a topic. Highlight to students how a diagram looks like the real thing and has labels next to the most important parts.

• Tell students that they will be creating a labelled diagram to inform people about keeping a bearded dragon in a tank. They will need to research and decide what information they should include on their labelled diagram. Students can use the website in the article to research the requirements for keeping a bearded dragon as a pet, including information about providing an appropriate habitat for a bearded dragon in a tank.

• Hand out copies of BLM 8 and have students label the important parts of the tank.

• Have students share and display their diagrams.


• Tell students they will be working as ‘Dragon Detectives’ to investigate the different dragons that can be found in Australia. Explain that students will need to create an interactive map showing where dragon lizards can be found in Australia.

• Explain that dragon lizards are easy to tell from other lizards as they have rough scales, strong legs, five toes on each foot, large round heads, fleshy tongues with no fork and they are active during the day.

• To develop their interactive maps, students will need to work in PowerPoint. On their presentation they will need to include the following:

– a slide with a map of Australia – a slide with a map showing where dragon

lizards live in Australia – hyperlinks from each location where a type of

dragon lizard is found to another slide – slides showing pictures of each type of

dragon lizard with captions.

• Students can use the Oz Animals website <www.ozanimals.com/wildlife/Reptile/Dragons.html> to investigate dragon lizards of Australia..

• When the interactive maps are completed, have students critique and evaluate each other’s interactive maps.

Name: Date:


BLM

1

Melbourne Dragon Tour

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Litt

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Coh

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Queen St

Elizabeth St

William St

King St

Russell St

Exhibition St

Spring St

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Swanston St

Foru

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Name: Date:


BLM

2

Picture Book Story Organiser

Use this planner to assist you in creating a picture book for younger readers.

Organising ideas Pages Plan

Write the title of the book and the name/s of the author/s

1

Introduce the characters and the setting

2–3

Establish the main problem of the story

4

Action of the character to deal with the problem

5

The results of this action

6

Action of the character to deal with the problem

7


8

Actions of the character to deal with the problem

9


10

Character takes the right action

11


12–13

The problem is resolved, the story ends

14

Name: Date:


BLM

3

Dragon Tongue Twister

A tongue twister is hard say as it usually has a lot of repetition of the same letter or sound. This is called alliteration and it makes writing more fun and interesting to read.

Have a go at creating your own tongue twisters about dragons.

1 Brainstorm or use a dictionary or thesaurus to find words beginning with ‘D’.

2 Write four different tongue twisters using the words from above.

3 Illustrate your favourite tongue twister.

Name: Date:


BLM

4

A Musical Score

In groups, use the legend below to compose your own musical score using a four-beat rhythm with the hand drum, cymbal and bells.

Beats / Instrument Hand Drum Cymbal Bells

4 beats

2 beats

1 beat

½ + ½ beats

Example 1: Drum

Rhythm Beat 1 Beat 2 Beat 3 Beat 4

Hand Drum ½ ½ 1 ½ ½ 1

Example 2: Cymbal


Cymbal 2 1 1

Your own musical score


Hand Drum

Cymbal

Bells

Name: Date:


BLM

5

Dragon Training

Watch the video on the How to Train Your Dragon website <www.howtotrainyourdragonintl.com> to find out important tips for training dragons. Record your notes in the table below for each lesson.

Lesson Title Dragon Training Tips

1 Deadly Nadder

2 Gronckle

3 Monstrous Nightmare

4 Hideous Zippleback

5 Night Fury

6 Terrible Terror

Name: Date:


BLM

6

Character Profile

Use your dragon cartoon character from the introductory activities to create a character profile. Use the planner below to organise your ideas about your fictional dragon character. Record information about your character, including its physical appearance, personality traits and strengths and weaknesses.

Dragon’s name:

Physical appearance Personality traits

Strengths Weaknesses

Name: Date:


BLM

7

Komodo Island

Use the 5Ws strategy – What? Where? Who? When? Why? – to find out about the uniqueness of Komodo Island. Locate information to answer the questions and record your answers in the table below.

What? What is unique about Komodo Island?

Where? Where is Komodo Island situated?

Who? Who is the United Nations Educational, Scientific and Cultural Organization?

When? When was the Komodo National Park listed as a UNESCO World Heritage Site?

Why? Why is the Komodo National Park a UNESCO World Heritage Site?

Name: Date:


BLM

8

Create a labelled diagram to show the requirements for keeping a bearded dragon in a glass tank.

Search on the web to find information about keeping bearded dragons as pets, including the website suggested in the Explore article (‘Komodo’, pages 4–5 in issue 2 of Explore) <www.beardeddragonguide.com/>.

Record the important facts about providing an appropriate habitat for a bearded dragon in a tank as labels on the diagram.

Dragon Home Habitat

Name: Date:


BLM

9

Video Game Design Brief

Imagine you are a team of video game designers and you are working on a project to create a fantasy world of dragons for a video game. Together you will need to develop storyboards to include in a proposal for your game. You will need to include information for each of the categories below.

Character names and profiles

Story outline

Description of game play

TEACHER’S RESOURCES FOR ISSUE 2 2011: Enter the Dragon! · PDF filegiven in the contents...

Documents

Transcript of TEACHER’S RESOURCES FOR ISSUE 2 2011: Enter the Dragon! · PDF filegiven in the contents...