School Radio

TIDDALIK THE FROGRESOURCE PACKKS1 / AGE 5 - 7

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Traditional Tales - Tiddalik the Frog

5

7

31: Tiddalik the Frog - Part one

2: Tiddalik the Frog - Part two

3: Resource Sheets

Resource Pack by Siobhan Skeffington

Siobhan Skeffington is an Education Consultant, Author and Leading Teacher with 30 years experience teaching in the UK and overseas.

IntroductionThis Resource Pack has been written for KS1 (Years 1 and 2). However, most of the content could be adapted for LKS2 (Years 3 and 4) too. The lesson plans address the main skills in the reading and writing journey:• The big question - probing deeper thinking around a topic• Vocabulary - exploring any unfamiliar vocabulary / pre-teaching• Reading skills - linked to the curriculum skills• Bringing the text to life - immersing children in the text / clip• Grammar, Punctuation & Spelling - application of a skill• Main writing activity - including opportunities to plan• Proof-reading / Editing - making simple revisions and additions• Additional writing activities - opportunities to extend elarning and master skills

All of the Resource Sheets can be found with the Pack. However any words that appear in blue are hyperlinked to the online location of the resource, allowing you to conveniently display resources on a web page or to print individual resources.

www.bbc.co.uk/teach/school-radio © BBC 2020 www.bbc.co.uk/teach/school-radio © BBC 2020

1: Tiddalik the Frog - Part oneIntroduction

This is an aboriginal story from about 65,000 years ago when there was ‘Dreamtime’ and the world was created. Tiddalik was a frog who only cared about himself. He was always very hungry and thirsty and liked to gobble up all the flies before the other frogs had a chance.

It was the hottest time of year: the land was dry and all the animals were very thirsty. Kookaburra and the birds were just about to drink when Tiddalik opened his enormous mouth and drank up all the water in the stream. While Tiddalik, slept Kangaroo led all the thirsty birds and other animals to a wide flowing river. Then Koala took them to a billabong...but each time Tiddalik came along and drank all the water. There was no more water left so what were the animals going to do?

The big question(s)

• What country does this story come from? (Australia).• Should we take more than we need of food or drink?• What makes a good leader?• Why did the animals follow Koala?

Vocabulary to discuss

Share the words on Resource Sheet 1 - the vocabulary sheet.

Further discussion needed: appetite, appeared, gum tree, yawned, croaked

Reading: what do you remember?

Retrieval and inference skillsWatch the animation and read Resource Sheet 2 - the Illustrated text.Reminder for KS1 pupils:• When answering a retrieval question, you need to pick out information

directly form the text• When answering an inference question, you will need to work out

what the author is suggesting using clues from the story which are not directly written.

1. Where did Tiddalik live?2. Why was Tiddalik always bad-tempered?3. Where did Kookaburra take the birds?4. Why were all the animals thirsty?5. What made Tiddalik’s tummy rumble?

Bringing the text to life

Platypus is another animal who lives in Australia. Platypus likes to drink fresh water and has just arrived at the meeting with Koala. However, Platypus does not know Tiddalik at all and has never seen a giant frog.

Imagine you are Koala and are giving a detailed description and demon-stration of Tiddalik, so Platypus knows what to look out for.• Can you describe what he looks like?• Can you demonstrate how he walks?• Can you demonstrate how he eats?• Can you describe what kind of character he is?• How does he make you feel?

In pairs take it in turns for one to be Koala and one to be Platypus. Platypus can also ask questions of his own.

Share Resource Sheet 3 - the illustration of Tiddalik.

3

Tiddalik the Frog

www.bbc.co.uk/teach/school-radio © BBC 2020

Grammar, Punctuation & Spelling

Adding -er and -est to adjectivesWe use the suffixes -er and -est to make comparisons. Look at these examples:Emu is bigKangaroo is biggerTiddalik is the biggest animal

Share Resource Sheet 4 - Missing suffixes. Can the children write in the missing suffixes -er or -est or names to complete the sentences?

Answers1. Kookaburra is smaller than Dingo.2. Emu is taller than Kookaburra.3. Kangaroo is the tallest animal.4. Koala is smaller than Dingo / Emu/Kangaroo.5. Dingo is taller than Koala / Kookaburra.

Main writing activity

Writing an information pamphletWrite an information pamphlet on where different animals get their food and water from in Australia.

Who is your audience? Other children in the class / parents and carers.

• Research on the internet where different animals find water in Australia.

• Use some of the information in the story.• The animals are native to Australia.• What about other animals such as platypus, wallaby, etc?• Consider these questions: What animals are you including? / Where

are their habitats? / Where do they find food and water? / What prob-lems do they encounter trying to find food and water?

Think about how to present your information.• You may want to include diagrams and pictures.• You need a bold heading.• Make the information clear and interesting.• You could use subheadings.

Share Resource Sheet 5 - pamphlet templates. There are two examples: one portrait, one landscape.

Proof-reading / Editing

Find the mistakes• Check the sentences make sense.• Correct the spellings.• Check the punctuation.• Use a different coloured pen.

1. Tiddalik pushd the other animals aside (pushed) (.)2. the water inside tummy his swished and rumbled louder than ever.

(The) (his tummy)3. Koala bear stoped at the billabong. (stopped)4. tiddalik had drunk so much he was biggest than Kangaroo. (Tiddalik)

(bigger)

Also available as Resource Sheet 6.

Additional writing activities

• Write a description of each of the animals in the story without saying who they are. See if your partner can guess the animal.

• Read Resource Sheet 7 - the lyrics for the song ‘Tiddalik the Frog was thirsty, thirsty’. Write your own poem about Tiddalik the Frog. Will it be rhyming or not? Remember poems can use language in lots of different ways!

4

Tiddalik the Frog

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www.bbc.co.uk/teach/school-radio © BBC 2020

2: Tiddalik the Frog - Part twoIntroduction

The animals were very thirsty but Tiddalik had drunk all the water in the entire land. Koala suggested they go and see Wombat, who was known to be wise. Wombat thought they should try and make Tiddalik laugh so all the water could be released from his belly. So the animals invited Tiddalik to a ‘Funny Show’.

The animals’ plan failed to begin with because Tiddalik didn’t think Kook-aburra’s joke was funny...or Kangaroo’s challenge to a boxing match...or Koala’s funny faces. Tiddalik didn’t laugh when Snake twirled and danced but then Snake got twisted in a terrible knot and finally that made Tiddalik laugh and all the water came tumbling out of his belly. Tiddalik really enjoyed himself and promised not to drink all the water again.

The big question(s)

• What would it be like to live in the place where the story is set?• Does laughter cheer us up if we are feeling grumpy?• Why was Wombat described as wise?

Vocabulary to discuss

Share the words on Resource Sheet 1 - the vocabulary sheet.

Further discussion needed: plants wilted, bored, squeezed, funny expres-sions, twirled

Reading activity: What do you remember?

Retrieval and sequencing skillsWatch the episode and Read the Resource Sheet 8 - the Illustrated text.

Share Resource Sheet 9 - Write the events in the correct order.Write out the sentences on the left in the correct order on the right.

Answers:1. ‘Let meeeeee have a go,’ came a hissing voice.2. Snake whirled and twirled.3. She twisted and turned.4. But still Tiddalik did not laugh.5. Snake danced faster and faster6. until she tied herself in a big knot.7. (Something about making Tiddalik laugh)

Bringing the text to life

Make Tiddalik laugh!Tiddalik ended up laughing because Snake got in a pickle! Can you make Tiddalik laugh? Can you help the animals think of other ideas?• Recap what the animals did to make Tiddalik laugh.• Tell your own a joke.• Write it on a piece of paper and tell it to the class.• Act out a pretend boxing match.• Choose two children to act it out.• Pull funny faces.• Make up an amusing dance.• What other things might make Tiddalik laugh? Singing a funny song,

acting out a funny sketch…

5

Tiddalik the Frog

www.bbc.co.uk/teach/school-radio © BBC 2020

Grammar, Punctuation & Spelling

Different types of sentencesRecap statement, command, exclamation, and questionCan you put a tick to show what type of sentence each one is? Can you write your own sentences?

Remind children:• Exclamations need to start with what / how and include a verb.• Statements or commands can be punctuation with a full stop or an

exclamation mark.• Questions can only be punctuated with a question mark.• Exclamations can only be punctuated with an exclamation mark.

Sentence Exclamation Command Question StatementOut of my way! ✔

What can we do? ✔

It was time for the show to begin.

✔

What a huge belly you have!

✔

Also available as Resource Sheet 10.

Main writing activity

Write an alternative ending to the story Who is your audience? The class / parents or carers.• What if Snake had not danced that day?• What would have happened?• You could think about the ideas from bringing the story to life.• What else could have happened to Tiddalik to make the water

escape? Tickling him with a feather, shocking him with a loud ‘BOO!’

• Use Resource Sheet 11 - the Writing sheet.

Proof-reading / Editing

Find the mistakes• Check the sentences types have the correct punctuation.• Correct the spellings.• Use a different coloured pen.

1. ‘Gather round everyone?’ said Wombat. (! Or .)2. ‘Where do frogs keep their lunch boxes in school.’ asked Kookaburra.

(?)3. Wombat wos lying in the shade of a tree. (was)4. Wombat was a wise old creature? (.)

Also available as Resource Sheet 10.

Additional writing activity

• Word search - use Resource Sheet 12.• Sequence the story - use Resource Sheet 13. Put the story in order

and write a sentence to go with each picture.• Use Resource Sheet 14 - the picture of Snake - and write a sentence

in the thought bubble to show how she is feeling when she is all knotted.

6

Tiddalik the Frog

Long

, lon

g ag

o - d

urin

g th

e D

ream

Tim

e - t

here

live

d a

very

la

rge

frog

calle

d Ti

ddal

ik.

Tidd

alik

live

d in

the

rush

es b

y th

e st

ream

. He

was

alw

ays

hung

ry

and

alw

ays

thirs

ty...

and

beca

use

he w

as a

lway

s hu

ngry

and

thirs

ty

he w

as a

lway

s gr

umpy

too.

Wha

t an

appe

tite

Tidd

alik

had

! H

e w

ould

gob

ble

up a

ll th

e fli

es

befo

re th

e ot

her f

rogs

had

a

chan

ce!

1

He

didn

’t ca

re if

they

wen

t hun

gry.

A

ll he

car

ed a

bout

was

him

self!

It w

as th

e ho

ttest

tim

e of

the

year

. Th

e su

n be

at d

own

on th

e dr

y,

dust

y la

nd a

nd th

e fro

gs w

ere

all

thirs

ty. B

ut th

ey w

eren

’t th

e on

ly

ones

who

nee

ded

to d

rink.

So

did

all t

he o

ther

ani

mal

s.

Koo

kabu

rra

lived

in a

tree

nea

rby.

‘Let

’s g

o to

the

stre

am to

drin

k,’

he s

aid

to th

e ot

her b

irds.

Wha

t a w

elco

me

sigh

t the

stre

am

was

. And

the

bird

s w

ere

just

ab

out t

o dr

ink

whe

n Ti

ddal

ik

arriv

ed...

‘Out

of m

y w

ay! I

’m th

irsty

!’ he

cr

oake

d.

Scho

ol R

adio

© B

BC 2

019

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w.b

bc.c

o.uk

/sch

oolr

adio

Tidda

lik th

e Fro

g

Part

Tidda

lik th

e Fro

g

Part

2

Tidd

alik

pus

hed

the

bird

s as

ide

and

open

ed h

is e

norm

ous

mou

th.

He

dran

k an

d dr

ank

and

dran

k.

He

was

drin

king

all

the

wat

er

in th

e st

ream

! Dow

n w

ent t

he

wat

er...

dow

n...d

own.

..unt

il al

l tha

t w

as le

ft w

as m

ud.

The

wat

er in

side

Tid

dalik

’s tu

mm

y sw

ishe

d an

d ru

mbl

ed.

‘Tha

t’s b

ette

r! N

ow a

ll I n

eed

is a

lit

tle re

st!’

The

gian

t fro

g sl

ept,

whi

le th

e bi

rds

and

othe

r ani

mal

s ga

ther

ed

roun

d K

ooka

burr

a.

‘The

re’s

no

wat

er le

ft fo

r us

to

drin

k. W

hat c

an w

e do

?’ th

ey

crie

d.

Koo

kabu

rra

didn

’t kn

ow e

ither

.

‘I kn

ow s

omew

here

we

can

go fo

r w

ater

!’ It

was

Kan

garo

o. ‘F

ollo

w

me!

’

The

anim

als

and

bird

s fo

llow

ed

Kan

garo

o as

she

hip

pety

-hop

ped

acro

ss th

e la

nd. B

efor

e lo

ng, a

w

ide,

flow

ing

river

app

eare

d.

And

the

thirs

ty a

nim

als

low

ered

th

eir h

eads

, rea

dy to

drin

k...w

hen

they

hea

rd a

sou

nd...

It w

as T

idda

lik, h

is g

iant

wat

er-

fille

d be

lly s

wis

hing

and

rum

blin

g!

Scho

ol R

adio

© B

BC 2

019

ww

w.b

bc.c

o.uk

/sch

oolr

adio

Tidda

lik th

e Fro

g

Part

3

‘Out

of m

y w

ay! I

am

stil

l thi

rsty

!’ he

cro

aked

.

Then

he

open

ed h

is m

outh

and

dr

ank

and

dran

k an

d dr

ank.

He

was

drin

king

all

the

wat

er in

the

river

! Dow

n w

ent t

he w

ater

...do

wn.

..dow

n...u

ntil

all t

hat w

as

left

was

mud

.

Tidd

alik

had

dru

nk s

o m

uch

wat

er

he w

as a

s bi

g as

a b

ush!

And

the

wat

er in

side

his

tum

my

swis

hed

and

rum

bled

loud

er th

an

ever

!

‘Tha

t’s b

ette

r!’ h

e ya

wne

d. ‘N

ow

all I

nee

d is

a li

ttle

rest

!’

The

gian

t fro

g sl

ept,

whi

le th

e bi

rds

and

othe

r ani

mal

s ga

ther

ed

roun

d ka

ngar

oo.

‘The

re’s

no

wat

er le

ft fo

r us

to

drin

k. W

hat c

an w

e do

?’ th

ey

crie

d.

Kan

garo

o di

dn’t

know

eith

er.

‘The

re’s

one

mor

e pl

ace

we

can

go fo

r wat

er!’

It w

as K

oala

Bea

r. ‘F

ollo

w m

e!’

The

anim

als

and

bird

s fo

llow

ed

Koa

la a

s he

pad

ded

acro

ss th

e ho

t dus

ty la

ndsc

ape.

..unt

il K

oala

B

ear s

topp

ed a

t the

bill

abon

g.

Scho

ol R

adio

© B

BC 2

019

ww

w.b

bc.c

o.uk

/sch

oolr

adio

Tidda

lik th

e Fro

g

Part

The

anim

als

gath

ered

at t

he p

ool

of w

ater

and

wer

e ju

st a

bout

to

drin

k w

hen.

..the

y he

ard

a fa

mili

ar

soun

d. It

was

Tid

dalik

aga

in -

his

gian

t bel

ly s

wis

hing

and

rum

blin

g!

‘Out

of m

y w

ay! I

am

stil

l thi

rsty

!’

Then

he

open

ed h

is m

outh

and

dr

ank

and

dran

k an

d dr

ank.

He

was

drin

king

all

the

wat

er in

the

billa

bong

! Dow

n w

ent t

he w

ater

...do

wn.

..dow

n...u

ntil

all t

hat w

as

left

was

mud

.

Tidd

alik

had

dru

nk s

o m

uch

wat

er

he w

as a

s bi

g as

a g

um tr

ee!

And

the

wat

er in

side

his

tum

my

swis

hed

and

rum

bled

loud

er th

an

ever

!

‘Tha

t’s b

ette

r! N

ow a

ll I n

eed

is a

lit

tle re

st!’

The

gian

t fro

g sl

ept,

whi

le th

e po

or th

irsty

ani

mal

s w

orrie

d.

‘The

re’s

no

mor

e w

ater

to d

rink

in

the

entir

e la

nd!’

they

crie

d. ‘W

hat

are

we

goin

g to

do?

’

4

Scho

ol R

adio

© B

BC 2

019

ww

w.b

bc.c

o.uk

/sch

oolr

adio

Tidda

lik th

e Fro

g

Part

1

2

Tiddalik the Frog was thirsty, thirstyTiddalik the Frog was thirsty, thirstyHe drank all the streams until he was burstingThen lay down and started snoringWhat a thing to do!

And the animals said ‘We haven’t a clueHow to make him stop!What can we do?’The big frog snoredAnd his tummy grumbled:Swish! Swish! Swish! Rumble! Rumble!

Tiddalik the Frog was thirsty, thirstyHe drank all the rivers until he was burstingThen lay down and started snoringWhat a thing to do!

© BBC Learning 2018

3

©BBC Learning

3

And the animals said ‘We haven’t a clueHow to make him stop!What can we do?’The big frog snoredAnd his tummy grumbled:Swish! Swish! Swish! Slop! Slop! Slop!Rumble! Rumble!

Tiddalik the Frog was thirsty, thirstyHe drank the billabong until he was burstingThen lay down and started snoringWhat a thing to do!

And the animals said ‘We haven’t a clueHow to make him stop!What can we do?’The big frog snoredAnd his tummy grumbled:Swish! Swish! Swish! Slop! Slop! Slop!Plop! Plop! Plop!Rumble! Rumble!

© BBC Learning 2018

Ther

e w

as n

o w

ater

any

whe

re

and

the

land

had

bec

ome

a de

sert:

all

was

dry

and

dus

ty, t

he

gras

s fa

ded,

the

plan

ts w

ilted

.

‘The

ani

mal

s ar

e so

thirs

ty!’

said

K

anga

roo.

‘All

beca

use

of T

idda

lik!’

said

K

oala

.

‘Wha

t are

we

goin

g to

do?

’ sig

hed

Koo

kabu

rra.

1

‘I ha

ve a

n id

ea,’

said

Koa

la. ‘

Let’s

go

to s

ee W

omba

t!’

Wom

bat w

as a

wis

e ol

d cr

eatu

re,

who

they

foun

d ly

ing

in th

e sh

ade

of a

tree

in th

e fo

rest

.

‘I ha

ve h

eard

wha

t Tid

dalik

has

do

ne,’

said

Wom

bat.

‘But

wha

t we

can

do?’

ask

ed

Koo

kabu

rra.

‘Wel

l, no

w...

If w

e’re

to g

et th

e w

ater

bac

k, w

e’ll

need

get

it o

ut

of T

idda

lik’s

bel

ly,’ s

aid

Wom

bat.

‘But

how

can

we

do th

at?!

’ ask

ed

Koa

la.

Scho

ol R

adio

© B

BC 2

019

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oolr

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Tidda

lik th

e Fro

g

Part

2

‘Wel

l...b

y m

akin

g hi

m la

ugh!

’ re

plie

d W

omba

t. ‘H

ere’

s w

hat

we’

ll do

. We’

ll pu

t on

a sh

ow fo

r hi

m -

a Fu

nny

Sho

w! Y

es! W

e’ll

mak

e Ti

ddal

ik la

ugh.

We’

ll m

ake

him

laug

h so

muc

h al

l the

wat

er

in h

is b

elly

will

com

e ru

shin

g ba

ck

out a

gain

!’

‘I’ll

tell

Tidd

alik

one

of m

y jo

kes!

’ sa

id K

ooka

burr

a, g

ettin

g ex

cite

d.

‘I’ll

chal

leng

e hi

m to

a b

oxin

g m

atch

!’ sa

id K

anga

roo.

‘And

I’ll

mak

e Ti

ddal

ik la

ugh

by

pulli

ng m

y fu

nny

face

s!’ s

aid

Koa

la.

‘All

very

goo

d id

eas,

’ sai

d W

omba

t. ‘N

ow w

e ju

st n

eed

to

send

Tid

dalik

an

invi

tatio

n.’

The

Funn

y S

how

was

pla

nned

fo

r tha

t ver

y ev

enin

g, to

be

held

by

the

drie

d-up

stre

am w

here

Ti

ddal

ik li

ved.

‘Wha

t’s th

is?’

cro

aked

Tid

dalik

, w

hen

he re

ceiv

ed h

is in

vita

tion.

‘Why

am

I be

ing

invi

ted

to a

funn

y sh

ow?

I don

’t fin

d an

ythi

ng fu

nny!

B

ut I’

m b

ored

. I s

uppo

se I

may

as

wel

l go.

’

It w

as ti

me

for t

he s

how

to b

egin

.

‘Gat

her r

ound

, eve

ryon

e!’ c

ried

Wom

bat.

‘Wel

com

e to

the

Funn

y S

how

!’

Scho

ol R

adio

© B

BC 2

019

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w.b

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o.uk

/sch

oolr

adio

3

Firs

t to

perfo

rm w

as K

ooka

burr

a w

ith h

er jo

ke. ‘

Whe

re d

o fro

gs

keep

thei

r lun

ch b

oxes

in s

choo

l?’

she

aske

d.

‘I do

n’t k

now

. Whe

re?’

‘In th

e cr

oak

room

!’ cr

ied

Koo

ka-

burr

a...a

nd s

tarte

d la

ughi

ng.

‘Not

funn

y!’ s

aid

Tidd

alik

. ‘N

ext!’

Sec

ond

was

Kan

garo

o. ‘I

cha

l-le

nge

you

to a

box

ing

mat

ch! T

he

win

ner g

ets

a bo

ttle

of w

ater

as

a pr

ize!

’

‘Bor

ing!

’ sai

d Ti

ddal

ik. ‘

Nex

t!’

Then

it w

as K

oala

’s tu

rn. T

he li

ttle

anim

al s

quee

zed

his

furr

y fa

ce

into

all

kind

s of

funn

y ex

pres

sion

s - b

ut n

one

of th

em m

ade

Tidd

alik

la

ugh.

‘Is th

at it

?’ T

idda

lik c

roak

ed. ‘

Is

that

the

best

you

can

do?

’

‘Let

mee

eeee

hav

e a

go,’

cam

e a

hiss

ing

voic

e. It

was

Sna

ke. ‘

I will

da

nce

for T

idda

lik,’

she

hiss

ed.

Sna

ke w

hirle

d an

d tw

irled

, she

tw

iste

d an

d tu

rned

- bu

t stil

l Ti

ddal

ik d

idn’

t lau

gh.

Fast

er a

nd fa

ster

Sna

ke tw

irled

, tw

iste

d an

d tu

rned

- un

til s

he

danc

ed s

o fa

st th

at s

he tw

iste

d he

rsel

f int

o a

grea

t, bi

g kn

ot.

Scho

ol R

adio

© B

BC 2

019

ww

w.b

bc.c

o.uk

/sch

oolr

adio

‘Thi

ssss

will

nev

er d

o! ‘A

siss

sst..

. an

cccc

ce p

leae

ssss

sse.

..’

Koo

kabu

rra,

Kan

garo

o an

d K

oala

w

ere

just

abo

ut to

unt

ie S

nake

w

hen

they

hea

rd a

gre

at ru

mbl

ing

soun

d...

It w

as c

omin

g fro

m T

idda

lik. H

is

enor

mou

s be

lly w

as s

haki

ng! H

is

grea

t big

mou

th w

as o

peni

ng!

‘Sna

ke...

tied

in a

kno

t! I’v

e ne

ver

seen

any

thin

g so

... H

a ha

ha,

ho

ho h

o!’

Tidd

alik

was

laug

hing

!

And

then

cam

e th

e w

ater

! Out

of

Tidd

alik

’s m

outh

it a

ll po

ured

...th

e st

ream

...th

e riv

er...

and

the

billa

bong

! Out

it a

ll po

ured

in a

gr

eat g

ush

and

back

to w

here

it

belo

nged

!

‘Hur

rah!

’ crie

d th

e an

imal

s as

the

land

cam

e ba

ck to

life

.

‘Oh

my,

that

was

funn

y!’ l

augh

ed

Tidd

alik

. ‘I h

aven

’t en

joye

d m

ysel

f so

muc

h fo

r yea

rs. W

hy,

I’ve

enjo

yed

mys

elf s

o m

uch,

I pr

omis

e yo

u, I

shal

l nev

er d

rink

all t

he w

ater

eve

r aga

in!’

4

Scho

ol R

adio

© B

BC 2

019

ww

w.b

bc.c

o.uk

/sch

oolr

adio