Alliera Duncan – Early Stage One

Rich Text for the unit: Term:

Book: Room on the Broom Themes: Week:

Author: Julia Donaldson Illustrator: Axel Scheffler

LAC

Cross-curriculum priorities General capabilities Other learning across the

curriculum areas

Aboriginal and Torres

Strait Islander histories and

cultures

Asia and Australia's

engagement

with Asia

Sustainability

Critical and creative

thinking

Ethical understanding

Information and

communication

technology capability

Intercultural understanding

Literacy

Numeracy

Personal and social

capability

Civics and citizenship

Difference and

diversity

Work and enterprise

Overview: The witch and her cat are happily flying through the sky on a broomstick when the wind picks up and blows away the witch's hat, then her bow, and then her wand! Luckily, three helpful animals find the missing items, and all they want in return is a ride on the broom. But is there room on the broom for so many friends? And when disaster strikes, will they be able to save the witch from a hungry dragon?

Linking Activities for Reading and Writing Groups (eg Craft/visual arts/comprehension/links to other KLAs, writing tasks)

Multi-modal Links Related pictures/photographs, youtube links of related content, recordings of the story, interactive notebook or online activities.

Sentences for sequencing. Sentences from the text that can be used for cut and paste activity.

Independent Writing Activities:

Find adjectives in the book. Complete the worksheet attached http://www.classroomfreebiestoo.com/2012/10/room-on-broom-adjective-freebie.html

Write a sequence for the story. First, second, then, after that. Publish these and display around the room (see picture below).

Draw a witch and describe it.

Draw the mud monster and describe it.

Invent a new magic broomstick. Tell us where it would take you.

Tell us who you would go on an adventure with and why.

Describe how you felt when reading the story

Thinking Hats http://www.free-guided-reading.com/discuss/room-broom/ Book Website http://roomonthebroom.com/ Story in a Song https://www.youtube.com/watch?v=ZzCsp2Sty3A

The witch had a cat and a very tall hat. The witch and the cat sat on the broomstick and flew through the wind. The wind blew so wildly that it blew the witches hat off. The dragon flew after the witch breathing fire. The beast was tall, dark and sticky with feathers and fur.

Alliera Duncan – Early Stage One

1st Read - Listening Learning how to listen and getting in the world of the story

2nd Read – Think aloud Learning how to think about the text.

3rd Read – Question Engaging students in high quality conversations to develop vocabulary and comprehension.

https://www.youtube.com/watch?v=wnCpEAwMAnY

I wonder why the witch was grinning and the cat was purring.

The witch doesn’t seem happy that her hat has flown off.

I wonder what powers the witches wand has.

The animals look terrified as they fall from the broom.

Look at how fierce the dragons eyes look.

Oh no! All of the animals have gone and the witch is by herself.

I wonder where the monster has come from. It looks a lot like the animals that were flying on the broom.

The dragon doesn’t look as fierce anymore. He is shaking and scared of the monster.

Wow, hasn’t the broom changed. It has seats and all.

Here

What happened when the wind blew so wildy? (page 1)

Why is ZOOM written in capital letters with an exclamation mark?

Hidden

How does the witch and the cat feel? (page 1)

How do you think the witch felt when she saw the dragon chasing her?

Do you think the dragon was frightened of the monster?

Did the dragon have any idea the monster was actually the animals?

Head

Do you think this witch looks like a scary witch?

Why do you think the animals wanted to fly on the witches broom stick?

What kinds of things do you think the witch would use her wand for?

What other things would you have put on the witches MAGNIFICENT broom?

Alliera Duncan – Early Stage One

Printable image below

http://confettipop.com/projects/diy-fairy-princess-wand-glitter-star-wand/

http://www.craftymorning.com/handprint-witch-craft-

kids-make/

http://www.makeandtakes.com/oil-pastel-witch-hat-drawings

Alliera Duncan – Early Stage One

Alliera Duncan – Early Stage One

Rich Text for the unit: Term:

Book: The Gruffalo Themes: Overcoming Fear Week:

Author: Julia Donaldson Illustrator: Axel Scheffler

LAC

Cross-curriculum priorities General capabilities Other learning across the

curriculum areas

Aboriginal and Torres

Strait Islander histories and

cultures

Asia and Australia's

engagement

with Asia

Sustainability

Critical and creative

thinking

Ethical understanding

Information and

communication

technology capability

Intercultural understanding

Literacy

Numeracy

Personal and social

capability

Civics and citizenship

Difference and

diversity

Work and enterprise

Overview: This is a rhyming story of a mouse and a monster. Little mouse goes for a walk in a dangerous forest. To scare off his enemies he invents tales of a fantastical creature called the Gruffalo. So imagine his surprise when he meets the real Gruffalo. Linking Activities for Reading and Writing Groups (eg Craft/visual arts/comprehension/links to other KLAs, writing tasks)

Multi-modal Links Related pictures/photographs, youtube links of related content, recordings of the story, interactive notebook or online activities.

Sentences for sequencing. Sentences from the text that can be used for cut and paste activity.

Draw your own terrible creature and write about it.

Write a recipe for a gruffalo crumble, scrambled snake, owl icecream or roasted fox.

Have a gruffalo party and write an invitation for all of your friends.

Discuss other things that students are scared of.

Copy pages from the book and use for sequencing and retelling the story.

Use Switchzoo to create your own imaginary creatures.

Create puppets to do retelling with wooden spoons.

Make the Gruffalo out of playdough and beads and retell the story.

Make Gruffalo Crumble

Students create own paddle pop stick puppets (see proforma below)

Official Website http://www.gruffalo.com/ Activities http://www.gruffalo.com/join-in/activities/?page=1 How to draw the Gruffalo (turn sound down) https://www.youtube.com/watch?v=5HmWS5PEHJM

A mouse took a stroll through the deep dark wood. The little brown mouse was going to have lunch with a gruffalo. The little brown mouse sat quietly eating a nut. All was good. A snake saw the mouse and the mouse looked good.

Alliera Duncan – Early Stage One

1st Read - Listening Learning how to listen and getting in the world of the story

2nd Read – Think aloud Learning how to think about the text.

3rd Read – Question Engaging students in high quality conversations to develop vocabulary and comprehension.

https://www.youtube.com/watch?v=ADqon006eRY&index=3&list=PLrgDoj73JJZs0FM3A_YSu8jnWFYo4oUYx

I think the fox was trying to trick the mouse and wanted to eat him.

A gruffalo, that sounds scary. Little mouse is just telling stories, he doesn’t really think a gruffalo exists.

Look at those terrible tusks, and those really sharp claws.

I would run away if I thought a gruffalo was going to eat me.

Little mouse was only tricking, he doesn’t think there’s such thing as a gruffalo.

The owl looks very mean and scary. I think he wants to eat little mouse.

I wonder what would happen if you touched the Gruffalo’s poisonous wart.

Little mouse looks very proud of himself that he has tricked fox and owl.

Look at how evil the snakes eyes look.

Scrambled snake doesn’t sound tasty at all.

I wonder how little mouse felt when he realised that a gruffalo actually does exists.

That’s a strange request. Little mouse wants the Gruffalo to walk behind him. I wonder why?

Little mouse was a very smart mouse and tricked everyone in the forest.

Here

How would you describe the mouse?

Hidden

How is the fox feeling when the little mouse says his favourite food is roasted fox?

Do you think the little brown mouse was smart tricking the gruffalo? Why/Why not?

Why did the Gruffalo run away when little mouse said his favourite food was gruffalo crumble?

Do you really think a tiny little mouse could eat a gruffalo?

How do you think Owl felt when little mouse told him a gruffalo’s favourite food was owl ice cream?

The gruffalo is described as being “terrible”. Can you think of any other words to describe him?

Head

What do you think the fox was going to do to little mouse in his underground house?

Why do you think little mouse said that to all of the animals that he was going to lunch with the Gruffalo?

How do you think little mouse felt when he saw the Gruffalo? After all, he didn’t think there was any such thing.

Why do you think little mouse wanted the Gruffalo to walk behind him?

Do you think the animals were scared when they saw little mouse?

How do you think the animals felt when they saw the Gruffalo?

What do you think little mouse was thinking as he sat on the log eating his nut?

When do you think the emus are ready to roam the country far and wide?

Was the mouse the scariest creature in the woods or the smartest? Why

What do you think is happening in this picture? (final page)

Alliera Duncan – Early Stage One

Playdough Puppets

https://www.pinterest.com/pin/413909021977172898/

Performa Below

http://blog.barefootbooks.com/2013/02/have-a-wriggling-good-time-with-a-craft-inspired-by-the-great-race/

Alliera Duncan – Early Stage One

Alliera Duncan – Early Stage One

Alliera Duncan – Early Stage One

Rich Text for the unit: Term:

Book: The Troll Themes: Week:

Author: Julia Donaldson Illustrator: David Roberts

LAC

Cross-curriculum priorities General capabilities Other learning across the

curriculum areas

Aboriginal and Torres

Strait Islander histories and

cultures

Asia and Australia's

engagement

with Asia

Sustainability

Critical and creative

thinking

Ethical understanding

Information and

communication

technology

capability

Intercultural understanding

Literacy

Numeracy

Personal and social

capability

Civics and citizenship

Difference and

diversity

Work and enterprise

Overview: All the Troll wants is to catch a goat – but when a string of other creatures trip-trap over his bridge instead, he’s stuck with boring old fish for supper. Bother! Meanwhile, Hank Chief and his pirate crew love fish – but without a decent recipe or cook between them, their slimy supper is revolting. If only they could find the buried treasure and afford to pay a ship’s cook – but it seems they’ve sailed to the wrong island. Again.

Linking Activities for Reading and Writing Groups (eg Craft/visual arts/comprehension/links to other KLAs, writing tasks)

Multi-modal Links Related pictures/photographs, youtube links of related content, recordings of the story, interactive notebook or online activities.

Sentences for sequencing. Sentences from the text that can be used for cut and paste activity.

Write about an adventure that the pirates might have had after this story.

Create a recipe to go in the troll's cookery book. Pretend you are the troll. Make a list of reasons

why the pirates shouldn't make you walk the plank.

Plan a healthy meal for the troll, to give him a 'nice change from fish'.

Draw a picture of your own troll and describe it. Design a new flag for the pirate ship. Draw a picture of a pirate who could be the

captain. Bury some treasure on the map and describe to

your partner how to find it.

Pirate Song for Kids https://www.youtube.com/watch?v=J6zQElNxj2c

All troll wanted to do was catch a goat.

The pirates were sick of fish and set out to look for treasure.

Alliera Duncan – Early Stage One

1st Read - Listening Learning how to listen and getting in the world of the story

2nd Read – Think aloud Learning how to think about the text.

3rd Read – Question Engaging students in high quality conversations to develop vocabulary and comprehension.

Book https://www.youtube.com/watch?v=g1vTw47_HgM

I wonder why trolls are supposed to live under a bridge.

These pirates look like they’re getting up to mischief.

This troll is getting sick of eating fish.

The spider is smart to trick the troll into going down to another bridge.

These pirates eat a lot of fish too but they are getting sick of eating it.

I wonder what they are trying to find a new island for?

These pirates are getting very angry that they have to eat fish everyday.

I wonder how the troll felt when he found out the rabbit had tricked him.

Oh no, the troll has found the treasure that the pirates have been searching for.

That’s not a very good idea to throw lots of gold into the ocean.

The pirates are very angry that the troll threw the treasure into the ocean.

Oh no, the troll is now stuck with having to cook fish forever. He wouldn’t be happy about that.

Here

Where is the ship? (page 2)

What is the troll cooking? (page 3) Hidden

Looking at the pirates, what kind of people do you think they are? Friendly/mean? Why?

Why do you think the troll believed the spider?

Head

Why do you think trolls are supposed to live under a bridge?

Why are pirates supposed to live in a ship?

Do you think trolls really exist?

What would you cook for dinner if you had fish?

Do you think it was smart of the troll to throw all of the gold into the ocean? What could he used the gold for?

How do you think the troll felt when he was told to walk the plank?

What is the message in this story?

Alliera Duncan – Early Stage One

http://www.deepspacesparkle.com/2010/02/06/pirate-ship-art-lesson-for-fourth-grade/

http://artforkidshub.com/how-to-draw-a-troll/

Pirate treasure names https://www.pinterest.com/pin/5163659135043553

96/

http://www.dltk-kids.com/fantasy/mplate-troll.htm

Alliera Duncan – Early Stage One

Rich Text for the unit: Term:

Book: The Rainbow Fish Themes: Selfishness and the importance of sharing

Week:

Author: Marcus Pfister Illustrator:

LAC

Cross-curriculum priorities General capabilities Other learning across the

curriculum areas Aboriginal and Torres

Strait Islander

histories and

cultures

Asia and Australia's

engagement with

Asia

Sustainability

Critical and creative

thinking

Ethical understandin

g

Information and

communication

technology capability

Intercultural understandin

g Literacy

Numeracy

Personal and social

capability

Civics and citizenship

Difference and

diversity Work and enterprise

Overview: The most beautiful fish in the ocean is asked to share one of his shining scales with a little blue fish, and to which he refuses. All the other fish in the sea leave him alone, and he wondered why. He goes to the wise octopus for advice, and she tells him to give away his scales. Rainbow Fish reluctantly does so, except for one. In the end, he is less beautiful then he was before, but he has new friends and is now the happiest fish in the sea.

Linking Activities for Reading and Writing Groups (eg Craft/visual arts/comprehension/links to other KLAs, writing tasks)

Multi-modal Links Related pictures/photographs, YouTube links of related content, recordings of the story, interactive notebook or online activities.

Sentences for sequencing. Sentences from the text that can be used for cut and paste activity.

Draw the Rainbow Fish using oil pastel and then use wash over.

Using coloured buttons, decorate a fish.

http://www.dltk-teach.com/books/rainbowfish/rainbow_fish_craft.htm

Draw a scene from the book.

https://www.youtube.com/watch?v=RbKr-k1PTvA https://www.youtube.com/watch?v=BzZuS3ze-Ho

The Rainbow Fish was the most beautiful fish in the ocean.

Rainbow Fish played with all his friends.

The wise octopus had a deep voice.

Alliera Duncan – Early Stage One

1st Read - Listening Learning how to listen and getting in the world of the story

2nd Read – Think aloud Learning how to think about the text.

3rd Read – Question Engaging students in high quality conversations to develop vocabulary and comprehension.

The sparkles look beautiful.

Ordinary means normal.

The Rainbow Fish thought that he was too good to play with the other fish.

The little blue fish looks sad that the Rainbow Fish spoke to him in such a nasty way.

Up until that point that all the fish wouldn't play with him, the Rainbow Fish's pride in his scales was the only thing that made him happy, at least according to him.

When everyone began to ignore him, he began to question what he knew as happiness.

The Rainbow Fish seems very confused.

Wise means a person that knows a lot about something.

The Rainbow Fish looks a little frightened of the wise octopus.

Glare means angry or fierce.

After talking with the octopus the Rainbow Fish questions if he could ever be happy without his scales.

Wavered means think.

After giving one small scale away the Rainbow Fish felt how wonderful it was to share.

The little blue fish was so excited.

Peculiar means strange.

The Rainbow Fish decides to share his scales and as a result, he becomes the happiest fish in the sea.

I am glad that the Rainbow Fish played with all his new friends.

How did you feel when you finished reading the book?

Why do you think the book is called ‘The Rainbow Fish'?

Was it really selfish of Rainbow Fish to give away something that he treasured?

Should the Rainbow Fish really give away something that is rightfully his just to make others feel happy?

Is this book saying that if you don't give away your objects, people shouldn't be your friend?

Doesn’t Rainbow Fish deserve to choose what he wants to do with his own possessions?

Would Rainbow Fish have been just as happy at the end of the story if he hadn’t given away his scales?

Was the blue fish acting out of line for asking for something so special? Was he asking too much of Rainbow Fish?

What’s the point of being beautiful if you have no friends?

When the octopus says, “… You will discover how to be happy,” is she saying that what Rainbow Fish thought of as happy before wasn’t actually true happiness?

Is it selfish of the other fish to demand Rainbow Fish of all his scales? He only had one left at the end of the book.

The book says that Rainbow Fish grew more and more delighted as he gave away his scales. Is this true in all cases? If not, give examples.

Was Rainbow Fish's decision to share worth it?

Rainbow Fish was happy with his scales, and he was happy with his new friends. Are there different kinds of happiness?

Are they true friends if one of the main reasons they like Rainbow Fish is because he gave them something pretty?

If Rainbow Fish refused to give the fish his scales what do you think would have happened?

Do you share with your friends? Do you share everything with them?

Alliera Duncan – Early Stage One

Alliera Duncan – Early Stage One

The wise octopus had a deep voice.

The wise octopus had a deep voice.

Alliera Duncan – Early Stage One

The deep voice. a had wise octopus

The deep voice. a had wise octopus

Alliera Duncan – Early Stage One

Rich Text for the unit: Term:

Book: Thelma the Unicorn Themes: Being happy within yourself Week:

Author: Aaron Blabey Illustrator:

LAC

Cross-curriculum priorities General capabilities Other learning across the curriculum

areas Aboriginal and Torres

Strait Islander

histories and

cultures

Asia and Australia's

engagement with

Asia

Sustainability

Critical and creative

thinking

Ethical understandin

g

Information and

communication

technology capability

Intercultural understandin

g Literacy

Numeracy

Personal and social

capability

Civics and citizenship

Difference and

diversity Work and enterprise

Overview: Thelma is a white pony. More than anything in life, she wants to be a unicorn. A pink unicorn with sparkles. Otis the donkey is Thelma's best friend and likes her just the way she is, but Thelma isn't swayed. She ties a carrot to the top of her nose and hopes that one day--maybe one day, she'll be pink, sparkly and a unicorn. When a freak accident makes Thelma's unlikely wish come true, she can never imagine how quickly a horse's life can change. For the better? Or for the worse?

Linking Activities for Reading and Writing Groups (eg Craft/visual arts/comprehension/links to other KLAs, writing tasks)

Multi-modal Links Related pictures/photographs, YouTube links of related content, recordings of the story, interactive notebook or online activities.

Sentences for sequencing. Sentences from the text that can be used for cut and paste activity.

Draw the three characters

Follow these instructions to make your own unicorn.

http://learncreatelove.com/printable-unicorn-craft/

Write a story about being special and why you are special.

Aaron Blabey reading Thelma the Unicorn https://www.youtube.com/watch?v=hkL5O17z52U

Thelma wanted to be a unicorn.

Everyone is special in their own way.

Thelma and Otis were best friends.

Alliera Duncan – Early Stage One

1st Read - Listening Learning how to listen and getting in the world of the story

2nd Read – Think aloud Learning how to think about the text.

3rd Read – Question Engaging students in high quality conversations to develop vocabulary and comprehension.

Forlorn means lonely

Otis is a good friend.

Thelma looks very sad looking up at the big white horse beside her.

Thelma was very excited about her idea. I think Otis is more hesitant. He looks worried.

Shrieked means squealed or yelled.

Thelma looks very please as the glitter is tipped over her. Otis looks shocked and scared.

I wonder why Otis is staring at Thelma like that.

Thelma looks like she only cares about being famous on this page

Thelma doesn't look like she is enjoying being pulled by the crowds.

An autograph is when you wrote your name on paper.

Thelma doesn't look as happy as she thought she would be being a unicorn.

The people look very angry with Thelma. Look at their faces.

I wonder how Thelma felt seeing signs that said 'unicorns are dumb'....

I think Thelma wants to go back to being a pony. I hope she feels happy being herself again.

I wonder why nobody noticed Thelma as she walked past....

Otis has missed Thelma a lot. You can see by the way he is hugging her tightly.

Thelma looks so much happier than she did at the beginning of the book.

Why do you think Thelma felt sad being a pony?

Have you ever wished to be someone or something else?

What do you think Thelma was thinking as she looked up at the white horse?

Do you think people would have believed Thelma was a unicorn if she wasn't covered in pink paint and glitter?

Which characters do you like best? Why?

Do you think unicorns are real?

If you were telling this story, what would you change?

Did Thelma need to be a unicorn to be special?

What do you think is the most important message of the story?

If you could speak to the author about the story, what comments would you make?

What different emotions are encompassed in the Orientation?

Should Thelma have listened to Otis in the beginning when he said she was perfect or do you think he had to figure it out for herself?

Do you think Thelma will ever want to be a unicorn again?

Alliera Duncan – Early Stage One

Everyone is special in their own way.

Everyone is special in their own way.

Alliera Duncan – Early Stage One

special is Everyone in way. own their

special is Everyone in way. own their

Alliera Duncan – Early Stage One

https://au.pinterest.com/pin/358739926548339880/

https://au.pinterest.com/pin/164874036337129053/

Alliera Duncan – Early Stage One