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Students read the story Last Tree in the City to the class. They then reconstruct the story in sequence using colour coding. Students take part in a school-wide tree-planting initiative for sustainability.
Students read the story Last Tree in the City to the class. They then reconstruct the story in sequence using colour coding. Students take part in a school-wide tree-planting initiative for sustainability.
Students read the story Last Tree in the City to the class. They then reconstruct the story in sequence using colour coding. Students take part in a school-wide tree-planting initiative for sustainability.
As a class, brainstorm what students know about trees and caring for the environment. Conduct a shared reading of the story Last Tree in the City. The class engages in a discussion about the features of the story, for example: o Who was the main character? o What was the story about? o How does the story make you feel? o Who do you think is telling the story? As a class, students will recall what occurred throughout the story. This information will be written on the whiteboard. Using pre-prepared sequence cards of what occurred in the story for support, the class works together to reconstruct the story in sequence. Conduct a second shared reading of Last Tree in the City to the class. Introduce recount language to the students: o Who? o What? o When? o Where? o Why? Ask some volunteers to share what they did the day/night before, in sequence. For example, a child may share that they: o Left school, went home, had a snack, played outside and went to bed. Using the examples the students have shared, together, the class will apply the recount language to each anecdote using colour coding. In pairs, students are provided with pre-prepared cards of the main aspects of the story, which they sequence (Appendix 1). Colour coded cards which identify the previously discussed recount language (who, what, why, when, where) will also be provided and students can apply this knowledge to the story sequence (Appendix 2). o Teacher support will be provided to students as required. Students visit the library to peruse the recount book section. Students are encouraged to look through, read, and analyse pictures within these texts. These recounts can be on a topic of interest to the student. Teacher reads aloud a variety of texts (fiction and nonfiction) about how trees are beneficial to the environment during shared reading time.
Joint construction
Independent construction
As a class, students read a procedure of how to plant a tree.
A flexible discussion on sustainability follows this. On School Tree Day (Friday 29th July 2016), students take part in a school-wide tree-planting initiative for sustainability. They are placed into groups of 3 to 4 and are allocated a parent-helper. Students are given materials and they plant trees using their prior learning and guidance. As a class, we reflect on this event. During this, we identify who, what, why, when and where in order to prepare for writing a recount. As a class, we decide on the sentences we will use as part of our recount and apply who, what, why, when and where using colour codes. The teacher writes the recount text on butchers paper to display in the class. o Students, who are more advanced in their reading and writing, will be extended by completing this task in pairs or small groups, rather than participating with the whole class. Referring back to the final page of the Last Tree in the City book, students are asked to imagine that they live in a city where there are little or no plants around. They need to create a place in which a tree can grow using Lego or Legotechnics. Throughout this process, students will take pictures with iPads. These pictures will be used to support the creation of a recount. Students draft a recount of how they made their creation. Students are given the option to use the pictures taken on iPads or draw pictures in the box provided. A template will be provided to scaffold students that require additional support (Appendix 3). Once the draft has been completed, students participate in a one-on-one teacher conference. Using the feedback provided, students will edit their draft. Students will publish a final draft of their recount, which will be displayed in the classroom.