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WA Curriculum: English Yr 3: Wombat Goes Walkabout by Michael Morpurgo and Christian Birmingham (Morpurgo & Birmingham, 1999)

Part Two of Assignment Two: Reading Lesson Ideas by Simon Joachim


Curriculum Links Activities
LITERATURE – Examining Literature Story Map (Department of Education WA [DOEWA], 2013, p. 213) - Students will participate
in an independent reading session of the text. Using sticky notes, they will focus on three
Discuss how language is used to describe major shifts in mood in the text and record examples of how language supports the setting
the settings in texts, and explore how the and mood in these shifts. The sticky notes will be placed on a draft ‘relationship map’,
settings shape the events and influence the allowing students to manipulate and change the position of the notes if required. Students’
mood of the narrative (ACELT1599). final creations will be displayed, allowing for future sharing, comparison and discussion.
LANGUAGE – Language for Interaction Adapted from Word Cline (DOEWA, 2013, p. 234) - In pairs, students will practise using
evaluative language by creating a word cline. Learners will select five evaluative words or
Examine how evaluative language can be phrases that relate to their opinions about the text and order them from least to most
varied to be more or less forceful forceful (e.g. engaging, interesting, intriguing, fascinating, captivating). Through the word
(ACELA1477). cline, students will be using evaluative language to review and provide opinions on the text.
This activity enables students to develop their vocabulary skills, as well as their personal
LITERATURE – Responding to Literature preferences for literature.

Develop criteria for establishing personal


preferences for literature (ACELT1598)
LANGUAGE – Phonics & Word Knowledge Shared Reading Procedure – Sounding Out (DOEWA, 2013, p. 17) – The educator will
conduct a Shared Reading session of the text, sharing and applying the sounding out strategy
Understand how to apply knowledge of to multisyllabic words with complex letter patterns (e.g. kangaroo, scampering). Explicit
letter-sound relationships, syllables, and instruction will be provided to support the application of graphophonic knowledge,
blending and segmenting to fluently read phonemic awareness, blending and segmenting.
and write multisyllabic words with more
complex letter patterns (ACELA1826). Word Wall (DOEWA, 2013, p. 73) – After having the text made available to students, learners
will access the text and find multisyllabic words from the text to add to the class word wall.
LANGUAGE – Expressing & Developing Exploring Words (DOEWA, 2013, p. 241) – Students will select three verbs from the text. The
Language educator will project a pool of suffixes on the interactive whiteboard. Learners will work at
their own level to create new verb tenses. Students will be reminded that the last letter of
Understand that verbs represent different the base verb may be changed or deleted when adding suffixes (e.g. adding –ing to a word
processes, for example doing, thinking, ending in a consonant usually requires the end letter to be doubled; for example, ‘digging’).
saying, and relating and that these Using the base words, the educator will challenge students to create as many new words as
processes are anchored in time through possible in a given timeframe. Students will then be invited to create a concept map which
tense (ACELA1482). categorises each word into its tense – past, present or future. On the concept map, students
will be encouraged to record any patterns or rules that they discover.
LANGUAGE – Phonics & Word Knowledge
Word Wall (DOEWA, 2013, p. 73) – The base words and their suffixes will be added to the
Know how to use common prefixes and word wall to demonstrate how word endings intimately relate to tense.
suffixes, and generalisations for adding a
suffix to a base word (ACELA1827).
LITERACY – Interpreting, Analysing & Interviews (DOEWA, 2013, p. 222) – Having already read the text independently, in pairs,
Evaluating students will participate in an interview which engages students’ abilities to construct literal
and inferred meaning from texts. One student will devise a set of interview questions, and
Use comprehension strategies to build the other will respond orally to the questions asked. Learners conducting the interviews
literal and inferred meaning and begin to should create questions that require justifications found in the text. After the interview, time
evaluate texts by drawing on a growing will be provided to allow students to discuss which parts of the text influenced both the
knowledge of context, text structures and questions and the answers. If time permits, students may swap roles and find another
language features (ACELY1680). partner.

The educator will scaffold students’ abilities to construct questions by providing the following
examples:

- Where do you think the book was set and why?


- Who do you think the most important character was in the text and why?
- Which character had the lowest status? What made you think this?
LITERATURE – Literature & Context Deconstructing a Character (adapted from DOEWA, 2013, p. 228) – This activity will
explicitly address the author’s characterisation of Indigenous culture in the text. Students will
Discuss texts in which characters, events read the text independently and record the relevant information for the chart below.
and settings are portrayed in different Learners will then be organised into Book Discussion Groups to share the information that
ways, and speculate on the authors’ has been collected. The following questions will be projected on the interactive whiteboard
reasons (ACELT1594). to guide the groups’ discussions:

Cross-curriculum priority – Aboriginal and - How is Boy presented in this text?


Torres Strait Islander Histories and Cultures What techniques did the author
and illustrator use to present Boy
this way?
- What connection does Boy have
with the other characters and the
land? What does this tell you about
Indigenous cultures? What in the
text led you to your opinion?
- Does Boy represent all Indigenous
Australians? How do Indigenous
peoples differ between different
‘countries’?
- Why do you think the author
included Boy in the text?
LITERACY – Texts in Context Blabberize (Mobouy, 2017) – Students will have access to the
illustration of Wombat shown. Using Blabberize, learners will retell
Identify the point of view in a text and this section of text from Wombat’s point of view (first person).
suggest alternative points of view Students will be encouraged to critically analyse the features of the
(ACELY1675). text which enabled them to accurately alternate the point of view
(e.g. the close-up illustration of Wombat conveys fear and
suspense). Upon completion of the activity, some learners will be
invited to share their animation with the class on the interactive
whiteboard. The educator will facilitate a discussion about how text
features were evident in the animation, and the effect that the point
of view alternation had. The discussion will be focused through the
following questions:

- What changed when we altered the point of view?


- What in the text helped you understand Wombat’s point of view?

N.B. Blabberize is an online program which enables users to manipulate the movement of an
image. Users record their voices and the mouth of the image moves in time with the user’s
speech.

LITERATURE – Responding to Literature Reading Response Journals (DOEWA, 2013, p. 273) – After reading the text independently,
students will create an entry in their Reading Response Journal. The following questions will
Draw connections between personal be the focus of learners’ responses:
experiences and the worlds of texts, and
share responses with others (ACELT1596). - Can you think of a time when you were underestimated or judged like Wombat? How
did you respond?
- What was similar or different between your actions and Wombat’s actions?

Students will be provided with the opportunity to share their journal entries with peers.
LITERATURE – Examining Literature Adapted from Word Sort (DOEWA,
2013, p. 183) – Students will
Discuss how language is used to describe independently read the text and then
the settings in texts, and explore how the scour the text for words or phrases
settings shape and influence the mood of which describes the setting in the
the narrative (ACELT1599). text (e.g. ‘baking hot’, ‘the shade of a
great eucalyptus tree’, ‘billowing
smoke’). Learners will then form
groups and use these phrases as the
basis of discussion about how this
language shapes and influences the
mood of the narrative. The table
below will aid students in recording
their findings. Nearing the conclusion
of the lesson, groups will be invited
to share their thoughts with the rest
of the class about the author’s use of
language and the impacts it had on
the mood of the text.
LANGUAGE – Expressing & Developing Adapted from Amazing
Ideas Clauses (TES, 2011) – The
educator will scaffold
Understand that a clause is a unit of students’ understanding
grammar usually containing a subject and a of independent clauses, in
verb and that these need to be in that they are a simple
agreement (ACELA1481). sentence which can make
sense on its own,
comprising of a subject
and verb in agreement.

Independently, students
will find six independent clauses from the text and write them on the resource shown. They
will then think of six creative dependent clauses and write them on the resource. In pairs,
students will swap sheets with a partner. Learners will roll a six-sided dice twice: the numbers
rolled will determine the independent and dependent clauses to be combined. The aim of
the activity is to develop students’ fluency in identifying the components of clauses, as well
as enriching their ability to construct more interesting sentences.
LITERACY – Interpreting, Analysing & Crystal Ball (DOEWA, 2013, p. 134) – After reading the text independently, students will form
Evaluating small groups. The educator will allocate a different character to each group. The group will
brainstorm important information about their character. Students will then be invited to
Read an increasing range of different types predict a future for the character. Learners will be encouraged to use comprehenion skills to
of texts by combining contextual, semantic, generate their ideas. The following questions will be projected on the interactive whiteboard
grammatical and phonic knowledge, using to guide the groups’ discussions:
text processing strategies, for example
monitoring, predicting, confirming, - Where will the character be in the future?
rereading, reading on and self-correcting - What will they be doing?
(ACELY1679). - Who will they be with?

Groups will be invited to share their crystal ball speculations with the rest of the class.
LITERACY – Interpreting, Analysing & Facts and Falsehoods (DOEWA, 2013, p. 212) – After reading the text, students will be
Evaluating. organised into small groups. Learners will each list ten statements about the text: nine of
these will be facts, and one will be a falsehood. Students will exchange statements with
Use comprehension strategies to build another member from the group. The aim of the activity is to determine which statement is
literal and inferred meaning and begin to the falsehood. Learners will be encouraged to converse with their group to reason why they
evaluate texts by drawing on a growing believed that statement was a falsehood, requiring students to adequately comprehend the
knowledge of context, text structures and text and provide justification. In the lead-up to the activity, the teacher will model and share
language features (ACELY1680). the process of creating facts and falsehoods to ensure students do not create ‘trick’
statements. Learners will be encouraged to create statements that are achievable when the
text is comprehended sufficiently.

LITERATURE – Literature & Context Picture the Author (DOEWA, 2013, p. 227) – After reading the text, in pairs, students will
complete a WebQuest devised by the educator. Through this WebQuest, learners will
Discuss texts in which characters, events uncover some of the elements of the author’s context which shapes the major themes in the
and settings are portrayed in different text. The educator will supply the websites for students to retrieve the information. Students
ways, and speculate on the authors’ will record responses to the following questions in table form.
reasons (ACELT1594).
- Was the author young, middle-aged or elderly when the text was written? How did
this change the meaning of the text?
- When was the text written? What was happening at this time? Did this impact the
text in any way?
- Where did the author live when writing the text? What effect might this have on the
text?
- Has the author experienced something similar to the events in the text? Where in the
text do you see this similarity?
- What other texts has the author written? How was this text similar and different?
LANGUAGE – Text Structure & Organisation Party Invitation – Students will create an invitation to a party located at the setting of one of
the pages in the text. Learners will use their comprehension skills to include all of the
Understand how different types of texts relevant details usually found on an invitation (e.g. ‘Why’, ‘Who’, ‘Where’, etc.). Initially,
vary in the use of language choices, students will create a draft invitation using the table below.
depending on their purpose and context Party Invitiation Draft
(for example, tense and types of sentences) Part of Invitation Answer How did you know?
(ACELA1478). The illustrations are
When 12pm very bright, meaning
LITERACY – Interpreting, Analysing & there must be full
Evaluating sun.
Where
Use comprehension strategies to build
Who
literal and inferred meaning and begin to
evaluate texts by drawing on growing Why
knowledge of context, text structures and After finishing the drafts, the educator will facilitate a discussion focusing on the following
language features (ACELY1680). questions:

- How does our language change when we write invitations? Why does it change?
- What in the text helped you draft your invitation?

In future lessons, students will convert the draft into a real invitiation. Learners’ work
samples will be displayed in the classroom.