Learning Experience 1: Interpreting the Text (40 minutes)
Introducing ‘Tucker’ by Ian Abdulla and beginning to interpret the text.
Learning Objectives
VR 5: Compare and analyse how visual features
- Enhance and clarify meaning, including sequences of images in print texts.
- Are organised in hyperlinked digital texts, explaining the effect on viewers’ interpretations.
VR 5: Predict and confirm the meaning of unfamiliar words and decode them using and combining cues within different texts containing new language features, content and ideas and complex sentences, vocabulary and visual features.
WC 5: Confirm spellings, word meanings or word choice using knowledge about:
- Spelling patterns and the spelling system
- Etymology (knowledge of word histories and origins)
- Technical words, including nominalisations, developed from prior learning, reading or research about the content.
- Digital and print thesauruses.
Classroom Organisation
- This is a whole class activity that students will be sitting on close together on matt where they can clearly see teacher and book.
- This activity requires students to have their English journals and pencil with them on the matt.
- Students should be reminded of the appropriate behaviour whilst on the matt and understand the behavioral consequences.
Learning Experiences
- Students are to predict what the story is about – Read the title aloud, but do not show the students the cover.
- Students are to record their prediction in their English journal. What questions come to mind? What might the story be about? Who might be in the story?
- Discuss these predictions and then read ‘Tucker’ by Ian Abdulla to the students.
- While listening to story, students are to write down any ‘unknown words’ in their English journal that they come across. E.g. Yabbying, inquisitive, and grid iron. Also take note of any new terms and their meaning. E.g. Kungari, Pilaki and Quondong.
- Discuss impressions they had/ messages the illustrations convey/ students feelings.
- Students create a word all using all the words that don’t know then find the origin and meaning. This word wall will be added to throughout the unit as students build upon their vocabulary.
Assessment
- Anecdotal records will be kept on students participation and responses to discussion questions.
- When the unit is completed each students English journal will also be assessed as an indicator of their understanding of the unit topic.
Adjustments
- ESl students will be supported through using the picture book. Students are able to identify the events in the story through interpreting Ian Abdulla’s drawings.
- Gifted student will be show their level of understanding through the extent of their research on the ‘unknown words’. He/she is given the opportunity to extend their knowledge further through this task
Introducing ‘Tucker’ by Ian Abdulla and beginning to interpret the text.
Learning Objectives
VR 5: Compare and analyse how visual features
- Enhance and clarify meaning, including sequences of images in print texts.
- Are organised in hyperlinked digital texts, explaining the effect on viewers’ interpretations.
VR 5: Predict and confirm the meaning of unfamiliar words and decode them using and combining cues within different texts containing new language features, content and ideas and complex sentences, vocabulary and visual features.
WC 5: Confirm spellings, word meanings or word choice using knowledge about:
- Spelling patterns and the spelling system
- Etymology (knowledge of word histories and origins)
- Technical words, including nominalisations, developed from prior learning, reading or research about the content.
- Digital and print thesauruses.
Classroom Organisation
- This is a whole class activity that students will be sitting on close together on matt where they can clearly see teacher and book.
- This activity requires students to have their English journals and pencil with them on the matt.
- Students should be reminded of the appropriate behaviour whilst on the matt and understand the behavioral consequences.
Learning Experiences
- Students are to predict what the story is about – Read the title aloud, but do not show the students the cover.
- Students are to record their prediction in their English journal. What questions come to mind? What might the story be about? Who might be in the story?
- Discuss these predictions and then read ‘Tucker’ by Ian Abdulla to the students.
- While listening to story, students are to write down any ‘unknown words’ in their English journal that they come across. E.g. Yabbying, inquisitive, and grid iron. Also take note of any new terms and their meaning. E.g. Kungari, Pilaki and Quondong.
- Discuss impressions they had/ messages the illustrations convey/ students feelings.
- Students create a word all using all the words that don’t know then find the origin and meaning. This word wall will be added to throughout the unit as students build upon their vocabulary.
Assessment
- Anecdotal records will be kept on students participation and responses to discussion questions.
- When the unit is completed each students English journal will also be assessed as an indicator of their understanding of the unit topic.
Adjustments
- ESl students will be supported through using the picture book. Students are able to identify the events in the story through interpreting Ian Abdulla’s drawings.
- Gifted student will be show their level of understanding through the extent of their research on the ‘unknown words’. He/she is given the opportunity to extend their knowledge further through this task