Quality Text & genre Activities

Don’t Feed the Bear - Persuasive Introduce persuasive texts:

(K-1) 1. High modality verbs through signs eg ‘Don’t feed the bear’.
2. Set up play provocations encouraging students to make signs using high modality verbs
Vocabulary
1. Identify/break down ‘Wow’ words or interesting words and their meaning eg grub, pounding,
clomped, chow down.
2. Change up these words in the text
3. Set up play provocations to make menus, picnics, campsite etc
Grammar & Punctuation
1. Identify punctuation in the text, including exclamation marks and question marks
2. Use of commas to list multiple items (in this case food the bear wanted).
Reading
1. Use of repetition in texts
2. Identify sight words in the text
Writing
1. Joint construction of text - rewrite the story using an Australian animal.

The Iron man - Ted Hughes Visual art - make a giant Iron Man, stop motion
Imaginative (3-6) English - descriptive language, figurative language, diary writing, rewrite from other characters point of view,
style of illustration
Grammar and Punctuation - speech marks
Maths - measurement, height, size comparisons, position - mapping the locations in the story
Science - astronomy
Ethics - living peacefully with one another
Text - format, font, size, placement

1.Fox by Margaret Wild and Ron Picture book narrative - amazing!

Brooks
High visual impact
Themes - friendship, trust,inner conflict - point of view of different characters

Visual literacy - colour, non conventional print varying orientations of text - unconventional.
Powerful rich sentences, great openings, effective impactful punctuation, commas direct speech, hyphen.

Great vocabulary - appeals to the senses language and pictures

Precise word choice
 Emotion - descriptions - rtage, envy, loneliness

transformation in the main character

2.
Novels
Graphic novel
Strong identifiable characters
Characters face situations that are recognisable to students
- Friendship problems
- Broken families
- Starting at new school
2. Author Kate Di Camillo - Being an outsider
Flora and Ulysses Themes:
The Tiger Rising Resilience
Louisiana's Way Home Being your own leader

English:
Descriptive language
Precise vocabulary choice
Complex sentences and punctuation
Elaboration of an idea
Dialogue
Irony
Humour
Side complications in a narrative structure

Don’t Let the Pigeon Drive the bus Persuasive picture book.
- Persuasive (K-2) Reading:
- Super Six Comprehension strategies.
- Sequencing the events.
- Speech bubbles (direct speech from character) - what are they used for? Where do we see speech
bubbles? Why are they used?
- Before reading:
Ask children if they have ever wanted to do something very badly, but weren’t allowed. Guiding questions:
• What are some things that you want to do, but are not allowed to do?
• How do you feel when you are told “no”?
• Why do you think that you’re not allowed to do these things that you want to do?
• What kinds of things do you say or do to try to make your (parent, teacher, babysitter) change their mind?
Speaking/Listening:
- Role play the story
 - Read with expression
Writing:
- Should we let the pigeon drive the bus? why/why not?
- Count how many arguments Pigeon uses for his getting to drive the bus.
- Write an alternative ending for the story, in which the pigeon DOES get to drive the bus. What
happens?
- Make some instructions to teach the pigeon how to drive the bus.
Grammar/Vocabulary:
- Identify the punctuation used (exclamation marks, commas, question marks etc)
- Focus on contractions - find them in the story, what are they used for? Why do we use them?
- High modality words: Identify these words in the story.

Other KLA:
- Art: Create some images that show what might happen if the pigeon did get to drive the bus.
- Science: Write a report about pigeons. Include information about their behaviour, habitat and diet

This is not my hat By Jon Klassen - Reading-

Questioning/ predicting Questioning- compare the story with the pictures and the words its opposite to what the fish is thinking,Look
at the illustrations to justify thinking EG;Fish going slowly when a few bubbles, faster when more bubbles.
Predictions-
Before reading-Who’s hat is it?
While reading- I wonder what the big fish is thinking?
After reading- I wonder where little fish went?
Writing -
Look at big fish and write what he is thinking.
Write a new ending.
Write a newspaper report for a lost item or a lost and found poster
Point of view- The text is written with the fish as the narrator. The pictures are opposite to what the fish is
thinking. Can you rewrite in the third person?
Compare and Contrast the 3 different books I want my hat back, We found a hat
Ethics of stealing and lying-Philosophical discussion
Grammar -
Nouns, Verbs, Adjectives and adverbs in text
Lots of the sentences in the story are short can you join them with connectives?
CAPA/Speaking and listening
Role play- small fish, big fish and crab. What are their thoughts about the events that took place in the story?
Art- Camouflage painting seaweed add a fish

Who Sank the Boat? Pamela Allen

- Persuasive
Where The Wild Things Are - Super 6 comprehension strategies
Maurice Sendak - Imaginative Building vocabulary - Words of repetition (terrible) - synonyms / language to enhance
Descriptive writing - character profiles, settings
Retelling story from perspectives of a wild thing - differing points of view
Readers Theatre - Drama
Script writing as a character
Artworks about their dreams and imagination - envisioning another world.
Music - thinking about sound that they would be hearing

1.Sebastian lives a hat 1.

2.The Little Refugee -Use of illustrations to convey meaning
-Needs of familiar animals → Writing based on the needs of pets/familiar animals
-Adjectives, verbs, emotive language etc
- ‘at’ word family (spelling)

2.

Wombat Stew - Marcia K Vaughan -Language features - range of verbs

- Imaginative -Alliteration
-Figurative language
-Illustrations supporting story
-Rhyming words
-Linking to habitats (science)

The ugliest dog in the world K-3 -Visualising

- Subjective (eye of the beholder)
-Illustrate what the dog could look like
-describing dog features label
-Persuasive →
→Look at opinions and reasons why every character thinks it is the ugliest dog :cut and paste
→Write convincing your teacher that this is the best dog in the world PLAN,DRAFT, REVISE, PUBLISH
→ Convince someone to adopt the ugliest dog
Visual Literacy the positions of images→Look on dogs face as it’s put through all manner of incarnations-
close up, demand, offer, vectors, salient, body language
Wellbeing and resilience - PDH
Fiction and non-fiction texts to 1. Powerful language, metaphor, simile, story structure
support analysis of text features (K- 2. Sibling relationships, resilience, adjectives, connections to fairy tales
6) 3. Disability, difference, resilience, empathy, problem solving
1. There’s a Sea in My 4. Loneliness, friendship, visual literacy, kindness
Bedroom (Margaret Wild) - 5. Whole class or literacy group identification of features, language, deconstruction
Imaginative 6. Sample texts and activities used for text deconstruction, models, language features etc
2. The Tunnel (Anthony
Browne) - Imaginative
3. The Race - Christobel
Mattingley - Imaginative
4. The Big Little Book of
Happy Sadness (Colin
Thompson) - Imaginative
5. ‘Primary comprehension’ -
range of types of texts
6. ‘What, When and How to
Teach English K-6’ - range
of types of texts

Imagine - Alison Lester (K-2) Literacy

- Introduction to similes
Imaginative text - Introducing onomatopoeia
- Identifying Rhyming patterns
- Spelling patterns activity - there are lots of words with “interesting” spelling - students can do a word
search for words with tricky bits on a page or through the whole book - highlight/underline them -
what makes them tricky words? Talk in groups/pairs and share - did we have the same words? What
were common themes
- Descriptive language (adjectives/setting) - choose an image page and describe the setting
- Choose one page to use as a story starter
Drama
- acting out the verbs/create lists of interesting verbs - students act out a page and others have to
guess what it is
Geography/Science
- Introducing study of habitats/natural world/where we may find each location (features jungle, ice cap,
ocean, farm, dinosaur swamp, African plain, Australian outback)
- Using a key/labelling - key featured in the back of the book - print out images and key with list of
animal names - students label print out of image using key to match
- Students can use the clues on each page to make suggest where they think the next setting will
be/what other animals they may see/features of their habitat and explain their reasoning
-
PBL
 - ‘Hook book’ for ES1 living things

Big Rain Coming - Narrative English activities:

… begin to analyse texts by drawing on growing knowledge of context, language and visual features…
● Limited writing - using the images on the page to gain understanding about the story. Why are they waiting for
rain?
Adjectives
● Dark clouds, warm night, panting dogs, dusty holes, warm/still water, fat green frogs, leaky tap…
● Display pictures and brainstorm adjectives for the images

- identify visual representations of characters' actions, reactions, speech and thought processes in narratives
- draw on personal experience and feelings as subject matter to compose imaginative and other texts for different
purposes
● How did they feel when the rain came?
● Give a scenario to the class. They are to share how they would feel in that scenario without using their words.
● Students think of an event from their life (a soccer game, a birthday, holiday etc.) and create an image, or
series of images, telling the story of what happened

Other KLAs
- identify how seasonal changes in our daily lives affect living things
- collect data related to short-term weather events and long-term seasonal patterns, to inform others using appropriate
communication techniques
● Recognise/record weather patterns for the week (keep a weather diary)
● Look into seasons and weather patterns
● Indigneous weather patterns http://www.bom.gov.au/iwk/dharawal/index.shtml
- identify and explore the use of a variety of Earth’s resources including water and soil
● Explore the uses of water
● What happens if we waste water?

The Other Way to Listen by Byrd Prose

Baylor and Peter Parnall Poetic story
Beautifully described desert environment
Complex questions and ideas
Relationships between people
Creating possibilities
Connection across generations
Connecting characters- Rock and Lizard
Phenomenal artwork-drawing
Writing without rules

Way Home Libby Harthorn Narrative picture book

 Themes - companionship, connection to place, hope, homelessness, identity, perseverance, What is home?
Resilience.
Social justice - empathy,
Visual literacy
- use of colour, font, use of symbolism
Speaking and Listening
link in drama activity - hot seat

Use of high modality in a narrative context - links

Language - personification, metaphor, idiom, repetition,

Descriptive language

Human rights, Social Justice

- Refugees, Asylum Seekers, Identity
- Cultural Heritage
- Symbolism
-

Boy Overboard - Morris Gleitzman

The Rabbits - imaginative Visual literacy, symbolism, colour, perspective,

History -colonisation, stolen generation
Aboriginal perspectives - connection to country, time concepts
Drama - reenactments
Perspective - rewrite from Rabbits’ perspective
Music - soundscapes
Sustainability
Text - format, font, size, placement

Zen Ties Narrative - fiction

Poetry - Haiku
Friendship, compassion, emotion
Supporting others,
Perceptions of others - keeping an open mind to others.
Building relationship[
Grammar - speech marks, questions marks, exclamations marks, other words for ‘said’