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TERM/WEEKS: YEAR LEVEL: LEARNING AREA/TOPIC: ENGLISH

AUSTRALIAN CURRICULUM
General Capabilities: Literacy Numeracy ICT Critical and creative thinking Asia and Australias engagement with Asia Ethical Behaviour Personal and social Competence Sustainability Intercultural Understanding

Cross-curriculum priorities: Aboriginal and Torres Strait Islander histories and Cultures

WEEK/ LESSON
1

AUSTRALIAN CURRICULUM LINKS Lang Literacy Literature

(ACELY 1650) (ACELT1 582)

SPECIFIC LESSON OBJECTIVE

At the end of this lesson, students will be able to: Sequence the main events in Wombat Stew into beginning, middle and end. Compare characters in Wombat Stew with real life versions. Identify whether these characters are life-like or imaginary.

ASSESSMENT (what & how)

Online sequencing game. A3 sheet for sequencing task. Venn Diagram of comparing characters to real life animals.

TEACHING & LEARNING EXPERIENCES (include learner diversity)

Read the book Wombat Stew. Talk about title, author, and make predictions. Whilst reading the book use the Think Aloud strategy to highlight what is going to happen next and revise what has already happened. Play sequencing game online. Model the sequencing task then children complete sequencing activity. Lower level uses prepared picture, middle level draws pictures and the teacher scribes, higher level draws pictures and writes the order of events. Watch Videos on Australian animals in the wild. Divide class into four groups and use a Venn diagram to compare real life Australian animals to imaginary Australian animals (use photos for real life and plastic animals for imaginary.) LEARNER DIVERSITY: Use the sound field system for students who have Otitis Media. Use a big book for students with vision difficulties and ensure they are seated close to the front. Scaffold the sequencing task. Lower level uses prepared picture, middle level draws pictures and the teacher scribes, higher level draws pictures and writes the order of events.

KEY QUESTIONS
Where will I find who wrote the book? By looking at the cover can you tell me what you think this book is about? What clues did you use to create that prediction? What is the difference between the wombat in Wombat Stew and the wombat in the video?

RESOURCES

Big Book Wombat Stew

Sequencing game set up on smart board https://education.sch olastic.co.uk/resourc es/50566 Picture cards A3 paper Pictures from story Coloured pencils Lead pencils Scissors Glue Wombat clip: http://www.youtube. com/watch?v=USJS FC6XbRQ Koala clip: http://video.nationalg eographic.com/video /koalas_saved?sour ce=relatedvideo Plastic animals Photos of animals Venn Diagram Sound field system

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TERM/WEEKS: YEAR LEVEL: LEARNING AREA/TOPIC: ENGLISH

AUSTRALIAN CURRICULUM
General Capabilities: Literacy Numeracy ICT Critical and creative thinking Asia and Australias engagement with Asia Ethical Behaviour Personal and social Competence Sustainability Intercultural Understanding

Cross-curriculum priorities: Aboriginal and Torres Strait Islander histories and Cultures

WEEK/ LESSON
2

AUSTRALIAN CURRICULUM LINKS Lang Literacy Literature

(ACELA1 452)

SPECIFIC LESSON OBJECTIVE

At the end of this lesson, students will be able to: Identify nouns in a story. Use adjectives to describe an animals physical appearance.

ASSESSMENT (what & how)

BrainPOP quiz on nouns. http://www.brainpop.c om/english/grammar/n ouns/preview.weml

TEACHING & LEARNING EXPERIENCES (include learner diversity)

Read If You Were A Noun. Talk about what is a noun. Students do Word for Word activity (First Steps MOD, p.171). Create a simple sentence and write each word of the sentence on a separate card e.g. The dingo danced around the billabong. Nominate nouns as the part of the speech to be transformed. Students provide alternative nouns for dingo or billabong and record all of these on new cards. Then overlay the substitute words and reread the transformed sentence together. Discuss how the meaning is altered when a word is changed. Have selected text from Wombat Stew on the interactive whiteboard and select students to circle or underline the nouns in the story. Watch YouTube clip of Wombat Stew being read aloud asking children to put their hand up if they hear a noun in the story. On class set of laptops students complete BrainPOP quiz on nouns. Discuss adjectives brainstorm a list of adjectives from Wombat Stew (use Wordle to create wall display). Direct students to go to www.queekypaint.com and listen to instructions to draw a noun modified by an adjective. For example, students draw a fat wombat and a furry koala. Around their pictures, they write words to describe the animals physical LEARNER DIVERSITY: Use the sound field system for students who have Otitis Media. Use YouTube clip of the story to present the story in a visual way and cater for multiple intelligences. When using queekypaint.com, higher ability students expected to write words independently, others may need support.

KEY QUESTIONS
What is a noun?

RESOURCES

Book: If you were a noun.

Take screenshot or photo of www.queekypaint.com images and mark against checklist.

Can you circle the noun?

Prepared cards for Word for Word activity with black marker pen and extra cards YouTube clip Wombat Stew read aloud: http://www.youtube. com/watch?v=xVr_Q a1ualY Wombat Stew text ready on interactive whiteboard Class set laptops BrainPOP http://www.brainpop. com/english/gramma r/nouns/preview.we ml www.wordle.com Sound field system www.queekypaint.co m

Can you put your hand up if you hear a noun during the story? What is an adjective? Can you tell me an adjective from Wombat Stew?

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TERM/WEEKS: YEAR LEVEL: LEARNING AREA/TOPIC: SCIENCE

AUSTRALIAN CURRICULUM
General Capabilities: Literacy Numeracy ICT Critical and creative thinking Asia and Australias engagement with Asia Ethical Behaviour Personal and social Competence Sustainability Intercultural Understanding

Cross-curriculum priorities: Aboriginal and Torres Strait Islander histories and Cultures

WEEK/ LESSON

AUSTRALIAN CURRICULUM LINKS

Science Understand ing Science as a Human Endeavour Science Inquiry Skills

SPECIFIC LESSON OBJECTIVE

ASSESSMENT (what & how)

TEACHING & LEARNING EXPERIENCES (include learner diversity)

KEY QUESTIONS

RESOURCES

(ACSSU 017)

At the end of this lesson, students will be able to: Recognise common features of animals such as head and legs Describe the use of animal body parts for particular purposes such as moving and feeding

Smore flyer- use checklist

Read the book Wombat Stew Focus on the physical features for each animal and how they have been portrayed. Use build your wild self to create characters. On class set of laptops research an animal from the book (choose out of dingo, wombat, platypus, emu, blue tongue, echidna and koala) using selected websites and nonfiction library books in pairs. Use smore.com to create a flyer about your chosen animal Flyer needs to include: How many legs Skin covering What it eats How it moves Where it lives One interesting fact LEARNER DIVERSITY: Use the sound field system for students who have Otitis Media. Use a big book for students with vision difficulties and ensure they are seated close to the front. Scaffold the task by pairing by ability levels to ensure both participate in the task. Extension activity: Ask the higher level students to investigate which of the animals from Wombat Stew is the most endangered and why.

What features can you see on the koala? Why did you choose that animal? How many legs does your animal have? What skin covering does your animal have? What does your animal eat? What is something interesting you have found out about your animal? Which of the animals from Wombat Stew is the most endangered and why?

Big Book Wombat Stew

Class set of laptops http://www.buildyour wildself.com/ http://museumvictori a.com.au/melbourne museum/ http://animals.nation algeographic.com/a nimals/facts/ http://www.australia nfauna.com/amazin ganimalfacts.php http://www.australia nfauna.com/platypus .php http://www.australia nfauna.com/koala.p hp http://australian-

animals.net/ https://www.australia zoo.com.au/ouranimals/animalfacts/ http://www.animalfac tguide.com/animalfacts/koala/ http://www.animalfac tguide.com/animalfacts/short-beakedechidna/ http://www.planetozk ids.com/oban/animal s/facts-emu.htm http://www.outbackaustralia-travelsecrets.com/bluetongue-lizard.html Selection of nonfiction library books https://www.smore.c om/ Class list with partners marked Checklist Sound field system

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TERM/WEEKS: YEAR LEVEL: LEARNING AREA/TOPIC: ENGLISH Writing

AUSTRALIAN CURRICULUM
General Capabilities: Literacy Numeracy ICT Critical and creative thinking Asia and Australias engagement with Asia Ethical Behaviour Personal and social Competence Sustainability Intercultural Understanding

Cross-curriculum priorities: Aboriginal and Torres Strait Islander histories and Cultures

WEEK/ LESSON
4

AUSTRALIAN CURRICULUM LINKS Lang Literacy Literature

(ACELT1 586)

SPECIFIC LESSON OBJECTIVE

At the end of this lesson, students will be able to: Retell the key events of Wombat Stew using oral language, and digital technologies.

ASSESSMENT (what & how)

Peer assessment checklist of the finished retell.

TEACHING & LEARNING EXPERIENCES (include learner diversity)

Read the book Wombat Stew. By now the children should be familiar with the recurring story structure. Give them the opportunity to identify the episodes as each animal comes on the scene and add something to the stew. Review the main events. Write on the whiteboard the characters. Explain to the students that they will be broken up into groups and it is their job to create a book of the main events in Wombat Stew. To do this they will take photos or videos using the iPad. They need to include a beginning, middle and end scene. Break the class into six groups of four to five students. Guide discussion around key events. Use Book Creator for iPad app to create and publish their books. Play each movie on the interactive whiteboard. Get each group to explain why they chose those particular events from the story. Students complete peer assessment checklist. LEARNER DIVERSITY: Use the sound field system for students who have Otitis Media Use a big book for students with vision difficulties and ensure they are seated close to the front Mixed ability and gender groups. Picture cues for the lower students who find it hard to identify key events.

KEY QUESTIONS
What did the lizard add to the stew? What was one main event?

RESOURCES

Big Book Wombat Stew

Whiteboard, whiteboard textas. What were the key events in Wombat Stew? Props (animal ears, noses, cork hat, feathers) iPad x 6 Book creator app Class list with prepared groups. Why did you choose those particular events? Interactive whiteboard Peer assessment checklist Sound field system

References Annandale, K., Bindon, R. Broz, J., Dougan, J., Handley, K., Johnston, A., ...Rourke, R. (2005). First steps writing map of development (2nd ed.) Belmont, WA: Rigby.

Australian Curriculum Assessment and Reporting Authority (n.d.). English curriculum. Retrieved from http://www.australiancurriculum.edu.au/Year1

Bishop, R. (n.d.). Teaching notes: Wombat stew. Retrieved from http://www.scholastic.com.au/schools/bookclub/pdf/toolkit_downloads/wombat_stew_TN.pdf

Dahl, M. (2006). If you were a noun. MN, USA: Picture Window Books.

Vaughan, M. (2011). Wombat stew. Gosford NSW: Scholastic Press.