Reading - Term 4
Ten Quick Questions - Tuesday 12th December
- In which local town was Betsy found? (p 3)
- Name two Australian entertainers who have been part of Eurovision. (p 3)
- Eileen Kramer ‘s portrait has proven to be one of the favourites in the Archibald exhibition. What career does she have? (p 4)
- How many people across Victoria have become Tattslotto millionaires in the last 12 months? (p 5)
- Will it be wet weather in the next week? (p 7)
- What does ‘green spine’ mean? (p 11)
- What inspired Bryson West’s Christmas decorating? (p 15)
- What is your favourite Christmas movie? Why? (p 15)
- In a cricket score—what does 5-95 mean? (p 20)
- Chloe Sallaris is dedicated to her sport. What things in her weekly routine would you find challenging?
Author Study: Shaun Tan
Monday 27th November:
Learning Intention: We are learning to create images in the style of Shaun Tan.
Success Criteria: I can carefully select colours, scale and details to create a mood, according to my description in the story.
As a celebration of Shaun Tan’s work, select a paragraph, page or section of your current Narrative to illustrate, using inspiration from Shaun Tan’s artistry. You are encouraged look at the descriptive language you have included in their writing to inform the colours, lines and scale they choose to use.
What do we know about Shaun Tan's illustrations that could inspire yours?
Thursday 30th November: Go through "The Rabbits" together.
Monday 20th November:
Learning Intention: We are comparing and contrasting "The Arrival" with "The Lost Thing" in cooperative learning groups. Success Criteria: I can compare and contrast these two texts, focusing on:
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Each group member needs to use a different colour pencil. You can use sticky notes if you'd like to, or cut out the sections of the graphic organiser and stick it on coloured card.
Small groups:
Kirsten, Kya & Alyssa
Maddie, Nakita, Abby & Tom
Farhana, Lachlan & Suzhanna
Ellenor, Curtis & Logan
Grace, Brock & Molly
Grady, Tahlia & Jack
Ashlee, Erika & Busa
What does it mean to work in the WITH box?
Monday 20th November: Assessment Task
Learning Intention: We are analysing "The Rabbits" by John Marsden & Shaun Tan
Success Criteria: I can analyse "The Rabbits", focusing on:
-characters & setting
-use of language
-illustrations
-main message/theme
1. Review Feedback from last week's analysis of "The Red Tree". Colour code my feedback by underlining or circling it with highlighters: one colour for what you did well, and one colour for how you need to improve, or suggestions for what you can do differently. Keep this work on your desk to refer back to during today's assessment task.
2. Read "The Rabbits"
3. Go through prompts together.
4. Independently complete analysis. Remember that this is an assessment and a copy will be going home on Seesaw.
Tuesday 14th November
Learning Intention: We are analysing Shaun Tan's short story, "Eric".
Success Criteria: I can contribute to my group's analysis of this short story, focusing on:
-characters & setting
-use of language
-illustrations
-main message/theme
Learning Intention: We are analysing Shaun Tan's short story, "Eric".
Success Criteria: I can contribute to my group's analysis of this short story, focusing on:
-characters & setting
-use of language
-illustrations
-main message/theme
Today you will complete this task in small groups. You will need to each use a different colour pen or pencil and include a key so I can see who has completed each section.
Remember: even if you all complete different sections you are all responsible for the final product! You will need to help each other, especially if people slip out of the "With" box. Small groups: Nakita, Lachlan & Kirsten Maddie, Suzhanna & Kya Tahlia, Curtis & Farhana Abigail, Jack & Ellenor Alyssa, Ryan & Grace Molly, Tom & Grady Busa, Erika & Logan Brock & Ashlee |
Friday 17th November
Learning Intention: We are analysing Shaun Tan's picture book, "The Red Tree"
Success Criteria: I can analyse "The Red Tree" independently, focusing on:
-characters & setting
-use of language
-illustrations
-main message/theme
Make this your best effort! I will read your work closely over the weekend and provide you with feedback to help you improve for your assessment task next week.
(I have shared the PDF of the book with you on Drive)
(I have shared the PDF of the book with you on Drive)
Thursday 16th November
Learning Intention: We are analysing Shaun Tan's picture book, "The Arrival".
Success Criteria: I can analyse this short story independently, focusing on:
-characters & setting
-use of language
-illustrations
-main message/theme
Tuesday 7th November:
Learning Intention: We are asking questions to help deepen our comprehension of "The Lost Thing".
Success Criteria: I can ask different types of questions during and after reading "The Lost Thing".
Learning Intention: We are asking questions to help deepen our comprehension of "The Lost Thing".
Success Criteria: I can ask different types of questions during and after reading "The Lost Thing".
Before reading, rule up a page in your reading book into four columns, for the four types of questions.
As a whole class, review the four types of questions:
As a whole class, review the four types of questions:
While reading, you need to jot down questions that you have, or questions you would ask if you were the teacher to check that students are understanding the story. Remember: try to write a variety of types of questions, in the appropriate boxes on your page.
After finishing, as a whole class, share some quality examples of different questions.
You then need to independently answer the following questions in full sentences in your Reading Book.
1. How did the story make you feel? Explain.
2. The boy is the only person who notices the Lost Thing. What does this tell you about the world where the story takes place?
3. What happens to the Lost Thing? What happens to the boy? Why?
4. Now that you have read the story, how would you explain the meaning of the line on the cover: ‘A tale for those who have more important things to pay attention to’?
You then need to independently answer the following questions in full sentences in your Reading Book.
1. How did the story make you feel? Explain.
2. The boy is the only person who notices the Lost Thing. What does this tell you about the world where the story takes place?
3. What happens to the Lost Thing? What happens to the boy? Why?
4. Now that you have read the story, how would you explain the meaning of the line on the cover: ‘A tale for those who have more important things to pay attention to’?
Tuesday 7th November:
Learning Intention: We are analysing and summarising "The Lost Thing", by Shaun Tan
Success Criteria: I can successfully analyse "The Lost Thing" by focusing on the main characters, setting, theme/hidden message, language and illustrations.
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Responding to the look and visual style of the book:
- Describe the different visual elements used to represent the boy’s world and the world of lost things.
- Why do you think these two places are depicted in the way they are?
- What colours have been used to represent the two worlds explored in the story? Why?
- Make a list of the shapes and objects that comprise the worlds portrayed in The Lost Thing.
- Focus on the different angles and perspectives used to represent the boy’s world. Describe three of these perspectives in detail and explain what they add to the story.
- The book is made up of pictures of many different sizes; some pictures fill the page, while others are much smaller. Compare the effect of this way of constructing the book with another picture book that is more uniform. Why has Tan chosen this way of telling his story?
- What is the effect of the engineering text books that provide the background for the story? Why do you think this background is not used for the world of lost things?
- What is the purpose of the bottle top drawings on the inside of the cover? What do they add to the story?
- What do you think of the final image? Why does the story end like this? What does this image add to the story? Explain.
Week 5: What do we know about Chris Van Allsburg?
Monday 6th November:
Learning Intention: We are making inferences about Chris Van Allsburg after reading his books.
Success Criteria: I can use what I know about his books to make inferences about Chris Van Allsburg's life and personality.
Learning Intention: We are making inferences about Chris Van Allsburg after reading his books.
Success Criteria: I can use what I know about his books to make inferences about Chris Van Allsburg's life and personality.
Whole class: Given what we know about Chris Van Allsburg's writing, what can we infer about the author himself?
- Where does he live?
- What are his hobbies and interests?
- What are the influencing factors for his style of writing?
- Why does he always have a hidden message in his stories?
- What can we infer about him, based on the hidden messages in his stories?
Independent Investigation:
You may research using appropriate websites on your iPads to answer the questions below and make notes in your Reading book. Be sure to record any other interesting facts you may uncover.
- Where and when did he grow up?
- What was his family like?
- What obstacles did he face?
- Did he have another career?
- What are his hobbies or interests?
- Why did he want to write?
- What is a fun fact about this author?
- Is this author similar to me? How?/Why not?
https://hmhbooks.com/chrisvanallsburg/biography.html
https://www.famousbirthdays.com/people/chris-vanallsburg.html
http://www.readingrockets.org/books/interviews/vanallsburg
https://blog.bookstellyouwhy.com/the-profound-magical-realism-of-chris-van-allsburg
https://chrisva.weebly.com/fun-facts.html
http://factfile.org/10-facts-about-chris-van-allsburg
Week 4: Analysing & Comparing Chris Van Allsburg's picture books:
Wednesday 1st - Thursday 2nd November:
Learning Intention: We are collating everything we have learnt about Chris Van Allsburg's picture books.
Success Criteria: I can work effectively with my group to closely analyse our selected picture book.
Learning Intention: We are collating everything we have learnt about Chris Van Allsburg's picture books.
Success Criteria: I can work effectively with my group to closely analyse our selected picture book.
In your co-operative learning group, work together to write a high quality paragraph in each four corner of the graphic organiser (plot summary, characters, setting & illustrations, and the hidden message or lesson. You must write a draft for each paragraph first, in your Reading book.
Remember: You all need to be happy with your final product, so be prepared to work together, help each other and be aware that you may need to make some compromises.
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Week 3: Analysing Chris Van Allsburg's Characters
Monday 30th - Tuesday 31st October:
Learning Intention: We are learning to analyse a Chris Van Allsburg character.
Success Criteria: I can analyse a character, explaining their impact/contribution to the plot, and describing their characteristics.
Learning Intention: We are learning to analyse a Chris Van Allsburg character.
Success Criteria: I can analyse a character, explaining their impact/contribution to the plot, and describing their characteristics.
Your task: Choose any Chris Van Allsburg text (not the Sweetest Fig!) and complete your own character study.
Week 2: Using questioning to analyse
Chris Van Allsburg's texts
Tuesday 17th October:
Learning Intention: We are asking and answering questions to help us analyse texts written by Chris Van Allsburg.
Success Criteria: I can use all four types of questions to analyse a text.
Learning Intention: We are asking and answering questions to help us analyse texts written by Chris Van Allsburg.
Success Criteria: I can use all four types of questions to analyse a text.
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Whole Class: Read & analyse "The Sweetest Fig".
Partner task: Choose a different picture book to read and analyse today.
Friday 20th October:
Learning Intention: We are asking and answering questions to help us analyse texts written by Chris Van Allsburg.
Success Criteria: I can use all four types of questions to analyse a text.
Whole Class: Go through Mr Michell's analysis of "The Sweetest Fig".
Individual: Choose a picture book to read and analyse today (using the videos above)
With Mr Michell: Suzhanna, Curtis, Nakita, Abigail & Erika
Share / reflect.
With Mr Michell: Suzhanna, Curtis, Nakita, Abigail & Erika
Share / reflect.
Monday 23rd October:
Learning Intention: We are comparing and contrasting texts written by Chris Van Allsburg.
Success Criteria: I can compare two texts, analysing the:
-characters
-aesthetics (what does the picture book look like?)
-plot
-language
-structure
-author’s purpose
Learning Intention: We are comparing and contrasting texts written by Chris Van Allsburg.
Success Criteria: I can compare two texts, analysing the:
-characters
-aesthetics (what does the picture book look like?)
-plot
-language
-structure
-author’s purpose
Whole class: compare and contrast two picture books (The Sweetest Fig from Tuesday, and The Stranger from Thursday) using a Venn Diagram
Work with your partner to complete a detailed Venn Diagram comparing and contrasting two of Chris Van Allsburg’s texts. You must choose at least one book that you did analyse last week. Remember to refer back to the Success Criteria - your Venn diagrams must show evidence of analysing and comparing these elements of the picture books.
Partners:
Abigail & Talhia
Busa & Logan & Tom
Kirsten & Grady
Brock & Farhana
Grace & Ellenor
Curtis & Kya
Lachlan & Jack
Nakita & Erika
Molly & Suzhanna
Alyssa & Ashlee
Ryan & Maddie
Share / Reflect
Work with your partner to complete a detailed Venn Diagram comparing and contrasting two of Chris Van Allsburg’s texts. You must choose at least one book that you did analyse last week. Remember to refer back to the Success Criteria - your Venn diagrams must show evidence of analysing and comparing these elements of the picture books.
Partners:
Abigail & Talhia
Busa & Logan & Tom
Kirsten & Grady
Brock & Farhana
Grace & Ellenor
Curtis & Kya
Lachlan & Jack
Nakita & Erika
Molly & Suzhanna
Alyssa & Ashlee
Ryan & Maddie
Share / Reflect
Week 1: Questioning
Monday 9th October:
Learning Intention: We are learning to identify key words in a text and use context clues to determine the meaning.
Success Criteria: I can use the context to determine the meaning of unfamiliar words.
Learning Intention: We are learning to identify key words in a text and use context clues to determine the meaning.
Success Criteria: I can use the context to determine the meaning of unfamiliar words.
Independent Reading: 20 mins
Tuesday 10th October:
Learning Intention: We are learning to understand different types of questions that help deepen our comprehension of the text.
Success Criteria: I can explain the four levels of questions and identify examples.
Learning Intention: We are learning to understand different types of questions that help deepen our comprehension of the text.
Success Criteria: I can explain the four levels of questions and identify examples.
Independent Reading: 15 minutes.
Choose a page from your Independent Reading book and write three questions that you could ask someone reading the book, to check their understanding.
HINT: Be the teacher! If I was reading it to you, what questions might I ask to check that you understand?
Choose a page from your Independent Reading book and write three questions that you could ask someone reading the book, to check their understanding.
HINT: Be the teacher! If I was reading it to you, what questions might I ask to check that you understand?
Partner task: Swap Independent Reading books with a partner and read their questions.
1. What type of questions are they?
2. Answer the questions (remember to use full sentences, and find evidence in the text to support your answers!)
Curtis & Jack
Ryan & Brock
Grady & Tom
Lachlan & Logan
Kya & Busa
Nakita & Erika
Kirsten & Grace
Abigail & Suzhanna
Farhana & Maddie & Ellenor
Alyssa & Ashlee
Molly & Tahlia
Whole class: Read through text together, pausing to answer questions. Also determine what type of questions they are!
Thursday 12th October:
Learning Intention: We are learning to understand different types of questions that help deepen our comprehension of the text.
Success Criteria: I can create questions about a text.
Independent Reading: 20 minutes
Whole class: Review types of questions. Come up with examples of each type!
Whole class: Review types of questions. Come up with examples of each type!
Each group will be allocated a type of question. Together, read the text below ("A Million Metal Mosquitoes") and come up with 3 quality questions of your type. (Record the answers somewhere hidden in your Reading book or on your iPad)
Right There:
(With Mr Michell) Nakita, Suzhanna, Curtis, Abigail, Kya, Erika
Search & Infer:
Tom, Jack, Busa
Alyssa, Tahlia, Molly
About the text:
(With Miss Brown) Brock, Ryan, Farhana, Ellenor, Maddie
Beyond the text:
Logan, Lachlan & Grady
Ashlee, Kirsten & Grace
Right There:
(With Mr Michell) Nakita, Suzhanna, Curtis, Abigail, Kya, Erika
Search & Infer:
Tom, Jack, Busa
Alyssa, Tahlia, Molly
About the text:
(With Miss Brown) Brock, Ryan, Farhana, Ellenor, Maddie
Beyond the text:
Logan, Lachlan & Grady
Ashlee, Kirsten & Grace
Meet in new jigsaw groups:
1: Nakita, Tom, Maddie, Lachlan
2: Suzhanna, Jack, Ellenor, Ashlee
3: Curtis, Tahlia, Logan
4: Abigail, Busa, Farhana, Grady
5: Kya, Alyssa, Ryan, Grace
6: Erika, Molly, BRock, KIrsten
In your jigsaw groups, take turns to share your questions and have the rest of the group discuss the answers.
When answering questions, use talking chips and remember to use evidence from the text to support your answers!