The Lost Thing

By Shaun Tan
Stage 2 English Unit

KEY CONCEPT IN THE ENGLISH SYLLABUS: Parallels between real world (of an experience) and the world
of texts. FOCUS: Developing imaginative and creative thinking through expression of viewpoints and
reflecting on multimodal texts.
ENGLISH OUTCOMES:
EN2-2A - plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language.
EN2-7B - identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts.
EN2-9B - uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when
responding to and composing texts.
EN2-10C - thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts.
EN2-11D - responds to and composes a range of texts that express viewpoints of the world similar to and different from their own.
EN2-12E - recognises and uses an increasing range of strategies to reflect on their own and others learning.

ENGLISH OUTCOMES & CONTENT DESCRIPTORS:

EN2-4A Reading and Viewing 1- Content descriptors: use metalanguage to describe the effects of ideas, text structures
and language features of literary texts (ACELT1604); use graphological, phonological, syntactic and semantic strategies to
respond to texts, eg knowledge of homophones, contractions, syllables, word families and common prefixes; use
comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas
and analysing and evaluating texts (ACELY1680, ACELY1692); identify syllables in multisyllabic words in order to support
decoding of longer words in context to make meaning; Use strategies to confirm predictions about author intent; summarise a
paragraph and indicate the main idea, key points or key arguments in imaginative, informative and persuasive texts;
interpret text by discussing the differences between literal and inferred meanings.
EN2-8B Reading and Viewing 2 - Content descriptors: recognise how quotation marks are used in texts to signal
dialogue, titles and quoted (direct) speech (ACELA1492); identify and interpret the different forms of visual information,
including maps, tables, charts, diagrams, animations and images.
EN2-1A Speaking and Listening 1- Content descriptors: understand that social interactions influence the way people
engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their
own views and reporting them to a larger group (ACELA1488); understand that successful cooperation with others depends
on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree of
formality in social situations (ACELA1476); interact effectively in groups or pairs, adopting a range of roles; use interaction
skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and
learned vocabulary and appropriate tone, pace, pitch and volume (ACELY1688, ACELY1792); use information to support and
elaborate on a point of view; respond appropriately to the reading of texts to demonstrate enjoyment and pleasure.
EN2-6B Speaking and Listening 2 - Content descriptors: identify purposes for listening in a variety of formal and informal
situations discuss how writers and composers of texts engage the interest of the reader or viewer; discuss how writers and
composers of texts engage the interest of the reader or viewer; listen to and contribute to conversations and discussions to
share information and ideas and negotiate in collaborative situations (ACELY1676)
EN2-5A Spelling - Content descriptors: understand how knowledge of word origins supports spelling; use morphemic, visual,
syntactic, semantic and phonological knowledge when attempting to spell unknown words; discuss and use strategies for
spelling difficult words; use knowledge of alphabetical order to locate information in texts, eg dictionaries,
glossaries.

EN2-9B Grammar, Punctuation & Vocab - Content descriptors: Understand that choice of vocabulary impacts text
effectiveness; experiment with vocabulary choices to engage the listener or reader.
EN2-10C Thinking imaginatively - Content descriptors: discuss how authors and illustrators make stories exciting,
moving and absorbing and hold readers' interest by using various techniques, for example character development and plot
tension (ACELT1605); identify and discuss how vocabulary establishes setting and atmosphere; justify interpretations of a
text, including responses to characters, information and ideas, eg 'The main character is selfish because '; respond to texts
by identifying and discussing aspects of texts that relate to their own experience.
EN2-11D Expressing themselves - Content descriptors: draws connections between personal experiences and the
worlds of texts, and share responses with others (ACELT1596); make connections between students' own experiences and
those of characters and events represented in texts; identify the point of view in a text and suggest alternative points of view
(ACELY1675); consider and discuss ideas drawn from their world and the worlds of their text.
EN2-12-E Reflecting on learning - Content descriptors: discuss the roles and responsibilities when working as a
member of a group and understand the benefits of working collaboratively with peers to achieve a goal.

Week/Less
on
W1/L1

Lesson Activities

W1/L2

Discuss the illustrations on the front cover and front and back
sleeves to predict the text/theme.
Using predictogram proforma students will create a story. Focusing
on the main features and structure of a narrative.
Focus on spelling and meanings of the Predictogram words you
have chosen.

Model reading using fluency and phrasing:

Discuss characteristics of the Lost Thing from front cover picture.

E.g. How many arms, eyes, legs does it have. How do you think it
might be feeling, happy, sad, lonely, excited.

Students can record their difficult words sharing mini white boards.

Demonstrate monitoring strategy by REREADING to clarify meaning

and use think clouds to explain how to read text with quotation
marks.

Students predict after every two pages using the Predicting

strategy SO FAR...NEXT with a thinking partner.

Comprehension
Strategies/ Objectives
and Outcomes
Predicting/
Thinking
Imaginatively

Monitoring,
Clarifying,
Summarising and
Predicting

W1/L3

Week/Less
on
W2/L1

Reread text.
Students retell the text using summarising strategy, Think Pair
Share.
Identify and write, using whiteboards, list of words with prefixes
and suffixes.
Identify possible synonyms for text words to extend vocabulary add
meaning and understanding.
Students discuss 'Fears and anxieties'. What is a fear/anxiety?
Students discuss their fears/anxieties? (making connections text
to self) and what could make them fearful (predicting).
Students make connections (text to self) to themselves by
discussing their experiences of being lost with a thinking partner.
Lesson Activities

Reread text.
Student have a photocopy of the first few pages to complete the
following during reading:
List their difficult words.
Use making connections and monitoring with CODING STRATEGY
during reading and record the most important information by using
a code * (things they already knew), + (new information), !
(Wow information) and ?? (Information they do not understand).
Students meet with a partner to share and compare codes they
each have marked.
Students discuss their coding information in whole class reflection
and the teacher rereads the sections that students didnt
understand.
Teacher lists students difficult words to chunk for spelling.

Summarising/
Predicting/ Making
Connections/
Expressing
themselves

Comprehension
Strategies/ Objectives
and Outcomes
Monitorying and
Clarifying/Decoding

Making Connections Comparing/contrastin

g

W2/L2

W2/L3

Week/Less
on
W3/L1

As a class students create beginning creating a summary of the

book. They record key words and phrases on the board.
In pairs students use the key words and phrases to create an oral
summary. Students then return to desks to write record their
summary.
Reread the book and then think about your response to the story
and share your ideas as a class, in small groups or with a partner.
Discuss:
How did the story make you feel? Explain.
The boy is the only person who notices the Lost Thing. What does
this tell you about the world where the story takes place?
What happens to the Lost Thing?
What happens to the boy? Why?
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?
Lesson Activities
Read a few pages of Raising Dragons by Jerdine Nolen. Compare
the lost thing to the dragon as fantasy characters. Highlight the
adjectives that Jerdine Nolen uses to describe the dragon.
Create a list of dragon descriptors and behaviours (see Writing
Appendix) Students collaborate to create an oral sentence
describing dragons for the teacher to scribe. Students count the
words and the number is recorded by the teacher.
Teacher increases the complexity of the sentence: adding
adjectives to the nouns or adverbs to verbs in the sentence, using
commas for lists of adjectives. Count how many words are in the
sentence now. Is it longer and more interesting?
Students visualise. Does it make a more vivid image?

Summarising

Comprehension
Strategies/ Objectives
and Outcomes
Descriptive/
Thinking
Imaginatively

W3/L2

W3/L3

Students write their own sentence/s describing dragons - Modelled

writing is removed from view.
THINK: Thinking time should be given to students to create their
sentence before writing is expected.
VISUALISE: Students create a mental image of their sentence.
VERBALISE: Students tell their sentence to a partner.
WRITE: Students write their sentence.
READ: Sentences are read by a partner for editing and reflection
using the writing criteria. Sentences are revised.
Students use a graphic organiser to describe their dragons colour, size,
features, and personality ready

Descriptive/
Thinking
Imaginatively

Descriptive/
Thinking
Imaginatively

Week/Less
on
W4/L1

Lesson Activities

W4/L2

Students complete descriptive writing exercise on the lost thing

character similar to raising dragons exercise.
Students write their own sentence/s about The Lost Thing.
THINK: Thinking time should be given to students to create their
sentence before writing is expected.
VISUALISE: Students create a mental image of their sentence.
VERBALISE: Students tell their sentence to the other group
members (thinking partners, talking triangles).
WRITE: Students write their sentence. A Have a go! section at the
bottom of the page allows students to attempt the correct spelling,
and the teacher can discuss the students attempt and write the
word correctly to be added to the sentence (errorless learning).
READ: Sentences are read by a partner for editing and reflection
using writing criteria/graphic organiser. Sentences are revised.
Students compare their own descriptions of the two characters and
write down similarities and differences.
Using photocopies of the two books students compare the
descriptive words that the authors use and how those words effect
the way the reader views the different characters.
Students take a descriptive sentence from the book and change it
to create a different perspectives on the characters. Eg the dragon
is viewed as scary rather than friendly.

Comprehension
Strategies/ Objectives
and Outcomes
Descriptive/
Thinking
Imaginatively

Descriptive/
Thinking
Imaginatively

Week/Less
on
W5/L1-2

Lesson Activities

W5/L3

Weeks lessons based on visual literacy. Below are a list of

questions, choose a few to discuss with the class.
Describe the different visual elements used to represent the boys
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 boys 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.
Students complete similar exercise to W4/L2 based on visual literacy.

Using photocopies of the two books students compare the

illustrations that the authors use and how they affect the way the
reader views the different characters. Students can focus on colours,
shading, angles etc.
Students then choose a scene and redraw it two or three times to express

Comprehension
Strategies/ Objectives
and Outcomes
Thinking
Imaginatively/ Visual
Literacy

Thinking
Imaginatively/ Visual
Literacy

different moods.

Week/Less
on
W6/L1-2

Lesson Activities

W6/L3

When the boy and the Lost Thing visit The Federal Department of
Odds and Ends, they meet a sad, lost, forgotten creature with a
small voice. This creature reappears in the final page of the story
(Appendix C).
Tell this creatures story.
o What is it?
o Where has it come from?
o Why has it ended up where it has?
o Why do you think it directs the Lost Thing to the place for
lost things but does not go there itself?
You may choose to tell this story entirely in words or entirely in
pictures, or you may choose to combine words and pictures. As a
class, share your stories and explore the similarities and differences
in your responses.
Taking as a guide the many different angles and perspectives from
which the Lost Thing character can be observed, create your own
creature within a world and draw it from a number of different and
unexpected perspectives. Combine the classs responses to create
a gallery of lost things.

Comprehension
Strategies/ Objectives
and Outcomes
Descriptive/
Thinking
Imaginatively/
Writing/ Editing

Visual Arts/
Thinking
Imaginatively

Week/Less
on
W7/L1-2

Lesson Activities

W7/L3

Show the class Shaun Tans website on the lost thing

(www.thelostthing.com) and show the students the online gallery.
Discuss the different styles of drawing and how they are all part of
making a picture book or cartoon.
Next show students the short animation of the lost thing:
https://www.youtube.com/watch?v=t1YG7ZXfC6g
After viewing the film have a class discussion on different aspects
of the film.
The opening scenes:
o Why have the credits been designed in the way they have?
How do they prepare the viewer for the story to follow?
Describe the music and the sound effects used and explain
their effect. What do they add? What is your initial
impression of the boy? Explain -- focus on his movements,
voice and the words he uses.
The closing scenes:
o Compare the ending of the film with the ending of the book.
How are they similar? Explain with examples. Are there any
major differences? Explain with examples. Why do you think
the filmmakers have kept some elements but changed
others?
This lesson focuses on the idea that the city in the book has a
Dead Heart. Have a class discussion or ask students the answer
the questions individual:
o What does this mean?
o How can a place have a dead heart?
o Expand on your answer by focusing on a specific scene:
perhaps the end of the day at the beach, the evening at
home or the visit to the Federal Department of Odds and
Ends.

Comprehension
Strategies/ Objectives
and Outcomes

Reflection/ Thinking
Imaginatively

Discuss what Shaun Tan is trying to say through The Lost thing as a
metaphor for our society. Does our city have a Dead Heart, does
society ignore the elephant in the room like they ignored the lost
thing.

Appendix

Text:

Author:

Vocabulary from the text:

Setting:

Characters:

Events:

Problem:

Solution:

Appendix A

Appendix B

PREDICTOGRAM WORDS/PHRASES
Pages

WORDS FOR PREFIXES ANS SUFFIXES (Vocab 9, 10)

interesting

Find synonymns using a dictionary or thesaurus (Vocab 9, 10)

unconscious
2

tirelessly
stopped

3
4

5
6

7
9

stared,
seemed
intrigued
baffled
looking
decided
friendly
started
talking
played
feeling
slouched
seemed
coming
helpful
trying
paused
dramatic

Appendix C