Nambrok Denison MARC

Work program Term 3 September 1-September 6th

Book Week

2016

Junior School

Perfect by Danny Parker & Freya Blackwood

Learning Intent:

Pre Reading Examine the mystery box containing story

elements eg. chalk, wooden spoon, small mixing bowl, picture
of a kite, seashell and building blocks. Prompt students to
predict what the story is about. View the Storybox teaser
Read: While identifying the rhyming couplet style of writing
Post Reading Students have 3 different areas inspired by the
story to spend time creating. 1. Large chalk for drawing on the
ground 2. Pretend cooking area 3. Glue sticks and torn photos
for mending, 4. Soft toys and books to share

Students will Identify

rhyming couplets
Recognise that texts are
created by authors who tell
stories and share
experiences that may be
similar or different to
students own experiences
(ACELT1575)

Resources
Middle School
Learning
Intent:
Students
know the
formula to
cinquain and acrostic
poetry
Create short imaginative,
informative and persuasive
texts using growing knowledge
of text structures and
language features for familiar
and some less familiar
audiences, selecting print and
multimodal elements
appropriate to the audience
and purpose (ACELY1671)

https://www.youtube.com/watch?v=eBLMvU8-kls Storybox
teaser
Chalk, soft toys, glue sticks, magazine photos, cooking utensils

The Hush Treasure Book

Pre Reading: Examine the cover and predict what the book
may be about. Who is the audience? Examine the words Hush
& Treasure what do they conjure up? What do they mean?
Give students the background to the compilation. Share stories
of hospitalisation. Discuss feelings & emotions.
Read The forward by Cath. Read The Elephant Bird by Tohby
Riddle. Is there such a thing as the elephant bird? What could it
be representing? Discuss Reread the story thinking the bird is
illness. Read Ward by Shaun Tan and discuss the significance
of the owl.
Post Reading. Write either an acrostic poem titled HOSPITAL
or a cinquain poem on the topic of illness

Resources

A cinquain consists of five unrhymed lines. Each line has a

set number of syllables Line 1: 2 Line 2: 4 Line 3: 6 Line 4: 8
Line 5: 2

Senior School

Sister Heart by Sally Morgan

Learning Intent:
Students will make
connections and isolate
key incidents that
create a narrative.
Discuss how language is used
to describe the settings in

Pre reading: Revise the story from previous 2 weeks.

Re-establish understanding of story so far. Share mind maps.
Read: The continuing story of Annie story as students add to
their mind map. Encourage students to make connections
between characters and events. Make predictions.
Post reading: Encourage students to reflect on the story and
consider writing to Sally Morgan with their thoughts.
https://www.creativespirits.info/aboriginalculture/politics/stolengenerations-timeline
Students workbooks, pens, pencils, internet

texts, and explore how the

settings shape the events and
influence the mood of the
narrative (ACELT1599)

Resources