PART A: Rationale and PLANNING

Plan for the Teaching of Literacy using Childrens Literature

Students names: Ambika Scott Jodrell S00146667, Rachel Paraman S00118748

Full Childrens Literature Reference: Tan, S. (2000). The Lost Thing. Port Melbourne, Vic: Lothian Pty Ltd

Time: 45 minutes approximately

Proposed Year Level: Year 5

CONTENT DESCRIPTORS

English, Literature

Examining literature (ACELT1610)

Content Descriptor: Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and
responses.

During this lesson students will:

Students will close their eyes, and listen to the teacher read The lost thing, focusing on their imagined interpretation of what the thing might be. The book will
be covered, to avoid students being influenced by the illustrations. After discussion (purely on the story, with the exclusion of the nature of the thing) students
will create a visual interpretation of their things on A4 poster paper. Students will observe their peers interpretations, as well as Shaun Tans illustrations to
explore the myriad of perspectives that can arise from just one text.

Relevant Elaborations

Explore the different ideas and perceptions that can arise for the students from using a single text.

Literacy learning intentions

We are learning to ...

look at one story from lots of different ways.

Learning behaviors

I need to ...

listen closely to the story.

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 pay close attention to the picture Im creating in my head, because I will have to draw this, or act it out when the story is finished.

Success criteria

I am doing well if ...

can express my interpretation of the thing in my illustration, or through my charade, and acknowledge that my peers may be different to mine.

RESOURCES:

AusVELS
Tan, S. (2000). The Lost Thing. Port Melbourne, Vic: Lothian Pty Ltd
The Lost Thing teacher resources
Oil pastels
Lost Thing worksheet (attached)
Staple gun and staples for display

LESSON INTRODUCTION:

General Introductory Statement (describing what you will do to gain the childrens attention before beginning the lesson):

The Lost Thing is going to be introduced to the class in a blind fashion. The children will not be able to see the images on the cover as the book will be
concealed. Tuning in questions will be asked to provoke and encourage intrigue and mystery as to what the story is about. Teacher will instruct the students to
close their eyes while listening to the story, and pay close attention to the image that is being created and imagined in their heads whilst the story is being told.

PRIOR TO READING THE TEXT:

For the purpose of this lesson examining the cover and making predictions using picture cues is not applicable.

Step 1: Introduce the title of the The Lost Thing.

Step 2: Raise the questions such as What do you think might happen in the story? What sort of thing might be lost?"

Step 3: Instruct the students to close their eyes and listen carefully to the story, and pay close attention to image formed in their heads as they will need it for
the activity that follows. Suggest they listen out for descriptions of the Thing, where it was found etc.

DURING READING:

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Questions will not be asked during the first (concealed) reading, however the following questions will be asked during the second (unconcealed) reading, that
follows the activity. Students should be familiar with the story as this will be the second reading, therefore questions based on the illustrations will be the focus
during this reading.

Step 1: The images displayed on the end pages are very significant to the character in the story. Show end pages to students and ask What can you see?
and What do these have to do with the story?

Step 2: Ask students Can anybody see what the thing actually is? upon the introduction of the Thing on the second page. Was anyones idea of the thing
similar to the books?

AFTER READING:

As there will be two readings of the text in this lesson, the following questions will be asked after the first reading.

Step 1: Inferential questions will be asked in the form of a discussion, with the absence of the book.

What do you think happens next in the story?

Do you think they boy would have keep the thing if he could?

These questions will follow the second reading (after the activity).

Step 2:

Literal questions will be asked, with referral to relevant pages of the book.

Where was the thing found? (Setting explained in the text and accompanied by illustration of the beach.)
What was an indication that his parents didnt like the thing being at home? (Statements made in text by parents, expressing their concern in relation
to the things hygiene)
Do you think the thing was happy where he left it? (Yes) Why do you think this? (Book states that the thing makes an approving noise on arrival)

Evaluative questions will then be asked, with relevant referral to pages of book.

Do you think it could have worked out, if the boy had kept the thing?
Do you think this story is based on a true story?

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EXTENDING BEYOND THE TEXT: Literacy-related activity:

This activity is designed for students to be made aware that texts can offer a myriad of interpretations and points of view amongst their readers. It is for the
students to become aware of their own interpretations, as well as their peers interpretations.

At the conclusion of the first reading students will be given a choice to either use the worksheet provided and recreate their imagined Thing, or to act out a
charade to a partner of their interpretation of the Thing. Worksheet has a written component, simply to allow students to explain their interpretation. Students
will be informed that it is important to commit to their individual perception, even if they think it is unconventional. Emphasis should be made that there is no
right or wrong answer, and that their creations will be used for a display, or their charades will be performed to the class (if comfortable).

LESSON CONCLUSION:

The lesson will be concluded based on discussion. The teacher will instruct the students to leave their drawings on their desks, or finish their charades, and
walk around and observe their peers work. Questions such as, What do you notice about the drawings? should be asked to raise awareness of the
uniqueness of everyones point of view. Students will then return to their seats and the teacher will read Shaun Tans story again, this time revealing all
illustrations to class whilst being read. Questions may be asked during this reading too. Discussion will follow.

Other questions:

Why do you think you closed your eyes while we read the story the first time?

Do you think it is okay that we all have a unique way of thinking?

Do you think we should all think the same way?

Can you see how just one story has created so many different ideas amongst the class?

Do you think the world would be a little bit boring if we were all the same, and thought the same way?