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ED! SERIAL READING

TEACHER NOTES

Term 1, 2018

To the Lighthouse By Cristy Burne

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CONTENTS

CONTENTS ...................................................................................................................................................................... 4 INTRODUCTION .............................................................................................................................................................. 5

About the book .......................................................................................................................................................... 5 About the author ....................................................................................................................................................... 5

SERIAL READING PROGRAM ........................................................................................................................................ 6 FREMANTLE PRESS ....................................................................................................................................................... 6 AUTHOR VISITS .............................................................................................................................................................. 6 ADDITIONAL CLASSROOM ACTIVITIES LINKED TO ED! ............................................................................................ 7 WA CURRICULUM LINKS ............................................................................................................................................... 8

WA Curriculum: English v8.1 .................................................................................................................................... 8 OVERVIEW OF ACTIVITIES ............................................................................................................................................ 9 BACKGROUND INFORMATION ...................................................................................................................................... 9

Character .................................................................................................................................................................. 9 Plot ............................................................................................................................................................................ 9 Theme ...................................................................................................................... Error! Bookmark not defined. Setting ...................................................................................................................... Error! Bookmark not defined. Mood ........................................................................................................................ Error! Bookmark not defined. Point of view – POV ................................................................................................. Error! Bookmark not defined.

BEFORE READING .......................................................................................................... Error! Bookmark not defined. WEEK 1 .......................................................................................................................................................................... 10 WEEK 2 .......................................................................................................................................................................... 11 WEEK 3 ............................................................................................................................ Error! Bookmark not defined. WEEK 4 ............................................................................................................................ Error! Bookmark not defined. WEEK 5 ............................................................................................................................ Error! Bookmark not defined. WEEK 6 ............................................................................................................................ Error! Bookmark not defined. WEEK 7 ............................................................................................................................ Error! Bookmark not defined. WEEK 8 ............................................................................................................................ Error! Bookmark not defined. WEEK 9 ............................................................................................................................ Error! Bookmark not defined. WEEK 10 .......................................................................................................................... Error! Bookmark not defined.

© Media Education / The West Australian 2018

WA Curriculum content: © School Curriculum and Standards Authority www.scsa.wa.edu.au

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INTRODUCTION

About the book

Isaac arrives on Rottnest Island hoping for an awesome holiday

adventure, but his mum would rather he stayed inside, where it’s

safe. Then Isaac meets Emmy. She’s allowed to do whatever

she wants – and she wants to have fun!

With Emmy daring him on, Isaac’s life gets more and more

exciting. But when things go horribly wrong on their secret

midnight adventure, they both wonder whether this time they’ve

gone too far …

About the author

Cristy Burne grew up climbing trees, jumping drains, chasing cows

and inventing stories. She has a passion for learning through doing

and loves to inspire creativity, daring and resilience in her readers.

Cristy is a children’s author and science writer with degrees in

biotechnology and science communication. She has also worked as a

science circus performer, garbage analyst, Santa’s pixie, and atom-

smashing reporter.

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SERIAL READING PROGRAM

In ED! Magazine in The West Australian every Tuesday during Term 1 you will find an abridged instalment from the

book To the Lighthouse by Cristy Burne.

The activities associated with this serialised version of the book are available online to ED! Serial Reading

subscriber teachers.

FREMANTLE PRESS

The ED! Serial Reading program is run in partnership with Fremantle Press.

To find out more about their authors and illustrators, please visit http://www.fremantlepress.com.au/

AUTHOR VISITS

Fremantle Press authors are available to visit schools.

For information about author bookings visit: https://www.fremantlepress.com.au/book-author

or email Claire Miller: cmiller@fremantlepress.com.au

Fremantle Press authors charge a minimum fee for their time and preparation.

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ADDITIONAL CLASSROOM ACTIVITIES LINKED TO ED!

ED! Magazine is published every Tuesday inside The West Australian during school

terms.

Each week Media Education develops activities for the classroom based on that

week’s feature topic and the News Flash column. Activities can be downloaded for

free from our website every Monday afternoon.

Also, be sure to check out our listing of upcoming ED! topics and stories for ED! Serial Reading program.

For more information, visit education.thewest.com.au or phone 9482 3717

Join The West’s Media Education team in our aim to create a media-savvy generation.

Online Media Education activities are designed to enable students to become critical consumers of news. Through

completing the activities, students will develop the skills to consider, question, inquire and challenge reported news

stories. Media Education encourages students to be informed citizens of global issues considering multiple

perspectives before generating their own ideas and opinions.

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WA CURRICULUM LINKS

The purpose of The West Australian ED! Magazine Serial Reading program is to foster an enjoyment of reading

while developing an understanding of the ways in which theme, character, setting and plot are reflected in a story.

The activities are most suitable for Year 3-6 students, and can be adapted for different ages and abilities.

WA Curriculum: English v8.1

AIM: To ensure students develop interest and skills in inquiring into the aesthetic aspects of texts, and develop

an informed appreciation of literature.

Strand Sub-strand

La

ng

ua

ge

Language for interaction Language for interaction

How language used for different formal and informal social interactions is influenced by the purpose and audience

Evaluative language

How language is used to express opinions and make evaluative judgments about people, places, things and texts

Text structure and organisation

Purpose audience and structures of different types of texts

How texts serve different purposes and how the structures of types of texts vary according to the text purpose

Expressing and developing ideas

Visual language

How images work in texts to communicate meanings, especially in conjunction with other elements such as print and sound

Vocabulary

Meanings of words, including everyday and specialist meanings, and how words take their meanings from the context of the text

Litera

ture

Responding to literature Personal responses to the ideas, characters and viewpoints in texts

An individual response to the ideas, characters and viewpoints in literary texts, including relating texts to their own experiences

Examining literature Features of literary texts

The key features of literary texts and how they work to construct a literary work, such as plot, setting, characterisation, mood and theme

Language devices in literary texts, including figurative language

Language devices that authors use and how these creative meanings and effects in literary texts, especially devices in poetry

Litera

cy

Interacting with others Listening and speaking interactions

Purposes and contexts through which students engage in listening and speaking interactions

Skills students use when engaging in listening and speaking interactions

Interpreting, analysing, evaluating

Purpose and audience

Recognising and analysing differences between different types of texts

Reading processes

Strategies for using and combining contextual, semantic, grammatical and phonic knowledge to decode texts, including predicting, monitoring, cross-checking, self-correcting, skimming and scanning

Comprehension strategies

Strategies of constructing meaning from texts, including literal and inferential meaning

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OVERVIEW OF ACTIVITIES

Teaching students to become effective readers involves developing students’ reading fluency and extending their ability to comprehend what they read and view from the literal level to the inferential and critical levels. The activities this term provide teachers with a range of strategies for developing comprehension. The strategies support the reading processes of:

using visual information to make meaning

activating, expanding and refining prior knowledge

retrieving information

interpreting texts

reflecting and creating personal knowledge.

BACKGROUND INFORMATION Character The characters are the magnet that attracts readers to a story. By getting to know and understand the character, students are able to relate their own personalities, traits and experiences to those of the character. The main characters are the most important channel through which the reader interacts with the story.

Examine the character’s actions, feelings, thoughts, likes and dislikes to learn about and understand the

character’s personality.

Express understanding of a character through language-building activities.

Develop a deeper understanding of a character.

Infer traits, thoughts, feelings, values and motivation of a character.

Plot The plot is the literary element that hooks readers and keeps them interested. It consists of an initial conflict, a

series of related events and a logical conclusion to the problem. It includes what happened in the story and why.

A well-developed plot establishes and builds complications around a major conflict. As the plot progresses towards

its resolution it involves turning points that may result in setbacks, challenges, disappointments, discoveries or

success for the main characters.

The climax, usually the most exciting event in the story, is reached when a character has to choose a way to settle

the initial conflict. A resolution is reached and the problem is solved. The story ends by summing up how the

characters feel and what they do now the conflict is resolved.

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WEEK 1 To the Lighthouse by Cristy Burne February 6, 2018

Before reading

Students to make predictions about the storyline by studying the title of the novel and accompanying image, and

drawing on what they know about the conventions of novels.

Title: To The Lighthouse Image What I expect from a novel….

I predict…

I predict…

I predict…

Characterisation

In the opening chapter the reader is introduced to a number of characters. Isaac’s mother is one of these

characters. She is instantly portrayed as a ‘worrier’. Students to fill in the Y chart to show how Isaac’s mother is

characterised as an overly concerned parent who is continually anxious about her son’s safety.

Setting

In the first chapter Isaac and his Mum arrive on the island by boat. The island is described in some detail so the

reader can imagine what it looks like. Students to select key words or phrases from the text which tell them about

the island.

1. Eg “sandpaper cliffs”

2.

3.

4.

Speech (what she says)

Eg “Stay close,” warned Mum.

“You don’t want to fall in.” Actions (what she does)

What others say about her

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Point of view

The text is written in the third person limited point of view. We know this because we are privy to one person’s

personal thoughts and feelings – Isaac’s. Students to find evidence from the text that tell us how Isaac is thinking

and feeling in this chapter.

1. Eg “Isaac stepped off the boat. The Island was

waiting for him, he could feel it.”

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4.

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WEEK 2 To the Lighthouse by Cristy Burne February 13, 2018

Comprehension

Students to tick the true or false columns to demonstrate literal comprehension skills of this part of the text.

Statement True? False?

The island that Isaac and his Mum are visiting is called Rottnest.

Isaac is staying at the island for two weeks.

Emmy has $10 and a mobile phone.

Isaac worries about returning to the house late.

Emmy claims her Dad trusts her.

Emmy is afraid of the quokkas.

Emmy and Isaac become friends in this chapter.

Language

Figurative language is used in this part of the text to tell the reader how Isaac is feeling. Students to complete the

table.

Figurative language What this tells me about how Isaac is feeling

“Isaac felt like a kind of fireworks and lemonade

happiness bubbling in his chest.”

“Back outside he scanned for the girl….but no

girl. His guts turned. She’d gone.”

Characterisation

We learn more about Emmy’s character in this chapter. Students to complete the characterisation table to study

her character in more detail.

Character: Emmy

What she says

What she does

What I think about Emmy

Another character/person I

know like Emmy is...

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Narrative structure – the problem

The problem is developed in this chapter. Students to complete the sentence stubs.

The problem Isaac has is…

To solve it, he has to…

I predict that…