Sebastian Lives in a Hat - Teaching and Learning...Sebastian Lives in a Hat was her first book; she...

Marie Bashir Public School Term 2 2016 English integrated History, Kate Moi, Krisitina Likic, Jessica Dalton adapted from Sharon Tooney 1

Year 1: English integrated History: Term 2 2016

OBJECTIVE A EN1-1A Communicates with a

range of people in informal

and guided activities

demonstrating interaction

skills and considers how own

communication is adjusted in

different situations.

EN1-2A Plans, composes and

reviews a small range of

simple texts for a variety of

purposes on familiar topics for

known reader and viewers.

EN1-3A Composes texts

using letters of consistent size

and slope and uses digital

technologies.

EN1-4A Draws on increasing

range of skills and Strategies

to fluently read, view and

comprehend a range of texts

on less familiar topics in

different media and

technology.

EN1-5A Uses a variety of

strategies including

knowledge of sight words and

letter sound correspondences

to spell familiar words.

OBJECTIVE B EN1-6B Recognises a range of

purposes and audiences for spoken

language and recognizes

organisation patterns and features

of predictable spoken texts.

EN1-7B Identifies how language use in

their own writing differs according to

their purpose, audience and subject

matters.

En1-8B Recognises that there are

different kinds of texts when reading

and viewing and shows an awareness

of purpose, audience and subject

matter.

EN1-9B Uses basic grammatical

features, punctuation conventions and

vocabulary appropriate to the type of

text when responding to and

composing texts.

OBJECTIVE C EN1-10C Thinks imaginatively and creatively about familiar aspects of the world and their own experiences.

OBJECTIVE D EN1-11D Responds to and composes a range of texts about familiar aspects of the world and their own experiences

OBJECTIVE E EN1-12E Identifies and discusses aspects of their own and other’s learning

TEXTS:

ENGLISH Focus Text: Sebastian Lives in a Hat Jackie French

Wombat Goes To School Jackie French

Diary of a Wombat Jackie French

Baby Wombats Week Jackie French

Josephine Wants to Dance Jackie French

Christmas Wombat Jackie French

Pete the Sheep Jackie French

Wombat Stew Marcia K Vaughn

Factual text – Wombats, Guided Reader

HISTORY: Wilfred Gordon McDonald Partridge Mem Fox

MULTIMODAL TEXTS

Sebastian Lives in a Hat and the RSPCA Television Commercial

Youtube: http://www.youtube.com/watch?v=NdPTsNpTm1I

School in the 1940s

http://splash.abc.net.au/home#!/media/85844/school-in-the-1940s

Transcript of Interview with older North Strathfield Public Student

http://www.neighbourhoodstories.net/l_wright.html

Aunty Beryl Carmichael talks about the dreaming

http://www.abc.net.au/tv/makingaustralia/educationextras/episode-four/clip-three.htm

Tiddalick the Frog

https://www.youtube.com/watch?v=0y3Ta5xcKV4


HISTORY: Present and Past Family Life

OUTCOMES:

! Communicates an understanding of change and continuity in family life using

appropriate historical terms

! Demonstrates skills of historical inquiry and communication

Key Questions:

! How has family life changed or remained the same over time?

! How can we show that the present is different from or similar to the past?

! How do we describe the sequence of time?

GEOGRAPHY: Features of Places

• Students investigate the natural and human features of places. They describe the reasons places change and identify the active role of citizens in the care of places. They learn about how people describe the weather and seasons of places. Students explore activities occurring in places and how the spaces within places can be used for different purposes.

OUTCOMES:

! Describes features of places and the connections people have with places

! Identifies ways in which people interact with and care for places

! Communicates geographical information and uses geographical tools fro inquiry

Key Questions:

! What are the features of, and activities, in places?

! How can we care for places?

! How can spaces within a place be used for a different purpose?

ASSESSMENT Assessment for Learning Assessment as Learning Assessment of Learning * Teacher feedback on learning activities, with future directions and areas of need identified and clearly communicated to the student. * Anecdotal records * Comments or notations * Marks and grades

* Self assessment of writing tasks, including assessment of handwriting style of key letters covered and the use and correct spelling of –at words (individually and as a base word) and high frequency words from texts. Identify skills that need further practise. * Peer assessment *Questioning * Skill practise

* Complete chart identifying similarities and differences of characters in a variety of texts covered. * Identification of the language types used in literary, factual and visual texts to characterise a wombat. * Tasks graded based on set criteria, eg handwriting * Student achievement based on outcomes * Student achievement based on set goals


INFORMATIVE & IMAGINATIVE TEXTS - GRAMMAR

INFORMATION REPORT EXPLANATION


Sebastian Lives in a Hat – Synopsis

Summary

Sebastian Lives in a Hat is a story about a tiny wombat that lives in a hat and is cared for by humans. Sebastian was found safe in his mother’s pouch after she was hit and killed

by a car. The story describes how Sebastian is cared for and draws comparisons to the ways in which his new home is similar to the home he had with his mother before she died.

The story focuses on the daily care of Sebastian and his development as he grows and gets into mischief. About the Author Thelma Catterwell was born in Melbourne in 1945. After teaching in primary schools for eight years she moved to Gippsland with her husband and two daughters in 1977. At the

time of publishing Sebastian Lives in a Hat she had hand reared seven wombats to the stage where they could be released back into the wild, including Sebastian, who when she

found him, was four months old and small enough to fit into the palms of her hands. Thelma now lives at Fraser National Park in north-central Victoria, where she assists as an

Interpretations Officer. Sebastian Lives in a Hat was her first book; she has since published another, Aldita and the Forest (Dent, 1988).

Background and Themes

Themes within the story include conservation of wombats and the need to check the pouch when a female wombat has been killed. The fact that Sebastian is being raised to

return to the wild, not to be kept as a pet. The care and responsibility required to raise an animal so that it develops into a health adult and an understanding of just how

demanding this can be. The territorial behaviour of wombats is demonstrated by Sebastian’s preference for one hat in particular. The mischievous behaviour of Sebastian provides

the human like qualities that allows the author to portray him as a member of the family, despite the fact that he is a wild animal.


WEEKS 1-5 INFORMATION REPORT/FACTUAL DESCRIPTION

SPEAKING & LISTENING & DRAMA

READING & VIEWING

COMPREHENSION

WRITING & REPRESENTING GRAMMAR, PUNCTUATION &

VOCABULARY

HISTORY: PRESENT AND PAST FAMILY LIFE

GEOGRAPHY: FEATURES

OF PLACES

REFLECTION/ ASSESSMENT

LEARNING INTENTION: To make predictions and locate key information Drama Warm ups: (details at end of program) • What are you doing? • Stop, Go, Down, up • ‘You’ • ‘I’m going to write an email to’

Before Reading: Drama - Sculpting Put students into pairs. Tell students that one person will be Student A and the other Student B. To begin, Student A (without touching – using words) will sculpt Student B into what they think ‘a scared wombat’ looks like. Then, Student B will sculpt Student A into what a “safe wombat” looks like. Then ask students to stand facing away from their partner. With soft, instrumental music playing, ask students to morph from scared to safe and pose a few times. After, reflect how students felt in each pose and how they occupied the space around them. Drama Ask the students to pretend they are wombats. Ask them to do all of the following: curl up as if asleep, eat grass, and dig with their sharp claws, demand food from humans etc.

Learning Intention Reading

I am learning to make meaning from the text.

Success Criteria: - Read text with varied sentence

patterns - Increase fluency when reading

aloud - Decode unfamiliar words - Self-correct when meaning is

disrupted - Read with attention to

punctuation

Learning Intention Comprehension

To comprehend text (literal & inferred), provide justifications, give descriptions

and explanations Success Criteria:

- Responds to questions about a characters actions, qualities, characteristics

- Expresses an opinion about the character

- Explains why they feel that way - Infers meaning from a text - Interprets information in factual

texts Prior to Reading: - Locate key information from the cover

Learning Intention I am learning to write an Information

report.

Success Criteria: - I can use a capital letter at the

beginning of a sentence. - I can put a full stop at the end of

an idea. - I can use one ‘and’ in a

sentence. - I can write in the lines. - I can use adjectives. - I can use factual information.

Field Building:

ONGOING Word Walls - Create a word wall of vocabulary

words from SLIAH. - Create a word wall of vocabulary

words for information reports on wombats.

- REVISE: What type of text is Sebastian Lives in a Hat? What type of text is Diary of a Wombat?

- Discuss the difference between fiction and non-fiction texts.

- What do you think was the purpose of Sebastian Lives in a Hat/ Diary of a Wombat?

- Why did the author write the story? - How where they the same/different?

Explain - What is a fact?

• Research Skills using the internet

• SOLE • NEWS: 1: 2: 3: 4: HISTORY What was school like for your grandparents? How is that different to your experience? (differences between generations) Create a table to think about school now. What do you - - Use to write? - What does the teacher use

to write on? - What are the desks like? - Where do you sit? - What do you wear? - What time do you come to

school? - How do you get there? Watch the video: School in the 1940s http://splash.abc.net.au/home#!/media/85844/school-in-the-1940s

Pre writing assessment

Week 1: Topic –

Information Report .

Ongoing research project: USING DIGITAL TECHNOLOGIES Class Story / Class Book Individually publish informationreport about wombats. Use word processing programs to publish text. Include labelled, hand drawn diagrams of wombats features. Include digital images from internet using creative commons of the


Sing songs about wombats and other Australian animals (Refer to the songs of Don Spenser.) https://www.youtube.com/watch?v=YISO3yHnlMU Before Reading: Predicting Look at the front cover. Discuss the illustration on the front cover. Ask students to predict what they think this story is going to be about and whether it is going to be an imaginative, informative or persuasive text. Ask students what sort of words that they think they may come across in the text and record for later reference. Students could write and draw their predictions. TOYS – Australian animals Students can bring in a toy Australian animal. Talk about the features of their toy. During Reading: Monitoring Read text to students and explicitly teach the importance of stopping when you come to an unfamiliar word. Give students a ‘stop sign’ to put up when an unfamiliar word comes up (Introduce – Monitoring as a Super Six Strategy) Have a copy of the book scanned onto IWB to highlight tricky words in the text as you go. Save for sessions to follow.

of the book (Title, author etc.) - Using the title and cover illustration,

predict what the text maybe about, setting, main character and any other information that can be derived from the cover. ¬ What sort of book do you think it is? (i.e. information, imaginative, etc.)

During Reading: - What is Sebastian? - How did Sebastian come to live with

humans? - Where was he found? - What colour is Sebastian’s hat? - Why is Sebastian’s hat so important

to him? - Why does Sebastian have to change

hats from time to time? - Can you think of something else that

needs as much care as Sebastian does?

After Reading: - How accurate was your prediction

about the story, based on the cover? - What did you think of the character

Sebastian? - How would you describe Sebastian’s

personality? - Would you feel differently about the

character Sebastian if he was a serious, well behaved wombat?

- How would Sebastian’s life have been different if he was not found in his mother’s pouch?

During Reading: Emotions & Vocabulary - What makes you safe? What does it

look like? What does it feel like? - How can you demonstrate emotion

verbally/non-verbally? - Explore different ways of expressing

emotions

Providing For An Animal’s Needs: - Discuss and explain the difference

between needs and wants. - What are Sebastian’s needs?

(warmth, food, shelter, oil on his belly, etc)

- What are Sebastian’s wants? (the brown hat, belly rubs, etc)

After reading - Brainstorm all of the ways that the

author provides for Sebastian’s needs.

- As a class choose a familiar animal (not a pet). Discuss what its needs may be and brainstorm ideas.

Sebastian Lives in a Hat and the RSPCA Television Commercial - After reading the text, go back and

look at the story again. This time have the students retell what is happening on each page purely from the illustrations.

- Discuss how much understanding the students could gain about the story based on the illustrations alone.

- Watch the RSPCA TV commercial on Youtube: http://www.youtube.com/watch?v=NdPTsNpTm1I

- Discuss: What the commercial was about?

- Were words needed to understand the message of the commercial?

- Do you think the commercial would be better or worse with someone explaining the message behind it while it was on? Why?

Grammar, Punctuation and Vocabulary

- Nouns: Proper nouns and Pro nouns

- Adjectives - Describe what, where etc. wombats live.

Skill development of Analysis and use of sources: Now answer the same questions but using the clip as evidence. Discuss what is evidence and the question ‘how do we know?’. Get students to ‘Think like an historian’. Read the transcript on this website together as a class and discuss: http://www.neighbourhoodstories.net/l_wright.html Skill development of Analysis and use of sources: What evidence about school in the past can we take from this? How do we know? Introduce students to the concept of ‘empathetic understanding’. What was school like for a child at this time? What were the challenges they faced? Or the things they found hard or easy? How it is different to you? GEOGRAPHY Describe the natural and human features of the school? - Students look at a map of

the school and colour in the human and natural parts of the school. Students walks around the school and take photos of the human and natural elements of the school and

life cycle, habitat, diet etc.


- *****MAKE WORKSHEET - Sebastian and Emotion: Revisit the

story. Take particular note of what Sebastian is doing and how he looks in each of the illustrations. Discuss:

- Did Sebastian always show the same emotion?

- How do you know that? - How can you demonstrate emotion

verbally/non verbally? - Using a senses chart, read the story

again and have the students plot Sebastian’s emotions throughout the story.

Imaginative and Informative Text Share a variety of information and imaginative texts about wombats. Discuss: Visual literacy - What are the images of wombats

used for in the imaginative text? - What do we call images in story

books? (Illustrations) - What are the images of wombats

used for in the information text? - What do we call images in information

books? (Diagrams/photos) - Would the text still make sense if we

swapped the images around? Why? Why not?

- Demonstrate the difference between images in imaginative and information texts. Create a side by side comparison. Students draw their own picture of an Australian animal and paste a photo (COMPUTER LAB LESSON – RESEARCH LINK) and then label in class.

- Verbs - Preposition. E.g. “In” a burrow. - Paragraphs

Joint Construction - What pets do you have at home? - What needs do you have? - Write a sentence about the needs of

Sebastian the Wombat. - Write sentences about wombats:

habitat, diet, features etc. - Write a descriptive sentence about an

illustration of a wombat. - Write an informative sentence about a

diagram of a wombat. Draw a wombat and label it.

Independent Construction - Information reports on kangaroos - *EXT: Reading group assignment.

Research Australian animal and make a word document.

describe their purpose – why is there more human elements?

- How has the school changed over time to achieve a purpose? What was it before it was a primary school?

- Draw a map of the school using symbols to represent certain elements.

*Link to English: Sebastian lives in a hat? Is that human or natural? Why is it similar to his natural home? Where do wombats live? Can they live in a human environment?


WEEKS 6-10 EXPLANATION WRITING

SPEAKING & LISTENING & DRAMA

READING & VIEWING COMPREHENSION

WRITING & REPRESENTING GRAMMAR, PUNCTUATION &

VOCABULARY HISTORY/GEOGRAPHY REFLECTION/

ASSESSMENT

Drama Warm ups: (details at end of program) • What are you doing? • Stop, Go, Down, up • ‘You’ • ‘I’m going to write an email to’

During Reading: Drama – Role Play Read Diary of a Wombat. Brainstorm the similarities and differences of this wombat and Sebastian. Divide the class into pairs to create a short role play about one of the wombats. Secretly tell each pair which wombat they are to depict in their role play. After Reading: Summarising Discuss the main idea in the text.

Learning Intention Reading

I am learning to make meaning from the text.

Success Criteria: - Read text with varied sentence

patterns - Increase fluency when reading

aloud - Decode unfamiliar words - Self-correct when meaning is

disrupted - Read with attention to

punctuation

Learning Intention Comprehension

To comprehend text (literal & inferred), provide justifications, give descriptions

and explanations Success Criteria:

- Responds to questions about a characters actions, qualities, charactteristics

- Expresses an opinion about the character

- Explains why they feel that way - Infers meaning from a text - Interprets information in factual

texts

Before Reading: Diary of a Wombat Look at the front cover. Discuss the illustration on the front cover. Ask students to predict what they think this

Learning Intention I am learning to write an explanation.

Success Criteria:

- I can use a capital letter at the beginning of a sentence.

- I can put a full stop at the end of an idea.

- I can use one ‘and’ in a sentence.

- I can write in the lines. - I can use time connectives. - I can use factual information.

Field Building:

- Discuss how we can use words to sequence events e.g. then, after (time connectives)

- REVISE time connectives and brainstorm on butchers paper specific connectives for explanations (e.g. First, then, next, after that).

- Identify any time connectives in the story.

- How could you retell Sebastian Lives in a Hat using time connectives.

- Retell verbally to a partner using time connectives.

- Sequence visual images of a wombat and kangaroo life cycle.

- Revise what nouns, verbs and adjective are.

- Find all the nouns, verbs and

GEOGRAPHY: Discussion of natural features of place identified in Aboriginal Dreaming Stories. - Discuss who the

Aboriginal people were. What is their dreaming? Watch the video: http://www.abc.net.au/tv/makingaustralia/educationextras/episode-four/clip-three.htm

- to understand from an authentic Aboriginal what the dreaming was. Try to discuss this is a respectful and non tokenistic way!

- The stories reflected a spiritual belief in how the Aboriginal people identified themselves as belonging to the land, which they called their country. Dreaming tells of a when everything was created by the Spirit Ancestors. Dreaming stories explain how people should behave toward the environment and each other.

- Watch the story Tiddalick the Frog:

- https://www.youtube.com/watch?v=0y3Ta5xcKV4

Assessment in

week 10: Explanation

Writing Ongoing research project: USING DIGITAL TECHNOLOGIES Class Story / Class Book Individually publish informationreport about wombats. Use word processing programs to publish text. Include labelled, hand drawn diagrams of wombats features. Include digital images from internet using creative commons of the life cycle, habitat, diet etc.


story is going to be about and whether it is going to be an imaginative, informative or persuasive text. Ask students what sort of words that they think they may come across in the text and record for later reference. Students could write and draw their predictions. During Reading: Sebastian Lives in a Hat and Diary of a Wombat Communication Comparison

- After reading the two stories, discuss:

- What are needs? - What are the needs of wombats? - How did each of the wombats in

the stories communicate their needs when they aren’t able to talk?

- How can people who are unable to speak communicate?

- Would it be appropriate to communicate like the wombats in the stories? Why/why not?

- Explore communicating through sign language. Teach the students the Auslan signs for: ¬ Thirsty: http://www.auslan.org.au/dictionary/words/thirsty-1.html

- Hungry: http://www.auslan.org.au/dictionary/words/hungry-1.html

- Toilet: http://www.auslan.org.au/dictionary/words/toilet-3.html

- Sleep: http://www.auslan.org.au/dictionary/words/sleep-1.html Encourage peers to use signs in context.

During Reading: Making Connections Students will be explicitly taught how to

adjectives in the story. Brainstorm more on IWB.

Grammar

- Adjectives - Time Connectives - Verbs (past tense) - Identifying statement (who, what,

where)

Joint Construction • Share a variety of imaginative

stories about wombats. Discuss the characters in each story: Why did the wombat character behave the way he/she did? (Motive: hunger, attention, etc)

• Life Cycle of a wombat • Life Cycle of a kangaroo • What needs do pets have at

home? After Reading: Summarising Discuss the main idea in the text.

•

Independent Construction • Life Cycle of a wombat • Life Cycle of a kangaroo • Students write their own text on

providing for the needs of a pet.

Research 1. Research the key physical characteristics of a wombat. Make a toy wombat using fabric and stuffing. You could use the following stencil as a template or students could draw a freehand wombat. http://www.enchantedlearning.com/subjects/mammals/marsupial/Wombatcoloring.shtml

- Or another dreamtime story.

- What was the message of the story?

- What part in a life cycle does a river/waterway have? Is it important to maintaining life? How do we use water today?

GEOGRAPHY: Consideration of how a place can be cared for: - How was Sebastian

cared for? Do you know we also need to care for the environment? Why do you think this is?

- How do we care for our school environment: list ideas and discuss which ones are most important.

- Think about where Sebastian grew up – bushland – how can we care for bushland. How and why is bushland damaged?

.


make connections to a text. In this case, Text to Self.

2. Discuss the wombat’s physical characteristics and ask students why the wombat needs sharp claws. Discuss its other features and their uses or why they have evolved with specific characteristics.

3. Wombats and humans – find out about how they co-exist and write a short report.


Other books featuring wombats: How To Scratch A Wombat: Where To Find It ... What To Feed It ... Why It Sleeps All Day by Jackie French

The Wombat and the Grand Poohjam by Jackie French (This book is also available in audio from Louis Braille Audio: www.louisbrailleaudio.com)

Batter up Wombat by Helen Lester

Wombat goes Walkabout by Michael Morpurgo

Swim, Little Wombat, Swim and other titles in the series by Charles Fuge

Wombat Divine by Mem Fox

One Woolly Wombat by Kerry Argent

Don’t Pat the Wombat by Elizabeth Honey

Sometimes I Like to Curl up in a Ball by Vicki Churchill

Wombats by Barbara Triggs (CSIRO Publishing)

The Secret Life of Wombats by James Woodford

Harry the Hairy-Nosed Wombat by Jill Morris

The Wombat Who Talked to the Stars: The Journal of a Northern Hairy-Nosed Wombat by Jill Morris Wombat's Secret by Rebecca Johnson

Wombat Stew by Marcia Vaughan

Sebastian Lives in a Hat by Thelma Catterwell and Kerry Argent

Endangered Australian Animals by Jane Bowring

Johnny Wombat by Victor Kelleher and Craig Smith

Wombats Can’t Fly by Michael Dugan and Jane Burrell

Wombat & Fox series by Terry Denton (Also available in audio from Louis Braille Audio: www.louisbrailleaudio.com)

Wombat’s Secret by Rebecca Johnson

The Muddleheaded Wombat series by Ruth Park, illustrated by Noela Young Video/TV: Wombats: Bulldozers of the Bush. An Australian Broadcasting Commission video documentary on wombats has some great footage (including 'burrow cam') and some night vision footage of a very determined wombat getting under an electric fence. Produced by: ABC Natural History Unit http://www.abc.net.au/abcinternational/s33769.htm


Australian Story: The Wombat Boy (aired Monday, 25th March, 2002). An Australian Broadcasting Commission documentary on Peter Nicholson, who in the 1960s as a young schoolboy in Victoria, was fascinated by wombats and their burrows and explored their secret world. Peter's findings have stood the test of time, and most wombat articles refer to this teenager's explorations. http://www.abc.net.au/austory/archives/ AustoryArchivesIdx_Monday25March2002.htm Wombats on the Web: http://www.dpiw.tas.gov.au/inter.nsf/WebPages/BHAN-53F7KJ?open http://www.wombatfoundation.com.au/aboutus.html http://www.environment.gov.au/biodiversity/threatened/publications/northern-hairynosed.html http://www.wombania.com/wombats/wombat-facts.htm http://www.giftlog.com/pictures/wombat_facts.htm http://wiki.answers.com/Q/Some_wombat_facts http://www.australianfauna.com/wombat.php http://www.wombatprotection.org.au/ http://www.fourthcrossingwildlife.com/ http://www.wombadilliac.com.au/main.htm http://www.wombat.echidna.id.au/wombat1.htm http://www.australiazoo.com.au/our-animals/amazing-animals/mammals/?mammal=wombats&animal=common_wombat http://www.kidcyber.com.au/topics/wombat.htm

Sebastian Lives in a Hat - Teaching and Learning...Sebastian Lives in a Hat was her first book; she...

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Transcript of Sebastian Lives in a Hat - Teaching and Learning...Sebastian Lives in a Hat was her first book; she...