- Story
- Countdown, Year 3
- Issue 5, 2019
Dad Likes to Cook
Learning resource
Outcomes
Worksheet: A recipe for ...
Understanding EN2-4A
Create a Story Arc of the main events in ‘Dad Likes to Cook’, to highlight the narrative conventions used by the author, Dale Harcombe. For background information on story arcs, you can read Using a Story Arc to Find and Summarise a Theme or watch this Introduction to the Story Arc YouTube clip. How does Dale create suspense? (What will Dad cook next?) What role do humour and imagination play in the story to carry the plot? How does the author engage the audience? Explore further the English Textual Concept ‘Narrative’.
Complete this Narrative Idea Pyramid worksheet to show understanding of the text and narrative conventions.
Find three interesting words from the story, ‘Dad Likes to Cook’. For example, shimmied, scampered, emperor, jousted, riotous and TSM word of the month, placid. Research their meanings and use them to increase student vocabulary using this Vocabulary Graphic Organiser worksheet.
Engaging personally EN2-2A
Write about something else that ‘Dad likes to cook …’. Brainstorm recipes as a class to generate and bounce ideas off one another. For example, ‘Dad likes to cook pigs in blankets.’
Write an invitation to a birthday party that would suit Dad. Students can access templates in Word, or could select from this selection of Free Personalised Greeting Cards.
Write a menu for a birthday party that Dad would, ‘like to cook’. Design an entrée, main and dessert with suitable ingredients.
Connecting EN2-11D
Background reading: Teaching Strategy explained: text-to-text, text-to-self, text-to-world
- Text-to-text connections occur when we make connections between other texts in relation to the text we are reading.
- Text-to-self connections occur when we make connections between personal experiences and the text.
- Text-to-world connections occur when we relate the text with what we already know about the world.
Text-to-Text: How do the ideas in this text remind you of another text (story, book, movie, song, etc.)? Complete one of the following statements:
- What I just read reminds me of (story/book/movie/song) because …
- The ideas in this text are similar to the ideas in … because …
- The ideas in this text are different than the ideas in … because …
Students complete the statements using this Text to Text Connections worksheet.
Engaging critically EN2-2A & EN2-7B
Describe Dad using this Show Your Thinking® Character Traits worksheet. Show Your Thinking® is a framework developed to guide students as they develop and practice their critical thinking skills when writing short constructed responses. Students list Dad’s characteristics and support their inferences and ideas using evidence from the text.
Style: Watch Finding Author’s Purpose YouTube clip, which explains the ‘PIE’ model: was it to Persuade, Inform or Entertain? Discuss what Dale Harcombe’s intention/purpose is? Identify evidence in the text using the Author’s Purpose worksheet to support student thinking and analysis of the text.
Discuss the English Textual Concept ‘Style’ which refers to the characteristic ways in which composers choose to express ideas in a variety of modes.
How does Dale Harcombe use semantics, structure, form, design and point of view to influence the audience? What language choices and images have been chosen and how do they impact our interpretation?
Experimenting EN2-10C
Create a film strip of ‘Dad Likes to Cook’ using this story board worksheet. Option to adapt into a podcast using Audacity.
Design a book cover for the story, ‘Dad Likes to Cook’ using/creating a different title, for example, ‘What on Earth?’ Illustrate appropriately.
Write questions for these five words from the text: toga, armour, shepherd, emperor and butterflies. For example, what was Julius Caesar wearing? A toga.
Create a True/False quiz from the text, using this True False Quiz Sheet worksheet.
Journal a brief recount about a similar real life or imagined experience about cooking.
Reflecting EN2-12E
Conduct an I used to think ... But now I think … routine to help students to reflect on their thinking about a topic or issue and explore how and why that thinking has changed. It can be useful in consolidating new learning as students identify their new understandings, opinions, and beliefs. Record responses on this I Used to Think … Now I Think … worksheet.