- Story
- Orbit, Year 5
- Issue 7, 2019
Tuckshop Takeover
Learning resource
Outcomes
Worksheet: How complex!
Understanding EN3-3A
Story map the events in ‘Tuckshop Takeover’. Students could use this Story Map worksheet to record their responses.
Adapt the narrative story map (above) into an ‘action’ script for a play to perform as a mime.
Conduct a Step Inside Visible Thinking Routine. This routine is designed to help students look at characters and events differently by exploring different viewpoints. Three core questions guide students in this routine:
- What can the person or thing perceive?
- What might the person or thing know about or believe?
- What might the person or thing care about?
The story evokes feelings of fear (of his dad being a failure, his mum in general, or being teased); his father’s courage and positive attitude; change and acceptance to name a few. Brainstorm perceptions from the story. Option to use as story titles. Students could record their responses on one of these Step Inside worksheets.
Engaging personally EN3-5B & EN3-8D
Write a diamante poem about a father figure in the students’ lives. Students could use one of these Character Diamante Poem worksheets.
Write a personal retelling or summary of the events in the story using this Retell Summary worksheet. Add a personal comment about whether Dad’s takeover was predictable and/or interesting. Encourage students to use their own opinion or point of view to allow for personal interpretations of the text.
Theme: At its most basic level a theme may be regarded as a message or even the moral of a text. Ask students to write a paragraph about what they think the moral of the story is. Students could use a Thinking about Theme worksheet to record their ideas. Explore further the English Textual Concept ‘Theme’.
Connecting EN3-8D
Text-to-self connections occur when we make connections between personal experiences and the text.
Text-to-Self: Have a class discussion on how the ideas in this text relate to students’ own lives, ideas and experiences. Ask students to consider:
- What I just read reminds me of the time when I …
- I agree with/understand what I just read because in my own life …
- I don’t agree with what I just read because in my own life …
Students complete a Text-to-Self Connections worksheet and discuss as a class.
Teaching Strategy explained: Text-to-Text, Text-to-Self, Text-to-World Rationale.
Engaging critically EN3-7B
Describe Dad or Mum 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 Mum or Dad’s characteristics and support their inferences and ideas using evidence from the text.
Write a letter to author Debbie Smith using the Writing a Letter to an Author guidelines and worksheets and the Narrative Praise Question Polish Peer-Review worksheet as a scaffold. Encourage students to highlight three elements within the narrative that they would Praise, Question and Polish:
- Praise: What I like about the author’s writing style or ideas.
- Questions: For the author to remove any confusion.
- Polish: Things to improve, I would change, I wish that …, I wonder if …, I couldn’t believe …
Support: Write a postcard
Experimenting EN3-7C
Write a healthy canteen menu for Dad’s next ‘Commando Grub’ surprises. Menu templates can be found on Canva or students could use this Menu Generator.
Design a poster/advertisement to encourage students to eat at Cloverdale Primary School Tuckshop. List some of the tasty specials mentioned in the story: Tomic Tombs, Beeta Blasts, Secret Scrolls and Bunka Bullets.
Create an animation of ‘Tuckshop Takeover’ using Vyond.
Write a narrative about a different type of tuckshop takeover, and call it ‘Crisis at the Canteen!’ Brainstorm ideas to assist student creativity. Option to use this Narrative Idea Pyramid worksheet to organise ideas and plan writing.
Reflecting EN3-9E
Conduct an I used to think ... But now I think … routine. This routine helps 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.
Exit Slips are a formative assessment that can be used to quickly check for understanding. The teacher poses one or two questions in the last couple minutes of class and asks student to fill out an ‘exit slip’ (e.g. on an index card) to ascertain student thinking and understanding. Here are Instructions on filling out an Exit Slip and two Exit Slip worksheets.