- Article
- Touchdown, Year 6
- Issue 6, 2019
Yum Yum!
Learning resource
Outcomes
Worksheet: Comprehension: ‘Yum Yum!’
Understanding EN3-3A
Complete a Three Facts and a Fib Thinking Routine to ascertain student understanding. This thinking routine gives students the chance to develop their skills in narrowing choices.
Complete an article analysis to demonstrate student understanding of the text using this Article Analysis worksheet.
Engaging personally EN3-5B & EN3-8D
Complete is a Personal Response worksheet about ‘what they have been thinking about lately’ in relation to the article, Yum Yum! to elicit student responses to the text.
Write a pensée poem to describe a real bug meal using one of these Pensee Poem worksheets.
Connecting EN3-8D
Text-To-World connections occur when we relate the text with what we already know about the world.
Text-to-World: How do the ideas in this text relate to the larger world—past, present and future? Students complete the following statements using a Text-to-World Connections worksheet activity:
- What I just read makes me think about (event from the past) because …
- What I just read makes me think about (event from today related to my own community, nation or world) because …
- What I just read makes me wonder about the future because …
Discuss as a class or use a Think, Pair, Share worksheet to record responses.
Teaching Strategy explained: Text-to-Text, Text-to-Self, Text-to-World Rationale.
Engaging critically EN3-7B
Create a three-minute speech persuading an audience that humans indeed need/need not include bugs in their diets. Use the Persuasion Map worksheet to help students see the development of logical arguments in texts, build their own arguments or determine the merit of arguments. This map/scaffold could be used twice; once for content and once to list the techniques used at each stage to enhance the arguments.
Complete a Fact or Opinion chart to help students identify the types of information contained in ‘Yum Yum!’. Ask students to consider how objective or subjective is the author’s portrayal of human bug consumption. Support the statement/topic ‘Humans should eat bugs’ using this Fact and Opinion worksheet and supporting evidence from the text. Fact and opinion charts can also be used to help students understand the different positions represented in texts and look more closely at author purpose and whether facts are fairly presented or if opinions are more prominent.
Conduct a class debate: Does Australia need a ‘Bug Boom’? Locate debating ideas and resources from Strictly Speaking Resources.
Conduct a ‘True for Who?’ thinking routine, which asks students to examine a claim from different points of view. Students look at various viewpoints people can form of a claim, then look at the stance behind a viewpoint and the reasons behind that stance. Students can also identify how various situations might influence the stances people are likely to take. This routine can be used at any point when exploring truths once the truth-claim has been clarified. Students could use this True for Who? Viewpoints Circle worksheet.
Experimenting EN3-7C
Create an infographic using Canva to encourage humans to eat more bugs.
Design a creative three-course menu for a bug-friendly restaurant, for example, The Grasshopper Cafe. Menu templates can be found on Canva or using this Menu Generator.
Explore puns, jokes or idioms that use bugs and illustrate their meaning. For example: ‘Buzz off’; ‘There’s no flies on you’; ‘the bee’s knees’; and Q: What did sushi say to the bee? A: Wassabee?
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.