Learning resources for each school magazine include strategies for at least 2 of the stories/poems or plays within each issue. Teachers can utilise these texts and strategies from each magazine in the classroom. The Learning Resources are designed to connect your students to the text and to provide higher order thinking strategies as well as  other literacy ideas.

The strategies for each text can be used as a whole lesson or as small group or individual work in your classrooms.

Learning Resources can also be downloaded in PDF format for your convenience:
Issue 1 - Issue 2 - Issue 3

Issue 1 - February, 2019

article by Katie Furze

Outcomes:

EN2-2A

  • plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language
  • experiment with visual, multimodal and digital processes to represent ideas encountered in texts

EN2-4A

  • Use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts (ACELY1680, ACELY1692)Critical and creative thinking
  • recognise how aspects of personal perspective influence responses to texts

EN2-7B

  • identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and contexts
  • express a point of view for a particular purpose in writing, with supporting arguments

EN2-8B

  • respond to a wide range of literature and analyse purpose and audience

English Textual Concept: Representation


Learning Activities
Connecting to the text

Prior to reading the article show the image (p. 18) and discuss the concept of representation. What is representation? How is the olinguito being represented? How are we influenced by this image? How are we responding to this image? Why do you think the author chose this image to represent the olinguito?

Reading ‘Hello, Olinguito!’

Discuss: How is the audience affected by the representation of the olinguito?

Students share how the representation of the olinguito made them feel.

Encourage students to move beyond making meaningless statements (such as, good, bad) by providing a list of words depicting positive and negative emotions.

Students justify their responses by using a stem such as:

The representation of the olinguito made me feel _______ because _______.

Katie Furze has used _______________ to represent __________________.

(Positive: interested, satisfied, pleased, surprised, reassured, comforted, optimistic, curious)

(Negative: irritated, incensed, disappointed, discouraged, upset, perplexed, unsure, frustrated)

Composer’s context

Investigate author Katie Furze and her creation of ‘Hello, Olinguito!’.

Identify any elements of the author's context that may have influenced the way she represented the olinguito in the text. Is the author a conservationist, animal lover or scientist? What audience has the author targeted? Find evidence in the text to support your answers. (Allow time for students to analyse the text).

Engage in a whole class discussion, sharing ideas and opinions using Think Pair Share.

Going further

Research and present an informative iMovie, slideshow or similar on the other ‘New Discoveries’ listed on page 20 or Create your own new discovery.

Design

Design a ‘Lost’ poster for an olinguito using the descriptive language from the article. Locate an image to represent an olinguito.

Create

Create an animation, using Vyond, of an interview or argument between an olinguito and the author Katie Furze. Olinguito feels he/she has been misrepresented in some way, or he/she never wanted to be discovered.

Extension:
Thinker's Keys PDF

Question Key:

The answer is ‘Olinguito’; Write/ask five questions.

Pretend you are an olinguito and write a paragraph about what is going through your mind after you are finally discovered.

story by Annette Gulati, illustrated by Anna Bron

Outcomes:

EN2-2A

EN2-4A

EN2-7B

EN2-8B

English Textual Concept: Point of View

Learning Activities
Connecting to the text
  1. Prior to reading the story show the image (p. 21) and discuss the concept of point of view. How does the position of the girl affect how we view this story? Whose POV will this story be from? What could happen in the story if the POV were from the socks? Or the boy?
  2. Read the story and discuss the various POVs the story could be told from. Annette Gulati has written from Hayley’s POV. Why do you think she choose this POV? How does POV influence how we ‘see’ the text? Students can role-play different POVs to demonstrate their understanding of the POV concept.
  3. Discuss: Have you received a present you did not like? How did you react? What did you say? How did you feel? What did you do? Try to imagine what the giver was thinking or feeling when they gave you the present. Discuss cultural aspects of gift giving, family traditions and celebrations that involve gift giving.

Write a thankyou letter to the person who gave you the ‘unwanted’ present.Write a response from the perspective or POV of the person who gave you the present.

  1. Create a mind map for Mrs Couture that shows her point of view regarding the rainbow socks. What thought bubbles can you imagine she is thinking? How could you include the brown and grey socks in the mind map? How does receiving gifts affect people’s feelings? What emotions would Mrs Couture be feeling? How do Hayley's gifts change each character? Is it better to give than to receive?
  2. Write a script and create a digital project (iMovie, PowerPoint, Google Slides, Sway or eBook) that shows the story from a different point of view. Ask the children to present their digital projects to the class. Watch Voices in the park, a short film to further clarify POV.
  3. Create a Character Arc or Story Arc for the struggles in ‘Hayley’s Birthday Socks’. Watch Story Arc YouTube to explain how to write a story arc. Who is the character? What are the obstacles she faces? What is the outcome?
  4. Create an infographic using canva.com to create a slogan for socks. Socks are considered the worst present ever; persuade people to think otherwise.
  5. Research the origin of gift-giving among different counties. Choose a culturally relevant celebration—for example 18th birthdays, NYE, 21st birthdays and compare and contrast how different countries/cultures commemorate these occasions using a Venn diagram.
Further Reading

Voices in the Park by Anthony Browne (see link)

The Day the Crayons Quit by Drew Daywalt and Oliver Jeffers

The Pain and the Great One by Judy Blume

Resources

canva.com

Storybird

Book Creator

Mind Map

Extension

Thinker’s Keys:

The Question Key—The answer is ‘socks’,come up with five different questions?

Q: What do you wear on your feet that rhymes with docks?

A: Socks!

.

Issue 2 - March, 2019


story by Christine Sutton

illustrated by David Legge

Shape

Connecting to the text EN2-4A/ACELY1680/ACELY1692

After reading Across the River ask students to put forward their thoughts, feelings and intuitions regarding the story. Students share immediate, instinctive thoughts on the story. Discuss using Think Pair Share as a partner activity or as a whole class.

Use a PMI chart to organise the information in the story. What do you know about the story? What would you like to know about the story? What do you need to know? Identify narrative structure and story elements used by the author.


Narrative structure EN2-2A/ACELY1682/ACELY16924

Pass on a story—Write a 45-minute narrative using a similar theme. Focus on narrative structure: introduction (15 mins), complication (15mins) and resolution (15mins). Have each student write a solid introduction in 15 mins. They must include all the elements necessary for the next writer to be able to continue. Then they pass their story on. Next, students write someone else’s complication and lastly, write the conclusion of another story. Return stories to the introduction writers so they can read and discuss where their story went.

Create a Narrative PowerPoint or Google slide to illustrate understanding of the textual features, structure and the messages conveyed in ‘Across the River’.

Support: Provide students with extra scaffolding as needed. Extra time may be required for Pass on a story.

Extension: Students edit and refine their text.


Delving into character EN2-7B

What are the dangers and difficulties portrayed in ‘Across the River’? Who pointed out the risks and dangers? Discuss the role of risks in our lives. Is a life without risk worth living? Define risk in relation to the story; what is a calculated risk? Are risks the same as chances?

Construct a Venn diagram to compare Robbie the squirrel and Barney the badger. Introduce the terms ‘pessimist’ and ‘optimist’ to describe the characters. Find adjectives or phrases used in the text that influence the reader’s point of view.


Get creative EN2-2A/ACELT1601/ACELT1794

Thinking creatively about the story, suggest changes and modifications:

Write an alternative ending.

Adapt the story using different animals or different characters entirely.

Create a cartoon/storyboard using Storyboarder.

Rewrite the story into a script for a podcast. How to create a podcast or an animation using Storyboarder.


Explore analogyEN2-10C

The river represents a divide, a chasm, an obstacle and the unknown. When we ‘try something new are we exploring the unknown?

Write an ode to the unknown. Brainstorm ideas and allow students to write either an ode (Ode scaffold) or free verse poems to express this connection with the story.


Get descriptiveEN2-10C

Create a river artwork using the story ideas and events as the flow. Divide the paper into three parts (orientation, complication and resolution) and have students illustrate the events using only blue and green lines. For each line add an adjective and an adverb to describe the way in which the story flows and how the river moves.


Further reading

A River by Marc Martin

Scan Special Issue

Resources

Narrative PowerPoint

The Willow Pattern YouTube

article by Caroline Arnold

illustrated by David Legge


Connecting to the text EN2-11D/ACELT1596

How do the ideas in this text relate to the larger world—past, present and future? Students complete the following statements using Think Pair Share or Making Connections PDF

  • 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 …

Discuss how food ‘connects’ people and brings cultures together, especially in Australia.


Answer this EN2-4A/ACELY1680/ACELY1692

Quizstudents using ready-made Kahoot. Search title ‘Making Mochi’. Encourage students to create their own quiz questions using the text.

Support: Question Creation Chart

Extension: Students can create another Kahoot.


Get writing EN2-7B

Rewrite ‘Making Mochi’ as a script for a cooking show following a simple format YouTube Making Mochi. Notice in the clip that they use mocha flour, not rice. Ask students why they think this is.


Point of view EN2-11D/ACELY1675

Draw a cartoon strip from the point of view of the grain of rice being beaten into mocha, then eaten by a human being.

Extension: Adapt the cartoon into a narrative.


Lights, camera, action EN2-6B/ACELY1689

Create a film strip illustrating the steps involved in making mochi. Students can also choose to adapt their own favourite recipe into this format.

Extension: Adapt the film strip into a procedural text.

Create a podcast of the filmstrip (or steps to make mochi), or another recipe


Advertisement EN2-2A/ACELY1682/ACELY1694

Create an advertisement for mochi. Scaffold arguments using persuasion scaffold to organise the thinking. Adapting structure and styles of texts draws on the intertextualityconcept, where texts can be appropriated for audience, purpose, mode or media.


Further reading

http://www.englishtextualconcepts.nsw.edu.au/

Scan Vol.32 2014 Australia’s engagement with Asia

Resources

Japan Nat Geo

Investigating Procedural Texts

Create Kahoot

Play Kahoot

Issue 3 - April 2019



The Christmas Cat

story by Jacqui Halpin | illustrated by Douglas Holgate


Prior to reading

See, think, wonder thinking routine, to explore the title and make predictions about ‘The Christmas Cat’.

  • What do you see?
  • What do you think about that?
  • What does it make you wonder?

Connecting to the text EN2-11D

Background reading: 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-self: Have a class discussion on how do the ideas in this text relate to their own lives, ideas and experiences? Ask students to consider:

  • What does this text remind you of?
  • Can you relate to the characters in the text?
  • Does anything in this text remind you of anything in your own life?
  • I 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 this double entry journal worksheet or connections document to record connections during the reading.

Discuss as a class or use a worksheet from Think, Pair, Share.


That’s interesting EN2-7B

Complete a PMI chart Encouragestudents to use their PMI chart to highlight three elements (in three different colours or use coloured post-it notes) within the narrative that are positive, negative and interesting:

  1. Plus/Positive: Good/Positive experiences, themes, messages, events and happenings in the text.
  2. Minus/Negative: Events in the text that are negative/bad experiences in the text, things that go wrong etc.
  3. Interesting: Anything that appeals to the student; questions, feelings and emotions that arise, morals, messages and connections that resonate with the students.

Get creative EN2-10C

Create a film strip of ‘The Christmas Cat’ using this story board worksheet.

Adapt the film strip into a play or podcast using the Audacity multi-track audio recorder and editor.

Animate ‘The Christmas Cat’ using Vyond.

Write the next chapter using the final illustration as stimulus. Who else is home for Christmas?

Write a poem about a returned soldier from a child’s point of view, titled ‘Daddy’s Home’ or ‘Mummy’s Home’. Inspiration can be found at Family Friend Poems

Write a sensory poem about the war. A useful resource is Five Senses in Poetry, which includes a number of sample poems.


Map it out EN2-1A

Story map the main events of ‘The Christmas Cat’, with one of these Story Map worksheets, or by using a Story Arc.

Adapt your story map into a script for a play, and perform as a mime.


Reflecting EN2-12E

I used to think ... But now I think … 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.


Further reading

English Textual Concepts

Resources

Introduction to the Story Arc YouTube clip

Thinking Routines


A Gift for Grandma Holly

story by Nola Hosking | illustrated by Anna Bron


Connecting to the text EN2-11D

Background reading: 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-self: Have a class discussion on how the ideas in this text relate to their own lives, ideas and experiences? Ask students to consider:

  • What does this text remind you of?
  • Can you relate to the characters in the text?
  • Does anything in this text remind you of anything in your own life?
  • I 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 this double entry journal worksheet or connections document to record connections during the reading.

Discuss as a class or use a worksheet from Think, Pair, Share.


Author’s purpose EN2-7B

Watch Finding Author’s Purpose, which explains the ‘PIE’ model: was it to Persuade, Inform or Entertain? Discuss what Nola Hosking’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 that composers choose to express ideas in a variety of modes.

How has Nola Hosking used 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? How did she create a connection between the reader and her story? Why is this important?

Remind students that this connection is also important in their writing endeavours. Choosing which ideas will connect with their audience and language choice, directly influences student writing style and development.


Get creative EN2-10C

Design a book cover for the story and give it a different title, for example ‘Practise makes Presents’.

Create a Narrative PowerPoint or Google slide to illustrate understanding of the textual features, structure and the messages conveyed in ‘A Gift for Grandma Holly’.

Research the origin of gift giving among different counties. Choose a culturally relevant celebration, for example 16th and 21st birthdays or New Year’s Eve, and compare and contrast how different countries/cultures commemorate these occasions using this Venn diagram worksheet.

Write a letter to your 70-year-old self. Include important events that have happened in your life, your hopes, dreams and secrets that you will probably forget in 60 years. Tell yourself what you think the future will be like and see if you make any accurate predictions.

Write a paragraph about the secret behind the perfect gift, as portrayed in the story. Use the title, ‘The best things in life a free’. Brainstorm ways students can give these gifts to people each day. It could be as simple as a smile. A smile costs nothing, yet it is the best look any face can wear. 😊

Explore further the English Textual Concept Narrative.


Map it out EN2-2A

Story map the main events of ‘A Gift for Grandma Holly’, with one of these Story Map worksheets, or by using a Story Arc.

Adapt your story map into a script for a play and perform as a mime.

Create a bubble.us mind map for ‘A Gift for Grandma Holly’ that shows each character’s point of view regarding Grandma Holly. What emotions was Matilda feeling? How did Tilly’s actions change each character? What emotions were evident at the party? What did Matilda prove to everyone, including herself?


Hot Seat EN2-6B

Perform a Hot Seating activity where students can explore the point of view (sometimes written as POV) of each character. Perform in groups of three, or as a class. Students can pose questions to each character.

Explore further the English Textual Concept Point of View.


Further reading

English Textual Concepts

Resources

Introduction to the Story Arc YouTube clip

Thinking Routines


The Headhunter

story by Rose Lilian | illustrated by David Legge


Prior to reading

See, think, wonder thinking routine, to explore the title and make predictions about ‘The Headhunter’.

  • What do you see?
  • What do you think about that?
  • What does it make you wonder?

Connecting to the text EN2-11D

Background reading: 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 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 can complete a connection stem or connection web to clarify their responses.

Discuss as a class or use a worksheet from Think, Pair, Share.


Figurative language EN2-2A

Brainstorm idioms and discuss how they confuse people.

Write an idiom story using Storybird or Book Creator. Some idiom ideas can be found at 8 Fun Things to do With Idioms and there are more fun resources at Idiom Stories Worksheets. Challenge students to use as many idioms as possible including the title. Some ‘headlines’ could include, Head in the Clouds’, ‘The Day I Lost My Head’, ‘Head in the Sand’, ‘Head Over Heels’ and ‘Head and Shoulders Above the Rest’ … But let’s not get ahead of ourselves! 😉

Illustrate an idiom.

Explore further the English Textual Concepts Connotation, Imagery and Symbol.


Author letter EN2-7B

Write a letter to author Rose Lilian, using the writing a letter to the author guidelines and worksheets and the Praise Question Polish scaffold.Encouragestudents 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


That’s interesting EN2-7B

A PMI chart summarises the Plusses, Minuses and Interesting things (or sometimes Implications) of something.

  • Plus/Positive: The good or positive experiences, themes, messages, events and happenings in the text.
  • Minus/Negative: Events in the text that are negative or bad experiences; things that go wrong, etc.
  • Interesting: Anything that appeals to the student; questions, feelings and emotions that arise; morals, messages and connections that resonate with the student.

Encouragestudents to use a PMI chart to highlight three elements (in three different colours or use coloured post-it notes) within the narrative that are positive, negative and interesting


Get creative EN2-10C

Create a film strip of ‘The Headhunter’ using this story board worksheet.

Adapt the film strip into a play or podcast using the Audacity multi-track audio recorder and editor.

Write a summary of the story, using these Summary Worksheets as reference.

Create a Narrative PowerPoint or Google slide to illustrate understanding of the textual features, structure and the messages conveyed in ‘The Headhunter’.

Explore further the English Textual Concept Narrative.


Map it out EN2-1A

Story map the main events of ‘The Headhunter’, with one of these Story Map worksheets, or by using a Story Arc.

Adapt the story map into a script for a play and perform as a mime.


Further reading:

English Textual Concepts

Resources:

Introduction to the Story Arc YouTube clip

Thinking Routines


Hidden in the Attic

article by Susan Letts


Connecting to the text EN2-11D

Background reading: 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-World: How do the ideas in this text relate to the larger world—past, present and future.

  • 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 …

Students complete a Text-to-World worksheet activity.

Discuss as a class or use a worksheet from Think, Pair, Share.


Get creative EN2-10C

Create a script for a news reporter interviewing a soldier’s descendant who has seen/discovered a photo of a lost family member in the Thuillier collection. Use iMovie or Microsoft Movie Maker

Create an advertisement to encourage tourists to visit the Australian War Memorial

Use the SCAMPER technique to come up with a new advertisement to join the Australian Army. Students could refer to an example from the army’s ‘This is Us’ campaign.

Create a six-word memoir or other poem about the death of an Australian soldier, using Google Slides. Students could use photos from the Australian War Memorial’s ‘Remember Me’ exhibition to inspire writing.

Write an ode to commemorate an Australian soldier or war mascot. Students could refer to this Writing an Ode worksheet.

Research Anzac Day symbols and traditions and present findings to the class as an article. Follow the format used by Sue Murray, on page 33, about slouch hats.

Support: Brainstorm prompts and sentence starters to motivate writers

Extension: Record For the Fallen by Laurence Binyon. An example for students can be seen on this YouTube clip.


Author purpose EN2-7B

Watch Finding Author’s Purpose, which explains the ‘PIE’ model: was it to Persuade, Inform or Entertain? Discuss what Susan Letts’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 that composers choose to express ideas in a variety of modes.

How has Susan Letts used 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? A picture is worth a thousand words, what are the pictures saying?


Finding evidence EN2-1A, EN2-2A

Conduct a Here Now / There Then Routine to consider present attitudes and judgments. This thinking routine encourages students to consider past perspectives and develop a better understanding of how thinking changes over time and across cultures.

Connect to text Use the scaffold in the poem ‘In Captivity’ (page 13), to write about the plight of returned servicemen and servicewomen, Anzac Day or war.

Write a biography of an Australian war veteran or war widow, using one of the biography worksheets.

See, think, wonder thinking routine, to look carefully at the central image ‘We want our mumie’ (pages 22–23).

  • Are any of the men related?
  • Who is the oldest?
  • Who is in charge?

Wonderful words EN2-2A

Research and create a crossword about Anzac Day, using this free crossword maker or crossword puzzle creator using unfamiliar words from the article, or these Anzac Day resources. Use the crossword on page 34 of Orbit as a guide for suitable questions. Remember answers can only be letters or words, not numbers.

Support: Question Creation Chart

Extension: Create a Kahoot.


Reflecting EN2-12E

I used to think ... But now I think … 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.


Further reading:

English Textual Concepts

Resources

Anzac Day Commemoration Committee website

Anzac Day: What does it mean to you today?

Australian War Memorial

Harvard Thinking Routines

Issue 4 - May, 2019


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