Stage 1

(Objective BSpeaking and Listening 2Deliver short oral presentations to peers.Writing and Representing 2Discuss the characters and settings of different texts and explore how language is used to present these features in different ways.Grammar, Punctuation and VocabularyExplore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs).) (Objective ASpeaking and Listening 1Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions.Writing and Representing 1Draw on personal experience and topic knowledge to express opinions in writing. Reading and Viewing 1Compare opinions about characters, events and settings in and between texts.) (Theme:RelationshipsKey Concept:Stereotypes)

(TextPearl Barley and Charlie ParsleyByAaron Blabey)

(Objective CThinking Imaginatively and CreativelyUse creative and imaginative features in role-play and drama.)

(Objective DExpressing ThemselvesRespond to a range of texts, e.g. short films, documentaries and digital texts that include issues about their world, including home life and the wider community.)

(Objective EReflecting on LearningJointly develop criteria for assessing their own and others presentations or compositions with teacher guidance.)

Text Overview

Pearl Barley and Charlie Parsley are different in every way. Pearl Barley loves death-defying missions, solving mysteries, talking very loudly and is a terrible show-off. Charlie Parsley prefers reading in quiet places to jumping off buildings, is scared of everything and everyone, and is painfully shy. How are they such good friends?

Teaching/Learning Activities

Resources

Objective A

Communicate through speaking, listening, reading, writing, viewing and representing.

Speaking and Listening 1

Look carefully at the front cover. What do you think the book will be about? Who are the characters? Describe what they are wearing. What do you think will be surprising about the story? How do you think the characters are feeling and thinking? Why? What is courage? Who or what helps you to face your fears?

Writing & Representing 1

Make a friendship tree by writing the word friendship in the trunk of a tree and adding words to branches. Think of things you do with your friends such as playing, laughing, acting, climbing, skipping, dressing up, drumming, investigating, reading, watering the garden, swimming, caring for pets, bathing, solving mysteries, dreaming, cloud watching, dancing and hiding. Add these doing/action words (verbs) to the friendship tree.

Hwriting & Digital Technologies

Reading & Viewing1 Students watch Disney Cinderella 2012 DVD release. Discuss the qualities of Cinderella and how she differs from Pearl Barley (stereotypes). Also discuss the differences between the prince and Charlie Parsley.

Spelling

Ref: National Literacy and Numeracy Week 2012

My Friendship Tree worksheet.

Disney Cinderella 2012 DVD release

Objective B

Use language to shape and make meaning according to purpose, audience and context.

Speaking and Listening 2 Why do you think Pearl Barley and Charlie Parsley are friends? Would you like to be friends with Pear Barley? Explain why. Would you like to be friends with Charlie Parsley? Explain why. What is a relationship? Why is a friendship an important relationship? Ask the students to talk to each other about whether they are like Pearl Barley or Charlie Parsley and who would they like to be like and why.

Writing & Representing 2 Students write down some questions to ask Pearl Barley or Charlie Parsley.

Reading & Viewing 2 Categorise the items which belong to Pearl and Charlie. Discuss how these differ from items traditionally expected to be owned by boys or girls.

Grammar, Punctuation & Vocab

Build vocabulary bank of personal attributes -word meanings-boisterous, active, outgoing, inquisitive, introspective, shy gentle, calm.

Categorising worksheet

Objective C

Think in ways that are imaginative, creative, interpretive and critical.

Thinking Imaginatively & Creatively

Hot seating

Teacher chooses a student to be Charlie Parsley and/or Pearl Barley to sit at the front. Ask Charlie Parsley the questions the students have written and those below. How do you feel when you see dark shadows? How does Pearl Barley help you to overcome your fears? What kinds of mysteries does Pearl Barley like to solve? How does Pear Barley help Charlie Parsley to be a hero?

Hot seat (chair)

Objective D

Express themselves and their relationships with others and their world.

Expressing Themselves

Art: Use lead and watercolour pencils to draw a comparison between Cinderella with the Prince and Pearl Barley with Charlie Parsley.

Worksheet of Cinderella and the Prince compared to Pearl Barley and Charlie Parsley.

Objective E

Learn and reflect on their learning through their study of English.

Reflecting on Learning

Students watch the Disney movie Frozen. They compare the difference between the characters in Cinderella highlighting stereotypes e.g. the prince is not kind and does not love the princess, the princess does not choose the prince to save her but her sister instead.

Disney movie Frozen (parent permission required for PG rating).

Assessment / Collecting Evidence

Observation

Anecdotal Records

Checklist / Matrix

Rubric (CTJ)

Self-Assessment

Peer Assessment

Student Teacher Conference

Journals

Assessment task

Observations during activities and discussions.

Observations during hot seating.

Individual questioning when describing their comparison artwork as to whether they understand the concept of stereotypes.

Presentation to the class of their work.

Categorising task for comprehension.

(Science & Technology) (HistoryLook at historic novels such as fairy tales e.g. Cinderella, Snow White)

(MathematicsCreate a table.Ways that Pearl Barley and Charlie Parsley and different and alike. How many children are in the story? )

Possible Links to Other KLAs

Creative Arts - To scaffold the interpretation of the authors purpose and meaning.

Personal Development - Interpersonal Relationships - Interpersonal Relationships is concerned with developing an understanding of the nature of relationships. Students develop skills for building positive responsible relationships, and practice their application so that they can use them effectively in their lives.

Text Overview

In a snowing day, Max builds an igloo on the other side of his sidewalk. When his older sister Claire and her friends arrive, Max throws snowballs in the group and they begin a war. Max hides in his igloo, but the teenagers jump over it and destroy his shelter. The upset Max wets Claire's room with snow and then he does not obey his mother and bites her. He runs away home wearing his wolf costume and mentally travels to an imaginary world inhabited with wild things that elect the boy their king.

Teaching/Learning Activities

Resources

Objective A

Communicate through speaking, listening, reading, writing, viewing and representing.

Speaking and Listening 1 - Read the text to the class

Pair discussion: Making personal connections. Using card number 28 New Kid in Town

Responding to questions about how they could make someone feel important and not left out.

Would you be their friend?

Gauge responses and discuss character personality traits?

Do they know anyone like Max? How could they make them feel welcome? What type of adjectives can they identify within the text?

Writing & Representing 1 & Hwriting & Digital Technologies re read the text

Compose a range of written forms of communication, including emails, greeting cards and letters.

Make a welcome to the school card for any of the characters.

Why would you make a card? What is its purpose? Would you like to receive a card if you came to a new school?

Understand thathandwriting and presentation of work needs to reflectaudience andpurpose in order to communicate effectively.

Discuss prior to making the cards how presentation affects purpose, how relevance of diagrams and wording contribute to meaning.

How effective is the card? How does the presentation reflect the content

Reading & Viewing1 revisit the text

Understand how sentence punctuation is used to enhance meaning and fluency

Using sections of the text (photocopied sections for each child), students are to identify simple punctuation.

Full stops, why are they used and when?

Commas, what are they doing in the sentence and do they add meaning, atmosphere or other dramatic technique.

Speech marks, when are they used.

Class discussion after activity to share ideas.

Spelling

Spell high-frequency and common sight words accurately when composing texts

Whilst working on the card or digital card are the students spelling the HF or sight words correctly?

Make a word wall to assist allowing students time to use a dictionary or write the word on the word wall for others to see and share.

50 Fabulous prompt cards for discussion

(attached)

Folded greeting cards (1 per student)

Greeting card