T h e Li gh th o u s e

K e e p e r s Lu n c h .

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The lighthouse keepers lunch unit.

Te a c h e r r e s o u r c e s .
v Eight lessons.
v Book The lighthouse keepers lunch.
v Classroom resources included in this pack.

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view included
resources.

v Ingredients for lemonade activity.

v Creative attitude, your students will love this!

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view lessons.

v EDU403 justification.

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justification.

AC A R A l i n k s .
v Understand that the purposes texts serve shape their structure in
predictable ways (ACELA1447)
v Discuss characters and events in a range of literary texts and share
personal responses to these texts, making connections with
students' own experiences (ACELT1582)
v Make short presentations using some introduced text structures and
language, for example opening statements (ACELY1657)


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outline.

Introduce the book.

Deconstruct the
characters.

Familiarise book.
Students create a
story map.

Mrs. Grinlings
recipes . Introduce
procedural language.

Continual
procedural text.
Lemonade recipe.

Click on the individual lessons for more detail.

Evil seagulls arrive.

Students create
individual recipe.

Clever seagulls! Pair

students to create
collaborative procedural
text.

Students continue to
create good copy and
artwork of their
collaborative text.

Parent
presentation and
morning tea.

Introduction.
v Introduce the book to students.
v Has any one read it before?
v What do we think it is going to be about?
Body.
v Read the book to students (use expression).
v Once read ask students about the book. Who were the characters? What happened
in the beginning, middle and end?
v Tell students we are going to create a class display board describing the characters.
v Read the book again instruct students to be listening for how the author has
described the different characters.
v Create display board (mind map) with the characters and get students to add
descriptions.
End.

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v Ask students why did the seagulls stop eating Mr Grinlings lunch?
v Ask the students how would you stop the seagulls?
Extension.
v Students create a story or picture on how they would get rid of the seagulls.

Introduction.
v Question who can remember the book we read yesterday. (Prompt students to
look at display board if needed).
v Go over characters and plot (observe students current understandings).
v Reread book again to students tell them to pay particular attention to the
sequence of events.
Body.
v Student discussion (think-pair-share) who can retell the story (correct sequencing)?
v Share with class.
v Students create individual story maps (text and pictures) correct sequencing
required.
End.
v Students share their story maps.
v Class discussion do you think the seagulls ever came back?

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Extension.
v Students continue on from previous lesson extension How would they get rid of the
seagulls.
v Students create a wanted poster for the three pesky seagulls.

Introduction.
v Tell students we are going to continue on with our Lighthouse Keepers Lunch
theme, but by now we should all know the story (quickly go through storyboard if
needed).
v Introduce the concept of procedural writing. (Instructional). Tell students we are
going to look at Mrs. Grinlings recipes, discuss how recipes explain a procedure.
Body.
v Discover prior knowledge. Ask students who has seen or read a recipe before?
What did it tell you?
v Look at Mrs. Grinling's recipes Lighthouse sandwich & make it. Deconstruct
components of procedural text and language.
v Get students to highlight different components and appropriate language on their
copy of Mrs Grinlings recipes.
End.

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lessons.

v Go over the required components of a procedure again:

Title, aim, materials, method, conclusion.
Extension.
v If you were making Mr Grinlings lunch what would you make him (write and draw).

Introduction.
v What do we need to remember when writing a procedure? Is a recipe a type of
procedure?
v Go over Mrs. Grinlings recipe, what it the title, materials, method etc.?
v Have you ever read a procedure/recipe. Maybe with mum or dad in the kitchen?
Body.
v Today we are going to write a procedure/recipe on how to make lemonade. We are
going to make it as a class and write the procedure as we go.
v Have students sit on the ground in a circle, provide them all handouts and guide
them to fill in the steps as we go.
v Once made let students enjoy their delicious lemonade. Students add diagrams to
steps after.
End.

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lessons.

v Discuss why it is important to have steps in correct

order, would it have changed our lemonade?
Extension.
v Use the iPads to look at other recipes to make. Create a recipe book to take
home.

Introduction.
v Set the scene for the students (have seagulls hanging from the ceiling). Oh no
those evil seagulls have come to drink out lemonade.
v How did Mrs. Grinling get rid of them? (Re-read the book if need).
Body.
v Lets make a disgusting sandwich to trick the seagulls.
v Provide students procedure template. Go over the important components and
language that needs to be used when writing procedures.

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v Brainstorm some ingredients that can be used.

v Set students to individual work (allow collaboration) create a support group for
lower students.
End.
v Share disgusting sandwich stories with peers.
Extension.
v Create a disgusting drink to go with your sandwich.
(Create on recipe on book creator app).

Introduction.
v Set the scene for the students Oh no the we didnt trick the seagulls, lets pair
up and make a super disgusting sandwich.
v Next two lessons we are going to be making a large posters of our recipes to
display on our picnic on Friday.
v Show students an example.
Body.
v Create a post-it board with ingredients from each students recipes.

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lessons.

v Pair students up tell them to choose 4-6 of the best ingredients, in pairs write a
rough copy in book, have an example of template.
v Create large poster size of recipe (talk about the quality needed).
v Students create images to add to there posters (painting/ crayons etc.)

Lesson continues next lesson

Introduction.
v Tell students we are continuing on from last lesson, ask students where they are up
to have a visual on the board to show pairs transitioning from activity to the next.
Body.
v Move pairs to different parts on the classroom, get them out od their seats.
v Teacher monitors students, reminding students quality is needed.
End.
v Remind students of picnic and presentation tomorrow.

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lessons.

v Reread the story book get students to be the voices of the seagulls.
Extension.
v Create a welcome poster for our super
disgusting presentation and deliciously sweet
morning tea.

Introduction.
v Remind students today is our presentation and morning tea so we need to get our
room ready for our guests.

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lessons.

v Assign students jobs (ask them to volunteer).

Body.
v Create lemonade (from earlier in the unit) for parents.
v In their pairs students display their disgusting sandwich recipes on their easels and
parents walk around the room reading them.
End.
v Once parents are finished they are invited to have morning tea with students.
Extension.
v Invite other classes to come have a look at our displays.
v Treat them to some lemonade.

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outline
(justification and
resources).

JUSTIFIC ATION.
Part 1. Alignment with Australian Curriculum.

Part 2. Pedagogy included within unit.

Part 3. Historical timeframe and theoretical

perspectives.

... Justification

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outline
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Part 1. Alignment with Australian Curriculum.

This two-week unit plan was created with inspiration from the book The Lighthouse Keepers Lunch by Ronda and David
Armitage. Appropriate for a Year One audience this book engulfs young students within it as they embark on Mr and Mrs.
Grinlings problematic journey. The anthropomorphism of the talking seagulls captures the childrens imagination as they
ponder how Mr and Mrs. Grinling are going to get rid of these pesky birds. This unit has been designed to teach children
procedural writing in alignment with the following Australian Curriculum Year One English content descriptors:
Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with
students' own experiences (ACELT1582)
Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657)

Although no procedures are explicitly evident within the text, the theme of Mrs. Grinlings recipes is a successful way to
place meaning behind students learning. Through introducing simple procedures such as recipes students are given the
opportunity to create, making it engaging, relatable and relevant. Supporting the above curriculum links this unit provides
students the knowledge and experience needed to understand what a procedure is and why their structure is important.
Students make reference to Mrs. Grinlings recipes and make connections to their own experiences, associating
procedural text within their personal lives. They are also given the opportunity to create short presentations of their
procedural writing,demonstrating to others the knowledge they have learnt.

 Justification
Part 2. Pedagogy included within the unit.
Throughout this unit a variety of learning experiences have been included to ensure that all students are given the best opportunity to
succeed. Students are provided opportunities to learn through visual, auditory and kinaesthetic practices. They work both independently
and collaboratively and students abilities are catered for through extension or teacher scaffolded activities.
To commence the unit the teacher introduces the text The Lighthouse Keepers Lunch this book engages students and initiates
interests. Through independent processing and peer collaborating students deconstruct the text ensuring all students are familiar with the
sequencing of the plot, description of the characters and the vocabulary present. It is important to maintain students engagement and
enthusiasm; thus the book is frequently read at the beginning and/or end of lessons. To further students understanding of the story they
are asked to create a story map of the book, this allows students to work to their individual ability. Students who grasp the sequencing are
able to explore their understanding through creatively creating their own story map, while students who require additional support have
the chance to work in a collaborative environment scaffolded by the teacher.
Once students are familiar with the story the unit continues onto the concept of procedural writing. Here the teacher uses
the book The Lighthouse Keepers Lunch as an underlining theme to maintain students interest. Students explore Mrs. Grinlings recipes
analysing the structure of procedural writing. Teachers discover students prior knowledge as they ask students to connect procedural
writing to their own lives. This engages students as they realise their familiarisation with the topic (cooking at home with mum etc.). The
following lessons objectives are to ensure students are competent at procedural writing, with clear understanding of the purpose and the
significance of the structure. This is accomplished through multiple hands on experiences where students make sandwiches and lemonade
through following procedures. These learning experiences enable students reflect and relate to relate their writing. Through creating,
students become aware of the importance of structure within procedural writing and how incorrect sequencing of steps can significantly
alter the desired outcome.
A collaborative approach within the unit provides students the opportunity to benefit from peer teaching. Through peer
teaching students gain understanding from each other. Students who display extensive understanding can support students who require
additional support. Pairing students together when creating their presentations allows students to collaborate their creativity. This
potentially provides students who need literacy support an opportunity to demonstrate their creative talent, enhancing their confidence
and future participation within class.

 Justification
Part 3. Historical framework and theoretical perspectives.
The story book The Lighthouse Keepers Lunch has been set in the 1960s/1970s. This historical framework is evident within the illustrations
and the way the author has characterised Mrs. Grinling as a stepford wife. These illustrations display Mrs. Grinling in the kitchen with the
appliances and food (mustard jar etc.) which mimic ones of the 1960s/1970s culture. The stepford wife demeanour of Mrs. Grinling is clear
as she is a stay at home wife who cooks and prepares for her husband. While this is not done in a derogatory way it does however show
the historical timeframe of the book. While feminism was on the rise during this time it was still frequent for a woman once married to
stop working and be the stay-at-home-wife, which may contradict many of the students current home environments. The illustrations of
Mr Grinling also add to the historical framework. His clothing particularly his accessories: sunglasses and pipe visibly characterise him as a
1960s/70s male. While the historical timeframe of the book is of minimal influence to this particular unit it is important for teachers to
explain to students the difference between now and then. This will avoid stereotypes being created and offence given to parents who may
have a different home life.
While most books can take on a variety of theoretical perspectives, for the purpose of this unit students are to view the
book through Reader Response Theoretical Perspective. Through viewing the book through this perspective students are able to make a
connection between their own experiences and the text. This is particularly useful as the unit develops and students are asked to make
connections with their experiences of following procedures. While students may identify their own experiences as being different to the
text, e.g. Dad might make lunch for mum, students are able to acknowledge the difference and then recognise a vague connection (maybe
following directions of how to make Lego). These connections with the text whether vague or clearly evident increase students
engagement as it is relatable which helps them to remember it. Another positive of using this perspectives is it allows for individualism.
Through allowing students to bring their own opinions which are not influenced by a set of predetermined guidelines provides students
the opportunity to be creative as they describe the characters lesson one. This could potentially lead to different opinions, class discussion
and peer teaching. For example, one student may say the seagulls are pesky and naughty while another might contradict and label them
cheeky and funny. Through peer discussions students learn how to respectfully acknowledge others opinions and deepen their learning as
they a consider an opinion they would not have thought of themselves.

INCLUDED RESOURCES.
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w o r d d o c u m e n t . ( Wo r d d o c u m e n t s w i l l n o t o p e n i n
fu ll s creen s lid e- s h ow mo d e) .

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