Lesson Plan Template 1 Primary & Secondary Unit/Topic: Story retell and drama activity of What Made Tiddalik

Laugh and Comparison between The Frog Who Wouldnt Laugh Literacy

Date: 2nd Sept 2013 Time: 8.55-9.30 Year Level: 1D&C Lesson: 1

Key Learning Area:

OUTCOMES FOR THIS UNIT: Language Expressing and developing ideas Explore 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) (ACELA1452) Identify the parts of a simple sentence that represent Whats happening?, Who or what is involved? and the surrounding circumstances (ACELA1451) Literacy Creating texts Construct texts that incorporate supporting images using software including word processing programs (ACELY1664) Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams (ACELY1661) Literature Creating literature Recreate texts imaginatively using drawing, writing, erformance and digital forms of communication (ACELT1586) Examining literature Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584) Know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high-frequency words (ACELA1778) Recognise and know how to use morphemes in word families for example play in played and playing (ACELA1455) Understand the use of vocabulary in everyday contexts as well as a growing number of school contexts, including appropriate use of formal and informal terms of address in different contexts (ACELA1454) Sound and letter knowledge Manipulate sounds in spoken words including phoneme deletion and substitution (ACELA1457) Recognise sound letter matches including common vowel and consonant digraphs and consonant blends (ACELA1458) Understand the variability of sound letter matches (ACELA1459) Text structure and organisation Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449) Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450) Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447) Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation (ACELY1662) Write using unjoined lower case and upper case letters (ACELY1663) Interacting with others Make short presentations using some introduced text structures and language, for example opening statements (ACELY1657) Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788) Interpreting, analysing, evaluating Describe some differences between imaginative informative and persuasive texts (ACELY1658) Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659) Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660) Texts in context Respond to texts drawn from a range of cultures and experiences (ACELY1655) Responding to literature Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583

(Key Knowledge and Skills students should achieve in the lesson taken from relevant curriculum documents.) Students will: Decode the text Understand the concepts and vocabulary used in the text Comprehend text at a literal level Orally answer who, what, where, when and why questions Write a retell

Time 8.5510.00

Introduction (Set):

Who has read this book? What is the title? How is the title different to the version of the book that Mrs H read yesterday? Which people might this story have been written by? How can you tell? How did the Aboriginal people share their stories? Words around a camp fire. Foreword not an exact replica (copy) of the original tale. Read story.

LESSON STRUCTURE: Time Main Content:

Which country was the story set? What is a billagong? Isolated pond left behind when a river or creek changes it course. Gets filled with water in the rainy season. Dry for most of the year. What is the outback? Very remote areas, where not many people live mostly indigenous Australians Why did Tiddalick drink all the water? What did the animals do when the billabong was dry? What happened to Tiddalik as he drank? What did the animals think would happen to Tiddalick? What do the other animals need to wait for in order to get water? What effect is the lack of water having on the animals? What did the animals decide to do to solve their problem? Who eventually made tiddalick laugh? What did he/she do to make him laugh? What did Tiddalick do at the end of the story? How do you think he was feeling? What are the animals doing? What is the frog doing? (Animals take on human characteristics). What does the story tell you. According to the dreamtime Tiddalik the frog driedup all the water by drinking it, then filled the rivers and creeks and billabongs with water when he laughed. What was the message or moral of the story? The story describes how nature works in ways that rely on other parts of nature to survive. The plants and animals need water to drink and to feed the plants that they may eat. It also describes how cooperation can help solve a problem. The animals all work together to get the frog to laugh so he releases the water providing good teamwork, cooperation and humour.

Students - Mimick what each animal did to make Tiddalick laugh. Have students try different voice intonations for the different animals speech.

What do the words whoosh (move quickly or suddenly with a rushing sound); enormous (very large in size); pose (problem, danger or difficulty) mean?

What event in nature do you think the story describes or explains? Drought - A drought happens when there is no rain for a long period of time. In a drought plants do not grow properly. As streams and rivers dry up plants and animals die. Because farm crops and animals die due to lack of water, there is less food for people to eat, and what food there is costs more. If a drought lasts a long time, people may also die of starvation and the land may become desert. When Tiddalik is greedy and takes all the water for himself, what happens to the rest of the world? What does this story teach you about sharing? Think about the animals plan to make Tiddalik give up the water. Why do you think they chose to make Tiddalik laugh rather than to hurt him? What does the story teach you about solving problems? What does cooperation mean? Working together towards a common end or goal. What are some of the situations that arise in school that require cooperation? Disagreements, who turn it is next, sharing. What are some real life examples of teamwork and cooperation that you have been involved in at school? Sports, group activities, reading groups, drama etc. What makes this story Australian? Find words throughout the text that you can identify as specifically Australian words. Emu, wombat, kookaburra, billabong, outback Dreamtime. According to Aboriginal belief, all life as it is known today can be tracked to the Dreamtime or the era of Creation ____________________________________________________________________________

Retell
When is the story happening? (What time?) Acknowledge the custodians and origins of this Dreaming story. In the dreaming- A Where does this story happen? (What place?) Who is in this story? How do they interact with each other and with the land/places (What relationships?) Relationships between wombat, kangaroo, emu and frog etc What events happened in the story? In the beginning there is a frog.. In the middle the frog drinks up all the water and the land is dry and animals thirsty/hungry. In the end the animals make frog laught to bring back the water. What language has been used? Discuss adjective and verb words and noun words. What qualities do the different animals have? Construct 3-4 simple sentences about the characters on the whiteboard representing qualities and happenings. Model punctuation. Ask students to write their own sentences selecting words that represent qualities and happenings.

Comparisons between the two stories: New Same The largest frog every kown as big as a mountain Drank up all the water in the world

Same Not a drop of water to be found. Everything dry. No water for trees and plans. Animals and plants dying. New Same New Same New Old New Old Old New Old Begged Tiddalik to open his mouth and let out the water. Wise wombat suggested making Tiddalik laugh. Kangaroo jumped over emu Nothing made Tiddalik laugh Eel funny and strange shapes Platypus trying to sleep Water gushed out like a fountain Water came swooshing out Filled all the rivers, lakes, streams Lakes, swamps, rivers, billabongs The grass grew, flowers grew and everyone drank as it returned to earth

Old/New Animals tried different things to make Tiddalik laugh.

Old/New laughed

Old/new Congratulated eel or platypus

Post Reflection:

RESOURCES (Include equipment required for class and/or for teacher preparation) Story book Tiddalik the frog