Curriculum Link: Strand, sub strand and content description Activities

Language: Pop Stick Quiz

Language and variation change
Understand differences between the language of opinion and feeling and the
language of factual reporting or recording (ACELA1489)
Pop stick quiz can help students identify and distinguish different areas of
language that a teacher is trying to convey. In this activity, students will be given
a pop stick. Each end of the pop stick will be marked with either: ‘OPINION
AND FEELING’ or ‘FACTUAL’. As students listen to Jungle Drums, they must
watch out for language that exhibits factual or opinion based qualities. Once
they hear or see these, through out the book, must hold up the correct end of the
pop stick. This activity allows teachers to see if students are able to correctly
identify the difference between language of opinion or fact. It also allows
students to practice this identification procedure, and gain awareness of it.

Language: Quotation Race

Each different use of speech marks is allocated a different colour. Students
Text organisation and structure review a range of texts which include dialogue, titles and quoted speech. All
texts will be either from ‘Jungle Drums’ or be related to it, possibly as a review
Recognise how quotation marks are used in texts to signal dialogue, titles and or news article about Safari animals.Students must match the correct colour
quoted (direct) speech (ACELA1492) quotation marks where necessary. As a class, go through the answers.
Language: Discussions about Devices Authors and Illustrators Use (FSR MD, pg.219)

Expressing and developing ideas
Explore the effect of choices when framing an image, placement of elements in
the image, and salience on composition of still and moving images in a range of
types of texts (ACELA1496)
Discuss with students the purpose of images and how authors/ illustrations can
use different devices in images to convey messages. Discussing the reasons for
these choices and their effectiveness will give Transitional readers a deeper
understanding of how these impact on readers’ interpretation

of texts. Go through different images with effective uses of composition,
framing and angles. Students should explain why they believe an illustrator may
have decided to include certain devices.

Devices used by illustrators include:


• choice of colours;

• amount of detail;

• size of characters, tables or diagrams relative to others; • composition of the
page, e.g. placement of visuals;

• artistic style, e.g. abstract representation rather than realism.

Curriculum Link: Strand, sub strand and content description Activities

Language: Multiple-Text Approach (FSR MD, pg.278)

Texts in context This activity uses a a number of previously produced texts that are linked to
‘Jungle Drums’. Students will compare and explore the different ways that
Identify and explain language features of texts from earlier times and compare vocabulary, layout and image have been used differently. Ask students how they
with the vocabulary, images, layout and content of contemporary texts respond to this and how it may alter their views on ‘Jungle Drums’.
(ACELY1686) Have students read another text that relates to Africa, the Zoo, safari animals ect.
These may include old news reports, articles, novels or historic text. Each group
will receive a different text. Students will take note of the message of the text
and explore the different ways the author has used to get this across. Identify
which language features are used, if there is any bias, exaggeration or new
words. Each group will present their findings to the class. All will use their new
found information to make comparisons between their earlier texts and ‘Jungle
Drums’.Discuss how the devices used in each one influenced readers to take a
particular view.
Language: Signal Words (FSR MD, pg.224)

Interpreting, Anal ysing, Evaluating
Read different types of texts by combining contextual , semantic,
grammatical and phonic knowledge using text processing strategies for example and to select appropriate ways of summarising it.
monitoring meaning, cross checking and reviewing(ACELY1691)
This activity focuses attention on the words authors use to signal different text
structures; these are often called top-level structures. Once students know the
type of structure in a text, it will help them to process information effectively
Have Students Read different types of texts, all relating to ‘Jungle Drums’.
Focusing on different areas of focus, such as theme, let students practice and
develop processing strategies where they use their grammatical, phonic and
semantic knowledge to find signal words relating to your chosen topic. Discuss
findings and opinions with class. Then have students follow this procedure as
they read another text with the same structure.
Curriculum Link: Strand, sub strand and content description Activities

Language: Understanding the Codes and Conventions of Text Delivered by Different

Creating Texts
Use a range of software including word processing programs to construct, edit
and publish written text, and select, edit and place visual, print and audio
elements (ACELY1697)
Technologies (FSR MD)
Have Students re-write ‘Jungle Drums’ with a twist. Perhaps with a new plot,
characters or setting. Once written allow students to use applications such as
Pixton, iMovie or Book Creator to enhance their story with exciting audio and
visuals. Before students can move onto the production of their multimodal
story, have them discuss the idea that their viewers will be familiar with a
range of multimodal text forms and be able to identify the codes and
conventions used within them.

Ensure that each student knows what their message and target audience is and
guide them in constructing their book accordingly. Students at this phase will
need to be provided with opportunities to analyse visual texts to see how these
codes and conventions can be deliberately used in a text to convey a particular
meaning. They will also become aware that these codes and conventions are
socially created and have developed over time as accepted ways of creating
meaning.
Language: Like or Unlike? (FSR MD pg.229)

This activity encourages readers to begin to challenge the world view presented
Literature and context by an author. It helps them to make connections and comparisons between what
they know about the world in which they live and the way characters or people
Make connections between the ways different authors may represent similar are represented in a text.
storylines, ideas and relationships. (ACELT1602)
Students will select a character from ‘Jungle Drums’ and identify their role
within it. Provide time to discuss how the character or person has been 

represented. Record students’ views on a class chart. Provide opportunities for
them to discuss how the author could have changed the role of the character, and
the impact this would have had on the text. Then compare their role to how
similar characters have been constructed in other stories and texts the students
know. Also record these findings on class chart. Do the same with different
storylines.
 Curriculum Link: Strand, sub strand and content description
Language:
Examining Literature
Discuss how authors and illustrators make stories exciting, moving and
absorbing and hold readers’ interest by using various techniques, for example
character development and plot tension (ACELT1605)
Activities
Spot the Devices (FSR MD pg.225)
In Spot the Devices, readers hunt for words, expressions or images that have
been used by the author or illustrator in an attempt to position and appeal to the
reader.
Have students re-read ‘Jungle Drums’ highlight words, plot points, characters or
images that have been chosen to appeal or position the reader. Invite them to
discuss the highlighted text pieces, speculating about the author or illustrator’s
intent. 

Encourage them to suggest alternative words, plot points or images that would
temper the impact, reverse its meaning or change the audience appeal.