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POSSUM MAGIC [Mem Fox] (THE ARTS (Drama (Create role plays based on hush…

- - - - Historical events during this time period
        
        Children could explore this by:
        
        Creating a poster or mini book about a historical event from the 80's.
        
        Creating an exhibition about one main event that occurred during the 80's. Children would then present their exhibitions orally to parents, students and teachers.
        
        Giving a presentation in small groups about a historical event and then creating some quiz questions at the end to test their peers listening abilities.
      - Popular toys from this time period
        
        Create posters, comparison charts and short quizzes in groups about:
        
        Similarities and differences between modern toys and toys of the 80's
        
        Matching the name of the 'old' toy to the image
        
        The teacher could organize an 'Eighties Afternoon' where children come dressed in clothes from the 80's and play games of the 80's in small groups and pairs to practice their social skills.
      - Fashion of this time period
        
        Students can explore fashion of the 80's by:
        
        Watching movies from this time period as the teacher points out the clothes that the characters are wearing.
        
        Designing their own 80's inspired fashion items. Children will draw a diagram of their outfit and label the '80's' inspired features.
        
        Creating collages of 80's inspired clothing from magazines and newspapers
        
        Students could bring in photos of their parents or grandparents from the 80's and present them as 'news' to their classroom peers.
  - - - Creating a table that includes the landmarks that Hush and Grandma Poss visited, their locations and the year they were created in.
      - Children will have a large map of Australia and label all of the Australian landmarks that Hush and Grandma Poss visited on their journey. Students could simply write the name of the landmark or they could draw an image of it.
      - Create quizzes for each other about the Australian landmarks that Hush and Grandma Poss visited and their locations
      - Create a poster about their favorite Australian landmark that Hush and Grandma Poss visited and why.
      - Children will construct a miniature model of one of the landmarks visited by Hush and Grandma Poss throughout the story in pairs. They will begin by brainstorming ideas about what materials they could use to build it and will then write a short, simple procedure entailing how they will go about building their model.
- - - - Participate in pair, group and class speaking and listening events (ACELY1789)
        
        Demonstrate appropriate listening behavior (ACELY1789)
        
        Ask relevant questions about the text in order to connect the text to their personal experiences (ACELY1789)
        
        Brainstorm ideas and topics about the text and acknowledging contributions of others (ACELY1789)
        
        Speak clearly with appropriate intonation (ACELY1789)
        
        Explore presentation strategies such as pitch, volume and intonation (ACELY1789)
        
        Identify the main purpose of a text (ACELY1668)
        
        Monitor own reading and self-correcting when reading does not make sense (ACELY1669)
        
        Use grammar and meaning to read aloud with fluency and intonation (ACELY1669)
        
        Make connections between information in print and images (ACELY1670)
        
        Build on prior knowledge and vocabulary (ACELY1670)
        
        Predict and ask questions as they read (ACELY1670)
        
        Use appropriate sentence structure to express ideas (ACELY1671)
        
        Review and re-read own writing to improve meaning (ACELY1672)
        
        Check for grammatical inclusions such as capital letters and full stops in own writing (ACELY1672).
    - - Students can write a letter to either Hush or Grandma Poss explaining their own personal experiences with traveling. Students will include information about what they did, where did they go, what food they ate and their overall experience.
      - Students will compare 2 Mem Fox texts, Possum Magic and Koala Lou, and highlight similarities and differences between the two in a Venn diagram. Comparisons can be made between the characters, events or structure of the texts.
      - Students can use coggle.it to create a brainstorm about the topics and events in Possum Magic.
      - Students will create a presentation using PowerPoint about all the things they like/dislike about Possum Magic as well as a summary of the text.
      - Students can make oral predictions in partners about what will happen in the story before reading. Students will need to explain to their peers what made them think this, for example was it the illustrations, the title, the blurb etc.
  - - - Explore language as a construction tool in creating characters and settings (ACELA1462)
        
        Explore typical stages of text types, for example simple narratives (ACELA1463)
        
        Recognize capital letters as signals for proper nouns (ACELA1465)
        
        Identify names of people and places and how to write them using capital letters (ACELA1468)
        
        Identify commas as a tool for separating items in a list (ACELA1456)
        
        Explore how to create compound sentences (ACELA1467)
        
        Learn to use conjunctions as 'simple sentence joiners' (ACELA1467)
        
        Identify nouns that refer to characters and setting elements (ACELA1468)
        
        Use illustrations to identify how characters have been represented in the story (ACELA1468)
        
        Verbally explore blending sounds in words, for example Au/st/r/a/l/i/a (ACELA1474)
        
        Use knowledge of known words to inform spelling of un-known words, for example using 'Grandpa' to spell 'Grandma' (ACELA1471)
        
        Use letter-sound relationships to explore relationships between the sound heard and letter patterns (ACELA1471)
        
        Use knowledge of letter patterns and morphemes to write and read words whose spelling is not predictable from their sounds (ACELA1823)
        
        Use known words to spell unknown words by drawing on morphemic knowledge of letter patterns (ACELA1823)
        
        Recognize when some letters are silent and not pronounced (ACELA1824)
        
        Comprehend that sounds can be represented by various letter combinations, for example the long 'a' sound in 'and', 'wait' and 'plate'.
    - - Children can create a 'Hush is missing' poster. Students will highlight characteristics and traits of hush and include them in their posters.
      - Children can create a character web to explore the relationships between the characters in the story
      - Students can be involved in a think, pair, share. In this whole class activity, students will think about how the book made them feel (what they like/don't like) and then share their ideas with a partner and then share with the whole class
      - Students can search through the text, Possum Magic, and find different elements within the story, such as full stops, commas, capital letters, compound sentences, vowels and consonants
      - Students could play a game of facts or false. In this game, the teacher will present students with a number of true of false questions about Possum Magic and students will respond with either true or false
      - Students can be sound detectives and search for a given sound within the text such as a long 'A'.
  - - - Compare opinions between students about characters, events and settings (ACELT1589)
        
        Connect the feelings and behaviors of animals with human emotions (ACELT1590)
        
        Describe the elements of setting, time, place and how they impact the story (ACELT1591)
        
        Explore text features and how orientations, complications and resolutions construct meaning in a text (ACELT1591)
        
        Identify real features verses imaginary features of a story (ACELT1591)
        
        Re-create imaginative stories using a variety of print and digital media (ACELT1593)
        
        Re-tell the story from another characters point of view (ACELT1593)
        
        Construct a sequel to an existing story (ACELT1593)
        
        Create speech between characters through an alternate event or ending in the original text (ACELT1593).
    - - Students can create role plays and recreations of the text using finger puppets.
      - Students can innovate their own text, using the structure of Possum Magic as a base.
      - Students can create acrostic poems using the title of POSSUM MAGIC to summarize the text
      - Students can use digital media to create stories on their class iPads about Possum Magic. Students could create a new story using the events or characters from the text or they could create a new innovative story.
      - Students could partake in a role play of the complications throughout the text
      - Students could write a letter from the position of Grandma Poss to Hush or from Hush to Grandma Poss, for example Hush might want to thank Grandma Poss for finding a cure for his invisibility.
      - Students could create a prequel or sequel to Possum Magic by using a written plan, draft and then typed up good copy.
      - Students could re-imagine the text and draw an illustration of what might of happened if Hush was never cured from invisibilty.
- - - - Children could research possums to gather information about their physical characteristics, what they eat, which country they are native to, if they are nocturnal, if they are mammals and where they live.
        
        Children could deliver this information by...
        
        Create a poster including written text and illustrations about possums and their characteristics
        
        Perform an oral presentation to either the whole class or small groups about what they have learnt about possums (students could create an accompanying PowerPoint presentation or poster).
        
        Brainstorming ideas in groups about what they already know about possums
        
        Create a KWL (know, want to know and learned) chart based on possums
        
        Write an acrostic poem about possums and their characteristics
      - Children could research possums and their habitats.
        
        Children may deliver this information by...
        
        Creating a poster about possum habitats
        
        Creating a diorama of a possums habitat and orally presenting it to the class
        
        Brainstorming ideas about the home a possum and what might be there
        
        Create a short, informative text about the habitat of a possum
        
        Create an acrostic poem about the habitat of a possum
        
        Orally comparing possums to familiar animals such as cats or dogs. Children will highlight similarities and differences between their chosen animal and a possum
      - After exploring possums, children could further explore Australian fauna and flora.
        
        Fauna
        
        As done with possums students will explore the characteristics and habitats of other Australian animals in Possum Magic such as:
        
        Snakes: Discuss why Grandma Poss needed to make Hush invisible from snakes (food chain).
        
        Kangaroos: Discuss how they move (they hop rather than walk) and how they balance on their tails when they fight.
        
        Koalas: Discuss how they live up in the trees and they only eat eucalyptus leaves (making them herbivores).
        
        Flora
        
        Students will explore native Australian fauna.
        
        Research Australian fauna and what part of Australia it is native to, for example the kangaroo paw is native to Western Australia
    - - Follow a recipe to cook one of the foods that Hush ate in the story
        
        The teacher could facilitate conversation while cooking on the following topics:
        
        Once food is cooked, the cooking process can not be undone (chemical reactions)
        
        What agents and factors help food to cook? eg. heat
        
        Why do scones/cakes/lamingtons : rise?
        
        Possible foods to cook include:
        
        Anzac biscuits
        
        Pumpkin scones
        
        Vegemite sandwich
        
        Pavlova
        
        Lamingtons
      - Children will write a recipe for an imaginary food to cure Hush from invisibility forever! The recipe will include ingredients and their quantities, materials and a simple procedure.