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(English (Language (Expressing and developing ideas (Understand that nouns…

- - - - Understand spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background ACELA1460
        
        ACTIVITY: Class discussion with students about the text and how the text made them feel and how they were engaged. Think pair share as to what made them engaged and wanting to pay more attention (illustrations, teacher reading, storyline etc) and share with the class . Write a short paragraph (2-3 sentences) explaining how the text made them feel and explaining what engaged them.
    - - Identify language that can be used for appreciating texts and the qualities of people and things ACLEALA1462
        
        ACTIVITY: Students are given a range of adjectives that can describe the characters in the text. They are then to write the adjective under each character which they think the adjective best suits. Once they have the adjectives, they need to write a sentence about the character including some of the adjectives given. The end result will be an explanation of how the character is and their personality as depicted by the adjectives. e.g. Mr. Grinling is grumpy, angry, frustrated at the seagulls.
    - - Recognise that capital letters signal proper nouns and commas are used to separate items on a list ACLEA1465
        
        ACTIVITY: Students are working in partners. They are to use their iPads to re-cap on what a 'proper noun' is. Once they have refreshed their memory, they are to use their photocopied version of the book, and highlight 10 proper nouns. Once they have done that, they will determine what all proper nouns have in common (capital letter). And add an example of a proper noun to the word wall.
    - - Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives ACELA1468
        
        ACTIVITY: students already have had a lesson on nouns prior students are given their own photocopied copy of the book. They are to start going though and highlight common nouns in green, proper nouns in orange and pronouns in blue. Teacher has definition of each noun on board for assistance. Students then write a list in their english books of nouns under each heading
      - Identify visual representations of characters' actions, reactions, speech and thought processes in narratives, and consider how these images ass to or contradict or multiply the meaning of the accompanying words ACELA1469
        
        ACTIVITY: Write a 'Character profile' about Mr. Grinling. Draw a picture of Mr. Grinling, Describe his personality and appearance, Identify some problems Mr. Grinling faces and how he fixes the problem. Can be written in sentences, dot points or list forms.
    - - Understand how to use knowledge of digraphs, long vowels, blends and silent letters to spell one and two syllable words including some compound words ACELA1471
        
        ACTIVITY: Using their photocopied version of the book, students are to underline in red pen words that have silent letters and as a class, discuss and add them to the word wall. Also complete for long vowel sounds by circling the sound in pencil.
  - - - Compare opinions about characters, events and settings in and between texts ACLET1589
        
        ACTIVITY: Create a persuasive text, explaining who their favourite character is in the book, and reasoning explaining why they like this character.
    - - Discuss the characters and settings of different texts and explore how language is used to present these features in different ways ACLET1591
        
        ACTIVITY: Students are going to look at the main character in the text, Mr. Grinling. They are going to identify the type of language Mr. Grinling uses and the language used to describe him. Students are then going to write a brief description about a main character in the book 'The lighthouse keepers christmas' including the same main aspects as above. Student are going to compare and contrast between the two and identify that in different texts, language can be used differently to portray characters
      - Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs ACELT1592 AND
        Create compositions and perform music to communicate ideas to an audience ACMUM082
        
        Addresses two curriculum strands from English and Music ACTIVITY: in the book it says Mr. Grinling likes singing sea shanties. Get students to create and write their own sea shantie about how the seagulls have stopped pestering Mr. Grinling and his lunch and how he is happy.
    - - Create events and characters using different media that develops key events and characters from literary texts ACLET1593 AND Innovate on familiar texts by experimenting with character, setting or plot ACELT1833
        
        ACTIVITY: Get students to re-write the end of the story. Think about other possible conclusions and/or problems that could have happened in the text. Once completed, illustrate and share with the class.
  - - - Discuss different texts on a similar topic, identifying similarities and differences between the textsACLEY1665
        
        ACTIVITY: After reading the book Lighthouse Keepers Tea, students will make a 'T chart' identifying the main similarities and differences between the books. Some key similarities/differences to include: characters, storyline, setting etc.
      - Using interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately ACLELY1789 AND Rehearse and deliver short presentations on familiar and new topics ACELY1667
        
        ACTIVITY: write and prepare a speech to conduct in small groups. The debate speech should be around 'Should the seagulls be allowed to ear Mr. Grinling's lunch?" Using persuasive language to convince the audience that your answer to the question is how they should feel and believe
    - - Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)
        
        ACTIVITY: Mr and Mrs Grnling's cat, Hamish, has gone missing as he was scared away by the seagulls. Create a notice to advertise to people about Hamish being missing. Include a statement, photo and important details such as a contact, address, description of Hamish and where he was last seen. Students will then brainstorm ideas where to place the notices so that someone will see it.
    - - Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671) AND Re-read and edit text for spelling, sentence-boundary punctuation and text structure ACELY1672 AND Write legibly and with growing fluency using unjoined upper case and lower case letters ACELY1673
        
        ACTIVITY: The seagulls keep eating Mr. Grinling's delicious lunch. Students are going to write an informative text using their knowledge from the book, informing people to be cautious of the seagulls as they will eat all of your delicious food. Students will write a draft and edit for spelling and punctuation, writing legibly and understanding when to use uppercase and lowercase letters. Students will then present their information as a poster to present around the school.
- - - - Identify practical activities and everyday events that involve chance. Describe outcomes 'likely' or 'unlikely' and identify some events as 'certain' or 'impossible' ACMSP047
        
        ACTIVITY: Students each have a whiteboard, marker and eraser. The teacher will say an event e.g. 'What is the chance of the seagulls eating Mr. Grinling's lunch on Monday' the students will then write on their whiteboard 'certain' 'impossible' 'likely' or 'unlikely'. After teacher has done a few examples, students will then carry on to create their own questions and then swap with their partner and complete each others questions/
    - - Create displays of data using lists, table and picture graphs and interpret them ACMSP050
        
        ACTIVITY: Every time a characters name is mentioned in the book, students are to record a tally. they will then transfer this tally to a picture graph. They will then interpret by writing a short description about the graph. E.g. Mr. Grinling's name is said 4 times in the book. Students could also conduct the activity for nouns, verbs, adjectives etc.
- - - - Explore a point of view ACHASSI038)
        
        ACTIVITY: discussing why some places are considered special or significant by others - discuss with students that Mr. Grinling's special place to him and ask students why they think he might value that place. Write some aspects on the board that could make a place significant. Get students to write about a place they consider special/significant.
    - - Pose questions about past and present objects, people, places and events (ACHASSI034)
        
        ACTIVITY: Develop questions about places. Get students to annotate image asking questions about the lighthouse, cottage on the cliff, or the cliff. Question examples include 'What are the features of the place?' What does the place do?' 'How do you get to it'
  - - - The history of a significant person, building, site and/or part of the natural environment in the coal community and what it reveals about the past ACHASSK044
        
        ACTIVITY: Present the following information in a powerpoint document, research the history of lighthouses. Where were they built, why were they built, what are they used for? who built them? provide a brief description of what a lighthouse is and use copyright free resources to find suitable images to accompany their presentation
- - - - Pose and respond to questions, and make predictions about familiar objects and events ACSIS037
        
        ACTIVITY: When discussing the book, teacher are asking questions 'What would happen if?...' once students understand the reasoning and concept behind posing questions, they then create their own questions in their book.
  - - - A push or pull affects how an object moves or changes shape ACSSU033
        
        ACTIVITY: students are to discuss with the teacher, the push and pull forces that occur when Mr. Grinling row's his boat. And the effect it has on the water. Conduct their own experiment by writing their own investigation.
- - - - Recognise situations and opportunities to promote health, safety and wellbeing ACPPS018
        
        ACTIVITY: Students are to discuss what a 'healthy' meal is. As a class we then look at the lunch Mrs. Grinling prepared for Mr. Grinling and discuss how healthy it is. We come to conclusion that it could be healthier, so students aim is to create a recipe for Mrs. Grinling to make Mr. Grinling compiling of a healthy lunch
- - - - ACTIVITY: Students will re-create the 'lighthouse' using recycled objects, paint, coloured textas/pencils (whatever suits their imagination). They need to re-invent the lighthouse to make it better and justify why they have made particular changes by writing a short descriptive summary about their lighthouse and why it should be used.