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'Pandamonia' by Chris Owen and Chris Nixon 9781925163339…

- - - - Activity: In groups students will be required to group the animals of the story based on their features. The teacher will provide cut-out pictures of each of the animals in the story (labelled) and when the teacher presents a characteristic on the board (such as 'has claws") the students will be expected to group together all the animals that have that characteristic.
  - - - Activity: Students will begin to explore the negative effects that humanity can have on the environment, focusing mainly on pollution (both chemical and physical). Students will create visual representations of a few of the animals habitats as groups (one each). The teacher will then spend time explaining different types of pollutants and give each group a list of each one and what they do. As a groups students are to think about what each pollutant may do to their animals habitat and then add physically, or draw, these effects to their habitat (i.e. hazardous fumes wilting plants).
  - - - Activity: Students will choose (or be given) an animal that will be the focus of a research project. Students will need to create a short report on the animal that includes; where it lives/habitat, what it eats, its physical features, and the other animals that live in its environment. Students will then be expect to provide a short summary to the class (format will be demonstrated by teacher) by way of oral presentation.
- - - - Activity
        The pictures within 'Pandemonia' are presented in a very distinct and eye-catching art-style. In order to build on the students' understanding of the Aboriginal culture, students will be required to choose and recreate one of the pages in the book using the style of Aboriginal artwork. This can include finger and dot painting, as well as using natural tools such as leaves and sticks as painting instruments.
    - - Activity: Students are to choose an animal from within the story that they like the most. They are then to do a small bit of research to find where this animal lives. Students are then going to create a collage that shows both the animal, and where it lives. Students will be focusing on texture for this activity and the teacher will provide materials (i.e. smooth and rough) that can be used for the collage so that others students can tell the environment that each animal lives in.
      - Activity: Students can attempt to create a version of themselves in the art-style of the book. They can have themselves doing an action or sport they love, or being with friends or family. They must however focus on their use of complementary colours and their use of pattern, as these were major emphasis's of the art-style within the book.
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        Students will each be given a blank grid and a set of requirements. These requirements will be the locations for each of the animals enclosures within the story. Using the information and the grid, students will need to plot out the locations within the zoo where each of the animals are located. These can include questions like "If the Panda is located at C5 and the Sloth is located four squares south of him, draw where the sloth's enclosure is."
  - - - Activity: Students will complete a worksheet focusing on improving their addition and subtraction skills. However by answering these questions, students will be getting answers to complete both a colouring and code activity. Some of the answers will reveal a colour that is needed for certain parts of the picture, and others will correspond to letters need to solve a code. The picture and code when revealed at the end will both relate to Pandamonia in some way, for example the picture may be of the Panda waking up, and the code saying "Oh no! The Panda is awake!"
    - - Activity: Students will complete a worksheet focusing on the use of money and how the values change when spending it or receiving more. The questions in this worksheet will be relate to the costs that the zoo in Pandemonia would have to deal with when caring for each of their animals. Some questions could go along the lives of how much it costs to fee an animal, the amount the the zoo brings in through visitors, and the costs needed to build a new enclosure. When students are finished, they will then be tasked with creating their own priced goods if they owned a gift-shop at the zoo. They would be expected to include a variety of items, as well as thinking about how each is priced when compared with other (why are some more expensive that others?).
- - - - Activity: Class will be focusing on exploring the ‘-ing’ suffix, Pandamonia contains a great deal of –ing words. As they are listening to, or reading, the book students can make note of any new –ing words that they come across to add to the word wall. When they add the word to the word wall they will be expected to not only put up the full word, but also separate the original word from the –ing suffix. For example; squealing gets separated into squeal and –ing.
    - - Activity
        There are many words in ‘Pandamonia’ that students may be seeing for the first time, and not know what they mean, including: raucous, jabber, and cantankerous. While reading the book, students will make not of these words, and using both a dictionary and the internet, they will record the meanings and origins of each of these words. The purpose of this activity is to start getting students into the habit of actually going and finding out what new words and terms means, so that they are familiar with them the next time they come across them.
    - - Activity:
        After finishing the story ask and get students to explain what text the book is in (future tense). Explain that this is because the narrator is explain events that could happen in the future, but are not currently happening in the story. Re-read the story as a class, but on each page spend some time getting students to change the story into either past or present tense. Get students to explain why certain words would need to change and why others would stay the same. You can do this for either past or present tense, or try a combination of students doing both, depending on how competent the class is as a whole.
  - - - Activity:
        While the students, or the teacher, are reading the book get students to note down which animals in the story that they remember seeing on their recent excursion to the zoo. When their list is complete get students to write a short recount of their trip to the zoo, get them to focus on remembering what each of the animals they saw were doing and how their actions may have been similar or different to what they were doing in the story (for example the lions were roaring in both the book and on the excursion). Once they have finished their recount, get them to share and compare it with a partners story (make sure their partner wasn’t in their excursion group).
    - - Activity
        ‘Pandamonia’ is entirely built around the convention of rhyme, with each paragraph being centered on the words at the end of each sentence rhyming. While reading the story, the teacher should focus students’ attention on the use of rhyme, explaining and making them familiar with it. Students will pick one of the animals in the story and create a short story or poem about them using rhyming words to describe them. Once they have created their poem or story, they will share with a partner.
    - - Activity:
        While they are reading the story, get students to focus on figuring out which parts they do and do not enjoy about it. Get students to write a reflection on the story by comparing it to the books that they normally like to read, and their opinions on it. Some focus questions could be: what do you think of the pictures?, do you like the setting?, do you like the ending?, and so on. This activity can be continued with future stories in order to help students build an understanding of the kinds of literature that they relate to the best.
  - - - Activity:
        The story of ‘Pandamonia’ is told by a narrator, who we can assume to be a zookeeper. After reading explain to students that this is known as point of view, meaning who is telling the story. Give each student an excerpt of the story (2-3 pages) and instruct them to re-write the story from the Panda’s point of view. Get students to focus on how the panda might be feeling, the wording that needs to change now that he is telling the story, and what he may view differently.
    - - Activity:
        The end of ‘Pandamonia’ leaves the audience with on bog question, “What happens now that the panda is awake?” Get students to write a continuation of the story, whereby they focus on predicting what might happen to the zoo and the animals now that the Panda is awake. Explain to students that they can make the Panda do anything, it doesn’t have to stay perfectly in line with the story, for example instead of him being grumpy and causing a pandemonium, he may instead be very nice to the animals and organize a party. They can then share their stories with a friend and see what each other though could happen next.
- - - - Activity: Teacher will incorporate the movements the animals make in the story into the students' daily fitness sessions. With the help of the class, different movement actions will be made for some of the animals that can then be performed as a form of physical exercise. For example: for "The wombats wiggle." students can try to shimmy along the floor, or for "... and the rhinos stomp" students can start stamping their feet as loud as possible. This can be done over multiple sessions, swapping out and creating new actions for the animals every few times.