Please enable JavaScript.
Coggle requires JavaScript to display documents.
13-Story Treehouse by Andy Griffiths, Year 4 (English (Literacy (Activity…
13-Story Treehouse by Andy Griffiths, Year 4
Science
Activity 2: Students begin by exploring different materials present around them and their various different uses. Students will discuss what they believe are strong materials that would be suitable for the treehouse. Students also discuss what materials they believe the treehouse is currently made of. Students then within groups create three models made of three chosen materials and each model is tested to see how much weight it can hold without collapsing. Students are then to write a scientific report that summarises their findings and make a recommendation for what material might be more suitable for the treehouse. (ACSSU074)
Activity 1: Students identify and make a list of the animals that appeared throughout the text. Students are then to pick their favourite animal and investigate its characteristics and its life cycle. Students are to then create a wanted poster of their chosen animal that depicts its life cycle as well as some of its attributes. (ACSSU072)
English
Literacy
-
Activity 1: Students together with the teacher using the Shared Reading strategy read a passage from the book Alice's Adventures in Wonderland. Students then discuss with the teacher the language used in Alice's Adventures in Wonderland. Students then work in pairs to compare the language, images and layout used in Alice's Adventure and 13-Story Treehouse using a T-Chart giving examples of differences as well as similarities. (ACELY1686)
Literature
Activity 1: Students read until the introduction of Andy's incomplete story, "Once Upon a Time". Students then using predicting strategies are to help Andy finish his book by writing a short narrative pieces with a chosen topic. These short narrative pieces are then printed into a book form and used as a class reader. (ACELT1607)
Activity 2: Students are too select a character from the text to analyse use the DIRDS activity. Students are given the DIRDS worksheet with the headings Description, Illustrated, Responded to by others, Do and Say. Students are then to fill in each subheading and then too also describe the implied meanings or inferences in response to each of these subheadings. (ACELT1605)
DIRDS, FSMD pg. 214
Language
Activity 1: Students are given a passage/chapter of text which they must read through and identify and write down the dialogue. Using the identified dialogue students within groups will write a drama script with stage directions and actions using cues from the text. Students then perform their drama piece in front of the class using their written script. (ACELA1492)
Activity 2: Students are given a list of homophones and using the text must decode and use contextual understanding of the text to find opposites of the homophones present in the list as well as examples how particular sentences may change if a homophone was used. (ACELA1780)
Visual Arts
Activity 1: After reading the text, Students are to design and create a new storey for the tree house with its own theme and unique design using a learnt art technique i.e pencil drawing, charcoal drawing, painting, collage. Students are to then prepare a oral presentation and present their new treehouse storey to class detailing the key elements and what might happen on their new storey to the class. (ACAVAM111)
Activity 2: Students are to find their favourite illustration from the book and respond to the illustration in a reading journal by describing why they chose the illustration, how it made them feel, describe what is happening in the illustrations and to use predicting strategies to predict what might happen next in the book just from chosen illustration. (ACAVAR113)
HASS
Activity 1: Students explore and identify sustainable materials present in the world around them and how they are effectively used. Students will then research a particular chosen sustainable material and design and create a poster that displays some facts about the material as well as detail how they would incorporate it into the treehouse to make sure it is sustainably built. (ACHASSK090)
Activity 2: Students discuss the differences between rules and laws and some examples of each in the world around us. Within groups Students draft a set of rules for the treehouse so that what happened in the treehouse doesn't happen again and so that Andy and Terry stay on task. Rules should be based around several of the incidents that occured in the treehouse. Students will then write up their set of rules for the treehouse and then select a passage from the book and rewrite this passage as if the rules were in place. (ACHASSK092)