Hattie and the Fox by Mem Fox Pre-Primary

English

Science

Mathematics

Visual Art

Language

Literacy

Literature

Number and Algebra

Copy a, continue and create new patterns with objects and drawings (ACMVA005)

Activity: Cut and glue images and names of characters and place them on a piece of paper in the order they appear in the book. The children must create a new pattern with the same pictures of each animal.

Measurement and Geometry

Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMNG006)

Activity: Children order the animal characters in the book from heaviest to lightest. They are given pictures of each character to help them make decisions of the mathematical order.

Understand concepts about print and screen, including how books, film and simple digital texts works and know some feature of print, for example directionality (ACELA1433)

Activity:
In a small group give the children each a small copy of the book. Observe and use the front cover of the book while discussing concepts of print. Ask children to do a number of tasks with their copy of the book.

hold the book with the front cover facing you
point to the top of the book
point to the title of the book
point to the author (who wrote the book)

Recognise and name all upper and lower case letters and know the most common sound that each Letter represents (ACELA1440)

Activity: As a class create a word wall. Begin by displaying enlarged letters of the alphabet, both upper and lower case. Use a large version of the book and ask students individually to choose a word and place it under the correct starting letter. Display this word wall in the classroom for students to use while doing writing activities.

Segment sentences into individual words and orally blend and segment onset and rime in single syllable spoken words, and isolate, blend and manipulate phonemes in single syllable words (ACELA1819)

Activity: Take 3 or 4 individual sentences from the book Hattie the Fox. Give each child a sentence on a piece of card. Ask the children to cut the sentence up into individual words.

Activity: Use one page in the box and display it on the board. Read the page out loud to the kids and then read again clapping out the syllables for each individual word. Read it again and ask students to clap out syllables simultaneously with you.

Respond to texts identifying favourite stories, author and illustrators (ACELT1577)

Activity: Ask children to select their favourite character in the book , draw the character and choose from a list of adjectives three words to describe their character

Activity: As a whole class use a learning experience to write a page to fit at the end of the book writing explaining how Hattie was feeling. Discuss different emotive words to explain how she would feel. Type this collaborative page out and get students to individually draw a picture related to the sentences written as a class.

Identify some features of texts including events and characters and retell events from a text (ACELT1578)

Activity: Write down the reoccurring chant in the book on the board "Good grief said the goose. Well well said the pig. Who cares said the sheep. So what said the horse. What next said the cow" and every time you read the that phrases the children join in with you

Produce some lower case and upper case letters using learned letter formations (ACELY1653)

Activity: Letter bingo. Have upper and lowercase letters on a 6x6 grid card and give each to a student. When you call out a letter children, if they have it on the card, they trace it, upper and lower case with a pencil to show it has been called. Once the whole grid has been completely filled a child can call out 'It's a fox!' like Hattie did in the book to indicate they have bingo.

Activity: Copy the pattern of when and how animals appear in the book and continue this pattern 1-time using cutting and gluing images and words of the characters prepared by the teacher.

Making

Exploration of, and experimentation with, the visual art element of shape, colour, line and texture (ACAVAM106)

Activity: Use a template outline and choose a character from the book and use different pieces of material and paper to collage its body. The child must then choose the correct speech bubble of speech from the book and stick this onto their artwork making the animal say the correct line. A copy of the book may be needed to help children find the correct speech bubble.

Exploration of tactile techniques, such as block printing, clay work or collage (ACAVAM107)

Activity: Children must view each character in the book, using the images and recreate one of the animals using clay. Children explore the techniques of swishing, rolling, pushing and needing to create the desired animal out of clay.

Activity: Using green, brown, white, yellow and red paints children create an A3 painting of a bush similar to the one in the book. When this is dry the children pick out which facial features of the fox they want to include out of eyes, nose, ears, legs, and tail and draw these feature of the card. The children when need to cut these out and stick them on the painting creating artwork of the fox hiding behind a bush.

Science Understanding

Living things have basic needs, including food and water (ACSSU002)

Science Inquiry Skills

Participate in guided investigations and make observations using the senses (ACSIS011)

Activity: Choose one of the animals from the book and create a sensory map for the animal. Use a brainstorm template page with a picture of the animal in the center and children must write what the animal smells like, looks like and sounds like.

Activity: Have whole class discussion about what animals need to live. Create a poster of what animals require in order to function , this can include water, food, shelter, etc.

Activity:
Use both upper and lower case letters with the book and place one letter on each bush cut out. Place these bush in a path on the floor and children have to jump from bush to bush. Each time they land on a letter children must say out loud what sound the letter represents in order to move to the next bush in the path.

Activity: Being one on one with a student and teacher, use the book Hattie and the Fox and begin to read it to the student. While reading the book ask the student questions to help you read and test their knowledge such as, where do I start reading? what direction do I go? follow the words as I read them, can you turn the page for me?

Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)

Activity: Children read or listen to the book Hattie and the Fox and create key ideas to summarise the story. The student will then use finger puppets of the character to retell the story to the teacher.

Read decidable and predictable texts, practicing phrasing and fluency, and grammatical and phonic knowledge (ACELY1649)

Activity: Give students a copy of the book with the text covered up. Students need to examine the illustrations and predict what the text will say by orally telling their versions of the story. Children can then compare with what they came up with the actual text in the book.

Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Activity: students create their own text by drawing their own animal and describing how Hattie would respond to seeing it hidden in the bush. The teacher will scribe what the child wants to written down. eg: "I can see a nose, whiskers and a tail. It's a cat its a cat"

Share feelings and thoughts about the events and characters in text (ACELT1783)

Activity: Think and share. Students draw faces of expression to reflect on thoughts and feelings about different events and characters in the book.

Identify some features of texts including events and characters and retell events from a text (ACELT1578)

Activity: Teacher creates 'Who am I?' riddles using information found out about the characters in the book Hattie and the Fox and ask the class, causing them to problem solve and think about information learned about each character in the book in order to solve them

Innovate on familiar texts through play (ACELT1831)

Student creates finger puppets of each character as during shared reading will hold up correct puppet and say the words with the character. For example, children hold up sheep and say "well, well"

Activity: Children are each given a jar and using a variety of objects found outside the classroom they need to make the inside of the jar smells like the setting of the book Hattie and the Fox. The teacher will also provide resources they have collected such as mud, hay, fur, and features, that can't be found in the outdoor learning environment. Students can use images and words from the text to help them create this sensory jar.