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Be Brave Little Penguin Year One Shannon Watts 20162756 71OzkLJ8GBL…

- - - - *Activity: jumping puddles, the educator will select a range of sight words from the book to match and make up a selection of desired laminated cards. The educator will then place the word cards onto a large designated place within the classroom (preferably the floor). The educator will then call out a sight word, and have the students themselves read out the correct word whilst jumping onto it.
      - Activity: the educator can provide the students with beginning sounds clip cards, where the students are required to clip a peg to the correct sound next to the image. This activity should be done independently with an educator observing the specific child.
    - - Activity: Word Wall, a feelings chart is embedded into the classroom on an available blank wall. In such the word wall is dedicated to emotions and feelings that the students may express on a daily basis. This is allowing for the students to access the wall for specific words they may wish to use in their writing.
    - - Activity: Sentence Expansion the educator provides the students with the sentences on word cards as well as simple (already knowledgeable) describing words. The adjectives will be chosen from the book, but also additional describing words students already know. The adjectives will be words that describe a character, the place or what is occurring in the story. Students will need to read the words they have, and the sentences they have and put together what sounds correct. Students are to expand the basic sentence using three describing words. This is to expands students’ vocabulary on the different describing words there are, and how to use them.
    - - Activity: Matching the Punctuation to the Sentence, the educator will provide the students with strips of laminated paper sentences derived from the book as well as laminated punctuation marks (which are also located in the piece of children’s literature). Throughout this activity the students are paired up to assist in “matching the punctuation marks to the sentence”. To incorporate ICT into this lesson activity, the students will record themselves on the iPads, reading out the sentence using the appropriate expression.
  - - - Activity: to reinforce the memory of rhyming words. Students will engage in a rhyming memory game on their own. The students will have rhyming images that match, but the educator will adapt the activity to extend the students critical thinking by using words and images.
        For example, a picture of ice, will match the word mice.
    - - Activity: at the completion of reading the piece of children’s literature, the educator will utilise the book for a whole class discussion. In such it would be beneficial for the educator to share a personal story relating to the main characters in relation to either feelings or experiencing new situations.
        Examples of prompts: why were you scared?, how do you feel?, have you ever tried something new?
        
        Example from the book: When I was younger and I was your age, I was really scared of jumping on the trampoline because I was scared of heights. But one day I made a new friend called Georgia, and she taught me that you can do small jumps and it won’t make you go high in the air, and I started doing little jumps’, and then I began to feel safe because the trampoline was not hard, so I kept trying and then I was not scared of heights or the trampoline anymore.
    - - Activity: the students will separate into small groups for a discussion as well as brainstorming what occurred within the story. The educator will provide the students’ groups with butchers’ paper. Once the students have their paper, they are to separate it into the beginning, middle and end. When the students have completed their brainstorm, they are to retell the story to the class using puppets.
  - - - Activity: using a shared reading approach, the whole class will read the the children’s literature book together, implementing the strategy of reading on. Throughout this activity the educator will model the following of skipping new words or unknown words, reading past tricky words, whilst re-reading the sentence and sounding out words whilst explaining to the students that illustrations assist.
    - - Activity: before commencing the reading process of the children’s literature piece for the first time, the educator will make predictions with the whole class based on what the students perceive or belief will happen in the story.
        The educator will then pose the question “what do you think will happen?” by reading out, aloud, the title of the book, the back of the book (the blurb) all whilst visualizing the front and back covers. The completion of the reading process will allow the educator will ask the students what happened in the beginning, middle and end.
      - Activity: Character Profile, the educator will utilise a whole class discussion to determine facts about the main character. The discussion is in relation to the following of the characters appearance, emotions, and the actions. The students will then return to their respected seats/desks to complete the worksheet of a “character profile on Pip Pip”. The students will be provided with a sheet of paper with blank pictures of penguins with lines on the side for the students to write.
- - - - Activity: the students are to plot the main characters journey onto a self-created map. The educator must encourage the students to incorporate lines, arrows and even footprints (however, a demonstration by the educator may need to presented before completing the activity).
    - - Activity: the students are provided with a world map on a piece of A3 or A4 piece of paper, to understand where penguins live. The students will then label their map (colour coded) with the following, northern hemisphere, southern hemisphere, the north and south pole and the equator.
  - - - Activity: students are required by the educator to sequence the beginning, middle and end of the children's literature piece on the above template. The students must be encouraged to write and provide illustrations.
    - - Activity: a writing piece, the students can create a short story, poem or narrative relating to a key event, character or place in the children's literature piece.
      - Activity: a storybook, the educator can complete this activity using a whole class approach. In such the students contribute a piece of writing in relation to the children's literature piece to be placed into a class storybook (found in the book corner for the students to engage with).
- - - - Activity: the educator can use a whole class approach of describing the lifecycle of a penguin. In such a handout of the stages is provided to the students and they are to cut and paste the correct order onto a separate piece of paper.
      - Activity: the educator can present the lifecycle of a penguin youtube video to the students in order for them to visually observe how the penguin grows and changes on their developmental journey. https://www.youtube.com/watch?v=t_1lNkZH_lM
  - - - Activity: students are provided with a dice that contains all of the different animals featured in the piece of children's literature. Students must throw the dice and the face it lands on, the students must move like that animal displayed. FOR EXAMPLE: if the dice lands on the penguin, they must waddle like a penguin.
      - Activity: the students can participate in fact hopscotch. This is where the educator will read out a question relating to the content within the book. The students must answer the question correctly before moving forward.
- - - - Activity: using the map and timeline, the students created earlier (refer to HASS section of the map). The students will be divided into groups, directing their group members to specific areas on the map verbally. The verbal cues should include the simple terms of distance and turns inclusive of words such as clockwise, anti-clockwise, forwards and backwards
      - Activity: the educator can prepare a treasure map and basket in a surrounding playground area . This entails the students to go on a "treasure hunt" to locate materials within the treasure basket that relate to the book .
  - - - Activity: the students are handed clip cards by the educator in small groups. The students choose a card and count the respective number of penguins on the card, they then clip their peg onto the correct answer. The correct answer is found next to the picture). This hands on activity gives the students a chance to work on their fine motor skills and number sense.
      - Activity: students are required by the educator to complete simple addition and subtraction problems. The accurate and correct answers will correspond to various letters within the text. The alphabet from A-Z is numbered , the educator will select a sentence, the students are to use the code of letters to add and subtract.
- - - - Activity: students are to use the main character in the book. This is where they draw an outline of the shape of a penguin and derive key words they can recall from the reading process, to insert inside the outline. The educator should prompt students to include words such as their habitat, characteristics and why they live there.
    - - Activity: the educator provides the students with an image of Pip Pip (the main character) from the text. The image requires students to label the animals external features. The words are located at the bottom of the worksheet, the students cut and paste where required.
  - - - Activity: how do penguins stay dry?. The students are provided with a printable template of a penguin. They will then colour the penguin in using white, black, pink and orange crayons, however, the students will colour the penguin with 2 layers. At the completion of this, the students will spray 2-3 squirts of water with blue dye on their penguin. This is explaining that the wax from the crayons prevents water from absorbing, in the same way the wax on a penguins feathers repels water to keep them warn.
      - Activity: the students can partake in feather painting, to increase their knowledge and understandings of the animals characteristics. The educator should prompt discussions among the students.