ENGLISH - YEAR 4

Introduction

1.    Start by asking students to reflect on their initial reactions to both texts. How did the stories make them feel? Why did they have those reactions?

2.    Discuss the major themes in both texts: the Stolen Generations, separation from family, resilience, and identity.

3.    Ask students to think about moments in the stories that connected to their own lives or other texts they’ve read.

Introduction

1.    Begin by asking students what they already know about puppies. Write key ideas on the board (e.g., how they look, what they eat, how to care for them).

2.    Explain that they will be writing an information report about puppies, using research from books and the internet.

3.    Discuss the structure of an information report: it begins with an introduction, followed by paragraphs that give facts about different aspects of the topic, and ends with a conclusion.

Introduction

1.    Begin by reviewing the character Tom, who was previously discussed. Ask students to recall what traits made Tom a memorable character and how those traits were expressed in the story.

2.    Introduce the character of Elizabeth. Explain that students will be creating a character portrait of Elizabeth by gathering details about her appearance, actions, thoughts, and interactions with others in the story.

3.    Discuss what makes a good character portrait, emphasizing that it goes beyond physical appearance and includes how the character behaves and interacts with others.

Introduction

1.    Begin by discussing the main events in Stranded. Ask students to recall what happened in the story and how the main character responded to the stranded whale.

2.    Explain that today’s focus will be on understanding the character’s emotions—fear, loyalty, and bravery—and how these emotions influenced his actions.

3.    On the board, create a three-column chart labeled Fear, Loyalty, and Bravery. Ask students to give examples of where the character showed each of these emotions, and write them on the chart.

Introduction

1.    Begin by introducing Jeannie Baker, explaining that she is a well-known author and illustrator of picture books. Show a few examples of her books (e.g., Window, Where the Forest Meets the Sea) and discuss the themes and visual elements she uses.

2.    Explain that students will be conducting a mock interview with Jeannie Baker. To do this, they need to research her life, her work, and the themes in her books.

Introduction

1.    Begin by introducing the thylacine (also known as the Tasmanian tiger), explaining that it was an extinct animal once native to Tasmania.

2.    Read I Saw Nothing: The Extinction of the Thylacine aloud to the class, followed by The Dream of the Thylacine.

3.    After reading, ask students to reflect on how each text made them feel. Write key emotions on the board (e.g., sadness, anger, hope).

Introduction

1.    Introduce the concept of sensory poetry. Explain that sensory poems use detailed descriptions to help the reader imagine what the poet experienced using the five senses: sight, sound, smell, touch, and taste.

2.    Give examples of sensory descriptions:

o   Sight: "Tall trees with sun-dappled leaves."

o   Sound: "The crunch of dry leaves underfoot."

o   Smell: "The earthy scent of damp soil after the rain."