You are on page 1of 4

Emily and the Big Bad Bunyip Written by Jackie French and Illustrated by Bruce Whatley.

Synopsis:
It is Christmas in Shaggy Gully and the animals are all very excited. The band is getting ready to play when there is a load groan coming from the creek, Emily the Emu goes down to the creek to see if she can find the Big Bad Bunyip and make him happy like the rest of the animals.

About the Author:


Jackie French is an Australian author who writes wonderful funny stories based on Australian animals, issues and history. Her books show case a wide range of different language features, text structures and bright, colourful and meaningful illustrations which capture her readers attention.

Unit overview:
Students will: Explore the varying synonyms for said to diversify their writing and improve their vocabulary. Identify high frequency words Demonstrate their understanding of synonyms by using them in their own writing.

Stage 1 Year 1: English Program Overview

Term: 1

Weeks: 1 2 3 4 5 6 7 8 9 10 11

Central Concept- Character development: characteristics and emotion EN1-1A: communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations Speaking & Listening EN1-2A: plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers Writing & Representing EN1-4A: draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies Reading & Viewing EN1-5A: uses a variety of strategies, including knowledge of sight words and lettersound correspondences, to spell familiar words Spelling EN1-9B: uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts. Grammar, Punctuation & Vocabulary Understand and apply knowledge of language forms and features. *Explore differences in words that represent people, places and things, happenings and states, qualities and details such as when, where and how. Respond to and compose texts *Demonstrate the use of more precise vocabulary to describe emotions and experiences when writing.

Understand and apply knowledge of language forms and features *Explore different ways of expressing emotion, including verbal and visual cues. Respond to and compose texts *Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions. *Use role play and drama to represent familiar events and characters in texts. Cross- curriculum priorities

Understand and apply knowledge of language forms and features. *Create short imaginative, informative & persuasive texts using growing knowledge of text structures & language features for familiar & some less familiar audiences, selecting print & multimodal elements appropriate to the audience & purpose.

Understand and apply knowledge of language forms and features *Recognise grammatical patterns to enhance comprehension, eg. Action verbs, words or groups of word that tell who, what, when, where and how. Develop and apply graphological, phonological, syntactic and sematic knowledge. *Automatically recognise irregular high-frequency words were, because, what, out should General Capabilities

Understand and apply knowledge of language forms and features *Know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high-frequency words

Aboriginal and Torres Strait Islander histories and cultures Asia and Australia's engagement with Asia Sustainability

Critical and creative thinking Ethical understanding Information and communication technology capability Intercultural understanding Literacy Numeracy Personal and social capability

Other learning across the curriculum areas


Civics and citizenship Difference and diversity Work and enterprise

Teaching and Learning Sequence


Learning intent Teaching and Learning Activities Evidence of Learning Students participating in class discussions, expressing their opinions and thoughts of the story. Registration

To make predictions of the text using key information.

Before Reading: Cover the title of the text, students discuss and brainstorm possible titles of the text. *What gives us clues of what the book may be about? *What kind of creature do you think is on the cover? Show the title of the book and ask students what they think the book may be about. Have students turn to their thinking partner and share their predictions of the book. Do a picture walk through the book and have students predict what is happening in each picture and begin to build a word bank of descriptive words that give the reader clues about what they characters are like and what they are feeling. During Reading: *What were the animals doing when they heard the Bunyip yell across the creek?

To comprehend the text explaining and discussing their opinions.

*How do you think the Bunyip was feeling? What tells us his feelings (whines, bellowed, bawled) *What do you think the animals will do after they hear the Bunyips yell? *Why do you think the animals are scared of the Bunyip? *How would you cheer someone up when they are grumpy and mean like Bunyip?

Identification of different language features and story development

To make conclusions about what they have read and reflect on their predictions.

After Reading: *Were your predictions correct? *What did you like about the story? Share one thing with your thinking partner *How would you describe the character of Emily? *How would you cheer someone up that is grumpy like Bunyip?

To explore the different ways of depicting emotion.

Revisit the text, having students retell the story using only the illustrations. Using page 11 (page with angry Bunyip). Students describe the bunyip in this illustration, what does he feel, what tells us this? Using Smart Recorder, students add adjectives from a pre created word bank to the image while recording their justifications and clues of how they know he is: big, mean, grumpy etc.

Students recognising different grammatical patterns to tell who and how.

Learning intent

Teaching and Learning Activities Re read this page, are there any words on the page which tell the reader the Bunyips emotions? Discuss the information Illustrations can give us alone. Go through the text again and have students identify different emotions depicted in the illustrations, which characters are happy, sad, scared etc.

Evidence of Learning

Registration

To explore the ways in which authors represent characters with details of how they behave. To recognise different ways to express expression verbally in text (said, bellowed, sighed, whispered)

Students identify all adjectives which describe each character. Students discuss what other words (synonyms) could be used to describe each character. One the IWB, students jointly construct a word bank of descriptive words that can be used to describe the characters in the text. Students then use these words to describe Miss Dawn the band conductor. Revisit text and identify examples of direct speech, ask students how we know when someone has spoken in a book. Re read text and have students identify the different verbs the author uses to express how things are said. I know what you need, exclaimed Emily. eeeeeeeerrrrkkkkk, bawled the Bunyip. Using Strip Designer (comic maker), students develop a short three image comic strip depicting direct speech.

Identifying and using words that represent people and character qualities.

Demonstrating their understanding of various verbs used to express emotion in text.

To create a short imaginative text about a fictional monster.

Look back on student descriptions and word banks about the Bunyip.

Students creating an engaging short As a class develop an imaginary monster by brainstorming adjectives, verbs and emotions it text with high may have. Students then develop their own visual representation of this creature and write frequency words a short story with this as the main character. and descriptive language.

You might also like