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The Wonky Donkey

By Craig Smith A Stage 1 English Multimodal Literature Unit

Kim Milliken 2014

OUTCOMES AND INDICATORS SPEAKING AND LISTENING OBJECTIVE A OUTCOME

communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations EN1-1A

CONTENT Understand and apply knowledge of language forms and features

explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787) engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions (ACELY1656) use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1788, ACELY1789)

Respond to and compose texts


SPEAKING AND LISTENING OBJECTIVE B OUTCOME

recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts EN1-6B

CONTENT Develop and apply contextual knowledge

understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background (ACELA1460) identify organisational patterns and features of predictable spoken texts listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585)

Understand and apply knowledge of language forms and features

Respond to and compose texts

READING AND VIEWING 1 OBJECTIVE A OUTCOME

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 EN1-4A

CONTENT Understand and apply knowledge of language forms and features

understand patterns of repetition and contrast in simple texts (ACELA1448) recognise most soundletter matches including silent letters, vowel/consonant digraphs and many less common soundletter combinations (ACELA1474) automatically recognise irregular high-frequency words, eg 'come' and 'are' use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1660, ACELY1670)

Develop and apply graphological, phonological, syntactic and semantic knowledge


Respond to, read and view texts

READING AND VIEWING 2 OBJECTIVE B OUTCOME

recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter EN1-8B

CONTENT Students: Develop and apply contextual knowledge


recognise a range of purposes and audiences for imaginative, informative and persuasive print and visual texts discuss possible author intent and intended audience of a range of texts understand how text structure contributes to the meaning of texts select a widening range of texts for enjoyment and pleasure and discuss reasons for their choice

Understand and apply knowledge of language forms and features

Respond to, read and view texts

WRITING AND REPRESENTING 1 OBJECTIVE A OUTCOME

plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers EN1-2A

CONTENT Understand and apply knowledge of language forms and features

understand the process of planning, drafting and publishing imaginative, informative and persuasive texts plan, compose and review simple imaginative, informative and persuasive texts on familiar topics reread and edit text for spelling, sentence-boundary punctuation and text structure (ACELY1662, ACELY1672)

Respond to and compose texts


WRITING AND REPRESENTING 2 OBJECTIVE B OUTCOME

identifies how language use in their own writing differs according to their purpose, audience and subject matter EN1-7B

CONTENT Develop and apply contextual knowledge

identify the audience of imaginative, informative and persuasive texts (ACELY1668) compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453) discuss the characters and settings of different texts and explore how language is used to present these features in different ways (ACELT1584, ACELT1591)

Understand and apply knowledge of language forms and features

Respond to and compose texts

HANDWRITING USING DIGITAL TECHNOLOGIES OBJECTIVE A OUTCOME

composes texts using letters of consistent size and slope and uses digital technologies EN1-3A

CONTENT Respond to and compose texts

write legibly and with growing fluency using unjoined upper case and lower case letters (ACELY1663, ACELY1673)

SPELLING OBJECTIVE A OUTCOME

uses a variety of strategies, including knowledge of sight words and lettersound correspondences, to spell familiar words EN1-5A

CONTENT Develop and apply contextual knowledge

demonstrate growing awareness of how accurate spelling supports the reader in understanding written texts to read fluently spell high-frequency and common sight words accurately when composing texts use morphemic and phonological knowledge when spelling

Respond to and compose texts


GRAMMAR PUNCTUATION AND VOCABULARY OBJECTIVE B OUTCOME

uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts EN1-9B

CONTENT Develop and apply contextual knowledge

begin to understand that choice of vocabulary adds to the effectiveness of text recognise, discuss and use creative word play, e.g. alliteration and onomatopoeia compose sentences effectively using basic grammatical features and punctuation conventions

Understand and apply knowledge of vocabulary

Respond to and compose texts

THINKING IMAGINATIVELY OBJECTIVE C OUTCOME

thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts EN1-10C

CONTENT Engage personally with texts

recognise the way that different texts create different personal responses recognise and begin to understand how composers use creative features to engage their audience identify that different texts have different organisational patterns and features for a variety of audiences identify creative language features in imaginative texts that enhance enjoyment, eg illustrations, repetition recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586) predict and discuss ideas drawn from picture books and digital stories

Develop and apply contextual knowledge

Understand and apply knowledge of language forms and features


Respond to and compose texts


EXPRESSING THEMSELVES OBJECTIVE D OUTCOME

responds to and composes a range of texts about familiar aspects of the world and their own experiences EN1-11D

CONTENT Engage personally with texts


recognise and begin to understand that their own experience helps shape their responses to and enjoyment of texts identify aspects of different types of literary texts that entertain, and give reasons for personal preferences (ACELT1590) discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1581, ACELT1587) discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582)

Develop and apply contextual knowledge

Respond to and compose texts

REFLECTING ON LEARNING OBJECTIVE E OUTCOME

identifies and discusses aspects of their own and others learning EN1-12E

CONTENT Develop and apply contextual knowledge

develop an understanding of how a rich text environment underpins learning discuss some of the ways that story can be reflected in a variety of media, eg film, music and dance identify helpful strategies during speaking, listening, reading, writing, and/or viewing and representing activities, eg writing conferences

Understand and apply knowledge of language forms and features

Respond to and compose texts

Learning Experiences
Modelled, Guided, Independent Learning Session 1

The Wonky Donkey - Craig Smith and Katz Cowley

Reg

Show the students the cover of The Wonky Donkey by Craig Smith. State the title of the book, the author and illustrator. Give a little background information about the author and illustrator written in the inside fold-out cover flap. Predict what the text is about from the title and cover. Use sentence prediction stems to guide oral language. Record predictions on the board. Teacher reads The Wonky Donkey without asking questions to prevent interruption to the flow, the cumulative narrative and the enjoyment of the illustrations. After reading, refer back to original predictions: Is the story different to the students original predictions? Ask some general questions. What was the authors purpose? How has the book made them feel? How is this book different from other books they may have read? E.g. no direct speech, repetition of phrases etc. Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in the text by drawing on growing knowledge of context, text structures and language features. Discuss meaning of vocabulary i.e. wonky [shaky, unsteady, wobbly]; honky-tonky [as it applies to piano playing]; lanky [tall, thin, ungainly]; mischief; hanky-panky [i.e. mischief, shenanigans]; spunky [feisty, plucky, willing to face danger]; cranky [bad-tempered or irritable]: [dinky has various meanings, i.e. small, etc. The teacher may not choose discuss this word and just treat it as a rhyming word.

Learning Session 2 Reread The Wonky Donkey. Discuss with students the cumulative style of the story i.e. more details are added about the donkeys character and exploits. Talk about what makes the text interesting i.e. repetition of words, rhyming, illustrations, use of alliteration e.g. winky wonky, sound effect words e.g. HEE HAW Write a few y or ey words from the book on the board. E.g. donkey, winky, wonky, stinky. Ask the students what sounds these words have in common i.e. the long e sound at the end of the word.

Discuss other words from the text that have the same y or ey ending making the long e sound. E.g. lanky, cranky, panky. Have children work with a partner to brainstorm more y or ey words. Students write these words down. Class then comes together and records the words they have found. Teacher and class verify spelling and accuracy of the words they have found. Point out that many of the y words are adjectives and many of the ey words are nouns. Show students a poster to remind them about adjectives and nouns. y crazy happy plenty skinny lady worry fifty candy lazy briskly shoddy hurry slimy zany spotty funny floppy fancy sticky misty baggy shonky empty smelly fussy crunchy funky sorry messy inky sloppy silly cosy curvy silently quickly [gladly sadly adverb] ey honey joey trolley journey puppy turkey alley chimney money jockey

Write some sentences using the words the students have found. Underline the adjectives and nouns in each sentence. The students may complete a work sheet based on these sounds during guided reading sessions.

Learning Session 3 Refer back to text illustrations. Ask students to discuss what added information are we given in the illustrations that is not stated in the text. - The bird brings him an eye [Is it an artificial eye or the donkey eye?], the little yellow bird being flattened by the donkey breaking wind etc. Listen to the CD that accompanies the book. How has this changed how the students regard the book? The class can sing the song a number of times over the week period. Students follow the words to accompany song. The class may like to make a crazy donkey face/mask. Down load template http://www.thelittlebigbookclub.com.au/

Learning Session 4 Listen to The Wonky Donkey song sung by Craig Smith -You Tube. Students sing along to the song. This may be done more than once. Students read text independently using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example monitoring meaning and rereading.

Learning Session 5 Listen to honky tonky music [piano playing only-no words] on http://www.youtube.com/watch?v=L1RoRnwe80U Watch the Youtube clip of The Wonky Donkey and talk about how the audio enhances the text. http://www.youtube.com/watch?v=SDeQT9zCvi4

Learning Session6 Listen and watch The Wonky Donkey App on iPad. Discuss the colours of the words changing, the digital features that enhance the text. Discuss the animation. After viewing, ask students to discuss in pairs the digital features that they thought helped show the donkeys character e.g. laughing head, the winking eye. Students report back to class. Show how the text can be set to dance by viewing this site. http://www.youtube.com/watch?v=mzjVQ_1bcTU

Learning Session 7 & 8 Read other texts e.g. My Uncles Donkey / Melu. [See resources] Compare and contrast the donkeys in these stories. Use a [Compare/Contrast Matrix] to guide thinking. See Guided Comprehension by Maureen McLaughlin p 257 contrast in terms of title, characters, setting, problem, solution

Learning Session 9 Read My Uncles Donkey by Tohby Riddle Joint construction of parts of the book i.e. My Uncles Donkey. Students write about what the donkey might get up to next.

Learning Session 10 Refer back to joint construction in previous session. Independent writing activity based on previous session.

Resources The Wonky Donkey- print version by Craig Smith and Katz Cowley CD included (multiple copies) Youtube resources based on the book Wonky Donkey App book version of The Wonky Donkey My Uncles Donkey - Tohby Riddle Melu - Kyle Mewburn Donkey-donkey Roger Duvoisin Clippity-clop -Pamela Allen Sylvester and the Magic Pebble - William Steig The Donkey of Gallipoli - Mark Greenwood Assessment: The classroom teacher will choose assessment focus for their own class.

Evaluation: