HyperDuinos

At Level 24-25:

Reading Planning

Term 2, 2016

Link to site

Humans in the Roof

School Journal, Part 2, Num 1, 2011

Learning Notes

WALT:

• Inference by finding clues to help us work out what isn’t told to us in the story.

Instructions / Questions:

• Overview of lesson: We are going to learn use clues in the text and what we know to work out what is happening in the text.

Humans in the Roof

• Introduce WALT: Inference by finding clues to help us work out what isn’t told to us in the story.
• Discuss how not all things we need to know when reading are exactly written in words. But rather we have to work them out. This is called inferencing.
• Before reading
• Introduce text: This story is about some monsters.
• Pg 16
• What was wrong with having humans in the roof?
• Why was it hard for the monsters to get the humans out.
• Pg 17
• Why did they want to go to the superstore?

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Link to Website

Week 10

Miri & Raru

School Journal, Lvl 3, Oc 2015

Learning Notes

WALT:

• Inference by finding clues to help us work out what isn’t told to us in the story.

Instructions / Questions:

• Overview of lesson: We are going to learn use clues in the text and what we know to work out what is happening in the text.

Level Ten

• Introduce WALT: Inference by finding clues to help us work out what isn’t told to us in the story.
• Discuss how not all things we need to know when reading are exactly written in words. But rather we have to work them out. This is called inferencing.
• Before reading
• Introduce text: This comic is about a girl called Miri who can’t focus on her maths.
• How is this different to the other journals that we normally read
• How to read comics - (left or right) Speech left right/ down
• Pg 2
• Why is Miri drawing monsters instead of doing her maths work? Clues?
• What do you think the teacher is upset by this? How do we know this? What clues tell us this?
• What can you learn about Miri from the way she is shown in the first page?
• What can you infer from the way the other students react?
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• Pg 4-5
• Why does Miri think that mum will freak out if she sees Raru? What would mum think?
• Why did Miri take the monster to school? Why did she make that decision do you think?
• Pg 6-7
• What did Miri think the teacher is going to say to her? Why?
• Why did the teacher tell Miri about her own drawings?

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Link to Website

Week 9

Level Ten

School Journal Story Library

Learning Notes

WALT:

• Find clues to help us work out what isn’t told to us in the story.

Instructions / Questions:

• Overview of lesson: We are going to look at how texts, especially comics require us to inference lots to understand the story. The author doesn’t tell us everything but we need to work it out.

Level Ten

• Introduce WALT: find clues to help us work out what isn’t told to us in the story.
• Discuss how not all things we need to know when reading are exactly written in words. But rather we have to work them out. This is called inferencing.
• Show students - Wasgij puzzles
• Before reading
• Introduce text: This comic is about a boy called Terry playing a computer game
• Pg 2
• Why couldn’t Terry go to bed?
• Infer why Terry had to go to bed?
• Pg 3
• What was Terry trying to get Zagroth and Sofral to do?
• Predict what might happen next
• Pg 4 What was Sofral’s reaction when Terry got sucked into the game?
• Why was Sofral getting angry?
• Infer why Sofral’s axe was not harming Terry
• Pg 5 Why did Terry agree that he was a hero?
• Why is he in the game? What will be his purpose?
• What is funny about the mouse? What is the author making a joke out of?
• Predict what could happen if Terry knocked down the door
• Pg 9 Why was Sofral nervous?
• What is Terry going to do with his keyboard?
• Pg 10 What does Terry notice about the picture?
• Pg 12 Predict what might happen next

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Link to Website

Week 7, 8

Bumblefest

Signatures - Joy Cowley

Learning Notes

WALT:

• Inference what authors want us to think about the characters.
• Think about what the characters in the story are thinking and feeling

Instructions / Questions:

• Overview of lesson: We are going to look at how authors want us to think about their characters in different ways. What clues do they give to describe the personality of the characters. What prior knowledge helps us understand this?

Bumblefest

• Before reading
• Talk with students how this is a longer text with a number of characters, but each character isn’t the same. During our reading we are going to thinking about what the author wants us to think about them. Then we are going to compare them to each other to see how they are different and similar. Discuss what inferencing is (using clues and prior knowledge) and how we will do it - especially related to characters.
• Discuss how during their reading they need to be thinking about how the different characters are different people.
• Discuss what personality means? What are some personalities?
• End of chapter 1
• How would you describe Sir Brian? What does the author want you to think of him? Clues?
• Discuss words: jousting, lance, peasants, plague
• End of chapter 2
• What does the author want you to think about Meg?
• How would you describe Sir Roger?
• End of chapter 3
• What do you think the idea Grung has just had is?
• End of chapter 4
• What does the author want us to think Brain’s mother is thinking?
• End of chapter 5
• How did Sir Brain get so good so fast? What has happened?
• End of chapter 6
• What does the author want us to think of Sir Roger?

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Task: Compare and contrast - Knights

Task: Advice blog - How to be a Knight

Link to Website

Week 5 May

Androcles and the Lion

PM

Learning Notes

WALT:

• Connect themes from multiple texts to them form our own ideas.
• Think about what the characters in the story are thinking and feeling

Instructions / Questions:

• Overview of lesson: In this lesson we will look at a couple of stories, Androcles and the Lion, and The Lion and the Mouse. We will use both of these stories to understand the moral, “An act of kindness always comes back to you.” From these two texts we will then create our own stories in comic form with this moral in mind.
• Introduce WALT: Connect themes from multiple texts to them form our own ideas.
• Remind students that we are also thinking about characters’ thoughts and feelings.
• Before reading
• Talk with students how we are going to read a couple of texts to find a common theme in them. Then we are going to create our own ideas (story) from this theme.
• Gifts students word - An-dro-cles (clkeys)

Androcles and the Lion

• Pg 2
• What did Androcles think of the wealthy landowner?
• What kind of man is Androcles?
• Pg 6
• What does the word barren land mean?

Link to Website

Week 4 May

Androcles and the Lion

PM

Learning Notes

WALT:

• Connect themes from multiple texts to them form our own ideas.
• Think about what the characters in the story are thinking and feeling

Instructions / Questions:

• Pg 10
• What was Androcles first thoughts about the lion?
• What did the Lion think about Androcles?
• Pg 14
• How did the people of Rome view the slaves?
• Why did they not care that people were killed?
• End of book
• Why did the emperor release the lion and Androcles?
• What would the story have been different if Androcles hadn’t been a gentle man?

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Link to Website

Week 4 May

Androcles and the Lion

PM

Learning Notes

WALT:

• Connect themes from multiple texts to them form our own ideas.
• Think about what the characters in the story are thinking and feeling

Instructions / Questions:

The Lion and the mouse

• What did the lion think of the mouse in the beginning?
• What did the mouse think of the lion? How would we know this?
• What do you think of what the mouse said to the lion about helping him?
• What do you think the lion is thinking here?
• What are some thoughts the mouse would have been having at this time?
• How did both animals feel about each other at the of the story?
• Do you remember a time when you helped someone? Ask, How did that make you feel? How do you think your act of kindness made the other person feel?
• Ask students, “Do you remember a time when someone helped you?”Ask, “How did that make you feel?”

Task - Comic Strip: Repaying Kindness

• Discuss and brainstorm what we have discovered from both texts? What are the similarities?
• Brainstorm what another story could be which has the same theme. “An act of kindness always comes back to you”
• Discuss with students their task of creating a comic which uses this theme.

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Link to Website

Week 4 May

Tui in a Tree

School Journal, April 2013

Learning Notes

WALT:

• understand different perspectives and viewpoints.
• Use the context of the text to help us understand unfamiliar words.

Instructions / Questions:

• Introduce WALT: Understand different perspectives and viewpoints.
• Discuss what it means to have a different perspective or viewpoint. Show students Youtube art video & Youtube street art video. Discuss with students that people have different views.
• Also discuss how using the context of the text can help us understand unfamiliar words. �
• Pg 19
• Why did Tui think it was his tree? Why didn’t he want them there?
• What do you think the other birds think about Tui saying it was his tree?
• List three words which describe the characteristics of the Tui.
• Pg 20
• Discuss how do the other birds react to the Tui’s comments.
• What are some solutions the birds could do as result of meeting the Tui.
• Discuss what the birds have learned before the storms comes (teamwork).
• Page 21
• Why did Tui’s tree fall and not the others one sheltered
• Pg 22
• Friendly arguing. Group students into two groups with the views: birds should help Tui. Birds shouldn’t help Tui.
• Pg 23
• What would the birds think of Tui now?-
• Discuss would you help the Tui again? Predict what would happen the next day.
• What should Tui have learnt? Did he learn anything at all?

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Link to Website

May 11 - 13th