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Jeremiah in the Dark Woods (Janet & Allan Ahlberg)

Stage 2 | English

Julie Moore

Summary
Unit overview This unit is a picture book / novel study that introduces the students to a narrative text type. The students will engage in reading, speaking and listening and writing activities to understand the features of the text. They will be involved in using creative and higher order thinking strategies to express their ideas imaginitively, as well as gain a sound knowledge and comprehension of the text.

Duration
3 ! weeks

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&

'ut(omes
English )*&+

"#$ %& communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and

community contexts
"#$ $& plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language "#$ 3& uses effective handwriting and publishes texts using digital technologies "#$ !& uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on

increasingly challenging topics in different media and technologies


"#$ '& uses a range of strategies, including knowledge of letter(sound correspondences and common letter patterns, to spell

familiar and some unfamiliar words


"#$ )* identifies the effect of purpose and audience on spoken texts, distinguishes between different forms of "nglish and

identifies organisational patterns and features


"#$ +* identifies and uses language forms and features in their own writing appropriate to a range of purposes, audiences and

contexts
"#$ ,* identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose,

audience and sub-ect matter


"#$ .* uses effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to

the type of text when responding to and composing texts


"#$ %/0 thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing

texts
"#$ %%1 responds to and composes a range of texts that express viewpoints of the world similar to and different from their own "#$ %$" recognises and uses an increasing range of strategies to reflect on their own and others2 learning

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,ontent
Stage 2 * 1eading and 0ie%ing &
draw on experiences, knowledge of

-ea(hing . /earning A(ti0ities


Week 1 3ntroduce the novel. 4redict what the story might be about by looking at the title, cover, pictures etc 0lass discussion. 5ead the %st page. 6pg'7 write % or $ sentences telling what the main idea is so far in the story. 8ist all the people and things in paragraph %. Underline and colour the people connected to fairytales and nursery rhymes. Use a photocopy of the page. 1raw a picture of 9randma. &round her write all of 9randma:s ;ualities and attributes. <rite down =eremiah:s whole name. >ake $/ small words using the letters in his name. 5ead pg ) %/ 1iscussion ?<ho stole the tarts and why@? Atudents write a narrative telling what happened next. <hole class scaffolding first using digital text type examples and -oint construction. 5ead pg %/ $+ 0haracter 4rofiles 1raw =eremiah and label his clothes. Three pieces are named in the text. #ame three more and label. <rite a profile on =eremiah and choose another character to write a profile on. 0omprehension 6pg %$ %'7 <orksheet attached. 1raw a map of the woods 6pg %) $+7 3nclude all of the characters =eremiah has met and the things he has seen. 8abel and colour

Assessment
Resources Jeremiah in the Dark Woods (multiple Copies) Puffin 1989 Attached Worksheets Bral 0omprehension <riting Aamples 1escription #arrative Bral 5eading checking reading strategies <riting Aamples #arrative using marking criteria 6spelling, sentence structure, grammar and punctuation, text type7

the topic or context to work out the meaning of unknown words


use metalanguage to describe the

effects of ideas, text structures and language features of literary texts (ACELT1604)

read different types of texts by

combining contextual, semantic, grammatical and phonic knowledge using text processing strategies for example monitoring meaning, cross checking and reviewing (ACELY1679,
ACELY1691)

use comprehension strategies to

build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts
(ACELY1680, ACELY1692)

use strategies to confirm predictions

about author intent in imaginative, informative and persuasive texts


connect information by observing

text connectives
summarise a paragraph and indicate

<riting Aample 0haracter 4rofile

the main idea, key points or key arguments in imaginative, informative and persuasive texts
interpret text by discussing the

differences between literal and

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0loCe

Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

E0aluation
Teacher 5eflection 1id 3 motivate students appropriately@ <ere students engaged in the activities@ <ere the activities appropriate to student needs@ 0ould ad-ustments be easily made.@ 1id students achieve the outcomes and understand the text@ Time management. 0omment 0omment the most positive aspects of the unit. 0omment on any future changes that may be made to maximise student outcomes.

,urri(ulum /inks
&rt lessons Atudents sketch characters using appropriate proportion, including detail. Then colour. Atudents create the dark woods scene using a grey or purple wash for the background then using wax crayons to create the trunks and branches of the trees and poster paints for the leaves. Atudents illustrate their fairytale booklets using mixed media, water colours, crayons >aths >apping looking at position when students place characters and landmarks on the map. Use grid paper and get students to coordinates to describe where things are on their map. "xtension &ctivity. Atudents hide something in the dark woods and create a se;uence of instructions including coordinates to find the hidden treasure. 1rama 5ole play. Atudents act out their comic strips and take on the roles of different characters. Atudents watch the videos of themselves and reflect.

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Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.