The Indian In The Cupboard | Stage 3 | English, Technology

Summary Duration
The activities are based on character, setting, theme and plot.
There are comparisons of book and film versions. Students are
asked to use their imagination and project beyond the action of
the book. Research, grammar and word study are also part of the
unit. Students will be eploring multimodal tets through digital
and virtual technology.
!This unit has been adapted and modified from the "#ively
#iterature $pper %rimary series & 'lake (ducation)
*+ weeks
Board of Studies NSW !rogram Builder pb"bos"ns#"edu"au
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. $
%utcomes &nit o'er'ie# (esources o'er'ie#
English )*$+
(,-.*/ communicates effectively for a
variety of audiences and purposes using
increasingly challenging topics, ideas,
issues and language forms and features
(,-.-/ uses an integrated range of skills,
strategies and knowledge to read, view
and comprehend a wide range of tets in
different media and technologies
(,-.0' discusses how language is used
to achieve a widening range of purposes
for a widening range of audiences and
contets
(,-.1' uses knowledge of sentence
structure, grammar, punctuation and
vocabulary to respond to and compose
clear and cohesive tets in different
media and technologies
(,-.23 identifies and considers how
different viewpoints of their world,
including aspects of culture, are
represented in tets
4mri5s magic cupboard turns a plastic toy
6ndian into a live ,ative /merican warrior.
The story eplores 4mri5s attempts to
keep this secret, and the dilemma he
faces about whether to keep this
miniature human as his own.
7omplications arise when a cowboy is
brought to life and when %atrick, 4mri5s
friend, threatens to reveal the secret.
Major Themes: 8riendship, loyalty,
bravery, magic, prejudices, character
stereotypes.
Grammar Focus: /dverbs . words that
add information to a verb, telling how,
where, when or why.
9 :ultiple copies of the book for group
reading.
9 7opy of the video, The Indian in the
Cupboard.
9 Simpson, ;udith, Native Americans,
/llenand $nwin, *<<0.
9 =eebly >website creator?
9 Sim 4n / Stick >@irtual =orld on a $S'?
9 :6necraft
9i:ovie
9 AouTube clips of old cowboy and 6ndian
films.
9 @oki andBor Tellagami
Board of Studies NSW !rogram Builder pb"bos"ns#"edu"au
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. ,
Content Teaching, learning and assessment (egistration
Stage 3 * Spea-ing and listening
StudentsC
use metalanguage to describe
the effects of ideas, tet
structures and language
features on particular
audiences (ACELT1795)
plan, rehearse and deliver
presentations, selecting and
seDuencing appropriate
content and multimodal
elements for defined
audiences and purposes,
making appropriate choices
for modality and emphasis
(ACELY1700, ACELY1710)
participate in and contribute
to discussions, clarifying and
interrogating ideas,
developing and supporting
arguments, sharing and
evaluating information,
eperiences and opinions
(ACELY1709)
Stage 3 * (eading and 'ie#ing
StudentsC
eplain and justify the
responsible use of digital
technologies
navigate and read tets for
specific purposes applying
appropriate tet processing
strategies, for
Into the Book:
Plastic Toys
Eive each student a plastic toy. Fave them eamine their toy, silently
attributing characteristics, name and possible history.
Students become the toy . walking about the room, meeting and
greeting and talking about themselves.
Students form groups and improvise a scene using all their characters to
depict one event performing their scene to the class.
3iscuss the elements that were brought out in the scenes, especially
those relevant to the novel, such as danger in a giant world.
6ntroduce the story & the story you are about to read is about tiny plastic
figures brought to life.
Title and Cover
3iscuss what the title might indicate about the story. (amine the cover
of the book and discuss what can be deduced.
Questions:
=ho does the eye belong toG
=hat is the significance of the keyG
3oes the cover make you want to read the storyG
Blurb
Read aloud the blurb on the back cover and have students make
predictions based on the blurb. Tell students the purpose of the blurb is
to entice people to read the book, without giving away too much of the
story. /sk students if this blurb does this.
/llow students to use this as a model to write a blurb for a book they
have read recently, or one they have written. 3iscuss with students why
publishers include Duotes from reviews of the book and what other
advertising is included in the book.
Native Americans and Cowboys
Board of Studies NSW !rogram Builder pb"bos"ns#"edu"au
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. 3
E'aluation
Board of Studies NSW !rogram Builder pb"bos"ns#"edu"au
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. .
/ppendi0 $ * Chapter 1uestions2
Chapter 1:
What sort of things might Omri and the ndian do together!
"o# #o$%d &o$ %oo' after some(od& the si)e of the ndian!
What *ro(%ems #o$%d there (e in doing this!
+ho$%d or #o$%d Omri te%% an&one e%se a(o$t the ndian! Wh&!
What has made the magi, - the ,$*(oard or the 'e&!
Chapter 2:
What are the demands made (& the ndian!
"o# does Omri meet these demands!
What are Omri.s rea,tions #hen he *i,'s $* the ndian!
What is meant (& /the ndian0#as no %onger his *%a& thing ($t a *erson that had to (e res*e,ted.!
Chapter 3 & 4:
What do #e find o$t a(o$t the ndians in this ,ha*ter!
1oes it ,ha%%enge an& of the statements made on the ,%assroom ,harts a(o$t ndians! (1is,$ss #ith a *artner)
Wh& does Omri ref$se to gi2e Litt%e 3$%% a g$n!
What *ro(%ems are there #ith %etting Litt%e 3$%% o$tside!
"o# did Litt%e 3$%% fee% a(o$t the o$tside en2ironment, and Omri as his *rote,tor!
Chapter 5:
"o# does Tomm& At'ins rea,t to (eing trans*orted in time to Omri.s (edroom!
"o# is his rea,tion different to Litt%e 3$%%.s, and #h&!
Board of Studies NSW !rogram Builder pb"bos"ns#"edu"au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. 3
"o# #i%% Omri ,ontin$e to meet Litt%e 3$%%.s demands!
Chapter 6:
1o &o$ thin' Omri #i%% %et 4atri,' in on his se,ret! Wh&!
"o# did Omri and Litt%e 3$%% rea,t to the Chief.s death!
Wh& #ere the rea,tions different!
Chapter 7:
What is 4atri,'.s rea,tion to the magi,!
"o# does he fee% a(o$t Litt%e 3$%%!
"o# is 4atri,'.s attit$de different to Omri.s!
What does 4atri,' mean #hen he sa&s, 56a&(e this isn.t s$,h f$n07
What #i%% ha**en as a res$%t of 4atri,'.s re8$est to (ring another to& to %ife!
Chapter 8:
What *ro(%ems #i%% (e ,a$sed (& 4atri,'.s a,tions!
What are the *ossi(%e ,onf%i,ts #hi,h ,o$%d arise (et#een Omri and 4atri,', and (et#een Litt%e 3$%% and the ,o#(o&!
What #i%% ha**en #hen Omri ta'es the ,o#(o& to s,hoo%!
Chapters 9 & 10:
"o# is the ,o#(o&.s rea,tion to his arri2a% different to Litt%e 3$%%.s in Cha*ter 1!
Wh& is there ,onf%i,t (et#een the ,o#(o& and the ndian!
What do &o$ thin' #i%% ha**en #hen the ndian and the ,o#(o& are ta'en to s,hoo%!
f &o$ #ere a miniat$re *erson, #o$%d &o$ *refer that Omri or 4atri,' (e the *erson &o$ #ere de*endent $*on! 9i2e reasons:
Chapters 11& 12
"o# ha2e the *redi,tions made in the %ast session mat,hed #hat a,t$a%%& ha**ened!
Board of Studies NSW !rogram Builder pb"bos"ns#"edu"au
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. 4
Wh& do Omri and 4atri,' need to 'ee* Litt%e 3$%% and 3oone a se,ret!
"o# might 6r ;ohnson rea,t #hen he sees Litt%e 3$%% and 3oone!
Chapter 13:
"o# #o$%d &o$ des,ri(e 6r ;ohnson.s rea,tion!
What *ositi2e as*e,ts of 4atri,'.s ,hara,ter are re2ea%ed in this ,ha*ter!
Chapters 14 & 15:
What #o$%d ha2e (een the im*%i,ations for 3oone and Litt%e 3$%% if the 'e& had not (een fo$nd!
Wh& is Litt%e 3$%% indignant at the de*i,tion of ndians on the te%e2ision!
"o# might the #o$nding of 3oone ,hange re%ationshi*s (et#een the 2ario$s ,hara,ters in the (oo'!
"o# did Omri reso%2e the ,onf%i,t (et#een Litt%e 3$%% and 3oone!
Chapter 16:
Wh& did the ndians and the ,o#(o& ha2e to (e ret$rned to their o#n times!
What #o$%d it (e %i'e for 3oone and the ndians #hen the& arri2ed home!
Wi%% the& remem(er their ad2ent$res #ith Omri and 4atri,'!
"o# ha2e Omri and 4atri,' (een ,hanged (& ha2ing had this e<*erien,e!
Wo$%d &o$ ha2e done the same thing as 4atri,' and Omri!
Board of Studies NSW !rogram Builder pb"bos"ns#"edu"au
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. 5
/ppendi0 , Character !rofiles
Character Profiles
7haracter =hat this
character is like
>%ersonality?
=hat character looks
like >/ppearance?
7haracter sketch
7hief old, shocked,
courteous
toothless, grey hair,
wrinkled
4mri
#ittle 'ull
'oone
%atrick
Board of Studies NSW !rogram Builder pb"bos"ns#"edu"au
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. 6
/ppendi0 3 Ne#s (eport
News e!ort
,ews reports include a headline to catch the readers eye.
"eadline:
#hen:$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$
$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$
#ho:$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$
$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$
#here:$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$
$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$
#hat:$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$
$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$
"ow:$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$
$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$
#hy:
$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$
Board of Studies NSW !rogram Builder pb"bos"ns#"edu"au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. 7
$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$
/ppendi0 . Who, When 8 Why
Board of Studies NSW !rogram Builder pb"bos"ns#"edu"au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. $+
How did they feel?
Write a sentence for each of the feeling words. The sentence must say WHO felt this, and WHEN
or WHY they felt this way.
excited Omri was excited when his arents and !rothers ga"e him a s#ate!oard with crytonic wheels.
hay $%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
ashamed $%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
annoyed $%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
disaointed $%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
helless $%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
etrified $%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
frightened $%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
delighted $%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
ama&ed $%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
/ppendi0 3 Cross#ord
Board of Studies NSW !rogram Builder pb"bos"ns#"edu"au
Program Builder contains NSW syllabus content prepared by the Board of Studies NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. $$
/ppendi0 4 9lossary
Elossary
'elow are words used by #ittle 'ull and 'oone. These are words from their time and place.
7onstruct a glossary of these words.


::::::::::::: :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
::::::::::::: :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
::::::::::::: :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
::::::::::::: :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
::::::::::::: :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
::::::::::::: :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
::::::::::::: :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
::::::::::::: :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
::::::::::::: :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
::::::::::::: :::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
Board of Studies NSW !rogram Builder pb"bos"ns#"edu"au
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. $,
teepee longhouse wigwams braves leggings
vittles cawfee
ornery firewater scalp
Board of Studies NSW !rogram Builder pb"bos"ns#"edu"au
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. $3