A Pacemaker Pack
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Storybook Stars
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© Re a d y E d P u b l i c a t i o n s (F or Ages 8 10) (For •f orr evi ew pur posesonl y•
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Edited by Sandy Tasker. © Ready-Ed Publications - 2006. Published by Ready-Ed Publications (2006) P.O. Box 276 Greenwood Perth W.A. 6024 Email: info@readyed.com.au Website: www.readyed.com.au COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.
ISBN 1 86397 575 6
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Contents Teachers’ Notes ........................................................................................ Page 4 Student Record Sheet ............................................................................... Page 6 THE OLD AND THE NEW ........................................................................ Page 7 SPACE AGE STORY ............................................................................... Page 8 WHO’S WHO? ...................................................................................... Page 9
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A NEW FRIEND .................................................................................... Page 10 FAVOURITE CHARACTERS .................................................................... Page 11 OUT OF ORDER ................................................................................... Page12
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STORY WORDS .................................................................................. Page 13 SENSORY JOURNEY ............................................................................. Page 14
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DREAM HOUSE .................................................................................. Page 15
A TASTY TREAT .................................................................................... Page 16
A SPECIAL EVENT 1 ............................................................................. Page 17 A SPECIAL EVENT 2 ............................................................................ Page 18 FAMILY PHOTO ALBUM ...................................................................... Page 19 GROWING UP .................................................................................... Page 20
© ReadyEdPubl i cat i ons MISSING! ......................................................................................... Page 23 •f orr evi ew pur posesonl y• STUCK IN STORYLAND ........................................................................ Page 24
A GRAND BALL ................................................................................... Page 21 I WISH, I WISH ... ................................................................................ Page 22
CHARACTER BIRTHDAY ....................................................................... Page 25 FOND MEMORIES .............................................................................. Page 26
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AND THE WINNER IS ... ......................................................................... Page 27 CHARACTER COLLISION ..................................................................... Page 28 THROUGH DIFFERENT EYES ................................................................ Page 29
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A NEW TEACHER ................................................................................ Page 30
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WHAT A FIND! .................................................................................... Page 31 SPECIAL INSTRUCTIONS ..................................................................... Page 32 SOME GOOD ADVICE .......................................................................... Page 33 CLASSROOM CHARACTER ................................................................... Page 34 WHAT WOULD THEY DO? .................................................................... Page 35 THE END...OR IS IT? ........................................................................... Page 36 A REVIEW ................................................................................................. Page 37 SUPER STORY IDEAS ................................................................... Pages 38, 39
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Teachers’ Notes This fully revised series was initially devised as a means of providing extension for students within the regular classroom, whilst catering for the needs of the teacher and providing materials that were designed along educationally sound lines. Although the content and layout for the revised series has been completely updated, the principles behind the series remain the same, using CONTENT LEVELS as a basis for categorising activities. The key to this approach, which we term the appropriate curriculum model, is that students are presented with activities appropriate to their levels of understanding of the content together with their mastery of the requisite higher-order thinking processes. The levels are an adaptation of Bloom’s Taxonomy of Educational Objectives, still a widely accepted and valued model of education.
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Below are the Content Levels and Indicators used in this book:
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What it means
FINDING OUT: Recalling data, showing understanding through restating or extending ideas.
What the student does
Answers factual questions, interprets information, describes or illustrates events.
Content Level 2 What it means
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Content Level 1
USING INFORMATION: Using information in a new situation through extending or breaking down concepts being studied. Problem solving based on knowledge gained. Making assumptions.
© ReadyEdPubl i cat i ons •f o rr e vi w pur posesonl y• Content Level 3e What it means
What the student does
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CREATING / EVALUATING: Putting together ideas to develop new products, making judgements based on new information. Puts forward theories or original ideas and designs, forms and states opinions on theories.
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What the student does
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Moving Through the Content Levels
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It is important that higher-order activities such as those at Content Level 3 are underpinned with a solid base of knowledge — the tasks and activities aligned with Levels 1 and 2 are designed to establish and expand this. It should never be assumed that students have the requisite content knowledge, but be prepared to advance students quickly to higher-level activities if they demonstrate a sound understanding of the facts and concepts presented in Levels 1 and 2. In considering the structure of this material, it is envisaged that in the heterogeneous classroom situation, the series can be implemented as follows:
Child Ability Level Interpretation M Above Average ____________ Emphasis on Level 2/3 M Average _________________ Emphasis on Level 2 M Below Average ____________ Emphasis on Level 1 Many pages contain activities from more than one level. In this case, the TIME taken on each part will change focus, according to the outline above. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
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Teachers’ Notes Using the Pacemaker Packs in the Classroom > Promote interest in the theme — set up a classroom learning centre that may contain: • Books and posters; • Models and artefacts; • CD-ROMS; • Art supplies and plenty of writing and drawing paper; • A “theme” table with items brought by students from home.
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> Decide on the approach to the theme that suits you and your students best: • Teacher-directed with the whole class completing teacher-assigned sheets at a specified time (teacher records progress). • Student-directed with students working through materials at their own pace at a specified time (student records progress). • As an interest-based approach with students working from a selection of photocopied worksheets at their own pace (student monitored and recorded). • As supplementary materials to a unit of study.
You may wish to use this series as a Learning Centre, with photocopied sheets displayed in pockets that students can select from, perhaps set up like this:
© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Two covered strawboard sheets, hinged for easy storage and display.
Slots - for title.
STORYBOO
K STARS
Pockets for photocopied Pacemaker sheets.
Instructions for use.
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Relevant resource books for research.
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Relevant resource books for research.
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Before commencing, talk over the activities contained in the book with your class. Encourage students to broaden their thinking to suit the open-ended nature of the upperlevel activities, helping them to understand that there is not “one correct answer”. Outline a procedure for the activities: • How will students store and present their completed worksheets? (In a file, a booklet, a plastic sleeve.) • How can students work on the contents? (Individually, in pairs, in small groups.) • From where can further research sources be obtained? • What people or organisations might be able to help? • How and when will the sheets be available? / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
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Student Record Sheet
Name: ......................... ......................
Topic: _______________________________________________ Activity
Date Finished
Student Comments
Teacher Comments
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The Old and the New
Name: ......................... ......................
What story are you reading? ○
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Find and read an old children’s book from the library, such as “Winnie the Pooh” or “Alice in Wonderland”.
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Write some ideas down to answer these questions:
1] Who is the author? ____________________________________________
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2] When was the book first written? Use some detective work—you should find the answer in small print on the very first pages of the book. ____________________________________________________________
3] What age child was this book originally written for? _________________ What makes you think this? ____________________________________ ____________________________________________________________
© R e a d y E d P u b l i c a t i o n s 4] What makes some older stories difficult to read? __________________ •f orr evi ew pur posesonl y• ____________________________________________________________
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____________________________________________________________ 5] Where does the story take place? _______________________________
. teyou like to live in a time and place like in the story? Would o c . cnot? e Why or why _______________________________ her r o t s s r u e p _____________________________________________
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_____________________________________________ _____________________________________________ ____________________________________________________ Related Outcomes: Students will analyse the style and content of an “old storybook”. Subject Area/s: English - Reading. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
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Space Age Story
Name: ......................... ......................
What story are you reading? ○
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Choose a story that is set in the past—how would it change if it took place in the FUTURE? Draw or write about the ‘space-age’ changes that would need to be made.
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How would they get AROUND? (transport)
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What would the characters wear?
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Where would they LIVE?
What space-age TECHNOLOGY would they use?
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Write the first paragraph of a story set in the space-age:
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Related Outcomes: Students will change the style and content of an old story to meet modern applications. Subject Area/s: English - Reading, Writing; Society and Environment - Time, Continuity and Change. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
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Who’s Who?
Name: ......................... ......................
What story are you reading? ○
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Most stories have a few major characters in them. Choose a book and draw a PORTRAIT of three main characters. In a speech bubble, write something that they would say about THEMSELVES:
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Character’s name: ___________
Character’s name: ___________
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Character’s name: ___________
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Copy out some quotes that different characters say in the book. Give the list to a friend who has read the same story and test them on “Who said that?” Related Outcomes: Students will evaluate the main characters in a book by writing statements that each character might say. Subject Area/s: English - Reading, Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
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A New Friend
Name: ......................... ......................
What story are you reading? ○
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Have you ever read a story and thought that you would like to be friends with one of the characters? Imagine that the character has an e-mail address. Write an e-mail to them that tells them a bit about YOU. Explain why you would like to be their friend.
To:
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Perhaps you might like to invite them over to your house!
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New message
Subject: .....................................................................................................................
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On the back of this page, draw a picture of your fictional friend reading your e-mail. Related Outcomes: Students will relate to a character in a story through expressing ideas in an e-mail format. Subject Area/s: Health - Human Relations; English - Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
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Favourite Characters
Name: ......................... ......................
What story are you reading? ○
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Find a story that most of the people in your class have read.
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Illustrate your favourite character in an amusing situation from the story.
Ask ten people who have read the book to choose their favourite character.
© ReadyEdPubl i cat i ons Show the results by the below, •f or r e vshading i ewonp ugraph r po see.g. sonl y• Harry Ron
Number of people who like this character:
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Character:
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Related Outcomes: Students will conduct a survey to determine their peers’ favourite fictional characters. Subject Area/s: English - Reading; Maths - Chance and Data. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
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Out of Order
Name: ......................... ......................
What story are you reading? ○
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In the boxes below, draw six EVENTS that happened in a story you have read. Put them OUT OF ORDER, but leave the circles blank.
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Now ask a friend to write numbers in the circles from 1 to 6, showing the CORRECT ORDER. Related Outcomes: Students will explore the importance of story sequencing by re-arranging events. Subject Area/s: English - Reading. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
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Story Words
Name: ......................... ......................
What story are you reading? ○
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Select a part from the book that you found funny. Write five “key words” from this section:
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Now use these five words to re-write the section in your OWN WORDS: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
© ReadyEdPubl i cat i ons Find three words from the book that you do not know then meaning for. • f o r r e v i e w p u r p o s e s o l y • Guess the meaning, then look the word up in a dictionary.
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Real Meaning
Guess
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Word
. tCalligram — a word made o This is ae c . into a picture,c e.g. e her r o t s su r Find three words in the story thatp you can make into calligrams in the space e below:
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Related Outcomes: Students will use a variety of methods to explore words used in written text. Subject Area/s: English - Reading, Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
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Sensory Journey
Name: ......................... ......................
What story are you reading? ○
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You are sitting in class, quietly reading your book. You close your eyes—and when you open them you find yourself in a scene from the story! It is so amazing that all you can do is try and take things in, one sense at a time.
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Write down or draw what you imagine the story world would be like: What do you HEAR?
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What do you SEE?
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What do you TASTE?
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What do you FEEL?
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Draw a picture of yourself exploring your amazing new world. Perhaps you might even like to write a story about your experience. Related Outcomes: Students will imagine sensory experiences in the setting of a story book. Subject Area/s: English - Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
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Dream House
Name: ......................... ......................
What story are you reading? ○
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Choose one of the characters in the story and draw their “dream house”.
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A Dream House for: ____________________________________________
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Make sure you add a lot of detail and find a way to show both the inside and the outside of the house.
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Choose one special feature of the house and explain WHY you added it: ________________________________________________________________ ________________________________________________________________ Related Outcomes: Students will design a house with a specific character in mind. Subject Area/s: TTechnology echnology and Ent er prise - Design Pr ocess. erprise Process. Enter / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
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A Tasty Treat
Name: ......................... ......................
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What does your favourite character like to eat? Make up a special recipe for him or her below.
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Character: ____________________________________________ ____________________________________________
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Ingredients: _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
© ReadyEdPubl i cat i ons 1. _____________________________________________________________ •f orr evi ew pur posesonl y• Method: _____________________________________________________________ _____________________________________________________________
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3. _____________________________________________________________
. t o 4. e _____________________________________________________________ c . che e _____________________________________________________________ r o t r s super Serving Instructions: _____________________________________________________________ _____________________________________________________________
_____________________________________________________________ _____________________________________________________________ Draw your special dish on the back of this page. Related Outcomes: Students will write a recipe with a specific character in mind. Subject Area/s: English - Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
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A Special Event 1
Name: ......................... ......................
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Have you ever been to a theme party? Imagine that you are going to have a birthday party that has costumes, decorations, games and food from the story you have been reading.
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First, you need to make the invitation. Be sure to include all the details and tell people to dress up.
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Now, plan a menu for ten friends. Keep to a budget of $50.00.
Food Cost Food Cost . e.g.t party e pies $3.50 pack of 12 o c . che e r o t r s super
On the back of this page, draw a decorated table with all the party food on it. Related Outcomes: Students will think of ideas to represent a theme. Students will plan a menu to a specified budget. Subject Area/s: Maths - Number. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
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A Special Event 2
Name: ......................... ......................
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Invent a new party game for your story theme. Write the rules of the game below, including any equipment needed.
r o e t s Bo r e p ok u S
Name of game: _______________________________________________ Equipment: __________________________________________________
ew i ev Pr
Teac he r
Rules:
_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
© ReadyEdPubl i cat i ons _____________________________________________________________ • f orr evi ew pur posesonl y• _____________________________________________________________ _____________________________________________________________
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. te
m . u
w ww
_____________________________________________________________
o c . che e r o t r s super
On the back of this page, draw your friends playing the new game. Related Outcomes: Students will invent a new game with rules for a themed party. Subject Area/s: Health and Physical Education - Physical Activity and the Community. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
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Ready-Ed Publications
Family Photo Album
Name: ......................... ......................
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When was the last time you checked out your family photos? Choose a character from the story you are reading and create a collection of photos from their family album. Try to include photos from different times and include a caption describing the photo.
r o e t s Bo r e p ok u S
_______________________
__________________________
ew i ev Pr
Teac he r
__________________________
__________________________ __________________________
© ReadyEdPubl i cat i ons _____________________________________ •f orr evi ew pur posesonl y• __________________________________
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w ww
_____________________________________
. te
m . u
_____________________________________
o c . che e r __________________________ o t r s__________________________ super _______________________
__________________________ __________________________ Imagine that the character you have chosen is asked to describe their family. On a separate page, write down what they would say about their family. Related Outcomes: Students will represent a favourite fictional character at different stages in their life. Subject Area/s: Health - Human Development. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
Ready-Ed Publications
19
Growing Up
Name: ......................... ......................
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Imagine that you get to see what your favourite character is like growing up in their family home. Write down what you know, or what you can guess, about these things:
r o e t s Bo r e p ok u S
Character’s name:
Household chores that they did:
Meals they ate:
ew i ev Pr
Teac he r
Number of brothers and sisters:
Places their family went on holidays: _________________________________
© ReadyEdPubl i cat i ons ________________________________________________________________ •f orr evi ew pur posesonl y• ________________________________________________________________
What their favourite toy was: _______________________________________
m . u
w ww
Who they liked the best and why: ___________________________________ ________________________________________________________________
. te
Think about your favourite character at TEN years of age (this may be in the past or future). Draw what their bedroom would look like:
o c . che e r o t r s super
Related Outcomes: Students will imagine growing up in family life for a favourite character. Subject Area/s: Health - Human Development; Society and Environment - Culture. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
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Ready-Ed Publications
A Grand Ball
Name: ......................... ......................
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r o e t s Bo r e p ok u S
ew i ev Pr
Teac he r
Imagine that your favourite character has been invited to attend a ball at a very posh dance hall. Design a SPECIAL OUTFIT that they will wear to the ball. You may like to draw them with the partner that they take to the ball.
w ww
. te
m . u
© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•
Write a one-week beauty plan so that your character is looking their best:
o c . che Tuesday: ________________________________________________________ e r o t r s super Wednesday: _____________________________________________________ Monday: _______________________________________________________
Thursday: _______________________________________________________ Friday: _________________________________________________________ Saturday (Ball day): ______________________________________________ Related Outcomes: Students will design a special outfit and beauty plan for a fictional character. Subject Area/s: The Arts - Visual Arts; English - Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
Ready-Ed Publications
21
I Wish, I Wish ...
Name: ......................... ......................
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Many stories, especially fairy tales, include a part where a wish is granted. Imagine that a character from your story meets a fairy who grants them ONE wish. What would it be?
r o e t s Bo r e p ok u S
Character: ...........................................................................
ew i ev Pr
Teac he r
Wish: ..................................................................................... .................................................................................................
1] Write down all the things that would happen in the story if the wish you wrote actually came true:
© ReadyEdPubl i cat i ons • f orr evi ew pur posesonl y• ____________________________________________________________ ____________________________________________________________ ____________________________________________________________
2] If YOU had one wish, what would it be and WHY? __________________
m . u
____________________________________________________________
w ww
____________________________________________________________ ____________________________________________________________
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o c . ____________________________________________________________ che e r o ____________________________________________________________ t r s super
3] Now write down all the things that might happen in YOUR life if your wish came true:
4] Is there anything that could happen to make you change your mind about the wish?
____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Related Outcomes: Students will consider the outcomes of a wish being granted. Subject Area/s: English - Writing; Society and Environment - Culture. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
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Ready-Ed Publications
Missing!!
Name: ......................... ......................
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Think about the story that you are reading. What would happen if the main character suddenly went missing? Where would you start to look for them? Write down 8 places that they might be:
r o e t s Bo r e p ok u S
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• _____________________________
• ____________________________
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• _____________________________
Teac he r
• _____________________________
Write a plan for HOW you will find them.
ew i ev Pr
• ____________________________
© ReadyEdPubl i cat i ons •f ohelp? rr e vi ew pur posesonl y• WHO will ___________________________________________________
m . u
________________________________________________________________
w ww
Draw three other characters in the story and write what they would SAY if they were told that the main character was missing.
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o c . che e r o t r s super
Related Outcomes: Students will devise a plan for finding a missing character and imagine what other characters would think of the situation. Subject Area/s: English - Writing / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
Ready-Ed Publications
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Stuck in Storyland
Name: ......................... ......................
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Pretend that there is a secret world where all storybook characters live. One day, your favourite character gets stuck in an elevator (a lift) WITH Cinderella and the giant from Jack’s Beanstalk.
r o e t s Bo r e p ok u S
ew i ev Pr
Teac he r
How does the lift get stuck? How does everyone react? Who will save the day? Make up a cartoon strip to show what happens!
w ww
. te
m . u
© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•
o c . che e r o t r s super
Now draw your cartoon neatly on a larger page and colour it in. Related Outcomes: Students will use existing storybook characters to create a new story in a cartoon format. Subject Area/s: English - Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
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Ready-Ed Publications
Character Birthday
Name: ......................... ......................
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One of the characters in the story you are reading has a birthday coming up. In the spaces below, draw the front of the card that you will give them and write a message on the inside. You may like to make a real card based on your plan.
r o e t s Bo r e p ok u S
MESSAGE INSIDE
ew i ev Pr
Teac he r
FRONT OF CARD
w ww
. te
m . u
© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•
o c . ____________________________________ che e r o t ____________________________________ r s super
Draw the gift that you would choose for this character. Why would you give them this gift?
____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________
Related Outcomes: Students will relate to a fictional character by choosing a card message and a gift for them. Subject Area/s: English - Writing; Health - Human Relations. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
Ready-Ed Publications
25
Fond Memories
Name: ......................... ......................
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Imagine that you are one of the characters in the story you are reading. Write about the character’s most memorable day in THEIR WORDS. ______________________________________________
r o e t s Bo r e p ok u S
______________________________________________ ______________________________________________
ew i ev Pr
Teac he r
______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________
© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•
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m . u
Use a THESAURUS to write five words to describe how they FELT on that day.
o c . c e r Write your ideas in the h space below then draw the picture o on the back of this sheet. e t r s super
Have YOU ever had a really memorable day? Make the saying “a picture is worth a thousand words” come true by drawing a VERY detailed picture of this day.
Related Outcomes: Students will view a memory from a character’s perspective and from their own. Subject Area/s: English - Writing; Society and Environment - Time, Continuity and Change. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
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Ready-Ed Publications
And the Winner is ...
Name: ......................... ......................
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Imagine that all the characters in the book you are reading are attending a very special AWARDS NIGHT. Write three nominees and the character who would win. Then draw the award trophy for these categories:
r o e t s Bo r e p ok u S
AWARD
NOMINEES
WINNER
TROPHY
Funniest character
ew i ev Pr
Teac he r
Kindest character
w ww
Best dressed character
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m . u
© ReadyEdPubl i cat i ons Most evil character •f orr evi ew pur posesonl y•
o c . c e r Now think of oneh more category for the event. o e t r s super AWARD NOMINEES WINNER TROPHY
Related Outcomes: Students will categorise characters and select a suitable representative for each category. Subject Area/s: English - Reading; The Arts - Visual Art. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
Ready-Ed Publications
27
Character Collision
Name: ......................... ......................
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Last week there was an accident in the library — a bookshelf fell down and two characters from two different books collided! The collision took the characters to an imaginary place where they meet each other for the first time. You decide what happens next!
r o e t s Bo r e p ok u Character 1: CharacterS 1:
Which two characters meet, and what stories are they from?
.......................................................................
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....................................................................... meets Story: ......................................................
.......................................................................
.......................................................................
Teac he r
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Story:
Where do they meet? Describe this place:
ew i ev Pr
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________________________________________________________________
© ReadyEdPubl i cat i ons • o r e i e w pur posesonl y• What dof theyr say to v each other?
w ww
m . u
________________________________________________________________
. t1:___________________ Character 2: __________________ o Character e c . che What do the characters decide to do? Write some idease for a PLOT below r then write the story on a separate piece of paper. o t r s super ______________________________________ ______________________________________ ______________________________________ ______________________________________
Related Outcomes: Students will develop ideas based on two separate characters meeting. Subject Area/s: English - Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
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Ready-Ed Publications
Through Different Eyes
Name: ......................... ......................
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A story can be very different, depending from whose point of view the story is being told. If you were the ENEMY in the story, what would you be thinking? Choose a story that you are reading and write down what they are feeling in three diary entries from the beginning, middle and end of the book.
Teac he r
r o e t s Bo r e p ok Dear Diary u S
ew i ev Pr
_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
w ww
m . u
© ReadyEdPubl i cat i ons • f orr evi ew pur posesonl y• _____________________________________________________________ Dear Diary
. te o c Dear Diary . c e her r _____________________________________________________________ o t s super _____________________________________________________________ _____________________________________________________________ _____________________________________________________________
Related Outcomes: Students will express major events from an existing story through a different character’s point of view. Subject Area/s: English - Writing; Society and Environment - Culture. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
Ready-Ed Publications
29
A New Teacher
Name: ......................... ......................
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Your teacher has had to move to a new school and their job is being advertised! Which storybook character do you think would make a good replacement? Pretend you are this character. Write a letter describing the skills that you have and why you would make a good teacher.
r o e t s Bo r e p ok u S
The Education Department
Date: _____________ APPLICATION FOR CLASSROOM TEACHER OF ROOM ____ AT ________________
ew i ev Pr
Teac he r
[Your city or state]
© ReadyEdPubl i cat i ons __________________________________________________________ •f orr evi ew pur posesonl y•
Dear Sir/Madam,
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__________________________________________________________
w ww
m . u
__________________________________________________________ __________________________________________________________ __________________________________________________________
. te o c __________________________________________________________ . che e r __________________________________________________________ o t r s super __________________________________________________________
__________________________________________________________ __________________________________________________________ Use another sheet of paper if you run out of room. Present this letter to your principal and ask them if the character would get the job. Related Outcomes: Students will compose an official letter of application by using a fictional character’s skills and personality. Subject Area/s: English - Writing; Society and Environment - Natural and Social Systems. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
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Ready-Ed Publications
What a Find!!
Name: ......................... ......................
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Your favourite character has found some hidden treasure! 1] What is the treasure?______________________
r o e t s Bo r e p ok u S
2] Who finds it? _____________________________
3] Where is it hidden?________________________
Teac he r
4] Why is the treasure hidden there in the first place?
ew i ev Pr
____________________________________________________________
5] How do they find it? ___________________________________________ ____________________________________________________________
6] Who else is with them, or are they alone? _________________________
© ReadyEdPubl i cat i ons ____________________________________________________________ •f orr evi ew pur posesonl y•
7] What sort of tools do they use to open it or uncover it?
w ww
. te
8]
m . u
Draw the tools here.
o c . What do they DO with the treasure now that theye have found it? ch r er o st super ____________________________________________________________ ____________________________________________________________ ____________________________________________________________
On a separate sheet, write a newspaper article about your character finding the treasure. Related Outcomes: Students will consider the outcomes of a favourite character finding hidden treasure and write a news article about the find. Subject Area/s: English - Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
Ready-Ed Publications
31
Special Instructions
Name: ......................... ......................
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All storybook characters have a special skill — it might be climbing beanstalks, casting magic spells, eating fried worms or doing skateboard tricks. Choose a character from the story you are reading and pretend you are them giving instructions on how to do their special skill. For each step, draw a picture. HOW TO
r o e t s Bo r e p ok u S
_______________________________________________________
ew i ev Pr
Teac he r
BY ____________________________________________ (character’s name) 1.
© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•
w ww 3.
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Related Outcomes: Students will compose a procedural text, as if written by a chosen character. Subject Area/s: English - Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
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Ready-Ed Publications
Some Good Advice
Name: ......................... ......................
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You are writing an advice column for a magazine. Choose two characters that write in with a PROBLEM. Write down a reply with some good advice on how to SOLVE the problem.
r o e t Problem s BThe r e o p ok u S
The Problem
Dear ___________________
Dear ___________________ _______________________________
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ew i ev Pr
Teac he r
_______________________________
From __________________________
From __________________________
_______________________________ © ReadyEdPu bl i cat i ons _______________________________ _______________________________ •f orr evi ew pur p osesonl y•
Your Solution
(Character’s name)
Your Solution
w ww
m . u
(Character’s name)
Dear __________________________
Dear __________________________
_______________________________
_______________________________
. _______________________________ te o c _______________________________ _______________________________ . che e r o _______________________________ _______________________________ t r s super _______________________________
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_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
From __________________________
From __________________________
Related Outcomes: Students will explore potential problems and solutions of storybook characters. Subject Area/s: English - Writing, Health - Human Relations. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
Ready-Ed Publications
33
CLASSROOM CHARACTER
Name: ......................... ......................
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A character from your book has suddenly joined your class as a student. Think about what they might be like and answer these questions:
r o e t s Bo r e p ok u S
1] Who will they sit next to and why? _______________________________ ____________________________________________________________
Teac he r
2] What will be their best subject and why?__________________________
ew i ev Pr
____________________________________________________________
3] What will the teacher think of them? Give reasons. _________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________
Draw the contents of their school bag below.
w ww
. te
m . u
© ReadyEdPDraw ub l i cat i ons a photo of them in school uniform. •f orr evi ew pur posesonl y•
4] What will they bring to school?
o c . che e r o t r s super
Related Outcomes: Students will imagine how a chosen character would handle a regular school day. Subject Area/s: Health - Human Relations. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
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Ready-Ed Publications
What Would They Do?
Name: ......................... ......................
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Choose a character in the book you are reading. Write their name here:_____________________________________________ Think about what your character would do in each of these situations:
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The character has decided to go on a four-week holiday. Where do they go and why?
The character gets a new pet. Draw it in the box.
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© ReadyEdPubl i cat i ons _________________________ •How f odorthey r elook vi e wthep ur posesonl y• after pet?
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What do they name their pet?
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The character breaks a leg! How did this happen? ___________________________
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He/She wins a million dollars! What does he/she do with the money and why? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Related Outcomes: Students will consider the outcomes of a chosen character in a variety of real-life situations. Subject Area/s: English - Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
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The End ... Or Is It??
Name: ......................... ......................
What story are you reading? ○
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Most stories end “happily ever after”, but what happens to the characters’ lives after the book has been closed?
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You have been asked to write a SEQUEL to the book you are reading.
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In Box 1, write a sentence or two about how the original story ends, then think of something that can go wrong in Box 2 to make the story continue. 2 ________________________
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© ReadyEdPubl i cat i ons Fill the Boxes 3 and 4 with the exciting events that occur, finishing in Box •f or evi ew pur posesonl y• 5 where you putr YOUR ending.
________________________________________________________ ________________________________________________________ Show your ideas to your teacher then turn your plot into an illustrated book. Related Outcomes: Students will draft plans for a sequel to a book that they are reading. Subject Area/s: English - Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
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A Review
Name: ......................... ......................
How would you like to read books for a living?
Some people have the job of deciding how well a book is written. They put all of their ideas into a REVIEW which helps others decide if the book would be good to read.
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Have a go at writing a REVIEW of a story you have just read. Write a comment for each of the following: The plot: ____________________________________________________
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The characters: ______________________________________________
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The pictures: ________________________________________________
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The length of the story:
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What age group would the book suit? ____________________________
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What is the BEST thing about the story? __________________________
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Would you recommend this story to your classmates? Why/why not? ____________________________________________________________
Now use all of the information above to write two paragraphs about the book for a children’s magazine. Use the back of this page or some paper. Related Outcomes: Students will evaluate a story in a structured review. Subject Area/s: English - Reading; Writing. / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / / /
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Super Story Ideas Do students need more things to do? Try these with any story. FINDING OUT • Conduct a class survey of favourite books. Campaign to have them in the classroom for all to read.
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• Draw character portraits with a border of adjectives that describe them. Use a thesaurus.
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• Did you really like the book you have just read? Go to the library and conduct an author search to see what else the same person has written. See if the library has any of the other books.
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• Make a timeline of the most important events in the book. You may not be able to write exact dates, but write the event in a few words. • Using a large sheet of paper, write each character’s name in a circle. Using different colours, such as blue for family, red for friendship and green for enemies, link up each character, showing their relationships with the others.
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© ReadyEdPubl i cat i ons Select ao picture book that youw havep never read before. By looking only at the cover page • f r r e v i e u r p o s e s o n l y • and the first PICTURE in the book, write the story that you think will be in the book. Then
• Practise telling a simple story in your own words. When you are good enough, conduct an oral storytelling session for a group of lower primary students. •
read the story to see how different it is.
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• Using a book and movie of the same story, e.g. Harry Potter stories, make a Venn diagram or write a review that compares the two. • Using a story that several class members have read, write a quiz with questions about the characters, setting and plot. Make sure you have the answers ready. Ask your teacher to photocopy the quiz or read the questions out to your classmates.
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• You have been asked to interview your favourite storybook character. Write ten questions that you would ask them (things that you wondered about in the story). Role-play the interview with a friend acting out the part of the character you are interviewing. • With some other classmates, act out scenes from the book. What changes do you have to make when it is acted instead of read? • Make a word search puzzle or crossword using words from the book you have just read.
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Super Story Ideas CREATING / EVALUATING • Think of a song that you know about an interesting character. Many songs you have learned at school are suitable, so are most nursery rhymes. Turn the song into a short story with pictures.
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• Design a board game based on the book you have just read. The characters can become playing counters and events in the story can become challenges in the game.
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• Books such as Dr Suess books use rhyming a lot to create an interesting story. Invent a strange creature and decide on a wacky name for the place that they came from. Write a “poem” story about your character.
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• Use a shoebox and scrap materials to make a model of a room in the story. Character’s bedrooms are a good one. • Write a recipe for a potion that makes all the evil characters in the book turn good.
• Design a dream car or bike for one of the characters in the book. Draw and label all the special features. • Your favourite character has written a song. Design an album cover for them. What kind of song would it be?
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