Posts

Take Away Teaching Ideas #31

An Aussie Year: Twelve Months in the Life of Australian Kids

Tania McCartney and Tina Snerling

 

I had the pleasure of travelling to Dimboola PS and collaborating with many teachers from the district. I was introduced to this amazing book. I loved it straight away – so many teaching ideas.  There are lots of questions in the book that you can investigate with your students.



‘An Aussie Year’ is a picture book bursting with national pride. It is a snapshot of who we are as a nation, covering our modern day culture, lifestyle and traditions. It’s pages feature trailing, meandering text, dates and gorgeous illustrations showing our five Aussie children at play, at school, at home, and enjoying their parts of Australia – from the tropical north out to our rugged west and beautiful Tassie.’

 

January:

How far can you throw a Frisbee? How would you measure the distance?

How long does it take for ice to melt in the sun? Conduct an experiment.

What games do you like playing with tennis balls?

February:

How do most students in your class get to school?

What can you create to celebrate Chinese New Year?

What could be your design of your backpack for school?

March:

How could you promote Earth hour?

What could you wear on St. Patrick’s Day?

What colours and materials will you need to create a friendship bracelet?

April:

What facts can you find out about a Bilby?

What are the ingredients and the method to bake ANZAC biscuits?

May:

How many animals are presented on this page? What facts do you know about this number?

How will you order the animals by size?

How can you find out the most popular animal in your class?

June:

What can you find out about Mabo Day?

What football team do you follow? What do you like about your team?

What materials will you need to create an artwork of a rainbow?

July:

What is your favourite knock, knock joke? Practice it to present to the class.

What do you have in your lunch box today? Write a description for other people to guess the contents.

Where is the Great Barrier Reef? How would you travel there?

August:

What dream time stories can you find? Which story is your favourite? Why?

What notes and coins would you need to purchase your favourite treat?

What can we use to make a model of a boat that floats?

September:

What is wattle? Draw or photograph wattle. Can you describe it using your senses?

What is your favourite way to eat eggs?

What colours and shapes will you use to design and create your own flag?

October:

What is an Akubra? Where can you research some information?

What message of thank you would you write to your teacher to celebrate World Teacher’s Day?

What is daylight saving? How would you use a clock to explain?

What fruit do you love to eat?

November:

What is the significance of the red poppy? What artwork can you create to share this message?

What information can you find about National Recycling Week? What plans can you make for your family, class, or school?

What are your favourite animals to view at the zoo? Why?

December:

What would be on your menu for Christmas Day? What will your budget need to be?

What is the average temperature for this month? Make comparisons to another country.

What present do you hope to receive at Christmas? Why?

 

Take care everyone!

Andrea

Andrea Hillbrick

 

P.S. I am so fortunate to be heading back to Dimboola PS for another day of professional learning on Friday, 30th July 2021! Check out the details below, you may wish to come along!

 

What does a great mathematics lesson look and sound like?

 

Everyone will receive a teaching resource of the warmup games, hooks, rich tasks, engaging games, strategies to differentiate, reflection tools, websites and more!

Andrea will share these teaching ideas using objects, photographs, modelling, doing, and reflecting.

This day is highly interactive! Be prepared to get involved.

Together we will explore the following questions:

  • What is the structure?

  • How do I build in ‘mathematical talk’?

  • What are quality tasks?

  • How do I support my mathematicians to reflect?

You will need to bring along a small gift box with a lid as we are creating a number box!

Suitable for primary school teachers of mathematicians in Levels F-6

Email Greg for details and to enrol Greg.Sampson@education.vic.gov.au

Take Away Teaching Ideas #30

Pig the Pug

Aaron Blabey

 

Who can resist Pig the Pug and Trevor? Not me!

A big shout out to Stacey at Manor Lakes as I recently enjoyed sharing this book with her students.

 

Here are twenty ideas to take away!

  1. Introduce the book using picture of Pig the Pug to create a jigsaw for the students to solve.

  2. Shared reading of the text inviting the students to read the rhyming words.

  3. Create and perform a Trevor and Pig the Pug puppet show.

  4. Vote and then justify your preference of character – Pig or Trevor.

I use cups and sticks to vote.

  1. View below.


     



  2. Explore phrases: Flipped his wig. Pigs can’t fly. I won’t and I swear!

  3. Investigate the meaning of words: Selfish, scoot, swine, loot.

  4. Create a garland of words from the text. Display in alphabetical order.

  5. Create a Can/Has/Like Chart.



  6. Create an ‘I Spy’ jar using pictures from the text.

  7. Make Trevor or Pig using play dough and care for him. Keep a journal.

  8. View Youtube clip and then draw own Pig the Pug.

    https://www.youtube.com/watch?v=hB-nunxTLT8

  9. Make a stocking Trevor the sausage dog. What other materials can you use?

  10. Write another Pig adventure. Follow up with reading Pig the Fibber.

  11. Write rules for Pig the Pug to follow. Make an instruction video.

  12. Add another animal to the story and write a different adventure.

  13. Write the story from Trevor’s point of view.

  14. Caption this! What is Trevor and Pig the Pug thinking and saying?

  15. Research the two dog breeds and compare. Use the precise vocabulary in a review.

  16. Investigate other dog stories!

 

My favourite is an Alison Lester book…

Added extra! Check out the teaching idea at:

 

https://andreahillbrick.com.au/the-wonder-of-words/

 

Enjoy!

Andrea

Andrea Hillbrick

Book Club:

Have you joined yet?

Check out the details at:

https://andreahillbrick.com.au/shop-online-resources/book-club-2/ 

Join any time to receive all the teacher resources for each book during 2021!

 

 

Take Away Teaching Ideas #29

BUTLEIGH FARM

Written by Di Hickleton

Illustrated by Melanie Macilwain

 

View Di’s website – www.butleighfarm.com.au

 

I have had the pleasure of knowing Di for many years!

It is so exciting to have Di collect and generate engaging ideas from her beautiful picture story book and for me to share them with you!

 

Thank you, Di, for preparing the Take Away Teaching Ideas #29

 

 

READING:

BOOK INTRODUCTION AND DISCUSSION ABOUT PRIOR KNOWLEDGE

So many questions could be asked …..…….

“What do you think the book is about?”

“Why would these animals be chosen for the front cover?”

“What other animals might you see on a farm?”

“Where do you think this farm might be?”

“Unusual name for a farm. Do you think the illustration on the back cover has anything to do with it’s name?”

“How do you think the animals might work together?”

“What things could animals possibly help with on a farm?”

“Why do you think there is a shovel on the dedication page?”

“What secrets could the animals have?”

“Is Murgheboluc a real place?”

Watch the Book Trailer:

 

 

 

READ AND DISCUSS THE BOOK

So many questions and connections can be made throughout and at the end.

“What wonderings do you have after reading?”

Put questions, connections, and wonderings on sticky notes during and after reading.

Display and discuss.

 

“Is Butleigh Farm a real place?”

“Do you think the animals are real or made up?”

“Why would Di have put can you guess who else lives on Butleigh Farm? on the last page?”

“What might be this character’s name?”

 

AFTER READING ACTIVITY IDEAS

Text to Self – share a story about yourself that is related to a story or character in the book.

 

Record yourself reading Butleigh Farm. Remember to read fluently, with expression and at a good pace.

WRITING:

FOCUS ON THE 6+1 TRAITS OF WRITING

Critique the book using the trait checklists below.

Use them for your own writing following through each of the traits.

READ AND DISCUSS THE BOOK

“Does Butleigh Farm have a Bold Beginning?”

“Does it hook you in to read more?”

Compare it with other books.    Make an anchor chart.

Write a different beginning to Butleigh Farm.

 

Repeat for Mighty Middles and Excellent Endings

 

“Do the animals have personalities?”

“Which is your favourite?”   “Why?”

“Could you think of other words to describe the animals?”

Look at your own writing.

“Do you get a feeling that the reader will really know your characters?”

 

Look at the Meet the Characters page under Books on the website.

www.butleighfarm.com.au

 

AFTER READING ACTIVITY IDEAS

Make your own book trailer for a book you have written or a book you really enjoy reading.

“What are the important things to include?”

 

Make a class set of Character Cards.

“What are everyone’s likes, favourite food, favourite song, etc.

 

Research a farm animal.

Present a poster, PowerPoint presentation, etc about what you found out.

Include interesting facts, features, habitat, care needed, food, importance on a farm, etc.

 

Write a letter to Di or Mel telling them some of your questions or wonderings.

 

Bubbles and clouds – Using speech bubbles/ thinking clouds and pictures of the Butleigh Farm characters, draw a conversation between two of the characters.

 

MATHEMATICS:

SUBITISE

“Look fast with your eyes and subitise”.

– apples on page

– windmill blades

 

PROBLEM SOLVING

e.g.     If there are 3 different types of farm animals in the top paddock with a total of 24 legs, what animals could they be and how many of each?

 

MAPPING

  • birds eye view
  • directions

Design a map of what your farm would look like and include if you had one.

 

Look at the Explore the Farm page under Books on the website.

www.butleighfarm.com.au

MEASUREMENT

  • perimeter
  • area
  • time – o’clock / half past
  • timelines

e.g.  – 6 o’clock – Bonnie barks at chook house

– 7 o’clock – Nanny comes outside

– 7:30am – Pa’s coffee is ready

“When do other daily events happen?”

“What times / routines do you have at home?”

“Would the animals have same bedtimes as you?”

 

SHAPE

2D – plan a farm (see above)

3D – build a farm (Lego, blocks, cardboard, nets)

 

COUNTING

by 1s, 2s, etc

forwards and backwards

  • apples (end pages)
  • windmill blades
  • flying birds
  • chickens
  • eggs
  • sheep in paddocks –

feet, tails, eyes, etc

  • fence posts
  • stairs
  • verandah posts
  • garden beds
  • flowers
  • spots on Nanny’s gumboots
  • stripes on Nanny’s top
  • fence palings on front gate
  • apples (complete book)
  • sheep (complete book)
  • shovels

 

STEM:

FARM MACHINARY

“What machinery / tools would you find on a farm?”

  • how do they work?
  • what do they do?

 

MATERIALS

– building animal enclosures – strength / waterproof / etc.

 

HABITATS

“What other animals could live at Butleigh Farm?”

“What would they need to be happy and comfortable?”

Design your own farm.

“What animals would you have?”

“What food would you have to buy / grow?”

– Sustainability!

 

ART:

“Do you think Mel has captured the animal’s characteristics in her illustrations?”

“Would you change how they look?”

Do some sketches of the animals.

Explore different mediums to create unique characters for your illustrations.

“Could this book be illustrated using only 4 colours like in Harry the Dirty Dog by Gene Zion?”

Explore using different colours.

“Does it change the feel of the book?”

 

TEACHING FOCUS:

Butleigh Farm can be used for many specific teaching focuses. Check out the extensive list of examples below.

Finally …………

 

DID YOU FIND THE SHOVEL ON EVERY DOUBLE PAGE?

 

Enjoy and take care.

Andrea

Andrea Hillbrick

Take Away Teaching ideas #28

Here We Are

Oliver Jeffers

One of my all-time favourite books and authors!

 

View the story here:

 

In this edition I have explored the book as a mentor text for writers. I have listed the trait, goal with page number and evidence within the text.

 

Ideas:

  • The topic is narrow, clear, and manageable.

 

Front Cover:            Here We Are Notes for living on planet Earth.

 

Page 3:                    It is a big globe,

                                   floating in space,

                                  on which we live.

 

  • The pictures enhance the key ideas.

 

Page 13:                 Labels on the body illustration

                                           Brain (for thinking)

                                           Heart ( to pump your blood)

 

Page 15/16:            Illustrations of the people

 

Organisation:

  • It has an introduction that is an “attention grabber”. The reader is interested in reading on.

 

Page 3:                 Well, hello.

 

Page 6:                 So let’s get started with a quick tour.

 

  • The conclusion leaves the reader with resolution.

 

Page 31:              Make sure you look after it,

                              As it all we’ve got.

 

Page 37:             You’re never alone on Earth.

 

Voice:

  • The reader feels “connected” to the writer.

 

Page 2:               *Probably not to scale

 

Page 3:                Well, hello.

 

Page 28:              Just remember to leave notes for everyone else.

 

Word Choice:

  • The words are specific and build understanding.

 

Page 13:             Labels on the illustration

 

Page 30:            7,327,450,667 and counting.

 

  • The selection of words should help the reader see, feel, hear, taste, or understand.

 

Page 8:               hot, pointy, cold, bumpy, flat, dry, wet

 

Sentence Fluency:

  • The writer chooses words that sound good, and the writing is easy to read.

 

Page 30:              It looks big, Earth.

                               But there are lots of us on here.

                               So be kind.

                              There is enough for everyone.

 

Conventions:

  • Punctuation is accurate and appropriate.

 

Ellipsis:

Page 11:                Though it can get pretty complicated

 

Page 32:             Now, if you need to know anything else

 

Presentation:

  • There is an alignment between the text and visuals.

 

Page 17:                They come in even more shapes, sizes, and colours.

 

Page 21 & 22:       Things can sometimes move slowly here on Earth.

 

Page 35:               …you can always ask someone else.

 

Have fun exploring this text with your writers!

Andrea

Andrea Hillbrick

NEW FOR 2021:

Book Club:                                  Join Up Now!  

The second teaching resource was emailed on 17th of February 2021!

Check out the details at: https://andreahillbrick.com.au/shop-online-resources/book-club-2/

Join any time to receive all the teacher resources for each book during 2021!

Take Away Teaching Ideas #27

Back to School Tortoise

Lucy M George

 

Happy New Year Everyone!

Every time I share this story the audience LOVES the ending! An awesome book to share on the first day of school with colleagues and students.

 

The story is about a tortoise who is afraid of going back to school. The tortoise is being brave and resilient, with a surprise at the end!

 

View the story below:

 

 

Real Thing:

Investigate, observe, draw, feel and create a tortoise.

Check out the ideas at this blog!

http://mrsmyerskindergarten.blogspot.com.au/2014/06/inquiring-about-tortoises.html

 

Sensory Tray:

Collect objects and present them on a tray so the students can use the five senses to gain an understanding of the story.

 

Picture match with the objects in the text such as the objects on the breakfast table.

Explore the mathematics about breakfast:

  • What time of the day is it?
  • What do you do before and after?
  • How many things do you eat?
  • What is your favourite breakfast food?
  • How much does your breakfast cost?

 

Make an alphabet book related to the story or your first day/week at school. Did you include mathematical terms?

 

Words around us:

Match the words from the text to environmental print in the classroom.

Add words from the story to the classroom word wall. Use the words in your writing.

 

Count words:

Rewrite a sentence/s from the story for the students to count the words. The students put a counter on each word.

 

We are going on a T hunt:

Tortoise begins with ‘t’! Provide each student with a letter ‘t’ attached to an icy pole stick. Search for the letter in the classroom, in books or in students’ names.

 

What’s in the box?

Inside the box is a tortoise mask. What animal do you think is in the box? The animal is the main character in our story. Read the factual clues to help you make a prediction.

If you would like these clues for this learning experience send me a request via email: andrea@andreahillbrick.com.au

 

Do the book:

Act out being the tortoise wearing your school bag.

Using a clothes basket move like a tortoise.

 

Create a sound scape for the story. This involves the students using musical instruments or everyday items to create sound effects for pages in the book.

 

Picture Retell:

Retell the story by sequencing the images.

Puppets:

Excite your students about the text using a tortoise puppet. The students can retell the text aloud using the puppet.

 

Text to self-connections:

When have you been brave? How did you feel? What helped you?

 

Text to self connections:

How do you feel about returning to school? What advice would you give Mr Tortoise?

 

Text to text connections:

Was the tortoise brave in this story? What was the same in the two stories? What is different? Do you know another story that had a brave character?

View the text below:

 

Innovate the text:

 

What would be a different ending to this story?

What other animals could be in the story? How would it change the story?

Can you rewrite the story as you as the main character?

What could be a different setting, problem, and resolution for Mr Tortoise?

 

Launch your 100 days of School count! Begin with a display of ten empty tens frames. Add an adhesive dot each day!

Create a survey to find out everyone’s favourite lunch at school. Graph the results.

Research the differences between a tortoise and turtle. How will you share this information?

 

Have a great start to your school year!

Andrea

Andrea Hillbrick

 

NEW FOR 2021:

 

Book Club:

Have you joined yet? First teaching resource will arrive to you on the 17th January!

Check out the details by clicking on the link below.

Join any time to receive all the teacher resources for each book during 2021!

 

Upcoming Webinar:  Writer’s Notebook

During the webinar Andrea will:

  • Explore key ideas related to generating and collecting ideas in a Writer’s Notebook.
  • Investigate four detailed lessons plans with images of examples
  • Provide strategies to differentiate
  • Share HHH – Hillbrick Handy Hints!

Each participant will receive a teaching resource with four detailed lesson plans and strategies to differentiate. The lessons are designed to be implemented the ‘very next day!’

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Take Away Teaching Ideas #31

An Aussie Year: Twelve Months in the Life of Australian Kids

Tania McCartney and Tina Snerling

 

I had the pleasure of travelling to Dimboola PS and collaborating with many teachers from the district. I was introduced to this amazing book. I loved it straight away – so many teaching ideas.  There are lots of questions in the book that you can investigate with your students.



‘An Aussie Year’ is a picture book bursting with national pride. It is a snapshot of who we are as a nation, covering our modern day culture, lifestyle and traditions. It’s pages feature trailing, meandering text, dates and gorgeous illustrations showing our five Aussie children at play, at school, at home, and enjoying their parts of Australia – from the tropical north out to our rugged west and beautiful Tassie.’

 

January:

How far can you throw a Frisbee? How would you measure the distance?

How long does it take for ice to melt in the sun? Conduct an experiment.

What games do you like playing with tennis balls?

February:

How do most students in your class get to school?

What can you create to celebrate Chinese New Year?

What could be your design of your backpack for school?

March:

How could you promote Earth hour?

What could you wear on St. Patrick’s Day?

What colours and materials will you need to create a friendship bracelet?

April:

What facts can you find out about a Bilby?

What are the ingredients and the method to bake ANZAC biscuits?

May:

How many animals are presented on this page? What facts do you know about this number?

How will you order the animals by size?

How can you find out the most popular animal in your class?

June:

What can you find out about Mabo Day?

What football team do you follow? What do you like about your team?

What materials will you need to create an artwork of a rainbow?

July:

What is your favourite knock, knock joke? Practice it to present to the class.

What do you have in your lunch box today? Write a description for other people to guess the contents.

Where is the Great Barrier Reef? How would you travel there?

August:

What dream time stories can you find? Which story is your favourite? Why?

What notes and coins would you need to purchase your favourite treat?

What can we use to make a model of a boat that floats?

September:

What is wattle? Draw or photograph wattle. Can you describe it using your senses?

What is your favourite way to eat eggs?

What colours and shapes will you use to design and create your own flag?

October:

What is an Akubra? Where can you research some information?

What message of thank you would you write to your teacher to celebrate World Teacher’s Day?

What is daylight saving? How would you use a clock to explain?

What fruit do you love to eat?

November:

What is the significance of the red poppy? What artwork can you create to share this message?

What information can you find about National Recycling Week? What plans can you make for your family, class, or school?

What are your favourite animals to view at the zoo? Why?

December:

What would be on your menu for Christmas Day? What will your budget need to be?

What is the average temperature for this month? Make comparisons to another country.

What present do you hope to receive at Christmas? Why?

 

Take care everyone!

Andrea

Andrea Hillbrick

 

P.S. I am so fortunate to be heading back to Dimboola PS for another day of professional learning on Friday, 30th July 2021! Check out the details below, you may wish to come along!

 

What does a great mathematics lesson look and sound like?

 

Everyone will receive a teaching resource of the warmup games, hooks, rich tasks, engaging games, strategies to differentiate, reflection tools, websites and more!

Andrea will share these teaching ideas using objects, photographs, modelling, doing, and reflecting.

This day is highly interactive! Be prepared to get involved.

Together we will explore the following questions:

  • What is the structure?

  • How do I build in ‘mathematical talk’?

  • What are quality tasks?

  • How do I support my mathematicians to reflect?

You will need to bring along a small gift box with a lid as we are creating a number box!

Suitable for primary school teachers of mathematicians in Levels F-6

Email Greg for details and to enrol Greg.Sampson@education.vic.gov.au

Take Away Teaching Ideas #30

Pig the Pug

Aaron Blabey

 

Who can resist Pig the Pug and Trevor? Not me!

A big shout out to Stacey at Manor Lakes as I recently enjoyed sharing this book with her students.

 

Here are twenty ideas to take away!

  1. Introduce the book using picture of Pig the Pug to create a jigsaw for the students to solve.

  2. Shared reading of the text inviting the students to read the rhyming words.

  3. Create and perform a Trevor and Pig the Pug puppet show.

  4. Vote and then justify your preference of character – Pig or Trevor.

I use cups and sticks to vote.

  1. View below.


     



  2. Explore phrases: Flipped his wig. Pigs can’t fly. I won’t and I swear!

  3. Investigate the meaning of words: Selfish, scoot, swine, loot.

  4. Create a garland of words from the text. Display in alphabetical order.

  5. Create a Can/Has/Like Chart.



  6. Create an ‘I Spy’ jar using pictures from the text.

  7. Make Trevor or Pig using play dough and care for him. Keep a journal.

  8. View Youtube clip and then draw own Pig the Pug.

    https://www.youtube.com/watch?v=hB-nunxTLT8

  9. Make a stocking Trevor the sausage dog. What other materials can you use?

  10. Write another Pig adventure. Follow up with reading Pig the Fibber.

  11. Write rules for Pig the Pug to follow. Make an instruction video.

  12. Add another animal to the story and write a different adventure.

  13. Write the story from Trevor’s point of view.

  14. Caption this! What is Trevor and Pig the Pug thinking and saying?

  15. Research the two dog breeds and compare. Use the precise vocabulary in a review.

  16. Investigate other dog stories!

 

My favourite is an Alison Lester book…

Added extra! Check out the teaching idea at:

 

https://andreahillbrick.com.au/the-wonder-of-words/

 

Enjoy!

Andrea

Andrea Hillbrick

Book Club:

Have you joined yet?

Check out the details at:

https://andreahillbrick.com.au/shop-online-resources/book-club-2/ 

Join any time to receive all the teacher resources for each book during 2021!

 

 

Take Away Teaching Ideas #29

BUTLEIGH FARM

Written by Di Hickleton

Illustrated by Melanie Macilwain

 

View Di’s website – www.butleighfarm.com.au

 

I have had the pleasure of knowing Di for many years!

It is so exciting to have Di collect and generate engaging ideas from her beautiful picture story book and for me to share them with you!

 

Thank you, Di, for preparing the Take Away Teaching Ideas #29

 

 

READING:

BOOK INTRODUCTION AND DISCUSSION ABOUT PRIOR KNOWLEDGE

So many questions could be asked …..…….

“What do you think the book is about?”

“Why would these animals be chosen for the front cover?”

“What other animals might you see on a farm?”

“Where do you think this farm might be?”

“Unusual name for a farm. Do you think the illustration on the back cover has anything to do with it’s name?”

“How do you think the animals might work together?”

“What things could animals possibly help with on a farm?”

“Why do you think there is a shovel on the dedication page?”

“What secrets could the animals have?”

“Is Murgheboluc a real place?”

Watch the Book Trailer:

 

 

 

READ AND DISCUSS THE BOOK

So many questions and connections can be made throughout and at the end.

“What wonderings do you have after reading?”

Put questions, connections, and wonderings on sticky notes during and after reading.

Display and discuss.

 

“Is Butleigh Farm a real place?”

“Do you think the animals are real or made up?”

“Why would Di have put can you guess who else lives on Butleigh Farm? on the last page?”

“What might be this character’s name?”

 

AFTER READING ACTIVITY IDEAS

Text to Self – share a story about yourself that is related to a story or character in the book.

 

Record yourself reading Butleigh Farm. Remember to read fluently, with expression and at a good pace.

WRITING:

FOCUS ON THE 6+1 TRAITS OF WRITING

Critique the book using the trait checklists below.

Use them for your own writing following through each of the traits.

READ AND DISCUSS THE BOOK

“Does Butleigh Farm have a Bold Beginning?”

“Does it hook you in to read more?”

Compare it with other books.    Make an anchor chart.

Write a different beginning to Butleigh Farm.

 

Repeat for Mighty Middles and Excellent Endings

 

“Do the animals have personalities?”

“Which is your favourite?”   “Why?”

“Could you think of other words to describe the animals?”

Look at your own writing.

“Do you get a feeling that the reader will really know your characters?”

 

Look at the Meet the Characters page under Books on the website.

www.butleighfarm.com.au

 

AFTER READING ACTIVITY IDEAS

Make your own book trailer for a book you have written or a book you really enjoy reading.

“What are the important things to include?”

 

Make a class set of Character Cards.

“What are everyone’s likes, favourite food, favourite song, etc.

 

Research a farm animal.

Present a poster, PowerPoint presentation, etc about what you found out.

Include interesting facts, features, habitat, care needed, food, importance on a farm, etc.

 

Write a letter to Di or Mel telling them some of your questions or wonderings.

 

Bubbles and clouds – Using speech bubbles/ thinking clouds and pictures of the Butleigh Farm characters, draw a conversation between two of the characters.

 

MATHEMATICS:

SUBITISE

“Look fast with your eyes and subitise”.

– apples on page

– windmill blades

 

PROBLEM SOLVING

e.g.     If there are 3 different types of farm animals in the top paddock with a total of 24 legs, what animals could they be and how many of each?

 

MAPPING

  • birds eye view
  • directions

Design a map of what your farm would look like and include if you had one.

 

Look at the Explore the Farm page under Books on the website.

www.butleighfarm.com.au

MEASUREMENT

  • perimeter
  • area
  • time – o’clock / half past
  • timelines

e.g.  – 6 o’clock – Bonnie barks at chook house

– 7 o’clock – Nanny comes outside

– 7:30am – Pa’s coffee is ready

“When do other daily events happen?”

“What times / routines do you have at home?”

“Would the animals have same bedtimes as you?”

 

SHAPE

2D – plan a farm (see above)

3D – build a farm (Lego, blocks, cardboard, nets)

 

COUNTING

by 1s, 2s, etc

forwards and backwards

  • apples (end pages)
  • windmill blades
  • flying birds
  • chickens
  • eggs
  • sheep in paddocks –

feet, tails, eyes, etc

  • fence posts
  • stairs
  • verandah posts
  • garden beds
  • flowers
  • spots on Nanny’s gumboots
  • stripes on Nanny’s top
  • fence palings on front gate
  • apples (complete book)
  • sheep (complete book)
  • shovels

 

STEM:

FARM MACHINARY

“What machinery / tools would you find on a farm?”

  • how do they work?
  • what do they do?

 

MATERIALS

– building animal enclosures – strength / waterproof / etc.

 

HABITATS

“What other animals could live at Butleigh Farm?”

“What would they need to be happy and comfortable?”

Design your own farm.

“What animals would you have?”

“What food would you have to buy / grow?”

– Sustainability!

 

ART:

“Do you think Mel has captured the animal’s characteristics in her illustrations?”

“Would you change how they look?”

Do some sketches of the animals.

Explore different mediums to create unique characters for your illustrations.

“Could this book be illustrated using only 4 colours like in Harry the Dirty Dog by Gene Zion?”

Explore using different colours.

“Does it change the feel of the book?”

 

TEACHING FOCUS:

Butleigh Farm can be used for many specific teaching focuses. Check out the extensive list of examples below.

Finally …………

 

DID YOU FIND THE SHOVEL ON EVERY DOUBLE PAGE?

 

Enjoy and take care.

Andrea

Andrea Hillbrick

Take Away Teaching ideas #28

Here We Are

Oliver Jeffers

One of my all-time favourite books and authors!

 

View the story here:

 

In this edition I have explored the book as a mentor text for writers. I have listed the trait, goal with page number and evidence within the text.

 

Ideas:

  • The topic is narrow, clear, and manageable.

 

Front Cover:            Here We Are Notes for living on planet Earth.

 

Page 3:                    It is a big globe,

                                   floating in space,

                                  on which we live.

 

  • The pictures enhance the key ideas.

 

Page 13:                 Labels on the body illustration

                                           Brain (for thinking)

                                           Heart ( to pump your blood)

 

Page 15/16:            Illustrations of the people

 

Organisation:

  • It has an introduction that is an “attention grabber”. The reader is interested in reading on.

 

Page 3:                 Well, hello.

 

Page 6:                 So let’s get started with a quick tour.

 

  • The conclusion leaves the reader with resolution.

 

Page 31:              Make sure you look after it,

                              As it all we’ve got.

 

Page 37:             You’re never alone on Earth.

 

Voice:

  • The reader feels “connected” to the writer.

 

Page 2:               *Probably not to scale

 

Page 3:                Well, hello.

 

Page 28:              Just remember to leave notes for everyone else.

 

Word Choice:

  • The words are specific and build understanding.

 

Page 13:             Labels on the illustration

 

Page 30:            7,327,450,667 and counting.

 

  • The selection of words should help the reader see, feel, hear, taste, or understand.

 

Page 8:               hot, pointy, cold, bumpy, flat, dry, wet

 

Sentence Fluency:

  • The writer chooses words that sound good, and the writing is easy to read.

 

Page 30:              It looks big, Earth.

                               But there are lots of us on here.

                               So be kind.

                              There is enough for everyone.

 

Conventions:

  • Punctuation is accurate and appropriate.

 

Ellipsis:

Page 11:                Though it can get pretty complicated

 

Page 32:             Now, if you need to know anything else

 

Presentation:

  • There is an alignment between the text and visuals.

 

Page 17:                They come in even more shapes, sizes, and colours.

 

Page 21 & 22:       Things can sometimes move slowly here on Earth.

 

Page 35:               …you can always ask someone else.

 

Have fun exploring this text with your writers!

Andrea

Andrea Hillbrick

NEW FOR 2021:

Book Club:                                  Join Up Now!  

The second teaching resource was emailed on 17th of February 2021!

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Join any time to receive all the teacher resources for each book during 2021!

Take Away Teaching Ideas #27

Back to School Tortoise

Lucy M George

 

Happy New Year Everyone!

Every time I share this story the audience LOVES the ending! An awesome book to share on the first day of school with colleagues and students.

 

The story is about a tortoise who is afraid of going back to school. The tortoise is being brave and resilient, with a surprise at the end!

 

View the story below:

 

 

Real Thing:

Investigate, observe, draw, feel and create a tortoise.

Check out the ideas at this blog!

http://mrsmyerskindergarten.blogspot.com.au/2014/06/inquiring-about-tortoises.html

 

Sensory Tray:

Collect objects and present them on a tray so the students can use the five senses to gain an understanding of the story.

 

Picture match with the objects in the text such as the objects on the breakfast table.

Explore the mathematics about breakfast:

  • What time of the day is it?
  • What do you do before and after?
  • How many things do you eat?
  • What is your favourite breakfast food?
  • How much does your breakfast cost?

 

Make an alphabet book related to the story or your first day/week at school. Did you include mathematical terms?

 

Words around us:

Match the words from the text to environmental print in the classroom.

Add words from the story to the classroom word wall. Use the words in your writing.

 

Count words:

Rewrite a sentence/s from the story for the students to count the words. The students put a counter on each word.

 

We are going on a T hunt:

Tortoise begins with ‘t’! Provide each student with a letter ‘t’ attached to an icy pole stick. Search for the letter in the classroom, in books or in students’ names.

 

What’s in the box?

Inside the box is a tortoise mask. What animal do you think is in the box? The animal is the main character in our story. Read the factual clues to help you make a prediction.

If you would like these clues for this learning experience send me a request via email: andrea@andreahillbrick.com.au

 

Do the book:

Act out being the tortoise wearing your school bag.

Using a clothes basket move like a tortoise.

 

Create a sound scape for the story. This involves the students using musical instruments or everyday items to create sound effects for pages in the book.

 

Picture Retell:

Retell the story by sequencing the images.

Puppets:

Excite your students about the text using a tortoise puppet. The students can retell the text aloud using the puppet.

 

Text to self-connections:

When have you been brave? How did you feel? What helped you?

 

Text to self connections:

How do you feel about returning to school? What advice would you give Mr Tortoise?

 

Text to text connections:

Was the tortoise brave in this story? What was the same in the two stories? What is different? Do you know another story that had a brave character?

View the text below:

 

Innovate the text:

 

What would be a different ending to this story?

What other animals could be in the story? How would it change the story?

Can you rewrite the story as you as the main character?

What could be a different setting, problem, and resolution for Mr Tortoise?

 

Launch your 100 days of School count! Begin with a display of ten empty tens frames. Add an adhesive dot each day!

Create a survey to find out everyone’s favourite lunch at school. Graph the results.

Research the differences between a tortoise and turtle. How will you share this information?

 

Have a great start to your school year!

Andrea

Andrea Hillbrick

 

NEW FOR 2021:

 

Book Club:

Have you joined yet? First teaching resource will arrive to you on the 17th January!

Check out the details by clicking on the link below.

Join any time to receive all the teacher resources for each book during 2021!

 

Upcoming Webinar:  Writer’s Notebook

During the webinar Andrea will:

  • Explore key ideas related to generating and collecting ideas in a Writer’s Notebook.
  • Investigate four detailed lessons plans with images of examples
  • Provide strategies to differentiate
  • Share HHH – Hillbrick Handy Hints!

Each participant will receive a teaching resource with four detailed lesson plans and strategies to differentiate. The lessons are designed to be implemented the ‘very next day!’

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Take Away Teaching Ideas #26

Harry The Dirty Dog

By Gene Zion

Pictures by Margaret Bloy Graham

It’s a family affair!

My family are the world to me! They are also a pivotal part of my business. Chelsea and Emma drive the online and design elements of my business. They are both so talented and generous. I am so blessed.

It is a thrill that my granddaughter Emma has collaborated with me to create this edition for you. Emma has just completed her third year of teaching training. As you can imagine I am so proud!

 

Harry is a white dog with black spots who hates to take a bath. One day he gets so dirty he has black fur with white spots Where’s Harry?

 

This engaging story was first published in 1956. It is an all time favourite of mine!

 

Enjoy a video of the story.

 

Watch Betty White reads the story.

 

Wonder:

I wonder why Margaret the illustrator only used four colours in the pictures.

Harry has a double letter in his name. I wonder how many words you can find with double letters.

Harry was a little dog with black spots who liked everything excepthaving a bath.  Everything is a compound word. I wonder what compound words you can find in books.

I wonder what you like to do and not like to do! Make a T chart to share your preferences.

I wonder how Harry and his family may have been feeling throughout the story.

Harry can do tricks. I wonder what tricks you can do. Make a short video to share your tricks.

I wonder if you have a story to share one time that you got very dirty!

I wonder what message you gained from the story.

 

Create:

Speech captions for Harry throughout the story.

Sound effects for the different settings in the story – train station, tip truck…

Your own story about Harry. What adventure does he get up to?

A story to show the problem and solution of this story.

A math game! Draw an outline of Harry. Collect a dice and counters. Roll the dice three times. After each roll to add the counters onto Harry. The counters are Harry’s spots. How many spots altogether?

A bird’s eye view map of Harry’s adventure. Where did he go?

An alternate route for Harry to escape from being washed.

A timeline to capture Harry’s adventure.

A procedure on how to wash a dog.

 

Investigate:

Using white paint on black cardboard and black on white cardboard to create a picture of Harry.

Washing muddy animals. Mix up some mud, dip in some plastic animals and wash in some soapy water. How did it feel? What did it smell like? What happened?

By researching an animal that you would like to have as a pet.

Other animals that have spots. What facts did you find about these animals?

By surveying your friends and family about their favourite animal with spots.

The two other books about Harry. What is the same and different?

                                               

 

This book was first published in 1956. Where do you find the publication year in a book? Investigate books in your classroom. What did you find?

Other books that the pictures are created by Margaret Bloy Graham. What did you find?

Harry plays tag with the other dogs. Investigate the number of dogs on the page.

  • How many ears altogether?
  • How many legs altogether?

What else could you count and share?

Mixing detergent and water to make bubbles.

 

Would you love a teaching resource for an awesome book emailed to you once a month?

 

Sign up for 2021 Book Club

https://andreahillbrick.com.au/shop-online-resources/book-club-2/

 

 

 

Sending my best wishes to you and your families.

Andrea

Andrea Hillbrick

 

Take Away Teaching Ideas #20

The Wonderful Wisdom of Ants

By Philip Bunting

View the story 

 

Visit Phillip’s website: https://philipbunting.com/

 

The people I meet and collaborate with is a major bonus of my work. In this edition I have had the pleasure of collaborating with a friend from WA! We were lucky to meet at AISWA professional learning opportunities in Perth.

Sarah Lilley is passionate about all aspects related to learning and is always willing to share how she transfers new learning into her classroom.

I truly thank Sarah for collaborating with me to create these teaching ideas for you! 

 

Reading:

This book links to predicting, summarising, and making connections.

  • Predicting: Why do you think Phillip drew an ant inside the front and back cover? The labels on the ants are different why? Confirm or reject your prediction after reading the book.
  • Making connections: What objects do you use on pages 1 and 2? Where do you find them? How do you use them?
  • Predicting: Before you read pages 3 and 4: There are lots of ants on Earth. How many do you think there are?
  • Predicting: Before you read pages 7 and 8: What do you love to do? What do you not like to do? What do you think ants love to do?
  • Making connections: Pages 21 and 22: Connecting knowledge about using the recycling bins around the school with how ants naturally recycle. The idea of using a compost bin to help feed a worm farm and create better soil is also utilised by ants.
  • Summarising: Pages 22 – 26: Philip summarises the amazing feats of ants by using key words to explain the most important aspects of ant life: Love your family; Waste nothing; Always do you best for others around you.
  • Summarising: Create a matching game of terms, pictures and definitions.
  • Summarising: Create a table of what ants love and do not love. Create a table of information about yourself!
  • Making connections: Investigate another book created by Philip. Were you able to make text to text connections?

Writing:

This book lends itself to writing to inform and vocabulary.

  • Vocabulary: What would you write in the caption on page 1?
  • Factual writing: Pages 13 and 14 explore the jobs that occur in an ant colony. It highlights the use of keywords (rather than sentences) to display facts. This would link in well with HASS concepts about community members and the jobs they do. An interview with Mum and Dad, or a member of the school community, could be the final outcomes.
  • Vocabulary: Pages 17 and 18: What is odorous? aromatic? pheromones? These challenging words lend themselves to using scents in playdough on the Sensory Table. Focus on how smells evoke memories i.e. What does this citrus smell remind you of? (making lemon slice with my Nanna).
  • Vocabulary: Pages 19 and 20: The words that have a lot of syllables/claps. Omnivorous, carnivorous, herbivorous. What animals are herbivorous?
  • Vocabulary: What words would you add to your classroom word wall with your students? How would you support them to use these words as writers?
  • Factual Writing: Write your own pledge/action plan in response to the message on the last page of the book.
  • Factual Writing: Create an image of ants by using your fingerprints. What ideas have you collected for your writing? What can you now write about?
  • Factual Writing: Observe an ant farm and jot down your observations to include in a factual piece of writing.

 

Mathematics:

This is a great book to explore number, time, direction, mass, shape, and size.

  • Shape: What shapes can you see on the front cover of the book?
  • Number: What is the number on pages 3, 4 and 5?  How many zeros are in this number? What is the biggest number you have counted to?
  • Mass: On page 6 there is a picture that shows the weight of ants and humans. Heft a range of objects to find two objects of the same mass. Draw and label your objects. Weigh the objects using balance or kitchen scales.
  • Size: List words to describe the size of ants.
  • Direction: Pages 11 and 12, which explains how colonies are like villages is a great inspiration for teaching direction. It shows ants walking left and right and could be used for exploring positional language. Even though it is not a ‘birds eye view’, this page would also prompt the creation of a map of a village the students are familiar with; the classroom, ECC or school.
  • Time: Ants have powernaps. The sign says, ‘back in a minute’. What can you do in a minute? How will you record your findings?
  • Shape: The reduce – reuse – recycle symbol is three arrows. Where else do you see this symbol? How will you collect this data? How will you present your data?
  • Number: Ants have six legs. Can you find collections of 6 inside or outside? Photograph or draw your collections.
  • Number: Ants have six legs. Investigate the number of legs of other living things. How will you present your data?

 

A bonus social domain: Working as part of a team:

  • Pages 15 and 16 explain how ants work as a team. This video demonstrates how amazing ants can be when they have to traverse a gap.

 

This is such an engaging text – we thoroughly enjoyed planning these teaching ideas for you!

When you implement one of these ideas tag me in on your post! Sarah and I would love to see these ideas come alive! 😊

 

 

Enjoy and take care,

Andrea

Andrea Hillbrick

 

Take Away Teaching Ideas #19

The Pear in the Pear Tree.

By Pamela Allen

When John and Jane went out walking what did they see? They saw a pear in the pear tree. This humorous rhyming story tells of their attempts to reach the pear.

 

 

 

 

I am sure you will agree with me that Jazz has prepared so many opportunities to explore this story across the curriculum! Jasmine O’Brien is the Learning Specialist at Portarlington Primary School, Victoria. You can tell by this edition that Jazz is passioniate about linking literature across all areas of the curriculum. We both share a passion for mathematics. I am grateful that I have the opportunity to collaborate with Jazz on a whole school mathematics initiative at her school.

On behalf of us all – thanks Jazz for sharing your highly practical and engaging teaching ideas.

 

Literacy:

Reading:

  • Punctuation (exclamation, ellipses, question marks, talking marks, full stops, hyphen)
  • Rhyming words (letter patterns and phonics)
  • Problem and solution
  • Fluency (using pictures to support reading)

Writing:

Narrative writing-

  • Onomatopoeia
  • Dialogue
  • Author study- Writer’s crafts

Mathematics:

Measurement:

  • Weight (hefting, balancing, mass)
  • Distance
  • Height
  • Informal and formal measurement

Problem solving:

  • Estimate, test, prove

Social and Personal Capabilities:

  • Team work
  • Persistence
  • Sharing

 

Teaching ideas:

In Pamela Allen’s story The Pear in the Pear Tree she cleverly uses a combination of simple sentences, questions, dialogue, punctuation, rhyming and onomatopoeia to engage her audience. This story explores desire, teamwork, problem solving, weight and luck. It is a fantastic story to unpack with students as it prompts lots of rich learning.

  1. Students to explore words for sounds. Students to play a ‘sound (onomatopoeia) heads up’. Students to hold up pictures of objects, things etc… (drum, wind, cow) above their head and their partner must make the sound for that item. The person must guess the object, thing or item. They have 30 seconds each. Most sounds correct gets to select first the card they wish to publish and make a class display for. Students to record all their sounds at the end of each round.

  2. Teacher to model how to categorise/sort rhyming words. Have students explore rhyming words in the story. Why did the author use rhyming words? What do they notice about some words when they rhyme? (the same letter patterns, blends that make a particular sound i.e. shout, out). What letter blends are different but have the same sound? (scare, air) Can you think of other words that rhyme but have different spelling patterns? Students to make a ladder of letter patterns to show as many words that rhyme as they can.

  3. Introducing problem and solutions. Write a summary using the prompts the problem was… The way the author solved the problem was…

  4. Students to write a sizzling start using onomatopoeia.

  5. Exploring secretarial skills in writing. Read Pamela Allen’s story and identify the many different types of punctuation. What does each one mean? Depending on level of learning make between 2 to 6 punctuation boxes (see below). Teacher to have students sit in a fishbowl. Give students prewritten sentences and have them sort each sentence into its correct punctuation box. Each student should explain why they chose the box i.e. this is a question because it begins with the word ‘how’ so it must end with a question mark etc… Students to then independently write sentences using their knowledge of the punctuation explored.


  6. Measurement (building mathematical vocab, connections and understanding through estimation and investigation)- Students to explore weight using informal measurement. Students to collect items from around the class. Students to draw a table with 5 columns (items, estimated heaviest, hefting heaviest, scales heaviest). See below. First lesson students to estimate and use hefting to find weight of items. Second lesson students to test their hefting with balance scales and give a reason as to why they think an item is heavier (it is longer than the other item). Another column can be added for formal measurement using scales as needed.

    Items Estimated heaviest Hefty Heaviest Balance Scales

    Heaviest

    what is the reason?

     

    Pencil and cup Pencil Cup Pencil  

     

     

  7. Have students use various items (coat hanger, string, cups, ruler, cylinder etc…) provided by the teacher to create their own balance scales. Estimate, investigate, record, explain and prove the weights of items.


  8. Measurement- weight. Students to create their own catapult. They must collect 4 items to catapult. Students to estimate which one will travel further. Students to use a 1 metre piece of wool or string taped to the floor with a drawing of a pond at the end. Can my item make it to the pond? Students to write down a yes or no for each item and a reason why they think it will or will not make it to the pond. Students to test each item.

  9. Measurement- Using the catapult from the previous lesson students to measure distance. Students to choose 4 items to catapult. Students to decide how they will measure the distance (Unifix blocks, string with pegs, counters, measuring tape). Students to estimate which item will travel the longest distance and which will travel the shortest distance. Students to test, record and discuss.

  10. Problem solving- How would you reach the pear? Put a pear in the classroom out of the reach of the students. Ask students to estimate the height of the pear (is it a student and a half high, or 4 chairs etc…) Teacher to then use a piece of string to show the actual height of the pear. Students to be given the string to compare their measurements. Students to plan how they would get the pear in a realistic and safe way. Students to write a script with a team/partner and create a puppet play to show how their characters would get the pear.

In my Literacy Shop there are some teaching ideas for Pamela Allen’s books – check them out 😊

 

Enjoy and take care,

Andrea

Andrea Hillbrick

 

 

Take Away Teaching Ideas #10

The Tiny Star

By Mem Fox and Freya Blackwood

Once upon a time, although this happens all the time, a tiny star fell to earth . . .

This touching and timeless story combines, for the first time, the talents of world-renowned author Mem Fox with the heart-warming illustrations of Freya Blackwood. These two luminaries craft a truly unique and moving story about the journey of life, to be cherished and shared for generations to come.

A special treat for me! I am collaborating with my dear friend whom I started teaching with. Elissa Jackson @lissandtrev and I had a team-teaching classroom many years ago. It was in this classroom I developed my beliefs as a teacher.



View the engaging video preview of the book HERE 



Listen to Mem and Freya talk about their book. It is so insightful! HERE



Listen to Mem Fox read the story HERE



Elissa and I have collaborated to plan these teaching ideas for you!



Reading:

This story provides the perfect opportunity to ….

  • Make predictions – Before reading the text, give the students the first line of text and ask them to illustrate the first page. The students explain their illustration and the connections to the first line of the story.
  • Consider the illustrator’s perspective – look at the illustration on the first page and discuss what Freya has included. After reading the whole text, return to the first page and revisit the illustration and hypothesise why.
  • Allow students to share their understanding of the text by retelling the story. Prior to a second reading of the story, let students know they will be retelling the story, and allow them to jot down their thinking during the second reading.
  • Explore the deeper meanings of the text – think about the meaning of the star used throughout the book – the star in the sky, on the quilt, the baby as a star
  • Grapple with some of the themes in the text:
    • Why does birth bring a community together?
    • What does it mean ‘…a life that it lived to the full?’
    • What does the author value in life?
    • How does she show that?
    • What does the illustrator value in life, how does she show that?
    • Why is it important to remember?
  • Have a look at some other books about growing old and remembering e.g. Wilfred Gordon McDonald Partridge
  • Talk about the ‘Circle of life’ – how is it depicted in The Tiny Star? How is this similar/different to The Lion King?
  • Infer the characters’ feelings. What would the characters be thinking and saying in this illustration?

the tiny star

  • What do you think about when you look at the night sky?
  • Enrich vocabulary – list the words and phrases that reflect the feelings of love – wrapped gently, took it home carefully
  • Think like an illustrator: Why has the illustrator chosen to use the colour blue so predominantly? How does it make us feel? Compare to Shaun Tan’s The Red Thing.
  • Research – What inspired Mem to write this book?

Writing:

I have used this as a mentor text for …

  • Explore sizzling starts. Look at the first line of the story – what makes it awesome? Go to the library and find 6 more awesome opening lines for a story.

the tiny star

You could just look at other books by Mem Fox or branch out into a range of texts. Keep a collection of Sizzling Starts as an anchor chart in the classroom.

  • To inspire students to share writing about themselves and their family. A family photo may be helpful to generate an idea.
  • Looking at the power of using pairs of descriptive words – rounder and rounder, caring and kind, loving and wise, loved and adored, …

Mathematics:

This is an ideal book to explore …

  • Timelines – show the events in the text on a timeline.
  • Time – what are the things you do when there is a night sky?
  • Really big numbers! How many stars are in the sky? Ask the students to make predictions, then do some research to check you answer. Brainstorm some other collections that could be really large.
  • …forever… the last line of the text is ‘forever’. How long is forever? We use the word ‘forever’ to describe a length of time – brainstorm the times you have said ‘forever’ and think about the time it described.
  • Problem solving – Freya has included many animals in the illustrations. How many can you find? How many legs are there altogether?
  • Measurement – The baby in the story grows taller and taller. Can you build a tower that is tall and another tower that is taller? How many blocks are in each tower?
  • Patterns – design and create your own quilt. What shapes and colours did you use?
  • Symmetry – draw a symmetrical star. Provide instructions to a friend to draw it too!
  • Size – use a range of materials to create a tiny star.

It was such a treat to plan learning experiences for this story – I did shed a tear or two.

Enjoy and take care,

Andrea

Andrea Hillbrick

Take Away Teaching Ideas #9

I Wish That I Had Duck Feet

I wish that I had duck feet

By Dr Seuss

A young boy weighs the pros and cons of possessing various animal appendages–such as a duck’s feet, a deer’s antlers, a whale’s spout, an elephant’s trunk, and a long, long tail–only to decide that he’s better off just being himself. A zany, insightful story that beginning readers will wish to hear again and again.

 

Such a fun story to share!

 

You can view the story HERE. 

 

Here are my top 20 teaching ideas for you! (In no particular order)

  1. Create a mobile of all the rhyming words. Use colour coding the show the rhyming words.
  2. Use instruments and everyday objects to create a sound scape to match a scene in the book
  3. Think, turn and talk: If you could have one wish from the story, which would you choose? Why?
  4. Lucky dip an animal toy from a bag. What would be your wish? Draw your idea.
  5. Using a photo of yourself had an animal feature.
  6. Make some duck feet from cardboard or material. Tie onto your ankles or shoes and experience having duck feet. What did you find out?
  7. Create a long, long tail. How can you measure your tail? How will you record the measurements?
  8. Can you write the word SPLASH as an onomatopoeia? (The formation of a word from a sound associated with what is named) Can you find some other suitable words in the book?
  9. Make a list of all the wishes from the book. Survey your friends to find out the most popular wish.
  10. Play charades to show animal movements and features.
  11. What is the purpose of the hyphen in the name Which-What-Who?
  12. Create a Y chart to describe the Which-What-Who.
  13. What do you think the message of the story is? Make a poster to share the message.
  14. Create a T chart to explore the pros and cons of all the animal features.


    Animal Feature:

    Pro:

    Con:

    Deer Horns

    Carrying lots of things with you

    Tricky to get into doorways

    Elephant Trunk

    Playing on the playground

    Washing things at home



  15. Collect images of animals and create your own animal by selecting features from different animals. What is your animal called? What would be a good story to match your animal?
  16. Create a 3D scene for one settings in the book.
  17. Collect up to fifteen words from the book and sort them as nouns, verbs and adjectives. What did you find?
  18. Select your favourite page from the book and practise reading fluently. Video your reading.
  19. Find some animal facts in the book called Actual Size by Steve Jenkins.

    Actual size
  20. Add talk and think bubbles to the pages of the book. What would be inside those bubbles?

Teaching Ideas



Enjoy and take care,

Andrea

Andrea Hillbrick