A FLIGHT OF FANTASY

8/22/2019 A FLIGHT OF FANTASY

1/23

A flight of fantasy Year level: 26Unit of work contributed by Gretel Watson, Curl Curl North Public School, NSW

R6765 Kaboodle - There's dragons With !er"ission of the #ictorian Colle$e of the %rts Re!roduced courtesy of

the %ustralian Children&s 'ele(ision )oundation %ni"ation by Ste(e )rench

%b t th it
http://www.scootle.edu.au/ec/resolve/view/R6765%20http://www.scootle.edu.au/ec/resolve/view/R6765%20


2/23

%b t th it

ResourcesDigital curriculum resources

27 Dream machine: similes

R676 Molly makes music

R7848 Lift Off - Cheeze

R6765 Kaboodle - There's dragons

Internet sites

1arly years book club9 htt!9::wwwo;!ro

?iddle years book club9 htt!9::wwwo;!ro


3/23

'eachin$ the unit

Setting t"e scene

Resources

Tashi, %nna and arbara )ienber$, %llen @ Unwin, 5

*ntroducin$ 'ashi worksheet =!a$e 3>

*nitial writin$ assess"ent rubric =!a$e >

R676 Molly makes music

R7848 Lift Off - Cheeze

R6765 Kaboodle - There's dragons

27 Dream machine: similes

%eac"ing and learning activities

Introducing %as"i

'ashi is Dack&s i"a$inary friend Share the first story in Tashito disco(er "ore about hi"

!hat do e learn about Tashi" #ack and his $arents from their e%ents" actions" ords" thoughts"

attitudes and feelings&

s Tashi real&


4/23

!ssessment%t the end of this first story, 'ashi is about to tell Dack about how he tricked the last dra$on in

the world

%s a class, watch R6765 Kaboodle - There's dragons, and then ha(e students write a

descri!tion of the last dra$on in the 'ashi story and where that dra$on "i$ht be Use this

descri!tion to assess students& co""and of i"a$inati(e, descri!ti(e and fi$urati(e

lan$ua$e usin$ the *nitial writin$ assess"ent rubric =!a$e >

.a(e the students draw their dra$on

(o are the draings the same&

(o ha%e e used hat e already kno about dragons to dra them&

Bistribute the descri!tions and ha(e other students inter!ret these in drawin$s Co"!are these

drawin$s to that of the writer .a(e the writer and the illustrator discuss the inter!retation

!hat more information did the riter need to include so the $icture could become more like the

image the riter imagined&

Read the story of how 'ashi tricked the dra$on

I ti ti


5/23

.a(e the students i"a$ine that they are 'ashi

(o do you feel hen the Magic !arning +ell screams out ,so loud it seemed the sky ould

break*&

Knoing hat you kno about Tashi" ho is he likely to res$ond&

.a(e students dra"atise their thou$hts and feelin$s #ideo the results Use the WriterAinA

role te"!late =!a$e 5> to record how 'ashi feels at this !art of the story

%"e (loomin

1+a"ine the !icture of the Gloo"in&s $reat boots as they sla""ed -into the earth like doors on

the $iant&s castle&

!hat do the $icture and the ords tell us about the sort of creature that the loomin is&

%dd synony"s for -fierce& to the wall of words

.a(e students dra"atise and describe how the Gloo"in "o(es based on the !icture and the

te+t 'alk about the way we can "o(e and add synony"s for -went& to the wall of words

Su$$est for e+a"!le -thu"!in$, thunderin$ or sto"!in$& %sk students to dra"atise each of

these and then su$$est their own -went& words and dra"atise these

(o do you think the loomin ould mo%e&


6/23

.a(e the" draw their inter!retation of the Gloo"in and discuss why these !ictures (ary so

"uch in a way that their !ictures of dra$ons do not

efore ha(in$ students write or record their descri!tion of the Gloo"in, "odel how to focus on a

!articular feature Create a sentence about this feature

Warts as lar$e as !ebbles co(er his face

rown coarse hairs stick out between his teeth

Scars co(er his hideous sFuashed face

.a(e the students co"!lete the Bescri!tion worksheet =!a$e 7>

%s well as usin$ (i(id ad


7/23

%"e dark of darkness

Read the story, sto!!in$ as 'ashi is lea(in$ the (illa$e with an idea for"in$ in his head

Biscuss -Bark see!ed out of .ai Pin$&s house, s!illin$ onto the !ath, across the sFuare&

(o else might the dark mo%e&

1ncoura$e the students to use both (erbs and si"iles and add their su$$estions to the wall of

words Bra"atise the darkness see!in$ across the (illa$e by usin$ a lar$e black cloth to$radually en(elo! a $rou! of students 2ea(e it o(er the" for a "inute or so and then ha(e

the" describe how they felt

(o ould the %illagers be feeling" es$ecially hen they hear that ogres ha%e been knon to

cause years of inter&

%aking action

Biscuss what action the (illa$ers "i$ht take .old a town "eetin$ and discuss what should be

done .a(e the students take on the role of the (illa$ers to !ersonalise the !roble" %!!oint a

"ayor to "aintain order and ensure that e(eryone has a turn and that the (illa$ers listen to one

another Becide on a solution that will address the Gloo"in&s !roble"

Put the Gloo"in in the hot seat a$ain Refer to the Gloo"in chart =!a$e 6> and ha(e

the (illa$ers e+!lain its i"!act on the" !ersonally and on the (illa$e as a whole

1ncoura$e the students to e+!ress these feelin$s as si"iles .a(e one tell the Gloo"in


8/23

! glad (loomin

Continue readin$ the story until 'ashi returns the cat to the Gloo"in Now that the students

ha(e a clear !icture of it, how do their !erce!tions of the Gloo"in chan$e/ Now that they ha(e

seen its res!onse to the kittens, how ha(e their !erce!tions chan$ed/ Record their

obser(ations

Co"!lete the WriterAinArole te"!late by writin$ and drawin$ about how 'ashi feels as -the dark

dries u! like !uddles after a su""er stor"&

.a(e students consider a ti"e when they ha(e been troubled and felt like they were surrounded

by a dark cloud .a(e the" draw how they felt when the !roble" was sol(ed

ack to t"e aron

Co"!are the !ictures of the (illa$e celebration and the aron in the forest after he realises he

has been tricked

!hat do you think ill ha$$en hen the to meet again&

!ssessment

.a(e the students write or record a retellin$ of the story Bifferentiate the task accordin$ to

ability by ha(in$ the" choose the !ers!ecti(e of9

a narrator

' hi


9/23

%eac"ing and learning activities(enies, giants and g"osts

*n other stories in this series, 'ashi battles a$ainst creatures such as $enies, $iants, $hosts and

de"ons Usin$ what they ha(e learned about 'ashi fro" the two stories read so far, discuss

how 'ashi is likely to o(erco"e these creatures ou can also read so"e of these ad(entures

Co"!lete the *ntroducin$ 'ashiworksheet =!a$e 3>

Drawing conclusions

Resources

Sha!e of narrati(e te"!late =!a$e 8>

There once as a boy called Tashi"%nna and arbara )ienber$, %llen @ Unwin, 344

%eac"ing and learning activities%"e s"ape of narrative

1+!lore the difference between nonAfiction and fiction

/re these stories about Tashi orks of information or imagination&

Could they be called narrati%es& !hy&

f the essential elements of narrati%e can be described as ,0ometime" somehere" someone

t d thi b + t 0 2i ll * h d thi t t th it i &


10/23

Work with your teacher librarian to set u! a dis!lay of fantasy titles

!hat are the common elements of a fantasy story&

Construct and conduct a sur(ey to deter"ine who likes to read this $enre and why *dentify

other fantasy titles for this a$e $rou! and create a !athfinder9 -*f you liked 'ashi then you will

like &

(enres galoreWork with your teacher librarian to e+a"ine other for"s of narrati(e that are !o!ular with this

a$e $rou!

3%en though the settings" timeframes and characters are different" hy are all these genres still

classified as narrati%e&

ommunicatingResource

lo$$in$ software a!!ro(ed by your education authority

%eac"ing and learning activities

! %as"i #ook rap

U h t th t d t h l d t h t b k b t ' hi % b k i li


11/23

3riter4Gretel Watson

'he "aterial in this unit of work "ay contain links to internet sites "aintained by entities not

connected to 1ducation Ser(ices %ustralia 2td and which it does not control =-Sites&>

1ducation Ser(ices %ustralia 2td:

!ro(ides the links for ease of reference only and it does not s!onsor, sanction or

a!!ro(e of any "aterial contained on the SitesH and

does not "ake any warranties or re!resentations as to, and will not be liable for, theaccuracy or any other as!ect of the "aterial on the Sites or any other "atter connected

to the use of the Sites

While the "aterial in this unit of work is not re"unerable under Part # of the Co$yright /ct

4567" "aterial on the Sites "ay be re"unerable under Part # of the Co$yright /ct 4567 *t is

your res!onsibility to read and co"!ly with any co!yri$ht infor"ation, notices or conditions of

use which a!!ly to a Site


12/23

Introducing %as"i works"eet

Record .our words "ere 3rite .our conclusions "ere

'ashi is

because

'ashi is

because

'ashi is

because

'ashi is

because

ad(enturous, a"bitious, arro$ant, bad, bold, bossy, bra(e, careful, careless, carin$, char"in$, cheerful, cle(er, curious, dishonest, ea$er,

ener$etic, e(il, faithful, fearless, foolish, friendly, funny, $entle, $reedy, ha!!y, hel!ful, honest, ho!eful, i"a$inati(e, i"!atient, in(enti(e,

intelli$ent,


13/23

unfriendly, war", weak, wicked, wise

% fli$ht of fantasy by Gretel Watson0 1ducation Ser(ices %ustralia 2td, 344, e+ce!t where indicated otherwise Curl Curl North Public School, NSW

1&


14/23

Drama assessment ru#ric

Student Date

riteria eginning 1 Developing $ !ccomplis"ed & 67emplar. '

Discussiondirectorquestions

Si"!leco"!rehensionFuestionsde(elo!ed bystudents

-)at& Fuestionsabout the characteror !lot Notnecessarilyconnected with the

"essa$es and(alues in theliterature

Iuestions based onwonderin$ that led todee!er thinkin$

Co"!le+ Fuestionsthat atte"!ted tores!ond to theauthor&s "essa$e ortook the students to

the heart of sub


15/23

Initial writing assessment ru#ric

Student Date

5eedsassistance

Stilldeveloping

!c"ieving

Clearly identifies the sub


16/23

3riter8in8role template

eginning 9iddle 6nd


1*

5ame lass Date


17/23


1


18/23

(loomin :c"art

5ame lass Date

%"e (loomin

;actions

A FLIGHT OF FANTASY

Documents

Transcript of A FLIGHT OF FANTASY