Lesson Plan - Literacy – Weeks 4-5– Term 4 – Tiddalik the frog

Dreamtime/Aboriginal book study

Key Learning Area: English Year Level: Year 2

Class Size: 24 students Lesson Time: 4 x 50 Minutes

Lesson Outcome: Students will understand the importance of Dreamtime stories and what
they represent.

Learner Prior Knowledge: Many students will have been exposed to dreamtime stories prior
to this.

Supporting: Encourage students that are finding the task difficult: to use dictionaries to help
spell tricky words, receive teacher support. Be partnered with students that have sound
reading skills to support. Cut up the dreamtime story and allow them to recreate the story
using word and sentence recognition.

Extensions: Encourage more complex sentences using a range of tricky words. Create more
complex sentences.

Links to the Australian Curriculum:

English

Language

 Understand that different types of texts have identifiable text structures and
language features that help the text serve its purpose (ACELA1463)
 Identify visual representations of character’s actions, reactions, speech and thought
processes in narratives, and consider how these images add to or contradict or
multiply the meaning of accompanying words (ACELA1469)
 Understand the use of vocabulary about familiar and new topics and experiment
with and begin to make conscious choices of vocabulary to suit audience and
purpose (ACELA1470)

Literacy

 Discuss different texts on a similar topic, identifying similarities and differences

between the texts (ACELY1665)
 Use comprehension strategies by build literal and inferred meaning and begin to
analyse texts by drawing on growing knowledge of context, language and visual
features and print and multimodal text structures (ACELY1670)
 Re-read and edit text for spelling, sentence-boundary punctuation and text structure
(ACELY1672)
 Write legibly and with growing fluency using unjoined upper case and lower case
letters (ACELY1673)
Literature

 Discuss how depictions of characters in print, sound and images reflect the contexts
in which they were created (ACELT1587)
 Discuss the characters and settings of different texts and explore how language is
used to present these features in different ways (ACELT1591)
 Create events and characters using different media that develop key events and
characters from literary texts (ACELT1593)
 Innovate on familiar texts by experimenting with character, setting or plot
(ACELT1833)

HASS

 The ways in which Aboriginal and Torres Strait Islander Peoples maintain special
connections to particular Country/Place (ACHASSK049)

Aboriginal and Torres Strait Islander Histories and Culture

OI.3 Aboriginal and Torres Strait Islander Peoples have holistic belief systems and are
spiritually and intellectually connected to the land, sea, sky and waterways.

Year 2 Achievement Standard: English

Students read texts that contain varied sentence structures, some unfamiliar vocabulary, a
significant number of high-frequency sight words and images that provide extra
information. They monitor meaning and self-correct using knowledge of phonics, syntax,
punctuation, semantics and context. They use knowledge of a wide variety of letter-sound
relationships to read words of one or more syllables with fluency. They identify literal and
implied meaning, main ideas and supporting detail. Students make connections between
texts by comparing content. They listen for particular purposes. They listen for and
manipulate sound combinations and rhythmic sound patterns.

Students create texts, drawing on their own experiences, their imagination and information
they have learnt. They use a variety of strategies to engage in group and class discussions
and make presentations. They accurately spell words with regular spelling patterns and spell
words with less common long vowel patterns. They use punctuation accurately,
and write words and sentences legibly using unjoined upper- and lower-case letters.
 Lesson 1 – ‘Tiddalik the frog’

Dreamtime stories / How does it end?

Materials required:

- White board and white board markers

- Students writing books, pencils and erasers
- ‘Tiddalik the frog’ picture book
- Dreamtime notes/powerpoint
- Tiddalik ‘How does the story end?’ sheet

Pre-activities:

- Ensure white board is ready, white board marker works and cloth is ready.
- Worksheets copied.
- Picture book ready.
- PowerPoint ready

Introduction: (10 minutes)

Explain to students that we are about to read a dream time story.

Question – What is a dreamtime story?
(Use the PowerPoint to explain dreamtime stories)

Introduce students to book, ‘Tiddalik the frog’ by Anne Faundez.

Story prediction - Look at the cover of the book – What could it be about? Read the blurb
Reflect on how students think it might be a dreamtime story
*Read the story

Have a brief discussion about the story

Questions to prompt conversation
- Who is Tiddalik?
- How would you describe Tiddalik?
- Who else is in the story?
 - What was the complication in the story?
- How did the story end?

Discuss other ways that the story might have ended.

Activity: (35 minutes)

Today’s task:

 Today I want you to think of another ending to the story. I want you to think how
you might make Tiddalik laugh. Let’s have a little think. How could you make Tiddalik
laugh?

 You might have some ideas from the stories, like the lizards dancing, or telling funny
jokes like some of the animals did, of pulling funny faces or doing funny things. Or
you might have another idea of your very own. And I’d really like to hear your own
idea. Who has an idea of their own?”

Students will be given the sheet named ‘Tiddalik the frog’ to fill in the blanks about the story
and then create an alternative ending.

Students can work alone or in pairs to come up with an ending to the story.The students will
be given time to write this before handing up to the teacher. If time permits students can
share their work with the class.

Conclusion: (5 minutes)

Students will be advised when there is 5 minutes left in the lesson to finish what they are
doing and pack up. Students will place their books in a pile at the front of the class for
marking

Assessment: Tiddalik the frog sheet / Observation / Discussion

 Lesson 2 – ‘Tiddalik the frog’

Look Closer

Materials required:

- White board and white board markers (mini)

- Students writing books, pencils and erasers
- ‘Tiddalik the frog’ picture book
- Dreamtime notes/powerpoint
- Tiddalik first page photocopied to hand out to students
- Tiddalik first page scanned into the computer.

Pre-activities:

- Ensure white board is ready, white board marker works and cloth is ready.
- Worksheets copied.
- Picture book ready.
- PowerPoint ready

Introduction: (10 minutes)

Start the lesson asking the students “What is a dreamtime story?”

(Use the PowerPoint to refresh dreamtime stories)

Re-introduce students to book, ‘Tiddalik the frog’ by Anne Faundez.

Have a brief recap of the story. What happened to Tiddalik.

Activity 1: (20 minutes)

Introduce: Look Closer

Students are going to be given a passage of writing from the book.

Students will be asked to ‘Look closer’ at the writing.

Give the passage of writing to the students in pairs.

Get students to look for descriptive words.

See if students can find any ‘nouns’ ‘verbs’

Get students to write out words on a white board.

Sharing/Discussion: (10 minutes)

Students come together as a group and share what they have found in the text.

Discuss the text that the author has used in the story.

Assessment: Look closer / Observation / Discussion