Stick Man Research Paper
OVERVIEW OF THE TEXT: ‘Stick Man lives in the family tree With his Stick Lady love and their stick children three.’But one day, Stick Man leaves the family tree and gets swept up in an amazing sequence of adventures. A dog plays with him, a girl uses him as a Pooh-stick, a swan weaves him into his nest ... Each adventure takes him further and further from his family. Poor Stick Man! Will he ever get back to the family tree?
CONTEXT: A text from the same author, students will be encouraged to make connections between the style of writing and the fictional story being told
PURPOSE: This text provides students with an opportunity to apply and reinforce their knowledge of text features and to learn how to locate information in a text.
This lesson …show more content…
Activities such as rereading the prediction and question charts and modifying predictions will provide students with additional time to think and consolidate their understanding.
• Reorganizing the same information into a graphic organizer, sorting the characteristics of dif- ferent regions on the mountainside, and labelling a mountain diagram will help students clarify their thinking.
• The use of teacher/student-generated texts could enhance student understanding of the pub- lished text.
• Rereading the text and working with small chunks of the text each day will help students deepen their understanding of the content.
Structuring whole-class and partner work will encourage the full participation of all students.
• The lessons could be extended by explaining compound words, skimming the text with students to identify the compound words, and making a list with students of the compound words and their two separate parts.
AUSTRALIAN CURRICULUM …show more content…
• monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge.
• listen for particular purposes and listen for and manipulate sound combinations and rhythmic sound patterns.
• can accurately spell familiar words and attempt to spell less familiar words, use punctuation accurately and legibly write unjoined upper- and lower-case letters.
• can create texts, drawing on their own experiences, their imagination and information they have learned and use a variety of strategies to engage in group and class discussion
Students will:
Reading
• express clear responses to written materials, relating the ideas in them (thoughts, feelings, experiences) to their own knowledge and experience;
• read a variety of simple written materials for different purposes;
• restate information in a short non-fiction text in their own words;
• identify characteristics of different forms of written materials;
Oral and Visual Communications
• talk about information and ideas in non-fiction materials, and relate them to personal
CONTEXT: A text from the same author, students will be encouraged to make connections between the style of writing and the fictional story being told
PURPOSE: This text provides students with an opportunity to apply and reinforce their knowledge of text features and to learn how to locate information in a text.
This lesson …show more content…
Activities such as rereading the prediction and question charts and modifying predictions will provide students with additional time to think and consolidate their understanding.
• Reorganizing the same information into a graphic organizer, sorting the characteristics of dif- ferent regions on the mountainside, and labelling a mountain diagram will help students clarify their thinking.
• The use of teacher/student-generated texts could enhance student understanding of the pub- lished text.
• Rereading the text and working with small chunks of the text each day will help students deepen their understanding of the content.
Structuring whole-class and partner work will encourage the full participation of all students.
• The lessons could be extended by explaining compound words, skimming the text with students to identify the compound words, and making a list with students of the compound words and their two separate parts.
AUSTRALIAN CURRICULUM …show more content…
• monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge.
• listen for particular purposes and listen for and manipulate sound combinations and rhythmic sound patterns.
• can accurately spell familiar words and attempt to spell less familiar words, use punctuation accurately and legibly write unjoined upper- and lower-case letters.
• can create texts, drawing on their own experiences, their imagination and information they have learned and use a variety of strategies to engage in group and class discussion
Students will:
Reading
• express clear responses to written materials, relating the ideas in them (thoughts, feelings, experiences) to their own knowledge and experience;
• read a variety of simple written materials for different purposes;
• restate information in a short non-fiction text in their own words;
• identify characteristics of different forms of written materials;
Oral and Visual Communications
• talk about information and ideas in non-fiction materials, and relate them to personal