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Activity 3- (10 minutes) - paint chip poetry

Each student will receive a paint chip, they must then write three short poems to do with the colour they’ve chosen

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Activity 1 (10 minutes) – group discussion

Read the poems

Pick a poem and discuss with your group what you think it’s about?

Poem 1 – Ode to My Shoes

About someone’s shoes, where they have been and where they’ve explored. It also incorporates the person’s view who has worn them

Poem 2 – Room with a View

The idea is slowly revealed at the end. Thought it was a human or some type of animal first off – turns out it’s an anemone. Lots of personification

Activity 2 (10 minutes) – acrostic poems

Write an acrostic poem using your name

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"You want a poem to unsettle something," Smith told me. She lowered her voice almost to a whisper. "There's a deep and interesting kind of troubling that poems do, which is to say: 'This is what you think you're certain of, and I'm going to show you how that's not enough. There's something more that might be even more rewarding if you're willing to let go of what you already know.' "
(Franklin, R. (2018, Apr 15). THE POEM CURE)

Group Leader - Leah
Time Keeper - Renae
On Point Person - Jimmy
Minutes -  Melissa

POEMS

Ode to My Shoes

BY FRANCISCO X. ALARCÓN

my shoes

rest

all night

under my bed

tired

they stretch

and loosen

their laces

wide open

they fall asleep

and dream

of walking

they revisit

the places

they went to

during the day

and wake up

cheerful

relaxed

so soft

Room with a View

BY STEPHEN SWINBURNE

I live in a room by the sea,

where the view is great and the food is free.

Some of the tenants come and go.

Some I eat, if they're too slow.

One end of me is firmly locked.

The other end just gently rocks.

I live in a room by the sea.

It's perfect for an anemone.

Firefly

BY JACQUELINE WOODSON

It's almost May

and yesterday

I saw a firefly.

You don't see

them a lot

in the city.

Sometimes

in the park

in the near dark

one comes out

you'll hear

a little kid shout

Lightning bug! Firefly!

It's almost May

and yesterday

I caught a firefly in my hand.

First firefly I

seen in a

long, long time.

Make a wish,

Miss Edna said.

Make a good one.

Firefly wishes always come true.

The Sun

BY GARETH LANCASTER

Don't you think the sun is bright?

I wonder where it goes at night?

Does it sleep or does it hide?

Or is the moon its other side?

Does it hide behind the hills?
Late at night as outside chills?
Do you think it needs to rest?
From all that warming it does best?

Could it even have a home?
Maybe in London or even in Rome?
Or does it just float around?
Moving slowly from town to town?

Yes, I think it must do that!
After all the earth's not flat.
So the sun goes round and round
Spreading sunshine on the ground!

ACTIVITIES

Activity 1 (10 minutes) – group discussion

Read the poems

Pick a poem and discuss with your group what you think it’s about?

activity 2 (10 minutes) – acrostic poems

Write an acrostic poem using your name

Activity 3- (10 minutes) - paint chip poetry

Each student will receive a paint chip, they must then write three short poems to do with the colour they’ve chosen

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Historical realism

Activity #1: Timeline

Rum REBELLION

first Public hospital - 1816

gold rush 1851

first Aboriginal cricket Team 1868

Ned Kelly 1880

white australia policy 1901

Gallipoli 1915

Phar Lap 1930

Great Depression 1932

First woman in parliament 1943

TV & Melbourne  olympics 1956

First Gay mardi gras 1978

Mabo Decision 1992

Port Arthur 1996

National Apology 2008

Marriage Equality 2017

Activity #2: Hot Seat

Rachel: Captain Cook

Keegan: First Nations People

Mel: Keegan “What do you think of the white  people?”

they are funny looking, taking away our land, hey are mean, they took away my home

they don’t live from the land they live from other things

they clear all the land

they’ve bought other animals foods and non native plants and diseases that have destroyed the land and our way of being connected to the land.

Mel: "Are you going to do anything to get the land back?"

riot

Mel: "what will you do if you get the land back"

reeducate and restore the land

Rachel: Captain Cook

Mel: "Why have you come to this land"

We needed to clean England, the scourge of England.

Found Joseph Banks and he wants flora and fauna of all lands but I found this land and i want it

I don’t like it

The climate is horrid everyone stinks

Mel: "Why terra Nullius?"
Because you are nothing you are nobody. Wouldn’t call them anything

Mel: "What do they look like?"

They don’t have buildings they don’t have technology they are digging holes for water they are just another animal.

Problems are often a result of social conditions and ways of thinking at the time - we have had a shift in Australia - gold rush - white australia policy - and to know

colonisation and the white Australia policy.

in pairs look at a chapter each and research and bring that to the rest of the class and educate them

M is for mutiny: Learning about different things that you wouldn’t necessarily know about like sheep

why is it important for children?

Because they introduce certain aspects of history in ways that are easy to comprehend. Initial knowledge and they can build on that. Engages you later on in life.

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“Any writer who tells a story set in the past must negotiate the fine line between history and fiction, between readers’ contemporary sensibilities and historically accuracy … Reading these novels, we are reminded again and again that the issues of the past are inscribed on our own lives, that yesterday continues to impinge upon today.”

Adapted from Joanne Brown (1998) as cited in McDonald (2018).

Week 9 bookclub: M is for Mutiny! History by Alphabet by John Dickson and illustrated by Bern Emmerichs

Group leader - Mel
Time keeper - Jimmy
On point person - Keegan
Minutes - Renae

Activity 1 [10 minutes]
Historical realism texts use specific dates and/or real historical events that are named, incorporated or described (McDonald, 2018). Arrange the following historical events on a timeline as a group from your own knowledge, once the timeline has been finalised cross check with research to see if it is correct.

Activity 2 [10 minutes]
It is often said that history is written by the victors, but history shapes us all – winners and losers alike. Using the characters William Barak (Beruk) and Captain James Cook do hot seat.

Compare and discuss the differences between the Indigenous and European views of Australian settlement.

Activity 3 [10 minutes]
According to McDonald (2018), a convention of historical realism texts are problems are often a result of social conditions and ways of thinking at the time.

Discuss the social conditions and ways of thinking in Australia throughout colonisation and the White Australia Policy and what prompted the shift toward multiculturalism. In pairs write a description of G is for Goldrush, M is for Multiculturalism and W is for White Australia Policy.

Overall as educators, why do you think historical realism texts are important for children?

McDonald, L. (2018). A literature companion for teachers (2nd ed.). Marrickville, NSW: Primary English Teaching Association Australia (PETAA).

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Voices in the park - draw your own voice

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''As a teacher educator responsible for courses in both literacy and
children’s literature I have long used children’s literature as a way to
reintroduce young adults to the joy of reading. I also use it to illustrate how children’s literature, and in particular picture books, can teach students about literacy and about ways of understanding and being part of the social, cultural, political, and economic world.'
Michèle Anstey. (2002). ''It's not all black and white'': Postmodern picture books and new literacies, (pg 444).

Week 7 Book Club : Voices in the Park
Group leader- Jimmy
Time keeper- Leah
On point person- Rachel
Minutes- Keegan

Activity 1 [5 minutes]
Revise story plot
http://skdiglit.weebly.com/uploads/1/6/0/6/1606476/voicesintheparkbyanthonybrown.pdf
Voice 1- Renae & Rachel
Voice 2- Jimmy
Voice 3- Keegan
Voice 4- Mel & Leah

Activity 2 [15 minutes]
-Draw your own voice in the park
Create a story using your own voice as the fifth voice, as someone who is a bystander in the park. How would you represent the different voices?
- Compare and discuss the difference of your own voice between other group members

Activity 3 [10 minutes]
1. What struck you the most/ what did you notice in the picture book
-All four characters went to the same park
-The two adults did not interact with each other
-Charles and his mum come from higher-socioeconomic family whilst Smudge and her dad come from a lower-socioeconomic family.
-Smudge's monologues are written in a different font compared to the other's characters
-Each character views the park differently

2. Why does the world look different through each person's eyes?
-Different family background
-The personality of the character e.g Smudge world is colourful because she is a child who is carefree, innocent and playful.
-Events that they are experiencing. e.g Smudge's dad world id dark and grey because he is struggling to find a job.

3. What is the purpose of this picture book/How does this picture book fit in with children's literature.
-The purpose of this picture book is to teach children that people are different/coming from different background can still make a connection to each other/what is the world look like or emotions that a person may feel depending what they are experiencing.
-The picture book fit in with children's literature because it uses different voices to tell the same story to teach children about perspectives and how one can interpret the same situation differently. The voices also portray the difference in socioeconomic status. From a postmodern perspective, parks are symbolic of democracy and equality, making status or class divide void and null.

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Activity 1 - Story Map

Activity 2 - Jigsaw Reading

a)    Each group discuss their story focus on ending

Rachel

-       Description 1

-       Original story – quite clearly punishing red riding hood for going against her mother’s wishes – very harsh.

Mel

-       Description 2

-       Brothers grim version stays true to the traditional tale with the alternate ending of the wold not being allowed in in the first place.

-       Traditional tale – meets in forest, picks flowers and gets distracted.

Keegan and Leah

-       Traditional story – language is quite proper

-       Learns from her mistakes

-       Gets eaten and huntsman cuts her out

-       Notes – mythology – swallowing the moon and saving it

Renae and Jimmy

-       Description 3

-       Original story – first half, girl sent to see her grandmother, met wolf along the way, wolf kills the grandmother, puts flesh on the fire place, blood as wine, wolf gets her to take clothes off and get into bed with him, tries to escape

-       Unpleasant – incest and sexualisation

| Male character  | Behaviour  | Roles
| Wolf  | -       Manipulative -       Strong -       Predator  | -       Villain
| Huntsman  | -       Masculine -       Strong | -       Heroine

| Female behaviours/ Roles  | Behaviour  | Role
| Mother  | -       Knows her place -       Guiding  | -       Moral compass -       Mother figure -
Representation of women
| Red Riding hood  | -       Naïve -       Trusting -       Childish -       Innocent  | -       Protagonist
| Grandmother  | -       Weak -       Frail  | -       Victim

-       Modern twist woman outsmarts the men

c)

snow white – princess – father was a king, her mother dies during childbirth, father remarries, queen sends huntsman to kill snow white (wants to be the most beautiful), sends huntsman to kill her in the forest and take the heart, huntsman is fooled by her beauty and tells her to run away, takes heart from animal and takes it back to the queen, stumbles along the house, cleans, meets dwarfs, befriends them, apple puts her to sleep (dwarfs embody different emotions)

| Tale  | Themes
| Snow white  | -       Rise -       Fate was up to the queen -       Queen sets out to kill her
| Cinderella  | -       Mistreated -       Perseverance -       Overcoming obstacles

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Two Mates - story Map:

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Hot Seat:
Character – Jack (Rachel), Interviewer – Renae

What did you have for breakfast?

Mum, makes a really good breakfast, with kakadoo plums.

Jack what are you going to do this afternoon?

I hope Raf will come round and we will go swimming

Who is Raf and what does he look like?

His my best mate, his a white fella and we just like doing a lot of things. My Uncle Ned takes us out on the weekend to go hunting sometimes

What are you going to do this afternoon?

Maybe play some mangarook

Character – Raf (Leah), Interviewer – Jimmy

What’s the biggest challenge in your day?

Getting up early at 6am

What are your interests/hobbies?

I love exploring with my friend Jack, learning about his culture

Who is Jack?

My best friend, his indigenous

Tell me about yourself?

I am 10 years old, I love playing outdoors, I have a disability but it doesn’t affect me, I don’t care about it really, I also love fishing

Character – Uncle Ned (Kegan), Interviewer – Renae

What did you get up to today, what is a typical day?

Getting up, going to work

Where do you work?

The local town

What do you do?

I am a butcher

What is one of your favourite things to do on the weekend?

I love taking my nephew and his best friend on hunting trips, teaching them how we hunt on the land, the different tracking methods and how we interact with the land. Also, if we should keep or release them

Group Discussion:

In a classroom setting, we may be inclined to steer away from assigning Jack as a character due to the cultural sensitivity. We do need to remember the age of the reader, as they may not understand that cultural difference. There is a stigma and preconceived idea around Indigenous people’s (e.g. didgeridoos and boomerangs). You could have the teacher as Jack and the children as the interviewers to guide the conversations or you could invite an Indigenous person to the class to give their perspective from an adult and a child’s view.

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“Australian children’s literature has a history of excluding Indigenous child readers and positioning non-Indigenous readers as the subject. Rather than portray such literature, particularly before the 1950s, as simply racist or stereotypical, I argue that it is important for teachers, of all students, to help readers understand how nationalist or white Australian myths were constructed on Indigenous land and knowledges.”

Collins-Gearing, Brooke. Re-reading Representations of Indigenality in Australian Children's Literature: A History [online]. Australian Journal of Indigenous Education, The, Vol. 35, 2006: 61-67. Availability: <https://search-informit-com-au.ezproxy2.acu.edu.au/documentSummary;dn=109581485583495;res=IELIND> ISSN: 1326-0111.

Week 6: Book club 3: Two Mates.

·       Group Leader – Keegan

·       Timekeeper – Jimmy

·       On point person – Rachel

·       Minutes – Melissa

Activity 1 [5min]

Revise plot draw story map

Activity 2 [15min]

Hot Seat

Activity 3 [10min]

Group discussion and reflection

1. As future educators we can use texts such as this to explore different connects and ideas. What are the prominent themes Melanie Prewett explores in Two Mates? How can we further expand and teach on these issues in the classroom?

2. “The intended reader of Australian children’s literature has changed from the English child, to the white Australian child, to the multicultural child.” (Collins-Gearing, Brooke. 2006)

What has led to these changes?

How has this been reflected in children’s literature?

3. “Questioning ideological assumptions in narratives, particularly in children’s literature and particularly representations of Indigenous peoples, should be a practice that all teachers encourage.” (Collins-Gearing, Brooke. 2006)

·       Why?

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In the past two centuries folk and fairy tales have become associated with children’s literature, yet it isthought that adults were the original audience for these tales.

McDonald, L.(2013). A literature companion for teachers. Marrickville, N.S.W.: Primary English Teaching Association Australia (PETAA), p13

WEEK 5: BOOK CLUB 2: LITTLE RED RIDING HOOD

Group Leader:             Renae

Time keeper:               Rachel

On topic person:         Melissa

Minutes:                      Leah

Activity 1

Revise plot and draw ‘story map’       [5 mins]

Activity 2

Jigsaw reading                                    [5 mins individual reading time]

http://www.pitt.edu/~dash/type0333.html#contents

1.    Little Red Riding Hood: Charles Perrault                        Rachel

2.    Little Red Hood including the note by Wraitislaw             Keegan & Leah

3.    The Grandmother                                                     Renae & Jimmy

4.    Little Red Cap: Jacob & Wilhelm Grimm                         Mel

A)   Each group discuss their story, focus on ending.   [5 mins]

Who is the intended audience?

Which description fits best?

1. This version was written in 1697. It is thought the intended audience was upper class readers in France. The little girl is punished because she talks to a stranger.

2. Traditional folk tale – myth to explain the natural word

3. Probably based on the original version of the story. This version would have been told by storytellers to ordinary people for entertainment. There are some unpleasant and macabre details in the story. The chid of Red Riding Hood is cheerful and independent.

4. This is a version written by for children with a clear moral lesson. The heroine is given another chance to redeem herself. This version serves as a model of the way children should behave towards their elders. Red Riding Hood is attractive and lovable but does not demonstrate great intelligence.

[5 mins]
B) Discuss: What do the different versions of the story tell us about the “tellers” or the editors of the collections that these stories are taken from?

Table of gender roles/behaviours

[10 mins]
C)    Read:Now read the two newer versions of the story in the PDF Red Riding Hood week 5 in the LEO documents for this weeks tut .
One version is by James Thurber ( 1939) and the other is by Jon Scieszka and illustrated by Lane Smith(1992).

Activity on page 17 Textbook

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Irena Kobald & Freya Blackwood

Cartwheel & her life being orange = warmth

New place being cold and more muted & grayscale = cool

First time we see cartwheel she is smiling

Second time she is looking down and unsure

Repetition of the word ‘strange’ – homes in on what she’s feeling

‘words’ coming out of the strangers mouths depict nonsense, objects streaming towards her, car, plane, ladder, spatula

No point of similarity between worlds – no range in ‘new’ world

Overwhelming – frightening

Metaphor of blanket representing a safe space, surrounding herself with familiarity and warmth that brings with it. Home. A sense of belonging to something.

She waved and I felt warm inside

Wanted to wanted to wanted to

Wanted to wave

Wanted to laugh

Wanted to tell her…

Wanted to cry

Physical depiction of words – as if they were gifts

As they are getting weaved into the blanket they are starting to take on softer, warmer colours

As the blanket grows she forgets about the cold and lonely waterfall

Introduction of orange into small things throughout the whole picture in the last page

Setting – Old country, New country, becomes home

Characters – friend who brings gift, Cartwheel & Auntie, people of the new world

Problem – language barrier, cultural shift, status in new community, disruption in her life and therefore we can assume it’s a forced migration

Events1. War & migration

2. navigating new environments/culture

3. Weaving of new blanket

Solution:          integration of new and old blanket and comes to the conclusion she has both blankets to keep her safe and surround her. Doesn’t have to let one go – coming to terms with the blending of both worlds

Theory of the book

Inclusiveness & kindness

Appreciation of both cultures and what they have to offer

Young children – audience
Learning through peers/friendship