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Story Sharing
Have the students share stories from their own cultural backgrounds and discuss how they might be reflected in the local community. Then, have them compare their stories with those of another community and discuss how cultural diversity contributes to the character of each community. Within this, the teacher can also emphasise, that even though everyone has different cultural backgrounds, we are all Australian, meaning we are all similar and different.

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Research Project
Divide the class into small groups and assign each group a different cultural group to research. They should investigate the history and traditions of the group and how it has contributed to the local community. Then, have them present their findings to the class and discuss how the group's influence is reflected in the community. They can also compare their findings with those of another community

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History (Communities and Resemblance)
The role that different cultural groups have played in the development and character of the local community (e.g. as reflected in architecture, commercial outlets, religious buildings), compared with development in another community (ACHASSK063)

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Choregraphy
In this lesson, students will be put into groups. Each group will be given a country outlined in the book. They will have to research the traditional dance of these countries and begin to choreograph their own incorporating the elements and movements that they have researched. They will then present the dance to the whole class

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Making- Ideas
Exploration, improvisation and selection of movement ideas to create a dance that has a narrative structure (ACADAM005)

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Comprehension Questions
Have the students read the book and answer a set of comprehension questions. These questions should focus on literal and inferred meaning and require the students to draw on their understanding of context, text structures, and language features

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In this activity, students will research their cultures in which they come from. For example looking at different styles and symbols of Indigenous Australians. They are then to create a piece of artwork of their choice, making sure there is a resemblance to their culture

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Author's Purpose
After reading the book, have students identify the author's purpose for writing the text. They should consider whether the book is imaginative, informative, or persuasive and identify the intended audience. They could also discuss how the author uses language, illustrations, and other techniques to achieve their purpose.

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Point of View Chart
Have the students create a chart to identify the point of view in the book. They should identify the narrator and the perspective from which the story is being told. Then, ask them to suggest alternative points of view from which the story could have been told and discuss how this might have changed the storyline of the book.

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Group Discussion
Divide the class into small groups and assign each group a different section of the book to read and discuss. After they have read and discussed their section, have each group share their insights on how the characters, events, and settings were portrayed differently and why they think the author made those choice

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Setting Comparison
Choose two different settings or countries from the book and have students compare and contrast them. They should identify how the author portrays each setting differently and speculate on the reasons behind these differences. They could also consider how the setting affects the characters and the events of the story.

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Illustrated Responses
Ask students to illustrate a scene from the book that they particularly enjoyed or found interesting. Then, have them write a short paragraph explaining why they chose that scene and how it relates to their personal experiences

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Personal Connections
Have students read the book 'I'm Australian Too by Mem Fox' in groups allocated by the teacher.  They will throughly read each page with their group and then discuss in groups what parts of the story they can relate to in their own personal experiences. They will also each go around saying what it means for them to be Australian. The teacher will then ask the students to write what they have said in their workbook, and then collaboratively as a group, write about one of these connections and share it with the class.

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Re-connecting
Students will be given the opportunity to plan, compose and prepare a letter, pretending they are one of the characters from the text. They must write along the storyline and convey their setting, background and families through the letter. If the students finish early they then create a letter from themselves to one of the characters in the book, for example writing to the immigrants, showing their sympathy and welcoming them to their country of Australia

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Texts in context
Identify the point of view in a text and suggest alternative points of view (ACELY1675)

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Interpreting, Analysing, Evaluating
Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678)

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Interpreting, Analysing, Evaluating
Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680)

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Literature and Context
Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594)

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Responding to Literature
Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)

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Creating Literature
Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601)

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Introducing the text: Predicting
The teacher will begin the lesson by reading the book "I'm Australian Too" aloud to your students. Ask them to make predictions about the text, based on the cover and title. Asking questions like "What do you think the role of the people in the book have?" or "what do we think the colours represent in the book?". The teacher will then discuss what they think the book will be about and what language features they expect to find

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Text Structure and Organisation
Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478)

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Cultural Traditions
Have students research the cultural traditions and oral storytelling practices of different communities represented in the book, such as Aboriginal and Torres Strait Islander cultures. Have them share their findings with the class and discuss how different cultures construct meaning through their oral traditions

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Language and Variation Change:
Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475)

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Verb Tense Match-Up:
Provide students with a list of verbs in different tenses, and have them match each verb to the correct tense. Use examples from the book to illustrate how different verbs are used in different tenses to convey different meanings

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Verb sorting:
Use the book to identify different verbs that represent different processes, such as "exploring", "waving", "sharing", "remembering", and "celebrating". Have students sort these verbs into categories based on the type of process they represent, and discuss how the tense of each verb relates to the time when the action is taking place.

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Expressing and Developing Ideas:
Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense (ACELA1482)

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Storytelling:
Storytelling: Use the book as a starting point to explore different storytelling traditions from around the world. Have students research and present information about different cultural storytelling traditions, and then work in small groups to create their own stories inspired by the characters and settings in the book. Encourage them to incorporate elements of drama such as voice, movement, and expression

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Role Play:
Use the book as a starting point to explore different characters and their roles in different cultures and places. Have students work in small groups to create role play scenarios based on the characters and settings in the book, and encourage them to incorporate elements of drama such as dialogue, movement, and facial expressions

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Features of drama in different cultures and places (ACADRR034)

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Creating a piece of art based on their culture
In this lesson, students would have previously researched everything about their background and cultures ( For example, food, architectural style, traditions, famous buildings etc)

Students will be asked to create a piece of art  using water colours relating to their culture ( For example, if a student has an Italian background, they could create a piece of art of the Leaning Tower of Pisa which is located in Pisa, Italy) or ( If a students background is Aboriginal, they could create the famous aboriginal art piece, incorporating different colours and symbols. They will then create a paragraph to go alongside their piece of artwork, stating why they have chosen to create their piece of artwork and what it means to them.

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Exploration of artwork from other cultures, such as styles and symbols of Indigenous Australian and Asian cultures (ACAVAM110)

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Mapping
In this lesson, students will first draw a map of Australia, making sure to mark out the lines of the individual states correctly. They will then practise their mapping skills and mark the different states mentioned within the book, as well as marking the states and places that corresponds to their own culture and background

They will then be given a world map, and will research the other countries that was mentioned within the book, expanding their knowledge on where other places are within the world. They will also mark on the map, different countries relating to their own culture and heritage, as every individual is unique and different.

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Mapping Climatic Zones
Following on from the previous lesson, students will mark the main climatic zones on a map, from the countries that they have researched. They will also do the same with the country of Australia.

Students will use different colours and symbols to create a key, to aid in their skills of mapping. From this students will be able to see the similarities and differences of the climates and weather of the countries they have researched. They will then create a table of similarities and differences of the climates in each country researched, creating knowledge that not all countries are the same, thats why our world is so unique

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Exploring Climate and Weather
In this lesson, the concepts of climate and weather will be taught (students will define both of these terms.As there are different countries mentioned within the book, the students will be allocated groups and a different country.

They will then research and describe the weather and climate within these places, creating a powerpoint presentation of what they have researched.They will then present their findings to the class , working on their presenting and listening skills
The students will be given a worksheet with a table, listing the countries down one side, and while the students are presenting they are to write down in the corresponding country, the findings of their peers.

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The difference between climate and weather, the main climatic zones of the world (e.g. equatorial, tropical, arid, temperate) and the similarities and differences between the climates of different places (ACHASSK068)

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The location of Australia's neighbouring countries and their diverse natural characteristics and human characteristics (ACHASSK067)

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                     I'm Australian Too by Mem Fox- Year 3

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                     I'm Australian Too by Mem Fox- Year 3