This multicultural story of friendship is about leaving home, moving to a foreign and strange place, and finding a new friend. It's a story for all who have experienced change. This picture book renders an emotional and heart-warming story about two children from diverse backgrounds coming together to become new friends.

·      Reading for cultural context means reading for what count as ‘normal’ for the group and what customs, values and language are practised and shared.

·      the reader’s experience of the cultural context is a further significant topic for discussion.

·      Question that guide discussion about recognising how cultural is constructed in a text can lead students to reflect on the influence of culture in their lives.

·      In quality picture book, the synergy of word and imagine creates distinctive meanings that are exclusive to the picture book form.

Quality picture book, on the other hand, are literacy texts that, intentionally, employ literacy qualities. 

2. Review initial responses to the book and compare them to how students feel now, after having read the book.

3. Discuss how Cartwheel and the local girl are different and how they are similar. Ask: Why do people act differently? What do we have in common? How can you show a new student respect?

4. Jointly list with the students what Cartwheel was good at. Also describe what she did to be a friend to the local girl.
 

5. Repeat activity with actions of the local girl. Describe what she did to be a friend to Cartwheel.

6. Students draw pictures on square paper of ways their friends are important to them. Create a ‘blanket’ with the pictures.

7. Assist students to plan a blanket for a new student to the school. Why would the blanket be important? Would it be equally important for all new students?

8. Students jointly create a blanket that would welcome a new student to the school.

·      Belonging 

·      Loneliness 

·      Migration 

·      Refugees 

4. Use the question 'How about you?'  to encourage children to share their personal stories about coming to Australia.
5. While reading, based on the illustrations, ask children to comment on where they think each family live and what they are doing.
6. After reading, ask children to locate Australia again, and ask them if they can remember the countries mentioned in the book, and find out on the globe/map. Ask children

In this text uses two contract colours represent Cartwheel’s two blanket. 

Uses blue and orange also can help the reader better understand the character’s emotion. 

Orange (create mood as cheerful, joy, light hearted) represent to the character’s own cultural 

Blue (create mood as cool, clam, sadness) represent how the new cultural look through the Cartwheel’s point of view 

·      Illustration 

The illustration helps the reader better understand the literature also the character’s emotion facial expression, gesture and background environment. 

·      Adjective 

Using a huge number of adjective to express the character’s emotion. For example, ‘cold’, ‘warm’, ‘soft’. 

·      First person narrative 

In this book is using first person narrative to tell the story. First person narrative can help the reader stand on the character’s point of view and it will lead the reader having a better understanding of the story 

It has been said that the original intended audience of these stories were adults, but over the years have changed respectably and are now associated with children‘s literature, where they are now in use in classrooms in the form of ”picture books, illustrated collections and digital versions” (Mc Donald, 2018, p.16)

The story is located in a deliberate time and place e.g “Once upon a time there lived in a certain village…”

Little Red Riding Hood is defined by her appearance e.g “...the prettiest creature who was ever seen…”

Wolf disguises himself as the grandmother to follow through with his plan to eat Little Red Riding Hood e.g he “got into grandmother’s bed, expecting Little Red Riding Hood…”

- She is immediately portrayed as the protagonist in the book as she is described with attractive qualities e.g “the prettiest creature is was ever seen”

- She is caring and loving towards both her mother and grandmother as she does what her mother asks of her and is willing to go and take care of her grandmother without hesitation e.g “go my dear and see how your grandmother is doing…” “ she set out immediately to go see her grandmother”

- there is a sense of her being naive and vulnerable as she shares confidential information with a stranger (wolf) e.g “the poor child, who did not know that it was dangerous to stay and talk to the wolf”

Wolf 

- he is sneaky and calculating as he approaches Little Red with intentions to eat her, but does not want to get caught, so he acts nice towards her and creates a plan to do so e.g ”had a great mind to eat her up, but he dared not, because of some woodcutters working nearby…”

- Has taken on the role of the antagonist in the story because of his ill intentions. 

Grandmother’s House
This was the final destination for Little Red, and another safe place for her. This is also where the wolf puts into action his plan to eat Little Red which is done so successfully

- There is use of onomatopoeia when the wolf knocks on the door “tap, tap”. You are able to visualise the wolf knocking on the door and affiliate it with the sound 

- The use of quotation marks in the story, signifies where the dialogue  between characters take place e.g 

      “Does she live far off?“ said the wolf

      “Oh I say” answered Little Red Riding Hood

- The story is a narrated in third person. The narrator allows the reader to explore the different perspectives, and grasp a deeper understanding of the characters and their traits e.g “Her mother was excessively fond of her; and her grandmother doted on her still more.”

- Upon completion of the book, discuss with students the characters in the story. Talk about the feelings and emotions of the characters and predict why they may have acted the way that they did. Why do you think Little Red Riding told the wolf where she was going? What are your thoughts on Little Red Riding Hood’s mother letting her out of the house on her own?

- Ask students to talk about their relationships with their family and friends, and talk about their characteristics. Get students to write them down on a piece of paper.

- Using the different versions of the story, discuss the similarities and differences that each story may present 

- Ask students to recount the events of the story in the correct sequence. This could be done orally, or with the use of pictures. 

- Have students discuss the dangers that we might encounter in our own lives today, and discuss strategies for children if they feel a sense of danger

The author wanted to end the story in that way to make it much more of an impact on the message that he was trying send. But it can also be said that if there was a happy ending that it would resulted in a resolution, and suggested ways of how Little Red Riding Hood could have overcome this adversity.

The intended audience for this story would be for both teenagers and adults. Little Red Riding Hood represents a girl who is young and naïve to the dangers of speaking to strangers, as she willingly speaks to the wolf and distributes information that is used against her.  The wolf represents a man who preys on young girls, in an unassuming and dangerous way, as he detours Little Red on her journey so that he can follow through with his plan of eating her without getting caught. 

The intended audience for this story would be for children. This could be classified as a fairy tale as there is a happy ending to the story. This story would also be a great way to analyse the story structure of a narrative, e.g start, middle, end. There is conflict and complications in the story which is then overcome with redemption and a resolution. The wolf also represents what can happen fi you do bad things to people. If you do bad things to people you could die.

 The intended audience would be for adults. There are some sexual innuendos in this story that would reference that this story is for adults e.g taking off her clothes, cat slut shaming which would make this story inappropriate for children. There is a sense of adult humour from the narrator's point of view. In this story the little girl showed that she was able to pick up on the signs to say she was in danger, and was able to identify the wolf as an imposter. This enabled her able to save herself from harm, and to know not to be tricked.

It can also be suggested that we are left with a cliffhanger at the end of the book, as there is no certainty from the narrator as it ends with her in her house. The author could have done this for us  to question and create our own ending to the the story. 

Has similar qualities to the second story ‘Little Red Hood’ except that in this story we are able to see how LR and even the grandmother are able to redeem themselves from their previous experience with the wolf. 

Children now have the ability to broaden their cultural knowledge by discovering the many literary Indigenous texts around the world. The book ‘Rainbow Serpent’ uncovers the significant traditions and the importance of dreamtime stories that are told by Aboriginal individuals.

metafictional world where the pigs become more realistically depicted and gain autonomy by escaping the linear plot.

How is the poet making you explore your imagination? Are you able to imagine what they’re describing?

Emotions

are concentrated on the vocabulary of the poem. Vocabulary is the source of the emotions the poem projects (McDonald, p.141)

How do you feel when you read the poem? Is there something that may evoke this emotion?

Complexity

highlights the skill, the craft involved in the art of the poem – typically in the figurative language and imagery, in the idea of the poem, in its form, its use of rhythm and rhyme and even its layout. Often complexity and imagination are entwined. (McDonald, p. 141) 

Look at the different layers of the poem, what else does it offer other than being a poem

Considering the figurative language, what ideas are being proposed in the poem? 

I feel a sense of serenity as the “mermaid” is discovered, as mermaids are perceived as beautiful, mystical creatures. 

The thing that stands out in the poem is when the discovery is made of the different objects. The characters at the end say their one liner such as “a dry pea pod”, or a “mullein leaf” to describe the object that was found. 

Verbs  - dive, swims, twists

Adjectives - watery, green seaweed

•What is a text? What does the Australian Curriculum English define as a text ? 

•What is Children’s Literature ?

•Agree on definitions of these three things in your book club.