sallymurphy.com.au

Sally Murphy, Australian author

Teacher Tuesday: Using Meet Mary MacKillop in a Year 4 Classroom

by Leave a Comment

Welcome to the  eighth edition of Teacher Tuesday, where I match one of my books to a year level, and offer some activities for sharing the book in the classroom. In previous weeks I shared activities for Pearl Verses the World, Looking Up, Toppling,  Roses are Blue, Do Not Forget Australia, Snowy’s Christmas and The Floatingest Frog.

This week, I am focusing on my picture book, Meet Mary MacKillop which can be used to meet objectives in both  both the History and English curriculum areas.

Using Meet Mary MacKillop in a Year Four Classroom

Meet Mary MacKillop, by Sally Murphy, illustrations by Sonia Martinez

Published by Random House, 2013
ISBN: 9781742757216
Format 32page  Hardcover, RRP $19.99

Blurb:  Mary MacKillop, Australia’s first saint, was born in the 1800s and devoted her life to teaching children. Mary believed everyone should have the chance to learn, no matter how rich or poor they are. In 1866 she set up her first school and founded an order of nuns called the Sisters of St Joseph of the Sacred Heart. This book tells the story of that first school.

Sally’s Recommended Grade Levels: Year 1 – Lower Secondary, but these suggestions focus on Year 4.

Themes/Topics:

  • Famous Australians
  • Education/Schools
  • History
  • Women
  • Religious Education
  • Self-belief

Publisher teaching notes available HERE

This unit of work uses Meet Mary as the basis for examining both the life of Mary MacKillop, and examining the roles and significance of other famous Australians.

Curriculum Links:

Year 4 History and English

  1. Pose questions to investigate people, events, places and issues (ACHASSI073)
  2. Sequence information about people’s lives and events (ACHASSI076)
  3. Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)
  4. Plan, rehearse and deliver presentations incorporating learned content and taking into account the particular purposes and audiences (ACELY1689)
  • Before reading: discuss the word ‘famous’. Ask students what it might mean to be famous. Brainstorm a list of famous Australians.
  • Show students the book cover. Ask students who Mary MacKillop was and/or what the cover suggests about her.
  • Read the Story (apart from timeline).
  • After Reading: group work. Groups to complete table identifying words and images which show this book is set in the 1800s. Subheadings: Words/Language Used; Transport; Dress; School Equipment; Other. One column to identify what is portrayed in the book, and a second column to identify how these things might be today.
  • Discuss what a timeline is. Students to compose simple timelines of their lives so far. Share
  • Examine back of book timeline. In groups, students to identify which events are included in the story. Discuss: Why did Sally Murphy choose only part of Mary MacKillop’s life for the story? Can you understand Mary’s life without the addition of the timeline?
  • Students to choose another famous Australian – either from earlier list or from a list fo teacher suggestions, of a particular time period. Using library/class resource collections and/or internet research, students to research their chosen person and compile their own timeline. Additionally, have them answer the following: Why is this person famous? Where were they born? Which part of Australia did they live in? What was their main achievement?  How are they commemorated today (eg are they on a banknote, have buildings or roads named after them, memorialised in stories/songs etc). Why did you choose this person?
  • Students to compile a visual presentation about their chosen Australian: either digitally or as a poster presentation.

 

  1. Createliterary texts by developing storylines, characters and settings (ACELT1794)
  2. Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)
  3. Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)
  4. Use a range of software including wordprocessing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697)
  • Read other books in the ‘Meet’ series. If enough available, this could be done in groups, with each group examining a different book in the series. Identify key events in each person’s story, and also explore similarities and differences between the different books (each book has a timeline, for example, but the writing and illustrations styles vary. Some of the books cover a single episode in the person’s life, while others cover more of the person’s lives). Encourage students to elaborate which hones they like, and why.
  • Identify common features in adapting biographies to fiction (the term here is historical fiction): creating characters, use of dialogue, key details, use of details to set scene (time and place).
  • Students to use information from their timelines/presentations to craft a narrative telling their chosen person’s story – either one episode, or an overview of their life. This could be extended to create a picture book version.

 

Other suggestions for using Meet Mary MacKillop in your classroom include:

  • Mary wrote many letters to her mother and to other people throughout her life. Examine the elements of a letter, and draft and write a letter. the theme of letters is also part of my book Looking Up.
  • The work of Mary MacKillop continues through the sisters of St Joseph. There are various museums and centres across Australia and new Zealand which are open for school groups for different excursions.
  • Art: read the interview with the illustrator, Sonia Martinez in the official teaching notes. Create collage art using historical pictures, combined with the students own drawings.
  • Email the author(that’s me!) Your students can write to me through this website, and share their responses or ask questions.

Related Books

Mostly, I’d love to remind you that while I love to see my books used in classrooms, I also love to see kids just enjoying them. Reading a book should be pleasurable – whether it’s being used in the classroom or not.  So allow your students to enjoy reading Meet Mary MacKillop.

If you find this useful, or have any suggestions or comments, do leave a comment. And, if there is a particular book or year level or topic that you would like covered in a future edition of Teacher Tuesday, let me know.

Teacher Tuesday: Using Roses are Blue in a Year Four Classroom

by Leave a Comment

Welcome to the seventh edition of Teacher Tuesday, where I match one of my books to a year level, and offer some activities for sharing the book in the classroom. In previous weeks I shared activities for Pearl Verses the World, Looking Up, Toppling, Do Not Forget Australia, Snowy’s Christmas and The Floatingest Frog.

This week, continuing my focus on verse novels, I am focusing on my third verse novel, Roses are Blue.

Using Roses are Blue in a Year Four Classroom

Roses are Blue, by Sally Murphy, illustrations by Gabriel Evans

Published by Walker Books, 2014
ISBN: 9781922244376 (Paperback)
Format 112 page Paperback, RRP $16.99

Blurb:  “I have not got used to my new mum, even though I love her (I absolutely love her), but I miss my happy,  painting,  dancing,  gardening,  smiling mum.” Amber Rose and her family are dealing with tragedy and change. Her mum is different, her home is different and she has even had to start at a new school. Amidst all that change, Amber finds it is still possible to find hope.

Sally’s Recommended Grade Levels: Year 2 – Adult, but these suggestions focus on Year 4.

Themes/Topics:

  • Friendship
  • Belonging
  • Disabilty
  • Family
  • Coping with Change
  • Mothers Day
  • Empathy and Compassion
  • Art
  • School

Publisher teaching notes available HERE

Curriculum Links:

Year 4 English

  1. Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603).
    • Before reading: set up individual journals OR a special section is students’ writing journals.  Ask students to write about their favourite book, or at least a book they have read recently. Why did they like it? Class discussion: what makes a good book. Create a chart with children’s responses and display in room, to be added to during this unit of work, and revisited.
    • During reading: after reading each section, have students write about their responses to the story so far. Although you could provide questions for guidance, if possible allow students to write about any aspect of the story that appeals to them. After each writing session, allow time for group/class discussion, encouraging links to students’ own experiences.
    • After reading: revisit the chart. In groups, students to discuss whether they thought Roses are Blue met their criteria for a good book. Why/Why not? Groups to report back, and discuss as class. (There should be no ‘right’ answers, but the focus should be on providing reasons for their stance, whether positive or negative)
    • After this discussion, again give time for students to write about their response to the book in their journals.
  1. Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT 1605).
  2. Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT 1604).
  • During reading introduce students to the terms ‘free verse’ and ‘verse novel’. After reading use groups to establish similarities and differences between verse novels and prose novels. Discuss findings.
  • During and/or after reading, analyse key scenes, for example:
    • Stop after reading pages 7-9 (opening pages) and have students predict what might make Amber’s mum so different. Then read p. 10. Discuss students’ reactions to the revelation, and have them write about their responses in their journal (see above). After reading, discuss why the novel might have started this way – with Mum’s condition not revealed until the fourth page, and the reasons for it revealed gradually. Did this create interest? Did it highlight different aspects of Amber’s emotions?
    • Reread pp 36-39. Give each group a copy of the pages and ask them to look for repetition. Which words are repeated? Which phrases? What is the effect?
    • Read p. 47 and compare what we learn here about Mum with what we learnt on pp 36-39. Discuss: does this contradict what Amber has told us? Why do you think Amber calls this a ‘confession’? Journal writing/discussion: Are mums (or dads) supposed to be perfect?
  • Analyse the characters of Leroy Jamieson and Lola Jones. Groups to draw up a table listing what they learn from each one about the book. Report back and build a class list. Discuss: How are the two similar? How are they different? Do you think Sally Murphy deliberately gave them similar names? Why?
  1. Create literary texts that explore students’ own experiences and imagining (ACELT1607).
  2. Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features(ACELY1694).
  3. Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695).
  4. Use a range of software including wordprocessing programs to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1697).
  • Use the poem on page 10 as a mentor text for students to create their own poem about their own mum or another family member. It could even be themselves or a pet. As well as ‘different’, you could suggest other adjectives such as ‘special’, ‘wonderful’ , ‘silly’.
  • Rewrite one of the scenes in the book from the point of view of one of the other characters: Mum, Leroy, Saffron, Dad, Aunty Fi, Lola etc. Encourage children to have a go at doing this as a free verse poem – again they could use the scene as a mentor text.
  • If Mum could talk, what would she say? This might be a wonderful opportunity to work on speech and thought bubbles, with students drawing Mum and showing some of her thoughts.
  • Any or all three of these creative exercises can be revised, edited and published for class display, or as class book, or in writing portfolios.

 

Other suggestions for using Roses are Blue in your classroom include:

  • Create invitations to a Mother’s Day tea, as Amber’s class do. Or to any other class event, real or imagined.
  • The blue rose has been the aim of many plant breeders. Have students research whether blue roses exist, and report on this. And/or build a list of other blue flowers.
  • Craft: create paper roses, using this tutorial, or any other.

  • Email the author(that’s me!) Your students can write to me through this website, and share their responses or ask questions.

Related Books (these are all verse novels)

Mostly, I’d love to remind you that while I love to see my books used in classrooms, I also love to see kids just enjoying them. Reading a book should be pleasurable – whether it’s being used in the classroom or not.  So allow your students to enjoy reading Roses are Blue.

If you find this useful, or have any suggestions or comments, do leave a comment. And, if there is a particular book or year level or topic that you would like covered in a future edition of Teacher Tuesday, let me know.

 

Teacher Tuesday: Using Toppling in a Year 6 Classroom

by Leave a Comment

Welcome to the sixth edition of Teacher Tuesday, where I match one of my books to a year level, and offer some activities for sharing the book in the classroom. In previous weeks I shared activities for Pearl Verses the World, Looking Up, Do Not Forget Australia, Snowy’s Christmas and The Floatingest Frog.

This week, continuing my focus on verse novels, I am focusing on my second verse novel, Toppling.

Using Toppling in a Year Six Classroom

Toppling, by Sally Murphy, illustrations by Rhian Nest James

Published by Walker Books, 2010
ISBN: 9781921529429 (Paperback)
Format 128 page Paperback, RRP $16.99

US and UK Editions also available.

Blurb:  John’s friend Dominic becomes ill, John’s world begins to topple. A warm story about the importance of friendship.

Sally’s Recommended Grade Levels: Year 4- Adult, but these suggestions focus on Year 6.

Themes/Topics:

  • Friendship
  • Belonging
  • Childhood Illness
  • Family
  • Empathy and Compassion
  • Poetry
  • School

Publisher teaching notes available HERE.

Curriculum Links:

Year 6 English

  1. Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1630)
  2. Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT 1614)
    • Before reading: set up individual journals OR a special section is students’ writing journals. During reading: after reading each section, have students write about their responses to the story so far. Although you could provide questions for guidance, if possible allow students to write about any aspect of the story that appeals to them. After each writing session, allow time for group/class discussion, encouraging links to students’ own experiences.
    • Ask students to identify other books which deal with childhood illness from their previous reading, OR have a wide range of these available in the classroom. There is a list HERE you could use a starting point. In groups, have students brainstorm similarities and differences between Toppling and the books they have read. This could work either with each group working on a different book, or with each group allocated a book, or with reference to a book previously read as a class book. Students to then prepare a report back to the class, explaining similarities and differences.
    • Focus on hobbies. Toppling deals with some difficult topics. Some work on the lighter aspects of the book can help alleviate this and offer varied activities. Discuss John’s toppling hobby, view big topples on Youtube and, if possible, have dominoes available the classroom for either free time or for science and mathematics activities. Have students talk about their own hobbies- especially non-digital ones. Students can prepare mini-presentations which explain their hobby, or an unusual hobby they have learnt about.

http://t.dgm-au.com/c/328195/69171/1880?u=https%3A%2F%2Fwww.booktopia.com.au%2Ftoppling-sally-murphy%2Fprod9780763659219.html

  1. Identify, describe, and discuss similarities and differences between texts, including those by the same authoror illustrator, and evaluate characteristics that define an author’s individual style (ACELT1616)
  2. Analyse how textstructures and language features work together to meet the purpose of a text (ACELY1711)
  3. Analyse strategies authors use to influence readers (ACELY1801)
  4. Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518)
  • During reading introduce students to the terms ‘free verse’ and ‘verse novel’. After reading use groups to establish similarities and differences between verse novels and prose novels. Discuss findings.
  • After reading, revisit and analyse key scenes: p. 9 (opening page), pp 43-46 and pp 15-17 contrasted with p.62-63. Have students focus on which techniques are used in these scenes which might be poetic rather than narrative techniques, and how these techniques influence our connection and reaction to the events. Report or journal writing: how has Sally Murphy used poetry to explore the difficult topic of childhood cancer?
  • A term unit could encapsulate reading of one or both of my other two verse novels, Roses are Blue and Pearl Verses the World, allowing time for examination of similarities and differences between the three books via group work, or class boards. A verbal or digital presentation examining Sally Murphy’s Individual Style could meet other learning outcomes in multiliteracies, technology or speaking.
  1. Identify the relationship between words, sounds, imageryand language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617)
  2. Createliterary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACET1618)
  3. Experiment with textstructures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)
  4. Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with textstructures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)
  • During or after reading revise or introduce devices including simile, metaphor, personification, onomatopoeia, repetition, tricolon. Use examples from the book, or have students identify them in the book. Experiment with each form either in journals or on worksheets or display boards. If you have space on your pin up boards, have places where students can write examples of each device on strips of paper or sticky notes and build up a bank of examples.
  • Examine the elements of free verse poetry (this link here is a simple starting point). Write lots of poems: there are many great lesson ideas on this site, from Australian poets.
  • After reading and examining author style, have students experiment with writing about their own lives in free verse. Draw on journal writing tasks completed during reading. Structure this activity by allowing time for discussion ingroups of possible topics, experimenting with how to tell veracious parts using poetic devices, then drafting and revising poems.
  • Have students write poems mimicking my style to tell a key event from the point of view of another character: Tess, Dominic, Mum, Miss Timms etc. Produce a class collection entitled Toppling: The Untold Story.

 

Other suggestions for using Toppling in your classroom include:

  • Toppling can be used as a springboard to building empathy, and to understand differences between sympathy and empathy, outside of the literacy classroom.
  • Show students the cover and blurb for the UK edition of the book, which is titled John and Dom, and the US, still titled Toppling but with some cover differences. Explain that the story inside is the same: itis only the cover that has changed. Discuss students’ preferences. Have them design a new cover for the book, or a different cover for another book they have read.
  • Email the author (that’s me!) Your students can write to me through this website, and share their responses or ask questions.

Related Books (these are all verse novels)

Mostly, I’d love to remind you that while I love to see my books used in classrooms, I also love to see kids just enjoying them. Reading a book should be pleasurable – whether it’s being used in the classroom or not.  So allow your students to enjoy reading Toppling.

If you find this useful, or have any suggestions or comments, do leave a comment. And, if there is a particular book or year level or topic that you would like covered in a future edition of Teacher Tuesday, let me know.

Teacher Tuesday: Using Pearl Verses the World in a Year Five Classroom

by 5 Comments

Welcome to the fifth edition of Teacher Tuesday, where I match one of my books to a year level, and offer some activities for sharing the book in the classroom. In previous weeks I shared activities for Looking Up, Do Not Forget Australia, Snowy’s Christmas and The Floatingest Frog.

This week, per a request from a year 5 teacher, I am focusing on my verse novel, Pearl Verses the World.

Using Pearl Verses the World in a Year Five Classroom

Pearl Verses the WorldPearl Verses the World, by Sally Murphy, illustrations by Heather Potter

Published by Walker Books, 2009
ISBN: 9781921150937 (Paperback)
Format 80 page Paperback, RRP $14.95

US and UK Editions also available.

Blurb: At school, Pearl feels as though she is in a group of one. Her teacher wants her to write poems that rhyme but Pearl’s poems don’t. At home, however, Pearl feels safe and loved, but her grandmother is slowly fading, and so are Mum and Pearl.

Sally’s Recommended Grade Levels: Year 2- Adult, but these suggestions focus on Year 5.

Themes/Topics:

  • Belonging
  • Family
  • Aging/Dementia
  • Death
  • Empathy and Compassion
  • Poetry
  • School

Publisher teaching notes available HERE.

More wonderful teaching ideas HERE.

Curriculum Links:

Year 5 English

The following ideas can be used separately, choosing just those which fit your classroom needs. However, this unit offers an opportunity for regular journal writing activities. As such, setting up a special writing book (or section of an existing daily writing book) for each child before reading begins, and then using it throughout reading could add an extra dimension to a novel study.

  1. Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)
  2. Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY 1699)

Before reading:

  • Journal writing. In the days/weeks before introducing the book, have students write on one or more of the following questions: What kinds of books do you like to read? Do you like reading poetry? What does it mean to be lonely? After each journal writing activity, provide opportunities for sharing in groups or in class discussion.
  • Show students the cover of the book. Discuss reactions to the title, the front cover illustrations and the blurb. The blurb includes the word ‘poignant’. Discuss what this might mean. Journal writing:  Make a prediction. What do you think Pearl Verses the World might be about?

During Reading

  • Read pages 7 to 11, finishing with “Which made her poor teacher go hurl.” Discuss what has happened so far. Why is Pearl lonely? How does she feel about poetry? Does poetry have to rhyme? The last five lines are a limerick. Discuss whether that part rhymes. Who is speaking/writing the limerick?
  • Journal writing: Pearl is in a group of one. Do you belong to any groups at school? Do you think your own class has groups?
  • Read pages 11 to 17. Recap events. Discuss the revelations about what is happening at home. Focus on what we now know about Pearl’s life. Encourage connections to children’s own lives re family structures, illness, loneliness, but also the happy stuff like spinning.
  • Journal Writing: Which part of Pearl’s story so far do your feel reflects your own life? How does that make you feel? Pearl loves spinning. What is your favourite movement: running/jumping/skipping/standing still? Write about that movement and how it makes you feel.
  • Read pages 18 to 26. Recap events. Discuss, again encouraging responses and connections to students’ lives and experiences. Explore Pearl’s relationship with Prudence Jones and with Mitchell Mason. Other areas to highlight in discussion include the swimming and library scenes. Discuss how Pearl feels about poetry. In groups or as a class discuss what makes a poem, building on earlier discussion.
  • Journal writing: Do you like poetry/ Why/why not? What kinds of poetry?  What makes a good book? Write about your favourite book.
  • Read pages 27 to 35. These are some difficult pages so, before reading, have students ready their journals and writing materials. Tell them that, after you have read the pages you want them to write their responses in their journals FIRST and then discuss them after. After reading the pages, repeat the instruction. Give time to write about how they feel about what is happening to Granny, Pearl and Mum. After writing, group of class discussion about what has happened.
  • Repeat this process for pages 37 -50, 51-64 and 65 to 73.
  • Read pages 74 to 74. Discuss ending. Discuss: Is this a happy ending, or not? Could it have ended differently? How did students feel about the ending?
  • Journal writing: Do stories need to have happy endings? Why/Why not.  Write a new scene, either changing the ending, or showing a scene in Pearl’s life a month/year after the story ends.
  1. Present a point of viewabout particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others(ACELT1609)
  2. Use metalanguageto describe the effects of ideas, text structures and language features on particular audience (ACELT 1795)
  3. Plan, rehearse and deliver presentations for defined audiences and purposes incorporating accurate and sequenced content and multimodal elements (ACELY1700)
  • During reading introduce students to the terms ‘free verse’ and ‘verse novel’. After reading use groups to establish similarities and differences between verse novels and prose novels.
  • In groups, students to decide which form they prefer and prepare a presentation to class explaining why.
  • As a follow up, brainstorm arguments from both sides.(In my ideal world, class would arrive at the realisation that one form is not better than another, but offer different strengths). Discuss whether pearl verses the World might have been as effective written in prose.
  • Journal writing: Rewrite a scene in prose. Write a book review of Pearl verses the World.
  1. Understand, interpret and experiment with sound devicesand imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)
  2. Createliterary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)
  3. Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing textstructures, language features, images and sound appropriate to purpose and audience (ACELY 1704)
  • Either during reading or after, examine the limerick on p. 11, and limericks from other sources. Us a worksheet like this one HERE  to establish how limericks work. Focus on rhyme patterns, rhythm patterns and content before having students create limericks of their own.
  • During or after reading revise or introduce devices including simile, metaphor, personification, onomatopoeia, repetition, tricolon. Use examples from the book, or have students identify them in the book. Experiment with ach form either in journals or on worksheets or display boards. If you have space on yoru pin up boards, have places where students can write examples of each device on strips of paper or stickynotes and build up a bank of examples.
  • Examine the elements of free verse poetry (this link here is a simple starting point). Write lots of poems: there are many great lesson ideas on this site, from Australian poets.
  • Have students create a class poetry book OR individual chapbooks

    Other suggestions for using Pearl verses the world in your classroom include:

  • Pearl Verses the World can be used as a springboard to building empathy, and to understand differences between sympathy and empathy, outside of the literacy classroom.
  • Pearl Verses the World is wonderful for reading aloud. Use an extract in the drama classroom for students to memorise and perform.
  • Email the author (that’s me!) Your students can write to me through this website, and share their responses or ask questions.

Related Books (these are all verse novels)

Mostly, I’d love to remind you that while I love to see my books used in classrooms, I also love to see kids just enjoying them. Reading a book should be pleasurable – whether it’s being used in the classroom or not.  So allow your students to enjoy reading Pearl Verses the World.

If you find this useful, or have any suggestions or comments, do leave a comment. And, if there is a particular book or year level or topic that you would like covered in a future edition of Teacher Tuesday, let me know.

Teacher Tuesday: The Floatingest Frog in the Year 4 Classroom

by Leave a Comment

Welcome to the third edition of Teacher Tuesday, where I match one of my books to a year level, and offer some activities for sharing the book in the classroom. In the first two weeks I shared activities for Looking Up and for Do Not Forget Australia.

This week I’m focusing on my very first picture book: The Floatingest Frog.

Using The Floatingest Frog in a Year Four Classroom

The Floatingest FrogThe Floatingest Frog, text by Sally Murphy, illustrations by Simon Bosch 

Published by New Frontier Publishing, 2004
ISBN: 9781921042546 (Paperback)
Format 24 page Picturebook, RRP $14.99

Available from good bookstores or here.

Blurb: Ferdinand the Frog wants to outdo his brother Frankie in every possible way. He can jump the farthest, croak the loudest, and even has the longest name! Sibling rivalry soon reaches hilarious heights when Ferdinand pushes his luck too far. Based on an Aesop’s fable, The Floatingest Frog is a cautionary tale about being too full of hot air.
Sally’s Recommended Grade Levels: Year K-5, but these suggestions focus on Year 4.

Themes/Topics:

  • Siblings
  • Frogs
  • Animals
  • Friendship
  • Aesop Fables
  • Humour
  • Wisdom

Curriculum Links:

Year 4 English

  1. Recognise how quotation marks are used in texts to signal dialogue, titles and quoted (direct) speech (ACELA 1492)
  2. Investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA 1494)
  • During Re-Reading of the book, or using selected pages, ask students to identify how we know a character is speaking. Highlight opening and closing quotation marks, commas and attributions such as said/exclaimed/scoffed.
  • Rewrite selected sentences of dialogue on whiteboard or smartboard, demonstrating the correct placement of punctuation.
  • Create a worksheet with sentences from the text containing dialogue, with punctuation removed. Have students punctuate appropriately.
  • Writing: Write a conversation between Frankie and Ferdinand which does not happen in the book. OR write conversation where Frankie goes to introduce himself to the cow.

 

  1. Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT 1602): comparing different authors’ treatment of similar themes and text patterns, for example comparing fables and allegories from different cultures
  2. Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT 1605)
  • After Reading: Explain that The Floatingest Frog is based on an Aesop’s Fable, The Frog and the Ox. Discuss the elements of a fable – a story designed to teach a moral or message, after using animal characters and explicitly stating the moral.
  • Questions: Did any student identify the story as a fable on the first reading? How? Does The Floatingest Frog contain the elements of a fable?
  • Read Aesop’s fable: The Frog and the Ox. (There are several versions of this available online)
  • In groups/pairs construct a table exploring how the picture book is similar/different to The Frog and the Ox. Suggested headings: length, language, characters, dialogue, statement of moral.
  • Discuss: Why might an author use a fable to create a picture book? Which version did students prefer? Why did Sally use two frogs, rather than just one? Why did she change the ox into a cow?
  • Examine the book closely – using a story map or other process – to identify how the text attempts to make the original fable more engaging using dialogue, characterisation and action. Examine the illustrations closely to see how the illustrations add to the written words.
  • Questions: How has the author used dialogue tags/word choice/repetition/pacing to build an exciting story? Are their things which happen in the illustrations which do not happen in the words? What effect does this have? Why does the word ‘cow’ not appear in the text? How do we know it IS a cow?
  • Writing: Retell a different Aesop’s Fable as a narrative.

 

  1. Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features.
  • After Reading: Building on work on dialogue and on fables, have students write their own original animal story OR rewritten fable. Work through stages of planning, drafting, editing and publishing this narrative.

Year 4 Science

Biological sciences

  1. Living things have life cycles (ACSSU072)
  2. Living things, depend on each other and the environment to survive (ACSSU073)Frogs: Awesome Amphibians
  • The study of The Floatingest Frog can coincide with studies of the life cycle of the frogs. You can find Frog Printables here or at numerous other websites – or make your own.
  • Complement The Floatingest Frog with my non-fiction book Frogs: Awesome Amphibians, available here. You can see sample pages of the book HERE
  • Compare the language of the nonfiction book with the fiction book, integrating science and literacy activities into the one unit of work.

 

Other suggestions for using The Floatingest Frog in your classroom include:

  • Art/Technology:  The art in The Floatingest Frog is created digitally. Experiment with drawing on whichever computer programs are available in your classroom.
  • Art: There are many ideas for frog craft, including frog origami. This Pinterest page has links to many easy, clever activities.
  • Email the author (that’s me!) Your students can write to me through this website, and share their responses or ask questions.

Related Books

Mostly, I’d love to remind you that while I love to see my books used in classrooms, I also love to see kids just enjoying them. Reading a book should be pleasurable – whether it’s being used in the classroom or not.  So allow your students to enjoy reading The Floatingest Frog.

If you find this useful, or have any suggestions or comments, do leave a comment. And, if there is a particular book or year level or topic that you would like covered in a future edition of Teacher Tuesday, let me know.

Teacher Tuesday: Looking Up Ideas for Year 3 Classrooms

by 6 Comments

In a new feature I’m planning on running regularly here on my website, I am  matching my books with curriculum links. Each week I will feature one of my books, with curriculum links for a particular year group  and ideas for how that book can be used to address them.  If there’s a particular book or year group or curriculum area you’d like to see covered, drop me a line and I will see what I can do. First up, I’m featuring one of my newest books, Looking Up. Here goes:

Using Looking Up in a  Year Three Classroom

Looking Up, by Sally Murphy, with illustrations by Aska Looking Up

Published by Fremantle Press, 2017

ISBN 9781925164572

Format, Paperback 72  pages, RRP $14.99

Available from good bookstores or here. Also available as an ebook.

 

Blurb: Pete is hoping – desperately hoping – for a telescope. There’s nothing he wants more for his birthday. But when a mysterious card arrives in the mall, what Pete wants is turned upside down.

Sample Chapter HERE

Publisher’s Teacher Notes HERE

Sally’s Recommended Grade Levels: Year 2-6, but these suggestions focus on Year 3

Themes/Topics:

  • Grandparents
  • Family
  • Stars
  • Astronomy
  • Telescopes
  • Family
  • Forgiveness
  • Friendship
  • Empathy
  • Mysteries
  • Birthdays

Curriculum Links:

Year 3 English

  1. 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)
  2. Understand that verbs represent different processes, for example doing, thinking, saying, and relating and that these processes are anchored in time through tense (ACELA1482 )

Chapter Two 

In groups, identify the verbs used in this chapter. Use different colours to identify each of doing, thinking, saying and relating.  As class brainstorm to build a word bank of verbs – for example ‘Listening”’ (p. ) could lead to ‘hearing’.  In groups, or individually, have students change selected verbs to past tense and/or future tense.

Writing: Rewrite a scene in present tense. How did the language change? Which did students prefer?

Rewrite the same scene as a news report. How did the language change? Was it more formal? Did it require additional information? Were some parts of the scene left out?

Compare the language and sentence structure of the original scene with that of a news report. Look at differences in sentence complexity, language choice etc.

 

  1. Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596)

Before reading, discussion questions can focus on children’s experiences with grandparents or great-grandparents, as well as on birthdays, wishlists and receiving mail.:

  • How many grandparents do you have?
  • Do any of them live far away?
  • Do you have grandparents you have never met?
  • What is your favourite memory with a grandparent?
  • What’s the favourite birthday/Christmas/other present you have received?
  • What kind of letters does the postman/postwoman deliver?
  • Have you ever received a letter addressed to you?

During reading

Chapter Two –p. 11 stop and have students guess what might be in the envelope

p. 14 After he removes the card, but before we find out who it is from, have students’ make predictions.

After Reading the Chapter:

Discuss: Why might Pete not know he has a grandfather?

Chapter 9

  • p. 58  Stop at the arrow. Make predictions. Will Pete get the telescope? Why/why not.

After the chapter:

  • How do students feel about Pete not getting the telescope – and his reaction?
  • Have they ever not got something that they really wanted?

Writing suggestions:

  • Write  a recount of a visit to a grandparent, or a favourite birthday memory.
  • Write a wishlist of things students would like to receive for their next birthday/Christmas. Then use the internet or catalogues to work out how much their list might cost.
  1. Develop criteria for establishing personal preferences for literature (ACELT1598)

Before reading: Looking at the cover, have students predict whether or not they will enjoy this book. Why/why not? In writing books, have them write their predictions regarding enjoyment of the text

During Reading:  After each reading session, discuss students’ reactions to the text. Are they enjoying it? DO they think that what happened is interesting/scary/boring? Are they keen to know what will happen next? How do they feel about Pete? Mum? Grandad?

After Reading: Discuss students’ reactions to the ending. In writing books, write about their responses to the book and how these differ from their feelings before.

Extension: Write a book review. (For examples, see www.aussiereviews.com)

  1. Identify the point of view in a text and suggest alternative points of view (ACELY1675)

During reading:

  • After Chapters 4, 6 and 8, discuss Pete’s reactions to these events, and how Mum would be feeling.  Draw a picture of Mum (or teacher can provide) with thought bubbles for what Mum might be thinking but not saying.
  • After Chapter 5, discuss how it might be for Grandad to meet Pete for the first time. What is he thinking and feeling?

Writing: Rewrite one of these scenes from the point of view of the other character.

 

Other suggestions for using Looking Up in your classroom include:

Make birthday/Christmas cards

Make origami stars – instructions here.

Make a Constellation Projector like this one here. 

Email the author (that’s me!) Your students can write to me through this website, and share their responses or ask questions.

Related Books

Featuring Grandparents

Pearl Verses the World, by Sally Murphy

Grandpa and Thomas, by Pamela Allen

Granny Grommet and Me, by Dianne Wolfer and Karen Blair

Love From Grandma, by Jane Tanner

 

Mostly, I’d love to remind you that while I love to see my books used in classrooms, I also love to see kids just enjoying them. Reading a book should be pleasurable – whether it’s being used in the classroom or not.  So have fun with Looking Up!

 

I’d love to know if you found these notes useful, or if you have any other suggestions, or if there’s a different book you’d love to see featured in this way. Leave a comment!