Name of Text

WTT PETAL PLANNER

Implementation:

This unit is recommended for students who are speaking at level 1 or 2 so would be suitable in second semester.

Rationale:

This text was selected because it:

• lends itself well to role play
• has lots of descriptive language
• features clear, bold illustrations
• provides a great opportunity for preparing healthy dishes involving fruit
• challenges students with questions

Genre: NARRATIVE

Sentence Form

Simple sentences:
( Handa put seven delicious fruits in a basket for her friend, Akeyo.)
Questions form in compound sentences: ( Will she like … or the ….? )
Exclamation: (That is a surprise!) / Tense
Present / Person
3rd she
1st I / Singular/plural forms
S on end denotes plural
Tangerines Fruits
Negative forms
N/A /

Question forms

I wonder which fruit she’ll like best? Will she like the soft yellow banana… or the sweet-smelling guava? Will she like the round juicy orange… or the ripe red mango? Will she like the spiky-leaved pineapple, … or the creamy green avocado… or the tangy purple passion-fruit? Which fruit will Akeyo like best? TANGERINES?
FOCUS LANGUAGE /

Pronouns

my, she / Prepositions
Set off, in
Articles
The, a /

Nouns

Handa, Akeyo, fruits, basket, village, fruit, banana, guava, orange, mango, pineapple, avocado, passion-fruit, tangerines /

Expressions of Quality

Delicious, friend, best, soft, yellow, sweet-smelling, round, juicy, rip,e red, spiky-leaved, creamy, green, tangy, purple, favourite
FOCUS LANGUAGE / Expressions of Quantity
seven
Prepositional Phrases
In a basket, set off for /

Verbs

Said, surprise, brought, like, /

Conjunctions

or / Sound
H
Name of Text.
Handa’s Surprise by Eileen Browne

Year level/s T/1/2 / A. Discovering the text.Look at front cover. Students make predictions about text. Teacher will have to model this. Eg/ ‘I can see …” etc Read title and authors/illustrators name. Count words in title. Read text to children. (Daily activity) / B. Talk about text – ideas, opinions, and feelings.
Reread text, ask if children like the story. Discuss if they have ever see any of those animals or fruit. Would they be frightened if they did? Do they like the fruit? Can you buy it here? What does it taste like? Etc / C. Explore the text through role-play. 1.Teacher directs children to perform activities eg. Act our walking around the room with a pretend basket on their head – maybe use a book.
2. Teacher models and then gets students to act out what each animal does.
3. Game: One child leaves room. Others perform an action from text. Child re-enters, teacher asks ‘what animal are they?’ child must reply ‘they are …’
4. Role play the whole text when students are familiar with the animals with teacher being the narrator.
5. Students practise saying the descriptions of the fruit and their name.
6. Students role play the text with the teacher as the narrator. Students say sentences such as: ‘I am the monkey. I steal the banana. I am the elephant. I steal the mango’ etc
D. Talk about the text.
1. Ask ‘Could this be a true story?’
2. Relate story to children’s experiences – have you seen this fruit or these animals? Would you walk with fruit on your head to deliver it to someone else? How would you do it? Which fruit would you take? Which animals would you see on the way. Would they like to eat the fruit? / E Retell the text.
1. Teacher turns pages & children. use pictures as prompts to tell what is happening on each page. Teacher scaffolds answers into sentences.
2. Copy pictures from text. Class negotiate to sequence them on a peg-line.
3. Use picture cards of fruit and animals. Individuals select a card and describe it using the structure ‘He is …’ or ‘It is ……’
4. Children independently sequence own set of copied pictures to make a small booklet. / F Listening exercises.
In my basket I had a banana. In my basket I had a banana and a mango. In my basket I had a banana, a mango and a passionfruit etc. this includes all the children and if they run out of fruit they could start on vegetables.
Tell and Draw – teacher tells a story and students listen and draw the picture. Eg/ One sunny day Handa was walking with a basket on her head. In the basket she had three bananas. She saw an elephant and a zebra. / F Oral cloze exercises.
Omit the name of the fruit
F Intonation, stress and rhythm exercises.
Down In The Jungle
Begin by having children slap their hands on their knees and then clap them together to set the rhythm of the chant.

Down in the jungle,

With the beat in your feet,

Think of an animal,

That you’d like to meet.

That you’d like to meet _____!

(Call out a child’s name and have them name a jungle animal)

A (Monkey), A (Monkey), She wants to see a (Monkey)!

Then have all of the children imitate a monkey. Keep repeating and naming different animals for the children to imitate and don’t forget the growls, screeches and roars! / G Picture map.
Students draw pictures of Handa with the fruit in the basket and then new pictures as she goes on her journey and the animals take it. Have separate pictures of the animals and the students then tell the story and put the correct animal with the fruit they have stolen. / H Pronunciation exercises.
Handa had a heap of mangos.
Handa had a heap of bananas.
Handa had a heap of passionfruit.
Handa had a heap of guavas.
Handa had a heap of pineapples.
Handa had a heap of avocados.
Handa had a heap of tangerines. / I Group negotiated text of the original.
Photocopy the pages of the book with the text blanked out. Children retell text while teacher scaffolds their responses into sentences and records in the blanks, modelling the writing process.
J Explore the text through poetry and/or music.
1.Songs: ‘I Went to the Jungle One Day’, ‘The Animals in the Jungle’, ‘i’m a Little Zebra’, I’m a Juicy Orange.’ (see attached words)
2. Rhymes: I know a Giraffe, I’m a Big Giraffe, I’m a Little Monkey, What a Nose! / K Teacher writes the words on charts.
These are to be displayed in the classroom for reference. / L Explore the text through art/craft.
1. Zebra Stripes
Pre-cut the shape of a zebra for your children (or if they are old enough, they can) an place it in a box. Use black paint and marbles to make the stripes by shaking box back and forth.
2. Hand Jungle Animals
Have each child trace their hand on light coloured paper. Allow your children to use fabric scraps, crayons, textas and paint, to create the markings and features of their favourite jungle animal. Encourage the students to create the animal’s natural environment by pasting leaves and grass. / M Group negotiated text that reflects the art/craft work.
Write descriptive sentences about the zebra stripes eg/ The zebra has black and white stripes
Or write a procedural text. Eg/ Hand Jungle Animals
What you need: Fabric Scraps, paper, crayons, …. etc
What you do: Have each child trace their hand …. etc
N Explore other curriculum areas suggested by the content of the text
Maths
N/A / HPE
HP 1.2 People and Food - share in preparing and eating food eg/ fruit salad and fruit kebabs / Science
N/A / SOSE
N/A
P Group negotiated text in the same genre.
Write a story about taking some fruit to a friend in your community. What fruit did you take and what animals did you see? Did they take the fruit or did you give it to them? / Q Group oral presentation.
Perform role play and/or song or rhyme for whole school or particular class and family. / R Assessment.
Revisit activities B, E, F, H, J. Have students talk about activities G, L, N, P, Q. Record and keep students responses to these activities.
Keep tapes of selected students.
See attached assessment record.

Page

/ Text
1 / Handa put seven delicious fruits in a basket for her friend, Akeyo.
3 / She will be surprised, thought Handa as she set off for Akeyo’s village.
4 / I wonder which fruit she’ll like best?
5 / Will she like the soft yellow banana …
7 / Or the sweet – smelling guava?
9 / Will she like the round juicy orange …
11 / Or the ripe red mango?
13 / Will she like the spiky-leaved pineapple …
15 / Or the creamy green avocado …
17 / Or the tangy purple passionfruit?
20 / Which fruit will Akeyo like best?
21 / “Hello, Akeyo,” said Handa. “I’ve brought you a surprise.”
23 / “Tangerine!” said Akeyo. “My favourite fruit.” “TANGERINES?” said Handa. “That is a surprise!”

ASSESSMENT RECORD

Student Name: ______Date: ______

Strand
Learning Area / Outcomes & Indicators / Assessment
Task / E / S / C
EsseNTial Learnings / Inner 1: Uses own learning preferences and meta-cognitive processes to optimise learning.
KGP 3

• Complete routine tasks in a familiar context.
• Begin and complete activities relating to a task, with direction.

/ Student completes set tasks during the unit.
Teacher records this on a class checklist as unit progresses. Eg/ participation in games, activities etc
Listening / L BL2.1 Communication
* show understanding of simple oral SAE through action. / Student to successfully participate in listening activity Intonation, Stress and Rhythm.
Speaking / L 1.1 Communication: Join in known situations using gestures, isolated words and well-known language to respond to directions and questions.

• Retell text with visual clues
• Use a few connected words

/ Student retells story using the book as a prompt. Teacher tapes and transcribes or takes notes of student’s language.
HPE / HP 1.2 People and Food - share in preparing and eating food eg/ fruit salad and fruit kebabs / Student participates in making of fruit salad and kebabs

Teacher comments: ______

______

______

______

RHYMES

I Know a Giraffe

I know a giraffe

With a neck that’s so high,

She stretches and stretches it

Up to the sky.

(Stretch head high)

She lives on the plains

With her family too,

But you almost might see her

When you visit the zoo.

(Point to others)

Judy Hall

I’m a Big Giraffe

I’m a big giraffe stretching way up high,

(Do actions as rhyme indicates)

A big, tall giraffe, I almost reach the sky.

I eat the leaves from the tallest trees,

And when I run, I can move with ease.

I’m a big giraffe stretching way up high.

Way … up … high!

Judy Hall

I’m a Little Monkey

I’m a little monkey, watch me play,

(Hop around floor)

Munching on bananas every day.

(Pretend to eat bananas)

I have monkey friends who play with me,

(Point to others)

See us climb right up the tree.

(Make climbing movements)

Carla Cotter Skjong

What a Nose!

Elephants are tall and fat,

(Stretch arms up, then out)

They stomp around this way and that.

(Stomp back and forth)

Elephants have big ears and toes,

(Point to ears, then toes)

And goodness, gracious, what a nose!

(Hold arms together and swing them like a trunk)

SONGS

I’M A LITTLE ZEBRA

(I’m a Little Teapot tune)

I’m a little zebra,

White and black,

With a bushy mane

Running down my back.

I like to gallop

And run and play

Out on the grassy plains

All day

Jean Warren

I’M A JUICY ORANGE

(I’m a Little Teapot tune)

I’m a juicy orange

Round as you please,

A big juicy orange

Waiting for a squeeze.

So if you happen

To come my way,

Give me a hug –

You’ll make my day!

Jean Warren

The daily program is utilised to ensure that all students can engage confidently with the text and the various activities in the overall program. It provides opportunity for practise for regular attenders and an opportunity to engage with the text doing fun, non-threatening activities for the students who have irregular attendance patterns.

1. ACTIVITIES

(to be repeated daily)

Read the text to children (A)

Role play (C)

Play a listening game (F)

Pronunciation exercise (H)

Sing a song or say a rhyme (J)

2. NEXT PART OF PLANNER

(remember to follow the planner in order)

EsseNTial Learnings: Collaborative 3 – Fulfils their responsibilities as a group member and actively supports other members.

KGP3 share equipment and cooperate with others on tasks

HPE Promoting Individual and Community Health

HP 1.2 People and Food - share in preparing and eating food eg/ fruit salad and fruit kebabs

DO / TALK / RECORD
1. Teacher tells students that they are going to do some cooking and they will help each other in the group and all will get to eat the results. / 2. Teacher lists groups
3. Students discuss rules for working in groups. / 4. Teacher scribes rules for display in classroom.
5. Class discuss what they are going to cook and what ingredients will be required. (Fruit salad) / 6. Teacher scribes shopping list.
7. Teacher and students go to shop and buy ingredients. Teacher models how to make fruit salad. / 8. Students retell the sequence of the making of the fruit salad. / 9. Teacher scribes the procedural text (recipe).
10. In groups, students make the fruit salad and eat it. / 11. Teacher takes photos for a class book.

Repeat this procedure with each different recipe.

1

Written by Joanne Coghlan ESL for ILSS Project Officer 2008