9 — Where in the world?
This is the ninth sequence in a learning unit familiarising students with the structure of a sentence by engaging with their local geographical landscapes and those further afield. During this sequence students will study the illustrations from the text Mirror by Jeannie Baker. They will be extending their understanding of nouns, verbs and adjectives, and also focusing on making a connection with an aspect of the text to develop their comprehension skills.
You will need to have a copy of the text Mirror by Jeannie Baker.
Begin the sequence by sharing any communication that has been received from the ePals on the interactive whiteboard. Look at the display of questions that were asked and see if any of them have been answered. Consider whether any further questions could be asked to provide further information. If your students have been asked any questions, talk about what your responses will be. Jointly construct some responses with the students.
Activity 1: Predicting what another country will look like
Share the text Mirror with the students, first displaying the cover. Explain that this is a story about two boys who are the same age but live in different parts of the world. This story is told in pictures rather than words so students should be guided to look at how the author provides us with information through the illustrations. As you read, tell the students to look closely at what is happening in the pictures to find out about the boys’ families and lives and how they use the land.
Show the students where Morocco is on the world map and ask if they know anything about the country. Make connections to the ‘Landscape language’ display. Focus on particular words or phrases that could be used to describe who or what might be in the text and what might be happening in the text. Allow the students a few minutes to visualise what they think Morocco might look like and then invite them to share their visualisations. Record their predictions so they can be referred to later.
Activity 2: Making connections
After the picture walk, allow the students some time to ask questions and share comments. Show them the Making connections worksheet that they will be completing after another engagement with the text. Remind them of the language ‘the part about … reminded me of …’ Explain that they will be thinking about any connections that they are making to this text and introduce the idea of text-to-text, text-to-self, or text-to-world connections.
Allow the students a second picture walk through the text, reminding them that they need to look closely at the illustrations to gain information. Stop and discuss any pages that students comment about. Ask what they think Jeannie Baker is providing in the illustrations to help us understand that the boys’ lives are both similar and different from each other’s and from the students’ lives. When the picture walk is complete, share some of the connections that you made with the text and model how to record them on the worksheet. Allow the students 5–10 minutes to record their connection; they can record more than one connection if they wish. ACELT1582, ACELY1655, ACELT1584
Bring the students together as a class and allow them some time to share the connections they made about how the boy in Morocco and the boy in Sydney and their families use land, compared to how we use land in our local area. Record these connections and discuss whether they think they are text-to-text, text-to-self or text-to-world connections. For further information on connections see the material on making connections on Diane Kardash’s website. ACHASSK033