Subject:

English Topic: My Dog Bigsy Year Level: Foundation Duration: 1 week

STRANDS AND SUB-STRANDS
Language Literature Literacy
Language variation and change (F-6) Culture (F-6) Texts and the context in which they are used (F-6)
Language for interaction (F-6) Personal res to ideas, characters & viewpoints Listening and speaking interactions (F-6)
Evaluative Language (F-6) in text (F-6) Oral presentations (F-6)
Purpose audience and structures (F-6) Expressing pref and evaluating texts (F-6) Purpose and audience (F-6)
Text cohesion (F-6) Features of literary texts (F-6) Reading processes (F-6)
Punctuation (F-6) Language devices in literary texts (F-6) Comprehension strategies (F-6)
Concepts of print and screen (F-6) Creating literary texts (F-6) Analysing and evaluating texts (6)
Sentences and clause-level grammar (F-6) Experimentation and adaptation (F-6) Creating texts (F-6)
Word-level grammar (F-6) Editing (F-6)
Visual Language (F-6) Handwriting (F-6)
Vocabulary (F-6) Use of software (F-6)
Phonological and phonemic awareness (F-6)
Alphabet and phonic knowledge (F-6)
Spelling (F-6)
Content Descriptions

1. Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students own experiences
(ACELT1575)
2. Explore the different contribution of words and images to meaning in stories and informative texts (ACEL1786)
3. Share feelings and thoughts about the events and characters in texts (ACEL1783)
4. Identify some features of texts including events and characters and retell events from a text (ACELT1578)
5. Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)

General Capabilities General Capabilities Focus Cross Curriculum Priorities Texts
Numeracy Explore structure of a recount and Aboriginal and Torres Strait Imaginative
Literacy the language features that are Islander histories and cultures Informative
Information and Communication used. Asia and Australias engagement Persuasive
Technology (ICT) Competence Using ICT effectively to access, with Asia Media
Critical and creative thinking create and communicate ideas. Sustainability Everyday
Ethical Behaviour Using ICT to interpret and create, Workplace
Personal and Social Competence Cross Curriculum Priorities Focus
print, visual and multi-modal texts.
Intercultural Understanding Multimodal Texts
Take responsibility for their own
learning and reflect on class and Language Modes
group experiences and interactions. Listening
 Understand themselves and others, Speaking
manage their relationships and Reading
lives more effectively. Viewing
Writing
Assessment Language
Anecdotal notes, observations, photographs, video, work samples, checklist as
students participate in each sharing session.

Activities/Lesson Ideas

Day 1
Play story video on StoryBox Library: https://storyboxlibrary-com-au.access.library.unisa.edu.au/stories/my-dog-bigsy/
Ask students about their experiences with animals. Do they have a dog at home? Encourage students to share personal stories with each
other to build an understanding about these animals.
Bigsy is a name the dog has been given. Have students look at the page where the author describes Bigsy using labels. Why do you think the
author included this page? What other labels could be used to describe Bigsy? As a class draw a dog on the IWB as the students identify parts
of a dog. Have students draw and label a picture of a dog. Gearing Down: copy labels from off the example on the board or have teacher
annotate. Gearing Up: ask students to add descriptive words to their labels e.g. fluffy ears, wet black nose, wagging tail
(ACELT1575)(ACELA1786)(Science Biological Science ACSSU017)
Day 2
Read story
Ask students what animals live on the farm? What noises do they make?
Ask students to share what their favourite part of the story was?
Students illustrate their favourite part of the story. Gearing down: teacher to annotate. Gearing up: students to write a recount of their
favourite page (ACELT1783)(ACELT1578)(ACELT1580)(ACELY1650)

Day 3
Play story video on StoryBox Library.
Plan a story sequencing experience for the students. Recreate the map of the farm with all the animals Bigsy visits (ACELT1578)

Day 4
Read story
Students sit in a circle. Assign students a role one to be Bigsy and the others to be animals from the book. Retell the story with students
acting it out (ACELT1580)
Day 5
Painting favourite animals outside

Resources
Storybox Library access
Map template and animal cutouts for sequencing activity

Concrete materials available in classroom e.g.
English books
Coloured pencils, crayons, textas
IWB
Glue sticks