greaterkengalscopeandsequence.wikispaces.com… · Web viewSTAGE 3: The Dragon Keeper. TERM: 3 2014 WEEKS: 3-10. The students will be reading a text by Caroline Wilkinson- The Dragon

Gayle PinnYerong Creek PS 2014

STAGE 3: The Dragon Keeper TERM: 3 2014 WEEKS: 3-10

The students will be reading a text by Caroline Wilkinson- The Dragon Keeper. They will be researching dragons and The Han Dynasty. The students will be studying literary features and devices used throughout the text to assist them in writing a narrative set in another time an place. They will learn how important research is when writing a narrative and include researched facts in their own narrative,

Text Requirements:Intercultural Understanding

ConceptsImagery and Weeks 3-4The "mental pictures" that readers imagine whilst reading a passage of literature. It signifies all the sensory perceptions referred to in a poem, whether by literal description, allusion, simile, or metaphor. Imagery is not limited to visual imagery; it also includes auditory (sound), tactile (touch), thermal (heat and cold), olfactory (smell), gustatory (taste), and kinaesthetic (movement) sensations.Imagery: The use of figurative language or illustrations to represent objects, actions or ideas. (Sharon Tooney)

Characterisation Weeks 5-7The method by which characters are established in a story, using description, dialogue, dialect, and action (Sharon Tooney)

Values Weeks 8-10These are the ideas and beliefs in a text. They may be reflected in characters, through what they do and say; through the setting of the text, reflecting particular social views; and through the narrative voice of the text, perhaps through authorial comment. Values are specific to individuals and groups, and a text may contain a number of conflicting values. (Sharon Tooney)

Point of View Weeks 3-10The particular perspective brought by a composer, responder or character within a text to the text or to matters within the text. (Sharon Tooney)

Comprehension StrategiesVisualising Weeks 3-4Readers create images in their minds that reflect or represent the ideas in the text. These images may include any of the five senses and serve to enhance understanding of the text.


Questioning Weeks 5-6Readers ask questions about the text and the author’s intentions and seek information to clarify and extend their thinking before, during and after reading.

Predicting and Previewing Weeks 7-8Predicting is a strategy that turns reading into an active process that engages students. rather than a rote process in which the students just read words. Predicting sets the stage for comprehension.

Synthesising Weeks 9-10Readers create original insights, perspectives and understandings by reflecting in texts and merging elements from text and existing schema.

Cross-curriculum prioritiesIntercultural understandingStudents develop intercultural understanding as they learn to value their own cultures, languages and beliefs, and those of others. They come to understand how personal, group and national identities are shaped, and the variable and changing nature of culture. The capability involves students in learning about and engaging with diverse cultures in ways that recognise commonalities and differences, create connections with others and cultivate mutual respect.

Students develop intercultural understanding through the study of the English language and the ways it has been influenced by different cultural groups, languages, speakers and writers. In interpreting and analysing authors’ ideas and positions in a range of texts in English and in translation to English, they learn to question stated and unstated cultural beliefs and assumptions, and issues of intercultural meaning.

Students use Intercultural understanding to comprehend and create a range of texts, that present diverse cultural perspectives and to empathise with a variety of people and characters in various cultural settings

Types of TextsPersuasiveImaginative

Resourceshttps://www.smore.com/dtqph-dragons-across-cultures

https://www.smore.com/dtqph-dragons-across-cultures


Objective A: communicates through speaking, listening, reading, writing, viewing and representingEN3-1A communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features

EN3-2A composes, edits and presents well structured and coherent texts

EN3-3A uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies

EN3-4A draws on appropriate strategies to accurately spell familiar and unfamiliar words when composing texts

Objective B: use language to shape and make meaning according to purpose, audience and contextEN3-5B discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts

EN3-6B uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies

Content OverviewSpeaking & Listening

Writing & Representing

Reading & Viewing Spelling Responding and Composing

Grammar, Punctuation & Vocabulary

Develop and apply contextual knowledge

understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501)

Understands and apply knowledge of language

Engage personally with texts

experiment and use aspects of composing that enhance learning and enjoyment

Understands and apply knowledge of language forms and features

plan, draft and publish imaginative and persuasive texts,


recognise how grammatical features help to build meaning in texts, including reference links and adverbial and adjectival phrases


understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500)


identify the ways in which language used in imaginative texts, including use of figurative language, character development, events and setting, creates interest for the reader or viewer

Responds to and


understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507)

understand how the


forms and features

develop criteria to evaluate the effectiveness of spoken texts

Responds to and composes texts

use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)

choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1704, ACELY1714)


create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798)

composes texts

recognise the techniques used by writers to position a reader and influence their point of view

grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper


select some more challenging language features, literary devices (eg irony, humour) and grammatical features (eg modality) to engage and influence an audience

Objective C: think in ways that are imaginative, creative, interpretive and critical

Objective D: express themselves and their relationships with others and their world

Objective E: learn and reflect on their learning through their study of English

EN3-10C thinks imaginatively, creatively and interpretively about information, ideas and

EN3-8D identifies and considers how different viewpoints of their world, including aspects of

EN3-9E recognises, reflects on and assesses their strengths as a learner


texts when responding to and composing texts

culture, are represented in texts

Thinking Imaginatively, Creatively, Interpretively & Critically

Expressing Themselves Reflecting on Learning


interpret events, situations and characters in texts

think imaginatively when engaging with texts, using prediction, for example, to imagine what happens to characters after the text


compare how composers and illustrators make stories exciting, moving and absorbing to hold


interpret a range of texts, eg through role-play or drama, for pleasure and enjoyment, and express an analytical conclusion about those texts


discuss creative language features in imaginative texts that can enhance enjoyment, eg illustrations, repetition


recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)


identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)


describe how skills in speaking, listening, reading/viewing and writing/representing contribute to language development



discuss intended personal writing topics to form the basis for composing

LITERACY CONTINUUM ReadingIndependent ReadingCluster 11 Reads for sustained periods (20–30 minutes) and sustains understanding in longer texts over time, e.g. reading short novels over several days.Cluster 12 Reads increasingly longer novels and subject texts using a range of effective word identification strategies to maintain meaning.Cluster 13 Reads for sustained periods (30+ minutes) and maintains meaning in longer texts or across a variety of texts on a single topic over time.

Self MonitoringCluster 11 Monitors reading for accuracy and meaning and adjusts reading when difficulties are encountered, e.g. adjusts speed, rereads and attends to most important information.Cluster 12 Monitors reading for accuracy and meaning and adjusts reading when difficulties are encountered, e.g. adjusts speed, rereads and attends to most important information.Cluster 13 Adjusts reading rate appropriate to subject content and purpose. Applies and further develops monitoring and self-correcting strategies in subject contexts.Applies and further develops fluent and expressive reading skills in subject contexts.

Aspects of WritingLanguage FeaturesCluster 11 Selects appropriate language for purpose, e.g. descriptive, persuasive, topic, technical, evaluative, emotive, and colloquialCluster 12 Selects some sophisticated and subtle language features, literary devices (e.g. irony, humour) and grammatical features (e.g. modality) to engage and influence an audience.Creates well-planned, extended texts that include more complex and detailed subject matter and language features such as nominalisation.

Aspect of SpeakingOral PresentationCluster 11 Plans, rehearses and makes adjustments to oral presentations for specific purposes and audiences.* Discusses the use of different registers for different purposes, audiences and contexts.

Cluster 13 Reflects on and refines own spoken language to suit purpose, audience and context.* Draws on oral techniques for effective presentations.


Assessments(Indicated with *)

Create a Thinglink about the Chinese Dragon Create a short documentary, which demonstrates the advances and culture of the Han Dynasty. Write a narrative with the following features

- language features which create an image of a setting- character development including clothing, quotes, gestures, posture, movement etc- position the reader’s view of the character- create mood and tension- use a variety of sentences- contains at least five topic words

Work in pairs. Students choose a passage, which demonstrates the characteristic/personality/feeling or emotions of the character. One partner reads the passage while the other partner acts it out.

Create a foldable displaying three traits and evidence from the text of the dragon. Choose a quote from the text which demonstrates one of the characteristic traits of a character. Explain why you chose this quote. Choose a passage from a text which creates a strong image. Draw the image on an iPad app and type the text over the image. Present an oral book on a peer’s narrative

Week 3Focus Learning Activities

Background InformationAdjustments and Extensions

Registration and Evaluation

Comprehension- VisualisationReaders create images in their minds that reflect or represent the ideas in the text. These images may include any of the five senses and serve to enhance understanding of the text.

BackgroundWhat is a dragon?Read http://www.draconika.com/what.php.Visualisation activity- students draw a dragon and label the features.Read The Hisotry of Dragons http://www.draconika.com/history.phpStudents brainstorm a list of stories with dragons. Display

Read information re the Chinese Dragon

http://www.draconika.com/history.php

http://www.draconika.com/what.php


http://www.draconika.com/chinese.phpVisualisation activity- draw features while listening to the description.

Draw a Chinese dragon. Create a Thinglink with information about the Chinese Dragon using information from http://www.draconika.com/chinese.php. At least one website and text must be added.

Week 4Focus Learning Activities Adjustments and

ExtensionsRegistration and Evaluation

Reading and Viewing textsUnderstands and apply knowledge of language forms and features


Independent ReadingCluster 11 Reads for sustained periods (20–30 minutes) and sustains understanding in longer texts over time, e.g. reading short novels over several days.Cluster 12 Reads increasingly longer

ModelledAuthors use words and literary devices to create images and pictures in the minds of the reader.Huangling Mountain was a barren hill in a range of many barren hills that marked the western boundary of the Han Empire. Throughout winter it was waist deep in snow and blasted by freezing winds. In the summer the air was so hot it was like breathing in flames.

RepetitionStrong wordsSimile

GuidedRead the description of the palace on page 2-3List images and information about the palace, ie high walls, empty

http://www.draconika.com/chinese.php

http://www.draconika.com/chinese.php


novels and subject texts using a range of effective word identification strategies to maintain meaning.Cluster 13 Reads for sustained periods (30+ minutes) and maintains meaning in longer texts or across a variety of texts on a single topic

Comprehension- VisualisationReaders create images in their minds that reflect or represent the ideas in the text. These images may include any of the five senses and serve to enhance understanding of the text.

Concept- Imagery

rooms, wasted space etc

Draw the palace

IndependentWrite a description of the palace for a reader who has not read the book. Use the following devicesrepetitionSimileStrong words

SpellingUnderstands and apply knowledge of language forms and features


Spelling Weeks 4-5Emperor, dynasty, Huangling, residence, imperial, luxurious, enclosure, dungeon, shaman, garrisonFor each word

- Find the meaning- Origin- Era- Base word or word derivative- Draw a picture- Write in a sentence

Spelling CitySort words according to syllables


Sort words according to number of lettersMake words with magnetic lettersWrite a story using all the wordsGroup words, ie buildings, people

Writing and Representingidentify the ways in which language used in imaginative texts, including use of figurative language, character development, events and setting, creates interest for the reader or viewer

Responding and Composing



WritingModelledCompare the description of what the slave word on page 3 and what the Emperor wore on page 33.Slave girl- short description (not much to say about her clothesEmperor-magnificent, cunningly, as if tiny dragons had been sewn into the fabric, fine, high, wispy clouds

IndependentWrite a description of clothing that a character might wear, ie laborer, professional person, firefighter, etcPlan what image do you want to create for the reader, ie hard working, clean cut, sloppy.

Read your description to a partner and have them draw it.

Speaking and Listeninguse interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and

Task: Create a short film which demonstrates the advances and culture of the Han Dynasty.

Discuss the Han Dynasty, which is the era of The Dragon Keeper.http://www.ducksters.com/history/china/han_dynasty.php

http://www.ducksters.com/history/china/han_dynasty.php


needs and expertise of the audience (ACELY1816)

Students conduct further research. Each person gets one topic to research and share with the group.

- education- invention of paper- other inventions- wealth- social status- The Silk Road- Art- City and country life- Confucius- emperors

Students work co-operatively to plan and produce a film depicting life during the Han Dynasty. The film may have still and moving shots, text, images etc.

-Discuss the varying volume, tone, pitch and pace which will be used for the characters.




Independent readingStudents read for 20 mins each session.

Modelled



Independent ReadingCluster 11 Reads for sustained periods (20–30 minutes) and sustains understanding in longer texts over time, e.g. reading short novels over several days.Cluster 12 Reads increasingly longer novels and subject texts using a range of effective word identification strategies to maintain meaning.Cluster 13 Reads for sustained periods (30+ minutes) and maintains meaning in longer texts or across a variety of texts on a single topic

Concept- Characterisation

The method by which characters are established in a story, using description, dialogue, dialect, and action

Discuss the purpose of adverbial and adjectival phrases- to add more meaning to the text.Adverbial phases tells more information a verb (when, where, how)Adjectival phases provides more information about a noun.Longer sentences are used to provide detail and create images.

From Chp 6Inside, the house was full of warm air and the smell of goat stew. A woman was standing over a stove. She turned and bowed to Ping, refusing her offer of help. Ping sat and warmed her feet by the fire. It was the first time she had been in a family home. She liked the way they quietly went about their evening chores- the farmer mending a harness, the son carving a bowl from a lump of pine wood, the mother feeding the stove with wood chips.

VerbsAdverbial phases

GuidedRead passage Chpt 6Ping looked up at the old man behind her…Locate verbs and adverbial phases.Locate nouns and adjectival phases.Discuss the image that the longer sentences create

I


Spelling

Emperor, dynasty, Huangling, residence, imperial, luxurious, enclosure, dungeon, shaman, garrison



For each word- Find the meaning- Origin- Era- Base word or word derivative- Draw a picture- Write in a sentence

Spelling CitySort words according to syllablesSort words according to number of lettersMake words with magnetic lettersWrite a story using all the wordsGroup words, ie buildings, people

Writing and RepresentingResponding and Composing



WritingIndependentWrite a description of a person including

- clothing- actions- quote- gestures

Think of the image you want to portray- hardworking, bossy, nervous, confident, exhausted etc

Use adverbial and adjectival phrases and complex sentences to add detail to the description.

ModelledDiscuss complex sentences and main and subordinate or dependent




Grammar, Punctuation and VocabularyUnderstands and apply knowledge of language forms and features


clauses.

Inside, the house was full of warm air and the smell of goat stew. A woman was standing over a stove. She turned and bowed to Ping, refusing her offer of help. Ping sat and warmed her feet by the fire. It was the first time she had been in a family home. She liked the way they quietly went about their evening chores- the farmer mending a harness, the son carving a bowl from a lump of pine wood, the mother feeding the stove with wood chips.

Main clauseDependent clause

GuidedStudents choose a passage a write out. Highlight the main clauses and dependent clauses in complex sentences.

IndependentInclude complex sentences in writing a description of a character.

Handwriting Handwriting- Description of the palaceEdit and publish on a Chinese scroll

Comprehension- QuestioningGood readers ask themselves questions while they read

Students are continued to ask questions as they are reading the text.They are to locate evidence within the textEg ‘Did the author use accurate information about the Chinese Dragon?‘What is the dragon stone?

Speaking and Listeninguse interaction skills, varying conventions Task: Create a short film, which demonstrates the advances and


of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)

culture of the Han Dynasty.



- education- invention of paper- other inventions- wealth- social status- The Silk Road- Art- City and country life- Confucius- emperors









Independent ReadingCluster 11 Reads for sustained periods (20–30 minutes) and sustains understanding in longer texts over time, e.g. reading short novels over several days.Cluster 12 Reads increasingly longer novels and subject texts using a range of effective word identification strategies to maintain meaning.Cluster 13 Reads for sustained periods (30+ minutes) and maintains meaning in longer texts or across a variety of texts on a single topic



IndependentStudents read independently for 15-20 mins each session.

ModelledEnd of chapter 12Ping sat by the lake’s edge all day, watching the water level slowly rise. Behind her the sound of celebration drifted from the village- singing and shouting, cheering and laughter. Her gown was soaked, her hair hung in wet strings. The sky was so dark, Ping hardly noticed that night had fallen. She finally got up and made her way back around the lake in the direction of the rock shelter. She trudged through the sticky mud in the growing darkness. She stumbled and fell headlong. She thought she had fallen over a log, but though it seemed to be covered in scaly grey bark, it was softer than wood. What she first thought were branches, she realized were horns. It wasn’t a log at all. It as the body of a dragon.

Discuss the feelings of Ping during this time. What words and phrases has the author used to create this image?

GuidedStudents locate a passage within the text, which demonstrates the characteristic/personality/feeling or emotions of the character.Discuss the sentences structures, words and phrases the author has used to position the reader to think this way.

*IndependentWork in pairs. Students choose another passage, which demonstrates the characteristic/personality/feeling or emotions of the character. One partner reads the passage while the other partner acts it out. Swap roles




interpret a range of texts, eg through role-play or drama, for pleasure and enjoyment, and express an analytical conclusion about those texts

GuidedIdentify character traits of character within the text by providing evidence. Use proforma





SpellingPeasants, pathetic, concentrated, treacherously, rekindled, cauldron, qualms, bedraggled, contemplated, dislodged


Spelling City activities and spelling textSort words according to syllablesSort words according to number of lettersMake words with magnetic lettersWrite a story using all the wordsGroup words, ie buildings, peopleMake new words from base words by adding prefixes and suffixes


Writing* Task: Write a narrative with the following features- set in another time (research). It may be Han Dynastylanguage features which create an image of a setting- character development including clothing, quotes, gestures, posture, movement etc- position the reader’s view of the character- create mood and tension- use a variety of sentences









Thinking Imaginatively, Creatively,

- contain at least five topic words

Plan the narrativeWrite, edit and proofread

- which parts of the narrative can be improved, deleted, or moved?

- Have you created the point of view intended?- Have you used the best words and language?- Have you used the best variety of sentences?

Publish on Book Creator and iBooks


Interpretively & Critically


discuss creative language features in imaginative texts that can enhance enjoyment, eg illustrations, repetition

Handwriting * Handwriting- Description of the palaceEdit and publish on a Chinese scroll

Comprehension- QuestioningGood readers ask themselves questions while they read

Students continue to ask questions as they read the text?

Look for evidence of research re the Han Dynasty

Speaking and Listeninguse interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)

* Task: Create a short film, which demonstrates the advances and culture of the Han Dynasty.



- education- invention of paper- other inventions- wealth- social status- The Silk Road- Art



- City and country life- Confucius- emperors







Independent ReadingCluster 11 Reads for sustained periods (20–30 minutes) and sustains understanding in longer texts over time, e.g. reading short novels over several days.Cluster 12 Reads increasingly longer

IndependentStudents read independently for 15 mins each session.

IndependentLocate a passage in another text, which creates an image of a setting, event or character through the use of variety of sentences and phrases.

* Use an art app to create images. Type the passage over the images using the app Quipio. Save images and place into the app Frame Artist. Save. Upload the final image onto the wiki. Print out to display. Place a copy in learning journal.

* Independent


novels and subject texts using a range of effective word identification strategies to maintain meaning.Cluster 13 Reads for sustained periods (30+ minutes) and maintains meaning in longer texts or across a variety of texts on a single topic



Create a foldable displaying three traits and evidence from the text of the dragon.



SpellingPeasants, pathetic, concentrated, treacherously, rekindled, cauldron, qualms, bedraggled, contemplated, dislodged


Spelling City activities and testSort words according to syllablesSort words according to number of lettersMake words with magnetic letters


Write a story using all the wordsGroup words, ie buildings, peopleMake new words from base words by adding prefixes and suffixes




recognise the techniques used by writers to position a reader and influence their point of view

Expressing ThemselvesEngage personally with texts

recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610)

Writing* Task: Write a narrative with the following features- set in another time (research). It may be Han Dynastylanguage features which create an image of a setting- character development including clothing, quotes, gestures, posture, movement etc- position the reader’s view of the character- create mood and tension- use a variety of sentences- contain at least five topic words

Plan the narrativeWrite, edit and proofread

- which parts of the narrative can be improved, deleted, or moved?

- Have you created the point of view intended?- Have you used the best words and language?- Have you used the best variety of sentences?

Publish on Book Creator and iBooks






Handwriting Handwriting* Choose a quote from one of the characters which demonstrates one of their character traits.Use www.recitethis.com and type the quote. Check spelling. Choose an appropriate format. Download the image and print on A4.Go to google translator and translate the quote into Chinese (traditional). On the back of the poster write the quote in Chinese symbols and words. (do in pencils first and go over in black pen)

Ask a teacher to laminate the poster to display.

In learning journal write the quote in cursive writing. Explain why you chose this quote

http://www.recitethis.com/


Comprehension- Predicting and PreviewingPredicting is a strategy that turns reading into an active process that engages students. rather than a rote process in which the students just read words. Predicting sets the stage for comprehension.



think imaginatively when engaging with texts, using prediction, for example, to imagine what happens to characters after the text

Modelledhttp://dragonkeeper.com.au/resources/lostletterfromping.pdfThis is a letter written by Ping after the 3rd book.

Enlarge the letter to A3. Summarise the first two paragraphs to predict what has happened in the next two books. Place summary on a sticky note.

Paragraph 1Ping lived for a very long time. She couldn’t die because there was no-one to become the dragonkeeper.

Paragraph 2None of Ping’s children, grand-children or great grandchildren were left handed.

GuidedCut up a copy of the letter and give each student some paragraphs to summarise. Write the summaries on sticky notes and place on the A3 copy.Students discuss the summaries.

Speaking and ListeningDevelop and apply contextual knowledge

understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships (ACELA1501)

* Task: Create a short film, which demonstrates the advances and culture of the Han Dynasty.



- education- invention of paper



- other inventions- wealth- social status- The Silk Road- Art- City and country life- Confucius- emperors



Week 8-10Focus Learning Activities Adjustments and


Students are to complete the following activities as a contract

1. Spelling City spelling test2. Choose a quote from one of the characters which

demonstrates one of their character traits.Use www.recitethis.com and type the quote. Check spelling. Choose an appropriate format. Download the image and print on A4.

Go to google translator and translate the quote into Chinese (traditional). On the back of the poster write the quote in Chinese

http://www.recitethis.com/


symbols and words. (do in pencils first and go over in black pen)

Ask the teacher to laminate the poster to display.

In learning journal write the quote in cursive writing. Explain why you chose this quote

3. Complete the documentary of Han Dynasty4. Complete the narrative5. Have each student present an oral review of a peer’s

narrative. As a group come up with the criteria. Film the review and upload to wiki

6. Students write an epilogue of The Dragon Keeper in their learning journals, using the letter summary.Use this rubrichttp://www.readwritethink.org/files/resources/lesson-docs/EpilogueRubric.pdfEpilogues are an inherent part of any story or poem and are essential to the structure of any written form. The epilogue is an important literary tool that acts as the afterword once the last chapter is over. The purpose of an epilogue is to add a little insight to some interesting developments that happen once the major plot is over. Epilogues often act as a teaser trailer to any possible sequels that might be created later. Sometimes the epilogue is used to add a little bit about the life or future of the main characters after the story itself has unfolded and wrapped up.


Epilogues can be written in a number of ways: sometimes the same narrative style as adopted in the story is continued while at other times one of the characters might take up the narrative or speak one to one with the audience.

9. Complete the Two Stars and a Wish on the Dragonkeeper unit.

Two stars (2 new skills that they learnt)

A wish (something they could do better or did not enjoy)

http://www.hwdsb.on.ca/huntingtonpark/files/2011/06/2-stars-and-wish.pdf




Documents

greaterkengalscopeandsequence.wikispaces.com… · Web viewSTAGE 3: The Dragon Keeper. TERM: 3 2014 WEEKS: 3-10. The students will be reading a text by Caroline Wilkinson- The Dragon