Electricbluegaloo



Amy and Louis

by Libby Gleeson, illustrated by Freya Blackwood

Aims:

to explore imagery in literature

to explore universal themes - friendship

| |Activity |Questions/Special instructions |Resources |Evaluation |

|Int|listen to My Best Friend from Giggle and Hoot |While you're listening, have a think about the things you | students find this an engaging |

|rod| |like about your best friends. |giggleandhoot/#/frame/videos/1 |introduction the the topic of |

|uct| |You can dance while you're sitting, but you must stay | |friendship? |

|ion| |sitting on your bottom. | | |

| |While the students are talking teacher records the key words students use|Turn to your partner and discuss what you like about your |document with key words about |were students able to contribute a |

| |in a word document if they are not already there. When students have |friend. |friendship. |range of words/reasons to explain |

| |finished, ask them to vote for which are the best words to describe why |Listen to your partner, the teacher may ask you to tell the| |their friendships? |

| |they and their partner like their friends. Duplicate these words to |class what your partner told you. | | |

| |represent most popular. | | | |

| |Copy the document into wordle and randomise the creation. Show several |Which colours represent friendship best? Why? |Wordle |Were students able to make connections|

| |randomisations and have students discuss which effects best represent | | |between colour and emotions? |

| |friendship - focus on colour and lines. | | | |

|Foc|Read to page 8 (One of them would come climbing through the gap with |we are going to read a story now about two friends called |Amy and Louis by Libby Gleeson and |Did students quickly decide which |

|us |secrets to share). |Amy and Louis. let's see what they like to do together. |Freya Blackwood |illustration to enact. |

|Tex| |point out students who are making very expressive faces and| | |

|t |Where you are sitting with your partner, show me one thing Amy and Louis |poses. Praise those who are working well with their | | |

| |did together. |partners. | | |

| | |Those are the kind of things you told me you do with your | | |

| | |friends. | | |

| |Page 9: Very briefly discuss the illustration before reading the text. |What is this picture telling us? How do we know? How does| |Did students mention the colours used?|

| | |Louis feel? | | |

| |Read to page 16 (She thought about Louis every night and every day). |How does Amy feel in this part of the story? How does her |Amy and Louis by Libby Gleeson and |How well did students engage in the |

| |Repeat the final line of this section She thought about Louis every |face look, how does her body sit? |Freya Blackwood |kineasthetic activity? |

| |night and every day with emotion. Whole class repeats this line so it | | | |

| |sounds like a rainy city street. |Sometimes people make it a rainy day in their story if they| | |

| | |want it to seem sad. | | |

| |How would Amy and Louis sound at the start of the book? |Cooee Lou-ee, Cooee Am-ee | |Were students able to repersent the |

| |randomly select students from the group to repeat the phrases joyfully. | | |emotions in each part of their story |

| |Summarise the story so far - Louis and Amy were friends, and they played |What did they call​? Cooee Lou-ee, Cooee Am-ee | |through their voices? |

| |together and always came when the other called. | | | |

| |But then Amy moved away. |How did they feel when they couldn't play with each other | | |

| | |every day?I liked it when you said the line like it was a | | |

| | |rainy street in the city and Amy was sad. Let's say it | | |

| | |again. | | |

| | |She thought about Louis every night and every day | | |

| |Take suggestions as to how the story could end |But that's a very sad way to end the story. Do you think | |Were students actively engaged in |

| |Lets read it and find out. Turn the page and discuss the pictures |it's the end? What do you think can happen next? | |providing suggestions? |

| |briefly then read the text. | | | |

|Mus|show selected images on the IWB while the group makes the sound scape |So how did they sound at the end of the story? How did |power point presentation. |Were students able to recall the key |

|ica| |Louis sound when he called to Amy? How did Amy sound when | |words for each section? |

|l | |she told her family that she heard Louis call her? | | |

|Res| |Let's see if we can tell the story again just using our | | |

|pon| |special words that we have been practising. | | |

|se | | | | |

|to | | | | |

|Tex| | | | |

|t |Discuss the fact that Amy will have mixed emotions at the end of the | | | |

| |story. | | | |

|ICT|On an A4 page students will use colour and line to express the emotion of|How do they feel? Do they feel only one way? What size |Play Christine Anu Sunshine on a Rainy |Did students show evidence of making |

|Res|the last scene. |words can you use? What colours will you use? |Day as musical inspiration along with |deliberate decisions re: size colour |

|pon|Write a "wordle" using words to describe how Amy and Louis must be | |Giggle and Hoot My Best Friend. |and orientation? |

|se |feeling. | |A4 paper | |

|to | | |Coloured pencils and crayons | |

|Tex|ALTERNAIVELY: | | | |

|t |Students create a word document, then copy and paste it into wordle. | | | |

| |Save this into a class folder to present via the IWB. | | | |

|Ple|Students share their Wordles |Why did you make this the biggest word? |Students' "wordles" |Were students able to explain their |

|ner| |Why did you choose this colour? | |colour and size choices? |

|y | | | | |

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