EMILY EYEFINGER – Duncan Ball



|EMILY EYEFINGER – Duncan Ball | |EMILY EYEFINGER – Duncan Ball |

|1. Emily’s Arrival | |2. Emily’s Eyefinger |

|TALKING & LISTENING ACTIVITIES |READING ACTIVITIES | |TALKING & LISTENING ACTIVITIES |READING ACTIVITIES |

|What’s in a Name? |A New Family Member | |Looking into the problem |Abracadabra |

|Talk about names people have. The doctor states ‘that|Look at the structure and language used in Birth | |Emily found that having an eye on the end of her finger|‘Grandfather Eyefinger did some magic tricks. First he |

|people whose last name is Slim are often thin and |Notices in the newspaper. | |could be a nuisance. List these problems. |made a golf ball disappear. Then he made it come out of |

|people named Small are often little.’ P.3 |Write a birth notice announcing the arrival of Emily | |- Brainstorm the places or activities where Emily’s |Emily’s ear.’ P.11 |

|Discuss this statement. Is it true? Think of people’s|Eyefinger. | |eyefinger needs protection. |Research or create your own magic tricks. Then have a |

|names that could describe their appearance. | | |- Discuss ways in which Emily could keep her eyefinger |magic show and present your tricks to the class. |

|Mr. Eyefinger recalled a carpenter he’d known named | | |protected. Make a class list of these. | |

|Mr. Hammer and a dentist named Dr. Tooth. Make up | | | | |

|names that could describe a person’s occupation. | | | | |

|WRITING ACTIVITIES |OTHER KEY LEARNING ACTIVITIES | |WRITING ACTIVTIES |OTHER KEY LEARNING ACTIVITIES |

|Me, Myself & I |Which hand? | |Designing a Protector |Making an eye Protector |

|Emily was born with an eye at the end of her finger. |Emily is born with an eye on her left hand. Will this | |Revise the structure and grammar of a procedural text. |Using your procedure, make an eye protector that could |

|This makes her unique. We are all unique or special |affect her writing when she’s older? How many students| |Write a procedure dictating the steps to develop an eye|protect Emily’s eye in a certain place or situation. For |

|in some way. |are left-handed in the class? How many are right- | |protector for Emily. |example: at the pool or whilst gardening. |

|Write a description of your appearance. Name the |handed? Record the results. What fraction of the class| |Worksheet 2 | |

|features that you like the most and explain why you |is right-handed? | | | |

|like them. Are any unusual features? Draw an | | | | |

|illustration to match your description. | | | | |

|VOCABULARY |GRAMMAR | |VOCABULARY |GRAMMAR |

| | | | |Past Tense |

|birth present stretched because extra |Word Meanings: | |nuisance straight compass heard plastic |-Revise adding ‘ed’ to words (verbs) for past tense. |

|usual order proud stared babies agreed|Match words to their meaning. | |special perfectly threw frowned sign |laugh frown happen point snatch play ask|

|doctor congratulations different though |Worksheet 1 | |snatched loud relatives lounge thought |park giggle wash look smile |

|born | | | | |

| | | | |-Discuss what happens to words listed below when changing |

| | | | |to past tense. |

| | | | |eat see run throw think keep find hear |

| | | | |come have sit |

|EMILY EYEFINGER – Duncan Ball | |EMILY EYEFINGER – Duncan Ball |

|3. Emily at Home | |4. Emily Gets a Pet |

|TALKING & LISTENING ACTIVITIES |READING ACTIVITIES | |TALKING & LISTENING ACTIVITIES |READING ACTIVITIES |

|Let’s Play |Art Gallery | |Let’s Play |Let’s Perform |

|Children talk about their favourite games. Have |Begin a picture gallery for the main characters | |Introduce the game, Go Fish. Discuss the rules. In |Teacher models how to change a narrative into a |

|children teach their favourite game to the rest of |introduced so far. Add other characters introduced in | |groups, play the game. |script for Reader’s Theatre. |

|the class. Emphasise the importance of clear |the following stories. | | |In groups, students read the scene on pp. 32-34, and |

|instructions. |Comprehension | |Emily’s Party |role play the characters and events. Students then |

| |Emily found her mother’s earring behind the stove. How| |In groups, organise a birthday party for Emily. Decide |rewrite the text as a script for Reader’s Theatre to |

| |did they get it out? | |on whom you would invite, what you need to buy for the |perform to the class. |

| |How did Carol Singer find out about Emily’s eyefinger?| |party & what games you would play. | |

| |Carol taught Emily how to play hide-and-seek for the | | | |

| |first time. Emily placed her hands over her face but | | | |

| |knew where Carol was hiding. How did she know? | | | |

| | | | | |

|WRITING ACTIVITIES |OTHER KEY LEARNING ACTIVITIES | |WRITING ACTIVTIES |OTHER KEY LEARNING ACTIVITIES |

|Playing Hide-and-Seek |A Close Shot | |A New Pet for Emily |The Best Pets |

|Revise the structure and language of a procedural |Emily found her mother’s earring behind the stove. | |After reading and discussing the story, students |Discuss the various pets students own. Record |

|text. Write a procedure explaining how to play |Discuss how a visual text can enhance or detract from | |innovate on the text, replacing Emily’s goldfish for |findings as a graph. Talk about the most popular & |

|hide-and-seek. |meaning. Introduce long shot, middle shot, and close | |another pet. |least popular owned pets. |

| |up shot. | | | |

| | | |Happy Birthday, Emily! |How old are you? |

| |Using the events from the story, have students create | |Look some old invitations. Note the language & format |How old do you think Emily is? Work out your age in |

| |a visual text of the stove and the earring. Worksheet| |used for invitations. Design a birthday party |years and days. How many days have you been alive? |

| |3 | |invitation that Emily could send to her friends to help|(Watch out for leap years when working this out). |

| | | |her celebrate her birthday. | |

|VOCABULARY |GRAMMAR | |VOCABULARY |GRAMMAR |

| | | | | |

|tight poked pointed fault earring |Treasure Hunt | |evening sore doctor parents dealing |Contractions |

|coins right clothes piano losing |Find 10 nouns | |certainly instead cheat through thought|List all the contractions within this story. Write |

|piece exactly different special |Find 10 verbs | |minute round important pictures |their longer form. |

|thought |Find 10 compound words | |question |For example: wouldn’t – would not |

|EMILY EYEFINGER – Duncan Ball | |EMILY EYEFINGER – Duncan Ball |

|5. Emily Goes to School | |6. Emily Ghost Finger |

|TALKING & LISTENING ACTIVITIES |READING ACTIVITIES | |TALKING & LISTENING ACTIVITIES |READING ACTIVITIES |

|New Kid on the Block |A Real Meaney | |Ghost Talk |True or False? |

|Discuss what it would feel like to be new in a new |Read the description of Terry Meaney on p.37. Add | |Do you believe in ghosts? Where do they haunt? What |Which of these statements are true? |

|school where you don’t know anyone or anything about |Terry to your picture gallery. | |sounds do they make? Where would you find a haunted |By the end of the day, Emily’s whole class was scared|

|the school. What could you do to fit in with the other| | |house? What would it look like? Describe it. What |of ghosts. |

|students? |Comprehension | |sounds would you hear inside? |Terry bragged that he’s seen a hundred ghosts. |

| |Ms Plump told the class not to look at Emily’s | | |Terry was on the lookout for ghosts on his way to |

| |eyefinger. Why? | | |school. |

| |How did Emily make twenty-five good friends all at | | |Emily hid in a big rubbish bin. |

| |once? | | |Terry was so scared that his knees were knocking |

| |Why did Terry stop picking on Emily? | | |together. |

| | | | |Terry’s socks were dirty. |

|WRITING ACTIVITIES |OTHER KEY LEARNING ACTIVITIES | |WRITING ACTIVTIES |OTHER KEY LEARNING ACTIVITIES |

|Rule Out Bullies! |Get Well Soon | |The Haunted House | |

|Read the paragraph about bullies on p.37. Discuss the |Emily had a cold on the first day of school so she | |Write a descriptive piece of writing describing a | |

|tactics bullies use when picking on other children. |didn’t go until the next day. | |haunted house. | |

|Write a short story about what it would be like moving|Design a ‘Get Well’ card for Emily to be displayed in| | | |

|to a new school and encountering the school bully |the classroom. | |A Ghostly Tale | |

|(orientation). | | |Everyone in Emily’s class had a story to tell about | |

|What things did the bully do? (complication) How was | | |ghosts. Do you believe in ghosts? From earlier | |

|the problem solved? (resolution) | | |discussions about ghosts, write your own ghost story. | |

|VOCABULARY |GRAMMAR | |VOCABULARY |GRAMMAR |

| | | | |Adjectives |

|overweight pretend scold notice |Synonyms and Antonyms | |uncle knew night whole scared |Adjectives are words that tell us more about nouns. |

|embarrass direction recess terrible |Find a synonym and an antonym for the following | |laugh quietly straight shoulder voice |They tell what kind, what colour or how many. |

|explained patient baffled angrily |words: | |invisible horrible mouth noticed clean |List the adjectives within the story. Write an |

|either expecting completely | | | |adjective for these nouns: |

| |new silently laugh pretend scared angry| | |voice ghost chairs bin knees |

| |different overweight slowly patient | | |socks eyefinger boy children |

| |angry | | | |

|EMILY EYEFINGER – Duncan Ball | |EMILY EYEFINGER – Duncan Ball |

|7. Emily at the Zoo | |8. Emily’s Adventure at Sea |

|TALKING & LISTENING ACTIVITIES |READING ACTIVITIES | |TALKING & LISTENING ACTIVITIES |READING ACTIVITIES |

|At the Zoo |Reptile Research | |In the Same Boat |Dictionary Meanings |

|Discuss past visits to the zoo. Prepare a one minute |Using factual texts, research reptiles. Jointly | |Prepare a two minute oral presentation on boats. |Write the meanings to these ‘ship’ words: |

|oral presentation on your favourite zoo animal. Draw |construct an information report on a particular | |Present to the class. |bow |

|or paint your favourite zoo animal. |reptile. | | |anchor |

| |Wordsearch. Worksheet 4 | | |mast |

| |What a Star! | | |boom |

| |Add Janey to your picture gallery. | | |stay |

| | | | |sheet |

| |Sort Them Out | | |stern |

| |Finding definitions using a dictionary. Classifying | | |rudder |

| |animals into the correct categories. Worksheet 6 | | | |

|WRITING ACTIVITIES |OTHER KEY LEARNING ACTIVITIES | |WRITING ACTIVTIES |OTHER KEY LEARNING ACTIVITIES |

|In the News! |The Rainbow Serpent | |Comprehension |Building a Boat |

|Look at the features & conventions of newspaper |Discuss the Rainbow Serpent’s importance to The | |Emily’s class took a boat trip. Where did they go? |Design a boat similar to the one that the class went |

|articles. Introduce students to ideas on audience & |Dreaming. Paint your own Rainbow serpent using the | |Why did the Captain drop the anchor and stop the boat? |on. Draw a sketch of your design and label it using |

|purpose. Jointly construct an article to go with Emily|painting style used by the Australian Indigenous | |Why couldn’t they continue sailing in the fog? |the words from the dictionary meanings list. With |

|& Janey’s photo. Worksheet 5 |People. | |What did the Captain mean when he said he couldn’t see |careful consideration to the most suitable materials |

|Snakes Alive! | | |the nose in front of his face? |needed to make it float, create your boat and test |

|Research snakes – the various types, where they are |Hanging Around for the Next Meal | |What was Emily’s bright idea? |its buoyancy. Make modifications as necessary. |

|found, diet, etc. Present findings in the form of an |Discuss how anacondas catch their prey. Introduce the| | | |

|information report. |food chain concept. What animals would belong to the | | | |

|Getting Around |anaconda food chain? Draw some of these animals. | | | |

|Draw a map of the zoo. Label important animal |Colour & cut them out. Attach each one to a piece of | | | |

|exhibitions and amenities such as toilets, kiosk, |string with tape. Ensure each animal is in the | | | |

|souvenir shop, picnic areas, etc. |correct place on the food chain before hanging the | | | |

| |mobile on display. | | | |

|VOCABULARY |GRAMMAR | |VOCABULARY |GRAMMAR |

| |Homophones | | | |

|remember frightened famous camera |What are homophones? These homophones, from the | |bright remembered aren’t anchor entire |Verbs |

|excitement anaconda drainpipe insects |story, need their partner word. | |wait certainly doesn’t captain island |Verbs are often called doing or action words. They |

|television interesting imagine appeared | | |biscuits terrible thought explained |describe an action. For example: The captain pulled |

|absolutely picture politely |two time not through stare know one | |forward |up the anchor. |

| |eight been read seen be see eye some | | |Find 20 verbs from the story. |

| |way here picture you tail saw there | | | |

| |where great | | | |

|EMILY EYEFINGER – Duncan Ball | |EMILY EYEFINGER – Duncan Ball |

|9. Emily’s Mouse | |10. Emily Eyefinger, Crook Catcher |

|TALKING & LISTENING ACTIVITIES |READING ACTIVITIES | |TALKING & LISTENING ACTIVITIES |READING ACTIVITIES |

|Debating the Issue |Emily to the Rescue | |Hot Seat |Map it Out |

|Many people hate mice. They call them vermin. Other |Look at the illustration on p.70. | |Discuss the emotions felt by Emily and other bank |After reading and discussing the story, create a |

|people like them and keep them as pets. What do you |What do you think each character is saying? | |clients during the robbery. How do these emotions |story map (visual representation) illustrating the |

|think? |Write what you think they are saying in the speech | |dictate their emotions? How do the robbers act? Why? |main features of the text. |

| |bubbles. Worksheet 9 | |Role play the events that occurred in the bank during | |

| | | |the robbery, with particular attention to the feelings |Crossword Puzzle Worksheet 7 |

| |Add Malcolm Mousefinder to your picture gallery. | |and actions of the characters. | |

|WRITING ACTIVITIES |OTHER KEY LEARNING ACTIVITIES | |WRITING ACTIVTIES |OTHER KEY LEARNING ACTIVITIES |

|Story Staircase |A Rare Mouse | |In the News Again! |WANTED! |

|Retell the main events of the story in sequence. |Professor Mousefinder states, ‘Today we’ve discovered| |Emily received a special medal for her assistance in |Design a WANTED! Poster for the Bad Luck Gang. |

|Worksheet 8 |a new kind of mouse.’ | |catching the robbers. Revise the structure and language|Include details about their height, complexion, hair |

| |Malcolm exclaims, ‘I’ve never seen anything like it.’| |of a newspaper article. Write an article for the |colour, eye colour, weight and any unusual features. |

| |P.72 | |newspaper, reporting the bank robbery and Emily’s | |

| |What do you think the mouse looked like? Draw it and | |involvement in capturing the robbers. |Thumbprints |

| |write a paragraph describing its features. | | |Use a stamp pad to take a thumbprint of each student.|

| | | |A Letter to Duncan |Are they all the same? Sort the prints into groups. |

| | | |Jointly construct a class letter to Duncan Ball about |Explain how the prints in each group are similar to |

| | | |this book. |each other. |

| | | | | |

|VOCABULARY |GRAMMAR | |VOCABULARY |GRAMMAR |

| | | | | |

|rescue country edge minute careful |Speech Marks | |pointed suitcases twelve direction |Adjectives |

|lying further poked screamed noise |When writing conversation, the actual words spoken | |quiet heard screamed tune sergeant |List the adjectives in the story. |

|animals scrambled reached close enough|are always enclosed in speech marks – or quotation | |couldn’t noticed expected afraid |Write an adjective for these nouns: |

| |marks. | |pictures special |Emily Terry goldfish eyefinger ghost |

| | | | |boat robbers mouse medal snake |

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