READING LESSON 1 (Whole class)

(ABCA) Book Title: Rules of Summer, Shaun Tan (2013)

Year level: 5

Topic/key question: Comprehension Predicting from observing

text and illustrative features.

English
Strand

Learning Objectives (Goals)

What do you want the students to know,
understand & be able to do?

: 20minTimeframe

: 15 minTimeframe

Links to the Australian Curriculum for

English
What curriculum outcomes do these goals link
with?
Setting the Stage for Learning
Getting the Students to tune in
How will you gain the students attention and
capture their interest to connect to the text?
Communicate Learning Objectives
(Goals)
How will you communicate learning goals to
the students?
Resources
What learning resources will the students
need?

Building Knowledge: teaching-learning

strategies
Explaining - How will you explain to
students what to do and how to do it?
Modelling - How will you model what you
expect the students to do?
Bridging - How will you bridge from
explaining and modelling to supporting
students to begin guided practice? What
prompts will you use for those students who
need additional support?

Page 2 of 10

Strand:

Literacy

Students demonstrate an understanding

of comprehension strategies such as
predicting
and
inferring
to
make
meaning of a text.
Students predict the texts content and
themes by drawing on their prior
knowledge
and
by
analysing
the
illustrations and title of the front cover.
Students infer meaning by drawing on
both the literal, inferred and interpretive
connotations
within
the
text
and
illustrations.
Navigate and read texts for specific purposes
applying appropriate text processing strategies, for
example predicting and confirming, monitoring
meaning, skimming and scanning (ACELY1702)
Before reading:
Display and introduce the book to
students, addressing the title and
author. Ask the students if they have
read this text or any other picture books
by Shaun Tan? Discuss author and his
illustrative style (View YouTube clip as
seen in Appendix A)
Communicate
Learning
goal
to
students: During this lesson I am going
to introduce another comprehension
strategy that we can use to help us
understand and make meaning from
texts. Remember that we use ALL these
strategies when reading. Can anyone
remember the other comprehension
strategies we have been learning about?
[Students respond] Excellent! Well, the
strategy we will be focusing on today is
Predicting. What does it mean to
predict/predicting? [students respond
and refer to the thesaurus]
Explain By predicting we can gain ideas
of what the book is about before reading
it, making it easier for us to read and
understand the text. You not only predict
before reading a text, but you can make
predictions throughout the entire text.
Model to students using prediction cards
E.g. I predict the story is about rules
and breaking rules because of the books
title and description on the back cover.
Explain that Prior Knowledge of your
knowledge
of
friendships
and
rules/consequences.
Teacher
writes
predictions on the board.
Bridging:
After
modelling,
provide
prediction cards (Appendix A) for student
practice.

Timeframe: 5-10min
:1-2minTimeframe

Guided Practice

As a whole class what learning activities are

the students going to do? How will the class
be organized to do these activities? How will
you guide their practice? How will you
support all students to participate?

Assessment and Evaluation

Student Learning - How will the students
demonstrate their learning and what
evidence will indicate this?
How will you assist students to evaluate their
own learning?

Provide each group with an A3 sheet of

paper. In groups of three, students create
a mind map around the theme Rules.
Explain: We can also predict by drawing
on our Prior knowledge (Schema) about
themes or topics in the text. What ideas
or symbols come to mind when you think
of rules? Provide examples: school rules,
home rules, and friendship rules. Write
down anything that comes to mind.
Prompt when needed.
During reading:
Teacher models prediction (and other
strategies)
by
thinking
aloud:
clarify/challenge/change
predictions
made before reading the story.
After reading:
Teacher: were my predictions correct?
How might I add/correct these predictions
to make better sense of the story.
Student
learning:
whole
class
discussion. Students discuss their ideas
and predictions with the class.
Teacher collects prediction cards as
evidence for assessment.

Teaching effectiveness - What indictors

will you put in place to monitor the
effectiveness of your planning and teaching?

READING LESSON 2 (Small group)

(ABCA) Book Title: Rules of Summer, Shaun Tan (2013)

Year level: 5

Topic/key question: Comprehension - visual Literacy: Making

meaning from illustrations.

English Strand: Literature

Strand

Students understand how the illustrations in a

text support the linguistic features and how
both features work together to convey the
meanings embedded in the text.

Learning Objectives (Goals)

What do you want the students to know,
understand & be able to do?
Links to the Australian Curriculum for
English
What curriculum outcomes do these goals link
with?

Page 3 of 10

Identify aspects of literary texts that convey details or

information about particular social, cultural and
historical contexts (ACELT1608)

:5-10minTimeframe
:10-15minTimeframe
:10-15minTimeframe

Setting the Stage for Learning

Getting the Students to tune in
How will you gain the students attention and
capture their interest to connect to the text?
Communicate Learning Objectives
(Goals)
How will you communicate learning goals to
the students?
Resources
What learning resources will the students
need?

Building Knowledge: teaching-learning

strategies
Explaining - How will you explain to
students what to do and how to do it?
Modelling - How will you model what you
expect the students to do?
Bridging - How will you bridge from
explaining and modelling to supporting
students to begin guided practice? What
prompts will you use for those students who
need additional support?

Guided Practice
As a group what learning activities are the
students going to do? How will the group be
organized to do these activities? How will
you guide their practice? How will you
support all students to participate?

Page 4 of 10

Before reading:
Distribute one text per students. (Four
students max).
Display and introduce the book to
students, addressing the title and
author. This lesson follows on from
the whole class lesson. Briefly recap
the main themes, characters, plot and
setting,
text-to-text/text-to-world
connections, and the comprehension
strategy learnt last lesson.
Communicate Learning goal: During
this lesson I am going to introduce
another comprehension strategy can help
us understand and make meaning from
this text. Students recall comprehension
strategies. Excellent! The strategy we
will be focusing on today is inferring.
What does it mean to infer/inferring? [Let
students respond and refer to the
thesaurus]
Explain: To infer means to conclude
(something) from evidence and reasoning
rather than from explicit statements.
When meaning of the text is not clear, we
look for hints or clues elsewhere such as
in the images or from our own
experiences. For example, you are on
your way to school and you hear a loud
screech, a loud smash and breaking
glass. You see nothing but you infer that
there has been a car accident
During reading:
Students read one page each until
text finished.
The teachers observes the following:
Does the reader: take time to observe the
visual features? Refer to the illustrations
to solve a word problem?
After reading:
Introduce Inferring strategy.
Give each Student A3 sheet of paper
(Appendix B).
Students individually analyse the image
and draw lines from elements within the
image to the A3 surrounding boarder and
explain the elements significance.
Identify inferences within the visual
features. Infer meaning from your own
experiences and feelings. How does your
own experiences help you appreciate
rules or friendships? How do they help
you make meaning of the text and
images?

:5-10minTimeframe

Assessment and Evaluation

Student Learning - How will the students
demonstrate their learning and what
evidence will indicate this?
How will you assist students to evaluate their
own learning?
Teaching effectiveness - What indictors
will you put in place to monitor the
effectiveness of your planning and teaching?

Student learning: Students discuss

inferences they discovered within their
image and from their own experiences
with the group.
Teacher documents students reading
behaviours,
responses,
ideas
and
understandings during lesson. Collect A3
pictures as evidence for assessment
purposes.
Clarification
and
feedback
about
the
comprehension strategy is given if the teacher
deems necessary.

READING LESSON 3 (Individual student)

(ABCA) Book Title: Rules of Summer, Shaun Tan (2013)

Year level: 5

Topic/key question: Comprehension Creating mental images.

English
Strand

Literacy

Student understands how creating mental

images as they read, transforming the print
into images, can help them comprehend texts
and its meanings.

Learning Objectives (Goals)

What do you want the student to know,
understand & be able to do?
Links to the Australian Curriculum for
English
What curriculum outcomes do these goals link
with?
:5-10 minTimeframe

Strand:

Use comprehension strategies to analyse information,

integrating and linking ideas from a variety of print
and digital sources (ACELY1703)

Setting the Stage for Learning

Getting the Student to tune in
How will you gain the students attention and
capture their interest to connect to the text?
Communicate Learning Objectives
(Goals)
How will you communicate learning goals to
the student?
Resources
What learning resources will the student
need?

Page 5 of 10

Display and introduce the book to

student. This lesson follows on from
the whole class/small group lessons.
Briefly
recap
the
main
themes,
characters, plot, and text-to-text/text-toworld connections.
Explain to the student that good readers
create mental images as they read. It is
like creating a movie in our heads as we
read. Not all texts have images to help us
make sense of the text or sometimes the
author presents images that we might
need to expand on using our own
understandings.
Resources: Golden Rules for living sheet,
short descriptive paragraphs from Roald
Dahl novels (Appendix C).

:10-15minTimeframe

Building Knowledge: teaching-learning

strategies
Explaining - How will you explain to student
what to do and how to do it?
Modelling - How will you model what you
expect the student to do?
Bridging - How will you bridge from
explaining and modelling to supporting the
student to begin guided practice? What
prompts will you use for that student?

:5-10minTimeframe

:-Timeframe

Guided Practice
As an individual, what learning activity/ies is
the student going to do? How will the
student be organized to do this/these
activities? How will you guide their practice?
How will you support the student to
participate?
Assessment and Evaluation
Student Learning - How will the student
demonstrate their learning and what
evidence will indicate this?
How will you assist the student to evaluate
their own learning?
Teaching effectiveness - What indictors
will you put in place to monitor the
effectiveness of your planning and teaching
for this lesson?

Explain: We are going to play a game to

help you make mental images in your
head. The Rules of Summer book talks
about rules learnt during summer. I am
going to think of a rule (Use Golden
Rules for Living sheet) and I want you to
use your schema, experiences or
something you have seen associated with
this rule and draw what you see in your
mind
State a rule and observe/listen as the
student recall what they see (with at least
four rules).
Extension: Play the game, this time use
short Roald Dahl exerts (Appendix C).
Bridging: What first came to mind as
you heard the rule? Can you draw what
you saw? Can you describe the scene
that is playing inside your head?

- Be enthusiastic and give the student confidence

that he/she can complete the activity. If student
is not confident drawing they may orally describe
or act out what they see. If rules used in the
game are not connecting to students prior
knowledge, accommodate easier rules.

Student learning: Students discuss

their mental images and drawings.
Observe and take note of the students
visual fluency in generating mental
images. Probe with questioning.
Teacher documents oral responses and
collects students A4 drawings as
evidence for assessment.

Clarification
and
feedback
about
the
comprehension strategy is given if the teacher
deems necessary.

Appendix A
Reading Lesson 1: Whole class resources

Page 6 of 10

Rules of Summer, by Shaun Tan (2013) Extras clips accessible from:

http://www.rulesofsummer.com.au/#!videos

Prediction Cards:
Name...........................................................................
Title and Author..........................................................
Make two predictions about the story you are about to read:
Based on the ..............................................................,
I predict.......................................................................
Based on the .............................................................,
I predict.......................................................................
Was my prediction correct?.......................................

Page 7 of 10

Appendix B
Reading Lesson 2: Small group
Rules of Summer, by Shaun Tan (2013) illustrations. Each illustration is to be printed on as A3
paper with a thick white boarder for writing.

Appendix C
Reading Lesson 3: Individual Student

Page 8 of 10

Golden Rules for Living resource sheet for the teacher:

http://www.rulesofsummer.com.au/downloads/Rules_of_summer_9780734410672_teachers_gu
ide.pdf

Page 9 of 10

Roald Dahl The Witches (2001) and Charlie and the Chocolate Factory (2007) excerpts:

Charlie andThe
the Witches
Chocolate Factory
By Roald Dahl

Charlie andThe
the Witches
Chocolate Factory
By Roald Dahl

The
was the
shining
brightly
Very sun
slowly,
young
lady on the
morning of
the big
platform
raised
her day,
handsbuttothe
herground
face. I was
saw still
her
white
with
snow
and
the
air
was
very
cold.
fingers unhooking something behind her ears,
Outside
the gatesshe
of caught
Wonkashold
factory,
enormous
and thenthen
of her
cheeks
crowds
of
people
had
gathered
to
watch
the
and lifted her face clean away! The whole of five
that
lucky
holders
going
in. hands!
The excitement
pretty ticket
face came
away
in her
It was a
was
tremendous.
It was
mask!
As she took
off just
the before
mask, ten
sheoclock.
turned
The
crowds
and shouting,
and
sideways
and were
placedpushing
it carefully
upon a small
policemen
withand
arms
linked
hold
table near by,
when
she were
turnedtrying
roundtoagain
them
back from
gates
(p. 75). out loud. That
and faced
us, I the
nearly
screamed
face of hers was the most frightful and
frightening thing I have ever seen (p. 60).

Please close the door quickly,

Grandmamma,
said.theThat
awfulshouted
maid might
Switch Ion
lights!
Mr
come in!
somehow
managed
to gather
Wonka.
AndShe
suddenly,
on came
the lights
and
herself
together
to close lit
the up,
door
the
whole
tunnelenough
was brilliantly
and
Dont cry,
Grandmamma,
said.indeed
Things
coulda
Charlie
could
see that they Iwere
inside
be a lot worse.
I didthe
get great
away from
them. Im
gigantic
pipe, and
upward-curving
still
is were
Bruno.
Very
slowly,
she bent
wallsalive.
of theSo
pipe
pure
white
and spotlessly
down and
mechocolate
up with one
Thenvery
she
clean.
Thepicked
river of
washand.
flowing
picked
Bruno
with and
the other
hand and put us
fast
inside
theuppipe,
the Oompa-Loompas
both on
table. like
Theremad,
was and
a bowl
bananas
were
allthe
rowing
theofboat
was
in the centre
table pace
and (p.
Bruno
rocketing
alongofat the
a furious
111). jumped
straight into it and began tearing away with his
teeth at one of the banana skins to get at the fruit
inside (p. 119).

Page 10 of 10