Library Program

Stage Two
Teacher Lynn Hartas Term 1 2 3 4 Week 1 2 3 4 5 6 7 8 9 10 11
Curriculum Outcomes
English K-10
EN2-4A uses an increasing range of skills, strategies and knowledge to fluently read, view and comprehend a range of texts on increasingly
challenging topics in different media and technologies
EN2-8B identifies and compares different kinds of texts when reading and viewing and shows an understanding of purpose, audience and
subject matter
EN2-10C thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing
texts
Content
Stage 2 - Reading and viewing 1
identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of
contemporary texts (ACELY1686)
recognise how aspects of personal perspective influence responses to texts
Stage 2 - Reading and viewing 2
understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience
(ACELA1490)
explore the effect of choices when framing an image, placement of elements in the image, and salience on composition of still and moving
images in a range of types of texts (ACELA1483, ACELA1496)
Stage 2 - Thinking imaginatively, creatively and interpretively
respond to texts by identifying and discussing aspects of texts that relate to their own experience


Teaching/Learning Activities
Week Learning Activities Resources
Registration
3F 3G 3L 4J 4M 4T
1 No Library
2
Introduction to the library and staff.
Moving to and from the classroom to the library quietly and in an orderly
group.
Library behaviour rules are explained to the students - e.g. no running, no
eating, quiet in the library.
Library bags required for borrowing books.
Story: Hooray for Diffendoofer day by Dr Seuss.
Discussion around starting school, differences between our school and
Diffendoofer school.
Quiet reading time allow for students to read quietly a book of their
choosing.
Discuss overdue books, returning books on time etc
Hand out overdue notices
Borrowing - remind students of correct procedure
Encourage use of Library bags
Hooray for
Diffendoofer day by Dr
Seuss
Overdue Notices
Library bags


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Library rules revision.
Picture Book: A Bad Case of Stripes by David Shannon.
Discussion time.
Quiet reading time allow for students to read quietly a book of their
choosing.
Check return of overdue books
Borrowing
Encourage use of Library bags

A Bad Case of Stripes
by David Shannon.
Overdue Notices


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Class teachers are asked to collect all students Library Bags and books
and send to Library for return or bring tray of books and bags with them to
the Library lesson.
Picture Book: Tree Directory by Julie Kingston.
Discuss how parents find their way when visiting or holidaying etc. What
do they use if they dont know the way? Discuss how, before GPS etc,
that street directories were used (show example).
Explain that we are going to read a book a bit like a street directory. We
cannot go forward page by page but need to follow the instructions on the
map to read the story.
Plot the beetles journey on the map of the tree on IWB.
Discussion
Quiet reading time allow for students to read quietly a book of their
choosing.
Check return of overdue books
Borrowing
Encourage use of Library bags
Tree Directory by Julie
Kingston.
Street directory

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Picture Book : Fire by Jackie French & Bruce Whatley
Ask the class what they know about bushfires. Where are they likely to
occur? When? Do they remember recent news stories? (Be sensitive to
the possibility that individual students have experienced catastrophic fire
at first hand.)
Read the first double spread. Discuss the use of metaphorical language.
In what ways might a fire be like a black snake? For older readers point
out that this is a simile -a comparison that uses like or as' (Like a snake,
fire changes direction quickly, is dangerous to human life and wildlife, the
colour of burnt bush, the tracks the fire makes, the hissing sound of the
fire.)
Ask older readers what personification is. What is the effect of saying that
the fire wakes? Why might the fire be laughing'?
Ask how bushfires start (lightning, electrical faults, sparks from machines
Fire by Jackie French
& Bruce Whatley
..\Bookmarks\page-
corner-bookmark-
monsters.pdf0_w_.pdf
Scissors
Glue sticks

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or tools, tossing cigarettes out of car windows, lighting fires on high risk
days, not putting out campfires or barbecues properly, leaving glass in the
bush, arson}.
There are only a few images of humans in the book: what do they add to
the story {the image of family hugging suggests the importance of
community action; the child's distress suggests the vulnerability of
humans confronted by fire; the Image of firefighters care for wildlife}?
Classes are making monster bookmarks this week.
Borrowing.
Students are reminded how to line up at the Circulation Desk to get their
books scanned.
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Picture Book: The Gentle Lion and the Little Owlet by Alice Shirley
Teacher reads the story then discusses the fact that the story was real.
Refer to end page in book.
Discussion time.
Using computers students log in to Kidspace Portal, Click on School
Library link, investigate links under their grade.
Borrowing.
Students are reminded how to line up at the Circulation Desk to get their
books scanned.
The Gentle Lion and
the Little Owlet by
Alice Shirley
Kidspace

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7
Story from Story Box website: The Bugalugs Bum Thief by Tim Winton,
illustrated by Stephen Michael King (Australian Authors, stories and
performers)
Performed by: Stephen Hall
Themes: community, family life, humour
Discussion Skeeta Anderson solves a mystery. What is a mystery? A
mystery is a secret, a riddle, or a puzzle. You have to find out the secret,
and solve the riddle or puzzle to find the criminal or enemy and crack the
case. how did Skeeta solve the mystery?

The Bugalugs Bum
Thief (online)
Codes for Scouts
(online)
Scrap paper
Pencils
Prize box

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Secret Codes: Codes for Scouts demonstrate how codes work.
Students work in pairs to complete codes on IWB. Winners choose from
prize box.
Extension: Make up your own codes for students to solve.
Borrowing.
Students are reminded how to line up at the Circulation Desk to get their
books scanned.
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Story from Story Box website: Shake a Leg by Boori Monty Pryor,
illustrated by Jan Ormerod
Performed by: Boori Monty Pryor
Themes: Indigenous Australian culture, food, dance, community, stories,
family
Discussion the story of the author, speaking 3 languages, links between
old culture and new culture eg nurse/healer,
Students shown how to access games on the server instead of Internet
using Local Shortcuts folder on the desktop. Demonstrate how to get to
games. Remind students how to log off correctly not by turning off
power button or screen.
Borrowing.
Students are reminded how to line up at the Circulation Desk to get their
books scanned.
Shake a Leg (online)
Computers
Games: Splish Splash,
Buzz Buzz, GamesV1

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Picture Book: Zog by Julia Donaldson
Discuss Author wrote The Gruffalo etc.
Discussion around going to school, growing up etc. Discuss stereotypes
of princesses, dragons and knights.
Borrowing.
Overdue books follow up with children. Give children a wristband to
remind them to return their library books.
Students make a certificate for Zog using MS Publisher. Demonstrate on
Zog by Julia
Donaldson
Overdue Notices
Wristbands
Computers

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IWB how to find and open Publisher. Discuss the use of a desktop
publishing program. Demonstrate use of template for certificate. Show
how to import a picture.
Students to save their work in their own folder, not to documents folder.
Demonstrate this on IWB. Students much show their work before they can
do other activities.
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Notes Week 8 Casual on Library 19/3. Program not followed for these classes
Assessment

Questioning
Work samples
Observation
Evaluation