The Indian In The Cupboard

Stage 3 | English, Technology

Summary
The activities are based on character, setting, theme and plot. There are comparisons of book and film versions. Students are asked to use their imagination and project beyond the action of the book. Research, grammar and word study are also part of the unit. Students will be e ploring multimodal te ts through digital and virtual technology. !This unit has been adapted and modified from the "#ively #iterature $pper %rimary series & 'lake (ducation)

Duration
*+ weeks

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%utcomes
English )*$+

&nit o'er'ie#
4mri5s magic cupboard turns a plastic toy 6ndian into a live ,ative /merican warrior. The story e plores 4mri5s attempts to keep this secret, and the dilemma he faces about whether to keep this miniature human as his own. 7omplications arise when a cowboy is brought to life and when %atrick, 4mri5s friend, threatens to reveal the secret. Major Themes: 8riendship, loyalty, bravery, magic, prejudices, character stereotypes. Grammar Focus: /dverbs . words that add information to a verb, telling how, where, when or why.

(esources o'er'ie#
9 :ultiple copies of the book for group reading. 9 7opy of the video, The Indian in the Cupboard. 9 Simpson, ;udith, Native Americans, /llenand $nwin, *<<0. 9 =eebly >website creator? 9 Sim 4n / Stick >@irtual =orld on a $S'? 9 :6necraft 9i:ovie 9 AouTube clips of old cowboy and 6ndian films. 9 @oki andBor Tellagami

(,-.*/ communicates effectively for a

variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features

(,-.-/ uses an integrated range of skills,

strategies and knowledge to read, view and comprehend a wide range of te ts in different media and technologies

(,-.0' discusses how language is used

to achieve a widening range of purposes for a widening range of audiences and conte ts

(,-.1' uses knowledge of sentence

structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive te ts in different media and technologies

(,-.23 identifies and considers how

different viewpoints of their world, including aspects of culture, are represented in te ts

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Content
Stage 3 * Spea-ing and listening
StudentsC
use metalanguage to describe

Teaching, learning and assessment

Into the Book: Plastic Toys
Eive each student a plastic toy. Fave them e amine their toy, silently

(egistration

the effects of ideas, te t structures and language features on particular audiences (ACELT1795)

attributing characteristics, name and possible history.

Students become the toy . walking about the room, meeting and

greeting and talking about themselves.

Students form groups and improvise a scene using all their characters to

plan, rehearse and deliver

presentations, selecting and seDuencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis
(ACELY1700, ACELY1710)

depict one event performing their scene to the class.

3iscuss the elements that were brought out in the scenes, especially

those relevant to the novel, such as danger in a giant world.

6ntroduce the story & the story you are about to read is about tiny plastic

figures brought to life. Title and Cover

3iscuss what the title might indicate about the story. ( amine the cover

participate in and contribute

to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, e periences and opinions
(ACELY1709)

of the book and discuss what can be deduced.

Questions: =ho does the eye belong toG =hat is the significance of the keyG 3oes the cover make you want to read the storyG

Stage 3 * (eading and 'ie#ing

StudentsC
e plain and justify the

Blurb
Read aloud the blurb on the back cover and have students make

responsible use of digital technologies

navigate and read te ts for

predictions based on the blurb. Tell students the purpose of the blurb is to entice people to read the book, without giving away too much of the story. /sk students if this blurb does this.
/llow students to use this as a model to write a blurb for a book they

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specific purposes applying appropriate te t processing strategies, for

have read recently, or one they have written. 3iscuss with students why publishers include Duotes from reviews of the book and what other advertising is included in the book. Native Americans and Cowboys

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E'aluation

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/ppendi0 $ * Chapter 1uestions2

Chapter 1:
What sort of things might Omri and the ndian do together! "o# #o$%d &o$ %oo' after some(od& the si)e of the ndian! What *ro(%ems #o$%d there (e in doing this! +ho$%d or #o$%d Omri te%% an&one e%se a(o$t the ndian! Wh&! What has made the magi, - the ,$*(oard or the 'e&!

Chapter 2:
What are the demands made (& the ndian! "o# does Omri meet these demands! What are Omri.s rea,tions #hen he *i,'s $* the ndian! What is meant (& /the ndian0#as no %onger his *%a& thing ($t a *erson that had to (e res*e,ted.!

Chapter 3 & 4:
What do #e find o$t a(o$t the ndians in this ,ha*ter! 1oes it ,ha%%enge an& of the statements made on the ,%assroom ,harts a(o$t ndians! (1is,$ss #ith a *artner) Wh& does Omri ref$se to gi2e Litt%e 3$%% a g$n! What *ro(%ems are there #ith %etting Litt%e 3$%% o$tside! "o# did Litt%e 3$%% fee% a(o$t the o$tside en2ironment, and Omri as his *rote,tor!

Chapter 5:
"o# does Tomm& At'ins rea,t to (eing trans*orted in time to Omri.s (edroom! "o# is his rea,tion different to Litt%e 3$%%.s, and #h&!

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 "o# #i%% Omri ,ontin$e to meet Litt%e 3$%%.s demands!

Chapter 6:
1o &o$ thin' Omri #i%% %et 4atri,' in on his se,ret! Wh&! "o# did Omri and Litt%e 3$%% rea,t to the Chief.s death! Wh& #ere the rea,tions different!

Chapter 7:
What is 4atri,'.s rea,tion to the magi,! "o# does he fee% a(o$t Litt%e 3$%%! "o# is 4atri,'.s attit$de different to Omri.s! What does 4atri,' mean #hen he sa&s, 56a&(e this isn.t s$,h f$n07 What #i%% ha**en as a res$%t of 4atri,'.s re8$est to (ring another to& to %ife!

Chapter 8:
What *ro(%ems #i%% (e ,a$sed (& 4atri,'.s a,tions! What are the *ossi(%e ,onf%i,ts #hi,h ,o$%d arise (et#een Omri and 4atri,', and (et#een Litt%e 3$%% and the ,o#(o&! What #i%% ha**en #hen Omri ta'es the ,o#(o& to s,hoo%!

Chapters 9 & 10:

"o# is the ,o#(o&.s rea,tion to his arri2a% different to Litt%e 3$%%.s in Cha*ter 1! Wh& is there ,onf%i,t (et#een the ,o#(o& and the ndian! What do &o$ thin' #i%% ha**en #hen the ndian and the ,o#(o& are ta'en to s,hoo%! f &o$ #ere a miniat$re *erson, #o$%d &o$ *refer that Omri or 4atri,' (e the *erson &o$ #ere de*endent $*on! 9i2e reasons:

Chapters 11& 12
"o# ha2e the *redi,tions made in the %ast session mat,hed #hat a,t$a%%& ha**ened!

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 Wh& do Omri and 4atri,' need to 'ee* Litt%e 3$%% and 3oone a se,ret! "o# might 6r ;ohnson rea,t #hen he sees Litt%e 3$%% and 3oone!

Chapter 13:
"o# #o$%d &o$ des,ri(e 6r ;ohnson.s rea,tion! What *ositi2e as*e,ts of 4atri,'.s ,hara,ter are re2ea%ed in this ,ha*ter!

Chapters 14 & 15:

What #o$%d ha2e (een the im*%i,ations for 3oone and Litt%e 3$%% if the 'e& had not (een fo$nd! Wh& is Litt%e 3$%% indignant at the de*i,tion of ndians on the te%e2ision! "o# might the #o$nding of 3oone ,hange re%ationshi*s (et#een the 2ario$s ,hara,ters in the (oo'! "o# did Omri reso%2e the ,onf%i,t (et#een Litt%e 3$%% and 3oone!

Chapter 16:
Wh& did the ndians and the ,o#(o& ha2e to (e ret$rned to their o#n times! What #o$%d it (e %i'e for 3oone and the ndians #hen the& arri2ed home! Wi%% the& remem(er their ad2ent$res #ith Omri and 4atri,'! "o# ha2e Omri and 4atri,' (een ,hanged (& ha2ing had this e<*erien,e! Wo$%d &o$ ha2e done the same thing as 4atri,' and Omri!

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/ppendi0 , Character !rofiles

Character Profiles
7haracter =hat this character is like >%ersonality?
old, shocked, courteous 4mri

=hat character looks like >/ppearance?

toothless, grey hair, wrinkled

7haracter sketch

7hief

#ittle 'ull

'oone

%atrick
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/ppendi0 3 Ne#s (eport

News
"eadline:

e!ort

,ews reports include a headline to catch the readers eye.

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/ppendi0 . Who, When 8 Why

How did they feel?

Write a sentence for each of the feeling words. The sentence must say WHO felt this, and WHEN or WHY they felt this way. excited Omri was excited when his arents and !rothers ga"e him a s#ate!oard with cry tonic wheels. ha y $%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% ashamed $%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% annoyed $%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% disa ointed $%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% hel less $%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% etrified $%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% frightened $%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% delighted $%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% ama&ed $%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
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/ppendi0 3 Cross#ord

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/ppendi0 4 9lossary

Elossary
'elow are words used by #ittle 'ull and 'oone. These are words from their time and place. 7onstruct a glossary of these words. teepee longhouse wigwams braves leggings vittles cawfee ornery firewater scalp

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