Where the Wild Things Are - Kim Miliken

‘Where the Wild Things Are’

by Maurice SendakAn Integrated English Unit for Stage One

Focussing on Reading & Grammar Writing - Sentence Structure

Kim Milliken

MAJOR FOCUS- Reading / Grammar & Writing

READING AND VIEWING 1 OBJECTIVE A

OUTCOME

› draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies EN1-4A

CONTENT

Develop and apply contextual knowledge

• understand how readers' self-selection and enjoyment of texts is informed by personal interests

Understand and apply knowledge of language forms and features

• recognise grammatical patterns to enhance comprehension, eg action verbs, words or groups of words that tell who, what, when, where and how

• recognise a clause as a complete message or thought expressed in words, noun–pronoun agreement, conjunctions

• understand that nouns represent people, places, things and ideas and can be, for example, common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468)

• understand patterns of repetition and contrast in simple texts (ACELA1448)

• understand how sentence punctuation is used to enhance meaning and fluency

• identify word families and word origins to understand the meaning of unfamiliar words, eg base words, rhyming words and synonyms

Develop and apply graphological, phonological, syntactic and semantic knowledge

• automatically recognise irregular high-frequency words, eg 'come' and 'are'

• use phonological, graphological, syntactic and semantic cues to decode and make meaning from written texts, eg using an increasing repertoire of high-frequency and sight words, segmenting words into syllables

Respond to, read and view texts

• read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659)

• read less predictable texts with phrasing and fluency by combining contextual, semantic, grammatical and phonic knowledge using text processing strategies, for example monitoring meaning, predicting, rereading and self-correcting (ACELY1669)

• use background knowledge of a topic to make inferences about the ideas in a text

• predict author intent, series of events and possible endings in an imaginative, informative and persuasive text

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• discuss the use of text connectives, eg sequencing ideas, indicating time

• sequence a summary of events and identify key facts or key arguments in imaginative, informative and persuasive texts

• identify visual representations of characters' actions, reactions, speech and thought processes in narratives, and consider how these images add to or contradict or multiply the meaning of accompanying words (ACELA1469)

READING AND VIEWING 2 OBJECTIVE B

OUTCOME

› recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter  EN1-8B

CONTENT

Students:

Develop and apply contextual knowledge

• recognise a range of purposes and audiences for imaginative, informative and persuasive print and visual texts

Understand and apply knowledge of language forms and features

WRITING AND REPRESENTING 2 OBJECTIVE B

OUTCOME

› identifies how language use in their own writing differs according to their purpose, audience and subject matter EN1-7B

CONTENT

Develop and apply contextual knowledge

• identify the audience of imaginative, informative and persuasive texts (ACELY1668)

• discuss some of the different purposes for written and visual texts

Understand and apply knowledge of language forms and features

• understand that different types of texts have identifiable text structures and language features that help the text serve its purpose (ACELA1447, ACELA1463)

• compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453)

Respond to and compose texts

• draw on personal experience and feelings as subject matter to compose imaginative and other texts for different purposes

• compose and review written and visual texts for different purposes and audiences

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SPELLING OBJECTIVE A

OUTCOME

› uses a variety of strategies, including knowledge of sight words and letter–sound correspondences, to spell familiar words EN1-5A

CONTENT

Develop and apply contextual knowledge

• demonstrate growing awareness of how accurate spelling supports the reader in understanding written texts to read fluently

Understand and apply knowledge of language forms and features

• know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high-frequency words (ACELA1778)

• understand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple words and use visual memory to write irregular words (ACELA1471)

Respond to and compose texts

• recognise when a word is spelt incorrectly

• use morphemic and phonological knowledge when spelling

GRAMMAR PUNCTUATION AND VOCABULARY OBJECTIVE B

OUTCOME

› uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts EN1-9B

CONTENT

Develop and apply contextual knowledge

• understand that ideas in texts can be organised to enhance meaning using sentences and paragraphs

• Understand and apply knowledge of language forms and features

• recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449)

Respond to and compose texts

• begin to organise ideas into paragraphs when composing texts

• compose sentences effectively using basic grammatical features and punctuation conventions

• use subject–verb and noun–pronoun agreement when composing texts and responding to texts orally and in writing

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Learning Experiences Where the Wild Things Are – Maurice Sendak Reg

Modelled, Guided, Independent Learning Experiences

Learning session 1

Orientation to the text: Learning about the structure of a narrative

Discuss the structure of a narrative. [K-6 English Modules page 113 Stage1] Discuss the social purpose of a narrative [see page 113] Discuss the organisation of a narrative i.e. the orientation, the complication, the resolution and the coda. Talk about the common grammatical features of a narrative [see page 113] Orientation: who, when , what, where Complication: something happens to interrupt or complicate the usual lives of the characters Resolution: the complications are resolved Use of particular nouns to refer to or describe the particular people, animals and things the story is about; The use of adjectives to build nouns groups to describe the people, animals or things in the story; The use of connectives and conjunctions to sequence events through time; Use of adverbs and adverbial phrases to locate the particular incidents or events; Use of past tense actions verbs to indicate the actions in a narrative; Use of saying and thinking verbs to indicate what characters are feeling, thinking or saying.

When listening to Where the Wild Things Are, have the students identify which stage of the narrative has been heard. Ask them whether this story follows a traditional narrative structure like ‘The Three Little Pigs’ or ‘Red Riding Hood’?

Discuss the author and give the children some background knowledge about him. Display the cover of Where the Wild Things Are. Point out to students the author/illustrator. Have the students

discuss where they think this story will be set [setting] and why they think it will be set there. Tell students that reading a picture book involves looking closely at the words as well as the pictures, and that students have to

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‘read’ both.

Ask questions prior to reading. What do you think the wild things are? Where do you think the story is set? Who do you think is in the boat? Where do you think he is coming from, and where is he going to? Why is he dressed as he is? What do you think the boy will do when the boat gets closer to shore? What will the creature do? Why do you think this? What do you think will happen next?

Use prediction stems to guide their thinking as the class moves through the story.

I predict that... I predict that ... because ... I think ... is going to happen I think ... will happen because... I think ... are going to ... I’m going to make a prediction that ... What words or images do you expect to see or hear in this text? [[Visualising] After reading the first page and looking at the pictures, I believe... I’m predicting the next part of the text will be... Based on what I just read, I think… The .... might/could ..... My prediction/inference was right/wrong because… What I already know about _____ helps me predict that ______. Now I see that my prediction was (not) confirmed because _______.

Discuss the purpose of this text - to entertain [descriptive/imaginative] Talk to students about the concepts ‘imaginary’, ‘real’, ‘wild’, and ‘friend’. Read the first three pages of Where the Wild Things Are. Have students check their predictions about the setting

from the previous activity. Ask students to predict what might happen next. Continue reading the story allowing time for the students to explore and discuss the illustrations.

Learning Session 2

Re-read the story. Have students identify the participants within the text by asking students ‘who’ or ‘what’. Refer to the pictures as well. For example:

Why don’t we see Max’s mother? What do you imagine she’s like? Would you be frightened of the wild things? Why/why not? Did a real forest grown in his room? Why does the moon change in each picture and what does this mean? Why is there no illustration on the last page? Compare the final picture to the first one. Why is his dinner still warm? What changes has Max undergone? How do we know? What lesson do you think Max has learnt?

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Discuss visual literacy features. e.g. salience, colour, centrality See notes on website] [http://www.schools.nsw.edu.au/raps/rabbits/pdf/wayspicturetells.pdf]

Ask children to look at the face of Max on each page and see how his facial expression and body position is always different throughout the book. Talk about how these pictures show how Max is feeling in each incident. Have the children think of ways of describing Max’s feelings. Develop a list of synonyms that have the same meaning. Consult a thesaurus. E.g. lonely, unhappy, happy, mischievous, frightened, angry, Write these words on the board.

Ask students to identify words associated with ‘time’ in the story, for example, through night and day, in and out of weeks, over a year.

Discuss the language of the text - the author uses repetition and alliteration e.g. ‘wore his wolf suit’, ‘walls became the world’. ‘They roared their terrible roars and gnashed their terrible teeth from far away.’ Discuss the term alliteration. Discuss why the used alliteration.

Point out the repetition of text throughout the book and repetition of words. Why did the author use this technique?

Talk about the direct speech used in the story and the need for quotation marks. But the wild things cried, “Oh please don’t go- we’ll eat you up- we love you so!” or And Max said, “No!” Locate other examples of direct speech in the story.

Learning Session 3Comprehension of Text - Activities

Continue reading the story allowing time for the students to explore and discuss the illustrations. Discuss the monitoring comprehension strategy.

Refer to Story Questions Sailboat on p 14 in Where the Wild Things Are –a literature unit by Hawker Brownlow written by Susan Kilpatrick. The questions are based on Bloom’s Taxonomy. ISBN 9781864015133

Knowledge [ability to recall learned information] Comprehension [basic understanding of information] Application [ability to do something new with information] Analysis [ability to examine the parts of a whole] Synthesis [ability to bring together information to make something new] Evaluation [ability to form and defend an opinion]

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Learning Sessions 4 -5

Comprehension and word identification activities

Reread the story. Independent reading in groups.

Sequence the main events of the story- Where the Wild Things Are –a literature unit by Hawker Brownlow written by Susan Kilpatrick. ISBN 9781864015133

In a circle formation lead students in a group retelling of the main events of the story. Continually support students in their oral retelling by rephrasing, clarifying and summarising their responses. [eight most important events in the story]

Provide each student with a printed copy of the retelling. Match text to picture.

Co-operative cloze. Complete cloze - keywords omitted. And when they came to the place where the ______ things are they roared their terrible ______ and gnashed their ______ teeth and rolled their terrible _____ till Max said “________ I”

Learning Session 6

With students, jointly construct a written retelling of the story. Model the use of appropriate strategies through questions, e.g. ‘What sound comes next?’, ‘How does this word begin’. This activity may need to take place over more than one session. The class may use pictures from the story as a guide.

Learning Session 7Vocabulary knowledge and Word Recognition

Sight words- mischief, terrible, gnashed, ceiling, private, wolf, suit, anything, world, ocean, through, wanted, was they [word boxes or word find activity] Show a list of selected sight words from the story and put onto cards. Use the words in oral sentences.

Look at phonic patterns- night, made, wore, sent, night, grew, walls, hung, sail, place, roar, claw, weeks, [create a word family bank for each of these words]

Point out words in the text that are used with suffixes e.g. blinking, staring, frightened, showed, roared. Extension

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–ask more capable students in Stage One to locate the base words in a dictionary and identify any word building words. e.g. fright, frightening

Various worksheets will be used to support to support this unit and further develop the child’s reading skills. These activities provide for extension and support.

Learning Sessions 8-9

Learning about Simple Sentence Structure – Nouns and Verbs

Display a picture of a wild thing- photocopy a page from the book]

Write the first part of the sentences below on the board. Have the read them and ask them whether they make sense on their own. Discuss what’s missing/what would be needed to make complete sentences. i.e. a verba) The wild hairy monster / rolled his terrible eyes. [rolled]b) A huge, terrifying monster / gnashed his terrible teeth. [verb-gnashed]c) The little boy / tamed them with a magic trick. [verb-tamed]

Demonstrate the function of a verb using simple sentences like: Kim smiled. Kim swam. {Action verbs are simpler for students to identify -It will be necessary to draw attention to the relating verbs as well. Having a list of these clearly displayed for students. [am are is was were be being been] [do does did] [have has had] [may must might] [can could would should] [shall will] Students need to know that some sentences will only have relating verbs, not any action verbs]

Combine already displayed sentence parts to make complete sentences. Read and discuss- identify the verb- [action/relating/thinking]; Choose a few more sentences from book. Discuss with the children that every sentence should have a verb and a subject. Can they locate in each sentence? To locate the subject ask who or what did the action. [Identify relating and action verbs]

Display a poster about nouns [Nouns -TeachThis]. Briefly discuss common nouns and proper nouns and the need for capitalization for proper nouns. Ask students to identify the common nouns and proper nouns in the modelled sentences on the board. Insert a capital where necessary and discuss the grammatical features of completed sentences.

Max sailed off through night and day in his private boat.

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He sailed to the place where the wild things are. They roared their terrible roars and gnashed their terrible teeth and rolled their terrible eyes and showed their

terrible claws. They were frightened and called him the wildest thing of all. Then all around from far away across the world he smelled good things to eat so he gave up being king of where

the wild things are. Discuss the use of the word ’so’ [conjunction] in the last sentence. Compound sentence - so joins two

independent clauses.

Identify and discuss verbs again. Refer back to different types of verbs [thinking, action, relating] Verbs in text: Point out several of each type e.g.

Relating or helping verbs- [am are is was were be being been] [do does did] [have has had] [may must might] [can could would should] [shall will]

Action- made wore sent grew tumbled sailed roared gnashed tamed staring blinking smelled rolled steppedSaying- called criedFeeling- believe like knew feel [not in text]Thinking- wondered [not in text]

Write these on board. Students could also locate these verbs in text with re-readings of text. Stop and identify action verbs on certain pages. Sendak effectively uses action verbs in the text and these create powerful sensory images. [gnashed, rolled, roared]

Show children a copy of the poem ’Max Was a Wild Thing’ p 18 by Susan Kilpatrick. Where the Wild Things Are –a literature unit by Hawker Brownlow written by Susan Kilpatrick by Hawker Brownlow. Identify the action verbs in the poem. Has the poet used any verbs?

Learning Session 10

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Relating Verbs Remember that sentences can also contain relating verbs.

There are 23 relating verbs. [ may might must] [be being been am are is was were ] [ do does did] [should could would ] [ have had has] [ will can shall ]

Circle the relating verbs in each sentence. Underline any other verbs. Sentences have been changed from original text.

And Max the king of all wild things was lonely and wanted to be where someone loved him best of all. He was sent to bed without eating anything They were frightened and they called him the most wild thing of all. He gave up being king of where the wild are. Max wanted to be where someone loved him best of all. He found his supper waiting for him and it was still hot.

Continue to point out relating verbs as you come across them in other shared texts and guided readers.

Learning Sessions 11

Learning About Adjectives When reading text, stop and identify adjectives and noun groups in sentences. e.g. terrible claws, terrible teeth,

yellow eyes, private boat, Discuss the purpose of adjectives in writing. There will further writing activities using adjectives later in the unit. [An adjective poster may be referred to e.g. TeachThis

Write some children write their own sentences using adjectives from the story.

Learning Sessions 12

Learning about coordinating conjunctions and compound sentences: Introduce the concept of compound sentences. Briefly explain the use of a conjunction in joining two simple

sentences. Introduce the correct terminology for a simple sentence-Independent clause.

Two simple sentences joined with the words for, and, nor, but, or, yet, and so form a compound sentence. E.g. James was carrying a heavy box and Sue was carrying a large parcel. Mark drew a castle, but Sharon drew a picture of boats on a lake.

The words for, and, nor, but, or, yet, and so are called coordinating conjunctions. [The conjunctions and, but, for

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and so will be the easiest conjunctions for children to use. The conjunction for means the same as because e.g. I drank some water, for I was thirsty. I drank some water because I was thirsty. She put on a sweater, for it was cold. She put a sweater because it was cold.

The conjunction that you use may change the meaning of your sentence!Conjunctions show the relationship between the pieces of information.

E.g. Note the slightly different meaning in these sentences: I walked home. I was tired. I walked home and I was tired. I walked home as I was tired. I walked home, but I was tired. I walked home, so I was tired.

I might go to the concert this evening or I might just stay at home. Do you want to go to a restaurant, or would you prefer to eat at home? Are you coming or are you staying? Jo woke up and sat up in bed. The old lady thanked Mary and gave her two dollars. Dad was washing the car and we were helping him. Tom plays the piano, but Mary plays the cello. I have never visited India, nor have I visited America. I didn’t do my chores, so my parents punished me. I need to go to the store, but I’m too ill to drive. Let’s go to the swimming pool, for it’s hot inside the house. The young girl did not like to go to football games, yet she went anyway.

Learning Sessions 13-16

Discuss the grammatical components of each student’s sentence i.e. independent clause+ conjunction + independent clause= compound sentence

Explain and model how pronouns can sometimes be omitted from a compound sentence to avoid repetition but they are still compound sentences e.g. The ogre sighed and [he] walked off to find someone else.[the word ‘he’ omitted’] The ogre put his shovel down in surprise and [he ] stared. [the word ‘he’ omitted] [Model the above sentences on the board to clarify understanding of compound sentences.

Teacher points out use of ‘and’ and ‘so’ to join clauses in the text. ‘Then all around from far away across the world he smelled good things to eat, so he gave up being king of ‘where the wild things are.’

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Photocopy one of the pages from the book. Write some descriptive words around the monster. [see list for ideas] Refer to the labels and ask students to orally construct compound sentences. Students then write a few of their own compound sentences using this convention.

Learning About Prepositions and writing sentences using prepositions Display Appendix Z and introduce the concepts of prepositions.ie

A preposition is a word that connects one thing with another and shows you how they are related. A preposition introduces a phrase, a group of words containing a noun or pronoun, but no verb. Discuss how the preposition locates the noun group in time place, manner etc.

A preposition governs the noun or pronoun it comes before e.g. people in the car, frog on the lily pad, after school

Prepositions can tell us place/position or time e.g. a spider under the bed; swim before lunch Discuss the concept of a phrase – [A phrase is a group of words without a verb or subject, often beginning

with a preposition e.g. under the moon, in the autumn

Common Prepositions above, aboard, across, after, ahead, against, along, alongside, among, around, at, away from, before, behind,

below, beneath, beside, besides, between, beyond, by, close to, down, during, except for, far from, from, in, inside, into, in front of, like, near, near to, next to, of, off, on, out, out of, outside, over, past, since, through, throughout, till, to, toward, towards, under, underneath, until ,up, upon, with, without

Extension Have a list of commonly-used prepositions prepared. Display and ask students, orally, to think of a phrase

beginning with a preposition from the list. Discuss the term ‘Prepositional Phrases’. Phrases add meaning and detail to sentences. [A phrase is a group of

words within a sentence, for example: out the door, up the tree, into our house -A phrase has NO verb. It adds important information to a sentence. Prepositional phrases begin with a preposition. e.g. into the park, over the road, beside the creek, around the bend, along the river, at dusk

Ask students to write a phrase beginning with a preposition. Then ask them to use their phrase in a sentence. Take time to share and discuss their responses.

ARTICLE ADJECTIVE NOUN VERB [add an adverb PREPOSITIONAL where phrase ADVERBIAL PHRASE when

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optional [optional]

The fiendish grey monster rattled and roared under the leafy dark branches of the aspen tree

as night fell.

A mischievous , naughty

monster slithered silently/cautiously

through the prickly bushes as the pale moon appeared in the night sky.

The horrible and heinous

ogre hungrily devoured some mutton stew near the edge of the billabong

as the last rays of the sun’s light disappeared over the horizon.

The gross, wicked monster shrieked loudly from the top of the hill all day long.

The cowardly monster trembled with fear under the wooden table. as the grey wolves began to howl.

The jolly monster cackled and chortled gleefully/cheerfully

at the edge of the murky bog late one night.

until the early hour of the morning

Write some more sentences using the format in the table above. [Do these in writing book] An adverbial phrase may be also be added. Discuss the use of using a comma when more than one adjective is added. [where a coordinate adjective is used]

Discuss the use of using an adverb where possible to give more information about the verb e.g. clambered quickly, roared loudly

Can any of the sentences be turned around to vary the sentence structure? i.e.From the top of the hill, the wicked monster shrieked loudly.

Write using nouns, verbs, and prepositions within accurate simple sentence structure. Write some sentences using prepositions. Write some sentences starting with prepositions. This will make your

writing more interesting .e.g. Over the bushes and between the fence posts, darted the awkward, clumsy monster. Standing underneath the tree was an angry monster stomping and stamping his feet. [use of alliteration]

Decide what tense you will use. [past or present] Can you write sentences using different tenses? Discuss the use of using an adverb where possible to give more information about the verb e.g. clambered

quickly or an adjective to give more information about the noun e.g. jolly monster Students write their own sentences using prepositions and adjectives.

Learning About Complex Sentences

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Discuss what a complex sentence is with the students. A conjunction is a word that joins other words or parts of sentences together.

Subordinating conjunctions are used to join a dependent clause to an independent clause. They join unequal parts. Here are some common subordinating conjunctions:

after although as as if because beforefor if once since so so thatthan that though till unless untilwhen whenever where whereas wherever wheneverwhile

Writing some complex sentences about a monster Subordinating conjunctions are used to join a dependent clause to an independent clause. They join unequal

parts. Here are some common subordinating conjunctions that are easier for young students to use.

after while if as once whenever as since because before that until when before

Refer to the laminated subordinating conjunctions on the board printed in bright yellow. Discuss independent clauses and dependent clauses. Tell children that each clause must have a verb and a subject. Write some complex sentences on the board. Have the children identify the dependent and independent clauses. Have the children identify the verb and subject in each clause.

Joining words like when, while, since, as, and because are called subordinating conjunctions. Sentences with subordinating conjunctions are called complex sentences. The part of the sentence that begins with a subordinating conjunction is called a subordinate clause or the dependent clause.

I hurt my arm when I fell. [I hurt my arm is the independent clause] [When I fell… is the dependent clause]

Remember to tell children that complex sentences might also contain a relative pronoun, such as WHO WHICH

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WHOM THAT - Remember to use ‘which’ for animals.

Underline the subordinate clause or dependent clause in the following sentences. Can any of these sentences be turned around so they start with a subordinating conjunction? Note: when starting a sentence with a subordinating conjunction a comma is required after the dependent clause.

No one wants to go outside when it is raining. We met the twins as we were leaving the shop. We won’t open the presents until you come. We’d better clear this mess before Mum gets home. I won the race though my sister is a better runner. The tree has grown a lot since I planted it. The rabbit disappeared when the magician waved his wand. I’ll wash the car while you’re cleaning the house. I won’t wash the car because it’s going to rain. Since we’re all tired, let’s go to bed early. As it was raining, we didn’t go to the beach. While the children are at school, I’ll write some letters. When we found the ring, we took it to the police station. Brush your teeth before you go to bed. I’ll give Anna message if I see her. You could tidy your bedroom while I’m cleaning the living room. When I dropped the vase, it smashed into many pieces. We can go for a swim after we have cleaned and tidied the flat. The baby wouldn’t go to sleep although it was obviously tired. Be very quiet if the baby’s sleeping. Our team played ten matches although they only won four of them. I won the race though my brother is a better swimmer While Dad played golf, Mum took us to the zoo. Although I like oranges, I don’t like apples.

HANDY TIP

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When a subordinate/dependent clause comes before the main clause, put a comma before them. The vase smashed into many pieces when I dropped it. When I dropped the vase, it smashed into many pieces.

Move the subordinate clauses in these sentences to the beginning of the sentences.

a) Brush your teeth before you go to bed.b) You could tidy your bedroom while I’m cleaning he pool.c) You can go for a swim after we have cleaned and tidied your bedroom.d) You can have the book to read since you enjoyed the film on it.e) We didn’t have any lessons today because we were celebrating Chinese New Year.f) Everyone cheered when the balloons rose into the air.g) He’s been working as an electrician since he left school.h) The baby wouldn’t go to sleep although she was obviously very tired.i) Be very quiet if the baby’s sleeping.

Writing a description about an imaginary creature using complex sentences – Grade 1 and 2

Encourage the children to write some complex sentences using some subordinating conjunctions.

Write a description. Try and include some interesting sentences in the description. What does your monster look like? What does he like to do? What is his favourite food? Attempt to use nouns groups with a variety of adjectives, descriptive verbs, adverbs and prepositions. Try and add a simile. Encourage students to write a mixture of simple, compound and complex sentences. Encourage children to vary sentence beginnings by starting tem with prepositions or subordinating conjunctions.

Students edit and proofread their description to check grammar, spelling and punctuation.

OTHER RESOURCES

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Movie – DVD Multi Modal Text The Gruffalo- Julia Donaldson The Gruffalo’s Child - Julia Donaldson Where the Wild Things Are –a literature unit by Hawker Brownlow written by Susan Kilpatrick. ISBN

9781864015133This literature resource has suggestions that teachers may find useful i.e. sequencing of story events, reading work sheets, art, drama

Evaluation:

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