English Unit: A Year - K-2 Booklet - Character - Giraffes Can't Dance
A complete K–2 character study exploring confidence, resilience, self-belief, individuality and character growth through Giraffes Can't Dance by Giles Andreae and Guy Parker-Rees. Students investigate Gerald's journey as he learns to overcome self-doubt, embrace his unique talents and develop confidence in himself. Through character analysis, perspective-taking, relationships, emotions, symbolism and creative response activities, students develop a deeper understanding of character development while exploring themes of belonging, courage and celebrating individual strengths.
Learning goals
- We are learning to use appropriate interaction skills to respond to others in a familiar environment.
- We are learning to understand how texts work on screen and in print, e.g. reading left to right, top to bottom.
- We are learning that in narrative and informative texts, the words and pictures work together to create meaning.
- We are learning to use and build vocabulary through speaking and listening and discussing new words on many topics.
- We are learning to use comprehension strategies, such as visualising, predicting, connecting, summarising and questioning to make meaning.
- We are learning to create and edit short written texts to record and report ideas and events using capital letters, punctuation and correct spelling of CVC words.
- We are learning to recognise the impact that facial expressions and gestures have when asking for and providing information, making offers, exclaiming, requesting and giving commands.
- We are learning to use nouns, pronouns, verbs, adjectives and adverbs to structure a sentence and make it more vivid.
- We are learning to understand the different purposes of images in various text types and how they contribute to meaning.
- We are learning to use comprehension strategies to find literal and inferred meaning in texts.
- We are learning to create, re-read and edit short written and multimodal texts to report on a topic, express an opinion or recount an event using capital letters, punctuation and correct spelling.
- We are learning to recognise formal and informal language and understand the appropriate use of each.
- We are learning to use nouns to represent people, places, objects and ideas and to identify the articles and adjectives to build noun groups or to express verbs as verb groups.
- We are learning to identify visual representations of characters’ actions, reactions, speech and thought processes in narratives and to consider how these images affect the meaning of the words.
- We are learning to use comprehension strategies to find literal and inferred meaning in texts and begin to analyse texts by drawing on our knowledge.
- We are learning that in narrative and informative texts, the words and pictures work together to create meaning.
- We are learning to use and build vocabulary through speaking and listening and discussing new words on many topics.
- We are learning to use comprehension strategies, such as retelling, making inferences and finding key words to make meaning from multimodal texts.
- We are learning to edit texts for meaning, spelling, capital letters and full stops, for ourselves and others.
- We are learning to construct texts using software including word processing programs, e.g. MS Word.
- We are learning to create short imaginative, informative and persuasive texts to explore, record and report ideas using familiar words and beginning writing knowledge.
- We are learning to recognise the impact that facial expressions and gestures have when interacting with others.
- We are learning to explore different ways of expressing emotions.
- We are learning to understand the difference between commands, statements and questions (both open and closed).
- We are learning to use nouns, pronouns, verbs, adjectives and adverbs to structure a sentence and make it more vivid.
- We are learning to understand the different purposes of images in different text types and how they contribute to meaning.
- We are learning to use comprehension strategies to find literal and inferred meaning in texts.
- We are learning to create texts for a purpose that show our understanding of the connection between writing, speech and images.
- We are learning to edit our texts and make changes to improve meaning, spelling and punctuation.
- We are learning to use software, e.g. MS Word to construct texts and add images.
- We are learning to use common nouns, proper nouns and pronouns to represent people, places, objects and ideas, e.g. love, time, and beauty, and to use this knowledge of nouns and adjectives to build noun groups.
- We are learning to identify representations of characters’ actions, reactions, speech and thought processes in narratives and to consider how they affect the meaning of the words.
Curriculum alignment
AC9EFLA01
9
Explore how language is used differently at home and school depending on the relationships between people
AC9EFLA04
9
Understand conventions of print and screen, including how books and simple digital texts are usually organised
AC9EFLA07
9
Explore the contribution of images and words to meaning in stories and informative texts
AC9EFLA08
9
Recognise and develop awareness of vocabulary used in familiar contexts related to everyday experiences, personal interests and topics taught at school
AC9EFLY05
9
Use comprehension strategies such as visualising, predicting, connecting, summarising and questioning to understand and discuss texts listened to, viewed or read independently
AC9EFLY06
9
Create and participate in shared editing of short written texts to record and report ideas and events using some learnt vocabulary, basic sentence boundary punctuation and spelling some consonant–vowel–consonant words correctly
AC9E2LY05
9
Use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning
AC9E2LA08
9
Understand that images add to or multiply the meanings of a text
AC9E2LA07
9
Understand that in sentences nouns may be extended into noun groups using articles and adjectives, and verbs may be expressed as verb groups
AC9E2LA01
9
Investigate how interpersonal language choices vary depending on the context, including the different roles taken on in interactions
AC9E1LA01
9
Understand how language, facial expressions and gestures are used to interact with others when asking for and providing information, making offers, exclaiming, requesting and giving commands
AC9E1LY06
9
Create and re-read to edit short written and/or multimodal texts to report on a topic, express an opinion or recount a real or imagined event, using grammatically correct simple sentences, some topic-specific vocabulary, sentence boundary punctuation and correct spelling of some one- and two-syllable words
AC9E1LY05
9
Use comprehension strategies such as visualising, predicting, connecting, summarising and questioning when listening, viewing and reading to build literal and inferred meaning by drawing on vocabulary and growing knowledge of context and text structures
AC9E1LA07
9
Understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)
AC9E1LA08
9
Compare how images in different types of texts contribute to meaning
ACELY1651
8.4
Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge
ACELY1662
8.4
Re-read student’s own texts and discuss possible changes to improve meaning, spelling and punctuation
ACELA1452
8.4
Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)
ACELA1453
8.4
Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning
ACELY1660
8.4
Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features
ACELY1670
8.4
Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures
ACELA1469
8.4
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
ACELA1468
8.4
Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives
ACELA1461
8.4
Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context
ACELY1664
8.4
Construct texts that incorporate supporting images using software including word processing programs
ACELY1661
8.4
Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements, for example illustrations and diagrams
ACELA1446
8.4
Understand that there are different ways of asking for information, making offers and giving commands
ACELA1428
8.4
Explore how language is used differently at home and school depending on the relationships between people
ACELA1433
8.4
Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality
ACELA1786
8.4
Explore the different contribution of words and images to meaning in stories and informative texts
ACELA1437
8.4
Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school
ACELY1650
8.4
Use comprehension strategies to understand and discuss texts listened to, viewed or read independently
ACELY1652
8.4
Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops
ACELY1654
8.4
Construct texts using software including word processing programs
ACELA1444
8.4
Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others
ACELA1787
8.4
Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions
EN1-3A
old
Composes texts using letters of consistent size and slope and uses digital technologies
ENe-6B
old
Recognises that there are different kinds of spoken texts with specific language features and shows an emerging awareness of some purposes for spoken language
ENe-2A
old
Composes simple texts to convey an idea or message
ENe-4A
old
Demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies
ENe-3A
old
Produces most lower case and upper case letters and uses digital technologies to construct texts
EN1-4A
old
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
EN1-1A
old
Communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
EN1-7B
old
Identifies how language use in their own writing differs according to their purpose, audience and subject matter
ENe-8B
old
Demonstrates emerging skills and knowledge of texts to read and view, and shows developing awareness of purpose, audience and subject matter
EN1-9B
old
Uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
EN1-2A
old
Plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
ENE-UARL-01
new
Understands and responds to literature read to them
EN1-HANDW-01
new
Uses a legible, fluent and automatic handwriting style, and digital technology, including word-processing applications, when creating texts
ENE-CWT-01
new
Creates written texts that include at least 2 related ideas and correct simple sentences
ENE-PRINT-01
new
Tracks written text from left to right and from top to bottom of the page and identifies visual and spatial features of print
ENE-SPELL-01
new
Applies phonological, orthographic and morphological generalisations and strategies to spell taught familiar and high-frequency words when creating texts
ENE-HANDW-01
new
Produces all lower-case and upper-case letters to create texts
ENE-RECOM-01
new
Comprehends independently read texts using background knowledge, word knowledge and understanding of how sentences connect
ENE-VOCAB-01
new
Understands and effectively uses Tier 1 words and Tier 2 words in familiar contexts
ENE-OLC-01
new
Communicates effectively by using interpersonal conventions and language with familiar peers and adults
EN1-PHOKW-01
new
Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts
EN1-SPELL-01
new
Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts
EN1-OLC-01
new
Communicates effectively by using interpersonal conventions and language to extend and elaborate ideas for social and learning interactions
EN1-VOCAB-01
new
Understands and effectively uses Tier 1, taught Tier 2 and Tier 3 vocabulary to extend and elaborate ideas
EN1-UARL-01
new
Understands and responds to literature by creating texts using similar structures, intentional language choices and features appropriate to audience and purpose
EN1-CWT-01
new
Plans, creates and revises texts written for different purposes, including paragraphs, using knowledge of vocabulary, text features and sentence structure
EN1-RECOM-01
new
Comprehends independently read texts that require sustained reading by activating background and word knowledge, connecting and understanding sentences and whole text, and monitoring for meaning
VCELY195
Reread student's own texts and discuss possible changes to improve meaning, spelling and punctuation
VCELY222
Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures
VCELA200
Understand that there are different ways of asking for information, making offers and giving commands
VCELA215
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
VCELA165
Explore how language is used differently at home and school depending on the relationships between people
VCELA216
Understand that nouns represent people, places, things and ideas and include common, proper, concrete or abstract, and that noun groups/phrases can be expanded using articles and adjectives
VCELA201
Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions
VCELA235
Understand that language varies when people take on different roles in social and classroom interactions and how the use of key interpersonal language resources varies depending on context
VCELA142
Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, including directionality
VCELY197
Construct texts that incorporate supporting images using software including word processing programs
VCELA145
Explore the different contribution of words and images to meaning in stories and informative texts
VCELA180
Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning
VCELA179
Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)
VCELY194
Create short imaginative and informative texts that show emerging use of appropriate text structure, sentence-level grammar, word choice, spelling, punctuation and appropriate multimodal elements
VCELA167
Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school
VCELA199
Understand that language is used in combination with other means of communication
VCELY153
Use comprehension strategies to understand and discuss texts listened to, viewed or read independently
VCELY161
Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops
VCELY186
Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features
VCELY160
Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge
VCELY163
Construct texts using software including word processing programs
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Differentiation
Modifications
Teacher scribing, oral responses, partner discussions, visual supports, sentence starters, reduced writing expectations, teacher-guided completion of activities, flexible implementation across year levels.
Extensions
Compare Gerald with characters from other picture books, explore themes of confidence and individuality across multiple texts, create character profiles, write diary entries from Gerald's perspective, design confidence posters, write sequel stories, complete additional creative writing activities, discuss personal strengths and talents.
Teach it your way
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