Where Is The Green Sheep Unit by Trinity Hook

Where is the Green Sheep?
by Mem Fox and Judy Horacek | Early Stage 1 | English uration 5-6 weeks
!nit o"er"ie# $ey concepts
This unit is based on the picture book Where is the Green Sheep? by Mem Fox and
Judy Horacek.
Students will engage with texts through shared reading and discussion of stories.
They will respond to the story by composing their own simple texts.
Students will be asked to make predictions and make connections to aspects of the
texts that relate to their own lies.
Students will explore the themes of !"erybody is different! and !#ersistence! as well
as the concept of !opposites!.
Between & among texts
$enre % &arratie
'omparing texts on same topic ()ncl multimodal texts*
+etelling stories
,daptation
Stories as shared experiences
!nit #ritten by %rinity Hook& 'ords Whar( )ublic School& *+1,
Written by %rinity Hook& 'ords Whar( )ublic School& *+1,
-oard o( Studies& %eaching and Educational Standards 'SW . )rogram -uilder . pb/bos/ns#/edu/au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. 1
0utcomes Focus 1uestions 0ther signi(icant
learning
English $.1+
- "&e%., communicates with peers and known adults in informal and guided actiities demonstrating emerging skills of group
interaction
- "&e%/, composes simple texts to coney an idea or message
- "&e%0, produces most lower case and upper case letters and uses digital technologies to construct texts
- "&e%1, demonstrates deeloping skills and strategies to read2 iew and comprehend short2 predictable texts on familiar
topics in different media and technologies
- "&e%3, demonstrates deeloping skills in using letters2 simple sound blends and some sight words to represent known
words when spelling
- "&e%45 recognises some different purposes for writing and that own texts differ in arious ways
- "&e%65 demonstrates emerging skills and knowledge of texts to read and iew2 and shows deeloping awareness of
purpose2 audience and sub7ect matter
- "&e%85 demonstrates deeloping skills and knowledge in grammar2 punctuation and ocabulary when responding to and
composing texts
- "&e%.9' thinks imaginatiely and creatiely about familiar topics2 simple ideas and the basic features of texts when
responding to and composing texts
- "&e%..: responds to and composes simple texts about familiar aspects of the world and their own experiences
- "&e%./" demonstrates awareness of how to reflect on aspects of their own and others; learning
Mathematics $.1+
- M,e%1&, counts to 092 and orders2 reads and represents numbers in the range 9 to /9
- M,e%.<M$ describes position and gies and follows simple directions using eeryday language
2reati"e 3rts
- =,"S... Makes simple pictures and other kinds of artworks about things and experiences
- =,"S../ "xperiments with a range of media in selected forms
- =,"S..1 'ommunicates their ideas about pictures and other kinds of artworks
>hat are the features of a
narratie? ($enre*
How do stories connect to
my own experiences?
>hat connections can )
make between texts on the
same topic? ('omparing
texts*
>hat information do ) need
to retell a story2 e.g.
5eginning2 middle and
end? (+etelling stories*
How can we use the
structure of a story to
create a similar story of our
own? (,daptation*
>hy are stories important?
(Stories as shared
experiences*
Sheep are similar but
not the same. They all
hae their own indiidual
characteristics. Mem
Fox has emphasised
this in a fun and positie
way in her picture book.
#eople are the same.
>hile we hae many
similarities2 we are all
uni@ue. >e should
celebrate this.
#erseeranceA )t is
important to keep trying
to find the answer to a
@uestion or the solution
to a problem until we are
satisfied. :on!t gie upB
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. *
learning
4esson 2ontent %eaching& learning and
assessment
5esources 3d6ustments
and extensions
. Early Stage 1 - Speaking and listening 1
StudentsA
:eelop and apply contextual knowledge
understand how to communicate effectiely in pairs and groups using
agreed interpersonal conentions2 actie listening2 appropriate
language and taking turns
Cnderstand and apply knowledge of language forms and
features
begin to identify some language features of familiar spoken texts in
classroom interactions
communicate appropriately and effectiely within the classroom using
agreed conentions2 e.g. staying on topic2 asking for and offering
assistance
+espond to and compose texts
use interaction skills including listening while others speak2
using appropriate oice leels2 articulation and body language2
gestures and eye contact (,'"DE.461*
listen to and respond orally to texts and to the communication
of others in informal and structured classroom situations
(,'"DE.<1<*
communicate with peers and familiar adults about personal experience
respond to simple @uestions either erbally or non%erbally
contribute appropriately to class discussions
use @uestions and statements appropriately in class discussions
Show coer of book % discuss what can
be seenF predict what the story might
be aboutF tell students the title and ask
where the sheep might be? ,re there
!green! sheep? Talk about an author
and introduce Mem Fox and Judy
Horacek.
+ead the title. Dook at G discuss the
pictures in the book. Dog onto Mem
Fox!s website2 show her photo G share
information about Mem!s life. )f
aailable2 listen to Mem read the story
aloud. Students respond to the story2
reflecting on their earlier predictions.
+eread the book with students 7oining
in. :iscuss the use of opposites. >hy
doesn!t the green sheep hae an
opposite?
:iscuss the use of rhyming words and
rhythm. They help the reader predict
what will come next (through their
knowledge of words that rhyme*. The
repetition creates suspense and
encourages the reader to read along.
)ntroduce the $reen Sheep plush toy.
(Throughout this unit2 hide the green
sheep toy periodically and ask !>here
is the green sheep?! Hunt for it. >rite
Where is the Green
Sheep? by Mem Fox
and Judy Horacek
www.memfox.net
(There is also a ideo
of the $reen Sheep
looking for Mem on
here*.
$reen sheep plush toy
learning
use correct intonation when asking @uestions and making statements
engage with and respond to a range of oral and aural texts for
en7oyment and pleasure
respond to the shared reading of texts for en7oyment and pleasure
Early Stage 1 - Reading and viewing 1
StudentsA
7oin in rhymes and chants
read predictable texts2 practising phrasing and fluency2 and
monitor meaning using concepts about print and emerging
contextual2 semantic2 grammatical and phonic knowledge
(,'"DE.<18*
identify literal meanings presented in texts2 e.g. character2 setting and
eents
make connections between a text and own life
about where you find it.
/
StudentsA
respond to2 read and iew texts
create isuals that reflect character2 setting and eents
Making Connections
+ead the story. Students finish the
sentence !This reminds me of ...!
:iscuss which sheep they like the
best. >hich one do they think they are
most like and why? >hich sheep
would you like to be and why?
Themes make connections to
these!
:iscuss possible central themes. Hne
may be that while all sheep hae
similarities2 they are all different and
this can be linked to people. >e hae
Where is the Green
Sheep?
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. ,
learning
Early Stage 1 - Creative "rts - #is$al "rts
StudentsA
make simple pictures and other kinds of artworks about things
and experiences
experiment with a range of media in selected forms
communicate their ideas about pictures and other kinds of artworks
many similarities but we all hae things
that make us different and uni@ue.
,nother may be persistence. >e did
not gie up looking for the green sheep
until we found it. >e should use this
same persistence in our lies and keep
trying until we achiee what we want.
"rt 1
:iscuss fingerprints. They all look
similar but hae their own uni@ue
characteristics2 7ust like the sheep. &o
two prints are the same.
'reate a paddock of sheep. Cse an
inkpad and leae fingerprints sideways
on the page. Students may use a
larger fingertip for the body and a
smaller one for the head. >hen dry2
use a felt%tip pen to add legs2 ears2
eyes etc.
,3 paper2 ink pads2
felt%tip pens.
learning
0
Early Stage 1 - %rammar& p$nct$ation and voca'$lary
StudentsA
:eelop and apply contextual knowledge
begin to understand that grammar2 punctuation and ocabulary are
needed to achiee the purpose of the text
show a growing awareness of words that enrich their ocabulary
compose effectie sentences in writing using appropriate word order
"d(ectives and )o$ns
+ead the story. +ead it again without
the ad7ecties. )ntroduce the terms
!ad7ectie! and !noun! and what they
mean.
"xplain that ad7ecties are describing
words and gie the reader more
information about the noun (naming
word*. The writer uses them to make it
more interesting and clearer for the
reader.
,sk the students if they can think of
other words that we could use to
describe these sheep (synonyms*. ".g.
scaredIfrightened2 braeIcourageous2
thinInarrowJskinny2 greenIemerald.
+ecord students! answers to display.
*riting % Sheep 'olour 5ook
:iscuss whether there are really green
sheep.
Students write !>here is the KKKK
sheep?! on each page2 filling in the
space on each page with a colour.
Students then draw a sheep that
colour.
*riting % ,sk students to add an
ad7ectie to the following sentences to
make them more interestingA
The cat sat on the mat.
The dog ran around the tree.
Where is the Green
Sheep?
#re%made Sheep
'olour 5ooklet.
,d7ustmentA
#rint a copy of the
colour book with the
words in dot font to
trace.
"xtensionA
Students add
another ad7ectie
that starts with the
same first letter as
the colour2 eg
brae2 blue sheep
or greedy2 green
sheep.
1
Early Stage 1 - Spelling
+l$rals and Co$nting
learning
StudentsA
respond to and compose texts
use plural form when spelling some words
StudentsA
deelop and apply contextual knowledge
identify and compare similar ideas2 characters and settings in
texts
Early Stage 1 - *hole )$m'ers
StudentsA
establish understanding of the language and processes of
counting by naming numbers in se@uences2 initially to and from
/92 moing from any starting point (,'M&,99.*
'ount the sheep. (There are 39*. Eou
may discuss why the reflection of one
of the sheep is not counted.
:iscuss plurals . dog2 / dogs2 . cat2 /
cats etc and why it is . sheep and /
sheep. They are called irregular
plurals.
Hther examples are glasses2 pants2
scissors2 and fish.
>riting % ) can see one sheep. ) can
see fie sheep. (:raw sheep to
illustrate sentences and support
concept of plurals*
3
StudentsA
+espond to2 read and iew texts
use comprehension strategies to understand and discuss texts
listened to2 iewed or read independently (,'"DE.<39*
identify literal meanings presented in texts2 e.g. character2 setting and
eents
Making Connections
+ead other stories about sheep2 such
asA
* Russell the Sheep by +ob Scotton
* Pete the Sheep by Jackie French
* Six Sandy Sheep by Judith +oss
"nderle
:iscuss the features of the sheep
characters in these books. ,re any of
them similar to the sheep in Where is
the Green Sheep?
>atch the EouTube clip of the sheep
searching for Mem Fox
Where is the Green
Sheep?
'hosen other sheep
stories
httpsAJJwww.youtube.c
omJwatch?
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. :
learning
*riting activity
'ompare the green sheep and
+ussell.
5rainstorm words to describe them
both as a group.
:iide a page in half and write words
that describe each sheep on its half.
:raw a picture of each one.
IMo:imm$0y0E
Scribe where
necessary.
<
StudentsA
retell a familiar story in se@uence and identify main idea
"arly Stage . % Speaking and listening .
StudentsA
retell familiar stories2 including in home language
Retelling a story
+ead a story. Start in the middle2 then
go to the start then the end.
,sk the students if the story made
sense? >hy not?
>hen we read a story we need to start
at the beginning and read it in the
correct order. >hen we retell a story
we need to include the beginning2 the
middle and the end in the correct order
as well otherwise it will be confusing
for the audience.
+eread >here is the $reen Sheep?
and ask students to retell the story in
the correct order. Eou may like to use
scanned pictures up on the )>5 as
isual prompts for this actiity.
,rama
Students act out the story as the
teacher reads it.
Where is the Green
Sheep?
Scanned pictures of
sheep to manipulate
on )>5.
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. ;
learning
4
Early Stage 1 - *riting and representing 1
StudentsA
share writing with others for en7oyment
know that spoken sounds and words can be written down using
letters of the alphabet and how to write some high%fre@uency
sight words and known words (,'"D,.436*
create short texts to explore2 record and report ideas and eents
using familiar words and beginning writing knowledge (,'"DE.<3.*
compose texts using some sight words and known words
participate in shared editing of students! own texts for meaning2
spelling2 capital letters and full stops (,'"DE.<3/*
Early Stage 1 - Meas$rement and %eometry
StudentsA
:escribe position and gie and follow simple directions using
eeryday language
*here are the sheep- Sheep
Treas$re .$nt
:iscuss positional words and why they
are used (to gie us information about
where something is in relation to
another ob7ect*. #lay the Teach This
!#ositional Maths $ame!
Hide laminated2 coloured sheep
around the classroomJplayground.
Students hunt and find the sheep.
>riting % students complete the
sentence !) found my KKKKKK(colour*
sheep KKKKKK (in2 on2 under2 behind*
the KKKKKKK after teacher has
modelled it on the board.
Teach This !#ositional
Maths $ame!
httpAJJwww.teachthis.c
om.auJproductsJiew%
resourceJlinkJ#ositiona
l%Maths%MatchJidJ/<06J
Daminated2 coloured
sheep.
>riting books
6 Early Stage 1 - Speaking and listening 1
StudentsA
replicate the rhythms and sound patterns in stories2 rhymes2
songs and poems from a range of cultures (,'"DT.348*
"daption
+ead Where is the Green Sheep?
)dentify the sight words that hae been
used to create this story and how they
hae been used to make simple
Where is the Green
Sheep?
&ew !character! toy
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. <
learning
use interaction skills including listening while others speak2 using
appropriate oice leels2 articulation and body language2
gestures and eye contact (,'"DE.461*
describe an ob7ect of interest to the class2 e.g. toy2 pet
contribute appropriately to class discussions
StudentsA
StudentsA
compose texts using some sight words and known words
compose texts on familiar topics using pictures and graphics to support
their choice of words
sentences2 e.g. here2 is2 the2 where2
and2 up2 down.
)ntroduce a new character2 e.g.
duckJalien etc % something they can
see and touch.
'reate a 7ointly constructed text based
on the same format as Where is the
Green Sheep?2 such as Where is the
Sneaky Duck?
:iscuss the new character. 5rainstorm
ad7ecties that we could use to
describe this character2 including
opposites. 'onstruct a text together
that has enough characters for at least
one per student. )f possible2 try to find
pairs that rhyme.
#rint text. Hae students illustrate the
pages. 5ind to make a class book. ,llow
students access to this book so they can
reisit their story. Scan the pages and print
copies for students to take home.
5rainstorming tools
()>5 or butcher!s
paper and textas*
,fter initial actiity2
sentences printed on
,1 paper to be
illustrated2 binding
spines and coer
materials (,1 card and
,1 clear sheet*
8
Early Stage 1 - Speaking and listening 1
StudentsA
Cnderstand and apply knowledge of language forms and
features
listen to and respond orally to texts and to the communication of
others in informal and structured classroom situations (,'"DE.<1<*
communicate with peers and familiar adults about personal experience
respond to the shared reading of texts for en7oyment and pleasure
/ptional - Connected Classrooms
'ontact another school who is
following this unit of work. ,rrange a
connected classrooms session where
students can discuss things they hae
been learning and share their adapted
stories.
*e'site
'reate and upload a slideshow of the
pages of the book with the students
oices reading it.
'onnected classrooms
link2 )>5 and camera
etc.
Dist of @uestions and
adapted story to share.
.9
"rt 0
'reate sheep pictures using the curly
)>5 or spare paper to
practise the !e! swirl for
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright. 1+
learning
StudentsA
Early Stage 1 - Creative "rts - #is$al "rts
StudentsA
make simple pictures and other kinds of artworks about things
and experiences
experiment with a range of media in selected forms
communicate their ideas about pictures and other kinds of
artworks
wool shape in the picture book2 which
supports the writing pattern of the letter
e.
"rt 1
"ach student is gien an outline of a
personJbody. )t starts the same but
becomes indiidual as students draw
features such as clothes2 face etc.
Students !label! the person with LThis is
a KKKKKKK boyJgirl!2 adding the
ad7ectie.
the wool.
,rt paper2 paint2
pastels or pencils.
#aper with outline2
pencils.
..
StudentsA
compose texts on familiar topics using pictures and graphics to support
their choice of words
Class mascot
Hae a second plush toy that goes
home with the students. Send a diary
home with the sheep that is titled
L>here did our green sheep go?!
)nclude a pen and a copy of Where is
the Green Sheep? for students to read
at home with their families.
)nclude an inentory with the items that
are sent home to encourage the return
of all items for the next family.
'reate a schedule and share this with
students and their families. +eiew the
process of what to do with the sheep
before it goes home. Sending it home
oer a weekend with each child will
allow them to fully participate
(weeknights can be too busy*.
Families can fill in the diary. They may
add drawings or photos. Students
share the sheep!s adentures with the
rest of the class when they return it.
$reen sheep plush
toy.
,denture diary with
title page or coer with
title on it.
Dist of instructions or
information inside the
coer for families and
an inentory.
learning

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