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ACTIVITY – Identify the independent- and the dependent clause in complex sentences
Students will look for complex sentences (complex sentence contains one independent
clause and at least one dependent clause, that is separated by a comma) within the book
‘Stolen Girl’, and determine the independent clauses and dependent clauses, using
familiar rules:
• Independent clauses are complete sentences because they have a subject and verb and
express a complete thought.
• Dependent clauses cannot stand alone because they do not express a complete thought—
even though they have a subject and a verb
• While her mother was buying flower, a man in uniform came and dragged the girl to his
car
• She dreams she is a star, shooting through the dark night
• In the early morning silence, her thoughts wander back to her life before she came to this
place
Students will be given a list of phrases including well-fitting verbs, from the book
‘Stolen Girl’. The phrases will be written twice, however, the second version of the
phrase will contain a less suiting verb for the situation. Students will try to explain why
those verbs fit well in the context, or do not suit the situation, how they add meaning,
and what kind of emotions the verbs express.
ACTIVITY 2 – Find adverbial phrases and sort them into different categories
(where/when/how)
Students will look for different adverbial phrases in the book ‘Stolen Girl’. After
writing down a list of adverbial phrases, students will sort them into different categories
Students will read the book and write down any sentences/phrases, that seem to add
emotion to the situation, and that help us visualise what the girl is feeling in that
moment. Once students finished reading and writing down phrases/words, they will
discuss how individual words add meaning/emotion to the text
LITERATURE
Students will read the book and will afterwards discuss how the girl and her family feel
during different situations. Afterwards, students will share their own experiences,
where they might have felt similar emotions.
RESPONDING TO LITERATURE
Analyse and evaluate similarities and differences in texts on similar topics, themes or
plots (ACELT1614) (SCSA, 2016)
ACTIVITY – Compare the story of ‘Stolen Girl’ to the book ‘Follow the Rabbit-Proof
Fence’ by Doris Pilkington (Winch et al, 2014)
ACTIVITY – Compare the books ‘Stolen Girl’ and ‘The old Frangipani Tree at Flying
Fish Point’ and try to Identify Trina Saffioti’s individual writing style (Department of
Education, 2013)
Students will read both books and discuss similarities and differences about:
LITERACY
ACTIVITY – Identify the book’s structural features and compare it to other books
Students will identify the structural features of the book ‘Stolen Girl’, and explore what
structural features are missing, that can be found in other books:
• The appendix
• The preface
• The title page
• The table of contents
• The glossary
• The index
• The bibliography
ACTIVITY – Identify strategies the author and illustrator used to add emotion to the book
(Winch, et al, 2014)
Students will read the book and discuss the different strategies the author and
illustrator used to express emotion through the text, to engage the reader with the
concept of the ‘Stolen Generation’, and to make the reader develop sympathy for the
little girl that got taken away from her family and culture
Department of Education. (2013). First Steps - Reading Resource Book. (3rd ed)
Winch, G., Johnston, R., March, P., Ljungdahl, L. and Holliday, M. (2014). Literacy:
Reading, writing and children’s literature. (5th ed.) Melbourne: Oxford University
Press.
School Curriculum and Standards Authority. (2016). English v8.1. Retrieved From:
http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/english-
v8