D.+Resource+For+Lesson+1


 * __Resource For Lesson 1 : Picture book __** **__"//If the World Were a Village//" by David J. Smith __**



__Explanation of the resource__ “If the world were a village” by David J. Smith is a non-fiction picture book that explores the distribution of the world’s population, religion, languages, food supply, poverty, age and gender structure and more. Consolidating the world’s population of more than 6 billion into a village of 100, Smith helps children to imagine the world in a simpler way. The informative written text and engaging visual text combine to create an educational and creative picture book to explore the concept of diversity on our planet.

__Relevance to the outcome __ As this resource provides statistical information about the cultural diversity in our world including religion, language, nationalities and so on, it is highly relevant to the outcome of this unit: ﻿ CUS2.4 //﻿ ////Describes different viewpoints, ways of living, languag ////e ////s and belief systems in a variety of communities. //It is an excellent resource to be used in the introductory lesson of learning diversity to engage students with factual statistics. The information on how many people are living on Earth, nationalities, number of languages and different religions and belief systems in the world directly relates to the focus outcome. The illustration in this book visually demonstrates  how different culture, race and customs are blended together in a village (in our world). In the lesson 1, this resource is used as a main <span style="font-family: 'Georgia','serif'; font-size: 12pt;"> activity of the introductory lesson to consolidate student’s understanding of diversity by providing factual information after the engaging activities //<span style="font-family: 'Georgia','serif'; font-size: 12pt; font-style: normal;">on personal backgrounds and class statistics on diversity ////<span style="font-family: 'Georgia','serif'; font-size: 12pt;">. //

__<span style="font-family: 'Georgia','serif'; font-size: 12pt;">Aspect of literacy __ <span style="font-family: 'Georgia','serif'; font-size: 12pt;">Although it is an informative text, the author creates an imaginary village, which represents the world, and describes the village and the factors of cultural diversity using descriptive language. This resource can be used to introduce the nature of the focus outcome and explore how language technique has been used to create engaging text. It provides a factual information on the diversity of the world, hence it is useful for introducing a general concept of the focus outcome. On each page, there is a paragraph describing different factors that make the village diverse through the use of <span style="font-family: 'Georgia','serif'; font-size: 12pt; font-style: normal;">interesting adjectives and <span style="font-family: 'Georgia','serif'; font-size: 12pt;"> verbs. The focus will be on identifying <span style="font-family: 'Georgia','serif'; font-size: 12pt; font-style: normal;">descriptive words such as adjectives and interesting verbs, <span style="font-family: 'Georgia','serif'; font-size: 12pt;">and exploring how the use of <span style="font-family: 'Georgia','serif'; font-size: 12pt; font-style: normal;">this language technique <span style="font-family: 'Georgia','serif'; font-size: 12pt;"> can make the description more engaging. For example, in this sentence on page 17, “The smells and sounds of the market draw you near. The tables are piled with fresh baked bread, vegetables, tofu and rice. Chickens cluck and ducks quack. In a pen not far away, a cow moos at the passing crowd,” <span style="font-family: 'Georgia','serif'; font-size: 12pt; font-style: normal;"> interesting verbs using onomatopoeia are used <span style="font-family: 'Georgia','serif'; font-size: 12pt;"> to describe the <span style="font-family: 'Georgia','serif'; font-size: 12pt; font-style: normal;">scene <span style="font-family: 'Georgia','serif'; font-size: 12pt;"> engagingly.

//<span style="font-family: 'Georgia','serif'; font-size: 12pt; font-style: normal;">As a subsequent activity for descriptive language task, this resource can also be useful for a task of writing a Haiku poem. The illustration in this picture book is explained by the descriptive paragraphs. The focus will be on writing a Haiku that describes the scenes in the picture book using descriptive language learned in previous activity. According to Donegan (2003, p.8), there is The Seven Keys to Writing Haiku that is used as a checklist when writing Haiku: Form, Image, Kigo (Season Word), Here and Now, Feeling, Surprise, Compassion. In leading up to writing a sophisticated poem, this introductory activity on Haiku will focus on the Form and Image, where students learn about the structural form and use of descriptive image in writing the Haiku. In lesson 1, the descriptive language aspect of literacy will be explored and applied in writing a ////<span style="font-family: 'Georgia','serif'; font-size: 12pt;">simple poem ////<span style="font-family: 'Georgia','serif'; font-size: 12pt; font-style: normal;"> on the topic of “Diversity” (BOS, 2007, p.37) //

__//<span style="font-family: 'Georgia','serif'; font-size: 12pt; font-style: normal;">Reference: //__ <span style="display: block; font-family: Georgia,serif;">Board of Studies NSW. (2006). //Human Society and its Environment K-6//. Sydney: Author. <span style="display: block; font-family: Georgia,serif;">Board of Studies NSW. (2007). //English K-6//. Sydney: Author. <span style="display: block; font-family: Georgia,serif;">Donegan, P. (2003). //Haiku//. Boston:Tuttle Publishing. <span style="font-family: Georgia,serif; font-size: 130%; margin: 0cm 0cm 0pt; marginbottom: 0pt; marginleft: 0cm; marginright: 0cm; margintop: 0cm;">Haris Kim <span style="font-family: Georgia,serif; margin: 0cm 0cm 0pt; marginbottom: 0pt; marginleft: 0cm; marginright: 0cm; margintop: 0cm;">308 216 342