margaret mahy down the back of the chair

Depending on the age group you’re working with, it may be worth limiting the items they can select to draw. This will provide the idea bubble for students to decide which item they would like to develop in their ‘pop art’. This sharing time is an important time for students to listen, speak and present their poetry to their peers.īrainstorm a list of items that were found down the back of the chair in the story. (Students can draw on ideas from the book by this stage).Į.g: There was an elephant eating a potato chip, Students will need to think of a sentence that rhymes with their beginning sentence.

Model to students how to complete their paragraph of their poem.

Demonstrate their second item of their first sentence will be their rhyming word.Ĭontinue reading the remainder of the story. Model an example of the structure and layout of the first sentence you want the students to construct. We started by reading to page 5, and then students were encouraged to make basic predictions of the text. Introduce the text and create discussion with the students – get the students excited about the mystery of the story and what sorts of things they think will be down the back of the chair.Įncourage students to listen to the rhythym and flow of the poetry. I used this lesson with a year 2/3 class, but of course can be adapted to other year levels!

The text provides a rich source of language features with it’s beautiful flow of poetry, and fosters students imagination with it’s quirky illustrations and storyline. This integrated lesson is inspired by the story ‘Down the Back of the Chair’ by Margaret Mahy. – Invesitage and develop visual ideas in response to a variety of motivations, observation, and imagination. – Explore a variety of materials and tools and discover elements and selected principles. – Understand that the order and organisation of words, sentences, paragraphs, and images contribute to text meaning. – Recognises that oral, written, and visual language features can be used for effect. – Makes and supports inferences from texts with some independence – Use their personal experience and world and literacy knowledge to make meaning from texts Integrated lesson Reading, Writing and Visual Arts ‘Down the Back of the Chair’ (Margaret Mahy)

Margaret mahy down the back of the chair