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A fun literacy lesson for F-2 in response to this year’s National Simultaneous Storytime text, Josh Pyke and Ronojoy Ghosh’s wonderful book, “Family Tree”. Students reflect on their ‘roots’ (people or things of importance) and ‘growing leaves’ (their dreams for the future). This lesson produces a gorgeous display for students to showcase their work, in the creation of a class family tree.
ComprehensionConnecting
Grade:K-2
Lesson from Cleverbean

NSS 2022 Family Tree - Roots and Dreams

Learning Intention: Making connections to the book ‘Family Tree’, by sharing our own ‘roots’ and ‘leaves.'

A fun literacy lesson for F-2 in response to this year’s National Simultaneous Storytime text, Josh Pyke and Ronojoy Ghosh’s wonderful book, “Family Tree”. Students reflect on their ‘roots’ (people or things of importance) and ‘growing leaves’ (their dreams for the future). This lesson produces a gorgeous display for students to showcase their work, in the creation of a class family tree.
ComprehensionConnecting
Lesson from Cleverbean
Grade: K-2

NSS 2022 Family Tree - Roots and Dreams

Learning Intention: Making connections to the book ‘Family Tree’, by sharing our own ‘roots’ and ‘leaves.'

What you'll need

  • Markers
  • Coloured pencils and textas
  • Paper
  • Leaf templates (optional)
  • ‘Family Tree’ by Josh Pyke and Ronojoy Ghosh
Curriculum

Grade 1 - ACELT1582

Success criteria

  • I can share my ‘roots’: people or things that are important to me.
  • I can share my ‘growing leaves’: by sharing a dream for the future.
Lesson

Modelled

  1. Tell students that they will be reading a new book that is very special. Explain the concept of ‘National Simultaneous Storytime.’ Discuss how the book that you are about to reveal, is going to be read by almost 2 million children to celebrate how wonderful picture books are. Introduce students to the mentor text 'Family Tree' By Josh Pyke and Ronojoy Ghosh. Discuss the front cover of the book. Think aloud as you make predictions about the text, then encourage students to do the same.

  2. Read ‘Family Tree’ by Josh Pyke, sharing connections (Text-to-self, Text-to-text, Text-to-world) as you read.

Guided

  1. Return to the ‘roots’ page of the book. Ask students to identify some of the things they can see as the girl’s ‘roots’ (things that are important to her). Move students into a circle and discuss the things/people that are important to us and that have made us the way we are (parents, siblings, culture).

  2. In pairs or small groups, students will now draw (or write) some things that are important or special to them (their roots). E.g. family members, pets, friends etc.

  3. Return to the final pages of the book. Discuss how the tree is growing higher and growing more leaves as the girl gets older. Move back into a circle and discuss how we will all grow up and develop, and have dreams/wishes for the future as we grow. E.g. When I grow up I want to be… Next year I want to be able to… I hope I can finally…

Independent

  1. Now, students will draw a leaf or use a real leaf (or use a template prepared in advance) and draw (or write) a wish or dream they would like to achieve for their future. Can be related to career, family or personal.

  2. Place the leaves at the top of the class tree. Discuss how our roots (the things and people who are important to us) have helped us to grow and will help us to achieve our dreams/wishes. These can be used to create a beautiful class display, sharing all the students’ roots and dreams.

  3. Finish with a discussion highlighting similarities and differences and how our ‘roots’ and ‘leaves’ will continue to grow and change over time.

Differentiation

  • Support Students: Students can work using a template with picture prompts and sentence stems (e.g. … is important to me because… I love…. because… When I grow up I want to be… Next year I hope to…. )
  • Extension Students: Encourage students to include as much detail as possible into their roots and dreams.
Books
Family Tree
Family Tree
Josh Pyke
Grade: K-6
Assessment

  • Formative assessment:
  • Have my students successfully reflected on their ‘roots’ and ‘leaves’ (dreams)?