Lesson Plan : Same but little bit diff’rent by Kylie Dunstan (Year 3)
Literacy Continuum
Outcomes
Comprehension C9 1.Builds understanding during
reading by discussing possible consequences of
actions and events.
2. Interprets texts by recognising and discussing
the difference between literal and inferred
meaning in relation to information,
characteristics, events.
3. Builds understanding about the meaning of a
text by actively seeking information from
different parts of the text.
4. Shows an awareness through discussion that
texts can present different perspectives.
5. Analyses the ways ideas and information by are
presented by making comparisons between texts.
6. Identifies and interprets main ideas and
important information in a text to provide an
accurate retell of a text.
7. Analyses a text by discussing visual aural and
written techniques used in the text.
8. Builds understanding about the meaning of a
text by identifying and discussing text
organisation and features, e.g. cohesive links.
EN2-1A communicates in a range of
formal and informal contexts by
adopting a range of roles in group,
classroom, school and community
contexts
Comprehension C10 1. Interprets text by
inferring connections, causes and consequences
during reading.
2. Responds to and interprets texts by discussing
the differences between literal and inferred
meanings.
3. Interprets the meaning of a text by seeking
further information in other sections of a text or
in different texts.
EN2-4A uses an increasing range of
skills, strategies and knowledge to
fluently read, view and
comprehend a range of texts on
increasingly challenging topics in
different media and technologies.
EN2-8B identifies and compares
different kinds of texts when
reading and viewing and shows an
understanding of purpose,
audience and subject matter.
EN2-11D responds to and composes
a range of texts that express
viewpoints of the world similar to
and different from their own
8Ways
Lesson Activities
Before reading; Show cover of book question students - Why do you think
‘diff’rent in the title is spelt the way it is? What does the title tell you about the story? What
does the front cover illustration tell you about the relationship between the two children?
Students predict what they think the story is about and put their ideas together to create new
knowledge. Tell students you are going to read the book first without showing them the
pictures, and that while you are reading, students should be imagining what might be in the
illustrations.
During Reading: While reading, without showing the pages of the text, pause occasionally to
invite students to imagine and visualise the kinds of similarities and differences suggested by
the text.
After first Reading: Students turn to a partner and discuss one or two of their imagined
visualisations from the text. Pose the question where do they think the two characters live?
Re-reading: Re-read the book this time showing the illustrations. Throughout reading students
compare their initial visualisations to the images in the book. Using the images explore further
the connections between our characters i.e. their home life and activities, family cars, pets,
games and parent’s jobs .For example describe the differences and similarities between
Normie’s father as an artist and the girl’s dad. Explore the symbols used in Normie’s father’s
artwork and the meaning behind sharing stories. Make further comparisons between Normie’s
mum who weaves baskets from pandanus plants while the girl’s mum knits her jumpers.
Before the end of the text ask students again where they think the characters live? Discuss
the use of colour in the book to differentiate between the city and the outback. How does this
affect you as a reader?
4 .Identifies ways texts present different
perspectives.
5. Evaluates text accuracy and credibility by
comparing texts on a similar topic.
6. Analyses and evaluates the relative importance
of key ideas and information in a text to
construct an overview.
7. Responds to and analyses texts by discussing
the ways language structures and features shape
meaning.
8. Responds to and interprets texts by
integrating sources of information in texts.
After Reading: Students imagine what special story the girls’s grandfather might be telling
her in the second last picture. What does the story tell you about difference - are the children
more alike than different from each other? Students turn to the same partner and discuss
their thoughts. Are their thoughts the same or different since listening to the text a second
time, and viewing the images.
Students deconstruct the text by completing a character comparison sheet and reconstruct
putting their ideas together to show their perspective of the underlying theme of the text i.e.
while we are the same in many ways, we also live in a multicultural society and it is okay to be
different and we should embrace it and celebrate it.
EN2-10C thinks imaginatively,
creatively and interpretatively
about information, ideas and texts
when responding to and composing
texts
EN2-11D responds to and composes
a range of texts that express
viewpoints of the world similar to
and different from their own.
Differentiation: Partner groupings. Create lists of similarities and differences to help
students compile their character comparison chart or students illustrate the 2
characters in their environments and label.
Further activities: Explain to students that Kylie Dunstan lived and worked in Arnhem Land in
the Northern Territory, which suggests this is where the character Normie might be from.
She also grew up in Broken Hill, NSW. Identify the location of Arnhem Land on a map of
Australia. Identify the main townships in the area and locate using Google Earth providing a
sense of landscape. Students also pose questions as to where the girl’s city home might be,
considering Kylie now lives in Victoria?
Evaluation: