WTT PETAL PLANNER
Implementation:
This unit is recommended for students who are speaking at level 1 or 2 so would be
suitable in second semester.
Rationale:
This text was selected because it:
 lends itself well to role play
 has lots of descriptive language
 features clear, bold illustrations
 provides a great opportunity for preparing healthy dishes involving fruit

challenges students with questions
Written by Joanne Coghlan ESL for ILSS Project Officer 2008
1
Genre: NARRATIVE
Sentence Form
Simple sentences:
( Handa put seven
delicious fruits in a
basket for her friend,
Akeyo.)
Questions form in
compound sentences:
( Will she like … or the
….? )
Exclamation: (That is a
surprise!)
Negative forms
N/A
Articles
The, a
Prepositional Phrases
In a basket, set off for
Tense
Present
Question forms
I wonder which fruit
she’ll like best? Will she
like the soft yellow
banana… or the sweetsmelling guava? Will
she like the round juicy
orange… or the ripe red
mango? Will she like the
spiky-leaved pineapple,
… or the creamy green
avocado… or the tangy
purple passion-fruit?
Which fruit will Akeyo
like best?
TANGERINES?
FOCUS LANGUAGE
Nouns
Handa, Akeyo, fruits,
basket, village, fruit,
banana, guava, orange,
mango, pineapple,
avocado, passion-fruit,
tangerines
Verbs
Said, surprise, brought,
like,
Person
3rd she
1st I
Pronouns
Singular/plural forms
S on end denotes
plural
Tangerines
Fruits
Prepositions
Set off, in
my, she
Expressions of Quality
Delicious, friend, best,
soft, yellow, sweetsmelling, round, juicy,
rip,e red, spiky-leaved,
creamy, green, tangy,
purple, favourite
FOCUS LANGUAGE
Expressions of
Quantity
seven
Conjunctions
Sound
H
or
Written by Joanne Coghlan ESL for ILSS Project Officer 2008
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Name of Text.
Handa’s Surprise by
Eileen Browne
Year level/s T/1/2
D. Talk about the
text.
1. Ask ‘Could this be
a true story?’
2. Relate story to
children’s
experiences – have
you seen this fruit or
these animals?
Would you walk with
fruit on your head to
deliver it to someone
else? How would
A. Discovering the text.
Look at front cover.
Students make
predictions about text.
Teacher will have to
model this. Eg/ ‘I can
see …” etc Read title
and authors/illustrators
name. Count words in
title. Read text to
children. (Daily activity)
B. Talk about text –
ideas, opinions,
and feelings.
Reread text, ask if
children like the
story. Discuss if
they have ever see
any of those
animals or fruit.
Would they be
frightened if they
did? Do they like
the fruit? Can you
buy it here? What
does it taste like?
Etc
E Retell the text.
1. Teacher turns pages
& children. use pictures
as prompts to tell what
is happening on each
page. Teacher scaffolds
answers into
sentences.
2. Copy pictures from
text. Class negotiate to
sequence them on a
peg-line.
3. Use picture cards of
F Listening
exercises.
In my basket I had
a banana. In my
basket I had a
banana and a
mango. In my
basket I had a
banana, a mango
and a passionfruit
etc. this includes
all the children and
if they run out of
C. Explore the text
through role-play.
1.Teacher directs
children to perform
activities eg. Act our
walking around the
room with a pretend
basket on their head
– maybe use a book.
2. Teacher models
and then gets
students to act out
what each animal
does.
3. Game: One child
leaves room. Others
perform an action
from text. Child reenters, teacher asks
‘what animal are
they?’ child must
reply ‘they are …’
4. Role play the
whole text when
students are familiar
with the animals with
teacher being the
narrator.
5. Students practise
saying the
descriptions of the
fruit and their name.
6. Students role play
the text with the
teacher as the
narrator. Students
say sentences such
as: ‘I am the monkey.
I steal the banana. I
am the elephant. I
steal the mango’ etc
F Oral cloze
exercises.
Omit the name of the
fruit
Written by Joanne Coghlan ESL for ILSS Project Officer 2008
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you do it? Which
fruit would you
take? Which animals
would you see on
the way. Would they
like to eat the fruit?
fruit and animals.
Individuals select a
card and describe it
using the structure ‘He
is …’ or ‘It is ……’
4. Children
independently
sequence own set of
copied pictures to
make a small booklet.
F Intonation, stress
and rhythm
exercises.
Down In The Jungle
G Picture map.
Students draw pictures
of Handa with the fruit
in the basket and then
new pictures as she
goes on her journey
and the animals take it.
Have separate pictures
of the animals and the
students then tell the
story and put the
correct animal with the
fruit they have stolen.
Begin by having
children slap their
hands on their knees
and then clap them
together to set the
rhythm of the chant.
Down in the jungle,
With the beat in your
feet,
Think of an animal,
That you’d like to
meet.
That you’d like to
meet _____!
(Call out a child’s
name and have them
name a jungle animal)
fruit they could
start on
vegetables.
Tell and Draw –
teacher tells a
story and students
listen and draw the
picture. Eg/ One
sunny day Handa
was walking with a
basket on her
head. In the basket
she had three
bananas. She saw
an elephant and a
zebra.
H Pronunciation
exercises.
Handa had a heap
of mangos.
Handa had a heap
of bananas.
Handa had a heap
of passionfruit.
Handa had a heap
of guavas.
Handa had a heap
of pineapples.
Handa had a heap
of avocados.
Handa had a heap
of tangerines.
I Group negotiated
text of the original.
Photocopy the pages
of the book with the
text blanked out.
Children retell text
while teacher
scaffolds their
responses into
sentences and
records in the blanks,
modelling the writing
process.
A (Monkey), A
(Monkey), She wants
to see a (Monkey)!
Then have all of the
children imitate a
monkey. Keep
repeating and
naming different
animals for the
children to imitate
and don’t forget the
growls, screeches
and roars!
J Explore the text
through poetry
and/or music.
1.Songs: ‘I Went to
the Jungle One Day’,
‘The Animals in the
K Teacher writes the
words on charts.
These are to be
displayed in the
classroom for
reference.
L Explore the text
through art/craft.
1. Zebra Stripes
Pre-cut the shape
of a zebra for your
M Group negotiated
text that reflects the
art/craft work.
Write descriptive
sentences about the
zebra stripes eg/ The
Written by Joanne Coghlan ESL for ILSS Project Officer 2008
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Jungle’, ‘i’m a Little
Zebra’, I’m a Juicy
Orange.’ (see
attached words)
2. Rhymes: I know a
Giraffe, I’m a Big
Giraffe, I’m a Little
Monkey, What a
Nose!
N Explore other
curriculum areas
suggested by the
content of the text
Maths
N/A
children (or if they
are old enough,
they can) an place
it in a box. Use
black paint and
marbles to make
the stripes by
shaking box back
and forth.
HPE
HP 1.2 People and Food
- share in preparing and
eating food eg/ fruit salad
and fruit kebabs
P Group negotiated text
in the same genre.
Write a story about
taking some fruit to a
friend in your
community. What fruit
did you take and what
animals did you see?
Did they take the fruit
or did you give it to
them?
2. Hand Jungle
Animals
Have each child
trace their hand on
light coloured
paper. Allow your
children to use
fabric scraps,
crayons, textas
and paint, to create
the markings and
features of their
favourite jungle
animal. Encourage
the students to
create the animal’s
natural
environment by
pasting leaves and
grass.
Science
N/A
Q Group oral
presentation.
Perform role play
and/or song or
rhyme for whole
school or
particular class
and family.
zebra has black and
white stripes
Or write a procedural
text. Eg/ Hand Jungle
Animals
What you need:
Fabric Scraps, paper,
crayons, …. etc
What you do: Have
each child trace their
hand …. etc
SOSE
N/A
R Assessment.
Revisit activities B, E,
F, H, J. Have students
talk about activities
G, L, N, P, Q. Record
and keep students
responses to these
activities.
Keep tapes of
selected students.
See attached
assessment record.
Written by Joanne Coghlan ESL for ILSS Project Officer 2008
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Handa’s Surprise
By Eileen Brown
Walker Books
ISBN 0-7445-3634-0
Page Text
1
Handa put seven delicious fruits in a basket for her friend,
Akeyo.
3
She will be surprised, thought Handa as she set off for
Akeyo’s village.
4
I wonder which fruit she’ll like best?
5
Will she like the soft yellow banana …
7
Or the sweet – smelling guava?
9
Will she like the round juicy orange …
11
Or the ripe red mango?
13
Will she like the spiky-leaved pineapple …
15
Or the creamy green avocado …
17
Or the tangy purple passionfruit?
20
Which fruit will Akeyo like best?
21
“Hello, Akeyo,” said Handa. “I’ve brought you a surprise.”
23
“Tangerine!” said Akeyo. “My favourite fruit.”
“TANGERINES?” said Handa. “That is a surprise!”
Written by Joanne Coghlan ESL for ILSS Project Officer 2008
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ASSESSMENT RECORD
Student Name: __________________________________________ Date: ____________________
Strand
Learning
Area
EsseNTial
Learnings
Outcomes & Indicators
Assessment
Task
Inner 1: Uses own learning
preferences and meta-cognitive
processes to optimise learning.
KGP 3
 Complete routine tasks in a
familiar context.
 Begin and complete activities
relating to a task, with direction.
Student completes set tasks
during the unit.
Teacher records this on a
class checklist as unit
progresses. Eg/ participation
in games, activities etc
Listening
L BL2.1 Communication
* show understanding of simple oral
SAE through action.
Student to successfully
participate in listening activity
Intonation, Stress and
Rhythm.
Speaking
L 1.1 Communication: Join in known
situations using gestures, isolated
words and well-known language to
respond to directions and questions.
 Retell text with visual clues
 Use a few connected words
Student retells story using the
book as a prompt. Teacher
tapes and transcribes or takes
notes of student’s language.
HPE
HP 1.2 People and Food - share in
preparing and eating food eg/ fruit salad
and fruit kebabs
Student participates in
making of fruit salad and
kebabs
E
S
C
Teacher comments:
____________________________________________________________________
____________________________________________________________________
_______________________________________________________________
__________________________________________________________________
Written by Joanne Coghlan ESL for ILSS Project Officer 2008
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RHYMES
I Know a Giraffe
I know a giraffe
With a neck that’s so high,
She stretches and stretches it
Up to the sky.
(Stretch head high)
She lives on the plains
With her family too,
But you almost might see her
When you visit the zoo.
(Point to others)
Judy Hall
I’m a Big Giraffe
I’m a big giraffe stretching way up high,
(Do actions as rhyme indicates)
A big, tall giraffe, I almost reach the sky.
I eat the leaves from the tallest trees,
And when I run, I can move with ease.
I’m a big giraffe stretching way up high.
Way … up … high!
Judy Hall
Written by Joanne Coghlan ESL for ILSS Project Officer 2008
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I’m a Little Monkey
I’m a little monkey, watch me play,
(Hop around floor)
Munching on bananas every day.
(Pretend to eat bananas)
I have monkey friends who play with me,
(Point to others)
See us climb right up the tree.
(Make climbing movements)
Carla Cotter Skjong
What a Nose!
Elephants are tall and fat,
(Stretch arms up, then out)
They stomp around this way and that.
(Stomp back and forth)
Elephants have big ears and toes,
(Point to ears, then toes)
And goodness, gracious, what a nose!
(Hold arms together and swing them like a trunk)
Written by Joanne Coghlan ESL for ILSS Project Officer 2008
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SONGS
I’M A LITTLE ZEBRA
(I’m a Little Teapot tune)
I’m a little zebra,
White and black,
With a bushy mane
Running down my back.
I like to gallop
And run and play
Out on the grassy plains
All day
Jean Warren
I’M A JUICY ORANGE
(I’m a Little Teapot tune)
I’m a juicy orange
Round as you please,
A big juicy orange
Waiting for a squeeze.
So if you happen
To come my way,
Give me a hug –
You’ll make my day!
Jean Warren
Written by Joanne Coghlan ESL for ILSS Project Officer 2008
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The daily program is utilised to ensure that all students can engage
confidently with the text and the various activities in the overall program. It
provides opportunity for practise for regular attenders and an opportunity
to engage with the text doing fun, non-threatening activities for the
students who have irregular attendance patterns.
1. ACTIVITIES
(to be repeated daily)
Read the text to children (A)
Role play (C)
Play a listening game (F)
Pronunciation exercise (H)
Sing a song or say a rhyme (J)
2. NEXT PART OF PLANNER
(remember to follow the planner in order)
Written by Joanne Coghlan ESL for ILSS Project Officer 2008
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EsseNTial Learnings: Collaborative 3 – Fulfils their responsibilities as a group member and
actively supports other members.
KGP3 share equipment and cooperate with others on tasks
HPE Promoting Individual and Community Health
HP 1.2 People and Food - share in preparing and eating food eg/ fruit salad and fruit
kebabs
DO
7. Teacher and students
go to shop and buy
ingredients. Teacher
models how to make fruit
salad.
10. In groups, students
make the fruit salad and
eat it.
TALK
1. Teacher tells students
that they are going to do
some cooking and they
will help each other in
the group and all will get
to eat the results.
3. Students discuss rules
for working in groups.
5. Class discuss what
they are going to cook
and what ingredients will
be required. (Fruit salad)
8. Students retell the
sequence of the making
of the fruit salad.
RECORD
2. Teacher lists groups
4. Teacher scribes rules
for display in classroom.
6. Teacher scribes
shopping list.
9. Teacher scribes the
procedural text (recipe).
11. Teacher takes photos
for a class book.
Repeat this procedure with each different recipe.
Written by Joanne Coghlan ESL for ILSS Project Officer 2008
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Written by Joanne Coghlan ESL for ILSS Project Officer 2008
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Written by Joanne Coghlan ESL for ILSS Project Officer 2008
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Written by Joanne Coghlan ESL for ILSS Project Officer 2008
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