Notes on the Way Home
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Lists What are lists? Login to add to list. Be the first to add this to a list. The small groups can then present their thinking back to the class. At the end of Way Home , Shane crawls through a chain link fence into a cubby hole sized shack where he has been living alone. This is reminiscent of a cubby house. Have students vote with their feet, if they would like to live in a cubby house permanently they are to stand in one corner of the classroom; if they would like to live in a regular building permanently, stand in the opposite corner. If they are not sure or are on the fence, they can stand in the middle of the classroom.
Students then have to justify their choices and try to persuade other students to join them. Where is home for you? Teach students about the gutter of the text in which the narrative flows across the page, thus making the story continuous. Draw out that we as readers would want to know what Shane is doing and where he is going and the structure of the text is written in a way that makes that clear. In particular, take students to the double-page spread where Shane is shown as looking into windows to a life he cannot share, a home with a cat in the window. Are there any patterns that emerge?
Ask students to think of reasons why Shane calls the cat by a new name each time, and what might the author be trying to communicate through this? Shane says about the cat: Students are to explain what the cat represents is a symbol of to Shane and how his language about the cat reflects this. Revise with students the conventions of letter writing correct layout, format, language use, etc.
Good examples come from various charities appealing for donations. These examples are highly persuasive. Before beginning revise persuasive devices such as modality, logos and ethos.
A Long Way from Home Book Club Notes
Refer to the dedication made by the author, Libby Hathorn. After a brief discussion about the meaning and intent of the author set the research task. Using the internet, have students research about youth homelessness; the issues and ways that it can be prevented see More Resources for useful websites. Organisations such as Youth on the Streets and Mission Australia work actively in this area and there may be organisations in the local area. Once students have collated their research suggest they form groups to present the information.
Allow students to choose a medium with some creating a short film, others creating a visual poster or glogster and another preparing a short speech to the class which seeks to raise awareness on this issue. During the research and creative phases remind students to stay focused on their audience, being other Year 6 students. Students should be encouraged to employ the full features of a narrative as well as create a front and back picture book cover for their story. Have students write an opinion piece as to why young people should receive more help to prevent them living on the streets and being homeless.
Gather some appropriate opinion pieces from newspapers and magazines and unpack the features before beginning.
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Remind students to refer to what they have learnt through their study of Way Home for the content of their piece. Reviews of Way Home. Teaching with Glogster from ReadWriteThink. Reading the text could be undertaken in modelled and shared reading sessions by the teacher and independently by the students. Find a summary table for Australian Curriculum: English content descriptions and NSW syllabus outcomes for this unit.
Publisher Random House Australia. Date of Publication He has delivered professional learning for teachers at local, state and national conferences on topics including explicit literacy teaching and reading. He is a regular resource contributor for National Literacy and Numeracy Week as well as other learning materials for students and teachers to assist engagement with quality literature in the classroom. Menu Log In Join Us. Way Home About the book. Print Email Register to Bookmark. Add notes to the Way Home bookmark Save. Literature Responding Examining Creating.
Connecting to prior knowledge As a way of brainstorming and concept building, have students individually think about a word that embodies how home makes them feel. What do you know about homelessness? Who normally is homeless?
Way home : notes for teachers / Victoria Roberts & Vivienne Nicoll. - Version details - Trove
Why might someone be homeless? Have you ever seen a homeless person? Do you think homelessness is a choice? The following questions may be used as writing prompts: Consider the use of colour. Where is it only black and white and where is it lighter colours?
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Why might this be the case? Consider the tear underneath the title. What feelings are created with the tear? Why is this so? What does the title suggest? Comment on the font used. What do you think the story will be about plot? Who might be a main character in the story character?
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