Inspired by: How to Live Forever - Week 1
Inspired by the captivating works of Colin Thompson, students have the opportunity to delve into an author study that enhances their understanding of fiction. The classroom transforms into an interactive learning space with the creation of a Colin Thompson Author Study area. This dedicated zone is adorned with the author's name, photograph, and a growing collection of his picture books, inviting students to contribute additional information and imagery as they research. The exploration begins with a visit to Colin Thompson's official webpage, where they can read his autobiography, gaining insights into his life experiences, including his battle with depression. This personal context sets the stage for students to craft a detailed fact file about the author.
Enhancing critical thinking, the book study encourages students to compare and contrast themes, analyse the interplay of text and illustrations, and draw connections between Thompson's life and his literary creations. Discussions revolve around literary concepts such as character development, plot structure, and the use of literary devices like imagery and metaphor. Students are prompted to look for biographical elements within the books and to reflect on their personal responses, particularly focusing on how the narrative and artwork complement each other. Recording their thoughts in reading journals, students deepen their engagement with the material. Enthusiastic readers are further encouraged to share their passion for Thompson's books by promoting them within the school library.
The mystery of 'The Missing Book' stirs the imagination as students ponder the reasons behind the disappearance of a book that holds the secret to eternal life. They are invited to speculate whether the book was lost or intentionally taken, and to consider the motives that might drive someone to possess such a book. This prompts a series of questions that students explore and document, fostering a rich discussion on character motives and actions.
Finally, students engage with the concept of a book's contents page, despite not having seen the elusive 'How To Live Forever'. They predict what such a book might contain, debating whether it would be fictional or factual, and discuss the various forms of writing it could include. After reviewing contents pages from different books and noting their presentational features, students creatively construct a contents page for their own version of 'How To Live Forever – a Healthy Living Guide', deciding on the focus and sub-sections for each chapter, thus blending imagination with structural understanding of non-fiction texts.
