1. English
1.1. LANGUAGE
1.1.1. Language for Interaction: Understand that language is used in combination with other means of communication, for example facial expressions and gestures to interact with others (ACELA1444)
1.1.1.1. Line/part in 'Sunday Chutney', the activity relates to: Whole text
1.1.1.2. Activity: Get students to create simple masks, in pairs, of various facial expressions Sunday makes throughout the text. After this, students are to go around the room with a small bucket in their hands, putting small slips of paper with what emotion the mask portrays, in their bucket.
1.1.1.3. How the piece of literature contributes to student learning: Blaney has made Sunday's facial expressions very telling, in that one can easily tell how she is experiencing. Students draw from this that visual codes such as facial expressions can be a highly useful tool when trying to gather mood and meaning from a book.
1.2. LITERACY
1.2.1. Texts in Context: Respond to texts drawn from a range of cultures and experiences (ACELY1655)
1.2.1.1. Line/part in 'Sunday Chutney', the activity relates to: Whole text
1.2.1.2. Activity: Sunday Chutney moves around a lot and therefore has experienced a diverse range of cultures throughout her life. The students will be tasked to create a presentation of another country's culture and then write a simple sentence or two regarding how this differs to Australia's culture. These presentations could be a dance from that country, a song from that country, food from that country etc.
1.2.1.3. How the piece of literature contributes to student learning: This activity further extends a student's wordly knowledge and teacher can drive the point to the student that texts will differ culturally and experience wise with people responding to texts in different manners due to their own culture and experience.
1.3. LITERATURE
1.3.1. Creating Literature: Innovate on familiar texts by using similar characters, repetitive patterns or vocabulary (ACELT1832)
1.3.1.1. Line/part in 'Sunday Chutney', the activity relates to: Whole text
1.3.1.2. Activity: Students are to record themselves, or fill in simple sentences to create a story utilising the same conventions as 'Sunday Chutney'. This being, the story must centre around school and then further, the students' likes, dislikes and future job aspirations etc.
1.3.1.3. How the piece of literature contributes to student learning: 'Sunday Chutney' provides an excellent format for the student's to create an engaging and enriching narrative centred around themselves and their traits.
2. Health and Physical Education
2.1. PERSONAL, SOCIAL AND COMMUNITY HEALTH
2.1.1. Communicating and Interacting for Health and Well Being: Positive ways to react to their own emotions in different situations, such as: walking away seeking help remaining calm (ACPPS020)
2.1.1.1. Line/part in 'Sunday Chutney', the activity relates to: 'What's more, I don't like bullies' (p.20)
2.1.1.2. Activity: Assuming the classroom had extensive resources, source a large canvas (60x90 cm) and use it to create a class mural that promotes anti-bullying and inclusivity.
2.1.1.3. How the piece of literature contributes to student learning: Sunday is positioned to be liked and favoured by the students regardless of the fact that she is 'a bit unusual.' Therefore, the students are positioned to want to take a stand against bullying and recognise the importance of acceptance and inclusion within the classroom.
2.1.2. Being Healthy, Safe and Active: Personal strengths and how these change over time (ACPPS015)
2.1.2.1. Line/part in 'Sunday Chutney', the activity relates to: 'I have an excellent imagination' (p.13)
2.1.2.2. Activity: Superhero's tend to have a singular, main few strengths that makes them super in that regard. Students are encouraged to write give themselves a superhero name, write a sentence about the superhero and then come up with a crest/emblem that would appear on their super suit relating to their strengths.
2.1.2.3. How the piece of literature contributes to student learning: Sunday finds solace and gains confidence through the fact that she has a great imagination and other strengths, including soccer. The literature activity teaches children to establish and then admire their personal strengths, gaining a sense of pride due to this.
2.2. MOVEMENT AND PHYSICAL ACTIVITY
2.2.1. Moving our Body: Fundamental movement skills involving the control of objects in simple games: kick catch bounce (ACPMP027)
2.2.1.1. Line /part in 'Sunday Chutney', the activity relates to: Sunday discusses her desire to be a soccer player one day, perhaps.
2.2.1.2. Activity: A variety of targeted stations which focus on developing the children's kicking abilities. Some of the activities to rotate through are kicking a ball at the wall for it to come back to the students, navigating a ball through cones and then kicking into goal and kicking a ball to a partner 20 times and then sitting when students have completed this.
2.2.1.3. How the piece of literature contributes to student learning: Sunday discusses a will to be a soccer player growing up and there may be students within the class who also consider themselves a great sports-person, therefore progressing their abilities and also creating an environment for students to develop an aptitude for sport, if they do not believe in their ability already.
3. Maths
3.1. STATISTICS AND PROBABILITY
3.1.1. Chance: Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’ (ACMSP024)
3.1.1.1. Line/part in 'Sunday Chutney', the activity relates to: Whole text
3.1.1.2. Activity: Collect a variety of occurrences within the text and create a laminated movable scale from 'will happen,' 'won't happen' or 'might happen.' In partners, students are to share where these laminated, coloured occurrences lie on the scale. For instance, 'How likely is it for Sunday to never move again?'
3.1.1.3. How the piece of literature contributes to student learning: Students engage with the book and certainly would have generated their own predictions surrounding it and therefore changing these to conversations of Chance combines these literary predictions with numeracy.
3.2. MEASUREMENT AND GEOGRAPHY
3.2.1. Shape: Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features (ACMMG022)
3.2.1.1. Line/part in 'Sunday Chutney', the activity relates to: Whole text
3.2.1.2. Activity: Students are becoming proficient in shape recognising and classifying therefore their task is to go through the text and pick out objects/images that have a shape within them, for instance, the bowl of Sunday's hat. An extending activity would be for Year 1's to draw that shape in another context, for example, the circle from above can turn into a dinner plate.
3.2.1.3. How the piece of literature contributes to student learning: Sunday Chutney's illustrations are very clear and identifiable for the students and therefore they not only have a fairly simple task of identifying 2D and 3D shapes but realise that shapes are all around them within their lives and in their books.
3.2.2. Using Units of Measurement: Describe duration using months, weeks, days and hours (ACMMG021)
3.2.2.1. Line/part in 'Sunday Chutney', the activity relates to: Whole text
3.2.2.2. Activity: Get students to identify what various tasks referenced in the book would take months, weeks, days and hours. For instance, the school year is an accumulation of months yet the time to travel from country to country is a few hours. Once students have determined these from the book they are encouraged to think of two more tasks/events that would take up months, weeks, days and hours.
3.2.2.3. How the piece of literature contributes to student learning: Provides examples of a variety of different tasks/events of varying durations for students to work off when completing their own examples.
4. Science
4.1. HUMAN ENDEAVOUR
4.1.1. People use science in their daily lives, including when caring for their environment and living things (ACSHE022)
4.1.1.1. Line/part in 'Sunday Chutney', the activity relates to: 'Marine Biology' (p. 14), 'Space travel' (p. 25)
4.1.1.2. Activity: Utilising the program 'Skype a Scientist', video call a scientist as a whole class whereby the students are able to have a Q&A with this influential figure (questions are determined in the lesson before the call so they are educative and engaging.) Teacher is to raise the question to the scientist, 'We understand that you use a lot of science within your work life, however can you tell the class how you use science in your daily life, as well?'
4.1.1.3. How the piece of literature contributes to student learning: Seeing Sunday being passionate about science in her daily and future career life will inspire the students to consider the multiple parts of their lives that are influenced by science and perhaps even incite students to be inspired to pursue science as a future career, as well.