Gary is a book with numerous underlying messages and this, coupled with the wonderful illustrations and the great plot are the reasons this book make the perfect selection for assessment two. Gary has an obvious narrative structure, and the author carefully uses imagery to convey meaning. Additionally, the subtle understatement throughout the text, allows the reader, as Tunnel (2008, p. 25) denotes, to make meaningful, personal connections with the story. Gary provides an excellent literature text to teach multiple facets of reading, writing and language in the primary classroom.
Gary is a strong character, and the story relies on the reader inferring to gain insight into his emotions and feelings. Also, the illustrations form an essential element in divulging the clues required to assume the deeper meaning of the story providing the opportunity for students to connect their prior
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Gary is a classic narrative with a strong character, distinct setting and a definite problem and resolution. Aligning clearly with the ACELA1463, teachers can dissect the story to pinpoint the various narrative elements. Furthermore, having students experiment with creating short imaginative texts using Gary as an inspirational piece of writing, teachers can also thread ACELY1671 into their lessons. To further enhance a lesson when the particular learning areas involve ACELT1833 and or ACELY1671, teachers can illustrate the importance of using powerful adjectives with the aim of creating images in the mind of the reader (Department of Education WA, 2013, p.199). In doing so, they demonstrate to students how reading and writing are strongly connected. Practice in writing is critical and by focusing on students creating texts (ACELY1671), teachers aids students’ understanding of the importance of planning writing, which, additionally leads to the acquisition of skills such as planning and