Characters in Possum Magic

Year Level

Prep (Foundation)

Duration

30 minutes

Class Size

6 students

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WALT (We Are Learning To)

Identify and describe main characters in the story Possum Magic by Mem Fox.

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Success Criteria

• Students can name the main characters in Possum Magic.
• Students can describe basic traits or actions of the characters.
• Students will engage in role-play using character masks to demonstrate understanding.

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Australian Curriculum Links

Learning Area: English (Languages also involves cultural understanding and communication connected to texts)

• ACELA1434 (Literacy: Literature) Foundation: Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences.

• ACELY1646 (Literacy: Literature) Foundation: Retell familiar literary texts through performance, role-play and drawing.

• ACELY1651 (Literacy: Language) Foundation: Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background.

• ACELT1575 (Literature) Foundation: Respond to and retell familiar literary texts through performance, use of illustrations and images.

Additionally, the Australian Curriculum Version 9 Languages includes exploring texts to recognize characters as a form of constructing meaning from texts and cultural understanding (though targeted language depends on specific languages taught, the concept of narrative understanding and character identification is fundamental)

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Learning Objectives

• Identify Zoe and Grandma as main characters.
• Describe key characteristics or actions of each character.
• Use imaginative play (role-play) to deepen engagement and understanding.

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Differentiation Strategies for Neurodivergent Learners

• Use visual supports such as character masks for kinaesthetic engagement.
• Provide clear, simple, repetitive instructions.
• Allow extra processing time for responses.
• Use a quiet, distraction-free space for role-play.
• Scaffold descriptions using sentence starters ("Zoe is...", "Grandma likes to...").

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Resources Needed

• Possum Magic picture book by Mem Fox.
• Character masks: Zoe, Grandma, Hush the Possum.
• Picture cards illustrating the characters.
• Simple visual charts with character names and keywords.
• Space for role-play.

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Lesson Sequence

1. Introduction (5 minutes)

• Gather students in a circle.
• Briefly discuss what a character is in a story: "Characters are the people or animals in the story."
• Show the cover and name the book Possum Magic.
• Ask if anyone knows the story or characters.

2. Reading & Discussion (10 minutes)

• Read aloud Possum Magic focusing on the introduction of characters.
• Pause when characters appear to show the illustrations.
• After reading, display visual cue cards of the main characters.
• Ask students to name each character.
• Briefly describe each character with simple language:
  • Zoe: "She is a little possum who wants to find her magic."
  • Grandma: "She is Zoe’s grandmother who knows magic."
  • Hush: "He is their magic friend who helps them."
• Use repetition and invite students to repeat the names and descriptions.

3. Role-Play Activity (10 minutes)

• Distribute character masks among students.
• Model role-playing a simple scenario: Zoe asking Grandma for help.
• Encourage students to use the masks and take turns acting as characters.
• Support students using sentence starters, e.g.:
  • "I am Zoe, I want to be magic!"
  • "I am Grandma, I will help you."
• Let students express character traits e.g. sound, movement.

4. Consolidation & Reflection (5 minutes)

• Sit back in the circle.
• Ask students to share which character they liked and why.
• Recap names and descriptions again.
• Praise all students for participation and recognition of characters.

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Assessment

• Observe participation and ability to name characters during discussion.
• Check if students can describe one characteristic or action of characters verbally or non-verbally.
• Note engagement and ability to maintain role during role-play.
• Use anecdotal notes to inform future differentiation.

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Teacher Tips

• Use clear, concise language and visual aids consistently.
• Encourage peer support by pairing more confident students with those who need more encouragement.
• Be flexible; some students may prefer drawing characters instead of role-playing.
• Reinforce using multisensory approaches — visuals, movement, and speech — to support diverse learners.

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This lesson plan not only aligns with the Australian Curriculum's emphasis on literature and language in early years but also incorporates multi-modal learning strategies to engage neurodivergent learners, meeting the teacher's specific instructions to use character masks and role-play for kinaesthetic engagement. It adheres to age-appropriate content for Prep students and allocates time responsibly for each activity within a 30-minute session. This comprehensive approach ensures meaningful interaction with narrative texts and supports diverse learning needs effectively.