Favourite Book Explorers

---

⏱ Duration

45 minutes

👩‍🏫 Year Level

Year Prep (Foundation)

📚 Subject

English

🎯 Australian Curriculum Links

English – Foundation Level
Language, Literature and Literacy

• ACELY1646: Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations.
• ACELY1650: Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact.
• ACELT1575: Share feelings and thoughts about the events and characters in texts.
• ACELY1649: Deliver short oral presentations to peers.

---

🎯 Learning Intentions

• To identify and discuss our favourite storybooks.
• To recognise the roles of authors and illustrators.
• To develop confident speaking and listening skills during group and class discussions.

---

✅ Success Criteria

By the end of the lesson, students will be able to:

• Share their favourite book with peers and explain why they like it.
• Identify the author and illustrator of a book.
• Listen respectfully to others and take turns when speaking.

---

✨ WOW Factor – Why This Lesson Stands Out

Engaging students with their own beloved books taps into their personal experiences while introducing them to the craft of storytelling. This creates an emotional and imaginative connection, laying a powerful foundation for their own bookmaking adventures in later lessons. Plus, the emphasis on student voice, props and expressive storytelling brings their learning to life on day one!

---

📦 Materials Required

• Student-supplied favourite books (students will have been asked prior to bring in a favourite book from home)
• Sticky notes or name labels
• Large story mat or reading circle rug
• ‘Author’ and ‘Illustrator’ badges or labels
• Blank “My Favourite Book” response sheets (simple template with: Title, Author, What I love about it)
• Teacher-prepared large book chart (a visual wall anchor to collect class favourites throughout the unit)
• Soft toy dinosaur/bookworm mascot as a storytime companion (named collectively later!)

---

🧠 Prior Knowledge

This is the first lesson in the unit. The class will have had exposure to stories in class before, but this is the start of introducing book structure, creators, and personal storytelling. Students are not expected to know the terms "author" or "illustrator" yet.

---

🪜 Lesson Steps

1. Welcome & Acknowledgement of Country (5 mins)

• Begin by gathering students on the reading mat for a calm opening.
• Acknowledge the Traditional Owners of the Land and pay respect to Elders past, present and emerging.
• Explain we are starting a new adventure all about storytelling and making our very own books.
• Use engaging language: “We’ll become authors and illustrators in the coming weeks!”

---

2. Storytime Provocation: Teacher Read-Aloud (10 mins)

• Read aloud from one of your own favourite picture books (e.g., "The Very Cranky Bear" by Nick Bland – a popular Australian choice).
• Before reading, introduce the concepts of author and illustrator using labels, and point to their names on the front cover.
• During the read-aloud, model how to express enjoyment and connection: “Oh! I love this part because…” or “This page makes me laugh!”

Teacher Prompt Questions:

• “Who made the pictures in this book?”
• “What do you notice about the way the author writes?”
• “How does this story make you feel?”

---

3. Sharing Our Favourite Books (Oral Language Focus) (15 mins)

Turn the classroom into a storytelling circle. Students sit in a circle with their books in their laps.

• Each student takes a turn showing their book cover and saying:

  • The title
  • The author (with support if needed)
  • Why it’s special to them (“I love it because…” / “My favourite part is…”)

• Use a soft toy as a “talking friend” to pass around, indicating whose turn it is.

• While students share, stick their name and book title on the collaborative “Our Favourite Books” classroom chart. This will grow over the unit.

Teacher Notes:
Support less confident students by modelling and encouraging turn-taking. Use positive reinforcement: “Wow, you showed great confidence!” or “You listened very carefully – thank you!”

---

4. Mini-Discovery: Who is the Author? (5 mins)

Using actual books, explore the parts of a book with students.

• Ask: “Where do we find the name of the author?” – students point it out.
• Introduce the phrase: “Authors write the words, illustrators draw the pictures.”
• Display sentence strip or anchor chart with:

  Author = Writes the Words
  Illustrator = Draws the Pictures

Use body actions:

• Mimic writing with an invisible pencil = "Author"
• Pretend to draw big pictures in the air = "Illustrator"

Make it fun and kinetic!

---

5. Reflection and Drawing Response (8 mins)

Students return to their tables and complete their “My Favourite Book” mini-sheets:

• Write* (or attempt to write) the title
• Draw the cover of the book
• Circle whether they love the pictures, story, or characters

(Where needed, adults or peer scribes can assist with transcription.)

Collect all sheets for display on the class “We Are Readers” wall.

---

🌈 Differentiation

Support:

• Allow verbal responses instead of written ones.
• Provide visual aids or scribed labels for identification of author/illustrator.

Extension:

• Ask more capable students to share a second reason they like their book, or a full sentence: “My favourite book is… because…”

---

🗣 Teacher Questions to Deepen Thinking

• “What would happen in your book if the pictures were different?”
• “If you could ask the author one question, what would it be?”
• “Would you like to write a book like this one?”

---

🖼 Follow-Up Ideas

• Create a class book titled “Our Favourite Books” using student drawings and sentences.
• Begin a class “Author & Illustrator of the Week” profile.
• Create book-themed play corners: a ‘book café’ or mini story theatre.

---

📌 Assessment – Formative

• Observe students’ confidence during sharing.
• Note their understanding of author/illustrator roles.
• Collect and annotate "My Favourite Book" sheets – use to gauge student literacy awareness and oral language progression.

---

📘 Teacher Reflection Prompts

• Did students engage readily in sharing their favourite books?
• Were the concepts of “author” and “illustrator” introduced effectively?
• Which students demonstrated emerging storytelling confidence?

---

🔄 Next Lesson (Lesson 2 Preview)

Title: “What Makes a Book a Book?”
Exploring book structure — front cover, back cover, spine and title page through a guided exploration and book scavenger hunt.

---

Let the Bookmaking Adventures begin! 📚💫