Meeting the Possum Problem

Overview

In this second lesson of the 12-lesson unit Solving the Possum Problem, students activate prior knowledge and identify key information in a shared text. They read selected pages from The Possum Problem and a possum fact file, focusing on diet, habitat, introduced history, and effects on native species.

Learning intentions

• WALT activate and share what we already know about possums.
• WALT identify key information in a shared text.
• WALT use information from a text to answer literal questions.
• WALT discuss ideas respectfully and build on others’ contributions.

Success criteria

• I can share a relevant fact or idea about possums.
• I can find information in the text about possum diet, habitat, history, or effects on native species.
• I can answer literal questions using information from the text.
• I can record an additional fact and identify its source.

Curriculum links

• Reading processes and comprehension: locate, retrieve, and discuss explicit information in fiction and nonfiction texts.
• Oral language: listen actively, take turns, ask and answer questions, and contribute relevant ideas.
• Writing to record information: write clear factual responses using evidence from a text.
• Learning competencies: managing self, participating and contributing, relating to others, and thinking critically about an environmental issue.

Lesson structure (30 minutes)

1. 0–4 minutes – Connect to prior knowledge

Display the opening question from the introduction and hook slides: “What do you already know about possums in Aotearoa New Zealand?” Students first think quietly, then share with a partner. Invite a few ideas and record them in two columns: What we think we know and What we want to find out.

2. 4–8 minutes – Preview key vocabulary

Use the vocabulary and purpose slides to introduce or revisit: introduced, native species, habitat, diet, compete, and threat. Briefly explain that some words may have more than one meaning, then ask students to predict which words they may meet in the texts. Provide oral explanations, pictures, and pronunciation support.

3. 8–16 minutes – Shared reading

Distribute the possum information recording sheet. Read selected pages from The Possum Problem aloud, pausing for students to identify information about possums. Follow with the possum fact file. Students may read along, listen to the teacher or an audio version, or read with a partner. Use enlarged text or display the pages where possible. Pause to ask: “What does the text tell us?” and “Which words helped you decide?”

4. 16–23 minutes – Find and record information

Model answering one literal question from the shared-reading and modelling slides by locating the answer in the text and copying only the important words. In pairs, students complete the worksheet questions about possum diet, habitat, introduced history, and effects on native species. Encourage them to point to or underline the part of the text that proves each answer.

Offer sentence stems such as: “The text says possums eat…” and “Possums affect native species by…”. Confer with pairs and check that students are answering from the text rather than from general knowledge.

5. 23–27 minutes – Share and clarify

Use the partner discussion slides to guide a quick pair-share. Each pair gives one answer and explains where they found it. Class members listen for whether the answer is supported by the story or fact file. Correct misunderstandings sensitively and add key information to the class chart.

6. 27–30 minutes – Review and exit response

Return to the opening question using the review and plenary slides. Students complete the final section of the worksheet: “One important fact I learned is…” and “I found it in…” Invite two or three students to share. Reinforce that good readers use the text as evidence.

Resources

• The Possum Problem, selected pages
• Possum fact file
• the possum problem shared-reading deck
• the possum information recording sheet
• Enlarged copies or projected text
• Audio recording or teacher read-aloud option
• Highlighters or coloured pencils
• Class chart or whiteboard
• Vocabulary cards or picture prompts

Assessment

• Listen during partner discussion for relevant prior knowledge, active listening, and accurate use of vocabulary.
• Check worksheet responses for literal understanding and whether students locate information in the text.
• Use the final fact-and-source response to identify students who need further support with retrieving evidence or distinguishing story information from personal knowledge.

Differentiation

• Offer audio/shared reading, enlarged text, repeated readings, and a quiet reading partner for dyslexic learners or students who need decoding support.
• Preview vocabulary with pictures, gestures, simple definitions, and oral rehearsal before reading.
• Provide sentence stems and allow students to dictate answers, use speech-to-text, or respond orally before writing.
• For extension, students record an additional fact, explain whether it came from The Possum Problem or the fact file, and identify the words that provide evidence.