Why possums live in trees

Why possums live in trees

Pencil and paper
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Further Resources
This task is about understanding the language and characters in a play and how to perform the play.

Read the play Why Possums Live in Trees by Barbara Beveridge (School Journal Part 1, No. 2, 1985). Then answer the questions below.

 
a)
What does Dog do that is kind?
 
 
 
b)
What does Possum do that is mean?
 
 
 
c)
What clever thing does Possum do?
 
 
 
d)
How does Dog show he feels angry at the end of the story?
 
 
 
e)
"POSSUM (climbing up the tree): You can't catch me!"
In this part of the play some words have been written in italic letters. What do italic letters tell the reader?
 
 
 
f) If you were making a stage for this puppet play, what two things would you need to draw as part of the scenery?  

  1.  
     
  2.  
     
g)
What is one thing the puppets would need to use in this play? 
 
 
 
Task administration: 
This task can be completed with pencil and paper.
Copyright: 
Material from "Why Possums Live in Trees" first published in School Journal (pp. 12 - 15 in School Journal Part 1, Number 2, 1985) by Learning Media Limited for the Ministry of Education, Text Copyright © Barbara Beveridge, 1985. Illustrations, Copyright © Crown, 1985.
Source: School Journal, Part 1, No 2, 1985, Learning Media. Illustrations by Dick Frizzell.
Level:
2
Curriculum info: 
English, Making meaning, Reading
Key Competencies: 
Thinking
Keywords: 
play, comprehension, School Journal, inference, SJ-1-2-1985
Description of task: 
Students read a play and answer questions about the characters' actions, the setting, and text layout. SJ-1-2-1985. Text not provided.
Curriculum Links: 
Links to the Literacy Learning Progressions for Reading:
This resource helps to identify students’ ability to:
  • use comprehension strategies
  • reflect critically about character
as described in the Literacy Learning Progressions for Reading at: http://www.literacyprogressions.tki.org.nz/The-Structure-of-the-Progressions.
Learning Progression Frameworks
This resource can provide evidence of learning associated with
Making sense of text: processing system, set 3
within the Reading Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 

 

Y4 (11/1999)

a)

He combs Possum's hair (slowly and carefully).

very easy

b)

Any 1 of:

  • He combs Dog's hair roughly/quickly.
  • He messes up Dog's hair.

very easy

c)

He climbs up the tree (so dog can't catch him).

easy

d)

Any 1 of:

  • He tells Possum he won't be his friend.
  • He growls.

easy

e)

Any 1 of:

  • It tells the reader what the characters have to do (not what they say).
  • The reader doesn't say these words.

moderate

f)
  • A lake.
  • A jungle/tree.

2 correct – difficult
1 correct – moderate

g)

Any 1 of:

  • A comb.
  • A tree (for possum to climb).

difficult