1): Create your own spreadsheet. Using the

information and data provided within the

text of how many of a particular plant are

on each page. Students are to create a

comprehensive spreadsheet of this data(using microsoft excell or any other similarsoftware),

indicating a total of all plants found within

the book, a running total of plants found

on each page and which pages these plants

can be found on.

1): Become and environmental helper.Students are to be split into pairs and comeup with a 3 point plan on how they wouldhelp protect the Forrest found within thetext. The main emphasis should be put onslowing down the development ofbuildings and not cutting down so manytrees.

2): Uno's first fleet. Writing from theperspective of the character Uno, studentsare to write a few journal entries basedaround his move into the forrest, Things toinclude are: why did he move? what was itlike when he first got there? and what weresome of the first things he did once hearrived (look for food and water, set upshelter etc.)

1): Create a lifecycle.

Students are to choose one of the

fictional animals that are present within the

text. They are then to create a fiction life

cycle of these animals and write a short 2 3

paragraphs about this fictional life cycle. It

should include how its born (hatch from and

egg etc.) its average life span and how it

survives (what foods does it eat, is it a

hunter?)

2): How do the animals help each other?.Students are to create a short 23

paragraph story on how the fictional

animals in the Forrest get along and how

they help each other survive and maintain

the Forrest's economy.

3): The effect of the townspeople. Using thestudents prior knowledge of

negative environmental impacts, pollution

and greenhouse gasses. They are to write a

short story on how they think the towns

people effected the Forrest negatively and

how their impact may have caused the

demise of the Forrest. The students should

draw from the theme and the narrative of

the book to get their answers.

1): Map making and directions. Using the

descriptions available in the book, the

students are to design a map of the Forrest.

They must include a written legend and at

least 6 steps to get from one landmark to

another.

2): Animal multiplications. Students will

answer the multiplication sums provided on

various pages throughout the text. they

must read through the entire book, write

down all of the applicable multiplication

sums (up to 10x10) and then answer them

to the best of their abilities.

3): Animal Multiplication Patterns. Studentsare to read the text and pay

particular attention to the multiplication

facts in the corners. What do they notice

about them as the pages progress (they

decline by 1 each time) and why do they

think the multiplication is decreasing each

time (related to the theme of the book,

deforestation).

1): Plot profile:

After the reading of the text students cancreate a plot profile. This creates abrainstorm for sequences of events thathappen throughout the text. The studentsare to link the major events to one anotherthat happen throughout the reading, thiscan include key themes and ideas that canhelp gain context of the story. For examplethe Snortlepig stops appearing ¾ of theway through the book, and that linksdirectly to the overall theme of the book(deforestation).

2): Main idea pyramid:

Students are given a blank pyramid outline.The idea is to fill the pyramid spaces withthe key concepts and ideas that help createthe narrative of the text. With the top of thepyramid being the main idea/ theme of thebook and the bottom being the startingpoint for what puts the book in motion. Forexample, the tip of the pyramid may be thetheme of deforestation and the base of thepyramid could be Uno travelling to theForrest to live there.

1): Connecting with the text:

The teacher will give the students a sheetthat has questions such as: Reading thisbook reminded me of the time:, thecharacter of Uno reminds me of:, Whathelped me to understand this text. After thestudents have read the book, they will thenfill out the worksheet as it relates to theirown personal preferences. The teacher willbe looking specifically for student’s abilityto make connections between theirpersonal lives and the text. The activityallows for the students to create greaterconnections to the text and can enablethem to enjoy the text more.

2): Before and after chart:

The students will be tasked with creating abefore and after chart based upon readingand reflecting on the text. The beforesection could also be called what do Ialready know, and the after section couldalso be called what have I learned. Thetopic the students will have to work with isdeforestation and urban sprawling. Thestudents will be given time beforehand tofill out as much information as they knowabout the topic, then upon completion ofthe text reading the student will fill outwhat they have learned. Key ideas for thestudents to pick up are things such as:Removal of trees and how it effects theenvironment, The increase of the “concretejungle” and how it impacts the environmentand the effect that all of this can have onthe animals that inhabit these areas.Students will share their findings with theclass and what they learned throughout thestories progression

3): Just like:

Students will be given a worksheet that iscalled just like. They will then be given acharacter (in this case Uno) and will have toselect certain character traits that thisselected character exhibits throughout thetext. The students will then fill out the sheetrelating the character traits to people theyknow in their day to day lives. Such as thecharacter trait of kindness is just like mygrandfather. The students can also relatethese character traits to another characterthey have come across in a literary text E.g.comparing character traits such as braveryor compassion to a character like harrypotter.

1): Personal predictions:

Students will read the front and the backcovers of the book Uno’s Garden. They willthen make predictions about the outcomeof the book based on this information.Information will be gathered from the blurbon the back cover, the title of the book andthe front cover image. Specific predictionsthat the teacher may be looking caninclude: what will happen to the maincharacter Uno? What will happen to all theanimals? What will happen to the Forrest?

2): Character selfportrait:

Students will create a character selfportraitusing the character of Uno. The selfportraitcan include a creative illustration of thecharacter and character traits. Things suchas Likes/ dislikes, favourite food, where thecharacter lives. The idea is to create furthercomprehension and understanding that canbe drawn from the text.

3): Animals point of view:

Students will write a journal entry from thepoint of view of one of the animals foundwithin the text. The concept and generalidea is to be able to apply the effect of thedeforestation and urban sprawling andhave the students understand theenvironmental impacts. They can alsofurther empathise with the theme of thebook by being able to see from theanimal’s point of view.