Look See, Look at Me!

Literature Singles: Early Childhood

A boy running with a dog on the cover of Look See, Look at Me!

Authors: Leonie Norrington and Dee Huxley

Allen and Unwin  | ISBN: 9781741758832

Themes: Indigenous Australia, growing up, the outback

Years: Australian Curriculum: English Foundation  Year 1  Year 2. Suitable for ages 2–6 (publisher’s guide only). This unit targets Early Years and Lower Primary.

From the publisher's synopsis: A delightful celebration of outback family life in an Aboriginal community. With its exuberant rhyming text and wonderful illustrations, Look See, Look at Me! perfectly captures a child's everyday life.

Exploring the context of literature

  • Visit the communities of Wugularr, Barunga and Manyalalluk that the authors visited whilst researching the book via the Sharing Stories website. Look at photos and watch videos of traditional stories told by residents. ACELT1587
  • Ask students to list 3 new things they have learned to do recently that they could not do when they were younger. Present to the class and create a list on an interactive whiteboard. ACELT1575
  • What are your favourite things to do? Choose one and act it out as a charade for the class to guess. Then talk about why you like doing it in the style of the text. ACELT1581

Examining literature

  • Scan in one of the pictures showing the setting in the book. Brainstorm words to describe the setting. Ask students what they would like about living there. ACELT1584
  • What is the main character like? What does he look like? What does he like to do? Create a character profile of him then scan in a picture of him and help students to use Blabberize to make him speak about himself. ACELT1591
  • Explore the rhythmic quality of the words by performing the book. Use body percussion, percussion and aboriginal instruments to create a background rhythm. ACELT1585

Responding to literature

  • Do you like the boy in the book? Why, or why not? ACELT1583
  • Discuss the page 'I can stop'. What has the character learned on this page? How do you know this? ACELT1783
  • Look at each picture which represents the community. What do people in the book like to do? What do you like to do? ACELT1582
  • Draw a Venn diagram on the whiteboard to compare and contrast your own community to that in the book. ACELT1582

Creating literature

  • Use the information from the pictures and explore websites such as Gondwananet to learn about life in remote aboriginal communities. Draw a series of pictures to describe a day in the life of an aboriginal child. ACELT1593
  • Brainstorm what the boy could do at the age of five. Draw a series of pictures to describe what he can do and write short sentences to match them starting with 'I can ...' ACELY1651
  • Video students making a statement such as 'I can jump' then acting it out. Use the videos to build an electronic verb wall. ACELT1580
  • Examine a series of the illustrations and discuss why chalk is a good medium to use for these pictures. Using red or orange coloured paper and photos of the outback from a site such as Wikimdedia Commons to inspire students to create outback landscapes. ACELT1580

Examining text structure and cohesion (including punctuation)

  • Why did the author make some of the words rhyme? Why is this good for the reader and the listener? What does rhyming help you do do? ACELA1448
  • Is this a story, a poem or a recount? Talk about the features of each text type and come to an informed class decision. If the class is capable, re-write the text as one of these text types. ACELA1463

Examining grammar and vocabulary

  • Analyse the text to identify rhyming words. Create a list of these words and then add to them. ACELA1470
  • Use the text to identify and then learn about action verbs. Use the Between the Lions wordplay games on the PBS website to learn about more action verbs. ACELA1451

Examining visual and multimodal features

  • Look at the first page where they boy is saying 'Look see, look at me'. Discuss the vectors in the picture, including those created by the gaze of characters eyes onto the boy, and boy’s direct demand of the viewer. How does all of this draw our attention to the boy? ACELA1453
  • Use the 'I can stop' page to discuss the perspective of the viewer and the concept of vertical angle and power. How does this make the viewer feel about the boy’s choice to climb? ACELA1469