The Truck Cat

Activities in this section

1. Parents and caregivers
2. Lower primary (F–2)
3. Upper primary (3–6)

1. Parents and caregivers

Connecting to prior knowledge

Cat community walk

Before reading The Truck Cat with your child, go on a community walk around your neighbourhood and look for cats. While walking, ask your child about the cats they know. These might be their friends’ or family members’ cats, or ones they have seen in books, television shows, etc. Discuss how each of these cats might be different or similar.

Following this search for cats in your community, write a list of the cats you know, including their name (if known) and a distinctive trait. Use this template (PDF, 93KB) to record the cats and what makes them special. If you don’t know the cat’s name, write their distinctive trait. For example:

Exploring the text in context of our community, school, and ‘me’

Truck search

Take note of any trucks you and your child see while walking or driving in your community. Allow your truck sightings to become an opportunity to discuss the work of truck drivers. Ask your child questions such as:

• I wonder who is driving that truck?
• Where do you think that truck is going?
• Where do you think that truck has come from?
• What could be in that truck?
• Do you think that truck is driven by someone who lives close or far away from here?

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2. Lower primary (F–2)

Connecting to prior knowledge

Endpapers prediction

Display the front endpapers of The Truck Cat, which show a cat following a butterfly.

Explain the purpose of endpapers. These are the pages before the title page and after the last page of a book. They are like ‘stage curtains’ for books, often providing clues about the story to come and/or what happens in the end (Australian author Margrete Lamond has an interesting blog post about this).

Have a class discussion about the endpapers for The Truck Cat:

• Ask students to predict who will be the main character in the story. Ask them to justify their response.
• Next, ask students what is missing from the front endpapers that is present on the front cover. They may notice the absence of the truck and the driver.
• Ask students to predict why the driver and truck are absent. Students may suggest that the endpapers are signalling that the cat will be alone at some point.
• Finally, flip to the back endpapers that show the cat and a child. Ask students to predict what will happen in the story.

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Truck driver travels

Ask a few students how far they might travel in a day. Use Google Maps to measure their distances. Record these amounts on a table like so:

Next, add ‘Truck driver’ as a name to the table. Explain that a truck driver can drive up to 12 hours a day and must have at least seven continuous hours of rest. Ask students to predict what distance this might be, based on the previous distances and travel times in the table.

Display the travel times and distances listed on the Freight Metrics website. Plot one of these routes on Google Maps to compare the distance between students’ travel and the average travel of a truck driver.

Conclude with a short discussion about the effect of driving for such long distances. Ask students:

• What would be the most difficult part of travelling for so long?
• How would your life change if you had to drive for most of your day?

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Exploring the text in context of our community, school, and ‘me’

Cats in pop culture

Explain that this book is called The Truck Cat. Ask students to think about cats that they know from books, television shows, movies, and even games. Make a list of these cats with students. Suggestions include:

Next, make a mind map of these cats’ attributes. Write ‘Cat Attributes’ in the middle of the map and ask students to use descriptive words (adjectives) to define the cats’ physical and personal traits. Allow them to share knowledge about cats in their family during this activity.

To assist students to identify cat attributes, prompt them with questions such as:

• What do all these cats have in common?
• What do they like to do?
• How do they move?
• Do they have friends/owners? How do they treat them?

At the end of this activity the mind map should display a range of vocabulary, especially in relation to the cats’ personalities (e.g. playful, cheeky, friendly, caring, independent, clever, curious, territorial, manipulative).

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Home memories

NOTE: For the purpose of tracking page numbers, the first page of the story is considered p. 3.

During the story, Tinka (the cat) and Yacoub (the truck driver) remember experiences from their respective homes, promoting the theme of belonging in the book (pp. 12–13). This activity aims to demonstrate how different and similar our stories of home are, and how each of our home stories develops our sense of belonging.

Ask students to draw an outline of their home on a blank sheet of paper. This could be a house, an apartment, or somewhere else they feel ‘at home’. Next, ask students to think of something that they do at home with other people that gives them a sense of belonging. Prompt students by describing activities such as:

• baking a special treat with my mum or dad
• eating dinner with my family
• watching a movie with my sibling
• reading a book with my friend

Ask students to select ONE belonging activity and draw it inside their home.

Summarise this activity by discussing the similarities and differences between the activities students have drawn.

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3. Upper primary (3–6)

Connecting to prior knowledge

Should I become a truck driver?

Pose the following question to the class:

Should I become a truck driver?

Once students are engaged with this question, create a plus and minus chart with two columns: one for positives and one for negatives. Initially, ask students to share their thoughts on the benefits and challenges of being a truck driver. List these in the corresponding column. Also ask students if they know anyone who is a truck driver.

Then show students the following videos to gain further insight about truck drivers:

After watching these videos, invite students to suggest more ideas for the plus and minus chart about truck driving. Focus on the language that is subjective or objective and how language can frame a viewpoint as positive or negative.

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A house is not a home without …

Prompt students to consider the theme of belonging in The Truck Cat by challenging them to complete this sentence:

A house is not a home without …

Brainstorm possible words to complete this sentence, such as:

Encourage students to contribute ideas to this brainstorm, drawing on their own experiences and situations. Remind them that they will have to justify their completed sentences.

Invite students to explain their ideas to a partner or small group. Allow time for them to write their own sentence and consider justifications. Then invite them to share their sentence and explanations with the rest of the class.

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Exploring the text in context of our community, school, and ‘me’

Trucks in my community

NOTE: For the purpose of tracking page numbers, the first page of the story is considered p. 3.

Display the front cover of The Truck Cat and discuss the work of trucks in Australia. On the board, begin a KWL chart titled ‘Trucks in Australia’.

Begin by filling in the ‘Know’ column. Ask students to think-pair-share ONE fact about the work of trucks in Australia.

Next, ask each student to write a wonder question on a sticky note and place it in the ‘Wonder’ column. Encourage student questions with these prompts:

• Why are trucks so common in Australia?
• Where do you mostly see the sort of truck pictured on the front cover of The Truck Cat?
• What is the purpose of large trucks?

Visit the National Heavy Vehicle Regulator’s (NHVR) National Network Map. This map lists the routes that different classes of trucks can travel on, and provides insight into how far they travel.

Search the map based on the description of Yacoub’s truck: a B-double tri-axle (p. 5). Change the map view (‘Vehicles’) and vehicle type (‘B-double’), then enter some keywords (‘tri-axle’). Select the different maps and notice the routes these trucks take around Australia and in your local area.

Add to the ‘Know’ column any information the class has gained from this exploration. This might be related to a specific truck type OR truck distances.

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I’m Australian Too: text-to-text connection

Read I’m Australian Too by Mem Fox, illustrated by Ronojoy Ghosh. At the end of the read aloud, ask students if they know where their family is from (answers may range from a town/city, a state, or a country). Using a similar poetic structure to I’m Australian Too, students can write about one of their family members. To assist students with this writing task, provide them with this stanza scaffold:

I’m Australian too
My (mum/dad/nan/grandpa/aunty) came from (home/place of origin)
Now we/they live in (current home/place)
How about you?

Afterwards, ask students to share their stanzas in a circle. Discuss the rhyme at the end of the first (‘too’) and fourth (‘you’) sentences. Reflect on the homes/places of origin of the families represented in your class. Following this, share the author Deborah Frenkel’s note on the inside back cover of The Truck Cat. Conclude by reflecting on how the families represented in your class have made new places feel like home.

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Activities in this section

1. Parents and caregivers
2. Lower primary (F–2)
3. Upper primary (3–6)

1. Parents and caregivers

Responding to the text

Imagine the illustrations

Read The Truck Cat to your child. At different points throughout the story, ask them to close their eyes and imagine the illustrations that might accompany the words you are reading. After your child has imagined those pages, ask them to explain what they were picturing in their heads. Then reveal the illustrations to your child and point out what was similar and different to their imagination.

Exploring plot, character, setting, and theme

A map for Tinka

NOTE: For the purpose of tracking page numbers, the first page of the story is considered p. 3.

Make a map of Tinka’s journey from Yacoub to Mari, using pp. 16–21 as a guide. Begin on p. 16, when Tinka leaves the truck to chase the butterfly, and draw the objects that he navigates until Mari rescues him (e.g. the rubbish bin, grass, fences, tree, houses, bridge, people, cars).

Reread pp. 16–21 with your child and, using a red pencil or pen, mark Tinka’s route on your map. Note the prepositions in the text: ‘over’ and ‘under’. Together, talk about Tinka’s journey and think of other prepositions that provide clues about how he moves around obstacles. For example:

• across (the grass)
• through (the fence)
• onto (the bin)
• between (the legs)

Other prepositions you can choose from include:

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2. Lower primary (F–2)

Responding to the text

What do I remember and what do you remember?

Read The Truck Cat to the class. Once you have finished, ask students to think of a key moment from the story. It might have been near the beginning or closer to the end. Tell students that they need to remember this moment and be prepared to talk about it.

Get students to walk around the classroom and stop when you clap your hands. They will face the nearest person, share their chosen moment from the story, then listen to their peer share theirs. After both students have shared, they will resume walking around the room until you clap your hands again.

To summarise this activity, ask students to recall some of the moments their peers shared with them in a whole class discussion.

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Tinka: the sequel

Reread The Truck Cat to the class. At the end of the story, ask students to imagine what Tinka’s life might look like in the future. Give them some time to consider how things might change. Prompt them with the following questions:

• What might Tinka be doing in a year or two?
• Where might he travel to?
• Where might he sleep?
• What might he be playing with in the future?
• What might he be eating?

After giving students time to think about these questions, ask them to draw a cover illustration for a sequel to The Truck Cat, illustrating the life Tinka will have in the future.

Allow them to share their illustrations with a partner, explaining what the future Tinka is doing and what they considered in their design.

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Exploring plot, character, setting, and theme

Hot seating with Yacoub

Explain that the class will engage in a hot seating activity to better understand Yacoub’s character. Before you begin, brainstorm questions that students could ask Yacoub to learn more about his actions, thoughts, and feelings. Draw two columns on the board and record any questions in the lefthand column. Suggestions include:

• Why do you miss your home?
• How do you feel when you are in the truck?
• Why is Tinka important to you?

This activity can be completed as a whole class or in groups of five to six. To begin, arrange the students in a circle. Ask for a volunteer to take on the role of Yacoub. This person should feel confident answering the questions from the class brainstorm.

The volunteer will sit in the middle of the circle (in the ‘hot seat’), and the students around the outside will interview them. The volunteer should respond in character as Yacoub; record their answers in the righthand column next to the relevant question.

Students can take turns being in the hot seat. They can swap at any point during this activity.

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Character clues

This activity maps key plot points from the story to inferences about the characters. Create a table with two columns. Label the lefthand column ‘Plot Points’ and the righthand column ‘Character Clues’. Explain that the plot is the storyline, and that each plot point provides the reader with clues about the characters involved.

Record the first few plot points in the lefthand column before asking students to suggest the remainder. For example:

1. Tinka lives with Yacoub in his truck
2. Tinka and Yacoub drive all around the country making deliveries
3. Tinka chases a butterfly
4. Tinka gets lost
5. Mari rescues Tinka
6. Yacoub is alone
7. Yacoub finds Mari’s bakery and Tinka
8. Yacoub and Mari start a family
9. Tinka has a home with Yacoub, Mari, and their child

Now explain that, as a class, you will use the plot points as character clues. Invite students to suggest what each plot point reveals about the attributes and relationships of the characters involved. Record their ideas in the righthand column. For example:

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3. Upper primary (3–6)

Responding to the text

Inside/outside circles

Read The Truck Cat to the class. Explain that you will now have a class discussion to respond to the text’s themes. Arrange students in two circles, facing each other, for an inside/outside circle discussion. Pose a question to the class such as:

• What does the quote ‘Tinka lived everywhere’ (p. 3) mean?
• Why did Tinka and Yacoub remember their memories together (pp. 12–13)?
• What is the problem in this story?
• Do you think Tinka and Yacoub were happy at the beginning of the story? Why/why not?
• Did Tinka and Yacoub’s friendship change in the story? Why/why not?
• Why was it important that Mari found Tinka before meeting Yacoub?
• What problem was resolved at the end of the story?

Allow students to share their thoughts with the person opposite them for one minute. Then ask the outside circle to move to the left or right and discuss the same question (or a new one) with a new partner.

At this point, discussion of the text should focus on questions that illicit students’ initial reactions to key themes in the text.

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Five-word summary

After reading The Truck Cat, tell students that you are going to challenge them to summarise the story in just FIVE words. Explain that they can use the fingers on one hand to help them count out the words. The five words can summarise different plot points, themes, or character attributes. For example:

1. Truck
2. Missing
3. Alone
4. Friendship
5. Home

Give students time to think of their own five-word summary. Allow them to write it down and edit it. Once students have chosen their five words, ask them to share their summary with as many classmates as possible. Each time they do so, they should place a tick next to any words that are similar to their peers’.

To conclude this activity, invite students to share the most frequently used words from their summary by asking:

Which word received the most ticks?

Create a word cloud with these words to provide students with a visual representation of their summaries.

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Exploring plot, character, setting, and theme

Tinka’s thoughts

Throughout the story, Tinka experiences a range of emotions. By examining his inner dialogue, students can understand his emotional journey.

Print and cut out SEVEN thought bubbles (PDF, 58KB). Provide students with whiteboards OR paper (they can work as individuals or in pairs).

Reread The Truck Cat, pausing on the pages that reflect Tinka’s mood:

Ask students to consider what Tinka is thinking and feeling at each of these moments. Once they have reflected, they can write their ideas on their whiteboard/paper.

Invite students to share what they have written with the rest of the class. For each moment from the story, summarise one or two of the students’ ideas and write the summary in a thought bubble.

Once you have filled in all seven bubbles, display them for the class and ask students to reflect on the emotions Tinka shows throughout the story. Label each bubble with the emotion Tinka experiences at that point in time.

To summarise the activity, ask students to reflect on why Tinka must show a range of emotions in the book. Possible responses might include:

• to show his relationship with Yacoub and Mari
• so that we can understand his character
• to show the effect of the events in the story on a character

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Choose your own adventure

Write the names of the three main characters on the board: Tinka, Yacoub, and Mari. Explain that these characters make decisions that move the plot along, and that we can also infer previous decisions that have led to their current circumstances.

Draw a flow chart under Tinka’s name to explain the decisions he made that moved the plot along. Each decision should be placed in a box, with a line connecting that box to the next one in the sequence. Model constructing a flow chart for Tinka’s decisions as follows:

1. Tinka leaves his home and family
2. Tinka meets Yacoub and becomes a truck cat
3. Tinka travels in the truck with Yacoub
4. Tinka chases a butterfly
5. Tinka gets lost
6. Tinka decides to stay at Mari’s bakery
7. Tinka sees Yacoub through the bakery window
8. Tinka reunites with Yacoub
9. Tinka lives with Yacub, Mari, and their child

After modelling the construction of this flow chart, collaboratively construct two more to illustrate Yacoub and Mari’s inferred or described decisions that move the plot along.

Now invite students to change ONE of Tinka, Yacoub, or Mari’s decisions. For example, instead of letting Tinka chase the butterfly, they might have him return to Yacoub’s truck. Students can write the alternative decision in a new branch of the flow chart and continue this process to see how subsequent decisions change. This will result in a choose-your-own-adventure-style flow chart and allow students to comprehend the author’s plot decisions.

Give students time to write their own alternative plots for The Truck Cat based on this exercise. Allow them to share their plots in pairs, groups, or a whole class discussion.

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Activities in this section

1. Lower primary (F–2)
2. Upper primary (3–6)

1. Lower primary (F–2)

Examining text structure and organisation

Vectors and reading paths

Open to the front endpapers. Discuss with students what the lines represent. Suggested prompts and possible responses include:

Focus the discussion on the line that shows the butterfly’s flight path. Explain that this line is called a vector. A vector shows perceived movement on a still image. The line on this page makes it look like the butterfly is flying up, down, and around, even though nothing is moving. Explain that vectors also provide ‘reading paths’ for our eyes. Ask students to close and then open their eyes, noticing how their gaze moves across the page to finally rest on the butterfly.

Now turn to pp. 16–17, when Tinka begins chasing the butterfly. Ask students what they notice about the illustrations on these pages. Allow this to be an open discussion, writing comments on sticky notes and placing them in the book OR recording responses on the board. Encourage students to use the new metalanguage of ‘vectors’ and ‘reading paths’ as they respond to the illustrations.

Summarise this discussion by explaining how the vector of the butterfly’s movement carries the reader’s gaze across the page as they follow Tinka. This reading path is confirmed by the placement of the text on this spread. The repetition of the butterfly and Tinka shows that time is passing: this isn’t just one moment in time, but many. Students may also notice the smaller movement lines around Tinka.

Finally, allow students to experiment with vectors, reading paths, and movement lines on paper or individual whiteboards, drawing the butterfly’s flight path and positioning words around this vector for the reader.

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Shot distances

Turn to p. 18, where the words ‘here’, ‘there’, ‘over’, and ‘under’ are repeated. Ask students if they know what type of words are being used to describe where Tinka is. Explain that they are prepositions, which – in this case – show where Tinka is in relation to other objects (i.e. his position).

Point out that the illustrations also demonstrate Tinka’s position. They do this through different shot distances. Shot distance describes how far the subject of the image is from the viewer. Explain that this affects the viewer’s relationship with the illustrations. There are three different shot distances:

Explain that you will highlight where Tinka is on the page and which shot the illustrator has used, moving from left to right along the top row of tiles on p. 18:

• The first and second tiles are medium shots. The focus is on Tinka and I can see some of the world around him.
• The third tile is a long shot. I know this because I can see many different things around Tinka. He is small in the image.
• The fourth tile is a close-up shot. The focus is on Tinka. I can see the details on his face, but I can’t see the details of the world around him.

Following this, ask students to identify the shots in the bottom row of tiles.

Finally, ask students how the different shots provide the reader with different information and feelings. For example:

• The closer you get to a character, the more involved you become in their actions and emotions.
• The further away you are from a character, the more you can identify their setting.

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Examining grammar and vocabulary

Alliteration

Read p. 4, which describes some of the places Tinka lives. Ask students if they notice anything about the sounds at the beginning of the words in the phrase, ‘brick motels with beetles in the bathtub’.

Once students have had an opportunity to share their ideas, tell them that this is an example of alliteration. Explain that alliteration is the use of the same letter sound at the beginning of words that are close together. This is a form of figurative (poetic) language, which provides rhythm to language.

Next, ask students if they can identify another example of alliteration on p. 4. To assist with this, reread the text aloud.

Draw up a table with five columns and three rows. Leave the first row blank, then write the alliterative phrases in the second and third rows. The table should look like this:

Explain that you will be classifying and labelling the information in all five columns. Ask students what information the words provide. Possible responses include:

Write the most appropriate label for each column in the top row of the table. Explain that you will now use this formula to create an example of alliteration. Brainstorm other dwellings, creatures, and objects that you could use for this activity. Then model how to create an alliterative phrase. For example:

Allow students to come up with their own examples of alliteration before sharing them with the rest of the class.

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Nena: word investigation

Reread p. 12, which contains some of Yacoub’s memories. Afterwards, ask students if they have picked up any clues as to who ‘nena’ might be. Explain that, as readers, we can use clues in the text and illustration to define the word ‘nena’. The text describes nena as being from Yacoub’s home country, and as someone who made food. Ask students who the people in the picture are (i.e. Yacoub as a child with an older woman who might be his grandmother).

Make a mind map of different words for ‘grandmother’. Ask students what they call their own grandmother (or another older woman in their family). Add these suggestions to the mind map. Also investigate words that are used to describe grandmothers in other languages. This Babbel article is a good starting point.

Finally, ask students to draw a picture of their grandmother OR an older woman who is important in their lives. Ask student to label their picture with the name they call their grandmother/relative. Display these names alongside the word ‘nena’ to demonstrate the diversity of language in the class.

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2. Upper primary (3–6)

Examining text structure and organisation

Proximity and gaze

Explain that in illustrations the relationship between characters – and their relationship with the viewer – is described using two visual features: proximity and gaze. Tell students that you will be exploring proximity and gaze cues to better understand the relationships between characters in the text.

Define proximity and gaze by first asking students to suggest a working definition. After they have contributed ideas, use formal definitions to refine the explanations:

Next turn to p. 22, where Mari gives Tinka a fish head. Use this page to model concepts of proximity and gaze. Explain that on this page Mari and Tinka are looking at each other. This is a type of demand and they are forming a friendship. However, we can see from their proximity that there is still some distance between them, demonstrating that they are not close friends yet. Comment also on Mari’s positioning: she has come down to Tinka’s level but is still slightly higher, making Tinka look up at her and giving her a position of authority.

Now turn to p. 26, where Yacoub reunites with Tinka. Ask students what they notice about the gaze and proximity between these two characters. Write their observations and ideas on the board.

Finally, ask students to divide a page or blank sheet of paper into six sections. Using their knowledge of proximity and gaze, they will comment on the final six pages of the book (pp. 27–32). Turn through these pages slowly, allowing time for students to record their observations. As you do so, prompt them with questions such as:

• What does Mari and Yacoub’s gaze tell you about their relationship?
• How does the proximity change from one illustration to another?
• What does the gaze draw your eyes to?
• What does the proximity tell you about the characters’ relationships?

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Day to night

Discuss the contrasts between day and night. Begin by drawing a table with two columns, one labelled ‘Day’ and the other ‘Night’. Ask students to suggest differences between day and night and record their ideas in the relevant column. Focus on contrasts such as ‘light’ and ‘dark’, or ‘quiet’ and ‘loud’. Then explain that in books day and night are often used to contrast information.

Reread pp. 12–15, from when Yacoub and Tinka remember their memories together, to the double-page spread of the nighttime rest stop.

Ask students to suggest any contrasts between day and night in The Truck Cat. Add their ideas to the table using a different coloured marker. Prompt students to notice the contrasts by asking:

• When do you think Tinka and Yacoub feel most connected?
• When do you think they feel most alone?
• When are they busier?
• What words and images give you an idea of stillness at night?
• What words and images give you an idea of busyness during the day?

Finally, discuss how the illustration on pp. 12–13 positions Tinka and Yacoub apart from each other, whereas the nighttime scene on pp. 14–15 demonstrates their close relationship.

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Examining grammar and vocabulary

Repeating themes

Reread the beginning of the story (p. 3). Ask students if they notice a pattern in the words at the top of the page (i.e. ‘some’ is repeated). They might also note that the word ‘cats’ is omitted in the second, third, and fourth sentences to make them less repetitive; however, we infer that in each instance ‘some’ is referring to cats.

Explain that ‘some cats’ is the theme (i.e. the starting point) of each of these sentences. Ask students to predict why the author might have repeated this theme. Explain that repeated themes make texts cohesive (i.e. make sense as a whole). In this instance, it also reinforces the message that cats can live anywhere.

Ask students why the author might have started with this theme. Explain that they can use the change in the fifth sentence as a clue. What is used in this sentence to refer to the ‘who’ (i.e. Tinka)? Explain that Tinka isn’t just ‘some cat’ – he is unique as he is described by name.

Now flip to the end of the book and reread pp. 30–31, which explain that Tinka is no longer just a truck cat. Ask students if they notice a repeating theme here. Finish by asking them to describe the effect of this repeating theme, contrasting it with the repeating theme at the beginning of the book.

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Interlopers: morphology study

Reread the sentence on p. 7 that describes Tinka keeping watch for interlopers. Focus on this word and ask students to predict what it means. Record their predictions.

Next, ask students if they can locate the meaningful parts of this word. Explain that there are three parts and write them spaced out on the board: ‘inter’, ‘loper’, and ‘s’.

Ask students if they can think of other words that use the ‘inter’ prefix. Make a list of these on the board. Suggestions may include ‘international’, ‘interview’, ‘interact’, ‘internet’, and ‘interest’. Once you have a list, ask students to use the brainstormed words to predict the meaning of the prefix. Once they have made their predictions, share the definition.

Now ask students if they have any predictions regarding ‘loper’. This is a less common base. If students are struggling with ideas, ask them if they have heard the expression ‘loping along’ to describe a casual or relaxed movement. Explain that this base describes someone moving around with nowhere to go. It comes from an older word, ‘landloper’, meaning ‘vagabond’ or ‘wanderer’.

Explain that ‘s’ is a suffix and makes the word plural, meaning more than one.

Now that they have completed the word investigation, allow students to change their initial predictions about the word ‘interlopers’ if they wish. Summarise this task by providing a dictionary definition of an ‘interloper’.

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Activities in this section

1. Lower primary (F–2)
2. Upper primary (3–6)

1. Lower primary (F–2)

Puppets retell (oral)

Explain that you are going to reread The Truck Cat and that you would like students to notice the storyline and important characters. Afterwards, ask them to list the characters that move the story along. Prompt them to think about who is necessary for the story to make sense. List these characters and the reasons they are important to the narrative. For example:

In small groups, ask students to create paper puppets of the main characters. Print out the templates (PDF, 72KB) and allow students to decorate them to look like the characters from The Truck Cat. Cut out and glue the puppets onto popsicle sticks.

Once each group has finished, ask them to orally retell the story of The Truck Cat using their puppets. Then encourage them to innovate on The Truck Cat and create their own storyline using the puppets. Remind them that there needs to be a problem and a resolution, such as getting lost and being found.

Allow students to practise and present their puppetry to the rest of the class.

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Innovated writing prompt

Patterned writing can allow students to think like a writer, noticing the patterns within a text.

Begin by explaining that students will use the opening of The Truck Cat as a prompt for their own writing. Reread and allow students to copy down the first four sentences on p. 3, which list the different places cats live.

Next, explain that students will use these sentences as the opening for a short written innovation on the story. They must choose a different cat name and cat ‘type’ for their story. You might like to revisit the Cats in Pop Culture activity (see the Literature section) as a reminder of different cat attributes.

In pairs, invite students to brainstorm different cat names and types. They can record their brainstorm on whiteboards or paper. Encourage them to choose a cat type that relates to something significant in their family or community. You can also offer suggestions to help students come up with the cat types. For example:

• ‘We have lots of trams in our city, so I could make my cat a Tram Cat.’
• ‘My family goes to soccer every weekend, so I could make my cat a Soccer Cat.’

Once students have had some time to brainstorm, allow them to choose ONE cat name and type to innovate on the final sentence from p. 3. You can scaffold this as follows:

But [NAME] was a [TYPE] cat. [NAME] lived [WHERE STUDENT LIVES].

Students can then continue writing about their cat. Prompt them to describe the following:

• what their cat does every day
• what their cat likes
• what their cat wants

To summarise this activity, students can share their innovated writing in pairs or small groups, or with the whole class.

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2. Upper primary (3–6)

Conflict catalyst flip book

Reread The Truck Cat. Tell students to take note of the butterfly during this reading. Prompt them to notice the following:

• When does the butterfly appear?
• What occurs after the butterfly appears?
• When does the butterfly stop appearing?
• What might the butterfly symbolise?

Once you have reread the book, discuss these questions as a class. Possible responses are listed below.

Explain that the butterfly acts as a catalyst for the complication in the story. Ask students to suggest other bugs or animals that could legitimately have been used as a catalyst for the complication.

Following this, students will select a bug or animal that could lead Tinka astray and develop a flip book. Show them this tutorial so they can learn how to make one. Explain that the drawings of Tinka and the bug/animal will need to be simplified to make them easy to draw repeatedly.

Students can share their flip books with peers and narrate the action.

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Character backstory podcast

This task will challenge students to develop a backstory for Yacoub or Mari. They will start by drafting a backstory for their chosen character, then use this as the basis for an interview podcast.

Students should select either Yacoub OR Mari and consider the following prompts to write a short backstory (individually or in pairs).

• Why did they leave their home country?
• What made them choose to come to Australia?
• What was life like in their home country?
• What did they leave in their home country (family, house, job)?
• How did they decide on their jobs when they came to Australia?

Encourage students to use text clues to infer the backstory of their chosen character. For example, we know that Mari owns a bakery; perhaps she learned to bake in her home country.

Once students have written a short backstory, guide them to create a podcast script. They may decide to use the prompt questions for their interview OR formulate their own. See Buzzsprout’s blog for different script templates and helpful tips.

Students can record their podcasts and play them back in class, OR perform them as a live reading.

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