Connecting to prior knowledge

Before reading

Read the title of the book to students without showing them the front cover. Ask:

  • Have you ever heard the word ‘bamboozled’ before? Where and when?
  • Does this word sound like any other words (e.g. ‘bamboo’)?
    • Have students clap out the syllables as they say the word ‘bamboozled’. Another way to identify syllables is to place a hand under the chin and count the number of times the chin touches the hand (as each syllable has a vowel as its nucleus, the mouth has to open to make the vowel sound).
  • What do you think ‘bamboozled’ means?

Record students’ answers on butcher’s paper so you can refer to them after reading (at that point, students may wish to change their answers).

Now show students the front cover of the book. Ask them to describe what they see in the picture. Does it give the reader any clues as to what the word ‘bamboozled’ might mean? Add students’ ideas to the sheet with their other answers.

Next, explore the back cover. Ask students what they notice (i.e. the blurb is upside down). Why do they think the author has done this?

Read the blurb and ask students if they have heard the story of Alice and the White Rabbit (i.e. Alice in Wonderland).

  • What type of story is it?
  • Why does the blurb mention Alice and the White Rabbit, only to say that they’re from a different story?
  • Does this give the reader any more clues to what the book might be about?

Encourage students to predict what they think the story might be about.

(ACELA1786)   (ENE-UARL-01)   (ACELA1429)   (ENE-OLC-01)

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

Bamboozled is about a young girl who visits her Grandad, playing games with him and helping him with his housework.

Before reading, you might want to develop the concept of community using the following resources:

Class discussion: what is a Grandad?

Find out what students already know about Grandads. Explain that a Grandad is a grandparent, which is the parent of a child’s mum or dad.

Ask students what they call their own grandparents. For example, instead of Grandad, they might say Poppy, Pa, Gramps, Grandfather, Nonno (Italian), Saba (Hebrew), Harabeoji (Korean), etc. Record all the titles the class comes up with, marking students’ names beneath the ones they use.

Lead a discussion about why we have different names for the same person in a family. For instance, Nonno is the Italian word for grandfather; other names, like Gramps, may come from family traditions. Explore this as a class by researching the meaning of some of the names students suggested.

Key questions
  • Do you have grandparents or a special older person that you visit and spend time with?
  • What are some of the activities that you do together?
  • How do you feel when you spend time with this person?
  • How does this person feel when they spend time with you?

NOTE: In some cultures, grandparents have a key parenting or mentoring role; in others they have more of a social role.

Poster: my grandparent or special older person

Grandparents often have special bonds with their grandchildren and spend their time together doing fun things or spoiling them with gifts, treats, etc. Explain to students that they are going to create a poster all about their grandfather or grandmother (or a special older person in their lives, if they do not have grandparents to write about). They will need to gather some important information for this task, so you may wish to send a note home asking for the information required, or support students to write out some questions to take home.

Students will paint a picture of their grandparent or special older person using watercolours, just like David Legge does (you could show them a picture from the book as an example). They will then use the information collected from home to complete this template (PDF, 87KB).

This activity can be extended by recording on a map where each students’ grandparent or special older person was born. You could then use this information to explore the meaning behind their names. For example, John’s grandfather was born in England and is called Grandad, a term often used by the English.

As a further extension activity, students might explore their own family tree.

(ACELT1575)   (ENE-UARL-01)

Rich assessment task

Partner share activity

Ask students to share an enjoyable moment that they have had with their grandparent or special older person. The teacher can model this first if needed. For example:

  • ‘When I go to my Grandad’s house we play games on his really old computer.’
  • ‘Grandad always has lots of sweets that we get to eat.’

Invite students to share their stories, first in partners, then with the class.

(ACELT1783)   (ENE-CWT-01)   (ACELT1575)   (ENE-UARL-01)