Connecting to prior knowledge
Before reading
NOTE: Read the text for yourself before you begin this unit. Be mindful that the subject of loss may be difficult for some children.
Investigate the front and back cover of Bear and Rat with students. Begin by asking them to make predictions about the story based on the front cover alone. Prompt them to think about the main characters, the colour and style of the font, and the setting. Use a think-pair-share routine to build engagement. Once they have talked in pairs, students can share their OR their partner’s ideas with the class; this encourages active listening skills.
As you discuss the book, challenge students to provide reasoning to support their ideas using the ‘What makes you say that?’ routine. Record their ideas on butcher’s paper, a flip chart, etc. for future reference.
Now show students the back cover, hiding the blurb. Ask students if they think the illustration provides further clues as to what the story could be about. Record any new ideas.
Explore the front endpapers. Ask students what the abstract images remind them of, and what effects the cool blue colours have. Look at the illustration overleaf that depicts Bear and Rat doing handstands. Now look at the copyright page, noting the dedications from ‘C.C.’ and ‘S.M.K.’. Focus on the title page, drawing attention to the Chinese chop or seal beside the author’s Western name. This is his Chinese name, consisting of three parts: his family name and his two given names, given to him by his yeye (grandfather). If any of your students know about chops, you could invite them to share their knowledge with the class; alternatively, you can watch and discuss this short video.
Ask students if they recognise the author and/or illustrator. If so, can they recall any of their other books? Share some picture books that have been written and/or illustrated by Christopher Cheng and Stephen Michael King.
Ponder why Cheng and King might have created this sort of text. Cheng has said that he wrote Bear and Rat for his beloved wife (see p. 2 of Penguin Random House Australia’s teaching notes). Who might be the audience for this text? Also consider why the central characters are a bear and a rat (again, see the publisher’s teaching notes) – might they hold some special significance?
(AC9E3LA01) (AC9E3LY02) (AC9E3LA09)
During reading
NOTE: For the purpose of tracking page numbers, the first double-page spread (the wind scene) is considered pp. 4–5.
Take students through the illustrations in the book, ensuring that you do not read or show them the text. This initial look at Bear and Rat will allow them to make their own inferences, connections, interpretations and summary of the narrative. Invite students to share their thoughts and wonderings about what they see.
Follow this by reading the book aloud to the class. Focus students’ attention on:
- The sort of things Bear and Rat do together
- The colours used in each double-page spread – brown (pp. 6–7), blue (pp. 12–13), yellow (p. 17) and grey (pp. 28–29) – to represent different seasons and/or show the passage of time
- The setting and layout
- The details in the illustrations, and their significance to the story and the author
- The red and yellow motifs and what these colours represent
- In addition to conventional colour symbolism, red and yellow are considered lucky in Chinese culture – consider the information available here or here
(AC9E3LE03) (AC9E3LA09) (AC9E3LY05)
After reading
Ask students if they think the words have provided more depth and clarity to the story. How do the words enrich the illustrations? Invite everyone to share their ideas.
Use sticky notes to record students’ thoughts about the story. Ask them to consider:
- Emerging themes and messages in the story
- The intended audience
- The relationship between Bear and Rat
- Why Rat asked Bear so many questions
- The visual elements in the story, such as:
- The yellow bird on pp. 8 and 16 (King often includes birds in his work)
- The great distances that Bear and Rat travel together, as seen in the bird’s eye view of pp. 12–13
- The way the two umbrellas work together to get the job done on p. 18
Add the sticky notes to the initial ideas you recorded earlier. Ask students to discuss and compare their initial predictions with their current interpretations of the story.
Exploring the text in context of our community, school and ‘me’
Friendship is the main theme in this narrative. Students can think about how this connects to their own world, with regards to friendships at school and in the community.
Begin by asking students to brainstorm the qualities of a good friend, such as kindness, loyalty, forgiveness, and so on. Record the responses, then write a selection on large sheets of paper (one per sheet) and place students in small groups for a chalk talk activity. For example, if they are reflecting on ‘kindness’, they might suggest that it is important for showing concern, being respectful, or being inclusive. They can also share their experiences of being a good friend. Finish by discussing students’ ideas and responses to the prompts.
Students will then choose ONE quality of a good friend (e.g. forgiveness) and write a short paragraph on how they can demonstrate this towards themselves, their family members, people at school, and people in the community. Read Bear and Rat again and invite students to identify these qualities in the narrative.
Encourage students to practise being good friends in the classroom. Introduce a kindness jar. Every time a student performs an act of genuine kindness, place a note in the jar to recognise them and their action. As the jar fills, acknowledge everyone’s efforts. Invite students to randomly select a note and read it to the class to reinforce the kindnesses they have shown.
Cheng’s wife also had a kindness jar filled with notes from her own students. The author has kindly provided the following photographs to share as part of this unit.
Photos courtesy of Christopher Cheng
Rich assessment task
Ask students to respond to the following prompts to reflect on their learning:
- How does having a best friend help you to be who you are?
- What are some of the advantages and disadvantages of having more than one friend?
- What would you do to keep in contact with your best friend if they moved away?
- How would you deal with your loss if a friend moved away?
Students can respond by recording a short video, creating an illustration, or writing down their ideas. Allow time for students to share their responses and discuss any similarities and differences. Highlight the significance of coping strategies and the fact that we all respond differently to life’s challenges.