The Lost Thing – Week 3

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Pair exercise Janet Mickels/Donna Ng  (see also Donna’s post

Lesson notes:
Objectives: Students will identify expressions and feelings by dragging adjectives/verbs (emotive language) under corresponding images the of ‘The Lost thing’ on the IWB.

Aim: Students are to reflect on emotions felt by the character The Lost Thing in the text and make personal connections to feelings of being lost and found.


Shaun Tan The Lost Thing – book and short film

Digital Camera to share

IWB notebook file

1. After reading the book, display two selected images from the text and ask students ‘How does The Lost Thing feel?’

2. Discuss responses with class.

3. Display words under images. Have students one at a time click and drag appropriate words under the selected images. Deliberate with rest of class.

This lesson picks up on the rich vocabulary used in the text of the story, and can be extended with a student being required to include the chosen word in a sentence. The text can also be extended by incorporating the words in a spelling list for that week.

The key to this lesson is the “handover” aspect, that is having the students at the IWB rather than the teacher – as Higgins et al (2007, p. 217) point out, “good teaching remains good teaching with or without the technology; the technology might enhance the pedagogy only if the teachers and pupils engaged with it and understood its potential…as another pedagogical means to achieve teaching and learning goals”.  In their concluding remarks, Higgins et al (2007, p. 221) also note the critical input of the “skill and professional knowledge of the teacher who mediates the interaction with pupils” in the whole-class teaching and learning processes.

An important teaching point therefore is to ensure that apart from the student chosen to “click and drag” the word, other students are involved and engaged in the activity by the teacher asking the rest of the class to think about the word they would choose before the student clicks and drags his/her word. Another point to consider is that some words may apply to both categories, such as “worried” (“Infinite” coding on IWB).

Another extension activity could be to integrate this lesson with Drama by having the student(s) “act out” the feeling/emotion for those words.



Higgins, S., G. Beauchamp, and D. Miller (2007), Reviewing the literature on interactive whiteboards, Learning, Media and technology32(3), 213-225.



About jmic1705

Hello, G'Day, Aloha, Bonjour, Guten Tag, How is it going?

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