How do you think each animal is feeling and why? Look at the mouse’s expression and how ask how the mouse’s expression is different from the rest. Now look at the characters and the expressions on their faces as they make their way back to the farm (double page illustration at the end). Responding to the text Inferring from the text What do the objects in each pile have in common?.Did the bigger objects float or sink? Why?.Now test all of the objects and adjust the two piles accordingly. Ask students to record their findings in the following observation table.

Have students sort the items into two piles: those that float and those that sink. You will need a large tub of water and a collection of different objects of various sizes and shapes that float and sink such as a cork, eraser, plasticine ball, marble, tennis ball. It may take several attempts for students to create a successful boat. Experiment to see which boat in the class can stay afloat holding the most marbles. In pairs students make a boat out of plasticine that can float.

Do you think that the story would have ended differently if the animals had got into the boat in a different order?Įxploring the text in context of our community, school and ‘me’ Exploring the theme of the text.

Why do you think the lightest animal sank the boat?.

After readingĪfter reading Who Sank the Boat? for enjoyment, have a class discussion about their initial reaction to the story and their predications as to who sank the boat. Stop each time Pamela Allen asks “Do you know who sank the boat?” and encourage students to revise their predictions after each animal hops in the boat. Discuss who is the heaviest and who is the lightest. Ask students to revise their predictions now that they can see all of the animals. The book introduces new characters other than the cow and the donkey near the beginning of the book.

Which would be more likely to sink the boat? Why?.

What do you know about the size and weight of a cow and a donkey?.Why would the author make the title a question?.Have the students do a think-pair-share about what they think will sink the boat and why. Make a list of things that they think float and sink. Look at the front cover illustration and title and have a class discussion about what the students know about floating and sinking. Connecting to prior knowledge Before reading

Who sank the boat by pamela allen