Embedded Files
Learning Intention:
Learning Intention:
Students are learning to make connections between characters and events represented in texts and their own experiences.
Students are learning to make connections between characters and events represented in texts and their own experiences.
Success Criteria:
Success Criteria:
Students can:
Students can:
- identify aspects of their own life represented in a text
- create and share detailed drawings to communicate an idea
- connect events from the text to their own experiences
- express understanding through drawing and talking
- use personal vocabulary to make requests and express needs.
Display the text Little Nic’s Big Day by Nic Naitanui. Use think-alouds to orientate students to the text, identifying the front cover, back cover, title, blurb and author.
Display the text Little Nic’s Big Day by Nic Naitanui. Use think-alouds to orientate students to the text, identifying the front cover, back cover, title, blurb and author.
Explain that the story is about Nic’s first day at a new school and he is worried about making friends. Ask students to share their experiences about making friends.
Explain that the story is about Nic’s first day at a new school and he is worried about making friends. Ask students to share their experiences about making friends.
Read Little Nic’s Big Day. After reading, discuss how characters in the text were all different but special in their own way.
Read Little Nic’s Big Day. After reading, discuss how characters in the text were all different but special in their own way.
For example, some students spoke different languages, some liked running, others liked beetles. Explain that having friends that are different can help people learn new things.
For example, some students spoke different languages, some liked running, others liked beetles. Explain that having friends that are different can help people learn new things.
Students sit in a circle and share something about themselves with the class. For example, a favourite food, a language spoken other than English, a physical characteristic or a favourite activity.
Students sit in a circle and share something about themselves with the class. For example, a favourite food, a language spoken other than English, a physical characteristic or a favourite activity.
Reflect on what students shared using guiding questions. For example:
Reflect on what students shared using guiding questions. For example:
- Did anyone share something similar to what you shared?
- Did you learn anything new about the friends in your class?
Draw, Talk, Share, Write
Draw, Talk, Share, Write
Revisit the page in the text that begins with ‘we both love running and jumping ...’. Highlight that sometimes friends like the same things and sometimes friends like different things.
Revisit the page in the text that begins with ‘we both love running and jumping ...’. Highlight that sometimes friends like the same things and sometimes friends like different things.
Explain that finding someone who has a common interest can be one way to make friends.
Explain that finding someone who has a common interest can be one way to make friends.
Place labelled pictures around the classroom of playground and classroom activities. For example, craft, skipping, dress ups, drawing, building.
Place labelled pictures around the classroom of playground and classroom activities. For example, craft, skipping, dress ups, drawing, building.
Students record their name on sticky notes. Remind students that capital letters are a form of punctuation used at the beginning of a name.
Students record their name on sticky notes. Remind students that capital letters are a form of punctuation used at the beginning of a name.
Model drawing two (2) students engaging in a classroom activity. Use think-alouds to describe details.
Model drawing two (2) students engaging in a classroom activity. Use think-alouds to describe details.
For example, ‘I am drawing Molly and Thomas doing a craft activity. They are using feathers and glue.’
For example, ‘I am drawing Molly and Thomas doing a craft activity. They are using feathers and glue.’
Students draw themselves and a friend engaging in one of the playground or classroom activities. While drawing, prompt students to explain details of their drawing using personal vocabulary.
Students draw themselves and a friend engaging in one of the playground or classroom activities. While drawing, prompt students to explain details of their drawing using personal vocabulary.
Too hard? Too hard? Students trace their name, using a dot showing where to start and arrows for direction.
Too hard? Too hard? Students trace their name, using a dot showing where to start and arrows for direction.
Reflection
Reflection
Revise expectations for turn and talk. For example, orientate yourself to the speaker, take turns when speaking, demonstrate active listening.
Revise expectations for turn and talk. For example, orientate yourself to the speaker, take turns when speaking, demonstrate active listening.
In pairs, students turn and talk to share details about their drawing.
In pairs, students turn and talk to share details about their drawing.
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