Embedded Files
Learning Intention:
Learning Intention:
Students are learning to express their understanding of how aspects of their own world are represented in texts through drawing, talking and making.
Students are learning to express their understanding of how aspects of their own world are represented in texts through drawing, talking and making.
Success Criteria:
Success Criteria:
Students can:
Students can:
- identify different family contexts
- express understanding through drawing and talking
- use oral language to contribute to group conversations, make requests and express needs
- use personal vocabulary to describe
- identify different representations of families.
Revise that ‘some families have pets that are part of their crew' from Families.
Revise that ‘some families have pets that are part of their crew' from Families.
Emphasise that pets can be important and loved members of a family. S
Emphasise that pets can be important and loved members of a family. S
tudents make connections to their own lives by discussing the different pets they may have in their family.
tudents make connections to their own lives by discussing the different pets they may have in their family.
Read aloud descriptions of family pets. For example:
Read aloud descriptions of family pets. For example:
I have a sharp beak and love to sing. I sometimes live in a cage.
I have a sharp beak and love to sing. I sometimes live in a cage.
I have colourful scales and fins. I live underwater.
I have colourful scales and fins. I live underwater.
I have long, skinny whiskers on my face. I purr and nap in the sun.
I have long, skinny whiskers on my face. I purr and nap in the sun.
Students listen to the description and identify the family pet.
Display images of pets on large pieces of paper around the classroom.
Display images of pets on large pieces of paper around the classroom.
For example, cat, dog, fish, rabbit, bird, guinea pig.
For example, cat, dog, fish, rabbit, bird, guinea pig.
Students move around the classroom and write their name on the paper of the pet they have.
Students move around the classroom and write their name on the paper of the pet they have.
Note: provide an additional piece of paper with the heading ‘No pets’.
Note: provide an additional piece of paper with the heading ‘No pets’.
Draw, Talk, Share, Write
Draw, Talk, Share, Write
Collate the large pieces of paper and discuss the different pets students have at home.
Collate the large pieces of paper and discuss the different pets students have at home.
Explain that students will create their own pet using modelling clay. Note: pets may be real or imaginary.
Explain that students will create their own pet using modelling clay. Note: pets may be real or imaginary.
Model creating a pet using modelling clay. Use think-alouds to describe the shapes and their purpose. For example, ‘I am creating a round shape for my dog’s head. I am rolling the clay between my palms to create its tail.’
Model creating a pet using modelling clay. Use think-alouds to describe the shapes and their purpose. For example, ‘I am creating a round shape for my dog’s head. I am rolling the clay between my palms to create its tail.’
Students create their own pet using modelling clay. While creating, students take turns to discuss their ideas.
Students create their own pet using modelling clay. While creating, students take turns to discuss their ideas.
Model introducing the pet from activity 7 to the class. Use think-alouds to describe the pet. For example, ‘This is Fred the dog. He has brown fur and a long tail. Fred likes to chase the ball.’
Model introducing the pet from activity 7 to the class. Use think-alouds to describe the pet. For example, ‘This is Fred the dog. He has brown fur and a long tail. Fred likes to chase the ball.’
Note: this could be real or imaginary.
Note: this could be real or imaginary.
Page updated
Report abuse