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Learning Intention: Students are learning to express likes and dislikes about texts and identify favourite stories and characters of in familiar texts.
Learning Intention: Students are learning to express likes and dislikes about texts and identify favourite stories and characters of in familiar texts.
Success Criteria:
Success Criteria:
Students can:
Students can:
share an opinion about texts with peers and adults
share an opinion about texts with peers and adults
express likes and dislikes about illustrations, characters, and language features from a range of texts
express likes and dislikes about illustrations, characters, and language features from a range of texts
have a conversation with a peer by asking questions and staying on topic
have a conversation with a peer by asking questions and staying on topic
use personal pronouns (I, my, our, we) in own writing to give an opinion
use personal pronouns (I, my, our, we) in own writing to give an opinion
use capital letters for proper nouns in own writing opinions about texts and characters in texts.
use capital letters for proper nouns in own writing opinions about texts and characters in texts.
Explain that over the next few lessons, students will be completing a critical review of 4 familiar texts that have been explored in previous units. Re-introduce the texts, The Big Book of Bugs, Chip, Shoes from Grandpa and Wave.
Explain that over the next few lessons, students will be completing a critical review of 4 familiar texts that have been explored in previous units. Re-introduce the texts, The Big Book of Bugs, Chip, Shoes from Grandpa and Wave.
As a class, walk through each text, revisiting the details of events, characters, and text features. As a prompt, students discuss and recall the events (what, where and when), key characters (who) and/or information (what) for each of the texts.
As a class, walk through each text, revisiting the details of events, characters, and text features. As a prompt, students discuss and recall the events (what, where and when), key characters (who) and/or information (what) for each of the texts.
Remind students that readers view texts from their own perspectives.
Remind students that readers view texts from their own perspectives.
"A perspective is how someone sees and understands the world. Authors use their own ideas and feelings when they make stories. When we read or watch a story, we can see it through their eyes and sometimes imagine how other people feel or think too."
"A perspective is how someone sees and understands the world. Authors use their own ideas and feelings when they make stories. When we read or watch a story, we can see it through their eyes and sometimes imagine how other people feel or think too."
Explain that readers can express what they like and dislike about a text as a whole, but also by its features, such as the illustrations, language, characters or topic.
Explain that readers can express what they like and dislike about a text as a whole, but also by its features, such as the illustrations, language, characters or topic.
Using 2 sticky notes, students draw a smiley face and a sad face on each. Students revisit the book stations from activity 2 and place a smiley face on the text they liked the most and a sad face on the text they liked the least.
Define proper nouns as the specific name of a person, place or thing. Explain that, when writing, a person or character's name must begin with a capital letter. Jointly construct a class definition for proper nouns to display in the classroom.
Define proper nouns as the specific name of a person, place or thing. Explain that, when writing, a person or character's name must begin with a capital letter. Jointly construct a class definition for proper nouns to display in the classroom.
Explain that book titles are proper nouns. Model writing the 4 text titles to show how capital letters are used in book titles. For example, Shoes from Grandpa and The Big Book of Bugs.
Explain that book titles are proper nouns. Model writing the 4 text titles to show how capital letters are used in book titles. For example, Shoes from Grandpa and The Big Book of Bugs.
Provide students with paper folded into 4 quadrants and have students number each quadrant 1-4. Students order their preferences of most liked (1) to least liked text (4) by writing the title and drawing an image to represent each text.
Provide students with paper folded into 4 quadrants and have students number each quadrant 1-4. Students order their preferences of most liked (1) to least liked text (4) by writing the title and drawing an image to represent each text.
In pairs, students share their preferences and give reasons for their preferences.
In pairs, students share their preferences and give reasons for their preferences.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Explain: “Book titles are special names too. They are proper nouns, so we use capital letters at the start of each important word.”
Explain: “Book titles are special names too. They are proper nouns, so we use capital letters at the start of each important word.”
Model writing these book titles on the board, underlining the capital letters:
Model writing these book titles on the board, underlining the capital letters:
- Shoes from Grandpa
- The Big Book of Bugs
- There’s a Sea in My Bedroom
- Pig the Pug
When sharing their choices with a partner, students can use these:
When sharing their choices with a partner, students can use these:
“I liked [Book Title] the most because…”
“I liked [Book Title] the most because…”
“I put [Book Title] last because…”
“I put [Book Title] last because…”
“[Book Title] is my number [#] because…”
“[Book Title] is my number [#] because…”
“My favourite part was…”
“My favourite part was…”
Too hard? Students orally describe their picture to a peer.
Too hard? Students orally describe their picture to a peer.
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