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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.
As a class, explore a selection of pre-prepared texts that have a range of illustrations created with different features/mediums. For example, water colours, line drawing, bright colours, black and white, cartoon illustrations and mixed media.
As a class, explore a selection of pre-prepared texts that have a range of illustrations created with different features/mediums. For example, water colours, line drawing, bright colours, black and white, cartoon illustrations and mixed media.
Explain that students will act as ‘judges’ to award the text with the best illustrations. Students engage in a gallery walk of the illustrated texts set up on display across the classroom. Students vote for their favourite illustrated text by placing a sticky note with their name on the text with the illustrations they liked the most. Identify the most liked and least liked illustrated texts.
Explain that students will act as ‘judges’ to award the text with the best illustrations. Students engage in a gallery walk of the illustrated texts set up on display across the classroom. Students vote for their favourite illustrated text by placing a sticky note with their name on the text with the illustrations they liked the most. Identify the most liked and least liked illustrated texts.
In a talking circle, invite students to explain their preferences. Ask students prompting questions, such as:
In a talking circle, invite students to explain their preferences. Ask students prompting questions, such as:
What features of the illustrations did they like best?
What features of the illustrations did they like best?
Why do they believe it is the ‘best’ illustration?
Why do they believe it is the ‘best’ illustration?
Do the illustrations help to make connections with other texts, own life or the world?
Do the illustrations help to make connections with other texts, own life or the world?
Exploring favourite charcters
Exploring favourite charcters
Explain the concept of ‘villain’ and ‘hero’ characters in imaginative texts. For example, a villain deliberately does things that are mean or unkind. A hero helps people, is brave and courageous. Use familiar texts to highlight this, such as Pig the pug is a villain because he is mean and a fibber. Chip is a hero because he creates a plan to get more chips for his seagull friends.
Explain the concept of ‘villain’ and ‘hero’ characters in imaginative texts. For example, a villain deliberately does things that are mean or unkind. A hero helps people, is brave and courageous. Use familiar texts to highlight this, such as Pig the pug is a villain because he is mean and a fibber. Chip is a hero because he creates a plan to get more chips for his seagull friends.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Model writing the question and simple sentences describing the character you or a student are dressed up as. For example, Who is my favourite character? My (personal pronoun) favourite character (noun) is Pug (proper noun). He is cheeky.
Model writing the question and simple sentences describing the character you or a student are dressed up as. For example, Who is my favourite character? My (personal pronoun) favourite character (noun) is Pug (proper noun). He is cheeky.
Students write a question (Who is my favourite character?) and answer it using simple sentences with personal pronouns, nouns and proper nouns. Remind students to use capital letters to start their sentence and when writing proper nouns, and a full stop. Ask students to identify simple sentences in their own writing by underlining one sentence.
Students write a question (Who is my favourite character?) and answer it using simple sentences with personal pronouns, nouns and proper nouns. Remind students to use capital letters to start their sentence and when writing proper nouns, and a full stop. Ask students to identify simple sentences in their own writing by underlining one sentence.
Too hard? Students draw a picture of their favourite character and write a simple sentence. For example, I like Pug. I like Chip.
Too hard? Students draw a picture of their favourite character and write a simple sentence. For example, I like Pug. I like Chip.
Too Easy? Students write multiple reasons to support their opinion.
Too Easy? Students write multiple reasons to support their opinion.
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