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Learning Intention: Students are learning to identify features of texts that entertain and re-create an imaginative text
Learning Intention: Students are learning to identify features of texts that entertain and re-create an imaginative text
Success Criteria:
Success Criteria:
Students can:
Students can:
identify the text purpose and audience of a text that entertains
identify the text purpose and audience of a text that entertains
recognise how non-verbal language is used to communicate
recognise how non-verbal language is used to communicate
sort words and images into categories
sort words and images into categories
sequence events in a text
sequence events in a text
use verbs in own writing
use verbs in own writing
use prepositional phrases
use prepositional phrases
experiment with writing a compound sentence.
experiment with writing a compound sentence.
Introduce the text Wombat Stew.
Introduce the text Wombat Stew.
Explore the context of the text by introducing the main character, Dingo, and the other Australian animals featured.
Explore the context of the text by introducing the main character, Dingo, and the other Australian animals featured.
Start an anchor chart by drawing and labelling the animals from the text; this can be used throughout the unit to support student writing. Use the chart to prompt a discussion with students sharing their knowledge about dingoes, for example, they are strong, predators, meat eaters.
Start an anchor chart by drawing and labelling the animals from the text; this can be used throughout the unit to support student writing. Use the chart to prompt a discussion with students sharing their knowledge about dingoes, for example, they are strong, predators, meat eaters.
Discuss how the author has used what is known about Australian animals and their environment to create an imaginative text that entertains children.
Discuss how the author has used what is known about Australian animals and their environment to create an imaginative text that entertains children.
After discussing the animals in the text, students tell a partner what they think the title Wombat Stew means and make predictions about what ‘ingredients’ the main character, Dingo, intends on using to make a stew.
After discussing the animals in the text, students tell a partner what they think the title Wombat Stew means and make predictions about what ‘ingredients’ the main character, Dingo, intends on using to make a stew.
Read the text Wombat Stew. Review students’ predictions from activity 3. Discuss some of the features in the text that students found entertaining.
Read the text Wombat Stew. Review students’ predictions from activity 3. Discuss some of the features in the text that students found entertaining.
For example, the illustrations, rhyme and repetition. Ask students who might enjoy reading this text and why.
For example, the illustrations, rhyme and repetition. Ask students who might enjoy reading this text and why.
Unpack the features on the page, including Dingo’s expression; the tears or sweat falling off his face; the noise he makes, as shown in the speech bubble; the text, for example, “I am poisoned!” he howled. Identify the punctuation used in the text and discuss the purpose of the exclamation.
Unpack the features on the page, including Dingo’s expression; the tears or sweat falling off his face; the noise he makes, as shown in the speech bubble; the text, for example, “I am poisoned!” he howled. Identify the punctuation used in the text and discuss the purpose of the exclamation.
In pairs, students discuss Dingo’s reaction. Support discussion with questions. For example:
In pairs, students discuss Dingo’s reaction. Support discussion with questions. For example:
- Why didn’t Dingo like the stew?
- Would you like to eat the wombat stew?
- Show how you would react if you tasted the wombat stew. What would you do or say?
Revisit the text and identify other parts of the story that show the reactions of different characters through the illustrations and text. Name how the characters are feeling in the scenes.
Revisit the text and identify other parts of the story that show the reactions of different characters through the illustrations and text. Name how the characters are feeling in the scenes.
Facial expression and body language contribute to meaning.
Facial expression and body language contribute to meaning.
ACTIVITY: In small groups, students role-play scenes from the text by creating freeze frames to show the characters’ reactions and feelings. Allocate scenes to groups. For example:
ACTIVITY: In small groups, students role-play scenes from the text by creating freeze frames to show the characters’ reactions and feelings. Allocate scenes to groups. For example:
when Dingo catches Wombat (happy, proud)
when Dingo catches Wombat (happy, proud)
when Wombat realises he is going to be put in the stew (worried, scared)
when Wombat realises he is going to be put in the stew (worried, scared)
when Platypus (smirks, looks confident) first tricks Dingo (shocked, surprised) by suggesting adding mud to the stew
when Platypus (smirks, looks confident) first tricks Dingo (shocked, surprised) by suggesting adding mud to the stew
animals showing that they do not like Dingo singing (annoyed, hands over ears, bothered)
animals showing that they do not like Dingo singing (annoyed, hands over ears, bothered)
the animals’ reaction when the stew is ready for the wombat to be added (shocked, worried, angry)
the animals’ reaction when the stew is ready for the wombat to be added (shocked, worried, angry)
Dingo boasting (toothy grin, puffed out chest, dancing)
Dingo boasting (toothy grin, puffed out chest, dancing)
the animals’ reaction when Dingo tries the stew and runs away (laughing, celebrating).
the animals’ reaction when Dingo tries the stew and runs away (laughing, celebrating).
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Using one of the group’s freeze frames, model writing a sentence to describe it. For example:
Using one of the group’s freeze frames, model writing a sentence to describe it. For example:
Dingo is proud. Wombat is scared.
Dingo is proud. Wombat is scared.
Students draw a picture of the scene they acted out in activity 8 and write a sentence to describe it. They can use the chart and teacher modelling to write independently.
Students draw a picture of the scene they acted out in activity 8 and write a sentence to describe it. They can use the chart and teacher modelling to write independently.
Too hard? Students draw and label their freeze frame scene.
Too hard? Students draw and label their freeze frame scene.
Too easy? Students use the conjunction ‘because’ to write a compound sentence. For example, Dingo is proud because he caught Wombat.
Too easy? Students use the conjunction ‘because’ to write a compound sentence. For example, Dingo is proud because he caught Wombat.
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