Embedded Files
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.
Re-read Wombat Stew. Encourage shared reading of the rhyming and repetitive language.
Re-read Wombat Stew. Encourage shared reading of the rhyming and repetitive language.
Categorise the words as ‘characters’ and ‘stew ingredients’. Then, as a class, match the characters to the ingredients they added to the stew, in order of how this occurred in the text.
Categorise the words as ‘characters’ and ‘stew ingredients’. Then, as a class, match the characters to the ingredients they added to the stew, in order of how this occurred in the text.
Model orally recalling the sequence of events using the cards as prompts. For example, first Dingo caught Wombat, then Platypus put mud into the stew.
Model orally recalling the sequence of events using the cards as prompts. For example, first Dingo caught Wombat, then Platypus put mud into the stew.
Activity: Create a large sentence frame with 3 columns under the headings ‘Character (subject)’, ‘Action (verb)’ and ‘Ingredient (object)’.
Activity: Create a large sentence frame with 3 columns under the headings ‘Character (subject)’, ‘Action (verb)’ and ‘Ingredient (object)’.
Place the matched cards from activity 2 on the frame, with characters under ‘subject’ and ingredient under ‘object’. The middle column, ‘verb’, will be blank.
Place the matched cards from activity 2 on the frame, with characters under ‘subject’ and ingredient under ‘object’. The middle column, ‘verb’, will be blank.
Discuss the characters’ actions when collecting the different ingredients for the stew. Refer to the text by identifying the verb (action word) that describes how each character collected the ingredients. Write verbs for the sentences that match the cards.
Discuss the characters’ actions when collecting the different ingredients for the stew. Refer to the text by identifying the verb (action word) that describes how each character collected the ingredients. Write verbs for the sentences that match the cards.
For example, caught, scooped up, picked, snapped, dug, thought.
For example, caught, scooped up, picked, snapped, dug, thought.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Revise that a simple sentence contains a subject, verb and an object to convey an idea. Using the sentence frame, model writing 3 simple sentences using subject-verb-object to retell the sequence of the first 3 events of characters collecting ingredients. For example:
Revise that a simple sentence contains a subject, verb and an object to convey an idea. Using the sentence frame, model writing 3 simple sentences using subject-verb-object to retell the sequence of the first 3 events of characters collecting ingredients. For example:
Dingo caught a wombat.
Dingo caught a wombat.
Platypus scooped up mud.
Platypus scooped up mud.
Emu picked feathers.
Emu picked feathers.
Identify the subject, verb and object in each sentence.
Identify the subject, verb and object in each sentence.
Using personal vocabulary and words on display, students write 3 sentences using the subject-verb-object structure to complete sequencing the events. For example:
Using personal vocabulary and words on display, students write 3 sentences using the subject-verb-object structure to complete sequencing the events. For example:
Lizard snapped flies.
Lizard snapped flies.
Echidna dug up creepy crawlies.
Echidna dug up creepy crawlies.
Koala thought of gumnuts.
Koala thought of gumnuts.
Too hard? Students draw 3 events in sequence. Jointly construct sentences using subject-verb-object structure to describe drawings.
Too hard? Students draw 3 events in sequence. Jointly construct sentences using subject-verb-object structure to describe drawings.
Too easy? Students add details to describe the ingredients. For example, big blobs of mud, finest feathers, one hundred flies.
Too easy? Students add details to describe the ingredients. For example, big blobs of mud, finest feathers, one hundred flies.
Page updated
Report abuse