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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.
Revisit the sequence of events and simple sentences recorded in Lesson 2. Remind students that each sentence contains a subject, verb and an object to convey a complete idea. For example,
Revisit the sequence of events and simple sentences recorded in Lesson 2. Remind students that each sentence contains a subject, verb and an object to convey a complete idea. For example,
Dingo caught a wombat.
Dingo caught a wombat.
Dingo (subject) caught (verb) a wombat (object).
Dingo (subject) caught (verb) a wombat (object).
Platypus scooped up mud.
Platypus scooped up mud.
Emu picked feathers.
Emu picked feathers.
Lizard snapped flies.
Lizard snapped flies.
Echidna dug up creepy crawlies.
Echidna dug up creepy crawlies.
Koala thought of gumnuts.
Koala thought of gumnuts.
Activity: Revisit the text to show how the author has used compound sentences with prepositional phrases to present 2 ideas in one sentence.
Activity: Revisit the text to show how the author has used compound sentences with prepositional phrases to present 2 ideas in one sentence.
For example, ‘Platypus scooped up big blobs of mud with his tail and tipped them into the stew.’ Highlight that a compound sentence joins 2 ideas using a connective such as ‘and’.
For example, ‘Platypus scooped up big blobs of mud with his tail and tipped them into the stew.’ Highlight that a compound sentence joins 2 ideas using a connective such as ‘and’.
Activity: Provide an opportunity for students to experiment with compound sentences and conjunctions in speech. Students sit in a circle with a billycan prop placed in the centre. Through role-play, they practise saying compound sentences with a prepositional phrase.
Activity: Provide an opportunity for students to experiment with compound sentences and conjunctions in speech. Students sit in a circle with a billycan prop placed in the centre. Through role-play, they practise saying compound sentences with a prepositional phrase.
For example, ‘Lizard snapped flies and flipped them into the stew.’ This activity could be completed in small groups so that each student has a turn.
For example, ‘Lizard snapped flies and flipped them into the stew.’ This activity could be completed in small groups so that each student has a turn.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Students turn the simple sentences they wrote in Lesson 2 into a compound sentence with a prepositional phrase. For example:
Students turn the simple sentences they wrote in Lesson 2 into a compound sentence with a prepositional phrase. For example:
Echidna dug up creepy crawlies and (he) dropped them into the stew.
Echidna dug up creepy crawlies and (he) dropped them into the stew.
Koala thought of gumnuts and (he) shook them into the stew.
Koala thought of gumnuts and (he) shook them into the stew.
Encourage students to use words on display and the sentence frame to support independent writing.
Encourage students to use words on display and the sentence frame to support independent writing.
Too hard? Jointly construct compound sentences using conjunctions and prepositional phrases.
Too hard? Jointly construct compound sentences using conjunctions and prepositional phrases.
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