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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 purpose of the text Wombat Stew as a narrative to entertain.
Revisit the purpose of the text Wombat Stew as a narrative to entertain.
We are going to be exploring different informative texts.
We are going to be exploring different informative texts.
What different texts do you know that give us information?
What different texts do you know that give us information?
For example, books that have information or real facts about things, and texts that tell us how to do or make things, like instructions or recipes.
For example, books that have information or real facts about things, and texts that tell us how to do or make things, like instructions or recipes.
recipe book.pdfWhat do you know about recipes?
What do you know about recipes?
Display a smoothie recipe from page 10 or 11 in the ABC Kids Recipe Book.
Display a smoothie recipe from page 10 or 11 in the ABC Kids Recipe Book.
Walk through the features of the recipe and explain that these are common features of most recipes. For example, the title informs the reader what the end product will be, there is a list of required ingredients and items under the heading ‘What you need’, and the steps or instructions under the heading ‘What to do’.
Walk through the features of the recipe and explain that these are common features of most recipes. For example, the title informs the reader what the end product will be, there is a list of required ingredients and items under the heading ‘What you need’, and the steps or instructions under the heading ‘What to do’.
Discuss how these recipe features inform the reader of what they need and how to follow a recipe.
Discuss how these recipe features inform the reader of what they need and how to follow a recipe.
A recipe’s instruction is a sequenced in order of what to do.
A recipe’s instruction is a sequenced in order of what to do.
Why this is an important? What would happen if the steps in a recipe were not in order?
Why this is an important? What would happen if the steps in a recipe were not in order?
An imaginative text, like Wombat Stew, also has a sequenced.
An imaginative text, like Wombat Stew, also has a sequenced.
Compare with the verbs, compound sentences and prepositions in Wombat Stew. Note that, in the recipe, the verbs are in present tense and the punctuation is different as there are no speech marks or exclamation marks.
Compare with the verbs, compound sentences and prepositions in Wombat Stew. Note that, in the recipe, the verbs are in present tense and the punctuation is different as there are no speech marks or exclamation marks.
the verbs (combine, mix)
the verbs (combine, mix)
the compound sentence using the conjunction ‘and’ (Combine all ingredients in a blender and mix until smooth) and preposition (in a blender).
the compound sentence using the conjunction ‘and’ (Combine all ingredients in a blender and mix until smooth) and preposition (in a blender).
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Explain that students will experiment with writing a recipe, using the text Wombat Stew. Discuss how the title ‘Wombat Stew’ sounds like a recipe.
Explain that students will experiment with writing a recipe, using the text Wombat Stew. Discuss how the title ‘Wombat Stew’ sounds like a recipe.
Draw and list the ingredients and items required, and model writing the instructions or steps. Differentiate the written instructions or method according to student needs. These could be broken down into a series of steps using different verbs used in Week 1 or a simple step as shown in the smoothie recipe.
Draw and list the ingredients and items required, and model writing the instructions or steps. Differentiate the written instructions or method according to student needs. These could be broken down into a series of steps using different verbs used in Week 1 or a simple step as shown in the smoothie recipe.
For example, Put all the ingredients into a pot and mix.
For example, Put all the ingredients into a pot and mix.
Too hard? Display the chart from Lesson 2 to support students to draw the ingredients and items required to make wombat stew.
Too hard? Display the chart from Lesson 2 to support students to draw the ingredients and items required to make wombat stew.
Too easy? Students write the ingredients and utensils.
Too easy? Students write the ingredients and utensils.
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