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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.
Activity: We are going to create our own stew from ingredients found in the playground and write a recipe for it.
Activity: We are going to create our own stew from ingredients found in the playground and write a recipe for it.
Review ingredients collected by students. Create a word bank of ingredients and add images to support meaning.
Review ingredients collected by students. Create a word bank of ingredients and add images to support meaning.
Remind students how the characters from the text collected the ingredients and to imagine how they will add their ingredients to a pot to make their playground stew. Brainstorm verbs to describe these actions and add them to the word bank.
Remind students how the characters from the text collected the ingredients and to imagine how they will add their ingredients to a pot to make their playground stew. Brainstorm verbs to describe these actions and add them to the word bank.
For example, pick, scoop, dig up, grab, pull, gather, collect, flip, sprinkle. Add verbs to the word bank.
For example, pick, scoop, dig up, grab, pull, gather, collect, flip, sprinkle. Add verbs to the word bank.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Students orally compose a set of steps for the recipe. Encourage each student to use a different verb. For example:
Students orally compose a set of steps for the recipe. Encourage each student to use a different verb. For example:
Flip the gumnuts into the stew.
Flip the gumnuts into the stew.
Sprinkle the sand into the stew.
Sprinkle the sand into the stew.
Stir the leaves into the stew.
Stir the leaves into the stew.
Flip the gumnuts carefully / quickly / cheekily / gently / playfully into the stew.
Sprinkle the sand lightly / slowly / evenly / softly / mischievously into the stew.
Stir the leaves briskly / slowly / carefully / happily / wildly into the stew.
Select students to share their steps with the class. Using students’ examples and vocabulary from the word banks, model writing 2 simple sentences with prepositional phrases as a procedure to make playground stew. For example:
Select students to share their steps with the class. Using students’ examples and vocabulary from the word banks, model writing 2 simple sentences with prepositional phrases as a procedure to make playground stew. For example:
Gather (verb) sticks and mud (noun) from the playground (prepositional phrase).
Gather (verb) sticks and mud (noun) from the playground (prepositional phrase).
Stir (verb) the sticks and mud (noun) into the stew (prepositional phrase).
Stir (verb) the sticks and mud (noun) into the stew (prepositional phrase).
Model writing a compound sentence using the simple sentences from activity 8. For example,
Model writing a compound sentence using the simple sentences from activity 8. For example,
Gather sticks and mud from the playground, and stir them into the stew.
Gather sticks and mud from the playground, and stir them into the stew.
Too hard? Too hard? Students write simple sentences or draw the steps for their recipe.
Too hard? Too hard? Students write simple sentences or draw the steps for their recipe.
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