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Learning Intention: Students are learning to understand narrative structures and that they can be told through a range of modes and media.
Learning Intention: Students are learning to understand narrative structures and that they can be told through a range of modes and media.
Success Criteria:
Success Criteria:
Students can:
Students can:
identify the beginning, middle and end in a narrative
identify the beginning, middle and end in a narrative
sequence ideas in a text
sequence ideas in a text
use time connectives to sequence events in a text
use time connectives to sequence events in a text
group and use vocabulary to clarify meaning
group and use vocabulary to clarify meaning
use prepositional phrases to indicate place
use prepositional phrases to indicate place
write compound sentences with the conjunction ‘and’
write compound sentences with the conjunction ‘and’
understand that narratives can be told using different modes and media
understand that narratives can be told using different modes and media
recount events in a narrative using symbols, pictures, words and numerals.
recount events in a narrative using symbols, pictures, words and numerals.
Re-read Clancy & Millie and the Very Fine House and revise the sequence of ideas using time connectives.
Re-read Clancy & Millie and the Very Fine House and revise the sequence of ideas using time connectives.
Display the page where Clancy goes outside. Unpack the sentence ‘Clancy goes outside’, highlighting that it is a simple sentence with one idea.
Display the page where Clancy goes outside. Unpack the sentence ‘Clancy goes outside’, highlighting that it is a simple sentence with one idea.
He flops down, and he watches a fat snail
He flops down, and he watches a fat snail
Explain that this is a compound sentence because it has 2 ideas joined by the conjunction ‘and’
Explain that this is a compound sentence because it has 2 ideas joined by the conjunction ‘and’
Activity: Without showing the illustrations, read the sentence, ‘He pushes them and pokes them’.
Activity: Without showing the illustrations, read the sentence, ‘He pushes them and pokes them’.
Ensure students know what the inferred subject is (boxes).
Ensure students know what the inferred subject is (boxes).
Ask students to identify the two (2) ideas in the compound sentence by drawing two pictures to show the two ideas.
Ask students to identify the two (2) ideas in the compound sentence by drawing two pictures to show the two ideas.
In between the two drawings, ask students write the conjunction ‘and’. Students use their drawings to support them to verbalise the compound sentence.
In between the two drawings, ask students write the conjunction ‘and’. Students use their drawings to support them to verbalise the compound sentence.
Repeat activity 4 using the next compound sentence on the same page, ‘Clancy crawls under one and sits inside another.’
Repeat activity 4 using the next compound sentence on the same page, ‘Clancy crawls under one and sits inside another.’
Look at the illustrations on the next double pages and ask students to explain some of the things that are happening. Record students’ responses on poster paper as simple sentences.
Look at the illustrations on the next double pages and ask students to explain some of the things that are happening. Record students’ responses on poster paper as simple sentences.
For example, ‘Millie is looking at Clancy.’ ‘Clancy is looking at Millie.’ ‘Clancy is sitting in a box.’ ‘The toy dog is in the box.’ ‘Millie is talking to Clancy.’ ‘Clancy is talking to Millie.’
For example, ‘Millie is looking at Clancy.’ ‘Clancy is looking at Millie.’ ‘Clancy is sitting in a box.’ ‘The toy dog is in the box.’ ‘Millie is talking to Clancy.’ ‘Clancy is talking to Millie.’
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Co-construct a compound sentence with the conjunction ‘and’, using two of the sentences from activity 6. For example:
Co-construct a compound sentence with the conjunction ‘and’, using two of the sentences from activity 6. For example:
Millie is looking at Clancy, and Clancy is looking at Millie.
Millie is looking at Clancy, and Clancy is looking at Millie.
Using simple sentences recorded in activity 6, students write a compound sentence using the conjunction ‘and’. Students draw a picture for each of the ideas in the compound sentence.
Using simple sentences recorded in activity 6, students write a compound sentence using the conjunction ‘and’. Students draw a picture for each of the ideas in the compound sentence.
Too hard? Give students 2 sentences from activity 6 and have them draw a picture for each of the ideas with ‘and’ in between. Students verbalise the compound sentence they have drawn.
Too hard? Give students 2 sentences from activity 6 and have them draw a picture for each of the ideas with ‘and’ in between. Students verbalise the compound sentence they have drawn.
Too easy? Use time connectives with compound sentence to sequence events.
Too easy? Use time connectives with compound sentence to sequence events.
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