Embedded Files
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.
Remind students the text Clancy & Millie and the Very Fine House is a narrative with a beginning, middle and end structure.
Remind students the text Clancy & Millie and the Very Fine House is a narrative with a beginning, middle and end structure.
Introduce the concept of a fairy tale as being a narrative with a beginning, middle and end structure that conveys an imagined story and characters.
Introduce the concept of a fairy tale as being a narrative with a beginning, middle and end structure that conveys an imagined story and characters.
Ask students to share fairy tales that they are familiar with.
Ask students to share fairy tales that they are familiar with.
Go to the section of the text where Clancy and Millie play out the events from The Three Little Pigs. Re-read this section and ask students if they can recall the name of the story that Clancy and Millie are re-enacting.
Go to the section of the text where Clancy and Millie play out the events from The Three Little Pigs. Re-read this section and ask students if they can recall the name of the story that Clancy and Millie are re-enacting.
Explore the idea that stories can be told through different modes and media.
Explore the idea that stories can be told through different modes and media.
Such as orally, picture books, video, animation, plays, puppet shows.
Such as orally, picture books, video, animation, plays, puppet shows.
Activity: Create an anchor chart by drawing and labelling the characters and objects in The Three Little Pigs (pigs, wolf, straw, sticks, bricks, chimney) as a scaffold for students during the independent task.
Activity: Create an anchor chart by drawing and labelling the characters and objects in The Three Little Pigs (pigs, wolf, straw, sticks, bricks, chimney) as a scaffold for students during the independent task.
Revisit the idea that stories can be told through different modes and media. Introduce a rebus as a multimodal text that uses a combination of pictures, symbols, letters and words.
Revisit the idea that stories can be told through different modes and media. Introduce a rebus as a multimodal text that uses a combination of pictures, symbols, letters and words.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
co-construct completing the rebus for the first pig. For example, ‘The (first) Pig made a house of (straw). The (wolf) huffed and puffed. The (house) blew down. Invite students to chorally read the text.’
co-construct completing the rebus for the first pig. For example, ‘The (first) Pig made a house of (straw). The (wolf) huffed and puffed. The (house) blew down. Invite students to chorally read the text.’
Refer to the chart from activity 6 and discuss the pictures, symbols or words that could be used to recount the ideas related to the second and third pig.
Refer to the chart from activity 6 and discuss the pictures, symbols or words that could be used to recount the ideas related to the second and third pig.
Too hard? Students create a rebus for the text without the resource.
Too hard? Students create a rebus for the text without the resource.
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