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.
Revisit the text Clancy & Millie and the Very Fine House.
Revisit the text Clancy & Millie and the Very Fine House.
Re-read the beginning of the text where Clancy moves to the new house, and how he explores the new rooms.
Re-read the beginning of the text where Clancy moves to the new house, and how he explores the new rooms.
Discuss how Clancy feels about his new house. Prompt with questions. For example:
Discuss how Clancy feels about his new house. Prompt with questions. For example:
- What does Clancy think about his new kitchen?
- How does Clancy describe his new bedroom?
Introduce the fairy tale Goldilocks and the Three Bears by asking students to make connections with Clancy & Millie and the Very Fine House.
Introduce the fairy tale Goldilocks and the Three Bears by asking students to make connections with Clancy & Millie and the Very Fine House.
For example, in both texts the characters explore a new or unfamiliar home.
When to use 'but' vs 'and'
When to use 'but' vs 'and'
When to use "and"
When to use "and"
Use and when the two ideas are:
Use and when the two ideas are:
- Similar or connected positively
- Adding information
- Happening together or in a sequence of events
Examples:
Examples:
- I like coffee and tea. (both are liked)
- Sarah went to the shop, and she bought some milk. (sequence of events)
When to use "but"
When to use "but"
Use but when the two ideas are:
Use but when the two ideas are:
- Contrasting or opposite
- Unexpected compared to the first idea i.e. when something changes
Examples:
Examples:
- I like coffee, but I don’t like tea. (contrast between two preferences)
- He ran fast, but he didn’t win the race. (unexpected result)
Create an anchor chart by drawing and labelling the characters and objects in Goldilocks and the Three Bears (Goldilocks, Father Bear, Mother Bear, Baby Bear, chair, bowl, bed) as a scaffold for students during independent tasks.
Create an anchor chart by drawing and labelling the characters and objects in Goldilocks and the Three Bears (Goldilocks, Father Bear, Mother Bear, Baby Bear, chair, bowl, bed) as a scaffold for students during independent tasks.
Discuss what happens at the beginning, middle and end of the story.
Discuss what happens at the beginning, middle and end of the story.
Discuss how the beginning, middle and end events can be retold in detail. Model saying and writing compound sentences beginning with a time connective and using a conjunction (‘and’ or ‘but’). For example:
Discuss how the beginning, middle and end events can be retold in detail. Model saying and writing compound sentences beginning with a time connective and using a conjunction (‘and’ or ‘but’). For example:
First, Goldilocks ate Father Bear’s porridge, but it was too hot.
First, Goldilocks ate Father Bear’s porridge, but it was too hot.
Then, Goldilocks tried Mother Bear’s porridge, but it was too cold.
Then, Goldilocks tried Mother Bear’s porridge, but it was too cold.
After, Goldilocks tried Baby Bear’s porridge, and it was just right.
After, Goldilocks tried Baby Bear’s porridge, and it was just right.
Revisit the learning from Lesson 3 about compound sentences using a conjunction to join 2 ideas. Discuss how the conjunction ‘and’ can be used to form a compound sentence.
Revisit the learning from Lesson 3 about compound sentences using a conjunction to join 2 ideas. Discuss how the conjunction ‘and’ can be used to form a compound sentence.
Ask students to share two ideas from the role-play activity and to verbalise as a compound sentence using the conjunction ‘and’.
Ask students to share two ideas from the role-play activity and to verbalise as a compound sentence using the conjunction ‘and’.
Different coordinating conjunctions can be used to create compound sentences.
Different coordinating conjunctions can be used to create compound sentences.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Using a copy of Resource 1: Narrative retell, students draw 3 events from Goldilocks and the Three Bears and label each drawing using an appropriate time connective. Students write a compound sentence using ‘and’ or ‘but’ to match one of their drawings.
Using a copy of Resource 1: Narrative retell, students draw 3 events from Goldilocks and the Three Bears and label each drawing using an appropriate time connective. Students write a compound sentence using ‘and’ or ‘but’ to match one of their drawings.
In small conference groups, review and edit students’ writing. Explain how students can improve their writing using teacher feedback.
In small conference groups, review and edit students’ writing. Explain how students can improve their writing using teacher feedback.
Provide students with additional time to edit and publish their work for display in the classroom. Students might like to take before and after photos of their work.
Provide students with additional time to edit and publish their work for display in the classroom. Students might like to take before and after photos of their work.
Too hard? Students write simple sentences to describe an event from the text. For example, Goldilocks sat on the chair.
Too hard? Students write simple sentences to describe an event from the text. For example, Goldilocks sat on the chair.
Too easy? Students start their sentences with an appropriate time connective.
Too easy? Students start their sentences with an appropriate time connective.
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