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Learning Intention: Students are learning to identify the actions and feelings of a character.
Learning Intention: Students are learning to identify the actions and feelings of a character.
Success Criteria:
Success Criteria:
Students can:
Students can:
use adjectives to describe a character
use adjectives to describe a character
identify the actions of a character
identify the actions of a character
explore why a character has behaved a certain way
explore why a character has behaved a certain way
use verbal and non-verbal communication
use verbal and non-verbal communication
understand that a compound sentence connects 2 clauses
understand that a compound sentence connects 2 clauses
experiment with writing compound sentences
experiment with writing compound sentences
Discussion: Discuss students’ experiences with younger siblings, cousins or a friend’s younger sibling. Explore how they respond to certain negative situations.
Discussion: Discuss students’ experiences with younger siblings, cousins or a friend’s younger sibling. Explore how they respond to certain negative situations.
For example, stamping their feet when angry, screaming to get attention, saying ‘no’ to parent requests.
For example, stamping their feet when angry, screaming to get attention, saying ‘no’ to parent requests.
Students predict what the characters on the front cover will be like, thinking about their behaviour, emotions or other character traits.
Students predict what the characters on the front cover will be like, thinking about their behaviour, emotions or other character traits.
Read No! Never! Revisit students’ thoughts and confirm predictions.
Read No! Never! Revisit students’ thoughts and confirm predictions.
Discuss similarities and differences between students’ drawings and images from the text.
Discuss similarities and differences between students’ drawings and images from the text.
Explain that the illustrations in the text provide the reader with more information about a character’s personality and behaviour.
Explain that the illustrations in the text provide the reader with more information about a character’s personality and behaviour.
Draw attention to the images of Georgie, explaining how the imagery changes throughout the text.
Draw attention to the images of Georgie, explaining how the imagery changes throughout the text.
For example, at the beginning Georgie is small and smiling, with small font used. Later, the font changes to large, Georgie’s image is large, and she is depicted as being angry and rude using colours and lines.
For example, at the beginning Georgie is small and smiling, with small font used. Later, the font changes to large, Georgie’s image is large, and she is depicted as being angry and rude using colours and lines.
Show students an image of Georgie in the text.
Show students an image of Georgie in the text.
Ask students what they know about her character, for example, what she looks like, what she does and what she says.
Ask students what they know about her character, for example, what she looks like, what she does and what she says.
Adjectives are words used to describe a noun.
Adjectives are words used to describe a noun.
Model saying a sentence with an adjective to describe Georgie’s character.
Model saying a sentence with an adjective to describe Georgie’s character.
For example:
For example:
Georgie is loud.
Georgie is loud.
Georgie is scary.
Georgie is scary.
Georgie is disrespectful.
Georgie is disrespectful.
Students Think-Pair-Share how they would describe Georgie’s character using oral sentences.
Students Think-Pair-Share how they would describe Georgie’s character using oral sentences.
Ask students to share their sentences that describe Georgie. Emphasise and record the adjective used in the sentence to create an adjectives word wall. This word wall will be used throughout the unit.
Ask students to share their sentences that describe Georgie. Emphasise and record the adjective used in the sentence to create an adjectives word wall. This word wall will be used throughout the unit.
Discuss different adjectives that could be used to describe Georgie’s character, adding these to the word wall. For example, small, happy, angry, rude, sad.
Discuss different adjectives that could be used to describe Georgie’s character, adding these to the word wall. For example, small, happy, angry, rude, sad.
Discuss different adjectives that could be used to describe Georgie’s character and explicitly teach how the adjectives describe a noun. For example, red hair, angry eyes.
Discuss different adjectives that could be used to describe Georgie’s character and explicitly teach how the adjectives describe a noun. For example, red hair, angry eyes.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Model writing the sentence
Model writing the sentence
Georgie is loud.
Georgie is loud.
Ask students to identify the noun and adjective in the sentence. Model drawing a picture of Georgie focusing on the features of her character, depicting that she is loud.
Ask students to identify the noun and adjective in the sentence. Model drawing a picture of Georgie focusing on the features of her character, depicting that she is loud.
For example, drawing Georgie with a wide mouth to show her shouting, big eyes, lines to represent the volume of her voice, and red colours to represent her anger. Use the think aloud strategy to discuss the details in the illustration to support student understanding.
For example, drawing Georgie with a wide mouth to show her shouting, big eyes, lines to represent the volume of her voice, and red colours to represent her anger. Use the think aloud strategy to discuss the details in the illustration to support student understanding.
Students select an adjective from the word wall and draw a picture of Georgie representing the adjective. Students write a sentence to match their picture, for example:
Students select an adjective from the word wall and draw a picture of Georgie representing the adjective. Students write a sentence to match their picture, for example:
Georgie is angry, and she is not happy.
Georgie is angry, and she is not happy.
Too hard? Students draw a picture of Georgie and label with an adjective.
Too hard? Students draw a picture of Georgie and label with an adjective.
Too easy? Students write sentences using a personal pronoun. For example, ‘Georgie is angry. She is not happy.’
Too easy? Students write sentences using a personal pronoun. For example, ‘Georgie is angry. She is not happy.’
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