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Learning Intention: Students are learning to make connections with character actions in a text and write compound sentences to combine related ideas.
Learning Intention: Students are learning to make connections with character actions in a text and write compound sentences to combine related ideas.
Success Criteria:
Success Criteria:
Students can:
Students can:
understand and describe a character by how they look, what they say and do and what they think
understand and describe a character by how they look, what they say and do and what they think
identify visual cues to understand a character’s actions and feelings
identify visual cues to understand a character’s actions and feelings
use background knowledge to identify connections to a text and with peers
use background knowledge to identify connections to a text and with peers
write a compound sentence using a coordinating conjunction
write a compound sentence using a coordinating conjunction
understand how actions can make others feel included and valued.
understand how actions can make others feel included and valued.
Display and read the double-page spread from The Invisible Boy that begins with ‘The next day, when Justin ...’ In pairs, students discuss the importance of Brian’s action in giving Justin a note and how it made Justin feel. Ask:
Display and read the double-page spread from The Invisible Boy that begins with ‘The next day, when Justin ...’ In pairs, students discuss the importance of Brian’s action in giving Justin a note and how it made Justin feel. Ask:
Why do you think Brian gave Justin a note?
Why do you think Brian gave Justin a note?
How do you think Justin felt when he received the note?
How do you think Justin felt when he received the note?
As a class, recount events from the text where Brian felt left out and sad.
As a class, recount events from the text where Brian felt left out and sad.
For example, J.T. not selecting Brian to be on his team, Madison talking about her birthday party and not inviting him.
For example, J.T. not selecting Brian to be on his team, Madison talking about her birthday party and not inviting him.
Students turn and talk to discuss what they could write on a note to Brian to make him feel valued. Encourage students to use examples from the text to support their ideas.
Students turn and talk to discuss what they could write on a note to Brian to make him feel valued. Encourage students to use examples from the text to support their ideas.
Select students to share their ideas. For example, Brian is kind, Brian helps his friends, Brian smiles
Select students to share their ideas. For example, Brian is kind, Brian helps his friends, Brian smiles
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Jointly construct a note to Brian using a compound sentence and the coordinating conjunction ‘and’.
Jointly construct a note to Brian using a compound sentence and the coordinating conjunction ‘and’.
For example, ‘Brian is kind and he helps his friends.’
For example, ‘Brian is kind and he helps his friends.’
Select students to underline the 2 independent clauses and circle the conjunction ‘and’. Highlight the capital letter for the proper noun ‘Brian’ and the use of the personal pronoun ‘he’.
Select students to underline the 2 independent clauses and circle the conjunction ‘and’. Highlight the capital letter for the proper noun ‘Brian’ and the use of the personal pronoun ‘he’.
Discuss the diversity of students in the class and how everyone should feel included and valued. Explain that students will write a note to one of their peers to make them feel valued.
Discuss the diversity of students in the class and how everyone should feel included and valued. Explain that students will write a note to one of their peers to make them feel valued.
Assign each student with a partner and ask them to discuss what makes each other special.
Assign each student with a partner and ask them to discuss what makes each other special.
Provide students with a sticky note. Students write a note to their assigned partner. Prompt students to join 2 related ideas using the coordinating conjunction ‘and’ to form a compound sentence.
Provide students with a sticky note. Students write a note to their assigned partner. Prompt students to join 2 related ideas using the coordinating conjunction ‘and’ to form a compound sentence.
Scaffold: students write 2 simple sentences about their partner.
Scaffold: students write 2 simple sentences about their partner.
Extend: students include additional details in their sentence. For example, ‘Brian is kind and he helps his friends.’
Extend: students include additional details in their sentence. For example, ‘Brian is kind and he helps his friends.’
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