Embedded Files
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
Revise the words added to the adjectives word wall in Lesson 1 and discuss what students know about Georgie’s character. Ask questions to support students’ understanding of character, such as:
Revise the words added to the adjectives word wall in Lesson 1 and discuss what students know about Georgie’s character. Ask questions to support students’ understanding of character, such as:
Why does Georgie begin to say ‘No! Never!’ to her parents?
Why does Georgie begin to say ‘No! Never!’ to her parents?
Why did Georgie think she was clever?
Why did Georgie think she was clever?
Why did Georgie become sad?
Why did Georgie become sad?
Why did Georgie change her behaviour?
Why did Georgie change her behaviour?
Students share their opinions about why Georgie was acting in a certain way.
Students share their opinions about why Georgie was acting in a certain way.
Encourage students to reflect upon their own experiences of when they or a family member may have acted in a similar way and why.
Encourage students to reflect upon their own experiences of when they or a family member may have acted in a similar way and why.
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.
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.
Explain that people use their bodies to communicate how they are feeling; this is called non-verbal communication.
Explain that people use their bodies to communicate how they are feeling; this is called non-verbal communication.
Discuss how Georgie uses her body to communicate her emotions, for example, frowning, wide mouth, arms folded.
Discuss how Georgie uses her body to communicate her emotions, for example, frowning, wide mouth, arms folded.
Revise that words that identify actions in a sentence are called verbs.
Revise that words that identify actions in a sentence are called verbs.
Revisit images in the text displaying the different actions Georgie does. Ask students to identify the actions and record verbs onto a verb word wall. For example, drawing, stamps, frowns, shouting, smiling and hugs.
Revisit images in the text displaying the different actions Georgie does. Ask students to identify the actions and record verbs onto a verb word wall. For example, drawing, stamps, frowns, shouting, smiling and hugs.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Model writing sentences about Georgie’s actions using verbs from the word wall. For example:
Model writing sentences about Georgie’s actions using verbs from the word wall. For example:
Georgie is drawing in the hallway.
Georgie is drawing in the hallway.
Georgie stamps her feet.
Georgie stamps her feet.
Georgie frowned at her mum.
Georgie frowned at her mum.
Georgie is shouting at her dad.
Georgie is shouting at her dad.
Georgie is smiling and hugging her parents.
Georgie is smiling and hugging her parents.
Ask students to identify the nouns and verbs in the sentences.
Ask students to identify the nouns and verbs in the sentences.
Too easy? Students identify the verb phrases.
Too easy? Students identify the verb phrases.
Revisit the T-chart from activity 2. Discuss how Georgie’s character and actions changed from the beginning to the end of the text.
Revisit the T-chart from activity 2. Discuss how Georgie’s character and actions changed from the beginning to the end of the text.
Students fold a piece of A4 paper in half and draw an image to compare Georgie’s behaviour at the beginning and at the end of the text. Students write a sentence to match each image. For example, Beginning: Georgie stamps her feet and yells. End: Georgie hugs her mum and dad.
Students fold a piece of A4 paper in half and draw an image to compare Georgie’s behaviour at the beginning and at the end of the text. Students write a sentence to match each image. For example, Beginning: Georgie stamps her feet and yells. End: Georgie hugs her mum and dad.
Too hard? Students draw one picture of Georgie and write a sentence to match.
Too hard? Students draw one picture of Georgie and write a sentence to match.
Too easy? Students write a sentence with an adjective and a verb to match each illustration. For example, ‘Georgie stamps her foot if she is cranky’. ‘Georgie hugs her mum tightly’.
Too easy? Students write a sentence with an adjective and a verb to match each illustration. For example, ‘Georgie stamps her foot if she is cranky’. ‘Georgie hugs her mum tightly’.
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