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Learning Intention: Students are learning to use their background knowledge and visual cues to understand how characters are represented in texts.
Learning Intention: Students are learning to use their background knowledge and visual cues to understand how characters are represented in texts.
Success Criteria:
Success Criteria:
Students can:
Students can:
use verbs to identify character actions
use verbs to identify character actions
understand how adjectives describe characters
understand how adjectives describe characters
identify and use visual cues in a text
identify and use visual cues in a text
create texts with related ideas about a character
create texts with related ideas about a character
experiment with compound sentences
experiment with compound sentences
understand why characters act in certain ways.
understand why characters act in certain ways.
The cat sits on a mat.
The cat sits on a mat.
The sun shines.
The sun shines.
Ask students if the 2 sentences are connected or about the same topic. Discuss how these unrelated sentences do not link together or help to tell a story.
Ask students if the 2 sentences are connected or about the same topic. Discuss how these unrelated sentences do not link together or help to tell a story.
Authors use related (connected) sentences to make a text clear and meaningful.
Authors use related (connected) sentences to make a text clear and meaningful.
When sentences are connected and focus on the same topic, they help readers understand the story and its characters.
When sentences are connected and focus on the same topic, they help readers understand the story and its characters.
Georgie (subject) frowns (verb). She (subject) shakes (verbs) her head (object).
Georgie (subject) frowns (verb). She (subject) shakes (verbs) her head (object).
Discuss how these sentences are related to Georgie’s actions and her refusal to do something. Highlight how the related sentences help the reader understand her character.
Discuss how these sentences are related to Georgie’s actions and her refusal to do something. Highlight how the related sentences help the reader understand her character.
Explain that each sentence is an independent clause and makes meaning by itself.
Explain that each sentence is an independent clause and makes meaning by itself.
An independent clause is a clause that makes sense by itself. Because they make sense by themselves, independent clauses can also be sentences (Winch 2013). To make complete sense, a clause must contain a subject and a verb (AERO 2023).
An independent clause is a clause that makes sense by itself. Because they make sense by themselves, independent clauses can also be sentences (Winch 2013). To make complete sense, a clause must contain a subject and a verb (AERO 2023).
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Display sentences with related ideas about Georgie. For example,
Display sentences with related ideas about Georgie. For example,
Georgie stomps her feet. She crosses her arms.
Georgie stomps her feet. She crosses her arms.
In pairs, students identify the subject and verb in each clause.
In pairs, students identify the subject and verb in each clause.
For example, ‘Georgie (subject) stomps (verb) her feet (object). She (subject) crosses (verbs) her arms (object).’
For example, ‘Georgie (subject) stomps (verb) her feet (object). She (subject) crosses (verbs) her arms (object).’
Share student responses and highlight how each of the clauses makes sense on its own.
Share student responses and highlight how each of the clauses makes sense on its own.
Explain that students will write 2 related sentences about Georgie’s actions in the text.
Explain that students will write 2 related sentences about Georgie’s actions in the text.
Model writing 2 related sentences about Georgie's actions in the text. Use a subject–verb and/or subject–verb–object structure, proper noun and personal pronouns.
Model writing 2 related sentences about Georgie's actions in the text. Use a subject–verb and/or subject–verb–object structure, proper noun and personal pronouns.
For example, ‘Georgie (subject) stomps (verb) her feet (object). She (subject) yells (verb).’
For example, ‘Georgie (subject) stomps (verb) her feet (object). She (subject) yells (verb).’
Use think-alouds to explain that the 2 sentences are related because they are both about Georgie and her actions.
Use think-alouds to explain that the 2 sentences are related because they are both about Georgie and her actions.
Select students to identify the subject (noun), verb, object (noun), proper noun and personal pronouns in the sentences. Highlight the use of a capital letter when writing proper nouns to start a sentence and a full stop to end the sentence.
Select students to identify the subject (noun), verb, object (noun), proper noun and personal pronouns in the sentences. Highlight the use of a capital letter when writing proper nouns to start a sentence and a full stop to end the sentence.
Students write 2 related sentences about Georgie’s actions using a proper noun and a personal pronoun. Remind students to use a capital letter when writing proper nouns and at the start of a sentence. Prompt students to use knowledge of grapheme–phoneme correspondences and the verb anchor chart from Lesson 1 to write.
Students write 2 related sentences about Georgie’s actions using a proper noun and a personal pronoun. Remind students to use a capital letter when writing proper nouns and at the start of a sentence. Prompt students to use knowledge of grapheme–phoneme correspondences and the verb anchor chart from Lesson 1 to write.
Scaffold: students write a simple sentence using a subject–verb–object sentence frame.
Scaffold: students write a simple sentence using a subject–verb–object sentence frame.
Extend: students include additional details in their sentence such as an adjective to describe a noun or a prepositional phrase. For example, ‘Cheeky Georgie stomps her feet.’
Extend: students include additional details in their sentence such as an adjective to describe a noun or a prepositional phrase. For example, ‘Cheeky Georgie stomps her feet.’
Students review and use different coloured pencils to underline the subject (noun) and verb in their sentences.
Students review and use different coloured pencils to underline the subject (noun) and verb in their sentences.
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