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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.
Georgie frowns. She shakes her head.
Georgie frowns. She shakes her head.
In pairs, students identify the subject and verb in each clause. For example, ‘Georgie (subject) frowns (verb). She (subject) shakes (verb) her head (object).’ Students share responses and highlight how each of the clauses makes sense on their own.
In pairs, students identify the subject and verb in each clause. For example, ‘Georgie (subject) frowns (verb). She (subject) shakes (verb) her head (object).’ Students share responses and highlight how each of the clauses makes sense on their own.
Introduce compound sentences. Explain that 2 independent clauses (sentences with a subject and a verb that make sense on their own) can be joined by a coordinating conjunction such as ‘and’, ‘but’, ‘so’ and ‘or’ to form a compound sentence.
Introduce compound sentences. Explain that 2 independent clauses (sentences with a subject and a verb that make sense on their own) can be joined by a coordinating conjunction such as ‘and’, ‘but’, ‘so’ and ‘or’ to form a compound sentence.
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).
Explain that authors write compound sentences using the coordinating conjunction ‘and’ to combine 2 ideas of equal importance.
Explain that authors write compound sentences using the coordinating conjunction ‘and’ to combine 2 ideas of equal importance.
Model how 2 independent clauses can be joined together using the coordinating conjunction ‘and’ to form a compound sentence. For example, ‘Georgie frowns and she shakes her head.’ Highlight that the second clause gives similar information that is of equal importance.
Model how 2 independent clauses can be joined together using the coordinating conjunction ‘and’ to form a compound sentence. For example, ‘Georgie frowns and she shakes her head.’ Highlight that the second clause gives similar information that is of equal importance.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
In pairs, students use individual whiteboards to combine the 2 independent clauses using the conjunction ‘and.’
In pairs, students use individual whiteboards to combine the 2 independent clauses using the conjunction ‘and.’
For example, ‘Georgie stomps her feet and she yells.’
For example, ‘Georgie stomps her feet and she yells.’
Ask students to underline each independent clause and circle the coordinating conjunction. Remind students that ‘Georgie’ is a proper noun and begins with a capital letter.
Ask students to underline each independent clause and circle the coordinating conjunction. Remind students that ‘Georgie’ is a proper noun and begins with a capital letter.
Explain that students will combine their 2 related sentences from Lesson 3 to form a compound sentence using the coordinating conjunction ‘and’.
Explain that students will combine their 2 related sentences from Lesson 3 to form a compound sentence using the coordinating conjunction ‘and’.
Scaffold: students write 2 simple sentences and orally use the coordinating conjunction ‘and’ to form a compound sentence.
Scaffold: students write 2 simple sentences and orally use the coordinating conjunction ‘and’ to form a compound sentence.
Students use their 2 related sentences from Lesson 3 to write a compound sentence using known grapheme–phoneme correspondences. While writing, check for student understanding.
Students use their 2 related sentences from Lesson 3 to write a compound sentence using known grapheme–phoneme correspondences. While writing, check for student understanding.
Students review their writing to underline the independent clauses and circle the coordinating conjunction.
Students review their writing to underline the independent clauses and circle the coordinating conjunction.
Select students to share their writing with the class.
Select students to share their writing with the class.
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