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Learning Intention: Students are learning to connect with character actions in a text and write compound sentences to combine related ideas.
Learning Intention: Students are learning to connect 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 the front cover of The Invisible Boy by Trudy Ludwig and illustrated by Patrice Barton and read the title.
Display the front cover of The Invisible Boy by Trudy Ludwig and illustrated by Patrice Barton and read the title.
Students make predictions about the character on the front cover and what might happen in the text. Encourage students to provide reasons for their predictions using background knowledge. Ask guiding questions, for example:
Students make predictions about the character on the front cover and what might happen in the text. Encourage students to provide reasons for their predictions using background knowledge. Ask guiding questions, for example:
What do you think the word 'invisible' means? Why might the boy feel invisible?
What do you think the word 'invisible' means? Why might the boy feel invisible?
Does the boy look happy, sad or something else? What makes you think that?
Does the boy look happy, sad or something else? What makes you think that?
Have you ever felt left out or like no one noticed you? How did that make you feel?
Have you ever felt left out or like no one noticed you? How did that make you feel?
Read The Invisible Boy. While reading, discuss the language the author has used to describe the characters and their actions. For example:
Read The Invisible Boy. While reading, discuss the language the author has used to describe the characters and their actions. For example:
Why do you think the author uses the adjective ‘invisible’ to describe Brian?
Why do you think the author uses the adjective ‘invisible’ to describe Brian?
What do Brian’s classmates say and do to make him feel invisible?
What do Brian’s classmates say and do to make him feel invisible?
What other adjectives could the author have used to describe Brian?
What other adjectives could the author have used to describe Brian?
Revise the textual concept ‘character’ and how characters in texts are represented by how they look, and what they say, do and think.
Revise the textual concept ‘character’ and how characters in texts are represented by how they look, and what they say, do and think.
Brainstorm action verbs related to Brian in the text.
Brainstorm action verbs related to Brian in the text.
For example, hopes, draws, smiles. Record on an anchor chart.
For example, hopes, draws, smiles. Record on an anchor chart.
Activity: Explain that students will work in groups to engage in dramatic play about one of Brian’s actions in the text. Encourage students to use the anchor chart from activity 5 to support their representation of Brian.
Activity: Explain that students will work in groups to engage in dramatic play about one of Brian’s actions in the text. Encourage students to use the anchor chart from activity 5 to support their representation of Brian.
In small groups, students perform a chosen character action from the text using verbal and nonverbal language (facial expressions, body language). For example, Brian sitting alone and feeling invisible, Brian smiling and drawing when Justin includes him.
In small groups, students perform a chosen character action from the text using verbal and nonverbal language (facial expressions, body language). For example, Brian sitting alone and feeling invisible, Brian smiling and drawing when Justin includes him.
As a class, discuss:
As a class, discuss:
What did you enjoy most about performing the dramatic play?
What did you enjoy most about performing the dramatic play?
How did you show the character’s actions and feelings?
How did you show the character’s actions and feelings?
Model writing a compound sentence using the coordinating conjunction ‘and’ about one of the Brian’s actions in the text. For example, ‘Brian drew a picture and he smiled.’ Use think-alouds to demonstrate using a capital letter for a proper noun. Underline the 2 independent clauses and circle the conjunction ‘and’.
Model writing a compound sentence using the coordinating conjunction ‘and’ about one of the Brian’s actions in the text. For example, ‘Brian drew a picture and he smiled.’ Use think-alouds to demonstrate using a capital letter for a proper noun. Underline the 2 independent clauses and circle the conjunction ‘and’.
In pairs, students orally share a compound sentence about Brian's actions.
In pairs, students orally share a compound sentence about Brian's actions.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Students independently write a compound sentence about one of the Brian’s actions in the text. Encourage students to use a capital letter for the proper noun ‘Brian’.
Students independently write a compound sentence about one of the Brian’s actions in the text. Encourage students to use a capital letter for the proper noun ‘Brian’.
Scaffold: students write a simple sentence about one of Brian’s actions in the text.
Scaffold: students write a simple sentence about one of Brian’s actions in the text.
Extend: students use additional details in their sentence such as an adjective. For example, ‘Brian drew a colourful picture and he smiled.’
Extend: students use additional details in their sentence such as an adjective. For example, ‘Brian drew a colourful picture and he smiled.’
In pairs, students share their sentence and identify the verbs that show Brian’s actions.
In pairs, students share their sentence and identify the verbs that show Brian’s actions.
As a class, discuss how adjectives and verbs support characterisation in texts and help tell a story.
As a class, discuss how adjectives and verbs support characterisation in texts and help tell a story.
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