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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 and read the double-page spread that begins with 'At lunch, Madison ...' to ‘... being laughed at or feeling invisible’. Explain that bulgogi is a Korean word that refers to Justin's meal. Discuss:
Display and read the double-page spread that begins with 'At lunch, Madison ...' to ‘... being laughed at or feeling invisible’. Explain that bulgogi is a Korean word that refers to Justin's meal. Discuss:
Why did the author choose to use the word bulgogi instead of barbeque beef?
Why did the author choose to use the word bulgogi instead of barbeque beef?
How does using the word bulgogi add to the story?
How does using the word bulgogi add to the story?
Discuss the languages students might speak or hear at home and school.
Discuss the languages students might speak or hear at home and school.
Revise how readers make connections between texts, themselves and the world. Model describing a connection to a character in the text.
Revise how readers make connections between texts, themselves and the world. Model describing a connection to a character in the text.
For example, ‘Justin enjoys eating the Korean food bulgogi, a special food from his culture. This reminds me of how my family makes pastitsio which is a traditional Greek dish. Pastitsio is a meal my family enjoys together. When I eat it, I feel connected to my culture and my family’s traditions.’
For example, ‘Justin enjoys eating the Korean food bulgogi, a special food from his culture. This reminds me of how my family makes pastitsio which is a traditional Greek dish. Pastitsio is a meal my family enjoys together. When I eat it, I feel connected to my culture and my family’s traditions.’
Brainstorm other connections students can make with the characters or events in the text.
Brainstorm other connections students can make with the characters or events in the text.
For example, playing on a team, starting a new school, drawing pictures.
For example, playing on a team, starting a new school, drawing pictures.
In pairs, students describe a connection that they made with the characters or events in the text.
In pairs, students describe a connection that they made with the characters or events in the text.
As a class, discuss:
As a class, discuss:
How do these connections help us to understand characters and texts?
How do these connections help us to understand characters and texts?
For example, ‘We can understand characters' feelings and actions in texts by connecting them to our own experiences of things we have seen or felt before.’
For example, ‘We can understand characters' feelings and actions in texts by connecting them to our own experiences of things we have seen or felt before.’
Activity: Explain that students will share activities they enjoy, foods they like to eat, and languages they speak or hear at home. They will record their ideas on Resource 2 – body outline.
Activity: Explain that students will share activities they enjoy, foods they like to eat, and languages they speak or hear at home. They will record their ideas on Resource 2 – body outline.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Model drawing and labelling ideas on the body outline using think-alouds.
Model drawing and labelling ideas on the body outline using think-alouds.
For example, ‘I am drawing pastitsio near my stomach because it is my favourite food. I am drawing a soccer ball near my foot because I love to play soccer. I am writing Yia sas near my mouth because it means ‘hello’ in Greek. My family speaks Greek.
For example, ‘I am drawing pastitsio near my stomach because it is my favourite food. I am drawing a soccer ball near my foot because I love to play soccer. I am writing Yia sas near my mouth because it means ‘hello’ in Greek. My family speaks Greek.
Students draw and/or label the activities they enjoy, foods they like to eat, and languages they speak or hear on Resource 2 – body outline.
Students draw and/or label the activities they enjoy, foods they like to eat, and languages they speak or hear on Resource 2 – body outline.
In small groups, students share their body outlines and discuss connections they make with their peers.
In small groups, students share their body outlines and discuss connections they make with their peers.
As a class, discuss:
As a class, discuss:
What connections did you make with your peers?
What connections did you make with your peers?
What differences did you notice?
What differences did you notice?
Discuss how both connections and differences with peers can be celebrated to help everyone feel included and valued. Ask students how they can learn from Justin and Brian to make sure everyone in their class feels included and valued.
Discuss how both connections and differences with peers can be celebrated to help everyone feel included and valued. Ask students how they can learn from Justin and Brian to make sure everyone in their class feels included and valued.
Create a class display of the body outlines to celebrate diversity in the class and support student writing in Lesson 9.
Create a class display of the body outlines to celebrate diversity in the class and support student writing in Lesson 9.
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