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Learning Intention: Students are learning to use background knowledge to form opinions about characters and texts.
Learning Intention: Students are learning to use background knowledge to form opinions about characters and texts.
Success Criteria:
Success Criteria:
Students can:
Students can:
use known vocabulary and background knowledge to build a mental model
use known vocabulary and background knowledge to build a mental model
write 2 related sentences to express an opinion about a text
write 2 related sentences to express an opinion about a text
use their background knowledge to identify why a character acts a certain way
use their background knowledge to identify why a character acts a certain way
identify and compare likes and dislikes about a text
identify and compare likes and dislikes about a text
provide reasons for why a character acts a certain way.
provide reasons for why a character acts a certain way.
Watch the video Puffin Sounds & Facts for Kids (3:34) to build students background knowledge of puffins. After viewing, prompt students to recount relevant ideas from the video using guiding questions. For example:
Watch the video Puffin Sounds & Facts for Kids (3:34) to build students background knowledge of puffins. After viewing, prompt students to recount relevant ideas from the video using guiding questions. For example:
What type of animal is a puffin?
What type of animal is a puffin?
Where do puffins live?
Where do puffins live?
What do puffins eat?
What do puffins eat?
What do puffins like to do?
What do puffins like to do?
Display Puffling by Margaret Wild and illustrated by Julie Vivas. View the illustrations on the front and back cover and read the title. Explain that a puffling is a baby puffin.
Display Puffling by Margaret Wild and illustrated by Julie Vivas. View the illustrations on the front and back cover and read the title. Explain that a puffling is a baby puffin.
Model using a word or words from Resource 2 – vocabulary to predict the content of the text Puffling.
Model using a word or words from Resource 2 – vocabulary to predict the content of the text Puffling.
Use think-alouds to connect background knowledge from the video in activity 1 to justify the response.
Use think-alouds to connect background knowledge from the video in activity 1 to justify the response.
For example, ‘I am reading the word “fish”. I think the puffins in the story will eat fish because I learned from the video that puffins like to eat fish.’
For example, ‘I am reading the word “fish”. I think the puffins in the story will eat fish because I learned from the video that puffins like to eat fish.’
In small groups, provide students with a copy of Resource 2 – vocabulary. Students take turns making predictions using words from the text and their background knowledge to justify their responses. Groups take turns to share their predictions with the class.
Read the first double-page spread of Puffling that begins with ‘In summer, when the light is soft and night never truly falls, the egg hatched’ to ‘“Hello. Puffling!” said Big Stripy Beak and Long Black Feather.’ Ask questions to support students in developing a mental model of the content of the text. For example:
Read the first double-page spread of Puffling that begins with ‘In summer, when the light is soft and night never truly falls, the egg hatched’ to ‘“Hello. Puffling!” said Big Stripy Beak and Long Black Feather.’ Ask questions to support students in developing a mental model of the content of the text. For example:
What do you think is the relationship between Puffling, Big Stripy Beak and Long Black Feather?
What do you think is the relationship between Puffling, Big Stripy Beak and Long Black Feather?
What clues in the words and the illustrations help you know this?
What clues in the words and the illustrations help you know this?
For example, ‘The illustrations and words "Hello, Puffling!" suggest that they that they are parents welcoming their baby.’
For example, ‘The illustrations and words "Hello, Puffling!" suggest that they that they are parents welcoming their baby.’
What words show the reader how the author feels about Puffling’s world?
What words show the reader how the author feels about Puffling’s world?
For example, phrases like ‘In summer, when the light is soft and night never truly falls’ helps the reader imagine a bright and peaceful world. The word ‘hatched’ describes the action of something new and exciting that has happened. The phrase ‘Big Stripy Beak and Long Black Feather’ makes the characters sound important and protective.
For example, phrases like ‘In summer, when the light is soft and night never truly falls’ helps the reader imagine a bright and peaceful world. The word ‘hatched’ describes the action of something new and exciting that has happened. The phrase ‘Big Stripy Beak and Long Black Feather’ makes the characters sound important and protective.
How does the author create a feeling of love and warmth?
How does the author create a feeling of love and warmth?
For example, ‘The greeting "Hello, Puffling!" sounds warm and caring. It appears Big Stripy Beak and Long Black Feather have been waiting excitedly for Puffling to arrive.’
For example, ‘The greeting "Hello, Puffling!" sounds warm and caring. It appears Big Stripy Beak and Long Black Feather have been waiting excitedly for Puffling to arrive.’
Continue reading the text. During reading, support students in developing a mental model using vocabulary, descriptive phrases and discussion prompts that encourage students to make connections. Pause at significant moments to highlight how the author’s word choices shape a reader’s understanding of the text.
Continue reading the text. During reading, support students in developing a mental model using vocabulary, descriptive phrases and discussion prompts that encourage students to make connections. Pause at significant moments to highlight how the author’s word choices shape a reader’s understanding of the text.
After reading, discuss:
After reading, discuss:
Were your predictions correct? Why or why not?
Were your predictions correct? Why or why not?
How did looking at words and phrases from the text help you to predict what the text would be about?
How did looking at words and phrases from the text help you to predict what the text would be about?
What connections can you make between the video and the text Puffling?
What connections can you make between the video and the text Puffling?
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Think about what you learned from Puffling. Use your background knowledge and what you read to write about Puffling’s world.
Think about what you learned from Puffling. Use your background knowledge and what you read to write about Puffling’s world.
Write a short description of Puffling’s world using words from our vocabulary list. Describe what Puffling might see, hear, and do. Try to include how Puffling’s parents care for her and how the author helps you imagine her home.
Write a short description of Puffling’s world using words from our vocabulary list. Describe what Puffling might see, hear, and do. Try to include how Puffling’s parents care for her and how the author helps you imagine her home.
Where does Puffling live?
Where does Puffling live?
What might Puffling eat or play with?
What might Puffling eat or play with?
How do Big Stripy Beak and Long Black Feather show they love Puffling?
How do Big Stripy Beak and Long Black Feather show they love Puffling?
What words help you picture Puffling’s world in your mind?
What words help you picture Puffling’s world in your mind?
(Encourage students to use at least two vocabulary words and one descriptive phrase from the lesson.)
(Encourage students to use at least two vocabulary words and one descriptive phrase from the lesson.)
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