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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.
A perspective is a way that a person sees and thinks about the world.
A perspective is a way that a person sees and thinks about the world.
Authors can share their perspective when they create a text.
Authors can share their perspective when they create a text.
A reader’s perspective influences how they understand a text.
A reader’s perspective influences how they understand a text.
Re-read Puffling. Prompt students to consider the author’s perspective on growing up by asking guiding questions. For example:
Re-read Puffling. Prompt students to consider the author’s perspective on growing up by asking guiding questions. For example:
What message do you think the author is trying to share with readers?
What message do you think the author is trying to share with readers?
Why do you think the author chose to use the words ‘strong enough’, ‘tall enough’ and ‘brave enough’?
Why do you think the author chose to use the words ‘strong enough’, ‘tall enough’ and ‘brave enough’?
Readers can form opinions by thinking about what they like or dislike about a text. Expressing these opinions is one way of sharing perspective.
Readers can form opinions by thinking about what they like or dislike about a text. Expressing these opinions is one way of sharing perspective.
Model indicating with a thumbs up or thumbs down if this is something you ‘like’ or ‘dislike’ about the text. Use think-alouds to explain your reasoning.
Model indicating with a thumbs up or thumbs down if this is something you ‘like’ or ‘dislike’ about the text. Use think-alouds to explain your reasoning.
For example, ‘I am giving a thumbs up because I agree that Puffling is an imaginative text. The author describes a place where “night never truly falls”. I enjoy stories that make me imagine a different world.’
For example, ‘I am giving a thumbs up because I agree that Puffling is an imaginative text. The author describes a place where “night never truly falls”. I enjoy stories that make me imagine a different world.’
As a class, discuss:
As a class, discuss:
Did you indicate more ‘likes’ or ‘dislikes’ about the text?
Did you indicate more ‘likes’ or ‘dislikes’ about the text?
What might this show about how you feel about the text?
What might this show about how you feel about the text?
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Explain that students will write 2 related ideas to share their opinion about Puffling. Students will record a ‘like’ or ‘dislike’ to justify their response.
Explain that students will write 2 related ideas to share their opinion about Puffling. Students will record a ‘like’ or ‘dislike’ to justify their response.
Orally share an opinion about the text.
Orally share an opinion about the text.
For example, ‘I like the characters in the text. Puffling is funny and cheeky because he waggles his bottom at the scary gulls.’
For example, ‘I like the characters in the text. Puffling is funny and cheeky because he waggles his bottom at the scary gulls.’
Model writing 2 related sentences using a personal pronoun to share an opinion about the text.
Model writing 2 related sentences using a personal pronoun to share an opinion about the text.
For example, ‘I like Puffling. He is cheeky.’
For example, ‘I like Puffling. He is cheeky.’
Select a student to underline the pronoun used and identify the noun it is referring to.
Select a student to underline the pronoun used and identify the noun it is referring to.
For example, ‘I’ is referring to the teacher.
For example, ‘I’ is referring to the teacher.
Students write 2 related sentences to express an opinion about the text using personal vocabulary and known grapheme–phoneme correspondences.
Students write 2 related sentences to express an opinion about the text using personal vocabulary and known grapheme–phoneme correspondences.
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