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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.
Select and display Tier 1 and Tier 2 words that describe Puffling’s character from Puffling. Include words that accurately describe Puffling’s character, along with one that does not. For example, curious, independent, excited, mean. Discuss and define any unfamiliar words.
Select and display Tier 1 and Tier 2 words that describe Puffling’s character from Puffling. Include words that accurately describe Puffling’s character, along with one that does not. For example, curious, independent, excited, mean. Discuss and define any unfamiliar words.
Model selecting a word that best describes the character of Puffling and use the connective ‘because’ to provide a reason evident in the text.
Model selecting a word that best describes the character of Puffling and use the connective ‘because’ to provide a reason evident in the text.
For example:
For example:
I think Puffling is curious to explore the world because he asks questions about leaving the burrow.
I think Puffling is curious to explore the world because he asks questions about leaving the burrow.
In small groups, students select a word that best describes Puffling and use the connective ‘because’ to provide a reason. Select students to share their responses.
In small groups, students select a word that best describes Puffling and use the connective ‘because’ to provide a reason. Select students to share their responses.
A ‘character’ is a person, animal or object created in an imaginative text. Characters show human features and are understood by how they look, what they say and do, and their thoughts and feelings.
A ‘character’ is a person, animal or object created in an imaginative text. Characters show human features and are understood by how they look, what they say and do, and their thoughts and feelings.
Display and read the double-page spread from Puffling that begins with ‘One evening Puffling asked ...’ Ask guiding questions to prompt students to recount ideas and connect background knowledge to understand Puffling and his actions in the text. For example:
Display and read the double-page spread from Puffling that begins with ‘One evening Puffling asked ...’ Ask guiding questions to prompt students to recount ideas and connect background knowledge to understand Puffling and his actions in the text. For example:
What is Puffling asking about?
What is Puffling asking about?
For example, he asks when he will leave the burrow.
For example, he asks when he will leave the burrow.
Why do you think Puffling is asking this question?
Why do you think Puffling is asking this question?
For example, he is curious about the world, he wants to feel independent.
For example, he is curious about the world, he wants to feel independent.
How do you think Puffling is feeling in this part of the story?
How do you think Puffling is feeling in this part of the story?
For example, curious and eager to leave the burrow, find friends and swim.
For example, curious and eager to leave the burrow, find friends and swim.
How do Puffling’s actions show that he is growing up?
How do Puffling’s actions show that he is growing up?
For example, by asking questions and showing interest in leaving the burrow, Puffling is preparing for independence, just like young birds who eventually leave the nest.
For example, by asking questions and showing interest in leaving the burrow, Puffling is preparing for independence, just like young birds who eventually leave the nest.
Has there been an activity that you have had to wait to do until you were strong, tall or brave enough?
Has there been an activity that you have had to wait to do until you were strong, tall or brave enough?
Ask students what activity they look forward to doing when they grow up.
Ask students what activity they look forward to doing when they grow up.
For example, driving a car. Select students to share their response and record on a word wall.
For example, driving a car. Select students to share their response and record on a word wall.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Model drawing one idea from the word wall. Use think-alouds to describe details. For example, ‘When I was younger, I could not wait to drive a car. I am drawing a red car, and I am in the driver's seat.’
Model drawing one idea from the word wall. Use think-alouds to describe details. For example, ‘When I was younger, I could not wait to drive a car. I am drawing a red car, and I am in the driver's seat.’
Students draw an activity they are looking forward to doing when they grow up. While drawing, prompt students to discuss details of their drawing using personal vocabulary in small groups.
Students draw an activity they are looking forward to doing when they grow up. While drawing, prompt students to discuss details of their drawing using personal vocabulary in small groups.
Note: students may select an idea from the word wall or draw their own.
Note: students may select an idea from the word wall or draw their own.
Display and revisit the page from the text that begins with ‘Puffling jumped up and down ...’ Ask the following questions to discuss the author’s use of an exclamation mark.
Display and revisit the page from the text that begins with ‘Puffling jumped up and down ...’ Ask the following questions to discuss the author’s use of an exclamation mark.
How does the exclamation mark help us understand how Puffling is feeling? For example, ‘Puffling is very excited and cannot wait to leave the burrow. It helps the reader hear his enthusiasm, as if he is shouting with excitement.’
How does the exclamation mark help us understand how Puffling is feeling? For example, ‘Puffling is very excited and cannot wait to leave the burrow. It helps the reader hear his enthusiasm, as if he is shouting with excitement.’
Why do you think the author chose to use an exclamation mark? For example, ‘The author wants to show that this is an important and exciting moment for Puffling.’
Why do you think the author chose to use an exclamation mark? For example, ‘The author wants to show that this is an important and exciting moment for Puffling.’
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