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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.
Introduce The Terrible Suitcase by Emma Allen and illustrated by Freya Blackwood. Read the title and view the cover illustrations.
Read The Terrible Suitcase. While reading, ask questions to help students build a mental model of the text using known vocabulary and background knowledge. Students turn and talk to discuss each question. For example:
Read The Terrible Suitcase. While reading, ask questions to help students build a mental model of the text using known vocabulary and background knowledge. Students turn and talk to discuss each question. For example:
What words did the author use to describe how the girl was feeling about her new suitcase?
What words did the author use to describe how the girl was feeling about her new suitcase?
What does it mean when the girl ‘launched’ her modelling clay?
What does it mean when the girl ‘launched’ her modelling clay?
Why does the girl dislike her suitcase?
Why does the girl dislike her suitcase?
How do you know the girl started to like her suitcase?
How do you know the girl started to like her suitcase?
How did the girl feel about her suitcase in the end?
How did the girl feel about her suitcase in the end?
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.
Brainstorm different reasons why readers might like or dislike a text.
Brainstorm different reasons why readers might like or dislike a text.
For example, they could like or dislike a character’s actions, illustrations or visuals, real or imagined settings or an author’s use of language.
For example, they could like or dislike a character’s actions, illustrations or visuals, real or imagined settings or an author’s use of language.
Model sharing a ‘like’ and/or a ‘dislike’ about The Terrible Suitcase.
Model sharing a ‘like’ and/or a ‘dislike’ about The Terrible Suitcase.
For example, ‘I like how the girl uses her suitcase as a toolkit when she plays rockets with her friends. I like how she uses her imagination and forgets about being upset.’
For example, ‘I like how the girl uses her suitcase as a toolkit when she plays rockets with her friends. I like how she uses her imagination and forgets about being upset.’
Students turn and talk to share a ‘like’ and/or a ‘dislike’ about the text. Select students to share their thinking.
Students turn and talk to share a ‘like’ and/or a ‘dislike’ about the text. Select students to share their thinking.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Model drawing one ‘like’ or ‘dislike’ on a sticky note. Use think-alouds to describe details.
Model drawing one ‘like’ or ‘dislike’ on a sticky note. Use think-alouds to describe details.
For example, ‘I am drawing the moment when the girl and Millie use the suitcase as a toolkit while playing in the rocket. First, I’ll draw a rocket with a suitcase filled with spacefood. Then I will draw some buttons inside the suitcase to make it look like a real toolkit. Next, I will draw Millie and the girl with big smiles and wide eyes to show how much fun they are having in their imaginary world.’
For example, ‘I am drawing the moment when the girl and Millie use the suitcase as a toolkit while playing in the rocket. First, I’ll draw a rocket with a suitcase filled with spacefood. Then I will draw some buttons inside the suitcase to make it look like a real toolkit. Next, I will draw Millie and the girl with big smiles and wide eyes to show how much fun they are having in their imaginary world.’
Provide students with a sticky note. Students draw one ‘like’ or ‘dislike’ on their sticky note.
Provide students with a sticky note. Students draw one ‘like’ or ‘dislike’ on their sticky note.
Seat students in a circle. Model sharing the like or dislike created in activity 7. Use the connective ‘because’ to provide a reason why this is a ‘like’ or ‘dislike’.
Seat students in a circle. Model sharing the like or dislike created in activity 7. Use the connective ‘because’ to provide a reason why this is a ‘like’ or ‘dislike’.
For example, ‘I like when the girl comes up with the idea to use the suitcase in the rocket to help cheer Millie up. Their imaginary play helps both Millie and the girl feel better. I like this part of the story because it shows that playing together can help us make friends and feel happy.’
For example, ‘I like when the girl comes up with the idea to use the suitcase in the rocket to help cheer Millie up. Their imaginary play helps both Millie and the girl feel better. I like this part of the story because it shows that playing together can help us make friends and feel happy.’
Revise how opinions about texts (perspective) can be similar and different.
Revise how opinions about texts (perspective) can be similar and different.
Ask students if anyone has a similar ‘like’ or ‘dislike’ to the one shared in activity 9. Select students to share their connected idea. Prompt students to use the sentence stem ‘I also liked or disliked ...’ to connect their opinion. For example, ‘I also liked it when the children played in the rocket. I liked it because they used their imagination.’ Students place their sticky note on top of the connected idea.
Ask students if anyone has a similar ‘like’ or ‘dislike’ to the one shared in activity 9. Select students to share their connected idea. Prompt students to use the sentence stem ‘I also liked or disliked ...’ to connect their opinion. For example, ‘I also liked it when the children played in the rocket. I liked it because they used their imagination.’ Students place their sticky note on top of the connected idea.
Students continue to share their likes and dislikes using the sentence stem to connect to their ideas. Students place their sticky note on top of the connected idea or start another pile for a new idea.
Students continue to share their likes and dislikes using the sentence stem to connect to their ideas. Students place their sticky note on top of the connected idea or start another pile for a new idea.
Revisit the sticky notes. Ask guiding questions to compare opinions about the characters and text. For example:
Revisit the sticky notes. Ask guiding questions to compare opinions about the characters and text. For example:
Which parts of the story were liked or disliked the most? Why do you think those moments stood out?
Which parts of the story were liked or disliked the most? Why do you think those moments stood out?
Did your opinion change after hearing someone else’s idea? What made you think differently?
Did your opinion change after hearing someone else’s idea? What made you think differently?
If the girl had received a backpack instead of a suitcase, do you think your opinions about the story would be different? Why?
If the girl had received a backpack instead of a suitcase, do you think your opinions about the story would be different? Why?
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