Embedded Files
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.
Revisit the double-page spread that begins with ‘When mum came in to turn off the light ...’ Revise how the girl described her suitcase as ‘terribly magnificent’ at the end of the text.
Revisit the double-page spread that begins with ‘When mum came in to turn off the light ...’ Revise how the girl described her suitcase as ‘terribly magnificent’ at the end of the text.
Note: if required, provide a student-friendly definition of the word ‘magnificent’.
Note: if required, provide a student-friendly definition of the word ‘magnificent’.
As a class, discuss:
As a class, discuss:
How did the girl feel at the start of the story when she described her suitcase as ‘terrible’?
How did the girl feel at the start of the story when she described her suitcase as ‘terrible’?
For example, she felt disappointed that she did not get the red backpack she wanted, jealous that Howard got the backpack she wanted.
For example, she felt disappointed that she did not get the red backpack she wanted, jealous that Howard got the backpack she wanted.
Why did the girl's feelings toward her suitcase change at the end of the text?
Why did the girl's feelings toward her suitcase change at the end of the text?
For example, her suitcase is fun to play with, she uses her imagination to play with her friends.
For example, her suitcase is fun to play with, she uses her imagination to play with her friends.
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.
The author, Emma Allen, uses language and illustrations to show how something ordinary can change into something special through creativity and imagination. For example:
The author, Emma Allen, uses language and illustrations to show how something ordinary can change into something special through creativity and imagination. For example:
Language – ‘Millie and I were making lots of crashing noises when Ruby peeked into my rocket.’
Language – ‘Millie and I were making lots of crashing noises when Ruby peeked into my rocket.’
This shows that the suitcase is no longer just an ordinary object, but it has become a part of an imaginative adventure.
This shows that the suitcase is no longer just an ordinary object, but it has become a part of an imaginative adventure.
Illustrations – at the beginning of the story, the suitcase is dull and ordinary compared to the other children’s backpacks. As the story progresses, the suitcase ‘glows’ which reinforces how the girl’s feelings toward it have changed.
Illustrations – at the beginning of the story, the suitcase is dull and ordinary compared to the other children’s backpacks. As the story progresses, the suitcase ‘glows’ which reinforces how the girl’s feelings toward it have changed.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Explain that students will innovate from the text to create their own ‘terribly magnificent’ school bag. Students will share what makes their school bags ‘terribly magnificent’ with their peers.
Explain that students will innovate from the text to create their own ‘terribly magnificent’ school bag. Students will share what makes their school bags ‘terribly magnificent’ with their peers.
Model drawing a school bag that is ‘terribly magnificent’. Use think-alouds to describe details of the bag. For example, ‘My bag is special and important. I am colouring my bag gold because gold reminds me of treasure. I am adding sparkly stars on the handle. This makes my bag look magical.’
Model drawing a school bag that is ‘terribly magnificent’. Use think-alouds to describe details of the bag. For example, ‘My bag is special and important. I am colouring my bag gold because gold reminds me of treasure. I am adding sparkly stars on the handle. This makes my bag look magical.’
Students draw their ‘terribly magnificent’ school bag. While drawing, prompt students to engage in group conversations to describe details of their drawing.
Students draw their ‘terribly magnificent’ school bag. While drawing, prompt students to engage in group conversations to describe details of their drawing.
Revise how the author uses the word ‘magnificent’ to describe the girl's suitcase from activity 1. As a class, brainstorm and record other Tier 1 or 2 adjectives that could be used to describe student's drawings. For example, golden, special, sparkly, magic.
Revise how the author uses the word ‘magnificent’ to describe the girl's suitcase from activity 1. As a class, brainstorm and record other Tier 1 or 2 adjectives that could be used to describe student's drawings. For example, golden, special, sparkly, magic.
Model labelling the drawing from activity 5 using the recorded adjectives and grapheme–phoneme correspondences.
Model labelling the drawing from activity 5 using the recorded adjectives and grapheme–phoneme correspondences.
Students label their drawing using the recorded adjectives, personal vocabulary and known grapheme–phoneme correspondences.
Students label their drawing using the recorded adjectives, personal vocabulary and known grapheme–phoneme correspondences.
My terribly magnificent school bag is _______________ because ...
My terribly magnificent school bag is _______________ because ...
Page updated
Report abuse