Embedded Files
Learning Intention:
Learning Intention:
Students are learning to explore features of a narrative.
Students are learning to explore features of a narrative.
Success Criteria:
Success Criteria:
Students can:
Students can:
retell key events in stories
retell key events in stories
identify events from the beginning, middle and end of a narrative
identify events from the beginning, middle and end of a narrative
experiment with features of a narrative
experiment with features of a narrative
use imaginative language when engaging in structured activities
use imaginative language when engaging in structured activities
sequence events to create a story map.
sequence events to create a story map.
Read the title of the text. Explain that a title is made of words that tell the reader what the story will be about. Ask:
What is a bear?
What does it mean to go on a hunt?
Display We’re Going on a Bear Hunt.
Display We’re Going on a Bear Hunt.
Use think-alouds to orientate students to the text, identifying the front cover, back cover, title, blurb and author.
Use think-alouds to orientate students to the text, identifying the front cover, back cover, title, blurb and author.
Explain that the word ‘bear’ and ‘hunt’ convey meaning. Re-read the title and ask students what they think the groups of words ‘we’re going on a bear hunt’ mean.
Explain that the word ‘bear’ and ‘hunt’ convey meaning. Re-read the title and ask students what they think the groups of words ‘we’re going on a bear hunt’ mean.
For example, people going to look for a bear. Reinforce that words and groups of words help the reader understand the meaning of the story.
For example, people going to look for a bear. Reinforce that words and groups of words help the reader understand the meaning of the story.
Read We’re Going on a Bear Hunt. After reading, model responding to questions about the text using simple sentences. For example:
Read We’re Going on a Bear Hunt. After reading, model responding to questions about the text using simple sentences. For example:
What did the family go on a hunt for? The family went on a bear hunt.
What did the family go on a hunt for? The family went on a bear hunt.
Pose questions about the text. Prompt students to respond using simple sentences. For example:
Pose questions about the text. Prompt students to respond using simple sentences. For example:
What places did the family visit?
What places did the family visit?
How do you think the characters felt going into the deep, dark cave?
How do you think the characters felt going into the deep, dark cave?
What did the family do when they saw the bear?
What did the family do when they saw the bear?
Why do you think the family did not want to go on another bear hunt?
Why do you think the family did not want to go on another bear hunt?
Highlight how an exclamation mark is used to punctuate the group of words on each card. Explain that an exclamation mark is used when the writer wants to show strong feelings about a person or event (Winch 2013).
Highlight how an exclamation mark is used to punctuate the group of words on each card. Explain that an exclamation mark is used when the writer wants to show strong feelings about a person or event (Winch 2013).
Activity: Model reading the words with emphasis to demonstrate how the exclamation mark impacts meaning. Students practise forming letters using their write and swipes.
Activity: Model reading the words with emphasis to demonstrate how the exclamation mark impacts meaning. Students practise forming letters using their write and swipes.
Discuss how Michael Rosen used actions to retell the story.
Prepositions tell us where something is positioned in a sentence.
Prepositions tell us where something is positioned in a sentence.
through
through
over
over
under
under
Explain that students will use actions to retell We’re Going on a Bear Hunt.
Explain that students will use actions to retell We’re Going on a Bear Hunt.
Begin retelling the story by using an action to represent the actions from ‘We’re going on a Bear Hunt’. For example, marching on the spot. While retelling the story, visit each card and complete the actions
Begin retelling the story by using an action to represent the actions from ‘We’re going on a Bear Hunt’. For example, marching on the spot. While retelling the story, visit each card and complete the actions
Reread the story, this time with actions.
Reread the story, this time with actions.
In pairs, students turn and talk to engage in a conversation about their favourite part of the story and why. Select students to share their thinking with the class.
In pairs, students turn and talk to engage in a conversation about their favourite part of the story and why. Select students to share their thinking with the class.
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