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.
'We’re going on a groundskeeper hunt...'
'We’re going on a groundskeeper hunt...'
Write the sentence, ‘We’re going on a groundskeeper hunt’ on the board. Discuss each word and encourage students to predict what it may say. Compare words with those on the cover of We're Going on a Bear Hunt. Encourage students to predict what the second last word may say.
Write the sentence, ‘We’re going on a groundskeeper hunt’ on the board. Discuss each word and encourage students to predict what it may say. Compare words with those on the cover of We're Going on a Bear Hunt. Encourage students to predict what the second last word may say.
Co-construct a list of the different areas around the school that the class can move through whilst searching for the groundskeeper. The class moves around the school with the chant of, ‘We're going on a groundskeeper hunt...’
Co-construct a list of the different areas around the school that the class can move through whilst searching for the groundskeeper. The class moves around the school with the chant of, ‘We're going on a groundskeeper hunt...’
Stop at each area from your list and recall the lines of the book, ‘We can't go over it, we can't go under. Oh no!’ When close to the groundskeeper's shed, tiptoe quietly before discovery and then move back through the areas of the school to the classroom.
Stop at each area from your list and recall the lines of the book, ‘We can't go over it, we can't go under. Oh no!’ When close to the groundskeeper's shed, tiptoe quietly before discovery and then move back through the areas of the school to the classroom.
Draw, Talk, Share, Write
Draw, Talk, Share, Write
Model drawing what students will see when visiting the location. Use think-alouds to describe details.
Model drawing what students will see when visiting the location. Use think-alouds to describe details.
For example, in the playground, I will see green grass and play equipment.
For example, in the playground, I will see green grass and play equipment.
The author used wordplay to describe actions at each location in We’re Going on a Bear Hunt.
The author used wordplay to describe actions at each location in We’re Going on a Bear Hunt.
For example, ‘stumble trip!’, ‘swishy swashy!’
For example, ‘stumble trip!’, ‘swishy swashy!’
Brainstorm words to describe actions at the playground.
Brainstorm words to describe actions at the playground.
For example, ‘whoosh whoosh!’ describes the action of going down the slide; ‘bounce, bounce swish!’ describes the action of shooting a ball through a hoop.
For example, ‘whoosh whoosh!’ describes the action of going down the slide; ‘bounce, bounce swish!’ describes the action of shooting a ball through a hoop.
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