Embedded Files
Learning Intention:
Learning Intention:
We are learning to explore stories using actions and to retell stories using story maps and pictures.
We are learning to explore stories using actions and to retell stories using story maps and pictures.
Success Criteria:
Success Criteria:
Students can:
Students can:
- face the reader so you can see information in a book.
- retell stories, poems, songs, and rhymes (some parts as exact repetition and some in their own words).
- follow instructions (up to two parts spoken).
- recall important events in a text.
- use drawing to support writing.
Display an image of Alexander in a setting at your school. For example, the classroom. Explain that Alexander has decided to visit your school for his next outing. In beginning, Alexander is excited to visit school.
Explain that over the next 3 lessons students will innovate from Alexander’s Outing to create a story called ‘Alexander’s Outing at School’.
Explain that over the next 3 lessons students will innovate from Alexander’s Outing to create a story called ‘Alexander’s Outing at School’.
Model using imaginative language to describe what is happening in the beginning of the story. For example, Alexander is excited to visit school. His adventure begins in the classroom.
Model using imaginative language to describe what is happening in the beginning of the story. For example, Alexander is excited to visit school. His adventure begins in the classroom.
Revisit Alexander’s Outing and identify the problem that happened in the middle of the text. For example, Alexander fell down a hole.
Explain that narratives often include a problem that needs to be solved.
Explain that narratives often include a problem that needs to be solved.
As a class, identify problems Alexander could experience when visiting school. For example, Alexander drops his lunch in the bin and gets stuck trying to get it out. Select one problem to use for the middle of the story.
As a class, identify problems Alexander could experience when visiting school. For example, Alexander drops his lunch in the bin and gets stuck trying to get it out. Select one problem to use for the middle of the story.
Model drawing the problem selected in activity 6 in the middle of Resource 3 – beginning, middle, end. Use think-alouds to describe details. For example, I am drawing the bin with Alexander at the bottom.
Draw, Talk, Share, Write
Draw, Talk, Share, Write
Activity: Students draw the problem innovated for the middle of the text. While drawing, prompt students to explain details of their drawing using personal vocabulary in small groups.
Activity: Students draw the problem innovated for the middle of the text. While drawing, prompt students to explain details of their drawing using personal vocabulary in small groups.
Revisit the modelled drawing from activity 7. Use think-alouds to include additional details. For example, I am drawing Alexander’s lunch to show why Alexander tried to get in the bin.
Revisit the modelled drawing from activity 7. Use think-alouds to include additional details. For example, I am drawing Alexander’s lunch to show why Alexander tried to get in the bin.
Students revise their drawing to include additional details. While drawing, continue to prompt the use of personal vocabulary.
Students revise their drawing to include additional details. While drawing, continue to prompt the use of personal vocabulary.
Model using imaginative language to describe what happened in the middle of ‘Alexander’s Outing at School’. For example, Alexander was putting his rubbish in the bin. He was startled by a loud noise and accidently dropped his lunch in the bin.
Model using imaginative language to describe what happened in the middle of ‘Alexander’s Outing at School’. For example, Alexander was putting his rubbish in the bin. He was startled by a loud noise and accidently dropped his lunch in the bin.
In pairs, students share their drawing using imaginative language to describe what happened in the beginning and middle (problem) of the story.
In pairs, students share their drawing using imaginative language to describe what happened in the beginning and middle (problem) of the story.
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