Embedded Files
Learning Intention:
Learning Intention:
Students are learning to identify and describe character actions and feelings through drawing and talking.
Students are learning to identify and describe character actions and feelings through drawing and talking.
Success Criteria:
Success Criteria:
Students can:
Students can:
- identify a character’s feelings
- describe the actions of a character using a subject and a verb
- create and share drawings about a character’s actions
- use visual cues to understand character feelings
- identify favourite characters from texts.
Place large pieces of paper with the heading ‘zoo’ around the classroom. In small groups, students draw what they know about zoos. For example, types of animals, enclosures, zookeeper.
Display the front cover of Edward the Emu by Sheena Knowles and illustrated by Rod Clement. Use think-alouds to orientate students to the text, identifying the front cover, back cover, title and author.
Introduce the textual concept of character as a person or animal created in an imaginative text to represent human features including actions and feelings.
Introduce the textual concept of character as a person or animal created in an imaginative text to represent human features including actions and feelings.
Explain that Edward is the main character and lives in a zoo.
Explain that Edward is the main character and lives in a zoo.
Read Edward the Emu and discuss his human features.
Read Edward the Emu and discuss his human features.
For example, Edward speaks, performs actions and has feelings.
Model selecting a feeling and explaining when Edward felt that way.
Model selecting a feeling and explaining when Edward felt that way.
For example, Edward was sad when he had nowhere to go and nothing to do; Edward was amused when he left his pen.
For example, Edward was sad when he had nowhere to go and nothing to do; Edward was amused when he left his pen.
In pairs, students take turns to select a feeling and explain when Edward felt that way. For example:
In pairs, students take turns to select a feeling and explain when Edward felt that way. For example:
- Edward was excited when he tried new activities with different animals
- Edward was shocked when he found Edwina in his pen.
Model creating a freeze frame using body language and expression to represent Edward’s feelings in the text. Students identify the feeling performed.
As a class, reflect on Edward’s character in the text. Ask guiding questions, for example:
As a class, reflect on Edward’s character in the text. Ask guiding questions, for example:
- How do Edward’s feelings change throughout the text?
- When Edward wants to be someone else instead of himself, how does this make you feel?
What do you think Edward learns by the end of the text?
What do you think Edward learns by the end of the text?
Draw, Talk, Share, Write
Draw, Talk, Share, Write
Edward feels ...
Edward feels ...
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