Embedded Files
Learning Intention: We are learning about characters in narratives and how they can change from the beginning middle and end.
Learning Intention: We are learning about characters in narratives and how they can change from the beginning middle and end.
Success Criteria:
Success Criteria:
Students can:
Students can:
- contribute to whole and small group conversations
- identify the main character in a familiar text and how character traits or actions change through a narrative from beginning, middle to the end
- share an opinion about a character from text.
Can you recall the endings in Pig the Pug and Pig the Fibber?
Can you recall the endings in Pig the Pug and Pig the Fibber?
What caused Pig to get hurt at the end of each story?
What caused Pig to get hurt at the end of each story?
Discuss the effects of Pig’s actions and character traits of greed, selfishness and fibbing about himself and Trevor.
Discuss the effects of Pig’s actions and character traits of greed, selfishness and fibbing about himself and Trevor.
Do you think Pig has learned a lesson about being greedy and selfish?
Do you think Pig has learned a lesson about being greedy and selfish?
We are going to read another story about Pig and see if your predictions are correct.
We are going to read another story about Pig and see if your predictions are correct.
Explain: In Pig the Winner, Pig will do anything to win and when he does not, he acts very badly. Display the page showing the image ‘Award for third place, Trevor’ and the red writing in capital letters stating, ‘Pig came first’. Ask why Pig would do this if he came first.
Explain: In Pig the Winner, Pig will do anything to win and when he does not, he acts very badly. Display the page showing the image ‘Award for third place, Trevor’ and the red writing in capital letters stating, ‘Pig came first’. Ask why Pig would do this if he came first.
Reread Pig the Winner using thinking aloud or See, Think, Wonder. Highlight the characters’ actions displayed through the images, identifying good actions and those that were bad.
Reread Pig the Winner using thinking aloud or See, Think, Wonder. Highlight the characters’ actions displayed through the images, identifying good actions and those that were bad.
Discussion: what do you like or do not like about Pig and Trevor in this book, and why?
Discussion: what do you like or do not like about Pig and Trevor in this book, and why?
Ask students to recall the beginning, middle and end of the story and discuss if their predictions about Pig changing his actions are correct or not.
Ask students to recall the beginning, middle and end of the story and discuss if their predictions about Pig changing his actions are correct or not.
Discussion: Pig was selfish and greedy and did not treat Trevor kindly or with respect. Ask students:
Discussion: Pig was selfish and greedy and did not treat Trevor kindly or with respect. Ask students:
Would they like to be friends with Pig? Why or why not?
Would they like to be friends with Pig? Why or why not?
Why did Trevor remain Pig’s friend even when Pig was unkind to him?
Why did Trevor remain Pig’s friend even when Pig was unkind to him?
How might Trevor act if Pig continues being greedy, selfish and unkind?
How might Trevor act if Pig continues being greedy, selfish and unkind?
What could Trevor say to Pig, or do, when Pig does something that he does not like?
What could Trevor say to Pig, or do, when Pig does something that he does not like?
Discuss choices Trevor could make in response to Pig’s actions. These might include:
Discuss choices Trevor could make in response to Pig’s actions. These might include:
- taking no action and continuing to be his friend
- taking no action and continuing to be his friend
- ignoring him
- ignoring him
- telling him you do not like what he is doing
- telling him you do not like what he is doing
- fighting with him
- fighting with him
- being unkind back to him.
- being unkind back to him.
Ask students what actions a good choice or bad choice would be, and why.
Ask students what actions a good choice or bad choice would be, and why.
Explain that the best choice Trevor could make would be to tell Pig that he does not like what he is doing and why. Explain that for Trevor to do this, he might need to be brave.
Explain that the best choice Trevor could make would be to tell Pig that he does not like what he is doing and why. Explain that for Trevor to do this, he might need to be brave.
THINK-PAIR-SHARE: ‘Could you give Trevor some good advice to teach Pig how to be a better dog? What would you say or show him?’
THINK-PAIR-SHARE: ‘Could you give Trevor some good advice to teach Pig how to be a better dog? What would you say or show him?’
Activity: Explain that the class is going to plan a new book called Trevor the Brave. Discuss how, as authors, students could build Trevor’s character from a dog who was not brave, into one that is.
Activity: Explain that the class is going to plan a new book called Trevor the Brave. Discuss how, as authors, students could build Trevor’s character from a dog who was not brave, into one that is.
- For the beginning, revisit and read aloud the first page of writing in Pig the Pug, Pig the Fibber and Pig the Winner. Model writing the beginning of Trevor the Brave based on the structure used by Aaron Blabey. For example, Trevor was a sausage dog and I’m sorry to say, he wasn’t very brave. Pig would ruin his day.
- In the middle, ask students to recall an event from the texts, or to imagine a new event, where Pig is being unkind to Trevor. Co-construct 2 to 3 sentences with students, using vocabulary from anchor charts where possible. For example, Pig was greedy and selfish. He wolfed down all Trevor’s biscuits and doggie treats.
- In the end, use thinking partners for students to decide what brave action Trevor could take to stop Pig repeating what happened in the middle of the story. Ask students to share their ideas with the class. Select one idea to model writing for the ending.
Use the Draw, Talk, Write, Share process for students to retell their own end to the story Trevor the Brave. Encourage students to give an oral description and write words or a sentence about their images.
Use the Draw, Talk, Write, Share process for students to retell their own end to the story Trevor the Brave. Encourage students to give an oral description and write words or a sentence about their images.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Too easy? Students plan the beginning, middle and end of the story. Students write a sentence to accompany each part of the story.
Too easy? Students plan the beginning, middle and end of the story. Students write a sentence to accompany each part of the story.
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