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.
Display Edwina the Emu by Sheena Knowles and Rod Clement. Guide students to make connections between the text and Edward the Emu. For example, the same author and illustrator, similar illustrations and title. Explain that Edwina the Emu is the sequel to Edward the Emu.
Display Edwina the Emu by Sheena Knowles and Rod Clement. Guide students to make connections between the text and Edward the Emu. For example, the same author and illustrator, similar illustrations and title. Explain that Edwina the Emu is the sequel to Edward the Emu.
Read Edwina the Emu. After reading, students recall Edwina's actions and feelings. Ask guiding questions, for example:
Read Edwina the Emu. After reading, students recall Edwina's actions and feelings. Ask guiding questions, for example:
- What jobs does Edwina try to do?
- Why does Edwina look for a job?
- How does Edwina feel when she tries different jobs?
As a class, discuss how Edwina’s actions and feelings help the reader understand her character.
As a class, discuss how Edwina’s actions and feelings help the reader understand her character.
For example, Edwina did not give up which shows that she is a brave character.
For example, Edwina did not give up which shows that she is a brave character.
Revise Edwina’s jobs in Edwina the Emu. For example, ballerina, chimney sweeper, waiter. Students imagine they are Edwina and perform the action for each job.
Revise Edwina’s jobs in Edwina the Emu. For example, ballerina, chimney sweeper, waiter. Students imagine they are Edwina and perform the action for each job.
For example, dancing, cleaning, serving, sitting.
For example, dancing, cleaning, serving, sitting.
Revise that verbs can identify actions in a sentence.
Revise that verbs can identify actions in a sentence.
Record actions performed by Edwina on a word wall. For example, dances, cleans, serves, sits. Highlight the use of Tier 1 and Tier 2 words. For example, sits (Tier 1), serves (Tier 2).
Draw, Talk, Share, Write
Draw, Talk, Share, Write
Model drawing Edwina performing an action from the text. Use think-alouds to describe details. For example
Model drawing Edwina performing an action from the text. Use think-alouds to describe details. For example
I am drawing Edwina dancing.
I am drawing Edwina dancing.
While drawing, prompt students to explain details of their drawing using personal vocabulary and Tier 1 and Tier 2 words in small groups.
While drawing, prompt students to explain details of their drawing using personal vocabulary and Tier 1 and Tier 2 words in small groups.
Revisit the modelled drawing from activity 4. Use think-alouds to include additional details. For example, I am adding red ballet shoes on her feet.
Revisit the modelled drawing from activity 4. Use think-alouds to include additional details. For example, I am adding red ballet shoes on her feet.
Students revise their drawing to include additional details. While drawing, continue to guide student talk to extend thinking and prompt the use of personal vocabulary.
Students revise their drawing to include additional details. While drawing, continue to guide student talk to extend thinking and prompt the use of personal vocabulary.
Explain that students will share their drawing with a partner. Students will ask a question about their partner’s drawing. Revise class expectations for turn and talk. For example, orientate yourself to the speaker, take turns speaking, demonstrate active listening.
Explain that students will share their drawing with a partner. Students will ask a question about their partner’s drawing. Revise class expectations for turn and talk. For example, orientate yourself to the speaker, take turns speaking, demonstrate active listening.
Model asking and responding to a question about the drawing from activity 4. For example, What is Edwina doing in your drawing? Edwina is dancing in a frilly skirt and red ballet shoes. She is a ballerina.
Model asking and responding to a question about the drawing from activity 4. For example, What is Edwina doing in your drawing? Edwina is dancing in a frilly skirt and red ballet shoes. She is a ballerina.
Model asking a follow up question. For example, What kind of dance do you think she is doing? Explain that asking a follow up question helps build the conversation between 2 people.
Model asking a follow up question. For example, What kind of dance do you think she is doing? Explain that asking a follow up question helps build the conversation between 2 people.
Students turn and talk to engage in a conversation about their drawing.
Students turn and talk to engage in a conversation about their drawing.
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