Embedded Files
Learning Intention: Students are learning to identify character features and create a character using imaginative language.
Learning Intention: Students are learning to identify character features and create a character using imaginative language.
Success Criteria:
Success Criteria:
Students can:
Students can:
- identify who is in a text and what happened
- create a visual representation of a favourite story
- create and label drawings about a new character
- write a sentence about a character’s actions using a subject-verb sentence structure.
Display the front cover of Pig the Pug by Aaron Blabey. Students use visual cues to identify how Pig is feeling.
Display the front cover of Pig the Pug by Aaron Blabey. Students use visual cues to identify how Pig is feeling.
For example, Pig’s mouth is turned down into a frown and his ears are drooping. This shows that he is feeling sad.
Explain: Pig the Pug is an imaginary story about a pug dog who lives with another dog called Trevor, and that Pig does not like to share.
Explain: Pig the Pug is an imaginary story about a pug dog who lives with another dog called Trevor, and that Pig does not like to share.
Read Pig the Pug. While reading, pause to discuss the visual cues and how they support meaning.
Read Pig the Pug. While reading, pause to discuss the visual cues and how they support meaning.
Display the double-page spread that begins with ‘He lived in a flat...’. In pairs, students use visual cues to describe the characters’ actions and feelings. For example:
Display the double-page spread that begins with ‘He lived in a flat...’. In pairs, students use visual cues to describe the characters’ actions and feelings. For example:
- Trevor is wagging his tail (action). He is smiling (action) and is happy to see Pig (feeling).
- Pig is holding the ball close to his body (action). He is frowning (action) and is grumpy to see Trevor (feeling).
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Model identifying words that represent the subject (‘who’ and ‘what’) and the verb (what is happening) throughout the whole text. For example:
Model identifying words that represent the subject (‘who’ and ‘what’) and the verb (what is happening) throughout the whole text. For example:
who (subject): Pig and Trevor
who (subject): Pig and Trevor
what is happening (verb): Pig grumbled at Trevor, Pig made a big pile of toys, Pig shared his toys.
what is happening (verb): Pig grumbled at Trevor, Pig made a big pile of toys, Pig shared his toys.
what (subject): Pig (‘who’) ripped a dress (‘what’)
what (subject): Pig (‘who’) ripped a dress (‘what’)
Note: highlight that more than one action can occur in a text.
Note: highlight that more than one action can occur in a text.
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