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.
Students are learning to identify and discuss character features and actions at the beginning, middle and end of a narrative text.
Students are learning to identify and discuss character features and actions at the beginning, middle and end of a narrative text.
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.
Dogs by Marchette Chute
Dogs by Marchette Chute
The dogs I know
The dogs I know
Have many shapes.
Have many shapes.
For some are big and tall,
For some are big and tall,
And some are long,
And some are long,
And some are thin,
And some are thin,
And some are fat and small.
And some are fat and small.
And some are little bits of fluff
And some are little bits of fluff
And have no shape at all.
And have no shape at all.
Activity: Can you recall the actions and feelings of the characters in Pig the Pug.
Activity: Can you recall the actions and feelings of the characters in Pig the Pug.
Explain: We now know that Pig is a greedy and selfish character who does not like to share. We can learn more about Pig’s character, and Trevor’s, because Aaron Blabey has created more books about them.
Explain: We now know that Pig is a greedy and selfish character who does not like to share. We can learn more about Pig’s character, and Trevor’s, because Aaron Blabey has created more books about them.
Introduce the book Pig the Fibber, paying attention to the front and back cover. Read aloud the title and discuss the word ‘fibber’. Check if any students are familiar with the story. Ask students to predict what Pig might lie about and why.
Introduce the book Pig the Fibber, paying attention to the front and back cover. Read aloud the title and discuss the word ‘fibber’. Check if any students are familiar with the story. Ask students to predict what Pig might lie about and why.
Display the page showing the image ‘This book belongs to Trevor’ with red writing in capital letters stating ‘No. It’s Pig’s’. Ask:
Display the page showing the image ‘This book belongs to Trevor’ with red writing in capital letters stating ‘No. It’s Pig’s’. Ask:
Who crossed out Trevor’s name and how do you know?
Who crossed out Trevor’s name and how do you know?
How would Trevor feel?
How would Trevor feel?
How would you feel if someone did that to your things?
How would you feel if someone did that to your things?
Read Pig the Fibber using thinking aloud or See, Think, Wonder.
Read Pig the Fibber using thinking aloud or See, Think, Wonder.
Ask students to recall the beginning, middle, and end of the story.
Ask students to recall the beginning, middle, and end of the story.
Discuss the characters’ actions, identifying positive and negative traits. With a thinking partner, students give their opinions about the characters and their actions.
Discuss the characters’ actions, identifying positive and negative traits. With a thinking partner, students give their opinions about the characters and their actions.
Encourage discussion about what students like or do not like about Pig and Trevor, and why. Share several responses with the whole class.
Encourage discussion about what students like or do not like about Pig and Trevor, and why. Share several responses with the whole class.
Tier 2 words - actions and feelings
Tier 2 words - actions and feelings
Discussion: What does Pig the Fibber reveal about Pig and Trevor’s character traits and ask students what other adjectives or verbs could be used to describe them.
Discussion: What does Pig the Fibber reveal about Pig and Trevor’s character traits and ask students what other adjectives or verbs could be used to describe them.
Activity: Venn diagram that explores vocabulary describing Pig and Trevor. Explain that characters can be recognised not only by their name, but also by the words that represent what they look like or do.
Activity: Venn diagram that explores vocabulary describing Pig and Trevor. Explain that characters can be recognised not only by their name, but also by the words that represent what they look like or do.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
[Dog’s name] is a … Bingo is a small, fluffy dog.
[Dog’s name] is a … Bingo is a small, fluffy dog.
He/She likes to … He likes to play.
He/She likes to … He likes to play.
[Dog’s name] can … Bingo can do tricks.
[Dog’s name] can … Bingo can do tricks.
He/She likes to … He likes to eat ice-cream.
He/She likes to … He likes to eat ice-cream.
Model the Draw, Talk, Write, Share process to describe their chosen dog and actions. Encourage students to give an oral description and/or write a sentence using words representing ‘who’ and ‘what’, and to use the vocabulary anchor charts if needed.
Model the Draw, Talk, Write, Share process to describe their chosen dog and actions. Encourage students to give an oral description and/or write a sentence using words representing ‘who’ and ‘what’, and to use the vocabulary anchor charts if needed.
Too hard? Students give an oral description for the teacher to scribe. Students can attempt to record initial sounds of words using an alphabet/sound chart or similar for support.
Too hard? Students give an oral description for the teacher to scribe. Students can attempt to record initial sounds of words using an alphabet/sound chart or similar for support.
Too easy? Students record several sentences describing their dog.
Too easy? Students record several sentences describing their dog.
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