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.
Read Pig the Fibber using thinking aloud or See, Think, Wonder.
Read Pig the Fibber using thinking aloud or See, Think, Wonder.
Focus on making connections for students between the text characters, their feelings and actions, and honesty and friendship in the real world.
Focus on making connections for students between the text characters, their feelings and actions, and honesty and friendship in the real world.
Ask questions to check for understanding about the main character. Some questions might include:
Ask questions to check for understanding about the main character. Some questions might include:
Does Pig tell fibs and lies?
Does Pig tell fibs and lies?
What does he say or do?
What does he say or do?
Is Pig doing the right thing? Why/Why not?
Is Pig doing the right thing? Why/Why not?
Why would Pig lie about what he has done?
Why would Pig lie about what he has done?
Can you predict why he might have done these things?
Can you predict why he might have done these things?
Discuss how Pig blames Trevor for the mess and damage. Ask students to identify what Pig does and says about Trevor. Discuss Trevor’s reactions to Pig blaming him for the mess.
Discuss how Pig blames Trevor for the mess and damage. Ask students to identify what Pig does and says about Trevor. Discuss Trevor’s reactions to Pig blaming him for the mess.
Discuss the words ‘sneakiest plan’ and ask students what these words tell us about Pig’s character. Draw student’s attention to Pig’s greedy, sneaky, and smart character traits by making connections from Pig’s actions to each trait. Ask what happens in the story that shows us Pig is greedy. Prompt students to focus on what Pig does that is sneaky and what he does to make readers think that he is a smart dog.
Discuss the words ‘sneakiest plan’ and ask students what these words tell us about Pig’s character. Draw student’s attention to Pig’s greedy, sneaky, and smart character traits by making connections from Pig’s actions to each trait. Ask what happens in the story that shows us Pig is greedy. Prompt students to focus on what Pig does that is sneaky and what he does to make readers think that he is a smart dog.
Discuss what happened at the end of the story. Explain that Pig made one big mistake in his plan. Ask students what mistake Pig made and if he blamed Trevor for it. Ask students to predict if Pig will continue to tell lies and blame Trevor after he got hurt. Encourage students to give reasons for their predictions.
Discuss what happened at the end of the story. Explain that Pig made one big mistake in his plan. Ask students what mistake Pig made and if he blamed Trevor for it. Ask students to predict if Pig will continue to tell lies and blame Trevor after he got hurt. Encourage students to give reasons for their predictions.
THINK-PAIR-SHARE: Ask students what Pig could have done instead of telling fibs or blaming Trevor for messing up the house, breaking the vase, ripping up the dress or climbing on the chair to get treats.
THINK-PAIR-SHARE: Ask students what Pig could have done instead of telling fibs or blaming Trevor for messing up the house, breaking the vase, ripping up the dress or climbing on the chair to get treats.
Discuss what good character traits would be used to describe Pig if he did not fib. Some words to use could be honest, truthful, trustworthy, patient, kind, playful, and friendly.
Discuss what good character traits would be used to describe Pig if he did not fib. Some words to use could be honest, truthful, trustworthy, patient, kind, playful, and friendly.
Tier 2 words - honest, truthful, trustworthy, patient, kind, playful, and friendly.
Tier 2 words - honest, truthful, trustworthy, patient, kind, playful, and friendly.
Activity: Select one example of Pig demonstrating a good character trait and use it to design a new book cover. Model drawing and writing a book title using Pig’s name and previously recorded vocabulary.
Activity: Select one example of Pig demonstrating a good character trait and use it to design a new book cover. Model drawing and writing a book title using Pig’s name and previously recorded vocabulary.
Use the Draw, Talk, Write, Share process for students to design a new book cover for a story about Pig as a good character.
Use the Draw, Talk, Write, Share process for students to design a new book cover for a story about Pig as a good character.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Too hard? Students design a new book cover for a story about Trevor. For example, Trevor the friend.
Too hard? Students design a new book cover for a story about Trevor. For example, Trevor the friend.
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