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Learning Intention: We are learning to explore how creative language, imagery and symbol improve our enjoyment in texts.
Learning Intention: We are learning to explore how creative language, imagery and symbol improve our enjoyment in texts.
Success Criteria:
Success Criteria:
Students can:
Students can:
- use wordplay such as rhyme and alliteration to evoke enjoyment
- use wordplay such as rhyme and alliteration to evoke enjoyment
- create a simple sentence, that includes imagery
- create a simple sentence, that includes imagery
- follow three-part instructions to create an image
- follow three-part instructions to create an image
- respond to spoken questions.
- respond to spoken questions.
Explain that written language is different to spoken language, and is represented by letters that form words.
Explain that written language is different to spoken language, and is represented by letters that form words.
Each word has spaces between them that tells the reader to pause. Written language has punctuation, such as full stops and exclamation marks. These help the reader to know what expression to use when reading.
Each word has spaces between them that tells the reader to pause. Written language has punctuation, such as full stops and exclamation marks. These help the reader to know what expression to use when reading.
Explain that the author wants the reader to imagine what a robot monkey would look like because this too would create enjoyment and fun.
Explain that the author wants the reader to imagine what a robot monkey would look like because this too would create enjoyment and fun.
Think-Pair-Share: describe what a robot monkey looks like. Highlight that student’s robot monkeys will have some things that are the same and some things that are different because readers visualise things in different ways.
Think-Pair-Share: describe what a robot monkey looks like. Highlight that student’s robot monkeys will have some things that are the same and some things that are different because readers visualise things in different ways.
Activity: Use descriptive language to create an image of a robot monkey. Explain that the words we use to ‘describe’ are called adjectives. Use the 'share the pen’ strategy with students to draw features of a robot monkey using adjectives, for example, zig-zag arms, round buttons, pointy nose, curly hair, brown body, long legs, short tail. Write labels next to the features of the robot monkey.
Activity: Use descriptive language to create an image of a robot monkey. Explain that the words we use to ‘describe’ are called adjectives. Use the 'share the pen’ strategy with students to draw features of a robot monkey using adjectives, for example, zig-zag arms, round buttons, pointy nose, curly hair, brown body, long legs, short tail. Write labels next to the features of the robot monkey.
Model writing a simple sentence to describe the robot monkey. For example, ‘I have a long tail’. Highlight print features such as words, spaces, capital letter and full stop.
Model writing a simple sentence to describe the robot monkey. For example, ‘I have a long tail’. Highlight print features such as words, spaces, capital letter and full stop.
Read the sentence aloud to demonstrate that a sentence needs to be a complete idea that makes sense by itself. Compare the sentence/s to the labels that were written and how the labels do not make sense on their own, for example, long tail.
Read the sentence aloud to demonstrate that a sentence needs to be a complete idea that makes sense by itself. Compare the sentence/s to the labels that were written and how the labels do not make sense on their own, for example, long tail.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Students create their own robot monkey that they think would make someone laugh. Encourage students to add details to the different parts of their robot monkey, and then compare with others to describe the humorous features. Explore how individuals create their own unique image in their mind based on their personal background knowledge (imagery). Students label their own robot monkey they have created.
Students create their own robot monkey that they think would make someone laugh. Encourage students to add details to the different parts of their robot monkey, and then compare with others to describe the humorous features. Explore how individuals create their own unique image in their mind based on their personal background knowledge (imagery). Students label their own robot monkey they have created.
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