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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.
Re-read the text The Book With No Pictures
Re-read the text The Book With No Pictures
Re-read the text The Book With No Pictures. Draw students’ attention to the page with ‘glug my face is a bug...’ and ask why it was read in a sing-song style. Highlight the use of music note symbols and how the word ‘ruuuuuuuug’ is in a curved line to add to the textual elements.
Re-read the text The Book With No Pictures. Draw students’ attention to the page with ‘glug my face is a bug...’ and ask why it was read in a sing-song style. Highlight the use of music note symbols and how the word ‘ruuuuuuuug’ is in a curved line to add to the textual elements.
Revisit the song, ‘Glug, glug, glug’ to further students’ understanding of the concept that rhyming words support imagery, helping the reader to see what the author is describing. Ask students when they listen to ‘Glug, glug, glug’ can they see a bug face eating ants off the rug.
Revisit the song, ‘Glug, glug, glug’ to further students’ understanding of the concept that rhyming words support imagery, helping the reader to see what the author is describing. Ask students when they listen to ‘Glug, glug, glug’ can they see a bug face eating ants off the rug.
Focus on the rhyming words ‘bug’ and ‘rug’. Explain rhyming word families make the same sound at the end of the word. Model rhyming by leading students in a rhyming chant, bug/bug/bug/rug/rug/rug/bug/rug/bug/rug/bug/rug/bug. Show students the cards, bug/rug/ant from Resource 1: Rhyme cards. Students choral read the images, bug/rug/ant/bug/rug/ant. Ask students which word does not rhyme.
Focus on the rhyming words ‘bug’ and ‘rug’. Explain rhyming word families make the same sound at the end of the word. Model rhyming by leading students in a rhyming chant, bug/bug/bug/rug/rug/rug/bug/rug/bug/rug/bug/rug/bug. Show students the cards, bug/rug/ant from Resource 1: Rhyme cards. Students choral read the images, bug/rug/ant/bug/rug/ant. Ask students which word does not rhyme.
Explain that authors select rhyming words when writing a song to convey meaning and entertain the audience.
Explain that authors select rhyming words when writing a song to convey meaning and entertain the audience.
Activity: Co-construct a rhyming song using the text scaffold, for example, splat, splat, splat, my face is a cat, or I like to eat a hat for breakfast right off the maaaaat.
Activity: Co-construct a rhyming song using the text scaffold, for example, splat, splat, splat, my face is a cat, or I like to eat a hat for breakfast right off the maaaaat.
Ask students what symbols we can add to show this is a song.
Ask students what symbols we can add to show this is a song.
Create a list of rhyming words.
Create a list of rhyming words.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Students write a simple sentence using two rhyming words. Use the rhyming word anchor chart previously created.
Students write a simple sentence using two rhyming words. Use the rhyming word anchor chart previously created.
I saw a ...
I saw a ...
It was ...
It was ...
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