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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.
Alliteration repeats the sound at the beginning of words. For example, glibbity globbity glibbity and beep bop.
Alliteration repeats the sound at the beginning of words. For example, glibbity globbity glibbity and beep bop.
Alliteration is used by authors to create positive feelings, for example, sunshine Sam and lovable Lucy.
Alliteration is used by authors to create positive feelings, for example, sunshine Sam and lovable Lucy.
Authors can use alliteration to make a reader think and fellin a particular way, sometimes this may be negative.
Authors can use alliteration to make a reader think and fellin a particular way, sometimes this may be negative.
Thumbs-up-thumbs-down: How do these phrases make you feel?
Thumbs-up-thumbs-down: How do these phrases make you feel?
Do you like slimy smelly socks?
Do you like slimy smelly socks?
Do you like stinky sticky sneakers?
Do you like stinky sticky sneakers?
Do you like crunchy caramel cake?
Do you like crunchy caramel cake?
Do you like luscious lollypops?
Do you like luscious lollypops?
Do you like muddy marshmallows?
Do you like muddy marshmallows?
Imagery through engaging senses: Can you smell and almost feel the slimy smelly socks? Encourage students to think of their own simple alliterations to create positive or negative feelings.
Imagery through engaging senses: Can you smell and almost feel the slimy smelly socks? Encourage students to think of their own simple alliterations to create positive or negative feelings.
Activity: Revisit the page, ‘And my head is made of blueberry pizza’. Think aloud that the author is describing a pizza head, and ask what students think a pizza head looks, feels, smells, and tastes like.
Activity: Revisit the page, ‘And my head is made of blueberry pizza’. Think aloud that the author is describing a pizza head, and ask what students think a pizza head looks, feels, smells, and tastes like.
Using ‘thinking partners’, students think of a pizza or sandwich head and share what they see, hear, taste, and feel.
Using ‘thinking partners’, students think of a pizza or sandwich head and share what they see, hear, taste, and feel.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Model drawing a pizza or sandwich head with labels next to the features of the image. Model spoken alliterative phrases such as muddy mouth, enormous ears, egg eyes, nutty nose.
Model drawing a pizza or sandwich head with labels next to the features of the image. Model spoken alliterative phrases such as muddy mouth, enormous ears, egg eyes, nutty nose.
Students draw and label their image of a pizza or sandwich head.
Students draw and label their image of a pizza or sandwich head.
Students write a simple sentence.
Students write a simple sentence.
This is my pizza head.
This is my pizza head.
As a class, students compare their images. Discuss how everyone visualises things differently.
As a class, students compare their images. Discuss how everyone visualises things differently.
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