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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.
Think of a ball... It may be a ball you have at home or one you have played with at school, or it could be a ball from your imagination. Explain that when people imagine something they see a picture of it; this is called visualising.
Think of a ball... It may be a ball you have at home or one you have played with at school, or it could be a ball from your imagination. Explain that when people imagine something they see a picture of it; this is called visualising.
Activity: Explain that students will explore a mystery bag filled with familiar objects, including a ball and curved blocks. Students feel the items using their sense of touch. Each student explores the bag and describes what they are feeling. Record student descriptions of objects to build an adjective word bank, including a drawn image. If a student immediately names an object, ask how they know. Ask students to describe the object they are touching by modelling spoken questions, for example, ‘Is it pointy, big, small, hard, or smooth?’ Observe if students have used the same words to describe a ball and a block such as big, small, smooth, curved. Explain how each object is different but have similar characteristics. Read through the adjectives from the word bank.
Activity: Explain that students will explore a mystery bag filled with familiar objects, including a ball and curved blocks. Students feel the items using their sense of touch. Each student explores the bag and describes what they are feeling. Record student descriptions of objects to build an adjective word bank, including a drawn image. If a student immediately names an object, ask how they know. Ask students to describe the object they are touching by modelling spoken questions, for example, ‘Is it pointy, big, small, hard, or smooth?’ Observe if students have used the same words to describe a ball and a block such as big, small, smooth, curved. Explain how each object is different but have similar characteristics. Read through the adjectives from the word bank.
Read the text This is a ball, emphasising the questioning. Explain how the author uses questioning to imply that the reader is confused or feeling sick, such as ‘Are you feeling okay? Are you confused?’
Read the text This is a ball, emphasising the questioning. Explain how the author uses questioning to imply that the reader is confused or feeling sick, such as ‘Are you feeling okay? Are you confused?’
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Model how the authors use symbols and words.
Model how the authors use symbols and words.
‘Look at my spikey ball’.
‘Look at my spikey ball’.
Students repeat the sentence. Model drawing an echidna and label it with spikey ball. Ask students if they are sure, and prompt students to look closer.
Students repeat the sentence. Model drawing an echidna and label it with spikey ball. Ask students if they are sure, and prompt students to look closer.
With students, map ideas of what their ball could represent. For example, a wavy ball could be a snake, a spikey ball could be an echidna.
With students, map ideas of what their ball could represent. For example, a wavy ball could be a snake, a spikey ball could be an echidna.
Students will draw a ‘ball’ and label it with adjectives from the word wall, using the Draw, Talk, Share, Write strategy. Encourage students to see the silliness and fun in drawing objects that do not match the spoken sentence, for example, ‘Look at my wavy ball’.
Students will draw a ‘ball’ and label it with adjectives from the word wall, using the Draw, Talk, Share, Write strategy. Encourage students to see the silliness and fun in drawing objects that do not match the spoken sentence, for example, ‘Look at my wavy ball’.
Too hard? Students draw an image.
Too hard? Students draw an image.
Too easy? Students write a simple sentence.
Too easy? Students write a simple sentence.
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