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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 This is a ball, focusing on how the symbols and words do not represent the same thing.
Re-read the text This is a ball, focusing on how the symbols and words do not represent the same thing.
Revisit the page, ‘This is a dog’.
Revisit the page, ‘This is a dog’.
What do you see?
What do you see?
Explain how the author has selected an image of an elephant, but the author says ‘This is a dog, I can see its eyes. Its legs. It must be a dog’.
Explain how the author has selected an image of an elephant, but the author says ‘This is a dog, I can see its eyes. Its legs. It must be a dog’.
Think aloud that an elephant and a dog have eyes, legs, ears, and tails.
Think aloud that an elephant and a dog have eyes, legs, ears, and tails.
How do you know that a dog is really a dog? Could it also be an elephant?
How do you know that a dog is really a dog? Could it also be an elephant?
Describe the characteristics of a dog and an elephant. Record student thinking in a Venn diagram. Draw students’ attention to similarities between the animals, such as eyes and a tail, and compare the differences. Explain that students now know the image really is an elephant because only the elephant has a trunk and giant ears.
Describe the characteristics of a dog and an elephant. Record student thinking in a Venn diagram. Draw students’ attention to similarities between the animals, such as eyes and a tail, and compare the differences. Explain that students now know the image really is an elephant because only the elephant has a trunk and giant ears.
Ask students if the monster is really a monster, and how they know.
Ask students if the monster is really a monster, and how they know.
Explain: Authors use verbs to tell the reader what is happening.
Explain: Authors use verbs to tell the reader what is happening.
The opposites game ‘don’t do this, do that’ to model verbs such as hop, jump, dance, fly, drive, sing, run. Explain that when students hear, ‘don’t do this’ they copy the action, and when they hear ‘do that’ they freeze.
The opposites game ‘don’t do this, do that’ to model verbs such as hop, jump, dance, fly, drive, sing, run. Explain that when students hear, ‘don’t do this’ they copy the action, and when they hear ‘do that’ they freeze.
A sentence is a group of words that expresses a complete thought, and verbs are an important part of a sentence.
A sentence is a group of words that expresses a complete thought, and verbs are an important part of a sentence.
Use an anchor chart to model writing subject-verb sentences, for example, ‘This dog can...’.
Use an anchor chart to model writing subject-verb sentences, for example, ‘This dog can...’.
Students brainstorm different action verbs such as dance, read, skip, skate, cook, sing, drive, and fly. Record verbs in word banks or on word walls.
Students brainstorm different action verbs such as dance, read, skip, skate, cook, sing, drive, and fly. Record verbs in word banks or on word walls.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Explain that students will draw an animal that is not a dog to go with the sentence starter, ‘This _________ can....’.
Explain that students will draw an animal that is not a dog to go with the sentence starter, ‘This _________ can....’.
Students add a verb from the verb word wall.
Students add a verb from the verb word wall.
Too hard? Support students in a small group.
Too hard? Support students in a small group.
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