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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, encourage student interaction and responses to the questions, and model how students can ask their own questions to imply something is not real to confuse the reader.
Re-read the text This is a ball, encourage student interaction and responses to the questions, and model how students can ask their own questions to imply something is not real to confuse the reader.
Revisit the page, ‘This is a princess flying a kite at the beach’.
Revisit the page, ‘This is a princess flying a kite at the beach’.
Students Think-Pair-Share to discuss the imagery (use of language features) and symbols in the text.
Students Think-Pair-Share to discuss the imagery (use of language features) and symbols in the text.
Ask students how the images differ from the imagery in their heads, including their connotations or feelings.
Ask students how the images differ from the imagery in their heads, including their connotations or feelings.
Use the sentence:
Use the sentence:
‘This is a princess flying a kite at the beach’ to show the sentence structure, who and what.
‘This is a princess flying a kite at the beach’ to show the sentence structure, who and what.
Discuss how the author builds the story by adding on and repeating previous information.
Discuss how the author builds the story by adding on and repeating previous information.
Write the sentence onto sticky notes or similar. As a whole class, students innovate on the sentence generating ideas for the subject.
Write the sentence onto sticky notes or similar. As a whole class, students innovate on the sentence generating ideas for the subject.
Record responses onto sticky notes and change the sentence. For example, ‘This is a cow flying a kite at the beach’, ‘This is a giraffe flying a kite at the beach’. Students choral read sentences.
Record responses onto sticky notes and change the sentence. For example, ‘This is a cow flying a kite at the beach’, ‘This is a giraffe flying a kite at the beach’. Students choral read sentences.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Explain that students will draw an animal that is not the animal they will mention in the sentence starter,
Explain that students will draw an animal that is not the animal they will mention in the sentence starter,
This is a _________ flying a kite at the beach.
This is a _________ flying a kite at the beach.
Students add a verb from the verb word wall.
Students add a verb from the verb word wall.
Too easy? Students create who, what, where sentences, The monster chased the cow in the city.
Too easy? Students create who, what, where sentences, The monster chased the cow in the city.
Too hard? Students use Resource 5: Monster puppets and attach to a craft stick or similar.
Too hard? Students use Resource 5: Monster puppets and attach to a craft stick or similar.
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