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Learning Intention: We are learning to form opinions about characters and understand that authors/others have different perspectives.
Learning Intention: We are learning to form opinions about characters and understand that authors/others have different perspectives.
Success Criteria:
Success Criteria:
Students can:
Students can:
- view the world from a character's perspective
- view the world from a character's perspective
- identify words (adjectives) that describe character features
- identify words (adjectives) that describe character features
- describe character traits and features
- describe character traits and features
- make connections to personal experiences and knowledge.
- make connections to personal experiences and knowledge.
Introduce the text Chip. People and animals in stories are called characters. Explain that the author uses the main character’s name in the title to draw attention to Chip and to build their interest in the story. Focusing on the cover and title page, ask students what the images tell them about the character, Chip. Students share thinking and make predictions.
Introduce the text Chip. People and animals in stories are called characters. Explain that the author uses the main character’s name in the title to draw attention to Chip and to build their interest in the story. Focusing on the cover and title page, ask students what the images tell them about the character, Chip. Students share thinking and make predictions.
Read Chip and confirm student predictions. Discuss how the character’s name is also the name of the object that he wants so much, and this is an example of wordplay.
Read Chip and confirm student predictions. Discuss how the character’s name is also the name of the object that he wants so much, and this is an example of wordplay.
Introduce perspective by making a text-to-self connection to show students how personal experiences and feelings shape how readers see and understand a text.
Introduce perspective by making a text-to-self connection to show students how personal experiences and feelings shape how readers see and understand a text.
For example, this reminds me of… the same thing happened to me when… I felt the same way when…
For example, this reminds me of… the same thing happened to me when… I felt the same way when…
Think-Pair-Share: Can you make a text-to-self connection?
Think-Pair-Share: Can you make a text-to-self connection?
For example, this reminds me of when the magpie swooped me at the river, the same thing happened to me when a pigeon tried to steal my sandwich at the park, I felt the same way when my brother said there was no more ice-cream.
Revisit images of Chip and focus on how the author uses illustrations to show character features. For example, yellow beak, a red scarf. Explain that authors write about a character’s features using words called adjectives or describing words.
Revisit images of Chip and focus on how the author uses illustrations to show character features. For example, yellow beak, a red scarf. Explain that authors write about a character’s features using words called adjectives or describing words.
Ask students to recall the features of seagulls. Explain how adjectives describe the noun. For example, white body, grey wing, yellow beak, black eye. Add these to a class word wall.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Model drawing the character Chip, adding detail and labels with simple adjectives and nouns. Explain how authors use adjectives that describe character features to create a visual image for the reader.
Model drawing the character Chip, adding detail and labels with simple adjectives and nouns. Explain how authors use adjectives that describe character features to create a visual image for the reader.
Students draw a seagull and label their image with one or more adjectives and nouns from the word wall.
Students draw a seagull and label their image with one or more adjectives and nouns from the word wall.
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