Embedded Files
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.
Aboriginal and Torres Strait Islander peoples are connected to Country and have a relationship with the animals on the land, sea, sky, and waterways.
Aboriginal and Torres Strait Islander peoples are connected to Country and have a relationship with the animals on the land, sea, sky, and waterways.
Authors come from different cultural backgrounds, and this can shape how they see the world.
Authors come from different cultural backgrounds, and this can shape how they see the world.
How did the dancers use movement, music, and song to become the seagull?
How did the dancers use movement, music, and song to become the seagull?
Authors create characters so readers can put themselves in the character’s position to imagine what they would feel, think, or do if they were in that situation.
Authors create characters so readers can put themselves in the character’s position to imagine what they would feel, think, or do if they were in that situation.
We can look through imaginary ‘gull glasses’ to see the story from Chip’s perspective to better understand how he is feeling.
We can look through imaginary ‘gull glasses’ to see the story from Chip’s perspective to better understand how he is feeling.
Model putting on imaginary ‘gull glasses’ and use the think-aloud strategy to show students how you are now seeing things from Chip’s perspective. For example, ‘I want hot chips, I need hot chips’.
Model putting on imaginary ‘gull glasses’ and use the think-aloud strategy to show students how you are now seeing things from Chip’s perspective. For example, ‘I want hot chips, I need hot chips’.
Can you put on your imaginary ‘gull glasses’ to view the world from Chip’s perspective?
Can you put on your imaginary ‘gull glasses’ to view the world from Chip’s perspective?
View the first page of the text where Chip is flying over the beach. Discuss what Chip sees from his aerial view as he flies over this scene.
View the first page of the text where Chip is flying over the beach. Discuss what Chip sees from his aerial view as he flies over this scene.
Re-read the text Chip focusing on his perspective and how it shapes what the reader sees, and the way readers respond.
Re-read the text Chip focusing on his perspective and how it shapes what the reader sees, and the way readers respond.
Use images from the text that show the story is from Chip’s perspective. Ask students to pretend they are Chip and answer questions based on his perspective, such as:
Use images from the text that show the story is from Chip’s perspective. Ask students to pretend they are Chip and answer questions based on his perspective, such as:
‘Do you like soggy and sandy chips?’
‘Do you like soggy and sandy chips?’
‘Do you like eating apples?’
‘Do you like eating apples?’
Students respond to questions using ‘wings up’ or ‘wings down’ to show if they respond yes or no. Connect student responses to the text.
Students respond to questions using ‘wings up’ or ‘wings down’ to show if they respond yes or no. Connect student responses to the text.
Students remove their imaginary ‘gull glasses’ and look at the images from their own perspective. Repeat the questions. Students respond with thumbs up or thumbs down. Draw students’ attention to similarities and differences between the things they each like or dislike – and the similarities between them and the character Chip.
Students remove their imaginary ‘gull glasses’ and look at the images from their own perspective. Repeat the questions. Students respond with thumbs up or thumbs down. Draw students’ attention to similarities and differences between the things they each like or dislike – and the similarities between them and the character Chip.
Ask students to look through their imaginary ‘gull glasses’ again to understand how Chip is feeling. For example, he is sad because he can’t have chips.
Ask students to look through their imaginary ‘gull glasses’ again to understand how Chip is feeling. For example, he is sad because he can’t have chips.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Discuss the things Chip likes and dislikes. Model drawing images to represent this and write simple sentences to support. For example:
Discuss the things Chip likes and dislikes. Model drawing images to represent this and write simple sentences to support. For example:
‘I like fat chips. I do not like apples’.
‘I like fat chips. I do not like apples’.
Explicitly review that a simple sentence makes sense by itself and is a complete thought represented by a subject and verb. Highlight the use of sentence boundary punctuation and spaces between words.
Explicitly review that a simple sentence makes sense by itself and is a complete thought represented by a subject and verb. Highlight the use of sentence boundary punctuation and spaces between words.
Students draw something that Chip likes and something he dislikes inside the lenses. Remind students they are drawing from Chip’s perspective. Students label their drawings using print from models or the class word wall.
Students draw something that Chip likes and something he dislikes inside the lenses. Remind students they are drawing from Chip’s perspective. Students label their drawings using print from models or the class word wall.
Too easy? Students write a sentence stating one thing Chip liked and disliked to support their illustration.
Too easy? Students write a sentence stating one thing Chip liked and disliked to support their illustration.
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