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.
Students retell what happened with the seagull and share their likes and dislikes about the text using short spoken sentences.
Students retell what happened with the seagull and share their likes and dislikes about the text using short spoken sentences.
Re-read the text Chip.
Re-read the text Chip.
Co-construct an oral retell of the story.
Co-construct an oral retell of the story.
Draw students’ attention to the images of Chip trying to grab chips.
Draw students’ attention to the images of Chip trying to grab chips.
If we look closely at the images we can learn more about what is happening in the story, and to see what is happening from Chip’s perspective.
If we look closely at the images we can learn more about what is happening in the story, and to see what is happening from Chip’s perspective.
Authors and illustrators work together to create meaning for the reader.
Authors and illustrators work together to create meaning for the reader.
Identify parts of the story where information is provided in the illustrations, but not in the written text.
Identify parts of the story where information is provided in the illustrations, but not in the written text.
Activity: Roll a ball to different students and ask a question that involves a choice.
Activity: Roll a ball to different students and ask a question that involves a choice.
For example, ask students if they are feeling happy or sad, cranky, or excited, if they like apples or chips, fish, or noodles. Explain that the answers we give are our perspective.
For example, ask students if they are feeling happy or sad, cranky, or excited, if they like apples or chips, fish, or noodles. Explain that the answers we give are our perspective.
Explain: authors use illustrations like Chip’s disguise to entertain the reader.
Explain: authors use illustrations like Chip’s disguise to entertain the reader.
What does the word ‘disguise’ mean?
What does the word ‘disguise’ mean?
changing how to look to hide your identity.
Identify, name, and describe parts of Chip’s disguise.
Identify, name, and describe parts of Chip’s disguise.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Model drawing Chip in disguise. Create a simple sentence describing Chip.
Model drawing Chip in disguise. Create a simple sentence describing Chip.
Have you seen chip?
Have you seen chip?
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 Chip in a creative new disguise. Support students to write about the character Chip with words and/or a simple sentence. Share in small groups.
Students draw Chip in a creative new disguise. Support students to write about the character Chip with words and/or a simple sentence. Share in small groups.
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