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.
Revisit the text Chip focusing on the text and images of Joe telling Chip he is being rude.
Revisit the text Chip focusing on the text and images of Joe telling Chip he is being rude.
Highlight the author’s use of punctuation, such as exclamation marks and capital letters, to tell the reader that Joe is yelling at Chip.
Highlight the author’s use of punctuation, such as exclamation marks and capital letters, to tell the reader that Joe is yelling at Chip.
Draw students’ attention to Joe’s warning signs - ‘Do not feed the gulls’, including the symbol signs.
Draw students’ attention to Joe’s warning signs - ‘Do not feed the gulls’, including the symbol signs.
Do you agree or disagree with Joe’s signs?
Do you agree or disagree with Joe’s signs?
Where and when have you seen similar signs that tell us what we can and cannot do in spaces?
Where and when have you seen similar signs that tell us what we can and cannot do in spaces?
For example, a stop sign, don’t litter signs.
Draw students’ attention to the airshow poster and Chip’s idea. Consider the layout and features of the poster.
Draw students’ attention to the airshow poster and Chip’s idea. Consider the layout and features of the poster.
Think-Pair-Share: What do you think Chip said to the other seagulls to get them to train and fly with him?
Think-Pair-Share: What do you think Chip said to the other seagulls to get them to train and fly with him?
Remind students to look at things from Chip’s perspective. Ask students to role-play what Chip says to the other seagulls to get them to train and fly with him. Ask students to recall what is happening in these scenes, who the characters are, where and when it is taking place, and why the characters are behaving in this way.
Remind students to look at things from Chip’s perspective. Ask students to role-play what Chip says to the other seagulls to get them to train and fly with him. Ask students to recall what is happening in these scenes, who the characters are, where and when it is taking place, and why the characters are behaving in this way.
Explain: verbs are words that describe an action.
Explain: verbs are words that describe an action.
A word that tells what is happening. Different types of verbs include: action verbs: They danced ... thinking verbs: I forgot ... feeling verbs: We like ... saying verbs: He whispered ... relating verbs: They are ....
Students identify verbs, such as loop the loop, stall, dive, roll and fall.
Students identify verbs, such as loop the loop, stall, dive, roll and fall.
Model spoken sentences, such as ‘the seagulls can dive’, ‘the seagulls can spin’, ‘the seagulls can fly’.
Model spoken sentences, such as ‘the seagulls can dive’, ‘the seagulls can spin’, ‘the seagulls can fly’.
Students chorally chant each sentence and perform their own airshow using hand movements to represent actions.
Highlight the phrase, ‘the crowd went wild’ at the airshow. Explain the use of the word ‘wild’ and its meaning in this sentence.
Highlight the phrase, ‘the crowd went wild’ at the airshow. Explain the use of the word ‘wild’ and its meaning in this sentence.
Make text-to-self connections and discuss examples when students have seen a crowd go wild. For example, at a football match, rodeo, concert, or live show.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Model drawing the seagulls in action in an airshow poster and write a simple sentence with a subject and a verb.
Model drawing the seagulls in action in an airshow poster and write a simple sentence with a subject and a verb.
‘The seagulls can…’
‘The seagulls can…’
Explain that the simple sentence makes sense by itself and is a complete thought.
Explain that the simple sentence makes sense by itself and is a complete thought.
Students draw a poster that has the seagulls flying and write a sentence using verbs from the model or the word wall. Provide a sentence starter to support students.
Students draw a poster that has the seagulls flying and write a sentence using verbs from the model or the word wall. Provide a sentence starter to support students.
Page updated
Report abuse