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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.
Re-read the text Chip to explore the use of the newspaper.
Re-read the text Chip to explore the use of the newspaper.
Highlight the visual elements of the newspaper and its similarities and differences with other types of texts students have read.
Highlight the visual elements of the newspaper and its similarities and differences with other types of texts students have read.
Stories in newspapers and on television provide readers with a perspective about something that has happened.
Stories in newspapers and on television provide readers with a perspective about something that has happened.
Activity: Model being a reporter and ask students questions about the seagulls and the airshow. For example, you could ask what they liked about the airshow, and why did they come to the airshow.
Activity: Model being a reporter and ask students questions about the seagulls and the airshow. For example, you could ask what they liked about the airshow, and why did they come to the airshow.
Make or find small microphones and provide students with an extended opportunity to role-play being a reporter for Gull News. Remind students that characters can be people or animals. Encourage students to conduct interviews with different characters, such as Chip, Joe, people in the crowd, or the other seagulls.
Make or find small microphones and provide students with an extended opportunity to role-play being a reporter for Gull News. Remind students that characters can be people or animals. Encourage students to conduct interviews with different characters, such as Chip, Joe, people in the crowd, or the other seagulls.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Co-construct a newspaper article about the airshow. Use the verbs from the word wall to model writing a simple sentence.
Co-construct a newspaper article about the airshow. Use the verbs from the word wall to model writing a simple sentence.
The seagulls flew through the air. The crowd watched in amazement.
The seagulls flew through the air. The crowd watched in amazement.
Continue to reinforce that a simple sentence makes sense by itself and is a complete thought. Draw students’ attention to the ‘subject’ (seagulls/the crowd) and ‘verb’ (flew/watched) of each sentence, and the sentence boundary punctuation.
Continue to reinforce that a simple sentence makes sense by itself and is a complete thought. Draw students’ attention to the ‘subject’ (seagulls/the crowd) and ‘verb’ (flew/watched) of each sentence, and the sentence boundary punctuation.
Students draw an image for the newspaper article and label with verbs from the model or word wall. Students may choose to write a sentence of their own or copy a sentence from the model.
Students draw an image for the newspaper article and label with verbs from the model or word wall. Students may choose to write a sentence of their own or copy a sentence from the model.
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