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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.
Look at the final double-page spread in Elmer where all the elephants decorate themselves and parade.
Look at the final double-page spread in Elmer where all the elephants decorate themselves and parade.
Words we use to describe nouns are called adjectives. What words could you use to describe the elephants above?
Words we use to describe nouns are called adjectives. What words could you use to describe the elephants above?
Provide students with elephant images from the text to describe using adjectives. Students can consider both appearance and character traits. Share responses as a class.
Provide students with elephant images from the text to describe using adjectives. Students can consider both appearance and character traits. Share responses as a class.
Who is your favourite character in the herd?
Who is your favourite character in the herd?
Activity: Model designing an elephant that reflects your ‘true colours’ and celebrates who you really are.
Activity: Model designing an elephant that reflects your ‘true colours’ and celebrates who you really are.
Include your favourite colours, shapes, patterns, objects. Refer to the Elephant stimulus to show how elephants can be embellished in vibrant colours and celebrated across cultures to support drawing.
Include your favourite colours, shapes, patterns, objects. Refer to the Elephant stimulus to show how elephants can be embellished in vibrant colours and celebrated across cultures to support drawing.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
As a model for students, orally describe your elephant’s features and write simple labels using descriptive words. For example, red stripes, spotted toenails.
As a model for students, orally describe your elephant’s features and write simple labels using descriptive words. For example, red stripes, spotted toenails.
Place a variety of art equipment at tables around the room, making sure each table has something different. Explain that students will need to request the use of materials. Model language to support students when asking and answering requests.
Place a variety of art equipment at tables around the room, making sure each table has something different. Explain that students will need to request the use of materials. Model language to support students when asking and answering requests.
Once artworks are complete, provide the opportunity for students to parade (like the elephants in the story) with their artwork.
Once artworks are complete, provide the opportunity for students to parade (like the elephants in the story) with their artwork.
In small groups, students orally describe their ‘true colours’ elephant designs using vocabulary that has been explored during previous lessons. Students can also read any writing that they have produced with a partner.
In small groups, students orally describe their ‘true colours’ elephant designs using vocabulary that has been explored during previous lessons. Students can also read any writing that they have produced with a partner.
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