Embedded Files
Learning Intention: Students are learning to identify the audience and purpose of text.
Learning Intention: Students are learning to identify the audience and purpose of text.
Success Criteria:
Success Criteria:
Students can:
Students can:
- retell events from a familiar text
- retell events from a familiar text
- use information, including titles and illustrations, to predict types of texts
- use information, including titles and illustrations, to predict types of texts
- ask questions using who, what, where and when
- ask questions using who, what, where and when
- use prepositional phrases that indicate time
- use prepositional phrases that indicate time
- use nouns in own writing
- use nouns in own writing
- write simple sentences with a subject-verb-object structure
- write simple sentences with a subject-verb-object structure
- use words to describe the shape, size and texture of an object.
- use words to describe the shape, size and texture of an object.
Reread The Very Hungry Caterpillar.
Reread The Very Hungry Caterpillar.
Using the food items from the text, experiment with adding words that describe their shape, size and texture. As this is done, ask students to close their eyes and visualise what they are hearing. For example:
Using the food items from the text, experiment with adding words that describe their shape, size and texture. As this is done, ask students to close their eyes and visualise what they are hearing. For example:
the caterpillar ate a crunchy apple;
the caterpillar ate a crunchy apple;
the caterpillar ate a sticky lollypop;
the caterpillar ate a sticky lollypop;
the caterpillar ate a huge, sweet cupcake.
the caterpillar ate a huge, sweet cupcake.
What effect do these descriptive words have and how is the new version now different from the text?
What effect do these descriptive words have and how is the new version now different from the text?
An Adjective is a word class that describes a noun.
An Adjective is a word class that describes a noun.
In small groups, provide students with a range of food images. Ask them to brainstorm words that could describe the food’s shape, size, or texture. Encourage students to use their senses and think about the colour, taste, smell, and feel of the food to help generate ideas.
In small groups, provide students with a range of food images. Ask them to brainstorm words that could describe the food’s shape, size, or texture. Encourage students to use their senses and think about the colour, taste, smell, and feel of the food to help generate ideas.
Display the food images and record the adjectives that the students provide. For example, a red/shiny apple, a round/juicy strawberry, a soft/squishy plum.
Activity: Explain that students will become authors and write a class story, like The Very Hungry Caterpillar, describing something they would like to eat.
Activity: Explain that students will become authors and write a class story, like The Very Hungry Caterpillar, describing something they would like to eat.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Model writing a sentence using your name as the subject to describe a favourite food item using descriptive language. For example:
Model writing a sentence using your name as the subject to describe a favourite food item using descriptive language. For example:
‘Mr Kliese ate a big tasty cheesecake.’
‘Mr Kliese ate a big tasty cheesecake.’
Identify the subject, verb and object within the modelled example and highlight the adjective ‘big tasty’ to describe the cheesecake.
Identify the subject, verb and object within the modelled example and highlight the adjective ‘big tasty’ to describe the cheesecake.
Students select a food item from one of the class displays or from the text and draft their sentences on an individual whiteboard.
Students select a food item from one of the class displays or from the text and draft their sentences on an individual whiteboard.
Provide each student with a piece of A3 paper to publish their writing and draw a picture of themselves eating their chosen food.
Provide each student with a piece of A3 paper to publish their writing and draw a picture of themselves eating their chosen food.
Revisit The Very Hungry Caterpillar asking students to locate the information on the front cover. For example, title, author, illustrator, image related to the text. Co-create a title page for the class text, including a title such as The Very Hungry Kindergarteners.
Revisit The Very Hungry Caterpillar asking students to locate the information on the front cover. For example, title, author, illustrator, image related to the text. Co-create a title page for the class text, including a title such as The Very Hungry Kindergarteners.
Collate students’ A3 pages, stapling them to create a book and chorally read the class story together.
Collate students’ A3 pages, stapling them to create a book and chorally read the class story together.
Too hard? Provide students with a sentence frame to be completed with their name and chosen food item.
Too hard? Provide students with a sentence frame to be completed with their name and chosen food item.
Too easy? Students add further detail by including a prepositional phrase to indicate time and quantity. For example, ‘On Saturday Josie ate 3 red apples.’
Too easy? Students add further detail by including a prepositional phrase to indicate time and quantity. For example, ‘On Saturday Josie ate 3 red apples.’
Page updated
Report abuse