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Learning Intention: Students are learning to create informative sentences using information from texts.
Learning Intention: Students are learning to create informative sentences using information from texts.
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.
Revisit the contents page from the text The Big Book of Bugs. Remind students that a contents page is used to locate information in a text.
Revisit the contents page from the text The Big Book of Bugs. Remind students that a contents page is used to locate information in a text.
Explain that students will be creating an informative text about one of the bugs from the text.
Explain that students will be creating an informative text about one of the bugs from the text.
Select 3 new bugs from the text, modelling how to locate them in the text using the contents page. Read each section about the bug, and using individual whiteboards, allow students to draw pictures of the facts they hear about these bugs.
Select 3 new bugs from the text, modelling how to locate them in the text using the contents page. Read each section about the bug, and using individual whiteboards, allow students to draw pictures of the facts they hear about these bugs.
Ask students to recall facts from the text (or other facts that they know) and model recording responses on an anchor chart with a heading for each bug to create a list of bug facts.
Ask students to recall facts from the text (or other facts that they know) and model recording responses on an anchor chart with a heading for each bug to create a list of bug facts.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Using an interactive writing strategy, co-construct several simple sentences using the information that students recorded on the anchor chart. For example:
Using an interactive writing strategy, co-construct several simple sentences using the information that students recorded on the anchor chart. For example:
Spiders have 8 legs. Bees make honey. Earthworms dig tunnels.
Spiders have 8 legs. Bees make honey. Earthworms dig tunnels.
In pairs or small groups, students share the facts they have recorded on their planning sheets. Students will use these planning sheets in Lesson 10. Optional: Students play a game of ‘Who am I?’ answering questions to stated facts learnt from the class bug fact sheets in Lesson 9. Example facts and questions may include:
In pairs or small groups, students share the facts they have recorded on their planning sheets. Students will use these planning sheets in Lesson 10. Optional: Students play a game of ‘Who am I?’ answering questions to stated facts learnt from the class bug fact sheets in Lesson 9. Example facts and questions may include:
I have 8 eyes, who am I?
I have 8 eyes, who am I?
I have 4 bendy legs, who am I?
I have 4 bendy legs, who am I?
I spray poison, who am I?
I spray poison, who am I?
Too hard? Modify the number of facts that students draw/write about. Use co-constructed sentences from activity 5 to support.
Too hard? Modify the number of facts that students draw/write about. Use co-constructed sentences from activity 5 to support.
Too easy? Students record multiple facts about several bugs.
Too easy? Students record multiple facts about several bugs.
Re-visit The Very Hungry Caterpillar and look at the page where the caterpillar turns into a butterfly. Discuss how the butterfly is represented differently in the 2 texts. For example, in The Very Hungry Caterpillar, the butterfly marked the end of the narrative, whereas The Big Book of Bugs provides readers with real information (facts).
Re-visit The Very Hungry Caterpillar and look at the page where the caterpillar turns into a butterfly. Discuss how the butterfly is represented differently in the 2 texts. For example, in The Very Hungry Caterpillar, the butterfly marked the end of the narrative, whereas The Big Book of Bugs provides readers with real information (facts).
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