Embedded Files
Learning Intention: Students are learning to identify the sequence of events in a narrative and use descriptive language in their writing.
Learning Intention: Students are learning to identify the sequence of events in a narrative and use descriptive language in their writing.
Success Criteria:
Success Criteria:
Students can:
Students can:
- identify events from the beginning, middle, and end of a text
- identify events from the beginning, middle, and end of a text
- give responses to who, what, when, where, why in a familiar text
- give responses to who, what, when, where, why in a familiar text
- use adjectives to describe a noun
- use adjectives to describe a noun
- use pronouns when referencing a person
- use pronouns when referencing a person
- experiment writing sentences with a subject-verb-object structure.
- experiment writing sentences with a subject-verb-object structure.
Introduce the text Shoes from Grandpa. Display the front and back cover. Ask students to predict what the text might be about and who the characters on the cover might be. Explicitly teach that the text is a narrative and explain that narratives can be real or imagined stories that follow a beginning, middle, and end structure.
Introduce the text Shoes from Grandpa. Display the front and back cover. Ask students to predict what the text might be about and who the characters on the cover might be. Explicitly teach that the text is a narrative and explain that narratives can be real or imagined stories that follow a beginning, middle, and end structure.
Read Shoes from Grandpa.
Read Shoes from Grandpa.
Reflect on student predictions.
Reflect on student predictions.
Can you make a text-to-self connection?
Can you make a text-to-self connection?
For example: a barbeque they attended, going shopping, and receiving gifts.
For example: a barbeque they attended, going shopping, and receiving gifts.
Within each part of the text, we can identify who is in the story, what is happening, where the things are taking place, and when it is happening.
Within each part of the text, we can identify who is in the story, what is happening, where the things are taking place, and when it is happening.
Flick through the text and discuss the key events that took place. Prompt students through questioning.
Flick through the text and discuss the key events that took place. Prompt students through questioning.
Ask students:
Ask students:
Beginning: Where was Jessie at the start of the story? Who was at the barbeque? What did Grandpa say?
Beginning: Where was Jessie at the start of the story? Who was at the barbeque? What did Grandpa say?
Middle: Who gave something to Jessie? What did they give her?
Middle: Who gave something to Jessie? What did they give her?
End: How did Jessie feel? What did Jessie want?
End: How did Jessie feel? What did Jessie want?
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Model writing simple sentences with a subject-verb-object structure, for example:
Model writing simple sentences with a subject-verb-object structure, for example:
Jessie (subject) wanted (verb) a pair of jeans (object).
Jessie (subject) wanted (verb) a pair of jeans (object).
Using Resource 1: Beginning, middle and end chart,
Using Resource 1: Beginning, middle and end chart,
students draw pictures to show one event that occurred in each section of the text. For example:
students draw pictures to show one event that occurred in each section of the text. For example:
The beginning is a picture of the family barbeque.
The beginning is a picture of the family barbeque.
The middle shows Jessie with many types of clothing.
The middle shows Jessie with many types of clothing.
The end is Jessie on her skateboard.
The end is Jessie on her skateboard.
Using the model, students write a sentence to describe one event.
Using the model, students write a sentence to describe one event.
Too hard? Students write words directly from the text or modelled writing.
Too hard? Students write words directly from the text or modelled writing.
Too easy? Students write sentences to match each of their drawings.
Too easy? Students write sentences to match each of their drawings.
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