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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
- use real images to describe a noun
- use real images to describe a noun
- use a capital letter when writing a proper noun
- use a capital letter when writing a proper noun
- identify the subject, verb, and object in simple sentences
- identify the subject, verb, and object in simple sentences
- compare real and imagined narratives
- compare real and imagined narratives
- write simple sentences using adjectives and personal pronouns.
- write simple sentences using adjectives and personal pronouns.
Discuss any similarities or differences between the 2 texts regarding their structure, characters, and events.
Discuss any similarities or differences between the 2 texts regarding their structure, characters, and events.
Ask students:
Ask students:
- What did the main characters want? Jessie wanted a pair of jeans; Phoebe wanted a new look.
- What did they do? Jessie got gifts from her family; Phoebe visited Zelda’s beauty salon.
- What did they find out? Jessie realised the gifts were not what she wanted; Phoebe realised she was fine the way she was.
- How did Jessie and Phoebe feel throughout the story? Jessie felt overwhelmed by all her gifts; Phoebe felt she looked silly with her new feathers.
- Could Feathers for Phoebe be a real narrative? No, it is imaginary because birds cannot talk.
- Could Shoes from Grandpa be a real narrative? Yes, it could be real because the characters and events might happen.
- Who were each of these stories written for? School-aged children.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Using mini whiteboards, students write a simple or compound sentence to state which character or text is their favourite.
Using mini whiteboards, students write a simple or compound sentence to state which character or text is their favourite.
Too hard? Students draw a picture of their favourite character.
Too hard? Students draw a picture of their favourite character.
Too easy? Students write a sentence describing which character or text is their favourite and why.
Too easy? Students write a sentence describing which character or text is their favourite and why.
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