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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
- 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.
Re-read Shoes from Grandpa. Encourage students to chorally read so that they recognise the use of repetition in the story.
Re-read Shoes from Grandpa. Encourage students to chorally read so that they recognise the use of repetition in the story.
The illustrations show the pieces of clothing given to Jessie. The author has used rhythm, rhyme, and alliteration to make the descriptions sound funny to the reader.
The illustrations show the pieces of clothing given to Jessie. The author has used rhythm, rhyme, and alliteration to make the descriptions sound funny to the reader.
For example, ‘I’ll get you a skirt that won’t show the dirt’ (rhyme), ‘I’ll get you a sweater when the weather gets wetter’ (alliteration).
For example, ‘I’ll get you a skirt that won’t show the dirt’ (rhyme), ‘I’ll get you a sweater when the weather gets wetter’ (alliteration).
The text continues to build each time something new is given to Jessie.
The text continues to build each time something new is given to Jessie.
What do you think the author's purpose is with this illustration?
What do you think the author's purpose is with this illustration?
Answer: entertain, in this narrative. Explain that authors can use both words and pictures to describe characters, objects, and settings in texts.
Answer: entertain, in this narrative. Explain that authors can use both words and pictures to describe characters, objects, and settings in texts.
Explicitly teach that nouns are objects and adjectives are words that are used to describe the noun or object.
Explicitly teach that nouns are objects and adjectives are words that are used to describe the noun or object.
Explain that adjectives can describe an object’s colour, size, shape, texture, or pattern.
Explain that adjectives can describe an object’s colour, size, shape, texture, or pattern.
Activity: Open the book to each page where Jessie received an item of clothing. Model drawing and labelling the different items of clothing (objects) Jessie received on the T-chart.
Activity: Open the book to each page where Jessie received an item of clothing. Model drawing and labelling the different items of clothing (objects) Jessie received on the T-chart.
Define any unknown words students may be unfamiliar with, for example, blouse, sweater, coat, scarf, mittens.
Define any unknown words students may be unfamiliar with, for example, blouse, sweater, coat, scarf, mittens.
Discuss words that could be used to describe each item of clothing.
Discuss words that could be used to describe each item of clothing.
For example, stripy, red, warm, spotty, frilly, striped. Write 2 or 3 adjectives for each item of clothing in the column labelled ‘adjectives’. Orally construct sentences that use the adjectives and nouns from the chart. In pairs, students create their own examples.
For example, stripy, red, warm, spotty, frilly, striped. Write 2 or 3 adjectives for each item of clothing in the column labelled ‘adjectives’. Orally construct sentences that use the adjectives and nouns from the chart. In pairs, students create their own examples.
Using dress-up items, students select one piece of clothing and describe it to a peer using adjectives.
Using dress-up items, students select one piece of clothing and describe it to a peer using adjectives.
For example, my shirt has red buttons, I have a fluffy scarf, my hat is woolly and warm.
For example, my shirt has red buttons, I have a fluffy scarf, my hat is woolly and warm.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Model writing a simple sentence on the board using a subject-verb-object structure.
Model writing a simple sentence on the board using a subject-verb-object structure.
Explicitly teach that a simple sentence makes sense by itself and is a complete idea. Using 3 different coloured markers, underline the subject, verb, and object in your sentence. For example:
Explicitly teach that a simple sentence makes sense by itself and is a complete idea. Using 3 different coloured markers, underline the subject, verb, and object in your sentence. For example:
I am wearing a blue scarf.
I am wearing a blue scarf.
Provide students with the sentence starter ‘I am wearing a __ __.’
Provide students with the sentence starter ‘I am wearing a __ __.’
Using the class T-chart as a guide, students write the name of their chosen clothing item (noun) and a simple adjective to describe it. Encourage students to illustrate their writing to show the specific details that are part of their dress up item.
Using the class T-chart as a guide, students write the name of their chosen clothing item (noun) and a simple adjective to describe it. Encourage students to illustrate their writing to show the specific details that are part of their dress up item.
Too hard? Students draw a picture of themselves wearing the item of clothing. Students orally share their description with a peer.
Too hard? Students draw a picture of themselves wearing the item of clothing. Students orally share their description with a peer.
Too easy? Students write and complete the sentence independently using variations in the subject/verb structure. For example, ‘Mum bought me a __ __.’
Too easy? Students write and complete the sentence independently using variations in the subject/verb structure. For example, ‘Mum bought me a __ __.’
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