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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.
Ask students to identify any names in the sentence and how they know these are names.
Ask students to identify any names in the sentence and how they know these are names.
Explain that names are proper nouns that begin with a capital letter.
Explain that names are proper nouns that begin with a capital letter.
Pronouns are used in place of a noun and help a narrative to flow.
Pronouns are used in place of a noun and help a narrative to flow.
List common examples of personal pronouns on the board, for example, she, he, I, they, you, my, me
List common examples of personal pronouns on the board, for example, she, he, I, they, you, my, me
Activity: Explicitly model using pronouns when asking and answering questions. For example, explain that Molly is wearing a red shirt, and then ask what Molly is wearing. Elicit student responses that include a pronoun, such as, she is wearing a red shirt.
Activity: Explicitly model using pronouns when asking and answering questions. For example, explain that Molly is wearing a red shirt, and then ask what Molly is wearing. Elicit student responses that include a pronoun, such as, she is wearing a red shirt.
Use recasting to correct the misuse of pronouns. For example, if a student says, her is wearing a red shirt, recast with yes, she is wearing a red shirt. Repeat the question (Who is wearing a red shirt?).
Use recasting to correct the misuse of pronouns. For example, if a student says, her is wearing a red shirt, recast with yes, she is wearing a red shirt. Repeat the question (Who is wearing a red shirt?).
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Explain that the class will be writing about items Jessie was given using pronouns and descriptive language.
Explain that the class will be writing about items Jessie was given using pronouns and descriptive language.
Open Shoes from Grandpa to the page where Jessie receives a coat from her grandmother.
Open Shoes from Grandpa to the page where Jessie receives a coat from her grandmother.
Model saying and then writing sentences about the grandmother’s gift and Jessie’s feelings about it. For example, the grandmother gave Jessie a warm coat. She did not want a warm coat.
Model saying and then writing sentences about the grandmother’s gift and Jessie’s feelings about it. For example, the grandmother gave Jessie a warm coat. She did not want a warm coat.
Highlight the use of a capital for the proper noun and the pronoun. Use the same repetitive structure with the other items Jessie was given.
Highlight the use of a capital for the proper noun and the pronoun. Use the same repetitive structure with the other items Jessie was given.
Sit students in a circle. One at a time, students suggest what they would give Jessie if they were in her family.
Sit students in a circle. One at a time, students suggest what they would give Jessie if they were in her family.
Students share their ideas in complete sentences. For example:
Students share their ideas in complete sentences. For example:
I gave Jessie a pink tutu. Have the rest of the class respond (using the correct pronoun) with the refrain, ‘She did not want ___ (a pink tutu).’
I gave Jessie a pink tutu. Have the rest of the class respond (using the correct pronoun) with the refrain, ‘She did not want ___ (a pink tutu).’
Too hard? Students draw a picture of their gift to Jessie and write their name and Jessie’s name next to it. Reinforce the use of a capital letter at the start of a person’s name.
Too hard? Students draw a picture of their gift to Jessie and write their name and Jessie’s name next to it. Reinforce the use of a capital letter at the start of a person’s name.
Too easy? Students include adjectives to describe their gift to Jessie.
Too easy? Students include adjectives to describe their gift to Jessie.
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