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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.
Write the word ‘shoes’ on the board and ask students to think of other words that could be used in place of ‘shoes’. For example, runners, sandals, boots.
Authors use details about people and objects in narratives using both words and illustrations.
Authors use details about people and objects in narratives using both words and illustrations.
Revise the term ‘adjectives’ and their role in describing a noun/object.
Revise the term ‘adjectives’ and their role in describing a noun/object.
Activity: Select one shoe at a time and ask:
Activity: Select one shoe at a time and ask:
Who might wear this shoe?
Who might wear this shoe?
What are its features?
What are its features?
When might someone wear them?
When might someone wear them?
Where might someone wear these?
Where might someone wear these?
Why would someone wear them?
Why would someone wear them?
How do they look?
How do they look?
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Using the images to support idea generation, students design a new pair of shoes they would like to wear. Encourage students to provide as much detail as possible in their illustration. Explain that the shoes can be real or imagined.
Using the images to support idea generation, students design a new pair of shoes they would like to wear. Encourage students to provide as much detail as possible in their illustration. Explain that the shoes can be real or imagined.
Model drawing a pair of shoes on the board and write a simple sentence with a subject-verb-object structure to match it. For example:
Model drawing a pair of shoes on the board and write a simple sentence with a subject-verb-object structure to match it. For example:
My boots have big buckles.
My boots have big buckles.
Discuss the use of the pronoun ‘my’ at the beginning of the sentence.
Discuss the use of the pronoun ‘my’ at the beginning of the sentence.
Students write a simple sentence to describe their shoe design.
Students write a simple sentence to describe their shoe design.
Too hard? Students label their illustration.
Too hard? Students label their illustration.
Too easy? Students describe a range of detailed features from their shoe design. Encourage the use of a range of adjectives to describe elements, such as size, colour, texture, materials.
Too easy? Students describe a range of detailed features from their shoe design. Encourage the use of a range of adjectives to describe elements, such as size, colour, texture, materials.
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