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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.
Revise that real and imagined narratives follow the structure of beginning, middle, and end to convey a series of events.
Revise that real and imagined narratives follow the structure of beginning, middle, and end to convey a series of events.
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?
Activity: Explain that students will create a class story about food to take on a picnic in a similar style to Shoes from Grandpa.
Activity: Explain that students will create a class story about food to take on a picnic in a similar style to Shoes from Grandpa.
Ask students what food they would like to take on a picnic and list these on the board, for example, sandwiches, cheese, salad, popcorn. Draw illustrations to match each item to support reading and writing. Allow students to write or draw different food options on the board.
Ask students what food they would like to take on a picnic and list these on the board, for example, sandwiches, cheese, salad, popcorn. Draw illustrations to match each item to support reading and writing. Allow students to write or draw different food options on the board.
Write the title of the class narrative on the board, for example, ‘Food for a Picnic’.
Write the title of the class narrative on the board, for example, ‘Food for a Picnic’.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Co-construct a simple sentence to set the scene and context for the story. For example:
Co-construct a simple sentence to set the scene and context for the story. For example:
One day our class decided to have a picnic.
One day our class decided to have a picnic.
Select 3 students whose names will be used in the story and write these on the board, highlighting the importance of using a capital letter for proper nouns.
Select 3 students whose names will be used in the story and write these on the board, highlighting the importance of using a capital letter for proper nouns.
Select 3 food items from the class list and co-construct sentences using creative language features such as rhyme and alliteration to make the descriptions sound funny to the reader. For example:
Select 3 food items from the class list and co-construct sentences using creative language features such as rhyme and alliteration to make the descriptions sound funny to the reader. For example:
Alba brought ice-cream that will make us all scream. Amelia brought cheese to eat in the breeze. Sienna brought chicken wings that will make us sing.
Alba brought ice-cream that will make us all scream. Amelia brought cheese to eat in the breeze. Sienna brought chicken wings that will make us sing.
Write the following sentence starter on the board,
Write the following sentence starter on the board,
Please may I bring _________
Please may I bring _________
Explain that students will be ending the class narrative by writing a food item they would prefer to take on a picnic, like Jessie wanting jeans at the end of Shoes from Grandpa. Students may select a food item from the class list or write their own food of choice.
Explain that students will be ending the class narrative by writing a food item they would prefer to take on a picnic, like Jessie wanting jeans at the end of Shoes from Grandpa. Students may select a food item from the class list or write their own food of choice.
Students write and complete the sentence and illustrate a picture to match their chosen food item.
Students write and complete the sentence and illustrate a picture to match their chosen food item.
Too hard? Support students to use speech-to-text technology to complete their sentence.
Too hard? Support students to use speech-to-text technology to complete their sentence.
Too easy? Students write their own simple sentence describing the food item they would prefer to take on a picnic.
Too easy? Students write their own simple sentence describing the food item they would prefer to take on a picnic.
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