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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.
Introduce the text Feathers for Phoebe. Display the front and back cover. Ask students to predict what the text might be about and who the character on the front cover might be. Explain that this text is a narrative and that narratives can be real or imagined stories. Ask students if this text is real or imagined and why.
Introduce the text Feathers for Phoebe. Display the front and back cover. Ask students to predict what the text might be about and who the character on the front cover might be. Explain that this text is a narrative and that narratives can be real or imagined stories. Ask students if this text is real or imagined and why.
Read Feathers for Phoebe. Reflect on student predictions. Encourage students to chorally read the right-hand pages when Phoebe is given different feather options.
Read Feathers for Phoebe. Reflect on student predictions. Encourage students to chorally read the right-hand pages when Phoebe is given different feather options.
Flicking through the text, stop to highlight the detail in the illustrations. Promote discussion about the use of describing words (adjectives) to describe the feather accessories in Zelda’s beauty salon. For example, purple, curly, large, fluffy, pretty.
Flicking through the text, stop to highlight the detail in the illustrations. Promote discussion about the use of describing words (adjectives) to describe the feather accessories in Zelda’s beauty salon. For example, purple, curly, large, fluffy, pretty.
Ask students:
Ask students:
Beginning: Where does the story begin? How is Phoebe feeling? Who does she go to visit? What did Zelda say?
Beginning: Where does the story begin? How is Phoebe feeling? Who does she go to visit? What did Zelda say?
Middle: What did Phoebe get? What happened each time she tried a new look?
Middle: What did Phoebe get? What happened each time she tried a new look?
End: What happened to Phoebe in the end? What did Phoebe learn?
End: What happened to Phoebe in the end? What did Phoebe learn?
Explain that narratives may have a message or a lesson at the end.
Explain that narratives may have a message or a lesson at the end.
Activity: In pairs, ask students to think about what Phoebe learned and what the message (moral) from the narrative is.
Activity: In pairs, ask students to think about what Phoebe learned and what the message (moral) from the narrative is.
For example, be happy with who you are, always be yourself.
For example, be happy with who you are, always be yourself.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Model writing simple sentences with a subject-verb-object structure within each section of the chart. For example:
Model writing simple sentences with a subject-verb-object structure within each section of the chart. For example:
Phoebe (subject) wanted (verb) a new crest (object).
Phoebe (subject) wanted (verb) a new crest (object).
Using Resource 1: Beginning, middle and end chart, students draw pictures to show one event that occurred in each section of the text.
Using Resource 1: Beginning, middle and end chart, students draw pictures to show one event that occurred in each section of the text.
For example, the beginning is a picture of Phoebe visiting Zelda’s beauty salon, the middle shows Phoebe wearing different types of feathers for her new look, and the end is Phoebe falling and landing beside the other bird that looks like her.
Students choose one of their images to write a simple sentence about using the structure: subject, verb, object.
Students choose one of their images to write a simple sentence about using the structure: subject, verb, object.
Too hard? Students focus on only one section of the narrative.
Too hard? Students focus on only one section of the narrative.
Too easy? Students write sentences to describe the key events in each part of the text.
Too easy? Students write sentences to describe the key events in each part of the text.
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