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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.
Revisit proper nouns by opening Feathers for Phoebe to the page where Phoebe visits Zelda’s beauty salon. Write the following sentence from the page on the board:
Revisit proper nouns by opening Feathers for Phoebe to the page where Phoebe visits Zelda’s beauty salon. Write the following sentence from the page on the board:
"I want to look like you,” Phoebe told Zelda.
"I want to look like you,” Phoebe told Zelda.
Are there any names in the sentence above? How do you know these words are names?
Are there any names in the sentence above? How do you know these words are names?
Explain that names are proper nouns and must begin with a capital letter.
Explain that names are proper nouns and must begin with a capital letter.
Using 2 different coloured markers, underline ‘Phoebe’ and ‘Zelda’.
Using 2 different coloured markers, underline ‘Phoebe’ and ‘Zelda’.
Circle the pronoun ‘I’ and draw an arrow to ‘Phoebe’, explaining that ‘I’ refers to Phoebe as she is the one speaking.
Circle the pronoun ‘I’ and draw an arrow to ‘Phoebe’, explaining that ‘I’ refers to Phoebe as she is the one speaking.
Circle the pronoun ‘you’ and ask the students who the pronoun refers to (Zelda).
Circle the pronoun ‘you’ and ask the students who the pronoun refers to (Zelda).
Explicitly teach that pronouns are used in place of a noun and help a narrative to flow.
Explicitly teach that 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.
Phoebe got new wings but _____ could not _____. ‘“From now on _____ will ______,” said Zelda.’
Phoebe got new wings but _____ could not _____. ‘“From now on _____ will ______,” said Zelda.’
Open Feathers for Phoebe to the page where Phoebe receives new wings. Explain that students will be finishing sentences orally using correct pronoun referencing and interpreting what the result was.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Model writing sentences that include correct noun-pronoun referencing. For example:
Model writing sentences that include correct noun-pronoun referencing. For example:
Phoebe got new wings. She could not fly.
Phoebe got new wings. She could not fly.
In pairs, students write a sentence about the other feathers Phoebe received, using correct noun-pronoun referencing.
In pairs, students write a sentence about the other feathers Phoebe received, using correct noun-pronoun referencing.
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