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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.
Reread Feathers for Phoebe, pausing to discuss the main idea throughout the text.
Reread Feathers for Phoebe, pausing to discuss the main idea throughout the text.
Revise that a simple sentence makes sense by itself and can use a subject-verb-object structure to convey an idea.
Revise that a simple sentence makes sense by itself and can use a subject-verb-object structure to convey an idea.
In sentence structure, the subject and object serve different roles:
In sentence structure, the subject and object serve different roles:
Subject:
Subject:
- The subject is the person, place, thing, or idea that performs the action of the verb.
- It answers the question "who?" or "what?" before the verb.
Example: In the sentence "The cat (subject) chased the mouse," "the cat" is the subject because it is doing the chasing.
Example: In the sentence "The cat (subject) chased the mouse," "the cat" is the subject because it is doing the chasing.
Object:
Object:
- The object is the person, place, thing, or idea that receives the action of the verb.
It answers the question "who?" or "what?" after the verb.
It answers the question "who?" or "what?" after the verb.
Write a simple sentence on the board from the text about an event in the story using a subject-verb-object structure. For example:
Write a simple sentence on the board from the text about an event in the story using a subject-verb-object structure. For example:
Phoebe chose a new crest. Phoebe climbed a low-hanging vine.
Phoebe chose a new crest. Phoebe climbed a low-hanging vine.
Too hard? In small groups, students use an enlarged copy of Resource 5: Sentence examples to underline or circle the subject, verb and object in each sentence.
Too hard? In small groups, students use an enlarged copy of Resource 5: Sentence examples to underline or circle the subject, verb and object in each sentence.
Too easy? Students write their own sentence and identify the subject, verb, and object.
Too easy? Students write their own sentence and identify the subject, verb, and object.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
students will be writing sentences about their bird illustration from Lesson 7. Model writing the first sentence using the subject-verb-object structure. Begin the second sentence with a pronoun and include an adjective. For example:
students will be writing sentences about their bird illustration from Lesson 7. Model writing the first sentence using the subject-verb-object structure. Begin the second sentence with a pronoun and include an adjective. For example:
__ (bird’s name) chose new __ (wings, claws, eyes).
__ (bird’s name) chose new __ (wings, claws, eyes).
Her/His __ (wings, crest, beak, claws, eyes) was/were __ (adjective).
Her/His __ (wings, crest, beak, claws, eyes) was/were __ (adjective).
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