Embedded Files
Learning Intention: Students are learning to understand, describe, and write about character traits and actions.
Learning Intention: Students are learning to understand, describe, and write about character traits and actions.
Success Criteria:
Success Criteria:
Students can:
Students can:
- describe the actions of a character
- describe the actions of a character
- understand a character’s personality
- understand a character’s personality
- write a simple sentence with a subject-verb-object structure
- write a simple sentence with a subject-verb-object structure
- use background knowledge to understand a character’s behaviour
- use background knowledge to understand a character’s behaviour
- use knowledge of a text to create and write about a new character.
- use knowledge of a text to create and write about a new character.
Introduce the text Floof. Ask students what they think the word ‘floof’ means and why they think that.
Introduce the text Floof. Ask students what they think the word ‘floof’ means and why they think that.
Explain that the word ‘floof’ means extra fluffy and provide examples in a sentence, such as, ‘Floof is extra fluffy like a cloud’, ‘Floof is extra fluffy like a marshmallow’.
Explain that the word ‘floof’ means extra fluffy and provide examples in a sentence, such as, ‘Floof is extra fluffy like a cloud’, ‘Floof is extra fluffy like a marshmallow’.
Authors use a character’s name in the title to draw attention to the main character to build interest in the story.
Authors use a character’s name in the title to draw attention to the main character to build interest in the story.
Focusing on the title and cover, ask students to make predictions about the text
Focusing on the title and cover, ask students to make predictions about the text
Read Floof and reflect on student predictions.
Read Floof and reflect on student predictions.
Authors engage the reader by creating characters by what they do, say and how they look. Floof has animal and human traits.
Authors engage the reader by creating characters by what they do, say and how they look. Floof has animal and human traits.
Ask students what human traits Floof has. For example, Floof eats pancakes, Floof reads, Floof gardens, and Floof has many hobbies.
Ask students what human traits Floof has. For example, Floof eats pancakes, Floof reads, Floof gardens, and Floof has many hobbies.
The author builds the character of Floof using verbs to explain what they do.
The author builds the character of Floof using verbs to explain what they do.
Revisit images in the text that illustrate verbs.
Revisit images in the text that illustrate verbs.
Ask students to recall verbs from the text and add these to a word wall.
Ask students to recall verbs from the text and add these to a word wall.
For example, reads, eats, sleeps, gardens.
For example, reads, eats, sleeps, gardens.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Model writing the sentence,
Model writing the sentence,
Floof _______.
Floof _______.
to show the subject-verb sentence structure and correct punctuation. For example, a capital letter to start a sentence and a full stop to end the sentence.
to show the subject-verb sentence structure and correct punctuation. For example, a capital letter to start a sentence and a full stop to end the sentence.
Using mini whiteboards, students write the subject (Floof) and select another verb from the word wall to complete the sentence.
Using mini whiteboards, students write the subject (Floof) and select another verb from the word wall to complete the sentence.
For example, Floof eats, Floof reads, Floof plays. Students read their sentences in small groups.
For example, Floof eats, Floof reads, Floof plays. Students read their sentences in small groups.
Students draw an image of an activity Floof likes to do and write their own sentence using a subject-verb structure. Students then explore how they can BUMP-UP their work using the BUMP-IT-UP Wall.
Students draw an image of an activity Floof likes to do and write their own sentence using a subject-verb structure. Students then explore how they can BUMP-UP their work using the BUMP-IT-UP Wall.
Too hard? Students orally describe their picture to a peer.
Too hard? Students orally describe their picture to a peer.
Too easy? Students write a sentence with a subject-verb-object structure.
Too easy? Students write a sentence with a subject-verb-object structure.
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