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.
Re-read Floof, focusing on Floof’s character traits. Use the think-aloud strategy when reading the text, positioning students to think more about Floof’s character and personality. For example:
Re-read Floof, focusing on Floof’s character traits. Use the think-aloud strategy when reading the text, positioning students to think more about Floof’s character and personality. For example:
I wonder if Floof is a pet, I wonder if the dog likes Floof, I wonder if the family thinks Floof is well behaved.
I wonder if Floof is a pet, I wonder if the dog likes Floof, I wonder if the family thinks Floof is well behaved.
The author uses the illustrations (imagery) to show Floof’s character traits by what activities Floof does.
The author uses the illustrations (imagery) to show Floof’s character traits by what activities Floof does.
For example, Floof reads, Floof is gardening, Floof eats.
For example, Floof reads, Floof is gardening, Floof eats.
Discuss how the images show Floof sleeping and what this tells readers about Floof’s character.
Discuss how the images show Floof sleeping and what this tells readers about Floof’s character.
Turn to the page with the text ‘Floof is gardening.’ Ask students to explain what gardening looks like and whether Floof is gardening in this way.
Turn to the page with the text ‘Floof is gardening.’ Ask students to explain what gardening looks like and whether Floof is gardening in this way.
Ask students to locate pictures in the text that support and represent Floof’s character traits. For example, Floof likes to sleep, Floof is lazy, Floof is sneaky, Floof is cheeky, Floof breaks things, Floof does not care.
Ask students to locate pictures in the text that support and represent Floof’s character traits. For example, Floof likes to sleep, Floof is lazy, Floof is sneaky, Floof is cheeky, Floof breaks things, Floof does not care.
Activity: To check student comprehension regarding Floof’s behaviour, explain that students will respond to spoken statements about Floof’s character traits.
Activity: To check student comprehension regarding Floof’s behaviour, explain that students will respond to spoken statements about Floof’s character traits.
Floof has friends.
Floof has friends.
Floof sleeps at night.
Floof sleeps at night.
Floof is busy.
Floof is busy.
Floof likes dogs.
Floof likes dogs.
Floof eats pizza.
Floof eats pizza.
Draw students' attention to the page with Floof’s big eyes and the text ‘lights out’. Ask students what Floof is doing on this page. Discuss what Floof does during the day and at night. For example, Floof sleeps during the day. At night, Floof steals a ball to play with. Ask students why Floof might do certain activities at night instead of during the day.
Draw students' attention to the page with Floof’s big eyes and the text ‘lights out’. Ask students what Floof is doing on this page. Discuss what Floof does during the day and at night. For example, Floof sleeps during the day. At night, Floof steals a ball to play with. Ask students why Floof might do certain activities at night instead of during the day.
Discuss what Floof does during the day and at night. Record student responses to create a word bank to support writing.
Discuss what Floof does during the day and at night. Record student responses to create a word bank to support writing.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Model drawing a picture of something that Floof does during the day and something Floof does at night.
Model drawing a picture of something that Floof does during the day and something Floof does at night.
Model writing a simple sentence with a subject-verb-object structure to accompany each picture. For example:
Model writing a simple sentence with a subject-verb-object structure to accompany each picture. For example:
Day: Floof eats pancakes.
Day: Floof eats pancakes.
Night: Floof plays with a ball.
Night: Floof plays with a ball.
Using their own copy of Resource 1: Day and night, students draw a picture of an activity Floof does during the day and at night and write a subject-verb-object sentence to accompany each illustration.
Using their own copy of Resource 1: Day and night, students draw a picture of an activity Floof does during the day and at night and write a subject-verb-object sentence to accompany each illustration.
Students then explore how they can BUMP-UP their work using the BUMP-IT-UP Wall.
Students then explore how they can BUMP-UP their work using the BUMP-IT-UP Wall.
Too hard? Students select one side, day or night, to draw a picture to represent an activity Floof does writing a subject-verb-object sentence.
Too hard? Students select one side, day or night, to draw a picture to represent an activity Floof does writing a subject-verb-object sentence.
Too easy? Students write a subject-verb-object sentence using an adjective to describe the object. For example, ‘Floof eats big pancakes.’
Too easy? Students write a subject-verb-object sentence using an adjective to describe the object. For example, ‘Floof eats big pancakes.’
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