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.
Open Floof to the page where Floof steals the ball from the sleeping dog. As there is no text on the page, ask students to describe what is occurring in their own words.
Open Floof to the page where Floof steals the ball from the sleeping dog. As there is no text on the page, ask students to describe what is occurring in their own words.
Focus on how Floof takes the ball from the dog and what this reveals about their character.
Focus on how Floof takes the ball from the dog and what this reveals about their character.
For example, Floof is sneaky, funny, and enjoys playing games.
For example, Floof is sneaky, funny, and enjoys playing games.
Ask students what types of things Floof could do with the ball.
Ask students what types of things Floof could do with the ball.
For example, toss, throw, catch, roll, spin, lick. Add the verbs to the word wall.
For example, toss, throw, catch, roll, spin, lick. Add the verbs to the word wall.
Brainstorm other toys that the dog might play with and Floof might like to take. List student responses on the board and draw simple pictures to match.
Brainstorm other toys that the dog might play with and Floof might like to take. List student responses on the board and draw simple pictures to match.
Discussion: Discuss the character traits of the dog.
Discussion: Discuss the character traits of the dog.
For example, it is cranky and mean as the illustrations show sharp teeth and angry eyebrows.
For example, it is cranky and mean as the illustrations show sharp teeth and angry eyebrows.
Ask students why the author has not given the dog a name.
Ask students why the author has not given the dog a name.
As a class, select a name for the dog in the story. Remind students of the importance of using a capital letter when writing a proper noun. Ask students what pronoun might be used for the dog.
As a class, select a name for the dog in the story. Remind students of the importance of using a capital letter when writing a proper noun. Ask students what pronoun might be used for the dog.
For example, she, he, it.
For example, she, he, it.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Model writing a sentence about the dog and a new toy using a subject-verb-object structure. For example:
Model writing a sentence about the dog and a new toy using a subject-verb-object structure. For example:
Bruce (subject) chased (verb) his rocket toy (object).
Bruce (subject) chased (verb) his rocket toy (object).
Bruce (subject) chewed (verb) his rocket toy (object).
Bruce (subject) chewed (verb) his rocket toy (object).
Explain to students that the names of the objects are nouns.
Explain to students that the names of the objects are nouns.
Students write their own simple sentence about the dog playing with a toy using a subject-verb-object structure.
Students write their own simple sentence about the dog playing with a toy using a subject-verb-object structure.
Select students to read their sentences and identify the verb, nouns, and pronoun.
Select students to read their sentences and identify the verb, nouns, and pronoun.
Too hard? Students write a simple sentence in the same style as the text using a subject and a verb only. For example, Bruce (subject) chews (verb).
Too hard? Students write a simple sentence in the same style as the text using a subject and a verb only. For example, Bruce (subject) chews (verb).
Too easy? Students write a sentence containing 2 ideas and a personal pronoun describing the dog playing with their toy design. For example, Bruce chased his rocket toy and he chewed it.
Too easy? Students write a sentence containing 2 ideas and a personal pronoun describing the dog playing with their toy design. For example, Bruce chased his rocket toy and he chewed it.
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