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. Use the think-aloud strategy when reading the text, positioning students to think more about Floof’s character and personality.
Re-read Floof. Use the think-aloud strategy when reading the text, positioning students to think more about Floof’s character and personality.
Discuss all the activities Floof does throughout the text and list these on an anchor chart.
Discuss all the activities Floof does throughout the text and list these on an anchor chart.
The author uses imagery to show Floof’s character traits by illustrating the different activities Floof does.
The author uses imagery to show Floof’s character traits by illustrating the different 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.
For example, Floof likes to sleep, Floof is lazy, Floof is sneaky, Floof is cheeky, Floof breaks things, Floof does not care.
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.
Discuss the different activities Meeko the cat does in the video.
Discuss the different activities Meeko the cat does in the video.
Add these to the anchor chart.
Add these to the anchor chart.
Allow students to make connections between the video and Floof by discussing which activities were similar and the character traits they might have in common.
Allow students to make connections between the video and Floof by discussing which activities were similar and the character traits they might have in common.
What are your experiences with cats?
What are your experiences with cats?
For example, a family or friend’s pet cat and the things it likes to do. Prompt students to stay focused on what they saw a cat doing.
For example, a family or friend’s pet cat and the things it likes to do. Prompt students to stay focused on what they saw a cat doing.
THINK-PAIR-SHARE: What things do you predict Floof might do the next day?
THINK-PAIR-SHARE: What things do you predict Floof might do the next day?
Turn to the final page of the text to prompt students.
Turn to the final page of the text to prompt students.
Students discuss what they think Floof will do the next day after the story has ended.
Students discuss what they think Floof will do the next day after the story has ended.
Remind students to consider what they know about Floof’s character and personality when discussing potential activities.
Remind students to consider what they know about Floof’s character and personality when discussing potential activities.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Model drawing a picture to represent a chosen activity from the anchor chart and write a simple sentence to describe the activity. The sentence may be written from the perspective of the cat, for example:
Model drawing a picture to represent a chosen activity from the anchor chart and write a simple sentence to describe the activity. The sentence may be written from the perspective of the cat, for example:
I will chase mice.
I will chase mice.
Highlight the use of a personal pronoun when writing from the point of view of the cat.
Highlight the use of a personal pronoun when writing from the point of view of the cat.
Too hard? Students draw a picture to represent their chosen activity and write verbs to match the activity.
Too hard? Students draw a picture to represent their chosen activity and write verbs to match the activity.
Too easy? Students write a compound sentence to describe 2 activities the cat might do. For example, ‘I will chase mice, and I will eat lots of fish.’
Too easy? Students write a compound sentence to describe 2 activities the cat might do. For example, ‘I will chase mice, and I will eat lots of fish.’
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