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.
Read the first few pages of Floof where it says ‘Floof is floofy. Floof is very floofy. Floof is the floofiest!’ Revisit what the word ‘floof’ means from Lesson 1 and brainstorm ideas as to what is meant by the term ‘floofiest’. Ask:
Read the first few pages of Floof where it says ‘Floof is floofy. Floof is very floofy. Floof is the floofiest!’ Revisit what the word ‘floof’ means from Lesson 1 and brainstorm ideas as to what is meant by the term ‘floofiest’. Ask:
What do you notice about the order of the words: floofy, very floofy, and floofiest?
What do you notice about the order of the words: floofy, very floofy, and floofiest?
For example, it compares the fluffiness of Floof’s coat with other cats.
For example, it compares the fluffiness of Floof’s coat with other cats.
Why has the author used bold text and an exclamation mark?
Why has the author used bold text and an exclamation mark?
To emphasise that Floof is a very fluffy cat and is the fluffiest of all cats.
To emphasise that Floof is a very fluffy cat and is the fluffiest of all cats.
Brainstorm other words that have a similar meaning to ‘floof’.
Brainstorm other words that have a similar meaning to ‘floof’.
For example, hairy, fluffy, woolly, shaggy, fleecy, fuzzy, furry, velvety.
For example, hairy, fluffy, woolly, shaggy, fleecy, fuzzy, furry, velvety.
Discuss what the students can see in the images. Read the labels of the types of floof and then chorally read the labels with the students. Ask:
Discuss what the students can see in the images. Read the labels of the types of floof and then chorally read the labels with the students. Ask:
Which of these animals looks hairy? Why?
Which of these animals looks hairy? Why?
For example, the tarantula. It has lots of tiny hairs on its legs.
For example, the tarantula. It has lots of tiny hairs on its legs.
Which of these animals looks fluffy? Why?
Which of these animals looks fluffy? Why?
For example, the rabbit. It has soft delicate fur.
For example, the rabbit. It has soft delicate fur.
Which of these animals looks woolly? Why?
Which of these animals looks woolly? Why?
For example, the sheep. It has a woollen coat.
For example, the sheep. It has a woollen coat.
Which of these animals looks shaggy? Why?
Which of these animals looks shaggy? Why?
For example, the dog. It has long fur.
For example, the dog. It has long fur.
Activity: Explain that students are going to design their own floofy character.
Activity: Explain that students are going to design their own floofy character.
Revise Floof’s character traits and explore how it can support them to create their own floor.
Revise Floof’s character traits and explore how it can support them to create their own floor.
Students use craft materials, coloured markers, paint or coloured pencils to draw their own floofy character on A3 paper. Encourage students to refer to Resource 3: Types of floof and the anchor chart from Lesson 4 to assist with their drawing.
Students use craft materials, coloured markers, paint or coloured pencils to draw their own floofy character on A3 paper. Encourage students to refer to Resource 3: Types of floof and the anchor chart from Lesson 4 to assist with their drawing.
Students label their floofy character identifying its simple body parts and features. Students will use these labels to support writing sentences with a subject-verb-object structure.
Students label their floofy character identifying its simple body parts and features. Students will use these labels to support writing sentences with a subject-verb-object structure.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Model writing a simple sentence using a student’s labelled floof creation. For example:
Model writing a simple sentence using a student’s labelled floof creation. For example:
The floof can__ (verb: jump, climb, run, swim)’;
The floof can__ (verb: jump, climb, run, swim)’;
The floof has hairy/woolly/shaggy/fluffy __ (object: legs, arms, ears).
The floof has hairy/woolly/shaggy/fluffy __ (object: legs, arms, ears).
Students independently write a simple sentence to describe their floof creation.
Students independently write a simple sentence to describe their floof creation.
Too hard? Provide students with the following sentence starter to complete with a verb, ‘The floof can __.’
Too hard? Provide students with the following sentence starter to complete with a verb, ‘The floof can __.’
Too easy? Students extend their writing by including a pronoun in a second sentence, for example, ‘The floof can jump. He stretches his fluffy legs.’
Too easy? Students extend their writing by including a pronoun in a second sentence, for example, ‘The floof can jump. He stretches his fluffy legs.’
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