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:
- identify and understand text purpose
- identify and understand text purpose
- compare characters from different texts
- compare characters from different texts
- write a simple sentence with a subject-verb-object structure
- write a simple sentence with a subject-verb-object structure
- use verbs to describe the actions of a character
- use verbs to describe the actions of a character
- use personal pronouns in own writing
- use personal pronouns in own writing
Introduce the text When Billy Was a Dog, only reading the title. Without showing students the cover, ask students what type of text it might be and what it is about.
Introduce the text When Billy Was a Dog, only reading the title. Without showing students the cover, ask students what type of text it might be and what it is about.
Explain that students are going to be character detectives, visualising what the character Billy looks like without seeing a picture. Read the first 5 pages of When Billy was a Dog. Ask students to visualise what Billy might look like.
Explain that students are going to be character detectives, visualising what the character Billy looks like without seeing a picture. Read the first 5 pages of When Billy was a Dog. Ask students to visualise what Billy might look like.
Students draw a picture of him on mini whiteboards. Select students to describe their drawings of Billy.
Students draw a picture of him on mini whiteboards. Select students to describe their drawings of Billy.
Show students the images of Billy and discuss his features and how he is similar or different to their illustrations. Ask:
Show students the images of Billy and discuss his features and how he is similar or different to their illustrations. Ask:
What does Billy look like?
What does Billy look like?
What do we know about Billy?
What do we know about Billy?
What does Billy say and do?
What does Billy say and do?
Written words and illustrations within books help the reader to understand more about the character.
Written words and illustrations within books help the reader to understand more about the character.
Ask students to predict what might happen next, after Billy said ‘Woof’. Record student responses.
Ask students to predict what might happen next, after Billy said ‘Woof’. Record student responses.
Continue to read the text, pausing to discuss the images on each page. Explain that the character, Billy, pretends to be a dog and takes on dog character traits within the text.
Continue to read the text, pausing to discuss the images on each page. Explain that the character, Billy, pretends to be a dog and takes on dog character traits within the text.
Activity: Check student comprehension regarding Billy’s behaviour.
Activity: Check student comprehension regarding Billy’s behaviour.
Explain that students will respond to spoken statements about Billy's character traits by wagging their tail/hips respond, ‘yes’ and barking to respond ‘no’. Statements could include:
Explain that students will respond to spoken statements about Billy's character traits by wagging their tail/hips respond, ‘yes’ and barking to respond ‘no’. Statements could include:
Billy likes cats.
Billy likes cats.
Billy wants a pet dog.
Billy wants a pet dog.
Billy chased his tail.
Billy chased his tail.
Billy played fetch with a ball.
Billy played fetch with a ball.
Billy will take care of Boots.
Billy will take care of Boots.
Explain that adjectives are words used to describe a noun or object. Display 2 sentences on the board:
Explain that adjectives are words used to describe a noun or object. Display 2 sentences on the board:
Billy loves dogs.
Billy loves dogs.
Billy loves fluffy dogs.
Billy loves fluffy dogs.
Ask students which sentence gives them more information.
Ask students which sentence gives them more information.
Underline the adjective ‘fluffy’ and discuss its meaning and what things students see in their mind when they visualise this sentence.
Underline the adjective ‘fluffy’ and discuss its meaning and what things students see in their mind when they visualise this sentence.
Think-Pair-Share: Students discuss different adjectives that could be used to describe dogs.
Think-Pair-Share: Students discuss different adjectives that could be used to describe dogs.
For example, fluffy, shaggy, brown, spotty, stinky. Record student responses to create a word wall.
For example, fluffy, shaggy, brown, spotty, stinky. Record student responses to create a word wall.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Model selecting an adjective from the word wall and write it in a sentence.
Model selecting an adjective from the word wall and write it in a sentence.
Billy loves __________ dogs.
Billy loves __________ dogs.
For example, ‘Billy loves big dogs’, ‘Billy loves small dogs’, ‘Billy loves shaggy dogs’, ‘Billy loves stinky dogs’.
For example, ‘Billy loves big dogs’, ‘Billy loves small dogs’, ‘Billy loves shaggy dogs’, ‘Billy loves stinky dogs’.
Students select an adjective from the word wall to describe a type of dog Billy likes. Students draw a picture and write a simple/compound sentence.
Students select an adjective from the word wall to describe a type of dog Billy likes. Students draw a picture and write a simple/compound sentence.
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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