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
Display the texts Floof and When Billy Was a Dog.
Display the texts Floof and When Billy Was a Dog.
Ask students who the main character in each text is and how they know.
Ask students who the main character in each text is and how they know.
Revise the author’s purpose of using a main character’s name in the title of a text to build the reader’s interest in the story.
Revise the author’s purpose of using a main character’s name in the title of a text to build the reader’s interest in the story.
Characters of different texts often have traits that are similar and different.
Characters of different texts often have traits that are similar and different.
Ask students to consider what character traits Floof and Billy have that are similar and what makes them different.
Ask students to consider what character traits Floof and Billy have that are similar and what makes them different.
Revisit the text Floof, pausing to discuss the character traits of Floof.
Revisit the text Floof, pausing to discuss the character traits of Floof.
For example, Floof eats pizza, Floof is lazy, Floof is sneaky, Floof is cheeky.
For example, Floof eats pizza, Floof is lazy, Floof is sneaky, Floof is cheeky.
Flick through the text When Billy Was a Dog, focusing on the character traits of Billy and the different ways he pretends to be a dog.
Flick through the text When Billy Was a Dog, focusing on the character traits of Billy and the different ways he pretends to be a dog.
For example, Billy loves dogs, Billy is cheeky, Billy is caring as he looks after Fluffy, Billy plays fetch.
For example, Billy loves dogs, Billy is cheeky, Billy is caring as he looks after Fluffy, Billy plays fetch.
Discuss and list things Floof and Billy have in common.
Discuss and list things Floof and Billy have in common.
For example, they both have friends, they both like playing games, they both like to sleep, they both like eating.
For example, they both have friends, they both like playing games, they both like to sleep, they both like eating.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Select one trait for each character from the Venn diagram.
Select one trait for each character from the Venn diagram.
Model writing a simple sentence with a subject-verb-object structure to describe an activity or character trait of Floof and Billy.
Model writing a simple sentence with a subject-verb-object structure to describe an activity or character trait of Floof and Billy.
For example:
For example:
Floof likes to play games, and Billy likes to play games.
Floof likes to play games, and Billy likes to play games.
Too hard? Students select one character to write a simple sentence about.
Too hard? Students select one character to write a simple sentence about.
Too easy? Students write sentences to describe something the 2 characters do not have in common. For example, Billy loves dogs. Floof does not like dogs.
Too easy? Students write sentences to describe something the 2 characters do not have in common. For example, Billy loves dogs. Floof does not like dogs.
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