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
Revisit When Billy Was a Dog, focusing on the illustrations and text that show the actions Billy did when pretending to be a dog. For example: eat, panted, chased, sniffed, barked, dug. Record verbs on an anchor chart.
Revisit When Billy Was a Dog, focusing on the illustrations and text that show the actions Billy did when pretending to be a dog. For example: eat, panted, chased, sniffed, barked, dug. Record verbs on an anchor chart.
Activity: Students participate in a mime activity to act out different verbs. Explain that students will respond by performing the action pretending they are the character, Billy.
Activity: Students participate in a mime activity to act out different verbs. Explain that students will respond by performing the action pretending they are the character, Billy.
For example, Billy jumps, Billy eats, Billy runs, Billy growls, Billy digs.
For example, Billy jumps, Billy eats, Billy runs, Billy growls, Billy digs.
Discuss additional actions dogs can do, adding these to the anchor chart. For example: jump, growl, drink, beg, roll over, shake, swim, wag its tail.
Discuss additional actions dogs can do, adding these to the anchor chart. For example: jump, growl, drink, beg, roll over, shake, swim, wag its tail.
Ask students to close their eyes and imagine that they are a dog. Ask questions to assist in their visualisation. For example:
Ask students to close their eyes and imagine that they are a dog. Ask questions to assist in their visualisation. For example:
What colour is your fur?
What colour is your fur?
Are you a big or small dog?
Are you a big or small dog?
What breed of dog are you?
What breed of dog are you?
What tricks can you do?
What tricks can you do?
What food do you like to eat?
What food do you like to eat?
What games do you play?
What games do you play?
Activity: Explain that students will be drawing 4 pictures to represent different things they would do if they were a new dog character in the text.
Activity: Explain that students will be drawing 4 pictures to represent different things they would do if they were a new dog character in the text.
Model using an enlarged copy Resource 4: Dog actions to draw a dog character doing 4 different actions (verbs) selected from the anchor chart. Write the chosen verbs in each box on the line provided to match the illustration.
Model using an enlarged copy Resource 4: Dog actions to draw a dog character doing 4 different actions (verbs) selected from the anchor chart. Write the chosen verbs in each box on the line provided to match the illustration.
Remind students to think about the character traits of dogs and encourage them to be creative with the actions they select for their dog character.
Remind students to think about the character traits of dogs and encourage them to be creative with the actions they select for their dog character.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Model using a student’s work sample to write sentences. For example:
Model using a student’s work sample to write sentences. For example:
My name is Blake. I can run, and I can jump. I can bark, and I can swim.
My name is Blake. I can run, and I can jump. I can bark, and I can swim.
Remind students about using a personal pronoun and a capital letter for names and at the start of a sentence.
Remind students about using a personal pronoun and a capital letter for names and at the start of a sentence.
Explain that students will write simple sentences stating their name and 4 ‘I can’ statements to match their illustrations.
Explain that students will write simple sentences stating their name and 4 ‘I can’ statements to match their illustrations.
Too hard? Students write the sentence using their name and 2 ‘I can’ sentences to describe their chosen drawings.
Too hard? Students write the sentence using their name and 2 ‘I can’ sentences to describe their chosen drawings.
Too easy? Students include an adjective to describe their verb. For example, ‘I can run fast’; ‘I can jump high.’
Too easy? Students include an adjective to describe their verb. For example, ‘I can run fast’; ‘I can jump high.’
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