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
Re-read When Billy Was a Dog.
Re-read When Billy Was a Dog.
Activity: Explain that the class will imagine that Billy has gone missing and his parents have made a poster to try and find him.
Activity: Explain that the class will imagine that Billy has gone missing and his parents have made a poster to try and find him.
Ask students what it means to go missing and if they have ever had a pet escape or run away. Discuss that the information on a missing poster describes what a pet or person looks like. Explain that information included on a missing poster could include a name, photo, description of appearance, and things they like to do.
Ask students what it means to go missing and if they have ever had a pet escape or run away. Discuss that the information on a missing poster describes what a pet or person looks like. Explain that information included on a missing poster could include a name, photo, description of appearance, and things they like to do.
Display an enlarged copy of Resource 5: Missing poster, explaining that students will draft their work before publishing in Lesson 10. Model writing Billy’s name and drawing a picture of him.
Display an enlarged copy of Resource 5: Missing poster, explaining that students will draft their work before publishing in Lesson 10. Model writing Billy’s name and drawing a picture of him.
Revisit the class Venn diagram from Lesson 7, reviewing the character traits and activities Billy likes to do. Explain that the information on the Venn diagram will help plan what to write.
Revisit the class Venn diagram from Lesson 7, reviewing the character traits and activities Billy likes to do. Explain that the information on the Venn diagram will help plan what to write.
Select a character trait from the Venn diagram and model writing the first sentence on the poster. For example, Billy loves dogs. Use think alouds to demonstrate the use of a capital letter, nouns, and verbs.
Select a character trait from the Venn diagram and model writing the first sentence on the poster. For example, Billy loves dogs. Use think alouds to demonstrate the use of a capital letter, nouns, and verbs.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Select a character trait from the Venn diagram and model writing the first sentence on the poster. For example:
Select a character trait from the Venn diagram and model writing the first sentence on the poster. For example:
Billy loves dogs.
Billy loves dogs.
Use think-alouds to demonstrate the use of a capital letter, nouns, and verbs.
Use think-alouds to demonstrate the use of a capital letter, nouns, and verbs.
Select another character trait and co-construct another sentence on the poster. For example:
Select another character trait and co-construct another sentence on the poster. For example:
Billy plays fetch.
Billy plays fetch.
Explain that students will use the modelled sentences on their own poster and will write the final sentence independently. For example:
Explain that students will use the modelled sentences on their own poster and will write the final sentence independently. For example:
‘Billy digs holes’, ‘Billy sniffs dirt’, ‘Billy loves tickles’, ‘Billy rolls on the floor’.
‘Billy digs holes’, ‘Billy sniffs dirt’, ‘Billy loves tickles’, ‘Billy rolls on the floor’.
Using A4 paper students draft their sentences about Billy. Students will publish their writing in Lesson 10.
Using A4 paper students draft their sentences about Billy. Students will publish their writing in Lesson 10.
Too hard? Students write simple sentences using a subject and a verb to describe the things Billy does.
Too hard? Students write simple sentences using a subject and a verb to describe the things Billy does.
Too easy? Students include adjectives to describe Billy and alternate between the proper noun ‘Billy’ and the personal pronoun ‘he’ to begin each sentence.
Too easy? Students include adjectives to describe Billy and alternate between the proper noun ‘Billy’ and the personal pronoun ‘he’ to begin each sentence.
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