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Learning Intention: Students are learning how authors use illustrations to enhance meaning in texts.
Learning Intention: Students are learning how authors use illustrations to enhance meaning in texts.
Success Criteria:
Success Criteria:
Students can:
Students can:
use visual cues to interpret meaning in a text
use visual cues to interpret meaning in a text
use regular and irregular past tense verbs when speaking
use regular and irregular past tense verbs when speaking
use visual prompts to describe objects, characters and places
use visual prompts to describe objects, characters and places
write a simple sentence using subject-verb-object structure
write a simple sentence using subject-verb-object structure
use prepositional phrases.
use prepositional phrases.
Review the text Wave.
Review the text Wave.
Explain that, over the next 3 lessons, students will focus on the beginning, middle and end of the text.
Explain that, over the next 3 lessons, students will focus on the beginning, middle and end of the text.
This lesson will focus on the beginning.
This lesson will focus on the beginning.
Look at pages from the beginning of the text that show the girl when she gets to the beach and plays on the sand (before entering the waves).
Look at pages from the beginning of the text that show the girl when she gets to the beach and plays on the sand (before entering the waves).
Explain that in the beginning of a narrative we often learn about the character and the setting.
Explain that in the beginning of a narrative we often learn about the character and the setting.
Explain that in the beginning of a narrative we often learn about the character and the setting.
Explain that in the beginning of a narrative we often learn about the character and the setting.
Students turn and talk to a partner to discuss what happened in the beginning of the text.
Students turn and talk to a partner to discuss what happened in the beginning of the text.
Review and expand on strategies for making meaning from a wordless text.
Review and expand on strategies for making meaning from a wordless text.
For example, using background knowledge and prior experiences about beaches; using visual cues such as body language, facial expressions, positioning of the characters, size of images and colour.
For example, using background knowledge and prior experiences about beaches; using visual cues such as body language, facial expressions, positioning of the characters, size of images and colour.
Provide opportunities for students to focus on and describe the seagulls, the ocean and the central character.
Provide opportunities for students to focus on and describe the seagulls, the ocean and the central character.
Explain that the author has conveyed the emotions of the character using colour and images.
Explain that the author has conveyed the emotions of the character using colour and images.
Look closely at pages from the beginning of the text and ask students:
Look closely at pages from the beginning of the text and ask students:
What did the girl do in the pictures?
What did the girl do in the pictures?
Where is the girl?
Where is the girl?
How did she feel? How do you know?
How did she feel? How do you know?
Where are the seagulls? Are the seagulls doing something that is the same or different to the little girl?
Where are the seagulls? Are the seagulls doing something that is the same or different to the little girl?
What are the waves doing?
What are the waves doing?
Revise the term ‘verbs’ and explain that they are words that tell the reader what is happening, or what has happened. Explicitly teach that verbs can describe actions and feelings.
Revise the term ‘verbs’ and explain that they are words that tell the reader what is happening, or what has happened. Explicitly teach that verbs can describe actions and feelings.
Using events from the beginning of the story, create an anchor chart of verbs that provide information about actions and feelings, for example:
Using events from the beginning of the story, create an anchor chart of verbs that provide information about actions and feelings, for example:
actions – ran, looked, sat, played
actions – ran, looked, sat, played
feelings – scared, worried, brave.
feelings – scared, worried, brave.
Call out different action and feeling verbs from the anchor chart for students to act out.
Call out different action and feeling verbs from the anchor chart for students to act out.
Revise the term ‘prepositional phrase’ as a group of words that describe where (place) or when (time) something is in relation to something else.
Revise the term ‘prepositional phrase’ as a group of words that describe where (place) or when (time) something is in relation to something else.
Provide examples of prepositions that describe place. For example, on, in, above.
Provide examples of prepositions that describe place. For example, on, in, above.
Contextualise examples to the text (The girl played on the sand. The seagulls flew above the little girl).
Contextualise examples to the text (The girl played on the sand. The seagulls flew above the little girl).
Review the beginning pages of the text and have students think of prepositions that describe place. Add examples to the anchor chart.
Review the beginning pages of the text and have students think of prepositions that describe place. Add examples to the anchor chart.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Select a double page from the beginning of the text. Model writing simple sentences that describe the character’s actions and emotions.
Select a double page from the beginning of the text. Model writing simple sentences that describe the character’s actions and emotions.
Explicitly teach how a sentence can be expanded with contextually precise prepositional phrases to describe ‘where’. For example:
Explicitly teach how a sentence can be expanded with contextually precise prepositional phrases to describe ‘where’. For example:
The girl sat on the sand. She was scared of the waves.
The girl sat on the sand. She was scared of the waves.
The seagulls stood behind the little girl. She felt worried.
The seagulls stood behind the little girl. She felt worried.
Lilly roared at the waves. I am brave.
Lilly roared at the waves. I am brave.
Note: To add variety to text construction, the central character may be given a name.
Note: To add variety to text construction, the central character may be given a name.
Students draw a scene from the beginning of the text. In pairs, students use Resource 1: Question wheel to ask and answer questions about their drawings.
Students draw a scene from the beginning of the text. In pairs, students use Resource 1: Question wheel to ask and answer questions about their drawings.
Students use the models provided from activity 8 to write a sentence containing a prepositional phrase to describe their illustration.
Students use the models provided from activity 8 to write a sentence containing a prepositional phrase to describe their illustration.
Too hard? Students orally describe their picture to a peer.
Too hard? Students orally describe their picture to a peer.
Too easy? Students write a sentence with a subject-verb-object structure.
Too easy? Students write a sentence with a subject-verb-object structure.
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