Embedded Files
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.
Revise how the girl felt at the beginning of the story.
Revise how the girl felt at the beginning of the story.
Encourage students to explain how the author has conveyed meaning using different visual cues.
Encourage students to explain how the author has conveyed meaning using different visual cues.
Explain that this lesson will focus on what happened in the middle of the text.
Explain that this lesson will focus on what happened in the middle of the text.
Highlight that in the middle of a narrative we often get to see what the character is doing through a series of events.
Highlight that in the middle of a narrative we often get to see what the character is doing through a series of events.
Sometimes there can be a problem in the middle of a narrative.
Sometimes there can be a problem in the middle of a narrative.
Look at the two double pages that show the character entering the water.
Look at the two double pages that show the character entering the water.
Discuss the images, including the positioning of the seagulls and the ocean.
Discuss the images, including the positioning of the seagulls and the ocean.
Ask students:
Ask students:
- What did the girl do in the picture?
- Where is the 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?
The author has used visual cues, such as colour, size and positioning, to show meaning and how the mood of the character changes throughout the text.
The author has used visual cues, such as colour, size and positioning, to show meaning and how the mood of the character changes throughout the text.
Look at one page from the middle of the text, for example, the girl running away from the wave.
Look at one page from the middle of the text, for example, the girl running away from the wave.
How has the character's mood changed from the beginning of the text where she was playing on the sand.
How has the character's mood changed from the beginning of the text where she was playing on the sand.
- How did she feel? How did you know?
- What might she be thinking in this part of the text?
Reflect on how the girl was feeling.
Reflect on how the girl was feeling.
Discuss the visual techniques used to indicate the change in the girl’s mood/feelings from the beginning of the text.
Discuss the visual techniques used to indicate the change in the girl’s mood/feelings from the beginning of the text.
For example, the girl became more confident and was not afraid of the water; she moved from the left-hand side of the page to the right.
For example, the girl became more confident and was not afraid of the water; she moved from the left-hand side of the page to the right.
Verbs are words that tell the reader what is happening, or what has happened. Explicitly teach that verbs can describe actions and feelings.
Verbs are words that tell the reader what is happening, or what has happened. Explicitly teach that verbs can describe actions and feelings.
Add verbs to describe the girl’s actions and feelings in the middle of the text.
Add verbs to describe the girl’s actions and feelings in the middle of the text.
actions – ran, looked, sat, splashed, kicked, played
actions – ran, looked, sat, splashed, kicked, played
feelings – scared, worried, brave, excited, happy, delighted
feelings – scared, worried, brave, excited, happy, delighted
Activity: Look at the following 5 double pages in the text which show the character interacting with the wave and then being swept over by the wave.
Activity: Look at the following 5 double pages in the text which show the character interacting with the wave and then being swept over by the wave.
Discuss images and use mood cards again, similar to activities 2 to 6. Highlight the change in events and character mood.
Discuss images and use mood cards again, similar to activities 2 to 6. Highlight the change in events and character mood.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
In small groups, students use the list of action and feeling verbs to orally construct sentences about what the character was doing in the middle of the story.
In small groups, students use the list of action and feeling verbs to orally construct sentences about what the character was doing in the middle of the story.
Encourage students to use past tense verbs to retell the story. Share student sentences.
Encourage students to use past tense verbs to retell the story. Share student sentences.
Select a double page from the middle of the text. Display Subject-verb-prepositional phrase sentence frame. Model writing simple sentences into the sentence frame that describe the character’s actions.
Select a double page from the middle of the text. Display Subject-verb-prepositional phrase sentence frame. Model writing simple sentences into the sentence frame that describe the character’s actions.
Include contextually precise prepositional phrases. Additional words can be added to reflect the character’s emotions. For example:
Include contextually precise prepositional phrases. Additional words can be added to reflect the character’s emotions. For example:
The little girl splashed in the waves. The seagulls played above her.
The little girl splashed in the waves. The seagulls played above her.
Oh no! A big wave rolled towards Lilly and the seagulls.
Oh no! A big wave rolled towards Lilly and the seagulls.
Lilly ran away from the giant wave. The seagulls flew away from the giant wave.
Lilly ran away from the giant wave. The seagulls flew away from the giant wave.
Students draw a picture about the girl in the middle of the story. Students orally share their sentence with a partner. Students write a sentence about the girl using a subject (who), verb (what) and prepositional phrase (where). Encourage students to use personal vocabulary and words on display to support sentence construction.
Students draw a picture about the girl in the middle of the story. Students orally share their sentence with a partner. Students write a sentence about the girl using a subject (who), verb (what) and prepositional phrase (where). Encourage students to use personal vocabulary and words on display to support sentence construction.
Too hard? Students write a sentence using the subject-verb structure. For example, The girl played.
Too hard? Students write a sentence using the subject-verb structure. For example, The girl played.
Too easy? Students write a sentence about how the girl felt in the middle of the story. For example, The girl was scared of the big wave.
Too easy? Students write a sentence about how the girl felt in the middle of the story. For example, The girl was scared of the big wave.
Page updated
Report abuse