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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
ask questions using who, what, when, where, why or how
ask questions using who, what, when, where, why or how
use prepositional phrases
use prepositional phrases
use drawings to support planning and writing
use drawings to support planning and writing
use personal vocabulary and words on display to construct sentences.
use personal vocabulary and words on display to construct sentences.
Introduce the text Spencer’s New Pet and explain that the text was inspired by silent films. Outline that this text is also a wordless narrative like Wave. The author uses images to give information including who it is about, what is happening and what the circumstances are (when, where, how and/or why).
Introduce the text Spencer’s New Pet and explain that the text was inspired by silent films. Outline that this text is also a wordless narrative like Wave. The author uses images to give information including who it is about, what is happening and what the circumstances are (when, where, how and/or why).
Flick through the beginning of the text and identify film aspects, such as the black and white colours, the 3 countdown circles and the use of title cards for each part of the text. Explain that the text is broken into 3 parts and this lesson will focus on the beginning of the text, Part 1: The Pet. Silently walkthrough Part 1, stopping at each page to provide time for students to notice details and think about the story that is being told.
Flick through the beginning of the text and identify film aspects, such as the black and white colours, the 3 countdown circles and the use of title cards for each part of the text. Explain that the text is broken into 3 parts and this lesson will focus on the beginning of the text, Part 1: The Pet. Silently walkthrough Part 1, stopping at each page to provide time for students to notice details and think about the story that is being told.
THINK-PAIR-SHARE: students give their opinion about the text, describe what they noticed in the images and discuss what they wonder about.
THINK-PAIR-SHARE: students give their opinion about the text, describe what they noticed in the images and discuss what they wonder about.
As a class, identify the main characters and events in Part 1. Ask students what visual cues they used to make meaning.
As a class, identify the main characters and events in Part 1. Ask students what visual cues they used to make meaning.
For example, one of the main characters is a clown, and readers know this because he was inside a circus tent and wore a hat and a coat.
For example, one of the main characters is a clown, and readers know this because he was inside a circus tent and wore a hat and a coat.
Who is Spencer?
Who is Spencer?
What is Spencer’s new pet?
What is Spencer’s new pet?
When did Spencer get his new pet?
When did Spencer get his new pet?
Where did Spencer take his new pet?
Where did Spencer take his new pet?
Why would Spencer take him to the vet?
Why would Spencer take him to the vet?
How did Spencer feel when he ran out of the vet?
How did Spencer feel when he ran out of the vet?
Choose a question from the class display in activity 4. Model answering the question using visual cues from the text.
Choose a question from the class display in activity 4. Model answering the question using visual cues from the text.
For example, Spencer ran out of the vet feeling worried because the animal spike could pop his balloon pet.
For example, Spencer ran out of the vet feeling worried because the animal spike could pop his balloon pet.
In small groups, students use Resource 1: Question wheel to generate questions about the beginning of the text or choose questions from the class display to ask each other.
In small groups, students use Resource 1: Question wheel to generate questions about the beginning of the text or choose questions from the class display to ask each other.
Students take turns to answer each other’s questions about the beginning, referring to images in Part 1 if needed.
Students take turns to answer each other’s questions about the beginning, referring to images in Part 1 if needed.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Revise the main events in Part 1 of the text. Co-construct 2 or 3 simple sentences to retell an event that occurred at the beginning of the text. Include details about who, what and where, using the sentence structures of subject-verb-object and subject-verb-prepositional phrase. Display sentences in the classroom. For example:
Revise the main events in Part 1 of the text. Co-construct 2 or 3 simple sentences to retell an event that occurred at the beginning of the text. Include details about who, what and where, using the sentence structures of subject-verb-object and subject-verb-prepositional phrase. Display sentences in the classroom. For example:
Spencer’s new pet (subject) was (verb) a balloon dog (object).
Spencer’s new pet (subject) was (verb) a balloon dog (object).
He (subject) sat it (verb) on his lap (prepositional phrase).
He (subject) sat it (verb) on his lap (prepositional phrase).
Using the draw, talk, write (and share) strategy, students retell an event from Part 1 of the text and write a sentence to match their drawing.
Using the draw, talk, write (and share) strategy, students retell an event from Part 1 of the text and write a sentence to match their drawing.
Too hard? Students use their artwork to give an oral sentence describing who, what and where. Scribe sentences for students.
Too hard? Students use their artwork to give an oral sentence describing who, what and where. Scribe sentences for students.
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