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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.
Read the title, Part 2: The Park and explain that this is the middle of the text. Ask students to predict what problem there might be in the middle of Spencer’s New Pet.
Read the title, Part 2: The Park and explain that this is the middle of the text. Ask students to predict what problem there might be in the middle of Spencer’s New Pet.
Prompt students to think about what other dangers Spencer and his pet could face at the park. Students draw their predictions. Share drawings and display in the classroom.
Prompt students to think about what other dangers Spencer and his pet could face at the park. Students draw their predictions. Share drawings and display in the classroom.
Silently walkthrough Part 2 of the text. Discuss the character’s actions and the main events. Ask students if their predictions from activity 2 are similar to the text or different.
Silently walkthrough Part 2 of the text. Discuss the character’s actions and the main events. Ask students if their predictions from activity 2 are similar to the text or different.
Who gave Spencer the skateboard?
Who gave Spencer the skateboard?
What was Spencer’s pet in danger of?
What was Spencer’s pet in danger of?
When did Spencer feel worried?
When did Spencer feel worried?
Where did Spencer go in the park?
Where did Spencer go in the park?
Why did Spencer jump between his pet and the dog?
Why did Spencer jump between his pet and the dog?
How did Spencer’s feelings change at the park?
How did Spencer’s feelings change at the park?
Activity: In small groups, students generate more questions about the text. Share questions as a class and add questions to the class display.
Activity: In small groups, students generate more questions about the text. Share questions as a class and add questions to the class display.
In pairs, students choose questions from the class display and use visual cues from the text to answer the questions.
In pairs, students choose questions from the class display and use visual cues from the text to answer the questions.
For example, when Spencer arrived at the park, he was smiling and feeling happy. He became scared when his pet was in danger of getting bitten by a dog. Spencer chased his pet through the park.
For example, when Spencer arrived at the park, he was smiling and feeling happy. He became scared when his pet was in danger of getting bitten by a dog. Spencer chased his pet through the park.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Revise the main events in Part 1 of the text. Co-constructed sentences from Part 1:
Revise the main events in Part 1 of the text. Co-constructed sentences from Part 1:
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).
co-construct 2 or 3 sentences describing events that happened at the park with details about who, what and where. For example:
co-construct 2 or 3 sentences describing events that happened at the park with details about who, what and where. For example:
Spencer (who/subject) walked (what/verb) through the park (where/prepositional phrase).
Spencer (who/subject) walked (what/verb) through the park (where/prepositional phrase).
His pet (who/subject) blew (what/verb) up into the sky (where/prepositional phrase).
His pet (who/subject) blew (what/verb) up into the sky (where/prepositional phrase).
Spencer (who/subject) ran (what/verb) after his pet (where/prepositional phrase).
Spencer (who/subject) ran (what/verb) after his pet (where/prepositional phrase).
Too hard? Students label their drawing using words or phrases on display.
Too hard? Students label their drawing using words or phrases on display.
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