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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 Part 3: The Party and discuss the dangers Spencer and his pet could face at the party.
Introduce Part 3: The Party and discuss the dangers Spencer and his pet could face at the party.
In pairs, students predict what the problem might be in Part 3: The Party, and how it may be resolved in the end. Students share their predictions.
In pairs, students predict what the problem might be in Part 3: The Party, and how it may be resolved in the end. Students share their predictions.
Silently walkthrough Part 3, stopping at the page with the word ‘POP’. Explain that the story is ending.
Silently walkthrough Part 3, stopping at the page with the word ‘POP’. Explain that the story is ending.
Ask students to predict what might happen and how the story might end, recording ideas on sticky notes. Share and display predictions in the classroom.
Ask students to predict what might happen and how the story might end, recording ideas on sticky notes. Share and display predictions in the classroom.
Display the page in the text showing the balloon dog and Spencer’s glasses on the ground.
Display the page in the text showing the balloon dog and Spencer’s glasses on the ground.
Ask students if their predictions were correct.
Ask students if their predictions were correct.
Identify which character popped and provide reasons using clues in the text.
Identify which character popped and provide reasons using clues in the text.
For example, Spencer popped because there is a pair of glasses on the ground and they belonged to him.
For example, Spencer popped because there is a pair of glasses on the ground and they belonged to him.
In small groups, students generate questions about Part 3 of the text. Share with the class and create a display of questions.
In small groups, students generate questions about Part 3 of the text. Share with the class and create a display of questions.
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.
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).
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).
Re-read the co-constructed sentences about Part 1 and Part 2 of the text. Co-construct 2 or 3 simple sentences to retell events that happened in the middle and end of the narrative, at the party. Use subject-verb object and subject-verb-prepositional phrase sentence structure to describe who, what and where/when. For example:
Re-read the co-constructed sentences about Part 1 and Part 2 of the text. Co-construct 2 or 3 simple sentences to retell events that happened in the middle and end of the narrative, at the party. Use subject-verb object and subject-verb-prepositional phrase sentence structure to describe who, what and where/when. For example:
Spencer (who/subject) popped (what/verb) at the party (where/prepositional phrase).
Spencer (who/subject) popped (what/verb) at the party (where/prepositional phrase).
The clown (who/subject) made (what/verb) a new balloon boy (what/object).
The clown (who/subject) made (what/verb) a new balloon boy (what/object).
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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