K-2+Text+Types

16th July || SDD || 23rd July || Discuss; what is a narrative? Mind map on the board what the students know about narratives. Read the book "Possum Magic" to the class.Discuss what happened in the story. Question the students about the orientation, characters, problem and resolution. Students need to draw pictures of the main characters in their book and write words that describe each character. || 30th July || - Read the narrative "The three little pigs". Focus on the characters. Question the students; Who are the characters?, What information are we given about each? How does the author make us feel about each character?. - Teacher introduces the book “The frog prince" - Students “think, pair, share” what they think the book might be about. -The teacher records what they think the book is about after looking at the cover, after looking and the pictures and after reading the book. - As a class role play the story. Discussing the characters, setting and order of events. || 6th August || - Ask the students what text type are we focussing on this term. (Narrative) - Question the students; what is a narrative? (a story) What do we need in a narrative? (orientation, characters, problem and resolution) - Tell the students they will be watching a video of the story thumbelina and that they need to think about the problem that happens in the story. - Focus on the problem. Question the students; What is the problem that happens in this story, Why do you think the author used this problem?, What happened to resolve the problem?. -Draw 5 coloumns on the board labelled; main characters, setting, problem, main events and how the problem was solved. (same as attached Thumbelina worksheet) -Work through this table discussing with students. Dot point answers for each column on the board. -Hand out worksheet to students. Hayley, Ryan and Grace have to write all points down. Molly, Jess and Matthew should get most done but if there is too many just give them an amount they need to do (Matthew may need a lower amount to be completed than the girls). Copy the most important point into each column for Brodie, discuss what it says and get him to trace over your writing. Once finished they can draw a picture under each column related to the answers. || 13th August || Stage Day || 20th August || - Read the narrative "_". Focus on the Resolution. Question the students; How was the problem resolved in the story? What steps occured before the problem was resolved?, Why do you think the author chose this resolution? - Focus on adjectives. Discuss what an adjective is and how it is used. Point out the adjectives used in the story read above. - Focus on one character in the book and discuss all the adjectives students could use to describe the character. - Build an adjective wall. - The students choose one character from the story and write a sentence using adjectives which describes the person. || 27th August || - The class will jointly construct a narrative. First they will fill out the organisation worksheet and then write the narrative using this sheet. ASSESSMENT TASK ORGANISATION WORKSHEET - Tell students about the assessment task (write a narrative). - Discuss the narratives they have read. - Give the students the simplified rubric of what is expected and discuss. - Students mind map any ideas they have for writing their own narrative. I have decided the students will need more scaffolding and therefor have changed the rest of the program to suit.
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 * -** Watch the video: Fairy Tale: Thumbelina read by Trista Sutter for Speakaboos []
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- Teacher informs students of what they will being doing in the next few weeks- writing their own narrative. - __Learning today;__ How to use adjectives in a sentence to describe a character. Make up and describe two characters. - Discuss what are adjectives with reference to the adjective wall. - Describe the big bad wolf from the three little pigs using adjectives as a class. - __Teacher tells task-__ make up and describe 2 characters using adjectives. Refer to the overall task- writing a narrative. - __Teacher sets expectations__- models to students what are expected for their characters. - Students work individually on creating two characters. Brodie draws characters and the teacher copies down his explanation underneath. ASSESSMENT CHARACTERS || 3rd September || - Students fill out the organisation worksheet for their narrative. - When finished they begin writing. - __Learning today;__ Students decide the setting for their narrative. Students decide the problem and resolution for their story. - Discuss what is a setting - Discuss the setting of the three little pigs. - __Teacher sets task-__ Choose a setting for your story, draw an image of the setting and label. - __Teacher sets expectations__- Model what is expected when drawing and writing about the setting. - Students draw the setting for their narrative.ASSESSMENT SETTING - Discuss the problem and resolution in the story 'the three little pigs'. - Discuss the need for a problem and resolution. ASSESSMENT PROBLEM AND SOLUTION - __Teacher tells task-__ Students need to think of a problem and solution for their story. They will then write their problem and resolution into their book. - __Teacher sets expectations-__ Models how they want the students to do this task - Students complete task. Teacher records Brodies answers and he draws a picture for each. || 10th September || - Contine writing narrative ASSESSMENT TASK NARRATIVE - If finished publish by typing up and illistrating. - Learning today; Students map out the events in their story. - __Teacher tells task;__ Students will be given a worksheet in which they have to draw all the main events in their story and write dot points underneath explaining what is happening - __Teacher sets expectations;__ Teacher models what is expected on the board. - Students complete worksheet on events. Brodie draws pictures and the teacher writes down what he describes. ASSESSMENT STORY EVENTS || 17th September || Finish Off Day ||
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