PIE

ersuade

nform

ntertain

Can you think of other words that you can add endings to?

Call-edCall-ingCall-s

Can you create your own new words?

to communicate knowledge; to give information (Bergquist, S. R. 1981).

to influence by argument or advice; to convince (Bergquist, S. R. 1981).

to amuse(Bergquist, S. R. 1981).

www.teacherspayteachers.com 

Lesson 2: Why do people write books – Persuade; Inform; Entertain (Continued)

Lesson 2: Reasons people write books – Persuade; Inform; Entertain (Continued)

Interactive Whiteboard Activity

persuaded informed entertainedpersuading informing entertainingpersuades informs entertains

Using –ed; -ing; -es; -s; how can you change the words

persuadeinform

entertain

Lesson 3: All about Al-lit-er-a-tionLESSON TEACHING APPROACHES

• Students investigate alliteration by listening to, and viewing presentations through the IWB; creating their own alliteration; and concluding, with a game.

ACTIVITY 1: ALLITERATION:WHAT IS IT?• Engage students in thinking, with the PowerPoint to be used through the IWB,

enabling students to work interactively with the document/underlining/circling content –

ACTIVITY 2: EXPLORING ALLITERATION THROUGH STARSHIP:• Students explore alliteration through interactive games using classroom

computers-ACTIVITY 3: ONLINE STORY 1: Princess Pigtoria and the Pea (8 minutes)• Students LISTEN TO and VIEW online examples of stories to determine word

sounds; letters; and alliteration through stories.ACTIVITY 4: ONLINE STORY 2: Some Smug Slug (3 minutes)• Students LISTEN TO and VIEW online examples of stories to determine word

sounds; letters; and alliteration through stories.ACTIVITY 5: ALLITERATION CREATIONS:• Using the template design from slide 33 – EXPLORING ALLITERATION PPT,

students create their own alliteration on classroom computers, followed by printing them.

• Whole class sharing through reading creations, discussing, exploring and investigating words used.

ACTIVITY 6: WHOLE CLASS GAME:• Students put their knowledge and skills learnt throughout the lesson, into further

practice, with a whole class game, where students create alliterations verbally using the first initial of their first or last name.

• Students follow the template from ACTIVITY 5• Students who can’t think of one, can be given time to think and come back to

them.• Students stand in a large circle, facing others.• Teacher to scaffold by demonstrating how to play:”I’m Ms. Mead and I like melting marshmallows on Mondays at the market”.• Teacher gently throws soft toy to another student, who attempts to create their

own alliteration, and then passes the soft toy to another student.

Whole class engagement-viewing/questioning

FOR ALL ACTIVITIES: SEE SLIDE 20.

Presentations can be paused throughout to extent questions to students that enable further critical thinkingStudents address the meaning of:1. What is alliteration?2. Why people use alliteration?3. How people use alliteration?

Whole class participation.

EXTRA SUPPORT VIEWING: SEE SLIDE 21:---• Demonstrates using alliteration with

music/songs; • YouTube presentation explaining

Alliteration

Instructions: Double click on document to open game, then click on SLIDE SHOW to play. (This activity used on the IWB as an interactive class learning resource)

Activity 1: Alliteration: What is it? Lesson 3http://www.bbc.co.uk/schools/starship/english/games/space_spins/small_no_sound/standard.shtml

Activity 2: Exploring Alliteration through Starship: Lesson 3

http://www.youtube.com/watch?v=6OREVulhcuA

Activity 3: Online story 1: Lesson 3

Activity 4: Online story 2: Lesson 3

http://www.youtube.com/watch?v=Ld-jEAZaAyw

Activity 5 & 6: Activity/Game Template: Lesson 3

I’m Ms. Mead and I like melting marshmallows on Mondays at the

market

Lesson 3: All about Al-lit-er-a-tion (Continued…)

EXTRA RESOURCES – 1. YouTube presentation on Alliteration; 2. Using alliteration in songs

1. Alliteration expanation

2.http://www.youtube.com/watch?v=ZhrY5ZCYtlU

http://www.youtube.com/watch?v=DGJu6LzUfYM

Lesson 3: All about Al-lit-er-a-tion (Continued…)

LESSON TEACHING APPROACHESStudents explore rhyme; rhythm, word play to create chants, poems and rhymes.Students further develop their knowledge of phonemic awareness and word families through experimenting with interactive rhyme games.Students engage with poetry written by other cultures such as Aboriginal and Torres Strait Islander PeopleACTIVITY 1: EXPLORING RHYMING WORDS IN POEMS:• Using examples from SLIDE 23 shown on the Interactive White Board, students

explore words that sound the same; their position in poems; word families; punctuation; syllables; revisit the concept that stories can be written in rhyme.

• Students identify with consonant and vowel sounds• Can rhymes be put to music?• Which words have 1 beat? Which words have 2 or more?• How does a rhyme sound if it is read fast? Slow? With a rhythm?• How do rhymes make people feel? And why?ACTIVITY 2: RHYTHM, RHYME AND MUSIC:• Students view a YouTube presentation of a story in rhyme, demonstrating music and

rhythm.ACTIVITY 3: CAN YOU MAKE THESE PLATYPUS/SHARK RHYMES:• Create poems by changing sentences/words structures to alter meanings.ACTIVITY 4: RHYMES THROUGHOUT OTHER CULTURES:• Students acknowledge and identify with rhymes; language and images used by other

cultures including Aboriginal and Torres Strait Islander People. ACTIVITY 5: MODIFY A RHYME OR MAKE YOUR OWN:• Students can use existing rhymes to change words or lines ; create their own rhyme;

or use a rhyme SEE SLIDE 24• Students interact with an online rhyme dictionary of their choice of teacher suggestionEXTENSION ACTIVITIES: SEE SLIDE 25• Students have access to other interactive games that assist them in extending their

knowledge development on recognising rhyming words.• Students can create their own or rhymes if confident to do so.• Students decide on the topic relevant to their own choice or culture

Whole Class engagement

Through interactive games, students are able to determine:• What is a rhyme? (similar sounds

in two or more words, that are generally at the end of a line)

• Is a poem the same as a rhyme?• What is rhythm?• What purpose do authors use

rhymes/rhyming words? (fun, catchy)

• Where do we find rhymes? (poems; nursery rhymes; songs; books-stories in rhyme)

• Where do rhyming words appear in a rhyme?

• Is there a rule to how many syllables can/can’t; should/shouldn’t be used in the words used in rhyming words?

• How do we know it’s a rhyming word? (sounds the same; sometimes may have the same letters e.g. rain; plain; fit; sit)

Lesson 4: It’s time to rhyme…..

Lesson 4: It’s time to rhyme...ACTIVITY 1

There was an old ladyWho lived in a shoe.She had so many childrenShe didn’t know what to do.She gave them some brothWithout any bread.She kissed them all gentlyAnd sent them to bed.

http://www.shawjonathan.wordpress.com

Stick Man lives in the family tree With his Stick Lady Love and their stick children threeOne day he wakes early and goes for a jogStick Man, oh Stick Man, beware of the dog!........

A mouse took a stroll through the deep dark woodA fox saw the mouse and the mouse looked good

“Where are you going to, Little Brown Mouse?”“Come and have lunch in my underground house”.

“It’s terribly kind of you Fox, but no,I’m going to have lunch with the Gruffalo”.

Humpty Dumpty sat on a wall

Humpty Dumpty had a great fall.

All the king's horses and all the king's

men

Couldn't put Humpty together again

http://splash.abc.net.au/media/-/m/209925/shark-rhyme

http://splash.abc.net.au/media/-/m/209941/platypus-rhyme

http://www.gruffalo.com/join-in/songs/

Lesson 4: It’s time to rhyme...ACTIVITIES

Activity 2: Rhythm, Rhyme and Music: Lesson 4

Activity 3: Can you make these platypus/shark rhymes?

Activity 4: Rhymes throughout

other cultures: Lesson 4

http://www.crackerjackeducation.com.au/resources/one-fluffy-possum/

http://www.crackerjackeducation.com.au/resources/its-going-to-rain/

http://pbskids.org/superwhy/#/game/wonderredbingo

Lesson 4: It’s time to rhyme...ACTIVITIES

http://www.ictgames.com/rhymingRockets.htmlhttp://pbskids.org/superwhy/#/game/freezedance

ACTIVITY 5: MODIFY A RHYME OR MAKE

YOUR OWN:

DICTIONARY

RhymingExtensionactivities

Lesson 4: It’s time to rhyme...Activity 5Students use 1st lines of existing rhymes; 1st and 3rd lines; or other choice of rhymes to recreate their own rhymes. e.g.

Humpty Dumpty sat on a wallEveryone thought he was a bouncy ballAll the kings horses and all the kings menWanted to bounce him every now and then.

Our Slinky CatShe’s really quite a bratShe likes to eat my hatAnd that’s that!

Twinkle twinkle little star________________________Up above the world so bright,________________________

One, two, Is this a clue?Three, four,Swim to the shoreFive, six, Where’s my bag of tricks?

Hey Diddle diddleThe man in the middleThe cow jumped over the moon….

Old McDonald had a farm,____________________________

Mary had a little lamb____________________________

LESSON TEACHING APPROACHESACTIVITY 1: WORD GAME ON THE WASHING LINE: SEE SLIDE 29• Teams of 5 have a container of mini pegs; a designated space and “washing line”; and

laminated letters with consonants and vowels; Students view a word, or listen to a word shown/spoken by the teacher.

• Students select the correct consonants and vowels, and peg the letters in the correct word order on the washing line.

• Words selected ensure all students engage in letter selection and contributes to/promotes teamwork.

ACTIVITY 2: CONNECTING WITH STORYWRITING: 2a: PEOPLE AND PLACES: PICTURE YOURSELF, IN THE PICTURE SEE SLIDE 30• Students view images of people and places to think about; to imagine themselves in the

pictures; and discuss as a whole class: What they would see/HEAR/FEEL/SMELL? 2b: ACTIVITY 4: STORY TELLING BY ABORIGINAL &TORRES STRAIT ISLANDERS:• Students make connections with the way other cultures tell stories using images and rhythm,

and connections to cultural history through interactive stories online. SEE SLIDE 31 2c: MAKING CONNECTIONS WITH PUNCTUATION: SEE SLIDE 31• Students experiment with punctuation to predict and practice correct use and placements of

punctuation with interactive games that allow students to type in; change; add or leave out punctuation to realise the effects of correct/incorrect punctuation; placement of punctuation and how they affect pronunciation; sentence structure and the intent of the message sent.

2d: WHOLE CLASS STORY CREATOR: SEE SLIDE 29• Teacher presents templates for story design, engaging all students in brainstorming and

planning a whole class story, remembering the rules for correct capitalizations with names and punctuation, story structure, sentence structures, language, grammar.

• Students learn to reread sentences, to see if it makes sense; is connected and relevant-how can sentences be modified; word altered to improve meaning.

• 2e: PLANNING INDIVIDUAL STORY CREATIONS USING ONLINE/INTERACTIVE RESOURCES

• Students engage with online/interactive story creators, and using story writing templates, plan original stories, or modify favourite stories modify, scaffolding ideas for genre; characters; settings; and sentence structures; in preparation for their own story creations. SEE SLIDE 31

*Some words with more than 5 letters will engage students in further teamwork skills such as negotiation and decision making skills.

*Discussion about the way other cultures tell a story – Australian and Torres Strait Islander People-tell stories through storytelling, singing and dancing. Each dreaming story has a song /helps the transmission of the information

Students think about the purpose of their text.Consider words they can/can’t; should/shouldn’t include

Lesson 5 Story Writing

*Students also explore punctuation and positioning – “” . ; , ? !

Lesson 5 Story writingWhole class will brainstorm ideas to demonstrate how to plan their own stories, which will consist of suggesting easier words, and asking students to expand on their vocabulary. E.g. subject=genre; people in the story=characters; sunny day=one day, with the warm sun shining brightly…….

IWB used to record information which can be printed and posted around the classroom for students to refer to

-A topic to be decided on as a group-suggestions sought by the teacher, and the whole class to agree on one by the most popular. Students also

decide what elements might need to be included using a WHO; WHAT; WHEN; WHERE; HOW; WHY plan e.g.

Using these questions as a guideline, the whole class can contribute to writing a whole class short story, to demonstrate how to write a short story.

Students use the above templates on a PPT document, to create their own

Title

Setting The weather: is it hot or cold, snowing, sunny,

raining, thundering?; the scenery? an old farm house? A pirate ship? A castle?

Characters Who is in the story? How many

characters? Friends? Family? Pets? Pirates? Robots? Dragons? Do they have names? How many characters in the story? Real or make-believe? What do they look like? (Character descriptions)-

Old? Young? Beautiful? Pink? Adventurous? Cheeky? Bright and

bubbly? Good? Bad? A fierce fire breathing dragon? How do they move? What are their names? Capitalization?

Objects a sports car; a pirate ship; the kitchen

table;

Beginning How does the story start? What

happens? What do people/characters do? How do they do what they do? WHERE; WHAT; HOW; WHY

Middle What happens in the middle of the story? What

do people/characters do? How do they do what they do? WHERE, WHAT, HOW, WHY

Ending How does the story end? What do people/

characters do? How do they do what they do? WHERE, WHAT, HOW, WHY

Topic/subject/genre Mystery?

Science fiction? Romance?

Starting sentences Once upon a

time; A long time ago; Long, long ago; Many years ago; It was nearly lunchtime;

Ending sentences …and they lived

happily ever after; …and that was that; …and they all went to bed; …and that’s the end of the story

Descriptive words

Lesson 5 Story Writing (Continued)

ACTIVITY 1: WORD GAME ON THE WASHING LINE:

under reads words

books super teams

author readersmart

bookworms

ACTIVITY 2a: PEOPLE AND

PLACESPICTURE

YOURSELF IN THE PICTURE

Lesson 5 Story Writing

http://home.freeuk.net/elloughton13/sunset.htm http://

www.bbc.co.uk/schools/starship/english/games/story_plant/small_sound/standard.shtml

http://www.funenglishgames.com/writinggames/story.html

http://www.abc.net.au/dustechoes/dustEchoesFlash.htmhttp://www.youtube.com/watch?v=xDJrnldb08o

Lesson 5 Story Writing (Continued)

ACTIVITY 2b: STORY

TELLING BY ABORIGINAL

AND TORRES STRAIT

ISLANDER PEOPLE

2e: PLANNING INDIVIDUAL STORY CONSTRUCTIONS WITH ONLINE STORY CREATORS

http://www.ivona.com/en/

2c: MAKING CONNECTIONS WITH PUNCTUATION

http://www.funenglishgames.com/punctuation.swf

ACARA see Australian Curriculum, Assessment and Reporting Authority

Australian Curriculum, Assessment and Reporting Authority. (2013). The Australian Curriculum: English. Retrieved from

http://www.australiancurriculum.edu.au/English/Curriculum/F-10

Bergquist, S. R. (1981). New Webster’s Dictionary of the English Language. (Modern Desk

ed). New York: Delair Publishing. p. 260.

DeRitter, K. (2008). Identifying the Author’s Purpose. Retrieved from

http://www.studyzone.org/testprep/ela4/h/authorpur.cfm

Kearns, K. (2012). Supporting Education: The Teaching Assistant’s Handbook. NSW: Pearson

Education.

Rowe, K. (2006). Teaching Reading: Findings from the National Inquiry. Research

Developments, 15(2). Retrieved from

http://research.acer.edu.au/cgi/viewcontent.cgi?article=1030&context=resdev

Teachers Pay Teachers. (2013). Authors Purpose. Retrieved from

https://www.teacherspayteachers.com/Login?f=%2FProduct%2FPIE-Authors-Purpose-Poster

WhatAreBooks. (2013). What Are Books. Retrieved from http://whatarebooks.com/

Winch, G., Johnston, R. R., March, P., Ljungdahl, L., & Holliday, M. (2010). Literacy: reading,

writing & children’s literature. 4th ed. Victoria: Oxford University Press.

REFERENCES