Creating a character!


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English Curriculum & Pedagogy Assessment

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Creating a character!

  1. 1. Creating a Character!Using Descriptive Writing...
  2. 2. Year 3 students - ACARA‚Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, poetry and expositions.‛Students will: (from ACARA, year 3 content descriptors or elaborations) Drawing on literary texts read, viewed and listened to for inspiration and ideas, approaching language to create mood and characterisation (ACLET1601) Participating in pair, group and class speaking and listening situations, including informal conversations, class discussions and presentations
  3. 3. The final products of these lessons will result in two pieces of assessment. The student’s will create their own monster (choosing their own process, pencils, paint, craft, digital) along with a detailed description of what it looks like. They will also create a descriptive writing piece about a destination of their choice.As there are numerous resources to help teach descriptive writing in the classroom and the options are endless, the process of finding the right resources can be very time consuming! Luckily we have sourced
  4. 4. ResourcesCackle Cook’s Monster Stew (Wolff, P. 2001)Song: One eyed one horned flying purple people eater 7v2BQ&feature=fvsrMovie: Monsters Inc.
  5. 5. HOW TO USE THESE RESOURCES TO TEACH THE CONTENT DESCRIPTORS EFFECTIVELY...Teaching Strategies:Cackle Cook’s Monster Stew:Shared & modelled reading sessions- Use modelled reading initially and then shared reading thereafter to continue encouraging the student’s to read or perform in front of an audience in preparation for their assessment and fulfilling the content descriptorCloze procedure activities – adding the new words to the word wall
  6. 6. Recipe• An ancient ape’s short armpit hair• A half-inch square of big brownbear• Six heaping cups of black-cat paws• Two dozen dirty dragon claws• Eleven large eel eggs• Fourteen fresh frog legs• A gargoyle tongue with a bump ortwo
  7. 7. Recipe• One hobgoblin’s knobby nose• Nine or ten iguana toes• Three large jars of jellyfish jelly• A piece of pocket from a kangaroo belly• Twelve leaping-lizard scales• Two mangy monkey tails• The brightest feather from a nightingale• A giant ogre’s leather shoe• Porcupine quills, quite a few
  8. 8. Recipe• Two large wings from a spotted quail• Four round rings of raccoon tail• Sixteen shimmering spider webs• Twenty-two slimy brown toad heads• A pair of ghoul’s long underwear• Five stringy strands of vampire hair• One wide strip of werewolf skin• Three sharp tips of Xiphias fin• The hairy hump from the neck of a yak• A dusty clump from a
  9. 9. Song: One eyed one horned flying purple people eater wR0n87v2BQ&feature=fvsrThis song would not be used as a teaching strategy rather a way to get the student’s thought processes going on describing their creations.Brainstorming activities on other words that could be usedUse this song to help student’s to write their descriptions after they have created their monsters.
  10. 10. Monsters Inc. – MovieBrainstorming activities ondescribing the charactersStrategy of I do, we do & you do –John Fleming’s Instruction model( – to create their ownmonsters.
  11. 11. Create sharing time where the student’s can show their pictures of their characters and read out their descriptionsGiving student’s sharing time helps them to gain confidence when speaking in front of an audience. This will help the student’s to understand that even though they see something one way, everyone else may see it differently. It will help them understand that their imaginations are what helps us to draw pictures.
  12. 12. QUICK DEMONSTRATION Please draw! MY MONSTERHe has...1. A really big head2. A little body3. 2 little arms4. 2 little legs5. A squiggly line for a mouth6. 2 little dots for his nose7. 1 little dot for his belly button
  13. 13. DID YOUR MONSTER LOOK LIKE THIS?Hold up monsters for all to see. ‘See how our imaginations may make
  14. 14. The resources that have been used focus on the previously discussed content descriptors and elaborations.I hope this has given some incite as to how you could use these particular resources to help enhance your teaching and lessons.