Lesson Plan

Adding Detail Using Emotion Words

Teach Starter Publishing
60 mins | Suitable for years: 1 - 2

A 60 minute lesson in which students will investigate how emotion words can add detail to a personal recount.

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Curriculum

  • VC2E1LA03

    Explore how types of texts are organised according to their purpose, such as to recount, narrate, express opinion, inform, report and explain <ul> <li>discussing and comparing the purposes and organisation of familiar texts</li> <li>becoming familiar with the typical stages of types of texts, for example recount and procedure</li> <li>recognising that the structure of a text may include words and pictures; for example, an informative text may include words, illustrations and diagrams</li> </ul>

  • VC2E1LA07

    Understand that words can represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives), relationships in time and space (prepositions) and details such as when, where and how (adverbs) <ul> <li>understanding that words or groups of words can represent the participants (nouns; for example people, places or things) that are involved in various activities or processes (verbs of doing, saying, thinking and being) and the details or circumstances surrounding the activity (adjectives and adverbs that answer ‘When?’, ‘Where?’ and ‘How?’)</li> <li>recognising how a sentence can be made more specific by adding adjectives, adverbs and precise verbs</li> </ul>

  • VC2E2LA03

    Identify how different types of texts across the curriculum are organised differently and use language features depending on purposes <ul> <li>identifying the typical features of a text, for example a typical introduction to a narrative or the use of dot points in instructions</li> <li>identifying that different types of texts might have different forms; for example, an expression of opinion might be in the form of a poster, email or brochure</li> <li>identifying the organisation and language features in texts such as narratives, recounts, information reports, simple procedures, expression of opinion and responses to texts (including poetry), and discussing their purposes</li> </ul>

  • VC2E2LA07

    Understand that in sentences, nouns may be extended into noun groups using articles and adjectives, and verbs may be expressed as verb groups <ul> <li>identifying nouns that refer to people, places, concrete objects and ideas in sentences, and identifying the articles and adjectives that extend those nouns</li> <li>building extended noun groups using articles and adjectives, for example ‘the longest side’</li> <li>building extended verb groups using verbs, for example ‘gently touched’</li> <li>investigating how noun groups can be built up by asking questions about the noun such as ‘How many?’, ‘What’s it like?’ and ‘What type?’, for example ‘two pairs of old walking shoes’</li> </ul>

Author

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Stephanie (Teach Starter)
Teach Starter Publishing

Teach Starter Publishing

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