Learning intention
- respond to stories and share feelings and thoughts about their events and characters
Foundation English · AC9EFLE02
Respond to stories and share feelings and thoughts about their events and characters
using drawing and beginning forms of writing to express personal responses to stories, poems or films
Ready to project and teach
Learning goalsSay it simply
Clean visual examplesOne-page board
Clean one-page examples
AC9EFLE02 - AC9EFLE02: Respond to stories and share feelings and thoughts about their events and characters
Example 1
using drawing and beginning forms of writing to express personal responses to stories, poems or films
Example 2
discussing events and characters in texts, and connecting them to their own experiences
Example 3
Character + event + response: The bear lost his hat. I felt worried because he looked sad. I think the rabbit should help.
Example 4
Use the skill in reading, speaking or writing: Say what happened and how you feel or think about it. The bear lost his hat. I felt worried because he looked sad. I think the rabbit should help.
Curriculum examplesCurriculum examples
Elaboration expansion and examples 1
- E1: using drawing and beginning forms of writing to express personal responses to stories, poems or films
- E2: discussing events and characters in texts, and connecting them to their own experiences
- Character + event + response: The bear lost his hat. I felt worried because he looked sad. I think the rabbit should help.
Elaboration expansion and examples 2
- Use the skill in reading, speaking or writing: Say what happened and how you feel or think about it. The bear lost his hat. I felt worried because he looked sad. I think the rabbit should help.
- Teacher model: Read or say the first card. Ask: what does this show?
Teach, ask and checkTopic-aligned
AC9EFLE02 · responding to stories
Learning focus: I can say what I think or feel about story events and characters.
Model it: Worked example 2: explain a thought about a character A character gives the last piece of fruit to a hungry friend. Action: gives away the last piece Thought: the character is caring Because: the friend was hungry The action is evidence for the reader's thought. The reader may speak, draw or begin to write this response. The meaning matters more than the response mode.
Ask the learner: What is the main idea of responding to stories?
Look for: The learner can I can say what I think or feel about story events and characters in a fresh example and explain the evidence or reasoning without copying the model.
If they are stuck: If the learner guesses or repeats a rule without evidence, return to the concrete or visual model and ask them to explain what each part shows.
Review hints and exit ticketReady for practice
Assessment-style questions and review hints 1
Questions
- What is the main idea of responding to stories?
- Which example shows the skill?
Review hints
- Remember: Talk about story events and characters
- Use the routine: Recall event → Name character → Say feeling/thought → Explain
Assessment-style questions and review hints 2
Questions
- What is one common mix-up?
- How can you check your answer?
Review hints
- Before answering: point to the clue in the spoken words, written sentence, image, page layout or text purpose.
- Self-check: change the example slightly and see whether the same reasoning still works.
Exit ticket
- Name the skill
- Use a model example
- Try independently
- Explain evidence
Curriculum alignmentStart here
Curriculum
- respond to stories and share feelings and thoughts about their events and characters
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