Bringing Characters Alive

Learning Area(s):

English — Reading and Writing

Ra/Date(s):

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Strand(s):

Reading; Writing

Phase(s)/Year level:

Phase 2 / Year 4

Knowledge and Practices Statement(s):

• Writing texts to entertain that reflect personal experiences and knowledge
• Writing texts to entertain that begin to include dialogue
• Writing texts to entertain that begin to include sensory details
• Writing texts to entertain that begin to include paragraphs to organise events
• Writing texts to entertain that describe characters’ thoughts and feelings

Ngā Putanga Ako/Purpose of the lesson(s):

WALT identify how an author makes a character and event entertaining by using dialogue, sensory details, paragraphs, and thoughts or feelings. Students will read a short narrative extract, find evidence, and explain how one feature helps the reader imagine the scene or understand the character.

Success criteria:

• I can find an example of dialogue, sensory detail, or a character’s thought or feeling.
• I can explain what the evidence shows me about the character or event.
• I can use evidence from the text when I share my thinking.
• I can organise my ideas clearly in a short written response.

Knowledge about the learner:

Year 4 students are developing confidence in explaining ideas beyond literal recall. They benefit from seeing a feature modelled, talking with a partner before writing, and using sentence stems. A familiar, inclusive narrative context allows students to connect reading with their own experiences and knowledge while respecting different cultural backgrounds and family experiences.

Kaupapa whakapakari pouako/Professional goals for lesson:

Focus on deliberate questioning and wait time. I will ask open questions, allow at least five seconds for thinking, then use think-pair-share before inviting responses. I will prompt students to return to the text rather than accepting unsupported answers.

Cultural competencies focus (Tātaiako & Tapasā):

• Tātaiako: Ako — learning through shared discussion and reciprocal teaching.
• Tātaiako: Whanaungatanga — creating a safe, respectful learning community where all voices are valued.

Te tino Pūkenga / Capabilities:

• Communication
• Relating to Others

Rauemi/Resources:

• Teacher-created short narrative extract, approximately 180–220 words, featuring a character facing a small problem
• the narrative reading and discussion slides
• the character and author choices worksheet
• the reading inference anchor chart
• Highlighters or coloured pencils
• Whiteboard and markers
• Exercise books or writing books

Whakahaere/Organisation:

Seat students where they can see the board. Begin as a whole class, then move students into pairs, followed by individual work. Give each pair one copy of the narrative extract and display it on the slides. Pair students thoughtfully so they can rehearse ideas together; provide a quiet reading space or adult support where needed.

Ngā Horopaki mahi Whakahaere / Lesson Outline or Teaching Sequence

1. 0–4 min · Engage and activate prior knowledge. Display a striking image of a child discovering something unexpected using the narrative reading and discussion slides and ask, “What might this character be thinking or feeling? What could make this moment exciting for a reader?” Students think silently, then turn and talk, recalling features they have noticed in entertaining stories.

2. 4–9 min · Read and model. Read the narrative extract aloud while students follow. Model one think-aloud: “The author writes, ‘...’. I can infer the character feels nervous because of this clue.” Point to the reading inference anchor chart and briefly reinforce the routine: read, find clues, think, put it together, check. Students identify one sentence that helps them picture the scene or understand the character.

3. 9–16 min · Locate author choices. Re-read selected sections from the narrative reading and discussion slides. Ask, “Who can find an example of dialogue? Which words appeal to our senses? What does the character’s action or thought suggest?” Students work in pairs to highlight dialogue, sensory detail, and a thought or feeling in different colours. Circulate, using wait time and asking, “Where did you find that evidence?”

4. 16–23 min · Explain with evidence. Distribute the character and author choices worksheet. Model the first response using the stem, “The author uses ______. This helps the reader ______ because ______.” Students complete two evidence-and-explanation responses independently, then compare one answer with a partner. Support students to distinguish between copying a detail and explaining its effect.

5. 23–27 min · Share and refine. Invite pairs to share a response. Ask the class, “Does this answer explain what the evidence shows? What could make it more precise?” Students listen respectfully, offer one helpful suggestion, and improve one response in their own book or on the worksheet.

6. 27–30 min · Reflect and assess. Students complete an exit response: “One author choice I found was ______. It helped me understand/imagine ______ because ______.” They show a thumbs signal for how confidently they can find evidence and explain it. Finish with a brief turn-and-talk: “Which author choice made the extract most entertaining?”

Huritao / Reflection on the lesson and my teaching:

Did I use wait time consistently and provide opportunities for every student to rehearse ideas? Did my questions lead students back to specific evidence? How did Ako appear through students teaching and responding to one another? How did I demonstrate Whanaungatanga by acknowledging different interpretations and ensuring students felt safe to contribute? Did students understand that Communication included listening, speaking, reading, and writing? Which responses show that I understood the content and anticipated likely misconceptions?

Arotake mōhiotanga / Evaluation:

Evidence will come from partner discussion, highlighted text, worksheet responses, and the exit response. Note whether students can locate evidence, name the author choice, and explain its effect.

Student	Observation: achievement or movement towards the goal; next step

Whakahoki kōrero / Mentor teacher comment or record of feedback:

What did you notice about the identified professional goal, cultural competencies, and capabilities? How did tamariki respond to partner talk, questioning, and the opportunity to share different interpretations?