Describing Zog

Curriculum Information

• Learning Area: English – Writing
• Curriculum Level: Level 1 of The New Zealand Curriculum
• Focus: Creating meaning and generating ideas using written language features suited to the purpose, including vocabulary knowledge.

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Lesson Overview

Length: 30 minutes
Class Size: 14 students (new entrants, age 5)
Teaching style considerations: Structured Literacy, Explicit Instruction, Hands-on Elements, Inclusive and supportive for neurodiverse learners

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WALT (We Are Learning To):

• Use describing words (adjectives) to help our writing paint a picture.
• Write a simple sentence using the word "and" to join two ideas.

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Success Criteria:

• I can describe what Zog looks like using adjectives.
• I can say and write a simple sentence about Zog using "and".
• I can look back at my writing to check it makes sense to me and to my teacher.

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Resource List:

• Large picture book: Zog by Julia Donaldson
• Whiteboard/Easel
• Magnetic picture cards of Zog's features (wings, tail, eyes, fire, crown etc.)
• Adjective word cards (e.g. orange, scaly, big, pointy, brave)
• Mini-whiteboards and markers
• “My Sentence About Zog” worksheet
• Coloured pencils/crayons for drawing
• Visual sentence frame prompt cards
• Timer/visual timer for transitions
• A sand timer for turn taking (neurodiverse support)

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Lesson Sequence

1. Karakia & Welcome (2 min)

• Begin with a short karakia to settle minds and bodies.
• Welcome tamariki to the space and briefly explain focusing brains on describing Zog today using special ‘sparkle’ words (adjectives).

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2. Shared Reading: Zog Retelling (5 min)

• Read aloud selected pages from Zog, stopping to show vivid illustrations.
• Prompt tamariki: “What does Zog look like?” “What does he do?”
• Use echo reading or choral repetition on descriptive passages.

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3. Oral Language Game: Zog Detective (6 min)

• Use the magnetic board and place images of Zog’s features.

• Ask: "What do you notice?" – draw out adjectives and name them (“Yes! His wings are orange and huge!”).

• Co-construct a describing sentence orally as a class:

  “Zog is big and orange.”

• Use sentence strip visuals to model the structure:
  Zog is ___ and ___.

• Invite several students to try building their own sentence with magnetic words or their voice. Use sand timers for turn-taking support.

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4. Explicit Writing Mini-lesson (5 min)

• Model writing a descriptive sentence about Zog on the class whiteboard.
  • Say it aloud slowly.
  • Use fingers to count the words.
  • Sound out words together, reinforcing structured literacy focus.
  • E.g. “Zog is brave and red.”
• Discuss how “and” helps us stretch our ideas.

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5. Independent Writing & Drawing (8 min)

• Each student gets a “My Sentence About Zog” writing frame:
  Zog is ____ and _____.
• Encourage choice by letting tamariki use their own adjectives guided by a prompt card.
• Neurodiverse learners can be offered a scribe, or asked to draw and verbally dictate their sentence.
• Students draw Zog and colour in features they described.

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6. Sharing & Literacy Circles (3 min)

• Invite a few students to sit in “Author’s Chair” and read (or teacher reads) their sentence aloud with pride.
• Class gives positive feedback: “I liked the word ____!”
• Use a visual 'smiley face' checklist to let students self-evaluate: ✅ I used two describing words.
  ✅ I used "and" in my sentence.
  ✅ My sentence made sense.

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7. Transition Activity / Wrap-up (1 min)

• Praise all learners as writers today.
• Quick stand-up Zog-stretch (wiggle your wings, stomp your tail) before moving to the next learning block.

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Adaptations for Neurodiverse Learners:

• Use visual supports for sentence structure and turn-taking.
• Predictable routines and timer between activities.
• Offer choice between scribing/writing/drawing.
• Limit auditory input during writing with ‘quiet ear’ zones.

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Extension Ideas:

• Use Zog sentences to create a class book.
• Create Zog adjective mini-books where learners explore colours, feelings, failures and triumphs.
• Dramatic play corner: Dress like Zog and use describing words in roleplay.

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Wow Factor:

This blended lesson uses explicit literacy instruction with oral language, movement, storytelling, and creativity — directly aligned with New Zealand’s Curriculum expectations at Level 1, and tailored to support kaiako working in inclusive, Catholic new entrant classrooms.

Tamariki leave feeling proud to be “authors” with the power to describe their ideas using real sentences! ✍️🧡