Monday 5th August 2013

TS2.1 TS3.1 RS2.5 RS3.5 RS2.6 RS3.6 WS2.11 WS3.11 WS2.12 WS3.12

News: Students present any discussion ideas they have (what they did on the weekend/ new info they have learnt). Handwriting: Practice small letters joining to large. Write describing words ask each student for a word. Reading Box: Students work independently on reading. Spelling: Copy down spelling words into workbook. Spelling tiles students create spelling words. Put spelling words into sentences on the computer. Bobbie: Using cardboard and textas, Bobbie is to create a poster for the class rules during the last 15 minutes of the morning session.
Assessment: Communicates in formal and informal discussions with peers during news participation, notes. Uses correct letter formation in accordance with NSW Cursive Foundation font, uses lines correctly work sample Listen to reading, are students able to read independently and use strategies to decode unfamiliar words? Reading box answers. Uses letter sound correspondence, common letter patterns and combinations to spell unfamiliar words. Can use spelling words in sentences work samples.

Recess
NS2.2 NS3.2 TS2.1 TS3.1 COS2.1 COS3.3 DMS2.2 DMS3.2 INS2.3 INS3.3

Maths: Addition and subtraction - Explicit instruction: Strategies for addition - Fiddlesticks: Students work out problems on their sticks one at a time, if they dont get it right they keep their sticks, if they get a KABOOM stick they put the stick back in. Student with the most sticks at the end wins. - Addition and subtraction sorts: students and teacher work together to find addition and subtraction sentences that equal the same number. Working on the understanding that different numbers added or subtracted can give the same answer/ - Text book pages - Around the world simple addition Peer Discussion: Are there any problems in the classroom? How can they be fixed?
Assessment: Adding two or more numbers without trading in a variety of contexts work samples, observation, notes. Identifying and solving problems through communicating in informal group situations observation, notes on participation.

Lunch
RS2.5 RS3.5 DRAS2.1 DRAS3.1 DRAS2.2 DRAS3.2 Silent Reading Drama Games: Murder winks & Charades Ask students what they would like to do for singing over the next few weeks.
Assessment: Reads independently participation notes Participates in drama activities in a variety of ways notes on participation

Tuesday 6th August 2013

TS2.1 TS3.1 RS2.5 RS3.5 RS2.6 RS3.6 WS2.11 WS3.11 WS2.12 WS3.12

STUDENTS AT FIRST AID FROM 9:30 10:15 Dictionary Skills: Revising alphabetical order Order the alphabet cards in ABC order on the floor. Students then order their spelling words in correct order under the corresponding letter (check each following letter to make sure word is in the right order). Reading Box: Students work independently on reading.
Assessment: Participation in first aid discussion about what they learnt. Correct placement of words in ABC order - observation Listen to reading, are students able to read independently and use strategies to decode unfamiliar words? Reading box answers.

Recess
NS2.2 NS3.2

GSS1.8 GSS2.8 GSS3.8

Maths: Addition and subtraction - Explicit instruction: Strategies for addition with trading - Students work through examples on the board. Larger numbers for more able students. Teacher working with lower ability students on trading. - Around the world simple addition - Greedy pig simple addition/more than one number Fundamental Movement Skills: Catching skills Hot potato: Stand in a circle as close as possible, pass the ball around the circle move back two steps with each success. Throwing and catching practice using chest passes around the circle. Pair catching.
Assessment: Adding two or more numbers with trading in a variety of contexts work samples, observation, notes. Participation in catching activities successful catches

Lunch
RS2.5 RS3.5 Library Scripture
Assessment: Reads independently, locates and reshelves books correctly participation notes

Thursday 8th August 2013

TS2.1 TS3.1 RS2.5 RS3.5 RS2.6 RS3.6 WS2.11 WS3.11 WS2.12 WS3.12

Silent reading Handwriting: Students practice e, s, f, g letter formations and practice joining these letters with various other letters. Students create alliteration sentences using these letters together to practice cursive writing. Descriptive Writing: Explain that descriptive writing involves creating a vivid image in the readers head. To do this we use adjectives and our senses to describe what objects, people and places look, feel, smell, taste and sound like. Together create a description of an alien. Students then spend 15 minutes writing a short description of an alien. Teacher and student proofread and then student publishes on the computer.
Assessment: Uses correct letter formation in accordance with NSW Cursive Foundation font, uses lines correctly work sample Listen to reading, are students able to read independently and use strategies to decode unfamiliar words? Reading box answers. Uses letter sound correspondence, common letter patterns and combinations to spell unfamiliar words. Can use spelling words in sentences work samples. Creates a text using correct grammar and punctuation, includes descriptive language work samples

Recess
NS2.2 NS3.2

Maths: Addition and subtraction - Explicit instruction: Subtraction when borrowing a ten. - Examples on the board. Large numbers for higher ability group. Teacher working with lower ability group. - Greed pig: subtraction
Assessment: Subtracting two or more numbers with trading in a variety of contexts work samples, observation, notes.

Lunch
RFF

Friday 9th August 2013

TS2.1 TS3.1 RS2.5 RS3.5 RS2.6 RS3.6 WS2.11 WS3.11 WS2.12 WS3.12

Spelling test COGS: Digestive System Explicitly explain and demonstrate using a model, the digestive system. Students watch, assist and answer questions on the digestive system. Students order the stages of the digestive system in their workbooks. Descriptive Writing: Ask students for an idea about something they can describe. As a class brainstorm what that object looks like, sounds like and feels like create a mind map. As a class write a descriptive paragraph of the object. Students then have a go independently.
Assessment: Communicates in formal and informal discussions with peers participation, notes. Uses letter sound correspondence, common letter patterns and combinations to spell unfamiliar words. Can use spelling words in sentences work samples. Creates a text using correct grammar and punctuation, includes descriptive language work samples

Recess
NS2.2 NS3.2

Maths: Subtraction Group 1) Working with teacher on subtraction with borrowing tens when a larger unit is being taken away from a smaller unit demonstrate using base ten blocks and templates. LA: One digit number from a two digit base 10 blocks each problem. MA: Start with 1 digit from 2 then move to 2 from 2 and eventually take away base ten blocks. HA: start with 1 from 2, 2 from 2, 3 from 3 and challenge activities. Have base10 blocks if they wish to use them. Group 2) Working on addition games Group 3) using computers to play addition and subtraction games. 15 minute rotations Papier Mache: Students continue to layer their masks.
Assessment: Subtracting two or more numbers with trading in a variety of contexts work samples, observation, notes. Papier Mache participation work sample

Lunch
VAS2.2 VAS3.2 Papier Mache continued Assembly
Assessment:

Papier Mache participation work sample Participates and listens at assembly

Game 1) Trading Game: Roll the dice. The number that you have rolled on the dice is the number of blue counters you put on your game board. When you get ten counters in a column, you can trade it in for a counter the same colour as the next column. The first person to get a counter in the red column wins. Game 1) Fiddlesticks: Pull a stick out of the container and answer the question out loud. If everyone agrees that the answer is right you keep the stick and the next person has a turn. If someone pulls out a KAMBOOM stick then they must put all their collected sticks back into the container. Person with the most sticks at the end of the specified time wins. Game 2) Addition War: In pairs deal the deck out between you. Turn over two cards each and add the numbers. Person with the highest sum wins all four cards. Person who ends up with the whole deck wins the game. Ace cards = 1 Queen, Jack, King and Joker = 10

Computer Activities
http://www.studyladder.com.au/resources/teacher/search?t erms=addition+and+subtraction&course_id=0

http://resources.oswego.org/games/SpeedGrid/Addition/uri kares.html

http://www.coolmath-games.com/0-numbertwins/index.html

http://www.coolmath-games.com/0-math-man/index.html

http://www.coolmath-games.com/0-subtractionblast/index.html

Monday 12th August 2013

TS2.1 TS3.1 RS2.5 RS3.5 RS2.6 RS3.6 WS2.11 WS3.11 WS2.12 WS3.12

News: Students present any discussion ideas they have (what they did on the weekend/ new info they have learnt). Also, discuss What are you good at? 2 minutes thinking time then share. Handwriting: Students practice i, j, l letter formations and practice joining these letters with various other letters. Students create alliteration sentences using these letters together to practice cursive writing. Reading Box: Students work independently on reading. Spelling: Copy down spelling words into workbook. Create spelling words using letter tiles or write on white board. Choose a minimum of two activities from the spelling menu to complete. Silly Sentences: Students create and record silly sentences sentence construction practice.
Assessment: Communicates in formal and informal discussions with peers during news participation, notes. Uses correct letter formation in accordance with NSW Cursive Foundation font, uses lines correctly work sample Listen to reading, are students able to read independently and use strategies to decode unfamiliar words? Reading box answers. Uses letter sound correspondence, common letter patterns and combinations to spell unfamiliar words. Can use spelling words in sentences work samples.

Recess
MS2.5 MS3.5

TS2.1 TS3.1 COS2.1 COS3.3 DMS2.2 DMS3.2 INS2.3 INS3.3

Maths: Time Group instruction: TEN MINUTES Review time. What do student already know about telling time? Review: Minute hand/hour hand How many minutes in an hour How many seconds in a minute How many minutes does it take the hour hand to move from one numeral to the next Explain the rotations. TWENTY MINUTE ROTATIONS Group 1) Creating their own clocks as per the example. Group 2) Computer activities Group 3) Time games Group 4) Instruction with the teacher on time concepts. LA = 15 and 30 minute/quarter past & half past examples. Recording digital time using the correct notations. BOOK THREE = MA = How many minutes it takes for the minute hand to move from the 12 to any other numeral. 9 and 45/ quarter past & quarter to. Digital time/analog time. HA = 24 hour time/ am & pm notation. Review quarter past and quarter to. Digital time/analog time. Peer Discussion: Pride Define pride pleasure, satisfaction happiness for yourself or someone else State a time when you were proud of yourself? How did it feel? What did it sound like? What did it look like? What does it feel like when someone is proud of you? What does it sound and look like? How can we take pride in our work? Why is it important? Show example of book.

Assessment: Students show an understanding of time concepts work samples. Communicating in informal group situations observation, notes on participation.

Lunch
RS2.5 RS3.5 DRAS2.1 DRAS3.1 DRAS2.2 DRAS3.2 Silent Reading Drama Games: Catch a story: Have a bean bag. Begin a story. Throw it to the person who must continue the story by stating fortunately.next person says unfortunately. Students to use lots of descriptive language. Master master, who am I? blindfold a volunteer. A pupil selected by you must approach them quietly, disguise their voice and ask master master who am I? If the volunteer guesses correctly they get another go. If they are wrong, the successful voice gets turn. Singing:

Assessment: Reads independently participation notes Participates in drama activities in a variety of ways notes on participation

Group 0 Homework: Term 3, Week 5 Monday write wrist wren wriggle wreck wrote spank speck sped spine spite spoil spar special spider Tuesday Wednesday Thursday

Group 1 Homework: Term 3, Week 5 Monday puff cliff staff shelf half wolf knife leaf hoof scarf calf self oaf sheriff elf huff soundproof handkerchief Tuesday Wednesday Thursday

Group 2 Homework: Term 3, Week 5 Monday basic panic magic mimic logic fantastic gigantic energetic automatic enthusiastic picnic acoustic acrostic domestic energetic terrific galactic Tuesday Wednesday Thursday

Group 3 Homework: Term 3, Week 5 Monday leaves wolves knives lives wives thieves shelves scarves dwarves hooves halves elves calves loaves stoves cloves grieves Tuesday Wednesday Thursday

Spelling Menu

Game 1) Time dominoes Deal the cards out evenly to all players. Person to the dealers left puts down a domino, next player tries to match an end to one of their cards, if they cannot they pass and the next player has a go. First player to use all their dominoes wins. Game 2) Time snap Deal the cards out evenly to each player. Person to the dealers left goes first and places down a card. When a time matches first person to snap the cards gets the pile. Person with all the cards at the end wins. Game 3) Clock Puzzle Individually or in pairs, match the analog time to the digital times. Game 4) Time Memory Lay out the cards face down. First player turns over two cards if the match put they can put them in their pile and have another turn, if they do not match, turn them back over and it is the next persons go. Repeat until all cards have been collected. Player with the most pairs wins.

Computer Games Monday: Time http://www.bbc.co.uk/bitesize/ks1/maths/telling_the_time/ play/ http://www.teachingtime.co.uk/draggames/sthec3.html

http://www.teachingtime.co.uk/clock2/clockwordsres.html

http://henryanker.com/Math/Time/ClockWork/ClockWork_0 3.swf

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/k s2/maths/time/index.htm

Tuesday 13th August 2013

TS2.1 TS3.1 RS2.5 RS3.5 RS2.6 RS3.6 WS2.11 WS3.11 WS2.12 WS3.12 Reading: Reading Fantastic Mr Fox chapters 1-4 to the class. Begin by discussing the cover, what do students think the book is about. Why do they think that? Give synopsis of the book. Discussion: What is horrible about each farmer? Why might Roald Dahl want us to dislike these characters so much? What words did Roald Dahl use to describe the characters? What about the setting how did Roald Dahl describe the setting? Fantastic Vocabulary Wall/Dictionary Skills: Choose words that may be unfamiliar to students and get them to find the definition in the dictionary. Start a Fantastic Vocabulary wall with the word and the definition students can use these words in their own writing. Grammar/Punctuation: Students are given a passage from the story to cut out. Students and teacher work together to put the sentence back together correctly speaking about the different words (verbs, nouns, adjectives colour coding) and the punctuation. Read the passage with no punctuation. Where should the punctuation go? Why? Spelling: ight and ed patterns examples from the story. Can students think of any other words with these endings? Speak about chunking and changing the first chunk to change the word.
Assessment: Communicates in formal and informal discussions with peers during news participation, notes. Uses correct letter formation in accordance with NSW Cursive Foundation font, uses lines correctly work sample Listen to reading, are students able to read independently and use strategies to decode unfamiliar words? Reading of Fantastic Mr Fox Uses letter sound correspondence, common letter patterns and combinations to spell unfamiliar words. Can identify words that use the same end pattern work samples.

Recess
MS2.5 MS3.5

Maths: Time Group instruction: FIVE MINUTES Review time from last lesson. Explain that this lesson will review timetables and timelines. When in their everyday lives will students need to use timelines and timetables? Explain the rotations. TWENTY MINUTE ROTATIONS Group 1) Challenge What is something that we could do in exactly a minute? Students write down their predictions on the sheet and use the stop watch to undertake these activities and write down if they are correct. Group 2) Computer activities Group 3) Time games Group 4) Instruction with the teacher on time concepts. LA = Work on reading TV guide timetables create a to watch guide. MA = Work on reading simple train timetables. HA = Create a travel itinerary for a weekend getaway. FUNDAMENTAL MOVEMENT SKILLS: Catch Tag - A soft foam ball per student, 1 colour band or bib and 1 bean bag per tagger. Area Large open space. A designated number of taggers have a colour band and a bean bag. Other students spread out in the area and run around, each with a ball. Taggers aim an underarm throw at students legs. If hit, the tagged students throw and catch to themselves a number of times (throws must be above the head) depending on what colour the tagger wears(eg red = 4 throws, blue = 5throws, green = 6 throws etc). When throws are completed, the student is free to run again.
Assessment: Students show an understanding of time concepts work samples. Participation in catching activities successful catches

GSS1.8 GSS2.8 GSS3.8

Lunch
RS2.5 RS3.5 Library Scripture
Assessment: Reads independently participation notes

Fantastic Mr Fox!

Boggis was

a chicken farmer

He kept thousands of chickens . He was enormously fat . This was because he ate three boiled chickens smothered in dumplings everyday for breakfast , lunch and supper .

Fantastic Vocabulary Word Definition

Spelling from Fantastic Mr Fox!

smothered pot-bellied stuffed approached liked killed loaded poked

twitched sniffed flattened flashlight moonlight bright tonight night

Name

My Tv Guide
Television Program Channel Start time Finish time

Name Timetables: Bus time table from Cullen Bullen to Lithgow Place Cullen Bullen Portland Wallerawang Lithgow Time 1:00 1:25 1:45 2:30

1) What time does the bus leave Cullen Bullen?..................... 2) What time does the bus arrive in Lithgow?........................ 3) How long does it take the bus to go from Portland to Wallerawang? . 4) If I got on the bus in Cullen Bullen and got off the bus in Lithgow, how long was I on the bus for?....................... Train timetable from Lithgow to Blackheath Lithgow Mt Victoria Blackheath 6:14 6:23 6:38 7:00 7:08 7:23 7:55 8:03 8:18

1) At what time does the 6:14 train reach Blackheath?................. 2) At what time does the 7:08 train leave Lithgow?.................... 3) My train arrives in Blackheath at 8:18, what time did it leave Lithgow?.............. 4) Write 6:14, 7:00, 8:03 and 7:23 in 24 hour time .

Travel Itinerary: Pretend you are a travel agent planning a trip for a client from Sydney to Brisbane for the weekend. Your client wants to leave on Friday the 23rd August 2013 after 11am but before 4pm and wants to leave Brisbane on the 26th August 2013 after 12pm but before 3pm. The client has a budget of $250 for flights each way. Find a flight that fits in with these times and budget. Write down the departure and arrival times. Flight Company Sydney to Brisbane Brisbane to Sydney Total Cost= What is the total travel time from Brisbane to Sydney?.............................. Departure Arrival

Your client also needs to catch a train from Central Station back to Lithgow Station on the 26th August after their flight. What train would your client be able to catch and what time will they arrive in Lithgow? Place Time Depart Central Arrive Lithgow What is the total travel time from central to Lithgow?..............................

Name What can I do in 1 minute? Activity Actual time Difference

Computer Games Tuesday: Time http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/math s/timetables/index.htm

http://resources.oswego.org/games/stoptheclock/sthec2.html

http://www.coolmath-games.com/0-math-lines-xfactor/index.html

http://www.coolmath-games.com/0-crazy-taxi-m12/index.html

http://www.coolmath-games.com/0-number-twins/index.html

http://www.coolmath-games.com/0-math-man/index.html

http://www.coolmath-games.com/0-subtraction-blast/index.html

Wednesday 14th August 2013

RFF

Recess
MS2.1 MS3.1

Maths: Length Group instruction: FIVE MINUTES Establish what students know about length and measurement. Review measurement concepts 10mm in a cm, abbreviations for centimetre and millimetre. When might students need to determine the length of something? When may they need to measure something smaller than a cm? Explain the rotations. TWENTY MINUTE ROTATIONS Group 1) Challenge: What are two things the same length as the line below? Group 2) Measurement games Group 3) Computer games Group 4) Instruction with the teacher on length concepts. All groups will be working on using rulers to measure exact measurements. HA = converting cm to mm. Students will stand in a line and throw a bean bag at a specified target students. They will first estimate how close they think they will get and then measure the exact amount. Record on sheet.
Assessment: Students show an understanding of different measurements for length work samples

Lunch
INVS2.7 COGS: Circulatory System Using the computers students visit http://www.nlm.nih.gov/changingthefaceofmedicine/activities/circulatory.html and fill in their worksheet. Blood Rampage: Create large body parts and place them out on a floor surface as they would appear in the human body with enough space for students to move between the different organs. Students will act as blood cells and the teacher will call out a number of different scenarios where students have to move to the correct organ.
Assessment: Understands the components of the circulatory system and how blood travels around the body work samples, participation.

Name Measurement Estimates: Target 1 2 3 4 5 6 Estimate Actual

Name Measurement Estimates: Target 1 2 3 4 5 6 Estimate Actual Measurement in mm

Game 1) Measurement Loop cards For this game you need to remember that there are 10mm in a centimetre. Find the start card and follow the clues at the bottom to get the cards back into order. Game 2) Compare the Straw In pairs choose a straw length to battle against your component. Flip the token if it lands on short the person who played the shorter straw gets both straws, if it says long the person who played the long straw gets both straws. Person with the most straws at the end wins. Game 3) Measurement Snap Deal out the cards evenly among the players. Player to the dealers left goes first and lays down a card. Next person does the same. When two cards match the first person to snap wins the cards. Person with all the cards at the end wins.

START Length conversions Who has 10cm in mm?

I have 100mm

I have 14cm I have 170cm

I have 370mm

I have 1.1m

Who has 140mm in cm? I have 150mm

Who has 1.7m in cm?

I have 4.4cm

Who has 37cm in mm? I have 150cm

Who has 110cm in m?

I have 2m

Who has 15cm in mm?

Who has 44mm in cm? I have 53mm I have 4 m

Who has 1 Who has m in cm? 200cm in m? I have I have 4.8cm 70cm

Who has 5.3cm in mm? I have 70mm?

Who has 450cm in m? Who has 48mm in cm? I have I have 700cm 92mm

Who has 700mm in cm?

Who has 7cm in mm?

Who has 7m in cm? I have 600cm

I have 1.11m I have 820mm

Who has Who has 9.2cm in mm? 111cm in m?

Who has 82cm in mm?

Who has 6m in cm? Who has 2 m in mm?

I have 2500mm

I have 350cm

I have 3.8cm

I have 7.2m I have 130cm

Who has 3 m in cm?

I have 940mm

Who has 38mm in cm? I have 125cm

Who has 720cm in m? I have 50cm

Who has 1.3m in cm?

I have 75cm

Who has 94cm in mm? I have 175cm

Who has 1 m in cm?

Who has m in cm?

Who has m in cm?

Who has 1 END CARD m in cm?

10 cm

10mm

1cm

20mm

2cm

30mm

3cm

200mm

40cm

60mm

5cm

8cm

80mm

9cm

12cm

14cm

15cm

16cm

100mm

45mm

2mm

17cm

18cm

19cm

Wednesday: Length Computer Games http://www.sheppardsoftware.com/mathgames/meas urement/MeasurementMeters.htm

http://www.studyladder.com.au/resources/teacher/m athematics?section=38

http://www.mathnook.com/math/mathmancompare.h tml

http://www.mathnook.com/math/brainracer.html

http://www.mathnook.com/math/mathpup-defensebasic.html

Thursday 15th August 2013

TS2.1 TS3.1 RS2.5 RS3.5 RS2.6 RS3.6 WS2.11 WS3.11 WS2.12 WS3.12 Handwriting: Words to describe the farmers from Fantastic Mr Fox. Writing: Review chapters 1-4 how did Roald Dahl describe Farmer Bunce? Create a brainstorm chart describing what Farmer Bunce looked like, smelt like, sounded like. Can students come up with their own words that Roald Dahl could have used? Construct a paragraph describing Farmer Bunce together. Reading: Read chapters 5 & 6 together did we learn anything more about the appearance of the farmers? What were some of the descriptive words Roald Dahl used in these two chapters? Were there any words that are unfamiliar to students that need to be added to our fantastic vocabulary wall? Add these words and their definitions to the fantastic vocabulary wall.
Assessment: Communicates in formal and informal discussions with peers during news participation, notes. Uses correct letter formation in accordance with NSW Cursive Foundation font, uses lines correctly work sample Listen to reading, are students able to read independently and use strategies to decode unfamiliar words? Do students understand what they read? Reading of Fantastic Mr Fox Is able to pick out descriptive language in a text and use this language to describe a character observation, work samples

Recess
MS2.1 MS3.1

Maths: Time Group instruction: FIVE MINUTES Review last lesson. What is a unit of measurement greater than a cm? Speak about metres and that there are 100 cms in a metre. When might students need to use m to measure something? Is there a unit of measurement greater then a m? There are 1000m in a km. When might we need to use km? TWENTY MINUTE ROTATIONS Group 1) Challenge Using straws and no other object how tall can students construct a tower that does not fall down? Can choose to work individually or as a group. Group 2) Computer activities Group 3) Measurement games Group 4) Instruction with the teacher on measurement concepts. LA = pg 120 MA = pg 120 HA = pg 139 Create a conversion chart.

Assessment: Students show an understanding of measurement concepts work samples.

Lunch
GSS1.8 GSS2.8 GSS3.8 Team Building and PE games: Birthday Bash: Setup in a circle a set of chairs with one less chair then the amount of people present. Make one person it. Go around the room and have each person state which month they were born in. The it person calls a month and everybody with that month must change seats. The it can also call multiple months and if the it would like everyone to move seats the person calls out birthday bash and then everyone is required to switch seats. The person left out is the new it. Catch the Dragons Tail: A dragon is formed by grouping the players into a long line each with their hands on the shoulders of the person in front of them. The first in the row is the dragons head. The last in the row is the dragons tail. The teacher counts 1,2,3 GO On the signal GO the head turns around and tries to catch the tail. The whole body must move with the head and

remain unbroken. If the head succeeds in touching the tail, they must continue to be the head. If the body breaks before he catches the tail the head becomes the tail and the next person in line is the head and so on until all have had a chance to be the head and tail. Mouse Trap: Two teams. One team forms a circle with their arms up together, the other team runs in and out of the circle. When the teacher yells mousetrap the circle lower their arms and anyone trapped inside the circle becomes part of the trap. Kick Ball: Split into two teams. One fielding one kicking. 1) Bowler rolls ball to the kicker. 2) Kicker kicks ball and runs to 1st base. Fielders try and get ball and hit the kicker below the waist before they get to their base. If they are successful the kicker is out. If a fielder catches the ball the kicker is also out. 3) Next person steps up and repeats above, with the first kicker running to the second base and so on. 4) Once all players have had a kick, switch over.
Assessment: Participation in sporting games - notes

Thursday & Friday Computer Activities:

http://www.primarygames.com/math/numbereaters /

http://www.hoodamath.com/games/licenseplatega me.html

http://www.hoodamath.com/games/spaceracemulti plication.html

http://www.mathnook.com/math/mathmancompare .html

http://www.mathnook.com/math/brainracer.html

Farmer Bunce
Looks like Smells like Sounds like

Friday 9th August 2013

TS2.1 TS3.1 RS2.5 RS3.5 RS2.6 RS3.6 WS2.11 WS3.11 WS2.12 WS3.12

Spelling test Summarising Skills: Stand in a circle and weave a web of understanding using string about the events in Fantastic Mr Fox so far. Demonstrate dot point summarising on the board. Joint summarising of the text. Descriptive Writing: how did Roald Dahl describe Farmer Boggis? Create a brainstorm chart describing what Farmer Boggis looked like, smelt like, sounded like. Can students come up with their own words that Roald Dahl could have used? On their own, students construct a paragraph describing Farmer Boggis. Refer students to the joint construction from the day before.
Assessment: Communicates in formal and informal discussions with peers participation, notes. Uses letter sound correspondence, common letter patterns and combinations to spell unfamiliar words. Can use spelling words in sentences work samples. Creates a text using correct grammar and punctuation, includes descriptive language work samples

Recess
NS2.2 NS3.2

Maths: Maths: Time Group instruction: FIVE MINUTES Group explanation of perimetres. FIFTEEN MINUTE ROTATIONS Group 1) Challenge I have drawn a shape with a perimetres of 16cm. What might m shape look like? Draw all possible solutions. Group 2) Computer activities Group 3) Maths games (range of games they have previously played) Group 4) Instruction with the teacher perimetres. COGs: How does healthy eating affect the body? Brainstorm. What foods should we eat the most least etc. Speak about the different food groups. Look at the eat well plate example. Students are to create their own eat well plate, balancing the plate with the appropriate food groups. Students write a letter to a friend explaining to them why they need to eat healthy.
Assessment: Students are able to work out the perimeter of different objects work samples Students are able to demonstrate an understanding of why we need to eat healthy observation, notes, work sample.

PHS2.12

Lunch
VAS2.2 VAS3.2 Papier Mache: Students work on designing and painting their masks.

Assessment:

Papier Mache participation, work sample

Farmer Bunce
Looks like Smells like Sounds like