To effectively use crafts in my writing to engage my reader
SC:
-
-
-
-
I can explain what powerful words are
I can use powerful words in my writing
I can explain why I should use crafts in my writing
I revise my writing to make sure I am using interesting crafts.
ML: Mentor text heavy on powerful words: Students
LG: To effectively use crafts in my writing to engage my reader
SC:
-
-
-
-
I can explain what a metaphor is
I can use a metaphor in my writing
I can explain why I should use crafts in my writing
To effectively use crafts in my writing to engage my reader
SC:
-
-
-
-
I can explain what powerful words are
I can use powerful words in my writing
I can explain why I should use crafts in my writing
I revise my writing to make sure I am using interesting crafts.
ML: Mentor text heavy on powerful words: Students
LG: To effectively use crafts in my writing to engage my reader
SC:
-
-
-
-
I can explain what a metaphor is
I can use a metaphor in my writing
I can explain why I should use crafts in my writing
To effectively use crafts in my writing to engage my reader
SC:
-
-
-
-
I can explain what powerful words are
I can use powerful words in my writing
I can explain why I should use crafts in my writing
I revise my writing to make sure I am using interesting crafts.
ML: Mentor text heavy on powerful words: Students
LG: To effectively use crafts in my writing to engage my reader
SC:
-
-
-
-
I can explain what a metaphor is
I can use a metaphor in my writing
I can explain why I should use crafts in my writing
To effectively use crafts in my writing to engage my reader
SC:
-
-
-
-
I can explain what powerful words are
I can use powerful words in my writing
I can explain why I should use crafts in my writing
I revise my writing to make sure I am using interesting crafts.
ML: Mentor text heavy on powerful words: Students
LG: To effectively use crafts in my writing to engage my reader
SC:
-
-
-
-
I can explain what a metaphor is
I can use a metaphor in my writing
I can explain why I should use crafts in my writing
LG:
To
use
a
range
of
decoding/reading
strategies
when
reading.
SC: Does it look right? Sound right? Does it make sense? I can stretch, get my mouth reread, look at the picture and chunk words. I can look for little words in big words, skip the word and reread, try the vowel a different way, use base words, flip the sound. ML: Teacher or students reads aloud. Use a Big Book. Model decoding strategies and ask students to recommend decoding strategies that could be used.
Tuesday
Summarising Two Blankets (google drive)
LG: To summarise the important details in a text
SC: - I can retell the important events in a text (first, then and finally) - I can identify the main characters - I can identify the problem and solution in a narrative ML: Read Two Blankets. Clarify vocabulary and verbally discuss who, what, when, where, why and how.
Summarise who, what,
when, where, why and how with the person next to you. Summarising tennis with a buddy.
SC: - I can retell the important events in a text (first, then and finally) - I can identify the main characters - I can identify the problem and solution in a narrative ML: Read Two Blankets and complete WWWWWH Anchor Chart.
Summarise who, what,
when, where, why and how with the person next to you. Summarising tennis with a buddy.
Thursday
Inferring Look for clues. Bring together questioning and inferring.
LG: To use evidence from a text to infer.
SC: - I can make an inference. - I can find evidence in a text to support my inference. - I can justify my inference using the evidence and my prior knowledge.
Why do we read and how
does it help us as a reader?
Two Blankets (google drive)
Friday
ML: Explicit modelling of finding clues that support/justify inferences based on character motivations, authors message.
CURRICULUM DAY
Feelings? Empathy? Authors message?
1/2AB
READING
GROUPS
Teacher
Groups
Independent
Reading
Classroom
Library
ICT
Independent
Reading
MON
Giraes
Tigers
Zebras
Lions
Toucans
Hippos
Snakes
Elephants
Meerkats
Monkeys
TUES
Meerkats
Monkeys
Giraes
Tigers
Zebras
Lions
Toucans
Hippos
Snakes
Elephants
WED
Snakes
Elephants
Meerkats
Monkeys
Giraes
Tigers
Zebras
Lions
Toucans
Hippos
THURS
Toucans
Hippos
Snakes
Elephants
Meerkats
Monkeys
Giraes
Tigers
Zebras
Lions
FRI
Zebras
Lions
Toucans
Hippos
Snakes
Elephants
Meerkats
Monkeys
Giraes
Tigers
1/2AB
READING
GROUPS
Alicia
Giraes
Meerkats
Snakes
Toucans
Zebras
LG:
LG:
LG:
LG:
LG:
Text & Level:
Lvl 16
Text & Level:
Lvl 13
Text & Level:
Lvl 20
Text & Level:
Lvl 2
Text & Level:
Lvl 25
Julius
Victoria
Jade
Jerry
Fa)ma
Sophia
S
Violet
Wern
RD
Arushi
Charvi
Sowda
CharloXe
Jules
Kevin
Mohammed
Sophia
G
Monica
Ka
Hei
Hansen
Harschil
Tigers
Monkeys
Elephants
Hippos
Lions
LG:
LG:
LG:
LG:
LG:
Text & Level:
Lvl 11
Text & Level:
Lvl 19
Text & Level:
Lvl 5
Text & Level:
Lvl 23
Text & Level:
Own Texts
Joshua
Katsuki
Ashvik
Toby
Shilo
Saksham
Trisha
Chris)an
Jiji
Axel
Elisa
Nik
Be]
Bailey
Caiden
Abcedy
Rasheem
David
Sharmake
Angela
Zack
Ana
Billy
Sho
Tiago
Mirella
1/2AB
WRITING
GROUPS
Mirella
Red
Wern
Adishree
Toby
Billy
Ashvik
Julius
Alicia
Saksham
Sophia
Mohammed
Harschil
Angela
Sharmake
Rasheem
Violet
Sho
Abhi
Blue
Black
Katsuki
Kevin
Axel
Trisha
Ana
Green
White
Chris)an
Zack
David
FA)ma
Abcedy
Sowda
Purple
Monica
Jules
Hansen
Jade
Victoria
Orange
Bailey
Be]
Joshua
Elisa
Arushi
Charvi
Yellow
Caiden
Nik
CharloXe
Jiji
Tiago
Sophia
S
Writing Planner Week 9
Materials
Independent Reading & Guided
Practice (40 min)
Mini Lesson (whole class) 10-15 minutes
Share Time (whole class) 5 minutes
Table Conferencing
Monday
Tuesday
Youtube https:// www.youtub e.com/ watch? v=KFPvdNbft OY
LG: To practice getting all of my ideas down in one go,
SC: - I can write for a short, focused period of time. - I can write whatever is in my head.
List of similes
LG: To effectively use crafts in my writing to engage my reader
List of Powerful Words Mentor Text: Owl Moon https:// www.youtube. com/watch? v=UDlhUKV4t WM
Thursday
List of metaphors Mentor Text: Owl Moon https:// www.youtube. com/watch? v=UDlhUKV4t WM
Friday
Quick Writes/Rocket Writing
Reverse Mini-lesson
ML: Present the seed. Provide time for the children to think about what they can see/ hear/wonder etc.
SC: - - - -
Independent Writing
Sharing similes from
JRBs
Independent Writing
Sharing powerful words
I can explain what a simile is
I can use a simile in my writing I can explain why I should use crafts in my writing I revise my writing to make sure I am using interesting crafts.
ML: Mentor text heavy on similes: Students come up with a list of their own
LG: To effectively use crafts in my writing to engage my reader
SC: - - - -
I can explain what a powerful word is
I can use powerful words in my writing I can explain why I should use crafts in my writing I revise my writing to make sure I am using interesting crafts.
ML: Mentor text heavy on similes: Students list powerful words they find in the Mentor Text.
LG: To effectively use crafts in my writing to engage my reader
SC: -
I can explain what a metaphor is
I can use a metaphor in my writing I can explain why I should use crafts in my writing I revise my writing to make sure I am using interesting crafts.
ML: Mentor text heavy on metaphors: Students come up with a list of their own
Curriculum Day
Independent Writing
Anchor Chart listing
metaphors
Mathematics Planner Week 9
Focus/ Materials M o n
T u e s
W e d
T h u r s
F r i
Warm Up
Introduction
Activity
Share Time
(whole class) 5-10 minutes
25-30 minutes
10 second walk (Maths on the Go)
LG: To understand how the features clocks (analogue/digital) help us to
tell the time. - I can use the language of time (half past, quarter past and quarter to. - I can investigate and record my findings - I can work with a partner and take turns ML: Model the activity in a fish bowl, using the language of time. (Im heading past the hour, Im heading to the hour, Im 15 minutes past).
SA: Jesss race track clock. Students are
given the race track clock. With two 6 sided dice they race around the track with a partner using the language of time. See how many times they can pass the flag. Half past, quarter past and quarter to Extn: time to the minute.
3,2,1 (Facts, learned, tricky)
Ordering times throughout the day, or use pictures and labels such as wake up, breakfast, go to school, recess, lunch, school finishes, reading at home, dinner, go to bed
LG: To understand how the features clocks (analogue/digital) help us to
tell the time. - I can read and record time in different ways - I can share what I know about analogue and digital - I can interpret a daily timetable ML: Teachers show students class daily/weekly timetable and discuss how it helps them to know what is happening and when. Model the task.
Half past, quarter past and quarter to
Give them a daily timetable with template analogue and digital clocks next to each time. They need to record the time. EX: Students work out the durations of the timetable. How many hours are you at school? Learning hours/play hours?
Speed date
Doubles
Hit the button doubles or halves
LG: To understand the relationship between doubles and halves
SC - I can use the language of doubles and halves (eg. equal parts) - I can double a number, shape or collection of objects - I can halve a number, shape or collection of objects ML: Model using the language of doubles and halves. Find 2 people, then double your group, then halve them etc. Model the student activity, focusing on language.
Use dice to roll a number, make it using
concrete materials, then double it. Halve it back to your original number. Can you halve it again? Extn: Roll 2 x 20 sided dice & add them together, make the number on a PV chart, double it, and halve it record all on a hundreds chart.
Generalisations about doubles and halves
Doubles & Halves
Video online doubles
harry kindergarten
LG: To understand the relationship between doubles and halves
SC - I can use the language of doubles and halves (eg. equal parts) - I can double a number, shape or collection of objects - I can halve a number, shape or collection of objects ML: Model using the language of doubles and halves. Find 2 people, then double your group, then halve them etc. Model the student activity, focusing on key words. Focus on what the question is actually asking.
Toys R Us is having a big sale. All items are
half price. What could you have bought? How much did each cost?
Time
(whole class) 10 mins
THIS WAS FROM CERES EXCURSION DAY
Time
Curriculum Day
(whole class) 5 mins
Language Conventions Planner Week 9
Focus
Mini Lesson (whole class) 5-10 minutes
Less on One
Less on Two
punctuation
Lesson to be repeated next week Base words and word families
LG: To investigate dialogue
- I can look at the verbs that come before or after quotation/talking marks - I can explain why the author use that verb for dialogue - I can look at the punctuation that is used ML: Model student activity.
LG: To explore base words and their families
SC: - I can describe what a base word is - I can describe how the meaning of a word changes when we add to a base word - I can investigate and record word families ML: Introduce the concept of a base word and word families. List the word play as an example. Students think about and look for words where play is the base word. (play, move, run, open, hope, lucky, do, love, extra, care) * When possible change spelling homework words.
Less on Three
Curriculum Day
Independent & Guided Practice
(15-20 minutes)
Give students speech bubble.
Students then write out what is in the speech bubble using punctuation, talking marks, verb and who said it.
Share Time (whole class)5 minutes
Generalisations Chart
Refer to Said is Dead chart.
Students look through their JTBs
and think about words they know that have play as the base word Discuss how the meaning is changed when we add to the base word. Extra support Magnetic letters with the base word in one colour and the prefix and suffix in a different colour.
Complete anchor chart and
come up with a whole class generalisation about base words and their families.
INQUIRY,
Term
3
Week
9
GANAG
Materials
Mini
lesson
(10-15min)
Including
Learning
Intent
&
Success
Criteria
(Goal
&
Accessing
Prior
Knowledge
&
New
Knowledge)
ApplicaZon
&
Guided
PracZce
(40min)
(ApplicaZon
of
New
Knowledge)
ReecZon/Share
(5-10min)
(Revisit
Goal)
INDEPENDENT
Lesson
1
LI: We are learning how our actions impact our world?
SC: I can describe what the environment is? SC: I can use technology to calculate my eco footprint. SC: I can make a generalization about the impact of our class eco footprint. ML: Whole group discussion 1) What is environment? 2) What is eco footprint? (Eco footprint= The amount of productive land needed to produce all the things we use (food, clothing, houses, etc.) and to absorb the waste we produce in our every day lives.) (Five categories that contribute to eco footprints = water, food, energy, transportation and waste.)
Lesson
2
www.wwf.org.a u - eco footprint
LI: We are learning how our actions impact our world?
SC: I can describe what the environment is? SC: I can use technology to calculate my eco footprint. SC: I can make a generalization about the impact of our class eco footprint. ML: Review the lesson learnt from Eco step game and
Eco step game (to recognize the different eco footprints
children have in the class) Children stand in a line. When the teacher calls out a question, based on their answers they can move forward or backward. Teachers can add more questions.
What is one thing
you can do to help the planet and improve your eco footprint
Q1) If you eat meat everyday, move one step forward.
Q2) If you have electricity in your house, move one step forward. Q3) If you have shower for less than three mins aday, move one step backward. Q4) If you always walk to school, move one step backward. What impact do you have on the environment?
Students will evaluate their eco footprint. Students can record
