WRITING PLANNER ­ PLANNED BY ALISON KHUN Monday Tuesday Wednesday Thursday Friday

Weekend Recount Language Experience 27/28

Planning for Success 0­0.5 Role Play & Experimental Writers

Information Report Level Workshop Handwriting 27/28 F.5­1.0 Early Writers

Language Experience 27/28 Planning for Success

0­0.5 Role Play & Experimental Writers N/A

Focus

To use different time connectives in writing ­ first, then, after that, later, at the end. Early Writers ­ to add more detail describing each event.

To leave spaces between words, and hear and record dominant sounds in words; to reread writing to check that it makes sense.

To practise placing letters correctly on dotted thirds; to develop fluent letter formation.

To leave spaces between words, and hear and record dominant sounds in words; to record at least two sentences.

N/A due to timetabling. Refer to weekly schedule.

Tuning In [Engage & Explain]

Introduce the lessons focus [time connectives] and talk to students about how they help our writing [tell a reader when something is happening]. Use the red word cards. Tell the students what I did on the weekend ­ On the weekend, I went out for dinner and then I watched a movie

and then I had a hot chocolate..

Highlight that the recount was boring by using and then, and then. Introduce students to the comic strip template.

Discuss with students the idea of planning [planning a birthday; what do we need to do in the planning process? What do we have to consider and think about?]. Explain to the children that during writing we will look at planning a short story. Highlighting the different parts of the planning process. Pull up The Story Graph template with labels. Explain to the children that we have already looked at sizzling starts and now we are going to focus on an area called Backfill. Backfill includes the setting and characters. As a class, brainstorm some words that we can use to describe both characters and settings.

Introduce the lessons focus [developing fluency in letter formation/placing letters correctly on dotted third paper]. Using the IWB, model the different lines that letters can be positioned on.

Recap the previous writing lesson, looking back to the Planning for Success poster. Highlight the different areas that we have looked at and move onto the Solution.

As a class, brainstorm some words or ideas that they have heard in stories, that we can use to write a solution to a problem.

N/A

Whole Class Activity

[Explore & Elaborate]

Modelled Writing ­ Highlight how I can add more detail to my writing by describing events and including time connectives. Everytime I use a time connective refer back to the red word cards. E.g. First, I had dinner from a sushi train. Then I had a hot chocolate for dessert. After that I watched a movie called Southpaw. Later…

Students turn and talk to a partner, sharing their weekend. Ensure students are using time connectives and describing the events orally.

Modelled Writing ­ using the template provided give an example: [Jellyfish Joe ­ silly/ boy/blue] [Ocean ­ deep/dark/scary] Provide students with a 6 squared grid worksheet where they will brainstorm 3 different settings and 3 characters that are fitting for those settings. Students will work in partners. Re­group: students will share their ideas. Refer back to the IWB and look at another area, the problem. Discuss the problem for Joe for an example, lost his mum in the deep, dark ocean. Students will go back to their tables and write a sentence of what the problem is in their story.

Students will rotate to different activities that will support them to develop fluent letter formation, as well as, practising placing letters correctly on the dotted third lines. Model activities at the different stations:

­ iPad: Little Writer (abc section).

­ THRASS overwrite sheets ­ Create letters using the play

dough. ­ Dotted third paper: fact [a

ladybird will eat more than 5,000 insects in its lifetime] OR continue practising individual letters.

Modelled Writing ­ with the activity worksheet provided, model what the solution to Jellyfish Joe’s problem. Draw a matching picture in the space provided. After, students need to create a sizzling start to their story. By creating this at the end, we have a better idea of what our story is about and what words we can use to appropriately start our story.

N/A

Teacher Group

Guided Writing ­ Chrystian, Christina, Daniel, Danny and Omar.

Guided Writing ­ Moni, Jordana, Ashleen and Arni.

Guided Writing ­ work with students at the dotted third paper station.

Guided Writing ­ Amity, Kara, Lucas and Nasreen.

N/A

[Explore & Elaborate]

Focus: hearing and recording initial and final sounds in words.

Focus: to hear and record all sounds in words.

Focus: recording more sounds.

Aide Group

Sage ­ Guided Writing Tasma, Jj, Brendan, Ayden. Focus: including more detail after each event; rereading sentences to ensure they make sense.

Thy ­ Guided Writing Hasula, Methvin, Aaron, Omar. Focus: To hear and record dominant sounds, especially vowel sounds; to record at least two sentences.

N/A Thy ­ Guided Writing Methvin, Aaron, Jj, Omar. Focus: recording more vowel sounds.

N/A

Share Time [Evaluate]

Students to give themselves 3 finger points ­ 1 if they can read their writing and it makes sense, 2 points if they recorded some letters for sounds, 3 points if they remembered to leave spaces. Choose 3 students who have persisted to share their writing in front of the class. Audience to tell them which of the 3 things they did well today.

Turn and talk to another group, sharing your writing piece and what you have written today. Groups are to give feedback ­ one positive statement and one area for improvement. Explicitly model how to provide feedback. E.g. Next time you could try to.../I liked how

you...

Choose students to come to the IWB and write letters that we have been practising today. How do they know where to start? [solid, dotted, dotted]. Students play Guess the Letter with a partner. Take turns to trace a letter that we practiced today on each other’s palm.

Turn and talk to a partner, sharing your writing piece and what you have written today. Partners to give feedback ­ one positive statement and one area for improvement. Explicitly model how to provide feedback. E.g. Next time you could try to.../I liked how you...

N/A

MATHS PLANNER

Monday [Prep Workshops] Tuesday Wednesday Thursday Friday [27/28 Workshop]

Focus To identify capacity as how much a container

can hold; to use informal units to estimate and measure the capacity of containers.

To use informal units to estimate and measure the capacity of containers.

To use informal units to estimate and measure length.

To use informal units to estimate and measure length.

GRIN Language

***Sage ­ See Amy’s Maths workshop for GRIN language (Omar, Jayda, Danny)

half, full, overflowing, empty, half full, holds more, holds less.

half, full, overflowing, empty, half full, holds more, holds less.

longer, shorter, long, short, longest, shortest.

longer, shorter, long, short, longest, shortest.

Tools / Warm Up Activity

Play the Price is Right: two students will stand back to back trying to guess the chosen number. The rest of the class will say ‘higher’ or ‘lower’ with each response.

Play Roll of the Dice: students will be arranged into even rows. The teacher will roll two dices and students must add up the two numbers. The student who gets the answer, must sit down. The aim of the game is to get everyone in the one row to sit down.

Play Count on Me Play Hundred Plus 10

Tuning In [Engage & Explain]

Introduce the lessons focus of capacity: the maximum amount that something can contain. Play Count Us In Modelled/Shared Maths: show students the capacity problems PowerPoint presentation. As a class, discuss some of the problems. Revisit maths share book and the different language children used to describe capacity. Take children out to the sandpit to explore the language using sand and different containers.

Play Measuring Jugs Modelled/Shared Maths: Capacity story: Miss Khun is really thirsty! Which cup should she use and why? Blue, red or green cup? We think… not the blue, its too small. The green is bigger than the red ­ it will hold more. We learned… the red is bigger than the green. It is shorter and wider, therefore it holds more water. Watch: Who Sank the Boat

Play Moving Fish Modelled/Shared Maths: students will be given a pencil. They must each find an object in the classroom that is longer/shorter than the pencil.

How do you know? What does that mean ‘shorter’

or ‘longer’? As a class we will draw items that are shorter than the pencil and items that are longer. Discuss the words: longer, shorter, taller, smaller. How are they the same? How are they different. Introduce some of the materials that can be used to measure things. Explain we are going to measure the basketball court. Ask

Play Length Strength Modelled/Shared Maths: students will sit in a circle and be provided with 1 or 2 items gathered from around the classroom. As a class, we will order these objects from shortest to longest. Discuss, how it is important to line objects up on one end. Students will need to estimate where their object will go down the line.

LESSON PLAN

Learning Outcome(s)/Standard(s):

Students will recognise the different elements of a book report and begin the process of creating a report on the story, Yertle the Turtle. Also successfully recognising ‘sh’ word blends.

Indicators

! Students are able to utilize sentence starters ! Students are able to write words legibly using unjoined print script of consistent

size ! Students are able to retell key events in the story.

Assessment: Criteria

! Reading texts and identifying different sentence-level punctuation ! Learning how each letter is constructed including where to start and the

direction to follow ! Retelling key events in stories using oral language, arts, digital technologies

and performance media.

Teaching Focus:

A. Time management – ensuring that the 60-minute lesson runs according to schedule (chosen by Associate Teacher).

B. Being able to give instructions in a clear and understanding manner.

Background to the learning:

1. Teacher

Seeking advice from Associate Teacher who strongly recommended that book reports helped expand the repertoire of English usage also supported by learning standards of AusVELS.

2. Pupil

Students have no previous experience. Lesson one of a unit of work on report writing.

Lesson Topic: Report Writing Date: 11th June, 2013

AusVELS Domain(s): English Grade(s)/ Year Level(s): 1 & 2

AusVELS Substrands Dimension(s) or Religious Education Guideline: Literacy, Interpreting, Analysing and Evaluating

Duration of Lesson: 60 minutes

Lesson Resources:

! Whiteboard (whiteboard markers, eraser) ! Big book ! Interactive whiteboard ! Sandwich book report booklet ! Stationary (grey leads, coloured pencils, erasers)

Content of Lesson:

A. Introduction 10 mins

Whole class discussion about book reports and what their purpose is. Begin spelling focus on ‘sh’ words on a strip of card.

Read Yertle the Turtle.

B. Development 15 mins

Step 1: Identifying what is on the front page and what the story could be about.

• Key focus question(s) – What is the role of an author? What is an illustrator? Do you think this is a non-fiction or fiction book?

Step 2: The teacher begins to read the book, whilst discussing the setting of the story.

• Key focus question – What other places do you think we will explore in the book?

Step 3: The teacher then invites students to identify how many characters we have met so far.

• Key focus question – Do you think the characters will meet any other people throughout the story?

Step 4: The teacher questions students to determine the plot of the story.

• Key focus question – Do you think any other problems will arise? If so, what could it be?

Step 5: Through questioning, break up and discuss with the students the important parts of the story.

• Key focus question – Who were the characters? Where was the story set?

Step 6: Go over and reflect the information collected, making sure the students can interpret and understand where they got their information.

• Key focus question – What does the word plot mean? Conclusion? Conflict?

C. Consolidation and Practice 20 mins

Step 1: The teacher will explain that the class will have this session to begin a book report sandwich on the big book, Yertle the Turtle. The information collected is based on what we collected as a class through discussion. Students must fill in the first two layers of the book report; the setting and main characters. The students will be inform that this is an ongoing activity that will be completed throughout the week, with a number of layers being completed on a daily basis.

(Slices of ham, tomato, cheese, lettuce leaves, mayonnaise, bread. The different layers served as the ingredients for the students’ book report sandwiches.)

• On the top slice of bread, each student wrote the title and the author of the book.

• On the tomato, the student wrote about the setting. • The lettuce; problem. • On the cheese layer; the stories climax. • On the meat layer; the solution and conclusion. • On the bottom piece of bread, the student drew a favourite scene from the

story.

When students have completed their sandwich layers by the end of the week they can then display their book reports up on a bulletin board headlined “We’re Hungry for Good Books!”

Step 2: Students are then given the first two components of the sandwich to complete.

Step 3: Students will work individually.

Early Finishers – Extension Activities

Proof read their work, whilst assuring that they have added descriptive words in their sentences and have used good sentence structure.

D. Closure 15 mins

After students complete the activity, everyone will return to the discussion area and share what they liked about the book. The teacher will ask them to review their experiences in the activity and discuss what information can be learnt from it.

Post Lesson Review and Evaluation:

Pupil Achievement