Week+One+T4+2012

__**expectations:**__ **over the term they will learn how to write different types of poems and create their own.** - Question: what is poetry, where do you hear poetry? What types of poetry are there? - The teacher reads the poem : “ Mary had a little lamb”. Discuss what did you hear and feel. What types of language were used. Who was talking in the poem. Discuss if the poem rhymed why or why not. - Put the poem up on the board. Discuss what you can see. - Hand the poem out to the students and get them to read along in unison. - The teacher reads the poem ‘Dinosaurs”. Do the same as above. Discuss the differences between the two poems. - Question the students; what are nursery rhymes? What are they used for? Do you think they are poems why or why not? - Read aloud a nursery rhyme. Hand out a copy to the students. Get them to read in unison. Work out hand movements or clapping/stomping to match the rhyming. Poem 1: Mary had a little lamb Its fleece was white as snow And everywhere that mary went The lamb was sure to go He followed her to school one day That was against the rule It made the children laugh and play To see a lamb at school. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Poem 2: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Dinosaurs <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Lived once <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Long ago, but <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Only dust and dreams <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Remain. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Nursery rhymes: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Round and round the garden <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Like a teddy bear <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">One step <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Two steps <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Tickle you under there <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Hickory dickory dock <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The mouse ran up the clock <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The clock struck one <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The mouse ran down <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Hickory dickory dock. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"><range type="comment" id="376542340_1">‍‍‍‍‍_</range id="376542340_1">‍‍‍‍‍ ||  || Discuss how to recite a nursery rhyme. Students work in small groups. They are given a nursery rhyme to practice reciting and make hand movements to match. ||  || All- write "mass" on the board. Discuss what this means. Write the words "heavy" and "light" on card and discuss what each word means. Get the students to use these words in a sentence. As a class take turns to complete the activity; [] <range type="comment" id="376542660_1">‍‍‍‍ES1-</range id="376542660_1">‍‍‍‍ Get the student to choose two items in the classroom. Get them to heft the objects and decide which is heavy and which is light. They draw a picture of each in their book and write the words heavy and light matching the appropriate pictures. They then use the equal arm balance to check their answer. When using the equal arm balance they are questioned; how do we know which is heavier, will it go up or down. How do we make sure the equal arm balance is fair. S1- Students choose 5 items in the class. They need to heft the items and order them from heaviest to lightest. They copy their prediction into their book. Students check using an equal arm balance. When using the equal arm balance they are questioned; how do we know which is heavier, will it go up or down. How do we make sure the equal arm balance is fair. S1 ASSESSMENT COMPARE AND ORDER OBJECTS ACCORDING TO MASS. ||   || // Natasha Dunn 8/10/12 // ||
 * =Monday 8th October= ||  ||
 * **9:10** || **Bell** ||  ||
 * **9:15** || **Individual Reading/Peer Reading** ||  ||
 * **9:35** || **Text Types**
 * __Learning this term:__ poetry**
 * **10:35** || **Fruit break** ||  ||
 * **10:45** || **Fitness** ||  ||
 * **11:00** || **Scripture** ||  ||
 * **11:30** || **K-2 Talking and Listening**
 * **11:30** || **K-2 Talking and Listening**
 * **12:00** || **Lunch** ||  ||
 * ** 12:40 ** || **Space and Measurement**
 * ES1- compare the masses of two objects by pushing, pulling, hefting or using an equal arm balance.**
 * S1- Compare and order two or more objects according to mass.**
 * ** 1:40 ** || **Recess** ||  ||
 * ** 2:00 ** || **CAD Factory practice** ||  ||
 * ** 3:10 ** || **Dismissal**

Discuss; what is readers theatre. Tell the students this term in drama they will be practising readers theatre and creating their own. - Tell the students today they will be reading through a script that doesn’t need any actions because we are focusing on our voices. - Discuss: what is important when we play a role in readers theatre/drama. Eg clear, loud voice, acting as a character. - Give students a character each in: the very hungry caterpillar. (you might need to go with Brodie). Ive attached the script to this email. - Practise the script. - Voice record once it has been practised and play the recording back to the students. - Discuss how they can improve on their performance. - If you have time left the students could go through the script and highlight words they think need emphasis when talking and then re practise the script. || Show the following words to the students one at a time. (I have written them on cardboard strips) Question the students what each word means and get them to say sentences which use the word or a combination of words eg the desk is heavy, the pencil is lighter than the chair. Words- heavy, light, heavier, lighter, lightest, heaviest [] Draw a table with three columns, Brodie can label them heavier, lighter and answer. Get Brodie to choose two items and hold them to see which he thinks is heavier. Draw a picture of them into the columns. Put the objects into an equal arms balance and put a tick in the answer column if he is correct. Repeat. ES1 ASSESSMENT HEAVIER AND LIGHTER - Write one sentence that they made up using at least two of the mass words above. They can draw a picture of it. - Maths Worksheet - Choose 5 items that can fit into the equal arms balance. Heft them and order from lightest to heaviest. Draw this in their book. They then need to check their order of weight using the equal arms balance. ||
 * =‍‍Friday 12th October= ||  ||
 * 9.10 || **Bell** ||
 * 9.15 || **Individual Reading/ Peer Reading** ||
 * 9.35 || **Release** ||
 * 10.00 || **Sport** ||
 * 10.45 || **Fruit Break** ||
 * 11.00 || **K-2 Drama**
 * 12.00 || **Lunch** ||
 * 12.40 || **Space and Measurement**
 * All:**
 * ES1:**
 * S1-**
 * 1.40 || **Recess** ||
 * 2.00 || **CAD Factory Practise** ||
 * 3.10 || **Dismissal** ||