Week+Five+T4+2012

=November= ||  || Discuss; what are acrostic poems? how do we write one? what topics can we write them about? - show the students examples of acrostic poems. - Create an acrostic poem as a class on the smart board (about the class) using the following website. - The students then write an acrostic poem about themself. [] ||  || ‍‍Focus on listening. The students will listen to others poems, then record and respond about what they learnt.‍‍ ||  || ‍‍‍Testing week‍‍‍ ||  || - Discuss what they learnt last lesson ( different ways we can communicate and that photos give us information) Task- Investigate how pictures can be combined to tell a story - Identify how photos/images are part of continuing events. - Suggest what may have come before the image, what will happen next. - Groups use the same image and each creates a story. Compare stories and note differences. Suggest reasons for these. - Students create their own story from a picture. ||  || // Natasha Dunn 5/11/12 // ||
 * =Monday 5th=
 * **9:10** || **Bell** ||  ||
 * **9.35** || **Text Types **
 * **10:35** || **Fruit break** ||  ||
 * **10:45** || **Fitness** ||  ||
 * **11:00** || **Cooking** ||  ||
 * **11:30** || **K-2 Talking and Listening**
 * **11:30** || **K-2 Talking and Listening**
 * **12:00** || **Lunch** ||  ||
 * ** 12:40 ** || - //Ten Games//
 * Space and Measurement** -
 * ** 1:40 ** || **Recess** ||  ||
 * ** 2:00 ** || //**10 mins reading**//
 * ** 3:10 ** || **Dismissal**

- Read the book "Do not forget Australia" - Discuss what poppies are, what they mean and what they smbolise. - Students make their own poppy and write words on their leaves of what rememberance day means to them. [] || What is reader’s theatre? (a rehearsed reading for an audience, It requires none or minimal sets, costumes, props or memorized lines. Instead of acting out literature as in a play, the performer’s goal is to read a script aloud effectively, enabling the audience to visualize the action)
 * =Friday 9th November= ||  ||
 * 9.10 || **Bell** ||
 * 9.15 || **Individual Reading/ Peer Reading** ||
 * 9.35 || **Release** ||
 * 10.00 || **Rememberance day activities:**
 * 10.45 || **Fruit Break** ||
 * 11.00 || **K-2 Drama**
 * Question the students: **
 * What is the purpose of reader’s theatre? (helps improve reading skills)
 * What can readers theatre scripts be about? (anything, they can be from a book or movie or made up)


 * __Tell students: __** today you will be focusing on reading and your vocal performance. You will be given a script to practise and perform. To help you improve your vocal performance as a class we will be going through a set of steps along the way. When you perform you will be marked against a criteria


 * Hand out the criteria to the students- read through and discuss
 * Hand students out the script- The ant and the grasshopper.


 * As a class follow the steps for preparing (read each step out and get the students to complete what the step says, then come back together and go onto the next step)


 * Once finished the preparing steps, read through the rehearsing steps and write dot points summarising what they need to do on the white board
 * Give the students some time to practise through once or twice.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Read through the rehearsing points.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Get the students to perform the readers theatre- please record on the I pad.


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">If time permits get the students to watch it back and self-mark using the rubrics.

ES1 Test - 1/2 past times - Seasons- I pad app - 3 days after a day - Months in the year- Using calendar - 3D shapes- How many faces in a 3d shape, cylinder/sphere and how to draw a cube - Measurement- rule a line in cm and how many cm in a metre - Language- second smallest, second largest - How can a bucket of water be used to compare the volume of two objects? - Between objects Work through the following questions: 1. How much heavier is the stapler than the marker if the marker has a mass of 2 blocks and the stapler has a mass of 8 blocks 2. 1 marker has the mass of 2 blocks. What is the mass of 3 markers. - finding a day on the calendar - Bottom view of a shape - Parallel lines</range id="380670540_1"> ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">If time permits discuss- ways to make the performance more enjoyable for the audience. ||
 * 12.00 || **Lunch** ||
 * 12.40 || **Space and Measurement**
 * <range type="comment" id="380670540_1">S1 All:**
 * Hayley**
 * Ryan**
 * Ryan and Hayley**
 * 1.40 || **Recess** ||
 * 2.00 || **Assembly/Student meeting**
 * Bounce back/Values**

Discuss "care".
Question: what is care and who can you care for. How can you care for someone. Divide students into groups of three and they have to look up the meaning of care and then create a role play demonstrating care.

S2/3 bounce back
Resources Bounce Back Level 2 Unit 10 || //**Natasha Dunn 9/11/12**// ||
 * ====== Identifying relative strengths and weaknesses on the basis of evidence ======
 * ====== Skills of self-disciplined and self-management ======
 * ====== Skills of goal achievement, initiative and resourcefulness ======
 * 3.10 || **Dismissal**