Week+Eight+T3+2012

__Learning today;__ Students decide the setting for their narrative. Students decide the problem and resolution for their story. - Discuss what is a setting - Discuss the setting of the three little pigs. - Teacher sets task- Choose a setting for your story, draw an image of the setting and label. - Teacher sets expectations- Model what is expected when drawing and writing about the setting. - Students draw the setting for their narrative.ASSESSMENT SETTING - Discuss the problem and resolution in the story 'the three little pigs'. - Discuss the need for a problem and resolution. ASSESSMENT PROBLEM AND SOLUTION - __Teacher tells task-__ Students need to think of a problem and solution for their story. They will then write their problem and resolution into their book. - __Teacher sets expectations-__ Models how they want the students to do this task - Students __#|complete__ task. Teacher records Brodies answers and he draws a picture for each. ||  || - __Learning today__; Students will revise what makes a good recital. Students will practice their recital. Students will take turns working one on one with the teacher. - Put up the points recorded from the last lesson. Discuss. - __Teacher tells task-__ Students will be practicing the poem they previously received. They need to focus on the points about what makes a good recital when practicing. Students will take turns working one on one with the teacher- Brodie, Matthew, Hayley, Ryan and Grace. - __Teacher sets expectations__- Discuss that the points written on the board will be what they are marked on so they need to practice these traits. ||  || [] [] - shapes app on the i pad - students complete 3 worksheets- circles, squares and triangles. In these worksheets they trace and name the shapes - ASSESSMENT SHAPE RECOGNITION - Student has a paper triangle, square and circle sitting on the table They are asked to choose which shape when the teacher says a name. This is repeated 10 times. The student is then handed one shape and they need to name it. This is repeated 7 times. - If needed the students focuses on one shape for the remaining time in the lesson. Student worked on triangles for the remainder of the lesson. The cut out lots of different triangles and named them. [] - worksheets on symmetry finding whether a shape has symmetry or not. ||  || - __Learning today__; Take photos of the experiment and discuss. Work on individual time line. - A chosen students takes photos of the experiment. - Look at the experiment and discuss any changes. - Teacher sets task- Students will makea time line of development. This will be an assessment task - __Teacher sets expectations-__ Students need to find pictures K=5, 1=7 and 2=10 of people of vaious ages. They then need to order them and write things they are able to do at those ages. - Students begin to make their time line- should be mostly completed this lesson.Brodie looks for pictures in a magazine of babies and children. He orders them by age. ||  || //** Natasha Dunn 3/9 **// ||
 * =Monday 3rd September= ||  ||
 * **9:10** || **Bell** ||  ||
 * **9:15** || **Individual Reading/Peer Reading** ||  ||
 * **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 ** || **Space and Measurement**
 * ES1 **
 * S1 **
 * ** 1:40 ** || ** Recess ** ||  ||
 * ** 2:00 ** || **K-2 HSIE/Sci**
 * ** 3:00- 3:10 ** || **Jobs**

=September- Modified timetable for CAD= ||  || organisation, songs, costumes, props etc || Watch slide show: [] Match the shapes triangle, square and circle to the words. Trace the picture of the house. Colour the triangles and squares specific colours. [] Trace the triangles; find the triangles from a number of shapes and colour. [|http://mrskilburnkiddos.fil.pdfes.wordpress.com/2008/08/triangle-worksheet] Draw your own triangles Draw your own rectangles Didnt get time. Test the student again on squares, circles and triangles and rectangles. Put all four shapes in front and ask for the student to point to a specific shape. Repeat. Hand the student one shape and at a time and ask them to name it. Repeat. ASSESSMENT RECOGNISE SHAPES Students guess how many lines of symmetry and then press to see the answer. [] as a class take turns answering how many lines of symmetry a shape has [] Use a straw. One student makes a pattern. They swap and then another student has to make the pattern symmetrical. Look at pictures on [] Had extra time so gave the students a page of shapes and they had to draw where the lines of symmetry are. They then had to check as a group by cutting shapes out and folding on the lines. ASSESSMENT SHAPE SYMMETRY || organisation, songs, costumes, props etc || //** Natasha Dunn 7/9 **// ||
 * =Friday 7th=
 * 9.10 || **Bell** ||
 * 9.15 || **Individual Reading/ Peer Reading** ||
 * 9.35 || **Release** ||
 * 10.00 || **Sport** ||
 * 10.45 || **Fruit Break** ||
 * 11.00 || **CAD Factory**
 * 12.00 || **Lunch** ||
 * 12.40 || **Space and Measurement:** **2D Shapes**
 * ES1**
 * S1**
 * 1.40 || **Awards and Student Meeting**
 * CAD Factory organisation**
 * 3.10 || **Dismissal**