Week+Seven+T4+2012

=November= ||  || - Get students to finish their acrostic poems. (They started these last week. I think all have finished writing and some have started to decorate theirs- the decorations should be loose in their text type books and Bodies should be under his desk. The writing should be in their books) - Once finished they can self mark their work (we made the rubric last week as a class) - If finished and there is still time they can choose another topic to write a poem on. ||  || - Discuss and model how to read an acrostic poem to the class (where to pause etc). - Students can practice reading their poem. - Students take turn reading poems to the class. - If they haven't finished they can self mark their acrostic poem ‍ ||  || - In this time work with Brodie- go over shapes (triangle, square, rectangle and circle) and days of the week. All: Discuss: - how do you tell the time? - why do you need to tell the time? - what does the long hand and short hand mean? - Get a clock from the math store room or use one on smart notebook. Go over o'clock times and how you know its an o'clock time. - complete the activity below- //study ladder// acc: natasha.dunn8@det.nsw.edu.au p/w: lemon36 http://www.studyladder.com.au/resources/teacher/mathematics/activity/3273?retUrl=%2Fresources%2Fteacher%2Fmathematics%2Ftopic%2Ftime-454%23sg-1455 - play o'clock bingo: All students get a card, you draw a time out of a hat and read it out and they mark it off on their sheet until they get a row marked off) ES1- (Lynne will come and work with Brodie and Steph) - Go over the o'clock times and where they hands are on the clock. - Using a clock from the math store room get Brodie to make o'clock times. S1: - Discuss what a digital clock is. - Discuss what numbers a digital clock says when its an o'clock time. - Show students a time on the clock and get them to record the digital time for each. - Play memory with digital and analogue o'clock times ||  || - Discuss how facial expressions create a mood, and which expressions mean what. - Discuss how colours create a mood and which colours mean what. - Discuss how different writing and fonts can create a mood and what they mean. - Discuss how you could create a mood using only pictures. - Students are too make their own poster. They need to choose one emotion to focus on and use colours, writing and facial expressions to create a mood. They can base their poster on anything ( eg happy poster on the circus, sad poster on animal rescue, angry poster on people who drop rubbish.) ||  ||
 * =Monday 19th=
 * **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// (they will know what to do)
 * Space and Measurement**
 * ** 1:40 ** || **Recess** ||  ||
 * ** 2:00 ** || //**10 mins reading**//
 * HSIE/Science**
 * ** 3:10 ** || **Dismissal** ||

=November= ||  || Write own script- readers theatre Discuss Script roles [] Discuss the choice to use a book, movie to make a script or design from scratch. Get students to vote on working in groups of three or the whole class. Sort out storyline and characters || //__Ten Games__// Math Games Time (book) - Months Mania pg 5 - days of the week pg 14 Math Games Time (book) - time sequence 1/2 past pg 10 - seasons pg 15 - bingo time pg 20 - concentration time: o clock pg 16 ||
 * =Friday 23rd=
 * 9.10 || **Bell** ||
 * 9.15 || **Individual Reading/ Peer Reading** ||
 * 9.35 || **Library** ||
 * 10.00 || **Sport** ||
 * 10.45 || **Fruit Break** ||
 * 11.00 || **K-2 Drama**
 * 12.00 || **Lunch** ||
 * 12.40 || **Space and Measurement**
 * Time**
 * All-**
 * -** whats the time Mr wolf pg 6
 * - months mania**
 * ES1-**
 * S1-**
 * 1.40 || **Recess** ||
 * 2.00 || **Student meeting** **Bounce back/Values** ||
 * 3.10 || **Dismissal** //**Natasha Dunn**// ||