Week+Eight+T2+2012

=Monday 11th June - Queens Birthday Public Holiday= Brodie and Stephanie Matthew, Jess, Molly, Hayley, Ryan
 * =Friday 15th June= ||  ||
 * 9.10 || **Bell** ||
 * 9.15 || **Individual Reading/ Peer Reading** ||
 * 9.35 || **3-6 Library**
 * Borrowing
 * 5/6- Current Affairs Quiz ||
 * 10.00 || **Sport** ||
 * 10.45 || **Fruit Break** ||
 * 11.00 || **K-2 PD/H/PE**
 * Students recall an exciting experience in their life and share with the class. Draw attention to the different range of experiences in peoples lives.
 * K-2 Child Protection**
 * Discuss that we have previously talked about places we feel safe in and people we feel safe with. Discuss places or situations in which children feel unsafe and situations that might frighten them.
 * Revise warning signals you might feel or see in these situstions. Students complete the sentence "I feel unsafe when..." and draw a picture.
 * Discuss 'Go and Tell'.
 * If time persists students make a red, yellow and green sign each. Watch the three little pigs and shows the signs for how the pigs are feeling. Green= safe, orange=cautious, red=unsafe. ||
 * 12.00 || **Lunch** ||
 * 12.40 || **K-2 Space and Measurement**
 * Lines; Students are given a piece of string and are asked to make a straight line, a curved line or a closed shape. They are asked to describe their line or shape, and draw what they create.
 * Making Shape Pictures; Students make a picture using different-sized paper shapes, including circles, squares, triangles and rectangles. As students are working, the teacher asks the students to name the shapes they are using.
 * []
 * Making Shapes; In small groups, students are given a die and straws of two different lengths.In turn, students roll the die and make a shape with the corresponding number of sides. Students are encouraged to make regular and irregular shapes. Students name each shape, and record their shapes in appropriate groups.Students discuss the difficulties encountered in making a shape when they roll a 1 or a 2, and develop a new rule for the game. For example, students may decide that a turn is missedif a 1 or a 2 is roll
 * Barrier Symmetry; Student A makes a symmetrical design using pattern blocks. They describe it to Student B who attempts to replicate it. This process is repeated with the students swapping roles. Students should be encouraged to use appropriate language, including the names of the shapes and positional language.
 * 1.40 || **Class Awards**
 * Student Meeting**
 * K-2 Library** ||
 * 3.10 || **Dismissal** ||
 * 3.10 || **Dismissal** ||