Week+Four+T3+2012

- Question the students; what is a narrative? (a story) What do we need in a narrative? (orientation, characters, problem and resolution) - Tell the students they will be watching a video of the story thumbelina and that they need to think about the problem that happens in the story. [] - Focus on the __problem.__ Question the students; What is the problem that happens in this story, Why do you think the author used this problem?, What happened to resolve the problem?. -Draw 5 coloumns on the board labelled; main characters, setting, problem, main events and how the problem was solved. (same as attached Thumbelina worksheet) -Work through this table discussing with students. Dot point answers for each column on the board. - Hand out worksheet to students. Hayley, Ryan and Grace have to write all points down. Molly, Jess and Matthew should get most done but if there is too many just give them an amount they need to do (Matthew may need a lower amount to be completed than the girls). Copy the most important point into each column for Brodie, discuss what it says and get him to trace over your writing. Once finished they can draw a picture under each column related to the answers. Completed as a class on the board but didnt get time to copy down points into books. ||  || In this time I take cooking with Lyn, Stephanie, Hannah and one other student (they take turns). I basically just get the student to read through the steps as we go and make sure they all get a good go. Lyn knows how this is all done. ||  || Tell the students they will be doing a retell of the story Thumbelina. (They did this last week for a different story so should be pretty good at it) Watch the Thumbelina video from Text types. Quickly discuss the main parts of the story. Give the students a few minutes to find a place in the classroom alone and think about what happened in the story. In this time work with Brodie and if Mathew needs extra help him too and go over what happened and get them to practise what they will say. Students take turns to re tell the story. Can you please video these on the ipad, which is in the store room. Didnt finish recording. ||  || All Students: Discuss what tesselation in (shapes that go together leaving no spaces). Students take turns placing shapes on the board in this game making sure they tesslate with no spaces. [] Matthew, Molly, Jess, Hayley, Ryan Give the students each a piece of A4 paper. Tell them they are pretendind to tile a floor for their bathroom. Let them know they can choose any pattern or colours but they must leave no gaps. Use the coloured pattern shape blocks (Ryan and Hayley know where these are and can go get them from the math room) and trace round the blocks. Brodie and Stephanie (Natalie comes over after doing mail and will run this, just let her know what to do) Started but didnt get finished. - **Print It** (they started collecting objects last week) Students select an object from a collection of environmental and commercial materials such as fruit, stones, boxes and pattern blocks. They are asked to investigate the different parts of the object that can be painted and printed onto paper. Students share and discuss the printed shapes and the ways they were able to create particular shapes. ||  || - Brainstorm what are students’ basic needs to survive. Give reasons for suggestions. - Organise the needs in order of importance (may be some at the same level because you cant live without them). Identify the things everyone thought were important. - Write the things everyone thought were important up on the board. Get the students to copy these onto a piece of A4 paper each and draw a picture of each. Write these down for Brodie and he can trace your writing ( I dont think I have books yet for this subject). - Discuss what makes us ‘want’ things. - Discuss ways we use plants and animals apart from satisfying our basic needs eg animals for pets, plants to make our environment attractive If there is still a lot of time left; - work with Brodie to identify pictures of things that are needs and wants in maganizes. Cut the pictures out and place into the coresponding column. - everyone else- find things in that magazine that are made from animals eg meat, yoghurt, milk, wollen jumpers etc. Didnt start. ||  || They know what to do with their jobs. ||
 * =Monday 6th August= || At TEN training- Class taken by casual teacher ||
 * **9:10** || **Bell** ||  ||
 * **9:15** || **Individual Reading/Peer Reading** ||  ||
 * **9:35** || **Text Types**
 * -** Ask the students what text type are we focussing on this term. (Narrative)
 * -** Watch the video: Fairy Tale: Thumbelina read by Trista Sutter for Speakaboos
 * **10:35** || **Fruit break** ||  ||
 * **10:45** || **Fitness** ||  ||
 * **11:00** || **Scripture**
 * **11:00** || **Scripture**
 * **11:30** || **K-2 Talking and Lis****tening**
 * **12:00** || **Lunch** ||  ||
 * ** 12:40 ** || **Space and Measurement:** **2D Shapes**
 * ** 1:40 ** || ** Recess ** ||  ||
 * ** 2:00 ** || **K-2 HSIE/Sci**
 * ** 3:00- 3:10 ** || **Jobs**

Child Protection pg 43, 44 - Gather pictures of safe and unsafe situations. Discuss some of the pictures - Write the words 'safe'and 'únsafe'on the board and create a shared definition for each. - Ask students to give examples of; 1. a __place__ where I feel confortable and safe 2. __people__ I feel confortable and safe with 3. __times__ of the day when I feel most confortable and safe - Discuss possible safe places and safe people. - Show and discuss a picture of an adventure situation where it can be fun to feel a little frightened eg a rollercoaster. - discuss; how someone might feel in this situation, what body signals might they have, is this s safe/unsafe situation? - Make a list of situations where students enjoyed feeling frightened. - In small groups students discuss what they could do if someones wanted them to participate in an activity that was too scary for thhem. Share with the class. - inform students that sometimes we can get warning signals and feel unconfortable but still are safe, however every time we get a warning signal we need to stop and think. - Brainstorm some situations where we can feel unconfortable but still be safe eg at the doctors, in hospital, new school or class, hearing scary noises at home. || - Students are given a number of different sized shapes and have to sort these into groups. Focused on sorting into triangles, circles and squares. Student traced each of these words and glued the shapes underneath. [] -Students are given a number of shapes and have to match the properties to shapes- eg corners, side and lines of symmetry. Started by drawing shapes with a certain number of corners. Many students were having trouble so decided to base the lesson around this. Students then were given a sheet of shapes and had to colour cirles on the corners and then count how many in each. They then grouped the shapes according to how many corners they had and glued into a table. || - Discuss what is Integrity - Choose students to look up integrity on the ipad, dictionary and internet, recording the meanings on the white board. - While some students are looking up the word the remaining students "think, share, pair" with a partner diuscussing what they think integrity means. - Discuss the new information and ideas. - Students work in small groups and are given one of the two following sentences to finish; Integrity is... or I show integrity by... They need to write and draw a picture related to the sentence on a piece of diamond shaped paper which will be joined together to form a quit. Not quite finished. Bounce Back K-2 Write "People bounce back like balls bounce back" on the board. Discuss what this means. As a class make a spider diagram summarising this. 3-6 Students complete the quiz on pg87, Bounce back Level 2 Book. Didnt get to start. || //** Natasha Dunn 10/8 **// ||
 * =Friday 10th August= ||  ||
 * 9.10 || **Bell** ||
 * 9.15 || **Individual Reading/ Peer Reading** ||
 * 9.35 || **Release** ||
 * 10.00 || **Sport** ||
 * 10.45 || **Fruit Break** ||
 * 11.00 || **K-2 PD/H/PE**
 * 12.00 || **Lunch** ||
 * 12.40 || **Space and Measurement:** **2D Shapes**
 * ES1ASSESSMENT - SHAPES ES1**
 * -**The teacher shows student a shape they have to try and name it. Paste into book with written name. Didnt paste into book as below was a similar activity.
 * S1**
 * 1.40 || **Values & Bounce back**
 * Value Focus: Integrity**
 * 3.10 || **Dismissal**