2JB Weekly Planner Term 2 week 7, 2013

Monday Tuesday Wednesday Thursday Friday

9.0010.00am Assembly ART Reading Reading Reading

10.0011.00am LOTE Reading Writing PE Writing

R E C E S S
11.00 11.30

11.3012.30pm Reading Writing

12.301.30pm Writing Maths Number

L U N C H
1.40 2.30

2.30-3.30pm MUSIC Inquiry/ Buddies Maths Applied Maths Number Maths Number/ Finishing Off

Inquiry Library Maths Applied

Silent Read

RE

Inquiry

INQUIRY FOCUS: Session 1 Session 2 Session 3 Session 4 Resources:

ANIMALS and HABITATS -

Number Maths x3 Sessions

TOPIC: Session 1 Whole class focus: Subtraction: Counting back Introduction: I can use counting back when I subtract 1, 2, 3 or 4 from a larger number e.g. 8-2 8,7,6 so the answer is 6. Model this strategy a few time on the board. Explain subtraction vocabulary Total- Number = difference. E.g Total of 12 and subtract 5 the difference in 7. Session 2 Whole class focus: Subtraction: Counting Up Introduction: I can use counting up when I am subtracting numbers that differ by 1, 2, 3 or 4. I start with 7 and count up 8,9. I counted up 2 numbers, so the answer is 2! Explain subtraction vocabulary Total- Number = difference. E.g Total of 12 and subtract 5 the difference in 7. Session 3 Whole class focus: Subtraction : Thinking Addition Introduction: Explain to students that there is an inverse (opposite) relationship between the operations of addition and subtraction Did you know that addition and subtraction are related? Each set of addition and subtraction facts is called a fact family e.g. From these addition equations 3+4=7 4+3=7 we can make these subtraction equations: 7-4=3 7-3=4

LOW

Counting back with Domino Patterns 0-10(a) Counting back with Empty Number lines 0-10 (a)

Counting up with Domino Patterns 0-10 (a) Counting up with Empty Number Lines 0-10 (a)

Related facts 0-10 (a) Children write the two subtraction equations to complete the fact families Fact Family Trees 0-10 (a) Related facts 0-20 (b) Children write the two subtraction equations to complete the fact families Fact Family Trees 0-20 (b) Related facts 0-100 (b) Children write the two subtraction equations to complete the fact families

MIDDLE

Counting back with Domino Patterns 0-20 (b) Counting back with Empty Number lines 0-20 (b)

Counting up with Domino Patterns 0-20 (b) Counting up with Empty Number Lines 0-20 (b)

HIGH

Counting back with Domino Patterns 0-100 (c) Counting back with Empty Number lines 0-100 (c)

Counting up with Domino Patterns 0-100 (c) Counting up with Empty Number Lines 0-100 (c)

Resources

Fact Family Trees 0-100 (c) Counting Back Shelley Counting Up- Shelley Gray Thinking Addition- Shelley Gray :, : Gray Dominos patterns a, b and Dominos patterns a, b and Related Facts a,b and c c c Fact Families Trees a,b Empty Number lines a, b Empty Number lines a, b and c. and c and c

Numeracy Activities-Applied x2 Sessions

TOPIC: DATA AND GRAPHING

Tuesday
Whole class focus: Interpreting data and graphing results bar and pictographs Introduction: Refresh what graphs are used for. Think about what weve graphed already. Discuss pictographs and bar graphs. Page 14 - Data- Collecting and Representing Data Bar Graph of ticket sales sheets

Friday
Whole class focus: Gathering and representing data Introduction: Go through Cats and Dogs activity sheet and explain. Students have a go at filling out the answers independently. Refresh how we gather data (using a table and tally marks). Ask students to put their hands up and share what pets they have Record data in a table on the board. Students go off in pairs and work out how to graph the data using either a pictograph or simple bar graph. Refresh how graphs are constructed labelled

LOW

MIDDLE

HIGH

Bar Graph of ticket sales sheets

axis, title, numbers up the side with appropriate spacing etc. Graphs to be completed on poster paper for display. -Graph paper -Poster paper

Resources

Page 14 Data- Collecting and Representing Data and Bar Graph of ticket sales activity sheets SPELLING/LITERACY FOCUS
Whole Class Focus (10-15 minutes per topic) Monday Tuesday

Wednesday

Thursday

Adding the ed suffix to words. Discuss present and past tense. Eg. finish finished love - loved

Adding the ed suffix to words. Discuss present and past tense. Continue from last session.

Plurals from singular (one) to many. Discuss what the word singular means (one of something). Discuss what the word plural means (more than one). Write some singular words on the board, such as cat dog chair Have students think of the word that makes it plural. We usually have to simply add an s to the word, however, not in all cases eg person people

Continue plurals from last session.

Monday

Tuesday

Wednesday

Thursday

Friday

Activities
Word Work 1

Readers Theatre Using the scripts provided, organise yourself into a group. Negotiate your role and practise your lines using lots of expression and action. Good luck! Listen to reading

Using the classroom computers, log into your classroom folder. Select an audiobook to listen to. In your reading book, write a summary of the story you just heard. Work on Writing

In your reading book, write a letter to your parents explaining why you believe you should be able to get an i-pad. Remember to use good arguments! Word Work 2

Re-write your spelling words so they are in alphabetical order. Next, work out how many syllables make up each spelling word and write the number next to each one. For example Um / brell / a 3 syllables Word Work 3

Select a tricky book that you have not read before. As you come across words you are having trouble with, break them up into chunks and try again Meet With Teacher

Writing x5 Sessions
TOPIC/FOCUS Exposition Revisit the structure of an exposition. Split board into two sections. Have students brainstorm arguments for or against having later bedtimes. Debate LOW MIDDLE HIGH Resources

MONDAY

Students decide whether they believe they should be allowed to stay up later. In their writing books, students write an exposition based on this belief.

TUESDAY

WEDNESDAY

THURSDAY

Exposition Discuss school uniform should we/shouldnt we have to wear them? Play a verbal game where students pick one side of the room to stand in and justify their reason. Split board into two sections. Have arguments for and against school uniforms. VERBS

Split children into groups of approximately 4 (mixed ability). Give each group the following statement: children should not have to wear school uniform. The children in each group must decide whether they agree or disagree with this statement and come up with 3 good arguments to support their belief. Each group selects a spokesperson to then come out the front and share their groups arguments. Each argument will be given a score out of 3. Scores are added up at the end and the winning group is announced. Winning group have their arguments re-visited and teacher explains why they won what makes their arguments best. Arguments recorded on butchers paper Students write a persuasive piece on whether they should/should not have to wear a uniform to school.

Butchers paper one sheet per group.

FRIDAY

Handwriting

Model correct letter and number formation on dotted thirds using letter families. Students work on the letters identified on their chart. All students to write a line of numbers also.