SOUTHERN CROSS UNIVERSITY PROFESSIONAL EXPERIENCE III TRANSITIONAL DAYBOOK (2017): PRIMARY

KLA: Literacy, HSIE and Date: 15/03/2017 Day: Monday Class: Stage 3 (5/6) School: KPS
PDHPE

APST FOCUS AREA FOR THE DAY:

3.2- Plan structure and sequence learning programs
3.3- Use teaching strategies
3.5- Use effective classroom communication
General Capabilities (for the day):
Literacy Numeracy Information and Critical and Creative Thinking Personal and Social Capability
Communication
Technology
Ethical Understanding Intercultural Understanding

Cross Curricula Perspectives (for the day): N/A

Aboriginal and Torres Strait Islander histories Asia and Australias engagement with Sustainability
and cultures Asia
Timing Procedure Preparation / Differentiation Assessment students
Considerations Strategies
9:10- * Morning session (Literacy): Students upon entry -Make sure all English - Group work: - Use of questioning:
11:15 am will books are on the students share students should
1. Silent reading for 10 minutes. stand ready to be their ideas with demonstrate confidence
2. Students continue their literacy cards (20 minutes) used. one another. that they have
3. Crunch and Sip (10 minutes) previously heard the
4. English lesson (Ballads) -Have SMARTboard - Stimulating both term.
and PowerPoint slides social and solitary
Syllabus outcome / Descriptor: ready, prior to the styles of learning - Students should have
EN3-5B Discusses how language is used to achieve a commencement of through group a rough start of a
widening range of purposes for a widening range of the lesson. work and definition of their own;
audiences and contexts individual lack of this indicates
- Have sheets ready recording of that they do not possess
and printed and at definitions. the confidence, hence
Objective / Learning intention: the front of the room are not aware of
As a result of this lesson students will be able to for ease of - Use of higher ballads.
define the term ballad and identify its key features. distribution. order thinking
In addition, students will be more aware with other questions: What - Students are asking a
poetic definitions. - Placement of R.G do you think a variety of questions and
and R.L (must be at quatrain is? Look answering questions
Success criteria: the front) at the beginning correctly. Actively
- Defines the term ballad sounds of the observe this.
- Provides at least one example -Ensure students are word? Does that
- Can identify at least two key features engaged, especially give you a clue as - From the discussions,
the Year 5 boys at the to how many lines students should be able
Introduction (O) back of the room. it includes? to identify at least one
-Introduce the term ballad by asking students what Walk around the example
they think it means by writing their own definition into room, if need be. -Use of positive
their English books. Share responses. encouragement - Through questioning,
-Make careful and feedback students should all
- Introduce to the students the correct definition. observation of recall one thing that
Using the correct definition and the class responses, student responses. they have learnt
culminate a class definition on the board. Students including key features
will write this new definition titled Class definition -Only dismiss (e.g. stanza and
into their English books. students out of their quatrain)
seats table by table
Body (G) (i.e in groups) to
- Display on the board common features evident in a prevent the class
ballad. being chaotic.
-Discuss and identify other definitions vital in a ballad
including stanza, refrain and quatrain. - Monitor student
progress by walking
Body (E) around to each table.
- Provide students with a glossary worksheet. Fill in
the missing words as a class.
- Bring the class together and explore an example of
a ballad. Students listen and read the poem. Discuss
its features.
 Conclusion (R)
-Students form pairs and discuss two things they have
learnt from ballads. Pairs share with the class.
11:40am - * Mid-session: HSIE (Geography; Bushfires) - Have Y sheets - Use of story to - Students eagerly
12:50 pm Syllabus outcome / Descriptor printed and ready to engage students participating with the
GE3-2: Explains interactions and connections between be distributed. at the beginning class discussion
people, places and environments of the lesson
- Ensure HSIE books (challenge - Questions are
Objective / Learning intention are all piled up on the thinking process) answered correctly
As a result of this lesson, students will know the book stand, ready to
definition of a bushfire and a description of its be handed out. - Brainstorming on - Students identify some
features. In addition, students will have sound the board bushfires that have
knowledge towards the horrific effects of bushfires on - Prior to the occurred
the environment. commencement of - Group work
the lesson, have (tables work - Students are able to
Success criteria YouTube video and together to identify and describe
- Can identify and describe a bushfire BTN video ready to be contribute features of a bushfire
- Explains factors that contribute to a bushfire played (i.e it has answers to their and its impact on the
- Can identify and explain at least one impact buffered and is ad Y chart) environment
bushfires have on human and built environments free)
- Use of ICT and - Discussion remains on
Introduction (O) - Placement of R.G varying website topic and answers are
- Warm up activity (Interactive story which connects and R.L (ensure they resources clearly related to the
to a bushfire) are within eye sight). topic
- Brainstorm What is a bushfire? As lunch time is
- Annotate and ask students to note these into their nearing, make sure - Students identify key
HSIE books. R.L has not walked points of the lesson and
out of the classroom. possibly discuss new
Body (G) content that they have
- Hand students a Y chart sheet which examines - Monitor students as learned
what bushfires feel like, sound like and look like. they cut and glue
Share and discuss. sheets into their
- Students watch a YouTube video detailing the events books.
of Black Saturday. Discuss video.
-Students add extra detail into the Y chart using
 features from the video

Body (E)
- Watch BTN Bushfire Disaster. Compare this with
the previous video and discuss.

Conclusion (R)
-Students cut and paste the Y chart into the
Geography book
- Refresh students with a quiz (definition of bushfire,
features and impacts)

1:50- 3:10 * Afternoon Session: PDHPE - Location: check -Use of whistle - Are students paying
pm Syllabus outcome / Descriptor location at lunch time within an outdoor attention? This is a sign
GSS3.8- Applies movement skills in games and sports to ensure it is safe to learning that they are engaged
that require communication, cooperation, decision play on (i.e not too environment and ready for the
making and observation of rules wet, etc). lesson. Less talk means
- Explicitly they are paying
Objective / Learning intention - When walking to the explaining the attention.
As a result of this lesson students will be able to venue, make sure expectations and
understand the basic rules and skills related to the sports equipment is content of the - Are students asking a
game of T-Ball. being handled and lesson lot of questions?
transported by
Success criteria sensible students - Use of HOT -Teacher is to use HOT
- Can identity the main two features of T-Ball (batting (walk with these questions. questions. Why do you
and fielding) students to think the batting stance
- Can correctly demonstrate batting and catching supervise). - Use of positive is important? Who can
skills encouragement. tell me why their legs
- Game runs smoothly (i.e students are aware of the - Make sure students Cueing with are spread apart?
rules) are all together and parallel
have not separated. acknowledgement -Students are
Introduction (O) is implemented demonstrating correct
- Instruct students to find a space of their own ready - When commencing here if and when technique.
for a warm up session. Begin by performing dynamic play, ensure all required.
stretches including making big arm circles, lunges, students are being - Questions are clearly
burpees and high knees. included and are - Allowing related to the current
- Begin my playing a quick game of Octopus. Briefly happily participating. students to topic of discussion.
outline the rules. Provide positive individually
feedback and demonstrate to - Use effective
encouragement. the teacher the questioning to indicate
Body (G) techniques of the what students have
- Outline the rules of T-Ball. Question the students of game. recalled during the
the two fundamental aspects of the game (batting duration of the lesson.
and fielding). Have volunteers demonstrate batting - Use of cool down
stance and catching stance. Teacher follows with their and questioning. - Are students
demonstration. Students follow and teacher observes. confidently answering
Correct techniques, if required. the questions asked by
the teacher?
Body (E)
- Arrange the sporting field ready for a game of T-Ball
-Teacher is to select teams.
- Begin the game. During the duration of the game,
provide students with tips and correct technique, if
required.

Conclusion (R)
- Pack up. Once packed up, instruct students to find
their own space and continue with a cool down
consisting of static stretches whereby stretches are
held into place
- Remind students of the key concepts covered in the
lesson. Use questioning to challenge students to
think.