Work Program

Session 1 9:00-9:50 Literacy

Grade 6C
Session 2 9:50-10:40 Literacy

Term 4
Session 3 11;20-12:10 Computers
Internet. Give students specific things to research. They need to find the information using key words.

Week 3 (22nd 26th October)

Session 5 1:50-2:40
Remarkable Writing
Students are given a writing stimulus to write about. They have 5 minutes to plan, 5 minutes to brainstorm text types, 20 minutes to write and 10 minutes to edit and revise.
Dog_Tease.wmv

Session 4 12;10-1:00 Library

Reference books- what do they contain and what do we use them for? Students create a 15 true/false quiz about reference books. Once finished, swap with a partner and complete the quiz.

Session 6 2:40-3:30 Music

Monday
Reading Literacy Reading Literacy

Stimulus-

Learning intention: To use the

stimulus to write an engaging and well-structured text type that includes excellent vocabulary.

With Mrs Pritchard

Maths

Maths

Handwriting
Students practise handwriting for five minutes.

Curiosity
Students continue working on their chosen activity for The Olympics from The Thinkers Keys. Mrs Stocchero in the room.

Tuesday
Reading Literacy
Wednesday
Writing Writing

Curiosity Reading Literacy Maths Maths

The relationship between Australia and Great Britain. Exploring aspects including heritage, popular culture and sport.

Sport

Art

With Mr McDonald

With Roger

Literacy

Literacy

Maths

Maths

Curiosity
Students continue working on their chosen activity for The Olympics from The Thinkers Keys.

Thursday
Writing Writing
Spelling Test
C phoneme. Students are tested on 15 words.

Interschool Sports

Welfare
Cyber Bullying. Students complete a concept map and watch Laurens Ordeal. Ask questions regarding the clip- students discuss these in small groups.

Catch up time

Science

Friday

Spelling
Introduce ch phoneme for the following week. Students write each of their spelling words in a speech bubble that a person is using.

**Do banking

With Mrs Prior

Literacy Planner Week 3 (22nd 26th October)

Reading
Learning Intention: To complete differentiated activities to improve students literacy skills.

Whole Class Focus

Group 1 (Low Ghost)

Malaerina, Ashleigh, Kathlene, Ethan, Eshly, Shania

Group 2
Jack, Kim, Tynesha, Dayna, Radeesha

Group 3
Kavindu, Thomas, Cooper, Josh, Heath, Ryan

Group 4
Brandon, Kerry, Tara, Mahaan, Taps, Kuda

Monday

Summarising. Go to www.readwritethink.org/files/ resources/interactives/factfren zy/opening.html Do chameleon activity. Learning intention: To demonstrate summarising by adequately identifying the main idea and not losing meaning.

Session 1 Teacher Selected Task

Students summarise Elephants Skin after highlighting the main points.

Session 2 Reading Rubric

Students choose a task from the Reading Rubric and complete it independently.

Session 1 Text Response

Students complete a comprehension activity based on the text the Babysitter

Session 2 Teacher Selected Task

Students summarise textsWho and What and Boats after highlighting the main points.

Session 1 Reading Rubric

Students choose a task from the Reading Rubric and complete it independently.

Session 2 Teacher Group

The Indian in the Cupboard by Lynne Reid Banks Chapters 3 and 4 Focus: Perspective

Session 1 Teacher Group

Reading Response Journals- Hatchet. Share responses and discuss.

Session 2 Text Response

Students read chapters 7 and 8 and complete their reading response journal entry.

Tuesday

Summarising. Go to www.readwritethink.org/files/ resources/interactives/factfren zy/opening.html Do hummingbird activity. Learning intention: To demonstrate summarising by adequately identifying the main idea and not losing meaning.

Session 1 Teacher Group

The cat who could act- Read up to page 5 and model how to come up with questions.

Session 2 Text Response

Students complete activity focusing on the meaning of words and phrases from text.

Session 1 Reading Rubric

Students choose a task from the Reading Rubric and complete it independently.

Session 2 Teacher Group

A Simple InventionMaking Connections 4 Focus: Main idea

Session 1 Text Response

Students draw pictures as they visualise them of Omris bedroom, the garden, the school. Assign one to each student.

Session 2 Teacher Selected Task

Students summarise the text Antarctica and Cockroach using the story web. To assist them.

Session 1 Teacher Selected Task

Students summarise the poem Forgiven after highlighting the main points.

Session 2 Reading Rubric

Students choose a task from the Reading Rubric and complete it independently.

Focus: Developing questions based from text

Writing

Whole Class Focus

Wednesday
Realistic narrative. Show students the example of The Burnt Stick. Discuss structure and language features. How is it similar/different to a narrative? Learning Intention: For students to understand the structure and features of a realistic narrative. Realistic narrative. Revisit the features of a realistic narrative. Model the next paragraph from The Big Man from Welfare arriving. Learning Intention: For students to continue a realistic narrative using the correct structure and language features.

Writing Task
In groups, students research the issues raised in this extract. Using the information, in pairs students continue the narrative from The Big Man from Welfare arriving. They need to plan where they will take the narrative, ensuring it keeps in line with the storyline. Students then compose, revise and edit their piece. Mini lesson focus- Storyline Kerry Heath Tara Mahaan

Thursday

Continued from yesterday. Students keep working on their realistic narrative. They need to compose, edit and revise their piece. Share some examples.

Mini lesson focus- Storyline Brandon Tynesha Taps Thomas

ADDITIONAL INFORMATION: MAD (Session 2)

Kathlene, Malaerina, Ashleigh

EAL Support (Session 1)

Radeesha

MATHS PLANNER
Week 3 Number Fluency Decimal numbers Focus
Calendars. Learning Intention: Using calendars to work out problems involving time.

(22nd 26th October)

Explore- Student Task including differentiation
Using the calendar ask questions such as, how many weeks until your birthday? Whose birthday is less than 100 days away? Give the students some time to work these out and then discuss strategies for working out the answers to these questions, such as, adding the number of days in each month, adding 7 for each week that passes, etc. Repeat with other questions, how many more days are there in the term/year? How many more days until Christmas? What will the date be in exactly 150 days? Invite 12 students to come out the front and give each of them one of the cards with the date and month written on them. Give the students one minute to correctly order themselves in the way the dates would be displayed on a calendar. Revisit and reinforce time related facts about calendars. Complete the activity from Maths Plus 5, student book, page 105. Extension students: Ask how can I work out which day my birthday will fall on for the next 10 years? (Ryan, Thomas, Brandon, Kavindu, Kerry) Share and reflect Teacher or students will choose one of the following:

Explicit Instruction Revisit time facts related to calendar years, eg How many days in a year? How many weeks in a year? How many days in a fortnight? Etc. Using the students diaries ask them to find a selected date, Anzac Day, Queens birthday and tomorrows date. Ask, why do we have calendars? What time intervals do they measure? Show the students the current years calendar and have students discuss the features of the calendar and how to read it. Ask students to come to the board and model each different division method.

Tuesday

Rocket writing 5 4 3 2 1 ? words Learning Pit Concept map Draw and describe

Wednesday

Make a list of different ways you could divide 250 into equal groups.

Division methods. Learning Intention: Enabling students to practise different methods of division. Mental computation. Learning Intention: For students to demonstrate their understanding of multiplication and division by completing the different rounds accurately.

Students roll a 10-sided die to create their 3 and 4 digit numbers to practise their division skills. Differentiation Support students make 2 digit numbers to divide by a 1 digit number. Extension students make 5 and 6 digit numbers using 20 sided dice to divide by a 2 digit number.
Have students in mixed ability groups of 3-4. (These rounds can be played with or without pen & paper) Round 1: Present 5 multiplication equations on the board. Give students 2-3 mins to work out the problems. When time is up, ask students to give their responses & they must justify their answers. Using a calculator, work out the responses. Talk about rounding off. Round 2: Present 5 multiplication equations on the board. Give students 2-3 mins to work out the problems. This time when you work out the answers, use one of the problem solving strategies. Round 3: Present 5 division equations on the board. Give students 2-3 mins to work out the problems. When time is up, ask students to give their responses & they must justify their answers. Using a calculator, work out the responses. Talk about rounding off. Round 4: Present 5 division equations on the board. Give students 2-3 mins to work out the problems. This time when you work out the answers, use one of the problem solving strategies.

Thursday

Times tables challenge. Students are working at their level of ability.

Explain each rotation. After each rotation, have each group explain their working out and strategies used.

DIFFERENTIATION
SUPPORT STUDENTS Shania Ethan Kathlene Ashleigh EXTENSION STUDENTS Kerry Tynesha Thomas Kavindu Cooper Brandon