Work Program

Session 1 9:00-9:50 Literacy

Grade 6C
Session 2 9:50-10:40 Literacy Session 3 11;20-12:10 Computers
Online safety quiz Students complete the quiz at http://www.cybersmart.go v.au/wiseuptoit/videoclips .htm Discuss responses and questions.

Term 4
Session 4 12;10-1:00 Library
Students complete Which reference book worksheet. Then read silently and borrow.

Week 4 (29th 2nd November)

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. Stimulus- Wacky Races http://www.youtube.com/watch?v =UQxc3lowcyg Learning intention: To use the stimulus to write an engaging and well-structured text type that includes excellent vocabulary.

Session 6 2:40-3:30 Music

Monday
Reading Literacy Reading Literacy

With Mrs Pritchard

Maths

Maths

Handwriting
Students practise handwriting for five minutes.

Curiosity
Continue from session 5. Mrs Stocchero in the room.

Tuesday
Reading Literacy Reading Literacy Maths Maths

Curiosity
Explicitly teach about Australias links with Asia pacific region. The significant events and people, governance, customs, religious traditions and daily life.

Sport

Art

Wednesday
Writing Writing
With Mr McDonald With Roger

Literacy

Literacy

Maths

Maths

Curiosity
WOW activity- in groups, students look through assorted pictures and try and put a story together about what they are about. Students fill out A Plan of Action for Curiosity explaining how and what they are investigating.

Thursday
Writing Writing
Spelling Test
Chphoneme. Students are tested on 15 words.

Interschool Sports

Welfare
Cyber Bullying. Discuss identity theft and what it is. Watch What the? Discuss. Students then complete the online safety quiz (in computers on Monday)- discuss the results then.

Catch up time

Science

Friday

Spelling
Introduce d phoneme for the following week. Scrambled spellingmix up the letters of words for the following week. Students need to try and work out the words. Do for each spelling group.

With Mrs Prior

**Do banking

Literacy Planner Week 4 (29th 2nd November)

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 mosquito activity. Learning intention: To demonstrate summarising by adequately identifying the main idea and not losing meaning.

Session 1 Teacher Selected Task

Students complete independent reading using the fluency scale as an assessment tool. Focus: Phrasing

Session 2 Reading Rubric

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

Session 1 Text Response

Students complete If it doesnt come back its not a boomerang activity practising finding the main idea.

Session 2 Teacher Selected Task

Students complete independent reading using the fluency scale as an assessment tool. Focus: Phrasing

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 5,6 and 7. Focus: Characterisation

Session 1 Teacher Group

Reading Response Journals- Hatchet Share responses and discuss.

Session 2 Text Response

Students read chapters 9, 10 , 11 and 12 and complete their reading response journal entry.

Tuesday

Summarising. Go to www.readwritethink.org/files/ resources/interactives/factfren zy/opening.html Do porcupine fish 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- Continue reading.

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

Reciprocal Reading (PL OpportunityMichelle to model strategy Treasure-From Connectors series

Session 1 Text Response

Students complete BLM 5 where they need to write which character felt a particular way, when in the text and why.

Session 2 Teacher Selected Task

Students complete independent reading using the fluency scale as an assessment tool. Focus: Intonation

Session 1 Teacher Selected Task

Students complete independent reading using the fluency scale as an assessment tool. Focus: Integration

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
Information narrative. Show students the example of Where do writers get their ideas? Discuss structure and language features. How is it similar/different to a narrative? Learning Intention: For students to understand the structure and features of an information narrative.

Writing Task
Model writing an introduction to Sydney Cove- the first days. Look at the fact file- students need to weave this into their information narrative. They need to plan, compose, revise and edit their piece. Share some examples. Mini lesson focusIntroduction: Radeesha Ethan Kathlene Jack Joshua
Radeesha Ethan Joshua Heath Thomas

Structure: Cooper Malaerina Ashleigh Tynesha Kuda

Thursday

Information narrative. Model the next two paragraphs of Sydney Cove- the first days. Learning Intention: For students to be able to write an information narrative using the correct structure and features.

Students now need to imagine they were part of the Aboriginals watching Captain Arthur Phillips arrival at Sydney Cove. They need to plan, compose revise and edit an information narrative from the Aboriginals point of view.

Mini lesson focus- Point of view

ADDITIONAL INFORMATION: MAD (Session 1)

Kathlene, Malaerina, Ashleigh

EAL Support (Session 1)

Radeesha

MATHS PLANNER
Week 4 Tuesday Number Fluency Students work in groups to find the mystery number. Focus Timetables -Why do we have them? How do we use them? Learning Intention: To accurately read timetables and understand their purpose.

(29th 2nd November)

Explore- Student Task including differentiation You are allowed to watch 5 hours of TV from Monday to Friday. What programmes do you watch? Support students: (Ashleigh, Kathleen, Shania) To locate TV shows that have a duration of 30 mins. Use analogue student clocks to demonstrate how to do this. Extension students: Ryan, Cooper, Thomas, Brandon, Kavindu, Kerry) Create at least 5 different combinations of viewing. Look at a train timetable for Craigieburn- Get students to interpret the information on the timetable Example of questions to ask How long does it take to get from the city to Craigieburn? What is the latest train I can catch to get to Craigieburn by 7? Write some questions on board for students to complete Extension students to complete additional activity Going to the Movies Nelson Maths pg 31
Share and reflect Teacher or students will choose one of the following:

Explicit Instruction Give students in pairs a copy of the Herald/Sun TV guide. Students make a list of its features. Ask the students, how do we know which shows are on in the am and the pm? Highlight some of these shows. In small groups students complete the following activities. Write the name of the show and the 24 hour time for the following programs. 1. The ABC news 2. A midday show of their choice. 3. An afternoon soap opera. 4. An evening movie. 5. Another evening show of their choice. A childrens program Model some worded problems involving multiplication and division.

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

Wednesday

Students complete a 10 multiplication table within 5 minutes.

Multiplication and division. Learning Intention: To demonstrate the different strategies used when solving division and multiplication.

Students complete a variety of multiplication and division problems that are written on butchers paper. Students may complete them in their preferred method. *** Four students at a time will go onto Mathletics for 15 minutes to complete the assigned multiplication and division task. Differentiation Support Work in a small focus group to go through division strategies. Extension Students complete a variety of worded multiplication and division problems. BullseyeFocus on estimation & ordering whole & decimal numbers Children work in pairs or threes. You need to specify a starting number, say 23 and a target number, say 100. Notice the starting number will not evenly fit into the target number. The aim of the game is to find what number is required to multiply with the starting number to hit the bullseye, which in this case is 100. The children take turns in guessing what number is required to multiply with the starting number in order to get as close as possible to the target number. After five turns each, the closest to the target is the winner. Select another set of numbers & play again. Continue using different target numbers. Differentiation Support Work in a small focus group to complete the activity. Extension Provide the students with a more challenging target number.

Thursday

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

Ordering whole & decimal numbers. Learning Intention: Using estimation skills to get as close as possible to the target number.

Model how to play the game, give a couple of examples.

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