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

KLA: Date: 9/2/17 Day: Class: 3/4/5W School: BONVILLE


ENGLISH, THURSDAY PRIMARY SCHOOL
MATHEMATICS,
VISUAL ARTS
APST FOCUS AREA FOR THE DAY:
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
2.6 Information and Communication Technology (ICT)
3.4 Select and use resources

General Capabilities (for the day):


Literacy Numeracy Information and Critical and Creative Personal and Social
Communication Thinking Capability
Technology
Ethical Understanding Intercultural Understanding

Cross Curricula Perspectives (for the day):


Aboriginal and Torres Strait Islander Asia and Australias engagement Sustainability
histories and cultures with Asia
Timing Procedure Preparation / Differentiation Assessment students
Considerations Strategies
9:30am- Work will be Students will
11:00 Syllabus outcome / Descriptor ACELT1794 Blast Off magazines completed in complete work in
Create literary texts by developing storylines, groups. their books. The
characters and settings. Writing books main task will be the
Objective / Learning intention As a result of this Different guided reading task
lesson students will be able to recognise different Reading Books resources used to and a new task will
create learning be set when all of the
types of story settings and create their own literary
Reading eggs opportunities for groups have
texts using this knowledge.
website all types of completed this.
learners.
Success criteria The students will be successful
Blue Comprehension
when they have completed the all of the groups Instructions to be
box
and completed their literary text. (will take more given prior to
than one lesson) breaking off into
Introduction (O) Show students the whiteboard Comprehension
groups.
where the groups are listed with names and the
station of each group. Explain what each group
will be doing from whiteboard. books Ensure
Body (G) Students in the guided reading group instructions are
will sit with teacher. They are to view the Airship Login cards direct for ZW.
Cumulus text and teacher to start a discussion
based on the following questions. Group posters Ensure all
Which features of the Airship Cumulus are old students are
fashioned? Which are modern? Reading groups paying attention
notebook file prior giving
How is the airship powered?
instructions.
How do they steer the airship? Pause and wait if
What clue is there about Jools and Verns necessary, use
favourite leisure activity? clapping pattern
and speak to
Could the airship cumulus really fly? Why/why students
not? individually if not
What is another kind of vehicle? paying attention.
Explain that students will be designing their own
fantasy vehicle next lesson that can be used as a
setting for a story.

Body (E) Students who are doing the reading


activity will be designing their own fantasy
vehicle and labelling what it does and how it does
it.
Conclusion (R) Reading activity students to
present their drawing the class and give a brief
explanation.

11:30- Syllabus outcome / Descriptor: ACNMA072 IWB Students can Check understanding
12:30 Recognise, represent and order numbers to at Scissors work in pairs to by walking around
least tens of thousands. Glue assist peers. classroom when
Objective / Learning intention:Theaimofthis students are
Colouredpencils The CAN DO completing their
lessonisforstudentstobeabletoestimatewherea
numberbetween110000willbeplacedonanumber worksheet is a worksheets.
line. hands on activity
for visual
Success criteria: Students will successfully be learners.
able to complete the activities that are set out to
them and plot numbers between 1-10000 on a MUST DO and
number line. CAN DO strategy.

Introduction (O): Have number line on the board


and ask students if they know what it is and what
it is used for?
Naplan Questions x 2

Body (G): Show various examples of plotting


numbers on the whiteboard. Students to ask
questions at any point.
Body (E) Students will then complete two
worksheets one is a MUST DO and one is a CAN
DO. Demonstrate how to complete the both
worksheets.
Conclusion (R): Ask students to raise their hand if
they understand.

12:30- Syllabus outcome / Descriptor: Create literary Story map Students can Listen to the ideas
1pm texts by developing storylines, characters and share ideas and that are being shared
settings (ACELT1794) discuss quietly and view students
Objective / Learning: As a result of this lesson with the person story map
students will be able plan the who, what, where, next to them. individually.
when and why of a narrative using a story map.
Success criteria: Students will plan their own
story using the provided story map.

Introduction (O) Ask students to describe a


narrative? Refer to the narrative they are reading
as a class. Describe the features of a narrative.
Body (G) Bring up a story map on the whiteboard
and fill it out as a class using the narrative they
are reading together (dragon rider).
Body (E) Students to fill out their own story map
for their own creative story.
Conclusion (R) Students to share their ideas with
the person next to them.

2pm-3pm Syllabus outcome / Descriptor: Use materials, Paints Play relaxing Observe whether
techniques and processes to explore visual Paper music to assist they are utilising
conventions when making artworks (ACAVAM111) Newspaper with a calm appropriate colours
Pain brushes environment. and drawing
Objective / Learning intention: As a result of this Tell students they appropriate features
lesson students will be able to depict a setting can chat quietly of the setting.
from the story Dragon Rider using paint and but if they are
cutting and pasting. louder than the
music it will be
Success criteria: Students will produce an turned off and
artwork that is the setting from a story they are they will have to
reading as a class. They will utilise the correct work in silence.
colours and place the dragon and flames
appropriately on their artwork.

Introduction (O): Ask students to describe a


setting that they have heard about in the story
the Dragon Rider.
Body (G) Explain they will be painting the
mountain setting from the beginning of the story
and gluing a silhouette of a dragon onto the
painting. Ask what colours they will use for the
mountain setting?
Body (E) Hand out paper and paints and students
are to begin painting.
Conclusion (R) Students can share their work
with their peers and describe the features they
have drawn.
Supervising teacher: Date: