Curriculum English Class KK Teacher’s signature

Topic Teddy Bears Date Wed 18/11 Time 11:40-12:30

Learning Intention: Outcome(s) Content:

We are learning to make interesting sentences that make sense when we ENe-1A -understand how to communicate
read them. Our sentence/s relate to the adventure that our teddy bear went effectively in pairs and groups using agreed
on. interpersonal conventions, active listening,
appropriate language and taking turns
ENe-2A -create short texts to explore, record and
report ideas and events using familiar words
and beginning writing knowledge
-compose texts using some sight words and
known words
ENe-3A -compose texts on familiar topics using
pictures and graphics to support their choice
Success criteria: of words
I am successful when I have started my sentence with a capital letter, used -write from left to right and leave spaces
finger spaces and finished with a full stop. I have thought about the words I between words • produce some lower case
will use and how to spell them. ENe-5A and upper case letters using learned letter
formations
-attempt to spell unknown words using
simple strategies
-spell some common words accurately in
ENe-10C their own writing
-use imagination to represent aspects of an
experience using written text, drawings and
other visual media
Time Teaching strategies Learning strategies Grouping Space Resources
Intro Prior to the lesson hide bears Teddy Bears
around the room. Up with the
artworks, hiding under the
table etc Book: Where is Bear? By
5 mins Jonathan Bentley
Watch ‘Where is bear?’ by Students are sitting on the floor On their spots on the If not:
Jonathan Bentley with their lips closed, legs As a class floor at front of https://www.youtube.com/watch
crossed, listening to the book, classroom ?v=O4IbSrMeCvU
 After recess students will
walk into the bears that have
been moved around the room.
5 mins Students will write about how
the bears moved during the
break and the adventure it
must have gone on:
Talk about why they could
have moved:
-they were hungry
-they were ready to go home
-they wanted to play together
-they needed a go noodle
5 mins -they tried to get to space
-they were looking for a park
-they were digging for
dinosaurs
Have a think about why your
teddy could have moved, use
your imagination. Talk to the
person next to you.
Body We will be writing about the
adventure that you teddy
went on
Remind students of their
25 mins writing focus: to slow down
and think about the words
they are using, do they look
right, are they spelt correctly?
Have you sounded it out or
used your key chain of words
to check?
Have a timer displayed so
students can pace themselves
and I can keep track of time.
looking to the front and hands
in their lap
The class is having an open
discussion about why their
teddy bears have moved
In pairs
Think, pair, share to activate
their thinking before writing
Hand out writing sheets
Independently At their desks Lead pencil
Word keychains
Students are using their Crayons
imagination to write about
where their teddy could have
been or why it moved, once
they have finished writing, they
needs to draw a picture
covering the whole box and
colour the bears at the bottom IWB
https://www.online-
stopwatch.com/countdown-
clock/full-screen/
Conclusion Random reads: As a class Students are sitting Pile of completed work
10 mins Collect a pile of students' Students are acknowledging on their spots at front
work and ask someone to that their work is being of class
pick a number between 1 and presented to other and all their
19. Count through the pile to hard work is appreciated
that person's writing and ask
the student to present to the
class
Ask students for feedback
using 1 star and 1 wish
(something they did good,
and something to work on for
next time)
Differentiation: Summative Evaluation
Support Students: To use their name tag to prompt spelling and use of sight
words. Support students are expected to write one sentence independently
that makes sense.

Extension: Use word keychains that have extended sight words. Extension
students are expected to write more than one sentence with a conjunction
word such as ‘and’.

Fast Finishers: Draw a picture in the box at the top of the page, covering all
white paces. Extra fast finishers can colour bears at the bottom of the page.

Teaching notes
Instead of asking students to edit their own work, ask students verbally if
they have a capital letter, finger spaces, full stop and if their words look
right.

Self-assessment in editing their own work does not have to be represented

on another piece of paper just adjusted in their own writing.