Professional Documents
Culture Documents
Reading
Whole
Group
Reading
Activity
Monday
Tuesday
TEACHER SELECTED
LEARNING TASK
Comprehension
Cause and Effect - 1
Teaching Comprehension
Strategies
Book D pp76-79 (Whole Class)
Wednesday
Inquiry
Science Rotation
Thursday
Friday
TEXT:
http://www.theage.com.au/t
echnology/scitech/astronomy/sydneyuniversity-physicsundergraduate-maps-hugeplasma-tubes-in-the-sky20150601-ghcc9g
TEACHER SELECTED
LEARNING TASK
Apostrophe:
Contractions and
Possessive
Oxford Grammar: 4,5 & 6
Book 4-p77 & 87
Book 5-pp72-75
Book 6-pp75-77
TEACHER SELECTED
LEARNING TASK
Grammar:
Stolen Cookies
Word Up! Grammar Book 6
p102-105
stewardship
TEACHER
SELECTED
TASKS(ie)
1. Using Grammar in
Informative Text
2 Spelling - Prefixes
3 Spelling - Prefix continued
4.
Annes
literacy
criteria
Week 7
Teacher Group:
Students unpact various
articles on medical inventions
and scientific research that
have aided in the
improvement of our
stewardship..
FOCI:- Students explore
scientific reports to gain a
deeper understanding of how
science has improved
mankind,
Comprehension:
Finding key information to
answer comprehension
question.
L.I:- We are learning to read
an information report to
decipher the information
relevant to answer
comprehension questions.
S.C;- We able to answer the
questions and complete the
tasks with our comprehension
and deciphering skills.
Spelling:
adding the suffix ous/ ious Examine how the bases word
changes when the suffix is
added. Examine the meaning
of the suffix and how it
changes the use of that base
word.
L.I We are learning that letters
are dropped when you add a
suffix ous/ious
S.C; Students correctly spell
words when adding ous/ious
Group 1, 2 & 3
All student complete tasks
related to adding ous/ious All students work from Group F
resource.
Language Experience:
Objective and Subjective
language
information - Scientific Report:We are
L.I:- We are learning to find
objective and subjective
language.
S.C:- Students will analysis a
text for subjective and
objective language
understand that subjective
language is giving a personal
opinion whereas objective is
not.
Monday
Tuesday
Wednesday
Thursday
Friday
WHOLE GROUP
SHARED: Nominalization
WHOLE GROUP
SHARED:
Use of commas in text:
lists
separating
main from subordinate
clauses
following
introductory clauses
before
quotation marks
Exemplars of Year 6: Acara work
samples:
http://www.acara.edu.au/curriculu
m/worksamples/year_6_english_p
ortfolio_satisfactory.pdf
WHOLE GROUP
Model writing in Google templates.
Read and discuss observable
differences between scientific and
newspaper reports
http://www.theage.com.au/technolo
gy/sci-tech/astronomy/sydneyuniversity-physics-undergraduatemaps-huge-plasma-tubes-in-thesky-20150601-ghcc9g
WHOLE GROUP
LEARNING INTENTION:
We are learning to interpret
evidence and translate it into a
newspaper report about Otzi the
Iceman.
(Used to
Whole
Group
Writing
Nominalisation
lecture/slideshare
MODEL: Complete
Scientriffic: Antibiotics
LEARNING INTENTION:
We are learning to identify the
language used in an information
report
TEACHING FOCUS:
1. Extend to
inclusion of paragraphs
for Introduction and
Conclusion
2. Discuss the
report structure/guide to
be used by students
3. Writing in third
person
4. use
nominalisation
WRITING TASK:
Edit writing using nominalisation
SUCCESS CRITERIA
LEARNING INTENTION:
1. We are
learning to use
compound and we are
learning to use
compound and complex
sentences to construct a
report
2. We are
revising the basic
structure of simple
sentences/clauses
(singular
subject=singular verb)
Comprehension
Passive Smoking
Reading & Thinking
Unit 23 p54
SPECIALIST CLASSES
INQUIRY
ACTION GROUPS
LEARNING INTENTION:
We are learning to interpret
evidence and translate it into a
newspaper report about Otzi the
Iceman.
TEACHING FOCUS:
Students to consider their purpose
as the newspaper reporter-to
persuade the reader on the cause
of Otzis death.
Consider:
use of tone,
persuasive language and
objectivity
use of third
person position
use of tense to
report on an past event.
TEACHING FOCUS:
Students to consider their purpose
as the newspaper reporter-to
persuade the reader on the cause
of Otzis death.
Consider:
use of tone,
persuasive language and
objectivity
use of third
person position
use of tense to
report on an past event.
use of
elements of information
reports to substantiate
their claims.
the differences
between a newspaper
report and a scientific
report.
WRITING TASK:
I am able to.
rephrase my
sentences starting with a
nominalisation
TEACHING FOCUS:
Unpack sentence structure
explicitly
Alternative:
http://www.englishw.com/N
ominalization.php
WRITING TASK:
Continue report on Founding
Scientists of Antibiotics
SUCCESS CRITERIA
identify
specific headings to use
record
information under the
chosen headings
use complex
sentences
use
paragraphs
use of elements
of information reports to
substantiate their claims.
the differences
between a newspaper
report and a scientific
report.
WRITING TASK:
Newspaper Templates-Google Docs
SUCCESS CRITERIA
use scientific
evidence to hypothesise a
scenario around Otzi
death.
write a
newspaper report that
considers tone,
objectivity, persuasion ,
third person orientation
and past tense.
successfully
construct compound
sentences and complex
sentences
group my
sentences to formulate
paragraphs under specific
headings
use scientific
evidence to hypothesise
a scenario around Otzi
death.
write a
newspaper report that
considers tone,
objectivity, persuasion ,
third person orientation
and past tense.
successfully
construct compound
sentences and complex
sentences
group my
sentences to formulate
paragraphs under specific
headings