Daily Work Pad – Tuesday 28st November 2017

Subject Time Links to Curriculum Objectives Learning Experiences and Resources Assessment:
Maths – 10:35- ACMNA035: Students will be able to: Resources: Formative:
Patterns 11:30 Describe patterns  Identify the informal individual
with numbers and missing element Introduction ( 10 min): and whole class
identify missing in a pattern Draw the start of a pattern on the board. Ask the students to questioning:
elements  Identify the rule tell you the next shape in the sequence. Ask how do they  What is a
when explaining know that will be the next shape. Ask the students to pattern?
the pattern identify that this is a pattern.  Can you
 Create their own describe
pattern Show that patterns can also be used with numbers. E.g. the rule
write 2, 4, 6, 8, 10, 12, 14… on the board and ask the for
students what number comes next. If they say 16, ask them patterns?
what the rule is of this pattern (counting by 2s).  Can you
tell what
Explain that there will be 4 math stations where the children comes
will get to explore and create patterns. next in
the
pattern?
Group 1 (teacher):
Students will answer questions from StudyLadder During teacher
(https://www.studyladder.com.au/teacher/resources/course group –
/mathematics-patterns-and-algebra-587) on the smartboard assessment
(this will be where I will assess their knowledge of patterns). through use of
anecdotal notes -
Group 2: Finish the pattern test whether
Students will be given pattern cards and they will need to students can
use the pattern blocks to continue the pattern. identify the
patterns and write
Group 3: Create a pattern the rule for
Have students create their own patterns using the pattern describing the
blocks. They will record them on pattern strips, and they will patterns.
also need to identify the rule. Students in this group can
also create a pattern for the next group to finish
 off/continue.

Group 4: Patterns on pegboards

Students will be given a card with the beginning of a
pegboard pattern. They will need to complete the pattern to
cover the whole peg boards.

Math groups:
Group 1: Jayden, Cruz, Tyler, Kaden, Owen
Group 2: Ryan, Jackson, Hayden, Alex
Group 3: Jaimee, Blake, Addison, Arianah
Group 4: Alicia, Lachlan, Oliver, Alexis, Tayla

Developmental Experience (35 mins):

Students to complete the different activities at each station.
They will be given around 10 mins at each station.

Conclusion (5 mins):
Students to pack away stations and then come onto the mat.
Students can share some of the patterns they created. The
other students can identify the rule.

Shared 11:50 Use comprehension Students will be able to: Resources: Formative:
Reading – – strategies to build  Make inferential Olga the Brolga informal
Olga the 12:50 literal and inferred meaning from a Character/purpose of text worksheets questioning to
Brolga meaning and begin text Print out of front cover w/o title indicate students’
to analyse texts by  Identify the understanding:
drawing on growing characters and Introduction (20 mins) :  Is this
knowledge purpose of the Show title page minus title and as a whole class, ask is this book
of context, language text book is fiction/non- fiction? How can you tell? (It has a fiction or
and visual drawing at the front, not a photograph). non-
features and print Then list on whiteboard text features and purpose of a fiction?
and multimodal fiction text (want students to say that fiction books  What’s
text structures (ACEL ‘entertain us’. the
Y1670) e.g. Title, illustrations, rhyming words, punctuation markers, purpose
nouns, past tense, paragraphs, descriptive language, of a fiction
Discuss the adjectives etc book?
characters and  What are
settings of different Then invite students to infer character traits about the the
texts and explore character on the front. text/langu
how language is Chn make “maybe” statements age
used to present e.g boy or girl features
these features in maybe she is clumsy. How can you tell? of fiction
different Question chn, how do her eyes look? books?
ways (ACELT1591) What is she feeling?
Discuss responses
Understand that Anecdotal notes
different types of Begin reading and tick off fiction features as you read. -observation of
texts have Ask what they notice about the words (rhyming words). student
identifiable text stru Stop reading at “she must try something else to get what she participation in
ctures and language needed.” class discussion
features that help Ask: What does Olga need? and activity
the text serve its If you were Olga what would you do to get what you
purpose (ACELA146 needed? Marking of
3) Stop at last page and ask to complete this sentence and student’s
write on whiteboard: I think Olga is feeling _____ character and
because_____________. purpose
Read last page, the author has used the word “tired” to worksheet – check
describe Olga, what other words can we use instead of for understanding.
tired?
Write ideas down Move around the
Explain the character/purpose of the text worksheet. room and help any
students who are
Developmental Experience (25 min): struggling
Students to complete the character/purpose of the text
worksheet individually.
 Conclusion (5 min):
Return to the mat, encourage children to share their
answers about their favourite/least favourite characters and
why.
What was something new that you learnt today?
What was something that you found interesting?
What was something that you found challenging?

Grammar 1:30- Understand that Students will be able to: Resources: Formative:
3:00 simple connections Sentences on paper observation of
can be made Explain what a Conjunctions on paper student
between ideas by conjunction is and its Conjunctions worksheets participation in
using a compound purpose discussion and
sentence with two Introduction: activities
or more clauses Identify examples of
usually linked by a conjunctions 1. Ask for two volunteers. Give each volunteer a Informal
coordinating conjun separate sentence (eg 'The cat sat on the mat' and questioning:
ction (ACELA1467) Write compound 'He was tired').  What is a
sentences linked by a conjunctio
conjunction 2. Explain that you would like to put the two sentences n?
together to make one long sentence but to do this  What are
you need to add a word that will join the sentences examples
together. of
conjunctio
3. Show the children the following conjunctions - and, ns?
so, because, if, however, although. Ask them to pick  Why do
the conjunction that best fits the sentence so that it we use
still makes sense. conjunctio
ns?
4. After the children have chosen the conjunction,
show them how to rewrite the new sentence with Summative:
the correct conjunction and punctuation (eg 'The cat Assessment of
 students’ work
sat on the mat because he was tired.'). sample of
conjunctions –
5. Explain the conjunction worksheet. (2 sheets, one make anecdotal
for the lower students, one for the higher students.) notes of where
students’ have
misconceptions
Developmental Experience:
1. Students to work individually on the conjunctions
worksheet. Once students finish that, they need to
write their own sentences using conjunctions (try for
5 sentences). They must circle the conjunction.
2. If students finish that and it is all marked, then they
may have free time.

Conclusion:
Ask students what a conjunction is. Have students who came
up with their own sentences, share their sentences with the
rest of the class. The other students should identify the
conjunction.
Evaluations

Lesson:

Did I stick to the time limit set for each component? Did I teach at a suitable pace for the students?

Were the students engaged throughout the whole lesson?

What behaviour management strategies did I have to use? Did they work well? Why/why not.

How well did my assessment practices work? How can I improve it?

How can I improve this lesson plan? What’s next?

Lesson:

Did I stick to the time limit set for each component? Did I teach at a suitable pace for the students?

Were the students engaged throughout the whole lesson?

What behaviour management strategies did I have to use? Did they work well? Why/why not.

How well did my assessment practices work? How can I improve it?
How can I improve this lesson plan? What’s next?

Lesson:

Did I stick to the time limit set for each component? Did I teach at a suitable pace for the students?

Were the students engaged throughout the whole lesson?

What behaviour management strategies did I have to use? Did they work well? Why/why not.

How well did my assessment practices work? How can I improve it?

How can I improve this lesson plan? What’s next?