Weekly Planner Grade 5 Nelmes

Day 8:50 9:00am 10:00am

Term Three 2013

11:30am 12:30pm

Week 6
2:30pm

August 12th
3:15 3:30

Students enter the room through the line up door, remove their shoes, unpack their bags, put notices in the tub and make a circle on the floor ready for tuning in time with their diaries.

Recess

Recess

Lunch

T W T F

Approximately 5mins Welcome Overview of the Day Check Communication Board Diary Entries General Issues Approximately 5mins Clarifying the learning intentions Quick review/ revisit of current learning in literacy, numeracy and other subject areas Approximately 10mins Focus Students General discussion: PI (Personal Inquiry) Other learning Other issues Dispersal into next part of the day

Leah Aubert
Smar t Word s

Lunch

Tuning In

Smar t Word s

Reading Worksho p

Visual Art

Maths Groups

Writing Workshop

C.R.E

Choir

Reflect ion
Approximately 5mins General summary of the days learning

Reading Workshop

Maths Groups

Writing Workshop Writing Workshop

Weebly

Approximately 5 10mins Focus Students will reflect Approximately 5 10mins Organise and prepare for the next day Communication Board Remind focus students for next day

Recess

Library (10-11)

Recess

Mel Street Maths Groups Level 4 Sport

Lunch

Lunch

Smar t Word s

Reading Workshop

Maths

Writing Workshop

Physical Education

Lunch

Smar t Word s

Reading Workshop

Maths Groups

Inquiry

Writing Workshop

Tribes

German Claudia Keast

Kate Warner

RESOURCES TO PREPARE Print and Photocopy: Question/ answer coding chart Display: Maths reflection station

Recess

Performi ng Arts

Readin g: Mary Mackil op

Communication E mail:

Write Up: Question/ answer coding chart Check: Send Home:

Call: Meet: Check:

5N Reading Planner: Term 3,Week 6 2013

Learning Intention: If we answer deep-thinking questions, this will help us with the power to infer answers to deep thinking questions. Reading Power: Questioning Text Type: Biographies Reading Workshop (30 min) Read Aloud Mini Lesson Whole class (10-15 mins) Monday Text: Mary Mackilop Explain process and model expectations for reading groups. Go through each activity and how to utilise the baskets. Independent Reading Workshop (40 mins) IDR Book Club- Group 1 Stars- Group 2 Main Idea Reading Journal Response- Group 3 If Complete an if web as a group from an image from the text if. Focus is on asking DT questions Reading Journal Response- Group 4 IDR with own chosen book (notable or choice), Reading journal response, which includes Coding questions and answers. * Book club meeting: * Conference: Focus students IDR Book club- Group 2 Stars- Identifying Authors Purpose (Group 3) Reading Journal Response- Group 4 If Complete an if web as a group from an image from the text if. Focus is on asking DT questions Reading Journal Response- Group 1 IDR with own chosen book (notable or choice), Reading journal response, which includes Coding questions and answers. * Book club meeting: * Conference: Focus students IDR Book club- Group 3 Stars- Understanding Sequence (Group 4) Reading Journal Response- Group 1 If Complete an if web as a group from an image from the text if. Focus is on asking DT questions Reading Journal Response- Group 2 IDR with own chosen book (notable or choice), Reading journal response, which includes Coding questions and answers. * Book club meeting: *Conference: Focus students IDR Book club- Group 4 Stars- Recognising Cause and Effect (Group 1) Reading Journal Response- Group 2 If Complete an if web as a group from an image from the text if. Focus is on asking DT questions Reading Journal Response- Group 3 IDR with own chosen book notable or choice, Reading journal response, which includes Coding questions and answers. Reflect 10min Authors Share Chair Reflection: How does asking questions while you read help you understand the text better? Show me or tell me about your thinking?

Tuesday Text: Mary Mackilop

Model read-aloud/think-aloud using sticky notes. Use Evaluating Questions #1, Reading Power, p.63. Reinforce that the questions that are often not answered in the text, are the ones that encourage us to think. Use Carousel activity described in Reading Power, p.55.

Reflection: How does asking questions while you read help you understand the text better? Show me or tell me about your thinking?

Wednesday Text: Mary Mackilop

Introduce the Extended OWI Non-Fiction Reading Power, p.76. This template is useful for teaching students about important events that have shaped and influence our history. Use photographs from Visual Literacy texts. Visual Literacy: Born Free and Equal Film

Reflection: How does asking questions while you read help you understand the text better? Show me or tell me about your thinking?

Thursday Text: Mary Mackilop

After recording questions on sticky notes, transfer to anchor chart, Evaluating Questions #1, Reading Power, p.63. Discuss Does it Matter help students identify deep-thinking questions that help us move to inferring answers.

Reflection: How does asking questions while you read help you understand the text better? Show me or tell me about your thinking?

Friday: Text: Mary Mackilop

Students use the information they have obtained for their notable person. Reading Power, p.55. Use templates which focus on the Three Stages of Questioning, Reading Power,

* Book club meeting: *Conference: Focus students Clinic Group: Decoding strategies for accuracy. Ryan, Aaron, Bailey, Jett

Reflection: How does asking questions while you read help you understand

p.63 and 64 to help students record their thinking. Common Assessment Task: Students will complete a Text Questions and Inferences Chart, Non-Fiction Reading Power, p.85 on a suitable text. They will code their questions using the codes introduced: QQ, NC, DT

the text better? Show me or tell me about your thinking?

5N Writing Planner: Term 3, Week 6 2013

Learning Intention: Students will build knowledge of the characteristics and structures of the informational
genre, specifically the biography. SMARTWORDS FOCUS:

TEXT TYPE: Biographies LANGUAGE CONVENTION: Tenses/ Quotation marks MANDATORY WRITING SAMPLE: Biography on notable Australian

Mini Lesson and Modeled Writing 10- 15 min

Writing Workshop 30min Conferencing/ Clinic Groups

Smart Words Testing Book Conference:

Independent Writing

Authors Share Chair Sharing 10min

Focus Students SQRRR

Lesson 6: Prewriting - Note Taking Writing Skill: Organising Tuning In Why is taking notes a good thing to do? When might you need to take notes? Model Finding the main idea and important details in the text. Independent Writing Find the main idea of the text they are reading independently and two supporting important details. Authors Chair Share Time- Students can share how and why we take notes as well as their main idea of the text they were reading. Lesson 7: Putting Information into your own words - Paraphrasing. Writing Skill: Paraphrasing Tuning In Start this lesson by writing this sentence on the board or chart paper: The bears ingested large quantities of berries. Ask students to define ingested (ate) and quantities (numbers or amounts) Invite volunteers to say these sentences in their own words. (The bears ate many berries.) Ask students to compare the original with their sentences and tell how they are the same and different. (same meaning, different words) Explain what they have done here is called Paraphrasing. Discuss with students how paraphrasing can help them to become better readers and writers. (As readers, students can use paraphrasing to think about and remember what they read. As writers, students can include in their writing important facts they learned without copying the original source, word for word.) Model Say: Paraphrasing is different from quoting the author directly. What do you do when you quote someone elses exact words? (You put quotation marks around them) On the board or on chart paper, demonstrate quoting the author by writing a line from the visual and placing quotation marks around it. Ask: What does a summary do? (gives only the most important points) Say: Paraphrasing gives more detail than summarizing does, but it does not restate every word. Display a two-column chart. Work with students to complete the chart by writing sentences from the article in the left -hand column and paraphrasing them in the right-hand column. Encourage students to review each paraphrased sentence to check that it does not change the meaning of the original or use too many of the same words as the original

SQRRR for Inquiry

Smart Words Testing Book Conference:

SQRRR for Inquiry

Focus Students SQRRR

W Lesson 8: Finding Date and Place of Birth, Childhood Events Writing Skill: Researching Tuning In Discuss organisation of information. Model Using the RHPS Weebly, find the details for Caroline Chisholm

Smart Words Testing Book Conference:

Notable biography planning Students will use information gathered during inquiry time and organise it during writing time.

Share Notable and a few main details about them (focus students only)

Th

Lesson 9: Drafting: Writing an introduction Writing Skill: Writing a strong lead Tuning In Read various introductions of biographies; make an anchor chart of the different leads students can use. Model Write one (or more to compare) introductions, using one of the types of leads from the chart.

Smart Words Testing Book Conference:

Draft an opening paragraph using one of the leads off the chart (see writing resource for ideas of leads). Notable biography drafting of a paragraph/s

Share opening paragraphs

F Lesson 10: Drafting- Writing the middle in Paragraph form with a topic sentence. Writing Skill: Developing the main idea Tuning In A good topic sentence (1) names the subject and (2) states your feelings (see resource for an example, page 143) Model drafting a paragraph, underlining the important details, develop subheading for the paragraph

Conference:

choose students who are having success in doing their personal best in writing a paragraph with a topic sentence.

5N Inquiry Planner: Term 3, Week 6

PROCESS OF INQUIRY STAGE: Finding out/ Sorting Out Session and Task Tuning In 10-15 min Inquiry 30 min Sharing 10min Note the main ideas shared.

WRITING READING WRITING

SQRRR Reading about Mary Mackillop, with questioning Using Notable people to model writing a biography on

5N Maths Planner: Term 3, Week 6

TIME: 24 hr, time zones, timetables, using number skills, analog and digital Session and Task Tuning In 10-15 min Workshop 30 min Sharing 10min Note the main ideas shared.

Monday- maths groups

Create a chart/table showing how many: seconds in a minute, minutes in an hour, minutes in an hour, hours in a day, hours in a week, how many days/hours in a month/year etc. Extension: How many seconds in a week/month/year (calculators at your discretion)

Review: Review last session and complete 24 hr time zone task. Extend: If you were plan a conference call to the 6 countries on your graph, what time would you need to call to make the time during working hours in Victoria as well as the other country. (Taylah, Seth, Chris, Tyler, Riley, Kai, Lauren. B) READING TIMETABLES: Using Metro timetable form Lilydale to City. Support: Use timetable on whiteboard and examine timetable together before getting students to answer questions independently. (Continue on floor with Phoebe, Jemma, Tara, ) At level: Ask students to answer a series of questions relating to the timetable. Ensure students match student needs. Questions should include reading the timetable for specific information, calculating elapsed time for journeys between destinations.

Rocket Writing. 5 minutes to write a reflection about the lesson.

Tuesday- maths groups

Studyladder: many activities using elapsed time, 24-hour time, digital and analogue time. Choose activities suited to student needs. http://www.studyladder.com.au/resources/teacher/mat hematics?section=46&grade=7

READING TIMETABLES: Provide students with a copy of a weekly TV Guide Open ended Maths Activities. Problem 7 p.72 Imagine you are allowed to watch 9nine hours of television a week from Monday to Friday. What television programs would you watch? List the programs and how long they run for. Open ended Maths Activities. Problem 8 p.71 The hour hand is on the 7. The calendar says it is Tuesday. What might be on T.V.?

Secrets of your success students discuss why/how they were able to solve a problem

Wednesdaymaths groups

Studyladder: many activities using elapsed time, 24-hour time, digital and analogue time. Choose activities suited to student needs. http://www.studyladder.com.au/resources/teacher/mat hematics?section=46&grade=7 BANG ON TIME: Activity requiring students to match written times with clock face time.http://www.oswego.org/ocsdweb/games/BangOnTime/clockwordres.html

Revision Session: Review key concepts.

Around the world with clock faces/ conversion to 24 hr time

Thursday- 5N for maths

Worded Problems with time focus. Revisit how to find key words in written problems and writing equations for each. Open up the Sundae times table parlour and test students.

What problem solving strategy did you use today and how did it help you?

Friday- maths groups

POST TEST- TIME