5/6 Work Program

Teacher: Anthony Rigato

Week Beginning: 16th May 2016

Term 2 Week: 6

8.45 9.45

Monday

Tuesday

Wednesday

Assembly

Art

9.45 10.45

RECESS

Inquiry/Integrated Topic: A Spark of Life

11.05 12.05

12.05 12:35

Maths (lesson 5)

Reciprocal reading
(lesson 9)

Persuausive
writing lesson

See Xiomara (She has the

handouts for this lesson )

Writers notebook

Spelling

Maths (lesson
6)

Musical Future / APT

Maths (lesson 7)

Maths (lesson 7)

Persuausvie writing

Library

Maths (lesson 8)

Maths (lesson 8)

Persuasive writing

Persuasive
writing

Thursday

Friday

Sport

Sport

Yard duty

Inquiry (lesson 2)

Notes:
Meetings: Tuesday (Sub-school) & Thursday (PLT)
Class Information: Pill for Shanah 10am & 2pm
Assessments:
Maths: Formative
English: spelling test
Inquiry: Formative

Inquiry
(lesson 2)

LUNCH

1:30 3:00

Independent
reading

Middle
years
assembly

P.E / APT

Yard duty

BTN / finishing off

MONDAY

MondaySession 1

Assembly

Award winners: Sophia and Remy

Notes:

Monday
Session 2

Maths: Focus: Fractions

Daily Focus

Tuning In

Student Learning Activity

Learning
Intention:
to order
decimals on a
number line

Open Ended Decimal Questions

Key Concept: Revision - Ordering Decimals and Place Value

comparing
decimals
through
examination of
place value
Success Criteria:
to correctly
order decimals
on a number
line

Share/Reflection/
Assessment
Suggested Ideas:

1. How many different ways

can you make your
calculator show a
number with a particular
decimal such 12.34
without pressing the
decimal point button?
2.

Whole Class Activity

Discussion: The skills
covered in todays
session will be useful
for

Write down ten numbers

between 3.01 and 3.1
*Annotated notes on
students who were able
to

3. Two numbers each with

four digits are added and
he result is rounded off
to 2.7. What might those
numbers be?
4. I multiplied 15 by a
decimal and got an

1.

* Students who
needed assistance
or extension work

answer less than 15.

What might these
numbers be?

In a school, the difference

between the tallest and the
shortest teacher is 0.35m. What
might the number sentence look
like?

2.

Extension:

Scaffolding group:
Whole class approach for this lesson, OM, SM and NB were able to understand
through demonstration of each concept on the board.
Notes:

English: Focus: Persuasive writing

Daily Focus

Tuning In

Student Learning Activity

Monday
Session 3 & 4

Key concept: Practice Writing Students to aim for one full page.
Learning
Intention:
To write a
persuasive
argument
using the
correct
persuasive
techniques.
Success
Criteria:
To produce a
logical, well
structured,
written
persuasive
argument.

Activity:
Pre test mins (5 mins plan, 20 mins to write, 5 mins editing)
Introduce assessment task to students

Other potential topics:

Should everyone under the age of 17 have a 9:00 PM curfew?
Should students as young as fourteen be allowed to hold jobs?
Have humans become too dependent on technology?
Tell students to proof read and edit their own work. Once finished, students are to
fill out a self reflection sheet (on my desk)

Share/Reflection/
Assessment
Sharing of
writing/constructive
feedback

Monday Session 5

English: Focus: Reciprocal Reading

Daily Focus

Tuning In

Student Learning Activity

Learning
Intention:
To gain an
understanding
of the roles of
reciprocal
reading:
predict/
clarify/
question/
summarise.

Discuss:
Reciprocal reading involves an
independent group of 5. Each
member has a distinct role.

See Xiomara as she has the materials for this lesson.

Success
Criteria:
To know what
is expected
from each of
the reciprocal
roles.

Leader- Gets everyone

organised
Questioner- Thinks of questions
as they are reading the text.
-Unclear parts
-Puzzling information
-Connections to other concepts
already learned
Summariser- Retells what was
just read, highlight the key
ideas up to this point in the
reading.
Clarifier- Helps the group to
identify confusing words,
sentences and ideas. They then
encourage the group to reach a
shared understanding of the
text.
Predictor- Who predicts what
will occur in the future, offer

Share/Reflection/
Assessment
Ask students to write
down on sticky notes
the role they think will
be easiest and hardest
for them to perform.

predictions about what the

author will tell the group next
or, if it's a literary selection, the
predictor might suggest what
the next events in the story will
be.

TUESDAY

Tuesday
Session 1

Daily Focus

Tuning In

ART
Student Learning Activity

See Alisons planner

See Alisons planners

Share/Reflection/
Assessment
See Alisons planner

Notes:

WRITERS NOTEBOOK

Tuesday
Session 2

Daily Focus

Tuning In

Student Learning Activity

Ask students to share with the person next to them something they
Have enjoyed doing in the past week.
Have the group share all the different things they have enjoyed.
Ask students if they think they will enjoy that same activity/thing in 5 or 10 years.
Then ask when they were 5-6 years old did they enjoy the same activities and things
they enjoy now?

Share/Reflection/
Assessment

Talk about how the things we love and enjoy to do constantly change as we grow and
change as people.
Give some examples of things you used to love but dont anymore and also some
examples of things you have always enjoyed (and still do).
Students will create a currently list of all the things they love/enjoy right now.
Explain that this list may even change in a week, a month or look very different at the
end of the year.

Notes:

Tuesday
Session 3

Spelling
Daily Focus

Tuning In

Student Learning Activity

Learning intention
We are learning to spell new
words and understand their
meanings in order to
increase our vocabulary.

Chinese Whispers/
Broken Telephone

Whole Class Activity

Post test for each group
Remaining groups can work from their spelling menu

Success criteria
I am able to give the correct
definitions of these words.
I am able to use the new
vocabulary in a sentence
correctly.

Share/Reflection/
Assessment

Yellow group (High)

Bryson, Mattaeus,
Olivia C, Harry,
Sakura, Blaize,
Wesley, Jesse,
Jessica, Mina, Will,
Sophia and Brooke
Blue (Medium)
Charlotte, Romy,
Corinne, Rovin,
Eden, Tommy, Hugo,
Imogen and Lily
Orange (Low)
Nathan, Cameron,

Group 1 Pre test words

Test students on the following words in the back of their English book. Students to
swap their work with a partner to correct.
Remind students that they will be tested on these words again next week.
Have students place words in their Learning Journal.
1. favourite
2. minutes
3. bought
4. finally
5. watched

6. great
7. shouted
8. which
9. through
10. knew

Group 2 Pre test words

Test students on the following words in the back of their English book. Students to
swap their work with a partner to correct.
Remind students that they will be tested on these words again next week.

Remy, Olivia M,
Shanah and Danilo

Have students place words in their Learning Journal.

Students who get 8 or more can do the extension test. **See attachment Extension
Spelling Lists
(our,ure)
1. doubt
6. subtle
2. autumn
7. succumb
3. solemn
8. fascinate
4. column
9. muscle
5. whose
10. crescent

Group 3 Pre test words

Give students a pre test of the next five words in order to check prior knowledge.
Then give students 2 or 3 minutes to write the definitions of these words.
1. severe: harsh.
2. decipher: to decode or make sense of.
3. grief: extreme sadness, usually at the loss of someone or something.
4. compassion: pity and concern for the misfortune of others.
5. compensate: to provide something in return for a service.

Once pretest is done have the students swap their work for correction. Read out the
spelling for each word twice and then go through the definitions.
Record students pre test scores on the recording sheet (spelling a definition).
Either give students a photocopy of the words and definitions to glue in their books
or project the words and definitions on the whiteboard for students to copy down.
Have students copy the words and definitions into their learning journal so they can
practice them at home during the week. Explain that they will be tested on the words
and definitions next week.

Notes:

Maths: Focus: Fractions

Daily Focus
Learning Intention:
Introduction to
percentages

Tuning In

Student Learning Activity

Key Concept: Percentages

Share/Reflection/
Assessment
Rocket Writing:

Whole Class Activity

Today I

Tuesday
Session 4

to compare
equivalent fractions,
decimals and
percentages
Success Criteria: to
understand
calculation of
percentages

or
I could teach
someone else
to

1.
2.

To calculate and
recognise
equivalence

*Annotated notes
on students who
were able to
* Students who
needed assistance
or extension work

3.

4. Fill in the missing values:

5.

Extension:
6.

7.

Scaffolding group:
Drew diagrams and linked them to real life experiences such as football and
netball games. This worked particularly well as the students were able to
make the connections and felt confident to continue working with me
through the questions.
Notes:

APT

Tuesday
Session 5

Daily Focus

Notes:

APT

Tuning In

Student Learning Activity

APT

APT

Share/Reflection/
Assessment

WEDNESDAY

Daily Focus

Wednesday Session 1 & 2

Learning
Intention:
calculating
percentages of an
amount
Success Criteria:
to calculate
percentages in
real life situations

Tuning In

Maths: Focus: Fractions

Student Learning Activity
Key Concept: Calculating Percentages
Whole Class Activity

Share/Reflection/
Assessment
Reflection journal:
3, 2, 1:
3 facts that you found
out
2 feelings you felt
1 fing that was fun

*Annotated notes on
students who were able
to
* Students who needed
assistance or extension
work

Scaffolding group:
SM, OM and NB did not grasp the conceopt at first, along with a few other
students. I stopped the lesson and showed a different method via a Math
Antics video. We discussed this as a class and consolidated our understandings.
SM, OM and NB benefited from other students explanations and were able to
transfer their knowledge when working on the question independently.
Notes:

English: Focus: Persuasive Writing

We
dn
es
da
y
Ses
sio
n3

Daily Focus

Tuning In

Student Learning Activity

Share/Reflection/
Assessment

Learning
Intention: to
write an
advertisement
using persuasive
techniques.

The clip below is an example of

advertisements you may wish to share
with your students, to introduce
advertisements.
https://www.youtube.com/watch?v=a
zttKmT0rVc

Success Criteria:
completion of a
persuasive
advertisement.

Key concept: Writing an Advertisement

Task 1
You work for the wacky product company.
Activity:
It is your job to let people know about the new invention and increase sales of
one of the crazy product examples.
Your task is to create a persuasive advertisement and persuade people to buy
one.
Think about:
What is it
Who is it for
What can it do
Using the Advertisement Frame (photocopied) students are to draft a
persuasive advertisement for their product.
Remember to:
include a snappy slogan
ask the reader a question
use powerful adjectives
repeat the good points
exaggerate
tell the reader the benefits

Sharing of
advertisement

Notes:

S
e
s
s
i
o
n

Tuning In

Student Learning Activity

Daily Focus

W
e
d
n
e
s
d
a
y

Library: Focus: Buddy reading

Share/Reflection/

If F/1Q students are in the library, they are to partner up and buddy read with.
Ensure students are reading appropriate books according to their buddies capabilities. If the F/1s are
not in the library, students are to use this time to independently read.

Learning
Intention: to
choose a buddy
and demonstrate
effective reading
strategies and
model reading

Ensure they are reading as they will try and take advanatage of library time and do nothing.
Allow 10 minutes at the end of this session for students to borrow and return books.

Success Criteria: I
am able to
demonstrate
reading strategies
and role model
reading

Students to also use this time to complete questions on Forever, a Curse on Arrans Children. They
have the story and questions already in their English books.

Assessment
What strategies
do you use when
reading to
someone younger
than you?
If you had to
make suggestions
for someone who
is struggling with
reading, what
advice would you
give them?

Notes: Their library cards are attached to the wall near my desk.

Tuning In

S
e
s
s
i
o
n

Daily Focus

W
e
d
n
e
s
d
a
y

Focus: Middle Years Assembly

Student Learning Activity

Share/Reflection/

Assessment

Notes:

THURSDAY

Daily Focus

Thursday Session 1 & 2

Learning
Intention: to
calculate
percentage
discounts of
sale items
Success
Criteria: to
understand
methods to
calculate
percentages in
real life
situations.

Tuning In

Maths: Focus: Revision of Division strategies

Student Learning Activity
Key Concept: Calculating Discounts

Share/Reflection/
Assessment
Suggested Ideas:

Whole Class Activity

Rocket Writing:
I hope we
I still
with

need

help

*Annotated notes
on students who
were able to
* Students who
needed assistance or
extension work

Fractions of an amount finding discounts

Fractions of an amount finding discounts

Fractions of an amount finding discounts

11

DVD
ach
$1 2 e
DVD
ac h
$12 e DVD

0
$1 00
0
$ 1 00

ach
$12 e

0
$1 00

ac h
$50 e
ach
$5 0 e

$250
$ 2 50
_________ $250

h
0 eac

_________

_________

$5
_________

_________
_________

_________
_________

_________
_________

_________
_________

_________
_________
_________

_________
_________
_________

_________
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_________

_________ _________
_________

_________
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_________
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_________

_________
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_________

_________ _________
_________

_________
_________

_________
_________

_________
_________

_________

_________

_________

_________

is

_________
_________

is

is
Saving __________

Saving __________

Saving __________

Saving
__________
New price
_______

Saving
__________
New price
_______

Saving
__________
New
price
_______

New price _______

New price _______

New price _______

Saving __________

Saving __________

Saving __________

New price _______

New price _______

New price _______

Saving __________
Saving __________
New price _______
New price _______

Saving __________
Saving __________
New price _______
New price _______

Scaffolding group:Fra ctions, Decima ls a nd Percenta ges

G 3 2525
Fra ctions, Decima ls a nd Percenta ges
Saving __________
G I3covered
OM,
SM and NB struggled
with this lesson, therefore
the material from
New price
_______to consolidate their understanding
last
lesson
further, as this lesson was an
Saving __________
extension to the previous.
New price _______
Notes: Work closely with Shanah, Danilo and Nathan. This lesson ran all morning.
Copyright 3P Learning

Copyright 3P Learning

SERIES

SERIES

Fra ctions, Decima ls a nd Percenta ges

Copyright 3P Learning

TOPIC

TOPIC

G 3

SERIES

TOPIC

25

Thursday Session 3 &4

English: Focus: Persuasive Writing

Daily Focus

Tuning In

Student Learning Activity

Learning Intention: to
understand how persuasive
techniques are used in
advertising.

Students are to skim

through magazines
and newspapers to
locate
advertisements.

Key concept: Persuasive Devices used In Advertising

Success Criteria: to identify

different techniques used
by advertisers.

Activity: Watch Persuasive Writing Ads PowerPoint and Fact or Opinion in

Advertising PowerPoint (found on server)
Discussion and note taking to take place throughout the presentations.
Look at individual Persuasive Advertisements slides. As a group, ask students to
identify features.

Share/Reflection/
Assessment
Advertisements to
be combined on a
poster sheet with
feature identified.

Return to advertisements found at the beginning of the lesson.

Who do you think is the targeted audience?

What techniques are used to capture the audiences attention? How
successful are they?

What could have been done to make the advertisement or commercial more
effective?
Notes: Moved this lesson to the middle session as Maths went longer than expected.

APT

Th
urs
da
y
Ses
sio
n5

Daily Focus

Tuning In

Student Learning Activity

Share/Reflection/
Assessment

APT

APT

APT

APT

Notes:

FRIDAY

Fri
da
y
Ses
sio
ns
1
&
2

Daily Focus

Tuning In

Sport: Focus: Soccer

Student Learning Activity

Share/Reflection/
Assessment

See Sports program

See sports program

INDIVIDUAL PRACTICE
Ball Control - Keeping the ball off the ground using any legal body parts. Score
number of consecutive touches.
Dribbling
- Straight line
- zig zag / change direction ( around cones )
- using instep and outstep of feet
Passing / Trapping - against rebound wall
Heading - against rebound wall
Shooting - at target on wall
PARTNER ACTIVITIES
Passing / Trapping - varying distances apart
Dribble / Pass / - varying distances apart. Dribble around partner, back to spot then
pass to
partner who traps and so on.
Trapping - throw ball to partner who traps with :- head
- chest
- knee
Heading - throw the ball to partner who heads back
- rally with partner to see how many consecutive headers can be achieved
Throw In / Trapping - practice throw in to partner who traps then passes the ball
back

See sports program

 Shooting / Goalkeeping - one shooter / one goalkeeper

- practice:* penalties
* stationary shots from varying distances
* dribble and shoot
Keepings Off - one partner ties to dribble ball and dodge defender who tries to steal.
Corner Kicks - one partner practices corner kick to other player. Swap every 5 kicks.
( Define area with cones )
Notes:

Friday Session 3 & 4

Inquiry: Focus: Electrical Components

Daily Focus

Tuning In

Student Learning Activity

Learning Focus:
To identify the
requirements
for electricity to
move around a
circuit.

To understand how an electrical

circuit works

Whole Class Focus: Explore electrical components

Light up a light bulb

(1 min 49 secs)
Broadcast: 28/2/09
Do you know how to create an
electric circuit that will light a bulb?
Watch this simple experiment to
see how it's done using a battery,
some electrical wire and a light
bulb.
http://splash.abc.net.au/home#!/
media/1478139/
*** note: you will need to register
(for free) and log into
splash.abc.net to access this clip

Identify electrical components:

o cell
o wire
o light bulb
o buzzer
o suggest the purpose of an electrical circuit

Success
Criteria: to be
able to make
predictions
about circuits

Describe the role of each component in a circuit:

o cell to provide energy to the electrical circuit
o wire to allow electricity to flow from one part of the circuit to
another

Share/Reflection/
Assessment
Suggested Ideas:
*Annotated notes on
students who were able
to

Complete and discuss the

cloze activity below using
the words: complete,
unbroken, cell

A circuit is one where

an pathway exists
between the two

Drama Activity: Act out an electric

circuit, as follows: Ask students to
join you in forming a circle. Tell
students that you represent a
battery and they represent a wire
conductor. The circle represents a
circuit. (Note: The word circuit
comes from the Latin circuitus,
which means "to go around.")
Distribute an object -- like a ball, a
book, or an eraser - to each
member of the circle, including
yourself. Ideally, everyone should
have the same object. Tell students
that these objects represent
electrons inside a wire conductor.
Explain that a wire conductor is full
of electrons.
Remind students that you are
playing the part of the battery in
this circuit, and explain that all
batteries have a positive end,
represented by your left hand, and
a negative end, represented by
your right hand. Pass your
"electron" to the student on your
right. The student receiving your
electron should in turn pass the
one he or she is holding to the
right. Have students continue
passing on electrons to the person
to their right. Tell students that
because electrons share the same
negative charge, they repel one
another, which keeps them moving
along in the same direction. State
again that the flow of electrons
through a conductor is called
electrical current.

o light bulb lights up when electricity can flow through it

o buzzer produces sound when electricity can flow through it
Construct simple circuits using circuit kits

Explore circuits and their design.

Construct different arrangements of circuits.
Identify the requirements for electricity to flow through a circuit.

Define the requirements of a complete circuit

Discuss the idea that a circuit must be complete for the electricity to move
around.

Describe any gap in the circuit as stopping electricity from moving around the
circuit.
Compare simple electrical circuits to the circuits in a home

Identify the circuits in a house as being part of an electrical circuit (although it

is a far more complicated circuit than the ones previously identified).
Explain that a households electrical circuits receive their energy through
power lines that are connected to power stations.

Extension:
Provide more parts for circuit building and ask students to record observations
when constructing new circuit arrangements.

Scaffolding:
Provide diagrams or drawings of circuits that have been built to use as a model
for own construction.

terminals of a

Tell students that as long as the

circle remains intact and the
electrons continue to flow, their
circuit is closed. To illustrate what
happens when a circuit breaks, or
opens, create a gap in the circle of
students that is too wide across to
pass electrons. The current will
stop as a result.
Notes: Continue after lunch.