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DATE: 1/7/19 DAILY NOTES : Literacy, HASS, Library, Drama

DAY: Monday

9:45- Mark focus Literacy

10:45a 1. Read an student  PowerPoint
m increasing work 1. Intro
range of against the  In this lesson we will finish off our activities started on Friday  English
different types rubric during literacy. books
of texts by … based on  To start with I will revisit the PowerPoint to reiterate WHAT is
using text proc participatio visualisation, HOW we visualise and WHY we visualise
essing n, attitude  Plain paper
strategies, for and their 2. Writing and response to writing for book
example work  Students will finish writing their descriptive stories for the cover
visualisation. ( samples to first part of the lesson. Have students go back and EDIT their
ACELY1679) measure work to take on comments I have given them.
success of  Then they will swap with a partner and read their story to
objectives. them. Their partner will draw what they believe the BOOK
Use their five COVER of this story would be. This will test whether the story
senses to create was descriptive enough for the students to complete part 2 of
images in their the activity.
minds in response
to a text or
3. Conclusion
 I will bring students back to the mat and choose a few
students to share their stories, while the class closes their eyes
and visualises the story.
 Then their partner will show the book cover and we will
discuss whether other people had a different idea about what
the book cover would be

12:20- Who makes Mark focus HASS  PowerPoint

1:20pm rules, why rules student
are important and work  HASS books
1. Discussion and video (15 minutes)
the consequences against the and lined
 Start by asking students to think whether or not we can live
of rules not being rubric paper
peacefully without rules. By the end of this lesson we will
followed based on come back to this question.
(ACHASSK071) participatio
n, attitude https://www.youtube.com/watch?v=rhWVQQQ5hVU  Alena rule
and their  Show students the introductory video about WHY we need template
Understand why work
we have rules to have laws.
samples to
and develop their measure  Relate this back to the concept that if there cannot be
own idea of success of peace without laws, the same goes for rules on a smaller
fairness in setting objectives. scale, like in the classroom.
2. Group game: Double circles (10 minutes)
 We will move to the back of the room for a change of scenery
for this activity.

 Put students into 2 circles facing each other (i.e. each student
has a partner). One person will have a topic to talk about, the
other will have another.

 The inner circle will talk about the topic for a minute, then the
outer circle will talk about theirs for a minute.

 The inner circle then moves around one and they discuss the
next topic.

 Choose from the following for inner circle:

- “What rules at school or home do you like/think are good?”
- “If you could change one rule at school what would it be and
- “Why do you think it’s good to have rules?”

 Choose from the following for outer circle:

- “What rules at school or home do you not like/think are bad?”
- “If you could change one rule at home what would it be and
- “Why do sports and games have rules?”

3. Independent activity (20 minutes)

 Students will think of one of the topics they talked about
during double circles and choose one to write a persuasive
piece about. I will display the topics on the board. They can
write this as a letter to whoever chooses the rules. E.g. A letter
to mum about why a rule should be changed OR a letter to the
principal about why a school rule should be changed etc.

 Students will glue a piece of lined paper into their HASS book
and ensure that all students write the title, which is the topic
written on the board.

 During this time I will give Alena a template to DRAW the

implementation of different school rules in each box. This way
she can show her understanding independently.

 During the independent activity I will give Alena a template to

DRAW the implementation of different school rules in each box.
This way she can show her understanding independently
without an adult scribing.

4. EARLY FINISHER partner activity: Initial ideas about

RULES (10 minutes)
 Students will go back to their desks and work with a partner to
brainstorm the following ideas:
 In the centre: RULES
 Write down: why we have rules, who makes rules, good thing
about having rules, bad thing about rules, rules I wish were
different, what makes rules fair

5. Conclusion (5 minutes)
 Revisit the question from the start, “Can we live peacefully
without rules?”
 Finish off by doing a ‘stand up sit down’ to see what rules
students do and do not agree with.
 Reflect on learning by reminding students of the video and our
findings today that it is impossible to have a good environment
without rules and laws.

1:50- Plan and deliver Assess what LIBRARY / ROLE PLAY LITERACY
3pm short students  Library
presentations, know about Introduction books
providing some reading  For the first 20 minutes we will be in the library swapping our
key details in strategies books around.
logical based on  When we come back to the classroom explain the activity for the
sequence (ACELY their final afternoon to students and ensure that they understand my rules
1677) performanc and expectations for a more student-led lesson
Use their
 Students will take on the role of news reporters. They will spend
knowledge of
the afternoon creating a skit/role play reporting on ANY reading
reading strategies
strategy I have taught them about over the past term.
to create and
 I will write a bunch of options on the board however I will keep it
perform an
open-ended so they can create their own educational skit.
presentation/skit  I will walk around during to ensure everyone is on task and
to the class. working as a team.
 Just for fun, show students the video of me when I was in year 5
doing a news report. They can structure there role play like this if
they would like to!

 We will have enough time at the end to watch each other’s skit
 This is a form of presentation to see what students know and can
teach each other about the topic, without directly telling them that
this is the purpose.