Enlish int

EDUC8516 Literacy II Daniel McNaughton -‐ 20884936

4 Unit Planning – Programming

Overarching Outcomes:

1 English 5 Connections, Patterns & Relationships

9 Global Community 13 Rights and Responsibilities

2 Mathematics 6 Thinking Laterally 10 Creativity

3 Inquiry Learning 7 Science 11 Growth & Wellbeing

4 Finding Technological Solutions

8 Understanding Australia 12 Collaboration & Independent Learning

These refer to the Overarching Learning Outcomes in the Curriculum Framework (1998:18-‐19)

Key Learning Area(s):

The Arts English H/PE LOTE Mathematics Science S&E T&E

Purpose of the Unit:

FOCUS QUESTION: FOOD WEBS AND LIFE CYCLES OF THE EARTH – What are they and how do they function? Sustainability is a hot topic in the media and in the developed world as a whole. It appreciates that the earth maintains a collection of balances that function without human intervention but can be positively and negatively influenced by human activity. Through guided investigation and discussion, students will discover and identify a range of earth cycles and investigate the relationship between food webs and life cycles.

Curriculum Framework Major Learning Outcomes (taken from the Learning Area Statement; delete the KLA that is not relevant for this program of work):

The Arts AI3 Explores and uses ideas, experiences, and observations to make arts works within the structure of given tasks, a limited range of choices and a clear sense of purpose. ASP3 Uses a range of specific arts skills, techniques, processes, conventions and technologies in presenting arts works for identified



audiences or purposes. AR2 Makes observations about features and elements of own arts works and those of others and uses a given frameworks in making responses.

English R3.1 Interprets and discusses some relationships among ideas, information and events, and draws inferences from them in texts with familiar content, and which include some unfamiliar words or language structures and features. R3.2 Interprets simple symbolic meanings and identifies stereotypes in texts and discusses their purpose and meaning. R3.3 Identifies and uses the language structures and conventions characteristic of a range of types of texts to make meaning. R3.4 Integrates a variety of strategies for interpreting texts, and uses some strategies for identifying resources and finding information in texts. LS3.1 Obtains closely connected or related information from informational and expressive spoken texts; follows peer discourse in group discussions; and identifies key information in audio or video texts with accessible topics. Interacts to express opinions and perceptions, participates in problem-‐solving discussions with peers and gives brief reports, and summaries. LS3.2 Recognises and uses forms of spoken text associated with particular contexts and purposes. LS4.4 Draws on a range of strategies and deliberately adjusts speaking and listening to meet the needs of the task. V3.1 Understands the interaction between form and content in visual texts. V3.2 Recognises the relationship among context, form and values, including simple symbolic representations, identifying purpose and meaning. V3.3 Identifies and uses the codes and conventions characteristic of a range of text types to construct meaning. V3.4 Integrates a variety of strategies for interpreting familiar visual texts. W3.1 Experiments with interrelating ideas and information when writing about familiar topics. W4.2



Adjusts writing to take account of aspects of context, purpose and audience. W3.3 Controls many features of written language and experiments with some organisational and language features of different text types. W3.4 Applies familiar strategies and experiments with new strategies for planning, drafting and reviewing own writing.

Science I 2.1 Identifies, given a focus question in a familiar context, some of the variables to be considered. I 3.2 Uses simple equipment in a consistent manner using standard measurements and records data such as in simple tables, diagrams or observations. I 2.3 Makes comparisons between objects or events observed. I 2.4 Comments on what happened and can say whether what happened was expected. LL 4 Understands that systems can interact, and that such interactions can lead to change.

S&E ICP 2.2 Uses a range of social science techniques to make literal, factual observations and limited records of the data collected. ICP 2.3 Selects, categorises and compares relevant information. ICP1.4 Expresses a personal view of the information. PS 3.3 Understands that people have different views about which places should be cared for. NSS 3.1 Understands that elements of natural systems link to form cycles of which people are a part.

T&E S 3.1 Understands that cause and effect relationships occur within systems that are used to fulfil particularly purposes but that these can affect people and the environment in different ways. S 2.2 Selects and safely controls a simple system. S 3.3 Constructs simple systems for specific purposes, taking into consideration the effect on people and the environment.



MAJOR RESOURCES

WEEK EXCURSIONS INCURSIONS & VISITORS EXEMPLAR TEXTS

1 School Pond School Gardener The Lorax (Dr Seuss)

2 Whiteman Park: Racing Rapid Raptors

www.whitemanpark.com -‐ 08 9209 6000

Varmints (Helen Ward & Marc Craste)

‘The Butterfly’ violin solo, played by Mairead Nesbitt

http://www.youtube.com/watch?v=OXanHvrjQO0

3 U Can Hatch Us

www.ucanhatchus.com.au -‐ 08 9390 3664

4 U Can Hatch Us

www.ucanhatchus.com.au -‐ 08 9390 3664

Who Made Me (Doney, Butterworth, Inkpen)

Get Out (short film) http://www.youtube.com/watch?v=n2v-‐zeQEk28

5 Pregnant mother



MAJOR SUMMATIVE ASSESSMENT ITEMS

SUBJECT ASSESSMENT DUE DATE CRITERIA

ENGLISH Spelling Test Every week on Friday Correct spelling

ENGLISH Class debate In class Week 2 Marking Rubric, Peer assessed Focus: Presentation, Persuasiveness/Impact, Fluency

ENGLISH English Journal End Week 3 collection Activities completed and of good quality. Creativity and self-‐extension demonstrated. Presentation and handwriting neat.

ENGLISH / S&E A4 Informational brochure Start Week 5 Marking Rubric Focus: Presentation, Genre, Error-‐free.

ENGLISH / S&E Integrated Studies Book End Week 5 collection Activities completed and of good quality. Presentation and handwriting neat.

S&E / T&E Home Project: Construct an enclosed environment and show the lifecycle/food web within

End Week 5 Marking Rubric Focus: Construction, Presentation, Description, Accurate portrayal of enclosed environment

ART Artworks In class Week A Activities completed correctly. Deliberate level of care and effort demonstrated. Creativity, artistic skills and flair evident.

MUSIC Musical works In class Week B Activities completed correctly. Deliberate level of care and effort demonstrated. Creativity, musical skills and flair evident.

SCIENCE Flow Chart observations and conclusion

Mid Week 5 Marking Rubric Focus: Neutral observation, Well-‐developed conclusion, Presentation

Additional formative assessment will be conducted during this period. All results will be recorded electronically.



SPELLING

Week Within Word Patterns

Within Word Patterns

Syllables & Affixes

Derivational Relations

Additional Word Stem

Grammar Focus

1 Word Sort 16 Word Sort 27 Word Sort 67 Word Sort 109 pre-‐ Sequencing Exciting Adjectives

2 Word Sort 17 Word Sort 32 Word Sort 72 Word Sort 110 inter-‐ Sequencing

Compound sentences Comma

3 Word Sort 18 Word Sort 35 Word Sort 77 Word Sort 112 fore-‐ Compound sentence (2)

Conjunctions Comma

4 Word Sort 20 Word Sort 51 Word Sort 82 Word Sort 117 de-‐ Prepositions

5 Word Sort 22 Word Sort 53 Word Sort 87 Word Sort 120 trans-‐ Prepositions (2) Simple phrases

Comma Words sorts from Words Their Way, 4th Edition (Bear, Invernizzi, Templeton & Johnston, 2008)

Students get new spelling words every Monday, which they cut up and put into sandwich bags. During the week in their Spelling Books, they will be required to:

• Write and define the words (using a dictionary) • Build the words (past, present, future, smallest, smaller, larger, largest, and word/stem development) • Build the words with the word stem of the week – do these words exist? • Find synonym/s and antonym/s for the words • Cloze the words • Sort the words into groups (twice) • Glue the words into their Spelling Book

There will be a spelling test each week on the Friday. Regardless of the word sort, 10 from each group will be selected for a test. LNA students will be required to attempt the first 10 words, WWP students the first 20 words, S&A students the first 30 words and DR spellers all 40 words. When students demonstrate consistently good or bad scores, they move up or down in their spelling groupings.



Unit Outline (Weekly, these are not lesson plans, BUT what you plan to cover throughout the week):

Week Learning Experiences Literacy Focus Resources Assessment

Week 1 Motivate Introduce Explore the

topic

R3.2

LL4

Introduce Topic: Life Cycles & Food Webs

• Read: The Lorax (Dr Seuss) • Explore the adjectives used and what

they could mean, how they are used. Flow Chart: Draw a Flow Chart of what happened, as a storyline or Life Cycle of the story. Explicitly show the enclosed food web (environment, trees, birds, fish, bears, etc) Draw a Flow Chart detailing interactions between the Truffula Trees and the animals, a Food Chain.

Guided Reading • Prediction – what is

the story about? • What do you think is

the importance of the names: Lorax, Once-‐ler, Thneed?

• How would you feel about standing on ‘the small pile of rocks’?

Text: The Lorax (Dr Seuss) Over the shoulder formative marking Integrated Studies Book

Incursion: School Gardener guest speaker

Organise a student to say ‘Thank you’.

Observe group participation and behaviour.

ICP2.2 Excursion: Explore the school pond. Worksheet: the Life Cycle and Food Web of a tadpole.

Worksheet: Tadpoles

Collect worksheets for marking – assess understanding and accuracy (summative -‐ Portfolio) Glue into Integrated Studies book



W4.2

LS3.1

Listening: Hope for the Flowers (Trina Paulus). Demonstrate think-‐alouds in conceptually difficult sections. Notetaking: Create a time-‐line with the main ideas/events of the story. Add supporting ideas/events. Pair-‐work: Discuss changes that take place for the main character.

Comprehension by analysis and discussion of text. Predict the story each day. Review main ideas/events. Use ‘Under what circumstance’ model to critique Stripe’s thoughts and actions.

Text: Hope for the Flowers (Trina Paulus) [Under what circumstance Structure – de Bono]

Observe group participation Anecdotal notes English journal

W3.1 Free writing: Where did your lunch come from?

Developing writing Over the shoulder observation English journal

Specific Vocab (Tier II & III): dependent, independent, interdependent, herbivore, omnivore, carnivore, consumers, producers, decomposers, food chain, food web, life cycle Create a word map showing how words are linked and/or grouped. Draw the Lorax and the Once-‐ler to animate the word map, based solely on description from the text and imagination.

Vocabulary development Over the shoulder observation English journal

W3.3 Grammar: Exciting adjectives Create an adjective word tree based on words and concepts found in The Lorax. As each branch narrows and splits, the words should relate to the previous word. Have some students describe their adjective tree to the class.

Grammar and Vocabulary Development

Projection of adjective tree Over the shoulder observation English journal



R3.4

ICT: Wikipedia: Type in ‘Life Cycle’ Investigate whether the answer is sufficient (No).

• Discuss in pairs the ‘Life Cycle’ entry, to establish comprehension of the text.

• Research alternative ways online to investigate Life Cycles. Draw a PMI grid on the board and analyse Wikipedia.

• Visit the web page of each source. Students to complete their own PMI grid for three websites they visit (e.g. Google/yahoo, state library, PETA, National Geographic). Discuss which sources are most likely to be relevant. Why?

• Evaluate which sources are more likely to be accurate. Why?

Critical and evaluative analysis of online texts Comprehension: Highlight unknown words in the first paragraph in yellow, then reread the paragraph, making sense of the words in context. Highlight in green those words where a suitable meaning can be established. Work in pairs.

Computers Wikipedia ‘Life Cycle’ entry (some copies annotated for weaker readers) http://en.wikipedia.org/wiki/Biological_life_cycle (also http://en.wikipedia.org/wiki/Life_cycle)

Observe group participation Over the shoulder observation Glue into Integrated Studies book Integrated Studies Book

V3.2 ICT: Investigate food chains, construct a food chain.

Sequencing following visual comprehension

Computers Making a food chain -‐ http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/foodchain.htm [Alternative location -‐ http://magma.nationalgeographic.com/ngexplorer/0309/quickflicks/]

Program assisted feedback (instant assessment) Observe computer ability – anecdotal notes



S&E – Introduce 5-‐week Home Project. • Construct an enclosed environment that

is self-‐sustaining for a period of time. • This environment must be documented

to clearly show either the food chains / food web of the enclosed system or the lifecycle of the organisms inside.

• Key deliverables will be: a constructed environment, a flow chart showing relationship to system or cycle, an expanded description/explanation of the flow chart written using the top-‐level structure, compare and contrast (i.e. identify the differences/similarities in stages).

Compare and contrast Handout: Home Project Marking Rubric Example of Rainforest

Marking Rubric in Week 5. Each week will be over the shoulder review, followed by hand-‐in assessment.

AI3

ART – Create Lunchbox Food Web on fabric sheet Individual work to create group project – each student to identify and paint their own food chain, linking it to a large central ‘ME’ human.

Acrylic Paint Paintbrushes Fabric Marker pens Large Fabric sheet

Summative assessment after completion Suspend the completed artwork from the classroom ceiling.



Week 2

Build knowledge Expand

understanding

Making sense of

the concept of

skill

LS3.1

Read: Varmints (Helen Ward, Marc Craste) Analyse use of exciting verbs and adjectives. Cut out and place the characters/items in a food web / community, showing the in-‐between relationships. Discuss in 2’s, then 4’s – come to a group consensus. Paste when completed.

List powerful words used in the text, and write an exciting paragraph, using them as a base for writing.

Text: Varmints (Helen Ward, Marc Craste) Handout: Images and words from the text

Over the shoulder assessment. Focus on correct structure, secondary focus exciting use of connectives.

ICP2.2 Excursion: Whiteman Park -‐ Racing Rapid Raptors and guided exploration to investigate, find and document evidence of food chains and life cycle. Develop course of investigation from findings in the school pond. (Note: Call 08 9209 6000 prior to excursion to arrange free information session with Whiteman Park staff member to preview linked resources)

www.whitemanpark.com 08 9209 6000 Organise tailored Investigation Organise Bus, Permission slips, Payment, Chaperones/Parents.

Summative Portfolio

ICP2.3 Comprehension: Read National Geographic: deforestation in Brazil and Australian Geographic: deforestation in Tasmania. Compare & contrast the situations on two adjacent pages, including primary/causal factors (climate, population, size) and secondary factors (tree types, impact on food web, life cycle of trees)

Non-‐fiction comprehension, using Compare & Contrast

Text: National Geographic Available http://environment.nationalgeographic.com/environment/habitats/last-‐of-‐amazon/ Text: Australian Geographic (1 July, 2011)

Over the shoulder marking Integrated Studies book

ICT: Web search for content for in-‐class debate (below)

Computers Excellent ideas & starters: http://education.scholastic.co.uk/resources/87170



LS3.2 LS4.4

ICP1.4 PS3.3

In class debate: In groups of 6, 3v3. Side A – Cutting down forest for timber is bad. Side B – Cutting down forest for timber is not bad. Focus on explaining why the statement it is bad/not bad, using information on food webs, interrelated systems and life cycles, and information from magazine articles (AG & NG) Think, discuss with a partner then Short writing piece: What did you learn from this debate? Use the PMI format and focus on mindset change, or new viewpoint (avoid information/content).

Speaking & Listening. Constructing a persuasive argument based on fact.

Handout: Peer assessment Marking Rubric

Peer-‐assessed within each group, with anecdotal notes by teacher as they visit each group. (Optional video recording)

Specific Vocab (Tier II & III): varmint, wilderness, nurture, fragment, Amazon River, sustainable, deforestation

These words will be included in the weekly spelling activities and test.

Include words in Spelling words.

Weekly Spelling Test

LS3.1 Listening: The Life Cycles of Butterflies (Judy Burns, Wayne Richards) Discussion coming from literal, inferential and evaluative questions. Notetaking strategy – Top-‐level structure: Main idea, supporting points.

Comprehension – identification of main ideas and inferential thinking. Summarising

Text: The Life Cycles of Butterflies (Judy Burns, Wayne Richards) Handouts: Top Level Structure – Main Idea & Supporting Ideas

Integrated Studies Book

W3.1 Free Writing: The Varmint…

Developing writing Over the shoulder marking English Journal



W3.3 Grammar: Compound Sentences Students take dependent and independent clauses (sentences) laminated on paper and walk around the class to find another clause that links correctly.

• Can clauses be reversed? • Discover where pauses naturally occur

and discuss applications and use of commas.

Grammar Laminated Clauses and Commas

Observe group participation Anecdotal notes

AR2 MUSIC -‐ Play: ‘The Butterfly’ How does it make you feel? Without the title – How would you act/dance it? How would you describe it? How would you write it? How would you illustrate it? How would you make/fabricate it? How do your answers change when you know the title?

Sensing adjectives and verbs. Computer Projection & speakers ‘The Butterfly’ violin solo, played by Mairead Nesbitt http://www.youtube.com/watch?v=OXanHvrjQO0


I2.1 S&E – Home Project Clearly define the enclosed environment you will construct. Identify materials required to create the Home Project environment, and provide reasons for choosing them. Present this information neatly.

Exemplars: Silkworms – http://www.suekayton.com/silk.htm Rainforest – Compassion magazine (Sep 2011) Terrarium – http://www.nytimes.com/2010/06/03/garden/03terrarium.html?pagewanted=all AND http://extension.missouri.edu/p/G6520

Class observation Anecdotal notes



Week 3 Explanations are

made on the

concept or skill.

Explanation follows experience

.

R3.4

READ: Lifecycles: Egg to Chicken (Camilla de la Bédoyère) Worksheet: Comprehension focussing on finding the information within the text.

Literal comprehension of non-‐fiction text.

Text: Lifecycles: Egg to Chicken (Camilla de la Bédoyère) Worksheet: Comprehension (differentiated)

Self assessed – marking key provided at front of class – errors to be redone and understood

Incursion (Monday): U Can Hatch Us – 12 day program hatching chicken & duck eggs, concluding Wk4 Friday. (Note: Contact beforehand to organise resourcing – 08 9390 3664)

www.ucanhatchus.com.au 08 9390 3664 Arrange when and where to set up incursion.

W3.3

ICT: Create an A4 informational brochure on the computer detailing the chicken’s life cycle and food web. The brochure is to be completely factual, so students understand how to present non-‐fiction works. One personal comment or opinion only may be used on the first or last page to add emotive impact. Research information from U Can Hatch Us resources, class texts and online information.

Comprehension and writing (non-‐fiction) Literature search (finding information)

Computers Exemplar brochures (DEC) Marking Rubric

Anecdotal notes To be handed in week 3

V3.3 Watch: Life Cycle of the Mosquito (twice if necessary)

• Discuss different stages of life – Create a life cycle flowchart, including sketches highlighting the key features of the each stage.

Informational viewing and notetaking Summarising

Computer projection & speakers Life cycle of the mosquito http://www.youtube.com/watch?v=wFfO7f8Vr9c (3min)

Self-‐check (watch video clip again) Glue into Integrated Studies Book



• List words from the video that relate to the mosquito’s life cycle.

• Students order these words in a timeline as to when they occur in the mosquito’s life cycle.

Top Level Structure: Timeline

Specific Vocab (Tier II & III): yolk, albumen, fertilise, mammal, amphibian, reptile, incubate/or, metamorphosis Write these words on the eggs to be hatched so that they are clearly visible.

Vocabulary Development U Can Hatch Us display/incubator area

W3.1 Free Writing: Imagine you were inside an egg…

Developing writing Over the shoulder observation English journal Collect journals for marking

W3.3 Grammar: Compound sentences and Conjunctions Students take dependent and independent clauses (sentences) laminated on paper and walk around the class to find another clause that links correctly, but must use a conjunction in the process.

• Can clauses be reversed? • Discover where pauses naturally occur

and discuss applications and use of commas.

Write down the list of conjunctions.

Grammar Laminated Clauses and Conjunctions and Commas

English Journal Observe group participation Anecdotal notes



I2.3 I3.2

SCIENCE: Create Flow Chart of the egg-‐to-‐chicken progression, making observations on the changing characteristics of the egg and its environment (12 days of observations, following the scientific method as impartial observer).

Structured writing for a purpose, following established scientific method.

U Can Hatch Us display/incubator area Worksheet: Flow Chart Handout

Over the shoulder observation Glued into Science Book

ASP3 ART: Sketch two images, a chicken and an egg. Create a print stamp from these images and print onto paper.

Textile/Foam Stanley Knives/Scissors Water Based Paint (earth colours) Card

Collect and assess for artistic presentation and demonstrated printmaking skills. Decorate the incubator enclosure with artwork.

ICT: Take a digital photograph of the print and include it as a background to the A4 informational brochure, to be completed next week.

Digital camera/s & data cable/card reader Computer

Not assessed

NSS3.1

S&E – Home Project Create and complete the food web / life cycle flowchart required for the Home Project.

Visually sequencing a ‘story’ Over the shoulder marking

Week 4 Explanations are

made on the

concept or skill.

Explanation follows experience

Read: Who Made Me (Doney, Butterworth, Inkpen)

• Is the text fiction or non-‐fiction? Why? • Is it fact or opinion? Why? • Why do you think the author wrote the

way they did? illustrator drew the way they did?

Comprehension of non-‐fiction text.

Text: Who Made Me (Doney, Butterworth, Inkpen)



R3.1 Reread sections of the book, in groups of 4 deciding on one ‘Main Idea’ for each page. Align page difficulty for each reading group. List these on the board.

• What is the most important idea of all? Why?

Photocopies of text, pages separated into reading groups.

Observation of group work Anecdotal notes

Incursion (finishes Friday): U Can Hatch Us – 12 day program hatching chicken & duck eggs, commencing Wk3 Monday.

www.ucanhatchus.com.au 08 9390 3664

R3.3 R3.4

W3.4

Text: Human stages of development Investigate physical developmental stages of humans, using information from various biology/science textbooks. Separate students into Reading groups.

• Extract (highlight/summarise) the key points for two developmental stages. Use PMI or Top Level structure Main Ideas/Supporting Ideas.

• Plan three paragraphs reporting on life cycle changes.

• Write a paragraph on the key identifiers of one stage of the human life cycle.

• Write one paragraph on the development that occurs between stages.

• Write one paragraph on the key changes that are observed in the developed stage.

Presentation outlining the changes between stages.

PMI / Main ideas & Supporting ideas Planning writing Factual writing

Photocopies of Biology / Science textbooks – human stages of development. Select Instructional Texts at each of the reading levels. Have high school text available for a ‘challenge’ Presentation (teacher made, in Powerpoint/Prezi)

Integrated Studies Book Teacher to approve plan before writing starts. Editing to be checked by neighbour before completion. Content self-‐assessed against presentation. Work to be corrected if incorrect.



V3.4

Watch: short video ‘Get Out’ (8 min), in French with English sub-‐titles Worksheet: (Gary’s perspective, Reality, possible association, Reason) Students observe scenes from one perspective, then relate them to a neutral viewpoint, and explain their reasoning. Investigate and discuss how each stage of development is complete and sufficient for that stage, and that environmental change can develop a living organism to new capabilities.

Viewing and comprehension Comprehension of perspective (fiction) to reality (non-‐fiction)

Text: Get Out –(http://www.youtube.com/watch?v=n2v-‐zeQEk28) Worksheet: Comprehension

Peer reviewed in groups Self-‐checked by indicative answers by teacher

W3.3 Grammar: Prepositions Write some common and uncommon prepositions on the board. Class brainstorm for other prepositions on the board (they add information about time, place or person) Complete worksheet, problem solving which prepositions are most suitable in each sentence

Grammar Worksheet: Preposition problem solving

In class marking Glue into English Journal

Specific Vocab (Tier II & III): 1 {penis, vagina, conception, ovary/ies, pas (French), navel} 2 {umbilical cord, gender, sex, le Porte (French), sperm, womb} Make two sets of dice out of these words. Take it in turn during the week to roll the dice, and then use the words correctly in conversation with different students.

Vocabulary Development Worksheet: Word Dice Scissors Glue sticks

Over the shoulder observation Anecdotal notes Ongoing peer assessment



Investigate life cycle of chicken (U Can Hatch Us literature and live chickens)

Live chickens (U Can Hatch Us)

LS3.1 Listening: The Ugly Duckling (Hans Christian Andersen) Class discussion

• How does the author indicate change? What words does he use?

• How would you describe the ugly duckling?

• Have you ever felt like the ugly duckling? the beautiful swan?

• What other stories is this story like? Why?

• What messages could the author be saying from this story about change or lifecycles?

Comprehension Text: The Ugly Duckling (Hans Christian Andersen)

Observation of group participation Anecdotal notes

W3.3

ICT: Complete A4 informational brochure on the life cycle of the chicken.

Computers Printer

Self assessment & teacher assessed against Marking Rubric

I2.3 I3.2

SCIENCE – Complete observations on the egg-‐to-‐chicken flow chart.

Glue into Science Book

S3.1 NSS3.1

S&E – Home Project Complete the explanations of the flowchart for the Home Project.

Writing short, succinct explanations

Anecdotal observations

AI3 MUSIC – Using instruments and movement In small groups (3 or 4), compose and perform a short musical dramatic piece creating the life cycle in music and movement of 1) a human 2) a chicken.

Musical instruments Observe group participation Note group self-‐assessment Anecdotal notes



Week 5 Completion of topic

R3.3 ICP2.3

Read: Collection of short magazine/journal articles on animal conception and human conception (4-‐6 articles) Separate into Reading groups Analyse the texts and summarise the main points using the Top Level Structure: Compare and Contrast.

Comprehension -‐ Compare and Contrast

Selection of magazines: CSIRO Double Helix, Creation Magazine, Australian Geographic, DEC photocopies, School texts. Differentiate for different reading levels.

Collect and mark Glue into Integrated Studies book Formative

LS3.1 Incursion: Pregnant woman (at 4-‐9 months) with at least one previous child to visit and talk to class about conception, child birth & babies – students to prepare interview questions, and take notes on answers. (Note: brief mother on what questions to expect and which topics are off limits for the classroom.)

• Review key points

Notetaking Pregnant mother Organise a gift and a student to say ‘Thank you’.

Observe group participation

W3.3 W4.2

Write a short article (report) on the biological method of conception, as the start of the life cycle for humans. Focus is to be on factual representation and structure of a report, and can quote the pregnant mother as an ‘expert.

• Plan three main points, with three supporting ideas (about one sentence each)

• Add short introduction and conclusion. • Neighbour to edit

Planning Short Report writing Editing

Worksheet: Scaffolding for weaker writers, detailing what elements of a report should go where (i.e. fill in this paragraph with…)

Integrated Studies book Neighbour to comment on plan Neighbour to edit draft Over the shoulder marking



Specific Vocab (Tier II & III): pregnant, birth, perspective, newborn… brainstorm other words surrounding human babies and birth. Print words on card, and place around a poster of a pregnant woman. All students to write one word.

Vocabulary Development Pregnant woman poster Observe group participation

W3.3 Grammar: Simple phrases Complete worksheet linking prepositions as the starting words in a phrase. Using the specific vocab (above), relate two words using one of the words in a simple phrase

• Discuss if commas are necessary – how do you know?

• Write sentences into book. • Challenge – join 2+ words correctly by

using a phrase or phrases

Grammar Mini-‐Worksheet: Prepositions in Phrases

English Journal

W3.3

Listening: Read ‘Flowers for Algernon’ (Daniel Keyes)

• What stage in the human life cycle is Charlie?

• Does the experiment change the ‘normal’ life cycle? How? Why?

Annotate early diary entry on the White Board, showing the editing process while correcting mistakes.

Free writing: Complete short diary entries in the same style as Charlie showing a change of stage in the life cycle.

Comprehension Editing & Proofreading Developing writing

Text: Flowers for Algernon (Daniel Keyes) Projection of early diary entry

Anecdotal notes English journal Over the shoulder marking



I2.4 SCIENCE: Finalise egg-‐to-‐chicken flowchart. Write a conclusion, summarising the most important information observed (i.e. the change of stage in the life cycle)

Summarising Science book Over the shoulder marking

S2.1 S2.2 S3.3

S&E: Construct enclosed environment of the Home Project in class.


S&E: Completed Home Project is due by end of week.

Class presentation/display Marked according to rubric

Education

Enlish int