5/6 Work Program

Teacher: Anthony Rigato

Week Beginning: 23rd May 2016

Term 2 Week: 7

8.45 9.45

Monday

Tuesday

Wednesday

Assembly

9.45 10.45

RECESS

11.05 12.05

12.05 12:35

Art

Writers notebook

Computers

Persuasive writing
(Lesson 8)

Maths Post test

revision

Library

Maths Post test

Maths Post test

Reciprocal
Reading (Lesson
2)

Reciprocal
Reading (Lesson
2)

Maths (Chance
lesson 1)

Math (cont)

Sport

Sport

Meetings: Tuesday (Sub-school) & Thursday (PLT)

Class Information: Pill for Shanah 10am & 2pm
Assessments:
Maths: Formative
English: spelling test
Inquiry: Formative

LUNCH

Finish off
Maths (lesson 9) Persuasive posters
from Friday

Spelling Test

Yard duty

1:30 3:00

Reciprocal reading (lesson 1)

Reciprocal Reading Inquiry( with Craig)

(finish off lesson 1)

Thursday

Friday

Inquiry/Integrated Topic: A Spark of Life

Musical Future / APT

Finish off
Persuasive /
Maths

Buddies

P.E / APT

Yard duty

Reciprocal reading / BTN

Monday: Reeces Yard Duty

Monday: reciprocal reading lesson 1 again as it did not go to plan last time.
Thursday: Speak to the girls regarding how to deal with minor disagreements

MONDAY

MondaySession 1

Assembly

Award winners: TBA

Notes:

English: Focus: Spelling

Monday
Session 2

Daily Focus

Learning
intention
We are
learning to
spell new
words and
understand
their meanings
in order to
increase our
vocabulary.
Success
criteria
I am able to
give the
correct
definitions of
these words.

Tuning In
Pacman

Student Learning Activity

Share/Reflection/
Assessment

Whole Class Activity

Post test for each group
Remaining groups can work from their spelling menu
Group 1 Pre test words

Teacher to record.
Discuss spelling menu
and how to practice.

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. before
2. everything
3. screamed
4. whole
5. Saturday

6. buy
7. dragon
8. each
9. wasnt
10. mother

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.
Have students place words in their Learning Journal.

Students who get 8 or more can do the extension test. **See attachment Extension Spelling
Lists
(ity)
1. electricity

6. ability

I am able to
use the new
vocabulary in a
sentence
correctly.

2. curiosity
3. publicity
4. hostility
5. continuity

7. clarity
8. intensity
9. normality
10. identity

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. maneuver: a planned movement or strategy.
2. saunter: to walk casually, to stroll
3. assert: to make a claim.
4. garbled: difficult to undertand
5. quell: to calm.
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) .

Notes:

Maths: Focus: Fractions

Daily Focus
Learning
Intention: using
strategies to
calculate
discounts of sale
items

Tuning In

Student Learning Activity

Key Concept: Calculating Discounts
Whole Class Activity:

Success Criteria:
to calculate
discount prices
in real life
situations

Share/Reflection/
Assessment
Secrets to your success:
Note students who
have worked effectively
during this activity and
were able to complete
the tasks easily. Ask if
they will share their
strategies.

*Annotated notes on
students who were able
to

Monday
Session 3 & 4

* Students who needed

assistance or extension
work

Extension:

Scaffolding group:
Focused on 1% and 10% with SM, OM and NB as this helped them work out any
percent of a number. They used their knowledge of place value to do this and were
successful in the process.
Notes:

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.

Modeling Reading Roles

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.

Read an online text from the projector.

So that students gain a great understanding of how Reciprocal Reading
works, pull 5 students up the front and model to the class how it works.
(Pick confidents students). Ask the group for a summary, questions, words
or phrases to clarify and predictions based on the online text.

Online text
http://www.dogonews.com/2016/3/9/melbourne-zoo-orangutans-maysoon-be-challenging-visitors-to-a-game-of-tetris
Independent Activity:
Write brief notes in their English books:
-short summary
-questions from the text

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

Clarifier- Helps the group to

identify confusing words,
sentences and ideas. They then
encourage the group to reach a
shared understanding of the
text.

-words to clarify
-predict what will happen next

Predictor- Who predicts what

will occur in the future, offer
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

Notes:

See Alisons planner

Tuning In

ART
Student Learning Activity
See Alisons planners

Share/Reflection/
Assessment
See Alisons planner

WRITERS NOTEBOOK
Daily Focus

Tuning In

Student Learning Activity

Share/Reflection/
Assessment

Clip from the burrowers or Arriety. (youtube)

Show the students the matchbox. Discuss the size and
https://www.youtube.com/watch?v=VlMe7PavaRQ shape of it.

Tuesday
Session 2

Ask the students who or what do you think could live

in here?
Share possible suggestions.
Students can write or draw who or what they think
may live in the matchbox.
Next, ask students to create a backstory for their
character/s.
Allow students time to work on and expand their
matchbox house/world/universe.

Notes:

Tuesday
Session 3

RECIPROCAL READING

Notes:

Daily Focus
FINISH OFF YESTERDAYS
LESSON (LESSON 5)

Tuning In

Student Learning Activity

FINISH OFF YESTERDAYS LESSON (LESSON 5)

Share/Reflection/
Assessment

Tuesday
Session 4

Science
Daily Focus

Tuning In

SEE CRAIGS PLANNER

SEE CRAIGS
PLANNER

Student Learning Activity

Share/Reflection/
Assessment
SEE CRAIGS PLANNER

Notes:

APT

Tuesday
Session 5

Daily Focus

Notes:

APT

Tuning In

Student Learning Activity

APT

APT

Share/Reflection/
Assessment

WEDNESDAY
COMPUTERS
Tuning In

Wednesday
Session 1

Daily Focus

Student Learning Activity

Share/Reflection/
Assessment

Mooki Lesson 1: Creating an Avatar

Notes:

Wednesday Session 1

Daily Focus

Learning
Intention: to
write a formal
letter of
complaint.

Tuning In

English: Focus: Persuasive writing

Student Learning Activity

Line Debate
1.
Divide the class into two teams.
Have them stand on either side of the
room in single lines facing each other.
2.
Assign the affirmative and
negative sides to specific teams.
Success Criteria: 3.
Explain that they are going to
completion of a
have to come up with arguments to
letter of
support their assigned side of the
complaint that
debate, irrespective of their personal
will persuade an
views on the topic.
organisation to
4.
The group needs to agree on
take further
criteria for the quality of arguments
steps.
contributed by the individual students

Key concept: Writing a letter of Complaint

Task 2
Bob has had his brand new product for a week now and hes not
happy. It is not what he expected from the advertisement he read.
Hes followed the instruction leaflet carefully and it still doesnt
work properly.
Activity:
Your task is to write a letter to The Wacky Product Company to
complain about their product.
Think about:
How you feel
What is wrong with the product

Share/Reflection/
Assessment

Share letters

eg. having to provide a piece of

evidence or introduce a fun condition
such as refraining from using um
5.
The student who wishes to speak
must come up with an original
argument to support their point of
view.
6.
The umpire will decide if the
argument fulfills the expectations
agreed upon. If it does not then the
debater joins the opposition team. If it
does, they may select one of the
opposition to join their team.
7.
If a member changes sides three
times, they are deemed to be locked
and cannot change sides again this
avoids the good debaters being pingponged across the room.
8.
The game ends when one side
has all class members or arguments
have been exhausted.
*arguments can be pulled from the
lesson 2 list if needed.
Notes:

What you want the company to do

Maths: Focus: Post test revision

Wednesday Session 3

Daily Focus
Learning
Intention: To
revise principles
associated with
fractions

Tuning In

Student Learning Activity

Go through each lesson of the planner briefly, touching on all topics covered.

George receives $5.25 pocket

money each week. How much
money could he possibly save in
5 weeks?

Success Criteria:
I am able to
revise to the best
of my ability

Share/Reflection/
Assessment
Turn and Talk to a
partner about the
things they
struggle most
with and the
things they are
most comfortable
with.

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/

Learning
Intention: to
choose a buddy
and demonstrate
effective reading
strategies and
model reading
Success Criteria: I
am able to
demonstrate
reading strategies
and role model
reading

Notes:

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.
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.

Allow students to finish off Letter of Complaint from the monrings session.

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?

Focus: Buddies
Daily Focus

Tuning In

Student Learning Activity

Wednesday Session 5

Learning
Intention:
We are learning
about the
importance of
trees

The first two videos require the

Make a list on the board of why trees are important to us.
teacher to stop and explain as there Eg
is text without audio, the third
1. Provide shade
more suited to younger students
2. Animals live in them
review and choose the one that
3. We can make paper and build things from wood
suits you and your group.
4. Trees give us oxygen which we need to stay alive,
etc
Success Criteria: importance of trees british
I can explain
https://www.youtube.com/wat Explain to students that we want to create what is called an installation
how trees help
ch?v=2-OoHjjh5fM
artwork to show our understanding of how important trees are to us.
us and what
Show students the steps to making their own tree, using a paper lunch
would happen if
importance of trees song
bag.
we didnt look
(more facts to music)
after our trees.
Students to work in pairs (EY and MY student) and make one tree
https://www.youtube.com/wat between two.
ch?v=Zvp_ti3UC1s
Step 1 cut the strips for branches 1/3 to way down the bag, Remind
Question and answer why do students to leave enough bag uncut for the trunk (our lunch bags are
we need trees? (easier for
wider and shorter than those in the example).
young students to understand)
https://www.youtube.com/wat Step 2 make the bottom of the bag flat to make a base (the one in the
ch?v=BJZt_Z1eIBE
picture already has a flat base)
using one of the above videos,
discuss as a group why we need
to look after our trees?
What would happen if we didnt
look after our trees?
How can we look after trees and
plants?

Notes:

Step 3 twist the lower uncut part of the bag to make a trunk, carefully
leaving the bottom of the bag flat so it can be glued to the cardboard.
Step 4 twist 2 or 3 of the strips to make branches, keep going until all
the strips have been twisted.
Step 5 tear or cut green paper to make leaves, carefully glue on

Share/Reflection/
Assessment

How can we
make sure our
trees in our
school ground
and our
community are
looked after?
Teachers to
choose two
helpers to send
finished trees to
a central spot
the green gang
to put the
installation
together to be
displayed
somewhere with
facts about why
trees are
important and
how we can look
after them.
Hopefully this
will create
awareness and
discussion in our
school
community.

THURSDAY

Thursday Session 1 & 2

Daily Focus

Notes:

Post test

Tuning In
Go through the test
as a class before they
start

Maths: Focus: Fractions Post-Test

Student Learning Activity

Share/Reflection/
Assessment

Answer any questions students may have about the test prior to starting
Data entry

English: Focus: Persuasive Writing

Daily Focus

Tuning In

Student Learning Activity

Modeling Reading Roles

Thursday Session 3 &4

Learning Intention:
To review the four
strategies: predict/
clarify/ question/
summarise.
Success Criteria:
To have a go at each
of the reciprocal
roles.

Whole Class Activity:

Put students in groups of five (liked ability)
Online text:
Distribute one role card to each member of the group
http://www.dogonews.com/2016/3/7/france- identifying each person's unique role:
becomes-the-first-country-in-the-world-toLeader
ban-supermarket-food-waste
Summariser
Questioner
Ask for a summary, questions, words or
Clarifier
phrases to clarify and predictions based on
Predictor
the online text.
Have students read a few paragraphs of the assigned text
selection in their groups of five. Encourage them to use
note-taking strategies such as selective underlining or
sticky-notes to help them better prepare for their role in
the discussion.
At the given stopping point, have the groups discuss
briefly what their preliminary notes and findings are.
The roles in the group then switch one person to the right,
and the next selection is read. Students repeat the
process using their new roles. This continues until the
entire selection is read.

Notes:

Share/Reflection/
Assessment

Thursday Session
5

APT

Notes:

Daily Focus
APT

Tuning In

Student Learning Activity

APT

APT

Share/Reflection/
Assessment
APT

FRIDAY

Friday All day

Sport: Focus: Soccer

Daily Focus

Tuning In

Student Learning Activity

See Sports program

See sports
program

Drills:
Prior to this drill, explain positions and basic roles of striker, midfielder and defender. Students who can
grasp this concept I will explain more complex roles such as attacking midfielder and attacking
defender,

Share/Reflection/
Assessment
Stop during match
practice and
explain better
passing options
and get the kids to
develop decision
making under
pressure.

Notes: Finish with a game. Ensure girls and boys team is finalized for inter-school sports.

Maths: Focus: Chance

Fri
da
y
Ses
sio
n3
&
4

Daily Focus

Tuning In

Student Learning Activity

Share/Reflection/
Assessment

Learning Intention: to investigate simple

situations that involve elements of
chance, recognising equal and different
likelihoods and acknowledging
uncertainty.
Success Criteria:

Whole Class Activity:

http://nzmaths.co.nz/resource/thats-not-fair

Further ideas:
http://nzmaths.co.nz/probability-units-work

to list outcomes of chance

to recognise that probabilities range rom

0 to 1

Notes: Finish lesson after Lunch, Share Letter of complaints, Finish off work.

*Annotated notes on
students who were able
to