Name of school/ banner - TL Buddies
St Therese’s Primary School
New Lambton
LIBRARY PROGRAM
|Title: |Teacher: |
|Let’s Go to the Show! |Lynette Barker |
|OUTCOMES |LEARNING ACROSS THE CURRICULUM |
|The learning sequence contributes to the following NSW English Syllabus for the Australian Curriculum |This unit supports the following cross-curriculum priorities and general capabilities as identified in the NSW |
|(2012) outcomes: |English Syllabus for the Australian Curriculum (2012): |
| | |
| |Personal and social capability |
| |Information and communication technology capability |
| | |
| | |
|EN1-1A |Communicates with a range of people in informal and guided activities demonstrating | |
| |interaction skills and considers how own communication is adjusted in different | |
| |situations. | |
|EN1-2A |Plans, composes and reviews a small range of simple texts for a variety of purposes | |
| |on familiar topics for known readers and viewers. | |
|CONTENT & |LEARNING PLAN |RESOURCES |
|ASSESSMENT EVIDENCE |with curriculum differentiation | |
|Learning Intention: formulate open and closed |Week 2: | |
|questions appropriate to the context |Shared Text: In My Backyard by Nette Hilton (Picture Book) |[pic] |
|(EN1-1A) |Read story aloud to class. Build a word bank reflecting imagery used in story. Eg metal streams |In My Backyard |
| |As a class discuss the meaning of “city” and “country”. | |
| |List other words that may be used to describe these places eg. Urban, outback, bush, town. Students log-on to | |
|Performance Task: construct an open-ended question|computers in pairs and explore google maps. Discuss what they see and build a list of mapping vocabulary eg | |
|asking the children of St Joseph’s Merriwa about |coast, North, South, East, West, border | |
|life in the country. | | |
| | | |
|Success Criteria: | | |
|The question | | |
|requires more than a yes or no answer | | |
|will provide information about an aspect of life | | |
|in the country | | |
|can be included under one subheading on the class | | |
|mind map. | | |
| | | |
| |Week 3: | |
| |Shared Text: Tom the Outback Mailman by Kristen Weidenbach (Picture Book) |[pic] |
| |Introduce questioning – share Rudyard Kipling poem “I Keep Six Honest Serving Men”. Before reading the shared |Tom the Outback Mailman |
| |text, as a class write six questions – using only the cover and title as stimulus. Read story aloud to class. | |
| |As a class, answer the questions. | |
| |Introduce ‘Merriwa’ as the country town we are going to research. Brainstorm and list known facts about | |
| |Merriwa. Browse the pamphlet and ask students if they would like to add to the list of facts. | |
| |S –read sections of pamphlet to students with literacy needs. | |
| |Week 4 : | |
| |Shared Text: Shutting the Chooks In by Libby Gleeson (Picture Book) |[pic] |
| |Discuss the chore of ‘shutting the chooks in’. Is this a job children in New Lambton would have to do? What |Shutting the Chooks In |
| |else might be different for children living in the country? What questions could we ask the children from St | |
| |Joseph’s Merriwa to find out about life in the country? | |
| |List subheadings to help guide the writing of questions eg school, shopping, chores, entertainment, weekend | |
| |sport, celebrations. | |
| |Explain the difference between open and closed questions. Children individually construct an open-ended | |
| |question for Merriwa students and type it onto a word document. Print documents. (Teacher keeps copy for lesson| |
| |Week 5) | |
| |S- Teacher scribes sentences for students with literacy needs | |
| |Week 5: | |
| |Shared Text: Three Hens and a Peacock by Lester Laminack (Picture Book) |[pic] |
| |Revise task from Week 4. Children display their printed questions under the relevant sub-heading of a large |Three Hens and a Peacock |
| |class Mindmap. | |
| |Take a photo of the Mindmap and email the Year 1 class at St Joseph’s Merriwa. Attach a photo of our ‘Chook | |
| |House” at school. | |
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|Learning Intention: use effective strategies to |Week 6 & 7: | |
|plan ideas for writing, eg making notes, drawing, |Week 6 Shared Text: Thump, Quack, Moo by Doreen Cronin (Picture Book) |[pic] |
|using diagrams, planning a sequence of events or |Enjoy the story or video. Explain how festivals and agricultural shows offer people in country towns a chance |Doreen Cronin |
|information. |to socialise and have fun. View images from Festival of the Fleeces in Merriwa in 2013. | |
|(EN1-2A) |In pairs students logon and view images up close. Students work in pairs to complete a “newspaper front-page” |Video: ‘Charlotte’s Web’ Movie Trailer (YouTube) |
| |using the template provided. Students create a headline to go with their image. | |
| |S- Story may be recorded verbally using usb microphone |Website: Charlotte’s Web Online Comic Creator |
|Performance Task: List factors to consider when | | |
|researching a day at the Royal Easter Show in a |Week 7 Shared Text: Charlotte’s Web Movie Trailer (Video) | |
|mindmap format. |Enjoy the video. Discuss the plot and the role the “show” played in the story. Complete the newspaper task from| |
| |week 6. | |
|Success Criteria: The mindmap |Extension Task: Charlotte’s Web Online Comic Creator | |
|includes relevant headings | | |
|is well set out and easy to read | | |
|may include images and text | | |
| |Week 8: | |
| |Shared Text: The Show by Nan Hunt (Picture Book) |[pic] |
| |Students recall visits to an Agricultural Show. List events, displays and features they remember. Read the |The Show |
| |shared text. Compare what Mary was looking forward to at her show with items on the class list. | |
| |Demonstrate how to post information onto a blog in GATE21. In pairs, students recall an event from the share | |
| |text and post the sentence onto their GATE21 blog. | |
| |Weeks 9 -11: | |
| |Shared Text: The Boot Thief by John Heffernen (Junior Chapter Book) |[pic] |
| |Read the shared text for enjoyment. |The Boot Thief |
| | |Website: Royal Easter Show 2014 |
| |Share a variety of mind mapping formats with the students. | |
| |Students imagine a day at the Royal Easter Show in Sydney and use a mindmap of their choice to list things they| |
| |would like to do at the show. | |
| | | |
| |In pairs students logon to a computer and visit the Sydney Royal Easter Show website. Students highlight the | |
| |activities on their mindmap that are actually available at the show. (Students explore the website together but| |
| |complete the mindmaps individually). | |
| | | |
| |As a class create a list of sub-headings relevant to a day at the Royal Easter Show (cost, showbags, and | |
| |rides). Students discuss with a partner which sub-heading the items on their mindmap would belong to. | |
| | | |
| |As a class reflect on the mindmap formats used – the benefits of different designs and the importance of | |
| |grouping ideas under sub-headings. | |
| | | |
| |Students redesign and publish their mindmap using pencil and paper. | |
| | | |
| |S – Students with Literacy needs work together with the teacher and create a Mindmap using images. Teacher | |
| |labels Mindmap. | |
| |E- Students may opt to publish their mindmap on the computer. | |
|ST THERESE’S TECHNOLOGY SCOPE & SEQUENCE CHECKLIST |
|Creativity |Communication |Research |Critical Thinking |Digital |Technology |
|& Innovation |& Collaboration |& Information Fluency |& Problem Solving |Citizenship |Literacy |
|X |X | | | | |
|EVALUATION |
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