Meghann Bailey 22231934 Southern Cross University

SOUTHERN CROSS UNIVERSITY PROFESSIONAL EXPERIENCE III TRANSITIONAL DAYBOOK (2017): PRIMARY
KLA: Date: Day: Class: School:
English, Mathematics, 7/2/2017 Tuesday 3 /4 B Lismore South Public School
Creative Arts
APST FOCUS AREA FOR THE DAY:
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students
across the full range of abilities.
2.6 Information and Communication Technology (ICT)
Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
3.3 Use teaching strategies
Include a range of teaching strategies.
3.4 Select and use resources
Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
General Capabilities (for the day):
Literacy Numeracy Information and Critical and Creative Thinking Personal and Social
Communication Capability
Technology
Ethical Understanding Intercultural Understanding

Cross Curricula Perspectives (for the day):

Aboriginal and Torres Strait Islander Asia and Australias engagement Sustainability
histories and cultures with Asia
Timing Procedure Preparation / Differentiation Assessment students
Considerations Strategies
9:00-9:15 Daily PBL Check-in and fitness
(15 mins)
9:15-9:30 Quick Writing
(15 mins) Syllabus outcome / Descriptor: EN2-2A: EN2-2A: plans,
composes and reviews a range of texts that are more demanding in
Provide S, H and T
terms of topic, audience and language
with additional
Objective / Learning intention: As a result of this lesson WALT: We are learning support to stay on
students will be able to create an imaginative text to use a photograph task. (1.5) - Observation
 Meghann Bailey 22231934 Southern Cross University

Success criteria to write an

Students can compose an imaginative text using the imaginative text How did students use
stimulus WILF: Using the the stimulus to create
Introduction (O): Write a simple sentence and have stimulus to inspire an Brainstorming and imaginative story?
students add adjectives, adverbs, phrases or clause imaginative text vocabulary assist Are students using a
to make sentence more descriptive students with low variety of words to
Body (G): Display stimulus picture. Brain storm vocabulary levels make their writing
vocabulary that can be used to describe image. Model with examples for more interesting?
constructing a simple introduction sentence for an Display stimulus their own writing
imaginative text (3.3) image on IWB. (2.6) (1.5)
Body (E): Students use stimulus to compose
imaginative text
Conclusion (R): Students share their stories with the
class
9:30- Levelled reading groups WALT: We are learning - Observation
10:00 Syllabus outcome / Descriptor: EN2-4A: uses an to read a levelled Students are - Understanding
(30 mins) increasing range of skills, strategies and knowledge to fluently read, reading grouped according and correct
view and comprehend a range of texts on increasingly challenging WILF: Read the to ability. Groups responses to
levelled text and are differentiated comprehension
topics in different media and technologies
answer the to meet students questions
Objective / Learning intention: As a result of this comprehension current
lesson students will be able to complete a reading comprehension questions comprehension Are students current
card at their current level of understanding level. Levelled levelled
Success criteria reading cards comprehension card
Students can read, comprehend and answer determined meeting their needs?
questions related to text Reading levels groups through prior What strategies are
Introduction (O): Introduce reading group activity. are displayed on IWB. assessment. students using to
Use riddle to ensure engagement. Students are complete cards?
Body (G): Remind students of how to complete provided with
levelled reading cards. Use card to explain steps. assistance as
Body (E): Students complete the reading and required. (1.5) (3.4)
comprehension activities at current reading level.
Conclusion (R): Students use thumbs up hand
signals to self-assess how they felt they went Provide S, H and T
completing task. with additional
 Meghann Bailey 22231934 Southern Cross University

support to stay on
task.
10:00- Vocabulary- Verbs WALT: We are learning Anecdotal notes:
10:15 Syllabus outcome / Descriptor: EN2-9B: uses effective to identify the tense Provide S, H and T -Responses and
(15 mins) and accurate sentence structure, grammatical features, punctuation of past, present and with additional examples
conventions and vocabulary relevant to the type of text when future verbs support to stay on - Identification of
WILF: task. tense
responding to and composing texts
- Identification of the
Objective / Learning intention: As a result of this tense of past, present Students share and
lesson students will have a developing understanding past, present and future verbs read sentences of
and future tense verbs - ability to use correct other students with
Success criteria tense in a sentence mixed abilities.
Students are developing an understanding of simple Students will learn Observation:
past, present and future tense verbs and can identify from one another. Do students
and use correct tense. (1.5) understand what a
Introduction (O): Brainstorm verbs previous verb is?
discussed. Can students
Body (G): Define verbs. Provide examples of regular determine the tense of
verbs (past, present, future). Organise brainstormed verbs?
verbs into past, present, future table. Model Can students select
constructing sentence with verb: student identify correct tense when
tense. Display word writing sentences?
Body (E): Students construct sentences using verbs, document table on
swap work with another student and identify tense. IWB.
(3.3)
Conclusion (R): Students share their sentences and
class identify tense. Thumbs-up self-assessment. (3.3)
10:15- Newspaper- Text features WALT: We are learning Use HOT Observation
11:00 Syllabus outcome / Descriptor: EN2-7B: identifies and to identify the questioning to
(45 mins) uses language forms and features in their own writing appropriate to purpose of text challenge students Hot questioning:
features of a developing responses and
a range of purposes, audiences and contexts
newspaper understanding of understanding
Objective / Learning intention: As a result of this
WILF: Correct text features. Anecdotal notes:
lesson students will understand the text features and
identification of text - Are students
purpose of a newspaper article
features and their Provide S, H and T able to identify
 Meghann Bailey 22231934 Southern Cross University

Success criteria purpose with additional text features?

Students can identify text features of newspapers and support to stay on - Are students
purpose of newspaper articles Ensure IWB is ready task. able to identify
Introduction (O): Brainstorm newspapers (Purpose, and working: Slide different
features). Reminder that Students will be writing show is loaded. purposes of a
newspaper articles that will appear in a local variety of
newspaper. articles?
Body (G): Show slideshow. Provide students with a
copy of newspaper article (features labelled). Provide
students with newspaper features handout: describe
and explain text features of each newspaper feature.
(2.6) (3.4) http://www.slideshare.net/ford0008/features-of-a-
newspaper (Ford0008, 2010)
Body (E): Students (in table groups) select a
newspaper article and identify each feature in their
article.
Conclusion (R): Students complete 2 stars and a
wish as a self-reflection of understanding. (3.3)
Lunch
Silent reading 15 mins
12:30- Syllabus outcome / Descriptor: MA2-1WM: uses WALT: We are learning Provide S, H and T Observation
1:30 appropriate terminology to describe, and symbols to represent, to talk about and with additional Prompts and
(60mins) mathematical ideas describe the terms support to stay on questioning
Objective / Learning intention: As a result of this that represent time. task.
lesson students will develop an understanding of WILF: Use time terms Can students be
terminology used to describe and represent time. and identify correct observed using
Success criteria time terms for HOT questions: terminology with
Students can use terms associated with time correctly different events choice of time unit peers?
Introduction (O): Time bingo: select 6 numbers (60, Are students using
24, 7,2, 52, 12, 365, 366, 30). Mind-map brainstorm IWB: Ensure Smart correct terms?
time. (3.3) board is working and Extension: Time
Body (G): IWB: Time match up. Time telling interactive. unit conversion
(introduction). (Appendix 1) (2.6) (1.5)
(3.3) (3.4)
 Meghann Bailey 22231934 Southern Cross University

Body (E): In table groups, students discuss the time

unit in which events are measured. Point in time:
Students create a timetable of their day.
Conclusion (R): Discuss events and time units.
Share personal timetables. 2 Stars and a wish.
Recess
2:10- 3:00 Syllabus outcome / Descriptor: MUS2.1: Sings, WALT: We are learning Hot questioning Observation of
(50 mins) plays and moves to a range of music, demonstrating to understand how about instrument students designs
a basic knowledge of musical concepts. music is made and design, how it is Discussion about how
Objective / Learning intention: As a result of this design a musical played etc. music is made and
lesson students will be able to design an instrument instrument design
using their developing understanding of how music is WILF: Design a Auditory and visual
made musical instrument learning styles:
Success criteria and understand and Music and drawing Anecdotal notes:
Students can design a musical instrument using their describe how it makes (1.5) Are students using
understanding of how music is made. music knowledge of how
Introduction (O): Explain task: Design a musical music is made in their
instrument with unlimited resources. These designs Ensure ICT/You tube design?
will be modified and used to produce a class sculpture video is ready.
for the local councils recycling program, YouTube
video: Different types of instruments playing. (2.6)
(3.4) https://www.youtube.com/watch?v=sBnswtqD0Fg
(Schotteenbauer, 2014)
Body (G): Brainstorm: how music is made? Types of
instruments? What instruments are made of? Made:
Plucking/strumming, blowing, hitting. Made of: Plastic,
wood, metal etc.
Body (E): Students draw an instrument using their
understanding of instruments and music.
Conclusion (R): Students share designs with class.
Supervising teacher: Date:
Meghann Bailey 22231934 Southern Cross University

Appendix 1: Time Interactive white board

Meghann Bailey 22231934 Southern Cross University

References

Australian Institute for Teaching and School

Leadership. (2014). Australian Professional Standards for Teachers. Retrieved from http://www.aitsl.edu.au/australian-
professional-standards-for-teachers/standards/list

Ford0008. (2010, March 16). Features of a newspaper [web log post]. Retrieved from
http://www.slideshare.net/ford0008/features-of-a-newspaper
NSW Educational Standards Authority. (2006). NSW Creative Arts K-6 Syllabus. Retrieved from
http://educationstandards.nsw.edu.au/wps/ wcm/connect/c19a0ed2-4310-481d-ad6b-
a6acadad42b3/k6_creative_arts_syl.pdf?MOD=AJPERES&CACHEID=ROOTWORKSPACE-c19a0ed2-4310- 481d-ad6b-
a6acadad42b3-lzilpJk
Meghann Bailey 22231934 Southern Cross University

NSW Educational Standards Authority. (2014). NSW Mathematics K-10 Syllabus. Retrieved from
http://syllabus.nesa.nsw.edu.au /mathematics/mathematics-k10/
NSW Educational Standards Authority. (2015). NSW English K-10 Syllabus. Retrieved from
http://syllabus.nesa.nsw.edu.au/english/english-k10/
Schotteenbauer, M. (2014, September 17). Introduction to Western Musical Instruments: Sound Samples [video file].
Retrieved from https://www.youtube.com/watch?v=sBnswtqD0Fg