Term 3 Planner 2011
Week
Literacy:
Writing
Reading
Week 1
Beg.
18/7/11
Reading
‘Making Connections’
Skill 3 – Compare and
Contrast (continued)
Revise what this skill
involves, e.g. looking
for similarities and
differences.
Year 4 – Text 3
“Bilbies and Tree
Kangaroos”
Year 3 – Text 3 “Above
and Below”
http://interactives.m
ped.org/view_interac
tive.aspx?id=656&titl
e= Venn diagram to
contrast animals
Writing
Focus: Recount
Years 3 & 4 – Revise
the structure of a
recount. Write about a
highlight of your
holidays.
Years 3 & 4 – Prewriting and planning
stage. Students
research a sporting
Literacy:
Spelling
Grammar
Spelling:
Year 3:
Morphemic – suffix
‘ly’, ‘lly’ and ‘ally’
Year 4:
Morphemic – suffix ‘al’
‘ial’
Meaning-on account
of related to, action
of
http://www.wordle.n
et/gallery eg
judicial, official,
commercial,
arrival, refusal,
aboriginal,
abdominal,
accidental,
additional, approval,
betrayal, hospital,
botanical,
bridal, carnival,
disposal,
environmental,
original,
Look in newspaper
and find as many
words ending in al
Numeracy:
Main Focus
Description
VELS
FRACTIONS/DECIMALS.
-Represent, find,
compare, order, and
add and subtract simple
fractions.
-½, ¼, 1/3,
-Use models
Numerators/Denominat
ors
*DON’T FOGET TO USE
MATHELETICS .
Develop fraction
notation and
compare simple
common fractions
such as 3 4 > 2 3
using physical
models. (Number)
Add and subtract
simple common
fractions with the
assistance of
physical models.
(Number)
Students test the
truth of
mathematical
statements and
generalisations. For
example, in:
number (which
shapes can be
easily used to show
fractions) (WM)
Integrated
Studies
Integrated:
Villains, Victims and Heroes
Pre test: What is a hero and
villain? (Further discussion
in distinguishing between a
hero,
unsung
hero,
celebrity...)
Devise
definitions and an extensive
list of types of heroes and
villains and examples of each
in a class collage/display.
Essential Questions: What is
a hero/heroine? Where do
hero/heroines come from?
What does a hero/heroine
elicit in you?
What is
individuality?
Extension Task:
Compare and contrast idols
and heroes (admiration vs.
heroism).
YCDI
Focus:
CONFIDENCE
Special
Events
What is
confidence?
How do we
measure
confidence?
Confident
behaviours vs.
non confident
behaviours.
EACH
CLASS TO
GO OUT
FOR
Exercise
20mins
DAILY
WHERE
POSSIBLE
You can do it
work
Yoga sun
salutations
(relaxation
music)
Run around
and freeze.
hero on the computer
(in preparation for the
excursion).
Oral Language
Circle Time – share an
adventure from your
holidays.
Podcast recording of
book review
Possible extension
activity
and ial
Grammar:
Sequential – writing
things in the correct
order.
http://www.workshee
tlibrary.com/subjects/l
anguagearts/writing/s
equential/lawritingseq
uential13a.pdf ie how
to brush teeth, ride a
bike ensure sequence
makes sense and is
correct
Tense – revise past,
present and future
http://www.learnengli
sh.de/grammar/tenset
ext.htm
Research
Note taking skills –
finding main ideas and
recording keys bits of
information
Note taking from hero
readings
Emphasize what is
own words and what
you want to quote
Week 2
Reading
‘Making Connections’
Skill 3 – Compare and
Contrast (continued)
Use guided readers &
supportive material.
Year 4 – “Island Life”
(Catching on to
Comprehension, pg.
29)
Year 3 –
Spelling:
Year 3:
PhonologicalDiphthongs; i.e.(i),
i.e.(e), y(i), y(e)
-Collecting data
-Creating surveys
-Tallying results
Year 4:
Morphemic – suffixes
‘eous’ ‘ious’ ‘ous’
Look up some words
Oral Language:
Share a highlight from
the excursion, and talk
for 1 minute about a
sporting hero that
inspires them.
Record and play back
for students-they can
see how they could
have improved ie
more info, louder
voice etc-write a
report/assess their
oral language pod cast
and add photos for a
digital recollection of
the excursion.
Writing
Years 3 & 4
Focus: Info report
Revise the structure of
a report. Students
write a report about a
sporting hero that
inspires them.
COLLECTING DATA
*DON’T FOGET TO USE
MATHELETICS .
Create a survey and give
to all year 4 students on
how they spend their
lunchtime or what sport
they play
Give examples of
surveys
Brain storm what the
children want to survey
and what the think
should be put on a
survey
Create a survey with 6
questions children work
in groups of 5 and
collect the data, enter it
on a spreadsheet,
represent data in many
ways, venn diagram etc,
look at numerical and
categorical data
Grammar:
Using connectives
They recognise
different types of
data: nonnumerical
(categories),
separate numbers
(discrete), or points
on an unbroken
number line
(continuous).
(MCD)
Sporting Task #1
In the shape of the sporting
event e.g. a football hero in
the shape of a football,
describe the hero and what
their
achievements
on
poetry form. Share Time Q:
Are athletes heroes?
Sporting Task #2
Create (list, draw…) an
ultimate ‘dream’ team e.g.
Olympic
team,
football
They use lists, Venn team…. Why have you
diagrams and grids selected the team? What
to show the
attributes do he/she/they
possible
possess?
combinations of
two attributes.
(structure)
They recognise
samples as subsets
of the population
under
consideration (for
example, pets
owned by class
members as a
subset of pets
owned by all
children).
(Structure)
construction of
lists, Venn
diagrams and grids
to be used for
recording
What are we
confident at?
Draw pictures to
show what we
are confident at.
Collect
data in a
physical
activity ie
how fast
we can run
around the
oval etc
Report structure-look
at printed reports in
many media formats.
text that presents
information about a
topic. It can be on
any topic, usually on
living or non-living
things.
The structure of an
information report is
as follows.
1) The title.
2) An opening
statement in the first
paragraph.
3) Subheadings.
4) Topic sentence.
5)A series of
paragraphs/sections
(mainly about
comparing and
contrasting)
6) Conclusion
It would be good if
there are pictures,
diagrams or
illustrations that can
be used to explain
the text better.
Punctuation
Word building –
conceptual language
e.g. Big bigger biggest
combinations of
two attributes
(Structure 2.75)
Week
3
Reading:
‘Making Connections’
Skill 3 – Compare and
Contrast
Year 4 – Text 4
Assessment tasks
“Two different life
cycles”
Year 3 – Text 4
Assessment tasks
“Sports Talk”
Writing
Focus: Info report
Publish their report on
their sporting hero.
Can use PowerPoint;
each create a slide,
then print off and
make a class book OR
create a brochure
about your sporting
hero using publisher.
Writing
Focus: shape poems –
(about a sporting
hero). See examples.
Word Wall
Create a word wall of
words from excursion
– vocabulary building
Spelling:
Year 3:
Phonetic
(dipthongs) – ‘ea’,
‘eer’, ‘ere’, ‘ier’,
‘ee’
Year 4:
Morphemic – ‘ice’,
‘ise’, ‘ive’
Be a Superhero
Differentiate and
brainstorm the
different
terminology you
would use for an
autobiography e.g.
I am….I possess…..
AND a biography
(ie. you write on
behalf of someone
else), e.g. he, she,
they….
Punctuation
Quotation/talking
marks
-when using direct
speech
Grammar
Proof reading and
editing. Identifying
mistakes and
correcting them.
GRAPHING
-Comparing data using
Venn diagrams
-Two way tables
-Karnaugh Maps
-Bar Graphs
-Column Graphs
-Picture Graphs
-Strip graphs
Examples of these types
of graphs
Create graphs from last
weeks surveyed data
*DON’T FOGET TO USE
MATHELETICS .
They use a column or
bar graph to display
the results of an
experiment (for
example, the
frequencies of
possible categories).
(MCD)
use a variety of
computer software
to create diagrams,
shapes, tessellations
and to organise and
present data. (WM)
Historical Task #1
Conduct
an
informal
debate/write
a
basic
exposition
about
a
famous/infamous
hero
about where they warrant
the title of hero e.g. Oprah
Winfrey
(media),
Muhammad Ali (historical
sport), Mother Theresa
(humanitarian),
Robin
Hood (stole from rich, gave
to poor), Anne Frank
(historical),
Lance
Armstrong (sport), Princess
Diana
(humanitarian),
Nelson Mandela (leader),
Stuart Diver (local hero),
Cathy
Freeman
(sportsperson), Steve Irwin
(animal hero)...
Historical Task #2
Construct a Timeline of a
chosen historical figure,
the impact on others,
culture, country...
Note: Encourage a class
study of a significant
historical hero e.g. Anne
Frank, Martin Luther King...
Look at internet time lines
Look at people in
the media and
how they portray
confidence.
Week
4
Reading
‘Making Connections’
Skill 5 – Cause & Effect
Introduce what this
skill involves, e.g. An
effect is what
happened, and a
cause is why it
happened.
Year 4 – Big Book
“Brisbane goes under
water”
Year 3 – Big Book
“Forgetful Sam”
(Can use diagnostic
assessment tasks- find
on CD Rom also)
Writing
Topic: Invitation
Focus Skill: proper
letter formation/RSVP
Write an invitation to
your parents inviting
them to the Science
Night.
Spelling:
Gr3 and 4
SA Spelling Test
and/or Strategic
Diagnostic Spelling
Administered
GRAPHING
-Comparing data using
Venn diagrams
-Two way tables
-Karnaugh Maps
-Bar Graphs
-Column Graphs
-Picture Graphs
-Strip graphs
*DON’T FOGET TO USE
MATHELETICS .
Grammar:
Common and
Proper Nouns –
capitalising the
appropriate ones.
Fairytale/Fictional Task #1
Brainstorm the different
characters in fairytales and
categorise
as
Heroes,
Villains and Victims.
Create a “Wanted Poster”
about why you consider
them a hero, villain or
victim.
Fairytale/fictional Task #2
Change the ending of a
fairytale/fictional
story
where the hero, villain,
victim change roles (Sliding
Door concept)?!
Why
would you change the
ending?
How do we feel
when we are not
confident? What
happens to our
breathing, do we
sweat, feel sick,
butterflies,
avoidance,
excuses etc?
Week
5
Reading
‘Making Connections’
Skill 5 – Cause & Effect
Year 4 – Text 1 “Fires
roar into Canberra”
Year 3 – Text 1 “A
Terrible Mess!”
Reading
Focus: the ways in
which authors present
good and bad
characters. Look at
fairy tales, e.g.
Cinderella, the true
story of the 3 little
pigs.
Writing
Focus: Narrative
Write your version of
a fairy tales ‘Fairy tales
with a twist’
Shrek
Focus Skill: developing
characters and
settings
Spelling:
Gr3
To make word
plural when it ends
in sh, ch; add es
MONEY AND CHANGE
-ADDITION
-SUBTRACTION
-ROUNDING WHOLE
NUMBERS
Gr4
Silent blends - gh,
wh, ph (f) and sch
*DON’T FOGET TO USE
MATHELETICS .
http://www.theteachers
corner.net/printableworksheets/make-yourown/moneyworksheets/moneyworksheet.php
Money games
Add and Subtract
money amounts up
to $10 (Number
2.50)
Superhero Task #1
Superhero Public Holiday
Brainstorm different super
heroes. Vote on a hero
that deserves a public
holiday in their name.
Why?
Name, title, date,
song/music, food, colours,
clothing…
Superhero Task #2 Be a
Superhero
Download student photos
in A4 size. Each child traces
their body onto a large
piece of paper and creates
a large representative of
themselves and their
special powers/abilities.
Extension:
Design a daily/weekly
menu for your chosen
superhero that will ensure
they can continue stay fit
and healthy. What foods
do you think they’ll need
and why?
Ways to
overcome these
feelings.
Breathing
strategies. Box
method or 5-3-5
breathing
technique.
Week
6
Reading
‘Making Connections’
Skill 5 – Cause & Effect
Year 4 – Text 2
“Cyclone Tracey
destroys Darwin”
Year 3 – Text 2
“Celebrating Australia
Day”
Spelling:
Gr3
When word end
with f change f to v
and plural suffix
Gr4 When a word
ends in y change y
to ’i’ before adding
ly
CALENDERS AND
TIMETABLES
-Reading and creating
timetables
-Examining and creating
calendars
-Schedules
Calendar/timetable work
Writing
Focus: Narrative
Using a 2011
shortlisted book
(featured in Book
week) and change the
ending.
*DON’T FOGET TO USE
MATHELETICS
interpret
timetables and
calendars in
relation to familiar
events (MCD)
Media Heroes Task: (TV,
Media…)
Indiana Jones, Robin Hood, Positive self talk
Luke Sky Walker, Zorro…
for developing
Vs Darth Vader, Wicked confidence.
Witch,
Shark
(JAWS),
Correlia DeVille…Compare
different characters in
movies/TV in relation to
being a hero, villain, victim
etc…How
are
they
portrayed?
Costume,
voice, setting, where they
live etc… (Extend. Readers
Theatre)
‘The
Arts’
Task:
(Theatre/Dramatic Arts)
Task:
Explore the concept of
Theatre/Musicals and the
heroes, villains and victims
that connect the storyline
together, e.g. Shakespeare,
Wizard of Oz (Wicked), Lion
King, and Disney of Ice....
‘The Arts’ Task: (Visual
Arts)
Using the National Art
Gallery, State Library... as
stimulus, explore an area
of interest, e.g.
· Heroes in Aboriginal
Culture
represent
in
paintings, sculptures etc...
(connection to Term 3
Unit)
· Sidney Nolan-Australian
History and the unsung
heroes...
· Ned Kelly exhibition;
impact of the Kelly gang...
· (Extension: Unit 5, Kelly
Captured)
Week
7
Reading
‘Making Connections’
Skill 5 – Cause & Effect
Use the guided
readers during literacy
groups to reinforce
this skill.
Other supportive
material if wanted
Year 4 – “Optical
Illusions” (Catching on
to Comprehension, pg.
21)
Year 3 – “School of the
air” (Catching on to
Comprehension, pg.
33)
Writing
Focus: cinquain poem
About literacy and
numeracy week (see
example)
Week
8
Reading
‘Making Connections’
Skill 5 – Cause & Effect
Year 4 – Assessment
task “The Sleeping
Spelling:
Gr3
Etymological (con)
Gr4
Etymological-root
words
Grammar
Understanding
word groupings;
what a
noun/verb/adjectiv
e is. Match name
with definition.
CALENDERS AND
TIMETABLES
-Reading and creating
timetables
-Examining and creating
calendars
-Schedules
interpret
timetables and
calendars in
relation to familiar
events (MCD)
*DON’T FOGET TO USE
MATHLETICS .
Thinking
Tie in de Bono
thinking hats
(blue=opinion and
red=emotion)
Spelling:
Gr3
When a word ends
in ic add al before
adding ly
CHANCE AND PROBABILITY
-Using spinners/dice/coin
toss
-More likely / less likely
Compare the
likelihood of
everyday events
(for example, the
chances of rain
Nomination/Award Night:
Friday 20th November
Write nominations for a
Major Award night e.g.
Nastiest villain, damsel in
distress.
Prepare a speech of
acceptance in preparation
of winning the award.
Design an award/certificate
etc… for Nomination Night.
HERO AWARDS NIGHT:
Students dress up as their
hero for Hero Night.
Ostrich Approach
vs. facing your
fears. Which one
is more
beneficial?
Post Test/Open Ended
Assessment
In a group, create a
calendar for 2010. Choose
12 heroes and research
their date of birth/creation,
death, significant event...
Draw a representation of
the chosen hero, include
captions, explanations...
Extension
Task/Assessment:
Categorise types of heroes
and provide examples for
each category. e.g. MediaOprah Winfrey.
Tool(s): fish bone.
MATERIAL WORLD
Session 1
Fanciful fiction
Identify an area
• use a narrative and
at school you are
discussion
not confident at
Giant Awakes – A true
story”
Year 3 – Assessment
task “Splat!”
Gr4
Etymological-root
words
Writing
Focus: Procedure
Year 4 (Steph &
Shaun) – write a
procedure for a Camp
activity, e.g. Archery
Grammar:
Verbs at the
beginning of each
instruction (action
verbs and adverbs)
Year 4 (Jason &
Poppy) - Write a
procedure for the
‘Materials’ unit
activity –
“Leak, soak or repel”
Write up a procedure
for this unit
Year 3 – On how to
play.... (based on a
sport from MCG)
events
-Even/Certain/Probably/No
Chance events
-Possible/impossible
-Fair/unfair
-1in two chance
-50-50 chance
*DON’T FOGET TO USE
MATHELETICS .
and snow). They
describe the
fairness of events
in qualitative
terms. They plan
and conduct
chance
experiments (for
example, using
colours on a
spinner) and
display the results
of these
experiments
(MCD)
They list all
possible outcomes
of a simple chance
event.(Structure)
comparison of the
likelihood of
everyday events
and linking of
events with
statements about
how likely they are
to occur (MCD
2.75)
investigation of
the fairness of
events such as
gambling and
games through
experimentation
(MCD 2.75)
to explore the relationship
between properties of
materials
and their uses
• construct a snapshot of
what
they know about the
properties
of materials and their uses.
Use powerpoint as a pop
quiz to guess what the
materials might be
Session 2
Gripping gloves
• identify the uses of
different gloves
• explore the materials
used to
make different types of
gloves.
Plan this unit and get an
assortment of gloves
together to compare
materials and usages
and develop
strategies to work
on improving this
over the next
week.
Week
9
Reading
Revise all skills taught
so far (Sequencing,
Main Idea, Compare
and Contrast, Cause &
Effect). Spend time on
any weak areas that
are required.
Spelling:
Gr3
Morphological
(mnemonics)
Gr4
Morphological
(mnemonics)
Grammar:
Writing
Focus: Procedure
Year 3 & Year 4
Write a procedure for
the ‘Materials’ unit
activity –
“Leak, soak or repel”
Year 4 – write a
procedure for a Camp
activity, e.g. Archery
(Jason & Poppy’s
grade).
CHANCE AND PROBABILITY
cont.
-Using spinners/dice/coin
toss
-More likely / less likely
events
-Even/Certain/Probably/No
Chance events
-Possible/impossible
-Fair/unfair
-1in two chance
-50-50 chance
*DON’T FOGET TO USE
MATHELETICS .
compare the
likelihood of
everyday events
(for example, the
chances of rain
and snow). They
describe the
fairness of events
in qualitative
terms. They plan
and conduct
chance
experiments (for
example, using
colours on a
spinner) and
display the results
of these
experiments
(MCD)
Session 1
That’s not fair!
• consider the ‘fairness’ of
a
dress-up relay
• record their ideas about
fair
testing in their science
journals.
Session 2
Rot or remain?
• make predictions about
decomposition of materials
• investigate the
decomposition
of materials showing an
awareness of the need for
fair
testing.
Write up this unit
They list all
possible outcomes
of a simple chance
event.(Structure)
comparison of the
likelihood of
everyday events
and linking of
events with
statements about
how likely they are
to occur (MCD
2.75)
investigation of
the fairness of
Discuss how you
have worked to
improve your
confidence in the
identified area.
Have you noticed
a difference?
events such as
gambling and
games through
experimentation
(MCD 2.75)
Week
10
Reading
Revise all skills taught
so far (Sequencing,
Main Idea, Compare
and Contrast, Cause &
Effect). Spend time on
any weak areas that
are required.
Writing
Focus: Diamante
poem
(poem about football).
See examples.
Spelling:
Gr3
TERM REVIEW
Grammar:
Nouns
Adjectives
*DON’T FOGET TO USE
‘ing’ words: suffixes MATHELETICS .
Synonyms/antony
ms
Punctuation
Lesson 3
Leak, soak or
repel?
• explore the absorbency
of
materials
• conduct a fair test about
absorbency.
Write up these units
Lesson 4
Snap, tear or
stretch?
• explore the tensile
strength of
materials
• plan and conduct a fair
test of
tensile strength of
materials
• record results in a table
and
interpret findings
Lesson 10: