LITERACY Pre service Teachers Name: Laura Abalo Mentor Teachers Name: Robyn Roulston School: Thorpdale Primary

School Year level (P-6): 2/3 AusVELS Level (F-6): 2/3 Lesson Title: Adjectives writing lesson Lesson Duration: 30 minutes Lesson Time and Date: Tuesday 30/04/13- 10:10-10:40 Lesson Aims At this end of this lesson, students will...(learn, think, do, feel) Students will consolidate their knowledge and understanding of adjectives for adding description. Students will be able to successfully circle and underline adjectives and nouns in a worksheet (Grade 2) Students will explore interesting adjectives, before incorporating them into their own writing (Grade 3).

Learning Outcomes (use appropriate curriculum framework) AusVELS Strands Domain/s Dimension/s Physical, Personal and Social Learning Discipline-based English Language (Writing) Learning

Standard/s

Level 2- understand that nouns represent people, places, things and ideas and can be for example, common, proper, concrete or abstract, and that nouns groups/phrases can be expanded using articles and adjectives. Understand how texts are made cohesive through resources, for example word association, synonyms and antonyms. Identify language that can be used for appreciating texts and the qualities of people and things. Level 3- students chose vocabulary appropriate to the purpose and context of their writing.

Literacy (Writing)

Level 2- write legibly and with growing fluency using unjoined upper case and lower case letters.

Level 3- write using joined letters that are clearly formed and consistent in size.
Interdisciplinary Learning Childrens Prior Learning (what do the children already know/what have they covered?) The children have been learning about adjectives as part of their word study lessons. Yesterdays lesson focused on sensory adjectives, and today we will be focusing on identifying adjectives and nouns.

Teaching Skill Development (What do you want to develop as a teacher?) I want to practice using the interactive whiteboard, which I have never used before.

Teaching and Learning Preparation (resources etc) Interactive whiteboard- picture of dog, cat and ducks with corresponding sentences. Adjectives worksheets

Session Structure Lesson Phase Orientation /Introduction How best to motivate and explain the importance of this lesson? This should be for about 5 minutes with links to prior learning or experiences. Teaching strategy/Learning Activities What will support the students to learn the concepts you are trying to teach and to reach the learning outcomes? How will you cater for a diversity of learning needs? Show pictures on interactive whiteboard. Ask for some adjectives. Next, go through each sentence- reminding children of focus on nouns and the adjectives which describe it. Pick volunteer to come up and underline nouns in first sentence, then circle adjectives. (10 mins) Grade 2s to go with Mrs. Roulston to complete worksheet, identifying the noun and the corresponding adjectives. Teacher to run through worksheet with Grade 3s- teacher to invite children to move back to desks, to complete worksheets. Adding adjectives to sentences to add more description. Teacher to monitor childrens work, offering advice and suggestions. Conclusion /Closure Lesson to begin with whole class focus on floor. Following on from yesterdays lesson (Point to list of many words they were able to think of), we will be continuing our work on adjectives. Today we will be practicing identifying the nouns and adjectives in sentences. (3 mins)

How will you capture the main ideas of the lesson? Recap/revision etc. Assessment Strategies What are the assessment strategies used throughout this lesson? These should be closely aligned to your lesson aims. How you will you record student learning outcomes?

Teacher to invite children to share some interesting sentences they have created. Children to paste sheet in workbook and get ready for next activity.

Worksheets will be collected and marked focusing on correct identification of adjectives (Grade 2), and creative use of adjectives (Grade 3).

NUMERACY Pre service Teachers Name: Laura Abalo Mentor Teachers Name: Robyn Roulston School: Thorpdale Primary School Year level (P-6): 2 AusVELS Level (F-6): 2 Lesson Title: Place value Lesson Duration: 1 hour Lesson Time and Date: Tuesday 30/04/13- 11:20-12:20 Lesson Aims At this end of this lesson, students will...(learn, think, do, feel) Students will use MAB blocks to build numbers with hundreds, tens and ones. Students will learn that each place- has a value, and this changes depending what position that number is in. Students will practice addition in adding up hundreds, tens and ones.

Learning Outcomes (use appropriate curriculum framework) AusVELS Strands Domain/s Dimension/s Physical, Personal and Social Learning Discipline-based Maths Number and Algebra Learning

Standard/s

Level 2- Group, partition and

rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting

Interdisciplinary Learning Childrens Prior Learning (what do the children already know/what have they covered?) The children have previously worked with the MAB blocks, and have been introduced to the concept of place value.

Teaching Skill Development (What do you want to develop as a teacher?) I want to explore using the MAB blocks to teach place value.

Teaching and Learning Preparation (resources etc) MAB blocks. Place value worksheets. Pair of dice Session Structure Lesson Phase Orientation /Introduction How best to motivate and explain the importance of this lesson? This should be for about 5 minutes with links to prior learning or experiences. Teaching strategy/Learning Activities What will support the students to learn the concepts you are trying to teach and to reach the learning outcomes? How will you cater for a diversity of learning needs? Teacher to allow students to play with blocks for five minutes Beau, Ellie- worksheet 1. We will create numbers with blocks, then divide this into tens and ones. Lachlan, Joe and Melinda- worksheet 2. Lesson to begin with whole group focus on floor. Introduce concept of place value- and see whether students remember what this is.

Game- racing with base ten blocks Objective- to develop students understanding of regrouping for addition or subtraction using base ten blocks Materials- base ten blocks, place-value mat for each player, one pair of dice I will be the banker How to play- Players take turns rolling the dice, adding the numbers on the tops of the two dice, and then asking the banker for that number of units. For example, if you roll a 4 and 5, ask for 9 ones. Place the pieces on your place value mat. You may never have 10 or more pieces in any section of the place value mat. Whenever you can, you must trade ones for a ten, or tens for a hundred. When all the trading is complete, it is the next players turn to roll the dice, collect ones and trade pieces. The first player to trade up to one hundred is the winner.

Conclusion /Closure How will you capture the main ideas of the lesson? Recap/revision etc. Assessment Strategies What are the assessment strategies used throughout this lesson? These should be closely aligned to your lesson aims. How you will you record student learning outcomes? I will monitor students work as they progress, and collect worksheets to mark the answers. I will speak with Mrs. Roulston regarding their progress and any concerns. Recap the main idea of place value- and do an example, using the same numbers but in different spots to summarise the idea of each place being worth a value.

SPORT
Pre service Teachers Name: Laura Abalo Mentor Teachers Name: Robyn Roulston School: Thorpdale Primary School Year level (P-6): 2/3 AusVELS Level (F-6): 2/3 Lesson Title: Sport- Captain Ball and Tunnel Ball Lesson Duration: 45 mins Lesson Time and Date: Monday 29/04/13- 1:15pm- 2:00pm Lesson Aims At this end of this lesson, students will...(learn, think, do, feel) Students will practice the motor skills of running, skipping, hopping and throwing. Students will work co-operatively in a team. Students will engage in physical activity to feel fit and healthy.

Learning Outcomes (use appropriate curriculum framework) AusVELS Strands Domain/s Dimension/s Physical, Health and Physical Movement and Physical Personal and Education Activity Social Learning

Standard/s Level 2- Students demonstrate basic motor skills and some more complex skills. They combine motor skills and movement patterns during individual and group activities. They demonstrate control when participating in locomotor activities requiring change of speed, direction and level. They use equipment and space safely. Level 3- students are working

towards level 4 standards. They perform a broad range of motor skills. They participate regularly in physical activities for the purpose of improving skill and health. They work with others to achieve goals in co-operative and competitive sporting and games situations. Students follow safety principles in games and activities. Level 2- students work in teams in assigned roles, stay on task and complete structured activities within set timeframes. They share resources fairly. Level 3- students are working towards level 4 standards. Students co-operate with others in teams for agreed purposes, taking roles and following guidelines established within the task. Discipline-based Learning Interdisciplinary Learning

Interpersonal Development

Working in teams

Childrens Prior Learning (what do the children already know/what have they covered?) The children engage in weekly PE lessons (taken by the principal Mr. Nicholas) and also have informal sport (taken by their classroom teacher) approximately once a week. The children regularly participate in a range of warm-up activities, as well as team sports.

Teaching Skill Development (What do you want to develop as a teacher?) In this session I wish to develop the skill of projecting my voice loudly and using my whistle when appropriate, to gather the students attention.

Teaching and Learning Preparation (resources etc) Hall Whistle Two soft balls

Session Structure Lesson Phase Orientation /Introduction

Lesson to begin with whole class warm-up. Laps around gym. (2 mins) How best to motivate and explain the importance of this lesson? This should be for about 5 minutes with links to prior learning or experiences. Warm-up game of Paper, Scissors, Rock (5 mins) Teacher to explain the exercise and corresponding positions. Students to run, skip, hop or walk around gym, as instructed and teacher to blow whistle and announce freezing position of Paper, Scissors or Rock.

Teacher to explain Tunnel Ball and ask if students have played before. Teacher to pick students to demonstrate game to others. What will support the students Teacher to divide students into two teams, with a captain. Students to line up accordingly, and play game- roll ball between legs, to learn the concepts you are trying to teach and to reach the with the last person to pick up the ball and run to the front of the line. Team to shuffle back. Repeat until captain back at front of line. learning outcomes? How will you cater for a diversity of Repeat with team members more spread out (10 mins) learning needs? If time permits, teacher to explain Captain Ball. (10 mins) Captain throws ball to front team member who catches the ball and runs around the team back to their spot; they then throw the ball back to the captain and sit down. Captain repeats throwing to each player. Conclusion /Closure How will you capture the main ideas of the lesson? Recap/revision etc. Teacher to provide feedback on teamwork/skills. Encourage feedback on session from students. Balls to be collected and put away. Students reminded to walk quietly back to classroom and prepare for silent reading.

Teaching strategy/Learning Activities

Assessment Strategies What are the assessment strategies used throughout this lesson? These should be closely aligned to your lesson aims. How you will you record student learning outcomes? Observation of student participation and skills when completing activities. Any concerns regarding safety or otherwise to be communicated to Mrs. Roulston.

Needs Improvement

Progressing

Achieving Well

ART
Pre service Teachers Name: Laura Abalo Mentor Teachers Name: Robyn Roulston School: Thorpdale Primary School Year level (P-6): 2/3 AusVELS Level (F-6): 2/3 Lesson Title: Autumn leaf art Lesson Duration: 1 hour Lesson Time and Date: Tuesday 07/05/13 1:10-2:10 Lesson Aims At this end of this lesson, students will...(learn, think, do, feel) Students will learn that leaves, or other items from nature can be used to create artworks. Students will create a collage using autumn leaves, and their own drawings of animals, people or flowers. Students will appreciate the beauty of autumn nature; especially coloured autumn leaves.

Learning Outcomes (use appropriate curriculum framework) AusVELS Strands Domain/s Dimension/s Physical, Personal and Social Learning Discipline-based The Arts Creating and Making Learning

Standard/s

Level 2- students create and present visual arts works that show emerging arts knowledge and an ability to plan arts works that communicate ideas, concepts, observations, feelings and expressions. They demonstrate an emerging ability to select, arrange and make choices about expressive ways of using arts elements, principles and/or conventions. They use skills, techniques, processes, media, materials, equipment and technologies in a range of arts forms. They identify, describe and discuss characteristics of their own and others arts works. Level 3- students are working towards the level 4 standards. Students create and presents

works in a range of arts forms that communicate experiences, ideas, concepts, observations and feelings. They select and combine a range of arts elements, principles and/or conventions, and use a range of skills, techniques and processes, media, materials, equipment and technology.

Interdisciplinary Learning Childrens Prior Learning (what do the children already know/what have they covered?) Children have regular (weekly) art lessons. There are numerous autumns leaves around the schoolyard, which the children will have noticed.

Teaching Skill Development (What do you want to develop as a teacher Today, we will be taking the children for a walk around the schoolyard/park to collect leaves, and I want to develop skills in supervising children whilst on a semi-excursion. Teaching and Learning Preparation (resources etc) Variety of autumn leaves Examples of autumn leaf art A4 white paper PVA glue Paintbrushes Newspaper to cover desks Pens/pencils

Session Structure Lesson Phase Orientation /Introduction How best to motivate and explain the importance of this lesson? This should be for about 5 minutes with links to prior learning or experiences. Teaching strategy/Learning Activities We will either go to the park, or walk around the schoolyard to collect Teacher to explain that today we will be doing an art lesson with autumn leaves. Discuss whether all trees drop their leaves; deciduous v. evergreen trees. Discuss that autumn leaves come in all different colours and shapes. Introduce that they will be collecting a variety of leaves for their artworks.

What will support the students to learn the concepts you are trying to teach and to reach the learning outcomes? How will you cater for a diversity of learning needs?

various autumn leaves. Once we are back in the classroom, explain what the task is. Teacher to show examples, and provide copies for the children to use as a guide. Workstations to be set up, and children shown how they will create their collage. I have printed a template for those who wish to do a hedgehog, otherwise children are free to create their own designs. Remind children not to use too much glue.

Conclusion /Closure How will you capture the main ideas of the lesson? Recap/revision etc. Assessment Strategies What are the assessment strategies used throughout this lesson? These should be closely aligned to your lesson aims. How you will you record student learning outcomes? Teacher to observe children creating their autumn art, and provide suggestions and feedback for improvements or ideas. Teacher to ask children questions about their artworks- techniques, characteristics. Teacher to ask children to pack away, clean up their workspace and place their artwork to dry. Ask children to share artwork.