Key:

Standard 4.1

Standard 4.2
Artefact 3: EDFX310 Full day planner



Full Day 3: Wednesday 2nd December
8:45

Morning Duty

9:00 9:40

Mathematics Lines (shape)

Observation and
anecdotal notes:
Do students
understand
congruence?
Are students
able to identify
parallel lines?
Are students
able to identify
diagonal lines?

Resources:
Whiteboard,
markers,
Grid books,
Pencils,

Demonstrates 4.2 of managing classroom activities

by scaffolding new learning to ensure that students
understand the new information so that they will
be able to work independently on the task.

Also providing clear directions of what students
need to do in the task by writing it in dot points.

Learning Intention: Students will identify and describe different types of lines such as diagonal lines,
congruent lines and parallel lines and lines.

Tuning in: Celebrity head shapes

Student will be given a shape to guess. Student will need to ask questions using specific
language taught previously to try and guess what shape he/she has.
Scaffolding: Parallel lines, diagonal lines, lines of symmetry and congruent lines
Have students sit on the floor with their grid books so they can draw/write as they are
explained. Explain the different types of lines to students.
Parallel lines = Parallel lines never meet or touch. Lines are parallel lines if they are always the
same distance a part. Draw parallel lines and non-parallel lines on the board.
Which ones are parallel? Why do you say that?
Show students a few different shapes. Which of these have parallel
lines? Does a circle have parallel lines?
Congruent: Line segments are congruent if they have the same length. However, they do not
need to be parallel. Show students some shapes, Eg. Square = has congruent edges. Some
triangles are congruent too.
Have students stand up and have a little bit of a stretch.
Diagonal lines: Who can tell me what diagonal means?
A diagonal line is a straight line that can be put inside of a shape. It goes
from one corner/vertex to another (but not to an edge).
Show students a shape. How do you think we figure out how many diagonal
lines are in these shapes? Model drawing the lines in the shape to find out
how many there are.
Activity: Students are to go to their tables to answer these questions:
1. Draw a shape that has parallel lines. Write the amount of parallel lines.
2. Draw a shape that is congruent.
3. Choose a shape and find out how many
Demonstrates 4.1, by asking questions
diagonal lines it has.

through out the lesson to promote

student participation, along with
having students present what they
have done at the end of the lesson.

Closure:
Students can share what they have done.
Who can share the shape they drew for
parallel lines? How many parallel lines
does it have?
What congruent shapes did you draw?
Can someone share what shape they chose for the diagonal lines question? What did you
find?

9:40 10:20

Performing Arts

10:20 10:45

M athematics Lines of Symmetry

Are students
able to identify
the lines of
symmetry?
Do students
understand the
different
between
symmetry and
asymmetry?

Resources:
Whiteboard,
markers,
Grid books,
Pencils,
2D shapes on
paper

Learning Intention: Students will identify and describe lines of symmetry.

Tuning in:
What types of lines did we talk about this morning? What did we find?

Scaffolding:
Another line we can use with shapes are lines of symmetry. Who knows what symmetry is? In
our next shapes lesson we are going to go out in the garden and look for objects that have
symmetry; so it is important that everyone listens today.
Who can tell me what symmetrical means? Explain that symmetrical means that it is exactly the
same on each side. Remind students that on their pre-tests there was a question on this, and a
lot of them chose fruit as being symmetrical. Explain that fruit is almost always never
symmetrical because they can have different shapes and bumps everywhere.
Give some students a piece of paper that has been cut into a rectangle. Have students fold it
diagonally. Does folding it this way make it symmetrical? Explain that it is asymmetrical. What if
we fold it in half this way? Is it symmetrical now? How many different ways can you fold it so
that it is symmetrical?

Activity:
Students will be given different shapes made out of paper. They will need to find out how many lines of
symmetry the shape has.

Closure:
Have students share what
they found for each shape.
How many lines of symmetry
is there for a triangle, square,
pentagon, hexagon etc
Write these on the board.
What do we notice? Each
shape has the same amount
of lines of symmetry as its
edges.

Who had a circle? What did you notice about the lines of
symmetry? Explain that circles have an infinite amount of lines of
This demonstrates
symmetry.
4.2, by showing the

my ability to manage
transitions between
lessons.

Morning Tea
10:45 11:00
Break
11:00- 11:30

Have students pack up and get their morning tea.

Make sure that students have their aprons in the basket. Have two volunteers bring the basket down to
the kitchen during recess.
Meet students in the kitchen at 11:30

11:30- 1:30

Are students
able to find at
least 5 different
wow words?
Are students
able to think of
at least two
different
phrases?
Are students
able to split
their story up
into
paragraphs?
Can students
think of
sentence
openers?

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-

Learning Intention: Students will use teamwork as they work together in groups to make a meal.

Lunch
1:30 1:45
Break
1:45 2:30
2:30 3:20

Assessment:

Resources:

Big write seed

Writing fun
narrative
example
IWB
Narrative plan
sheets x 25
Pencils
Erasers
Large pieces of
poster paper
and texters.

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-
-
-
-

3:30
4:00 5:00

Interpersonal Development: Kitchen Garden

Students are to listen to Janes instructions about what will be happening in the kitchen today.
Take a group and assist them with creating a meal. Make sure to delegate jobs in the group and watch
students closely to make sure they are being safe with the tools they are using.

At 1:00 have students start setting up the table so that when all the food is ready the whole class can
eat the meal together along with the volunteers. After eating make sure that students put their plates
away and start cleaning up.
At the end of the lesson make sure that students fold up their aprons and put them in the tub/basket.
Have two volunteers take the basket up to the classroom on their way out to lunch.

Have students pack up and get their lunch

English: Literacy Big Write Talk

Learning Intention: Students will be creating a plan that will help them write a narrative for the Big
Write.

Tuning in:
Explain to students that today they will be making a plan for their Big Write that they will be doing on
Thursday. The big write will be a narrative. Has anyone talked about the Big Write at home? What did
you discuss?

Development/Scaffolding:
Show students the example narrative on writing fun, read it aloud and discuss its features.
-
Paragraphs, etc.
Then show students the Big Write, writing seed on The Magic Shoes.
Read through the seed and ask students for any ideas they might have ready. What are a few ideas
that we could write about for these shoes?
Explain that students must link the story back to the shoes. E.g. if they are writing a story about soccer,
It needs to be about the soccer shoes not soccer. We do not want a story about a football match or
soccer match, because they are boring. Especially if youre just saying And this person kicked the ball
like this etc. Its too much like a commentary. Make sure you relate it back to the shoes. Same for If
you are doing a fairy tail; it must be based around the shoes.

Go through the narrative plan sheet with students. What are some wow words we could use?
Write these words on a poster that will be displayed in the classroom.
What are some phrases we can use? E.g.
Write these words on a poster that will be displayed in the classroom.

What are some sentences openers we can use? Why do you think it is important to divide our
narrative into these paragraphs? Explain the use of each paragraph. E.g. Paragraph one introduces the
characters and setting.

Students will then need to plan their narratives. Teacher will conduct a roving conference as students
write.
Closure:
Who would like to share the wow words they are using?
What is a good opening sentence to use? Does anyone have an exciting one?
Who would like to share 1 paragraph Have students share a beginning paragraph, middle and end
paragraph.

Dismissal
Staff Meeting