2019 PPD
08/18/2019 - 08/24/2019
Miss. Raven
Monday
08/19/2019
Morning routine 8:30am -
8:45am
Week 5 - Term 3
Days Preparation:
Routine:
-Families enter classroom,
-students put water bottle on to
tray,
-put name tag on and find an
table top activity to play
Morning mat session 8:45am - Morning mat session 8:45am - Morning mat session 8:45am - Morning mat session 8:45am - Morning mat session 8:45am -
9:00am
- Ring bell and warn students
there is one minute until mat
time
Morning mat circle routine:
• Greeting,
• choose star of the week
(names are in glass jar)
• attendance (students stand • attendance (students stand • attendance (students stand • attendance (students stand • attendance (students stand
up and star help walks
around tapping students on
the head for them to sit
down while everyone is
counting),
• calendar (star of the week
helps with the calendar that
is behind the whiteboard
trolley - if they dont know
they can choose another
student for help)
• weather (star help goes
outside while everyone
counts to 10)
• & prayer
Tuesday Wednesday Thursday Friday
08/20/2019 08/21/2019 08/22/2019 08/23/2019
Morning routine 8:30am - Morning routine 8:30am - Morning routine 8:30am - Morning routine 8:30am -
8:45am 8:45am 8:45am 8:45am
Week 5 - Term 3 Week 5 - Term 3 Week 5 - Term 3 Week 5 - Term 3
Days Preparation: Days Preparation: Days Preparation: Days Preparation:
Routine: Routine: Routine: Routine:
-Families enter classroom, -Families enter classroom, -Families enter classroom, -Families enter classroom,
-students put water bottle on to -students put water bottle on to -students put water bottle on to -students put water bottle on to
tray, tray, tray, tray,
-put name tag on and find an -put name tag on and find an -put name tag on and find an -put name tag on and find an
table top activity to play table top activity to play table top activity to play table top activity to play
9:00am 9:00am 9:00am 9:00am
- Ring bell and warn students - Ring bell and warn students - Ring bell and warn students - Ring bell and warn students
there is one minute until mat there is one minute until mat there is one minute until mat there is one minute until mat
time time time time
Morning mat circle routine: Morning mat circle routine: Morning mat circle routine: Morning mat circle routine:
• Greeting, • Greeting, • Greeting, • Greeting,
• choose star of the week • choose star of the week • choose star of the week • choose star of the week
(names are in glass jar) (names are in glass jar) (names are in glass jar) (names are in glass jar)
up and star help walks up and star help walks up and star help walks up and star help walks
around tapping students on around tapping students on around tapping students on around tapping students on
the head for them to sit the head for them to sit the head for them to sit the head for them to sit
down while everyone is down while everyone is down while everyone is down while everyone is
counting), counting), counting), counting),
• calendar (star of the week • calendar (star of the week • calendar (star of the week • calendar (star of the week
helps with the calendar that helps with the calendar that helps with the calendar that helps with the calendar that
is behind the whiteboard is behind the whiteboard is behind the whiteboard is behind the whiteboard
trolley - if they dont know trolley - if they dont know trolley - if they dont know trolley - if they dont know
they can choose another they can choose another they can choose another they can choose another
student for help) student for help) student for help) student for help)
• weather (star help goes • weather (star help goes • weather (star help goes • weather (star help goes
outside while everyone outside while everyone outside while everyone outside while everyone
counts to 10) counts to 10) counts to 10) counts to 10)
• & prayer • & prayer • & prayer • & prayer
Page 1 of 16 Week View
2019 PPD
08/18/2019 - 08/24/2019
Miss. Raven

-Review class rules: whole -Review class rules: whole -Review class rules: whole -Review class rules: whole -Review class rules: whole
body listening, hands up to body listening, hands up to body listening, hands up to body listening, hands up to body listening, hands up to
speak etc speak etc speak etc speak etc speak etc
-Introduce positive behaviour -Introduce positive behaviour -Introduce positive behaviour -Introduce positive behaviour -Introduce positive behaviour
technique: stickers for those technique: stickers for those technique: stickers for those technique: stickers for those technique: stickers for those
who are listening who are listening who are listening who are listening who are listening
Standards Standards Standards Standards Standards
ACELY.1784 Use interaction ACELY.1784 Use interaction ACELY.1784 Use interaction ACELY.1784 Use interaction ACELY.1784 Use interaction
skills including listening while skills including listening while skills including listening while skills including listening while skills including listening while
others speak, using appropriate others speak, using appropriate others speak, using appropriate others speak, using appropriate others speak, using appropriate
voice levels, articulation and voice levels, articulation and voice levels, articulation and voice levels, articulation and voice levels, articulation and
body language, gestures and body language, gestures and body language, gestures and body language, gestures and body language, gestures and
eye contact eye contact eye contact eye contact eye contact
Literacy mat session 9:00am - Literacy mat session 9:00am - Literacy mat session 9:00am - Literacy mat session 9:00am - Literacy mat session 9:00am -
9:30am 9:30am 9:30am 9:30am 9:30am
Morning intervention: Morning intervention: Morning intervention: Morning intervention: Whole class writing time.
Kate- 5 minutes of reading with Kate- 5 minutes of reading with Kate- Loclan: 5 minutes of Kate- 5 minutes of reading with Students sit at tables in groups
Loclan. Focus on segmenting Loclan. Focus on segmenting reading with Loclan. Focus on Loclan. Focus on segmenting Choose 5 letters that need
and blending the words. (At the and blending the words. (At the segmenting and blending the and blending the words. (At the working on
moment he is able to sound out moment he is able to sound out words. (At the moment he is moment he is able to sound out Write up on the board, have
the words however, moves the words however, moves able to sound out the words the words however, moves students trace in air with finger
onto the next word without onto the next word without however, moves onto the next onto the next word without saying the correct directions
reading the last word). reading the last word). word without reading the last reading the last word). students have a go at writing
Dandelion Books - Level 1D: Dandelion Books - Level 1D: word). Dandelion Books - Level Dandelion Books - Level 1D: that letter 5 times on a piece of
Move on to the next level when Move on to the next level when 1D: Move on to the next level Move on to the next level when paper
mastered a book. mastered a book. when mastered a book. mastered a book. Teachers walk around
Parker: Case management Parker: Case management Parker: Case management watching
Phonics: intervention strategy - Direct intervention strategy - Direct intervention strategy - Direct Repeat with different letters
- Revise previous sounds: all Instruction Intensive One-one Instruction Intensive One-one Instruction Intensive One-one
single sounds and digraphs program daily (5 min) program daily (5 min) program daily (5 min) Lesson Goals
(sh,th,ch,ck,qu) (Letter ID: Kate to follow up (Letter ID: Kate to follow up (Letter ID: Kate to follow up Students are learning to form
- Introduce blend: gl & st intensive letter ID – Debra Bunter: intensive letter ID – Debra Bunter: intensive letter ID – Debra Bunter: letters correctly
-Introduce each sound
Direct Instruction Program) Direct Instruction Program) Direct Instruction Program)
individually. Students sound
them out Sherie: Fine motor/ Letter I.D/ Phonics:
-Explain that when they are put Phonics: Revise st and gl sound
Initial sound work:
together, it creates a new Revise gl and st sound
Create an anchor chart of gl Parker, Mackenzie, Makai, Quickly Revise 'gl and st'
sound.
-Introduce sound and have all and st words Loclan & Bentley - Fine motor tongue twister for tomorrows
students say it at the same time Put up fl words/pictures on the work phonics lesson
- tricky words revision: has, board, and guide students as Practice the CVC word 'en'

Page 2 of 16 Week View

2019 PPD
Miss. Raven
and, my, was, to, be
Introduce: then and said
Reading:
Big book - 'Another Mother'
Focus on prediction and the
who, what, where & why
LI: Students are learning to
identify the who is an authors
writing
Hand writing:
Daily weather journal.
Weather will indicate what
needs to be included each day
Student helper incharge of
writing
Other students tick of learning
intention and success criteria
check list
LI: Students are learning to
write good sentences
they pronounce such as flood
flu flower fly float flat
Puts up pictures of the above gl
and st words.
Quickly introduce 'gl' tongue
twister for tomorrows phonics
lesson
LI: Students will be able to hear
and identify words that begin
with the /gl/ sound.
- tricky words revision: has,
and, my, was, to, be && then
and said
Reading:
Big book - Another mother
Focus on prediction and the
who, what, where & why
LI: Students are learning to
identify the who is an authors
writing
Hand writing:
Daily weather journal.
Weather will indicate what
needs to be included each day
Student helper incharge of
writing
Other students tick of learning
intention and success criteria
check list
LI: Students are learning to
write good sentences
Parker, Mackenzie, Makai,
Mikayla, Brooklyn, Tommi
- Letter I.D/ Initial sound work
Phonics:
Review gl and st family words
anchor chart
-Practice writing gl and st
sound on students hand, in the
air and on ground (go through
easy hand writing prompts)
-Place 6 picture cards on board
- choose students to come and
pick cards that start with the
sound ee to go on the oo word
family anchor chart.
-Students to listen and repeat a
tongue twister:
Instruct students to identify
words in the tongue twister that
have the /gl/ sound at the
beginning.
Pair and share
LI: Students are learning to
identify and write the gl and st
blend
Reading:
Big book - How Another
Mother
Read big book
Focus on retelling events in
order and adding details -
comprehension
Students are learning to retell
tell events from a story
Hand writing:
Introduce daily weather journal.
Weather will indicate what
needs to be included each day
Page 3 of 16
08/18/2019 - 08/24/2019
family
Have different students stand
up on the spot and word clap
the word - they then write on
their own white board
LI: Students will be able to hear
and identify sounds in CVC
words.
Reading:
Big book - another mother
Read big book
Focus on retelling events in
order and adding details -
comprehension
Students are learning to retell
tell events from a story
Chose students to re-enact the
story as a play
Hand writing:
Introduce daily weather journal.
Weather will indicate what
needs to be included each day
Student helper incharge of
writing
Other students tick of learning
intention and success criteria
check list
LI: Students are learning to
write good sentences
Week View
2019 PPD
08/18/2019 - 08/24/2019
Miss. Raven

Student helper incharge of

Literacy Group 1 - Joli, Charlee, Literacy Group 1 - Joli, Charlee, Literacy Group 1 - Joli, Charlee,
Reef, Garry, Harrison, Noah
9:30am - 10:00am
Maddy
guided reading
Dandelion book differentiated
levels
Predict story
Read the story together
Discuss pictures on the page
Each student has a turn at
decoding different pages
Point out tricky words, blends, - What
digraphs etc
Focus on pointing at each
word when reading, decoding Students are learning how
and then going back and
reading with fluency
Differentiated levels:
Group1: Level 4/5
Group 2: Level 3
Group 3: level 2
Group 1: Level 1
Lesson Goals
Students are learning to
decode words
writing
Other students tick of learning
intention and success criteria
check list
LI: Students are learning to
write good sentences
Literacy Group 1 - Joli, Charlee, Literacy Group 1 - Joli, Charlee,
Reef, Garry, Harrison, Noah Reef, Garry, Harrison, Noah Reef, Garry, Harrison, Noah Reef, Garry, Harrison, Noah
9:30am - 10:00am 9:30am - 10:00am 9:30am - 10:00am 9:30am - 10:00am
Kate Independent Independent Focus groups as determined by
Weather assessment (rubric) b & d reversal Rich Task - Free writing small group work Monday -
Students draw themselves in Children practice differentiating Students are provided with a Thursday
three different types of weather between the letter b and d and variety of different pictures at
we experience in Geraldton the letter p and q by using the writing/drawing learning Maddy
Scribe students answers to the clothes pegs to clip the correct centres Recount writing work
following questions: match or laminate the cards They are able to choose which Focused on writing more and
- What type of clothes do you and add some whiteboard ever picture they like and write more detail
where in this weather? markers to practice writing anything they like
activities do you do? each letter. At the end students need to be
- Describe the conditions: Lesson Goals able to share their piece of
Lesson Goals work with the class
Students are learning to tell the
difference between b & d Lesson Goals
seasonal changes in our Students are learning to
environment affect our become confident in their
everyday life writing
Standards
ACSS.U004 Daily and
seasonal changes in our
environment affect everyday
life
ACSI.S014 Pose and respond
to questions about familiar
objects and events
ACSI.S011 Participate in
guided investigations and make
observations using the senses
ACSI.S233 Engage in
discussions about observations

Page 4 of 16 Week View

2019 PPD
Miss. Raven
and represent ideas
Literacy Group 2 - Ilana, Literacy Group 2 - Ilana,
Loclan, Carter, Bentley, Loclan, Carter, Bentley,
Mikayla 9:30am - 10:00am Mikayla 9:30am - 10:00am
Independent Maddy
Rich Task - Free writing guided reading
Students are provided with a Dandelion book differentiated
variety of different pictures at levels
the writing/drawing learning Predict story
centres Read the story together
They are able to choose which Discuss pictures on the page
ever picture they like and write Each student has a turn at
anything they like decoding different pages
At the end students need to be Point out tricky words, blends,
able to share their piece of digraphs etc
work with the class Focus on pointing at each
Lesson Goals word when reading, decoding
Students are learning to and then going back and
become confident in their reading with fluency
writing
Differentiated levels:
Group1: Level 4/5
Group 2: Level 3
Group 3: level 2
Group 1: Level 1
Lesson Goals
Students are learning to
decode words
Literacy Group 3 - Amelie-Rose, Literacy Group 3 - Amelie-Rose, Literacy Group 3 - Amelie-Rose, Literacy Group 3 - Amelie-Rose, Literacy Group 3 - Amelie-Rose,
Lily, Amber, Lincoln, Makai Lily, Amber, Lincoln, Makai
9:30am - 10:00am 9:30am - 10:00am
Independent Independent
08/18/2019 - 08/24/2019
Literacy Group 2 - Ilana, Literacy Group 2 - Ilana, Literacy Group 2 - Ilana,
Loclan, Carter, Bentley, Loclan, Carter, Bentley, Loclan, Carter, Bentley,
Mikayla 9:30am - 10:00am Mikayla 9:30am - 10:00am Mikayla 9:30am - 10:00am
Kate Independent Independent
Weather assessment (rubric) b & d reversal B & D reversal game
Students draw themselves in Children practice differentiating Students are still struggling with
three different types of weather between the letter b and d and this in this group
we experience in Geraldton the letter p and q by using
Scribe students answers to the clothes pegs to clip the correct
following questions: match or laminate the cards
- What type of clothes do you and add some whiteboard
where in this weather? markers to practice writing
- What activities do you do? each letter.
- Describe the conditions: Lesson Goals
Lesson Goals Students are learning to tell the
Students are learning how difference between b & d
seasonal changes in our
environment affect our
everyday life
Standards
ACSS.U004 Daily and
seasonal changes in our
environment affect everyday
life
ACSI.S014 Pose and respond
to questions about familiar
objects and events
ACSI.S011 Participate in
guided investigations and make
observations using the senses
ACSI.S233 Engage in
discussions about observations
and represent ideas
Lily, Amber, Lincoln, Makai Lily, Amber, Lincoln, Makai Lily, Amber, Lincoln, Makai
9:30am - 10:00am 9:30am - 10:00am 9:30am - 10:00am
Maddy Kate Independent
Page 5 of 16 Week View
2019 PPD
Miss. Raven
b & d reversal
Children practice differentiating
between the letter b and d and
the letter p and q by using
clothes pegs to clip the correct
match or laminate the cards
and add some whiteboard
markers to practice writing
each letter.
Lesson Goals
Students are learning to tell the
difference between b & d
Literacy Group 4 - Parker,
Mackenzie, Tommi, Bjorn,
Brooklyn 9:30am - 10:00am
Kate
Weather assessment (rubric)
Students draw themselves in
three different types of weather
we experience in Geraldton
Scribe students answers to the
following questions:
Rich Task - Free writing
Students are provided with a
variety of different pictures at
the writing/drawing learning
centres
They are able to choose which
ever picture they like and write
anything they like
At the end students need to be
able to share their piece of
work with the class
Lesson Goals
Students are learning to
become confident in their
writing
Literacy Group 4 - Parker,
Mackenzie, Tommi, Bjorn,
Brooklyn 9:30am - 10:00am
Independent
b & d reversal
Children practice differentiating
between the letter b and d and
the letter p and q by using
clothes pegs to clip the correct
match or laminate the cards
08/18/2019 - 08/24/2019
guided reading Weather assessment (rubric) Hand writing charts
Dandelion book differentiated Students draw themselves in Students worked on beginning
levels three different types of weather points and correct formation
Predict story we experience in Geraldton
Read the story together Scribe students answers to the
Discuss pictures on the page following questions:
Each student has a turn at - What type of clothes do you
decoding different pages where in this weather?
Point out tricky words, blends, - What activities do you do?
digraphs etc - Describe the conditions:
Focus on pointing at each Lesson Goals
word when reading, decoding Students are learning how
and then going back and seasonal changes in our
reading with fluency environment affect our
everyday life
Differentiated levels:
Standards
Group1: Level 4/5
Group 2: Level 3 ACSS.U004 Daily and
Group 3: level 2 seasonal changes in our
Group 1: Level 1 environment affect everyday
life
Lesson Goals
ACSI.S014 Pose and respond
Students are learning to to questions about familiar
decode words objects and events
ACSI.S011 Participate in
guided investigations and make
observations using the senses
ACSI.S233 Engage in
discussions about observations
and represent ideas
Literacy Group 4 - Parker, Literacy Group 4 - Parker, Literacy Group 4 - Parker,
Mackenzie, Tommi, Bjorn, Mackenzie, Tommi, Bjorn, Mackenzie, Tommi, Bjorn,
Brooklyn 9:30am - 10:00am Brooklyn 9:30am - 10:00am Brooklyn 9:30am - 10:00am
Independent Maddy Kate
Rich Task - Free writing guided reading Treasure trove
Students are provided with a Dandelion book differentiated Initial, middle and end sound
variety of different pictures at levels practice
the writing/drawing learning Predict story
centres Read the story together
They are able to choose which Discuss pictures on the page
Page 6 of 16 Week View
2019 PPD
08/18/2019 - 08/24/2019
Miss. Raven

- What type of clothes do you
where in this weather?
- What activities do you do?
- Describe the conditions:
Lesson Goals
Students are learning how
seasonal changes in our
environment affect our
everyday life
Standards
ACSS.U004 Daily and
seasonal changes in our
environment affect everyday
life
ACSI.S014 Pose and respond
to questions about familiar
objects and events
and add some whiteboard
markers to practice writing
each letter.
Lesson Goals
Students are learning to tell the
difference between b & d
ever picture they like and write Each student has a turn at
anything they like decoding different pages
At the end students need to be Point out tricky words, blends,
able to share their piece of digraphs etc
work with the class Focus on pointing at each
Lesson Goals word when reading, decoding
Students are learning to and then going back and
become confident in their reading with fluency
writing
Differentiated levels:
Group1: Level 4/5
Group 2: Level 3
Group 3: level 2
Group 1: Level 1
Lesson Goals
Students are learning to
decode words

ACSI.S011 Participate in
guided investigations and make
observations using the senses
ACSI.S233 Engage in
discussions about observations
and represent ideas
Literacy group work 9:30am -
10:00am
Reflection:
Students from each group
stand up in front of the class
answer one of the lyn sharratt
qu's
- What am I learning?
- How do I know?
- Where do I go for help?
- How am I doing?
- How can I improve?
Numeracy 10:00am - 10:45am
Mental Maths Warmup:
- Provide 15 students with
number cards up to 15
Literacy group work 9:30am -
10:00am
Reflection:
Students from each group
stand up in front of the class
answer one of the lyn sharratt
qu's
- What am I learning?
- How do I know?
- Where do I go for help?
- How am I doing?
- How can I improve?
Numeracy 10:00am - 10:45am
Mental Maths Warmup:
- Provide 15 students with
number cards up to 15
Literacy group work 9:30am -
10:00am
Reflection:
Students from each group
stand up in front of the class
answer one of the lyn sharratt
qu's
- What am I learning?
- How do I know?
- Where do I go for help?
- How am I doing?
- How can I improve?
Numeracy 10:00am - 10:45am
Mental Maths Warmup:
- Provide 15 students with
number cards up to 15
Literacy group work 9:30am -
10:00am
Reflection:
Students from each group
stand up in front of the class
answer one of the lyn sharratt
qu's
- What am I learning?
- How do I know?
- Where do I go for help?
- How am I doing?
- How can I improve?
Numeracy 10:00am - 10:45am
Mental Maths Warmup:
- Provide 15 students with
number cards up to 15
Literacy group work 9:30am -
10:00am
Reflection:
Students from each group
stand up in front of the class
answer one of the lyn sharratt
qu's
- What am I learning?
- How do I know?
- Where do I go for help?
- How am I doing?
- How can I improve?
Numeracy 10:00am - 10:45am
Mental Maths Warmup:
- Provide 15 students with
number cards up to 15

Page 7 of 16 Week View

2019 PPD
08/18/2019 - 08/24/2019
Miss. Raven

- As a class order these
numbers
- buzz up to 15 (teen numbers)
- As a class order these
numbers
- buzz up to 15 (teen numbers)
Focused on the numbers 11 &
12 and identifying them
- As a class order these - As a class order these - As a class order these
numbers numbers numbers
- buzz up to 15 (teen numbers) - buzz up to 15 (teen numbers) - buzz up to 15 (teen numbers)

Numeracy Group 1 10:00am - Numeracy Group 1 10:00am - Numeracy Group 1 10:00am - Numeracy Group 1 10:00am - Numeracy Group 1 10:00am -
10:45am 10:45am 10:45am 10:45am 10:45am
Continuing Repeating Kate Continuing repeating Independent Focus groups as determined by
Patterns of Shape Whole class weather chart patterns of colour Snakes and ladders small group work Monday -
Students draw a picture of their Student play a game of snakes Thursday
· Understanding is developed favourite weather on a small · Understanding is developed and ladders
when students represent piece of paper when students represent Concentrating of moving their
repeating patterns both Together as a group create a repeating patterns both counter the corresponding
concretely and pictorally. large whole class favourite concretely and pictorally. number of dots on the dice
· Reasoning is developed weather graph · Reasoning is developed Lesson Goals
Discuss:
when students describe and Which weather is the most when students describe and Students are learning to
continue each representing popular? continue each representing
pattern. Which weather is the least pattern.
MEASUREMENT AND popular? MEASUREMENT AND
GEOMETRY How many more people like GEOMETRY
____ than ______? etc
Shape: Sort, describe and Discuss if the graph shows us
Shape: Sort, describe and
name familiar two- any more info name familiar two-
dimensional shapes and dimensional shapes and
three-dimensional objects in Lesson Goals three-dimensional objects in
the environment (ACMMG Students are learning to gather the environment (ACMMG
009) data and display it in a graph 009)
Lesson Goals Lesson Goals
In this lesson, students In this lesson, students
participate in building and participate in building and
describing a repeating a pattern describing a repeating a pattern
of colour
Numeracy Group 2 10:00am - Numeracy Group 2 10:00am - Numeracy Group 2 10:00am - Numeracy Group 2 10:00am - Numeracy Group 2 10:00am -
10:45am 10:45am 10:45am 10:45am 10:45am
Continuing Repeating Independent Continuing repeating Kate
Patterns of Shape Snakes and ladders patterns of colour Whole class weather chart
Student play a game of snakes Students draw a picture of their
· Understanding is developed and ladders · Understanding is developed favourite weather on a small

Page 8 of 16 Week View

2019 PPD
Miss. Raven
when students represent
repeating patterns both
concretely and pictorally.
· Reasoning is developed
when students describe and
continue each representing
pattern.
MEASUREMENT AND
GEOMETRY
Shape: Sort, describe and
name familiar two-
dimensional shapes and
three-dimensional objects in
the environment (ACMMG
009)
Lesson Goals
In this lesson, students
participate in building and
describing a repeating a pattern
Numeracy Group 3 10:00am - Numeracy Group 3 10:00am -
10:45am
Kate
Whole class weather chart
Students draw a picture of their
favourite weather on a small
piece of paper
Together as a group create a
large whole class favourite
weather graph
Discuss:
Which weather is the most
popular?
Which weather is the least
popular?
How many more people like
____ than ______? etc
Discuss if the graph shows us
Concentrating of moving their
counter the corresponding
number of dots on the dice
Lesson Goals
Students are learning to
10:45am
Continuing Repeating
Patterns of Shape
· Understanding is developed
when students represent
repeating patterns both
concretely and pictorally.
· Reasoning is developed
when students describe and
continue each representing
pattern.
MEASUREMENT AND
GEOMETRY
Shape: Sort, describe and
when students represent
repeating patterns both
concretely and pictorally.
· Reasoning is developed
when students describe and
continue each representing
pattern.
MEASUREMENT AND
GEOMETRY
Shape: Sort, describe and
name familiar two-
dimensional shapes and
three-dimensional objects in
the environment (ACMMG
009)
Lesson Goals
In this lesson, students
participate in building and
describing a repeating a pattern
of colour
Numeracy Group 3 10:00am - Numeracy Group 3 10:00am - Numeracy Group 3 10:00am -
10:45am
Independent
Snakes and ladders
Student play a game of snakes
and ladders
Concentrating of moving their when students represent
counter the corresponding
number of dots on the dice
Lesson Goals
Students are learning to
Page 9 of 16
08/18/2019 - 08/24/2019
piece of paper
Together as a group create a
large whole class favourite
weather graph
Discuss:
Which weather is the most
popular?
Which weather is the least
popular?
How many more people like
____ than ______? etc
Discuss if the graph shows us
any more info
Completed early - Students
played a maths identifying
game
Lesson Goals
Students are learning to gather
data and display it in a graph
10:45am 10:45am
Continuing repeating
patterns of colour
· Understanding is developed
repeating patterns both
concretely and pictorally.
· Reasoning is developed
when students describe and
continue each representing
pattern.
MEASUREMENT AND
GEOMETRY
Shape: Sort, describe and
Week View
2019 PPD
Miss. Raven
any more info name familiar two-
dimensional shapes and
Lesson Goals three-dimensional objects in
Students are learning to gather the environment (ACMMG
data and display it in a graph
009)
Lesson Goals
In this lesson, students
participate in building and
describing a repeating a pattern
Numeracy Group 4 10:00am - Numeracy Group 4 10:00am -
10:45am 10:45am
Independent Continuing Repeating
Snakes and ladders Patterns of Shape
Student play a game of snakes
and ladders
· Understanding is developed
Concentrating of moving their when students represent
counter the corresponding repeating patterns both
number of dots on the dice concretely and pictorally.
Lesson Goals · Reasoning is developed
Students are learning to when students describe and
continue each representing
pattern.
MEASUREMENT AND
GEOMETRY
Shape: Sort, describe and
name familiar two-
dimensional shapes and
three-dimensional objects in Lesson Goals
the environment (ACMMG Students are learning to gather
009) data and display it in a graph
Lesson Goals
In this lesson, students
participate in building and
describing a repeating a pattern
Numeracy group work 10:15am Numeracy group work 10:15am Numeracy group work 10:15am Numeracy group work 10:15am Numeracy group work 10:15am
08/18/2019 - 08/24/2019
name familiar two-
dimensional shapes and
three-dimensional objects in
the environment (ACMMG
009)
Lesson Goals
In this lesson, students
participate in building and
describing a repeating a pattern
of colour
Numeracy Group 4 10:00am - Numeracy Group 4 10:00am - Numeracy Group 4 10:00am -
10:45am 10:45am 10:45am
Kate Continuing repeating
Whole class weather chart patterns of colour
Students draw a picture of their
favourite weather on a small
· Understanding is developed
piece of paper when students represent
Together as a group create a repeating patterns both
large whole class favourite concretely and pictorally.
weather graph · Reasoning is developed
Discuss:
Which weather is the most
when students describe and
popular? continue each representing
Which weather is the least pattern.
popular? MEASUREMENT AND
How many more people like GEOMETRY
____ than ______? etc
Discuss if the graph shows us
Shape: Sort, describe and
any more info name familiar two-
dimensional shapes and
three-dimensional objects in
the environment (ACMMG
009)
Lesson Goals
In this lesson, students
participate in building and
describing a repeating a pattern
of colour
Page 10 of 16 Week View
2019 PPD
Miss. Raven
- 10:45am
Reflection:
Students from each group
stand up in front of the class
answer one of the lyn sharratt
qu's
- What am I learning?
- How do I know?
- Where do I go for help?
- How am I doing?
- How can I improve?
Recess 10:45am - 11:00am
R.E Mat Session 11:00am -
11:15am
Mat Session
B1 Jesus enjoyed and
cared for living and
non-living things.
B1.1 Illustrates ways in
which Jesus enjoyed and
cared for creation.
Discuss with children
that Jesus enjoyed
creation.
Read Mark 4:37 and
Matthew 6:26, 28
- 10:45am
Reflection:
Students from each group
stand up in front of the class
answer one of the lyn sharratt
qu's
- What am I learning?
- How do I know?
- Where do I go for help?
- How am I doing?
- How can I improve?
Recess 10:45am - 11:00am
R.E Mat Session 11:00am -
11:15am
Mat Session
B1 Jesus enjoyed and
cared for living and
non-living things.
B1.1 Illustrates ways in
which Jesus enjoyed and
cared for creation.
Class Prayer p.29
moved to the end of the
day
- 10:45am - 10:45am
Reflection: Reflection:
Students from each group Students from each group
stand up in front of the class stand up in front of the class
answer one of the lyn sharratt answer one of the lyn sharratt
qu's qu's
- What am I learning? - What am I learning?
- How do I know? - How do I know?
- Where do I go for help? - Where do I go for help?
- How am I doing? - How am I doing?
- How can I improve? - How can I improve?
Recess 10:45am - 11:00am Recess 10:45am - 11:00am
Visual arts 11:00am - 11:55pm R.E Mat Session 11:00am -
11:15am
Mat Session
B2 Jesus came to show
people how to enjoy and
care living and non-
living things.
B2.1 Names ways people
enjoy living and non-
living things like Jesus.
Brainstorm ways we
enjoy living and non-
living things.
Prayer ‘A Thanking Time’
p.31
08/18/2019 - 08/24/2019
- 10:45am
Reflection:
Students from each group
stand up in front of the class
answer one of the lyn sharratt
qu's
- What am I learning?
- How do I know?
- Where do I go for help?
- How am I doing?
- How can I improve?
Recess 10:45am - 11:00am
R.E Mat Session 11:00am -
11:15am
Mat Session
B2 Jesus came to show
people how to enjoy and
care living and non-
living things.
B2.1 Names ways people
enjoy living and non-
living things like Jesus.

Indoor/Outdoor 11:15am -
12:45pm
Fathers Day Activities
Things to do –
Maddy: Wrapping paper -
Brown paper paint a picture
of themselves and their day
in pastel blue, green yellow
Integrated learning 11:15am -
12:45pm
Weather integrated unit:
Refer to Weather unit
Mat session:
Whole class discussion. How
does the weather affect what
we do and wear? Discuss
different clothes we wear at
Integrated learning 11:55am -
12:45pm
Weather integrated unit:
Refer to Weather unit
Mat session:
Explain that symbols are often
used to represent weather
conditions. Recall the discussion
about ‘What we think we know
Integrated learning 11:15am - Indoor/Outdoor 11:15am -
12:45pm 12:45pm
Weather integrated unit: Fathers Day Activities
Refer to Weather unit Things to do –
Mat session:
Maddy: Wrapping paper -
Read the weather book:
Brown paper paint a picture
Wilbur the Weather Watcher
of themselves and their day
in pastel blue, green yellow
Relief:

Page 11 of 16 Week View

2019 PPD
Miss. Raven
and white. Tied at the end in
twine
Tania: Card - Organised by
Tania: Rocket card
Bianca: White cap/hat -
children decorate with fabric
markers.
different times and chart about weather’ from the previous
different activities in science lesson, and brainstorm the words
journal we can engage in used to describe different types of
during different weather weather. For example, ‘In winter
conditions the weather might be rainy, snowy,
frosty, cloudy, sunny, stormy,
Weather watch assessment windy’. Or, ‘In the Wet season the
Science Outcome: Daily and weather might be rainy, humid and
seasonal changes in our
stormy’. Record new words on
environment, including the
weather, affect everyday life.... cards for the word wall.
linking the changes in the daily Weather watch assessment
weather to the way we modify Science Outcome: Daily and
our behavior and dress for seasonal changes in our
different conditions. environment, including the
weather, affect everyday life....
- Students draw 3 pictures of linking the changes in the daily
themselves in 3 different weather to the way we modify
climates in Geraldton our behavior and dress for
- Teacher scribes the answer to different conditions.
3 questions
- Provide time for students to - Students draw 3 pictures of
relay all the information they themselves in 3 different
have learnt over the 3 weeks climates in Geraldton
and scribe - Teacher scribes the answer to
3 questions
Earth and space sciences - Provide time for students to
relay all the information they
Daily and seasonal changes have learnt over the 3 weeks
and scribe
in our environment affect
everyday life (ACSSU004 - Lesson Goals
Scootle ) students are learning that daily
and seasonal changes in our
Elaborations environment, including the
weather, affect everyday life.
Standards
ACSS.U004 Daily and
seasonal changes in our
environment affect everyday
Page 12 of 16
08/18/2019 - 08/24/2019
Weather watch assessment and white. Tied at the end in
Science Outcome: Daily and twine
seasonal changes in our Tania: Card - Organised by
environment, including the
weather, affect everyday life....
Tania: Rocket card
linking the changes in the daily
weather to the way we modify
our behavior and dress for
different conditions.
(Please just complete the
drawing of the 3 pictures)
- Students draw 3 pictures of
themselves in 3 different
climates in Geraldton
- Teacher scribes the answer to
3 questions
- Provide time for students to
relay all the information they
have learnt over the 3 weeks
and scribe
Kate: Bianca: White cap/hat -
Complete the maths individual
graphs from numeracy and
children decorate with fabric
continue in with student markers.
interviews ?
Moved to next week
I have duty 1st lunch
Lesson Goals
students are learning that daily
and seasonal changes in our
environment, including the
weather, affect everyday life.
Standards
ACSS.U004 Daily and
seasonal changes in our
environment affect everyday
life
Week View
2019 PPD
08/18/2019 - 08/24/2019
Miss. Raven

life
• learning how Aboriginal and Torres Strait Islander Peoples’ concepts of time and weather patterns explain how things happen in
• linking the changes in the daily weather to the way we modify our behaviour and dress for different conditions, including exampl
• investigating how changes in the weather might affect animals such as pets, animals that hibernate, or migratory animals

Lesson Goals
students are learning that daily
and seasonal changes in our
environment, including the
weather, affect everyday life.
Standards
ACSS.U004 Daily and
seasonal changes in our
environment affect everyday
life
Lunch 12:45pm - 1:30pm Lunch 12:45pm - 1:30pm Lunch 12:45pm - 1:30pm Lunch 12:45pm - 1:30pm Lunch 12:45pm - 1:30pm
HPE 1:30pm - 3:10pm Meditation 1:30pm - 1:40pm Meditation 1:30pm - 1:40pm Meditation 1:30pm - 1:40pm Afternoon activities 1:30pm -
3:10pm
Meditation:
10 minutes lying on the mat
listening to music

Afternoon activities:
Continue on with morning
activities

2:40 pm Pack & stack:

- cleaning tables, play areas
& sweep floors

Page 13 of 16 Week View

2019 PPD
Miss. Raven
Afternoon activities
Meditation:
10 minutes lying on the mat
listening to music
Afternoon activities:
Continue on with morning
activities
2:40 pm Pack & stack:
- cleaning tables, play areas
& sweep floors
- stack chairs (stacks placed
on tables)
- shoes on
- bags packed and on back
ready for home time
Afternoon activities 2:00pm - R.E Matt Session 2:00pm - Afternoon activities 2:00pm -
2:20pm
Meditation:
10 minutes lying on the mat
listening to music
Afternoon activities:
Continue on with morning
activities
2:40 pm Pack & stack:
- cleaning tables, play areas
& sweep floors
- stack chairs (stacks placed
on tables)
- shoes on
- bags packed and on back
ready for home time
08/18/2019 - 08/24/2019
- stack chairs (stacks placed
on tables)
- shoes on
- bags packed and on back
ready for home time
3:05pm * Please make sure
that students name tags
have been taken off
students shoes are on and
their bags on their back.
Students sit in a circle on the
mat with you
Kate release students from
door
Prayer & reflection
- What did we learning about
today?
- Revisit learning intentions
2:20pm 2:20pm
Mat Session Meditation:
B2 Jesus came to show 10 minutes lying on the mat
listening to music
people how to enjoy and
care living and non- Afternoon activities:
living things. Continue on with morning
B2.1 Names ways people activities
enjoy living and non-
living things like Jesus. 2:40 pm Pack & stack:
- cleaning tables, play areas
Read ‘A Nice Walk In
& sweep floors
The Jungle’ - stack chairs (stacks placed
List ways people enjoy on tables)
creation. Strategy b) - shoes on
p.31 - bags packed and on back
ready for home time
Page 14 of 16 Week View
2019 PPD
Miss. Raven
3:05pm * Please make sure
that students name tags
have been taken off
students shoes are on and
their bags on their back.
Students sit in a circle on the
mat with you
Kate release students from
door
Prayer & reflection
- What did we learning about
today?
- Revisit learning intentions
Music 2:20pm - 3:10pm
08/18/2019 - 08/24/2019
3:05pm * Please make sure 3:05pm * Please make sure
that students name tags that students name tags
have been taken off have been taken off
students shoes are on and students shoes are on and
their bags on their back. their bags on their back.
Students sit in a circle on the Students sit in a circle on the
mat with you mat with you
Kate release students from Kate release students from
door door
Prayer & reflection Prayer & reflection
- What did we learning about - What did we learning about
today? today?
- Revisit learning intentions - Revisit learning intentions
Afternoon activities 2:20pm - Dance 2:20pm - 3:10pm
3:10pm
Meditation:
10 minutes lying on the mat
listening to music
Afternoon activities:
Continue on with morning
activities
2:40 pm Pack & stack:
- cleaning tables, play areas
& sweep floors
- stack chairs (stacks placed
on tables)
- shoes on
- bags packed and on back
ready for home time
3:05pm * Please make sure
that students name tags
have been taken off
students shoes are on and
their bags on their back.
Page 15 of 16 Week View
2019 PPD
08/18/2019 - 08/24/2019
Miss. Raven

Students sit in a circle on the

mat with you
Kate release students from
door

Prayer & reflection

- What did we learning about
today?
- Revisit learning intentions

Page 16 of 16 Week View