1.+Planning+Term+3

Planning Term Three

**Planning Document: Think+ Act+ Share= Change** Majority of the year 5's and 6's belong to the Guardians of the Earth (Our environmental group) Cruz - fatigues quickly due to recovering from Illness. Stafford, Kyieshah, Yannis and Cooper require support in literacy Nina requires extension however will be away majority of term three. She has a copy of the Green Lane Diary and will be communcating with us via her class blog, email and online tools. All students require modelling of diary writing and continued support with explanation genre || Dance Cart Inter school Sport each Friday Ekka Week American Student Visiting Education Officer talk about waste free lunch 6/7 Excursion Survival Grandparents day SYTYCL Community link Mass and Assembly every term Father’s Day stall Strong focus on Environment- Guardians of the Earth National Tree Day - Friday 29th of July ||
 * Class: Year 5/ 6/7**
 * Term Three**
 * **What I Know About My Learners (Learning Styles, Student Interests, Student needs, Demographics)**
 * Year 5**
 * **Negotiated Context/s - Home (Individual interests), School (Events and Happenings), Community (local and global issues)**


 * **Life Long Learner** || Reflective, Self-Directed Learner, who:
 * Critically reflects on problems and issues to shape ideas and solutions that contribute to a better understanding of the wider world.
 * Critically evaluates and reflects on their assumptions, values and products.
 * Plans, organises, manages and evaluates own thinking, performance, behaviour and well-being.
 * Creates a cycle of reflection for self by: setting priorities and achievable goals; taking responsibility for actions; monitoring effectiveness of goals; and resetting goals for further action.
 * Develops self-discipline to work independently, to persevere with projects, and to plan to accommodate the unpredictable. ||
 * Effective Communicator, who
 * Communicates effectively and confidently in a range of contexts and for many different audiences.
 * Actively listens to the intent and spirit of others’ words and respond appropriately verbally and non-verbally.
 * Composes and comprehends a range of written, spoken and visual texts to convey information that is meaningful.
 * Explores ideas critically and express them clearly for a variety of purposes. || Leader and Collaborator, who:
 * Develops and incorporates leadership skills to contribute positively to the accomplishment of team goals, through processes such as: negotiation; mediation; facilitation; clarification; coaching; and mentoring.
 * Works cooperatively with peers and/or community members where plans and responsibilities are: clearly defined; equitably shared, and reliably carried out.
 * Develops and practises effective interpersonal skills in order to relate to others in peaceful, tolerant and non-discriminatory ways.
 * Nourishes relationships with God, self, others and the environment with compassion, sensitivity, respect, integrity and empathy. ||
 * Designer and Creator, who
 * Generates ideas, designs, systems or information with resourcefulness, imagination, insight, originality, aesthetic judgment, enterprise and a risk-taking approach to meet current and emerging needs and wants.
 * Uses a variety of methods, tools and technologies to generate: - new ways to solve problems; view situations and make decisions; or express new meaning and envision alternative futures. || Community Contributor, who:
 * Relates to others in ways that promote peace, tolerance, reconciliation, spirituality and optimism and a sense of purpose and belonging in the local, national and global communities. ||
 * Active Investigator, who
 * Identifies questions, defines challenges and inequities, investigates underlying issues, and explores a range of alternatives to construct meaning.
 * Generates and accesses information from a variety of sources.
 * Examines cause and effect relationships in the context of the investigation.
 * Evaluates the adequacy, accuracy and worth of data and information.
 * Demonstrates inductive (from fact to generalisation) deductive (from generalisation or theory to facts) and intuitive (by perception of facts independent of any reasoning process) reasoning to investigate everyday problems. || Quality Producer, who:
 * Creates products that achieve their purpose and are appropriate for their intended audience.
 * Constructs and applies knowledge, concepts, theories and generalisations to make meaning and communicate this in an exemplary product.
 * Gathers and effectively utilises the people, resources and technologies needed for accomplishing projects successfully within agreed-upon time and resource constraints. ||
 * Provide Details of:**
 * The Learning Intention: Everyday actions can make a difference to our world**

What are the problems that are affecting our school, community, world? How do we impact on our environment? Can you find possible solutions to environmental problems?
 * Question to be answered:**

**//Link to AC Literacy//** CTJ 2011 - English Focus
 * //Multimodal: use as a tool to communicate orally/ visually//**
 * Curriculum Learning Focus – content descriptors**

=
Students engage with the three interrelated strands of Language, Literature and Literacy to construct a spoken, written or multimodal text for the purpose of persuading an intended audience.SubstrandsLanguageLanguage for interactionExpressing and developing ideasText structure and organisationLiteratureResponding to literatureExamining literatureLiteracyInteracting with othersCreating textsInterpreting, analysing, evaluating [] ======

**Year 5 English** Understand how to move beyond making bare assertions and take account of differing perspectives and [|points of view]. || **Responding to Literature** Present a [|point of view] about particular literary [|texts] using appropriate [|metalanguage], and reflecting on the viewpoints of others || **Texts in Context** Show how ideas and [|points of view] in [|texts] are conveyed through the use of vocabulary, including [|idiomatic expressions], objective and subjective language, and that these can change according to [|context] || Understand that the starting point of a [|sentence] gives prominence to the message in the [|text] and allows for [|prediction] of how the [|text] will unfold. Investigate how the organisation of [|texts] into chapters, headings, subheadings, home pages and sub pages for online [|texts] and according to chronology or topic can be used to predict content and assist navigation || **Examining Literature** Recognise that ideas in literary [|texts] can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses || **Interacting with others** Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a [|point of view] Use interaction skills, for example paraphrasing, questioning and interpreting Plan, rehearse and deliver presentations for defined [|audiences] and purposes incorporating accurate and sequenced content and multimodal elements || Understand the difference between main and subordinate [|clauses] and how these can be combined to [|create] complex [|sentences] through subordinating [|conjunctions] to develop and expand ideas Understand how [|noun] and adjective groups can be expanded in a variety of ways to provide a fuller description of the person, thing or idea Understand how to use banks of known words as well as word origins, [|prefixes], [|suffixes] and [|morphemes] to learn and spell new words || **Creating Literature** [|Create] literary [|texts] using realistic and fantasy settings and characters that draw on the worlds represented in [|texts] students have experienced || **Interpreting, Analysing and Evaluating** Navigate and [|read][|texts] for specific purposes applying appropriate [|text processing strategies], for example predicting and confirming, monitoring meaning, skimming and [|scanning][|(ACELY1702)] Use [|comprehension strategies] to interpret and analyse information, integrating and linking ideas from a variety of print and digital sources || Plan, draft and publish imaginative, informative and persuasive print and [|multimodal texts], choosing [|text structures], [|language features], images and sound appropriate to purpose and [|audience] Reread and edit student's own and others’ work using agreed criteria for [|text structures] and language features Develop a [|handwriting] style that is becoming legible, fluent and automatic Use a range of software including word processing programs with fluency to construct, edit and publish written [|text], and select, edit and place visual, print and audio elements ||
 * **Language:** ||  **Literature**  ||  **Literacy**  ||
 * **Language for interaction**
 * **Text Structure and Organisation**
 * **Expressing and Developing Ideas**
 * ||  || **Creating Texts**

**What do we what the children to achive by end of unit?** Think+ Act+ Share= Change Call to action for our Earth - I am an enabler! Understanding of environmental problems and issues Critically think, problem solve and questioning Digital Literacy- research skill Understanding our action have consequences DOES IT HAVE TO BE A GENRE FOCUS- with new way of operating in AC there will be links to a variety of genres... you would even be able to get evidence of an opinion in voicethread? Statistics and data
 * Plan the Assessment**
 * What will the final product look like?**
 * What will the final product look like?**
 * What do the children need to know and do?**
 * Explicit Teaching:**
 * Explicit Modelling:**
 * Scaffolding Learning:**

WONDERWALL set up Green Diary Writing daily- model week one, shared week two, independent…. Homework Task- Voicethread. What is carbon tax and what does carbon tax mean to you? Discussion: How do I make an informed decision on Carbon Tax... BNT: Story [] Google Docs- 4 students to use De Bonos hats (red, white, black, yellow) to gather information Skype interviews - should we add in local politican KRUDD? We could look at children understanding the different perspectives that are around this issue. Formulate a list of carbon producing activities Divide class into five groups- to use De Bonos hats: Jigsaw activity.... experts in each group mix and share findings- could be relective process after each session as it will take a few sessions- there may be other issues that come out from this- global problems maybe underlying issue //POWER, Global WARNING// Maybe joint construction explaining carbon.- Model explanation writing from information Look at what opinions are? (point of view... photo discussion where groups take different points of view...) [] Green Lane Diary focus... ( //POWER, Global WARNING)// Set up Carbon dayFree St Josephs- - list of carbon producing activities - predict what data we may find at St Joseph's - collect data from around the school in a two- three day span -anaylse the data
 * Inquiry Question: Think+ Act+ Share= Change**
 * Linked KLAs: SOSE, Science, RE, MATHEMATICS, ENGLISH, THE ARTS**
 * **Teaching and Learning Sequence** || **Differentiation** || **Explicit Teaching** || **Resources** ||
 * **THINK-** think wall listing and fact finding on school, local, global issues
 * MODELLING…..Carbon Tax-**
 * 1) Images Finder (Voicethread) Incorporate the visual elements that help interpret an image.
 * 2) Website statistics and Website fact
 * 3) News Stories
 * 4) Interviews around school
 * 5) Social Media

Data tracker placed somewhere in the school
Carbon Footprint: [] [] [] || Pairing considerations Scaffolds || Twitter information session Diary Entry Writings English: Explanation Genre- structure, grammar, deconstruction Key word ? What are relevant statistics? || Set up Google Doc year5 @https://docs.google.com/document/d/13ts0TUI730rkoJnrjxSKEos76PlEIPUSIFj44Gg-5qg/edit?hl=en_US year6/7 @https://docs.google.com/document/d/1jCbJBoC2mm7FwvzY9MK1XI3C0hdt2G9KAQwgYURvjsE/edit?hl=en_US Set up Twitter Account @**StJosephsKPyr5** [] BTN Story Awesome Highlighter Data board Data Monitor ||
 * **Year 5**
 * **Year6/7**
 * @StJosephsKPyr67**
 * **School**
 * @StJosephsKP**
 * Voicethread - What is Carbon Tax?**


 * Reflection**


 * **Did the teaching and learning sequence scaffold successful demonstration?**
 * How will we use the monitoring data to inform further planning?**
 * What opportunities did I give student learning at levels above and below?**
 * What has been my learning?**
 * How successful were the opportunities I provided for negotiation?** ||