Full Control Work Program 3

5th of December 2012

Block 1 Level: Time: 8:55- 9:35 Grade: 5 Curriculum Area: English Topic: Handwriting Learning Standards and Outcomes - They understand meaning of words through context of text or sentence. Activities
Morning Routine: Diary check Prayer/meditation Run through of the day Handwriting: Affixes Many English words are formed by taking basic words and adding combinations of prefixes and suffixes to them. A basic word to which affixes (prefixes and suffixes) are added is called a root word because it forms the basis of a new word. The root word is also a word in its own right. For example, the word lovely consists of the word love and the suffix ly. When a affix (a prefix or a suffix) is added to the beginning or ending of a basic word (a root word) it forms the basis of a new word. The root word is also a word in its own right. Prefixes: anti = against (anticlimactic) pre = before (preview) un = opposite of (unsuccessful) sub = under (subway, submarine) super = above/beyond (supernatural, superhuman) Suffixes: ly = how something is (lovely, beautifully) able/ible = is, can be (affordable, sensible) er = more (taller, bigger) en = made of (golden) less = without (limitless)

Assessment and Criteria - Clarity of students handwriting - Their consistency in their handwriting style - Childrens understanding of Affixes

- They develop a multi-strategy approach to spelling, applying morphemic knowledge and an Resources: understanding of visual and phonic patterns, and select http://www.readingr vocabulary for precise ockets.org/article/40 meaning. 406/

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Learning Standards and Outcomes

- They analyse these texts and support interpretations with evidence drawn from the text. - They use strategies such as reading on, using contextual cues, and drawing on knowledge of text organisation when interpreting texts containing unfamiliar ideas and information. - They listen attentively to spoken texts, including factual texts, and identify the topic, retell information accurately, ask clarifying questions, volunteer information and justify opinions. - They begin to use simple figurative language and visual images. -They use a range of vocabulary, a variety of sentence structures, and use punctuation accurately, including apostrophes. - They identify and use different parts of speech, including nouns, pronouns, adverbs, comparative adverbs and adjectives, and use appropriate prepositions and conjunctions.

Activities Reading Groups: Teacher group (blue) - Guided Reading and completing comprehension activities. Look at technical words. Independent group (red) Earthquakes and tsunamis. Watch the video on earthquakes. Students then complete a word wizard on the words then complete the cloze activity. Independent group (green) Vocabulary: Word webs on different natural disasters. At least 3. Finishing off word wizard. Finishing off comprehension activities.
Planning a Narrative: Students will form a plan of a narrative using the template shown on the board. They are able to choose their own characters and setting but the problem must be about a natural disaster. Students will continue to form their plan, and then go on to beginning their draft.

Assessment and Criteria - The students ability to note relevant information from text - ability to connect texts shown to their prior knowledge and to the other video. - Students introduction paragraph to a narrative. Use of describing techniques.
- Students are able to recognise the effects of each natural disaster

2 and 3 Time: 9:35 - 11:05 Grade: 5 Curriculum Area: English Topic: Narrative Writing Resources:
http://www.superteacherw orksheets.com/rocksearth/volcanoarticle_WMWDF.pdf http://www.primaryresourc es.co.uk/english/pdfs/PC_ indirect.pdf

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Learning Standards and Outcomes - They convert between metric units of length, capacity and time (for example, LmL, sec min).

Activities Tune in: Maths Day Starter Dec 3rd. Who can work out the products and sums (define sum and product before beginning. Whole Class Activity: Use power point. Get students to estimate the order of the bottles shown as well as estimating their capacity in ml or l. Write as many different ways of measuring capacity as you can as a class (cups, l, ml, gigalitres million, megaitres billion, teaspoon 5ml and tablespoon 20ml. Get students to think of as many ways as they can to measure the bottles on the powerpoint. Looking at dividing and multiplying. Independent and Small group Work through questions on the board finding as many different ways as possible to measure the objects on screen.

Assessment and Criteria - Students ability to convert capacity - Students understanding that volume and capacity are not the same - Students ability to estimate the capacities of different objects. - students abilities to show different forms of measurement of capacity.

4 and 5 Time: 11:45 - 1.05 Grade: 5 Curriculum Area: Mathematics Topic: Lattice Multiplication and Division Resources Power point. Maths Starter of the Day website.

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Learning Standards and Outcomes

- Students use a range of sources to generate their ideas - They use a range of skills, techniques and processes using a range of media, materials, equipment and technologies to plan, develop, refine, make and present arts works.

Activities Christmas decorations. Creating Christmas themed decorations using beads and scoobies. Children either follow in a teacher led group or if capable, independently.

Assessment and Criteria - Students ability to follow instructions from the teacher in steps.

6 and 7 Time: 1:55 - 3:15 Grade: 5 Curriculum Area: Art and Concept Topic: Christmas Decorations Resources: Beads, scoobies Reflection: