Day

Book Planning Format

Date: 15/06/16 Grade: 1G School: Mary Immaculate Primary School

Time KLA and Syllabus Indicators of Learning and Teaching and Learning Experiences Differentiating for Individual Needs e.g. Resources/
Outcomes Assessment Strategies Special Needs, ESL, Gifted & Talented, Organisation
Different Learning Styles
9:00 Roll call and administration
9:10 Literacy Students will understand Spelling: Revise ea vowel blend and spelling list Main - Most Ss will be on track and Big Book
11:00 EN1-2A that different types of (peach, peas, leaf, speak, seal, every, pretty, jump, four, know what they need to be doing. Busy as a
plans, composes and texts have adult) bee
reviews a small range of identifiable text structures Challenge Some Ss may need to refer Butchers
simple texts for a variety and language features T Read Big Book Busy as a bee to the big book or life cycle steps to paper
of purposes on familiar that help the text serve its identify the correct order and Writing
topics for known readers purpose T Modelled writing The life cycle of a bee using time information books
and viewers connective steps from Tuesday as a stimuli. Ensure Ss
Students will recognise understand they need to elaborate on the steps. What Modify Viraj will use his reconstructed
EN1-9B that time connectives happens when it turns from a larvae etc steps to expand and add information
uses basic grammatical sequence information in If needed a small class can be held on
features, punctuation texts Ss move to desks to write draft of Life cycle of a bee the floor to locate more information in
conventions and the big book.
vocabulary appropriate compose texts supported Extension: illustrate writing or move into discovery area to
to the type of text when by visual information (eg complete fast finisher literacy tasks
responding to and diagrams and maps) on
composing texts familiar topics

LUNCH 11:00 11:50


11:50 Angleus
12:40
Mathematics Students will Compare Warm Up: Main - Most Ss will be on track and Butchers paper
MA1-3WM and order several Ss move to zones (combination of Year 1 and 2 know what they need to be doing. Pencils.
Supports conclusions by shapes and objects students held in Stage 1 classrooms) combinations to Work books.
explaining or based on area using 10 Challenge Some Ss are more Informal
demonstrating how appropriate uniform Ss will place cards face down and using their memory mathematically minded and will measuring units
answers were obtained informal units and number facts to 10, attempt to create pairs that know more than others about how eg. MAB, unifix
equal 10. Eg pick up 7 and 3 making pair of 10 to work out a problem. These Ss will cubes, tape
MA1 10MG Students will predict Rich Task: be prompted further to work with measures, grid
measures, records, the larger of two or more difficult problems. paper, hands

 compares and estimates more areas and check T bring class back together to introduce area of
areas using uniform by measuring objects. Modify Some Ss in the class will
informal units (Reasoning) T gives guidance for Ss to establish the meaning of have a tougher time working out the
area of an object. area, these Ss will receive a bit more
Students will be Ss were given a take home task to predict which was advice on how to work. Can hold a
assessed through larger: their hand or foot. mini class at the front with these Ss.
informal and formal Ss predict what objects will have a greater area
assessment. This will hand or foot
include teacher T reinforce use of patterns when colouring and
observation. counting to make it easier to see each square.
T reinforce 3 digit numbers what does it look like
Ss colour and count squares, cut and glue with
number sentence on sheet to be displayed around
room

Reflection:
T bring Ss back to floor to reflect on the units used
and if or predictions were correct after we checked
using informal units of measure.
Ss discuss other ways we can measure things eg,
measuring tape, unifix cubes, MAB, buttons, fingers,
hands
12:40 LIBRARY
12:50
12:50 Religion Ss work in small groups suggesting fat and skinny questions Groups are predetermined to allow
2:20 RFF for members of the crowd, Jesus, the apostles, the gatekeeper mix ability and gender grouping.


Close attention will be paid to any
behavioural interruptions to ensure
groups function well
AFTERNOON TEA 1:50 2:20
2:20 Science Students question and With guidance and demonstration from T Containers
3:10 ST1- 4WS predict by: responding to Water jugs
investigates questions and posing questions, half fill 2 different containers with water. Food colouring
and predictions by making predictions about Label as a and b. Celery
collecting and recording familiar objects and Add one tablespoon of food colouring to container Labels
data, sharing and events and the outcomes b and mix. Textas
reflecting on their of investigations Place celery stick into each container Teaspoon
experiences and Leave for 24 hours Trolley to store on
comparing what they devise simple
and others know classification systems
based on the observable

 ST1-10LW external features of plants
describes external or animals identified in
features, changes in and the local area
growth of living things

PACK UP/CLEAN UP/NEWSLETTERS/STACK CHAIRS AT BACK OF ROOM
Safety Issues to consider: The class will be working on this as grade; there will be many students moving around. Ensure each Ss has a safe area to work.
When Ss are moving from floor to desks they should be sensible and consider others.
All equipment should be packed away, prior to moving onto next lesson
Clear lesson and behaviour objectives and expectations will be set and reiterated where necessary