Term 2, 2014 Week 4 Monday 26th - Friday 30 May

Monday
Whole class modeling revising/recrafting/
editing/publishing
Independent Writing: Students work individually at revising/recrafting/
editing/publishing
Group Teaching: Recrafting making sense/order
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Tuesday
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Independent Writing
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Independent Writing
Group Teaching: Recrafting
Adding details
Group Teaching:
Recrafting Sentences
Wednesda
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Independent Writing Independent Writing
Group Teaching:
Recrafting Adding details
Group Teaching:
Recrafting Sentences
Thursday
Whole class, motivating, engaging, modeling
Guided writing
Independent writing
Group Teaching: Planning (gathering ideas)
15 minutes 10 minutes 5 min 10 minutes 10 minutes




Monday Tuesday Wednesday Thursday Friday
Purpose (Why we are
writing)
To share our stories
and help get to
know each other.
Task: To explain
our science learning
states of
matter/energy
Learning Intentions:
We are learning to:
Write to inform
Success Criteria:
(Co-constructed)
*Plan
*Introduction- Where,
*When, Who, Why
*In order
*Past tense (walked,
ran, said)
*Adding details, think
about what are the
most powerful words

Motivation:
Share our story....
https://www.youtube.com/
watch?v=hqh1MRWZjms
What does this mean
for us as writers?
Share with your learning
partner
Thinking about our
science writing how
is this going to help?
Share with your learning
partner
Shared reading
Share model what is
correct, what can we
fix?
Share with your learning
partner
Shared writing
Time for our second
draft make changes
as adding to device.
What changes can we
make (spelling, order,
sentences, science clear)
Sharing




How is our second draft
going?
Share with your learning
partner
Has you move on to your
third draftand onto
publishing
get your learning partner
to read your writing and
suggest ideas read
your writing out loud,
what do you notice?
Independent Writing
Sharing


Shared reading
(PM big book, recount)
What do you notice
Orientation, past tense, in
order, lots of verbs (action)
and adverbs, paragraphs,
(describing the verb),
reorientation (conclusion)
appropriate visual text.
The events are in
orderwhat does this
mean for us?
We need to plan our writing.
Revise success criteria
(how will we know we have
successful recount?
Recap the science from last
week potential and kinetic
energy.
Add to word bank
Recount our experiment
Shared Writing
Plan/write
Independent Writing
Sharing

Revisit first sentence and
recraft
Model proof reading
and recrafting
Make changes to make
sure my message is
clear.
Edit spelling, tense
Independent Writing
RSS Cross Country
What are we learning
about how to write a
recount?
Share with your learning
partner
What is tricky? What is
easy?
Share with your learning
partner
Independent Writing
We are going to
recount our
experiences at the
cross country
What happened? Most
important? Details?
Model plan/create word
bank seeing words
Independent Writing
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Write to Self
(writing mileage)
WALT: write
independently for a
sustained period of
time.





Term 2, 2014 Week 3 Monday 19th - Friday 23rd May

Monday
Whole class, motivating, engaging, modeling
Guided writing
W
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Independent writing
Group Teaching: Planning (gathering ideas)
Tuesday
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Independent Writing
R
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Independent Writing
Group Teaching:

Group Teaching:
Sentences
Wednesda
y
Independent Writing Independent Writing
Group Teaching: Adding
details
Group Teaching: Adding
details
Thursday
Whole class modeling revising/recrafting/
editing/publishing
Independent Writing : Students work individually at revising/recrafting/
editing/publishing
Group Teaching: Recrafting
15 minutes 10 minutes 5
minutes
10 minutes 10 minutes




Monday Tuesday Wednesday Thursday Friday
Purpose (Why we are
writing)
To share our stories
and help get to
know each other.
Task: To explain
our science learning
states of
matter/energy
Learning Intentions:
We are learning to:
Write to inform
Success Criteria:
(Co-constructed)

Motivation:
Share our story....
Shared reading
How Volcanoes are formed
What do you notice
Share with person next to
you.
Features of an
explanationTitle,
introduction, labeled
diagram, precise
language, the last
sentence wraps it up-a
summary).
What else could this
have? subtitles,
Set our success criteria
(how will we know we have
successful explanation?
Can you explain
Why we use ice cubes to
keep our drinks cold in
the summer?
Recap the science from
last week solid/liquid/
gas, ice cream, trick
senses.
Word bank creation
Shared Writing
Plan
Independent Writing
Sharing
Answer questions
Shared reading
Explanation level -
atmosphere
(big screen)
What do you notice
Share with person next to
you.
Features of an
explanationTitle,
introduction, labeled
diagram, precise language,
the last sentence wraps it
up-a summary).
What else could this
have? subtitles,
Review our success
criteria
(how will we know we have
successful explanation?
Shared Writing
Re-visit plan
Add to Word bank
Opening sentence, use
notes to create sentence
Independent Writing
Sharing


Shared reading
Explanation level spider
web
(big screen)
Notes to remember
what we have learned,
questions we have
model this
Independent Writing
Sharing
Answer questions


Shared reading
Explanation level 2 and 3
(big screen)
What do you notice
Share with person next to
you.
Features of an
explanationTitle,
introduction, labeled
diagram, precise
language, the last
sentence wraps it up-a
summary).
What else could this
have? subtitles,
Set our success criteria
(how will we know we have
successful explanation?
Model bubble map plan
Opening sentence, use
notes to create
sentence
Independent Writing
Sharing

Write to Self
(writing mileage)
WALT: write
independently for a
In 10 years I will be In 20 years I will be An invention I would love to see
in the future
What is a car going to look like in
20 years
Images
sustained period of
time.