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INTEGRATED VELS LEARNING AND TEACHING PLANNER

Mossgiel Park Primary School

Enquiry/Theme/Topic Title: Fables Level(s): 1

Term/Date: Term one 2007 Duration: one term

Hyper Links in this document

Strands and Domains Dimensions Teaching & Learning Strategies

Structures for Effective Collaborative Learning

ICT Learning Focus Key Understandings for Assessment Focus Questions

Supporting Resources Standalone Units Assessment Rubrics Other Info

Bloom/Gardner Matrix Evaluation Information Search Process

Activity LinksTuning In Activity Cluster 1 Activity Cluster 2 Activity Cluster 3Activity Cluster 4 Activity Cluster 5 Activity Cluster 6 Activity Cluster 7

Strands

and

Domains

Disciplinary Learning Inter-disciplinary Learning

Physical, Personal & Social Learning

English Mathematics Science The Arts LOTE Humanities

Communication Design, Creativity &

Technology ICTThinking

Health & Physical Education

Personal Learning Interpersonal

Development Civics & Citizenship

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INTEGRATED VELS Level 1 Library Unit Traditional Literature Mossgiel Park PS

Dim

ensi

ons

English Maths Science The Arts

Speaking & Listening Reading Writing

Number Space ( Measurement, Chance &

Data Working Mathematically

Science Creating & making Exploring & responding

History Geography Economics LOTE

Humanities Humanities Humanities Communicating in a LOTE Intercultural knowledge &

language awarenessCommunication Design, Creativity &

TechnologyICT Thinking

Listening, viewing & responding

Presenting

Investigating & designing Producing Analysing & evaluating

ICT for visual thinking ICT for creating ICT for communicating

Thinking processes

Health & Physical Education

Interpersonal development

Personal Learning Civics & Citizenship

Movement & physical activityHealth knowledge &

promotion

Building social relationships Working in teams

The Individual learner Managing personal learning

Civic knowledge & understandingCommunity engagement

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INTEGRATED VELS Level 1 Library Unit Traditional Literature Mossgiel Park PS

Teacher Planning Frameworks & Tuning In Strategies Graphic Organisers Questioning

Three Storey Intellect PBL (Problem-based learning) Bloom's Taxonomy Multiple intelligences Thinker's Keys Six Thinking Hats CoRT Inquiry based learning

Brainstorming Think, Pair, Share Y Chart Placemat Graffiti Wall Sunshine wheel A-Z

Concept map Mind map Venn diagram Issues map Flow diagram Storyboarding Fishbone diagram Gantt chart (Projects Planning) Cause & Effect Wheel Affinity diagram (Sorting data) K-W-L-H T Chart Spider Map Force Field Analysis (Action planning) SWOT Analysis (Action planning)

Closed (Skinny) Questions Open questions Hypothetical/Scenario-based questions Socratic questioning Reflective questioning Thinking/content questions Interpersonal or collaborative questions Personal learning questions Question matrix The 5 Whys

DATT tools: See Planning Matrix

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Structures for Effective Collaborative Learning

Collaborative Learning Strategies Personal Learning Generic skills & competencies Establishing roles Inside/Outside Circles Four Corners Three Step Interview Jigsaw Fishbowl Debate Discussion

Role play & drama Code of cooperation Action planning Classroom meetings Multi-voting technique Nominal group technique Expert groups

Reflective questioning Share time Reflection circles Reflective journals Capacity matrix Learning journals Whole brain learning Habits of mind Goal setting Design brief Problem solving

Collecting, analysing & organising information Communicating ideas & information Planning & organising activities Working with others and in teams Using mathematical ideas & techniques Solving problems Using technology

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Learning FocusUp

EnglishStudents learn that print text maintains a constant message… They learn to form letters correctly and to use a range of writing implements…They contribute ideas during class and group discussion, and follow simple instructions. They learn to retell what they have heard and ask and answer simple questions for information and clarification.Students learn and practise the skills of being attentive listeners in formal and informal classroom situations. They listen and respond to a range of simple texts, including books read aloud, audio tapes and films, and to brief spoken texts that deal with familiar ideas and information. Students begin to adjust their speaking and listening to suit context, purpose and audience in order to communicate meaning and to understand others. When sharing and responding to ideas and information in print, visual and electronic texts, students make connections with their own experiences and ideas.HumanitiesThrough reading and listening to narratives…and by seeing and hearing about other places outside their experience they begin to consider how and why other times and places are different from their own. The Arts: Exploring and respondingStudents make performing… arts works that express and communicate experiences, observations, ideas and feelings about themselves and their world. With guidance, they make arts works … in response to stimuli drawn from sources such as …imagination. …• in Drama, communicate a character’s feelings at different points in a story through facial expression, gesture and other non-vocal language [and dramatising the characteristics of animal characters]. CommunicationStudents begin to identify basic communication conventions in the classroom …such as being attentive listeners, facing the speaker, and taking turns. They learn to focus their attention and to listen without interrupting. Students practise retelling what a speaker has said to them and learn to ask questions when appropriate, exploring the interactive nature of communication. Students respond, in both formal and informal settings, to a variety of stimuli; for example, aural, written and visual texts. They share the meaning they make of these texts with their peers.ThinkingStudents use a range of simple thinking tools to gather and process information. They reflect on their thinking (for example, why they think what they think about a text) and take time to consider before responding. Personal LearningStudents experience diverse approaches and responses to learning. With teacher support, they make links with their existing experiences and develop the view that learning is exploratory, fun and rewarding. …Students are provided with opportunities to learn with peers and to share their feelings and thoughts about learning with others. They begin to understand that listening to the responses of others can assist them to make sense of new experiences and provide useful cues for their own learning. …Students ….begin to …complete work using their initiative as a first step and asking for teacher assistance as required. With support, students manage their time and resources to complete short tasks.Interpersonal LearningStudents interact with their peers, teachers and other adults in a range of contexts. …Students learn to manage their impulses by developing habits and routines that help them to be a cooperative class member. With teacher support, students begin to identify and develop the skills required to work together in a group, including taking turns, and sharing and caring for equipment and resources. While playing games and participating in classroom activities, students practise listening to others and recording or retelling what others have said. Students are supported to develop appropriate language to explain what happens and how they feel when experiencing conflict and/or bullying. They begin to understand how their actions affect others. Students learn that some people have special needs and to respect the

rights, feelings and efforts of others. Civics & CitizenshipStudents… are introduced to the idea of the classroom being a community and they learn about respect and concern for others and being fair. They learn about classroom rules and why they are needed.

SLAV Library focus

Literature UpWith teacher assistance, modelling and scaffolding students will be able to: LS 1.1 identify picture story books as a literary form LS 1.2 verbalise sequence of main events in stories LS 1.3 identify the main characters from picture story books LS 1.4 describe where the story takes place in particular picture story books LS 1.5 identify strong emotions that occur in picture story books

Film - Film as Text LS 1.1F identify film as a literary form LS 1.2F describe where the story takes place in particular film LS 1.3F identify strong emotions that occur in a film that is viewed

POLT Focus

The learning environment is supportive and productive.In learning environments that reflect this principle the teacher:

1.1 builds positive relationships through knowing and valuing each student The learning environment promotes independence, interdependence and self motivation.In learning environments that reflect this principle the teacher:

2.2 uses strategies that build skills of productive collaboration.

Values Education Care and compassion Freedom Fair go Doing your best Respect. Honesty and trustworthiness Integrity: thinking for yourself. Responsibility Understanding, tolerance, and inclusion

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Key Understandings for Assessment Up Focus QuestionsThe library is a special place with special rules to care for the books.Our buddies are special friends.Stories have characters that may be people or animals. Books tell stories about times long ago, when people and places were different but the stories are still relevant today because human behaviour, feelings and emotions are the same. In ‘made up’ stories, animals behave like humans. Stories have a beginning, middle and end.Aesop was an author who lived a long time ago in Ancient Greece. He told many fables to illustrate a moral.

What happened in the story?Could this story be true?Do animals really behave like this?Do people really behave like this today?Does this story teach us anything?What happened in the beginning/middle/end?

Disciplinary Standards Inter-disciplinary StandardsEnglish (Progression points 0.05) Communication No standard till Level 3.

Key Understandings for Assessment Up Focus QuestionsStudents use speech to talk about personal experiences, ask and answer simple questions about ideas heard and communicate purposefully with peers and some familiar adults. They contribute ideas and information to discussions. They use simple sentences that are grammatically correct. …They comprehend simple oral classroom instructions, short …[stories] with supporting visual information and references to particular sentences and individual words….Students are aware that speech can be written and begin to recognise that writing is used to convey ideas, feelings and information. Humanities: No standard till Level 3. The Arts No standard till Level 3.

Thinking No standard till Level 3.

Physical, Personal and Social Learning Standards Assessment products including portfolio itemsPersonal Learning No standard till Level 3.Interpersonal Learning (Progression point 0.05)The work of a student shows awareness of the safety of self and others behaviour that is helpful to peers, family members and teachers application of calming strategies such as being silent, waiting, smiling and

relaxing cooperative behaviours that help them to participate in groups, games

and other forms of playCivics & CitizenshipNo standard till Level 3.

Observations, and teacher made worksheets assessing ability toLS 1.1 identify picture story books as a literary form LS 1.2 verbalise sequence of main events in stories LS 1.3 identify the main characters from picture story books LS 1.4 describe where the story takes place in particular picture story books LS 1.5 identify strong emotions that occur in picture story books LS 1.1F identify film as a literary form LS 1.2F describe where the story takes place in particular film LS 1.3F identify strong emotions that occur in a film that is viewed.

Planning sequence What students do Teaching points and questions Grouping Special

needs Assessment

Tuning InUp

Discuss the Rules of the Library, and special Prep rules i.e. no sitting on steps.Orientation: Take a library ‘walk’ focussing on the Picture Story shelves, entry and exit doors, circulation desk. Care of Books & borrowing procedures Listen to story: Henny Penny retold by William Stobbs (398 STO) & dramatise feeling scared and following a leader. Discuss characters in story & why they all followed Henny Penny. Discuss 'following the leader' and thinking for yourself. Care of BooksKeeping hands clean: trace around hands and trace/copy 'We use clean hands in the library'. No borrowing this week.

Welcome students to the library. Introduce the rules & procedures of the library, especially care of books & borrowing procedures for next week (i.e. must have a library bag). Explain that they will have a buddy to help them borrow. Discuss appropriate behaviour during story time: “We listen and we think and we talk about it at the end.”Cue in story: What are chickens like? (Appearance, behaviours) Read story: discuss what happened in the beginning/middle/end. Why did the animals all follow Henny Penny? Values Education: Integrity (thinking for yourself)Would you follow someone who was being silly? Can animals really talk? This is a made up story (fiction).

individual pairs groups whole class

Observe for at-risk, ESL and gifted students.

Communication:Identify students who observe basic communication conventions in the classroom: being attentive

listeners, facing the speaker, taking turns. focus their attention listen without

interrupting.Observe on-task & sharing behaviours to guide formation of table groups.

Activity Cluster 1Up

Browsing and Borrowing with buddy. (15 mins) Story time: Discuss predators on farms and how animals need to be protected from them. Describe characteristics of wolves and sheep. Discuss children helping with their parent’s work and the shepherd’s job in other countries in the olden days. Listen to The Boy Who Cried Wolf (Fables from Aesop), by Val Biro. (398 BIR). Dramatise calling for help during a re-reading.Talk about the most exciting part. Discuss what happened in the beginning/middle/end Values education: Talk about whether children still tell lies or do other silly things today to get attention. Activity: Worksheet: 'Write' name, and transcribe from the board what the boy said when he saw the wolf. Discuss appropriate colours for the picture (e.g. brown rocks, grey wolf) and colour the picture.

Our buddies are special friends: Introduce Buddy Reading: Suggest ways to greet & get to know a friend.The library is a special place with special rules to care for the books: Explain process: browse & choose book together, borrow from circulation desk, read together. Older student models appropriate borrowing behaviour and takes responsibility for the book being stored in the library bag or returned to re-shelving trolley. Introduce Aesop: an author who lived a long time ago in another country called Greece. He wrote many short stories called fables about animals, to teach people lessons about how to behave. Cue in the story: What animals live on our school farm? What other animals try to eat them? How do we protect them? What do you know about sheep? What animals could eat a sheep?How can you tell that this story is from a long time ago? How do the people look different? How does the place look different? Why did Aesop tell this story – what lesson was he trying to teach us? What did he want us to think about? Why do people still tell this story today? Do people behave like this these days?


At-risk: Students having difficulty writing their name trace and copy teacher model. Gifted: Draw/write what happened next.ESL: Review names of characters in the pictures & names of colours.

Communication:Identify students who observe basic communication conventions in the classroom: being attentive


interrupting.

Observe on-task & sharing in table groups.


Browsing and Borrowing with buddy. (15 mins) Story time: Discuss characteristics of real mice and lions and compare with pictures. Listen to The Lion and the Mouse, in City Mouse & Country Mouse, and Two more Tales from Aesop. (398 WAL). Dramatise actions during a re-reading. Talk about the most exciting part. Discuss what happened in the beginning/middle/end. Values education: Talk about whether people behave like the animals in this storyActivity: Worksheet: Talk about 'big' & 'little' & appropriate colours for the picture. Draw a line from the word (big/little) to the correct picture (lion/mouse). On the back, draw the most exciting part, and ‘write’ a sentence about the story.

Reminders to older students about modelling appropriate borrowing behaviours for preps. Suggest ways for older students to discuss the book to enrich the reading for Preps (describe the pictures, ask if prep has ever experienced something similar etc). Library Skills: Picture Books: Review the layout of a picture book (covers, title, author, text, pictures & MPPS barcode). What do you know about lions? Mice? What do they look like? Where do they live? What do they eat? What other animals prey on them? Do mice and lions really talk? Is this book a true book about true things? What lesson was Aesop trying to teach? What did he want us to think about? Why do people still tell this story today? Do people behave like this these days?Can little people help big, powerful people? Should people make fun of smaller, less powerful people?


At-risk: Students having difficulty writing their name trace and copy teacher model; reinforce initial sounds of big/little. Gifted: Draw/write about a time when you helped an adult.ESL: Review names & initial sounds of characters in the pictures.

Oral assessments: ask individual children to describe the beginning and the end of the story (LS 1.2 verbalise sequence of main events in stories i.e. retells events using pictures as clues and relates them to own experiences)

Communication:Identify students who observe basic communication conventions being attentive


interrupting.


Browsing and Borrowing with buddy. (15 mins) Story time: Discuss: birds laying eggs, describe characteristics of geese, &explain the value of geese to a farmerListen to The Goose that Laid the Golden Eggs (Fables from Aesop), by Val Biro. (398 BIR). Dramatise feelings during a re-reading. Discuss what happened in the beginning/middle/end. Talk about the feelings of the farmer and his wife when they found the golden egg and after they had killed the goose.Talk about how to spend the money from a golden egg. Values education: Talk about greed and how it can make people do foolish things. Activity: Worksheet: 'Write' name. Count the number of eggs in the picture. Draw a line from the word (goose/egg) to the picture. On the back, ‘write’ and draw what you would buy with a golden egg.

Reminders to older students about modelling appropriate borrowing

behaviours for preps. ways for older students to discuss

the book to enrich the reading for Preps (describe the pictures, ask if prep has ever experienced something similar etc).

Library Skills: Picture Books: Review the layout of a picture book (covers, title, author, text, pictures & MPPS barcode). What do you know about geese? What do they look like? Where do they live? What do they eat? How do they have babies? Why do farmers keep them? (Eggs &gooseflesh). Could a goose really lay a golden egg? Is this book a true book about true things? Why did Aesop tell this story – what lesson was he trying to teach us? What did he want us to think about? Why do people still tell this story today? Do people behave like this these days?


At-risk: Students having difficulty writing their name trace and copy teacher model; reinforce names and order of numbers. Gifted: Prioritise the order in which you would buy the things you want. ESL: Review names and order of numbers.

Oral assessments: ask individual children to describe the feelings of the farmer and his wife (LS 1.5 identify strong emotions that occur in picture story books)

Observations: Identify students who observe basic communication conventions being attentive


interrupting.(Communication)


Browsing and Borrowing with buddy. (15 mins) Story time: Discuss the cover: Describe characteristics of ducks and tortoises. Listen to The Ducks and the Tortoise Fables from Aesop), by Val Biro. (398 BIR). Dramatise actions during a re-reading. Talk about the most exciting part. Discuss what happened in the beginning/middle/end. Values education: Talk about wanting to do things that are impossible and accepting what you are. Activity: Worksheet: Write name, count how many ducks/tortoise legs. Draw the beginning, middle and end of the story.

Library Skills: Picture Books: Review the layout of a picture book (covers, title, author, text, pictures & MPPS barcode).

What do you know about ducks? Tortoises? What do they look like? Where do they live? What do they eat? How do they move? Could these animals really talk? What other things in the story couldn’t possibly happen? Is this book a true book about true things? Why did Aesop tell this story – what lesson was he trying to teach us? What did he want us to think about? Why do people still tell this story today? Do people behave like this these days?


At-risk: Students having difficulty writing their name trace and copy teacher model; reinforce names and order of numbers. Draw beginning and end first. Use book pictures to review order of events.Gifted: Design an invention to help you do something impossible. ESL: Review names and order of numbers, use book pictures to review order of events.

Oral assessments: ask individual children to describe the beginning, middle and end of the story (LS 1.2 verbalise sequence of main events in stories i.e. retells events using pictures as clues and relates them to own experiences)

Observe for ability to use a simple thinking tool to process information i.e. the worksheet template for beginning/middle/end. (Thinking processes)


Browsing and Borrowing with buddy. (15 mins) Story time: Discuss the cover: Describe characteristics of hares and tortoises. Predict who would win if they had a running race. Listen to The Hare and the Tortoise, retold by Helen Ward (398 HAR). Dramatise actions during a re-reading.Talk about the most exciting part and why the hare didn’t win. Discuss what happened in the beginning/middle/end. Values education: Talk about how everyone has different skills and abilities and should make the best of what they have. Activity: Worksheet: 'Write' name, draw the beginning, middle and end of the story.

Library Skills: Picture Books: Review the layout of a picture book (covers, title, author, text, pictures & MPPS barcode). What do you know about hares? How are they different from rabbits? Tortoises? What do they look like? Where do they live? What do they eat? How do they move? Could these animals really talk? What other things in the story couldn’t possibly happen? Is this book a true book about true things? What lesson was Aesop trying to teach? What did he want us to think about? Why do people still tell this story today? Do people behave like this these days?


At-risk: Students having difficulty writing their name trace and copy teacher model. Draw beginning and end first. Use book pictures to review order of events.Gifted: Draw what might happen if they had a different sort of competition. ESL: Review names of animals, use book pictures to review order of events.




Browsing and Borrowing with buddy. (15 mins) Story time: Discuss the cover: Describe characteristics of asses (donkeys) and how they were used as a form of transport in the olden days. Talk about carrying heavy things and getting tired. In a circle, heft weight of a bag of salt and a bag of sponges when dry. Listen to The Ass and the Pond retold by Val Biro (Fables from Aesop), by Val Biro. (398 BIR).Observe a demonstration of the relative weights when wet in a bucket of water, and heft the weights. Discuss what happened in the beginning/middle/end. Values education: Talk about the sneaky behaviour of the ass. Activity: Worksheet: 'Write' name, draw the beginning, middle and end of the story.

Reminders to older students about procedures for buddy reading & borrowing.Library Skills: Picture Books: Review the layout of a picture book (covers, title, author, text, pictures & MPPS barcode). What do you know about asses and donkeys? What do they look like? Where do they live? How do they move? What did/do people use them for? Could these animals really talk? What other things in the story couldn’t possibly happen? Is this book a true book about true things? Why did Aesop tell this story – what lesson was he trying to teach us? What did he want us to think about? Why do people still tell this story today? Do people behave like this these days?What effect did the ass’s behaviour have on his owner? Is it ever ok to damage other people’s belongings?


At-risk: Students having difficulty writing their name trace and copy teacher model. Draw beginning and end first. Use book pictures to review order of events.Gifted: Draw and write about what the owner might do next. ESL: Review key vocabulary, use book pictures to review order of events.




Standalone Peace lesson (Anzac week)

Meeting your Grade 5 buddy. Browsing and Borrowing.Buddy reading. (15 mins)

Story time: Discuss the cover: Discuss arguments & fights.

Listen to Is it Right to Fight? By Pat Thomas (303THO). Discuss, then listen to The Dog Next Door, in Stories from our House by Richard Tulloch (PIC T). & discuss how they solved the problem.

Values education: Talk about how it’s important to find ways of getting along with others (tolerance).

Activity: Worksheet: Write name, fold paper in half: on one side draw having a fight with someone, and on the other, draw a way to solve the dispute.

Are the pictures on the cover like the other books we have read in library? How can you tell that this story is not from long ago?What kinds of things do children fight about? What about adults?

What problem did the people in the story fight have? How did they tell the neighbours about it? Why was this a good way to discuss it? How did they solve the problem? Are they still friends with the neighbours?What should we do when we are upset about something? How should we tell the people who are annoying us about it? What kinds of things can we do to stop fights?


At-risk: Students having difficulty writing their name trace and copy teacher model. Provide prompts to help focus on a recent event. Gifted: Draw and write about how the world would be a better place if adults were better at solving disputes.ESL: Review key vocabulary, draw what happened in this story and use book pictures to review events.

Observe for ability to identify the main

characters (S 1.3 identify the main characters from picture story books)

describe where the story takes place (LS 1.3 describe where the story takes place in particular picture story books)

can discuss family responsibilities to get on well with the neighbours. (Civics: Students explore their responsibilities and rights and those of others in familiar contexts such as the family, the classroom…)

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Supporting Resources and Materials

Print Media

Henny Penny retold by William Stobbs (398 STO)The Boy Who Cried Wolf (Fables from Aesop), by Val Biro. (398 BIR). The Lion and the Mouse, in City Mouse & Country Mouse, and Two more Tales from Aesop. (398 WAL)The Goose that Laid the Golden Eggs (Fables from Aesop), by Val Biro. (398 BIR).The Ducks and the Tortoise Fables from Aesop), by Val Biro. (398 BIR)The Hare and the Tortoise, retold by Helen Ward (398 HAR). The Ass and the Pond retold by Val Biro (Fables from Aesop), by Val Biro. (398 BIR).Is it Right to Fight? By Pat Thomas (303THO). The Dog Next Door, in Stories from our House by Richard Tulloch (PIC T).

Realia Bag of salt; sponge, bucket of water

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VERBAL LINGUISTIC LOGICALMATHEMATICAL PICTURE/SPATIAL BODY

KINESTHETICMUSICAUDITORY INTERPERSONAL INTRAPERSONAL

KNOWLEDGE True or falseTell about Act like animal

charactersMake noises like animal characters List own experiences

COMPREHENSIONSummariseDescribeRetell

Explain Demonstrate

Draw to show what happened in the story Act out Describe behaviour of

characters Describe selfDescribe own experiences

APPLICATION Work in a group

ANALYSISDo an experiment to compare wet and dry salt and sponges.

Identify characteristic behaviour of/for characters Predict behaviour of characters

Self- report (tell what happens when you are angry)

SYNTHESISWrite a creative story about what would happen next (enrichment only)

Design a machine to do the impossible (enrichment only)

EVALUATION State conclusions about

What might happen if(enrichment only)

Term planner and sequence of activitiesWeek Activity Clusters Incidental teaching/Stand-alone Units Special events

1 Upgrade to new Destiny library system2 Upgrade to new Destiny library system3 1 Curriculum Day 20074 25 36 47 5 Labour Day 20078 69 7 Peace studies lesson (Anzac Week).

EvaluationThis is a good unit to start the year with Preps. The stories are very short to suit their attention span, and there are good opportunities for acting out characters so that they don’t get fidgety. Although there are some that can barely write their names, most can orally identify the beginning, middle and end of the story by the end of the unit, and (with the exception of the ESL students who can’t communicate their understanding very well), they all seem to be able to recognise that these stories are ‘made-up stories to teach a lesson’. After trials using different graphic organisers, I now think that the simple template in the form of a chart with just three headings (beginning, middle, ending) is the most suitable format at this stage of the prep year.

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