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5.
Weeks: 8-14 (7 weeks)
20/2 - 7/4

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Strand: Pattern and function
Phase: 2
Conceptual Understandings:

Whole numbers exhibit patterns and relationships that can be observed and described

Learning Outcomes:

When constructing meaning; understand the inverse relationship between addition and subtraction

When transferring meaning; represent pattern in a variety of ways for example, using words, drawing, symbols, materials, action, numbers.

When applying with understanding; use number pattern to represent and understand real-life situations.

Strand: Number
Phase: 2
Conceptual Understanding:

Learning Outcomes:

When constructing meaning; develop strategies for memorizing addition and subtraction number facts.

When transferring meaning; Describe mental and written strategies for adding and subtracting two-digit numbers.

When applying with understanding; use fast recall of addition and subtraction number facts in real-life situations.

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Strand:

Living things

Earth and Space

Skills:

Identify or generate questions or problem to be explored

Interpret and evaluate data gathered in order to draw conclusion.

Learning Outcomes:

Explore the use of imagination as a tool to create and understand stories

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Strand:

Social organization and culture.

Skills:

Formulate and ask questions about the past the future, places and society.

Learning Outcomes:

Identify, compare and express themseves through stories.

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase: 3
Conceptual Understandings:

Spoken communication is different from written communication - it has its own set of rules.

Learning Outcomes:

Re-tell familiar stories in sequence.

Anticipate and predict when listening to text read a-loud.

Participate in a variety of dramatic activities, for example, role play, puppet theater, dramatization of familiar stories and poems.

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase: 3
Conceptual Understandings:

Different visual techniques produce different effects and are used to present different types of information.

Learning Outcomes:

Use actions and body language to reinforce and add meaning to oral presentations.

Realize that text and illustrations in reference materials work together to convey information, and can explain how this enhances understanding.

View a range of visual language formats and discuss their effectiveness, for example, film/video, posters, drama.

WRITTEN LANGUAGE_ READING
Phase: 3
Conceptual Understandings:

Different types of texts serve different purposes.

The structure and organization of written language influences and conveys meaning.

Learning Outcomes:

Recognize a range of different texts types, for example, letters, poetry, plays, stories, novels, reports, articles.

Identify and explain the basic structure of a story, beginning, middle and end; may use story boards or comic strips to communicate elements.

Make predictions about a story, based on their own knowledge and experience; revise or confirm predictions as the story progresses.

Realize  that there is a difference between fiction and non-fiction and use books for particular purposes with teacher guidance.

Discuss personality and behavior of storybook characters, commenting on reason why they might react in particular ways.

Discuss their own experiences and relate them to fiction and non-fiction texts.

WRITTEN LANGUAGE_ WRITING
Phase: 3
Conceptual Undertsandings:

The structure of different types of texts includes identifiable features.

Thinking about storybook characters and people in real life help us to develop characters in our  own stories.

Learning Outcomes:

Organize ideas in a logical sequence, for example, write simple narractives with a beginning, middel and end.

Use feedback from teacher and other students to improve their writing.

With teacher guidance publish written work, in handwritten from or in digital format.

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

WRITTEN LANGUAGE_ READING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

WRITTEN LANGUAGE_ WRITING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase: 2
Conceptual Undertsandings:

The sound of a language are a symbolic way of representing ideas and objects.

Learning Outcomes:

Distinguish beginning, medial, and ending sounds of words with increasing accuracy.

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase: 3
Conceptual Undertsandings:

Visual texts can expand our database of sources of information.

Learning Outcomes:

Use a variety of implements to practice and develop handwriting and presentation skills.

WRITTEN LANGUAGE_ READING
Phase: 2 and 3
Conceptual Undertsandings:

Written language works differently than spoken language.

Applying a range of strategies helps us read and understand new texts.

Learning Outcomes:

Participate in guided reading situations, observing and applying reading behaviours  and interacting effectively with the group.

Indicate printed text where the teacher should start reading.

Have a secure knowledge of the basic conventions of the language of instruction in printed text, for example, orientation, directional movement, layout, spacing, punctuation.

WRITTEN LANGUAGE_ WRITING
Phase: 2 and 3
Conceptual Understandings:

Written language works differently from spoken language.

Applying a range of strategies helps us to express ourselves so that others can enjoy our writing.

Learning Outcomes:

Write informally aobut their own ideas....I can...., I like....

Read their own writing to the teacher and to classmates, realizing that what they have written remains unchanged.

Create illustrations to match their own written texts.

Discriminate between types of code, for example, letters, numbers, symbols, words.

Write legibly and in a consistent style.

Demonstrate an awareness of the conventions of written texts, for example, sequence, spacing, directionality.

Use familiar aspects of written language with increasing confidence and accuracy, for example, spelling pattern, high-frequency words.

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Communicators, Open-minded, Reflective

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Appreciation, Confidence, Creativity

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FORM, CONNECTION PERSPECTIVE

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Drama, Plot, Author, Message.

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Creating
Phase: 1
Conceptual Understandings:

We can express ourselves through arts.

Learning Outcomes:

Communicates and express feelings through body movements.

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Doodling - what happens next?

RESPONDING
Phase: 1
Conceptual Understandings:  We express our responses to artwork in a variety of ways.
Learning Outcomes: analyse the relationships within an artwork and construct meaning.
CREATING
Phase: 1
Conceptual Understandings: Our experiences and imagination can inspire us to create.
Learning Outcomes: Use their imagination and experiences to inform their art making.

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Strand: adventure challenges
Phase: 1
Conceptual Understandings:
- Our bodies can move creatively in response to different stimuli.
Learning Outcomes:
- explore creative movements in response to different stimuli

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Social, Thinking, Communication

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The students will create a story and build it up using sequencing. The story should convey a feeling, idea, message or theme that is easily understod by the audience. They will be the authors and illustators of their own story.

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Stories can be told in many different ways.

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Stories can also be told through images, songs and movement.

A story consists of different elements.

Responses to stories differ.