I am almost at the end of the week and what a week it has been. Learning not only the students names but those of my fellow colleagues, how to use the photocopier, which area of the playground to supervise whilst on duty, handling a classroom full of pubescent students, and realising that the end of the school day does not mean the end of the working day.
RISE AND SHINE
RISE AND SHINE
The class teacher began with a Rise and Shine question. Write down one sentence to explain where you
would like to be in ten years time.
Most included becoming footballers or actors, although a few decided they would be scientists or doctors. Destinations were also included by some, with the USA being a prime target.
Most included becoming footballers or actors, although a few decided they would be scientists or doctors. Destinations were also included by some, with the USA being a prime target.
I did something similar in my Primary School and will dig it out from my archives and add it as a picture to this blog over the weekend.
MATHS
The was the LO: I can read, write and order decimal numbers.
SC: Explain what a decimal means
SC: Explain what a decimal means
SC: Look at a number and say what the tenth, hundredth or thousandth digit is
SC:Order decimal numbers up to the thousandths in order of size
Starter
Firstly, the teacher read out a number and asked the class to round to the nearest 10,100 or 1000.
Common mistakes :
157 was rounded down to 150, not up to 160 - misunderstanding of process
415 was rounded down to 410, not up to 420 - misunderstanding of process
665 to nearest 100 was rounded to nearest 10 by a few - misinterpretation of value
The following were to be rounded to the nearest 10,100 and 1000.
Common mistakes for these were:
1171 became 1180, 1100 and 2000 - misunderstanding of process
2214 became 2220, 2200 and 3000 - misunderstanding of process for two of answers
I noticed more mistakes as the challenge got harder and harder, with students often rounding the wrong digit.
Main
The class what Dienes Blocks can be used for when working out decimal places. They could see it can be used to represented in different ways. With a whole number to be the 100 square, a tenth of a number to be the 10 squared shape, and finally a hundredth was show by a single square. This was a unique way to portray how decimals worked.
Starter
Firstly, the teacher read out a number and asked the class to round to the nearest 10,100 or 1000.
Common mistakes :
157 was rounded down to 150, not up to 160 - misunderstanding of process
415 was rounded down to 410, not up to 420 - misunderstanding of process
665 to nearest 100 was rounded to nearest 10 by a few - misinterpretation of value
The following were to be rounded to the nearest 10,100 and 1000.
Common mistakes for these were:
1171 became 1180, 1100 and 2000 - misunderstanding of process
2214 became 2220, 2200 and 3000 - misunderstanding of process for two of answers
I noticed more mistakes as the challenge got harder and harder, with students often rounding the wrong digit.
Main
The class what Dienes Blocks can be used for when working out decimal places. They could see it can be used to represented in different ways. With a whole number to be the 100 square, a tenth of a number to be the 10 squared shape, and finally a hundredth was show by a single square. This was a unique way to portray how decimals worked.
I floated across a few tables during this part of the lesson, although concentrated on a lower ability group. Similar problems cropped up when the students could not recognise decimals with less decimal places shown. For example: 1.18 to be smaller than 1.2. This is because all they see is .18 and .2, and think that 2 is smaller than 18. Which if not appearing as a decimal it would be.
To help, I put the list of numbers on a whiteboard and made sure each had the same amount of numbers after the decimal point.
To help, I put the list of numbers on a whiteboard and made sure each had the same amount of numbers after the decimal point.
1.2 and 1.3 became 1.20 and 1.30. This then changed their perspectives completely because in whole numbers 20 is smaller than 30, so 1.20 must be smaller than 1.30
My aim was to ensure the students looked at the whole number first, decide which was the smallest and put that first. Should two or more whole numbers be the same, they then had to look at the first decimal place (tenth). The smallest of which is next in order. However should these then be the same, the students had to move to the second decimal place (hundredth). They then repeated this until all were ranked smallest to largest.
For the more able students, the numbers went all the way to 3 decimal places
COLLECTIVE WORSHIP
On a Wednesday morning, the whole of Upper School have Collective Worship instead of Assembly. This is mainly due to the increase in student numbers and also a chance to reflect as a class, on the value of the week, which was FRIENDSHIP.
My class were showed a video of a man and his dog performing tricks with each other in a local skate park. They were asked what was required for this relationship to work.
Answers included: They are best friends and know each other well, so can trust one another; they are both dedicated to hard work and ensuring practice makes perfect ; their is a commitment to their friendship.
My aim was to ensure the students looked at the whole number first, decide which was the smallest and put that first. Should two or more whole numbers be the same, they then had to look at the first decimal place (tenth). The smallest of which is next in order. However should these then be the same, the students had to move to the second decimal place (hundredth). They then repeated this until all were ranked smallest to largest.
For the more able students, the numbers went all the way to 3 decimal places
COLLECTIVE WORSHIP
On a Wednesday morning, the whole of Upper School have Collective Worship instead of Assembly. This is mainly due to the increase in student numbers and also a chance to reflect as a class, on the value of the week, which was FRIENDSHIP.
My class were showed a video of a man and his dog performing tricks with each other in a local skate park. They were asked what was required for this relationship to work.
Answers included: They are best friends and know each other well, so can trust one another; they are both dedicated to hard work and ensuring practice makes perfect ; their is a commitment to their friendship.
LITERACY - An observed lesson
LO: To identify grammatical features in a text.
SC: To identify nouns, verbs, adjectives and prepositions in a sentence
SC: To identify a range of sentence types
SC: To identify writing strategies
Teacher talk - explanations, questioning, dialogue
The teacher explained that she wanted the class to highlight the grammatical features in a text by using felt tips to underline the words. She asked what a key was and why it would be needed: to describe what colour highlighted which feature. The text chosen was from Tom's Midnight Garden, which is the classroom reading book.
Tools used in class
Miss G held up one of the writing strategy descriptions, that are placed underneath the whiteboard, and explained to one of the students what imagery was.
How the teacher gains the attention of the learners
After 10 minutes, the teacher asked the class to clap once if they can hear her, then clap twice if they can hear her, and finally clap three times. Those not talking too loudly, and paying attention, all began to clap early. The rest of the class who were too noisy and not paying attention, didn't begin to clap until the 2nd or 3rd time.
Teacher talk - explanations, questioning, dialogue
At the end of the task, the teacher went through one of the sentences in the text, which had been pre-typed onto the computer. Using a different colour for each grammatical feature, she underlined certain words and asked the class to point out what each colour represented.
Adverbials were mistaken for adjectives by quite a few because they mistook the description of something, for the way something happened or moved.
How the learners respond
The class responded well and I was able to see progress made from the start to the end of the lesson. The Gifted & Talented students were also able to recognise personification, simile and metaphors.
SUMMARY
The class discussed the effects, writing style, and types of language used, in Tom's Midnight Garden, and have a better understanding of how this might impact on their own speaking and writing.
SPANISH - Both classes across the afternoonLO: To identify grammatical features in a text.
SC: To identify nouns, verbs, adjectives and prepositions in a sentence
SC: To identify a range of sentence types
SC: To identify writing strategies
Teacher talk - explanations, questioning, dialogue
The teacher explained that she wanted the class to highlight the grammatical features in a text by using felt tips to underline the words. She asked what a key was and why it would be needed: to describe what colour highlighted which feature. The text chosen was from Tom's Midnight Garden, which is the classroom reading book.
Tools used in class
Miss G held up one of the writing strategy descriptions, that are placed underneath the whiteboard, and explained to one of the students what imagery was.
How the teacher gains the attention of the learners
After 10 minutes, the teacher asked the class to clap once if they can hear her, then clap twice if they can hear her, and finally clap three times. Those not talking too loudly, and paying attention, all began to clap early. The rest of the class who were too noisy and not paying attention, didn't begin to clap until the 2nd or 3rd time.
Teacher talk - explanations, questioning, dialogue
At the end of the task, the teacher went through one of the sentences in the text, which had been pre-typed onto the computer. Using a different colour for each grammatical feature, she underlined certain words and asked the class to point out what each colour represented.
Adverbials were mistaken for adjectives by quite a few because they mistook the description of something, for the way something happened or moved.
How the learners respond
The class responded well and I was able to see progress made from the start to the end of the lesson. The Gifted & Talented students were also able to recognise personification, simile and metaphors.
SUMMARY
The class discussed the effects, writing style, and types of language used, in Tom's Midnight Garden, and have a better understanding of how this might impact on their own speaking and writing.
LO: To understand the value of learning a language
LO: To learn the Spanish Alphabet
SC: Meet and greet and provide personal information (weeks 1 and 2)
SC: Understand, ask and answer basic questions and follow instructions in Spanish
SC: Use and apply new vocabulary in a range of contexts.
How the lesson starts and ends
The teacher spoke purely in Spanish to greet the class, with some responding back accordingly. She asked what a sentence on the interactive whiteboard in Spanish 'Bienvenido a tu primera lección de español en el año 6' translated as.
Some knew that Bienvenido meant welcome, but the rest of it required translating 'Welcome to your first Spanish lesson in Year 6' Behaviour managament strategies
Ground rules were established for the lesson and these included - silencio/silence or a finger to ask for the class to stop talking, and repita/please repeat or a hand to ear meaning I'm listening to you.
I think its good to have some different class rules for Spanish because listening is a big part of learning a new language.
Teacher talk - explanations, questioning, dialogue
The class were asked what they already knew and it was explained that they will need to re-cap certain things.
Resources used
Mirrors to look at when forming words helped the students to see what their mouth does to create certain sounds.
A YouTube clip showed someone speaking 11 different languages and the sub-titles translated what he was saying. It included the reasons behind learning such an impressive amount of languages including: moving to another country, having friends who converse in another language, travelling the world. needing it for a job.
SUMMARY
One thing I did notice, was that the teacher recognised that pretty much all of the class could speak more than one language. This will be beneficial in learning another language because they already have the required skills to do so.
The use of mirrors and Youtube will prove invaluable to the class learning.
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