Integrated Themes for Relief Teachers - Book 2, For ages 5-12 years by Ready-Ed Publications

2 k o o B

2 k o Bo

Integrated Themes for Relief Teachers for ages 5 to 12

This resource book and its associated activities will enable relief teachers to provide meaningful and enjoyable activities for the full range of classes in the primary years. The use of a variety of stimulating themes allows an across-the-curriculum selection of activities to be presented to children. The open-ended nature of the notes and worksheets caters for the wide range of abilities that exist in any class situation. Activity sheets can be easily modified and teaching suggestions adapted by the resourceful relief teacher. This book is highly recommended for any teacher who acts in a relief capacity, but it is also well suited for permanent class teachers in their day-to-day work.

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PHOTOCOPY MASTERS

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Integrated Themes for Relief Teachers for ages 5 to 12

Fairy Tales Little Red Riding Hood Goldilocks

Flight

Front cover: images courtesy of Microsoft Clipart

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le:

The Circus Integrated Themes for Relief Teachers Book 2 ISBN 978 186 397 141 6

Three Little Pigs

9 781863 971416

Kym Slennett

E-book Code: REAU7005

This is a Ready-Ed Publications' Integrated book preview.

Themes

For Relief Teachers

Book 2

Fairy Tales - General Goldilocks The Three little Pigs Little Red Riding Hood The Circus Flight Written by Kym Slennett. Illustrated by Rod Jefferson. ÂŠ Ready-Ed Publications - 1997 Published by Ready-Ed Publications, P.O. Box 276, Greenwood ,WA, 6024 Email: info@readyed.com.au Website: www.readyed.com.au

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COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 141 6

Introduction

This is a Ready-Ed Publications' book preview. How this resour ce works resource

The phone rings at 8.30 a.m. and the caller asks if you can get to the school for the day as soon as possible. What are you going to teach that doesn’t require much preparation?

This is the resour ce that will come to your rescue resource

It provides an across-the-curriculum range of activities which are based on themes that will not only interest children, but will also teach and motivate them. The book provides guidelines for thematic activities that are easy to prepare and implement within a short time frame. The open-ended activities cater for the wide range of abilities that exist in any class situation. This allows the children to work at the capacity to which they are capable, as well as extending and challenging their thinking skills. Many of the activities are suitable for groups or partners, and they will help to develop children’s cooperation and negotiation skills. After lessons, or at the end of the day, discuss what the children have learnt and enjoyed from their activities, and have them write what they have learnt into their booklet. This is a good reflective time for the children. It encourages them to take responsibility for their learning.

Using an individual booklet This programme is designed to have the children use an individual booklet that is the basis for the day’s activities. The booklets consist of a cover that the children design and decorate and approximately four extra pages for activities. The size of the booklet depends on the needs of the class and the theme. A4 size paper cut in half and stapled together is a suitable size for the majority of the thematic activities. The children will really enjoy this approach, and it gives them a sense of purpose for the activities as they finish with a complete product rather than loose sheets that might be lost or thrown away. A system of positive rewards for completed tasks and acceptable behaviour can be implemented, assisting in creating a rewarding day for all. Rewards are given after the child has gained a number of points. Each point is shown by a star or a stamp, or the children can draw their own reward point that is related to the theme, e.g. a fish for the ocean theme. Once the children have earned 5 points they have earned the right to choose their reward. Stickers, free time or lollies are the awards that most children select. The rewards can have different point values, e.g. 5 points

1 sticker

7 points

2 lollies

10 points

free time

The reward choice can be given after 5 points, or the children can work their way through the rewards, claiming them at the end of the day. At the end of each of the units photocopiable master activity sheets that correspond to the activities in the theme are provided. There are also daily theme information sheets for you to record the day’s activities for the class teacher, e.g. “What we did today”. On arriving at the school, after establishing the important details of the day, locate the library and borrow some appropriate theme books. Then head off to find some suitable paper to construct the booklets.

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This resource book and its associated activities will enable you to provide meaningful and enjoyable activities for the full range of classes in the primary years.

The themes and activities are also well suited for class teachers in their day to day class work.

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Contents

This is a Ready-Ed Publications' book preview. Introduction

Section 1 - Fairy Tales - General Activities: 5 - 12 year olds

Fairy Tales - Teachers’ Notes

6-7

Fairy Tales - Planning Map

Section 2 - Goldilocks and the Three Bears: 5 - 8 year olds

Goldilocks - Teachers’ Notes

10 - 13

Activity Page - Theme Words

Activity Page - Bear

Section 3 - The Three Little Pigs: 5 - 8 year olds

Three Little Pigs - Teachers’ Notes

17 - 20

Activity Page - Theme Words

Activity Page - Pigs’ Cottage

Activity Page - Three Pigs (Ordinal Number)

Activity Page - Cube Template

Section 4 - Little Red Riding Hood: 5 - 8 year olds

Little Red Riding Hood - Teachers’ Notes

26 - 28

Activity Page - Tangram - Grandma’s House

Today’s Activities

Section 5 - The Circus: 5 - 12 year olds

The Circus - Teachers’ Notes

32 - 36

Activity Page - Theme Words

Activity Page - Circus Problems - 1

Activity Page - Circus Problems - 2

Activity Page - Circus Problems - 3

Activity Page - The Mathematical Clown

What We Did Today

Section 6 - Flight: 8 - 12 year olds

Flight - Teachers’ Notes

44 - 48

Activity Page - Planning Map

Activity Page - Publishing Template

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Activity Page - Helicopter Template

What We Did Today

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This is a Ready-Ed Publications' book preview. Fairy tales General Activities for 5 - 12 year olds

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Fairy Tales - General

This is a Ready-Ed Publications' book preview. The activities in this section are based on literature related to fairy tales.

The ideas sheet on Page 8 can be used as a personal contract or the children can select the activities to work on as a paired contract.

The ideas are primarily open-ended questions allowing flexibility and suitability across the year levels. These activities work well in small groups or pairs, promoting cooperation and negotiation skills. The contract can be copied for the class and can be reused for other classes. Alternatively, the ideas could be transferred onto a large piece of cardboard and displayed at the front of the room.

The other activities presented in the unit are also open-ended activities promoting a variety of thinking skills. The format for these activities is similar to that of other units in this book.

L anguage R Brainstorm for fairy tale words. R Planning activity: Children are to plan a trip to Fairyland. Ask: What will you need? How will you get there? Who would you take? Write a story about your adventures once you get there. R Decision making: Taking home a fairy/elf/gnome etc. Write a list of questions on the board. e.g. Who would you take home? Why would you choose that character? What will your mum and dad say? Will they let you keep it? How will you care for it? Will it be a good friend? What would some of the difficulties be in having a ...? Write a letter to your mum or dad to ask them if you can have a ...... and saying why they should let you. R Celebrity head: Select 3 children to sit out the front of the room. Behind their heads, write fairy tale character’s names. The children have to guess who they are. They must ask questions that can only be answered by a ‘yes’ or ‘no’ by the class. If they get an answer correct they may ask another question. The winner is the first person to guess who they represent. R Picture story: The children write a story, replacing some words with pictures.

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Once upon a time there were two

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who lived in a

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Art/Craft R Fairyland: The children paint, draw, crayon etc. what they think Fairyland would look like. Paint wash the background using watery paint.

This is a Ready-Ed Publications' book preview. R Castles: Working in groups, children construct a castle out of ‘junk’. R Children design a fairy castle or a giant’s castle.

Maths

R Money: Discuss what our money looks like and feels like. Make rubbings of the coin designs. As a class discuss what Fairyland money would look like. Would it use notes, or coins or both? The children work in pairs to design a Fairyland currency. Each pair constructs their currency from paper. Compare with other groups.

R Fairy market day: Having a make believe fairy market day is fun. This activity is best suited to week blocks or longer. The children work in small groups, with each group having a store/stall. They need to think of: z what they will sell z opening and closing times z cost of the items z how they will store their money etc. They can decorate their store however they like, creating a sign for the name. Once everyone in the class has set up, the market opens for business. Children can take turns to shop at other stalls and in tending their own shop. R 2-D shapes: Construct a wand using 2 triangles pointing different ways. The children could experiment with different shapes that would be suitable to make a wand. R 3-D shapes: Construct a castle or tower using 3-D shapes such as Lego or blocks. Children share their creations by describing the entry, exits, the purpose of the shape, how they are protected from evil witches and so on. R Position: Dictation drawing. Dictate to the children what they are to draw and the position of the objects, e.g. “Draw a toadstool. Sitting on top of the toadstool is a fairy.” R Shape translation: Tell the children to divide their page into quarters. In separate quarters draw: three triangles, three squares, three rectangles and three circles. Give the children a time limit in each quarter to create any fairy tale picture they can think of using the shapes. Share the ideas at the end of each quarter completion. R Position: Provide the children with grid paper and have them fill in the grid references: letters along the top and numbers down the side. Then instruct the children what to draw and in what grid reference. The children could then make up their own directions for a fairy tale picture or treasure hunt.

Social Studies R Temperature: Design some clothes for an elf, fairy etc. Decide where they are going to live and what the climate is like. Use the earth as an example and draw an imaginary map of a fairy world and locate the warm/hot/cold places on the map.

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R Temperature: Look at a wide variety of fairy tale books and discuss what the climate might have been like in each story. Make a list of titles and climates. Compare the results and discover the most common climate in fairy tale stories. Ready-Ed Publications

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1. Select your favourite fairy tale. Retell it in your own words.

8. Select a fairy tale and retell the story using a story map.

This is a Ready-Ed Publications' book preview. 2. Select a fairy tale and make up your own ending or write an epilogue.

3. Design a witch castle or a fairy/elf toadstool.

4. How could you solve the problem of getting your frisbee back from a dragon’s cave without being caught. Draw your dragon in its cave.

5. Select a fairy tale and turn it into a play to perform.

6. What is the difference between fact and fiction? Write an example of each.

7. Design a castle or palace that you would like to live in. Around the castle design a way of protecting yourself from witches, dragons and warlocks. Explain on the back of your design the best parts of your castle and how your protection design works.

9. Choose your favourite character from any tale. Create a character profile poster. Include appearance, personality and reasons why you like him/her. Paint their portrait.

10. The magic number is 10. Create as many questions that you can think of where the answer is 10.

Fairy Tales

11. Create your own fairy tale with a friend.

12. Make your own fairy tale word puzzle.

13. Create a new fairy tale where these characters meet and are in the same story: 1. Cinderella and Humpty Dumpty 2. Pinocchio and the Big Bad Wolf 3. Snow White and Jack from Jack and the Bean Stalk. Think of some of your own.

14. Make up as many questions as you can which have the answer ‘midnight’. 15. Find as many words as you can in these names: Rumplestiltskin Cinderella Pinnochio

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This isGoldilocks a Ready-Ed Publications' and book preview.

the Three Bears for 5 - 8 year olds

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Goldilocks and the T hree Bears Three Spelling

This is a Ready-Ed Publications' book preview. R Read the story to the children. Draw a cottage or bear on the board. Children brainstorm for words about and from the story. Record these in the picture. R Select 10 words for the children to place in alphabetical order.

R Children write words of their choice onto cards and make up a set of Snap cards. The same cards can be used for a game of Concentration. There is a word master sheet at the end of the unit that is appropriate for early readers (See Page 14). R Locate word meanings in dictionaries e.g. porridge, woods. R Draw a picture of each character and write the character’s name underneath. Describe their characteristics. R Use the words brainstormed above to write sentences. R Spelling circle game: Children sit in a circle and the teacher or a child suggests a word to spell from the list. One child starts with the initial letter and each child after that says one letter. The aim is to see how many times they can spell all the way around without a mistake. R Game: Write a blend or digraph on the board. Children are split into 5 groups. In their booklet they have to write as many words that they can think of that have the sound incorporated, in a given time limit. Share the words that children thought up. The team with the most words wins. R Game: Write a sound blend or digraph on the board. The children are in 4 groups. The leader of each group stands at the board. When the teacher says ‘go’, each writes a word that has the given sound in it. The first finished receives 4 points and so on down to 1 point for 4th position. A group cannot repeat words. For more capable students a letter minimum could be imposed, e.g. 5 letters or more. R How many ‘b’ words can children think of? Children ‘have a go’ at the words and record them in their booklets. R Construct a bear, using three circles: Cut brenex paper into one large circle and two smaller circles. Use one circle for the face and two for the ears. Fringe the face with crepe paper. Write ‘b’s or ‘b’ words all over the back of the bear. R Make silly ‘b’ sentences e.g. Big Billy bear builds brand new boxes using brown bricks. Children illustrate their silly sentences. R ‘th’ digraph: Children create a large numeral ‘three’ using card or paper and fill the three with ‘th’ words. R Fill in the missing letters. ‘th’ _ _ ree __e

‘ck’ lo _ _ sto _ _

‘ea’ b _ _ rs w__r

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R Create a sound tree. Each child draws a simple tree. The ‘trunk’ sound is ‘b’, ‘th’, ‘ea’, or ‘g’. On each of the branches fill in the words that have been recorded on the board. Colour to complete.

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Maths R Numeration: Counting and number recognition from 1 to 20.

This is a Ready-Ed Publications' book preview. Stepping stones - Use cards with written numerals. Children step and count the numbers. Select numbers at random and children jump onto the correct numeral. This activity can also be used for addition and subtraction.

Draw a large bear or Goldilocks on the board and write number sentences inside. Children copy picture and number sentences into their booklets.

R Addition/subtraction: Goldilocks’ favourite number is ... (e.g. 8). The children write all of the possible number sentences that add, subtract and even multiply to equal 8. For more capable children use a higher number. R Temperature: Hot/cold porridge. Children cut out food from magazines that is hot or cold and paste onto charts. R 3-D shapes: Construct the bears’ cottage. Use a cube template to construct the house base and fold paper to construct a sloping roof. See the template in the Three Little Pigs unit on Page 22. R 2-D shapes: Symmetrical house painting. Fold a piece of paper in half. Use the fold as the centre point of the house. Give directions to draw a symmetrical house, e.g. ‘Draw a square which is 10 cm by 10 cm.’ The fold should be at 5 cm on one side. When the house is finished, paint it. R Size: Use magazines to cut out small, medium and large size things. Cut out different sized shapes using coloured brenex squares. You could use the symmetrical shape method above with paper fold. R Graph: What do we eat for breakfast? Discuss what the children in the class eat and collate the results in graph form. R Length: The children draw the forest that Goldilocks has to walk through. Draw five possible ways that she could get to the bears’ house. Pose the question: How could we measure how far Goldilocks had to walk, e.g. Use string to follow the path and then measure the distance on a ruler.

L anguage R Text innovation: Rewrite the fairy tale as a class. Illustrate the class story, or write individual stories. R Story sequence: Divide children into groups and give a bundle of words that make up a sentence. They have to unjumble the words and arrange them in the correct order. All groups then meet and sequence all of the sentences to make a book. Each group illustrates their section. See the master activity sheet on Page 14. R Speech bubbles: Children draw a cartoon using speech bubbles, e.g. What the three bears would say when they found Goldilocks. R Wanted poster: Children create a Wanted poster, e.g. Wanted: Porridge thief, chair breaker.

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Reward:.........................

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R Acrostic poem:

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R S

R Pose the question: What would you do if you were Goldilocks? Write down how you would feel and what you would be thinking if you heard the Bears come home.

R How could Goldilocks escape from the bears’ house? Children devise a plan for escape and illustrate the escape route.

Art/Craft R Patterns with letters. Cut out large letters that spell GOLDILOCKS and decorate them. Paint or crayon a background and paste the letters randomly over the background.

D G L O C I O S L K R Bear face: Cover cartridge paper with crayon, using a lot of different colours. Paint the paper evenly black. Let dry. Scratch the large outline of a bear’s head, using the end of a paperclip or similar. Scratch small lines for the fur and fill in the facial characteristics. R Paint a scene of the forest where the bears live. Discuss what a forest looks like and how children can get their paintings to have a ‘forest’ texture. Paint a separate picture showing what the bears’ house looks like. Cut and paste onto the forest painting.

Science R Labelling the parts of a bear: Display a large diagram of a bear. Label the parts. Brainstorm for information about bears. Discuss and read information to add to the mind map. Children label their own bear diagram. Construct a bear using the master on Page 15.

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P.E.

This is a Ready-Ed Publications' book preview. R The bear and Goldilocks: Use the same rules as ‘Cat and Mouse’.

Two children are selected as ‘bear’ and ‘Goldilocks’ and the rest of the class form a circle. The child who is the bear chases the child who is Goldilocks in, out and around the circle. The children in the circle lift their arms if they want to let the bear or Goldilocks in or out and lower them to stop them getting through.

R Bear tag: The children who are ‘in’ are called the bears and have to catch all of the Goldilocks. R Obstacle course: Set up the course like the path Goldilocks would follow through the forest. Include hoops, ropes apart for a river, running around trees, climbing over seats as logs, rolling along mats for the beds. R The bears and the porridge: The bears (3 children) are behind a line where there are numerous bean bags (bowls of porridge). Quite a distance away and parallel is another line where all the Goldilocks stand. The children have to sneak up to the bears as close as they can before the bears turn around. When the bears turn around the Goldilocks children freeze. If they are caught moving they are sent back to the start. When the children manage to collect the bags they must run back to their line before the bears catch them. Game is over when all of the bags are stolen or all of the Goldilocks are caught and have become bears. R Bowl of porridge race: Same as the egg and the spoon race or relay. R Steal the porridge: Set up a circle of hoops and one main hoop in the middle which is filled with bean bags. The hoops in the circle are shared by partners. The aim of the game is to steal the bags (porridge) one at a time from the main hoop and the other bear’s hoops. Children take their bags back to their hoops. Run the game for a limited time. The winning pair of bears are the ones who have stolen the most bags from the other bears. Set up for game.

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Name ...........................................................

This is a Ready-Ed Publications' One day book preview. the

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bears

went

for

walk

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fur

eyes

claws

head

paws

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Pigs for 5 - 8 year olds

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The T hree Little P igs Three Pigs

This is a Ready-Ed Publications' book preview. Spelling

R Make a list of words from the story. Record on the board or chart.

R Draw the three types of houses - straw, stick and brick. Under each house write the words describing the pigs and the house.

E.g. Straw weak flimsy yellow narrow silly Each child draws each of the three houses and copies the words into the house. Brenex paper could be used by the children to construct a 2-D house and record the words. R Construct a word sleuth or a word puzzle. R Rhyming words: Use the words

THICK STRAW stick draw brick paw Brainstorm as a class to make two lists of rhyming words.

Game: Write the sounds in `thick’ and `straw’on the board and divide the class into 5 groups. Each child uses his/her booklet and is given a time limit to find words that have the sounds in them. Brainstorm for words and count the number of words found in each group. R Fill the gaps: Words will already be listed on the board. BR_ _ _ STR_ _ _ B_ _W R Write sentences using spelling words. R Pick a word: Words from the story are written onto cards. Children read the words and then the teacher places stickers on the backs of the cards. Each child takes a turn at reading a word. Once read, the card is turned over by the child and if there is a sticker then the child keeps it. This activity works best if done in smaller groups. It can be used when other children are completing spelling tasks as the activities can easily be rotated. The sheet of words at the end of the unit (Page 21) is useful for this activity. R Snap: Children are given cards to record words. They write words on two cards and play a game of Snap with a partner. R Construct spelling words using playdough.

Phonics R ‘P’ theme activity: Brainstorm for ‘p’ words. Children border their booklet page with ‘p’s and record words or draw the ‘p’ words. Discuss the meanings of the words suggested. Older children could locate words in the dictionary and record onto a ‘p’ bordered page.

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R Rhyming Word Snap: Snap cards are made by the children. They select words that rhyme and write two cards, e.g chin - bin, blew - chew.

This is a Ready-Ed Publications' book preview. R Construct ‘p’ or ‘th’ words using a variety of items: Playdough, rods, pencils, sand, blocks. R Finger paint the letters chosen and copy patterns. PP eeeeee

R Concentration card game: The cards from Snap are turned face down. Playing in pairs, children turn over a card to reveal the word. They must find the matching word. If unsuccessful they turn the card back over and the other person has a turn. If successful they keep the pair and have another turn.

L anguage R Story event sequencing: Write the main events of the story onto cards and the children sequence as a whole class. This could be the introduction to a story map exercise. Stick the cards onto the board and illustrate or select children to illustrate each particular event. R Picture word story or sentences:

The 3 little

were afraid of the big bad

They each built a

The first little

built a

made of

The children write the story in their own words and pictures. R Text innovation: Children retell the story of The Three Little Pigs in their own words (orally), and then as a whole class make up a new class story. Create a whole class big book. Children in pairs illustrate the pages. R Discuss and write a story from the wolf’s viewpoint after he couldn’t blow down the third pig’s brick house. R Character descriptions: Describe what each of the characters is like, e.g. clever, smart, silly, cunning, scared, mean, selfish, stubborn. Draw what each character looks like. R Discuss how each pig would feel when the wolf was at their door. Children then write how they would feel and what would they do if they were the pigs.

Maths R Area: Ice cream stick house. Children are given a house outline and can then find the area of the house by covering the shape with sticks. Provide pre-made brick shapes or children can rule up their own brick forms. Cover the house shape with bricks. See the activity sheet on Page 22.

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R Position: Ordinal number. On pig shapes, write the ordinal numbers 1st, 2nd, 3rd or higher. The children are told to find the â&#x20AC;&#x153;first little pigâ&#x20AC;?, and they find the correct numeral and place in order. Use the shapes on Page 23.

This is a Ready-Ed Publications' book preview. Children illustrate three houses on coloured paper. Decorate with straw, sticks and bricks. Cut and paste in the order that they appear in the story. Use the master sheet on Page 22 for houses.

R 3-D shapes: Copy a cube template onto card. Children make the cube then add more card to form a roof. Cover the outside with straw, sticks or bricks. See the cube template on Page 24.

R Number: Draw houses on the board and fill with number sentences. Children copy and answer the questions. R Multiplication: Hands-on lesson. Each child is given a bundle of ice cream sticks. Discuss the little pigs gathering bundles of sticks. E.g. the first little pig gathered 3 bundles and in each bundle he had 2 sticks. How many sticks did he have altogether? Children gather the same bundles and discover the answer. R Length: Use ice cream sticks to find the lengths of items using informal units. Measure things like the table, chair, or ruler, or go outside to find the lengths of benches, logs, etc. Children record their answers onto pig house shapes in their booklets. For more advanced children, have them measure the ice cream stick in centimetres or millimetres and then find things that have the same length. R 3-D: Design a house for the pigs using building blocks. Volume can be introduced for the older or more advanced children. For younger children, calculate how many blocks you would need if you wanted to make the house twice as tall, etc. R 2-D: Distribute outlines of houses to the class. Children have the task of finding things that they could use to cover their pig house. This activity is good to introduce area. Children need to be able to identify materials and shapes that could cover the house without any gaps (tessellating shapes), and find the shapes and objects that would be suitable to find the area. More advanced children could find the area by measuring and using the formula A = L x W.

Science R Wind (air movement): Question: How did the wolf blow down the two houses? Discuss answers. What are some other things that the wind can blow down or move? Record answers on a chart.

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R Construct a windmill using brenex or square sheets of paper. The brenex, or square paper, is cut diagonally from each corner almost to the centre. Then every second cut corner is turned into the middle and secured with a pin or split pin. Stands to hold the mill can be made by rolling brenex paper around a pencil and taping. Pin the blades onto the pole. Blow on the blades to make them move or take them out into the wind.

This is a Ready-Ed Publications' book preview. Use a pin to fasten the blades.

Cut

Turn every second corner to the centre.

Place Plasticine on the sharp end of the pin.

R Strong and weak structures: Discuss strong and weak structures. Children experiment with linking blocks (such as ‘Lego’), playdough and paper to create strong structures. If using paper and sticks provide sticky tape and glue. Discuss results and draw out generalisations.

Human Society R Different houses/different cultures/different climates: Discuss the types of housing that the children know about. Discuss and display pictures of houses that people of different cultures build. Brainstorm why different cultures might build different houses. Also discuss why places with different climates require different structures, e.g. snowy climates need sloping roofs and a lot of heating. Hot climates need lots of ventilation. Use travel brochures and magazines to locate pictures.

PE R 1. Play “What’s the Time Mr Wolf?”. 2. Play “Mr Wolf says”: There are three houses: stick, straw and brick. Mr Wolf tells the ‘pigs’ to go to the house of their choice. Mr Wolf says: (with back to players) “I’ll huff and I’ll puff and I’ll blow the (e.g. brick house) down.” All the children that went to the house the wolf nominated are ‘out’. They go and sit behind the wolf.

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Name ...........................................................

This is a Ready-Ed Publications' second preview.third firstbook little

pig

built

house

wolf

blew

sticks bricks straw huff

puff

down

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Name ...........................................................

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Name ...........................................................

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Name ...........................................................

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This is a Ready-Ed Publications' Little Red Riding book preview.

Hood

for 5 - 8 year olds

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Little Red Riding Hood

Spelling

This is a Ready-Ed Publications' book preview. R Read the story of Little Red Riding Hood.

R Brainstorm for interesting words describing the story or that are used in the story. Have children attempt to spell and ‘sound out’ the word. Record them on a chart or board. R Draw a picture of Little Red Riding Hood on the board and fill with the words. Children draw picture of part of the story and fill with words. R Construct a word puzzle using the spelling words. R What word fills the boxes? Have pre-drawn boxes for words on the board (i.e. lower and upper case). The children guess what words from the list fits in the box line. e.g:

l i t t l e The children then return to their booklets and complete the unfinished boxes. R Word jigsaws: Provide the children with enough cards for 10 words. They write a chosen word leaving large spaces between the letters. Cut in between the letters. Once all of the words have been cut they can work with a partner to reconstruct the words. e.g:

R Write sentences on the board with missing key words. The children copy and complete sentences into their booklets, e.g. Little _ _ _ Riding Hood went into the _ _ _ _ _ to visit her _ _ _ _ _ _ _ _ _ _ _.

Phonics R Words that begin with ‘w’ and ‘r’: Draw a picture of a wolf and fill it with ‘w’ words that the children suggest. The children then draw the picture and copy the words, or think of some more words of their own. R Brainstorm as a class for rhyming words, e.g.

Hood (good, wood, should, could) Red (bed, dead, shed, bled).

Record into booklet. R Construct letters or words with Plasticine. R ‘oo’ digraph: Make an ‘oo’ book. Use small pieces of paper stapled together with Little Red Riding Hood on the cover. On each page children put an ‘oo’ word and an illustration. Older children could provide words that have a letter minimum, such as 5 letters or more.

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L anguage

R Story map: Using a class model, demonstrate the events in the story. The children then construct their own story map in their book or create one on art paper. Page 26

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R Character description: Discuss the physical and personality descriptions of the main characters in the story. List the characters: Wolf, Little Red Riding Hood, Grandma, Woodcutter. Draw the characters to suit the description. Older classes or more advanced children can describe verbally, e.g.

This is a Ready-Ed Publications' book preview. Wolf mean hungry cunning

Little Red Riding Hood sweet kind innocent

R Text innovation: As a whole class, innovate the text. Replace names, change the ending, alter the characteristics of the characters. Construct a ‘big book’ and have groups illustrate the story; or each child or group can construct their own ‘big book’. R Construct a Wanted poster: Wanted: Wolf. Big, hairy, wearing Grandma’s pyjamas etc. R Letter Writing: Children write a letter as the wolf apologising to Grandma for their terrible behaviour. R Editing: Write sentences from the story on the board, deliberately making errors for the children to edit and rewrite.

Maths R Fractions: Construct a pie using pre-cut card circles. Glue on a variety of items, e.g. cotton wool for cream, paper in the shape of fruit. Cut the pie in half, then quarters, then eighths. Glue the pie pieces onto paper and write ½, ¼, 1 8. R Position: Children illustrate the story using your oral or written instructions, e.g. “Draw Little Red Riding Hood’s house on the left side of the page. It has two windows, one door in the middle of the house etc.” R 3-D: Grandma’s mystery basket. Collect a variety of 3-D shapes, regular and irregular, and place in the basket. Children feel the shape and describe its characteristics before identifying it. Children draw the 3-D shapes that were in the basket. Model how to draw the shapes on the board. R 2-D: Tangram - Grandma’s House. Use the tangram provided on Page 29. R Length: Dictate Little Red Riding Hood’s journey with the children following the instructions and recording the trail that you describe e.g. “Draw Little Red Riding Hood’s house. She walked out of the door and went straight ahead for 10 cm. Then she came to the edge of the woods. Draw a forest that is 10 cm wide and 10 cm long.”

Art/Craft R Letter art: Crayon or paint a background on a piece of art paper. Provide pre-cut strips of brenex paper. Glue diagonally on the page. Draw, colour and cut large capital letters that spell ‘WOLF’, or the letter ‘R’ and arrange in any position over the page, e.g:

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Page 27

R Paint a picture of a scene from the story.

This is a Ready-Ed Publications' book preview. R Sketch a large wolf, Little Red Riding Hood, grandma and the woodcutter onto separate large pieces of paper. Put the children into groups. Provide them with a large variety of media to decorate their picture. R Children create a maze and give it to their partner to solve. e.g:

PE R Play “What’s the Time Mr Wolf?” R Make up a Little Red Riding Hood hopscotch game. Each square is a place in the story.

Home

R Grandma and the wolf: Same as “Cat and Mouse”. Two children are selected and the rest of the class form a circle. The child who is the wolf chases the child who is the Grandma in, out and around the circle. The children in the circle lift their arms if they want to let the wolf or grandma in or out and they lower them to stop them getting through. R Wolf in the woods: Make two lines a good distance apart. The class stands behind one line. They are the Little Red Riding Hoods in the woods. The other line is the home of Grandma. There is one wolf at Grandma’s house with its back to the Little Red Riding Hoods in the woods. The Little Red Riding Hoods must sneak up to Gran’s house to deliver their baskets (bean bags). When the wolf turns around the Little Red Riding Hoods must freeze. If they are spotted (i.e. moving) they return home. If they get to deliver their baskets they must run to the woods for safety. If caught they become a wolf as well. e.g: Red Riding Hoods with bean bags

woods

Wolf at Grandma’s house

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Name ...........................................................

This is a Ready-Ed Tangram Publications' Grandmaâ&#x20AC;&#x2122;s House book preview.

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Name ...........................................................

This is a Ready-Ed Publications' What we did today book preview. Relief T eacher ’s name: ..................................... Teacher eacher’s

Class: .................................

’s theme: ............................................ Today oday’s Time: 9.00: .................................................................................................. 9.30: .................................................................................................. 10.00: ................................................................................................ 10.30: ................................................................................................ 11.00 .................................................................................................. 11.30: ................................................................................................. 12.00: ................................................................................................ 12.30: ................................................................................................ 1.00: .................................................................................................. 1.30: .................................................................................................. 2.00: .................................................................................................. 2.30: .................................................................................................. 3.00: .................................................................................................. 3.30: ..................................................................................................

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This is a Ready-Ed Publications' The preview. circus book for 5 - 12 year olds

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Page 31

THE CIRCUS Spelling

This is a Ready-Ed Publications' book preview. R Mind map: Start a drawing of a clown on the board. Select children to add to the drawing. Once completed discuss what the children know about the circus. Record using lines originating from the clown pointing to the words or ideas.

R Draw a large circus tent on the board. Children guess what the theme for the day would be. On ready-made cards have the circus words written. Quiz the children to see who knows the words. Play a game where you place stars on the backs of certain words. The children read the word and pick it up to see if they have won a star. See the cards on Page 37. R Children record words from the board into their booklets. Draw a circus scene around the words.

R Word jigsaw: Provide the children with a set of about 10 to 15 cards. They then choose words from the board and write them onto the card, leaving a gap to draw a line which is cut to make the jigsaw. Jumble word pieces and join them back together, e.g.

bat

R Syllabification: Select a variety of words from the board to give examples of syllables. Clap to demonstrate the sound of separation. Children select a word to clap. Use the jigsaw activity to reinforce the syllables. R Provide children with approximately 10 cards. The children copy the circus words onto the cards and decorate each card. Then, on a piece of paper, they draw the head of a clown and glue the cards sticking up to form spiky hair.

funn y

clo wn

R Create a circus word puzzle/word sleuth in the shape of a circus character. Use grid paper. R Rhyming game: In a group children select a given number of words and think of as many words as they can that rhyme with each word. Set a time limit.

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Phonics

R ‘C’ words: Draw a circus scene. In the picture disguise ‘c’s in all types of places. Have the children swap to see if they can find their neighbour’s ‘c’s.

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R Form a border of ‘c’s around the page and construct a circus tent shape using ‘c’s. Colour the picture.

This is a Ready-Ed Publications' book preview. R Children draw a lion’s mouth with a speech balloon coming from it. Fill the balloon with ‘l’ words. R Copy and solve.

‘ow’ cl _ _ n

‘ir’ c _ _ cus

R ‘ow’ and ‘ir’ words: Brainstorm for the sound words. Record in a large circus tent. Children copy. R Sound game: Select sounds/blends/digraphs that occur in circus theme words and put the children in groups to record as many words that they can think of that have the same sound in them. e.g. ow: cow, brow cl: clear, clog ir: fir, dirt.

L anguage R Alphabet circus: The children work in pairs, with each pair having a letter of the alphabet. Children have to come up with a silly sentence where each word starts with their alphabet letter, e.g. Angry acrobats eat apples all afternoon. Illustrate the sentences. R Drama: Children work in pairs. They come up with a mime of a character from the circus and perform their mime for the class. The class tries to guess what the character is. R Shared story: Select stories about the circus from the library. Discuss what it would be like living and performing in a circus. What would be the good and bad parts? Write a story:

Life in a circus. Why I’d like to join a circus. You are going to see a circus.

R Children are starting a circus:Design a poster to advertise it. Design a ‘performers wanted’ poster. Design a job application form for a ... e.g. lion tamer. R Write a news article: Lion escapes from circus! R Poem: Acrostic C I R C U S Haiku: Top line 5 syllables Middle line 7 syllables Bottom line 5 syllables

A circus is a Very funny place to see You should visit there!

R Story: You are a lion who escapes from a circus. Write a story about how you escape and what adventures you experience.

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R Postcard: Design a postcard and write a letter back to the circus telling them of your holiday adventures.

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Maths R Number: Children draw a circus tent outline. In groups, children take turns throwing a dice. Record numbers thrown and use the numbers to make number sentences. Fill up the tent outline with the number sentences. Groups swap ‘tents’ and solve the number sentences.

This is a Ready-Ed Publications' book preview. R Problem solving: Use the problems provided Pages 38, 39, 40.

R Length: Give each child a piece of paper to trace his/her foot. Decorate to make it into a clown shoe. Move around the class or the playground locating and recording things that are the same length. Give more advanced children the opportunity to use millimetres and centimetres. Order the clown shoes from smallest to largest. R Length: Following instructions: Write a list of instructions onto a chart. The children follow the instructions to draw a picture, e.g. “Draw the centre pole of the circus tent 20 cm long. Draw the 4 supporting poles 15 cm”. The more advanced children could use millimetres. R 3-D: Create a clown hat. Cut square paper diagonally in half and decorate it. Then roll the paper to construct the hat (cone shape). Discuss what other things are cone shaped. R Numeration: Construct a class circus counting book. One ringmaster is announcing... Two clowns enter riding... Three ponies which are following... Four dancing dogs... etc. The children work in pairs to illustrate the book. R Ordinal numbers: Provide the children with 10 small cards. On each card instruct the children about the pictures to be drawn. Once completed tell the children which order to place their cards in, using the words ‘first’, ‘second’, etc. Rearrange the cards and have children suggest the order.

R Symmetry: Fold a square of coloured brenex paper in half and cut to give each child one half. On one edge draw half a clown or juggler, making sure to start on the edge and finish the picture line on the same edge. Cut around the shape of picture, making sure the line is followed. Take the cut piece out and flip it over. Match the edge up to the other piece. You will have a symmetrical clown. Complete by pasting the cutouts onto a new piece of different coloured brenex.

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R Position dictations: Create a circus scene instructing the children what to draw, what colour to use and the position of each object. For example, “Draw a circus tent in the middle of the page. Draw four poles on it. On each pole draw 4 flags etc...”

This is a Ready-Ed Publications' book preview. R Time: Design a poster to advertise starting times and duration of a circus performance in hours and minutes.

R Multiplication: Clown multiplication cards. Children select a clown from their selection sheet. Complete the number sentences and then complete the clown faces on the sheet. See the master sheet at the end of the unit (Page 41).

Art/Craft R Life-size clowns: Children are put into pairs. Each child has a large sheet of butcher’s paper. Each takes a turn of laying on their piece of paper while the other traces around the body. Once traced, the children can paint or crayon to colour their bodies as clown bodies. When dry, cut and paste hair using wool, strips of crepe, or curls of brenex. R Paint a portrait of a clown: Water wash a piece of paper and dry. Paint clown portrait over the top. R Clown head, lion head: Pleat two pieces of brenex paper. Fold each to make a fan shape and staple. Join the two fan shapes together. Decorate with cut out paper shapes for the facial details. R Circus collage: Use different materials to illustrate the characters of the circus in a scene, e.g: Use different things to print, use a variety of brushes, mix a variety of colours, cut and paste materials. R Each group is given a different character in the circus to draw. Join all of the illustrations to make one large picture.

PE R Obstacle course relay. Set up similar to below. hoop stepping

low hurdles

under and over obstacles

R Circle pass out (Seals and trainers): The children are in two teams, standing in two concentric circles. A child from the team on the outside circle stands in the centre. The aim of the game is for the player in the middle to pass the ball to the outer circle without the inner circle intercepting. If the ball is intercepted then the team positions swap circles and a new centre player is chosen.

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Page 35

R Relays: Children move in a variety of ways, imitating circus characters e.g. jumping with a ball between the legs for a clown, swinging an arm and walking like an elephant, hopping like a performing dog.

This is a Ready-Ed Publications' book preview. R Circus corners: Place 4 cones in a square. Each corner has a name of a circus performer, e.g. clown, juggler, lion, trapeze artist. The children select a performer corner to go to and act out what that performer does. When the whistle blows or the music stops the children freeze in position and the teacher calls for a group to be â&#x20AC;&#x2DC;outâ&#x20AC;&#x2122; (without looking). They are then out. Last group left wins.

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Name ...........................................................

This is a Ready-Ed Publications' clown tent book preview. lion

elephants

high wire

ring

tricks

funny

magic

juggling

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Name ...........................................................

Problems -1 This is a Circus Ready-Ed Publications' book preview. R Make number sentences and solve these problems.

1. 5 lions were sitting on a platform. 3 jumped off. How many were left?

5. 10 clowns had 3 balls each. How many balls are there altogether? .......................................................................................................................... ..........................................................................................................................

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Name ...........................................................

ProblemS -2 This is aCIRCUS Ready-Ed Publications' book preview. R Make number sentences and solve these problems.

1. If there were 4 monkeys, 4 elephants and 4 horses, how many animals would there be altogether?

......................................................................................................................... 2. How many legs do 4 elephants have altogether? ............................................

3. The tickets for the circus cost $10 for adults and $5 for children. How much would it cost altogether for 1 adult and 1 child? ............................................... ......................................................................................................................... 4. A circus pony can carry 2 monkeys. How many monkeys could 4 ponies carry? .........................................................................................................................

5. The circus starts at 7:00 pm and finishes at 8:30 pm. How long did the circus last? ................................................................................................................. 6. A clown had 15 balloons. 4 popped so he blew up 5 more. How many balloons does he have now?............................................................................ ......................................................................................................................... 7. Draw a circus tent. How many poles are needed to hold up your tent? How

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many people can you seat in your tent? Draw the animals that are in your circus.

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Name ...........................................................

CIRCUS ProblemS - 3

This is a Ready-Ed Publications' book preview. RMake number sentences and solve these problems. 1. A clown had 36 juggling balls. He only used each ball once and he needed 3 balls for each act. How many acts can he perform before he runs out of juggling balls?

.......................................................................................................................... .......................................................................................................................... 2. Tickets for the circus cost $9.00 for adults and $5.00 for children. The circus sold 24 adult tickets and 30 children’s tickets. How much money did the circus make? .......................................................................................................................... .......................................................................................................................... 3. One elephant could carry 15 poodles. How many poodles could 15 elephants carry altogether? .......................................................................................................................... 4. How many legs do 12 elephants, 6 horses, 5 jugglers and 3 acrobats have? .......................................................................................................................... .......................................................................................................................... 5. The first circus performance begins at 7 pm and runs for 84 minutes. At what time does it finish? .......................................................................................................................... 6. A juggler juggles 4 balls and catches each ball 10 times in each hand. How many catches will she make altogether? Hint: Don’t forget to include both hands. .......................................................................................................................... .......................................................................................................................... o 7. The temperature in the big top was 20 c. For each person who was seated in the tent the temperature rose by ½ a degree. If 22 people were seated, what would the temperature read?

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Name ...........................................................

This is a Ready-Ed Publications' book preview.

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Page 41

Name ...........................................................

This is a Ready-Ed Publications' What we did today book preview. Relief T eacher ’s name: ..................................... Teacher eacher’s

Class: .................................

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This is a Ready-Ed Publications' Flight book preview. for 8 - 12 year olds

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Page 43

Flight

This is a Ready-Ed Publications' book preview. The Flight unit can be presented in two different ways. The first set of ideas can be used as a series of activities presented by the teacher. Secondly, the activity ideas page (Page 49) can be presented as an individual contract.

Activity Ideas

R Mind mapping: Brainstorm for ideas and words that are associated with flight. Record the ideas on a mind map, e.g.

paper planes

planes Flight

glide gliders

float

balloons seeds

lift

fly

Alternatively, have the children make up their own mind map, by having a whole class discussion and recording responses on the board. They could then enter into their booklets any new ideas suggested by other children. R Group brainstorming activity: In a given time frame make a list of things that your group can think of that fly/float/glide. Categorise your ideas into: Man-made unpowered, man-made powered, natural animal, natural plant. Share ideas at the end of the time limit. R Free reading: Flight material gathered from the library. The children select a book and, working with a partner, record into booklets any interesting information that is discovered. At the conclusion of the activity allow a whole class sharing time, where each pair read aloud what they have discovered. This information could be published on the flight publishing sheet on Page 50. R Word shapes: Display a number of illustrations of things that fly. The children suggest adjectives and verbs describing the movement and appearance of the flight. Record these words in the way they sound, e.g.

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R Shape poems: The children create a poem about a particular aspect of flight and record it in the shape of the aspect about which they are writing, e.g.

This is a Ready-Ed Publications' book preview. Rockets race into space.

R Acrostic poem: Write a poem using the letters of ‘flight’, e.g. F L I G H T

lying is about iving life n the reat outdoors, earing he roar of the air rushing by.

R Discuss the uses man has for flight and the difficulties the early inventors would have faced when trying to sell their ideas to the world. Task 1) Invent and design a new flying machine. Include a description of its capabilities and uses in the design brief. Task 2) Write a letter to a large company introducing your ideas and trying to convince them to fund the development of your invention. R Dictionary activity: Using the words recorded on the mind map, locate their meanings and record in the booklet. R Construct a word sleuth/puzzle or a crossword. Graph paper is useful for this activity or children can draw up their own grids. R Snap: Using the words from the mind map, children record selected words onto cards or slips of paper, recording each word twice. They then select a partner to play Snap or Memory (Concentration). R The Advertising Champion: The children put themselves in the position of an advertising agent for a hot air balloon company. They must design an advertisement for a magazine or a bill board, advertising hot air ballooning and the company. The children proofread, edit and publish their advertisement. (See Page 50.) R Cartoon Character: Create a cartoon character or superhero that can fly. Construct a character profile including information such as name, qualities and strengths and an illustration. Then create a cartoon strip of the character’s adventures.

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R Board game: Invent a new board game based on around-the-world aviators.

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Page 45

R Creative writing: Task: You have been selected to embark on an exploration mission into outer space aboard a new rocket. Make a list of all the things that you might need on your adventure. Write a journal entry for each day of your journey telling of day-to-day life aboard the ship and the adventures and the difficulties that confront you.

This is a Ready-Ed Publications' book preview. R Airline chef: Task: You are an airline chef and it is your duty to create interesting meals for your passengers. Design a menu cover and include a menu of all the delectable foods that will be served on the flight. Present a final published menu for the class to rate as if they were passengers.

R Story prediction and retell: Select a story about some aspect of flight. Have the children discuss the cover and write a prediction of the story line. Once they have finished their predictions discuss their ideas and then read the story. After the conclusion of the story, discuss the predictions and compare to the text. Children rewrite the story in their own words, being sure to proofread and edit their rewrite.

Maths R Problem solving: Discuss the types of mathematical problems the children could write as well as the processes to solve problems. The children write their own maths flight problems. They should try to include a variety of processes, e.g. time, distance, multiplication, addition, etc. R Kites: Design and construct a kite. Provide a basic diamond shape kite with the dimensions displayed on the board. The dimensions could be as follows:

20 cm 30 cm 40 cm

1 metre

The children are given the opportunity to use the dimensions provided or may vary them to suit their design ideas. Procedures and plans for kite construction should be included. To construct a kite, spread tissue paper over cane for a working model, or straws or sticks for a decorative model. Cut crĂŞpe paper for a tail. R Graphing: Discuss the superhero cartoons and movies that have flight as a part of the story line, e.g. Superman. Make a list of heroes and decide popularity. Record the results and have the children think up ways to present them in graphical form e.g. bar, column or pie graphs. The graphing could be done in groups as a collaborative effort, constructing one graph between the group.

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R Design, draw and construct paper aeroplanes. Fill in the details of design like lengths and dimensions and record the construction procedure. Then construct the aeroplane and test fly.

This is a Ready-Ed Publications' book preview. R Area: Using grid paper, children draw some hot air balloons and count the grid squares to work out the area that the balloon covers.

R Length dictation: Give the children oral instructions on constructing a flight picture, e.g. “Draw a plane taking off from the middle bottom of the page. The plane is 10 cm long from the nose to tail and its wing span is 10 cm.”

Art/Craft R Construct a helicopter. Draw the instructions below onto the board and have the children copy it into their booklets. Fold flaps to 45° in opposite directions. cut The Plan

f.2 f.1

cut

fold

fold twice

The template on Page 51 can be photocopied on light cardboard and distributed for construction. Once the helicopter is complete, experiment with its flight. Add a paper clip and fold up the bottom flaps to discover what conditions affect flight. Children record what they find in their booklets. R Hot air balloons: On a piece of paper children can paint wash a sky background experimenting with colours for different effects. Use crayon to illustrate hot air balloons - some large for the foreground and others small for the background. Cut the shapes out and paste on to the sky scene. R Kites: These can be done in a similar way to the hot air balloons. When fixing the kites onto the sky, make two slits a bit smaller than the kite’s length to slide the ends into, creating a 3D effect.

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Page 47

R Windmill/propeller: You will need card squares, straws or sticks and pins to fasten the centre. Directions:

This is a Ready-Ed Publications' book preview. cut

cut

- Fold the corner into the centre. - Use a pin to fasten centre. - Use a straw to push the pin into. - Push Plasticine, foam or rubber onto the end of the pin.

Science R Plants and animals in flight. In groups, children brainstorm for animals and plants that can fly, glide or float. Restrict discussion to a given time limit. Come back together as a whole class and discuss ideas. Working in groups, on a large sheet of paper children design an unusual picture to include all the flora and fauna listed. Give the children the choice of how they would like to decorate, e.g. paint, crayon, pencil, collage or combinations.

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Make a list of things that can fly or float. Select 5 to illustrate.

Select a flight book and read the information. Use the information that you read to prepare a mini project.

Invent a new flying machine. Design and write a short design brief on how it could be used.

Shape poems: Create a poem and write it in the shape of the subject. Word shapes: Adjectives describing space and flight.

This is a Ready-Ed Publications' book preview. Construct a propeller. Copy procedure into booklet. See teacher for instructions and materials.

Your new job is advertising agent for a hot air balloon company. Create an ad for a magazine or poster, advertising the hot air ballooning experience and company.

Mission into space. You have been given the assignment to travel into space to discover new planets and life. Make a list of things that you would need to take for yourself for the long trip. Write diary entries of your adventures from Day 1 to the end of your journey.

Design a diamond shape kite. Write the instructions to construct the kite. Include the measurements and a diagram. Construct the kite using materials available.

Flight On grid paper, draw 3 hot air balloons. Create some interesting patterns to decorate them. Count the squares to determine the area that the balloon covers.

Think of many animals and plants that use the principle of flight and floating. Make a list or create a mind map. Illustrate as many of them as you can.

Think up eight maths problems to do with flight. Use time, distance, speeds, airline schedules, etc. Provide an answer sheet, e.g. A jet left Sydney at 12.17 am heading for Perth. It takes 3 hours to get to Perth but Perthâ&#x20AC;&#x2122;s time is 3 hours before Sydneyâ&#x20AC;&#x2122;s daylight saving time. What time will it be when the jet lands in Perth?

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Page 49

Publishing P age Page

This is a Ready-Ed Publications' book preview.

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Ready-Ed Publications

Helicopter T emplate Template

This is a Ready-Ed Publications' book preview.

fold 2.

fold 1.

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Page 51

Name .........................................................

we did today This is a What Ready-Ed Publications' book preview. Relief teacher ’s name: .................................................. teacher’s Class: .......................................................................... Theme: ........................................................................ Time:

9.00: .......................................................................................... 9.30: .......................................................................................... 10.00: ........................................................................................ 10.30: ........................................................................................ 11.00 .......................................................................................... 11.30: ......................................................................................... 12.00: ........................................................................................ 12.30: ........................................................................................ 1.00: .......................................................................................... 1.30: .......................................................................................... 2.00: .......................................................................................... 2.30: .......................................................................................... 3.00: ....................................................................................... 3.30: .................................................................................

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