1870 ENGLISH Stage Learning from H
40
Continuity of Education -Learning from Home- Stage 3 Week 4 Day 1 Day 2 Day 3 Day 4 Day 5 Morning ENGLISH Spelling Spelling: Login to Soundwaves website to check this week’s phoneme Unit 21 - Year 5 password is miss156. Year 6 password is star919. Choose 20 words from your spelling list. Write your spelling list using clear, legible letters. Underline the nouns in blue. Underline the verbs in green. Underline the adjectives in pink. Underline the adverbs in yellow. Online Extra: https://www.fireflyeduca tion.com.au/soundwave s/ ENGLISH Spelling- Dictionary Meanings: Select 10 words and use a dictionary to find and write down their meanings. Select 3 interesting list words and research their etymology (origins) using a dictionary or online search. Record your research in dot points beneath each word. For example Leopard: ● Old French lebard, leupart ● Late Latin leopardus, literally "lion-pard, lion- panther" (the animal was thought in ancient times to be a hybrid of these two species) ● Greek leopardos, from leon "lion" (see lion) + pardos "male panther" ENGLISH Spelling: Sentences- Yesterday you used a dictionary to find the meanings of your 15 spelling words. Today you need to write 15 sentences to show your understanding of those words. Online extra: https://www.fireflyeducatio n.com.au/soundwaves/ Reading and Responding: Inference clues in writing: Learning Intention: We are learning to write using clues; to show not tell. This week you have been completing guided activities from the video: https://vimeo.com/42 3391870 To begin you will need the King Inference Activty worksheet. Today you need to continue watching the video and complete the ENGLISH: Spelling: Alphabetical Order Using your chosen 15 spelling words, write them out in alphabetical order. Extra: list the suffixes and prefixes in each of the spelling words. Reading and Responding: Inference clues in writing: Learning Intention: We are learning to write using clues; to show not tell. You will need Activity Sheet 1 and if you wish you can use the guided video: https://vimeo.com/42339 1870 Today on Activity Sheet 1 you will have 3 sentences that need improvement. Each of them are currently' “tell” sentences. Can you rewrite them and improve them by making them “Show” sentences? Share your work with your teacher ENGLISH: Spelling: Test See if you can get someone to read out the words to you. Reading and Responding: Inference clues in writing: Learning Intention: We are learning to write using clues; to show, not tell. You will need Activity Sheet 2 to complete today's task. On the sheet is a picture of a forest. If you wish you can also listen to the teacher's guiding you through the task on the video we've used throughout this week: https://vimeo.com/42 3391870 Your task today is to brainstorm some ideas about the picture of the forest. Once you've completed that, your second task is to describe the forest without using the word forest.
Transcript of 1870 ENGLISH Stage Learning from H
Con
tinui
ty o
f Edu
catio
n -L
earn
ing
from
Hom
e- S
tage
3 W
eek
4
Day
1
Day
2
Day
3
Day
4
Day
5
Mor
ning
EN
GLI
SH
Spel
ling
Spel
ling:
Log
in to
So
undw
aves
web
site
to
chec
k th
is w
eek’
s ph
onem
e
Uni
t 21
- Yea
r 5 p
assw
ord
is
mis
s156
. Yea
r 6 p
assw
ord
is
star
919.
Cho
ose
20 w
ords
from
you
r sp
ellin
g lis
t. W
rite
your
sp
ellin
g lis
t usi
ng c
lear
, le
gibl
e le
tters
.
Und
erlin
e th
e no
uns
in b
lue.
U
nder
line
the
verb
s in
gre
en.
Und
erlin
e th
e ad
ject
ives
in
pink
. Und
erlin
e th
e ad
verb
s in
yel
low
.
Onl
ine
Extr
a:
http
s://w
ww
.fire
flyed
uca
tion.
com
.au/
soun
dwav
es/
ENG
LISH
Spel
ling-
Dic
tiona
ry
Mea
ning
s:
Sele
ct 1
0 w
ords
and
use
a
dict
iona
ry to
find
and
writ
e do
wn
thei
r mea
ning
s.
Sele
ct 3
inte
rest
ing
list
wor
ds a
nd re
sear
ch th
eir
etym
olog
y (o
rigin
s) u
sing
a
dict
iona
ry o
r onl
ine
sear
ch.
Rec
ord
your
rese
arch
in
dot p
oint
s be
neat
h ea
ch
wor
d.
For e
xam
ple
Leop
ard:
● O
ld F
renc
h le
bard
, le
upar
t
● La
te L
atin
leop
ardu
s,
liter
ally
"lio
n-pa
rd, l
ion-
pant
her"
(the
ani
mal
was
th
ough
t in
anci
ent t
imes
to b
e a
hybr
id o
f the
se tw
o sp
ecie
s)
● G
reek
leop
ardo
s, fr
om
leon
"lio
n" (s
ee li
on) +
pa
rdos
"mal
e pa
nthe
r"
ENG
LISH
Spel
ling:
Sen
tenc
es-
Yest
erda
y yo
u us
ed a
di
ctio
nary
to fi
nd th
e m
eani
ngs
of y
our 1
5 sp
ellin
g w
ords
. Tod
ay y
ou
need
to w
rite
15 s
ente
nces
to
sho
w y
our
unde
rsta
ndin
g of
thos
e w
ords
.
Onl
ine
extr
a:
http
s://w
ww
.fire
flyed
ucat
ion.
com
.au/
soun
dwav
es/
Rea
ding
and
R
espo
ndin
g:
Infe
renc
e cl
ues
in
writ
ing:
Le
arni
ng In
tent
ion:
We
are
lear
ning
to w
rite
usin
g cl
ues;
to s
how
not
tell.
Th
is w
eek
you
have
bee
n co
mpl
etin
g gu
ided
ac
tiviti
es fr
om th
e vi
deo:
ht
tps:
//vim
eo.c
om/4
233
9187
0 To
beg
in y
ou w
ill ne
ed th
e Ki
ng In
fere
nce
Activ
ty
wor
kshe
et. T
oday
you
ne
ed to
con
tinue
wat
chin
g th
e vi
deo
and
com
plet
e th
e
ENG
LISH
:
Spel
ling:
Alp
habe
tical
O
rder
Usi
ng y
our c
hose
n 15
sp
ellin
g w
ords
, writ
e th
em
out i
n al
phab
etic
al o
rder
. Ex
tra:
list
the
suffi
xes
and
pref
ixes
in e
ach
of th
e sp
ellin
g w
ords
.
Rea
ding
and
R
espo
ndin
g:
Infe
renc
e cl
ues
in
writ
ing:
Le
arni
ng In
tent
ion:
We
are
lear
ning
to w
rite
usin
g cl
ues;
to s
how
not
tell.
Yo
u w
ill ne
ed A
ctiv
ity
Shee
t 1 a
nd if
you
wis
h yo
u ca
n us
e th
e gu
ided
vi
deo:
ht
tps:
//vim
eo.c
om/4
2339
1870
To
day
on A
ctiv
ity S
heet
1
you
will
have
3 s
ente
nces
th
at n
eed
impr
ovem
ent.
Each
of t
hem
are
cur
rent
ly'
“tell”
sen
tenc
es. C
an y
ou
rew
rite
them
and
impr
ove
them
by
mak
ing
them
“S
how
” sen
tenc
es?
Sha
re
your
wor
k w
ith y
our
teac
her
ENG
LISH
:
Spel
ling:
Tes
t Se
e if
you
can
get
som
eone
to re
ad o
ut th
e w
ords
to y
ou.
Rea
ding
and
R
espo
ndin
g:
Infe
renc
e cl
ues
in w
ritin
g:
Lear
ning
Inte
ntio
n: W
e ar
e le
arni
ng to
writ
e us
ing
clue
s; to
sho
w, n
ot te
ll.
You
will
need
Act
ivity
She
et
2 to
com
plet
e to
day'
s ta
sk.
On
the
shee
t is
a pi
ctur
e of
a
fore
st. I
f you
wis
h yo
u ca
n al
so li
sten
to th
e te
ache
r's g
uidi
ng y
ou
thro
ugh
the
task
on
the
vide
o w
e've
use
d th
roug
hout
this
wee
k:
http
s://v
imeo
.com
/42
3391
870
Your
task
toda
y is
to
brai
nsto
rm s
ome
idea
s ab
out t
he p
ictu
re o
f the
fo
rest
. Onc
e yo
u've
co
mpl
eted
that
, you
r se
cond
task
is to
des
crib
e th
e fo
rest
with
out u
sing
the
wor
d fo
rest
.
© N
SW D
epar
tmen
t of E
duca
tion,
Jul
-21
1
D
ay 1
D
ay 2
D
ay 3
D
ay 4
D
ay 5
Rea
ding
and
Res
pond
ing:
In
fere
nce
Clu
es in
Writ
ing:
Le
arni
ng In
tent
ion:
We
are
lear
ning
to w
rite
usin
g cl
ues;
to
sho
w n
ot te
ll W
atch
the
vide
o:
http
s://v
imeo
.com
/423
3918
70
The
teac
her w
ill gu
ide
you
thro
ugh
infe
renc
e in
writ
ing
and
the
show
don
't te
ll te
chni
que.
Usi
ng th
e sh
eet,
you
need
to im
prov
e th
e se
nten
ces
the
teac
her g
ives
yo
u. T
hese
hav
e be
en
prov
ided
for y
ou o
n th
e go
ogle
doc
- Mon
day
Infe
renc
e Ac
tivity
wor
kshe
et.
Shar
e yo
ur w
ork
with
you
r te
ache
r.
Spea
king
& L
iste
ning
: M
atte
r L
I: e
xplo
re s
trate
gies
to
brai
nsto
rm a
nd g
ener
ate
idea
s fo
r writ
ing.
'M
atte
r' re
late
s to
the
topi
c an
d m
essa
ge o
r poi
nt o
f vi
ew y
ou w
ant t
o ge
t acr
oss
to th
e au
dien
ce.
Wat
ch th
e Vi
deo:
Pre
pare
d Sp
eech
– 2
. Mat
ter
http
s://d
igita
l.art
suni
t.nsw
.edu
.au
/spe
akin
g-co
mpe
titio
ns/h
ints
-an
d-gu
idel
ines
-for-
publ
ic-
spea
king
Onl
ine
extr
a:
http
s://w
ww
.fire
flyed
ucat
ion.
com
.au/
soun
dwa
ves/
Rea
ding
and
R
espo
ndin
g:
Infe
renc
e cl
ues
in
writ
ing:
Le
arni
ng In
tent
ion:
We
are
lear
ning
to w
rite
usin
g cl
ues;
to s
how
not
tell
Ye
ster
day
you
wat
ched
: ht
tps:
//vim
eo.c
om/4
233
9187
0 To
beg
in y
ou w
ill ne
ed th
e ca
stle
infe
renc
e ac
tivity
w
orks
heet
. Tod
ay y
ou
need
to c
ontin
ue w
atch
ing
the
vide
o an
d co
mpl
ete
the
cast
le d
escr
iptio
n. Y
ou w
ill be
ask
ed to
bra
inst
orm
and
th
en w
rite
a de
scrip
tion,
w
ithou
t usi
ng th
e w
ord
cast
le. R
emem
ber s
how
, do
n't t
ell!
Shar
e yo
ur
desc
riptio
n w
ith y
our
teac
her.
Spea
king
& L
iste
ning
: M
atte
r L
I: d
evel
op a
n ef
fect
ive
plan
for a
spo
ken
text
. Vi
ew -
the
less
on o
n ho
w
to b
rain
stor
m a
nd p
lan
for
your
cho
sen
topi
c.
king
des
crip
tion.
You
will
be a
sked
to b
rain
stor
m a
nd
then
writ
e a
desc
riptio
n of
th
e pi
ctur
es a
bout
the
king
an
d hi
s ob
ject
s, w
ithou
t us
ing
the
wor
d ca
stle
. R
emem
ber:
Sho
w d
on't
tell!
Sha
re y
our w
ork
with
yo
ur te
ache
r.
Spea
king
& L
iste
ning
: M
etho
d L
I: u
nder
stan
d di
ffere
nt
met
hods
to o
rgan
ise
and
stru
ctur
e a
spee
ch
‘Met
hod’
refe
rs to
how
a
spee
ch is
org
anis
ed.
Hav
ing
a w
ell-o
rgan
ised
sp
eech
will
help
you
mak
e an
effe
ctiv
e sp
eech
. W
atch
the
Vide
o:
Prep
ared
Spe
ech
– 3.
M
etho
d ht
tps:
//dig
ital.a
rtsu
nit.n
sw.e
du.
au/s
peak
ing-
com
petit
ions
/hin
ts-a
nd-
guid
elin
es-fo
r-pu
blic
-spe
akin
g
View
- th
e le
sson
on
the
3 di
ffere
nt m
etho
ds y
ou
coul
d us
e to
org
anis
e yo
ur
info
rmat
ion.
A
ctiv
ity: T
hink
abo
ut
whi
ch m
etho
d w
ould
be
best
for y
our c
hose
n to
pic.
•
Self/
Com
mun
ity/
Glo
bal
• Pa
st/ P
rese
nt
Futu
re
• Po
sitiv
e/
Inte
rest
ing/
N
egat
ive
Spea
king
& L
iste
ning
: M
etho
d L
I: u
nder
stan
d di
ffere
nt
met
hods
to o
rgan
ise
and
stru
ctur
e a
spee
ch
Met
hod
incl
udes
thin
gs
such
as:
•
Beg
inni
ng -a
brie
f, st
rong
beg
inni
ng w
ill ca
ptur
e yo
ur
audi
ence
's a
ttent
ion.
•
Mid
dle
- dev
elop
the
subj
ect o
r the
me
of
your
spe
ech
in th
e m
iddl
e.
• En
ding
- A
shor
t po
wer
ful e
ndin
g.
• Ti
min
g - r
efer
s to
how
lo
ng it
take
s to
say
yo
ur s
peec
h.
Act
ivity
: Loo
k at
you
r br
ains
torm
from
the
prev
ious
less
on o
n yo
ur
chos
en to
pic.
D
evel
op/im
prov
e yo
ur p
lan
choo
sing
the
best
met
hod
stru
ctur
e to
org
anis
e yo
ur
info
rmat
ion/
reas
ons.
R
esea
rch
fact
s th
at c
ould
su
ppor
t you
r inf
orm
atio
n/
reas
ons.
Rem
embe
r: sh
ow, d
on't
tell!
Sha
re y
our w
ork
with
yo
ur te
ache
r!
Spea
king
& L
iste
ning
LI:
resp
ond
quic
kly
to a
st
imul
us to
writ
e an
im
prom
ptu
spee
ch.
E le
arni
ng: I
mpr
essi
ve
Impr
ompt
u @
the
Art
s U
nit C
reat
ive
Cla
sses
C
ompl
ete
Less
on 2
: R
espo
nd
Com
plet
e th
e ga
mes
with
a
partn
er (i
f pos
sibl
e)–
pare
nt
or s
iblin
g
Wat
ch th
e Im
prom
ptu
spee
ch a
nd u
se th
e qu
estio
ns to
refle
ct o
n th
e st
ruct
ure
of a
n im
prom
ptu
R
ich
text
s-Th
e G
reat
R
ealis
atio
n by
Tom
os
Rob
erts
ht
tps:
//you
tu.b
e/Sz
OG
HU
ozpm
E Li
sten
to th
e st
ory
on
Yout
ube
and
com
plet
e th
e qu
estio
ns a
nd re
flect
ions
th
at w
ill be
pro
vide
d fo
r you
on
the
Pow
erpo
int S
lide
that
will
be p
oste
d in
the
Goo
gle
Cla
ssro
om.
2
D
ay 1
D
ay 2
D
ay 3
D
ay 4
D
ay 5
Act
ivity
: col
labo
rativ
ely
add
to y
our c
lass
es b
rain
stor
m
for t
opic
s th
at y
ou c
ould
co
mpl
ete
your
spe
ech
on
thin
king
abo
ut ‘B
ig Is
sues
’ in
the
wor
ld.
Whe
n ch
oosi
ng a
topi
c,
choo
se o
ne th
at y
ou li
ke
and
know
a lo
t abo
ut, b
ut
also
one
that
you
r au
dien
ce m
ight
be
inte
rest
ed in
.
Act
ivity
: cho
ose
one
topi
c th
at y
ou a
re e
xtre
mel
y pa
ssio
nate
abo
ut fo
r you
r sp
eech
. Bra
inst
orm
and
pl
an th
e in
form
atio
n an
d re
ason
s yo
u ha
ve o
n th
is
topi
c.
Why
do
you
thin
k th
is is
th
e be
st m
etho
d ch
oice
?
Bre
ak
Brea
k Br
eak
Brea
k Br
eak
Brea
k
Mid
dle
MAT
HS
Frac
tion
Talk
G
o to
: ht
tp://
fract
iont
alks
.com
/
Cho
ose
a pi
ctur
e an
d w
rite
dow
n so
me
fract
ions
that
yo
u no
tice
in y
our p
ictu
re.
Wat
ch:
http
s://w
ww
.you
tube
.com
/em
bed/
SKqE
_glF
8Hs
As y
ou w
atch
the
vide
o w
rite
dow
n yo
ur th
ough
ts o
n fra
ctio
ns a
nd p
arts
.
Can
you
see
som
e ex
ampl
es o
f fra
ctio
ns a
t you
r ho
use?
Tak
e a
phot
o or
dr
aw a
pic
ture
and
exp
lain
w
hat f
ract
ion
your
pic
ture
re
pres
ents
. Is
it ex
act o
r an
estim
atio
n of
a fr
actio
n?
Frac
tion
Art
Cha
lleng
e
MAT
HS
Intr
oduc
tion
to th
e C
arte
sian
Pla
ne
Wat
ch P
PT p
oste
d by
you
r te
ache
r on
Goo
gle
Cla
ssro
om.
Afte
r thi
s, d
raw
a c
arte
sian
pl
ane
(you
mig
ht li
ke to
us
e gr
id p
aper
if y
ou h
ave
it av
aila
ble)
. Ens
ure
your
nu
mbe
rs a
re e
venl
y sp
aced
.
Labe
l on
your
Car
tesi
an
Plan
e: q
uadr
ant 1
, 2, 3
and
4,
the
orig
in, t
he x
axi
s an
d th
e y
axis
.
MAT
HS
Iden
tifyi
ng C
oord
inat
es
on th
e C
arte
sian
Pla
ne
Wat
ch P
PT p
oste
d by
you
r te
ache
r on
Goo
gle
Cla
ssro
om.
On
the
final
slid
e yo
u w
ill se
e a
Car
tesi
an P
lane
with
10
sha
pes
obje
cts.
Writ
e do
wn
the
coor
dina
tes
of
each
obj
ect.
MAT
HS
Ope
n-en
ded
ques
tion:
1.
Sam
, who
is in
yea
r 5, i
s 8
cm ta
ller t
han
his
frien
d G
arry
. How
tall
mig
ht th
ey
both
be?
2.
Exa
ctly
¾ o
f the
chi
ldre
n in
Mar
k’s
clas
s w
ent t
o th
e m
ovie
s in
the
holid
ays.
H
ow m
any
child
ren
mig
ht
ther
e be
in M
ark’
s cl
ass?
Pl
ottin
g C
oord
inat
es o
n th
e C
arte
sian
Pla
ne
Wat
ch P
PT p
oste
d by
you
r te
ache
r on
Goo
gle
Cla
ssro
om.
On
the
final
slid
e yo
u w
ill se
e 36
coo
rdin
ates
. Plo
t th
ese
onto
a C
arte
sian
Pl
ane
in o
rder
and
con
nect
ea
ch p
lot w
ith a
stra
ight
lin
e un
til y
ou h
ave
reve
aled
th
e se
cret
pic
ture
.
MAT
HS
Ope
n-en
ded
ques
tion:
1.
Whe
n ro
lling
once
dic
e,
wha
t are
som
e ou
tcom
es
that
hav
e a
prob
abilit
y of
1/
3?
2. D
esig
n a
spin
ner f
or
whi
ch th
e ch
ance
of
spin
ning
red
is 1
/3.
Cha
nce
W
atch
the
vide
o po
sted
by
your
teac
her o
n G
oogl
e C
lass
room
.
Then
com
plet
e th
e ta
ble
on
Goo
gle
Slid
es to
sho
w th
e ch
ance
s of
win
ning
and
lo
sing
in R
ock,
Pap
er,
Scis
sors
. Yo
u ar
e go
ing
to p
lay
som
e ro
unds
of t
he g
ame
and
reco
rd y
our r
esul
ts.
Com
pare
them
to th
e ch
ance
you
foun
d of
w
inni
ng.
© N
SW D
epar
tmen
t of E
duca
tion,
Jul
-21
3
D
ay 1
D
ay 2
D
ay 3
D
ay 4
D
ay 5
Bre
ak
Brea
k Br
eak
Brea
k Br
eak
Brea
k
Afte
rno
on
Get
Act
ive@
Hom
e Fo
cus:
Cat
chin
g
View
the
vide
o:
http
s://v
imeo
.com
/413
4428
23 Pr
actis
e th
e sk
ill of
cat
chin
g by
par
ticip
atin
g in
the
chal
leng
es a
nd m
ega
chal
leng
es.
PDH
Brai
nsto
rm ‘m
edic
ines
’. W
hat d
oes
it m
ean?
Loo
k up
in d
ictio
nary
and
cl
arify
. Thi
nk a
bout
di
ffere
nt ty
pes
of
med
icin
es a
nd w
here
they
ar
e ob
tain
ed.
Writ
e a
proc
edur
e fo
r ta
king
a m
edic
ine.
Cre
ate
a ch
arac
ter a
nd
add
the
title
, for
exa
mpl
e,
Sens
ible
Sue
or
Res
pons
ible
Ric
ky ta
kes
med
icin
e sa
fely
. Writ
e a
narra
tive
usin
g th
e ch
arac
ter t
o illu
stra
te th
e ru
les
for t
akin
g m
edic
ines
sa
fely
.
Stat
emen
ts c
ould
incl
ude:
- R
ead
inst
ruct
ions
on
med
icin
e
Get
Act
ive@
Hom
e Fo
cus:
Thr
owin
g –
Und
erar
m T
hrow
View
the
vide
o:
http
s://v
imeo
.com
/420
9579
52
Prac
tise
the
skill
of
unde
rarm
thro
win
g by
pa
rtici
patin
g in
the
chal
leng
es a
nd m
ega
chal
leng
es.
Geo
grap
hy -
Land
form
s
In y
our o
wn
wor
ds w
rite
a de
finiti
on o
f wha
t a
land
form
is?
Res
earc
h an
d re
cord
a
defin
ition
of t
he fo
llow
ing
land
form
s –
mou
ntai
ns,
plai
ns, p
late
aus,
rive
rs,
bank
s, v
alle
ys, g
laci
ers
dune
s an
d is
land
s.
On
a m
ap o
r dra
win
g of
Au
stra
lia id
entif
y w
here
yo
u m
ay fi
nd s
ome
of th
e di
ffere
nt la
ndfo
rms.
Thi
s ca
n in
clud
e la
ndfo
rms
that
ar
e no
t lis
ted
abov
e.
Writ
e ho
w y
ou th
ink
land
form
s in
fluen
ce h
ow
peop
le s
ettle
in d
iffer
ent
area
s.
Get
Act
ive@
Hom
e Fo
cus:
Thr
owin
g –
Ove
rarm
Thr
ow
View
the
vide
o:
http
s://v
imeo
.com
/425
1019
68
Prac
tise
the
skill
of
over
arm
thro
win
g by
pa
rtici
patin
g in
the
chal
leng
es a
nd m
ega
chal
leng
es.
Scie
nce
Wat
ch:
http
s://w
ww
.inqu
isiti
ve.c
om/v
ideo
/100
8-w
hat-m
akes
-a-
plan
et-a
-pla
net
Wat
ch th
e vi
deo
and
answ
er th
e fo
llow
ing
ques
tions
: 1. W
hat a
re th
e 3
rule
s fo
r a p
lane
t to
be
clas
sifie
d as
a p
lane
t 2.
How
can
you
exp
lain
the
3rd
rule
? H
int:
wha
t ex
perim
ents
did
the
scie
ntis
ts p
refo
rm 3
. Why
is
Plu
to n
ow c
lass
ified
as
a dw
arf p
lane
t?
Cho
ose
anot
her d
war
f pl
anet
from
the
list b
elow
an
d re
sear
ch 8
inte
rest
ing
fact
s ab
out i
t.
Eris
, Hau
mea
, Lun
a,
Mak
emak
e
Get
Act
ive@
Hom
e Fo
cus:
Adv
ance
d Th
row
ing
View
the
vide
o:
http
s://v
imeo
.com
/460
5495
58
Prac
tise
the
skill
of
thro
win
g by
par
ticip
atin
g in
th
e ch
alle
nges
and
meg
a ch
alle
nges
.
Mus
ic
Lear
ning
Inte
ntio
n:
To li
sten
to d
iffer
ent g
enre
s of
mus
ic a
nd to
iden
tify
the
‘Moo
d/Fe
elin
g’ a
nd
‘Tem
po’ w
ithin
eac
h so
ng.
Def
initi
ons:
Feel
ing/
Moo
d:
Feel
ing
is v
ery
pers
onal
. Th
eref
ore,
this
will
depe
nd
on th
e lis
tene
r’s p
erso
nal
tast
e an
d em
otio
nal s
tate
at
the
time
they
are
lis
teni
ng to
the
mus
ical
pi
ece.
Tem
po: T
empo
is th
e sp
eed
of m
usic
.
It is
a s
tead
y co
nsta
nt
puls
e, h
owev
er it
can
be
Cat
ch U
p Ti
me
Use
this
tim
e to
com
plet
e an
y un
finis
hed
task
s.
Ref
lect
ion
Tim
e W
hat w
as a
pos
itive
from
yo
ur w
eek?
W
hat w
as s
omet
hing
in
tere
stin
g th
at y
our
lear
ned?
Did
you
lear
n so
met
hing
ne
w a
bout
you
rsel
f?
Set a
per
sona
l goa
l for
ne
xt w
eek.
Opt
iona
l Ext
ra
Frid
ay S
TEM
cha
lleng
e
Build
a b
oat t
hat f
loat
s on
w
ater
.
4
D
ay 1
D
ay 2
D
ay 3
D
ay 4
D
ay 5
bottl
es o
r pac
kets
an
d co
llect
re
quire
d eq
uipm
ent,
for
exam
ple,
med
icin
e gl
ass,
gla
ss o
f w
ater
. -
Ensu
re it
is th
e co
rrect
tim
e of
da
y.
- M
easu
re th
e co
rrect
dos
age,
for
exam
ple,
5m
l -
Take
med
icin
e -
Put t
he m
edic
ine
back
in th
e m
edic
ine
cabi
net
- C
lean
equ
ipm
ent
slow
or f
ast o
r in-
betw
een,
an
d it
can
chan
ge d
urin
g a
song
.
Emot
ions
in M
usic
:
Clic
k on
this
link
to le
arn
mor
e ab
out F
eelin
g/M
ood
in M
usic
:
http
s://w
ww
.you
tube
.com
/w
atch
?v=d
Oky
KyVF
nSs
Tem
po in
det
ail:
Clic
k on
this
link
to le
arn
mor
e ab
out T
empo
:
http
s://w
ww
.you
tube
.com
/w
atch
?v=W
-x7s
-mIX
Pc
List
en a
nd ro
ll ac
tivity
:
Play
the
gam
e ‘L
iste
n an
d R
oll’
by y
ours
elf a
nd re
cord
yo
ur a
nsw
ers
by w
ritin
g th
e nu
mbe
r tha
t you
r rol
led,
fo
llow
ed b
y yo
ur a
nsw
er
next
to it
.
Step
1: L
iste
n to
the
song
Step
2: R
oll a
dic
e 3
times
pe
r son
g, a
nd a
nsw
er th
e qu
estio
ns th
at c
orre
spon
d w
ith e
ach
num
ber.
Rep
eat s
teps
1-2
with
eac
h
© N
SW D
epar
tmen
t of E
duca
tion,
Jul
-21
5
D
ay 1
D
ay 2
D
ay 3
D
ay 4
D
ay 5
of th
e 3
song
s gi
ven.
Not
e:
if yo
u do
n’t h
ave
a di
ce a
t ho
me,
sim
ply
choo
se 3
qu
estio
ns a
t ran
dom
.
(Clic
k on
the
Mus
ic
Pow
erPo
int,
Slid
e #7
for
the
num
ber m
eani
ngs)
Rol
l the
dic
e to
the
follo
win
g so
ngs:
1. C
an’t
stop
the
feel
ing
from
the
mov
ie ‘T
rolls
:
http
s://y
outu
.be/
oWgT
qLC
LE8k
2. ‘T
ake
Five
’ by
the
Dav
e Br
ubec
k Q
uarte
t
http
s://y
outu
.be/
vmD
DO
FXSg
As
3. Ir
ish
Dan
cing
Mus
ic:
http
s://y
outu
.be/
hhD
dqk7
nYF
s
Use
ful
Link
s So
undw
aves
Onl
ine
http
s://w
ww
.fire
flyed
ucat
ion.
com
.au/
soun
dwav
es/
Mat
hlet
ics
http
s://w
ww
.mat
hlet
ics.
com
/au/
Scho
last
ic
http
s://c
lass
room
mag
azi
nes.
scho
last
ic.c
om/s
uppo
rt/le
arna
thom
e.ht
ml?
cach
ing
Stor
ylin
eonl
ine
http
s://w
ww
.sto
rylin
eonl
ine
.net
/
Beh
ind
The
New
s ht
tps:
//ww
w.a
bc.n
et.a
u/b
tn/
6
D
ay 1
D
ay 2
D
ay 3
D
ay 4
D
ay 5
Sp
ellin
g C
ode
Bre
aker
Bog
gle
Cha
lleng
e: C
ompl
ete
the
bogg
le c
halle
nge
and
subm
it yo
ur li
st a
nd s
core
.
INFERENCE CLUES IN WRITINGLearning Intention: We are learning to write using clues, show don’t tell
Success Criteria:● I can improve a text by including clues● I can make a more detailed description with clues
Watch the video https://vimeo.com/423391870The teacher will ask you to have a go at changing the show sentences totell sentences. You may need to pause the video as you write yoursentence.You can record them on a piece of paper or on this google document.
Show Tell
The girl was nervous
The horse was bored
Improve these sentences:The teacher on the video will guide you through this and provide you withbanks of words.
The sun was very hot and hurting her skin.
The bird was about to fly.
INFERENCE CLUES IN WRITINGLearning Intention: We are learning to write using clues, show don’t tellSuccess Criteria:
● I can improve a text by including clues● I can make a more detailed description with clues
Rewatch the video https://vimeo.com/423391870 or fast forward it to 9 minutes 13seconds to complete todays’ task.
Activity sheet 1: Improving with clues❏ Use the target word or select your own.❏ Brainstorm some words and phrases that are clues for the target word.❏ Create an improved sentence using clues for the target word.❏ You might like to add more detail in your sentence or change more words to
clues.
Boring sentence:
The koala climbed the tree.
Improved sentence:
Boring sentence:
The boy was scared.
Improved sentence:
Boring sentence:
The castle was huge and scary.
Improved sentence:
INFERENCE CLUES IN WRITINGLearning Intention: We are learning to write using clues, show don’t tellSuccess Criteria:
● I can improve a text by including clues● I can make a more detailed description with clues
Rewatch the video https://vimeo.com/423391870 or fast forward it to 9 minutes 13seconds to complete todays’ task
❏ Use the image to create a brainstorm.❏ Create a paragraph to describe your image using clues.❏ Banned word: forest.
Description:
INFERENCE CLUES IN WRITINGLearning Intention: We are learning to write using clues; to show, not tellSuccess Criteria:
● I can improve a text by including clues● I can make a more detailed description with clues❏ Use the image to create a brainstorm.
Brainstorm:
Now have a go at describing the castle without mentioning the wordcastle
INFERENCE CLUES IN WRITINGLearning Intention: We are learning to write using clues; to show, not tellSuccess Criteria:
● I can improve a text by including clues● I can make a more detailed description with clues❏ Use the image to create a brainstorm of vocabulary about these items:
Brainstorm:
Now have a go at describing the king without mentioning the wordking
TOM
OS
ROBE
RTS
– A
BOU
T TH
E A
UTH
OR
AN
D H
IS
STO
RY
•TO
MO
S RO
BER
TS (
TOM
FOO
LERY
) IS
A S
POK
EN-W
OR
D P
OET
AN
D F
ILM
MA
KER
, BO
RN IN
NEW
ZEA
LAN
D T
O W
ELSH
PA
REN
TS.
•H
E W
AS
INSP
IRED
TO
WRI
TE T
HE
GRE
AT R
EALI
ZATI
ON
WH
ILE
HO
MES
CH
OO
LIN
G H
IS
SEV
EN-Y
EAR-
OLD
BRO
THER
AN
D S
ISTE
R.
•TH
E RE
SULT
ING
FIL
M IN
CLU
DES
A C
AM
EO F
ROM
HIS
BRO
THER
, CA
I.
•SI
NC
E IT
S RE
LEA
SE, T
OM
OS’
S H
EART
FELT
PO
EM H
AS
BEEN
WAT
CH
ED B
Y TE
NS
OF
MIL
LIO
NS,
BRIN
GIN
G W
ITH
IT N
EWSP
APE
R A
ND
TV
INTE
RVIE
WS,
HIG
H-P
ROFI
LE E
ND
ORS
EMEN
TS, A
ND
THO
USA
ND
S O
F M
ESSA
GES
OF
APP
REC
IATI
ON
FRO
M A
ROU
ND
TH
E W
ORL
D.
• T
OM
OS
LIV
ES IN
LO
ND
ON
.
QU
ESTI
ON
S
•WH
Y D
O Y
OU
TH
INK
THE
AU
THO
R C
HO
SE T
HIS
TIT
LE?
EXPL
AIN
•WH
AT IS
TH
E M
AIN
IDEA
OR
MES
SAG
E FR
OM
TH
E PO
EM?
•HO
W D
OES
TH
E A
UTH
OR
DES
CRI
BE T
HE
WO
RLD
BEF
ORE
TH
E V
IRU
S?
•WH
AT IS
TH
E C
ORE
MES
SAG
E RO
BERT
S W
AN
TED
HIS
BRO
THER
, SIS
TER
AN
D T
HE
WID
ER A
UD
IEN
CE
TAKE
AW
AY F
ROM
INTE
RAC
TIN
G W
ITH
TH
IS P
OEM
?
•HO
W D
OES
TH
E V
IRU
S C
ON
TIN
UE
TO IM
PAC
T YO
UR
LIFE
?
•HO
W D
O Y
OU
FEE
L A
BOU
T TH
IS?
DRE
AM
OF
TOM
ORR
OW
•IN
HIS
PO
EM R
OBE
RT U
RGES
HIS
BRO
THER
:
‘SO
LIE
DO
WN
AN
D D
REA
M O
F TO
MO
RRO
W
AN
D A
LL T
HE
THIN
GS
THAT
WE
CA
N D
O.
AN
D W
HO
KN
OW
S, IF
WE
DRE
AM
HA
RD E
NO
UG
H.
MAY
BE S
OM
E O
F TH
EM W
ILL
CO
ME
TRU
E’
•W
HAT
DO
YO
U D
REA
M Y
OU
R ‘T
OM
ORR
OW
’ WIL
L LO
OK
LIKE
?
•W
HAT
CA
N W
E D
O T
O H
ELP
SHA
PE T
HIS
?
YOU
MAY
WRI
TE O
R IL
LUST
RATE
YO
UR
AN
SWER
- (E
VEN
CRE
ATE
A G
RAPH
IC N
OV
EL P
AG
E IF
YO
U
CH
OO
SE)
SOM
ETH
ING
TO
TH
INK
ABO
UT
AN
D P
ON
DER
•20/
20 R
EFER
S TO
NO
RMA
L V
ISIO
N.
•HIN
DSI
GH
T M
EAN
S TO
LO
OK
BAC
K O
R A
REF
LEC
TON
TH
ING
S IN
THE
PAST
•WH
AT D
OES
TH
E A
UTH
OR
MEA
N W
HEN
HE
STAT
ES “
HIN
DSI
GH
T’S
2020
”
STRU
CTU
RE A
ND
PU
RPO
SE
•W
HAT
WA
S TH
E A
UTH
ORS
’WRI
TE O
F PU
RPO
SE?”
- TO
PER
SUA
DE,
INFO
RM, E
NTE
RTA
IN O
R
REFL
ECT?
•D
OES
TH
AT P
URP
OSE
DET
ERM
INE
ITS
FO
RMAT
, STR
UC
TURE
AN
D V
OC
ABU
LARY
?
•D
ISC
USS
/ EX
PLA
IN
Y5 & Y6
Task A
COMPARING PARTS
Part A
Order the fractions from smallest to largest:
The wings as
a fraction of
a butterfly.
The trunk as a
fraction of an
elephant.
A fingernail
as a fraction
of a human.
The fin as a
fraction of
a shark.
For each pair, circle the larger fraction:
The fingers as a fraction of a hand
The hands as a fraction of the bodyOR
The toes as a fraction of a foot
The fingers as a fraction of a handOR
The brain as a fraction of the head
The bones as a fraction of the bodyOR
Which is the larger fraction?
Explain how you know.
Part B
Part C
Y5 & Y6
Task B
COMPARING PARTS
Part A
Order the fractions from smallest to largest:
The wings as
a fraction of
a butterfly.
The trunk as a
fraction of an
elephant.
A fingernail
as a fraction
of a human.
The fin as a
fraction of
a shark.
Order these fractions from smallest to largest:
The fingers as a fraction of a hand
The hands as a fraction of the body
The toes as a fraction of a foot
The brain as a fraction of the head
Part B
Part C
Think of two of your own examples. Where do they fit in the order?
For each rectangle, estimate the fraction that is blue.
Mondrian Fractions
Key Vocabulary• Numerator• Denominator• Equivalent Fraction
Grade Level4th-5th grade
Lesson adapted from Susan Riley’s Lesson Seeds, EducationCloset
Materials• Piet Mondrian artwork examples• Pacon® Ruled Cross Section Drawing Paper,
1⁄2 inch ruling, item #2863• Pencil• Markers
Resources • Piet Mondrian artwork• Fraction Bars (optional)
Activity continued on next page...
Objective Students will generate equivalent fraction models and use visual fraction models to explain equivalent fractions, with attention to how the number and size of the parts differ even though the two fractions are the same size. Standards4.NF.A.1 Extend understanding of fraction equivalence and ordering.VA:Re7-4a. Compare responses to a work of art before and after working in similar media.Engagement Study some examples of Piet Mondrian’s artwork. Notice how he uses different shapes and colors to create fractions in his artwork. Explore how the use of line can show same and different sizes. Use fraction bars to show students a visual example of equivalent fractions. For example:
Activity1. Ask students how they could write the two fractions (above)
numerically (2⁄3 and 4⁄6).
2. Ask students if the two fractions take up the same amount of space (yes). Explain fractions that take up the same amount of space are called equivalent fractions.
3. Look back at Piet Mondrian’s artwork again and have students identify areas of equivalent fractions.
4. Give students materials to create their own Mondrian inspired art that uses at least 3 areas of equivalent fractions.
5. On a piece of scrap paper, have students pick three sets of equivalent fractions, encouraging them to keep their denominators to 8 or below.
6. Using a piece of grid paper, have students use pencil to draw equivalent fraction bars of their chosen fractions.
7. Using unit fractions, label only the boxes that will be colored in later (make sure this is done in pencil, since the unit fractions will be erased). Encourage students to model their chosen fractions in different ways. Modeling a few ways to draw 2⁄3 and 4⁄6 fraction bars (the fractions used in the engagement section) on the graph paper might be helpful.
8. Using a black marker, trace the equivalent fraction bars that are drawn in pencil.
9. Prepare to color in the equivalent fraction sections by erasing the unit fractions and using blue markers to create the fractions with the larger denominators, and red markers to create the equivalent fractions with smaller denominators.
10. After at least three areas of equivalent fractions have been created, add blocks of yellow and black throughout, leaving some blocks white.
11. Finally, have students label each blue and red area with the correct fraction it represents.
Step 11
Step 10
Step 9
Step 8
Step 7Activity, continued...
AssessmentHave students peer-review each other’s artwork to check that equivalent fraction representation is correct. Students can also review each other’s work for the use of primary colors and patterns to show the fractions in relationship with each other.
ExtensionStudents can create equivalent fraction quilts by connecting their artwork by their common denominators. Have students look for peers whose work is related to theirs and tape together their artwork to form an equivalent fraction quilt.
110 the Super Source™ ◆ Cuisenaire® Rods ◆ Grades K 2 ©1996 Cuisenaire Company of America Inc
1-CENTIMETER GRID PAPER
Copyright 2003-2016 www.hand2mind.com
110 the Super Source™ ◆ Cuisenaire® Rods ◆ Grades K 2 ©1996 Cuisenaire Company of America Inc
1-CENTIMETER GRID PAPER
Copyright 2003-2016 www.hand2mind.com
Frid
ay M
aths
: Wha
t are
the
chan
ces
I will
win
? C
ompl
ete
the
tabl
e by
put
ting
in
play
er 2
’s m
oves
and
the
win
ner o
f ea
ch ro
und.
Wha
t is
the
prob
abili
ty o
f P1
win
ning
?
Wha
t is
the
prob
abili
ty o
f P2
win
ning
?
Wha
t is
the
prob
abili
ty o
f a d
raw
?
P1
P2
Frid
ay M
aths
: Wha
t are
th
e ch
ance
s I w
ill w
in?
1.C
ho
ose
wh
ich
res
ult
of
rock
, pap
er, s
ciss
ors
will
be
the
mo
st li
kely
res
ult
. Pla
ce t
he
smile
y fa
ce a
t th
e
bo
tto
m o
f yo
ur
cho
sen
co
lum
n.
2.N
ow
it’s
tim
e to
pla
y ro
ck, p
aper
, sci
sso
rs!
Rec
ord
the
resu
lt o
f ea
ch g
ame
by
mo
vin
g yo
ur
cou
nter
or
colo
ure
d c
ircl
e in
th
e ap
pro
pri
ate
colu
mn
.
3.Th
e fi
rst
colu
mn
to
fill
up
is t
he
win
ner
. Did
yo
u
cho
ose
it?
If n
ot,
bet
ter
luck
nex
t ti
me.
4.W
ere
the
resu
lts
wh
at y
ou
exp
ecte
d?
5.W
hat
hap
pen
ed w
hen
yo
u lo
st a
ro
un
d, d
id it
aff
ect
wh
ich
on
e yo
u c
ho
se fo
r th
e n
ext
rou
nd
?
Frid
ay M
aths
: Wha
t are
th
e ch
ance
s I w
ill w
in?
1.R
epea
t th
e ga
me
bu
t th
is t
ime,
see
if y
ou
can
bea
t
you
r o
pp
on
ent
by
taki
ng
no
tice
of
thei
r la
st m
ove
2.W
ere
the
resu
lts
wh
at y
ou
exp
ecte
d?
3.D
id y
ou
r st
rate
gy w
ork
? D
id y
ou
win
mo
re g
ames
?
4. W
ere
the
resu
lts
dif
fere
nt t
o y
ou
r la
st g
ame?
Stag
e 3
Stem
C
hal
len
ge W
eek
5•
Task
: Bu
ild a
raf
t th
at f
loat
s o
n w
ate
r.•
Test
yo
ur
des
ign
ou
t in
yo
ur
sin
k o
r in
yo
ur
bat
htu
b. V
ideo
or t
ake
a ph
oto
of y
ou
r d
esig
n
sho
win
g u
s h
ow
it w
ork
s. P
lace
a s
mal
l ob
ject
(lik
e a
Lego
per
son
, fu
n s
ize
cho
cola
te b
ar e
tc.,
) o
n
you
r ra
ft t
o s
ho
w it
is c
apab
le o
f b
ein
g u
sed
as
tran
spo
rt.
•Q
ue
stio
ns
to a
sk y
ou
rse
lf b
efo
re y
ou
be
gin
:
•W
ill y
ou
r ra
ft s
ink
or
flo
at?
Thin
k ab
ou
t d
ensi
ty/b
uo
yan
cy.
•A
re y
ou
r m
ater
ials
wat
erp
roo
f?
•If
a s
mal
l Leg
o p
erso
n w
as s
itti
ng
on
yo
ur
raft
, co
uld
it s
afel
y cr
oss
to
th
e o
ther
sid
e?
•Te
ach
ers
are
jud
gin
g yo
u o
n:
•-H
ow
wel
l yo
ur
raft
flo
ats
•-H
ow
wel
l yo
ur
raft
su
pp
ort
s th
e o
bje
ct o
n t
op
•-Y
ou
r o
vera
ll d
esig
n c
on
cep
t
•R
ule
s:
•-A
sk a
par
ent
or
you
r ca
rer
bef
ore
usi
ng
mat
eria
ls
•-
You
nee
d t
o s
tart
yo
ur
raft
fro
m s
crat
ch. Y
ou
can
't u
se c
on
tain
ers,
bo
ttle
s o
r an
y o
ther
mat
eria
l th
at w
ill a
lrea
dy
flo
at b
y it
self
. If
you
are
un
sure
, ask
yo
ur
teac
her
.
