LEVEL 4 – LFH TIMETABLE OVERVIEW

Week 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 9:00 – 9:30 Class Meeting + Roll

SESSION 1 9:30-10:00 READING READING

SPECIALIST (ART)

READING READING

SESSION 2 10:10-11:00 WRITING WRITING

SPECIALIST (PE)

WRITING WRITING

SESSION 3 11:30-12:30 MATHS MATHS SPECIALIST

(LANGUAGES) MATHS MATHS

SESSION 4 12:30-13:30 INQUIRY YCDI

SPECIALIST (MUSIC)

INQUIRY YCDI

SESSION 5 14:30-15:30

AFTERNOON MEETING

AFTERNOON MEETING

SPECIALIST (PERFORMING ARTS)

AFTERNOON MEETING

AFTERNOON MEETING

Monday 23rd August

Reading

LI: To build my understanding of a biography

SC:

Identify a biography text

Describe features of a biography

Compare non –fiction texts

Reflect on the purpose of a biography

Learning task:

Watch and pause the video to answer the 13 Qs about the inspirational life of Mother Teresa of Calcutta,

India. https://www.youtube.com/watch?v=xXunqd8oAuE

Complete the following Qs in your book. Try to answer in FULL sentences!

Early life

1. When was Mother Teresa born? Mother Teresa was born in...

2. What was her dad’s job? Her dad’s job was …...

3. How many siblings did she have? She had ….... siblings.

4. How old was Teresa when her dad died?

5. What did Teresa love to do at school?

6. What influenced her to be a missionary nun? (Clue: what did she love reading about at school? A

missionary is a person who promotes their religion usually Christianity in another country.)

Family life

7. What was Teresa’s family known for?

Work life

8. What year did she take her vows to become a nun?

9. In what year did she become a School Principal?

10. What charity did she start? The Little Sisters of the _________?

11. What awards did Mother Teresa receive in 1979?

Late life

12. Who did she serve in her community? In how many countries is her charity?

13. When did she die? What values in Teresa inspire YOU?

Reflection:

• How is a Biography similar to an explanation?

• How is a Biography similar to a personal recount?

• What is the difference between a Biography and an Autobiography? What is the author’s purpose or reason someone writes about the life of someone else ( a biography) ?

Brain Break

10:00 – 10:10

Spelling

LI: To apply Tier 2 words into a variety of unusual contexts

SC:

Identify the meaning of a Tier 2 word

Describe Tier 2 words in multiple ways

Analyse the purpose behind using vocabulary creatively

Reflect on the connection between words and their etymology(history)

Learning task:

Watch Miss G explain here https://www.youtube.com/watch?v=3s7xXRFseaA

EXAMPLES:

The enormous storms rocked (violently tossed) the little wooden fishing boat.

You rock (completely amaze) my world because you are so optimistic, brave and resilient!

God is my rock and my strength because whenever I am down, He lifts me up.

We were rocked (completely shocked) by the news that we were going to be in lockdown for 6 weeks.

He really rocked the boat (caused controversy ) because he had caused drama amongst the group.

NON EXAMPLES:

The rocks in the garden were heavy. BORING sentence!

Rocks are hard. BORING sentence!

Examples of Tier 2 words in Figurative Language

Learning Task:

Now that you have watched Miss Gavalovic model what success will look like:

Select at least 2 Tier 2 words from this list of 4 bold pink words below

It’s now your turn to copy what Miss G did in YOUR OWN book and put each of your words into 3 UNUSUAL

sentences!

Don’t just write Eg His mind was cloudy - put in brackets what that means or write: His mind was cloudy

because…...!!!

• Cloudy - e.g. How can someone have a cloudy mind? A cloudy future?

• Capture - e.g. How can you capture someone’s attention? Someone’s heart?

• Frozen- e.g. How could you have a frozen heart, a frozen mind? Or be Frozen still? Frozen with fear?

• Map- e.g. How can someone map out their life? Map someone’s face?

Use this online dictionary link to help you! https://www.merriam-webster.com/

Reflection:

• What strategies helped me to use my words in a creative or unusual way?

• How will this learning help me to go deeper into my spelling inquiries? What am I going to start and

stop doing?

Recess 11:00 – 11:30

Maths

LI: To explore how to budget

SC: Identify what a budget is Describe the importance of budgeting Analyse a variety of items/costs Transfer my understanding of the value of money to assist me with budgeting

Mini Lesson: A budget is the amount of money that you have to spend on an

item/holiday/food etc. For example: If I earn $200 per week, then I

need to budget how much money I can spend each week on rent,

bills, food, toys, savings etc. I can’t spend MORE money than what I

have!

Learning Tasks: ENCODERS Look at the budget for each item in the left-hand column. Decide if you can afford the item or not. If it is

within your budget, then you can afford it! If the price tag is larger than your budget than you will not be

able to afford it. 1. If you CAN afford the item, work out how much change you will get back. 2. If you CAN’T afford the item, work out how much more money you need in your budget to be able to

purchase the item.

Income (Earnings) = $200 per week

Budget:

Rent = $85 Bills = $25 Food = $40 Savings = $20 Left over emergency money = $30

CONSOLIDATORS You are going on a shopping spree! BUT you have a budget between $750-$1000. Use the following websites/catalogues to create your shopping list. 1. Work out the cost of each of your chosen items and work out the total amount you are spending. 2. How much money do you have left in your budget? 3. Justify/explain why you have chosen each of your purchases. Kmart catalogue: https://www.kmart.com.au/newcatalogue#view=catalogue2&saleId=40171&page=1 Coles catalogue: https://www.coles.com.au/catalogues-and-specials ALDI catalogue: https://www.aldi.com.au/en/special-buys/online-catalogue/ Toys R Us website: https://www.toysrus.com.au/ RETRIEVALS It’s holiday planning time! You need to plan a 3-day/2-night holiday. Your budget is $2000. In your budget, consider the following: 1. What is your travel destination/how will you get there? (Transport) 2. What place will you stay in? (Accommodation) 3. What fun activities will you do while on holiday? (Leisure activities) 4. What will you eat? (Food) Use the following websites to help you plan your budget: *If you need help using the following websites, wait until your conference* Transport:

Webjet: https://www.webjet.com.au/ Public transport: https://www.ptv.vic.gov.au/journey Accommodation: https://www.booking.com/ Leisure activities: - Cinemas, 10 pin bowling, arcades, etc. Food: Coles catalogue: https://www.coles.com.au/catalogues-and-specials ALDI catalogue: https://www.aldi.com.au/en/special-buys/online-catalogue/

Inquiry

LI: To investigate how the Paralympics reduces inequalities SC: Identify our Global Goal Enumerate (list) the impacts of the Paralympics Analyse the Reduced Inequalities of the Paralympics Reflect on the impact of the Paralympics on Para Athletes Mini Lesson: Look at the following photos and write down 3 things that they make you feel. (Do you feel sad, impressed, sorry, proud, amazed, sympathetic, happy, etc?)

These are all images of Para Athletes competing in the Paralympic Games. Watch this 5-minute video to find out more about the history of Paralympics:

'All about ability' - How the Paralympic Movement is maintaining momentum Just like the Olympics, they are held every 4 years, with a Summer and Winter Games. They have amazing Opening and Closing Ceremonies, as well as World and Paralympic records set at each games. Here are the sports that will be played at the 2020 Paralympics:

Learning Task:

• Go to the Australian Paralympics Para Athletes Biographies and select a Para Athlete from the list. For example, I have selected Dylan Alcott who will represent Australia in Wheelchair Tennis. Look through the About, Fast

Facts and Discipline sections. • Write/type 2-3 paragraphs about your

chosen Para

Athlete’s goals, journeys and achievements.

• Explain how you think Reduced Inequalities impacts their lives to compete in the Paralympics (e.g., prosthetic limbs, changing sports/disciplines, different types of training, etc.) Include a photo of your chosen Para Athlete in your writing if possible.

Reflection:

What impact do you think the Paralympics have on people who are differently abled? Provide reasoning for your answer.

You will find the schedule of the 2020 Paralympics here.

Lunch 13:30 – 14:30

Afternoon Meeting 14:30 – 15:30

Tuesday 24th August

Reading

LI: To build my understanding of a biography

SC:

Identify a biography text

Describe features of a biography

Compare non –fiction texts

Reflect on the purpose of a biography

Learning task:

Read the Biography (Part 1) about Ahn Do and answer the 8 Qs BELOW about his inspirational life.

Complete the following Qs NEATLY in your book. Try to use FULL SENTENCES. Early life

1. When was Anh born? Eg Anh was born in... 2. How many siblings does he have? Eg. Anh had …. siblings.

Family life 3. Why did Anh’s family escape to Australia? (Clue: What does persecution mean?) 4. Using 3 different adjectives, how would you describe the boat trip from Vietnam to Australia!? 5. What action saved them all from dying? 6. Before arriving in Australia where did his family spend many months?

Early Life in Australia 7. Give 2 reasons why Anh struggled when he arrived in Australia?

Late life 8. What is Anh best known for? What values in Anh inspire YOU?

Reflection:

• List all the people you find inspirational. (They can be dead or alive!)

• What qualities or values make them so inspiring?

• Who in your family inspires you and why?

• Who in your family would you like to interview to write their biography about their life?!

Brain Break 10:00 – 10:10

Writing

Mini Lesson:

https://www.youtube.com/watch?v=ORm5tH5kUog

Learning Task:

Interview someone in your family in person, by phone or Zoom by asking them the following questions:( make

sure you write down ALL their responses !!)

Early life

Where and when were you born?

How many siblings do you have?

Family life

What was life like growing up?

What was your experience of school? Quality of education ?

Describe a challenge or a moment that changed you?

Life in Australia

What have been some challenges you faced in Australia or overseas?

Later life

What are you most proud of? And why? What are your proudest accomplishments/achievements? What

values in them inspire YOU?!

Now that you’ve collected answers to your questions, write a biography based on the answers to your

questions!

Make sure you include a heading and your 4 subheadings. Try and put your answers into detailed sentences.

You should have at least 4 paragraphs (One for each sub-heading)!

Reflection:

• What did you find surprising about your family member?

• What did you discover about their life that perhaps you did not know before? How did you work towards your VOICES writing goal?

• How did you connect reading into writing today?

Recess 11:00 – 11:30

Maths

LI: To explore directional language. SC: Identify the purpose of directional language. Describe how to use directional language. Analyse the way in which directional language is used. Transfer my understanding of directional language to other areas. Mini Lesson:

Learning Tasks: ENCODERS Describe where the following locations are using directional language (North, South, East, West). For example: What is North of Zana’s house? The answer is the police station because it is north/above Zana’s house.

• What is east of the skate park?

• What is south of the police station?

• What is west of the fruit shop?

• What is north of Dan’s house?

CONSOLIDATORS Describe where the following locations are using directional language (North, South, East, West).

• If you are standing at Catherine’s house, which direction is David’s house?

• If you are standing at the park, which direction is the supermarket?

• If you are standing at Ruth’s house, which direction is Ariana’s house?

• If you are standing at the supermarket, which direction is the library?

RETRIEVALS Describe where the following locations are using directional language (North East, North West, South, East, South West). Be explicit with your instructions and estimate the distance between each location. For example: Ariana’s house is ___m from the library. (Use the map above in Consolidators)

• If you are standing at the school, which direction is Ariana’s house and how would you get there?

• If you are standing at the library, which direction is the school and how would you get there?

• If you are standing at Ruth’s house, which direction is the supermarket and how would you get there?

REFLECTION: Why is it important to understand directional language? What is your challenge when learning about directional language? Where in real life would you use directional language?

YCDI

LI: To create a positive and respectful online community. SC: Identify the features of a positive and respectful online community. Describe the impact these features have on the members of an online community. Analyse the importance of a classroom community. Create a positive and respectful online community. Mini Lesson: While we are in lockdown and continuing our LFH journey, we need to ensure we are fostering a positive and respectful online community for ourselves, our classmates and our teachers. Together, we are going to brainstorm some protocols - the accepted or established code of procedure or behaviour in any group, organisation, or situation. Your Student Voice will help collect and collate ideas for these protocols that will help us while we are in LFH. Learning Task:

Think carefully about protocols/expectations that would enhance and support your online learning community. Some examples may include:

Think about actions you and your classmates can take part in to create positive impacts on our learning and wellbeing

• Click on the link for your class’s Padlet and write your suggestions of protocols that should be included. You can also ‘like’ the posts that you agree with, or had the same thinking as yours:

4A LFH Protocols

4B LFH Protocols

4C LFH Protocols

4D LFH Protocols

4E LFH Protocols Reflection: What impacts do you think having LFH Protocols will have on our Online Class Communities?

Lunch 13:30 – 14:30

Afternoon Meeting 14:30 – 15:30

Thursday 26th August

Reading

LI: To build my understanding of the structure in biographies. SC: Identify a biography text. Describe features of a biography. Compare and contrast features of biographies. Reflect on the purpose of a biography. Learning task: Before you start this learning task, ask yourself the following questions:

• List all the people you find inspirational? (They can be dead or alive!)

• What qualities or values make them so inspiring?

1. Find two biographies, one of an inspirational sports person that you like and another of an inspirational humanitarian. (A humanitarian is someone who works to make the world a better place!) For example, comparing Mother Teresa (humanitarian) and Michael Schumacher (sportsperson)

2. Using a T Chart, compare and contrast the structure you notice in both biographies following the anchor chart below.

3. Track important information for each person under these subheadings.

Reflection: How did you work towards your CAFÉ goal in this learning task? What inspired you when reading the two biographies?

Brain Break 10:00 – 10:30

Writing

LI: To plan a biography as a biographer SC: Identify the main events in someone’s life Describe life events in chronological order Apply time and causal connectives Reflect on the significance of their life Learning task: Read the following example of a Biography on Anh Do. Look out for key parts of the structure, and use these sub-headings to guide your planning and your writing.

Using these questions/structure as a guide, start researching your inspirational person that you would like to write a biography on!

• Early life

• Where and when were they born?

• How many siblings did they have? Family life

• What was lifelike growing up?

• What was your experience of school? Quality of education?

• Describe a challenge that changed them? Major accomplishments • What have been some challenges they faced in their careers, how did they overcome them

• Personality Traits

• Later life

• What are they most proud of? And why? What are your proudest accomplishments/achievements?

• What values in them inspire YOU?!

• Important quote

Reflection: How did you implement your VOICES writing goal? What did you learn that was new and what shifted in your thinking about biographies?

Recess 11:00 – 11:30

Maths

LI: To apply spatial awareness to mapping. SC: Identify the key features of a map. Describe the importance of spatial awareness. Create an accurate bird's eye view map. Generate directions with specific directional language. Mini Lesson: Spatial awareness is the ability to understand and interact with the environment/room around you. Whether it be by avoiding obstacles when walking, reaching out to grab a pencil or determining to turn left or right (If you bump into people or things you need to develop spatial awareness!) Use Code.org - Classic Maze #9 to practice giving directions. Learning Tasks: ENCODERS Task 1: Use your spatial awareness to create a bird’s eye map of your bedroom like the one below.

Hint: Use a ruler to draw your bedroom as accurately as possible, making sure items in your bedroom are drawn to proportion or to size.

Task 2: Write step by step directions on how to get from your bedroom door to your bed. If the bedroom door to the bed is directly on your right or left as you enter, choose an object further away such as a desk! Example: Open the door, take 3 steps forward, turn right, take 6 steps forward, turn left, take another 9 steps forward, you are now at your bed!

CONSOLIDATORS Task 1: Use your spatial awareness to create a bird’s eye map of your house similar to the one below.

Hint: Use a ruler to draw your

house as accurately as possible,

making sure items in your

home are drawn to proportion

or to size.

Task 2: Once you have neatly drawn your house, you will then write step

by step directions on how to get from the front door to the back door. Example: Open the front door, take 9 steps forward, turn right, take 6 steps forward, turn left, take another 3 steps forward, you are now at the back door. RETRIEVALS Task 1: Use your spatial awareness to create a map of your neighbourhood similar to the one below. You may like to use Google maps to help you https://www.google.com.au/maps/@-37.8749706,145.1673989,17z

Task 2: Once you have neatly drawn your neighbourhood, write step by step directions on how to get from your house to a landmark of your choice (school, park, shopping centre, library etc).

Example: Turn left out of your driveway, drive straight for 300 metres, turn right, drive straight for 600 metres, turn left, drive straight for another 900 metres, you are now at GWPS!

Where would you see a

map like this being used?

Click on this website and

explore house map

examples here (scroll

through photos!)

https://www.realestate.co

m.au/buy/in-

glen+waverley,+vic+3150%

3b/list-1

(copy and paste the link if it

does not open)

Hint: Use a ruler to draw your

neighbourhood as accurately as

possible, making sure

landmarks are drawn to

proportion or to size.

Inquiry

LI: To create a narrative of Reduced Inequalities using The Arts SC: Identify a person( subject ) for your film Describe the impact your person (subject) has had in their community Create a multimedia project depicting a message about how your subject reduced inequalities in society Evaluate the effectiveness of how my multimedia project communicates reduced inequalities Mini Lesson: Today you will begin creating a multimedia project that will depict the Reduced Inequalities of a significant person in history (living or deceased). ( Significant means they made a big impact in their community ) There are a lot of people throughout history who have reduced inequalities for themselves, their families, their communities, their countries, even the whole world! These people have reduced the inequalities they or others may face to make the world a fairer, equal and happier place! You are going to select a person (a subject) who has worked to reduce inequalities for themselves or others and over the next few weeks will be creating a film/documentary communicating the following:

• What inequalities this person may have faced

• Why they decided to reduce inequalities for themselves/others

• What actions have they taken to reduce inequalities

• What message you want to communicate about this person and how they reduced inequalities. Learning Task: Today your task is to select the person your multimedia project will be about. Select a person that you are inspired by, who has worked to change your life for the better or someone that interests you. Once you have selected your person, think about how you will communicate their achievements and goals into a movie. Begin to research your person - you can open and download this helpful template to help organise your research. Sources of information: Kiddle Britannica Kids Biographies Biographies Famous People in History Australian of the Year Award Recipients

Some examples you may like to select: Adam Goodes - AFL legend Adam Goodes is a sporting hero and role model, but it's the work he's done off the field to empower Aboriginal youth that is making an ongoing impact and is being recognised today. Goodes was made Australian of the Year in 2014 for his work to combat racism, both on the sporting field and within society.

Nelson Mandela - Former South African president and civil rights advocate Nelson Mandela campaigned for justice and freedom in his country South Africa. He spent 27 years in jail for his opposition to apartheid. On release, he ultimately helped topple South Africa's racist system of apartheid. Martin Luther King Jr. - Martin Luther King, Jr., is known for his contributions to the American civil rights movement in the 1960s. His most famous work is his “I Have a Dream” speech, delivered in 1963, in which he spoke of his dream to eradicate segregation and racism. Mother Teresa - During her lifetime Mother Teresa became famous as the Catholic nun who dedicated her life to caring for the destitute and dying in the slums of Calcutta - now known as Kolkata. In 1979 she received the Nobel Peace Prize. Dylan Alcott - Dylan Alcott is an Australian Paralympic gold medallist in two sports -- wheelchair basketball and wheelchair tennis. One of Dylan's passions helping change the perceptions of people with a disability across the world, and is an advocate for the social inclusion, inclusion in the workplace for all people with disabilities, as well as breaking down the negative stigma associated with disability.

Reflection: Brainstorm 3 ideas outlining how you could transfer your research to multimedia project. Upload your current research and reflection to Seesaw.

We will be creating our multimedia project using iMovie. If you would like to spark your thinking about how you can use it, watch the following video:

iMovie for iPad basic editing tutorial (for my students)

Lunch 13:30 – 14:30

Afternoon Meeting 14:30 – 15:30

Friday 27th August

Reading

LI: To build my understanding of my CAFE goal.

SC:

Identify my CAFE goal.

Describe strategies to work towards my CAFE goal.

Apply CAFE goal through sustained reading.

Reflect on the effectiveness of my CAFE goal.

Learning Task:

• Please think about your CAFE reading goal prior to starting the learning task, making sure you

understand your goal and the strategies that you can apply to work towards your personalised

learning goal.

• Create rich thinking track when reading ‘a good fit book’.

• Record at least 1 thinking track connected to your goal and at least 4 other different thinking tracks

using the sentence frames below.

EXAMPLE:

Reflection:

How did you apply strategies to work towards your CAFE goal?

What was the most impactful strategy that helped you work towards your goal today?

Brain Break 10:00 – 10:10

Writing

LI: To develop my authorship through a sustained writing session.

SC:

Identify the language features associated with my chosen text type.

Combine appropriate text structures with language features

Analyse my writing against the VOICES strategies.

Reflect on my VOICES writing goal.

Learning task:

Thinking about your VOICES writing goal prior to beginning writing. Also think about the strategies that you

may use to work towards your personalised learning goa. The learning task for today is to build your own

authorship through sustained writing.

• Set a 5-minute timer on your iPad so that you have time to select a prompt and plan.

• Then set a 30-minute timer on your iPad and use this to continually write based on your prompt.

• Finally set a 5-minute timer for you to edit your writing.

• The prompt today is either of the pictures below or you can select a topic that is of interest to you.

Reflection:

How did you use your VOICES goal when writing?

What impact did the picture prompt have on your writing?

Recess 11:00 – 11:30

Maths

LI: To reflect on my SURF Goal. SC: Identify evidence of where I have used my goal in my learning. Describe strategies I have used to achieve my goal. Analyse evidence of where I have used my goal in my learning. Reflect on if I have achieved my goal and I am ready to move on. Mini Lesson: Below is an excellent example (way to go, Ranveer!) of an in-depth goal reflection Take the time to read through it as this is what you should all be aiming for with your goal reflections!

Learning Task: Step 1. It is now time for you to reflect on your SURF goal!

• Take the time to create an in-depth reflection with proof/evidence as to how you have worked towards your goal.

• Attach photos of completed learnings tasks where you have used your SURF goal.

• Explain the strategies that you used to achieve your goal.

• Use your Google Drive SURF template/Seesaw (wherever your teacher gets you to reflect on your goals).

Step 2. Based on the last 2 Maths sessions, what is an area of Mathematics that you would like to develop further? Create a NEW SURF goal based on what you would like to work on. Upload your new goal onto drive/seesaw/etc. with planned strategies on how you will achieve it! Year 3-4 SURF Menu Year 5-6 SURF Menu

YCDI

LI: To explore how I can display the School Value of Integrity during LFH SC: Identify what Integrity is Describe actions connected to Integrity in LFH Create a pledge – commitment or promise detailing how I will show Integrity Reflect on the impact my pledge will have on my wellbeing Mini Lesson: An important value is that of Integrity – so important, that it is one of our School Values. Integrity is doing the right thing even when it's hard or when no one is looking. True integrity is abiding by expectations and protocols because you know that it's the right thing to do, and that they were created for a reason. LFH presents us with a lot of opportunities to display Integrity. Earlier this week, you proposed possible protocols (Woah! Look at that alliteration!) for our LFH communities. Learning Task: Look at your class’s possible Protocol Padlets (I am absolutely NAILING the alliteration today!), select three protocols that you believe will help you display Integrity. They can be your own ideas, or a classmate’s ideas.

4A LFH Protocols

4B LFH Protocols

4C LFH Protocols

4D LFH Protocols

4E LFH Protocols Record your three selected protocols. Create a pledge – a commitment or promise – that you want to achieve that addresses at least one of these protocols and outline the impact it will have on yourself and others. For example, I have chosen the following 3 protocols that I think display Integrity:

Two of them are related to how I use my classes teams channels to communicate, so my pledge and impact will be: I pledge to comment relevant, helpful and respectful comments in the correct posts and channels on Teams. The impact of my pledge is that I will think carefully about what I post and whether it adds anything to the

conversation, or if it will create a needless notification that could distract my classmates and teachers. Reflection: What are 3 ways you can show Integrity outside our online class community? E.g., in your home, in your group chats with your friends, when playing online, etc.

Lunch 13:30 – 14:30

Afternoon Meeting 14:30 – 15:30