Thursday August 12th

 

Learning Intention:

We are learning to evaluate authors’ use of fantasy plot.

Success Criteria:

I can describe the main features of the plot in my fantasy novel.

Activity:

Watch the clip about what a plot is and answer the following questions about the fantasy novel you have read all term. (We are expecting that you have finished the novel by now)

Question 8: What hooked you in at the start of the fantasy novel?
(Was there a sizzling start that made you want to keep reading?)

Question 9: Who is the main character and what is the main problem they are facing at the start?
(What is the pebble or the small problem that is causing the main character the first problems in the narrative?)

Question 10: Where is the story set and would you like to visit the setting? (Think about the way the place is described. What are the main features of the town or fantasy world? Is it somewhere you would visit? Why?)

Word building: Find the base word of your spelling words and add prefixes and suffixes to make new words.  For example, 

Learning Intention:

We are learning how to edit our work by removing the ‘Boring Bits’, correct and spelling, punctuation etc.

  • Success Criteria:
  • I can edit my writing and cut out the ‘boring bits’.
  • I can improve the ‘show, but don’t tell’ parts of my narrative.
  • I can edit my writing and fix up spelling errors, missing punctuation & capital letters.
  • I can edit my own writing to be critical & reflective, to make sure it contains all the text-type and fantasy genre elements.
  •  I can edit my writing so that every sentence ‘makes sense’, and doesn’t have any missing words.                                                                                                                                                                                                                                                                             It is very important that we edit our work properly.  First, we must edit our work using 3 easy steps. Please complete all 3 of the following steps before you ask an adult to help you.
  1. Editing for meaning: Did the writing make sense? Have I read my writing aloud? Sometimes your ears can tell you if a sentence isn’t quite right. Reading out loud can also help you realise if a sentence is missing a word, or needs extra words included.
  2. Editing for spelling & punctuation: Do any words ‘look’ different? Underline any words you need to check with a dictionary (or Google)Have you included all the full stops & capital letters?
  3.  Editing for text-type structure and fantasy elements: Have I included everything?

Check to see if you have included all steps in your narrative. Free Teacher Writing Resources | The Seven Steps

Use the rubric below to identify if you have missed any fantasy elements, or if you need to add or remove parts to your writing.

Fantasy Narrative Rubric:

 

Today we will have a BIG LIFE WebEx Metting at 10:15am. Please click on the link below to enter the meeting.

Big Life 4/5/6 WebEx 

or enter the following codes:

Meeting number:165 820 1522

Password: kind

Wednesday August 11th

 

Learning Intention: We are learning to evaluate authors’ use of fantasy characterisation.

Success Criteria:

  • I can discuss the reasons why the author created the characters.
  • I can think of ways that the author could have made changes to the characters.

Activity:

Watch the clip below and think about the reasons why the author has created the character’s the way they are. Answer the questions below about two of your characters. 

Question 6: How has the author represented the character?
(Is the character good or evil? Would you be friends with the character? Do you respect the character?)

Question 7: How could the author represent the character differently?
(If you could make a change to the character, what would it be?)

 

Organise your spelling words into different spellings that make the same sound.  Divide your page into columns adding words that have the same spelling in each column. For example:

Exciting Endings - Narrative Writing by All Good with Miss Hood | TpT

Learning Intention: We are learning how to finish our narrative with an exciting ending.

Success Criteria:

  1. I understand that there are different ways of writing an ending to a fantasy narrative.
  2. I can write an ending that solves the problem of my story.
  3. I can include an exciting and interesting ending that captivates the reader’s attention.
  4. I can include rich vocabulary, and compound and complex sentences in my writing.
  5. I can add a character wrap up after my exciting ending, that 

Narrative Endings

 

When writing a fantasy narrative, your story should always have a strong ending. A strong ending may include the resolution to the quest, how the character feels or return from the adventurous journey. It should remind the reader what your story was about. There are different ways you can write an ending to your narrative.  Please read the examples below:

Writing Endings Anchor Chart Freebie - Young Teacher Love by Kristine Nannini

Activity: Narrative Ending 

Choose one of the exciting ending methods from the chart above, and write an ending to your narrative.

  1. Reread your narrative to get a clear direction on how you might end your story.
  2. Select one of the different endings from the list above to write the ending to your fantasy narrative.
  3. Remember to make your ending, exciting, enjoyable and interesting.
  4. When you have finished writing the ending of your narrative, go back and reread, edit, take parts out that don’t make sense, and add new parts that improve your story.

The final part of writing your fantasy narrative,  is to finish with a character wrap up:

Character Wrap up:

A Character Wrap  Up is an emotional resolution.  How are the characters feeling now?  What might they do now that the story has been resolved?

5.  Write a character wrap up to conclude your fantasy narrative.   (1 paragraph in length.)

 

 

Tuesday August 10th

Tuesday Logo | Name Logo Generator - I Love, Love Heart, Boots, Friday, Jungle Style

 

Learning Intention: We are learning to evaluate authors’ use of fantasy characterisation.

Success Criteria:

  • I can discuss the characters’ personality traits.
  • I can describe how the character makes others feel.
  • I can evaluate the character’s behaviours and reactions.

 

Activity:

Continue on from yesterday’s Characterisation task by answering new questions about two of your characters. 

 

 

Question 3. What effect does the character have on others? 

(How do the other characters feel or behave in reaction or response to the character? Does the character have good relationships with others?)

 Question 4. How does the character behave?
(What does the character do and why do they do it? How does the character react when things happen?)

Question 5: What is the character’s physical appearance?
(What does the story say they look like? What clothing do they wear?)

Choose a spelling task from the Spelling Activity sheet in your Homework book.

 

 

Tightening Tension

“Emotion always takes time to build up, so start small and escalate  to a powerful climax.”

Learning Intention:

We are learning how to tighten up the tension in our fantasy narrative.

Success Criteria:

  • I can write a tension scene that is strong and builds to a climax.  
  • I can include descriptive language that builds the tension , allowing the reader to feel the emotion/s the character is feeling (ie. happiness, fear, excitement, anxiety, etc)
  • I can use the five senses to help build suspense and tension in my narrative.

Build up the tension with a series of problems or challenges for the character to triumph. With each near miss, empathy is built for the character.

Watch the following video clip and list the three different incidents that occurred, building the tension after each incident.

Watch the videos below:

The Complete NAPLAN Writing Guide for Teachers

Gradual Build Up of Tension:

Pebble: the first problem, small.
Rock: the second problem or challenge.
Boulder: the final major obstacle/challenge/problem which is building up to the climax, the most exciting part of the story.

FREE Writing Strategies Poster: Show, Don't Tell Poster & Anchor Chart

Activity:

Continue writing your narrative:

  1. Whilst writing the pebble, rock and boulder problems in your narrative. Remember to use the five senses to describe what the character in your narrative can see, hear, touch, taste, smell and feel.  This allows the reader to feel the emotion of the character, building tension and excitement as they read.

Writing example:

 

 

 

Monday August 9th

9:30am WebEx Codes:

Mr Logan 5/6L Time 9:30am
Meeting Number 165 968 6620
Password batman

 

Ms Humphrys 4/5 Time 9:30am
Meeting Number 165 390 1785
Password happy

 

Mrs Hickey 5/6H Time 9:30am
Meeting Number 165 453 0107
Password happy

 

 

This week’s reading requirements: All groups will finish reading their fantasy texts this week.

 

Learning Intention: We are learning to evaluate authors’ use of fantasy characterisation.

Success Criteria:

  • I can discuss the characters’ personality traits.
  • I can describe the way the character speaks to others. 
  • I can evaluate the character’s thoughts. 

Activity:

Watch the video below on characterisation.

You are going to think about TWO of the characters in your fantasy novel and answer the following questions about BOTH of the characters.

You can write the question and answer in your homework book or you can type it onto Seesaw. You only need to write the question number and the sentence that is in bold font. (The sentences in brackets are to give you ideas on ways to answer the first question.)

Question 1. What does the character say? 

(Characters’ personalities can be greatly defined by the words they say and how they say them. Tone of voice, how do they speak to others? Are they kind, nasty, compassionate?)

 

Question 2. What does the character think? 

(What is revealed through the characters’ thoughts and feelings? What does the character believe? What are the character’s values? What motivates the character?

New Spelling Words:

Our sound of the week is the ‘s’  sound as in ‘peace’   The sound /s/ can be represented by more than one spelling. /s/ could be <s> <ss> <c <st>  <ce> <se> <sc>

 

Choose 8 words from the list below to practice this week:

  • scent
  • unless
  • listen
  • city
  • fence
  • false
  • evidence
  • heaviness
  • whistle
  • cellar
  • decrease
  • fascinate
  • insufficient 
  • embarrassment
  • apprenticeship
  • indulgence
  • mayonnaise
  • condescending

Today’s task is to find the syllables and segments (sounds) in your words. Let’s practise this using our new structure. See below a video for this task.

Learning Intention: We are learning how to use dialogue effectively in narratives. 

Success Criteria:

  • I can recognise direct speech in my writing.
  • I can use and correctly punctuate direct speech. 
  • I can put each different speaker on a new line.

**This week we are writing our fantasy narratives.  Each day we will give you information on how to write different parts of your narrative.  (ie, sizzling start, backfill, dynamic dialogue, tightening the tension (pebble, rock and boulder), exciting ending and character wrap up.) You should have already written your sizzling start and backfill (introducing your characters and setting). Today, we are learning how to correctly punctuate dialogue in our writing as we continue to develop the plot and introduce the problem.**

The Complete NAPLAN Writing Guide for Teachers

Dynamic Dialogue

Think of dialogue as a mini play in the story. Let your characters walk, talk or even stalk – that’s how we get to know them.

Watch both videos:

  • Dialogue Writing Sample:

Activity: Fantasy Narrative

  1. Continue writing your plot development.  Using descriptive language to describe your characters and the setting.  This is also the time that you introduce your problem (the pebble),  adding a series of events building the tension.
  2. When writing dialogue in your narratives, it is important to use the correct punctuation. Watch the videos and read the chart above to make sure that you are using the correct punctuation when writing dialogue in your narratives.
  3.  Use the checklist below to ensure you have included all steps.
    Dialogue Checklist by Teaching with a Louisiana Twist | TpT

 

Please practice your counting goal for 5 minutes to warm up.

This week for maths, IT IS IMPORTANT that you look down this page until you reach THE CORRECT ACTIVITY. This will match your MATH CLUB TEACHER. Eg: If you are with Mr Logan for Math Club, scroll down the page until you SEE HIS NAME => easy!

MONDAY – Ms HUMPHRYS Group

Learning Intention = We are learning to represent values of money in different ways.

We are learning to count the change from a simple purchase.

Success Criteria = I can represent the same value on money in different ways.

I can calculate how much change to get from a purchase.

 

Please watch BOTH VIDEOS before starting the activity.

Play a game of https://www.topmarks.co.uk/money/toy-shop-money/aud

TASK 1

# click on Play Game

# click on Mixed Coins

# click on Exact Money – $1 – $10

# play 10 questions to pay for the items using exact money required

 

TASK 2

# click on Play Game

# click on Mixed Coins

# click on Give Change – $1 – $10

# play 10 questions to calculate the change you will get from buying each item.

 

IXL Questions (optional)

YEAR 3 SKILLS

N1 Count coins and notes – up to $5 note

N2 Equivalent amounts of money – up to $5

N3 Exchanging coins

N4 Purchases – do you have enough money – up to $10

N6 Making change

N9 Put money amounts in order

 

MONDAY – MRS HICKEY group

Learning Intention = We are learning solve problems using money and calculating the change.

Success Criteria = I can solve problems that use money and calculate the correct amount of change.

Please watch the video below before starting the activities today

Play a game of https://www.mathsisfun.com/money/money-master.html

TASK 1

# Click on Australian currency

# Click on a level of difficulty: Easy, Medium, Hard or Advanced (I suggest to start at Easy or Medium and increase the challenge as necessary)

# Click Target (or Target-No Totals, which will not add up your money for you)

# play 10 questions to pay for the items using exact money required

 

TASK 2

# Click on Australian currency

# Click on a level of difficulty

# Click Handfull (this makes you add the total with limited coins/notes). Chose No-Totals if you wish.

# play 10 questions to pay for the items using exact money required

 

TASK 3

# Click on Australian currency

# Click on a level of difficulty

# Click Give Change. Chose No-Totals if you wish.

# play 10 questions to calculate the change required

 

IXL Questions (optional)

YEAR 4 SKILLS

I1 Compare money amounts

I2 Round to the nearest five cents

I3 Round to the nearest five cents: word problems

I4 Round to the nearest dollar or more

I5 Add and subtract money amounts: up to $1

I6 Add and subtract money amounts

I7 Add and subtract money amounts: word problems

I8 Making change

 

MONDAY – Mr Logan group

Learning Intention = We are learning to create a simple plan for how to spend an amount of money, called a budget.

Success Criteria = I can make a plan/budget of how to spend an amount of money, without going over the total.

Please watch this video before starting the activity.

This is a task that requires two days to complete. Read/download the activity sheet to create a budget for spending your fake money, without going over! All the criteria must be completed.

Activity Instructions – Big Day Out 2021

You can use the proforma to record all your details, or create your own. Print out the proforma if you want, or rule it up in your book – the choice is yours.

Proforma/Recording Page – Big Day Out 2021

Please read all information carefully.

 

IXL Questions – Day 1 (optional)

YEAR 5 SKILLS

M1 Add and subtract money amounts

M2 Add and subtract money: word problems

M3 Multiply money amounts: word problems

M4 Multiply money amounts with decimals: word problems

M5 Divide money amounts: word problems

M6 Divide money amounts with decimals: word problems

M7 Price lists

 

tUnder The Spotlight | Podcast on Spotify

Dance

There are all different styles of dance.  Today we are going to learn the Macarena.  The Macarena is a Spanish dance song by Los del Rio.

Watch this video below to learn the steps to the Macarena.  Once you have practiced and learnt the steps to the dance, video yourself performing the Macarena and send on Seesaw. 

Click here to watch the Big Life Daily – Video

Friday 6th August

Didn’t expect to be here did you! Make sure you have read the SeeSaw post this morning, to get your Webex Check-in Details

Fantasy Novels – please keep reading your fantasy novel chapters for this week. Next week we will send you the Week 5 chapters.

Learning Intention:

We are learning to find the motif (recurring theme) in our fantasy texts.

Success Criteria:

I can read carefully and closely, making notes as I read.

I can make inferences as I read.

I can find the motif (recurring theme) in my text.

Activity:

  1. Watch the video about motifs below.
  2. Read the remaining chapters of your fantasy text for this week.
  3. What is the motif of your text? Write the answer in your homework book .

Write out your spelling words x2. Find a synonym (similar word) & antonym (opposite word) for each of your spelling words.

Fantasy Narratives

Unfortunately, we have gone home unprepared for this Lockdown 6.0 announcement. If you need to swing past school and pick up your Fantasy Planning Sheets, Mrs Mac said you can.

Keep writing your Plot Development paragraphs (1 paragraph of information each) = Hero Character, Villain Character, Setting (magical world), Small Problem & Big Problem.

–> If you want to restart your story, you can. Or, write the paragraphs you didn’t write at school. When we come back to school, we can join all the pieces together.

Next week –> we begin writing the Quest/Tension of our narrative.

Learning Intentions:

We are learning to identify and use factors and multiples

We can identify numbers that are Prime Numbers.

Watch the following videos to revise what we have learnt in class this week.

 

IXL Activities 

Group – Ms Humphrys Group – Mrs Hickey Group – Mr Logan
A.11, E.6, E.8 E.5, E.6, E.7 A.1, A.5, A.6

 

Tuesday July 27th

Tuesday Logo | Name Logo Generator - I Love, Love Heart, Boots, Friday, Jungle Style

The theme of all activities today is the 2021 Tokyo Olympics.  We are going to be learning about the history of the Olympic Games, famous athletes and the city Tokyo, this year’s host city of the 2021 Olympic Games.

Guided Reading | Ideas for teaching

Learning Intention:

We are learning to understand what we are viewing by answering questions about the text. 

Success Criteria:

  1. I can listen carefully and closely, making notes as I read.
  2. I can right down clues that help me answer questions.
  3. I can make inferences as I watch the video.

Activity: BTN 2021 Tokyo Olympics

  • Read through the questions below before watching the BTN video.
  • Rule up a page in your Homework book and write the heading: BTN – Tokyo Olympics.
  • Watch the 2021 Tokyo Olympics BTN video below, taking notes as you watch.  
  • Answer the following questions in your homework book.  Don’t forget to include part of the question in your answer. eg. Q2. The 2020 Tokyo Olympics is not called the 2021 Olympics because………..

BTN Questions:

1. Retell the BTN story using your own words.
2. Why are the games called the 2020 Tokyo Olympics not the
2021 Tokyo Olympics?
3. How many athletes are participating in the Tokyo Olympics?
4. How many different countries are participating in the Tokyo
Olympics?
5. How did Fiji’s national team get to Tokyo?
6. What route did sprinter Shelly-Ann Fraser-Pryce have to take
to get to Tokyo? Plot on a world map.
7. What did a lot of the Aussie athletes have to do before going
to Tokyo?
8. What percent of athletes will have been vaccinated before the
games begin?
9. No fans will be allowed in stadiums. True or false?
10. What questions do you have about this story?

 

Ask mum or dad to test you on your ‘u’ spelling words.  Send a photo of your test results on Seesaw.

 

Learning intention:

We are demonstrating our knowledge of how to write information in our own words. 

Success Criteria:

  1. I can research information about a sport or person and write the information in my own sentences. 
  2. I can include features of an information report, graphs, labelled pictures, subheadings, etc.

Activity:

*** Please note: You have two days to complete this task; research your chosen topic today (Tuesday) and complete your poster/infographics tomorrow (Wednesday).***

  • Today (and tomorrow) you are required to write an information report about an Olympic athlete or sport.
  • You must include facts in your own words (paraphrase the information). You cannot copy and paste from the internet.
  • You can present this in a digital format or a poster. You need to include facts.
  • Watch the clip below. This is an example of an information report on the Olympics. It shows you facts, graphs, pictures, headings, etc.
  • You are required to produce an information report about ONE athlete or sport.
  • Your information report does not need to be as long as the clip below, just use it as a guide to help you plan your information report.
  • Remember, you have two days to complete this task.  Take your time and present your information in a neat and creative way! 

Practice your counting goal for 5-10 minutes.

 

 

Learning Intention: We are learning to research information about the Olympics to solve different questions.

Success Criteria:

  • I can use my research skills to find out mathematical information to solve different problems.

Olympic Maths 

Research and find the answers to the following questions relating to the Olympics.

All groups –  questions 1-5.

Extension:    Group 3-  questions 6 – 10.

(The answers will be posted later today.)

Questions:

  1. What is the distance in kilometres from Melbourne to Tokyo?

 

  1. If it is 4pm in Melbourne on Tuesday 27th July what time and date will it be in Tokyo at the same time as Melbourne?

 

  1. How many countries (nations) are competing in the 2021 Tokyo Olympic games?

 

  1. How many different sports will there be in the 2021 Olympics in Tokyo?

 

5. What is the population of Japan? Estimate how many times bigger than Australia is this? (does not have to be exact)

 

  1. How many times does the area (size) of Japan fit into Australia? 

 

  1. What is the world record time for the men’s 100m sprint? Who holds this record?

 

  1. How many events are in a decathlon? Name the events. 

 

  1. This year’s Olympics are known as the XXXII Olympiad. What number is represented by the roman numerals XXXII?

 

  1. What is the distance in kilometers for the marathon running event?

San Pedro High School

Olympic Events at Home: See if you can beat yesterday’s score!

See how many points you can score by completing activities in the table below. If you don’t have the equipment to complete some of these tasks, make up an alternative activity to replace it.  Send a photo of your ‘Olympic Backyard Games’ in on Seesaw.

Activity:

Click here to print: Home Olympic Events Score Page

 

 

 

 

 

 

Monday July 26th

The theme of all activities today is the 2021 Tokyo Olympics.  We are going to be learning about the history of the Olympic Games, famous athletes and the city Tokyo, this year’s host city of the 2021 Olympic Games.

Guided Reading | Ideas for teaching

Learning Intention:

We are learning to understand what we are reading by answering questions about the text. 

Success Criteria:

  1. I can read carefully and closely, making notes as I read.
  2. I can highlight the clues that help me answer questions.
  3. I can make inferences as I read.

Activity:
Read the article The History of the Olympic Games carefully, highlighting important information and making notes in your homework book as you read.

Click here to read/print: The History of the Olympic Games 

Print off the question sheet, or write the questions and your answers in your homework book. 

Click here to print:  Question  sheet

Work Expectations: Please make sure that you include a heading, today’s date and your page is ruled up using a red pen.

 

 

Continue practicing your ‘u’ (as in but) spelling words this week.  For today’s spelling task, read a book and try to find other words containing the ‘u’ sound and add them to your list.

Learning Intention:

We are demonstrating how to write a retell of the Olympic Opening Ceremony. 

Success Criteria:

  1. I can write a retell of the Olympic Games Opening ceremony by using the knowledge I have from watching footage of the Olympics.
  2. I can use my knowledge of a retell and include who, what, where, when and why. 
  3. I can retell in order of events. 

Activity:

Watch the clip of the opening ceremony. You are imagining you are there at an opening ceremony for the Olympic Games. Write about all your experiences, what you see, what you hear, what you feel, etc. 

 

Practice your counting goal for 5-10 minutes.

 

 

Population of Olympic Countries

Learning Intention:

We are learning to research the population of different countries and order them from smallest to largest ,

Success Criteria:

  1. I can research to find out the population of each country.
  2. I can order the populations from lowest to largest.
  3. I can round decimal numbers to the nearest whole number.

Activity:

  1. Research what countries are participating in the Olympic Games.
  2. Research the population (how many people live there) of 10 countries that are involved in the Olympics. Some sites will give an older population than 2021, that is okay. If you find the decimal places difficult, round these numbers to whole numbers. E.g. 25.36 to 25, 58.56 to 59
  3. Order these from lowest to highest. 

Example:

  • Australia 25.36 million = rounds to 25 million
  • South Africa 58.56 million = 59 million
  • England 55.98 million = 56 million

Order from lowest to highest.

Australia, England, South Africa.

San Pedro High School

Olympic Events at Home: See how many points you can score by completing activities in the table below. If you don’t have the equipment to complete some of these tasks, make up an alternative activity to replace it.  Send a photo of your ‘Olympic Backyard Games’ in on Seesaw.

Click here to see a bigger Oympic Events on the Playground picture