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

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.
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.
Use the checklist below to ensure you have included all steps.

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

t Under 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.