Learning Intention:
We are learning to discuss whether social issues and different cultural groups are accurately represented in a fiction or nonfiction text.
Success Criteria:
I can:
- I understand what a social issue is, and I can find an example in the text.
- I understand what a ‘cultural group’ is, and I can find an example in the text.
- I can locate social issues and cultural groups in the text and compare how they have been represented in the text with my knowledge of the real world.
- I can answer comprehension questions about a text.
What are ‘social issues’?
A social issue is a problem that can influence or affect many citizens within a community or group.
What is a ‘cultural group’?
Culture is a pattern of behavior shared by a society or group of people. Many different things make up a society’s culture. These things include food, language, clothing, tools, music, arts, customs, beliefs and religion.
Activity:
- Reread through the information above.
Part A: Watch this BTN episode about what is currently happening in Afghanistan. In your Homework book, list the different social issues and cultural groups that you recognise in the video.
Social issues Cultural groups
Part B: Re-watch the BTN Afghanistan video and answer the following questions in your Homework book.
- What is the Taliban?
- What are some of the things the Taliban banned in Afghanistan?
- Why was it especially hard for girls/women who live in Afghanistan?
- What happened on September 11th, 2001?
- How did this change the world?
- Recently the United States Army left Afghanistan, what happened after they left?
- What did the new Taliban Government promise the people of Afghanistan?
- Did the people of Afghanistan trust the new Taliban government? Why or why not?
- How are the people of Afghanistan feeling now that the US Army and Australian Army have left?
- Do you think the BTN represented the cultural groups and social issues in this video accurately? Why or Why not?
Our new sound of the week is /or/ sound as in ‘fork’. The sound /or/ can be represented by more than one spelling. /or/ could be <a> <aw> <our> <oar> <au> <oor> <ar> <ore> <ough> <augh>
| Hall
Brawl Popcorn Sauce Award Doormat Bought
|
Appalling
Withdraw Scorching Dinosaur Reward Snore Nought
|
Sleepwalker
Sprawl Assortment Marauding Thwart Carnivore Fraught
|
Spelling Task
# Write out spelling words twice (x2)
# Write the meaning of all 8 spelling words, then find a Synonym (similar word) and find an Antonym (opposite word) for each
Learning Intention: We are learning how to plan a group writing piece of Realistic Fiction.
Success Criteria:
I can plan a group piece of writing with other students.
I can participate and collaborate as part of a team.
I can plan an element of a Realistic Fiction piece in more detail by myself.
Today’s Activity: Writing a Group Narrative (Part 1 – Planning)
First, we hope this works. It could be a lot of fun and it’s time we used technology to it’s full potential while we’re still in Remote Learning.
Second, you will be unable to complete this task if you do not attend your classroom Webex meeting today. If you can’t join the Webex today please let your teacher know, so they can catch up later (we can help you, so you don’t miss out on all the fun).
Your teachers are going to organise you into small groups of 5, so that you can all write a narrative piece of writing together. It will be a Realistic genre narrative.
Today we are planning the narrative. During the Webex, your teacher will place you into mini-groups where you can discuss the details of the narrative together: characters, setting, problem, ending etc. You also need to divide the narrative up – who writes the sizzling start? Who writes the ending? Make some notes using this planner, or just write them in your book.
Sometime during the Webex, your teacher will check you’ve come up with the required details together. Your independent writing time today will be planning more detail about what YOU are going to write.
Today we plan all the details. Tomorrow, we start writing.
Start at 200 and count backwards.
Warm Up:
Click the Link here or google: “Gipps National Park game”
Or Find the grade 4/5 section on SplashMaths and click on the Make a Walking Track link. (This says it is tablet friendly.)
Learning Intention:
We are learning to read a map using grid coordinates.
Success Criteria: At the end of this lesson you can:
- Accurately rule Red axis lines.
- Design a map with an X-axis and Y-axis.
- Plot points on a map using grid references (quadrant).
- Plot points on Cartesian plane using x- and y- axis grid references.
Activity:
Today’s Task: In your maths book, DESIGN A TREASURE MAP
Here is 1cm GRID PAPER if you need it
1. With GRID coordinates. Include a starting spot, Treasure, Pirate Camp and Forest. See Miss Hutchins’ example below.
or
2. IF you would like a CHALLENGE: Play the game below and then DESIGN A TREASURE map with a Cartesian plane instead of GRID COORDINATES. Click on the LINK to play a coordinate mapping game. (Play as a guest.)
See an example below: *remember this is an option only*
Here is some smaller sized graph paper if you would like to do the Cartesian Plane.
Want a CHALLENGE: Have a go at this ordered pair activity. The last question is the most important part of this lesson.
Work Expectations (On paper). This can be completed on Seesaw by screen shooting the graph paper and using the draw or line tools.
We will have a Big Life WebEx at 10:15am today. Please click on the link and enter the code and password.
Meeting Code: 2653 614 8716
Password: smile
Click Here To Enter The Meeting
Activity:
Make a poster that teaches others how to ask, “RUOK?”
Include the 4 steps:
1. Ask (Ask your friend if they are ok?)
2. Listen (Let your friend tell you how they feel.)
3. Encourage action (Tell a teacher or trusted adult.)
4. Check in (Ask your friend if they are feeling better.)
Think about what images and other information you might like to include – get creative!