Reading Fluency (15mins) – Read your independent book. The Grade 5/6 students are going to borrow from the Library, for the first time in weeks!

 

Hook – It’s now just passed Christmas Day 1941. How much longer do you think it takes until the actual attack event?

 

Learning Intention: I can locate text evidence to answer literal and inferential questions about The Bombing of Darwin anniversary BTN video.

Success Criteria:

# I can skim & scan the text for keywords in the questions, to answer literal questions (answers are written in the text)

# I can skim & scan the text for clues about inferential questions, because the answers are not in the text.

Modelled Reading (Teacher)

Today we are going to read pages 61 – 65 of The Bombing of Darwin. Please find the page where you’ve been keeping your notes, so you can add anything important from the text.

Independent Task (Student)

Today you will be answering questions about a Behind The News video on the bombing of Darwin. Some are going to be literal questions – the answers will be found in the video. Some are going to be inferential questions – only clues to the answers will be found in the video, so you must combine them with your knowledge of the world.

Questions

1. The bombing of Darwin happened during which war?
2. Who was Australia and its allies fighting against in that war?
3. Who did the government evacuate from Darwin before the bombing?
4. Explain what happened to Wendy.
5. Why was Darwin bombed?
6. What impact did the bombing have on Darwin?
7. How did Wendy’s dad get in contact with his family?
8. The bombing of Darwin was the only attack on Australia. True or false?
9. Explain what a group of school kids are doing to remember the bombing of Darwin.
10. Do you think the bombing of Darwin was an important event in Australian history? Give reasons for your answer.

 

Please ask your teacher to assist you if you are having trouble, and don’t forget to send a picture/copy of your completed map to your teacher, today.

FRIDAY STEM CHALLENGE:

 

 Design a Plan To Save The Endangered Bilby

Consider what’s led to the bilby becoming endangered, the actions of humans and how we can reverse their endangered status.

• Find out the size of a Bilby.
• Design a house or a model of a house. (Use materials such as paper, lego, blocks, pillows/cushions, trees/sticks) Can your model fit in a real life Bilby? If not, What is the scale of your model compared to a real life size?
• Create a poster to advertise why they are endangered
• Make a powerpoint presentation/video about the Bilby
• Research the Life Cycle of a Bliby
• Design a Bush setting where the Bilby would be safe (Could be a drawing, diorama, video)
• Create a sustainability plan for the Bilby

Resources you might like to use:

https://environment.des.qld.gov.au/wildlife/threatened-species/featured-projects/bilby#threatening_processes 

https://animalia.bio/greater-bilby 

https://www.elisathebestjobintheworld.com/3-bibly

Write down 10 6 digit numbers and put them in DECENDING ORDER (EG605,200    598,000)

Learning Goal:

We are learning to show our Division strategies.

Success Criteria: We can

• Use problem solving skills to demonstrate our division understanding.
• Answer a question with more than one answer.
• Begin with the dividend (Total)
• Show our thinking of dividing odd and even numbers.
• Use prime and composite understanding to explain how to divide 100.

How many ways are there to divide 100?

Your goal today is to find all the factors of 100.

Can you explain the divisors using Prime and Composite understanding?

Want to practise finding Prime numbers? Have a go at this maze  activity here.

This week our focus sound is /air/ as in ‘hair’. The sound /air/ can be represented by more than one spelling. /air/ could be a <are> <air> <ear> <ere> <eir> & <ayer>

Bare  Share Dairy Repair Pear Wearing Scare Prayer Airmail Whereas

Rarity Caretaker Aircraft Chairlift Beared Wearer Whereabouts Therefore Prayers Repairing

Parentage  Shareholding Chairwoman Whereupon Questionnaire Solitaire Heirlooms Theirselves Prayerfulness Torchbearer

Independent Spelling Task:

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

 

Body Paragraphs

Learning Intention:

We are learning to structure and write an information report paragraph.

I can:

• organise my paragraphs using subheadings
• include a topic sentence
• include 4-5 supporting sentences
• include a conclusion sentence

Today we are going to start to write our body paragraphs. A paragraph is a group of sentences that focuses on a single idea. In order for a paragraph to be effective, it must begin with a topic sentence, have sentences that support the main idea of that paragraph (supporting detailed sentences), a conclusion sentence, and maintain a consistent flow.

Your paragraph will consist of 5-6 sentences:

1. Ist Sentence – Topic Sentence
2. 2nd Sentence –  Supporting detail sentence
3. 3rd Sentence –  2nd supporting detail sentence
4. 4th Sentence – 3rd supporting detail sentence
5. 5th Conclusion Sentence – Restate the topic sentence

Remember it is important to paraphrase your information into your own words.

Activity:

Write a paragraph for your first subheading.  Remember to include all (5-6) sentences in your paragraph and paraphrase information in to your own words. You can write your paragraph in your Homework book or on Seesaw (Drawing or Note.)

**Don’t forget to post your work on Seesaw**

 

Reading Fluency (15mins) – Read your independent book. The Grade 5/6 students are going to borrow from the Library, for the first time in weeks!

 

Hook – Tom’s slit trench keeps filling with water each day, due to it being the ‘wet season’. What could Tom do/try to keep the water out of his trench?

 

Learning Intention: I can locate text evidence to answer literal and inferential questions about The Bombing of Darwin.

Success Criteria:

# I can skim & scan the text for keywords in the questions, to answer literal questions (answers are written in the text)

# I can skim & scan the text for clues about inferential questions, because the answers are not in the text.

 

Modelled Reading (Teacher)

Today we are going to read pages 56 – 60 of The Bombing of Darwin. Please find the page where you’ve been keeping your notes, so you can add anything important from the text.

Independent Task (Student)

Today you will be answering questions about the text. Some are going to be literal questions – the answers will be found in the text. Some are going to be inferential questions – only clues to the answers will be found, so you must combine them with your knowledge of the world.

 

Questions

1 – The part we are currently reading in The Bombing of Darwin is the ‘wet season’ of tropical northern Australia. Do you think all the rain would be an advantage or disadvantage during the war effort? Why?

2 – Why did Tom’s dad go up to Darwin early, by himself?

3 – Who are the ‘silver tails’?

4 – Who are Tom’s new Darwin neighbours?

5 – Who is the soldier who looks after Tom on the sea voyage from Sydney?

6 – Why was the Darwin Cinema an ‘open air’ cinema?

7 – Why would war munitions be stored under the seats at the Cricket oval?

8 – Explain why the loading and unloading of ships on the Darwin docks was a slow process.

9 – Who is the Chinese shop owner with the best safety bunker in Darwin?

10 – What kind of jobs would the ‘toffs’ in Darwin do?

11 – Why are the people of Darwin getting most war-related news via the ‘wireless’?

12 – Explain why the arrival of American soldiers in Darwin could be a problem?

13 – Why are the Darwin soldiers jealous of the Darwin dock-workers or ‘wharfies’?

14 – Why was Tom’s mother, who works at the Darwin Post Office, given a helmet & gas mask?

 

Please ask your teacher to assist you if you are having trouble, and don’t forget to send a picture/copy of your completed map to your teacher, today.

Reading Fluency (15mins) – Read back over pages 46-50 (from yesterday) to be familiar with the content.

 

Hook – Why do you think this narrative is written in a journal/diary format?

 

Learning Intention: I can locate text evidence to match the descriptive language from my character profiles.

Success Criteria:

# I can skim & scan the text for text evidence relating to character descriptions and traits

# I can build upon effort from the previous day to increase my understanding of the text

Modelled Reading (Teacher)

Today we are going to read pages 51 – 55 of The Bombing of Darwin. Please find the page where you’ve been keeping your notes, so you can add anything important from the text.

Independent Task (Student)

We are going to build-upon our efforts from yesterday, when we created character profiles of the three main characters: Tom Taylor, Mrs Taylor and Mr Jack Taylor.

Yesterday we created character profiles of details and descriptions of these main characters, forming a visual of their physical appearance and describing their attitudes & behavior via character traits. Some of this was completed using literal descriptions found in the text, while others used details they inferred from the text.

Today, we are going to locate the text evidence to match our descriptions from yesterday. A proforma has been created for you to use, but its very easy to rule up in your books too.

Character Profile Text Evidence proforma

An example has been included for you. You can start with any of the three main characters. Try and find as much evidence, and clues for any details inferred, as you possibly can.

Please ask your teacher to assist you if you are having trouble, and don’t forget to send a picture/copy of your completed map to your teacher, today.

This week our focus sound is /air/ as in ‘hair’. The sound /air/ can be represented by more than one spelling. /air/ could be a <are> <air> <ear> <ere> <eir> & <ayer>

Bare Share Dairy Repair Pear Wearing Scare Prayer Airmail Whereas

Rarity Caretaker Aircraft Chairlift Beared Wearer Whereabouts Therefore Prayers Repairing

Parentage Shareholding Chairwoman Whereupon Questionnaire Solitaire Heirlooms Theirselves Prayerfulness Torchbearer

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.

Researching and Taking Notes

Learning Intention:

We are learning to research and make notes under given headings and use them to understand information, explore ideas and create new texts.

Success Criteria:

• l can find, select, sort and use information for a specific p.
• I can skim and scan through information.
• I can write down keywords and important facts.
• I can write down the key information only.

Today we are going to start researching  2 of our subheadings.  You can use different resources to find your information:

• Information books (ie. encyclopedia.)
• The internet.

Remember when you’re researching on the internet to always put ‘for kids’ at the end of your search topic, this will give you information that it is written in child friendly language.

It is also important to acknowledge where you get your information from.  Write down every book or website you get your information from, so you can include it in a bibliography later.

Watch this video:

 

Read through the information on ‘Triceratops’ below with your teacher, and take notes on the information together.

Australia is an island continent made up of six states and two mainland territories. These include Western Australia, Queensland, New South Wales, Victoria, South Australia, Tasmania, Northern Territory and Australian Capital Territory. Each state and territory has its own capital city. The national capital of Australia is Canberra, which is located in the Australian Capital Territory. The country measures 7,692,024 square kilometres.

Activity:
Today we are going to research the last two subheadings.

Using your Information Report planner that you made last week, record facts, keywords and information in your chosen subheading box/page.

***Don’t forget to send your work on Seesaw***

Practise your counting goal for 5 mins. Not sure what to do? Start at 1000 and count by your counting goal.

Learning Intention:

We are learning to improve our division vocabulary.

We can:

• Learn the correct vocab for division
• Show our math strategies using a division math mat.

ACTIVITY: Use the math mat below to show how you would solve the following sums using 4 different strategies

Group 1: 32 ÷ 4

Group 2: 42 ÷ 7

Group 3: 108 d 9

Challenge-demonstrate strategies for a 3 digit number. 

Draw a 4 square math mat or print the following sheet off: MATH MAT

Today on your class Webex you will be completing your Division Pretest. You will need to have your mic/camera on to complete this. Please let your teacher know if you do not have your Essential Assessment Password.

 

This week our focus sound is /air/ as in ‘hair’. The sound /air/ can be represented by more than one spelling. /air/ could be a <are> <air> <ear> <ere> <eir> & <ayer>

Bare Share Dairy Repair Pear Wearing Scare Prayer Airmail Whereas

Rarity Caretaker Aircraft Chairlift Beared Wearer Whereabouts Therefore Prayers Repairing

Parentage Shareholding Chairwoman Whereupon Questionnaire Solitaire Heirlooms Theirselves Prayerfulness Torchbearer

• Write each spelling word twice (x2).
• Using a dictionary, find the definition of 5 spelling words and write the definition in your Homework book or on Seesaw.

Researching and Taking Notes

Learning Intention: We are learning to research and make notes under given headings and use them to understand information, explore ideas and create new texts.

Success Criteria:

• l can find, select, sort and use information for a specific purpose.
• I can skim and scan through information.
• I can write down keywords and important facts.
• I can write down the key information only.

Today we are going to start researching  2 of our subheadings.  You can use different resources to find your information:

• Information books (ie. encyclopedia.)
• The internet.

Remember when you’re researching on the internet to always put ‘for kids’ at the end of your search topic, this will give you information that it is written in child friendly language.

It is also important to acknowledge where you get your information from.  Write down every book or website you get your information from, so you can include it in a bibliography later.

Watch this video:

 

Read through the information on ‘Eucalyptus Trees’ below with your teacher, and take notes on the information together.

Eucalyptuses, or eucalypti, are tall trees. In fact, some of the tallest trees in the world are eucalypti. Eucalypti are sometimes known as gum trees or stringybark trees.  Eucalypti are most numerous in Australia, where they grow naturally. From Australia, people took them to other places where the weather is mild. Eucalypti can now be found in New Zealand, South America, southern Europe, and northern Africa. They also grow in the state of California in the United States.

Activity:

Choose two subheadings to research today.

Using your Information Report planner that you made last week, record facts, keywords and information in your chosen subheading box/page.

***Don’t forget to send your work on Seesaw***

Reading Fluency (15mins) – Re-read pages 38 – 45 of The Bombing of Darwin, to understand all the facts and details occurring in the plot.

 

Hook – What’s your general impression of the people/community of Darwin, as described in the book (as in December 1941)?

 

Learning Intention:We are learning to create character profiles based on descriptions from the text.

Success Criteria: 

# I can skim & scan the text for important information relating to key characters.

# I can compile a list of key descriptive language based on important characters from the text.

# I can create a visual representation of key characters, by using information from the text.

 

Modelled Reading (Teacher)

Today we will be reading pages 46-50. Remember to take any notes of important or key events and vocabulary from the text.

 

Independent Task (Student)

Today we dusting-off another role from Book Club – the Character Profiler! We have now read almost 50 pages of the text and we should have a good idea about the key characters by now.

You are going to divide an A4 page into 4 quarters. Add the names Tom Taylor, Mrs Taylor (Mum) & Jack Taylor (Dad) at the top of 3 of the sections. Leave one spare. These will be where you create your character profiles.

Tommy Taylor	Mrs Taylor (Mum)
Mr Jack Taylor (Dad)

What words would you use to describe each character, based on evidence in the text?

How do you imagine each character looks? You’ll have to skim & scan back through part 1 for details on the characters appearance.

Please ask your teacher to assist you if you are having trouble, and don’t forget to send a picture/copy of your completed map to your teacher, today.

While waiting for your webex to begin, practice your counting goal.

Learning Intention: We are learning to tune into Division.

Success Criteria: We can use counting patterns and problem solving skills to show division thinking.

Groups 1/2: There are 100 legs of animals on the farm. Farmer Joe has cows, chickens, sheep, horses and pigs. How many animals does Farmer Joe have?

How are they separated into paddocks? How many paddocks are there?

Group 3: There are 144 legs of animals on the farm. Farmer Joe farms cows, chickens, spiders, horses and ants. How many animals does Farmer Joe have?Challenge: Describe each animals numbers as a fraction.

Activity: Design a farm that has the number of legs above. Draw your farm on a piece of paper. Show your working out.

For example: Cows have 4 legs. This means that there are 20 legs on 5 cows.

This week our focus sound is /air/ as in ‘hair’. The sound /air/ can be represented by more than one spelling. /air/ could be a <are> <air> <ear> <ere> <eir> & <ayer>

Bare Share Dairy Repair Pear Wearing Scare Prayer Airmail Whereas

Rarity Caretaker Aircraft Chairlift Beared Wearer Whereabouts Therefore Prayers Repairing

Parentage Shareholding Chairwoman Whereupon Questionnaire Solitaire Heirlooms Theirselves Prayerfulness Torchbearer

• Write each spelling word twice (x2).
• Using a dictionary, find the definition of 5 spelling words and write the definition in your Homework book or on Seesaw.

Researching and Taking Notes

Learning Intention: We are learning to research and make notes under given headings and use them to understand information, explore ideas and create new texts.

Success Criteria:

• l can find, select, sort and use information for a specific purpose.
• I can skim and scan through information.
• I can write down keywords and important facts.
• I can write down the key information only.

Today we are going to start researching  2 of our subheadings.  You can use different resources to find your information:

• Information books (ie. encyclopedia.)
• The internet.

Remember when you’re researching on the internet to always put ‘for kids’ at the end of your search topic, this will give you information that it is written in child friendly language.

It is also important to acknowledge where you get your information from.  Write down every book or website you get your information from, so you can include it in a bibliography later.

Watch this video:

 

Read through the information on ‘Triceratops’ below with your teacher, and take notes on the information together.

The average full grown triceratops weighed in around 7 to 12 tons. That’s up to 12,000 kilograms for the really big ones! Counting their long tail, a large triceratops was around 30 feet (9.1 metres) long and around 9 feet (2.7 metres) tall. The back side of the triceratops’ skull had something called a frill that covered its neck. The frill was probably useful for defense against dinosaur predators like the T-Rex. 

Activity:

Choose two subheadings to research today.

Using your Information Report planner that you made last week, record facts, keywords and information in your chosen subheading box/page.

***Don’t forget to send your work on Seesaw***

 

Reading Fluency (15mins) – Read over Part 1 of The Bombing of Darwin, looking for places, towns & cities that were visited on the trip North.

 

Hook – One fact you have learnt from the book so far (don’t over-think it)

 

Learning Intention: We are creating a visual map of the journey completed by characters in The Bombing of Darwin

Success Criteria:

# I can skim & scan the text for important places, towns or cities to represent on my visual map

# I can accurately chart and label the characters journey on a map

# I can add supporting details from the text that will add extra meaning to my visual map

Modelled Reading (Teacher)

First – can I answer/clarify any questions of plot events from Part 1 of Bombing of Darwin.

Next – the teacher will read pages 38 – 45 today. It would be a good idea to take notes of any facts, vocabulary, details or plot events you judge are significant.

Bombing of Darwin Part 2 student text

 

Independent Task (Student)

Today your task is to be the Travel Tracer, like during Book Club. Except, you will be Travel Tracing the entire journey to Darwin from Part 1.

You will need to practice your skimming & scanning skills from last week to help you identify all the places that were visited on the way. A blank map has been provided for you below, or draw an outline in your book.

You are allowed to use an Atlas, or digital tools to assist you. But you will need to plot each destination on the map yourself.

map australia blank outline

We expect the starting location, town & cities stopped or passed through on the way, and the final destination to be on your map.

Bonus points will be awarded for extra details such as:

# time taken between towns/cities

# mode of transportation for each ‘stage’ of the journey

# important plot events along the journey, at the correct time in the journey.

 

Please ask your teacher to assist you if you are having trouble, and don’t forget to send a picture/copy of your completed map to your teacher, today.

 

ART: OpTiCaL iLlUsIoN aRt

Today we are going to learn how to create a piece of art that gives an optical illusion.

Watch this video to learn how to create your optical illusion drawing on your page. (You might like to watch the video and then rewatch it, pausing at intervals whilst you’re creating your optical illusion drawing.)

What you need:

• A4 piece of paper (Preferably blank, but if you haven’t got a blank piece of paper at home, you can use your homework book or loose-leaf lined paper.)
• Coloured crayons or pencils.
• Black texta or Sharpie pen.

When you have finished, please upload a picture of your masterpiece on Seesaw.

SCIENCE:

Making a Rube Goldberg machine

 

Now if you haven’t any idea what a Rube Goldberg machine is, watch this video first.

This band is called OK GO and they have some fantastic video clips. This one is a huge Rube Goldberg machine

Or maybe you’ve played Mouse Trap before?

Maybe you’d like some breakfast?

There’s also a great example in the movie The Goonies – used to open up the front gate.

 

Now you can see a Rube Goldberg machine is an overly-complex chain reaction which is designed to complete a simple task.

We can however make a Rube Goldberg machine to just see how long we can make the chain reaction go for…like using every single domino at your house.

 

First – SAFETY MESSAGE – please don’t use any dangerous or sharp objects in your Rube Goldberg machine

Second – TIDY MESSAGE – Try and keep your Rube Goldberg machine contained in ONE ROOM of the house! Don’t have it going through every single room. Start building it somewhere it won’t accidentally be triggered, because it can take a long time to ‘reset’.

Also, you have to clean up your own mess.

Third – FUN MESSAGE – have fun! Take a video and send them on seesaw.

Try and make the ‘longest’ chain reaction sequence possible. Build one with a friend. Then try and make a Rube Goldberg machine that actually ‘does something’, like drop some rubbish in the bin. Remember, it’s an overly-complex way of achieving something simple.

AWARDS SECTION – Woodford 4/5/6 Rube Goldberg machines

Longest Rube Goldberg chain reaction

Most creative Rube Goldberg machine

Rube Goldberg machine with most useful purpose

Best multi-level Rube Goldberg machine

Rube Goldberg machine required the most ‘pieces’

PE:

It’s time to get up and moving!! Here we have 2 physical activities, one is indoor and one is outdoors:

INDOORS:

OUTDOORS: You will need to bottles of water, and 2 hoops (try using a hoody or jumper to make a circle shape)

SEND A VIDEO OR PHOTO TO YOUR TEACHER!

Take some time to read pages13-17 today. Either before reading class or after.

We are learning to skim and scan to find new information in the texts we read.

We can:

– Find key words in the text and phrases in the text

– Describe key words from the text with the author’s words

– Demonstrate our understanding of the text by collecting key words and phrases and use these to answer key questions

Let’s learn a little more about the bombing of Darwin before we keep reading. What was it? When was it? Why is it important to Australia’s history.

Activity: In class today you are going to watch the BTN video on the Bombing of Darwin. Your task today is to jot down key words and phrases. Be ready to share with your class tomorrow.

If you haven’t read today yet, please read pages 13-17 in your own time.

 

This week our focus sound is /air/ as in ‘hair’. The sound /air/ can be represented by more than one spelling. /air/ could be a <are> <air> <ear> <ere> <eir> & <ayer>

Care Dared Stare Airbag Airport Bearskin Where There Their Wearable

Caring Glare Rarely Sharing Chairlift Hairbrush Repaired Stairway Wearing Theirs

Careless Barefooted Preparing Warehousing Sparingly Chairperson Hairdressing Lairdship Whereabouts Prayers

Spelling Fluency Task

Write out your 10 chosen spelling words twice (x2)

Identify and write the antonym for each of your spelling words

 

Modelled Writing (Teacher)

Learning Intention:

We are learning how to plan for an information report

We are also learning to select appropriate sub headings for report topics.

Success Criteria:

# I can plan an information report by thinking of what I already know, and writing down questions I’d like to find out about my topic. This will help focus my research and planning.

# I can select suitable sub headings for a Grade 4/5/6 level information report.

 

Today we are going to plan our information report. The expectation for a grade 4/5/6 information report is about 4-6 sub headings. But remembering the checklist of features from Tuesday, this does not mean 4-6 paragraphs, some sub headings might have an extra paragraph in them.

As a class, we are going to brainstorm all the possible sub headings that an ‘animal topic’ information report could use. Then your teacher will share them with you.

**Begin brainstorm**

 

Now how about we add some pizzazz to our sub headings? Here are the sub headings from an Information Report I wrote years ago about Batman. You can see that I’ve put the plain, regular sub headings in brackets – just in case the Reader isn’t sure what the information in each sub heading will be about. But it’s much more interesting this way!

Bruce becomes the Bat (History)

 

“Batman must be really ugly to hide his face!” – The Joker

(Secret Identity)

 

Where did I put those Batmobile keys? (Gear & Gadgets)

 

Dark Knight, meet Boy Wonder (Partners)

 

“Holy host of bad guys, Batman!” (Enemies)

 

Independent Task (Student)

Using the list above, you will need to decide which sub headings to use in your information report. This is going to help guide your research/planning. You only need to select 5 or 6 sub headings.

First, you need to make a table which looks like this:

What I already know	Questions I have
Prior knowledge	Who What When Where Why How

 

Then, write down all the facts you already know in the left column. It doesn’t matter if you think your prior knowledge is ‘basic’ – the aim is to write down anything you already know.

After this is complete, start writing questions that you’d like to find out/answer about your topic in the right column. This is going to help you focus your research time. Using the who, what, when etc keywords can help to write your questions – you don’t just use them each once – think of as many questions as possible. Questions you might have always wondered about this topic, but you’ve never had the opportunity to look into it.

Next, you’ll need somewhere to record any researched information. Try ruling up a blank page in your book to look like this. Make sure they’re big enough because all your research will be going in here, to keep it organised.

 

Sub heading 1	Sub heading 2	Sub heading 3
Sub heading 4	Sub heading 5	Sub heading 6 (*optional*)

 

Add the sub headings you’ve selected into the top of each ‘section’. Can you think of a way to add some pizzazz to your sub headings?

Ok, now it’s time to start researching! As you research and answer questions from your list, place the facts you learn into the organiser proforma above. This will make it SO MUCH EASIER when we begin writing the report next week.

As a guide, if each fact becomes a sentence, you will need at least 5 sentences for each sub heading. This guide should help you research enough information for your report.

 

REPORT INTRODUCTIONS (WEDNESDAY)

I have included yesterday’s example of an information report example – just in case you need to look at it again.

There are only 4 criteria to include in the introduction of an information report – and it’s important to include all of them.

• Hook – fact or statistic (to engage the reader)
• Definition – give the meaning of the topic (what would it say in a dictionary)
• Classification – what ‘group’ or category does the topic belong to? (if the topic is an animal this could be the Family & Scientific Name)
• Description (brief)

Here is an example of an information report introduction about pizza. Try and identify all 4 criteria.

Pizza is a popular meal which originated in Naples, Italy. It is a round, flat bread cooked with cheese and other toppings. A pizza can also be cooked in a deeper dish into a ‘pizza pie’. Traditional toppings only include: tomato paste, oregano and cheese, known as the Margherita.

Greater Than Less Than Game – Select ‘Decimals’ and either Medium or Hard level.  Push GO and move the right symbol into the circle to answer the question.

OR

Fraction Comparison Game – Select ‘Play Now’ and push ‘Play’. Enter your name and select ‘Next’.  Follow the instructions to start the game. To play the game you will have to decide if the first fraction is greater than, less than or equal to the second fraction. Click on the right symbol to answer the question.

Learning Intention:  We are learning to understand and use the greater than (>), less than (<) and equal to (=) symbols.

Success Criteria:

I Can:

• Look at the first number and determine whether it is greater than,  less than or equal to the second number.
• Choose the relevant symbol, either < , > or =

Activity:

Click here to sign in to your IXL account.

You can also click on each activity link below, but you must be signed in to IXL first.

Group 1 :

1.  A.15 Compare numbers up to five digits
2.  D.30 Inequalities with multiplication
3.  A.3 Compare numbers up to millions

Group 2:

1. A.3 Compare numbers up to millions
2. F.13 Compare decimal numbers
3. G.5 Inequalities with decimal addition and subtraction

Group 3:

1. F.5 Inequalities with decimals
2. H.9 Inequalities with decimal multiplication
3. I.10 Compare fractions with like and unlike denominators
4. F.7 Compare and order fractions

Big Life WebEx at 12:30pm

Click on the meeting link below or use the meeting number to enter.

Click here to enter the Meeting

Meeting Number: 2650 570 0847

Password: happy

While waiting for your class webex, complete 15 mins read to self.

Today in class we will be reading pages 10-13. Then you will have time to find the keywords and answer questions below.

We are learning to skim and scan to find new information in the texts we read.

We can:

– Find key words in the text and phrases in the text

– Describe key words from the text with the author’s words

– Demonstrate our understanding of the text by collecting key words and phrases and use these to answer key questions

INDEPENDENT TASK:

Use your skimming and scanning skills to find the answers to the following questions:
Write down 3 Australian or slang words:

–

–

–

How long were they at sea for before arriving in Brisbane? (Hint: You need to use the days/dates)

Why are the lights of the ship turned off at night?

How does the author describe the weather as they move north?
What is the name of the soldier he befriends?

What is the date of the next diary entry?

This week our focus sound is /air/ as in ‘hair’. The sound /air/ can be represented by more than one spelling. /air/ could be a <are> <air> <ear> <ere> <eir> & <ayer>

 

Care Dared Stare Airbag Airport Bearskin Where There Their Wearable

Caring Glare Rarely Sharing Chairlift Hairbrush Repaired Stairway Wearing Theirs

Careless Barefooted Preparing Warehousing Sparingly Chairperson Hairdressing Lairdship Whereabouts Prayers

Spelling Fluency Task

Write out your 10 chosen spelling words twice (x2)

Identify and write a synonym for each of your spelling words

 

Modelled Writing (Teacher)

Learning Intention:

We are learning how to write the introduction of an information report

We are also learning to select appropriate sub headings for report topics.

Success Criteria:

# I can include all the necessary criteria into my information report introduction

# I can select suitable sub headings for a Grade 4/5/6 level information report.

 

Today we are learning about the introductions for an information report. There are only 4 criteria to include in the introduction of an information report – and it’s important to include all of them.

• Hook – fact or statistic (to engage the reader)
• Definition – give the meaning of the topic (what would it say in a dictionary)
• Classification – what ‘group’ or category does the topic belong to? (if the topic is an animal this could be the Family & Scientific Name)
• Description (brief)

 

Here is an example of an information report introduction about pizza. Try and identify all 4 criteria.

 

Pizza is a popular meal which originated in Naples, Italy. It is a round, flat bread cooked with cheese and other toppings. A pizza can also be cooked in a deeper dish into a ‘pizza pie’. Traditional toppings only include: tomato paste, oregano and cheese, known as the Margherita.

 

Now I’d like you to have a try. Have a go at writing the introduction for a report about: doughnuts!

Please share these with your class.

 

Independent Task (Student)

It’s time to start your own information report. Let’s begin with the biggest question – the topic. Lucky for you, we’ve answered that for you: Australian Animals. We’d like you to choose an animal that’s native to Australia, so don’t pick rabbits, foxes etc.

You might like to list down 3-5 options before making your decision. If you’re unsure if an animal on your list is native, please clarify with your teacher.

Once a decision has been made TELL YOUR TEACHER, they will record your choice (to stop you changing it every day).

Then have a go at the introduction. You may not like the first draft/attempt – but don’t rub it out! Because you can reuse one or more of the sentences in the next draft/attempt.

Send it to your teacher for feedback when YOU are satisfied with the introduction. They will send you a comment back asap.

 

EXTENSION: Write down all the facts you already know about this animal. Today IS NOT the day to start researching.

Greater Than Less Than Game – Select ‘Fraction.  Push GO and move the right symbol into the circle to answer the question.

OR

Fraction Comparison Game – Select ‘Play Now’ and push ‘Play’. Enter your name and select ‘Next’.  Follow the instructions to start the game. To play the game you will have to decide if the first fraction is greater than, less than or equal to the second fraction. Click on the right symbol  to answer the question.

 

Learning Intention:  We are learning to understand and use the greater than (>), less than (<) and equal to symbols when comparing fractions.

Success Criteria:

I Can:

• Look at the first fraction and determine whether it is greater than,  less than or equal to the second fraction.
• Compare two fractions with different denominators and numerators.
• Choose the relevant symbol, either (< ), (>) or (=)

Activity: Comparing Fractions

Watch this video: Comparing Fractions Visually (Using a number line)

Click here: Group 1 & 2     Worksheet (1)     Worksheet (2)

Click here: Group 3   Worksheet 1    Worksheet 2

 

 

While waiting for your class webex, complete your 15mins read to self. Remember you need to be up to page 5 today. If you have read this section, choose a home book to read for 15 mins.

Learning Intention:

We are learning to skim and scan to find new information in the texts we read.

Success Criteria:

We can:

– Find key words in the text and phrases in the text

– Describe key words from the text with the author’s words

– Demonstrate our understanding of the text by collecting key words and phrases and use these to answer key questions.

Today in class your teacher will be reading to you.

Independent Task: Complete the following activity by practicing skimming and scanning to find these key words and finding words the author uses to describe them.

How does the author describe the following key words:

Sydney
cabin
guards
Sydney Harbour

pg 6 – Draw a picture of what the character might see as the train stops (Saturday 8 Nov 1)

pg 7 – Why are the boy and his mother catching a ship to Darwin?

pg 8 – What does the word civilian mean?

pg 8-9: Why is the ship full of troops and nurses?

Once you have completed this work, send to your class teacher on seesaw.

This week our focus sound is /air/ as in ‘hair’. The sound /air/ can be represented by more than one spelling. /air/ could be a <are> <air> <ear> <ere> <eir> & <ayer>

Care Dared Stare Airbag Airport Bearskin Where There Their Wearable

Caring Glare Rarely Sharing Chairlift Hairbrush Repaired Stairway Wearing Theirs

Careless Barefooted Preparing Warehousing Sparingly Chairperson Hairdressing Lairdship Whereabouts Prayers

Spelling Fluency – TASK

Write out your 10 chosen spelling words twice (x2)

Sort all the spelling words into categories, based on the ‘spelling choice’ that makes this week’s focus sound. (We do this activity in the classroom all the time).

Writing Task – Information Reports

Learning Intention: We are learning to list and identify the common features of an Information Report

We are also learning to select appropriate sub headings for report topics.

Success Criteria:

# I can list basic & advanced features of an information report

# I can identify basic & advanced features of an information report, using an example

# I can select suitable sub headings for a Grade 4/5/6 level information report.

 

Today we’re going to DIVE IN DEEPER exploring the features of an information report.

Yesterday you compiled a list of basic & advanced features of information reports with your teacher – this is what you came up with.

Now this was an excellent effort, considering it was our first day back in Term 4. But there are actually quite a few more. Your teacher will go through these with you.

Information Report – Checklist copy 2021

Let’s look go back over the example of the Cheetah info report. Can you remember what your class determined yesterday was the Cheetah’s work-level judgement? (56L said it was Grade 4-5 level).

We are going to go through it using the checklist and score the Cheetah example again.

Information Report Example Cheetahs

What was the score /28 possible features?

What BASIC features could this student have included next time?

Do you think it is the same work-level now? Why?

 

One glaringly obvious feature that the Cheetah example is missing is Sub Headings. At a Grade 4/5/6 level, we aim for better examples of Sub Headings rather than: Who, What, When etc.

What Sub Headings would be suitable for the fact paragraphs in the Cheetah example? Discuss this with your teacher.

 

Independent Task

On Tuesday we are stepping up the expectations! There are TWO independent tasks for you to complete today.

1 – Use the checklist to score/rate the Northern Bettong information report example. (Send the score to your teacher on SeeSaw.)

2 – Think of suitable/appropriate sub headings for the following information reports. You need to think of FIVE sub headings for each topic. You can write them in your book, or send the proforma to your teacher on SeeSaw.

Information Report sub heading selection task

 

Information Report Nothern Bettong

Greater Than Less Than Game – Select Whole Number and either Medium or Hard level.  Push GO and move the right symbol into the circle to answer the question.

Learning Intention:  We are learning to understand and use the greater than (>), less than (<) and equal to (=) symbols when comparing decimal numbers.

Success Criteria:

I Can:

• Look at the first decimal and determine whether it is greater than,  less than or equal to the second decimal number.
• Convert a fraction to a decimal number.
• Choose the relevant symbol, either (< ), (>) or (=)

Activity: Comparing Decimals

Click here to watch Comparing Decimals Video

Click here: Groups 1 & 2 –  Worksheet 1        Worksheet 2

Group 3: Comparing Fractions and Decimals

How to convert a fraction to a decimal.

Watch this video: How To Convert A Fraction To A Decimal

Click here: Group 3    Worksheet 1       Worksheet 2

Extension Activity:

Click here to print: Extension Activity

 

Today we will begin our new class text: The Bombing of Darwin by Alan Tucker

Class Activity: What do we know about the Bombing of Darwin, What do we want to know?

Independent task: Making a prediction Who might be a character in this text? What might they see, feel, think? Use the title and picture to help your prediction. Send your prediction to your teacher on seesaw.

Part 1 Class text – Please download Part 1.

Today’s reading requirement, please read pages 2-5. (After today’s lesson)

This week our focus sound is /air/ as in ‘hair’. The sound /air/ can be represented by more than one spelling. /air/ could be a <are> <air> <ear> <ere> <eir> & <ayer>

 

Care Dared Stare Airbag Airport Bearskin Where There Their Wearable

Caring Glare Rarely Sharing Chairlift Hairbrush Repaired Stairway Wearing Theirs

Careless Barefooted Preparing Warehousing Sparingly Chairperson Hairdressing Lairdship Whereabouts Prayers

Spelling Fluency – TASK

Write out your 10 chosen spelling words twice (x2)

Split the 10 words into syllables & sounds, as practiced at school

 

Writing Task

Learning Intention: We are learning to list and identify the common features of an Information Report

Success Criteria:

# I can list basic features of an information report

# I can list advanced features of an information report

# I can identify basic features of an information report, using an example

# I can identify advanced features of an information report, using an example

 

Today we’re going to be exploring the features of an information report.

First, have a think about the common features. Your teacher is going to compile a list of features for you to use this week, using 2 categories: Basic & Advanced.

What is the difference between them?

 

Now, let’s look for these listed features using this example of an information report.

Information Report Example Cheetahs

What basic features can you see?

What advanced features can you see?

What year level do you think this example is from?

 

Independent Task

For your independent task today, you’re going to try this on your own. Use the provided list of features to help you. The teacher will send you a copy on SeeSaw.

Feel free to underline, highlight and label the features you can see. Or, keep the example on your screen and write down all the features you can see. Try and provide some text evidence if you can. There is a proforma below you might prefer using, to keep organised.

Information Report Nothern Bettong

What basic features can you see?

What advanced features can you see?

What year level do you think this example is from?

Information Report Feature Search Proforma

Greater Than Less Than Game –

Select Whole Number and either Medium or Hard level.  Push GO and move the right symbol into the circle to answer the question.

Learning Intention:  We are learning to understand and use the greater than (>), less than (<) and equal to symbols.

Success Criteria:

I Can:

• Look at the first number and determine whether it is greater than (>),  less than (<) or equal to (=) the second number.
• Choose the relevant symbol, either < , > or =

Activity:

Watch this video:

 

Print off the worksheets below or write the questions and answers in your Homework book. Compare the two numbers, and place a symbol in the box indicating whether the first number is lesser than (<), greater than (>) or equal to (=) the second number.

Click here: Groups 1 & 2 – Worksheet 1         Worksheet 2

Group 3:

On the number line, the negative numbers are to the left of zero.

–5 is less than 4, because –5 lies to the left of 4 on the number line.
–1 is greater than –3, because –1 lies to the right of –3 on the number line.

Print off the worksheets below or write the questions and answers in your Homework book. Compare the two numbers, and place a symbol in the box indicating whether the first number is lesser than (<), greater than (>) or equal to (=) the second number.

Click here: Group 3 –  Worksheet 1       Worksheet 2