Learning Intention: We are learning to summarise and highlight important moments in a text.
Success Criteria: We can:

• Listen and read our biographical texts
• Identify the main ideas and supporting details of a chapter.
• Complete chapter review summaries at the end of a chapter.
• Demonstrate our strong understanding of the texts we read in summary form.

Read to self – Ensure you have read a whole chapter.

Today’s Activity: This week we have been working on SWBST summaries. Please now take the time to complete a chapter summary on the chapter you just read in your read to self time.

Complete your Main Idea and Supporting details Summary (SWBST) in your reading homework book or on this proforma.

Learning Intention:  We are learning to work as a team to plan, research and write an Information Report on a foreign country.

Success Criteria:

1. I can participate and collaborate as part of a team.
2. I can plan a piece of writing with other students.
3. I can research information about a country and paraphrase information into my own words.
4. I can include features of an information report;  graphs, labelled pictures, subheadings, diagrams, etc
5. I can complete my allocated tasks on my own.

Activity:  Finish off your 3 subheading slides.

Before posting your slide, please make sure you have:

1. Edited your writing –  re-read your writing and check that you have:

•  Included capital letters and full stops.
• Spelling
• If your writing makes sense (do you need to add a word or take a word out)

2. Check that you have:

• Written your information in your own words.
• Included: a heading, labelled pictures and diagrams on each slide.
• Creatively designed your slide.

 Activity 2: If you have finished your slides:

Writer’s Notebook Activity

Create a Unique Superhero Character

Today, we are going to create a unique superhero character using noun phrases.

What are noun phrases?

A noun phrase includes one noun as well as words that describe it. For example, the black dog,  dynamic dangerous arms, laser beam eyes, razor sharp fingernails, x-ray vision, etc.

1. Think of a noun phrase for each letter of the alphabet. (refer to picture below).
2. How does your superhero receive his/her powers?
3. Give your Superhero a name.
4. Draw a picture of your superhero.

Print off this worksheet or  write your answers in your Homework book

Today we are going to celebrate our hard work during Term 3, by engaging and enjoying some educational board & card games – with a math focus.

Learning Intention – We are enjoying a board/card game which requires mathematical understanding and fluency

Success Criteria

# I can identify an approved board/card game with mathematical benefit off the list

# I can locate the necessary materials and equipment to play and enjoy this game

# I can play this game without interruption or distraction until the game is over

# I can pack away the game materials when the game is over

# I can display modesty if I win the game, and offer congratulations if I lose

Here is the approved list

Approved Math Educational Board Card Games List

Now some of these will require the actual board game to play. Or you might be lucky enough to have the iPad app version. There are plenty of other games on this list, with an education benefit for math understanding & fluency, that can still be enjoyed today without the official board game.

They can also be enjoyed without the luxury of a printer.

You may have some of these materials handy: Coloured pencils, blank paper, grid paper, dice, pack of cards.

Below are digital copies of some approved games on the list. Please use them to copy the desired game onto some paper.

Land Grab

Can be played with more then one person. The idea is to multiply 2 dice together, then colour in the required size shape onto the grid paper – aiming for a rectangular shape. Eg: 3 on one dice and 2 on the other = 3 x 2 = 6. Colour 3 boxes across and 2 boxes down. Make a rectangle in your colour. The winner is the person who ‘grabs’ the most ‘land’ on the paper.

Graph Paper Centimetre grid

Yahtzee

5 dice are required to play this game, but it’s a classic. You can get by with less than 5 dice if you don’t have enough.

yahtzee game board pdf

Mastermind

You can actually play this game successfully with paper and coloured pencils. Another classic.

Battleship

One of my all time favourites. Just as fun on paper, as it is with electronic or official versions of the game. There are some good ones on the App Store too.

battleships game board – math resource 

31 – card game

For this game, you ideally need at least 3 players (min). You’ll also need a pack of cards and some paper to keep score.

Learning Intention: We are learning to summarise and highlight important moments in a text.
Success Criteria: We can:

• Listen and read our biographical texts
• Identify the main ideas and supporting details of a chapter.
• Complete chapter review summaries at the end of a chapter.
• Demonstrate our strong understanding of the texts we read in summary form.

Read to self – Ensure you have read a whole chapter.

Today’s Activity: This week we have been working on SWBST summaries. Please now take the time to complete a chapter summary on the chapter you just read in your read to self time.

Complete your Main Idea and Supporting details Summary (SWBST) in your reading homework book or on this proforma.

 

Play a game of Hit The Coordinate –  a great game to practice your (X, Y) coordinates on a cartesian plane. Score points by clicking the correct coordinate.

The X-axis coordinate is always first (like in the alphabet) and is always the horizontal axis.

The Y-axis coordinate is always the second number in the pair, and is always the vertical axis (because the Y letter has that little vertical up-down part).

If you’re not super confident with xy coordinates yet, this is a great place to start practicing them.

Today’s Activity: Using coordinates to plan a holiday

Learning intention:

We are learning to use coordinates and maps from an Atlas to plan a holiday route planner.

We can:

• Locate alpha-numeric coordinates (eg: B5) on the page of an Atlas
• Identify the ‘starting position’ and ‘destination’ on a map
• Create a route planner which spans 7 days & nights of holiday
• If possible, draw the intended holiday path on a map

THE TASK!

Imagine that we had 2 days of school left before a wonderful two weeks of holidays, but we’re not allowed to leave Victoria…oh wait, that’s actually happening…

Well, let’s get on the front foot and plan a holiday to show your parents. Not only will they be impressed at your recently practiced coordinate and mapping confidence, but you have provided a very detailed plan which could turn into a fabulous holiday!!

Ok, here’s a map of Victoria. You will notice it has wonderful alphanumeric coordinates around the edges!

victoria coordinate map atlas

You will be planning an 8 day holiday around our wonderful State, using a template which looks like this. Hopefully you notice it begins and ends in Warrnambool – so you have to come back!

You need to look at the coordinates for each destination on your trip, around the map page in the Atlas. If you have a real Atlas at home, you’re welcome to use it. The coordinate for the start of each day and the destination must be labelled. For each destination try and find something you can do, see, visit etc while you are there. Try and think/find activities that your family would actually enjoy.

Coordinate COVID Holiday Planner

FOR EXTRA CHALLENGE = try adding the total kilometers traveled each day, add the total kilometers for the whole trip, and compass directions SE W etc, estimate the time needed for travelling each day, estimate the time needed for each activity.

EXAMPLE

Here is an example of how Mr Logan wants to spend a week of his school holiday. This is a copy of the planner filled in, and a map showing the path he wants to take.

EXTENSION TASK

Once you have finished planning a week of holiday in Victoria, you can plan a week travelling around Australia OR New Zealand. Use the same planner as before.

new zealand coordinate map atlas

australia coordinate map atlas

Don’t forget to complete some activities on IXL if you have time.

Learning Intention: We are learning to summarise and highlight important moments in a text.
Success Criteria: We can:

• Listen and read our biographical texts
• Identify the main ideas and supporting details of a chapter.
• Complete chapter review summaries at the end of a chapter.
• Demonstrate our strong understanding of the texts we read in summary form.

Read to self – Ensure you have read a whole chapter.

Today’s Activity: This week we have been working on SWBST summaries. Please now take the time to complete a chapter summary on the chapter you just read in your read to self time.

Complete your Main Idea and Supporting details Summary (SWBST) in your reading homework book or on this proforma.

Not sure how to do it? Check out this great Grade 6 piece of work from this week

 

Play a game of Hit The Coordinate –  a great game to practice your (X, Y) coordinates on a cartesian plane. Score points by clicking the correct coordinate.

The X-axis coordinate is always first (like in the alphabet) and is always the horizontal axis.

The Y-axis coordinate is always the second number in the pair, and is always the vertical axis (because the Y letter has that little vertical up-down part).

If you’re not super confident with xy coordinates yet, this is a great place to start practicing them.

Today’s Activity: Using coordinates to crack the code!

Learning intention:

We are learning to use coordinates to decode a message.

We can:

• Locate alpha-numeric coordinates (eg: B5) or cartesian xy coordinates (2, -4) on a set of axis.
• Follow a sequence of instructions to decode a message (joke & answer)

 

Today you have 2 choices of coordinate instructions to follow:

Decode a joke & answer using alphanumeric coordinates

OR

Decode a joke & answer using cartesian coordinates

You will need to use some blank paper or find some space in your book. I suggest you use a grey-lead pencil.

 

Decode a joke & answer using ALPHANUMERIC COORDINATES

This is the code-key you will need to use to solve the alphanumeric joke and answer.

(Please ignore the heading – I recycled a page from Monday)

alphanumeric joke code key

Here are the instructions for you to decode. There are 2 jokes & 2 answers. Use the above code-key to solve them.

alphanumeric joke code

Decode a joke & answer using CARTESIAN COORDINATES

Here is the code-key you will need to solve the cartesian jokes & answers (there are 2 of each).

cartesian plane code key

Here are the instructions for you to decode. There are 2 jokes & 2 answers. Use the above code-key to solve them.

cartesian joke code

 

If you would like to be given the answers, you need to send your teacher a photo of your code-cracking today. Good luck – enjoy the jokes!

EARLY FINISHERS = If you’d like to write a message or a joke for a friend in your class, use the ‘key’ to code your message/joke and send it to your teacher on SeeSaw. They will share it with your desired recipient.

 

Don’t forget to give IXL a try today. Find a skill/area that you would like to improve your confidence – and practice!

---

4/5/6 Morning Webex Session today 9:15 – 12:30.

Waiting for your webex to begin? Complete your 15 mins read to self of your required Biographical text.

We are learning to summarise and highlight important moments in a text.
We can:

• Listen and read our biographical texts
• Identify the main ideas and supporting details of a chapter.
• Complete chapter review summaries at the end of a chapter.
• Demonstrate our strong understanding of the texts we read in summary form.

Today your teacher will read a chapter of the class text hope in a ballet shoe. Once you have heard the story you complete the proforma here.

Play a game of Hit The Coordinate –  a great game to practice your (X, Y) coordinates on a cartesian plane. Score points by clicking the correct coordinate.

The X-axis coordinate is always first (like in the alphabet) and is always the horizontal axis.

The Y-axis coordinate is always the second number in the pair, and is always the vertical axis (because the Y letter has that little vertical up-down part).

If you’re not super confident with xy coordinates yet, this is a great place to start practicing them.

Learning Intention:

We are learning to make a map using grid coordinates.

Success Criteria: I can…

1. Accurately rule Red axis lines.
2. Design a map with an X-axis and Y-axis or alphanumeric
3. Draw a “birds eye” view of my whole house
4. Plot points on a map using grid references (quadrant).
5. Plot points on Cartesian plane using x- and y- axis grid references.

Today’s Activity: Representing your house as a scale drawing

We are going to build on the success of last Friday’s math task and ramp-it-up to draw our whole house using coordinates. This will also keep our image to scale.

Your teacher will have a very important conversation with you today about the scale of your drawing.

You can draw your house within an alphanumeric coordinate grid, or using a cartesian plane with xy coordinates. This map does not need to be to scale – unless you want it to be.

Hints/Tips:

# I found it easier to draw one room at a time, rather then start with an outline of the whole house.

# Some might find it easier to finish the drawing/map, then rule up the x-axis and y-axis over the top. Something to consider.

 

Once you have finished, due to the coordinate axis on your drawing, it should be easy to answer the following questions:

1. In what coordinate is the front door of your house?
2. In what coordinate is the fridge?
3. In what coordinate is your bed?
4. In what coordinate is the TV?
5. In what coordinate is the toilet?

Now name 5 other important objects/locations around your home by identifying their coordinates on your drawing.

Here is some blank grid paper if you need it:

Graph Paper Centimetre grid (totally blank grid paper)

Math Aids Full Cartesian Plane XY coordinate template(grid paper with xy axis already on it)

blank alphanumeric grid paper(has alphabet on one axis, numbers on the other)

 

Don’t forget to send a photo to your teacher!

 

Finish (or attempt) the coordinate and mapping activities from last week.

If you have finished these, you have IXL-Free-Time to practice an area of maths you’d like to improve.

 

4/5/6 Morning Webex Session today 9:15 – 12:30.

Waiting for your webex to begin? Complete your 15 mins read to self of your required Biographical text.

We are learning to summarise and highlight important moments in a text.
We can:

• Listen and read our biographical texts
• Identify the main ideas and supporting details of a chapter.
• Complete chapter review summaries at the end of a chapter.
• Demonstrate our strong understanding of the texts we read in summary form.

Today your teacher will read a chapter of the class text hope in a ballet shoe. Once you have heard the story you complete the proforma here.

 

 

10am –

Play a game of Hit The Coordinate –  a great game to practice your (X, Y) coordinates on a cartesian plane. Score points by clicking the correct coordinate.

The X-axis coordinate is always first (like in the alphabet) and is always the horizontal axis.

The Y-axis coordinate is always the second number in the pair, and is always the vertical axis (because the Y letter has that little vertical up-down part).

If you’re not super confident with xy coordinates yet, this is a great place to start practicing them.

 

Learning intention:

We are learning to follow a series of coordinate instructions to draw a picture.

We can:

• Locate alpha-numeric coordinates (eg: B5) or cartesian xy coordinates (2, -4) on a set of axis.
• Follow a sequence of instructions
• Tick/indicate which instructions in the sequence have been completed, to avoid confusion

Today’s Activity: Following coordinate instructions to draw a picture.

Today you have 2 choices of coordinate instructions to follow:

Alphanumeric Coordinate Mystery Picture

OR

Cartesian XY coordinate Mystery Picture

Please scroll down to the relevant instructions for your choice

 

Alphanumeric Coordinate Mystery Picture (Grade 4 students)

Well done, you have selected the alphanumeric coordinate drawing!

To complete this task, you will need to rule up your book like this,

A ß—————————à M

1 – 20 (vertically)

Or download and print this document (or look at the required grid size here too)

mystery picture graph

Here are your instructions – good luck!

mystery instructions

The colour-key to use in the boxes, to complete the picture, is at the top.

Don’t forget to send a photo to your teacher.

Scroll down below IXL tasks for spoiler-hint or answer of mystery coordinate picture

Cartesian XY Coordinate Mystery Picture (Grade 5 & 6 students)

Congratulations! You have selected the extra challenge of practicing cartesian or XY coordinates!

To complete this task you will need to rule up your book like this.

-14 ———————– x axis ————————————- +14

+20

I

Y axis

I

-20

Or download and print this document (or look at the required grid size here too)

Blank paper cartesian xy coordinates

Math Aids Full Cartesian Plane XY coordinate template

Here are your instructions – good luck!

xy coordinate mystery picture activity

Don’t forget to send a photo to your teacher.

Scroll down below IXL tasks for spoiler-hint or answer of mystery coordinate picture

 

 

Finish (or attempt) the coordinate and mapping activities from last week.

If you have finished these, you have IXL-Free-Time to practice an area of maths you’d like to improve.

 

Alphanumeric Coordinate Mystery Picture

 

Cartesian XY Coordinate Mystery Picture

 

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:

1. I understand what a social issue is, and I can find an example in the text.
2. I understand what a ‘cultural group’ is, and I can find an example in the text.
3. 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.
4. 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: 

1. Click here to read this Kid News article about a wonderful act of kindness.
2. After you have read the article, answer the following questions in your Homework book. (Don’t forget to write the number of the question you are answering and include part of the question in your answer.) For example, 1. Mr. Pati first got to know Vinnie when……(add your answer to the question at the end.)

Questions:

1. List the social issue/s can you recognise in this article?
2. How did Mr Pati first get to know Vinnie?
3. How did he help after the day with the police?
4. What happens once a month at the barber shop now?
5. Why did it feel important not to just offer haircuts in the park?
6. What did the man mean when he said: “I haven’t seen that man in a long time”?
7. Do you think the author accurately represented the social issue/s in this article? Why?

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)

# Pick an activity off the spelling menu to complete.

Learning Intention: We are learning how to write piece of Realistic Fiction as a group.

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 and write a section of a Realistic Fiction piece in more detail by myself.

I can trust my group members to complete their own sections of the narrative.

I can use communication, cooperation and compromise skills to help my group successfully finish this narrative task, together.

Today’s Activity: Writing a Group Narrative (Part 2 – Writing)

Ok, here we go.

Today we begin Part 2 of the 2-part Group Writing Experiment. Can we actually write a Group Narrative together, while in Remote Learning?

There will be moments when its tricky.

There will be moments when you are confused.

But unfortunately these are both signs we are in the Learning Pit – and we’re diving right in there today!

It will be challenging to complete todays writing activity without participating in the morning Webex with your class – BUT NOT IMPOSSIBLE! Harder, yes. Impossible, no.

DURING THE WEBEX

During the Webex today, your teacher will again put you into Breakout Rooms. You will then have the chance to discuss the elements/sections of the Group Realistic Narrative you were responsible for planning yesterday (Thursday). If you didn’t get much done yesterday, don’t stress. Don’t waste this time in your Breakout Room. Go over the details you have planned with your group, in order, from start to finish.

So, the person responsible for writing the Sizzling Start will begin the conversation in your Breakout Room. Your group members are allowed to ask questions and clarify details. Remember a Success Criteria of this task is trusting your group members, but communication and cooperation skills will help here too. Maybe some leadership…?

AFTER THE WEBEX

After the webex, your teacher will send you a link on SeeSaw. This link will allow you to access a Google Doc in your internet browser – I strongly suggest using Google Chrome.

Now, all students will be able to SEE the document, but unfortunately not all students seem able to WRITE in the document (we are not sure why).

If you can’t write in this Google Doc, relax, because you can still see it. This means you can still see what the other members of your group are writing in it (those who are able anyhow), and everyone can adjust the details in the narrative to ‘flow’ together nicely.

If you are unable to write in the document, and you are responsible for eg: the Sizzling Start – type it up in SeeSaw and send it to your teacher. They will be able to add it into the Google Doc for you, so the group can read it.

By the end of the task, because a group of students have been working together on one narrative, it should be finished – or very close to complete.

Don’t forget to edit your writing for punctuation, capital letters, spelling & sentence structure.

Hopefully this was a fun experience.

Here’s the planning document again, if you need it.

GROUP NARRATIVE PLANNING PAGE

Here’s a copy of what the Google Doc looks like, if you’re unable to write in it, so you understand the layout.

Group Narrative Google Doc layout

 

Think of 4 different ways to use your counting pattern goal, outside of the classroom. Eg, 6’s pattern = counting goals in AFL

Learning Intention:

We are learning to make a map using grid coordinates.

Success Criteria: I can…

1. Accurately rule Red axis lines.
2. Design a map with an X-axis and Y-axis.
3. Draw a “birds eye” view of my classroom/ Bedroom
4. Plot points on a map using grid references (quadrant).
5. Plot points on Cartesian plane using x- and y- axis grid references.

Activity: Draw a Birds Eye MAP of your classroom or Bedroom . Make sure you detail using ordered pairs (eg, Bed is H4,H5,H6)

Here is 1cm GRID PAPER if you need it

Here is some smaller sized graph paper if you would like to do the Cartesian Plane.

1. With Gird Coordinates

OR

2. On a Cartesian Plane

Want a CHALLENGE: Have a go at this ordered pair activity. The last question is the most important part of this lesson.

IXL Maths – If you want to do something extra, check out these activities under YEAR 6. Remember these are not required but we know some student’s want that extra push!

 

(PE)

Here are TWO song challenges to finish the week with some physical activity. Get the family to join you. Take photos and videos before, during & after! Have fun.

There are two different flavors today: Upper Body & Lower Body.

Do the one you like the most, or do both, or none. It’s entirely up to you!

GHOSTBUSTERS (lower body)

Stepping lunges constantly

When you hear “Ghostbusters” = go down into a half-burpee, get back up again

When you hear “I aint afraid of no ghost” = complete x2-3 jump squats

Roxanne (upper body)

Hold plank position

When you hear “Roxanne” = go up into push up position, then back into plank

 

 

 

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:

1. I understand what a social issue is, and I can find an example in the text.
2. I understand what a ‘cultural group’ is, and I can find an example in the text.
3. 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.
4. 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:

1.  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.

1. What is the Taliban?
2. What are some of the things the Taliban banned in Afghanistan?
3. Why was it especially hard for girls/women who live in Afghanistan?
4. What happened on September 11th, 2001?
5. How did this change the world?
6. Recently the United States Army left Afghanistan, what happened after they left?
7. What did the new Taliban Government promise the people of Afghanistan?
8. Did the people of Afghanistan trust the new Taliban government? Why or why not?
9. How are the people of Afghanistan feeling now that the US Army and Australian Army have left?
10. 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.

GROUP NARRATIVE PLANNING PAGE

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:

1. Accurately rule Red axis lines.
2. Design a map with an X-axis and Y-axis.
3. Plot points on a map using grid references (quadrant).
4. 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!

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:

1. I understand what a social issue is, and I can find an example in the text.
2. I understand what a ‘cultural group’ is, and I can find an example in the text.
3. 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.
4. I can confidently locate social issues and cultural groups in the text and discuss reasons why the author has represented them as such, when compared with my knowledge of the real world.

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:

1. Read your Biographical text.
2. Choose a different social issue or cultural group from the list you made in your Homework book.

Social issues	Cultural groups

Click here to view a larger picture of the above chart.

 

3. Print off the proforma linked below or rule it up in your book and record your text evidence in the column.  Don’t forget to include the page number of the book to indicate where you found your text evidence – (so your teachers can double check if necessary).
4. Try and discuss one social issue or cultural group each day using the proforma below.
5. Lastly, put yourself in the shoes of the author of your text and come up with reasons why the social issue or cultural group you identified today is/isn’t accurately represented in your text.

Click here to find this week’s Learning Task Proforma: Cultural group  / Social issues Proforma

Work Sample:

Click here  for a bigger view of the work sample.

Our New Spelling Sound

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)

# Put ALL spelling words into categories based on spelling of focus sound (like we do at school, using different spelling of focus sound)

Tuesday Writing Skill Task

Learning intention:

We are learning to write descriptive sentences using alliteration, a form of figurative language.

We can:

• Write a descriptive sentence using alliteration
• Modify words in a previous draft with synonyms
• Carefully select vocabulary to make sense in each example
• Experiment with Figurative Language

Today’s Activity: Alliteration – an undervalued form of figurative language.

Alliteration is a form of figurative language that repeats the same sound. It is typically the initial or first sound of the word. Newspapers employ this form of figurative language to form catchy news headlines, as they require ‘punch’ using a limited number of words.

But alliteration really became popular after a book called Animalia was released in 1996 by Greame Base. He used alliteration to create one of the most famous alphabet books of all time.

LAZY LIONS LOUNGING IN THE LOCAL LIBRARY

DIABOLICAL DRAGONS DAINTILY DEVOURING DELICIOUS DELICACIES

You will notice that not every word must begin using the focus sound of the alliteration.

Now it’s time to have a go. Pick a sound and give it a try.

You may like to have a few drafts or attempts of your alliteration sentence, to edit or improve it with synonyms. Similar to yesterdays task, don’t erase previous drafts – use them to build-up a better example. If you rub out writing, you may forget what you had there!

Similar to the news headlines, you might like to think of an alliteration for each of these National Geographic Wildlife Comedy Award photographs…?

CHALLENGE TASK = Write a lipogram

A lipogram is a sentence which deliberately avoids using a specific letter of the alphabet and it is very hard, because:

# the vocabulary used must be carefully selected

# the sentence still needs to make sense

Here’s an example of a lipogram that avoids using the letter – d

A whale is a large marine mammal that lives in the ocean and eats fish or plankton.

 

FOR AN ADDED CHALLENGE:

# Avoid using a vowel letter, instead of a consonant

# Avoid using 2 different consonants at the same time.

# Write a lipogram paragraph.

Rainbow Write your counting pattern:

Eg. 3    6    9    12    18   21

Today’s Warm up game: Gipps National Park.

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.)

*Please note it may not work when you open it due to java links. Try googling on safari if on an ipad. If neither works, move onto the main activity.

Learning Intention:

We are learning to read a map using grid coordinates.

Success Criteria: At the end of this lesson you can:

1. Learn to read grid references
2. Practise identifying points on a map using grid references.
3. Practise identifying points on a graph (quadrant) using grid references

Choose your level:

Grade 4/5 Grid References Worksheet

Grade 5/6 Cartesian Plane Worksheet

Now try it on a real map grid. Check out this activity here.

*Remember all these can be completed on seesaw by downloading or screen shot of the worksheet. Click + add work, then find the upload cloud and upload the photo or document and write over the top 😊

 

Finish off your Wannon Water Poster Competition –

 

Wannon Water Poster

 

Today is our online teaching day. Please sign into your class webex from 9am-12:15 and join in your class activities.

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:

1. I understand what a social issue is, and I can find an example in the text.
2. I understand what a ‘cultural group’ is, and I can find an example in the text.
3. 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.
4. I can confidently locate social issues and cultural groups in the text and discuss reasons why the author has represented them as such, when compared with my knowledge of the real world.

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:

1. Read your Biographical text.
2. Choose a different social issue or cultural group from the list you made yesterday.

Social issues	Cultural groups

Click here to view a larger picture of the above chart.

 

3. Print off the proforma linked below or rule it up in your book and record your text evidence in the column.  Don’t forget to include the page number of the book to indicate where you found your text evidence – (so your teachers can double check if necessary).
4. Try and discuss one social issue or cultural group each day using the proforma below.
5. Lastly, put yourself in the shoes of the author of your text and come up with reasons why the social issue or cultural group you identified today is/isn’t accurately represented in your text.

Click here to find this week’s Learning Task Proforma: Cultural group  / Social issues Proforma

Work Sample:

Click here  for a bigger view of the work sample.

 

10am – Fruit Stop & Quick Fresh-Air Break (and go to the toilet if necessary)

10:05am – Dictation

We will be doing this all together. If you are not participating in the Tuesday Webex Timetable practice – you will still need to join us on the Webex to complete your dictation.

Our focus for the past week and a half has been words featuring the /ll/ spelling pattern. You will need enough space to write on, a pencil and/or pen.

Our New Spelling Sound

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>

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

Hall

Brawl

Popcorn

Sauce

Award

Doormat

Bought

Appalling

Withdraw

Scorching

Dinosaur

Reward

Snore

Nought

Sleepwalker

Sprawl

Assortment

Marauding

Thwart

Carnivore

Fraught

Tuesday Writing Skill Task

Learning intention:

We are learning to write descriptive sentences using alliteration, a form of figurative language.

We can:

• Write a descriptive sentence using alliteration
• Modify words in a previous draft with synonyms
• Carefully select vocabulary to make sense in each example
• Experiment with Figurative Language

Today’s Activity: Alliteration – an undervalued form of figurative language.

Alliteration is a form of figurative language that repeats the same sound. It is typically the initial or first sound of the word. Newspapers employ this form of figurative language to form catchy news headlines, as they require ‘punch’ using a limited number of words.

But alliteration really became popular after a book called Animalia was released in 1996 by Greame Base. He used alliteration to create one of the most famous alphabet books of all time.

DIABOLICAL DRAGONS DAINTILY DEVOURING DELICIOUS DELICACIES

LAZY LIONS LOUNGING IN THE LOCAL LIBRARY

You will notice that not every word must begin using the focus sound of the alliteration.

Now it’s time to have a go. Pick a sound and give it a try.

You may like to have a few drafts or attempts of your alliteration sentence, to edit or improve it with synonyms. Similar to yesterdays task, don’t erase previous drafts – use them to build-up a better example. If you rub out writing, you may forget what you had there!

Please attempt to write 10 alliteration sentences today.

Don’t forget to send them to your teacher today.

(BONUS) CHALLENGE TASK = Write a lipogram

A lipogram is a sentence which deliberately avoids using a specific letter of the alphabet and it is very hard, because:

# the vocabulary used must be carefully selected

# the sentence still needs to make sense

Here’s an example of a lipogram that avoids using the letter – d

A whale is a large marine mammal that lives in the ocean and eats fish or plankton.

 

FOR AN ADDED CHALLENGE:

# Avoid using a vowel letter, instead of a consonant

# Write a lipogram paragraph.

Tuesday Webex 11:30am: Head back to webex to participate in a whole class maths activity.

Today we are looking at our multiplication skills. Log into your essential assessment and complete your multiplication post test. Contact your teacher if you need your log in details. This will be completed on the class webex to ensure testing conditions.

Today’s STEM Challenge: Build a MAZE!

Using any equipment at home, build a maze for a marble or ball, as long as you can! Time your marble run or make a video and send it to your teacher.

The aim, make your maze as long as you can, make it take as long as possible to finish your maze!

Use whatever materials you already have at home.

See below for some creative maze ideas. The limit is your imagination!

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:

1. I understand what a social issue is, and I can find an example in the text.
2. I understand what a ‘cultural group’ is, and I can find an example in the text.
3. 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.
4. I can confidently locate social issues and cultural groups in the text and discuss reasons why the author has represented them as such, when compared with my knowledge of the real world.

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:

1. Read your Biographical text.
2. Make a list of all the ‘social issues’ and ‘cultural groups’ you can by skimming and scanning back through the entire text, or just remember them from the text. It might be easier to make a table in your book like this:

Social issues	Cultural groups

Click here to view a larger picture of the above chart.

 

3. Print off the proforma linked below or rule it up in your book and record your text evidence in the column.  Don’t forget to include the page number of the book to indicate where you found your text evidence – (so your teachers can double check if necessary).
4. Try and discuss one social issue or cultural group each day using the proforma below.
5. Lastly, put yourself in the shoes of the author of your text and come up with reasons why the social issue or cultural group you identified today is/isn’t accurately represented in your text.

Click here to find this week’s Learning Task Proforma: Cultural group  / Social issues Proforma

Work Sample:

Click here  for a bigger view of the work sample.

Free Choice Spelling Activity, Choose a free choice activity from your homework grid or the grid below. Make sure you practice as a dictation is coming up TOMORROW

Learning intention:

We are learning to make our writing as descriptive as possible, using repeated attempts.

We can:

• Write a descriptive ‘show, don’t tell’ paragraph
• Include descriptive information using the 5 senses
• Modify words in a previous draft with synonyms
• Experiment with Figurative Language

Today’s Activity: Show, Don’t Tell – Descriptive Writing Challenge

The challenge is to create the most descriptive paragraph that you can, but you need to have 3 attempts at the same topic. The boxes below increase in size, to indicate how much effort is required at each stage.

As an added (optional) challenge, descriptions and details from early attempts cannot be used in later attempts. Instead, try to build on previous descriptions using synonyms, the 5 senses, and other forms of figurative language.

You can use the template below (if you like), or just have a go on paper or in your homework books. Try and complete this task on a single page, then the teacher quickly see that each ‘attempt’ is larger than the previous.

Show dont tell descriptive challenge

Are you ready for the TOPIC of the CHALLENGE…? – Good Luck!!

It was the most disgusting sandwich in the world…and I had to eat it.

Here are some ideas for adding extra description using examples of Figurative Language.

Practice your counting goal backwards!

Click here: All The Balls In The Line

Multiplication Warm up game: Choose a number you want to multiply to. (eg 32). All the balls in the line will have factors that multiply to 32, you have to shoot the ball towards it’s factor pair to make an answer 32. (eg 32×1=32, 16×2=32)

 

Today we are focusing on revising all of our multiplication skills.

Essential Assessment Sheets: Here are some areas to practise for revision. If you get your groups work done, feel free to do any other areas you need to practise. 

Group 1: Sheet 1 and Sheet 2

Group 2: One and 2 digit multiplication and Multiples and Factors

Group 3: Factors and Multiples
Multiplication and Division

Wannon Water Poster Competition

Wannon Water Poster