WPS Flexible Learning Grid – Year 4 Term 3 , Week 8

At Werribee Primary School we understand that every family is different and every family has their own routines, so our home learning planning is structured in such a way thatparents/carers/families have flexibility to adjust their child/children’s learning from day to day. Schedules are provided as a timetable/guide to assist you in managing your day. Students arefree to contact classroom teachers on Xuno if they have any questions regarding their learning tasks. Parents can also contact teachers about Learning Tasks through Xuno Messages.Teachers' responses will be during working hours.

YEAR 4 TERM 2 WEEK 7 - EXAMPLE WEEKLY TIMETABLE

LITERACY(30 mins)

LITERACY(30 mins)

BREAK NUMERACY(30-45 min)

BREAK ADDITIONAL LEARNING(30-45 min)

MONDAY Reading Writing Maths Specialists

TUESDAY Reading Writing Maths Specialists

WEDNESDAYCamp Day

Upload 1 of today's tasks

Camp Day Activities

THURSDAY Reading Writing Maths Specialists

FRIDAY Reading Writing Maths

**The highlighted sessions are what needs to be submitted to your teacher for feedback. All tasks must be uploaded on the required day.

● Literacy activities that take a total of about 45-60 minutes ● Numeracy activities of about 30-45 minutes ● Additional curriculum/learning areas i.e. Specialists, physical activity of about 30-45 minutes.

LITERACY NUMERACY

Reading - Writing Number & Algebra

Monday: READINGLearning Focus: Analysing Plot -To identify plot shifts in time.

We are learning to analyse a plot. In order to analyse a plotwe need to understand how authors write different plots.The plot type we will be learning about today is flash back.

A plot shift in time is a flashback. A flashback in a book orfilm is when the current plot is interrupted so that a scenewhich previously occurred can be shared with the reader.This scene, which often occurred prior to the opening sceneof the novel or movie, helps to give the reader informationabout characters or events so that they can be betterunderstood.

An example of this is: In a story about a girl who is afraid ofheights, there is a flashback to a time when she fell off of thetop of a playground as a young child.

Task: Read A Chair for My Mother.

1. Answer in your books: Were there any plot shifts intime (flash-forwards or flashbacks), or two storiestold at once? Explain your thinking.

Sentence stem: The Author has used flash forwardsor flashbacks throughout the novel to reveal…

Extension: Research what is ‘Flash-Forwards’, write adefinition down. Find and read a story with ‘Flash-Forwards’,when was it used?

Monday: WRITINGLearning Focus: Poetic Devices-Rhythm

Poetry is created by using particular Structures andparticular types of Language.Different types of poems, as you know, are created usingcertain structures, like a cinquain poem. Different types ofpoems are also created using a particular Language.When writing poetry, the language we use are called PoeticDevices. Poetry would not be veryinteresting if it did not usedifferent types of Poetic Devices .Let’s revisit some poetic devicesin a little more detail. Let’s remindourselves of some of the ones wehave learnt about.Poetic Devices Intro .pdf

For the next few lessons in Writing we will be exploringmany of these Poetic devices in detail.

Our focus for today will be Rhythm.Poetic Devices Rhythm.pdfRhythm is the repetition of a pattern of sounds in poetry.Rhythm is created by changing the long and short sounds inthe words used. When you read a poem some words are‘stressed’. That lets you hear the rhythm.

Task A & B: In this task you will see the way we haveidentified rhythm in the poem called The Zoo. Your task is tocontinue to identify the rhythm and then create your ownpoem with rhythm. Use the link to see the modelledexample and complete the task. Rhythm -Poetic DevicesTask .pdf

Monday: MATHS *ATTEND WEBEX FOR TEACHER EXPLANATION

Learning Focus: Lowest Common Multiple

Today you will be learning about Lowest Common Multiple(LCM).Multiple/Common Multiple Larger Info Sheet

Now that you understand what multiples are and commonmultiples are, let's have a go answering some problems.

Task: Complete the Multiples Worksheet

Extension: Find the Common Multiples of;● 3 & 4● 4 & 6● 8 & 12

Tuesday: READINGLearning Focus: Analysing Setting - Imaginary vs Real

Today you are learning to analyse the setting in a novel.Setting refers to the natural (real) or artificial (imaginary)scenery or environment in which characters in a story liveand move. When analysing settings there are 2 categoriesthey can fit into; Imaginary or Realistic.

Imaginary: A fictional universe, or fictional world, is a settingwith events, and often other elements, that differ from thereal world. Examples; Wizard of Oz, Harry Potter, Lord of theRings.

Realistic: Realistic setting is an accurate image of the worldas we know it. The setting could exist; it is a vivid andaccurate representation. Examples; Eiffel Tower set in Paris,7 Wonders of the world, Towns in New Zealand.

Task:1. Read Alice in Wonderland - Read aloud. Whilst readingthe text, focus on the language the author has used whendescribing the world Alice is in.

2. Answer the question ‘ Was the setting in this story real orimaginary?’ Give reasonswhy you believe this.

Sentence Stem: In the storyAlice in Wonderland, thesetting was ……I think this is because onpage…. (providepg.number and directquote evidence to supportyour thinking)....additionally on page….

Tuesday: WRITING Upload your workLearning Focus: Rhyming Words + Rhyming Scheme

Today we are revising rhymes in poems. Rhyme is a poeticdevice that writers use to help engage their audience.Rhyming words are words that sound the same at the ends,such as cat / hat, or jumping / bumping. When a poem hasrhyming words at the ends of lines, these are called “endrhymes.”

Here is an example of end rhyme:Imagine a pigIn a purple wigImagine a bearIn pink under-wear

A “rhyme scheme” is a way of describing the pattern of endrhymes in a poem.

Task: Have a gowriting your ownrhyming poem.

Remember you canhave fun with yourpoems. It can be assilly or as creative, aslong as it is sensible.

Tuesday: MATHS *ATTEND WEBEX FOR TEACHER EXPLANATION

Learning Focus: Lowest Common Multiples

Yesterday we learnt what multiples/common multiples are,today let's look at Lowest Common Multiples: LCM TeacherResource Sheet

Task: After carefully reading the LCM Teacher Resource Sheet,have a go answering at least 5 of these questions on thisworksheet.

Worksheet Resource:Lowest Common Multiple Worksheet

CAMP DAY -REMOTEWe can’t go to camp but we can certainly pretend and participate in some activities that make us feel like we did. Today is camp activities day. Grab your sleeping bags….. All activities fortoday are camp themed. You can choose which of the three tasks you would like to upload. It is your choice but you must upload 1 of the tasks today.

Wednesday: Werribee Primary’s Got Talent- ShowLearning Focus: Talent Video

One of the great thingsabout camp is learningnew things about thepeople we go to schoolwith. Some of you I knowhave hidden talents.Things that you may begreat at that other peopledon’t know about.

Here’s your opportunity to share those talents with us all.Here are a couple of options for you to think about.

● Play a musical instrument● create a Tik Tok video● paint a picture● perform a magic trick● perform stand up comedy● perform a dance● perform a trick● Sing a song● Show off your DJ skills

Check out Mrs Helmore’s Talent Mrs Helmore's Talent??

Task: Your task is to record yourself doing your talent.The recording can take any form but it must be no longerthan 1 minute. We would love to share these with the Year4’s. We will be showing some of these in the coming days inour WebEx meetings.

Wednesday: WRITING CAMP DAY BethLearning Focus: Writing scary campfire stories

Sitting around acampfire in the darkis a perfect time fortelling stories.Somepeople love to bescared and storiesdo not have to begory or violent to bescary. They just haveto make you wonderand think that something bad may have happened.A great campfire storyteller knows that a story has to havesome of the following elements. Read below and get a fewhints.

How to Write a Scary Campfire Story● Have a good hidden monster or ghost at the heart

of every scary story.● Build suspense, don't just tell the reader exactly

what's happening make them imagine.● Make it relevant to the camp that the people are at.

It makes it more realistic.● Use descriptive language that puts the reader in

that location● Make the reader feel tension

Here is a story we wrote for you… We hope it scares you, atleast a little. Click link Scary Campfire Stories.pdfTask: Your task is to write the scariest campfire story youcan. Use the hints and examples to help you or you couldadd more to the story above started by your teachers. Howwill it end, you decide.

Wednesday MATHLearning Focus: Mapping

One important item you need when you go camping is a map.A map is a useful tool as it helps us to know the location oflandmarks/buildings and how to get from one point toanother. Maps use coordinates to help you find theselandmarks/buildings easily. Take a look at the map of CampManyung. You will notice different areas of camp are clearlydrawn and labelled such as basketball court, car park, diningroom, cottage and volleyball court. You may like to includesome of these on your map.Camp Manyung Map

Task: Design your own camp - give it a name, draw thedifferent areas of your camp and list all of the fun activitiesyou can do at your camp.Use the map template to help you draw your campsite (if youare able to print this) otherwise, you can draw your campsitein your book.

Camp Map TemplateExtra challenge: Record the coordinates of each camp areaFor example; the basketball court at Camp Manyung is locatedat 3A

Thursday: READINGLearning Focus:Analysing Setting -Description of settings intext

Today you are learning to analyse the setting in a novel byfocussing on the descriptive words used. Of course, settingrefers to the natural (real) or artificial (imaginary) scenery orenvironment in which characters in a story live and move.Think about the words an author uses to help you picturethe setting of the story in your mind.

The activity you will need to complete for your task is:What words in this text help you picture the setting in yourmind? Write down 2 different sentences and underline thekey words.

Let’s have a look at this example from ‘James and the GiantPeach’.

They lived - Aunt Sponge, Aunt Spiker, and now James aswell - in a queer ramshackle house on the top of a high hillin the south of England. The hill was so high that fromalmost anywhere in the garden James could look down andsee for miles and miles across a marvelous landscape ofwoods and fields; and on a very clear day, if he looked inthe right direction, he could see a tiny dot far away on thehorizon, which was the house that he used to live in withhis beloved mother and father. And just beyond the oceanitself - a long thin streak of blackish-blue, like a line of ink,beneath the rim of the sky.

I would complete the activity in the following way:

The words which helped me picture the setting in my mindare:

1. They lived - Aunt Sponge, Aunt Spiker, and nowJames as well - in a queer, ramshackle old houseonthe top of a high hill in the south of England.

Thursday: WRITINGLearning Focus - Poetic devices - sound play.

Poets play with the sounds in words to create anatmosphere or mood in their poem. Poets also play with thesounds in words to describe the topic of their poem moreclearly.

Some common sound play used in poetry includes:

• repetition (using a word or phrase several times)• alliteration (repeating a beginning sound)• onomatopoeia (words that imitate a sound).

Task: Click on the link to see examples of poems which useone of these devices. There is a short task to complete witheach type of poem. You can print out the sheet of poemsand write on that. You can also write the answers in yourbook. Please note - for repetition, only write the repeatingsentence once!

Poems using sound play

Extension task: Choose your favourite one of these types ofsound play and write your own poem.

Thursday: MATHS Upload your workLearning Focus: Multiplication worded problems.

The Language of multiplication is usedwhen a mathematical problem is writtenin words. We all understand what aproblem written in numbers looks like,but what does that same problem looklike in words?

Example: The same problem using onlynumbers and then using words.

The problem in numbers -

The problem in words -A farmer has 35 paddocks with 12 sheep in each paddock.How many sheep in total does the farmer have? (35 x 12)

There are 35 apple trees and each tree has 12 shiny red appleshanging from their branches. How many apples are on all 35trees combined? (35 x 12)

We learn that 35 X 12 = 420.So that could be 420 sheep or 420 apples depending on thewording. In both cases there are 35 groups of 12 (35 paddocksor trees and 12 sheep or 12 apples in each group).

Task: Multiplication worded problem worksheetsClick on the link to solve these multiplication wordedproblems.Worded multiplication problems

2. And just beyond the ocean itself - a long thin streakof blackish-blue, like a line of ink, beneath the rimof the sky.

Task:Click on the link to read the introduction to the BFG.Introduction to the BFGThen complete the following activity.

What words in this text help you picture the setting in yourmind? Write down 2 different sentences and underline thekey words.

Choose 1 of these activity sheets to complete.

Activity 1 = LESS CHALLENGINGActivity 2= MEDIUM CHALLENGEActivity 3 = SUPER CHALLENGING

You can use any of the methods you have learned to solve theproblems in the worksheet you choose to do. Write the sumsneatly in your book and show your working out for eachproblem. Your method of working out is a very importantfactor in helping to fine tune your thinking so as to ensure acorrect answer.

NOTE: 1 question on each sheet is not a multiplicationproblem. Can you find it?

Friday: ReadingLearning Focus: Analysing Setting-Does the setting affect thestory?

Setting is important because it helps us visualize where thecharacters “live” in the stories we read. It's also importantbecause it gives us a head start in understanding the plotand making predictions about events in stories. Sometimesthe setting can be extremely important to the plot. Imaginea story where the setting is the high seas in the middle of astorm. You can imagine that in this situation, this ship andthe characters on this ship are going to be affected by thesetting.

Look at this picture and imagine the type of things that mayhappen. OPEN: Picture Prompt

Mini Task: Write a list of at least 5 actions that could occurbecause of the setting. Click here for teacher examples.Analysing Setting

Friday: WritingLearning Focus: Neologisms

As you are aware, there are many different poetic deviceswriters use to entertain their audience. Today we arelearning about neologisms.

Neologism: the creation of a new word or expression. Forexample, glamping (glamorous, camping). The creation ofglamping was based on these existing words.

Some familiar neologisims are ‘chillax’ (chill +relax) and‘hangry’ (Hungry + Angry)

Let’s look at neologisms in the poem ‘A Family of Dinosaurs’A Family of Dinosaurs Poem Resource

Friday: MathsLearning Focus:Revise what you learnt about worded problems yesterday.Today we are continuing to use our knowledge ofmultiplication to solve worded problems. Complete thequestions on the worksheet, using a strategy of your choice.You may use different strategies for each question or you mayuse the same strategy for each question. The choice is yours!

Task: Solve the multiplication worded problems worksheet.Multiplication Worded problems worksheet

Something easier? If you find the worded problems worksheeta little tricky, you may attempt to answer these wordedproblems insteadWorded problems Worksheet2

Whatever sheet you choose, remember you MUST show yourworking out in your books/worksheet.

Our focus questions are; What is the setting? How does thesetting affect the action?

To answer this we could use one of the answers from our list.This is how. One of the things we had on our list was a giantkraken could try and take down the ship.

Let’s use this and answer the question.

Question: What is the setting? How does the setting affectthe action?SS:The setting is ………………………. The setting affectsthe action because…………..

The setting is on the high seas during a storm and it affectsthe action because a giant kraken can only be found in thedeep ocean.

Task:

1. Write a list of at least 5 actions that could occurbecause of the setting. Choose from one of thepictures below.

2. From your list, answer the questions using thesentence stem.

Question: What is the setting? How does the setting affectthe action?SS:The setting is ………………………. The setting affectsthe action because…………..

Task:

1. Answer: How do the neologisms help to achieve thepoems purpose in ‘A Family of Dinosaurs’

2. Create 5 of your own neologisms. Remember youare using 2 existing words to create a new wordwith similar meanings. Have definitions written foryour new word.

Extension: Give yourself your own ‘dino name’. Explain yourreasons why.

ADDITIONAL RESOURCES

Prodigy: https://play.prodigygame.com/Sunshine online: www.sunshineonline.com.au Password: Werribee Username: WerribeeEpic: https://www.getepic.com/

ABC Education: https://education.abc.net.au/

Code.Org: https://code.org/

SPECIALISTS

SpanishWebex: Tuesday 2.00

Physical EducationWebex: Friday 12.30

MusicWebex: Monday 2.00

LEARNING FOCUS: This week we will be learning tocount to 100 by 10s in Spanish.

TASK:1. Go to this

https://www.123teachme.com/learn_spanish/spanish_numbers_20_through_100/#!/2scroll down and click on the speaker icon forthe cardinal numbers 30-100 and repeatthem.

2. Once you have practiced enough timesrecord yourself counting from 10 to 100 by10s in Spanish (10, 20, 30, 40, 50, 60, 70, 80,90 and 100)

3. Upload the recording to class dojo :)

Learning Focus: We are learning how to throw overarm withaccuracy.

*Also, I accidently said we are completing week 7 activities.These are for this week (week 8)!! Sorry for any confusion!

Challenge: How many triceps dips can you do in 1 minute?(follow the link;https://drive.google.com/file/d/1-iJROjLRIKP3Ym5FaCODGiP_LJFSV8LW/view?usp=sharing)

Task 1: follow the link for instructions and upload your resultsto class dojo(https://drive.google.com/file/d/1FUkd29V1YvZGQLYLrHumplznJXw1o8rY/view?usp=sharing)

LEARNING FOCUS: We are learning to write a script for ourfinger puppets.

TASK:We have made our characters for the finger puppets, now weneed to write a script! A script is a piece of writing that actorsuse to learn what they have to do and say, and it needs a coupleof things. Check out this example script…

MY MORNING

(It is first thing in the morning. JOSH gets out of bed.)

JOSH: Wow, what a beautiful morning!

(JOSH walks to the door and a voice calls out to him. It is his

mother.)

JOSH’S MUM: Hurry up and come down for breakfast!

JOSH: OK, coming mum!

The script has a TITLE at the top, it is called My Morning. It alsohas STAGE DIRECTIONS. They are the words in brackets tellingthe actors what to do. Lastly, it has DIALOGUE. These are thewords after the character’s name that they say out loud.Your job this week and next week is to write a script for yourfinger puppets! Make sure you have TITLE, STAGE DIRECTIONSand DIALOGUE. You have this week and next week to write it,and if you send it to me this week I can help you do a seconddraft next week with some feedback!

ArtWebex: Thursday 1.30

LEARNING FOCUS: We are making vouchers or gift certificates

TASK: Show your Dad and or a special male in your life you care! This is not exactly an art activity but you can personalise it by making your own fancy vouchers or use the templatesprovided to fill in and decorate. Dad will love them! Believe me, offers to help clean the car or help cook dinner is what all parents love.

Firstly, think about the things you can and would like to do for Dad (or your uncle, etc). What would Dad like? Here are some ideas: feed the cat/dog/fish, do the dishes, clean up the shed,have a hug! Make your vouchers or print out the ones on the links and fill them out. Staple them together to make a book. You could have two or more.

Father's Day Certificate 1 Father's Day Certificate 2