LEVEL 5, LFH - WEEK 2 TERM 4 TIMETABLE

Roll call Session 1 Brain

Break

Session

2 Recess Session 3 Brain

Break

Session 4

(no screen)

Lunch Roll

call

8:50 –

9:05 9:05 – 9:55 9:55 –

10:10 10:10 –

11:00 11:00 –

11:30 11:30 –

12:20 12.20-

12.40 12:40 –

1:30 1:30 – 2:30 2:30 –

3:30

Monday

Morning

roll call

with

class

every

day

Interrelate

(class time may

vary)

Non attendees

– Goal Session

Reading Maths Sustained

Writing

Aftern

oon

roll call

and

reflecti

on

with

class

Tuesday Reading

Writing Maths YCDI

Wednesday Specialist Day

Thursday Maths Spelling ICAS

(Writing)

Inquiry

Aftern

oon

roll call

and

reflecti

on

with

class

Friday Maths Inquiry Reading Writing

Some helpful notes:

1. Each day, session 4 is a 50-minute session. You may like to break up this session. The first 30 minutes can be used to

complete the learning task, the last 20 minutes can be used to complete unfinished learning from the day.

2. Your classroom teacher will personalise the timetable to suit your class on Monday due to the Interrelate Program. Class

times for Interrelate Program Monday 11th October: 9:30-11:00 - 5A and 5B 11:30-1:00 - 5C and 5D 1:30-3:00 - 5E

Overview of learning for the week

Reading Writing Maths Inquiry YCDI

This week, learners will be:

- Analysing student examples

of application writing

-Analysing supporting details

and sentence structure

-Differentiating between

personal and formal tone

This week, learners will be:

- Including introductions into

their leadership applications

-editing and reviewing their

writing

-Applying feedback and

Feedforward.

This week, learners will be:

-Identifying unknown

values through pictorial

representations.

-Balance equations by

making connections

between the numbers.

This week, learners will be:

- Searching for chemicals

found around the home and

their impact.

- Discovering the chemical

elements found in the human

body.

This week, learners will be:

- Exploring strategies, they can

use to be an upstander when

interacting with others online.

- How they can be leaders in

an online environment.

MONDAY 11TH OCTOBER INTERRELATE NON ATENDEES INTERRELATE NON ATENDEES

This session you will focus on goal setting for Term 4. By now you should have set a

Mathematics goal. Focus on the one you haven’t set and follow the guiding questions.

YCDI

• Thinking about LFH what are some challenges you experience?

• What could be a goal to focus on?

• What strategies can you use to achieve this goal?

• How can you track your goal?

Writing

• Reflect by reading over writing pieces from T3.

• Brainstorm areas of needs using the VOICES menu.

• Determine which strategy will be most impactful on their writing.

• Students to explain how they will apply this goal and provide a justification as to why

this goal will be most impactful.

Reading

• Spend 20-30 minutes independent reading. Monitor your metacognition while they

read as thinking tracks.

• What did I think about while reading?

• What questions did I have while reading?

• Is this a good fit book? Why yes and why not? If this was not a good fit book, students

to find another book to focus on.

• Am I an active reader? Or Am I a passive reader?

• Choose a CAFÉ strategy. Create a success criteria that demonstrates the surface to

deep application of this goal.

• Generate a sample goal reflection using your chosen CAFÉ Strategy.

Reflection

Create a goal sheet to display into your learning space.

READING LI

To investigate effective introductions for

persuasive writing

SC

Identify the purpose of an introduction in

persuasive writing (applications)

Describe key ideas to communicate within

the introduction

Analyse the impact of a strong introduction

Reflect on writing tools that generate a

cohesive application

READING Learning Task

We are hooking in Mr.Catalano and Level 5 Teachers! Our ‘thesis’ is what we are applying for

Our credibility is WHY we should be selected

Our main points are a summary of how we’re going to operate as leaders.

Reflection

How did I effectively communicate my desires in my introduction?

MATHS LI To explore expressions as pictorial representations. SC Identify the different parts of a pictorial representation Describe the elements of an expression Form a connection between visual representations and numerical values. Create a pictorial representation of an expression

MATHS Track your thinking of the different connections you form during the session ready to share at the end of the lesson. Maths Talk Represent the values in this pictorial as an expression using variables.

Learning Task Choose from the below expressions and create a pictorial representation to match. There may be multiple pictorial representations you can create (hint: set model, area model, balancing scale) Blue + pink = yellow B + P = Y A + B = C + G 2B = 3C 4D > 5 3X + 5 Reflection Share the connections you formed today.

SUSTAINED WRITING The first 30 minutes can be used to complete the learning task, the last 20 minutes can be used to complete unfinished learning from the day.

Screen free learning this session. To be completed in a book.

LI

To review, edit my persuasive application

piece

SC

Identify sections to enhance learning

through editing

Describe paragraphs to review for clarity Apply an effective introduction for a

cohesive piece of writing

Reflect on the key message being generated

within my learning

SUSTAINED WRITING Mini lesson This is your screen free learning time; we would like you to utilise this time to REVISE and EDIT

your application however if you require additional writing time in order to;

- Add in your introduction or

- Finish answering success criteria

then please use this time to do that.

Learning Task

Learners read through your piece and ensure that you have

-edited and applied fb/ff provided to you

-revised sentences and applied your voices goal

-included an introductory paragraph modelled this morning.

Reflection

How did I use my VOICES goal and where to next for my application?

TUESDAY 12TH OCTOBER READING LI

To explore effective communication of ideas.

SC

Identify impactful application writing skills

Describe effective transition words in

application writing

Apply cohesive structure to paragraph

Evaluate the clarity in communication of my

ideas

READING Learning Task

Your teacher will provide you with a learner’s leadership application. Read the application

independently. What transition words do you notice being applied in the text? Record each

transition word in the template below according to the type of transition word it is. Once you

have recorded all the transition words from the application, you will continue to fill in the table

by researching other examples. Aim for 5-8 transition words/ phrases for each category.

Opposition Reinforcing

/ in

addition

Explaining/

listing

Cause and

effect

Time Concluding/ Summary

Reflection

How were the transition words applied in the text? Between paragraphs? Within a paragraph?

Within a sentence?

WRITING LI

To explore effective communication of ideas.

SC

Identify impactful application writing skills

Describe effective transition words in

application writing

Apply cohesive structure to paragraph

Evaluate the clarity in communication of my

ideas

WRITING Learning Task

You will revise your leadership application draft, editing your paragraphs and use of transition

words. Use the TEEL approach to help revise each paragraph of personal examples you have

linked to each selection criterion.

Reflection

Share with other learners some notable changes you have made to your application. How has your application improved? Will your passion and motivation for the position be made clear to the panel within your writing?

MATHS LI To explore expressions as pictorial representations. SC Identify the different parts of a pictorial representation Describe the elements of an expression Form a connection between visual representations and numerical values.

MATHS Track your thinking of how you are using your SURF goal during the lesson. Learning Task

Create a pictorial representation of an expression

1. Let’s look at the different ways this picture can be represented using expressions. 2. If Mrs Singh was hungry and ate half a pear, would the expression change? 3. Assign reasonable weights to the fruit and create an imbalanced platter. Are there

multiple ways to represent this? (pictorial) Reflection Where are you in the Learning Pit with it and why?

YCDI The first 30 minutes can be used to complete the learning task, the last 20 minutes can be used to complete unfinished learning from the day.

Screen free learning this session. To be completed in a book. LI To explore strategies for resolving challenges online. SC Identify challenges when communicating online Describe how online interactions are similar and different. Apply values to an online environment. Reflect on how I can be an upstander online

YCDI Learning Task It is part of life that we occasionally face challenges or issues when we are working, playing, interacting with others. Throughout Learning from Home, we have all spent more and more of our time communicating with others in an online environment. Yet we are still faced with the same and new challenges and issues.

- What are some of the challenges when interacting online with others online? (Messaging, gaming, facetime, learning etc.)

- What are some of the standards that are important online when interacting with others?

An upstander is a person who speaks or acts in support of an individual or cause, particularly someone who intervenes on behalf of a person being attacked or bullied.

− How can you be an upstander in an online environment? − Earlier this year we spoke about shifting values, how do shifting values apply to our

online interactions?

− How can I be a leader in an online environment?

− What steps can I take to ensure that I keep myself and others safe when communicating online?

Reflection Create a strategy or standard to share with your class that will help resolve challenges or issues online.

WEDNESDAY 13TH OCTOBER

SPECIALIST DAY

Complete your learning in

any order you choose.

THURSDAY 14TH OCTOBER ICAS

ICAS

More information about this session will be released next week. Those students that don’t do

ICAS will be completing learning instead.

SPELLING LI

To explore transition words utilised in

persuasive writing

SC Identify known transition words within my

speech

Describe key ideas with unknown transition

words

Apply Tier 2 transition words within my

speech

Reflect on the impact of transition words of

authors message

SPELLING Learning Task Learners, analyse your leadership speech and underline the transition words you’re currently

using. Use this time to highlight Tier 2 transition words that would further enhance your

leadership speech and add them into your speech.

Reflection Post your speech on seesaw with highlighted transition words. How did this help you to

accurately communicate your key message with Mr.Catalano?

MATHS LI To explore missing values in equations. SC Identify the use of a variable Describe connections between values in an equation Analyse a missing value Evaluate the accuracy of an equation

MATHS Keep track of your SURF goal thinking throughout this lesson. Learning Task Solve the equations below using the connection between the numbers. A + 3 = 5 + 2 A x 4 = 4/2 ¼ + ½ = x - 1 3.6 – n = 3.7 – 4.2 15 x 27 = n x 27 + 5 x 27 1 = 0.5 x n Explain the connections between the expressions of each equation. How do you know you are correct? How did you use your goal to assist you? Challenge Create your own balanced equations with missing values. Share this with the class via the chat option. Choose another person’s equation and solve the missing value!

Reflection Where are you in the Learning Pit?

INQUIRY The first 30 minutes can be used to complete the learning task, the last 20 minutes can be used to complete unfinished learning from the day.

Screen free learning this session. To be completed in a book. LI To explore chemicals around the home. SC Identify different chemicals at home List the different chemical at home Apply chemical elements to prior knowledge Hypothesise chemicals found in the body

INQUIRY Learning Task

1. Where can you see/find chemicals present in your house? 2. How could you categorise the chemicals you have found? 3. What impact do you think these chemicals might have? 4. Do you think these chemicals are dangerous and why/why not? 5. List 3 everyday items that you would like to investigate further.

Everything on Earth, whether it is living or not, is made of one or more of the chemicals found on the Periodic Table of Elements which is below.

https://www.smorescience.com/wp-content/uploads/2019/05/poster-06-2.png When two or more of these elements are mixed, they are call compounds. Some examples from around your house are:

- Salt is made of sodium and chloride. - The gas in a balloon that can float is helium. - There is oxygen and nitrogen in the air you breathe. - There is hydrogen and oxygen in the water you drink.

You might have some prior knowledge about the elements, do you know of any other examples around the house? Reflection Write a hypothesis about what elements you think might be or might not be found in the human body. (You will need this for our next lesson.)

FRIDAY 15TH OCTOBER MATHS LI To explore missing values in equations. SC Identify the use of a variable Describe connections between values in an equation Analyse a missing value Evaluate the accuracy of an equation

MATHS Maths Talk What is the weight of 1 sphere?

Cube = 6 Cylinder = 7 Learning Task Choose an appropriate puzzle for you to solve. How would you solve these through the lens of your SURF goal?

Reflection What have you found challenging this week?

INQUIRY

LI:

To explore chemicals in the human

body.

SC: Identify chemical elements Describe chemical elements in the body Apply elements to body chemicals Reflect on the importance of a healthy lifestyle

INQUIRY Learning Task

Look at the hypothesis you wrote in the previous lesson about what elements you think might

be or might not be found in the human body.

- Were your predictions correct or incorrect? Why?

- Why does our body need these 4 most common elements? (Oxygen, Carbon,

Hydrogen, Nitrogen)

- What is their purpose?

Your body produces its own chemicals in the form of solids liquids and gasses. Look at the list

below and find out which chemical elements/compounds found in:

1. Air

2. Blood

3. Burp

4. Hair

5. Flatulence (Shhh don’t tell anyone)

6. Saliva

Reflection Why is it important to maintain a healthy lifestyle and what impact does this have on our body?

RE ADING LI

To explore formal language in application

writing

SC

Identify formal and informal language within

a text

Classify formal and informal language

Compare and contrast formal and informal

language

Reflect on the impact of using formal

language

READING Learning Task

Using the two texts from the mini lesson, you will read the remaining of them both

independently.

Text 1

Text 2

Upon reading the two texts, you will complete the table below:

Formal Language Applied - Text 1 Informal Language Applied - Text 2

Reflection

What is the purpose of using formal language within an application? Why would it be

important?

WRITING The first 30 minutes can be used to complete the learning task, the last 20

WRITING Learning Task

minutes can be used to complete unfinished learning from the day.

Screen free learning this session. To be completed in a book. LI

To explore formal language in application

writing

SC

Identify formal and informal language within

a text

Classify formal and informal language

Compare and contrast formal and informal

language

Reflect on the impact of using formal

language

You will continue writing your leadership application. Think of the language you are using. How

appropriate is it for a formal piece of writing? Can you replace any words to be a better fit for

the style of text? Use a dictionary or thesaurus to find good fit words for your application text.

Reflection

Read your writing aloud to yourself. How does it read? Does the piece flow? Will it have an impact on the panel? What changes could you make?