Stage 3 - Term 2 Week 3 You may need access to a digital device and help from a parent/carer to complete the following activities.

Day 1 Day 2 Day 3 Day 4

Morning

English Reading Read the following article from the February edition of your school magazines: Year 5 White : Currency Year 5 Red: The Time Machine Year 6 Red: Kapow, Peyton, Kapow Year 5 Blue: The Time Machine Year 6 Blue: Kapow, Peyton, Kapow

Choose one activity from the reading grid to complete. Remember, over the next 2 weeks you will complete one activity from each row for the article we are reading. You must choose an activity you have not done before.

English Reading DEAR: 20 minutes Using a novel of your choice, quietly read or read aloud to someone at home. Write 3 reasons why it is a good novel to read.

English Reading Read the same article you read on Monday. Choose a new activity from the reading grid to complete. Remember, over the next 2 weeks you will complete one activity from each row for the article we are reading. You must choose an activity you have not done before.

English Reading Read the same article you read on Monday. Choose a new activity from the reading grid to complete. Remember, over the next 2 weeks you will complete one activity from each row for the article we are reading. You must choose an activity you have not done before.

Persuasive writing Persuasive writing allows us to express our point of view on a certain topic. It is important to explain the reasons we either agree or disagree with a topic. These reasons can be strengthened by supporting our point of view with research and evidence. Your task today is to think of three reasons to agree with the following statement: We should do all we can to stop ocean pollution. You are then going to elaborate on each reason, providing more detail and information to support your point of view. You may research the topic and try to find evidence to support your point of view. Write each of your reasons agreeing with the statement into separate paragraphs.

Persuasive writing Yesterday you thought and wrote about three reasons to agree with a topic and expressed a point of view. Today, your task is to think of 3 reasons to disagree with the following statement: Children should not be allowed to have a digital device until they are 15 years old. You are then going to elaborate on each reason, providing more detail and information to support your point of view. You may research the topic and try to find evidence to support your point of view. Write each of your reasons against the statement into separate paragraphs.

Persuasive writing / Grammar What is a connective? A connective is a word or phrase that joins sentences together in writing. They help create flow in your writing. Using your argument paragraphs from your previous 2 persuasive writing days, complete the following activity. Look at the ‘Connectives’ mind map below. Select appropriate connectives to add to your writing and improve the flow.

(Full screen image can be found at the end of the learning grid)

Persuasive writing Complete the activity ‘Responsible fishing in Western Australia: Write an article using the following link. http://www.scootle.edu.au/ec/viewing/L4914/index.html Activity Blurb: To complete this activity, you are going virtual fishing in Western Australia. You will look at how and why laws restrict people from taking certain fish. Identify cases where laws apply: size limits, bag limits and closed seasons. Using this information, you will build a magazine article explaining the fishing laws. Use a model structure and persuasive text to support a responsible position.

http://www.scootle.edu.au/ec/viewing/L4914/index.htmlhttp://www.scootle.edu.au/ec/viewing/L4914/index.html

Soundwaves

Soundwaves unit 13 Complete activities 1-5

Soundwaves

Soundwaves unit 13 Complete activities 6-8

Soundwaves

Soundwaves unit 13 Complete activities 9-10 (Yr 5) or 9-12 (Yr 6)

Soundwaves

Soundwaves unit 13 Complete the challenge

Break Middle Mathematics

Addition and subtraction Solve the following equations using the split strategy and jump strategy. You need to write the equation, demonstrate each method of solving the equation and write or voice record a description of how you used each strategy. 4 817 + 2 485 = 6 842 - 4 196 =

Mathematics Addition and subtraction You will need to complete the following activity on a piece of paper and upload a photo to the maths folder in the classwork tab on your classroom. Complete the following equations using either the jump or split strategy. You must show your working out on the page. 6 842 + 3 913 = 4 287 + 8 311 = 13 486 + 9 463 = 18 532 + 12 378 = 54 734 + 38 191 = 238 511 + 112 743 =

Mathematics Addition and subtraction You will need to complete the following activity on a piece of paper and upload a photo to the maths folder in the classwork tab on your classroom. Complete the following equations using either the jump or split strategy. You must show your working out on the page. 9 482 - 3411 = 7 532 - 947 = 17 642 - 8 413 = 23 388 - 14 291 = 78 536 - 24 319 = 653 289 - 173 642 =

Mathematics Addition and subtraction You will need to complete the following activity on a piece of paper and upload a photo to the maths folder in the classwork tab on your classroom. Complete the following equations using the formal algorithm. You must show your working out on the page. 78 492 + 16 128 = 25 873 + 57 209 = 378 569 + 405 381 = 63 289 - 34 176 = 98 451 - 46 399 = 678 321 - 503 208 =

Daily PE Cosmic Yoga Pick one of your favourite Cosmic Yoga videos.

Outside Ride your bike, ride your scooter or go for a walk outside with an adult/older sibling for 15 minutes.

Just Dance Choose one Just Dance to follow along with. Try and choose one you have not done before.

Fitness challenge Time yourself to see how many star jumps you can do in 1 minute. Did you do more than last week?

Break Join our stage for a Zoom meeting at 2:10pm

Join our stage for a Zoom meeting at 2:10pm

Join our stage for a Zoom meeting at 2:10pm

Join our stage for a Zoom meeting at 2:10pm

Afternoon PDHPE Healthy Lifestyle TASK: Imagine you are a professional sports person. Conduct some research about healthy food and create a daily menu for yourself. You can watch this video as it may assist you in deciding which foods to eat. https://youtu.be/FUspU9IhPLY Provide reasons for why you picked certain foods. E.g I used the ‘healthy eating food plate’ to select an equal balance of food for the day.

Wellbeing As explained last week there are five aspects to wellbeing ● Physical ● Emotional ● Social ● Cognitive ● General This week you are being asked to continue selecting activities from the wellbeing grid . Select two activities today - you might like to write about the experience, take a photo or record a video! Post any work into the PDHPE folder in the CLASSWORK section of the Google Classroom.

Music Watch Miss Galofaro’s instructional video to learn about ostinato patterns. Answer the following question in your own words. What is an ostinato pattern? Create and film 3 different rhythmic ostinato patterns using body percussion. Video and upload to the CLASSWORK section of Google Classrooms.

Wellbeing As explained last week there are five aspects to wellbeing ● Physical ● Emotional ● Social ● Cognitive ● General This week you are being asked to continue selecting activities from the wellbeing grid . Select two activities today - you might like to write about the experience, take a photo or record a video! Post any work into the PDHPE folder in the CLASSWORK section of the Google Classroom.

https://www.cosmickids.com/https://www.youtube.com/playlist?list=PLpy_XRdn544pjXlNtjtLZG82NLwDBrb84https://youtu.be/FUspU9IhPLYhttps://drive.google.com/file/d/1CXALTpE2N5MRhBSW7LVn_GPccDwFH76P/viewhttps://drive.google.com/file/d/1CXALTpE2N5MRhBSW7LVn_GPccDwFH76P/view

Try and do three of these activities per day, one from each column.

Physical wellbeing Emotional wellbeing Social wellbeing Cognitive wellbeing General wellbeing

Time yourself doing 25 jumping jacks followed by 25

start jumps. See if you can beat your time later in the

day

Turn off all devices for at least 5 hours (after school!)

Charades - Pretend to be your favourite superhero, sports player, friend, celebrity by

imitating their signature moves (no sounds allowed!). The rest

of the players try and guess who they are.

Complete a mindfulness activity. You can access these on the

Smiling Mind app on your iPad. Do this as many times as you

like during the week!

Participate in a mindfulness stretching session. There are

some available on YouTube or tune into a special zoom session

with a teacher.

Hopscotch: Use chalk or tape to make a complicated hopscotch course. Include some rules to

spice things up.

Write a “compliment list” about yourself. Post this list

somewhere at home where you can look at it, or add to it!

Maybe it’s a new skill, like I can fold shirts really well.

Write a letter to your friend which includes your hopes and

dreams for the future. Your teacher might be able to pass

these on.

Complete a maths or literacy game from this website.

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

home#!/games/-/all/F

Spend at least 30 minutes outside connecting with nature. Collect 5 leaves and have a go at sketching

them.

Step by Step: Count how many steps it takes to move

from location to location around your house.

Create a list of your hopes and dreams for the future. It could

be both long and short term. For example, I want to be an

astronaut. I’m going to share some chips with a friend.

Learn some jokes and share them with friends and family

over VC. Write them down and send to your teacher to give

them a laugh.

Design a shelter for a toy or action figure. Draw your ideas

and then use objects or building bricks to create it. Take

a picture and send to your teacher on Google classroom.

With a parent or carer go on a nature walk, plant some seeds, listen to some birdsongs or do

some weeding…

Do a Go-Noodle Dance or create your own dance with star jumps, push ups and one legged hops.

https://www.youtube.com/channel/UC2YBT7HYqCbbvzu3kKZ3

wnw

Watch your favourite show/movie (after school), then

write down how it made you feel.

Play a board game with a family member, parent or carer.

Create a brain teaser and challenge a parent, carer or

family member.

Look at some of the lines around your home and follow them with

your eyes to the points where they join with other lines.

Play balloon ball: There are endless ways to play with

balloons indoors. Try to keep it off the ground or just play catch.

Mix it up with balloon tennis!

Tidy your room or desk and think about what you did with each

object as you put it away. Is there anything that you no longer use

that could be given away to a charity? Make sure you check

with a parent or carer.

Look at the photographs in your home, talk about who is in them and what relationship they are to you with a parent or carer. Write them a letter or get in touch through VC.

Create List of all of the yellow objects in your room. If you

don’t know what something is called, ask a parent or carer.

Post it to your teacher on Google Classroom.

Close your eyes and listen to the sounds. Create a map of the

sounds and where you think the sounds might be coming from.

Weekly Wellbeing Challenge for Students in Stage 3

RememberingGet your facts right

Who is the author?Illustrator?• Setting: Where and when does

the story take place?

Who is the author?Illustrator?• List and describe the main

characters

Who is the author?Illustrator?• What was the climax of the

story?

UnderstandingWhat does it all mean?

Draw by hand or use a drawing app, to create a cartoon strip retellingthe main events of the text.

Create a timeline showing the main events of the text, from start to finish.

Hamburger Sequencing Task

ApplyingUse it or lose it

Create a diaorama of a scene from your text. Write a brief description of the scene.

Using materials of your choice, make finger puppets of the characters in your text.

Create a meal for one of the main characters in your text: plan a menu and a method of serving it.

AnalysisBreakdown

Write at least ¾ of a page detailing the main characters personality, appearance and what others think about them.

Compare the main character to either yourself or someone you know. How are they the same or different?

What is the theme of this text?Provide examples to support your choice.

CreationCreating new things

Choose a scene from your text and turn it into a script.

Create an attractive, interesting board game that incorporates parts of the novel (characters, setting, theme, plot)

Retell your text in the form of a poem.

EvaluationJudge or Jury

Which of the characters from the story/ narrative would you like to spend a day with?Why?

How would the main character of your text behave in the current self-isolation environment?

What do you like or dislike about this text?Justify / give reasons for your opinions.

Category A B C

4

What is the climax of a story?

The climax is the turning point of the story when the main character's problem begins to be solved or resolved. The climax is considered the most important and exciting moment of the entire story.

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What is setting?

Setting is the time and place (or when and where) of the story. The setting may also include the environment of the story, which can be made up of physical location, climate, weather, or social and cultural surroundings.

Settings can be real or fictional, or a combination of both real and fictional elements.

Some settings are very specific e.g. Queanbeyan in NSW Australia in 2020.Some settings are descriptive e.g. a boat out on the ocean

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What is a timeline?A timeline is a visual representation of events that help us understand history, a story or a process. It is arranged in chronological order – what happens first, second until the end.

Event 1 Event 5Event 2 Event 4Event 3

Event 1

Event 6

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What is theme?

The theme of a piece of text is a message about people, life, and the world we live in that the author wants the reader to understand.

Examples of themes …self-sacrifice, friendship, to appreciate what you have, patience, individuality, self-confidence

Can you think of some more?

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Writing a Script

If you have read a play (refer to the one in your school magazine), you will see there is a specific way to set them out.

They have …§ A title§ A list of characters§ Scenes

- these have descriptions of the setting and stage direction and are writtenin italics.

Format of a script1. Character names are on the left-hand side of the page. Sometimes they

are written in capitals and in colour.2. The character’s dialogue is tabulated so it starts at the same place for each

character.3. Any stage direction is written in (brackets) and in italics.

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Category 1 2 3 4

Remembering: Get you facts right

Response shows little understanding of the text read. No evidence used from the text to support response.

Response demonstrates a basic understanding of the texts read. One example of evidence from the text to support response.

Responses demonstrates a sound understanding of the text read. Uses two examples of evidence from the text to support response.

Response demonstrates a high level of understanding. Two or more examples of evidence from the text to support response.

Understanding: What does it all mean?

Has difficulty summarising events and sequencing ideas logically.

Attempts to summarise events and sequence ideas logically.

Is able to summarise events and sequence ideas logically.

Is able to competently summarise events sequencing ideas logically.

Applying: Use it or lose it Text, pictures or models do not reflect the part selected from the text.

There is some evidence in the text, picture or model that attempts to show the part selected from the text.

Is able to present texts, pictures and models that reflect the part selected from the text.

Is able to construct texts, pictures or models competently that clearly reflect the part selected from the text.

Analysis: Breakdown No connection made between characters to previous texts or real life.

A few connections made between characters to previous texts or real life using Venn diagrams or other charts.

Several connections made between characters to previous texts or real life using Venn diagrams or other charts.

A wide variety of connections made between characters to previous texts or real life using Venn diagrams or other charts.

Creation: Creating new things Unable to present ideas in a creative way.

Some effort made to present ideas in a creative way.

Has displayed the ability to think creatively to present ideas.

Ideas presented creatively using a variety of methods.

Evaluation: Judge or Jury No thoughts or opinions shared regarding issues within the text.

Attempts to discuss thoughts and opinions.

Is able to discuss issues, formulate arguments and justify opinions.

Is able to discuss issues, formulate arguments and justify opinions clearly.

Spelling, grammar and punctuation

Several errors made in spelling, grammar and punctuation.

A few errors made in spelling, grammar and punctuation.

Some errors made in spelling, grammar and punctuation.

100% accuracy.