Stage 3 - Term 2 Week 4 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. It must be an activity from a different category for this article. Please 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. List 3 reasons why I should read your novel. Try to persuade me, and provide evidence to support your opinion.

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. It must be an activity from a different category for this article. Please choose an activity you have not done before.

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. It must be an activity from a different category for this article. Please choose an activity you have not done before.

Persuasive writing Structure Persuasive writing follows the text structure of;

- Opening statement - Series of Arguments - Concluding statement

Read the document ‘ Persuasive Writing Structure ’. After reading the document, create a persuasive writing text based on the statement ‘Kids should be allowed back at school full time’. Follow the persuasive writing structure. Highlight each section in a different colour to show the different parts to a persuasive writing text.

Persuasive writing Opening Statement Persuasive texts need to make a point, or persuade the reader to agree with a particular point of view. As such, their introductions need to be clear and summarise the main message. The writer may use a title that is bold, inspiring or controversial. They must engage the reader and their emotions so that they want to keep on reading. When composing our opening statement (introduction), we need to make sure that we include the following items:

1) A statement that clearly identifies our point of view. Do we ‘agree’ or ‘disagree’ with the specified topic?

2) A preview of our important arguments (at least 3).

3) Persuasive device to engage the reader’s attention.

Persuasive writing / Grammar Series of Arguments The body paragraphs in persuasive writing follow the ‘PEEL’ structure.

Read the information and complete the PEEL activity. When completing the activity, create your paragraphs to agree or disagree with the statement: ‘We should NOT use Binary as our written language’

Persuasive writing Concluding Statement When finishing a persuasive text, it is important to summarise the important points in the concluding statement. This helps your point of view and your reasons stick in the reader’s mind. Read through the following PowerPoint presentation with detailed information about strategies for creating strong concluding statements. Write your own concluding statement to support your ideas on the topic: ‘We should NOT use Binary as our written language’ Remember, you will need to use the opening statement and series of arguments you wrote over the last two days to form your concluding statement.

Soundwaves

Complete questions 1, 2, 3 and 4.

Use the stimulus below titled ‘Digital Devices a Distraction’ to identify the 3 items that were mentioned above. Dissect the paragraph and put it into a Google Doc, clearly identifying the 3 areas. Then, underneath your Google Doc, create an opening statement for the following title: ‘We should NOT use binary as our written language’ Soundwaves

Complete questions 5, 6 and 7.

Add your paragraphs to your opening statement from yesterday. Soundwaves

Complete questions 8, 9 and 10.

Soundwaves

Complete the challenge.

Break

Middle Mathematics Multiplication and Division Brainstorm different ways division can be represented. What are some synonyms for the word divide? Solve the following equations using mental or written strategies or a formal algorithm. Watch the instructional video for an explanation of written strategies and using a formal algorithm.

A. 4582 ÷ 3 B. 8630 ÷ 5 C. 4254 ÷ 7

Mathematics Multiplication and Division 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 mental and written strategies or a formal algorithm.

A. 1128 ÷ 6 = B. 8254 ÷ 2 = C. 9305 ÷ 5 = D. 2562 ÷ 7 = E. 3807 ÷ 9 = F. 4616 ÷ 4 =

Mathematics Multiplication and Division Complete the division word problems attached below. Explain the strategies you used to answer the questions.

Mathematics Multiplication and Division Answer the division questions, then change the division equations to multiplication equations by using inverse operations. Eg.

24 ÷ 4 = 6 = 4 x 6 = 24 If the equation involves a remainder you will need to add it on. Eg. 25 ÷ 4 = 6 r1 = 4 x 6 + 1 = 25

A. 60 ÷ 5 = B. 81 ÷ 9 = C. 72 ÷ 6 = D. 46 ÷ 11 = E. 108 ÷ 7 =

Daily PE Shot Put Watch the video ‘How to Throw a Shot Put’. https://www.youtube.com/watch?v=tHVMufMECPo Using a small ball or rolled up socks practise ‘putting’ using the Shot Put technique. Record your distances in a table.

Discus Watch the video ‘How to Throw a Discus’. https://www.youtube.com/watch?v=qDHmE_SX01U Using a small ball or rolled up socks practise the discus technique. Record your distances in a table.

Running Create a running circuit in your backyard or front yard. Put a timer on for 5 minutes and see how many laps you can do. Draw your circuit map and record how many laps you did in 5 minutes.

Cosmic Yoga Pick one of your favourite Cosmic Yoga videos. Post a video of your participation or a review about how it made you feel.

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 Lifestyles Conduct some research to find out the amount of time that it is recommended for children to be participating in physical activity each week. Once you have determined the answer, create a weekly timetable with daily physical activities and allotted time frame. For example, if you found the recommended time to be 120 minutes per week, you could create an activity to play for 20 minutes per day over a 6 day period, with 1 rest day. Therefore 20 x 6 = 120. Put your information nice and neatly into a timetable. An example can be found below.

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 Refer to the instructional video.

● Use the template below to create a graphic (using pictures) accompaniment for ‘ My Island Home’ by Christine Anu. An example has been included in the instructional video. Include a key that explains what each picture represents.

● Take a photo of your accompaniment (make sure that it is for the entire song) and upload it to Google Classroom.

● Take a video of yourself performing your ostinato accompaniment and upload it to Google Classroom.

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.

Persuasive Text Structure

Title – the topic of the text, which may be presented as a ‘for’ or ‘against’ statement e.g. Homework is Unnecessary.

Opening Statement – the author introduces the topic of the text and outlines his or her viewpoint about the topic.

Series of Arguments – the author presents a number of arguments, intended to convince the reader to support his or her viewpoint.

Concluding Statement – the author summarises the arguments presented and reinforces his or her viewpoint about the topic.

Persuasive Text – ExampleTitle Stop Polluting the Ocean

Opening Statement How would you feel if there were plastic bottles, chemicals, ripped fishing nets and other containers strewn all around your house? This is the state of many oceans around the world. It is vital that humans stop destroying our precious oceans with these careless acts of pollution.

Series of ArgumentsThere are many things we can do in our everyday lives to help reduce this environmental disaster. Drink water from the tap instead of from plastic bottles. Also, take reusable shopping bags to the supermarket instead of using plastic ones. Think about the amount of garbage you produce; don’t waste unnecessarily. If you see rubbish while you are outdoors, you should pick it up and dispose of it responsibly.

Concluding StatementOcean pollution is everyone’s problem. We must work together to protect our oceans and save these precious environments for future generations.

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

Persuasive ConclusionsWe are learning to: Create a strong conclusion to a persuasive text

What is the purpose of the concluding statement?

• clearly connects introduction and body of the text.

• gives a sense of completion.

• does more than restate your arguments and position.

• gives the reader something to think about.

Conclusion Strategies

There are three strategies we can use to strengthen our concluding statement. You will find more details about each strategy on the following slides:

• Call to Action: the writer implores the audience to change.

• Offer a Solution: the writer suggests some possibilities to resolve the

problem posed.

• Make a Prediction: similar to a startling statement, this can be a

warning or an encouragement.

Call to Action

• Include a final appeal to reinforce your argument.

• Clearly and forcefully state your desired action.

• Give information needed to take that recommended action.

• Example: The rubbish we are too lazy to put in the bin is polluting our

playground. We are spending our breaktimes surrounded by garbage.

Please, I urge you to change your actions. Students are tired of the rubbish

and we don’t want to clean up after other people.

Offer a Solution

• Restate the problem.

• Define and develop the solution.

• Recommend how change should happen.

• Focus on the strengths of the solution to a problem.

Example: Our playground is filthy. There is rubbish everywhere. This is

unacceptable when Mr Scott has placed rubbish bins around the school to ensure

we have a clean environment. Place your rubbish in the bin. It will eliminate the

rubbish on the playground and create a clean environment for us all.

Make a Prediction

• Takes the argument a step further than a summary.

• Keeps the reader thinking after reading your text.

• Is based on the main points (arguments) and creates joy, hope, gloom,

suspense, etc.

• Draws reader’s attention to the significance of the argument

Example: Imagine it is lunch time. You are involved in a whole stage 3 game

of tips. You look around and all you can see is beautiful, healthy green grass.

If we take responsibility for our actions, this can be our reality.

How will you choose to conclude your text to

persuade the reader to agree with your point

of view?