Weekly Learning Tasks

Week 1 Time & Subject

Monday Tuesday Wednesday Thursday Friday

Writing 9-10

WE ARE LEARNING TO: Use our voice and word choice to create a piece of writing that has a clear and strong feeling.

I WILL HAVE COMPLETED THIS TASK WHEN:I have created a short descriptive recount of my strongest memory that is four paragraphs long.

1: Pick Memory2: Write a FIRST NEXT THEN FINALLY 3: Expand each one into paragraphs4: Try not to tell the reader what it is that you are looking at or doing- let them guess with your descriptions

Warm up:Write five things that you did in the holidays. 

It doesn’t have to be exciting or amazing- it could be something that was boring too, just make sure you have five.

Next to each thing you did I

WE ARE LEARNING TO: Use good organisation to help create a clear information report.

I WILL HAVE COMPLETED THIS TASK WHEN: I have created a short information report on one of my expert areas.

1 Pick one of your things you are an expert in.2 Decide what your 5 headings are going to be. 3 Write one paragraph under each heading.4 Create a diagram to help your report be even clearer.

Warm up:Write Down Five things you are an expert in. Remember that being an expert means that you tell somebody a lot of information about it- if you’re not sure have a look at my list. It could be a topic, a place, a game, a person or anything!

I’m sure lots of you could tell me lots about Minecraft, Roblox or your favourite TV

WE ARE LEARNING TO:Use good organisation to help create an entertaining story. 

I WILL HAVE COMPLETED THIS TASK WHEN:  I have written a short and entertaining story with a clear structure.

Warm up:Take a look at these story titles in the example section- which one of these gets you thinking?

Circle it.

The Queen of Cats

Kitchen Goblins

Robot Dance Battle

Princess Smelly

There’s an Octopus in my Bath

The Explosion

The Haunted Classroom

WE ARE LEARNING TO:Use our voice and word choice to persuade our audience effectively

I WILL HAVE COMPLETED THIS TASK WHEN: I have planned and created an advert for me, either as a poster or as a film.

Warm up:If you were for sale, why should somebody buy you?!! 

Take a look at my video ad for ME

Give me some feedback on whether you thought I did a good job of selling myself and my skills!

Write down five things that are great about you that would make you a good purchase!

Task:Let’s think back to our WUNDERBAR ads last term- what persuasive devices can we use to help us with our ads?

WE ARE LEARNING TO:Use good organisation to help create a clear information report/reflection.

I WILL HAVE COMPLETED THIS TASK WHEN: I have created a short information report/reflection on one of the articles I have chosen from Kids News.

Warm up:Watch some of the articles from Kids News and pick one to focus on. Task:You are to write a short information report/reflection on one of the articles you have chosen from Kids News.

want you to write how you were feeling when you were doing these things- take a look at my example attached to this.

When you are posting this, tag it with the VIRTUAL WRITER’S NOTEBOOK FOLDER

Task:Today we are going to do a short piece of writing chocked full of powerful words and plenty of showing not telling!

Pick one of your memories from the warmup- think about picking one that you know you can remember lots about. 

Next, if you look in the example, I have done a quick FIRST, NEXT, THEN, FINALLY to plan my writing at the top of my page. 

Now I’m going to expand each of these into paragraphs full of powerful adjectives (describing words) and verbs (doing words).

IF YOU WANT A CHALLENGE:When you read my piece, did you notice that I don’t actually say what I’m waiting for and then looking at?

shows!

When you are posting this, tag it with the VIRTUAL WRITER’S NOTEBOOK FOLDER

Task:Today we are going to think really hard about how we organise a piece of writing to make it super clear and easy to learn from.

The first step is to take a look at my information report. I chose to write about sharks as they are my favourite animals and I REALLY ENJOY thinking and writing about them.

The next thing I did was write down five questions that I imagined somebody might want to know about my subject. You can see all of my questions in the attached example- don’t worry you only have to pick one of your subject areas! I just thought I’d show you the different types of questions people could ask for different subjects.

Once you have done that, these questions can now become your headings. You can then start writing down what you know about your

The Case of the Missing Chocolate Cake

Space Battle

Task:Today you are going to take the title you were most interested in and turn it into a story.

Take a look at mine in the examples- 

Again, I have done a quick plan at the top of my page to make sure my story will have a good structure. I’ve used the Somebody Wanted But So Then strategy. I’d like you all to try it too. 

I’ve made these into headings for paragraphs to keep me on track. Take a look at my video showing the process. Remember to get your ideas down quick, and then go back to add detail.

SlogansRhetorical QuestionsSupporting Facts/statisticsPowerful adjectives and verbsA strong voice

These are the best ways to persuade somebody to do what we want- did you notice any of them in my ad? Did you notice that in my list I didn’t just say I was strong- I gave an example of how my strength would be helpful to somebody that bought me. 

Make sure each of your sellable reasons has a specific example- are you good at reading? How could that help?

Now the next thing I did for my ad was write a script, so I was actively thinking about how I could add in all those juicy persuasive devices and really sell myself!

I’m trying to make the piece more entertaining by making the reader have to guess what it is that I’m looking at by leaving clues like- tufted pointy ears, long, fluffy tails. 

Have a go at not saying what it is you are doing or looking at until later on, or maybe even never if your descriptions are really good!

subject to answer each question in a short paragraph.

IF YOU WANT A CHALLENGE:If you can get all of that done, now you need to think about a diagram that will help people learn more about your subject. For my shark piece I might draw a labelled diagram of a shark to show its features. For my Victoria Market piece, I might draw a map to show the different areas of the market and what I can buy there. NO PHOTOGRAPHS- this has to be something you have thought about and clearly and simply drawn. DON’T FORGET LABELS AND A CAPTION.

BREAK10-

10:30Maths10:30-11:30

WALT: define and understand the vocabulary associated with multiplication and division.

Success Criteria: I can define what multiplication and division means.

Warm up: Read this book to familiarise yourself with the concepts we will explore this term https://www.getepic.com/

WALT: practice our skip counting fluency

Success Criteria: I can skip count 2s, 3s, 5s and 10s.

Warm up: Froggy skip count https://nrich.maths.org/207

Introduction video

Task:

WALT:  use arrays as a strategy when multiplying

Success Criteria: I can create arrays to represent multiplication problems.

Warm up: I have some cupcakes in my bag and I notice that when I share them with two friends there is one left over, but when I share them

WALT: identify patterns in the multiplication of numbers

Success Criteria: I can understand patterns of multiplication.

Warm up: Clues:Clue 1: I am a two digit numberClue 2: I am an odd numberClue 3: Both my digits are odd Clue 4: One of my digits is 3 times the other oneClue 5: When you add my two digits

WALT: identify and understand multiplication facts.

Success Criteria: I can complete the multiplication fact table

I can understand strategies for multiplication facts

Warm up:

app/read/7257

Play these games for 10 minutes total 

Hit the Button

Convoluted

Task: Our first task is going to be to create a multiplication and division dictionary. This is going to be a resource that you can always come back to

We are going to be practicing how fluently we can skip count the numbers 2, 3, 5 and 10. 

What you need to do is find your favourite soft toy, something that is easy to throw and catch.

Pick a number from 2, 3, 5 and 10. I recommend starting with 2, then going to 5, 10 and lastly 3. Once you have picked a number, simply toss your soft toy into the air and try to skip count as many times as you can before you catch the toy again. 

Try at least 5 times with one number before moving on. You are going to record all of your attempts with every number. Once you have finished all of your attempts, upload the video where you counted the most numbers accurately (i.e. your best attempt)

If you are up for a challenge: you can try to skip count the harder numbers of 4, 6, 7, 8, and 9

Then, have a go at this challenge: https://docs.google.com/document/d/14b4zD-

with three friends there are two left over. How many might there be in my pocket? (draw a diagram or make a model will help you)

Task:What you are going to do now is write down your own definition for what an Array is and find at least 3 examples in your house of arrays. With these examples, write as many multiplication and division number sentences as you can about these arrays.

2. Arrays Metropolis City Construction Game 

You will see that there are three templates which have different arrays on them. These templates are layouts of an old town with ancient buildings (the arrays). Your job is to create a Metropolis city with

together you get 12(Answer is 39)

Write down everything you can about this image:

Task: Guess Before You PressMaterials

1. Calculator2. Pencil3. Paper

Instructions

1. Press the + button and then the number fact (e.g. +2).

2. Guess what the next multiple of that number fact will be (e.g. 2x2 =4).

3. Press the + button to see answer and see if you guessed correct.

4. Continue predicting answer and look at the pattern.

Introduction video (explaining multiplications tables and going into double-doubles).

Task: Here is your very own multiplication fact table. You need to work through each row and work out the multiplication facts. 

Let’s go through the first few together. You’ll see that the numbers on the left row are the multiplier, this is the number we are multiplying by. The numbers on the top of the columns are the multiplicands, this the number which is multiplied, for example 1 two is 2 can also be written 1 by 2 equals 2 or 1x2=2. You’ll notice we have filled out what the facts are, these answers are all the same as the number that is multiplied. 

Your job is to go through the table and fill in as many of these as you can.

to understand what a word means, what a concept is or how to use a strategy. We are going to be using the Maths is Fun website to find the definitions of these following words:

Multiplication Division Factor Product Multiple Quotient Multiplier Multiplicand Divisor Dividend

Once you have found these words, you are going to use your own words to explain the meaning. You should write a sentence that helps you understand what the word means and use labelled diagrams and/or number sentences as examples to help explain. 

You can choose how you want to create your dictionary. Either on SeeSaw, book creator or physically writing and drawing.

Early finishers- complete the jigsaw 100 chart https://nrich.maths.org/5573/index

OIVs6Bjj1lua6TlBRWqQ0GDD4bB6fsdR4rmpY/edit

arrays. 

Level 1

Level 2

Level 3

Your job is to roll the virtual dice twice. With these two numbers you are to draw an array to create a building

3 facts: A Genie granted you and some classmates 3 wishes each. If you and one friend got the wishes, how many would you have? If you and 2 friends, 3, 4, 5,...10?

6 Facts: Phil had a jar full of insects. He grabbed a heap and put them in Luke’s desk draw. How many legs? Find 10 possibilities.

As you fill them in, think about some strategies that you are noticing. For example, with number 2, you’ll notice that every product is a double. The strategy for 2 times tables is to think of them as a double of the number. 

So what strategies can you notice for the timetables of 3, 4, 5, 6, 7, 8, 9, and 10.

Early Finishers:Activity: 5 Minute blitz!

1. 5 minutes - 2 times tables. Doubling by partitioning! In 5 minutes, write as many of the 2 times tables as you can to 24. Discuss strategies for multiplying two digit numbers i.e. (number x 2)  24 x 2 = 20 x 2 and 4 x 2.

2. 5 minutes - 3 times tables. Double plus more one set! Write the 3 times tables to 24.

and place it somewhere in the city. However, there are some constraints. These ancient buildings need to be preserved and cannot be knocked down, so we need to be careful and no new building can be touching these. So, you need to be careful where you are drawing your building arrays.

Remember to include the number sentences inside the array (including the product). 

If you are starting out I recommend using template 1 and a 6 sided dice. 

If you are feeling confident then use template 2 and choose between a 6 or 9 sided dice.

If you are up for a challenge: use template 3 and a 9 sided dice. In this challenge you might need to split your arrays up.

Discuss strategies for multiplying two digit numbers i.e. (number x 2 + number) 24 x 3 = 20 x 2 and 4 x 2 and then add 24.

3. 5 minutes - 5 times tables. Times by 10 and then half it! Write the 3 times tables to 24. Discuss strategies for multiplying two digit numbers i.e. (number x 10 = ?) ( ? halved ) 24 x 10 = 240. 240 divided by 2.

4. 5 minutes - 10 times tables. Write the 10 times table to 24. Discuss strategies of the number moving one place value to left.

LUNCH11:30-12:30

Reading12:30 -

1:30

WALT: We are learning to classify images based on a common theme.

Success Criteria: I can

WALT:  summarise a fiction text using different strategies.

Success Criteria: I will be

WALT: identify living and non-living things and explain features of both.

Success Criteria: I can

WALT: summarise a fiction text using different strategies.

Success Criteria:  I can use the ‘Story Mountain’ strategy

WALT:  explore life stages and life-cycles of living things.

Success Criteria:

classify photos into organised categories and justify.

Warm up: Watch What is Biology

Task: Today you will be given a set of images- it’s your job is to ‘classify’ these images (sort them into groups of living, once living, nonliving).

On epic, access the biology folder and read one of the following texts: 

Answer the following questions: 

What does it mean to be ‘living’? What does it mean to be

successful when: 

I can use the ‘Story Mountain’ strategy to summarise a fiction text.

Warm up: Watch Quackenstein Hatches a Family

Task: Watch the instructional video on using the Story Mountain strategy to summarise a fiction text.

Students are to create a ‘Story Mountain’ summary on a chosen fiction text from the ‘Folktales and Fairytales’ collection on EPIC using whatever they have at home. Be as creative as you can. Then verbally summarize your story using your props. Post on Seesaw.

Early finishers:

When you have finished, find a ‘just right’ book to read! Remember it is an expectation that you read for at least 30 minutes each day.

explore ideas about living and non-living things through examining observable features to categorise specimens as either living or non-living.

Warm up: Brainstorm: 

What do living things need?

Write down at least 5 things you can think of.

Task: https://safeYouTube.net/w/78GN watch this amazing video to check what characteristics you have missed. 

Living things need 7 characteristics to be alive.

Read one of these books - a different one from last lesson

Write down the 7 characteristics living things need to be alive

Now, try to think of a cool way to remember these 7 characteristics- to help me

to summarise a fiction text.

Warm up:Watch ‘The Tale Of The Two Beasts’.https://safeYouTube.net/w/DgMN

Task: Watch the instructional video on using the Story Mountain strategy to summarise a fiction text.

Students are to create a ‘Story Mountain’ summary on a chosen fiction text from the ‘Folktales and Fairytales’ collection on EPIC – a different one from last time. This time students can choose how to represent their story mountain. We have given a few different examples in our video – you can create it using toys, draw it in frames, or write it out on paper and take a photo. Post your work on Seesaw.

Early finishers:

When you have finished, find a ‘just right’ book to read!

I can identify a range of different life cycles and explain each stage in the process.

Warm up:https://safeYouTube.net/w/PBGN

Task:Look at the two words ‘life-cycle’.  When scientists talk about cycles, they are talking about sequences of events that repeat themselves. A lifecycle defines the life stages of a living thing and you, as a class, are going to further investigate life-cycles.

Read one of the following texts in your biology folder: 

Answer the following questions: 

‘once living’?What does it mean to be ‘nonliving’?

The main idea of this text was: 

remember North, South, East and West, I remember this mnemonic ‘Never Eat Soggy Weetbix’. 

Can you create a mnemonic or a phrase to help you remember the 7 characteristics?

Early finishers:

When you have finished, find a ‘just right’ book to read! Remember it is an expectation that you read for at least 30 minutes each day.

Remember it is an expectation that you read for at least 30 minutes each day.

What is a life cycle? Does every living thing have its own life cycle? What was the ‘main idea’ of this text. 

Look at how to draw a scientific diagram: 

We have our own life cycle in this cohort! Read the following text about the life cycles of our own fluffy friends! 

Draw your own chicken life cycle - you can design this in any way you like, but make sure you label and use arrows. (think DLC).

BREAK1:30-2

Specialist

2:00-3:00

LIBRARY DRAMA AUSLAN TECH ART

3:00-3:30

PE PE PE PE PE