Grade 4/5/6 Learning 7th May 6/05/2020

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Thursday 7th May Morning Message: https://clickv.ie/w/4kSm

Reading

Learning Intention: We are learning about pronouns. Success Criteria:

I can know what a pronoun is.

I can find pronouns in text.

I can think about how I could include them in my writing.

You will need:

Access to ClickView (for Workshop 1 and 2) and Reading Eggs

Pencil/pen Paper

Workshop 1 and 2 (Miss Nunn and Miss Barry)

1. Log in to Reading Eggs and complete Lesson 63 – Kalo Li’s New Country.

2. Once you have completed the lesson, read a book of your choice and log it on Kluwell

Workshop 3 and 4

1. Watch this video: https://clickv.ie/w/Y4Om 2. Read this text:

Grade 4/5/6 Learning 7th May 6/05/2020

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*Both of these text are spoken/written in first person. In Big Write on Friday you will write a personal narrative in first person.

3. Find another written text that is in first person. 4. Read the text you find. 5. Log your reading on Kluwell.

Workshop 5 and 6

1. Read the two texts (the notes on the side will help you with the structure/what to include in a personal narrative for your Big Write on Friday). Text 1:

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Text 2:

2. Answer the following questions:

The narrator does not use their name in Text 1 or Text 2. What pronouns do they use instead of their name?

Do you prefer Text 1 or Text 2? Why?

Grade 4/5/6 Learning 7th May 6/05/2020

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What are two things to do with the structure of a personal narrative that you will remember to include in your Big Write on Friday?

Writing

Learning Intention: We are learning to dramatize events in a personal narrative Success Criteria: - I can select an event

from my life - I can include words

and phrases to create drama

- I can use punctuation to create drama

You will need:

- Your personal timeline (created in week 2)

- Something to write on/with

(

In a personal narrative we often want to create drama or suspense to engage

our reader. We do not want it to seem just like a list of events. Compare the 2

examples below…

Recounted list of events Personal narrative

On September 1st 1996 it was my

5th Birthday. My party was at

McDonalds in a train. 10 of my

friends came. We ate happy

meals. I had a cheeseburger and

chips. Then we played on the

playground. We played hide and

seek. After that we had icecream

cake and I opened my presents.

The best was a new barbie. At

the end everyone went home

and I played with my new toys.

The day I was waiting for had

finally arrived. My 5th birthday

party! I couldn’t contain my

excitement as I got dressed for

what was sure to be the best day

of the year.

Driving up to see those golden

arches gave me goosebumps and

I could not believe my eyes when

I saw a real train carriage near

the playground. Was this really

where my party was going to be?

One by one my friends started to

arrive wishing me “Happy

Birthday” and showering me with

gifts. I rattled the presents trying

to guess what was inside while I

Miss

Everest

on her 5th

Birthday

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waited for my lunch, giggling and

chatting with my friends as our

stomachs grumbled in

anticipation.

My mouth watered as a juicy

cheeseburger and crunchy fries

arrived at my table and I quickly

devoured them before it was

time to play on the playground.

Samantha suggested we play

hide and seek and started to

count 1, 2, 3…18, 19, 20, while

we all ran to hiding spots in the

equipment (I hid in the tunnel).

The game was so much fun!

As the party was coming to an

end it was time for my guests to

sing to me and as I blew out my

candles I wished for the day to

never end.

Task 1:

Which of the texts above is more interesting to read? Why?

Workshop 1 & 2: finish the following sentence

I think ___________ is more interesting to read because…

Workshop 3& 4

What are 3 features (parts) which make one of the texts above more

engaging?

Workshop 5&6

Analyse the 2 texts above. Think about how the following features are used in

each text and explain why these features makes one of the texts more

engaging

Language features

Vocabulary

Sentence lengths and structures (simple, compound and complex

Connecti

ves &

openers

Punctuat

ion

Any

other

features

?

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sentences)

Text 1

Text 2

When completing task 2 try to include these in your narrative. Can you use all

of the punctuation in the example above in your own writing?

Task 2:

Choose one of the events from your personal timeline and use Vocabulary,

Connectives, Openers & Punctuation to create drama and turn it into a

narrative (story).

Keep these ideas for your Big Write tomorrow.

Maths

Workshop 1&2: Learning intention: We are learning about digital and analogue time. Success criteria:

I can write the digital time

I can write the analogue time

You will need:

A device Pen and paper

Workshop 3&4: Learning Intention: We are learning to solve a problem with time Success Criteria:

I can have a growth mindset

I can calculate time that has passed

I can convert time to 24 hour time

You will need:

A pen and paper

Workshop 1&2 Watch the video https://clickv.ie/w/yxKm (Watch the video labelled ‘Converting analogue time to digital time’)

Write the time next to the clock

Watch the video https://clickv.ie/w/SwKm (Watch the video labelled ‘Converting digital time to analogue time’) Draw the hands on the clock to show the time

Complete one of your assigned Mathletics tasks.

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Workshop 5&6: Learning Intention: We are learning to interpret a timetable Success Criteria:

I can follow the instructions carefully

I can analyse the timetable

I can select the best route for the journey

You will need:

A pen and paper

A device

Workshop 3&4:

If the clock says 13:24, what is the time in 12 hour time?

Four students are going to a soccer game which starts at 14:30pm. Using the information below, which student will be late for the match?

Derek’s watch is 15 minutes fast, but he thinks it is 10 minutes fast

Maddy’s watch is 15 minutes fast, but she thinks it is 20 minutes fast

Sarah’s watch is 15 minutes slow, but she thinks it is 10 minutes fast

Tim’s watch is 15 minutes slow, but he thinks it is 10 minutes slow.

Use the table to help you figure out which students will be late.

Challenge: What is the time in 24 hour time that Sarah and Tim arrive at the game? Workshop 5&6:

Think of 3 different ways you would use timetables in real life, write

them down.

https://fuse.education.vic.gov.au/Resource/ByPin?Pin=XPK7YR&Searc

hScope=All

Follow the link above and click on ‘View’ in the bottom left corner of the

picture. Allow adobe flash and then complete the timetable activity to

find the quickest route.

Challenge: What is the difference in time between the fastest and

slowest route?

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Inquiry

Learning Intention: We are learning to discuss gratitude Success Criteria:

I can create an alphabet poem

I can discuss and think about things I am grateful for

You will need:

Pen - Paper

To end the week, we are going to focus on: GRATITUDE. Can you think about things you are grateful for? Reminder: Gratitude is the quality of being thankful. Your task is to create an alphabet poem. You only need to complete 10 letters today, so you can either choose whatever letters you want or do the first 10 letters of the alphabet. Below is an example to help you:

Don’t forget to show your family or members of your household. Ask them what they are grateful for.

Grade 4/5/6 Learning 7th May 6/05/2020

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Sport

Learning Intention: We are learning to kick a ball in a game. Success Criteria:

I can kick the ball using the top of my foot

I can keep my eye on the ball

I can follow through on my kick

You will need: Activity 1:

Balloon

A string (about 2 metres long)

Tape/sticky blue tac

Activity 2:

Balloon

Washing basket

Warm up: Watch and do the first 13 ½ minutes of P.E. with

Joe: https://www.youtube.com/watch?v=nMpSKmcdXBI

Kicking/drop punt

The following activities help you work on kicking a ball while standing

stationary (still). You can use this skill in a real footy game once we can

play with our friends again.

Activity 1:

1. Tie a string onto a balloon

2. Tape/sticky blue tac the string onto the ceiling

3. Practice your stationary kicking/drop punt skills

4. Don’t forget to follow through with your kicking

Watch this video to see Mrs. Long demonstrate:

https://clickv.ie/w/0rJm

Activity 2:

1. Stand about 1 metre apart from your washing basket. 2. Holding your balloon and drop it to your foot. 3. Kick the balloon, trying to get it into your washing basket. 4. Try to beat your personal best or play against someone else in

your house. Watch this video to see Mrs. Long demonstrate: https://clickv.ie/w/NJKm (If you don’t have a balloon, you can use a ball of socks or a paper ball)