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Good Spotting!
WRITING: T4, W8
Walt: make connections between texts
Walt: understand chemical and physical changes and the science behind washing products.
Walt: carry out science investigations.
Key Concept: We are continuing our focus on the science behind stains, stain removers, and washing powders. This week, we are learning about detergents and how they work to remove stains.
Instructions:
Your writing task this week is to complete a poster which clearly presents your scientific experience. You will need to include:
-Photos of the process
-The scientific question: Which household cleaner does the best job of removing stains from fabric?
-An explanation of soap or detergent and how it works to remove stains.
-Your hypothesis.
-Equipment
-The procedure (what you did)
-Findings and Conclusion
Poster template (make a copy of this)
PLs/ L&Ps: T4, W8
Walt: make connections between texts
Walt: understand chemical and physical changes and the science behind washing products.
Walt: carry out science investigations.
Key Concept: We are continuing our focus on the science behind stains, stain removers, and washing powders. This week, we are learning about detergents and how they work to remove stains.
Instructions:
Read the text, Why we have Soap. There is something in soap which reacts with dirt. Find out what it is and how it works!
Using the texts read last week, as well as the new text from this week to help with your understanding, carry out a scientific experiment with the question:
-Which household cleaner does the best job of removing stains from fabric?
[Hint: use this as a starter, or use your own scientific method from last week to start you off].
Remember to take photos of you learning and creating! You will need this for your writing task.
Texts
Why we have Soap, by Jane Thomson (Connected 3, 1998)
Remember to use the texts from last week, too!
Redbands/ Pavs: T4, W8
Walt: make connections between texts
Walt: understand chemical and physical changes and the science behind washing products.
Walt: carry out science investigations.
Key Concept: We are continuing our focus on the science behind stains, stain removers, and washing powders. This week, we are learning about detergents and how they work to remove stains.
Instructions:
Read the text, Enzymes FAQs. Enzymes are important in many cleaning products. Find out what their role is!
Using the texts read last week, as well as the new text from this week to help with your understanding, carry out a scientific experiment with the question:
-Which household cleaner does the best job of removing stains from fabric?
[Hint: use this as a starter, or use your own scientific method from last week to start you off].
Remember to take photos as you learn and create! You will need this for your writing task.
Texts
Why we have Soap, by Jane Thomson (Connected 3, 1998)
Remember to use the texts from last week, too!
PLs/ L&Ps: T4, W7
Walt: make connections between texts
Key Concept: We are starting a focus on the science behind stains, stain removers, and washing powders. This week, we are learning about stains and the science behind how they are removed.
Instructions:
Watch the advert, Persil, Small and Mighty.
- As a group, decide on topic-related words which will be useful to know.
Read the first text, Surf Stain Solver.
Read 2 other texts from the list.
- What connections can you make between the different texts?
Watch the second video, How to remove curry stains - Turmeric Stains.
We are going to create a scientific experiment.
-As a group, begin filling in the scientific method table for your experiment of choice (complete this throughout the experiment).
- Decide on the equipment you will need to complete the experiment.
- Remember to take photos as you undertaken the experiment.
- Blog about your scientific experiment.
Redbands/ Pavs: T4, W7
Walt:
Key Concept: We are starting a focus on the science behind stains, stain removers, and washing powders. This week, we are learning about stains and the science behind how they are removed.
Instructions:
Watch the advert, Persil, Small and Mighty.
- As a group, decide on topic-related words which will be useful to know.
Read the first text, Soaps and Detergents, History.
Read 2 other texts from the list.
- What connections can you make between the different texts?
Watch the second video, How to remove curry stains - Turmeric Stains.
We are going to create a scientific experiment.
-As a group, begin filling in the scientific method table for your experiment of choice (complete this throughout the experiment).
- Decide on the equipment you will need to complete the experiment.
- Remember to take photos as you undertaken the experiment.
- Blog about your scientific experiment.
All Groups: T4, W1
Walt: confidently respond to texts under testing conditions.
Instructions:
This week we are going to practice responding to texts under testing conditions.
Tests:
You are going to have time to work through a number of practice tests and then meet with Miss West and Mr Somerville for conferencing.
When you are not with the teacher, complete some blog commenting or free blog writing.
Fast Finisher?
Once you have completed all the tasks for the week, you will get the chance to do:
1. Read books of your choice
2. Blog Commenting
3. Code.org - Code Studio (start at course 2) Have a go at some coding! - Start at course 2 and work your way through all of the activities until you have finished the course. Here are your links:
T4, W2 Writing: Behind the Door
Walt: write a narrative
Walt: demonstrate understanding of a number of strategies and skills for writing (for example, use of paragraphs, a range of sentence types, descriptive language, punctuation, spelling).
Instructions:
1. This week, you are going to write a narrative of your own. You have been given an overall theme for your story.
2. You will need to:
Create your own plan
Think about how you are going to:
Develop the orientation (characters and setting)
Develop and solve the problem
Link your ideas and make your writing interesting
3. Make a copy of the Planning and Writing doc and put this into your writing folder.
4. Follow the instructions on the planning and writing doc.
Image Attribution: By Dennis Brown (Own work) [GFDL (http://www.gnu.org/copyleft/fdl.html) or CC BY-SA 3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons
T4, W1 Writing: A Wild Adventure
Walt: write a narrative
Walt: demonstrate understanding of a number of strategies and skills for writing (for example, use of paragraphs, a range of sentence types, descriptive language, punctuation, spelling).
Instructions:
1. This week, you are going to write a narrative of your own. You have been given an overall theme for your story.
2. You will need to:
Create your own plan
Think about how you are going to:
Develop the orientation (characters and setting)
Develop and solve the problem
Link your ideas and make your writing interesting
3. Make a copy of the Planning and Writing doc and put this into your writing folder.
4. Follow the instructions on the planning and writing doc.
Image Attribution: By Doug Knuth from Woodstock, IL (Son Doong-47) [CC BY-SA 2.0 (http://creativecommons.org/licenses/by-sa/2.0)], via Wikimedia Commons
The Kayaking Trip
Walt: write a narrative
Walt: demonstrate understanding of a number of strategies and skills for writing (for example, use of paragraphs, a range of sentence types, descriptive language, punctuation, spelling).
Instructions:
1. This week, you are going to write a narrative of our own. You will only be given an overall theme of your story.
2. You will need to:
Create your own plan
Think about how you are going to:
Develop the orientation (characters and setting)
Develop and solve the problem
Link your ideas and make your writing interesting
3. Make a copy of the Planning and Writing doc and put this into your writing folder.
4. Follow the instructions on the planning and writing doc.
By the US National Whitewater Center (Own work) [CC BY-SA 4.0 (http://creativecommons.org/licenses/by-sa/4.0)], via Wikimedia Commons
All: Refugee Olympic Team
Walt: understand what a refugee is
Walt: synthesis readings into our own words
Walt: understand and use new and interesting vocab
Key Concept: Why is the Refugee Olympic Team important?
For the next two weeks we are going to be exploring why the Refugee Olympic Team is important. We will be learning why the IOC had to create this team, who has made the team and a little bit about some of the athletes.
Instructions:
1. Read the 3 texts very carefully, making sure that you understand what you are reading.
2. Choose at least 1 of the 'Your Choice' texts thoroughly.
3. Vocab Padlet: We are going to create a Vocab Padlet. To do this you are going to do the following things:
Find any new or interesting vocab and add this to the group padlet.
Write down the exact sentence that your chosen word was written in
As a group we will create our own definition and sentence using the new or interesting word
Texts:
Refugee Olympic Team to Shine Spotlight on Worldwide Refugee Crisis
The Inspirational Olympic Journey Of Refugee Swimmer Yusra Mardini
Your Choice (you need to read at least 1)
Pineapple Lumps/L&Ps:
WALT:
Key Concept:
Instructions:
We are starting a new inquiry looking into what makes the Refugee Olympic team special. This week, we are going to meet the athletes in the Refugee Olympic team and find out where they come from around the world.
1. Read the first text carefully.
2. Read the extended texts carefully.
3. Using the information you have read, mark where each of the athletes of the Refugee Olympic Team come from around the world, and where they are now living.
L&Ps:
WALT: make connections between texts and apply the knowledge to a new situation.
Walt: understand why people make particular choices and how their choice can impact themselves and others.
Walt: show understanding of words and phrases from texts by using them to justify thinking.
Key Concept: What motivates an athlete to cheat?
Instructions:
This week, we are continuing our inquiry into the impact of cheating and performance enhancing drugs on the Olympic Games. This week, we are going to focus on what may motivate an athlete to cheat, especially looking into whether sponsorship could possibly have something to do with it!
1. Read the first text carefully.
2. Read the extended texts carefully.
3. Respond to Matiu to share your learning!
Text:
Russia to teach anti-doping in schools
Extended Readings:
5 top-grossing olympic athletes
Hair, there, and everywhere by Janice Marriott (Connected 2, 2003)
WADA Spirit of sport values (coming soon)
Pineapple Lumps:
WALT: make connections between texts and apply the knowledge to a new situation.
Walt: understand why people make particular choices and how their choice can impact themselves and others.
Walt: use an increasing vocabulary to make meaning.
Key Concept: What motivates an athlete to cheat?
Instructions:
This week, we are continuing our inquiry into the impact of cheating and performance enhancing drugs on the Olympic Games. This week, we are going to focus on what may motivate an athlete to cheat, especially looking into whether sponsorship could possibly have something to do with it!
1. Read text 1 carefully. As you read, complete the 'Making Connections' task.
2. Read the extended text carefully.
3. Create a poster, advertising a number of ways an athlete could fundraise/ work towards being sponsored in order to be a successful athlete without having to cheat!
Writing: The Boy Who Learned to Fly | Usain Bolt
Walt: engage our audience by using interesting vocabulary and language features.
Walt: confidently write in narrative form.
Instructions:
1. This week, we are going to be writing a narrative (story) explaining the life of Usain Bolt.
2. Watch the two videos which explain the life of Usain Bolt.
3. Make a copy of the Planning and Writing doc and put this into your writing folder.
4. Plan your narrative in the Planning and Writing Doc. As you plan, work through the Language Features presentation.
4. Write your narrative.
You could start your story with "Once upon a time..." or you may choose your own way to start the story.
Think about possible language features you could use (see the Language Features presentation to help you).
Pavs: Swimmer Natalie Coughlin
Walt: understand why people make particular choices and how their choice can impact themselves and others.
WALT: make connections between texts and paraphrase these into my own words.
Key Concept: What motivates an athlete to cheat?
Instructions:
This week, we are continuing our three week inquiry. Our topic is looking at the impact of performance enhancing drugs on the Olympic Games. However this week we are putting a different spin on things and looking at the specifics around why athletes cheat, especially looking into whether it is the pull of sponsorship money that is the biggest motivation.
1. Read the whole of the text very carefully.
2. Read at least the first 2 extended readings thoroughly.
Read the instructions on the doc carefully and then complete the task. You will need to answer the discussion points as well because you will be discussing them with your group after.
4. Read the Extra texts to help you with your advice blog.
5. Advice Blog
Complete the advice blog and then share this onto your blog with the walts (from above) and a short paragraph explaining your new understanding of what we have read this week.
Text:
Swimmer Natalie Coughlin on Pilates, Plums, and Backstroking For Gold
Extended Readings:
Do you want even more information??
Did Usain Bolt Just Sign The BIGGEST Deal In The History Of Nike
Redbands: Swimmer Natalie Coughlin
Key Concept: What motivates an athlete to cheat?
Instructions:
This week, we are continuing our three week inquiry. Our topic is looking at the impact of performance enhancing drugs on the Olympic Games. However this week we are putting a different spin on things and looking at the specifics around why athletes cheat, especially looking into whether it is the pull of sponsorship money that is the biggest motivation.
1. Read the whole of the text very carefully.
2. Read at least the first 2 extended readings thoroughly.
Read the instructions on the doc carefully and then complete the task. You will need to answer the discussion points as well because you will be discussing them with your group after.
4. Read the Extra texts to help you with your advice blog.
5. Advice Blog
Complete the advice blog and then share this onto your blog with the walts (from above) and a short paragraph explaining your new understanding of what we have read this week.
Walt: understand why people make particular choices and how their choice can impact themselves and others.
WALT: make connections between texts and paraphrase these into my own words.
Text:
Swimmer Natalie Coughlin on Pilates, Plums, and Backstroking For Gold
Extended Readings:
Do you want even more information??
Did Usain Bolt Just Sign The BIGGEST Deal In The History Of Nike
Pineapple Lumps:
WALT: make connections between texts and apply the knowledge to a new situation.
Walt: understand why people make particular choices and how their choice can impact themselves and others.
Walt: use an increasing vocabulary to make meaning.
Key Concept: What might cheating look like at the olympics and who may it impact?
Instructions:
This week, we are continuing our inquiry into the impact of performance enhancing drugs on the Olympic Games - especially looking at the athletes and their countries that they are representing.
1. Read the whole of the text very carefully.
2. Read the extended readings carefully, thinking about how they connect with the first text.1.
3. Using your own knowledge, as well as knowledge you have gained from reading, what do you think is important in order to make sports fair? Create your own logo to explain this. Write a short paragraph (2-3 sentences) explaining what the sections of your logo represent.
Text:
Russian Athletes banned for Rio (June 2016)
Extended Readings:
Olympic Values - kiwikidsnews.co.nz
What happens to the body of a healthy athlete?
L&Ps:
WALT: make connections between texts and apply the knowledge to a new situation.
Walt: understand why people make particular choices and how their choice can impact themselves and others.
Walt: show understanding of words and phrases from texts by using them to justify thinking.
Key Concept: What might cheating look like at the olympics and who may it impact?
Instructions:
This week, we are continuing our three week inquiry. Our topic is looking at the impact of performance enhancing drugs on the Olympic Games - especially looking at the athletes and their countries that they are representing.
1. Read the whole of the text very carefully.
2. Read the extended readings carefully, thinking about how they connect with the first text.
3. Using your own knowledge, as well as knowledge you have gained from reading these texts, what do you think is important in order to make sports fair? Create your own logo to explain this. Write a short paragraph explaining what the sections of your logo represent.
Pavs: Story of Anti-Doping
WALT: make connections between texts and apply the knowledge to a new situation.
Walt: understand why people make particular choices and how their choice can impact themselves and others.WALT: condense ideas and paraphrase these into my own words.
Key Concept: What might cheating look like at the olympics and who it may impact?
Instructions:
This week, we are continuing our three week inquiry. Our topic is looking at the impact of performance enhancing drugs on the Olympic Games - especially looking at the athletes and their countries that they are representing.
1. Read the whole of the text very carefully.
2. Read at least the first 2 extended readings thoroughly.
3. Rio Olympics Newspaper Article: This week you are creating your own newspaper article about doping at the olympics. You will need to choose one of the following items or themes to write about:
An athlete who has been banned for doping
Doping at the Rio Olympics and how they are controlling it
The Athletes calling out one another as drug cheats
Make sure you follow the instructions carefully on the Rio Olympics Newspaper Article doc and do your best work!
Have fun!
RedBands: Story of Anti-Doping
WALT: make connections between texts and apply the knowledge to a new situation.
Walt: understand why people make particular choices and how their choice can impact themselves and others.WALT: condense ideas and paraphrase these into my own words.
Key Concept: What might cheating look like at the olympics and who may it impact?
Instructions:
This week, we are continuing our three week inquiry. Our topic is looking at the impact of performance enhancing drugs on the Olympic Games - especially looking at the athletes and their countries that they are representing.
1. Read the whole of the text very carefully.
2. Read at least the first 2 extended readings thoroughly.
3. Rio Olympics Newspaper Article: This week you are creating your own newspaper article about doping at the olympics. You will need to choose one of the following items or themes to write about:
An athlete who has been banned for doping
Doping at the Rio Olympics and how they are controlling it
The Athletes calling out one another as drug cheats
Make sure you follow the instructions carefully on the Rio Olympics Newspaper Article doc and do your best work!
Have fun!
L&Ps: Week 4
Walt: monitor and adjust our reading for understanding.
Walt: make connections by thinking about underlying ideas in and between texts.
Walt: understand why people make particular choices and how their choice can affect themselves and others.
Key Concept: What might cheating look like at the olympics and who may it effect?
Instructions:
This week, we are starting our new three week inquiry. Our topic is going to be looking at the affect of performance enhancing drugs on the Olympic Games - especially looking at the athletes and their countries that they are representing.
1. Read the story carefully. Think about the key concept as you read.
2. Create a quiz for your friends (in the L&Ps) using google forms.
When coming up with questions, think about:
-Questions which your friends can find in the text.
-Questions which your friends may need to think about by using knowledge they already have.
-Questions which make a connection between this text and the olympics.
Text: Boost (School Journal L3, August 2015)
Extended Reading:
Pineapple Lumps: Week 4
Walt: monitor and adjust our reading for understanding.
Walt: make connections by thinking about underlying ideas in and between texts.
Key Concept: understand why people make particular choices and how their choice can affect themselves and others by thinking about what cheating might look like at the olympics and who may it effect.
Instructions:
This week, we are starting our new three week inquiry. Our topic is going to be looking at the affect of performance enhancing drugs on the Olympic Games - especially looking at the athletes and their countries that they are representing.
1. Read the story carefully. Think about the key concept as you read.
2. In pairs or groups of 3, create a movie. In your movie you will act out an alternative ending, where Tim makes a positive choice. Plan for your movie here.
Think about how you could emphasise that Tim had a choice.
Text: Hurry up, Tim (School Journal Part 4 No 1 2009)
Extended Reading:
Ruby's sunflower (School Journal part 1 number 5 2001)
Pavs: Battle
Walt: infer to understand a deeper meaning
Walt: find evidence from the text and synthesis this into our own words.
Instructions:
1. Read your story carefully
2. Illustrator Agree/ Disagree
Open the above doc, make a copy and file it into your Reading folder.
Use the text to figure out whether the Author would agree or disagree with the statements below.
You will need to:
- state whether the author would agree or disagree
- put the page number that you found your evidence for this
- explain how the evidence you found makes you think the author would agree or disagree with the statement.
Text: Battle
Pine: Bok Choy
Walt: find the main idea in the text
Walt: summarise the 3 main ideas into the form of a comic strip
Instructions:
1. Read your story carefully
2. Comic Strip
Text: Bok Choy
Open the above template. Make a copy and file it into your reading folder
Use the information from the reading and the pictures from the template to create your own comic strip of the reading
Copy, add, and move the characters and speech bubbles around to create your own comic strip
Write what each character might be saying in the speech bubbles
Share on your blog: Remember to include your task description
Pavs: Māui
Walt: Synthesis your knowledge and understanding of traditional Māori myths and legends to create your own.
Instructions:
1. Read your story carefully
2. Creating your own Legend:
You are to make a copy of this planning doc and file it into your reading folder.
Complete the planning doc. Remember to add as much detail as possible as this will help with your finished product.
Once you planning doc is finished add this onto the blog log.
Publish your legend onto your blog with a picture of your main character that you have drawn (think of everything we have learnt about sketching and drawing our super heroes).
Text: Māui
Pine: Level Ten
Walt: find evidence from the text to support your thinking
Instructions:
1. Read your story carefully
2. Illustrator Agree/ Disagree
Open the above doc, make a copy and file it into your Reading folder.
Use the text to figure out whether the Author would agree or disagree with the statements below.
You will need to:
- state whether the author would agree or disagree
- put the page number that you found your evidence for this
- explain how the evidence you found makes you think the author would agree or disagree with the statement.
Text: Level Ten
Redbands:
Walt: find evidence and clues from the text to create a description
Instructions:
1. Read your story carefully
2. This week we are finishing off our 'Fab Four' super heroes. Sketching by hand (using a range of coloured pencils), finish off the last two heroes - a clarifier and a summariser. Upload a photo of your art onto this presentation.
NOTE: a hint as to the superpower each superhero will have can be found in the presentation!
Write a sentence or two, explaining what your superhero does.
3. Once you have uploaded photos of your artwork for the four superheroes, embed the presentation onto your blog with an explanation of the task.
Text: In the picture: Gus Sinaumea Hunter, Illustrator
Extended Reading:
Links
Padlet - summariser
L&Ps: Miri and Raru
Walt: find evidence and clues from the text to create a description
Instructions:
1. Read your story carefully
2. This week we are finishing off our 'Fab Four' super heroes. Sketching by hand (using a range of coloured pencils), finish off the last two heroes - a clarifier and a summariser. Upload a photo of your art onto this presentation.
NOTE: a hint as to the superpower each superhero will have can be found in the presentation!
Write a sentence or two, explaining what your superhero does.
3. Once you have uploaded photos of your artwork for the four superheroes, embed the presentation onto your blog with an explanation of the task.
Text: Miri and Raru
School Journal, Level 3, October 2013
Extended Reading:
About the artist (Dylan Horrocks). Comic Man (School Journal, Level 4, October 2015).
Links
Padlet - summariser
Pavs: Comic Man
Walt: find evidence and clues from the text to create a description
Instructions:
1. Read your story carefully
2. This week we are finishing off our 'Fab Four' super heroes. Sketching by hand (using a range of coloured pencils), finish off the last two heroes - a clarifier and a summariser. Upload a photo of your art onto this presentation.
NOTE: a hint as to the superpower each superhero will have can be found in the presentation!
Write a sentence or two, explaining what your superhero does.
3. Once you have uploaded photos of your artwork for the four superheroes, embed the presentation onto your blog with an explanation of the task.
Text: Comic Man
Image Attribution: http://goo.gl/1EyttJ
Extended Reading:
Pine: Blue Roses
Walt: find evidence and clues from the text to create a description
Instructions:
1. Read your story carefully
2. This week we are finishing off our 'Fab Four' super heroes. Sketching by hand (using a range of coloured pencils), finish off the last two heroes - a clarifier and a summariser. Upload a photo of your art onto this presentation.
NOTE: a hint as to the superpower each superhero will have can be found in the presentation!
Write a sentence or two, explaining what your superhero does.
3. Once you have uploaded photos of your artwork for the four superheroes, embed the presentation onto your blog with an explanation of the task.
Text: Blue Roses
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