Embedded Files
Worship
Worship
How did Paul and Silas show integrity? Watch the video and then read about it in Acts 16:16-40
Reading
Reading
Learning Objective: draw on experiences, knowledge of the topic or context to work out the meaning of unknown words and to improve understanding of the text
Learning Objective: draw on experiences, knowledge of the topic or context to work out the meaning of unknown words and to improve understanding of the text
What is a drought? Have you ever experienced a drought? How did it change your way of living?
For most of us, a drought means that we have to be careful how much water we use. It means that we cannot wash our cars with hoses. It means we can only water our gardens in the morning and the evening.
Our book today happened in another African country, called Malawi. But the drought in this country had much greater effect on people's everyday lives.
Your teacher will share the true story The Boy Who Harnessed the Wind with you.
What connections do you make with other books we have read?
Below are two videos of talks given by William some years after this story happened.
What character values do you see in this story? Do you think you would have shown the same values if you had been in William's position? Here is what one boy did.
Click on the Readworks app and find the text called Ryan's Well. Read this article.
Think about the following questions:
What was the problem that Jimmy's village in Africa had?
How was this problem solved?
How were the problems in Jimmy's village and William's village (The Boy Who Harnessed the Wind story) similar?
What can you learn about solving problems from these 2 stories?
Now watch the video below.
Vocabulary
Vocabulary
Objective: Learn the meaning of new words, which improves our understanding of texts and so that we can eventually use these words in our own writing.
Objective: Learn the meaning of new words, which improves our understanding of texts and so that we can eventually use these words in our own writing.
All our vocabulary words this week are verbs (action words).
To produce something means to make something. William wanted to produce electric wind.
To scorch something means to burn it a bit (but not usually enough to set it on fire). The sun scorched the maize.
To doubt someone means to not really believe them. The villagers doubted that William would be able to make electricity.
To require something means to need it, or to feel that it is necessary. The windmill required a fan and a generator to make electricity.
Now complete your vocabulary sheet and glue it into your book.
Boy who harnessed the wind - produce, scorch, doubt, require.pdfMentor Sentence
Mentor Sentence
Learning objective: use effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts
Learning objective: use effective and accurate sentence structure, grammatical features, punctuation conventions and vocabulary relevant to the type of text when responding to and composing texts
Identify and colour code the nouns, verbs adjectives and adverbs in the sentence below.
Try to improve the sentence by adding WOW words.
Then try to write a sentence following a similar pattern for some writing of your own.
For weeks he sulked under the mango tree, until he remembered the library down the road
For weeks he sulked under the mango tree, until he remembered the library down the road
Editing Skills
Editing Skills
Complete this editing task on another Australian signifiant site.
Editing Skills - The Three Sisters.pdfSpelling
Spelling
Complete lesson 1, Unit 15 of Soundwaves and the first page activities in your workbooks, including Segmenting Words. Write your segmenting words into your Segmenting Words book.
Our sound for this week is in Unit 15. It is the 'ee, e, ea, y, ey' sound as in 'bee, me, seat, baby, money’. Make a list or think of as many words as you can that have the ‘ee’ sound in them. Try and read through the words in your spelling list.
Focus words
Focus words
feet
feel
sleep
street
each
seat
beach
leave
key
please
weekend
babies
messy
nineteen
eighteen
eighty
pony
money
people
litre
Extension words
Extension words
achieve
chimney
disease
library
protein
breathe
coffee
easier
machine
quietly
ceiling
curiosity
energy
meteor
receive
chief
decrease
journey
peaceful
unbelievable
Handwriting
Handwriting
Learning objective: to explore forming letters in such as way as to prepare for cursive/running writing later in the year
Learning objective: to explore forming letters in such as way as to prepare for cursive/running writing later in the year
Watch your teacher demonstrate entry rises to some letters and then complete pages 34 and 35 in your Handwriting Conventions book.
Writing
Writing
Dynamic Dialogue to help write the reasons in persuasive writing.
Dynamic Dialogue to help write the reasons in persuasive writing.
Play the "Opinion" game again:
Play the "Opinion" game again:
Your teacher will choose students to play the following “What’s Your Opinion?” game:
Students line up in the middle of the room.
The teacher calls out opposites – summer/winter, dogs/cats, black/white, outside/inside, soccer/cricket, hats/no hats, beach/bush, birds/fish, home-cooked food/takeaway food, books/movies.
Students move to one side of the room or the other (or stand up/sit down) according to their preference.
The teacher will ask students to give a reason for their choice, try to give
"experts say" facts
humourous examples
emotional examples - makes you feel big emotions of love, sadness, happiness, fear or anger
THIS TIME, you must also give EVIDENCE or EXAMPLES for your reason as well. For example:
(REASON) Home-cooked food is healthier for you. (EVIDENCE - expert) Nutritionists say that less salt, sugar and fat is used in home-cooking than in takeaway foods
(REASON) Dogs are playful. (EVIDENCE - humourous) My big, scary German Shepherd dog gets all excited and will play with anyone who throws her a stick!
(REASON) You can snuggle up and keep warm in winter. (EVIDENCE - emotional) Imagine sharing a cold winter's evening with family and friends in front of a warm fire, wrapped in a big soft blanket and drinking hot chocolate - now that is cosy!
If you have an opinion, you must also have a reason for what you believe - then give an example to show that reason!
If you have an opinion, you must also have a reason for what you believe - then give an example to show that reason!
Dialogue can be used to make your Persuasive Writing even more persuasive!
Dialogue can be used to make your Persuasive Writing even more persuasive!
The dialogue does not have to be between characters but instead used as words that people have spoken.
We call selections of words that people speak "quotes" or "quotations". Quotations are usually something memorable or important that was spoken.
"Quotations" can come from experts or people you may interview to add evidence to reasons for your opinion.
Work through this slideshow to see how dialogue in the form of "quotes" can make your reasons more persuasive!
Maths
Maths
Task One
Task One
Which one doesn't belong. See if you can find an explanation for each of the different spinners.
Task Two - Giving directions using position of objects
Task Two - Giving directions using position of objects
Mystery location – Describe the location of an object in the classroom eg ‘My object is fifth from the left and it’s in the second row on the back wall’, and see if your classmates can work out what it is from your directions.
Task Three
Task Three
Complete this worksheet.
Task Four - Compass directions
Task Four - Compass directions
Another way to give directions is to use the compass.
Whole class – Game N, S, E, W, NW, NE, SW, SE making quarter, half and whole body turns. Instruct a student to move from one end of the classroom to the other giving specific instructions on direction and using as much position language as possible. Students to do this in pairs. positions
Task Five
Task Five
Now complete the activities below. The carnival activity has the instructions on the second page.
Simple map - compass directions.pdfCarnival map activity.pdfTask Six
Task Six
- Read “Possum Magic”
- Write the names of the Capital Cities around Australia
- Draw arrows showing the directions that the possums travelled from city to city
- Write the correct compass directions to complete the sentences
PE - Fitness running or...
PE - Fitness running or...
AFL
AFL
Ball drills such as kicking to each other and hand passes will be conducted prior to playing a game.
The teacher will sit down with their group and go through the rules of the game and how to play. Once all students are clear on how to play/the expectations you will have a game with the teacher refereeing.
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