Embedded Files
Worship
Worship
How can we show integrity around the use of technology?
What does the Bible have to say about how we use our time:
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 do you know or think about this picture? Do you know where or when this was?
This happened 21 years ago on the 11th September in the USA.
Predict what connection you think the picture above has with these two images.
Your teacher will share the book 14 Cows for America with you.
After reading try to put these events in the order in which they actually happened.
The U.S. diplomat receives the fourteen cows from the Maasai.
Terrorists attack the World Trade Centre on September 11, 2001.
The Maasai people are moved by the story told by Kimeli.
The tribe sends word to the US Embassy in Nairobi, and the embassy sends a diplomat.
Kimeli tells the story of the September 11 terrorist attacks to the Maasai tribe.
The Maasai tribe surrounds Kimeli after he returns to his village in Kenya.
A Maasai elder asks what the tribe can do for the people of America.
This book shows us compassion in a big way. One man inspires a whole group of people who own very little, half a world away from America, to want to show the Americans that they care about what happened in their country. What little things can we do each day to show compassion - not just at school, but at home and in our community?
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.
Sacred - something that is holy or very special. Can you remember what was sacred in the book 14 Cows for America? Cows were sacred to the Maasai, and the ceremony to give the cows to the diplomat was sacred.
Remote - something that is at a distance. We operate TV's from a distance when we use a remote control. Something that is remote means far away.
Injustice - means unfair.
Wounded - something or someone that is hurt or injured. Who was wounded in the book 14 Cows for America? The Americans after the planes crashed into the skyscrapers.
Now complete your vocabulary worksheet.
14 Cows - remote, wounded, sacred, injustice.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.
The children run to him with the speed and grace of cheetahs.
The children run to him with the speed and grace of cheetahs.
Adjectives
Adjectives
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
Adjectives are describing words. Think of as many adjectives that were used in 14 Cows for America as you can. Then complete the exercise below.
Spelling
Spelling
Read through the Focus and Extension words and segment the words into your Segmenting Words book. Check your answers with the Segmenting Word tool from the Soundwaves site located on the home page of the Year 3 Website.
OR
Complete lesson 1, Unit 14 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 14 It is the 'l', 'll' sound as in ‘lizard’ or ‘bell’. Make a list or think of as many words as you can that have a ‘l’ sound in them. Try and read through the words in your spelling list:
Focus words
Focus words
till
still
held
felt
shelf
all
fall
small
told
flew
loud
hopeless
until
also
always
hello
letter
dollar
I’ll
we’ll
Extension words
Extension words
balloon
especially
illustrate
library
parallel
believable
excellent
language
lightning
pollution
caterpillar
explanation
laughter
listen
terrible
colourless
healthy
leisure
original
valuable
Handwriting
Handwriting
Reflect on how your writing is going with the assessment of exit dips on p33 in your Handwriting Conventions book.
Writing
Writing
Learning intention: Make the reader think in order to create an Ending with Impact
Exciting Endings Techniques:
Exciting Endings Techniques:
A great informative conclusion wraps up the text and leaves the reader feeling satisfied, inspired or keen to learn more.
A great way to achieve this is to use one of the top three ending techniques:
- Link to the introduction
- Make the reader think (with a question)
- Call to action
Here are examples of what each of the three ending techniques looks like:
Link to the Introduction
Link to the Introduction
Besides making the reader think, another Ending with Impact technique is to link the ending back to the beginning.
Listen to the following story "Ivan the Remarkable True Story of the Shopping Mall Gorilla".
How did the ending link back to the beginning?
How did the ending link back to the beginning?
Start: In leafy calm, in gentle arms, a gorilla's life began.
End: In leafy calm, in gentle arms, a gorilla's life began again.
What impact does this have on the reader?
Call to Action and Make the Reader Think
Call to Action and Make the Reader Think
A call to action is designed to make the reader do something in response to a text. For example "Read more", "Find out how", "Contact us." etc.
Make the reader think - after thinking about what Ivan the gorilla went through from the last lesson, briefly look at this site about protecting gorillas. What questions come to mind about why gorillas should be protected?
How could you end this informative text with a call to action or by making the reader think?
Look at the "Sizzling Start" you made with your group about "Our Spinning Planet"
Create an Exciting Ending for your "Our Spinning Planet" using one of these techniques
Link to the introduction
Make the reader think (with a question)
Call to action
When you have finished your group ending, each group will share what they wrote with the class.
If you have time, you may want to write your own Ending with Impact using one of the other techniques!
Draw an organiser like this on scrap paper to help create ideas for endings if you need more practise.
Draw an organiser like this on scrap paper to help create ideas for endings if you need more practise.
Extension examples to read if you were want further ideas.
Extension examples to read if you were want further ideas.
Maths
Maths
Task Two
Task Two
What if we need to add two or three digit numbers? Can you remember a strategy that we can use to add large numbers?
Watch one or two of the videos below to revise Jump strategy addition and subtraction.
Task Three
Task Three
Complete these worksheets using Jump strategy.
Jump strat addtn empty number line 2.pdfJump strat empty number line 3.pdfJump Strat subtraction.pdfTask Four.
Task Four.
(Teacher notes - these can be adjusted to 2 digit numbers where required)
Use the jump strategy to solve the following problems. Show your working.
Sara has 253 books. Andrew has 338 books. How many books do they have altogether?
Mrs Parker bought 175 erasers at the beginning of the school year. Mrs Ibbott also bought 242 erasers. How many erasers does Year 3 have?
Simon picked 279 mangoes from one tree in their garden. Jackson picked 248 mangoes from another tree. How many mangoes did they end up with?
Jason was sorting out equipment for his teacher. He found one thousand and seventy popsticks in one drawer. Amanda found two thousand and thirdy-four popsticks in another cupboard. How many popsticks does the class have altogether?
Steven played 24 games of soccer in term one, then he played 18 games in term two, followed by 33 games in term 3, and none in term four How many games did he play throughout the year?
Nancy has 836 marbles. She gave Tom 588 of her marbles. How many marbles does she have left?
Task Five
Task Five
Write your own problem using addition or subtraction and give it to a classmate to solve (using 2 digit or 3 digit numbers).
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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