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
Grammar
Grammar
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
Can you think of some words that would describe William?
Let's try to come up with some really interesting WOW words to use as adjectives in the activity 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 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
Your task will be to write up an information report about a country that is Australia's neighbour.
Your task will be to write up an information report about a country that is Australia's neighbour.
Last lesson you did the following:
Chose from one of the countries listed
Got together with someone else who is also researching that country
Brainstormed questions you liked to find out about your country
TODAY YOU WILL NEED AN A3 PLANNING SHEET TO DO THE FOLLOWING:
TODAY YOU WILL NEED AN A3 PLANNING SHEET TO DO THE FOLLOWING:
Choose 3 main questions that will become your "main ideas" (the Important Thing) topics - write these "main idea" topics on your plan as headings
Research information from books, iPads, maps and brochures
Put each piece of information you find onto a sticky note in dot-point form
Keep the following information for the SIZZLING START, your country's:
NAME
WHERE IT IS (compass direction from Australia)
ITS SIZE
ITS POPULATION
Once you have found at least 10 - 12 pieces of information, then organise them under the "main idea" headings on your plan
Keep any extra information aside to add to the Sizzling Start or Exciting Ending.
After you have all your information you will then turn the dot points into detailed sentences to form paragraphs.
Your published copy should have at least 5 paragraphs.
Here are the countries:
Here are the countries:
Plan for Success - group facts
Informative graphic organiser completed ALL TECHNIQUES.pdf
Sizzling Start:
Facts that cannot be grouped together could be used to begin your writing
Endings with Impact:
Your report must leave your reader either:
Satisfied
Inspired
Keen to Know More
Informative graphic organiser scaffolded.pdfA scaffolded plan for further assistance.
A scaffolded plan for further assistance.
Maths
Maths
Task One
Task One
Which one doesn't belong. See if you can find an explanation for each of the different spinners.
Revise what was done in Thursday's lesson and continue practising compensation strategy. Complete any worksheets that need finishing.
Using Compensation for subtraction
Using Compensation for subtraction
Watch the video below and try several questions yourself.
Try these questions.
54 - 19
83 - 17
163 - 9
142 - 29
Now you can watch the videos below to see a way you can expand your use of Compensation strategy.
Teacher - use whichever of these videos you feel will be most beneficial to your students.
Compensation Balancing Worksheet.pdfPE - 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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