Embedded Files
Week One - Lesson One
Week One - Lesson One
Learning content: We use different comprehension strategies to improve our understanding of texts we read
Learning content: We use different comprehension strategies to improve our understanding of texts we read
The slide show below gives you a hint of what our book is going to be about this week.
Snowflakes.pptxYou will read the book Snowflake Bentley. This is a true story of his life - a biography. Notice the way the book is set out - it is set out a little differently from most of the stories we have read.
Here are two of Snowflake Bentley's own photographs of snowflakes.
Image2.pdfImage1.pdfYou can also watch a couple of videos about snow.
Short video on how snowflakes are formed.
Video about a modern day "Snowflake Bentley"
How amazing to learn about God's creativity with snowflakes and how each one is different! I can't begin to imagine how it is possible for each of the many billions of snowflakes to all be different!
I also love how Snowflake Bentley didn't allow all his struggles and failures to stop him from eventually achieving his goal. Can you think of examples of when you have shown that type of perseverance? Maybe today is a time when you can decide to persevere with something that you are struggling with.
Activity
Activity
You may already know how to make paper snowflakes or you can follow the instructions below. Have a go and see if you can make some different snowflake designs. Try making two or three different snowflakes.
Activity
Activity
Think about the character of Snowflake Bentley. Your teacher will give you a piece of paper that looks like the shape on the right.
Choose six different character traits that you think describe Snowflake Bentley and write one each of the blank pentagons. Think back to the story. Choose from the following traits: careful, patient, smart, observant, persevering, curious, generous, stubborn, hard-working.
You might think that Snowflake Bentley was observant. Your evidence might be: He looked very carefully at lots of things in nature so he could learn more about them.
On the lined pentagon, explain the evidence in the book that helps you know that he is that kind of person.
Glue this into your Literacy books
Activity
Activity
Now organise all the events in this list into the order that they happened, to create a timeline for Snowflake Bentley's life.
Snowflake Bentley timeline pro forma.pdfSnowflake Bentley TImeline info.pdfWeek One - Lesson Two
Week One - Lesson Two
Activity One
Activity One
Have a look at these words from the book Snowflake Bentley. See if you can work out how many syllables each word is made up of. (Remember you can find out the syllables by clapping the words and seeing how many parts they are divided into). Then put the words onto the chart in the correct columns. See task cards.
Activity Two
Activity Two
Today we are going to start reading a book together as a class. The book was written by the man in this picture, and his name was C S Lewis, and he lived around 100 years ago.
Three important things to know about C S Lewis:
He loved using his imagination - when he was a boy, he and his brother often invented imaginary places and worlds where animals could talk. They used to play in a large wooden wardrobe at their grandfather's house.
He lived in England during the Second World War.
He was a Christian and wanted people to know about God.
All these three things influenced what he wrote in our book, so keep your eyes open to notice!
Advertisement encouraging mums to send their kids to the country.
Living in London during World War 2 was not a safe place because planes would fly over the city often at night and drop bombs on the city.
The British government came up with an idea to send lots of children out of the big city, to live in the countryside where they would be safer.
Most of them had to say goodbye to their mothers at the train station in London. Then when they arrived in the countryside they would be met by older men and women who were willing to look after them.
Can you imagine how it would feel to be sent away? There were no telephones or internet, so the only way you could stay in contact with your mum was by writing her a letter and sending it by "snail-mail".
If you are interested in reading a little more about this, click here and scroll through the webpage.
Children leaving London
Children getting the bus into the countryside
Warplane
Your teacher will now read the first chapter of The Lion, The Witch and The Wardrobe by C S Lewis with you.
Week One - Lesson Three
Week One - Lesson Three
Learning content:
Learning content:
- learn to respond to and understand what authors are trying to tell us through their books
- learn to identify different characters in a book and how they think and act
Activity One
Activity One
As we read through The Lion, The Witch and The Wardrobe over the next few weeks, we are going to keep a record of some of the activities we do. This will be done in a folder, and you will cut out and glue different activities into the folder.
Neatly colour in the picture of the wardrobe (take pride in this) and then glue it onto the front cover of your coloured folder.
Cut out the three parts of the small wardrobe on the first page of your stapled booklet and glue the doors on so that they open and shut to make it into a wardrobe. Colour the outside of the wardrobe, and then draw and colour what Lucy saw when she went inside the wardrobe.
Now glue the small wardrobe inside your large folder.
Re-read in your book where it describes the house where the Professor lives. Then try to draw a picture of what you think the house looks like.
If you had been Lucy, would you have continued on into the woods, or would you have turned back? Why?
Write Lucy a short letter telling her what you think of her decision - brave, foolish, safe, etc? Explain why you feel that way.
Which of the four children would you describe as:
the peace maker
the trouble maker
the sensitive one
the curious one
Cover
Mini wardrobe glued together
Activity Two
Activity Two
Re-read this paragraph carefully and then draw a picture including all the details, of how you visualise what the Faun looked like.
He was only a little taller than Lucy herself and he carried over his head an umbrella, white with snow. From the waist upward he was like a man, but his legs were shaped like a goat's (the hair on them was glossy black) and instead of feet he had goat's hoofs. He also had a tail, but Lucy did not notice this at first because it was neatly caught up over the arm that held the umbrella so as to keep it from trailing in the snow. He had a red woollen muffler round his neck and his skin was rather reddish too. He had a strange, but pleasant little face, with a short pointed beard and curly hair, and out of the hair there stuck two horns, one on each side of his forehead. One of his hands held the umbrella: in the other arm he carried several brown-paper parcels.
Glue your work into your Literacy book.
Week One - Lesson Four
Week One - Lesson Four
Learning content:
Learning content:
read different types of texts using what you have learnt about letters and sounds, and by making sure that the words you read make sense by checking the meaning of the story
read different types of texts using what you have learnt about letters and sounds, and by making sure that the words you read make sense by checking the meaning of the story
recognise and compare different kinds of texts, understanding why they were written and what they are about
recognise and compare different kinds of texts, understanding why they were written and what they are about
be able to explain why you enjoy reading different types of text
be able to explain why you enjoy reading different types of text
Participate in reading group activities.
Photograph and then read this poem aloud onto Seesaw. Glue it into your poetry book.
I Met a Dragon Face to Face.pdfWeek Two - Lesson One
Week Two - Lesson One
Learning content: We use different comprehension strategies to improve our understanding of texts we read
Learning content: We use different comprehension strategies to improve our understanding of texts we read
What symbols/images remind you of what Christians believe in?
Do you know the names of any other different religions that people believe in? Can you think of any symbols that remind you of those religions?
Are there any problems here in Australia for people who are Christians and want to go to church? Do people have to be afraid to go to church in Australia?
You will now read the book Emanuel and the Hanukkah Rescue.
Emanuel's family needed to show courage in order to practise their religion in their new country where they didn't know whether it would be safe for other people to know that they had different beliefs. It is important for us to respect people even if they don't think, or believe, or act the same way we do.
Week Two - Lesson Two
Week Two - Lesson Two
Your teacher will now read Chapter 2 of The Lion, The Witch and The Wardrobe with you.
How can you tell that this book is fantasy (imaginary) - give three pieces of evidence from chapter 2.
When people think of witches - are they thinking of something good or bad?
Week Two - Lesson Three
Week Two - Lesson Three
Learning content:
Learning content:
- learn to respond to and understand what authors are trying to tell us through their books
- learn to identify different characters in a book and how they think and act
Mr Tumnus sets out to betray Lucy because he's afraid of the White Witch.
Have you ever agreed to do something even when you knew it was wrong just because you were afraid? How did you feel after you had done it? Think about how you might show the courage to do the right thing.
Explain why you think Mr Tumnus decides NOT to turn Lucy over to the White Witch.
Cut out in one piece the square with the triangles attached to it.
Cut out the square with Mr Tumnus in it. Colour in Mr Tumnus.
Turn the square with the triangles facedown, so you can't see the writing. Then fold in the triangles. Their points should all meet at the centre of the square.
Open up the triangles again, and glue the square with Mr Tumnus on it onto the empty square in the middle of the shape.
Now write the answers to the questions underneath the triangle flaps.
Glue your work into your coloured folder.
The book talks about Narnia being under a curse - that "it is always winter and never Christmas". We have to remember that C S Lewis lived in England, which is in the Northern Hemisphere and therefore the seasons are the opposite to ours. This means that at Christmas time the weather is cold and snowy.
People in cold countries sometimes get so fed up with cold and snowy weather that they think the only good thing about winter-time is that Christmas comes during that season.
Week Two - Lesson Four
Week Two - Lesson Four
Learning content:
Learning content:
read different types of texts using what you have learnt about letters and sounds, and by making sure that the words you read make sense by checking the meaning of the story
read different types of texts using what you have learnt about letters and sounds, and by making sure that the words you read make sense by checking the meaning of the story
recognise and compare different kinds of texts, understanding why they were written and what they are about
recognise and compare different kinds of texts, understanding why they were written and what they are about
be able to explain why you enjoy reading different types of text
be able to explain why you enjoy reading different types of text
Participate in reading group activities.
Photograph and then read this poem aloud onto Seesaw. Glue it into your poetry book.
Week Three - Lesson One
Week Three - Lesson One
Learning content: We use different comprehension strategies to improve our understanding of texts we read
Learning content: We use different comprehension strategies to improve our understanding of texts we read
Today's book is a true story about convicts who travelled from England to Australia over 200 years ago on sailing ships. Convicts were people who had committed a crime and instead of being put in prison in England, England decided to send them to Australia because the prisons in England were full.
The images below are photos Mrs Parker took in a town in Tasmania, showing the names of the convicts who came, how old they were, what ship they came on, what they did wrong and their sentence (years in prison) followed by what happened to them. I think you might be shocked! Make the pictures large so that you can read them. Click the arrow in the bottom left corner to move the slides.
You will now read the book My Name Is Lizzie Flynn.
It took a lot of courage for Lizzie to survive that trip to Australia and to make a new life for herself away from her family.
How can you show courage today?
Week Three - Lesson Two
Week Three - Lesson Two
Learning content:
Learning content:
- learn to respond to and understand what authors are trying to tell us through their books
- learn to identify different characters in a book and how they think and act
Your teacher will now read Chapter 3 of The Lion, The Witch and The Wardrobe with you.
Week Three - Lesson Three
Week Three - Lesson Three
Learning content:
Learning content:
- learn to respond to and understand what authors are trying to tell us through their books
- learn to identify different characters in a book and how they think and act
Task One
Task One
Create the lamppost foldable for your folder.
Colour in the lamppost.
Cut out the foldable.
Fold it in half longways.
Copy the Bible verse inside.
Now glue the foldable into your coloured folder.
Task Two
Task Two
Imagine you are Lucy. Write a journal entry in which you share your feelings about the way your siblings are treating you, and how they don't believe you about Narnia.
I am the light of the world, whoever follows me will not walk in darkness.
John 8 v 12
Task Three
Task Three
Have a look at the words in these pictures and see which ones you would use to describe Edmund. Think about what evidence you would use in the story to prove your choice. You could create a mind map in your Literacy book of words to describe Edmund.
Week Three - Lesson Four
Week Three - Lesson Four
Learning content:
Learning content:
read different types of texts using what you have learnt about letters and sounds, and by making sure that the words you read make sense by checking the meaning of the story
read different types of texts using what you have learnt about letters and sounds, and by making sure that the words you read make sense by checking the meaning of the story
recognise and compare different kinds of texts, understanding why they were written and what they are about
recognise and compare different kinds of texts, understanding why they were written and what they are about
be able to explain why you enjoy reading different types of text
be able to explain why you enjoy reading different types of text
Participate in reading group activities.
Here is a fun poem about children's imagination over what happens to water in a sink once you pull the plug out!
Photograph and then read this poem aloud onto Seesaw. Glue it into your poetry book.
Week Four - Lesson One
Week Four - Lesson One
Reading
Reading
Learning objectives: use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts
Learning objectives: use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts
justify interpretations of a text, including responses to characters, information and ideas
justify interpretations of a text, including responses to characters, information and ideas
Can you think of some stories that we read earlier this year where children lived in difficult circumstances and had to have courage and perseverance to get out of those circumstances?
Do you know what this picture is showing?
This is how cotton grows. You can imagine that being how cotton wool grows, but that is what some of the fabric for your school shirts etc comes from!
Have a look at the cover of our book this week and predict what you think it might be about.
You will now read the book Sweet Clara and the Freedom Quilt.
This book gives me lots of different emotions when I read it:
I feel angry about the way some people were allowed to own other people and control everything about their lives. God created us all to be free people with free choices, and these slaves had no freedom.
I also feel very encouraged by the courage and perseverance that Clara showed in making the quilt and eventually escaping to freedom.
I am also very encouraged by the compassion of so many people - people like Aunty who encouraged and cared for Clara, and also all the people who stood up for the slaves and made the Underground Railroad work to help the slaves find freedom.
Who will you stand up for today and show compassion to?
Make your own page of squares like the one to the right. Fill each square in this chart with a different word to describe Clara, and give evidence from the book for why you chose this word. Then decorate the whole sheet to make it look like the squares on a quilt. The first one has been written as an example. Then take a photograph of your work and upload it to Seesaw.
Questions for discussion
Questions for discussion
What are the two main problems that Clara has?
What steps does she take to fix them?
Could Clara have achieved her dream without the help of others?
How did Aunt Rachel save Clara's life?
Week Four - Lesson Two
Week Four - Lesson Two
Learning content:
Learning content:
- learn to respond to and understand what authors are trying to tell us through their books
- learn to identify different characters in a book and how they think and act
Your teacher will now read Chapter 4 of The Lion, The Witch and The Wardrobe with you.
Week Four - Lesson Three
Week Four - Lesson Three
Learning content:
Learning content:
- learn to respond to and understand what authors are trying to tell us through their books
- learn to identify different characters in a book and how they think and act
Something to think about:
Before the Queen decides she wants something from Edmund, she's not very nice. Then suddenly she changes. Have you ever noticed people behaving like that - they suddenly become nice to you when they want something from you? Is this a good way for us to act? This is not showing the value of Integrity.
Activity 1
Activity 1
Imagine you are Edmund - write a paragraph (4 sentences) for your journal about your experience in Narnia - remember to include your feelings and reactions to everything that you have experienced.
Activity 2
Activity 2
Your teacher will give you a sample of Turkish Delight to taste.
Create a poster advertising Turkish Delight! Remember to include a statement about the dangers of eating it!!!
Activity 3
Activity 3
Follow these instructions step by step.
Cut out the three minibooks for Chapter 4. Be really careful with the oval one especially, not to cut too close in the middle or you will end up with two pieces!!
Write inside the Turkish Delight one, what we should do when someone tries to persuade us to do something that is not right.
Write inside the oval one, what Lucy was doing during this chapter, while Edmund was talking to the "queen of Narnia".
Copy this Bible verse into the third minibook.
When you sit and eat with an important person, remember who you are with..... Don't eat too much of his fine food. It might be a trick. Proverbs 23 v 1-3
Now glue all three minibooks into your folder. You can colour them to make them look attractive.
Week Four - Lesson Four
Week Four - Lesson Four
Learning content:
Learning content:
read different types of texts using what you have learnt about letters and sounds, and by making sure that the words you read make sense by checking the meaning of the story
read different types of texts using what you have learnt about letters and sounds, and by making sure that the words you read make sense by checking the meaning of the story
recognise and compare different kinds of texts, understanding why they were written and what they are about
recognise and compare different kinds of texts, understanding why they were written and what they are about
be able to explain why you enjoy reading different types of text
be able to explain why you enjoy reading different types of text
Participate in reading group activities.
Here is a poem about what things look like in the moonlight.
Photograph and then read this poem aloud onto Seesaw. Glue it into your poetry book.
Silver.pdfWeek Five - Lesson One
Week Five - Lesson One
Learning content:
Learning content:
- use comprehension strategies of predicting, inferring and making connections to of ideas to develop understanding of texts (EN2-4A)
- draw on experiences, knowledge of the topic or context to work out the meaning of unknown words (EN2-10C)
As we look at today's book think carefully about other books we have read this year, and other things we have learnt about, and see what connections you can make.
You will now read All Aboard! - The Story of Elijah McCoy.
Elijah showed perseverance in several different ways. How many different ways can you think of that he showed perseverance?
Did the station master ever show respect to Elijah?
Week Five - Lesson Two
Week Five - Lesson Two
Learning content:
Learning content:
- learn to respond to and understand what authors are trying to tell us through their books
- learn to identify different characters in a book and how they think and act
Your teacher will now read Chapter 5 of The Lion, The Witch and The Wardrobe with you.
Week Five - Lesson Three
Week Five - Lesson Three
Learning content:
Learning content:
- learn to respond to and understand what authors are trying to tell us through their books
- learn to identify different characters in a book and how they think and act
To think about:
Your reputation for truthfulness (INTEGRITY) affects you for your whole life.
Have you ever had two people tell you different stories about the same event? How did you decide who to believe?
In the Bible we are told that Jesus had brothers and sister who thought he had gone "out of his mind" and didn't believe him. What would you do if no one believed something you knew was true - and they treated you badly for it?
Activity 1
Activity 1
EITHER:
Have you ever been disbelieved even though you were telling the truth? Explain how you felt, and how the situation turned out.
OR:
Lucy is counting on Edmund to tell the others about Narnia. Instead, he claims he and Lucy were just pretending, which makes it seem like Lucy is a liar. Write a short note to Edmund, telling him what you think of his behaviour and what he should do about it.
Activity 2
Activity 2
Cut out the three minibooks for Chapter 5. Remember to cut the oval one very carefully so that it doesn't separate into two pieces!
Inside the oval one, write what the Professor suggested Susan and Peter should do.
Inside the small one, explain how come all the children ended up in the wardrobe together at the same time.
Look carefully at the pictures to know how to complete the "Telling the Truth" foldable.
Underneath the first flap copy this Bible verse:
Lies last only a moment, but the truth lasts forever.
Proverbs 12 v 19
Underneath the second flap, write what you would do if nobody believed something you knew was true.
When you have finished, glue all the minibooks into your folder.
Week Five - Lesson Four
Week Five - Lesson Four
Learning content:
Learning content:
read different types of texts using what you have learnt about letters and sounds, and by making sure that the words you read make sense by checking the meaning of the story
read different types of texts using what you have learnt about letters and sounds, and by making sure that the words you read make sense by checking the meaning of the story
recognise and compare different kinds of texts, understanding why they were written and what they are about
recognise and compare different kinds of texts, understanding why they were written and what they are about
be able to explain why you enjoy reading different types of text
be able to explain why you enjoy reading different types of text
Participate in reading group activities.
Here is a fun, imaginative poem about a crocodile going to the dentist!
Photograph and then read this poem aloud onto Seesaw. Glue it into your poetry book.
Crocodile Toothache.pdfWeek Six - Lesson One
Week Six - Lesson One
Learning objectives: use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts
Learning objectives: use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts
justify interpretations of a text, including responses to characters, information and ideas
justify interpretations of a text, including responses to characters, information and ideas
Have a look at this video of cattle droving in Australia.
You will now read the book King of the Outback.
When you read the poem below, you need to read the second page as well - you might need to click on the full screen button in the top right hand corner. The red parts of the map show all the areas owned by the Kidman family.
Have you ever heard the Kidman name before?
A famous Australian actor, Nicole Kidman, is related to this large family.
Week Six - Lesson Two
Week Six - Lesson Two
Learning content:
Learning content:
- learn to respond to and understand what authors are trying to tell us through their books
- learn to identify different characters in a book and how they think and act
Your teacher will now read Chapter 6 of The Lion, The Witch and The Wardrobe with you.
Week Six - Lesson Three
Week Six - Lesson Three
Learning content:
Learning content:
- learn to respond to and understand what authors are trying to tell us through their books
- learn to identify different characters in a book and how they think and act
To think about:
To think about:
If you had to go exploring in Narnia, which one of the four siblings would you pick to go with you? Why? Who would you choose from the real world? Why?
Do you agree with the children's decision to try to rescue Mr Tumnus? Why/why not?
Have you ever caused someone else to get in trouble without meaning to? Think about what happened.
When Edmund realises that the others know he has been lying to them, he doesn't feel bad or embarrassed, in fact he calls them names! We need to be careful that we always act with Integrity and Compassion, and treat others kindly.
Activities
Activities
Cut out the three minibooks for Chapter 6 and fold them down the middle into little "booklets".
Inside the first one, write the clue that makes everyone realise that Edmund has been lying.
Inside the second one, explain what has happened to Mr Tumnus.
Inside the third one, explain what it is that wants them to follow it, and why.
Colour in your covers and glue them into your folder.
NOW
Choose one of the following tasks:
EITHER:
Create a picture timeline of the main events that have taken place so far in the story, with a caption underneath explaining why it is important (1 picture for each chapter)
OR:
Make a list of reasons to follow the Robin, and reasons not to follow the Robin.
OR:
Draw or paint a picture of the wrecked Mr Tumnus's cave house, check in the book to remind you what it actually looked like.
Week Six - Lesson Four
Week Six - Lesson Four
Learning content:
Learning content:
read different types of texts using what you have learnt about letters and sounds, and by making sure that the words you read make sense by checking the meaning of the story
read different types of texts using what you have learnt about letters and sounds, and by making sure that the words you read make sense by checking the meaning of the story
recognise and compare different kinds of texts, understanding why they were written and what they are about
recognise and compare different kinds of texts, understanding why they were written and what they are about
be able to explain why you enjoy reading different types of text
be able to explain why you enjoy reading different types of text
Participate in reading group activities.
Here is a fun poem about a child who wants his dad to get him a pet.
Photograph and then read this poem aloud onto Seesaw. Glue it into your poetry book.
My New Pet.pdfWeek Seven - Lesson One
Week Seven - Lesson One
Learning objectives: use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts
Learning objectives: use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts
justify interpretations of a text, including responses to characters, information and ideas
justify interpretations of a text, including responses to characters, information and ideas
Have a look at the pictures of two outback farms. If you look around the farms, there is nothing else to see for many kilometres all around - no close neighbours or towns or shops. The keep these pictures in mind as we read our book, Radio Rescue, today.
Have you ever used secret codes? What about BFF, LOL or IDK? They are a kind of code.
BFF = Best Friends Forever
LOL = Laughing Out Loud
IDK = I don't know
Morse code is a bit like this, but just using Dots and Dashes. It is sometimes sent by radio using dots and dashes as sounds, the way it was described in Radio Rescue. It is sometimes send using a flashlight, with a short flash to represent the dots, and a long flash to represent the dashes.
SOS is the most famous example of Morse code - we all know that it means Save Our Souls, but it was invented from Morse code
... _ _ _ ... = S O S
Have a look at the Morse code alphabet below and see if you can write some words on paper to a partner using just dots and dashes. Remember to leave space between each "letter" so you don't get confused!
Maybe later on today or later this week you could try writing some of your spelling words in Morse code!!
Think about how things have changed over many years, and how easy it is to stay in contact with people today even if you are far away from them. At the time of this story there was no internet or email, and even no telephones for people who lived right out in the outback!
Try writing a short message or question to your teacher using Morse code. Remember to leave spaces between the letters, and bigger spaces between the words. Then upload it to Seesaw and see if your teacher responds to you!
Week Seven - Lesson Two
Week Seven - Lesson Two
Learning content:
Learning content:
- learn to respond to and understand what authors are trying to tell us through their books
- learn to identify different characters in a book and how they think and act
Your teacher will now read Chapter 7 of The Lion, The Witch and The Wardrobe with you.
Week Seven - Lesson Three
Week Seven - Lesson Three
Learning content:
Learning content:
- learn to respond to and understand what authors are trying to tell us through their books
- learn to identify different characters in a book and how they think and act
Aslan's name has great power in Narnia, but each of the siblings reacts differently when they hear his name. Discuss how each of them reacts.
In the same way, Jesus's name is powerful, but people react to it in different ways - some people treat it as a joke, or a swear word, others think it is really special and are respectful. The Bible tells us that Jesus is a "name above every name" (Philippians 2v9) and we are told that "when the name of Jesus is spoken, everyone's knee will bow to worship him" (Philippians 2v10). We worship Him because He loves us, He died for us, and He is our friend, walking beside us and holding our hand even through difficult times.
Activity 1
Activity 1
Cut out this booklet and fold it along the middle line so that the words are on the front of the booklet.
Now write inside it what you first think of when you hear the name of Jesus.
Colour it nicely and then glue into your folder.
Cut out and fold this minibook to look like the pictures to the right. (Look carefully).
Explain inside the minibook why you think Mrs Beaver was so excited to meet the children. Think about all the things we have learnt throughout the whole book about the children and Narnia and prophecies.
Activity 2
Activity 2
Compare the characters of Mr Tumnus and Mr & Mrs Beaver (what is similar and what is different about them).
You might like to make a list of dot points for each, or you might like to draw a picture of each, showing something important about the type of people they are.
Remember to think about how they treat people, how they act and where they live.
Week Seven - Lesson Four
Week Seven - Lesson Four
Learning content:
Learning content:
read different types of texts using what you have learnt about letters and sounds, and by making sure that the words you read make sense by checking the meaning of the story
read different types of texts using what you have learnt about letters and sounds, and by making sure that the words you read make sense by checking the meaning of the story
recognise and compare different kinds of texts, understanding why they were written and what they are about
recognise and compare different kinds of texts, understanding why they were written and what they are about
be able to explain why you enjoy reading different types of text
be able to explain why you enjoy reading different types of text
Participate in reading group activities.
Here is a fun poem comparing dog's behaviour and children's behaviour!
Photograph and then read this poem aloud onto Seesaw. Glue it into your poetry book.
My Dog Has Got No Manners.pdfYour teacher will ask you to complete Tommy Tadpole reading task.
Week Eight - Lesson One
Week Eight - Lesson One
Learning objectives: use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts
Learning objectives: use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts
justify interpretations of a text, including responses to characters, information and ideas
justify interpretations of a text, including responses to characters, information and ideas
The book we are going to look at today happened during World War 2.
If you look at the map below, see if you can find the country of Lithuania, it is north of Poland. Poland is to the east of Germany. Lithuania is where the story happened. Germany was fighting against Poland and Lithuania, as well as many other countries.
The yellow badge is an example of what all Jewish people had to wear on their clothes at all times to show everyone that they were Jewish.
In order to understand the importance of what happens in this story, you need to understand that people often need special written permission in their passports to allow them to visit different countries. These special permissions are called visas. You will now read the book Passage to Freedom - The Sugihara Story.
This is a picture of Solly Ganor. He was just a young boy when this story happened.
The story began with a Jewish boy who was in a shop to buy lollies for the Hanukkah holiday. While he was in the shop Mr Sugihara came in and offered some money to Solly to buy lollies. Because of this, Solly invited Mr Sugihara to come to his house to celebrate part of Hanukkah. Later, when the Jews turned up to Mr Sugihara's house, he disobeyed his government and gave many thousands of them permission to escape from Lithuania and the danger they were in, to travel to Japan and then to other countries where they would be safe.
Watch this short video to see the actual house where Mr Sugihara lived, and to see what the visas looked like that he stamped in people's passports.
This short video was made in 2020 to celebrate what Mr Sugihara had done to save the lives of nearly 6000 Jews.
Think about the amount of courage Mr Sugihara had to show to stand up against his government for what he believed was right and compassionate. He showed so much compassion for all the people standing outside his house, and then showed courage in writing them visas even though his government refused him permission.
How much courage do you have to stand up for what is right? What would you be willing to do to help other people?
Week Eight - Lesson Two
Week Eight - Lesson Two
Learning content:
Learning content:
- learn to respond to and understand what authors are trying to tell us through their books
- learn to identify different characters in a book and how they think and act
Your teacher will now read Chapter 8 of The Lion, The Witch and The Wardrobe with you.
Week Eight - Lesson Three
Week Eight - Lesson Three
Learning content:
Learning content:
- learn to respond to and understand what authors are trying to tell us through their books
- learn to identify different characters in a book and how they think and act
An interesting connection between The Lion The Witch and The Wardrobe and the Bible is the fact that Jesus is described as the Lion of Judah. Lions are also described as the King of the Beasts and Jesus is like the king of everything.
In this chapter Mr Beaver tells the children that they need Aslan's help. In the same way, we need help from Jesus to live our best lives. King David in the Bible said "My help comes from the Lord, the Maker of heaven and earth." Psalm 121v2
Another Bible connection is that the White Witch wants to get rid of the children because of an ancient prophecy which says four humans will take the throne away from her. Back when Jesus was born on this earth as a baby, the King at that time, King Herod, wanted to destroy Jesus because of a prophecy in the Bible which said that Jesus would grow up to be King of the world.
Activity 1
Activity 1
Think back through everything that has happened so far in the book, and make a poster about Decisions.
Think very carefully about all the different parts of the book so far and include all the decisions Edmund has made so far, and the consequences of each decision.
Activity 2
Activity 2
Cut out the minibooks for Chapter 8.
Fold the little booklet in half, keeping the writing on the front cover. Inside it, explain where Edmund sneaked away to.
Cut out the two beavers and staple or glue the tails on top of each other, keeping the writing on the top one.
Answer the question on the blank beaver.
Week Eight - Lesson Four
Week Eight - Lesson Four
Learning content:
Learning content:
read different types of texts using what you have learnt about letters and sounds, and by making sure that the words you read make sense by checking the meaning of the story
read different types of texts using what you have learnt about letters and sounds, and by making sure that the words you read make sense by checking the meaning of the story
recognise and compare different kinds of texts, understanding why they were written and what they are about
recognise and compare different kinds of texts, understanding why they were written and what they are about
be able to explain why you enjoy reading different types of text
be able to explain why you enjoy reading different types of text
Participate in reading group activities.
Here is a poem written by Henry Kendall, who lived in Gosford a couple of hundred years ago! He is talking about listening to the sound of the bellbirds that lived in this area.
Photograph and then read this poem aloud onto Seesaw. Glue it into your poetry book.
Bellbirds By Henry Kendall.docxWeek Nine - Lesson One
Week Nine - Lesson One
Learning objectives: use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts
Learning objectives: use comprehension strategies to build literal and inferred meaning to expand content knowledge, integrating and linking ideas and analysing and evaluating texts
justify interpretations of a text, including responses to characters, information and ideas
justify interpretations of a text, including responses to characters, information and ideas
Girls can't skateboard. Do you agree with this statement? Why/why not? Do you think it is OK to make statements like this? How do you feel when you hear something like this?
Are there any jobs that are only for men? Or women? Can you list any?
Many years ago it was common for people to say that girls or women couldn't do certain things like travelling by themselves, working in certain jobs, looking after their own money. People believed that only men could do those things. This book is about someone who challenged this idea. This girl lived in the 1840s (180 years ago).
You will now read the book Who Says Women Can't Be Doctors. This is a true story.
Interesting fact - Mrs Parker's great aunt was the first woman doctor to work in Northern Ireland in the early 1900s.
This book is another example of someone who showed perseverance and resilience in order to achieve what they wanted to achieve in life.
Week Nine - Lesson Two
Week Nine - Lesson Two
Learning content:
Learning content:
- learn to respond to and understand what authors are trying to tell us through their books
- learn to identify different characters in a book and how they think and act
Your teacher will now read Chapter 9 of The Lion, The Witch and The Wardrobe with you.
Week Nine - Lesson Three
Week Nine - Lesson Three
Learning content:
Learning content:
- learn to respond to and understand what authors are trying to tell us through their books
- learn to identify different characters in a book and how they think and act
As Edmund walks through the snow towards the Witch, we hear him making excuses, and deciding that Aslan is "awful", and he keeps trying to find reasons to defend the White Witch. Wrong thoughts are dangerous. The Bible tells us that Paul says "I try to keep my conscience clear before God and man". Acts 24v16. We need to make sure that we always make the right choices.
Edmund keeps arguing against his own conscience. Have you ever had this kind of conversation with yourself? "If I do this, it is OK because ..." or "I know it this isn't a good idea, but ..." Trying to convince ourselves that it is OK to do the wrong thing is not good.
Activity 1
Activity 1
Cut out the three minibooks for Chapter 9 from your learning pack and colour in the covers. When finished, glue them into your folder.
Inside the oval minibook describe what Edmund decides to do when he leaves Mr & Mrs Beaver's house.
2. Inside the minibook with an A on the front, explain whether or not Edmund should be afraid of Aslan, and explain your answer.
3. Colour in the lion statue and then draw a moustache and a pair of spectacles (glasses) on his face. Fold it carefully so that you can explain why Edmund drew these on the statue on the inside of the minibook.
Activity 2
Activity 2
Write/draw your thoughts on the following points:
Explain why you think Edmund was determined to go to the Witch even though he knew deep down that she was evil.
What is it that Edmund wants so badly that he will betray his family to get it?
Draw a picture of what you think the Witch's house and courtyard look like based on the description in Chapter 9.
Week Nine - Lesson Four
Week Nine - Lesson Four
Learning content:
Learning content:
read different types of texts using what you have learnt about letters and sounds, and by making sure that the words you read make sense by checking the meaning of the story
read different types of texts using what you have learnt about letters and sounds, and by making sure that the words you read make sense by checking the meaning of the story
recognise and compare different kinds of texts, understanding why they were written and what they are about
recognise and compare different kinds of texts, understanding why they were written and what they are about
be able to explain why you enjoy reading different types of text
be able to explain why you enjoy reading different types of text
Participate in reading group activities.
Photograph and then read this poem aloud onto Seesaw. Glue it into your poetry book.
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