Grade 5 Term3

Term 3 Grade 5 Lesson 1

Empathy and Communication (Homework Included).

Why are we learning about Empathy and Communication

When we are in a group activity we can do what is called ‘active listening’. Active listening is when you show, through your actions that you are listening. For example, you look at the person speaking, don’t interrupt, show you’re interested.

How does it feel when someone is:

- actively listening to you?

- value your ideas?

- interested in you?

Active listening is one way of showing respect. When we are listening we can also respect each other’s ideas. We can do this by giving each other compliments, let everyone participate, don’t be rude, don’t be judgmental, don’t put down other people’s ideas.

Why is it important to show respect when you’re working in a group?

When you feel respected, you feel like your ideas matter. When you are respectful to others, they are more likely to show you respect in return. The group works better when everyone feels respected.

This week, practise your active listening skills.

HOMEWORK

Empathy and Communication:

Please note the homework is also on Compass and can be downloaded from there.

ART

Today we are going to be drawing a poster for:

Book Week

The theme this year is old worlds, new worlds, other worlds

Book week is on the 21st - 27th August

This date must feature in your poster

This is a 2 week Art project so take your time and produce something marvelous!!!!!

What is a poster?

A Poster is an important medium to promote an event it delivers a social message. It is something that can create excitement amongst the targeted people and make them remember every detail easily.

If you want to create a buzz and get the audience excited about BOOK WEEK then your posters need to be visually impactful and have a lasting effect on people.

But every poster is different but make your effort count.

Why posters are important?

The right poster design sends a bold message to people.
It connects with the audience and makes them interested in your event.
It will create an interest in BOOK WEEK and give information to people.

Here I have 10 Poster design ideas to get you inspired:

A poster that is minimalistic

A poster that follows the mantra of less is more can sometimes be the best way to attract more people. Some things can actually be more impactful if they use less design or text or colors or even white space. They are bolder about conveying your message as it indicates that you don’t need big words or flashy colours to make a statement and impress people.

A poster that is colourful

If you want to appear bold use lots of colour in your posters. A color poster is more likely to grab the attention of the people if designed properly as colour psychology is a powerful tool like red is for power and blue for soothing, so select them according to the intended message.

A poster with lot of typography

Sometimes you need to deliver a lot of information about maybe an event. In such cases, typographic posters are best. They don’t need fancy images just a typeface that is appealing and visible to people. In such posters, content should be unique - all the information that is relevant to the poster’s purpose should be in the poster without making it look cluttered.

A poster with graphics

If you want to surround BOOK WEEK with mystery and interest keep text to a minimal This helps people interpret it any way they want while keeping the mystery intact and hence more audience will be interested in it.

A poster that creates nostalgia

If you want people to remember something from the old ear or give it a vintage feel use a vintage theme to design your posters. It makes people nostalgic, and they look forward to feeling that way.

A poster whose focal point is a photo

A picture speaks louder than words, is dramatic and also invokes emotion from people. If you have a good photo that perfectly sums up your message then using it as the central attention with few words is the way to go.

A poster that uses motivational quotes

Using motivational quotes or images can actually help in delivering a social message and making sure that it has an impact on the minds of the audience. This is good for BOOK WEEK.

A poster that beautifies nature

For events that are related to nature like conserving water or importance of sustainable development, using images of nature can be helpful.

A poster that uses shapes

Using different shapes makes the viewer eye the whole poster as one shape creates another shape. They can be used to contain text or heading.

A poster that has humor

Using sarcastic phrases or making the poster funny and silly is a great way to capture the attention of a passerby. Never hesitate to use this idea, as it can work way better than others but must be appropriate.

Additionally, you can design amazing posters using poster templates to get you started. These ideas and posters must have inspired you, so what you are waiting for, start designing.

HAVE FUN!!!!!!!

Please bring your posters to school so we can display them around the school.

Term 3 Grade 5 Lesson 2

Empathy and Communication: Allies

(Homework Included).

Why are we learning about Empathy and Communication: Allies

Friendships will become more and more important as you grow up. Last week we talked about some group skills for working successfully with others in groups. We learnt that in group skills we need to actively listen, respect each other’s ideas and have empathy.

Today we are exploring empathy by looking at ways to make friends and support each other.

Empathy is understanding being able to identify how someone else is feeling. It also includes responding to how someone is feeling in a thoughtful and positive way.

When we empathise with someone, we remember to think about our own experiences of similar situations in order to understand how someone else might be feeling.

How can remembering our own experiences help us empathise with someone else?

We can put ourselves in their shoes more easily. We know how it feels.

We have all been in a position of wanting to make new friends at some point in our lives, or we have been in a group of friends and have welcomed a new person into the group. We can use those memories and our understanding to act with empathy towards others at school.

What are some ways we can make new friends?

Introducing ourselves. Starting conversations with people in class. Joining teams and clubs. Trying new things. Trying to notice whether others have similar interests. Trying to find things in common.

HOMEWORK

Empathy and Communication: Allies

Please note the homework is also on Compass and can be downloaded from there.

ART

Today we are going to be drawing a poster for:

Book Week

The theme this year is old worlds, new worlds, other worlds

Book week is on the 21st - 27th August

This date must feature in your poster

This is a 2 week Art project so take your time and produce something marvelous!!!!!

What is a poster?

A Poster is an important medium to promote an event it delivers a social message. It is something that can create excitement amongst the targeted people and make them remember every detail easily.

If you want to create a buzz and get the audience excited about BOOK WEEK then your posters need to be visually impactful and have a lasting effect on people.

But every poster is different but make your effort count.

Why posters are important?

The right poster design sends a bold message to people.
It connects with the audience and makes them interested in your event.
It will create an interest in BOOK WEEK and give information to people.

Here I have 10 Poster design ideas to get you inspired:

A poster that is minimalistic

A poster that is colourful

A poster with lot of typography

A poster with graphics

A poster that creates nostalgia

If you want people to remember something from the old ear or give it a vintage feel use a vintage theme to design your posters. It makes people nostalgic, and they look forward to feeling that way.

A poster whose focal point is a photo

A poster that uses motivational quotes

Using motivational quotes or images can actually help in delivering a social message and making sure that it has an impact on the minds of the audience. This is good for BOOK WEEK.

A poster that beautifies nature

For events that are related to nature like conserving water or importance of sustainable development, using images of nature can be helpful.

A poster that uses shapes

Using different shapes makes the viewer eye the whole poster as one shape creates another shape. They can be used to contain text or heading.

A poster that has humor

Additionally, you can design amazing posters using poster templates to get you started. These ideas and posters must have inspired you, so what you are waiting for, start designing.

HAVE FUN!!!!!!!

Term 3 Grade 5 Lesson 4 (August 9 - 13)

Empathy and Communication:

Considering different Perspectives

(Homework Included).

Why are we learning about Empathy and Communication:

Considering Perspectives?

Recognising that people have different opinions or thoughts about the same thing is recognising that they have their own point of view, or perspective. People often have different perspectives and feelings about the same situation in real life.

Let's discuss “my friend loves to…….. And thinks it is…….. But I feel differently about it. I think……”.

Considering someone else’s perspective is part of empathy and is an especially important step to take when you are in conflict with another person. Remember empathy is the ability to identify, understand and respond fully to the feelings of others.

Often we jump to conclusions or make assumptions about other people’s perspective. When you make assumptions, you believe you know what is true about what people think or why people act the way they do and don’t stop to consider all the possibilities. This is especially true when your feelings are strong.

For example: “I invited my neighbours over for dinner and they turned my invitation down. I was upset and assumed that they just weren’t interested in getting to know me. Turns out they had already been invited to a wedding”.

Making assumptions can create problems between people so it is important to find out the information first.

HOMEWORK Empathy and Communication:

Considering Perspectives

Lesson 4 What do you hear.

Tap first then press the square with the arrow.

G6_Homework.pdf

ART

Salvador Dali (Surrealism)

Watch the video to see who Salvador Dali is.

https://www.youtube.com/watch?v=IwPgYLzhkP8

Now you know a bit about Salvador Dali, have a look at the images on the left hand side to see his style. Salvador Dali was part of the Surrealist Movement.

Surrealism is combining multiple strange images together. It combines normal images with strange images that don't make much sense (known as juxtaposing/juxtaposition). Look at the telephone image with the lobster. This is surrealism watch this video.

https://www.youtube.com/watch?v=1YE_Zas-A5A

Salvador Dali is one the most famous modern surrealist collage artist.

Now we're going to draw our own interpretation of this image from the video. This video shows how to draw a Salvador Dali style face. Each one of us is going to draw this face then we are going see how many different interpretations or perspectives of this face we have in each class. This will show that each person has there own perspective and we need to respect that.

Let's watch the video.

https://www.youtube.com/watch?v=H025Ekv6KVY

Enjoy!!!

Term 3 Grade 5 Lesson 5 (August 16 - 20)

Empathy and Communication: Disagreeing Respectfully

(Homework Included).

Why are we learning about Empathy and Communication: Disagreeing Respectfully?

When we disagree disrespectfully with someone, we often end up in a big argument or hurt someone else’s feelings.

When we disagree disrespectfully, people often use blaming words and use a rude, mean or sarcastic voice.

In this situation, we are not going to find a solution to a problem.

Whenever you make a statement that starts with “you always…” or “you never….” You are speaking in a way that blames the other person (e.g., “you never do your part of the work”).

When a person feels blamed, they feel angry and defensive or may want to argue back.

We can disagree respectfully with others in a number of ways.

First, listen with attention to their perspective. Remember to:

· look at the speaker

· focus on the person’s words

repeat back what you heard to show you understand

· don’t interrupt

Then, assertively tell them your perspective in a respectful way.

Remember to:

· use a clear, firm and respectful voice.

People are more likely to listen to your perspective if you are assertive.

When you acknowledge someone else’s perspective, even if you don’t agree with it, it shows that you are being respectful and you are more likely to come up with a solution.

Watch: Kid President> Steps to disagree with someone.

https://www.youtube.com/watch?v=ghk-nDJB3Tk&t=4s

HOMEWORK

Term 3 Grade 5 Lesson 5 (August 16 - 20)

Empathy and Communication: Disagreeing Respectfully (What is your style)

Press the square with the arrow.

G6_Homework.pdf

ART

Being Assertive Salvador Dali Art project.

Interesting facts about Salvador Dali watch the video

https://www.youtube.com/watch?v=e3RXTWnk6qM

https://www.youtube.com/watch?v=F-cEBvU2UFc

Let's create another Salvador Dali style Art piece that relates to being assertive.

Assertive behavior includes being an active listener; behavior which includes good eye contact, not interrupting when the other person is talking, and reflecting back what was just said to confirm the information was heard correctly.

Signs of assertive behaviour include:

initiating or ending conversations.
making requests and asking for favors.
being able to say “no.”
addressing issues that bother you.
being firm.
expressing both positive and negative emotions.

Let's start our Art

Draw Salvador Dali's eye painting.

Image is on the left.

What you will need

grey lead pencil

rubber

paper

You can add some colours and practise your blending techniques.

Have Fun!!!

Term 3 Grade 5 Lesson 6 (August 23 - 27)

Empathy and Communication: Being Assertive

(Homework Included).

Why are we learning about Empathy and Communication: Being Assertive

We have been learning to try to understand someone else’s perspective, however, it’s equally important to be able to clearly communicate your own perspectives to be understood.

This week we’re going to explore how to state your perspective effectively in other type of situations when you need to stand up for what is right or tell someone what you believe, need or want. To do this effectively and respectively, you will need to recognise different styles of communication.

An assertive communication style enables you to stand up for yourself. It lets people know what you want and need while still being respectful of others.

Why should we care about respecting others when we are trying to communicate our perspectives? (It’s the right thing to do. If others feel respected, they will more likely help us and be more likely to listen to and consider our perspective).

Assertiveness helps you to be successful here in school and outside of school and later in your life when you have a job.

To be able to communicate assertively, it is important to know the differences between passive and assertive or between assertive and aggressive communication.

When we understand other people’s communication style, you will need to pay careful attention to your own and other people’s body language, facial expressions, tone of voice and choice of words when you are trying to communicate assertively.

Please watch this video

https://www.youtube.com/watch?v=uaiqd9I1iXc

https://www.youtube.com/watch?v=OVUTqzUy_WM

www.mosaicproject.org

HOMEWORK

Term 3 Grade 5 Lesson 6 (August 16 - 20)

Empathy and Communication: Being Assertive

ART

Passive and assertive Salvador Dali Art project.

You are enjoying Salvador Dali so much, let's draw a passive eye and an assertive eye. (These are both Salvador Dali images.)

Let's start our Art

What you will need

grey lead pencil

rubber

paper

You can add some colours and practise perspective.

The umbrellas start off being large because they are in front of the painting and get smaller at the back of the painting giving the impression of the umbrellas being further away and the painting having depth.

Have Fun!!!

Listen to someone reading a book while you create your Art

Term 3 Grade 5 Lesson 7 (August 30 - 3 Sept)

Bullying Prevention: Recognising Bullying

(Homework Included).

Why are we learning about Bullying Prevention: Recognising Bullying? (can you answer this question)?

Let's watch this video about bullying.

Bullying Prevention: Recognising Bullying

Last week, you learnt to be assertive when we need to take a stand against something that is wrong.

This week we’re going to learn to be assertive if you see bullying happen.

What is bullying? Bullying is when one or more people repeatedly harm, harass, intimidate or exclude others. Bullying is unfair and one-sided. There are 2 ways people can be bullied: either face-to-face or behind the back.

Examples of -Face-to-face: pushing, tripping, name-calling, teasing, excluding.

Examples of Behind the Back: spreading rumours, excluding, sending me emails or texts, or writing things about someone on social networking sites or name-calling.

Examples of bullying:

● harming- physical (hitting, pushing, tripping, kicking).

- Emotional (name-calling, putdowns, rumours spreading).

● Harassing (continuously bothering, annoying, threatening or mean teasing)

● intimidating (frightening or applying power over someone, pressuring).

● Excluding (rejecting, leaving out).

What does repeatedly mean?

With bullying, “repeatedly” can mean someone bullies the same individual over and over.

Can you hurt someone’s feelings without meaning to)?

Yes. You can say or do something that hurt someone else’s feelings without meaning to, but if you do it repeatedly, then it will appear that you are doing it on purpose.

Sometimes “kidding around” can turn into bullying.

How would people know when you have crossed the line from kidding around to bullying?

Think about facial expressions, words, tone of voice and body language. Notice if the person is not laughing along with what seems to joke at their expense.

Remember, if someone is told to stop repeated teasing or kidding around and he or she doesn’t, then it is intentional (they mean to do it)! Then it crosses the line and comes bullying.

Bullying is unfair because the person being bullied is not easily able to defend him or herself or make it stop. Sometimes we refer to this as an imbalance of power.

Size is one way of an imbalance of power.

What are other ways that someone can have power? (Strength, age, popularity or status, job, money, number of people).

“One-sided” means that one person has started the situation and the other did not help start it and wants it to stop. This is different from a conflict where both people are involved in starting and continuing the situation.

Important tips if you ever experience bullying:

Tip 1 – “Tell yourself that it is not your fault”. Sometimes people who are bullied feel that maybe they have done something to deserve the bullying. Everyone deserves respect. No one deserves to be bullied.

It is not okay to bully others just because they are annoying you or you think they are “weird”.

What are some things students might say to themselves if they were being bullied? (That was really mean. That was unfair. It’s not my fault. They’re just choosing to pick on me – it’s not because of anything I have done. It is wrong to bully).

Tip 2-Stay in control. Don’t retaliate by fighting back. This usually makes things worse.

Sometimes people bully are just trying to get a reaction. To make someone angry or upset and lose control.

What are some things you could say to yourself or do to stay calm? After you have worked out some positive things to say to yourself you could also take a deep breath or get away.

Tip 3 – Tell the person or people who are bullying to stop, if you feel safe and confident doing this.

What are some things that might make someone feel it’s not safe to tell someone to stop? (Person doing the bullying his older girl. More than one person is ganging up on bullying you. You have no friends nearby can help you. No adult is nearby. You feel trapped).

If you feel confident, assertively tell them to stop.

Tip 4- Avoid places or situations where bullying happens. If you can’t, keep someone you know or an adult nearby.

Where are some places or situations at the school to avoid – places where you’ve known bullying to happen?

Sometimes you can avoid places or situations where bullying happens, but sometimes it is impossible, (for example, if you have to take the bus with the person).

If you cannot avoid these places or situations, focus on the 2^nd part of the tip: keep someone you know or an adult nearby. People who bully, pick on people who are alone.

TIP 5- Get support by a trusted adult.

This is very important. Taking a friend with you can help you do this.

Getting support from an adult about the bullying. It is different from “dobbing on someone“ or “snitching”. Talking about the bullying is about keeping yourself or others safe. It’s not about getting someone into trouble.

HOMEWORK

Term 3 Grade 5 Lesson 7 (August 30- 3 Sept)

Bullying Prevention: Recognising Bullying

G6_Homework.pdf

ART

Today in Art we are going to take an anti-bullying photograph and then upload it to seesaw.

Look at the photographs these students took and develop your own ideas.

If you want to draw a poster or paint a picture about bullying that is just fine.

I can't wait to see your creations.

Have fun and involve the whole family.

Term 3 Grade 5 Lesson 8 (Sept 6 - 10)

Bullying Prevention: Bystanders

(Homework Included).

Why are we learning about Bullying Prevention: Bystanders (can you answer this question)?

Last week, we talked about the importance of recognising what bullying is so that we know exactly what types of behaviour we want to avoid and discourage in others.

This week we will talk about what you can do if someone you know is being bullied.

What does it feel like to be bullied? (Frustrated, hurt, sad, humiliated).

What could you do if you experience bullying? Talk to an adult.

Tell yourself positive things and realise you didn’t deserve it.

Tell them to stop.

Walk away.

Don’t fight.

Change the subject.

Stay in control.

Stay respectful.

A bystander is someone who sees or knows that bullying is happening to someone else. It is common for bystanders to have uncomfortable and conflicting feelings- they may know it’s not right but feel worried and may not want to be involved.

Bystanders can make it worse and become part of the problem. For example: laughing; not saying anything to make it stop; not sticking up for the person; not reporting it.

In this situation, the bystander knows bullying is wrong and may feel guilty and ashamed of doing nothing.

It’s never too late to do the right thing.

When we put ourselves into the shoes of the person that is being bullied, this helps us understand them. To say ‘it’s not my problem’ when you see or know that bullying is wrong. Bullying is everyone’s problem.

It’s all of our responsibility not to let bullying happen and try to stop it when it does.

Sometimes bystanders choose to do nothing when they see bullying. What reasons can you think of?

They’re afraid they’ll be bullied

* It’s peer pressure – they go along with what other people are doing

* They think it’s funny

*They don’t want to be labelled a snitch or dobber

* They’re used to it.

* They feel like someone deserves it.

When you do nothing, bystanders become part of the problem. Why is that?

*They are letting the bullying happen and continue

* They are doing nothing to help stop it

* The bullying may get worse

* They may join in and make it worse

* They may laugh and the bullied person feels worse

* The people bullying may think other kids think it’s ok and continue.

Bystanders often have conflicted feelings. That means you have a range of different feelings. For example, they may feel: guilty, worried, nervous or ashamed.

Even though a bystander may have conflicted feelings, if someone is being bullied you have to do the right thing. The right thing is to do something to help stop bullying. Doing the right thing sometimes takes courage.

The more of you who are willing to do the right thing when you see bullying happen, the easier it will be for other bystanders to do the right thing too. Remember the 3Rs -Recognise. Report. Refuse

HOMEWORK

Term 3 Grade 5 Lesson 8 (August 30- 3 Sept)

Bullying Prevention: Bystanders

Grade 4 Homework.pdf

Bystanders turning a blind eye to bullying is not an option.

Open your eyes

STOP BULLYING

ART

Bystanders turning a blind eye to bullying is not an option.

Open your eyes STOP BULLYING

Today in Art we are going to make a poster about bystanders turning a blind eye to bullying.

Let's get started

Your heading is: Bystanders turning a blind eye to bullying is not an option and Open your eyes STOP BULLYING.

Then find two images of someone closing their eyes and another of someone opening their eyes.

Arrange these four elements on your page any way you like for the most effective impact.

You may choose to write the messages and draw the eyes.

Problem solve, make decisions and enjoy!!!!!

Let's listen to this song

https://www.youtube.com/watch?v=IQ34jeVFCEU

LAST WEEK OF SCHOOL PLANNING WEEK

We will do this lesson together.

Term 3 Grade 5 Lesson 9 (Sept 11 - 15)

Emotion management: Emotions Brain and Body

(Homework Included).

Emotions are very important. They motivate us, help us remember things, and direct our attention to important things around us. However, remember sometimes there are situations where our emotions are so strong that we can no longer think and act in reasonable ways. When this happens, we are not in control, our emotions are. This can happen sometimes when someone is bullied.

What are some likely consequences of losing control at school? (You might get into trouble. You might lose a friend. You could

get into a fight. You could get distracted from your schoolwork).

When we lose control our amygdala (the emotion part of our brain) sends signals or ‘feelings alarm’ that gets our brain and body ready to respond.

It also sends a message to our cortex (the thinking part of our brain). This is where we decide what to do with our emotions. The job of the cortex is very important. It can help us deal with tough emotional situations in positive ways. Now link back into the SEL site and complete your Grade 5 homework. The homework is labelledEmotion management: Emotions Brain and Body

Please go to the visual art Google site to do your art.

Term 4: -5-9 October Emotion management: Emotions – Brain and Body.

Last term, we learnt about our brains, bodies and emotions. We learned that our emotions are automatic reactions to things we see and hear (such as what someone says to us). The brain sends out a “feelings alarm” that gets our brain and body ready to respond.

A message also gets sent to the cortex, the thinking part of the brain. This is where we decide what to do with our emotions.

There are useful ways to use the cortex to help manage our emotions.

The 1^st step is “notice”. Recognise your physical and mental signs. As we have learned, our bodies give us clear signals when we are in danger of losing control. Our heart starts beating faster, and our breathing gets more rapid. It is hard to think straight.

Think about a recent time when you are experiencing a strong emotion. Think about your physical and mental signs and name the emotion. When you know the emotion, it engages the part of the brain that thinks, rather than just reacts.

What are some physical signs? (Shoulders tense, stomach hurting, headache, legs shaky, crying, muscle tension, feeling hot, red face).

What are some of the mental signs? (can’t think straight, mind goes blank, mind starts racing, keep thinking the same thing, have lots of mean, angry thoughts).

These are all signs you need to stay in control. The earlier you can notice these signs, the sooner you can begin to manage your emotions. Learning to identify and name these feelings help to stay in control.

The 2^nd step is “pause”. Use your signal stop words just like when we press the pause button when we want to stop the action in a movie. We need to pause the action in our own lives when we are at risk of losing control.

We don’t have remote controls for our feelings, we can learn ways of sending a signal to ourselves that we can pause the action.

Words said out aloud or in our heads are the most effective signal stop signal. 2 or 3 short words works better than a long sentence.

The 3^rd step is “think twice. Use your brain”. Often our 1^st thoughts are just emotional reactions. They’re not the result of thinking clearly, and they are often not the best ideas. So we need to think twice.

Thinking twice means:

● asking yourself questions

● telling yourself what you need today to think clearly

● name your feeling

You could say to yourself, I’m not thinking straight. I need to take a break. I need to get away. I need to calm down.

You could also ask yourself to consider someone else’s perspective. (What assumptions am I making? What is the other person’s point of view? Do I really know what is going on here?)

Mindfulness and Breathing Video:

Lion Mind

https://www.youtube.com/watch?v=02JJc_zmWyE

HOMEWORK

Grade 5 Term 3 Lesson 9 (Sept 13 - 17)

Emotion management: Emotions Brain and Body

G6_Homework.pdf