C9 JPPS Year 5 - Home Learning Stage 3 - Term 2 - Week 3 Year 5 Please complete a minimum of 1 English lesson a day, 3 mathematics lessons a week & 1 other Key Learning Area a week. If you have any concerns completing these tasks please contact your child’s classroom teacher. Times are a suggestion based on regular School day Monday Tuesday Wednesday Thursday Friday Suggested Times Morning Session 8:55am - 10:55am (15 minute Crunch and Sip break around 10:00am) Spend 45 to 60 minutes on English a day 9:00 Class Zoom 5M 9:30 Class Zoom English Reading, Speaking and Listening, and Writing Activity: WALT: create a visual persuasive text. Success Criteria: -I can create and illustrate my main message and key topic though visual representation -I can construct and apply my visual knowledge to effectively portray my key message -I can effectively visually represent my main key message through different online mediums TASK: Create an online poster effectively using Google 9:00 Class Zoom 5M 9:30 Class Zoom English Reading, Speaking and Listening, and Writing Activity: WALT: Compose an effective persuasive text. Success Criteria: -I can plan effectively to start an engaging persuasive text. Teacher directed/ co- constructed success criteria to be created with the class. TASK 1: Read the statement below: ‘Is it a good idea to keep your pets outdoors at all times?’ Using the planning structure below, plan a persuasive text based on this statement. Look at the 9:00 Class Zoom 5M 9:30 Class Zoom English Library WALT: Identify visual literacy techniques - gaze and vectors. TASK: Listen to Mrs Wilson read the story: ‘The Dog on the Tuckerbox’ written by Corinne Fenton and illustrated by Peter Gouldthorpe at the link below: https://youtu.be/HylpG1J eUvE English Reading, Speaking and Listening, and Writing Activity: WALT: Compose an effective persuasive text. Success Criteria: -I can create an 9:00 Class Zoom 5M 9:30 Class Zoom English Reading, Speaking and Listening, and Writing Activity: WALT: Compose an effective persuasive text. Success Criteria: -I can use the PEEL structure to create an effective body paragraph. -I can use rhetorical questions effectively TASK 1:Investigating Rhetorical Questions Watch the following video on rhetorical questions and then answer the questions below. . https://www.youtube.com/ watch?v=DY6mpeX_D0I 1)What is the purpose of rhetorical questions in persuasive writing? Relate 9:00 Class Zoom 5M 9:30 Clas Zoom English Reading, Speaking and Listening, and Writing Activity: WALT: Compose an effective persuasive text. Success Criteria: -I can create an effective conclusion to end an engaging persuasive text. TASK 1: Read the example of a conclusion below: In conclusion, it is of utmost importance to keep animals out of the circus. This is because animals get taken out of their natural habitats, they are really expensive to maintain and it is most important not to allow animals in captivity. Animals must not be kept in the
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C9
JPPS Year 5 - Home Learning Stage 3 - Term 2 - Week 3 Year 5 Please complete a minimum of 1 English lesson a day, 3 mathematics lessons a week & 1 other Key Learning Area a week. If you have any concerns completing these tasks please contact your child’s classroom teacher.
Times are a
suggestion based on
regular School day
Monday
Tuesday
Wednesday
Thursday
Friday
Suggested Times
Morning Session
8:55am - 10:55am
(15 minute Crunch and Sip break around 10:00am)
Spend 45 to 60
minutes on English a
day
9:00 Class Zoom
5M 9:30 Class Zoom
English
Reading, Speaking and Listening, and Writing Activity:
WALT: create a visual
persuasive text.
Success Criteria:
-I can create and illustrate
my main message and key
topic though visual
representation
-I can construct and apply
my visual knowledge to
effectively portray my key
message
-I can effectively visually
represent my main key
message through different
online mediums
TASK:
Create an online poster
effectively using Google
9:00 Class Zoom
5M 9:30 Class Zoom
English
Reading, Speaking and Listening, and Writing Activity:
WALT: Compose an effective persuasive text.
Success Criteria:
-I can plan effectively to start an engaging persuasive text.
Teacher directed/ co-constructed success criteria to be created with the class.
TASK 1: Read the statement below: ‘Is it a good idea to keep your pets outdoors at all times?’ Using the planning structure below, plan a persuasive text based on this statement. Look at the
9:00 Class Zoom
5M 9:30 Class Zoom
English
Library
WALT: Identify visual literacy techniques - gaze and vectors.
TASK: Listen to Mrs Wilson read the story: ‘The Dog on the Tuckerbox’ written by Corinne Fenton and illustrated by Peter Gouldthorpe at the link below:
https://youtu.be/HylpG1JeUvE
English
Reading, Speaking and Listening, and Writing Activity:
WALT: Compose an effective persuasive text.
Success Criteria:
-I can create an
9:00 Class Zoom
5M 9:30 Class Zoom
English
Reading, Speaking and Listening, and Writing Activity:
WALT: Compose an effective persuasive text.
Success Criteria:
-I can use the PEEL structure to create an effective body paragraph.
-I can use rhetorical questions effectively
TASK 1:Investigating Rhetorical Questions
Watch the following video on rhetorical questions and then answer the questions below. . https://www.youtube.com/watch?v=DY6mpeX_D0I
1)What is the purpose of rhetorical questions in persuasive writing? Relate
9:00 Class Zoom
5M 9:30 Clas Zoom
English
Reading, Speaking and Listening, and Writing Activity:
WALT: Compose an effective persuasive text.
Success Criteria:
-I can create an effective conclusion to end an engaging persuasive text.
TASK 1:
Read the example of a conclusion below:
In conclusion, it is of utmost importance to keep animals out of the circus. This is because animals get taken out of their natural habitats, they are really expensive to maintain and it is most important not to allow animals in captivity. Animals must not be kept in the
co-constructed success criteria to ensure you have included everything.
The above diagram will be larger in the Daily Learning Schedule.
TASK 2: Reflection
Does your work truly reflect your best effort? Why?
introduction to start an engaging persuasive text. -I can use rhetorical questions effectively in my writing
TASK 1:
Read this example of an introduction below:
Imagine if you were locked away in a jail like cage, away from your family, all alone and no friends to talk to. Well, that’s what circus animals’ deal with every day. We strongly stand by allowing the animals that go through this, to be free. We have to convince the circus owners that miserable animals are getting separated from their habitats, they are holding these poor animals captive and they are truly expensive to maintain. This is why it is extremely important to allow animals to return to their natural habitat.
TASK 2:
Write a one paragraph explanation as to what you like about it? What do you dislike? What would you change? Does it include all aspects of an effective
to logical and emotive rhetorical questions in your response. (ONE paragraph)
2)Using the topic ‘Is it a good idea to keep your pets outdoors at all times?’, write 3 examples of rhetorical questions and state whether they relate to emotion or logic.There are some sentence starters below to help you if you need it.
The above diagram will be larger in the Daily Learning Schedule.
TASK 2:
Read this example of a body paragraph.
To begin with, it is very cruel to take animals away from their natural habitats. Research has shown, if animals are taken away from their family at a young age, they fail to successfully develop with the survival skills needed
circus for entertainment.
Provide a one paragraph explanation as to why this is an effective conclusion? What do you think is missing in this paragraph?
TASK 2:
Create an effective conclusion (using the table below). You can use the planning from lesson 1 and co-constructed success criteria. This text will continue to be based on the statement:
‘Is it a good idea to keep your pets outdoors at all times?’
The above diagram will be larger in the Daily Learning Schedule.
TASK 3:
Place your full text from this week, under the below
ensured your poster will
effectively influence your
intended audience?
-Reflect on your completed
posters. How have they
‘changed’?
Spelling Activity WALT: spell familiar and unfamiliar words.
Success Criteria:
I can match and spell my spelling words.
TASK:
Play spelling concentration:
Select 6 - 8 words that you find challenging. Fold 2 pieces of paper into eighths (8 pieces). If you are not sure how to do this, watch the following video:
https://tinyurl.com/voksc29
Write each word on a square on both pieces of paper so that you have written each word twice. Cut up the squares. Read and spell each word out loud. Then turn over each word so you can’t see the word. Try to remember the location of each word and match the words. When
introduction?
TASK 3:
Create an effective introduction (using the table below). You can use your planning from the previous lesson and co-constructed success criteria. This text will continue to be based on the statement:
‘Is it a good idea to keep your pets outdoors at all times?’
The above image will be larger in the Daily Learning Schedule.
Reflection
How did you use the co-constructed success criteria in the zoom meeting to improve your introduction?
to live in the wilderness. This means that animals won’t be able to live a long life when or if they are released back into the wild. These animals should not be kept in the circus for life.
Highlight and label this example, indicating where the Point, Evidence, Explanation and Link is.
Provide a one paragraph explanation as to why this is an effective body paragraph? What do you think is missing in this paragraph?
TASK 3:
Create three body paragraphs (the table below) using your planning from lesson 1 and the co-constructed success criteria. This text will continue to be based on the statement: ‘Is it a good idea to keep your pets outdoors at all times?’
*Don’t forget to use a rhetorical question you created earlier.
headings
Introduction
Body Paragraphs
Conclusion
TASK 4:
Edit your text, ensuring to include everything in the success criteria and add any extra persuasive devices to engage your audience further.
Highlight the changes in your text.
Note: you may like to read the personal feedback or think about the whole class feedback the teacher has given you based on your work in order to improve.
Spelling Activity WALT: spell familiar and unfamiliar words. Success Criteria: -I can practise spelling my words out loud.
TASK:
Play Tic Tac Toe with a family member using your spelling words.
WALT: spell familiar and unfamiliar words in texts.
Success Criteria:
I can create a Find-a-word using my spelling words.
TASK:
Select 10 words from your spelling list. Create a find-a-word. Give a family member a copy of your spelling words and help them to complete the Find-a-word.
The above image will be larger in the Daily Learning Schedule.
Draw an empty Tic Tac Toe board. Take turns at reading a spelling word aloud for your partner to spell. Check if they are correct. If they are correct they can write a ‘X’ or ‘O’ on the Tic Tac Toe board. The winner is the first to get 3 in a row. Keep playing until you have spelt all of your spelling words.
Tic Tac Toe game
Recess Break
Have something to eat and get outside to do some physical activity
Suggested Times
Middle Session
11:15am - 12:35pm
Spend 30 to 45 minutes on
Mathematics
Multiplication and Division
Class Zoom - opportunity for a pre-test about quotient and their ability to
Mathematics
Multiplication and Division
WALT: solve division problems with remainders.
Success Criteria:
Mathematics
Multiplication and Division
WALT: use mental and written strategies to divide large numbers without remainders.
Success Criteria:
Mathematics
Multiplication and Division
WALT: use mental or written strategies to divide
Mathematics a day divide. E.g.Give students this question:
24÷5. Solve this question. Label the quotient, remainder, dividend and divisor
TASK 1:
WALT: identifying and describing the features of a division problem.
Success Criteria: -I can identify and define quotient, divisor and dividend
-I can find the quotient, divisor and dividend of a problem
-I can represent the quotient and the remainder
- I can write remainders as a fraction.
-I can write remainders as a decimal.
-I can use a formal algorithm to solve division problems.
Zoom - Discussion about remainders and explicit teaching of remainders as decimals and fractions.
TASKS:
Watch the following khan academy video on division problems with remainders.
Write your own definition for the term ‘remainder’. What are some other words that can be used instead of remainder?
Recording Remainders as Fractions and Decimals
If you were unable to attend the zoom or would
-I can use place value to solve division problems with three digits
-I can use a formal algorithm to solve division problems with three digits
-I can show my working out clearly
TASKS:
We are looking at dividing three digit numbers using the place value strategy.
TASK 1:
Watch the following video on dividing with place value using 1142 divided by 2. Write your own explanation of this strategy step by step https://www.youtube.com/watch?v=9PqQCCcP0u0
Solving Division Problems with place value and a standard algorithm explained below:
large numbers with remainders
Success Criteria:
-I can use different notations to solve division problems with a remainder
-I can write the remainder as a fraction
TASK:
Solving a division problem with a remainder using the
Mathematics
Multiplication and Division
WALT: solving division word problems using a range of strategies
Success Criteria:
-I can identify the dividend and divisor in a word problem
-I can represent the quotient in a word problem
-I can use Newman’s Prompts to solve word problems
For Example
Alex has 214 pieces of candy to share among his 9 friends for his birthday party. How many pieces will they get each and will Alex have any left over?
Complete the following division problems (some have a remainder). Circle the quotient of each problem, underline the
What strategies did you use to find the number that the computer was thinking of in the game?
Mathletics - Complete scheduled tasks
1. 432 divided by 2 2. 840 divided by 4 3. 934 divided by 2
TASK 3:
Complete the following using a standard algorithm
1. 658 divided by 4 2. 748 divided by 2 3. 326 divided by 2
Extension:
Using either strategy, create your own division problems using 4 or 5 digit numbers divided by 1 or 2 digit numbers. You might like to use dice or a deck of cards to make your number random.
Mathletics - Complete scheduled tasks
c) 8961 divided by 4
Complete the following using a standard algorithm THE REMAINDER MUST BE A FRACTION
3. Miss McDonald has just bought a new phone and has already taken 648 photos and has only had the phone for 4 days. How many photos did she take a day?
4. Anne has 1092 bananas that must be put away in boxes. Raymond comes to help and brings 5 dookies to share with Anne. If there are 14 boxes how many bananas must go in each box?
5. Mrs Martinez has bought 963 ice blocks from the canteen to share between 3 year 5 classes. How many will each class get?
6. Five Hundred and Ninety Three penguins need to be split into three pools. How many will go in each pool?
7. 428 children are going to the theatre. Four buses are sent to take them there. How many
3. Make a table with the following headings and use the information from the survey
a) Time: 1 day, 1 week, 1month
b) Number of packets of cigarettes smoked
c) Cost
d) What you could you buy with the same amount of money
d) Write down how you feel
about smoking
prompts. Pay particular
attention to the sources
and then answer the
historical inquiry questions:
1. What does Source A tell
us about the way people
treated Aboriginal children
in the 1930s?
2. How does Source B
help us understand the
Stolen Generations?
3. Explain what you think
life would be like for the
Aboriginal boy in the photo
in Source C.
REFLECTION: Why do
you think the Australian
government thought taking
the Aboriginal children was
the right thing to do?
culverts and hide. Often
the white people—we
didn’t know who they
were—would come into
our camps. And if the
Aboriginal group was taken
unawares, they would stuff
us into flour bags and
pretend we weren’t there.
We were told not to
sneeze. We knew if we
sneezed and they knew
that we were in there
bundled up, we’d be taken
off and away from the
area. There was a
disruption of our cycle of
life because we were
continually scared to be
ourselves. During the raids
on the camps it was not
unusual for people to be
shot—shot in the arm or
the leg. You can
understand the terror that
we lived in, the fright—not
knowing when someone
will come unawares and do
whatever they were
doing—either disrupting
our family life, camp life, or
shooting at us.
-This is a recount of events
given by an Abroiginal
woman from Western
What elements of the dance did you prefer and why? Try to relate your response to dynamics
(Remember - the elements include SPACE, TIME, DYNAMICS)
muscles. Hug yourself tightly and then clap your hands behind your back then hug yourself again. Do this 5 times.
3. Front kicks
This lengthens the muscles in the backs of your legs. Put your hand out in front of you and, using it as a target, attempt to kick your hand with the leg on the same side as your hand. Perform 10 reps with one leg. Change to the other side and do another 10.
4. Warm down
Ensure you are not rushed and breath in and out to slow your body down.
TASK 2:
Target Takedown
(please allocate 25-30 minutes for this game).
You will need two players.
Equipment: 2 ropes (skipping ropes are fine), 1
Questionnaire
Choose someone who
is a regular smoker or
who used to smoke.
Circle: male or female.
Ask:
1. What age
were you when you
had your first
cigarette?
2. Who or what
influenced you to
smoke?
3. When did you
become a regular
smoker?
4. How many
cigarettes do/did you
smoke each day?
5. What is/was
the cost of your
cigarettes?
6. Which brand
do/did you smoke and
why?
7. Have you ever
stopped/ever tried to
stop smoking? Why?
8. Has smoking
affected your health
in any way?
Chinese
Please join your Chinese Class to complete the scheduled activities.
PE
Aiming, throwing &
catching
WALT: increase our
aiming and throwing
accuracy.
Success Criteria:
-I can aim and throw an
object with increasing
accuracy to a target where
the distance increases
Warm up:
Follow the actions with the
music in the warm out
work
out at the following link:
https://www.youtube.com/
watch?v=8RTT4hUJsBA
TASK 1:
Catch & throw with socks:
https://www.youtube.com/
watch?v=fCiATy5gfzc&feat
Australia who was taken
from her family at the age
of five years old.
TASK 2: Imagine you are
the little girl who was taken
in the scenario about.
Write a creative writing
piece from the perspective
of the little girl, using the
detail given in the above
source. Your writing piece
should be approx 2-3
paragraphs.
ball (tennis ball/handball), any small unbreakable targets (plastic bowls, cones).
Important Information:
Ensure all equipment is
not breakable.
1. Place targets within the ropes
2. Stand opposite your player on the opposite sides of the ropes 10 meters apart.
3. Each player takes turns in hitting the target from each side
4. Players will score 10 points each time they hit the target
Challenge yourself:
a) Begin with underarm throws, then overarm throws then bowling.
b) Experiment with run ups prior to releasing the ball.
c) Stretch your arm as high as possible, brush your ear and release the ball with a straight elbow.
d) Build more difficult targets (such as smaller or lower targets)
Self Reflection:
Record your responses and please ensure you answer each question with full