Learning Goal: I can write descriptive sentences.
First, choose a villain from a book you have read or one that you are familiar with.
Next, write about their appearance using descriptive sentences.
Here are some prompts to helps you:
How tall is s/he?
How old is s/he?
What does s/he look like?
What was s/he wearing?
Then, think about your villain’s crime (or inappropriate behaviour). Write some sentences about the crime (or inappropriate behaviour) including adverbs and verbs.
Teacher note for audio: Verbs are actions words and adverbs that tell us how the action was happening.
For example. Verb: jumping. Adverb: quickly
If you are not sure what this means or you’d like to refresh your memory watch the following video :
Finally, create a ‘Wanted’ poster or download the template below and fill it out with your information.
Don’t forget to take pride in your work and colour in your picture.
Challenge: post the description you have written in the comments below (without revealing your character’s name) to see if anyone in 3/4 can guess your villain!
Learning Goal: I can connect with the texts I read.
First, think about the types of connections you know about? Or watch the video below to refresh your memory.
Next, read ‘The Dark’ by Lemony Snicket
Then, write as many connections that you can think of.
Finally, reply to this post with one of your connections .
Don’t forget to do 30 minutes of reading using your JRB.
Challenge: Have you read any other books where the character is scared of something?
Type the book and author in the post below.
Learning Goal: I understand the features of a horror story.
First, watch the video below and learn about the features of a horror story:
Next, think of a time when you have felt scared.
Then, use the 5 senses to describe your story/event.
Finally, see if you can find music to match your story to help it create a sense of fear.
Don’t forget to plan which of the five senses you are going to use for today’s lesson.
Challenge: create a Powerpoint with music and narration of your horror story or event.
Learning Goal: I can use division strategies to solve problems.
First, revisit the division strategies by clicking on the link below:
Next, work through 3 division problems from the grid below. See if you can complete a diagonal or vertical row in the chart (just like a game of Tic Tac toe or Naughts and crosses) or if you think that is too easy, see if you can complete them all!!
Then, practise your skip counting for 2 minutes.
Finally, Create a division problems chart using your own division problems in your exercise book or directly into OneNote.
Challenge: Where possible do the inverse operation (multiplication) to check your answer.
Click on the title of this post to see Stef’s introduction to Survivor Day 3
Click on the title of this post to see today’s Survivor challenge.
Learning Goal: I understand how the indigenous communities hunted .
First, watch the video below on the indigenous hunting tools.
Next, draw the table below in your exercise book.
Then, list all the features of the hunting tools from the video.
Finally, reply to this post by telling me which one of these tools you think was the most efficient and justify your answer by explaining your thinking.
Challenge: find out more about Aboriginal Culture by visiting https://www.natgeokids.com/au/discover/history/general-history/aboriginal-australian-culture/
Learning Goal: I can create a procedural text .
First, watch the video below and see how to construct a slingshot.
Next, list all the materials used to create this slingshot.
Then, carefully write down all the steps to create this slingshot.
Finally, play the video again and see if your steps match the images.
Challenge: record yourself reading the steps to making this slingshot.
Learning Goal: I can use units of measurement accurately.
First, see if you can list all the equipment used by these Olympians in the pictures below :
Next, read about the recent record below:
A recent Olympic record for throwing the Javelin was about 95 (child) strides, for throwing the shot put it was 76 (child) strides and finally for throwing the discus it was about 82 (child) strides.
Then, think about what units of measurement you could use to give an accurate measurement for those records.
After that, estimate each of the records using formal units of measurement
Estimate using formal units of measurement
Finally, use a measuring tool of your choice, measure the accuracy of each Olympian’s throw.
Don’t forget, you can watch the video below to remind yourself about units of measurements:
Challenge: use your slingshot and see if you can set a new record. Post the distance of your sock throw in the post below.