STAGE 3 – T4 – WEEK 3

Contents Weekly Timetable ................................................................................................................................... 3

‘Daily 5’ Activities Week 2 Monday- Friday ........................................................................................... 4

English Monday ....................................................................................................................................... 6

English Tuesday ....................................................................................................................................... 8

English Wednesday ............................................................................................................................... 10

English Thursday ................................................................................................................................... 11

English Friday ........................................................................................................................................ 12

Mathematics (Monday) – 1 hour ........................................................................................................ 14

Mathematics (Tuesday) – 1 hour ......................................................................................................... 15

Mathematics (Wednesday)– 1 hour .................................................................................................... 16

Mathematics (Thursday) – 1 hour ....................................................................................................... 21

Mathematics (Friday) – 1 hour ............................................................................................................ 25

Science – Monday ................................................................................................................................. 26

Geography – Friday .............................................................................................................................. 31

Visual Arts ............................................................................................................................................. 33

Library ................................................................................................................................................... 35

Weekly Timetable Time Monday Tuesday Wednesday Thursday Friday

Morning – 1 hour

‘Daily 5’ Activities ‘Daily 5’ Activities

‘Daily 5’ Activities

‘Daily 5’ Activities

‘Daily 5’ Activities Spelling test – Get someone to test you on your spelling words

English –

English –

English – English – English –

Morning Tea

Physical Activity; Physical Activity;

Physical Activity;

Physical Activity;

Physical Activity;

Middle - 1 hour

Maths- Multiplication and Division assessment (Compulsory) Zoom at 11.30

Maths Prodigy

Maths- Mass

Maths- Volume

Maths – Studyladder

Lunch Physical Activity; Physical Activity;

Physical Activity;

Physical Activity;

Physical Activity;

Afternoon - 45 min

Science- Solids Watch BTN and take some notes

Library Geography

Extra List –

Prodigy StudyLadder Mindful Colouring Cooking Reading

‘Daily 5’ Activities Week 2 Monday- Friday

Word Work - Complete your spelling activities from the grid on the next page. Choose 2 activities per day.

Read to Self - 15 minutes of silent reading Or 15 minutes on the Read Theory website. Dabbs; https://readtheory.org/app/sign-up/create-account/student?classcode=4NBP829D

Work on Writing - free writing in a google doc or writing book.

Read to someone: read to a parent, carer, sibling or pet for 15 minutes. Focus on expression and fluency

Week 3 Spelling List (‘r’ sound)

1. cherry 2. wrist 3. wrong 4. mirror 5. right 6. diary 7. wreath 8. wriggle 9. strawberry 10. rhythm

11. rubbish 12. rhubarb 13. rhombus 14. tomorrow 15. wrestle 16. resources 17. irresponsible 18. licorice 19. Mediterranean 20. resuscitate

Word Work- Spelling

English Monday Last week we re-visited building characters, describing settings, and using magic or mythical powers

in different situations.

This week we are going to re-work old fairy tales in different situations.

WALT; We are learning to use our imagination to create and change fairy tales.

WILF; Interesting twists on original stories. At least a paragraph per story change.

TIB; We have noted that you find it difficult to come up with ideas, this way some of the work is

done for you!

Information and Importance;

A Fairy Tale is a short story often involving magic and legendary deeds. It can include talking animals,

witches, cruel step-mothers, Princes and Princesses. Fairy tales don't always contain a moral or a

lesson, they can be pure entertainment, but often teach about consequences and values like

kindness and patience. Fairy tales are traditional stories told and retold through the generations,

usually spun from folklore. Many were finally written down and have lasted until now!

Original Stories

Cinderella - Her evil stepmother and stepsisters would not let her go to the ball, but her fairy

godmother made it happen with magic. She danced with the prince and they fell in love. Since she

had to leave by midnight, she ran and lost one slipper. The prince found the slipper and searched

for her. After he found her, they were married and lived happily ever after.

Elves and the Shoemaker - A shoemaker and his wife were very poor. One day they ran out of

leather so they went to bed. In the morning, they found a pair of shoes and a passerby bought

them. The next night, another pair of shoes appeared. The third night they hid and saw two elves

making shoes. In gratitude, they made clothes for the elves, as winter was approaching. The elves

were very happy and went on to help someone else.

Emperor's New Clothes - A vain emperor hired two people to make him some new clothes. They

tricked him, telling him the cloth was not visible to people unfit for his position or who were very

stupid. At first the people pretended to see the clothes, but a child says that he is not wearing

clothes and people start to agree. The emperor realized he was swindled but continues the parade

anyway.

Frog Prince - A frog asked a princess why she was crying and she replied that she had dropped

her golden ball into the pond. She promised anything if he would get it for her. He did and asked

to eat from her plate, live in the castle, and that she be his friend. She did and he turned into a

prince as he had been under a spell from a witch. They married and lived happily ever after.

The Gingerbread Man - A little old woman baked a gingerbread man and when she took him out

of the oven, he ran away. The woman and her husband chased him, as well as the pig, cow and

horse. No one could catch him. He came to a river and a sly fox told him he could jump on his tail

and he would take him across. He did and the fox went deeper and the gingerbread man had to

jump on his back and then on his nose. When he got to his nose, the fox ate him.

Task 1; New setting – Outer Space

Pick one of the original stories and re-write it as it would happen in outer space. Have a think

about what would change. Transport, settings characters etc. It should still be clear which

original story you picked so don’t change all the names!

Task 2; A day in the life of…..

Pretend you are the character in one of the stories. What do you think would happen in a

day for you. You could be the main character, the evil character or a servant who saw the

whole thing!

English Tuesday We will continue with our work from yesterday, re-work old fairy tales in different situations.

WALT: Think of new ideas using original fairy tales as a base

WILF: Tales that have been altered, but are still recognisable.

TIB: Using our imagination regularly is helpful when coming up with ideas later, across all subjects.

Original Stories

Goldilocks and the Three Bears - Goldilocks saw a cabin in the woods and entered, she found

three bowls of porridge, one was too cold, one too hot and the other just right, so she ate it.

She found three chairs, one to hard, one too soft, and the little one was just right and she

sat in it and broke it. Of the three beds, one was too hard, one too soft and one just right,

so she fell asleep. The bears came home and frightened her and she ran away.

Hansel and Gretel - The children’s wicked stepmother took them into the forest and left

them there. They came upon a house made of sweets and they ate some. The evil witch that

lived there locked them in a cage and was going to make a soup out of them. Gretel got out

of the cage and pushed the witch into the boiling water. The children found treasure there

and took it home and they were never hungry again.

Jack and the Bean Stalk - Jack took the family cow to sell and traded it for magic beans.

His mother was angry and threw them out of the window. The next morning a giant beanstalk

had grown. He climbed the beanstalk and found a giant there who had gold coins. Jack stole

them and took them home. Later, Jack returned and saw a hen that laid golden eggs and he

stole that, too. The third time he tried to steal a magic harp and the harp cried out. The

giant chased Jack down the beanstalk, Jack chopped it down and the giant died.

Little Red Riding Hood - Little Red Riding Hood's mother sent her to Grandma's house with

a basket of goodies and told her not to talk to strangers. A wolf asked here where she was

going and she told him. He went to Grandma's house, locked Grandma in the cupboard and put

on her clothes. Little Red Riding Hood was surprised at Grandma's eyes, ears and teeth,

remarking on how big they were. The wolf said the teeth were better for eating and he

pounced. She screamed, some woodcutters heard her cry and rescued her.

The Pied Piper of Hamelin - The town of Hamlyn was overrun with rats. The Pied Piper

offered to get rid of the rats for 50 pounds and the mayor agreed. He started playing his

pipe. The rats followed him and he led them into the harbor and they died. He went back for

his money but the mayor only paid 20 pounds. The Pied Piper wanted to teach him a lesson, so

he played his pipe and all the children followed him out of town. The mayor sent men to find

the children but they could not find them.

Task 1; Back to school…

Pretend a character from your story came back to school with you. What kind of mayhem would

happen that day?

Task 2; And thennnnnn….

Pretend the story does not end there. What happens next?! Does something else happen? Does the

wolf turn into a zombie?

English Wednesday We have had a couple of days to look at changing parts of stories. Now it’s time to attempt more.

Continue on from the fairy tale to create your own ending.

WALT: Write compelling fairy tales using characters and settings from known stories.

WILF: A different story based o the same characters

TIB: Fairy tales allow us to explore our imagination and expand our writing style.

What happens next? Do they become friends? Is jack the bad guy? Does he have magical powrs?

Continue the story in your own words.

The view from above the clouds was breathtaking. Jack was surrounded by soft, fluffy, pure white clouds. As he was admiring them, a loud grumble disrupted his thoughts. Thinking of thunder, Jack began to work quickly to return to his mother. The rumbling grew louder and closer. Jack became unsettled.

“Who goes there?” a loud voice bellowed.

As Jack glanced up, he saw a shoe as big as a car. Extending from the shoe was an enormous, hairy leg as big as a city building.

“Oh no” whispered Jack. “A giant!”

English Thursday Continue this Fairy Tale!!

What happens next? Try to change it as much as possible, but use the same characters. Does she

travel to another world? Does the Queen follow her? Does she turn the queen into an uneducated

potato?

Continue the story in your own words.

Alice In wonderland

As Caterpillar opened his mouth and drew a long breath, a roar vibrated around the garden, flowers

wilting in the aftermath. Alice turned around to see the Queen of Hearts, demanding her capture.

“Off with her head!” the queen shrieked.

Alice knew this mad woman was talking about her. She had to escape. Alice scurried away. She

dodged left and right, hid behind gardens and ran between oversized trees, but she could not see

any way out! She took shelter with the playing cards that were tending to the garden. They knew she

was in danger and wanted to help her escape. They had an idea that could get Alice away from the

Queen of Hearts and back to her world.

English Friday

This week we have continued to use known Fairy Tales as a basis to write a newer version. The aim

of these tasks was to take away some of the hurdles when we begin to write such as creating

characters or backstories.

If you have completed the daily tasks, you should have a whole bunch of ideas for characters,

settings, complications and magical elements which will help over the coming weeks.

Today we want to create a cheat sheet of these elements for you to use when we start writing our

own stories. The more you can look back or remember previous writing, the more ideas you’ll have

later! You can use information from known stories, but you would have to change the details to

make it your own. Try to get a bit of detail down so you remember what you were talking about.

These lists are more for you than for us.

Characters; (Name, animal, power)

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Settings; See, hear, touch, smell, feel

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Complications (Dragons, fire, robbers, armies

etc)

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Magical Elements; Powers, animals, planets…

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Mathematics (Monday) – 1 hour

For the next 2 weeks, we will be doing some online assessment tasks to see where you are at in Number (Whole Number, Addition and Subtraction, and Multiplication and Division).

These assessments are multiple choice. You will need to keep a record of your working out. Do it on a piece of paper and then you can take a photo of it and upload it at the end of the assessment.

Please try to make sure it is your own work, Try not to get help from carers, siblings or others. We want to know what you know. Just do your best.

The assessment today is on Multiplication and Division. It should take you about 30 mins, but you can have extra time if needed. Read questions carefully.

We will be having a zoom meeting at 11.30 to explain the task. A link will be sent via Google Classroom.

Mathematics (Tuesday) – 1 hour

Warm up (15 mins)

1. https://mathsstarters.net/quickquiz 2. Times tables practice

3. https://www.timestables.com/diploma/

Prodigy

After the warm-up, Play prodigy for about 45 mins. Your login details have been sent to you on Google classroom.

https://www.prodigygame.com/main-en/

Mr Dabbs: 13A5E5E

Mr Walters: 82AE1E4

Mathematics (Wednesday)– 1 hour Warm up

1. The numbers game

https://mathsstarters.net/numbersgame/

Write down your target number and your solution on a piece of paper or this document.

Try to get as close to the target number as possible.

2. Times tables practice

https://www.timestables.com/diploma/

Write answers below

1 2 3 4 5 6

Write answers below

7 8 9 10

Mathematics (Thursday) – 1 hour

Warm up

1. Times tables practice

https://www.timestables.com/diploma/

2. https://www.mathplayground.com/ASB_GrandPrixMultiplication.html

Write answers below

1 2 3 4 5 6 7 8

Write answers below

9 10 11 12 13 14 15

Mathematics (Friday) – 1 hour

Warm Up – 15 min (feel free to time yourself)

https://mathsstarters.net/bingo/

Do this on a whiteboard or piece of paper. Choose a category that you need to work on.

Studyladder.

Login in to Studyladder and complete the activities. Check Google Classroom for your login information

Science – Monday

Geography – Friday In the last two lessons, we have looked at where Australians have come from (ancestry), and where we have gone (tourism, visitors, and overseas travel).

This week we are going to focus a bit on Global Citizenship. We probably should have started with this lesson, as it looks at the world and our place in it.

Firstly, we need to define Global Citizenship. A citizen is a person that lives in a particular town, city or country. So as we all live in Australia, we are all permanent Australian Citizens!

Global citizenship is more than a title — it’s a mindset.

https://www.globalcitizenyear.org/content/global-citizenship/

Global citizenship involves knowing that we are all citizens of the one globe and behaving in a way that demonstrates a respect for that globe and all people on it.

A Global Citizen is someone who;

1. Shows empathy 2. Is committed to social justice and equity 3. Shows respect for diversity 4. Shows a concern for the environment, and is committed to sustainable development 5. And believes that people can make a difference.

We will touch on each of these today, before a little art project.

Empathy;

The ability to understand and share the feelings of another. Being able to feel happy or sad for people all over the world lets us share their fears or excitement, allowing us to assist or celebrate as one.

Social Justice and Equity

Social justice is the distribution of wealth, opportunities, and privileges within a society. It is not necessarily the equal distribution, but definitely opportunity and privilege. Equity is being fair and impartial.

Diversity

Being inclusive or involving people from a range of different social and ethnic backgrounds and of different genders, sexual orientations, etc.

Environment

We all know about how important sustainable environmental processes are to our communities, global citizens think about these thoughts and processes global!

Making a difference

The point is, it’s not everyone doing everything perfectly. It is everyone giving SOMETHING a go.

Your task for the day – Create a poster, either on the computer or on paper that is based on your idea of Global Citizenship.

Visual Arts Environmental Art

WALT: Create a work of land art, based on Andy Goldsworthy, that has the following elements:

Unity Balance (symmetrical /asymmetrical / radial )

. Andy Goldsworthy is a British sculptor, photographer and environmentalist who makes sculpture and land art in natural and urban settings. He uses natural materials like rock, leaves, ice and branches.

Knowing that his work won’t last he takes photos of his sculptures before they are destroyed naturally by wind, storms or the sun. His art is about both the environment and the passage of time.

Many of Andy Goldsworthy’s works of art show unity.

Unity- (also called harmony) is an important principle of design that gives the artwork a sense of togetherness.

Often times, an artist will use the same art elements (lines, shapes, colours) and repeat them over and over to show unity.

Many of Andy Goldsworthy’s works of art show Balance.

Balance- the way elements are arranged in an artwork- can be symmetrical, asymmetrical, or radial.

Symmetrical- the same on both sides.

Asymmetrical- not the same on both sides.

Radial- the same all the way around in a circle.

Go outside and collect things from nature such as wood, stones and sand. Think of creative ways to use line, shape, space and pattern in your own creations. What type of balance will you use in your sculpture? How will you show unity?

Find a spot outside for your temporary sculpture like a garden, yard, footpath or carport. Use your imagination and post a picture of your finished Art !

1. Research some of the work by artist Andy Goldsworthy.

Look at the way he has used objects from nature to create sculptures with interesting line, shape, space and patterns.

2. Collect outside materials from nature such as wood, stones and sand to design and make a sculptures outside. (This is always a great opportunity to go outside for a bit and get some fresh air!) Only collect items that are already on the ground. Avoid pulling flowers and leaves off plants.

Use the art elements of line, shape, space, pattern, form in nature in your own creations.

3. Find a spot outside for your sculpture. (eg. garden, yard, footpath or carport – make sure it is a safe place, with no cars etc.) and have fun building your own temporary sculpture!

Take a photo of your sculpture and hand in. They will be printed and displayed at school.

What shapes, patterns, lines can you see in your sculpture? What did you enjoy, find easy or challenging? Compare your sculpture and the way it looks to Andy’s sculptures.

Library o Stage 3

o Week 3 T4

Into the forest by A. Browne (online) WALT: identify references (parts of other stories) of other stories integrated into a narrative or book. WILF: I can identify and name the fairy tales incorporated into the book. I can express why I think they have been used in this story. One night a boy is woken by a terrible sound. A storm is breaking, lightning flashing across the sky. In the morning Dad is gone and Mum doesn't seem to know when he'll be back. The next day Mum asks her son to take a cake to his sick grandma.

What happens next?

Watch: https://www.youtube.com/watch?v=B77xQ2_b3UE

What other stories ‘intrude’ the book? What are they about? Look at the illustration too, there are some other elements of popular fairy tales.

Task: Find as many fairy tales as possible and other stories in the book. Write them into the template. Are there any you don’t know? Why do you think were they included? What do you think is tricky when an author uses other stories in his own story?

Into the Forest by A. Browne

Fairy tales found in the book and why I think they were included.

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What do you think is tricky when an author uses other stories in his own story?

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