Links for games and Resources.
MATHS Literacy
Maths.
Reading...
Learning Intention: To use clues to make inferences about characters and texts.
Success Criteria: I can make inferences about the characters feelings.
Watch the video https://www.youtube.com/watch?v=Rh8St2cOwCY This video explains how we can infer what a character is feeling by using the pictures and text as clues.
We also need to use our prior knowledge, which means, using what we already know about a topic.
Activity: Complete activity on Seesaw ‘Inferring from Pictures’.
Once you have finished, log onto Literacy Planet or Epic.
Success Criteria: I can make inferences about the characters feelings.
Watch the video https://www.youtube.com/watch?v=Rh8St2cOwCY This video explains how we can infer what a character is feeling by using the pictures and text as clues.
We also need to use our prior knowledge, which means, using what we already know about a topic.
Activity: Complete activity on Seesaw ‘Inferring from Pictures’.
Once you have finished, log onto Literacy Planet or Epic.
Sargun's Brain Puzzle...
Wellbeing
Learning Intention: What is an apology
Success Criteria: I understand the difference between sincere and fake apology.
Activity:
How many times has someone said sorry to you, but you know they do not mean it. They only say it because someone else has forced them too. Maybe your mum told you to apologise or your teacher made you say it. Saying sorry because someone has forced you is not an apology.
Watch the video
https://www.youtube.com/watch?v=JqbhqopsQO4
Complete activity on Seesaw
T4 w4 wellbeing Mon. What's an apology?
Success Criteria: I understand the difference between sincere and fake apology.
Activity:
How many times has someone said sorry to you, but you know they do not mean it. They only say it because someone else has forced them too. Maybe your mum told you to apologise or your teacher made you say it. Saying sorry because someone has forced you is not an apology.
Watch the video
https://www.youtube.com/watch?v=JqbhqopsQO4
Complete activity on Seesaw
T4 w4 wellbeing Mon. What's an apology?
Inquiry.
Inquiry
Learning Intention: :
L 1 We are practising creative thinking so that we learn how to think about things differently and to grow in confidence to use creative thinking in the future..
LI 2: We are practising planning, so that we improve this skill and so that we appreciate the value of making our thinking visible before applying our ideas.
Success Criteria:
1.1: I can share my thoughts about the Creativity Cracker I have been given.
SC 2.1: I can draw what is going to happen in the scene that I have selected
SC 2.2: I can draw the setting where the scene will take place.
SC 2.3: I can draw each of the props that the characters will use
Activity:
During this activity, you are going to select a scene from your story and create a storyboard of that scene.
Later in this learning sequence, you are going to use your storyboard to animate this scene.
What is a scene?, well you know books have chapters. They tell the reader what happens in a small part of the story. Well a scene is like a small part of the animation.
For this activity do not storyboard the whole animation, just one part of it, a scene.
Remember to draw the background, props and characters.
Watch Video
https://www.youtube.com/watch?v=wJXKRFgbnHA
Complete seesaw activity
T4 w4 Inquiry Mon. Creating a storyboard scene
Learning Intention: :
L 1 We are practising creative thinking so that we learn how to think about things differently and to grow in confidence to use creative thinking in the future..
LI 2: We are practising planning, so that we improve this skill and so that we appreciate the value of making our thinking visible before applying our ideas.
Success Criteria:
1.1: I can share my thoughts about the Creativity Cracker I have been given.
SC 2.1: I can draw what is going to happen in the scene that I have selected
SC 2.2: I can draw the setting where the scene will take place.
SC 2.3: I can draw each of the props that the characters will use
Activity:
During this activity, you are going to select a scene from your story and create a storyboard of that scene.
Later in this learning sequence, you are going to use your storyboard to animate this scene.
What is a scene?, well you know books have chapters. They tell the reader what happens in a small part of the story. Well a scene is like a small part of the animation.
For this activity do not storyboard the whole animation, just one part of it, a scene.
Remember to draw the background, props and characters.
Watch Video
https://www.youtube.com/watch?v=wJXKRFgbnHA
Complete seesaw activity
T4 w4 Inquiry Mon. Creating a storyboard scene
TUESDAY
Maths....
Maths Discussion Slide
What doesn't belong?
What doesn't belong?
Learning Intention: To recall Addition facts for single digit numbers and relate these to subtraction facts.
Success Criteria: I can partition given numbers and recognise the connection between the addition and subtraction, e.g. 96 partitioned could be written and represented in various forms like 60+36, 96–36 = 60, 96-60=36
I can extend strategies for addition and subtraction and recognise equivalence (such as 14 + 8 + 6 = 14 + 6 + 8 = 28 and 54 – 28 = 2 + 20 + 4)
I can solve worded problems by writing and using number sentences for addition and subtraction
Tune- In:
FIRST:
Watch video- Maths Antics Multi-digit Addition : https://www.youtube.com/watch?v=mAvuom42NyY
Watch video- Maths Antics: Multi-digit subtraction:
https://www.youtube.com/watch?v=Y6M89-6106I
Activity: Group 1- Addition and subtraction word problem sort
Group 2- Addition and subtraction with and without regrouping
Group 3- Addition and subtraction with decimal numbers
Success Criteria: I can partition given numbers and recognise the connection between the addition and subtraction, e.g. 96 partitioned could be written and represented in various forms like 60+36, 96–36 = 60, 96-60=36
I can extend strategies for addition and subtraction and recognise equivalence (such as 14 + 8 + 6 = 14 + 6 + 8 = 28 and 54 – 28 = 2 + 20 + 4)
I can solve worded problems by writing and using number sentences for addition and subtraction
Tune- In:
FIRST:
Watch video- Maths Antics Multi-digit Addition : https://www.youtube.com/watch?v=mAvuom42NyY
Watch video- Maths Antics: Multi-digit subtraction:
https://www.youtube.com/watch?v=Y6M89-6106I
Activity: Group 1- Addition and subtraction word problem sort
Group 2- Addition and subtraction with and without regrouping
Group 3- Addition and subtraction with decimal numbers
Once you have finished your activity make sure you have uploaded your work on Seesaw. You can then log onto Mathletics and complete your set activities.
Writing..
Learning Intention: We are learning about the fable ‘The Lion and the Mouse’.
Success Criteria: I can identify and write the beginning, middle and end of the fable.
I can explain the moral of the story.
Discussion: The moral of a story is the lesson that story teaches about how to behave in the world.
Activity:
Success Criteria: I can identify and write the beginning, middle and end of the fable.
I can explain the moral of the story.
Discussion: The moral of a story is the lesson that story teaches about how to behave in the world.
Activity:
- Whole class: Watch ‘The Lion and the Mouse’ https://www.youtube.com/watch?v=DKgRHys6bfA
- Seesaw: Write a beginning, middle and end from the fable.
- Write the moral of the story.
Reading..
Learning Intention: To use clues to make inferences about characters and texts.
Success Criteria: I can make inferences about the characters feelings.
Tuning in: Create an anchor chart with class to revise what it means when we are inferencing. Clarify the term ‘prior knowledge’, explaining how we use what we know to relate to what a character might be feeling.
When inferring we need to think ‘I remember a time when...therefore I think the character might be feeling…’
Watch the story Ish by Peter Reynolds https://www.youtube.com/watch?v=QKuXo5cIRtI
Activity: Students to complete Making Inferences about Characters worksheet.
Success Criteria: I can make inferences about the characters feelings.
Tuning in: Create an anchor chart with class to revise what it means when we are inferencing. Clarify the term ‘prior knowledge’, explaining how we use what we know to relate to what a character might be feeling.
When inferring we need to think ‘I remember a time when...therefore I think the character might be feeling…’
Watch the story Ish by Peter Reynolds https://www.youtube.com/watch?v=QKuXo5cIRtI
Activity: Students to complete Making Inferences about Characters worksheet.
What is the message?
Inquiry.
Learning Intention:
LI 1: We are practising creative thinking so that we learn how to think about things differently and so that we grow in confidence to use creative thinking in the future. LI 2: We are practising posing interesting questions as we support someone else to develop their ideas so that we improve this skill and so that we appreciate the value of posing interesting questions. LI 3: We are practising improving our ideas so that we improve this skill and so that we appreciate the value of revising and modifying our ideas.
Success Criteria:
SC 1.1: I can share my thoughts about the Creativity Cracker I have been given.
SC 2.1: I can help my Creativity Buddy to improve their storyboard by posing interesting questions.
SC 3.1: I can consider my Creativity Buddy's questions and improve my storyboard.
Activity:
Improving a storyboard
When someone else looks at our ideas they will often suggest questions that we may have never considered.
Watch Video
https://www.youtube.com/watch?v=EtnxACx3eDE
Today's activity is not to give direct advice but to pose questions that may lead our buddy to consider if there are better options.
Look at the question matrix example on page 2. It is an interview with a skateboarding champion.
Look carefully, how the questions are asked.
After observing your buddies frames, type 3 questions to help your buddy think of ways of improving their story board.
T4 w1 Inquiry Tuesday.. Fresh Eyes (feedback)
LI 1: We are practising creative thinking so that we learn how to think about things differently and so that we grow in confidence to use creative thinking in the future. LI 2: We are practising posing interesting questions as we support someone else to develop their ideas so that we improve this skill and so that we appreciate the value of posing interesting questions. LI 3: We are practising improving our ideas so that we improve this skill and so that we appreciate the value of revising and modifying our ideas.
Success Criteria:
SC 1.1: I can share my thoughts about the Creativity Cracker I have been given.
SC 2.1: I can help my Creativity Buddy to improve their storyboard by posing interesting questions.
SC 3.1: I can consider my Creativity Buddy's questions and improve my storyboard.
Activity:
Improving a storyboard
When someone else looks at our ideas they will often suggest questions that we may have never considered.
Watch Video
https://www.youtube.com/watch?v=EtnxACx3eDE
Today's activity is not to give direct advice but to pose questions that may lead our buddy to consider if there are better options.
Look at the question matrix example on page 2. It is an interview with a skateboarding champion.
Look carefully, how the questions are asked.
After observing your buddies frames, type 3 questions to help your buddy think of ways of improving their story board.
T4 w1 Inquiry Tuesday.. Fresh Eyes (feedback)
Wellbeing..
- Circle time
- Friendship list for 2022 classes.
3/4 Sport
After lunch sport Tennis
WEDNESDAY
Wellbeing.
Learning Intention: to participate in a game that requires both personal and social capabilities.
Success Criteria: i can participate in a cooperative partnership with other students
Activity: Play is the way Robots.
https://www.youtube.com/watch?v=-DJZ1wIUHJY
Students divide into 4 teams.
Spread out bean bags on the floor in the area of play.
Each team has a robot (blindfolded) and a caller.
Caller gives directions. robot picks up bean bags.
Once a bean bag has been picked up a new robot and caller are chosen.
Team that picks up the most bean bags is the winner.
Success Criteria: i can participate in a cooperative partnership with other students
Activity: Play is the way Robots.
https://www.youtube.com/watch?v=-DJZ1wIUHJY
Students divide into 4 teams.
Spread out bean bags on the floor in the area of play.
Each team has a robot (blindfolded) and a caller.
Caller gives directions. robot picks up bean bags.
Once a bean bag has been picked up a new robot and caller are chosen.
Team that picks up the most bean bags is the winner.
Writing.
Learning Intention: We are learning to investigate how and when to use punctuation in our writing.
Success Criteria: I can use a full stop when I have finished a thought.
I can use a comma to make a pause between thoughts and to list things.
I can use an exclamation mark for strong feelings.
I can use a question mark when I ask a question.
I can use talking marks or quotation marks to show what someone else has said or written.
Activity:
Success Criteria: I can use a full stop when I have finished a thought.
I can use a comma to make a pause between thoughts and to list things.
I can use an exclamation mark for strong feelings.
I can use a question mark when I ask a question.
I can use talking marks or quotation marks to show what someone else has said or written.
Activity:
- Watch: Intro to punctuation https://www.youtube.com/watch?v=BgcokHqAXUk
- In groups sort the sentences in the correct punctuation poster (Teachers to prepare these resources to be used in class - Resources found in this folder).
- On Seesaw: Complete punctuation sentences about school.
Reading.
Learning Intention: To use clues to make inferences about characters and texts.
Success Criteria: I can make inferences about the characters feelings.
Activity: Students are to infer what is happening in the picture.
Revise the what it means to infer, referring to the anchor chart from Tuesday. Students are then to complete the worksheet with the image of the dog (print from Resource folder)
(activity on Seesaw as Wednesday 27th October- What can I infer?)
Success Criteria: I can make inferences about the characters feelings.
Activity: Students are to infer what is happening in the picture.
Revise the what it means to infer, referring to the anchor chart from Tuesday. Students are then to complete the worksheet with the image of the dog (print from Resource folder)
(activity on Seesaw as Wednesday 27th October- What can I infer?)
Maths.
Learning Intention: To recall Addition facts for single digit numbers and relate these to subtraction facts.
Success Criteria: I can partition given numbers and recognise the connection between the addition and subtraction, e.g. 96 partitioned could be written and represented in various forms like 60+36=96, 96–36 = 60, 96-60=36
I can extend strategies for addition and subtraction and recognise equivalence
(such as 14 + 8 + 6 = 14 + 6 + 8 = 28 and 54 – 28 = 2 + 20 + 4)
I can solve worded problems by writing and using number sentences for addition and subtraction
Tune- In:
Watch video- Maths Antics Multi-digit Addition : https://www.youtube.com/watch?v=mAvuom42NyY
Watch video- Maths Antics: Multi-digit subtraction:
https://www.youtube.com/watch?v=Y6M89-6106I
Activity: Group 1- Add to 99 with no trading Signposts 3 pg 50 Seesaw or resource folder
Group 2- 3 Digit Subtraction on Seesaw- can also do worked examples on board
Group 3- Addition and subtractions with decimals, involving money- Seesaw- can also do worked examples on board
Success Criteria: I can partition given numbers and recognise the connection between the addition and subtraction, e.g. 96 partitioned could be written and represented in various forms like 60+36=96, 96–36 = 60, 96-60=36
I can extend strategies for addition and subtraction and recognise equivalence
(such as 14 + 8 + 6 = 14 + 6 + 8 = 28 and 54 – 28 = 2 + 20 + 4)
I can solve worded problems by writing and using number sentences for addition and subtraction
Tune- In:
Watch video- Maths Antics Multi-digit Addition : https://www.youtube.com/watch?v=mAvuom42NyY
Watch video- Maths Antics: Multi-digit subtraction:
https://www.youtube.com/watch?v=Y6M89-6106I
Activity: Group 1- Add to 99 with no trading Signposts 3 pg 50 Seesaw or resource folder
Group 2- 3 Digit Subtraction on Seesaw- can also do worked examples on board
Group 3- Addition and subtractions with decimals, involving money- Seesaw- can also do worked examples on board
Time for some drawing.
Lets try to draw some 3D
Lets try to draw some 3D
Thursday
Maths.
Which doesn't belong?
Learning Intention: To describe events and how likely they are to happen.
Success Criteria: I can use the language of chance to describe the likelihood of everyday events occuring.
I can conduct chance experiments, describe possible outcomes, and explain why I may get different results when I run the experiment again.
Tune- In:
Watch video- Maths Antics ‘Basic Probability’:
https://www.youtube.com/watch?v=KzfWUEJjG18
Complete the Activity: On Seesaw Interpreting a data display
Success Criteria: I can use the language of chance to describe the likelihood of everyday events occuring.
I can conduct chance experiments, describe possible outcomes, and explain why I may get different results when I run the experiment again.
Tune- In:
Watch video- Maths Antics ‘Basic Probability’:
https://www.youtube.com/watch?v=KzfWUEJjG18
Complete the Activity: On Seesaw Interpreting a data display
Reading..
Learning Intention: To use clues to make inferences about characters and texts.
Success Criteria: I can make inferences about the characters feelings.
Activity: Complete Seesaw Activity (Hair Love- Infer character feelings)
Once you have finished Log on to Epic and choose a book to read.
Success Criteria: I can make inferences about the characters feelings.
Activity: Complete Seesaw Activity (Hair Love- Infer character feelings)
Once you have finished Log on to Epic and choose a book to read.
Writing..
Learning Intention: We are learning to use punctuation in our writing.
Success Criteria: I can use a full stop when I have finished a thought.
I can use a comma to make a pause between thoughts and to list things.
I can use an exclamation mark for strong feelings.
I can use a question mark when I ask a question.
I can use talking marks or quotation marks to show what someone else has said or written.
Activities: Seesaw
Success Criteria: I can use a full stop when I have finished a thought.
I can use a comma to make a pause between thoughts and to list things.
I can use an exclamation mark for strong feelings.
I can use a question mark when I ask a question.
I can use talking marks or quotation marks to show what someone else has said or written.
Activities: Seesaw
- Watch the video: https://www.youtube.com/watch?v=Y-DTA0PeVz4
- Seesaw: Add the correct punctuation to the sentences.
...........
Time to Chill..
Chill session
Press play on the video.
Sit back close your eyes and relax for a few minutes.
This was from the spy movie genre
Your grandparents and parents should know this.
Ask them to listen see if they can guess.
Press play on the video.
Sit back close your eyes and relax for a few minutes.
This was from the spy movie genre
Your grandparents and parents should know this.
Ask them to listen see if they can guess.
Wellbeing.
Wellbeing
Learning Intention: Why some people never say sorry.
Success Criteria: I understand that just saying sorry isn't enough.
Activity:
Watch Martha doesn’t apologise
https://www.youtube.com/watch?v=Y_71fSy7ftA
Martha does the wrong thing a lot and does not seem to care.
People who cannot apologize seem to be tough individuals who refuse to back down. But they don’t do this because they’re strong — it’s because they’re weak. People who cannot apologize often have such deep feelings of low self-worth that their fragile minds cannot absorb the blow of admitting they were wrong. Instead of taking responsibility they will change the facts, blame others, get angry or make excuses.
In most cases no matter whatever you do or say they will never sincerely say sorry, leaving you frustrated or upset.
Showing someone that you are sorry shows, you are a strong person. It means you care about others and have the high self-esteem to admit you make mistakes.
Complete the activity attached and explain in detail what you would say and do to show someone you are sorry.
Remember the 3 parts of an apology.
T4 w4 Wellbeing Thursday.. How to apologise.
Learning Intention: Why some people never say sorry.
Success Criteria: I understand that just saying sorry isn't enough.
Activity:
Watch Martha doesn’t apologise
https://www.youtube.com/watch?v=Y_71fSy7ftA
Martha does the wrong thing a lot and does not seem to care.
People who cannot apologize seem to be tough individuals who refuse to back down. But they don’t do this because they’re strong — it’s because they’re weak. People who cannot apologize often have such deep feelings of low self-worth that their fragile minds cannot absorb the blow of admitting they were wrong. Instead of taking responsibility they will change the facts, blame others, get angry or make excuses.
In most cases no matter whatever you do or say they will never sincerely say sorry, leaving you frustrated or upset.
Showing someone that you are sorry shows, you are a strong person. It means you care about others and have the high self-esteem to admit you make mistakes.
Complete the activity attached and explain in detail what you would say and do to show someone you are sorry.
Remember the 3 parts of an apology.
T4 w4 Wellbeing Thursday.. How to apologise.