LEVEL 5 LEARNING FROM HOME Week 7

Monday 23rd August – Friday 27th August

Hello Level 5 learners!

In this document you will find your learning for the Learning from Home period. We encourage you to give yourself

breaks in-line with recess and lunch as routine is important.

We wish you all the best with your learning journey and we know that you will try your best during this time!

Ms Krsteska, Ms Singh, Mr Joyce, Ms Liburti, Ms Stevenson.

LEVEL 5 RECOMMENDED TIMETABLE FOR ‘LEARNING FROM HOME’

Session 1 Session 2 Brain

Break

Session 3 Recess Session 4 Lunch Session 5

Monday YCDI

(20 mins)

Inquiry

(45 mins)

Reading

(45 mins)

Writing

(45 mins)

Maths

(45 mins)

Tuesday YCDI

(20 mins)

Inquiry

(45 mins)

Reading

(45 mins)

Writing

(45 mins)

Maths

(45 mins)

Wednesday Specialist Day

Thursday YCDI

(20 mins)

Inquiry

(45 mins)

Reading

(45 mins)

Writing

(45 mins)

Maths

(45 mins)

Friday YCDI

(20 mins)

Individualised

learning

session

Reading

(45 mins)

Writing

(45 mins)

Maths

(45 mins)

MONDAY 23RD AUGUST

YCDI LI: To understand the neurological benefits of exercise. SC Identify the neurological benefits of exercise Describe the neurological benefits of exercise Compare and contrast the neurological benefits of exercise Generate strategies that help you experience neurological benefits of exercise Mini Lesson We are aiming to achieve ONE MILLION MINUTES of movement by September 3rd. Can we do it? The challenge can involve all your family members, the aim is to move as much as possible during this time.

We already know some of the many benefits of exercise, however do we know the neurological (brain) benefits of exercise? Here are some:

• Decreased stress

• Decreased social anxiety

• Improved processing of emotions

• Prevention of neurological conditions

• Euphoria (short-term)

• Increased energy, focus and attention

• Hinderance to the aging process

• Improved memory

• Improved blood circulation

• Decreased ‘brain fog’ Learning Task Have a think about all the different movement/physical activity you and your family could get involved in. The ideas are endless.

1. Create a list of different activities you and your family could complete (examples: walking, running, bike rides, Desk Stretching https://youtu.be/KBaSGF6kYqw Yoga https://www.youtube.com/watch?v=Td6zFtZPkJ4 Aerobics https://www.youtube.com/watch?v=5if4cjO5nxo Dancing https://www.youtube.com/watch?v=6JPVKD_UT-Q

2. How many minutes do you hope to achieve every day?

3. Investigate one neurological benefit from the list in the mini lesson-what is it, why is it important. Upload your findings to your Teams page so your peers can get an understanding of the benefit you investigated.

4. Create a timetable to keep yourself accountable and ADD IN the neurological benefits like Monday. Below is an example of what yours could look like:

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

30 minute walk this will pump endorphins

30 minute walk 30 minute walk 30 minute walk 30 minute walk 2 hour bike ride with family

1 hour walk with family

throughout my body and help lift my mood and focus

10 minutes alternating between star jumps, high knees, skipping

10 minutes aerobics

10 minutes alternating between star jumps, high knees, skipping

10 minutes aerobics 10 minutes alternating between star jumps, high knees, skipping

30 minutes just dance with sister

30 minutes jumping on the trampoline

5 minute desk stretches

5 minute desk stretches

5 minute desk stretches

5 minute desk stretches

5 minute desk stretches

15 minutes yoga 15 minutes yoga

Reflection Track your exercise today: https://docs.google.com/forms/d/1IMHPjkmu7v8rgn1cJGS1u_14EyUfoh31To-pykB0bX0/viewform?edit_requested=true At what time of day did you notice you were most active?

INQUIRY LI To respectfully use the elements of dance SC Identify what respect looks like when dancing Describe how the elements can be respectfully portrayed Analyse the different elements that are used Reflect on how you were respectful Mini Lesson When dancing a cultural dance, we need to think about how we can be respectful. We can ask ourselves:

• Why does this culture dance?

• What does dance mean to this culture?

• How might you feel if someone was dancing your cultural dance?

• What meaning is this dance trying to show? This is a video of Irish dancing: https://www.youtube.com/watch?v=HgGAzBDE454 This is a video of Macedonian dancing: https://www.youtube.com/watch?v=oXaIFtYSr7M

Learning Task Today you will be following along with one instructional dance video. Choose one of the options below:

VIDEO OPTION A – Irish dance https://www.youtube.com/watch?v=FWigb3IoOWc

VIDEO OPTION B – Macedonian dance https://www.youtube.com/watch?v=o4uXc-tbBGQ

You might like a family member to join in with you (if you are learning onsite at GWPS, maybe another Level 5 learner might like to join in with you). Reflection How were you demonstrating respect when dancing today?

READING LI: To explore the main idea in a poem. SC: Identify the key information in the poem.

Describe what the poem is about. Analyse the poem for a main idea. Reflect on the mood of the poem. Learning:

Notice how the success criteria has been followed in the poem below.

• This poem is about a person name Lou. Lou shows random acts of kindness to others my praising them and giving charity.

• Based on the important information I have identified, I think the author is trying to tell us that we should all show kindness to each other without a reason. The last line of the poem, ‘we forget each other’ made me think about the last time I did something kind for another person.

• The mood of the poem is inspirational. I want to be more like Lou and make others feel the same way! Learning Task: Choose one poem to focus on. Take the time to understand it.

EAL Option:

Task: Follow the success criteria just like the example above. Reflection: What do you think the title of the poem might be? Why do you think this? (This will be revealed by your teacher at the end of the day.)

WRITING Spelling LI: Explore the etymology of figurative language related to chance.

SC: Identify common everyday sayings related to chance. Describe the meaning behind chance related sayings. Examine the use of figurative language. Reflect on the use of different chance related sayings. Learning Task 1: As we are currently doing Statistics and Probability in Maths, we are going to look at some everyday figurative language we often use when we discuss chance. Look at the below examples:

• Once in a blue moon.

• Anyone’s call.

• Pigs might fly.

• The luck of the draw.

• More by accident than by design.

• The ship has sailed.

• Murphy’s law.

Choose three common sayings from the list above. You will conduct your own research for each of the three sayings you choose and answer the following questions:

• What kind of figurative language is used? Give a definition of the figurative language used.

• What does the expression mean?

• Where did the expression originate from?

• When was the expression formed?

• Has the meaning changed over the years? How has it changed?

• What is the best fit Statistics and Probability term for this saying? Hint – refer to your glossary from Maths.

• Explain a situation when you would use this saying. EAL Look up these 4 common English sayings and write down the meaning for each of them, draw a picture for each:

• Once in a blue moon.

• Anyone’s call.

• Pigs might fly.

• The ship has sailed. Was the meaning of each saying what you thought it would mean? What situation could you say this expression in? Learning Task 2: Were you able to master your five spelling words from last week? If you are still practicing any of these words, you will keep them on your list. This week, you will choose another five words. You will look through previous work from Literacy, Maths, YCDI and Inquiry to identify words you are yet to be able to spell correctly. Select 5 words for your new spelling list. With your new list of words, you will practice each of them by using the strategy Look, Say, Name (name individual sounds, blends and syllables), Cover, Write, Check. You the below template as a guide.

Reflection Were you able to spell your new words correctly? Generate opportunities to keep practicing your new words. Could you practice them after dinner or with a family member?

MATHS LI: Explore ratios within chance and probability. SC: Identify what ratios are in real life context Describe examples of ratios in everyday life Apply ratios to a game situation Hypothesize the impact of ratios within a game

This week in Maths we are going to explore two main areas, Ratios and Complementary Events.

Aim: Throughout the week we are going to create a game that involves getting physically active and applying the chance knowledge we have gained over the last few weeks with our new learning of ratios and complementary events.

Purpose: To create more opportunities to participate in the 1 million minutes of physical activity and create transfer in our math learning!

Set your learning page up with LI and SURF goal.

Mini lesson/Math Talk Watch the video from the start until 5 minutes 15 seconds. https://www.youtube.com/watch?v=LLNaxctU8JE

Search and add the word Ratio to you Chance Glossary. What are some ratios that exist in real life? You might find ratios when you are cooking. For example, the ratio of flour to water might be 2:1. This means that every 2 cups of flour you would need to add 1 cup of water. Or when you’re making rice, this is one Mrs.Singh must always remember it is 1 cup of rice and 2 cups of water – 1:2 ratio.

How are ratios used? They are used to compare two different things. We might use a ratio to show the number of boys to girls in our class. Write the ration that would show this in your class?

List 5 ratios that exist in your everyday life. These might be at school, home, playing sport, shops etc. Learning Task

You are to brainstorm some ideas for a game that could be played by you, your family and your peers which gets people up and physically active. Think about the games you enjoy during brain breaks, recess and lunch as well as your favorite sports and which ideas you could magpie to create your own unique game. How could you make the game fair, fun and give everyone an even chance of winning? You need to think about the elements of ratio and chance within your game!

For example in Twister,

the ratio is 1:1 because each player plays for themselves.

The independent event is the spinning of the colour wheel.

The dependent event is your ability to put a body part on the right colour. This depends on the previous go that you and other people had and it can create challenge in the game.

Reflection

What mathematical concepts and skills will you require to create our own physical game?

TUESDAY 24TH AUGUST

YCDI LI: To understand the body systems involved in exercise. SC Identify the body systems involved in exercise Describe the body systems involved in exercise Compare and contrast the body systems involved in exercise Reflect on how these systems work together when exercising Mini Lesson There are many systems within the body that help to keep us alive. There are four main systems that work together when exercising: Cardiovascular system, respiratory system, energy system and muscular system. Today, we are focusing on the cardiovascular system and respiratory system. Cardiovascular system https://www.youtube.com/watch?v=f9ONXd_-anM “Your circulatory system, also known as your cardiovascular system, is made up of your heart and blood vessels. It works to transport oxygen and other nutrients to all the organs and tissues in your body. It also works to remove carbon dioxide and other waste product.”

Respiratory system https://www.youtube.com/watch?v=mOKmjYwfDGU “Your respiratory system is the network of organs and tissues that help you breathe. This system helps your body absorb oxygen from the air so your organs can work. It also cleans waste gases, such as carbon dioxide, from your blood.”

Learning Task Think about YCDI last week and let’s make some connections.

1. How might exercising connect to your amygdala (meerkat)? 2. Where might you complete your exercises (outside, bedroom, living room)? 3. What impact do you think these exercises have on your mind/body? 4. Why/how does exercising help the cardiovascular system? 5. Why/how does exercising help the respiratory system?

6. In your table you created yesterday, add how you felt after completing your movement/physical activity. Reflection What time of day will you need to exercise to have the greatest benefit for you? Don’t forget to track your exercise today: https://docs.google.com/forms/d/1IMHPjkmu7v8rgn1cJGS1u_14EyUfoh31To-pykB0bX0/viewform?edit_requested=true

INQUIRY LI To respectfully use the elements of dance SC Identify what respect looks like when dancing Describe how the elements can be respectfully portrayed Analyse the different elements that are used Reflect on how you were respectful Mini Lesson Remind yourself of the elements of dance. Here is the link for BASTE: https://www.elementsofdance.org/uploads/1/2/6/3/12634389/elementsofdance2011.pdf

Learning Task

1. Keep practising the dance you looked at yesterday. Once you think you understand the moves, upload a video of yourself performing it. VIDEO OPTION A – Irish dance https://www.youtube.com/watch?v=FWigb3IoOWc

VIDEO OPTION B – Macedonian dance https://www.youtube.com/watch?v=o4uXc-tbBGQ

2. Think about the different elements (BASTE) of the dance and fill in the table below.

BODY ACTION SPACE TIME ENERGY

Reflection What did you like about the Irish/Macedonian dance?

READING LI: To explore the main idea in a poem. SC: Identify the key information in the poem. Describe what the poem is about. Analyse the poem for a main idea. Reflect on the mood of the poem. Learning: Notice how the success criteria has been followed in the poem below.

• This poem is about a child witnessing their parents argue.

• I think the message the author is trying to share is that, ‘Children are affected when their parents don’t get along.’ I think this because the child expresses that they are scared.

• The mood of this poem is scary, because it makes me think about the children that do experience this. Examples of mood:

Learning: Apply the success criteria to this poem.

EAL Option:

Reflection: What do you think the title of this poem is? Why do you think this?

WRITING Sustained Writing LI: To explore the impact of writing with positive emotions. SC: Identify strategies to think positively. Describe the benefits of exercise on the body. Apply positive emotions within my writing. Evaluate the effectiveness of my writing using positive emotions. Inspired by the GWPS whole school one million minutes movement challenge, you will watch the video below and follow along with the workout! https://www.youtube.com/watch?v=DDupYmKQAmc How do you feel after performing the workout? After completing the workout, did you know you just supported your mind with the following benefits:

Learning Task: Now you are feeling invigorated and clear minded, you will write for 40 minutes inspired by exercise. You can choose any writing style. You may want to set a timer to help you keep track of how long you have been writing for.

Reflection Read your writing piece to a family member. Use your writing as a prompt to discuss ways you can get extra exercise done during lockdown.

MATHS LI: Explore ratios within chance and probability. SC: Identify ratios within chance statements Combine understanding in chance with ratios Analyse the need for ratios within chance Formulate instructions that explain how ratios are used within your game.

Set your learning page up with LI and SURF goal. Math Talk In 5F there are 2 girls for every 3 boys and a total of 30 students in the class. What is the ratio of girls to boys? How many girls are in the class? How many boys are in the class? What is the ratio of total girls to whole class? Mini lesson We can display the chance of something occurring as a ratio. If you look at the anchor chart below you will see that a chance expressed as a fraction (probability) can be converted into a ratio.

For example, if you roll a dice and you express the chance of rolling an even number as the numerator 3 and denominator 6. As a ratio this 3:6 or 3 to 6. 3 is the number of even outcomes you could roll and 6 is the total number of outcomes that are possible.

So we have learned that ratio can be used to compare two different amounts but they can also be used to demonstrate the probability of an event. This means that the meaning of ratios can be different depending of how we use them!

Learning

By the end of this lesson, you should have completed a plan/brainstorm for your physical game and an explanation of how you have used ratios strategically.

Think about the ideas you have brainstormed for your game. Consider the following questions and provide an answer. How have you included ratios? What ratios could you include to make the game fairer?

What ratios could you include to give people an equal chance of winning?

(Example: the number of turns to the number of players)

Does your game have scores? Could there be written in the form of a ratio? Why/Why Not?

Reflection

How does your goal fit in with the creation of your game? What skills and strategies are you applying that will help you achieve it?

Below are some sentence frames to help you reflect.

I have applied my goal by...

I still need to work on …

WEDNESDAY 25TH AUGUST

SPECIALIST DAY

Complete your learning in any

order you choose.

THURSDAY 25TH AUGUST

YCDI LI To understand the body systems involved in exercise. SC Identify the body systems involved in exercise Describe the body systems involved in exercise Compare and contrast the body systems involved in exercise Reflect on how these systems work together when exercising Mini Lesson Energy system https://www.youtube.com/watch?v=dWe8vtztW-4 “Energy systems refer to the specific mechanisms in which energy is produced and used by your body.”

Learning Task

1. What are some examples of movements that use the atp-pcr system (remember these are about 5-15 seconds)? 2. What are some examples of movements that use the glycolytic system (remember these are about 1-2 minutes)?

3. What are some examples of movements that use the oxidative system (remember these are more than 2 minutes)? 4. Think about the exercise you have been completing, which of the three energy systems do you think your exercise/activities are? Explain how you know.

Reflection Don’t forget to track your exercise today: https://docs.google.com/forms/d/1IMHPjkmu7v8rgn1cJGS1u_14EyUfoh31To-pykB0bX0/viewform?edit_requested=true

INQUIRY LI To experiment with different elements of cultural dances SC Identify elements of cultural dances Describe the elements of cultural dances I find engaging Apply elements of cultural dances respectfully Generate a respectful cultural dance Mini Lesson Create a list of the cultural dances you have explored in Inquiry so far. What do you like about these dances? Why?

Learning Task Today you will be generating a dance using inspiration from the cultural dances you have explored so far. When creating your dance, keep in mind the following:

• What elements are you including?

• How are you demonstrating respect to the culture/s?

• What cultures are you finding inspiration from?

• What message do you want to show?

• Use the table below to show your thinking: (this is an example)

BODY ACTION SPACE TIME ENERGY

Irish- stiff upper body Irish-quick precise foot movements.

Japanese- slow shuffles Macedonian – pivot turns

Japanese- small space Aboriginal-fast timing Irish- rapid leg movements

Reflection Upload a recording of your dance.

READING LI: To explore inner thoughts within poetry. SC: Identify the inner thoughts within a poem. Describe the mood they create. Analyse the purpose behind inner thoughts in a poem. Reflect on how your poem would benefit from inner thoughts. Learning: Inner thoughts are when the author is sharing their thinking with the reader. This means the poem is written from the author’s perspective and it is written in first person. There are different reasons why authors use inner dialogue.

• To create a sense of reality

• To help us connect better with the character emotions in the poem.

• Add clarity to the poem.

• To provide new information that can’t be shared in another way. (No one can read your mind.) Let’s revisit the poem from the previous lesson.

Pay attention of how the success criteria has been applied to this poem.

• These words indicate inner thought, “I remember, I often wish, I used to think,”

• The mood of the poem is nostalgic.

• The author shared his inner thoughts with us to help us connect to his experiences. By sharing with us his memories, we have a clear understanding of why he is nostalgic.

Learning Task: Apply the success criteria to the poem.

Additional analysis Please answer the questions: What is the main idea? What inferences can you make about the character's personality? EAL Option:

1. Make a prediction about who the author is. 2. What is this poem about? 3. Where does the other tell us their ‘thinking’ in the poem?

Reflection: Were you able to connect to the author? If yes, how?

WRITING LI: To investigate stretching the moment in poetry with inner thought. SC: Identify strategies to stretch the moment in poetry writing.

Describe how to stretch the moment in my poetry writing. Apply inner thought within my poetry writing. Reflect on the impact of writing using inner dialogue. Mini Lesson Poetry is often used to focus on a key emotion, feeling, or moment in time. As poets, we write to express ourselves and share a clear message to our audience. Exploding a moment is a strategy we can use to do this. You can slow the moment down for the purpose of painting a frame-by-frame picture for your reader – Kind of like slow motion scenes in movies! You can explode a moment by including the following in your poem:

• Figurative language

• Imagery (5 senses)

• Show and not tell

• Inner thought

Instead of a line or two, we can extend this and explode the moment. Let’s look at an example:

Instead of writing this: These lines can be transformed by including inner thought, figurative language, imagery,

and showing not telling.

Milk poured, Over my cousin’s head.

I watched myself begin, this horrible deed.

What a terrible deed! Trouble proceeds.

My hand had a will of its own. It picked up the milk carton.

Spout already open.

Arm extended, Over her head,

Tipping the carton. The liquid poured, Slow, steady, thick.

A flowing waterfall,

Through her long blond hair. Over her forehead, in her eyes.

Running rivers, Down each of her sides.

It was too late,

No stopping now. The rapture of it all,

Sinful glee. Oh, sweet revenge!

Shock and silence,

Clothes soaked. Her milk washed eyes,

Staring at me in total disbelief. Uncomprehending.

A giant white pond,

On the kitchen floor. What had I done?

I only meant to scare her,

Pouring just a little.

Learning task: Choose a memorable moment of your life, it might be an experience that only lasted just a moment or 2 but it was important to you. To give you inspiration, you might choose something from the list below:

• The moment a sibling destroyed something of yours

• A moment you were scared

• The time something was taken from you

• The moment you won something

• A bike accident

• The feeling you had when realising you were lost

• The moment you scored a goal

• Receiving a surprise

• The first time you met your pet

You are to write a free verse poem and it will be 4 to 6 stanzas long, it will include inner thought. Once you have decided on the moment you will write about, you will focus on this moment throughout your poem and explode it! Keep in mind the following:

• What is the main idea?

• What is the important moment you are going to slow down/ explode?

• Who was there?

• What happened?

• Where is the moment?

• What are your thoughts during the moment?

• What are you feeling? EAL Use the first two stanzas from the poem Back to School Today as inspiration. Write a poem about a moment you were happy or excited about something. Aim for your poem to be two stanzas (3 to 5 lines in each stanza).

Reflection Read your poem to a family member. How did exploding the moment in your poetry writing help your audience to visualise the moment? Can they re-enact the moment based on your poem?!

MATHS

LI: Investigating complementary events within chance and probability SC:

Identify what complementary events are

Define complementary events

Apply complementary event into a physical game

Generate opportunity for equal chance outcomes Set your learning page up with LI and SURF goal. Mini lesson/Math Talk Ahoy, Mathematicians! As you can see from our learning intention and success criteria, we ‘re going to learn about complementary events. Prime your thinking by adding this into your Math glossary.

A complementary event is something that can only happen if another event doesn’t. So, in the picture below, the ‘complement’ only occurred because 5 and 6 were rolled in Event A.

Another example is, in tennis the coin is tossed to decide who serves first, the loser of the coin toss decides which side of the court they would like to start on. This is a complementary event because one person DIDN’T win so the loser was able to pick which side. Learning Task: 1) Watch the video below and follow the example; https://www.ck12.org/probability/complement-rule-for-probability/enrichment/probability-of-complementary-events-example-1/ Use ‘show me’ or another app to create your own explanatory video/example explaining a different complementary event. 2) Continue creating your game and think about including ONE complementary event. After this lesson, you should have completed: - Your brainstorm of your planned game with (ideas you have taken from another physical game, an outline of ratios being used within your game and reasoning) -During this lesson, please write instructions on how your game will use complementary events to create equal opportunities for all players within your game. Reflection

How can I generate an equal chance outcome for the players within my game?

Why do I think this?

FRIDAY 26TH AUGUST

YCDI LI: To understand the body systems involved in exercise. SC: Identify the body systems involved in exercise Describe the body systems involved in exercise Compare and contrast the body systems involved in exercise Reflect on how these systems work together when exercising

Mini Lesson Lockdown has seen lots of people turning to YouTube to get their daily exercise inspiration. Watch and join in this 5-minute workout. Pay attention to the different elements of the workout. https://www.youtube.com/watch?v=d3LPrhI0v-w

Learning Task Throughout the week you have looked at the different body systems involved in exercise and the importance that each one has in maintaining your fitness and keeping physically active. You have also seen several short exercise videos that keep people moving at their desk and in their homes. Create a 3 – 5-minute workout video that you and your classmates could complete at home. As you film the video make sure you include information about what body system you will be using when you do the exercise. If you don’t feel comfortable filming yourself, write down each step, the amount of time each exercise should take, and the body system involved. Reflection It is the end of the week. Go back and reflect on how you have gone with increasing the amount of exercise you have done for the week and whether you have stuck to your timetable. Don’t forget to track your exercise today: https://docs.google.com/forms/d/1IMHPjkmu7v8rgn1cJGS1u_14EyUfoh31To-pykB0bX0/viewform?edit_requested=true

INDEPENDENT LEARNING SESSION LI: To explore opportunities for improvement within my learning. SC: Identify my learning samples for the week. Describe how a learning sample could be improved. Apply strategies to deepen your learning. Evaluate the improvement that has taken place. Learning: This session is your time to revisit a learning task from the previous four days in this week. To be successful this session you will need to follow the success criteria. The process should look something like this: • Look at all of your learning samples that you have completed. • Compare them to the task instructions ensuring that your thinking was on the right track. • Choose a learning sample that you can go deeper in! • Think about how you can achieve depth in your sample. For example; • Re-read the instructions and analyse the teacher example and compare your learning to it. Ask yourself, what is different, what is similar? • You might have a conversation with a peer around your learning sample.

• You might do some research online around the learning. Once you have done all this, have another attempt at completing your task, achieving more depth! Ensure that you also upload evidence of this learning to your class’s uploading platform. Reflection: What Feedforward can you give yourself for when you complete learning in the future?

READING LI: To explore the differences and similarities between narratives and poetry. SC: List elements of narrative texts. Describe how they are similar to poetry. Compare and contrast between a poem and a narrative text. Reflect on how a poem differs from a narrative. Learning: Common elements in writing.

Common elements in poetry.

We can notice that the elements of narrative texts are more about the story (WHAT you are writing) whereas, the elements of a poem is more about the structure. (HOW you are writing it) Therefore, we can conclude that a poem DOES NOT NEED TO have narrative elements in it. A poem might have some narrative elements such as a character and a setting, but it shouldn’t sound like a story where you are revealing a plot through your poem. Learning Task: Implement the Surface Acquisition and the Surface Consolidation part of the Success criteria. You might choose to compare the text types using a Venn Diagram. Narrative story – Please keep in mind it this is not the full story.

Poem

EAL: Think of a narrative story you have written, if you can find it in your book or online space that would be great! If not, take the time to remember the story, what it was about and the process of writing it. Now think about a poem you have written this week. This about the process you took.

Answer the questions. 1. What is the process of writing a narrative story? 2. What is the process of writing a poem? 3. How are the two different? 4. What are some other similarities and differences you can notice between narrative stories and poems?

Reflection: How is the poem different from the text? List at least 5 examples.

WRITING LI: To explore the differences between narratives and poetry. SC: Identify a narrative text that can be rewritten as a poem Describe the differences between a narrative and poem Apply poetry elements when rewriting a narrative as a poem Evaluate the impact of poetry elements in my writing Mini Lesson Looking at the popular narrative story of the The Ugly Duckling, we will transform it from a narrative story into a poem by following these steps:

• Reading through the original story

• Highlighting important words (main idea, feelings, emotions)

• Arranging the words highlighted into a poem

Beautiful spring morning. Precious eggs. Strangely, one egg larger than the rest. Excitement. Eggs rumble. One, two, three eggs. Three little ducklings poked their heads out. Biggest egg, crack! Mother’s surprise. Big grey duckling. Different. She loved him, nonetheless. Strange grey duckling. Pig, mallard and mouse, laughing. Shame. Grey duckling, Who was he? Kind woman, rooster and cat. Like family. Grow, little grey duckling. Something was missing. Cool breeze, on the pond. Family of beautiful swans. Ugly duckling, Saw his reflection. Ugly duckling, beautiful swan. Friend, fly high. Little grey duckling,

Found himself.

Learning Task Thinking of a narrative text, you have written in the past or a popular narrative you are already familiar with (see below for inspiration), you will transform this narrative story into a poem (as modelled in the mini lesson). You will write a free verse and your poem will be 4 to 6 stanzas long. Follow the steps below:

• If you have your piece of writing with you, you will first highlight words that communicate the main idea, feelings and emotions in your writing piece.

• If you are choosing to write about a popular story by another author, look this story up first. Write down words from the story that communicate the main idea, feelings and emotions.

• Using the words highlighted or written down, you will rearrange these to form a poem.

• Remember, you are not writing a narrative story, you are writing a poem! Keep in mind all the elements of poetry you have been learning about during this unit.

EAL Follow the steps in the learning task above but use one of the stories provided below. You will aim for 2 stanzas (3 to 5 lines in each stanza).

Reflection Read your poem aloud to a family member. Ask them what your poem is about. Can you ask your family member questions to help them make inferences about the poem?

MATHS

LI: Investigating complementary events within probability. SC: Identify what complementary events are Combine complementary events with variable knowledge Compare variables and events

Reflect on connections between chance and SURF proficiency goal Mini lesson/Math Talk Let’s dive deeper into complementary events learners! Set your Math book up for success and track the connections you made in your learning when watching this video; (post this on a digital platform) https://www.youtube.com/watch?v=xyjFS1PdTpU For me, my shift in thinking was; In everyday like, we use the word 'complementary' to describe things that go together and 'complete the picture' when they are together. For example, when dressing for an occasion: a shirt and a matching tie complement each other, or a dress and a matching pair of shoes complement each other. Remember also that 'complementary' angles add to 90 degrees. In probability, complementary events are events that together make up all the possible outcomes. In any situation, the probabilities of all possible outcomes must add to 1.

Complementary events are events that together make up all the possible outcomes, such as tossing a coin, a head and a tail. The complement of an event E, are all those outcomes that are not E, or that are the opposite of E. Because an event and its complement covers all possible outcomes, the sum of their probabilities must equal 1. What shifted in your thinking after the video and explanation? Track this in your math book and post thinking on seesaw. Learning Task -During your small group conferences, you’re going to test your physical chance and probability game with you peers and then you’re going to test it with your family members! -Think about the key chance and probability ideas you need to communicate and how can your game be adapted into an online environment? Reflection

How does my SURF goal connect with chance and probability?

When thinking about complementary events, I use to think...... and now I know......

Track and post thinking on digital platform.