level 5, lfh - week 2 term 4 timetable
TRANSCRIPT
LEVEL 5, LFH - WEEK 2 TERM 4 TIMETABLE
Roll call Session 1 Brain
Break
Session
2 Recess Session 3 Brain
Break
Session 4
(no screen)
Lunch Roll
call
8:50 –
9:05 9:05 – 9:55 9:55 –
10:10 10:10 –
11:00 11:00 –
11:30 11:30 –
12:20 12.20-
12.40 12:40 –
1:30 1:30 – 2:30 2:30 –
3:30
Monday
Morning
roll call
with
class
every
day
Interrelate
(class time may
vary)
Non attendees
– Goal Session
Reading Maths Sustained
Writing
Aftern
oon
roll call
and
reflecti
on
with
class
Tuesday Reading
Writing Maths YCDI
Wednesday Specialist Day
Thursday Maths Spelling ICAS
(Writing)
Inquiry
Aftern
oon
roll call
and
reflecti
on
with
class
Friday Maths Inquiry Reading Writing
Some helpful notes:
1. Each day, session 4 is a 50-minute session. You may like to break up this session. The first 30 minutes can be used to
complete the learning task, the last 20 minutes can be used to complete unfinished learning from the day.
2. Your classroom teacher will personalise the timetable to suit your class on Monday due to the Interrelate Program. Class
times for Interrelate Program Monday 11th October: 9:30-11:00 - 5A and 5B 11:30-1:00 - 5C and 5D 1:30-3:00 - 5E
Overview of learning for the week
Reading Writing Maths Inquiry YCDI
This week, learners will be:
- Analysing student examples
of application writing
-Analysing supporting details
and sentence structure
-Differentiating between
personal and formal tone
This week, learners will be:
- Including introductions into
their leadership applications
-editing and reviewing their
writing
-Applying feedback and
Feedforward.
This week, learners will be:
-Identifying unknown
values through pictorial
representations.
-Balance equations by
making connections
between the numbers.
This week, learners will be:
- Searching for chemicals
found around the home and
their impact.
- Discovering the chemical
elements found in the human
body.
This week, learners will be:
- Exploring strategies, they can
use to be an upstander when
interacting with others online.
- How they can be leaders in
an online environment.
MONDAY 11TH OCTOBER INTERRELATE NON ATENDEES INTERRELATE NON ATENDEES
This session you will focus on goal setting for Term 4. By now you should have set a
Mathematics goal. Focus on the one you haven’t set and follow the guiding questions.
YCDI
• Thinking about LFH what are some challenges you experience?
• What could be a goal to focus on?
• What strategies can you use to achieve this goal?
• How can you track your goal?
Writing
• Reflect by reading over writing pieces from T3.
• Brainstorm areas of needs using the VOICES menu.
• Determine which strategy will be most impactful on their writing.
• Students to explain how they will apply this goal and provide a justification as to why
this goal will be most impactful.
Reading
• Spend 20-30 minutes independent reading. Monitor your metacognition while they
read as thinking tracks.
• What did I think about while reading?
• What questions did I have while reading?
• Is this a good fit book? Why yes and why not? If this was not a good fit book, students
to find another book to focus on.
• Am I an active reader? Or Am I a passive reader?
• Choose a CAFÉ strategy. Create a success criteria that demonstrates the surface to
deep application of this goal.
• Generate a sample goal reflection using your chosen CAFÉ Strategy.
Reflection
Create a goal sheet to display into your learning space.
READING LI
To investigate effective introductions for
persuasive writing
SC
Identify the purpose of an introduction in
persuasive writing (applications)
Describe key ideas to communicate within
the introduction
Analyse the impact of a strong introduction
Reflect on writing tools that generate a
cohesive application
READING Learning Task
We are hooking in Mr.Catalano and Level 5 Teachers! Our ‘thesis’ is what we are applying for
Our credibility is WHY we should be selected
Our main points are a summary of how we’re going to operate as leaders.
Reflection
How did I effectively communicate my desires in my introduction?
MATHS LI To explore expressions as pictorial representations. SC Identify the different parts of a pictorial representation Describe the elements of an expression Form a connection between visual representations and numerical values. Create a pictorial representation of an expression
MATHS Track your thinking of the different connections you form during the session ready to share at the end of the lesson. Maths Talk Represent the values in this pictorial as an expression using variables.
Learning Task Choose from the below expressions and create a pictorial representation to match. There may be multiple pictorial representations you can create (hint: set model, area model, balancing scale) Blue + pink = yellow B + P = Y A + B = C + G 2B = 3C 4D > 5 3X + 5 Reflection Share the connections you formed today.
SUSTAINED WRITING The first 30 minutes can be used to complete the learning task, the last 20 minutes can be used to complete unfinished learning from the day.
Screen free learning this session. To be completed in a book.
LI
To review, edit my persuasive application
piece
SC
Identify sections to enhance learning
through editing
Describe paragraphs to review for clarity Apply an effective introduction for a
cohesive piece of writing
Reflect on the key message being generated
within my learning
SUSTAINED WRITING Mini lesson This is your screen free learning time; we would like you to utilise this time to REVISE and EDIT
your application however if you require additional writing time in order to;
- Add in your introduction or
- Finish answering success criteria
then please use this time to do that.
Learning Task
Learners read through your piece and ensure that you have
-edited and applied fb/ff provided to you
-revised sentences and applied your voices goal
-included an introductory paragraph modelled this morning.
Reflection
How did I use my VOICES goal and where to next for my application?
TUESDAY 12TH OCTOBER READING LI
To explore effective communication of ideas.
SC
Identify impactful application writing skills
Describe effective transition words in
application writing
Apply cohesive structure to paragraph
Evaluate the clarity in communication of my
ideas
READING Learning Task
Your teacher will provide you with a learner’s leadership application. Read the application
independently. What transition words do you notice being applied in the text? Record each
transition word in the template below according to the type of transition word it is. Once you
have recorded all the transition words from the application, you will continue to fill in the table
by researching other examples. Aim for 5-8 transition words/ phrases for each category.
Opposition Reinforcing
/ in
addition
Explaining/
listing
Cause and
effect
Time Concluding/ Summary
Reflection
How were the transition words applied in the text? Between paragraphs? Within a paragraph?
Within a sentence?
WRITING LI
To explore effective communication of ideas.
SC
Identify impactful application writing skills
Describe effective transition words in
application writing
Apply cohesive structure to paragraph
Evaluate the clarity in communication of my
ideas
WRITING Learning Task
You will revise your leadership application draft, editing your paragraphs and use of transition
words. Use the TEEL approach to help revise each paragraph of personal examples you have
linked to each selection criterion.
Reflection
Share with other learners some notable changes you have made to your application. How has your application improved? Will your passion and motivation for the position be made clear to the panel within your writing?
MATHS LI To explore expressions as pictorial representations. SC Identify the different parts of a pictorial representation Describe the elements of an expression Form a connection between visual representations and numerical values.
MATHS Track your thinking of how you are using your SURF goal during the lesson. Learning Task
Create a pictorial representation of an expression
1. Let’s look at the different ways this picture can be represented using expressions. 2. If Mrs Singh was hungry and ate half a pear, would the expression change? 3. Assign reasonable weights to the fruit and create an imbalanced platter. Are there
multiple ways to represent this? (pictorial) Reflection Where are you in the Learning Pit with it and why?
YCDI The first 30 minutes can be used to complete the learning task, the last 20 minutes can be used to complete unfinished learning from the day.
Screen free learning this session. To be completed in a book. LI To explore strategies for resolving challenges online. SC Identify challenges when communicating online Describe how online interactions are similar and different. Apply values to an online environment. Reflect on how I can be an upstander online
YCDI Learning Task It is part of life that we occasionally face challenges or issues when we are working, playing, interacting with others. Throughout Learning from Home, we have all spent more and more of our time communicating with others in an online environment. Yet we are still faced with the same and new challenges and issues.
- What are some of the challenges when interacting online with others online? (Messaging, gaming, facetime, learning etc.)
- What are some of the standards that are important online when interacting with others?
An upstander is a person who speaks or acts in support of an individual or cause, particularly someone who intervenes on behalf of a person being attacked or bullied.
− How can you be an upstander in an online environment? − Earlier this year we spoke about shifting values, how do shifting values apply to our
online interactions?
− How can I be a leader in an online environment?
− What steps can I take to ensure that I keep myself and others safe when communicating online?
Reflection Create a strategy or standard to share with your class that will help resolve challenges or issues online.
WEDNESDAY 13TH OCTOBER
SPECIALIST DAY
Complete your learning in
any order you choose.
THURSDAY 14TH OCTOBER ICAS
ICAS
More information about this session will be released next week. Those students that don’t do
ICAS will be completing learning instead.
SPELLING LI
To explore transition words utilised in
persuasive writing
SC Identify known transition words within my
speech
Describe key ideas with unknown transition
words
Apply Tier 2 transition words within my
speech
Reflect on the impact of transition words of
authors message
SPELLING Learning Task Learners, analyse your leadership speech and underline the transition words you’re currently
using. Use this time to highlight Tier 2 transition words that would further enhance your
leadership speech and add them into your speech.
Reflection Post your speech on seesaw with highlighted transition words. How did this help you to
accurately communicate your key message with Mr.Catalano?
MATHS LI To explore missing values in equations. SC Identify the use of a variable Describe connections between values in an equation Analyse a missing value Evaluate the accuracy of an equation
MATHS Keep track of your SURF goal thinking throughout this lesson. Learning Task Solve the equations below using the connection between the numbers. A + 3 = 5 + 2 A x 4 = 4/2 ¼ + ½ = x - 1 3.6 – n = 3.7 – 4.2 15 x 27 = n x 27 + 5 x 27 1 = 0.5 x n Explain the connections between the expressions of each equation. How do you know you are correct? How did you use your goal to assist you? Challenge Create your own balanced equations with missing values. Share this with the class via the chat option. Choose another person’s equation and solve the missing value!
Reflection Where are you in the Learning Pit?
INQUIRY The first 30 minutes can be used to complete the learning task, the last 20 minutes can be used to complete unfinished learning from the day.
Screen free learning this session. To be completed in a book. LI To explore chemicals around the home. SC Identify different chemicals at home List the different chemical at home Apply chemical elements to prior knowledge Hypothesise chemicals found in the body
INQUIRY Learning Task
1. Where can you see/find chemicals present in your house? 2. How could you categorise the chemicals you have found? 3. What impact do you think these chemicals might have? 4. Do you think these chemicals are dangerous and why/why not? 5. List 3 everyday items that you would like to investigate further.
Everything on Earth, whether it is living or not, is made of one or more of the chemicals found on the Periodic Table of Elements which is below.
https://www.smorescience.com/wp-content/uploads/2019/05/poster-06-2.png When two or more of these elements are mixed, they are call compounds. Some examples from around your house are:
- Salt is made of sodium and chloride. - The gas in a balloon that can float is helium. - There is oxygen and nitrogen in the air you breathe. - There is hydrogen and oxygen in the water you drink.
You might have some prior knowledge about the elements, do you know of any other examples around the house? Reflection Write a hypothesis about what elements you think might be or might not be found in the human body. (You will need this for our next lesson.)
FRIDAY 15TH OCTOBER MATHS LI To explore missing values in equations. SC Identify the use of a variable Describe connections between values in an equation Analyse a missing value Evaluate the accuracy of an equation
MATHS Maths Talk What is the weight of 1 sphere?
Cube = 6 Cylinder = 7 Learning Task Choose an appropriate puzzle for you to solve. How would you solve these through the lens of your SURF goal?
Reflection What have you found challenging this week?
INQUIRY
LI:
To explore chemicals in the human
body.
SC: Identify chemical elements Describe chemical elements in the body Apply elements to body chemicals Reflect on the importance of a healthy lifestyle
INQUIRY Learning Task
Look at the hypothesis you wrote in the previous lesson about what elements you think might
be or might not be found in the human body.
- Were your predictions correct or incorrect? Why?
- Why does our body need these 4 most common elements? (Oxygen, Carbon,
Hydrogen, Nitrogen)
- What is their purpose?
Your body produces its own chemicals in the form of solids liquids and gasses. Look at the list
below and find out which chemical elements/compounds found in:
1. Air
2. Blood
3. Burp
4. Hair
5. Flatulence (Shhh don’t tell anyone)
6. Saliva
Reflection Why is it important to maintain a healthy lifestyle and what impact does this have on our body?
RE ADING LI
To explore formal language in application
writing
SC
Identify formal and informal language within
a text
Classify formal and informal language
Compare and contrast formal and informal
language
Reflect on the impact of using formal
language
READING Learning Task
Using the two texts from the mini lesson, you will read the remaining of them both
independently.
Text 1
Text 2
Upon reading the two texts, you will complete the table below:
Formal Language Applied - Text 1 Informal Language Applied - Text 2
Reflection
What is the purpose of using formal language within an application? Why would it be
important?
WRITING The first 30 minutes can be used to complete the learning task, the last 20
WRITING Learning Task
minutes can be used to complete unfinished learning from the day.
Screen free learning this session. To be completed in a book. LI
To explore formal language in application
writing
SC
Identify formal and informal language within
a text
Classify formal and informal language
Compare and contrast formal and informal
language
Reflect on the impact of using formal
language
You will continue writing your leadership application. Think of the language you are using. How
appropriate is it for a formal piece of writing? Can you replace any words to be a better fit for
the style of text? Use a dictionary or thesaurus to find good fit words for your application text.
Reflection
Read your writing aloud to yourself. How does it read? Does the piece flow? Will it have an impact on the panel? What changes could you make?