Term 3 Level 2 - Monday 19/07/21

Learning Intention:To understand different representations of multiplication – ‘Equal groups of’.

Success Criteria:Identify the language of multiplication.

Describe how many ‘equal groups of’.

Create a pictorial representation of ‘equal groups of’.

Generate an answer using ‘equal groups of’.

Learning Task:‘Equal Groups of’ is a great strategy to apply when solving multiplication problems as you can count your total using pictorial representation. We use the term ‘equal groups of’ to replace the multiplication sign. See the image below:

Your task is to represent the following multiplication problems by drawing the ‘equal groups of’ in your Home Learning book.

2 equal groups of 11 makes _____ 5 equal groups of 9 makes _____4 equal groups of 7 makes _____ 10 equal groups of 7 makes ____4 equal groups of 8 makes ____ 12 equal groups of 6 makes ____

Challenge: Create your own equal groups of problem using double digit numbers.

Learning Intention:To understand the Australian National Anthem.

Success Criteria:Define what a national anthem is.Describe the purpose of the Australian national anthem.Compare and contrast the Australian National another with another country's national anthem.Reflect on the importance of singing the Australian anthem.

Learning Intention:To write a Cinquain poem.

Success Criteria:Identify your topic for your Cinquain poem. List adjectives and verbs that relate to your topic. Apply your knowledge of the structure and your list of words to begin writing a cinquain poem. Prove that your cinquain poem is correctly structured following the example. Learning Task:Your task is to create two of your own Cinquain poems. Follow the structure below to correctly write your Cinquain poems.

Challenge: Use excellent word choice and perform your poem to a family member.

Format for Writing a Cinquain

Line 1: A one-word line, should be a noun. This is your subject.Line 2: Two adjectives about the subject.Line 3: Three verbs that end in –ing that are about the subject.Line 4: Four words about a feeling of the subject.Line 5: One word synonym about subject.

Learning Intention:To explore the features of poetry.

Success Criteria:Identify the features of the poem.Describe the author’s purpose (why was the poem written?).Analyse the features of the poem.Reflect on how the author has portrayed (shown) their message.

Learning Intention:You task is to read a poem and write your review on the poem stating your thoughts about the poem, how it made you feel and list the adjectives, verbs or any other interesting words you have tuned into while reading the poem.

The Broken Elephant

If your elephant is brokenand she needs a quick repair, call the elephant repairman and he’ll instantly be there.

If her trunk can’t play the trumpet or her toes can’t tap a beat, then the elephant repairman will inspect her nose and feet.

If her tail won’t hold a kite string, if her ears won’t make her fly, then the elephant repairman will explain the reason why.

When he figures out the problem then he’ll start on the repair with his elephant repair kit, which he carries Everywhere.

And it’s guaranteed your elephant will soon be good as new since repairing broken elephants is what he likes to do.

But he cannot fix your dinosaur, your dragon, or your duck. So, if one of them is broken, I’m afraid you’re out of luck.

— Kenn Nesbitt

Australians all let us rejoice, for we are one and free; We’ve golden soil and wealth for toil;

Our home is girt by sea; Our land abounds in nature’s gifts of beauty rich and rare;

In history’s page, let every stage advance Australia fair.In joyful strains then let us sing, advance Australia fair.

Beneath our radiant Southern Cross we’ll toil with hearts and hands;

To make this Commonwealth of ours renowned of all the lands;

For those who’ve come across the seas we’ve boundless plains to share;

With courage let us all combine To advance Australia fair. In joyful strains then let us sing, advance Australia fair.

Learning Task:

Your task is to read and analyse the Australian National Anthem to answer the following questions:

1. What is the purpose of a national anthem?

2. Do you know a different national anthem from another country?

3. What does the highlighted text mean to you?

4. Why do we sing the national anthem at the Olympics?

Term 3 Level 2 - Tuesday 20/7/21

Learning Intention:To understand different representations of multiplication – Equal groups of

Success Criteria:Identify the key parts of a worded problem

Describe how many equal groups and how many in each group

Create a pictorial representation

Generate an answer using equal groups of

Learning Task:Yesterday we learnt how to show multiplication problems using the pictorial strategy of ‘equal groups of’.

Today you will need to carefully read the worded multiplication problems and apply the ‘equal groups of’ strategy to solve the problems. Remember to draw your equal groups in your book and count the total to find the answer.

1. Mr Ratnayake had 3 bags of apples. There were 9 apples in each bag. How many apples did he have in total?

2. Miss I’s puppy, Baker, ate 2 bowls of biscuits a day. Each bowl had 17 biscuits in it. How many biscuits did Baker eat in one day? Challenge: How many biscuits did Baker eat in a week?

3. There are 12 cookies in a packet. Miss Smith buys 3 packets of cookies. How many does she have in total?

Term 3 Level 2 - Wednesday 21/07/21

Learning Intention:To explore our personal and cultural identity

Success Criteria:Define the term identity. Describe the features of identity.Analyse my own identity.Create a representation of my identity.

Learning Task:Over the next two Inquiry lessons your task will be to inquiry into your own personal identity.

Split your page into 4 and create lists of all the things that make you unique and are special to you. These can be physical things we can see Eg hair colour, eye colour

and things we can’t tell by just looking at you Eg cultural background, interests and values

Today you are creating your draft copy.

Learning Intention:To write a Couplet Poem.

Success Criteria:Identify the features of a couplet poem.List two words that rhyme and relate to your poem. Apply the features of couplet poetry to your poem. Reflect on your sentence. Does it follow the structure of a couplet poem?

Learning Task:Write 2 of your own couplet poems.

Challenge: Use excellent word choice in your poems and perform them to a family member.

Steps:1. Think of a topic to write about.

2. Write 2 short sentences with the same number of syllables.

3. End the first sentence with a word that rhymes with the last word in the second sentence.

Learning Intention:To reflect on the features of poetry.

Success Criteria:Identify rhyme in poetry.Describe the features of couplets.Analyse the syllables.Reflect on the purpose of poetry.

Learning Task:

Steps:

1. Circle the rhyming words you can find in the poem.

2. Choose one line and record how many syllables there are in each word.

CHALLENGE - Practise reading the poem until you can read it smoothly with expression.

Ask someone to listen to you read the poem aloud and ask them how the poetry made them feel. Record what you think the purpose of this poem is.

Culture-Australian

-Italian-Cultural food

Values-Caring

-Creative-Honest

-Education

Interests/favourite things

-Cooking-Yoga

-Travelling -Eating new foods

-Netball -Teaching

-Sushi

Physical-Brown hair-Brown eyes

-170cm tall-Glasses

Example:Winter, winter you make me glow. You freeze my body with ice and snow.

Rhyming: glow and snow rhyme.

PeacockPeacock spreads his tail. Surprise!A feather-ocean...full of eyes.

One-by-one, they stare at me. I look at them and see the sea.

And suddenly, I’ve left the zoo. I whirl through water, deep and blue.

My mind is fresh and watery-wild. I feel like I’m a mermaid child.

I even ride a friendly whaleswimming here in Peacock’s tail.

Amy Ludwig VanDerwater

Term 3 Level 2 - Thursday 22/07/21

Learning Intention:To use the YCDI key of Initiative.

Success Criteria:Define what initiative is.Describe ways you can show initiative around your home.Apply your initiative to pick a task to complete.Reflect on how taking initiative made you feel.

Learning Task:

Initiative is an important value to learn. It means to take action without being asked to do something. For Example: -You clean your room without being asked to.-You solve a learning challenge without any help.-You help wash the dishes after dinner.

Your task today is to answer the following questions, choose your own task where you can show initiative then write a reflection on your experience.

1. What is initiative?2. How could you show initiative while Learning From Home?3. Complete an action or task where you can show initiative. 4. How did it make you feel to pick your own task and complete it

independently?

Learning Intention:To analyse poetry

Success Criteria:Identify the features of the poem. Describe the author’s purpose.Analyse the author’s word choice. Create a response to the poem.

Learning Task:Your task is to carefully read the poem and answer the following questions.

This is a free verse poem which means it has no rhyming.

1. List any adjectives you can find in this poem.

2. Why do you think the author created this poem? Explain.

3. Pick your favourite descriptive phrase from the poem (e.g. slimy as a garden snake). Why did the author use this word choice?

Challenge - Can you write a line for this poem that would match the author’s purpose and theme?

Learning Intention: To write a Colour Poem using correct Colour Poem structure.

Success Criteria:Identify the features of a colour poem. Describe the five senses. Apply the colour poem structure to write your own poem. Reflect on your poem. Have you shown the five senses?

Learning Task:Your task is to write 2 colour poems.

Challenge: Write 2 colour poems using excellent word choice and perform your poems to a family member.

Steps:1. Choose a colour. 2. Write 5 different sentences,

one for each of the five senses. (see, hear, feel, smell and taste).

3. Write a sentence for an emotion.

Title: your colour Line 1: sight Line 2: sound Line 3: smell Line 4: touch Line 5: taste Line 6: an emotion

Pink Pink looks like a huge pile of soft marshmallows, Pink sounds like wind chimes in the wind, Pink smells like a freshly washed baby, Pink feels like a soft feather running up and down your skin, Pink tastes like light, fluffy fairy floss you get at a circus, Pink is love.

Learning Intention:To understand number sequences and number patterns.

Success Criteria:Identify number sequences and patterns.

Describe the number sequences and patterns.

Apply my understanding of number sequences and patterns.

Transfer my understanding of skip counting to multiplication and division.

Learning Task:

Repeated addition is adding equal groups together. It is also known as

multiplication. If the same number is repeated then, we can write that in the form of multiplication.

For example: 2 + 2 + 2 + 2 + 2

Here 2 is repeated 5 times, we can write this addition as 5 × 2.

Similarly, to solve a multiplication problem through repeated addition, we

repetitively group and add the same number again and again to find the answer.

Below is an example of repeated addition using the number 3.

Your task is to apply the repeated addition strategy for the following numbers:

- Starting at the number 0, repeatedly add the number 4 until you get to the number 60 (eg: 4, 8, 12 etc).- Starting at the number 14, repeatedly add the number 7 until you get to the number 98 (eg: 21, 28, 35 etc).- Starting at the number 26, repeatedly add the number 13 until you get to the number 130 (eg: 39, 52, 65 etc).

Green

Green looks likea field of tall grass, swaying in the summer sunshine.

Green tastes as bitter as the broccoli my momforces me to eat at dinner.

Green sounds likethe crunch of a crispy pickle.

Green is…cold as wet moss,prickly as a cactus, slimy as a garden snake, sour as a granny smith apple.

Green is all of these things, so different but so alike.

Amy

Term 3 Level 2 - Friday 23/07/21

Learning Intention:To further my skills in an aspect of the CAFE menu.

Success Criteria:Identify an area of need from the CAFE menu.Describe how to select a ‘good-fit’ book.Apply my chosen CAFE strategy.Create feedback and feedforward.

Learning Task:

Choose a ‘good-fit’ book and apply one of the following CAFE strategies whilst reading.

Comprehension - Check for understanding.Every ½ page, ask yourself ‘What have I just read?’ and summarise in a few words.

Accuracy - Chunk parts you know together.Look for smaller words or sounds that you know when reading challenging words. For example, rain-bow.

Fluency - Read with expression. Change your voice to show meaning with exclamation marks, capitalised words, bold text and/or character voices.

Learning Intention: To write a Haiku Poem using the correct structure.

Success Criteria:Identify the features of a Haiku poem. Describe the structure of a Haiku poem. Apply the structure of a Haiku poem to your writing. Reflect on your Haiku poem. Have you applied the structure correctly?

Learning Task:Your task is to write 3 of your own Haiku poems, applying the correct Haiku poetry structure.

Challenge: Write a Haiku poem about your culture. Use excellent word choice and perform your poems to a family member.

Haiku poem structure:Title of Haiku PoemLine 1: 5 syllables Line 2: 7 syllablesLine 3: 5 syllables

Learning Intention:To explore our personal and cultural identity.

Success Criteria:Define the term identity.Describe the features of identity.Analyse my own identity. Create a representation of my identity.

Learning Task:Now that you have made a list of all the things that represent you, your task is to create a good copy of your identity anchor chart/poster.

Don’t forget to draw pictures to match each of the aspects that make up your identity.

Today you are creating your GOOD copy.

BONUS QUESTION:Can you guess which Grade Two teacher the example anchor chart is about?

Culture-Australian

-Italian-Cultural food

-Family-Language

English-1st generation

Australian

Values-Caring

-Creative-Honest

-Education

Interests/Favourite Things

-Cooking-Yoga

-Traveling -Eating new foods

-Netball -Teaching

-Sushi-Sneakers

Physical-Brown hair-Brown eyes

-170cm tall-Glasses

NAME

Learning Intention:To understand number sequences and number patterns.

Success Criteria:

Identify number sequences and patterns.

Describe the number sequences and patterns.

Apply my understanding of number sequences and patterns.

Transfer my understanding of skip counting to multiplication and division.

Learning Task:We will continue our learning of repeated addition and apply this strategy to worded problems.

Below is an example of repeated addition used for multiplication in word problems.There are 5 groups of chickens. Each group has 3 chickens. How many chickens are there in all?

There are 5 groups. There are 3 chickens in each group. Add to find the total

chickens. 3 + 3 + 3 + 3 + 3 = 15 or Multiply to find the total chickens. 5 × 3 = 15

Your task is to apply the repeated addition strategy for the following worded questions:

1. Miss Kelly drinks 3 chai lattes a day. After 4 days, how many chai lattes has she drank in total?

2. Miss I eats 8 strawberries every hour. After 6 hours, how many strawberries has she eaten?

3. Miss Smith drinks 13 glasses of water each week. After 19 weeks, how many glasses of water has she drank?

4. Mr Stirling uses 7 litres of paint for every 6 metres of wall. After painting 96 metres of wall, how many litres of paint had he used?

WavesCurling blue water,Splashing at the sandy shore,Beautiful ocean.

- Larson

Expand Vocabulary - Tune into interesting words. Write down new and descriptive words and find their meaning.

Challenge - What feedback and feedforward could you give yourself about your reading?