LEVEL 5 LEARNING FROM HOME Week 5

Monday 9th August – Friday 13th 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)

Reading

(45 mins)

Writing

(45 mins)

Maths

(45 mins)

MONDAY 9TH AUGUST

YCDI LI To understand how to ‘analyse’ SC Identify what it means to analyse Describe structures that support analysis Apply Analysis in my learning Generate ideas for future opportunities to analyse Mini Lesson The definition of ‘analyse’ is: examine (something) methodically and in detail, typically in order to explain and interpret it. This means, when we analyse something, whether it be a poem, a learning sample, goal progress or a dance video, we are looking at it in detail, asking ourselves questions and trying to understand and interpret it. There are three main steps to an analysis, they are:

1. Choose a Topic 2. Take Notes

Make some notes for each element you are examining by asking some WHY and HOW questions and do some outside research that may help you to answer these questions.

3. Draw Conclusions Make some overall conclusions based on your questions and answers for each of the elements you have analysed. Learning Task Create 5 questions you could ask when analysing, some ideas you could ask questions about are below.

Reflection: How could you analyse independently, without the support of a teacher or guiding questions?

INQUIRY LI To explore meaning through the elements of dance SC Identify the elements of dance Describe each element of dance Explain how the elements of dance are used to communicate ideas Generate a cultural connection Mini Lesson Watch the video. Let’s look at how Body and Action were used. https://drive.google.com/drive/folders/1VEwv8dOCSlcuyLsXlX5xMmbXKYjQvj-T

BODY • In 15-21 seconds, the entire body is used.

• Mr Clarke’s face looks like he is enjoying the dance.

• He twists his body from the left to the right as he stands up.

• At approximately 40 seconds, Mr Clarke predominately focuses on moving his lower half of the body to draw attention to his legs and feet movement.

ACTION • At approximately 40 seconds, Mr Clarke’s legs move in and out/open and closed to look like he is running on the spot.

• At 2 minutes, Mr Clarke begins jumping up and down. This shows Mr Clarke is having fun and enjoying the dance.

SPACE TIME

ENERGY

Learning Task Set your learning out like this, you will fill in the rest of the table over the next few days.

BODY ACTION

SPACE

TIME

ENERGY

Here is the link for BASTE if you need to refresh your memory. https://www.elementsofdance.org/uploads/1/2/6/3/12634389/elementsofdance2011.pdf Review the recording of your production dance. 5B- https://drive.google.com/drive/folders/1VEwv8dOCSlcuyLsXlX5xMmbXKYjQvj-T 5C/5E- https://drive.google.com/drive/folders/1VEwv8dOCSlcuyLsXlX5xMmbXKYjQvj-T 5A/5D - https://drive.google.com/drive/folders/1VEwv8dOCSlcuyLsXlX5xMmbXKYjQvj-T Using Body and Action, explain how these elements assists the dance to communicate an idea/message, just like in the example above. Do the dance moves connect with the music/lyrics? Provide 5 examples of Body and 5 examples of Action. Reflection Which element do you believe to be most important? Can a dance have a missing element and still portray a message?

READING LI: To infer meaning behind authors poem SC: Define the process of inferencing. Describe what we can inference about. Analyse a text for opportunities to infer. Generate a list of inferences. Learning: Inferencing is when we use the clues from the author and prior knowledge to understand the intended meaning behind a phrase. There are many different aspects of a story we can infer about. For example.

- Character’s personality - Setting - Character’s personality - The setting - Mood and Tone

Read the poem aloud.

In this poem, the author has created multiple opportunities for inferencing.

Text Clue Prior Knowledge Inference ‘I am the darker brother.’ People have different skin colours. The author is perhaps African American.

They send me to eat in the kitchen when company comes.

When I was younger, my brother would send me away to my room when his friends arrived. He was embarrassed of having his little sister around.

This author is sent to the kitchen because the other people don’t want their friends to know he is there. Perhaps they were embarrassed to have a ‘dark friend’.

‘But I laugh, and eat well, and grow strong.’

When we laugh, we have a positive mindset. When we eat well our bodies are healthy.

This person is staying positive and is focusing on getting stronger. They are showing resilience despite of the way they are treated.

Which of the three inferences focuses on the author’s personality? Learning Task: Read the poem aloud.

What does the author mean when they say, ‘I’m like a lightning storm, angry when I’m teased?’ What other inferences can you make about the character’s personality? Aim for five as your minimum. Present your thinking using a table.

Text Clues Prior Knowledge Inference

EAL: Read the poem and answer the following. What does the author mean by: ‘I’m a parrot.’ ‘I’m a pineapple’. ‘ I’m a piano.’ ‘I am summer?’

If you could use a fruit or an object to describe yourself, what would it be? Reflection: How do you know when you need to make an inference within a text?

WRITING LI:

To investigate opportunities for inferencing within poetry. SC: Identify opportunities to make inferences. Explain the inferences used. Apply opportunities to infer in a text. Evaluate the effectiveness of the inferences. Mini Lesson Look at the poem below - the same poem from today’s reading lesson.

Write down and highlight the opportunities for inferring what the author has created in addition to the ones shared with you in the previous reading lesson.

Let’s focus on the fifth line “But I laugh” and in particular the word “laugh”. How could you use figurative language to inform the reader of the same information but using figurative language? For example, we could change this line to read as “But I burst with chimes of joy”. What was the strategy used to transform this line of the poem? Does the altered line convey the same meaning as the original line in the poem? Now, let’s look at the line “And grow strong”. How could we transform this line? What strategies can we use? We can connect with our personal experiences and existing knowledge to create a to link between two ideas. This helps readers to form mental images and draw readers into the poem. Can you try to think of figurative language to replace “And grow strong”? Learning Task Read the poem below: An emerald is green, A ruby is red; A sapphire is blue; A flint lies in the mud. A diamond is a stone, A rose quartz is shades of pink; An opal is multi coloured; But a flint holds a fire. What do you notice about it? The poem is written in a literal style. How can you transform the poem to include a variety of figurative language and create connections with your personal experiences, emotions and knowledge? Re-write the poem to include figurative language. EAL Think of different feelings and emotions. What would your face and body be doing? Create 5 sentences where your reader needs to guess the emotion. Example: The boy was jumping up and down. (The emotion is happy) Reflection Read your poem to a family member. Ask them how they were able to connect to it.

MATHS

LI: To understand my misconceptions in Chance and Probability SC: Identify memorable misconceptions Describe how I learn Analyse my growth in understanding Reflect on SURF learning goal (where to next) Mini Lesson/Maths Talk

At GWPS, we know that misconceptions are valuable, because they are learning opportunities. However, Carol Dweck is a researcher who discovered that not all misconceptions are equal. Some are really memorable!! When you look at her table above, think about where your misconceptions in Chance and Probability are. Is it;

‘Ah-ha’ moment?

Stretch mistake? (helps you to learn)

Sloppy Mistake (“I didn’t read the question thoroughly’)

High stakes mistake (I made a mistake during a time that was really important to me)

Learning Task: 1. Look through your tracked misconceptions on google drive for ‘Statistics and Probability General All Mid Assessment’.

2. Attempt those questions again and write a justification to your teacher which communicates your new understanding

3. If you have completed this, then categorize your misconceptions into Carol Dwecks chart above and think about the type of misconception you answered and why you think it happened. Would you do anything differently next time?

Reflection: 4.After reflecting on your memorable misconceptions, create a NEW SURF learning goal from the selected goals below.

Login to Socrative using your class code your teacher will provide. The questions will be the same as below. Make sure you also display your goal at home as we track our goal throughout the week.

Goal (SURF)

Strategy (How will you achieve this - you can add to these strategies as we continue to learn about Chance and Probability)

Transfer (What does it look like in real life and other areas of your life outside of Math’s)

TUESDAY 10TH AUGUST

YCDI LI To understand how to ‘reflect’ SC Identify what it means to reflect Describe metacognition that support reflection Apply reflection in my learning Generate ideas for future opportunities to reflect as a learner Mini Lesson The definition of reflect/reflection is: serious thought or consideration. This means, when we reflect or this word in the Success Criteria, we are thinking deeply. Below are some examples of reflective questions you may ask yourself.

Learning Task Research why it is important to reflect. What are some questions you could ask yourself when you are reflecting in the Deep Consolidation section of the Success Criteria?

Reflection Has your thinking changed? Why/why not?

INQUIRY LI To explore meaning through the elements of dance SC Identify the elements of dance Describe each element of dance Explain how the elements of dance are used to communicate ideas Generate a cultural connection Mini Lesson Watch the first one minute of the youtube video of an Aboriginal cultural dance. https://www.youtube.com/watch?v=OhyKsEn6_So Today we will look at how Space and Time are used.

BODY ACTION

SPACE • The first approximately 30 seconds are in place.

• The dancers travel in a linear motion across the stage.

• The dancer who begins on the right travels behind the dancer who begins on the left.

TIME • It is a steady tempo throughout.

• It is quite repetitive and predictable.

ENERGY

Learning Task Now, watch the remainder of the video, continue filling in your table you started yesterday. Write down how Space and Time are used in the remainder of the video. Try and think of 5 examples of Space and 5 examples of Time. Reflection What connections did you form?

READING LI: To infer meaning behind authors poem SC: Define the process of inferencing. Describe what we can inference about. Analyse a text for opportunities to infer. Generate a list of inferences. Learning In today’s lesson, we will make inferences about ‘mood and tone.’ When we analyse the mood, emotions and tone of a poem we consider the way we feel as readers, the way the characters/authors feel in the poem. Mood: The mood is the way the reader feels when reading the poem. It it’s the general feeling of the poem. Tone: The tone is the way the writer/character feels in the text. For example;

The tone of this poem is ‘feeling lost’.

Tone Evidence Explanation

‘Lost’ ‘Frustrated, confused, annoyed. ‘I am alone.’ ‘Call the doctor: questions, testing.”

The tone of this poem is feeling ‘lost’ as the character is experiencing a mixture of emotions and they seem to be looking for answers.

The mood of this poem is ‘feeling sympathy’

Mood Evidence Explanation

‘Sympathetic’ ‘I am alone’ ‘I am different’ “frustrated, confused, annoyed.’

When reading this poem I feel sympathy for the author because I understand how they feel for being different and no one should feel this way.

Emotions: Read the poem aloud.

EAL Option Poem:

What is the mood of this poem? What do you feel as a reader when you read this? What is the tone of this poem? What does the character feel in the poem?

Represent your thinking using a table.

Mood Evidence Explanation

Tone Evidence Explanation

What other type of inferences can you make? Reflection: Can the mood and tone ever be the same? Why yes and why not? Provide an example to support you thinking.

WRITING LI: To investigate opportunities for inferencing within poetry. SC:

Identify opportunities to make inferences. Explain the inferences used. Apply opportunities to infer in a text. Evaluate the effectiveness of the inferences. Mini Lesson Reread the poem below that we worked with in the previous writing session: An emerald is green, A ruby is red; A sapphire is blue; A flint lies in the mud. A diamond is a stone, A rose quartz is shades of pink; An opal is multi coloured; But a flint holds a fire.

How did you transform it? What strategies did you use? Look at one way it could be rewritten: An emerald is as green as grass, A ruby as vibrant as rose; A sapphire shines as blue as the ocean; A flint lies in the mud.

A diamond is a brilliant stone, A rose quartz catches the world’s desires; An opal holds a fiery spark; But a flint holds a fire. In this version of the original poem, what strategies were applied? Existing knowledge was used to make connections to convey meaning by suggesting that something is like something else. Both similes and metaphors were applied. What mood could this be? As the first stanza incorporates nature, think about nature and what you think and feel in nature. Learning Task Referring to the poem you wrote on Friday last week, either a quatrain or sonnet about a family member. You will rewrite this poem, but this time you will rewrite your poem using at least two different types of figurative language. Ensure your poem is at least two stanzas long and each stanza contains two pieces of figurative writing. EAL Learners can refer to the image below to help identify the different gemstones from the poem. You and follow the Learning Task set above. Reflection Read the different versions of your pome to the family member you wrote it about. What did they notice about the two different poems? How did they feel when they were read the rewrite of the poem.

MATHS LI: To investigate the information given within a data set. SC: Identify noticing's about the data. Describe strategies for interpretation data Analyse a data set to make inferences. Generate conclusions based on a data set. Mini Lesson Graph 1: Percentage of Teachers in Australia by Gender

We are working on our noticing's and the information we can gather from different data sets. When faced with a question we first need to do the following.

1. Understand what the question is asking 2. Find each part of the question in the data/information provided and highlight key ideas.

Learning Task

List some noticing's you have made in the data set above as per mini lesson strategy. Answer the questions below; What column represents the total number of schools across the country? If this was included in a fraction, would it be the numerator or denominator? Which state is most likely to receive the school of the year award? How would this chance be represented as a fraction? (Your fraction might be large. What helped you to find the numerator and the denominator? (Explain your thinking) Challenge: Create 2 statements about this data and one question related to chance. This question can be used during a small group conference online. Reflection: How did you use your SURF goal in this lesson and where are you in the learning pit?

WEDNESDAY 11TH AUGUST

SPECIALIST DAY

Complete your learning in any

order you choose.

THURSDAY 12TH AUGUST

YCDI LI To reflect on my growth as a learner SC Identify my proudest piece of learning Describe the strategies I used in this learning Apply creative thinking to share my learning Reflect on the importance of celebrating our achievements Mini Lesson You have put so much effort into your learning tasks at home. When we return to school, the teachers want you to feel proud of what you have completed, and we want you to share your learning with the school community. Learning Task Go back through your learning from this week. What are you most proud of and why? Where or how would you like this to be displayed? For example, would you like this to be put on the Level 5 display wall, would you like it in the windows of your classroom? The teachers would like to use your voice to share your learning. Reflection Why did you choose the learning samples you did?

INQUIRY LI To explore meaning through the elements of dance

SC Identify the elements of dance Describe each element of dance Explain how the elements of dance are used to communicate ideas Generate a cultural connection Mini Lesson Let’s use student voice! The top votes on cultural dances that Level 5 wanted to learn about were: Chinese, Japanese, Sri Lankan, Italian, Latino, Russian, Sri Lankan, Fijian, Macedonian, Australian and New Zealand. You may choose one of these dances you are not familiar with, or you might have another idea. Research one of these dances, perhaps on youtube, and observe the elements used.

Learning Task You will add on to your table (even if you have information already in your table). Think about a cultural dance you would like to become more familiar with. As you are adding your examples into the table, think about how each of these elements are communicating an idea or message. Reflection What comparisons can you form between the dance you investigated and other dances you have seen?

READING LI: To infer meaning behind authors poem SC: Define the process of inferencing. Describe what we can inference about. Analyse a text for opportunities to infer. Generate a list of inferences. Learning Today we will make inferences about the setting of the poem. The setting can be:

• An indoor place.

• An outdoor place.

• A specific location (city, country, continent.)

• An Imaginary world Read the poem aloud.

Take the time to infer to make sure you understand the poem. Take the time to research words that you do not understand.

There are many clues in this poem that can help us infer what the setting is.

Setting Prior knowledge Evidence

The setting of this poem could be the country Canada.

The weather is usually very cool in Canada. The Wildgoose is a native Canadian animal.

The wind bullies the low sun. In poor light the seas moan. Bracken turning red. Bird’s wings freeze.

Learning Task Read the poem aloud. Take the time to analyse it and understand the meaning.

EAL option:

Setting Prior Knowledge Evidence

What other type of inferences can you make? Write them down. Reflection: Student voice What do you find challenging when inferring within a text? What would you like to focus on with your teacher?

WRITING Spelling LI: Investigate the correct use of punctuation marks. SC: Identify the different types of punctuation marks. Explain the different uses for different types of punctuation marks. Demonstrate how to use different types of punctuation marks. Evaluate the effectiveness of correctly used punctuation marks. Mini Lesson Punctuation marks are symbols to aid clarity and comprehension of written language. Explore the list of punctuation marks in the image below.

Next, watch the two videos – the first on the correct use of semicolons, and the second on the correct use of ellipsis Watch the following video on semicolons to understand how to use them and their purpose. https://www.youtube.com/watch?v=th-zyfvwDdI Watch the following video on ellipses to understand how to use them and their purpose. https://www.khanacademy.org/humanities/grammar/punctuation-the-colon-semicolon-and-more/hyphens-dashes-and-ellipses/v/ellipses Learning Task Write three different sentences. One sentence will include a semicolon (;), one sentence will include an ellipse (…) Another sentence will include the use of punctuation mark of your choice from the follow: comma (,), hyphen (-) or brackets/ parentheses (()), or dash (-).

For your final sentence you will use punctuation of your choice; you will conduct your own research on the punctuation mark you have selected. A good starting point to conduct research is the below website: https://www.teflcourse.net/english-grammar-corner/english-punctuation-rules/ Reflection Read each sentence aloud. First read the sentence as if it has been read without punctuation, next read it with the punctuation. How did the punctuation support the sentence?

MATHS LI: To explore chance language in real life contexts SC: Identify key vocabulary Define chance language Apply language in context Reflect on SURF learning goals Warm up question Which chance word describes this probability?

Watch this video and think about why vocabulary is so important when we are talking about chance? https://www.youtube.com/watch?v=7XuNVVlD98g Learning Task Create a Maths Glossary of Chance and Probability vocabulary that you can use during our unit of learning. For each of the words below, find the definition and try to think of an example or context where you would us it. You may like to set up a table like the one below to create your glossary. chance

chance events sample space table frequency not equally likely equally likely Likelihood Certain Unlikely Impossible theoretical probability experimental probability data outcomes Probability

Word Definition Example/Context (Where we would use it.)

Chance The likelihood that an event will or will not happen. The chance of me getting chosen to participate in STEAM Innovation.

You will be able to continue to add examples and words to this glossary as we learn new language and apply our learning to different contexts. Reflection How could I apply this vocabulary to my learning? How will this learning help me achieve my SURF learning goal?

FRIDAY 13TH AUGUST

YCDI LI To active my student voice/agency and communicate my learning with GWPS SC Identify the purpose of communicating learning Describe the purpose of communicating learning Analyse the mood of an ideal learning space Generate ideas that accurately display our learning norms Mini Lesson A mood board is an arrangement of images, materials, pieces of text, etc. to demonstrate a concept. Below are some examples of ‘classroom mood boards’.

Learning Task Let’s get creative! You can create a mood board all about your dream classroom. Include things that you would like to see. Think about the learning you’d like displayed, would you like there to be a theme, what tables and seating will there be, what colour are the walls, would you like inspirational pictures and quotes around the room? If you have any magazines or junk mail you’d like to cut up and your parents give you the go ahead, feel free to cut them up and glue them in your book. Otherwise, you could put your drawing skills to use or find some inspiration online.

The teachers would love to put some of your ideas into the classroom when we return. When creating your mood board, think about adding ideas that could really be implemented! For example, we may not be able to paint the walls, but we could put colored anchor chart paper on the grey boards. Reflection What sort of mood have you created? Do you think your current classroom demonstrates this mood?

READING LI: To infer meaning behind authors poem SC: Define the process of inferencing. Describe what we can inference about. Analyse a text for opportunities to infer. Generate a list of inferences. In today’s lesson you are going to use everything you have learned to analyse a poem. Read the poem aloud

EAL Option:

You are going to make as many inferences as you can about this poem. You need to think about,

- Character’s personality - Setting - Character’s personality - The setting - Mood and Tone.

Before you can do this you need to unpack the language in the poem first! What are some words you don’t know the exact meaning of? When making inferences, aim to make at least 6! Making sure you include one example of each type of an inference. Show your thinking using this table.

Inference type Ex; setting

Clues Prior Knowledge Inference

Reflection: Student Voice Think about the unit of Poetry so far! What is something you have enjoyed that you’d like teachers to transfer to other text types?

WRITING Sustained writing LI: To revisit a prior piece of writing SC: Identify a piece of writing to improve Describe the strategies I can use to make improvements Apply strategies to improve an existing piece of writing Evaluate on the effectiveness of the changes. Mini Lesson Sometimes we writers love chasing down new ideas, but other times, we stumble back across an old piece of writing and think, “Well, this isn’t totally bad. I should rewrite it.” Rewriting old writing is very rewarding and often more fun than we might first imagine. Focus on the below questions when revisiting a piece of writing:

• What do I love about this story?

• How can I stay motivated during the rewrite?

• What should I change and what should I leave?

• Can you add any clues for your readers to infer? Ask yourself those questions and take time to really answer them. These questions will help you focus, stay motivated, and know how to rewrite. Some strategies you could use are below:

• List what you love about the piece you are revisiting

• Remember why you wrote the old piece

• Restructure the sequence or reorder you ideas

• Write from another perspective or point of view

• Get feedback/ feedforward from a friend or family member. Ask them what they understood and did not understand form the writing piece.

• Look for paragraphs or lines that need rephrasing.

Learning Task Select a piece of writing you would like to revisit and improve. It may be a piece of writing you did not get to complete or you want to add on to. As we have focused on inferences this week, how could you add clues and hints throughout your writing so your reader can infer? Why would an inference create more engagement for a reader? Reflection Are you satisfied with the improvements you made? What was the effect of the changes?

MATHS LI: To investigate the information given within a data set. SC: Identify noticing's about the data. Describe strategies for data interpretation Analyse a data set to make inferences. Generate conclusions based on a data set. Mini lesson: What is sample space? Look at the picture below and describe in your own words a definition for sample space and generate your own example like the picture below.

To clarify thinking watch: https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-probability-statistics/cc-7th-compound-events/v/compound-sample-spaces What did you add to your schema after watching this video? Learning Task: Answer the following question with more than 1 strategy, tracking the sample space and probability of outcomes. In Glen Waverley there was a local lottery competition which consisted of four balls numbered 1 to 4, which are placed in a bag. To enter, you choose one number. To win, your number must match the number that is drawn from the bag. What is the chance of winning this lottery?

The people running the lottery in Glen Waverley decide that it is too easy to win. So, they change their lottery game. In the new lottery, there are still four balls numbered 1 to 4, which are placed in a bag. Now, to enter, you choose two numbers. To win, your numbers must match (in any order) the two numbers that are drawn from the bag.

What is the chance of winning this new lottery? Have the organizers made it harder to win compared with their original version? Can you create your own version of the lottery which would also be harder to win than the first game? How do you know that your game is harder? Challenge: Create a tree diagram to explain your reasoning for sample space.

Reflection: How did I use my SURF learning goal throughout the week? Where will I take my learning next week? Track wonderings you might have for your teacher in Week 6.