year 3 - gunnedahs-p.schools.nsw.gov.au€¦ · handwriting a,o exit & entry flicks/ joining....
TRANSCRIPT
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Gunnedah South Public School
Home Learning
Booklet
Week 3
Year 3
Name:______________
Class:________
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Time Subject Lesson Focus Worksheet
9 to 9.30 Reading
Author Study Book Prediction: The Day the Crayons Quit
Reading Eggs
9.30 to 10 Writing Purpose and identifying
persuasive texts
10 to 10.30 Readiwriter Spelling
10.30 to 11 Handwriting
11 to 11.30 Recess Break
11.30 to 12 Mathematics
Kitchen/maths lesson: compare and model halves and quarters
12 to 12.30 Mathletics
12.30 to 1 Daily PE
1 to 2 Lunch Break
2 to 3
PBL
PDH
Wellbeing
PBL – Kindness
PDH – Places to be Safe
Monday
Week 3
Page 1
Page 2
Page 3
Page 4
Page 5, 6 & 7
a, c - entry and exit flicks
Daily PE activities with Mrs Mitchell
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The Day the Crayons Quit – Pre-reading Prediction
We are learning to use our imagination to predict the outcome stories.
Look closely at Duncan’s crayons – some broken, some stubby, some whole, and some with
the wrappers taken off. Can you comment on why you think the crayons look like this?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Next, look at the front and back covers of the book. Look closely at the illustrations
and the written text (the title and the crayon's banners). What do you think the
crayons are protesting about?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Page 1
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Task: Brainstorm and make a list of all of the persuasive texts
you were exposed to during the school holidays.
• Challenge yourself and categorise them into texts types Eg: advertisements, discussions.
Television advertisements – Hungry Jacks, K-Mart and KFC
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WALT: co
mpa
re a
nd m
odel halves
and
qua
rters
Page 4
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SOUTHEY’S ACTS OF KINDNESS CHART
Smile at someone Give someone a
compliment
Thank someone for
something they have
done
Play a game or read a
book with your
sibling/s or parents
Write a letter to
someone –
grandparent, friend,
neighbour. You could
post your letter or
send a photo of it.
Kindness Cards –
make cards that tell
the people in your
family your favourite
thing about them.
Do something at
home this week to
help. Something you
haven’t been asked
to do
Send someone a hug
– Trace your arms on
joined pieces of
paper. Write kind
things in your arms
and send to someone
you love
Help someone do
something in your
house.
Make a kindness
poster to display in
your window
Write a classmate a
compliment in your
TEAMS playground
Make thank you
cards for people in
your family
TASK ONE – Make a kindness
poster to display to your
street by placing it in a
window in your house.
TASK TWO – Southey loves students that participate in
acts of kindness. He has created an acts of kindness
chart for you. How many acts can you complete this
week? Mark them off here
We are learning to participate in acts of
kindness.
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Personal Development & Health – Term 2 Week 3
We are learning to identify areas where we need to be safe.
Success Criteria: I can
★ identify what being safe looks, feels and sounds like
★ identify areas where we need to be safe
★ ★ record actions to keep myself and others safe in these areas
Activity 1. Record what it looks, feels and sounds like when you are safe.
Activity 2. Can you recall a time you were not safe? e.g. went swimming in water that was too deep
What would you do differently?
___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________
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Activity 3 – List all the people that can help you to feel safe.
Activity 4 - Brainstorm areas where you need to be safe and the actions
you should take to be safe in these areas. How many areas can you think
of?
Home School Other Areas
Places
to be
Safe
Page 7
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Time Subject Lesson Focus Worksheet
9 to 9.30 Reading
Orientation to The Day the Crayons Quit
Author study cont.
Reading Eggs
9.30 to 10 Writing Structure of a persuasive
text
10 to 10.30 Readiwriter spelling
10.30 to 11 Handwriting
11 to 11.30 Recess Break
11.30 to 12 Mathematics Whole Number
12 to 12.30 Mathletics
12.30 to 1 Daily PE
1 to 2 Lunch Break
2 to 2.30 Geography
Natural Features of Australia: Rivers
2.30 to 3
Tuesday
Week 3
Page 1 & 2
Page 3 & 4
Page 5
Page 6 & 7
Page 8
a,o exit & entry flicks/ joining
Daily PE activities with Mrs Mitchell
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Oliver Jeffers – Author Study Worksheet
Click on the link on your lesson slide to find the entire article…
Page 1
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What did you find interesting in this reading, about Oliver Jeffers?______________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
What moment in Oliver’s life did the book ‘Here we Are” come from?________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
What did Oliver like to do as a child and how do you think this has led to him becoming an
author/illustrator?_____________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Why do you think Oliver uses a photo of himself as a child in his books as the author
photograph?__________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Page 2
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Task: Choose a topic and state your point of view whether you agree or disagree.
• Remember to follow the OREO structure to help you writean effective persuasive text.
1. Cats are better than dogs.2. Students work harder than teachers.3. Chocolate should be eaten at breakfast.
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We are learning to: count by tens and hundreds
I can:
• Count by tens and hundreds on and off the decade
• Count by tens or hundreds to complete a number sequence
• Skip count forward and backwards
Page 7
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Wednesday
Week 3
Time Subject Lesson Focus Worksheet
9 to 9.30 Reading
Closer analysis of book The Day the Crayons
Quit: persuasive language using sympathy
Reading Eggs
9.30 to 10 Writing Structure of persuasive texts
10 to 10.30 Readiwriter Spelling
10.30 to 11 Handwriting
11 to 11.30 Recess Break
11.30 to 12 Mathematics Whole Number
12 to 12.30 Mathletics
12.30 to 1 Daily PE
1 to 2 Lunch Break
2 to 2.30
CAPA
Colourful Foot ArtMrs Merlehan
2.30 to 3 Drama with Mrs Christie
Page 1
Page 2
Page 3
Page 4 & 5
d,g,o,a entry/exit flicks - joining
See slides
See slides
Daily PE activities with Mrs Mitchell
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Developing Sympathy for Characters
Author Drew Daywalt builds the persuasive
nature of this book by making us feel sorry for
the crayons – this is called having sympathy for
the character. The crayons each display a
‘human-like’ emotion that develops the
complication of the story – Duncan needs to
meet the needs of each of his crayons.
Match the crayon to the emotion it displays in the letters:
Red:
Purple:
Beige:
Grey:
White:
Black:
Green:
Yellow:
Orange:
Blue:
Pink:
Peach:
Tired
Exhausted
Angry
Frustrated
Worn out
Empty
Determined
Disappointed
Embarrassed
Pleased
Bossy
Neglected
Page 1
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Task: Read the following persuasive paragraph. Using blue, green and yellow coloured pencils, colour the thinking and feeling verbs, emotive words and connecting words and phrases.
I believe cooking is extremely valuable for
children to learn.
Firstly, cooking is a skill for life. If you have a
basic understanding of cooking, you can make
all sorts of delicious things to eat.
Also, cooking allows you to express your
creativity. I love using lots of different
colours and textures in the foods I make!
Finally, cooking teaches you how to follow
instructions. If you can understand a recipe,
you can follow directions to make all sorts of
amazing things!
Page 2
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We are learning to: understand and use the symbols < and > to mean less than and greater than
I can:
• Recognise and remember the meaning of each symbol• Use the < and > symbols to make a statement correct or true
LESS THAN
GREATER THAN
Page 5
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Time Subject Lesson Focus Worksheet
9 to 9.30 Reading
Reading with expression,
comprehension and developing sympathy
Reading Eggs
9.30 to 10 Writing Structure of persuasive
texts
10 to 10.30 Readiwriter Spelling
10.30 to 11 Handwriting
11 to 11.30 Recess Break
11.30 to 12 Mathematics Whole Number
12 to 12.30 Mathletics
12.30 to 1 Daily PE
1 to 2 Lunch Break
2 to 2.30
Science Mrs Pepper’s science
lesson: Representing a lifecyle 2.30 to 3
Thursday
Week 3
Page 1, 2, 3, 4 , 5 & 6
Page 7
Page 8
Page 9 & 10
Page 11, 12 & 13
e,g entry and exit flicks/joining
Daily PE activities with Mrs Mitchell
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Developing Sympathy – How do the Crayons feel?
Look at the illustrations of each crayon in the
book – what is it about the face and the body
of each crayon that puts across the emotion?
The drawings are quite simple, and yet we can
still tell how each crayon is feeling. For
instance, see how the beige crayon is bent over, with its arms drooped downwards and a
frown on its face. What emotion does this body position and facial expression convey?
To build the skill of empathy, write about your feelings towards each individual crayon:
* Which crayon do they feel most sorry for, and why?_________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
* Which crayon seems to be the happiest, and why do they say this?____________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
* Which crayon would they most like to cheer up?____________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
* What could they do to make one of the crayons feel happier?__________________
_________________________________________________________________
_________________________________________________________________
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_________________________________________________________________
_________________________________________________________________
* Which crayon is the angriest one and why?________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
* What could Duncan do to calm this crayon down?___________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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Persuasive Writing Plan
Topic
Opinion – Opening
Statement
Reason
Example
Opinion re-stated -
Closing statement
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We are learning to: recognise, represent and order 4-digit numbers
I can:
• Identify the number before and after a given 4-digit number• Use MAB blocks to represent a given 4-digit number• Use a number line to help me complete a number sequence
Page 10
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Time Subject Lesson Focus Worksheet
9 to 9.30 Reading
Read Aloud: The Book Eating Boy. The role of
an illustrator
Reading Eggs
9.30 to 10 Writing Poetry-Haiku Poemswith Mrs Christie
10 to 10.30 Readiwriter spelling
10.30 to 11 Handwriting
11 to 11.30 Recess Break
11.30 to 12 Mathematics Whole Number
12 to 12.30 Mathletics
12.30 to 1 Daily PE
1 to 2 Lunch Break
2 to 2.30 Aboriginal
Language and Culture
2.30 to 3 Virtual Assembly
Friday
Week 3 34
Page 1 & 2
Page 3
Page 4 & 5
Page 6
qu, dr exit and entry flicks/ joining
The purpose of Aboriginal tools & artefacts.
Daily PE activities with Mrs Mitchell
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Example:
Lonely Billabong (5 syllables)
Frog leaps into still water (7 syllables)
Splash! Silence follows. (5 syllables)
Poetry Writing - HAIKU
The magic formula for writing a Japanese Haiku is a poem
of 3 lines.
There are 17 syllables only. That’s it!
The poem DOES NOT RHYME. They are usually about nature.
Your turn to have a try… Ask if you can go through your student portal and
google videos of a waterfall so you can look at waterfalls and listen to the sounds to help
you write one.
Page 1
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Choose your own topic and write a Haiku… remember it has to be about nature.
______________________________________________ ( 5 SYLLABLES)
_______________________________________________________(7 SYLLABLES)
______________________________________________ ( 5 SYLLABLES)
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101
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We are learning to: recognise, represent and order 4-digit numbers
I can:
• Identify the number before and after a given 4-digit number• Understand and recognise ascending and descending number
sequences• Understand and use less than < and greater than > symbols
Ascending means going up
Descending means going down
Page 5
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Aboriginal Artefacts and Tools - Week 3
We are learning to understand the purpose of Aboriginal artefacts and tools
Task: Fill in the table using the names and write a sentence about the purpose/use of each artefact or tool.
Coolamon Clap Sticks Emu Caller
Bullroarer Killer Boomerang Bundi
Picture Name Purpose/Use
*Note – Each Aboriginal tribal group may have different names or uses forartefacts or tools. Four of these were made by Ngemba Elder, Eugene Biles.
Page 6