6+1 Trait: VOICE

Gembrook Primary School Remote Learning Tasks

Please remember, if you have any questions regarding today’s learning you can login toour Grade 3/4 Question Time Webex at any time between 11:30am - 12:30pm.

Meeting Link:https://eduvic.webex.com/eduvic/j.php?MTID=m709bf9443068b850f13636365b196d73Meeting number: 165 527 2260Password: gembrook

Grade 3/4 Learning Tasks Term 4 Week 2 FRIDAY

READING

Learning Intention:I can identify how an author uses their voice in a text.Success Criteria:I have identified how voice is dependent on subject matter.Learning Resources Required:Exercise book, pencils and iphone/tablet/computer.

Learning Task:

6+1 Trait: VOICE


Think back to yesterday’s lesson (and look back to it if needed) which was all about‘voice’. Today we will be identifying the author’s ‘voice’ in the excerpt below.Create a small paragraph (at least 4 sentences) about the author’s voice.To help you find the author’s voice, you may wish to be guided by the followingquestions:

● What perspective is the text written in? (First-person: chiefly using "I" or "we".Third-person: chiefly using "he," "she," or "it," which can be limited—single characterknowledge—or omniscient—all-knowing. Second-person: chiefly using "you" and "your).

● What is the subject matter? (Has the author chosen a topic that we normallyassociate with certain emotions?)

● What language would you use to describe the writing?(Can you connect it toyesterday’s emotive word list?)

● Did the writer use particular language to help convey emotions or meaning? Ifso, why did they do that? How does that help give the author a unique voice?

‘Lights, Camera, Video’, by Money Man


Further Work Time:● Identify the author’s voice in your independent reading book.● Free choice reading, and track your thinking.● Find a new and creative way to track your thinking using a comprehension

strategy.

WRITING

Learning Intention:I can incorporate the voice trait in my draft memoir.Success Criteria:I have created a sizzling start for my memoir.Learning Resources Required:Exercise book and coloured textas or pencils.

Learning Task:

Sizzling StartToday you will be creating a sizzling start for your memoir. Use your plan fromWednesday’s lesson to introduce your memoir.Read the example below, which is a strong sizzling start to a memoir titled ‘I’m a Zebra’,by AKA:


Think about why the above is a strong sizzling start, and how you can make your ownmemoir introduction ‘sizzle’.

Here are some different ways you may choose to introduce your memoir:

1. Make them wonderHumans are by nature curious, so if you start a memoir with a puzzling statement,there’s a good chance people will keep reading—they’ll want to unravel the mystery.

For example:“You have to go to the ends of the Earth in order to leave the Earth.” – Endurance: AYear in Space, A Lifetime of Discovery, by astronaut Scott Kelly. We wonder why he’sgoing to the ends of the earth, rather than strapping himself into a rocket ship andblasting off.

2. Make them smileWorking humor into the opening lines is a challenge, for you have little opportunity toset up the joke. But it’s well worth the effort – if humor is appropriate to your memoir.Readers who smile at the opening lines will keep turning the pages, looking for moreand more humor.

For example:“International baggage claim the airport was large and airy, with multiple carouselscircling endlessly. I scurried from one to another, desperately trying to find my blacksuitcase, escaping the person next to me who smelt like dirty feet.

3. Make them relateWe love to see ourselves in the characters we read about; it makes us feel closer tothem. That’s why starting off a memoir by describing something that many of yourreaders may have said, seen, or done themselves—something from their own lives—canbe powerful.

For example:“I have a box where I keep all of the holiday and birthday and just-because cards thatmy friends and family send me. They are memoirs, tokens of love and thoughtfulness,and there is a part of me that can’t bear to throw them out.” – Coming Clean: A Memoir,by Kimberly Rae Miller.

4. Make them worry


Readers love to be worried and frightened and horrified. To open your memoir, you maychoose to have the reader fear for you (the writer) and what is happening.

For example:“I crumbled to my knees as my legs felt like they were jelly. There was a bright flashinglight behind me that I knew all too well. The sirens beamed loudly.”

5. Make them roll their eyesPeople love to feel superior to others—to observe from a safe distance as people getthemselves into trouble.

For example:“International baggage claim the airport was large and airy, with multiple carouselscircling endlessly. I stood in front of my allotted carousel, waiting patiently. 45 minuteslater, I realised I had the wrong carousel.”

6. Make them sympathiseAs much as we enjoy feeling superior to others, we also like to sympathise with them.Notice how the example below invites you to commiserate with the authors, for youknow their situation is dire and not of their own making:

“The scorching hot fork that I had attached my marshmallow to and placed inside mymouth had begun to make my mouth look like the inside of a dead fish.”

Further Work Time:● Free choice writing.● Recreate your sizzling start using another one of the strategies from the list

above.

BREAK: ensure students have a well-earned break with a snack, rest and agame/physical activity.

MATHS

This lesson will be taught during our class Webex session today.Please submit this learning task to Compass for feedback and evaluation by 5pm onFriday. Feedback for this learning task will be provided within the following week.Please refer to the link for instructions on how to upload the learning tasks.https://youtu.be/YWiLyJ0P6CQ Learning Intention:I can tell time to the nearest minute.Success Criteria:I have read the time on an analogue clock, and recorded the digital time to the nearestminute.Learning Resources Required:Exercise book, pencils, and iphone/tablet/computer.

https://youtu.be/YWiLyJ0P6CQ


Learning Task:

Time to the Nearest Minute● Today we are going to be continuing with telling the time to the nearest minute.● You will be drawing your own analogue clocks, making sure all the numbers are

positioned correctly, and then placing the hour and minute hands where youchoose.

● Once you have created at least 6 clocks, write down the digital time to thenearest minute for each of them.

Here are some examples below:

Further Work Time:https://www.iknowit.com/lessons/d-time-nearest-minute.htmlClick on the link and attempt to answer the questions and tell the time to the nearestminute.

SPELLING

Learning Intention:I can use strategies to edit my spelling.Success Criteria:I have selected words that I misspell and used strategies to correct my spelling.Learning Resources Required:Exercise book, pencils, and iphone/tablet/computer/dictionary.

Learning Task:

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https://www.iknowit.com/lessons/d-time-nearest-minute.html


● Go back to any writing you have done this week. Start by underlining threewords that you think are spelled incorrectly.

● Use strategies that we use in class to try and correct the word. You will edit yourwriting, by writing the correct spelling above the misspelled word. Then, identifyif it is a noun, verb, adverb or adjective.

● If you can’t find any misspelled words, revise your work by improving your wordchoice. You can either find adjectives and change them, or add another adjectiveto make them more effective.eg-

● The table was moving as I was writing.● My desk was wobbling, as I was rushing to finish my writing.● My wooden desk is continuously shaking like a wobble board, as I

vigorously try to finish my story.

BREAK: ensure students have a well-earned break with lunch, rest and a game/physicalactivity.

POSITIVE BEHAVIOURS FOR LEARNING-PBL

Learning Intention:I can identify the benefits of positive behaviours.Success Criteria:I have reflected on what PBL looks like at Gembrook Primary School.Learning Resources Required:Exercise book, pencils, and iphone/tablet/computer/dictionary.

Learning Task:So far this term we have looked at a number of different positive behaviour statements.

We are now aware that students who display behaviour in accordance with thesestatements will be provided with rewards in the form of Gembrook GEM chips.

Can you list an example of a behaviour which might provide you with a GEM chip foreach of the positive behaviour statements?

HIGH EXPECTATIONS:● I have a growth mindset.● I engage in all tasks to the best of my ability.

RESPECT:● I listen to what others have to say and wait for my turn.● I use positive language in a calm voice, when I speak.● I follow instructions the first time.


After you have completed this task, we would like you to make some predictions.What do you think is missing from our list so far?What other kinds of positive behaviour are important to a positive school environment?What do you think you will learn about over the coming weeks?

PHYSICAL ACTIVITY

Please select an activity to complete from the PHYSICAL ACTIVITY GRID

(Resource section on Compass)

Documents

6+1 Trait: VOICE