GRADE 5: Thursday 14th October Please check in using this link by 1pm so your teacher can mark you present on the roll:

https://forms.office.com/r/QjN6pVV7iG

READING WRITING MATHS INQUIRY/OTHER Learning intention Learning intention Learning intention Learning intention We are learning: about alliteration. We are learning: to analyse a billboard

advertisement. We are learning: to understand the

difference between supply and demand.

We are learning: to use visual

representations to represent emotions.

Success Criteria Success Criteria Success Criteria Success Criteria I can: define what an alliteration is.

I can: write my own creative alliterations.

I can: critically evaluate a billboard ad.

I can: improve a billboard ad.

I can: distinguish between supply and

demand.

I can: identify and record high demand - low supply items, and low demand - high supply items.

I can: draw different shapes to represent

emotions.

I can: associate different colours with

different emotions.

I can: classify different facial expressions or

body language with different emotions.

Task Task Task Task

ALLITERATION Read your chapter book for 20 minutes.

What is an alliteration? An alliteration is the repetition of letters or sounds that is used for emphasising or stressing importance. They usually happen when words that start with the same sound, not necessarily the same letter, are repeated within the same phrase or sentence. Example: Clarissa sells colourful clothes that are causal and cheap.

A fun thing about alliterations is we can even create tongue twisters. See if you can say the following out loud super-fast without getting twisted! Betty Botter bought some butter, but the butter, it was bitter. If she put it in her batter, it would make

her batter bitter, but a bit of better butter, that would make her batter better.

Task 1: Watch the following video to see some more alliterations! https://www.youtube.com/watch?v=bVKYCNg9tak

BILLBOARD ADVERTISEMENT

A billboard can be found on the side of a

building, a light up sign, next to a bus stop,

anywhere in a public venue.

Billboards need to be visually appealing as

they do not contain sound.

Look at the billboard advertisement below:

Use the analysis template to critically

evaluate the billboard.

SUPPLY AND DEMAND Please submit this task to the THURSDAY Folder (found in the General Channel > Files). Save the file as your name. Your teacher will give you feedback on this. Supply- the supply is the amount of goods available. If there is a lot of something, the supply is high. Demand- the demand is how many people want the goods. If many people want the good, they demand is high and they will pay more money for the items. If people do not want the good, the demand is low.

Read the scenarios and questions carefully,

and answer them IN FULL SENTENCES using

the given information.

Mrs. Ryan’s class is raising money for a class

fundraiser by selling donuts. Each day, they have

25 donuts to sell.

CAUSE & EFFECT IN CONFLICT - EMPATHY Watch this Angry Birds video about controlling emotions: https://www.youtube.com/watch?v=pFkRbUKy19g&ab_channel=Aishdotcom Set your timer for 30 minutes to complete the table in your Student Journal. On the sheet below, look at the emotion in the first column. Think of a colour to represent the emotion, a shape or drawing that could represent it. Draw a face that would show it or what your body looks like (either through drawing or descriptive writing) and then finally a time you have felt this emotion.

Task 2: Read and complete the CRAZY CONES worksheet below.

1. On the first day of school, the class sold all the

donuts in the first 5 minutes. What was higher,

the supply or demand?

2. On the second day of school, the class got 20 more donuts to sell. Did they increase the supply or demand?

3. On Wednesdays, the cafeteria gives out free muffins. Do you think this caused the demand for donuts to go up or down?

4. On Thursdays, the class sold donuts with cookie crumb topping. Do you think this caused the demand for donuts to go up or down?

5. Do you think the class wants a higher demand or higher supply of donuts? Why?

6. If the class lowers the supply of donuts to 10 donuts a day, what could they do with the price?

Too hard? Too hard? Too hard? Too hard? Try to create at least 3 crazy ice-cream flavours. Research some adjectives that can describe your ice cream, making sure the words start with the same letter as your ice cream flavour.

Place these situations under the relevant heading.

High demand and low supply

Low demand and high supply

Too easy? Too easy? Too easy? Too easy? After creating your CRAZY CONES, practise writing alliterations by writing a sentence for each person in your class. See how many your friends you can do! Can you make a tongue twister with them? Adam --- All Adam ate in August was apples and almonds. Peter --- Peter Piper picked a peck of pickled peppers. Timmy --- Timmy the tattle-tale tried to tell tall tales to the teacher.

Redraw the billboard and include any improvements that you could make.

As well as completing the main task above, record known examples of a High demand - low supply items, and a Low demand - high supply items.

READING

Example:

Flavours you can use:

Vanilla

Mint

Strawberry

Pistachio

Raspberry

Caramel

Matcha

Oreo

Banana

Blueberry

Mango

Coffee

WRITING

INQUIRY