YEAR 6 Schedule - Term 4 Week 2 Starting: 11/10/2021

8:50 -9:05am 9:05 – 9:55

SCREENBREAK 10:10 – 11:00 Recess 11:30 – 12:20 SCREEN

BREAK

12:40 - 1:30Screen Free learning

LUNCHTIME

2:30-3:00pm 3:00 - 3:30pm

MON

Roll Call LITERACY BLOCK LITERACY BLOCK MATHS YCDIIndependent

learning

Class Check In &Afternoonreflection

TUES

Roll Call

INQUIRYMATHS ICAS-WRITING SUSTAINED READING

Independentlearning

Class Check In &Afternoonreflection

WED

Roll Call SPECIALIST DAY SPECIALIST DAY SPECIALIST DAY SPECIALIST DAY

SUBMIT YOUR PerformingArts LEARNING TODAY TOYOUR GOOGLECLASSROOM

THUR Interrelatetimetable

9:30-11:006A & 6E

11:30-1:00pm6C& 6B

1:30-3:00pm6D

THUR

Roll Call READING

If you are notparticipating in the

Interrelate Program,please complete the

screen free learning taskduring your class’Interrelate time. MATHS

.

WRITINGIndependent

learning

Class Check In &Afternoonreflection

FRI

Roll Call READING WRITING MATHS INQUIRY

Independentlearning

Class Check In &Afternoonreflection

Week 2 Learning Overview

Reading Writing Maths Inquiry YCDI

● Explore what makes a goodspeech

● Compare and contrastdifferent speeches.

● Analyse the literaryelements that are includedin a good speech.

● Generate a rubric for agraduation speech.

● What makes a strongspeech?

● Speech Planning● ICAS Writing or Sustained

Writing

● Patterns & Sequencing● Worded Problem Solving

● How do we see light? Partsof the eye

● Do we see all the light?

● Positive Transition to school● Habits-What habits have

you formed while we’re athome?

LI: To understand how literaryelements are used in speech writing.SC:Identify the key elements in aspeech.Identify VOICES strategies in aspeech.Describe how the elements engagean audience.Analyse how the strategies evokedemotion in an audience.

LI: To understand what makes agreat speech.SC:Identify the elements of a strongspeechDescribe techniques that enhanceaudience engagementAnalyse how an author combinesideas, techniques and word choiceGenerate a where to next for yourwriting

LI: To deepen our understanding ofpatterns and algebraic thinking.SC:Identify a pattern/sequenceDescribe the process of the patternApply the process in a tableGenerate a rule that applies to thepattern/sequence

LI:. To deepen our understanding ofhabits and their role in our lives.SC:Define habits.Enumerate positive and negativehabits.Analyse how habits can be altered.Generate a goal for our negativehabits.

LI: To apply reading strategies to myCAFE goal.SC:Identify my CAFE goal.Describe strategies to work towardsmy reading goal.Apply strategies before, during andafter reading.Generate evidence of applyinglearning.

ICAS WRITING or Sustained Writing LI: To deepen our understanding ofalgebraic thinking.SC:Identify a pattern/sequenceDescribe the process of the patternApply the process in a tableGenerate a rule that applies to thepattern/sequence

LI: To investigate how the eye seeslight.SC:Identify the key parts of the humaneye.Describe the process of how the eyesees light.Analyse the functions of the eye.Generate a reflection towards mynew learning.

LI: To analyse the literary elementsused in speech writing.SC:Identify the literary elements used ineach speech.Describe how the literary elementsengage an audience.Compare and contrast differentwriting styles.Analyse which speech was moreengaging to an audience.

LI: To understand the process ofdrafting a speech.SC:Identify the purpose of the speechList key questions to consider whenplanningApply understanding of audience,purpose and structure whenplanningCreate an outline of your speech.

LI: To apply algebraic thinking toworded problems.SC:Identify what the question is askingDescribe parts that can be replacedwith algebraic expressionsFormulate a mathematical equationGenerate a solution with evidence

LI: To generate an agreed criteria towrite a graduation speech.SC:Identify engaging elements within aspeech.List the ideas that could be in agraduation speech.Describe the literary elementsneeded to write an engaging speech.Create a criteria showing what isneeded for an engaging graduationspeech.

LI: To generate an agreed criteria towrite a graduation speech.SC:Identify engaging elements within aspeech.List the key ideas that could be in agraduation speech.Describe the literary elementsneeded to write an engaging speech.Create a criteria showing what isneeded for an engaging graduationspeech.

LI: To apply algebraic thinking tosolve worded problems.SC:Identify what the question is askingDescribe parts that can be replacedwith algebraic expressionsFormulate a mathematical equationGenerate a solution with evidence

LI: To investigate the process of lightvariations.SC:Identify the variation of lightspectrum.Describe the light spectrum.Analyse the light spectrum throughseries of scenariosReflect on how the human eye seeslight.

Screen Free Learning Tasks - Session 4 12:40 - 13:30

Monday Tuesday Thursday Friday

LI:. To deepen our understanding habits andtheir role in our lives.SC:Define habits.Enumerate positive and negative habits.Analyse how habits can be altered.Generate a goal for our negative habits.

Mini LessonHere is a quoteabout habits -what does thisquote make youthink?

LI: To apply reading strategies to my CAFE goalSC:Identify my CAFE goalsDescribe strategies to work towards myreading goal.Apply Strategies before, during and afterreading.Generate evidence of applying learning goal.

Learning Task:Find a quiet and comfortable place to read(away from devices, this is Screen FreeLearning).Have your book and pen/pencil ready torecord any thinking tracks before, during and

LI: To understand the process of drafting a speechSC:Identify the purpose of the speechList key questions to consider when planning yourgraduation speechApply understanding of audience, purpose andstructure when planningCreate an outline of your speech.

The first part of any draft needs to start with apurpose. Identify your specific purpose: How youwant your audience to feel as a result of hearing youspeak? Be as precise as possible. Next, Write downthe title and/or type of speech you have been askedto prepare.

LI: To investigate the process of lightvariations.SC:Identify the variation of light spectrum.Describe the light spectrum.Analyse the light spectrum through seriesof scenariosReflect on how the human eye sees light.

Learning Task:Your task today is going to be conductingan experiment of your own exploring thelight spectrum and connecting it to yourprevious learning about the human eye.

We all have habits that are developedthrough life and whilst we’ve been at homewe adapted to our new “normal”. But in thenext few week’s we’ll begin to slowlytransition into more “on-site” learning andsome of our lockdown habits will either helpor hinder our transition

First you will need to define ‘habits’. Write adefinition into your books.

Learning task:Reflect on yourself - what habits have youestablished during learning from home? Hasyour wake up time changed? Do you gooutside more? Do you snack throughout theday?As we start thinking about our return toschool we need to consider which of thesehabits will want to keep or break.

Create a t-chart in your book with the titlespositive lockdown habits and negativelockdown habits.

● What positive habits have youestablished? eg exercising, goingoutside

● What negative habits have youestablished?

From your list of negative habits - which onewill affect your transition back to face toface learning at school or will be the hardestto break?

Choose one of your listed habits and make agoal for yourself to break that habit duringthe week, so you are ready to come back toface-to-face learning.Think about writing small achievable goalseach day/or week.For example, if you’re currently getting up at8:45 for school, consider setting your alarm10 minutes earlier each day. If you snackthroughout the day, maybe create a “lunch

after reading.Write your CAFE goal at the top of your pageas a reminder of your purpose when reading.Set a timer for 40 minutes and read a novelfrom your own library at home (If you do nothave one use Epic or Reading Eggspress as alast resort).

Spend 5 minutes uploading your goal evidenceto the regular place for your teacher.

Reflection: How well did I provide evidence ofmy CAFE goal? What could I improve on fornext time?

Learning taskOn a large piece of paper or in a word documentwrite these headings with enough space betweenthem for notes:

● WHO● WHAT● HOW● WHEN● WHY

Today we’ll use these prompts to map out your ideasfor your graduation speech.Who?Write down as much as you know about theaudience. Remember that at graduation we will haveteachers, principles, parents and fellow students. Howwill this affect your word choice?

WHAT?Now using your notes from the WHO section of yourbrainstorm, begin another set.This time you are looking to see how what you'regoing to talk about can be specifically shaped to meetand serve the interests of your audience.For example, What are your main ideas and pointsyou want to get across?What are you going to tell them that’s relevant andinteresting?What shared experiences will you use?

HOW?There are two important 'hows'.The first is how long the speech is to be(You will have3 to 5 minutes). The second 'how' relates to themethod of presentation.For example:Will this be a speech told with humor?Will you have a prop?

WHENThe time, day and season you deliver a speech canhave an impact on what you do and say.For example:If it’s the morning you will need to greetappropriately. Acknowledge the weather etc

You will need these following items for theexperiment:

● White paper plate● 1 piece of 1 metre string● Crayons/textas/pencil● Scissors● Pencil● Ruler● Compass or a circle stencil

(bowl/tub/lid)● Writing book.

Click this link or scan the QR code to getthe document on how to complete theexperiment and the questions you need toanswer.

https://drive.google.com/file/d/1uq1YzOElj0nTHrrwyasvlUFm5nbwxQNM/view?usp=sharing

SUBMIT YOUR FINDINGS ANDDISCUSSION QUESTIONS TO GOOGLE

CLASSROOM

If you would like to explore more aboutthe science of light spectrum - read thisdocument for more information duringyour independent learning time.Science of light spectrum

box” for your day.

Creatively write that goal on a separate pageand make it visible in your room so you arereminded on a daily basis to work towardsbreaking that bad-habit.

ReflectionThink of someone in the class that you canreach out to support you in achieving thisgoal.

- Who have you chosen?- How will they keep you

accountable?

If you would like to explore the science ofhabits further here are some videos youmight like to watch during independentlearning time.

“How Habits Change Your Brain”

WHY?Why are you presenting the speech? What’s yourultimate goal? To inspire? To reflect? To celebrate?etc.If you find yourself flustered go back to the corebrainstorm headings and ask yourself the keyquestions once more.

WHO is this speech for?WHAT am I going to tell them that’s relevant andinteresting?HOW long is the speech expected to be?HOW am I going to present it?WHEN is the speech for? (Date, day, time, season)WHY are you making a speech?Write your answersdown and let them be your guide.

Remember this is not your finished speech.

It’s your outline – a map of what you’re going tocover. Don’t spend too much time trying to get itperfect. You’ll want that energy for writing andrehearsing!