click here for wednesday's
TRANSCRIPT
2
Click here for Wednesday's
Work
Click here for Thursday's
Work
Click here for Friday’s work
Stage 3 - Week 1, Term 2
LiteracyWednesday
WATCH this BTN report on the ANZAC Gallipoli experience
Consider perspective - the varied reasons for going to war and experiences had by both sides of the way.In your work doc list differences and similarities between ANZAC and Turkish soldiers experiences.
This will help in your writing task.
3
WRITING Show, don’t tellWe all know writing that immerses the reader into the scene is far more engaging to read. The technique good authors use to do that is called ‘Show, don’t tell’ or ‘Paint a picture’. What tools can help us improve our ‘picture painting with words’?
5 + 1
Brainstorm under each of the senses and emotions what you might feel in that situation. Today we are looking at the ANZAC battle.
We’ve covered a lot of war and conflict in our English unit in term 1.
Draw on that knowledge.
4
Set the scene and consider actionChoose a main character. Decide…. Mine are in bold
Name: James / Davey / Michael / Jack
Age: 19 / 22 / 45 / 30
Position: infantryman / runner / corporal / medic
Situation: trenches / medical tents / headquarters / battle field
Action: the end of a day’s battle
5
Use phrases. This will help later when you are ready to to write full sentences.
See Hear Taste Touch Smell Emotions
Soft, sticky mud
Slipping sliding
Downturned eyes
Silence. No crack of the rifles firing or whistle of the bullets going over head.
Squelch of footsteps coming closer
Sweet, crumbly cookie
Sweet cool water quenched my dry tongue
wet socks in seemed to be one with my skin.
Cold metal barrel of my rifle
gunpowder smoke soaked into my clothes
Dust hanging in the air caught in my throat
eyes, droopy with tiredness,
Heaviness that exhaustion brings The silence is worse than the sounds of war..it’s then I hear the echoes of the days past.
6
Put it all together…. ( Mrs Matthews version)
Consider in what order your character will mention these things. Add action along the way...
The acrid gunpowder smoke seemed to have soaked into my clothes, into my skin. I could smell nothing else. Even the crumbly cookie I pull out of my pocket tasted like smoke. Gunshots rang out across the darkening then silence. Silence.
No crack of rifles firing or whistle of bullets going over head. Was fighting done for the day? A rush of relief flooded my aching body as I started to relax. The heaviness exhaustion brings settled on me. But silence...
Silence does something to me. Too much silence and the echoes of the days past ring in my ears. Sounds I hope, one day, I can forget and never hear again.
The squelch of footsteps approaching break the solitude. One never knows if footsteps bring a friend or foe. Around the corner of the trench Jack appears. His weary eyes look past me as if I’m not there. That’s not like him. My hand grasps the now cooling barrel of my rifle and I fall in behind. Do i dare to find out.
Notice i used some extra techniques such as repetition and rule of 3 to build the tension.
7
Time to writeGo to the weekly document and do your own 5 + 1 and character & scene profile.
Then write your story.
8
Maths - Problem SolvingWednesday
9
GeographyWednesday
This week you need to watch two episodes of “Fierce Earth” – Tsunami and Earthquakes. This programme is shown on Mondays and Tuesdays at 12:45pm on ABC Education. It is also available to watch on ABC iView after it is broadcast.
These questions are to be answered in the Week 1 Term 2 Workbook (Google Doc)
1. What language does the word ‘tsunami’ originally come from?
2. What causes a tsunami?
3. Name two places that have been effected by tsunamis.
4. What causes an earthquake?
5. How are earthquakes measured?
10
Writing - Show, don’t tellToday's goals: Using research to add detail.
Using metaphors or similes to add imagery
Read this ANZAC nurses and Gallipoli nurses
If you love reading and want to read more read Extra information about nurses in WW1
What details can we use?
Lack of fresh water, poor ventilation, lack of supplies, various nations soldiers, not english speakers, no enough beds, no fruit or veg, butter and eggs once a month, terrible injuries, under threat of shelling
11
Thursday
What is a metaphor?A metaphor is a figure of speech that is used to make a comparison between two things that aren't alike but do have something in common. A metaphor is very expressive; it is not meant to be taken literally.
For example, a river and tears aren't very alike. One is a body of water in nature, while the other can be produced by our eyes. They do have one thing in common, though: both are a type of water that flows. A metaphor uses this similarity to help the writer make a point:Her tears were a river flowing down her cheeks.
The metaphor is a creative way of saying that the person is crying a lot.
There are so many tears that they remind the writer of a river.
Metaphors help the reader see something from a new perspective. By describing tears as a river, for
example, the writer described how great the girl's sadness was and helped the reader see a similarity
between tears and a river.
This makes reading more fun and interesting. 12
The Difference Between Similes and MetaphorsSimiles are another way to compare two different things, but more directly, using the words like or as. For example:Her tears flowed like a river down her cheeks.
In this case, the simile tells the reader that the tears are similar to a river, but not the same.
A metaphor, on the other hand, says that something is something else; that is, the girl's tears are equal to a river. A metaphor is meant to be understood as a figure of speech, not a factual statement.
13
Another character and sceneChoose a main character. Decide….
Name: Mary / Elizabeth / Ethel / Lydia
Age: 19 / 22 / 45 / 30
Position: nurse / matron
Situation: military hospital / hospital tents / hospital ship
Action: the beginning of a shift in the hospital tents
14
Use phrases. Try to write 2 metaphors.
See Hear Taste Touch Smell Emotions
Weeping wounds
Blood stained bandages
Low moans of the sleeping
Agonising screams from the operating tents
Sweet cool water quenched my dry tongue
Sweat dripping from my forehead
Clean, fresh linen
Sterilised needles and thread
Wind was sharp knives cutting through my uniform
Antiseptic lotion
Eyes filled with fear
Braced myself for another heartbreaking shift
River of tears
15
Put it all together…. Use 2 metaphors or similes to build description. Add action along the way...
I trudged up the hillside towards the hospital tents, the freezing wind was sharp knives cutting through my nurses uniform. I was chilled to the bone and my bones were protruding more each day. Food was scarce, I longed for the next delivery of eggs and butter. It’s amazing what things you take for granted back home.
Home. How I miss my mum and dad. My sister. My dog. But mostly Frank. He is why I came to Lemnos. Chasing the man who stole my heart the day before he shipped out of Sydney Harbour. Leaving me with nothing but memories and a shiny new ring. I couldn't stay home any longer. It didn't feel as much like home since he had gone. So I enlisted, trained and 4 months later here I am. Closer to Frank than ever yet I still feel as far from home as if I were on the moon. Everywhere I turn I think I see him. I guess that’s what uniforms do. Make you look alike. One day, soon… hopefully, we’ll meet.
Today, however, I have 100 patients on my ward. There would be little time for thoughts of Frank. Weeping wounds I won't describe, soldiers moaning in their sleep, the eyes that are opened are filled with fear. I straightened my back and braced myself for another heartbreaking shift.
16
Time to writeGo to the weekly document and do your own 5 + 1 and character & scene profile.
Try 2 metaphors.
Then write your story.
Make sure it makes more sense than this
17
NumeracyThursday
Multiplication Background InformationWe can multiply two numbers together to work out a total.You can think of multiplication as the total of ‘lots of’ a number.For example, Daniel has a collection of toy cars, but he’s not sure how many he has.Rather than count them all, he assembles them into lots of five cars.When he does this, he finds he has four lots, each of five cars.
This is written as 4 × 5 = 20, or four times five is twenty. So Daniel has a total of 20 toy cars. He can check this by counting them one by one if he wants to.Multiplying is a fast and easy way of counting large sets of things.
18
NumeracyThursday
Using Arrays for Multiplication:A Visual Perspective
An array is a term used to describe an arrangement of objects, pictures or numbers in columns and rows. We can use arrays to help us understand multiplication concepts by using visual representation.
When we count by two, we say:2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26 …
The twos counting pattern can be shown in pictures called arrays, like this:
19
NumeracyThursday
Using Arrays for Multiplication:A Visual Perspective
We use the multiplication symbol (×) as a short way of saying ‘lots of’. The answer to the multiplication is the number of objects in the array. Arrays can be drawn so that they stand up or lie down.Here are the two arrays for the multiplication 7 × 3 = 21.
The number is the same in both. It does not matter in which order we do the multiplication − we always get the same answer.7 × 3 = 3 × 7 = 21
20
NumeracyThursday
Using Arrays for Multiplication:A Visual Perspective
When we multiply two numbers, the answer we get is called the product of the two numbers.Look at the grouping of 24 basketballs.
The product of 6 and 4 is 24.There are 6 lots of 4 in 24.We also have 4 lots of 6 in 24.6 × 4 = 24 is the same as 4 × 6 = 24.
21
NumeracyThursday
Complete Question Time for Thursday in your ‘Week 1 Term 2 workbook’ (Google Docs)
22
PDHPE - Safety First
Lesson 1 - Introduction to Safety
WHAT will we learn about this term?This unit focuses on keeping safe. You will...● recognise the importance of remaining safe.● identify potential risks for physical and psychological harm
across a variety of life situations and decide which are controllable.
● differentiate between the role of adults and yourselves in keeping them safe.
● explore strategies to promote your own safe participation in a range of activities.
Complete this kwl chartK
What o I already KNOW about risk and safety?
WWhat do I WANT to
know about risk and safety?
LWhat do I think I might
LEARN in this topic?
Type here Type here Type here
Safety right now... Covid 19 is all over the news right now. Explain how this graph shows the importance of safety measures.
Type your answer here:
Create a safety rules chart of your own for swimming
Rule 1... Rule 2... Rule 3... Rule 4...
LiteracyFriday
Reading “Free Reading Friday”
Read a book of your choice for 20 - 30 minutes
Writing: “Free Write Friday”
Continue one of your ‘writes’ (stories) from Wednesday or Thursday OR choose another topic and write at least two paragraphs (4-5 sentences each).
Use the ‘Show Don’t Tell’ strategies of showing emotion or your senses rather than telling it.
Write for 15 - 25 minutes.
30
NumeracyFriday
Fridays are ‘Finish off Friday!’ You are to complete any work not completed throughout the week, including mathletics.
This is a regular weekly Friday activity, so please make sure you only spend the allocated amount of time on maths each day (30 - 45 minutes).
31
PEFriday
32
It’s time to get active.As we are looking at ‘Safety First’ this term, try to think about how you can be safe in the activities you do.
You can go for a walk, ride, play with someone in your family.
There are lots of sportspeople out there who are posting videos of how to keep training in isolation. See if you can improve some of your skills around your house.