Framework for teaching – Stage 3 Monday Tuesday Wednesday Thursday Friday

Marked (if online)

Today your teacher/s will give you feedback on HSIE.

Today your teacher/s will give you feedback on Maths.

Today your teacher/s will give you feedback on Science.

Today your teacher/s will give you feedback on Novel Study.

Use part of today to catch-up on unfinished work you’d like to complete.

Morning Novel Study Read a novel for 30 minutes. HSIE Today you will create a mind map about one particular indigenous group. Try to come up with a minimum of 10 facts about this group. If you have no internet access you may want to create a mind map on Aboriginal and Torres Strait Islander peoples as you would have learnt about Australia’s indigenous people throughout your education. If you do have internet access you may want to research a different indigenous group that you don’t know much about. The list below are a few suggestions you may choose from. Maori – New Zealand Inuit – Canada The Sami People – Northern Europe Orang Asli – Malaysia Ainu – Japan American Indian – The USA Moken - Thailand

Novel Study. Read a novel for 30 minutes.

Mathematics Please complete the position worksheet attached.

Novel Study Read a novel for 30 minutes. Science and technology In Science we are currently working on designing our own Mars Colony. Last week we started the research for this task, and looked at what humans need to survive, and what keeps humans happy. Today we are going to complete part 3 of our research. We are going to look at how to access the essentials that are required for survival. Problem 1: Access to Air. Currently on Mars the air only consists of 0.1% Oxygen. Humans need much more than this.

Design two solution to how your colony on Mars can access air and list the Pros (Positives) and Cons (Negatives) of your solutions.

Problem 2: Access to Water: The water on Mars is very toxic and cannot be used. There are large ice lakes on the poles of Mars.

Design two solutions to how your colony on Mars can access water and list the Pros (Positives) and Cons (Negatives) of your solutions.

Mathematics Tell me where to go – Directions Activity Getting ready: In this activity you’re going to plan and create a set of directions for a journey around your home using the pictures in your head as your guide. A sibling or parent will then follow your directions without knowing where they are going. You’ll need some paper and pencils. What to do: 1. Close your eyes and map a route of your house in your head, such as from the front door to the kitchen or from your bedroom to the lounge room.

2. Now write the directions using the pictures in your head as a guide. Make sure you don’t reveal what the target location actually is.

3. Give the directions to a sibling or parent and walk with them as they follow your instructions. You can’t clarify or change anything!

4. How do they go? Do they get there?

5. If any of your instructions were misleading, circle the ones you need to change and then make the alterations.

6. Give your amended directions to another person and see how they go this time.

Make sure you create a map of your route. Some expressions you can use might be: straight ahead six steps, turn left or right, diagonally, opposite, adjacent, take your 3rd left, go down, until, approximately

English – Poetry: Sounds and Images The Lady of Shalott * Reread the ‘The Lady of Shalott’ in modern English prose. * Reread the poem ‘The Lady of Shalott’. Try reading some of the poem out loud. See if you can match up the action in the poem to the action described in the modern English version. * Read the information about: - Poetic devices for Meaning in ‘The Lady of Shalott’. - Poetic devices for Rhythm in ‘The Lady’. * Identify the poetic devices in the poem by: - highlighting the words that rhyme at the end of each line in the same colour. - Circle words that are repeated e.g. Camelot and Shalott. - Find examples of simile, metaphor, hyperbole, alliteration and onomatopoeia in the poem and underline or circle them (examples have been provided for you to find). Poetry appreciation (what type of poetry you like or dislike) is subjective (influenced by personal feelings, tastes, or opinions). * Answer the following questions which ask your opinion about the poetry we explored today. Explain your reasons for your opinion. - Did you like the poem ‘The Lady of Shalott’? Why/Why not? - Could you understand what was happening in the poem when you first read it? Why/Why not? - Could you understand more of the poem after reading the modern English version in prose and then rereading the poem? Why/Why not? - What was your favourite part of the poem? Why?

Break 10:30-11:00am

© NSW Department of Education, Aug-21 1

Monday Tuesday Wednesday Thursday Friday

Middle Mathematics Coordinates help us to locate places on maps. There is an x axis and a y axis and the coordinates are written as x, y as in the example below.

Please complete the coordinates worksheet attached. **This week you will find the Monday, Tuesday, Wednesday and Friday activities on the attached sheet.

English – BTN Classroom (10am – Channel ABC ME)

Watch BTN at 10am on Channel ABC Me.

Offline: If you are working offline choose your favourite segment (part) and write a summary of the main points and your thoughts on the story.

Online: Watch the BTN video then answer the questions provided in the quiz.

Mathematics Today your challenge is to follow the directions to navigate your way around a map. Complete the Wednesday activity in the attached sheets.

English - Poetry: Ballad The Lady of Shalott Before television and even before printed books, ballads were recited or sung in the market square, in alehouses or at fairs. They were sung by balladeers and often accompanied by dance. They were made up of popular short stories in verse form, sung to entertain. The invention of the printing press in 1450 meant that ballads could be read by a wide audience. Ballads gradually stopped being spread by word-of-mouth via performance, and started to be read. The English poets created truly plot-driven narrative ballads meant for reading. Ballads became a form of widespread, written entertainment, as familiar to English readers as the novel is today. Ballads became one of the most popular forms of poetry in England between the 17th to 19th centuries. * Slowly read the ballad ‘The Lady of Shalott’. You may find it hard to understand, so take your time. * Read ‘The Lady of Shalott’ in modern English prose. * Some of the phrases in the poem are underlined. Choose 2 of these phrases and either: - draw an illustration of the phrases OR - write a paragraph describing what the phrases means.

Mathematics Today your challenge is to use the coordinates to discover a hidden picture. Please look at the Friday activity on the attached sheet.

Monday Tuesday Wednesday Thursday Friday

PDH – Health Over the last few weeks we have looked at dealing with bullying and staying safe online. Sometimes things will go wrong and we need people to support us and that we can turn to. Think about the people who you trust and could turn to. Draw a mind map of the people in your support network, thinking about the following.: Family members Friends Other trusted adults Other places I could find help Do you think that these people would change as you get older? Why? Would you choose different people at different times? Why?

PE Do some high intensity exercise at home. Running on the spot, squats, short sprints in your backyard. Be creative with what you do and encourage family members to join you. As long as you lift your heart rate and break a sweat you’ve done well. If you have internet access you will follow along to another great high intensity workout.

English – Book Review Over the next three weeks, we will work towards writing a book review for a fiction book of your choice. Once you have chosen a book, write the following: -Title -Explain why you chose the book -Write a summary of the main characters in the book and where the story takes place -Character Profile: personality, likes, dislikes, explain how the story would be different if this character had opposite traits, e.g. good or bad

Creative Arts – Dance Challenges

TikTok style dances are great examples of dance challenges.

Answer the following questions:

Why do you think these dances are so popular?

Why do you think these dances are limited to 15-30 seconds?

PE Do some exercise. Think about what equipment you already have at home and how you can use it to exercise. It might be a skipping rope, a soccer ball, handball or a hula hoop. Create as many games that you can with this piece of equipment. Be creative with what you do and encourage family members to join you.

Break 12:50-1:30pm

Afternoon English If you want to remember something you usually need to repeat it over and over again until you memorise it. Throughout history the most memorable speeches always used repetition to make sure that the audience remembered the main message in the speech.

Martin Luther King Junior did this really well in his famous speech where he repeated the words ‘I have a Dream!’. Kevin Rudd also used repetition in his important apology speech to Aboriginal and Torres Strait Islander people where he repeated the phrase ‘And for this we say sorry.’

Write a fictional letter to your teacher apologising for not completing your project task. Make silly excuses, but remember to use repetition when you apologise.

Strong Minds What is forgiveness? Forgiveness means you decide not to pay someone back when they hurt you. It’s not always easy to forgive others. You might think to yourself but why shouldn’t you get back at someone that has hurt you. Here are some reasons why: - When you forgive someone,

it makes YOU feel better. - Everyone makes mistakes

and one day someone might need to forgive you.

Write about a time a friend forgave you and how it made you feel. Talk to an adult or sibling about the importance of forgiveness.

PE One of the best ways to exercise is turn on some of your favourite music and dance. Play some music and dance like nobody’s watching. Doesn’t matter if you look silly just have fun. If you have internet access on Microsoft teams you will the video that teachers hip-hop dance moves that are inspired by contemporary Aboriginal dancers. Get ready to ‘Move it Mob Style’.

Science and technology . In Science we are currently working on designing our own Mars Colony. Today we are going to complete part 4 of our research. We are going to look at how to access Transport and Entertainment on Mars.

Remember we cannot take things like cars with us as the rockets do not have enough space.

Problem 1: Transportation Mars is a large planet with hidden resources. Humans need a way to get around Mars. Think of 2 solutions to the Transportation problem and list the Pros (Positives) and Cons (Negatives) of your solutions. Problem 2: Entertainment: Mars is a lonely planet with no other life forms. Humans need a way to pass time and have social interactions Think of 2 solutions to the Entertainment problem and list the Pros (Positives) and Cons (Negatives) of your solutions.

Catch-up Finish tasks from Monday -Thursday.

Monday - Use the coordinates to answer the Questions

Go across first then up or down

Tuesday – Position

1. Neptune is the furthest planet from the Sun in our Solar System. What are Neptune’s coordinates on the map?

2. Mercury is the closest planet from the Sun. What are Mercury’s coordinates on the map?

3. Where is the Space Shuttle located on the map?

4. Which planet is located at G6?

a) Venus the second planet from the Sun

b) Earth the third planet from the Sun

c) Mars the fourth planet from the Sun

d) Saturn the fifth planet from the Sun

5. In 3 days’ time the space shuttle will be on the other side of the Earth. Where will it be located on the map?

Wednesday

Follow the directions around the map and answer each location

Friday

The Lady of Shalott by Alfred Lord Tennyson, 1888 Part I On either side the river lie Long fields of barley and of rye, That clothe the wold and meet the sky; And thro' the field the road runs by To many-tower'd Camelot; And up and down the people go, Gazing where the lilies blow Round an island there below, The island of Shalott. Willows whiten, aspens quiver, Little breezes dusk and shiver Thro' the wave that runs for ever By the island in the river Flowing down to Camelot. Four gray walls, and four gray towers, Overlook a space of flowers, And the silent isle imbowers The Lady of Shalott. By the margin, willow-veil'd Slide the heavy barges trail'd By slow horses; and unhail'd The shallop flitteth silken-sail'd Skimming down to Camelot: But who hath seen her wave her hand? Or at the casement seen her stand? Or is she known in all the land, The Lady of Shalott? Only reapers, reaping early In among the bearded barley, Hear a song that echoes cheerly From the river winding clearly, Down to tower'd Camelot. And by the moon the reaper weary, Piling sheaves in uplands airy, Listening, whispers "'Tis the fairy Lady of Shalott." Part II There she weaves by night and day A magic web with colours gay. She has heard a whisper say, A curse is on her if she stay To look down to Camelot. She knows not what the curse may be, And so she weaveth steadily, And little other care hath she, The Lady of Shalott. And moving thro' a mirror clear That hangs before her all the year, Shadows of the world appear. There she sees the highway near Winding down to Camelot: There the river eddy whirls, And there the surly village-churls, And the red cloaks of market girls, Pass onward from Shalott. Sometimes a troop of damsels glad, An abbot on an ambling pad, Sometimes a curly shepherd-lad, Or long-hair'd page in crimson clad, Goes by to tower'd Camelot; And sometimes thro' the mirror blue The knights come riding two and two: She hath no loyal knight and true, The Lady of Shalott.

But in her web she still delights To weave the mirror's magic sights, For often thro' the silent nights A funeral, with plumes and lights And music, went to Camelot: Or when the moon was overhead, Came two young lovers lately wed; "I am half-sick of shadows," said The Lady of Shalott. Part III A bow-shot from her bower-eaves, He rode between the barley-sheaves, The sun came dazzling thro' the leaves, And flamed upon the brazen greaves Of bold Sir Lancelot. A redcross knight for ever kneel'd To a lady in his shield, That sparkled on the yellow field, Beside remote Shalott. The gemmy bridle glitter'd free, Like to some branch of stars we see Hung in the golden Galaxy. The bridle-bells rang merrily As he rode down to Camelot: And from his blazon'd baldric slung A mighty silver bugle hung, And as he rode his armour rung, Beside remote Shalott. All in the blue unclouded weather Thick-jewell'd shone the saddle-leather, The helmet and the helmet-feather Burn'd like one burning flame together, As he rode down to Camelot. As often thro' the purple night, Below the starry clusters bright, Some bearded meteor, trailing light, Moves over still Shalott. His broad clear brow in sunlight glow'd; On burnish'd hooves his war-horse trode; From underneath his helmet flow'd His coal-black curls as on he rode, As he rode down to Camelot. From the bank and from the river He flash'd into the crystal mirror, "Tirra lirra," by the river Sang Sir Lancelot. She left the web, she left the loom, She made three paces thro' the room, She saw the water-lily bloom, She saw the helmet and the plume: She look'd down to Camelot. Out flew the web and floated wide; The mirror crack'd from side to side; "The curse is come upon me," cried The Lady of Shalott.

Part IV In the stormy east-wind straining, The pale-yellow woods were waning, The broad stream in his banks complaining, Heavily the low sky raining Over tower'd Camelot; Down she came and found a boat Beneath a willow left afloat, And round about the prow she wrote The Lady of Shalott.

And down the river's dim expanse— Like some bold seër in a trance, Seeing all his own mischance—

With a glassy countenance Did she look to Camelot.

And at the closing of the day She loosed the chain, and down she lay;

The broad stream bore her far away, The Lady of Shalott.

Lying, robed in snowy white

That loosely flew to left and right— The leaves upon her falling light—

Thro' the noises of the night She floated down to Camelot:

And as the boat-head wound along The willowy hills and fields among,

They heard her singing her last song, The Lady of Shalott.

Heard a carol, mournful, holy, Chanted loudly, chanted lowly,

Till her blood was frozen slowly, And her eyes were darken'd wholly, Turn'd to tower'd Camelot;

For ere she reach'd upon the tide The first house by the water-side,

Singing in her song she died, The Lady of Shalott.

Under tower and balcony,

By garden-wall and gallery, A gleaming shape she floated by, A corse between the houses high,

Silent into Camelot. Out upon the wharfs they came,

Knight and burgher, lord and dame, And round the prow they read her name,

The Lady of Shalott.

Who is this? and what is here? And in the lighted palace near Died the sound of royal cheer;

And they cross'd themselves for fear, All the knights at Camelot: But Lancelot mused a little space;

He said, "She has a lovely face; God in his mercy lend her grace,

The Lady of Shalott."

‘The Lady of Shalott’ in modern English prose.

Part 1: The poem opens with a description of a field by a river. There's a road running through the field that apparently leads to Camelot, the legendary castle of King Arthur. From the road you can see an island in the middle of the river called the Island of Shalott. On that island there is a little castle, which is the home of the mysterious Lady of Shalott. People pass by the island all the time, on boats and barges and on foot, but they never see the Lady. Occasionally, people working in the fields around the island will hear her singing an eerie song. Part 2: Now we actually move inside the castle on the island, and Tennyson describes the Lady herself. First we learn that she spends her days weaving a magic web (weaves a tapestry), and that she has been cursed, forbidden to look outside. So instead she watches the world go by in a magic mirror. She sees shadows of the men and women who pass on the road, and she weaves the things she sees into her tapestry. We also learn that she is "half sick" of this life of watching and weaving. Part 3: Now the big event: One day the handsome Sir Lancelot rides by the island, covered in jewels and shining armour. Most of this chunk of the poem is spent describing Lancelot. When his image appears in the mirror, the Lady is so completely captivated that she breaks the rule and looks out her window on the real world. When she does this and catches a glimpse of Lancelot and Camelot, the magic mirror cracks, and she knows she's in trouble. Part 4: Knowing that it's game over, the Lady finds a boat by the side of the river and writes her name on it. After looking at Camelot for a while she lies down in the boat and lets it slip downstream. She drifts down the river, singing her final song, and dies before she gets to Camelot. The people of Camelot come out to see the body of the Lady and her boat, and are afraid. Lancelot trots out, decides that she's pretty, and says a little prayer for her.

Symbolism in ‘The Lady of Shalott’

- Island = isolation or loneliness. - Mirror = what we think the world looks like. - Creating a tapestry = an artist creating a beautiful artwork - The curse = Is it the curse falling in love? Or is it the curse of an artist, so that the artist can no longer create art (like writer’s block)? - World outside the castle – the parts of life we can’t be part of. - River = flow of life

Topics of English ballads:

• Legends about King Arthur and his castle Camelot

• Legends about Robin Hood • Legends about ships and tragedies at sea • Legends about knights, kings and queens • Legends about love

Poetic devices for Rhythm in ‘The Lady’ Rhyme: Each stanza contains nine lines with the rhyme scheme AAAABCCCB Rhythm/Meter: - The stanzas (verses) are always nine lines long. - Most of the lines in this poem have eight syllables, although there are a bunch with five or seven too. - Some lines are use the rhythm da DUM da DUM da DUM da DUM, the emphasis falling on the second syllable e.g. On ei|ther side | the ri|ver lie Long fields | of bar|ley and | of rye, Other lines are DUM da DUM da DUM da DUM da, the emphasis falling on the first syllable e.g. Willows | whiten,| aspens | quiver, Little | breezes | dusk and | shiver Repetition: The fifth line of each stanza ends on the word “Camelot,” while the ninth line of each stanza ends on the word “Shalott.”

Poetic devices for Meaning in ‘The Lady of Shalott’ Personification: ‘The broad stream in his banks complaining’ – the river is ‘complaining’, a type of talking. Alliteration: ‘Willows whiten’, ‘bearded barley’ (use of ‘w’ or ‘b’ sounds in consecutive words). Hyperbole: ‘The helmet and the helmet-feather Burn'd like one burning flame together’ – as though his helmet and feather burned so bright it looked like flame. Simile: ‘The gemmy bridle glitter'd free, Like to some branch of stars we see’. The horses bridle, which has gems on it, glitters like a group of stars in the sky. Metaphor: ‘Long fields of barley and of rye, That clothe the wold and meet the sky’ - this metaphor is comparing the fields of barley and rye to clothing which clothes the world. Symbolism: The lady of Shalott represents artist, and her weaving represents the art which artists create. Themes: Isolation and loneliness, sacrificing personal comforts to create beautiful art are themes in the poem. Tone: The overall tone is melancholy; we read about a lady trapped by a curse; the curse is triggered as the lady desires to see a handsome knight; the lady then slowly dies of the curse. Onomatopoeia: The mirror crack'd from side to side – the word cracked sounds like its meaning.