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Independent & Dependent Clauses- both have a subject and a verb family.
Tuesday
Dependent Clauses
Rewrite one of the students independent clauses.
Harry Potter waved his magic wand.
Highlight subject and verb.
Ask students what would happen if I added the word when, after, while, before
to the front of the sentence.
These words are called subordinating conjunctions- unless, in case, who, which,
whether, until, even though.
***They weaken the independent clause so that they can no longer stand alone.
Therefore, needs more support to be complete.
The sentence has now become a dependent clause. Because it needs more
information; its not complete.
For example:
After Harry Potter waved his magic wand, he flew away on his broom stick.
We want to know what happens after Harry Potter waves his magic wand.
Independent to Dependent
Example no. 2:
Jocelyn ate popcorn at the movies (Independent)- makes sense by itself, has a
subject and a verb.
Task: Students add words to the front of their sentences from yesterday. Such as
when, after, while, before. They then complete the sentence (give it more
information). Play a game of charades; students act out their sentence.
Wednesday
Even though Myles worked hard at the gym, he still had to run up the
mount.
Before Milly ran up the mount, she had to warm up.
While Jake played Hockey on the weekend, his mum went shopping.
Task: In pairs students create their own sentence. One partner states the
independent clause, while the other finishes it off. Teacher will then ask students to
share with the rest of the class.
Thursday
Task: Teacher asks one student to create a sentence, another to add a subordinate,
and another to finish the sentence. Will go around the class.
Monday
Tuesday
OREO
Students will then complete and interactive write on the topic Is sugar god for our
health (negative opinion* why is sugar bad for us?)
Wednesday
On their own students write a paragraph on the above topic. If time allows will begin
to talk about a conclusion.
Thursday
Cold Write.
Reading Practice
Sugar Video
http://www.abc.net.au/catalyst/stories/3821440.htm
Do a whole class brainstorm about what they learnt and what they want to know
more about. Fill out a KWL chart
Health articles
i. http://www.theage.com.au/lifestyle/diet-and-fitness/popular-kids-cereals-
nutrigrain-coco-pops-frosties-and-fruit-loops-more-than-30-per-cent-sugar-
20150316-1m0hay.html
ii. http://www.health.gov.au/internet/publications/publishing.nsf/Content/CA2578
620005D57ACA257B1C007C971C/$File/h_drinks_Fact%20Sheet_How%20
Much%20Sugar_Final_web.pdf
iii. http://cottees.com.au/classic-cordials/
One small bowl (50g) of Cocoa Puffs (44%) from Coles or Woolworths house
brands will deliver over five teaspoons of sugar
Wednesday or Thursday
Students will investigate their findings. They will scoop the amounts of sugar into a
container to get a real understanding of the amount of sugar into their drinks.
Friday
26 x 7 = 182
74 x 8 = 592
29 x 8 = 232
33 x 4 =132
Will draw my own area models here.
Tasks:
Students will copy the area model onto their mini whiteboards and solve the
questions.
In pairs students will create their own video, explaining the area model.
Tuesday
Multiplication
Focus: I can multiply a 2-digit number by a 1 digit number using the area model.
I can find a multiplication sum in a number sentence.
Model a number sentence. Students have to identify the multiplication sum and solve
using the area model.
Examples:
Myles kicked 12 goals in his football game. If one goal is worth 6 points. How
many points did he score all together?
Farmer Ted had 56 cows and 27 ducks. How many legs are there all
together?
Ryley had 17 friends. They each ate 5 pieces of pizza each. How many slices
were eaten all together?
Task:
Wednesday
Control whats in Your Bowl