LEVEL 5, LFH - WEEK 9 TIMETABLE

Roll call Session 1 Brain Session 2 Recess Session Brain Session 4 Lunch Roll call
Break 3 Break
(no screen)

8:50 – 9:05 9:05 – 9:55 – 10:10 – 11:00 – 11:30 – 12.20- 12:40 – 1:30 1:30 – 2:30 – 3:30
9:55 10:10 11:00 11:30 12:20 12.40 2:30

Monday Reading Writing Maths YCDI

Afternoon
roll call and
reflection
Tuesday Reading Writing Maths Inquiry with class

Wednesday Specialist Day

Thursday Reading Spelling Maths YCDI

Morning
roll call
Afternoon
with class
Friday Reading Inquiry Maths Sustained roll call and
every day
Writing reflection
of the
with class
week

Some helpful notes:

1. Each day, session 4 is a 50-minute session. You may like to break up this session. The first 30 minutes can
be used to complete the learning task, the last 20 minutes can be used to complete unfinished learning
from the day.

2. You are doing a wonderful job at the Million Minutes of Movement challenge. Keep tracking your minutes
during your breaks each day on this website:
https://docs.google.com/forms/d/e/1FAIpQLSdwP6ZoN3yKCUYV4KvyViJxWsP7umDLObKo0FFL79RwMC4
MPA/viewform
Overview of learning for the week
Reading Writing Maths Inquiry YCDI
This week, learners will be: This week, learners will be: This week, learners will be: This week, learners will be: This week, learners will be:
- Analysing poem for meaning - Developing a connection to -Analysing the use of -Looking at physical elements -Completing their promotion
in both written form and an audience within poetry. angles in design and of cultural dances. on mental and physical health
audio form. - Creating a writing piece that engineering. -Gaining an understanding of for prep learners, using their
-Developing feedback and explores revealing the person -Creating angles within how their cultural backpacks knowledge of what they have
feedforward for each other’s behind the writing. paper planes which are can impact interpretations of learnt over the last few weeks.
poems. -Investigating how context then evaluated and dances. -Creating a new social and
-Creating a reflective changes meaning in words. appraised. emotional learning goal.
response to a poem.
 MONDAY 6TH SEPTEMBER
READING READING
LI Learning Task
To investigate meaning within a poetry Read the poem, ‘Bruises’.
performance.
SC https://childrens.poetryarchive.org/poem/bruises-heal/
Identify what the poem is about.
Describe the clues and prior knowledge that or https://childrens.poetryarchive.org/poem/lost-it-found-it/ (EAL)
formed your thinking.
Explain how the audio performance Answer the following questions.
enhanced the meaning of the poem.
Generate a list of effective performance
1. What is this poem about?
elements.
2. What is the main idea?
3. What inferences can you make about this poem?

Inference Clue Prior Knowledge

Now listen to the poem. Give a specific example.

Reflection
What are some performing elements I will transfer from this poem to my Global Perspective
poem?
WRITING WRITING
LI Learning Task
To develop a connection with the audience Thinking about the VOICES goal of speaking to your reader/ audience; you are to edit and
within my writing revise your performance poem. Find opportunities to use plural first-person and second person
SC pronouns. Follow the ARMS and CUPS process to help you revise and edit your work:
Identify a strategy that allows me to speak to
the reader
List opportunities in my writing where I can
speak to an audience
Apply a writing strategy that connects my
poem to the audience
Reflect on the impact of revising my writing

Look at an extract from Soli’s Australian Air for inspiration:

Since the day of our arrival

we’ve been killing our own survival
and it’s vital that our sidal title is put aside
 so we can become one with our rivals
we breathe in (Breath in)
we breathe out (Breath out)
So don’t sit around waiting for your life to caper
instead grab your pens and your paper
your voices and your eyes
so you can reach for the sky
and look down on the world and tell them why
we need to make a change
to our lives

*Plural first-person *Second person *Third person

If time allows and if you have already applied strategic use of pronouns in your performance
poem, other strategies to speak and connect to the reader that you can review/ edit are:
• Hooking your reader (lure the reader so they want to learn/ read more)
• Conveying your enthusiasm (captivate readers by letting your enthusiasm shine
through)
• Making an emotional/ visual connection (figurative language, emotive language)
• Being vulnerable (how are you invested in the topic and how does it affect you?)

EAL
Create a poem that uses second person. Write 2 stanzas with 3 to 5 lines in each stanza.

Reflection
How has your poem transformed? Read your poem aloud and self-evaluate how your poem will
better connect to the audience.
MATHS MATHS
LI Mini lesson/Math Talk
To retrieve my understanding of algebraic
thinking
SC
Identify key language
Describe thinking with algebra
Analyse using pictorial and abstract thinking
Reflect on SURF learning goals

If you had to describe this image using numbers, how would you do so and why?
Challenge: How would you describe this using algebraic thinking and why?
 Learning Task

Thinking about the example above, what was your number sentence and what made you think
this way?

Can you generate your own example and explain what the letters represent, why you used
them and how can algebra be used in your life? (transfer)

Reflection
Looking at the SURF menu, highlight whether you’re productive struggle is in;

Problem Solving

Understanding

Reasoning or;

Fluency

Write a justification to your teacher about why you think this is and which goal would help your
metacognition the most.

YCDI
The first 30 minutes can be used to
complete the learning task, the last 20
minutes can be used to complete
unfinished learning from the day.
YCDI
When Learning from Home there are barriers we may come across to achieving personal
success. Examples of barriers are:
- Learning taking a long time because you are delving so deeply into it
- Finishing learning early and not having anything to do.
- Feeling shy to speak in a public forum in front of the class.
- Having no opportunity to speak to friends.

Learning Task
1. Think of a barrier you face each day and write it down.
2. Brainstorm different ways you can overcome this barrier.
Screen free learning this session. To be
3. Create a Social and Emotional learning goal based on your barrier and the brainstorm
completed in a book.
you created.
LI
Look at the example below to help you:
To explore current challenges during LFH.
Barrier: How I will overcome this: Goal:
SC
Finishing -Reread the learning task to ensure I have completed Ensure my
Identify barriers to achieving success.
learning early all components of it. learning has
Describe the most challenging aspect of your
and not -Read the success criteria to ensure I have achieved depth.
learning.
having each step.
Analyse strategies that can help you
anything to -Look over my learning and consider how I have
overcome this barrier.
do. applied my goal - if I haven’t, where could I apply it?
Create a YCDI goal.

Reflection
How will you track your goal?
 TUESDAY 7TH SEPTEMBER
READING READING
LI Learning Task
To investigate meaning within a poetry Read the poem, ‘If you can see laughter.’
performance.
SC https://childrens.poetryarchive.org/poem/if-you-could-see-laughter/
Identify what the poem is about.
Describe the clues and prior knowledge that or https://childrens.poetryarchive.org/poem/crayon-poem/ (EAL)
formed your thinking.
Explain how the audio performance They answer the following questions.
enhanced the meaning of the poem.
Generate a list of effective performance
1. What is this poem about?
elements.
2. What is the main idea?
3. What inferences can you make about this poem?

Inference Clue Prior Knowledge

Now listen to the poem. Give a specific example.

Reflection
What are some performing elements I will transfer from this poem to my Global Perspective
poem?
WRITING WRITING
LI Learning Task
To demonstrate where the performing With performance poetry in mind, you will add your own notes to your global perspective's
elements would be included. performance poem. You may choose to write in a different coloured pencil or in brackets to
make it clear these are your performance elements. Use the example from the mini lesson as a
SC
guide.
Identify opportunities to include performing Think about the follow:
elements to my poem
Describe different types of impactful
• How is each word or line spoke? Fast, slow, loudly, quietly, emphasising key words?
performance elements • What is the tone?
Apply performance elements in relation to • What is the expression shown on your face?
my poem • What are your body movements?
Reflect on my poem with the addition of • Are you creating sounds/ actions or adding onomatopoeia?
performance elements
 EAL
Learners do the same task above but with a poem they have already written of their choice.

Reflection
Read your global perspectives poem, first without your performance elements, next, read it
again but this time with your performance elements! How do you think it impacted your poem
as it was being read?
MATHS MATHS
LI Learning Task
To explore how angles are used in design. Look at the picture and net of the paper plane below.
SC
Identify different types of angles around a
line.
Describe the angles within a net using correct
vocabulary.
Analyse the effective use of the angles for
specific purposes.
Reflect on the elements of my design.

INQUIRY
The first 30 minutes can be used to
complete the learning task, the last 20
minutes can be used to complete unfinished
learning from the day.
Screen free learning this session. To be
completed in a book.
LI
1. What do you notice about the kinds of angles in this design?
2. Make estimates of the types and sizes of these angles.
3. How might this impact the way the plane can fly? Why?
4. Does the size of the angle on the wings change how large the wings are?
5. Which of these categories do you think this plane falls into and why?
6. What might some of the features be of planes that are in different categories?
7. How would the angles in these planes be different?
Reflection
What features will the plane you create have? (Use angle vocabulary in your reflection)
INQUIRY
Learning Task
You will need your screen for a short period of time (about 5 minutes) while you look at the
images carefully.
Last week we looked at dance over time. Today we will be looking at physical dance
characteristics through a cultural lens.
Take yourself through the steps to success, thinking about the following:
• Makeup
• Costumes-males and females (think from the feet all the way to the head: shoes,
pants, skirts, dresses, t-shirts, hats etc)
• Dance moves that you can see
• Background/location
SCOTLAND THAILAND
To explore how our own cultural backpack
impacts our interpretation of a dance.
SC
Identify cultural norms in dance.
Describe the physical characteristics of a
dance.
Analyse physical characteristics through a
cultural lens.
Reflect on how my cultural backpack impacts
my understanding of the world.

CHINA FIJI

CUBA JAPAN

Reflection
Think about Deep Consolidation, reflect on how your cultural backpack impacts your
understanding of the world (not just dance).
 WEDNESDAY 8TH
SEPTEMBER

SPECIALIST DAY

Complete your learning in

any order you choose.
 THURSDAY 9TH SEPTEMBER
READING READING
LI Learning Task
To explore various responses to a poem. Analyse the student poem that was allocated to you by your teacher. Follow the success
SC criteria the way it was modelled to you in the mini lesson. Generate your response by writing
Identify the main idea. down feedback and feedforward for your peer.
Describe the connections I can make to the
poem. Reflection
Analyse different viewpoints. What is something I can transfer to my own learning from this example?
Generate a response.
SPELLING SPELLING
LI Learning Task
Explore how context can impact the meaning You will choose two words from the list below:
of a word. • Restrain • Grain • Black
SC • Brother • Afraid • Suspicious
Identify how a word can change meaning in • Relations • Hand • Play
different contexts • Fine • Pound • Set
Describe different scenarios a word can
change meaning in context Once you have chosen 2 words, create a table for each word. Write 2-3 meanings for each
Examine words in different contexts word chosen and the different context for each meaning. Refer to the example below. You may
Reflect on why context is important to need to research the words you choose to get a better understanding of each, and how the
determine meaning meaning can change.

Meaning
To settle a dispute by
mutual agreement and
concession.
To accept a standard that is
below what is desirable.
To endanger by foolish
behaviour.
Word: Compromise
Context
My sister wanted to listen to hip-hop and my brother
wanted to listen to bebop, so we compromised and put on
some R&B.
I am willing to accept another motel room, but I’m not
prepared to compromise on hygiene.
When Skywalker went along, he compromised the entire
mission because Vader could sense his proximity.

Task 2
Choose 5 new spelling words. You may choose your words from recent work in any learning
area. You will conduct a LSNCWC with your new 5 spelling words.

Reflection
What connections can you form to the words?
MATHS MATHS
LI Learning Task
to explore how angles are used to implement Today is the day, you will make your plane and watch it take flight or not take flight as the case
design may be. Tuesday you looked at angles as features of design and now you will put these into
SC practise.
Identify the impact of angles in design
Combine prior knowledge of angles with Choose a paper plane from the website:
design https://www.foldnfly.com/#/1-1-1-1-1-1-1-1-2
Analyse the effective use of the angles for You need to analyse your chosen design following these prompts before you start your
specific purposes. construction.
Reflect on the elements of my design. 1. What do you notice about the kinds of angles in this design?
2. Make estimates of the types and sizes of these angles.
3. How might this impact the way the plane can fly? Why?
4. Does the size of the angle on the wings change how large the wings are?

Once you have completed these questions you can start to make your plane.

YCDI
The first 30 minutes can be used to
complete the learning task, the last 20
minutes can be used to complete unfinished
learning from the day.
Screen free learning this session. To be
completed in a book.
LI
To promote mental and physical health
SC
Identify the positive effects of mental and
physical health
Describe the connection to mental and
physical health
Apply your understanding of mental and
physical health
Create a promotion for the benefits of
mental and physical health
Before you start to throw and measure you will need to make some predictions. The angle you
throw your plane at may change how far your plane will fly.
1. Predict which throwing angle will give you the best results? Why?
2. How far will your plane fly? What reasons do you
At the end of your screen free hour today you will need to take your plane out for testing and
record your attempts. Set up a table in your book ready to record these results.
Attempt Angle of Throw Distance
Example 1 30° 2 meters
Reflection
What changes could I make to my design to get better results from my plane?
YCDI
Learning Task
Last week you started creating a promotion for the prep learners. You needed to think about:
• How you will promote mental and physical health to a 5 year old.
• How you would engage a 5 year old.
• How you can use simple language and/or pictures to help them understand what you
have been learning
• Will the prep learners understand the importance of physical health when they see
your promotion?
• Will the prep learners understand the importance of mental health when they see
your promotion?
Today you will be completing your promotion, keeping in mind this is a screen free promotion.
Some of the screen free ideas were: poster, story book, a play with your toys.
If you think you have completed your promotion, ensure it is edited and you have include
stimuli that will engage the prep learners (for example pictures).
Reflection
How did you consider prep learners when creating your promotion?
 FRIDAY 10TH SEPTEMBER
READING READING

LI Learning Task
To explore various responses to a poem. Analyse the student poem that was allocated to you by your teacher. Follow the success criteria
SC the way it was modelled to you in the mini lesson. Generate your response by writing down or
Identify the main idea. recording a reflective paragraph.
Describe the connections I can make to the
poem. (text to world, text to self, text to Reflection
text) What question would I ask the author about their poem?
Analyse different viewpoints. (cultural
backpack perspectives)
Generate a response. (reflective paragraph
+ reflective question)
INQUIRY INQUIRY
LI Learning Task
To explore how our own cultural backpack BASTE elements.
impacts our interpretation of a dance. https://www.elementsofdance.org/uploads/1/2/6/3/12634389/elementsofdance2011.pdf
SC Analyse the videos below. Use the dance BASTE elements to guide your thinking.
Identify cultural norms in dance. Scotland Thailand
Describe the elements of a dance. https://www.youtube.com/watch?v=YBSjZM https://www.youtube.com/watch?v=MLY4K
Analyse dance elements through a cultural MHSV0 wjGyh8
lens. China Fiji
Reflect on how my cultural backpack
https://www.youtube.com/watch?v=MLY4K https://www.youtube.com/watch?v=QedHLf
impacts my understanding of the world.
wjGyh8 k7SAA
.
Cuba Japan
https://www.youtube.com/watch?v=fjN3Trt https://www.youtube.com/watch?v=92aS9e
kVy0 S9eM4

Reflection
Think about Deep Consolidation, reflect on how your cultural backpack impacts your
understanding of the world (not just dance).

MATHS
LI
To explore how angles are used to evaluate
design
SC
Identify the impact of angles in design
Describe connection between shapes and
angles in with design
Compare and contrast the effective use of
the angles for specific purposes.
Reflect on the elements of my design.
MATHS
Mini lesson
Compare and contrast angles used within each plane and create statements that show
evaluation such as examples below.
Choose another plane from the same website:
https://www.foldnfly.com/#/1-1-1-1-1-1-1-1-2
Sentence starters for evaluative thinking:
If I do/change/add... then.....
And when I tried.....
So this was a result of ....
What I noticed is....
I’m still wondered about.....

Learning Task
Learners, you have created one plane already with one of the 4 foci from below;

SUSTAINED WRITING
The first 30 minutes can be used to
complete the learning task, the last 20
minutes can be used to complete
unfinished learning from the day.
Screen free learning this session. To be
completed in a book.
LI
To explore the application of vulnerability
within writing.
SC
Identify how to be honest in my writing.
Describe what it means to be vulnerable.
Apply honesty within my writing.
Reflect on the impact to reveal the person
behind my writing.
VOICES Strategy: Produce writing that is
engaging, honest and reveals the person
behind it.
Now, you’re going to design and make a plane from a different focus so for example if your first
plane had angles that attributed to it being acrobatic, this time you’re going to look for distance.
Compare and contrast what you notice about the change in outcome as a result of the angles.
Reflection
How did the shift in your angles/design change the outcome?
SUSTAINED WRITING
Learning Task
What is being vulnerable? It is something many of us avoid due to fear of being judged, hurt, or
a failure. To be vulnerable means to put yourself out there and be open to possibilities and
opportunities. Some examples include:
• Telling others when they’ve upset you
• Sharing with someone something personal about yourself that you would normally
hold back
• Having the willingness to feel pride or shame
• Reaching out to someone you haven’t talked to in a while and would like to reconnect
with
• Setting boundaries with kindness and compassion rather than a place of blame
• Putting yourself out there and risk rejection
Being vulnerable in your writing creates memorable and powerful stories. If you can make your
reader feel, such as laugh, cry, or ache, this will leave them with a lasting impression.
It can be tempting to write half-truths in fear of being judged, but to be a powerful writer it is
important to dig deep and embrace your vulnerability.
Today you will create a sustained writing piece of your choice. You will write for 25 minutes.
Keep in mind how you can apply your goal and also the strategy ‘Produce writing that is
engaging, honest and reveals the person behind it.'
If you are stuck for ideas you can use the below images to help you.
EAL
This task is suitable for EAL learners.

Reflection
Read your writing piece to a family member. How did your honesty impact them?