Click on the link above and view the BtN story on the recent earthquake in Nepal. Titled, Nepal Earthquake. Then you need to answer the following questions in your English books.
1. As a whole class, before you watch this story record in your books what you already know about Earthquakes?Then, create a list of topic related words. You will build on this throughout this activity!
2. What magnitude was the earthquake in Nepal?
3. Describe the devastation the earthquake caused.
4. What is the top layer of the Earth called?
5. What are tectonic plates?
6. Where do most earthquakes occur?
7. How quickly do tectonic plates move?
8. Why are big earthquakes unlikely to occur in Australia?
9. What do the people of Nepal need help with?
10. How did this story make you feel?
11. Research Question: Where have we had an earthquake in Australia? When did this occur? What was the magnitude?
Early Finishers: Explore the community’s action plan after a disaster. Amelia from BtN checks in to find out how the Nepalese kids are doing what aid is needed most. Titled, Helping Nepal.
Today we are going to revisit our inferencing skills! Firstly lets inference this text!
Kyle ran into his house, slamming the door behind him. He threw his book bag on the floor and plopped onto the couch. After six hours of playing Grand Larceny VII, he ate some pizza and fell asleep with a slice on his stomach and his feet on his book bag. When Kyle came home from school the next day, he was noticeably distraught. He balled up his report card and placed it inside a soup can in the garbage. He then flipped the soup can upside down in the garbage can and arranged loose pieces of trash over it. As he plopped down on the couch, he let out a sigh and picked up his controller.
Today 6T we welcome back Writers Notebook! In today’s writing lesson we will be learning a few things:
Firstly we will be designing our writer’s notebooks front covers, using fine liners. Our front covers will have the heading “(Insert name here) Writers Notebook” in our very best Then you will be drawing 4 – 6 pictures of anything that is important to you! For example, dancing, football, family, pets and/or park. You will have 10 minutes to do this.
You will then discuss with a partner for 5 minutes the different pictures you have drawn and why they are important to you.
Once you have discussed your pictures with a partner you will then write a short story one of the pictures you have drawn using wonderful descriptive words for the audience to visualize what you are talking about. You will have 15 minutes to do this.
A few students will share their creative pieces.
To conclude, you are to write a Plus, Minus, Interesting reflection and post your comment to this page ready for next week. For the ‘I’ you are to brainstorm some interesting topics that we could consider for next week.
Thank you 6T, Lets get writing!!!!!! Looking forward to reading your beautiful and well-descripted short stories.
To conclude our Literature Circles sessions you need to write a review of your text. You need to include; your book’s title, author, a summary of the story (don’t give away the ending!), and a rating out of five.
You need to draft and proof read and edit your review in your Literature Circles workbook before you publish it as a comment on this post. You should read through your summaries in your workbook to help you write your review!
Special treat for early finishers and cinematic enthusiastists: You can complete the following task…
After you have read a chapter in Literature Circles you are to summarise it.
Not during or while you are reading. Do it after!Why?
Once reading the whole chapter you are able to reflect back and identify ONLY the main ideas to write in your summary. If you do it while you read, you may write minor details and descriptions of the chapter and miss the key events or main ideas.
Today, read chapter 1 of Seeshells together. (See 6M blog)
Then hands up, and share the main facts we learn in that chapter. Your teacher will write them on the board. Read and reflect. Are your dot points facts? Are they the main ideas?
The 3 brothers own the boat. Their names are Tommo, Jacko and Johnno.
The main character is a boy named Alan. He is 15 years old.
This is a holiday job for Alan.
The boat is named the Oracle.
The last worker has left – the brothers say he is “feeding the fishes”
Do not include detail like…
[x] The brothers had checked shirts on!
[x] Alan walked up the gangplank to get onto the boat.
These are not main ideas. They are details!
Copy the dot points on the board into your workbooks. Then merge them to write your very own paragraph. An example is below. You may want to unveil it after you have a go first!
The main character is named Alan and he is 15 years old. He gets his first job over the holidays and his employers are 3 brothers named, Tommo, Jacko and Johnno. Alan is working on a cray boat named, Oracle. The brothers say that the previous employee is “feeding the fishes”. Alan wanted to asked ‘why’ he was feeding the fishes but he decided not too – he assumes that the employee died.
Keep going guys! Read chapter 2, then identify the main ideas in dot points, then summarise in ONE detailed paragraph.
Example 1) The 3 brothers give Alan jobs to do on the boat straight away. The boys sing songs as they work. Alan inquires about the ‘Shelly’ tattoo on their hands, discovering that she is their little sister. Upon meeting Shelly, he learns of her beauty and the protective nature of her older brothers and the potential dangers of talking to her.
Example 2) The 3 brothers sing together as they work and Alan notices a tattoo on the 3 brothers hands. It is Shelly their little sister. Alan is instantly attracted by her.
You can see that example 2 is lacking main ideas.
Alan appears to be thoroughly enjoying life on the boat and is engaged in learning a variety of jobs. The brothers notice all his hard work. As he develops a love for being on the boat so does his attraction for Shelly. Whenever he gets near her the brothers ‘pop-up’ and send him to the other end of the, Oracle.
This blog post will communicate your learning tasks for the day.
Looking forward to seeing you all on Tuesday the 13th May with happy smiles, a tub of completed homework and your WebDav folder containing your finished research (Pages docs) to conclude TASK 1 of our integrated inquiry unit. If you get stuck – the rolling whiteboard has the topics you need to research about to explain the culture and traditions of your country.
Session 1: Homework corrections and weekly set-up
Session 2: Creative writing – Select 2 from below! Elaborate, be creative and entertain the audience with your amazing vocab and descriptive language! Have your voice boom through your words on the page! But…..think about your tense!!
Select a book at random in the room. Find a novel or short story, copy down the last sentence and use this line as the first line of your new story.
What was your favorite childhood toy?
Write a list of 25 (or just 5!) things you want to do in your life.
Write a story about ‘What the Neighbors Saw.’
You read about yourself in your brother/sister diary. What did you read?
Write a short entry that ends with the line, “The silver dust of moonlight settled coldly on the night.”
Write a short scenario set in the kitchen of a fast-food restaurant.
Session 5 & 6: Integrated Curriculum – The final sessions to complete Task 1. Here you were asked to locate enough images to communicate the culture and traditions for your chosen country. Your Pages documents (more than 2) should describe your research in your own words and explain how your country is unique in every way – language, customs, celebrations, lifestyle, education structure, family, housing, sporting interests, food etc etc.
Complete the following questions in your English book:
1. Summarise the BtN story about migration cuts.
2. Why was immigration encouraged after the Second World War?
3. How does the Government decide how many immigrants are allowed to stay in Australia?
4. What are skilled migrants?
5. Why are they important to the Australian economy?
6. Why has the Government decided to cut the number of skilled migrants?
7. Why do some people disagree with this?
8. Do you think the Government should reduce the number of skilled migrants? Explain your answer.
9. Use three adjectives to describe the influence of immigration on Australia.
10. Has your thinking about immigration changed since watching the BtN story? Why or why not?
After discussing our responses 6T created a vocabulary list to ensure we were correctly spelling the keywords from the text. Use the reading strategy ‘Finsing Word Meaning in Context’ to create 12 sentences that correctly use these words and define their meaning.
For example. The students were studying hard to complete their course in order to gainemployment and successfully get a job at the end.
As a group, discuss and record what you think it means to be Australian.
Do you watch something or have heard something and think to yourself…Mmmmm my opinion about that is…??? Have you wondered something about the world we live in and come to a conclusion about how and why something might happen or occur?
Look at this writing prompt and get started!
Remember…It is more about the sentence meaning than it is the guy in the picture in front of the brick wall!!
So forget the Arcane Symbols! Be a scholar in anything and give us your opinion. Back it up with real or funny reasons!