Week 8
Stage 1
Parents, Carers and Students
You are invited to provide anonymous feedback on the guided learning packages to help us continue to improve the site.
These learning activities are designed to be completed in sequence beginning on Monday
Daily Prayer
Religious Education
Learning Intention
We are learning to recognise the stories of Jesus are found in the Gospels.
Success Criteria
I will know I am successful when I:
explain the meanings of Jesus' names.
reflect on the ways I can follow Jesus.
S1 LC 4 Scripture - with a Christmas Focus demonstrate an understanding and appreciation of important Scriptural stories and their significance.
You will need
Device
Paper
Google Doc
Watch
Listen
Share
Activity
Click on the Google Slide
Listen and Read slide 2.
Watch the Video and add to the Thinking Routine - Hear, Think, Wonder.
Write and respond to questions in your workbook.
Add to the Thinking Routine- Knows and Need to Knows
Share your learning with your family and teacher.
Questions to support my thinking
Activity too hard?
What are other names for Jesus and what do they mean?
Activity too easy?
How will you follow jesus this Advent?
English
Learning Intention
We are learning to use comprehension strategies to understand texts more deeply.
Success Criteria
I will know I am successful when I:
notice changes in the way a character acts, thinks, and feels.
make connections between events related to changes in a character.
Aligned to English outcomes
EN1-4A
Draws on an increasing range of skills and strategies to fluently read, view, and comprehend a range of texts on less familiar topics in different media and technologies.
You will need
Device
Paper
Coloured
Activity
Understanding the Text
Open the Google slides (on the right) and follow the written and audio prompts as you listen to the story and think about the text.
Independent Reading as outlined on the slides
Independent Writing as outlined on the slides
Questions to support my thinking
Activity too hard?
At the beginning of the story, Amelia has no one to talk to except her chickens. How might she be feeling? Do you think she still feels that way at the end of the story?
Activity too easy?
Reflect on the changes that you noticed. What is the most important change in Amelia and why?
Resources
Mathematics
Learning Intention
We are learning to create, represent and continue patterns with numbers and objects.
Success Criteria
I will know I am successful when I:
can imagine a body percussion pattern
create and continue a body percussion pattern
record and describe the pattern I have made.
Aligned to Mathematics outcomes
MA1-8NA
creates, represents and continues a variety of patterns with numbers and objects
You will need
Device
Paper
Coloured pencils
Share
Activity
Body Percussion patterns
Imagine a two part pattern using body actions such as clapping, jumping, tapping knees, moving arms etc. For example; Clap, Tap knees, clap, tap knees
Practice your pattern and record using pictures or record on a device.
How many times can you repeat your pattern?
If you repeat your pattern 3 times, how many body actions have you used?
Can you make a body percussion pattern using 3 or 4 actions and record it?
Click play to hear the activity:
Patterns 2.m4aQuestions to support my thinking
Activity too hard?
Follow my pattern; Clap, tap, clap, tap, clap, tap
Can you draw a picture to show the pattern
Activity too easy?
If you repeated the pattern 12 times, how many body actions have you made?
If you repeated the pattern 17 times, how many body actions have you made?
Can you record how many times you repeat a pattern and how many actions you made in a table?
Photo by Anna Louise on Unsplash
Resources
