Week C
Stage 2
These learning activities are designed to be completed in sequence beginning on Monday
Daily Prayer
Religious Education
Learning Intention
We are learning to identify prayer.
Success Criteria
I will know I am successful when I:
can name what prayer is
can identify the different ways I pray
S2: demonstrate an understanding and appreciation of prayer as having many different forms, and as being intrinsic to the Mass and the celebration of the liturgical year.
You will need
Device
Book
Questions to support my thinking
Activity too hard?
Create a small steps plan naming the steps to get you started on praying.
Activity too easy?
Watch this youtube clip.
Think of one new prayer type that you can try and have a go.
English
Learning Intention
We are learning to interpret visual texts using a range of strategies.
Success Criteria
I will know I am successful when I:
can predict using my knowledge of text structure and my background knowledge.
can identify the basic story structure.
Aligned to English outcomes
EN2-10C Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts.
Activity
Engaging with 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.
Complete independent reading as outlined on the slides.
Complete independent writing as outlined on the slides.
Questions to support my thinking
Activity too hard?
Can you identify the beginning (orientation), problem (complication) and how the problem is solved (resolution)?
Activity too easy?
Can you think of some other stories that start with a different text structure eg. complication?
Mathematics
Learning Intention
We are learning about fractions.
Success Criteria
I will know I am successful when I can:
explain my thinking
show my answers using fractions.
Aligned to Mathematics outcomes
MA2-7NA Represents, models and compares commonly used fractions and decimals.
You will need
Paper
Activity
Rope Lollies
16 children shared 32 rope lollies. How many did each child get?
32 children shared 16 rope lollies. How many did each child get?
What is the same and what is different about each of these problems?
What happens to the amount of lollies?
Questions to support my thinking
Activity too hard?
What if 5 children shared 10 rope lollies?
Activity too easy?
How many children would be sharing 16 ropes if each child only got ¼ of each rope?
