Week D
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 recognise God through the expression of liturgical feasts and seasons.
Success Criteria
I will know I am successful when I:
can explain the Catholic church liturgical season of Lent
can connect feast days celebrated in Lent
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
Activity
Research what the Liturgical colour for Lent means and how are Christians called to live this out through the season of Lent. (6 lines)
Questions to support my thinking
Activity too hard?
How is Jesus similar to an earthly king?
How is Jesus different from an earthly king?
Activity too easy?
Create a separate Venn diagram comparing and contrasting Jesus with a current political figure that you know something about (Prime Minister, President, Premier).
English
Learning Intention
We are learning to identify different ways an author communicates ideas in texts.
Success Criteria
I will know I am successful when I:
can identify how the author has used character development to hold the reader’s interest
can identify how the author has used language features to contribute to the engagement of the reader.
Aligned to English outcomes
EN2-10C
Thinks imaginatively, creatively and interpretively about information, ideas and texts when responding to and composing texts.
You will need
Paper
Device
Activity
Understanding 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?
View and listen to the story and think about how Spalding was feeling in the beginning, the middle and the end. Record your thinking.
Activity too easy?
Provide evidence from the text to support your thinking in each of the squares in the 'Step Inside' activity.
Resources
Mathematics
Learning Intention
We are learning to measure lengths in centimetres and metres.
Success Criteria
I will know I am successful when I can:
estimate lengths using cm and m
record measurements in cm and m
compare measurements and find the difference.
Aligned to Mathematics outcomes
MA2-9MG Measures, records, compares and estimates lengths, distances and perimeters in metres, centimetres and millimetres, and measures, compares and records temperatures.
You will need
Paper
String
Activity
Long jump at the carnival
Stage 2 students competed in long jump at the athletics carnival.
There were 54 jumps.
Two thirds of the jumps were more than one metre.
One third were less than a metre.
Record the measurements that the jumps might be in a table showing the measurements in metres and centimetres.
Less than a metre More than a metre
97cm 116cm
Questions to support my thinking
Activity too hard?
How many centimetres make one metre?
Is 116 cm more or less than 1 m?
Activity too easy?
If the difference between the longest and the shortest jump was 47 cm, what might the longest and shortest jumps be?
