Year 1 Weekly Overview

WEEK 1, TERM 2 2020

WEDNESDAY

This program is provided along with a workbook. The two tasks highlighted in the workbook need to

be scanned and emailed to your teacher on Friday.

9-11am English Reading Choose a book to read aloud with a parent/carer. Before reading the book, talk about whether you think the book is informative (non-fiction) or imaginative (fictional story). How can you tell? Writing You are going to write a recount about your holiday. A recount is a retell of what you have done. When you write a recount you need:

● an orientation sentence (who, what, where and when) ● to start a new line when you write about something new, which makes a new

paragraph ● to use sequencing words at the beginning of the paragraph, eg ‘first’, ‘after’, ‘then’

Remember to use sentences that:

● make sense ● have spaces between the words ● have a capital letter and full stop ● only use one ‘and’

Write a journal entry (recount) about what you did during the holidays. Use the lined paper page or the ‘Recount Writing Scaffold’ page to write your journal entry in your workbook.

Grammar Discuss a time when you have been given a list of jobs to do. This weekly overview is one example of a list of jobs! Find the ‘Jobs on the Farm’ pages in your workbook. Imagine that you live on a farm and have been given a list of farm jobs to do in order. Look at the instructions in question 1. They are numbered, so they need to be followed in their number order. They are written as commands. When someone gives you orders or tells you what to do, these instructions are called commands. Often the command is at the beginning of a sentence so the follower knows what action to take. Complete the two ‘Jobs on the Farm’ pages in your workbook. You might like to play a game of ‘Simon Says’, as this uses commands that players follow to perform different actions. Alternately, have your child follow along with this ‘Simon Says’ video: https://www.youtube.com/watch?v=YxCrfT4LSF4

RECESS

11:30-1:00 Mathematics 2D shapes 2D shapes are flat shapes. Tell me all the 2D shapes that you can remember. Try to describe the amount of corners and sides they have and whether the sides are curved or straight. Watch the Shapes Song video: https://www.youtube.com/watch?v=WTeqUejf3D0 Play a game of ‘What Shape Am I?’. Player 1 thinks of a shape and player 2 asks questions to guess what it is. Player 1 can only answer ‘yes’ or ‘no’ to the questions, for example, ‘‘do you have three straight sides?’. Keep going until player 2 guesses the shape. Swap players and repeat. Find and complete the ‘Drawing 2D Shapes’ and ‘Colouring 2D Shapes’ pages in your workbook.

Physical Education - Option 1 Skipping. Please see Mr Elsley’s skipping overview (at the end of this document) for more details. Skipping ropes are available to be picked up from school if needed. Physical Education - Option 2 Cosmic Kids Yoga - Peter Cottontail and the Tickley Monkeys https://www.youtube.com/watch?v=uNrIB6O_Abo

LUNCH TIME

2:00-3:00 ANZAC Day Discuss what you know about ANZAC Day. ANZAC Day is a special day where we commemorate people who have fought in wars. To commemorate means to remember and show respect. ANZAC stands for Australian and New Zealand Army Corps. On the 25th of April every year people in Australia and New Zealand commemorate and remember those who fought in the battle of Gallipoli in World War 1, and other wars that have happened since then. This is called ANZAC Day. Watch the video about ANZAC Day. https://drive.google.com/file/d/1vvwfAPmjejBUH_zsYiF8k0RJSc-yxSQU/view?usp=sharing What are the things people do on ANZAC Day to commemorate people who have fought in wars? If you were not able to on ANZAC Day, have a minute silence to commemorate those that have fought in wars. Watch the video of a reading of ‘My Grandad marches on ANZAC Day’. https://www.youtube.com/watch?v=InRR2DjvuC Did this video show any different things that happen to commemorate ANZAC Day? If so, what are they? What have you done in the past to commemorate ANZAC Day? Find the ‘ANZAC Day’ page in your workbook and draw or write ways that we commemorate ANZAC Day. Optional activity: Find the ‘ANZAC Biscuits’ recipe page in your workbook. Follow the recipe and send a picture of your ANZAC biscuits to your teacher.

THURSDAY

WEEK 1, TERM 2 2020

9-11am English Reading Listen to the story of ANZAC Ted on Story Box Library. https://storyboxlibrary.com.au/stories/anzac-ted Username: lindfield Password: stories 405 Optional Activity: Find the ‘Learn to draw ANZAC Ted’ page in your workbook and follow the steps to draw your own ANZAC Ted. Handwriting Find and complete the ‘i’ handwriting page in your workbook. Writing Watch the ‘Living in a Fairytale’ video: https://www.youtube.com/watch?v=krIDagpYPnU Discuss the following questions:

● Who were some of the characters mentioned in the song?

● Are fairy tales factual texts or make-believe texts? How do you know? ● What are some of the fairy tales that you are familiar with?

Fairytales are a type of story or narrative and they are imaginative texts. Narratives tell a story to entertain the reader. They have:

● a setting – a time and place ● some characters – people, animals or objects ● a plot – events that happen in order

There are many types of narrative texts, such as picture books and short stories. A fairy tale is a narrative text. It is a make-believe story that usually includes magical elements. Fairy tales are commonly set in a faraway land. They usually start with the phrase, “Once upon a time.” Fairy tale characters often include children, animals and magical creatures. There is normally a brave hero who must defeat or outsmart an evil villain. Most fairy tales end with the phrase, “They all lived happily ever after.” Discuss any other things that happen in fairy tales. Brainstorm fairy tales that:

● begin with “Once upon a time” ● have magical elements ● have a hero and a villain ● end with “They all lived happily ever after.”

Find the ‘Who, Where, What’ page in your workbook. Brainstorm and write down possible characters (the 'who'), possible settings (the 'where') and possible plots (the 'what') for a fairy tale. The 'whats' should be kept fairly broad at this stage e.g. something is lost, someone is captured, a magical object is found. Use the images on the page as a prompt if needed.

RECESS

11:30-1pm Mathematics Data - Graphs Data is the collection of information. Today you are going to collect data from around your house. First, find 4 different types of objects around your house, you can get more than one of each object. For example: 7 pieces of lego, 3 teddy bears, 2 action figures or dolls and 5 tennis balls. You will be using these to make a picture graph.

A graph is a way of organising data and showing it in an easy way. A picture graph is a graph that uses pictures to show how many of each object you have. Activity 1: Find the grid paper page in your workbook and make a picture graph using the objects you found around the house. Below is an example of a picture graph.

Activity 2: Find and complete the ‘Creating a Graph’ page in your workbook.

Physical Education - Option 1 Skipping. Please see Mr Elsley’s skipping overview for more details. Physical Education - Option 2 PE with Joe https://www.youtube.com/watch?v=o-ZCP91mjeE

LUNCH TIME

2:00-3:00 Visual Art On ANZAC Day, many people wear a poppy to help them remember those who have died in war. Parents and carers, you may wish to read the information here for further background information on the symbolism of poppies on ANZAC Day: https://www.awm.gov.au/commemoration/customs-and-ceremony/poppies You may wish to engage in further discussion about ANZAC Day as you make poppies together. Find the ‘Make a Paper Poppy’ template in your workbook. Follow the instructions to colour, cut out and assemble a paper poppy. If you don’t have a green pipe cleaner for the stem, you could pin it to your child’s shirt instead using a safety pin.

FRIDAY

WEEK 1, TERM 2 2020

9-11am English Handwriting Find and complete the ‘i’ handwriting page in your workbook.

Reading Choose a book to read aloud with a parent/carer. Before reading the book, talk about whether you think the book is informative (non-fiction) or imaginative (fictional story). How can you tell?

Optional Activity: Readers Theatre. Act out the story you have read with your parent/carer. Put in lots of expression and have some fun!.

Writing Watch the ‘Parts of a Story’ song on YouTube. https://youtu.be/-_nePjWXecQ

Discuss the following questions:- ● What are the three main parts of a story? ● Who are the characters in a story? ● What is the setting of a story?

Narratives are written to entertain the reader. Narratives usually follow the following structure:-

1. Orientation (beginning of the story) Who is in the story? When and where does the story take place?

2. Complication (middle of the story) What problem occurs in the story?

3. Series of Events (middle of the story). What events take place that lead to the problem being solved?

4. Resolution (end of the story). How is the problem solved?

Listen to the story of Little Red Riding Hood: https://youtu.be/LDMWJCrDVMI.

Discuss the narrative structure of the story highlighting each part:- 1. Orientation: Once upon a time, there was a little girl called Little Red Riding Hood

who lived near the forest. One day her mother asked her to take a basket of food to her sick grandmother. Grandmother lived in a house through the forest.

2. Complication: During her journey through the woods, Little Red Riding Hood met a wolf. He tricked her into telling him where her grandmother lived. He planned to eat them both for his lunch.

3. Series of events: 1. The wolf quickly ran to the grandmother’s house and swallowed her in one gulp. 2. He tried to trick Little Red Riding Hood by dressing up as her grandmother. 3. He grabbed Little Red Riding Hood and swallowed her in one gulp.

4. Resolution: A woodsman heard Little Red Riding Hood shriek. He grabbed the wolf by his feet, turned him upside down and shook him. Little Red Riding Hood and grandma fell out of his mouth. They all chased the wolf away and he was never seen again.

Find the ‘Story Map’ in your workbook and complete the details for ‘Little Red Riding Hood’.

RECESS

11:30-1:00 Mathematics Length Watch the video ‘Measure Length for Kids’ https://www.youtube.com/watch?v=ftB5VU64yGA Length is the measure of how long an object is. Using your feet, measure the length of your bedroom/kitchen/living room. How many steps did it take you to get from one side of the room to the other? Make sure you are keeping your feet touching one another (your toes should be touching the back of the foot in front). Use informal units such as paper clips, match sticks or lego blocks of the same size to measure the length of objects around your house. For example: How many lego blocks is the length of a tissue box? Find and complete the ‘Length’ page in your workbook. Mathletics Complete the set activities in Mathletics. Spend some time on Live Mathletics. Physical Education - Option 1 Skipping. Please see Mr Elsley’s skipping overview for more details. Physical Education - Option 2 Koo Koo Kanga Roo - Zap It https://www.youtube.com/watch?v=757gCoVBwEU

LUNCH TIME

2:00-3:00 Drama 1. Warm up 1: Watch the video ‘Banana Banana Meatball’

https://www.youtube.com/watch?v=BQ9q4U2P3ig

2. Warm up 2: Play the game ‘Simon Says’. Choose between playing along with this video https://www.youtube.com/watch?v=lob3Q7TKmQQ OR playing with the game with an adult. 3. Watch the video ‘Little Red Riding Hood’ https://www.youtube.com/watch?v=ivg_Yc-YDYo 4. Find and read the script for ‘Little Red Riding Hood’ in your workbook. Read the script five times. Each time, change the emotion in your voice: happy, sad, scared, tired, angry. 5. Music movement activity: Watch the video ‘Chicken Dance’ https://www.youtube.com/watch?v=npp1z32idrc&t=58s

Stage 1 Skipping

Warm up and stretch before starting

Selecting the correct skipping rope. If you don’t have a skipping rope, you

can come to the school and select the correct skipping rope. (see pictures) 1. Grab the handles with 2 hands

2. Stand with both feet in the middle of the rope

3. Hold the handles up to your shoulders

4. It should sit just below your shoulders for the correct size rope.

5. If it is too long, tie a knot close to the handles to make it shorter.

6. If it’s too short, it will make it hard to skip properly.

How to skip correctly - (see picture) 1. Keep your head upright looking forwards.

2. Shoulders should be straight and level without leaning forward.

3. Elbows next to the body, arms held at 90 degree angle slightly forward and

sideways.

4. Wrist move in a circular motion.

5. Knees are close together and slightly bent.

Common Problems with Skipping for Beginners -

Difficulty maintain rhythm with jumps

● Jump to a beat or clap ● Jump like a kangaroo

Turn the rope and jumping at the same time

● Practice turn rope forwards and backwards ● Remind students rope must touch ground before jump

Jumping on the spot ● Keeping heading up and shoulders back ● Look at something as you jump ● Practice without rope

Attempting to jump at incorrect times

● Let students know when to jump. ● Wait until the rope touches the ground.

Skipping Basics:

Before you do the skill, practice without jumping over a rope. This will ensure students know what to do

before adding in a rope. You can move to jumping over a line or lay your rope on the ground to jump over

too.

2 footed jump double bounce: 1. Start with the rope behind your heels and turn the rope over your head.

2. When the rope is around knee high be ready to jump

3. As the rope hits the ground, jump over the rope. Don’t jump too high. You just need to get over the rope.

4. As the rope moves back over your head, add another jump.

5. When it reaches for feet again, jump and continue the process.

2 footed single bounce:

Same process as above but move the rope quicker and 1 jump between each rotation.

Skip and Walk:

As you walk along, practice skipping whilst walking. As you get better, you start to run and skip.

Skills Progression once you’ve got the skipping basics correct.

Side Swing:

1. Swing rope to left side

2. Wing rope to right side

3. Continue swinging rope to alternative sides

Tips - Keep your hands together and feet on the ground. Verbal cues: Left, right, left right.

One handed Side Swing:

1. Hold both handles in left hand

2. Twirl rope to left hand side

3. Change to right hand

4. Twirl rope on right and side

5. Continue the process.

Tips - Keep rope parallel to side of the body

Side Straddle:

1. Jump in straddle position

2. Return to normal jumping

Tips: Don’t spread your feet further than shoulder width apart. Verbal cues: In, Out, In, Out

Toe to Toe Jumping

1. Hop on your left foot and touch your right toes to the floor near heel of left foot

2. Do the same with your right foot and left toes.

Tips: Keep your body over jumping foot. Verbal cues: Toe, Toe, Toe

Practice these skills slowly to understand and correct the skill before you start moving quicker. More skills

to come each week.

Optional Extension and Enrichment Activities

Feel free to do these optional activities if you have finished all your work before the end of the week.

English

1. Write a story about how Grandma and Little Red Riding Hood tricked the wolf. 2. Write a list of goodies that Little Red Riding Hood could put in her basket to take to

Grandma.

Maths

1. What are some 2D shapes in your house? Draw these on a spare piece of paper. For example - the sides of a cereal box are rectangles. Draw 2D shapes that are not on your workbook pages.

2. Complete the Lower Primary Matharoo problems.

History Research the story of Simpson and his donkey. Think about the following questions: Who was Simpson? What did he do that was brave?

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