WCF Monday/ Tuesday

Compare and Contrast- What does this mean?

What is the difference between the two? 

WCF Reponse Task: 

Following your individual research from week 9.

This weeks guided response task is to create a visual representation comparing your topic (so Mosquitoes/ Martin L. K – specific to your groups text)

You can use programs such as:

Office 365- Reading- What you might like links

http://www.readwritethink.org/files/resources/interactives/compcontrast/

http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html

http://interactives.mped.org/view_interactive.aspx?id=656&title=

Green- Bukit Nature Reserve

http://padlet.com/wall/kw6cverg5h

Purple Group- Animals Under Threat

http://padlet.com/wall/4mfmrmeowc

Red- Plagues

http://padlet.com/wall/fsebx07p1v

Blue- The Nelson Mandela Story

http://padlet.com/wall/uwtats5ttl

Own Restaurant

Imagine you owned you own restaurant. 
Explain what the restaurant looks like, what you would serve and who works there 

Area and Perimeter

http://www.bgfl.org/custom/resources_ftp/client_ftp/ks2/maths/perimeter_and_area/index.html

Online Activities: 
http://www.funbrain.com/poly/
http://www.bbc.co.uk/schools/gcsebitesize/maths/geometry/areaandperimeteract.shtml
http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/PerimeterShapesShoot.htm
(in feet)

Worksheets/ Various:
http://www.primaryresources.co.uk/maths/mathsE4.htm

Post any other games below in comments and I will add them to the main thread if suitable

Emotive Language

Emotive language is language (in particular adjectives or adverbs) that relate to or refer to emotions:

Drink Coca-Cola, you'll like it. I am very happy that you decided to come. The bike was very tired and sad-looking. The bike was bright and cheerful-looking. The girl was skipping joyfully.

Composers use emotive language to create empathy. Empathy is when a person can understand the emotions of another 'to put yourself in another's shoes', so to speak.

Source: http://www.skwirk.com/p-c_s-54_u-245_t-639_c-2368/alliteration-assonance-emotive-language-colloquial-slang-jargon-neologism-clich-rhetorical-questions/nsw/alliteration-assonance-emotive-language-colloquial-slang-jargon-neologism-clich-rhetorical-questions/skills-by-mode-reading-and-writing/required-skills-and-knowledge-language-features-and-techniques

http://padlet.com/wall/ar1xxx2c5t

Don't Panic- Independent Task

Focus:  Don’t Panic Response

1. Explain how you might react in a natural disaster.

2. Brainstorm a list of natural disasters.

3. Name the ABC science show that tested families in an emergency.

4. What does the Matthews’s family fill up with water to prepare their house for a bushfire?

a. Bath

b. Kitchen sink

c. Water tank

5. Why is it important to look online or check the radio during a natural disaster?

6. Why might kids be better at coping with a cyclone emergency than adults?

7. It is safe to drive through flood water. True or false?

8. Why is it important to have an emergency plan and be prepared for a disaster?

9. Make a list of items that you would put in an emergency survival kit. Compare it with someone in your group.

What is different?

List differences.  

10. List your school evacuation areas

Editting- Arms V.S Cups

Using ARM or CUPS, you need to look at your draft piece of writing and either, revise or edit your work using the acronyms above. You may also use color editting to help you.

1-5 Writing prompts

You can select one of the 5 fun writing prompts to write on in today's lesson.

Remember to check your work once you have finished, underline words you may think are wrong in red and check these.

Be sure you also check for L- O-N-G sentences and your punctuation.

1. Finish this sentence: My superpower is…
2. Use at least five color words to write a poem titled “A Rainbow of Feelings.”
3. Describe the grossest lunch you’ve ever eaten.
4. Who is your evil twin? Write about the mischievous deeds that he/she has done today.
5. What one thing are you an expert on? Fill one page with information about _________ (your expert topic).

Color Editting

If you write a story, you always have to edit. You have to check spelling, punctuation, grammar, vocabulary and if your story makes sense. Editing is all these things in a story. Editing is one of the most important parts of making a story. Who wants to read a story with every thing not making sense? If you didn't have editing why have a story? At a newspaper, editing is a important job. If punctuation is wrong a reader may not understand it, and if the grammar is wrong then the reader won't get what you are saying.

One way you can edit your paper is by color editing.
Color editing can be done right on your paper using colored pencils or pens, or you can use an overhead transparency and dry erase markers.

Green: Underline every capital letter in green. Then put a green box around every letter that starts a sentence.

Red: Put a red box around the punctuation mark (".", "!" or the "?") at the end of every sentence.
Check: Do the number of green boxes equal the number of red boxes? If they don't, something is wrong - because every beginning of a sentence has to have an ending!

Orange: Circle the word "and" every time you use it in a story. Did you use it too much? Maybe you don't use "and" too much, but what about the word "then" or "like". You know what words you use a lot - so look for those words by circling them in orange.

Blue: Read your story out loud (not too loud if you're in class!) and put a dot above every word AS YOU SAY IT! This will help you find words that you missed.

Black: Read the story backward and look for words that aren't spelled right.

Finally - reread your corrected story! See if it looks right and makes sense.

Problem Solving Strategies

Problem solving involves looking at (often) a worded problem and identifying what the question is actually asking you to solve. There is often alot of words in the problem that may confuse you, so either of these strategies may help you to avoid the confusion

Identifying Author's purpose

Authors write for several reasons.

Many authors write to entertain people and make them laugh.

Authors also write to persuade or convince their readers to believe in something.

Sometimes authors write to inform or teach you about something.

http://www.studyzone.org/testprep/ela4/h/authorpur.cfm

Authors can write: To entertain To persuade To inform

http://www.studyzone.org/testprep/ela4/o/authorspurposep.cfm

CERES- The EcoHouse

http://www.ceres.org.au/greentech/ecohouse.html

CERES- The EcoHouse

http://www.ceres.org.au/greentech/ecohouse.html

How eco-friendly is your lifestyle?

http://tiki.oneworld.net/sustain/quizzes/sustainability_quiz.html

Prediction

http://www.harcourtschool.com/activity_collections_preview/predict_outcomes/3_predict.html

http://www.quia.com/rr/828922.html