Monday

Independent and Dependent Clauses.

Clause- a group of words that has a subject and a verb team.
Example: subject may be a person or thingverb is a doing or action

Harry Potter waved his magic wand.

Buddy Franklin kicked ten goals in his football game.
Usain Bolt won his 100-meter sprint.
Jocelyn ate popcorn at the movies.

Encourage students to identify the subject and then the verb.

Independent & Dependent Clauses- both have a subject and a verb family.

There is one difference

An independent clause makes sense on its own and is a complete thought.

A dependent clause needs more information to make sense.

For example: Independent Clauses

Harry Potter waved his magic wand (independent).

Subject & verb team and can stand on its own.

Task: Students to write three of their own independent clauses (sentences).

Reinforce: subject and a verb team, must be able to stand on its own.

Show YouTube clip (55 seconds)

Tuesday

Dependent Clauses
Rewrite one of the students independent clauses.
Harry Potter waved his magic wand.
Highlight subject and verb.
Ask students what would happen if I added the word when, after, while, before
to the front of the sentence.

These words are called subordinating conjunctions- unless, in case, who, which,
whether, until, even though.
***They weaken the independent clause so that they can no longer stand alone.
Therefore, needs more support to be complete.

Does it make sense?

Can the sentence still stand alone?

The sentence has now become a dependent clause. Because it needs more
information; its not complete.

For example:

After Harry Potter waved his magic wand, he flew away on his broom stick.

We want to know what happens after Harry Potter waves his magic wand.

Independent to Dependent

Example no. 2:

Jocelyn ate popcorn at the movies (Independent)- makes sense by itself, has a
subject and a verb.

Because Jocelyn ate popcorn at the movies (Dependent: doesnt make

sense on its own), she became thirsty and needed a drink (added more
information).

Task: Students add words to the front of their sentences from yesterday. Such as
when, after, while, before. They then complete the sentence (give it more
information). Play a game of charades; students act out their sentence.

Wednesday

While I was watching TV, my mum was cooking supper.

Students identify what the independent variable was, subordinator

Even though Myles worked hard at the gym, he still had to run up the
mount.
Before Milly ran up the mount, she had to warm up.
While Jake played Hockey on the weekend, his mum went shopping.
Task: In pairs students create their own sentence. One partner states the
independent clause, while the other finishes it off. Teacher will then ask students to
share with the rest of the class.

Thursday

Task: Teacher asks one student to create a sentence, another to add a subordinate,
and another to finish the sentence. Will go around the class.

Students can then video their sentence on Ipads.

Writing Practice

Discussion focus based around low fat; high sugar food.

Monday

Discuss homework sheet and what students found interesting.

Complete a KWL chart.

Tuesday

Will then reinforce what needs to go into writing a paragraph.

OREO

OPINION- tell how you feel about the topic

REASONS- give some reasons or information that support your opinion.

EXAMPLE- give examples or details that support your opinion.

OPINION- tell how you feel about the topic again.

Students will then complete and interactive write on the topic Is sugar god for our
health (negative opinion* why is sugar bad for us?)

Wednesday

On their own students write a paragraph on the above topic. If time allows will begin
to talk about a conclusion.

Thursday

Cold Write.
Reading Practice

Sugar Video

http://www.abc.net.au/catalyst/stories/3821440.htm

Do a whole class brainstorm about what they learnt and what they want to know
more about. Fill out a KWL chart

Health articles

i. http://www.theage.com.au/lifestyle/diet-and-fitness/popular-kids-cereals-
nutrigrain-coco-pops-frosties-and-fruit-loops-more-than-30-per-cent-sugar-
20150316-1m0hay.html
ii. http://www.health.gov.au/internet/publications/publishing.nsf/Content/CA2578
620005D57ACA257B1C007C971C/$File/h_drinks_Fact%20Sheet_How%20
Much%20Sugar_Final_web.pdf
iii. http://cottees.com.au/classic-cordials/

Students read article and complete tables.

Think Before You Drink

Flavoured Big M (small 300ml)

Soft Drink Can (375ml)

Fruit Juice (250ml:1 cup)

Cordial (per 100ml)

Energy Drink (600ml)

 Control Whats in Your Bowl
http://www.howmuchsugar.com/resources/Documents/atp.pdf

One small bowl (50g) of Cocoa Puffs (44%) from Coles or Woolworths house
brands will deliver over five teaspoons of sugar

(Black dots indicate how many teaspoons of sugar per 50g)

Kelloggs Coco Pops (per 50g) 36.7%

Kelloggs Crunchy Nut (per 50g) 31.7%

Kelloggs Nutri Grain (per 50g) 32%

Kelloggs Fruit Loops (per 50g) 41.7%

Nestle Milo Cereal (per 50g) 31.3%

Wednesday or Thursday

Students will investigate their findings. They will scoop the amounts of sugar into a
container to get a real understanding of the amount of sugar into their drinks.

Friday

Students will create a column bar graph to compare their findings.

Maths Practice
Monday
Multiplication
Focus: I can multiply a 2-digit number by a 1 digit number using the area model.

26 x 7 = 182
74 x 8 = 592
29 x 8 = 232
33 x 4 =132
Will draw my own area models here.

Tasks:
Students will copy the area model onto their mini whiteboards and solve the
questions.
In pairs students will create their own video, explaining the area model.
Tuesday

Multiplication
Focus: I can multiply a 2-digit number by a 1 digit number using the area model.
I can find a multiplication sum in a number sentence.

Intro: Watch 2 or 3 of the area model videos made by the students.

Model a number sentence. Students have to identify the multiplication sum and solve
using the area model.

Examples:

Myles kicked 12 goals in his football game. If one goal is worth 6 points. How
many points did he score all together?
Farmer Ted had 56 cows and 27 ducks. How many legs are there all
together?
Ryley had 17 friends. They each ate 5 pieces of pizza each. How many slices
were eaten all together?

Task:

Students write their own number sentences and share.

In pairs students film their multiplication number sentence. Important to
include area model to support their workings out.

Wednesday
 Control whats in Your Bowl

Type of Cereal Amount of Sugar (per 50g)