For today’s task – please refer back to your ‘Friday – Video Project’ page in your OneNote that you started last week.

You should have planned 2 different ideas and have filled out the tables accordingly.

If you have not yet read the feedback given by your teacher please do so NOW! Add in any extras they have suggested.

Example of a completed table of your final choice.
Idea 1: Mr Michaud Video Diary

What presentation style have you chosen? (e.g. video diary, tutorial, advertisement etc.) Video Diary
What will your presentation be about? Day in the life of isolation…
What will the video include? Mr. M waking up, spending a day doing activities/chores while washing his hands in between every step.
Will you or anyone else be appearing in the presentation? Mr. M only
How are you presenting/filming your video? Filming on a phone/IPad, being filmed by a family member.
What props do you need? Things around the house: basketball, gardening supplies, baking ingredients, art supplies, bedroom, LOTS of soap etc..

Once you’ve made your final decision –

Today’s lesson is to start preparing a script for what you are going to say/do throughout your presentation.

Task 1: Watch this video to give you some ideas about

how to write a script for a video

Then read through the following prompts. You can refer back to these to help you as you write

1. Plan your script

As with anything creative, it’s essential that you have a basic idea of what you are hoping to create. What the video is about.

2. Keep it short

We all know that, when we’re passionate about something, talking about it is easy. And not just that – we’ll talk about the things we’re interested in at length and in great detail.

3. Make it eye-catching

There are tons of different ways to make a great video. But whether it’s live action or animation, one thing always rings true; it needs to catch the eye.

4. Make it fun

Injecting that little bit of fun into your video script can make all the difference. Ultimately, you have to remember: people don’t have to watch. A boring, sterile video is highly likely to turn your audience off.

5. Make it flow

You don’t want your video to sound like the voiceover is just reading a list or bullet points. Read your video script aloud a number of times to ensure this doesn’t happen. This process will allow you to identify any areas for improvement.

You may feel a bit embarrassed reading your script aloud, but it’s the best way to ensure your timings are correct and that it makes sense and runs smoothly.

6. Call to action

That’s why we always recommend ending your video with a clear call to action. It can be as simple as, ‘See how easy it was to make slime? Now YOU can make it at home too!


Today’s writing lesson will be a revision of the grammar lessons we have done the past 3 weeks.

  1. Your first task is to finish off any work that you haven’t finished for writing this week.
  1. Then you will read the information and look at the examples provided to complete the activities. If you are stuck look back through your OneNote and find any of the rules we discussed that week in grammar.

*This activity has been designed for you to work through at your own pace and own ability level. The instruction and activities gradually gets harder. You should be spending approximately 50 minutes on writing today, so do what you can in that time.

Quotation Marks

Here is a paragraph with no quotation marks. Fill in the missing punctuation (Quotation marks, commas, question marks, exclamation marks), also use the rule new speaker new line.

Today was the big day. Today was the day that Eileen was getting her kitten! I can’t wait to get my kitten Eileen told her mother at breakfast. I’m sure you will love this kitten her mother said. I picked out the kitten that I thought you would like best. Tell me about the kitten again Eileen said. She is brown. She is cute. She is snuggly Eileen’s mother said. Finally they went to get the kitten. This kitten is everything that I hoped she would be! Eileen said.

Modal Verbs

Add in the modal verbs to the blanks that will complete the sentences correctly. Make sure each modal verb  fits in the correct sentence. Each modal verb for the sentences are above, cross out one when you have used it.

Can, couldn’t, might, must, ought to, shouldn’t, was able

  1. It’s very cold today. Do you think it                 snow later?      
  2. You                 leave your door unlocked when you go out.      
  3. They                  have filled the car with petrol before they set off.      
  4. My motorbike broke down in the middle of nowhere, but luckily, I                    to fix it.      
  5. Mum says we                 watch TV after we’ve finished our homework. 
  6. This is impossible, it                    be a mistake! 
  7. Jim                  have seen me because he walked past without saying ‘Hello’.

Coordinating Conjunctions

Use the coordinating conjunctions to turn these 2 simple sentences in 1 compound sentence.  Some of the sentences may have to be re written differently. Cross off each conjunction when it has been used.

Yet, so, nor, for, but, and

  1. Usually I take the bus to school. Today my mum drove me.
  2. Thomas has two brothers. He has a sister as well.
  3. The concert was cancelled. Naomi spent the night at home.
  4. Jireh doesn’t enjoy studying maths. He always gets higher grades.
  5. Since he broke his leg Mr M couldn’t go for a jog. He couldn’t play baseball either.
  6. I hate to waste a drop of gas. It is very expensive these days.


Learning Intention

To list all factors of a given number and identify the highest common factor.

Success Criteria

I can find all the factors of a given numbers.

I can find the highest common factor of a pair of numbers.

Find all the factors for each number and then identify what the highest common factor is for each pair.

1. 4, 6               ____

b. 12, 9             ____

c. 24, 16           ____

d. 13, 7             ____

e. 21, 27           ____

 f. 36, 6             _____

g. 12, 20       _____

h. 14, 22       _____

i. 15, 40       _____

j. 40, 24       _____

Maths Extension

Learning Intention: To identify triangular numbers and use the formula to find specific triangular numbers.

Success Criteria: I can explain the properties of triangular numbers.

     I can use the formula to identify specific triangular numbers

Triangular Number Sequence 
This is the Triangular Number Sequence: 
1, 3, 6, 10, 15, 21, 28, 36, 45, 
This sequence comes from a pattern of dots that form a triangle: 
I dot 3 dots 6 dots 
10 dots 
15 dots 
By adding another row of dots and counting all the dots we can 
find the next number of the sequence.
  1. Draw out the triangle that represents the 6th triangular number.

Obviously, you don’t want to have to draw out a triangle if you wanted to find the 100th triangular number. So, because it follows a pattern, we can use a rule to find any triangular number.

Rule: xn = n(n+1)/2



If I want to find the 5th triangular number

 x5 = 5(5+1)/2

    = 5(6)/2

    = 30/2

    = 15

So, 15 is the 5th triangular number.

If I want to find the 11th triangular number

 x11 = 11(11+1)/2

    = 11(12)/2

    = 132/2

    = 66

So, 66 is the 11th triangular number.

Use the rule to find the following triangular numbers:

  1. 12
  2. 15
  3. 100
  4. 20
  5. 32
  6. 27