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Students learn the basics of manga, including drawing a style head step-by-step, then review rhythm elements such as hit, rest, time signature, and bar lines through two creative tasks. A Spanish script practice focuses on reading dialogue between brothers and a bus driver, using the English translation to build vocabulary. A target game challenge asks students to design their own rules, equipment, scoring system, and game title.\u003C/p>","\u003Cp>Manga-Drawing Unit  \u003C/p>\u003Cp>What is Manga?  Manga originates from the country of Japan. It is an art form that is made up of drawn cartoons, comic books and graphic novels.  \u003C/p>\u003Cp>How did it begin? The history of Manga is said to originate from scrolls dating back to the 12th Century! One of the first well known Manga comics was the Astro Boy series which began in 1946. Today, you may recognise some of the following comic series; Naruto, Sailor Moon, One Piece, Dragon Ball Z just to name a few. These are all examples of Manga style comics.  \u003C/p>\u003Cp>Lesson 1 – Drawing a Manga Style Head You will need:  \u003C/p>\u003Cp>● a sharp grey led pencil – a 2 B pencil would be best, but anything is fine.  \u003C/p>\u003Cp>● Paper or your visual diary.  \u003C/p>\u003Cp>Step 1: Draw a circle. Then draw a vertical line down the middle of the circle and a horizontal line just below hallway down the circle.  \u003C/p>\u003Cp>Step 2: Just below your circle, draw a small horizontal line. This will be the bottom of the chin.  \u003C/p>\u003Cp>Step 3: Sketching in the chin. Have a look at the image below and make sure your lines for your chin sit on the previous hoizontal line.  \u003C/p>\u003Cp>Step 4: Add in a neck. The neck should sit below the chin. Remember this is a cartoon so it can look thiner that if you were doing a realistic drawing.  \u003C/p>\u003Cp>Step 5: Adding in eyes (have a go, we will cover this next week) and ears.  \u003C/p>\u003Cp>Step 6: Look at the picture below and add in some lines for eyebrows and small lines for the mouth.  \u003C/p>\u003Cp>Step 7: Using one of the pictures below, try and have a go at adding in your characters hair. If you have  \u003C/p>\u003Cp>coloured pencils or textas at home, colour it in.  \u003C/p>\u003Cp>If you want to challenge yourself more, open up your EPIC app on your iPad or computer and have a go at  \u003C/p>\u003Cp>one of the characters in the following book.  \u003C/p>\u003Cp>You Can Draw It: Manga: [https://www.getepic.com/app/read/14967](https://www.getepic.com/app/read/14967)  \u003C/p>\u003Cp>MUSIC  \u003C/p>\u003Cp>We are going to be working with rhythm this term, and creating rhythm songs.  \u003C/p>\u003Cp>There are FOUR key features we need to review (we have learnt all of these last year when practising keyboard) .  \u003C/p>\u003Cp>x  Hit – One tap, shake or scrape of a percussion instrument (one beat)  \u003C/p>\u003Cp>  Rest – One beat of silence, or one beat of not playing the instrument  \u003C/p>\u003Cp>Time signature – The top number decides how many counts/beats in each bar  \u003C/p>\u003Cp>Bar Line – separates the beats into groups of what the time signature says (4/4 time means a bar line comes every four beats)  \u003C/p>\u003Cp>You have 2 tasks to complete this week.  \u003C/p>\u003Cp>1- Label the written music below with the four features you just reviewed.  \u003C/p>\u003Cp>2- Create you own bar of music, using the four features. Make sure you have the right amount of beats your bar, so choose your time signature carefully! Send this straight to Mr Tooth on Xuno messages or return it to school with your take-home pack.  \u003C/p>\u003Cp>Contact me with any questions!  \u003C/p>\u003Cp>Spanish Script Week 3  \u003C/p>\u003Cp>This week I want you to practice reading this script out. Take your time do not rush and just try your best. If you find it to hard then try to read the words you can and practice them. Also , look at the English translation to help you improve you Spanish vocabulary.  \u003C/p>\u003Cp>Two brothers chat with the bus driver. (Props: chico needs 1 “brother”)  \u003C/p>\u003Cp>Chico: Buenos días , Señor.  \u003C/p>\u003Cp>Boy: Good morning , Mister.  \u003C/p>\u003Cp>Conductor: Hola , Roberto. Dos dólares , por favor. Tú , un dólar. Y él , un dólar.  \u003C/p>\u003Cp>Conductor: Hi Roberto , Two dollars please. You one dollar and him one dollar.  \u003C/p>\u003Cp>Chico: Toma.  \u003C/p>\u003Cp>Boy: Here.  \u003C/p>\u003Cp>Conductor: Gracias. ¿Quién es él?  \u003C/p>\u003Cp>Conductor: Thank you. Who is he?  \u003C/p>\u003Cp>Chico: Es mi hermano.  \u003C/p>\u003Cp>Boy: He is my brother.  \u003C/p>\u003Cp>Conductor: ¡¿Son hermanos?!  \u003C/p>\u003Cp>Conductor: Your brothers?  \u003C/p>\u003Cp>Chico: Sí . (Points to brother. ) Sí . Él es mi hermano.  \u003C/p>\u003Cp>Boy: Yes , he is my brother.  \u003C/p>\u003Cp>Conductor: ¿De dónde es él? ¿De dónde eres tú?  \u003C/p>\u003Cp>Conductor: Where is he from and where are you from?  \u003C/p>\u003Cp>Chico: (Points to brother. ) Él es de Miami. Yo soy de Arizona.  \u003C/p>\u003Cp>Boy: He is from Miami and I’m from Arizona  \u003C/p>\u003Cp>Conductor: ¿Les gusta el autobús?  \u003C/p>\u003Cp>Conductor: Do you like the bus?  \u003C/p>\u003Cp>Chico: No mucho… lo siento.  \u003C/p>\u003Cp>B\u003C/p>","cbCaijKJXxHLKjvx","https://ap.wps.com/l/cbCaijKJXxHLKjvx","pdf",3010032,"English","# Manga Drawing Unit\n## Lesson 1 - Drawing a Manga Style Head\n# MUSIC\n## Rhythm features: hit, rest, time signature, bar line\n## Weekly tasks\n# Spanish Script Week 3\n## Reading practice dialogue\n# WEEK 3 - Year 5/6 PE\n## Create your own target game\n## Physical activity calendar","[{\"question\":\"How do students start drawing a manga style head in Lesson 1?\",\"answer\":\"Draw a circle, add a vertical center line and a horizontal line, then mark the bottom of the chin on the correct horizontal line and sketch in the chin and neck.\"},{\"question\":\"What are the four key rhythm features students must review?\",\"answer\":\"Hit, Rest, Time signature, and Bar line. Hit is one percussion beat, rest is one beat of silence, the time signature controls beats per bar, and the bar line groups beats accordingly.\"},{\"question\":\"What does the Week 3 PE target game assignment require?\",\"answer\":\"Students create their own target game using objects found at home, choose the aim and target details, define skills, rules, and scoring, complete the worksheet, and share their plan (diagrams/pictures or video) with the teacher.\"}]"]