The English Series - English: Year 3 by Teacher Superstore

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d.net Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.net info@readyed.com.au

ISBN: 978 1 86397 964 1 2

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Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act.

Reproduction and Communication by others

Contents 4 5-6

Section One: Dreamtime Story - Wayambeh The Turtle Wayambeh The Turtle A Multimodal Text Making Connections 1 Making Connections 2 Stories Teach Readers About Different Cultures World Views Teaching Through Dreaming Stories Evaluative Language Audience And Purpose Wayambeh’s Point Of View Ula’s Point Of View Structure Of A Narrative Analysing Images 1 Analysing Images 2

7 8-9 10 11 12 13 14 15 16 17 18 19 20 21 22

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Section Two: Dreaming Creation Story Connecting Print And Images How Numbats Became Diurnal Features Of A Dreaming Creation Story My Own Dreaming Creation Story Roll And Name The Problem With Numbat How Is The Story Organised? Moral Decisions Connection Stems Events In A Story Descriptive Language

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Teachers’ Notes v8.1 Curriculum Links

23 24 25 26 27 28 29 30 31 32 33 34

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Section Three: Poetry Late For School Rhythm 1 Rhythm 2 Rhythm 3 Rhyme Onomatpoeia Imagery

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Section Four: Same Tale - Different Authors Egyptian Cinderella Scottish Cinderella Same Tale - Different Settings 1 Same tale - Different Settings 2 Similar Themes 1 Similar Themes 2 Similar Themes 3 Drawing Comparison 1 Drawing Comparisons 2

43 44-45 46-47 48 49 50 51 52 53 54

Answers

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Teachers’ Notes This book is part of The English Series which consists of seven books altogether. It is linked to the new v8.1 Australian curriculum and each page in the book references the content descriptor/s and elaboration/s which it specifically addresses.

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The activities in this book revolve around one Aboriginal Dreaming story, one story written in the style of a Creation Dreaming story, one poem and two fairy tales from different cultures. The activities linked to these texts enable the students to demonstrate much of the Year 3 curriculum.

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Students will be asked to show their learning and understanding by: reading, drawing, sequencing, retelling, answering literal questions, inferring, analysing, describing, creating, adapting, making links, comparing and contrasting, organising, researching, drawing on prior knowledge, locating and playing games. Teachers will be inspired to create additional content based on the provided texts to extend students’ learning and development.

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Each page in this book has been typeset to appeal specifically to this age group and help these students to process concepts being introduced and/or assessed. The illustrations in the book have been drawn purposefully to help students make meaning.

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There are opportunities for the students to pair up or work in small groups to complete set tasks. Pairing more able students with less able students might help more able students play the ‘teacher’ and consolidate their learning and help less able students to make a start, and approach the task with more confidence.

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To make life even easier for the very busy teacher, answers are provided at the very back of the book.

v8.1 Curriculum Links Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475) Elaboration • learning that a word or sign can carry different weight in different cultural contexts, for example that particular respect is due to some people and creatures and that stories can be passed on to teach us how to live appropriately

Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons(ACELT1594) Elaboration • exploring the ways that the same story can be told in many cultures, identifying variations in the storyline and in music (for example ‘The Ramayana’ story which is told to children in India, Indonesia, Thailand, Cambodia, Burma, Laos, Tibet and Malaysia)

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Examining how evaluative language can be varied to be more or less forceful (ACELA1477) Elaborations • exploring how modal verbs, for example ‘must’, ‘might’,’ or ‘could’ indicate degrees of probability or obligation. • distinguishing how choice of adverbs, nouns and verbs present different evaluations of characters in texts.

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eyes, inviting involvement and how close ups are more engaging than distanced images, which can suggest alienation or loneliness

Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596) Elaboration • drawing on literature from Aboriginal, Torres Strait Islander or Asian cultures, to explore commonalities of experience and ideas as well as recognising difference in lifestyle and world view

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Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483) Elaborations • noting how the relationship between characters can be depicted in illustrations through: the positioning of the characters (for example facing each other or facing away from each other); the distance between them; the relative size; one character looking up (or down) at the other (power relationships); facial expressions and body gesture • observing how images construct a relationship with the viewer through such strategies as: direct gaze into the viewer’s

Develop criteria for establishing personal preferences for literature(ACELT1598) Elaboration • selecting and discussing favourite texts and explaining their reasons for assigning greater or lesser merit to particular texts or types of texts

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Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478) Elaboration • becoming familiar with typical structural stages and language features of various types of text, for example narratives, procedures, reports, reviews and expositions.

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Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599) Elaboration • discussing the language used to describe the traits of characters in stories, their actions and motivations: ‘Claire was so lonely; she desperately wanted a pet and she was afraid she would do anything, just anything, to have one to care for’ Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600) 5

Elaborations • identifying the effect of imagery in texts, for example the use of imagery related to nature in haiku poems • exploring how rhythm, onomatopoeia and alliteration give momentum to poetry and prose read aloud, and enhance enjoyment

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Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sound effects and dialogue (ACELT1791) Elaboration • creating visual and multimodal texts based on Aboriginal and Torres Strait Islander or Asian literature, applying one or more visual elements to convey the intent of the original text

Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge ofcontext, text structures and language features (ACELY1680) Elaborations • making connections between the text and students own experience and other texts • making connections between the information in print and images • determining important ideas, events or details in texts commenting on things learned or questions raised by reading, referring explicitly to the text for verification

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Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example perspective, distance and angle (ACELT1601) Elaboration • innovating on texts read, viewed and listened to by changing the point of view, revising an ending or creating a sequel

Elaborations • combining different types of knowledge (for example word knowledge, vocabulary, grammar, phonics) to make decisions about unknown words, reading on, reviewing and summarising meaning • analysing the way illustrations help to construct meaning and interpreting different types of illustrations and graphics • reading text types from a student’s culture to enhance confidence in building reading strategies • reading aloud with fluency and intonation • reading a wider range of texts, including chapter books and informative texts, for pleasure

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Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) Elaboration • identifying the author’s point of view on a topic and key words and images that seem intended to persuade listeners, viewers or readers to agree with the view presented Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679) 6

Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print,and multimodal elements appropriate to the audience and purpose (ACELY1682) Elaborations • selecting appropriate text structure for a writing purpose and sequencing content for clarity and audience impact • using appropriate simple, compound and complex sentences to express and combine ideas • using vocabulary, including technical vocabulary, relevant to the text type and purpose, and appropriate sentence structures to express and combine ideas

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Identify the point of view in a text and suggest alternative points of view (ACELY1675) Elaboration • speculating about what other characters might think or feel and retelling the story from other perspectives (for example ‘Cinderella’ from the view of the ‘Ugly Sisters’)

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or eBo st r e p ok u Section One: S

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Dreamtime Story Wayambeh The Turtle © ReadyEdPubl i cat i ons w ww

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•f orr evi ew pur posesonl y•

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The English Series Year 3- section 1

Read this indigenous Dreaming story entitled Wayambeh The Turtle, then complete the activity sheets which follow.

Wayambeh The Turtle (adapted by Lindsay Marsh)

A long time ago, there lived a man named Wayambeh who was very stubborn and did not listen to his Elders. Every day he did what he wanted to do and did not obey any of the tribal rules.

or eBo st r e p ok u S While Wayambeh was hunting, he

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One day, the Elders told Wayambeh that it was time for him to marry a woman from his tribe, but Wayambeh refused to marry the woman who was selected for him. Instead, he grabbed his spear and marched off into the bush to hunt. wrongfully entered another tribe’s territory – this tribe was known as the Spiny Lizards. He saw a woman from the Spiny Lizards who was digging for yams with a digging stick. He decided that she was the woman who hed wanted to marry. ©R ea yEd Publ i cat i ons

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Wayambeh crept up on the woman like •f orr evi ew pur posesonl y• a snake and snatched her from where she was digging. The woman’s name was Ula – she was the princess of the Spiny Lizards. Ula explained to Wayambeh that she was already married with a baby and that she could not marry him because she belonged to the Spiny Lizards. Wayambeh, however, did not listen to Ula, in the same way that he did not listen to his Elders. Instead, he stole Ula from her tribe, and returned to his tribe with her.

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The Elders were very cross when they saw Wayambeh with Ula, “You must return Ula to her tribe immediately,” they demanded. But Wayambeh was again disrespectful and disobedient - he did not return Ula. 8

Curriculum Link: Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679)

The English Series Year 3- section 1

The Elders warned Wayambeh that the Spiny Lizards would come to take Ula back, and the Elders cautioned Wayambeh that they would not support him in this battle against the Spiny Lizards. “If you insist on being so head-strong, you will fight this battle on your own,” exclaimed the Elders sternly.

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Soon enough the Spiny Lizards arrived one by one to take Ula back to her territory and her rightful tribe. When Wayambeh spotted the Spiny Lizards, he rapidly armed himself by wrapping his shields around his front and his back. Once armed, he taunted the Spiny Lizards and they retaliated by throwing a cloud of spears at Wayambeh. Suddenly fearing for his life and regretting that he had selfishly taken Ula and broken tribal laws, Wayambeh jumped into a nearby billabong and was never seen again as a man.

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o c . cheSeveral days later, a strange e creature with r o r st from the billabong up er as long neck appeared

into which Wayambeh had dove, and showed itself before the tribe. It had a hard shell covering its back and belly. The tribe crowded around the creature and realised that it was Wayambeh. He had been transformed into the first longnecked turtle - the billabong was now his home.

The English Series Year 3 - section 1

A Multimodal Text

Activity

Read the story Wayambeh The Turtle, then complete this activity sheet.

Texts can be adapted. Turn the story Wayambeh The Turtle into a multimodal text, by retelling the story using pictures and words. You can draw or cut and paste images. Remember to include speech bubbles and written summaries below your images.

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Wayambeh was very stubborn and did not listen to his Elders.

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I will not marry her. I will find my own wife.

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Curriculum Link: Create texts that adapt language features and patterns encountered in literary texts, for example characterisation, rhyme, rhythm, mood, music, sounds effects and dialogue (ACELT1791) Elaboration: Creating visual and multimodal texts based on Aboriginal and Torres Strait Islander or Asian literature, applying one or more visual elements to convey the intent of the original text.

The English Series Year 3 - section 1

Making Connections 1

Activity

Read the story Wayambeh The Turtle, then complete this activity sheet.

We can connect the characters and events in a story to our own lives. 1. Wayambeh is expected to listen to the Elders in his tribe. The Elders are important people who he has been taught to respect. Name three older people who you have been taught to listen to and obey.

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or eBo st r e ok 2. Has there ever been ap time when, like Wayambeh, you did not listen to u your elders? Describe S this experience here.

_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 3. It is because Wayambeh did not listen to his Elders that something bad happened to him. What happened to you when you did not listen to your elders?

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Rule 1 Rule 2 Rule 3

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4. Wayambeh breaks some rules of his clan. He enters into another tribe’s territory and takes a woman from this tribe into his own tribe. Name three rules that you have to obey in life.

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5. Why do you think that is it important to follow rules?

_____________________________________________________________ _____________________________________________________________ At the end of the story Wayambeh seems to regret what he has done and becomes scared, so he jumps in the river out of fear. Describe to a friend a time when you have felt scared or regretted something like Wayambeh. Curriculum Link: Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596) Drawing on literature from Aboriginal, Torres Strait Islander or Asian cultures, to explore commonalities of experience and ideas as well as recognising difference in lifestyle and world view.

The English Series Year 3 - section 1

Making Connections 2

Activity

Read the story Wayambeh The Turtle, then complete this activity sheet.

When you read a story you might recognise that the characters in the story live differently to the way that you live. This can tell us about the way that other cultures live. Think about Wayambeh in the Dreaming story. How is his life different from your life?

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2. How might a tribe be different or similar to your family? Similar

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1. In indigenous culture, Aborigines live in tribes. Wayambeh lives in a tribe. What do you think a tribe is?

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3. In indigenous cultures, tribes have rules that must be obeyed. Name one tribal rule that Wayambeh breaks.

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Tribal rule:____________________________________________________ _____________________________________________________________

. te o _____________________________________________________________ c . che e r 5. In the story, Ula is digging for yams. In indigenous culture, o r st su er p members of a tribe source their own food from the land. 4. In the story, Wayambeh goes hunting. What is one activity that you do?

How do you acquire your vegetables?

_____________________________________________________________ 6. In the story, a wife is chosen for Wayambeh. How is marriage different or similar in your culture? _____________________________________________________________ _____________________________________________________________

Curriculum Link: Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596) Elaboration: Drawing on literature from Aboriginal, Torres Strait Islander or Asian cultures, to explore commonalities of experience and ideas as well as recognising difference in lifestyle and world view.

The English Series Year 3 - section 1

Stories Teach Readers About Different Cultures

Activity

Read the story Wayambeh The Turtle, then complete this activity sheet.

Complete the diagram to show what the Dreaming story Wayambeh The Turtle teaches you about indigenous culture. You might fit more than one idea in each box.

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Aborigines live in tribes.

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Curriculum Link: Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596) Drawing on literature from Aboriginal, Torres Strait Islander or Asian cultures, to explore commonalities of experience and ideas as well as recognising difference in lifestyle and world view.

The English Series Year 3 - section 1

World Views

Activity

Read the story Wayambeh The Turtle, then complete this activity sheet.

People have different opinions about creation. The Aboriginal Dreaming story Wayambeh The Turtle, could be said to explain why the long-necked turtle has a hard shell on its back and belly. This means that the story could be classified as a Dreaming creation story.

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1. According to the story, why do long-necked turtles have hard shells on their backs and bellies?

_____________________________________________________________ _____________________________________________________________ 2. Why do you think that long-necked turtles have hard shells on their backs and bellies? (Your answer will depend on how you think the turtle was created and what purpose the shell might serve.)

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3. Are there any similarities between your views about the turtle and the story’s views about the turtle?

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. te o _______________________________________ c . che e _______________________________________ r o st su er pthink 4. Explain in your own words, r what you Dreaming creation stories are.

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Find Out

Find your own Dreaming creation story. Share it with the class and explain what animal behaviour or feature it explains.

The English Series Year 3 - section 1

Teaching Through Dreaming Stories

Activity

Read the story Wayambeh The Turtle, then complete this activity sheet.

When Dreaming stories were created a long time ago, they were not written down. This is because Indigenous Australians communicated orally or through pictures, not in writing.

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1. What does Wayambeh The Turtle teach children about the role of Aboriginal Elders?

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Dreaming stories are usually passed on to younger children by Aboriginal Elders. In Aboriginal culture it is very important that younger children listen to Dreaming stories because they contain important messages about their culture’s laws, beliefs, etc.

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3. What does the story teach children about Aboriginal beliefs about marriage?

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o c . _____________________________________________________________ che e r o 4. What three things does ther story teach children stabout Aboriginal tribes? su r pe _____________________________________________________________

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__________________________________________________________ Extra! Think of a story that you know that teaches you something. It could be a fairy tale, a story that you have read or heard recently or another Dreaming story. On the back of this sheet, write down whether you HEARD or READ this story. Then write down what this story teaches you. Curriculum Link: Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning (ACELA1475) Elaboration: Learning that a word or sign can carry different weight in different cultural contexts, for example respect is due to some people and creatures and that stories can be passed on to teach us how to live appropriately.

The English Series Year 3 - section 1

Evaluative Language

Activity

Read the story Wayambeh The Turtle, then complete this activity sheet.

1. Wayambeh is the antagonist in the Dreaming story Wayambeh The Turtle. An antagonist is a character who opposes or struggles against another character. What verbs are used to construct Wayambeh as the antagonist? One has been provided for you.

“refused”

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or eBo st r e p ok u S 2. Adverbs describe verbs. An example of an adverb is, “He happily joined the group.” The adverb happily describes the verb joined. Adjectives describe nouns. An example of an adjective is, “A sneaky snake”. Write down the adverbs and adjectives that are used to describe Wayambeh’s actions.

© ReadyEdPubl i cat i ons 3. Examples off modal verbs are: ‘must’ ,u ‘could’ ,o ‘might’ , ‘will’ ,n ‘would’ ,• ‘should’. • o r r e v i e w p r p s e s o l y Some modal verbs are more forceful than others. ‘Must’ for example is

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Modal verb used must

Where is it in the story?

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more forceful than ‘might’. Complete the table.

What does it tells us?

. “You must return Ula to her t e” o tribe. c . che e r o r st super

Elders are telling Wayambeh exactly how to behave. They are telling him that he does not have an option.

Curriculum Link: Examine how evaluative language can be varied to be more or less forceful (ACELA1475) Elaborations: Exploring how modal verbs, for example, ‘must’, ‘might’, or ‘could’ indicate degrees of probability or obligation. Distinguishing how choice of adverbs, nouns and verbs present different evaluations of characters in texts.

The English Series Year 3 - section 1

Audience And Purpose

Activity

Read the story Wayambeh The Turtle, then complete this activity sheet.

The audience of a story are the people who listen to, read or see the story. 1. What audience do you think the Dreaming story Wayambeh The Turtle was originally created for?

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r o e t s Bo r e ______________________________________________________________ p o u k ______________________________________________________________ S

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2. Why do you think this?

The purpose of a story can mean: * how the writer wants the audience to respond to the story; * what the writer wants the audience to learn from the story. 3. What do you think is the purpose of the Dreaming story Wayambeh The Turtle?

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______________________________________________________________ ______________________________________________________________

. t e of texts present opinions o The creators ... c . che e r o tWhat do you think his/ r 4. Think about the creator of this Dreaming story. s su r e p her opinion is on entering another tribe’s territory? _ __________________________________________________________ _ __________________________________________________________ 5. What do you think his/her opinion is on marriage? _________________________________________________________ _________________________________________________________ Curriculum Link: Identify the audience and purpose of imaginative, informative and persuasive texts (ACELY1678) Elaboration: Identifying the author’s point of view on a topic and key words and images that seem intended to persuade listeners, viewers or readers to agree with the view presented.

The English Series Year 3 - section 1

Wayambeh’s Point Of View

Activity

Read the story Wayambeh The Turtle, then complete this activity sheet.

Wayambeh The Turtle presents (privileges) the point of view of the Elders because it shows Wayambeh as a bad character who makes bad decisions and is punished for his disobedience. This point of view makes us respect the Elders and criticise Wayambeh.

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How do you think Wayambeh feels about the Elders telling him what to do all the time?

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Let’s try to turn things around a little! Let’s look at things through the eyes of Wayambeh and see his point of view. We can try to understand his actions.

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How do you think Wayambeh feels about being told who to marry?

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At the end of the story, Wayambeh does regret his actions. Does this mean that he should be forgiven?

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On a separate piece of paper, rewrite the ending of the story to show that Wayambeh is forgiven and given a second chance to be a better person. 18

Curriculum Link: Identify the point of view in a text and suggest alternative points of view (ACELY1675) Elaboration: Speculating about what other characters might think or feel and retelling the story from other perspectives (for example ‘Cinderella’ from the view of the ‘Ugly Sisters’)

The English Series Year 3 - section 1

Ula’s Point Of View

Activity

Read the story Wayambeh The Turtle, then complete this activity sheet.

We know that it is possible to look at a story from another character’s point of view. Think about the character Ula. Her thoughts and feelings are not explored in the story. How do you think she feels and thinks during the events of the story?

or eBo st r e p o u k _______________________________________________________________ S

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Imagine that you are Ula. Write a diary entry revealing your thoughts and feelings after you arrive in Wayambeh’s territory.

_______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

_______________________________________________________________

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_______________________________________________________________ _______________________________________________________________

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_______________________________________________________________ _______________________________________________________________

Check!

Now that you have finished, edit your diary entry (check for spelling errors, etc.). Read your diary entry out to the class. Who does the diary entry make you sympathise with? ___________________________________________________________ Curriculum Link: Create imaginative texts based on characters, settings and events from students’ own and other cultures using visual features, for example, perspective, distance and angle (ACELT1601) Elaboration: Innovating on texts read, viewed and listened to by changing the point of view, revising an ending or creating a sequel.

The English Series Year 3 - section 1

Structure Of A Narrative

Activity

Read the story Wayambeh The Turtle, then complete this activity sheet.

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Different types of texts have different structures. Wayambeh The Turtle is a Dreaming story; this means that it is a narrative. Narratives have three parts to their structure: Part 1 The orientation or exposition - this is usually the opening _ The orientation or paragraph which introduces the main character/s and the setting/s. Part 2 The complication - some sort of problem or conflict happens._ The complicati Part 3 _ The resolution - an ending explaining how the problem has been solved/resolved. Summarise the exposition, complication and resolution in the Dreaming story by completing the post-it notes below.

Exposition:_______________________________________

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Complication:____________________________________

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Resolution:_______________________________________

__________________________________________________ __________________________________________________ __________________________________________________ 20

Curriculum Link: Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences) (ACELA1478) Elaboration: Becoming familiar with typical structural stages and language features of various types of text, for example narratives, procedures, reports, reviews and expositions.

The English Series Year 3 - section 1

Analysing Images 1

Activity

Read the story Wayambeh The Turtle, then complete this activity sheet.

Look at the illustration which accompanies the Dreaming story Wayambeh The Turtle. Think about what it tells us about relationships and feelings. 1. What does the distance between the Elders and Wayambeh reveal about their relationship?

____________________ ____________________ ____________________ ____________________ ____________________

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or eBo st r e p ok ____________________ u S ____________________

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3. Look at Wayambeh’s facial expression. What does it tell us about his feelings?

. t e o ______________________________________________________________ c . e 4. Gaze means where c someone is looking. What doesr Wayambeh’s gaze tell us her o t s about what he is thinking? s uper ______________________________________________________________

______________________________________________________________ ______________________________________________________________ 5. How are the Elders portayed in the image? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Curriculum Link: Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483) Elaboration: Noting how the relationship between characters can be depicted in illustrations through: the positioning of the characters (for example facing each other or facing away from each other); the distance between them; the relative size; one character looking up (or down) at the other (power relationships); facial expressions and body gesture.

The English Series Year 3 - section 1

Analysing Images 2

Activity

Read the story Wayambeh The Turtle, then complete this activity sheet.

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Look at the illustration which accompanies the Dreaming story Wayambeh The Turtle. Think about what it tells us about relationships and feelings.

1. Describe Wayambeh’s body language. What does it tell us about how he might be feeling?

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2. Look at Wayambeh’s facial expression. What does it tell us about his feelings?

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3. Gaze means where someone is looking. What does Wayambeh’s gaze tell us about what he is thinking?

o c . ______________________________________________________________ che e r o r ______________________________________________________________ st super

4. Wayambeh is outnumbered. What does this tell us about power relationships? (Equal? Unequal?)

______________________________________________________________ ______________________________________________________________ 5. What does the space around Wayambeh tell us about him? ______________________________________________________________ ______________________________________________________________ 22

Curriculum Link: Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in picture books, advertisements and film segments (ACELA1483) Elaboration: Noting how the relationship between characters can be depicted in illustrations through: the positioning of the characters (for example facing each other or facing away from each other); the distance between them; the relative size; one character looking up (or down) at the other (power relationships); facial expressions and body gesture.

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The English Series Year 3 - section 2

Connecting Print And Images

Shortly you are about to read a story in the style of a Dreaming creation story. The title of the story is How Numbats Became Diurnal. The illustration below accompanies the story. Considering only the story’s title and the illustration below, tell a friend what you think the story will be about.

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Activity

Listen to or read the story How Numbats Became Diurnal on page 25.

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1. Are there any similarities or differences between your story and the story entitled How Numbats Became Diurnal? Record them in the table below.

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Differences

Curriculum Link: Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) Elaboration: Making connections between the information in print and images.

The English Series Year 3 - section 2

Read or listen to the story below. It is written in the STYLE of a Dreaming creation story. After reading or listening to the story complete the activity sheets which follow.

How Numbats Became Diurnal (by Lindsay Marsh)

A long time ago, before people lived on Earth, Numbat and Bat were both nocturnal. They lived together peacefully and spent the dark cool nights searching for termites.

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One night, when the animals woke to begin their nightly search for food, Numbat could not find a single termite. Now it was a fact that Numbat was slower than Bat and his claws were not as sharp, but it was also a fact that to survive he needed to eat many termites during one night. Night after night, Numbat awoke to a termite-free world, and as time passed, he grew thinner and weaker, while Bat grew fatter and heavier. Weak with hunger and desperate for help, Numbat finally decided to visit Bat in his cave. When he entered Bat’s cave, Numbat was shocked to see a very round Bat chomping through a delicious pile of termites. “Bat!” cried Numbat. “You have so many termites. Look at me, I have grown thin and weak and I fear that I will die. Will you please spare me some of your termites, so that I can live to see another day?”

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o c . che e r o r st s r At this moment, the almighty Rainbow Serpent appeared. Bat shook upe

Frugally, Bat handed over the tiniest termite from the pile, and lied, “It is all I can spare. You see, Numbat, I may look fat, but I am empty inside. I have swollen with hunger.” with fear as the powerful Rainbow Serpent slithered further into his cave. “Bat,” bellowed the colourful Serpent. “You have been meanspirited. As a punishment, from this day on, Numbat will rise in the morning when the termites rise, before you have even woken. He will never have to struggle to find termites again. You, however, may be forced to eat things not quite to your fancy.” And this is why numbats hunt for their food in the day and are not nocturnal. Curriculum Link: Read an increasing range of different types of texts by combining contextual, semantic, grammatical and phonic knowledge, using text processing strategies, for example monitoring, predicting, confirming, rereading, reading on and self-correcting (ACELY1679)

The English Series Year 3 - section 2

Features Of A Dreaming Creation Story

Activity

Dreaming creation stories are stories which were created by Indigenous Elders and passed on orally to younger generations. They are designed to be listened to rather than read. Below is a list of typical features found in a Dreaming creation story. After reading the story How Numbats Became Diurnal on the previous page, place ticks next to the features which can be found in the story.

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and explain features of animals and animal behaviours.

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or eBo st r e p ok u 1. Dreaming creation S stories explain how the Earth was created

2. Dreaming creation stories teach listeners about their culture’s relationship with animals. 3. Dreaming creation stories are typically set a long time ago (at the time of Creation) and in the Australian outback.

4. Dreaming creation stories typically end with words such as, “And this is why…” or “To this day…” 5.

complication caused by the bad behaviour of an animal or a human.

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6. Dreaming creation stories usually include a resolution which solves the problem/complication introduced in the story.

. te o c 8. The title of a Dreaming creation story often tells the reader/ . cof e ee.g. How r listener what featureh creation it is going to explain, o st su The Numbat Got Its Stripes; r How Thep Moon Was Made; How The er 7. Dreaming creation stories are often anthropomorphic - this means that the animals talk and have human feelings.

Kangaroo Got Its Pouch and Where The Stars Came From.

9. Dreaming creation stories often contain a moral which is used to pass on expectations of behaviour, general beliefs and laws of the land. 10. Dreaming creation stories often include a hero and a villain. 11. Dreaming creation stories are usually written in the past tense because they explain a past event. 26

The English Series Year 3 - section 2

My Own Dreaming Creation Story

Activity

Complete this activity sheet after reading the story How Numbats Became Diurnal.

In the style of a Dreaming creation story, write your own tale which explains the behaviour or feature of an animal. Plan your creation story below. After you have planned and written your story, use the previous page (Features Of A Dreaming Creation Story) to see how well your story measures up to a traditional Dreaming Creation story.

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2. Characters: (Who are the other animals in the story?)

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1. Title: (Must include the animal and its behaviour/feature.)

3. Setting: (Think about when and where Dreaming creation stories are typically set.)

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4. Complication: (Is there a shortage of something that the animals fight over?)

. tthe main animal to be punished or rewardedoat the end of the 5. Resolution: (Ise c is rewarded.) . story? For example,c in How Numbats Became Diurnal,e Numbat her r o t s super 6. Moral/central message: (What does the story teach you?)

Now you are ready to write your first draft on a separate piece of paper. Remember to add a visual and edit/peer edit your work. Curriculum Link: Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682) Elaborations: Using appropriate simple, compound and complex sentences to express and combine ideas. Using vocabulary, including technical vocabulary, relevant to the text type and purpose, and appropriate sentence structure to express and combine ideas.

The English Series Year 3 - section 2

Roll And Name

Activity

Complete this activity sheet after reading the story How Numbats Became Diurnal and after completing the activity page Features Of A Dreaming Creation story.

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• Create the dice by cutting, folding and pasting. • In a small group or in pairs, take turn rolling the dice. • If the dice lands on ONE, name ONE feature of a Dreaming creation story. If the dice lands on TWO, name TWO features of a Dreaming creation story, and so on.

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The English Series Year 3 - section 2

The Problem With Numbat

Activity

Read or listen to the story How Numbats Became Diurnal, then complete this activity sheet.

Dreaming creation stories introduce a problem. This problem is usually solved at the end of the text. Fill out the Problem Chart below to explore in more detail the problem and resolution in How Numbats Became Diurnal.

Problem Chart

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What caused the problem?

What was the effect of the problem?

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or eBo st r e What is a problem in the text? p ok u S

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How was this problem resolved?

The English Series Year 3 - section 2

How Is The Story Organised?

Activity

Read or listen to the story How Numbats Became Diurnal, then complete this activity sheet.

Place ticks in the boxes to indicate if the parts of the story belong to the orientation, complication or resolution. Orientation Complication

Resolution

Numbat was weak with hunger and desperate for help.

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morning when the termites rise.

Numbat awoke to a termite-free world. Numbat and Bat lived together peacefully.

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r o e t s Bo r e A long time ago, before people lived on p ok Earth. u S From this day on, Numbat will rise in the

“You, however, may be forced to eat things not quite to your fancy.”

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And this is why you only ever see numbats hunting for food in the day.

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They spent the dark cool nights searching for termites.

true or false? Please tick.

1. Another word for a problem is a conflict.

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2. Another word for a resolution is a solution.

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q false

3. Resolutions are happy endings.

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The English Series Year 3 - section 2

Moral Decisions

Activity

Read or listen to the story How Numbats Became Diurnal, then complete this activity sheet.

1. In the story How Numbats Became Diurnal Bat has a decision to make. What is this decision?

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or eBo st r e 2. In the story, Bat couldp do what is moral (right) or choose to be immoral (do o uchooses not to be moral. Why? k the wrong thing). Bat S _____________________________________________________________ _____________________________________________________________ 3. Because of Bat’s immoral behaviour he is punished. How?

_____________________________________________________________ _____________________________________________________________

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Bat’s punishment shows that those who are moral are often rewarded, and those who are immoral are often punished. Think about another text which you have read, listened to, or seen, which includes a character who has to make a moral decision. Write about it here.

. tehas to make a moral decision: Character who o c . che e What is this decision? r o r st super Title of text:

What does he/she choose to do? Is this decision moral or immoral? Is the character punished or rewarded? How?

Curriculum Link: Draw connections between personal experiences and the worlds of texts, and share responses with others (ACELT1596) Elaboration: Using text features and search tools to locate information in written and digital texts effectively.

The English Series Year 3 - section 2

Connection Stems

Activity

Read or listen to the story How Numbats Became Diurnal, then complete this activity sheet.

Texts can remind us of other texts that we have read, listened to or seen. They can also remind us of experiences that we have had in our own lives. Complete the connection stems to help you to make connections between the story How Numbats Became Diurnal and your own life and other texts.

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or eBo st r e pme of ok This story reminds u S I know … another story

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I have had an experience like the one in the story …

o c . cheto e I have a connection r o r st super this Creation Dreaming story because…

The English Series Year 3 - section 2

Events In A Story

Activity

Read or listen to the story How Numbats Became Diurnal, then complete this activity sheet.

Complete the Cause and Effect charts by selecting two important events from the story.

Event 1: ________________________________

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or e t s Bo r e Cause Effect p o u k of this Why did this event happen? What was the result S event happening?

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Effect

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Event 2: ________________________________

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Why did this event happen?

What was the result of this event happening?

Curriculum Link: Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) Elaboration: Determining important ideas, events or details in texts commenting on things learned or questions raised by reading, referring explicitly to the text for verification.

The English Series Year 3 - section 2

Descriptive Language

Activity

Read or listen to the story How Numbats Became Diurnal, then complete this activity sheet.

A. Write five words/phrases that are used in the story to describe Bat.

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fatter

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Rainbow Serpent. Add two of your own.

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B. Write three words/phrases that are used in the story to describe the

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Curriculum Links: Discuss how language is used to describe the settings in texts, and explore how the settings shape the events and influence the mood of the narrative (ACELT1599) Elaboration: Discussing the language used to describe the traits of characters in stories, their actions and motivations: ‘Claire was so lonely; she desperately wanted a pet and she was afraid she would do anything, just anything, to have one to care for’.

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Poetry

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or eBo st r e p ok u Section Three: S

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The English Series Year 3 - section 3

Read the poem entitled Late For School, then complete the activity pages which follow.

Late For School

by Theresa Wilton

I woke up this morning and crawled out of bed I hurried down the stairs, “I’m so late!” I said.

or eBo st r e p ok u my coat wasn’t there, S my bike tyres were punctured I’d lost my bus fare! I sprinted and sprinted and trod on my lace,

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I’d no time for breakfast,

and over the hill,

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the school came in to sight but things were so still.

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I fled round the corner

. te o “Are the gates locked?” c . che e I said to myself, r o r st super and then I remembered of course it was… Saturday!

Briefly describe in your own words what you think the poem is about. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 36

The English Series Year 3 - section 3

Rhythm 1

Activity

Read the poem Late For School, then complete this activity sheet.

Rhythm is different than rhyme. Rhythm is the beat of the poem. The rhythm of a poem can be explored by looking for patterns. There might be the same number of lines in each verse – this makes a pattern. There might be the same number of syllables in each line – this makes a pattern. A poem might have a regular rhythm (consistent pattern of lines and syllables), or an irregular rhythm (inconsistent pattern of lines and syllables).

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the correct number below.

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or e t s Bointo paragraphs. r e 1. When you read a story, you will notice that it is split p ok (verses). How Poems do not haveu paragraphs, instead they have stanzas Sthe poem Late For School have? Count them and colour many stanzas does 2. How many lines are in each stanza? Count them, then circle the odd one out.

Stanza 4:

Stanza 5:

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3. You will have noticed that the poem has a regular number of lines in each stanza apart from the last stanza. So the poem has a regular rhythm up until the final verse. Why do you think that the poet has chosen to break the rhythm of the poem in this last stanza? Does something different happen? Explain your answer.

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Stanza 1:

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_______________________________________ _______________________________________

4. Do you read the last stanza as quickly as the other stanzas? Explain your answer. _____________________________________________________________ _____________________________________________________________ Curriculum Link: Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600) Elaboration: Exploring how rhythm, onomatopoeia and alliteration give momentum to poetry and prose read aloud, and enhance enjoyment.

The English Series Year 3 - section 3

Rhythm 2

Activity

Read the poem Late For School, then complete this activity sheet.

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Stanza 1 line 1: ___ line 2: ___ line 3: ___ line 4: ___ Stanza 2 line 1: ___ line 2: ___ line 3: ___ line 4: ___ Stanza 3 line 1: ___ line 2: ___ line 3: ___ line 4: ___

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or eBo st r e p ok them by u 1. How many syllables are in each line of every stanza? Count clapping out theS words.

Stanza 4 line 1: ___ line 2: ___ line 3: ___ line 4: ___

Stanza 5 line 1: ___ line 2: ___ line 3: ___ line 4: ___ line 5: ___

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2. Is the syllabic pattern of the poem regular or irregular? Explain your answer. ______________________________________________________________

o c . che e r o r st super ______________________________________________________________

______________________________________________________________ 3. What happens to the syllabic pattern in the final stanza? Say why you think this is?

______________________________________________________________ 4. Does a regular rhythm make the pace of a poem fast or slow? CIRCLE: fast / slow 5. Does an irregular rhythm make the pace of a poem fast or slow? CIRCLE: fast / slow Now you can see, that by altering the syllabic pattern of a poem, you can change its pace to match what is happening in the poem! 38

Curriculum Link: Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600) Elaboration: Exploring how rhythm, onomatopoeia and alliteration give momentum to poetry and prose read aloud, and enhance enjoyment.

The English Series Year 3 - section 3

Rhythm 3

Activity

Read the poem Late For School, then complete this activity sheet.

• Write a 4 stanza poem which has a regular rhythm up until the final stanza. • In the final stanza when the rhythm breaks, something different should happen.

or eBo st r e p ok u S Stanza 2

• Remember that rhythm is controlled by the number of lines in each stanza and the number of syllables in each line.

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Stanza 1

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Your

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Answer these questions. 1. How many lines does each stanza have?

__________________________________________________________

2. Why does the poem become irregular in the final verse?

__________________________________________________________ Curriculum Link: Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features (ACELY1682) Elaboration: Selecting appropriate text structure for a writing purpose and sequencing content for clarity and audience impact.

The English Series Year 3 - section 3

Rhyme

Activity

The poem entitled Late For School rhymes. This means that it has a rhyming scheme. To work out a rhyming scheme you need to put letters in order of the alphabet next to the end words which rhyme. Look at the example below:

Example

I went to work (a) In a dirty shirt (a) I got called a fool (b) I felt so uncool (b)

to change my shirt (b) I got back on the train (c) I no longer felt ashamed (c)

The rhyming scheme of the second stanza is abcc.

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The rhyming scheme of the r o e t s r first B stanza is aabb. e oo p u k S I dashed all the way home (a)

Circle: The rhyming scheme of this poem is regular / irregular.

Read the poem Late For School, then complete these questions.

and crawled out of bed

_ _____________________

I hurried down the stairs,

_ _____________________

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I woke up this morning

_ _____________________ . te o You will 2. Does Late for School have a regular or irregular rhyming. scheme? c ch e need to look at stanzas 2, 3, 4 and 5 to work out your answer. Explain your r e o r response here. st super “I’m so late!” I said.

_____________________________________________________________

3. Why do you think the rhyming scheme is like this? 40

_____________________________________________________________ Curriculum Link: Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600) Elaboration: Exploring how rhythm, onomatopoeia and alliteration give momentum to poetry and prose read aloud, and enhance enjoyment.

The English Series Year 3 - section 3

Onomatopoeia

Activity

Read the poem Late For School, then complete this activity sheet.

Onomatopoeia refers to words which make you think of sounds, such as: whoosh, sludge, chirp, chatter, giggle, swoop, hiss. 1. Brainstorm onomatopoeic words that could be added to the poem Late For School.

and crawled out of bed

I hurried down the stairs, “I’m so late!” I said.

I’d no time for breakfast, my coat wasn’t there,

my bike tyres were punctured I’d lost my bus fare!

I sprinted and sprinted and trod on my lace,

I grazed both my elbows and scratched all my face. I fled round the corner and over the hill, the school came in to sight but things were so still. “Are the gates locked?” I said to myself, and then I remembered

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by Theresa Wilton

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Brainstorm

E.g. swished

Late For School I woke up this morning

© ReadyEdPubl i cat i ons 2. On a separate piece of paper rewrite the poem Late For School, adding ten •f orr evi ew pur posesonl y• onomatopoeic words. You can replace words if you wish and you may alter of course

it was… Saturday!

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the poem’s rhythmic and rhyming scheme, but don’t alter its meaning too much.

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3. Highlight all the onomatopoeic words that you have used in your poem, then complete the table.

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Onomatopoeic word I used:

Sound it conveys:

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The English Series Year 3 - section 3

Imagery

Activity

Read the poem Late For School, then complete this activity sheet.

When you read a poem, you create visual pictures in your mind to help you understand what is happening. This is imagery. Sometimes verbs can create imagery, “I crawled out of bed”. Sometimes adjectives create imagery, “but things were so still”. Complete the chart below to describe the imagery created in the poem Late For School.

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e.g. I crawled out of bed

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q verb 

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o c . che eq adjective q adjective q verb r o r st sup6. er

q verb

q adjective

q verb

q adjective

Curriculum Link: Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose (ACELT1600) Elaboration: Identifying the effect of imagery in texts, for example the use of imagery related to nature in haiku poems.

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The English Series Year 3 - section 4

Read the fairy tale below, then complete the activity sheets which follow.

Egyptian Cinderella retold by Lindsay Marsh

Once upon a time there was a servant girl named Rasha, who, together with nine other servant girls, lived by the River Nile in a castle owned by Prince Shenouda. It was the servant girls’ job to serve Prince Shenouda. Every day, Rasha prayed to the gods and goddesses to protect her.

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or eBo st r e pwere jealous of Rasha’s beauty. The other servant girls They made fun ok u of her and teased her. They made sure that she did more than her fair S share of chores in Prince Shenouda’s castle. One day Prince Shenouda saw Rasha dancing in the garden. He thought that she was very talented and so he gave her a pair of redrose golden slippers to dance in instead of her brown sandals. When the other servant girls saw the slippers they were furious and treated her even more unkindly.

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One afternoon the Pharaoh of Egypt penned a letter in beautiful hieroglyphics to Prince Shenouda announcing that he was holding a party at his court. There would be music, dancing and lots of food. Eight servant girls could accompany Prince Shenouda. “Sorry, Rasha, you cannot go,” said Kipa one of the servant girls. “You have to go to the Nile River and spear as many fish as you can find for dinner. Then, you must collect some reeds and make as much papyrus as you can for Prince Shenouda.”

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Curriculum Link: Discuss texts in which characters, events and settings are portrayed in different ways, and speculate on the authors’ reasons (ACELT1594) Elaboration: Exploring the ways that the same story can be told in many cultures, identifying variations in the storyline and in music.

As Rasha was returning home from the Nile, she noticed that she had been doing her chores in her red-rose golden slippers. Horrified that she had dirtied them, she sat down, lay them next to her and sobbed beneath a pyramid on the hot yellow earth. Suddenly the God Horus flew down from the sky in the form of a falcon and stole one of her special slippers. Even more distraught, Rasha hobbled back across the desert to Prince Shenouda’s castle wearing only one of the special shiny slippers.

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What Rasha didn’t know was that the God Horus disguised as a falcon had given her slipper to the Pharaoh. Pharaohs believed that Gods took the form of animals when they visited Earth. They also believed that Gods gave gifts to Pharaohs to lead them to their future wives. The Pharaoh immediately knew that the falcon was really the God Horus, and that the slipper would lead him to his future wife. It was not long before the Pharaoh’s men had found Rasha and she became Queen of Egypt.

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The English Series Year 3 - section 4

Read the fairy tale below, then complete the activity sheets which follow.

Scottish Cinderella retold by Lindsay Marsh

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Once upon a time, there were two lassies. They were sisters. The eldest was ugly and poorly behaved but she was her parents’ favourite child. The youngest, Nessie, was bonnie and kind - but she was made to do all of the chores around the house because her family were jealous of her beauty. Nessie was sent daily into the surrounding Highlands to herd the cows in the snow, wind and cold. She was only fed porridge and whey on her return. One day, a red deer appeared and lead Nessie past a stone wall to a little hut by the River Glen and fed her haggis and kippers. The little hut was cosy and warm and had a little coal fire where she warmed herself from the Highland winds. Every day, Nessie followed the red deer and feasted on delicacies, and every day Nessie looked healthier.

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Nessie’s family grew angry and suspicious of Nessie’s increasing health and they followed her into the Highlands. They saw the red deer who was feeding her and demanded that Nessie chop off its head with an axe. As Nessie’s sister held the red deer still, Nessie brought the axe down on her sister’s hands and fled on the back of the red deer’s back.

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For days and days Nessie and the red deer travelled along the coast of the wild North Sea through many tiny Scottish

villages. Some days they rested by oak trees or by patches of primrose flowers. Finally Nessie and the red deer arrived at the King of Scotland’s castle where she got a job as a maid. At Yule time, everyone went to Kirk, while Nessie stayed to make the dinner. As she was making the dinner, the red deer asked her if she would like to go to Kirk too, and Nessie said that she would. The red deer presented her with a silk dress and a pair of silk slippers to wear and off she went.

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At Kirk, everyone admired Nessie but nobody guessed that it was her. She danced with the Prince to the sound of bagpipes and he fell in love with her. Nessie fled home early to tend to the dinner and in her rush she left behind one of her silk slippers. The Prince kept the slipper and vowed to marry the girl to whom it belonged.

Finally Nessie was matched to the slipper and became the Princess of Scotland.

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The English Series Year 3 - section 4

Same Tale – Different Settings 1

Activity

Read the fairy tales Egyptian Cinderella and Scottish Cinderella, then complete this activity sheet.

Egyptian Cinderella and Scottish Cinderella are two different versions of the well-known fairy tale Cinderella. The authors have adapted the stories to suit their audiences.

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1. Write down all the words and phrases that tell you that Egyptian Cinderella is set in Egypt.

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o c . 2. There are probably c words in the text that you do note know because they h r belong to another culture. with a partner to find definitions of these eWork o t r s s r u e p words, and complete the table below. words

definitions

The English Series Year 3 - section 4

Same Tale – Different Settings 2

Activity

Read the fairy tales Egyptian Cinderella and Scottish Cinderella, then complete this activity sheet.

Egyptian Cinderella and Scottish Cinderella are two different versions of the well-known fairy tale Cinderella. The authors have adapted the stories to suit their audiences.

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1. Write down all the words and phrases that tell you that Scottish Cinderella is set in Scotland.

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definitions

The English Series Year 3 - section 4

Similar Themes 1

Activity

Read the fairy tales Egyptian Cinderella and Scottish Cinderella, then complete this activity sheet.

The theme of jealousy is introduced and developed in both versions of Cinderella.

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kind nasty

Characters Develop Themes

spiteful

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1. Shade green the words below that could be best used to describe someone who is jealous. You might learn some new words.

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2. Draw and name the characters in each story who are jealous and therefore are used to introduce the theme of jealousy. You might like to colour them green, because green symbolises jealousy.

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Egyptian Cinderella

. t e o Characters______________________ Characters______________________ c . che e ___________________________________ ___________________________________ r o r st super

3. Pair Up! We tend to enjoy texts more if they make us like or dislike characters. This is because the texts are drawing emotions from us. Which jealous characters do you dislike the most – the characters in Scottish Cinderella or the characters in Egyptian Cinderella? Tell your partner why.

Challenge! 50

Can you write some antonyms for jealousy on the back of this sheet?

Curriculum Link: Develop criteria for establishing personal preferences for literature (ACELT1598) Elaboration: Selecting and discussing favourite texts and explaining their reasons for assigning greater or lesser merit to particular texts or types of texts.

The English Series Year 3 - section 4

Similar Themes 2

Activity

Read the fairy tale Scottish Cinderella, then complete this activity sheet.

Cloze Activity

Complete the cloze on Scottish Cinderella to show how the theme of jealousy is introduced and developed. Fill in the gaps using the words in bold.

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A theme in the fairy tale Scottish Cinderella is

_____________. We know this because Nessie’s _________ are jealous of her_____________ and her ____________. Because they are

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jealousy

family

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Nessie’s family _________________ that a red deer

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wind, ___________ and ______________. When is being __________ to Nessie by ____________ her, Nessie’s family

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_____________ her to kill the red deer. Nessie’s family are ___________

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in the story who are used to develop the ___________ of jealousy.

Do you know another fairy tale or story that presents the theme of jealousy? Write briefly about it here. ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ Curriculum Link: Using comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) Elaboration: Making connections between the text and students’ own experience and other texts. Determining important ideas, events or details in texts commenting on things learned or questions raised by reading, referring explicitly to the text for verification.

The English Series Year 3 - section 4

Similar Themes 3

Activity

Read the fairy tale Egyptian Cinderella, then complete this activity sheet.

Cloze Activity

Complete the cloze on Egyptian Cinderella to show how the theme of jealousy is introduced and developed. Fill in the gaps using the words in bold. reeds theme chores tell Rasha servant girls or e st Botease slippers r e fun spear pbrown sandals beautyok characters u A theme in the fairy S tale Egyptian Cinderella Pharaoh’s

is _____________. We know this because the other _________ _____________are jealous

of _____________. They are jealous of Rasha’s ____________. Because they are jealous of Rasha they make _______ of her and ____________

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jealousy

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Shenouda gives to Rasha. The servant girls do not have any special

slippers, instead they have to wear _____________ _______________. Because they are jealous of Rasha they _____________ her that she

. te o c must ______________ as many fish as possible and gather as many . che e r o ______________ as she can.r The servant girls are ___________ in the t s super cannot go to the _____________ court. Instead, they tell her that she

story who are used to develop the ________________ of jealousy.

Questions!

1. What is your favourite book or film? _ ____________________________

2. What do you think the theme is in this book/film? __________________ 3. What character/s are used to present this theme? __________________ 52

Curriculum Link: Using comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features (ACELY1680) Elaboration: Making connections between the text and students’ own experience and other texts. Determining important ideas, events or details in texts commenting on things learned or questions raised by reading, referring explicitly to the text for verification.

The English Series Year 3 - section 4

Drawing Comparisons 1

Activity

Read the fairy tales Egyptian Cinderella and Scottish Cinderella, then complete this activity sheet.

Identify seven similarities between the fairy tales Egyptian Cinderella and Scottish Cinderella by completing the Similarity Chart below. You might like to think about: structure (orientation, complication, resolution); characters (hero, villains, victims); themes; audience; purpose.

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Egyptian Cinderella and Scottish Cinderella

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Similarity 1: Similarity 2:

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Similarity 4: Similarity 5:

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Similarity 6:

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•f orr evi ew pur posesonl y•

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Similarity 7:

Pair Up!

Discuss with a friend the reasons why these fairy tales are similar. Jot down one reason here.

The English Series Year 3 - section 4

Drawing Comparisons 2

Activity

Read the fairy tales Egyptian Cinderella and Scottish Cinderella, then complete this activity sheet.

Identify seven differences between the fairy tales Egyptian Cinderella and Scottish Cinderella by completing the Chart below. You might like to think about: audience; purpose; language; setting; differences in the storylines; different themes and characters.

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Difference 1:

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Difference 2:

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Difference 4:

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Difference 5: Difference 6:

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Difference 3: •f orr evi ew pur posesonl y•

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Difference 7:

Pair Up! 54

Discuss with a friend the reasons why these fairy tales are different. Jot down one reason here.

Answers P12 1. A tribe is a group of Aboriginal people who live together like a family. They speak the same language, share the same territory, follow the same laws and so forth. 3. Wayambeh breaks a number of rules. Firstly he refuses to marry the woman who has been selected for him. Secondly he enters into another tribe’s territory without permission. Thirdly he refuses to return Ula to her rightful tribe.

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P16 1. grabbed; marched; crept; snatched; stole; taunted 2. wrongfully; stubborn; disrespectful; disobedient; head-strong 3. would = The Elders warned Wayambeh that the Spiny Lizards “would” come... This tells us that the Elders know what will happen and give Wayambeh a chance to save himself from harm. would = The Elders cautioned Wayambeh that they “would” not support him... The Elders keep to their word. will = You “will” fight this battle on your own. The Elders warn Wayambeh that they will not help him.

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P13 Aboriginal tribes have territories and cannot enter another’s territory without permission. Aboriginal people must marry within their tribe. Aboriginal Elders are respected people in tribes and must be obeyed. Aboriginal people hunt in their leisure using spears. Aboriginal people source their vegetables and food from the land. Aboriginal tribes have names. Aboriginal people believe that you should be punished for breaking tribal laws.

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Wayambeh jumped in a billabong in an attempt to escape the wrath of the Spiny Lizards. 3. Aboriginal people may marry those selected for them from within their tribe. 4. Tribes share the same territory. You should not enter another tribe’s territory without permission. Members of tribes need to obey tribal rules.

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P17 1. Young Aboriginal children. 2. Because it is a Dreaming story which passes on beliefs and laws connected to the Aboriginal culture to younger indigenous Australians. 3. The purpose of the story is to teach a younger generation of indigenous Australians how and how not to behave; emphasise the importance of following tribal rules and laws and reinforce the importance of respecting tribal Elders. 4. It is wrong and should not be done without permission. It will cause conflict between tribes. 5. Aboriginal tribal members should obey rules on marriage - which might be that tribal members should marry within their tribe and should marry members who are selected for them.

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P14 1. Because Wayambeh shielded himself from the Spiny Lizards by wrapping his shields around his back and belly and then transformed into a long-necked turtle. 2. Students might say that God created the turtle, or they might give a scientific reason. Answers will vary depending on students’ backgrounds and beliefs. Find Out: Students could look at Dreaming stories such as: How The Numbat Got Its Stripes; How The Moon Was Made; How The Kangaroo Got Its Pouch and Where The Stars Came From.

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P15 1. The story teaches younger Aboriginal children that Elders are important people in their culture and they are to be obeyed and respected. They are figures of authority and are responsible for the smooth running of tribes. 2. The long-necked turtle was created when

P20 In the exposition the main characters are introduced (Wayambeh and the Elders). The main setting is introduced. We know in the first paragraph that the story is set a long time ago and that it is set within an Aboriginal tribe (tribal rules) and from the second paragraph that it is set in the Australian bush. In the complication, Wayambeh wrongfully enters another tribe’s territory, steals Ula from her tribe and returns with her to his tribe. In the resolution, Wayambeh is punished for his wrongdoing and is transformed into a longnecked turtle.

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Orientation Complication

Numbat was weak with hunger and desperate for help.

A long time ago, before people lived on Earth.

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From this day on, Numbat will rise in the morning when the termites rise.

Numbat awoke to a termite-free world. Numbat and Bat lived together peacefully.

The almighty Rainbow Serpent appeared. Numbat could not find a single termite. “You, however, may be forced to eat things not quite to your fancy.”

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They spent the dark cool nights searching for termites.

True or False? 1. True 2. True 3. False (resolutions can mean unhappy endings also) P31 1. Bat has to decide whether to share his termites with Numbat. 2. Because Bat chooses to keep the termites to himself thus showing that he is greedy, unkind and selfish. 3. Bat is punished by the Rainbow Serpent. The Rainbow Serpent makes Numbat diurnal but Bat must remain nocturnal. This means that Numbat will get to the termites before Bat, and there may not be many termites left for Bat when he wakes. He might be forced to eat other food that is not to his liking.

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P26 Students should tick: 1, 3, 4, 5, 6, 7, 8, 9, 10 and 11. P29 1. The problem in the text is that Numbat cannot find any termites to eat, which has left him fighting for his life. 56

And this is why you only ever see numbats hunting for food in the day.

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p22 1. Wayambeh is feeling scared and vulnerable. 2. Wayambeh is maybe feeling outnumbered and a sense of remorse for his actions. 3. It seems Wayambeh is thinking about escaping from the wrath of the Spiny Lizards by jumping in the lake. 4. Wayambeh is powerless and the Spiny lizards are powerful. 5. He is not supported. He is alone in his battle against the Spiny Lizards.

Resolution

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P21 1. It reveals that the relationship is poor and has broken down. There is conflict/hostility between them. 2. Wayambeh’s arms are folded. This suggests that he is being stubborn and disobedient and is unhappy with the rules. 3. Wayambeh looks very grumpy and angry. His facial expression tells us that he is not feeling happy or content. 4. Wayambeh is looking off into the bush. This tells us that he is thinking of leaving the situation and walking off into the bush to escape the Elders. 5. The Elders are portayed as important members of the tribe who should be respected. They are presented as authoritative figures.

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2. Bat has caused this problem because he has taken more than his fair share of termites. His greediness has left Numbat starving. 3. Numbat becomes so desperate that he asks Bat to help him. 4. The almighty Rainbow Serpent solves this problem by punishing Bat and rewarding Numbat. The Serpent makes Numbat diurnal instead of nocturnal, which means that from now on Numbat will get to the termites before Bat when he rises in the morning.

P34 A. nocturnal; heavier; round; chomping; frugally; lied; mean-spirited B. powerful; slithered; colourful

P36 The poem is about a child who thinks that she is late for school. She rushes around trying to get to school on time and in doing so falls. As she approaches the school, she realises that it is not a school day - it is the weekend.

P49 1. Students should shade: attention-seeking; demanding; envious; malicious; resentful; green-eyed monster; unkind; nasty; spiteful. 2. Egyptian Cinderella: the nine other servant girls. Scottish Cinderella: Nessie’s parents and sister. Antonyms: admire; adore; applaud; appreciate; approve; cherish; credit; commend; praise; glorify; respect; honour; idolise; treasure; value; worship

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P38 1. Stanzas 1, 2, 3 and 4 have a syllabic pattern of 6,5,6,5. The last stanza breaks with this syllabic pattern. It has a syllabic pattern of 4, 5, 6, 2, 5. 2. The syllabic pattern is regular up until the final stanza. 3. The syllabic pattern changes in the final stanza because it mirrors the change of movements of the child in the poem. During the first 4 stanzas the child is racing around trying to get to school on time - the regular syllabic pattern helps to make the pace of the poem fast. In the final stanza the child comes to a standstill as she realises that it is not a school day, the break in the syllabic pattern makes the reader read the poem much more slowly. 4. fast 5. slow

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P37 1. The poem has 5 stanzas. 2. Stanzas 1, 2, 3 and 4 have 4 lines. Stanza 5 is different it has 5 lines. 3. Yes, the girl stops racing around and comes to a halt as she realises that it is not a school day. The break in the rhythm reflects the break in the girl’s movements. 4. No, the last stanza will be read more slowly than the rest of the poem, as it breaks with the rhythm of the rest of the poem. The pace of the poem slows down as the girl in the poem slows down.

P48 1. River Nile; Prince Shenouda; Rasha; Pharaoh of Egypt; hieroglyphics; papyrus; pyramid; hot yellow earth; God Horus; Queen of Egypt 2. lassies; Nessie; bonnie; Highlands; red deer; River Glen; haggis; kippers; Highland winds; North Sea; Scottish villages; oak trees; primrose flowers; King of Scotland; Princess of Scotland; Yule time; Kirk; bagpipes

P51 Cloze: jealousy; family; beauty; health; Nessie; chores; porridge; Highlands; snow; rain; discover; kind; feeding; force; characters; theme.

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fun; tease; chores; slippers; brown sandals; tell; Pharaoh’s; spear; reeds; characters; theme. P53 Similarity 1: Both introduce and develop the theme of jealousy though the antagonists. Similarity 2: Both have a main character who is treated unkindly because of her beauty. Similarity 3: Both have a happy ending/ resolution which shows that the character who is victimised is rewarded (both become royals). Similarity 4: Both are given special slippers which lead them to their husbands/fairy tale ending. Similarity 5: Both victims are helped - one by the God Horus - the other by the red deer. Similarity 6: Both stories are based on the fairy tale Cinderella but are adapted to suit specific cultural audiences. Similarity 7: Both stories involve a dance/ celebration of some kind held at a castle/court. Extra: Both use language specific to their contexts.

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P40 Circle: irregular (because the rhyming scheme of the 1st and 2nd stanzas are not the same) 1. abcb 2. Late For School has a regular rhyming scheme up until the final stanza which breaks with the rhyming scheme. 3. The rhyming scheme changes in the final stanza because it mirrors the change of movements of the child in the poem.

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P54 Difference 1: One story is set in Egypt; the other in Scotland. Difference 2: Egyptian cinderella does not go to the celebration; Nessie attends the celebration in Kirk. Difference 3: Egyptian cinderella has red-rose golden slippers and one is taken by a falcon (the God Horus in disguise); Scottish cinderella has silk slippers and one falls off as she leaves Kirk. Difference 4: Rasha becomes a Queen. Nessie becomes a Princess. Difference 5: Language used is different because it is specific to the texts’ contexts. Difference 6: Scottish Cinderella develops the theme of a journey and escape. Difference 7: Scottish cinderella is more proactive in her destiny.

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