The English Series - English: Year 4

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Title: The English Series English: Year 4 © 2016 Ready-Ed Publications Printed in Australia Author: Lisa Craig Illustrator: Alison Mutton

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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 965 8 2

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Reproduction and Communication by others

Contents Teachers’ Notes Curriculum Links

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Section Two: Expressing and Developing Ideas Noun Groups Modifiers Adverb Groups Prepositional Phrases Providing Details in Texts Homophones Which Homophone?

Word Families - Suffixes Prefixes Affixes Roundup

Teachers’ Notes - Direct and Indirect Speech

Direct and Indirect Speech 1 Direct and Indirect Speech 2 Use of Direct and Indirect Speech My Word!

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

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Section One: Text Structure and Organisation Text Types Recount 1 Recount 2 The Long Night Looking At A Narrative Information Report 1 Information Report 2 Procedure 1 Procedure 2 Persuasive Text Exploring Persuasive Texts Connecting Ideas in Persuasive Texts Letter To The Editor

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21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

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Section Three: Interacting with Literature A Folk Tale from Korea Structure of a Folk Tale Plot Analysing Characters 1 Analysing Characters 2 Conflicts and Morals Language Features and Style Interacting with Literature 1 Interacting with Literature 2 The Australian Bush: Activating Ideas Where The Pelican Builds Her Nest Investigating Poetry The Australian Sunrise Poetry Analysis Cossack, WA Examining Poetry

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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 national curriculum and each page in the book references the content descriptor/s and elaboration/s which it specifically addresses. Activities are linked to text types that will enable students to develop capabilities outlined in the English curriculum for Year 4 students.

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This book is divided into three sections as detailed below.

Section One: Text Structure and Organisation

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Stimulus material in this book has been chosen to maximise students’ enjoyment and can be used as a springboard from which to further experiment with new writing styles and formats. Students will explore language features that develop cohesion and understand how to add layers of meaning to texts created for specific purposes and audiences. Answers and additional background information on texts are included at the back of the book.

In this section, students will engage in activities which require them to make meaning of a range of informative, persuasive and imaginative texts including a personal recount, short story excerpt, information report and a health article.

Tasks will show students how text connectives link ideas within sentences and between sentences to give the reader clues about how a text will develop. The analysis of stylistic features such as the use of headings, bolding, italics and bullet-points will provide a model for students’ own writing of non-fiction texts.

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Section Two: Expressing and Developing Ideas

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This section looks at the mechanics of creating more exciting texts by expanding on noun and adverb groups and embellishing with prepositional phrases. Students will give a personal account of a daring rescue and make editorial decisions about how much dialogue to include in a narrative. A comic strip based on a menacing magpie is the practice board for reported speech.

. t e o Section Three: Interacting with Literature c . ch estudents’ A close study of a Korean folktale, entitled The Thief, will develop r e o t story-telling. knowledge of the structural andr stylistic features of traditional s s r u e p Students will then apply the common elements of folktales to produce their

own stories to perform in front of the class with multimodal support. Also included in this section is poetry of yesteryear and today; which brings to life the Australian bush in all its colours, immensity, resources and hardships. How the poems’ imagery is crafted to transport the reader to another time and place is given special attention in the accompanying activity pages.

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v8.1 Curriculum Links verb groups/phrases and prepositional phrases (ACELA1493) Elaboration • Creating richer, more specific descriptions through the use of noun groups/phrases (for example, in narrative texts, ‘their very old Siamese cat’; in reports, ‘its extremely high mountain ranges’).

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Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489) Elaboration • Identifying ways thinking verbs are used to express opinion, for example ‘I think’, ‘I believe’, and ways summary verbs are used to report findings, for example ‘we concluded’.

Investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494) Elaboration • Investigating examples of quoted (direct) speech (‘He said, “I’ll got to the park today”’) and reported9indirect) speech (‘He told me he was going to the park today’) and comparing similarities and differences).

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Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487) Elaboration • Identifying words used in Standard Australian English that are derived from other languages, including Aboriginal and Torres Strait Islander languages, and determining if the original meaning is reflected in English usage, for example ‘kangaroo’, ‘tsunami’, ‘typhoon’, ‘amok’, ‘orangutan’.

Understand how adverb groups/ © ReadyEdPu b l i c a t i o n s phrases and prepositional phrases work in different ways to provide •f orr evi ew pur p osesonl y• circumstantial details about an activity

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Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490) Elaboration • Becoming familiar with the typical stages and language features of such text types as: simple narrative, procedure, simple persuasion texts and information reports.

(ACELA1495) Elaboration • Investigating in texts how adverb group/phrases and prepositional phrases can provide details of the circumstances surrounding a happening or state (for example, ‘At midnight (time) he rose slowly (manner) from the chair (place) and went upstairs (place)’.

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Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491 Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and

Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498) Elaboration • Building etymological knowledge about word origins (for example ‘thermometer’) and building vocabulary from research about technical and subject specific topics.

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(AQ:Please send a page of relevant v8.1 curriculum links)how to use knowledge Understand

Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts (ACELY1686) Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1690) Elaboration: • Describing the language which authors use to create imaginary worlds; how textual features such as headings, subheadings, bold type and graphic organisers are used to order and present information, and how visual codes are used, for example those used in advertising to represent children and families so that viewers identify them.

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Understand how to use phonic knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes (ACELA1828) Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602) Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603) Use metalanguage to describe the effects of ideas, text structures and language features of literary texts (ACELT1604) Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605) Create literary texts by developing storylines, characters and settings (ACELT1794)

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of letter patterns including double letters, spelling generalisations, morphemic word families, common prefixes and suffixes and word origins to spell more complex words (ACELA1779) Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling (ACELA1780) Elaboration • Using meaning and context to determine the spelling of homophones, for example ‘there’ and ‘their’; ‘no’ and ‘know’.

Elaboration • Collaboratively plan, compose, sequence and prepare a literary text along a familiar storyline, using film, sound and images to convey setting, characters and points of drama in the plot.

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Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

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Text Structure and Organisation © ReadyEdPubl i cat i ons

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The English Series Year 4 - section 1

Text Types

Activity

Read the following snippets of text.

A.

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The letter was propped up against the toaster on the kitchen table. I saw the school logo and Mum’s name on the opened envelope.

“Should I take a peek?” I mumbled.

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D.

I don’t know how anyone can say they don’t like Vegemite. Toast without Vegemite isn’t a proper breakfast! You can eat this delicious spread in so many ways.

© ReadyEdPubl i cat i ons Yesterday our class visited au glassworks factory tol find out how •f or r e vi e wp r pose son y•

bottles are recycled. The bus ride took one hour and we arrived at 10.30am, just in time for the tour.

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E.

B.

3. Gently move the toothbrush back and forth in small circles over the surface of the tooth.

4. Do this on the inside and outside of every tooth.

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C.

Woylies are small marsupials that are related to bettongs.

They are about 30cm high and weigh between 1 – 1.5kg. Their fur is yellowish grey in colour.

Can you match the descriptions of text types below to the snippets above?

Descriptions

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o c . che e r o r st The text is s r up e PROCEDURE: The text tells someone how to do something.

RECOUNT: The text is written in the past tense. The text tells the reader when, who, where and how. There are time words to connect the events. set out in steps and each step usually begins with a command verb.

PERSUASIVE: The text begins with a point of view about a subject. The writer tries to convince the reader to share the same point of view.

INFORMATON REPORT: The text usually begins with a definition of the topic. The text gives the reader factual information and not opinions.

NARRATIVE: The text sets a scene to introduce the reader to the characters in a story. The text can be fiction or non-fiction and often includes a problem or conflict to solve.

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Curriculum Link: Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490) Elaboration: Becoming familiar with the typical stages and language features of such text types as: simple narrative, procedure, simple persuasion texts and information reports.

Text

The English Series Year 4 - section 1

Recount 1

Activity

Complete this recount using the time connectors from the list below. Use each connector once only.

Time Connectors

At midday Before long First of all Next

Finally Then

On Saturday morning Last weekend

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(1) ______________________ it was my 9th birthday and I was so excited because my parents had organised a party at the Western Hills Zoo.

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Zoo’s main gate. After a short walk, we found a shady picnic area with tables near a lagoon with wading birds.

(3) _____________________ we had left Mum and Dad to set up the barbecue and had raced off to explore the attractions.

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(4) ______________________, I listened to a ranger’s advice about not disturbing the animals by making loud noises or tapping on the glass display cases.

(5) ______________________, I took the opportunity to pat an olive python that the ranger had draped like a scarf around her neck. This was followed by a visit to the enclosures to see the pademelons, squabbling Tasmanian devils and the spotted quolls hiding in their logs.

. te o (6) ______________________ it was time to eat. c . chhotdogs! e Dad had cooked foot long I handed out the r e o r st super hotdogs to all my friends. (7) _______________, I sat

down at the head of the table ready to enjoy mine. Out of nowhere, an ibis grabbed the end of the hotdog I was holding and plucked it from the bun with its long, curved beak. It disappeared in one gulp! Mum captured the look on my face with her phone camera. It was a moment I’ll never forget.

(8) _______________, Mum brought out the cake. We had another laugh about my close encounter with the greedy ibis. It had been a great birthday.

Curriculum Link: Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)

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The English Series Year 4 - section 1

Recount 2

Activity

Read the recount on the previous page to complete this activity.

1. Place the events from the birthday party recount in the correct order (1 – 8). The first one has been done for you.

Event

Order

I touched a python.

We ate my birthday cake.

or eBo st r e penclosure. ok We looked at quolls inu their S about how to behave in the zoo.

A ranger gave instructions My friends met me at the entrance to the zoo.

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Dad barbecued some hotdogs.

An ibis ate my hotdog.

We found a picnic area next to a lagoon.

2. Use lines to match the time connectors that are similar in meaning.

before long

at last

then

afterwards

first of all

© ReadyEdPubl i cat i ons to begin finally •f orr evi ew pur pos esonl y•

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soon

3. Tick the statements that are generally true of a recount text.

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. te o c 1. Written in the past tense. . che e r o 2. Told from the point of view r ofs the 1st or 3rd person (I, st he/she, we). uper

Statement

3. Uses formal language that includes technical words and phrases.

4. Events are arranged in chronological order.

5. Dialogue is used with different tenses.

6. Uses connectors to signal time.

7. Identifies people and groups who participate in an event.

8. Uses emotive language to persuade the reader.

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Curriculum Link: Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)

Tick

The English Series Year 4 - section 1

Read this beginning of a story about a little boy called Noel.

The Long Night The two figures suddenly sprang from the canefield onto the dirt track. The larger one was making a beeline towards the farmhouse, while the smaller one was doing all he could to drag her off-course.

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Unlatching the yard gate, Aunty Joan repeated mechanically, “No, Noel, you can’t go back for another paddle in the creek. You weren’t supposed to be there in the first place.”

“Go on, Aunty Joan, I’m boiling to death!” begged the six-year-old, who’d been wriggling like an eel the entire march to release himself from her iron grip. He knew freedom would end in less than ten steps.

“Your Dad will give you and me the rounds of the kitchen if he finds out you were at the creek on your own. Hurry up, in you go. I’ve got to get you looking presentable for tea.” With a crane-like swing of her arm, Noel was launched inside the kitchen. ©tell Re ad yyou?”

Ed Pu bl i c at i ons “But you won’t him, will Noel asked seriously.

“Bath, Noel Symmonds, now!”

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Aunty Joan couldn’t help but smile at her nephew as he disappeared from the kitchen; his palm beating the hall wall like a menacing war drum. “Don’t be dilly dallying about either, Noelie. Your brothers will be needing the bathroom too when they get home from work.”

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o c . che e r o r st super But Noel hadn’t heard his Aunt’s order. Without warning, the screen door was ajar. Noel was soon threading himself through the yellowing cane stalks on his way back to Mangrove Creek in the fading light.

Curriculum Link: Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audience (ACELA1490) Elaboration: Becoming familiar with the typical stages and language features of such text types as: simple narrative, procedure, simple persuasion texts and information reports.

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The English Series Year 4 - section 1

Looking At A Narrative

Activity

Read the story on the previous page, then complete this activity sheet.

1. Describe the setting of this narrative.

__________________________________________________________________

2. Is the story set in the present day? Find evidence to support your answer.

__________________________________________________________________

3. How has the writer established the characters at the beginning of the story?

Complete the table with actions, speech and feelings from the story that suggest that Aunty Joan is a determined person and Noel is on the stubborn side.

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or eBo st r e p ok u Aunty Joan (determined) Noel (stubborn) S

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4. Highlight in the narrative where the writer has used direct speech in different tenses. Why do you think that the story is not just narrated in the past tense?

. te oto the story 5. Choose two noun groups and two verb groups that add meaning c . eis: her iron grip. An and appeal to you as c a reader (an example of a noun group h r e o example of a verb group is: Her was launched). st su per

__________________________________________________________________

Noun Group

Verb Group

6. How do words and phrases like suddenly and Without warning build suspense in a narrative?

__________________________________________________________________

__________________________________________________________________

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Curriculum Link: Use metalangugae to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)

The English Series Year 4 - section 1

Information Report 1

Activity

Information reports are non-fiction texts that aim to present factual information to the reader. The topics of information reports are not imaginative - rather they are based on actual events in real life.

1. Where do you usually find information reports to read? Colour the correct sources.

science books

newspapers r o e t s B r e oo p k Su

diaries

history books

autobiographies

sports magazines

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novels

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2. In an information report, the writer uses signs to guide the reader so the text can be easily understood. These signs are common features of an information report.

SIGNS

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Photographs and illustrations with captions.

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Definitions of key words.

Diagrams, charts and maps.

Important words in italics.

Use of bullet-points.

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Bolded headings and subheadings.

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Look at the information report (right).

Describe briefly below what the text is about.

Shade in the signs that indicate this is an information report.

_______________________________________ _______________________________________ _______________________________________ _______________________________________ _______________________________________

Classification The Venus Flytrap, or Dionea muscipula as it is known scientifically, is a carnivorous plant that traps and eats insects within its leaves.

Habitat Venus Flytraps are native to a very small area of North America.

They grow in damp, marshy areas where soil quality is poor. In the past, Venus Flytraps were of such interest to people in their small native area of North and South Carolina, that they were picked and put at risk of becoming endangered. However, they are now grown in green houses from seeds all over the world and are common in many garden centres and nurseries.

Appearance Venus Flytraps can grow up to 30 centimetres tall and generally live for several years in the wild. They have green outer leaves and reddish-pink or green inner leaves. A Venus Flytrap has two hinged, claw-like leaves called lobes which are covered in sharp spines. Each of the leaves is trigger hairs spines covered in small, sensitive hairs.

Concluding Statement Venus Flytraps have long been a source of fascination to people because of their ability to move quickly and because of the unusual way that they trap and

lobes

stem

Curriculum Link: Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose (ACELY1690) Elaboration: Describing the language which authors use to create imaginary worlds; how textual features such as headings, subheadings, bold type and graphic organisers are used to order and present information, and how visual codes are used, for example those used in advertising to represent children and families so that viewers identify them.

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The English Series Year 4 - section 1

Information Report 2

Activity

Adam has written this information report entitled Powerful Owls. His teacher has commented that it is quite an effective draft, but it needs some more work before he hands it in. Read it carefully and suggest how the text could be improved.

Write your suggestions in bullet points in the space provided below the draft. Praise the things that Adam has done well by using ticks and writing positive comments on the actual text. Compare your suggestions with a partner’s suggestions.

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or eBo st r e ok Powerful Owlsu byp Adam S The Powerful Owl, Ninox strenua, is Australia’s biggest owl. It lives in forests between

the Great Diving Range and the coast in

Queensland, NSW and Victoria. The Powerful Owl can live in trees in parks close to big

weighs about 1.7kg and is 65cm © Readcities. yEItd Publ i cat i ons high. It’s dark grey, with big yellow eyes and •f orr evi e w pur posesonl y• large talons. The owls mainly hunt arboreal

(tree-dwelling) marsupials, but they’ll also eat

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mice, flying foxes and other birds. The Powerful Owl faces many dangers living in the city. It can be attacked by foxes or dogs. When people chop down trees, it destroys the owl’s nest and its eggs.

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MY SUGGESTIONS: che e r o r st super

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Curriculum Link: Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose (ACELY1690) Elaboration: Describing the language which authors use to create imaginary worlds; how textual features such as headings, subheadings, bold type and graphic organisers are used to order and present information, and how visual codes are used, for example those used in advertising to represent children and families so that viewers identify them.

The English Series Year 4 - section 1

Procedure 1

Activity

Procedures are texts which tell you how to do or make something. Examples of procedures are: recipes, manuals, DIY instructions, etc.

r oMAKE eBo t s r HOW TO Ao e p SuTOAD SHELTER k

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Read this procedural text. It tells you how to make a Toad Hall for toads - our insect-eating garden friends. Can you identify how to structure a successful set of instructions? Write your ideas in the text boxes provided. An example has been done for you.

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• medium-sized terracotta pot • selection of water-based paints • paintbrushes

Instructions:

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© ReadyEdPubl i cat i ons •f or r ev i ew pur posesonl y• What you need:

1. Paint your pot with your own .

Anything will work! Could te design. o be your team colours, flowers or a Command c . c symmetrical pattern. verbs and e h r o short, simple t 2. Waite forr paint top dry.

Take your pot s s r u e sentences to a shady spot in the garden. Scoop out a little soil and bury it. (See picture above.)

3. Be patient. A toad or other garden critter will soon take up residence in Toad Hall.

During dry spells, you could moisten the pot with the hose to make it cooler. The little amphibians will love you for it!

Curriculum Link: Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose (ACELY1690) Elaboration: Describing the language which authors use to create imaginary worlds; how textual features such as headings, subheadings, bold type and graphic organisers are used to order and present information, and how visual codes are used, for example those used in advertising to represent children and families so that viewers identify them.

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The English Series Year 4 - section 1

Procedure 2

Activity

It’s your turn to write a procedure in the writing frame below. Your procedural text will instruct someone how to make your favourite recipe. Look at the procedure on page 15 to help you.

Here is a selection of command verbs that you could use in your procedure.

Command Verbs

slice boil

How to:

cut

mix

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add

grate spread sprinkle place or e t schill r bake grill e mash coolB drain peel melt o p oscoop serve remove u steam squeeze pour fry k S chop

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Curriculum Link: Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)

The English Series Year 4 - section 1

Persuasive Text You are influenced by persuasive texts every day; whether it be advertisements on television, in magazines or on the back of a cereal packet. A well-organised persuasive text makes people think about something differently, makes them buy something or even changes their actions or makes them take action!

Read this persuasive text that argues that children need a good night’s sleep. The structure of this text type is outlined on the left.

Reasons and examples to support the writer’s point of view.

Scientists have found that a restful night has many benefits for school children. Children who don’t get enough sleep find it hard to concentrate in lessons and this, of course, affects their capacity to learn.

What’s more, sleepy heads can also be grumpy heads. This might lead to behavioural problems in the class and in the playground. Another good reason to hit the pillow early is because sleep helps the memory to sort out and store information.

This is important so you can remember all the new things that you learn during the day.

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or eBo t s r e Stating the p o u k writer’s point S of view.

Have you ever heard someone exclaim, “There’s nothing like a good night’s sleep?” Well, there’s a lot of truth in that old saying.

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Suggesting action to take.

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Repeating point of view.

To sum up, you should follow the scientists’ advice and get at least nine hours sleep a night. After all, a more rested you is a happier, healthier and fun to be with you. In order to help you achieve this habit, ask your parents to set a regular bedtime hour and to take distractions like the television and computer out of your bedroom.

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Curriculum Link: Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose (ACELY1690) Elaboration: Describing the language which authors use to create imaginary worlds; how textual features such as headings, subheadings, bold type and graphic organisers are used to order and present information, and how visual codes are used, for example those used in advertising to represent children and families so that viewers identify them.

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The English Series Year 4 - section 1

Exploring Persuasive Texts

Activity

Read the persuasive text on the previous page, then complete this activity sheet.

1. What would be a catchy title for this persuasive text? title: 2. How has the writer’s point of view (opinion) been made clear to the reader in the introduction of this persuasive text?

or eBo st r e p ok ___________________________________________________________________ u Sthree reasons why children should get a good night’s sleep 3. The writer provides ___________________________________________________________________

___________________________________________________________________

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REASON 1:

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in the second paragraph. Identify the reasons given to support the writer’s argument.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• REASON 3: REASON 2:

consequence 1:

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4. The writer also provides three consequences of not getting enough sleep. Identify the consequences and write them down in your own words below.

o c . che e r o r st super consequence 3: consequence 2:

5. What action does the writer want the reader to take in the conclusion?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

18

Curriculum Link: Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose (ACELY1690) Elaboration: Describing the language which authors use to create imaginary worlds; how textual features such as headings, subheadings, bold type and graphic organisers are used to order and present information, and how visual codes are used, for example those used in advertising to represent children and families so that viewers identify them.

The English Series Year 4 - section 1

Connecting Ideas in Persuasive Texts

Activity

Read the persuasive text on page 17, then complete this activity sheet.

In this task, you are going to further investigate how connectors are used in the persuasive text on page 17 to clearly present the writer’s argument.

1. Go back to the persuasive text on page 17 and highlight the following connectors: i. What’s more (paragraph 2)

or eBo t s r e iii. To sum up (paragraph 3) p o u k iv. In order to (paragraph 3) S 2. How does each connector, link to the previous sentence or paragraph? Complete

ew i ev Pr

Teac he r

ii. Another good reason (paragraph 2)

the table with your explanations. The first one has been done for you.

CONNECTOR

LINK

What’s more

A new reason is going to be introduced.

Another good reason

© ReadyEdPubl i cat i ons orr evi ew pur posesonl y• In order to •f To sum up

i. What’s more (paragraph 2)

. te

m . u

w ww

3. Use your dictionary to find connectors which could substitute the connectors in Question 1. Write the equivalent connector in the spaces provided. One has been done for you. _ ________________________________

ii. Another good reason (paragraph 2) _ ________________________________ To conclude iii. To sum up (paragraph 3) _ ________________________________

o c . iv. In order to (paragraph _ ________________________________ ch3) e e r o 5. The pronoun this is used frequently in paragraph 2 so that the writer can refer t r s s r u e p back to noun groups already mentioned. i. What does “… this, of course…” refer to? (paragraph 2) ___________________________________________________________________ ii. What does “This might lead…” refer to? (paragraph 2) ___________________________________________________________________ iii. What does “This is important…” refer to? (paragraph 2) ___________________________________________________________________ Curriculum Link: Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)

19

The English Series Year 4 - section 1

Letter To The Editor

Activity

Connectors link words to words, clauses to clauses and sentences to sentences.

Connectors are a way of telling readers what might be coming next in a text.

Complete this Letter To The Editor by circling the correct connectors and writing them in the boxes.

or eBo st r e p ok u S

ew i ev Pr

Teac he r

I am writing to inform people about the proposed demolition of a house on Ricketts Avenue. Many readers may not know that this old weatherboard cottage was the birthplace of one of our town’s most (and/but/so) beloved famous (1) citizens – Mary Darby.

Mary was a remarkable person in every sense of the word. She left school at (yet/in order to/so) help her mother the age of 13 (2) (Then/As/But) she could look after the family of ten. (3) not attend school, Mary kept up her studies by reading whatever she could. (4) (Even though/ While/As a result), “Aunty Mary” became quite an expert on the care of injured animals.

Hundreds of wallabies and wombat joeys were nursed lovingly back to health by Mary.

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

w ww

(Despite/Because of/In addition to) her wildlife (5) work, Mary had a big heart for people too. Her house in Ricketts Avenue (as well as/ was a drop-in place for a hot cuppa (6) therefore/ also) a cuddle with a baby marsupial.

. te

o c . c ,h (Sooner, Later, At last) Mary would turn her talents (7) e r er o councillor for more to local government. She served our district ass ant active s r u e p (Although/However/When), she than two decades. (8) never strayed too far away from a needy joey in its pillow-case pouch! (because/just Mary Darby passed away in 2009, (9) as/even so) her work still inspires our network of wildlife carers. It is most , (consequently/therefore/though) appropriate, (10) that her house be conserved as a memorial to her enormous contribution to our community.

20

Curriculum Link: Understand how texts are made cohesive through the use of linking devices including pronoun reference and text connectives (ACELA1491)

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

Teac he r

ew i ev Pr

Expressing and Developing Ideas

w ww

. te

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o r st super

21

The English Series Year 4 - section 2

Noun Groups

Activity

Including noun groups in your texts can make your writing more exciting and meaningful to read. But what are noun groups?

A noun group is a group of words built around a key concept or thing (head noun). We can put words in front of a head noun to add more specific information to it. These words are called modifiers. Look at this example:

Teac he r

noun.

those

two

gift-wrapped

birthday

pointer

counter

describer

classifier

Here are two more examples of noun groups:

ew i ev Pr

or eBo st r e Those two gift-wrapped pbirthday presents. ok u Let’s see how the S modifiers in this example work to add information to the head presents

head noun

only unopened Christmas present. © RThe ea dyEdPubl i cat i ons Her big pile of gorgeous baby shower presents.

•f orr evi ew pur posesonl y•

22

w ww

A.

. te

B.

m . u

Let your imagination fly and create two noun groups for each image. Write your noun groups around the images.

o c . che e r o r st super

Curriculum Link: Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493) Elaboration: Creating richer, more specific descriptions through the use of noun groups/phrases (for example, in narrative texts, ‘their very old Siamese cat’; in reports, ‘its extremely high mountain ranges’).

The English Series Year 4 - section 2

Modifiers

Activity

Here are some modifiers for you to incorporate in your writing. The modifiers are organised according to their function - adding information to the head noun.

POINTERS

Articles: the, a, an, some, any Possessives: my, your, his, their, whose, the girl’s Demonstratives: this, that, these, those Question words: What, Which, How many, How much

Quantifiers: all, each, every, some, no, none, plenty of, more, most

ew i ev Pr

Teac he r

or eBo st r e the girl’s radiant smile p ok u S Numerals: one, two, three, etc.

COUNTERS

COUNTERS USED WITH: Plural Countable Nouns Uncountable Nouns all, both, enough, few, a all, enough, lots, a lot few, lots of, a lot of, many, of, a little, less, very several, a large number of little, much, a large quantity of, a great deal of

DESCRIBERS

w ww

Examples: • an abandoned mansion • several polished stones • the spectacular fireworks • lots of glittering lights • Whose smelly socks…?

m . u

© ReadyEdPubl i cat i ons not enough summer • f orrain r evi ew pur posesonl y•

. te Whose smelly socks…? o c . che e more specific r Note that a classifier adds even CLASSIFIERS o tnoun: r s suptoe r information the head

our cute pot-bellied pig

• • • • • •

an abandoned Victorian mansion several polished quartz stones the spectacular New Year’s Eve fireworks lots of glittering fairy lights Whose smelly football socks…? our cute pot-bellied pig

Put a suitable counter modifier in front of these nouns:

__________ mess; __________ room; __________ goals; __________effort.

Curriculum Link: Understanding that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493) Elaboration: Creating richer, more specific descriptions through the use of noun groups/phrases (for example, in narrative texts, ‘their very old Siamese cat’; in reports, ‘its extremely high mountain ranges’).

23

The English Series Year 4 - section 2

Adverb Groups

Activity

Adverb groups and phrases modify a verb, adjective or adverb by adding information about how, when, where, with whom and why.

or eBo st r e p ok He bought u the flashy new sports car to impress his neighbours.

S about “why” he bought the sports car) (adds information

ew i ev Pr

Teac he r

He bought the flashy new sports car just last week. (adds information about “when” he bought the sports car)

He bought the flashy new sports car with a big bank loan. (adds information about “how” he bought the sports car)

Identify which type of information has been added to the sentences below by the adverb group (bolded). Write how, when, where, with whom or why in the column next to each sentence. An example has been done for you.

© RSentence eadyEdPubl i cat i on s Adverb 1. Mum decided tor join a book club meet new •f o r e vi e wtop ur p osesonl y • WHY

w ww

2. The wombat joey had to be fed with a baby’s bottle.

3. He dropped the egg cartons in the supermarket.

m . u

friends.

. te o c 5. The desperate toad must be kissed before sunset. . che e r o 6. My front tooth fell out only this morning. r st super 4. She has an urgent appointment with the school principal.

7. Our dog really eats a lot for its small size.

8. First of all, you should put on your bike helmet.

9. We went online for our science homework.

10. The parrot screeches every time Dad sings.

11. She found it extremely difficult to stay awake.

12. The runaway horse wandered back home later on.

24

Curriculum Link: Understand how adverb groups/phrases and prepositional phrases work in different ways to provide circumstantial details about an activity (ACELA1495) Elaboration: Investigating in texts how adverb group/phrases and prepositional phrases can provide details of the circumstances surrounding a happening or state (for example, ‘At midnight (time) he rose slowly (manner) from the chair (place) and went upstairs (place)’.

The English Series Year 4 - section 2

Prepositional Phrases

Activity

A prepositional phrase is a group of words without a verb or a subject that begins with a preposition such as: at, in, on, by or with. It usually consists of a preposition + noun (including –ing form). Look at the underlined examples below:

or eBo st r e p ok He was voiceless fromu singing so S loudly.

He knew all the songs by heart.

ew i ev Pr

Teac he r

He performed on the stage for the whole school.

Complete the gaps in the sentences with a prepositional phrase.

i. He was so tired ____________________ that he slept for more than ten hours. ii. The reporter __________________ interviewed the rescued hiker.

© ReadyEdPubl i cat i ons iv. Most ________________________________________ already been eaten.

•f orr evi ew pur poseshas on l y•

iii. I didn’t mean to hurt you____________________________________________ .

v. I brought home the wrong pencil case ________________________________.

m . u

A.

w ww

2. Create sentences of your own using the prepositional phrases below. Try to make your noun groups descriptive. __________________________________________________ . te __________________________________________________ o

c . che e r at high speed __________________________________________________ o r st super

B.

__________________________________________________

__________________________________________________

out of breath

__________________________________________________

Read your sentences to a partner. What does he/she like about them?

Curriculum Link: Understanding that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/ phrases and prepositional phrases (ACELA1493) Elaboration: Creating richer, more specific descriptions through the use of noun groups/ phrases (for example, in narrative texts, ‘their very old Siamese cat’; in reports, ‘its extremely high mountain ranges’).

25

The English Series Year 4 - section 2

Providing Details in Texts When you read an interesting headline in a newspaper or online, you are more likely to go on to read the report to find out more about the circumstances surrounding what happened.

It’s the same with your own writing. Providing your audience with descriptive noun groups and details about time, place and manner enables the reader to participate in your text.

For example:

Activity

Knock!

Knock!

ew i ev Pr

Teac he r

or eBo st r e pin the hall struck ok As the grandfather clock u one, a heavy hand Spounded on the door.

Knock!

Look at the headlines and image below. Imagine that you are the child high up in the tree.

Brave Beyond Belief!

© ReadyEdPubl i cat i o ns Parents’ nightmare •f orr evi ew pur posesonl y•

w ww

m . u

Up, up and away …

Write a personal recount of this event providing all the details for your audience. Choose a title from above if you wish. Continue on the back of the sheet if necessary.

. te

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

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

26

Curriculum Link: Understand that the meaning of sentences can be enriched through the use of noun groups/phrases and verb groups/phrases and prepositional phrases (ACELA1493) Elaboration: Creating richer, more specific descriptions through the use of noun groups/phrases (for example, in narrative texts, ‘their very old Siamese cat’; in reports, ‘its extremely high mountain ranges’).

The English Series Year 4 - section 2

Homophones

Activity

A homophone sounds the same as another word, but has a different spelling, meaning and function in a sentence.

A. Read the sentences below, then answer the questions.

• I carried two bags to the car, then returned to take my bags too!

• Where did you say we’re going to wear these silly hats?

or eBo t s r e • I’ll walk down the aisle in the church on the tropicalo isle. p Suin the above sentences that.. k Find a homophone/s

ew i ev Pr

Teac he r

• They’re happy to ride there on their bikes.

1. is an abbreviation of a pronoun + the verb to be (or modal verb).

________________________________________________________

2. is a synonym for as well.

________________________________________________________

3. refers to a place.

© ReadyEdPubl i cat i ons 4. is a small island.

•f orr evi ew pur posesonl y• ________________________________________________________

________________________________________________________

5. is a marker to indicate an infinitive verb. ________________________________________________________

w ww

m . u

with a partner. Choose two sets of homophones and get ready B. Work to explain . tetheir different meanings to another pair inothe class. . oar miner 1 2c you 3 4c peak e peek he r ore yew minoro ruper st awe ewe s mynah pique 5

pallet palette

9

raise rays raze

6

meat meet mete

7

bight bite byte

8

holy holey wholly

10

cue queue kyu

11

vain vein vane

12

pause paws pores pours

Curriculum Link: Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling (ACELA1780) Elaboration: Using meaning and context to determine the spelling of homophones, for example ‘there’ and ‘their’; ‘no’ and ‘know’.

27

The English Series Year 4 - section 2

Which Homophone?

Activity

1. Look at these homophone pairs in the box. Choose the correct homophone in the pair to complete these sentences. There will be four pairs that you won’t use.

The first one has been done as an example.

sun/son tale/tail

hare/hair

toad/towed

mousse/moose

peak/peek

rose/rows

blue/blew

whale/wail steal/steel r o e t s B r e oo one/won sale/sail piece/peace sow/sew p k Su mail/male

ew i ev Pr

Teac he r

weak/week

son a. My mother’s _______________ is my brother. b. A _______________ whale is called a bull.

c. She stubbed her toe on the chair and let out a loud _______________. d. The ______________ caught its antlers in the wire fence.

© ReadyEdPubl i cat i ons I took a _______________ at i your birthday present. loveo it!n •f orr ev ew pu r poYou’ll ses l y•

e. Edwin Flack _____________ Australia’s first Olympic gold medal in 1896. f.

g. My teacher is allergic to cat ______________.

w ww

m . u

h. The yachts had to ______________ from Sydney to Hobart in rough seas. i. Modern swords are made from _____________ because they don’t rust.

. te

j. We felt at ______________ as we walked along the sandy shore.

o c . l. It’s only another ______________ che until our trip to the Whitsundays. e r o r st super k. The police launch _____________ the fishing boat back to port.

2. Make up two sentences of your own with your favourite homophone pairs.

Ask a classmate to choose the correct answer.

a._____________________________________________________________________

_______________________________________________________________________

b._____________________________________________________________________

_______________________________________________________________________

28

Curriculum Link: Read and write a large core of high frequency words including homophones and know how to use context to identify correct spelling (ACELA1780) Elaboration: Using meaning and context to determine the spelling of homophones, for example ‘there’ and ‘their’; ‘no’ and ‘know’.

The English Series Year 4 - section 2

Word Families - Suffixes

Activity

A suffix is an ending that can be added to a base word. Suffixes can add to or change the meaning of a base word and also change its part of speech. accept (verb) educate (verb)

acceptable

+ able (suffix)

(adjective) education

+ ion (suffix)

(noun)

or eBo st r e ok -- If a base word ends p with a silent e, and the suffix begins with a vowel, then u you drop the e.S E.g. note notify; irritate irritation -- If a base word ends with a consonant + y, then you change the y to i before adding the suffix. E.g. pretty

prettiest; lazy

laziness

ew i ev Pr

Teac he r

You might have to make spelling changes when adding a suffix.

1. Add the suffix al to these words. This suffix means is related to. nature_________________________

culture_ _______________________

accident_ ______________________ © ReadyEdP ubl i cat i ons economic_ _____________________ _________________________ •f orr evi ew puarrive_ r po sesonl y•

comic_________________________

2. Which new word with al is not an adjective? ____________________________

w ww

healthy_ _______________________

m . u

3. Add the suffix ness to these words, which turns them into abstract nouns.

cheerful_ ______________________

awkward_______________________ . te o c forgive_________________________ childish________________________ . che e r o t r s sa verb. r pe 4. The suffix en turns an adjective intou What are the base words of these empty_________________________

verbs?

soften_ ________________________

loosen_________________________

straighten______________________

sharpen_ ______________________

tighten_ _______________________

whiten_ _______________________

5. What is the base word of the verb strengthen? __________________________ Curriculum Link: Understand how to use phonic knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes (ACELA1828)

29

The English Series Year 4 - section 2

Prefixes

Activity

Knowing what a prefix means at the beginning of a word can help you to work out the meaning of unknown vocabulary in texts. Many prefixes have found their way into the English language from the Greek and Latin languages. Scientific texts often contain vocabulary that has been formed using prefixes and suffixes.

The text below is an example of this.

ew i ev Pr

or eBo st r e p ok u S

Reconstruction of Procoptodon goliah

Teac he r

In the Pleistocene Era, Australia was home to a variety of megafauna. One such giant was Procoptodon goliah that stood about two metres tall, but weighed two and a half times more than today’s largest macropod - the red kangaroo. The teeth of this extinct mammal reveal that it grazed on plants in arid and semi-arid areas.

bolded words in the above text were formed with Greek and Latin A. The prefixes. Let’s pick some of them apart to see how the words are given meaning by the prefixes.

© ReadyEdPubl i cat i ons orprefix r ev i emeans wp ur p ose n l y• 2. macro• is af Greek that long or large.

Pods is o also Greek meaning 1. mega is a Greek prefix that means great, large, powerful.

Megafauna describes_ ___________________________________________ foot.

w ww

3. semi is a Latin prefix meaning half.

m . u

A macropod is__________________________________________________ A semi-arid habitat would be______________________________________

. te

o c . che e r o geo- (meaning earth) equ(meaning r st equal, even) sup er

B.

Use a dictionary to find words in English that are formed with these prefixes. The words must be connected to the meanings of the prefixes.

oct- (meaning eight)

30

phot- (meaning light)

Curriculum Link: Understand how to use knowledge of letter patterns including double letters, spelling generalisations, morphemic word families, common prefixes and suffixes and word origins to spell more complex words (ACELA1779)

The English Series Year 4 - section 2

Affixes Roundup

Activity

doubling the final consonant rule

You double the final consonant before adding a suffix when all of the following conditions are true. Let’s use the base word forget as an example.

forget

forgettable

Does the word end in one consonant?

Does the word have one vowel before the final consonant?

Does the suffix start with a vowel?

Is the last syllable stressed?

Look at some other examples: shop shopping begin

or eBo st r e p ok u S

forget p forget p able p forGET p beginner

Teac he r

e.g. remove

e.g. misplaced

ew i ev Pr

Build a wall of words by adding prefixes and suffixes to base words. You can choose from the buckets of word components below. You can also use base words and affixes from the buckets more than once.

w ww

. te

PREFIXES

unredismisin-

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o r st super base words

sufFIXES

approve move happy comfort complete place selfish act

-able -ion -ment -est -ness -ed -al -ly

Curriculum Link: Understand how to use knowledge of letter patterns including double letters, spelling generalisations, morphemic word families, common prefixes and suffixes and word origins to spell more complex words (ACELA1779)

31

The English Series Year 4 - section 2

Teachers’ Notes Direct and Indirect Speech After the class has completed the activity on page 33, show them the original comic strip (below). They should compare the original with their own comic strips and explore the differences and similarities.

or eBo st r e p ok u S

1. Go away! Find 2. I’m disappointed that you someone else missed our to peck at! club meeting I’m going to again, Toby. be late for school again.

ew i ev Pr

Teac he r

• Ask children if they know what the different speech bubbles unique to comic strips mean in Panel 1 (denotes screaming) and Panel 4 (denotes anxiety).

w ww

. te

m . u

© ReadyEdPubl i cat i ons 4. Here I come, •f orr evi ew pur poseso n l y• ready or not.

3. Don’t worry, Toby. I have just the thing for those pesky magpies.

o c . che e r 6.

Congratulations o r st on your fantastic super invention.

5. I can’t believe my eyes. All of them!

32

Curriculum Link: Investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494) Elaboration: Investigating examples of quoted (direct) speech (‘He said, “I’ll got to the park today”’) and reported (indirect) speech (‘He told me he was going to the park today’) and comparing similarities and differences).

The English Series Year 4 - section 2

Direct and Indirect Speech 1

Activity

or eBo st r e p ok u S

ew i ev Pr

Teac he r

The panels in this comic strip are mixed up. Follow the steps below.

1. Cut them out and sequence them in the order that you think is correct.

2. Pair up. Compare your comic strips. Do you want to change the order of any panels?

3. Glue your sequenced comic strip into your workbook.

4. Add text in the speech bubbles which you think best tells the story.

w ww

. te

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o r st super

Curriculum Link: Investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494) Elaboration: Investigating examples of quoted (direct) speech (‘He said, “I’ll got to the park today”’) and reported (indirect) speech (‘He told me he was going to the park today’) and comparing similarities and differences).

33

The English Series Year 4 - section 2

Direct and Indirect Speech 2

Activity

After you have completed the activity on page 33, complete this activity sheet.

Have you noticed that in comic strips, dialogue is not punctuated the same way as it is in narrative writing? In narratives, dialogue is indicated by speech marks, but in comic strips, there are no speech marks. There is also no indication in comic strips about how the speech is said (loudly, softly, etc.).

Look at this text taken from a comic strip: Go away! Find someone else to peck at! In a narrative this could be written as, “Go away!” Toby yelled at the magpies. “Find someone else to peck at.”

or eBo st r e p ok u S

Panel 1:

Panel 2:

ew i ev Pr

Teac he r

Look at the comic strip that you sequenced and completed on page 33. Rewrite the text in the speech bubbles as you think it might be written in a narrative. Take care with punctuation marks and reporting verbs.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Panel 4:

w ww

. te

Panel 5:

34

m . u

Panel 3:

o c . che e r o r st super Panel 6:

Curriculum Link: Investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494) Elaboration: Investigating examples of quoted (direct) speech (‘He said, “I’ll got to the park today”’) and reported (indirect) speech (‘He told me he was going to the park today’) and comparing similarities and differences).

The English Series Year 4 - section 2

Use of Direct and Indirect Speech

Activity

Too much direct speech in narratives can cause confusion for a reader and it can also slow down the pace of the action. It is more effective to strike a balance between direct and indirect speech.

1. Read this text with a partner. The writer has over-used direct speech. Use a highlighter to select the direct speech that you would keep in the text. With a different coloured highlighter, select the spoken words that you would change to indirect speech.

or eBo st r e p ok “So am I,” William agreed. u Sa dip in your pool?” Sian suggested as she was madly “Why don’t we have Teac he r

“I’m hot and bored!” Sian declared.

ew i ev Pr

fanning her face with a magazine, “Just to cool down for a bit.”

“Dunno, Sian. Dad said the pool is out of bounds because it needs a good clean.”

“I’m going home then!” Sian said storming out of the room.

“Suit yourself,” he replied, but the only answer was the squeal of the patio sliding door and within two heartbeats, a shallow splash.

© ReadyEdPubl i cat i ons “Sian? Sian!” William called.

•f orr evi ew pur posesonl y• 2. Rewrite this paragraph using a balance of direct and indirect speech.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

. te

m . u

________________________________________________________________________

w ww

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

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Curriculum Link: Investigate how quoted (direct) and reported (indirect) speech work in different types of text (ACELA1494) Elaboration: Investigating examples of quoted (direct) speech (‘He said, “I’ll got to the park today”’) and reported (indirect) speech (‘He told me he was going to the park today’) and comparing similarities and differences).

35

The English Series Year 4 - section 2

My Word!

Activity

It’s no wonder that the English language has more than one million words. English has been busy borrowing words from other languages for over 700 years. We origami? may think that words like origami or banana have always belonged to the English language, but they come from places as far away as Japan and West Africa.

Wherever English-speaking explorers visited, they added new words to the vocabulary.

banana?

or eBo st r e p ok u S

ketchup

pyjamas

ew i ev Pr

Teac he r

Do some detective work and find out the origins of the words below that have been borrowed from other languages. Have the words changed meaning or spelling over time? Write your findings in the spaces below.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• verandah

w ww

. te

gung-ho

36

m . u

ski

o c . che e r o r st super budgerigar

Curriculum Link: Understand that Standard Australian English is one of many social dialects used in Australia, and that while it originated in England it has been influenced by many other languages (ACELA1487) Elaboration: Identifying words used in Standard Australian English that are derived from other languages, including Aboriginal and Torres Strait Islander languages, and determining if the original meaning is reflected in English usage, for example ‘kangaroo’, ‘tsunami’, ‘typhoon’, ‘amok’, ‘orangutan’.

Teac he r

ew i ev Pr

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

Interacting with Literature © Re adyEdPubl i cat i ons

w ww

. te

m . u

•f orr evi ew pur posesonl y•

o c . che e r o r st super

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The English Series Year 4 - section 3

A Folk Tale from Korea Read this entertaining traditional story about a crafty thief.

The Thief

(retold by Lisa Craig)

or eBo st r e p ok One day, the old thief was shopping u for spices at a local market. When S he reached for his money pouch, he

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Teac he r

Long ago, there was a thief, not just any common thief, but the most masterful thief who ever lived. The police knew that he was a thief, but they could not arrest him. The judges knew that he was a thief, but they could not bring him to justice. The fame of this thief had even reached the King himself, but nothing could be done, for he had never been caught red-handed and had never left a shred of evidence. However, even though the thief escaped justice, he could not escape time. Over the years, the thief grew old.

realised that he had left it at home.

He smiled to himself and mused, “Why do I need money? I’m a thief!”

Like a magician, he slipped the vial of cumin spice up his sleeve and bidding farewell to the shopkeeper, he walked nonchalantly away. As he was strolling down the street, a hand gripped him firmly by the shoulder and spun him around. It was a young police officer. “I was watching you from the doorway and saw you steal that vial,” said the young officer. “Wait,” he said as he recognised the thief, “You are the thief who my father told me stories about - the most masterful thief of all times. It was my father’s lifelong ambition to put you behind bars. He will be so proud of me.”

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o c . che e r o r st su p The judge eyed the old man before him.

“Ite is r you!

I’ve always wanted to try you

in my court. What did he steal?”

“A vial of spice worth about three copper pennies,” the officer replied. The judge scratched his chin for what seemed like an eternity, then announced, “For your sentence, you will pay me a thousand gold coins.” The old thief froze in shock.

With his eyes lowered, he admitted, “I don’t have a thousand gold coins.”

“If that’s the case old thief, you will spend a thousand days in the King’s prison.”

“But I have already seen seventy hard winters. Have pity on me. A thousand days could be the rest of my miserable life.”

“Oh, I certainly hope so, you old criminal”, replied the judge.

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Curriculum Link: Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose (ACELY1690) Elaboration: Describing the language which authors use to create imaginary worlds; how textual features such as headings, subheadings, bold type and graphic organisers are used to order and present information, and how visual codes are used, for example those used in advertising to represent children and families so that viewers identify them.

The English Series Year 4 - section 3

or eBo st r e p ok u S

Wait and see, I will

ew i ev Pr

Teac he r

The thief was taken to the royal prison, which was the most impenetrable in the land. It towered above the kingdom on a mountain with walls that rose so high that you could not see where the walls ended or where the sky began. A brawny guard led the thief to a cell that was cold and damp with bars so thick that they almost blocked out the sun. As the heavy iron door slowly swung open, the old thief turned to the guard and declared, “I will escape.” The guard burst into a fit of laughter. “No one has ever escaped from the King’s prison. Do you know why old thief? It is a rule set by the King, that if any prisoner escapes, the guard on duty must trade places with the prisoner.

No one has ever escaped and no-one ever will under my watch.”

“Wait and see, I will,” the old man threatened.

No one has ever escaped from the King’s prison.

When the old thief’s measly breakfast was brought to him the next morning, the thief asked the guard if he could see the King. The thief claimed that he had a wondrous gift for him and would like to give it to His Highness personally. The guard laughed at his request and the old thief said, “How will the King punish you when he discovers that you have prevented me from giving him my wondrous gift?”

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Before the Sun had had time to rise that morning, the thief found himself in the royal throne room. There the King sat - surrounded on both sides by his Prime Minister, the Supreme Commander of Armies, and the Head Monk of the Temple. The King could not hide his impatience, “Hand me this wondrous gift now, scoundrel!” The thief bowed deeply and held out a small rose teak box.

The King beamed as he held it, but upon opening the box his eyes became reptilian. “This is a peach pit! A dried, shrunken peach pit! You dare to give me a peach pit?”

“Yes, my King, but it is a magic peach pit. When you put this pit into the ground within a day it will grow into a tree. By the second day, it will be covered in succulent fruit. On the third day, each piece of fruit will turn into an orb of solid gold.”

“If what you say is true, then why haven’t you planted it?” challenged the King.

“I would if I could, Sire, but only a person with a pure heart can reap the magic of this tree. You must have never lied or taken what was not yours or cheated or hurt someone’s feelings. I am a thief so the tree would never be mine. But you,

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o c . che e r o r st super

Curriculum Link: Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose (ACELY1690) Elaboration: Describing the language which authors use to create imaginary worlds; how textual features such as headings, subheadings, bold type and graphic organisers are used to order and present information, and how visual codes are used, for example those used in advertising to represent children and families so that viewers identify them.

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The English Series Year 4 - section 3

my King are a man of the purest heart. You could never have lied, stolen, cheated or hurt another.”

Teac he r

Silence fell like an axe on the court. The King examined the peach pit nestled in the palm of his hand and memories of all the times that he had lied to his subjects, all the times that he had stolen more taxes than he needed, and all the times that he had needlessly hurt his wife, filled him with shame and regret. “No, I’m not the one,” he whispered. He handed the peach pit back.

“No?” said the thief. “Well, maybe the Prime Minister, the man who is trusted to run the government, can plant the seed?”

or eBo st r e p ok u S

ew i ev Pr

The King handed the pit to the Prime Minister.

The Prime Minister closed his fist around the pit and remembered all the bribes that he’d taken though the years, all the people who had suffered because of his corruption and the lies that he had told to cover up his dishonest deeds. “No it’s not for me,” he said, choking back the tears.

“Not for you?” questioned the old thief. “Well, I’m sure the General, the courageous leader of our armies, can make it grow.” He gave the General the peach pit. The General looked down at that shrunken pit and he imagined all the weeping mothers and widows who had lost their beloved men over a strip of land in a far-off place and the orphans who he had failed to feed. “No, I can’t do it,” he said.

“Really?” said the thief. “I’m sure the Temple Monk, a man of holiness and goodness, can make it grow.” He handed the pit to the Temple Monk.

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The Temple Monk touched the peach pit hesitantly with his fingertips and recalled all the donations to the temple that should have gone to the poor and hungry that instead went into his pocket so that he could feast on exotic foods and dress lavishly in silk robes. “No, I’m not worthy,” he said sadly and handed it back.

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o c . che e r o t r s su er p“Well, The four men could not face the old thief. well, how curious!” the crafty

prisoner began accusingly, “The four most powerful men in the kingdom lack the purity of heart to grow a peach tree and yet preside over the life and death of others. Whilst I, an old thief, am destined to spend the rest of my days in prison, for stealing a vial of spice worth a few pennies. Where is the justice in this?”

There was a curtain of silence. At last, the King spoke, “No thief, this is not just.

The lesson that you have taught us today has set you free. Go home.” The thief bowed. As he left the throne room, he glanced at the guard and winked.

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Curriculum Link: Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose (ACELY1690) Elaboration: Describing the language which authors use to create imaginary worlds; how textual features such as headings, subheadings, bold type and graphic organisers are used to order and present information, and how visual codes are used, for example those used in advertising to represent children and families so that viewers identify them.

The English Series Year 4 - section 3

Structure of a Folk Tale

Activity

Folk tales are traditional narratives told to children around the world over many generations. The main purpose of a folk tale is to teach important lessons about life, but this is not all that they do. Telling folk tales is a way of celebrating the humour, wisdom and values of a culture.

Look at the rubric below that lists typical features of a folk tale and a fairy tale. Think of another folk or fairy tale that you like (e.g. The Boy Who Cried Wolf) and compare it to The Thief. Use ticks (P) to show which features appear in the two texts and crosses (X) to show which features do not appear.

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1. The setting is in an unnamed place lost in the mists of time, e.g. Once upon a time….

2. The story is not set in the real world, but in a world of magic, and talking animals, etc.

The Thief

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or eBo st r e My Chosen Tale: p ok u Narrative Features S ______________

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• 4. There are only a few characters in 3. Setting suggests the story’s culture, e.g. pyramids, the Highlands.

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5. The main character is usually motivated by one desire: love, greed, survival, fear, etc.

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6. The characters are simple: either good, loyal, fearless, wicked, dishonest or cruel.

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the story.

o c . coutsider 7. The hero is usually an in the e h r e o society. r st super 8. There is usually a journey of some kind.

9. Conflicts are quickly resolved and good triumphs over evil (which results in a happy ending).

10. The story has a moral.

Discuss the results of your rubric in a small group. Which stories closely follow the traditional structure of folk and fairy tales?

Curriculum Link: Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose (ACELY1690) Elaboration: Describing the language which authors use to create imaginary worlds; how textual features such as headings, subheadings, bold type and graphic organisers are used to order and present information, and how visual codes are used, for example those used in advertising to represent children and families so that viewers identify them.

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The English Series Year 4 - section 3

Plot

Activity

Read the story The Thief, then complete this activity sheet.

The plot (or storyline) of a folk tale has a simple structure. It includes: 1. AN OPENING – a brief introduction to the main character/s and setting/s.

2. EVENTS LEADING TO THE CONFLICT/PROBLEM – a fast-paced sequence of events that results in a complication for the main character.

3. A CLIMAX – the problem/conflict reaches its most intense point.

4. FALLING ACTION – the main character takes steps to solve the problem/ conflict.

5. RESOLUTION – the problem/conflict is solved in a satisfactory manner for the main character (this results in a happy ending).

Teac he r

3.

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or eBo st r e p ok u Complete the following plot diagram for The Thief with brief notes. Begin at S Number 1.

What is the intense situation the thief faces?

How does he react to his predicament?

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4.

How does the old thief takes steps to solve his problem?

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2.

What main event leads to the main problem in the story?

o c . che e r o tHow is the old thief’s r What do we find out about s s r u e p 1. the main character in the 5. problem resolved? opening?

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Curriculum Link: Discuss how authors and illustrators make stories exciting, moving and absorbing and hold readers’ interest by using various techniques, for example character development and plot tension (ACELT1605)

The English Series Year 4 - section 3

Analysing Characters 1

Activity

Read the folk tale entitled The Thief, then complete this activity sheet.

1. Highlight the adjectives you would use to describe the character of the old thief.

Use a dictionary to find out the meanings of unknown words.

con-man sly

arrogant

optimistic

resourceful r o eBo t s r e p ok u S dishonest brazen clever

Teac he r cunning

greedy

humble

remorseful

deceptive

virtuous

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sneaky

© ReadyEdPubl i cat i ons 2. What the• oldf thief says and does (hisp speech and actions) help the reader to o r r e v i e w u r p o s e s o n l y • understand his character. Read the lines taken from the folk tale below. Say what

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“Why do I need money? I’m a thief!”

Like a magician, he slid the vial of cumin spice up his sleeve...and...he walked nonchalantly away.

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“I will escape.”

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they reveal about the old thief’s character?

o c . che e r o r st super

“How will the King punish you when he discovers that you have prevented me from giving him my wondrous gift?”

The thief bowed. As he left the throne room, he glanced at the guard and winked.

Curriculum Link: Use metalangugae to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)

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The English Series Year 4 - section 3

Analysing Characters 2

Activity

Read the folk tale entitled The Thief, then complete this activity sheet.

1. What do you think these characters had to say about the old thief after he had been set free from the King’s prison? Write the characters’ reactions in the boxes.

Judge

or eBo st r e p ok u S Characters’ reactions

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Teac he r

Policeman

© ReadyEdPubl i cat i ons Guard •f orr evi ewPrison pur p osesonl y•

MOST UNWORTHY:

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2. The King and his courtiers were not worthy of the peach pit. Which character in your opinion was the most unworthy? Compare your answer with others and come to a class consensus.

. te o I think this because________________________________________________________ c . che e r _______________________________________________________________________________ o t r s s r u e p _______________________________________________________________________________ 3. Folk tales have heroes who overcome difficult tasks to conquer villains or evil forces. What was the difficult task that the old thief overcame?

___________________________________________________________________

4. Do you consider the old thief to be a traditional hero? Why/why not?

___________________________________________________________________

___________________________________________________________________

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Curriculum Link: Discuss literary experiences with others, sharing responses and expressing a point of view (ACELT1603)

The English Series Year 4 - section 3

Conflicts and Morals

Activity

Read the folk tale entitled The Thief, then complete this activity sheet.

1. You do not find out the names of the characters in The Thief. Why do you suppose this is?

___________________________________________________________________

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2. Can you think of other traditional stories where this is also the case?

or eBo st r e p ok 3. Study the commonu conflicts in folk tales listed below.

S Good versus Bad Rich versus Poor

___________________________________________________________________ ___________________________________________________________________

Youth versus Old Age

Powerful versus Vulnerable

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Teac he r

Beauty versus Beast

Innocence versus Wisdom

i. Do the conflicts in The Thief match any of the above conflicts? Justify your answer.

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© ReadyEdPubl i cat i ons _________________________________________________________________ •f orr evi ew pur posesonl y• _________________________________________________________________

ii. How does the saying, “People who live in glass houses should not throw stones” apply to The Thief?

_________________________________________________________________

_________________________________________________________________

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. t eshrunken peach pit important in o 4. How is the dried, c . presenting the main c message of this story? e h r e o r ____________________________________________ st super

_________________________________________________________________

____________________________________________

____________________________________________

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5. What do you think is the moral of this folktale?

____________________________________________

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_____________________________________________ Curriculum Link: Use metalangugae to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)

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The English Series Year 4 - section 3

Language Features and Style

Activity

Read the folk tale entitled The Thief, then complete this activity sheet.

1. The writer who has retold the folk tale The Thief on pages 38-40 has used interesting verbs and adverbs to add details to the narrative. Explain what images come to your mind when you read the following verb + adverb partners. i. “he had never been caught red-handed” (p.38) ___________________________________________________________________

or eBo st r e ok iii. “…and dress lavishlyp in silk robes.” (p.40) u S ___________________________________________________________________ ii. “he walked nonchalantly away” (p38)

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Teac he r

___________________________________________________________________

iv. “The Temple Monk touched the peach pit hesitantly with his fingertips.” (p.40) ___________________________________________________________________ 2. To avoid repeating the names the old thief and the King, the writer has substituted other noun groups to refer to these characters. Can you identify them in the story?

© ReadyEdPubl i cat i ons The King=__________________________________________________________ •f orr evi ew pur posesonl y• 3. Silence is described as falling like an axe (p.40) and as a curtain The old thief=_______________________________________________________

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(p.40) in the folk tale. Why do you think the writer uses these comparisons to describe the atmosphere in the King’s court? ______________________________________________________

______________________________________________________

______________________________________________________

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

4. Rewrite in indirect speech: For your sentence, you will pay me a thousand gold coins. (p.38)

In Asian literature the number 4 has great significance. This is similar to the number 3 that features in European folktales (e.g. The Three Little Pigs, Goldilocks And The Three Bears, the three sisters in Cinderella, etc.).

5. Can you find a connection to the number 4 in The Thief?

___________________________________________________________________

___________________________________________________________________

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Curriculum Link: Use metalangugae to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)

The English Series Year 4 - section 3

Interacting with Literature 1

Activity

Read the folk tale entitled The Thief, then complete this activity sheet.

The folk tale The Thief has many variations throughout Asia. In some versions, the thief is rich, in another, he offers the King a plum pit wrapped in gold paper and attempts to break out of prison. But what all the versions have in common is the old thief’s elaborate trick - his trick of making people admit that they are not worthy to judge others and thus, giving the clever thief his freedom.

or eBo st r e p ok u S

Setting

Characters

Complication

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Teac he r

You are going to plan your own version of The Thief in a small group using the headings below. You can change the setting, number of characters, the conflict, climax and the resolution. However, you must include the elaborate trick as part of your storyline.

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Climax .

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Resolution

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Elaborate Trick co .

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Practise narrating your version of The Thief with the group. When you’re ready, tell your folk tale to other groups in the class.

Curriculum Link: Create literary texts by developing storylines, characters and settings (ACELT1794) Elaboration: Collaboratively plan, compose, sequence and prepare a literary text along a familiar storyline, using film, sound and images to convey setting, characters and points of drama in the plot.

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The English Series Year 4 - section 3

Interacting with Literature 2

Activity

Read the folk tale entitled The Thief, then complete this activity sheet.

or eBo st r e p ok u S POLICE REPORT

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Teac he r

The young police officer would have completed a police report of the theft before the old man appeared in court for sentencing. In the space provided, write the officer’s report. Here are some tips for writing the report: -- Make your details precise: date, time, place and order of events.

-- The register of language is formal. Do not use short forms of words.

-- A police report is impersonal – there should be no personal opinions.

-- Passive voice is frequently used, for example: The vial of cumin spice was hidden in the old man’s sleeve. (Object is placed at beginning of sentence).

-- Base your report on information from the folk tale.

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o c . che e r o r st super

Curriculum Link: Understand differences between the language of opinion and feeling and the language of factual reporting or recording (ACELA1489) Elaboration: Identifying ways thinking verbs are used to express opinion, for example ‘I think’, ‘I believe’, and ways summary verbs are used to report findings, for example ‘we concluded’.

The English Series Year 4 - section 3

The Australian Bush: Activating Ideas

Activity

Complete this activity sheet, then read the poems that follow.

Before you read the poems on the next couple of pages, complete this graphic organiser. Research specific vocabulary to go under the headings below.

or eBo st r e p colours ok u S

sounds and smells

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Teac he r

Australian Bush

indigenous people

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sights

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e.g. Eucalyptus oil

activities

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Curriculum Link: Incorporate new vocabulary from a range of sources into students’ own texts including vocabulary encountered in research (ACELA1498) Elaboration: Building etymological knowledge about word origins (for example ‘thermometer’) and building vocabulary from research about technical and subject specific topics.

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The English Series Year 4 - section 3

Read this poem about the Australian bush, then complete the activity sheets which follow.

Where The Pelican Builds Her Nest*

(by Mary Hannay Foott 1881)

or eBo st r e p ok u S

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Teac he r

The horses were ready, the rails were down, But the riders lingered still, One had a parting word to say, And one had his pipe to fill.

Then they mounted, one with a granted prayer, And one with a grief unguessed.

“We are going,” they said, as they rode away “Where the Pelican builds her nest!”

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The creek at the ford was but fetlock deep When we watched them crossing there; The rains have replenished it thrice since then And thrice has the rock lain bare.

But the waters of Hope have flowed and fled, And never from blue hill’s breast Come back - by the sun and the sands devoured Where the pelican builds her nest!

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They had told us of pastures wide and green, To be sought past the sunset’s glow; Of rifts in the ranges by opal lit, And gold ‘neath thee river’s flow. ©R ady EdPubl i cat i ons And thirst and hunger were banished words •spoke f orofr e vi ew pu r posesonl y• When they that unknown West; No drought they dreaded, no flood they feared, Where the pelican builds her nest!

o c . che e r o r st super

* The vast western area of Queensland was largely unexplored at the time that this poem was written. The author had been told by bushmen that they thought that pelicans built their nests inland after drought-breaking rains. But the sight of nesting pelicans had rarely been witnessed.

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Curriculum Link: Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose (ACELY1690) Elaboration: Describing the language which authors use to create imaginary worlds; how textual features such as headings, subheadings, bold type and graphic organisers are used to order and present information, and how visual codes are used, for example those used in advertising to represent children and families so that viewers identify them.

The English Series Year 4 - section 3

Investigating Poetry

Activity

Read the poem entitled Where The Pelican Builds Her Nest on the previous page, then complete this activity sheet.

1. From whose point of view is the poem told? Quote from the poem to support your answer.

___________________________________________________________________

___________________________________________________________________

or eBo t s r e a. the granted prayer? _p _______________________________________________ o u k b. a grief unguessed? _ ________________________________________________ S 3. What did the bushmen hope to find past the sunset’s glow?

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Teac he r

2. One rider mounted his horse with a granted prayer and the other with a grief unguessed. What do you suppose was:

___________________________________________________________________

4. Find evidence in the poem that this area of Queensland experienced droughts.

___________________________________________________________________

5. What images come to mind in these lines? Use a dictionary for unknown words.

© ReadyEdPubl i cat i ons ___________________________________________________________________ •f orr evi ew pur posesonl y• b. …by the sun and the sands devoured: a. The creek at the ford was but fetlock deep:

6. Why does the poet repeat, Where the pelican builds her nest?

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

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7. According to the poem, what dangers might the bushmen have faced?

8. Say why you liked or disliked this poem.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________ Curriculum Link: Use metalangugae to describe the effects of ideas, text structures and language features of literary texts (ACELT1604)

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The English Series Year 4 - section 3

Read this poem about the Australian bush, then complete the activity sheets which follow.

The Australian Sunrise

(by James Lister Cuthbertson 1880)

The Morning Star paled slowly, the Cross hung low to the sea,

or eBo st r e p of the soft Australianonight, The lustrous purple blackness u Sawakening that heralded the light;k Waned in the gray

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Teac he r

And down the shadowy reaches the tide came swirling free,

Still in the dying darkness, still in the forest dim

The pearly dew of the dawning clung to each giant limb,

Till the sun came up from ocean, red with the cold sea mist,

And smote on the limestone ridges, and the shining tree-tops kissed

© ReadyEdPubl i cat i ons And the wind in the she-oak wavered, and the honeysuckles stirred; •f orr evi ew pur posesonl y• The airy golden vapour rose from the river breast, Then the fiery Scorpion vanished, the magpie’s note was heard,

The kingfisher came darting out of his crannied nest,

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And the bullrushes and reed-beds put off their sallow gray And burnt with cloudy crimson at dawning of the day.

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o c . che e r o r st super

Curriculum Link: Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose (ACELY1690) Elaboration: Describing the language which authors use to create imaginary worlds; how textual features such as headings, subheadings, bold type and graphic organisers are used to order and present information, and how visual codes are used, for example those used in advertising to represent children and families so that viewers identify them.

The English Series Year 4 - section 3

Poetry Analysis

Activity

Read the poem The Australian Sunrise on the previous page, then complete this activity sheet.

1. What could the poet see in the Australian night sky?

___________________________________________________________________

___________________________________________________________________

2. Which colours are associated with...

or eBo st r e pnoun groups to make the images okmore vivid. For 3. The writer uses descriptive u example, cold seaS mist and airy golden vapour. Find three more noun groups that you think are interesting descriptions.

i. the night?________________________________________________________

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Teac he r

ii. the break of day?__________________________________________________

1st noun group=_ ___________________________________________________ 2nd noun group=____________________________________________________

3rd noun group=____________________________________________________

4. As dawn arrives, there is more movement in the bush setting. How does the poet communicate this idea?

© ReadyEdPubl i cat i ons ___________________________________________________________________ •f orr evi ew pur posesonl y• ___________________________________________________________________

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5. An ode is a form of poetry that praises a person or thing using hyperbole (exaggeration). Do you think that this poem is an effective ode? Explain your answer with examples from the poem.

___________________________________________________________________

___________________________________________________________________

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. te and Where The Pelican Builds Her Nest wereo 6. The Australian Sunrise written over a c . century ago. How does their use of language and subjecte matters reveal that they c h r are not modern? er o t s s r u e p Use Of Language Subject Matter

Curriculum Link: Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)

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The English Series Year 4 - section 3

As you read this poem, write the meanings of the underlined words on this page, then complete the activity sheet which follows.

Cossack, WA (2015) Luggers, schooners, cutters and ketches snug tight in Flying Foam Passage: there’s pearls aplenty in turtles’ bay! for the Amy, Myra and Maggie May.

Teac he r

Tamarind trees guard the sands as pearler’s wives on deck take stock: of naked mislaid Ngarluma boys deep diving for their priceless toys.

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or eBo st r e p ok u S

Plate-sized mother of pearl shells scooped from ten dark fathoms, choose not to speak of silent hurts stitched buttons now on silken shirts.

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The great blows over many years pushed luggers into mangrove –o •f or r e vi ew graves pur p sesonl y• town roofs tied down by anchored chain and silted creeks closed-mouth remain witness to Cossack’s pearly empire.

From Nanny Goat Hill the town is neatly quartered cemeteries for all: Chinaman, Japman, Macassan and Malay.

Thin ghost voices wild-willy over the spinifex plain then drift beachward to whisper again: red emperor, blue salmon, coral trout to fishermen - lines baited and well-spaced out.

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o c . che e r o r st super

National Library Of Australia

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Curriculum Link: Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose (ACELY1690) Elaboration: Describing the language which authors use to create imaginary worlds; how textual features such as headings, subheadings, bold type and graphic organisers are used to order and present information, and how visual codes are used, for example those used in advertising to represent children and families so that viewers identify them.

The English Series Year 4 - section 3

Examining Poetry

Activity

Read the poem, Cossack, WA, then complete this activity sheet.

1. Luggers, schooners, cutters and ketches are specific kinds of_ __________________ 2. According to the poem, was pearling a profitable activity in Cossack? Find evidence to support your answer.

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3. Who would collect the pearl shells from ten dark fathoms?

or eBo st r e p ok ___________________________________________________________________ u S of pearling operations in Western Australia until the late 5. Cossack was the centre

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4. Why does the poet describe the Ngarluma boys as mislaid?

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1890s. What happened to Cossack to turn it into a ghost town?

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6. What does the existence of different cemeteries in the town tell you about life in Cossack during its heyday as a pearling centre?

© ReadyEdPubl i cat i ons •ghost f or r ewhisper vi ew pu r pos es nsuppose l y•they 7. Whose Thin voices to the fishermen?

Why doo you

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want to whisper to the fishermen?

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8. Can you find two examples of personification in the poem?

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The subject matter ofc the poems Cossack, WA and Where the Pelican Builds e h r er oand its resources. both deal with early European exploration of Australia st supe r 9. How is the modern poem Cossack, WA similar and different to Where The Pelican Builds Its Nest in its approach to its subject matter?

Draw up a table on the back of this sheet with headings SIMILAR and DIFFERENT to complete your answer.

Curriculum Link: Make connections between the ways different authors may represent similar storylines, ideas and relationships (ACELT1602)

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Answers p.8 Recount E, Procedure B, Persuasive D, Information report A, Narrative C. p.9 1. Last weekend 2. On Saturday morning 3. Before long 4. First of all 5. Next 6. At midday 7. Then 8. Finally

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p.10 1) 1 = My friends met me at the entrance to the zoo.

2 = We found a picnic area next to a lagoon.

3 = A ranger gave instructions about how to behave in the zoo.

4 = I touched a python.

5 = We looked at quolls in their enclosure.

6 = Dad barbecued some hotdogs.

7 = An ibis ate my hotdog.

8 = We ate my birthday cake.

2) soon = before long to begin = first of all at last = finally afterwards = then.

3) Unticked statements should be numbers: 3, 5 and 8.

p.12 1. The setting is a sugarcane farm on a hot afternoon.

2. Students may pick up on idiomatic expressions like “rounds of the kitchen” and “dilly dallying about” to suggest the story is not present day. The actual events of this narrative took place in 1922.

3. Aunty Joan: The larger one was making a beeline; Aunty Joan repeated mechanically; from her iron grip; “Bath, Noel Symmonds, now!”; “Don’t be dilly dallying about either, Noelie. Your brothers will be needing the bathroom too when they get home from work.”

Noel: the smaller one was doing all he could to drag her off-course; “Go on, Aunty Joan, I’m boiling to death!”; wriggling like an eel the entire march to release himself; his palm beating the hall wall like a menacing war drum;

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Noel was soon threading himself through the yellowing cane stalks on his way back to Mangrove Creek in the fading light.

3. A mixture of tenses in direct speech gives the reader the sensation that the events are happening now, thus making the action more immediate.

Examples: “Go on, Aunty Joan, I’m boiling to death!” (present continuous verb tense) “Your Dad will give you and me the rounds of the kitchen if he finds out you were at the creek on your own…” (future prediction) 5. Noun group examples: the dirt track; the entire march; a menacing war drum.

Verb group examples: suddenly sprang; repeated mechanically; who had been wriggling; soon threading.

6. It signals to the reader that something unexpected is about to happen, thus adding action and suspense. p.13 1. Students should colour: science books; newspapers; history books; sports magazines (heath or training tips). 3. Repeat this task using more texts to consolidate students’ understanding of the characteristics of information reports.

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p.14 Suggestions: use of italics for owl’s scientific name and arboreal; subheadings to delineate paragraphs about appearance, habitat and threats; caption under image; it’s 4 it is (formal register); use singular or plural consistently

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p.15 Annotations: bolded title; bullet-points for equipment; numbered instructions; additional advice; image of finished project. p.16 Ask students to peer mark the procedural texts according to the text characteristics.

p.18 2. “There’s a lot of truth..” suggests to the reader that what is to follow will be supported by facts.

Also, the use of a well-known adage adds to the common sense of the argument.

3. Reason 1: Children will be able to focus better

p.24 1. why 2. how 3. where 4. with whom 5. when 6. when 7. how 8. when 9. why 10. when 11. how 12. when

p.19 2. Another good reason: to signal the third reason in the paragraph To sum up: to signal the paragraph’s conclusion and summary of ideas in text In order to: to signal to the reader how to take action 3. i) What’s more (in addition, furthermore) ii) Another good reason (secondly, moreover) iii) To sum up (in summary, to conclude) iv) In order to (so that, so as to) 5. i) this = finding it hard to concentrate ii) this = being grumpy iii) this = sleep helps memory

p.27 A. 1. We’re, I’ll 2. too 3. where 4. isle 5. To B. 1. oar (rowing instrument) awe (amazement) ore (mineral) 2. you (pronoun) yew (tree) ewe (female sheep) 3. miner (person who works in a mine) minor (unimportant) mynah (Indian bird) 4. peak (top of hill, mountain) peek (take a quick look) pique (irritation, anger) 5. pallet (timber boards on which to stack goods) palette (artist’s mixing board) 6. meat (flesh) meet (encounter) mete (give out) 7. bight (large inlet along coast) bite (to sink teeth into) byte (digital file unit size) 8. holy (sacred) holey (full of holes) wholly (entirely) 9. raise (to lift up, increase) rays (beams of light, heat) raze (to destroy) 10. cue (prompt) queue (line) kyu (martial art term) 11. vain (self-absorbed) vein (blood transporter) vane (wind direction indicator) 12. pause (short break) paws (feet on animals) pores (tiny opening on skin) pours (tips liquids)

p.25 Sample answers: 1. i) from surfing ii) on the scene iii) on purpose iv) of the pepperoni pizza v) from school, by mistake 2. A. She came off the ramp at high speed. B. After running to get help, she was out of breath.

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p.26 Ask students to edit their work to check for details about time, place and manner.

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in lessons.

Reason 2: Children’s relationships with others will be better if they are rested.

Reason 3: Memory will be improved.

4. Consequence 1: Capacity to learn will be affected.

Consequence 2: Grumpy, tired children can have behavioural problems.

Consequence 3: Tired children will not be able to remember the new things they encounter during the day and this will affect progress.

5. The writer recommends that a regular bedtime hour is adhered to and things that can interfere with a good night’s sleep are removed from the bedroom (television, etc.).

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p.20 1. and 2. in order to 3. As 4. As a result 5. In addition to (students might suggest “Because of”) 6. as well as 7. Later 8. However 9. even so 10. therefore

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p.22 A. Examples: Four juicy sizzling lamb sausages.

B. A solitary adult male koala. p.23 Examples: a lot of/lots of/very little mess; lots of/not enough/very little room; a few/lots of/ enough/both goals; less/lots of/a great deal of effort.

p.28 1. a. son b. male c. wail d. moose e. won f. peek g. hair h. sail i. steel j. peace k. towed l. week 2. Student’s choice p.29 1. natural, cultural, comical, accidental, 57

economical, arrival 2. arrival (noun) 3. healthiness, cheerfulness, emptiness, awkwardness, forgiveness, childishness 4. soft, loose, straight, sharp, tight, white 5. strong

p.36 ketchup: said to have come from Chinese koechiap (fish sauce) pyjamas: from Hindi pajama, probably from Persian paejamah, literally “leg clothing” ski: from Norwegian ski, related to Old Norse skið “long snowshoe,” verandah: from Hindi varanda, which probably is from Portuguese varanda, originally “long balcony or terrace,” gung-ho: from Chinese kung ho “work together, cooperate.” Modern meaning relates to working at something with enthusiasm budgerigar: some uncertainty about origin, but thought to have been formed by indigenous words, “budgery (good) and “gar” (cockatoo)

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p.31 Suggested answers: unhappy, unselfish, replace, incomplete, removal, happiness, completion, action, reaction, removable, comfortable, completed, disapproval.

p.34 Sample answers: Panel 1 – Toby told the magpie to go away and peck at someone else because he was going to be late again for school.

Panel 2 – The teacher said that she was disappointed because Toby had missed the club meeting again.

Panel 3 – Toby’s friend told hi, not to worry as she had just the thing for those pesky magpies.

Panel 4 – He shouted to the magpies, “Coming, ready or not.”

Panel 5 – Toby couldn’t believe his eyes. All of them!

Panel 6 – She was congratulated on her fantastic invention.

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p.30 1. Animals that were larger than similar animals today.

2. A large animal with big feet.

3. A habitat that receives little, but some rain.

B. geo – geography, geology equ – equilateral, equation oct – octagonal, octopus phot – photosynthesis, photography

and within two heartbeats, a shallow splash.

“Sian? Sian!” William screamed out.

p.38-40 Background information: This folk tale was chosen as it does not fit neatly into traditional Korean stories, whose morals generally focus on respect for elders and goodness being rewarded. This tale invites students to think critically about which characters are wholly “good” or “bad.” Encourage contemplation about the hypocrisy of the situation and how it could relate to current events.

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p.42 1. He is a famous old thief, who has eluded police arrest because he’s never been caught red-handed.

2. The thief is observed shoplifting and sentenced to 1000 days in prison.

3. The thief fears that he is too old and frail to survive in prison. He must avoid imprisonment at all cost.

4. He convinces a guard to arrange an audience with the King; he has an elaborate trick/plan to expose the Court’s weaknesses.

5. The thief shows the King that no-one is worthy to sit in judgement of others and therefore, he is set free.

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p.35 Model answer: “I’m hot and bored!” Sian declared. William agreed with her. Sian madly fanned her face and suggested to William that they have a dip in the pool to cool down.

William wasn’t keen. “Dunno, Sian. Dad said the pool is out of bounds because it needs a good clean.” Sian sulkily announced that she was going home and stormed out of the room.

“Suit yourself,” William replied. Moments later he heard the squeal of the patio sliding door

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p.41 The characteristics that are not present in The Thief are: 2 and 9.

p.43 1. The thief would not be described as: remorseful, humble and virtuous.

2. “Why do I need money? I’m a thief!” (confident, arrogant); “Like a magician, he slid the vial of cumin spice up his sleeve...and...he walked nonchalantly away.” (skilled, confident); “I will escape”. (determined, optimistic); “How will the King punish you when he discovers that you have prevented me from giving him my wondrous gift?” (manipulative, persuasive, clever); “The thief bowed. As he left the throne room, he glanced at the guard and winked.” (self-satisfied, cunning, smug)

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p.44 1. Sample answers: Policeman: The old thief won’t outsmart me next time!

Judge: I will sentence him to 10,000 days in prison next time.

Prison guard: I won’t tell anyone how the old man made a fool out of me.

2. Students to reach a consensus after evaluating each character’s worthiness.

3. To convince the most powerful men in the country that they were no better than an old thief.

4. Not traditional in terms of European folk tales. There is no hint that the thief will mend his ways to become a “hero.”

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very skilful like a magician. (ii) nonchalantly suggests that the thief was very self-assured of his ability not to get caught. (iii) lavishly suggests showy, over-indulged. (iv) hesitantly suggests that the monk was afraid to touch the pit for fear of his corruption being exposed.

2. The old thief: old man, old criminal, scoundrel, crafty prisoner The King: Sire, Your Highness.

3. These comparisons are used to build tension – to foreshadow that the truth (the kingdom’s corruption) will be revealed for all to see.

4. The thief’s sentence was to pay the judge a thousand gold coins.

5. The four powerful men of the court. p.47 Students to create own version of The Thief, using the folk tale’s structure and elaborate trick. p.48 Ask students to peer-assess texts.

© ReadyEdPu bl i cat i ons p.50 Text background: Considered Queensland’s •f orr evi ew pur posesonl y• first important female poet, Mary Hannay

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p.45 1. As in many traditional stories, nameless characters are used to be symbolic of groups in a society.

2. Examples: Sleeping Beauty, Tortoise and the Hare, Little Red Riding Hood.

3.(i) Student’s response. The most applicable conflicts would be: Youth versus Old Age, Powerful versus Vulnerable. (ii) People (such as the King, the Prime Minister, etc.) should look at their own actions before judging others (the thief ).

4. Suggested idea: The shrunken pit represents greed; people will try to obtain anything that will give them more than they already have, even when the object appears worthless.

5. Sample answers: Nobody is perfect; Don’t judge other people; Show mercy.

Foott, experienced the harshness of outback life first hand. Widowed and penniless at the age of 42 on a failed cattle station, Mary became a teacher, then a gossip columnist and writer to support her sons. The explorers in Where The Pelican Builds Her Nest are said to be based on the Elliot brothers, who set off to explore inland Queensland and were never seen or heard from again.

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p.46 1.(i) red-handed suggests that the thief was

p.51 1. Omnipresent narrator: One had a parting word to say/We are going, they said, as they rode away.

2. Suggested answers: a. perhaps the opportunity of employment, adventure b. having to leave loved ones behind to run a farm 3. Rich grazing land on which to expand pastoralism and alluvial gold.

4. The rains have replenished it thrice since then,/ And thrice has the rock lain bare./ by the sun and the sands devoured 59

5. a. The creek had little water in it. b. The effects of the sun were relentless like a predator, eating away at the land.

6. This repetition is like an echo or call across the wild, unexplored landscape to find a green paradise.

7. intense heat, thirst, floods, vast unknown territory, fording rivers on horseback, rugged terrain 8. Student’s response.

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p.53 1. The Morning Star (Venus), the Cross (the Southern Cross) 2. i. the night: lustrous purple blackness ii. the break of day: gray awakening/ pearly dew of the dawning/Till the sun came up from ocean, red with the cold sea mist 3. Examples: the shadowy reaches/ the shining tree-tops/ his crannied nest/ cloudy crimson 4. The poet uses movement verbs like: stirred, darted, wavered, burnt.

5. An ode praises an object or person by using hyperbole (exaggeration). The poem employs this technique e.g. The pearly dew of the dawning clung to each giant limb/Then the fiery Scorpion vanished/The airy golden vapour rose from the river breast 6. Language Where The Pelican Builds Her Nest: use of thrice (archaic) Australian Sunrise: use of smote (archaic); spelling of gray.

Subject matter Where The Pelican Builds Her Nest: horseback as a means of transportation, exploring unknown places in 1880s Australian Sunrise: the inclusion of classic references (The Morning Star, The fiery Scorpion (Sun).

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p.52 Text background: The Australian Sunrise is categorised as occasional poetry, that is, poetry penned for a particular occasion and often performed, accompanied by music due to its lyrical nature.

2. Pearling was profitable enough to have the boats, snug tight in Flying Foam Passage and are pearls aplenty in turtles’ bay! The pearl shell appears on silken shirts and are priceless toys.

3. Young Ngarluma boys (local indigenous people) as well as labourers from China, Malaysia, Japan and the Celebes.

4. mislaid has two meanings i) lost whilst diving (drowned, taken by sharks) or ii) lost, wrenched from families (used as slave-labour) 5. The great blows refer to devastating cyclones that wiped out pearling fleets, drowned people, destroyed buildings and silted up creeks (changing the coastline). Cossack was abandoned and the pearling industry relocated to Broome.

6. In its heyday, Cossack was a multicultural community with people from Asia and indigenous Australians working for European settlers. However, in death, the cemeteries were segregated.

7. The voices could belong to pearl divers who had died a long way from their traditional homes. Their voices could be calling fisherman back to the ghost town with the promise of good catches to keep them company.

8. Tamarind trees guard the sands / shells..choose not to speak of silent hurts / the great blows.. pushed luggers 9. Similarities: Both poems describe the exploitation of natural resources by European settlers (grazing land, gold, opal and pearls).

There is also mention of natural disasters and hardship: drought, flood, cyclones.

Differences: Where the Pelican Builds Her Nest hints that the search for riches beyond the ridges is going to end in disappointment as there will be no inland sea that brings plenty. At the time the poem was written, this, however, was a genuine ongoing quest in Queensland to expand pastoralism. In Cossack, WA the poet paints a past and present view of the search for riches by settlers in the once-thriving town. With the hindsight of history, the poet can trace the glory days of pearling, its demise (especially effects on the environment and indigenous people) and the present day activities of the town (historic ghost town tourism, fishing).

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p.55 1. sailing boats used for pearling

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