The English Series - English: Year 5 by Teacher Superstore

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ISBN: 978 1 86397 966 5 2

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

Reproduction and Communication by others

Contents Teachers’ Notes Curriculum Links

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Section Two: Expressing and Developing Ideas Expanding Noun Groups Adjective Groups and Phrases Owning Apostrophes Possessive Apostrophes in Reports Constructing Complex Sentences 1 Constructing Complex Sentences 2 Combining Sentences Varying Sentences in Narratives Clauses in Action Finding the Right Word Shades of Meaning Shades of Meaning Crossword Unusual Plural Nouns Irregular Plurals Word Search 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 Informative Texts - Stimulus Material Informative Texts Structure of a Film Review Film Review Factual Recount - Stimulus Material Factual Recount 1 Factual Recount 2 Persuasive Texts - Stimulus Material Persuasive Texts Structure of an Expository Text Expository Text Attention Grabbing Introductions

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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 Short Story - The Last Lesson Time and Place School Days Plot Analysis 1 Plot Analysis 2 Tracking Emotions Interacting with Literature 1 Interacting with Literature 2

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37 38-41 42 43 44 45 46 47 48

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Section Four: Voice In Texts Our Environment: Activating Ideas Poem: Weather Comes Poetry Analysis 1 Poetry Analysis 2 Creating a Poem News Article Creating a Text Answers

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Teachers’ Notes This book is part of the Australian English Series which consists of six 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 and resources that will enable students to develop capabilities in much of the new English curriculum for Year 5 students.

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This book is divided into four sections, which are detailed below. Section One: Text Structure and Organisation

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Stimulus material chosen for activities demonstrates varying degrees of formality. Activities guide students to identify and reflect on how texts can be constructed for their intended purpose and audience through a deliberate choice of language features. Emphasis has also been given to incorporating texts that address the curriculum priorities of Aboriginal and Torres Strait Islander Histories and Cultures and Sustainability through English. Answers are provided at the back of the book.

Students will be engaged in activities to make meaning of a selection of informative, persuasive and imaginative texts ranging from a historical recount, speech excerpt, advertisement, film review and expository argument about the Tasmanian Devil. Thinking skills will be developed by asking students to analyse text structure and to evaluate language features, such as: use of passive voice, powerful adjectives, rhetorical techniques and emotive appeals to the reader.

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Section Three: Interacting with Literature

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a setting or character with unusual noun/adjective groups and a variation of simple, compound and complex sentences. Students will examine original texts from Henry Lawson and George Orwell with the aim of creating their own well-crafted texts.

The short story, The Last Lesson, transports students to another time and place where characters face difficult choices. Activities in this section require a close-reading of the story to discover the motivation behind the different characters’ actions and be able to step into a young boy’s mind in war time to write a letter in his voice.

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Section Four: Voice in Text

To experiment with the stylistic features of poetry, students will be invited to break the rules in their own shape poem based on the Indigenous perspective of Lionel Fogarty’s poem, Weather Comes. Students will also plan, draft and publish their own text on an environmental issue about which they feel strongly.

v8.1 Curriculum Links

Understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500) Elaboration • Exploring examples of words in which pronunciation, writing and meaning has changed over time, including words from a range of cultures

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Understand that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505) • Elaboration Observing how writers use the beginning of a sentence to signal to the reader how the text is developing (for example ‘Snakes are reptiles. They have scales and no legs, Many snakes are poisonous. However, in Australia they are protected’)

Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508) Elaboration • Learning how to expand a description by combing a related set of nouns and adjectives - ‘Two old brown cattle dogs sat on the ruined front veranda of the deserted house’

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Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) Elaboration • Becoming familiar with the typical stages and language features of such text types as: narrative, procedure, exposition, explanation, discussion and informative text and how they can be composed and presented in written, digital and multimedia forms

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Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507) Elaboration Knowing that complex sentences make connections between ideas Knowing that a complex sentence typically consists of a main clause and a subordinate clause

Understand the use of vocabulary to express © ReadyEdPu bl i cat i o nsand know greater precision of meaning, that words can have different meanings in different contexts (ACELA1512) •f orr evi ew pur p ose so nl y• Elaboration

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Moving from general ‘all-purpose’ words, for example ‘cut’, to more specific words, for example ‘slice’, ‘dice’, ‘fillet’, ‘segment’.

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Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506) Elaboration • Learning that in Standard Australian English regular plural nouns ending in ‘s’ for m the possessive by adding just the apostrophe, for example ‘my parents’ car’ Learning that in Standard Australian English for proper nouns the regular possessive form is always possible but a variant form without the second ‘s’ is sometimes found, for example ‘James’s house’ or James’ house’

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Explore less common plurals, and understand how a suffix changes the meaning or grammatical form of a word (ACELA1514) Elaboration • Using knowledge of word origins and roots and related words to interpret and spell unfamiliar words, and learning about how these roots impact on plurals, for example ‘cactus’ and ‘cacti’, ‘louse’ and ‘lice’

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Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608) Elaboration • Describing how aspects of literature, for example visuals, symbolic elements, dialogue and character descriptions, can convey information about cultural elements, such as beliefs, traditions and customs 5

Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609) Elaboration • Posing and discussing questions, such as ‘Should this character have behaved as they did?, and beginning to make balanced judgements about the dilemmas characters face and relative merit and harm

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Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610) Elaboration • Examining the narrative voice in texts from Aboriginal and Torres Strait Islander traditions, which include perspectives of animals and spirits, about how we should care for the Earth, for example reflecting on how this affects significance, interpretation and response.

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701) Elaboration • Explaining how the features of a text advocating community action, for example action on a local area preservation issue, are used to meet the purpose of a text.

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Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795) Elaboration • Orally, in writing or using digital media, giving a considered interpretation and opinion about a literary text, recognising that a student’s view may not be shared by others and that others have equal claims to divergent views

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Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698) Elaboration • Identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narrative on empathy and engagement.

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) Elaborations • Selecting an appropriate text structure for the writing purpose and sequencing content according to that text structure, introducing the topic, and grouping related information in well-sequenced paragraphs with a concluding statement. • Using vocabulary, including technical vocabulary, appropriate to purpose and context.

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Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)

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Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798) Elaboration • Setting (time and place), narrative point of view; and devices, for example figurative language (simile, metaphor, personification), as well as non-verbal conventions in digital and screnn texts - in order to experiment with new, creative ways of communicating ideas, experiences and stories in literary texts

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Text Structure and Organisation © ReadyEdPubl i cat i ons

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The English Series Year 5 - section 1

Text Types

Activity

1. Look at the names of the text types in the box below. Place them under the correct headings in the table below. There might be text types that could be placed under more than one category. Read the purpose of each text type to help you. novel

rules and regulations school textbook blog

comic strip

speech letter to the editor

news article

film script

song lyrics

recipe

travel guide

short story

poem

essay

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report

recount of events

user manual

music review

Persuasive

The main purpose of an imaginative text is to entertain the reader with its originality, new views on the world and creative use of language.

The main purpose of an informative text is to give a reader information in a direct way through an explanation, description, procedure, analysis, etc.

The main purpose of a persuasive text is to convince a reader to share the author’s point of view supported by evidence and arguments.

Examples:

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Informative

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Imaginative

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The degree of formal language included in a text will depend on its purpose and its intended audience. Formal texts avoid using colloquial terms, abbreviations and contractions of words. Sentences in formal texts are more complex and the passive voice appears more frequently. Technical and scientific vocabulary related to the topic is used. 2. Choose six different text types from Question 1 and arrange them on the scale below from less formal writing to more formal writing.

less formal 8

Curriculum Link: Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) Elaboration: Becoming familiar with the typical stages and language features of such text types as: narrative, procedure, exposition, explanation, discussion and informative text and how they can be composed and presented in written, digital and multimedia forms.

more formal

The English Series Year 5 - section 1

Informative Texts – Stimulus Material Read the three extracts below taken from informative texts. The titles have been omitted on purpose.

I agree to abide by the following ICT partnership agreement whilst using ICT at Maddens Creek Primary School. I also understand that any breach of the terms of the agreement, may result in a ban from using ICT equipment or other services. I will: • only access the network with my own login and password, which I will maintain secret (if I suspect someone knows my password, I will apply to have it changed at the earliest opportunity); • only use ICT equipment for appropriate school and homework; • only e-mail people I know, or who a member of staff has approved (any messages that I send will be respectful and responsible).

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used sensibly. Before water restrictions were introduced in 2008, watering the garden made up 70% of water usage in some households. Water regulations brought it home that we cannot afford to be so extravagant with water and that gardens need to be managed in a more sustainable way.

o c . che e C. r o t r s sup eanr If a picture paints a thousand words, then animated GIF would probably

paint the Sydney Harbour Bridge! GIFs are awesome. They’re the flipbooks of the internet and can communicate thoughts and feelings that people can’t often find the words to express. GIFs can show off the pranks of your cute pets and friends, make interesting art or simply serve to give people a good laugh. So, are you ready to paint a million words? Step 1: Find a video sequence with which you want to make a GIF. You will have so many to choose from, but try to pick a clip that’s not too long because a longer video generally means a much larger file size.

The English Series Year 5 - section 1

Informative Texts

Activity

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

1. Give each text an appropriate title or heading in the space provided on page 10. 2. Tick () the text/s that fit the following descriptions: Descriptions

Text A

Text B

Text C

1. Would be most likely found on a web page.

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2. Uses formal language.

3. Uses facts rather than opinions to present ideas.

4. Uses technical terms relevant to the subject matter. 6. Contains cause and effect relationships.

7. Uses present tense verbs in opening sentences.

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5. Includes a general statement to introduce the topic.

3. Predict how each informative text will develop after its introduction. In the boxes below, describe some of the information that you think will be included in the subsequent paragraphs and conclusions.

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4. Which informative text would you like to read more of? Give reasons for your answer.

____________________________________________________________________

Curriculum Link: Understanding that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505) Observing how writers use the beginning of a sentence to signal to the reader how the text is developing (for example ‘Snakes are reptiles. They have scales and no legs. Many snakes are poisonous. However, in Australia they are protected’)

The English Series Year 5 - section 1

Structure of a Film Review People enjoy reading film reviews in newspapers and on websites about the latest movie releases. Read this film review and the annotations about its structure. Title of the film is given and some background information.

Transfixers: The Droth Attack (G)

Describes plot and actors briefly. No ending revealed.

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Mentions the target audience and hints at own expectations of the film.

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Last week I sat in the Cineplex waiting to see Transfixers: The Droth Attack. I had no idea that the movie was the inspiration for a newlylaunched range of interactive toys – 20 million of which have been sold worldwide. Nor was I expecting the fantastic atmosphere in the cinema generated by what seemed like a 1000 over-excited tweenagers. Even I couldn’t wait for the attack to begin.

Lights down and it was all action. Shot using a variety of state-of-the-art CG special effects, Transfixers is gorgeous, grand and loud. Really loud. This big budget movie with its big budget cast had the kids and their adult guardians on the edges of their seats from the moment the Droth leader (played brilliantly by John Halbeck) crash lands in the Hollywood Hills to his final face-off with the hero bots (the predictable Vita Wells and the surprisingly tough Zack Ealing). The battle between bad and bots is accompanied by a booming musical score written and performed by The Dazed Doppelgangers.

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I don’t have a great desire to run off to buy . te my own Transfixer dolls, but I can vouch for o c this movie’s magnetic attraction for young . c e her r science-fiction fans. Veteran Cameron Grant o t s s u er p doesn’t talk down to his young audience, nor

Advice given to reader whether to see film or give it a miss.

Provides the reader with positive and negative aspects of the film.

does he batter them with bad language. The futuristic landscape of Los Angeles becomes a perfect playground to show off Rosalind Roman’s artistic direction. Well worth the popcorn and perhaps a sequel, but for those with sensitive ears – bring plugs.

Judges the value of the film. Mentions strong points.

Rating: **** Nationwide release: December 5th Reviewed by Marina Monaro Curriculum Link: Understanding that the starting point of a sentence gives prominence to the message in the text and allows for prediction of how the text will unfold (ACELA1505) Observing how writers use the beginning of a sentence to signal to the reader how the text is developing (for example ‘Snakes are reptiles. They have scales and no legs. Many snakes are poisonous. However, in Australia they are protected’)

The English Series Year 5 - section 1

Film Review

Activity

Read the film review on the previous page to complete this activity sheet.

1. A good film review has a number of purposes. The film review Transfixers: The Droth Attack informs, describes, analyses and advises. Give examples below. ___________________________________________________

___________________________________________________

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___________________________________________________

___________________________________________________ ___________________________________________________

describes:

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informs:

advises:

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analyses:

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2. What does the reviewer believe are the film’s positive points?

3. Film reviews include vocabulary and expressions related to film-making. Identify technical words/phrases used in the review.

____________________________________________________________________

4. Do you know of other technical terms that could be used in a film review? 12

____________________________________________________________________ Curriculum Link: Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698) Elaboration: Identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narrative on empathy and engagement.

The English Series Year 5 - section 1

Factual Recount – Stimulus Material Read this student’s factual recount about his family’s history.

My Wendish Heritage by Max Bartsch

Imagine boarding a ship which is heading on a dangerous voyage to a strange world 16,000 km away. That is exactly what my Wendish great-great-great grandparents did 170 years ago. My ancestors lived at a time in Prussia (now Germany), when they were not allowed to practise their Lutheran religion. To escape from persecution, a group of Wends accepted an offer from the government of the colony of South Australia to start a new life in a land that was very different to Europe.

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or eBo st r e p ok u The Washington from Hamburg, carrying the hopeful Wends, set a turbulent S course to Brazil. After a few days of buying more supplies in Rio de Janeiro,

(especially much needed oranges), the ship was steered further south. It was so cold that it snowed and the crew was constantly on the lookout for Antarctic icebergs. Gale force winds forced passengers to stay below decks for weeks on end. The crowded conditions and poor food took its terrible toll. Before long, some of the children and older people became ill and died at sea. The voyage took 10 weeks. My ancestors, Hannah and Christian, must have been so happy to disembark on Australian soil at Port Misery in 1846. Within days, they travelled in their carts with other Wendish setters to the hills outside Adelaide. The migrants then set up farming communities to grow vegetable crops for the colony. Hannah and Christian managed to buy 40 acres Port Misery, South Australia 1846 to grow wheat, but the harshness of the climate eventually took hold. Years of mice and snail plagues and drought, finally broke their spirit. Christian went off to work in the salt mines on the Pink Lakes to support his new family.

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o c . che e r o tSeveral Wendish families s s In the months that followed, a r big decision was made. r u e p would go east to Albury in New South Wales to make a fresh start. With their oxen carts loaded with all their belongings, Hannah and Christian travelled with their cattle along the River Murray for 1000 km. One night their dairy cows, frightened by dingoes, escaped into the bush, but local indigenous people helped to track them down.

In 1862, my great-great-great grandparents settled on the rolling plains near Jindera to grow wheat. They raised 6 healthy children and lived long enough to see Australian Federation in 1901. Their faith and determination have been a great inspiration to all who have followed in their footsteps, including me. Curriculum Link: Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) Elaboration: Becoming familiar with the typical stages and language features of such text types as: narrative, procedure, exposition, explanation, discussion and informative texts.

The English Series Year 5 - section 1

Factual Recount 1

Activity

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

1. The introduction to the factual recount My Wendish Heritage orientates the reader by giving information using the 5Ws. What does the reader learn about:

WHO?

WHAT?

WHEN?

or eBo st r e p ok WHY? u S 2. The recount describes the voyage from Germany to Australia. Find three examples of action verbs related to sailing.

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WHERE?

a) ____________________ b) ___________________ c) ___________________ 3. To guide the reader through the events after Hannah and Christian settled in South Australia (paragraph 3), the writer uses sequencing words (e.g. first of all, next, in a short time, etc.). Highlight the sequencing words in the paragraph.

4. Factual recounts do not only include information. At times, a writer expresses his/her opinions or reactions to an event or situation. Can you find two examples of where this happens in this recount? Copy the comments below. a)_ _______________________________________________________________

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b)________________________________________________________________

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5. Identify two causal relationships mentioned in the text. For example:

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Plagues and drought took hold of the land.

Christian went off to work in the salt mines.

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The English Series Year 5 - section 1

Factual Recount 2

Activity

Read the factual recount on page 13 to complete this activity sheet. Factual recounts include accounts of historical events. The purpose of these accounts is to recreate in language an event at which the reader was not present.

1. The writer of My Wendish Heritage has tried to recreate the past using the techniques listed below. Make comments (or give examples) of the effectiveness of these techniques in the table.

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use of images

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time references

first person point of view

dates/statistics

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The writer wants to include his factual recount on a website dedicated to the stories of migrant settlers. It was suggested that Max should add three hyperlinks to other web pages to provide additional information for the readers.

2. Where would you include hyperlinks in this text? Underline them in blue. What information could appear on the hyperlinked web page?

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o c . Hyperlink Termc Paragraph Nº e her r o t s super More information about

1. Lutheran

Predicted Hyperlink Page Content

the Lutheran religion.

3. Curriculum Link: Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504) Elaboration: Becoming familiar with the typical stages and language features of such text types as: narrative, procedure, exposition, explanation, discussion and informative texts.

The English Series Year 5 - section 1

Persuasive Texts – Stimulus Material Study these three different types of persuasive texts. of speech given by Prime Minister Billy Hughes, Sept. 1916. A. Introduction Nearly three hundred thousand men have enlisted. Why

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should some take on their shoulders the burden that belongs to all? If life be such a sacred thing that no government or no individual has a right to lay hands upon it, why should these three hundred thousand be chosen to die, that we may live, untouched, allowing the roll and thunder of battle to pass over us undisturbed? This war must be brought home to every man and woman in this great Commonwealth of Australia. If voluntaryism fails, the war will fail. The interests at issue are too great. Australia must do her part. It may be that voluntaryism will save us; but if it does not, then we must still be saved.

B. Advertisement

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*not tested on animals

. te o C. CYBERSPACE NO-NOs c . che e r o r st super Extract from business magazine editorial

Social networking has millions of Australians sharing everything from baby photos to favourite books to charitable causes. Yes, we are a generous bunch. But are we oversharing? There are a handful of personal details that should stay that way, no matter what assurances are given by Facebook, Twitter, Instagram and dozens of similar sites. If you’re not looking to be Ned Kellied by crooks – cyber or otherwise – there are 770,000 good reasons not to reveal so much. That’s the same number of Australians who fell victim to cybercrimes last year. You don’t want to become part of that statistic, do you? This risk-taking also applies to rash Facebook postings or tweets that have been the undoing of many a well-intentioned sharer. People losing their jobs, having their life insurance cancelled or being dumped by partners is not that uncommon, so what should you never do or say or post on any networking site? Now, here’s the Top 5 no-nos.

Curriculum Link: Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text

16 (ACELY1701) Elaboration: Explaining how the features of a text advocating community action, for example action on a local area preservation issue, are used to meet the purpose of a text.

The English Series Year 5 - section 1

Persuasive Texts

Activity

Read the three persuasive texts on the previous page to complete this activity sheet. The purpose of a persuasive text is not only to persuade people that a certain point of view is valid; it is also to inform, inspire, enrage, encourage or even give comfort.

1. What do you think are the purposes of the persuasive texts on page 16? Write your answers below. Compare your answers with a partner.

Text B: Advertisement

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Text C: Editorial r o e t s Bo r e p ok u Purpose/s:S Purpose/s: Purpose/s:

Text A: Speech

2. Persuasive texts usually focus on one main issue. Identify the main issue in each text.

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3. How do the following rhetorical questions position the reader/listener to feel?

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a) SPEECH: “Why should some take on their shoulders the burden that belongs to all?”

o c . ____________________________________________________________________ che e r o b) ADVERTISEMENT: “Want nails to show off?” r st s uper ____________________________________________________________________ ____________________________________________________________________

____________________________________________________________________ c) EDITORIAL: “You don’t want to become part of that statistic, do you? ____________________________________________________________________ ____________________________________________________________________ 4. Give two examples of emotive language (strong adjectives) used in the texts. a) _______________________________ b) ______________________________ Curriculum Link: Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701) Elaboration: Explaining how the features of a text advocating community action, for example action on a local area preservation issue, are used to meet the purpose of a text.

The English Series Year 5 - section 1

Structure of an Expository Text Read this expository text that presents a case for releasing Tasmanian Devils back into the wild on the Australian mainland. Look at the notes on its structure.

Tasmanian Devils vanished from the Australian mainland about 3000 years ago. It’s time for them to come back! Can you think of a better way to protect our native wildlife from feral animals than with the little devil?

Statistic used.

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When the devil disappeared from the forests of New South Wales, the top predator disappeared too. Feral animals such as foxes, cats and dogs have been freely killing small mammals, birds and reptiles since they were introduced in the 18th century. If the devil was reintroduced, it would be an effective weapon in chasing feral animals away. Devils are mainly carrion eaters, but do prey from time to time on sick or weak animals, like wallabies. The native wildlife killed by devils would be nothing compared to the thousands of creatures decimated by feral animals every day.

Author’s point of view on the topic clearly stated in the introduction. Use of rhetorical question which addresses the reader.

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BRING BACK THE DEVILS!

Use of the future tense to show what would happen if devils were reintroduced.

Use of conditional © ReadyEdPubl i cat i on s “if,” and modals (could, would). •f orr evi ew pur posesonl y•

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Other countries have brought back top predators like the wolf and the lynx with great success. The return of the Tasmanian Devil to the Australian mainland could be an effective way to restore the balance of nature in the forests and a huge help in saving our many endangered native species.

Addressing possible objections to the argument, then rebutting.

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Some people might say that dingoes and devils would be a deadly duo in the forests. We know that devils and dingoes cannot co-exist. Devils would only be reintroduced into controlled areas that are dingofree. Scientific studies show that fox and cat numbers have been kept down in Tasmania where devils have established their territories.

Use of connectives (since, when, but).

Use of alliteration with letter “d.” Using expert opinion.

Use of example to reinforce argument. Point of view restated/ reinforced in conclusion.

Curriculum Link: Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701) Elaboration: Explaining how the features of a text advocating community action, for example action on a local area preservation issue, are used to meet the purpose of a text.

The English Series Year 5 - section 1

Expository Text

Activity

Read the expository text entitled Bring Back The Devils! to complete this activity sheet.

1. What effect does the writer want to achieve by using the personal pronoun “our” in the rhetorical question, “Can you think of a better way to protect our native wildlife from feral animals than with the little devil?

____________________________________________

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or eBo st r e p othere should be a 2. How does the writeru use emotive language to suggest that k “war” on feral animals? S Give examples to support your answer.

3. Which possible objections to the case for reintroducing the Tasmanian Devil does the writer address? How does the writer introduce the rebuttal to these counter arguments?

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

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4. Using passive voice adds a tone of authority to an argument. Find 4 examples of the use of passive voice in the text. For example: “If the devil was reintroduced…” a) _____________________________

b) ____________________________

c) _____________________________

d) ____________________________

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5. How persuasive for you is the writer? Indicate the degree of persuasive power on the metre with an arrow ( ).

25%

75%

do not agree

totally agree

6. What was the strongest or weakest argument for you?

___________________________________________________________________

___________________________________________________________________ Curriculum Link: Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701) Elaboration: Explaining how the features of a text advocating community action, for example action on a local area preservation issue, are used to meet the purpose of a text.

The English Series Year 5 - section 1

Attention Grabbing Introductions

Activity

The effectiveness of the introduction or headline of a persuasive text can decide whether or not a person is hooked and will read on. Writers use a variety of techniques to grab the attention of their audiences. Look at the devices below. Using bigger than life adjectives: e.g. excessive, viral, sensational, dynamic, stingy, preposterous, splendid…

Awesome adjectives … Alliteration …

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Power of three …

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The headline, Students Slave Hours Over Sums is much catchier than: Students have too much Maths homework. Lists of three add emphasis to ideas: e.g. Quokkas, quendas and bilbies need your help now!

Writers play on people’s sense of justice, fears and self-esteem: e.g. Who on earth wants this vandalism in our town?

Inclusive language …

Assumes the reader is a part of the problem and can be a part of the solution. e.g. We are all aware of the need for bike helmets.

Generalisation …

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Emotional appeal …

Exaggerates the problem - makes it seem greater than it is: e.g. Australian children are eating too much sugar.

© ReadyEdPubl i cat i ons Can you write an attention grabbing introduction to go with the conclusion f or r e i ew text pu r poNo se sfor oHoliday nl yHomework. • below? It• is taken from av persuasive entitled, Time Use the back of this sheet to plan your introduction.

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The case against the benefits of giving primary children holiday homework is obvious. The holidays are meant for family, friends and fun. Travelling and being with new people in new places is also a way to learn. Therefore, holiday homework has no place in these precious times when busy families can enjoy being together.

o c . che e r o r st super

_ ______________________________________________________ _ ______________________________________________________

No Time for Holiday Homework

_ ______________________________________________________

Curriculum Link: Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704) Elaboration: Selecting an appropriate text structure for the writing purpose and sequencing content according to that text structure, introducing the topic, and grouping related information in well-sequenced paragraphs with a concluding statement.

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Expressing and Developing Ideas © ReadyEdPubl i cat i ons

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The English Series Year 5 - section 2

Expanding Noun Groups

Activity

Including descriptive details in a text is like putting icing on a cake. Readers can appreciate how you have crafted your writing to incorporate precise imagery so they too, can savour the world that you have created. Read this paragraph taken from a narrative.

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Josh slept. He was out of reach so he could finally dream. An owl’s call punctuated the forest as tree branches scratched at the night sky. The air was filled with the soothing aroma of banksia. Little light came now from the fire embers. Over the ridge, a universe away, a storm was raging, but it would not touch them tonight. Tilly stifled a yawn.

1. The author has painted a picture with words. What do you see? In the space below, draw your interpretation of what is happening in this paragraph.

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o c . che e r o t r s s r u e p 2. Swap your drawing with a partner. What details has he/she interpreted from the

text? Rewrite 4 sentences from the text with new descriptive details. For example: Josh slept in a leafy clearing. / A speckled owl’s call punctuated the forest. a)_ _______________________________________________________________ b)________________________________________________________________ c)_ _______________________________________________________________ d)________________________________________________________________

Curriculum Link: Understand how noun groups/phrases and adjective groups/phrases can be expanded in a variety of ways to provide a fuller description of the person, place, thing or idea (ACELA1508) Elaboration: Learning how to expand a description by combining a related set of nouns and adjectives - ‘Two old brown cattle dogs sat on the ruined front veranda of the deserted house’.

The English Series Year 5 - section 2

Adjective Groups and Phrases

Activity

Adjective groups and phrases provide a description of a person, place or thing. These are effective in narratives when you want to create an image of a character or a setting. The Australian author Henry Lawson was a master in creating striking descriptions. Read this extract taken from Lawson’s short story, Buckolts’ Gate (1902).

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Jim Bullock was there with his concertina. He sat on a stool in front of a bench, on which was a beer-keg, piles of teacups and saucers, several big tin teapots, and plates of sandwiches, sponge-cakes, and tarts. Jim sat in his shirt-sleeves, with his flat-brimmed, wire-bound, “hard-hitter” hat on, slanting over his weaker eye. Two head nouns are given extensive description in this extract: Jim Bullock and a bench. Jim Bullock is the central character and the bench builds up the setting.

1. Above the bench below, jot down adjective groups and phrases that extend the description of the nouns (Jim Bullock and the bench). An example has been provided for you. e.g. flat-brimmed, wire-bound, “hard-hitter” hat

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o c . che e r o r stsentences. su r pe 2. Underline the adjective groups and phrases in these a. Without lifting his head, the principal replied, “No.” b. The documentary was not at all interesting. c. Mum complained that the price of the T-shirt was way too high. d. A jumper patiently knitted by hand is worth the effort. e. The dog covered in mud jumped on my bed. f. My sister is rather partial to horror movies. g. The heavily-guarded celebrity fled from her fans.

The English Series Year 5 - section 2

Owning Apostrophes

Activity

Read the information below about how to use apostrophes to show possession. The bird possesses the nest - the bird is the owner.

Is the owner singular?  add ‘s e.g. The bird’s eggs are undisturbed.

Is the owner plural?  just add ‘ after the final s: e.g. The birds’ eggs are undisturbed.

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If a plural noun does not end with s, simply put ‘s. e.g. the men’s ties ; the children’s bikes; the people’s choice; the fish’s tail.

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If the noun ends in a /s/ or /z/ sound, it can use either the ‘s or s‘ form: e.g. the class’ mascot or the class’s mascot; James’ sister or James’s sister

If there is more than one owner, then the possessive apostrophe is added to the final owner: e.g. Nathan and Daisy’s dentist. BUT individual owners must have a double possessive: e.g. Nathan’s and Daisy’s test result.

1. Refer to the rules to help you to punctuate these sentences with the correct possessive form. Use a different coloured pen to emphasise your punctuation.

© ReadyEdPubl i cat i ons a. A dingos call was heard long distance. •lonely f or r e vi ewoverpau r p osesonl y• b. Our dogs and cats vaccination must be done this week. c. Your CDs are still in my parents car.

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d. The salmons journey upstream to spawn was full of barriers. e. Could you check that the childrens homework is finished?

. te o c h. Have you met Lucas brothers? . che e r i. Many of the endangered parrots nests had been o raided by goannas. t r s s r u e shop. j. Sharks teeth were being sold in thep souvenir f. These shoes are mine and those ones are Alexanders.

g. The meerkats dens are scattered around their territory.

2. How would you rewrite the following using the possessive form? a) The daughter of the friend of my mother. __________________________________________________________________ b) The missing front teeth of Jonas and Tess. __________________________________________________________________ c) The broken zipper on my new jeans. __________________________________________________________________ 24

Curriculum Link: Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506) Elaborations: Learning that in Standard Australian English regular plural nouns ending in ‘s’ form the possessive by adding just the apostrophe, for example, ‘my parents’ car’. Learning that in Standard Australian English for proper nouns the regular possessive form is always possible but a variant form without the second ‘s’ is sometimes found, for example ‘James’s house’ .

The English Series Year 5 - section 2

Possessive Apostrophes in Reports Read this newspaper report about a project to bring fresh veggies to the heart of the Northern Territory. Can you spot the 10 missing possessive apostrophes in this report? Highlight the punctuation mistakes and mark the apostrophes correctly.

GREENHOUSE FOR TOWN CENTRE A large community garden is being planned in Katherine by a womens group. Its goal is to grow fresh produce right in the middle of this Northern Territory town.

a Greenhouse

We Need Fresh Veggies!

has plans for a hydroponic greenhouse to be erected on a vacant building block and has the local councils support and financial backing from the Territory Government.

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or eBo st r e p ok u S The Katherine Womens Organic Association Top End Needs

“Regional and remote communities are in great need of a regular supply of fresh veggies,” spokesperson Ms. Iris Jenkins said. It is yet to be decided which crops will be grown in the greenhouse, but in Ms. Jenkins opinion, the priority should be given to leafy greens that are rich in iron and vitamins. “Incorporating this kind of produce into the local peoples diet will make a difference,” she added. A bystander quipped that she would love to see strawberries grown as well.

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Costly transportation and the vast distances to remote areas push up the prices of good quality produce in local shops. Building the greenhouse will help to bring prices down. The greenhouses hydroponic design will also use town water for the plants irrigation. “It is a sustainable setup with closed-loop reticulation so none of the water is wasted and no pesticides will be used. Residents and visitors health alike will benefit from this project,” Ms. Jenkins said.

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The Association is banking on the success of Katherines project. If the veggie greenhouse is a winner, community groups across the Top End will be encouraged to set up their own greenhouses. Not only will this system provide nutritious, affordable food, but it could also be a communitys answer to creating much-needed jobs. “We are looking forward to making an impact on the well-being of all Top Enders,” Ms. Jenkins concluded. Curriculum Link: Understand how the grammatical category of possessives is signalled through apostrophes and how to use apostrophes with common and proper nouns (ACELA1506) Elaborations: Learning that in Standard Australian English regular plural nouns ending in ‘s’ form the possessive by adding just the apostrophe, for example, ‘my parents’ car’. Learning that in Standard Australian English for proper nouns the regular possessive form is always possible but a variant form without the second ‘s’ is sometimes found, for example ‘James’s house’ .

The English Series Year 5 - section 2

Constructing Complex Sentences 1

Activity

Complex sentences are formed by joining a main (independent) clause with one or more subordinate (dependent) clauses. A main clause consists of a: SUBJECT

VERB

PREDICATE

Low tide

at 4.17 p.m. today.

A main clause is a complete idea that makes sense on its own. A subordinate clause is a group of words that can be joined to a main clause to add information, but does not make sense on its own. For example:

or eBo st r e p okfor shells. Low tide is at 4.17 p.m. today if you want to look u S main clause

SUBORDINATING CLAUSE

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The subordinating clause in the example has been joined to the main clause using the connector if. Other subordinating connectors include: after, although, because, before, since, provided (that), so that, unless, until, when, where, while. Clauses can also be joined with relative pronouns: which, who(m), that.

Choose 2 different highlighters. Identify the main clause and subordinating clause in each sentence below.

1. My flight was enjoyable, although my luggage didn’t arrive at the airport. 2. Provided that you’re home by 5.00p.m., you can go to the park.

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3. Bogong moths migrate to the Snowy Mountains because the climate is milder. 4. The oven cleaner, which was left out on the table, was extremely corrosive.

o c . ch e stand alone as SELF-CHECK  Do all the main clauses that you have highlighted r e o r complete sentences? How are commas used inr complex st sentences? sup e

5. Unless there is a change in venue, the meeting will be held in the school hall.

Complete these sentence fragments with a main clause. 6. Whilst they seem harmless, _________________________________________. 7. Once you have toasted the bread, ____________________________________. 8. ____________________, displayed in the museum, ______________________. 9. ____________________________________ so that she could afford a gap year. 10. To make sure he got the latest iPhone, _________________________________. 26

Curriculum Link: Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507) Elaborations: Knowing that complex sentences make connections between ideas. Knowing that a complex sentence typically consists of a main clause and a subordinate clause.

The English Series Year 5 - section 2

Constructing Complex Sentences 2

Activity

Write a simple sentence to accompany each photograph. Swap with a partner, who will then turn your simple sentences into complex ones. Share your sentences with other pairs after checking for meaning and punctuation. My simple sentence:___________________________ ____________________________________________

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____________________________________________ ____________________________________________ ____________________________________________

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Complex sentence:____________________________

My simple sentence:___________________________ ____________________________________________ ____________________________________________

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My simple sentence:___________________________ ____________________________________________ ____________________________________________ Complex sentence:____________________________

o c . che____________________________________________ e r o r st super My simple sentence:___________________________ ____________________________________________

____________________________________________ ____________________________________________ Complex sentence:____________________________ ____________________________________________ ____________________________________________

The English Series Year 5 - section 2

Combining Sentences

Extension

Combine the following sets of simple sentences with a variety of connectors to form complex or compound sentences. You can leave out words, replace nouns with pronouns and change the order of the original simple sentences. E.g.

The girl crossed the field. The girl was running late. There was a large bull in the field.

Although there was a large bull in the field, the girl crossed it because she was running late.

or eBo st r e p ok u S conducted a study of recycling habits. The government

(This is a complex sentence with two dependent clauses.)

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The study was detailed. The study’s recommendations were ignored.

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____________________________________________________________________________ ____________________________________________________________________________

Botanists study plants and plant products. Plants and plant products contribute to human culture. These plants may be treatments for disease.

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The satin bower bird builds its nest on the forest floor. The satin bower bird builds its nest to attract a mate. The nest is decorated with blue objects.

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____________________________________________________________________________ ____________________________________________________________________________

Rosalind Elsie Franklin was a chemist. Rosalind Elsie Franklin was born in England in 1920. She made a huge contribution to the understanding of the structure of DNA.

____________________________________________________________________________ ____________________________________________________________________________ 28

The English Series Year 5 - section 2

Varying Sentences in Narratives

Activity

Writers take care to make their texts interesting by varying their use of simple, compound and complex sentences. Read this opening paragraph from Coming Up for Air by George Orwell.

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* yard = unit of measurement (0.9 metres) ** privet = shrub grown to make a fence https://ebooks.adelaide.edu.au/o/orwell/george/

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I remember the morning well. At about a quarter to eight, I’d nipped out of bed and got into the bathroom just in time to shut the kids out. It was a beastly January morning with a dirty yellowishgrey sky. Down below, out of the little square of bathroom window, I could see the ten yards* by five of grass with a privet** hedge round it that we call the back garden. There’s the same back garden, some privets, and same grass, behind every house in Ellesmere Road. The only difference is where there are no kids, there’s no bare patch in the middle.

© ReadyEdPubl i cat i ons 1. Copy from the paragraph: a) a simple sentence; b) a compound sentence and c) a f orr evi ew pur posesonl y• complex • sentence. a. _ ________________________________________________________________

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. tparagraph, the complex sentence you have chosen o from Q1(c). 2. Highlight in thee c . ch a. Underline the subject of the sentence. e r e o r st s b. Identify the dependent clause: ______________________________________ uper

____________________________________________________________________

c. What connector is used to join the clauses? _____________________________ d. What does the writer want you to think about his backyard? ____________________________________________________________________

3. How does the opening simple sentence connect to what develops in the rest of the paragraph?

____________________________________________________________________

____________________________________________________________________ Curriculum Link: Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507)

The English Series Year 5 - section 2

Clauses in Action

Activity

Use the paragraph on the previous page taken from the text Coming Up for Air as a model to construct your own paragraph beginning with, “I remember the morning well.”

Tips For Constructing Paragraphs Include a mixture of simple, compound and complex sentences. Make your noun groups descriptive by adding adjective and adverb groups and phrases.

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Try constructing a sentence beginning with a participle verb (-ed or -ing). For example:

Another variation is using the infinitive form of a verb to start. For example: To avoid waking anyone, I tiptoed down the stairs.

my version

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Trying not to wake anyone, I tiptoed down the stairs.

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

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____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

When you have finished your paragraph, practise reading it to a partner. Remember to pause where you have placed commas and full-stops. 30

Curriculum Link: Understand the difference between main and subordinate clauses and that a complex sentence involves at least one subordinate clause (ACELA1507)

The English Series Year 5 - section 2

Finding the Right Word

Activity

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or eBo st r e p ok u Sversions of the comic strip above. 1. Study these two

a. He walked to the restaurant. He ate his lunch, then walked home.

b. He dashed to the restaurant. He wolfed down his lunch, then ambled home.

Which version sums up the visual text more effectively? How has this been achieved?

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a. She was copying down the song’s lyrics in her diary.

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2. How does using a more specific word for the all-purpose verb “write,” add to the meaning in these sentences? Use a dictionary to help you. ____________________________________________________________________

. te o ____________________________________________________________________ c . ch e c. She was jotting down the song’s lyrics in her diary. r e o r st super ____________________________________________________________________ b. She was scribbling the song’s lyrics in her diary.

d. She was annotating the song’s lyrics in her diary.

____________________________________________________________________ 3. Replace the underlined word in each sentence with a more specific word. a. He ran to the phone to answer it.

_ ___________________

b. The thief took my bag as I was getting off the bus. _ ___________________ c. She got a cup for coming top in the Spelling Bee. _ ___________________ d. I saw the metallic object in the sand.

_ ___________________

Curriculum Link: Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512) Elaboration: Moving from general, ‘all-purpose’ words, for example ‘slice’, ‘dice’, ‘fillet’, ‘segment’.

The English Series Year 5 - section 2

Shades of Meaning

Activity

The all-purpose words listed below could be substituted in speech and written text by words with similar, but more specific meanings. Organise the all-purpose words under the correct headings.

1. Organise the specific verbs under the two headings. These specific words replace the all-purpose word “walk”. traipse

march

saunter

stroll

hike

wander

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more controlled manner

tiptoe

patrol

stagger

trudge

less controlled manner

stagger

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plod

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glare

espy

for a short time

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catch sight of for a longer time

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2. Organise the specific verbs under the two headings. These specific words replace the all-purpose word “look”. glance scrutinise glimpse scan peek examine observe

spot

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Highlight the new vocabulary that you have encountered in this task. Are there other verbs for ways to walk or look that you know? Make a list on the back of this sheet. 32

The English Series Year 5 - section 2

Shades of Meaning Crossword

Activity

The vocabulary in this crossword is based on the activities on page 32. To complete the crossword, get into pairs. One person from the pair should be Student A and the other, Student B. Take the relevant crosswords. Take turns asking for and giving clues about the missing words without showing your crossword to your partner. 1

student A

or eBo st r e S p ok u C W A N S S A

T A 13 G G 15 E R

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T R A I P 12 S E

E X A M I N E

student B

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U D G

G L A R E S

M A R C H

P L O D

Curriculum Link: Curriculum Link: Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts (ACELA1512) Elaboration: Moving from general, ‘all-purpose’ words, for example ‘slice’, ‘dice’, ‘fillet’, ‘segment’.

The English Series Year 5 - section 2

Unusual Plural Nouns

Activity

You will be familiar with irregular plural nouns like: child  children

mouse  mice

woman  women

tooth  teeth

person people

sheep sheep

But did you know that there are hundreds of nouns in the English language that don’t fit into the usual pattern of adding s or es to form their plural?

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“Octopodes”

Origins of irregular forms

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Many of the irregular plural forms stem from their Latin and Greek roots. When the English language borrowed words from other languages, it often kept the spelling rules. For example: cactus  cacti, larva  larvae, medium  media

Latin and Greek were the languages of culture and learning so it is was not unusual to borrow the vocabulary associated with science, mathematics, astronomy, medicine and the natural world.

1. Using the examples given in the above paragraph as a guide, how would you form the plurals of these singular nouns?

c. curriculum 

d. bacterium 

e. antenna 

f. stimulus 

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2. Many plural nouns that belong to the field of mathematics are irregular. Using a dictionary and your own knowledge, write the plural forms of the following in the boxes. a. radius

. t e b. vertex ___________ c. axisc___________ o ___________ . y che e r o r st super

d. matrix ___________

e. formula ___________

f. datum ___________

a2 + b2 = c2

Curriculum Link: Explore less common plurals, and understand how a suffix changes the meaning or grammatical form of a word (ACELA1514) Elaboration: Using knowledge of word origins and roots and related words to interpret and spell unfamiliar words, and learning how these roots impact on plurals, for example ‘cactus’ and ‘cacti’, ‘louse’ and ‘lice’.

The English Series Year 5 - section 2

Irregular Plurals Word Search

Activity

You will find 15 irregular plural words in this word search. Complete the TABLE with the plural forms first. A dictionary will come in handy to help you.

TABLE analysis

______________________ nucleus

_______________________

knife

______________________ passerby

_______________________

basis

______________________ focus

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tableau

______________________ salmon

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_______________________ r o e t s B r e species o vertebra ______________________ _______________________ p o u k goose ______________________ criterion _______________________ S plankton ______________________ memorandum _______________________ _______________________

appendix ______________________

You will find 15 irregular plural words in this word search.

I K

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M C

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A M

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M M A

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DoS c . Lc A S P L A N K T O N e her r o s O E U s Su D e Ir At X P F U p S

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Curriculum Link: Curriculum Link: Explore less common plurals, and understand how a suffix changes the meaning or grammatical form of a word (ACELA1514) Elaboration: Using knowledge of word origins and roots and related words to interpret and spell unfamiliar words, and learning how these roots impact on plurals, for example ‘cactus’ and ‘cacti’, ‘louse’ and ‘lice’.

The English Series Year 5 - section 2

My Word!

Activity

It’s no wonder that the English language has more than one million words. English has been busy zombie? borrowing words from other languages for over 700 years. You may think that words like “tsunami” or “zombie” have always belonged to the English language, but these words come from places as far away as Japan and the West Indies. Wherever Englishspeaking explorers visited, they added new words to the English language.

tsunami?

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Anorak

Yacht

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or eBo t s r e Do some detective work and find out the origins of the words below that p o have been borrowed from other cultures. Have the words changed meaning u k S or spelling over time? Write your findings in the spaces below.

Iceberg

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Candy

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Curriculum Link: Understand that the pronunciation, spelling and meanings of words have histories and change over time (ACELA1500) Elaboration: Exploring examples of words in which pronunciation, writing and meaning has changed over time, including words from a range of cultures.

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

Interacting with Literature © Re adyEdPubl i cat i ons

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The English Series Year 5 - section 3

A Short Story – The Last Lesson This short story was written when the Prussian Empire occupied parts of what is now Germany, Belgium, Poland, Denmark and Russia. The events take place in the French-speaking region of the Empire called Alsace-Lorraine that came under Prussian control after a war in 1871.

The Last Lesson by Alphonse Daudet (1840-1897)

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I started for school very late that morning and was in great dread of a scolding, especially because Monsieur Hamel had said that he would question us on verb participles, and I did not know the first thing about them. For a moment I thought of running away and spending the day out of doors. It was so warm, so bright. The birds were chirping at the edge of the woods; and in the open field at the back of the sawmill, the Prussian soldiers were drilling. It was all much more tempting than learning the rule for participles, but I summoned the strength to resist, and hurried off in the direction of the school. When I passed the town hall there was a crowd in front of the bulletin-board. For the last two years all our bad news had come from there—the lost battles, the draft, the orders of the commanding officer—and I thought to myself, without stopping, “What can be the matter now?”

Then, as I hurried by as fast as I could go, the blacksmith, Wachter, who was there with his apprentice reading the bulletin, called after me, “Don’t go so fast, bub; you’ll get to your school in plenty of time!” I thought he was making fun of me and I reached Monsieur Hamel’s little garden struggling for breath.

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Usually, when school began, there was a great bustle, which could be heard out in the street - the opening and closing of desks, lessons repeated in unison very loud with our hands over our ears to understand better, and the teacher’s great ruler rapping on the table. But now it was all so still. I had counted on the commotion to get to my desk without being seen; but, of course, that day everything had to be as quiet as Sunday morning. Through the window I saw my classmates already in their places and Monsieur Hamel walking up and down with his terrible iron ruler under his arm. I had to open the door and go in before everybody. You can imagine how I blushed and how frightened I was. But nothing happened. The schoolmaster saw me and said

o c . che e r o r st super

Curriculum Link: Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)

The English Series Year 5 - section 3

very kindly, “Go to your place quickly, young Franz. We were beginning without you.”

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I jumped over the bench and sat down at my desk. Not until then, when I had got a little over my fright, did I see that our teacher had on his beautiful green coat, his frilled shirt, and the little black silk cap, all embroidered, that he never wore except on inspection and prize days. Besides, the whole school seemed so strange and solemn. But the thing that surprised me most was to see on the back benches that were always empty, the village people sitting quietly like stone statues; old Hauser, with his threecornered hat, the former mayor, the former postmaster, and several others besides. Everybody looked sad; and Hauser had brought an old primer* thumbed at the edges, and he held it open on his knees with his great spectacles lying across the pages.

While I was wondering about it all, Monsieur Hamel mounted his chair, and, in the same grave and gentle tone which he had used to me, said, “My children, this is the last lesson I shall give you. The order has come from Berlin to teach only German in the schools of Alsace and Lorraine. The new master arrives tomorrow. This is your last French lesson. I want you to be very attentive.”

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What a thunderclap these words were to me! Oh, the wretches; that was what they had put up at the town-hall! My last French lesson. Why, I hardly knew how to write! I will never learn anymore! I must stop there then. Oh, how sorry I was for not learning my lessons, for seeking birds’ eggs, or going boating on the Saar*! My books, that had seemed such a burden a while ago, so heavy to carry, my grammar, and my history of the saints, were old friends now that I couldn’t give up. And Monsieur Hamel, too the idea that he was going away, that I should never see him again, made me forget all about his ruler and how cranky he could be.

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Poor man! It was in honour of this last lesson that he had put on his fine Sunday church clothes, and now I understood why the old men of the village were sitting there at the back of the room. It was because they were sorry too that they had not gone to school more. It was their way of thanking our master for his forty years of faithful service and Curriculum Link: Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)

The English Series Year 5 - section 3

of showing their respect for the country that was theirs no more.

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While I was thinking of all this, I heard my name called. It was my turn to recite. What would I not have given to be able to say that dreadful rule for the participle all through, very loud and clear, and without one mistake? But I got mixed up on the first words and stood there, holding on to my desk, my heart pounding in my chest, and not daring to look up. I heard Monsieur Hamel say to me, “I won’t discipline you, little Franz; you must feel bad enough. See how it is! Every day we have said to ourselves, “Bah! I’ve plenty of time. I’ll learn it tomorrow.” And now you see where we’ve come out. Ah, that’s the great trouble with Alsace; she puts off learning until tomorrow. Now those fellows out there will have the right to say to you, “How is it; you pretend to be a Frenchmen, and yet you can neither speak nor write your own language?” But you are not the worst, poor little Franz. We all have much to blame ourselves for. Your parents were not anxious enough to have you learn. They preferred to put you to work on a farm or at the mills, to bring in a little more money. And I? I’ve been to blame also. Have I not often sent you to water my flowers instead of learning your lessons? And when I wanted to go fishing, did I not just give you a day off?” Then, from one thing to another, Monsieur Hamel went on to talk of the French language, saying that it was the most beautiful language in the world - the clearest, the most logical; that we must guard it amongst us and never forget it, because when people are enslaved, if they hold fast to their language it is as if they have the key to their prison.

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After the grammar lesson, we had a lesson in writing. That day Monsieur Hamel had new copies for us, written in a beautiful round hand: France, Alsace, France, Alsace. They looked like little flags floating everywhere in the classroom, hung from the rod at the top of our desks. You ought to have seen how everyone set to work, and how quiet it was. The only sound was the scratching of the pens over the paper. Once 40

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Monsieur Hamel then opened a grammar book and read to us. I was amazed how well I understood it. All that he read seemed so easy, so easy! I think, too, that I had never listened so carefully, and that he had never explained everything with so much patience. It seemed almost as if the poor man wanted to tell us all that he knew before going away, and to lodge it into our heads at one stroke.

Curriculum Link: Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)

The English Series Year 5 - section 3

some beetles flew in; but nobody paid any attention to them, not even the littlest ones, who worked right on tracing their animal pictures, as if those were French too. On the roof the pigeons cooed very low, and I thought to myself, “Will they make them sing in German, even the pigeons?”

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Whenever I looked up from my writing I saw Monsieur Hamel sitting motionless in his chair and gazing first at one thing, then at another, as if he wanted to fix in his mind just how everything looked in that little schoolroom. Fancy! For forty years he had been there in the same place, with his garden outside the window and his class in front of him, just like that. Only the desks and benches had been worn smooth; the walnut-trees in the garden were taller, and the hopvine that he had planted himself twined about the windows to the roof. How it must have broken his heart to leave it all, poor man; to hear his sister moving about in the room above, packing their trunks! For they must leave the country the very next day. But he had the courage to teach every lesson to the very end. After our writing lesson, we had a lesson in history, and then the babies chanted their alphabet. Down there at the back of the room old Hauser had put on his spectacles and, holding his primer in both hands, mouthed the letters with them. You could see that he, too, was crying; his voice trembled with emotion, and it was so funny to hear him - we all wanted to laugh and cry. Ah, how well I remember it, that last lesson!

© ReadyEdPubl i cat i ons All at once the church clock struck twelve. Then the Angelus*. At the same •trumpets f orr e e w preturning ur pofrom ses nl y• moment the of v thei Prussians, drill,o sounded under our

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“My friends,” said he, “I—I—” But something choked him. He could not go on.

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windows. Monsieur Hamel stood up, very pale in his chair. I never saw him look so tall.

rance Vive La Fo c . che e r o r st super Then he stopped and leaned his head

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Then he turned to the blackboard, took a piece of chalk, and, bearing on with all his might, he wrote as large as he could, “Vive La France!”

against the wall, and, without a word, he made a gesture to us with his hand, “School is dismissed. You may go.” GLOSSARY

the draft (p.38) primer (p.39) Saar (p.39) Angelus (p.41) Vive La France (p.41)

A system of recruiting men to the army – not voluntary. A grammar textbook. A river that flows through the Alsace region. A call to Catholic prayer time signalled by bells at midday. Patriotic exclamation meaning “Long Live France.”

Curriculum Link: Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)

The English Series Year 5 - section 3

Time and Place

Activity

Read the short story entitled The Last Lesson, then complete this activity sheet.

1. A writer reveals many details to the reader about the time and place in which a short story is set. The Last lesson is set a long time ago in the 1870s in AlsaceLorraine - a French speaking region that came under Prussian control after a war in 1871. Look at the quotations from the text in the table below and say what is revealed about the time and the place in which the story is set.

Details From The Text

What Is Revealed About Time & Place

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“The order has come from Berlin to teach only German in the schools of Alsace and Lorraine. The new master arrives tomorrow. This is your last French lesson.”

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“I saw..Monsieur Hamel walking up and down with his terrible iron ruler under his arm.”

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“At the same moment the trumpets of the Prussians, returning from drill, sounded under our windows.”

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o c . 2. “For the last two years c all our bad news had come from there—the lost battles, e h r the draft, the orders of the commanding officer—and Io thought to myself, without e t r s s r u e stopping, “What can be the matter now?”p

What had life been like for the inhabitants of this place? Explain your answer in a short _ paragraph, then discuss your viewpoint with peers.

_______________________________________________________________________

Curriculum Link: Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609) Elaboration: Posing and discussing questions, such as ‘Should this character have behaved as they did?’, and beginning to make balanced judgements about the dilemmas characters face and relative merit and harm.

The English Series Year 5 - section 3

School Days

Activity

Read the short story entitled The Last Lesson, then complete this activity sheet.

1. Highlight details in the short story that refer to the education system. What was school like in the 1870s for Franz? On the post-it notes below, make observations under these headings about the changes that have taken place over the last 150 years. An example has been given to start you off.

The School Environment Then:

Lessons

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--The school had only one room.

--There was a flower garden in front of the school .

Now:

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--Monsieur Hamel lived above the school room.

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Then:

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Now:

School Equipment Then:

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The Teacher

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2. You have identified the changes, but can you now find two similarities? a) _________________________________________________________________ b) _________________________________________________________________ Curriculum Link: Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608) Elaboration: Describing how aspects of literature, for example visuals, symbolic elements, dialogue and character descriptions, can convey information about cultural elements, such as beliefs, traditions and customs.

The English Series Year 5 - section 3

Plot Analysis 1

Activity

Read the short story entitled The Last Lesson, then complete this activity sheet.

1. Why do you think Franz is late to school?

___________________________________________________________________

or eBo st r e p ok ___________________________________________________________________ u S (gives the reader clues) that it was not shaping up to be a 3. The text foreshadows 2. What made Franz annoyed with the blacksmith?

___________________________________________________________________

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Clue 1

Clue 2

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normal morning at school even before the teacher’s announcement. Give four examples of foreshadowing (clues provided) below.

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Clue 3

Clue 4

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. t e o Hamel’s last 4. How did Franz immediately react to the news that this was Monsieur c . ch lesson? Quote from the text to support your answer. e r e o r ___________________________________________________________________ st super

___________________________________________________________________

5. What regrets did Franz have about his attitude to school and learning after the announcement?

___________________________________________________________________

6. How does Monsieur Hamel feel? Use four adjectives to describe his behaviour and mood. 44

___________________________________________________________________ Curriculum Link: Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608) Elaboration: Describing how aspects of literature, for example visuals, symbolic elements, dialogue and character descriptions, can convey information about cultural elements, such as beliefs, traditions and customs.

The English Series Year 5 - section 3

Plot Analysis 2

Activity

Read the short story entitled The Last Lesson, then complete this activity sheet.

1. Why has Monsieur Hamel been ordered to leave the country?

___________________________________________________________________

“For forty years he had been there in the same place, with his garden outside the 2. window and his class in front of him, just like that.” What do you think could be the connection between Monsieur Hamel’s garden and his class?

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or eBo st r e p ok u ___________________________________________________________________ S ___________________________________________________________________

3. The teacher blames various people for the inhabitants of Alsace’s lack of education. Complete the chart with his reasons.

Franz

Franz’s parents

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Who is to blame?

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o c . che e r o r st People of Alsace super Monsieur Hamel 4. What message does Monsieur Hamel want to communicate to his students before his departure?

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5. What do you think life was like for Monsieur Hamel after his dismissal?

___________________________________________________________________

___________________________________________________________________ Curriculum Link: Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609) Elaboration: Posing and discussing questions, such as ‘Should this character have behaved as they did?’, and beginning to make balanced judgements about the dilemmas characters face and relative merit and harm.

The English Series Year 5 - section 3

Tracking Emotions

Activity

Read the short story entitled The Last Lesson, then complete this activity sheet.

1. The character Franz experiences many contrasting emotions during the morning of his last lesson with Monsieur Hamel. Match the emotions and feelings that Franz feels to the events that morning. Choose from the list of emotions and feelings in the text box below. You will not use 4 of the words. Write your answers in the Emotion/Feeling column.

List of Emotions/Feelings

or eBo st r e p ok u S Event

1. Setting off from home late for school. 2. Seeing a group of people reading the bulletin-board. 3. The blacksmith telling Franz not to hurry to school. 4. Not hearing the usual noises coming from the school.

sympathy relief anger

Emotion/Feeling

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annoyance curiosity joy disappointment boredom embarrassment worry shock remorse confused excitement fear pride

8. Realising the Prussians had ordered Hamel to leave.

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9. The class carefully practising its handwriting task. 10. Watching the teacher carry out his duties to the end.

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7. Monsieur Hamel’s announcement that he is leaving.

o c . ___________________________________________________________________ che e r o ___________________________________________________________________ r st super 3. How does Monsieur Hamel demonstrate to the students 2. Monsieur Hamel is a patriot. What does this mean?

and dignitaries of the town that he is a patriot?

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4. Why can’t Monsieur Hamel make his farewell speech to his class?

___________________________________________________________________

The English Series Year 5 - section 3

Interacting with Literature 1

Activity

Read the short story entitled The Last Lesson, then complete this activity sheet.

1. The war-time occupation of one group by another always causes conflicts and tensions. Work with a partner to discuss how the people in this village may have reacted or responded to their loss of freedom. Write your ideas above the image. An example has been provided for you. When you have finished, compare your ideas with another pair.

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Some young men might flee the village to avoid the draft.

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2. Why do you suppose the German-speaking leaders of Prussia wanted to impose their language on the people of Alsace-Lorraine? Do you think this is fair? Explain your answer in a paragraph.

_ ______________________________________________________

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_ ______________________________________________________

Do you think this is fair?

_ ______________________________________________________ _ ______________________________________________________ _ ______________________________________________________

_ ______________________________________________________

_ ______________________________________________________ Curriculum Link: Present a point of view about particular literary texts using appropriate metalanguage, and reflecting on the viewpoints of others (ACELT1609) Elaboration: Posing and discussing questions, such as ‘Should this character have behaved as they did?’, and beginning to make balanced judgements about the dilemmas characters face and relative merit and harm.

The English Series Year 5 - section 3

Interacting with Literature 2

Activity

Read the short story entitled The Last Lesson, then complete this activity sheet.

Monsieur Hamel is forced to abandon the life that he has known for forty years and the children he loves teaching. When he tells the class that there will be no more French classes, this deeply touches Franz who knows at that moment that this will bring big changes to his young life and the lives of all Alsatians.

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Dear Monsieur Hamel ,

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Imagine that you are Franz. Write a letter to Monsieur Hamel months after he has left the village. Give him news of the village and the school. Remember that at this time the relationship between a teacher and student was quite formal so your use of language should reflect this.

Monsieur Hamel Prades-d’Aubrac FRANCE

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Curriculum Link: Create literary texts that experiment with structures, ideas and stylistic features of selected authors (ACELT1798) Elaboration: Setting (time and place), narrative point of view; and devices, for example figurative language (simile, metaphor, personification), as well as non-verbal conventions in digital and screen texts - in order to experiment with new, creative ways of communicating ideas, experiences and stories in literary texts.

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

Voice in Texts

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The English Series Year 5 - section 4

Our Environment: Activating Ideas

Activity

Before you complete the tasks based on the poem and news article on the next few pages, activate your prior knowledge by completing these post-it notes. Write down your ideas about the issues and concerns surrounding the Australian environment.

or eBo st r e p ok u S Pollution

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Fauna and Flora

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The Oceans

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Extreme Weather

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The Forests

Curriculum Link: Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704) Elaboration: Using vocabulary, including technical vocabulary, appropriate to purpose and context.

The English Series Year 5 - section 4

Poem: Weather Comes Read this poem by Lionel Fogarty entitled Weather Comes, then complete the activity sheets which follow.

The weather is wearily the winds are webbing blowing voices of help Sun is lowering its light moon is darking its face stars is fallen its flight rain has rained non stop sea waters raised higher rivers swallower and banks fall apart.

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fruits grow wilder no more raw uncleaned smelling air goes in the plants’ soils.

Ochres shows colours unseen. Sand dirt mud soot all look different, touch different, smell funny.

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or eBo st r e p ok u S Trees grow old no more

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was once our dreamtime home the sky turns strangler and clouds hide behind smoked pollutions.

Pollutions walking the bush slips feet unfound, and seeks sound unheard. Sleeping never rests in our human minds, for fear terror follows about day and night. The weather is a changed by man’s interfering.

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Our respects for seasons for hunting and gathering is untogether mixed up. Feelings of heat rushes sweat all over bodies hurting Feelings of cold shivers blood veins frozen. The weather is changed. Curriculum Link: Recognise that ideas in literary texts can be conveyed from different viewpoints, which can lead to different kinds of interpretations and responses (ACELT1610) Elaboration: Examining the narrative voice in texts from Aboriginal and Torres Strait Islander traditions, which include perspectives of animals and spirits, about how we should care for the Earth, for example reflecting on how this affects significance, interpretation and response.

The English Series Year 5 - section 4

Poetry Analysis 1

Activity

Read the poem by Lionel Fogarty entitled Weather Comes, then complete this activity sheet.

1. Lionel Fogarty presents a poetic list of profound changes in his Country. Quote from the poem to show five changes mentioned in the poem. How has the poet created images in your mind with his use of language? Fill out the table below with your impressions.

Changes

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My Impressions

3 4 5

2. Find examples of the following literary devices in the poem:

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interesting noun

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alliteration

groups

o c . che e r o r st super words used in an unusual way

unusual order of words personification

Curriculum Link: Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences (ACELT1795) Elaboration: Orally, in writing or using digital media, giving considered interpretation and opinion about a literary text, recognising that a student’s view may not be shared by others and that others have equal claims to divergent views.

The English Series Year 5 - section 4

Poetry Analysis 2

Activity

Read the poem by Lionel Fogarty entitled Weather Comes, then complete this activity sheet.

1. Look up the meaning of the word wearily. Why is the weather wearily?

____________________________________________________________________

2. Explain what you think these lines in the poem mean, The sky turns strangler and/clouds hide behind smoked/pollutions.

or eBo t s r e _ ___________________________________________________________________ p ok u _ ___________________________________________________________________ S 3. The poet uses the senses to describe the types of changes that he has observed. Find examples of things he can:

SIGHT

TASTE

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4. The poet says that the weather has changed because of man’s interfering. In what ways have people interfered?

TOUCH

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SMELL

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_ ___________________________________________________________________

5. How have the changed seasons affected the cultures of indigenous peoples?

____________________________________________________________________

6. Did you enjoy this poem? Justify your answer.

____________________________________________________________________

____________________________________________________________________ Curriculum Link: Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text (ACELY1701) Elaboration: Explaining how the features of a text advocating community action, for example action on a local area preservation issue, are used to meet the purpose of a text.

The English Series Year 5 - section 4

Creating a Poem

Activity

Read the poem by Lionel Fogarty entitled Weather Comes, then complete this activity sheet. Lionel Fogarty uses language creatively to show that things are out of sync in the environment. Some examples of his choice of language include changing a word’s usual function (e.g. the weather is wearily. The word wearily has the function of an adjective and coupled with a lack of punctuation gives the poem a song-like quality).

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In the space below, try your hand at breaking the rules of grammar and punctuation to express your ideas in a shape poem about our environment. Use the ideas from your notes on page 53 and the shape poem below to inspire you.

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Curriculum Link: Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes (ACELT1611)

The English Series Year 5 - section 4

News Article Read this news article about Australia’s extreme weather. Make a note of the specific vocabulary used to discuss this issue. Highlight these words in the text.

The Climate Report

$1.60

HEAT EXTREMES FLOODING RECORD BOOKS

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of recent warming, r o e t s B r greenhouse gas e oisemissions p o produced u k by human economic S activities and not by

Australia’s always known that it is a sunburnt country, long before those words were immortalised in Dorothea Mackellar’s poem, My Country. But even Mackellar’s vision of “the wide brown land” under the “pitiless blue skies,” has experienced a 0.9˚c average increase in temperature in the 100 years since the poem was published.

naturally occurring variations in the climate. Predictions based on studies point to an Australia that is between 1˚c to 2.5˚c warmer in 2070 than it has been in recent decades. Higher emissions could result in as much as a 6˚c rise in Mackellar’s land of “flood and fire and famine.”

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Australia is in the pole position of nations that will feel the full impact of human-caused climate change. The fury of bushfires; heatwaves that fill hospital waiting rooms with victims; and nights as warm as days; are already an Australian reality. Rising sea levels will seriously affect our coast-hugging lifestyle. Is this going to be Australia’s climate future? As greenhouse gas concentrations continue to rise, only a large and continuous reduction in emissions across the globe will limit the extent of extreme weather.

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According to the State of the Climate Report 2014, published by CSIRO and the Bureau of Meteorology, Australia has been experiencing more warm weather and extreme heat and fewer episodes of cool extremes. This means that there have been more bushfires and a longer fire season throughout extensive regions of Australia.

o c . che e r o r st super The report emphasises that since records began in 1910, seven out of ten of the hottest days have all occurred since 1998. But it was 2013 that smashed the records with 28 days in the extremely hot category. It is increasingly evident that the leading cause

Curriculum Link: Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698) Elaboration: Identifying the narrative voice (the person or entity through whom the audience experiences the story) in a literary work, discussing the impact of first person narrative on empathy and engagement.

The English Series Year 5 - section 4

Creating a Text

Activity

Your task is to plan, draft and publish a text connected to the issue of climate change and its possible effects on how Australians will live in the future. Use the information in the news article on page 55 and your own research to produce a text in a format of your choice (e.g. recount, persuasive, informative). Your text should include: -- technical language related to climate change and extreme weather;

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-- paragraphs built up around a central idea (topic sentence);

-- a conclusion that appeals to the reader to reflect or act on the issues;

plan here ...

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-- images that support your ideas.

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Curriculum Link: Curriculum Link: Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience (ACELY1704)

Answers producer, cast, character, climax, suspense p.14 1. Who is the author of the recount; Who made the voyage to Australia. What happened during the voyage; What the migrants did after landing in South Australia. When did the Wends leave Germany; When did Christian’s family move to Jindera. Where did the ship sail on its voyage to Australia; Where did the family settle in Australia. Why did the Wendish leave Germany; Why did the family leave South Australia; Why the author is proud of his heritage. 2. Action verbs: set a turbulent course; to stay below decks; to disembark. 3. Sequencing words: in 1846, within days, then, eventually. 4. a) Imagine boarding a ship which is heading on a dangerous voyage. b) Hannah and Christian must have been so happy to disembark. 5. To escape from persecution 4 Wends accepted offer to migrate to South Australia. Crowded conditions and poor food 4 people died during voyage.

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p.10 1. Suggested answers: A) Contract for Using ICT in Maddens Creek Primary School B) Sustainable Gardens C) Make Your Own GIFs 2. 1) B, C 2) A, B 3) B 4) A, B, C 5) A, B 6) A (..may result in a ban), C (..pick a clip that’s not too long because..) 7) A, B 3. Suggested answers: Text A – continuation of rules in bullet-points, a space for signature. Text B - paragraphs including case studies, statistics and expert opinions persuading the reader that water is precious. Text C – continuation of instructions for making GIFs; links to other animated GIF websites. 4. Student’s own response.

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p.8 1. Imaginative: novel, advertisement, comic strip, song lyrics, film script, short story, poem. Informative: news article, rules and regulations, recipe, school textbook, letter to the editor, travel guide, essay, blog, report, recount of events, user manual, music review. Persuasive: advertisement, speech, letter to the editor, essay, blog. 2. Less formal texts would include: comic strips, blogs, song lyrics. More formal texts would include: rules and regulations, letter to the editor, user manual. Answers will vary depending on text chosen.

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Page 12 1. Informs: interactive toys are based on the film; actors’ names; rating and release date. Describes: atmosphere in the cinema before screening; brief plot description. Analyses: actors’ performances, clever script aimed at target audience. Advises: Loud soundtrack (bring earplugs), recommends watching the film. 2. Good acting from lead actor (played brilliantly by John Halbeck); action-packed (has kids and guardians on the edges of their seats); entertaining (magnetic attraction, well worth…a sequel). 3. Lights down, all action, shot using state-of the-art CG special effects; musical score, artistic direction, sequel. 4. Suggested answers: director, script,

p.15 1. Time references provide a chronological sequence of events like a timeline in history (170 years ago, at a time, in 1846). Use of imagery helps the reader to visualise a past that could be different to today (buying oranges in Brazil, on the lookout for icebergs, mice and snail plagues, oxen carts). First person point of view helps the reader understand the connection that the writer has to his subject (My ancestors lived at a time…; their faith and determination have been an inspiration to all…including me). Dates and statistics are a feature of informative historical writing (facts) and give credibility to the recount (16,000km, the Washington from Hamburg, Australian Federation in 1901). 2. Hyperlinks could include: Lutheran (link to more information about religion); Pink Lakes (link to map, geographical information).

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p.17 1. Text A: to encourage men and women to join 57

relax and travel - holidays can be educational experiences. Ask students to identify with a highlighter in their own texts their efforts to incorporate literary devices to grab the reader’s attention. p. 22 2. (Model answers) a) A speckled owl’s call punctuated the silent forest… b) Little light now came from the glowing fire embers. c) Over the high ridges… d) Tilly stifled a yawn before she took a final look at Josh.

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p.19 1. The author wants to emphasise that saving wildlife is important to the Australian community. Using “our” makes the reader feel part of the community and hence, part of the solution to the problem by supporting the reintroduction of the Tasmanian Devil. 2. The author uses expressions like “effective weapon,” “freely killing,” “chasing feral animals away” and “thousands of creatures decimated” to create an image of feral animals as “the enemy.” 3. Dingoes are known predators of endangered marsupials and this situation could be worsened by introducing another known predator onto the mainland. The author introduces the rebuttal with “Some people might say...,” then offers expert opinion on how the devil would be reintroduced. 4. were introduced, be reintroduced, have been kept down, (advanced forms: The native wildlife that (might be) killed by devils; … thousands of creatures (that are being) decimated by feral animals… 5.& 6. Student’s opinion.

p.23 1. Suggested adjective groups and phrases: with his concertina, on a stool in front of the bench, on which was a beer-keg, several big tin teapots, in his shirt-sleeves 2. a) Without lifting his head b) not at all interesting c) d) by hand, worth the effort e) covered in mud, on my bed f ) rather partial to horror movies g) The heavily-guarded, from her fans

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the war effort; to shame people into taking action. Text B: to persuade people to buy the product; to assure consumers of its ethical production. Text C: to inform readers about cybercrime; to offer advice; to modify their use of social media. 2. Speech: The war will be lost if people do not volunteer to fight. Advertisement: Your nails will be more attractive if you use this product. Editorial: There are ways to prevent becoming a victim of cybercrime. 3. a) Makes the reader feel guilty for not becoming involved in the war. b) Appeals to the reader’s vanity (desire to have beautiful nails). c) Uses the fear factor. 4. Answers will vary but might include: “the roll and thunder of battle”, “100% natural”, “generous bunch”, “770,000 good reasons”.

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p. 20 Introductions should relate to summary points mentioned in the conclusion: holidays are meant for families to spend time together; to 58

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b) dog’s and cat’s vaccination c) parent’s d) salmon’s e) children’s f ) Alexander’s g) meerkats’ h) Lucas’ or Lucas’s i) parrots’ j) Sharks’ 2. a) My mother’s friend’s daughter. b) Jonas’ (Jonas’s) and Tess’ (Tess’s) missing front teeth. c) My new jeans’ broken zipper. p.25 Missing apostrophes: Paragraph 1 – women’s group. Paragraph 2 – The Katherine Women’s Organic Association; local council’s support. Paragraph 3 – Ms. Jenkins’ opinion; local people’s diet. Paragraph 4 – the greenhouse’s hydroponic design; plants’ irrigation; Residents and visitors’

health alike. Paragraph 5 – Katherine’s pioneer project, community’s answer.

p.29 1. a) I remember the morning well. b) At about a quarter to eight, I’d nipped out of bed and got into the bathroom just in time to shut the kids out. c) Down below, out of the little square of window, I could see the ten yards by five of grass with a privet hedge round it that we call the back garden. 2. a) I b) that we call the back yard c) that d) Suggested answer: the dependent clause suggests that this is hardly a garden at all (hint of sarcasm which also links to the “little square of window”). 3. The reader expects more details about what happened that morning and perhaps why the writer remembers it so well.

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p.26 1. Main: My flight was enjoyable Subordinate: although my luggage didn’t arrive at the airport 2. Main: you can go to the park Subordinate: Provided that you’re home by 5.00p.m. 3. Main: Bogong moths migrate to the Snowy Mountains Subordinate: because the climate is milder 4. Main: The oven cleaner was extremely corrosive Subordinate: which was left out on the table 5. Main: the meeting will be held in the school hall Subordinate: Unless there is a change in venue SELF-CHECK: Commas are used to separate main clauses from subordinate clauses. In Sentence 3, because signals the subordinating clause and therefore, does not need a comma. Sample answers: 6) blue-tongue lizards can give a nasty bite. 7) serve the scrambled egg immediately. 8) The gold coins,…,were discovered in someone’s backyard. 9) My sister took a part-time job 10) my friend waited outside the store all night.

huge contribution to the understanding of the structure of DNA.

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p.27 Sample answer to photograph 1: (simple) The dog was looking through the fence (complex) The dog, whose owner was late home from work, was looking sadly through a hole in the fence.

sentence acted. 2. a) was copying 4 writing the same version of the original b) was scribbling 4 writing in a hurried, careless way c) was jotting down 4 writing a shorter, hurried version of the original d) was annotating 4writing comments or explanations 3. Examples: a) raced, dashed b) snatched, grabbed c) received, was awarded d) spotted, glimpsed

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p.28 Other variations possible: 1. The government conducted a (detailed) study of recycling habits that was detailed, however, its recommendations were ignored. 2. Botanists study plants and plant products that contribute to human culture and may be treatments for disease. 3. The satin bower bird builds its nest on the forest floor and decorates it with blue objects to attract a mate. 4. Rosalind Elsie Franklin, (who was) born in England in 1920, was a chemist who made a

p.32 1. More controlled - march, hike, prowl, tiptoe, patrol Less controlled - traipse, plod, stroll, wander, saunter, stagger, trudge 2. short time - glance, glimpse, peek, catch sight of, spot, scan, espy longer time - scrutinise, examine, glare, ogle, observe 59

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p.35 Irregular plurals: analyses, knives, bases, vertebrae, geese, plankton, tableaux, appendices, nuclei, passersby, foci, species, criteria, memoranda, salmon. I

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p.43 School environment: Now – schools are generally larger, not one-roomed, teachers do not live on site. Lessons: Then - children learnt by repetition with the teacher rapping on the table, children studied from a grammar book and history of the saints, teacher prepared different lessons for the different age groups in the class. Now – a variety of resources are used to teach classes, students learn about local and world history. The teacher: Then – the teacher instilled discipline in his class, teacher had a very formal relationship with the students. Now – a firm, but more relaxed relationship with students, teachers have other staff to help them in classes, specialist teachers for subjects like P.E., music and art. School equipment: Then – wooden bench seats and lift-up desk tops, writing with quill and ink.

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p. 36 anorak: from Eskimo-Aleut language, originally spelled anoraq yacht: from the Dutch word “jaght” (a small, sleek boat used to hunt down other sailing vessels in acts of piracy (note change in meaning today as yacht is synonymous with a luxury vessel iceberg: partial loan with spelling changes from Dutch (ijsberg) and Danish (isbjerg), literally means “ice mountain” candy: earliest form from Arabic word “qandi” 60

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p.34 1. a) algae b) fungi c) curricula d) bacteria e) antennae f ) stimuli 2. a) radii b) vertices (also vertexes) c) axes d) matrices (matrixes); e) formulae f ) data

p.42 1. a) The noun phrase “his terrible ruler” suggests that corporal punishment was allowed at this time. b) This quote informs the reader that the people in this region have lost their autonomy and are being governed by Berlin, even to the extent that the language that they speak is being banned. c) The bulletin-board is the major form of communication and meeting place in the village. It symbolises control. d) Life in the village is governed by the sounds of the military, even intruding on school activities. 2. Suggested answer: Since the Prussian occupation, life in the village has changed for the worse. The inhabitants have been subject to a constant flood of bad news and loss of personal freedoms.

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(meaning cane sugar) avatar: taken from Sanskrit language describing the descent of a Hindu god to Earth in human form yakka: often used in the expression “hard yakka (work),” this word comes from the Yagara indigenous language of the Brisbane region and was first used in Australian English in 1847.

Now – modern classroom furniture, variety of writing materials, iPads and tablets. 2. Examples: a) improving the school’s surroundings with a garden b) students being anxious about giving the correct answer

p.46 Suggested answers. Allow students to justify their choices. 1. fear, worry 2. curiosity 3. annoyance, anger 4. curiosity, confused 5. embarrassed 6. remorse 7. shock 8. disappointment 9. pride 10. sympathy 2. A patriot is a person who loves his/ her country and defends its way of life. 3. Monsieur Hamel carries out his duties professionally until the last moment and he urges the children to maintain their language and culture. He writes Vive La France on the blackboard. 4. Monsieur Hamel can’t bear to dismiss his class as he is overcome with emotion.

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p.44 1. Does not state explicitly, but suggests that Franz was trying to avoid the verb participle quiz and strolled for a while before heading off to school. He doesn’t like school so he is probably not eager to get there. He had even contemplated taking the day off. 2. Franz thought the blacksmith was making fun of him. 3. Clue 1: A crowd gathered at the town hall in front of the bulletin-board. Clue 2: There was an absence of the normal commotion in the class before the lesson began. Clue 3: Franz was not reprimanded for being late to class. Clue 4: Several of the village elders were seated at the back of the classroom. 4. Franz was shocked, “What a thunderclap these words were to me!” 5. Franz regrets that he has found learning French a chore and regrets that he has not applied himself more at school. 6. Examples: annoyed, proud, heart-broken, emotional.

fishing. The People of Alsace: Not placing enough importance on the value of education. 4. Monsieur Hamel wants the children to be proud of their language and culture and to not give in to the Prussian occupation. 5. Being exiled from his beloved home and school would have been most difficult for Monsieur Hamel.

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p.45 1. The Prussians want to impose their German language, culture and law on the Alsatians. Monsieur Hamel, because he teaches French is no longer required in the village and must find employment to support himself and his sister elsewhere. 2. The garden is a metaphor for the generations of children the teacher has cared for and developed. The teacher has tended to his garden in the same way that he has tended to his plants. 3. Franz: He has not put enough effort into learning his mother tongue to be literate. Franz’ parents: Franz was not encouraged to continue at school by his parents, but to leave and find work to help support the family. Monsieur Hamel: Dismissing Franz from classes to tend to the garden or being absent to go

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p.47 1. Possible responses: Some people may join the Prussians to protect their families./People might plot to fight against the Prussians./ Some people might try to escape to France. 2. Answers might explore the idea of keeping people in a “prison” by robbing them of their freedom and forcing them to adopt Prussian culture.

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p.50 Students responses could include: fauna and Flora: loss of biodiversity, more endangered species. Pollution: smog in cities, more respiratory diseases affecting health. Extreme weather: natural disasters and hazards caused by wild weather. The Oceans: pollution from agriculture, 61

shipping; plastics floating on the currents and harming marine life. The Forests: logging, bushfires, loss of animal habitat.

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p.53 1. Student’s own interpretation. Suggested answer: The weather could be tired of trying to remain in seasonal patterns due to human influenced climate change. 2. This line suggests that air pollution is having a toxic effect on the atmosphere. 3. SIGHT: moon is darking its face, trees grow old no more, the winds are webbing. TOUCH: heat rushes sweat all over bodies, feelings of cold shivers blood veins frozen. SMELL: raw unclean smelling air, Sand dirt mud soot..smell funny. TASTE: no direct reference, but reference to pollution goes in the plants’ soils. SOUND: the winds are webbing blowing voices of help, pollutions walking the bush...seeks sound unheard. 4. We have increased greenhouse gas emissions through use of petrol cars, etc. and industrial pollution from the building of factories, etc. . 5. Indigenous people’s food sources and movements throughout their Country are being affected by changing climate. 6. Student response.

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p.52 1. Suggested changes: longer periods of rain, flooding, rising sea levels, air pollution, trees dying off, soil pollution, climate change. 2. Alliteration: weather is wearily/the winds are webbing; lowering its light. Interesting noun groups: our dreamtime home; Feelings of heat; blood veins frozen. Personification: the sky turns strangler; pollutions walking the bush. Unusual word order: slips feet unfound; Feelings of heat rushes sweat all over bodies hurting. Words used in an unusual way: the weather is wearily; rivers swallower; the weather is a changed; untogether mixed up.

heatwaves, rising sea levels, greenhouse gas concentrations, extreme weather.

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p.55 Specific vocabulary examples: temperature, extreme heat, cool extremes, longer fire season, extremely hot category, warming, greenhouse emissions, human economic activities, climate, human-caused climate change, bushfires, 62

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