The English Series - English: Year 6 by Teacher Superstore

Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission.

or eBo st r e p ok u S

ew i ev Pr

Teac he r

The purchasing educational institution and its staff have the right to make copies of the whole or part of this book, beyond their rights under the Australian Copyright Act 1968 (the Act), provided that: 1.

The number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes;

Copies are made only by reprographic means (photocopying), not by electronic/digital means, and not stored or transmitted;

Copies are not sold or lent;

Every copy made clearly shows the footnote, ‘Ready-Ed Publications’.

educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under Act. For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 E-mail: info@copyright.com.au

The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that

. te

www.

Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

o c . che e r o r st super

ready e

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

ISBN: 978 1 86397 967 2 2

m . u

w ww

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 v8.1 Curriculum Links

Teac he r

Section One: Myths The First Woodpecker Arachne The Weaver Similarities And Differences Making Connections Creating A Modern Myth Writing For An Audience Influencing A Reader

4 5-6

7 8-9 10-11 12 13 14 15 16

or eBo st r e p ok u S

ew i ev Pr

Section Two: Playscripts And A Theatre Review 17 The Story Of Jeanne Baret 18–20 White Mouse 21–22 Comparing Text Structure 1 23 Comparing Text Structure 2 24 Exploring Text Features 1 25 Exploring Text Features 2 26 Different Opinions 27 Theatre Review: White Mouse 28 Evaluative Language 29 Presenting A Play 30 Section Three: Poetry 31 The Cookernup Monster 32–33 House On The Hill 34 Verbs In Action 35 Connecting With Imagery 36 Creating A Monologue 37 Writing A Structured Poem 38

w ww

. te

o c . che e r o r st super

Section Four: Persuasive Writing Why We Need Zoos Commas And Cohesion Understanding Conjunctions Subjective Texts Writing A Persuasive Speech Editing A Speech

Section Five: Recounts Pirate On The Loose Eyewitness Account Same Incident, Different Account Adverbial And Prepositional Phrases Presenting A News Story Answers

m . u

39 40-41 42 43 44 45 46 47 48 49 50 51 52 53–56 3

Teachers’ Notes This book is part of The English Series which consists of seven books altogether. It is linked to the new v8.1 Australian national curriculum and each page in the book references the content descriptor(s) and elaboration(s) which it specifically addresses. Activities are linked to original texts and enable the students to demonstrate much of the new English curriculum for Year 6 students.

or eBo st r e p ok u S

This book is divided into five sections, which are detailed below.

Section One: Myths

ew i ev Pr

Teac he r

The activities assess a range of skills, asking students to think carefully about the structure, language features and content of each provided text. Individual, partner and group activities are included and cater for different learning abilities and styles. Many activities are open-ended helping students to develop thinking skills that will be required for English studies in secondary school. Answers are also provided at the back of the book.

The activities in this section relate to two myths, one from Ancient Greece and the other of Native American origin. Students will consider morals and messages contained in the texts, thinking about how these relate to their own modern lives. They will investigate characterisation, different narration styles and use of language. They will also plan and write their own creative pieces.

Section Three: Poetry

m . u

w ww

They will consider text structure, compare characters and text features and provide opinions on the issues within the playscripts. An accompanying theatre review is also provided, which allows the students to focus on evaluative language and performance.

. te o c Section Four: Persuasive Writing . che e r o r st super

Two poems are provided in this section, each with links to yesteryear. The students will complete activities concerning action verbs, imagery and creative writing.

In this section, students will explore a persuasive speech, considering elements of its structure and language features. They will also be guided to plan and write their own persuasive speech.

Section Five: Recounts This section contains a newspaper article and eyewitness account on the same topic. Activities include investigation of style, form, objective and subjective language and grammatical features and creating a group oral presentation.

v8.1 Curriculum Links Understand the uses of objective and subjective language and bias (ACELA1517) •

•

understanding when it is appropriate to share feelings and opinions (for example in a personal recount) and when it is appropriate to remain more objective (for example in a factual recount)

knowing that verbs often represent actions and that the choice of more expressive verbs makes an action more vivid (for example 'She ate her lunch' compared to 'She gobbled up her lunch')

•

knowing that adverb groups/phrases and prepositional phrases can provide important details about a happening (for example, ‘At nine o'clock the buzzer rang loudly throughout the school’) or state (for example, ‘The tiger is a member of the cat family’)

or eBo st r e p ok u S

differentiating between reporting the facts (for example in a news story) and providing a commentary (for example in an editorial)

Teac he r

exploring a range of everyday, community, literary and informative texts discussing elements of text structure and language features and comparing the overall structure and effect of authors’ choices in two or more texts

Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525) •

ew i ev Pr

Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518) •

•

identifying (for example from reviews) the ways in which evaluative language is used to assess the qualities of the various aspects of the work in question

Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613)

•

recognising how cohesion can be developed through repeating key words or by using synonyms or antonyms

•

w ww

Understand the uses of commas to separate clauses (ACELA1521) •

. te

identifying different uses of commas in texts

Analyse and evaluate similarities and differences in texts on similar topics, themes or plots (ACELT1614)

o c . che e r o r st super

Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522) •

recognising the influence our different historical, social and cultural experiences may have on the meaning we make from the text and the attitudes we may develop towards characters, actions and events

m . u

Understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520)

investigating how the choice of conjunctions enables the construction of complex sentences to extend, elaborate and explain ideas, for example ‘the town was flooded when the river broke its banks’ and ‘the town was flooded because the river broke its banks’

Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523)

•

exploring texts on a similar topic by authors with very different styles, for example, comparing fantasy quest novels or realistic novels on a specific theme, identifying differences in the use of narrator, narrative structure and voice and language style and register

Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style (ACELT1616)

•

exploring two or more texts by the same author, drawing out the similarities, for example subject or theme, characterisation, text structure, plot development, tone, vocabulary, sense of voice, narrative point of view, favoured grammatical structures

Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617) •

the effects these have on audience understanding and engagement Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711) •

comparing the structures and features of different texts, including print and digital sources on similar topics, and evaluating which features best aid navigation and clear communication about the topic.

or eBo st r e p ok u S

identifying how language choice and imagery build emotional connection and engagement with the story or theme.

•

Teac he r

•

creating narratives in written, spoken or multimodal/digital format for more than one specified audience, requiring adaptation of narrative elements and language features planning and creating texts that entertain, inform, inspire and/or emotionally engage familiar and less-familiar audiences

ew i ev Pr

Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618)

Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712) using word identification, self-monitoring and self-correcting strategies

Analyse strategies authors use to influence readers (ACELY1801) •

identify how authors use language to position the reader and give reasons

•

w ww

selecting and using sensory language to convey a vivid picture of places, feelings and events in a semi-structured verse form

Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches (ACELY1708) •

. te

•

creating informative texts for two different audiences, such as a visiting academic and a Year 3 class, that explore an aspect of biodiversity

Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715)

o c . che e r o r st super

identifying and exploring news reports of the same event, and discuss the language choices and point of view of the writers.

Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)

Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714)

m . u

Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800)

•

participating in informal conversations, discussions, debates and presentations

•

experimenting with voice effects for different audiences and purposes, such as tone, volume, pitch and pace, recognising

•

editing for coherence, sequence, effective choice of vocabulary, opening devices, dialogue and description, humour and pathos, as appropriate to the task and audience

Teac he r

Myths

ew i ev Pr

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

w ww

. te

m . u

o c . che e r o r st super

The English Series Year 6 - section 1

Read the Native American Ojibwe myth below, then complete the activity sheets which follow.

The First Woodpecker (adapted by Brenda Gurr)

or eBo st r e p ok u S

“My name is Manito,” said I, hunching over and coughing. “I am very hungry for I have not eaten for many days. Could you spare any food?” The woman looked at me with coldness in her eyes. “I do not have much food,” she said. “I could bake you a cake I suppose. You will need to wait.”

ew i ev Pr

Teac he r

Long ago, I, the Great Spirit, often visited the Earth in disguise to see how my human creations were living. One day, I visited Earth disguised as an old man and I approached the wife of a chief. She was sitting in front of her wigwam, warming herself by the fire.

. te

m . u

w ww

I knew that the woman had ample food in her wigwam, but I only said, “Thank you, I will wait for the cake.” The woman nodded. I knew what she was thinking. She was intending to make me just a very small cake. After some time, she took the cake out of the oven, frowned and began muttering to herself. The cake must have looked much larger than she had expected - too good for a hungry stranger. “Is the cake ready?” I asked. “Oh, this cake is for my husband,” said the woman. “I will make another one for you, but you will have to wait a bit longer.” “Thank you,” I said quietly. “I will keep waiting.”

o c . che e r o r st super

The woman used a smaller amount of mixture this time. But when the second cake was ready, she frowned 8

Curriculum Link: Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712).

The English Series Year 6 - section 1

again. The reason? This cake was almost as large as the first one. “The cake has not baked properly,” she said. “I will try again.” I nodded, but when the woman turned her back to start work, my eyes narrowed. Before long, the third cake was ready. But although it was smaller than the first two, the woman still did not want to give it to me. I could see that she was becoming tired of making cakes.

Teac he r

“This is a waste of my time,” she spat, stamping her foot. “I don’t have enough food for you. You will have to find some for yourself.” “But where will I find it?” I asked, clutching at my chest. “How should I know?” said the woman. “Go into the forest and look in the bark of the trees.”

ew i ev Pr

or eBo st r e p ok u S

My anger rose and I straightened up to reveal my real identity - the Great Spirit. The woman froze on the spot as I transformed from old man Manito into my true and imposing form.

m . u

w ww

. te

The woman gasped and cowered beneath my giant shadow. “Please, Great Spirit, I did not know that it was you.” “Silence!” I thundered. “You are a cruel and selfish person with a small spirit. I will make your body small to match. You will now live in the forest and search for your food in the way that you expected the old man to.”

o c . che With that, my powersr e struck and the old o r st su r woman began to shrink. I was pleased to pe

see her clothes become feathers and wings sprout from her body. She fluttered up into the air, and with a shrill cry, flew into the damp, dark forest. From this day on, woodpeckers eternally live in the forest, searching for food in the bark of trees. I, the Great Spirit, have spoken.

The English Series Year 6 - section 1

Read the Ancient Greek myth below, then complete the activity sheets which follow.

Arachne The Weaver (adapted by Brenda Gurr)

Teac he r

There once was a young girl named Arachne who lived in the kingdom of Lydia. Arachne was well-known throughout the kingdom for her great skills in spinning and weaving. People, dryads and nymphs would all come to watch her, for she worked so gracefully and with such quick fingers that it was a pleasure to see her use the spindle and the loom. Arachne wove such vibrant scenes of everyday life, as well as lifelike animals and plants, that all were awe-struck by the beauty of her designs.

or eBo st r e p ok u S

ew i ev Pr

One day, a man asked Arachne, “Who taught you to weave with such skill?” “Nobody,” said Arachne, tossing her hair. “I taught myself.” “But your gift must be from the gods,” said the man, raising his arms to the brilliant sky. “I am certain that Athena, great goddess of crafts and wisdom, must have taught you, although you may not have realised it. She is an expert weaver.” Arachne laughed. “There is no-one, not even a god, who can weave as well as I can. If Athena were to challenge me to a weaving contest, there is no doubt I would win,” she scoffed.

© ReadyEdPubl i cat i ons At that moment, an old woman draped in a cloak stumbled forward. “Take care, Arachne. You arer too proud. Do not offend gods. Youo should ask• for •f or ev i ew pu r pthe os es nl y

w ww

. te

“I am not afraid of Athena,” said Arachne, with her hands on her hips. “I tell you, I am a far better weaver than she is.”

m . u

forgiveness, or Athena herself will punish you.”

o c . che e r o r st super

Suddenly, the old woman flung off her cloak and transformed into the dazzling form of Athena. Everyone gasped in shock, including Arachne. “Arachne,” said Athena, “Do you truly believe that you are a better weaver than I?” Arachne’s whole body trembled. But she lifted her chin and said, “Yes.”

The English Series Year 6 - section 1

“We will have a contest, just as you suggested,” said Athena. “The loser will promise to give up weaving forever.” “I- I agree,” stuttered Arachne. “Then I will return with my own loom,” said Athena, her eyes blazing. “And the contest will begin.”

or eBo st r e p ok u S

ew i ev Pr

Teac he r

When Athena returned, she set up her loom next to Arachne’s. The pair began their weaving. The onlookers were amazed at the beautiful scenes being created by Athena’s and Arachne’s skilful hands. Arachne concentrated as hard as she could, and knew she was producing her very best work. She was so proud of her own weaving that she did not even glance at Athena’s loom.

When the contest was over, Arachne saw Athena’s magical work and she felt a stab of fear. While her own work was glorious, Athena’s was perfect. It outshone Arachne’s in every way. Arachne knew that she had lost the contest. She sank to the ground. “I can never weave again,” she wept. “How can I bear it? Please help me, great Athena!”

m . u

w ww

. te

sorrow that Athena took pity on her. She stepped forward. “Arachne, you may never weave again as a human, that is true. A promise you make with the gods cannot be undone. But I will give you a second chance. You will be able to weave - forever!” Athena flung out her arms and instantly, Arachne began to shrink. Her body darkened and formed extra arms and legs. Arachne had become a spider. Immediately, she began to spin and weave a web.

o c . che e r o r st super

Arachne’s descendants can still be seen weaving their beautiful creations today. So next time you see a spider’s web, don’t rush by. Gaze at the glistening threads and remember the story of Arachne the weaver. Curriculum Link: Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712).

The English Series Year 6 - section 1

Similarities And Differences

Activity

After reading The First Woodpecker and Arachne The Weaver, complete this activity sheet.

1. List words that describe each main character.

Great Spirit:

Arachne: o eBo t s r r e p ok u S

_______________________________________________________________________

2. What lesson do you think each myth is trying to teach us?

ew i ev Pr

Teac he r

Athena:

The chief’s wife:

The First Woodpecker:_ _____________________________________________________

________________________________________________________________________ ________________________________________________________________________ Arachne The Weaver:_______________________________________________________

3. Complete the spider diagram to show similarities between the myths.

The First Woodpecker & Arachne The Weaver

w ww

Similar Characters

. te

m . u

Similar Resolutions

o c . che e r o r st super

4. These myths are narrated in different ways. Explain how.

________________________________________________________________________

5. On the back of the sheet, write which type of narration you prefer and why. Discuss your answer with a partner. 12

Curriculum Link: Analyse and evaulate similarities and differences in texts on similar topics, themes or plots (ACELT1614). Elaboration: Exploring texts on a similar topic by authors with very different styles, for example, comparing fantasy quest novels or realistic novels on a specific theme, identifying differences in the use of narrator, narrative structure and voice and language style and register.

The English Series Year 6 - section 1

Making Connections

Activity

After reading The First Woodpecker and Arachne The Weaver, complete this activity sheet.

1. Have you, or do you know of anybody, who has acted like Arachne or the chief’s wife? Give examples below.

The chief’s wife (selfish/ uncompassionate)

or eBo st r e p ok u S

ew i ev Pr

Teac he r

Arachne (boastful/vain)

2. Imagine that you are a Native American and an Ancient Greek, living long ago and reading these myths. You have a deep belief in the Great Spirit and the gods. Provide your opinion on one of the characters in each myth.

w ww

. te

m . u

o c . che e r o 3. These myths were created tor teach lessons tor their listeners or readers a long t s s u e p time ago. These myths are still read today. Why do you think it is still important to read these myths today?

__________________________________________________________________

__________________________________________________________________ Curriculum Link: Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613). Elaboration: Recognising the influence our different historical, social and cultural experiences may have on the meaning we make from the text and the attitudes we may develop towards characters, actions and events.

The English Series Year 6 - section 1

Creating A Modern Myth

Activity

After reading The First Woodpecker and Arachne The Weaver, complete this activity sheet. Choose one of the myths that you have read and adapt it into a reader’s theatre script for children, using a modern Australian setting. The script based on Arachne The Weaver should teach a lesson about humility and modesty. The script based on The First Woodpecker should teach a lesson about kindness and/or sharing with others less fortunate. A short example of a reader’s theatre script based on Arachne The Weaver has been provided for you. theatre script example:

Setting:

James:

Plan your script in the space below. Use note form. Setting:

ew i ev Pr

Teac he r

Anna:

or eBo st r e p ok u S

A classroom at the beginning of the day. Children are sitting in their seats, talking to each other. I can’t wait for Art today! I’m the best painter in the class. (She tosses her hair.) (rolling his eyes) Anna, you are always showing off.

w ww

Props needed:

Complication:

. te

Orientation:

m . u

Main characters: (Choose no more than three)

o c . che e r o r st super Resolution:

When you have finished your plan, write a draft of your script on a separate sheet of paper. It should be one to two pages long. Practise your script with a small group and then read it to the class. 14

Curriculum Link: Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618). Elaborations: Creating narratives in written, spoken or multimodal/digital format for more than one specified audience, requiring adaptation of narrative elements and language features. Planning and creating texts that entertain, inform, inspire and/or emotionally engage familiar and less-familiar audiences.

The English Series Year 6 - section 1

Writing For An Audience

Activity

After reading The First Woodpecker and Arachne The Weaver, complete this activity sheet. TASK: Find a partner to work with. Prepare a digital slideshow which presents information about the mythical character the Great Spirit or Athena. Your audience could be a Year 1 or 2 class at your school, or visiting parents and grandparents.

Choose a character: q Great Spirit q Athena

Choose an audience: q Year 1/2 class q Parents/Grandparents

or eBo st r e p ok u SIMAGES/information

INFO

e.g. The Great Spirit was also known as the Great Mystery. Native Americans (America’s indigenous people) believed in the existence of the Great Spirit.

IMAGE

INFO

We believe in the Great Spirit.

IMAGE

ew i ev Pr

Teac he r

Step 1: Begin by deciding on the general information and images that you will need for each slide in the space below. You will need to do some research, for example, you could find out what Athena was believed to have looked like, etc. An example has been provided.

. t Audience 1 e

m . u

w ww

Step 2: Now think about how you will use the information and images that you have gathered to make your slideshow suitable for your audience. In particular, consider what style of writing would be easy for your audience. For example, what facts, images and perhaps sounds/music would be appropriate for and entertain the chosen group?

• Write notes about your decisions for your chosen group below.

Year 1/2 class e.g. size 16 font

o c . che e r o r st super

Audience 2 Parents/Grandparents e.g. size 12 font

Step 3: Complete your slideshow and present it to your chosen audience. What did your audience think of the slideshow? Write your thoughts on the back of this sheet. STEP 4: Now adapt the slideshow for another audience. Curriculum Link: Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience (ACELY1714). Elaboration: Creating informative texts for two different audiences, such as a visiting academic and a Year 3 class, that explore an aspect of biodiversity.

The English Series Year 6 - section 1

Influencing A Reader

Activity

After reading The First Woodpecker and Arachne The Weaver, complete this activity sheet. Authors use different types of language to persuade their readers to feel a particular way towards characters. Examples of types of language could include: figurative language (metaphors, similes, personification), descriptive language (verbs, adjectives, adverbs, nouns), poetic language (onomatopoeia, alliteration) and dialogue (what characters say).

1. Give examples of language used in the myths below and say how this language affects your response to the characters. Examples have been provided for you.

or eBo st r e p ok u S

e.g. “she scoffed” - The verb “scoffed” positions the readers to see that Arachne does not respect the gods.

e.g. “The woman looked at me with coldness in her eyes.” This metaphor positions us to see the chief’s wife as having no compassion.

Teac he r

The First Woodpecker

ew i ev Pr

Arachne The Weaver

w ww

. te

m . u

o c . che e r o r st super

Curriculum Link: Analyse strategies authors use to influence readers (ACELY1801). Elaboration: Identify how authors use language to position the reader and give reasons.

Teac he r

ew i ev Pr

or eTwo: st Bo r Section e p ok u S Playscripts And A Theatre Review

w ww

. te

m . u

o c . che e r o r st super

The English Series Year 6 - section 2

Read the play below, then complete the activity sheets which follow.

The Story Of Jeanne Baret Characters CAPTAIN DE BOUGAINVILLE: a naval captain PHILIBERT COMMERSON: a scientist JEANNE BARET: Philibert’s assistant

by Brenda Gurr

or eBo st r e p ok u S

SCENE: It is 1768, on board the ship Ètoile, anchored off Tahiti. CAPTAIN DE BOUGAINVILLE is in his cabin, frowning at a map on a small, portable writing desk. There is a knock at the door.

Teac he r

The door opens, and JEANNE appears. Stress marks her face.

ew i ev Pr

CAPTAIN Come in!

CAPTAIN Ah, JEAN. [He pauses dramatically.] Or should I say, JEANNE …

JEANNE walks over to the CAPTAIN and salutes. She is dressed in men’s clothing. She shuffles her feet. JEANNE CAPTAIN, let me explain …

CAPTAIN [sternly] I accepted you on board this ship in good faith - as a man. You know that women are forbidden on French navy ships.

m . u

JEANNE But I think women should be allowed, sir. I hope that one day, in the future, French women will be sailing legally on naval ships. And why not?

w ww

CAPTAIN [thumping his fist on the table] Enough! We are not in the future. We are here in 1768. And I don’t know what I am to do with you.

. te

Another knock at the door.

o c . [walking in c and removing his hat] CAPTAIN, may I speak on this woman’s e hite r behalf? You see, is partly my fault that sheo is aboard. t r s s r u e p CAPTAIN I guessed as much, as she is your assistant. [He folds his arms.]

CAPTAIN [wearily] Enter! PHILIBERT

PHILIBERT You see, MADEMOISELLE BARET worked for me as my housekeeper in

France. When I was invited to be the botanist on this royal expedition, I was torn in two. I was eager to come, but I knew my poor health would make it difficult for me. I needed someone to help me. JEANNE said she could do it, she begged me to come.

CAPTAIN And so you hatched a plot to disguise her. Hmm. Now all is clear. But I really don’t know why you would choose her as an assistant. You need someone clever to help you, is that not so? Why choose a woman? 18

The English Series Year 6 - section 2

JEANNE stamps her foot and starts to speak. PHILIBERT motions for her to be silent. PHILIBERT Because not only can she read and write, she is also an expert on

plants. She is a herb woman back home, someone who not only knows all about the healing properties of plants but has taught others too, including scientists like myself.

CAPTAIN But the whole matter has put me at grave risk. This is an important expedition. The KING has charged me to lead France’s first circumnavigation of the globe.

or eBo st r e p ok u S

PHILIBERT And, I believe, the KING has also asked you to invite learned people

aboard to help you collect new plant specimens to grow in France and our colonies.

Teac he r

ew i ev Pr

CAPTAIN is silent for a moment. He strokes his chin and looks at JEANNNE and PHILIBERT.

CAPTAIN You are devious, PHILIBERT. You put MADEMOISELLE BARET on board in the moments before we set sail. You told me you had just met “him” on the dockside. I even gave up my cabin for you, to give you room for your confounded equipment - and for her! I should have listened to the crew. So many of them were suspicious that “Jean” was actually a woman. Thank goodness the Tahitians realised. And now …

JEANNE Sir, I have been a good, hardworking crew member. I have done all the duties expected of a man. I have also discovered many new plants for you to take to the KING. CAPTAIN BOUGAINVILLE looks at her for a long moment.

m . u

w ww

CAPTAIN Is it true you tramped through the rainforest in Rio to bring back plant specimens? JEANNE Yes. And I made detailed notes about my discoveries too. Written in my own hand. [She holds out a sheaf of papers. The CAPTAIN takes them from her and leafs through them.]

. te

o c . JEANNE And I have c a great surprise, sir. I have named one e of the new plants h r after you. Voila! The bougainvillea! [She pulls out the plant from the back e o t r s s r u pe of her belt.] CAPTAIN I like it! Well done. Excellent name. [He stops.] MADEMOISELLE BARET, I will not deny that all reports indicate you have been a diligent and courageous member of my crew. But … JEANNE You cannot keep me here. I know. You will be in trouble with the authorities. I have no wish to cause you such pains. You are a good man. Therefore, I will leave the ship and the expedition at the next place we land. CAPTAIN [consulting his map] That will be Mauritius. Curriculum Link: Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features, for example table of contents, glossary, chapters, headings and subheadings (ACELY1712).

The English Series Year 6 - section 2

JEANNE So be it. I will be happy to go. I am not afraid of adventure. CAPTAIN I can see that. PHILIBERT [stepping forward] CAPTAIN, I wish to go with her.

CAPTAIN Very well. I will tell the crew that the governor of Mauritius needs you to stay for some reason. JEANNE Thank you both. [She gives a small bow.] I will continue my duties until we reach Mauritius. [She turns to go.]

or eBo st r e p ok u S

CAPTAIN JEANNE?

JEANNE [turning back] Yes, CAPTAIN? JEANNE shrugs.

ew i ev Pr

Teac he r

CAPTAIN What will you do next?

JEANNE I don’t know. Perhaps I will find my way back to France. Then, maybe one day, I will be known as the first woman who circumnavigated the globe. Even though I had to pretend to be a man to complete some of it. CAPTAIN [smiles] I hope you don’t get lost in history, MADEMOISELLE BARET. Yours will be a bold story, for sure.

© ReadyEdPubl i cat i ons JEANNE smiles and leaves, followed by PHILIBERT. •f orr evi ew pur posesonl y• CAPTAIN [shaking his head] Women sailing on naval ships in the future – what an He turns back to his map, chuckling to himself.

w ww

. te

o c . che e r o r st super

Jeanne Baret explored both Mauritius and Madagascar with Philibert Commerson until his death in 1773. She then married a French officer and returned to France in 1775 with thousands of plant specimens. Her return to France did indeed make her the first woman to circumnavigate the world. In 2012, a flowering plant was named after her - the Solanum barietiae. Seventy plant species, however, have been named after Philibert Commerson.

m . u

imagination she has!

The English Series Year 6 - section 2

Read the play below, then complete the activity sheets which follow.

White Mouse by Brenda Gurr

SCENE: A rocky mountain road, barely visible in the gloom of early evening. High above, a projector screen flickers to life with the words ‘Montluçon, France, 1944’. We hear metallic, grinding sounds, and a woman appears on a rusty bike, panting, her face grim. The CHORUS enters, dressed in black.

or eBo st r e p ok u S

CHORUS [chanting softly] The mission is yours. You must not fail. Only you can complete the task. Forget your fears, forget your pain. Only you can complete the task.

Teac he r

ew i ev Pr

The CHORUS begins to circle NANCY, repeating its lines, getting louder and louder until the CHORUS members stop abruptly in a line at the side of the stage, freezing in threatening poses. NANCY’S face is terrified, but she keeps pedalling. (At this point, her bike could be on a bike stand, allowing her to pedal on the spot while saying the following lines.) NANCY [gasping] I must keep on! They are relying on me. But my legs, my legs …

CHORUS [mockingly] 100 kilometres down, only 300 to go! [This is repeated two or three times.]

NANCY [whispering] What was that? A checkpoint?

w ww

The voices stop.

m . u

words in staccato voices (such as “schnell”, “danke”, “nein”). NANCY’S head whips around in the direction of the voices.

NANCY [shaking her head] Stop thinking. Keep pedalling. I must get that transmitter … I must. The resistance fighters need it. How else can we communicate? How else can we beat the Nazis? And we must … we must.

. te

o c . cto us,eWhite Mouse. You will not scuttle efree this time. r CHORUS [loudly] Comeh o t r s s r u e p NANCY [taking a deep breath] Come on, NANCY. You’ve done worse than this.

You’ve parachuted into the darkness. You’ve attacked German soldiers. You will get through. They will not catch the White Mouse.

Half of the CHORUS members peel off and surround NANCY. The other members keep calling out German words. CHORUS [speaking in NANCY’S ears, one at a time] But will they catch you? Will they hurt you? Will they make you talk? Will they …

The English Series Year 6 - section 2

NANCY [gripping the handlebars and raising her head, yelling] I don’t care! The CHORUS members, startled, drop to the ground and freeze. NANCY I’m not afraid for myself. I never have been. I am fighting for freedom. Freedom! That’s all that matters. And we will succeed, whether I survive this day or not. We will not yield. We will beat the Nazis! [She raises her fist in the air.]

or eBo st r e p ok u S

ew i ev Pr

Teac he r

The CHORUS slinks away off stage. NANCY pedals after the CHORUS.

w ww

. te

Nancy Wake was a New-Zealand born, Australian wartime secret agent. The German secret police called her the White Mouse. She risked her life on many occasions to aid allied servicemen and Jewish refugees and to lead French resistance fighters. Her 400-kilometre bike ride across the mountains to contact the SOE (Special Operations Executive) and arrange for another radio transmitter, as described in this excerpt, was a success. She rode non-stop for 72 hours, an amazing display of bravery and endurance.

m . u

o c . che e r o r st super

Image: Nancy Wake, 1945. Wikipedia.

The English Series Year 6 - section 2

Comparing Text Structure 1

Activity

Read the two playscripts The Story Of Jeanne Baret and White Mouse, then complete this activity sheet.

1. ORIENTATION: What information is given in the orientations of the playscripts? Highlight any similarities. The Story Of Jeanne Baret

white mouse

or eBo st r e p ok u S

_ __________________________________

Teac he r

_ __________________________________

ew i ev Pr

_ __________________________________

w ww

The Story Of Jeanne Baret

. te

m . u

each script. Why might she have chosen to present the information in this way? (Hint: think about how the playwright might wish the audience to feel.) white mouse

_ __________________________________

o c . che e r o r st super

Curriculum Link: Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects (ACELA1518). Elaboration: Exploring a range of everyday, community, literary and informative texts discussing elements of text structure and language features and comparing the overall structure and effect of authors’ choices in two or more texts.

The English Series Year 6 - section 2

Comparing Text Structure 2

Activity

Read the two playscripts The Story Of Jeanne Baret and White Mouse, then complete this activity sheet.

1. COMPLICATION: State the complication in each text. Discuss similarities. white mouse

_ __________________________________

The Story Of Jeanne Baret

white mouse

_ __________________________________

or eBo st r e p ok u S

ew i ev Pr

Teac he r

The Story Of Jeanne Baret

w ww

m . u

_ __________________________________

. te

_ __________________________________

o c . che e r o r st super

Main Characters Both playscripts end with some historical information about the main characters. Do you think this added to your understanding of the plays? Explain your answer on the back of this sheet.

Curriculum Link: Analyse how text structures and language features work together to meet the purpose of a text (ACELY1711). Elaboration: Comparing the structures and features of different texts, including print and digital sources on similar topics, and evaluating which features best aid navigation and clear communication about the topic.

The English Series Year 6 - section 2

Exploring Text Features 1

Activity

Read the two playscripts The Story Of Jeanne Baret and White Mouse, then complete this activity sheet.

1. (a) Write keywords to describe the personality of each character below. Add stage directions or lines from the plays that clearly show their personalities. An example has been provided for you.

Personality

Line/Stage Direction

Intelligent, a passionate botanist, a good teacher and team member.

“She is an expert on plants...she has taught others too, including scientists like myself.”

or eBo st r e p ok u S

Jeanne

ew i ev Pr

Teac he r

Character

w ww

Captain de Bougainville

. te

m . u

o c . che e r o r st super

Nancy (b) Are any characters in The Story Of Jeanne Baret similar to Nancy? Say how.

________________________________________________________________________

________________________________________________________________________ Curriculum Link: Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style (ACELT1616). Elaboration: Exploring two or more texts by the same author, drawing out the similarities, for example subject or theme, characterisation, text structure, plot development, tone, vocabulary, sense of voice, narrative point of view, favoured grammatical structures.

The English Series Year 6 - section 2

Exploring Text Features 2

Activity

Read the two playscripts The Story Of Jeanne Baret and White Mouse, then complete this activity sheet.

1. Both playscripts are written by the same author. Can you describe any similarities in terms of: Similarities

theme...

or eBo st r e p ok u S

ew i ev Pr

Teac he r

subject matter...

white mouse

w ww

narrative point of view...

m . u

characterisation...

. te o 2. One main difference between the two plays is that White Mouse. has a chorus. Do you c c e think the chorus is an effective of White Mouse? Could adding a chorus work in hforfeature r o the other play? Give reasonse your answer. r st super The story of jeanne baret

________________________________________________________________________

Imagine! 26

Imagine that a writer decides to adapt your favourite of the two playscripts into a short story. What would need to be changed about the way the text is written? Write your answer on the back of this sheet.

Curriculum Link: Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style (ACELT1616). Elaboration: Exploring two or more texts by the same author, drawing out the similarities, for example subject or theme, characterisation, text structure, plot development, tone, vocabulary, sense of voice, narrative point of view, favoured grammatical structures.

The English Series Year 6 - section 2

Different Opinions

Activity

Read the playscript The Story Of Jeanne Baret, then complete this activity sheet.

The story of jeanne baret 1. The Story Of Jeanne Baret is set in 1768. Compare what people in 1768 might have thought of Jeanne to what you think of her today. Look at the key words to give you ideas.

determined

foolish

or eB st r strong crazy e o p o u k focused admirable S mad

I think Jeanne...

ew i ev Pr

Teac he r

silly

I think Jeanne...

w ww

m . u

. te o from the 2. Why might a person in 1768 think differently of Jeanne than c someone . che 21st century? e r o r st super ____________________________________________________________________ person from 1768

modern day australian

Imagine!

Imagine that you travel back in time and meet Jeanne. What would you like to tell her about how the world has changed for women? Include your own opinions. Write your answer on the back of this sheet.

Curriculum Link: Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts (ACELT1613). Elaboration: Recognising the influence our different historical, social and cultural experiences may have on the meaning we make from the text and the attitudes we may develop towards characters, actions and events.

The English Series Year 6 - section 2

Read the theatre review below, then complete the activity pages which follow.

Theatre review: White Mouse many of Wake’s thoughts and hopes, although at times its use was a little overdone and took the attention away from the rest of the cast.

or eBo st r e p ok u S

Directed by Alison Whitbread, the story of Wake’s various adventures in Europe takes place on a breathtaking set divided into various levels to represent a number of locations, from a rocky mountain road to a training centre for spies.

The other roles, that of Wake’s fellow resistance fighters, her husband and members of the Nazi secret police, were all played by newcomers, who, without exception, played these roles with the passion and focus they demanded. The chemistry among the cast was natural and engaging and is a testament to Whitbread’s skill and that of the playwright.

ew i ev Pr

Teac he r

Nancy Wake was one of Australia’s greatest war heroes, a courageous and inspiring woman who risked her life many times in her fight against the Nazis. Although her life is the subject of various books, it may come as a surprise that it has never been the subject of a play. That is, until the premiere of White Mouse at Sydney’s new Starburst Theatre last night.

The only main irritation of the night was the lighting. The set was gloomy the entire way through and could have benefited from some greater use of coloured lights to maintain the interest of the audience. In contrast, the sound effects were startling and fresh, and haunting, original music was used to create suspense in several scenes.

w ww

m . u

The play opens with a monologue from an elderly Wake, played by Amy Flanagan, who had the audience spellbound with her skilful representation of Wake’s strong character. Flanagan’s crisp diction and use of minimal, precise movements were impressive and showed evidence of her vast experience in theatrical performance.

In all, this is a production that really causes its audience to reflect on the great sacrifices of an incredible woman, and does so in a moving and sensitive way. This is a play suitable for ages 12 and upwards, and it is a joyful thought that Wake’s story can potentially reach so many of us. It is a story that undoubtedly deserves its place on both Australian and international stages.

. t o Flanagan goes one to play the younger c . Wake, appearing in every scene. Her c e h r only failing was in her rendition of the e o r st super more emotional scenes, particularly when Wake learns of her husband’s death. We needed to see more of Wake’s vulnerable side in these scenes. The use of the chorus, an idea from Ancient Greek theatre, was an interesting and effective choice. The chorus provided an insight into

Rating:



The English Series Year 6 - section 2

Evaluative Language

Activity

Reviews are a type of text that use evaluative language. This is language that expresses the writer’s opinions about, and judgement of, someone or something. After reading Theatre Review: White Mouse complete this activity sheet.

1. Write one positive and one negative comment that the reviewer makes about the chorus. Highlight the evaluative words used in each comment which express the opinions.

Negative

or eBo st r e p ok u S

2. Write three keywords and/or phrases that describe the writer’s opinions of Amy Flanagan.

ew i ev Pr

Teac he r

Positive

w ww

. te

4. Imagine that you went to see the play last night too and you loved the lighting! Write a positive comment about it.

m . u

3. What did the reviewer dislike about the lighting?

o c . che e r o r st super

5. Would this review encourage you to see the play White Mouse? Explain why or why not.

________________________________________________________________________

________________________________________________________________________ Curriculum Link: Investigate how vocabulary choices, including evaluative language can express shades of meaning, feeling and opinion (ACELA1525). Elaboration: Identifying (for example from reviews) the ways in which evaluative language is used to assess the qualities of the various aspects of the work in question.

The English Series Year 6 - section 2

Presenting A Play

Activity

Prepare a performance of White Mouse in a small group, aimed at another class in your school. You can change the character of Nancy to a male character if you need to. There should be at least three people in the chorus - so at least four people altogether in each group. Read a copy of the play with your group and decide who will play each part. Write the names below.

Character

STEP 1: Highlight your lines on the script.

ew i ev Pr

or eBo st r e Chorus p ok u S members Nancy

Teac he r

Names

STEP 2: Discuss with your group how you could vary your voice to make your lines interesting for an audience. Write your ideas below.

m . u

______________________________________________________________________

w ww

______________________________________________________________________

. t e orole. Discuss STEP 4: Write notes about your plans for movement and gesture inc your . this with your group first.c e h r e o r st ______________________________________________________________________ super STEP 3: Sit around a table and read the play aloud first.

______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

After your performance, review it on a separate sheet of paper. Use evaluative language to show your opinions and feelings. 30

Curriculum Link: Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience (ACELY1816). Elaborations: Participating in informal conversations, discussions, debates and presentations; Experimenting with voice effects for different audiences and purposes, such as tone, volume, pitch and pace, recognising the effects these have on audience understanding and engagement.

Teac he r

Poetry

ew i ev Pr

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

w ww

. te

m . u

o c . che e r o r st super

The English Series Year 6 - section 3

Read the poem below, then complete the activity pages which follow.

The Cookernup Monster by N.R. Palmer Poet’s note ...

Teac he r

This poem is based on a steam-powered whim (a huge steam-powered tractor used to haul timber) reportedly built at the Yarloop workshops in Western Australia, near the town of Cookernup, circa 1900. Historical notes and oral accounts indicate that it was not a success, though it is not known if it actually crashed and burnt. “Whims” were developed during the transition from horses to motorised power.

or eBo st r e p ok u S

ew i ev Pr

At a logging camp in the western hills where the jarrah forests grow, trouble brewed among the men with the timber they had to tow.

The loggers were having smoko, billy tea with jam all thick on bread, brought up by full-skirt ladies, from the mainline bush camp shed.

Big Mick, who now had eaten well, rubbed his portly rounded girt, he wiped his jaw, leant on his axe and adjusted a worn grey flannel shirt.

© ReadyEdPubl i cat i ons “Them logs must weigh five tons or more, far too big for whim and horse, •f r e vi e wchange, pur o se so nthe l ycourse. •” the bosses ato ther mill below must orp the men won’t stay

w ww

m . u

“But none of us can write that well,” said his mate from by his side, “We’ll get my eldest, Harry,” said Mick, with the smallest hint of pride. “With all this school and learning he’ll write and help us make a fuss, it’s bound to cause us trouble, but I don’t give a tinker’s cuss.”

. te

o c . che eto brim, r o The bosses needed more production to keep their coffers full r st sup er so they invented the first one of its kind, a four wheel, steam-powered whim. So Harry with nib and inkwell, dipped in his steel-tipped pen, scratched a letter that finished politely, “Thank you kindly sirs, amen.”

But the problems started soon enough when they took it up the hill, they hitched up the strongest horse teams and they barely moved it still. The teamster finally dragged it there, and the boiler fired up with wood, and for a start to those close by, it was doing what it should. But then they put it into gear and moved it slowly down the track, then quicker, ever quicker, there was no turning back. 32

The English Series Year 6 - section 3

It hurtled down among the trees and vanished from whence it came, leaving loggers scattered in its wake and the monster wreathed in flame. The scene was utter devastation with smoking trees and logs, horses galloping wild with fear, and barking half-breed dogs. The girls they fled in terror, holding up their flowing tresses, screaming loudly as they ran away, sparks caught in their sweeping dresses.

or eBo st r e p ok u S

Men with water buckets ran to fill them from the fire tank, young boys watched on from hiding, thinking, “What a lively prank!”

Teac he r

ew i ev Pr

And when at last the scene was quiet, Big Mick said, “What a mess! give thanks that not a soul was hurt, the Lord above each one of us did bless.” At a certain place in the western hills, where the jarrah forests grow, wild tales of the Cookernup Monster seem each year to ebb and flow. And whether they are true or no, the chainsaw now reigns supreme, and together with the logging truck, we’ve seen the last of steam.

w ww

. te

m . u

For never again will we see the like, never among the standing trees, will a four wheel, steam-powered whim leave smoke on an easterly breeze.

o c . che e r o r st super

The English Series Year 6 - section 3

Read the poem below, then complete the activity pages which follow.

House On The Hill by N.R. Palmer I live in a house where the hills rise, and the wind through the gum trees does sigh. I listen most nights as the light dies, when travellers pass quietly by.

or eBo st r e p ok u S

Is that noise in the roof timbers creaking? Is the breeze blowing through the bare floor? And rain on the roof, is it leaking? Do I hear a footfall pass my door?

For this is a place full of history and tales of folk long, long ago.

No cure for disease in a life short, where death is a part of our time.

ew i ev Pr

Teac he r

The candle snuffs out, it’s a mystery; are the ghosts of this house now on show?

Cruel sickness is always our consort, with many cut down in their prime.

I live in a house where the hills rise, and the wind through the gum trees does sigh.

© ReadyEdPubl i cat i ons f olike rr vi ew u r p olife se sunfold. onl y• They travel • on past ae flood tide, I canp see how my may Will my life be as fleet as a raindrop that falls from a darkening sky?

w ww

. te

m . u

I dream of a place on a hillside; yes, I dream of those people of old.

o c . che e r o r st super

The English Series Year 6 - section 3

Verbs In Action

Activity

Read the two poems The Cookernup Monster and House On The Hill, then complete this activity page. Using powerful and precise verbs in a text can enhance its impact and meaning. For example, instead of using the verb “walked”, you could use “sauntered”, “trudged” or “shuffled”. Such verbs provide a more detailed image of the character and the situation.

1. Write a list of 10 precise verbs that you liked the best from the poems. Remember that a verb is a word that describes an action.

House On The Hill r o e t s B r e oo p k Su

ew i ev Pr

Teac he r

The Cookernup Monster

________________________________________________________________________

m . u

w ww

3. Read through both poems again. Choose four verbs that you feel could be replaced by more precise ones. Write at least two possible replacement verbs for each one.

Replacement What does it describe? . te o c . che e r o r st super

Current verb

4. Find a partner to work with. Read aloud the lines of the poem that contain the verbs from question 3, inserting your replacement words one at a time. Ask a partner to circle the replacement words they liked the best. Do the same for your partner. Choose two of their words that you liked the best and explain why they are so effective on the back of this sheet. Curriculum Link: Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523). Elaboration: Knowing that verbs often represent actions and that the choice of more expressive verbs makes an action more vivid (for example ‘She ate her lunch’ compared to ‘She gobbled up her lunch’).

The English Series Year 6 - section 3

Connecting With Imagery

Activity

Choose either The Cookernup Monster or House On The Hill to answer the questions. Poets use language connected to the senses to create ideas or pictures in a reader’s mind these ideas and pictures are known as images.

1. Explain in one sentence what your chosen poem is about.

________________________________________________________________________

or eBo st r e p o u k Sound S

2. Give two examples of descriptive phrases that the poet has used for each of the senses below.

ew i ev Pr

Teac he r

Sight

3. Neither poem includes imagery about the senses of touch, taste or smell. Write a descriptive phrase involving each of these that fits with the themes or stories of the poems. For example, “I felt the harsh, stinging heat of the fire”. (Note: Taste is difficult! Remember that it could be about food or something creative like "the taste of fear".)

Smell

w ww

Taste

. te

m . u

Touch

o c . che e r o r st super Phrase 1: _________________________

4. Circle one of the poet’s descriptive phrases from question 2 and one of your own from question 3 that you found particularly striking. Explain why you liked them. Draw what they make you imagine.

_____________________________________

Phrase 2: _________________________

_____________________________________

Curriculum Link: Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617). Elaboration: Identifying how language choice and imagery build emotional connection and engagement with the story or theme. Curriculum Link: Analyse strategies authors use to influence readers (ACELY1801). Elaboration: Identify how authors use language to position the reader and give reasons.

The English Series Year 6 - section 3

Creating A Monologue

Activity

A monologue is a speech delivered by one speaker. Monologues are often found in plays, although they can be adapted from other texts. Use aspects of the poem The Cookernup Monster to create a monologue by following the steps below.

1. Choose the character who will deliver the monologue. For example, Big Mick, Harry, one of the running girls, a logger. It might even be a person who experienced the events of the poem, but wasn’t described by the poet. Write down the name of your chosen character and a description.

Description:_ ___________________________________

______________________________________________

Teac he r

Name:_________________________________________

2. Explain what you think this character would like the audience to feel as they listen to the monologue.

ew i ev Pr

or eBo st r e p ok u S

3. Plan a beginning, middle and end for your monologue in the space below. Use precise describing words that clearly express what your character experienced. Beginning (Where was the person before the "Monster" went out of control? What was he/ she doing and how did he/she feel about it?)

w ww

m . u

_______________________________________________________________________ _______________________________________________________________________ Middle (What did the person experience when the "Monster" went out of control?)

. te o _______________________________________________________________________ c . cfeele e End (How did your characterh when it was all over? Howo didr it affect him/her?) r st super _______________________________________________________________________ _______________________________________________________________________

_______________________________________________________________________ 4. Write your monologue on a separate sheet of paper, choosing one of the starting lines below - or create your own!

• It was never supposed to happen... • I remember it so well....

5. Practise your monologue, then perform it for your class and a younger class in the school. Remember to talk to the audience directly and use your voice to emphasise the most important words to help them understand the meaning. Curriculum Link: Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways (ACELT1618). Elaboration: Creating narratives in written, spoken or multimodal/digital format for more than one specified audience, requiring adaptation of narrative elements and language features.

The English Series Year 6 - section 3

Writing A Structured Poem

Activity

In the poem House On The Hill, the narrator relates his/her feelings about an old house. Plan and write your own poem about an old building that has echoes of the past, based on the structure of House On The Hill (three verses containing four lines each). It doesn’t need to rhyme.

1. Describe the building that you wish your poem to be about. It might be somewhere you know well or have visited or it might come completely from your imagination. Where is this place? Is it in peaceful or busy surroundings? Sketch it to help you visualise it.

or eBo st r e p ok u S

_____________________________________________

_____________________________________________ _____________________________________________

Teac he r

________________________________________________________________________

_____________________________________________

ew i ev Pr

2. From whose point of view will your poem be told? What connection does this person have to the building? What sense does this person have of its history or the people who used to live in it?

________________________________________________________________________ ________________________________________________________________________

w ww

Verse 1: In this verse, describe the building and its location and what makes it special or different. What does the narrator sense or imagine?

. te

m . u

3. Write notes about what each verse of your poem will be about.

o c . che e r o r st super

Verse 2: What is the narrator’s life like? How does it compare to the people who used to live here? Verse 3: Repeat the first line of verse 1. Explain how the narrator thinks his/her life will continue. What does he/she dream of and how has the building affected this dream?

4. Draft your poem on a separate sheet of paper, then share it with a small group. Listen to the poems written by other group members and talk about any similarities and differences. Report back to the class. 38

Curriculum Link: Experiment with text structures and language features and their effects in creating literary texts, for example, using imagery, sentence variation, metaphor and word choice (ACELT1800). Elaboration: Selecting and using sensory language to convey a vivid picture of places, feelings and events in a semi-structured verse form.

or eBo t s r e Section Four: p ok u S

Teac he r

ew i ev Pr

Persuasive Writing

w ww

. te

m . u

o c . che e r o r st super

The English Series Year 6 - section 4

Read the persuasive speech Why We Need Zoos, then complete the activity pages which follow.

Why We Need Zoos

Can you imagine a world without any zoos? Some people think this is the way things should be. They argue that zoos and wildlife parks are cruel, unnecessary and outdated. They say that all animals should be free to live in their natural habitats. They are misinformed.

or eBo st r e p ok u S

Teac he r

ew i ev Pr

Yes, in an ideal world, we wouldn’t need zoos. Animals wouldn’t be hunted by humans or have their habitats destroyed. But unfortunately, we don’t live in an ideal world. I believe we need zoos more than ever because they provide the urgent help that wild animals need.

I am talking here, of course, about modern zoos. No-one in their right mind would want to see a return to those horrifying menageries of yesteryear, which could be more accurately described as animal prisons. In these types of zoological gardens, animals are kept in cages merely for human entertainment. There is no way I would support these types of zoos under any circumstances. Although there are still zoos that keep animals in less than perfect conditions today, these are becoming rare. Modern zoos have to keep the general public on-side and most countries, including Australia, have to abide by strict regulations. The majority of zoos could not survive unless they enforced rigorous standards.

w ww

. te

m . u

o c . che e r o r st super

Have you been to a modern zoo lately? Since the 1990s, things have changed dramatically in zoos. The animals have a quality of life just as high as they would experience in the wild, and they live joyously. Their habitats have been lovingly and carefully created. There are no predators for them to worry about and they are provided with a balanced diet, treated promptly for illness and injury and have plenty to keep them occupied. It is true that sometimes zoo animals may have less space to roam than they would in their natural environments. But I feel that this slight restriction on their movement is well worth it.

The English Series Year 6 - section 4

There are several reasons for this. Firstly, zoos help protect animals against extinction. Creatures in captivity provide important populations that can be used to boost the numbers of animals in the wild or to reintroduce species to particular habitats. Some species, in fact, only exist in zoos, making them even more important in the ongoing struggle for wildlife conservation.

or eBo st r e p ok u S

Teac he r

ew i ev Pr

Zoos produce vital research about animals. They are an ideal environment in which to study animal behaviour. This information can be passed on to scientists, then used to help wild fauna.

Finally, zoos educate people about wildlife. Who hasn’t been entranced by watching animals playing, feeding or socialising in their enclosures?

©There Re yEd P ub l i cat i ons isa nod doubt that zoos foster understanding of, and fascination for, animals which can in turn •f o rr evi ew pur posesonl y• lead to people donating their time or money

. te

m . u

w ww

to animal conservation groups. Zoos often raise money directly for such groups, successfully encouraging visitors to give money. Many also now run education programs for school children, ensuring a new generation of people who care about animal welfare.

o c . che e r o r st super I hope that we never live in a world without zoos. When you next visit a zoo, please remember the crucial role it plays in animal conservation and education in our less

than ideal world.

The English Series Year 6 - section 4

Commas And Cohesion

Activity

Read the speech Why We Need Zoos, then complete this activity sheet.

Commas

Commas are used to indicate pauses in a text as well as to separate clauses and items in a list. Commas are especially important in spoken texts like the speech Why We Need Zoos because they help the speaker to present the text more effectively for his/ her audience.

or eBo st r e p ok u S

1. Write an example of each type of comma used in the text:

to create a list:_______________________________________________________

to separate a clause (e.g. The girl, who was trembling, stood in front of her new class):

____________________________________________________________________

ew i ev Pr

Teac he r

to create a pause: ____________________________________________________

2. The first three paragraphs of the text Why We Need Zoos contain examples of commas to indicate pauses. Read this part of the text aloud to a partner. Mark at least two other places where you feel that a comma could be added to indicate a pause. Rewrite the sentences that you have changed below.

____________________________________________________________________

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

w ww

Cohesion

m . u

. te o c (a) Identify four key words that are repeated in this text. . che e r _ _______________________________________________________________ o r st sup r e (b) Write synonyms (words or phrases) that are used to refer to the following 3. This text makes cohesive links (logical connections between ideas) by repeating key words or phrases and using synonyms.

objects or ideas in the text:

zoos _______________________________________________________________

animals_____________________________________________________________

strict regulations ____________________________________________________

habitats ____________________________________________________________

research____________________________________________________________

donate _____________________________________________________________ Curriculum Link: Understand that cohesive links can be made in texts by omitting or replacing words (ACELA1520). Elaboration: Recognising how cohesion can be developed through repeating key words or by using synonyms or antonyms. Curriculum Link: Understand the uses of commas to separate clauses (ACELA1521). Elaboration: Identifying different uses of commas in texts.

The English Series Year 6 - section 4

Understanding Conjunctions

Activity

Read the speech Why We Need Zoos, then complete this activity sheet. Conjunctions are words used to join ideas. Subordinating conjunctions are used in complex sentences to extend, enhance and explain ideas. They link independent clauses to dependent clauses. For example, “He decided to eat lunch before he went out.” A subordinating conjunction can also appear at the beginning of a sentence. Some common subordinating conjunctions include the following words: after, before, because, until, where, although, when, while, if, once, then, therefore, unless.

or eBo st r e p ok u S

1. Find an example of three of the conjunctions listed above in the speech Why We Need Zoos. Write the sentences that they appear in. ______________________________________________________________________

ew i ev Pr

Teac he r

______________________________________________________________________

2. Complete the sentences using conjunctions. The first two conjunctions have been added for you.

a. The writer likes modern zoos because_____________________________________

_____________________________________________________________________

m . u

c. ____________ people liked visiting zoos in the past, they were like animal prisons.

w ww

d. __________________ we make up our mind about zoos, we should consider what the positives and negatives are. e. We should support zoos_ _______________________________________________

. te o f. Zoos can be good places________________________________________________ c . che e r _____________________________________________________________________ o r st super

_____________________________________________________________________

3. Write three of your own sentences about zoos using a subordinating conjunction in each.

 _____________________________________________________________________

_____________________________________________________________________ _____________________________________________________________________

 _____________________________________________________________________

_____________________________________________________________________ Curriculum Link: Investigate how complex sentences can be used in a variety of ways to elaborate, extend and explain ideas (ACELA1522). Elaboration: Investigating how the choice of conjunctions enables the construction of complex sentences to extend, elaborate and explain ideas, for example ‘the town was flooded when the river broke its banks’ and ‘the town was flooded because the river broke its banks’.

The English Series Year 6 - section 4

Subjective Texts

Activity

Read the speech Why We Need Zoos, then complete this activity sheet. Persuasive texts like Why We Need Zoos are examples of subjective texts. These are texts that describe one person’s thoughts, feelings and opinions about a topic. These texts use emotive adjectives and adverbs to encourage the reader to respond in a particular way. They may also use rhetorical questions (ones that don’t require an answer, such as, “Have you ever thought about …?”). You will often find a writer using, “I believe”, “I think”, and “I feel” in a subjective text.

or eBo st r e p ok u S

Teac he r

1. Summarise the writer’s point of view about modern zoos in the text Why We Need Zoos. ________________________________________________________________________

ew i ev Pr

________________________________________________________________________

2. Write three sentences beginning with ‘I’ that clearly communicate the writer’s feelings about zoos. Use your own words rather than copying from the text.

______________________________________________________________________

w ww

Emotive Words:

. te

m . u

3. Give at least six examples of emotive words used in this text (e.g. “terror”, “anxiously”).

o c . che e r o r st super

4. Write two examples of rhetorical questions used in the text.

______________________________________________________________________

5. On the back of this sheet, transform this text from a subjective one to an objective one (one that states facts only and doesn’t include feelings or opinions). Write a short paragraph entitled, ‘Why People Enjoy Going To Zoos’ objectively. Make sure that you make it sound as objective (factual) as possible - don’t include your feelings/opinions. 44

The English Series Year 6 - section 4

Writing A Persuasive Speech

Activity

Read the speech Why We Need Zoos, then complete this activity sheet. Imagine that you have heard someone deliver the speech Why We Need Zoos. You disagree with the speaker and decide to write and deliver an opposing speech entitled Why Zoos Should Disappear. Plan your speech in the space below.

r o eBo st r Your Speech e p ok u S

Start with a memorable line that clearly states your position. It might be a question, an interesting fact or a strong statement.

ew i ev Pr

Teac he r

1. Begin by writing notes about the structure of your speech.

Beginning



w ww



End with a strong statement that makes your audience agree with what you have said.

. te

Conclusion

m . u

Middle

three main ideas that you wish to include. For example, information about ©List R ea E dzoo Panimals ubl i cat i ons the quality ofd lifey you believe have. •f o rr evi ew pur posesonl y• 

o c . che e r o r st super

2. List emotive words and phrases or rhetorical questions that you might use.

______________________________________________

e tiv emo ds r wo

emot iv phras e es

rical rheto tions Ques

Curriculum Link: Understand the uses of objective and subjective language and bias (ACELA1517). Elaboration: Understanding when it is appropriate to share feelings and opinions (for example in a personal recount) and when it is appropriate to remain more objective (for example in a factual recount). Curriculum Link: Reread and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715). Elaboration: Editing for coherence, sequence, effective choice of vocabulary, opening devices, dialogue and description, humour and pathos, as appropriate to the task and audience.

The English Series Year 6 - section 4

Editing A Speech

Activity

1. Read your speech Why Zoos Should Disappear to a partner and ask for his/her opinions. After hearing your friend's comments, re-read your speech and comment on the features below using note-form. Make sure that you consider positives and negatives.

Feature

Comment

or eBo st r e p ok u S

Use of emotive words

Strong beginning

ew i ev Pr

Teac he r

Use of rhetorical questions

w ww

m . u

Strong conclusion

2. Ask your partner to write what they think of the speech overall. He/she can think about whether it captures the reader's attention and whether it would persuade a reader to agree with your opinions about zoos.

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

3. Use the ideas from questions 1 and 2 to make any changes that you think will improve your speech. Ask your partner again for his/her opinion. Does your partner think your writing was stronger? Why or why not?

________________________________________________________________________

Curriculum Link: Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices (ACELY1715). Elaboration: Editing for coherence, sequence, effective choice of vocabulary, opening devices, dialogue and description, humour and pathos, as appropriate to the task and audience.

Teac he r

Recounts

ew i ev Pr

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

w ww

. te

m . u

o c . che e r o r st super

The English Series Year 6 - section 5

Read the newspaper article below, then complete the activity sheets which follow.

Cape Benning Times

$1.60

Pirate On The Loose or eBo st r e p ok u S

Teac he r

The man appears to have hired a costume from local costume hire shop Fancy Pants and then proceeded to the movie set, claiming to be an extra. Shop owner Lucy Armstrong said he seemed to be agitated and was in a hurry to leave.

ew i ev Pr

security guard became suspicious of the unknown man who had disappeared. Soon after, he was spotted emerging from a make-up van and immediately fled into surrounding bushland.

Police are hunting a man dressed as a pirate after he allegedly stole belongings from actors on the movie set Cutlass Jim in the town of Cape Benning yesterday.

Police were called but despite being on the scene within minutes, were unable to locate the man.

. te

o c . che e r o r st super

On reaching the set, the man was approached by a security guard, who talked to him briefly but curiously didn’t ask for identification. A few hours later, two of the actors reported their wallets as missing and the

m . u

w ww

“He only wanted to see pirate costumes, none of my other stuff,” said Ms. Armstrong. “He said he was going to a birthday bash that night. We only had one costume left that was a bit roomy on him, but he wasn’t interested in having me alter it or anything. He filled out a form, paid his deposit in cash and took off quickly. He was shifty. He also spoke roughly and I did feel a bit afraid of him.”

complexion and short, dark hair. He was wearing a full pirate outfit of bandanna, black pants, white shirt and red jacket, with a toy parrot on one shoulder and a cutlass attached to his belt. He was also carrying a large cloth sack. “The costume hire shop has confirmed that their costume did not include a cutlass, so we are unsure if the cutlass the man was carrying is real or a plastic fake,” said Constable Chan of the Cape Benning Police. “We are warning the public not to approach the man, as he may be dangerous.” Constable Chan said the police will continue their search for the suspect this afternoon.

The English Series Year 6 - section 5

Read the eyewitness account below, then complete the activity sheets which follow.

Eyewitness Account

Cape Benning Police Witness Statement

Name of witness: Age: Date of birth: Occupation: Police officer taking statement:

Jacob Anthony Irving 27 18/7/1988 Actor Constable S. Frost

or eBo st r e p ok u S

I am an actor appearing in the movie Cutlass Jim, currently being filmed in Cape Benning.

Teac he r

ew i ev Pr

On the morning of 6th July 2015, I arrived on set and left my personal belongings, including my wallet, in a leather satchel in my van. I put on my costume, locked the door behind me, and then reported to the make-up van, where make-up artist Samantha Flann prepared me for the day’s work. I then went on set and worked until midday, when I returned to my van. I could see straight away that the door lock had been tampered with. I went inside and noticed that my wallet was missing from my satchel, as well as a valuable gold ring that I had left in a drawer in the van. I immediately called out for security and two guards, Sharon Coleman and George Manco, came to my aid. After a brief discussion, Manco recalled meeting a man dressed as a pirate who had claimed to be an extra. Manco said he could not remember whether the man had produced identification, as is usually required for anyone wanting to enter the set. It was at this time that my co-star, Thea Quirke, came bursting out of her van, claiming that her purse and her jewellery box had also disappeared.

w ww

Coleman proceeded to call the police on her mobile phone, and it was then that Manco spotted the suspect emerging from the make-up van, which was supposed to be empty at that time. The man was dressed in a pirate outfit, which included a large cutlass, and had a bulging white cloth sack over his shoulder. The man was of medium height and pale and I estimate that he was about 20 years old. I could not see his hair colour as he was wearing a burgundy bandanna. My impression was that the man looked startled when he saw us all looking at him. Manco called out to the man to halt, but he turned and ran off towards the beach. I saw both Coleman and Manco give chase. Police arrived soon afterwards.

. te

m . u

o c . che e r o r st super

Signed J. A. Irving 6 July 2015

The English Series Year 6 - section 5

Same Incident, Different Account

Activity

Read the texts Pirate On The Loose and Eyewitness Account, then complete this activity sheet.

1. The newspaper article and eyewitness account describe the same incident in different ways. Compare the two texts in table form. Newspaper Article Point of view Modal verbs

Teac he r

or eBo st r e p ok u S

Additionalinformation given (not included in other text)

Use of subjective language

ew i ev Pr

Use of objective language

Eyewitness Account

their style of speech?

m . u

w ww

2. The newspaper article contains the comments of a shop owner and a police officer. What differences do you notice about...

. te o the information they give? c . che e r o t r 3. Why do you think the information differs in the two texts? s s up er

________________________________________________________________________

4. Which text do you feel is more reliable? Why?

________________________________________________________________________

Curriculum Link: Understand the uses of objective and subjective language and bias (ACELA1517). Elaboration: Differentiating between reporting the facts (for example in a news story) and providing a commentary (for example in an editorial). Curriculum Link: Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approaches. (ACELY1708). Elaboration: Identifying and exploring news reports of the same event, and discuss the language choices and point of view of the writers.

The English Series Year 6 - section 5

Adverbial And Prepositional Phrases

Activity

Read the texts Pirate On The Loose and Eyewitness Account, then complete this activity sheet. A phrase is a group of words that provides important details about characters, objects or events. Two types of phrases are adverbial and prepositional. Adverbial phrases tell us how, when, why, where and for how long something happens. For example, “He went to work for half a day” or “The cat walked along the fence”. Prepositional phrases use prepositions (such as: under, up, past, between, after, across, by, in) to tell us the position of something. For example, “I ran towards the shop” or “Zac was hiding behind the tree”.

or eBo st r e p ok u S Adverbial

1. The newspaper article and eyewitness account both use adverbial and prepositional phrases. Give two examples of each type of phrase in each text.

phrases

Prepositional phrases

Eyewitness Account

ew i ev Pr

Teac he r

Pirate On The Loose

2. Use adverbial or prepositional phrases to complete these sentences.

________________________________________________________________________

(d) The security guard contacted police by..

________________________________________________________________________

(e) Thea Quirke came running out..

(a) Jacob Irving saw the pirate near..

w ww

. te

m . u

o c . ________________________________________________________________________ che e r o 3. Imagine that the police catch the pirate. He claims tot be completely innocent. r s sup er Complete the explanation from his point of view using prepositional and adverbial phrases. You can be as creative as you like!

I am innocent! I went to the costume shop _______________________________ (how). I hired the costume ____________________________ (why). I put it on and then remembered that a movie was being filmed _____________________________ (when). So I drove to the set to meet the stars. The security guard said I was allowed __________________ (where). I had only been there ________________ (how long) when everyone starting yelling at me, and so I ran. Curriculum Link: Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases (ACELA1523). Elaboration: Knowing that adverb groups/phrases and prepositional phrases can provide important details about a happening (for example, ‘At nine o’clock the buzzer rang loudly throughout the school’) or state (for example, ‘The tiger is a member of the cat family’).

The English Series Year 6 - section 5

Presenting A News Story

Activity

Read the texts Pirate On The Loose and Eyewitness Account, then complete this activity sheet. Work with a small group of four or five to plan and present a T.V. news story about the incident described in the newspaper article and the eyewitness account. You will need: • a news anchor • a roving reporter • a police officer • a costume shop owner (can be changed to a male character) • an actor (If you are working in a group of four, choose two characters out of the final three.)

or eBo st r e p ok u S

Teac he r

ew i ev Pr

1. Begin your report with the news anchor giving a summary of the incident, then “throwing” to the reporter, who will conduct an interview. You can decide where they are reporting from, who they are interviewing and if there have been any developments. (Some developments could even take place during the report!) Write notes about what everyone will say and what will happen in the space below. news anchor

Beginning

w ww

back to news anchor

Conclusion

. te

m . u

Middle

o c . 2. Once you have workedc out the details above, rehearse your news story. Make sure e h r that everyone is using a cleare and expressive voice. When oyou are ready, present it to t r s s r up the class. Listen to the class’s comments ande then rate your performance using the headings below.

Rate Your Performance How we used our voices

 Boiling

 Warm

 Icy

How entertaining we were

 Boiling

 Warm

 Icy

Overall comment on our performance:_____________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 52

Answers P16 1) Answers might include some of the following: The First Woodpecker – “hunching over and coughing”, “muttering to herself”, “she frowned”, “my eyes narrowed”, “she spat, stamping her foot”, “clutching at my old man’s chest”, “my anger rose”, “froze on the spot”, “the woman gasped and cowered”, “I thundered”, “She fluttered up into the air, and with a shrill cry …”, “damp, dark forest”. Arachne The Weaver – “she worked so gracefully and with such quick fingers”, “all were awestruck”, “tossing her hair”, “raising his arms to the brilliant sky”, “stumbled forward”, “hands on hips”, “whole body trembled”, “lifted her chin”, “her eyes blazing”, “a stab of fear”.

or eBo st r e p ok u S

ew i ev Pr

Teac he r

P12 1) Answers should be similar to the following: Great Spirit: clever, powerful, unforgiving; The chief’s wife: selfish, mean-spirited, greedy; Athena: powerful, confident, sympathetic; Arachne: proud, confident, skilled. 2) The First Woodpecker is trying to teach us not to be greedy and to help those in need. Arachne The Weaver is trying to teach us not to be proud or (for the Ancient Greeks) offend the gods. 3) Similar characters: Both myths involve gods and characters with flaws which cause their downfalls. Similar resolutions: Each myth shows the transformation of its main character into an animal as a punishment for her character flaw. 4) The First Woodpecker is told by the Great Spirit, using first person point of view. Arachne The Weaver is told from the third person (omniscient) point of view. 5) Answers will vary.

P23 1) The Story Of Jeanne Baret – we find out it is 1768, on board a ship anchored off Tahiti. Jeanne also enters the captain’s cabin. White Mouse – we find out that the scene is a rocky mountain road in Montluçon in 1944. We are also introduced to Nancy, who is riding a bike on a secret mission. Similarities – we are told the date and setting and are introduced to the main character in each orientation. 2) The orientation of The Story Of Jeanne Baret is presented as a direct scene description, followed by Jeanne knocking at the door. The orientation of White Mouse is also presented as a direct scene description and through the chorus revealing Nancy’s thoughts. The direct scene descriptions are efficient ways to help the audience quickly understand where and when the action is taking place. We feel instant empathy for Jeanne’s situation, and the chorus makes us realise that Nancy is in danger and feels great pressure to complete her mission.

w ww

P13 1) Answers will vary. 2) Answers will vary but include that the myths teach us lessons about how and how not to behave. They both remind us what is moral and immoral; right and wrong. 3) Students might note that these lessons are universal - they transcend time and place and so will always be relevant.

. te

m . u

o c . che e r o r st super

P14 The reader’s theatre scripts should be based on the structure of the chosen myth and clearly show the main character being punished/ transformed as a result of his/her behaviour. P15 The two slideshows should demonstrate an understanding of the needs of the audiences.

2) Answers will vary.

P27 1) Answers will vary, but should indicate that a person in 1768 might think Jeanne is mad, foolish and crazy rather than determined, focused and admirable because she is challenging the norms of the society in which she lives. 2) Answers should indicate that in 1768, women were thought of and treated differently from how they are today because gender roles have changed over time.

Jeanne

intelligent, a passionate botanist, a good teacher and team member, courageous

“She is an expert on plants … she has taught others too, including scientists like myself.”; "I am not afraid of adventure"; "I have discovered many new plants for you to take to the KING".

. te

feminist, loyal; empathetic; admires Jeanne

“Captain, may I speak on this woman’s behalf?”; “Captain, I wish to go with her.”

Captain de Bougainville

not a feminist; a traditionalist

thumps his fist on the table, "Enough! We are not in the future.”

Nancy

brave, strong, “I must keep on. They tenacious, are relying on me”; “They focused will not catch the White Mouse”; raises her fist in the air.

P29 1) Positive: “an interesting and effective choice”; “provided an insight into many of Wake’s thoughts and hopes”. Negative: “its use was a little overdone”; “took the attention away from the rest of the cast”. 2) Answers should include three of the following: “had the audience spellbound”; “skilful representation of Wake’s strong character”; “crisp diction”; “minimal, precise movements were impressive”; “vast experience in theatrical performance”; “only failing was in her rendition of the more emotional scenes”. 3) There was a lack of coloured lights. 4) Answers will vary. 5) Answers will vary. P30 The performances should be judged on the use of voice, movement and gesture. The self-reviews should show use of evaluative language (expressing their thoughts and judgements about their performance).

m . u

Line/Stage Direction

w ww

Personality

o c . che e r o r st super

(b) Answers should indicate that Nancy and Jeanne are similar characters as they are both courageous female characters living during times which were not sympathetic to women's talents and strengths. 54

Similarities subject matter describes an event in the life of a courageous female character theme adventure, courage, independence, gender roles, patriarchy characterisation female characters are both characterised as extraordinary, courageous, admirable narrative point positions the reader to focus on of view the central female characters

or eBo st r e p ok u S

Character

Philibert

P26 1)

ew i ev Pr

P25 1) (a)

Teac he r

P24 1) The Story Of Jeanne Baret – The captain is trying to decide what to do with Jeanne, as despite being an excellent crew member, she has been deceitful and may jeopardise the voyage. White Mouse – Nancy is exhausted and terrified and is trying to will herself to keep going. (Some students may find White Mouse a little more difficult to follow than The Story Of Jeanne Baret, due to the inclusion of the chorus.) 2) The Story Of Jeanne Baret – Jeanne agrees to leave the ship at the next port with Philibert. This is an open-ended resolution, leaving us to wonder what might happen to Jeanne. It adds to the sense of adventure in the play and is also satisfying because it is consistent with her strong character. White Mouse – This is also an open-ended resolution, and we understand that Nancy’s story will continue. Her final actions are also consistent with her strong character.

P35 1) Verbs in The Cookernup Monster may include: grow, brewed, tow, rubbed, wiped, leant, adjusted, write, dipped, dragged, hurtled, scattered, fled. Verbs in House On The Hill may include: sigh, listen, pass, snuffs, falls, dream, travel. 2) Answers will vary. 3) Answers will vary. 4) Answers will vary.

P43 1) I believe we need zoos more than ever because they provide the urgent help that wild animals need. The majority of zoos could not survive unless they kept up with rigorous standards. This information can be passed on to scientists, then used to help wild fauna. Although there are still some zoos today that keep animals in less than ideal conditions, these are becoming rare. 2) (a) Answers will vary (b) Possible answer: they are visiting (c) Although (d) Before (e) Possible answers: because, unless, as, while (f) Possible answers: because, unless, therefore 3) Answers will vary

ew i ev Pr

or eBo st r e p ok u S

P36 1) The Cookernup Monster: a steam-powered whim that went out of control and crashed. House On The Hill: thoughts and feelings about an old house. 2) Sight in The Cookernup Monster: “moved it slowly down the track”; “smoking trees and logs”; “holding up their flowing tresses”. Sight in House On The Hill: “travellers pass quietly by”; “candle snuffs out”; “darkening sky”. Sound in The Cookernup Monster: “scratched a letter”; “barking half-breed dogs”; “screaming loudly”. Sound in House On The Hill: “wind through the gum trees does sigh”; “noise in the roof timbers creaking?”; “breeze blowing through the bare floor”. 3) Answers will vary. 4) Answers will vary.

Teac he r

3) (a) Words that are repeated are: zoo/zoos; animals; wild; wildlife; habitats; conservation. (b) zoos = wildlife parks, menageries, zoological gardens, animal prisons animals = creatures, wildlife, fauna strict regulations = rigorous standards habitats = environments research = information donate = give money

w ww

P42 1) to create a list: "cruel, outdated and unnecessary" or "playing, feeding or socialising". to separate a clause: "most countries, including Australia, have to abide by strict regulations" or "some animal species, in fact, only exist in zoos". to create a pause: "In an ideal world, we wouldn’t need zoos”; “Finally, zoos also educate people about animals”; “Zoos often raise money directly for such groups, successfully encouraging visitors to give money”. 2) Possible locations for commas might include: “In an ideal world, animals wouldn’t be hunted by humans, or have their habitats destroyed”; “But, these are becoming more and more rare”; "Modern zoos have to keep the general public on-side, and most countries …”.

. te

m . u

P44 1) Possible answer: Modern zoos play a crucial role in animal conservation and education. They are not cruel and provide a high quality of life for the animals. 2) Answers should be similar to the following: “I believe zoos are necessary”; “I think that zoos should be here to stay”; “I feel that zoos help to conserve animals and guard against extinction”. 3) Answers might include: cruel, unnecessary, horrifying, lovingly, joyously, entranced. 4) Can you imagine a world without any zoos? Have you been to a modern zoo lately? Who hasn’t been entranced by watching animals playing, feeding or socialising in their enclosure?

o c . che e r o r st super

P50 1) Point of view Modal verbs Use of objective language

Additional information given

Teac he r

Discrepancies in information given

Eyewitness Account Written in the first person point of view as is an opinionative piece. could Example: Personal details at the beginning of the text.

Provides information about what happened on the movie set before, during and immediately after the pirate appeared.

or eBo st r e p ok u S

Examples: "Thea Quirke, came bursting out of her van"; "the man looked startled.. he turned and ran off towards the beach." Differences in the colour of the bandanna, where the man fled to, his estimated age and what went missing.

ew i ev Pr

Use of subjective language

Newspaper Article Written in third person point of view as its aim is to look objective (not biased) may, will Example: "Police are hunting a man dressed as a pirate after he allegedly stole belongings from actors on the movie set Cutlass Jim in the town of Cape Benning yesterday." Provides information about the movie set, the security guards, an additional possible theft, what was missing, the man’s outfit and what happened when the man was spotted. Examples: "he seemed to be agitated and in a hurry to leave"; "who talked to him briefly"; "immediately fled". Mentions the pirate outfit included a toy parrot. Differences in the colour of the bandanna, where the man fled to, his estimated age and what went missing.

2) The shop owner uses informal language, telling both what the man did and her impression of him ("he was shifty"). The police officer uses more careful, formal language ("we are unsure"; "he may be") with an aim of warning the public about him. 3) The information is different because it is from one person’s point of view - both texts are opinionative, although the newspaper article aims to present the information as factual. 4) The newspaper article could be said to be more reliable as it considers more people's opinions.

Adverbial phrases

w ww

P51 1)

Prepositional phrases

Newspaper Article Answers might include: “after he allegedly stole belongings”; “in the town of Cape Benning”; “yesterday”; “Soon after”; “within minutes”; “this afternoon”.

. te

Eyewitness Account Answers might include: “in Cape Benning”; “On the morning of 6th July 2015”; “in a leather satchel”; “in my van”; “until midday”; “from my satchel”; “in a drawer”; “in the van”; “After a brief discussion”; “At this time”; “from the make-up van”; “over his shoulder”; “towards the beach”. Answers might include: “in the movie”; “in Cape Benning”; “until midday”; “from my satchel”; “After a brief discussion”; “towards the beach”.

o c . che e r o r st super

Answers might include: “after he allegedly stole belongings”; “in the town of Cape Benning”; “from local costume hire shop”; “to the movie set”; “by a security guard”; “with a toy parrot”; “on one shoulder”.

2) (a) Possible answer: the make-up van. (b) Possible answer: he went to the movie set. (c) Possible answers: surrounding bushland/the beach. (d) using/calling on her mobile phone. (e) of her van. 3) Answers will vary 56

m . u