Language Themes Treasure Chest

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An E-Book from Ready-Ed Publications

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language themes © ReadyEdPub l i cat i ons treasure chest •f orr evi ew pur posesonl y•

By Mar y Serenc & W endy Harrap Mary Wendy

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Illustrated by Terry Allen. © Ready-Ed Publications - 2002.

Published by Ready-Ed Publications (2002) P.O. Box 276 Greenwood W.A. 6024 Email: info@readyed.com.au Website: www.readyed.com.au COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes.

However, this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 467 9

Introduction In this book you will find three popular themes, each with a suggested unit of sequential language activities and a variety of teaching and learning experiences. These are supported by extra extension activities and photocopiable pages at the end of each unit.

r o e t s Bo r Heads and Tails, Paws and Scales e p ok u Wishes and Rainbows S Ship Ahoy

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The topics in the Language Themes Treasure Chest book are:

The structure of the book provides a practical, easy-to-use resource which teachers can use when planning language activities in the lower school.

At the beginning of each unit is the suggested focus task or outcome for the unit, which provides a meaningful context or purpose for the activities.

© ReadyEdPubl i cat i ons Introductory Phase – setting the scene by introducing children •f orr evi e wp ur po se sonl y•to

The unit framework involves three phases:

the topic, building on prior knowledge, and getting the children interested and involved in the theme;

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Application Phase – providing experiences where children are actively engaged in representing or using information / knowledge in a meaningful way – the doing phase;

o c . che e r o t r s sup r Teachers can adapt the framework ofe each unit to suit the particular

Consolidation Phase – sharing experiences and new understandings through listening, reading, writing, talking and viewing – the culminating phase.

needs of their classes. The extension ideas and photocopiable masters at the end of each unit make it easy to do so.

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Contents

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2 - 10 11 12 13 14 15 16 17 18 19 20 21 22

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Introduction Heads and Tails, Paws and Scales Teachers’ Notes 5 Advertisement: Pet Shop Tom’s Tucker: Food Label Your Budgie Welcome Home My Pet Pony Fishy Wordfind A Home for Pepper Beginnings and Endings The Crooked Man (traditional nursery rhyme) Mary Had a Little Lamb (traditional nursery rhyme) Puppy Dogs Kittens Wishes and Rainbows Teachers’ Notes 24 Magic Wand Star Light (poem) Three Wishes Birthday Wishes See a Rainbow Fairytale Picture Cinderella (poem) Rainbow Ice Cream Night and Day (poem) Ship Ahoy Teachers’ Notes 37 I Saw a Ship A-Sailing Parts of a Ship Captain Duckfoot’s Orders Pirate Prattle Pirate Grid Map Pirate Puppets Exploring a Shipwreck Ship Ahoy Crossword Percy Parrot In the Deep Blue Sea A Pirate I Want to Be ... (poem) North, South, East or West (poem) One-eyed Jack (poem) Story Shell

- 26 27 28 29 30 31 32 33 34 35

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r o e t s B r e oo Heads and T ails, p u k SPaws and Scales

Children will explore, learn and share knowledge about the characteristics and needs of pets and particularly cats, through discussion and examination of environmental print.

Then as part of a problem-solving activity, children will help ©R eady EdP bl i cat i ons design and complete amissing catu poster.

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Teachers’ Notes

Materials

• Pet Shop Advertisement (Page 11) • Tom’s Tucker: Food Label (Page 12) • Large sheets of paper and cardboard, drawing paper, coloured pencils felt pens and crayons.

1. Introductory Activities

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• Advertisement: Pet Shop (Page 11): As a whole class read the Happy Hounds Pet Store advertisement. Ask children questions to check comprehension, e.g.

Which pets can you buy there? Is it open on Sundays?

What can you buy for your cat at the store? Why do you think it is called ‘Happy Hounds ‘?

a - ant, Alsatian, angelfish b - budgie, bat, beetle c - cat, cockatoo, canary, chicks, catfish d - dog, Dalmatian, duckling e - earthworm f - fish, frogs g - goldfish, galah, guinea-pig h - horse, hermit crab I - ibis, Irish wolfhound J - jabiru, jellyfish k - kitten l - lizard, lovebird, Labrador m - mice n - numbat o - ostrich, octopus p - puppy, pony, pigeons, parrot, piglet, Persian cat q - quokka (short tailed wallaby) r - rat, rabbit s - sheepdog, snail, snake, spider, Siamese cat t - tadpoles, turtles, tabby cat u - unicorn v - vixen, viper w - watchdog x - extra cute kitten y - yak z - zebra

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• Group Work: To complete the sheet, children can confer with others in the group to come up with names of pets starting with each letter of the alphabet. Allow for unusual and unlikely pets also, e.g. boa constrictor, zebra. Share answers as a class and list these on a large sheet of paper. Here are some of the possible answers:

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Teaching Notes

2. Application Activities

• Tom’s Tucker: Food Labels (Page 12): Children design a label for Tom’s Tucker cat food.

Collect and display a variety of catfood labels. Discuss the sorts of things that need to be included on a food label, e.g. serving size, nutritional information, eye-catching design, description of the food, etc.

• Class Discussion: “Food is one thing a cat needs. What else does a cat need to stay healthy and happy?“ Children discuss and list their answers on a concept map. worm tablets flea powder

basket (they sleep anywhere)

care

cats need:

cat-flap

cuddles

food exercise collar

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scratch-pole

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litter box (if indoor cat)

• Chain Writing (expanded sentences): Write the word ‘Cats‘ on the blackboard, then ask children questions to elicit three lists.

1. “What are some words that describe or tell us what cats look like?“ 2. “What are some of the things cats do?“ 3. “Where do they do these things?“ e.g.

Cats 1.

2.

3. skinny jump up the tree fat bite indoors fluffy lick in the garden furry sleep on the bed sneaky catch mice in a box big give birth on the fence

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Combine the words to make different sentences. Use a ruler to point to various words as children read aloud.

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Ask children to use words from the word lists to make up their own sentences and then illustrate and share these with the class. e.g. Fat cats sleep in the garden.

*Note: You may wish to expand the sentences further by asking: When?

e.g.

in the morning at night before midnight every night

e.g.

because they are hungry because they are happy to stay warm and cosy to keep clean

or Why?

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Teaching Notes

• Read a story and ask for solutions:

Where’s Twinkle?

Jessica’s foot caught in the plastic bag. She slid across the kitchen floor and the rice crispies spilled everywhere.

“Jessica!“ her mum shouted, “Go to your room!“ Jessica stormed off to her room and flopped on her bed. Twinkle, who had been napping on the rug, lifted his chin and stared at Jessica, his eyes still half-closed. Something was wrong.

He jumped up on to the bed and rubbed his head on her sleeve.

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“It’s not fair Twinkle,“ Jessica sulked, “I didn’t know the bag was there.” Jessica stroked his back gently. Twinkle purred. His green eyes shone. He knew something was going on. The whole house was topsy-turvy and littered with boxes and paper.

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“Don’t worry Twinkle…we’ll be going to our new home tomorrow and then everything will be back to normal. Mum and dad won’t be so grouchy then, I hope!“ Jessica added quietly.

She sat cross-legged on the bed. Her lap made a warm comfortable seat for Twinkle. Jessica loved Twinkle from the day he first came to her home on her fifth birthday. Mum had picked him because she loved the small ginger kitten with his white splotchy feet which looked like tiny socks.

Early next morning, mum placed a folded towel in the cat box. She lifted Twinkle and carefully placed him inside. A quick drive to the vet where Twinkle would get a needle to make him drowsy for the long drive and they were off to their new home.

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The new home was different and exciting - the removal van arrived with the furniture and boxes. Twinkle was left outside in the basket on the front verandah. Jessica ran from room to room. “Wow, this is cool!“ thought Jessica. The whole day was spent opening boxes, cleaning and filling draws and cupboards.

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It wasn’t till later that afternoon that Jessica remembered Twinkle. She skipped out to the verandah. The lid of the basket was open.

“Twinkle… Twinkle… little star,“ sang Jessica. But Twinkle did not come running.

“Twinkle!“ called Jessica. Mum and dad helped her look for him.

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“He’s probably just exploring the garden,“ mum said.

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Morning came, but still no Twinkle. Jessica, her mum and dad, walked up and down the street looking under bushes and calling his name. Poor Twinkle was probably curled up asleep somewhere, sleeping off the effect of the needle. Would he be able to find his way back to Jessica?

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Teaching Notes

• Missing Posters: Ask children for suggestions as to what else Jessica can do to find Twinkle, e.g. door knock, missing posters, continue searching the street. Suggest they make a Missing Cat poster which could be delivered to letterboxes in Jessica’s street.

Discuss and draw up a sample format on the blackboard. Reread parts of the story if necessary to obtain information about colour, etc. Ask children to draw up their own poster with an illustration of Twinkle, e.g.

LOST! H

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A missing male cat.

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Colour: ginger

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Please call 345424 or see us at 17 Alley Street.

Please ring: 345425

Reward - $5

TWINKLE

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Name: Twinkle Colour: ginger with white socks Shape: fat Eyes: green

A ginger male cat.

If you have seen Twinkle, please call 345425

3. Consolidation Activities Display posters around the room for children to read.

• Story Ending: Ask children to write an ending to the story. Share these with the class.

© ReadyEdPubl i cat i ons Cloze Activity Sheets • Budgies (Page 13) •f orr vi ew r posesonl y• •e Puppies (Page p 14)u

Extra Activities 1.

2. Make an “All Kinds of Pets“ class booklet. Using the sheet of pets from A to Z, allocate a pet to each child to illustrate and name. Staple these together to make a class booklet,

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Sammy Snake

As a variation, try “All Kinds of Cats (or dogs, rabbits, etc.)“. Ask children for a list of adjectives to describe cats. Each child chooses one adjective to draw and label their cat.

Staple into a class book to read and share, e.g. noisy

hungry sleepy

fat Cats

scared

tabby Scared Cat Page 8

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Teaching Notes

3. Word Families (blackboard): Draw and complete the following:

d __ f __ j __ fr __ l __

r o e t s Bo r e p ok u S l __ ch __ th __ s __ p __ t __ qu __ br __ tr __

The at family

4. My Pet Pony (Page 15) Labelling

The ick family

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The og family

f __ d __ w __ sw __

c __ r __ h __ s __ b __ m __ ch __ th __

m __ r __ n __ d __ tw __ sl __ l __

© ReadyEdPubl i cat i ons The ice Wordfind family • f o r r e v i e w p u r p o s e s o n l y • A Home for Pepper (Page 17)

5. Fishy Wordfind (Page 16)

6.

The ish family

7. Matching Sentences (Page 18) Beginnings and Endings

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There are numerous poems and picture books based on a pet theme. Here are a few of our favourites:

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Poetry • “Cats“ by Eleanor Farjeon • “Mice“ by Rose Fyleman • “The Little Turtle“ by Vachel Lindsay • “Jump or Jiggle“ by Evelyn Beyer • “My Puppy“ by Aileen Fisher

Nursery Rhymes • There was a Crooked Man (Page 19) • Mary had a Little Lamb (Page 20) • Hey Diddle Diddle • Hickory Dickory Dock • To Market, To Market • Goosey, Goosey, Gander Ready-Ed Publications

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Teaching Notes

Picture Books • Jeanette Rowe

“Scallywag“

(Ashton Scholastic)

• Cathy Wilcox

“Enzo the Wonderfish“

(Angus and Robertson)

• Lynley Dodd

“Hairy Maclary series“ “Slinky Malinky series“

(Picture Puffin) (Keystone Picture Books)

• Wendy Orr “Amanda’s Dinosaur” Gillian Campbell (illus.)

• Bruce Whatley • Tony Ross

(Ashton Scholastic)

r o e t s Bo r e p ok u S “The Ugliest Dog in the World“

(Angus and Robertson)

“I Want a Cat“

(Random Century)

9. Pet poetry to play around with:

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• Puppy Dogs (Page 21): Recite poem. Colour picture. Concertina fold on the dotted lines with the “Did you know” strip at the top. Unfold to read.

• Kittens (Page 22): Recite poem. Colour, then cut along the dotted line. Wrap tail closely around the bottom of the kitten with the tip tucked in, to make the kitten stand on its own.

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Name: ___________________

Heads and Tails, Paws and Scales

Advertisement: Pet Shop

birds fish

mice hermit crabs

guinea r o e t s Bo r pigs e p ok u S kennels, cages, dog, cat, bird baskets, tanks Shop 2 Poodle Plaza

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and fish food

bowls, brushes, collars, toys

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OPEN 7 DAYS

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pups kittens

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Name: ___________________

Heads and Tails, Paws and Scales

Tom’s Tucker: Food Label

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Design a food label for the box below.

You need to include: a description of the food; the flavour; the serving sizes; special instructions for serving; pictures.

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500g Page 12

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Name: ___________________

Heads and Tails, Paws and Scales

Your Budgie

friendly finger r o e t s B r e oo drink p u k S green wild pairs

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Use the words in the centre to fill in the spaces below.

1. Budgies small birds and make © are Re ady Ed Pu bl i cat i ons

___•___ ___ ___ ___ ___ ___ pets. f or r ev i e___ wp ur pos es onl y•

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2. ___ ___ ___ ___ budgies are found in grasslands of 3. They come in shades of blue, ___ ___ ___ ___ ___,

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Budgies likec company and are best kept in e her r o t s super ___ ___ ___ ___ ___. yellow and white.

4.

5. You can sit them on your ___ ___ ___ ___ ___ ___ and teach them to talk.

6. Birds eat seeds and ___ ___ ___ ___ ___ water in a clean cage.

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Name: ___________________

Heads and Tails, Paws and Scales

Welcome Home

Use the words inside the dog to fill in the spaces in the sentences.

1. Puppies are__________________ pets.

r o e t s B r e oo To keep puppies clean, wash and _________________ p u k their coats.

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2. They like to __________________ a ball.

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3.

4. They need fresh ___________________ and water every day.

5. You can teach your puppy to _________________ and walk on a lead.

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© ReadyEdPubl i cat i ons A puppy is your friend. Give it a ___________________ .

•f orr evi ew pur posesonl y•

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knee muzzle

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My pony’s name is __________________.

Heads and Tails, Paws and Scales

belly

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m .the pony.

Cut and glue the labels to u

tail

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Name: ___________________

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Name: ___________________

Heads and Tails, Paws and Scales

Fishy Wordfind

Find the fish words in the puzzle below.

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pebbles weed water tank fin pump

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angelfish gold fish guppy rocks fantail food

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Name: ___________________

Heads and Tails, Paws and Scales

A Home For Pepper

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Pepper is your new puppy. Cut out what Pepper needs and glue to another sheet. Draw Pepper too!

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are small and furry pets.

m . water bowls 6.Ducklings soon make u

5. Frogs keep their eyes open

messy and dirty.

three times its own weight.

4. You might find the long-necked tortoise

3. Budgies play with toys

like mirrors, swings and ladders.

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r o e t s Bo r e p ok u S in a creek.

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2.Guinea-pigs

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Name: ___________________

Beginnings and Endings

Heads and Tails, Paws and Scales

Cut out the paper strips along the dotted lines. Match up the start of the sentences with the endings.

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Name: ___________________

Heads and Tails, Paws and Scales

The Crooked Man

Read the rhyme about ‘The Crooked Man’. Trace over the dotted letters to make words. Trace the dotted line to follow the path the crooked man walked.

There was a crooked man r owalked eBa crooked mile. t Who s r

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He found a crooked sixpence © ReadyEdPubl i cat i ons Beside a crooked stile.

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He bought a crooked cat o Which caught a crooked c . e mouse mouse, r

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And they all lived together in a crooked little house.

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Name: ___________________

Heads and Tails, Paws and Scales

Mary Had a Little Lamb

Read ‘Mary Had a Little Lamb’. Trace over the dotted letters to make words. Trace the dotted lines of the picture to complete the lamb.

lamb, Mar y had a little lamb

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And everywhere that Mary went, The lamb was sure to go.

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Name: ___________________

Heads and Tails, Paws and Scales

Puppy Dogs

Colour the picture. Fold along the dotted lines.

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my puppy dog

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Did you know

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friend for ME?

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Name: ___________________

Heads and Tails, Paws and Scales

Kittens

Colour the picture, then cut out along the dotted line.

Wrap the tail closely around the kitten. Tuck in the tail to make the kitten stand up. ○

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Teac he r

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Wishes and Rainbows r o e t s Bo r e p okand follow Children willu discuss and compose three wishes S message to help make them come true. the good fairy’s

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Teachers’ Notes

Materials • • • •

Teaching Notes

Magic Wand (Page 27) Star Light, Star Bright (See Page 28 or write up on a chart.)

Three Wishes (Page 29 ) Good Fairy’s Message (write this on a large sheet, rolled into a scroll and tied with string or a ribbon.)

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• Secret Wishing Tree (Drawn on a large sheet of butcher’s paper or card.)

• Coloured pencils, scissors, glue, glitter.

Secret Wishing Tree

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r o e t s Bo r e p ok u S

“Abra-ca-dabra, Kal-a-mazoo!

The good fairy has three wishes for you!

Wave your wand ...

And say the verse too.

Believe in your dreams And they will come true.”

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1. Introductory Activities

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• Good Fairy’s Message (scroll): Tell children you have found a scroll on your desk. Open and display scroll. Read together. Ask questions. “Who has written this?” “What does it mean?” “Shall we try and follow the message to see if it comes true?” “I’d love to have three wishes, wouldn’t you?”

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• Magic Wand sheet (Page 27): Use the sheet to make a wand. Refer children back to the good fairy’s message. “The message says we need a magic wand. Let’s make one.”

Ask children to colour the stars and wand using rainbow colours. Glue stars back to back.

Roll the wand into a tight scroll and glue. Staple star to wand and then decorate with glitter.

• Abra-ca-dabra game: “Let’s try our wands to see if they really work.” Children stand in a circle with their wands. Choose one child (IT) to stand in the centre. As children walk/ skip/hop/jump around in the circle, IT calls out a rhyme: Abra-ca-dabra, Kal-a-mazoo.

I’m turning you all into lions at the zoo.

Everyone assumes the shape, movement and sound of a lion. The best lion is then chosen to be IT and so on, choosing a different animal each time.

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Teaching Notes

2. Application Activities

• Verse - Starlight, Starbright (Page 28): Refer back to the fair y ’s message.

“We have our wands. Next we’ll have to learn the special verse.” Children recite the rhyme. If using as a worksheet, children also colour the star, adding glitter to make it sparkle.

• Whole Class Discussion: Discuss the sorts of wishes they would like to make and how it is also kind to make wishes for others. List some of these wishes on the blackboard in three groups, e.g.

r o e t s Bo r e p ok u S

Wishes for Myself I could fly.

Have a puppy.

Have a cubby house.

Wishes for my Friend Can sleep over.

Can get better.

Have a bike too.

Wishes for my Family Go on holiday.

Have a new car.

Grandparents will visit.

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• Three Wishes (Page 29): Children write in their wishes, colour around them, cut them out and glue them to ‘The Secret Wishing Tree’ (without writing their name).

3. Consolidation Activities

• Secret Wishing Tree: Read some of the wishes on the tree aloud to the class.

• Make a Wish: Refer back to the fairy’s message. “We’ve made our wands. We know the verse. We’ve written our wishes. Let’s wave our wands and say the verse. Then close your eyes and if we really believe it, maybe they’ll come true. Let’s keep our fingers crossed.”

• Extension: 1. Draw what you think the good fairy looks like.

2. Write a story and draw a picture about your wishes coming true.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Extra Activities 2. See a Rainbow (Page 31) Vocabulary work.

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3. Fairytale Story (Page 32) Fill in the speech bubbles and colour in.

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1. Birthday Wishes (Page 30)

4. Cinderella Verse (Page 33) Read the story of Cinderella. Follow up with the verse and colour in.

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*Note: This is an ideal fairytale to role-play. Ask groups of children to role-play sections only, e.g. where the prince rides from house to house trying to find the girl who owns the slipper.

5. Rainbow Ice Cream (Page 34)

6. Night and Day Verse (Page 35)

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Teaching Notes

7. Stories to read: • Alison Lester

“Magic Beach” “Imagine”

(Allen and Unwin)

• Shirley Barber

“Shirley Barber’s Fairy Book - An Anthology of Verse”

(The Five Mile Press)

• Dick Roughsey

“The Rainbow Serpent”

(Angus and Robertson)

• Allan Baillie Jane Tanner (illus.)

“Drac and the Gremlin”

(Viking Kestrel)

• Dee Huxley

“Morgan and the Tooth Fairies”

(Margaret Hamilton Books)

“Possum Magic”

(Omnibus)

“Princess Smartypants” “Prince Cinders”

(Collins Lion)

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• Mem Fox Julie Vivas (illus.)

• Babette Cole

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r o e t s Bo r e p ok u S

• There are also many fairytales which relate to the theme of wishes and rainbows. The story of the first rainbow (Noah’s Ark; Old Testament) could be used as well.

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Name: ___________________

r o e t s Bo r e p ok u S

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Magic Wand

Wishes and Rainbows

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Page 27

Name: ___________________

Wishes and Rainbows

r o e t s Bo r e p ok u S

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Star Light

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Star light, star bright, . teFirst star I see tonight. o c . che I wish I may, r e o t r s s r u e p I wish I might, Have this wish I wish tonight.

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Wishes and Rainbows

r o e t s Bo r e p ok u S My wish for my family

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Three Wishes Teac he r

My wish for a friend

Name: ___________________

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2. Cut them out.

1. Write your wishes.

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My wish

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3. Glue to the Secret Wishing Tree.

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Name: ___________________

Birthday Wishes

Wishes and Rainbows

Blow out the candles and make a wish.

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I wish

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Happy birthday to you!

Squashed tomatoes and stew.

Eggs and bacon for breakfast, Happy birthday to you!

Draw candles to show how old you will be on your next birthday.

Anon.

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Name: ___________________

n ra

d

Wishes and Rainbows

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m r o e n t s B a r e r mo p ok e p u u s S

m See a Rainbow . Find the smaller words in the u rainbow. Circle them.

dragon

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Name: ___________________

Wishes and Rainbows

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Colour the picture. Fill in the speech bubbles to show what you think the fairytale is about.

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Name: ___________________

Wishes and Rainbows

Cinderella

“Is this your slipper, maiden sweet?

Will it fit your dainty feet?”

r o e t s Bobride. r And p shee became the prince’s ok u S “Oh yes, my prince,” she cried

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Mary Serenc

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Page 33

Name: ___________________

Wishes and Rainbows

Rainbow Ice Cream

Colour in, cut out and glue onto a sheet of paper to make your own rainbow ice cream.

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

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I wish I could have a super-dooper rainbow ice cream.

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blue © ReadyE dPubl i cat i ons •f orr evi ew pur posesonl y•

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. tepurple o c . che e r o t r s super red

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Name: ___________________

Night and Day

Wishes and Rainbows

Late, so late every night, Someone pins up dots of light.

Early, so early every day, Someone clears the dots away.

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Mary Serenc

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r o e t s Bo r e p ok u S

A rainbow paintbrush sweeps the ground, Splashing colour all around.

On birds and flowers, the sky and sea, On trucks and buses, you and me.

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Page 35

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Ship Ahoy r o e t s Bo r e p ok u Children willS explore the language of pirates, maps and sailing

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ships. Then, on authority of Captain Duckfoot, they will create a treasure map, complete with instructions to find the treasure.

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Teaching Notes

Teachers’ Notes

Materials

• I Saw a Ship a-Sailing (Page 42) • Parts of a Ship (Page 43) • Captain Duckfoot’s Orders (Page 44)

r o e t s Bo r e 1. Introductory Activities p ok u S

• Brown paper lunchbags (one per two children) or drawing paper, pencils, felt pens, coloured pencils, glue, scissors, string or ribbon.

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• I Saw a Ship a-Sailing (Page 42) Nursery rhyme: Read aloud and recite the nursery rhyme. Discuss the meaning of key words, e.g. sails, mast, hold, four and twenty. Locate rhyming words. Check comprehension by asking questions such as “What sorts of ‘pretty things’ might the ship be carrying?”, “What sort of ship do you think it is?”, “Where do you think the ship is sailing to?” Ask children to colour the ship and draw more sailors on board.

• Parts of a Ship (Page 43) Labelling: Discuss parts of a ship already mentioned in the nursery rhyme. Discuss new words, e.g. bow, stern. Children complete the sheet by cutting out and gluing words to correct parts. Children can then draw in the pirate captain and some of his crew.

© ReadyEdPubl i cat i ons 2. Application Activities f orr ev ew puchildren r postand seins oown nl y• • Game• - Captain’s Crew: Toi play the game, their space, then listen to and follow the pirate commands given randomly:

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“Climb the rigging.” (climbing action); “Scrub the deck.” (on hands and knees and scrubbing);

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“Man overboard.” (one hand at forehead and step forward);

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“Captain’s coming.” (stand to attention and salute);

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“Walk the plank.” (eyes closed and hands behind back); “Man the lifeboats.“ (rowing action).

• Captain Duckfoot’s Orders (Page 44): Using the symbols at the top of the sheet, children decode Captain Duckfoot’s secret message: Answer: “Ahoy Matey. Hand over the treasure map or walk the plank!”

• Treasure Map: On the blackboard model the making of a treasure map with the whole class.

See next page for example.

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Teaching Notes

• Treasure Map (see last page)

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Tur tl la nd Turtl tlee Is Isla lan

© ReadyEdPubl i cat i ons 1. Start at Sandy Beach.

Go south to the •f orr e vi e wcliffs. pur posesonl y• 2. From the top, try to spot a shark or sea monster, then go west through the Dark Forest.

Instructions:

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3. Stop at the Old Castle to rest.

4. Go south to the palm trees and have some coconut milk.

5. Swim across the river.

6. Walk around the Quicksand. Don’t fall in!

7. Cross the rope bridge to Deadman’s Lagoon. Watch out for crocodiles!

8. Walk to Rocky Point.

9. Go east, past the volcano, to Bony Desert.

10. Go north. The treasure is buried in a cave.

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Partner Work: In pairs, children draw up their own treasure map and write instructions about how to find the treasure. Children can use a brown paper lunchbag (to give the appearance of age), which is cut along the sides, for their map and instruction. E.g.

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Teaching Notes

3. Consolidation Activities

• Treasure Map Lucky Dip: Once their maps are completed, ask children to roll them into a scroll and tie with string or ribbon. All children are to place scrolls into a large basket, then each pair pulls out a scroll to open, read and follow in order to find the treasure.

Be sure to tell the children that Captain Duckfoot will not require them to walk the plank, as they have provided him with enough treasure maps to keep him sailing and treasure hunting for the rest of his pirate life.

Extra Activities

r o e t s Bo r e p ok u S

1. Pirate Prattle (Page 45) Matching words to meanings.

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2. Pirate Grid Map (Page 46) Mapping skills.

4. Exploring a Shipwreck (Page 48) Labelling.

5. Ship Ahoy Crossword (Page 49) Crossword puzzle.

© ReadyEdPubl i cat i ons f o rSea r e vi e ur posesonl y• In the• Deep Blue (Page 51)w p

6. Percy Parrot (Page 50) Colour by number.

7.

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3. Pirate Finger Puppets (Page 47) Oral role play: Encourage children to name the characters, think about where they might be, what time of day it is and what sort of scenario may take place.

Vocabulary work.

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8. Pirate Poetry • ‘Tis a Pirate I Want to Be (Page 52) • North, South, East or West (Page 53) Use the compass points in the graphic for maths.

• One-eyed Jack (Page 54) She sells sea shells by the sea shore.

Cutlass Kate’s crew cracks crunchy coconuts.

Blackbeard’s belly bulges with biscuits.

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10. Story Shell (Page 55) Give children a story shell, or in this case a ship’s shell, to complete.

My name is ____________.

My ship is the _____________.

I have a pet ______________.

In my treasure chest there is ___________.

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Teaching Notes

10. Story Shell (continued) Brainstorm and draw up lists of possible answers before starting.

Pirate Names

Ship’s Names

Pirate Pets

Things in a Treasure Chest

Bluebeard

Dragon Wing

parrot

gold

Captain Kid

The Sea Spray

monkey

jewels

Cutlass Kate

The Sea Gypsy

cat

diamonds

The Black Pig

rat

coins (pieces of eight)

Captain Hook One-eyed Jack Peg Leg

r o e t s Bo r e p ok u S The Sea Serpent

rubies

The Red Dragon

necklaces

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11. Story Starters

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Jointly complete a story shell on the blackboard, then children can draw up their own ships to complete.

Read or write up the following as starters for discussion, story writing, role play activities or artwork.

• You are the boss of a pirate gang. You are on an island, trying to decide where to bury the treasure. The pirate gang are hot and miserable. They are tired of carrying the ten treasure chests from place to place.

© ReadyEdPubl i cat i ons You find an old bottle washed up on the beach. It seems to have something inside it.

• f or easvyou i e wit out pand ur po es o n y• The cork crumbles tor bits pull inside iss what looks like al rolled up piece They start complaining ...

•

of paper ...

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• Your ship is sinking. Quickly you and your crew lower the life rafts. Is that an island you can make out in the distance ... ?

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• It’s bedtime. Mum finishes reading a story about Blackbeard the Pirate. She tucks you in and says “Sweet dreams”. Your eyelids grow heavy and soon you have an awful feeling in your stomach. Is it seasickness? You try to move but your hands seem to be tied behind your back. You hear a loud clumping sound coming your way. Could it be Blackbeard ... ?

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• You and your crew are sailing happily on calm waters. Suddenly the ships rocks violently from side to side. You hear a thunderous roar. A monstrous sea creature rises out of the sea ...

• You are snorkelling. As you move lots of little fish swim all around you. Suddenly something shiny catches your eye. You dive down and scoop up what looks like some old coins.

Could there be more ... ?

• You and your friends are building sandcastles at the beach. Suddenly your spade hits something hard. Your friends help you dig it out. It is a rusty old tin box with a padlock.

You try to smash the padlock with a rock ...

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Teaching Notes

Pirate Tales - Stories to Read 1. Pamela Allen

“I Wish I had a Pirate Suit”

(Puffin Books)

2. Michael Salmon

“The Pirate Who Wouldn’t Wash”

(Lamont Publishing)

3. John Ryan

Pugwash Series

(Puffin Books)

“Pugwash and the Ghost Ship”

r o e t s Bo r e p ok u S “Pugwash Aloft”

“Captain Pugwash”

(Scholastic)

5. Janeen Brian

“Beach Pirates”

(Jam Roll Press)

“Tough Boris”

(Harcourt Brace & Co.)

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“Nellie and the Dragon, Ahoy!”

6. Mem Fox

7. Leonie Young & Tohby Riddle

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4. Elizabeth Lindsay

“I wish I’d sailed with Captain Cook” (Weldon Kids)

8. Colin & Jacqui Hawkins “Pirates”

(Collins)

9. Schneider Antonie “Treasure Hunt” & Duroussy Nathalie

(North-South Books)

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Page 41

Name: ___________________

Ship Ahoy

I Saw a Ship A-Sailing I saw a ship a-sailing, A-sailing on the sea.

And it was fully laden, With pretty things for me.

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There were lollies in the cabin, And apples in the hold.

The sails were made of silk, And the masts were made of gold.

The four and twenty sailors, That ran along the decks, Were four and twenty mice, With ties about their necks.

The captain was a duck, With a jacket one his back. ©R ad yEdPubl i cat i ons When the ship began to sail, •f osaid, rr e vi ew quack!” pur posesonl y• The captain “Quack,

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Name: ___________________

Ship Ahoy

Parts of a Ship

Label the parts of the ship and then colour. anchor

crow’s nest

r o e t s Bo r e p ok u cannon S sails

flag

bow

stern cabin

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Page 43

Name: ___________________

Ship Ahoy

Captain Duckfoot’s Orders

Use the symbols to read Captain Duckfoot’s message.

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!

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Name: ___________________

Ship Ahoy

Pirate Prattle

Draw lines to match words to meanings.

a short curved sword

r o e t s Bo r e p ok u S a robber who

cutlass

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pirate

sails the seas

bow pirate © ReadyEdPubl i cat i onsflag

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booty

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stolen treasure Page 45

Name: ___________________

Ship Ahoy

Pirate Grid Map

Look at the grid map. Write where you can find ... a crown

___ B5

a parrot

___

a boat

___

a monkey ___

gold coins

___

a cannon

___

a necklace ___

a pirate

a fish

___

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a gun

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a treasure chest ____

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a map

___ ship’s wheel ___ r o e t s Bo r e ___ p a cutlass ___ a hat ok ___ u S ___ a barrel ___ a flag ___

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Name: ___________________

Ship Ahoy

Pirate Puppets

Paste

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Paste

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Colour each puppet and cut out around the outside.

Roll the puppet around two fingers.

Paste where shown.

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Page 47

Name: ___________________

Ship Ahoy

Exploring a Shipwreck

Cut, label and colour.

coral starfish diver shark ship wreck

fish

r o e t s Bo r e p ok u S

treasure chest

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Name: ___________________

Ship Ahoy

Ship Ahoy Crossword 1

b

2

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c Word Bank 6 c Down shipwreck cabin bones 7 b Across 8 c biscuits Blackbeard © ReadyEdPubl i cat i ons captain •f o rr evi r posesonl y• 9e dw pu crow’s nest 10 dance pearls s sharks

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Across 1. Something the crew like to eat from the barrel. b __ __ __ __ __ __ __ 3. Beautiful jewels from the bottom of the sea. p __ __ __ __ __ 4. A famous pirate beginning with B. B __ __ __ __ __ __ __ __ __ 6. The man in charge of a ship is the c __ __ __ __ __ __ .

8. A lookout on the top of the mast. __ __ __ __ ‘ __ __ __ __ __ 9. The crew of a ship like to d __ __ __ __ and sing.

10. Beware of these in the water. s __ __ __ __ __ Down 2. Old treasures might be found in a s __ __ __ __ __ __ __ __ .

5. The captain sleeps in here. c __ __ __ __ 7. These are drawn on the pirate flag. b __ __ __ __

Ready-Ed Publications

Page 49

Name: ___________________

Ship Ahoy

Percy Parrot

Colour by number.

10

5 = red 6 = green

5

10

7 = yellow

r o e t s Bo r e p ok 9 = orange u 7 7 10 = blue S 6

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8

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6

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In the Deep Blue Sea ...

Ship Ahoy

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Teac he r

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Ship Ahoy

A Pirate I Want to Be ...

‘Tis a pirate I want to be, Sailing the angry sea.

So fearsome and bold, Robbing ships of their gold, Yes, that is the life for me!

r o e t s Bo r e p ok u S

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Mary Serenc

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Ship Ahoy

North, South, East or West

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Mary Serenc

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North, South, East or West, The map shows the treasure chest.

Find the gold, Find the treasure, Then live your life in lazy leisure.

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Ship Ahoy

One-eyed Jack

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One-eyed Jack, the pirate chief, Was a terrible, fearsome ocean thief.

He wore a peg, Upon one leg; He wore a hook – And a dirty look!

One-eyed Jack, the pirate chief, A terrible, fearsome ocean thief.

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Name: ___________________

Ship Ahoy

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Teac he r

Stor y Shell TTemplate emplate Story

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