Another 60 Writing Topics: Ages 11 by Teacher Superstore

RIC-6239 4.6/963

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Another 60 writing topics 5–7 Another 60 writing topics 8–10

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Foreword Communication is a fundamental part of life. The ability to communicate helps shape our learning and relationships with the world around us. Handwritten, printed and electronic forms of text are all powerful tools when it comes to developing communication skills. Therefore, it is important that students, from the earliest opportunities, are exposed to and encouraged to develop skills in using the many different forms of writing that will be important throughout their lives. Another 60 writing topics 11+ has been designed to help teachers promote and develop these skills while addressing the following areas of the curriculum – science, technology, human society, the environment, personal development and health. Through the presentation of background information and the challenge of completing specific writing tasks in these six different areas, students will be encouraged to use their prior knowledge of a topic, imagination, experience and personal opinion.

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Teachers notes.......................................................................iv – v Suggestions for use............................................................vi – vii Motivational ideas..................................................................... vii Curriculum links........................................................................ viii Teacher checklist........................................................................ ix Student checklist......................................................................... x Student text type checklist..............................................xi – xvii Portfolio proformas.......................................................xviii – xxv Student self-assessment........................................................ xxvi Comparison of text types...................................................... xxvii Conversion of text types....................................................... xxviii Creating writing topics.......................................................... xxix Merit certificates...........................................................xxx – xxxi

Change: for better; for worse?........................... Recount 26–27 Save the creatures large and small . ................. Report 26–27 Pollution—what is the point?....................... Discussion 28–29 Warming the ice............................................. Explanation 28–29 The consequences of a spill.......................... Procedure 30–31 The growth and logging of forests . ............ Discussion 30–31

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The titles in this series are: Another 60 writing topics 5–7 Another 60 writing topics 8–10 Another 60 writing topics 11+

Health, wellbeing and who I am Reflecting on ‘me’................................................ Recount 32–33 Which option would you choose?........................ Report 32–33 Real person or mirrored image..................... Discussion 34–35 Bertie’s dilemma................................................. Narrative 34–35 Time for a hobby............................................... Procedure 36–37 Me and my life...................................................... Recount 36–37 Exercising fingers only.....................................Exposition 38–39 Hitting the target............................................ Explanation 38–39 Setting things straight....................................... Narrative 40–41 Harmful products.................................................... Report 40–41

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Sources of energy Way back when ... .............................................. Recount 12–13 To be read by all...................................................... Report 12–13 What’s the alternative?................................. Explanation 14–15 On the road........................................................Exposition 14–15 Matching the alternatives ............................. Procedure 16–17 When the wind blows.................................... Discussion 16–17 From the source................................................. Narrative 18–19 From uranium to nuclear energy................. Explanation 18–19 Changing habits................................................Exposition 20–21 Getting the message across............................ Narrative 20–21

Environmental Issues Identifying the causes............................................ Report 22–23 Making a difference............................................ Recount 22–23 A flow-on effect................................................Exposition 24–25 Once upon a time............................................... Narrative 24–25

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Global concerns For those in need............................................. Procedure 42–43 Living in poverty...................................................... Report 42–43 Lending a hand..................................................... Recount 44–45 A time for peace................................................Exposition 44–45 The celebrations of silence.............................. Narrative 46–47 The heaters and the heated......................... Explanation 46–47 The fight for change............................................ Recount 48–49 Financial aid: Your opinion...............................Exposition 48–49 Where life is difficult......................................... Narrative 50–51 Warming up: Our fault or not?....................... Discussion 50–51

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Impacts of technology Logged on.............................................................. Recount 2–3 Mobile phones: At what age?....................... Discussion 2–3 Way out there..................................................... Narrative 4–5 Online safety......................................................Exposition 4–5 A good or a bad thing?................................... Discussion 6–7 Hav u bn 2 ny gr8 movies l8ly?........................Exposition 6–7 The impact of the inventor................................. Recount 8–9 Technology and a ‘closer world’................... Procedure 8–9 ‘Time’ changes time itself............................. Explanation 10–11 Consuming faster than before.............................. Report 10–11

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Reaching out, stepping up Stepping through life........................................... Recount 52–53 What should Stella do?..................................... Narrative 52–53 Who to turn to.................................................. Discussion 54–55 So removed......................................................... Narrative 54–55 More than headlines........................................Exposition 56–57 Fulfilling a dream.............................................. Procedure 56–57 Looking back......................................................... Recount 58–59 Is it just me?..................................................... Discussion 58–59 On the horizon......................................................... Report 60–61 Weighing up the options............................... Explanation 60–61

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Teachers notes There are 10 writing cards for each unit and each card asks the student to use a different writing skill. While the teacher will be able to assess a student’s understanding of the content of a specific unit of study, these writing activity cards will, most importantly, allow the teacher to evaluate the student’s understanding of and ability to use many different forms of writing. Teachers notes for each activity will assist with this assessment and evaluation. Although some activities ask for texts to be presented in webpage, blog, email or Internet forum format, where computers are not available for specific tasks these activities can be completed on paper, but still presented in the suggested format. Each student page contains two writing tasks on a particular topic. An icon indicates the unit of work each task belongs to, as shown below:

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Health, wellbeing and who I am

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Impacts of technology

Sources of energy

Environmental issues

Global concerns

Reaching out, stepping up

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The writing cards can be copied onto card and laminated for protection. They can be placed in a central location for students to access easily. The tasks can be assigned by the teacher or the students may choose their own.

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A student checklist has been provided for the students to record the cards they have used. A teacher checklist has also been included so the teacher can monitor the progress of the class and ensure that all students are practising each writing genre. This could be enlarged to display in the room. Students should choose cards which cover a variety of writing genres. Should a teacher wish to assign a writing task as a group activity, multiple copies could be made. Teachers may find these invaluable during group language sessions.

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Each page includes two writing cards The icon shows the unit being covered

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Each card shows the title of the writing topic

Each card has some background information Each card introduces the writing task

Each card indicates the writing genre at the bottom

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Teachers notes There is a set of teachers notes for each of the 60 writing activities. These notes appear on the page opposite the activity. Teachers notes include: •

the title of the activity and the particular genre

•

suggested ideas for displays and support material that could be used to stimulate ideas prior to the student commencing the activity

•

an outline of the general text structure which should be evident in the presentation

•

an outline of language features which should be evident in the presentation

•

an outline of additional ‘specific’ features which should be evident in the presentation

•

an additional writing activity suggestion, using the same genre

•

a list of different text forms of the specific writing genre.

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What to look for when assessing a student’s understanding of a particular text type

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The following information provides the teacher with a definition of each of the text types, an outline of the structure of the texts and some of the specific language features that, when used, show an understanding of the text type in question. Not all of the language features will be evident in the texts of lower primary students, but this outline will enable the teacher to monitor the progress of students as their writing skills develop.

Narrative

Report

Definition of a narrative: A narrative is a text that tells a story. Narratives are generally imaginative but can be based on factual information. Narratives can take on a variety of forms, such as short stories, myths, poems and fairytales.

Definition of a report: A report is a text that consists of an organised factual record of events or a classification and description of one or many things. It can be related to the present day or be based around something from the past.

Text structure: A narrative consists of three parts:

Text structure: A report begins with a general statement or introduction that indicates the nature of the topic upon which the report is based. This is followed by a description of the various features relevant to the topic. In some cases, this can take on the form of ‘named’ paragraphs or subheadings. It can conclude with a summarising statement.

(b) a complication, where problems arise surrounding the main character(s) (c) a resolution, where the problems of the character(s) are resolved.

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Special language features: use of words to link stages in time, descriptive enhancement by use of adjectives and adverbs, use of action verbs to highlight physical and mental processes and can be written in first or third person.

Recount

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Special language features: vocabulary related to specific topic, action verbs, words identifying classifications, descriptive language.

Procedure

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(a) an orientation, where the setting is presented, characters introduced and a time set for the event(s) to occur

Definition of a procedure: A procedure explains how to make or do something.

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Definition of a recount: A recount is a text that tells about past experiences or events. It can be based on the author’s personal experience or historical events or it can be imaginative, whereby the author has no direct link to recalled events.

Text structure: Most recounts begin with some form of orientation where the who? what? when? where? and why? of the text are introduced. This is followed by a chronologically-ordered set of events. There can be some form of concluding statement or re-orientation at the end.

Text structure: A procedural text begins with an outline of what is to be achieved, or an aim. In most cases this is followed by a list of required materials. Ordered actions or steps then outline what or how things need to be done in order to achieve the aim. The text can conclude with an evaluation. Special language features: sequential ordering of steps, imperative verbs, words used to link stages of procedure, present tense, detailed information; for example, size, amount, weight.

Special language features: use of past tense, correct sequencing of events, words related to time, inclusion of action verbs and personal comments.

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Exposition Definition of an exposition: An exposition aims to present and develop ideas in the form of a logical argument, encouraging the reader to side with the writer on the particular issue being addressed. An exposition can take on a debate format in which individuals work as a team to persuade the listener to adopt their point of view. Text structure: The text begins with a statement outlining the writer’s stance on a specific issue. This is followed by arguments with evidence to support the stance. A conclusion summarises the presentation or suggests that the reader now forms an opinion.

Definition of a discussion: A discussion text involves the examination of more than one side of a particular issue. Different viewpoints are investigated before a decision or concluding statement is presented. A discussion can be presented in different formats such as on a noticeboard or Internet forum.

Definition of an explanation: an explanation is a text that outlines how or why things occur, or how things operate.

Text structure: An explanatory text begins with a statement about what is to be explained. This is followed by details of sequential events or stages in operation. It usually ends with some form of concluding statement.

Text structure: A discussion text begins with a general introductory statement that provides some background to the topic or issue. This is followed by arguments for and against the topic under discussion, each with supportive evidence. The text ends with a conclusion to both sides and/ or a recommendation.

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Discussion

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Special language features: use of topic-related vocabulary, use of connectives to reinforce results of actions, verbs used to express opinion, use of emotive and persuasive language.

Explanation

Special language features: use of topic-specific vocabulary, words that outline cause and effect, words identifying time relationships; for example, following, then; and the use of present tense.

Special language features: topic-related words and phrases; verbs, present tense, connectives such as therefore and consequently, emotive language used to convince the reader.

Suggestions for use © R. I . C.Pub l i ca t i ons Writing specific to a particular theme or topic •f orr evi ew pu r posesonl y•

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Portfolio assessment tasks

Specific writing genre tasks

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Each writing genre is explained carefully, showing a definition of the genre, the structure and special language features of the text. After students have been exposed to each specific genre, the writing topics may be used to reinforce their concept of that genre.

The writing tasks may be used as an assessment activity in the English learning area, after the students have been exposed to and have practised the specific writing genres. To assist teachers to use the writing topics in this way, a portfolio proforma has been included, to which the student’s writing topic activity can be stapled. A checklist assists the teacher to assess whether the student has included the structures and features necessary for that particular genre. Other aspects of language, such as spelling and grammar, may be assessed at the same time. A sample proforma for each text type is included on pages xix to xxv. A blank proforma may be found on page xviii.

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Student checklist of the use of specific text types Once students are familiar with a particular writing genre, the writing topics may be used specifically by the students to gauge their own progress. A self-assessment checklist has been included for the students to monitor their use of the structures and features of each genre. A sample proforma is included on page xxvi. Features of text types may be found on pages v and vi, on the student text type checklists on pages xi – xvii and on the teacher pages throughout the book

Each of the six themes/topics has 10 writing activities relating to it. Teachers who are covering a particular theme/ topic will be able to utilise the writing topics to reinforce and add interest to the unit of work.

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The writing tasks included in this book are intended to be a multi-use resource for the teacher in the classroom. Therefore, the suggestions listed below are in no way prescriptive, but just some of the possible uses. Teachers should choose only those activities which are appropriate to the ability levels and literacy experiences of their students.

Group/Individual language activities The writing topics may be used during group language sessions, with specific topics, or for individuals or groups. Multiple copies of a particular card can be made for group work.

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Student self-assessment

Creating writing topics*

Student self-assessment, using the student checklist, allows them to monitor their progress in the use of specific writing genres. As students become more familiar with the features and structures of each writing genre, they will be able to monitor their increased use of these in each genre. This self-assessment format may be useful for the student to use when involved in three-way conferences among parents, the teacher and himself/herself. A sample proforma is included on page xxvi.

Using the writing topics as a guide, the students may be required to create writing topics of their own relating to a specific writing genre. These topics may be exchanged within the class, completed and evaluated. A topic which many students have difficulty completing may not be suitable for that specific writing genre. A writing topic which students can easily shape to suit a specific genre is more suitable. A blank proforma to enable students to create their own writing topics is included on page xxix. This activity is most suitable for competent or older students.

Comparison/Conversion of text types

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Extension/Reinforcement activities Every classroom has students of varying abilities, talents, working habits and personalities. Students who are fast workers may be rewarded with their choice of a writing topic to complete until the other students finish. Students who have difficulty completing a specific writing genre may be given writing topics to reinforce that genre, as long as they have not completed the task before.

Reinforcement/Assessment of features of language/handwriting Using the writing topic, the teacher may be able to evaluate the student’s knowledge of grammar, punctuation, spelling and handwriting. One task may be used to assess or reinforce a number of outcomes. This can be a timesaver for the teacher.

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Using the writing topics, the teacher can compare one writing genre with another. Students can observe and use the different structures and features within their own writing. Students may be required to convert one text type into another, making sure to include the relevant structures and features. A format for comparing text types is included on page xxvii. A proforma to convert one text type to another is included on page xxviii.

Planning/Reviewing/Changing text types

Planning a writing form can be complex and daunting for students. An obvious format, with specific structures and features, affords students the security to write personal topics within a given framework, while still allowing them some flexibility.

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Motivational ideas

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Teachers may use similar titles to given themes to model different writing genres for students. Try to avoid the exact titles used in the writing topics so students are creating their own ideas when using the task cards.

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Students need motivation to encourage creative ideas. Since the writing topics are being used as an individual activity, it is difficult to inspire each student before he or she begins each writing topic. The following ideas are suggested as a reference for students to use before they begin their writing topic: •

Teachers could provide visual displays of particular themes near the writing topics box. Suggestions for displays of books and relevant items are included in the Teachers notes for each specific writing activity. Before displays are changed, each can be photographed and the pictures displayed for other students to view.

•

Students who finish quickly may find extra pictures in magazines to add to class books on particular themes.

•

Banks of ‘word lists’ for particular themes can be recorded and displayed for future reference.

•

Displays of other students’ work on the same topic may be viewed to encourage ideas.

•

Outlines of the writing forms can be displayed for the students to refer to when writing.

•

Books relevant to a particular theme can be displayed. Where possible, provide students with access to a computer because further research is necessary for some of the activities.

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Curriculum links The activities in this book are designed to encourage students to demonstrate the following outcomes in English.

State

Strand

NSW

Writing Producing texts Grammar and punctuation Spelling

Context and text

Texts Contextual understanding Linguistic structures and features Strategies

3 4 3 4 3 4 3 4

3.9 4.9 3.10 4.10 3.11 4.11 3.12 4.12

Contextual understanding Conventions

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3 4 3 4 3 4 3 4

W 3.1 W 4.1 W 3.2 W 4.2 W 3.3 W 4.3 W 3.4 W 4.4

Language

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Processes and strategies

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WS 2.9 WS 3.9 WS 2.10 WS 3.10 WS 2.11 WS 3.11 WS 2.12 WS 3.12 WS 2.13 WS 3.13 WS 2.14 WS 3.14

Writing

Use of texts

Queensland

WS 2 WS 3 WS 2 WS 3 WS 2 WS 3 WS 2 WS 3 WS 2 WS 3 WS 2 WS 3

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Language structures and features

Outcome(s)

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Victoria

Level(s)

Strategies

3.12

Writing Texts and contexts

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3.4 3.8

Refer to Curriculum documents on http//www.qscc.qld.edu.au

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Sources of energy

Environmental issues

Health, wellbeing and who I am

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Impacts of technology

Use this chart to record the WRITING TOPICS that have been completed

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Teacher checklist

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Global concerns

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Reaching out, stepping up

Mobile phones: At what age?

Another 60 writing topics

Way back when ...

To be read by all

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From the source

Once upon a time

Change: for better; for worse?

Save the creatures large and small

Pollution— what is the point?

Warming the ice

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When the wind blows Getting the message across

Consuming faster than before

The The growth consequences and logging of a spill of forests

Changing habits

‘Time’ changes time itself

For those in need

Stepping through life

Living in poverty

What should Stella do?

Comment

Reflecting on Which option ‘me’ would you choose?

A flow-on effect

Matching the alternatives

Environmental issues

On the road

Sources of energy

From uranium to nuclear energy

Hav u bn 2 c The impact of Technology ny gr8 movies the inventor and a ‘closer l8ly? world’

Making a difference

A good or a bad thing?

Comment

Identifying the causes

What’s the alternative?

Online safety

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Comment

Way out there

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Comment

Logged on

Impacts of technology

Who to turn to

Lending a hand

Real person or mirrored image

Time for a hobby

Me and my life

The celebrations of silence

The heaters and the heated

The fight for change

Global concerns

Exercising fingers only

So removed

More than headlines

Fulfilling a dream

Looking back

Reaching out, stepping up

A time for peace

Bertie’s dilemma

Is it just me?

Financial aid: Your opinion

Hitting the target

Health, wellbeing and who I am

Teac he r

Use this chart to record the WRITING TOPICS that have been completed

Student checklist

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On the horizon

Where life is difficult

Setting things straight

Weighing up the options

Warming up: Our fault or not?

Harmful products

Date:

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Uses descriptive language.

Comment

8. Writes in the past tense.

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6. Writes in meaningful paragraphs.

5. Uses a range of conjunctions to connect ideas.

4. Includes a resolution to the complication.

3. Includes a complication involving the main character(s).

2. Includes a sequence of events involving the main character(s).

1. Introduces the setting, time and character(s) in an orientation.

Structures and features

Title:

Name:

Narrative

Student text type checklist Date:

Uses descriptive language.

Comment

8. Writes in the past tense.

6. Writes in meaningful paragraphs.

5. Uses a range of conjunctions to connect ideas.

4. Includes a resolution to the complication.

3. Includes a complication involving the main character(s).

2. Includes a sequence of events involving the main character(s).

1. Introduces the setting, time and character(s) in an orientation.

Structures and features

Title:

Name:

Narrative

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Structures and features

Title:

Name:

Recount

Student text type checklist Date:

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Writes a conclusion with an evaluative comment.

Comment

6. Maintains the past tense.

5. Writes in paragraphs to show separate sections.

4. Uses vocabulary to suggest time passing.

3. Includes significant events in chronological order.

2. Includes significant events in detail.

1. Introduces all relevant background in a clearly written orientation (who, when, where, why).

Date:

Writes a conclusion with an evaluative comment.

Comment

6. Maintains the past tense.

5. Writes in paragraphs to show separate sections.

4. Uses vocabulary to suggest time passing.

3. Includes significant events in chronological order.

2. Includes significant events in detail.

1. Introduces all relevant background in a clearly written orientation (who, when, where, why).

Structures and features

Title:

Name:

Recount

Student text type checklist

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Comment

6. Uses linking and action verbs.

5. Writes in the present tense.

4. Writes in the third person.

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3. Uses factual language rather than imaginative.

2. Includes accurate detailed descriptions.

1. Begins with a general or classifying statement.

Structures and features

Title:

Name:

Report

Student text type checklist Date:

Comment

6. Uses linking and action verbs.

5. Writes in the present tense.

4. Writes in the third person.

3. Uses factual language rather than imaginative.

2. Includes accurate detailed descriptions.

1. Begins with a general or classifying statement.

Structures and features

Title:

Name:

Report

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Structures and features

Title:

Name:

Procedure

Student text type checklist Date:

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Includes an evaluation (if appropriate).

Comment

6. Writes in simple present tense.

5. Uses subject-specific vocabulary.

4. Begins instructions with an imperative verb.

3. Presents the method in a detailed, logical sequence.

2. Lists the materials or requirements under appropriate headings or layout.

1. States the purpose of the procedure clearly and precisely.

Date:

Includes an evaluation (if appropriate).

Comment

6. Writes in simple present tense.

5. Uses subject-specific vocabulary.

4. Begins instructions with an imperative verb.

3. Presents the method in a detailed, logical sequence.

2. Lists the materials or requirements under appropriate headings or layout.

1. States the purpose of the procedure clearly and precisely.

Structures and features

Title:

Name:

Procedure

Student text type checklist

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Writes a conclusion that sums up the writer’s point of view.

Comment

6. Uses paragraphs to state and elaborate on each point.

5. Uses a variety of controlling words and conjunctions.

4. Uses emotive words to try and influence the reader.

3. Uses supporting details in presenting each argument.

2. Presents arguments in a logical manner.

1. Begins with an opening statement presenting the writer’s point of view.

Structures and features

Title:

Name:

Exposition

Student text type checklist Date:

Writes a conclusion that sums up the writer’s point of view. Comment

6. Uses paragraphs to state and elaborate on each point.

5. Uses a variety of controlling words and conjunctions.

4. Uses emotive words to try and influence the reader.

3. Uses supporting details in presenting each argument.

2. Presents arguments in a logical manner.

1. Begins with an opening statement presenting the writer’s point of view.

Structures and features

Title:

Name:

Exposition

Student text type checklist Te ach er

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Structures and features

Title:

Name:

Explanation

Student text type checklist Date:

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Comment

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6. Includes an evaluation (if necessary).

5. Uses linking words to show cause and effect.

4. Uses simple present tense.

3. Gives a clear account in logical sequence of how and why the phenomenon occurs.

2. Includes subject-specific terms and technical vocabulary where appropriate.

1. Begins with a precise statement or definition.

Date:

Comment

6. Includes an evaluation (if necessary).

5. Uses linking words to show cause and effect.

4. Uses simple present tense.

3. Gives a clear account in logical sequence of how and why the phenomenon occurs.

2. Includes subject-specific terms and technical vocabulary where appropriate.

1. Begins with a precise statement or definition.

Structures and features

Title:

Name:

Explanation

Student text type checklist

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Writes a conclusion that some up both points of view or makes a recommendation.

Comment

6. Uses paragraphs to state and elaborate on each point.

5. Uses a variety of controlling words and conjunctions.

4. Uses an impersonal style of writing.

3. Uses supporting details in presenting each argument.

2. Presents ‘for’ and ‘against’ arguments in a logical manner.

1. Begins with an opening statement presenting a general view of the topic.

Structures and features

Title:

Name:

Discussion

Student text type checklist Date:

Writes a conclusion that some up both points of view or makes a recommendation. Comment

6. Uses paragraphs to state and elaborate on each point.

5. Uses a variety of controlling words and conjunctions.

4. Uses an impersonal style of writing.

3. Uses supporting details in presenting each argument.

2. Presents ‘for’ and ‘against’ arguments in a logical manner.

1. Begins with an opening statement presenting a general view of the topic.

Structures and features

Title:

Name:

Discussion

Student text type checklist Te ach er

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Portfolio proforma Date

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The student was asked to write a structures and features of the text type.

English

Indicators

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including all

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Writing

Demonstrated

• Writes a

• Includes all structures and features.

Needs further opportunity

Teacher comment

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Portfolio proforma – Narrative Date

r o e t s Bo r e p ok u S Glue student writing task here. (Staple student writing to the back.)

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The student was asked to write a narrative including all structures and features of the text type.

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Indicators Demonstrated

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• Writes a narrative. • Includes all structures and features.

Needs further opportunity

1. Introduces the setting, time and character(s) in the orientation.

2. Includes a sequence of events involving the main character(s).

3. Includes a complication involving the main character(s).

4. Includes a resolution to the complication.

5. Uses a range of conjunctions to connect ideas.

6. Writes in meaningful paragraphs.

7. Uses descriptive language.

8. Writes in the past tense.

Teacher comment

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Portfolio proforma – Recount Date

r o e t s Bo r e p ok u S Glue student writing task here. (Staple student writing to the back.)

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The student was asked to write a recount including all structures and features of the text type.

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Indicators Demonstrated • Writes a recount. • Includes all structures and features.

Needs further opportunity

1. Introduces all relevant background in a clearly written orientation (who, when , where, why).

2. Includes significant events in detail.

3. Includes significant events in chronological order.

4. Uses vocabulary to suggest time passing.

5. Writes in paragraphs to show separate sections.

6. Maintains the past tense.

7. Writes a conclusion with an evaluative comment.

Teacher comment

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Portfolio proforma – Report Date

r o e t s Bo r e p ok u S Glue student writing task here. (Staple student writing to the back.)

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The student was asked to write a report including all structures and features of the text type.

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• Writes a report. • Includes all structures and features.

Needs further opportunity

1. Begins with a general or classifying statement.

2. Includes accurate detailed descriptions.

3. Uses factual language rather than imaginative.

4. Writes in the third person.

5. Writes in the present tense.

6. Uses linking and action verbs.

Teacher comment

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Portfolio proforma – Procedure Date

r o e t s Bo r e p ok u S Glue student writing task here. (Staple student writing to the back.)

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The student was asked to write a procedure including all structures and features of the text type.

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Indicators Demonstrated • Writes a procedure. • Includes all structures and features.

Needs further opportunity

1. States the purpose of the procedure clearly and precisely.

2. Lists the materials or requirements under appropriate headings or layout.

3. Presents the method in a detailed, logical sequence.

4. Begins instructions with an imperative verb.

5. Uses subject-specific vocabulary.

6. Writes in simple present tense.

7. Includes an evaluation (if appropriate).

Teacher comment

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Portfolio proforma – Exposition Date

r o e t s Bo r e p ok u S Glue student writing task here. (Staple student writing to the back.)

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The student was asked to write an exposition including all structures and features of the text type.

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Indicators Demonstrated • Writes an exposition. • Includes all structures and features.

Needs further opportunity

1. Begins with an opening statement presenting the writer’s point of view.

2. Presents arguments in a logical manner.

3. Uses supporting details in presenting each argument.

4. Uses emotive words to try to influence the reader.

5. Uses a variety of controlling words and conjunctions.

6. Uses paragraphs to state and elaborate on each point.

7. Writes a conclusion that sums up the writer’s point of view.

Teacher comment

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Portfolio proforma – Explanation Date

r o e t s Bo r e p ok u S Glue student writing task here. (Staple student writing to the back.)

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The student was asked to write an explanation including all structures and features of the text type.

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Indicators Demonstrated

Needs further opportunity

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• Writes an explanation. • Includes all structures and features.

1. Begins with a precise statement or definition.

2. Includes subject-specific terms and technical vocabulary.

3. Gives a clear account in logical sequence of how and why the phenomenon occurs.

4. Uses simple present tense.

5. Uses linking words to show cause and effect.

6. Includes an evaluation (if necessary).

Teacher comment

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Portfolio proforma – Discussion Date

r o e t s Bo r e p ok u S Glue student writing task here. (Staple student writing to the back.)

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The student was asked to write a discussion text including all structures and features of the text type.

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Indicators Demonstrated • Writes a discussion. • Includes all structures and features.

Needs further opportunity

1. Begins with an opening statement presenting a general view of the subject.

2. Presents ‘for’ and ‘against’ arguments in a logical manner.

3. Uses supporting details in presenting each argument.

4. Uses an impersonal style of writing.

5. Uses a variety of controlling words and conjunctions.

6. Uses paragraphs to state and elaborate on each point.

7. Writes a conclusion that sums up both points of view or makes a recommendation.

Teacher comment

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Student self-assessment Date

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Student Self-assessment

Features of the text

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Comparison of text types Name

Date

Text type 1 Text type 2

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Similar features

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• Which text type has more features?

• Which text type has fewer features? • Which text type is easier to write? Why? • Which is harder to write? R.I.C. Publications®

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Conversion of text types Date

r o e t s Bo r e p ok u S Glue student writing task here. (Staple student writing to the back.)

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In the space below, rewrite your writing topic using a different text type. Try to include all the features of the new text type.

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I have chosen to convert my writing task to a

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Date

Use the same writing card format to create your own writing topic. Don’t forget to include: • a title for your writing topic • a theme (you may draw the icon to match) • a number for your topic

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• an introduction to the topic • the writing task

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• the text type required.

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Ask a friend to complete your writing task. Evaluate your writing task.

• Was your friend able to use the information that you gave to write the correct text type?

Yes

• If not, why not? • What changes would you make to a new writing topic? R.I.C. Publications®

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Writing Whiz r o e t s Bo r e p ok u Name: S Date: Signed:

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r o e t s Bawarded r e oo to p u k S Name: Date: Signed:

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Teachers notes

Logged on Recount Setting the scene and stimulating ideas • Pictures, photographs and books about early model computers

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

Reviewing writing

• Structure: Dates, ‘where’ and ‘why’ associated with computer use should appear in each section, followed by a conclusion that summarises the content in the body of the text.

Teac he r

• Language features: use of past tense, correct sequencing of events, words related to time, inclusion of action verbs and personal comments

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• Specific features: The text should be divided into eight sections, seven of which are dated. There should be a conclusion in the final section.

Recounts

• Topic-related task: Create a time line of inventions that highlights how people communicated before the invention of the Internet. • Text types include: diaries, historical recounts, biographies, autobiographies and newspaper articles

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Discussion

Setting the scene and stimulating ideas

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Mobile phones: At what age?

• Mobile phone, pictures of different mobile phones and of people in catalogues or magazines using mobile phones

Reviewing writing

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• Structure: The question about mobile phones should provide the introduction. This should be followed by arguments for and against the statement, each with supporting evidence. • Language features: topic-related words and phrases; verbs, present tense, connectives such as therefore and consequently, emotive language used to convince the reader • Specific features: Five replies should be included; ages of respondents should be mentioned.

Discussions • Topic-related task: Mobile phones are not allowed in a primary school: outline the principal’s and students’ different points of view. • Text types include: interviews, forums and editorials

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Logged on

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With the heading ‘Logged on’, divide your page into eight sections. (These sections are to represent the last seven days with one section for a conclusion.) In the first seven sections, write the date, where you used a computer (for example, home, school, library) and the purpose for which it was used. In the final box, write a conclusion that summarises your weekly use of a computer.

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Teac he r

Back in the early 1960s, before computers were in homes, people began contemplating how they could be used to share important researched information. Some of the first people to use the Internet included scientists, engineers and librarians and it was a very involved process to learn how to access and use it. Today, people use this resource for an incredible variety of reasons and purposes and they are able to access it in their homes, offices, schools and even when they are outside.

Recount

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Mobile phones: At what age?

Millions of people throughout the world own a mobile phone and the age at which children own their first phone appears to be falling. People differ in their opinions about if, when and why children should have access to this means of communication. An Internet forum is a good way for people to express their opinions and get a response from others about the same topic.

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On your page, create an example of an Internet forum text that begins with someone asking the question, ‘When and why should children own a mobile phone?’ Include five replies (showing very different points of views and supporting arguments) and don’t forget to mention the age of each person who adds a comment because people of different ages often view things quite differently.

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Teachers notes

Way out there Narrative Setting the scene and stimulating ideas • Pictures and books about satellites, GPS systems, weather charts

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Reviewing writing

• Structure: (a) an orientation, where the setting in space is presented, characters introduced and a time set for the event(s) to occur

(b) a complication, where problems surrounding the main character(s) and the communication breakdown arise

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• Language features: use of words that link stages in time, descriptive enhancement by use of adjectives and adverbs, use of action verbs to highlight physical and mental processes, written in first or third person • Specific features: A play format should be used. The focus should be on a communications breakdown.

Narrative

• Topic-related task: Write a humorous narrative poem about a GPS system that goes haywire—tell of the impact on a driver trying to make sense of directions.

• Text types include: short stories, poems, plays, myths, legends and fairytales

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Setting the scene and stimulating ideas

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• Texts or Internet sites that feature ways to avoid cyber-bullying

Reviewing writing

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• Structure: In this expository text the issue of cyber-bullying should be introduced in the initial email. This should be followed by arguments with evidence to support the stance and beliefs of the student. A conclusion should be part of the student’s advice. • Language features: use of topic-related vocabulary, use of connectives to reinforce results of actions, verbs used to express opinion, use of emotive and persuasive language • Specific features: The format should be that of an email text; the reply email should respond directly to information contained in the initial email.

Exposition • Topic-related task: ‘Computers for children’s use should be in an area supervised by adults.’ How does this statement make you feel? Why? • Text types include: debates, letters, editorials and advertisements

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Way out there

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Use one of these story starters to help you write a short narrative play about a communications breakdown in space: ‘Unidentified voice transmitting from ISS’

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‘What’s that on the television screen?’ ‘The day the weather and navigational satellites collided’ ‘Internet bombarded: All emails hit one address’

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Sputnik 1, the first artificial satellite in space, was launched by the Soviet Union in 1957. Today there are thousands of artificial satellites orbiting Earth. These include communications satellites, used for the transmission of radio, Internet and television signals; navigational satellites, used by aircraft, ships and in cars that have GPS systems; and weather satellites, used by meteorologists to help forecast weather. Today, astronauts and scientists can stay for lengthy periods on a huge satellite known as the International Space Station (ISS), orbiting Earth at an altitude of around 400 km.

Narrative

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Online safety

With increased use of the Internet we need to be conscious of using this means of communication correctly and safely. Email can be a great way of sending messages to friends. You may use chat rooms, or know friends who communicate with others this way. These online rooms enable immediate interaction with others. In all cases of online communication, safety measures need to be put into place. Emails should never be used to pass on unpleasant messages about another—this is cyber-bullying. Parents should be informed if children are entering a chat room and you should never give out your real name, address or phone number when using a chat room. R.I.C. Publications®

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Create a fictitious email you receive from a friend who is the victim of cyberbullying. Draft your reply email, giving your friend your advice.

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Teachers notes

A good or a bad thing? Discussion Setting the scene and stimulating ideas • Pictures of televisions in catalogues—very small portables to large flat screens

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Reviewing writing

Teac he r

• Structure: This discussion should begin with a general introductory statement providing some background to the topic of televisions and family communication. This should be followed by arguments for and against the topic, each with supporting evidence. The text should end with a conclusion indicating how the family conversation ended.

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• Language features: topic-related words and phrases; verbs, present tense, connectives such as therefore and consequently, emotive language used to convince the reader • Specific features: Several people should be included and identified in the text.

Discussion

• Topic-related task: ‘Enjoying a family board game is better than watching a movie on television.’ How might different people react to this statement? • Text types include: interviews, forums and editorials

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Hav u bn 2 c ny gr8 movies l8ly? Exposition

Setting the scene and stimulating ideas

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• Simple text messages printed on card; listed words and their short versions used in text messaging

Reviewing writing

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• Structure: In this expository text there should be an introductory statement highlighting the stance about text messaging being taken by the student in the debate. This should be followed by arguments with evidence to support the stance. A conclusion should summarise the presentation or suggest that the reader/listener now forms an opinion. • Language features: use of topic-related vocabulary, use of connectives to reinforce results of actions, verbs used to express opinion, use of emotive and persuasive language • Specific features: The text should be directly related to the affirmative side of the topic.

Exposition • Topic-related task: A student disagrees when a teacher marks ‘text messaging’ versions of words as incorrect in his essay. What does he say to the teacher? • Text types include: debates, letters, editorials and advertisements 6

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A good or a bad thing?

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Your dad showed you a headline in a recent family magazine: ‘Television is to blame for the breakdown in family communication’. Discussion broke out among all members of your family. Record the discussion, highlighting the arguments presented by each person. Include how the conversation concluded.

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You probably can’t imagine life without television—well it was once the way things were! It was only in the 1920s and 1930s that experiments led to its invention; and back then transmission was in black and white. Since becoming commercially available, the television has been a source of entertainment and news around the world. A few decades ago, one family television set was the norm. Now, many homes boast at least two, with a lot of children having their own sets in their bedrooms . . . a good or a bad thing?

Discussion

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There have been many interesting discussions about the effects text messaging is having on today’s young people and their ability to spell and write correctly. There has even been the suggestion that text messaging could be taught in schools. If you look at the title of this card, an example of a simple text message, you can see only one out of nine words is spelt correctly.

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Hav u bn 2 c ny gr8 movies l8ly?

A debate with a difference has been organised between your school and a neighbouring school—there is only one speaker per school. The topic is ‘Text messaging should be taught in primary schools’. In the debate you have to present the affirmative view. How will you argue and sum up your case?

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The impact of the inventor Recount Setting the scene and stimulating ideas • Display pictures/books related to inventors, including those mentioned in the text

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Reviewing writing

Teac he r

• Structure: In this recount text there should be some form of orientation, where the inventor is introduced. This should be followed by a chronologically-ordered set of events and experiences undergone by this person. There can be some form of concluding statement or re-orientation at the end.

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• Language features: use of past tense, correct sequencing of events, words related to time, inclusion of action verbs and personal comments • Specific features: The life-changing invention should be a highlight of the text.

Recount

• Topic-related task: Write a personal recount about how an invention has changed an aspect of your life, for example, mobile phone or digital music device • Text types include: diaries, historical recounts, biographies, autobiographies and newspaper articles

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Procedure

Setting the scene and stimulating ideas

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• A globe of the world, envelopes addressed to overseas destinations

Reviewing writing

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Technology and a ‘closer world’

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• Structure: This procedural text should begin with an aim followed by a list of materials required to create the device. Ordered actions or steps should then show what or how things need to be done in order to achieve that aim. • Language features: sequential ordering of steps, imperative verbs, words used to link stages of procedure, present tense, detailed information; for example, size, amount, weight • Specific features: It should be obvious that the device is designed to carry or relay a message.

Procedure • Topic-related task: Create a memory card game, with instructions, related to communication. Example of matching cards: a post office and a letter, an email and a computer • Text types include: recipes, experiments, directions and instructions for game

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The impact of the inventor

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Research and take notes on one of these people and their life-changing invention. Use your notes to write a biography highlighting how their particular invention paved the way for greater communication for people around the world.

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Teac he r

There have been many people throughout history who have played a great part in improving communications for the world. The Wright Brothers, with their determination to fly, paved the way for amazing developments in aviation. Nicholas-Joseph Cugnot invented the first self-propelled motor vehicle—and look at the cars of today! Alexander Graham Bell and Thomas Watson sent the first full sentence via telephone transmission, and Graeme Clark invented the bionic ear that enabled hearingimpaired people to hear and communicate in ways many of us now take for granted. These are incredible inventions in very different areas.

Recount

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The words ‘movement’ and ‘communication’ often go hand-in-hand when we think about how messages are conveyed over distances— travelling by plane, car, ship or train; tapping keys; pressing buttons. Simple inventions have led to major technological developments and more rapid means of communication.

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Technology and a ‘closer world’

It’s time to become an inventor. If you had to get a secret message to someone on the other side of a room without walking to him/her and without intervention from anyone else, how would you go about it? Contemplate these hints: a paper plane, rubber band propulsion, springs, wheels. Plan, design and make your communication device. Once you can see that it works, write your aim, a list of materials required and step-by-step instructions that could be followed by another communications enthusiast.

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Teachers notes

‘Time’ changes time itself Explanation Setting the scene and stimulating ideas • Display pictures/books of old telegrams, morse code machines, early telephones

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Reviewing writing

• Structure: This explanatory text should begin with a statement about communication over distance. This should be followed by details of sequential events or stages in the process of communication. It should end with some form of concluding statement.

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• Language features: use of topic-specific vocabulary, words that outline cause and effect, words identifying time relationships; for example, ‘following’, ‘then’; the use of present tense • Specific features: The focus should be on long-distance communication and should involve one of the highlighted methods.

Explanation

• Topic-related task: Create an advertising poster that explains the features and functions of a mobile phone. • Text types include: how and why texts, diagrams and flowcharts

Consuming faster than before

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Report

Setting the scene and stimulating ideas

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• Labels of goods made in other countries; pictures of ‘international’ food

Reviewing writing

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• Structure: This report should begin with a general statement or introduction indicating that the topic is food transportation and availability. This should be followed by a description of the various features/stages applicable to food being exported and imported around the world. It should conclude with a summarising statement. • Language features: vocabulary related to a specific topic, action verbs, words identifying classifications, descriptive language • Specific features: The focus should be on the part technology plays in allowing for exports, imports and food availability. The text should include subheadings.

Report • Topic-related task: Investigate and write a report on the processes some foods go through in order to allow for their transportation; for example, freezing, drying, pickling. • Text types include: historical, geographical, technological texts and newspaper reports 10

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‘Time’ changes time itself

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Research one of the mentioned methods of communication and write a text that explains exactly how one individual was/is able to make contact with another, over considerable distance, using that particular method.

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

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Teac he r

Back in 1856, a steamship carried mail from Australia to England. It took approximately one month. Events and experiences of the early colonists would have been old news by the time relatives back in their homeland received their written correspondence. Inventions such as morse code, telegrams and the telephone were huge progressions in communications. With continued developments in technology, communication between countries on opposite sides of the globe has become ‘instant’. With the invention of the computer and the Internet, a simple press of a button sends a message around the world.

Explanation

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More rapid methods of communication have had a wide impact on life and lifestyles. Constant improvements in aviation have really brought the world ‘closer together’ and provided a means for sharing and transporting goods faster and safer than ever before. Next time you visit a supermarket, take a look at the food and goods that have come from an international source. You will be amazed!

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Consuming faster than before

Use the Internet and other sources to help you research the links between advancements in technology and the import and export of foodstuffs around the world. Use your information to write a report titled, ‘Technology increases food availability’. Use subheadings such as: ‘Faster flights’ and ‘Improved refrigeration’, to present different, relevant areas of information.

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Teachers notes

Way back when Recount

Setting the scene and stimulating ideas • Pictures, photographs and books about fossil fuels; pictures of very old objects

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Reviewing writing

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Teac he r

• Structure: This recount text should begin with some form of orientation where fossil fuels are introduced. This should be followed by paragraphs with information, possibly under subheadings, tracing the history of fossil fuels from their formation to where they have been located and extracted. There could be some form of concluding statement or re-orientation at the end.

• Language features: use of past tense, correct sequencing of events, words related to time, inclusion of action verbs and personal comments

• Specific features: A time line should be included to support the information about fossil fuels.

Recount

• Topic-related task: Research and write a recount about techniques that have been used to extract fossil fuels

To be read by all

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Report

Setting the scene and stimulating ideas

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• Copies of power bills (both gas and electricity) and pictures of freeways

Reviewing writing

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• Text types include: diaries, historical recounts, biographies, autobiographies and newspaper articles

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• Structure: This report should begin with a general statement or introduction indicating the nature of the topic—the impact we are having on fossil fuels. This should be followed by a description of the different ways in which we are affecting fossil fuel reserves. This could take the form of ‘named’ paragraphs or subheadings. It could conclude with a summarising statement. • Language features: vocabulary related to a specific topic, action verbs, words identifying classifications, descriptive language • Specific features: The text should have a captivating heading and paragraphs that provide a hint that it is a newspaper report.

Discussion • Topic-related task: Evaluate and write a report about your family’s daily use of fossil fuels. • Text types include: historical, geographical, technological texts and newspaper reports 12

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Way back when

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Use different sources to research and take notes on fossil fuels. Use your notes to write a factual recount that includes information about the origins of these fuels (both in time and composition) as well as where they have been located and extracted. Include a time line to support the information in your text.

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Teac he r

Why are fossil fuels called ‘non-renewable’ resources? Well, think back to something special you did this time 12 months ago. You are looking back one year. You can possibly recall things that took place seven or eight years ago. Fossil fuels—coal, oil and gas—were formed from decaying plants and animals hundreds of millions of years ago. We can’t begin to imagine this type of time frame. What we do know is that when we have used them up, they will be gone for good; they can not be renewed.

Recount

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To be read by all

Our fossil fuels—coal, oil and gas—were formed many millions of years ago. When plants and animals died their remains were covered in sand and mud which eventually turned into stone. The heat and pressure that built up beneath this layer of stone eventually turned the plant and animal remains into fossil fuels. For many centuries now, the world has been using these fossil fuels at an enormous rate—and they are not renewable. One day, they will run out.

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Imagine you have been commissioned by the newspaper for which you work to write a lengthy report on fossil fuels and the impact we are having on them. Research the topic and then write your article. Remember, you want people to be firstly drawn to your article because of your captivating heading.

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What’s the alternative? Explanation

Setting the scene and stimulating ideas • Pictures of/books about solar panels, wind farms, waterwheels

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Teac he r

• Structure: This explanatory text should begin with a statement about alternative and/or renewable energy sources. This should be followed by details of sequential events or stages explaining how the energy source could be used to replace fossil fuels. It should end with some form of concluding statement.

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• Language features: use of topic-specific vocabulary, words that outline cause and effect, words identifying time relationships; for example, ‘following’, ‘then’; the use of present tense • Specific features: The focus must be on an alternative or renewable form of energy.

Explanation

• Topic-related task: Research about and write an explanation of how a solar panel works. • Text types include: how and why texts, diagrams and flowcharts

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On the road Exposition

Setting the scene and stimulating ideas

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• Pictures/books of busy roads, car saleyards, petrol stations

Reviewing writing

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• Structure: This expository text should be presented in letter format. The body of the letter should begin with a statement outlining the student’s stance on the use of fossil fuels by cars. This should be followed by arguments with evidence to support the stance. A conclusion should summarise the presentation and suggest that the reader (car manufacturer) responds to the letter. • Language features: use of topic-related vocabulary, use of connectives to reinforce results of actions, verbs used to express opinion, use of emotive and persuasive language • Specific features: Text should be presented as a letter and should include suggestions and questions for the car manufacturer.

Exposition • Topic-related task: ‘Everyone should avoid using a car for one day each week.’ What is your opinion about this statement? Why do you feel this way? • Text types include: debates, letters, editorials and advertisements 14

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13 What’s the alternative?

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Research and take notes on one form of alternative or renewable energy. Use your notes to write an explanation about how this energy, can be used as a replacement for a fossil fuel in a home. You will need to discuss its source and any steps on processes needed before it can be used in a home.

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Teac he r

As the world becomes more aware of the dwindling supply of fossil fuels, people are studying, gathering data, experimenting with and using alternative and renewable forms of energy. These include solar energy, wind energy, hydro-energy and biomass. These different forms of energy can and are being used by large companies and individuals in many places throughout the world. To be used effectively, these energy sources need to go through different processes and procedures before they can become a replacement for fossil fuels.

Explanation

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On the road

Most cars in the world run on petrol. Petrol is made from crude oil—a fossil fuel that was formed millions of years ago. Think for the moment about the number of cars you have seen being driven today. Nearly all of these would have been using up non-renewable crude oil supplies. Some automotive manufacturers, designers and engineers around the world have been building cars that use alternative power sources, but these vehicles are still very much a minority.

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Plan and write a letter to a large car manufacturing company outlining your concerns and personal opinions regarding the millions of cars constantly using up fossil fuels. Having researched some fuel options, make some suggestions in your letter about alternatives you believe manufacturers should be opting for and ask whether or not the company has considered future car designs using any of these options.

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Teachers notes

15 Matching the alternatives Procedure Setting the scene and stimulating ideas • Words written on board or card: ‘nuclear’, ‘hydro’, ‘wind’, ‘solar’ and ‘biomass’

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Reviewing writing

• Structure: The instructions for this game should begin with an aim. This should be followed by a list of required materials. Ordered actions, steps or rules should then specifing how the game is to be played. The final rule or point should tell how the game is won.

Teac he r

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• Language features: sequential ordering of steps, imperative verbs, words used to link stages of procedure, present tense, detailed information; for example, size, amount, weight • Specific features: The game should be for two or more players and should involve question and answer cards related to the listed energy forms.

Procedure

• Topic-related task: Devise and write an experiment that shows how we can use energy from the sun. • Text types include: recipes, experiments, directions and instructions for games

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Discussion

Setting the scene and stimulating ideas

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• Pictures of/texts about wind farms

Reviewing writing

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When the wind blows

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• Structure: This discussion text should begin with a general introductory statement made by the interviewer about wind farms. This should be followed by arguments for and against the topic under discussion, raised by the other two people. Each argument should have supporting evidence. The text should end with the interviewer delivering a conclusion or suggestion. • Language features: topic-related words and phrases; verbs, present tense, connectives such as therefore and consequently, emotive language used to convince the reader • Specific features: The text should be presented in dialogue form with three characters involved.

Discussion • Topic-related task: What differing views might farmers have if they were told a wind farm was to be built at the bottom of their property? • Text types include: interviews, forums and editorials 16

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Matching the alternatives

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Research and write on separate cards 10 facts about each of the following forms of energy: nuclear, hydro, wind, solar and biomass. These facts are to be the answers to questions you will also print on individual cards of the same size. Use the question and answer cards as a basis for a game for two or more players. State the aim of the game and write detailed instructions on how it will be played.

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Teac he r

There is no doubt more and more investigation and experimentation is being carried out around the world regarding the use of different forms of energy. Time lines have been drawn up indicating when current reserves of coal, oil and gas will most likely run out, so it is not before time that alternatives are being seriously investigated!

Procedure

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When the wind blows

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Wind energy is one form of renewable energy. Many countries now have large electricity supplies generated by wind farms. These farms consist of many large individual turbines and have been the subject of much discussion during their proposal and building stages. With the decline in the size of coal, oil and gas reserves, the discussion is very likely to become more widespread as countries look to alternative power sources.

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Investigate different views held about wind farms. What arguments do people in favour of the farms use? What arguments do those opposed to their construction and use offer? Create a dialogue among three people—an unbiased interviewer, a person supporting wind farm development and someone opposed to such projects. Present your text as though it was the transcript of a television interview.

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From the source Narrative

Setting the scene and stimulating ideas • Books about energy and the sun

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Reviewing writing

• Structure: The orientation for this poem has been provided. The following sections of the text need to be included in the next four verses: – a complication, where issues arise surrounding the sun

– a resolution, where the issues concerning the sun are resolved or rounded off.

Teac he r

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• Specific features: The rhyme and rhythm of the poem should continue and there should be four more verses.

Narrative

• Topic-related task: Write a myth about how the sun gained its power.

• Text types include: short stories, poems, plays, myths, legends and fairytales

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From uranium to nuclear energy Explanation

Setting the scene and stimulating ideas

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• A picture of/ books about nuclear power stations

Reviewing writing

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• Structure: This explanatory text should begin with a statement about uranium and nuclear energy. This should be followed by details of the sequential stages involved in creating nuclear energy. It could end with some form of concluding statement. • Language features: use of topic-specific vocabulary, words that outline cause and effect, words identifying time relationships, for example, ‘following’, ‘then’; the use of present tense • Specific features: A labelled diagram should be included to support the text.

Explanation • Topic-related task: If steam comes from water, why is the production of steam usually dependent on fossil fuels? Explain. • Text types include: how and why texts, diagrams and flowcharts

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From the source

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Write four more verses to this poem about the flow-on effect of energy: You shone your light All those years ago. You warmed the Earth And the creatures below.

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You were their source Of energy inside Now used by us In the fuels supplied.

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Teac he r

Did you know that the source of all energy is the sun? When the plants and animals of hundreds of millions of years ago were living, they took in energy from the sun. Some of that energy was stored inside them when they died. When the fossil fuels created by these previously living things burn, this stored energy is released— and we use this energy to cook, clean, get warm and cool, to drive and to communicate.

Narrative

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From uranium to nuclear energy

I wonder whether, back at the time of the Industrial Revolution, there were people who disagreed over whether or not fossil fuels should be used to generate electricity. Today, when most forms of renewable or alternative energy uses are proposed, there is some form of debate about the issue. Nuclear energy, created using uranium, is an alternative form of energy and, like other alternative sources, it has both supporters and opponents.

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Use a variety of resources to research the processes involved in generating nuclear energy. Use your information to write an explanation about how uranium is transformed into this form of energy. Remember to begin with an introductory statement and then describe the sequence of events required in the process. Include labelled diagrams to support your text.

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Changing habits Exposition

Setting the scene and stimulating ideas • These items (or pictures of): heater, computer, light, radio, shower

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Reviewing writing

• Structure: A captivating heading should indicate the student’s stance and the purpose of the poster. This should be followed by text (and possibly illustrations) that reinforces this purpose by providing the reader with ideas and opportunities.

Teac he r

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• Language features: use of topic-related vocabulary, use of connectives to reinforce results of actions, verbs used to express opinion, use of emotive and persuasive language • Specific features: The information should be presented as a poster. The heading should be captivating.

Exposition

• Topic-related task: Write an article for the school newsletter about how each family at the school can make a difference to our dwindling reserves of fossil fuels. • Text types include: debates, letters, editorials and advertisements

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Getting the message across Narrative

Setting the scene and stimulating ideas

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• Pictures of rivers, dams, rain, snow; diagram of water cycle

Reviewing writing

o c . che e r o t r s super

• Structure: This narrative should consists of three parts:

(a) an orientation, where the setting is presented, and the characters and the water droplet’s ideas are introduced

(b) a complication, where problems surrounding the main character(s) arise

• Language features: use of words to link stages in time, descriptive enhancement by use of adjectives and adverbs, use of action verbs to highlight physical and mental processes, written in first or third person • Specific features: The water cycle and a hydro-electricity scheme should feature in the text. Text should be presented as a comic strip.

Narrative • Topic-related task: Write a myth about the formation of a river, a lake or the oceans. • Text types include: short stories, poems, plays, myths, legends and fairytales 20

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Changing habits

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Create a poster that draws attention to changes you believe we could all make to reduce the amounts of fossil fuels we use. Give your poster an eye-catching heading that highlights its purpose followed by clearly defined, energysaving actions you believe everyone should start to adopt.

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Teac he r

In many ways we are creatures of habit, doing many things without thinking. We turn on the light and forget to turn it off; we sing in the shower and forget about the energy used by the hot water system; we switch on the heater, forgetting the jumpers in the cupboard. These are simple, quick actions, but actions that are having an overall drastic effect on fossil fuel supplies.

Exposition

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Cartoons and comic strips are often used by artists to convey to society what they believe to be an important message. Many newspapers employ regular cartoonists to create works about political, economical and social events because they connect with wide audiences. There have been many comic strips created by artists in relation to the use of fossil fuels, and renewable and alternative energy sources.

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Getting the message across

Keeping in mind that a water drop is part of a never-ending cycle and considering the issues related to dwindling fossil fuel supplies, create a story in the form of a comic strip that tells of a water droplet’s desire to become part of a hydro system that generates power.

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Identifying the causes Report

Setting the scene and stimulating ideas • Books/texts about global warming; pictures of glaciers and factories emitting pollution

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Teac he r

• Structure: This report should begin with a general statement or introduction about global warming. This should be followed by paragraphs, possibly under subheadings, of information about possible causes. It could conclude with a summarising statement about global warming.

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• Language features: vocabulary related to a specific topic, action verbs, words identifying classifications, descriptive language

• Specific features: The text should be presented in a webpage format with additional links added.

Report

• Topic-related task: Research and write a report about glaciers that are reported to be reteating (i.e. melting).

Making a difference

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Recount

Setting the scene and stimulating ideas

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• Text types include: historical, geographical, technological texts and newspaper reports

• Pictures of people involved in ‘clean-up’ projects; pictures of people saving marine creatures after an oil spill

Reviewing writing

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• Structure: This biographical recount should begin with an introduction to the person being presented in the text. This should be followed by a chronologically ordered set of events recording the steps this person has taken to protect or improve the environment. There could be some form of concluding statement that outlines what the person is doing now. • Language features: use of past tense, correct sequencing of events, words related to time, inclusion of action verbs and personal comments • Specific features: The text should be about one person and the actions he/she has taken.

Recount • Topic-related task: Write a blog entry that tells about a time when you saw part of the environment that had been abused by people; for example, a river or parkland filled with rubbish. Include how you felt and what you wanted to do to change the situation. • Text types include: diaries, historical recounts, biographies, autobiographies and newspaper articles 22

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Identifying the causes

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After researching the problem of global warming, design your own webpage (on the computer or on paper) about this issue. Use your researched main points to write an information report on your homepage. List some links that could be used to locate further information.

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Teac he r

From every corner of the globe, the causes of global warming are being debated. As we hear about changed climatic conditions, melting glaciers and rising seas, the finger is frequently being pointed at the way people have treated the environment. Worldwide pollution associated with the burning of fossil fuels has been identified by some as a major contributing factor to climate change. Other people believe deforestation has helped to create very different weather conditions from those of the past. Websites can be a great way to find out about climate problems, their causes and what can be done to change things.

Report

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Making a difference

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Our environment is precious to each of us and it is vital we all take steps to care for and protect it for future generations. We must not underestimate the influence that each of us can have on the environment—close to home, in the broader community and in the wider world. There are some people who have made a huge difference to the environment by thinking, firstly, close to home and then expanding their ideas.

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Research and find information on someone who has put his or her heart into improving some environmental condition. It could be related to pollution, saving forests, protecting wildlife or any other issue that has raised concerns. Take notes on the person, then write a biography using your gathered information.

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A flow-on effect Exposition

Setting the scene and stimulating ideas • Pictures of students enjoying different lessons at school; art supplies; bucket and gloves

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Reviewing writing

Teac he r

• Structure: This expository text should begin with a statement outlining the student’s stance on the issue related to art and environmental lessons. This should be followed by arguments with evidence to support the stance. A conclusion should summarise the points made by the writer.

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• Language features: use of topic-related vocabulary, use of connectives to reinforce results of actions, verbs used to express opinion, use of emotive and persuasive language • Specific features: The text should include only arguments for or against the replacing of the art lessons with the environmental awareness program.

Exposition

• Topic-related task: Write a text expressing your point of view about this statement: ‘Adults are better at learning and spreading important information than children’.

Once upon a time

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Narrative

Setting the scene and stimulating ideas

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• Pictures/photographs that show dried up rivers, creeks and dams

Reviewing writing

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• Text types include: debates, letters, editorials and advertisements

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• Structure: This narrative should consists of three parts:

(a) an orientation, where the river setting is described, characters introduced and a time set for the event(s) to occur

(b) a complication, where problems arise associated with the drying-up of the river

• Language features: use of words that link stages in time, descriptive enhancement by use of adjectives and adverbs, use of action verbs to highlight physical and mental processes, written in first or third person • Specific features: The sign, ‘Once upon a time I was a river’, needs to feature in the story.

Narrative • Topic-related task: Write a readers theatre text that tells of a community of animals’ reaction to a drying-up river. • Text types include: short stories, poems, plays, myths, legends and fairytales 24

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A flow-on effect

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If your Year 6 class was told the weekly lesson in the art room was going to be replaced by an environmental awareness program, how would you feel? After writing an introductory statement about the issue, list arguments you would use, either in favour or against, as you told your parents about what was to happen.

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Teac he r

Schools can be a very good starting point for educating young people about the need to care for the world around them. This can be done by helping them learn water-saving techniques, focusing on recycling, or developing and maintaining garden areas. There is the ‘flowon effect’ as students take their information home and spread the important messages to family and friends.

Exposition

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Once upon a time

It is quite amazing to fly over a country or look at aerial photographs of some areas and see dried clay and sandy patches that indicate dams, lakes and rivers that ‘once were’. The environment of some places has changed drastically as water supplies have dried up. Communities have virtually disappeared as people have moved to where water is more readily available.

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Driving past a dried-up river bed you noticed a sign that said, ‘Once upon a time I was a river!’ As you moved on, many thoughts flashed through your mind … Who had erected the sign? Why had the river dried up? How had its drying affected the surrounding area? Use this sign as the basis for a story about the life of a river.

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Change: for better; for worse? Recount Setting the scene and stimulating ideas • Pictures, photographs of site development and new housing estates

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Reviewing writing

Teac he r

• Structure: This recount should begin with some form of orientation about the area where the change has taken place. This should be followed by a chronologically-ordered set of events that brought about the changes and their consequent effects on the environment. There could be some form of concluding statement or re-orientation at the end.

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• Language features: use of past tense, correct sequencing of events, words related to time, inclusion of action verbs and personal comments

• Specific features: The text should make mention of the actions that were taken and why they were taken.

Recount

• Topic-related task: You are a creature whose habitat has been destroyed by development. Write five journal entries that tell how you feel as you watch the development unfold.

• Text types include: diaries, historical recounts, biographies, autobiographies and newspaper articles

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Report

Setting the scene and stimulating ideas

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• Display names of or texts about various wildlife protection groups

Reviewing writing

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Save the creatures large and small

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• Structure: This fact file or Powerpoint presentation should begin with a general statement about or introduction to the organisation being presented. This should be followed by a list of facts about the organisation that specifically address the issues outlined in the task. It should conclude with a summarising statement. ™

• Language features: vocabulary related to a specific topic, action verbs, words identifying classifications, descriptive language • Specific features: There should be a statement at the beginning and end of the text. The rest of the text should be in point form.

Report • Topic-related task: Investigate and write a report on a campaign being carried out by a wildlife organisation. • Text types include: historical, geographical, technological texts and newspaper reports 26

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Change: for better; for worse?

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Use your own knowledge about (or research) an area in your immediate district or not far away, where there has been some recent development, such as those mentioned in the text. Think about how things were in the past. Write about what the area once was like and how and why changes were made to the environment. You can include your personal feelings about what has taken place.

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Teac he r

While having obvious benefits for communities, the building of housing estates, industrial development sites and the construction of freeways all have huge impacts on the environment. They change the visual nature of an area, they affect wildlife habitats, increase traffic and place demands on resources. While some people see these developments as a sign of progress, others think they take the environment backwards.

Recount

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There are many organisations around the world that work towards saving animals and/ or maintaining their quality of life. Both landand ocean-dwelling creatures are the priorities of conservationists who aim to preserve species under threat of extinction, that battle overpowering predators, that are hunted by humans, or that have been inflicted with disease or suffer the consequences of pollution.

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Save the creatures large and small

Research one international animal conservation organisation and use the information you obtain to create a detailed fact file or Powerpoint™ presentation about the organisation. Begin and conclude with a statement about the organisation. In the text, include points related to when and where the organisation was set up, what it aims to do and how it is funded. Also outline some major projects undertaken by the organisation in your country and around the world.

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Pollution – what is the point? Discussion

Setting the scene and stimulating ideas • Actual items or pictures of lunchwraps, cans, fruit peels

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Reviewing writing

• Structure: This discussion text with a forum format should begin with the two statements presented in the task. This should be followed by arguments for and against the topic under discussion, presented by five different people, each with supporting evidence.

Teac he r

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• Language features: topic-related words and phrases; verbs, present tense, connectives such as therefore and consequently, emotive language used to convince the reader

• Specific features: Forum format as presented in the two statements in the activity should be used. Names and ages of five fictitious people should be included.

Discussion

• Topic-related task: Present a dialogue between two people about local pollution—one a member of the local council who believes individuals can make a difference; the other a person who believes it is solely the responsibility of the local council.

Warming the ice

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Explanation

Setting the scene and stimulating ideas

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• Text types include: interviews, forums and editorials

• Display pictures of old telegrams, morse code machines, early telephones

Reviewing writing

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• Structure: This explanatory text should begin with a statement about apparent rising global temperatures. This should be followed by details of sequential events that indicate the effects of global warming. It should end with some form of concluding statement. • Language features: use of topic-specific vocabulary, words that outline cause and effect, words identifying time relationships; for example, ‘following’, ‘then’; the use of present tense • Specific features: Diagrams that support the text should be included.

Explanation • Topic-related task: Create and label a flow chart that explains how rising seas could affect life in low-lying coastal regions. • Text types include: how and why texts, diagrams and flowcharts

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Pollution – what is the point?

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Imagine you came across a forum on the Internet with these two comments posted: ‘The only way pollution can be prevented is to stop factories burning fossil fuels. There’s nothing I can do about that.’ Andrew (age 11)

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‘I think you’re missing the point. Our school was involved in a clean-up day last week and we collected three bags of rubbish from around a local pond—three bags of pollution.’ Sofia (age 13)

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Teac he r

We sometimes think that environmental pollution is only smoke pouring from chimneys or oil spilling from tankers. But environmental pollution is much more. It is lunchwraps dropped in the schoolyard and cans left in gutters to flow down drains. Yes, pollution is often caused by individuals, not just huge corporations or companies.

Copy these comments and then add five comments to the forum page. Make them from people of different ages with differing points of view. Discussion

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Warming the ice

There have been many reports in the media about the possible current and long-term effects of global warming. These include reports about the melting of glaciers in some of the Earth’s coldest regions. Scientists have been using topographical maps, satellites and aerial photographs to try to confirm what many see as a major consequence of rising temperatures on our planet.

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Locate and read information about the causes of rising temperatures, the subsequent effects on ice plateaus and glaciers and the impact upon oceans and communities. Use this information to write a text that explains the effects of rising global temperatures. Start with a general statement followed by a sequence of events and a conclusion. Use diagrams to support your text.

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The consequences of a spill Procedure

Setting the scene and stimulating ideas • Pictures/photographs of ocean oil spills or the consequences of oil spills

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Reviewing writing

Teac he r

• Structure: This procedural text should begin with an aim or reason why the experiment is to be carried out. This should be followed by a list of required materials. Ordered steps should then specify what or how things need to be done in order to achieve the aim of the experiment.

• Specific features: The experiment should relate specifically to a plant.

Procedure

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• Language features: sequential ordering of steps, imperative verbs, words used to link stages of procedure, present tense, detailed information; for example, size, amount, weight

• Topic-related task: Many thousands of sea creatures have been saved by people after there have been oil spills in their habitats. Write a text that outlines the procedures followed by these rescuers when such a disaster occurs.

• Text types include: recipes, experiments, directions and instructions for games

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Discussion

Setting the scene and stimulating ideas

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m . u

The growth and logging of forests • Pictures or photographs of forests; pictures of logging tucks laden with timber

Reviewing writing

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• Structure: This discussion text should begin with a general introductory statement about the growth and logging of forests. This should be followed by arguments for and against the logging of the forests, each with supporting evidence. The text should end with a conclusion from both sides and/or a recommendation. • Language features: topic-related words and phrases; verbs, present tense, connectives such as therefore and consequently, emotive language used to convince the reader • Specific features: Information in the text should relate specifically to the logging of forests.

Discussion • Topic-related task: What points may be raised in a conversation between a furniture maker and a conservationist who challenges the former about forests being cut down for furniture? • Text types include: interviews, forums and editorials

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The consequences of a spill

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Plan an experiment that could be carried out to show the effect of oil on a plant growing in water. After your teacher has checked your aim, list of materials required and your step-by-step instructions outlining the procedure of the experiment, ask if it would be possible for the class to perform the experiment. Remember, results of oil spills often take days to become apparent.

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

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Teac he r

Each year millions of litres of oil enter oceans around the world. Some of this comes from waste washed down drains and into the seas and oceans, some is from spills from work being undertaken on oil rigs and some is from shipping accidents and oil tanker malfunctions. Any oil that enters the ocean has the potential to have disastrous effects on plant and animal life in surrounding waters.

Procedure

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. te

Trees and plants play a vital role in the survival of the human race and the worldwide environment. Plants use sunlight, carbon dioxide and water to produce sugars and oxygen (in a process called photosynthesis). When they give off oxygen, we inhale it. When we produce carbon dioxide, they absorb it. Deforestation or logging of forests raises many questions and has been the topic of furious debate over the years. Issues such as the monetary value of timber, occupations, animal habitats and erosion have all been raised in discussions—apart from the photosynthesis cycle.

m . u

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The growth and logging of forests

Investigate as many arguments as possible associated with the logging of forests and then write a discussion text titled: ‘The growth and logging of forests’. You will need to begin with an introductory statement and then present arguments for and against logging, finishing up with a conclusion or recommendation.

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Teachers notes

Reflecting on ‘me’ Recount

Setting the scene and stimulating ideas • The following words printed on card: ‘exercise’, ‘rest’, ‘imagination’, ‘creativity’, ‘diet’

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Reviewing writing

• Structure: This recount will consist of seven individual entries presented in a blog or diary format. Each entry should include a date.

Teac he r

• Language features: use of past tense, correct sequencing of events, words related to time, inclusion of action verbs and personal comments

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• Specific features: The diary or blog entries should mention the ‘good’ and the ‘bad’ practices for the past week.

Recount

• Topic-related task: Write about a time when you made an ‘unhealthy’ decision; for example, ate too much of the wrong food, went without sleep. Tell why you made the decision and how it made you feel. • Text types include: diaries, historical recounts, biographies, autobiographies and newspaper articles

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Report

Setting the scene and stimulating ideas

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• Diagrams of food pyramid and pictures of people walking, cycling

Reviewing writing

m . u

Which option would you choose?

o c . che e r o t r s super

• Structure: The report section of this activity should begin with a general statement or introduction about lifestyle choices made by 11- and 12-year-old students. This should be followed by a description of the various features that were highlighted in the survey and subsequent results. This could take on the form of ‘named’ paragraphs or subheadings. The text should conclude with a summarising statement. • Language features: vocabulary related to a specific topic, action verbs, words identifying classifications, descriptive language • Specific features: Survey questions should be written, the survey administered and the results of the survey should be reflected in the report.

Report • Topic-related task: Write a newspaper report about a school that held a ride or walk-to-school day. • Text types include: historical, geographical, technological texts and newspaper reports 32

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Reflecting on ‘me’

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On the computer, create seven blog entries or, on paper, write seven diary entries about your past week. In each entry include references to actions that, upon reflection, you believe were good for the ‘whole’ of you, as well as actions that you consider were perhaps not in your best interest.

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Teac he r

When we simply look at someone, we see his or her exterior or physical appearance. But there is so much we can not see—the feelings and emotions, the dreams, goals and imagination; the body systems that work together to keep that person alive. Being healthy means looking after all those attributes. It means eating well, exercising, relaxing, resting and interacting with others.

Recount

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We make decisions about our lifestyle based on a number of different reasons. These reasons include taking the healthy option, choosing the most convenient option, responding to advertising, and following the example of others. Healthy lifestyle doesn’t only mean thinking carefully about what you eat. It means having adequate exercise and using free time effectively and efficiently.

m . u

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Which option would you choose?

Compile a list of 10 lifestyle survey questions that you could present to members of your class. Word them so that they require one of two answers. For example: ‘If you had the option of a salad sandwich or a pizza slice for lunch, which would you choose?’ ‘Are you driven to school or do you walk or ride?’ Administer the survey and then write a follow-up report about lifestyle choices made by students of your own age.

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Real person or mirrored image Discussion

Setting the scene and stimulating ideas • Magazine and newspaper pictures of models (both male and female)

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Reviewing writing

Teac he r

• Structure: This discussion text should begin with a general introductory statement about images of the ‘perfect’ person and attitude towards oneself. This should be followed by arguments for and against the given statement, each with supporting evidence. The text should end with a conclusion from both sides and/or a recommendation.

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• Language features: topic-related words and phrases; verbs, present tense, connectives such as ‘therefore’, ‘consequently’ and ‘thus’, emotive language used to convince the reader

• Specific features: Most arguments in the text should relate to images presented in advertising and the effect they can have on an individual.

Discussion

• Topic-related task: Write a dialogue between a 12-year-old and one of his/her parents that reflects differing opinions about what makes someone ‘look great’.

Bertie’s dilemma

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Narrative

Setting the scene and stimulating ideas

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• Advertisements about fastfood outlets

Reviewing writing

m . u

• Text types include: interviews, forums and editorials

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• Structure: In this narrative poem the orientation regarding Bertie and his probable actions has been presented in the first two verses. The next three verses should include:

(i) a complication, where problems arise surrounding Bertie

(ii) a resolution, where his problems are resolved or concluded.

• Language features: use of words that link stages in time, descriptive enhancement by use of adjectives and adverbs, use of action verbs to highlight physical and mental processes, written in first or third person • Specific features: Three additional verses should be presented and the rhyme and rhythm should remain constant throughout.

Narrative • Topic-related task: Create a humorous readers theatre text that sees someone’s body automatically turn around every time he/she tries to enter a fast food shop. • Text types include: short stories, poems, plays, myths, legends and fairytales 34

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Real person or mirrored image

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Although you probably have a particular view of the effect this type of promotion has on an individual, your task is to write a discussion text (with a conclusion or recommendation) titled: ‘The images we see of the perfect person influence the attitude we have of ourselves.’

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Keep in mind that a discussion requires an opening statement followed by both positive and negative points related to the topic.

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Teac he r

Television commercials, magazines, billboards and newspapers are always presenting us with photos or images of people that are supposedly ‘perfect’. It is often implied that by undergoing specific procedures, with the use of certain products or the wearing of particular clothing, we too, will achieve that ‘perfect look’.

Discussion

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Bertie’s dilemma

We do tend to be living in an era of ‘fast food’, ‘takeaway’ fever. Coming into nearly every town, no matter what size, we are confronted by signs that tell how far to the nearest fast food store. What impact is this having on us? Are we letting convenience dominate health interests? Are we being influenced by the advertising that is thrust upon us? There are warnings being raised by medical authorities about the effect that eating habits are having on populations in many countries, including ours.

m . u

Show your attitude to the increased availability of fast food by copying these two verses and writing three more to complete this poem:

o c . che e r o t r s super

When Bertie saw the sign, His stomach started to murmur; Free fizzy drink, With chips and a burger! ‘Must cure the hunger, Need a takeaway fix for sure’, Was Bertie’s only thought, As he stepped inside the door. Narrative

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Time for a hobby Procedure

Setting the scene and stimulating ideas • Pictures, kits or words that represent different hobbies

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

Reviewing writing

Teac he r

• Structure: This procedural text should begin with a statement about the hobby. This should be followed by a list of required materials. Ordered actions or steps should then outline what or how things need to be done to participate in the hobby. The text could have a concluding statement.

ew i ev Pr

• Language features: sequential ordering of steps, imperative verbs, words used to link stages of procedure, present tense, detailed information; for example, size, amount, weight • Specific features: The hobby should be one that would be appropriate for the age of the students involved.

Procedure

• Topic-related task: Playing games can be a great way to switch off. Create a game with a theme ‘Time to relax’. Draw up detailed instructions on how to play the game.

Me and my life

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Recount

Setting the scene and stimulating ideas

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• Pictures of people displaying happiness, caring and success

Reviewing writing

m . u

• Text types include: recipes, experiments, directions and instructions for games

o c . che e r o t r s super

• Structure: This autobiographical recount should begin with some form of orientation where the student introduces himself or herself. This should be followed by a chronologicallyordered set of positive events that have taken place throughout the student’s life. There could be some form of concluding statement about the student’s life situation at the moment. • Language features: use of past tense, correct sequencing of events, words related to time, inclusion of action verbs and personal comments • Specific features: The emphasis in the text should be on positive events and feelings experienced by the student.

Recount • Topic-related task: Recall and write about a time when you went out of your way to help someone who was going through a difficult experience. • Text types include: diaries, historical recounts, biographies, autobiographies and newspaper articles 36

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Time for a hobby

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Think of a hobby you have or one you would like to take up. Consider what is required to put the hobby into practice, and when, where and how it can be undertaken. Write a procedural text, beginning with a statement about the hobby. Include the materials needed and the steps required to be involved in or to complete tasks in the hobby. Make it a hobby that someone your age could become interested in pursuing.

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

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Teac he r

Life can be very busy and sometimes we feel we have very little ‘spare time’. With school five days a week and often after-school activities, the weeks pass by quickly. Therefore, it is important when we do have spare time that we make the most of it; that we relax, pursue interests and see it as a time for ‘self’. Hobbies reinforce our belief that personal interests are important, they allow us to be creative and they can remove us from the busyness that fills much of our lives.

Procedure

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Me and my life

Do you realise you are unique? Even if you are an identical twin, you are an individual—your thoughts and decisions belong to you. It is sometimes easy to look around and see the person who is great at sport; the one who can draw masterpieces; another who finds any mathematical problem easy; and the person whose sense of humour attracts others like a magnet. It is often easier to see special attributes, personalities and talents in others than it is for us to find them in ourselves. But you, too, are made up of many special qualities and abilities.

m . u

You are going to write an autobiography—a story of your life that focuses on positive feelings and experiences. Include things you’ve been good at during different stages of your life, friends you’ve had, caring things you’ve done for others and experiences that have made you feel good.

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Teachers notes

Exercising fingers only Exposition

Setting the scene and stimulating ideas • Pictures or items that reflect entertainment that requires no exercise, such as television, computer, handheld digital games

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

Reviewing writing

Teac he r

ew i ev Pr

• Structure: This expository text should begin with a statement about televisions, computers and interactive games that reflects the students stance on the statement presented in the activity. This should be followed by arguments with evidence to support that stance. A conclusion should summarise the presentation or suggest that the reader now forms an opinion.

• Language features: use of topic-related vocabulary, use of connectives to reinforce results of actions, thinking verbs used to express opinion, use of emotive and persuasive language

• Specific features: Only one side of the argument should be addressed. The arguments should reflect on the part of the statement that says ‘partly to blame’.

Exposition

• Topic-related task: Design an advertisement that promotes physical activity for children.

Hitting the target

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Explanation

Setting the scene and stimulating ideas

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m . u

• Text types include: debates, letters, editorials and advertisements

• Variety of advertisements that strongly emphasise the benefits of particular goods

Reviewing writing

o c . che e r o t r s super

• Structure: This explanatory text should begin with a statement about a company preparing to launch a new product. This should be followed by details of sequential events or stages where the company defines its aim, its target audience and methods it will use to influence that audience. The text should end with some form of concluding statement about how the success of the campaign is to be determined. • Language features: use of topic-specific vocabulary, words that outline cause and effect, words identifying time relationships; for example, ‘following’, ‘then’; the use of present tense • Specific features: The text should focus on one product only.

Explanation • Topic-related task: Write the text for a television commercial that explains why a particular brand of sunglasses is better than any other. • Text types include: How and why texts, diagrams and flowcharts

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37 Exercising fingers only

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Consider this statement: ‘Televisions, computers and interactive games must be partly to blame for the growing obesity and health-related problems facing young children’.

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After reading the statement several times, decide whether or not you agree or disagree with it and write an exposition text arguing your point.

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Teac he r

There is no doubt that technological developments have had a huge impact upon lives and lifestyles. Computers are almost as commonplace in homes as the kitchen sink; huge television screens adorn the walls of many home theatres and interactive games have, in many cases, replaced the building blocks and bead frames once found in the toybox. How can these inventions have such an impact on people’s lives? Well, consider this—each of the developments mentioned requires little or no physical exercise to use it.

Exposition

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Hitting the target

Advertising is a powerful tool. Behind every advertisement we see there is a purpose and a target. Companies, producers, organisations and manufacturers often stand to make millions if their advertisements ‘hit home’ and the target audience is convinced that a particular product will ‘make a difference’. Very often this difference is related to appearance; for example, ‘wear this jacket and look like a model’; ‘heads will turn when they see your hair colour’; ‘your weight loss will be the envy of everyone’.

m . u

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Reflecting on advertisements you have seen recently and keeping in mind how important image is to many young people, write an explanatory text about how an advertising campaign works. Begin where producers prepare to launch a new product. What are their aims? Who do they target? Include advertising methods, people who are influenced and what determines the success of the campaign.

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Setting things straight Narrative

Setting the scene and stimulating ideas • Displayed on cards/board words such as ‘influence’, ‘peer pressure’, ‘courage’, ‘decision’, ‘change’

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

Reviewing writing

Teac he r

ew i ev Pr

• Structure: This narrative should consists of three parts: (a) an orientation, where the setting is presented, characters involved in a ‘negative’ but learning experience are introduced and a time set for the event(s) to occur. (b) a complication, where problems surrounding the main character(s) arise (c) a resolution, where the problems of the character(s) are resolved and the ‘learning from the experience’ is highlighted. • Language features: use of words that link stages in time, descriptive enhancement by use of adjectives and adverbs, use of action verbs to highlight physical and mental processes, written in first or third person • Specific features: Main character should be of similar age to student; the main character(s) should bow to some form of negative pressure.

Narrative

• Topic-related task: Write a limerick that begins: There was once a young boy/girl from Bright, Who made a huge mistake one night • Text types include: short stories, poems, plays, myths, legends and fairytales

Harmful products

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Report

Setting the scene and stimulating ideas

. te

• Pictures of cigarette cartons, alcohol and syringes

Reviewing writing

m . u

o c . che e r o t r s super

• Structure: This report should begin with a general statement or introduction about the harmful product that is to be addressed in the text. This should be followed by a description of the various features applicable to that product and its use. This information should be presented in paragraphs under subheadings. The text should conclude with a summarising statement. • Language features: vocabulary related to a specific topic, action verbs, words identifying classifications, descriptive language • Specific features: The composition of the product and long- and short-term consequences of its use should be included.

Report • Topic-related task: Write a report that highlights the impact peer influence can have on someone with respect to the use of cigarettes, alcohol or other harmful drugs. • Text types include: historical, geographical, technological texts and newspaper reports 40

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39 Setting things straight

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In order to show that people’s wellbeing can be influenced in a negative way, but that they can have the strength to come through their experience having learned a great lesson and be far wiser than before, write a narrative that involves characters of a similar age to yourself. Putting yourself in the position of one of the characters might help you use expressive, emotive language.

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

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Teac he r

We are constantly surrounded by people and situations that can influence us—influence our feelings, our choices, our actions and ultimately have an impact upon our health and wellbeing. Influence can be a great thing—we can be inspired to try hard, to show appreciation, to be accepting. Influence can also be a negative thing—we can be encouraged to act in ways we wouldn’t normally act, say wrong things that at other times we wouldn’t contemplate and show disregard for people who are important in our lives.

Narrative

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Harmful products

We know that eating too much of the wrong foods can be harmful to our health. But there are many other things that can be very damaging to our physical and mental wellbeing. Smoking cigarettes, drinking alcohol and using drugs other than those carefully prescribed for us by a doctor and that are used according to instructions, are all detrimental to the health of any user.

m . u

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Choose one of these harmful products and, using a variety of sources, research and locate information about the ingredients or processes involved in creating that product and the shortand long-term effects its use can have on an individual. Use your information to write a detailed report, with major headings and subheadings, that could be used as an informative piece of literature for the students in your year level.

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For those in need Procedure

Setting the scene and stimulating ideas • Pictures of people living in very poor conditions in underdeveloped countries

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Reviewing writing

• Structure: This procedural text should begin with a statement about the aim—to raise money for a poor community. This should be followed by a list of ordered actions or steps about the promotion and carrying out of the fundraising activity.

Teac he r

ew i ev Pr

• Language features: sequential ordering of steps, imperative verbs, words used to link stages of procedure, present tense, detailed information; for example, size, amount, weight • Specific features: There should be an indication this is a proposal intended for the school principal.

Procedure

• Topic-related task: Write a recipe called: ‘Reaching out’. In your ingredients, include such things as: an awareness of conditions, a determination to care, an outstretched hand. • Text types include: recipes, experiments, directions and instructions for games

Living in poverty

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Report

Setting the scene and stimulating ideas

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m . u

• Pictures and /or books about people living in poverty; map or globe of the world

Reviewing writing

o c . che e r o t r s super

• Structure: This report should begin with a general statement or introduction about the chosen country. This should be followed by a description of the living conditions for people in that country. The text could be in the form of ‘named’ paragraphs or subheadings. It should conclude with a summarising statement about the country. • Language features: vocabulary related to a specific topic, action verbs, words identifying classifications, descriptive language • Specific features: The text should be presented in webpage format including ‘links’ to where additional information about this country can be found.

Report • Topic-related task: Survey students about their interpretations of ‘wants’ and ‘needs’. Evaluate their answers and write a report outlining the results obtained. • Text types include: historical, geographical, technological texts and newspaper reports 42

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For those in need

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Discuss with your teacher and classmates the possibility of organising a fundraiser to assist a poverty-stricken community. Write a proposal to your principal, including a detailed outline of all that would be done to promote and carry out the fundraising event.

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Teac he r

Sometimes we take for granted that we will have food to eat each day, that we will be taken to the doctors when we are feeling unwell, and that we will front up each day at school and be given the opportunity to learn and discover. These opportunities are not there for everyone and the chance of the situation changing for some seems very remote. School students are often very good fundraisers, particularly when they are told of people living under great hardships—they want to know how they can make a difference.

Procedure

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Living in poverty

It’s almost a part of human nature to ‘want’. We want to be happy, comfortable and healthy. Often, we want more than this. We might see someone with a bigger house, a newer mobile phone or a trendy pair of jeans and make a silent wish that we could have the same. That’s a WANT, however, not a NEED. We do need food, water, clothing and shelter. There are many people in this world who go without some or all of these necessities. These people live in poverty—and there are millions around our globe who fall into this category.

m . u

Research a country where most people are living in poverty. Using a webpage format, write an article about this country and the living conditions of its people. Include ‘links’ that suggest where further information on this country can be found.

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Lending a hand Recount

Setting the scene and stimulating ideas • Pictures and books about natural disasters and their after-effects

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

Reviewing writing

Teac he r

• Structure: This recount should begin with some form of orientation that tells where and when the natural disaster occurred. This should be followed by a chronologically-ordered set of events about who provided aid to the affected country and the type of aid that was given. There could be some form of concluding statement or re-orientation about the effects the aid had on that country.

ew i ev Pr

• Language features: use of past tense, correct sequencing of events, words related to time, inclusion of action verbs and personal comments

• Specific features: The text should be about a disaster that has occurred in the past 10 years. The emphasis should be more on the aid than the actual disaster.

Recount

• Topic-related task: Create a time line of major natural disasters that have occurred around the world in the past century.

A time for peace

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Exposition

Setting the scene and stimulating ideas

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m . u

• Text types include: diaries, historical recounts, biographies, autobiographies and newspaper articles

• Pictures of peace marches; words such as ‘peace’, ‘human rights’, ‘war’, printed on card

Reviewing writing

o c . che e r o t r s super

• Structure: This expository text should be presented as a letter. There should be some form of introductory statement about peace that outlines the student’s stance. This should be followed by arguments with evidence to support this stance. The letter should conclude with a summary of what the student believes about the importance of world peace. • Language features: use of topic-related vocabulary, use of connectives to reinforce results of actions, verbs used to express opinion, use of emotive and persuasive language • Specific features: The text should be presented in letter format.

Exposition • Topic-related task: How would you debate the affirmative side of this statement: ‘War is a fact of life’? • Text types include: debates, letters, editorials and advertisements

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Lending a hand

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Think back to a natural disaster that occurred in your country or somewhere else in the world, within the past 10 years. Research the assistance that was given to those afflicted by the disaster. Write a factual recount that recalls who helped and how they helped.

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Teac he r

There are natural disasters occurring around the world all the time. These are phenomena over which we have no control. Often there is little or no warning of what is to occur or at least not of the magnitude of destruction that will be caused by events such as earthquakes, tsunamis, hurricanes, floods, volcanic eruptions and mudslides. It is often said that tragedy can bring out the best in people and there have been many cases around the world where thousands have stepped in to help others who have faced a disaster.

Recount

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A time for peace

Often when we hear or think of wars we think of the major wars such as the First and Second World Wars. Sadly, there are countries facing some sort of war situation all the time. Sometimes it involves country against country; sometimes it is civil war where groups or factions within one country are fighting against each other. No matter what type of war, where it is, who is involved or why it started, there is great suffering by innocent people. Many countries hold peace marches and peace events to try to highlight this fact.

m . u

If you could write a letter about the importance of peace that could be read by government leaders around the world, what would you say? Write your letter and ask your teacher to help you locate the appropriate governmental department in your country, to whom you could post your letter.

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The celebrations of silence Narrative

Setting the scene and stimulating ideas • Pictures and books about peace celebrations and the end of wars

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Reviewing writing

• Structure: This narrative, presented in a play format, should consist of three parts: (a) an orientation, where the peacetime setting is presented, characters introduced and a time set for the event(s) to occur

(b) a complication, where the characters celebrate peace after a period of war

Teac he r

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• Specific features: The text should be presented as a play. The title should be, ‘The celebrations of silence’.

Narrative

• Topic-related task: Write a story that tells of a family’s reaction to the end of a war and their dreams of a reunion with those who have been away fighting for their country.

• Text types include: short stories, poems, plays, myths, legends and fairytales

The heaters and the heated

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Explanation

Setting the scene and stimulating ideas

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• Globe of the world; pictures of industrial areas

Reviewing writing

o c . che e r o t r s super

• Structure: This explanatory text should begin with a statement about actions, taken by wealthier nations, that are contributing to global warming and having a subsequent effect on poorer countries. This should be followed by details of sequential events that indicate the flow-on effect from the actions of the wealthier countries. It should end with some form of concluding statement. • Language features: use of topic-specific vocabulary, words that outline cause and effect, words identifying time relationships; for example, ‘following’, ‘then’; the use of present tense • Specific features: The emphasis should be on actions in wealthier countries and results in poorer countries.

Explanation • Topic-related task: As an environmental minister for your underdeveloped country, explain how you believe your country will be affected by global warming if no action is taken by developed nations to alleviate the problem. • Text types include: how and why texts, diagrams and flowcharts

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The celebrations of silence

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Try to imagine people’s reactions to peace after years of war. Picture their faces and the different ways they might celebrate. Use your imagination and your feelings to help you write a short play about such an occasion, called, ‘The celebrations of silence’.

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Teac he r

Wars cause feelings of terror, pain, heartache, anger and frustration. The ceasing of war, though often fraught with painful memories and uncertainty, can bring with it feelings of jubilation and relief. Some famous dates in history have marked the official armistice or end to years of war—11 November 1918 (World War I), 15 August 1945 (World War II), 27 July 1953 (Korean War). What would those days have been like for the millions of innocent people caught in the grip of battle for so long—the silence after the ‘thunder’? There are people in some countries who long for that silence today.

Narrative

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The heaters and the heated

‘Developing countries bear the brunt of global warming.’ As this and similar headlines fill newspapers around the world, what is happening? It is a common belief that industrialisation, and the burning of fossil fuels with a consequent spewing of greenhouse gases into the atmosphere, are major contributing factors to global warming (or climate change). Temperatures are changing, some glaciers are melting, floods are occurring and lives are being impacted upon.

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With an emphasis on global warming (or climate change), investigate how the actions of some wealthy developed nations are having a negative flow-on effect on some of the poorer countries of the world. Write a text that explains how these actions in one part of the world can have an effect on the lives of people in other lands.

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Teachers notes

The fight for change Recount

Setting the scene and stimulating ideas • Texts about and pictures of people such as those listed in the writing activity

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Reviewing writing

Teac he r

• Structure: This biographical recount should begin with some form of orientation where the person is introduced and his/her date of birth given. This should be followed by a chronologically-ordered set of events with particular emphasis on actions the person has taken to bring about ‘change’. The last section of the text should be the most up-to-date reference to the person.

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• Language features: use of past tense, correct sequencing of events, words related to time, inclusion of action verbs and personal comments

• Specific features: This text should be a biography of one of the people listed in the activity.

Recount

• Topic-related task: Think about a movie or TV program you have watched that highlighted the actions of someone prepared to improve the environment or people’s lives. Write a review of that movie or program.

• Text types include: diaries, historical recounts, biographies, autobiographies and newspaper articles

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Financial aid: Your opinion Exposition

Setting the scene and stimulating ideas

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• Pamphlets that promote international sponsorship of children; books and pictures about poorer countries; map or globe of the world

Reviewing writing

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• Structure: This expository text should begin with a statement that clearly presents the student’s stance on financial aid to overseas countries. This should be followed by arguments with evidence to support the stance. There should be a conclusion that summarises the presentation. • Language features: use of topic-related vocabulary, use of connectives to reinforce results of actions, thinking verbs used to express opinion, use of emotive and persuasive language • Specific features: The emphasis in the text should be on financial aid.

Exposition • Topic-related task: What do you think is the most important area in which poorer countries should spend finances sent to them from other countries? Give reasons for your answer. • Text types include: debates, letters, editorials and advertisements 48

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The fight for change

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Research one of the people listed and use your information to write a biography, highlighting the particular area in which that person aimed to create change.

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Teac he r

Many people in our world aim to make a difference, whether it is to improve living conditions for others, preserve the environment or lead peace campaigns. Many of these people remain anonymous but others hit the spotlight due to opportunities to push their cause through media, because of their political positions or because they obtain major sponsors and support for their crusades. Publicity or no publicity makes people’s efforts to do good for others no less or more important than anyone else’s. Nelson Mandela, Al Gore, Desmond Tutu, Ian Kiernan and Bob Geldof became famous because of the actions they took to make a difference.

Recount

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Financial aid: Your opinion

There are many aid agencies working around the world to help communities in crisis. Some countries have overseas aid programs that are funded by governments with the aim of improving living standards and creating stronger communities with more economic opportunities. Sometimes, individuals are asked if they would like to contribute funds to help overseas communities—often after a natural disaster or in the aftermath of war.

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What is your opinion about sending financial aid to overseas countries? Write a text that clearly outlines your views on this issue. Begin with an introductory statement or paragraph and then include a number of different arguments to support your view. Remember, the aim of an exposition text is to persuade the reader to adopt your view.

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Teachers notes

Where life is difficult Narrative

Setting the scene and stimulating ideas • Pictures and texts about refugees, displaced persons

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Reviewing writing

• Structure: This narrative should consist of three parts:

(b) a complication, where problems surrounding the main character’s life of poverty arise

Teac he r

(a) an orientation, where the setting of a poor community is presented, characters introduced and a time set for the event(s) to occur

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Narrative

• Topic-related task: Plan and write a story about a 12-year-old child in a very poor country who gets his/her first opportunity to go to school.

• Text types include: short stories, poems, plays, myths, legends and fairytales

Warming up: Our fault or not?

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Discussion

Setting the scene and stimulating ideas

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• Pictures and/or texts about previous ice ages and warm periods on Earth

Reviewing writing

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• Structure: This discussion text, in comic strip format, should include dialogue between two people about the causes of global warming. The arguments presented about global warming being a natural occurrence and global warming being the result of human actions, must each have supporting evidence. • Language features: topic-related words and phrases; verbs, present tense, connectives such as therefore and consequently, emotive language used to convince the reader • Specific features: The text should be presented in comic strip format.

Discussion • Topic-related task: Discuss this point: ‘It’s up to international governments to sort out global warming, not individuals’. • Text types include: interviews, forums and editorials

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Where life is difficult

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Think for a moment about what it might be like living under such circumstances. What would your day-to-day living be like? How would you feel when you look around and see everyone else in your community afflicted in the same way? Use your thoughts to help you write a story about a child of your age who lives a life of real poverty.

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Teac he r

It is not always easy to imagine what it is like for people who live under very different circumstances from those we find ourselves in. Perhaps you have visited a poor community where there are few educational opportunities for children, read about people living with a lack of food and water, or seen programs on television that highlight the plight of refugees or displaced people. These are all tragic living conditions that some people face on a daily basis.

Narrative

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Warming up: Our fault or not?

Our planet has gone through many climatic changes throughout its history. Variations in the Earth’s orbit have accounted for some of the fluctuating temperatures. Natural greenhouse gases in the atmosphere have made life sustainable. However, over the past 50 years the amount of greenhouse gases in the atmosphere has been steadily rising and is higher than it has been for hundreds of thousands of years. To many it is a global concern; a result, they believe, of actions by the wealthier nations. To others, it is just a natural phenomenon in a cycle of constant change.

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In comic strip format, present the dialogue that takes place between two adults about this global issue. The adults have opposing views. One person must offer supporting evidence for global warming as a natural occurrence, and the other for it being the result of human activity in wealthier countries.

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Teachers notes

Stepping through life Recount

Setting the scene and stimulating ideas • Pictures of toddlers playing games; pictures of 12–15-year-olds enjoying different activities

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Reviewing writing

• Structure: This text should be presented in a specific format. There should be six divisions, with an A and B section in each, featuring pictures and statements about periods of change throughout the student’s life.

Teac he r

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• Language features: use of past tense, correct sequencing of events, words related to time, inclusion of action verbs and personal comments

• Specific features: The text should be presented on a page divided into 6 with an A and B section in each division.

Recount

• Topic-related task: Create a time line, with yearly intervals, showing your favourite hobbies/ games/activities throughout your life.

• Text types include: diaries, historical recounts, biographies, autobiographies and newspaper articles

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What should Stella do? Narrative

Setting the scene and stimulating ideas

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• Texts about peer pressure, words such as ‘decisions’, ‘options’, ‘choices’ and ‘consequences’ displayed on the board or cards

Reviewing writing

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• Structure: These two short narratives should each consists of three parts:

(a) an orientation, where Stella and any other characters are introduced and the setting outlined

(b) a complication, where Stella is faced with the situation and makes a decision about what to do with the $25

• Language features: use of words that link stages in time, descriptive enhancement by use of adjectives and adverbs, use of action verbs to highlight physical and mental processes, written in first or third person • Specific features: Two short narratives with different actions and consequences should be presented.

Narrative • Topic-related task: Write a blurb for a short story that tells of a student making a decision—with unhappy consequences. • Text types include: short stories, poems, plays, myths, legends and fairytales 52

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Stepping through life

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Divide your page into six vertically and divide each of those sections in half, creating an A and B section. In each of the A sections draw a picture of something you used to do. In each of the B sections write why you no longer do that, and what you do instead. Here’s an example: A: a picture of a jigsaw puzzle B: ‘I no longer do jigsaw puzzles because I prefer computer games’. A: picture of an old friend B: ‘I’m not a real friend with Ben any more because I’m really into sport and he prefers to play music.’

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Teac he r

Throughout your life you will have taken many steps and there are many more you will take in the future. These will include steps related to your family, your personal interests, your friends and school life. You are progressing along a time line of important changes and symbols of growth.

Recount

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Each day of our lives we make choices. Some choices are simple—What will I take to school for lunch? Will I put away my clothes or leave them on the floor? We make some decisions without too much thought—the apples are fresh; I’ll have one instead of a banana. I’ll wear my red jumper; the blue one has a mark on the front. The older we get, however, the more choices there are to make. The decisions often require more thought and there are often more important consequences of our actions.

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52 What should Stella do?

Consider this scenario: Stella’s mother gave her $25 to pay for an excursion. Brandon offered to sell her a DVD she really wanted for $24. Write two short narratives to complete this story. In the first, Stella pays for the excursion; in the second she buys the DVD. In each story include her thought processes and the consequences of her decision.

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Narrative R.I.C. Publications®

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Teachers notes

Who to turn to Discussion

Setting the scene and stimulating ideas • Pictures of different groups of people: children, parents, grandparents

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Reviewing writing

Teac he r

• Structure: This discussion text should begin with a general statement about young people’s need to turn to others for help, support or advice. This should be followed by arguments for and against the statement outlined in the activity, each with supporting evidence. The text should end with a conclusion for both sides and/or a recommendation.

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• Language features: topic-related words and phrases; verbs, present tense, connectives such as therefore and consequently, emotive language used to convince the reader • Specific features: The points raised in the text should relate directly to the statement presented in the activity.

Discussion

• Topic-related task: When Tammy’s mother questioned her about her moodiness, she told her mother she ‘wouldn’t understand’. Write about the discussion they continued to have.

So removed

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Narrative

Setting the scene and stimulating ideas

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• Pictures of people relaxing—admiring scenery, reading, listening to music

Reviewing writing

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• Text types include: interviews, forums and editorials

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• Structure: (a) an orientation, where the hectic lifestyle setting is presented, characters introduced and a time set for the event(s) to occur (b) a complication, where problems surrounding the main character(s) arise; the hero rescues the child from a hectic lifestyle (c) a resolution, where the problems of the character(s) are resolved and consequences of the rescue revealed. • Language features: use of words that link stages in time, descriptive enhancement by use of adjectives and adverbs, use of action verbs to highlight physical and mental processes and can be written in first or third person • Specific features: The text should be presented as a fairytale with features such as a ‘Once upon a time’ introduction.

Narrative • Topic-related task: Write a narrative poem called ‘Henri’s day’, telling of all the activities this boy fits into his waking hours. • Text types include: short stories, poems, plays, myths, legends and fairytales 54

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Who to turn to

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Consider this statement: ‘Young teenagers will turn to their friends for support rather than their parents’. This is quite a powerful statement and there are some who will agree with it and others who will disagree. Write a discussion text which highlights both positive and negative arguments about this statement that could be used by a group of young people.

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Teac he r

Family and friends are very important in our lives. We need their support, encouragement and love. At different ages and stages in our lives we feel they are more important than at others. These feelings may be the result of a need for reassurance or consolation, a desire for independence, a longing to feel accepted as part of a group or a need to ‘prove’ ourselves. The experiences we go through and the needs we have will often influence who it is we turn to for support.

Discussion

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So removed

Sometimes we really need time-out from all that is going on around us, and it is important that we acknowledge that need. At times, life can seem very hectic and you’re probably noticing the older you get the busier the days seem to be! This might be because you are taking on extra responsibilities, you are trying to live up to commitments you have made, or there’s more homework or more social engagements with friends—while all of these are important and can be fulfilling experiences, they can drain our energy levels both mentally and physically.

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Plan and write a fairytale about a child who is rescued from his or her hectic life by some wonderfully heroic character.

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Teachers notes

More than headlines Exposition

Setting the scene and stimulating ideas • A selection of newspaper headlines

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Reviewing writing

Teac he r

• Structure: The expository text, presented as a letter, should begin with a statement outlining the student’s stance on young people and respect as reflected in the statement in the activity. This should be followed by arguments with evidence to support that stance. A conclusion should summarise the presentation or suggest that the reader now forms an opinion.

• Specific features: The text should be presented in letter format.

Exposition

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• Language features: use of topic-related vocabulary, use of connectives to reinforce results of actions, verbs used to express opinion, use of emotive and persuasive language

• Topic-related task: Write a list of what you believe to be special qualities that most young people have. • Text types include: debates, letters, editorials and advertisements

Fulfilling a dream

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Procedure

Setting the scene and stimulating ideas

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• Leaflets or newsletters from local secondary schools

Reviewing writing

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• Structure: This procedural text should begin with an outline of what the student aims to achieve next year. This should be followed by short-term goals and the ordered steps to be taken in order to achieve the aim. • Language features: sequential ordering of steps, imperative verbs, words used to link stages of procedure, present tense, detailed information; for example, size, amount, weight • Specific features: The text should be directly related to one of the student’s aims for the following year.

Procedure • Topic-related task: Think about your greatest achievement this year. What steps did you have to take to reach this achievement? • Text types include: recipes, experiments, directions and instructions for games

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More than headlines

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You had to buy the paper when you read the headlines: ‘What a contrast— Young people and respect!’ The article went on to say that young people of today have little respect for family life, property and in general have a disregard for authority. You felt compelled to reply. Write your letter to the editor.

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Teac he r

Newspaper headlines can be dramatic. Many writers and editors want people to be captivated by what is said in large print so that they will feel an urge to buy the paper and read the rest of the article. If that happens, they feel they have been successful. Deeper into an article, however, the reader may find statements that he/she believes are untrue or incorrect. However, a reader does have the right of reply and letters can be written to the editor expressing an individual point of view—either supporting or disagreeing with the content of an article.

Exposition

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Fulfilling a dream

When an ex-student from a local primary school came back to talk to the final year students about what the change of schools had been like for him, he told them of being chosen for the school musical production. The ingredients for this success, he said, were a determination to overcome shyness, a willingness to practise lines, an eager attitude to rehearsals and the ability to learn from his mistakes. He told also of the steps he took towards reaching his goal—he spoke to his parents and gained their support and encouragement, filled out an application, discussed it with friends, started reading aloud each day, and practised singing along with his CDs. R.I.C. Publications®

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Think of something you would like to achieve next year. Write a procedural text outlining how you aim to achieve the goal next year. Include the shortterm goals you will set and the steps you plan to move through in your quest to fulfil this dream.

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Procedure 57

Teachers notes

Looking back Recount

Setting the scene and stimulating ideas • Words such as ‘experience’, ‘hind-sight’, ‘lesson’, ‘reflecting’ on the board or on cards

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Reviewing writing

Teac he r

• Structure: This recount should begin with some form of orientation that includes where and why the event took place. This should be followed by a chronologically-ordered set of events which recount why the action was taken and the consequences that evolved. There should be some form of conclusion that shows how this event changed the thinking of the student.

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• Language features: use of past tense, correct sequencing of events, words related to time, inclusion of action verbs and personal comments • Specific features: The text needs to show how the event changed the student’s thinking.

Recount

• Topic-related task: Recall and write about something you did repeatedly when you were younger before you learnt that it was not the best thing to do.

• Text types include: diaries, historical recounts, biographies, autobiographies and newspaper articles

Is it just me?

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Discussion

Setting the scene and stimulating ideas

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• Pictures of 11–14-year-olds that reflect different moods

Reviewing writing

m . u

o c . che e r o t r s super

• Structure: This discussion text should begin with the statement about change as given in the activity. This should be followed by four arguments for and against the topic under discussion, each with supporting evidence. • Language features: topic-related words and phrases; verbs, present tense, connectives such as therefore and consequently, emotive language used to convince the reader • Specific features: The text should be presented in an Internet forum format.

Discussion • Topic-related task: Write a text that relates a discussion between members of a group of Year 6 students about coping with change in their lives. • Text types include: interviews, forums and editorials

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Looking back

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Think back to a time when you know you did something that really taught you a lesson—What was it? Why did you do it? What were the consequences? What did you learn? Write a text recalling this whole experience, placing a strong focus on how it has changed your thinking and how it has affected your actions and decisions as you have grown older.

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Teac he r

How many times have you heard a parent, a carer or a teacher say, ‘I hope you’ve learnt from your mistake’? It tends to be something that we hear quite frequently as we’re growing up and, although the comment can be a frustrating response, it is important that we do actually learn from our errors of judgment or wrong decision-making. Learning does come from experience and it continues right throughout our lives.

Recount

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Is it just me?

Have you noticed any changes in yourself in the last 12 months or so? Do you look different? Have your interests changed? Are you spending time with different friends? Do you react more emotionally to people and situations? If you answered yes to any or all of these questions, you are perfectly normally. It’s all part of growing up and is very natural.

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You happened to see this comment on an Internet forum titled, ‘What’s happening to me?’

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‘I’m always getting told lately that I’m grumpy and I know sometimes it’s true. I’m finding I can’t be bothered with the trivial conversation that goes on between my younger brothers and things they do annoy me. Homework is frustrating me and so is the way Mum nags me about my room. I used to be able to handle things better. Anyone else feeling like me?’ – Jonah (age 12). Copy this entry and add four possible responses to this statement.

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Discussion 59

Teachers notes

On the horizon Report

Setting the scene and stimulating ideas • Secondary school uniforms; pictures of and pamphlets from secondary schools, train and subject timetables

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Teac he r

• Structure: The report should begin with a general statement about moving to secondary school. This should be followed by paragraphed information that has resulted from the survey. The report could conclude with a summarising statement about moving to secondary school. • Language features: vocabulary related to a specific topic, action verbs, words identifying classifications, descriptive language • Specific features: The survey questions and a graph should also be presented.

Report

• Topic-related task: Write a detailed report that includes all the information you know about the secondary school you will, or think you will, be attending.

• Text types include: historical, geographical, technological texts and newspaper reports

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Weighing up the options Explanation

Setting the scene and stimulating ideas

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• Leaflets about and pictures of local secondary schools

Reviewing writing

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• Structure: This explanatory text should begin with a statement about choosing a secondary school to attend. This should be followed by details of sequential events the student and their family went through in a lead-up to the decision. It should end with some form of concluding statement about the chosen school • Language features: use of topic-specific vocabulary, words that outline cause and effect, words identifying time relationships; for example, ‘following’, ‘then’; the use of present tense • Specific features: The different influencing factors should be included—open days, subject choices

Explanation • Topic-related task: As a graduation gift you were given an electronic diary to use at secondary school. Research and write a text explaining how such a diary works and why you anticipate it will be a valuable tool. • Text types include: how and why texts, diagrams and flowcharts

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On the horizon

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Draw up a list of survey questions related to moving schools that you could ask the members of your class. They could be related to such things as friends, choice of school, transport, timetables and homework. Survey people in your class. Use their answers to write a report about student concerns. Underneath the report draw a graph showing the results.

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Teac he r

Often when we are about to go through a new experience we imagine we are alone—that noone else is thinking or feeling the same way. One big change on your horizon is the move from primary school to secondary school and there are many, many students around the country contemplating the same experience; most going through the same feelings as you and with the same questions in mind.

Report

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A person faced with a major decision generally goes through quite a process, weighing up options and consequences, before a final choice is made. Most likely you and your family have made a decision about which secondary school you will attend. It was probably a lengthy process with the decision being made over time, not just overnight.

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60 Weighing up the options

Think back to when the subject of this choice was first raised. Reflect on influencing factors—visiting schools on open days, talking to other students, discussion with teachers and parents, evaluating subject options and travel arrangements. Write an explanation that outlines the whole process involved in reaching/making the final decision. You could start with a general statement such as: ‘Making a choice about a secondary school was not a simple, straightforward decision’.

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Explanation R.I.C. Publications®

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