Rhymes for Rascals: Ages 5-7 by Teacher Superstore

RIC-6247 4.3/147

Copyright Notice Blackline masters or copy masters are published and sold with a limited copyright. This copyright allows publishers to provide teachers and schools with a wide range of learning activities without copyright being breached. This limited copyright allows the purchaser to make sufficient copies for use within their own education institution. The copyright is not transferable, nor can it be onsold. Following these instructions is not essential but will ensure that you, as the purchaser, have evidence of legal ownership to the copyright if inspection occurs.

Titles in this series:

Rhymes for little rascals (Ages 5–7) Rhymes for rascals (Ages 8–10) Rhymes for big rascals (Ages 11+)

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Date of Purchase:

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This master may only be reproduced by the original purchaser for use with their class(es). The publisher prohibits the loaning or onselling of this master for the purposes of reproduction.

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Signature of Purchaser:

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School Order# (if applicable):

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Internet websites

In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

View all pages online PO Box 332 Greenwood Western Australia 6924

Website: www.ricpublications.com.au Email: mail@ricgroup.com.au

Foreword Rhymes for little rascals is one title in a three-book series, each containing 20 original poems written with humour, catchy rhythm and rhyme. Each anthology, with its comical punchlines, is appealing to children and adults alike. Written especially with performance in mind, with guides supplied for each poem, each book provides new material for those involved in classroom recital activities, school assembly items, concerts and eisteddfods. The poems are easy to learn or recite by both mainstream and special needs students. The topics chosen for the poems are easy for students to relate to and the language used reflects how they often speak. Rhymes for little rascals will have students enjoying the genre, engaging with literature and wanting more!

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

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The books in this series are: Rhymes for little rascals Ages 5–7 Rhymes for rascals Ages 8–10 Rhymes for big rascals Ages 11+

Teachers notes ................................................................................................................................................... iv – v About this book ............................................................................................................................................................... iv Performance guide ........................................................................................................................................................... v Curriculum links . ............................................................................................................................................................ v Clown face . ............................................................ 2–5 Make a clown! . ............................................................ 4 Circus training game ..................................................... 5

Shopping spree ................................................... 42–45 A conversation . .......................................................... 44 Lollies in the trolley .................................................... 45

The mouse is out! ............................................... 46–49 Punctuation ................................................................ 48 Comparing prisms . ..................................................... 49

A costly kip ......................................................... 10–13 Word study ................................................................. 12 Read and think ........................................................... 13

Summoned by the teacher .................................. 50–53 Adding ‘ed’ and ‘ing’ . ................................................. 52 Dealing with difficulties .............................................. 53

Waiting at the doctor’s ........................................ 14–17 Write a recount . ......................................................... 16 Following instructions ................................................. 17

My prayer ........................................................... 54–57 Write a letter .............................................................. 56 Storing stuff ................................................................ 57

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There’s a ghost in our house ............................... 18–21 Big and little ............................................................... 20 Scary rhymes .............................................................. 21

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The thief ................................................................. 6–9 Exclamation! or question? ............................................. 8 Checking out chocolate . ............................................... 9

The firefighter ..................................................... 58–61 Firefighter jargon ........................................................ 60 Uses for a bucket of water ........................................... 61

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The potato .......................................................... 22–25 Investigating rhyme .................................................... 24 Science experiment . ................................................... 25

Dinnertime! ........................................................ 62–65 Sequencing events ...................................................... 64 Dividing a pizza .......................................................... 65

Homework excuses ............................................ 26–29 Homework sheet ........................................................ 28 Homework helper . ..................................................... 29

BOO! . ................................................................. 66–69 Words that sound the same ......................................... 68 Waking during the night ............................................. 69

Magic! ................................................................. 30–33 Work some ‘Magic!’ . .................................................. 32 Same or different? . ..................................................... 33

’Cos I’m the youngest ......................................... 70–73 Write your own poem ................................................. 72 Time line .................................................................... 73

The lifesaver ....................................................... 34–37 Write a poem .............................................................. 36 Count-back facts ......................................................... 37

Teacher’s first class ............................................. 74–77 Pranks ........................................................................ 76 Write a letter .............................................................. 77

Our little pool ..................................................... 38–41 The long ‘oo’ sound .................................................... 40 Circular or round shapes ............................................. 41

Five babysitters . ................................................. 78–81 Great babysitters ......................................................... 80 Working with number facts ......................................... 81

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Rhymes for little rascals

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About this book Writing poetry is just one more way people are able to express themselves. When it is written with humour, catchy rhythm and rhyme, and is based on topics children can relate to, you have a winning combination which will have students enjoying the genre, engaging

with literature and wanting more. Rhymes for little rascals will do just that! Poetry from the book has been taught to and performed by numerous students with excellent results.

Rhymes for little rascals consists of 20 original poems. Each of the 20 poems forms the basis of a unit consisting of four pages. These are: • teachers notes

• an original poem

• two blackline masters relating to the poem.

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Teachers notes page

The performance guide provides a few tips or points to help students recite the poem. Refer to page v for detailed information.

A list of suggested activities relating to each Key Learning Area (KLA) is included. The activities provide opportunities for students to be introduced to, reinforce, or expand their current knowledge on topics related to the poem. They are not exhaustive and are intended as a guide. Teachers can choose to explore: • all of the activities for a lengthy unit • a selection of the activities in depth • all or a selection of the activities briefly • activities from one KLA • similarly-themed activities across the KLAs.

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Answers are provided for the two student blackline masters. Some are suggestions for possible answers and others will require a teacher check.

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An original poem is provided, accompanied by appropriate artwork. Each poem has a catchy rhythm and rhyme and is written in a humorous manner. The contemporary topics referred to are those which students can relate to. The final four poems in the book are written especially for group or choral work.

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Student blackline pages Two of the suggested activities from the Teachers notes have been expanded into age-appropriate blacklines which can be photocopied for student use.

Rhymes for little rascals

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Performance guide Written especially with performance in mind, Rhymes for little rascals provides an anthology of poems suitable for individual, group or choral work at classroom recital activities, school assembly items, concerts or eisteddfods. A substantial number of teachers who are asked to prepare their class for any of these activities have had little or no experience in doing this. For these teachers, the performance guide at the top of the Teachers notes may give them an idea or a place to start. The guide consists of a few tips or points to remember about the specific poem being treated. It is intended as a guide only and not necessarily the right or only way to perform it.

• Appearance or demeanour – Act and walk confidently (even if you don’t feel confident!) Portrayal of the character begins as soon as a performer sets one foot on stage.

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There are many finer points to consider when performing poetry. The following is a brief, overall guide for teachers to assist students. Each area needs attention if a successful performance is to be achieved:

• Voice – Project your voice to the back of the theatre, and use pace, pitch, pause, tone and expression as required by the poem. Pay particular attention to the punctuation marks because these will tell you how the author intended the poem to be recited. • Facial expression – Much can be said with the expression on a person’s face, even without the use of words. Make the most of this.

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The format of eisteddfods differs according to where you live. For the purposes of this book, a recitation is performed with little or no movement and no costuming, while a character poem includes movement and costumes.

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• Familiarisation with the poem – Memorise and get a feel for the poem to portray the feelings the author intended. Practise reciting the poem aloud. Remember to introduce the title of the poem and the poet’s name when arriving on stage.

• Actions – A few actions where appropriate to put across the message can be helpful.

• Costume – Simple costume ideas create a better representation of the character in both the performer’s and audience’s minds.

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• Enjoyment – Remember, the majority of participants in a performance are nervous—probably even the adjudicator if it is an eisteddfod performance! If you have prepared well, you will be more confident and it should be a positive, enjoyable experience. Everyone should have fun!

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Curriculum links – English NSW

TS1.1, TS1.2, TS1.3, TS1.4, RS1.5, RS1.6, RS1.7, RS1.8

Vic.

ENSL0201, ENSL0202, ENSL0203, ENSL0204, ENRE0201, ENRE0202, ENRE0203, ENRE0204, ENRE0205, ENRE0206, ENRE0207, ENRE0208

LS 2.1, LS 2.2, LS 2.3, LS 2.4, R 2.1, R 2.2, R 2.3, R 2.4

1.1, 1.3, 1.5, 1.6, 1.7, 1.9, 1.10

Qld

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

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Rhymes for little rascals

Clown face

Performance guide

This character poem does not require much in the way of costume—simply paint the end of the student’s nose red, and perhaps pin a large handkerchief to his or her shirt. This poem could be performed by a four- to six-year-old using a long, pouting facial expression.

Suggested activities KLA

Activity

English

• Discuss what happened to the child’s nose. How could the red nose have been prevented? (Reapply sunscreen, wear a hat and play in the shade.)

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• Where would you usually see a clown? (circus, theatre, parade) Brainstorm to list words that describe clowns; e.g. ‘funny’, ‘crazy’, ‘colourful’. • What do clowns look like? In groups, students design and draw a clown and label the body parts; e.g. red nose, flowerpot hat.

Mathematics

Science

• ‘Said’ and ‘red’ rhyme in the second stanza. What other words rhyme with these? (bed, instead, led, wed, dead, head)

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• Students choose parts from different outfits to make a clown. (See page 4)

• Read the poem, ‘The circus’, by C J Dennis.

• Students learn basic number concepts as well as forward and backward directions while playing a circus board game. (See page 5) • Count the number of steps students can walk on a balance beam or ‘tightrope’ (a length of rope placed on the ground) without falling off.

• Many clowns incorporate juggling into their act. Use throwing to experiment with the shape and motion of objects.

SOSE/HSIE

• Clowns make people laugh. Discuss the contribution clowns provide in caring for members of the community; e.g. clowns visiting children’s wards in hospitals.

HPE/PDHPE

• Try two-person juggling: Partners throw a softball/beanbag back and forth at the same time. • Discuss the importance of wearing sunscreen when outdoors.

The arts

• Experiment with facial expressions: Show a happy clown face. Show a sad face. When do we show this face? What other faces can we make? (surprised, angry, scared)

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Technology

Answers Page 4

Teacher check Page 5 Teacher check

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• Create a circus show for parents. Students could perform as a ringmaster, dancers, tightrope walkers (rope on floor) etc. • Discuss the sequence that should take place before going out in sunlight; e.g. ‘Slip, slop, slap and wrap (on sunglasses)’.

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Clown face

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I’m NOT going to school today. They might call me a clown. I suppose you want to know, . t e happened to make me frown? o What c .

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Yesterday, I went in the sun. ‘Put sunscreen on’, Mum said. When I sneezed, I wiped it off. Now the end of my nose is red! Lee-Ann Holmes© R.I.C. Publications®

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Rhymes for little rascals

Make a clown!

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Cut out the clown pictures and glue them on the person.

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Circus training game You will need a dice and tokens.

r o e t s Bo r e p ok u S You ride a unicycle! Move ahead three spaces.

You fall off the trapeze. Miss a turn.

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You drop a ball while juggling. Go back to the start.

You break your leg as a daredevil. Go back three spaces.

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o c . che e r o t r s super You receive great marks in your final exam. Move on two spaces.

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You make the crowd laugh while dressed as a clown. Move on three spaces.

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You lose your voice while speaking as the ringmaster. Miss a turn.

You walk the tightrope! Go ahead three spaces.

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You teach a dog to jump through a hoop. Go ahead three spaces.

Rhymes for little rascals

The thief

Performance guide

This poem would best be performed by a confident young girl who is able to master the different voices in the poem. She could have chocolate smeared around her mouth as part of her costume.

Suggested activities KLA

Activity

English

• Students retell the story of ‘The thief’. • Ask: Who really ate Daddy’s chocolate? How old do you think Renae is? (3–6) How do you know? (She plays with Teddy and Barbie™ dolls.)

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• Ask literal comprehension questions about the text; e.g. Whose Easter egg was eaten? Who did Dad ask first? Did Renae eat the chocolate in the morning or in the afternoon? • Discuss the difference between a statement and a question. Identify a question and a statement in the poem. (See page 8)

Mathematics

Science

• Write a procedure for making hot chocolate or chocolate mousse.

• Use a bar of chocolate as a concrete aid for problem-solving; e.g. ‘If Rose ate two squares of chocolate per day, how many days would the bar of chocolate last?’

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• Identify stanzas, rhyme and rhythm in the verse.

• Explore concepts of rows, columns, and odd and even numbers while answering questions about a bar of chocolate. (See page 9) • Read about the process of making chocolate, From cocoa bean to chocolate, written by Robin Nelson. • Chocolate bilbies are available at Easter time and a percentage of the revenue from sales goes towards the protection of these endangered animals. Find out about the bilby. • Experiment with melting, then cooling chocolate (liquids and solids).

SOSE/HSIE

• On a map of the world, locate where cocoa beans are grown or where bilbies are found.

HPE/PDHPE

• Is chocolate a healthy food? Discuss positives and negatives. • Students devise a healthy morning tea.

The arts

• Students design and make Easter cards by cutting letters from magazines and sticking them onto cardboard. • In the classroom, set up a ‘home corner’ (with furniture) where students can have ‘morning tea’.

Technology

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1. (a) E

(b) Q (c) Q

2. (a) ?

(b) ?

(d) E

(e) E

(f) Q

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• Design an invitation to morning tea for Teddy and Barbie™, considering font size, colour etc.

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3. (a) I will be seven years old. (b) It is a cloudy day. (c) Yes, it is 8 pm. Page 9 1.

(a) 10 (b) 6 (c) 60 (d) Teacher check (e) Every second column is coloured. (f) even (g) 6 tens

2. Numbers circled should be: 14, 50, 12, 56, 2, 28, 44, 60, 36, 42, 22, 30, 52, 20, 18, 8, 26, 16.

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The thief

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‘Who ate my Easter egg?’ Said Daddy, Easter Day. ‘It wasn’t me!’ said Billy. ‘I think it was Renae.’ . co

che e r o t r s s r u e p ‘But Daddy,’ I said cutely,

‘It wasn’t just for me. Ted and Barbie™ came to play. We had it for morning tea!’ Lee-Ann Holmes©

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Rhymes for little rascals

Exclamation! or question? A statement has an exclamation mark when it is said with strong feeling. For example: ‘It wasn’t me!’ A statement has a question mark when it is asking something and needs an answer. For example: ‘Who ate my Easter egg?’

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r o e t s Bo r e p or questions? Write Eo 1. Are these exclamations for u k exclamation and S Q for question. (a) I think it was Renae (b) Is it raining (c) How old are you

(d) I love pizza

(f) May I go, too

(a) Would you water the plants please, Mark

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2. Write a question mark or an exclamation mark where needed.

o c . e (c) I have lost my c two front teeth her r o t s super 3. Match the question to the answer. (b) May I have some juice, please

(a) How old will you be tomorrow? •

• Yes, it is 8 pm.

(b) What is the weather like today?

•

• I will be seven years old.

•

• It is a cloudy day.

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Checking out chocolate 1. Answer the questions about the block of chocolate. (a) How many rows of chocolate are there?

r o e t s Bo r e p o u k S (c) How many squares of chocolate

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Rows

(b) How many columns are in the block of chocolate?

are there altogether?

(d) Write counting numbers in the squares of the block of chocolate.

Columns © R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•

(e) Even numbers end in 2, 4, 6, 8 or 0. Colour all the even numbers yellow. Can you see a pattern?

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(f) Is the total number of squares an odd or even number?

. te o How many tens do you see in the chocolate. block? c che e r o t r s su r e 2. Circle the even numbers inp the box below.

(g) Circle all the numbers ending in zero. These are the tens.

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Rhymes for little rascals

A costly kip

Performance guide

This poem could be used as a recitation or a character poem for a girl of 6 or 7 years of age, showing pride in the way she applied make-up to her father’s face. Actions for the character could include applying the eye shadow, spraying the hair etc. while holding a make-up kit in one hand. A deeper voice needs to be used for that of the pastor, and a different voice again for the visitors.

Suggested activities KLA

Activity

English

• Students retell the story in the poem by defining who, what, where, when and why.

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• Students offer their own experiences about applying make-up and relate it to the text. • Help students to understand meanings of words and phrases from the text and reinforce the ‘ck’ sound. (See page 12) • Discuss how some authors use poetry to create humour. How is this poem funny? • Students discuss and write a story about something they did when their parent(s) were having a rest.

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• Students complete literal, interpretive and evaluative questions about the text. (See page 13)

Mathematics

• The girl painted her dad’s fingernails red. Do a study of the number 10—spell it, write it in words and numerals, think of + and – sums that equal 10, counting forwards to and backwards from 10 etc.

Science

• Discuss how energy is something we need in our daily lives and that we are tired when we run out of energy and need a rest.

SOSE/HSIE

• Discuss if some students attend church, temple, mosque etc. Ask what it is they feel when attending these places of worship. • Identify the significance of marriage in the community.

• Identify the role of the leader of a place of worship and speak respectfully about his/her role.

HPE/PDHPE

• Identify that the amount of sleep or rest we have plays a part in our growth and management of emotions; e.g. we become cranky when we are tired.

The arts

• Continue the study of the number 10 by singing ‘Ten little teddy bears’ and other songs about 10. • Explore role-plays of different jobs such as a beautician or a pastor.

Technology

• Students discuss a procedure for applying make-up based on observation and personal experience.

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Answers

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Page 12

(a) costing a lot (b) a sleep or nap (c) a lie down to rest (d) they were shocked (e) a minister in charge of a church (f) sick (g) acting as celebrant for our wedding (h) yes (i) convinced/comforted (j) where I was going

2. slick, kick, kite, cake, come, computer, knock, clap, crack.

3. (a) cliff

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(b) clock

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(d) class

(e) kite (f) key

(g) knock

(h) cream

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1. (a) red

(b) blue

2. (a) A man and a woman who had come to collect the pastor so he could perform their marriage ceremony. (b) The pastor was wearing make-up and fingernail polish. (c) Possible answer: ‘Pastor, I think you had better clean your face and hands before we go!’

Rhymes for little rascals

(d) black suit and tie

(e) 45–60 (Because she ‘sprayed glitter in his grey hair’.)

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A costly kip

Daddy was feeling quite tired. ‘I’ll just have a lie-down’, he said. While he was peacefully sleeping, I painted his fingernails red.

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On his tie I drew a brown bear. And gee he looked handsome when I Sprayed glitter in his grey hair.

But then I had to wake him, . te’Cos someone was at the door.o c . When said ‘Hello’ to them, chDaddy e r e o r st su Their jaws nearly hit the floor! per

‘Pastor Ned,’ they asked, ‘are you ill? Aren’t you saying our wedding?’ ‘Of course,’ he assured them quickly, ‘That’s just where I was heading’. Lee-Ann Holmes© R.I.C. Publications®

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Rhymes for little rascals

Word study 1. Read the poem ‘A costly kip’ again. Match the words and phrases from the poem to their meanings. (a) costly

•

• a lie down to rest

(b) kip

•

• a minister in charge of a church

(e) pastor

•

• acting as celebrant for our wedding

(f) ill

•

• convinced/comforted

(g) saying our wedding

•

• a sleep or nap

(i) assured

•

• they were shocked

(j) where I was heading

•

• sick

r o e t s B r • • costing a loto e p ok u (d) Their jaws nearly Shit the floor • • yes

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(h) of course

2. ‘Costly’ and ‘kip’ start with the same sound. Colour the boxes that have words with the ‘ck’, ‘c’ or ‘k’ sound. nap computer

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hello

kite

cake

price

come crack

3. Fill in the missing ‘ck’, ‘c’ or ‘k’ sounds for the words below. (a)

liff

(b) clo

(e)

ite

(f)

Rhymes for little rascals

(c)

itchen

(g) kno

(d)

lass

(h)

ream

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Read and think 1. Use one or two words to answer these questions. (a) What colour did the girl paint her dad’s fingernails?

r o e t s Bo r e p ok u (d) What was Sthe girl’s father wearing? Circle your answer.

(b) What colour eye shadow did she use? (c) What is the pastor’s name?

pyjamas

black suit and tie

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T-shirt and shorts

(e) How old do you think the pastor is? Circle your answer.

20–30

How do you know?

45–60

2. Answer the following questions as sentences.

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(a) Who was at the door and what did they want?

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Rhymes for little rascals

Waiting at the doctor’s

Performance guide

The performer of this poem should act like a hypochondriac. There are many opportunities here to show panicked facial expressions and actions that suit. This poem could also be used with middle-primary school students.

Suggested activities KLA

Activity

English

• Discuss meanings for the terms ‘arthritis’, ‘conjunctivitis’ and ‘wheezing’. • What is the name given to someone who thinks they are always ill? (hypochondriac)

r o e t s Bo r e p ok u S • Students write a recount about their last visit to a doctor. (See page 16)

• Make connections between the students’ own experiences at the doctor and those of the text. • Clap the syllables in the words wai/ting, arth/ri/tis, con/junc/tiv/i/tis, whee/zing and prob/ab/ly. • In the poem, the character kept changing position. Complete an activity on following directions; e.g. right, left, beside, under. (See page 17)

• Our body temperature sometimes rises when we are sick. Use a picture of a thermometer as a tool to ask number questions.

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Mathematics

Science

• Students contribute to discussion aimed at finding solutions to problems about reducing risk of infection; e.g. washing your hands before eating, using your own toothbrush, covering your mouth when coughing, covering bleeding/weeping sores.

SOSE/HSIE

• Help students identify and discuss well-known body organs; e.g. ‘Where is the heart and what does it do?’ • Students bring in X-ray image/photos of broken arms, hospital bracelets etc. as a stimulus to talk about their experiences with illness.

HPE/PDHPE

• Discuss disease transmission via touch or open sores. Discuss how personal hygiene minimises risk of infectious disease; e.g. conjunctivitis. • Discuss the importance of drinking lots of water to remain healthy.

The arts

• Students design personal hygiene questions for an ‘Are you smarter than a five-year-old?’ game show.

• In pairs, perform a short role-play of visiting the doctor because of a sore throat. • Demonstrate and practise the proper procedure for washing hands.

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Teacher check Page 17

Teacher check

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Waiting at the doctor’s

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We’re waiting at the doctor’s, Needing pills for Gran’s arthritis. © R. I . C .P ub l i cat i ons But sitting me, •f orr ev i ew punext r poto se sonl y• Is a kid with conjunctivitis.

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Oh no, my eyes feel itchy! Do I hear someone sneezing? . teI’ll probably catch a cold nowo c . chbe up all night, wheezing. And e r

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I’ll sit next to the broken arm. But what are those sores on his head? Thank goodness it’s our turn now Or else I might be dead! Lee-Ann Holmes© R.I.C. Publications®

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Rhymes for little rascals

Write a recount Write a recount of a visit to the doctor. Title Characters

r o e t s Bo r e What was the doctor’s pname? ok u S

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Who took you?

Key events

What happened?

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Ending

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How did you get better? 16

Rhymes for little rascals

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Following instructions Cut out the pictures below and glue them as instructed. 1. Place the computer on the middle of the desk. 2. Glue the light bulb upside down in the middle of the ceiling. 3. Glue the phone on the table, placing it to the left of the computer.

r o e t s Bo r e punder the desk. 5. Draw a cat sleeping ok u S

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4. Place the Christmas tree on the floor to the right of the desk and draw a star on top of it.

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Rhymes for little rascals

There’s a ghost in our house

Performance guide

Five- to seven-year-olds with good vocal and facial expression could perform this poem either as a recitation or a character poem. Some simple actions could be used; e.g. finger up to the mouth for ‘quiet as a mouse’ and cup the hand at the side of the mouth and lean slightly forward for the last two lines.

Suggested activities KLA

Activity

English

• Question the students to gain their level of understanding of the text: What does the ghost in the poem do? Who is the ghost? Who gets the blame?

r o e t s Bo r e p ok u S • Explain the term ‘as quiet as a mouse’.

• Identify the two questions in the poem. Identify the statement in the poem that includes an exclamation mark. • In the poem, the author introduces the main character and a little brother. Talk about ‘big’ and ‘little’: What things are big? What things are little? What other words can be used instead of ‘big’? (See page 20)

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• Talk about lists. List the things the ghost does in the poem (from the second stanza).

• Students choose from given words to make some scary rhymes. (See page 21)

Mathematics

• If a tap is left running for three minutes, how much water would be wasted? Time water running into a bucket for three minutes. Measure this volume in cups and then use it to water plants.

Science

• Discuss how water is a common basic need for humans, animals and plants, and how leaving taps running wastes water.

SOSE

• Students discuss what would happen if a tap was left dripping all day, and contribute ideas aimed at finding a solution to this and similar problems.

HPE/PDHPE

• Students cut and paste photos of themselves or people from magazines, in order of age, to show how people change over time.

• Discuss the students’ roles and responsibilities as a family member. Do you think the older child in the poem should own up to the accidents or continue letting the younger child take the blame? • Conduct role-plays using assertive voices; e.g. what to say when a friend wants to break a school rule.

Technology

• Students generate and record ideas and diagrams to design a trap to catch the ‘ghost’ in the house.

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Answers Page 20

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1. Big – building, elephant, house, tree

Page 21

1. (a) ghost

(d) spider

(e) cat

(f) clown

Little – button, ant, seed, mouse a e e m i

s m f

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• Students dress as ghosts by covering themselves in an old sheet and cutting out eyes and moving to ghostly music. The sheets should help ease inhibitions.

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The arts

o d

t w e g h

g h

g s d

(g) magic

(h) pirate

s n s m a z q k l n j h

(i) boo

(j) bat

(k) mummy (l) cackle

c v

g h m j r

a o h a

s d

b d s

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c d

(b) skeleton

g w q e

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Rhymes for little rascals

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

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There’s a ghost in our house

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Do you know what? © R. I . C.Publ i cat i ons There’s a ghost in our house. •f orr ev e wp ur p sesonl y• Iti does lots ofo things, But it’s quiet as a mouse. It leaves doors open, Spills juice on the floor, Eats cake from the fridge,co . c e hertaps on, andt r Leaves more. o

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And who gets the blame? It’s my little brother. (The ghost’s actually me, But don’t tell my mother!) Lee-Ann Holmes© R.I.C. Publications®

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Rhymes for little rascals

Big and little 1. Sort the objects listed as big or little. building seed

button house

elephant mouse Little

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

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Big

ant tree

2. Find and circle other words that mean ‘big’ or ‘little’. big tiny

gigantic miniature

huge large

little mini

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enormous small

Rhymes for little rascals

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Scary rhymes 1. Choose rhyming words from the box to answer the questions below. bat

spider

pirate

broom

boo

ghost

cat

clown

cackle

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mummy magic r o e t s Bo r e p scary (b) What’soour (a) What is something bony frame and u k and rhymes rhymes with ‘lamington’? S with ‘roast’?

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skeleton

(d) Who makes a web and rhymes with ‘glider’?

(e) What is a witch’s pet that rhymes with ‘mat’?

(g) What do witches use that rhymes with ‘tragic’?

(h) Who steals treasure and rhymes with ‘pilot’?

(i)

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(k) Who is wrapped in (k) What do we call a witch’s bandages and rhymes with laugh and rhymes with ‘dummy’? ‘tackle’?

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Rhymes for little rascals

The potato

Performance guide

‘The potato’ gives students the opportunity to show an array of emotions. This poem can be performed as a recitation or as a character poem by five- to seven-year-olds. In the first verse, the performer can show their indignation at being cut up, or it could be recited with a sheepish or scared voice. The second verse builds up to a crescendo, each line getting a little louder.

Suggested activities KLA

Activity

English

• Students retell the sequence of events in the spoken poem.

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

• Discuss poetry and rhyme as a text type. Investigate the rhyming pattern in ‘The potato’. (See page 24) • Substitute other fruit or vegetables for the potato and re-write; for example: ‘I’m a small tomato ... ’

Mathematics

Science

• Students make an invitation (transactional text) asking the principal to join them for a potato soup lunch. • Use non-standard and standard units to measure, order and weigh different-sized potatoes.

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• Find on the Internet and read to students the fable ‘The giant turnip’. Make a class big book based on it, titled ‘The giant potato’.

• Students use scales and cups to measure ingredients to make potato soup.

• Students grow potatoes and keep a growth chart of the height of the plants.

• Study catalogues for types and prices of potatoes. Use potatoes for addition and subtraction problems. • Play the ‘1 potato, 2 potato, 3 potato, 4’ elimination game. • Discuss what the students think a plant needs in order to survive.

• Conduct a science experiment suspending a potato in water with toothpicks. Watch it grow. Illustrate the changes. (See page 25)

• Study the food chain of how potatoes are grown and the steps taken to get them on our table. • Cooperatively evaluate how potato farmers and other primary producers contribute to the environment.

HPE/PDHPE

• Make up games with potatoes, such as dribbling a potato around markers with your feet.

The arts

• Students dance to the song ‘Hot potato, hot potato’, by the Wiggles. • Students re-enact the story of ‘The giant turnip’.

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Answers Page 24

1. see, family

• Use potato prints to explore concept of patterns.

• Discuss recipes and storybooks as ways people communicate design ideas.

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(a) tea (b) glee (c) me (d) we

(a) bee (c) tree (e) see/sea (g) windy (i) he (k) key

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(b) kitty (d) broccoli (f) knee (h) flea/flee (j) agree (l) eighty

Page 25 Teacher check

Rhymes for little rascals

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The potato

r o e t s Bo r e pseen them being chopped. ok I’ve u SI’ve seen them being sliced. Aunt Agatha was fried, And Uncle Hubert, diced!

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I’m a small potato, And horrified to see People are making meals From all my family.

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Ahhhhhh!

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Well, I won’t be a meal. do.s ©Here’s R. I . Csomething .Publ i cIacan t i on I’llvi roll this shelf •f orr e ewright puoff r po se sonl y• … But I didn’t see that stew! Lee-Ann Holmes©

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Rhymes for little rascals

Investigating rhyme The potato I’m a small potato, And horrified to see People are making meals From all my family.

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r o e t s Bo r e p that rhyme in the stanza okabove? 1. What are the two words u S

2. Here are some other words that rhyme with ‘see’. Try using these words instead of ‘family’. glee

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(a) I’m a small potato, (b) I’m a small potato, And horrified to see And horrified to see People are making meals People are making meals

To eat with a cup of

And eating them with

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(c) I’m a small potato, (d) I’m a small potato, And horrified to see And horrified to see People are making meals— People are making meals

o c . c e her 3. Add the long ‘e’ sounds for the words that rhyme with ‘me’. r o t s super

(a) b

(b) kitt

(e) s

(f) kn

(i) h

I hope they won’t eat

(j) agr

Rhymes for little rascals

But we’re not scared, are

(g) wind

(k) k

(d) broccol

(h) fl

(l) eight

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Science experiment Suspend a potato in a glass of water by using toothpicks. Now watch what happens. Aim (What are we trying to find out?)

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Hypothesis (What do I think will happen?)

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Materials (What do we need?)

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Steps (How to set up the experiment)

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Results (What happened?)

Observations (Why do I think that happened?)

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Rhymes for little rascals

Homework excuses

Performance guide

Just before saying the last line, or perhaps even after the last word, the performer could produce a small bunch of flowers from behind his/her back. In the first verse, the performer can experiment with different ways to say each line. Be sure to observe punctuation in verse two, and pile on the charm in verse three.

Suggested activities KLA

Activity

English

• Identify the main topic of the text. (Excuses for not doing homework.)

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

• Name all the excuses listed for not doing homework. (4 in first stanza, 1 in last stanza) • Why did the last excuse work on the teacher?

• Students make connections between their own experiences and those of the character in the poem by listing reasons their homework has sometimes not been completed. • Discuss how imaginative texts can entertain and teach us about ourselves.

Mathematics

Science

• Count, read, write, say and order the numbers from one to 10 and write/state 10 homework excuses.

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• Give the students an extra homework sheet to do in class! (See page 28)

• Talk about ordinal numbers when listing excuses in the poem (i.e. first, second, third, fourth, fifth). • Make up a basic timetable for after school (from 3.30 pm to 5.30 pm) where homework, reading, play and extracurricular activities are included.

• Complete problem-solving activities about time; time taken to complete homework, to have an afterschool snack etc. • In science there are no excuses—only facts! Scientists work in groups to solve problems. Students can provide ‘theories’ and ‘hypotheses’ about why homework is not being completed.

• Write a problem–solution table; e.g. Problem – Callum wants to play after school until dinnertime. Solution – Short play first, then homework.

• Discuss the correct home environment for doing homework: e.g. clear, clean area; sharp pencil; eraser; no distractions.

HPE/PDHPE

• Discuss how homework can help students’ personal development; e.g. develop responsibility, reinforcement of school work, time management.

The arts

• Change the popular song ‘Ten green bottles sitting on the wall’ to ‘Ten lame excuses ...’; e.g. ‘Ten lame excuses given to the teacher … and if one lame excuse should accidentally fail, there’ll be nine lame excuses given to the teacher’.

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Answers Page 28

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• Sing the song (and others that are similar) to reinforce concepts of the numbers from 1 to 10 and counting backwards from 10. • Students explain familiar sequences of their after-school activities. (See page 29)

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1. Possible answers: water, ice-cream, salad 2. Possible answers: Milo™, roast, soup

3. March, May, August, October, December ,

4. 5. (a) 4, 5, 6

(b) 1, 2, 3

(d) 5, 6, 7

6. Teacher check 7. Teacher check Page 29

Teacher check

Rhymes for little rascals

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Homework excuses

r o e st I’vee tried lots of B excuses r oo p u Through Years One and Two. SSome worked, some didn’t.k Most didn’t, that’s true.

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Miss, my dog ate it … It got scribbled on … I had a tummy ache … All the pencils were gone …

But what always works Is when I say, ‘Please, ©R . I . C .Publ i c t i o… ns My homework isa late •f or‘Cos r evIi e wp ur po sethese!’ sonl y• was getting you

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Rhymes for little rascals

Homework sheet 1. Name three kinds of food or drink you eat or drink cold. 2. Name three kinds of food or drink you eat or drink hot.

r o e t s Bo of the year. r 3. Look at a calendarp toe write the missing months ok u January S February April

4. Complete the patterns.

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June

July

September

November

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o c . c e 5. Write the number before and after. her r o t s super

(a)

(b)

6. Circle the biggest heart.

Rhymes for little rascals

(c)

(d)

7. Circle the smallest face.

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Homework helper Explain to the class what you do after school and how you make sure that you have completed your homework. Use this page for your notes. Time

Activity

3.30 pm

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3.15 pm

Picture

3.45 pm

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4.30 pm

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Rhymes for little rascals

Magic!

Performance guide

A five-year-old girl wearing a fairy costume would be best suited for this character poem. With each spell cast, she could perform a flourish with her wand, until the last two lines, when she could stand with her hand on her hip and have a ‘get real’ look on her face.

Suggested activities KLA

Activity

English

• Discuss and define the words ‘magic’ and ‘illusion’.

r o e t s Bo r e p ok u S • Students write a procedure for a magic trick and perform it for the class.

• Discuss how the illustration and the title of a poem reflect the subject matter of the text. • Establish that the final letter sounds in a word affect the rhyme and rhythm of a poem (e.g. shake, take). • Identify the rhyming words in each stanza. What other words rhyme with these? • More capable students can discuss how humour is created in the poem. (The fairy performs ‘magic’ throughout the poem, then suddenly drops out of character for the last two lines.)

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• Discover or reinforce how the ‘magic e’ changes a word. (See page 32)

Mathematics

• Examine the topics of probability and statistics using a deck of cards; e.g. sort cards into piles of those that have the ‘same’ symbol and those that are ‘different’. • Complete a chance and data activity on ‘same’ and ‘different’. (See page 33)

• Talk about ‘possible’ and ‘impossible’ situations; e.g. ‘Is it possible that my hair will be blue tomorrow? Is it possible that I will sneeze today?’

Science

• Conduct science experiments that seem like magic; for example: Place a lit piece of paper inside a bottle, then place a shelled hard-boiled egg on top and watch it get sucked in. Or place carnations in coloured water and watch the flowers change colour.

SOSE/HSIE

• Share and discuss stories, poems and songs about fairies, and the values expressed in them; e.g. Pearlie in the park by Wendy Harmer.

• Identify similarities and differences and what can be gained by listening to stories from different cultures. • Discuss the fact that people are different and we each have our own characteristics and qualities that make us unique.

The arts

• Sing songs about magic. • Dress as a fairy or a magician and perform some ‘magic’ for the class.

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Answers Page 32

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• Investigate techniques magicians use to make their show interesting to an audience.

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1. (a) kite (d) pine

(b) bite (c) mate (e) cane (f) cute

2. (a) pan

(b) hat

Page 33

Answers may vary. Possible answers:

1. (a) It has corners/is an octagon.

2. (c) It is upside down.

3. (b) It is longer.

4. (e) It is longer and thinner/It is oval.

5. (d) It is on its side/It has fallen over.

6. (b) It is smaller.

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

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Magic!

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I’m playing fairies © R. I . C.Ptoub l i ca t i ons Want play, too? •f orr ev i e w pu r po sesonl y• Is there some magic I can do for you? A diamond ring? No problem. Ting! A red sports car? o c . chFerrari™? Sure thing. e r

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A brand new house? Money tree? More? Make you gorgeous? Come on! I’m only four! Lee-Ann Holmes© R.I.C. Publications®

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Rhymes for little rascals

Work some ‘Magic!’ Putting an ‘e’ on the end of a word can change a word like magic! For example, a

can become a cap

cape

This trick works with words that end in consonant– vowel–consonant.

Teac he r

(a) A kit

will become a

(b) A bit

will become a

will become a ©R . I . C.Publ i cat i ons. •f orr e vi ew pur posesonl y• (d) A pin will become a .

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(e) A can (f) A cut

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r o e t s B r e oothe magic ‘e’. 1. Change these words into new ones by adding p k Draw what the u Sword has become.

o c . 2. Take the magic ‘e’ these words. Draw the new word. coff e her r o t s sup r . (a) A pane will become a e (b) Hate

will become a

Rhymes for little rascals

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Same or different? Can the fairies trick you? Draw a cross on the shape that is different and explain why you chose that one. 1. (a)

(b)

(d)

(e)

r o e t s Bo r e p (c) (b) (d) o u k S

3. (a)

(b)

(c)

(d)

(e)

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2. (a)

(c)

(e)

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6. (a)

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(b)

(c)

(d)

(b)

(c)

(d)

(b)

(c)

(d)

(e)

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(e)

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Rhymes for little rascals

The lifesaver

Performance guide

2007 was the Australian Year of the Surf Lifesaver. This character poem was written to commemorate the event. The excitement of saving someone can be portrayed here by a boy of five to seven years of age, dressed in a lifesaver cap and board shorts.

Suggested activities KLA

Activity

English

• Discuss how the topic of the text is usually reflected in its title and illustration.

r o e t s Bo r e p ok u S • Discuss the meanings of the words ‘paddle’, ‘nifty’, ‘pluck’ and ‘cheer’.

• How did the author create humour in this poem? (The boy wants to save people, yet he can’t even swim.) • Students write directions (‘right’, ‘left’ and street names) to give the route from their school to the closest beach.

Mathematics

Science

• Do some measuring activities with sand; e.g. ‘How many cups of sand will it take to fill this bottle? How many lids to fill this cup?’

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• Write a poem about a lifesaver. (See page 36)

• Introduce the count-back strategy, using a beach theme. (See page 37)

• Discuss the different observable features of a natural beach environment; e.g. sun, sand, ocean, shells, rocks.

• Students give examples of living and non-living things found at the beach; e.g. starfish, sand, towel, empty bottle. • Provide a list of things found at the beach for students to sort into plant or animal/living or non-living.

SOSE/HSIE

• Talk about the role of lifesavers and their voluntary contribution to society.

• Students identify from assorted beach resort pictures what is natural and what is built.

• Invite a local lifesaver (or other local volunteer) to speak to the class about his/her duties. • Discuss the importance of ‘Slip, slop, slap and wrap!’ at the beach.

The arts

• Students role-play a lifesaver helping someone in distress.

Technology

• Students carry out research or interview someone to find the colours of a lifesaver’s cap or flag, and then make their own.

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(a) (b) (c) (d)

5–3=2 4–1=3 6–2=4 8–3=5

(a) (b) (c) (d)

6–2=4 4–1=3 8–2=6 9–3=6

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HPE/PDHPE

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

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The lifesaver

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I want to be a lifesaver ©inR . I . C .Publ i cat i ons And paddle the sea. o rr evi e w in pu r posesonl y• Then,•iff someone was trouble, They could call out to me.

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er o st super Then everyone would cheer,

‘What a hero! Look at him!’ But … I guess before I save people, I had best learn how to swim! Lee-Ann Holmes©

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Rhymes for little rascals

Write a poem Finish each sentence to write a poem about a lifesaver.

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Here is my cap. I put it

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Here is my sunscreen. I put it

Here are my arms that

Here are my legs that

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And here is my mum, who will take me to my swimming lessons.

More?

Draw on the back of this sheet a picture of your first visit to the beach. 36

Rhymes for little rascals

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Count-back facts 1. Cross out the sandcastles, and then write the number fact. (b) Wash away 1 sandcastles.

r o e t s Bo r e p o u – – k S =

(d) Wash away 3 sandcastles.

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(a) Wash away 3 sandcastles.

(b)

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= Rhymes for little rascals

Our little pool

Performance guide

This poem should be spoken with lots of variation in tone and pitch of the voice. When reciting ‘right over the rim’, the performer could stand on tiptoe as if lobbing a basketball into a hoop. A little hand wave in front of the nose could accompany ‘smelly’. ‘SHOUT’ should be spoken loudly. Pause between the words at the end of the poem, ‘just–threw–out!’

Suggested activities KLA

Activity

English

• Practise reading the poem, using lots of variation in tone and pitch of the voice.

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

• Ask students to retell the story in the poem to gauge their level of understanding. • Ask students to explain what made Mum shout.

• Explain any unfamiliar words or concepts; e.g. rim (of toilet), disinfectant (‘dizzy fectant’).

Mathematics

• Many children develop a fascination with the toilet when they are little. Ask students to make connections with their own personal experiences; e.g. ‘Whose younger brother or sister has thrown something in the toilet? Have you?’

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• Mum disinfected her two rings because they were valuable. Why did Mum disinfect T. rex? (Perhaps ‘he’ was a favourite toy.)

• ‘Our little pool’ has a few long ‘oo’ sounds in it. Complete an activity with the long ‘oo’ sound as the focus. (See page 40) • The ‘little pool’ in the poem was round. What other things are round? (See page 41)

• Measure to compare the volume of water used in a half-flush and a full-flush. (see Science)

Science

• Ask a plumber how much water a toilet uses on a half-flush and a full-flush. Talk about wasting water and when each type of flush should be used.

SOSE/HSIE

• Students share stories from their grandparents about toilets used long ago (outhouse) or in different countries.

HPE/PDHPE

• Ask: Why did Mum disinfect her two rings? (To kill the germs on them. They were too valuable to throw away.) Why did she throw out the toothbrushes? (To guard against risk of infection.)

• Discuss germs associated with toilets (e.g. E. coli) and why proper hand washing is essential. • Practise proper hand washing techniques to reinforce personal hygiene.

• Pretend to be a T. rex stalking prey. Use appropriate music as an accompaniment.

Technology

• Use collage materials or box construction to produce a simple model of T. rex.

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Answers Page 40 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

zoo school too room zoomed roof boots soon pool spoon

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Page 41 1. a, c, d, e, f, h, k, l 2. Teacher check 3. Teacher check

Rhymes for little rascals

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Our little pool

In our house, Is a little pool. You’d have one, too. They’re pretty cool!

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I threw T. rex in r r o e t s Bo e ok For a swim. up Sright I threw him Over the rim.

Then my mum Found him, I think. ‘Dizzy fectant’ ‘Cos he was ©smelly, R. I . C.Publ i c at i o nsit was. Mum said In the•sink. f orr evi ew pur po seused son y • She itl again,

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Later, because … I threw in all sorts Of little things. A pen, a block, o c . And Mum’s e r two rings.

che o r st super The last thing I threw Made Mum SHOUT! The toothbrushes, She just threw out! Lee-Ann Holmes©

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Rhymes for little rascals

The long ‘oo’ sound Choose a word from the box to finish each sentence and in the puzzle below. 1. I saw a lion at the

too .

2. After breakfast, we will go to

zoo

small for the baby. zoomed r o e t s B r e o boots look cosy. o 4. The flowers madep the u k roof S along the road. 5. The car .

6. We saw a baby possum on the 7. Please help me tie my 8. We will be going home

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3. The chair was

spoon pool

. .

school soon

.o © R. I . C.Publ i cat i ns room .r 10. I eat porridge with •f or r eavi ew pu posesonl y•

9. After lunch, we will swim in the

3 4 5

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Rhymes for little rascals

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Circular or round shapes 1. Circle the items that are round or can have a round surface. (a) ball

(b) phone

(d) cupcake

(e) pan

(f) orange

(g) chair

(h) glue stick

r o e t s Bo r e p circles into the items o 2. Draw to make these written in the boxes. u k (d) a CD (a) a clockS (b) a coin (c) a button (j) book

(k) bucket

(l) cotton reel

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(i) fork

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(e)

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(d)

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3. Name and draw six things in your classroom or house that are round.

(f)

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Rhymes for little rascals

Performance guide

Shopping spree

This trolley is filled with all the things children love, so this has to be expressed on the performer’s face, in his or her voice and with appropriate actions; e.g. wide eyes, rub the tummy, huge smile. The tone changes for the last two lines when the performer lets the audience in on what’s happening.

Suggested activities KLA

Activity

English

• In one sentence, write what ‘Shopping spree’ is about.

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• Read through the poem and list the items the child chose for his/her trolley. • Focussing on questions and answers, students write the conversation happening between the mother in the poem and her friend. (See page 44)

Mathematics

• Play ‘I went shopping’ to build memory skills. Player A says, ‘I went shopping and I bought _____’. Player B says what Player A bought and adds another item to the list. Continue around the class. If students make a mistake, they are out until the next game. • Students interpret data in a graph about types of lollies in a shopping trolley. (See page 45)

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• Ask: What would you choose for your shopping trolley? Make a list.

• Use shopping trolley items for simple addition problem-solving; e.g. ‘If Ben put 2 packets of chips in the trolley and Sally put in 3 more, how many are there altogether?’

• Calculate the change they would receive after buying certain items; e.g. ‘If doughnuts cost $2 and I gave the shopkeeper $5, how much change would I receive?’ • Use shopping catalogues to cut out prices of different items.

• Have a class vote on their favourite lolly. Students count votes for each type of lolly. Follow up with a frequency table and picture graph.

Science

• Discuss how food is a source of energy for our body and explain that different foods give us different amounts of energy.

SOSE/HSIE

• Discuss the difference between ‘needs’ and ‘wants’; e.g. water is a need and lollies are a want. Make a list of items for students to sort into needs and wants.

HPE/PDHPE

• Students make a list of items they would choose for their shopping trolley. For every two healthy foods, you are allowed one unhealthy food (just for today).

The arts

• Sing or play the song ‘Food, glorious food’, from the musical, Oliver.

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Answers Page 44

• Make necklaces by threading Froot Loops™ onto string.

• Study supermarket food catalogues and television advertisements to explore ways in which information is communicated.

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Possible answers:

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• Fill trays with foods of different textures for students to step into; e.g. soft spaghetti, jelly, flour. End with water!

o c . che e r o t r s super

Hello, Mrs Brown.

I’m well, thank you. And you?

Much better.

Yes, I am.

Goodbye.

Rhymes for little rascals

Page 45

1. 2. 3. 4. 5. 6. 7. 8.

Lollies in the trolley 7 snakes liquorice 6 10 + 6 = 16 Teacher check Teacher check

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Shopping spree $

295

$ 75

350

450

210

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

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Ice-cream, potato chips, © R. I . C .P ub l i cat i ons Biscuits we can savour; ™ p ™o •f or r ev i ew ur p oses y• Tim Tams , Tiny Teddies , nl Jelly—every flavour.

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Twenty Roll-Ups, Froot Loops™, Hot dogs for tea tonight. . teSprinkles, chocolate cupcakes,o c . ch Five packets.r Doughnuts. Right! e

er o st super

Red soft drink, chocolate milk, Every type of lolly. While Mum was busy chatting, I filled the shopping trolley! Lee-Ann Holmes© R.I.C. Publications®

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Rhymes for little rascals

A conversation Write Mrs White’s responses to Mrs Brown’s questions and statements.

r o e t s Bo r e p ok u SHow are you today?

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Hello, Mrs White.

I’m fine, too, thank you. How is Steven’s cold?

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That’s good. Are you going to play netball tomorrow night?

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o c . che e r o t r s su Good, I’ll see you then. Bye! per

More?

Write S for statement and Q for question in each speech bubble. 44

Rhymes for little rascals

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Lollies in the trolley 10 9

Number of packets

8 7 6 5 4 3

1 0

lollipops

snakes

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

Type of lolly

1. What is the title of the graph?

liquorice

there?

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4. The lolly with the least amount of packets in the trolley were .

5. How many packets of choc drops were there?

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o c . altogether? c e her r o t s super 7. Which is your favourite lolly?

6. How many packets of snakes and choc drops were there

8. If you could have added two other types of lollies to the trolley, what would they have been? R.I.C. Publications®

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Rhymes for little rascals

Performance guide

The mouse is out!

If performing ‘The mouse is out!’ as a character poem, the performer could run on stage as if looking for the mouse. For any actions (e.g. ‘Uh-oh’), ensure the student does not cover his/her face or mouth with his/her hand. The performer could point on ‘There he is’ and cover his/her ears on ‘screaming down the house’. This poem is also suitable as a recitation.

Suggested activities KLA

Activity

English

• Read the poem and write the sequence of events.

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• Discuss the imagery of the poem. Ask students what pictures pop into their minds when they listen to the poem being read. • Read books, fairytales or nursery rhymes about mice; e.g. Town mouse and country mouse, ‘Three blind mice’. • Write meanings for the words ‘gap’, ‘hosting’, ‘trodden’, ‘squirm’, ‘wriggle’ and ‘retrieve’.

Mathematics

Science

• Use numbers of mice legs or whiskers for addition and subtraction problems; e.g. ‘If a mouse had 5 whiskers on each side of its nose, how many whiskers would it have altogether?’

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• Students punctuate lines from the poem. (See page 48)

• Students complete an activity on comparing prisms (mice houses). (See page 49)

• If any students have pet mice, they could bring them into the classroom for the day. Discuss how to look after a pet mouse. • List the distinguishing features of a mouse.

• Do a study on mice. Find out about their food, young, habitat, life span etc.

• Research what the following animals are and where they are found: mouse deer, mouse hare, mouse spider.

HPE/PDHPE

• Sometimes mice make nests in people’s homes. List ways we can guard against this; e.g. block holes where mice are entering.

The arts

• Watch the movie Stuart Little (animation) with the students as a listening comprehension task. Discuss the values expressed in the movie. What differences are there between Stuart and real mice?

Technology

• Show students a regular mouse trap and list advantages and disadvantages or what they like and don’t like about the trap.

Answers Page 48

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• The mouse’s house in the poem would have been built for it. What is a mouse’s natural environment/home?

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SOSE/HSIE

• In groups, students design a more humane mouse trap so mice can be trapped and relocated.

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(a) (b) (c) (d)

My mouse got out. How could I let this happen? I’m sure she won’t like that! And then, retrieve my mouse.

(a) (b) (c) (d)

Are you feeling cold? My favourite sports are tennis, soccer and hockey. I think Mrs Fuller is scared of mice. Is Harry scared of mice?

Page 49

(a) (b) (c) (d)

Both shapes have 6 flat faces, 12 edges and 8 corners. The rectangular prism has 4 long faces. The sides of the cube are all the same length. Both have flat sides, edges and corners. The triangular-based prism has a triangular base, and less sides, edges and corners.

Rhymes for little rascals

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The mouse is out!

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

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Oh no! My mouse got out. How could I let this happen? He chewed a hole right through his house— I should have filled the gap in.

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©R . I . C. ubl i c at i ons And Mum isP hosting morning tea For ladies inr our street. •f orr e vi e w pu pos esonl y• I hope he doesn’t scare them Or get trodden by their feet. There he is! I see him! On Mrs Fuller’s hat. . te o Uh-oh, he’s going down her back. c . c e I’mh sure that! ershe won’t like or t

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She begins to squirm and wriggle And starts screaming down the house! So I shove my hand right down her shirt, And then, retrieve my mouse. Lee-Ann Holmes©

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Rhymes for little rascals

Punctuation 1. Find the lines listed below in the poem and rewrite them. Put in the correct punctuation. (a) my mouse got out

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(b) how could i let this happen

(d) and then retrieve my mouse

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(a) are you feeling cold

(b) my favourite sports are tennis soccer and hockey (c)

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(d) is harry scared of mice 48

Rhymes for little rascals

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Comparing prisms 1. Look at these mouse cage shapes and answer the questions. You can use real shapes to help you.

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(b) How are the shapes different?

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r o e t s Bo r e p prism ok Rectangular Cube u S (a) How are the shapes the same?

o c . (c) How are the shapes the same? ch e r e o t r s super Rectangular prism

Triangular-based prism

(d) How are the shapes different? R.I.C. Publications®

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Rhymes for little rascals

Summoned by the teacher

Performance guide

This poem is suitable for either a recitation or as a character poem. During the first two lines of the first and second stanza, the performer should sit or stand up straight, then slouch for the following two lines when he/she realises he/she is not going to get a sticker. At the end of the poem, the performer could walk off the stage with shoulders slumped and head hung low.

Suggested activities KLA

Activity

English

• Explain the meaning of ‘summoned’.

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• What was the main character doing in the poem? (Trying to get the teacher’s attention to receive a sticker.) Do you think the teacher was deliberately ignoring the child? If so, why? • How was humour created in the poem? (The child thought he/she was finally going to receive a sticker, but instead the teacher wiped jam off his/her face.) • Students complete a page of spelling activities with words from the poem. (See page 52)

Mathematics

• Use numbers of stickers for problem-solving activities; e.g. ‘If Terri received one sticker every school day for a week, how many stickers would she have at the end of the week?’

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• Unjumble phrases and sentences from the poem. Give stickers for neat book work.

• Students can look through their maths book and count how many stickers they have. • Students estimate, then measure the distance from their desk to the teacher’s desk.

Science

• Students recognise and describe variations in appearance of students in their class.

SOSE/HSIE

• Talk about the poem in terms of ‘past’, ‘present’ and ‘future’; e.g. Who has ever felt overlooked for a sticker or wrongly accused over something in the past? Sometimes we are having a bad day (present), but tomorrow may be better (future).

HPE/PDHPE

• Students describe the emotions felt by the character in the poem; e.g. recurring excitement and disappointment. Students discuss and suggest ways to deal with disappointment.

• Students offer alternatives and choose the correct path in the ‘Dealing with difficulties’ flow chart. (See page 53)

The arts

• Explore different ways of moving ‘to the teacher’s desk’; e.g. slowly, quickly, skipping, crawling, hopping, backwards. • Students appraise and reflect on their own and others sticker art work (see Technology).

Technology

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1. (a) called, calling (c) smiled, smiling (e) wiped, wiping

(b) cleared, clearing (d) rushed, rushing

2. (a) doing (c) place (e) work

3. (a) colourful sticker (c) wooden desk (e) sad face

(b) sore throat (d) wet tissue

4. (a) straight – crooked (c) sit – stand (e) smile – frown

(b) best – worst (d) her – him

5. Teacher check

6. Possible answers: (a) cheer, dear (b) coat, boat (c) race, lace, place

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• Students design their own stickers according to certain specifications; e.g. size, shape and colours to be used.

Possible answers:

(a) Continue my work. I might get one tomorrow. (b) Received a sticker for neat book work! (c) Detention for bad behaviour.

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Rhymes for little rascals

(b) rotten (d) jam

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

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Summoned by the teacher

I’m sitting up straight, © R. I . C.P l i ca t i ons Doing myub best work. But called upur for as sticker, •f orr evi ew p po esonl y• Is Rosemarie Bourke!

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I clear my throat And smile at Miss White. But called up to her desk, o c . chIs rotten Bill Knight!r e

er o st super Then what? She wants me?

I rush out of my place. Miss White wets a tissue And wipes jam off my face! Lee-Ann Holmes©

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Rhymes for little rascals

Adding ‘ed’ and ‘ing’ 1. Add ‘ed’ and ‘ing’ to the words in the table.

(a)

(If the word ends in ‘e’, just add ‘d’.)

(If the word ends in ‘e’, drop the ‘e’ and add ‘ing’.)

call

(b) clear (c) smile (d)

Add ‘ing’

Add ‘ed’

Word

rush

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(e) wipe

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5. Draw ‘Wipes jam off my face’.

2. Circle the vowels. (a) doing

(b) rotten

(d) jam

(e) work

(a) colourful •

• tissue

(b) sore

• desk

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•

• sticker

(d) wet

• face

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3. Match the ‘describing’ words on the left to the words from the poem on the right.

o c . c e her 6. Writes r 4. Match the opposites. o words that rhyme with t supthese. r e (a) straight • • worst (e) sad

• throat

(b) best

•

• frown

(a) clear

•

• him

(d) her

•

• crooked

(b) throat

(e) smile

•

• stand

Rhymes for little rascals

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Dealing with difficulties • Read the right and wrong way to deal with the difficulties in Situation 1. • Fill in the missing parts in Situation 2. • Draw what your face would look like at the end of dealing with each problem.

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Situation 2

You are feeling very nervous about having to say a poem in front of the class.

You are disappointed that you didn’t receive a sticker from the teacher.

You take three deep breaths before you start.

(a) You pretend that you are sick and stay at home.

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Situation 1

You throw a book across the room.

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You miss out on the practice and will be even more nervous next time.

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You do well and pick up some tips. You won’t be so nervous next time.

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Rhymes for little rascals

My prayer

Performance guide

The child saying this prayer could kneel with his/her eyes closed if performing this as a character poem, opening one or both eyes to look heaven-ward now and then for effect. Note the pause after ‘But …’

Suggested activities KLA

Activity

English

• Students in turn read the poem aloud to the class and listen attentively while others read. • Suggest ways the child in the poem could avoid having his/her new toys broken; e.g. keep them out of the younger child’s reach.

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• Write meanings for these words: ‘blessings’, ‘suggestion’, ‘always’ and ‘extend’. Arrange them in alphabetical order. • Write a letter of apology from the main character to the younger sibling for throwing his teddy on the fan. (See page 56)

Mathematics

• Explore advantages and disadvantages of being an only child versus being a child with two siblings.

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• Discuss or write about the little brother’s perspective.

• Students complete problems associated with extending and reducing hours students sleep; e.g. ‘Jo sleeps 10 hours per night. If she slept one hour longer, how long would she have slept?’ • Build towers with building blocks. Students estimate, then measure how tall the towers are in centimetres, hands, blocks and pencils. • How many hours are there in one full night and half a day?

Science

• Discuss how the environment changes from day to day and day to night.

SOSE/HSIE

• Discuss why some people pray.

• Talk about some of the rules that exist in students’ homes. What is the purpose of having rules? What are the consequences if you break any rules?

• Explain how siblings sometimes fight or squabble with each other. But, does fighting solve the problem? Note that the child in the poem is no angel either—he/she threw Teddy on the fan!

The arts

• Invite students to recite a prayer they might say before bedtime.

Technology

• Students plan where items are to be stored on a bookshelf to avoid a younger sibling touching them. (See page 57)

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Answers Page 56

Teacher check Page 57

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Possible answer from top to bottom: model aeroplanes; books; Lego™ and blocks; teddy bears, dolls and soft toys; soccer boots, shoes and thongs.

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HPE/PDHPE

Rhymes for little rascals

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My prayer Dear Lord … Thank you for my blessings: My super mum and dad. Our food and our nice house, or eBo st r For all of this I’me glad.

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But …

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May I make one suggestion? It’s about my little brother. You see, he’s such a pain. We always © fight each R. I . C.other. Publ i cat i ons

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•f or e vi e wtoys. pur posesonl y• He breaks allr my new He knocks down my tall towers. But it’s good when he’s asleep, so … Please extend his sleeping hours!

. e half the day All nightt and o c . cheplan. e Would be a terrific r o t r s su per And oh, if he asks for Teddy, I threw him on top of the fan!

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Rhymes for little rascals

Write a letter Pretend you are the main character in ‘My prayer’. Write a letter of apology to your little brother for throwing his teddy on the fan.

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Dear

Date

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Your address

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Draw a picture for your little brother.

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Storing stuff Draw and then cut out each of the items on the right, and decide where to store them in the set of shelves to avoid rips and breakages by a two-year-old brother.

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Books

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Teddy bears, dolls and soft toys

Lego™ and other blocks

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Soccer boots, shoes and thongs

Model aeroplanes

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Warning! Your little brother can reach the bottom two shelves.

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Rhymes for little rascals

The firefighter

Performance guide

‘The firefighter’ is suitable as a recitation or a character poem, with the performer dressed as a firefighter. In the last stanza, the performer could walk with bended knees and arms moving in a breaststroke motion, then shield his/her eyes for the third line. There should be a sudden change of action and character before the last line is spoken.

Suggested activities KLA

Activity

English

• Ask the students why the child in the poem decided to become Mayor instead. (Mayors don’t have to do anything dangerous.)

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• List the jobs firefighters do as written in the poem. Can you think of any others? • Write sentences with words and phrases from the poem; e.g. (a) shiny bell (b) long, red hose (c) tall buildings.

• Match some firefighting terms to their meanings. (Explain the meaning of ‘jargon’.) (See page 60) • Count the rungs on a ladder. How can we measure the height of a ladder? (Lay it on the ground.) • Estimate the height of a building.

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Mathematics

• Spread a school garden hose out. Estimate, then measure the length of it.

• How much does a bucket of water hold? How many 1L milk cartons is it equal to?.

Science

• A great natural treatment for burns is the aloe vera plant. Simply break a part off and wipe the sap on the burn. If possible, give a stem to each student to grow at home.

SOSE/HSIE

• Organise a visit from the local fire brigade. Have the students prepare questions about things they want to learn prior to the visit. • Name ten uses for a bucket of water. (See page 61)

HPE/PDHPE

• Revise and practise the fire evacuation procedure for your school.

• Practise the ‘stop, drop and roll’ technique to avoid being burnt if clothing catches fire. • Discuss safe management of matches, candles, heaters and barbecues.

• Watch an episode of the British television program Fireman Sam to see how he saves the day. Ask comprehension questions at the end of it.

Technology

• Students identify and describe features and the purpose of fire alarms for houses.

Answers

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Head of fire: The front of the fire.

Flank of the fire: The left or right side of the fire.

Loom up: The term for smoke floating in the sky that can be seen from far away.

ETA: Estimated time of arrival

EMS: Emergency medical service

Red line: The small hose connected to the fire truck. Used for small fires and car fires.

Green line: Garden hose

Plug: A name for a fire hydrant.

All clear: Building is clear of people

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Possible answers:

1. 3. 5. 7. 9.

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The arts

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Give dog a drink or bath Drink it Catch tadpoles Put out a small fire Water fight or fill water pistols

Rhymes for little rascals

2. 4. 6. 8. 10.

Water plants Wash clothes Wash your feet Wash dishes Wash the car

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The firefighter

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I want to be a firefighter © R. I . C .P ubl i cat i ons ‘Cos firefighters are brave. •f orr evi e wtall pu r poses y• They climb right up buildings toonl Find young and old to save.

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They rescue cats from tops of trees, They get to ring the bell. . ethey squirt the long, red hose— At firest o c . c e Their job is really heswell. or

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Into the smoky rooms they go, Flames billow ‘round their head. Their vision blurs, their face goes black … Mmmm … I might be Mayor instead! Lee-Ann Holmes© R.I.C. Publications®

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Rhymes for little rascals

Firefighter jargon Match the firefighter terms in the centre to the correct smoke cloud. Emergency medical service

r o e t s Bo r e p ok u S Flank of the fire

The small hose connected to the fire truck. Used for small fires and car fires.

Green line Plug

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The left or right side of the fire.

The term for smoke floating in the sky that can be seen from far away.

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A name for a fire hydrant.

ETA EMS

The front of the fire.

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Estimated time of arrival

o c . che e r Garden hose o Loom up t r s super Red line

Building is clear of people

Rhymes for little rascals

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Uses for a bucket of water

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Teac he r

List ten uses for a bucket of water. Some of the pictures may help you.

1. 2. 3. 4. 5.

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7. 8. 9. 10.

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Rhymes for little rascals

Dinnertime!

Performance guide

This poem provides a great opportunity for acting or miming; e.g. smelling the pizza; putting on the oven mitts; cautiously carrying and then dropping the hot pizza; shooing the cat; peeling the pizza off the tiled floor; and picking off the hair and sand; then presenting it to Dad. ‘Dinnertime!’ would be perfect as a character poem.

Suggested activities KLA

Activity

English

• Ask: Have you ever dropped something on the floor or ground and then picked it up to eat? Should the child have given the pizza to his dad after the cat had eaten a bit of it? Why not?

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• Students pretend they are the main character in the poem and write a note to Dad explaining what actually happened to the slice of pizza given to him. • Students place events from the poem in the correct sequence. (See page 64) • Write a list of words that describe how things taste; e.g. delicious, scrumptious, sour, sweet, bitter. • Students write a procedure for making a pizza. (see Science)

Science

• Students complete an activity on equal parts and one-half. (See page 65)

• Devise questions about buying pizza at the school canteen/tuckshop; e.g. ‘If a piece of pizza costs $2, how many could I buy with $5? How much change would I receive?’

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Mathematics

• Survey the class to determine their favourite pizza toppings. Make a picture graph of the results.

• Make a large pizza with the students. Talk about which food group each bit of topping belongs to as it is placed on the pizza; e.g. base – grains and cereals, cheese – dairy, capsicum – vegetables. • We have five well-known senses: sight, hearing, taste, smell and touch. Determine which of these five senses are used in the poem and identify where.

SOSE/HSIE

• Go on an excursion to a local pizza place. Provide the students with a basic floor plan of the area for them to label; e.g. ‘This is where they put the pizzas in the boxes. This is where the ovens are.’

HPE/PDHPE

• Explain why we should not eat food that has fallen on the floor, ground, supermarket floor etc.

The arts

• Replicate a pizza using collage materials.

• Students practise ordering and taking orders for a pizza, giving or asking for all relevant information. • Students produce their own mini pizzas by using muffins and following a simple production procedure; e.g. 1. Spread muffin with tomato paste. 2. Cover with a layer of ham. 3. Spread four slices of tomato evenly over the ham. 4. Cover with a thick layer of cheese.

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Technology

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Answers Page 64

1. (b) 2. (e) 3. (a) 4. (f) 5. (g) 6. (d) 7. (c)

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1. a, b and c should be coloured.

2. There is more than one possible answer for each.

3. There is more than one possible answer for each.

(a)

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(b)

(c)

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Dinnertime! Ahhh! Can you smell that? That pizza smells just great. Now, how do I get it from The oven to the plate?

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But I still feel the heat— Man it’s hot, oh quick!

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r o e t s B r e oo Of course! Thep oven mitts. u k S do the trick. These should

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I’ll peel it off the tiles, Like a good young lad. Pick off. a hair, some sand … t e ‘Here’s your pizza, c Dad!’

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Oh no, it’s slipping. Rats! My piece fell on. the floor. ©R I . C. Publ i cat i ons Shoo• you cat. f onaughty rr evi e w pur posesonl y• Don’t eat any more.

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Sequencing events Glue these sentences in the order they happened in ‘Dinnertime!’ 1. (a) Drop the pizza onto the floor

r o e t s Bo r e p ok (b) Cook pizza u S

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(e) Use oven mitts to carry pizza

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(f) Shoo the cat away

(g) Peel pizza off tiles

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What is your favourite pizza topping?

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Dividing a pizza 1. Colour only the pizzas that are divided equally. (a)

(b)

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r o e t s Bo r e p ok u S (e) (f)

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(d)

(c)

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(c)

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(a)

o c . c e he r 3. Colour one of the equal parts in each o pizza. t r s (c) super (a) (b)

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BOO!

Performance guide

This poem would be handled well by lower-primary students. Halve the class to read alternate lines or couplets. Start with eyes closed. On ‘Need to go pretty soon’, children could cross one leg over the other. Children could stand on tiptoe when reciting that word, and the whole class could say ‘Get a FRIGHT’.

The last verse is said relaxed and relieved—‘kissed’ could sound like a sigh. The loud ‘BOO!’ at the end should be said by the whole class and should take the audience completely by surprise. Alternatively, ‘BOO!’ could be shouted by a ghost suddenly jumping out from behind the students.

Suggested activities KLA

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

English

• Students relate their own experiences about having to get up during the night to those in the poem. ‘Need to go pretty soon.’ What is this referring to? (A need to go to the toilet.) • Why did the poet write ‘E-v-e-r-y s-o-u-n-d’ that way? (She wants it to be said in an eerie, ghostly voice.) Practise saying the line. • Note the layout of the poem. The poet wrote short phrases to add atmosphere and to show that the performer is frightened.

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• Explain the meanings of the words ‘daft’, ‘tucked’ and ‘exist’.

• Students complete a sheet about homophones with the same ‘oo’ sound as in ‘Boo!’ (See page 68) • Read other stories or poems about ghosts.

Mathematics

• Count the number of stanzas in the poem: How many lines? Which is the longest line? How many words in that line? How many syllables? How many letters?

Science

• Work with students to complete a problem–solution chart about being scared during the night (see HPE). (See page 69)

SOSE/HSIE

• Explore beliefs of other cultures about ‘ghosts’.

HPE/PDHPE

• Investigate the American tradition of Halloween, where children dress as ghosts and other scary creatures.

• Students discuss some things they can do if they feel frightened during the night; e.g. use a nightlight, go to the toilet before bed. • Practise walking on tiptoe.

• In conjunction with problem–solution chart (page 69), discuss the topic of inappropriate physical contact from others.

Technology

• Explore ways to make items move without touching them; e.g. using a fan or air pressure.

Answers Page 68

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(a) new – knew (b) flew – flu (c) blue – blew (d) due – dew (e) you – ewe

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2. Teacher check

4. Possible answer: The boy wore a sheet over his head for the fancy-dress ball.

(a) new (b) flu (c) dew (d) blue (e) knew (f) flew (g) ewe (h) due

Page 69

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• Make a class big book about well-known fictional ghostly characters; e.g. Casper, Moaning Myrtle™.

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The arts

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1. a – c, b – d, c – e, d – b, e – a

2. Teacher check

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BOO!

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Eyes … open. Dark bedroom. Need to go Pretty soon. Too scared to move. or eBo st r Ghosts around. e p ok They will hear my u E-v-e-r-y S s-o-u-n-d.

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Reeeoooww! What was that? Don’t be daft, Just a cat. © R. I . C.Publ i cat i ons Have tor go. •f orr evi e w pu posesonl y• Move real slow. Walking quietly On tiptoe. Hear a noise. Get a FRIGHT! . te o Phew! c Mum asks, . che e ‘Are you alright?’ r o r st super Back to bed. Tucked in, kissed. Silly me. No ghosts exist. BOO! Lee-Ann Holmes©

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Words that sound the same A homophone is a word that sounds the same as another but is spelt differently. 1. Match the pairs of homophones. 2. Read and draw. Did you notice that the words The blue bird flew over the ewe. rhyme with ‘boo’? (a) new • (b) flew •

(d) due •

• ewe

(e) you •

• flu

3. Use the correct homophone in each sentence. (a) The family moved to a

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(e) Sharyn

on the lawn wet my shoes. (due, dew)

pullover yesterday. the answer to the question.

(blue, blew)

(new, knew)

in the open window. (flew, flu) . te o . (you, ewe) (g) A female sheep is called a c . che e r o tomorrow. (due, dew) (h) Ballet fees are r st su per

(f) A rainbow lorikeet

(new, knew)

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house.

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r o e t s Bo r • e dew p ok u S • knew • blew

4. Write a sentence about this picture.

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Waking during the night Remember: If there is a problem that you don’t know how to solve, tell Mum or Dad, a teacher or another adult you trust. 1. Match a suitable solution to each problem.

r o e t s B r e oothe window. (a) I am scaredp of the dark. (a) Close u k S Solution

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Problem

(b) Go to the toilet before bed.

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(b) I see scary shadows in my room.

(d) Keep everything in its © R. I . C.Publ i c aplace t i on s so there are no strange •f orr evi ew pur pos esoshadows. nl y•

(d) I have to get up and go to the toilet.

(e) Talk/Read about happy things before you go to sleep.

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(e) I hear scary bird noises outside.

2. Write sentences about things you can do on your own.

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For example: I have a shower or bath on my own. (a)

(b) (c)

Ideas o c . che e tying r o r shoelaces st super eating

(d)

dressing

(e)

riding a bike

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seatbelt

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’Cos I’m the youngest

Performance guide

The performer(s) of this poem could experiment with different ways of saying ‘’cos I’m the youngest’, by using pause or putting emphasis on different words; For example: ‘’cos I’m the youngest, ’cos I’m the youngest, or ’cos … I’m the youngest’. Note the change of emotion in the second verse.

Suggested activities KLA

Activity

English

• Determine who in the class are the youngest siblings. Does this poem ring true? Could they add more advantages/disadvantages to the list?

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• Make a list of things students or the oldest child in their families complain about. • Students write their own poem from the opposite perspective: ‘’Cos I’m the oldest’. (See page 72) • Work with opposites: youngest – oldest, biggest – smallest, early – late.

Mathematics

• Construct problems about children’s ages; e.g. ‘If Steve is five and Amanda is twice his age, how old is Amanda? Ben is three years older than Eve. Eve is three. How old is Ben?’

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• Write an acrostic poem with the word ‘youngest’ written vertically. Each letter begins the first word in a sentence about being the youngest; e.g. Yoyos are hard to work, Off to bed at 8 o’clock.

• Students construct a time line of things they have done and will be able to do at different ages. (See page 73)

Science

• Discuss how people change as they grow; e.g. their feet get bigger, they need larger clothes, they eat more.

SOSE/HSIE

• Share and discuss how things have changed over time. Interview grandparents about their age when they first flew in an aeroplane, first time they used a computer, the age they started working etc. Students compare their grandparents’ answers to their own.

HPE/PDHPE The arts

• Students discuss changes they have already experienced; e.g. losing baby teeth, learning to read. • List things the students will be able to do when they are five years older.

• Working in groups of three, students take roles as a news reporter, the oldest child in a family and the youngest. Construct an interview concerning how the children feel about their position in the family. Film each interview to show to the rest of the class. • Sing songs about being young or old. • Students draw a picture of their family and write each person’s age under the drawings.

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Teacher check. Possible ideas: I have to go to school, I have to do homework, I have to mow the lawn, I have to make my bed. But then … I get more allowance, I stay up later, I sleep over at friend’s houses and I’m the smartest/strongest, ’cos I just am.

Page 73

• Students write down what they think is the best thing about being the age they are now. Place all the information into a time capsule for a younger year level, or store it for the class to look at again in six months time. (Have their opinions changed?)

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Technology

Teacher check. Possible ideas: Learnt to talk; Learning to read; Can tie shoelaces; Can play piano; Can do ballet/play soccer; Can mow the lawn; Can sprint 100 m; High school; Can sleep at a friend’s house; Can drive a car.

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’Cos I’m the youngest

But then …

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I get less ice-cream, ’cos I’m the youngest. I go to bed early, ’cos I’m the youngest. © R. . C.P bl i c at i ons II have touhold hands, •f orr ev i ew ur p osesonl y• ’cos I’mpthe youngest. I get no homework, ’cos I’m the youngest. o c I get more cuddles, e. che r o t ’cosr I’m the youngest. s super I get away with more, ’cos I’m the youngest. And I’m the cutest, ’cos I … just am. Lee-Ann Holmes©

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Write your own poem Write your own poem from the opposite point of view: ‘’Cos I’m the oldest’.

’Cos I’m the oldest

’cos I’m the oldest.

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’cos I’m the oldest.

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’cos I’m the oldest.

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o c . ch e ’cos I’m the oldest. r er o t s super ’cos I’m the oldest.

’cos I … just am. 72

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Time line On the time line, write things you have already done and will be able to do at different ages. Age 1

Began to walk.

Age 2

—

Age 3

—

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Age 4

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Age 6

—

Age 7

—

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Age 5

—

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Age 11 — Age 12 — Age 13

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Age 14 —

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Age 10 —

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Age 15 — Age 16 — Age 17 —

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Teacher’s first class

Performance guide

This poem would be suitable for verse speaking by a lower-school class as a choral speaking piece, or as a novelty (if the students whip their stickers out of their pockets to sniff at the end). There are many opportunities here for children to play up to the audience and act cheekily.

Suggested activities KLA

Activity

English

• Ask the students inferential questions about the poem: e.g. ‘Her backside was bare’. What happened? (Her skirt got stuck to the chair and ripped); Why did the sign say ‘Attenshun’? (Because they couldn’t spell ‘attention’ properly); Why did the flour wreck the teacher’s tan? (It turned her skin white instead of brown.)

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• Ask: Did the teacher have her revenge in the end? What do you think the stickers smelt like?

Mathematics

Science

• How does the author entertain us in this poem?

• Students play a harmless prank on their parents and write about the reaction. (Perhaps send a note warning parents first!) (See page 76)

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• What age do you think the students in ‘Teacher’s first class’ are? (5–7) How do you know? (Because of the illustration and they couldn’t spell ‘attention’.)

• Students pretend to be the class in the poem and write a letter to the teacher, apologising for their mischievous behaviour and asking for her to return. (See page 77) • Count the number of pranks the students played in the poem.

• Use ordinal numbers when describing pranks; e.g. The first prank was …

• Allot a prank to each day of the week. Students place the days of the week in the correct order.

• Students study the motion of a fan by making a windmill from cardboard. Experiment with blowing on it from different directions. Students note their observations.

SOSE/HSIE

• Students differentiate between natural and built features of their school environment.

• Students extend their understanding of size and shape by drawing a simple map of the classroom and labelling different shapes; e.g. rectangles indicating where the teacher’s and students’ desks are.

The arts

• Discuss the imagery of the poem. Draw a humorous picture for each stanza and write a suitable caption to match.

Technology

• Students set up a prank by following a set procedure: e.g. 1. Blow up a balloon. 2. Clamp its end by placing it in the closed door to the classroom. 3. Ring for the principal. 4. Watch his or her reaction when he/she opens the door! (You may want to secretly arrange this with the principal prior to the class.)

Answers Page 76

Teacher check Page 77 Teacher check

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• Play games aimed at tricking students; e.g. Ask Student One to hide his/her eyes. Ask Student Two to secretly move out of sight. Student One has to guess which of his/her peers is missing.

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HPE/PDHPE

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Teacher’s first class

We were our teacher’s We were our teacher’s First class ever. First class ever. But who on earth But who on earth Made her quit? Never! Made her quit? We? Never! ©We? R. I . C.Pub l i ca t i o ns

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o rr evi ew pur os es l y• All we• didf was Allp we did wason Put glue on her chair. Put flour on the fan. When she got up, She was pretty cross Her backside was bare. It wrecked her tan. We were our teacher’s First class ever. But who on earth Made her quit? We? Never!

We were our teacher’s First class ever. But she forgave us. She said we were clever!

All we did was Put a sign on her back. Saying ‘Attenshun parents, Give me a smack’.

She gave us all A sticker, or two. You scratch and sniff, And they smell like … Eeeewww!

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Pranks A prank is a practical joke or a piece of mischief. Play a harmless prank on someone in your family; e.g. swap some dresses from Mum’s wardrobe with a few shirts from Dad’s. Write about their reaction.

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What did Mum say and do?

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What did Dad say and do?

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Put a rubber snake in your brother’s or sister’s underwear drawer! Write about their reaction. 76

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Write a letter Pretend you are a student in the ‘Teacher’s first class’. Write a letter of apology to your teacher apologising for your mischievous behaviour and asking for her to return.

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

Dear

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Your address

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From

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Performance guide

Five babysitters

This poem could be recited, or used as a character poem by an individual or class. Include appropriate pace and mischievous looks. Props such as a whoopee cushion and toy snake could be used. This poem could also be used as a teaching aid with lower school to reinforce counting.

Suggested activities KLA

Activity

English

• Check the poem to match the ordinal number with the correct mischievous act of the child.

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• The author doesn’t say what the child did to the fifth babysitter. Students can make suggestions for this verse. • Discuss reasons why a babysitter is sometimes required.

Mathematics

Science

SOSE/HSIE

• In groups, students come up with five qualities of a good babysitter. These are shared with the rest of the class. • Students complete an activity about qualities of a great babysitter. (See page 80)

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• Students talk about their own experiences when being babysat: e.g. ‘We were hungry, so the babysitter made us toast’ etc.

• Count backwards from 5 to 1 as in ‘Five babysitters’; then backwards from 10, then 20. • Revise ordinal numbers; first, second, third ... up to 10.

• Students complete simple number facts associated with the poem. (See page 81)

• Recognise and discuss that people grow old (e.g. grandparents) and can not always look after young children. • Give examples of how people change as they become elderly.

• Students list some of the rules that exist in their homes; e.g. no playing outside after the evening bath, no running inside.

• In some families and cultures, grandparents or relatives are used for babysitting. Discuss when this would be an option. (If they live in the same house or nearby.)

The arts

• Students respond and reflect on the poem and how it makes them feel; e.g. ‘I felt sorry for the babysitter because the kids were a bit naughty, but I know it is only pretend’.

Technology

• Students write a sequence of steps for the babysitter to follow if he/she were to look after them from 6 pm until 9 pm; stating dinnertime, bedtime etc.

Answers Page 80

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(a) good (b) babysitters (c) children (d) should (e) act (f) manners

Page 81

(a) 3 – 1 = 2 (b) 2 + 4 = 6 (c) 5 + 4 = 9 (d) 2 + 1 + 2 = 5 (e) 7 – 3 = 4

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• Babysitters need to be safety conscious. Identify potential hazardous situations in the home; e.g. bath water, poisons, stove, toaster, shed.

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HPE/PDHPE

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

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Five babysitters

The first babysitter wanted to chat, Until I put a green frog in her hat. That left four.

The © second babysitter was willing R. I . C .Publ i cat i onsto try, Until my shanghai got her in the eye. •f orr evi e w pur posesonl y• That left three.

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The third babysitter was reading a book. I gave her a laxative, making her crook. That left two.

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Rhymes for little rascals

Great babysitters Great babysitters have to be good at taking care of children. The following are qualities of great babysitters. 1. Choose words from the box to finish the sentences. babysitters

manners

should

good

children

act

health. r o e t s Bo r e p not look after you ifo A good babysitter should he or she has a u cold or anything Selse that you could catch. k

(a) Babysitters should have

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should be sensible and reliable.

(b)

This is important because they are in charge of your health and safety. .

Babysitters need to be able to talk to and understand children of all ages. be sure of themselves.

(d) Babysitters

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Good babysitters should be confident in themselves and know what to do in any situation—from an emergency to changing a nappy.

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o c . Babysitters need c to think quickly e herunder st r o and calmly and keep things super control. maturely.

(e) Babysitters should

(f) Babysitters should have good

A good babysitter should always speak nicely and set a good example. 80

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Working with number facts Read the story, draw a picture, then write a matching number fact. (a) Tim put three frogs in the babysitter’s hat. One jumped out. How many are left?

r o e t s Bo r e p ok u S rubber snakes. Joan hid four. (b) Jan hid two

How many were hidden altogether?

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(d) The babysitter read two books to Peter, one book to Shane and two to Mia. How many books did she read altogether?

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(e) Toby put seven cockroaches in the babysitter’s shoe. Three crawled away. How many were left?

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