Rhymes for Rascals: Ages 8-10 by Teacher Superstore

RIC-6248 4.3/148

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

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The books in this series are:

Teachers notes ................................................................................................................................................... iv – v About this book ............................................................................................................................................................... iv Performance guide ........................................................................................................................................................... v Curriculum links . ............................................................................................................................................................ v Life of a lifesaver . ................................................... 2–5 Acrostic poem . ............................................................. 4 Natural and processed materials – Research task . .......... 5

Five little ducks .................................................. 42–45 Rewriting songs .......................................................... 44 Dealing with ducks ..................................................... 45

My eisteddfod poem ........................................... 46–49 Performing poetry ....................................................... 48 Reading and relating times .......................................... 49

The birthday present .......................................... 10–13 Homophones .............................................................. 12 Celebrations – Research task assessment sheet . ........... 13

What rot! . ........................................................... 50–53 Adding adjectives . ...................................................... 52 Sink your teeth into this! . ........................................... 53

The dinner date .................................................. 14–17 Seating arrangements .................................................. 16 Calculating change . .................................................... 17

On the roof ......................................................... 54–57 Shape poems . ............................................................. 56 Phobias . ..................................................................... 57

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The cookie jar . ................................................... 18–21 Write a narrative ......................................................... 20 Cooking biscuits ......................................................... 21

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Runaway ................................................................. 6–9 Overnight trip ............................................................... 8 Calendars ..................................................................... 9

Loose tooth ......................................................... 58–61 Write a letter .............................................................. 60 Tough teeth ................................................................ 61

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Too much Monopoly™ ......................................... 22–25 Read and think ........................................................... 24 Playing Monopoly™ . ................................................... 25

The rascal rap ..................................................... 62–65 Doin’ ‘The rascal rap’ . ................................................ 64 My identity . ............................................................... 65

Sibling rivalry . .................................................... 26–29 Writing adjectives ....................................................... 28 Length, perimeter and area ......................................... 29

When Mum’s away ............................................. 66–69 A capital idea! ............................................................. 68 When Mum’s away … ................................................ 69

Burrito bungle ..................................................... 30–33 Sentence building ....................................................... 32 Antonyms ................................................................... 33

Wet season . ........................................................ 70–73 Writing poetry ............................................................ 72 Science experiment . ................................................... 73

Surf’s up .............................................................. 34–37 Contractions ............................................................... 36 Write a recount . ......................................................... 37

The storm ........................................................... 74–77 Onomatopoeia ............................................................ 76 Tenths of a litre . ......................................................... 77

I learnt a poem ................................................... 38–41 Acronyms and initialisms.............................................. 40 Memory ..................................................................... 41

Cool kick ............................................................ 78–81 Synonyms and antonyms . ........................................... 80 Soccer player profile .................................................... 81

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

Rhymes for 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.

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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.

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Performance guide Written especially with performance in mind, Rhymes for 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 usually 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.

• 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.

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• 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. • 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.

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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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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:

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

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

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Curriculum links – English NSW

TS2.1, TS2.2, TS2.3, TS2.4, RS2.5, RS2.6, RS2.7, RS2.8

Vic.

ENSL0301, ENSL0302, ENSL0303, ENSL0304, ENRE0301, ENRE0302, ENRE0303, ENRE0304, ENRE0305, ENRE0306, ENRE0307, ENRE0308

LS 3.1, LS 3.2, LS 3.3, LS 3.4, R 3.1, R 3.2, R 3.3, R 3.4

2.1, 2.3, 2.5, 2.6, 2.7, 2.9, 2.10

Qld

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

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Rhymes for rascals

Performance guide

Life of a lifesaver

This poem, originally written to mark the 2007 Australian Year of the Surf Lifesaver, gives the public some information about this marvellous organisation. As a concert or school concert item, the performer should be dressed as an elderly lady. At the end of the poem, he/she could raise his/her hand to be saved and a lifesaver could come on stage and lead them off saying something like, ‘Come on, Mrs Smith, that’s enough surfing for one day’.

Suggested activities KLA

Activity

English

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• Make a class KWL chart (what we Know, what we Want to know, then what we have Learned) about Surf Life Saving Australia (SLSA). • What information did students learn about SLSA from the poem? Make a class list. • How many words can they make from the letters in ‘lifesaver’?

Mathematics

Science

• Complete a comprehension task answering questions about the information in the poem or from pamphlets about surf lifesavers. • Students identify the likely purpose of the text as written by the poet.

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• Write an acrostic poem about a surf lifesaver. (See page 4)

• Students write five-digit numbers in words of the length in kilometres of different countries’ coastlines; e.g. China 14 550 km.

• Create number problems containing information from the text; e.g. ‘If there are 300 surf lifesaver clubs in Australia and each club has 20 members, how many members are there in total?’ • Draw a map showing the path from the school to the local pool. • Discuss the medical use of saline solution.

• Glass is made by fusing sand with soda and lime. Complete a research task outlining the process these materials go through to become glass. (See page 5)

SOSE/HSIE

• Invite a local surf lifesaver (or someone from a similar voluntary organisation) to speak to the class about his or her duties. • Discuss the voluntary contribution of lifesavers to our society.

HPE/PDHPE

• Practise lifesaving techniques in the pool.

• Discuss the importance of ‘Slip, slop, slap and wrap!’ (wrap on sunglasses) and the dangers of solariums.

Technology

• Students draw information from various sources about the work of voluntary lifesavers; e.g. consult newspaper articles for successful rescues.

Answers

Teacher check

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• Students act the roles of (a) an elderly lady in distress in the water, and (b) a lifesaver.

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The arts

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Life of a lifesaver The bronzed Aussie lifesaver, Has a history of 100 years. Their 110 000 members, Have prevented so many tears.

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But the number of lifesaver clubs Is about 300 strong.

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r o e t s Bo r e p ok Stretching 35 000 kilometres, u Our coastlineS is quite long.

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For sometimes victims of bluebottles And irukandji need first aid. With this, and preventing drowning, It’s a wonder these people aren’t paid.

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With 60 million visitors, To our beaches each year, © R. I . C.Publ i cat i ons These wonderful volunteers, •f o r e vi ew pur posesonl y• Are always inr top gear.

o c . c e r So next time you’reh at beach, ethe o t r s s per Stay between the flags. u And pretty or not they will save you. They don’t even baulk at old hags! Oh, lifeguard, over here! Lee-Ann Holmes© R.I.C. Publications®

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Rhymes for rascals

Acrostic poem 1. Write an acrostic poem about a surf lifesaver. Each letter begins a sentence explaining one of the lifesaver’s jobs; e.g. ‘Vinegar is kept on hand at all times for the treatment of jellyfish stings’. L I F

A V E

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Natural and processed materials – Research task Glass is made by fusing sand with soda and lime and sometimes other ingredients. 1. Collect information to illustrate: (a) how the materials are combined (b) how processing these materials influences their usefulness.

r o e t s Bo r e p ok u • You will be S marked on the following criteria.

Present your information orally to the class. You may use diagrams, tables, charts, a Powerpoint™ presentation, or combinations of these.

Knowledge

Level of attainment

Did not complete the task

Area

Showed limited understanding of how materials are processed to make them more useful. Diagrams/Tables showed incomplete information. Limited engagement with the problem. Oral presentation limited.

Able to understand how materials are processed to make them more useful.

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Showed an in-depth understanding of how materials are processed to make them more useful. Diagrams/Tables showed Diagrams/Tables were satisfactory information. clearly labelled and easily read. Engaged Engaged with problem efficiently and confidently but needed assistance. with the problem. Oral Oral presentation satisfactory. presentation was of a high quality. Focused on task with Needed little or no little redirection. redirection to remain focused.

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Self and others

. t e Comments: Signed

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Needed frequent redirection to remain on task.

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Date:

Overall mark:

Rhymes for rascals

Runaway Performance guide With this poem, the performer needs to start the recitation with conviction and determination, only for it to dwindle as the poem progresses (beginning at ‘it’s getting quite dark …’—when the character is starting to become a little scared). The three dots (ellipsis) indicate thought by the character. The audience should be able to tell what the character is thinking by the anxious expression on the performer’s face. The ‘runaway’ certainly doesn’t want to leave home alone!

Suggested activities KLA

Activity

English

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• Students attempt to draw conclusions about the character (that she or he doesn’t really want to run away alone, if at all). • Discuss and practise reciting the poem with the character’s voice changing from determination to trepidation as the poem progresses.

Mathematics

• Assume the role of the main character in the poem. Write a diary entry from his/her point of view. • Students list items they would pack for an overnight trip. (See page 8)

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• How old do they think the child in the poem could be? In groups, students present reasons why the child may want to run away.

• Students estimate, then measure the distance from the classroom to a certain tree or other landmark in the playground. • Students work out days and dates on a calendar. (See page 9)

• Students draw times of the day on analog and digital clocks; e.g. dusk, dawn, midday, dinnertime.

Science

• Discuss regular events in time and space; e.g. daily and seasonal changes, sun’s position, moon’s phases.

SOSE/HSIE

• Describe perspectives about travelling from different cultural backgrounds; e.g. Aboriginal Australian term ‘walkabout’.

HPE/PDHPE

• Students play games involving running; e.g. cricket, basketball, netball.

• We all feel like running away sometimes. Discuss familiar problems at the students’ level of development. List each problem with a solution.

Technology

• Students design and develop a system to help them keep track of their belongings during an overnight trip to a relative’s or friend’s place.

Answers Page 8

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• Sketch a tree in the school’s playground using different materials, such as pastels, charcoal or pencil, to achieve a three-dimensional effect.

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

29/04 17/03 07/03 01/07

2. Monday 1 June 3. Teacher check

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

5. 11/02

6. 21/01

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

Wednesday Friday Sunday Monday

31 28 31 31

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Runaway I’m leaving home. I’m running away. I’ve had enough. I’m leaving today.

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I’ll live in the tree At the end of the park. I’d better leave soon, It’s getting quite dark …

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I’ve packed my pyjamas, Toothbrush, underwear, A packet of biscuits And my teddy bear.

And I’ll ask my sister, That’s what I’ll do.

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My brother and sister Said ‘No’. Oh drat! So I might leave tomorrow … Or the day after that …

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Rhymes for rascals

Overnight trip If you were going on an overnight stay at your aunt and uncle’s house, what would you need to take? Study the considerations, then write your list in the box. Considerations: – Weather • What will the weather be like? Should I take a jacket? A raincoat? Clothes to suit warm weather?

Things to pack

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• Are we going out for dinner? – Personal items. • Toothbrush, shampoo etc.

– Sleeping • Pyjamas, favourite pillow, teddy bear etc.

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r o e t s Bo r e p ok – What will we be doing? u S costume? • Will I need a swimming

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• Medication, book, game etc.

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Calendars Answer the questions about the six-month calendar.

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1. Write the dates three weeks after the dates below.

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January February March S M T W T F S S M T W T F S S M T W T F S 1 2 3 1 2 3 4 5 6 7 1 2 3 4 5 6 7 4 5 6 7 8 9 10 8 9 10 11 12 13 14 8 9 10 11 12 13 14 11 12 13 14 15 16 17 15 16 17 18 19 20 21 15 16 17 18 19 20 21 18 19 20 21 22 23 24 22 23 24 25 26 27 28 22 23 24 25 26 27 28 25 26 27 28 29 30 31 29 30 31 April May June S M T W T F S S M T W T F S S M T W T F S 1 2 3 4 31 1 2 1 2 3 4 5 6 5 6 7 8 9 10 11 3 4 5 6 7 8 9 7 8 9 10 11 12 13 12 13 14 15 16 17 18 10 11 12 13 14 15 16 14 15 16 17 18 19 20 19 20 21 22 23 24 25 17 18 19 20 21 22 23 21 22 23 24 25 26 27 26 27 28 29 30 24 25 26 27 28 29 30 28 29 30

4. What day will it be on the following dates?

l (a) 13 May ©/ R. I . C.Pub i ca t i ons (b) 20 March • f o r r e v i e w p u r posesonl y• (b) 24/02 / (c) 1 February

(a) 08/04

(d) 20 April

(d) 10/06

5. Write the date for the second Wednesday in February.

2. On what day and date will the season of winter begin?

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o c . cdates 3. Circle the following on the e her r o calendar. t s/ supe r

(a) 26/01 (b) 14 February (c) 8 June

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6. Write the date for the third Wednesday in January.

7. How many days are there in the following months? (a) January

(b) February

(d) May

Rhymes for rascals

The birthday present

Performance guide

This recitation consists of three different speaking characters: the boy, the aunt and the uncle. All of the voices need to be distinguishable. After the second line, the performer should indicate himself/herself as the ‘wonderful eight-year-old’. The words ‘absolutely berserk’ can be said with extra volume.

Suggested activities KLA

Activity

English

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• Students write a recount about a time they received a fantastic present. Who was it from? What was the occasion? Why was the present fantastic? Do they still have it? • Students complete an activity about homophones, using words from the poem. (See page 12) • Wrap items in birthday paper and students guess what they are feeling by describing the shape, texture and size of the object.

Mathematics

Science

• Students design/create their own birthday party games.

• Conduct surveys and display data on a table showing favourite birthday presents for a 3-, 8-, 18- and 40-year-old.

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• Students write a description of their favourite birthday party games.

• Using their hands as a unit of measure, students gauge the amount of paper needed to wrap an object.

• Use party bag concepts for problem-solving; e.g. ‘If there are 10 children and 30 snakes, how many snakes will each child receive?’

• As a class, make a birthday cake to share. Discuss what would happen if one ingredient was left out; e.g. eggs (used to bind the mixture).

SOSE/HSIE

• Discuss the difference between students’ wants and needs.

• Students research a style of celebration from their own or a different culture. (See page 13)

• Students make a map of the route from the school to their house that they could then give to their friends to direct them to a birthday party.

HPE/PDHPE

• Play some active party games to music, such as ‘Musical chairs’ and ‘Freeze’.

The arts

• Students make their own papier-mâché piñata individually, in groups or one for the class.

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Technology

Answers Page 12

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• Students clap the unusual rhythm of the poem while reciting it—soft–soft–loud, soft–soft–loud, soft–soft–loud, soft–soft–loud—for each line. • Using a publishing program on a computer, students design and make a party invitation, including all relevant information.

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(a) eight (b) I (c) you (d) which (e) tick (f) new (g) so (h) tea (i) see (j) would (k) be (l) no

2. Teacher check

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Teacher check research task

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The birthday present

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r o e t s Bo r e Aunty Terrip went shopping and brought a toy, ohome u k ForS a special and wonderful eight-year-old boy.

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When I opened the wrapping I shouted, ‘Oh yes! It is just what I wanted. Just how did you guess?’

After ten darn long minutes, I started to cry, Aunty Terri came over and she asked me why. Then© sheR noticed the wanted . I . C. Pbox, ubwhich l i caIt i onsto kick. ‘Please don’t worry,’ she said, ‘it’ll just take a tick’.

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Well, ‘a tick’ promptly turned into five minutes, then, She decided she’d need help from my Uncle Glen. My new tip truck was so tightly wired in the crate, That my uncle and aunty were getting irate.

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‘Now, perhaps it’s a screwdriver that I will need.’ Uncle Glen turned the screws till he started to bleed. After forty-five minutes and two cups of tea, My proud uncle and aunt gave my toy back to me. So, we all sat around to see how it would work … And then that’s when I went absolutely berserk! I had waited as patiently as I could be, But the final straw was … there was no battery!

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Lee-Ann Holmes© Rhymes for rascals

Homophones A homophone is a word that sounds the same as another, but has a different meaning; e.g. ‘flower’ and ‘flour’.

1. Find the homophones for these words from the poem. (a) ate

(e) tic

(f) knew

(g) sew

(h) tee

(i) sea

(j) wood

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(l) know © R . I . C . P u bl i cat i ons 2. Write a sentence for each of the following homophones, using the correct meaning. orr evi ew pur posesonl y• (a) there •f (k) bee

(b) their

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(d) too

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(e) two

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(f) wear (g) where 12

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Celebrations – Research task Countries all over the world participate in a range of celebrations such as NAIDOC Week, Chinese New Year, Thanksgiving or Carnivale. Research a celebration and present an oral report to the class with the assistance of a Powerpoint™ presentation or charts. The following criteria should be covered:

r o e t s B r e Area Ao B C D p ok Introduce name of celebration u S Group/Nation who celebrate this day

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Celebration chosen:

Description of celebration Reason for the celebration Date the celebration is held Conclusion: How student feels about it Summary of information in student’s own words

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Marking criteria A B C D E M N

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The appropriate level of achievement for each area is marked with a tick. Overall mark:

Achieving well above the expected level Achieving above the expected level Achieving at the expected level Achieving below the expected level Achieving well below the expected level Modified program Not complete—not able to be assessed

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Comments:

Signed

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Date:

Rhymes for rascals

The dinner date

Performance guide

Through the whole poem, the performer could have a mischievous look and voice—until the last line. Note the pause after ‘we’. Fold your arms in disgust on ‘grounded’.

Suggested activities KLA

Activity

English

• As a class, search the text to list the tricks the children in the poem played on their mother’s boyfriend.

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• Explain these words and phrases from the text: ‘derrière’, ‘cuppa’, ‘suggested’, ‘on the chin’, ‘unfounded’, ‘grounded’. • Students write a letter of apology from the children in the poem to the ‘dinner date’.

Mathematics

Science

SOSE/HSIE

• Students write a diary entry by one of the children on the morning of the dinner party, elaborating on how the child was feeling and the reasons why.

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Teac he r

• Students make connections from directly stated information to determine the seating arrangement for the dinner party. (See page 16)

• Students calculate the change they would receive after buying certain food items. (See page 17) • Students calculate fractions of a meat pie to feed a mum, dad and three children for dinner. • Study food catalogues to choose items for a family meal under $20. • Discuss food as an essential source of energy for our bodies.

• Draw conclusions about the part played by our tongue and teeth when we eat a meal.

• Talk about divorce or the loss of a parent as a reality for many families. Discuss associated negative feelings: Who can they talk to about their feelings?

• Research foods contributed to Australian cuisine from other cultures; e.g. beef stroganoff, spaghetti bolognaise, fried rice, moussaka, kofta. Which are the most popular?

HPE/PDHPE

• Recommend ways to promote development of friendships with others.

The arts

• Discuss the imagery of the poem. Students draw one humorous picture for each of the stanzas 2, 3 and 4, and write suitable captions to match. • Examine and compare the differences and similarities of food advertising in the 1960s to today.

Technology

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Answers Page 16

Anne

Steve

Dad

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Diane

Note: Students might swap each end of the table.

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Mum

Calculating change

(a) $5.50 (b) $1.25 (c) $4.50 (d) $0.95 (e) $7.50 (f) $5.80 (g) $2.50 (h) $3.05 (i) $10.00 (j) $0.85 (k) $42.50 (l) $46.25

Rhymes for rascals

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• Students design a three-course menu for a dinner party.

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

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Teac he r

The dinner date

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Suggested Leigh. She put hot chillies In his cup of tea.

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We’d be the winner, When Mum’s new boyfriend Was coming to dinner. We led him to sit On the broken chair. He fell right down On his derrière.

Whatever we did, He didn’t give in. He took our punishment Right on the chin.

We glued his knife And fork to the table. When he tried to eat, He just wasn’t able.

In the end it turned out, Our fears were unfounded. Our stepdad is cool, But we … are still grounded!

o c . che e r o t r s super

Lee-Ann Holmes©

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Rhymes for rascals

Seating arrangements

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

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Teac he r

1. Mum, Dad, Roger, Diane, Anne and Steven are seated around the dinner table. From the clues below, work out their seating arrangement.

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o c . e • Dad sits at one end of c theh table. r e o t r s • Anne sits 90° directly to Dad’s right.s uper

• Roger and Steve do not sit next to or directly opposite each other. • Steve sits beside Anne. • Mum sits at the other end of the table.

More?

Make up your own clues for a seating arrangement. 16

Rhymes for rascals

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Calculating change 1. Calculate how much change you would receive after spending the amount shown on each price tag.

$1 .75

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

(f) $20.00

4.2

.50

(e) $10.00

5.0

(d) $6.00

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Teac he r $

Change

$1 0.5 0

(b) $3.00

$4 .50

(a) $10.00

R.I.C. Publications®

.75

.50

Change

0.1 $1 Change

m $ . 15.0 u0

.95

(j) $11.00

o c . che(k) $50.00 e (l) $50.00 r o t r s super Change

Change

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. te Change

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.50

Change

Rhymes for rascals

Performance guide

The cookie jar

This poem could be used as a recitation or a character poem. During the second stanza, the performer could say all the names of the biscuits slowly (as if his/her mouth is watering). Many lines in this poem have great imagery and the pace can be adjusted during the performance to add effect.

Suggested activities KLA

Activity

English

• Students retell the sequence of the rhymed verse.

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

• Students identify the purpose and moral of the text.

• Explain the meaning of groups of words (phrases) from the text; e.g. ‘beaten by a song’, ‘the little cad’, ‘not to be outdone’.

Mathematics

• Students put themselves in the role of either person in the poem and describe himself/herself to the person next to him/her (age, sex, appearance etc.). • Identify how positive or negative representations of people/biscuits are portrayed in the poem (intonation, nouns etc.).

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• Students write a narrative, using the orientation and problem from the poem, then creating their own solution/resolution (removing the hands from the jar etc.). (See page 20)

• Recognise or replicate the generic structure of the poem—title, lines of verse, rhyming pattern, rhythm (4 beats per line). • Run a competition to estimate the number of cookies in a jar. Winner takes all! • Students order different-sized jars according to their volume. • Students identify common fractions in biscuit recipes.

• During a biscuit cooking activity, students select and use the appropriate instrument for measuring. • ‘Ten steps I used for my run’: Compete and measure to see who can walk/run the furthest in ten steps.

Science

• Compare properties (mixture) before and after chemical changes (cooking biscuits). (See page 21) • Identify and compare the energy information on different biscuit packaging. Where do biscuits fit into the Australian guide to healthy eating?

SOSE/HSIE

• Investigate biscuits traditionally made by different cultures; e.g. fortune cookie, torrone, Anzac biscuits.

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• Visit a local bakery. Draw concept maps showing the occupation of a baker (show resources, skills, tools etc.) • Ask students to vote on whether the person telling the poem is a boy or a girl (not stated in the poem, but most will say ‘boy’). Discuss stereotyping/prejudice.

HPE/PDHPE

• Play elimination games such as ‘Freeze’. Make the prize a plain biscuit.

The arts

• Teach the song ‘C is for cookie’ (ABC for kids bumper songbook) to sing and/or play instruments to.

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Technology

o c . che e r o t r s super

• Teach the game ‘Who stole the cookie from the cookie jar?’.

• In groups, students produce and video record a biscuit-cooking demonstration to show the rest of the class. • Students look for biscuit recipes from various sources (Internet, people, magazines). • Students give instructions to their ‘audience’ during the cooking demonstration that they videotape.

Answers

Teacher check

Rhymes for rascals

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The cookie jar After school, every day, Before we do homework and play, Mum gives us something to eat. Most times biscuits are the treat.

Teac he r

Trouble is, Ben likes them, too, That means each day what I must do Is beat him to the cookie jar. Lucky I’m faster. Ha! Ha! Ha!

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

Shortbread creams, orange slice, Those Tim Tams™ are really nice. Gingernuts and chocolate chip, I even like crackers with dip.

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But today it all went terribly wrong. I was beaten by a song. My brother, Ben, already had His hand in the jar, the little cad.

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Well I was not to be outdone, Ten steps I used for my run. I thrust my hand in the jar, too, And now it’s stuck with Ben’s. Boo hoo! Lee-Ann Holmes©

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Write a narrative The cookie jar

Title Orientation Who? When? Where?

Sequence of events How characters react to the problem.

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Teac he r

Complication

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Resolution The problem is solved. Does the story teach a lesson?

Rhymes for rascals

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o c . che e r o t r s super

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Cooking biscuits Background information Since early times, humans have been processing materials to change their properties to suit particular purposes. ‘Processing materials’ means changing them. During this biscuit cooking activity, note the changes that take place when making biscuits.

r o e t s B r e oo Properties of ingredients p u k Texture Taste SColour

Write a description in each box.

Smell

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Teac he r

Stages of activity

Before mixing

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Just before cooking

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During cooking

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Immediately after mixing

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Just after cooking

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Rhymes for rascals

Too much Monopoly™

Performance guide

Mimicking the voice of a young child throwing a temper tantrum (in the second stanza) will be fun. Ensure a different tone of voice is used for each character in the poem. A threatening, stern look and a clenched fist could accompany the last line of the poem.

Suggested activities KLA

Activity

English

• Students complete a comprehension activity on the poem. (See page 24)

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

• Students give an oral recount of the story told in the poem.

• Discuss whether the story told in the poem is fictitious or if it may have actually happened. • Discuss the positive or negative opinions students may have about the characters in the poem. • Students write a narrative similar to the story in the poem, using the structure of orientation, problem/conflict development, and solution/resolution. • Use Monopoly™ money as a concrete material for problem-solving when adding dollars. • Students buy and sell real estate when completing an activity based on the game Monopoly™. (See page 25)

ew i ev Pr

Teac he r

Mathematics

• Study perimeters and areas of fictitious Monopoly™ houses and properties; e.g. ‘If a rectangular house on Fleet Street was 10 m x 16 m, what would be the perimeter? What would be the area?’

Science

• Students study the motion of a fan by making a windmill from cardboard. Make and test inferences to describe the effects of wind force on the windmill.

SOSE/HSIE

• Identify how stereotyping and discrimination reflects perceptions of gender and age; e.g. the notion that boys shouldn’t play with dolls. • Describe how family members need to adjust attitudes and behaviours to function as a harmonious group.

The arts

• Students create a poster aimed at children to advertise the game Monopoly™.

Technology

• Students cooperatively follow a procedure to make their own Monopoly™-style game similar to the current game but with their own real or imaginary streets and properties.

Answers

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Page 24

1. Lana

2. Possible answer: Revenge on her brothers by spoiling their game.

3. Lana did the wrong thing by putting the fan on high.

4. Possible answer: Lana could have spoken to her mother about her brothers not playing with her.

5. (a) A malicious urge or desire to hurt, humiliate or annoy. (b) To correct or improve.

6. Possible answer: The boys didn’t usually play with Barbie™ dolls, so it was a different thing for them to do.

7. Possible answer: Yes, because it made the three children think about what they had done and everyone was happy in the end.

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Page 25

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HPE/PDHPE

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1. $300.00 – $220.00 = $80.00

2. (a) $500.00 – $200.00 = $300.00

3. Teacher check

4. $150.00 + $150.00 + $150.00 = $450.00

5. $1000.00 – $875.00 = $125.00

6. Yes. $850.00 – ($350.00 + $400.00) = $100.00

(b) Teacher check

Rhymes for rascals

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Too much Monopoly™ Guess what happened today With my little sister, Lana? She waltzed into the room And started cracking a ‘nana!

‘Alle you’ve done this holiday r o t s r Is playB e oo , Monopoly p u And Lana can’tk play that S Because she’s only three.’

Mum heard from the kitchen And just as she said, ‘Hey…’ Lana put the fan on 5 To blow our money away!

™

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Red in the face she screamed ‘Nobody’s playing with me’. My brother said, ‘Go away. We’re playing Monopoly™’.

Teac he r

But then Mum looked at me And my big brother, Ted. ‘Lana has a point, you know’, Is what my mother said.

We agreed it wasn’t fair and That we should make amends. Playing Barbie™ was actually fun! But don’t you tell my friends!!

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‘Cos that was rude and spiteful, and a nasty thing to do.

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Lee-Ann Holmes©

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o c . che e r o t r s super

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Rhymes for rascals

Read and think Answer the questions about the poem. 1. What is the little sister’s name? 2. Why did she put the fan on high?

r o e t s Bo r e p ok u Sdone instead of putting the fan on high? 4. What could Lana have 3. Why was Lana sent to her room if her brothers were mean to her?

5. Write definitions for these words: (a) spite

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(b) amend

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7. Do you think Mum chose a suitable punishment? Why/Why not?

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6. Why do you think playing with the Barbie™ dolls was fun for the boys?

Rhymes for rascals

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Playing Monopoly™ Write the number fact and calculate the answer to each question. 1. Jack wishes to buy Fleet Street for $220. If he gives the banker $300, what change will he receive? 2. Amanda landed on Vine Street, which is worth $200. What amount will she get back from the banker if she gives him/her $500 to buy it?

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r o e t s Bo r e p ok (a) u S (b) Draw the notes.

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o c . ch e 4. How much will Jane pay for three houses on Piccadilly valued at $150 each? r e o r st super 5. Landing on Fleet Street with four houses will cost Amanda $875. What change will she receive from $1000? 6. Blake has $850. Can he afford to buy both Park Lane for $350 and Mayfair at $400?

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Rhymes for rascals

Performance guide

Sibling rivalry

The main point to keep in mind with this poem is to keep a distinct difference between the mother’s and child’s voices, while making sure they remain clear with good articulation and volume. Perhaps the performer could look to a different direction or change his/her stance for each character to help the audience distinguish between the characters. A teacher or performer could change the last line to ‘And her arms and legs, too!’ if they prefer.

Suggested activities KLA

Activity

English

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

• Question the students as to why Mum said: ‘Really! Now try to think right back’. (Mum knew all along that Sophie had probably been provoked, but she probably didn’t expect the last line!) • Students identify how aspects of subject matter appeal to different audiences and suggest the intended audience for this poem. • Students practise use of pronunciation and facial expression to recite the poem.

Mathematics

Science

SOSE/HSIE

• What would Mum’s reaction be to finding out that the doll’s head was in the toilet? Write one more verse for the poem.

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Teac he r

• Students write describing words about a doll’s house, doll and other items. (See page 28)

• Working with centimetres, students measure length, perimeter and area of a doll’s house. (See page 29)

• Our height is apparently the same distance as our outstretched arms from fingertip to fingertip. Try it out! Students can work in pairs to test this theory. • Would a doll’s head float in water? Try some floating/sinking experiments.

• Research to find how much water is used in a full-flush toilet as opposed to a half-flush. • Research different types of toilets used in other countries.

HPE/PDHPE

• In the past, an ‘outhouse’ was used instead of an inside toilet. Ask an elderly person what an outhouse was like.

• Discuss germs associated with toilets; e.g. E. coli, and the importance of washing hands properly.

• Play ‘hitting’ games to develop hand–eye coordination; e.g. cricket, softball.

The arts

• Write a script for a play and use dolls as puppets to perform it.

• Students recite the poem with a partner—one student plays the mother, the other the child. • Students collaboratively design a doll’s house and/or make a model of a doll’s house.

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

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pink, wooden, tidy blonde, cute, pretty noisy, rusty, fast fashionable, woollen, warm healthy, delicious, sweet

Page 29

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Technology

o c . che e r o t r s super

1. 55 cm 2. 55 cm + 25 cm + 15 cm = 95 cm 3. 45 cm ÷ 2 cm = 22.5 cm 4. 25 cm + 15 cm = 40 cm 5. 15 cm + 22.5 cm + 15 cm + 22.5 cm = 75 cm 6. 25 cm + 22.5 cm + 25 cm + 22.5 cm = 95 cm 7. 55 cm x 22.5 cm = 1237.5 cm² 8. 22.5 cm x 40 cm = 900 cm² 9. 45 cm + 45 cm + (55 cm + 25 cm + 15 cm) x 2 = 280 cm 10. 45 cm x 95 cm = 4275 cm²

Rhymes for rascals

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Sibling rivalry

‘Mummy, Sophie hit me. She just came up and splat! And truly, I did nothing To deserve a thing like that.’

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

‘Well, we were playing nicely, With the doll’s house in her room. When suddenly she looked at me, Then the next thing, kaboom!’

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Teac he r

‘Really!’ said Mum surprised. ‘Now try to think right back. What’s the last thing that happened Before your sister’s attack?’

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‘Ok, so you were playing dolls. Were you being gentle?’ ‘Yes, but the dolls were fighting And hers was going mental.’

o c . che e r o t r s super

‘Aha! When her doll was mental, What did your doll do?’ ‘My doll ripped her head off And threw it in the loo!’ Lee-Ann Holmes©

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Writing adjectives 1. Choose three adjectives from the word bank to describe each picture. (a) A doll’s house

Word bank pink

rusty r o e t s B r e oo healthy p u (b) A k fast S doll pretty

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delicious

noisy tidy

sweet

cute

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(d) A jacket

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Rhymes for rascals

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woollen

fashionable

o c . che e r o t r s super (e) An apple

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Length, perimeter and area Study the f loor plan of the doll’s house to answer the questions below. 55 cm

25 cm

15 cm

Bathroom r o e t s B r e oo p u k S

45 cm

Toilet

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Teac he r

Kitchen

Lounge

Bedroom

1. What is the length of the kitchen?

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2. How long is the doll’s house? 3. How wide is the kitchen?

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4. How long is the bedroom?

o c . 6. What is the perimeter of the bathroom? ch e r er o t 7. What is the area of the lounge room? s super 5. What is the perimeter of the toilet?

8. What is the area of the bedroom?

9. What is the perimeter of the house? 10. What is the total area of the house?

More?

Draw the doorways and furniture.

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Rhymes for rascals

Burrito bungle

Performance guide

Take advantage of words and phrases like ‘real slow’ (drag it out), ‘it almost broke my heart’ (look heartbroken), ‘hoed in’ (look excited). Take note of the pause after ‘But’. This poem would work well as a recitation.

Suggested activities KLA

Activity

English

• Question the students about what happened to the rubber band. Ask whether they think the story is fiction or nonfiction (true story).

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

• What do you think made Dad the best burrito maker? How do we become good at something? (practice) • Give ten unusual uses for a rubber band.

• What does ‘bungle’ mean? Students look it up in the dictionary.

Mathematics

Science

• Find antonyms for words from the poem. (See page 33)

• Complete addition and subtraction activities for the number of burritos made at a shop.

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Teac he r

• Students complete a sentence building activity related to the poem. (See page 32)

• Solve problems relating to division of mass; e.g. ‘If one bag of cheese is enough for 20 burritos, how many bags would we need to make 120 burritos?’ • Students interpret and construct picture graphs about the number of burritos or wraps sold at the school canteen/tuckshop. • Ask: Are burritos a good source of energy? Which food groups are present in the meal?

• Study the process that burrito tortillas have undergone from being wheat in the field to a burrito on the table.

SOSE/HSIE

• Ask: Where do burritos originate? What other dishes originate from that country that students enjoy eating?

HPE/PDHPE

• Roll different-sized balls around witches hats using a cricket bat or tennis racket.

• A burrito wrapped around mince, tomato, lettuce and cheese contains all the food groups. Discuss how eating a range of foods enhances body development. • Instruct students to suggest and trial materials to make pretend burritos; e.g. butcher paper and coloured crepe paper.

Technology

• Using sketches, students design an automatic burrito-wrapping machine.

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Page 33

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Teacher check (a) worst (c) together (e) Mummy (g) fast (i) release (k) before (m) always (o) carelessly

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The arts

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(b) went (d) rich (f) out (h) mended (j) foot (l) without (n) done (p) didn’t

Rhymes for rascals

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Burrito bungle Then I had a great idea! Hold it in your hand, Then, very, very carefully, Secure with a rubber band!

Once, Dad was away. Mum thought she could master Rolling the burritos— But it turned out a disaster!

That rubber band again!

r o e t s Bthen r So e oowe said our grace, p And hoedk in after ‘Amen’, u S But … I never did see

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Teac he r

Daddy is the best Burrito maker I know. Spreading mince, tomato, cheese, And rolling them real slow.

The burritos came undone, And they fell apart. The poor things were ruined. ©my R. I . C.Publ i cat i ons It almost broke heart.

Lee-Ann Holmes©

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R.I.C. Publications®

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•f orr evi ew pur posesonl y•

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Rhymes for rascals

Sentence building 1. Rewrite the sentences below by adding phrases to make them more interesting. Phrases can tell how, when, where or why. For example: The boy went to the shop. Late in the afternoon, the boy wearing a baseball cap went to the shop.

r o e t s Bo r e p ok u S (b) Once, Dad was away.

(d) I had a great idea.

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(a) Daddy makes burritos.

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(g) We gave Mum the sack.

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(f) We said grace.

o c . che e r o t r (i) It almost broke my heart. s super (h) The poor things were ruined.

(j) Then, very, very carefully. (k) A rubber band. 32

Rhymes for rascals

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Antonyms An antonym is a word that has an opposite meaning to another; heavy – light. 1. Find antonyms from the work bank below for words from ‘Burrito bungle’. without mended

worst Mummy

Word

Antonym

rich fast

always went

Word

together out foot before

r o e t s B r e (a) cameo(b) p ok u S

apart

(c)

poor

(d)

Daddy

(e)

(f)

(i)

hand

(j)

Antonym

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best

done carelessly release didn’t

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never

(m)

undone

(n)

carefully

(o)

did

(p)

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Rhymes for rascals

Surf’s up

Performance guide

During this poem, the performer could choose a few actions to accompany his/her recitation, but be careful not to overdo it; e.g. waving to Mum, standing with arms outstretched for surfing on a chair, rubbing head when board hits.

Suggested activities KLA

Activity

English

• Write all the rhyming pairs of words from the poem. Put them into two lists: words with the same ending letter; e.g. big, dig—and words spelt differently; e.g. go, know.

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

• Students complete an activity about contractions. (See page 36)

• Discuss the range of emotions felt by the character in the poem; e.g. excitement, trepidation, determination. • Students write a recount of their first experience in the surf with an orientation, sequence of events and a conclusion. (See page 37) Mathematics

Science

SOSE/HSIE

• Students interpret and answer questions from a tide chart.

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Teac he r

• Write a description of a game they can play in the pool or in the surf; e.g. ‘Marco Polo’. • Explore the concept of one cubic decimetre (a cube with sides of 10 cm that holds 1 L of water and weighs 1 kg). • Conduct science experiments associated with water; e.g. test the flow of liquids with different viscosity. • Discuss how the shape of a surfboard helps it to glide over water. • Invite a guest speaker to address the students on some surfing tips.

• On a map of the world, label the continents, then locate the best surfing locations; e.g. Waikiki in Hawaii.

HPE/PDHPE

• Discuss safety issues associated with surfing; e.g. rips, swells. How can accidents be prevented?

The arts

• Students write the rhythm from the chorus of a Beach Boys’ song.

• In pairs, students choreograph four swimming/surfing/beach movements. String sequences together and put them to a Beach Boys’ song.

Technology

• What would be the best medium to use to advertise Australian beaches? (e.g. pamphlets) Discuss.

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Answers

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Page 36

(a) (c) (e) (g) (i)

2. (a) going

4. (a) i (c) o

(a) (c) (e) (g) (i)

shouldn’t I’ve it’s I’ll I’m

(b) (d) (f) (h)

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she’s wave’s didn’t isn’t

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(b) because

would not – wouldn’t have not –haven’t he is – he’s was not – wasn’t she would – she’d

(b) can not – can’t (d) they will – they’ll (f) will not – won’t (h) must not – mustn’t (j) need not – needn’t

(b) wi (d) woul or ha

Page 37

Teacher check

Rhymes for rascals

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Surf’s up I’m goin’ to learn to surf today, It shouldn’t be too hard, ‘Cos I’ve been busy practising On chairs in my backyard.

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

So off I scoot. I jog right in, But man, that wave looks big. Um … maybe I should grab my spade … Just have a little dig.

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I’ve got my board, my sunscreen, too. Between the flags I go. My goggles on, I wave to Mum, She’s come to watch … you know!

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I grab my board, jog in again, Determined to do well. My board just hit me on the head! And now it’s lost. Oh swell!

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Too late! The wave’s upon me now, © R. I . C.Publ i cat i ons It’s caught me unawares. I didn’t get turned upside down •f orr evi ew pur posesonl y• When practising on chairs!

. tI’ll try again. o Ah, there it is.e c . My pants are full of csand. e her r o I think I rather do prefer t s s r u e p The feel of nice, dry land. Just one more try. What? Dumped again. This really isn’t fair. I think I’m happy just to do My surfing on a chair! Lee-Ann Holmes© R.I.C. Publications®

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Rhymes for rascals

Contractions 1. Write the contractions from the poem ‘Surf’s up!’ that were used to shorten these words. (a) should not

(b) she has

(d) wave is

(e) It has

(f) did not

(g) I will

(h) is not

r o e t s Bo r e pin the poem by the following: ok 2. Write the word represented u S (b) ‘cos (a) goin’

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(i) I am

3. Complete the contraction table. Words

(a)

Contraction

would not

can’t © R. I . C .Publ i cat i ons have not •f orr evi ew pur posesonl y•

(b) (c) (d)

(g)

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was not

(h) (i)

she did

(j)

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(f)

he is

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(e)

they’ll

won’t

o c mustn’t . che e r o t r s super needn’t

4. Which letter or letters have been left out to make these contractions? (a) there’s

(b) it’ll

(d) we’d

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Write a recount Write a recount of your first experience in the surf. Title

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Teac he r

Orientation Who? What? When? Where?

Write about what happened in the order it happened.

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Conclusion Sum up your feelings about the experience.

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Performance guide

I learnt a poem

The performer of this recitation should show a look of uncertainty or embarrassment at having forgotten the poem, followed by coaxing of the audience to play along, using his/her voice and facial expressions. Bow after the last word before leaving the stage.

Suggested activities KLA

Activity

English

• Students interpret ideas associated with the poem—e.g. recall/remembering—and make connections to supporting details/ideas such as making lists, keeping a diary or following a calendar.

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

• Complete an activity on acronyms which are useful when trying to remember terms or titles. (See page 40) • Students construct phrases to help remember a friend’s number plate; e.g. DEB - Daniel Eats Beans.

Mathematics

• Play a memory game with words from the poem. (See page 41)

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• Discuss techniques used to help people remember things or make things easier to learn; e.g. jingles, slogans, rote learning, writing it out, acronyms. • Discuss and learn the tricks for learning multiplication facts; e.g. 9 x tables—9 x 4: Hold your fourth finger down. Fingers to the left represent tens, fingers on right represent ones. • Use patterns to help work out problems; e.g. 6 x 2, 6 x 20, 6 x 200. • Revise doubles, doubles + 1, doubles + 2 etc.

• Discuss counting in 5s, 10s, 50s etc. as a strategy for working out multiplication problems.

Science

• Scientists claim that eating a banana will make students more alert, while sardines are apparently a particularly good ‘brain food’. What other foods supposedly help us to learn?

SOSE/HSIE

• Discuss what appropriate, positive support is and how students should support peers when oral tasks are being presented to the class.

HPE/PDHPE

• Discuss how we need to accept personal abilities and limitations and practise tolerance with others.

The arts

• Students examine current advertising jingles, then create their own jingle to encourage consumers to remember the name of a certain product.

Technology

• Students use the library/Internet to research tricks for memorisation.

Answers

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(a) SE (b) NY (c) NT (d) USA (e) UNICEF (f) ANZAC (g) CPR (h) ICU (i) FBI (j) CIA (k) scuba (l) RSL (m) CBA (n) NRL (o) FFA (p) RDI

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south-east New York Northern Territory United States of America United Nations Children’s Fund (originally United Nations International Children’s Emergency Fund) Australia and New Zealand Army Corps cardiopulmonary resuscitation intensive care unit Federal Bureau of Investigation (US) Central Intelligence Agency (US) self-contained underwater breathing apparatus Returned and Services League Commonwealth Bank of Australia National Rugby League Football Federation Association recommended daily intake

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I learnt a poem

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So, I’ll stand up here in front And pretend I’m saying it. ‘Cos if Mum realises what’s happened I’m sure she’ll have a fit!

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I learnt a poem to say. I practised it a lot. But now that it’s time to recite it, The lines I’ve quite forgot.

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o c . che e r o t r s super Could you all please play along So Mum won’t have a clue? Smile like you’re enjoying it. A laugh would help me too.

I’ll say a couple more lines And take a dramatic bow. If you could help with one more thing … Everyone, please, clap now. Lee-Ann Holmes© R.I.C. Publications®

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Acronyms and initialisms Acronyms and initialisms are formed from the initial letters of other words. An acronym is pronounced as a word; for example: laser means light amplification by stimulated emission of radiation. An initialism is an abbreviation; for example: UFO means unidentified flying object.

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(a) SE

(b) NY (c) NT

(d) USA

(e) UNICEF

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1. Brainstorm, research or use a dictionary to write what these acronyms stand for.

(h) ICU

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(i) FBI

(j) CIA

(k) scuba

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(l) RSL (m) CBA

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(g) CPR

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(n) NRL (o) FFA (p) RDI

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Memory

How to play: • Cut out the cards.

• Shuffle the cards and place them face down. • Player A turns one card over and says the word. • Player A turns a second card over. If the words are the same, player A keeps the cards and has another turn. If the second card is different, player A turns the cards face down again and player B has a turn.

r o e t s Bo r e p ok u Syour own cards using your spelling words for the week. • Variation: Make learnt

learnt

poem

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• The winner is the player who has the most pairs once all the cards have been taken.

poem

practised© R practised recite . I . C.Publ i c at i ons recite

•f orr evi ew pur posesonl y•

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realise

couple

please

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pretend

happened

realise

enjoying

please

smile

happened

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pretend

enjoying

o c . che e r o t r s s r u e p couple dramatic dramatic

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smile

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Five little ducks

Performance guide

This poem allows children to show a range of three characters’ voices: Mum, the ducks and the storyteller. There are opportunities here for movement. The last verse is intended as a rap, so the performer could adjust his/her voice and look accordingly; for example, turn his/her cap backwards. A front kick or karate chop action could accompany the ‘Hey ya!’ at the end. This poem could also be performed by a class in the verse speaking recitation or novelty section of an eisteddfod, or at a class/school concert.

Suggested activities KLA

Activity

English

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

• Students recite the poem using exaggerated rap movements and gestures for effect. • Students rewrite parts of other well-known songs. (See page 44)

Mathematics

Science

• Watch an episode of the television program Sitting ducks as a listening comprehension. Discuss the moral of the story. • Read other stories/books about ducks; e.g. The ugly duckling, The story about Ping and Not now, Mrs Wolf.

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• Students research meanings of common sayings about ducks; e.g. ‘Like water off a duck’s back’. (See page 45)

• Use a number of duck feathers for problem solving; e.g. ‘If Mother Duck had 350 feathers and Baby Duck had half as many, how many would Baby Duck have? How many would they have altogether?’ • Students make maps leading to the ‘fox’s lair’. Identify alternative pathways. • Not all ducks quack. Find out five other facts about ducks.

• Study a duck’s egg. List similarities and differences between it and a chicken’s egg.

• Ask: Why do ducks waddle? Why does water bead off duck feathers? What is the purpose of a duck having webbed feet? Draw conclusions about how ducks interact with their environment.

SOSE/HSIE

• Collect information through field studies or surveys on the care of a local duck pond or an area ducks inhabit. • Discuss/Research what programs are implemented by environmental groups for the protection of ducks. • Play ‘Duck, duck, goose’: Players sit in a circle. Player A walks around the circle touching each person in turn and saying ‘Duck’. When Player A says ‘Goose’, both players race around the circle back to the spare space.

• Hold duck waddle relays.

• Sing the song ‘Five little ducks’ (the original and the version from the poem) and other duck songs.

Technology

• In groups, using only paper, students work out a way to mimic the quack of a duck.

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The arts

Answers Page 44

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Page 45

1. (a) Producing no effect

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HPE/PDHPE

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(b) The score of a batsman dismissed for nought.

(d) Avoid responsibilities

(e) Go to the doctor

(f) Bend quickly to avoid a blow

(g) Hello, darling

(h) An easy task

(i) Adapting very readily

(j) ‘Duck’ is the name of a strong untwilled linen or cotton fabric used for small sails and outer clothing of sailors. ‘White ducks’ are trousers made of this fabric.

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

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Five little ducks

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‘Don’t you know There’s danger out there ... You could walk into A fox’s lair!’

You nearly gave me A heart attack!

Don’t forget we know taekwondo. Hey ya!’

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Five little ducks Went out one day. Over the hills And far away.

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o c . che e r o Mother Duck r said The ducks t s replied, super ‘Hey, kids, come back ‘Hey there, Mum, Yo

Lee-Ann Holmes©

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Rewriting songs In ‘Five little ducks’, the poet has taken the first verse of a wellknown song for children and rewritten the rest. 1. Try writing your own version of popular songs for children. Here’s an example:

Mary, Mary, quite contrary, How does your garden grow? With prickles, weeds, But mostly thorns, And cacti all in a row.

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2. Now, it’s your turn! Illustrate your song, too.

Jack and Jill

Jack and Jill went up the hill to fetch

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Mary, Mary, quite contrary

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Dealing with ducks 1. Carry out research or interview an adult to find out the meanings of these sayings. (a) Like water off a duck’s back.

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(b) To be out for a duck. (cricket)

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(e) See the quack.

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(f) Duck out of the way.

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(d) Duck shove.

o c . (g) Hello, ducky c e her r o t s super (h) Duck soup (i) Like a duck to water. (j) White ducks

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My eisteddfod poem

Performance guide

This is a great character poem with an easy costume idea. The boy/girl/class performing it could wear pyjamas with a velcro™ or zip opening on the shirt. The student(s) ‘rip’ open the pyjamas after ‘And under this …’ to reveal their school uniform or casual clothes underneath.

Suggested activities KLA

Activity

English

• Discuss public speaking with the class. It is always easier to speak about what you know. Students name three topics they would feel comfortable speaking about.

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

• Use the student topics for impromptu talks. Students initially work in pairs to build their confidence. • Discuss tips on public speaking. Mention the examples provided at the beginning of this book (stance, eye contact, volume expression etc.) on page v.

Mathematics

• Check the dictionary for meanings of sayings about time; e.g. ‘Not before time’, ‘Time consuming’, ‘In one’s own good time’, ‘Have a time of it’.

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• Conduct a brainstorm on how people make sure they are on time for different appointments/events; e.g. being organised, preparing beforehand.

• Students memorise the lines in the poem to perform for peer assessment. (See page 48)

• Students create a timetable of their morning routine, showing how they arrive at school on time; e.g. 7.00 am wake up, have a shower; 7.15 am dress in school uniform; 7.20 am eat breakfast.

• Arriving one minute late could mean you miss an important event. Students complete activities about time. (See page 49) • Students discuss activities they think would take one, three or five minutes; e.g. eat a sandwich, swim 50 m. Test it out!

Science

• Students research an animal of their choice to prepare a two-minute talk for the class on the animal’s name, description, habitat, life cycle, eating habits, predators, defence and other interesting information.

SOSE/HSIE

• Invite a member of a public speaking training group, such as Toastmasters™, to address the students on tips for public speaking.

HPE/PDHPE

• Some people have a genuine problem with nervousness. What are the symptoms and how can these be overcome?

The arts

• Students organise some mood music to go with prepared talks.

w ww Technology

Answers Page 48

Teacher check

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• Students write and then perform a speech while a partner makes appropriate sound effects.

• Consult with adults to create sequences that will save time or aid people to be on time for specific events.

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Page 49

(a) 10 minutes to 9 50 minutes past 8 8.50 eight-fifty (b) 15 minutes past 9 nine-fifteen 9.15 a quarter past 9 (c) 20 minutes to 5 40 minutes past 4 4.40 four-forty (d) 20 minutes past 2 two-twenty 2.20

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My eisteddfod poem The eisteddfod is fun, If you arrive on time. Last year we were late So I couldn’t say my rhyme.

Teac he r

So this year I’m prepared. I have it all worked out. I’ll be ready on time, And there is no doubt.

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I’d practised and practised, I knew it quite well. But none of that counts If you arrive past the bell.

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My clothes are all ironed, My sandwiches made, Brushed my teeth in the car, I haven’t even played.

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I wore my hat to bed, So my hair won’t be messed, And under this … I’m already dressed! Lee-Ann Holmes©

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Performing poetry To make a poem entertaining for an audience, you need to recite it well. Here are some tips:

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

Now, say the poem to a friend! Poetry recitation checklist Skill

Selfevaluation (yes/no)

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Voice Project your voice to the back of the room, pronounce your words clearly and use pace, pitch, pause, tone and expression as required. Punctuation marks will tell you when to pause. Practise saying the poem aloud. Facial expression Hold your head up and follow the emotions of the poem with your face. Gesture A few appropriate actions can help put the message across.

Peer evaluation (yes/no)

Pace (don’t race)

Pitch (use highs and lows in your voice)

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Pause (observe punctuation marks)

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Voice Projection (volume)

. t e o Expression (to suit the mood of the poem) c . c e r Facial expression (change toh suit the poem) e o t r s s r u e p Gesture (use well-chosen actions and movement)

Tone (change to suit emotions being expressed)

Comments:

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Reading and relating times The time on this analog clock can be written four different ways:

• a quarter to 6

• 45 minutes past 5

• 5.45

• 15 minutes to 6

r o e t s B r e oo (b) p u k S

1. Write the different ways you can read these times.

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(a)

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(c)

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(d)

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What rot! Performance guide This poem can be performed as a recitation or a character poem. If a female wishes to perform this poem, the line ‘Is not the face of Tom Cruise’ in verse 3 could be substituted for ‘Is not Penélope Cruz’. ‘I’ll kiss it better’ in the second verse could be said in a higher ‘female’ voice. When saying, ‘He knows who’s naughty and nice’ in Verse 4, the performer could hold up two fingers on each hand to indicate that he/she is quoting.

Suggested activities KLA

Activity

English

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

• Teachers should ensure secrets about Santa, falling stars etc. remain intact. Instead, ask questions such as, ‘When do parents not always tell the whole truth?’ (When they don’t want to scare you, if it is a surprise, and when you don’t need to know something until you are older.)

Mathematics

Science

• Is it sometimes okay to tell a white lie? Discuss when these times might be; e.g. to protect someone’s feelings.

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Teac he r

• Discuss the reason parents say ‘I’ll kiss it better’. (To distract the child from the pain, a cuddle makes you feel better, and to give the child attention.)

• Students write a story about what they think the Tooth Fairy does with all their teeth.

• Students discover how adjectives can improve sentences and add descriptive words to phrases from the poem. (See page 52) • Students count their teeth. How many does the teacher have?

• Use number of teeth for problem-solving; e.g. ‘If a baby had one tooth at seven months of age and then grew one tooth per month, how many teeth would he/she have at 10 months?’ (4) • Study the number and size of teeth of different animals; e.g. walrus, shark, alligator. Students compare these figures to their own. (See page 53)

SOSE/HSIE

• What is our closest star called? Research how far away it is.

• Discover the chemical changes of decomposition which make animal and plant matter ‘rot’.

• Research traditions from other countries about falling stars or what happens to teeth that fall out. • Whose reflection would you like to see in a mirror? Why? Discuss attitudes about physical attributes, individual differences and self-worth. • Play games with pillows; e.g. use for throwing, as targets or punching bags.

The arts

• Sing the song ‘Catch a falling star’. Try singing it as a two-part round as the students become more confident.

w ww Technology

Answers Page 52

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HPE/PDHPE

• Use the Internet to research the size of the biggest tooth ever found on an animal. Make a plaster replica.

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1. old, clever, stone, large, enormous, wise, pretty, blue, square, bright, careful, round, sharp (Stone and square can be nouns or adjectives).

(a) (c) (e) (g)

searing expensive downy tiny

(b) antique (d) naughty (f) twinkling (h) handsome

(a) (c) (e) (g) (i)

quiet bright wise delicious rusty

(b) sunny (d) exciting (f) empty (h) smooth

Page 53

Teacher check

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What rot! Now that I’m getting older And have wisdom that age brings, I realise that parents don’t tell The truth about lots of things.

Teac he r

I see a falling star. And know the wish I will choose. But looking back in the mirror Is not the face of Tom Cruise.

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We fall and half-break our leg. ‘I’ll kiss it better’, they say. We limp over for the magic But the pain does not go away.

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And Santa? Well, don’t go there! ‘He knows who’s naughty and nice.’ So why is it I never get Presents like naughty Tom Price?

o c . che e r o t r s supe But, because I’m now so wise, r

I know when it’s time to lay low. I don’t want the Tooth Fairy to stop Leaving money under my pillow! Lee-Ann Holmes©

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Adding adjectives Adjectives add colour and variety to our language. Their purpose is to describe nouns or pronouns. Look at the difference adjectives can make! The dog chased the meter reader. The large, savage dog chased the frightened meter reader. 1. Colour the sections of the box that contain words that can be used as adjectives.

r o large egg enormous e t s B r e blue tape oo computer p u careful round sharp k S

clever ear book

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old wise square

stone pretty bright

table box crow

(a)

pain

(b)

mirror

(c)

presents

(d)

Tom Price

naughty

(g)

Tooth Fairy

expensive

(h)

Tom Cruise

tiny twinkling searing

(f)

downy

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(e)

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3. Rearrange the letters to make an adjective. (a) uqiet a

(d) xtingeci

(b) usnny

. teboy a day a o c . che e r o (e) esiw (f) t r s ptyem super

an (g) icdelious 52

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2. Select adjectives from the box on the right to complete these phrases.

movie

(h) mootsh ice-cream

Rhymes for rascals

old owl an

light

bowl

(i) tusry stone a

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Sink your teeth into this! Some species of whale and anteater have no teeth at all. The spinner dolphin may have up to 252 teeth. Research facts about the teeth of the following animals and compare them with humans.

Humans

Shark

Number of teeth:

Teac he r 1.

Walrus

Alligator

Number of teeth:

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Size of teeth:

. te Interesting facts: 1.

Size of teeth:

o c . che e r o t r 1. s super Interesting facts:

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r o e t s B r e o Size of teeth: Size of teeth: o p u k S Interesting facts: Interesting facts:

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Performance guide

On the roof

‘On the roof’ provides much opportunity to make good use of stage space when performed as a character poem. The items on the roof can be scattered across the stage and the performer can show his/her surprise/excitement when noticing each one.

Suggested activities KLA

Activity

English

• Students write a recount about items that have ended up on their roof and the circumstances that led to it. Did they get their things back? How?

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

• Students read the shape poem ‘Home sweet home’ on page 56 and attempt writing their own shape poems. (It could also be used as an exercise for studying alliteration.) (See page 56) • List reasons why children are not allowed to get the ladder themselves and go on a roof alone. • Discuss why the poet wrote ‘But hey! What’s it madder?’ instead of matter.

Mathematics

Science

• In the poem, the child started to show a fear of heights. This is called ‘acrophobia’. Find out the names for other fears some people develop. (See page 57)

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Teac he r

• Write a seventh verse for the poem. What will Dad say?

• Students think of a way to find the area of the ceiling of their school building (same as floor area). As a homework task, students find the area of the ceiling of their house.

• At the end of the poem, the child on the roof became a little scared. Conduct a survey of 50 people to see how many are afraid of heights. • Draw the roof of a building from different perspectives; e.g. from alongside the building, from above the building. • How do some items end up on the roof? Examine the effects of wind on different shaped objects. • Discuss gravitational pull and its effect on motion and shape.

SOSE/HSIE

• Look at types of roofs in different countries. What factors influence the shape of a roof? (e.g. steep slope in places where it snows)

• Research different types of houses built during Australian, North American and/or African history. Create a pictorial sequence/time line of them. • Identify the potential hazards of climbing a ladder or standing on a roof.

The arts

• Write a short piece of prose about what you would find on your roof at home.

Technology

• Design your own aerodynamic paper planes. Test them out to see who can fly theirs onto the roof of a school building.

w ww Answers Page 56

Page 57

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Teacher check

1. (a) amathophobia (b) aviophobia (c) aurophobia

3. (b) frigophobia

4. (c) scholionophobia

5. (b) felinophobia

6. (a) pharmacophobia

7. (c) thermophobia

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

demophobia dermatophobia equinophobia mysophobia kleptophobia

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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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Teac he r

On the roof

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My ball’s gone the roof, And hey! My pump-up rocket! ©onR . I . C.Publ i ca t i o ns So I went and got the ladder. I forgot that was up here. • f o r r e v i e w p u r p osesonl y• I’m not really allowed to, Boy, I haven’t seen this thing But hey! What’s it madder? For, cripes, about a year. A frisbee™? But mine’s blue? This must belong to Jack. He’s our neighbour over there. I’ll just throw it back.

Oh! There’s my rubber snake, And my little brother’s bear.

Yes, that thing is me, and … I can’t get down. Oh dear!

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Wow! I see for m-i-l-e-s. Right over to the school! I should come up more often. This view is really cool!

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o c . che e r o There’s my ball! I see it!r I can see t s just one more thing super I’ll have to get up there. That shouldn’t be up here.

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Shape poems Shape poems are written in the shape of the subject.

Home sweet home

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

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Teac he r

Home Sweet home. Where the heart is. A place to hang your hat. Many memorable magical moments: Totally terrible tantrums Comforting cosy cuddles Cats and dogs Mice and fish Troublesome teenagers Teeny toothless toddlers Militant mealtimes ©Naughty R. I . C.Puneighbours bl i cat i ons Saturday game •f orr evi ew psoccer ur po sesonl y•

snakes

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an apple

clouds

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Write a shape poem in the space provided below. Here are some ideas for topics:

up the ladder

o c . che e r o t r s super

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Phobias A phobia is an overpowering fear of a particular thing. For example, ‘acrophobia’ is a fear of heights and/or being up in a high building. 1. Research the name for these phobias: (a) a fear of dust

r o e t s Bo r e p for each description below. ok 2. Choose the correct phobia u mysophobia S dermatophobia equinophobia kleptophobia (b) a fear of flying

(a) fear of people or crowds (b) fear of skin disease (c) fear of horses (d) fear of germs

demophobia

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Teac he r

(b) frigophobia

4. Circle which you think is more likely a fear of school.

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(a) learnaphobia

(b) brainophobia

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(e) fear of thieves or being robbed

o c (a) catophobia (c) . furophobia che(b) felinophobia e r o t r s sup er 6. Circle which you think is more likely a fear of medicine. 5. Circle which you think is more likely a fear of cats.

(a) pharmacophobia

(b) sickophobia

7. Circle which you think is more likely a fear of heat. (a) hotophobia

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(b) sweatophobia

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Performance guide

Loose tooth

Props for this character poem could consist of a small table and chair with a notepad and pen. The girl performing could begin at the front of the stage speaking to the audience, then sit down to write the note to the Tooth Fairy. The false teeth could be whipped out of her pocket before, during or after the last stanza.

Suggested activities KLA

Activity

English

• Students retell different stories about losing their teeth.

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

• Students ask their grandparents about their teeth; e.g. false teeth, colour of fillings (silver, gold), and what a visit to the dentist was like 40 years ago. • Students take on the character of Ruth and write a letter to the Tooth Fairy explaining their predicament. (See page 60) • Write a description of a visit to the dentist.

Mathematics

Science

• Write a procedure for a check-up at the dentist.

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• Make a list of adjectives to describe the Tooth Fairy.

• Use number of sharks’ teeth for problems involving the four operations; e.g. ‘If a shark had 125 teeth and lost four per day for 10 days, how many would it have left? How many would it have after growing 17 back?’ • Use the teeth of a comb (similar to millimetres) as a measuring tool.

• In groups, students compare their number of teeth or fillings with each other. Make a bar graph of the results. • Examine the advantages/disadvantages of water fluoridation to prevent tooth decay.

• Long ago, people died from toothache. Research methods used in early dental practices.

SOSE/HSIE

• Investigate how innovations in technology have changed dental practice over the years.

HPE/PDHPE

• It is important to look after our teeth. What daily precautions can we take to protect our teeth? (See page 61) • Discuss methods for proper tooth brushing.

The arts

• Read the funny poem, ‘Oh, I wish I’d looked after me teeth’ by Pam Ayers. • Learn the song, ‘Never smile at a crocodile’. • In groups over a period of a week, test different methods for brushing teeth (i.e. brush stroke). Decide on the best method and write a sequence for brushing teeth to present to the class.

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Technology

Answers Page 60

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(a) Floss your teeth daily. (b) Brush your teeth after meals. (c) Avoid lollies and other sugary food. (d) Eat healthy foods and snacks. (e) Avoid smoking, taking drugs and drinking strong coffee. (f) Discourage thumb and dummy sucking as they can distort the growth of teeth. (g) Wear a mouthguard when playing a contact sport. (h) Make regular visits to the dentist. (i) Don’t rush brushing your teeth. (j) Avoid sugary drinks.

2. Possible answer: Flossing removes food from between teeth, which, if not removed, can cause decay.

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

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Loose tooth

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I poked it and prodded, Wriggled and jiggled, Turned it and twisted it, Fiddled and wiggled.

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Guess what© everyone? Now, Tooth Fairy R. I . C.Pub l i cthe at i ons I lost front tooth. Isp who Ie must tell …y• •my f o rr e vi ew pur os so nl It finally happened I’ll write her a note. And that is the truth. That should work well. ‘Dear Tooth Fairy I lost my tooth. It went down the drain. Love … Ruth.

o c . che e r o t And then … it came out! ‘PS … r s super I was brushing my teeth. It swirled in the sink … Then vanished beneath.

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Write a letter Pretend you are Ruth and write a letter to the Tooth Fairy. • Explain what happened to your tooth. • Ask if she will still leave you some money. • Tell her what you will do with the money.

r o e t s Bo r Your address e p ok u S Tooth Fairy’s name

Tooth Fairy’s address Date

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Dear

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Your name

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Yours sincerely

Rhymes for rascals

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Tough teeth 1. Unjumble these sentences for tips to protect your gums and teeth. (a) your Floss daily. teeth (b) your meals. Brush teeth after (c) food. lollies other Avoid and sugary (d) healthy Eat and snacks. foods (e) smoking, drugs taking coffee. Avoid drinking and strong

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

(g) Wear contact sport. when playing a mouthguard

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(f) thumb and Discourage dummy sucking as distort the growth of teeth. they can

(i) dentist. to Make regular visits the

(k) Avoid drinks. sugary

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2. Explain why it is important to floss your teeth.

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Rhymes for rascals

Performance guide

The rascal rap

This would be a great poem for a group of students to perform. Each child could step forward for his/her turn. Rapping actions could be used throughout the poem and getting the rhythm right is a must. Baggy clothes and caps turned sideways or to the back could be worn as costumes.

Suggested activities KLA

Activity

English

• Students write their own simple rhyming verse of rap about themselves. (See page 64)

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

• Students practise, then perform their rap verse to a partner, small group, whole class, principal or parents.

• Study the rhythm of different words. Make a list of words with an increasing number of syllables; e.g. 1 rat, 2 hap/py, 3 an/i/mal, 4 com/mun/i/cate, 5 al/pha/be/ti/cal, 6 o/ver/ca/pa/ci/ty, 7 o/ver/ ex/ag/ger/a/tion. • Students identify the onomatopoeic words from the poem, especially from the chorus. They can brainstorm other onomatopoeic words or make up some of their own.

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• String the students’ rap verses together to make a class poem for a performance to other year levels at the school or for a class concert.

• In groups, students write a different chorus for the poem; e.g. ‘Doing “The rascal rap”, yeah. Doing “The rascal rap”!’

Mathematics

• Each student identifies the number of syllables in his/her first name. Make a frequency table, then a bar graph to display the class results. Repeat the exercise with the students’ last names.

Science

• Watch a clip of dancers who use items from their environment for sound effects in their performance.

SOSE/HSIE

• Discuss different groups the students belong to. Make an identity page from which the students could write a verse of rap about themselves. (See page 65)

• Discuss how stereotyping of people—e.g. rap dancers—can be incorrect and sometimes harmful.

HPE/PDHPE

• Students perform their verses (see above) with energetic rap moves.

The arts

• Rap has rhythm. Identify other everyday rhythms and assign a music note value to them; e.g. a heartbeat—quaver, crotchet. Try windscreen wipers, a washing machine, a stapler, a police siren etc. • Clap the rhythm felt in different poems.

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Technology

Answers

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• Watch a rap song video clip with the students for some performance tips. (Check appropriateness first.) • In groups, students write a rap about something they feel strongly about and experiment with ways of communicating their issue; e.g. a video clip or TV advertisement informing students about the dangers of smoking.

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The rascal rap There’s a tappin’ and a shufflin’ And hip-hoppin’ all around. The Rascal Rappers are Making their sound.

r o e t s B r e oo Bop, bop, bop de bop, p u k Donk, donk, donk. S Wap, wap, wap de wap, Plonk, plonk, plonk.

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CHORUS

My name is Sarah And my age is ten. My sister’s name is Rachael ©R . I . C.Publ i cat i ons And my brother’s name is Ben.

•f orr evi ew pur posesonl y• CHORUS

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My name is Matthew And my favourite colour’s blue. Soccer and football Are my favourite things to do.

o c . che CHORUS r e o t r s s r u e p My name is Molly, I do jazz ballet and tap. What I also like to do Is ‘The rascal rap’! CHORUS Lee-Ann Holmes©

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Rhymes for rascals

Doin’ ‘The rascal rap’! Write a simple rap verse about yourself! • The second and fourth lines should rhyme. • Find words to rhyme with your age from the boxes below or use a rhyming dictionary. • The other lines can be about things you like to do, family members’ names or anything about your identity.

r o e t s Bo r e p ok My name is Amanda u Sis nine. And my age

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For example:

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My name is

w ww Eight mate

. te weight wait

Kate ate

Nine line

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Ten Ben

o c men . che star sign e r yen o t r s su r e vinep pen mine

Ken

fine

late

swine

hen

skate

dine

den

hate

wine

again

plate

whine

then

great

deadline

when

Rhymes for rascals

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My identity Family members

Friends

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r o e t s Bo r e p ok u S Sporting groups Favourite foods

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Favourite indoor and outdoor games; e.g. hide and seek, tag.

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Favourite number

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Favourite colours

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Other groups I belong to; e.g. scouts, speech and drama.

Rhymes for rascals

When Mum’s away

Performance guide

Quite a few of us can relate to this poem! The performer needs to pause if the audience laughs during the second verse, otherwise the next few words may not be heard. Mimic an adult female’s voice in the last line.

Suggested activities KLA

Activity

English

• Ask students what happens in their household if Mum/Dad/guardian goes away? Write a recount. • What kinds of jobs could take a mother/woman away for a period of time (teacher at school camp, government jobs when attending conferences, nurses on night duty, working at a minesite etc.)?

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

• Make a class list of suggestions for quick, easy meals to prepare. • List the advantages and disadvantages of fast food outlets.

• Twice in the poem, ‘Mum’ is used as a proper noun. Complete an activity to practise when to use a capital letter for ‘Mum’. (See page 68)

Science

• Is a hamburger a natural or processed food? Discuss. (Natural – lettuce, tomato, onion. Processed – burger, bun, cheese.)

SOSE/HSIE

• Discuss how women’s roles have changed over the past 50 years in relation to the workforce.

Teac he r

• Survey the class to determine everyone’s favourite fast food; e.g. pizza, chicken and chips, rolls, hamburgers, fish and chips. Display the information on a picture graph.

HPE/PDHPE

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Mathematics

• Create sequences or time lines about the changing role of women over the years.

• In groups, students propose ways to help keep places healthy; e.g. cleanliness of cooking areas, rules. • Students suggest ways to ease the burden when the primary caregiver is away by assigning jobs to different family members. (See page 69)

The arts

• Using role cards, students mime different jobs; e.g. washing up, vacuuming.

Technology

• Write a sequence for making their favourite ‘fast food’ at home.

Answers

(a) Mum (b) mum (c) Mum (d) mum (e) Mum (f) Mum (g) mum (h) Mum (i) Mum (j) mum, mum (k) Mum (l) mum

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Page 68

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When Mum’s away

r o e t s Bshower, r e oo We bath the dog in the p u clothes in the microwave,k SUseDry the iron if the toaster is broken. We know it’s not how to behave.

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When Mum goes away for work We eat McDonald’s™ and chocolate cake. Dirty dishes pile up in the sink. We don’t care how much mess we make.

Before Mum comes home, we clean up And mop the whole house and the hall. When she walks in, she is happy ©AndRsays, . I . C‘You .Pdon’t ubl i came t i o s need atn all!’

•f orr evi ew pur posesonl y•

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Rhymes for rascals

A capital idea! Sometimes ‘Mum’ is written with a lower case ‘m’ and other times it is written with a capital letter, depending on how it is used.

General rule: If ‘mum’ is preceeded by ‘my’, ‘our’, ‘his’, ‘her’ or ‘their’, use a lower case ‘m’. If you can substitute a name instead of ‘Mum’, use a capital letter.

r o e t s Bo r e p o‘Mum’ is used Doesu substituting ‘Anne’ still make sense? Yes! So,k as Sa proper noun in this phrase and needs a capital letter.

For example: When Mum goes away for work, … When Anne goes away for work, …

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1. Decide whether to write ‘Mum’ or ‘mum’ in the following sentences. (a) Before (b) My

comes home we clean up. is the best cook I know.

(e) Does

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(f)

have to go, too?

(g) Our

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(h) (i) How is (j) My (k) Mrs Smith, Jan and (l) Every 68

Rhymes for rascals

is coming home on Monday.

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o c . chise shorter than Mrs Jones. e r o t r s super feeling today? is very special to us.

is taller than your

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When Mum’s away … When Mum or the primary caregiver goes away, certain jobs are usually left for another person to do. But are there some things the children can help with? 1. Assign jobs to different members of your family for when Mum is away. Cooking

Dad

r o e t s Bo r e p o u Unstack dishwasher/dish rack k S

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Stack dishwasher or wash up

Wash the clothes Hang washing Fold washing

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Vacuum floors Mop floors

Keep bedroom tidy

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Make another list for when Dad goes away for work. R.I.C. Publications®

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Rhymes for rascals

Performance guide

Wet season

Perhaps as a concert item, an older performer could make the most of the mood change from calm and relaxed in the first verse, to a build-up of frustration or anger in the second verse, then back to calm in the third.

Suggested activities KLA

Activity

English

• Students make inferences as to what is happening in the poem. • Students write their own poem about what they do when it rains. (See page 72)

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

• Discuss how reflective texts and poems do not always rhyme.

• Compare ‘Wet season’ to ‘The storm’, also in this book. Discuss their similarities and differences in regards to purpose etc. • Discuss and employ the use of pace, pause and tone in the voice when reciting the poem.

Mathematics

Science

SOSE/HSIE

• Students design and create their own interesting indoor games to play during a wet season. • Record the local rainfall for two weeks and display the information as a bar graph.

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• Play Scrabble™! Ask students to bring in their games and play in groups.

• Research dates of floods over the last 50 years in the local area. Make a time line of these.

• Use Monopoly™ money for problem-solving activities involving buying and selling of houses or property. • Complete a science experiment by making things sink and then float. (See page 73) • Study different types of clouds; e.g. cirrus, cumulus and stratus. • Research countries experiencing drought and problems arising from this.

• Use the Internet to find images of flooding. Use these with locations and dates on a time line.

HPE/PDHPE

• Teach indoor games children can play when it is raining.

The arts

• Create a weather report for a real or imaginary place using maps and charts.

• Explore different mediums/devices to make the sound of rain. Record and play to see how realistic it sounds.

Technology

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Rhymes for rascals

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• Make boats out of recyclable materials. Test them out!

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Wet season

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

More Scrabble™, Watch the DVDs again, Fights during Monopoly™, Colour-in book’s finished I’m going CRAZY!

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Drip. Drop. Pitter patter, pitter patter. The rains are starting. Refreshing Cleansing Nice, welcome change. Monopoly™. Jigsaws. Card games. DVDs. © R. I . C.PBaking. ubl i cat i ons . s •f orr evi ewScrabble pur p™o esonl y• Colouring in ...

o c . che e r o t r s super Silence … Sunshine and sanity again.

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Writing poetry Finish the poem by writing what you do when it rains.

Wet season By Drip.

r o e t s Bo r e p ok The rains are starting. u S Refreshing Drop.

Cleansing

Nice, welcome change.

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Pitter patter, pitter patter.

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I’m going CRAZY! Silence … Sunshine and sanity again. 72

Rhymes for rascals

Space for student’s art

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Science experiment A marble sinks when placed in a bowl of water. So will a ball of plasticine™. But can you think of a way to make a marble float using plasticine™?

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

MATERIALS (What do we need?)

HYPOTHESIS (What do I think will happen?)

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AIM (What are we trying to find out?)

STEPS (How to set up the experiment.)

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Performance guide

The storm

The performers of this poem should use their voices to mimic a storm arriving and passing. In the second stanza, voices can build volume and momentum. The fourth and fifth stanzas should be the loudest, while a decrease in volume and momentum should be evident in stanza seven.

Suggested activities KLA

Activity

English

• Students identify the onomatopoeic words from the poem. (See page 76)

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

• Students write the sequence of the storm described in the poem.

• Discuss the importance of contrast in volume, tone and pace when reciting this poem. • Imagine you are the sister in the poem or you are caught out in a storm. How would you feel about the storm? • Discuss and assess the time passed from the beginning of the storm to the end.

Science

• Record the national rainfall averages of capital cities for a week. Display the information in a matrix. • Complete conversion tables using millilitres and litres. (See page 77)

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Mathematics

• Research, describe and draw a diagram of the water cycle using arrows and labels.

• Study and interpret weather maps from newspapers for five consecutive days to note the change in weather patterns. • Study different types of storms: sand, snow, hail, rain, dust etc. • Find out why we see lightning flashes before we hear thunder.

• Compare hurricanes, typhoons and cyclones. In which countries does each occur?

SOSE/HSIE

• Create a time line of major storms/cyclones in the local area in sequential pictures or text.

HPE/PDHPE

• Determine reliable sources of information during a cyclone; e.g. radio.

The arts

• In groups, make the sound of a storm approaching, at its height, then subsiding. Have one group make the sound effects while the rest of the class recite the poem.

Technology

• In groups, students design, make and test a rain gauge.

Answers

1. drip, drop, pitter, patter, whoosh, whoo, boom, bang, crash, smash, splat, clang, shrieks

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2. Possible answers: swish, boing, squash, squish

3. Possible answers: chomp, munch, crunch, chew

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(a) 2.5 L (b) 1000 mL (c) 1.8 L (d) 2500 mL (e) 0.65 L (f) 5000 mL (g) 3.75 L (h) 20 000 mL (i) 1 L (j) 45 000 mL

(a) (b) (c) (d) (e) (f)

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0.1 L 45 000 mL 50 mL 2500 mL 2.75 L 0.125 L

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The storm Drip, drop, pitter, patter. A storm has started. Animals scatter. Getting darker, grey storm cloud. Rain starts pelting very loud.

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

Whoosh! Whoo! Boom! Bang! Crash! Smash! Splat! Clang!

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Lightning brightens up the sky. Birds struggle to fly by.

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Lightning strikes! Thunder crashes! Rain pours! Wind smashes! Shutters bang! Roof leaks! Power goes out! Sister shrieks!

o c . che e r o t r spassing by. s Settling now, r upe

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Onomatopoeia Words which are onomatopoeic really sound like their meanings. When a balloon goes ‘bang!’ it really makes a ‘bang’ sound.

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r o e t s Bo r e p ok 1. Write the words from u ‘The storm’ that are onomatopoeic. S

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2. Write four onomatopoeic words about movement; e.g. stomp.

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o c . cwords 3. Write four onomatopoeic about eating; e.g. slurp. e her r o t s su p er

More?

Drop a writing pad, a pencil, then a paperclip onto the floor. Write an onomatopoeic word for the sound that each item made.

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Tenths of a litre Complete the following conversion tables. 1.

Amount of water (mL) 2500 mL

Amount of water (L) (divide by 1000) (a)

Amount of water (L) 1L

Amount of water (mL) (multiply by 1000) (b)

r o e t s 2.5 L (d) B r e o p ok u S (e) 650 mL 5L (f) (c)

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1800 mL

3750 mL

(g)

20 L

(h)

1000 mL

(i)

45 L

(j)

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(c)

100

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(d)

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(L)

(a) 45

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o c . che e r o t r s sup2.5er 0.05

2750

(e)

125

(f)

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Rhymes for rascals

Cool kick

Performance guide

This poem could work well for a class group. Different groups of students could recite the voices of the mother, father and son. Make these voices clearly distinguishable.

Suggested activities KLA

Activity

English

• Students recognise the main idea of the text by identifying who, what, where, when and why. • Why didn’t Dad seem very upset with his son? (He was impressed by how high his son had kicked the ball.)

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

• Besides Mum, who else do you think may have been annoyed with the boy’s behaviour? (Soccer coach or person who had to retrieve the ball.)

Mathematics

Science

• Students complete word study activities with words from the poem. (See page 80) • Interview a local soccer player to find out which teams he/she has represented, what age he/she began to play soccer and how many hours a week he/she spends training.

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• Which line of the poem reveals that the child in the poem is a boy? (Not until the fifth stanza—‘Good one, I mean, bad boy’, said Dad. The child could have been a girl except for this line in the poem.)

• The title ‘Cool kick’ is an example of alliteration. How many ‘c’ or ‘k’ words can students write in one minute? Students try making tongue-twisting sentences from their lists.

• Students estimate, then measure how far they can kick a ball. Display class results on a line graph. • Study a soccer ball for tessellating patterns. • What are the attributes of pentagons and hexagons?

• Students kick a ball as high as they can. Experiment with different sized balls and different inflation pressures.

• Students experiment to suggest ways to measure who kicks the ball the highest; e.g. measure to where shadow of the kicked ball reaches on the ground.

SOSE/HSIE

• Students research, then write a profile of their favourite soccer player, past or present; e.g. Pele, Beckham, Shearer, Rampone, Cahill. (See page 81)

HPE/PDHPE

• Use soccer drills to practise ball skills; e.g. dribbling around witches hats. • Play a game of soccer or kick-a-cricket for fitness.

The arts

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Answers Page 80

(a) (c) (e) (g) (i)

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smirk disgrace defence mutter impress

(b) encourage (d) proud (f) glance (h) remorse (j) chuckle

2. (a) stare (c) humble (e) frown

(b) accusation (d) honour

3. Alphabetical order: chuckle, defence, disgrace, encourage, glance, impress, mutter, proud, remorse, smirk,

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Cool kick Arriving home from soccer training Was a remorseful kid. ‘Now, go and tell your dad’, said Mum, ‘Exactly what you did’.

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‘Darling’, said my mum to him, ‘We’re not encouraging this. Now you can go without Xbox™. Three days is what you’ll miss’.

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‘At training, I kicked a ball on that Three-storey shed that’s brick.’ ‘Wow!’ said my dad impressed, ‘That must have been some kick!’

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‘But all the boys were doing it.’ My defence was a weak mutter. ‘It’s just that no-one else could get it Right up in the gutter.’

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‘Good one, I mean, bad boy’, said Dad. ‘What on earth were you thinking?’ Just then I happened to glance up And caught my daddy winking. ‘What will I do with you?’ said Mum. ‘It’s simply a disgrace.’ Then I heard a chuckle and caught The proud smirk on Mum’s face. Lee-Ann Holmes©

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Synonyms and antonyms 1. Which list words from the poem match these meanings? mutter

(a) grin

impress

(b) promote

defence

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(e) excuse

chuckle r o e t s B r e ooencourage p u k S glance

(f) glimpse

disgrace

(g) mumble

remorse

(h) guilt

smirk

• frown

(b) defence •

• honour

• stare

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(a) glance •

•

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o c . c e (e) smirk • • humble he r o t r s super 3. Write the list words in Question 1 in alphabetical order. (d) disgrace •

• accusation

Rhymes for rascals

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Soccer player profile Research your favourite soccer player to find out the following information.

Name: Age:

Year born:

r o e t s Bo r e Marital status: (married/single) p ok u S Children: Country of birth:

Age:

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picture of player here please

Team plays for:

Positions played:

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What age did he/she start playing soccer?

m . u

Other teams he/she has played for:

. te o c Other hobbies/sports/interests: . che e r o t r s super How many hours per week does he/she train?

Other interesting information

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Rhymes for rascals